Praćenje i vrednovanje dječje igre

Cilj ovoga rada bio je kroz praćenje i vrednovanje dječje igre osvijestiti i produbiti dječje spoznaje i kompetencije polazeći od pristupa i metodologije interaktivne pedagogije oslanjajući se na interaktivnu pedagogiju. Analize videozapisa dječje simboličke igre djece od 3 do 6 godina života iz Dječjeg vrtića „Popaj“ u Splitu, potvrđuje nalaze teoretičara i praktičara interaktivne pedagogije (CRESAS, IEDPE) da djeca grade znanja u suradnji. Djeca konstruiraju i izražavaju svoja matematička i druga znanja i kompetencije dok surađuju, diskutiraju, daju prijedloge, konfrontiraju mišljenja te kad zajedno odlučuju o pitanjima na koje nailaze tijekom igre. Kvaliteta odgojnog okružja u ustanovi ranog odgoja, uloge odgojitelja kao partnera, promatrača, suradnika i po potrebi, pomagača bitno utječe na ponašanje i međusobnu suradnju djece u igri.The purpose of this work was to bring to conscious and deepen children's cognition and competences trough watching and evaluation of children's playing, starting from methodology and approach of interactive pedagogy depending on interactive pedagogy. The analysis of video of children's symbolic play played by children 3 to 6 year old from kindergarten „Popaj“ in Split are ratifying the outcomes of theoreticians and practitionersof interactive pedagogy (CRESAS, IEDPE) that children built knowledge in interaction. Children are developing and expressing their mathematical and other attainments and competences while cooperating, discussing, making suggestions, confronting opinions and mutually resolving questions encountered during the play. Educational environment's quality in institution of early education, the educator's part as a partner, observer, an associate and, where appropriate, as an assistant notably influences on children's behaviour and mutual cooperation in a play