Articolul precedent |
Articolul urmator |
415 12 |
Ultima descărcare din IBN: 2023-12-22 11:34 |
Căutarea după subiecte similare conform CZU |
373.2.016 (20) |
Genuri de școli de cultură generală. Învățământ de cultură generală (2013) |
SM ISO690:2012 POPA, Elena-Rodica. Interdisciplinarity as a factor in correlating the areas of child development in early education. In: Patrimoniul cultural de ieri – implicații în dezvoltarea societății durabile de mâine, Ed. 3, 11-12 februarie 2021, Chişinău. Chișinău, Republica Moldova: 2021, Ediția 3, pp. 176-178. ISSN 2558 – 894X. |
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Patrimoniul cultural de ieri – implicații în dezvoltarea societății durabile de mâine Ediția 3, 2021 |
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Conferința "Yesterday’s heritage – implications for the development of tomorrow’s sustainable society" 3, Chişinău, Moldova, 11-12 februarie 2021 | ||||||
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CZU: 373.2.016 | ||||||
Pag. 176-178 | ||||||
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Rezumat | ||||||
According to the new Curriculum for early education, the global development of the child is targeted, the didactic objectives, both the reference ones and the framework ones, being formulated on experiential fields and taking into account the landmarks established by the development fields. At the same time, the concept of „global development of the child” emphasizes the importance of the areas of development of the child’s personality in early education, the experiential fields becoming, in this way, tools to achieve these objectives and also measuring tools for child development, they indicate skills, abilities, abilities, content specific to Development. The aims of early education emphasize the importance of five areas of child personality development. To this end, development areas cover the complex developmental needs of children. Each area of development represents the expression of values and the way we formulate our life expectations and abilities regarding the child’s personality in the future. Preschool is appreciated as the age that includes the most important educational experience of a person, therefore it is required that the educational-formative activity in kindergarten be subject to permanent actions of renewal and improvement. The interdisciplinary approach is a major task of the whole education, and therefore of pre-school education, because it is the primary link of our educational system, and the modernization of education is required both horizontally and vertically to ensure continuity between levels of education. The kindergarten is meant to give the preschooler the opportunity to acquire the necessary training to start the school activity, to reach the optimal development of his personality, to be able to integrate in the effort of the learning activity. Interdisciplinarity is a way of action and thinking, between the objects and phenomena of the real world, and is required in preschool education to perform the tasks incumbent on preparing the child for successful integration into school and society. Interdisciplinarity in the context of preschool education becomes a key concept, with the help of which the educator can take an approach educational focused on the needs of the preschool child, his possibilities and rhythms of learning, on the roles and approaches of the learner. Children learn holistically, so that each area influences the others and none operates independently. Each field of development, cognitive, socio-emotional, physical, has a certain specificity and therefore there are objectives of early education that are specific to a field, but whose achievement implicitly determines the training of objectives in another field of development. |
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