Page 283 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
P. 283
Učni prostor kot spodbuda inovativnega učenja sporazumevalne zmožnosti otrok v vrtcu
Šilih, Gustav. 1970. Didaktika. Ljubljana: Državna založba Slovenije.
Šinkovec, Andreja. 2016. »Javni vrtci in zasebni vrtci v Sloveniji.« Diplomsko
delo, Univerza v Mariboru.
Taylor, Anne. 2009. Linking Architecture and Education: Sustainable Design for
Learning Environments. Albuquerque: University of New Mexico Press.
Valant, Eva, ur. 2016. 5. znanstveni posvet Vodenje v vzgoji in izobraževanju: udeja-
njanje inovativnih učnih okolij kot izziv vrtcev, šol in izobraževalnega sistema.
Ljubljana: Šola za ravnatelje.
Woolner, Pamela. 2010. The Design of Learning Spaces: Future Schools. London:
Continuum.
Žlebnik, Leon. 1973. Obča zgodovina pedagogike. Ljubljana: Državna založba
Slovenije.
Learning Space as an Enticement for Innovative Learning
of the Communication Ability of Children in Preschool
Modern learning space in preschool should allow children various activities
and learning experiences both in the internal and in the external learning
space. In the text we first highlight some pedagogues and didacticians who
in their discussions also oriented themselves to larning space, and after that
two reform pedagogies, the Montessori pedagogy and the Reggio Emilia con-
cept. The text concludes with a presentation of the example of a sensory room
in the preschool in Postojna, which represents an innovative approach by in-
corporating sensory elements into the space and encouraging the active – and
for a pre-school child natural – learning by playing. From international and do-
mestic practice of learning communication skills in the internal and external
space of the preschol, we highlight some elements of innovative learning ap-
proaches that refer to team work of different occupational profiles, to pleasant,
comfortable, and aesthetic arrangement of the preschool, to the flowability
and the possibility of access to all spaces for various users, to the interconnec-
tion of the interior and exterior spaces of the preschool, to cross-disciplinary
learning through project work based on diverse materials and involving all
senses of children or multisensory learning, and, finally, on documenting the
development of children, including through the use of ICT.
Keywords: Montessori pedagogy, Reggio Emilia concept, Preschool Postojna,
learning space, developing communication competence
283
Šilih, Gustav. 1970. Didaktika. Ljubljana: Državna založba Slovenije.
Šinkovec, Andreja. 2016. »Javni vrtci in zasebni vrtci v Sloveniji.« Diplomsko
delo, Univerza v Mariboru.
Taylor, Anne. 2009. Linking Architecture and Education: Sustainable Design for
Learning Environments. Albuquerque: University of New Mexico Press.
Valant, Eva, ur. 2016. 5. znanstveni posvet Vodenje v vzgoji in izobraževanju: udeja-
njanje inovativnih učnih okolij kot izziv vrtcev, šol in izobraževalnega sistema.
Ljubljana: Šola za ravnatelje.
Woolner, Pamela. 2010. The Design of Learning Spaces: Future Schools. London:
Continuum.
Žlebnik, Leon. 1973. Obča zgodovina pedagogike. Ljubljana: Državna založba
Slovenije.
Learning Space as an Enticement for Innovative Learning
of the Communication Ability of Children in Preschool
Modern learning space in preschool should allow children various activities
and learning experiences both in the internal and in the external learning
space. In the text we first highlight some pedagogues and didacticians who
in their discussions also oriented themselves to larning space, and after that
two reform pedagogies, the Montessori pedagogy and the Reggio Emilia con-
cept. The text concludes with a presentation of the example of a sensory room
in the preschool in Postojna, which represents an innovative approach by in-
corporating sensory elements into the space and encouraging the active – and
for a pre-school child natural – learning by playing. From international and do-
mestic practice of learning communication skills in the internal and external
space of the preschol, we highlight some elements of innovative learning ap-
proaches that refer to team work of different occupational profiles, to pleasant,
comfortable, and aesthetic arrangement of the preschool, to the flowability
and the possibility of access to all spaces for various users, to the interconnec-
tion of the interior and exterior spaces of the preschool, to cross-disciplinary
learning through project work based on diverse materials and involving all
senses of children or multisensory learning, and, finally, on documenting the
development of children, including through the use of ICT.
Keywords: Montessori pedagogy, Reggio Emilia concept, Preschool Postojna,
learning space, developing communication competence
283
