Beruflich Dokumente
Kultur Dokumente
ABORDRII INTERDISCIPLINARE
BOICU MARIANA
GRDINIA NR. 13 - BRAOV
ABSTRACT
Adequacy of teaching to the individual characteristics of preschool children requires a new
approach to work, flexible and closer to the actual experiences of preschoolers. It is therefore
necessary individualization, which involves the creation of pedagogical conditions necessary for the
potential of each child.
Differences between preschool terms: patterns, preferences, ability to pay attention,
predisposition to a particular learning style determines the contents of an interdisciplinary approach
to meet the individual needs of knowledge, predisposition to certain learning styles the need to
explore the environment to enhance adaptation to social life, causing the active involvement of
preschool activity . Hence the need to apply to groups of preschool teaching, individualized learning
and assessment for heterogeneous groups in terms of age and in terms of individual development
level.
Interdisciplinary approach to the content, the methodological solution in using the strategies
of individualization, it permits each preschool to develop based on their preferences, necessities and
predispositions to develop the capacity to adapt to environmental real close. An interdisciplinary
content can meet the need of exploring preschool through analyzers: visual, auditory, tactile and
kinesthetic, and gives the possibility to respond to data requirements .
The research shows that using individualization in teaching, learning and assessment leads
to increase the involvement of preschool activities and has positive effects on the formation and
development schoolers all sizes personalities.
KEYWORDS: strategies of individualization, interdisciplinary, learning style, preschool.
1.INTRODUCERE
Adecvarea procesului didactic la particularitile individuale ale precolarilor necesit
o nou abordare a activitii, mai flexibil i mai apropiat de experienele reale ale
precolarilor. De aceea este necesar individualizarea, care presupune crearea condiiilor
psihopedagogice necesare pentru valorificarea potenialului fiecrui copil.
Necesitatea aplicrii la grup a predrii, nvrii i evalurii individualizate, atunci
cnd grupa este una eterogen din punctul de vedere al vrstei i din punctul de vedere al
nivelului de dezvoltare individual este primordial. Diferenele dintre precolari n ceea ce
privete: ritmul de lucru, preferine, capacitatea de concentrare a ateniei, predispoziii fa
de un anumit stil de nvare determin o abordare interdisciplinar a coninutului, pentru a
satisface nevoile individuale de cunoatere, predispoziia fa de anumite stiluri de nvare,
nevoia de explorare a mediului n vederea creterii adaptrii la viaa social, determinnd
implicarea activ a precolarilor n activitate.
Centrarea procesului educaional asupra copilului presupune preocuparea permanent a
educatorilor pentru cunoaterea copilului ca individualitate i adaptarea programelor de
formare la profilul individual al subiectului supus educaiei e.g. [2].
2. INDIVIDUALIZAREA INVRII I EVALURII