Participatory approach to the evaluation of early childhood education curriculum framework

[D. Purešević]

181 str.

Pedagogija - Predškolska pedagogija / Pedagogy - Preschool pedagogy

Predmet studije je participativni pristup evaluaciji programa predškolskog vaspitanja i obrazovanja. Relevantnost studije oblikovana je kontekstom obrazovne reforme u Srbiji i procesom pilotiranja Osnova programa predškolskog vaspitanja i obrazovanja ,,Godine uzleta“. Teorijsko-vrednosni okvir za oblikovanje studije polazi od postmodernističkih teorija i poststrukturalističkih polazišta. U studiji se ističe fundamentalna veza između dokumenta Osnova programa i realnog programa u dečjem vrtiću, iz čijeg odnosa se Osnove programa mogu tumačiti kao plan, produkt, proces ili praxis. Razumevanje Osnova programa kao praxisa nadalje uobličava razumevanje evaluacije kao kontekstualnog, etičkog i višeperspektivnog koncepta, što je u osnovi participativnog pristupa evaluaciji programa. Istraživanje koje je sprovedeno u ovom radu je evaluativno, a meta-analiza se koristila kao osnovna metoda analize podataka. Na osnovu upoređivanja nalaza meta-analize korišćenog modela evaluacije programa u projektu ,,Pilotiranje nacrta Osnova programa predškolskog vaspitanja i obrazovanja – Godine uzleta“, procesom meta-sinteze generisane su kategorije koje mogu predstavljati određenu vrstu obrasca sa funkcijom procene participativnosti različitih modela evaluacije programa. Na osnovu teorijskog i metodološkog dela rada apstrahovane su smernice za primenu participativnog pristupa evaluaciji programa predškolskog vaspitanja i obrazovanja

The subject of this study is a participatory approach to the evaluation of early childhood education curriculum framework. The relevance of the study is shaped by the context of educational reform in Serbia and the piloting process of the Early Childhood Education Framework the "Years of Ascent". The conceptual framework which shaped the study is based on postmodernist theories and poststructuralist perspectives. The study highlights the fundamental connection between the Curriculum Framework and contextual curriculum, from which the Curriculum Framework can be interpreted as a plan, product, process, or praxis. Understanding the Curriculum Framework as praxis further shapes the understanding of evaluation as a contextual, ethical, and multi-perspective concept, which is essentially the basis of the participatory approach to curriculum evaluation. The research conducted in this study is evaluative, and meta-analysis is used as the primary method of data analysis. By comparing the meta-analysis findings of collaborative model of evaluation in the project "Piloting the Draft of Early Childhood Education Framework the -Years of Ascent", we generated categories through the process of meta-synthesis that can represent a certain type of pattern with the function of assessing the participatory nature of various curriculum evaluation models. Based on the theoretical and methodological part of the study, guidelines for the application of the participatory approach to the evaluation of the early childhood education curriculum framework are abstracted.

predškolsko vaspitanje i obrazovanje, Osnove programa, Osnove programa kao praxis, realni program, participativni pristup evaluaciji programa, evaluativno istraživanje, meta-analiza

early childhood education, curriculum framework, curriculum framework as praxis, contextual curriculum, participatory approach to the curriculum evaluation, evaluative research, meta-analysis

37.013:373.2(043.3)

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