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Dancing as a creative process and intersubject integration: the analysis of the situation in Slovenian kindergartens

Vesna Geršak (2010) Dancing as a creative process and intersubject integration: the analysis of the situation in Slovenian kindergartens. In: Pedagoški koncept Reggio Emilia in Kurikulum za vrtce : podobnosti v različnosti. Pedagoška fakulteta, Ljubljana, pp. 291-306. ISBN 978-961-353-052-5

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    Abstract

    The following paper presents an analysis from the field of dance education in Slovenian kindergartens. Participants in the survey were the preschool staff from the first round of the education programme titled “Professional training for practitioners for the purpose of implementing elements of special pedagogical principles of the Reggio Emilia concept in the field of preschool education for the period 2008–2013”, which took place at the Faculty of Education in Ljubljana. 810 preschool staff from kindergartens of various regions of Slovenia participated in the survey. The participants filled in the questionnaire referring to the integration of various dance sessions into their work with preschool children, regarding the intersubject integration of dance sessions and the use of dance activities in a kindergarten for different purposes. Data were analysed using the basic statistics and frequency distribution and are graphically presented in histograms. Moreover, the arithmetic mean of various variables was calculated. The obtained results were analysed and compared to the objectives and contents of the Kindergarten Curriculum (1999) and the principles of the Reggio Emilio Approach. The results have shown that kindergarten preschool staff still follow the stereotypes in dance education, perceiving it as a way of learning predefined forms and styles (learning choreographies) that aim to achieve a certain goal (performance in front of an audience) rather than creative processes such as a child’s creativity, exploration of dance and expression through creative movements and dancing. The findings further reveal that preschool staff integrate dancing into the arts section as much as possible. However, the results, which are most surprising, show that preschool staff do not introduce creative movements and dancing as the means of intersubject integration for the purpose of understanding mathematical content. Preschool staff only occasionally use dance sessions as part of project work, which according to the Reggio Emilia Approach is one of the main forms of work. Many questions arise from the results presented in the paper. The situation in the field of dance education in kindergartens needs to be further researched. However, we hope that educating preschool staff using the Reggio Emilia Approach can contribute to quality dance activities in kindergartens in terms of creativity, expression, exploration and linking dance through dancing.

    Item Type: Monograph Section
    Keywords: dance, dance activities, dance expression, the Reggio Emilia Approach, creative, move, creativity, art
    Number of Pages: 461
    Related URLs:
    URLURL Type
    http://reggioemilia.pef.uni-lj.si/images/dokumenti/monografija_ReggioEmilia2.pdfAlternative location
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 450
    Date Deposited: 24 Oct 2011 12:03
    Last Modified: 24 Oct 2011 12:03
    URI: http://pefprints.pef.uni-lj.si/id/eprint/450

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