S\u00fa hugmyndafr\u00e6\u00f0i sem liggur a\u00f0 baki vefs\u00ed\u00f0unni er s\u00f3tt einkum \u00ed \u00ferj\u00e1 fr\u00e6\u00f0imenn en \u00fea\u00f0 eru John Dewey, Loris Malaguzzi og Vygotsky. <\/p>\n
Dewey<\/strong> Malaguzzi<\/strong> Vygotsky<\/strong> \u00c9g sj\u00e1lf dreg \u00fe\u00e1 sko\u00f0un af kenningum Dewey, Malaguzzi, Montessori (og fleirum) a\u00f0 hef\u00f0bundi\u00f0 n\u00e1msefni sem er bundi\u00f0 \u00ed texta og \u00fatsk\u00fdringar \u00e1 \u00fev\u00ed hvernig eigi a\u00f0 teikna, m\u00e1la e\u00f0a m\u00f3ta eitt og anna\u00f0 \u00ed myndlistakennslu s\u00e9 \u00ed raun heftandi fyrir skapandi tilraunir barnanna \u00fev\u00ed \u00fea\u00f0 s\u00e9 einungis svipmynd af t\u00edma og r\u00fami e\u00f0a huglj\u00f3mun sem einn einstaklingur e\u00f0a h\u00f3pur (h\u00f6fundur\/h\u00f6fundar) h\u00f6f\u00f0u \u00e1 \u00feeim t\u00edma sem efni\u00f0 var skrifa\u00f0. Heimildir: S\u00fa hugmyndafr\u00e6\u00f0i sem liggur a\u00f0 baki vefs\u00ed\u00f0unni er s\u00f3tt einkum \u00ed \u00ferj\u00e1 fr\u00e6\u00f0imenn en \u00fea\u00f0 eru John Dewey, Loris Malaguzzi og Vygotsky. Dewey \u00c9g hef oft \u00ed n\u00e1mi m\u00ednu leita\u00f0… Read The Rest →<\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-176","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blyantur.is\/index.php?rest_route=\/wp\/v2\/pages\/176","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blyantur.is\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blyantur.is\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blyantur.is\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/blyantur.is\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=176"}],"version-history":[{"count":10,"href":"https:\/\/blyantur.is\/index.php?rest_route=\/wp\/v2\/pages\/176\/revisions"}],"predecessor-version":[{"id":512,"href":"https:\/\/blyantur.is\/index.php?rest_route=\/wp\/v2\/pages\/176\/revisions\/512"}],"wp:attachment":[{"href":"https:\/\/blyantur.is\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=176"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\n\u00c9g hef oft \u00ed n\u00e1mi m\u00ednu leita\u00f0 \u00ed smi\u00f0ju John Dewey og hugsanlega m\u00e1 segja a\u00f0 hann hafi haft meiri \u00e1hrif \u00e1 mig en mig grunar. B\u00f3k hans Reynsla og menntun, hef \u00e9g lesi\u00f0 margoft og \u00ed s\u00e9rhvert sinn fundi\u00f0 \u00fea\u00f0 sem \u00e9g leita\u00f0i a\u00f0, kannski er \u00fea\u00f0 ekki lengur tilviljun.
\n\u00cd fyrsta kafla \u00feessarar b\u00f3kar, \u00ed \u00fe\u00fd\u00f0ingu Gunnars Ragnarssonar, r\u00e6\u00f0ir Dewey um togstreitu milli hef\u00f0bundins og frams\u00e6kins sk\u00f3lastarfs. \u00cd stuttu m\u00e1li s\u00e9 hef\u00f0bundi\u00f0 sk\u00f3lastarf \u00e1 \u00feann veg a\u00f0 \u00fea\u00f0 s\u00e9 m\u00f3ta\u00f0 af fyrri kynsl\u00f3\u00f0um sem afhendi \u00feeirri n\u00e6stu samansafn af hef\u00f0um, aga og n\u00e1msefni sem \u00e1\u00f0ur hefur veri\u00f0 nota\u00f0 – en frams\u00e6ki\u00f0 sk\u00f3lastarf hafni \u00feeirri lei\u00f0 alfari\u00f0. Dewey dregur \u00ed efa a\u00f0 \u00feessar \u00f6fgar s\u00e9u til gagns en er \u00fe\u00f3 samm\u00e1la \u00feeirri hugmynd a\u00f0 fort\u00ed\u00f0in viti ekki miki\u00f0 um framt\u00ed\u00f0ina og veltir \u00fear af lei\u00f0andi fyrir s\u00e9r me\u00f0 hva\u00f0a h\u00e6tti \u00e1\u00f0ur m\u00f3ta\u00f0 kennsluefni \u00e6tti a\u00f0 hafa \u00e1hrif \u00e1 nemendur. Me\u00f0 \u00feessu er hann \u00fe\u00f3 ekki a\u00f0 hafna \u00feeirri \u00feekkingu sem hefur \u00e1unnist heldur fremur kennslua\u00f0fer\u00f0unum og leggur \u00fear grunn a\u00f0 \u00feeirri kenningu a\u00f0 n\u00e1m eigi a\u00f0 fara fram \u00ed gegnum samskipti, ath\u00f6fn og reynslu og a\u00f0 \u00fea\u00f0 lei\u00f0i af s\u00e9r dj\u00fapst\u00e6\u00f0ari skilning og l\u00e6rd\u00f3m .
\nN\u00e1m \u00ed gegnum reynslu byggist ekki s\u00edst \u00e1 \u00feeirri forsendu a\u00f0 nemandi f\u00e1i a\u00f0 handfjatla raunverulega hluti, l\u00e6ra hvernig \u00feeir virka og s\u00ed\u00f0an \u00ed framhaldinu a\u00f0 nota \u00fe\u00e1 e\u00f0a reynsluna af \u00feeim vi\u00f0 n\u00e6stu n\u00e1mst\u00e6kif\u00e6ri. Dewey lag\u00f0i einnig \u00e1herslu \u00e1 a\u00f0 reynsla eins s\u00e9 n\u00e1m annars \u00ed gegnum samskipti \u00feeirra og \u00e1 hann \u00fe\u00e1 vi\u00f0 a\u00f0 kennarinn veiti barninu b\u00e6\u00f0i t\u00e6kif\u00e6ri til a\u00f0 l\u00e6ra af ath\u00f6fn og reynslu en einnig af \u00feeirri reynslu og \u00feekkingu sem kennarinn b\u00fdr yfir og getur veitt nemandanum \u00ed gegnum samr\u00e6\u00f0ur og samskipti um vi\u00f0fangsefni\u00f0. Dewey sag\u00f0i einnig a\u00f0 umhverfi\u00f0 v\u00e6ri \u00feri\u00f0ji kennarinn og \u00e1n \u00feess v\u00e6ru vart t\u00e6kif\u00e6ri til a\u00f0 upplifa, handfjatla, pr\u00f3fa sig \u00e1fram . H\u00e9r vil \u00e9g \u00fe\u00f3 koma \u00e1 framf\u00e6ri a\u00f0 h\u00e9r er eitt afmarka\u00f0 sj\u00f3narhorn dregi\u00f0 fram \u00far kenningum Dewey og vert er a\u00f0 benda \u00e1 a\u00f0 hann skrifa\u00f0i m\u00f6rg rit um menntastefnu s\u00edna og efni hennar \u00ed heild sinni kemur ekki fram h\u00e9r me\u00f0 sk\u00fdrum h\u00e6tti
\n (Dewey, 1938\/2000). <\/p>\n
\nLouris Malaguzzi haf\u00f0i \u00fea\u00f0 vi\u00f0horf a\u00f0 barni\u00f0 hafi hundra\u00f0 m\u00e1l og \u00e1 hann vi\u00f0 h\u00e6fileika barnsins til a\u00f0 nota skilningarvit s\u00edn til a\u00f0 lesa \u00ed umhverfi sitt, uppg\u00f6tva, a\u00f0 skilja og afla s\u00e9r \u00feannig \u00feekkingar \u00e1 margfalt d\u00fdpri og margslungnari h\u00e1tt en \u00e1\u00f0ur haf\u00f0i veri\u00f0 haldi\u00f0 (B\u00f6rn hafa hundra\u00f0 m\u00e1l, 1988). Malaguzzi s\u00f3tti hugmyndir s\u00ednar um reynslu og n\u00e1m barna \u00ed smi\u00f0ju Dewey en hann s\u00f3tti einnig \u00ed hugmyndir Montessori sem lag\u00f0i r\u00edka \u00e1herslu \u00e1 a\u00f0 b\u00f6rn fengju \u00f6\u00f0ru fremur a\u00f0 l\u00e6ra af og f\u00e1 reynslu af raunverulegum hlutum eins og raunverulegum h\u00fasb\u00fana\u00f0i, verkf\u00e6rum og raunverulegum a\u00f0st\u00e6\u00f0um \u00ed \u00feeim tilgangi a\u00f0 \u00fe\u00e1 f\u00e6ri \u00edgrunda\u00f0 n\u00e1m fram heldur en a\u00f0 sitja vi\u00f0 sk\u00f3labor\u00f0 og l\u00e6ra af b\u00f3kum. \u00deess vegna lag\u00f0i Malaguzzi \u00e1herslu \u00e1 a\u00f0 b\u00f6rn fengju a\u00f0 handfjatla og sko\u00f0a hluti fr\u00e1 \u00f6llum hli\u00f0um. D\u00e6mi um \u00fea\u00f0 er \u00feegar baller\u00ednub\u00faningur er til sko\u00f0unar \u00fe\u00e1 er fari\u00f0 alla lei\u00f0 \u00ed a\u00f0 l\u00e6ra. \u00dea\u00f0 er gert me\u00f0 \u00fev\u00ed a\u00f0 fara \u00ed ballettinn sj\u00e1lfann (leikh\u00fasi\u00f0) og upplifa s\u00fdningu, f\u00e1 a\u00f0 fara baksvi\u00f0s, fari\u00f0 til baller\u00ednub\u00fanings-saumakonunnar, lj\u00f3smyndir teknar, efni\u00f0 haldfjatla\u00f0 og sko\u00f0a\u00f0 fr\u00e1 \u00f6llum m\u00f6gulegum hli\u00f0um me\u00f0 st\u00e6kkunargleri, b\u00faningurinn pr\u00f3fa\u00f0ur og fleira sem tilefni gefa til(Rinaldi, 2006).<\/p>\n
\nVygotsky sem einna \u00feekktastur er fyrir kenningar s\u00ednar um sv\u00e6\u00f0i m\u00f6gulegs \u00feroska en hann taldi a\u00f0 b\u00f6rn l\u00e6r\u00f0u ekki s\u00edst \u00ed samf\u00e9lagi vi\u00f0 a\u00f0ra og einnig me\u00f0 verkf\u00e6rum og efnivi\u00f0 sem umhverfi\u00f0 by\u00f0i upp\u00e1 (Bodrova og Leong, 2007).<\/p>\n
\nMe\u00f0 fyrirfram m\u00f3tu\u00f0u n\u00e1msefni e\u00f0a kennsluverkefnum s\u00e9 h\u00e6ttan s\u00fa a\u00f0 \u00fea\u00f0 myndi neikv\u00e6\u00f0an ramma sem b\u00f6rnin vita ekki hvort \u00feau eigi a\u00f0 st\u00edga upp \u00far e\u00f0a ekki. \u00dear vil \u00e9g \u00fe\u00f3 leggja \u00e1herslu \u00e1 a\u00f0 a\u00f0fer\u00f0ir kennara vi\u00f0 a\u00f0 leggja fram n\u00e1msefni geta veri\u00f0 mj\u00f6g einstaklingsbundnar og \u00fev\u00ed m\u00e1 segja a\u00f0 \u00feetta s\u00e9 allt undir kennaranum sj\u00e1lfum komi\u00f0.
\n\u00c9g vil \u00fe\u00f3 \u00f6\u00f0ru fremur leggja \u00e1herslu \u00e1 \u00fe\u00e1 sko\u00f0un m\u00edna a\u00f0 n\u00e1msefni \u00ed listgreinum eigi a\u00f0 vera svo opi\u00f0 \u00ed b\u00e1\u00f0a enda a\u00f0 kennarinn hafi ekkert anna\u00f0 til a\u00f0 treysta \u00e1 en a\u00f0 leyfa nemendum a\u00f0 vera \u00feeir sj\u00e1lfir, beita eigin hugsun og reyna \u00e1 \u00edmyndunarafli\u00f0 sem er einn af styrkleikum barnanna. \u00dev\u00ed s\u00e9 mikilv\u00e6gt a\u00f0 kennarinn kunni \u00e1 lei\u00f0irnar a\u00f0 reynslunni, sj\u00e1lf verkf\u00e6rin, hvort sem \u00fea\u00f0 er saumav\u00e9l, borv\u00e9l, logsu\u00f0ut\u00e6ki e\u00f0a teikni\u00e1h\u00f6ld, svo f\u00e1ein d\u00e6mi s\u00e9u tekin. Kunni hann ekki \u00e1 \u00feau \u00e1 hann a\u00f0 s\u00e6kja \u00feekkinguna til annarra s\u00e9rfr\u00e6\u00f0inga sem geta svara\u00f0 spurningum barnanna og kennt \u00feeim \u00fe\u00e1 verkt\u00e6kni og kunn\u00e1ttu \u00e1 efnivi\u00f0inn sem \u00feau \u00feurfa \u00ed s\u00ednum tilraunum og n\u00e1mi. <\/p>\n
\nDewey, J. (1938\/2000). Reynsla og menntun (Gunnar Ragnarsson \u00fe\u00fdddi). Reykjav\u00edk: Ranns\u00f3knarstofnun Kennarah\u00e1sk\u00f3la \u00cdslands. (Upphaflega gefi\u00f0 \u00fat 1938).
\nBodrova, E. og Leong, D. J. (2007). Tools of the mind. The Vygotskian approach to early childhood education. New Jersey: Pearson.
\nRinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching and learning. London:
\nRoutledge.<\/p>\n","protected":false},"excerpt":{"rendered":"