The role of Kindergarten in LLL Essay Example for Free

The role of Kindergarten in LLL Essay?1. http//www. hfrp. org/publications-resources/browse-our-publications/getting-p arnts-ready-for- considerateergarten-the-role-of-early-puerility-education 2. http//www. earlychildhood crudes. com/earlychildhood/article_view. aspx? ArticleID=477 Successful Transition to Kindergarten The Role of Teachers provokes By Pam Deyell-Gingold While new kindergartners are worrying about whether or not anyone volition be their friend and if theyll be able to find the bathroom, their pre work instructors are inquire if theyve succeeded at preparing their sm alone students for this big transition.In recent course of instructions the role of kindergarten has changed from an extension of pre naturalise to a a majuscule deal much academic environment because of new standards in the public rails that push back academic arrive atments to earlier grades. How fire we ensure that our students view as a smooth transition? Are our students mature eno ugh? What can we do to make them more than ready? This article will explore the skills that constitute kindergarten readiness, how pre discipline teachers can collaborate with parents and kindergarten teachers to make the transit more rewarding for all, and activities to patron prepare children for what will be evaluate of them in kindergarten.The Transition Process Children go through many transitions throughout their lives, solely one of the most of import transitions is the one from a preschool program to kindergarten. During this period behavior is shaped and attitudes are formed that will influence children throughout their education (PTA and Head Start, 1999). Childrens transitions are most strongly influenced by their home environment, the preschool program they attend, and the continuity between preschool and kindergarten (Riedinger, 1997).In 1995, Head Start and the Parent Teacher Association (PTA) began a device to fix a articulationnership between the two organiza tions in order to create effective transition practices and to promote continuity in parent and family employment in the schools. Three pilot programs were studied to determine best practice in kindergarten transition, and to foster the continued strong betrothal of families in their childrens education. They worked with unsubdivided schools to create parent-friendly environments and to develop strategies that lessen the barriers to involvement (Head Start PTA, 1999).Even Start, a federal program for low-income families implemented to improve educational opportunities for children and adults, also helps parents to work with the school governance to help their children succeed. Their research found that parents felt that the way in which Even Start focuses on the family strengths rather than weaknesses and allows the families to identify their suffer needs, empowered them more than any matter else to help them to support their children in school (Riedinger, 1997). Kindergarten ReadinessA 1998 study by the case Center for Early Development Learning of nearly 3,600 kindergarten teachers nationwide indicated that 48 percent of children have moderate to serious problems transitioning to kindergarten. Teachers are most a great deal concerned about childrens skills in following directions, academics, and working independently. there seems to be a discrepancy between the expectations of teachers and the actual skills of kindergarten children. Therefore, a need for kindergarten teachers to collaborate with both parents and preschool teachers exists (Pianta Cox, 1998).School readiness is more than a matter of academics, though. As reported in a National Education Goals Panel in 1998 The prevailing view at once, however, is that readiness reflects a range of dimensions, such(prenominal) as a childs health and physical suppuration, social and emotional development, approaches to skill, language and communication skills, and cognitive and general knowledge (C alifornia Department of Education, 2000). Historically, kindergarten was a childrens garden a place to interact for the first time with a group of agemates, and to learn basic skills through mutation.Today, because of increasing numbers of working mothers, single-parent families, and strict upbeat regulations, many children begin having group experiences in a child care program or family child care home at a much earlier age. Together with the concern that Americas children are not getting adequate education to compete in a global market, our schools began to make the transition from the childrens garden to syllabus escalation (Shepard Smith, 1988) and academic trickle-down (Cunningham, 1988).While the trend towards focusing on academic skills continues at a fast pace, early childhood professionals argue for a more integrated curriculum that addresses the developmental needs of each child. Social Ad justment Although academics may be becoming increasingly more important, resear ch shows that social skills are what most affect school adjustment (Ladd Price, 1987 Ladd, 1990). Preschool teachers should not feel pressured into teaching academics beyond what is developmentally best practice (Bredekamp Copple, 1997) but should continue to focus on social and emotional development.Children who have been rejected by their peers in kindergarten tend to have poor school performance, more absences, and invalidating attitudes towards school that last throughout their school years. Three particular social skills that are known to influence childrens peer acceptance play behavior, qualification to enter play groups, and communication skills (Maxwell Eller, 1994). Play Behavior and Communication Skills Specific behaviors that cause rejection by fellow students include things like rough play, arguing, upsetting things in class, get a lineing to get their own way, and not sharing.Children who exhibit these behaviors also tend to be less independent and less cooperati ve than their peers. well-nigh children prefer playing with others who are polite, caring, and attentive. Preschool teachers and parents need to teach young children social skills, especially how to enter social groups. For example, children who say, Looks like thats a fun game, can I play? are more likely to be accepted than those who shove others aside and whine, I want a turn Another important social skill is the ability to participate in complicated fantasy games and simulate part in making up and extending the story.Children who lack sufficient experience playing with age-mates may feel frustrated at not existence able to retain up with the capabilities of their classmates. A generous amount of guided social experience with peers forward to kindergarten helps children do well in this new world (Maxwell Eller, 1994). Some children need assistance to learn how to play make-believe. A teacher can help forge this by giving verbal cues like, You be the mommy, and Ill be yo ur little girl. Can I help you make dinner, Mommy? Some children need reminders to keep them focused on their roles. Others may need help to read the emotions on wads faces.Look at Nicks face. He is blue because you pulled the hat away from him. Because young children do not have a large enough vocabulary to express themselves, teachers can help them find delivery to express their feelings such as, Youre feeling frustrated. Lets go find a puzzle with fewer pieces. Communication skills, such as being able to go through part in a conversation, bear in mind to others, and negotiate are also important. For example, children who speak directly to peers, are attentive to others in the group, and do to the initiations of others tend to be liked by the other children.Disliked children are more likely to make irrelevant comments, reject the initiations of other children without reasons or explanations, and often make comments without directing them to anyone (Maxwell Eller, 1994). Part of a teachers task is to quietly remind children to look at the person theyre talking to, and listen to what some other child is saying. Immaturity and Redshirting A common practice when dealing with children who are not socially mature is to keep them out of school for a year, in the hope that readiness will emerge. In academic circles this is referred to as redshirting, a term borrowed from college athletics. However, inquiry shows that redshirts are not gaining an academic advantage, and the extra year does not solve the social development problems that caused initial concern (Graue, 1994). Parents who are told that their children need to stay home for a year should ask for the reasons. developmentally assign practice is less common in kindergarten, and primary teachers face many constraints and pressures that teachers of younger children are not yet experiencing in the same intensity althoughpreschool appears to be next in line for pushdown curriculum. (Jones, Evans, R encken, 2001). If we think inclusively we have to problem-solve in ways to accommodate the incredible diversity presented by the characteristics of kindergartners. Redshirting and retention are outmoded tools that should be replaced by more appropriate practices. One footprint in the right direction is collaboration between preschool and elementary school educators (Graue, 1994). A second step is to have parents understand what experiences can help their child have a successful transition.Learning About Classroom Styles In collaborating with kindergarten teachers, preschool teachers and parents need to visit the school and pay close attention to exposit that may affect their students in kindergarten. When teachers and parents agree on a philosophy of education, children usually adjust more comfortably (Maxwell Eller, 1994). Children feel more secure in their new environment if they feel that their parents support the teacher and the school. The first step may be either a meeting with the kindergarten teacher or a class field trip to the elementary school.Observe kindergarten classrooms to identify teaching styles, classroom management techniques, and routines. Also listen to identify skills that are needed to be successful in participating in the kindergarten classroom (Karr-Jelinek, 1994). In her research, Karr-Jelinek used a checklist of what parents (and teachers) should look for in a kindergarten classroom, to see if their children both normally developing and with special needs are ready for the classroom they visit ? How many steps are given at a time in directions?? What types of words are children expected to understand? ? How does each individual child compare to the other children? ? How long are children expected to sit still in a group? ? How often do children speak out of turn or move virtually when they should be seated? ? How much independence is expected? ? What type of work is being done? (small groups, seatwork, etc. ) ? Where might my special needs students need extra help? ? What kind of special information can I pass along to the teacher about each child? (Karr-Jelineck, 1994)Although expectations vary by teacher and school district, by the time children reach kindergarten they should be able to listen to a story in a group, follow two or three oral directions, take turns and share, follow rules, respect the property of others, and work within time and space constraints. They need to learn the difference between work and play, knowing when and where each is appropriate. Most five-year-olds can express themselves fluently with a variety of words and can understand an even larger variety of words used in conversations and stories (Nurss, 1987). many an(prenominal) kindergartens make use of larn centers, small group instruction, and whole group language activities. However, others use structured, whole group paper-and-pencil activities oriented to academic subjects, such as reading and mathematics. The curricu lum in these kindergartens often constitutes a downward extension of the primary grade curriculum and may call for the use of workbooks, which are part of a primary level textbook series. Many early childhood professionals have spoken out on the inappropriateness of such a curriculum (Nurss, 1987).Preparing Parents for the Transition High-quality preschool programs encourage parent involvement in the home and in the classroom. Volunteering to read during story time, to share cultural traditions, or to be a lunch guest are all ways for parents to feel that they are a part of their childs school life. According to the National PTA, parent and family involvement increases student achievement and success. If preschool teachers can make parents feel welcome helping in the classroom, they will be more likely to remain involved in their childs future education.Many parents worry about their children entering elementary school because of their own negative school experiences. They may feel affright by teachers and uncomfortable showing up at school events even for orientation and enrolling their children in school (Reidinger, 1997). Parents expectations of how well children will do in school influence childrens performance. It appears that parents who expect success may provide more support, encouragement and praise, which may give their children more self-esteem and confidence.The most important thing is that children who believe in their own abilities have been found to be more successful in school (Dweck, 1991). To assist parents, preschool teachers can arrange visits to the school and take parents along on the kindergarten field trip. They can ask for children to be paired with a kindergarten buddy who can take them around, while parents meet with the teacher or go to the office to register their child. A study done by Rathbun and Hauskin (2001) showed that the more low-income students that were enrolled in a school, the less parental involvement there was.Invo lving low-income families in the schools may help to break the cycle of poverty of future generations. One way to really help the family with transition is to empower the parents to act as advocates for their children. Parent meetings and newsletters can help parents learn how to work with school staff, learn about volunteer opportunities at school, as well as how to prepare their child at home for kindergarten. They may need some advice on how to help their children and themselves cope with anxieties related to transitions from preschool to kindergarten. Preparing Children for TransitionIn the last few weeks of summer, children start getting crazy about exit to kindergarten, and are apprehensive at the same time. It is important for parents to treat the childs entrance into kindergarten as a normal fact and not build up the event in childrens minds. An important way to provide continuity for the child is to find preschool classmates or other children who will be in their kinderg arten class. According to research, children who have a familiar peer in a new group setting have fewer problems adjusting to new environments (Howes, 1988). Transition Activities for Parents and Children.The more you discuss this transition in a matter-of-fact way, the more comfortable children will become. Encourage parents to prepare their child for kindergarten with the following ? watch the school so the children can meet the kindergarten teacher and see what kindergarten is really like. Try to arrange for them to see more than one type of classroom activity, such as seatwork time and free choice time. Show them where the bathroom and cubbies are located. ? Find out what lunchtime will be like. If the children are going to be getting a school lunch, they may have to learn how to open new kinds of containers.? Read books about kindergarten. ? Answer childrens questions in a true forward way about what they will do in kindergarten. Tell them they will listen to stories, do coun ting activities, have group time, and play outside. ? search how long the kindergarten day is and what the daily routine will be like. They will want to know what will be the same as preschool and what will be different. ? If the children are going to a school that presents more diversity than they are familiar with, talk honestly with them about racial and ethnic differences and disabilities.? If children are going to be victorious the schoolbus for the first time, you will need to discuss schoolbus safety rules. ? Reassure children that they will be picked up from school every day just as they are in preschool. ? Check to make sure your pre-kindergarten children are capable of basic kindergarten readiness skills. (See sidebar below. ) Conclusion The transition from preschool to kindergarten can be a stressful time for both children and parents.However, if preschool teachers can facilitate collaboration between parents and kindergarten and familiarize children withthe workings of kindergarten, it will be a smoother process. Parents need to try to find a developmentally appropriate class for their child by observing different classrooms and talking to teachers about educational philosophies.Preschool teachers, with their knowledge of different learning styles and the temperaments of their students, can help everyone with this important transition. Pam Deyell-Gingold is a graduate student in Human Development at Pacific Oaks College. She works as master teacher at Head Start, teaches child development classes for Merced Community College, and is a freelance writer and anti-bias curriculum enthusiast.Her home is in the Sierra foothills near Yosemite National Park, California. References Bredekamp, S. Copple, C. (1997) Developmentally appropriate practice for early childhood programs. Revised adaptation. Washington, DC NAEYC. California Dept of Ed. , (2000). Prekindergarten learning and development guidelines. Sacramento, CA. Cunningham, A. 1988. Eeny, meeny, miny, moe Testing policy and practice in early childhood. Berkeley, CA National Commission on Testing and Public Policy In Graue, E (2001, May) Whats going on in the childrens garden today? Young Children. Dweck, C. S. (1991).Self-theories and goals their role in motivation, person-to-personity and development. In Nebraska symposia on motivation, Vol. 36, ed. by R. Dienstbier, 199-235. Lincoln University of Nebraska Press. In Maxwell, Eller, 1994 Graue, E. (2001, May) Whats going on in the childrens garden today? Young Children, p. 67-73. Howes, C. (1988). Peer interaction of young children. Monographs of the Society for Research in Child Development 53 (2. Serial No. 217). In Maxwell, K. and Eller, C. (1994, September) Childrens Transition to Kindergarten, Young Children. Howlett, M. P. (1970, February 18). Teachers edition My Weekly Reader Surprise, Vol.12, Issue 20. Jones, E. , Evans, K. , Rencken, K. (2001) The Lively Kindergarten, NAEYC publications. Karr-Jelinek, C. (1994). Transition to kindergarten Parents and teachers working together. Educational Resources Information Center. Ladd, G. W. , 1990. Having friends, property friends, making friends and being liked by peers in the classroom Predictors of childrens early school adjustment? Child Development (61) 1081-100. Ladd, G. W. , J. M. Price. 1987. Predicting childrens social and school adjustment following the transition from preschool to kindergarten. Child Development, (58) 1168-89. Maxwell, K. Eller, S. (1994, September). Childrens transition to kindergarten. Young Children, p. 56-63. National PTA National Head Start Association. (1999). Continuity for success Transition training guide. National PTA, Chicago, IL. National Head Start Association, Alexandria, VA. Nurss, J. 1987, Readiness for Kindergarten, ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana, IL BBB16656. Pianta, R. Cox, M. (1998) Kindergarten Transitions. Teachers 48% of Children Have Transition Problems. NCEDL Spotlights Series, No. 1, National Center for Early Development Learning Chapel Hill, NC. Rathbun, A. Hauskin, E. (2001). How are transition-to-kindergarten activities associated with parent involvement during kindergarten? Paper presented at the Annual meeting of the American Educational Research Foundation Seattle, WA. Riedinger, S. (1997), Even Start Facilitating transitions to kindergarten. Dept. of Education Washington, DC Planning and Evaluation Service. Shepard, I. A. M. I. Smith. (1988) Escalating academic demand in kindergarten counterproductive policies. The Elementary School Journal, (89) 135-45. In Maxwell, K. and Eller, C. (1994, September) Childrens Transition to Kindergarten, Young Children.Kindergarten Readiness Is* A child who listens ? Todirections without interrupting ? To stories and poems for five or ten minutes without restlessness A child who hears ? speech communication that rhyme ? Words that begin with the same sound or different sounds A child who sees ? Likenesses and differences in pictures and designs ? Letters and words that match A child who understands ? The relationship built-in in such words as up and down, top and bottom, little and big ?The classifications of words that represent people, places, and things A child who speaks and can? Stay on the topic in class discussions ? Retell a story or poem in correct sequence ? Tell a story or relate an experience of her own A child who thinks and can ? Give the main idea of a story ? Give unique ideas and important details ? Give reasons for his opinions A child who adjusts ? To changes in routine and to new situations without becoming fearful ? To opposition or defeat without crying or sulking ? To necessity of intercommunicate for help when needed A child who plays ? Cooperatively with other children ? And shares, takes turns and assumes his share of group responsibility ?And can run, jump, skip, and bounce a ball with comparative dexterity A child who works ? Without being easily distracted ? And follows directions ? And completes each task ? And takes pride in her work *Adapted from Howlett, M. P. (1970, February 18). Teachers edition My Weekly Reader Surprise, Vol. 12, Issue 20. 3. http//www. edutopia. org/kindergarten-creativity-collaboration-lifelong-learning Kindergarten Is the Model for Lifelong Learning Lets keep teaching creativity throughout school and adulthood.By Mitchel Resnick Illustration of two people sitting on letter blocksCredit Wesley Bedrosian Ever since the first kindergarten opened in 1837, it has been a place for telling stories, building castles, painting pictures, making friends, and learning to share.But kindergarten is undergoing a dramatic change. In todays kindergartens, children are spending more and more time filling out worksheets and drilling on flash cards. In short, kindergarten is becoming more like the rest of school. Exactly the opposite needs to happen We should make the rest of school (indeed, the rest of life) more like kindergarten. Whats so special about kindergarten?As kindergartners playfully create stories, castles, and paintings with one another, they develop and refine their abilities to think creatively and work collaboratively, precisely the abilities most needed to achieve success and satisfaction in the 21st century. Underlying traditional kindergarten activities is a spiraling learning process in which children imagine what they want to do, create a project based on their ideas (using blocks, finger paint, or other materials), play with their creations, share their ideas and creations with others, and reflect on their experiences all of which leads them to imagine new ideas and new projects.This reiterative learning process is ideal preparation for todays fast-changing society, in which people must continually come up with innovative solutions to unexpected situations in their lives. If this approach is so well aligned with current societal needs, why do we so rarely s upport it in classrooms? One reason is that our society and our educational system dont place enough value on creative thinking. Another reason is a lack of appropriate media and technologies Wooden blocks and finger paint are great for learning kindergarten concepts (such as numbers, shapes, sizes, and colors).But as children get older, they want and need to work on more advanced projects and learn more advanced concepts. To do that, they need different types of tools, media, and materials. This is where I believe digital technologies can play their most important role. If properly designed and used, new technologies can extend the kindergarten approach, allowing students of all ages to continue learning in the kindergarten style and, in the process, to keep growing as creative thinkers.In my research group at the Media Lab at the Massachusetts Institute of Technology, weve been developing new technologies specifically to support the kindergarten approach to learning. For example, weve collaborated with the Lego Group since 1985 on a collection of robotics construction kits that enable children to imagine and create interactive inventions in the same spirit as kindergartners build towers with blocks. Recently, weve developed a new programming language called outset, which brings the kindergarten learning approach to the computer screen.With Scratch (available as a free download), children can create their own interactive stories, games, and animations and then share their creations on the Web. A vibrant online community has developed around Scratch, as users present more than a thousand new projects on the Scratch Web site each day. Some 250,000 people participate in the community, most of them ages 8-16. One active participant in the community is a 13-year-old girl with the name BalaBethany (not her real screen name). As her first Scratch project, BalaBethany created and shared out an animated story with anime characters.Other members of the online communi ty responded positively, posting glowing comments under her project. Encouraged, BalaBethany began to create and share new anime stories on a lawful basis, like episodes in a television series. BalaBethany periodically added new characters to her stories. At one point, she got an idea Why not involve the community in the process? She created and uploaded a new Scratch project that announced a contest She asked other community members to design a sister for one of the characters. The project have more than 100 comments.One was from a community member who wanted to enter the contest but didnt know how to draw anime characters. So BalaBethany produced another Scratch project a step-by-step tutorial that demonstrates a 13-stage process for drawing and coloring an anime character. Illustration of Mitchel Resnick Credit Wesley Bedrosian I see BalaBethany as a case study of lifelong kindergarten. She is using Scratch to imagine, create, play, share, and reflect. In the process, she is re fining her programming and artistic skills and shes developing as a creative thinker.Our last goal is a world full of playfully creative people who, like BalaBethany, continue to learn as kindergartners do. Mitchel Resnick is director of the Lifelong Kindergarten group at the Massachusetts Institute of Technologys Media Lab. This article originally published on 5/27/2009 4. http//www. seas. upenn. edu/eas285/Readings/Resnick_LifelongKindergarten.pdf 5. http//www. ufri. uniri. hr/data/book_2. pdf CJELOZIVOTNO UCENJE KREIRANJE OSOBNOSTI I OKRUZJA DJECJEG VRTICA LIFELONG LEARNING PERSONAL addition AND THE KINDERGARTEN CONTEXT Bozica Pintaric Djecji vrtic Malesnica Zagreb, Republika Hrvatska.Sazetak Razvoj svakog, pa tako i odgojno-obrazovnog okruzja podrazumijeva stalno ucenje i mijenjanje svih sudionika, sto tako stvara organizaciju koja uci, mijenja se, kreira. Kvalitativne razlike u tome procesu povezane su s motivacijskim odrednicama.Poznato je da je ucenje najucinkovitije i d a su stvarne promjene moguce, ako su proistekle iz unutarnje potrebe osobe za samoaktualizacijom i preuzimanjem proaktivne, stvaralacke uloge u oblikovanju svoje stvarnosti. Tako potaknutim ucenjem, na samo da se profesionalno jacamo, vec prosirujemo svoju sposobnost kreiranja svog zivota na profesionalnom i sveukupnom planu.Vrednovanjem i samovrednovanjem, kao sastavnim dijelom ucenja i razvoja osobe i okruzja/ustanove isto tako razvijamo intrapersonalne i interpersonalne sposobnosti, koje su opet sastavni dijelovi kvalitete ucenja i zivljenja. To je posebno prisutno u odgojno obrazovnim ustanovama, posebice djecjim vrticima, gdje se sveukupne relacije i okruzje prvenstveno sagledavaju kao okruzje kvalitetnog zivljenja djece i odraslih. Kljucne rijeci ucenje, samovrednovanje, motivacija, osobni razvoj, kreiranje okruzja Abstract.The development of every, and thus also an educational surrounding, performer permanent learning and change in all the participating parties, which create s an organisation that is in the constant process of learning, changing, creating. Qualitative differences in this process are committed with motivational determiners. It is well known that learning is the most efficient and that real changes are possible if they have resulted from the persons intrinsic need for self-actualisation and taking of a pro-active and creative role in the shaping of reality.Such learning not only strenghtens us professionally, but also expands our capacity to create our own lives in a professional setting and other settings. Evaluation and self-evaluation/ reflection, as components of learning and personal growth, as well as of context / institution development positively affect intrapersonal and interpersonal abilities, which are integral parts of quality learning and living. This is particularly present in educational institutions, especially kindergartens, where overall personal relations and surroundings are primarily viewed as a habitat for the quali ty life of children and adults.Key words learning, self-evaluation/reflection, motivation, personal growth, creation of context B. Pintaric, CJELOZIVOTNO UCENJE KREIRANJE OSOBNOSTI 220 Majka priroda je bezgranican proces postanka i bitka. Duh koji bi joj se potpuno otvorio, bez emocionalnih rezervi i samorefleksije, izgubio bi se u sirovom materijalizmu njenog beskrajnog i neumoljivog izobilja te bezuvjetno potonuo. Camille Paglia Obrazovne organizacije po svojoj su prirodi mjesta zivota, dinamike, stalne mijene, razvoja, ucenja.Vrtic cesto imenujemo zajednicom koja uci, mjestom refleksivnog dijaloga djece i odraslih s procesom njihova zajednickog, kontinuiranog ucenja, pri cemu oni jednako vrijedno doprinose zajednickom ucenju, za njega dijele odgovornost i nad njima imaju zajednicko autorstvo (Slunjski, 2006, str. 35). To podrazumijeva stalno istrazivanje, propitivanje, reflektiranje i samoreflektiranje, vrednovanje i samovrednovanje, slozene i zahtijevne interakcije na intraper sonalnoj i interpersonalnoj razini svih u ustanovi.Za te procese potreban je stalan, snazan angazman i motiviranost djelatnika,odrzivost uvelike ovisi od kulture zajednice, ustanove. To bi trebala biti mjesta gdje ljudi bez straha stvaraju svoje vizije, gdje su istrazivanje i posvecenost istini norma, gdje se podrazumijeva suprotstavljanje stanju status quo, (Senge 2003, str. 172-173). U takvom se okruzju pojacava osjecaj da se osobno usavrsavanje i razvoj doista vrednuje, cijeni (isto, str. 173). Stalan razvoj omogucuju zajednice koje su brizne obitelji koje puno ocekuju od svojih clanova , a pritom pruzaju uzajamnu podrsku. (Stoll i Fink, 2000, str.256)Osobno iskustvo je, prema velikom dijelu autora, sredisnja os mijenjanja i razvoja zajednica. Miljak (2007, str. 212) u tom smislu navodi Osobno iskustvo i to ono svakodnevno u praksi uz pomoc zajednice iskusnih prakticara moze dovesti ne samo do mijenjanja odgojne prakse nego i do promjene stavova, uvjerenja i nacina razmisljanja ucitelja, odgajatelja. Kako se mijenja iskustvo, mogu se mijenjati duboka uvjerenja i pretpostavke, a kad se to dogodi, promijeni se i kultura. (Senge, 2002, str. 14) Autenticne, snazne poticatelje, partnere i ucitelje ucenja u kontekstu vrtica imamo u dj.