Dinamičko procenjivanje zone narednog razvoja testom za ispitivanje prvaka-1 (TIP-1)

Luković, Slađana; Baucal, Aleksandar; Tišma, Branka

doi:10.19090/pp.2013.4.371-383

Cited by 3 publications

(4 citation statements)

References 6 publications

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“…They made a significant improvement and achieved on average a result that was three times higher than the one from their first independent attempt. This kind of finding was also expected and in line with the previous studies on the improvement of children from disadvantaged backgrounds within AI (Sternberg & Grigorenko, 2002;Luković, 2011;Luković et al, 2013;Chaffey et al, 2003). In addition, the quantitative analysis did not single out one type of scaffolding that had the most significant influence on the children's improvement.…”

Section: Discussionsupporting

confidence: 84%

“…A study by Stenberg and Grigorenko (Sternberg & Grigorenko, 2002) analyzed test approaches based on the notion of the zone of proximal development and showed that children from culturally and educationally deprived environments improved significantly when solving tasks in AI compared to their achievement when solving tasks independently. Similar data were obtained in a research involving preschoolers with low TIP1 test achievement since they also improved significantly during dynamic assessment (Luković, 2011;Luković et al, 2013). Its analysis showed that the preschoolers involved in the research came from poor families and communities, that they were not enrolled in a preschool program and that their parents did not have the capacity to provide conditions which would meet developmental needs of their children.…”

Section: Introductionsupporting

confidence: 65%

“…The as-sumption that the respondents will improve significantly in cooperation with the experimenter is based on the findings that children from socially disadvantaged backgrounds often have a wide ZPD (Chaffey et al, 2003;Sternberg & Grigorenko, 2002;Resing et al 2009;Luković, 2011;Luković et al, 2013). …”

Section: Scope Of the Studymentioning

confidence: 99%

See 2 more Smart Citations

The role of asymmetrical interaction in the assessment of nonverbal abilities of children from the Drop-in center

Nedić¹,

Jošić²,

Baucal³

2015

Inovacije u nastavi

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Section: Discussionsupporting

confidence: 84%

Section: Introductionsupporting

confidence: 65%

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The role of asymmetrical interaction in the assessment of nonverbal abilities of children from the Drop-in center

Nedić¹,

Jošić²,

Baucal³

2015

Inovacije u nastavi

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“…Uvažavajući ovaj koncept zone narednog razvoja, neki autori predlažu uvođenje dinamičke procene [11]. Predlog je u potpunosti u skladu sa idejom inkluzivnog obrazovanja, ali se s obzirom da trenutnu organizaciju obrazovnog sistema, još uvek čini nedostižnim.…”

Section: Promena Paradigmeunclassified

Maturity for school beginning

Radosavljev-Kircanski¹

2018

Psihijatrija danas

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Apstrakt: Polazak deteta u školu predstavlja važan momenat u odrastanju i za dete i za roditelje. Kako će ovaj period proteći zavisi, između ostalog, i od zrelosti deteta. Kriterijumi za procenu zrelosti za polazak u školu baziraju se na hronološkoj dobi, ali i na razvojnom stupnju koji detetu omogućuje da primereno reaguje na zahteve škole. Pre upisa u školu svako dete prolazi fizikalni pregled i procenu od strane školskog psihologa/ pedagoga, tokom kojih se procenjuje njegova spremnost za polazak u školu. Osnovne komponente koje se procenjuju su telesna, intelektualna, socijalna, emocionalna i motivaciona zrelost. Istraživanja pokazuju da su emocionalni i socijalni razvoj povezani sa akademskim uspehom. Predlaže se uvođenje dinamičke procene od strane psihologa/pedagoga, kako bi se sagledale ne samo trenutne sposobnosti deteta, već i "zona narednog razvoja". Razmatra se mogućnost promene paradigme − od procene deteta i njegovog prilagođavanja školi, do procene spremnosti škole i uvođenja individualizovane nastave, sa ciljem da se uvaže osobenosti svakog pojedinačnog deteta i da mu se olakša adaptacija i proces školovanja.Ključne reči: polazak u školu, zrelost za školu, psihološka procena Psihijat.dan./2018/50/1/25-33/ Radosavljev Kirćanski J. Zrelost za polazak u školu Uvod Polazak u školu je važan trenutak za dete i njegove roditelje. Ulaskom u školu dete postaje deo organizovane i strukturisane sredine, uči se sistemu vrednovanja i takmičenja, sreće sa obavezama koje su zahtevnije od onih u predškolskom periodu, a osećanje odgovornosti za njihovo ispunjavanje je veće. Prvi školski dani mogu biti uzbudljivi i za većinu dece oni protiču bez problema. Ali, ovo može biti i period nelagodnosti i straha od nepoznatog, kako kod dece tako i kod roditelja koji su zabrinuti kako će se njihovo dete prilagoditi zahtevima škole, hoće li biti uspešno i hoće li naći prijatelje. Strahovi su naročito prisutni ako dete nije dostiglo očekivani stepen zrelosti za polazak u školu. Stoga je važno proceniti detetovu zrelost i spremnost, ali i otkriti eventualne poteškoće, kako bi se one na vreme otklonile.Osnovna škola u Srbiji je obavezna. Ministarstvo prosvete, nauke i tehnološkog razvoja donelo je zakon u kojem je definisano da se "u prvi razred upisuje svako dete koje do početka školske godine ima najmanje šest i po, a najviše sedam i po godina. Izuzetno, detetu može da se odloži upis u prvi razred za godinu dana. Dete koje ima od šest do šest i po godina upisuje se u prvi razred nakon provere spremnosti za polazak u školu. Ako dete starije od sedam i po godina zbog bolesti ili drugih razloga nije upisano u prvi razred, može da se upiše u prvi ili odgovarajući razred, na osnovu prethodne provere znanja, koju obavlja tim sastavljen od nastavnika razredne nastave, pedagoga i psihologa škole uvažavajući standarde postignuća i ceneći najbolji interes deteta." [1] Škola kao institucija ima određene zahteve za dete, a hoće li se ono snaći i prilagoditi zavisi od stepena njegove zrelosti. S obzirom da se deca ne razvijaju jednakom...

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The zone of actual and the zone of proximal development measured through preschool dynamic assessment as predictors of later school performance - a longitudinal study

2022

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The goal of the study was to examine whether the zone of actual (ZAD) and the zone of proximal development (ZPD) in children, measured through preschool dynamic assessment, could be used as predictors of later school performance. A longitudinal study was conducted. The participants were 114 students from the ?Stevan Colovic? primary school in Arilje (54 boys, and 60 girls), Serbia. The findings generally confirm that measures from preschool dynamic assessment can be used as predictors of later school performance. ZAD was shown to be a better predictor than ZPD. ZPD is an independent predictor only for performance in language and mathematics tests in a final trial test. Affective-motivational scaffolding is a better predictor than cognitive scaffolding. These results are considered in the context of Vygotsky?s theory and also in that of dynamic assessment procedures. Theoretical and practical implications for future studies of affective-motivational and cognitive factors as predictors of school performance are being considered.

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Dinamičko procenjivanje zone narednog razvoja testom za ispitivanje prvaka-1 (TIP-1)

Cited by 3 publications

References 6 publications

The role of asymmetrical interaction in the assessment of nonverbal abilities of children from the Drop-in center

The role of asymmetrical interaction in the assessment of nonverbal abilities of children from the Drop-in center

Maturity for school beginning

The zone of actual and the zone of proximal development measured through preschool dynamic assessment as predictors of later school performance - a longitudinal study

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