Summary
Samenvatting Krachtig Kijken Naar Kinderen en Jongeren
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- Institution
Uitgebreide samenvatting van het vak 'KKKJ' gegeven in het eerste jaar Pedagogie van het Jonge Kind aan Arteveldehogeschool
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Krachtig Kijken naarKinderen en Jongeren
MODULE 1
INNE KESTELIJN
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Inhoudsopgave
HOOFDSTUK 1: INLEIDING ................................................................................................................................ 5
1 RIJKE VERWONDERING............................................................................................................................. 5
2 DE PEDAGOGIEK VAN HET KIJKEN, LUISTEREN EN INSPELEN................................................................. 5
HOOFDSTUK 2: SPELEN EN HET BELANG VAN SPELEN .................................................................................... 5
1 WAAROM SPELEN KINDEREN? ................................................................................................................. 5
1.1 WAAROM SPELEN KINDEREN, JONGEREN EN WIJ? ...........................................................................................................6
1.2 VRIJ SPELEN IS DÉ FOCUS! ................................................................................................................................................6
2 SPEELVORMEN .......................................................................................................................................... 6
2.1 INLEIDING ........................................................................................................................................................................6
2.2 SPEELVORMEN IN EEN SCHEMA ........................................................................................................................................6
3 SPELEN ÉN SPELEN .................................................................................................................................. 10
3.1 SPELEN VERSUS SPEL ..................................................................................................................................................... 10
3.2 ABC VAN SPELEN ......................................................................................................................................................... 10
3.3 PJK-VISIE OVER VRIJ SPELEN ......................................................................................................................................... 11
3.3.1 Extra: het verhaal van De Stip – zie powerpoint ............................................................................................ 11
4 SPELEN EN ONTWIKKELING .................................................................................................................... 11
4.1 SPELEN IS ONT-WIKKEL-EN...................................................................................................................................... 11
4.1.1 De Flow ................................................................................................................................................................. 12
4.1.2 Vygotsky en de zone van de naaste ontwikkeling .......................................................................................... 13
4.2 KWALITEITSVOLLE INTERACTIE IN DE VOORSCHOOLSE KINDEROPVANG ......................................................................... 13
4.2.1 MeMoQ – zie bijlagen Canvas ......................................................................................................................... 14
HOOFDSTUK 3: HET KRACHTIG KIND EN KIND ALS ONDERZOEKER ............................................................ 15
1 HET KRACHTIG KINDBEELD ..................................................................................................................... 15
2 EVOLUTIE BEGELEIDERSSTIJL................................................................................................................... 15
3 HET KIND EN DE JONGERE ALS ONDERZOEKER .................................................................................... 16
4 REGGIO EMILIA: EEN PEDAGOGISCHE VISIE DIE AANSLUIT BIJ HET KRACHTIG KINDBEELD ............... 17
4.1 GESCHIEDENIS .............................................................................................................................................................. 17
4.2 DRIE PEDAGOGEN ........................................................................................................................................................ 17
5 DE PEDAGOGISCHE CYCLUS ................................................................................................................... 18
6 DE BEGELEIDER ALS ONDERZOEKER ...................................................................................................... 18
HOOFDSTUK 4: ERVARINGSGERICHT WERKEN .............................................................................................. 18
1 ERVARINGSGERICHTHEID ....................................................................................................................... 18
2 WELBEVINDEN EN BETROKKENHEID ....................................................................................................... 19
2.1 WELBEVINDEN .............................................................................................................................................................. 20
2.2 BETROKKENHEID ........................................................................................................................................................... 21
3 KWALITEITSVOL WERKEN........................................................................................................................ 21
3.1 DE MEMOQ ................................................................................................................................................................ 21
3.1.1 Pedagogisch raamwerk ...................................................................................................................................... 22
3.1.2 De nulmeting......................................................................................................................................................... 22
3.1.3 Zelfevaluatie-instrument ..................................................................................................................................... 22
HOOFDSTUK 5: KIJKEN, LUISTEREN EN DOCUMENTEREN ............................................................................. 23
Krachtig Kijken naar Kinderen en Jongeren MODULE 1 Inne Kestelijn
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1 KIJKEN EN LUISTEREN ............................................................................................................................. 23
1.1 HOE OBSERVEREN? ....................................................................................................................................................... 23
1.1.1 Afstandelijk/zittend observeren ........................................................................................................................ 23
1.1.2 Participerend/werkend observeren ................................................................................................................... 23
1.2 GEDRAGSVORMEN ....................................................................................................................................................... 24
1.2.1 Overleggen met anderen ................................................................................................................................... 24
2 ONDERZOEKEN EN DOCUMENTEREN .................................................................................................... 25
2.1 WAAROM DOCUMENTEREN? ........................................................................................................................................ 25
VOORDELEN VAN DOCUMENTEREN .............................................................................................................................................. 25
2.2 FILMISCH VERSLAG (BLZ. 49) ........................................................................................................................................ 26
2.2.1 Scoren van welbevinden en betrokkenheid ...................................................................................................... 26
3 REFLECTEREN........................................................................................................................................... 28
HOOFDSTUK 6: EMOTIONELE ONDERSTEUNING ............................................................................................ 30
4 HET BEGRIP BEHOEFTE ............................................................................................................................ 30
5 BEHOEFTEPIRAMIDE VAN MASLOW ....................................................................................................... 30
6 BEHOEFTEN VAN HET KRACHTIGE KIND OF JONGERE ......................................................................... 31
6.1 ZIEN VAN BEHOEFTEN! .................................................................................................................................................. 31
7 HET BEGRIP SENSITIEVE RESPONSIVITEIT ............................................................................................... 32
7.1 HYPOTHESES OVER GEVOELENS, PERCEPTIES EN BEHOEFTEN.......................................................................................... 32
8 GEVOELENS ............................................................................................................................................. 33
9 EMOTIONELE ONDERSTEUNING CONCREET........................................................................................... 33
9.1 MEELEVEN, VERWOORDEN, RUIMTE GEVEN AAN HET GEVOEL ....................................................................................... 33
9.2 WAT KUNNEN WE INZETTEN? ....................................................................................................................................... 33
HOOFDSTUK 7: EDUCATIEVE ONDERSTEUNING: SPEELIMPULSEN ................................................................. 34
1 HET BELANG VAN EDUCATIEVE ONDERSTEUNING VOOR ELK KIND, ELKE JONGERE ......................... 34
2 HYPOTHESEN OVER INTERESSES BIJ KINDEREN EN JONGEREN ............................................................ 35
3 SPEELIMPULS: REMEMBER!....................................................................................................................... 35
3.1 SPEELIMPULS: DO’S & DONT’S ...................................................................................................................................... 35
3.1.1 Betrokkenheid (en welbevinden) verhogen door het vrij spelen te verrijken! ............................................. 35
3.1.2 Wanneer en hoe verrijken? ................................................................................................................................ 35
3.1.3 Mogelijke speelimpulsen ..................................................................................................................................... 35
4 SPEELIMPULSEN VOOR BABY’S ............................................................................................................... 36
4.1 SENSO-MOTORISCH PRIKKEN MÉT GEDULD ................................................................................................................... 36
4.2 TASTZIN ........................................................................................................................................................................ 36
4.3 TASTZIN PRIKKELEN ....................................................................................................................................................... 36
4.4 GEHOOR...................................................................................................................................................................... 37
4.4.1 Gehoor prikkelen ................................................................................................................................................. 37
4.5 ZIEN ............................................................................................................................................................................. 37
1.1.1 HET ZIEN PRIKKELEN ...................................................................................................................................................... 37
4.6 PROEVEN...................................................................................................................................................................... 37
4.7 RUIKEN ......................................................................................................................................................................... 37
1.1.2 GEUR PRIKKELEN ........................................................................................................................................................... 37
ZIE OOK TIPS (BLZ. 73-74) ....................................................................................................................................................... 38
5 ACTIEF-STIMULERENDE BEGELEIDERSSTIJL – SPEELIMPULSEN VANUIT DE TWEEDE PEDAGOOG ......... 38
5.1 WEES KRITISCH VOOR JEZELF EN ANDEREN ................................................................................................................... 38
Krachtig Kijken naar Kinderen en Jongeren MODULE 1 Inne Kestelijn
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6 GOUDEN TIPS DIE JE NU AL ZOU WILLEN MEEGEVEN AAN PEDAGOGISCHE PROFESSIONALS ZIJN…
38
HOOFDSTUK 8: EDUCATIEVE ONDERSTEUNING: TAALONDERSTEUNING ..................................................... 39
1 WAAROM IS TAAL ZO BELANGRIJK? ..................................................................................................... 39
2 EDUCATIEVE ONDERSTEUNING: TAAL ................................................................................................... 39
3 HOE VERWERVEN KINDEREN TAAL? ...................................................................................................... 39
3.1 WAT BETEKENT DAT VOOR ONS? ................................................................................................................................. 40
4 ALGEMENE TAALSTIMULERENDE ADVIEZEN .......................................................................................... 40
4.1 TAALSTIMULERING VOOR DE ALLERJONGSTEN............................................................................................................... 40
4.2 TAALSTIMULERENDE ADVIEZEN VOOR ALLE KINDEREN..................................................................................................... 40
5 VRAGEN STELLEN .................................................................................................................................... 41
6 EEN GOED TAALAANBOD GEVEN – TIPS ............................................................................................... 41
EXTRA: VERHALEN .......................................................................................................................................... 42
1 HOE KIES IK EEN BOEK?.......................................................................................................................... 42
2 LEEFTIJD: BABY........................................................................................................................................ 42
3 LEEFTIJD: PEUTER .................................................................................................................................... 42
4 LEEFTIJD: KLEUTER .................................................................................................................................. 42
5 EN WAT MET OUDERE KINDEREN? ......................................................................................................... 42
6 KIES WIJS! ................................................................................................................................................ 43
HOOFDSTUK 9: PRIKKELENDE MATERIALEN EN RUIMTES!............................................................................. 43
1 EDUCATIEVE ONDERSTEUNING – TAAL ONDERSTEUNEN VIA SPELEN ................................................. 43
1.1 TAALSTIMULERENDE ADVIEZEN ....................................................................................................................................... 43
2 PRIKKELENDE MATERIALEN .................................................................................................................... 43
2.1 PEDAGOGISCHE CYCLUS .............................................................................................................................................. 43
2.2 MATERIALEN INZETTEN OM BETROKKENHEID TE VERHOGEN ........................................................................................... 44
2.3 LEREN VAN MATERIALEN (ZOOMSESSIE – DIA 19) ......................................................................................................... 44
2.4 SOORTEN MATERIALEN ................................................................................................................................................. 45
2.4.1 Klassiek speelgoed .............................................................................................................................................. 45
2.4.2 Voorwerpen uit het dagelijks leven ................................................................................................................... 45
2.4.3 Levensechte materialen........................................................................................................................................ 45
2.4.4 Natuurlijke materialen ......................................................................................................................................... 45
2.4.5 Recuperatiematerialen......................................................................................................................................... 46
2.4.6 Materialen die verwondering opwekken .......................................................................................................... 46
2.5 PEDAGOGISCHE CYCLUS INZETTEN OM WB/BT TE VERHOGEN VIA MATERIALEN/RUIMTE ............................................. 46
2.6 MATERIALEN DOOR EEN PEDAGOGISCHE BRIL ............................................................................................................... 46
2.7 PRIKKELENDE (BINNEN)RUIMTE ....................................................................................................................................... 46
2.7.1 “Goede ruimte” houdt rekening met 6 noden .................................................................................................. 46
2.8 PRIKKELENDE BUITENRUIMTE .......................................................................................................................................... 48
HOOFDSTUK 10: RISICOVOL SPELEN .............................................................................................................. 49
1 PARADIGMASHIFT: VAN ZO VEILIG MOGELIJK NAAR ZO VEILIG ALS NODIG .................................... 49
1.1 ZO VEILIG MOGELIJK? .................................................................................................................................................. 49
1.2 ZO VEILIG ALS NODIG! ................................................................................................................................................. 49
1.3 (TEGENSTRIJDIGE) VERWACHTINGEN?........................................................................................................................... 50
2 RISICO VOL SPELEN IS… ......................................................................................................................... 50
Krachtig Kijken naar Kinderen en Jongeren MODULE 1 Inne Kestelijn
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