https://doi.org/10.59132/viz/2025/2-3/11-20
Izvleček
Oddelek za predšolsko vzgojo na Zavodu RS za šolstvo v zadnjem desetletju skupaj z sodelujočimi vrtci sistematično razvija koncept formativnega spremljanja na področju predšolske vzgoje. Z načrtnim in smiselnim vključevanjem prvin formativnega spremljanja v vzgojno-izobraževalno delo se kažejo pozitivne spremembe glede aktivne vloge otrok in posledično spremenjene vloge odraslega v procesu načrtovanja, izvedbe in evalvacije vzgojno-izobraževalnega dela. V prispevku predstavljam potek razvojnega dela v okviru razvojne naloge Formativno spremljanje na Oddelku za predšolsko vzgojo ter opisujem razvoj strategije formativnega spremljanja ter njen vpliv na vzgojno-izobraževalno delo v vrtcih.
Abstract
Formative Assessment and Preschool Education
Over the past decade, the Department for Preschool Education at the National Education Institute Slovenia, in collaboration with participating kindergartens, has been systematically developing the concept of formative assessment in preschool education. The purposeful and meaningful integration of formative assessment elements into educational work has resulted in positive changes, particularly in the active role of children and, consequently, in the evolving role of adults in the planning, implementation, and evaluation of educational activities. This article presents the work undertaken as part of the developmental task on formative assessment within the Department for Preschool Education. It describes the development of the formative assessment strategy and its impact on educational practice in kindergartens.