Izvleček
S prispevkom želimo nagovoriti učitelje prvega vzgojno-izobraževalnega obdobja osnovne šole, da na prehodu otroka iz vrtca v šolo, z namenom spremljanja otrokovega aktualnega razvoja, učenja in napredka ter učinkovitega, na otroka usmerjenega nadaljnjega načrtovanja, vključijo portfolio otroka iz vrtca. Portfolio, ki ga prinese otrok iz vrtca v šolo, lahko umestimo med avtentično učno gradivo, ki ga uporabimo pri spremljanju in ugotavljanju otrokovega aktualnega razvoja na več področjih porajajoče se pismenosti, opredeljenih v prispevku. Nabor kronološko arhivirane dokumentacije o otrokovih dosežkih iz vrtca, zajete v portfoliu, je lahko izhodišče za nadaljnjo, na otroka osredinjeno podporo pri načrtovanju vzgojno-izobraževalnega dela v 1. razredu, saj ta predstavlja kakovosten vir za ugotavljanje stanja začetnega opismenjevanja v vrtcu in diagnosticiranja ter analizo stanja z vidika predopismenjevalnih zmožnosti in zmožnosti branja ter pisanja. Učitelj lahko v dialogu skupaj z otrokom dobi uvide v mnoge vidike otrokovega razvoja in razmišljanja, saj pripomore, da otrokovo učenje postane vidno. V taki interakciji otroka prvošolca z učiteljem se krepi tudi odnosni vidik učiteljevega dela, kar pozitivno vpliva na varno navezanost prvošolca na učitelja in ustvarja ter krepi čustveno varno in spodbudno učno okolje.
Abstract
Kindergarten Child Portfolio‘s Messages
This paper encourages teachers in the first educational cycle of primary school to include children‘s kindergarten portfolios in the transition from kindergarten to school to monitor their current development, learning, and progress, as well as for effective, child-centred future planning. The child‘s kindergarten portfolio can be considered authentic learning material and used by the school to monitor and identify the child‘s current development in the emergent literacy areas. The portfolio is a qualitative source for identifying and diagnosing the status of emergent literacy in kindergarten and analysing the state of pre-literacy, reading and writing skills. Consequently, its collection of chronologically archived documentation of children‘s kindergarten achievements can serve as a starting point for additional child centred support in planning educational work in first grade. The portfolio can also lay a foundation for developing a child-centred literacy approach. The teacher can gain insights into many aspects of the child‘s development and thinking through a dialogue with the child, thus helping to make the child‘s learning visible. This kind of interaction between the first-grade child and the teacher strengthens the relational aspect of the teacher‘s work, which plays a valuable role in the first-grader‘s trusting relationship with the teacher and creates and reinforces an emotionally stable and supportive learning environment.