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Continuity in Process of Formation of Learning Competences at 6-8 - year old Children


Author: Valentina Pascari
Degree:doctor of pedagogics
Speciality: 13.00.01 - General Pedagogics
Year:2006
Scientific adviser: Stela Cemortan
doctor habilitat, professor, Institute of Education Sciences
Institution:
Scientific council:

Status

The thesis was presented on the 31 March, 2006
Approved by NCAA on the 29 June, 2006

Abstract

Adobe PDF document – 0.41 Mb / in romanian

Thesis

CZU 37.013(043.2)

Adobe PDF document 0.90 Mb / in romanian
130 pages

Keywords

continuity, competences, learning, learning activity, learning competences, planning of activity stages, factors of continuity, control, self-control, age pecularities, the process of school maturation, stages of development, operational proceedings, participative-active actions, transfer of competences, system of incipient primary education

Summary

The thesis deals with the problems of continuity in the process of formation of learning competences at 6-8 –year old children in a modern conceptual dimension while pointing out the psycho-pedagogical, philosophical, methodological and educational aspects and emphasizing the orientation towards the usage of resources of pedagogic means. In this sense, a series of concepts from the domain of continuity have been addressed aiming at working out conceptual reference points in the process of modelling of the referential framework. Special attention has been paid to phenomenon that reflect the specific character both of the learning activity at this age stage and of the process of formation of learning competences in a dimensional approach mainly on the basis of general competences of understanding, lesson designing process, verification of tasks completion and learning stages.

The elaboration and application of the pedagogic Model of Continuity at the level of pre – school education and the level of elementary schooling has allowed to illustrate the possibilities and to show the directions of formation of learning competences at children. The diversity of these learning competences has been synthesized on the basis of a system of objectives of continuity and of the typology of the created competences. We have also observed the spatial distribution of the aspects of formation of learning competences in stages, phases, resumptions, etc. We have stated that in this case the factor of individualization can play an active role.

The usage of a concludent teaching material allowed the efficient application of the pedagogic Model of Continuity. Thanks to interpretations of pragmatic order which function on the basis of an entire row of elements of continuity we have been able to attain the planned objectives.

The formulated statements are of a special interest because they are aiming at a thorough study of the phenomenon of continuity as form of organization of the educational activity at the level of formation of learning competences that is of great importance nowadays and represents one of the main objectives of the system of education in general and that of pre-school education, in particular.