| Learning outcomes |
The qualification holder will be able to:
(general competences)
- communicate effectively with children and develop a positive atmosphere in the group,
- develop children's ability to communicate in Slovene,
- express themselves adequately in writing and orally in different communication situations,
- adequately argue a position and present views,
- encourage the development of children's social skills and demonstrate understanding of and proficiency in conversation as a universal means of communication with children,
- create a safe and encouraging learning environment in which children feel accepted, where diversity and social, cultural, linguistic and religious backgrounds are respected and autonomy and responsibility are encouraged,
- (co-)formulate clear rules of behaviour and discipline,
- use suitable strategies to prevent and eliminate inappropriate behaviour,
- demonstrate awareness of the ethical values of own actions and observe these values,
- demonstrate mastery of basic principles and processes for the planning, implementation and evaluation of the learning process,
- adequately integrate and coordinate objectives, content, learning methods and approaches in the concretisation of the curriculum, taking into account modern insights into curriculum teaching methods,
- take into account the developmental characteristics and individual specificities of children and the principles and factors of successful learning when planning and implementing activities,
- establish an effective learning environment by employing a broad repertoire of learning methods and strategies to encourage mental activity in learners,
- connect content to children in an interesting and attractive interdisciplinary manner,
- use effective methods to ensure a healthy learning environment and encourage the development of a healthy lifestyle,
- adequately incorporate information and communication technologies into work,
- adapt work to the individual specificities of children in terms of their physical, social, emotional and intellectual development,
- identify children with special needs, adapt work to their needs and cooperate with other teachers and experts,
- demonstrate proficiency in organisational and administrative tasks relating to the planning, implementation, monitoring and evaluation of learning activities (spatial and time planning, rational selection and use of aids and materials),
- lead children effectively,
- communicate effectively and cooperate with teachers and other staff in an educational institution (teamwork),
- cooperate effectively with parents and other people who are important to children,
- establish partnerships with other nursery schools (schools) and institutions in the school environment and with experts in the field of education,
- demonstrate knowledge and understanding of and take into account the institutional frameworks of operation of the educational institution (legislation, etc.),
- analyse strong and weak aspects of own teaching and plan own professional development,
- accept feedback and suggestions from own professional environment,
- keep up to date with the latest achievements in disciplines important for own professional activity; analyse new insights and incorporate them into own work in a considered manner,
- maintain continuous professional development and innovation in own work,
- participate actively in research and development projects aimed at improving the quality of educational work,
- comprehend children's values,
- take action for the exercising of human rights,
- observe basic moral and ethical rules,
- recognise the influences of the working environment and its effects on health and strive to ensure a healthy working environment,
- use the arts for the harmonious and holistic development of the child,
(subject-specific competences)
- observe and monitor the child's achievements, progress and development,
- communicate effectively with parents and use various forms of cooperation with them,
- nurture children's curiosity and encourage exploration in early learning,
- plan and prepare didactic materials for early learning,
- critically evaluate and analyse the social, ethical, health and legal aspects of the use of education technology, including for children with special needs,
- critically recognise the constitutions of childhood through discourse and institutions and demonstrate understanding of education as the contradictory shaping of the (post-)modern subject,
- demonstrate understanding of the concepts of modern education for the social/cultural environment, and the theoretical starting points and principles of early learning/teaching according to the model of interdisciplinary social studies,
- analyse institutions critically from the point of view of the "hidden curriculum",
- use movement activities as a means of influencing and shaping personality; acquire and structure movement experience,
- demonstrate understanding of the methodology of movement/sports education and movement/sports teaching in all pre-school age groups and among first-year children in 9-year elementary school,
- use knowledge of the child's motor development in dialectic connection with the cognitive, conative, and anthropological dimensions,
- develop knowledge of didactic methods for leading sports education in the earlier years of primary school,
- develop models for gathering information on the morphological and motor status of the child and on changing psychosocial status through the means of motor activities,
- develop musical abilities and skills and demonstrate understanding of the importance of musical activities and active learning for the child's holistic musical development,
- recognise the forms in which capacity for musical development appears, with knowledge of the principles of the child's musical development,
- demonstrate musical creativity, communicate and express experiences through music and other arts,
- monitor children's artistic development and creatively implement art activities in pre-school institutions,
- cooperate creatively in the preparation of a project in a small group and in the development of projects integrating theatre, art, technical, music and dance/movement activities,
- develop criteria for the evaluation of artistic creations for children,
- develop science skills and abilities and bring children closer to science through practical knowledge,
- identify children with special needs, adapt programmes to their needs and work as part of a team in the preparation of individualised training programmes for them,
- develop creative dance activities for the child's all-round development,
- create an encouraging atmosphere as children express themselves through dance and relaxation games to strengthen relationships in the group,
- critically evaluate and apply theories of childhood, development and learning in the planning, implementation and evaluation of educational work,
- provide children with emotional security and encourage independence in accordance with their maturity,
- create an encouraging play environment and positive mutual relations and solve problems effectively,
- select appropriate linguistic signs and the appropriate codes depending on the position of speech and purpose of communication,
- use the stylistic procedures of describing, narrating, retelling, summarising, reporting, explaining, defining, clarifying,
- encourage children's speaking skills,
- evaluate language situations in a bilingual or multilingual community, encourage children in the choice of appropriate language codes in such situations, serve as a linguistic model and a model of open and tolerant cooperation in a (multilingual) group,
- select appropriate language signs for the production of an indirect speech act,
- interpretive reading, narrating, declaiming, reciting,
- develop reading culture, (pre-)reading skills and listening strategies in the pre-school phase and responding to a read text,
- apply knowledge of the principles of symbolic play and its importance in the development of speech in children,
- apply knowledge of literary genres and forms of children's literature that correspond to the emotional and cognitive capacities and level of aesthetic perception of pre-school children,
- apply knowledge of concepts in education and their philosophical and historical foundations in the planning, implementation and evaluation of educational work,
- use appropriate strategies to deal with inappropriate behaviour, aggression and conflict.
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Imetnik/imetnica kvalifikacije je usposobljen/-a za:
(splošne kompetence)
- komuniciranje, svetovalno/timsko delo,
- sintetično, analitično, ustvarjalno mišljenje ter reševanje problemov,
- fleksibilno uporabo znanja v praksi,
- avtonomnost, (samo)kritičnost, (samo)refleksivnost, (samo)evalviranje in prizadevanje za kakovost,
- splošno razgledanost, komuniciranje s strokovnjaki iz drugih strokovnih in znanstvenih področij,
- iniciativnost/ambicioznost (vrednota osebnega stalnega napredovanja in strokovnega usposabljanja),
- informacijsko pismenost,
- upravljanje s časom, samopripravo in načrtovanje, samokontrolo izvajanja načrtov,
- komuniciranje v tujem jeziku,
- poznavanje in razumevanje socialnih sistemov, vodenja, institucionalnih okvirov dela (posebej procesov v šoli in kulturi),
- občutljivost/odprtost za ljudi in socialne situacije,
- poznavanje in razumevanje razvojnih zakonitosti, razlik in potreb posameznika,
- znanje o vzgojnih in izobraževalnih konceptih, njihovih filozofskih in zgodovinskih temeljih,
- poznavanje in razumevanje institucionalnih okvirov dela (zahtev, zakonodaje, dokumentacijskih potreb, pravnih vidikov vzgojno-izobraževalnega dela),
- uporabo informacijsko komunikacijske tehnologije v vzgoji in izobraževanju,
- razumevanje individualnih vrednot in vrednotnih sistemov, obvladovanje profesionalno-etičnih vprašanj,
- poznavanje, razumevanje in usmerjenost v inkluzivno, nediskriminativno delo, multikulturalnost,
(predmetnospecifične kompetence)
- poznavanje teoretičnih osnov področja SRP in njihove uporabe v praksi,
- ugotavljanje posebnih potreb posameznika z uporabo ustreznih postopkov, metod in tehnik preverjanja in ocenjevanja otrokovega okolja in otroka ter načrtovanja individualiziranih programov oziroma intervencij v procesu rehabilitacije,
- razvijanje inkluzivne kulture, politike in prakse,
- delo s starši, skrbniki in družino - informiranje, educiranje, svetovanje in nudenje čustvene opore,
- poznavanje socialnih sistemov, nevladnih organizacij, prostovoljnega dela, zagovorništva,
- uporabo ustreznih postopkov (metod) raziskovanja in razvoja prakse (področja dela) , npr. študij primera, akcijsko raziskovanje ipd.,
- sinergistično delovanje v organizaciji/(inter)disciplinarnem timu,
- reševanje konfliktov na odnosni in strokovni ravni,
- poklicno delovanje v skladu s poklicno etiko, kodeksi; prepoznavanje in reševanje moralnoetičnih dilem in problemov: delovanje na način, ki ščiti osnovne pravice, integriteto in dostojanstvo posameznika,
- prevzem odgovornosti za lasten razvoj in učenje z evalvacijo in refleksijo lastnega dela,
- razumevanje odnosov med vzgojno izobraževalno institucijo in socialnim okoljem, sistemsko gledanje in delovanje,
- poznavanje teoretičnih osnov področja logopedije in surdopedagogike in njihovo uporabo v praksi,
- poznavanje in kritično razumevanje različnih govorno jezikovnih patologij,
- razumevanje procesov stigmatiziranja, marginalizacije, socialnega izključevanja ter terapevtske pomoči,
- razumevanje različnih pojavnih oblik patologije govora in jezika, njihovih glavnih vzrokov in terapevtskega posredovanja,
- poznavanje, razumevanje in upoštevanje posameznika skoz prizmo različnih terapevtskih modelov,
- razumevanje različnosti kot kvalitete, sprejemanje drugačnosti, odklonskosti in drugih kultur in subkultur; neobsojajoče delo,
- empatičnost in komunikacijsko odprtost,
- zavedanje in refleksijo lastnih prispevkov v delu z ljudmi; prevzem odgovornosti za lasten poklicen razvoj, motiviranost za supervizijske in intervencijske oblike dela,
- oceno kakovosti in možnosti v posameznikovih socialnih mrežah (sorodstvo, sosedstvo, mreža institucij, itd.),
- razumevanje institucionalnega delovanja, vpliva institucij na uporabnike, ozaveščanje lastne institucionalne vpetosti,
- načrtovanje in oblikovanje individualiziranih programov logopedskega in surdopedagoškega dela,
- razumevanje in obvladovanje različnih oblik in metod logopedskega in surdopedagoškega dela (preventivnega, rehabilitacijskega, vzgojnega, svetovalnega, kompenzacijskega, socialno integrativnega, itd.),
- strokovno delo, usmerjeno v življenjsko polje uporabnika; delo v obstoječih socialnih pogojih,
- sodelovanje in delo s starši, družinami in drugimi pomembnimi uporabnikovimi socialnimi skupinami,
- vzgojno/svetovalno delo s posamezniki in skupinami v okviru institucij,
- izveninstitucionalno in skupnostno delo,
- sodelovalno delo v več disciplinarnih strokovnih, projektnih, analitičnih, evalvacijskih skupinah,
- pripravo, vodenje in evalvacijo posebnih projektov (npr. projektov prostovoljnega ali preventivnega dela, zagovorništva, skupin samopomoči, itd.),
- razumevanje in obvladovanje osnovnih oblik strokovnega surdopedagoškega in tiflopedagoškega dela v zvezi s slepogluhimi,
- analitično delo na področju logopedije in surdopedagogike za potrebe razvoja lastne prakse.
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