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F. Paulson, Multnomah Esd, P. Paulson (1994)
Assessing Portfolios Using the Constructivist Paradigm.
Jana Kratochvílová (2014)
Jak vést portfolio s dětmi v mateřské škole
(2013)
Pedagogická diagnostika v MŠ: Distančná študijná opora
Peter Gavora (2015)
Obsahová analýza v pedagogickom výskume: Pohľad na jej súčasné podobyPedagogická Orientace, 25
(2012)
Hodnocení výsledků předškolního vzdělávání
Antonín Václavík (2014)
Prezentačně-hodnotící předmětové portfolio v 7. ročníku ZŠ:případová studie
(2006)
E-Portfolios as a New Learning Spaces? Portfolios, Paradigms, and Pedagogy
A. Bandura (1999)
Social cognitive theory: an agentic perspective.Annual review of psychology, 52
H. Carney (2005)
Conflicting Paradigms and Competing Purposes in Electronic Portfolio Development
Janediane Smith, Denise Brewer, T. Heffner (2003)
Using Portfolio Assessments with Young Children Who are at Risk for School FailurePreventing School Failure: Alternative Education for Children and Youth, 48
(2019)
Využití portfolia ve škole. Rigorózní práce
H. Seitz, C. Bartholomew (2008)
Powerful Portfolios for Young ChildrenEarly Childhood Education Journal, 36
(2003)
Using observation in Early childhood education
AbstractThe academic community has been discussing the options for using portfolios within the education process for a number of years. Studies looking at this phenomenon often focus on a constructivist concept of portfolios where the child is the main agent in creating the document (Sitz & Bartholomew, 2008; Smith et al., 2003). The alternative to this is the positivist concept of the portfolio. The submitted research study is focused on the use of portfolios specifically within the preschool environment. The research’s main objective was to understand how children’s portfolios are used within the education process in preschools and present the children’s perspective on their own portfolios. Adopting a qualitatively-focused research design, the research methods used were content analysis of portfolios, and interviews with children on their document. The research findings show that within the preschool environment, portfolios are used in a number of ways. These ways are directly linked to the teacher’s belief on the importance of portfolios for preschool-age children. A child’s portfolio can be a concept, a tool, a method or also a means. The results also present the children’s original perspective on their own portfolios. This study is based on a part of my completed rigorosum thesis (Trávníčková, 2019).
Journal of Language and Cultural Education – de Gruyter
Published: Dec 1, 2020
Keywords: child’s portfolio; positivist and constructivist concept of child’s portfolio
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