Aspects of Pedagogical Interaction in the Formation of Personal Meaning of a Literary Work at Preschool Age

Inese Freiberga

Abstract


Personal meaning is not limited to the subjective significance of processes, things and occurrences, but it has a personal significance in the life of an individual. It influences his or her conduct, behaviour and the course of personal development by changing facts, norms and generally accepted meanings and symbols into an influential factor of development. The genesis of personal meaning determines the organization and the nature of pedagogical process of familiarization with a literary work. Pedagogical thinking has accumulated a wide range of knowledge about the role of fiction in development of personality. However the role of personal meaning in relation to literary text and its impact upon a child's activities, conduct and behavior studies has rarely been discussed. Also, in practical teaching of literary works the process itself might not always facilitate the formation of personal meaning of a text. The article deals Aspects of Pedagogical Interaction in the Formation of Personal Meaning of a Literary Work at Preschool Age.

Keywords


aspects of pedagogical interaction; literary work; pedagogical interaction; personal meaning; preschool age

Full Text:

PDF

References


Ackoff, R. L., Emery, F. E. (1972). On Purposeful Systems: An Interdisciplinary Analysis of Individual and Social Behavior as a System of Purposeful Events. Aldine-Atherton: Chicago.

Berger, P. L., Luckmann, T. (1966). The Social Construction of Reality. Garden City, NY: Anchor Books.

Bruner, J. (1996). The culture of education. Cambridge: Harvard University Press.

Gadamers, H. G. (1999). Patiesība un metode. Rīga: Jumava.

Gendlin, E. T. (1962). Experiencing and the creation of meaning: a philosophical and psychological approach to the subjective. New York: The Free Press of Glencoe, XVIII.

Gergen, K. J. (1985). The social constructionist movement in modern psychology. American Psychologi,. No 40:3, p. 266–275

Greenberg, L. S., Pascual-Leone, J. A (2001). Dialectical Constructivist View of the Creation of Personal Meaning. Journal of Constructivist Psychology, No 14, p. 165–187

Heidegers, M. (1998). Malkasceļi. Rīga: Intelekts.

Huserls, E. (2002). Fenomenoloģija. Rīga: FSI.

Lawrence, J., A., Valsiner, J. (2003). Making Personal Sense: An Account of Basic Internalization and Externalization Processes. Theory Psycholog, No 13, p. 724–752

Lieģeniece, D. (2005). „Slēptā programma”(hidden curriculum): skolotāja mijiedarbība ar audzēkni.

http://scholar.googleusercontent.com/scholar?q=cache:FrKLNMcMnKAJ:scholar.google. com/&hl=lv&as_sdt=0&as_vis=1 (skatīts 30.01.2013)

Mamardašvili, M. (1994). Domātprieks. Rīga: Spektrs.

Ricoeur, P. (1976). Interpretation Theory: Discourse and the Surplus of Meaning. Fort Worth: Texas Christian University Press.

Ricoeur, P. (1981). The Model of the Text: Meaningful Actions Considered as a Text. J.B.Thompson (ed.) Hermeneutics and the Human Sciences. Essays on Language, Action and Interpretation, Cambridge, MA: Cambridge University Press.

Roger, C. (1959). A theory of therapy, personality and interpersonal relationships as developed in the client-centered framework. Psyhology: A study of a science. S.Koch (ed.) New York: McGraw-Hill, Vol.3. p. 184 –256

Smolka, A. L. B., De Goes, M. C. R. & Pino, A. (1995). The constitution of the subject: a persistent question. Wertsch, J.V. (ed.). Sociocultural Studies of Mind. Cambridge University Press: p.165–184

Spiro, R. J., Feltovich, P. J., Jacobson, M. J., Coulson, R. L. (1991). Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains. Educational Technology, No 31, p. 24– 33

Šmids, V. (2001). Skaista dzīve? Ievads dzīves mākslā. Sērijā Mūsdienu domātāji. Rīga: Zvaigzne ABC

Špona, A. (2001). Audzināšanas teorija un prakse. Rīga: Raka.

Špona, A., Maslo, I. (1991). Pedagoģiskais process – būtība, mērķis, uzdevumi un tā vieta sabiedrības audzināšanas sistēmā. Pedagoģiskais process. Rīga: LU.

Tiļļa, I. (2005). Sociokultūras mācīšanās organizācijas sistēma. Monogrāfija. Teorija. Pieredze. Prakse. Sērija Pedagoģiskā bibliotēka. Rīga: RaKa.

Артемьева, Е. Ю. (1999). Основы психологии субъективной семантики. Москва: Смысл.

Валлон, А. (1967). Психическое развитие ребенка. Москва: Просвещение.

Василюк, Ф. Е. (1993). Структура образа. Вопросы психологии, № 5 c. 5–19

Вилюнас, В. (2006). Психология развития мотивации. Санкт–Петербург, Речь.

Выготский, Л. С. (2010). Педагогическая психология. Москва: АСТ: Астрель.

Еремеев, А. Ф. (1987). Границы искусствo. Москва: Искусство.

Зеньковский, В. (1995). Психология детства. Москва: Академия.

Ингарден, Р. (1962). Исследования по эстетике. Москва: Издательство Иностранной литературы.

Кан-Калик, В. А. (1987). Учителю о педагогическом общении. Москва: Просвещение.

Леонтьев, А. Н. (1977). Деятельность. Сознание. Личность. 2–е изд. Москва: Политиздат.

Леонтьев, А. Н . (2009). Психологические основы развития ребенка и обучения. Москва: Смысл.

Пиаже, Ж. (2006). Моральное суждение у ребенка. Серия «Психологические технологии». Москва: Академический Проект.

Раппопорт, С. Х. (1978). От художника к зрителью: как построено и как функционирует произведение искусства. Москва: Советский художник.

Слинин, Я. А. (2004). Феноменология интерсубьективности. Санкт–Петербург: Наука.

Сохор, А. Н. (1971). О задачах исследования музыкального восприятия. Художественное восприятие. Москва: Наука, с. 325–334

Узнадзе, Д. Н. (1966). Психологические исследования. Москва: Наука.




DOI: https://doi.org/10.17770/sie2013vol1.553

Refbacks

  • There are currently no refbacks.