3-21

• Πετρογιάννης, Κωνσταντίνος
• Πεντέρη, Ευθυμία

Τα νέα αναλυτικά προγράμματα για το νηπιαγωγείο, δίνουν έμφαση στην οργάνωση και αξιολόγηση των μαθησιακών εμπειριών των παιδιών, ώστε να ανταποκρίνονται στις ιδιαίτερες κλίσεις και τα ενδιαφέροντά τους και να τα βοηθούν στην καλλιέργεια θετικής στάσης απέναντι στη μάθηση. Ο τρόπος με τον οποίο τα παιδιά προσεγγίζουν τις μαθησιακές καταστάσεις και εμπλέκονται σε αυτές περιγράφεται στη διεθνή βιβλιογραφία με τον όρο «μαθησιακές συμπεριφορές». Για τη μελέτη τους προτείνεται η Κλίμακα Εκτίμησης των Μαθησιακών Συμπεριφορών για Παιδιά Προσχολικής Ηλικίας (ΚΕΜΣ-ΠΗ) (Preschool Learning Behavior Scale) ως ένα εργαλείο που μπορεί να αξιοποιηθεί από νηπιαγωγούς με στόχο την καταγραφή και καλύτερη κατανόηση των μαθησιακών συμπεριφορών των παιδιών και διερευνώνται τα ψυχομετρικά χαρακτηριστικά της ελληνικής εκδοχής της. Τα δεδομένα προέρχονται από 890 παιδιά που φοιτούσαν σε δημόσια νηπιαγωγεία 33 νομών της Ελλάδας, με βάση τις απαντήσεις των νηπιαγωγών (N= 233) των τάξεων τους. Η παραγοντική ανάλυση ανέδειξε δύο παράγοντες, «Κίνητρο/Επάρκεια» και «Στάση Απέναντι στη Μάθηση-Προσοχή», με ικανοποιητική εσωτερική σταθερότητα. Τα αποτελέσματα σχολιάζονται σε σχέση με τη δυνατότητα της ΚΕΜΣ-ΠΗ να δώσει χρήσιμες πληροφορίες σε ότι αφορά: το ίδιο το παιδί και τον τρόπο που αντιδρά στη μάθηση, το παιδί σε σχέση με την υπόλοιπη τάξη, την αποτελεσματικότητα των διδακτικών προσεγγίσεων και των προγραμμάτων που εφαρμόζονται στην τάξη.

• Educational sciences

• Εκπαίδευση, Προσχολική

Νη̟ιαγωγείο, μαθησιακές συμ̟εριφορές, Κλίμακα Εκτίμησης των Μαθησιακών Συμ̟εριφορών για Παιδιά Προσχολικής Ηλικίας, Κindergarten, learning behaviors, Greek version of the Preschool Learning Behavior Scale

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