{"id":14583,"date":"2026-01-02T13:55:46","date_gmt":"2026-01-02T11:55:46","guid":{"rendered":"https:\/\/iteach.ro\/experientedidactice\/?p=14583"},"modified":"2026-01-10T12:40:55","modified_gmt":"2026-01-10T10:40:55","slug":"perceptia-programului-zilnic-la-elevii-de-clasa-a-iv-a-o-analiza-comparativa-prin-metoda-jurnalului-structurat","status":"publish","type":"post","link":"https:\/\/iteach.ro\/experientedidactice\/perceptia-programului-zilnic-la-elevii-de-clasa-a-iv-a-o-analiza-comparativa-prin-metoda-jurnalului-structurat","title":{"rendered":"Percep\u021bia programului zilnic la elevii de clasa a IV-a. O analiz\u0103 comparativ\u0103 prin metoda jurnalului structurat"},"content":{"rendered":"<p>Copil\u0103ria este o perioad\u0103 marcat\u0103 de imagina\u021bie, visare \u0219i descoperire. Echilibrul dintre realit\u0103\u021bile zilnice \u0219i dorin\u021bele copilului reflect\u0103 nu doar programul s\u0103u, ci \u0219i nevoile emo\u021bionale, creativitatea \u0219i motiva\u021bia sa. Studiul de fa\u021b\u0103 are ca scop explorarea diferen\u021belor \u00eentre activit\u0103\u021bile reale \u0219i cele dorite de elevii clasei a IV-a, pe parcursul a dou\u0103 s\u0103pt\u0103m\u00e2ni, prin intermediul unui jurnal zilnic structurat. <!--more--><\/p>\n<p>Copil\u0103ria, ca perioad\u0103 fundamental\u0103 \u00een dezvoltarea individului, este caracterizat\u0103 prin tensiunea dinamic\u0103 dintre structurile impuse de adul\u021bi \u0219i autonomia progresiv\u0103 a copilului (Corsaro, 2005). Programul zilnic al elevilor de \u0219coal\u0103 primar\u0103 este, \u00een mare m\u0103sur\u0103, rezultatul negocierii \u00eentre cerin\u021bele institu\u021bionale (\u0219colare), responsabilit\u0103\u021bile familiale \u0219i aspira\u021biile personale ale copilului. Studiile recente \u00een domeniul st\u0103rii de bine copiilor (well-being) eviden\u021biaz\u0103 faptul c\u0103 discrepan\u021bele semnificative \u00eentre activit\u0103\u021bile impuse \u0219i preferin\u021bele personale pot genera stres, demotivare \u0219i chiar rezisten\u021b\u0103 fa\u021b\u0103 de procesul educa\u021bional (Ben-Arieh &amp; Fr\u00f8nes, 2011). \u00cen acest context, \u00een\u021belegerea modului \u00een care copiii percep \u0219i tr\u0103iesc programul lor zilnic devine esen\u021bial\u0103 pentru adaptarea practicilor educa\u021bionale la nevoile reale ale elevilor.<\/p>\n<p>De\u0219i literatura de specialitate subliniaz\u0103 importan\u021ba ascult\u0103rii vocii copilului \u00een educa\u021bie (UNICEF, 2009; Lundy, 2007), exist\u0103 \u00eenc\u0103 pu\u021bine instrumente practice de explorare sistematic\u0103 a perspectivei elevilor asupra propriului program zilnic, \u00een special la nivelul \u00eenv\u0103\u021b\u0103m\u00e2ntului primar din mediul rural rom\u00e2nesc. Prezentul studiu \u00ee\u0219i propune s\u0103 contribuie la reducerea acestui deficit prin utilizarea metodei jurnalului structurat ca instrument de investigare a experien\u021bei zilnice autentice a copilului. \u00cen\u021belegerea discrepan\u021belor dintre realitatea zilnic\u0103 \u0219i preferin\u021bele elevilor poate oferi informa\u021bii valoroase cadrelor didactice \u0219i p\u0103rin\u021bilor pentru optimizarea echilibrului dintre activit\u0103\u021bile \u0219colare obligatorii \u0219i cele recreative, contribuind astfel la cre\u0219terea motiva\u021biei intrinseci \u0219i a bun\u0103st\u0103rii emo\u021bionale a elevilor.<\/p>\n<p>Premise ale demersului investigativ:<\/p>\n<ul>\n<li>Copiii petrec cea mai mare parte din zi cu activit\u0103\u021bi impuse (teme, \u0219coal\u0103).<\/li>\n<li>Visurile copiilor includ mai mult timp liber, joac\u0103, activit\u0103\u021bi recreative.<\/li>\n<li>Exist\u0103 diferen\u021be clare \u00eentre modul \u00een care decurge o zi \u0219i modul \u00een care \u0219i-ar fi dorit s\u0103 decurg\u0103.<\/li>\n<\/ul>\n<p><strong>Obiectivele cercet\u0103rii<\/strong><\/p>\n<ul>\n<li>Identificarea \u0219i categorisirea tipurilor de activit\u0103\u021bi zilnice desf\u0103\u0219urate efectiv de elevii clasei a IV-a.<\/li>\n<li>Identificarea \u0219i categorisirea preferin\u021belor elevilor privind activit\u0103\u021bile zilnice dorite.<\/li>\n<li>Compararea frecven\u021bei \u0219i tipologiei activit\u0103\u021bilor reale cu cele preferate de elevi, pentru a determina principalele arii de discrepan\u021b\u0103.<\/li>\n<li>Determinarea paternurilor emo\u021bionale asociate activit\u0103\u021bilor zilnice reale, raportate de elevi.<\/li>\n<li>Evaluarea poten\u021bialului metodei jurnalului structurat ca instrument de autoobservare la elevii de clasa a IV-a.<\/li>\n<\/ul>\n<p><strong>Metodologie<\/strong><\/p>\n<p>Participan\u021bi: 18 elevi din clasa a IV-a.<\/p>\n<p>Durata cercet\u0103rii: 2 s\u0103pt\u0103m\u00e2ni (10 zile \u0219colare).<\/p>\n<p>Instrument: Tabel-jurnal zilnic completat de fiecare elev.<\/p>\n<p>Structura tabelului:<\/p>\n<table width=\"623\">\n<tbody>\n<tr>\n<td width=\"156\">Data<\/td>\n<td width=\"156\">Ce am f\u0103cut azi (realitate)<\/td>\n<td width=\"156\">Cum a\u0219 fi vrut s\u0103 fie ziua (vis)<\/td>\n<td width=\"156\">Emo\u021bia dominant\u0103<\/td>\n<\/tr>\n<tr>\n<td width=\"156\"><em>20 mai<\/em><\/td>\n<td width=\"156\"><em>Am fost la \u0219coal\u0103, am f\u0103cut teme, m\u0103 joc 30 min pe tablet\u0103<\/em><\/td>\n<td width=\"156\"><em>A\u0219 fi vrut s\u0103 merg la piscin\u0103 \u0219i s\u0103 v\u0103d un film<\/em><\/td>\n<td width=\"156\"><em>Plictisit<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>Elevii au completat tabelul zilnic, sub ghidajul cadrului didactic.<\/p>\n<p><strong>Rezultate <\/strong><\/p>\n<ul>\n<li>Activit\u0103\u021bi reale frecvente: mers la \u0219coal\u0103, teme, joc pe tablet\u0103, ajutor \u00een cas\u0103.<\/li>\n<li>Activit\u0103\u021bi visate frecvente: excursii, joac\u0103 nelimitat\u0103, mers la mall, petreceri.<\/li>\n<li>Emo\u021bii dominante: plictiseal\u0103, oboseal\u0103, entuziasm (c\u00e2nd visul se apropia de realitate).<\/li>\n<\/ul>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-14614\" src=\"https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2026\/01\/Purcaru_01-e1768041579902.png\" alt=\"\" width=\"600\" height=\"372\" \/><\/p>\n<p>Rezultatele au confirmat ipotezele: copiii \u0219i-ar dori mai mult\u0103 libertate \u0219i varietate \u00een activit\u0103\u021bi. Mul\u021bi elevi au men\u021bionat dorin\u021ba de a petrece timp \u00een aer liber sau de a fi cu prietenii. Activit\u0103\u021bile reale sunt percepute ca repetitive, iar cele visate sunt adesea asociate cu emo\u021bii pozitive.<\/p>\n<p><strong>\u00a0Concluzii<\/strong><\/p>\n<p>Studiul a demonstrat c\u0103 jurnalul zilnic poate fi un instrument eficient pentru a stimula autoobservarea \u0219i exprimarea g\u00e2ndurilor la copii. Copiii \u0219i-ar dori un program zilnic mai echilibrat, cu activit\u0103\u021bi mai apropiate de interesele lor. Rezultatele pot fi utile pentru cadrele didactice \u0219i p\u0103rin\u021bi \u00een adaptarea programului zilnic \u0219i crearea unui mediu educa\u021bional mai apropiat de nevoile copiilor.<\/p>\n<p><strong><em>Bibliografie<\/em><\/strong><\/p>\n<p>Ben-Arieh, A., &amp; Fr\u00f8nes, I. (2011). Taxonomy for child well-being indicators: A framework for the analysis of the well-being of children. <em>Childhood<\/em>, 18(4), 460-476. <a href=\"https:\/\/doi.org\/10.1177\/0907568211398159\">https:\/\/doi.org\/10.1177\/0907568211398159<\/a><\/p>\n<p>Corsaro, W. A. (2005). <em>The Sociology of Childhood<\/em> (2nd ed.). Pine Forge Press.<\/p>\n<p>Hofferth, S. L., &amp; Sandberg, J. F. (2001). How American children spend their time. <em>Journal of Marriage and Family<\/em>, 63(2), 295-308. <a href=\"https:\/\/doi.org\/10.1111\/j.1741-3737.2001.00295.x\">https:\/\/doi.org\/10.1111\/j.1741-3737.2001.00295.x<\/a><\/p>\n<p>Larson, R. W., &amp; Verma, S. (1999). How children and adolescents spend time across the world: Work, play, and developmental opportunities. <em>Psychological Bulletin<\/em>, 125(6), 701-736. <a href=\"https:\/\/doi.org\/10.1037\/0033-2909.125.6.701\">https:\/\/doi.org\/10.1037\/0033-2909.125.6.701<\/a><\/p>\n<p>Lundy, L. (2007). &#8216;Voice&#8217; is not enough: Conceptualising Article 12 of the United Nations Convention on the Rights of the Child. <em>British Educational Research Journal<\/em>, 33(6), 927-942. <a href=\"https:\/\/doi.org\/10.1080\/01411920701657033\">https:\/\/doi.org\/10.1080\/01411920701657033<\/a><\/p>\n<p>Punch, S. (2002). Research with children: The same or different from research with adults? <em>Childhood<\/em>, 9(3), 321-341. <a href=\"https:\/\/doi.org\/10.1177\/0907568202009003005\">https:\/\/doi.org\/10.1177\/0907568202009003005<\/a><\/p>\n<p>UNICEF. (2009). <em>Child Friendly Schools Manual<\/em>. United Nations Children&#8217;s Fund.<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Copil\u0103ria este o perioad\u0103 marcat\u0103 de imagina\u021bie, visare \u0219i descoperire. Echilibrul dintre realit\u0103\u021bile zilnice \u0219i dorin\u021bele copilului reflect\u0103 nu doar programul s\u0103u, ci \u0219i nevoile emo\u021bionale, creativitatea \u0219i motiva\u021bia sa. Studiul de fa\u021b\u0103 are ca scop explorarea diferen\u021belor \u00eentre activit\u0103\u021bile &hellip; <a href=\"https:\/\/iteach.ro\/experientedidactice\/perceptia-programului-zilnic-la-elevii-de-clasa-a-iv-a-o-analiza-comparativa-prin-metoda-jurnalului-structurat\">Cite\u0219te continuarea <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[903,1060,1275,1132,2133],"tags":[2230],"class_list":["post-14583","post","type-post","status-publish","format-standard","hentry","category-cercetare","category-climat-educational","category-invatamant-primar","category-starea-de-bine","category-studiu-de-specialitate","tag-simona-purcaru"],"_links":{"self":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/14583","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/comments?post=14583"}],"version-history":[{"count":2,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/14583\/revisions"}],"predecessor-version":[{"id":14615,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/14583\/revisions\/14615"}],"wp:attachment":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/media?parent=14583"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/categories?post=14583"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/tags?post=14583"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}