{"id":14696,"date":"2026-02-11T16:44:58","date_gmt":"2026-02-11T14:44:58","guid":{"rendered":"https:\/\/iteach.ro\/experientedidactice\/?p=14696"},"modified":"2026-02-28T12:42:21","modified_gmt":"2026-02-28T10:42:21","slug":"practica-pedagogica-la-gradinita-intre-emotie-provocare-si-formare-profesionala","status":"publish","type":"post","link":"https:\/\/iteach.ro\/experientedidactice\/practica-pedagogica-la-gradinita-intre-emotie-provocare-si-formare-profesionala","title":{"rendered":"Practica pedagogic\u0103 la gr\u0103dini\u021b\u0103 \u2013 \u00eentre emo\u021bie, provocare \u0219i formare profesional\u0103"},"content":{"rendered":"<p>Practica pedagogic\u0103 desf\u0103\u0219urat\u0103 \u00een \u00eenv\u0103\u021b\u0103m\u00e2ntul pre\u0219colar reprezint\u0103 una dintre cele mai importante etape \u00een formarea ini\u021bial\u0103 a viitorilor educatori \u0219i \u00eenv\u0103\u021b\u0103tori. Dincolo de planuri de activitate, fi\u0219e \u0219i evalu\u0103ri, aceast\u0103 experien\u021b\u0103 ofer\u0103 elevilor ocazia de a intra \u00een contact direct cu realitatea educa\u021bional\u0103, cu ritmul copiilor \u0219i cu responsabilit\u0103\u021bile autentice ale cadrului didactic.<br \/>\nArticolul prezint\u0103 o analiz\u0103 sintetic\u0103 a reflec\u021biilor formulate de elevii din clasa a XI-a I \u00een urma desf\u0103\u0219ur\u0103rii practicii pedagogice la gr\u0103dini\u021b\u0103. Scopul demersului este de a eviden\u021bia modul \u00een care experien\u021ba practic\u0103 contribuie la formarea competen\u021belor didactice, socio-emo\u021bionale \u0219i reflexive ale viitorilor educatori \u0219i \u00eenv\u0103\u021b\u0103tori. Pe baza fi\u0219elor de reflec\u021bie, sunt analizate tr\u0103irile elevilor, activit\u0103\u021bile apreciate, dificult\u0103\u021bile \u00eent\u00e2mpinate, achizi\u021biile profesionale dob\u00e2ndite \u0219i inten\u021biile de dezvoltare pentru practica ulterioar\u0103 la ciclul primar. Rezultatele eviden\u021biaz\u0103 importan\u021ba \u00eenv\u0103\u021b\u0103rii experien\u021biale, a reflec\u021biei pedagogice ghidate \u0219i a mentoratului \u00een formarea ini\u021bial\u0103 a cadrelor didactice, precum \u0219i necesitatea dezvolt\u0103rii competen\u021belor de comunicare, management al clasei \u0219i autoreglare emo\u021bional\u0103. Concluziile subliniaz\u0103 rolul practicii pedagogice ca pilon esen\u021bial \u00een construirea identit\u0103\u021bii profesionale \u0219i \u00een asigurarea continuit\u0103\u021bii form\u0103rii \u00eentre nivelurile de \u00eenv\u0103\u021b\u0103m\u00e2nt. <!--more--><\/p>\n<p><strong>Practica pedagogic\u0103 \u2013 o experien\u021b\u0103 tr\u0103it\u0103 intens<\/strong><\/p>\n<p>Analiza fi\u0219elor de reflec\u021bie eviden\u021biaz\u0103 faptul c\u0103 majoritatea elevilor au perceput practica pedagogic\u0103 la gr\u0103dini\u021b\u0103 ca fiind pl\u0103cut\u0103 sau foarte pl\u0103cut\u0103, chiar dac\u0103, \u00een anumite situa\u021bii, aceasta a fost descris\u0103 ca solicitant\u0103 sau dificil\u0103, dar util\u0103. Emo\u021biile resim\u021bite \u2013 de la entuziasm \u0219i curiozitate p\u00e2n\u0103 la nesiguran\u021b\u0103 \u0219i team\u0103 \u2013 fac parte dintr-un proces firesc de formare profesional\u0103.<\/p>\n<p>Elevii au subliniat c\u0103 interac\u021biunea direct\u0103 cu copiii i-a ajutat s\u0103 \u00een\u021beleag\u0103 mai bine specificul muncii educatoarei \u0219i importan\u021ba implic\u0103rii constante, a r\u0103bd\u0103rii \u0219i a adaptabilit\u0103\u021bii.<\/p>\n<p><strong>Activit\u0103\u021bile preferate \u2013 \u00eenv\u0103\u021barea prin implicare<\/strong><\/p>\n<p>\u00cen ceea ce prive\u0219te activit\u0103\u021bile desf\u0103\u0219urate, reflec\u021biile elevilor arat\u0103 o preferin\u021b\u0103 clar\u0103 pentru:<\/p>\n<ul>\n<li>activit\u0103\u021bile de DLC, datorit\u0103 dialogului cu copiii \u0219i interesului manifestat de ace\u0219tia;<\/li>\n<li>activit\u0103\u021bile de DPM, apreciate pentru dinamism, chiar dac\u0103 au presupus un efort organizatoric mai mare;<\/li>\n<li>activit\u0103\u021bile DEC, care au permis exprimarea liber\u0103 a copiilor;<\/li>\n<li>jocurile didactice \u0219i activit\u0103\u021bile de tip ALA, considerate eficiente pentru \u00eenv\u0103\u021barea prin joc.<\/li>\n<\/ul>\n<p>Elevii au remarcat importan\u021ba materialelor didactice atractive, a tranzi\u021biilor \u0219i a metodelor interactive \u00een men\u021binerea aten\u021biei copiilor.<\/p>\n<p><strong>Dificult\u0103\u021bi \u00eent\u00e2lnite \u2013 lec\u021bii esen\u021biale de practic\u0103<\/strong><\/p>\n<p>Printre cele mai frecvente dificult\u0103\u021bi semnalate, se num\u0103r\u0103:<\/p>\n<ul>\n<li>men\u021binerea aten\u021biei copiilor pe durata activit\u0103\u021bilor;<\/li>\n<li>gestionarea emo\u021biilor proprii \u00een fa\u021ba grupului;<\/li>\n<li>explicarea clar\u0103 a sarcinilor;<\/li>\n<li>controlul grupului \u00een contexte mai solicitante (ex. sala de sport).<\/li>\n<\/ul>\n<p>Modul \u00een care elevii au gestionat aceste situa\u021bii reflect\u0103 o abordare matur\u0103 \u0219i reflexiv\u0103: utilizarea unui ton calm, adaptarea ritmului activit\u0103\u021bilor, introducerea jocurilor scurte \u0219i reluarea explica\u021biilor atunci c\u00e2nd a fost necesar. Aceste experien\u021be au contribuit semnificativ la dezvoltarea competen\u021belor de autoreglare \u0219i comunicare didactic\u0103.<\/p>\n<p><strong>Ce au \u00eenv\u0103\u021bat elevii din aceast\u0103 practic\u0103<\/strong><\/p>\n<p>Din reflec\u021biile formulate reiese clar c\u0103 practica pedagogic\u0103 a avut un impact formativ real. Elevii consider\u0103 c\u0103 au \u00eenv\u0103\u021bat:<\/p>\n<ul>\n<li>s\u0103 comunice mai eficient cu copiii;<\/li>\n<li>s\u0103 manifeste r\u0103bdare, empatie \u0219i autocontrol;<\/li>\n<li>s\u0103 g\u0103seasc\u0103 echilibrul dintre fermitate \u0219i bl\u00e2nde\u021be;<\/li>\n<li>s\u0103 con\u0219tientizeze importan\u021ba preg\u0103tirii riguroase a activit\u0103\u021bilor.<\/li>\n<\/ul>\n<p>Totodat\u0103, elevii au realizat c\u0103 o activitate nu trebuie s\u0103 fie perfect\u0103 pentru a fi reu\u0219it\u0103, ci s\u0103 fie adaptat\u0103 nevoilor copiilor \u0219i s\u0103 men\u021bin\u0103 interesul acestora.<\/p>\n<p><strong>De la gr\u0103dini\u021b\u0103 la \u0219coal\u0103 \u2013 transferul reflec\u021biei<\/strong><\/p>\n<p>Un element valoros al fi\u0219elor de reflec\u021bie \u00eel reprezint\u0103 formularea inten\u021biilor pentru practica viitoare la \u0219coal\u0103. Elevii \u00ee\u0219i propun:<\/p>\n<ul>\n<li>s\u0103 fie mai aten\u021bi la propriul comportament didactic;<\/li>\n<li>s\u0103 observe strategiile utilizate de cadrele didactice;<\/li>\n<li>s\u0103 aplice tehnici eficiente de captare a aten\u021biei;<\/li>\n<li>s\u0103 manifeste fermitate \u0219i claritate \u00een rela\u021bia cu elevii.<\/li>\n<\/ul>\n<p>Aceste inten\u021bii demonstreaz\u0103 capacitatea elevilor de a transfera experien\u021bele din gr\u0103dini\u021b\u0103 c\u0103tre un nou context educa\u021bional \u0219i de a-\u0219i construi treptat identitatea profesional\u0103.<\/p>\n<p><strong>Autoevaluarea \u2013 un exerci\u021biu de onestitate profesional\u0103<\/strong><\/p>\n<p>Majoritatea elevilor s-au autoevaluat cu note \u00eentre 9 \u0219i 10, argument\u00e2nd prin implicarea constant\u0103, progresul realizat \u0219i dorin\u021ba de perfec\u021bionare. Autoevaluarea este realist\u0103 \u0219i reflect\u0103 o atitudine responsabil\u0103 fa\u021b\u0103 de propria formare, dar \u0219i con\u0219tientizarea faptului c\u0103 procesul de \u00eenv\u0103\u021bare este continuu.<\/p>\n<p><strong>Implica\u021bii educa\u021bionale<\/strong><\/p>\n<p>Analiza reflec\u021biilor elevilor eviden\u021biaz\u0103 o serie de implica\u021bii educa\u021bionale relevante at\u00e2t pentru formarea ini\u021bial\u0103 a viitorilor educatori \u0219i \u00eenv\u0103\u021b\u0103tori, c\u00e2t \u0219i pentru organizarea \u0219i optimizarea practicii pedagogice.<\/p>\n<p>\u00cen primul r\u00e2nd, practica pedagogic\u0103 la gr\u0103dini\u021b\u0103 confirm\u0103 valoarea \u00eenv\u0103\u021b\u0103rii experien\u021biale ca pilon central al form\u0103rii profesionale. Contactul direct cu copiii, implicarea activ\u0103 \u00een activit\u0103\u021bi \u0219i confruntarea cu situa\u021bii reale de clas\u0103 faciliteaz\u0103 dezvoltarea competen\u021belor didactice \u00eentr-un mod autentic, profund \u0219i durabil. Elevii \u00eenva\u021b\u0103 prin ac\u021biune, reflec\u021bie \u0219i ajustare continu\u0103, proces esen\u021bial pentru construirea unei identit\u0103\u021bi profesionale solide.<\/p>\n<p>\u00cen al doilea r\u00e2nd, reflec\u021biile subliniaz\u0103 rolul major al reflec\u021biei pedagogice ghidate. Fi\u0219a de reflec\u021bie se dovede\u0219te a fi un instrument valoros de autoreglare a \u00eenv\u0103\u021b\u0103rii \u0219i de con\u0219tientizare a propriului parcurs formativ. Prin analizarea experien\u021belor tr\u0103ite, elevii \u00ee\u0219i identific\u0103 punctele forte, limitele \u0219i nevoile de dezvoltare, preg\u0103tindu-se pentru contexte educa\u021bionale mai complexe, precum practica la ciclul primar.<\/p>\n<p>De asemenea, dificult\u0103\u021bile frecvent men\u021bionate \u2013 gestionarea aten\u021biei copiilor, controlul emo\u021biilor, claritatea explica\u021biilor \u2013 indic\u0103 necesitatea unei preg\u0103tiri progresive pentru managementul clasei. Aceste aspecte eviden\u021biaz\u0103 importan\u021ba mentoratului, a feedbackului constructiv \u0219i a sprijinului constant oferit de cadrele didactice coordonatoare, \u00een vederea consolid\u0103rii competen\u021belor pedagogice.<\/p>\n<p>Un alt aspect relevant \u00eel constituie dezvoltarea competen\u021belor socio-emo\u021bionale ale elevilor. R\u0103bdarea, empatia, autocontrolul \u0219i capacitatea de a crea un climat pozitiv apar constant \u00een reflec\u021biile acestora, confirm\u00e2nd faptul c\u0103 formarea cadrelor didactice trebuie s\u0103 vizeze nu doar competen\u021be metodice \u0219i cognitive, ci \u0219i dimensiunea rela\u021bional\u0103 \u0219i emo\u021bional\u0103 a actului educa\u021bional.<\/p>\n<p>Nu \u00een ultimul r\u00e2nd, practica pedagogic\u0103 favorizeaz\u0103 transferul competen\u021belor \u00eentre niveluri de \u00eenv\u0103\u021b\u0103m\u00e2nt. Inten\u021biile formulate de elevi pentru practica la \u0219coal\u0103 demonstreaz\u0103 capacitatea acestora de a valorifica experien\u021bele dob\u00e2ndite \u00een gr\u0103dini\u021b\u0103 \u0219i de a le adapta la un nou context educa\u021bional, eviden\u021biind continuitatea \u0219i coeren\u021ba procesului de formare profesional\u0103.<\/p>\n<p><strong>Concluzii<\/strong><\/p>\n<p>Practica pedagogic\u0103 la gr\u0103dini\u021b\u0103 a reprezentat pentru elevii clasei a XI-a I mai mult dec\u00e2t o etap\u0103 obligatorie din parcursul \u0219colar: a fost o experien\u021b\u0103 de formare autentic\u0103, cu impact profund asupra dezvolt\u0103rii personale \u0219i profesionale. Reflec\u021biile elevilor eviden\u021biaz\u0103 nu doar achizi\u021bii didactice concrete, ci \u0219i o maturizare progresiv\u0103 a modului de a g\u00e2ndi actul educa\u021bional.<\/p>\n<p>Prin confruntarea cu situa\u021bii reale de clas\u0103, elevii au \u00eenv\u0103\u021bat s\u0103 \u00ee\u0219i gestioneze emo\u021biile, s\u0103 comunice eficient, s\u0103 fie flexibili \u0219i s\u0103 \u00eembine fermitatea cu empatia. Totodat\u0103, formularea inten\u021biilor pentru practica viitoare la \u0219coal\u0103 demonstreaz\u0103 capacitatea acestora de a reflecta critic asupra propriei experien\u021be \u0219i de a-\u0219i construi con\u0219tient traseul profesional.<\/p>\n<p>\u00cen acest context, practica pedagogic\u0103, sus\u021binut\u0103 de reflec\u021bie \u0219i mentorat, devine un instrument esen\u021bial \u00een formarea ini\u021bial\u0103 a cadrelor didactice, contribuind la dezvoltarea unor profesioni\u0219ti responsabili, reflexivi \u0219i adapta\u021bi realit\u0103\u021bilor educa\u021bionale actuale.<\/p>\n<p><em><strong>Bibliografie<\/strong><\/em><\/p>\n<p>1. Boco\u0219, M. (2017). Instruirea interactiv\u0103. Editura Polirom.<br \/>\n2. Dewey, J. (1938). Experience and education. Macmillan.<br \/>\n3. Kolb, D. A. (2015). Experiential learning: Experience as the source of learning and development (2nd ed.). Pearson Education.<br \/>\n4. Lave, J., &amp; Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. <a href=\"https:\/\/doi.org\/10.1017\/CBO9780511815355\">doi.org\/10.1017\/CBO9780511815355<\/a><br \/>\n5. P\u00e2ni\u0219oar\u0103, I.-O. (2019). Profesorul de succes: 59 de principii de pedagogie practic\u0103. Editura Polirom.<br \/>\n6. Sch\u00f6n, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Practica pedagogic\u0103 desf\u0103\u0219urat\u0103 \u00een \u00eenv\u0103\u021b\u0103m\u00e2ntul pre\u0219colar reprezint\u0103 una dintre cele mai importante etape \u00een formarea ini\u021bial\u0103 a viitorilor educatori \u0219i \u00eenv\u0103\u021b\u0103tori. Dincolo de planuri de activitate, fi\u0219e \u0219i evalu\u0103ri, aceast\u0103 experien\u021b\u0103 ofer\u0103 elevilor ocazia de a intra \u00een contact direct &hellip; <a href=\"https:\/\/iteach.ro\/experientedidactice\/practica-pedagogica-la-gradinita-intre-emotie-provocare-si-formare-profesionala\">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":[1534,1721],"tags":[1996],"class_list":["post-14696","post","type-post","status-publish","format-standard","hentry","category-formarea-cadrelor-didactice","category-semnal","tag-tudor-pavelea"],"_links":{"self":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/14696","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=14696"}],"version-history":[{"count":2,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/14696\/revisions"}],"predecessor-version":[{"id":14787,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/14696\/revisions\/14787"}],"wp:attachment":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/media?parent=14696"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/categories?post=14696"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/tags?post=14696"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}