Вестник ТГПУ им Л.Н. Толстого №3 2005

СОТРУДНИЧЕСТВО № 3, 2005 analyzed continuously in terms of individual relationships founded and suitable and unsuitable approaches. A category of goals is apparent in children’s game that relate to meeting one’s internal idea of plan and its gradual implementation including evaluation of product based on one’s internal criteria. During the game, children meet the top area of goal classification, which is the goal of creation. Although in elementary form, it provides the basis for the whole category. Children put elements together to make, in their opinions, meaningful and functional wholes. They look for new methods in this respect, reorganizing elements in new structures and patterns, constructing and discovering novel solutions. Bloom categories of the goals of educational processes manifest themselves in the individual stages of free game at preschool age. Children are, in fact, their carriers, initiators, implementers and evaluators. 2.2. Goals Of Educational Activity The goal of the educational treatment and care should be that of satisfied children fulfilling themselves: Teachers accepting children’s initiative and needs, making conditions for their activity and endeavor to fulfill themselves, widening their range of opportunities and perceiving how the categories of educational goals are reflected in the spontaneous activities of individual children in order to provide the best of offers. Below are some of the principles of specifying goals in educational practice: « Set goals based on the groups of children and individuals you work with. • See and implement goals in general and concrete relations. • Specify individuai goals so clearly and distinctly that they can be evaluated during or after the process. • The concrete evaluated goals make up a general goal. • When setting other goals, a group of children or an individual is the determining source of the follow-up process. It is interesting to consider the structure of goals as divided by Bloom (1956). It contained 3 dimensions - cognitive, emotional and psychomotor. When reviewing these goals, Anderson, L. W., Krathwohl, D., R. et al. (1998) only retained one category - cognitive - providing explanation that this category includes the remaining two. As regards structuring the goals of preschool education, the original three dimensions are still more suitable. Let us see the way the goals in these areas are divided according to Bloom including their application to preschool education: 1. Retention - storage and recollection of facts and situations. 2. Comprehension - constructing the meaning based on auditory analysis, other sensorial stimuli and basic experience. 3. Application - application of the process in different situations. 4. Analysis - division of a whole into parts and understanding the relationship of the parts and the whole as well as an individual purpose. 5. Evaluation - evaluation based on specific criteria, assessment of the degree of success of the process in relation to its results, consideration of which way of achieving the result was the best in the course of cracking a problem. 6. Creation - understanding other ways of processing what is known, suggesting and implementing new solutions based on the previous process. In terms of process efficiency, this structured hierarchy of goals allows teachers to determine the positions of individual children in the educational process faster and more efficiently.