205 research outputs found

    Glazba u kurikulu ranoga i predškolskoga odgoja

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    From the beginning of organized early childhood and preschool education, music has been an integral part of kindergarten educational practice. The key role in the formation of institutional early childhood and preschool education was played by Friedrich Fr├Âbel (1782ÔÇĺ1852). It is due to him that kindergartens opened during the 19th century, first in Germany and then in other countries. He considered music an essential component of educational practice. The kindergarten movement also influenced Croatia. In 1869, the first kindergarten (zabavi┼íte) was opened in Zagreb. The following decades saw an expansion of the network of preschool institutions. Music activities, most often singing, were an integral part of them. Methodical approaches to early music education have changed and improved over time. Changes in the conception of early childhood and preschool education pedagogy also reflected on the position of music activities in certain educational programs or curricula of early childhood and preschool education. While singing activities were the focus of the traditional methodical approach, the contemporary approach emphasizes researching music. Music activities have their place in the modern curriculum of early childhood and preschool education. They represent a significant opportunity to encourage the complete development of early and preschool-age children and stimulate their education, learning activities, and the development of their competencies.Od po─Źetaka organiziranoga ranog i pred┼íkolskog odgoja glazba je sastavni dio odgojno-obrazovne prakse dje─Źjih vrti─ça. Temeljna va┼żnost za formiranje institucijskoga ranog i pred┼íkolskog odgoja imao je Friedrich Fr├Âbel (1782. - 1852.). Njegovom se zaslugom dje─Źji vrti─çi po─Źinju otvarati tijekom 19. stolje─ça prvo u Njema─Źkoj, a zatim i drugim zemljama. Glazbu je smatrao bitnom sastavnicom odgojno-obrazovne prakse. Pokret za otvaranjem dje─Źjih vrti─ça utjecao je i na Hrvatsku. Godine 1869. otvoreno je prvo dje─Źje zabavi┼íte (dje─Źji vrti─ç) u Zagrebu. Tijekom narednih desetlje─ça ┼íirila se mre┼ża pred┼íkolskih ustanova. Glazbene aktivnosti, naj─Źe┼í─çe pjevanje, bile su njihov sastavni dio. Metodi─Źki pristupi ranom glazbenom odgoju mijenjali su se i usavr┼íavali tijekom vremena. Promjene u koncepcijama ranoga i pred┼íkolskoga odgoja imale su odraz i na polo┼żaj glazbenih aktivnosti u pojedinim odgojno-obrazovnim programima odnosno kurikulima ranoga i pred┼íkolskoga odgoja. U tradicionalnom metodi─Źkom pristupu naglasak je bio na pjevanju dok suvremeni pristup naglasak stavlja na istra┼żivanje glazbe. Glazbene aktivnosti svoje mjesto imaju i u suvremenom kurikulu ranoga i pred┼íkolskoga odgoj te predstavljaju zna─Źajnu mogu─çnost za poticanje cjelovitoga razvoja te odgoja, u─Źenja i razvoja kompetencija djeteta rane i pred┼íkolske dobi.

    Cultivating play in kindergarten

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    Predmet ove studije je kultivisanje igre u de─Źjem vrti─çu. Studiju zasnivamo na u─Źenju o igri kao kapacitetu fleksibilnosti u dejstvu, produbljuju─çi ovo u─Źenje konceptima filozofije transcendentalnog empirizma i savremenim teorijama afekta. Pronalaze─çi upori┼íte u aktuelnoj reformi pred┼íkolskog vaspitanja i obrazovanja, ova studija odgovara na potrebu da neposrednije ÔÇô situaciono i procesualno ÔÇô razumemo kako igra nastaje i razvija se, koji je njen pedago┼íki potencijal i ─Źime mo┼że biti kultivisana kroz svakodnevicu vaspitno-obrazovnog procesa u de─Źjem vrti─çu. U skladu sa nastojanjem da igru pratimo na stvarala─Źki na─Źin ÔÇô koji pogoduje na─Źinu na koji igru razumevamo ÔÇô celokupna studija oblikovana je u metodolo┼íkom okviru difrakcije: na planu teorijskih polazi┼íta, planu realizacije neposrednog istra┼żivanja u de─Źjem vrti─çu i na planu interpretacije podataka. Difrakcijom teorija otvorena je mogu─çnost sagledavanja igre na afektivnom planu, te je u neposrednom istra┼żivanju sprovedenom u de─Źjem vrti─çu kori┼í─çena afektivna etnografija. Difraktivna interpretacija podataka pokazala je da igra nastaje iz preokreta, te da se odvija u kretanju sa vi┼íkom i oslanjaju─çi se na veru u zajedni─Źki proces. Kao pedago┼íki potencijal igre ukazuju se transformativnost i eti─Źnost koje proces igranja omogu─çava, te se izvodi zaklju─Źak da je za kultivisanje igre neophodno obezvediti odre─Ĺene preduslove ÔÇô otvoren model vaspitanja i obrazovanja, bogatstvo izbora materijala i simboli─Źkih sredstava, i raznovrsnost sveukupnih iskustava ÔÇô ali da je jednako zna─Źajno osna┼żivati senzibilitet i odva┼żnost istupanja kako kod dece, tako i kod odraslih koji u─Źestvuju u vaspitno-obrazovnom procesu sa decom.The subject of this study is the cultivation of play in kindergarten. The study is based on the understanding of play as a capacity for flexibility in action, deepened by the concepts of the philosophy of transcendental empiricism and contemporary theories of affect. Grounded in the current reform of early childhood education in Serbia, this study responds to the need to understand more directly - situationally and procesually - how play originates and develops, what pedagogical potentials it opens and how it can be cultivated through the everyday educational process in kindergarten. With the effort to follow play in a creative way ÔÇô which favours the way we understand the play - the entire study is shaped in the methodological framework of diffraction: on the plan of theoretical starting points, the plan of the direct research process in kindergarten and on the plan of data interpretation. The diffraction of theories opened the possibility of looking at play on the plan of affect, so affective ethnography was used in the direct research process in the kindergarten. Diffractive interpretation of the data showed that play arises from reversals and that it takes place in movement with excess, relying on faith in a common process. The pedagogical potential of play lies in the transformative and ethical nature of the playing process, so the conclusion is drawn that certain prerequisites must be provided for the cultivation of play ÔÇô an open model of early childhood education, a rich selection of materials and symbolic means, and a variety of overall experiences ÔÇô but that it is equally significant to strengthen the sensibility and audacity of stepping-out, both of children and of adults who participate in the educational process with children

    Jugendstrafe und Jugendstrafvollzug, Teilband 2 S├╝d- und osteurop├Ąische L├Ąnder sowie au├čereurop├Ąische Staaten

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    Reggio concept as a starting point in projectory learning in kindergarten

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    Reggio pedago┼íka koncepcija i njezine osobitosti utkane su u hrvatski kurikulum ranog i pred┼íkolskog odgoja i obrazovanja. Shva─çanje djeteta kao partnera odgojno-obrazovnog procesa, naglasak na prostorno-materijalno okru┼żenje, suradnja s roditeljima i dru┼ítvenom sredinom, dokumentiranje procesa u─Źenja djece i uporaba razli─Źitih simboli─Źkih jezika u izra┼żavanju djece, podloga su projektnog u─Źenja u dje─Źjem vrti─çu. U─Źe─çi aktivno, kroz istra┼żiva─Źke aktivnosti, u poticajnom okru┼żenju sa drugom djecom i odraslima dijete se cjelovito razvija. Uloga odgojitelja je pripremiti okru┼żenje, pratiti djecu, dokumentirati procese njihovog u─Źenja te na taj na─Źin razvijati projekte ali i kurikulum odgojne skupine i dje─Źjeg vrti─çaThe Reggio pedagogical concept and its personalities are woven into the Croatian curriculum of early and preschool education. Perception of the child as a partner in the educational process, emphasis on physical surroundings, cooperation with parents and social environment, documentation of childrens learning process and use of different symbolic languages in children's expressions, are the basis of project-based learning in kindergarten. Child develops holistically by active learning through research activities in a supportive environment with other children and adults. TeachersÔÇÖ role is development of projects as well as the curriculum of the educational group and kindergarten thru preparation of child's surroundings, monitoring children and documenting their learning processes

    Elements Of Reggio Pedagogy In Early Childhood And Preschool Education Institution

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    Dru┼ítvene promjene iznjedrile su pojavu suvremenih alternativnih oblika ranog i pred┼íkolskog odgoja koji, za razliku od tradicionalnih oblika, podrazumijevaju proces dvosmjernog u─Źenja izme─Ĺu djeteta i odgojitelja. Najpoznatiji alternativni oblici pedagogije su pedago┼íka koncepcija Marie Montessori, Waldorfska pedagogija, Agazzi pedagogija i Reggio pedagogija. Jedan od najsuvremenijih i najpoznatijih modela alternativne pedagogije upravo je Reggio pedagogija ─Źijom primjenom dijete razvija zna─Źajne kompetencijske vje┼ítine za daljnji rast i razvoj. Najpoznatiji elementi Reggio pedagogije u ranom i pred┼íkolskom odgoju su stvaranje pozitivne slike djeteta kao kompetentnog bi─ça, uloga prostora i okru┼żenja kao tre─çeg odgojitelja, suradnja izme─Ĺu djece, roditelja i odgojitelja kroz partnerstvo u u─Źenju, odstupanje od kurikuluma obrazovanja, dokumentiranje procesa u─Źenja,u─Źenje kroz projektni pristup i simboli─Źki jezici djeteta. U ovom istra┼żivanju autorica analizira elemente Reggio pedagogije i njihov utjecaj na razvoj djeteta u okviru ranog i pred┼íkolskog odgoja u dje─Źjem vrti─çu Mali istra┼żiva─Ź koji radi po konceptu i vrijednostima Reggio pedagogije. Istra┼żivanje je provedeno anketnim upitnikom (N =40) o poznavanju elemenata i vrijednosti Reggio pedagogije u ranom i pred┼íkolskom odgoju koji je upu─çen prema odgojiteljima i stru─Źnim suradnicima u dje─Źjem vrti─çu Mali istra┼żiva─Ź. Cilj istra┼żivanja bio je otkriti poznavanje i stav ispitanika koje ─Źine odgojitelji, odnosno stru─Źni suradnici u dje─Źjem vrti─çu Mali istra┼żiva─Ź, o elementima Reggio pedagogije te zna─Źaju i poznavanje Reggio koncepta u ustanovama ranog i pred┼íkolskog odgoja. Analizom i evaluacijom odgovora ispitanika utvr─Ĺeno je da su ispitanici u velikoj mjeri upoznati s va┼żno┼í─çu kori┼ítenja elemenata Reggio pedagogije u ranom i pred┼íkolskom odgoju i njihovim utjecajem na pozitivan razvoj kompetencija djeteta. Kao najva┼żnije elemente Reggio pedagogije u ranom i pred┼íkolskom odgoju ispitanici su izdvojili: stvaranje slike o djetetu kao kompetentnoj osobi,istra┼żivanje, prostor i okru┼żenje u ulozi tre─çeg odgojitelja i uloga kori┼ítenja prirodnog materijala, suradni─Źke odnose unutar sustava i partnerstvo u u─Źenju, proces dokumentiranja u─Źenja i projektno u─Źenje. Nadalje, ovo istra┼żivanje pokazalo je da se primjenom elemenata Reggio pedagogije u ranom i pred┼íkolskom odgoju razvijaju kompetencije djeteta kao ┼íto su razvoj samostalnosti, razvoj pozitivne slike o sebi, poticanje i razvoj kreativnosti djeteta te razvoj suradnje i partnerskih odnosa me─Ĺu djecom te izme─Ĺu djece i odraslih. Prema rezultatima istra┼żivanja primjena elemenata Reggio pedagogije u ranom i pred┼íkolskom odgoju u ustanovama ranog i pred┼íkolskog odgoja u Republici Hrvatskoj zna─Źajno bi se pobolj┼íala kvaliteta ranog i pred┼íkolskog odgoja.Social changes have given rise to the emergence of modern alternative forms of early and preschool education, which, unlike traditional forms, involve a process of two-way learning between the child and the educator. The most famous alternative forms of pedagogy are the pedagogical conception of Marie Montessori, Waldorf pedagogy, Agazzi pedagogy and Reggio pedagogy. One of the most modern and well-known models of alternative pedagogy is Reggio pedagogy through the application of which the child develops significant competency skills for further growth and development. The most famous elements of Reggio pedagogy in early and preschool education are creating a positive image of the child as a competent being, the role of space and environment as a third educator, cooperation between children, parents and educators through learning partnerships, deviating from the education curriculum approach and symbolic languages of the child. In this research, the author analyzes the elements of Reggio pedagogy and their impact on child development in early and preschool education in kindergarten Mali istra┼żiva─Ź who works on the concept and values of Reggio pedagogy. The research was conducted with a questionnaire (N = 40) on knowledge of the elements and values of Reggio pedagogy in early and preschool education, which was sent to educators and professional associates in the kindergarten Mali istra┼żiva─Ź. The aim of the research was to discover the knowledge and attitude of the respondents made up of educators, ie professional associates in the kindergarten Mali istra┼żiva─Ź, about the elements of Reggio pedagogy and the importance and knowledge of the Reggio concept in early and preschool education. The analysis and evaluation of the respondents' answers showed that the respondents are largely familiar with the importance of using the elements of Reggio pedagogy in early and preschool education and their impact on the positive development of children's competencies. As the most important elements of Reggio pedagogy in early and preschool education, respondents singled out: creating an image of the child as a competent person, research, space and environment in the role of third educator and the role of using natural materials, collaborative relationships and learning partnerships. project learning. Furthermore, this research showed that the application of elements of Reggio pedagogy in early and preschool education develops children's competencies such as development of independence, development of positive self-image, encouraging and developing children's creativity and development of cooperation and partnerships between children and children and adults. . According to the results of the research, the application of elements of Reggio pedagogy in early and preschool education in early and preschool education institutions in the Republic of Croatia would significantly improve the quality of early and preschool education

    Loris Malaguzzi and Reggio in the context of time

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    Nove koncepcije u sustavu odgoja i obrazovanja djece po─Źele su se pojavljivati na kraju dvadesetog stolje─ça, kada su se razvile neke od najva┼żnijih novih teorija i praksa koje su se fokusirale na slobodu djece, kao i na zadovoljavanje njihovih emocionalnih, kognitivnih, fizi─Źkih, duhovnih i ostalih razvojnih potreba. Najva┼żnije alternativne pedago┼íke koncepcije su Montessori, Waldorf i Reggio, koja je fokus ovog rada. Reggio pedago┼íka koncepcija nastala je u pokrajini Reggio Emilia u Italiji u dvadesetom stolje─çu, te ju je kreirao Loris Malaguzzi, u─Źitelj i psiholog. ┼Żivot Lorisa Malaguzzija direktno je utjecao na razvoj Reggio pedago┼íke koncepcije, jer je ┼żivio tijekom i poslije Drugog svjetskog rata, a tako─Ĺer i u razdoblju nakon Drugog svjetskog rata koje je donijelo velike promjene u percepciji dje─Źjeg odgoja i obrazovanja. U radu se obra─Ĺuje ┼żivot Lorisa Malaguzzija i glavne postavke Reggio pedago┼íke koncepcije. Fokusira se na sliku djeteta u Reggiu, ulogu kreativnosti u radu s pred┼íkolskom djecom, glavne vrijednosti Reggia, uloga roditelja i zajednice u odgoju djece, kao i samih odgajatelja, dokumentacije i materijala koji se koriste, kao i prostora kao tre─çeg odgajatelja. Reggio se tako─Ĺer uspore─Ĺuje s Montessori i Waldorf pedago┼íkim koncepcijama i smje┼íta se u kontekst vremena.New conceptions in the education system of children began to emerge at the end of the twentieth century, when some of the most important new theories and practices were developed that focused on children's freedom as well as satisfying their emotional, cognitive, physical, spiritual and other development needs. The most important alternative pedagogical concepts are Montessori, Waldorf and Reggio, which is the focus of this paper. The Reggio pedagogical concept originated in the province of Reggio Emilia in Italy in the twentieth century, and was created by Loris Malaguzzi, a teacher and psychologist. The life of Loris Malaguzzi directly influenced the development of the Reggio pedagogical conception, as he lived during and after World War II, and in the post-World War II period that brought major changes in the perception of childrenÔÇÖs upbringing and education. This paper deals with the life of Loris Malaguzzi and the main postulates of the Reggio pedagogical concept. It focuses on the image of the child in Reggio, the role of creativity in working with preschool children, the main values of Reggio, the role of parents and community in raising children, as well as educators, documentation and materials used, and space as a third educator. Reggio is also compared to Montessori and Waldorf pedagogical conceptions and placed in the context of time

    Environment and resource comparison in Montessori and Reggio pedagogical conception

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    U Republici Hrvatskoj, u ranom i pred┼íkolskom odgoju i obrazovanju, osim redovnih programa, imamo i alternativne odgojno obrazovne programe. To su odgojno-obrazovni programi prema koncepcijama Marije Montessori, Rudolfa Steinera, sestara Agazzi, Jurgena Zimmera i Lorisa Malaguzzija. U radu je prikazano kako je i ─Źime omogu─çen ulazak alternativnih pedago┼íkih koncepcija u Hrvatsku. Zatim je ukratko prikazana i obja┼ínjena svaka od njih. Najve─çi fokus stavljen je na Montessori i Reggio pedago┼íke koncepcije. Prikazan je povijesni razvoj svake, zatim neke od najbitnijih obilje┼żja i karakteristika i na kraju, ono ┼íto je i tema rada, uloga prostora i materijala u radu s djecom pred┼íkolske dobi. Iako na prvi pogled sli─Źne, ove dvije pedago┼íke koncepcije imaju bitne razlike, ┼íto u prostorno ÔÇô materijalom okru┼żenju, ulozi odgojitelja ili ulozi djeteta tijekom procesa odgoja i obrazovanja. Svaki roditelj ┼żeli najbolje za svoje dijete. To se odnosi i na upis u odgojno ÔÇô obrazovni program. Mnogi od njih nisu ni upoznati sa programima koji se nude u sklopu redovnih vrti─ça kao posebni programi u odre─Ĺenim skupinama ili kao zasebni vrti─çi koji rade po alternativnoj pedago┼íkoj koncepciji. Upravo zbog toga smatram kako je ova tema bitna jer adekvatna informiranost javnosti omogu─çila bi i roditeljima izbor vrti─çkog programa koji odgovara njihovom djetetu i u skladu je s njihovim razmi┼íljanjima.In the Republic of Croatia, in early and preschool education, in addition to regular programs, we also have alternative educational programs. These are educational programs according to the concepts of Maria Montessori, Rudolf Steiner, the Agazzi sisters, Jurgen Zimmer and Loris Malaguzzi. The paper shows how and what enabled the entry of alternative pedagogical concepts into Croatia. Each of them is then briefly presented and explained. The greatest focus is placed on Montessori and Reggio pedagogical concepts, which are the most popular and represented in our country. The historical development of each is presented, then some of the most important features and characteristics, and finally, what is the topic of the work, the role of space and materials in working with preschool children. Although similar at first glance, these two pedagogical conceptions have important differences, in terms of the spatial and material environment, the role of the educator or the role of the child during the upbringing and education process. Every parent wants the best for their child. This also applies to enrollment in the educational program. Many of them are not even familiar with the programs that are offered as part of regular kindergartens as special programs in certain groups or as separate kindergartens that work according to an alternative pedagogical concept. This is exactly why I think this topic is important, because adequate public information would enable parents to choose a kindergarten program that suits their child and is in line with their thinking

    Environment and resource comparison in Montessori and Reggio pedagogical conception

    No full text
    U Republici Hrvatskoj, u ranom i pred┼íkolskom odgoju i obrazovanju, osim redovnih programa, imamo i alternativne odgojno obrazovne programe. To su odgojno-obrazovni programi prema koncepcijama Marije Montessori, Rudolfa Steinera, sestara Agazzi, Jurgena Zimmera i Lorisa Malaguzzija. U radu je prikazano kako je i ─Źime omogu─çen ulazak alternativnih pedago┼íkih koncepcija u Hrvatsku. Zatim je ukratko prikazana i obja┼ínjena svaka od njih. Najve─çi fokus stavljen je na Montessori i Reggio pedago┼íke koncepcije. Prikazan je povijesni razvoj svake, zatim neke od najbitnijih obilje┼żja i karakteristika i na kraju, ono ┼íto je i tema rada, uloga prostora i materijala u radu s djecom pred┼íkolske dobi. Iako na prvi pogled sli─Źne, ove dvije pedago┼íke koncepcije imaju bitne razlike, ┼íto u prostorno ÔÇô materijalom okru┼żenju, ulozi odgojitelja ili ulozi djeteta tijekom procesa odgoja i obrazovanja. Svaki roditelj ┼żeli najbolje za svoje dijete. To se odnosi i na upis u odgojno ÔÇô obrazovni program. Mnogi od njih nisu ni upoznati sa programima koji se nude u sklopu redovnih vrti─ça kao posebni programi u odre─Ĺenim skupinama ili kao zasebni vrti─çi koji rade po alternativnoj pedago┼íkoj koncepciji. Upravo zbog toga smatram kako je ova tema bitna jer adekvatna informiranost javnosti omogu─çila bi i roditeljima izbor vrti─çkog programa koji odgovara njihovom djetetu i u skladu je s njihovim razmi┼íljanjima.In the Republic of Croatia, in early and preschool education, in addition to regular programs, we also have alternative educational programs. These are educational programs according to the concepts of Maria Montessori, Rudolf Steiner, the Agazzi sisters, Jurgen Zimmer and Loris Malaguzzi. The paper shows how and what enabled the entry of alternative pedagogical concepts into Croatia. Each of them is then briefly presented and explained. The greatest focus is placed on Montessori and Reggio pedagogical concepts, which are the most popular and represented in our country. The historical development of each is presented, then some of the most important features and characteristics, and finally, what is the topic of the work, the role of space and materials in working with preschool children. Although similar at first glance, these two pedagogical conceptions have important differences, in terms of the spatial and material environment, the role of the educator or the role of the child during the upbringing and education process. Every parent wants the best for their child. This also applies to enrollment in the educational program. Many of them are not even familiar with the programs that are offered as part of regular kindergartens as special programs in certain groups or as separate kindergartens that work according to an alternative pedagogical concept. This is exactly why I think this topic is important, because adequate public information would enable parents to choose a kindergarten program that suits their child and is in line with their thinking

    Elements Of Reggio Pedagogy In Early Childhood And Preschool Education Institution

    No full text
    Dru┼ítvene promjene iznjedrile su pojavu suvremenih alternativnih oblika ranog i pred┼íkolskog odgoja koji, za razliku od tradicionalnih oblika, podrazumijevaju proces dvosmjernog u─Źenja izme─Ĺu djeteta i odgojitelja. Najpoznatiji alternativni oblici pedagogije su pedago┼íka koncepcija Marie Montessori, Waldorfska pedagogija, Agazzi pedagogija i Reggio pedagogija. Jedan od najsuvremenijih i najpoznatijih modela alternativne pedagogije upravo je Reggio pedagogija ─Źijom primjenom dijete razvija zna─Źajne kompetencijske vje┼ítine za daljnji rast i razvoj. Najpoznatiji elementi Reggio pedagogije u ranom i pred┼íkolskom odgoju su stvaranje pozitivne slike djeteta kao kompetentnog bi─ça, uloga prostora i okru┼żenja kao tre─çeg odgojitelja, suradnja izme─Ĺu djece, roditelja i odgojitelja kroz partnerstvo u u─Źenju, odstupanje od kurikuluma obrazovanja, dokumentiranje procesa u─Źenja,u─Źenje kroz projektni pristup i simboli─Źki jezici djeteta. U ovom istra┼żivanju autorica analizira elemente Reggio pedagogije i njihov utjecaj na razvoj djeteta u okviru ranog i pred┼íkolskog odgoja u dje─Źjem vrti─çu Mali istra┼żiva─Ź koji radi po konceptu i vrijednostima Reggio pedagogije. Istra┼żivanje je provedeno anketnim upitnikom (N =40) o poznavanju elemenata i vrijednosti Reggio pedagogije u ranom i pred┼íkolskom odgoju koji je upu─çen prema odgojiteljima i stru─Źnim suradnicima u dje─Źjem vrti─çu Mali istra┼żiva─Ź. Cilj istra┼żivanja bio je otkriti poznavanje i stav ispitanika koje ─Źine odgojitelji, odnosno stru─Źni suradnici u dje─Źjem vrti─çu Mali istra┼żiva─Ź, o elementima Reggio pedagogije te zna─Źaju i poznavanje Reggio koncepta u ustanovama ranog i pred┼íkolskog odgoja. Analizom i evaluacijom odgovora ispitanika utvr─Ĺeno je da su ispitanici u velikoj mjeri upoznati s va┼żno┼í─çu kori┼ítenja elemenata Reggio pedagogije u ranom i pred┼íkolskom odgoju i njihovim utjecajem na pozitivan razvoj kompetencija djeteta. Kao najva┼żnije elemente Reggio pedagogije u ranom i pred┼íkolskom odgoju ispitanici su izdvojili: stvaranje slike o djetetu kao kompetentnoj osobi,istra┼żivanje, prostor i okru┼żenje u ulozi tre─çeg odgojitelja i uloga kori┼ítenja prirodnog materijala, suradni─Źke odnose unutar sustava i partnerstvo u u─Źenju, proces dokumentiranja u─Źenja i projektno u─Źenje. Nadalje, ovo istra┼żivanje pokazalo je da se primjenom elemenata Reggio pedagogije u ranom i pred┼íkolskom odgoju razvijaju kompetencije djeteta kao ┼íto su razvoj samostalnosti, razvoj pozitivne slike o sebi, poticanje i razvoj kreativnosti djeteta te razvoj suradnje i partnerskih odnosa me─Ĺu djecom te izme─Ĺu djece i odraslih. Prema rezultatima istra┼żivanja primjena elemenata Reggio pedagogije u ranom i pred┼íkolskom odgoju u ustanovama ranog i pred┼íkolskog odgoja u Republici Hrvatskoj zna─Źajno bi se pobolj┼íala kvaliteta ranog i pred┼íkolskog odgoja.Social changes have given rise to the emergence of modern alternative forms of early and preschool education, which, unlike traditional forms, involve a process of two-way learning between the child and the educator. The most famous alternative forms of pedagogy are the pedagogical conception of Marie Montessori, Waldorf pedagogy, Agazzi pedagogy and Reggio pedagogy. One of the most modern and well-known models of alternative pedagogy is Reggio pedagogy through the application of which the child develops significant competency skills for further growth and development. The most famous elements of Reggio pedagogy in early and preschool education are creating a positive image of the child as a competent being, the role of space and environment as a third educator, cooperation between children, parents and educators through learning partnerships, deviating from the education curriculum approach and symbolic languages of the child. In this research, the author analyzes the elements of Reggio pedagogy and their impact on child development in early and preschool education in kindergarten Mali istra┼żiva─Ź who works on the concept and values of Reggio pedagogy. The research was conducted with a questionnaire (N = 40) on knowledge of the elements and values of Reggio pedagogy in early and preschool education, which was sent to educators and professional associates in the kindergarten Mali istra┼żiva─Ź. The aim of the research was to discover the knowledge and attitude of the respondents made up of educators, ie professional associates in the kindergarten Mali istra┼żiva─Ź, about the elements of Reggio pedagogy and the importance and knowledge of the Reggio concept in early and preschool education. The analysis and evaluation of the respondents' answers showed that the respondents are largely familiar with the importance of using the elements of Reggio pedagogy in early and preschool education and their impact on the positive development of children's competencies. As the most important elements of Reggio pedagogy in early and preschool education, respondents singled out: creating an image of the child as a competent person, research, space and environment in the role of third educator and the role of using natural materials, collaborative relationships and learning partnerships. project learning. Furthermore, this research showed that the application of elements of Reggio pedagogy in early and preschool education develops children's competencies such as development of independence, development of positive self-image, encouraging and developing children's creativity and development of cooperation and partnerships between children and children and adults. . According to the results of the research, the application of elements of Reggio pedagogy in early and preschool education in early and preschool education institutions in the Republic of Croatia would significantly improve the quality of early and preschool education

    ─îIME SE BAVIMO U VRTI─ćU I ZA┼áTO MISLIMO DA JE TO VA┼ŻNO?

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    Kada se zapo─Źelo sa obukama vaspita─Źa za primenu Osnova programa pred┼íkolskog vaspitanja i obrazovanja ÔÇô Godine uzleta, u─Źenje i istra┼żivanje dece i vaspita─Źa kroz teme/projekte na┼ílo se u fokusu interesovanja stru─Źne i nau─Źne javnosti u oblasti pred┼íkolskog vaspitanja i obrazovanja. Vaspita─Źi su se na┼íli pred brojnim izazovima, a jedan od prvih jeste izbor i pokretanje tema/projekata. U radu su predstavljeni rezultati istra┼żivanja koje je imalo cilj da ispita stavove vaspita─Źa u vezi sa izborom i zna─Źajem odre─Ĺenih tema/projekata za rad sa decom ÔÇô kakav odnos imaju prema slobodi koja im je poverena prilikom izbora tema/projekata i sadr┼żaja vezanih za njih, u kojoj meri odre─Ĺeni faktori uti─Źu na njihovu odluku da zapo─Źnu istra┼żivanje u okviru odre─Ĺene teme/projekta, kojim namerama/ciljevima se vode pri izboru i razvijanju tema/projekata. Kori┼í─çena je deskriptivna metoda sa anketiranjem kao istra┼żiva─Źkom tehnikom. Istra┼żivanjem je obuhva─çeno 466 vaspita─Źa sa teritorije Beograda. Rezultati istra┼żivanja, koji se odnose na kriterijume izbora tema/projekata, pokazuju da vaspita─Źi u zna─Źajnoj meri razumeju su┼ítinske odrednice i potencijale nove programske koncepcije, a da oni koji su pro┼íli obuku u zna─Źajno ve─çoj meri pokre─çu teme/projekte zasnovane na zainteresovanosti dece za fenomene koji su bliski njihovom iskustvu, koji omogu─çavaju neposredno istra┼żivanje dece i istinsko u─Źe┼í─çe dece u istra┼żivanju. Me─Ĺutim, rezultati koji se odnose na zna─Źaj realizovanih tema/projekata iz perspektive vaspita─Źa pokazuju da u razumevanju procesa u─Źenja deteta pred┼íkolskog uzrasta jo┼í uvek nije do┼ílo do zna─Źajnih transformacija i da je vaspita─Źima u ovom segmentu potrebna sna┼żnija podr┼íka kako bi iza┼íli iz dosada┼ínjih okvira i na─Źina razvijanja realnog programa karakteristi─Źnih za prethodne koncepcije
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