65 research outputs found
PripovjedaÄko putovanje odgajatelja ili osobna refleksija putem fotografije
Dokumentiranje podrazumijeva sustavno prikupljanje dokumentacije (etnografskih zapisa), koja omoguÄuje promatranje i bolje
razumijevanje akcija djeteta, a time i osiguranje kvalitetnije potpore njegovu razvoju. Dokumentacija omoguÄuje vizualizaciju naÄina na koji se dijete razvija i uÄi. (Nacionalni kurikulum, 45, 2014.) U Älanku se govori o fotografiji kao vizualnom jeziku, metodi istraživanja i dokumentiranja odgojnoobrazovnog procesa
Kultur der Erziehungs-und Bildungsanstalt und QualitƤt der Ćnderungen in der Erziehungs-und Bildungspraxis
Mnogobrojnim istraživanjima utvrÄeno je da se kvalitetne promjene u odgoju i obrazovanju mogu dogoditi promjenom ustroja i ozraÄja u odgojno-obrazovnim ustanovama, Å”to nazivaju promjenom kulture odgojno-obrazovne ustanove. U odreÄenju kulture odgojno-obrazovne ustanove polazi se od opÄeg pojma kulture kao temelja za razumijevanje kulture organizacije. O odgojno-obrazovnoj ustanovi raspravljamo kao o organizaciji, a o kulturi kao o sastavnom elementu opÄe kulture i vrijednosnog sustava u cjelini. Navodimo definicije razliÄitih autora iz kojih je vidljivo da nema jedinstvene definicije kulture odgojno-obrazovne ustanove; autori je razliÄito definiraju, naglaÅ”avajuÄi da ju je potrebno stavljati u socijalni kontekst. VeÄina tumaÄenja odnosi se na specifiÄne vrijednosti, uvjerenja i oÄekivanja ljudi u ustanovi, njihova uobiÄajena ponaÅ”anja, tj. rituale, naÄine na koje razumiju i interpretiraju svakodnevne dogaÄaje u ustanovi i sl. Kako bismo Å”to bolje povezali ovaj koncept s izravnim promjenama odgojno-obrazovne prakse, u radu se raspravlja i o nekim elementima kulture odgojno-obrazovne ustanove. U tom smislu mijenjanje kulture odgojno-obrazovne ustanove je evolucijski proces u kojem je implementacija inovacija moguÄa na razini svake odgojno-obrazovne ustanove, a put prema kvalitetnim promjenama odreÄuje se kao dugotrajan, zajedniÄki, istraživaÄki proces svih sudionika uže i Å”ire socijalne zajednice.Extensive reasearch has established that quality changes in education can occur with a change of structure and atmosphere in educational institutions, which is referred to as change of culture of an educational institution. In determining the culture of an educational institution, the starting point is the general notion of culture as a basis for understanding the culture of an organisation. An educational institution is discussed in terms of an organisation, whereas culture is discussed in terms of an integral element of general culture and value system as a whole. Definitions of diverse authors are stated, which illustrate that there is no unique definition of culture of educational institutions; authors define culture differently, pointing out that it should be put into social context. Most explanations refer to specific values, beliefs and expectations of the people in an institution, their typical behaviour, that is their habits, the ways in which they understand and interpret daily events in the institution, etc. In order to establish optimum connections between this concept and the direct changes of educational practice, certain elements of culture of educational institutions are also discussed. In that manner changing the culture of educational institutions is an evolutionary process in which implementation of innovations is possible at the level of each educational institution, whereas the journey towards quality changes is determined as a long-lasting, mutual research work of all participants within the more immediate or wider social community.Zahlreiche Untersuchungen stellten fest, dass qualitƤtvolle VerƤnderungen in der Erziehung und Bildung nur durch eine VerƤnderung der Organisation und AtmosphƤre in den Erziehungs-und Bildungsanstalten zustande gebracht werden kƶnnen, was als VerƤnderung der Kultur der Erziehungs-und Bildungsanstalt bezeichnet wird. Bei der Bestimmung von der Kultur der jeweiligen Erziehungs-und Bildungsanstalt geht man vom allgemeingĆ¼ltigen Begriff der Kultur aus als Grundlage fĆ¼r das VerstƤndnis der Organisationskultur. Die Erziehungs - und Bildungsanstalt wird als Organisation behandelt, und deren Kultur als fester Bestandteil der allgemeinen Kultur und des gesamten Wertsystems erƶrtert. Es werden Definitionen verschiedener Autoren angefĆ¼hrt, aus denen ersichtlich ist, dass es keine einheitliche Definition der Kultur der Erziehungs-und Bildungsanstalt gibt. Sie wird von den Autoren unterschiedlich definiert, indem sie die Notwendigkeit ihrer sozialen Kontextualisierung betonen. Die meisten Deutungen beziehen sich auf spezifische Werte, Ćberzeugungen und Erwartungen der BeschƤftigten in den Erziehungs-und Bildungsanstalten, deren gewƶhnliche Verhaltensweisen, bzw. Rituale, Verstehens-und Deutungsweisen von alltƤglichem Geschehen in der Anstalt usw. Um dieses Konzept besser mit den unmittelbaren VerƤnderungen der Erziehungs ā und Bildungspraxis zu verbinden, werden in der Arbeit auch einige Elemente der Kultur der Erziehungs-und Bildungsanstalt erƶrtert. In diesem Sinne ist die VerƤnderung der Kultur der Erziehungs-und Bildungsanstalt ein evolutiver Prozess, in dem die Implementierung von Innovationen auf jeder Ebene der Erziehungs-und Bildungsanstalt mƶglich ist, und der Weg zu qualitƤtvollen Ćnderungen als langwieriger, gemeinsamer Forschungsprozess aller Beteiligten in der engeren und weiteren sozialen Gemeinschaft bestimmt wird
SveuÄiliÅ”ni diplomski studij: nova perspektiva struÄnjaka u ranom i predÅ”kolskom odgoju i obrazovanju
Pokretanje sveuÄiliÅ”nog preddiplomskog i diplomskog studija ranog i
predŔkolskog odgoja i obrazovanja zadire u fundamentalna teorijska
promiÅ”ljanja vezana uz kvalitativno drukÄije promiÅ”ljanje odreÄenja uloge, znaÄaja i perspektive struÄnjaka koji djeluje u ranom i predÅ”kolskom razvojnom razdoblju
Razvoj znanstvene pismenosti u vrtiÄu: izazov za odgajatelje
Istraživanja i praksa pokazuju da djeca imaju puno veÄi potencijal za uÄenje nego Å”to se do sada znalo (Gopnik i dr. 2003.; Bruner, 2000. i dr.), da uÄe istražujuÄi svijet oko sebe, ÄineÄi, promatrajuÄi i sudjelujuÄi u aktivnostima, pa se smatra da veÄ u ranom djetinjstvu treba osigurati bogato i izazovno okruženje za uÄenje i istraživanje
SveuÄiliÅ”ni diplomski studij: nova perspektiva struÄnjaka u ranom i predÅ”kolskom odgoju i obrazovanju
Pokretanje sveuÄiliÅ”nog preddiplomskog i diplomskog studija ranog i
predŔkolskog odgoja i obrazovanja zadire u fundamentalna teorijska
promiÅ”ljanja vezana uz kvalitativno drukÄije promiÅ”ljanje odreÄenja uloge, znaÄaja i perspektive struÄnjaka koji djeluje u ranom i predÅ”kolskom razvojnom razdoblju
Kindergartenkultur ā ein stƤndig sich verƤnderndes und lernendes System
U radu raspravljamo o kulturi vrtiÄa kao ljudskoj zajednici, jednom živom sustavu, prepoznatljivom po meÄusobnim odnosima ljudi, njihovu zajedniÄkom radu, upravljanju ustanovom, organizacijskom i fiziÄkom okruženju, te stupnju usmjerenosti na uÄenje i istraživanje. Koncepciju kulture vrtiÄa izravno povezujemo s fi lozofi jom organizacijskog uÄenja i sustavnim poimanjem, propitujemo može li i kako institucijski razvoj kulture vrtiÄa biti samoorganizirajuÄi. U tom kontekstu podržavamo programe struÄnog usavrÅ”avanja koje Äe inicirati i voditi sami odgajatelji i ostali neposredni sudionici ovoga procesa (Älanovi struÄnog tima, ravnatelji) u njihovim ustanovama, ali i ustanovama s kojima žele suraÄivati na naÄin da ne samo da vode organizaciju (samoorganizacija), nego i kontinuirano iniciraju promjene da bi se Å”to bolje prilagodili potrebama konkretne odgojne grupe, djeteta i vrtiÄa (samoinicirajuÄe i samousavrÅ”avajuÄe promjene). Zalažemo se za sustavni pristup umreženoj zajednici koja uÄi i promovira sustavno razmiÅ”ljanje u akciji, kao dio integrirane strategije za promjene strukture i kulture institucija za rani i predÅ”kolski odgoj i obrazovanje.Th e paper discusses the culture of nursery schools as communities, as live systems recognised by relationships among people, the work they perform together, their institution management, their organisational and material environment and the degree of dedication to learning and exploring. The concept of nursery school culture is directly related to the philosophy of organisational learning and systematic understanding ā we discuss whether and how the institutional development of nursery school culture may be self-organising. In this context, we support professional development programmes initiated and run by the teachers themselves and other immediate participants of this process (professional team members, headmasters) in their respective institutions, as well as in institutions with which they want to cooperate and not only participate in the organisation (self-organising) but continually initiate changes necessary for an adequate adjustment to a particular teaching group, child or nursery school (self-initiated and self-improving changes). We support a systematic approach to a networked community that teaches and promotes systematic thinking in action as a part of the integrated strategy for changing the structure and culture of early and pre-school education.In der Arbeit wird die Kultur des Kindergartens als einer menschlichen Gemeinschaft , eines lebendigen Systems erƶrtert, das an den zwischenmenschlichen Beziehungen, ihrer gemeinsamen Arbeit, Verwaltung, dem physischen und organisatorischen Umfeld sowie dem Grad seiner Ausrichtung aufs Lernen und Forschung erkennbar wird. Das Konzept der Kindergartenkultur wird in einen unmittelbaren Zusammenhang mit der Philosophie des Organisationslernens und der Systemauff assung gebracht und daraufh in hinterfragt, ob und wie sich die institutionelle Entwicklung der Kindergartenkultur selbst organisieren lƤsst. In diesem Zusammenhang werden Weiterbildungsprogramme unterstĆ¼tzt, die von den Erziehern selbst und anderen unmittelbaren Teilnehmern an diesem Prozess (Mitglieder der Fachteams, Schulleiter) in ihren sowie allen an Zusammenarbeit interessierten Institutionen ins Leben gerufen und gesteuert werden, indem sie nicht nur die (Selbst-) Organisation leiten, sondern auch kontinuierlich VerƤnderungen initiieren, um sich besser an die BedĆ¼rfnisse der konkreten Erziehungsgruppe, Kinder und KindergƤrten anzupassen (selbst angeregte und selbstfƶrdernde VerƤnderungen). Wir setzen uns fĆ¼r den systematischen Ansatz einer vernetzten Lerngemeinschaft ein, die bei ihrem Handeln systematische Ćberlegungen als Teil integrierter Strategie fĆ¼r VerƤnderungen der Struktur und Kultur von FrĆ¼h-und Vorschulerziehungs-und Bildungseinrichtungen anstellt
CHANGING OF EDUCATIONAL PRAXIS ā TOWARDS QUALITY CHANGES
U struÄnoj i znanstvenoj literaturi navodi se veliki broj izvora koji izlažu i obrazlažu razloge neuspjeha reformi u svijetu, s naglaskom na neuspjehe mijenjanja odgojno-obrazovne prakse. PozivajuÄi se na mnoge autore (Bruner (2000), Fullan, (1993, 1999), Hopkins (2001) i dr.), u osnovi promiÅ”ljanja ovog rada je teza da se prave, dugoroÄne, kvalitetne promjene u odgoju i obrazovanju mogu dogoditi izravnim mijenjanjem odgojno-obrazovne prakse u ustanovi. Pri tom mijenjanje odgojno-obrazovne prakse u ustanovi, ne znaÄi samo promjenu organizacijskih, tj. strukturalnih dimenzija u ustanovi, nego joÅ” viÅ”e zahtijeva promjenu naÄina razmiÅ”ljanja uÄitelja, tj. podizanje kvalitete njihova razumijevanja odgojno-obrazovnog procesa. Razumijevanje odgojno-obrazovne prakse povezano je sa struÄnim usavrÅ”avanjem uÄitelja kao strategijom u procesu mijenjanja odgojno-obrazovne prakse na putu ka kvalitetnim promjenama u odgoju i obrazovanju. Radi se o profesionalnom usavrÅ”avanju uÄitelja kao kontinuiranom, cjeloživotnom procesu i refleksivnoj praksi kao permanentnoj strategiji uÄenja.Regarding the professional and scientific literature, there is a large number of outlined sources that expound and explain the reasons of reform failure in the world, where emphasis is put upon the failure of changing educational practice. Refering to many authors (Bruner (2000), Fullan, (1993, 1999), Hopkins (2001) et al.), the thesis laid in the basis of this work\u27s reflection is the one saying that real, long-term and qualitative changes in education are to occur by direct changing of educational practice in institution. In this matter, the changing of educational practice in institution means not only the changing of organizational, that is, structural dimensions in the institution, but still more it demands the changing of teacher manner of thinking, that is, raising the quality of teacher comprehension that refers to educational process. The comprehension of educational practice is in a connection with a teacher professional improvement as a strategy in the process of changing the educational practice on a way to qualitative changes in education. It is a question of teacher professional improvement as a continuous, lifelong process and reflective practice as a permanent learning strategy
Kultur der Erziehungs-und Bildungsanstalt und QualitƤt der Ćnderungen in der Erziehungs-und Bildungspraxis
Mnogobrojnim istraživanjima utvrÄeno je da se kvalitetne promjene u odgoju i obrazovanju mogu dogoditi promjenom ustroja i ozraÄja u odgojno-obrazovnim ustanovama, Å”to nazivaju promjenom kulture odgojno-obrazovne ustanove. U odreÄenju kulture odgojno-obrazovne ustanove polazi se od opÄeg pojma kulture kao temelja za razumijevanje kulture organizacije. O odgojno-obrazovnoj ustanovi raspravljamo kao o organizaciji, a o kulturi kao o sastavnom elementu opÄe kulture i vrijednosnog sustava u cjelini. Navodimo definicije razliÄitih autora iz kojih je vidljivo da nema jedinstvene definicije kulture odgojno-obrazovne ustanove; autori je razliÄito definiraju, naglaÅ”avajuÄi da ju je potrebno stavljati u socijalni kontekst. VeÄina tumaÄenja odnosi se na specifiÄne vrijednosti, uvjerenja i oÄekivanja ljudi u ustanovi, njihova uobiÄajena ponaÅ”anja, tj. rituale, naÄine na koje razumiju i interpretiraju svakodnevne dogaÄaje u ustanovi i sl. Kako bismo Å”to bolje povezali ovaj koncept s izravnim promjenama odgojno-obrazovne prakse, u radu se raspravlja i o nekim elementima kulture odgojno-obrazovne ustanove. U tom smislu mijenjanje kulture odgojno-obrazovne ustanove je evolucijski proces u kojem je implementacija inovacija moguÄa na razini svake odgojno-obrazovne ustanove, a put prema kvalitetnim promjenama odreÄuje se kao dugotrajan, zajedniÄki, istraživaÄki proces svih sudionika uže i Å”ire socijalne zajednice.Extensive reasearch has established that quality changes in education can occur with a change of structure and atmosphere in educational institutions, which is referred to as change of culture of an educational institution. In determining the culture of an educational institution, the starting point is the general notion of culture as a basis for understanding the culture of an organisation. An educational institution is discussed in terms of an organisation, whereas culture is discussed in terms of an integral element of general culture and value system as a whole. Definitions of diverse authors are stated, which illustrate that there is no unique definition of culture of educational institutions; authors define culture differently, pointing out that it should be put into social context. Most explanations refer to specific values, beliefs and expectations of the people in an institution, their typical behaviour, that is their habits, the ways in which they understand and interpret daily events in the institution, etc. In order to establish optimum connections between this concept and the direct changes of educational practice, certain elements of culture of educational institutions are also discussed. In that manner changing the culture of educational institutions is an evolutionary process in which implementation of innovations is possible at the level of each educational institution, whereas the journey towards quality changes is determined as a long-lasting, mutual research work of all participants within the more immediate or wider social community.Zahlreiche Untersuchungen stellten fest, dass qualitƤtvolle VerƤnderungen in der Erziehung und Bildung nur durch eine VerƤnderung der Organisation und AtmosphƤre in den Erziehungs-und Bildungsanstalten zustande gebracht werden kƶnnen, was als VerƤnderung der Kultur der Erziehungs-und Bildungsanstalt bezeichnet wird. Bei der Bestimmung von der Kultur der jeweiligen Erziehungs-und Bildungsanstalt geht man vom allgemeingĆ¼ltigen Begriff der Kultur aus als Grundlage fĆ¼r das VerstƤndnis der Organisationskultur. Die Erziehungs - und Bildungsanstalt wird als Organisation behandelt, und deren Kultur als fester Bestandteil der allgemeinen Kultur und des gesamten Wertsystems erƶrtert. Es werden Definitionen verschiedener Autoren angefĆ¼hrt, aus denen ersichtlich ist, dass es keine einheitliche Definition der Kultur der Erziehungs-und Bildungsanstalt gibt. Sie wird von den Autoren unterschiedlich definiert, indem sie die Notwendigkeit ihrer sozialen Kontextualisierung betonen. Die meisten Deutungen beziehen sich auf spezifische Werte, Ćberzeugungen und Erwartungen der BeschƤftigten in den Erziehungs-und Bildungsanstalten, deren gewƶhnliche Verhaltensweisen, bzw. Rituale, Verstehens-und Deutungsweisen von alltƤglichem Geschehen in der Anstalt usw. Um dieses Konzept besser mit den unmittelbaren VerƤnderungen der Erziehungs ā und Bildungspraxis zu verbinden, werden in der Arbeit auch einige Elemente der Kultur der Erziehungs-und Bildungsanstalt erƶrtert. In diesem Sinne ist die VerƤnderung der Kultur der Erziehungs-und Bildungsanstalt ein evolutiver Prozess, in dem die Implementierung von Innovationen auf jeder Ebene der Erziehungs-und Bildungsanstalt mƶglich ist, und der Weg zu qualitƤtvollen Ćnderungen als langwieriger, gemeinsamer Forschungsprozess aller Beteiligten in der engeren und weiteren sozialen Gemeinschaft bestimmt wird
Utjecaj prostornog okruženja u predŔkolskim ustanovama na razinu tjelesne aktivnosti djece rane dobi
The aim of the present research is to establish if the physical environment in various rooms of an early education institution (living room, hall, gym, outdoor space) can have a strong effect on the level of childrenās physical activity. Participants of the research were two nursery groups belonging to two newly-built kindergartens in the City of Rijeka, with state-of-the-art architecture of the indoor and
outdoor space. The experimental group included 19, while the control group included 17 children, a total of 36 children averagely aged 3.1. Variables were formed based on the space in which children spent their time and the measuring instrument ā pedometer (Omron HJ-720IT-E2). The basic descriptive parameters were calculated, and to determine the significance of differences the Studentās independent sample t-test was applied. Results show a significant difference (p=0.00) in favour of the contemporary environment which encourages movement. According to statistics, the experimental group children are significantly more physically active and on average they move up to five times more than children of the control group, and at a level of intensity which ensures a significant effect on their health. Such an organised contemporary spatial environment which stimulates movement is adequate to any child and their potentials because it evenly homogenises children at the physical activity level so that there are almost no differences among experimental group children regarding the results of their physical activity level. The foundations have been set from which the criteria for a new approach to spatial organisation and integrated learning stimulating childrenās physical activity can be developed. It is a contemporary approach which significantly stimulates childrenās motor movement, enables their integral development, integrated learning, is applicable in all spaces of a preschool institution and has a significant health effect.Cilj je ovog istraživanja utvrditi može li fiziÄko okruženje u razliÄitim prostorima (dnevni boravak, hodnik, sportska dvorana, vanjski prostor) ustanove ranog odgoja znaÄajno utjecati na razinu tjelesne aktivnosti djece. U istraživanju su sudjelovale dvije jasliÄke skupine dva novoizgraÄena djeÄja vrtiÄa sa suvremenom arhitekturom vanjskog i nutarnjeg prostora u Gradu Rijeka. Eksperimentalna skupina je obuhvaÄala 19, a kontrolna 17 djece, ukupno 36 djece prosjeÄne dobi 3,1 godine. Varijable su formirane na temelju prostora u kojem djeca borave i mjernog instrumenta pedometra (Omron HJ-720IT-E2).
IzraÄunati su osnovni deskriptivni parametri, a za utvrÄivanje znaÄajnosti razlika primjenjen je Studentov t-test za nezavisne uzorke. Rezultati su ukazali na znaÄajnu razliku (p=0,00) u korist suvremenog prostornog okruženja koje potiÄe pokret. Djeca iz eksperimentalne skupine su statistiÄki znaÄajno tjelesno aktivniji te se u prosjeku kreÄu do pet puta viÅ”e u odnosu na djecu iz kontrolne skupine i to na razini intenziteta koji osigurava znaÄajni zdravstveni uÄinak. Ovako organizirano suvremeno prostorno okruženje koje potiÄe pokret, primjereno je svakom djetetu i njegovim potencijalima jer djecu ravnomjerno homogenizira u razini tjelesne aktivnosti te gotovo da ne postoje razlike meÄu djecom eksperimentalne skupine u rezultatima razine tjelesne aktivnosti. Postavljeni su temelji iz kojih se mogu razvijati kriteriji za novi pristup organizacije prostora i integriranog uÄenja koje potiÄe tjelesnu aktivnost djece. Radi se o suvremenom pristupu koji znaÄajno motivira dijete na motoriÄko kretanje, omoguÄuje njegov cjeloviti razvoj, integrirano uÄenje,primjenjiv je u svim prostorima ustanove ranog odgoja i ima znaÄajan zdravstveni uÄinak
Utjecaj prostornog okruženja u predŔkolskim ustanovama na razinu tjelesne aktivnosti djece rane dobi
The aim of the present research is to establish if the physical environment in various rooms of an early education institution (living room, hall, gym, outdoor space) can have a strong effect on the level of childrenās physical activity. Participants of the research were two nursery groups belonging to two newly-built kindergartens in the City of Rijeka, with state-of-the-art architecture of the indoor and
outdoor space. The experimental group included 19, while the control group included 17 children, a total of 36 children averagely aged 3.1. Variables were formed based on the space in which children spent their time and the measuring instrument ā pedometer (Omron HJ-720IT-E2). The basic descriptive parameters were calculated, and to determine the significance of differences the Studentās independent sample t-test was applied. Results show a significant difference (p=0.00) in favour of the contemporary environment which encourages movement. According to statistics, the experimental group children are significantly more physically active and on average they move up to five times more than children of the control group, and at a level of intensity which ensures a significant effect on their health. Such an organised contemporary spatial environment which stimulates movement is adequate to any child and their potentials because it evenly homogenises children at the physical activity level so that there are almost no differences among experimental group children regarding the results of their physical activity level. The foundations have been set from which the criteria for a new approach to spatial organisation and integrated learning stimulating childrenās physical activity can be developed. It is a contemporary approach which significantly stimulates childrenās motor movement, enables their integral development, integrated learning, is applicable in all spaces of a preschool institution and has a significant health effect.Cilj je ovog istraživanja utvrditi može li fiziÄko okruženje u razliÄitim prostorima (dnevni boravak, hodnik, sportska dvorana, vanjski prostor) ustanove ranog odgoja znaÄajno utjecati na razinu tjelesne aktivnosti djece. U istraživanju su sudjelovale dvije jasliÄke skupine dva novoizgraÄena djeÄja vrtiÄa sa suvremenom arhitekturom vanjskog i nutarnjeg prostora u Gradu Rijeka. Eksperimentalna skupina je obuhvaÄala 19, a kontrolna 17 djece, ukupno 36 djece prosjeÄne dobi 3,1 godine. Varijable su formirane na temelju prostora u kojem djeca borave i mjernog instrumenta pedometra (Omron HJ-720IT-E2).
IzraÄunati su osnovni deskriptivni parametri, a za utvrÄivanje znaÄajnosti razlika primjenjen je Studentov t-test za nezavisne uzorke. Rezultati su ukazali na znaÄajnu razliku (p=0,00) u korist suvremenog prostornog okruženja koje potiÄe pokret. Djeca iz eksperimentalne skupine su statistiÄki znaÄajno tjelesno aktivniji te se u prosjeku kreÄu do pet puta viÅ”e u odnosu na djecu iz kontrolne skupine i to na razini intenziteta koji osigurava znaÄajni zdravstveni uÄinak. Ovako organizirano suvremeno prostorno okruženje koje potiÄe pokret, primjereno je svakom djetetu i njegovim potencijalima jer djecu ravnomjerno homogenizira u razini tjelesne aktivnosti te gotovo da ne postoje razlike meÄu djecom eksperimentalne skupine u rezultatima razine tjelesne aktivnosti. Postavljeni su temelji iz kojih se mogu razvijati kriteriji za novi pristup organizacije prostora i integriranog uÄenja koje potiÄe tjelesnu aktivnost djece. Radi se o suvremenom pristupu koji znaÄajno motivira dijete na motoriÄko kretanje, omoguÄuje njegov cjeloviti razvoj, integrirano uÄenje,primjenjiv je u svim prostorima ustanove ranog odgoja i ima znaÄajan zdravstveni uÄinak
- ā¦