The educator’s personal role in understanding children’s play is a key factor in planning organization of educational process in kindergarten. An educator´s personal paradigm is assumed to be an ...experiential and educational construct. This research examines the possible correlation of educators’ personal paradigms (N = 291) and contextual factors in the region of Dalmatia (Croatia). A questionnaire Q-EOCP (α = 0.78) was designed for this research. Research findings suggest that most educators are reluctant to introduce information and communication technology /ICT into the educational process (M = 2.25; SD = 1.02) or work with children with disabilities (M = 2.03; SD = 1.33). There was a slightly positive correlation between the educator’s professional work experience and the view that children with disabilities /CWD should be taught how to play (r = 0.35; p ≤ 0.05). Work experience is slightly negatively correlated with the opinion that natural materials encourage creative play in children more than the didactic toys (r = −0.29; p ≤ 0.05) and with the assessment of daily play in nature (r = −0.21; p ≤ 0.05). The research measured the correlation of assessments of daily play in nature and the educators’ level of education (F = 3.47; p ≤ 0.05). Findings suggest that early childhood and preschool educators need additional education on children’s play and the possibilities of augmentative technology.
AbstractFrom 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 Fröbel (1782‒1852). 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 (zabavište) 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. Keywords: Croatia; early and preschool age; kindergarten, music activities; conceptions of pedagogy.---SažetakOd početaka organiziranoga ranog i predškolskog odgoja glazba je sastavni dio odgojno-obrazovne prakse dječjih vrtića. Temeljna važnost za formiranje institucijskoga ranog i predškolskog odgoja imao je Friedrich Fröbel (1782. - 1852.). Njegovom se zaslugom dječji vrtići počinju otvarati tijekom 19. stoljeća prvo u Njemačkoj, a zatim i drugim zemljama. Glazbu je smatrao bitnom sastavnicom odgojno-obrazovne prakse. Pokret za otvaranjem dječjih vrtića utjecao je i na Hrvatsku. Godine 1869. otvoreno je prvo dječje zabavište (dječji vrtić) u Zagrebu. Tijekom narednih desetljeća širila se mreža predškolskih ustanova. Glazbene aktivnosti, najčešće pjevanje, bile su njihov sastavni dio. Metodički pristupi ranom glazbenom odgoju mijenjali su se i usavršavali tijekom vremena. Promjene u koncepcijama ranoga i predškolskoga odgoja imale su odraz i na položaj glazbenih aktivnosti u pojedinim odgojno-obrazovnim programima odnosno kurikulima ranoga i predškolskoga odgoja. U tradicionalnom metodičkom pristupu naglasak je bio na pjevanju dok suvremeni pristup naglasak stavlja na istraživanje glazbe. Glazbene aktivnosti svoje mjesto imaju i u suvremenom kurikulu ranoga i predškolskoga odgoj te predstavljaju značajnu mogućnost za poticanje cjelovitoga razvoja te odgoja, učenja i razvoja kompetencija djeteta rane i predškolske dobi. Ključne riječi: dječji vrtić, glazbene aktivnosti; Hrvatska; pedagoške koncepcije; rana i predškolska dob
Visual arts make an integral part of educational influences aiming to stimulate the child’s overall development and upbringing. The educational dimension of visual arts was recognized very early and ...has become an integral part of various forms of institutional education. The activities of artistic expression and creation have become essential in the educational practice of kindergartens from the very beginnings of institutional early and preschool education. Different views on the child's artistic development influenced educational programs and curricula of early and preschool education. Following the foreign pedagogical experiences as well as local educational practice, methodological approaches to visual arts activities in kindergarten have changed and improved over time. Copying and imitating the way of expression of visual arts educators have been replaced by the child’s spontaneous and innovative artistic expression and creation.Keywords: institutional context; curricula; visual arts; pedagogical concepts, early and preschool education. --- Likovna kultura sastavni je dio odgojno-obrazovnih utjecaja u svrhu poticanja cjelovitoga razvoja i odgoja djeteta. Odgojno-obrazovna dimenzija likovne kulture prepoznata je vrlo rano te je postala sastavni dio različitih oblika institucionaliziranoga odgoja i obrazovanja. Aktivnosti likovnoga izražavanja i stvaranja postale sastavni dio odgojno-obrazovne prakse dječjih vrtića od samih početaka institucijskog ranog i predškolskog odgoja. Shvaćanja o djetetovom likovnom razvoju imala su utjecaj na odgojno-obrazovne programe odnosno kurikule ranog i predškolskog odgoja. Razvoj metodičkih pristupa likovnim aktivnostima u dječjem vrtiću mijenjao se i usavršavao tijekom vremena prateći pri tome strana pedagoška iskustva, ali i domaću odgojno-obrazovnu praksu. Pri tome je prijeđen put od precrtavanja i oponašanja likovnoga izraza odgojitelja do spontanog i stvaralačkog djetetovog likovnog izražavanja i stvaranja. Ključne riječi: institucijski kontekst; kurikuli; likovna kultura; pedagoške koncepcije, rani i predškolski odgoj
Abstract‘‘Rukovođ za zabavište'', the work of Antonija Cvijić, one of the first kindergarten educators in Croatia, was published by the Croatian Pedagogical and Literary Association in Zagreb in ...1895. On the basis of German literature and her own experience in a kindergarten in Zagreb, Antonija Cvijić elaborated in details the concept of education founded on the ideas of Friedrich Fröbel, the founder of kindergartens. Considering wider issues of kindergartens, Antonija Cvijić paid great attention to children's play. In that context she analyzed a diverse range of children's games and activities. ‘‘Rukovođ za zabavište'' can be rightly considered a capital work of preschool pedagogical thinking.Key words: children's activities, Croatian pedagogues, Fröbel's educational system, preschool concepts, preschool education --- Sažetak Godine 1895. u nakladi Hrvatskog pedagoško-književnog zbora iz Zagreba objavljeno je djelo „Rukovođ za zabavišta" autorice Antonije Cvijić, jedne od prvih „zabavišnih učiteljica" u Hrvatskoj. Na osnovi njemačke literature te na osnovi vlastite prakse u zagrebačkom dječjem zabavištu Antonija Cvijić detaljno je razradila koncepciju odgoja i obrazovanja utemeljenu na idejama Friedricha Fröbela, začetnika dječjih vrtića. Razmatrajući širu problematiku dječjih zabavišta, Antonija Cvijić veliku pozornost posvećuje dječjoj igri. U tom kontekstu razmatra raznolik spektar dječjih igara i aktivnosti. Djelo"Rukovođ za zabavište" s punim se pravom može smatrati kapitalnim djelom hrvatske pedagoške misli.Ključne riječi: dječje aktivnosti, hrvatski pedagozi, Fröbelov odgojni sustav, predškolske koncepcije, predškolski odgoj
Rad donosi pregled društvenoga, stručnoga i znanstvenoga djelovanja dr. sc. Emila Paravine, višegodišnjega tajnika Saveza društava „Naša djeca” Hrvatske. Afirmirao se u području društvene potpore ...djeci, teorije i prakse slobodnoga vremena djece i mladih, prava djeteta i mirovnoga odgoja, dječjih organizacija i sl. Tijekom svojega radnog vijeka inicirao je niz akcija i aktivnosti s djecom i za djecu. Istaknuo se i kao pedagoški pisac te predavač na seminarima za stručno usavršavanje odgojitelja i učitelja.
Likovna kultura sastavni je dio odgojno-obrazovnih utjecaja u svrhu poticanja
cjelovitoga razvoja i odgoja djeteta. Odgojno-obrazovna dimenzija likovne kulture
prepoznata je vrlo rano te je postala ...sastavni dio različitih oblika institucionaliziranoga
odgoja i obrazovanja. Aktivnosti likovnoga izražavanja i stvaranja postale sastavni
dio odgojno-obrazovne prakse dječjih vrtića od samih početaka institucijskoga ranog
i predškolskog odgoja. Shvaćanja o djetetovom likovnom razvoju imala su utjecaj na
odgojno-obrazovne programe odnosno kurikule ranoga i predškolskoga odgoja. Razvoj
metodičkih pristupa likovnim aktivnostima u dječjem vrtiću mijenjao se i usavršavao
tijekom vremena prateći pri tome strana pedagoška iskustva, ali i domaću odgojnoobrazovnu
praksu. Pri tome je prijeđen put od precrtavanja i oponašanja likovnoga
izraza odgojitelja do spontanoga i stvaralačkoga djetetovog likovnog izražavanja i
stvaranja.
Modernization changes that started in Croatian society in the second half of 19th century had a huge impact on women employing out of their homes. That fact was the reason of establishing ...kindergartens as the specific institutions for preschool children. The first of such institutions in Croatia was opened in 1869 in Zagreb. After that they opened even in other parts of Croatia. Establishment of such institutions for preschool children attracted attention of domestic pedagogy that published various thesis about that subject. The beginning of the first kindergartens led to the opening of one-year seminars for preschool teachers in the academic year of 1880/1881. All mentioned above indicates the fact that the national pedagogical professional work kept pace with the European experiences of organization of institutional pedagogical education.
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