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Vekić-Kljaić, Višnja; Mlinarević, Vesnica
Croatian Journal Educational / Hrvatski Casopis za Odgoj I Obrazovanje, 06/2024, Volume: 26, Issue: 2Journal Article
AbstractEarly identification is an important factor of the development of giftedness. The research was aimed at encouraging the development of a potentially gifted child in the preschool curriculum. It was conducted in the Osijek Kindergarten (the Republic of Croatia) during the 2016/17 and 2017/18 pedagogical years, including a boy (M), his parents and teachers. Action research methodology with ethnographic elements was used here. The methods included a systematic observation and a collection of documentation based on ethnographic records. Appropriate strategies for encouraging this gifted boy were discussed and analyzed, relying on the ethnographic records (documentation), the reflexive meetings of the teachers and the external collaborator-the researcher from the faculty. The research had three stages. The stimulating environment for learning, the differentiation of learning experiences and the cooperation with parents and the community stand out in the research results as the strategies for encouraging the development of a gifted child. Apart from encouraging the boy’s giftedness, the teachers, the preschool curriculum, the institution and the social environment developed professionally during the research. The research is methodologically limited because of its small sample size, but it is potentially significant due to its phenomenological aspects.Key words: action research; ethnographic records; learning environment; parents; preschool teacher.---SažetakVažan čimbenik razvoja darovitosti je rana identifikacija. Cilj istraživanja bio je poticanje razvoja potencijalno darovitoga djeteta u kurikulu ranoga odgoja. Istraživanje je provedeno tijekom 2016./17. i 2017/18. pedagoške godine. Sudionici istraživanja bili su dječak M, njegovi roditelji i odgojiteljice. Istraživanje je provedeno u Dječjem vrtiću Osijek, Republika Hrvatska. Korištena je metodologija akcijskoga istraživanja s etnografskim elementima. Metode su bile sustavno promatranje i dokumentiranje pomoću etnografskih zapisa. Na refleksivnim sastancima odgojitelja i vanjske suradnice, istraživačice s fakulteta, pomoću etnografskih zapisa (dokumentacije) raspravljalo se i analiziralo o primjerenim strategijama poticanja darovitoga dječaka M. Istraživanje se provodilo kroz tri razdoblja. Poticajna okolina za učenje, diferencijacija iskustva učenja i suradnja s roditeljima i zajednicom izdvajaju se u rezultatima istraživanja kao strategije poticanja razvoja darovitoga djeteta. Osim što se poticala darovitost dječaka M., istovremeno su se profesionalno razvijali odgojitelji, kurikul ranoga i predškolskoga odgoja i obrazovanja, ustanova, ali i društvena sredina. Metodološki opseg istraživanja je ograničen zbog malog uzorka, ali je potencijalno značajan zbog svojih fenomenoloških aspekata.Ključne riječi: akcijsko istraživanje; etnografski elementi; odgojitelji; okolina za učenje; roditelji.
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