Suvremeni društveni kontekst u kojem poslovi odgojitelja postaju zahtjevniji, a oni istodobno profesionalno i statusno marginalizirani u našem društvu, zadovoljstvo poslom i profesionalno djelovanje ...odgojitelja nameće se kao važno istraživačko područje. S obzirom na to da u Republici Hrvatskoj (i u svijetu) nedostaju istraživanja o zadovoljstvu poslom odgojitelja, a vođeni saznanjem da je značajno povezano s kvalitetom odgojno-obrazovnoga rada, time i unaprjeđivanjem razvoja djece rane i predškolske dobi i njihovih postignuća, ovim radom želi se promovirati profesija odgojitelja. Istraživanjem je obuhvaćeno ukupno 536 odgojitelja. Da bi se ispitalo profesionalno djelovanje i zadovoljstvo poslom, u istraživanju su primijenjene sljedeće skale: Upitnik radnih orijentacija, Skala zadovoljstva životom, Zadovoljstvo poslom, Skala smislenosti posla te Skala profesionalne identifikacije. Za potrebe ovoga istraživanja izračunana je jednostavna deskriptivna statistika na skalama, matrica korelacije u koju su uključene i relevantne sociodemografske varijable te je provedena analiza varijance. Rezultati istraživanja pokazuju da odgojitelji primarno svoj posao smatraju pozivom te da svojim radom i profesionalnim djelovanjem daju svoj doprinos društvu, a iz istih je rezultata vidljivo da odgojitelji koji rade uglavnom zbog osobnoga dohotka osjećaju posao kao nužnost, postižu u prosjeku niže rezultate na skali zadovoljstva poslom i životom, vlastiti posao smatraju manje smislenim i ne identificiraju se značajno s njim.
The contemporary social context in which the job of an early childhood and care (ECEC) teacher has become increasingly demanding, and at the same time their profession and social status have been marginalized in our society, their job satisfaction and performance emerge as an important area of research. Given that in the Republic of Croatia (as well as worldwide) research on ECEC teachers’ job satisfaction is scarce, and is guided by the assumption that it is significantly related to the quality of their educational work, and thus to the improvement of the development of early childhood and preschool-aged children and their achievements, this paper aims to promote the profession of ECEC teachers. A total of 536 ECEC teachers were included in the research. In order to examine the teachers’ job performance and satisfaction, the following scales were used in the research: Job Orientation Questionnaire, Life Satisfaction Scale, Job Satisfaction Scale, Job Meaningfulness Scale and Professional Identification Scale. For the purposes of this research, simple descriptive statistics were calculated on the scales, the correlation matrix was performed, including relevant sociodemographic variables, and an analysis of variance was performed. The research results showed that ECEC teachers primarily consider their job a vocation and they believe that they contribute to society through their work and professional activities. The same results also indicate that ECEC teachers who work mainly for money perceive work as a necessity, achieve lower results on average on the job and life satisfaction scale, consider their work less meaningful and do not identify with it to a significant extent.
Sažetak: Postojeće životne situacije izazvane globalnom pandemijom bolesti COVID-19 krizni su i uznemirujući dogad strok signaji koji mijenjaju obiteljski život. Stoga je važno pružiti podršku ...obiteljima u ispunjavanju njihove odgojne funkcije, ostvarivati kontinuiranu komunikaciju i dijalog te osmisliti smjernice i strategije za med strok signusobnim povezivanjem, zajedničkim sudjelovanjem djece i odraslih u različitim životnim aktivnostima. Posebnu pozornost potrebno je usmjeriti na obitelji djece koja imaju posebne odgojno-obrazovne potrebe. Svaka obitelj, bez obzira na postojeće sposobnosti i mogućnosti djeteta, želi da njihovo dijete bude prihvaćeno i uključeno u zajednicu i u kvalitetne programe kako bi se djetetu osiguralo poticajno okruženje i materijali za aktivno učenje i kvalitetan razvoj, kako se ne bi povećavali dodatni izazovi s kojima se obitelji suočavaju tijekom pandemije. S obzirom na manji broj istraživanja o korelatima učinkovite suradnje odgojitelja u vrijeme bolesti COVID-19, posebice u našem okruženju, cilj je ovoga istraživanja ispitati jesu li odred strok signene sociodemografske značajke odgojitelja (godine radnoga iskustva i stručna sprema) povezane s odred strok signenim aspektima kvalitete partnerske suradnje u ustanovama ranoga i predškolskoga odgoja i obrazovanja u vrijeme pandemije koronavirusa. Za potrebe istraživanja konstruiran je Upitnik o kvaliteti partnerske suradnje odgojitelja i roditelja u vrijeme izvanrednih životnih okolnosti izazvanih pandemijom bolesti COVID-19 koji je proveden na uzorku od 313 odgojitelja. Izračunata je korelacija izmed strok signu samoprocjene partnerske suradnje i godina radnoga iskustva te stručne spreme odgojitelja, dok je analiza varijance korištena za testiranje razlika u procjeni nekih aspekata suradnje s obzirom na radno iskustvo odgojitelja. Rezultati provedenoga istraživanja pokazuju kako odgojitelji partnersku suradnju s roditeljima u vrijeme pandemije koronavirusa procjenjuju kvalitetnom te se smatraju kompetentnima u izgradnji partnerskih odnosa s roditeljima, kao i u pružanju podrške roditeljima djece s teškoćama. Odgojitelji s više godina radnoga iskustva smatraju se manje kompetentnima u korištenju digitalne tehnologije te smatraju kako im u tom aspektu treba više teorijskoga usavršavanja i praktičnoga iskustva.
Industrijalizacija, nova koncepcija društva, prepoznavanje prava čovjeka i građanina stvorile su novi društveni poredak i koncept humanizacije. Potrošačko društvo predlaže i nalaže nove vrijednosti, ...nove međuljudske odnose, novu koncepciju vremena i prostora. Odnos potrošnje i proizvodnje, stjecanje profita i materijalnih dobara umanjuje čovjekovu spontanost, smanjuje vrijeme koje bi trebao provoditi s obitelji, prijateljima, za prepuštanje emocijama, za istraživanje duhovnosti i izgradnju kvalitetnijeg odnosa prema sebi i drugima. U skladu s navedenim, mnoge promjene i načini shvaćanja postmodernističkog društva odražavaju se i na obitelj, na njezin identitet i definiciju njezine uloge u odnosu na pojedinca i društvo. Odgoj djece u suvremenim uvjetima života potrebno je promatrati kao suptilan proces, ulogu u interakciji s cjelokupnim društvenim okruženjem kojeg determiniraju stalne promjene. Mnogi roditelji u namjeri da odgajaju svoju djecu ne primjenjuju suvremene pedagogijske spoznaje što je posljedica njihove slabe informiranosti (Maleš i Kušević, 2011). Dakako, prisutne su i nejasnoće o roditeljskim pravima i odgovornostima. Pitanja koja se odnose na roditelje i koliko su kompetentni za uloge majke i oca postaju sve aktualnija. U ovome radu daje se prikaz suvremenih znanstvenih spoznaja koje propituju temeljne obiteljske vrijednosti koje su relevantne za odgoj i podizanje djeteta u kontekstu suvremenog društva.
A contemporary early childhood education curriculum is defined as a theoretical concept that is, in educational practice, constructed and co-constructed based on mutual learning, research, and ...participation of all participants in the educational process. This is why it is important to arrange different conditions for various activities that enable creative thinking and expression, in which children can participate. In this sense, creativity is not interpreted as a special part of curriculum, but a component of the overall educational process, which is pervasive in all segments of the curriculum. In educational practice, awareness of the values of creative expression in children is not sufficiently developed nor appropriately utilized in curriculum development, as the possibilities of its use have not been sufficiently explored. Therefore, this paper aims to contribute to the understanding and acknowledgement of children’s natural, innate creativity, which needs to be nurtured, encouraged, and developed as part of educational process, as well as to deeply consider organizational conditions and work of kindergarten teachers. Keywords: child; curriculum; kindergarten teacher; constructivism and co-constructivism
AbstractProfessional development of kindergarten teachers is a complex and continuous process that implies developing the competences of kindergarten teachers. It aims to improve work performance and ...foster the development and achievements of children. For this reason, the importance of a holistic approach in their professional development and lifelong learning is emphasized, as only a comprehensive model of different competences of kindergarten teachers can precede changes and improvements in educational practice. The professional competences of kindergarten teachers require a high level of various abilities and practical actions based on these abilities, which assume mutual synergy of all those involved in or responsible for the quality of the educational practice. The aim of this qualitative research is, therefore, to gain insight into the personal attitudes of kindergarten teachers, professional associates, and principals, and to question group meanings and norms on the possibilities of enhancing professional competences of kindergarten teachers while contemplating existing barriers that can be seen and exist in this area. For the purpose of this research, three focus groups were formed. Thirty-nine participants coming from twenty kindergartens in the area of Zagreb took part in the focus groups. Key words: kindergarten teacher; professional development; social competences.---SažetakProfesionalni razvoj odgojitelja složen je i kontinuiran proces koji podrazumijeva razvijanje kompetencija odgojitelja s ciljem kvalitetnijeg obavljanja posla i unapređivanja razvoja i postignuća djece. Zbog toga se naglašava važnost holističkog pristupa u njihovu profesionalnom razvoju i cjeloživotnom obrazovanju, jer samo cjelovit model različitih kompetencija odgojitelja može prethoditi mijenjanju i unapređivanju odgojno-obrazovne prakse. Profesionalne kompetencije odgojitelja zahtijevaju visoku razinu raznovrsnih sposobnosti i na njima utemeljene praktične akcije, što pretpostavlja sinergiju svih onih koji su uključeni u kvalitetu odgojno-obrazovne prakse ili za nju odgovorni. Stoga je cilj ovog kvalitativnog istraživanja dobiti uvid u osobna stajališta odgojitelja, stručnih suradnika i ravnatelja te propitati grupna značenja i norme o mogućnostima unapređenja profesionalnih kompetencija odgojitelja uz istodobno sagledavanje postojećih barijera koje na tom području opažaju i na koje nailaze. Za potrebe ovoga istraživanja održane su tri fokus grupe u kojima je sudjelovalo trideset devet sudionika iz ukupno dvadeset dječjih vrtića s područja grada Zagreba.Ključne riječi: odgajatelj; profesionalni razvoj; socijalne kompetencije.
The current living circumstances caused by the global COVID-19 pandemic are considered to be deeply disturbing as they have resulted in significant changes in the lives of families around the globe. ...Special attention needs to be directed towards families with children with special educational needs. Since there are relatively few studies analysing the coherence of effective cooperation with educators during the pandemic, especially in our surroundings, this study aimed to examine whether certain sociodemographic characteristics of educators (years of work experience and professional qualifications) are related to specific aspects of the quality of partnerships and cooperation in early childhood and preschool education institutions during the pandemic. For the purpose of this study, a Questionnaire on the quality of partnerships between educators and parents during the out-of-the-ordinary life circumstances caused by the Covid-19 pandemic was developed and distributed to 313 educators. Correlation coefficients were calculated to test the relationship between the educators’ self-assessment of their partnerships and cooperation with parents and their work experience (in years), as well as their professional qualifications. Analysis of variance was used to test the differences in the assessment of some aspects of cooperation with regards to the work experience of the educators. The results show that educators assess their partnerships with parents during the pandemic as being of high quality and perceive themselves as competent in building partnerships with parents of all children, as well as in providing support to parents of children with disabilities. Educators with more years of work experience consider themselves as less competent in using digital technology and believe that they need more theoretical knowledge and practical experience in this aspect.
Istraživanje daje uvid u glavne dimenzije i aspekte roditeljskog ponašanja roditelja djece s poremećajem iz spektra autizma (PSA) s obzirom na prisutnost/neprisutnost nepoželjnih ponašanja djece, ...temeljem samoprocjene. Istraživanje je provedeno na uzorku od N=121 roditelja djece s PSA iz Dalmacije. Rezultati su ukazali na prisutnost restriktivne kontrole i kažnjavanja kada su prisutna nepoželjna ponašanja, dok roditelji čija djeca nemaju nepoželjna ponašanja pokazuju više autonomije za svoje dijete, imaju veće roditeljsko znanje i primjenjuju induktivno rezoniranje. U raspravi se ističe značaj osobnih karakteristika roditelja i partnerstva, kvalitete podrške te znanstveno utemeljenih intervencija i roditeljskog znanja za roditeljsko ponašanje. Predlažu se smjernice za učinkovite intervencije na nepoželjna ponašanja djeteta te poželjne odrednice roditeljskog ponašanja. Također, navode se ograničenja provedenog istraživanja i prijedlozi za buduća istraživanja.
According to the contemporary understanding, a child is an integral being, an active participant in his/her own education, a curious and competent being with diverse interests, capabilities, ...knowledge and understanding, and a person who, driven by an innate curiosity, explores
the world surrounding him/her, and actively acquires knowledge. These new paradigms have influenced the revision of understanding a child and his/her childhood, which is not only a preparatory stage for the future,
but the period of life that has its own values and culture. Childhood is a process that is contextualized, always in relation to a specific space, time and culture, and varies according to different conditions and cultures in which it occurs. And it is the status of a child, conceived by adults, that is reflected in the overall education of the child, thus becoming a decisive factor in determining his/her social and
ethical identity. This paper discusses the basic attitudes relating to a
child and his/her childhood, upbringing, development and education within family and institutional surroundings.
Prema suvremenom shvaćanju dijete je cjelovito biće, ono je aktivni subjekt vlastitoga odgoja i obrazovanja, znatiželjno je i kompetentno biće koje ima raznovrsne interese, mogućnosti, znanja, razumijevanja i koje, vođeno prirođenom znatiželjom, istražuje svijet oko sebe i aktivno
stječe znanja. Te nove paradigme utjecale su na izmjenu shvaćanja djeteta i njegovoga djetinjstva koje nije samo pripremna faza za budući život već je životno razdoblje koje ima svoje vrijednosti i kulturu. Djetinjstvo je proces koji se kontekstualizira i uvijek je u relaciji s određenim prostorom, vremenom i kulturom te se razlikuje s obzirom na različitost uvjeta i kulture u kojima se ostvaruje. Upravo položaj djeteta, koji su osmislili odrasli, odražava se na cjelokupni odgoj i obrazovanje djeteta, te postaje odlučujući činitelj u određivanju njegovog društvenog i etičkog identiteta. U ovom radu problematiziraju se temeljna stajališta o djetetu i njegovom djetinjstvu, odgoju, razvoju
i obrazovanju u obiteljskom i institucionalnom okruženju.
Laut gegenwärtigem Verständnis ist das Kind ein ganzheitliches Wesen, aktives Subjekt in seiner eigenen Bildung, ein neugieriges und kompetentes Individuum mit diversen Interessen, Fähigkeiten, Kenntnissen
und Erkenntnissen, das von seiner natürlichen Neugierde getrieben die eigene Umwelt erforscht und aktiv Kenntnisse erwirbt. Diese neuen Paradigmen haben einen Wandel im Verständnis des Kindes und seiner Kindheit beeinflusst, wonach Kindheit nicht mehr lediglich eine Vorbereitungsphase auf das zukünftige Leben darstellt, sondern eine Lebensperiode mit eigenen Werten und eigener Kultur. Die Kindheit ist ein Prozess, der immer in Beziehung zu einem bestimmten Raum, Zeit und Kultur steht und sich in Bezug zu den unterschiedlichen Bedingungen und Kulturen, in denen er sich vollzieht, unterscheidet. Gerade der Status des Kindes, der seitens Erwachsener definiert wird, spiegelt sich in der
gesamten Erziehung und Bildung des Kindes und wird zum entscheidenden Faktor der Bestimmung seiner gesellschaftlichen und ethischen Identität.
Diese Arbeit problematisiert die grundlegenden Standpunkte über das Kind, die Kindheit, Erziehung, Entwicklung und Bildung in der familiären
und institutionalisierten Umgebung.
Teaching practice is an integral part of education and training of future kindergarten teachers. Aiming to answer the question whether the initial education of kindergarten teachers is organized in ...accordance with the requirements of contemporary practice, this research examined the views and opinions of Faculty of Teacher Education students (N=235) in Zagreb on the implementation of teaching practice in kindergartens, while contemplating and analyzing the difficulties that are perceived and found in this area. The theoretical part of this paper discusses the relationship between the quality of kindergarten teacher education and the contemporary concept of the teaching practice, which is examined in the empirical part on the chosen research sample. By means of One Sample T-Test, positive attitudes of early childhood and preschool education students on the implementation of teaching practice were confirmed. In the correlation design area, a statistically significant correlation (Spearman) was confirmed between a particular year of studies and the assessment of practice or satisfaction of students and the success of teaching practice. Third year students differed from the first and second year students in that that they expressed a lower level of satisfaction with teaching practice. Key words: kindergarten teacher mentor; professional development; teaching practice.Teaching practice is an integral part of education and training of future kindergarten teachers. Aiming to answer the question whether the initial education of kindergarten teachers is organized in accordance with the requirements of contemporary practice, this research examined the views and opinions of Faculty of Teacher Education students (N=235) in Zagreb on the implementation of teaching practice in kindergartens, while contemplating and analyzing the difficulties that are perceived and found in this area. The theoretical part of this paper discusses the relationship between the quality of kindergarten teacher education and the contemporary concept of the teaching practice, which is examined in the empirical part on the chosen research sample. By means of One Sample T-Test, positive attitudes of early childhood and preschool education students on the implementation of teaching practice were confirmed. In the correlation design area, a statistically significant correlation (Spearman) was confirmed between a particular year of studies and the assessment of practice or satisfaction of students and the success of teaching practice. Third year students differed from the first and second year students in that that they expressed a lower level of satisfaction with teaching practice. Key words: kindergarten teacher mentor; professional development; teaching practice.Teaching practice is an integral part of education and training of future kindergarten teachers. Aiming to answer the question whether the initial education of kindergarten teachers is organized in accordance with the requirements of contemporary practice, this research examined the views and opinions of Faculty of Teacher Education students (N=235) in Zagreb on the implementation of teaching practice in kindergartens, while contemplating and analyzing the difficulties that are perceived and found in this area. The theoretical part of this paper discusses the relationship between the quality of kindergarten teacher education and the contemporary concept of the teaching practice, which is examined in the empirical part on the chosen research sample. By means of One Sample T-Test, positive attitudes of early childhood and preschool education students on the implementation of teaching practice were confirmed. In the correlation design area, a statistically significant correlation (Spearman) was confirmed between a particular year of studies and the assessment of practice or satisfaction of students and the success of teaching practice. Third year students differed from the first and second year students in that that they expressed a lower level of satisfaction with teaching practice. Key words: kindergarten teacher mentor; professional development; teaching practice.Stručno-pedagoška praksa integrirani je dio obrazovanja i osposobljavanja budućih odgajatelja. U traženju odgovara na pitanje je li inicijalno obrazovanje odgajatelja organizirano u skladu sa zahtjevima suvremene prakse, u ovom su istraživanju ispitivani stavovi i mišljenja studenata (N=235) Učiteljskog fakulteta Sveučilišta u Zagrebu, o provedbi stručno-pedagoške prakse u dječjim vrtićima, uz istodobno sagledavanje i analiziranje poteškoća koje na tom području opažaju i na koje nailaze. U teorijskom dijelu ovog rada propituje se međuodnos kvalitete obrazovanja odgojitelja i suvremene koncepcije stručno-pedagoške prakse, koji se u empirijskom dijelu provjerava na odabranom istraživačkom uzorku. Jednim One Sample T- Testom potvrđeni su pozitivni stavovi studenata ranog i predškolskog odgoja o provedbi stručno-pedagoške prakse. U području korelacijskog nacrta potvrđena je statistički značajna povezanost (Spearman) između pojedine godine studija i procjene prakse, odnosno zadovoljstva studenata i uspješnosti stručno-pedagoške prakse. Studenti treće godine studija razlikuju se od studenata prve i druge godine studija u smjeru manje iskazanog zadovoljstva stručno-pedagoškom praksom. Ključne riječi: odgajatelj mentor; profesionalni razvoj; stručno-pedagoška praksa.
Istraživanje daje uvid u glavne dimenzije i aspekte roditeljskog ponašanja roditelja djece s poremećajem iz spektra autizma (PSA) s obzirom na prisutnost/neprisutnost nepoželjnih ponašanja djece, ...temeljem samoprocjene. Istraživanje je provedeno na uzorku od N=121 roditelja djece s PSA iz Dalmacije. Rezultati su ukazali na prisutnost restriktivne kontrole i kažnjavanja kada su prisutna nepoželjna ponašanja, dok roditelji čija djeca nemaju nepoželjna ponašanja pokazuju više autonomije za svoje dijete, imaju veće roditeljsko znanje i primjenjuju induktivno rezoniranje. U raspravi se ističe značaj osobnih karakteristika roditelja i partnerstva, kvalitete podrške te znanstveno utemeljenih intervencija i roditeljskog znanja za roditeljsko ponašanje. Predlažu se smjernice za učinkovite intervencije na nepoželjna ponašanja djeteta te poželjne odrednice roditeljskog ponašanja. Također, navode se ograničenja provedenog istraživanja i prijedlozi za buduća istraživanja.
The research provides insight into the main dimensions and aspects of behavior of parents of children with autism spectrum disorder with regard to the presence/absence of challenging behavior patterns in children, according to the parents’ self-assessment. The research was conducted on a sample of N=121 parents of children with autism spectrum disorder from the Croatian region of Dalmatia. The results indicate the presence of such parental behaviors as restrictive control and punishment when challenging behaviours are present. On the other hand, the parents whose children do not exhibit challenging behaviors give their child more autonomy, have greater parental knowledge and apply inductive reasoning. The discussion section of the paper emphasizes the importance of parents’ personal characteristics and partnerships, the quality of support, scientifically based interventions, and parental knowledge for parental behavior. Guidelines for empowering parents on effective interventions in cases of challenging behaviors, desirable determinants and aspects of parental behavior, work on personal growth and the quality of relationships are proposed along with suggestions for future research as well as limitations of the conducted research.
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