Uloga obitelji, vrtića i škole pri prijelazu djeteta iz vrtića u školu

undergraduate thesis

• Author: Mia Tomljenović
• Mentor: Anka Jurčević Lozančić (mentor)
• Committee member: Edita Rogulj (predsjednik povjerenstva)
• Committee member: Sanja Basta (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; (Chair of Pedagogy and Didactics); Zagreb
• Defense date and country: 2019-09-20, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Early Childhood and Preschool Pedagogy

Abstract

Partnerstvo obitelji, vrtića i škole ima veliku važnost za razvoj djeteta, te mu omogućuje pravilan emocionalan i psihofizički razvoj, a naročito je važno pri prelasku djeteta iz vrtića u školu. U tom razdoblju potrebno je ostvariti kontinuitet u odgoju i obrazovanju, te omogućiti svakom pojedinom djetetu razvoj u sredini u kojoj će se osjećati prihvaćeno, voljeno, sigurno, zadovoljno i sretno i koja će djelovati poticajno na razvoj svih njegovih potencijala vodeći računa o djetetovim osobnostima. U ovom razdoblju djetetova života poželjno je da ono pohađa „malu školu“ ili predškolu u kojoj stječe potrebnu pripremu za prelazak u školski sustav. Polaskom u školu dijete postaje dijelom organizirane i strukturirane sredine gdje će se izlagati sustavu vrednovanja i natjecanja te doživljavati uspjehe, neuspjehe i kritike. Prvi će se puta susresti s pravim obavezama, osjećajem odgovornosti i novom organizacijom života. Djeci koja su išla u vrtić bit će lakše jer su već stekla mnoga potrebna iskustva koja će im pomoći da se nose s novonastalim promjenama. Škola kao institucija ima određene zahtjeve za dijete, a hoće li se ono snaći i moći prilagoditi ovisi o stupnju njegove zrelosti. Kako bi prilagodba djeteta na novo okruženje i način funkcioniranja bila što uspješnija, potrebno je pravodobno se pripremiti za nadolazeće promjene. Osim roditelja i predškole, značajnu ulogu ima i društvo u kojem dijete odrasta. Svakodnevnim promatranjem djeteta u svojoj skupini, odgojitelj upoznaje njegove sposobnosti, potrebe i interese, te na osnovi uočenog i u suradnji s roditeljima stvara podlogu za postizanje ciljeva učenja za svako dijete ponaosob. Interakcija između svih subjekata bit će predstavljena na način da će nositelj ovog rada – dijete na prelasku iz vrtića u školu, biti subjekt u odnosu na ostale sudionike. Dobrom suradnjom svih sudionika, postiže se kvalitetan i uspješan prelazak djeteta iz vrtića u školu, tj. iz predškolskog u školsko razdoblje.

Abstract (english)

Partnerships between family, kindergarten and school have great importance for the development of the child and enable him to have a proper emotional and psychophysical development and is particularly important when passing a child from kindergarten to school. In that period, it is important to keep continuity in development and education as well as to enable each childs development in the center of the community in which he will feel acceptable, loved, safe and happy. Environment which will stimulate the development of all its potentials and care for about the childs specifics. In this period of childs life, it is desirable for a child to attend a "small school" or pre-school where he or she obtains the necessary preparation for going to school. By going to school, the child becomes part of an organized and structured environment where they will be exposed to a system of evaluation and competition and experience success, failure and criticism. For the first time, they will face real responsibilities, a sense of responsibility and a new organization of life. It will be easier for children attending kindergarten as they have already gained many necessary experiences to help them cope with the changes that have come about. The school as an institution has specific requirements for the child, and whether he or she can manage and adapt depends on the degree of maturity of the child. In order to adapt the child to the new environment and its way of functioning, it is necessary to prepare for the upcoming changes in a timely manner. Apart from parents and preschool, the influence of the media and society in which the child grows is also significant. By day-to-day observation of a child in his group, the educator learns of his abilities, needs and interests, and on the basis of the observed and in collaboration with the parents, creates the basis for achieving goals of learning for each child individually. Interaction between all subjects will be presented in such a way that the carrier of the chapter will be subject to the other participants. With good co-operation of all participants, a quality and successful transition from the kindergarten to school, ie from pre-school to school period, is achieved.

• Keywords: dijete; odgojitelj; partnerstvo; roditelj; škola
• Keywords (english): child; educator; parents; partnership; school
• Language: croatian
• URN:NBN: urn:nbn:hr:147:636160
• Study programme: Title: Undergraduate University Study of Early and Preschool Education; Study programme type: university; Study level: undergraduate; Academic / professional title: sveučilišni/a prvostupnik/prvostupnica (baccalaureus/baccalaurea) ranog i predškolskog odgoja i obrazovanja (sveučilišni/a prvostupnik/prvostupnica (baccalaureus/baccalaurea) ranog i predškolskog odgoja i obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2019-10-02 07:10:20