Pretpostavke uspješnog razvoja djece s teškoćama u ustanovama ranog i predškolskog odgoja i obrazovanja

master's thesis

• Title (english): Preconditions of successful development of children with developmental disabilities in early education and care institutions
• Author: Karla Novaković
• Mentor: Dejana Bouillet (mentor)
• Committee member: Vlatka Domović (predsjednik povjerenstva)
• Committee member: Monika Pažur (član povjerenstva)
• Committee member: Dejana Bouillet (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2021-09-17, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Early Childhood and Preschool Pedagogy
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Specific Pedagogy

Abstract

U institucijama ranog i predškolskog odgoja i obrazovanja i danas su neka djeca s teškoćama diskriminirana prilikom upisa u vrtić. Uz diskriminaciju se veže nedovoljna podrška od strane sustava te neadekvatna prilagodba didaktičkih materijala i okruženja. Ukoliko ne postoji podrška i stručna pomoć za djecu s teškoćama, djeca nemaju dovoljno mogućnosti za uspješno odrastanje (Bouillet, 2018). Cilj je ovog rada istražiti uspješne modele primjerenog odgovora na potrebe djece s teškoćama u razvoju. Istraživanje je temeljeno na kvalitativnoj metodi studije slučaja. Studija slučaja temelji se na osobnom iskustvu, a sudjelujuće promatranje, bilješke, dječji radovi i intervju korištene su metode u prikupljanju podataka. Kroz istraživačke ciljeve (opis tijeka ranog i predškolskog odgoja i obrazovanja djeteta s višestrukim teškoćama u razvoju; prikaz procesa učenja, razvoja i napretka djeteta kroz jednu pedagošku godinu; prepoznavanje jakih i slabih strana procesa) provjerava se hipoteza da pristupačan i kvalitetan rani i predškolski odgoj i obrazovanje znatno pridonosi učenju i razvoju djeteta s višestrukim teškoćama. Da je tome tako, pokazao je teorijski pregled literature koji, na žalost, u studiji slučaja nije našao svoju potvrdu. U konkretnom slučaju modeli objašnjeni u literaturi nisu implementirani pa je i rezultat odnosno napredak djeteta bio skroman. U uspješne modele primjerenog odgovora na potrebe djece s teškoćama mogu se ubrojiti: prilagodba didaktičkih materijala i okruženja, suradnja i partnerski odnos s roditeljima, inkluzivna i nediskriminacijska praksa, mogućnost uključivanja u redovne programe ranog i predškolskog odgoja, uključujući puno sudjelovanje bez ograničenja, podršku sustava, primjerenu podršku roditeljima te suradnju između stručnih suradnika i odgojitelja. Treba naglasiti da kvalitetan i pristupačan rani i predškolski odgoj znatno pridonosi učenju i razvoju djeteta s višestrukim teškoćama. Podržavajući ravnopravnost sve djece, inkluzivni proces pospješuje kvalitetu programa ranog i predškolskog odgoja i obrazovanja.

Abstract (english)

In early education and care institutions, even today, some children with disabilities are discriminated when enrolling in kindergarten. Discrimination is associated with insufficient support from the system and inadequate adaptation of didactic materials and environments. Without support and professional help for children with disabilities, children do not have enough opportunities to develop successfully (Bouillet, 2018). The aim of this paper is to examine successful models of appropriate response to the needs of children with disabilities. The research is based on a qualitative case study method. Case study is based upon personal experience, and methods used in data collection were participatory observation, notes, children's performance, and interview. The hypothesis that affordable and quality early and preschool education contributes significantly to the learning and development of a child with multiple disabilities is being tested through research goals (description of the course of early and preschool education of a child with multiple disabilities; review of the process of learning, development, and progress of the child through one pedagogical year; identification of strengths and weaknesses of the process). This was shown by a theoretical review of the literature which, unfortunately, did not find its confirmation in the case study. In this case, the models explained in the literature were not implemented, so the result (child's progress), was modest. It should be emphasized that quality and affordable early and preschool education significantly contributes to the learning and development of a child with multiple disabilities. By supporting the equality of all children, the inclusive process enhances the quality of early and preschool education programs.

• Keywords: djeca s teškoćama; višestruke teškoće u razvoju; institucionalni rani i predškolski odgoj i obrazovanje; inkluzivni odgojno-obrazovni proces; modeli podrške
• Keywords (english): children with disabilities; multiple disabilities; early education and care institutions; inclusive educational process; models of support
• Language: croatian
• URN:NBN: urn:nbn:hr:147:088212
• Study programme: Title: Graduate University Study of Early and Preschool Education; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra ranog i predškolskog odgoja i obrazovanja (magistar/magistra ranog i predškolskog odgoja i obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Access restricted to students and staff of home institution
• Created on: 2022-07-08 11:01:13