Djetinjstvo kao pedagoški i socio-kulturni koncept

undergraduate thesis

• Title (english): Childhood as pedagogic and socio-cultural concept
• Author: Danijela Šarić
• Mentor: Višnja Rajić (mentor)
• Committee member: Alena Letina (predsjednik povjerenstva)
• Committee member: Višnja Rajić (član povjerenstva)
• Committee member: Sanja Canjek Androić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2022-07-11, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy

Abstract

Ovaj rad pokušava pokazati način na koji se djetinjstvo konstruiralo u određenoj povijesnoj paradigmi, ovisno o prilikama u društvenom kontekstu. Predodžba koju imamo o djetetu i djetinjstvu mijenjala se ovisno o socio-kulturnom kontekstu kroz vrijeme. Da bi se razumjela promjena predodžbi o djetetu i djetinjstvu, potrebno je krenuti od duha vremena određenih povijesnih razdoblja. Antičko doba donosi prve refleksije o odgoju, prva teorijska uobličenja prakse odgojne djelatnosti. Ovisno o društvenom staležu, djeca su se obrazovala, rimski odgoj razvio se na grčkim temeljima, ali tjelesno kažnjavanje djece bilo je uobičajeno. U feudalnom dobu dijete je doživljavano kao odrasli u malom ili minijaturni odrasli. Djeca su nakon završetka dojenačkog razdoblja zajedno s odraslima podnosila teret života, nisu se ni po čemu izdvajala od neobrazovanih odraslih. Tek je izum tiskarskog stroja u 15. stoljeću počeo činiti razliku između odraslih i djece. Renesansa je vrijeme kada se javlja organizirana skrb za siročad i općenito podiže svijest o važnosti brige za nejaku i nezaštićenu djecu. 18. stoljeće kao prosvjetiteljstvo ili pedagogijsko stoljeće donosi ideje slobode, bratstva i jednakosti, tiskaju se knjige o odgoju kao i knjige namijenjene mladim čitateljima. Industrijalizacija je vrijeme velike bijede proletarijata, djeca su izrabljivana teškim radom u tvornicama, rudnicima i sličnim mjestima i po 18 sati na dan. Općom deklaracijom Ujedinjenih naroda iz 1948. obrazovanje dobiva status temeljnog prava čovjeka, a u suvremenoj paradigmi dijete je subjekt koji konstruira vlastito znanje, a djetinjstvo koje nije samo prolazna faza za „budući život“.

Abstract (english)

This paper attempts to show the way in which childhood was constructed in a particular historical paradigm, depending on the circumstances in the social context. The image we have of the child and childhood has changed depending on the socio-cultural context over time. In order to understand the changing notions of the child and childhood, it is necessary to start from the spirit of the time of certain historical periods. Ancient times bring the first reflections on education, the first theoretical forms of the practice of educational activities. Depending on the social class, children were educated, Roman upbringing developed on Greek foundations, but corporal punishment of children was common. In the feudal age, the child was perceived as an adult in small or miniature adults. After the end of infancy, children, together with adults, bore the burden of life, they did not stand out from uneducated adults in any way. Only the invention of the printing press in the 15th century began to distinguish between adults and children. The Renaissance is a time when organized care for orphans occurs and generally raises awareness of the importance of caring for weak and unprotected children. The 18th century as an enlightenment or pedagogical century brings the ideas of freedom, brotherhood and equality, books on education are printed as well as books intended for young readers. Industrialization is a time of great misery for the proletariat, children are exploited by hard work in factories, mines and similar places for 18 hours a day. With the United Nations Universal Declaration of 1948, education is given the status of a fundamental human right, and in the modern paradigm the child is a subject who constructs his own knowledge, and a childhood that is not just a transitional phase for "future life".

• Keywords: djetinjstvo; društveni kontekst; povijest djetinjstva; paradigma djetinjstva; kriza djetinjstva; postmoderno djetinjstvo
• Keywords (english): childhood; social context; childhood history; childhood paradigm; childhood crisis; postmodern childhood
• Language: croatian
• URN:NBN: urn:nbn:hr:147:411375
• 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 odgojitelj/odgojiteljica djece (sveučilišni/a prvostupnik/ prvostupnica odgojitelj/odgojiteljica djece)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Access restricted to students and staff of home institution
• Created on: 2022-07-26 11:57:07