Title Uloga projekta u radu s djecom rane i predškolske dobi Title (english) The role of the project in working with children of early and preschool age Author Ana Ravenšćak Mentor Edita Rogulj (mentor)Committee member Adrijana Višnjić-Jevtić (predsjednik povjerenstva)Committee member Ivana Golik (član povjerenstva) Committee member Edita Rogulj (član povjerenstva)Granter University of Zagreb Defense date and country 2021-09-02, Croatia Scientific / art field, SOCIAL SCIENCES Abstract Suvremeni pristup odgoja i obrazovanja prihvaća dijete kao cjelovito i društveno biće koje ima urođene potencijale i potrebe da istražuje, doznaje, eksperimentira i izražava sve što ga interesira. Projekt u vrtiću je oblik integriranog učenja u kojem djeca određenu temu tijekom određenog perioda dublje istražuju. Značajnu ulogu u tom procesu ima upravo odgajatelj, koji priprema, potiče, osmišljava i razmišlja kako osigurati djeci da se razvijaju na njima najprirodniji način. Na početku rada prikazano je na koje načine dijete može učiti te kako kvalitetna okolina ima veliku ulogu u tome. Nakon učenja i istraživanja djeteta slijedi značenje projekta i objašnjenje njegove podjele prema koncepcijama. Svaki projekt ima svoj početak, razradu i kraj, što je objašnjeno u etapama i ciklusima u ovom radu. Veliku važnost u cijelom procesu ima i dokumentacija, stoga je ona objašnjena i prikazana na primjeru jednog projekta.
Ovim se radom nastojalo istražiti kakva su iskustva odgajatelja u radu na projektu te kakve stavove imaju o realizaciji projekta u odgojno-obrazovnim ustanovama s djecom rane i predškolske dobi. Istraživanje je provedeno na uzorku od 141 ispitanika, odnosno odgajatelja koji su provodili projekte u svom radu. U svrhu istraživanja konstruiran je upitnik koji je sudionicima distribuiran digitalnim putem. Rezultati prikazuju da velik broj odgajatelja (77,9%) započinje rad na projektu vodeći se interesom djece te ga 43,7% provodi u dužim vremenskim periodima od nekoliko mjeseci. U pitanju tko provodi izradu plana projekta, najveći postotak je imao odgovor samostalno odgajatelj (68,8%), dok je 9,9% odgovorilo odgajatelj s djecom. Što se tiče tema projekata, odgajatelji su najčešće provodili temu dinosauri i promet. Istraživanje ujedno prikazuje koliko često odgajatelji dokumentiraju proces projekta, surađuju s roditeljima i lokalnom zajednicom te provode refleksiju s djecom i drugim odgajateljima. Kao pozitivan rezultat može se naglasiti da veliki broj odgajatelja smatra da je proces važniji od samog rezultata projekta.
Abstract (english) The modern approach to upbringing and education accepts the child as a holistic and social being who has born potentials and needs to explore, learn, experiment and express everything that interests him. Kindergarten project is a form of integrated learning in which children explore a certain topic more deeply during a certain period. A significant role in this process is played by the educator, who prepares, encourages, designs and thinks about how to ensure that the children develop in their most natural way. At the beginning of the paper it is shown how a child can learn and how a quality environment plays a big role in that. After learning and researching the child follows the meaning of the project and explanation of its division according to concepts. Each project has its own beginning, elaboration and end, which is explained in stages and cycles in this paper. Documentation is of great importance in the process so it is explained and presented on the example of a project.
This paper sought to investigate what experiences educators have in working on the project and what attitudes they have about the implementation of the project in educational institutions with children of early and preschool age. The research was conducted on a sample of 141 respondents, educators who implemented projects in their work. For the purpose of the research, a questionnaire was constructed and distributed digitally to the participants. The results show that a large number of educators (77.9%) start working on the project guided by the interests of children and 43.7% implement it over long periods of several months. In the question of who implements the project plan, the largest percentage had the answer of the educator alone (68.8%), while 9.9% the answer was educator with children. As for the theme of the projects, the educators most often pursued the theme of dinosaurs and traffic. The research also shows how often educators document the project process, collaborate with parents and the local community, and conduct reflection with children and other educators. As a positive result, it can be emphasized that a large number of educators believe that the process is a more important than the project result itself.
Keywords
dijete
učenje
projekti
dokumentacija
odgajatelj
Keywords (english)
child
learning
projects
documentation
educator
Language croatian URN:NBN urn:nbn:hr:147:456610 Study programme Title: Graduate University Study of Early and Preschool Education Type of resource Text File origin Born digital Access conditions Access restricted to students and staff of home institution Terms of use Created on 2022-07-13 07:57:01
