Title Utjecaj vrtićkog okruženja na dječji razvoj Title (english) The impact of the kindergarten environment on children`s development Author Veronika Škof Mentor Ivana Golik (mentor) Committee member Adrijana Višnjić-Jevtić (predsjednik povjerenstva)Committee member Edita Rogulj (član povjerenstva)Committee member Ivana Golik (član povjerenstva) Granter University of Zagreb Defense date and country 2022-07-05, Croatia Scientific / art field, SOCIAL SCIENCES Scientific / art field, SOCIAL SCIENCES Abstract Razdoblje djetinjstva okarakterizirano je mnogim razvojnim promjenama na području fizičkog razvoja, motorike, emocija, spoznaje i govora. Čim se rodi, dijete počinje usvajati određena znanja. Iako se određene promjene u razvoju mogu događati kod sve djece u približno slično vrijeme, većina se promjena događa svakom djetetu ponaosob. Takav način razmišljanja nije oduvijek bio aktualan. U prošlosti se smatralo da se sva djeca razvijaju po razvojnim miljokazima, a uče samo izravnim poučavanjem u određenom vremenu. Na taj se način, u ono vrijeme, u odgojno obrazovnim ustanovama, tako i postupalo s djecom. Koristili su se frontalni načini rada koje su vodili odgojitelji te se nije prihvaćala nikakva fleksibilnost u procesu odgoja i obrazovanja. Nije se pridavala ni pažnja utjecaju okruženja na dječji razvoj pa su sve prostorije umjesto djeci, bile prilagođene odraslim osobama.
Suvremena istraživanja dokazala su da takav strogo definiran način nipošto ne odgovara dječjoj prirodi učenja koja je spontana i holistička. Raznim istraživanjima znanstvenici su došli do spoznaje da okruženje u kojem dijete boravi bitno utječe na njegov cjelokupni razvoj. Pod tim se okruženjem podrazumijeva prostorno-materijalna, vremenska i socio-pedagoška organizacija. Svaka od navedenih odrednica okruženja ostavlja određeni utjecaj na dijete. Da bi se čim više postupalo prema individualnim potrebama djeteta, a time se istovremeno ostvarivao što kvalitetniji cjelokupni razvoj, aktivnosti učenja raspodijeljene su u centre aktivnosti. Centri aktivnosti omogućavaju djetetu da samostalno, prema vlastitim potrebama i interesima, individualizira aktivnosti kojima će se baviti. Svi materijali koji se nalaze u spomenutim centrima moraju biti pomno osmišljeni i organizirani na način da potiču razvoj određenih područja ili više njih istovremeno. Za takvo osmišljavanje poticajnog prostornog i materijalnog okruženja zadužen je odgojitelj, koji također čini vrlo važnu ulogu u okruženju djeteta.
Abstract (english) The period of childhood is characterized by many developmental changes in the field of physical development, motor skills, emotions, cognition and speech. As soon as a child is born, it begins to acquire certain knowledge. Even though certain changes in development can occur in all children at approximately the same time, most changes occur on an individual basis. This way of thinking has not always been relevant. In the past, it was thought that all children develop according to developmental milestones, and learn only through direct teaching at a certain time. This is the way children were treated in educational institutions at that time. Frontal ways of working, led by educators, were used and no flexibility in the process of upbringing and education was accepted. No importance was given to the impact the environment has on children's development, so all rooms were adapted for adults instead of children. Contemporary research has shown that such a strictly defined approach does not correspond to the nature of the way children learn, which is spontaneous and holistic.
Through various studies, scientists have come to the conclusion that the environment in which a child resides significantly affects its overall development. This environment means the spatial-material, temporal and socio-pedagogical organization. Each of these environmental determinants leaves a certain impact on the child. In order to cater to the individual needs of the child as much as possible, and thus achieve the highest overall quality development, learning activities are divided into activity centers. Activity centers enable the child to independently individualize the activities they will engage in according to their own needs and interests. All the material located in the aforementioned centers must be carefully designed and organized in such a way as to encourage the development of certain areas or more of them at the same time. The preschool teacher, who also plays a very important role in the child's environment, is in charge of designing such a stimulating spatial and material environment.
Keywords
djetinjstvo
razvoj
individualizacija
okruženje
utjecaj
Keywords (english)
childhood
development
individualization
environment
impact
Language croatian URN:NBN urn:nbn:hr:147:191948 Study programme Title: Undergraduate University Study of Early and Preschool Education Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2022-07-27 09:16:19
