Izazovi inkluzivnog odgoja i obrazovanja u vrtiću 21. stoljeća

undergraduate thesis

• Title (english): Challenges of inclusive upbringing and education in the kindergarten of the 21st century
• Author: Morena Skukan
• Mentor: Jasna Kudek Mirošević (mentor)
• Committee member: Jasna Kudek Mirošević (predsjednik povjerenstva)
• Committee member: Marina Đuranović (član povjerenstva)
• Committee member: Irena Klasnić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2022-07-06, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Specific Pedagogy

Abstract

Na dijete se gleda kao na snažno, kompetentno i puno potencijala od samog rođenja, a na nama je da stvorimo uvijete u okruženju kako bi ono doseglo svoj maksimum. Inkluzija koju odgojnoobrazovne ustanove potiču je integracijski put gdje se djeca s odgojno-obrazovnim teškoćama odgajaju i usmjeravaju u poznatom okruženju sa svojim vršnjacima. Primarni cilj inkluzije je
izgradnja tolerancije, poštivanje različitosti i čuvanje dostojanstva svakog pojedinca. Odgojitelj je temeljni nositelj odgojno-obrazovnog procesa koji kreira i provodi programe te prilagođava uvjete rada različitim potrebama i interesima djece. Odgojitelji se susreću s izazovima za koje je unaprijed potrebno planirati proces odgojno-obrazovnog rada u skupini. Uključivanje djece
s teškoćama u razvoju u odgojno-obrazovnu ustanovu aktivno utječe na kvalitetu rada u odgojno-obrazovnoj ustanovi i djece koja borave u skupini zbog prekomjernog broja djece te potrebnog broja odgojitelja i podrške stručnih suradnika odgojno-obrazovne ustanove. U svrhu ovoga rada provedeno je istraživanje kojem je cilj bio prikazati izazove inkluzivnog odgoja i obrazovanja iz perspektive odgojitelja. Cilj ovoga rada bio je istražiti važnost pripremljenog prostora i okoline u odgojno-obrazovnoj skupini, odnosno jesu li poštovana načela inkluzivnog okružja, kao i imaju li odgojitelji potrebne kompetencije u radu s djecom s teškoćama u razvoju za uspješnost i kvalitetnu provedbu odgojno-obrazovne inkluzije u 21. stoljeću. U radu je korištena kvalitativna metodologija, a prikupljanje podataka se vršilo putem strukturiranog obrasca kojeg je ispunilo 146 ispitanika odnosno odgojitelja. Rezultati istraživanja su pokazali da odgojitelji u većoj mjeri nisu imali iskustva s djecom s teškoćama u razvoju te da im u skupinu većinom nije uključen treći odgojitelj, kao i da nisu imali dostatnu pomoć i podršku stručnih suradnika. Rezultati također pokazuju da većina odgojno-obrazovnih ustanova nema niti dovoljan raznolik didaktički materijal u radu s djecom s teškoćama u razvoju, što implicira kako se Državni pedagoški standard u dječjim vrtićima ne poštuje.

Abstract (english)

A child is seen as strong, competent and full of potential from the moment of birth, and it is up to us to create the conditions in the environment so that it reaches its maximum. The inclusion that educational institutions encourage is an integration path where children with educational difficulties are brought up and guided in a familiar environment with their peers. The primary goal of inclusion is building tolerance, respecting diversity and preserving the dignity of each individual. The educator is the fundamental bearer of the educational process who creates and implements programs and adapts working conditions to the different needs and interests of children. Educators face challenges for which it is necessary to plan the process of educational work in the group in advance. The inclusion of children with developmental disabilities in an
educational institution actively affects the quality of work in the educational institution and children staying in the group due to the excessive number of children and the required number of teachers and support of professional associates of the educational institution. For the purpose of this work, research was conducted, the goal of which was to show the challenges of inclusive upbringing and education from the perspective of educators. The aim of this paper was to investigate the importance of the prepared space and environment in the educational group, i.e. whether the principles of an inclusive environment are respected, as well as whether educators have the necessary competences in working with children with developmental disabilities for the success and quality implementation of educational inclusion in 21st century. Qualitative
methodology was used in the work, and data collection was done through a structured form that was filled out by 146 respondents or educators. The results of the research showed that the educators mostly had no experience with children with developmental disabilities and that most of them did not include a third educator in their group, as well as that they did not have enough help and support from professional associates. The results also show that the majority of educational institutions do not even have enough diverse didactic material for working with children with developmental disabilities, which implies that the National Pedagogical Standard in kindergartens is not respected.

• Keywords: djeca s teškoćama u razvoju; izazovi inkluzije; odgojitelji; odgojno-obrazovna inkluzija
• Keywords (english): children with developmental disabilities; challenges of inclusion; educators; educational inclusion
• Language: croatian
• URN:NBN: urn:nbn:hr:147:072605
• 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) odgojitelj/odgojiteljica djece rane i predškolske dobi (sveučilišni/a prvostupnik/ prvostupnica (baccalaureus/ baccalaurea) odgojitelj/odgojiteljica djece rane i predškolske dobi)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2022-12-15 11:43:26