| Sažetak | Dobrota je vrlina koja označava iskazivanje naklonosti i brige za drugoga, usvaja se tokom života i postaje dio osobnosti pojedinca, a na usvajanje djeluju mnogi čimbenici poput uspostavljene sigurne privrženosti, dobrih modela, okoline, razvijene empatije, samokontrole i savjesti. Moralnost je duboku usađena u ljudska bića, prvi znaci empatija pojavljuje se već u dojenačkoj dobi te se počinje sve više razvijati u djetinjstvu i kroz odraslu dob, što su i dokazale teorije Kohlberga i Hoffmana, koje su povezale razvoj morala u čovjeka sa kognitivnim razvojem. Faze razvoja morala u većine ljudi su iste, ponekad se brže razvijaju, ponekad sporije, ali princip ostaje isti, djeca razvijaju moral od prvih doticaja sa okolinom i daljnjim ga učenjem unapređuju. U početku su motivirana posljedicom nagrade ili kazne, te reagiraju na autoritet, kako sazrijevaju u razmišljanju počinju svoju moralnost temeljiti na principima uzajamnosti i poštenja, izjednačavajući moralnu osnovu s dobrim namjerama i brigom za druge, proširujući svoj koncept moralnosti tako da svoje dobro i moralno ponašanje smatraju svojom dužnošću. Kako većinu svog djetinjstva provode u predškolskoj ustanovi potrebno je da ona ima kurikulum koji će stvoriti zrelu moralnu osobu, koja razlikuju
dobro od zlog, čije je moralno znanje usklađeno s ponašanjem, ima razvijenu savjest, sposobna je vladati sobom i snažno doživljava emocionalne posljedice dobrih ili loših postupaka. U radu su stoga predstavljena tri programa (Kurikulum dobrote, Korijen empatije, Kurikulum ljubavi) koji svojim aktivnostima potiču razvitak takvih vrednota kod djece. |
| Sažetak (engleski) | Kindness is a virtue that represents affection and cares for others, it is adopted during life and becomes part of the individual's personality. Its adoption is influenced by many factors, such as established secure attachment, good models, environment, self-control and empathy. Morality is deeply embedded in human beings, the first signs of empathy appear already in the infancy and develop more and more in childhood and through adulthood, as proven by Kohlberg and Hoffman theories, that linked the development of morality with cognitive development. Moral development in most people is the same, sometimes developing faster, sometimes slower, but the principal remains similar, children develop moral sense from the first contact with the environment and improving it further by learning. Initially they are motivated by the consequences of awards or penalties and react to authority, as they mature in thinking they begin to base their morality on the principals of reciprocity and honesty by equating the moral basis with good intentions and care for others, extending their concept of morality so that their good and moral behaviour is considered to be their duty. As most of their childhood is spent in preschool it is necessary that its curriculum will create a mature moral person, who is able to distinguish good from evil, whose moral knowledge is confirmed to behaviour, has developed a conscience and self-control and experience strongly emotional consequences of good and bad behaviour. In this paper, three programs are presented (Kindness Curriculum, Roots of Empathy, Love Curriculum), which through their activities encourage the development of such values in children. |
