| Abstract | Dječji vrtić djeci koja ga pohađaju postaje poput drugog doma. To je ustanova u kojoj djeca, osim u svom obiteljskom domu, jedu, spavaju, igraju se, druže u velikoj „obitelji“ djece i odgojitelja, ali postoji i nešto dodatno te drugačije u odnosu na dom. U vrtiću djeca uče, šire svoje vidike, doživljavaju spoznaje i istražuju – na svakodnevnoj bazi. Za ispunjenje svih tih zadaća vrtića, potrebna je i određena razina kvalitete prostorno-vremenske organizacije te materijalnih uvjeta kako bi vrtić sadržavao sve što je djeci potrebno. Od materijala za igru te onih koji ispunjavaju centre aktivnosti s različitim svrhama i zadaćama, do poticaja koji obuhvaćaju svako osjetilo djece i svako područje razvoja – svi navedeni materijali trebaju biti dostupni djeci, a osmišljeni primjereno od strane odgojitelja. Odgojitelj dobiva brojne uloge – predstavlja djeci „zamjenskog“ roditelja dok oni borave u vrtiću jer skrbe za njih, brinu te ih njeguju, a usmjereni su i, također, na njihovu sigurnost i dobrobit. Naravno, uz sve navedeno, potrebno je djeci pružiti zabavu, „probuditi“ njihovu znatiželju i prirodni poriv za istraživanjem. Mnogo je zadaća koje je prostor dužan ispuniti - omogućiti djeci rast, razvoj, socijalnu interakciju, učenje, samoinicijativu, autonomiju i mnoge druge zadaće. Organizacija prostorno-materijalnog okruženja zato zahtjeva mnogo znanja, vještina, truda, rada i vremena, ali svrha i cilj opravdavaju sve ono što i zahtijevaju. Poticajno okruženje postiže se angažiranošću, voljom i educiranošću odgojitelja, a formira u odnosu na dječje potrebe, želje, interese, sposobnosti te njihovu dob s ciljem cjelokupnog razvoja i rasta djece u poticajnom, sretnom okruženju. Cilj ovog etnografskog istraživanja bio je proučiti prostorno-materijalno jasličke skupine te okruženje za učenje djece rane dobi općenito. Istraživanje je omogućilo uvid u prostornu organizaciju, vrste i dostupnost materijala te druge aspekte prostora koji zajedno čine poticajno okruženje za djecu. |
| Abstract (english) | Kindergarten is like a second home for the kids that attend it. It's an institution where children, apart from their family home, eat, sleep, play and socialize in a big "family" of children and preschool teachers, but there's also something additional and different compared to a home. In kindergarten, children learn, expand their horizons, experience cognitions and explore on a daily basis. In order to fulfill all these tasks, a certain level of quality of space-time organization and material conditions is needed so that the kindergarten is equipped with everything that a kid may need. From play materials and materials that fill activity centers with different purposes and tasks, to incentives that include every sense of the children and every area of development - all the mentioned materials should be available to the children and designed appropriately by the preschool teachers. The teacher takes on numerous roles - he represents a "substitute" parent to kids while they are in the kindergarten because he takes care of them, nurtures them, and is also focused on their safety and well-being. Of course, in addition to all of the above, it is necessary to provide children with entertainment, to "awaken" their curiosity and natural urge for exploring. There are many tasks that the space is obliged to fulfill - to enable a kid to grow, develop, socially interact, learn, be self-initiative, be autonomous and many other tasks. The organization of the spatial and material environment therefore requires a lot of knowledge, skills, effort, hard work and time, but the purpose and goal justify all that they require. A stimulating environment is achieved by the engagement, willingness and education of preschool teachers, and is formed in relation to children's needs, wishes, interests, abilities and their age with the aim of their overall development and growth in a stimulating, happy environment. The aim of this ethnographic research was to study the spatial and material nature of daycare groups and the learning environment for early-age children in general. The research provided an insight into the spatial organization, types and availability of materials and other aspects of the space that together form a stimulating environment for children. |
