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undergraduate thesis
Alternativni predškolski programi i razvojno primjerena praksa
2017. urn:nbn:hr:141:857025
Kuštro, Doris
Josip Juraj Strossmayer University of Osijek
Faculty of Education

Cite this document

Kuštro, D. (2017). Alternativni predškolski programi i razvojno primjerena praksa (Undergraduate thesis). Osijek: Josip Juraj Strossmayer University of Osijek, Faculty of Education. Retrieved from https://urn.nsk.hr/urn:nbn:hr:141:857025

Kuštro, Doris. "Alternativni predškolski programi i razvojno primjerena praksa." Undergraduate thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Education, 2017. https://urn.nsk.hr/urn:nbn:hr:141:857025

Kuštro, Doris. "Alternativni predškolski programi i razvojno primjerena praksa." Undergraduate thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Education, 2017. https://urn.nsk.hr/urn:nbn:hr:141:857025

Kuštro, D. (2017). 'Alternativni predškolski programi i razvojno primjerena praksa', Undergraduate thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Education, accessed 09 November 2024, https://urn.nsk.hr/urn:nbn:hr:141:857025

Kuštro D. Alternativni predškolski programi i razvojno primjerena praksa [Undergraduate thesis]. Osijek: Josip Juraj Strossmayer University of Osijek, Faculty of Education; 2017 [cited 2024 November 09] Available at: https://urn.nsk.hr/urn:nbn:hr:141:857025

D. Kuštro, "Alternativni predškolski programi i razvojno primjerena praksa", Undergraduate thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Education, Osijek, 2017. Available at: https://urn.nsk.hr/urn:nbn:hr:141:857025

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Metadata
TitleAlternativni predškolski programi i razvojno primjerena praksa
Title (english)Altenative programs and developmentally appropriate practices
AuthorDoris Kuštro
MentorVesnica Mlinarević (mentor)
MentorKsenija Romstein (sumentor)
GranterJosip Juraj Strossmayer University of Osijek
Faculty of Education
Osijek
Defense date and country2017-09-29, Croatia
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Pedagogy
Specific Pedagogy
Abstract
U tradicionalnom pristupu odgoju i obrazovanju djeca su stavljena u pasivnu poziciju te se njeguje transmisija znanja kao oblik poučavanja. Kod takvog je odgoja i obrazovanja uloga je odgojitelja statusno regulirana i dominantna, a djetetove potrebe zanemarene. Cilj ovog rada je propitati temeljne karakteristike alternativnih pedagoških koncepcija u odnosu na suvremenu, razvojno primjerenu praksu radnog i predškolskog odgoja i obrazovanja. Naglasak je stavljen na Montessori pedagogiju kao najčešće prihvaćenu alternativnu pedagogiju u kontekstu institucijskog ranog i predškolskog odgoja i obrazovanja. Montessori pedagogija se temelji na antropologiji i znanstvenom promatraju prirodnog procesa učenja djece, koji se danas sve biše vide u neuroznanosti i interdisciplinarnim područjima kao što su sociologija djetinjstva i antropologija djetinjstva. Analizom Montessori principa uočeno je postojanje usmjerenosti na dijete i njegove razvojne potrebe te organizacija okruženja u skladu s time. To znači kako je Montessori pedagogija, kao alternativna pedagoška koncepcija, svojim temeljnim idejama, vrijednostima i aktivnostima sukladna konceptu razvojno primjerene prakse koja se zagovara u suvremenoj literaturi s područja ranog i predškolskog odgoja i obrazovanja, ponajprije u dijelu poticanja cjelovitog razvoja djeteta i njegovog uspješnog funkcioniranja u neposrednom okruženju.
Abstract (english)
In traditional approach to early education children are passive and the emphasis is on transmission of knowledge, form adults to children. In that context, adults are super-ordinated and dominant, while child’s needs are less important. The main goal of this paper is to scrutinize the main characteristics of alternative pedagogical conceptions in accordance to contemporary, developmentally appropriate early education practice. The emphasis in this paper is placed upon Montessori, as most common alternative pedagogy in early years. Montessori pedagogy is founded on anthropology and close observation how children learn, which nowadays is present in neuroscience and interdisciplinary fields such as sociology of childhood and anthropology of childhood. Analysis of Montessori principles revealed the presence of child-orientation and organization of pedagogical environment accordingly. It means that Montessori pedagogy, as alternative pedagogy, is coherent with developmentally appropriate practice advocated in early education literature, especially when it comes to supporting the development of the whole child and its’ effective functioning in own environment.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:141:857025
Study programmeTitle: Undergraduate pre-school education
Study programme type: university
Study level: undergraduate
Academic / professional title: sveučilišni/a prvostupnik/prvostupnica (baccalaureus/baccalaurea) ranog i predškolskog odgoja i obrazovanja (sveučilišni/a prvostupnik/prvostupnica (baccalaureus/baccalaurea) ranog i predškolskog odgoja i obrazovanja)
Type of resourceText
File originBorn digital
Access conditionsAccess restricted to students and staff of home institution
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Created on2017-10-04 11:52:03