| Abstract | Svi uključeni u život djece, najprije roditelji, a potom odgojitelji i učitelji, trebali bi biti
svjesni da se dječji razvoj odvija u značajnom rasponu individualnih razlika. Potencijalno
darovita djeca kvalitativno se razlikuju od svojih vršnjaka ranim sazrijevanjem, samostalnošću
te unutarnjom motivacijom. Kada govorimo o darovitoj djeci, odnosno djeci „mimo
očekivanja“ često nailazimo na sukob njih samih s prostornim i socijalnim okruženjem koji
nerijetko predstavlja zapreke za razvoj njihovih potencijala. Neuvažavanje te neprepoznavanje
potencijalno darovite djece često takvoj djeci pridaje epitete poput neprilagođena, neposlušna,
prezahtjevna i sl. S obzirom da su oni itekako svjesni svoje okoline, njihovih mišljenja i
očekivanja kod njih se može javiti osjećaj nepripadnosti zajednici. Važnost odgojno –
obrazovnih ustanova te vrijednosti pojedinaca/profesionalaca koji su njihovi nositelji imaju
veliku odgovornost za poticanje važnosti ulaganja u potencijalno darovite pojedince. Upravo
prepoznavanje i identifikacija predstavlja prvi korak kako bi im se osigurala podrška,
razumijevanje te poticaji koji će odgovarati njihovim potrebama. Cijeli proces je složen, te
kako bi se osigurali uvjeti za cjelokupni razvoj djeteta nužna je suradnja roditelja, odgojitelja i
stručnog tima ustanove. Važno je osigurati djetetu obogaćeni program unutar ustanove, ali
također i uključivanje u kraće specijalizirane programe, tzv. igraonice za potencijalno darovitu
djecu. Upravo takav program provodi se unutar DV „Cvit Mediterana“ gdje je provedena
studija slučaja programa za darovite u vidu podrške darovitoj djeci u ranoj i predškolskoj dobi.
Kvalitativnim istraživanjem uz primjenu triangulacije podataka, u ovom slučaju prikupljenih
polu-strukturiranim promatranjem koje se temelji na protokolu promatranja razreda (Van
Tassel-Baska i dr. 2003) prilagođenom za potrebe promatranja, intervjuiranjem odgojiteljica te
literaturom. Ovaj specijalizirani program, kroz individualizaciju i diferencijaciju sadržaja
osigurava pružanje odgovarajuće podrške uvažavajući različite potrebe svakog pojedinca. Da
bi se to ostvarilo nužno je obogatiti program pri čemu se značajna uloga pridaje i prostorno –
materijalnom, ali i socijalnom okruženju. Dječje iskustvo bogati se raznim aktivnostima,
projektima, igrama, posjetima i suradnjama pri čemu se ne smije zanemariti važnost nositelja
programa, odnosno odgojiteljica koje su visokomotivirani profesionalci, a ujedno i partner te
suigrač na dječjem putu istraživanja. Uvažavanje svih ovih segmenata vodi do sretne i
zadovoljne djece koja ostvaruju svoje pune potencijale. |
| Abstract (english) | Everyone involved in children's lives, starting with parents and then educators and teachers,
should be aware that children's development occurs within a significant range of individual
differences. Potentially gifted children qualitatively differ from their peers in early maturation,
independence and internal motivation. When we talk about gifted children, or children who are
"beyond expectations", we often come across a conflict between them and the spatial and social
environment, which often presents obstacles to the development of their potential. Disrespect
and failure to recognize potentially gifted children often gives such children epithets such as
maladapted, disobedient, too demanding, etc. Given that they are well aware of their
surroundings, their opinions and expectations, they may feel a sense of not belonging to the
community. Educational institutions and the values of individuals/professionals who are their
bearers have a great responsibility for encouraging the importance of investing in potentially
gifted individuals. Recognizing and identifying them is the first step in providing them with
support, understanding, and incentives that will correspond to their needs. The whole process
is complex, and in order to ensure the conditions for the overall development of the child,
cooperation between parents, educators and the professional team of the institution is
necessary. It is important to provide the child with an enriched program within the institution,
but also inclusion in shorter specialized programs, the so-called playrooms for potentially
gifted children. Such a program is implemented within the DV "Cvit Mediterana" where a case
study of the gifted program was carried out in the form of support for gifted children in early
and preschool age. Qualitative research with the application of triangulation of data, in this
case collected by semi-structured observations based on the class observation protocol (Van
Tassel-Baska et al. 2003) adapted for the needs of observation, interviewing teachers and
literature. This specialized program, through individualization and differentiation of content,
ensures the provision of appropriate support, respecting the different needs of each individual.
To achieve this, it is necessary to enrich the program, whereby a significant role is given to the
spatial - material, as well as the social environment. Children's experience is enriched by
various activities, projects, games, visits and collaborations, while the importance of program
facilitators, i.e. educators who are highly motivated professionals, and at the same time a
partner and teammate on the children's journey of research, should not be overlooked.
Considering all these segments leads to happy and satisfied children who realize their full
potential. |
