| Abstract | Pojam kreativnosti određuju različite definicije ovisno o aspektu gledanja na prirodu
kreativnosti. Suvremena pedagogija zauzima stav o kreativnosti kao razvojnoj kategoriji koja
je podložna raznim utjecajima. U kontekstu odgojno-obrazovne ustanove, tijekom
neposrednog djelovanja u praksi, odgojitelj nosi značajnu odgovornost u razvoju i poticanju
kreativnosti u djece. Važno je da suvremeni odgojitelj ima sposobnost samorefeksije za svoj
rad s djecom u svim aspektima, što mu omogućava djelovati u smjeru optimalnog razvoja
dobrobiti za djecu. Kultura svake pojedine odgojno obrazovne ustanove je podložna raznim
čimbenicima koji utječu na mogućnost djelovanja odgojitelja u razvoju kreativnosti u djece, u
smislu poticanja ili sputavanja iste.
Cilj ovog rada je bio ispitati mišljenja odgojitelja o mogućnostima i izazovima u poticanju
kreativnosti u djece. U istraživanju su sudjelovale 74 studentice izvanrednog diplomskog
studija Rani i predškolski odgoj i obrazovanje na Filozofskom fakultetu u Splitu, od čega je 35
(47,3 %) studentica s prve, a 39 (52,7 %) studentica s druge godine studija. Ispitanici su svoja
mišljenja i stavove o temi izrazili u online anketi. Veliki broj sudionika nije sudjelovao na
radionicama na temu kretivnosti. Utjecaj prostorno-materijalnog i društvenog okruženja na
poticanje kreativnosti u djece, većina opisuje konkretnim pozitivnim primjerima iz prakse. U
negativnim primjerima se većina slaže kako su glavni čimbenici koji pridonose otežanom
poticanju kreativnosti nedostatak raznovrsnog materijala i prevelik broj djece u odgojnim
skupinama. Prijedlozi odgojitelja o načinu poticanja kreativnosti koje preporučuju drugim
odgojiteljima se odnose na kvalitetnu pripremu poticajnog prostorno-materijalnog okruženja i
mašte, omogućavanje okruženja u kojem se potiču razne umjetničke aktivnosti, kao i
kultiviranje opuštene atmosfere u kojoj dijete slobodno izražava svoje ideje. Uz već navedene
negativne čimbenike, odgojitelji kao najveće izazove vide u suradnji s ostalim sudionicima
odgojno-obrazovnog procesa, kao i različitim izazovima u odnosu prema djeci; rad s darovitom
djecom, dječja znatiželja, dječja nezainteresiranost, različitosti među djecom.
Zaključno, istraživanje u sklopu ovog rada je dalo širok raspon odgovora u konkretnim
primjerima poticajnih i izazovnih čimbenika koji utječu na rad odgojitelja u smjeru poticanja
kreativnosti u djece. Navedeno upućuje na postojanje samorefleksije u radu odgojitelja koja je
temelj za mijenjanje vlastitih uvjerenja, a time i djelovanja u radu s djecom. |
| Abstract (english) | The concept of creativity is determined by different definitions depending on the aspect of
looking at the nature of creativity. Contemporary pedagogy takes a position on creativity as a
developmental category that is subject to various influences. In the context of an educational
institution, during direct action in practice, the educator bears a significant responsibility in the
development and stimulation of children's creativity. It is important that the modern educator
has the ability to self-reflect on their work with children in all aspects, which enables them to
act in the direction of optimal development of children's well-being. The culture of each
individual educational institution is subject to various factors that affect the ability of educators
to develop creativity in children, in terms of encouraging or hindering it.
The aim of this paper was to examine the opinions of educators about the possibilities and
challenges in encouraging creativity in children. 74 students of the extraordinary graduate study
of early and preschool education at the Faculty of Humanities and Social Sciences in Split
participated in the research, of which 35 (47.3%) were students from the first year, and 39
(52.7%) were students from the second year of study. Respondents expressed their opinions
and views on the topic in an online survey. A large number of participants did not participate
in workshops on the topic of creativity. The influence of the spatial-material and social
environment on the stimulation of creativity in children is described by most with concrete
positive examples from practice. In the negative examples, most agree that the main factors
hindering the stimulation of creativity are the lack of various materials and too many children
in educational groups. The educators' suggestions on how to encourage creativity, which they
recommend to other educators, refer to the quality preparation of a stimulating spatial and
material environment and imagination, enabling an environment in which various artistic
activities are encouraged, as well as cultivating a relaxed atmosphere in which the child freely
expresses his ideas. In addition to the already mentioned negative factors, educators see the
greatest challenges in cooperation with other participants in the educational process, as well as
various challenges in their relationship with children; working with gifted children, children's
curiosity, children's lack of interest, differences among children.
In conclusion, the research within this paper gave a wide range of answers in concrete examples
of stimulating and challenging factors that influence the work of educators in the direction of
encouraging creativity in children. The above points to the existence of self-reflection in the work of educators, which is the basis for changing one's own beliefs, and thus actions in
working with children. |
