| Abstract | Tema ovog diplomskog rada je darovitost te utjecaj škole i obitelji na razvoj darovitih učenika. Cilj rada i istraživanja bio je prikazati kako i u kojoj mjeri obitelj i njena obilježja te škola kao odgojno-obrazovna ustanova sa svim svojim bitnim elementima poput učitelja, nastave i sl. utječu na kognitivne i socioemocionalne sposobnosti darovitih učenika. U radu se krenulo s pregledom relevantne literature u području darovitosti; definicije i koncepti darovitosti, identifikacija darovitosti, osobine darovitog djeteta te u području utjecaja škole i obitelji na darovitog učenika. U drugom je dijelu predstavljeno istraživanje provedeno među darovitim učenicima petog razreda osnovne škole, njihovom razrednicom i učiteljicom razredne nastave te roditeljem i stručnim suradnikom psihologom. Rezultati istraživanja pokazali su kako i škola i obitelj imaju izniman i neosporan utjecaj na razvoj darovitog. Važnost obitelji ogleda se u njenoj kohezivnosti, sposobnosti prevladavanja prepreka i savladavanja izazova, u pružanju topline i svekolike podrške darovitom djetetu, ali i davanju slobode. Škola je važna u pogledu obrazovanja, ali i odgoja te su se kao važni faktori istakli učitelji i njihova metodičko-didaktička sposobnost, razred i razredna atmosfera kao mjesto socijalizacije darovitog učenika te nastavni plan i program. Za potonji se element istaknulo kako nije dovoljno razvijen, prilagođen, recentan i koristan za darovite učenike te, kao takav, ne pogoduje njihovom razvoju na optimalan način pa se težište pružanja podrške u školi stavlja na učitelje i stručne suradnike. Može se zaključiti kako ne jenjava potreba razvijanja i jačanja sustavne suradnje te partnerskih odnosa između obitelji te odgojno-obrazovne ustanove tj. škole, a u svrhu cjelovitog i zdravog razvoja darovitog učenika čije su potrebe iznimno kompleksne. Stoga se ovim radom naglašava potreba prekrajanja postojećih Pravilnika o osnovnoškolskom i srednjoškolskom obrazovanju darovitih te donošenja zakona o njihovom odgoju i obrazovanju kao i pružanja najraznovrsnije podrške darovitom, njegovoj obitelji i učiteljima. |
| Abstract (english) | The topic of this thesis is Giftedness and the Influence of School and Family on the Development of Gifted Students. The goal of the work and the research was to show how and to what extent the family and its characteristics and the school as an educational institution with all its essential elements such as teachers, classes, etc. influence the cognitive and socio-emotional abilities of gifted students. The paper began with a review of the relevant literature in the field of giftedness; definitions and concepts of giftedness, identification of giftedness, characteristics of a gifted child and the influence of school and family on a gifted student. The second part presents the research that was conducted among gifted students of the fifth grade of elementary school, their class teacher and their parent and professional associate psychologist. The results of the research showed that both the school and the family have an exceptional and undeniable influence on the development of the gifted children. The importance of the family is reflected in its cohesiveness, ability to overcome obstacles and overcome challenges, in providing warmth and full support to a gifted child, but also in giving freedom. The school is important in terms of education, but also upbringing, and the teachers and their methodical and didactic ability, the class and class atmosphere as a place of socialization of a gifted student, and the curriculum stood out as important factors. For the latter element, it was pointed out that it is not sufficiently developed, adapted, recent and useful for gifted students and, as such, does not favour their development in an optimal way, so the focus of support in the school is placed on teachers and professional associates. It can be concluded that the need to develop and strengthen systematic cooperation and partnership relations between the family and the educational institution, i.e., the school, for the purpose of integral and healthy development of a gifted student whose needs are extremely complex, is not diminishing. Therefore, this work emphasizes the need to rewrite the existing Regulations on elementary and secondary education of the gifted and to pass laws on their upbringing and education, as well as providing the most diverse support to the gifted, their families and teachers. |
