| Abstract | U suvremenim ustanovama za rani odgoj i obrazovanje bi se procesi odgoja i obrazovanja trebali stalno unaprjeđivati kako bi se pratio razvoj djece. Darovita su djeca ona koja imaju iznadprosječne mogućnosti i sposobnosti te, pored njihovih roditelja, ključnu ulogu u njihovom razvoju i napredovanju imaju odgojitelji te, kasnije, učitelji. Suvremeni sustav ranog i predškolskog odgoja i obrazovanja nastoji razviti nove koncepte kojima se žele unaprijediti odnosi između djece i odraslih ljudi što uključuje međusobnu komunikaciju djece, ali i komunikaciju djece s odgojiteljima, neovisno o njihovim različitostima i posebnim potrebama. Upravo to predstavlja karakteristike inkluzivnog odgoja i obrazovanja koji je neophodan u suvremeno doba kako bi se svako dijete osjećalo ugodno i poželjno što je preduvjet za njegov uspješan razvoj i napredovanje. Za potrebe ovoga diplomskoga rada provedeno je i anketno istraživanje iz kojega bi se moglo zaključiti da ispitane odgojiteljice, iako imaju radnoga iskustva te iskustva u radu s darovitom djecom, situacija bi ipak mogla biti bolja. Ne postoji značajna razlika u mišljenju odgojiteljica o darovitoj djeci s obzirom na njihovo radno iskustvo, obrazovanje, vrstu vrtića, iskustvo u radu s darovitima te stručno usavršavanje, kao ni u njihovom mišljenju o odgoju i obrazovanju darovite djece s obzirom na radno iskustvo. |
| Abstract (english) | In modern institutions for early childhood education, the processes of education should be constantly improved in order to monitor the development of children. Gifted children are those who have above-average opportunities and abilities, and, in addition to their parents, educators and, later, teachers play a key role in their development and progress. The modern system of early and preschool education strives to develop new concepts that aim to improve relationships between children and adults, which includes mutual communication between children, but also communication between children and educators, regardless of their differences and special needs. This is precisely the characteristics of inclusive upbringing and education, which is necessary in modern times in order for every child to feel comfortable and desirable, which is a prerequisite for his successful development and advancement. For the purposes of this diploma thesis, a survey was also conducted, from which it could be concluded that the interviewed teachers, although they have work experience and experience in working with gifted children, the situation could still be better. There is no significant difference in the teachers' opinion about gifted children with regard to their work experience, education, type of kindergarten, experience in working with the gifted and professional training, as well as in their opinion about the upbringing and education of gifted children with regard to their work experience. |
