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master's thesis
Odgojno-obrazovni potencijali prostora u vrtiću
Zagreb: University of Zagreb, Faculty of Humanities and Social Sciences, 2022. urn:nbn:hr:131:769430
Perica, Matej
University of Zagreb
Faculty of Humanities and Social Sciences
Department of Pedagogy

Institutional repository: ODRAZ

Cite this document

Perica, M. (2022). Odgojno-obrazovni potencijali prostora u vrtiću (Master's thesis). Zagreb: University of Zagreb, Faculty of Humanities and Social Sciences. Retrieved from https://urn.nsk.hr/urn:nbn:hr:131:769430

Perica, Matej. "Odgojno-obrazovni potencijali prostora u vrtiću." Master's thesis, University of Zagreb, Faculty of Humanities and Social Sciences, 2022. https://urn.nsk.hr/urn:nbn:hr:131:769430

Perica, Matej. "Odgojno-obrazovni potencijali prostora u vrtiću." Master's thesis, University of Zagreb, Faculty of Humanities and Social Sciences, 2022. https://urn.nsk.hr/urn:nbn:hr:131:769430

Perica, M. (2022). 'Odgojno-obrazovni potencijali prostora u vrtiću', Master's thesis, University of Zagreb, Faculty of Humanities and Social Sciences, accessed 29 November 2024, https://urn.nsk.hr/urn:nbn:hr:131:769430

Perica M. Odgojno-obrazovni potencijali prostora u vrtiću [Master's thesis]. Zagreb: University of Zagreb, Faculty of Humanities and Social Sciences; 2022 [cited 2024 November 29] Available at: https://urn.nsk.hr/urn:nbn:hr:131:769430

M. Perica, "Odgojno-obrazovni potencijali prostora u vrtiću", Master's thesis, University of Zagreb, Faculty of Humanities and Social Sciences, Zagreb, 2022. Available at: https://urn.nsk.hr/urn:nbn:hr:131:769430

Metadata
TitleOdgojno-obrazovni potencijali prostora u vrtiću
Title (english)Educational potential of kindergarten space
AuthorMatej Perica
MentorEdita Slunjski (mentor)
Committee memberAnte Kolak (predsjednik povjerenstva)
Committee memberAna Širanović (član povjerenstva)
Committee memberEdita Slunjski (član povjerenstva)
GranterUniversity of Zagreb
Faculty of Humanities and Social Sciences
(Department of Pedagogy)
Zagreb
Defense date and country2022-07-14, Croatia
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Pedagogy
Early Childhood and Preschool Pedagogy
Abstract
Fizički prostor je jedna od temeljnih sastavnica predškolskog odgojno-obrazovnog procesa jer bogato opremljen, raznolik, promišljen i kvalitetno uređen te arhitektonski usklađen prostor pogoduje cjelovitom razvoju djeteta. Odgojno-obrazovni potencijali prostora u predškolskim institucijama su kroz povijest ovisili o tadašnjoj pedagoškoj paradigmi, odnosno o implicitnim pedagogijama odgajatelja koji rade u institucijama. Budući da kvaliteta prostora značajno ovisi o odgajatelju koji je za nju zadužen, odgajateljeve vrijednosti, kao i kultura institucije imaju veći utjecaj na kvalitetu prostora nego zakonska rješenja. Iz tog je razloga važno da odgajatelji poznaju teorijska uporišta pedagogije ranog djetinjstva kako bi prepoznali elemente pedagoški nepodobne prakse iz prošlosti. Također je važno da odgajatelji imaju podršku kolega prilikom usvajanja i prakticiranja pedagoških uporišta. Za odgoj i obrazovanje djece u skladu sa suvremenom pedagoškom paradigmom odgajatelji moraju biti upoznati s teorijama konstruktivizma i socio-konstruktivizma. Brojne sastavnice suvremene pedagoške paradigme vezane uz odgojno-obrazovne potencijale prostora u vrtiću potječu iz alternativnih pedagoških smjerova Montessori vrtića i Reggio Emilia vrtića. Reggio pedagoški smjer posvećuje osobitu pažnju na arhitektonska rješenja vrtića, čime nastoji podrediti arhitekturu institucije njezinim pedagoškim ciljevima. Osim unutarnjeg prostora vrtića, i vanjski prostor vrtića ima vlastite odgojno-obrazovne potencijale koji doprinose holističkom razvoju djece.
Abstract (english)
Physical space is one of the essential components of early childhood education because a well-equipped, variable, deliberate, and quality space that is architecturally adjusted stimulates the holistic development of children. The educational potential of space in early childhood institutions had historically depended on the then-found pedagogical paradigm. Since the educational quality of space significantly depends on a teacher in charge of the space, the teacher's values and the culture of the institution have a greater impact on the educational quality of the space than legal solutions. As a consequence, it is important for the teachers to have a theoretical background in the pedagogy of early childhood, as is that they have the support of their colleagues while learning and practicing their theory. Teachers must be acquainted with the theories of constructivism and socio-constructivism to provide the education of children according to the contemporary pedagogical paradigm. Numerous components of the contemporary paradigm originate from the alternative pedagogies of Montessori schools and Reggio Emilia schools. The Reggio pedagogy pays special attention to the architecture of the kindergartens, wherein it attempts to put architecture in the service of pedagogy. Next to the inside space of the kindergarten, the exterior space has its educational potential that contributes to the holistic development of children.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:131:769430
Study programmeTitle: Pedagogy (double major)
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra pedagogije (magistar/magistra pedagogije)
Type of resourceText
File originBorn digital
Access conditionsOpen access
Terms of useLicence Attribution 4.0 International (CC BY 4.0) icon
Created on2022-07-20 13:32:31