Title Utjecaj roditelja i odgojitelja na kognitivni razvoj djeteta Title (english) The Influence Of Parents And Educators On The Cognitive Development Of The Child Author Ivana Horžić Mentor Tea Pahić (mentor)Committee member Ivana Nikolić (predsjednik povjerenstva)Committee member Zlatko Bukvić (član povjerenstva)Committee member Tea Pahić (član povjerenstva)Granter University of Zagreb Defense date and country 2022-07-12, Croatia Scientific / art field, SOCIAL SCIENCES Abstract Cilj ovog rada bio je ispitati percepciju odgojitelja o čimbenicima koji su povezani s kognitivnim razvojem djeteta. Istraživanje je uključivalo 89 odgojiteljica iz Varaždinske, Koprivničko-križevačke, Zagrebačke, Krapinsko-zagorske, Međimurske, Karlovačke, Bjelovarsko-bilogorske, Sisačko-moslavačke, Šibensko-kninske, Zadarske i Primorsko- goranske županije. U istraživanju je ispitano postoji li povezanost dobi, stupnja obrazovanja, radnog iskustva, odgojne skupine i vrste vrtića u kojem su odgojitelji zaposleni s njihovom percepcijom važnosti socijalnih i prostorno-materijalnih čimbenika u kognitivnom razvoju djeteta. Utvrđivalo se koje okolinske čimbenike odgojitelji percipiraju kao najvažnije za kognitivni razvoj djece, a koje najmanje važne. Također, utvrđivalo se koje vrste programa rada s djecom odgojitelji preferiraju. Rezultati pokazuju kako je primijećena povezanost dobi i radnog iskustva odgojitelja s njihovom percepcijom važnosti većeg broja socijalnih i prostorno-materijalnih čimbenika kognitivnom razvoju djeteta. Međutim, nije vidljiva povezanost stupnja obrazovanja odgojitelja, vrste odgojne skupine i vrste vrtića u kojoj su odgojitelji zaposleni s njihovom percepcijom važnosti socijalnih i prostorno-materijalnih čimbenika. Nadalje, prema rezultatima odgojiteljskih procjena čimbenika koji pridonose kognitivnom razvoju djeteta vidljivo je kako su procjene prilično visoke i ujednačene. Ukupno gledano, odgojitelji najviše vrednuju aktivnosti koje potiču aktivno sudjelovanje djeteta, poticanje kreativnosti i samostalnosti, dok čimbenike koji se tiču obrazovanja odgojitelja ili organizacijskih struktura smatraju manje važnim za kognitivni razvoj djeteta. Rezultati istraživanja o preferencijama odgojitelja za programe rada s djecom pokazuju raznolikost u njihovim interesima i prioritetima. Programi poput Braingym-a, NCT učenja i Plesa pisanja privlače veći interes odgojitelja, dok manji postotak njih preferira programe poput Braindance-a, Epo igre i Dominantnih profila.
Abstract (english) The aim of this study was to examine the perception of educators about factors related to the cognitive development of the child. The research included 89 preschool teachers from the areas of Varaždin, Koprivnica-Križevci, Zagreb, Krapina-Zagorje, Međimurje, Karlovac, Bjelovar-Bilogora, Sisak-Moslovakia, Šibenik-Knin, Zadar and Primorje-Gorski Kota Counties. The research examined whether there is a correlation between age, level of education, work experience, educational group and type of kindergarten in which preschool teachers are employed with their perception of the importance of social and spatial-material factors in the cognitive development of the child. It was determined which environmental factors educators perceive as the most important for the cognitive development of children and which are the least important. Also, it was determined what types of programs of work with children educators prefer. The results showed that the correlation between the age and work experience of preschool teachers with their perception of the importance of a large number of social and spatial-material factors in the cognitive development of the child was observed. However, there is no visible correlation between the level of education of preschool teachers, the type of educational group and the type of kindergarten in which preschool teachers are employed with their perception of the importance of social and spatial-material factors. Furthermore, according to the results of educators' assessments of factors that contribute to the cognitive development of the child, it is evident that the estimates are quite high and uniform. Overall, preschool teachers value activities that encourage the active participation of the child, encourage creativity and independence, while they consider factors related to the education of preschool teachers or organizational structures to be less important for the cognitive development of the child. The results of the survey on the preferences of preschool teachers for programs of work with children show diversity in their interests and priorities. Programs such as Braingym, NCT Learning and Writing Dance attract more interest from educators, while a smaller percentage of educators prefer programs such as Braindance, Epo Game and Dominant Profiles
Keywords
kognitivni razvoj
dijete
odgojitelj
Keywords (english)
cognitive development
child
educator
Language croatian URN:NBN urn:nbn:hr:147:685773 Study programme Title: Graduate University Study of Early and Preschool Education Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2024-07-09 11:24:23
