Title Razlike u stavovima odgojitelja o integriranom kurikulumu s obzirom na dob i staž Title (english) Differences in attitudes kindergarten educators about the integrated curriculum with regard to age and seniority Author Mihaela Šaflin Mentor Jelena Alić (mentor)Committee member Donata Vidaković Samaržija (predsjednik povjerenstva)Committee member Gordana Ivković (član povjerenstva)Committee member Jelena Alić (član povjerenstva)Granter University of Zadar Defense date and country 2024-10-17, Croatia Scientific / art field, SOCIAL SCIENCES Abstract Integrirani kurikulum u vrtićima pristup je planiranju i provođenju programa koji povezuje različite predmete i područja učenja u jednu cjelinu. Umjesto da se djeca uče o znanosti, matematici, čitanju i pisanju u izoliranim odjeljcima, integrirani kurikulum ih potiče da istražuju ove teme kroz interaktivne i praktične aktivnosti koje su povezane s njihovim interesima i iskustvima. Integrirani kurikulum i odgoj u pokretu su dva koncepta koji se nadopunjuju i pomažu u stvaranju bogatog i stimulativnog okruženja za učenje djece u vrtiću. Odgoj u pokretu naglašava važnost tjelesne aktivnosti i kretanja u učenju djece. Djeca uče kroz igru i istraživanje, a kretanje im pomaže da se koncentriraju, zapamte informacije i razviju motoričke vještine. Integrirani kurikulum u ranom i predškolskom odgoju i obrazovanju dijeli se na pet dijelova, a to su: kreativno-stvaralački, glazbeni, jezično-komunikacijski, istraživačko-spoznajni te kineziološki. Kako bi integrirano učenje bilo na što višoj razini te utjecalo na djetetov cjeloviti razvoj, odgojitelj mora biti profesionalan i stručan u svom odgojno-obrazovnom radu. Njegova zadaća je omogućiti i ponuditi djetetu kvalitetne aktivnosti kojima će zadovoljiti sve njegove potrebe. Integrirano učenje uz pokret sve je veća svakodnevnica današnjeg odgojno-obrazovnog rada. Dakako, još uvijek postoje različiti stavovi odgojitelja o istom. Dakle, osim teorijskog dijela ovog diplomskog rada, cilj istraživanja je utvrditi postoje li razlike u stavovima odgojitelja o integriranom kurikulumu s obzirom na dob ispitanika i radni staž. U istraživanju je sudjelovalo ukupno 120 odgojitelja koji rade u dječjim vrtićima na području Republike Hrvatske. Istraživanje je provedeno pomoću online anketnog upitnika te su ispitanici na Likertovoj skali procjene od 5 stupnjeva trebali označiti u kojoj mjeri se slažu ili ne slažu s navedenom tvrdnjom. Dobivenim rezultatima pokazalo se kako se stavovi odgojitelja o integraciji kinezioloških aktivnosti u ostale aktivnosti odgojno-obrazovnog rada statistički značajno ne razlikuju s obzirom na njihovu dob i radni staž.
Abstract (english) An integrated curriculum in kindergartens is an approach to planning and implementing a program that connects different subjects and learning areas into one whole. Instead of teaching children about science, math, reading and writing in isolated sections, an integrated curriculum encourages them to explore these topics through interactive and hands-on activities that are related to their interests and experiences. Integrated curriculum and education in movement are two concepts that complement each other and help create a rich and stimulating learning environment for children in kindergarten. Education in movement emphasizes the importance of physical activity and movement in children's learning. Children learn through play and exploration, and movement helps them concentrate, remember information and develop motor skills. The integrated curriculum in early and preschool education is divided into five parts, namely: creative-creative, musical, language-communicative, research-cognitive and kinesiology. In order for integrated learning to be at the highest possible level and to influence the child's overall development, the educator must be professional and expert in their educational work. His task is to enable and offer the child quality activities that will satisfy all his needs. Integrated learning with movement is an increasingly common part of today's educational work. Of course, there are still different views of educators about the same. Therefore, in addition to analyzing the theoretical aspect of this master's thesis, the aim of the research is to determine whether there are differences in the attitudes of educators about the integrated curriculum with regard to the age of the respondents and work experience. A total of 120 educators who work in kindergartens in the Republic of Croatia participated in the research. The research was conducted using an online questionnaire and respondents were asked to mark the extent to which they agree or disagree with the stated statement on a 5-point Likert scale. The obtained results showed that the kindergarten educators views on the integration of kinesiology activities into other activities of educational work do not statistically significantly differ with regard to their age and work experience.
Keywords
integrirano učenje
pokret
dijete
odgojitelj
Keywords (english)
integrated learning
movement
child
educator
Language croatian URN:NBN urn:nbn:hr:162:665481 Study programme Title: Graduate University Study Program of Early and Pre-school Education Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2024-10-24 10:33:25
