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Kortárs magyar származású bevándorlók kulturális és társadalmi integrációja Zágrábban
No full textRad istražuje kulturnu i društvenu integraciju suvremenih mađarskih migranata u Zagrebu koristeći kvalitativnu metodologiju, odnosno polustrukturirane intervjue s deset kazivača. Korištena je etnografija pojedinačnog s ciljem dobivanja uvida u heterogenost življenih iskustava Mađara u Zagrebu. Rezultati prikazuju visoku razinu integracije u svim dimenzijama, međutim mađarska zajednica je u opasnosti od potpune asimilacije zbog nedostatka aktivne mlađe generacije u zagrebačkim mađarskim institucijama. Iako su kazivači prihvaćeni od strane društva domaćina te nisu bili diskriminirani, razlike između Hrvata i Mađara ipak postoje te se najčešće odnose na osobnost, tj. mentalitet. Rad također prikazuje kako suvremeni migranti iz Mađarske posjeduju hibridni i višestruki identitet miješajući elemente mađarske i hrvatske kulture, isto kao što su i dvojezični i višejezični, što im uvelike pomaže u integraciji, a istovremeno omogućuje očuvanje mađarskog identiteta.The thesis explores the cultural and social integration of contemporary Hungarian migrants in Zagreb using qualitative methodology, specifically semi-structured interviews with ten participants. Ethnographies of the particular are used to gain insight into the heterogeneity of lived experiences of Hungarians in Zagreb. The results show a high level of integration across all dimensions; however, the Hungarian community is at risk of complete assimilation due to the lack of an active younger generation in Hungarian institutions in Zagreb. Although the interviewees were accepted by the host society and were not discriminated against, differences between Croats and Hungarians still exist and most often relate to personality, i.e. mentality. The paper also shows how contemporary migrants from Hungary possess a hybrid and multiple identity, mixing elements of both Hungarian and Croatian cultures, as well as being bilingual or multilingual, which greatly helps them in integration, while also enabling them to preserve their Hungarian identity.A tanulmány a zágrábi kortárs magyar származású bevándorlók kulturális és társadalmi integrációját vizsgálja kvalitatív módszertannal, tíz részben strukturált és strukturált interjú alapján. A zágrábi magyarok élettapasztalatai heterogenitásának megismeréséhez a partikularitás elméletét alkalmaztam. Horvátország és Magyarország több mint 800 évig (1102-1918) egy államszövetség része volt. Bár az összkép a történelem során változott, a két nemzet kölcsönösen nyomot hagyott a másik kultúrájában, és továbbra is folyik munka az államközi kapcsolatok ápolása és javítása, valamint a kisebbségi jogok megőrzése érdekében. A Horvát Köztársaságban a magyarok nemzeti kisebbségi státusszal rendelkeznek. Számos törvény és rendelet garantálja jogaikat, amelyek közül az egyik biztosítja például a kisebbségek számára a szolgáltatásokhoz és az anyanyelvi oktatáshoz való hozzáférést, a kulturális és vallási autonómiát, a gyülekezési és egyesülési jogot.
A népszámlálási adatok elemzéséből látható, hogy a Horvátországban (és Zágrábban) élő magyarok száma mind a nemzetiség, mind az anyanyelv szempontjából csökken. A magyar lakosság többnyire az idősebb korosztályba tartozik, és a nyelvi asszimiláció is megfigyelhető körükben.
Két olyan interjúalanyom is volt, akik még Jugoszláviába vándoroltak be, így kutatásomban bemutattam a makropolitikai kontextusban bekövetkezett változásokat is, amelyek befolyásolták a migrációs folyamatokat. Az eredmények azt mutatják, hogy ma sokkal könnyebb Horvátországba költözni, munkát találni, horvát okmányokat és kettős állampolgárságot szerezni. Ennek egyik oka a makrokontextus változása, azaz Horvátország belépése az Európai Unióba, amelynek Magyarország is tagja. A bevándorlás okai a korábbi kutatásokhoz hasonlóak: gazdasági és családalapítási okok. Zágráb egy „emberre szabott város” – mindennel rendelkezik, amivel más nagyvárosok, mégis könnyebben megközelíthető, és kellemesebb élni benne.
A legtöbb interjúalany magyarnak vallotta magát, mindegyikük anyanyelve a magyar. Minden interjúalany legalább kétnyelvű. A szubjektív identitással kapcsolatos kutatás megerősítette a hibrid és többszörös identitás létezését – az interjúalanyok egyszerre érzik magukat magyarnak és horvátnak, és ezt erősítette meg a nyelv, a (magyar) szokások és ünnepek, a gasztronómia, és a sporteseményeket kísérő szurkolás kutatása is. Előnyben részesül azonban náluk a magyar identitás.
Az interjúalanyok otthon, a családon belül és a magyar intézményekben ünneplik a (magyar) ünnepeket és jeles napokat. Megünneplik az összes nagyobb keresztény ünnepet és a magyar megemlékezéseket, például március 15-ét és október 23-át. A legtöbb interjúalany családi receptek szerint készít magyar ételeket. Magyarországra való utazásokkal tartják fenn a családi és társadalmi kötelékeket, a (kulturális) kapcsolatokat a hazájukkal, és erősítik magyar identitásukat.
Szabadidejükben sokféle zenéket hallgatnak, mert „a zenéhez nem kell nyelv”, ugyanakkor a legtöbben inkább magyarul olvasnak – ennek néhány oka: az olvasási sebesség és az érthetőség, azaz a „kikapcsolás” és a szavakban rejlő érzések, konnotációk megértésének képessége. Az interjúalanyok időnként magyar filmeket és sorozatokat is néznek. Ennek kapcsán vannak, akik a magyar szinkront, míg mások az eredeti nyelvet részesítik előnyben. Minden interjúalany követi a magyarországi híreket és eseményeket. Ezt rádión, televízión, de leginkább weboldalakon és internetes portálokon, azaz a közösségi médián keresztül, valamint a magyarországi családtagokkal és barátokkal folytatott beszélgetések során teszik.
A különböző vallások jelenlétét tekintve Magyarország sokszínűbb ország, mint Horvátország. Az interjúalanyok többsége katolikus, ketten protestánsok, egy pedig ateista. Amikor azonban a vallásgyakorlást vizsgáltam, a válaszok eltérőek voltak. Vannak, akik egyáltalán nem gyakorolják vallásukat, mások a saját módjukon teszik azt, de magánügynek tartják. Az imádkozás nyelve a magyar. Ezen a témán belül a végső nyughely kérdése is szóba került. Több interjúalany válasza is az volt, hogy a „hagyományos” temetés és sír nem fontos számukra, és többnyire még nem tudják biztosan, hol lesz a temetkezési helyük. Az egyik interjúalany azzal indokolta ezt, hogy „otthon érzi magát Horvátországban és Magyarországon is”, és így nem kötődik csak egy helyhez.
A zágrábi magyar intézmények közül az Ady Endre Magyar Kultúrkört és a Liszt Intézet – Zágrábi Magyar Kulturális Központot vizsgáltam meg a legrészletesebben. Nagyon aktívak és jó a megítélésük a befogadó társadalomban, fontos szerepet játszanak a magyar közösség összekovácsolásában és a magyar kultúra népszerűsítésében. Az egyik megfigyelt probléma a fiatal, aktív tagok hiánya, ezen igyekeznek változtatni a magyar közösségben, és az interjúalanyok remélik, hogy ez eredményes lesz. A kulturális intézmények mellett számos más oktatási intézmény is létezik, amelyek lehetővé teszik a magyar nyelv és kultúra elsajátítását.
A befogadó társadalom kedvezően fogadja a zágrábi magyarokat. Az interjúalanyok nem tapasztaltak diszkriminációt és nem számoltak be negatív megjegyzésekről sem. Az interakciók többnyire pozitívak. Néha elhangzik egy-egy olyan beszélgetés a történelemről, vagy viccek a magyarokról, amelyek potenciálisan rejtenek bizonyos sztereotípiákat vagy negatív véleményeket a magyarokról. Ezek esetében feltártam a magyarok és a horvátok hasonlóságait és különbségeit. Bár a két nép hasonló, vannak különbségek, melyek legegyszerűbben ellentétpárokkal írhatók le, mint például: nyitott-zárt, laza-merev, pozitív-negatív, nyugodt-zaklatott. Az ilyen kontrasztokban a horvátokra többnyire a pozitív, a magyarokra inkább a negatív jelzők vonatkoznak.
A kutatásból arra lehet következtetni, hogy a zágrábi magyarok sikeresen integrálódtak a horvát társadalomba. Az integrálódás folyamatát minden bizonnyal több tényező is segíti: a magyarok többévszázados jelenléte horvát területen, Zágráb nyitottsága, a makrokontextusban bekövetkezett változások, és a hatályos kisebbségi jogokról szóló törvények
Autorskopravna zaštita arhitektonskih djela : Prijevod i terminološka analiza
No full textCe mémoire de Master traite de la traduction et d'analyse terminologique dans les domaines du droit d'auteur et de l'architecture. La partie théorique est consacrée à présenter la terminologie et les notions terminologiques, ainsi que la méthodologie du travail terminologique. De plus, les spécificités des deux domaines étudiés et les bases de la traduction juridique se présentent. La partie pratique comprend la traduction d'un texte professionnel, un glossaire, dix fiches terminologiques et un arbre terminologique. À la fin du mémoire, un commentaire de traduction vise à réfléchir aux enjeux de la traduction à partir de plusieurs exemples concrets.Ovaj se diplomski rad bavi prijevodom i terminološkom analizom s područja autorskog prava i arhitekture. U teorijskome se dijelu razrađuje pojam terminologije, kao i metode koje se koriste u terminološkom istraživanju. Također, predstavljaju se specifičnosti dviju domena diplomskog rada i osnove pravnog prevođenja. Praktični dio obuhvaća prijevod stručnog teksta, glosar, deset terminoloških kartica i terminološko stablo. Na kraju diplomskog rada nalazi se komentar prijevoda u kojem je cilj bio osvrnuti se na problematiku prijevoda na temelju nekoliko specifičnih primjera
Rodna diskriminacija u zadacima čitanja u hrvatskim udžbenicima engleskog kao stranog jezika
No full textThis thesis examines gender bias in Croatian English as a Foreign Language (EFL) textbooks for seventh and eighth grade, with a focus on reading assignments. The study employs Fairclough’s 3D Model to four textbooks approved by the Ministry of Science and Education. Three dimensions of analysis are further elaborated. The dimension of description uses content analysis to address gender visibility, the order of mention, adjectives, and types of activities associated with each gender group. Interpretation applies Critical Discourse Analysis to the findings from the first dimension to gain deeper insight, while the dimension of explanation builds on the previous two by situating the results within the specific sociocultural context of Croatia where textbooks have been developed. In conclusion, male characters are more visible, more frequently mentioned first, and described with richer vocabulary. Female characters are more often associated with domestic roles and gender-specific topics, such as physical appearance. Women in the textbooks are also more frequently depicted in family roles, especially as mothers, and are often unnamed in these cases. However, both women and men appear equally in leisure activities, though men are presented in wider variety. Despite the progress on the institutional and legislative levels, traditional gender stereotypes are still present and deeply ingrained in Croatian EFL textbooks. The study highlights the need for more gender- balanced and inclusive textbook content, and a thorough reform of Croatian society and the educational system.Ovaj rad istražuje rodnu pristranost u hrvatskim udžbenicima engleskog kao stranog jezika za sedmi i osmi razred, s fokusom na zadatke čitanja. U istraživanju je Faircloughov 3D model primijenjen na četiri udžbenika odobrena od strane Ministarstva. Tri dimenzije analize pritom su detaljnije razrađene. Dimenzija opisivanja koristi analizu sadržaja kako bi odgovorila na pitanja o vidljivosti rodova, redu spominjanja, pridjevima i vrstama aktivnosti vezanima za pojedinu rodnu skupinu. Dimenzija interpretacije koristi kritičku analizu diskursa s ciljem boljeg razumijevanja rezultata prve dimenzije, a u dimenziji objašnjenja rezultati obrade prethodnih dimenzija potkrepljuju se opisom konkretnog hrvatskog sociokulturnog konteksta u kojem su udžbenici nastali. Zaključno, muški likovi su vidljiviji, češće prvi spomenuti i bogatije opisani. S druge strane, ženski likovi češće su povezani s kućanskim ulogama i rodno- specifičnim temama, npr. teme vezane uz fizički izgled. Žene u udžbenicima engleskog jezika također su češće prikazane u obiteljskim ulogama, osobito u ulozi majke, a u tim slučajevima češće su i neimenovane. Ipak, žene i muškarci podjednako se pojavljuju u aktivnostima slobodnog vremena, iako su muškarci predstavljeni u širem repertoaru aktivnosti. Unatoč određenom napretku na institucionalnoj i zakonskoj razini, u Hrvatskoj su tradicionalni rodni stereotipi i dalje prisutni i ukorijenjeni u udžbenicima engleskog kao stranog jezika. Rad upućuje na potrebu za rodno uravnoteženijim i inkluzivnijim udžbeničkim sadržajem te potrebu za detaljnom reformom hrvatskog društva i odgojno-obrazovnog sustava
Dysarthria: review of speech characteristics
No full textOvaj diplomski rad pruža uvid u definiciju i vrste dizartrije, simptome i bolesti koje ju uzrokuju. Dizartrija je neurološki poremećaj koji nastaje kada dođe do razvoja oštećenja, odnosno stvaranja patološkog procesa u središnjem ili perifernom živčanom sustavu. Uzrokuju ju mnogobrojne bolesti kao što su Alzheimerova bolest, multipla skleroza, traumatska ozljeda mozga i Miastenija gravis. Dijagnostika podrazumijeva lumbalnu punkciju, slikovne testove, detaljnija istraživanja živčanog sustava itd. Terapijske vježbe ovise o tipu dizartrije, odnosno simptomima koje pacijent pokazuje. Cilj rada je prikazati dizartriju sa stajališta različitih znanstvenih disciplina s osvrtom na fonetske karakteristike te navođenje terapijskih pristupa.This thesis provides insight into the definition and classification of dysarthria, its symptoms and the diseases that cause it. Dysarthria is a neurological disorder that occurs when damage develops, or the creation of a pathological process in the central or peripheral nervous system. It is caused by numerous diseases such as Alzheimer's disease, multiple sclerosis, traumatic brain injury and Myasthenia gravis. Diagnostics includes lumbar puncture, imaging tests, more detailed studies of the nervous system etc. Therapeutic exercises depend on the type of dysarthria, or the symptoms that the patient shows. The aim of the paper is to present dysarthria from the point of view of various scientific disciplines with a focus on phonetic characteristics and to list therapeutic approaches
Bossa nova through the ages: development, influence and contemporary presence
No full textBossa nova je glazbeni stil koji je nastao u Brazilu krajem 1950-ih i imao je značajan utjecaj na tadašnju brazilsku glazbenu kulturu. Ovaj rad će se baviti počecima ovog stila: kako je nastao i kako se razvijao kroz povijest. Posebna pažnja bit će posvećena najutjecajnijim stvarateljima bossa nove, poput Toma Jobima, Joãoa Gilberta i Viníciusa de Moraesa, koji su ključni za razvoj ovog žanra. Posebnost bossa nove ponajviše se očituje u zvuku i tekstovima koji su odraz brazilske kulture toga vremena što će rad prikazati na samim primjerima. Rad će analizirati jedinstvenost bossa nove kroz njen zvuk i tekstove, koji odražavaju brazilski kulturni identitet, te raspraviti zašto se u povijesti često naglašava utjecaj američkog jazza, dok se utjecaj sambe zanemaruje. Na kraju, rad će prikazati karakteristike bossa nove koje se i danas mogu prepoznati u modernoj brazilskoj i svjetskoj glazbi, pokazujući da, iako bossa nova više nije dominantan stil, njen utjecaj i dalje traje
Encouraging reading among people with reading difficulties through the inclusive services of Gradska knjižnica i čitaonica Pula
No full textUz relevantnu kulturnu i društvenu ulogu, knjižnice su središta obrazovanja te kao takve imaju nezamjenjivu ulogu u oblikovanju čitalačkih kompetencija svojih korisnika. Na IFLA-inim temeljima jednakosti pristupa i vlastitim poslanjima, knjižnice su postale prostori koji nude ravnopravan pristup edukaciji, provjerenim informacijama i raznim drugim sadržajima svim zainteresiranim članovima zajednice.
Inkluzivne knjižnične usluge postale su relevantna načela pri oblikovanju suvremenih knjižničnih usluga, a u knjižnicama podrazumijevaju pružanje knjižničnih usluga pristupačnih svim korisnicima, uključujući osobe s invaliditetom, djecu s teškoćama čitanja, osobe starije dobi, pripadnike marginaliziranih skupina i drugih socijalnih skupina suočenih s izazovima u pristupu obrazovnim resursima i informacijama.
Ovim diplomskim radom istražio se utjecaj inkluzivne usluge Vježbe čitanja Gradske knjižnice i čitaonice Pula. Prikazano je kvantitativno istraživanje provedeno anketnim upitnikom izrađenog u svrhu provedbe evaluacijskog istraživanja uspješnosti radionice Vježbe čitanja te unaprijeđenja iste. Istraživanjem se ispitalo nekoliko različitih čimbenika poput uspješnosti radionice, napredak polaznika u čitalačkim i jezičnim sposobnostima, razumijevanju pročitanog te poboljšanju pozornosti i koncentracije kod djece s teškoćama čitanja. Na temelju analize relevantne literature, smjernica i konkretnih primjera, s posebnim naglaskom na uslugu Vježbe čitanja, prikazano je da knjižnice jesu te i dalje trebaju biti ključna mjesta za razvoj vještine čitanja kod djece s teškoćama čitanja te na taj način osiguravaju postizanje punog potencijala u obrazovnom i kulturnom kontekstu.In addition to their relevant cultural and social role, libraries are centers of education and as such have an irreplaceable role in shaping the reading competences of their users. Based on IFLA's foundation of equality of access and their own missions, libraries have become spaces that offer equal access to education, verified information and various other contents to all interested members of the community.
Inclusive library services have become relevant principles in shaping modern library services, as they imply that all library services should be accessible to all users, including people with disabilities, children with reading difficulties, the elderly, members of marginalized groups and other social groups facing challenges in accessing educational resources and information.
This thesis surveyed the impact of the inclusive servise “Vježbe čitanja” of the Gradska knjižnica i čitaonica Pula. It presents a quantitative survey conducted using a questionnaire designed for the purpose of conducting an evaluation study of the success of “Vježbe čitanja” and its improvement. The survey examined several different factors such as the success of the inclusive service, the progress of participants in reading and language skills, reading comprehension, and the improvement of attention and concentration in children with reading difficulties. Based on the analysis of relevant literature, guidelines, and concrete examples, with a special emphasis on “Vježbe čitanja”, it is shown that libraries are and should continue to be key places for the development of reading skills in children with reading difficulties, thus ensuring the achievement of their full potential in the educational and cultural context
Terra sigillata s nalazišta Sv. Nikola u Zadru
No full textNalazište Sv. Nikola nalazi se u urbanom dijelu Zadra, točnije na poluotoku, uz nekadašnje bedeme. Nalazište je bogato urbanim nalazima tadašnje rimske kolonije Jader koja je planski izgrađena na poluotoku po pravilima gradnje novih rimskih kolonija. Ostaci tog vremena vide se još i danas zbog pravilnog rasporeda ulica zadarskog poluotoka. Na ovom nalazištu od nepokretnih nalaza pronađeni su ostaci kuća rimskoga grada, presječeni sa zidovima novijih građevina koje datiraju sve do novog vijeka i izgradnje sadašnjeg kompleksa samostana i crkve Sv. Nikole. Ovo nalazište je bogato pokretnim i nepokretnim nalazima iz razdoblja prapovijesti, antike, srednjeg vijeka i najviše novog vijeka. U ovom radu obrađen je sigilatni materijal. Na nalazištu Sv. Nikola u istraživanjima od 2016. do 2021. g. otvoreno je nekoliko sondi zbog projekta obnove kompleksa crkve i samostana Sv. Nikole. Od sigilatnih nalaza istražen je materijal s prostora Italije, Afrike, istoka i južne Galije. Najviše nalaza importirano je iz padskih radionica u sjevernoj Italiji. Druge po redu su afričke radionice pa istočne i najmanji broj je fokejskih i južnogalskih nalaza. To nam dokazuje kako je najviše importiranog sigilatnog posuđa dolazilo morskim putem iz Afrike i Italije, a zatim i istočnih provincija. Sveukupna datacija nalaza je otprilike od kraja 1. st. pr. Kr., odnosno vladavine Augusta, sve do 6. stoljeća. Sličan materijal pronađen je i na raznim okolnim nalazištima kao što su rimska Aserija, uvala Caska na otoku Pagu, Zaton kraj Nina, Burnum, Gardun, rimske nekropole u Osoru i Bakru i mnoga druga nalazišta.The St. Nicholas site is located in the urban part of Zadar, more precisely on the west side of the city penninsula. It is adjacent to the former defensive walls. The site itself is rich with urban findings of the former Roman colony Iader which was built according to the planning standards and rulesets of the newly founded Roman colonies. The remains of that time period are visible today due to the symmetric layout of the city strees on the penninsula. When it comes to immovable remains, excavations revealed the remains of Roman city houses, intertwined with the walls of the newer buildings which date all the way to the modern era and the construction of the current monastery complex and the church of St. Nicholas. As such, the site is rich with movable and immovable findings from the period of prehistory, the classical era, the middle ages and most often modern era. In this article sigillata assemblage is covered. On the site of St. Nicholas several test pits were opened in the period from 2016 to 2021 because of the restoration of the church complex and the St. Nicholas monastery. When it comes to sigillata findings, material with origins in Italy, Africa and the areas of east and south Gaul were found. Most of the findings were imported from Po Valley workshops in northern Italy. Second on the list are African workshops, then eastern, and the rarest of the group are the Phocaean and south Gaul findings. This proves that the majority of the imported sigillata arrived via maritime routes from Africa and Italy as well as eastern provinces. The overall chronological age of the the findings dates from around the end of the 1st century BC, during the reign of Augustus, all the way to the 6th century AD. In the 2016-2021 excavations, several hundred sigillata shards of various types were found. Of the several hundred, 99 were selected to represent how the Italian and African sigillata were the most frequent, followed by eastern, Phocaean, south Gaulean, as well as two shards of unsorted ceramic findings
Differences in language use between men and women using the example of podcasts
No full textRad istražuje rodno specifične komunikacijske obrasce na temelju analize razgovora u podcast formatu. Fokus je stavljen na četiri jezična elementa: intenzifikatore, riječi isprike, minimalne odgovore i dopunska pitanja. Analiza pokazuje da se neki od ovih elemenata doista češće povezuju s govorom žena, primjerice isprike i minimalni odgovori, dok se drugi, poput intenzifikatora i dopunskih pitanja, pojavljuju uravnoteženije između rodova. Rezultati upućuju na to da su žene sklonije uporabi nekih kooperativnih strategija u mješovitim interakcijama, dok muškarci iste strategije češće koriste u razgovorima s pripadnicima vlastitog roda. Ovakvi obrasci naglašavaju važnost konteksta u oblikovanju jezičnog ponašanja i pokazuju da komunikacijske razlike ne proizlaze isključivo iz roda, nego iz dinamične interakcije socijalnih odnosa i situacijskih čimbenika. Rezultati istraživanja dovode u pitanje tradicionalne teorijske tvrdnje o strogo razgraničenim „ženskim“ i „muškim“ stilovima govora te otvaraju prostor nijansiranijem razumijevanju jezika kao sredstva pregovaranja identiteta. Unatoč metodološkim ograničenjima malog korpusa, analiza ima orijentacijsku vrijednost i pruža temelje za buduća istraživanja koja bi, obuhvaćajući veći uzorak, mogla pridonijeti općenitijim zaključcima o ulozi roda u komunikaciji.This thesis examines gender-specific communication patterns through the analysis of podcast conversations. The focus is placed on four linguistic elements: intensifiers, apologies, backchanneling, and tag questions. The analysis demonstrates that some of these elements are indeed more frequently associated with women’s speech, such as apologies and backchanneling, while others, including intensifiers and tag questions, appear more evenly distributed between genders. The findings suggest that women are more inclined to employ certain cooperative strategies in mixed-gender interactions, whereas men tend to utilize the same strategies more frequently in conversations with members of their own gender. Such patterns emphasize the importance of context in shaping linguistic behavior and demonstrate that communicative differences do not stem exclusively from gender, but rather from the dynamic interaction of social relationships and situational factors. The research challenges traditional theoretical assumptions about strictly delineated “feminine” and “masculine” speech styles, opening space for a more nuanced understanding of language as a means of identity negotiation. Despite methodological limitations of a small corpus, the analysis holds orientational value and provides foundations for future research that, by encompassing a larger sample, could contribute to more generalizable conclusions about the role of gender in communication
The collection of textiles and clothes of the Ethnographic museum in Zagreb in the 20th and at the beginning of the 21st century in the context of changing museum policies
No full textU disertaciji se istražuje razvoj Etnografskoga muzeja u Zagrebu od nastanka 1919. godine do 2015. godine. U središtu su zanimanja promjene muzejske politike u odnosu na povijesni i društveno-politički kontekst koje se prate na primjeru Zbirke tekstila i odjeće. Od utemeljenja 1919. godine do danas u Muzeju je postojalo devet različitih koncepcija muzejske politike, koje se podudaraju s promjenom društveno-političkoga okruženja, a uglavnom su definirane mandatnim razdobljima različitih ravnatelja. Okosnica rada je rasprava o načinima kako su ravnatelji i zaposlenici Etnografskoga muzeja shvaćali rad u njemu, kako su odredili njegovu politiku i nastojali je ostvariti kroz različite muzejske prakse. Ta se problematika najbolje ogleda na primjeru Zbirke tekstila i odjeće (dalje u tekstu: Zbirka) kroz načine njezina oblikovanja, imenovanja, klasificiranja te interpretiranja i reprezentiranja javnosti. Budući da su dijelovi Zbirke oblikovani od sredine 19. stoljeća do danas, u njoj dolaze do izražaja različite koncepcije kulturnoga identiteta (lokalnog, regionalnog, nacionalnog i dr.). Etnografski muzej je od samoga početka imao ulogu stvaranja slike nacije ili izgradnje nacionalnog identiteta kroz diskurs o seljaštvu i prošlosti u čemu je Zbirka imala istaknutu ulogu. Načinom upravljanja Zbirkom definirao se odnos prema tradicijskoj kulturi u Hrvatskoj. Osobitosti političkih sustava u kojima je djelovao Muzej vidljive su u idejama koje su se u svakom od razdoblja povezivale s istim predmetima, bilo da su se nazivali „seljačkom umjetnošću“, „narodnom kulturom“, „rukotvorinama“ ili „nacionalnom baštinom“. Zbirka je pokazatelj toga kako se u određenim razdobljima u Muzeju shvaćala nacionalna kultura. U Hrvatskoj je upravo život seoskih zajednica u predindustrijskom društvu često predstavljao osnovu za oblikovanje i komuniciranje nacionalnog identiteta. Svaki je od uzastopnih režima isticao aspekte tradicijske kulture koji su odgovarali službenoj politici. Istraživanje promjena politike provedeno je u teorijskom okviru etnologije i kulturne antropologije te povijesne muzeologije, u kombinaciji s historiografskim i etnografskim metodama.The dissertation explores the development of the Ethnographic Museum in Zagreb from its founding in 1919 to 2015. It starts from the assumption that there have been nine different museum policy concepts in the Museum from its establishment in 1919 to the present day, which coincide with changes in the socio-political environment and are mostly defined by the mandate periods of different directors. The core of the work is a discussion about how directors and employees of the Ethnographic Museum understood their work within it, how they defined its policies, and how they sought to implement them through various museum practices. This issue is best exemplified by the case of the Textile and Clothes Collection (hereinafter referred to as the Collection) through the ways of its shaping, naming, classifying, and then interpreting and representing it to the public. The institutional history of the Textile and Clothes Collection dates to the 19th century when, as part of the national integration processes, national institutions were established in Croatia, including the National Museum in Zagreb in 1846. This museum initiated the collection of objects related to both material and non-material aspects of folk culture, not only from the Croatian region but also from the broader South Slavic area, with the goal of shaping an image of national culture. Among the material objects, clothing, utility textiles, and fragments of weaving embroidery and lace held a prominent place. During the reorganization of the National Museum in 1880, a collection of textile samples was established which was intended to serve as an educational aid for students at the Crafts School. For this occasion, ethnographic material was separated and added to this collection, marking the discontinuation of ethnographic collecting within the National Museum. From 1880 onwards, objects of rural textile folk art were collected at the Museum of Arts and Crafts to serve as inspiration for artists and artisans, as well as educational materials for students at the Crafts School. With the establishment of the Croatian School Museum and the Trade and Crafts Museum, such materials were also collected in those institutions in accordance with their respective missions. During this period, costumes and clothing played an important role in national, economic, educational, social, artistic, and cultural events. Despite the continuous efforts and initiatives of individuals such as F. Rački, I. Kršnjavi, B. Bogišić, J. Purić, S. Berger, V. Deželić, and A. Jiroušek, the Ethnographic Museum in Zagreb, or the Ethnographic Department of the National Museum, was only founded in 1919, after the conclusion of World War I, within the framework of the newly created Kingdom of Serbs, Croats, and Slovenes. The initial collection of Museum objects consisted of approximately 20,000 items, mainly textile fragments and samples, utilitarian folk textiles, jewellery, individual parts of costumes, and sets that were separated from other collections of the National Museum, collections of the aforementioned museums, and private collections during its establishment. The largest collection was the National Collection of Salamon Berger, an industrialist and collector, which also served as the immediate impetus for the Museum's founding. The collection contained over 8,000 objects, predominantly textiles from various regions of Croatia, Southeastern and Central Europe, as well as Middle Eastern and Far Eastern countries. The initial collection of the Museum reflected the collecting concepts of different institutions and individuals at that time, motivated by various factors. These factors include the desire to create a representation of their own nation, efforts to preserve peasant culture, which was seen as the one carrying the “national character”, from detrimental effects of modernization, the desire to restore artistic craftsmanship and promote the Croatian national industry, and the need to demonstrate the continuity of life in the region where they wanted to establish a national state and define a national identity. After the establishment of the Ethnographic Museum, clothing and textiles that became part of the Collection were reclassified as objects of “peasant art” and categorized in accordance with the museum's policies. The first phase of the Museum's development was marked by the efforts of Salomon Berger and Vladimir Tkalčić. According to Vladimir Tkalčić's clearly defined museum mission, the primary focus of the Museum was the study of the peasant social strata, primarily from the region of Croatia, followed by Yugoslavia and other Slavic and non-Slavic countries, as well as the cultures of “primitive” peoples. The Textile and Clothes Collection, in addition to its scientific purpose, also served as a source for artistic and creative craftsmanship. From the very beginning, the Museum's social role was reflected in its pedagogical and educational work. From the very beginning, the Museum initiated professional and scientific work. According to Vladimir Tkalčić's understanding, the museum collections were meant to provide a “clear representation of the entire folk life of our people”. The Textile and Clothes Collection was supposed to be enriched with various types of costumes from the Yugoslav regions, as well as various forms of weaving, embroidery, and lace. To achieve this, he organized a network of museum commissioners and friends of the Museum and initiated a series of collecting campaigns. In addition to collecting objects, data related to them were also gathered. Clothes and textiles were documented through drawings and photographs, and various practices in which costumes played an important role were captured on film. During the interwar period, Yugoslavia participated in numerous international exhibitions where it aimed to unite tradition and modernism. These exhibitions presented costumes and folk utility textiles to show Yugoslavia as a modern country that participated in world culture as an equal. Household industry products were displayed alongside museum objects. As a result, at these exhibitions, peasant culture was not presented as a relic of the past but rather as a living aspect of Yugoslav culture. The period from the proclamation of the 6 January Dictatorship in 1929 until the death of King Alexander in 1934 was marked by the concept of “integral Yugoslavism” In 1929, the Kingdom of Serbs, Croats, and Slovenes changed its name to the Kingdom of Yugoslavia. The political situation during this time influenced cultural activities that expressed a sense of panSlavic cultural closeness and South Slavic unity. The appointment of Ivo Franić as the director of the Museum in 1935 marked a period of significant changes. Franić's appointment as director occurred after the Yugoslav National Party came to power. He advocated for monarchist centralism and integral Yugoslavism. In terms of the methods of collecting materials for the Collection, there weren't many differences from the previous period. The Museum continued to gather objects through a network of commissioners, friends, and collaborators from all over Yugoslavia, as well as through fieldwork in Croatia. During this time, the commissioners were often teachers and representatives of rural associations. However, significant changes occurred in the interpretation of the material. Franić emphasized the museum's task in Yugoslavia to demonstrate that all South Slavs were connected by a common origin. The goal of the new "reorganized" exhibition was to present national history through objects of folk culture. Within this historical context, the objects were meant to bear witness to the continuous existence of peasant culture over long periods. The emphasis on the DinaricBalkan collection in a large exhibition hall on the ground floor, where costumes were indicators of the kinship of the peoples in that region, reflects Franić's understanding of the nation, which was supported by the central authority of the time. The Dinaric anthropological type was considered the ideal representative of the nation. After the fall of the last Stojadinović government and the emergence of new political options which led to the establishment of the Banovina of Croatia, Milovan Gavazzi assumed the position of acting director in 1939. He was also a professor at the Department of Ethnology at the Faculty of Philosophy at Zagreb University. His political orientation aligned with his professional and scientific insights. He believed that the Croatian national identity should be promoted through education and by strengthening autonomous Croatian institutions. Through his scientific work, he related to both institutional and non-institutional efforts to shape and empower Croatian culture. Gavazzi's research focused on the ethnographic portrayal of the Croats, and he considered the key determinant of Croatian identity to be “the awareness of Croats of all of them belonging to one and the same individuality of the Croatian name”. At the same time, he pointed out the fundamental characteristics that Croats had acquired “in their ancestral homeland”, which were represented by “Proto-Slavic or Proto-Croatian” features. The questions he sought to answer pertained to the origins, antiquity, provenance, development, and kinship, as well as the geographical distribution of individual cultural elements that constitute a culture. His goal was the reconstruction of Croatian culture. By synthesizing established facts, he classified the material on costumes in the region of Croatia into culturalgeographical areas and cultural-historical layers. During the period between the First and Second World Wars, the peasantry in Croatia achieved its peak influence on the political stage, due to the efforts of the Croatian Peasant Party (Hrvatska seljačka stranka or HSS). During his tenure, Gavazzi collaborated closely with Peasant Concord (Seljačka sloga), a cultural and educational organization aligned with the HSS. The primary form of cultural activity for Peasant Concord was the organization of festivals celebrating peasant culture. During these festivals, experts from the Museum, who were part of the committees responsible for assessing the authenticity of costumes, influenced the shaping of perceptions of “authentic” folk art from specific regions. These festivals also provided opportunities for intensive ethnological research. The collection continued through research with the help of new museum collaborators in the field, during this period the members of the Peasant Concord, especially doctors and former students. During the Second World War (April 1941 - May 1945), Božidar Širola held the position of the Museum's director. The Museum remained open to the public until 1943, after which the permanent exhibition was dismantled, and Museum objects were stored in crates in basement shelters. Even in wartime conditions, the Museum continued to collect and document materials. During the war, ethnographic items that had been confiscated from Jews and members of other nationalities were brought to the Museum from collection centres. After the Second World War, the new government led by the Communist Party established a socialist system of governance inspired by the Soviet model. In the new Yugoslav community, Croatia became one of the six republics within the federal state. The government's policies and ideologies encouraged Yugoslav patriotism but also recognized and supported the national identities and interests of individual peoples and nationalities within the country. Marijana Gušić became the director of the Museum in 1946, during the challenging post-war circumstances. She had an ideological affinity with the new state regime and sought to align the museum's policies with the prevailing state policies at that time. Changes in the museum's policy, compared to its original framework as defined by Tkalčić, can be observed during her tenure. M. Gušić primarily emphasized the preservation aspect of folk materials “of our people”. She placed a strong emphasis on safeguarding ethnographic materials in Croatia, which she regarded as a “scientific instrument” and a “cultural monument”. Changes in the priorities reflect the transformations that occurred in rural communities after the Second World War. Despite the changes experienced by rural populations, the focus remained on collecting older rural clothes with distinctive regional characteristics and/or aesthetic qualities. During this period, research was conducted in areas of national interest, including Istria, parts of Dalmatia, and islands that had become part of Yugoslavia, specifically Croatia. Research also took place in nationally/ethnically sensitive areas such as the hinterland of Zadar, Kordun, and Banija, as well as in Hrvatsko Zagorje, which was explained by the urgency of fieldwork in these regions due to the implementation of the first five-year plan, which encompassed these areas as well. The new permanent exhibition opened to the public with an accompanying catalogue titled “Commentary on the Exhibited Material (Tumač građe)” in 1955. Despite efforts to create a new exhibition based on the principles of historical materialism that would significantly differ from the previous one, in some parts, the result was very similar. In the exhibition, given the predominance of textile materials in the Museum costumes were predominantly displayed. Representative costumes from the region of Croatia and examples of folk craftsmanship were now categorized according to cultural-geographical zones. This exhibition, in a way, determined the way ethnographic materials would be presented in the future, both in subsequent permanent exhibitions and in temporary exhibitions. The first exhibition after the Second World War in which the Museum participated, along with other museums from the territory of the former state was titled “Folk Art of Yugoslavia”. It ran from 1949 to 1951 and toured museums in major European cities. This exhibition continued the pre-war tradition of showcasing the culture of Yugoslav nations by displaying peasant culture which presented Yugoslavia as a modern nation. The same or similar costumes that represented the Kingdom of Yugoslavia now had the role of representing the Federal People's Republic of Yugoslavia and the various traditions of its people. The cultural revival, partly triggered by the liberalization and democratization of the 1960s, introduced new orientations to Croatian culture and politics, moving away from rigid Marxist concepts of development toward new values and lifestyles. In these changed circumstances, Jelka Radauš Ribarić became the director of the Museum in 1964. J. Radauš Ribarić, like her predecessors, considered collecting to be the most important part of the museum's policy. From her perspective, the importance of this function was described as an action that serves to save the remaining objects of traditional culture in rural areas. Studying material culture during that time also involved acquiring knowledge of skills such as weaving, embroidery, and lacemaking. Documenting these techniques became an essential skill. The most crucial information was identifying features that indicated affiliation with a particular cultural area. Since typical characteristics were favoured over individuality, biographical details about the collected objects were considered unnecessary. Stripping objects of their biographies contributed to a one-sided interpretation within the context of their regional and local significance, and, on the other hand, allowed these objects to be attributed with any meaning. J. Radauš Ribarić approached the study of costumes comprehensively, much like M. Gušić, examining them from both a cultural-historical and cultural-artistic perspective, while also considering their societal role and symbolic meanings. In the interpretation and classification of costumes, she primarily followed Gavazzi's cultural-geographical and culturalhistorical divisions, emphasizing older elements in their design. J. Radauš Ribarić translated her understanding of costumes into the creation of a new permanent exhibition. Under her leadership, a team of experts worked on the exhibition from 1968 to 1972, simultaneously with the Museum's renovation. However, the new permanent exhibition did not represent a conceptual departure from the previous one. Until the 1970s, ethnology in Croatia focused on the study of traditional culture, which, in the context of the Museum, meant collecting, preserving, interpreting, and presenting elements of rural culture. Despite the changes they underwent over time, these elements were often seen as static, implying their long duration and relative immutability, primarily in terms of their form. Ways of life in rural communities, clothing, concepts of beauty, and more were considered to demonstrate continuity and immutability over long periods. In the new exhibition, costumes were the most prevalent materials. The focus was on displaying the clothing of rural communities from the late 19th and early 20th centuries. The basic idea of the original exhibition concept is still visible today and is based on the division of Croatia into cultural zones, within which ceremonial and ritual costume specimens are presented by region. The exhibit aimed to emphasize the origins of different cultural phenomena, with a focus on "authentic" and "indigenous" elements. The costume exhibit was conceived as an expression of the Croatian national identity through various regional and local identities, with the Museum contributing to the understanding and shaping of these identities. In 1976, Mario Petrić became the director of the Museum. He directed the Museum's policy towards scientific work, with the intention of organizing the Museum as a scientific unit. For the first time in the Museum's history, the collection of material culture objects was not considered the most important function. Now, the focus was on documenting and registering rural culture phenomena. At the initiative of the Croatian Ethnological Society, the Museum organized team research on traditional forms of village culture in the Zagreb region, and during its twenty-year duration, there was a growing recognition of the need to record changes in the rural way of life. During this period, more emphasis was placed on the changes that were happening and less on the loss and decline of folk culture phenomena. While researching the Zagreb region, some newer clothing items were acquired, which bear witness to changes in the lives of rural communities. On the other hand, the Museum collaborated with local communities on the revaluation of their traditional clothing, measures for its protection, preservation, and the promotion of intangible cultural heritage. Toward the end of the 1980s, there was a growing recognition of tradition as something important for maintaining one's cultural identity in the face of modernization processes. This led to a different understanding of ethnographic objects, with a shift towards their symbolic significance. Material culture began to be viewed as an expression of belonging to a community. Costumes were analysed as symbols of local culture and local identity with national significance. The value of material culture was reconsidered from the perspective of its bearers. At the same time, in Western Europe, there was a questioning of museum practices, and ethnographic museums were criticized for presenting a false, romantically nostalgic image of the past of rural com
Professional competencies of educators to work in residential care
No full textRad se bavi profesionalnim kompetencijama odgajatelja zaposlenih u dječjim domovima u kojima se odgajaju djeca i mladi bez roditelja ili bez odgovarajuće roditeljske skrbi. Odgajatelji zaposleni u dječjem domu mogu biti osobe različitog formalnog obrazovanja kako odgajateljski studij za rad u istom ne postoji. Kompetencije odgajatelja stavljene su u kontekst suvremenih promjena i proces deinstitucionalizacije što zahtijeva da se skrb temelji na znanstveno utemeljenim činjenicama i programima koji doprinose pozitivnim ishodima za korisnike. Svrha rada je proširiti spoznaje o kompetencijama odgajatelja u dječjim domovima. Rad je podijeljen na dva dijela. U prvom, teorijskom dijelu rada dati je prikaz dječjeg doma, brojne kritike domova, različiti modeli domske skrbi kao i prikaz istraživanja o korisnicima te njihova perspektiva. Nadalje se razmatra pojam odgoja, njegovi aspekti, zadaci i ciljevi koji moraju biti usmjereni pozitivnom razvoju korisnika. Odgajatelj kao nositelj neposrednog odgojnog rada u domu ima brojne zadatke koje mora staviti u funkciju svog odgojnog, pedagoškog rada s korisnicima. Povezano s time nužne su mu brojne kompetencije za uspješan rad. U radu se razmatra pojam kompetencija i različiti pristupi kompetencijama, kao i zahtjevi za kvalifikacijama i potrebnim znanjima odgajatelja u skladu sa suvremenim spoznajama i prisutnim procesom deinstitucionalizacije. Drugi dio rada prikaz je empirijskog istraživanja provedenog na uzorku 137 odgajatelja metodom procjene i samoprocjene. Cilj je bio utvrditi što čini kompetentnog odgajatelja te utvrditi znanja, sposobnosti i stavove odgajatelja o vlastitoj kompetentnosti/nekompetentnosti za rad s djecom u domu. Istraživane su pedagoške kompetencije odgajatelja koje čine srž profesionalnih kompetencija odgajatelja. Odgajatelji su procjenjivali i povoljnost radnog okruženja te poteškoće s kojima se susreću u radu ne bi li se dobili dodatni uvidi u njihove kompetencije. S obzirom na izvršene procjene i samoprocjene odgajatelja, testirano je ukupno 10 hipoteza obzirom na nezavisne varijable i tri glavne hipoteze rada. Zaključeno je da su pedagoške kompetencije nužne odgajateljima za uspješan rad u dječjem domu, odgajatelji se ne smatraju u potpunosti pedagoški kompetentni te postoji statistički značajna razlika između procjene nužnih kompetencija i samoprocjene vlastitih kompetencija odgajatelja.The paper deals with the professional competences of educators employed in children's homes where children and young people without parents or without adequate parental care are raised. Educators employed in a children's home can be professionals of different formal education such as educational and rehabilitation sciences, social work, psychology, pedagogy and speech therapy, as the educational study for work in the children's home does not exist. The issue of competences of educators in the Republic of Croatia has not been thoroughly investigated until now. Educators' competences are placed in the context of modern changes and the process of deinstitutionalization, which requires effort to be based on scientific facts and programs that contribute to positive outcomes for users. The purpose of the paper is to expand the knowledge about the competences of educators in children's homes based on the review of theoretical knowledge and the results of empirical research. The work is divided into two parts. The first, theoretical part of the paper, is to give an overview of children's home, a great deal of criticism of homes presented by the authors in recent years. Children and young people who come into the system are burdened with numerous problems, both emotional and behavioral, with numerous traumatic experiences. Various models present in the world, good home practices and presentation of user surveys, as well as their perspective are described. Further consideration is given to the concept of upbringing, its aspects, tasks and goals that must be directed towards the positive development of the user. The educator, as the holder of direct educational work in the home, has numerous tasks that must be put into function of their educational work. Related to this, they need to possess many competences for successful work. The concept of competences and different approaches to competences are considered, as well as the requirements for qualifications and necessary knowledge of educators in accordance with modern knowledge and the present process of deinstitutionalization. From the theoretical part of the work it is clear that educators need knowledge in the field of trauma. It is necessary to raise awareness about the impact of trauma on users, understanding, recognizing and responding to the effects of trauma, creating physical, psychological and emotional safety of users, and empowering and helping users to restore a sense of control and take an active role in the recovery process and all due to the traumatic history of the users. Educators need knowledge and understanding of the theory of attachment, difficulties that can arise if users are insecurely affected, and ways in which they can favorably influence the development of safe attachment. The second part of the paper is a review of empirical research conducted on a sample of 137 educators employed in children's homes in the Republic of Croatia by the method of assessment and self-assessment. This is convenience sample. Data were collected via instrument which was designed for the purpose of this research based on adapted version of the questionnaire Pedagogical-competence profile of secondary school religious teachers (Ninčević, 2012) and Self-reported Competency Scale (Hartje et al., 2007) based on the features of the concept of positive development of children and youth (Eccles and Gootman, 2002) The aim was to determine what makes a competent educator and to determine the knowledge, abillities and attitudes of educators toward their own competence / incompetence to work with children in the home. The issue of educators' competence starts from a holistic approach to assessment and the theory of positive development of children and youth, given that programs that integrate theoretical propositions on a practical level have resulted in positive outcomes for children and youth. Pedagogical competences that will contribute to the positive growth and development of users were investigated. Educators also assessed the suitability of the work environment and the difficulties they encounter in their work. Differences between educators were tested with regard to the type and level of formal education, length of service, form of care in which they work, attendance at supervision and professional development. With regard to the performed assessments and self-assessments of educators, a total of three main hypotheses were tested. At the end of the paper comments of educators were analyzed. The first research task was to investigate through an assessment of educators which of the listed pedagogical competencies the educators consider important for the successful work of educators in the home. The results of the research indicate that educators consider that pedagogical competencies are extremely important for successful work. By assessing the importance of pedagogical competences, three factors were obtained through factor analysis: Pedagogical competences for individual approach, Knowledge of the law and the rights of the child, and Pedagogical competences for group work. There is no difference between educators with regard to independent variables, they agree in their assessments. As can be seen from the results, the educators also agree that they need skills and abilities that will enable users to develop positively. Factor analysis resulted in five factors: Structuring of individual work activities, Structuring of group work activities, Ensuring safety, Expectations in accordance with the individual and Cooperation. The Cooperation factor was the only factor that the educators did not perceive in the same way and did not give it the same importance as the rest. Nevertheless, the first main hypothesis (Hg1) was confirmed. Educators believe that pedagogical competences are extremely important for the successful work of educators in a children's home. They are relate to group and individual work, and are important pedagogical skills and abilities that enable the creation of an environment aimed at the positive youth development. The second research task was to investigate one's own experience of pedagogical competences through self-assessment, so, educators assessed their own pedagogical competences and pedagogical success. Educators feel mostly pedagogically successful. They feel satisfaction and security when they work with children, they manage to create and maintain a positive atmosphere in their work, they use various methods, they plan their work regularly and they communicate with children and colleagues successfully. The least competent feeling is working with children who have developmental difficulties. Educators assessed their pedagogical success through 5 factors: Successful group and team work, Professional development, Insufficient pedagogical competences for working with different groups, Insufficient formal education and Satisfaction and commitment to pedagogical work. Educators perceive the professional work environment as favorable. The favorable working environment can be seen in security, well-defined work tasks, decision-making opportunities, appropriate encouragement and professional development opportunities. The biggest difficulties for educators are communication with parents, involvement of all users in activities, and achieving educational goals. Educators assess their own development of pedagogical competences as good or very good. They perceive themselves as competent, but the second main hypothesis can be only partially accepted. By putting pedagogical knowledge, skills and abilities in the function of direct work with users, the results show that educators have the abilities related to the implementation of appropriate activities and that they support users and have expectations that users can fulfill, that is, they respect individual differences, needs and interests of a user. However, their abilities, according to assessments, are insufficient to ensure the complete safety of the users in the children's home and to achieve an appropriate work structure in the children's home. Deficiencies were noticed in the field of working with children with developmental disabilities and competences for cooperation, especially with the parents of beneficiaries. Although educators' self-assessments tend to have higher values, if we look at them in relation to assessments of necessary competences, which are almost always higher, in that case, we cannot consider educators to be pedagogically competent enough so the second hypothesis (Hg2) can be partially accepted. The third research task was to investigate the existence of differences between the assessment of generally desirable pedagogical competences and actually existing pedagogical competences based on the assessments and self-assessments of educators. Self-assessment of competences is observed in relation to the assessment of the required competences. The arithmetic means of self-assessment of the development of competences in relation to the assessment of their importance for performance are different. The estimates of required competences have higher arithmetic means while self-assessments of the development of those competencies have lower arithmetic means. The difference is statistically significant. So, the third hypothesis (Hg3) must therefore be rejected. There is a statistically significant difference in terms of the assessment of the necessary pedagogical competences and the actually self-assessed pedagogical competences of the educators. The length of service variable makes a statistically significant difference, whereby educators with the shortest length of service are judged to be less competent than those with the longest length of service in terms of Knowledge of the law and children's rights and Intercultural (in)competence. A statistically significant difference was confirmed for the factor Expectations in accordance with the individual, whereby educators who did not attend supervision and those who did not have a single day of professional development are judged to be significantly more competent and are considered significantly more important. Educators with secondary school education are considered less competent compared to educators with higher education. The conducted research provides initial insights into the investigated issue and opens up possibilities for further research. Further research can be carried out by using the assessment method and by involving other professional workers and the director of the home in assessing the competences of educators. In addition, it would also be interesting to check how the educators' competencies are related to the structuring of the children's home program and the psychosocial climate in the home, that is, checking specific competencies that are predictors of a positive psychosocial climate. In conclusion, the results of this research show that a professionally competent educator is made up of pedagogical competencies that are manifested in the organization and implementation of group and individual work with users, knowledge of laws and children's rights, and pedagogical skills and abilities that enable the creation of an environment that will contribute to the positive development of children and young people. For the positive development of children and young people, it is necessary that educators have the ability to plan, organize and carry out appropriate activities with users aimed at strengthening their individual capacities, expectations that are in line with the individual, to encourage interculturality, ensure the safety of users and successfully structure group activities. Given the observed lack of competence, educators need to be provided with continuous professional training related to working with children and youth with developmental disabilities, pedagogical work with parents, structuring group activities and ensuring safety