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Cooperation between educators and professional team as a factor in the perception of satisfaction
No full textSuradnja među zaposlenicima u odgojno-obrazovnim ustanovama poput vrtića neizostavna je sastavnica kvalitete same ustanove. Suradnju određuje kvaliteta odnosa između odgojitelja i stručnog tima. Kvalitetan odnos ovih dvaju čimbenika omogućuje istraživanje i mijenjanje kako odgojne prakse tako i vlastitog djelovanja. Neizostavno je povezati kako suradnja odgojitelja i stručnog tima utječe na zadovoljstvo odgojno-obrazovnim radom koji odgojitelji provode. Zadovoljstvo u ovom slučaju čini stav koji odgojitelji imaju kada su zadovoljene njihove potrebe i interesi, kada je dostignuta visoka razina kvalitete odnosa s kolegama te kada su zadovoljni uvjetima rada te nagradama koje primaju za taj rad. Upravo iz tog razloga ovaj rad se bavi ispitivanjem odgojiteljevog doživljaja suradnje sa stručnim timom kao i zadovoljstva odgojno-obrazovnim radom te postoji li povezanost između navedenih područja. Upitnikom je ispitano 147 odgojitelja Grada Zagreba te su rezultati pokazali kako postoji statistički značajna povezanost između razine suradnje odgojitelja i stručnog tima i njihove percepcije zadovoljstva odgojno-obrazovnim radom, odnosno bolja suradnja odgojitelja i stručnog tima inicira bolje zadovoljstvo odgojno-obrazovnim radom.Cooperation among employees in educational institutions such as kindergartens is an indispensable component of the quality of the institution itself. Cooperation is determined by the quality of the relationship between the educator (in this case preschool teacher) and the professional team. The level of quality in this relationship enables both sides to provide research and change of both educational practice and one's own actions. It is inevitable to see a connection of cooperation of educators and the professional team and its affect on the satisfaction with the educational work. Satisfaction in this case is the attitude that educators have when their needs and interests are met, when a high level of quality in interaction with colleagues is reached and when they are satisfied with the working conditions and the awards they receive for that work. For this reason, this paper examines the educator's experience of cooperation with the professional team as well as satisfaction with the educational work and whether there is a connection between these areas. The questionnaire surveyed 147 educators of the City of Zagreb and the results showed that there is a statistically significant relationship between the level of cooperation between educators and the professional team and their perception of satisfaction with educational work, ie better cooperation between educators and the professional team initiates better satisfaction with educational work
Connection between speech and motor skills in preschool children
No full textOvaj završni rad istražuje koliko je povezan razvoj govora s razvojem motorike kod djece predškolske dobi. U uvodu se navodi da su već od samoga rođenja, govor i motorika djetetu izričito važni. Uz njih dijete razvija i druga osjetila koja su mu bitna za razvoj. Kako bi uočili povezanost govora i motorike, moramo krenuti od samog početka, stoga se od prvog do trećeg baziramo na govoru. U trećem dijelu objasnit ćemo što su to motoričke sposobnosti, a u četvrtom dijelu što su to motoričke vještine i kako se one razviju. Ova studija ima za cilj ispitati odnose između motoričkih životnih vještina i jezičnih vještina u skupini djece predškolske dobi te istražiti kako je razina motoričkih vještina kod male djece povezana s jezičnim vještinama u predškolskoj dobi. Svrha ovog rada je sintetizirati literaturu koja ispituje odnos između razvoja motoričkih vještina i dimenzije socijalne interakcije sudjelovanja kod male djece. Raspravljat će se o aktualnim istraživanjima koja ispituju utjecaj razvoja motoričkih vještina na socijalne interakcije u djece s poremećajem iz spektra autizma, ilustrirajući međuovisnost razvojnih domena. Daju se implikacije za praksu fizikalne terapije i preporuke za buduća istraživanja.This final paper investigates how the development of speech is related to the development of motor skills in preschool children. In the introduction, it is stated that from birth, speech and motor skills are expressly important to a child. Along with them, the child develops other senses that are essential for his development. In order to see the connection between speech and motor, we have to start from the very beginning, therefore from the first to the third part we are based on speech. In the third part, we will explain what is motor ability, and in the fourth part, what are motor skills and how they develop. This study aims to examine the relationships between motor life skills and language skills in a group of preschool children and to investigate how the level of motor skills in young children is related to language skills in preschool age. The purpose of this paper is to synthesize the literature examining the relationship between motor skill development and the social interaction dimension of participation in young children. Current research examining the impact of motor skill development on social interactions in children with autism spectrum disorder will be discussed, illustrating the interdependence of developmental domains. Implications for physical therapy practice and recommendations for future research are provided
Color in fine art
No full textTema ovog diplomskog rada je „Boja u likovnom stvaralaštvu“. Rad je teorijskog tipa, a u njemu su iznesene različite definicije boja, objašnjena su značenja pojmova likovne kulture i stvaralaštva te kruga boja. U radu su također iznesene i objašnjene podjele boja, njihova osnovna svojstva i obilježja te značenje svake boje. Nabrojane su i objašnjene likovne tehnike koje učenici koriste u nižim razredima osnovne škole. Cilj diplomskoga rada bio je objasniti što je boja i pokazati širinu njezinog značenja te u čemu se sve može pronaći u predmetu Likovna kultura.The subject of this thesis is "Color in fine art", this is a theoretical paper. It explains different color definitions. Also, it explains concepts of fine art and color wheel. Paper presents basic color division, properties, and characteristics of each color. Art techniques, used by students in primary schools, are listed and explained. The goal of this thesis paper was to explain what is color, show the width and meaning of color and where can we find it in school's art classes
Childhood in the 1950s in a Croatian children's novel
No full textU radu je prikazano djetinjstvo pedesetih godina dvadesetog stoljeća kroz historiografsko pero. Vidljiv je i osvrt na društveno-politička zbivanja toga vremena. Objašnjeno je na koji način su takve okolnosti utjecale na razvoj dječje književnosti u Hrvatskoj, ali i kako se pristupalo djeci te kakva vrijednosti su se zastupale.
S obzirom na društveno-politička događanje i potrebe toga vremena, nastajale su paradigme u dječjoj književnosti kao što su mit o sretnom djetinjstvu i dijete – stanovnik dječje republike. Radom su prikazane te paradigme te su uspoređene odabranim dječjim romanima.
U radu je prikazana proučavana slika djeteta u romanima 50-ih godina 20. stoljeća. Cilj rada je prikazati djetinjstvo u odabranim djelima koja su nastala u različitim razdobljima, a govore o pedesetim godinama 20. stoljeća. Na taj način nastojimo prikazati položaj djeteta u tom desetljeću, odnose s odraslima i odnose među djecom. Kako bismo to što bolje prikazali, analizirano je nekoliko romana. U središtu ove teme nalaze se romani Ciko (1954) Eduarda i Branka Špoljara, Prozor do vrta (1955) Mate Lovraka, Posada oklopnog vlaka (1959) Milivoja Matošeca, Domaća zadaća (1960) Ivana Kušana te Zvižduk s Bukovca (1975) Zvonimira Milčeca.The paper presents the childhood of the 1950s through the lens of historiography. A review of the socio-political events of that time is also visible. It was explained how such circumstances influenced the development of children's literature in Croatia, but also how children were approached and what values were advocated.
Considering the socio-political events and the needs of that time, paradigms were created in children's literature, such as the myth of a happy childhood and the child - a resident of the children's republic. The paper presents these paradigms and compares them with selected children's novels.
The paper presents a studied image of the child in the novels of the 1950s. The aim of the work is to show childhood in selected works that were created in different periods, and talk about the fifties of the 20th century. In this way, we try to show the position of the child in that decade, relationships with adults and relationships between children. In order to present this as well as possible, several novels were analyzed. At the center of this topic are the novels Ciko (1954) by Eduard and Branko Špoljar, Window to the Garden (1955) by Mate Lovrak, The Armored Train Crew (1959) by Milivoj Matošec, Homework (1960) by Ivan Kušan and Zvižduk s Bukovac (1975) by Zvonimir Milčec
The role of student cooperatives in entrepreneurship education
No full textPoduzetništvo je međupredmetna tema koja pruža učeniku mogućnost samostalnog i kreativnog razvijanja uz učenje i usvajanje poduzetničkih osobina. Ostvarivanju zahtjeva poduzetničkog odgoja i obrazovanja uvelike može pridonijeti učenička zadruga. U rad učeničke zadruge učenici se uključuju sudjelovanjem u različitim proizvodnim izvannastavnim aktivnostima. U njima se učenici upoznaju s postupcima nastanka proizvoda te njegovom distribucijom. Učenici u prostorima škole izrađuju proizvod (prehrambeni, ukrasni, uporabni...), deklaraciju, određuju cijenu, pripremaju prodajni prostor, sve to kako bi sudjelovali na sajmovima i županijskim (i državnim) smotrama. Cilj je rada istražiti ulogu učeničkih zadruga u poduzetničkom odgoju i obrazovanju hrvatske osnovne škole. Iz njega su proizašli sljedeći istraživački zadaci: ispitati uključenost i načine sudjelovanja učenika i učitelja u djelovanje učeničke zadruge; utvrditi odgojno-obrazovne ciljeve koji se ostvaruju kroz učeničku zadrugu te ukazati na poteškoće s kojima se učitelji i učenici susreću u radu zadruge. Za potrebe istraživanja upotrijebljena je metoda polustrukturiranog intervjua koji su provedeni tijekom ožujka i travnja 2022. godine sa voditeljima učeničkih zadruga u osam
osnovnih škola Sisačko-moslavačke županije i Grada Zagreba. Intervjuima se došlo do sljedećih rezultata. Spoznalo se kako se u rad zadruge više uključuju učenici razredne, a manje predmetne nastave, a i veća je uključenost djevojčica negoli dječaka. Zadruge imaju slične odgojno-obrazovne ciljeve, primjerice, razvijanje kreativnosti, poduzetništva, zatim razvijanje socijalnih vještina i vještina praktičnog rada i slično. Primjećuju se problemi nezainteresiranosti učitelja, učenika i roditelja za aktivnim sudjelovanjem u zadruzi te nepostojanja prostora za rad zadruge. Zadruge najčešće nemaju financijsku potporu škole, općine, grada te su prisiljeni izrađivati proizvode od doniranih i jednostavnijih materijala. Financijsku dobit ostvaruju na sajmovima i smotrama koje zatim iskoriste za kupnju materijala za nove proizvode. Učenici ovim putem uče kako iskoristiti naizgled neiskoristive predmete za nešto novo i zanimljivo.Entrepreneurship is a cross-curricular topic that provides students with the opportunity to develop independently and creatively while learning and adopting entrepreneurial skills. Student cooperatives can greatly contribute to the realization of the requirements of entrepreneurial education. Students are involved in the work of the student cooperative by
participating in various extracurricular production activities. In them, students get acquainted with the processes of product creation and its distribution. Students in the school premises make a product ( ood, decorative, utility...), a declaration, determine the price, prepare the sales area, all in order to participate in fairs and county (and state) festivals. The aim of this
paper is to investigate the role of student cooperatives in entrepreneurial education in Croatian primary school. The following research tasks arose from it: to examine the involvement and ways of participation of students and teachers in the activities of the student cooperative; to determine the educational goals that are achieved through the student cooperative and to point out the difficulties that teachers and students encounter in the work of the cooperative. For the purposes of the research, the method of semi-structured interviews conducted during March and April 2022 with the leaders of student cooperatives in eight primary schools in Sisačkomoslavačka županije and the Grad Zagreb were used. The following results were obtained through interviews. It was found that the students are more involved in the work of the cooperative, and less subject subjects, and there is a greater involvement of girls than boys. Cooperatives have similar educational goals, for example, developing creativity, entrepreneurship, then developing social and practical skills and the like. There are problems of lack of interest of teachers, students and parents in active participation in the cooperative and the lack of space for the work of the cooperative. Cooperatives usually do not have the financial support of the school, municipality, city and are "forced" to make products from donated and simpler materials. They make financial profits at fairs and fairs, which they then use to buy materials for new products. This way, students learn how to use seemingly useless objects for something new and interesting
Methodical organizational forms of work and effective exercise time
No full textU ovom radu, pod nazivom „Metodički organizacijski oblici rada i efektivno vrijeme vježbanja” spominje se sama važnost tjelesne i zdravstvene kulture u predškolskom odgoju. Vrlo je važno da osoba, koja radi s djecom, poznaje i prihvaća djetetove interese i sposobnosti. Također, uvjet za tjelesni rad s djecom je rad u skladu s karakteristikama njihovog rasta i razvoja.
Pomoću metodičkih organizacijskih oblika rada možemo uspješno ostvarivati mnogobrojne ciljeve i zadatke tjelesne i zdravstvene kulture. Efikasnost sata ovisi o pravilno izabranim metodičkim i organizacijskim oblicima rada. U radu je objašnjen frontalni oblik rada, grupni oblik rada, te individualni oblik rada.
Također, pomoću provedbe i promatranja sata tjelesne i zdravstvene kulture u dječjem vrtiću Karlovac zabilježene su razlike u dva metodičko organizacijska oblika rada.
Tjelesna i zdravstvena kultura od najranije djetetove dobi uvelike pomaže u cjelokupnom razvoju djeteta. Zbog toga, odgojitelji na satu tjelesne i zdravstvene kulture moraju na odgovarajući način iskoristiti vrijeme za vježbu. Za kvalitetu sata tjelesne i zdravstvene kulture biti će također važno na odgovarajući način primjenjivati raznovrsna sredstva i metode, upotreba metodičkih organizacijskih oblika rada, materijalni uvjeti kao i dobra pripremljenost samog nastavnika. Efektivno vrijeme vježbanja također ovisi o dopunskim vježbama.In this paper entitled "Methodical and organizational forms of work and effective exercise time" the very importance of physical and health culture in preschool education is mentioned. It is very important that the person who works with children knows and accepts the child's interests and abilities. Also, the condition for physical work with children is work in accordance with the characteristics of their growth and development.
Using methodical organizational forms of work, we can successfully achieve numerous goals and tasks of physical and health culture. The effectiveness of the class depends on properly chosen methodical and organizational forms of work. The paper explains the frontal form of work, the group form of work, and the individual form of work.
Physical and health culture from the earliest age of the child greatly helps in the overall development of the child. For this reason, teachers of physical and health education must use the time for exercise in an appropriate way. For the quality of the physical and health education class, it will also be important to appropriately apply various means and methods, the use of methodical organizational forms of work, material conditions as well as the good preparation of the teacher himself. Effective exercise time also depends on supplementary exercises
The role of the educator in children's play
No full textDijete od svoje najranije dobi ima potrebu za učenjem i istraživanjem onoga što ga okružuje, a time i potrebu razotkriti svoje mogućnosti. Igra je neizostavni dio djetinjstva. Igra obilježava prvo djetetovo učenje i stvaranje. Kroz igru dijete izgrađuje sebe i razvija svoje pamćenje, pažnju, kreativnost i motoričke vještine. Dijete igrajući se izražava svoje emocije i vlastita iskustva. Uloga odgojitelja u životu djeteta je veoma važna jer je odgojitelj prva osoba koju dijete susreće u svom životu nakon obitelji. Odgojitelj je stručna osoba koja kreira uvjete i atmosferu u kojoj se djeca osjećaju važno, poštovano i sigurno. Važno je osigurati pozitivnu atmosferu, sigurno mjesto i adekvatne uvjete za igru. Sigurno, zanimljivo i poticajima obogaćeno okruženje pruža mogućnost za učenjem, istraživanjem, stvaranjem i ispunjavanjem znatiželje. Postupcima odgojitelja potiče se i razvija dječja igra. Odgojiteljeva uloga u igri je vrlo važna, ali ona uloga koja je diskretna. Odgojitelj može imati ulogu: promatrača, posrednika, suigrača i voditelja. Odgojitelj u ulozi promatrača može indirektno poduprijeti igru i aktivnost jer promatranjem djeteta u igri, odgojitelj osluškuje djetetove interese, želje i potrebe. Odgojitelj posrednik potiče dječju interakciju s različitim materijalima, kao i međusobnu interakciju. Odgojitelj koji se nalazi unutar samog tijeka igre ima ulogu suigrača, a odgojitelj u ulozi voditelja organizira i osmišljava igru kao i potrebit materijal.
Cilj ovog rada je istaknuti koliko je igra dragocjena za razvoj djeteta i važnost uloge odgojitelja tijekom dječje igre.From the earliest age, the child has a need to learn and explore what surrounds him, and also the need to discover his possibilities. Play is an indispensable part of childhood. The play marks the child’s first learning and creation. Through the play, child builds himself and develops his memory, attention, creativity and motor skills. By playing, child expresses his emotions and his own experiences. The role of the educator in the life of a child is very important because the educator is the first person who child meets in his life after the family. An educator is a professional who creates the conditions and atmosphere in which children feel important, respected and safe. It is important to ensure a positive atmosphere, a safe place and adequate conditions for the game. A safe, interesting and stimulating environment provides an opportunity to learn, explore, create and fulfill curiosity. Educator's actions encourage and develop children's play. The educator’s role in the play is very important, but that role is discreet. The educator can have the role of: observer, mediator, teammate and leader. The educator in the role of an observer can indirectly support play and activity because by observing the child in a play, the educator listens to the child's interests, desires and needs. The mediator educator encourages children to interact with different materials as well as interaction with each other. The educator who is within the course of the game has the role of a teammate, the educator in the role of leader organizes and designs the game as well as the necessary material.
The aim of this paper is to highlight how valuable play is for a child’s development and the importance of an educator's role during children’s games
Gender as a predictor of spontaneous play
No full textIgra je najvažniji element učenja i upoznavanja okoline za dijete. Ona je prvi oblik s kojim se dijete susreće od ranog djetinjstva. Upravo u tu svrhu, važnu ulogu vodi spontana igra. Njome se dijete može najslobodnije izraziti. Razlog tomu je što dijete ima pravo izbora bilo koje situacije koju želi ponovno proživjeti kroz zamišljenu igru. Igrom dijete uči iskazivati svoje emocije, stavove, razinu dosegnutog razvoja, također su vidljivi i nedostaci na kojima odgojitelj može poraditi. Ističe se individua svakog djeteta. Spol ima veliku ulogu u odabiru same igre. Stereotipnom podjelom na muške i ženske igre dijete se prema tome orijentira od vrlo ranog djetinjstva. Zbog okoline u kojoj dijete boravi, nametnute su mu podjele između poželjnih i nepoželjnih ponašanja vezanih za odabir igre. Djevojčice se smatraju emocionalnija, uče ulove vezane za majčinstvo, dok su dječaci agresivniji i njima se pridodaju akcijske igre.
Cilj ovog rada je proučiti činjenice vezane uz ulogu spola kada je u pitanju spontana igra. Radova i knjiga na ovu temu ima popriličan broj, međutim svaka dolazi do istog zaključka. Osim literature, provela sam istraživanje na reprezentativnoj skupini kako bih dobila neka saznanja i izvadila zaključke iz realne situacije. Samim time možemo zaključiti kako naše društvo svjesno ili nesvjesno teži spolnim razlikama čak među dječjom igrom. Takva podjela i izbor igara i igračaka je naučena. Što je jasno vidljivo iz sljedećeg; Dijete samo ne zna koji je razlog da se djevojčice igraju sa lutkicama, a dječaci sa autima, međutim, automatski se dijele jer je tako predviđeno.Play is the most important element of learning and getting to know the environment for a child. It is the first form that a child encounters from early childhood. Precisely for this purpose, spontaneous play plays an important role. With it, the child can express himself most freely. The reason for this is that the child has the right to choose any situation he wants to relive through imaginary play. Through play, the child learns to express his emotions, attitudes, the level of development reached, and knowledge gaps that the educator can work on are also visible. The individuality of each child is emphasized. Gender plays a big role in choosing the game itself. With the stereotypical division of male and female games, the child is oriented accordingly from very early childhood. Due to the environment in which the child resides, divisions between desirable and undesirable behaviors related to choosing a game are imposed on him. Girls are considered more emotional, they learn the role related to motherhood, while boys are more aggressive and action games are more common.
The aim of this paper is to investigate what experts say about the role of gender when it comes to spontaneous play. There is quite a number of papers and books on this topic, but each comes to the same conclusion. In addition to the literature, I conducted research on a representative group in order to gain some knowledge and draw conclusions from the real situation. By this, we can conclude that our conservative society strives for external differences even among children's play. Such division and choice of games and players is learned. Which is clearly evident from the following; The child just doesn't know the reason why girls play with dolls and boys play with cars, however, they are automatically divided because that's how it's supposed to be
Play of early and preschool children outdoors
No full textIgra je potreba i najvažnija aktivnost djece. Kroz nju djeca zadovoljavaju svoje potrebe i uče i usvajaju nove vještine. Igra razvija djetetove sposobnosti te utječe na njegov cjelokupni razvoj-socijalni, emocionalni, kognitivni i tjelesni. Dijete je u igri koncentrirano, angažirano te joj se cijelo predaje. Upravo u igri na otvorenom, dijete može razvijati sve svoje potencijale, širiti obzore, a istovremeno biti potpuno slobodno. Boravak na otvorenom djetetu pruža razne mogućnost istraživanja, svjež zrak kao i mogućnost učenja i napredovanja u interakciji sa svojim okruženjem. Mnogi znanstvenici i stručnjaci naglašavaju važnost igre i boravka na otvorenom, a jedna od tih je i Fredrika Martensson koja je istraživačica eko-psihologije na švedskom poljoprivrednom fakultetu. Ona je 2010. godine provela istraživanje u kojem je zaključila kako je dječja igra maštovitija, raznovrsnija i slobodnija na otvorenom, odnosno prirodnom prostoru, a posebno na onom koje nije uređeno i puno je neoblikovanog materijala. Takvo okruženje djeci omogućuje ispitivanje vlastitih mogućnosti, daje odgovore i rješenja na pitanja i nedoumice koje im takav boravak i okruženje pruža. Djeca su se na otvorenom sastajala i okupljala tijekom cijele godine, a priroda je funkcionirala u tom slučaju kao mjesto susreta. Istraživanja koju su provela Skar i Krogh (2009, prema Sandseter, Cordovil, Hagen i Lopes, 2019) pokazuju kako igra u prirodnom okruženju više nema tu učestalost ni važnost, a istraživanje djece u prirodi zamijenila je vođena igra koju organiziraju odrasli.
U ovome će se radu govoriti o igri na otvorenom, njezinom doprinosu određenim aspektima razvoja djeteta (socijalni, emocionalni, kognitivni i tjelesni) te će se tema osvijetliti iz različitih perspektiva.
Cilj rada je osvještavanje o važnosti igre na otvorenom i samom boravku na zraku.The most important activity and need of children is a game in which they meet their needs, while at the same time learning and acquiring new skills. Play develops a child's abilities and affects his overall development, which includes social, emotional, cognitive and physical development. The child is concentrated, engaged in the game and devotes himself to it. It is in outdoor play that a child can develop all his potentials, broaden his horizons, and at the same time be completely free. Staying outdoors provides them with a variety of opportunities to explore, fresh air as well as the opportunity to learn and thrive in interacting with their environment. Many scientists and experts emphasize the importance of play and outdoor activities, and one of them is Fredrika Martensson, who is a researcher of eco-psychology at the Swedish Faculty of Agriculture. In 2010, she conducted a study in which she concluded that children's play is very imaginative, diverse and free in the open, ie natural space, and especially in the unorganized and a lot of unshaped material. Such an environment allows children to explore their own capabilities, provides answers and solutions to questions and concerns that such a stay and environment provides them. The children met and gathered in the open all year round, and nature functioned in that case as a meeting place. Research conducted by Skar and Krogh (2009, according to Sandseter, Cordovil, Hagen and Lopes, 2019) shows that playing in the natural environment no longer has that frequency or importance, and research on children in nature has been replaced by guided play organized by adults.
This paper will talk about outdoor play, its contribution to certain aspects of child development (social, emotional, cognitive and physical) and an overview of the topic from different perspectives.
The aim of the paper is to raise awareness of the importance of outdoor play and the stay in the air
Self-assessment of kindergarten teachers and teachers for support of children with specific learning difficulties
No full textPojam specifične teškoće učenja sve je češće prisutan kako u istraživačkom tako i u odgojno-obrazovnom radu. Kod djece sa specifičnim teškoćama učenja riječ je o neurološkom nedostatku koji uzrokuje nedostatne procese obrade, koje se najčešće dijagnosticiraju u ranim razredima osnovne škole. Najraširenije specifične teškoće učenja su disleksija, disgrafija i diskalkulija. S obzirom na sve veći broj djece kojima se dijagnosticiraju specifične teškoće učenja, važno je znati planirati i provesti individualizirani pristup. Kako bi on bio što uspješniji, prije svega potrebno je postaviti temelje kvalitete u dječjim vrtićim i osnovnim školama, tako da se omogući cjeloživotno usavršavanje odgojiteljima i učiteljima. Na taj bi način poboljšali svoje već stečene kompetencije i znanja za univerzalni dizajn poučavanja, odnosno za rad s djecom tipičnoga razvoja, kao i za djecu s teškoćama u razvoju. U svrhu ovog rada provedeno je istraživanje putem kojeg su odgojitelji i učitelji napravili samoprocjenu prepoznavanja specifičnih teškoća učenja i svojih kompetencija. Središnji cilj istraživanja je analiza samoprocjene kompetencija odgojitelja i učitelja za rad s djecom sa specifičnim teškoćama učenja, kao i njihove kompetencije s obzirom na stečeno radno iskustvo u odgojno-obrazovnom sustavu. Analiza dobivenih rezultata ukazala je na činjenicu da se ispitani odgojitelji i učitelji ne smatraju dovoljno kompetentnima uzimajući u obzir radni staž. Rezultati ukazuju na potrebne promjene u odgojno-obrazovnom sustavu, kako bi se osigurao bolji i kvalitetniji pristup i podrška u učenju djeci sa specifičnim teškoćama učenja.Term of specific learning difficulties is increasingly present in both research and educational work. Children with specific learning difficulties, it is a neurological defect that causes insufficient processing processes, which are most often diagnosed in the early grades of primary school. The most common specific learning difficulties are dyslexia, dysgraphia and dyscalculia. Considering that number of children diagnosed with specific learning difficulties is rising,it is important to know how to plan and implement an individualized approach. In order for it to be as successful as possible, it is necessary first of all to lay the foundations of quality standards in kindergartens and primary schools, and enable lifelong learning for educators and teachers. In this way, they would improve their already achived competencies and knowledge for universal design of learning, that is for working with children of typical development, as well as for children with disabilities.
For the purpose of this paperwork, research has been conducted through which educators and teachers made a self-assessment of recognizing specific learning difficulties and their competencies. Central goal of the research is to analyze the self-assessment of the competencies of educators and teachers to work with children with specific learning difficulties, as well as their competencies with regard to the acquired work experience in the educational system. The analysis of the obtained results showed the fact that the examined educators and teachers are not considered competent enough, considering the length of service. The results indicate the necessary changes in the educational system, in order to ensure better and higher quality access and support in learning for children with specific disabilities