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Reception of color in painting techniques in children of early and preschool age
No full textU radu se istražuje recepcija boje svim osjetilima kod djece rane i predškolske dobi. Teorijski dio istraživanja proveden je kroz relevantnu literaturu koja daje saznanja da djeca do svoje treće godine ne razlikuju dobro boje vidom te iste otkrivaju i istražuju organoleptički. Boja kod djece nakon treće godine postaje sve više povezana s dječjim psihičkim razvojem te je element koji dobiva na značenju. U radu se istražuje značenje boja i psihološki učinak boja te uloga boja u slikarskim tehnikama djece rane i predškolske dobi.
Praktični dio rada odnosi se na analizu dječjih radova temeljenih na boji povezanoj s emotivnim aspektom, koloriranim motivom, okruženjem i predlošku fotografije i slike.The paper investigates the reception of color by all the senses in children of early and preschool age. The theoretical part of the research was conducted through the relevant literature, which provides information that children up to the age of three do not distinguish colors well by sight, but they discover and investigate them organoleptically. Color in children after the age of three becomes more and more associated with children’s mental development and is an element that is gaining in importance. The paper investigates the meaning of colors and the psychological effect of colors and the role of colors in painting techniques of early and preschool children. The practical part of the paper refers to the analysis of children’s works based on color related to the emotional aspect, colored motive, environment and template of photography and painting
Manifestation of symptoms of attention deficit and hyperactive disorder in preschool children
No full textADHD kao moderni pojam nikako nije moderni fenomen, nego je njegova pojavnost zabilježena još u doba Hipokrita. Iako je fenomen tijekom povijesti bio terminološki neujednačeno označen, trenutno prihvaćena definicija je da je to deficit pažnje i hiperaktivni poremećaj, odnosno ADHD je neurorazvojni poremećaj definiran narušavanjem razine nepažnje, neorganiziranosti i/ili hiperaktivnosti/impulzivnosti. Ovaj poremećaj očituje se kroz puno simptoma od kojih su najizraženiji impulzivnost, nepažnja i hiperaktivnost. Nastanak ADHD-anije do kraja razjašnjen, ali brojna istraživanja uzrok vide u više izvora: genetika, poremećaj funkcioniranja mozga, neurobiološki poremećaji, socijalne poteškoće i emocionalne poteškoće. Tretmani koji su usredočeni na djecu s ADHD-om, fokusiraju se na više polja: na dijete, na obitelj, na školu, terapija lijekovima.
Učinkovitost tretmana djece s ADHD-om ovisi o pravovremenom uočavanju simptoma ADHD-a u ranom i predškolskom odgoju i obrazovanju, upravo zbog toga što se dio simptoma ADHD-a razvija i prije uključivanja djeteta u osnovnoškolsko obrazovanje. Neuobičajeno ponašanje djeteta u predškolskoj instituciji brzo i lako je uočljivo budući da se sva djeca nalaze u istom okruženju i uvjetima. Takvo neuobičajeno ponašanje je odlikovano time da dijete ne sluša čitanje priče, konstantno se kreće, skače, stvara nered i ometa ostalu djecu u igri. U usporedbi s ostalom djecom, dijete s ADHD-om je jako nemirno, brzopleto i nefokusirano, a u grupnim igrama ne može dočekati da dođe na red. Odgajatelji u predškolskim ustanovama se učestalo u svom profesionalnom radu suočavaju s djecom s ADHD-om. Od njih se zahtjeva da u skladu s principima odgojno-obrazovne uključenosti doprinesu ostvarenju okruženja koje svu djecu smatra jednako vrijednima u teoriji i u praksi. Djeca s ADHD-om nemaju nedostatak vještina, talenata i sposobnosti, nego nedostatak sposobnosti regulacije pažnje, pa je važno principijelno djelovanje koje djetetu omogućava adaptivno funkcioniranje.ADHD as a modern concept is not modern phenomenon at all, since its prevalence is known since age of Hippocrates. Although term ADHD through history was inconsistently used, now accepted definition says that attention deficit hyperactivity disorder(ADHD) is neurodevelopmental disorder defined by the pattern of inattention, disorganization and/or hyperactivity/impulsiveness that interfere with functioning. This disorder manifest itself through a lot of symptoms related to impulsiveness, inattention and hyperactivity. Etiology of ADHD is not fully understood, but numerous studies show that genetics, brain function disorder, neurobiological disorder, social and emotional difficulties could contribute to development of ADHD. Treatments for children with ADHD disorder, are focused on child itself, their families, school and medication therapy.
The effectiveness of treatment for children with ADHD depends on noticing and assessing the symptoms of ADHD in early childhood precisely because some of the symptoms of ADHD develop even before the child starts elementary education. Unusual child's behavior in early education institution is easily and quickly noticed since all children are together in the same environment and conditions. Such unusual child's behavior is characterized by the child not listening to the reading of the story, constantly moving, jumping, creating the mess and distracting other children. Compared to the other children, a child with ADHD symptoms is restless, rash and unfocussed. Child with ADHD symptoms is impatient for it's turn for play during the group games. Teachers in early education institutions often work with children with ADHD symptoms. Therefore they are required to contribute to develop the environment in which all children are considered equally valuable and valued, both in theory and in practice. Children with ADHD symptoms do not have lack of skills, talents and abilities, bit lack of ability to regulate attention. Therefore, it is important to act in principle that enables the child to function adaptively
Ethical Challenges Of Informatization
No full textOvaj rad istražuje informatizaciju iz različitih aspekta, počevši objašnjenjem što ona
jest i kako je nastala, etičke izazove koje predstavlja, posebno u pogledu društva i djece, te
prednosti i nedostatke koje ona ima na djecu i njihovo djetinjstvo. Svrha ovog rada je pokazati
kako u radu predstavljeni izazovi, koji utječu na cijelu populaciju, utječu i na djecu te njihov
razvoj. U radu se otkrivaju izazovi kojima se danas suočavamo u pitanjima razvoja djece, pri
čemu su česta pitanja privatnosti djece i rasprave o negativnim učincima na njihove socijalne
vještine i kvalitetu sna. Nadalje, usprkos mnogim opasnostima kod izloženosti djece pametnoj
tehnologiji koja se brzo mijenjaju, sama tehnologija je također koristan alat koji im omogućuje
da razviju vrijedne vještine u ranoj dobi. Računalne vještine će im, zatim, koristiti u odrasloj
dobi kad će se od njih se tražiti da posjeduju mnoge od tih vještina na radnom mjestu, posebno
u svijetu u kojem tehnologija brzo napreduje. Neka istraživanja sugeriraju da je ravnoteža
izloženosti tehnologiji i manjku iste ključna zbog načina na koje neke ne-obrazovne igre i
besadržajni crtići mogu ometati njihov razvoj. Uz predstavljene prednosti i nedostatke, ovaj
rad također daje konkretne prijedloge u budućem tijeku informatizacije dok društvo uči
upravljati njezinim prednostima i mnogim izazovima razvoja djeteta u današnjem turbulentno
promjenjivom svijetu.This paper explores informatization from different aspects, beginning with what it is
and how it came to be, the ethical challenges it poses, specifically regarding the population and
children, and its advantages and disadvantages on children and their childhood. The purpose
of this paper is to show how the presented challenges, which affect the entire population, also
affect children and their development. The paper reveals the challenges we face today in
matters of children's development, with frequent questions of children's privacy and
discussions about the negative effects on their social skills and quality of their sleep.
Furthermore, despite the many dangers of children's exposure to rapidly changing smart
technology, technology itself is also a useful tool that allows them to develop valuable skills at
an early age. Computer skills will then benefit them in adulthood when they are required to
possess many of these skills in the workplace, especially in a world where technology is
advancing rapidly. Some research suggests that the balance of exposure to technology and lack
of it is crucial because of the way some non-educational games and meaningless cartoons can
hinder their development. In addition to the presented advantages and disadvantages, this paper
also provides concrete suggestions in the future course of informatization as society learns to
manage the benefits and many challenges of child development in today's fast-changing world
Reading to preschool children
No full textČitanje je vještina kojom se bave različite znanosti. Razvija se od najranije dobi i oblikuje osobu u svim aspektima. U pozadini usvajanja čitanja psihološki su temelji. Učenje čitanja kompleksan je i postupan proces koji obuhvaća različite aspekte razvoja. Jedan od bitnih čimbenika je i motivacija koju potiče okolina u kojoj se dijete nalazi. Dijete koje raste među čitačima i okruženo knjigama, bit će zainteresiranije za čitanje. Razvoj čitanja potiču različite aktivnosti, kojima se potiče razvoj predčitačkih vještina kojima dijete ovladava u ranoj i predškolskoj dobi. Uz roditelje u razvoju predčitačkih vještina i učenju čitanja, značajnu ulogu igraju i kompetentni odgojitelji u odgojno-obrazovnim ustanovama koji pomažu djetetu ovladati različitim fazama razvoja usvajanja predčitačkih vještina primjenjujući primjerene aktivnosti. Dječja književnost promatra se kao zasebna grana književnosti. Među djecom predškolske dobi, najpopularnije su pjesme, bajke i slikovnice. Za odabir dobre i kvalitetne priče, valja uzeti u obzir čitav niz kriterija i čimbenika. Čitanje djeci predškolske dobi važno je jer tako dijete stječe naviku čitanja, razvija motoriku, uči komunicirati isa svojom okolinom i tekstom, usvaja govorne vještine, uči prepoznavati svoje i tuđe emocije, prepoznavati razliku između prihvatljivoga i neprihvatljivoga ponašanja i postavlja temelje za snalaženje u školskom sustavu kad za to dođe vrijeme.Reading skill is of interest to various sciences. It's developed from the earliest age and forms the whole person in all aspects. In the background of how reading is adopted are psychological foundations. Learning to read is a complex and gradual process that encompasses various development aspects. One of the important factors is the motivation of the child's environment. A child growing up among readers and surrounded by books will be more interested in reading. The development of reading is stimulated by various activities, preceded by the so-called pre-reading skills that the child masters in early and preschool age. In addition to parents in the development of pre-reading skills and learning to read, competent educators in educational institutions play significant role in aiding the child to master various developmental stages by appropriate activities. Children's literature is a separate branch of literature. Among preschool children, the most popular are poems, fairy tales and picture books. To choose a good and quality story, a number of criteria and factors need to be considered. Reading to preschool children is important because the child acquires the habit of reading, develops motor skills, learns to communicate and acquires speaking skills, learns to recognize their own and others' emotions, recognizes the difference between good and bad and lays the foundation for schooling when the time comes
Eating Disorders In Preschool Children
No full textS obzirom da su djeca predškolske dobi još u razvoju, poremećaji prehrane mogu biti
izuzetno opasni. Manjak osobne higijene i sanitarnog ponašanja događa se zbog nepotpunog
razvoja i shvaćanja djece, a dovodi do slabljenja imunološkog sustava te su stoga sklonija
bolestima koje se nalaze u predškolskim ustanovama. Akutne bolesti kao što su proljev,
povraćanje i dehidracija mogu rezultirati gubitkom na težini koji može napredovati do
ozbiljne sveukupne pothranjenosti. Kronični poremećaji prehrane od kojih su najznačajniji
anorexia nervosa, bulimia nervosa, pretilost i ostali nespecifični poremećaji hranjenja ili
prehrane životno su ugrožavajuća stanja koja zahtijevaju potrebnu liječničku pomoć. Dok
djeca koja pate od atipičnih poremećaja kao što su selektivno jedenje, emocionalni poremećaj
izbjegavanja hrane, sindroma sveobuhvatnog odbijanja hrane i funkcionalne disfagije nemaju
karakteristične probleme s težinom i oblikom niti imaju iskrivljenu sliku o svojem izgledu,
mogu predstavljati izazov u liječenju. Nedostaci mikronutrijenata kao što su cink i željezo su
česti te mogu biti povezani sa zdravstvenim problemima, poput zaostajanja u rastu i
bolestima. Zato važnost u oblikovanju prehrambenih ponašanja i stavova imaju roditelji i
odgajatelji, te u prepoznavanju i zbrinjavanju bolesnog djeteta kao i doprinosu u prevenciji
bolesti i edukaciji djece.Since preschool children are still developing, eating disorders can be extremely dangerous.
Lack of personal hygiene and sanitary behavior occurs due to incomplete development and
understanding of children, and leads to a weakening of the immune system and are therefore
more prone to diseases found in preschool institutions. Acute diseases such as diarrhea,
vomiting, and dehydration can result in weight loss that can progress to severe overall
malnutrition. Chronic eating disorders of which the most significant are anorexia nervosa,
bulimia nervosa, obesity and other non-specific eating or eating disorders are life-threatening
conditions that require the necessary medical attention. While children suffering from atypical
disorders such as selective eating, emotional food avoidance disorder, overeating syndrome,
and functional dysphagia do not have characteristic weight and shape problems or have a
distorted picture of their appearance, they can pose a challenge in treatment. Micronutrient
deficiencies such as zinc and iron are common and may be associated with health problems,
such as stunted growth and disease. Therefore, parents and educators play an important role in
shaping eating behaviors and attitudes, as well as in recognizing and caring for a sick child, as
well as contributing to disease prevention and educating children
Resilience Development In Children And Adolescents
No full textTema ovog rada je razvoj otpornosti kod djece i adolescenata. U današnje
vrijeme djeca su izložena stresnim situacijama više nego ikada prije te je potrebno razvijati
njihovu otpornost od najranije dobi. Stres je odgovor na mnoge životne situacije i izazove, a
može utjecati čak i na razvoj bolesti. Može imati negativne posljedice na cjelokupan razvoj
pojedinca, tjelesne, emocionalne, kognitivne i ponašajne. Zbog svega toga u radu će se prikazati
načini razvoja otpornosti kod djece i adolescenata.
Otpornost se razvija od najranije dobi u primarnoj obitelji, a iskustva koja dijete stječe
u obitelji, obrazac su ponašanja koji će koristiti u svakodnevnim situacijama. Sigurna
privrženost i autoritativan stil roditeljstva važna su komponenta obiteljske otpornosti, osim toga
obiteljskoj otpornosti pridonose povezanost, podrška i poštovanje unutar obitelji. Sve ove jake
strane obitelji nužne su za prevladavanje stresnih situacija ili događaja kao i pružanje zaštite
svim njezinim članovima.
S tim ciljem osmišljen je RESCURE projekt. To je međunarodni projekt koji je usmjeren
na razvoj otpornosti kod djece, prvenstveno se to odnosi na djecu pripadnike etničkih manjina,
one s individualnim odgojno-obrazovnim potrebama i slabijim socio-ekonomskim statusom.
Smatra se kako svako dijete ima potencijal razviti otpornost unatoč rizičnim čimbenicima koji
predstavljaju opasnost povećanja vjerojatnosti da će dijete razviti neki od poremećaja u
ponašanju ili delikvenciju. Tako terapija usredotočene svjesnosti (mindfulness), čiji počeci sežu
2500 godina u prošlost, pozitivno djeluje na kognitivni, emocionalni i tjelesni spektar
funkcioniranja i pokazala se uspješna po pitanju prevencije i smanjenja stresa kod djece i
adolescenata.The topic of this thesis is developing resilience in children and adolescents. Nowadays,
children are being exposed to stressful situations more than ever before, so it is necessary to
start building their resilience from an early age. Stress is a response to many life’s situations
and challenges, and it can even lead to diseases. It can negatively impact person’s development
altogether, leaving emotional, cognitive, and behavioural consequences.
Building resilience starts from an early age in child’s primary family. The family
dynamic that the child has been exposed to forges a set of coping strategies that the child will
use in everyday situations. Secure attachment as well as authoritative parenting style are both
vital elements of family resilience. Moreover, closeness, support and respect in the family is
what fosters family resilience. All these strong components are vital for withstanding adversity
and providing protection to all the family members.
Having that in mind, RESCURE project has been designed. It’s an international project
that is aimed at building resilience in children, specifically the ones belonging to ethnic minority
groups as well as the ones with individual educational needs and coming from low-income
families. It is believed that every child has a potential to build resilience despite the risk factors
that play role in increasing the odds of the child developing some of the behavioural disorders
or delinquency. In this way, focused awareness therapy (mindfulness), which dates back 2500
years, has a positive impact on cognitive, emotional, and physical aspect of functioning.
Moreover, it turned out to be successful at reducing and preventing stress in children and
adolescents
Healthy Nutrition In Educational Institutions
No full textPravilna prehrana preduvjet je za zdravlje djeteta, djeca rastu i intezivno se razvijaju, stoga uz
osnovne potrebe, prehranom se mora osigurati dovoljno za rast i razvoj. Piramida zdrave prehrane
nam daje vizualni prikaz namirnica kao smjernice što bi i na koji način trebali unositi u naš
organizam. Prehrambena piramida se sastoji od sljedećih vrsta namirnica: žitarice, voće, povrće,
mlijeko i mliječni proizvodi, meso, riba, jaja, masnoća, ulje. Prehrana koju dijete konzumira
morala bi se pridržavati piramide pravilne prehrane. Vrlo je važno djeci osigurati pravilnu
prehranu kako kod kuće, tako u vrtiću i školi. Kod djece često se javljaju alergeni u hrani za što je
potreban oprez od strane samog roditelja, odgojitelja u vrtiću, te u pravo vrijeme pomoći i reagirati
u opasnim situacijama. Na alergen tijelo može reagirati odmah nakon kontakta s alergenom ili
nakon par dana. Alergije nisu izlječive, no međutim uz pomoć ispravne edukacije, liječenjem
lijekovima mogu se znatno smanjiti i olakšati svakodnevicu. Daljnjim istraživanjem dan je uvid u
prehrambene standarde za planiranje prehrane kod djece u vrtiću i školama preko jelovnika i
zadanih normativa. One su nastale kao posljedica da se u najranijoj dječjoj dobi potiče usvajanje
pravilnih prehrambenih navika za zdravlje i prevenciju bolesti. Važno je da dijete jede kvalitetno,
raznovrsno, količinski dovoljno, da se smanji broj djece s poremećajima vezanim za nepravilnu
prehranu. U posljednjem djelu možemo vidjeti primjer jelovnika vrtića u periodu od 01.07.2021.
do 31.07.2021., te doznajemo koliko jelovnici današnjih vrtića su usklađeni s preporučenim
jelovnicima za prehranu djece vrtićke dobi.Proper nutrition is a prerequisite for a child's health, children grow and develop intensively, so in
addition to basic needs, nutrition must provide enough for growth and development. The pyramid
of healthy eating gives us a visual representation of food as a guide to what and how we should
take into our body. The food pyramid consists of the following types of foods: cereals, fruits,
vegetables, milk and dairy products, meat, fish, eggs, fat, oil. The diet that the child consumes
should adhere to the pyramid of proper nutrition. It is very important to provide children with
proper nutrition both at home and in kindergarten and school. Children often have food allergens,
which require caution on the part of the parent, the kindergarten teacher, and help and react in
dangerous situations at the right time. The body can react to the allergen immediately after contact
with the allergen or after a few days. Allergies are not curable, but with the help of proper
education, medication can significantly reduce and facilitate everyday life. Further research
provided insight into dietary standards for diet planning in children in kindergartens and schools
through menus and set norms. They arose as a consequence of encouraging the adoption of proper
eating habits for health and disease prevention in early childhood. It is important that the child eats
well, varied, quantitatively enough, to reduce the number of children with eating disorders. In the
last part we can see an example of the kindergarten menu in the period from 01.07.2021. to
31.07.2021, and we find out how much the menus of today's kindergartens are harmonized with
the recommended menus for the nutrition of children of kindergarten age
Type of lesson of learning new motor movements in preschool age
No full textZavršni rad, Tip sata učenja novih motoričkih gibanja u predškolskoj dobi, temelji se na analizi stručne literature koja obuhvaća istraživanja o satu tjelesne i zdravstvene kulture u predškolskoj dobi, motoričkog učenja u predškolskoj dobi i tjelesnog vježbanja djece predškolske dobi. Tjelesno vježbanje koje se odvija na satovima tjelesne i zdravstvene kulture u odgojno-obrazovnoj ustanovi je značajno za rast i razvoj djece stoga se stavlja naglasak na redovito tjelesno vježbanje djece te uvođenje navike za isto od najranije dobi. Motorička gibanja su važna kako bi dijete razvilo svoje vještine i sposobnosti te utječu na djetetovo ponašanje u različitim situacijama. Sat učenja novoga motoričkoga gibanja odvija se u šest etapa od kojih je svaka etapa jednako važna za usvajanje motoričkoga gibanja u predškolskoj dobi. U ovom radu naglasak je na približavanju i pojašnjenju sadržaja vježbanja na tipu sata učenja novih motoričkih gibanja tijekom organiziranog vježbanja u vrtiću. Također je naglašena i važnost sata tjelesne i zdravstvene kulture kao temeljnog organizacijskog oblika rada.Undergraduate thesis, Type of lesson of learning new motor movements in preschool age, is based on the analysis of professional literature which includes research on the lesson of physical education in preschool age, motor learning in preschool age and physical exercise of preschool children. Physical exercise that takes place in physical education classes in an educational institution is important for the growth and development of children, so the emphasis is on regular physical exercise of children and the introduction of the habit for the same from an early age. Motor movements are important for a child to develop their skills and abilities and influence the child's behavior in different situations. The lesson of learning new
motor movement takes place in six stages, each stage of which is equally important for the adoption of motor movement in preschool age. In this paper, the emphasis is on approaching and explaining the content of exercises on the type of lesson of learning new motor movements during organized exercises in preschool. The importance of physical education classes as a fundamental organizational form of work was also emphasized
Methodical approaches in contemporary Croatian fairy tales
No full textOvaj rad bavi se metodičkim sustavima u suvremenoj hrvatskoj bajci u sklopu nastave hrvatskoga jezika u osnovnoj školi. Bajka je u njoj prisutna od početka uvođenja općeg obrazovanja u Hrvatskoj kao redovito štivo u čitankama i lektira, prije svega u nižim razredima osnovne škole. U toj dobi, osim obrazovne funkcije, bajka zbog svojih etičkih značajki ima veliku odgojnu ulogu. Osim klasične bajke, u nastavi hrvatskoga jezika važnu ulogu ima i suvremena bajka, koja se u hrvatskoj književnosti datira nakon Drugoga svjetskoga rata i koja u suvremenom nastavnom planu i programu odnosno kurikulu nastave Hrvatskoga jezika ima svoju važnost i ulogu, koju je pokazalo i istraživanje provedeno anketom među učiteljima. Rezultati istraživanja upućuju na zaključak da je bajka neizostavno sredstvo u obrazovnom i odgojnom procesu te da u njemu i suvremena bajka mora imati zastupljenost. Kada je riječ o metodičkim pristupima u nastavi bajke, došlo se do zaključka da se učitelji nerijetko koriste s više metodičkih pristupa, od kojih su najčešći problemsko-stvaralačkim metodičkim pristupom. U radu su predstavljena i po dva održana nastavna sata u školi, tijekom kojih su s učenicima obrađene bajke Šuma Striborova Ivane Brlić-Mažuranić i Tri lisice i šumski car Anđelke Martić te su predstavljeni i interpretirani dojmovi učenika s obzirom na klasičnu i suvremenu bajku. Učenici afirmativno prihvaćaju bajku u nastavi te rado čitaju bajke i izvan nastavnog kurikula i procesa, bilo po uputi starijih (roditelja, učitelja), bilo na vlastitu pobudu.This paper deals with systems of methods in contemporary Croatian fairy tales, in the frame of Croatian language teaching in primary school. The fairy tale has been present in it since the beginning of the introduction of general education in Croatia, as a regular reading in textbooks and reading books, mainly in the lower grades of primary school. In addition to classical fairy tales, modern fairy tales also play an important role in Croatian language teaching, which dates back to the post-World War II period in Croatian literature and which has its importance and role in the modern curriculum of Croatian language teaching. The survey data point to the conclusion that a fairy tale is an indispensable tool in the educational process and that a modern fairy tale must be represented in it. When it comes to methodical approaches in teaching fairy tales, it was concluded that teachers often apply a number of them, most often the problematization and the creative methodical approach. The paper also presents a pair of two-hours lessons held at the school, during which the fairy tales Stribor's Forest by Ivana Brlić-Mažuranić, as well as Three Foxes and the Forest Emperor by Anđelka Martić were analyzed with the students. Their impressions of classical and modern fairy tales were presented and interpreted. Students affirmatively accept the fairy tale in class and besides they are happy to read fairy tales outside the teaching curriculum and process, either on the instructions of the elders (parents, teachers), or on their own initiative
The role of educators in encouraging the development of preschool children
No full textSustav odgoja i obrazovanja obuhvaća Rani i predškolski odgoj i obrazovanje za djecu u dobi od šest mjeseci pa do polaska u osnovnu školu, ali s obzirom na to da je godina prije polaska u osnovnu školu obavezna godina predškolskog odgoja, a djecu je na taj korak potrebno dobro pripremiti, ovaj završni rad usmjeren je na predškolski uzrast (Ministarstvo znanosti, obrazovanja i sporta, 2014). Cilj je uvidjeti značajnost uloge odgajatelja u svim segmentima djetetova razvoja pri čemu se poseban naglasak stavlja na razvoj socijalne dimenzije čija se posebnost ističe sociokulturnom teorijom Lava Vigotskog. Prikazan je tradicionalan te suvremen način rada odgajatelja kao i njegov utjecaj u razvojnim područjima poput socio emocionalnog, zatim područja govora, spoznaje i motorike. Nadalje, objašnjena je i odgajateljeva uloga u dječjoj igri nakon koje slijedi prostorno materijalno okruženje podijeljeno na unutarnji i vanjski prostor. Važnost okoline i čimbenika koji izravno ili neizravno utječu na razvoj djetinjstva, naglašava se u teoriji ekološkog sustava čiji predstavnik je Urie Bronfenbrenner. S obzirom na to da je odgajatelj osoba prema kojoj djeca razvijaju osjećaj privrženosti, očekuje se da ima kvalitetan i primjeren pristup što znači da će se prema djeci odnositi s poštovanjem, empatijom, brižnošću, pritom joj pomažući da napreduju u svakom aspektu svog razvoja. Svoje kompetencije i kvalitete razvijat će adekvatnim obrazovanjem i kontinuiranim profesionalnim usavršavanjem kao i stjecanjem znanja i vještina koje će doprinijeti njegovom razvoju u dobrog odgajatelja i još bolju osobu koja je nakon roditelja, zaista vrlo bitna osoba u djetetovom odrastanju.The education system encompasses early and preschool education for children aged from 6 months up to their departure to primary school. Taking into consideration that the year before the child enrolls in a primary school is mandatory in preschool education, it is necessary to prepare the child for that step. This B.A. thesis will be directed towards preschool education. (Ministry of Science, Education and Sport, 2014.) The purpose of this thesis is to distinguish the significance of the kindergarten teacher in all segments of the child's development while putting an emphasis on the development of the social dimensions put out by the socio-cultural theory of Lev Vygotsky. It will show both the traditional and the modern approach to working as a preschool educator and it will also show its influence in various developmental areas such as socio-emotional development, speech development, cognitive development and motor development. Furthermore, it will also explain the role of the educator in play after which there is a spatial and material environment in both indoor and outdoor space. The significance of the environment and factors which influence the child's development directly or indirectly is elaborated upon through the ecological systems theory of Urie Bronfenbrenner. Since the educator is the person to whom children become most attached to, it is expected that they will have a high-quality and appropriate approach towards children. This means that they will show respect, empathy and care to a child, all while assisting them to progress in every aspect of their development. Their competences and qualities will be developed through adequate education and continuous professional improvement and through gaining knowledge and skills which will contribute to their professional development as a good kindergarten educator and as a person who is, alongside the child's parents, an extremely important figure in a child's upbringing