University of Zagreb Faculty of Teacher Education - Digital repository
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The play from the perspective of a preschool child
No full textU današnje suvremeno doba slika o djetetu značajno se mijenja. Dijete se doživljava kao ravnopravno, kompetentno i samostalno biće koje može ostvariti svoj puni potencijal. Igra kao glavna aktivnost koja obilježava razdoblje djetinjstva, usko je vezana za cjelokupni razvoj i ostvarivanje djetetovih punih potencijala. Radom se željelo prikazati najvažnije pojmove vezane za djetetovu igru poput njenih karakteristika, zone proksimalnog razvoja, podjele i strukture igre, prostora za igru i igračaka, igre s vršnjacima, roditeljske i odgojiteljske uloge u igri i dobrobiti igre. Istraživanjem se željelo otkriti kako dijete u dobi od 6 do 7 godina doživljava igru, koga najčešće bira za partnera u igri i koja je uloga prostorno-materijalnog okruženja u tom procesu. Podaci su dobiveni temeljem strukturiranog intervjua s deset pitanja, fotografija koje su djeca napravila mobitelom i dječjih crteža. Analiza dobivenih odgovora ukazuje na to da ispitana djeca u dobi od 6 do 7 godina pozitivno doživljavaju igru, preferiraju vanjske prostore za igru, a vršnjake za partnere te pokazuju najveći interes za igre s pravilima. Pregledom teorijskog dijela i analizom rezultata istraživanja može se zaključiti da igra predstavlja osnovnu aktivnost u razdoblju djetinjstva. Razvoj dječje igre ovisi o brojnim faktorima, a najvažniji su socijalni i prostorno-materijalni kontekst u kojima se igra pojavljuje. Roditelji i odgojitelji smatraju se djetetu najvažnijim odraslim osobama u ranom i predškolskom razdoblju, a svojim djelovanjem i razumijevanjem dječje igre imaju najveći utjecaj na stvaranje stimulativnog okruženja u kojem dijete provodi svoje vrijeme. Temeljem rezultata istraživanja zaključuje se da bi roditelji i odgojitelji trebali što više izlagati djecu prirodnoj okolini, omogućiti im dovoljno vremena za igru i podržati njihove interakcije s vršnjacima.In today's modern age, there is a growing awareness of the child as an equal, competent and independent being which is capable of realizing their full potential. Play, as a primary characteristic of childhood, is closely linked to the overall development and fulfillment of a child's full potential. This paper aims to present the most important concepts related to children's play, such as its characteristics, the zone of proximal development, the classification and structure of play, play spaces and toys, peer play, the role of parents and preschool teachers in play and the benefits of play. The research seeks to uncover how preschool children perceive play, whom they most often choose as play partners and the role of the spatial-material environment in this process. Data were obtained through structured interview with ten questions, photographs taken by the children with mobile phones and children's drawings. The analysis of the responses indicates that examined children aged 6 to 7 years have a positive perception of play, prefer outdoor play spaces, choose peers as partners and show the greatest interest in games with rules. A review of the theoretical part and analysis of the research results concludes that play represents a fundamental activity in childhood. Whether it fully develops depends on numerous factors, the most important being the social and spatial-material context of play. Parents and educators are considered the most important adults in a child's preschool period, and their actions and views on play have the greatest influence on creating a stimulating environment in which the child spends their time. Based on the research results, it is concluded that parents and educators should expose children to the natural environment as much as possible, provide them with sufficient time for play and support their interactions with peers
Filmske adaptacije Charlie i tvornica čokolade Roalda Dahla
No full textThis thesis will demonstrate how the children's book Charlie and the Chocolate Factory (1964) by British author Roald Dahl was adapted into the children's musical Willy Wonka & the Chocolate Factory (Mel Stuart, 1971) and the children's fantasy film Charlie and the Chocolate Factory (Tim Burton, 2005). Adaptation is the process of altering an artistic form from one medium to another (Hutcheon, 2006). During adaptation, numerous changes are anticipated, but Nikolajeva (2005) argues that it is optimal to closely follow the original medium. Roald Dahl, a British author known for his dark humor, weaves this tone through his works for children as well. His work Charlie and the Chocolate Factory (1964) is known worldwide, particularly for the moral lessons it conveys through Dahl9s distinctive humor. The children's musical Willy Wonka & the Chocolate Factory (1971) is often praised for its playfulness and nostalgic feel. The musical diverges from the original medium by altering the storyline with the addition of a new antagonist, Slugworth, and by changing the Nut Room to the Golden Goose Room. Despite these changes, it successfully captures the essence of the story through vibrant colors, a magical factory, whimsical Oompa-Loompa performances, and childlike sincerity. The children's fantasy film Charlie and the Chocolate Factory (2005) mixes Dahl9s dark humor with Burton9s gothic, dark stylistic approach to adaptation, thereby successfully conveying the message of the original medium. This adaptation deviates less from the original plot but introduces a new perspective and analysis of Willy9s past, providing insight into his motives. The analysis showed that both films respect the original text, but they present it through different styles, cultural elements, and humor. By altering the characters, they change parts of the original content, but the main message remains the same across all three media. The 1971 film portrays the story in a bright, humorous, and whimsical way, while the 2005 film uses cold colors and an unique type of humor, which is a combination of dark humor, absurdity, and the bizarre.U ovome će se radu prikazati kako je dječja knjiga Charlie and the Chocolate Factory (1964) britanskog autora Roalda Dahla adaptirana pod nazivom Willy Wonka & the Chocolate Factory u dječji mjuzikl (Mel Stuart, 1971) i u dječji fantastični film (Tim Burton, 2005) pod istim naslovom. Adaptacija je proces izmjene umjetničke forme iz jednog medija u drugi (Hutcheon, 2006). Tijekom adaptacije brojne izmjene su predviđene, no Nikolajeva (2005) tvrdi kako je optimalno što bliže pratiti izvorni medij. Roald Dahl je britanski autor poznat po svom mračnom humoru koji prožima njegova djela za djecu. Njegov roman Charlie and the Chocolate Factory poznat je ponajviše zbog moralnih pouka koje prenosi kroz Dahlov specifičan humor. Dječji mjuzikl Willy Wonka i tvornica čokolade (1971) odmiče od izvornog djela tako što izmjenjuje radnju priče dodatkom novog antagonista, Slugwortha, i promjenom Sobe Oraha u sobu Zlatne Guske. Unatoč izmjenama, uspješno prenosi Dahlovu priču uporabom živih boja i prikazom magične tvornice, duhovitih izvedbi Oompa-Loompa i dječje iskrenosti. Dječji fantastični film Charlie and the Chocolate Factory (2005) miješa Dahlov mračni humor s Burtonovim gotičkim stilskim pristupom adaptaciji te time uspješno prenosi poruku izvornog djela. Ta adaptacija manje odstupa od izvorne radnje, no uvodi novu perspektivu i analizu Willyjeve prošlosti koja daje uvid u njegove motive. Analiza je pokazala da oba filma poštuju izvorni tekst, no prikazuju ga kroz različite stilove, kulturne elemente i humor. Izmjenom likova mijenjaju dijelove izvornog sadržaja, ali glavna poruka ostaje ista u sva tri medija. Film iz 1971. prikazuje pri u na vedar, šaljiv i čudnovat način, dok se film iz 2005. koristi hladnim bojama i posebnim oblikom humora, koji je kombinacija crnog humora, apsurda i bizarnosti
On initial reading and writing from the perspective of preschool teachers
No full textU radu O početnom čitanju i pisanju iz perspektive odgojitelja istaknuta je važnost početnog čitanja i pisanja djece predškolske dobi i razvijanje predčitačkih i predpisačkih vještina u vrtićkoj dobi. S obzirom na to da djeca najmanje godinu dana prije škole provedu u vrtiću, a nerijetko su i godinama u toj odgojno-obrazovnoj ustanovi, odgojitelji snose veliki dio odgovornosti u poticanju rane pismenosti. Svojim kompetencijama i adekvatnim pristupom, djeci nude kvalitetne metodičke aktivnosti usmjeravajući ih k čitanju i pisanju ohrabrujući njihovu prirodnu motivaciju. Bilo aktivnim slušanjem dok mu se čita, bilo igrom i ponuđenim aktivnostima, dijete usvaja pravila i karakteristike jezika, a u ovom radu usmjerili smo se na segment čitanja i pisanja. Teorijskim dijelom rada obuhvaćen je predvidivi razvoj svijesti o jeziku i pisanoj riječi što dovodi do razvoja predčitačkih i predpisačkih vještina. Provedeno je i istraživanje čiji je cilj bio ispitivati mišljenja i stavove odgojitelja o navedenoj temi. Ispitani su odgojitelji u Republici Hrvatskoj (N=46), a anketni upitnik rješavali su u online obliku. Temeljem dobivenih odgovora jasno je da su odgojitelji svjesni važnosti početnog čitanja i pisanja, svojevoljno ih potiču u razvoju, a svoje znanje spremni su unaprijediti stručnim usavršavanjem.In the paper On initial reading and writing from the perspective of preschool teachers, the importance of initial reading and writing of preschool children and the development of prereading and pre-writing skills in kindergarten is emphasized. Given that children spend at least a year in kindergarten before school, and often stay in that educational institution for years, preschool teachers bear a large part of the responsibility for encouraging early literacy. With their competences and adequate approach, they offer children quality methodical activities, directing them to reading and writing, encouraging their natural motivation. Either through active listening while being read to, or through play and offered activities, the child acquires the rules and characteristics of language, and in this paper we focused on the reading and writing segment. The theoretical part of the work covers the predictable development of awareness of language and the written word, which leads to development of pre-reading and pre-writing skills. A survey was also carried out, the aim of which was to examine the opinions and attitudes of educators on the mentioned topic. Preschool educators in the Republic of Croatia (N=46) were surveyed, and the questionnaire was completed online. Based on the answers received, it is clear that preschool teachers are aware of the importance of initial reading and writing, willingly encourage them in their development, and are ready to improve their knowledge through professional trainin
Post-divorce parental relationships: continuity, conflict, and cooperation
No full textOvaj diplomski rad predstavlja dubinsku analizu roditeljskih odnosa nakon razvoda, naglašavaju i ključne elemente kontinuiteta, konflikata i zajedništva. Suvremeni socijalni kontekst obiteljskih dinamika nakon razvoda zahtijeva temeljito razumijevanje kako bi se pružila odgovaraju a podrška i optimizirao utjecaj na emocionalnu dobrobit djece. Rad se oslanja na relevantnu literaturu koja proučava kompleksne aspekte razvoda i njegova potencijalna odraza na roditeljske odnose. Fokus je stavljen na očuvanje kontinuiteta u interakcijama između roditelja i djece, s posebnim osvrtom na strategije koje podržavaju stabilnost i normalni razvoj djece. U tom kontekstu, analiziraju se i identificiraju uzroci te posljedice konflikata, pružaju i dublji uvid u dinamiku obiteljskih odnosa. Empirijsko istraživanje, provedeno putem anketa pruža konkretnu perspektivu stvaranja podržavajućeg okruženja za djecu razvedenih roditelja. Rezultati istraživanja donose relevantne spoznaje o adaptivnim strategijama roditelja, percepcijama djece te očekivanjima i izazovima koje susreću obitelji nakon razvoda.
Na kraju, rad se zaključuje preporukama za poboljšanje pristupa i podrške roditeljima kako bi se unaprijedila kvaliteta roditeljskih odnosa nakon razvoda, s posebnim naglaskom na smanjenje negativnih utjecaja na emocionalnu dobrobit djece. Kroz interdisciplinarni pristup, rad doprinosi teorijskom i praktičnom razumijevanju dinamike obiteljskih odnosa u postrazvodnom okruženju.This master's thesis undertakes an in-depth analysis of parental relationships following divorce, highlighting key elements of continuity, conflicts, and cohesion. The contemporary social context of family dynamics post-divorce necessitates a thorough understanding to provide adequate support and optimize the impact on the emotional well-being of children.
The thesis draws upon relevant literature examining the intricate aspects of divorce and its potential repercussions on parental relationships. Emphasis is placed on preserving continuity in interactions between parents and children, with a particular focus on strategies supporting stability and the normal development of children. Within this context, the causes and consequences of conflicts are analyzed, providing a deeper insight into the dynamics of family relationships. Empirical research conducted through surveys offers a concrete perspective on creating a supportive environment for children of divorced parents. Research results yield pertinent insights into adaptive strategies employed by parents, children's perceptions, as well as expectations and challenges encountered by families post-divorce.
In conclusion, the thesis offers recommendations for improving approaches and support for parents to enhance the quality of parental relationships post-divorce, with a specific emphasis on mitigating negative impacts on the emotional well-being of children. Through an interdisciplinary approach, the thesis contributes to both theoretical and practical understanding of the dynamics of family relationships in the post-divorce environment
Play and learning of children in early and preschool age
No full textIgra je temeljni dio dječjeg života. Ona djetetu pruža slobodu izražavanja, kreativnost, autonomiju, razonodu i priliku za istraživanje i spoznaju. Dječja igra okarakterizirana je spontanošću, neograničenim vremenskim trajanjem, prisutnošću u svakom djetetu i kulturi te beskonačnim mogućnostima i varijacijama. U dječjem se svijetu procesi igre i učenja odvijaju skupa i simultano. Igra pruža iskustvo i mogućnost istraživanja, a dijete temeljem prikupljenih informacija stvara znanje o svijetu koji ga okružuje. Dječje mišljenje razvija se u fazama, zajedno s rastom i razvojem djeteta. Poticanje dječjeg učenja ostvaruje se putem istraživanja, postavljanja pitanja i davanja prilika djetetu da iskaže svoje mišljenje. Bogatstvo prostornomaterijalnog okružja također je poticajno za dječju igru, uvelike utječu na kvalitetu te igre i pridonosi razvoju djetetovih kognitivnih sposobnosti. Proces odrastanja djece rane i predškolske dobi, koji uključuje igru i učenje, zahtijeva uključenost odraslih osoba 3 roditelja kao prvih skrbnika te odgojitelja. Dijete od rođenja boravi u obiteljskom okružju te upoznaje kulturu okoline u kojoj se nalazi. U obiteljskom domu ono u i komunicirati i ovladava jezikom okoline. Odgojitelji u vrti kom okružju provode aktivnosti i pružaju brojne poticaje za igru i učenje te omogućuju kvalitetno organiziran prostor za igru. Isto tako, odgojitelji sudjeluju u dječjoj igri preuzimaju i jednu od nekoliko uloga određenih ponašanjem odgojitelja u igri, ovisno o situaciji i potrebama u određenom trenutku igre.
Cilj je ovog rada pobliže predstaviti pojam i fenomen dječje igre, protumačiti ulogu igre u djetetovu razvoju, prikazati povezanost igre s procesom učenja kod djece rane i predškolske dobi te ukazati na važnost koju odgojitelji imaju u procesu djetetove igre i učenja u kontekstu suvremenog odgoja i obrazovanja djece.Play is a fundamental part of a child's life. It provides children with freedom of expression, creativity, autonomy, entertainment and opportunities for exploration and understanding. Children's play is characterized by spontaneity, unlimited duration, presence in every child and culture with infinite possibilities and variations. In the world of children, the processes of play and learning occur together and simultaneously. Play offers experience and opportunities for exploration and based on the information gathered, the child creates knowledge about the surrounding world. Children's thinking develops in stages, along with their growth and development. Encouraging children's learning is achieved through exploration, asking questions, and providing opportunities for the child to express their opinion. A rich spatial-material environment is also stimulating for children's play, greatly influencing the quality of play and contributing to the development of the child's cognitive abilities. The process of growing up for early childhood and preschool-aged children, which includes play and learning, requires the involvement of adults4parents as primary caregivers and educators. From birth, the child resides in a family environment and gets to know the culture of the surroundings. At home, the child learns to communicate and masters the language of the environment. Educators in preschool settings conduct activities and provide numerous stimuli for play and learning, ensuring a well-organized space for play. Additionally, educators participate in children's play by taking on one of several roles defined by the educator's behavior in play, depending on the situation and needs at a given moment of play.
The aim of this paper is to closely present the concept and phenomenon of children's play, interpret the role of play in child development, show the connection between play and the learning process in early childhood and preschool-aged children, and highlight the importance of educators in the process of children's play and learning in the context of modern upbringing and education of children
Agilility test with students in primary school
No full textCilj istraživanja bio je pronaći valjan instrument koji mjeri agilnost djece u nižim razredima osnovne škole u skladu s njihovom dobi te ispitati njegove metrijske karakteristike. U istraživanju je sudjelovalo 154 učenika od 1. do 4. razreda osnovne škole. Za potrebe istraživanja, preuzet je jedan od postoje ih testova agilnosti koji se zove Osmica sagibanjem (MAGOSS). Agilnost je testirana trima testovima u svakom od prva četiri razreda osnovne škole. Udaljenost stalaka između kojih su učenici trebali trčati je bila 4 metra. Trčali su u obliku zamišljene polegnute osmice i trebali su se uz to sagnuti ispod elastične trake. Razlika između tri testa je bila visina elastične trake. U prvom testu je visina postavljene elastične trake bila prosječna visina razreda, u drugom je bila 10cm više od prosječne visine razreda, a u trećem testu je bila 10cm više nego u drugom mjerenju. Test je završio kada je učenik dva puta napravio osmicu oko stalaka i probao kroz ciljnu liniju. Prikupljeni podaci su obrađeni deskriptivnom statistikom i faktorskom analizom. Utvrđeno je kako novokonstuirani testovi zadovoljavaju metrijske karakteristike te je prikazana njihova usporedba po razredima.The aim of the research was to find a valid instrument that measures the agility of children in lower primary school that is also appropriate for their age and to examine its metric characteristics. The research involved 154 primary school students from the 1st to the 4th grade. Figure of eight with ducking (MAGOSS) is the name of the test taken for the research. Agility was tested using three tests in each of the first four grades of primary school. The distance between the stands the students had to run around was 4 meters. They ran in the shape of an imaginary eight lying on the floor and had to bend under the elastic band. The difference between these three tests was the height of the elastic band. In the first test, the height of the set elastic band was the average height of the class, in the second it was 10cm higher than the average class height, and in the third test, it was 10cm higher than in the second measurement. The test ended when the student completed the eight around the stands twice and crossed the finish line. The collected data was analyzed using descriptive statistics and factor analysis. It was determined that the tests satisfy the metric characteristics and the comparison of these tests as well as their results that were done in every grade in lower primary school are presented here
Developing critical thinking in preschool children
No full textOvaj rad se bavi istraživanjem i analizom kompetencije kritičkog mišljenja kod djece predškolske dobi, s posebnim naglaskom na praktične metode i aktivnosti za njegov razvoj. Razmatraju se različite metode koje mogu pomoći u poticanju kritičkog mišljenja, uključujući istraživačke aktivnosti, igre, rasprave i projekte. Cilj rada je prikazati kako ove aktivnosti mogu doprinijeti razvoju djetetove sposobnosti za refleksiju, analizu i donošenje kritički promišljenih odluka. Ističe se važnost uloge odraslih kao vodiča i podrške u ovom procesu, kao i potreba za stvaranjem okruženja koje omogućuje djeci da slobodno izražavaju svoja mišljenja i sudjeluju u konstruktivnim raspravama. Zaključno, rad naglašava potrebu za obogaćivanjem dječjih svakodnevnih aktivnosti sadržajima koji potiču kritičko mišljenje kako bi se osigurao njihov cjeloviti razvoj i pripremili ih za izazove budućnosti.This thesis investigates and analyzes the competence of critical thinking among preschool children, with a particular emphasis on practical methods and activities for its development. It examines various methods that can help foster critical thinking, including research activities, games, discussions, and projects. The aim of the thesis is to demonstrate how these activities can contribute to the development of a child's ability to reflect, analyze, and make critically informed decisions. The importance of the role of adults as guides and support in this process is highlighted, as well as the need to create an environment that allows children to freely express their opinions and participate in constructive discussions. In conclusion, the thesis emphasizes the need to enrich children's daily activities with content that encourages critical thinking to ensure their holistic development and prepare them for future challenges
Collaborative relationships between educators and parents of gifted children
No full textRane pokazatelje darovitosti roditelji često prepoznaju jer djetetova sposobnost nadilazi njihova očekivanja. No, neki roditelji ne prepoznaju darovitost. Iako procjenu darovitosti djece provode psiholozi, odgajatelji su ti koji prvi prepoznaju te znakove. Suradnja obitelji i vrtića prvenstveno mora biti usmjerena na bolji rast i razvoj djece. Budu i da je dijete najvažnije živo biće, njegov razvoj počinje rođenjem. Roditelji su prve osobe s kojima se dijete susreće, stoga imaju najvažniju ulogu u životu svog djeteta. Druga najvažnija osoba u djetetovom životu je odgajatelj Djeca se sa svojim odgajateljima upoznaju kada navrše godinu dana, a ponekad i ranije. Ako se dječji talenti otkriju u najranijoj dobi i ako im se kroz suradnju roditelja i obitelji omogući primjereno poticajno okruženje, imaju velike šanse razviti svoj puni potencijal.Early indicators of giftedness are often recognized by parents because the child's ability exceeds their expectations. However, some parents do not recognize giftedness. Although the assessment of children's giftedness is carried out by psychologists, educators are the first to recognize these signs. Cooperation between families and kindergartens must primarily be aimed at better growth and development of children. Since a child is the most important living being, its development begins at birth. Parents are the first people a child meets, therefore they have the most important role in their child's life. The second most important person in a child's life is the teacher. Children meet their teachers when they turn one year old, and sometimes even earlier. If children's talents are discovered at an early age and if they are provided with an appropriate stimulating environment through the cooperation of parents and families, they have a great chance to develop their full potential
Information and communication technology representation in early and preschool education process
No full textInformacijska i komunikacijska tehnologija (IKT) postala je neizostavan dio suvremenog obrazovnog procesa. Primjena IKT-a danas je raširena u gotovo svim granama gospodarstva te u svim njegovim glavnim segmentima poput istraživanja, razvoja, projektiranja, proizvodnje, administracije i marketinga. IKT također ima sve veću ulogu i u ranom i predškolskom odgoju i obrazovanju, pružaju i djeci i odgojiteljima nove na ine razumijevanja okoline te mogućnost učenja i igre u digitalnom okružju. Pravilna integracija IKT-a u odgojno-obrazovni program ključna je za osiguranje pravilne i sigurne upotrebe tehnologije, u skladu s razvojnim potrebama djece. Cilj je integracije IKT-a pružiti djeci poticajno i uravnoteženo okružje u kojem će razvijati različite vještine i kompetencije, poticati njihovu znatiželju i kreativnost te ih pripremati za suvremeni digitalni svijet u kojem odrastaju i žive. Ovo istraživanje analizira stavove roditelja o korištenju informacijske i komunikacijske tehnologije (IKT) kod djece rane i predškolske dobi. Provedeno je među 126 roditelja, s ciljem razumijevanja njihovih percepcija i iskustava s IKT-om. Rezultati pokazuju podijeljene stavove roditelja o pozitivnim i negativnim utjecajima IKT-a na dječji razvoj. Dok vrijeme provedeno uz IKT značajno utječe na percepcije roditelja, demografske varijable poput veli ine mjesta, spola i dobi roditelja nisu značajni faktori. Naglašava se potreba za uravnoteženim korištenjem IKT-a, edukacijom roditelja i odgojitelja te pravilnom integracijom tehnologije u odgojno-obrazovni proces kako bi se maksimizirali pozitivni učinci i minimizirali rizici.Information and communication technology (ICT) has become an indispensable part of the modern educational process. The use of ICT today is widespread in almost all branches of the economy, and in all its main segments such as research, development, design, production, administration and marketing. ICT also plays an increasing role in early and preschool education, providing children and educators with new ways of understanding the environment and the possibility of learning and playing in a digital environment. The proper integration of ICT into the educational program is essential to ensure the correct and safe use of technology, in accordance with the developmental needs of children. The goal of ICT integration is to provide children with a stimulating and balanced environment in which they will develop various skills and competencies, encourage their curiosity and creativity, and prepare them for the modern digital world in which they grow up and live. This research analyzes parents' attitudes about the use of information and communication technology (ICT) in early and preschool children. It was conducted among 126 parents, with the aim of understanding their perceptions and experiences with ICT. The results show the divided views of parents on the positive and negative impacts of ICT on children's development. While time spent with ICT significantly influences parents' perceptions, demographic variables such as size of place, gender and age of parents are not significant factors. The need for a balanced use of ICT, education of parents and educators, and proper integration of technology into the educational process is emphasized in order to maximize positive effects and minimize risks
Recommendations For Working With Children With Autism Spectrum Disorders
No full textPokazatelji poremećaja iz spektra autizma (PAS) najčešće se javljaju kod djece u predškolskoj dobi. Kroz povijest, djeca s PAS-a često nisu bila razumijevana od strane svoje okoline. Međutim, u posljednjem stoljeću došlo je do značajnih promjena u pristupu prema djeci s posebnim odgojno obrazovnim potrebama. Znanstvenici su prvotno smatrali da djeca koja pokazuju simptome poput povlačenja u sebe i favoriziranja samoće imaju shizofreniju, no kasnije su ove simptome izdvojili pod specifičan naziv - autizam. Simptomi PAS-a najčešće se manifestiraju kao problemi u komunikaciji i socijalnoj interakciji te kroz repetitivna ili opsesivna ponašanja. Iako uzroci PAS-a nisu potpuno jasni, poznato je da se simptomi razlikuju od djeteta do djeteta, što zahtijeva individualizirani pristup svakom od njih. Kvalifikacija i sposobnost odgajatelja u prepoznavanju simptoma i zadovoljenju individualnih potreba djeteta ključni su za ovaj pristup. Stoga je neophodno da odgajatelji budu spremni na kontinuirano profesionalno usavršavanje. Programi rane intervencije pružaju djeci strategije za prevladavanje trenutnih izazova te ih pripremaju za što samostalniji život putem odgojno-obrazovne podrške. Ovi programi omogućuju djeci da razviju vještine potrebne za samostalnost u odrasloj dobi, istovremeno pružajući potrebnu podršku tijekom odrastanja.Indicators of autism spectrum disorder (ASD) most commonly appear in preschool-aged children. Throughout history, children with ASD have often been misunderstood by their environment. However, significant changes in the approach to children with special educational needs have occurred in the last century. Initially, scientists believed that children exhibiting symptoms such as withdrawal and favoring solitude had schizophrenia, but later these symptoms were categorized under a specific term - autism. ASD symptoms most commonly manifest as communication and social interaction issues, as well as repetitive or obsessive behaviors. Although the causes of ASD are not fully understood, it is known that symptoms vary from child to child, necessitating an individualized approach for each. The qualification and ability of educators to recognize symptoms and meet the individual needs of each child are crucial for this approach. Therefore, it is essential for educators to be committed to continuous professional development. Early intervention programs provide children with strategies to overcome current challenges and prepare them for a more independent life through educational support. These programs enable children to develop skills necessary for independence in adulthood while providing the needed support during their development