Adaptation and improvement of the educational process: Respecting children’s differences from the perspective of educators
Abstract
Each child is unique and irreplaceable, and one of the fundamental assumptions of modern educational processes is the respect for the child’s personality and authenticity. The theoretical foundation of the work lies in the concepts of individual differences (capabilities) of preschool children and individualization in the educational process. In an empirical study of mixed design, the aim was to more thoroughly determine the prevalence of identifying and respecting the individual capabilities of preschool children in the educational process, and to assess opportunities for improving individualization from the perspective of preschool teachers. The study involved 131 participants - preschool teachers from the Public Institution Center for Preschool Education Banja Luka. The main findings of the study indicate that, although teachers highly value the recognition and respect of individual capabilities in working with children, there is a greater prevalence of recognizing children’s capabilities compared to their actual appreciation in practice.
References
Akalin, S., Demir, Ş., Sucuoğlu, B., Bakkaoglu, H., & Işcen, F. (2014). The needs of inclusive preschool teachers about inclusive practices. Eurasian Journal of Educational Research, 14(2), 39–60. https://files.eric.ed.gov/fulltext/EJ1057302.pdf
Bordigoni, F., Casini, L., Catarsi, E., Faenzi, G., Fortunati, A., Frangili, S., ... & Saitta, L. (1993). Gli indicatori di qualità per l’asilo nido. Istituto degli Innocent. https://www.minoritoscana.it/sites/default/files/gli%20indicatori%20della%20qualita.pdf
Fuchs, W. W. (2010). Examining teachers’ perceived barries associated with inclusion. Southeastern Regional Association of Teacher Educators Journal, 19(1), 30–35.
Hansen, K. A., Kaufman, R. K., & Saifer, S. (2000). Obrazovanje i kultura demokratije. Centar za obrazovanje inicijative Step by step.
Ilić-Stošović, D., & Nikolić, S. (2012). Analiza samoprocene nastavnika o pripremlјenosti za izradu i realizaciju Individualnih obrazovnih planova. U M. Gligorović (Ed.) Zbornik radova–Godišnja prezentacija rezultata naučno-istraživačkih projekata Fakulteta za specijalnu edukaciju i rehabilitaciju (pp. 125–134). Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju.
Kadum S., Brkljača, J., & Šiško, T., (2019). Projekt ‘’Male pričopričalice“ – Osnovna škola Veruda. U S. Radetić-Paić (Ed.), Programi prevencije problema u ponašanju u lokalnoj zajednici (pp. 93–106). Sveučilište Jurja Dobrile u Puli, Fakultet za odgojne i obrazovne znanosti.
Klemenović, J. (2014). Spremnost za školu u inkluzivnom kontekstu. Filozofski fakultet Univerzitet Novi Sad.
Kramer, J. F. (1994). Defining competence as readiness to learn. U S. G. Goffin, & D. Day (Eds.), New perspectives in early childhood teacher education: Bringing practitioners into the debate (pp. 29–36). Teachers College.
Kucirkova, N., Gerard, L., & Linn, M. C. (2021). Designing personalised instruction: A research and design framework. British Journal of EducationalTechnology, 52, 1839–1861. https://doi.org/10.1111/bjet.13119
Kudek-Mirošević, J., & Jurčević-Lozančić, A. (2014). Stavovi odgojitelja i učitelja o provedbi inkluzije u redovitim predškolskim ustanovama i osnovnim školama. Hrvatska revija za rehabilitacijska istraživanja, 50, 17–29. https://hrcak.srce.hr/130957
Lepičnik Vodopivec, J., Kadum, S., & Šindić, A. (2024). Students’ perspective on the individual abilities of children and their appreciation of the educational process. The New Educational Review, 75(1). 413–424. https://doi.org/10.15804/tner.2024.75.1.09
Lepičnik-Vodopivec, J., Kovačič Kuzmič, M., & Šindić, A. (2023). Individualne razlike djece predškolskog uzrasta iz perspektive studenata. U S. Marinković (Ed.). Savremeno predškolsko vaspitanje i obrazovanje - tendencije, izazovi i mogućnosti. (pp. 125–134). Univerzitet u Kragujevcu, Pedagoški fakultet.
Nikolić, M., Grandić, R., & Pavlović, M. (2017). The competences of preschool teachers for working with gifted children. Teaching Innovations, 1(30), 43–54. https://doi.org/10.5937/inovacije1701043N
Pastuović, N. (2001.). Hrvatska u 21. stoljeću: Odgoj i obrazovanje - Bijeli dokument o hrvatskom obrazovanju. Ured za strategiju razvitka Republike Hrvatske.
Popović, D. (2021). Individualizacija u nastavi. Zavod za školstvo.
Saifer, S., Baumann, M., Isenberg, J., & Jalongo, M. (2000). Individualizirana nastava u ranom odgoju djece. COI Step by Step.
Shevlin, M., Winter, E., & Flynn, P. (2013). Developing Inclusive Practice: Teacher Perceptions of Opportunities and Constraints in the Republic of Ireland. International Journal of Inclusive Education, 17(10), 1119–1133. https://doi.org/10.1080/13603116.2012.742143
Sovilj, M. (2013). Uloga i značaj emocionalnog govornog izraza u vaspitanju i obrazovanju djece. U M. Nikolić (Ed.) Unapređenje kvaliteta života djece i mladih (pp. 41–51). Udruženje za podršku i kreativni razvoj djece i mladih, Edukacijsko-rehabilitacijski fakultet Univerziteta u Tuzli.
Šindić, A. (2019). Perspektive vaspitanja djece jasličke dobi u Bosni i Hercegovini. U S. Čotar Konrad (Ed.) Vloga vrtca pri vzgoji otroka prvega starostnega obdobja. (pp. 77–89). Založba Univerze na Primorskem, Knjižnica Ludus.
Šindić, A. (2021). Individualizacija u vaspitanju i obrazovanju na predškolskom uzrastu. Filozofski fakultet Univerziteta u Banjoj Luci, Filozofski fakultet Univerziteta u Ljubljani.
Šindić, A., Kadum, S., & Lepičnik Vodopivec, J. (2024). Factors of recognition and respecting individual differences in the educational process from the students’ point of view. International Review, 3-4. 62–67. https://doi.org/10.5937/intrev2404062S
Visković, I., & Višnjić Jetvić, A. (2019). Je li važnije putovati ili stići. Alfa.
Zaborniak-Sobczak, M. (2022). Beliefs on Inclusive Education Among Teachers and Students of Pedagogical Faculties in South-Eastern Poland. The New Educational Review, 70. 133–144. https://doi.org/10.15804/tner. 2022.70.4.11
Zaharijević, A. (2021). Na šta mislimo kada kažemo... Poboljšanje položaja žena. Institut za filozofiju i društvenu teoriju.
Zovak, M., Bačanek Jurman, A. M., Čavar, M., & Martić, L. (2021). Kvalitetno vođenje u odgojno-obrazovnoj ustanovi: Od djeteta do ravnatelja. U A. Višnjić-Jevtić, M. Galinec & H. Biškup (Eds.), Zajedno rastemo-suradnički odnosi u ranom i predškolskom odgoju i obrazovanju. (pp. 8–11). Učiteljski fakultet Sveučilišta u Zagrebu, Dječji vrtić „Cvrčak“ Čakovec.
Żyta, A., & Kazanowski, Z. (2023). Students’ perception of teachers’ professional competence in working with pupils with intellectual disabilities. The New Educational Review, 71. 1839–1861. https://doi.org/10.15804/tner. 23.71.1.18
