Dimenzije kvaliteta inkluzivnog rada vaspitača
Quality dimensions of kindergarten Teachers’ inclusion work
Article (Published version)
Metadata
Show full item recordAbstract
Predškolska ustanova je prva vaspitno-obrazovna institucija u celovitom sistemu vaspitanja i obrazovanja deteta. U najranijoj fazi svoga razvoja, dete
dobija različite vidove podrške upravo u vrtiću, odnosno u vaspitnoj grupi
kojom koordinira vaspitač. Međutim, predškolska ustanova treba da pruži
mogućnost za razvojne kompetencije, kako dece tipičnog razvoja, tako i dece
kojima je neophodna dodatna pomoć i podrška u razvoju. Dodatni vidovi
podrške deci sa smetnjama u razvoju iziskuju određene uslove za rad, zatim
pripremu i planiranje, kao i kompetentnost vaspitača.
Boljem razumevanju problematike i stručnom radu vaspitača doprinose, pre
svega njegovi pozitivni stavovi prema inkluzivnom radu, motivacija za rad,
osobine njegove ličnosti, kao i njegova potreba za permanentnim razvojem
i usavršavanjem različitih vidova kompetentnosti, socijalno-emocionalne,
kognitivne i dr. Ispravna procena i psihološko-pedagoški takt vaspitača da
kreira socijalno-emocionalnu atmosferu u grupi... u kojoj će doživljaj zadovljstva boravkom u njoj,jednako biti prisutan kod sve dece, imperativ su u inkluzivnom radu vaspitača u okviru predškolske ustanove.
Kindergarten institution is the first educational institution within the entire
system of a child’s education. During the earliest stage of development, a child
is provided with various aspects of support in kindergarten, or, more exactly, in
the group coordinated by the kindergarten teacher. However, a kindergarten
institution is there to offer the possibility of developmental competence to both
the children of typical development, and those in need of additional help and
support in their development. Additional ways of supporting children with
developmental disorders require specific working conditions, preparation and
planning, and the teacher’s competence likewise.
Factors that contribute to a kindergarten teacher’s better understanding
and professionalism in work, are positive attitude towards inclusion work,
motivation for work, personality characteristics, and the need for permanent
development and professional improvement in various aspects of competence,
social-em...otional, cognitive, etc.Properly assessing and being tactful in
psychological and pedagogical approach in order to create such social and
emotional atmosphere in the group that all the children will be equally pleased
to be part of the group, is an imperative in kindergarten teacher’s inclusion
work within a kindergarten institution.
Keywords:
vaspitač / vrtić / inkluzivni rad / kompetentnost vaspitača / kindergarten teacher / kindergarten / inclusion work / kindergarten teacher’s competenceSource:
Beogradska defektološka škola, 2016, 22, 2, 93-109Publisher:
- Drustvo defektologa Srbije
- Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)
Collections
Institution/Community
rFASPERTY - JOUR AU - Sakač, Marija AU - Marić, Mia PY - 2016 UR - http://rfasper.fasper.bg.ac.rs/handle/123456789/3635 AB - Predškolska ustanova je prva vaspitno-obrazovna institucija u celovitom sistemu vaspitanja i obrazovanja deteta. U najranijoj fazi svoga razvoja, dete dobija različite vidove podrške upravo u vrtiću, odnosno u vaspitnoj grupi kojom koordinira vaspitač. Međutim, predškolska ustanova treba da pruži mogućnost za razvojne kompetencije, kako dece tipičnog razvoja, tako i dece kojima je neophodna dodatna pomoć i podrška u razvoju. Dodatni vidovi podrške deci sa smetnjama u razvoju iziskuju određene uslove za rad, zatim pripremu i planiranje, kao i kompetentnost vaspitača. Boljem razumevanju problematike i stručnom radu vaspitača doprinose, pre svega njegovi pozitivni stavovi prema inkluzivnom radu, motivacija za rad, osobine njegove ličnosti, kao i njegova potreba za permanentnim razvojem i usavršavanjem različitih vidova kompetentnosti, socijalno-emocionalne, kognitivne i dr. Ispravna procena i psihološko-pedagoški takt vaspitača da kreira socijalno-emocionalnu atmosferu u grupi u kojoj će doživljaj zadovljstva boravkom u njoj,jednako biti prisutan kod sve dece, imperativ su u inkluzivnom radu vaspitača u okviru predškolske ustanove. AB - Kindergarten institution is the first educational institution within the entire system of a child’s education. During the earliest stage of development, a child is provided with various aspects of support in kindergarten, or, more exactly, in the group coordinated by the kindergarten teacher. However, a kindergarten institution is there to offer the possibility of developmental competence to both the children of typical development, and those in need of additional help and support in their development. Additional ways of supporting children with developmental disorders require specific working conditions, preparation and planning, and the teacher’s competence likewise. Factors that contribute to a kindergarten teacher’s better understanding and professionalism in work, are positive attitude towards inclusion work, motivation for work, personality characteristics, and the need for permanent development and professional improvement in various aspects of competence, social-emotional, cognitive, etc.Properly assessing and being tactful in psychological and pedagogical approach in order to create such social and emotional atmosphere in the group that all the children will be equally pleased to be part of the group, is an imperative in kindergarten teacher’s inclusion work within a kindergarten institution. PB - Drustvo defektologa Srbije PB - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF) T2 - Beogradska defektološka škola T1 - Dimenzije kvaliteta inkluzivnog rada vaspitača T1 - Quality dimensions of kindergarten Teachers’ inclusion work EP - 109 IS - 2 SP - 93 VL - 22 UR - https://hdl.handle.net/21.15107/rcub_rfasper_3635 ER -
@article{ author = "Sakač, Marija and Marić, Mia", year = "2016", abstract = "Predškolska ustanova je prva vaspitno-obrazovna institucija u celovitom sistemu vaspitanja i obrazovanja deteta. U najranijoj fazi svoga razvoja, dete dobija različite vidove podrške upravo u vrtiću, odnosno u vaspitnoj grupi kojom koordinira vaspitač. Međutim, predškolska ustanova treba da pruži mogućnost za razvojne kompetencije, kako dece tipičnog razvoja, tako i dece kojima je neophodna dodatna pomoć i podrška u razvoju. Dodatni vidovi podrške deci sa smetnjama u razvoju iziskuju određene uslove za rad, zatim pripremu i planiranje, kao i kompetentnost vaspitača. Boljem razumevanju problematike i stručnom radu vaspitača doprinose, pre svega njegovi pozitivni stavovi prema inkluzivnom radu, motivacija za rad, osobine njegove ličnosti, kao i njegova potreba za permanentnim razvojem i usavršavanjem različitih vidova kompetentnosti, socijalno-emocionalne, kognitivne i dr. Ispravna procena i psihološko-pedagoški takt vaspitača da kreira socijalno-emocionalnu atmosferu u grupi u kojoj će doživljaj zadovljstva boravkom u njoj,jednako biti prisutan kod sve dece, imperativ su u inkluzivnom radu vaspitača u okviru predškolske ustanove., Kindergarten institution is the first educational institution within the entire system of a child’s education. During the earliest stage of development, a child is provided with various aspects of support in kindergarten, or, more exactly, in the group coordinated by the kindergarten teacher. However, a kindergarten institution is there to offer the possibility of developmental competence to both the children of typical development, and those in need of additional help and support in their development. Additional ways of supporting children with developmental disorders require specific working conditions, preparation and planning, and the teacher’s competence likewise. Factors that contribute to a kindergarten teacher’s better understanding and professionalism in work, are positive attitude towards inclusion work, motivation for work, personality characteristics, and the need for permanent development and professional improvement in various aspects of competence, social-emotional, cognitive, etc.Properly assessing and being tactful in psychological and pedagogical approach in order to create such social and emotional atmosphere in the group that all the children will be equally pleased to be part of the group, is an imperative in kindergarten teacher’s inclusion work within a kindergarten institution.", publisher = "Drustvo defektologa Srbije, Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)", journal = "Beogradska defektološka škola", title = "Dimenzije kvaliteta inkluzivnog rada vaspitača, Quality dimensions of kindergarten Teachers’ inclusion work", pages = "109-93", number = "2", volume = "22", url = "https://hdl.handle.net/21.15107/rcub_rfasper_3635" }
Sakač, M.,& Marić, M.. (2016). Dimenzije kvaliteta inkluzivnog rada vaspitača. in Beogradska defektološka škola Drustvo defektologa Srbije., 22(2), 93-109. https://hdl.handle.net/21.15107/rcub_rfasper_3635
Sakač M, Marić M. Dimenzije kvaliteta inkluzivnog rada vaspitača. in Beogradska defektološka škola. 2016;22(2):93-109. https://hdl.handle.net/21.15107/rcub_rfasper_3635 .
Sakač, Marija, Marić, Mia, "Dimenzije kvaliteta inkluzivnog rada vaspitača" in Beogradska defektološka škola, 22, no. 2 (2016):93-109, https://hdl.handle.net/21.15107/rcub_rfasper_3635 .