NTC sistem učenja – prozor u budućnost

Abstract

NTC - Sistem učenja (Centar Nikola Tesla - Odeljenje Mensa za nadarene), je sistem učenja zasnovan na teorijskim osnovama neurologije, neuropsihologije, pedagogije, didaktike i metodologije za predškolski i osnovnoškolski uzrast. Spomenuti sistem učenja utiče na teorijsko znanje i daje uputstva o tome kako povezati teoriju sa obrazovnom praksom. Ranko Rajović, dr.med., specijalista interne medicine, osnivač Mense u nekoliko država, saradnik UNICEF-a za edukaciju i književnik Uroš Petrović ističu se kao osnivači NTC - sistema učenja. Namena NTC programa prvenstveno je bila prepoznavanje i podsticanje darovitih. Međutim, uočene su pozitivne promene kod učenika sa lošijim uspehom kao i da primena programa pomaže i razvoj poželjnih vrednosti kod učenika; kao i to da učenici kod kojih su identifikovane neke razvojne smetnje, pokazuju bolje rezultate u izvršavanju školskih obaveza i akademskim veštinama (Rajović i sar., 2013). Program je primenjivan u Slovačkoj, Italiji, Češkoj, Rumuniji, Crnoj Gori, Hrvatskoj, Bosni i Hercegovini, Sloveniji i Srbiji, a odvija se u letnjem kampu u trajanju od 10 dana, uglavnom, u vidu vežbi radioničkog tipa. Program se realizuje u više faza, u malim grupama (15-25), uz angažovanje stručnjaka i vaspitača sa sertifikatom „NTC - sistem učenja“. Za svaki uzrast, uz primenu programa, rade se periodična testiranja, radi usmeravanja i praćenja razvoja dece (Radmanić, & Vujkov, 2016). NTC - sistem učenja obuhvata tri celine: dodatnu stimulacija razvoja sinapsi (igre ravnoteže, razvoj akomodacije i grafomotorike), stimulaciju razvoja asocijativnog razmišljanja (apstrahovanje, vizualizacija, apstraktna klasifikacija i serijacija, asocijacije) i stimulaciju razvoja funkcionalnog razmišljanja (zagonetne priče i zagonetna pitanja). Prednost primene NTC - sistema učenja je mogućnost za ispoljavanje kreativnosti kako kod dece tako i odraslih. Kroz smernice roditeljima i vaspitno-obrazovnim radnicima program pruža ideje i metode koje nisu konačno određene i ostavljaju prostora za ličnu modifikaciju (Rajović, 2010). Osim navedene, prednost ove metode je u sveobuhvatnom pristupu pojedincu. Kao krajnji rezultat izdvaja se kvalitetno i dugotrajno usvajanje gradiva kroz podsticanje socijalnog, emocionalnog i kognitivnog aspekta razvoja (Radmanić, & Vujkov, 2016). Ovo je novi pristup učenju, kojim dominira interakcija i misaona aktivnost deteta i njegovih aktivnosti koja vodi uspešnom razvoju. Sistem je detaljno razrađen, primenljiv u porodici, predškolskim ustanovama i svim razredima osnovne škole (Mićanović, Novović, Vučković & Šakotić, 2015). NTC - sistem učenja ističe veliku važnost ranog sticanja iskustva, fleksibilnost nervnog sistema dece, specifičnost ljudskih sposobnosti i talenta i upozorava da se nevežbanjem gube sposobnosti, veštine i funkcije (Gojkov, Rajovic & Stojanovic, 2015). Jedna od retkih osobina ovakvih sistema učenja koja je izbegnuta u NTC programu je ta da on pruža proverljivosti i mogućnost za ispitivanje efekata primene same metode. Stoga, su u ovom radu prikupljena istraživanja koja su se bavila proverom efikasnoti primene NTC sistema učenja u okviru stimulisanja razvoja sinapsi, kao i asocijativnog i funkcionalnog razmišljanja. Činjenica da se program, čije efekte nastojimo da prikažemo u ovom istraživanju, već sprovodi u predškolskim ustanovama i/ili u letnjim školama u Novom Sadu, Beogradu, Nišu, Pančevu, Šapcu, Bačkoj Palanci, Kikindi, Užicu, ali i van Srbije (Prag, Brno, Ljubljana, Kopar, Bazel, Gorica, Veles, Zadar...), uključujući uverenje praktičara u pozitivne efekte primene programa na mentalni razvoj dece, koordinaciju pokreta i motoriku, podsticanje pažnje, koncentraciju, divergentno mišljenje, zaključivanje i funkcionalno znanje – bila je značajan pokretač za pisanje ovog rada.

NTC - Learning System (Nikola Tesla Center - Mensa Department for the Gifted), is a learning system based on the theoretical foundations of neurology, neuropsychology, pedagogy, didactics, and methodology for preschool and primary school age. The learning system mentioned influences theoretical knowledge and provides guidance on how to relate theory to educational practice. Ranko Rajovic, MD, founder of Mensa in several countries, UNICEF education associate and writer Uros Petrovic, are distinguished as the founders of the NTC Learning System. The purpose of the NTC program was primarily to identify and encourage the gifted. However, there have been positive changes in poorly performing students, and that the implementation of the program also helps to develop desirable values for students; and that students with some developmental disabilities have been shown to perform better in schoolwork and academic skills (Rajovic et al., 2013). The program has been implemented in Slovakia, Italy, Czech Republic, Romania, Montenegro, Croatia, Bosnia and Herzegovina, Slovenia and Serbia, and takes place in a summer camp of 10 days, mainly in the form of exercises of the workshop type. The program is implemented in several stages, in small groups (15-25), with the involvement of experts and educators certified "NTC - learning system". For each age, with the application of the program, periodic tests are done to guide and monitor the development of children (Radmanic, & Vujkov, 2016). The NTC learning system comprises three parts: additional stimulation of synapse development (balance games, development of accommodation and graphomotor), stimulation of the development of associative thinking (abstraction, visualization, abstract classification and serialization, associations) and stimulation of the development of functional thinking (puzzling stories and mysterious questions). The advantage of using the NTC learning system is the ability to express creativity in both children and adults. Through guidance to parents and educators, the program provides ideas and methods that are not finally determined and leave room for personal modification (Rajovic, 2010). Apart from the above, the advantage of this method lies in a comprehensive approach to the individual. The end result is the quality and long-term adoption of the material through stimulating the social, emotional and cognitive aspects of development (Radmanić, & Vujkov, 2016). This is a new approach to learning, dominated by the interaction and thought activity of the child and his / her activities leading to successful development. The system has been elaborated, applicable to families, preschools and all grades of primary school (Mićanović, Novović, Vučković & Šakotić, 2015). The NTC system of learning emphasizes the importance of early learning, the flexibility of the nervous system of children, the specificity of human abilities and talents, and warns that the loss of ability, skill and function (Gojkov, Rajovic & Stojanovic, 2015). One of the rare features of such learning systems that has been avoided in the NTC program is that it provides testability and the ability to examine the effects of applying the method itself. Therefore, research has been collected in this paper to examine the effectiveness of the application of the NTC learning system in stimulating synapse development as well as associative and functional thinking. The fact that the program, whose effects we seek to show in this research, is already being implemented in pre-schools and / or summer schools in Novi Sad, Belgrade, Nis, Pancevo, Sabac, Backa Palanka, Kikinda, Uzice, but also outside Serbia (Prague, Brno, Ljubljana, Koper, Basel, Gorizia, Veles, Zadar ...), including practitioners' beliefs in the positive effects of program implementation on children's mental development, movement coordination and motor skills, stimulating attention, concentration, divergent thinking, reasoning and functional knowledge - was a significant driver for writing this work.