Dimenzije kvaliteta inkluzivnog rada vaspitača

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.