Strengthening Resilience of Preschool Children through Parental Competences

Rad se bavi definiranjem pojma otpornosti te čimbenika koji utječu na razvoj iste. Riječ je o rizičnim i zaštitnim čimbenicima koji su u podlozi fenomena otpornosti, a utječu na razvojne ishode djeteta. Otpornost je usko vezana za ove čimbenike, posebno zaštitne, koje između ostaloga čini obitelj. Obitelj je primarna zajednica odgovorna za rast i razvoj djeteta, čija je otpornost u međudjelovanju s individualnom otpornosti pojedinca. U radu se opisuje poželjan obiteljski kontekst, kojeg odlikuje pozitivno i podržavajuće roditeljstvo. Pozitivno roditeljstvo uključuje pedagoški kompetentne roditelje koji su osvijestili važnost svoje uloge u procesu razvoja svojega djeteta, pa se stoga i ponašaju u skladu s tim. Takve roditelje odlikuje spremnost na stalno unaprjeđivanje kompetencija i mijenjanje sebe, otvorenost za učenje te praćenje i procjena odgojnih postupaka koje koriste. Na roditeljstvo utječe i odgojni stil kojeg roditelji primjenjuju, a kao najprihvatljiviji smatra se autoritativni, odnosno stil koji kombinira nadzor i emocionalnu toplinu. Djeca takvih roditelja imaju visoko samopoštovanje i samopouzdanje, pozitivnu sliku o sebi, razvijene socijalne i druge vještine što čini dobar putokaz za izgradnju otpornosti. Osim roditelja i cjelokupne obiteljske okoline, razvoju otpornosti mogu doprinijeti i odgojno-obrazovne ustanove, koje se uzimaju kao sljedeći temeljni kontekst u kojem se odvija djetetov razvoj. Zajedno u suradnji s roditeljima, omogućujući im kvalitetno obrazovanje, na koje u konačnici svako dijete ima pravo, potiče se razvoj djetetovih potencijala, kao i jačanje kompetencija potrebnih za svladavanje životnih izazova. To potvrđuje i za cilj ima kurikulum otpornosti namjenjen svoj djeci predškolske i osnovnoškolske dobi.This paper deals with defining the term of resiliency and factors which affects on development of mentioned resiliency. It includes protective and risk factors which are the forms the base of resiliency phenomenon and it directly affects on developmental outcomes of a child. Resilience is directly connected with mentioned factors, especially protective ones, which among other, is the family itself. Family is the primary community responsible for growth and development of a child, which resilience consists in interaction with individual resilience of oneself. The paper describes desirable family context characterized by positive and supporting parenthood. Positive parenthood includes pedagogically competent parents who are aware of the importance of their role in the development of their child, so they act accordingly to that knowledge and awareness. Such parents are characterized by willingness to constantly improve competencies and to change and reshape themselves, openness to learning, monitoring and evaluation of educational practices they use. Parenting is influenced by the parenting style of parents, and authoritative style is considered as the most acceptable, or a style that combines control, surveillance and emotional warmth. Children of such parents have high self-esteem and confidence, positive image of itself, developed social and other skills, which paves a good path for building and improving resiliency. Besides the parents and the family environment, educational institutions can contribute to the development of resilience, which are taken as the next fundamental context in which the child's development takes place. By enabling a hi quality education, on which, ultimately, every child has the right, and in collaboration with parents, an encouragement and boosting of the development and evolution of child's potentials as well as the strengthening of the competencies needed to overcome life's challenges. The curriculum of resistance assigned for children of preschool and elementary school age confirms it and aims for it