KARAKTERISTIKE UČENJA U OSNOVNOŠKOLSKOJ DOBI

Ovaj se rad bavi karakteristikama učenja djece osnovnoškolske dobi s posebnim naglaskom na različita razvojna razdoblja i različite stilove učenja. S obzirom na povezanost kognitivnog razvoja i procesa učenja, u radu se polazi od kognitivne teorije J. Piageta prema kojoj se djeca osnovnoškolske dobi nalaze prvo u fazi konkretnih, a potom formalnih operacija. Iako djeca uče od rođenja, u ranoj školskoj dobi prvi put se susreću s učenjem u užem smislu te počinju otkrivati stilove učenja koji im najviše odgovaraju pri čemu važnu ulogu imaju metakognitivni procesi. Ulaskom u adolescenciju, većina djece je razvila različite mehanizme i strategije učenja koje značajno utječu na njihov školski/akademski uspjeh. Stoga je ova tematika bitna za shvaćanje načina na koje je djeci najlakše učiti tako da im se može pomoći tijekom osnovnoškolskog obrazovanja, a i prilagoditi proces poučavanja njihovim značajkama i preferencijama. Bitno je naglasiti da je, unatoč nekim općenitim karakteristikama djece slične dobi, svako dijete individua koje ima svoje posebne karakteristike na koje treba obratiti pozornostThis paper deals with the characteristics of the learning of primary school children with a special emphasis on the different development stages and the different learning styles. Due to the connection of the cognitive development with the process of learning, the basis of this paper is J. Piaget's cognitive theory. According to the forementioned theory, primary school children first go through a phase of concrete operations and then a phase of formal operations. Although children acquire knowledge from their birth onwards, at early school age they come across learning in narrower terms and start discovering learning styles which suit them the most. During that stage metacognitive processes play an important part. Approaching the adolescence period most children have developed various learning mechanisms and learning strategies which affect their school / academic success considerably. This fact is the reason why the topic of the learning of primary school children is crucial for comprehending the mode in which children learn the easiest. Comprehension results in appropriate help to primary school children and the adjustment of the teaching process to their characteristics and preferences. The truth is that there are some general characteristics of the children of similar age, but it is important to point out that every child is unique and has its own particular characteristics that should be taken into consideration