Application of folklore contents in preschool institutions

Svaki kraj ima veliku povijest iza sebe, bogatu kulturu, veliku tradiciju i uz to narodne običaje koji se razlikuju u svim krajevima Hrvatske. Ljudi tradiciju njeguju uz ples, glazbu, narodne nošnje i glazbene instrumente, a nasljednici svih tih tradicija su djeca. Tradicija se prenosi s koljena na koljeno već dugi niz godina. Pomoću dječjeg folklora odrasli prenose na djecu tradicijsku baštinu uz pomoć uspavanki, brojalica, pjesama i kroz ples. Odgojitelji djecu potiču na očuvanje narodnih običaja, zajedno uče o plesu, nošnjama i glazbalima, potiču kod djece osjećaj za pokret, ritam, kreativnost i maštu. Djeca se odgajaju u duhu običaja koji na njih prenose odrasli. Kroz razne brojalice, pjesme, igre, uspavanke i plesove djeca uče o svom kraju i običajima. Pomoću folklora kod djece se potiču kreativnost, maštovitost, potiču se različite sposobnosti, osjećaj za ritam i pokret. Odgojitelji pomoću igre djeci približavaju svoje znanje o folkloru. Ples djeci pomaže da se razviju kroz emocionalni, intelektualni, socijalni, duhovni i tjelesni način. Primarni cilj istraživanja je utvrditi stavove odgojitelja o primjeni folklornih sadržaja u predškolskim ustanovama. Sekundarni cilj je samoprocjena razina kompetencija potrebnih za provedbu folklornih sadržaja u predškolskim ustanovama. Provedeno je istraživanje u pet različitih vrtića u Hrvatskoj, u Slavoniji je istraživanje obavljeno u Đakovu, Vukovaru i Suhopolju, a u Dalmaciji u Mokošici i Viru. U istraživanju je sudjelovalo 41 odgojitelja. Anketni upitnik podijeljen je u dva dijela, prvi dio odnosi se na opća pitanja, a drugi dio na stavove i kompetencije potrebne za provedbu folklornih sadržaja, kompetencije potrebne za planiranje folklornih sadržaja, motivacijske kompetencije i osobne i socijalne kompetencije. Za procjenu stavova i samoprocjenu kompetencija vezanih za primjenu folklornih sadržaja u predškolskim ustanovama konstruirao se upitnik pod nazivom Upitnik primjene folklora u predškoli. Odgovori su dati na Likertovoj skali od 5 stupnjeva kojoma se izražava stupanj slaganja. Rezultati su pokazali da većina odgojiteljica ima pozitivan stav o provedbi folklornih sadržaja (njih 93%) smatraju da je važno njegovati folklorne sadržaje u radu s djecom. Uz navedeno njih 80% ima pozitivan stav vezan za provedbu folklornih sadržaja i smatraju da se u njihovom vrtiću provodi u dovoljnom opsegu.Each region has a great history behind it, a rich culture, a great tradition and moreover, folk customs that differ in all parts of Croatia. People cherish the tradition with dance, music, folk costumes and musical instruments, and the heirs to all these traditions are children. The tradition has been passed down from generation to generation for many years. Through children's folklore, adults pass on traditional heritage to children with the help of lullabies, numbers, songs and dance. Educators encourage children to preserve national customs, learn together about dance, costumes and musical instruments, and encourage children to have a sense of movement, rhythm, creativity and imagination. Children are raised in the spirit of custom passed on by adults. Through various numbers, songs, games, lullabies and dances, children learn about their surroundings and customs. Folklore encourages creativity, imagination, encourages different abilities, a sense of rhythm and movement in children. Educators use children to bring their knowledge of folklore to the children. Dancing helps children develop through emotional, intellectual, social, spiritual and physical ways. The primary objective of the research is to determine the attitudes of educators on the use of folklore content in preschool institutions. The secondary objective is the self-assessment of the level of competences required for the implementation of folklore content in pre-school institutions. Research was carried out in five different kindergartens in Croatia, in Slavonia the research was done in Đakovo, Vukovar and Suhopolje, and in Dalmatia in Mokošica and Vir. 41 educators participated in the research. The questionnaire is divided into two parts, the first part deals with general questions and the second part the attitudes and competences needed for the implementation of folklore content, the competences required for the planning of folklore content, motivational and personal and social competences. For the assessment of attitudes and self-assessment of the competences related to the application of folklore contents in preschool institutions, a questionnaire called the Questionnaire for the application of folklore in preschool was constructed. The answers were given on a 5-point Likert scale expressing the degree of agreement. The results showed that most educators have a positive attitude towards the implementation of folklore content (93% of them) believe that it is important to nurture folklore content when working with children. In addition, 80% of them have a positive attitude regarding the implementation of folklore content and believe that their kindergarten is implemented to a sufficient extent