GLAZBA I INKLUZIJA U RANOM I REDŠKOLSKOM ODGOJU DJECE S TEŠKOĆAMA U RAZVOJU

Predškolske se ustanove svojim programom i odgojno-obrazovnim područjima orijentirane na cjelovit razvoj djetetove osobnosti na kojeg bitan utjecaj imaju kreativne aktivnosti bliske umjetničkom izrazu. Njima se omogućavaju opažajno i doživljajno izražavanje, a utječu i na spoznajni, emocionalni i socijalni razvoj sve djece, a tako i djece s teškoćama u razvoju. U radu su prikazane glazbene aktivnosti i njezini pozitivni učinci u kontekstu ustanove ranog i predškolskog odgoja pri radu s djecom s teškoćama u razvoju. Posebna pozirnost usmjerena je na inkluziju, odnosno inkluzivno obrazovanje kao najviši stupanj pedagoškog povezivanja djece s teškoćama u razvoju u redovne sustave odgoja i obrazovanja. Inkluzija podrazumijeva višu razinu uvažavanja djece s teškoćama u razvoju i tretira ih kao potpuno ravnopravne sudionike u odgojno-obrazovnom procesu. Ona svoj djeci osigurava ravnopravan položaj i podjednake razvojne mogućnosti te nastoji uključiti dijete s teškoćama u razvoju u zajedničke aktivnosti s drugom djecom kako bi nesmetano napredovalo u skladu s vlastitim mogućnostima. Uz prikaz pojedinih razvojnih teškoća djece s kojima se često susrećemo u odgojno-obrazovnoj praksi u radu su ujedno navedeni i opisani postupci glazboterapije za navedene teškoće te su prikazane praktične aktivnosti koje se mogu provoditi u odgojno-obrazovnoj praksi. Zaključeno je da bi glazbene aktivnosti trebale biti dio svakodnevne odgojno-obrazovane prakse djece rane i predškolske dobi. S obzirom na njihovu čestu marignalizaciju i zapostavljanje u praksi, potrebna je dodatna edukacija odgojitelja, osobito u području glazboterapije. Na taj način bi se djeci s teškoćama u razvoju na adekvatan način približile glazbene aktivnosti, a ujedno terapeutski djelovalo na njihov cjelokupan razvoj.The curriculum and educational areas of preschool institutions are oriented towards a holistic development of a child’s personality, which is also significantly affected by creative activities close to artistic expression. These activities enable children to express themselves perceptually and experientially; they also affect the cognitive, emotional and social development of all children, as well as children with developmental difficulties. This thesis presents some music activities and their benefits in the context of early childhood and preschool institutions for children with developmental difficulties. Special attention is directed towards inclusion, i.e. inclusive education as the highest level of educational integration of children with developmental difficulties into regular education. Inclusion implies a higher level of respect for children with developmental difficulties, and accepts them as equal participants in the education process. It provides equal footing and developmental possibilities for all children and strives to include children with developmental difficulties into shared activities with other children in order to provide them with an opportunity to make progress in accordance with their capabilities. The thesis also names and describes several developmental difficulties found in children, that are often encountered in teaching practice, in addition to naming and discussing the methods of applying music therapy for the aforementioned difficulties, and presenting activities that can be applied in teaching. In conclusion, the author states that music activities should become a part of everyday teaching practice in working with early and preschool-aged children. Considering that they are frequently marginalized and neglected in the teaching practice, preschool teachers need to be provided with additional professional development, especially in the field of music therapy in order to bring music activities closer to children with developmental difficulties