The role of kindergarten in development of children's competencies

Cilj ovog završnog rada je prikazati ulogu bioloških osobina i utjecaja okoline u razvoju kompetencija djeteta u dječjem vrtiću. Promatranjem i analizom djeteta, njegovih karakteristika te njegovog djelovanja u sklopu vrtićkih aktivnosti, odgajatelj dobiva uvid u njegovu ličnost, potencijale, razvoj identiteta, interakciju s drugima, te uvažavajući ih, stvara pretpostavke za razvoj osam ključnih kompetencija. Pri tome, uvažava i ostvaruje ciljeve, načela i vrijednosti Nacionalnog kurikuluma ranog i predškolskog odgoja i obrazovanja. Sveoubuhvatnim pogledom na dijete, uvažavajući njegova prava, potrebu odgovornog ponašanja te njegov cjeloviti razvoj utvrđene su temeljne pretpostavke koje je potrebno zadovoljiti kako bi se stvorili uvjeti za optimalni razvoj djeteta pri čemu odgojitelj ima primarnu ulogu. Analizom odgajateljeve uloge u djetetovu razvoju, utvrđeno je kako je vrtić mjesto zajedničkog učenja i življenja u kojem je dijete u ranoj ili predškolskoj dobi puno više od pasivnog „primatelja“ informacija, a odgajatelj puno više od autoriteta koji uvodi disciplinu i donosi pravila ponašanja te transmitira znanje na dijete. Dijete jest subjekt odgoja i obrazovanja koji samostalno donosi odluke, kreira i sudjeluje u aktivnostima s drugima, doprinosi zajednici, ima uvid u svoj napredak te radi na svom poboljšanju. S druge strane, odgajatelj značajno pridonosi kontinuiranim promatranjem i analiziranjem, dokumentiranjem djetetovih ponašanja i postignuća te ono što je posebno važno, pridonosi osobnom napretku i profesionalnom razvoju obvezujući se na cjeloživotno obrazovanje. Odgajatelj mora biti u toku s promjenama koje prate dijete i njegov razvoj te prilagođavati i mijenjati praksu u svrhu djetetova napretka, a za to je potreban neprestani osobni rast i mijenjanje samoga sebe i vlastitih načela kako bi se djetetu omogućio kvalitetan odgoj i obrazovanje.The aim of this final paper is to present the role of biological properties and the environment in the development of a child's competencies in kindergarten. By observing and analyzing the child, his characteristics and his actions in kindergarten activities, the educator gains insight into his personality, potentials, identity development, interaction with others, and respecting them, creates the conditions for the development of eight key competencies. In doing so, it respects and achieves the goals, principles and values of the National Curriculum of Early and Preschool Education. A comprehensive view of the child, respecting his rights, the need for responsible behavior and his overall development identified the basic assumptions that need to be met in order to create conditions for optimal development of the child in which the educator has a primary role. An analysis of the educator's role in the child's development shows that kindergarten is a place of joint learning and living in which the child is much more than a passive "recipient" of information at an early or preschool age, and the educator is much more than an authority that introduces discipline and rules and transmits knowledge on the child. The child has the role of a subject of upbringing and education who independently makes decisions, creates and participates in activities with others, contributes to the community, has an insight into his progress and works on his own improvement. On the other hand, the educator contributes significantly to continuous observation and analysis, documenting the child's behaviors and achievements and, most importantly, contributing to personal progress and professional development by committing to lifelong learning. The educator must be aware of the changes that accompany the child and his development and adapt and change practices for the purpose of the child's progress, and this requires constant personal growth and changing oneself and one's own principles to provide the child with quality education