Curricular circle in day-care educational work

Usmjerenost na učenika i razvoj njegovih individualnih kompetencija i sposobnosti podrazumijeva kvalitetnu organizaciju nastavnog procesa, krećući od same škole i njezinih učitelja do suradnje s roditeljima i zajednicom. Cjelodnevni odgojno-obrazovni rad organiziran je kao osmosatni dnevni boravak učenika u školi tijekom kojega je, osim procesa učenja i poučavanja, integrirano i organizirano slobodno vrijeme učenika. U planiranju nastave tijekom cjelodnevnog odgojno-obrazovnog rada učiteljima temeljni okvir predstavlja Nacionalni okvirni kurikulum i predmetni kurikulumi. Cilj ovog istraživanja bio je ispitati prednosti, mogućnosti i nedostatke provođenja aktivnosti usmjerenih na učenika u cjelodnevnom odgojno-obrazovnom radu osnovne škole koja već nekoliko desetaka godina provodi cjelodnevni odgojno-obrazovni rad. Strukturiranim intervjuom s učiteljicama razredne nastave (N=16) cjelodnevnog odgojno-obrazovnog rada u Osnovnoj školi Nikola Tesla u Rijeci iznijeta su mišljenja učitelja o kompetencijama značajnim za rad u cjelodnevnom odgojno-obrazovnom radu, stavovi o planiranju nastave usmjerene na učenika te mišljenja o mogućnostima unaprjeđenja kvalitete rada u cjelodnevnom odgojno-obrazovnom radu. Dobiveni rezultati ukazuju na to da cjelodnevni odgojno-obrazovni rad ima više prednosti i mogućnosti nego nedostataka u kontekstu usmjerenosti na učenika i njegov cjelokupni razvoj. Kao najveću prednost učitelji navode svakodnevno vrijeme provedeno s učenicima u provedbi ishoda učenja predmetnih kurikuluma uz integrirane organizirane aktivnosti slobodnog vremena tijekom nastavnog dana.Focusing on the student and the development of his individual competencies and abilities implies a quality organization of the teaching process, ranging from the school itself and its teachers to cooperation with parents and the community. The day-care educational work is organized as an eight-hour stay of students in school during which, in addition to the learning and teaching process, students' free time is integrated and organized. In the planning of classes during the full-day program of education, the basic framework for teachers is the National Curriculum Framework and subject curriculum. The aim of this research was to examine the advantages, possibilities and disadvantages of conducting activities aimed at students in the day-care educational work of primary school, which has been conducting day-care educational work for several decades. The structured interview with primary school teachers (N=16) of day-care educational work at the Nikola Tesla Elementary School in Rijeka, presented the teachers’ opinions on competencies important for working in full-day program of education, attitudes about student-centered teaching planning and opinions on the possibilities of improving the quality of day-care educational work. The obtained results indicate that day-care educational work. has more advantages and possibilities than disadvantages in the context of focusing on the student and his overall development. Teachers state that the biggest advantage of the day-care educational work is the daily time spent with students in the implementation of learning outcomes of the subject curriculum combined with integrated organised leisure time during the school day