PREPOZNAVANJE I PODRŠKA DAROVITOJ DJECI U PREDŠKOLSKOJ USTANOVI

Ovaj rad prikazuje važnost prepoznavanja i zadovoljavanja posebnih odgojno-obrazovnih potreba darovite djece predškolske dobi. Darovitima je potrebno osigurati individualizirani pristup i diferencirani sadržaj rada koji će omogućiti provedbu aktivnosti i zadataka primjerenih njihovim visokim sposobnostima i interesima. U radu su prikazani rezultati pet paralelnih studija slučaja kojima se dobio uvid u provedbu procesa prepoznavanja i pružanja podrške darovitoj djeci u pet predškolskih ustanova u gradu Splitu. Rezultati su dobiveni tehnikama polu-strukturiranog promatranja djece u odgojnim skupinama i polu-strukturiranog intervjua s odgojiteljicama. Glavni je doprinos ovoga istraživanja u osvješćivanju važnosti zadovoljavanja specifičnih odgojno-obrazovnih potreba darovite djece predškolske dobi te u proširenju teme darovitosti. Budući da se u literaturi i praksi naglašavaju razne negativne posljedice neprimjerenog odgojno-obrazovnog rada s darovitima, naglašava se potreba individualiziranog pristupa u predškolskoj ustanovi kako bi se djetetu već u ranoj dobi osigurali uvjeti za razvijanje potencijala. Velika je odgovornost stavljena na predškolske odgojitelje, pri čemu je potrebna njihova dodatna edukacija i osposobljenost za stvaranje poticajnog okruženja koje će omogućiti djetetov cjelokupni razvoj.This paper shows the importance of recognizing and meeting the special educational needs of gifted preschool children. Gifted children need to be provided with an individualized approach and differentiated work content that will enable the implementation of activities and tasks appropriate to their high abilities and interests. The paper presents the results of five parallel case studies that provided insight into the implementation of the process of recognizing and providing support to gifted children in five preschool institutions in the city of Split. The results were obtained using the techniques of semi-structured observation of children in educational groups and semi-structured interviews with preschool educators. The main contribution of this research is in raising awareness of the importance of meeting the specific educational needs of gifted preschool children and in expanding the topic of giftedness. Since various negative consequences of inappropriate educational work with the gifted are emphasized in the literature and in practice, the need for an individualized approach in preschool institutions is emphasized in order to provide the child with the conditions for developing its potential at an early age. A great responsibility is placed on educators, where their additional education and training is needed to create a stimulating environment that will enable the child's overall development