Intercultural Competences in Pre-school Institutions - Empirical Research in Montessori Kindergarten

Već od malih nogu, posebice unutar odgojno - obrazovnih ustanova, djeca se susreću s pripadnicima različitih kulturnih skupina. Dok neka djeca pozitivno reagiraju na izloženost novim kulturama, druga u istoj situaciji iskazuju negativne reakcije. Kako bi što više prevladale pozitivne reakcije te se razvilo društvo koje će se temeljiti na tolerantnoj interakciji različitih kultura, pojavila se potreba za razvojem međukulturnih kompetencija kod djece već od najranije dobi, a s ciljem primjerene i uspješne komunikacije u međukulturnim situacijama na temelju vlastitog međukulturnog znanja, vještina i stavova (Deardorff, 2008). Pritom se postavlja pitanje optimalne dobi u kojoj je poželjno integrirati razvoj ove kompetencije u odgoj i obrazovanje djece. Stoga je cilj ovoga rada bio ispitati potencijal djece predškolske dobi za razvoj međukulturne kompetencije. Istraživanje je provedeno s djecom starosne dobi između tri i sedam godina koja su uključena u program ranog i predškolskog odgoja u jednom Montessori vrtiću (N=51). Uzimajući u obzir razvojnu dob djece, u istraživanju su korištene sljedeće kvalitativne istraživačke metode: metoda 'Persona doll', metoda vinjete, metoda fokus grupe. Navedenim se metodama ispitivao način na koji djeca predškolske dobi reagiraju pri susretu s pojedincima različitih kultura te kako promišljaju u i o tim situacijama. Dobiveni rezultati pokazuju kako djeca predškolske dobi u kontaktu s pojedincima različite boje kože ili fizionomije lica iskazuju otvorenost i interes. U pravilu ne uočavaju različitosti između sebe i drugih temeljene na specifičnom izgledu. Ako uočavaju razlike, one za njih neće predstavljati prepreku u socijalizaciji i interakciji s drugom djecom. Takvi nalazi ukazuju na načelnu otvorenost djece prema stranome i nepoznatome te u tom smislu na potencijal djece predškolske dobi za razvoj međukulturne kompetencije. Taj je potencijal važno iskoristiti na način da se već u predškolske ustanove sustavno integriraju aktivnosti i sadržaji s ciljem promicanja međukulturne kompetencije. Takav bi pristup mogao biti temelj za ostvarenje kvalitetnog suživota pojedinaca različitih kultura s naglaskom na toleranciju, prihvaćanje i poštovanje.From an early age, especially within educational institutions, children meet members of different cultural groups. While some children react positively to exposure to new cultures, others show negative reactions in the same situation. In order to foster positive reactions and develop a society based on tolerant interaction between different cultural groups, developing intercultural competences in children from the earliest age is needed. Thus, the main objective of the development is appropriate and successful communication in intercultural situations based on one’s own intercultural knowledge, skills and attitudes (Deardorff, 2008). This raises the question of the optimal age in which it is desirable to integrate the development of this competence in the upbringing and education of children. Therefore, the aim of this paper is to examine the potential of pre-school children for the development of intercultural competence. The research involved with children between three and seven years of age enrolled in pre-school education in one Montessori kindergarten (N = 51). Taking into account the developmental age of children, the following qualitative research methods were used in the research: the ‘Persona doll’ method, the vignette method and the focus group method. The above mentioned methods examined the way in which children of preschool age react to individuals from different cultures and how they perceive these situations. The obtained results show that pre-school children show openness and interest in contact with individuals of different skin color or facial physiognomy. Mostly they do not notice the differences between themselves and others based on specific appearance. If children notice any differences, these do not represent an obstacle to socialization and interaction with other children. Such findings point to the principle openness of children to the foreign and unknown, and, consequently, to the potential of pre-school children for developing intercultural competence. It is important to use this potential through systematic integration of appropriate activities and contents into pre-school institutions with the aim of promoting intercultural competence. Such an approach could form the basis for achieving a high level of quality coexistence between individuals from different cultures with an emphasis on tolerance, acceptance and respect