Alternative kindergartens and programs

Prvi početci alternativnog djelovanja i prvih modela odgoja i obrazovanja dolaze zbog primjedbi i nezadovoljstva roditelja, ali i prosvjetnih djelatnika i znanstvenika. Želeći promijeniti postojeće stanje javljaju se razne ideje, pokreti, programi koji nude novo i drugačije viđenje odgojno-obrazovnog sustava i djeteta u njemu. U ovom radu opisane su alternativne pedagogije i pojava alternativnih programa u dječjim vrtićima u Republici Hrvatskoj. Prikazani su utemeljitelji i pedagoška načela Montessori pedagogije, waldorfske pedagogije i Agazzi pedagogije. Dan je prikaz i Šumskog vrtića u Puli. Svaki od navedenih programa ima svoje specifičnosti – počevši od pedagoških postavki od kojih polazi, aktivnosti koje se provode, materijalno-prostornog okruženja do razmatranja o ulozi odgojitelja. Današnje pluralističko društvo nudi alternative u gotovo svim područjima, tako i u području pedagogije. Promišljanja u okviru alternativnih pedagogija i pristupa usmjerena su na dobrobit djeteta i njegovog cjelovitog razvoja. Djetetovi interesi i mogućnosti, njegova aktivnost i samostalnost u fokusu su svih pedagoških nastojanja alternativnih pedagogija kako bi se razvila zdrava, samosvjesna i sretna osoba.The first beginnings of alternative activities and the first models of upbringing and early childhood education come due to the remarks and dissatisfaction of parents, but also preschool educators and scientists. Wanting to change the existing situation, various ideas, movements, and programs appear that offer a new and different view of the educational system and the child in it. This paper describes alternative pedagogies and the emergence of alternative programs in preschool institutions in the Republic of Croatia. The founders and pedagogical principles of Montessori pedagogy, Waldorf pedagogy and Agazzi pedagogy are presented. The presentation of the Forest Kindergarten in Pula was also given. Each of these programs has its own specifics - from the pedagogical settings from which it starts, the activities carried out, the materials and spatial environment, to the consideration of the preschool educators’ role. Today's pluralistic society offers alternatives in almost all areas, including pedagogy. Reflections within alternative pedagogies and approaches are focused on the well-being of the child and his or her overall development. The child's interests and possibilities, his or her activity and independence are the focus of all pedagogical efforts of alternative pedagogies in order to develop a healthy, self-aware, and happy person