Setting Art Studio in the Premises of a Kindergarten

Ovaj diplomski rad govori o centru likovnog stvaralaštva ili likovnom ateljeu u prostoru dječjeg vrtića. U radu pišem o kompetencijama odgojitelja te njegovim ulogama u odgojno – obrazovnom procesu, s fokusom na centar likovnog stvaralaštva. Uloga odgojitelja je osmisliti prostor pogodan za cjelokupan rast i razvoj djeteta; svoja znanja i vještine upotrebljavati promišljeno i pravovremeno. Nenametljivo osluškivati i poticati dijete u skladu s njegovim potrebama i mogućnostima te mu nudi temeljito isplanirane aktivnosti. U radu navodim materijale i poticaje koje centri likovnog stvaralaštva nude te konkretne primjere aktivnosti provedenih u odgojno – obrazovnim skupinama. Dokumentirane aktivnosti provedene u dječjem vrtiću Mali istraživač i dječjem vrtiću Bajka. Vrtići se razlikuju po prostoru i ideji odgojno – obrazovnog procesa, no oba vrtića vrve s dječjom kreativnošću i likovnim radovima. U dječjem vrtiću Bajka u suradnji s kolegicama boravila sam u odgojno – obrazovnom skupini za djecu s poremećajima autističnog spektra. „Program za djecu s poremećajima iz autističnog spektra“ je jedinstven, a jednu od metoda kojima se odgojiteljice i rehabilitatorice služe sam dokumentirala i priložila u ovome radu. Cilj ovog rada je približiti bitnost centra likovnog stvaralaštva, njegove forme, materijala, samog procesa i sudionika. Djeteta, odgojitelja, roditelja i dječjeg vrtića.This diploma thesis talks about the centre of artistic creation or art studio in the premises of a kindergarten. In the thesis I write about educators' competencies and their roles in the educational process with a focus on the centre of artistic creation. The role of an educator is to design a space suitable for the overall growth and development of a child and use their knowledge and skills thoughtfully and in a timely manner. Furthermore, the role of the educator is to listen unobtrusively and encourage a child in accordance with their needs and abilities offering them thoroughly planned activities. In the thesis I list the materials and stimulations offered by the centres of artistic creation as well as concrete examples of activities conducted in educational groups. The documented activities are carried out in the kindergarten Mali istraživač and the kindergarten Bajka. These kindergartens differ in space and the idea of the educational process, but both kindergartens abound in children's creativity and artwork. In cooperation with my colleagues I have spent time in the educational group for children with autism spectrum disorders in Bajka kindergarten. "The program for children with autism spectrum disorders" is unique and I have documented one of the methods used by educators and rehabilitators in this thesis. The aim of this thesis is to connect the importance of the center of artistic creation, its form, materials, the process itself with the participants; the child, educators, parents and the kindergarten