Encouraging environment in preschool

U današnje vrijeme svakodnevno čitamo rezultate novih istraživanja o tome kako i na koji način odgajati dijete, što je potrebno za pravilan razvoj, kakav je utjecaj okoline na razvoj djece. Nijedno dijete nije isto, svako je individua za sebe, sa svojim načinom i brzinom razvoja, s vlastitim mogućnostima, interesima, kompetencijama i osobnosti. Nekadašnje tradicionalno gledanje na dijete kao objekt danas se više ne uvažava, naprotiv, dogodio se konstruktivistički obrat te se dijete danas tretira kao subjekt. Nova suvremena slika djeteta mijenja način odnošenja odgojitelja prema djetetu, a u suvremenoj pedagogiji dominira slika djeteta kao aktivnog i kompetentnog djeteta koje je samostalno i socijalno aktivno. Nesigurnosti odgojitelja i stručnog osoblja u dnevnom ophođenju s djecom dovele su do pojačanog interesa za istraživanja poticajnog okruženja u kojem djeca obitavaju. U ovome radu prikazat će se što je i kako se organizira poticajno okruženje u vrtiću za djecu rane i predškolske dobi. U radu bit će iznesena dva pedagoška koncepta: Montessori i Reggio koji se često koriste u radu s djecom. Spomenut će se značajni sudionici u tome procesu (djeca, odgojitelji, stručno osoblje) i opisati neke njihove uloge u stvaranju okoline prikladne dječjem uzrastu. Objasnit će se veza između planiranja odgojnog rada, praćenja razvoja djeteta i njegovih postignuća, osobna odgojiteljska procjena mogućnosti djece s organizacijom okruženja. Znanja koja odgojitelji steknu na praktičan način i znanja kojima raspolažu od fakultetskih dana omogućavaju im gradnju nove razine osobnog razvoja. Takav način učenja jest osnovna bit refleksije koju odgojitelji prakticiraju s drugim kolegama i stručnim osobljem. Sve navedeno su ključni faktori u organiziranju poticajnog okruženja djece u ranom i predškolskom odgoju.Nowadays, every day we read the results of new research on how and in what way to raise a child, what is needed for proper development, what is the influence of the environment on children's development. No child is the same, each is an individual for himself, with his own way and speed of development, with his own possibilities, interests, competences and personality. The former traditional view of the child as an object is no longer respected today, on the contrary, a constructivist turn has taken place and the child is now treated as a subject. The new modern image of the child changes the way educators treat the child, and in modern pedagogy the image of the child as an active and competent child, who is independent and socially active, dominates. The insecurities of educators and professional staff in daily dealings with children have led to increased interest in research into the stimulating environment in which children live. This paper will show what it is and how to organize a stimulating environment in kindergarten for children of early and preschool age. Two pedagogical concepts will be presented in the paper: Montessori and Reggio, which are often used in working with children. Significant participants in this process (children, educators, professional staff) will be mentioned and some of their roles in creating an environment suitable for children will be described. The connection between the planning of educational work, monitoring the development of the child and his achievements, personal educator's assessment of the possibilities of children with the organization of the environment. The knowledge that educators acquire in a practical way, and the knowledge they have at their disposal since college days, enable the construction of a new level of personal development. Such a way of learning is the basic essence of reflection that educators practice with other colleagues and professional staff. All of the above are key factors in organizing the stimulating environment of children in early and preschool education