Child's adaptation to the nursery

Ustanove za rani odgoj i obrazovanje djece u drugoj i trećoj godini života, tradicionalno zvane jaslice, provode zadaće odgoja, obrazovanja i zdravstvene zaštite djece te je sve veća potraga za njima zbog zaposlenosti obaju roditelja. Uključivanje u jaslice započinje prilagodbom, postupnim privikavanjem djeteta na odgojno-obrazovnu ustanovu u kojoj stvara socio-emocionalnu vezu s odgojiteljem koji mu pruža osjećaj sigurnosti i zaštite. Prilikom prilagodbe javljaju se razne dječje reakcije – plač, frustracija, strah, odbijanje interakcije, pasivnost te je taj period iznimno stresan za dijete, ali i za roditelje i odgojitelje koji mu mogu olakšati ili otežati cjelokupni proces. No, osim što se upisom dijete prilagođava na odgojno-obrazovnu ustanovu, i ustanova je dužna prilagoditi se djetetu, stoga odgojitelj snosi veliku odgovornost prilikom prilagodbe. Treba imati određena teorijska znanja i kompetencije za rad s djecom u drugoj i trećoj godini života, osigurati im kvalitetno prostorno-materijalno okruženje, fleksibilan ritam dana i kvalitetne socijalne interakcije, a uza sve to i biti emocionalno osjetljiv na dječje potrebe i signale. U radu je prikazan proces prilagodbe djeteta na jaslice, ali i na koji se način ustanova i odgojitelj mogu prilagoditi kako bi djetetu olakšali boravak u odgojno-obrazovnoj ustanovi.Early childhood education institutions for two-year-olds and three-year-olds, commonly known as nurseries, are responsible for the upbringing, education, and healthcare of children. The demand for nurseries has been steadily increasing due to the employment of both parents. The integration process in a nursery begins with gradually adapting the child to the educational institution, fostering a socio-emotional connection between the child and the educator, who provides a sense of security and protection. During the adaptation phase, children may exhibit various reactions, such as crying, frustration, fear, refusal to interact, or passivity. This period can be highly stressful for the child, as well as for the parents and educators who play a role in either facilitating or complicating the entire process. However, it is important to note that while the child is adapting to the educational institution, the institution itself also has a responsibility to adapt to the child. The educators bear significant responsibility during that process, requiring specific theoretical knowledge and competences for working with two-year-old and three-year-old children. This includes providing a high-quality spatial environment, establishing a flexible daily routine, fostering quality social interactions, and being emotionally sensitive to the needs and signals of the children. The paper aims to illustrate the process of child adaptation to the nursery while also highlighting how institutions and educators can adapt to facilitate a positive experience for the children during their time in an educational setting