THE RECONCEPTUALIZATION OF EARLY CHILDHOOD CURRICULUM AND CHILDREN’S CIVIC COMPETENCES / REKONCEPTUALIZACIJA KURIKULA RANOG ODGOJA I GRAĐANSKE KOMPETENCIJE DJETETA

Abstract

ABSTRACT

The paper discusses possible improvements of the conditions relevant for developing preschoolers’ civic competences, which implies a series of qualitative changes in the structure of preschool institutions and in the organization of educational process. Encouraging the development of children's civic competences as well as the development of a new culture of preschool learning can contribute to the implementation of humanistic curriculum in the context of early childhood education, as the authors suggest. The paper promotes the idea of preparing children for self-evaluation in their learning process, which is required for their active process (co)modelling and (co)managing, and for the recognition of their active role in the curriculum research process. This is considered a precondition for developing a new concept of institutionalised childhood, also a possible direction for reconceptualizing the early childhood curriculum.

Key words: institutionalised childhood, culture of learning, children's rights

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SAŽETAK

U radu se raspravlja o unapređivanju uvjeta za razvoj građanskih kompetencija djeteta u vrtiću, što podrazumijeva niz kvalitativnih promjena u njegovu ustroju i organizaciji odgojno-obrazovnog procesa. Ostvarivanju humanistički orijentiranog kurikula ranog odgoja, za koji se autorice opredjeljuju, mogu pridonijeti poticanje razvoja građanskih kompetencija djece kao i razvoj nove kulture učenja u vrtiću. U radu se promovira ideja osposobljavanja djeteta za samoevaluaciju u procesu vlastitog učenja, kao pretpostavke njegova aktivnog (su)oblikovanja i (su)upravljanja tim procesom te afirmaciju aktivne uloge djeteta u procesu istraživanja kurikula. To se smatra pretpostavkom razvoja novog koncepta institucijskog djetinjstva te mogućim putem rekonceptualizacije kurikula ranog odgoja.

Ključne riječi: institucijsko djetinjstvo, kultura učenja, prava djece