Institutional Pedagogical Intervention in Early Years of Life on the Path of Lifelong Learning / Institucionalna pedagoška intervencija u ranim godinama života na putu cjeloživotnog učenja

Abstract

The research presented in this paper focuses on establishing the relationship between
institutional pedagogical interventions in early years of life, such as the programme
before going to school, and early learning of children.
This relationship is observed through established outcomes that define
developmental changes of a child in all aspects of his development: physical,
emotional and cognitive, and development of speech, communication and creativity.
The task of the research was to determine the correlation between attending the
preschool curriculum and the growth of certain developmental aspects in children
as an indicator of early learning, while observing preschool education and education
as a fundamental process for developing lifelong learning competence.
Evaluation of the aspects of child development is carried out with the use of the
Scale for determining developmental aspects of children, with the teachers who
performed the evaluation of children starting the first grade also recording the data
on attending preschool institutions.
1,439 children were monitored in 18 schools, which represents about 14% of the
total population of children who attend the first grade in the Republic of Srpska,
one of the entities in Bosnia and Herzegovina.
The results of checking the relationship between involving children into the
curriculum before going to school and the developmental aspects of children show
that children who were involved in the curriculum have more expressed aspects of
development, which also reflects onto more developed abilities for lifelong learning.
Key words: aspects of child development; lifelong learning; preschool curriculum.

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Istraživanje predstavljeno u ovom radu fokusira se na uspostavljanje odnosa
između institucionalnih pedagoških intervencija u ranim godinama života, poput
predškolskoga programa i ranoga učenja djece.
Ovaj odnos promatran je kroz uspostavljene ishode koji definiraju promjene djeteta
u svim aspektima razvoja: fizičkom, socioemocionalnom i kognitivnom aspektu te
razvoju govora, komunikacije i kreativnosti.
Cilj istraživanja bio je ispitati vezu između uključenosti u predškolski kurikul i
poboljšanja određenih razvojnih aspekata djece kao indikatora ranoga učenja,
prilikom promatranja predškolskoga obrazovanja i obrazovanja kao temeljnoga
procesa za razvoj kompetencije cjeloživotnoga učenja.
Evaluacija aspekata dječjega razvoja provedena je upotrebom Skale za utvrđivanje
razvojnih aspekata djece, a provodili su je učitelji koji su procjenjivali djecu na
početku prvog razreda, također bilježeći podatke o pohađanju predškolskih
institucija.
U istraživanje je bilo uključeno 1439 djece iz 18 škola, što predstavlja oko 14 %
ukupne populacije djece koja pohađaju prvi razred u Republici Srpskoj, jednom
od entiteta u Bosni i Hercegovini.
Rezultati istraživanja odnosa uključivanja djece u predškolski kurikul i njihovih
razvojnih aspekata pokazuju da djeca koja su pohađala vrtić imaju izraženije
razvojne aspekte, što se također odražava na razvijenije sposobnosti cjeloživotnoga
učenja.
Ključne riječi: aspekti dječjega razvoja; cjeloživotno učenje; predškolski kurikul.