Music in the Curriculum of Early Childhood and Preschool Education/Glazba u kurikulu ranoga i predškolskoga odgoja

Abstract

Abstract
From the beginning of organized early childhood and preschool education, music has been an integral part of kindergarten educational practice. The key role in the formation of institutional early childhood and preschool education was played by Friedrich Fröbel (1782‒1852). It is due to him that kindergartens opened during the 19th century, first in Germany and then in other countries. He considered music an essential component of educational practice. The kindergarten movement also influenced Croatia. In 1869, the first kindergarten (zabavište) was opened in Zagreb. The following decades saw an expansion of the network of preschool institutions. Music activities, most often singing, were an integral part of them. Methodical approaches to early music education have changed and improved over time. Changes in the conception of early childhood and preschool education pedagogy also reflected on the position of music activities in certain educational programs or curricula of early childhood and preschool education. While singing activities were the focus of the traditional methodical approach, the contemporary approach emphasizes researching music. Music activities have their place in the modern curriculum of early childhood and preschool education. They represent a significant opportunity to encourage the complete development of early and preschool-age children and stimulate their education, learning activities, and the development of their competencies.
Keywords: Croatia; early and preschool age; kindergarten, music activities; conceptions of pedagogy.

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Sažetak
Od početaka organiziranoga ranog i predškolskog odgoja glazba je sastavni dio odgojno-obrazovne prakse dječjih vrtića. Temeljna važnost za formiranje institucijskoga ranog i predškolskog odgoja imao je Friedrich Fröbel (1782. - 1852.). Njegovom se zaslugom dječji vrtići počinju otvarati tijekom 19. stoljeća prvo u Njemačkoj, a zatim i drugim zemljama. Glazbu je smatrao bitnom sastavnicom odgojno-obrazovne prakse. Pokret za otvaranjem dječjih vrtića utjecao je i na Hrvatsku. Godine 1869. otvoreno je prvo dječje zabavište (dječji vrtić) u Zagrebu. Tijekom narednih desetljeća širila se mreža predškolskih ustanova. Glazbene aktivnosti, najčešće pjevanje, bile su njihov sastavni dio. Metodički pristupi ranom glazbenom odgoju mijenjali su se i usavršavali tijekom vremena. Promjene u koncepcijama ranoga i predškolskoga odgoja imale su odraz i na položaj glazbenih aktivnosti u pojedinim odgojno-obrazovnim programima odnosno kurikulima ranoga i predškolskoga odgoja. U tradicionalnom metodičkom pristupu naglasak je bio na pjevanju dok suvremeni pristup naglasak stavlja na istraživanje glazbe. Glazbene aktivnosti svoje mjesto imaju i u suvremenom kurikulu ranoga i predškolskoga odgoj te predstavljaju značajnu mogućnost za poticanje cjelovitoga razvoja te odgoja, učenja i razvoja kompetencija djeteta rane i predškolske dobi.
Ključne riječi: dječji vrtić, glazbene aktivnosti; Hrvatska; pedagoške koncepcije; rana i predškolska dob