Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje, Vol 17, No 3 (2015)

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Dimensions of the Preschool Education Environment in Montenegro / Dimenzije predškolskog odgojnog ozračja u Crnoj Gori

Veselin Mićanović, Tatjana Novović

Abstract


Abstract

Within the project “Effects of the Reform Changes on the Preschool Education Context in Montenegro", the observations of education process were conducted in preschools, in three regions, on the total sample of 99 units (educational groups). This paper highlights the positive effects that are a result of the reform process in the Montenegrin preschool education, but it also identifies problems/challenges in realizing the programme objectives and activities. In order to objectively assess practical activities in different age groups, the Scale for observing the education process in preschool institutions was used, with a focus on the identification of indicators of more complex categories (interaction, diversity and democratic values, teaching strategies, learning environment, planning). With the intention of collecting relevant information about the current state of the kindergarten in the domain of educational work, a series of interviews were conducted, and then the teachers’ opinions and suggestions regarding the possible ways of improving teaching methodology practices in preschool institutions in Montenegro were marked. The study shows that the largest number of indicators is on the level of quality practices (on the scale 1=inadequate to 4= a step forward), so the measures towards the improvement of practice are suggested. It is necessary to adjust the number of children in educational groups with pedagogical standards, provide continuous training of professional staff, and improve educators’ teamwork in order to ensure much better life quality in preschool institutions.

Key words: age group; educator; preschool institution; quality of work; upbringing and education process.

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Sažetak 

U okviru realizacije projekta »Efekti reformskih promjena predškolskog odgojnog konteksta u Crnoj Gori« provedena je i opservacija odgojno-obrazovnog procesa u predškolskim ustanovama, u trima regijama, na ukupnom uzorku od 99 odgojnih skupina. U radu su prikazani pozitivni učinci koji su rezultat reformskog procesa u predškolstvu u Crnoj Gori, ali i identificirani problemi/izazovi u procesu realizacije programskih ciljeva i aktivnosti. U cilju što objektivnijeg sagledavanja praktičnih aktivnosti u skupinama različite dobi, koristila se Skala za promatranje odgojnog procesa u vrtiću, s pomoću koje smo precizirali indikatore za fokusirane kompleksne kategorije (interakcije, različitosti i demokratske vrijednosti, strategije poučavanja, okruženja za učenje, planiranje). S ciljem prikupljanja što više relevantnih informacija o postojećem stanju u vrtiću, na osnovi primijenjenog intervjua, zabilježena su i mišljenja i prijedlozi odgojitelja o mogućim putovima unapređivanja metodičke prakse u predškolskim ustanovama u Crnoj Gori. Rezultati promatranja i intervjuiranja odgojitelja pokazuju kako je većina procijenjenih indikatora na razini kvalitetne prakse (od 1 = neadekvatno do 4 = korak dalje), a predložene su mjere koje bi doprinijele unapređenju kvalitete rada u vrtiću. Potrebno je: uskladiti brojnost djece u odgojnim skupinama s pedagoškim standardima, osigurati kontinuiranu obuku stručnog kadra, unaprijediti timsko djelovanje odgajatelja s ciljem sveobuhvatnog unapređivanja kvalitete života u predškolskoj ustanovi.

Ključne riječi: dobna skupina; kvaliteta rada; odgojitelj; odgojno-obrazovni proces; predškolska ustanova. 



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