Odgojno-obrazovna podrška darovitoj djeci i učenicima

master's thesis

• Title (english): Educational support for gifted children and students
• Author: Angela Bušljeta
• Mentor: Edita Slunjski (mentor)
• Mentor: Jasmina Božić (komentor)
• Committee member: Edita Slunjski (član povjerenstva)
• Committee member: Jasmina Božić (član povjerenstva)
• Committee member: Ante Kolak (predsjednik povjerenstva)
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of Pedagogy); Zagreb
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of Sociology); Zagreb
• Defense date and country: 2023-09-19, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Specific Pedagogy

Abstract

U odgoju i obrazovanju, darovita se djeca i učenici smatraju se djecom s posebnim odgojno-obrazovnim potrebama zbog njihovih određenih crta ličnosti i visoko razvijenih sposobnosti. Zbog čestog zanemarivanja njihovih odgojno-obrazovnih potreba u praksi, potrebno je poduzeti potrebne mjere kako bi im omogućili odgoj i obrazovanje u skladu s njihovim sposobnostima i interesima. Napore i poticaje prema uključenju darovite djece i učenika u odgojno-obrazovni proces nazivamo odgojno-obrazovnom podrškom darovitoj djeci i učenicima. Cilj je ovog istraživanja opisati i analizirati iskustva roditelja darovite djece predškolske i školske dobi, odnosno djece koja su identificirana kao darovita, glede odgojno-obrazovne podrške darovitoj djeci i učenicima.
Istraživanje je kvalitativno. Podaci su prikupljeni tehnikom intervjua, za čije je potrebe konstruiran polustrukturirani upitnik. Uzorak je prigodni, u smislu neprobabilističkog. Svaki je intervju snimljen preko snimača zvuka, a, uz pomoć audio-snimke, svaki je intervju transkribiran. Svaki je intervju anonimiziran i kodiran, nakon čega je uslijedila analiza podataka. Analiza se temelji na tematskoj analizi i analizi između slučajeva. Rezultati istraživanja pokazali su kako je većina djece uočena kao darovita od strane vrtića ili škole, ali ne i utvrđena. Na temelju dobivenih rezultata zaključujemo da su načini na koje se vrtić prilagodio potrebama djece sljedeći: podrška odgajatelja, održavanje radionica za djecu, prepoznavanje potencijala djeteta i prilagodba njegovim sposobnostima, dozvoljavanje individualnosti, prilagodba djetetovim željama, savjetodavna podršku roditeljima. Preprekama smatramo izostanak navedenoga. Istraživanjem je zaključeno kako se škola u manjoj mjeri prilagodila potrebama darovitih učenika, a kao glavi problem roditelji ističu nedovoljne kompetencije odgojno-obrazovnih djelatnika za rad s takvom skupinom, ali i izostanak sustavne podrške darovitoj djeci. Udruge za razvoj i poticanje darovitosti pokazale su se kao nadomjestak formalne odgojno-obrazovne podrške darovitim učenicima. Zaključuje se kako je na razini vrtića i škole, ali i široj društvenoj razini potrebno podići razinu kvalitete odgojno-obrazovne podrške darovitoj djeci i učenicima.

Abstract (english)

In education, gifted children and students are considered as children with special educational needs because of their specific personality and highly developed abilities. In practice, it is necessary to take the necessary measures to provide them with education in accordance with their abilities and interests. Efforts and incentives towards the inclusion of gifted children and students in education we can consider as educational support for gifted children and students. The goal of this research is to describe and analyze the experiences of parents of gifted children of preschool and school age regarding educational support for gifted children and students.
The research is qualitative. The data were collected with the interview technique by using a semi-structured questionnaire. The sample is opportunistic, in the sense of non-probabilistic. Each interview was recorded using a sound recorder, and with the help of an audio recording, each interview was transcribed. Each interview was anonymized and after that coded by using Microsoft Word Program, followed by data analysis. The analysis is based on thematic and cross-case analysis. The results of the research showed that most children were recognised as gifted by the kindergarten or school, but not identified. Based on the obtained results, we conclude that the ways in which the kindergarten adapted to the needs of children are as follows: support of educators, holding workshops for children, recognition of the child's potential and adaptation to his abilities, allowing individuality, adaptation to the child's wishes, advisory support to parents. We consider the absence of the above to be obstacles. The research concluded that the school adapted to a lesser extent to the needs of gifted students, and as the main problem, parents pointed out the insufficient competence of educational staff to work with such a group, as well as the lack of systematic support for gifted children. Associations for the development and encouragement of giftedness have proven to be a substitute for formal educational support for gifted students. It is necessary to raise the quality level of educational support for gifted children and students.

• Keywords: darovita djeca i učenici; odgojno-obrazovne potrebe; odgojno-obrazovna podrška; roditelji darovite djece
• Keywords (english): gifted children and students; educational support; parents
• Language: croatian
• URN:NBN: urn:nbn:hr:131:314900
• Study programme: Title: Pedagogy (double major); Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra pedagogije (magistar/magistra pedagogije)
• Study programme: Title: Sociology (double major); specializations in: Research, Teaching; Course: Research; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra sociologije (magistar/magistra sociologije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Access restricted to students and staff of home institution
• Created on: 2023-09-25 17:24:48