The educator’s personal role in understanding children’s play is a key factor in planning organization of educational process in kindergarten. An educator´s personal paradigm is assumed to be an experiential and educational construct. This research examines the possible correlation of educators’ personal paradigms (N = 291) and contextual factors in the region of Dalmatia (Croatia). A questionnaire Q-EOCP (α = 0.78) was designed for this research. Research findings suggest that most educators are reluctant to introduce information and communication technology /ICT into the educational process (M = 2.25; SD = 1.02) or work with children with disabilities (M = 2.03; SD = 1.33). There was a slightly positive correlation between the educator’s professional work experience and the view that children with disabilities /CWD should be taught how to play (r = 0.35; p ≤ 0.05). Work experience is slightly negatively correlated with the opinion that natural materials encourage creative play in children more than the didactic toys (r = −0.29; p ≤ 0.05) and with the assessment of daily play in nature (r = −0.21; p ≤ 0.05). The research measured the correlation of assessments of daily play in nature and the educators’ level of education (F = 3.47; p ≤ 0.05). Findings suggest that early childhood and preschool educators need additional education on children’s play and the possibilities of augmentative technology.

ABSTRACT

UMJETNIČKI SADRŽAJI U ODGOJU I OBRAZOVANJU -POVIJESNI PREGLEDUmjetnički sadržaji bitna su dimenzija odgojnih utjecaja na cjeloviti razvoj djeteta. Potrebu za lijepim već je pokazivao i prvobitni čovjek ukrašavanjem svojih nastambi. "Ljepota je postala bitni kriterij ljudskog vrednovanja predmeta, pojava, međuljudskih odnosa, umjetničkih produkata i svega što nas okružuje" (Vukasović, 1994: 145). Na nužnost uključivanja

Abstract‘‘Rukovođ za zabavište'', the work of Antonija Cvijić, one of the first kindergarten educators in Croatia, was published by the Croatian Pedagogical and Literary Association in Zagreb in 1895. On the basis of German literature and her own experience in a kindergarten in Zagreb, Antonija Cvijić elaborated in details the concept of education founded on the ideas of Friedrich Fröbel, the founder of kindergartens. Considering wider issues of kindergartens, Antonija Cvijić paid great attention to children's play. In that context she analyzed a diverse range of children's games and activities. ‘‘Rukovođ za zabavište'' can be rightly considered a capital work of preschool pedagogical thinking.Key words: children's activities, Croatian pedagogues, Fröbel's educational system, preschool concepts, preschool education --- Sažetak Godine 1895. u nakladi Hrvatskog pedagoško-književnog zbora iz Zagreba objavljeno je djelo „Rukovođ za zabavišta" autorice Antonije Cvijić, jedne od prvih „zabavišnih učiteljica" u Hrvatskoj. Na osnovi njemačke literature te na osnovi vlastite prakse u zagrebačkom dječjem zabavištu Antonija Cvijić detaljno je razradila koncepciju odgoja i obrazovanja utemeljenu na idejama Friedricha Fröbela, začetnika dječjih vrtića. Razmatrajući širu problematiku dječjih zabavišta, Antonija Cvijić veliku pozornost posvećuje dječjoj igri. U tom kontekstu razmatra raznolik spektar dječjih igara i aktivnosti. Djelo"Rukovođ za zabavište" s punim se pravom može smatrati kapitalnim djelom hrvatske pedagoške misli.Ključne riječi: dječje aktivnosti, hrvatski pedagozi, Fröbelov odgojni sustav, predškolske koncepcije, predškolski odgoj

Visual arts make an integral part of educational influences aiming to stimulate the child’s overall development and upbringing. The educational dimension of visual arts was recognized very early and has become an integral part of various forms of institutional education. The activities of artistic expression and creation have become essential in the educational practice of kindergartens from the very beginnings of institutional early and preschool education. Different views on the child's artistic development influenced educational programs and curricula of early and preschool education. Following the foreign pedagogical experiences as well as local educational practice, methodological approaches to visual arts activities in kindergarten have changed and improved over time. Copying and imitating the way of expression of visual arts educators have been replaced by the child’s spontaneous and innovative artistic expression and creation.Keywords: institutional context; curricula; visual arts; pedagogical concepts, early and preschool education. --- Likovna kultura sastavni je dio odgojno-obrazovnih utjecaja u svrhu poticanja cjelovitoga razvoja i odgoja djeteta. Odgojno-obrazovna dimenzija likovne kulture prepoznata je vrlo rano te je postala sastavni dio različitih oblika institucionaliziranoga odgoja i obrazovanja. Aktivnosti likovnoga izražavanja i stvaranja postale sastavni dio odgojno-obrazovne prakse dječjih vrtića od samih početaka institucijskog ranog i predškolskog odgoja. Shvaćanja o djetetovom likovnom razvoju imala su utjecaj na odgojno-obrazovne programe odnosno kurikule ranog i predškolskog odgoja. Razvoj metodičkih pristupa likovnim aktivnostima u dječjem vrtiću mijenjao se i usavršavao tijekom vremena prateći pri tome strana pedagoška iskustva, ali i domaću odgojno-obrazovnu praksu. Pri tome je prijeđen put od precrtavanja i oponašanja likovnoga izraza odgojitelja do spontanog i stvaralačkog djetetovog likovnog izražavanja i stvaranja. Ključne riječi: institucijski kontekst; kurikuli; likovna kultura; pedagoške koncepcije, rani i predškolski odgoj