This paper theoretically and empirically deals with the relationship between the concepts of social status and professional development of early childhood and preschool teachers' profession, while discussing the possibility of complementing two dominantly sociological and pedagogical traditions from which they derived. Low social status of early childhood and preschool teacher profession has not been significantly improved, neither in the context of continuous emerging of new professions in the late modernity, neither in the context of flourishing of different approaches to professional development. For this reason, we were interested in determining the attitudes of early childhood and preschool teachers about the position and relevance of their profession in our society, as well as whether there is a connection between the mentioned attitudes and early childhood and preschool teachers' attitudes to professional development. We conducted a survey in December 2013 on the sample of N=270 early childhood and preschool teachers in the area of Zagreb and Rijeka. The results showed that early childhood and preschool teachers believe they perform an extremely responsible job which is professionally and materially undermined in our society. However, the results also showed that there is a certain connection between positive cultures of educational institutions, professional development of early childhood and preschool teachers and their positive perception of the social status of early childhood and preschool teacher profession. This connection should be explored further since it opens a space for

1 Specifičnost pozicije mladih u društvu posljedica su: procesa strukturnih i kulturnih promjena koje otežavaju i odgađaju radno, financijsko, stambeno i obiteljsko osamostaljenje, procesa individualizacije, kulturne pluralizacije, traganja za osobnim i kolektivnim identitetom, distanciranja od utjecaja roditelja, težnje za autonomijom u oblikovanju vlastitih stavova i vrijednosti, sklonosti novome i eksperimentiranju, kritičkom odnosu spram hijerarhije i tradicije itd. Navedeni procesi naglašenije utječu upravo na poziciju studentske populacije. Ž. Boneta: Klatno se i dalje njiše. Institucionalna religioznost riječkih studenata 267 S o c i o l o g i j a i p r o s t o rvjerničke selekcije vjerovanja i erozije religijskog ponašanja (Vrcan, 1980.:339). U istom istraživanju mladi (ispitanici do 24 godine života) u većini indikatora iskazuju najmanju tradicionalnu i aktualnu religioznost. Marinović (1988.), interpretirajući podatke nacionalnog istraživanja provedenog 1985. godine, iznosi sljedeće značajke religioznosti mladih: tri četvrtine konfesionalno se identificira; trećina se religiozno identificira, a petina redovito participira u misama. Dakle mladi su sredinom osamdesetih bili većinski tradicionalno religiozni, ali se ta religioznost vrlo malo reproducira u aktualnu vezanost vidljivu u religijskoj samoidentifikaciji i obrednoj praksi. Drugim riječima, značajan dio mladih udaljio se u svakodnevnom iskustvu od religije i crkve. Marinović Jerolimov (1993.) na temelju istraživanja provedenih 1972. i 1982. godine, a na uzorku građana grada Zagreba, naglašava da se mladi najmanje svrstavaju u religiozne, a najviše u nereligiozne od svih dobnih skupina. Sredinom osamdesetih zaustavlja se trend opadanja te počinje trend porasta religioznosti, naročito među mladima, pa se oni, zaključuje autorica, sve manje razlikuju od ostalih dobnih skupina.U tekstu objavljenom početkom novog milenija Vrcan (2001.) navodi da se u proteklih petnaestak godina dogodila retradicionalizacija hrvatskog društva; da je ono, nasuprot europskog trenda konfesionalne pluralizacije (Giordan, 2010.), postalo monokonfesionalno (katoličko); da religija postaje relevantnom javnom (društvenom, političkom, obrazovnom) činjenicom; da se revitalizira institucionalna religioznost; da se religija nastoji pozicionirati kao "nadsvođujući sistemski i kulturni agregat"; da na mjesto sistemskog favoriziranja ateizma i nereligioznosti dolazi sistemsko favoriziranje teizma i religioznosti; da i dalje religioznost opada s povećanjem veličine naselja, ali da su razlike između najvećih gradova (više od 100.000 stanovnika) i gradova srednje veličine (od 10.000 do 100.000) sve manje te da je religijska socijalizacija uključena u formalnu obrazovnu socijalizaciju (Vrcan, 2001.). Istraživanja otkrivaju da nova slika vezanosti ljudi uz religiju i crkvu uključuje: visoku razinu vjerovanja i samoidentifikacije te masovnu, ali ipak znatno manju aktualnu religioznost. Črpić i Zrinščak (2010.) analizirajući rezultate Europskog istraživanja vrijednosti (EVS) iz 2008. godine...

The paper presents the results of a survey that assessed the impact of informal and formal agents of the political socialization (PS) process on a sample of students enrolled at the University of Rijeka (N = 635). The correlation between the participants' ideological self-identification (PIS) and the assessed ideological orientation of their parents (PIO) was analyzed. Students believe that no agent of socialization has even moderately influenced the formation of their political views and assess the weakest influence of the formal PS agent – teachers in primary and secondary schools. The participants believe that parents have influenced their political attitudes more than other agents, but assess this influence on average as weak, regardless of whether they place their parents in the same or different positions on the ideological orientation (IO) scale. Left- and right-oriented participants admit a somewhat stronger influence of their parents' informal PS than those who rank themselves in the center. Statistically significant correlations between PIS and the perceived PIO were obtained. A small share of participants does not perceive a similarity between their own and their parents' IO and there is a negligible share of those who place their parents in diametrically opposed positions on the scale. The participants who have a greater interest in politics and those from a more politically stimulating environment are more inclined to move away from the political center and their parents' IO. Concordance between family IOs increases with the perception of better relationships with parents.

dosadašnjim istraživanjima bila zanemarena -djece rane i predškolske dobi. Bourdieuova teza o trima oblicima kulturnog kapitala operacionalizirana je u području glazbe. Kao indikatori institucionaliziranoga glazbenog kulturnog kapitala roditelja korišteni su opće i glazbeno obrazovanje, utjelovljenoga glazbeni angažman roditelja i djece i roditeljske glazbene odgojne prakse, a objektiviranoga materijalni glazbeni resursi koje obitelj posjeduje i kojim se koriste u procesu glazbene socijalizacije. Istraživanje je provedeno 2013. godine metodom ankete na uzorku roditelja čija djeca pohađaju vrtić na području grada Rijeke (N = 342). Kod većine obitelji učestalo je prakticiranje glazbenih aktivnosti s djecom, posjedovanje glazbenih resursa koji te aktivnosti omogućuju, ali i vrlo ograničeno uključivanje djece u izvanvrtićke glazbene aktivnosti. Pronađene su razmjerno slabe veze roditeljskoga općeg i glazbenog obrazovanja s oblicima glazbenih odgojnih praksi i posjedovanja glazbenih materijalnih resursa. Na transmisiju glazbenog kapitala snažnije, ali još uvijek relativno slabo, utječu glazbeno obrazovanje roditelja i prošli ili sadašnji roditeljski glazbeni angažman od njihova općeg obrazovanja. Zaključno, glazbena socijalizacija djece te dobi nema, u burdijeovskom smislu, distinktivnu funkciju transmisije kulturnog kapitala, nego se zbiva u sklopu rodnog obrasca roditeljske brige za dijete rane i predškolske dobi, prema kojem je majka u svim dimenzijama (glazbene) socijalizacije angažiranija od oca. Ključne

The paper tries to connect two theoretical concepts: ?child as a project? and gender division of household work involving childcare. Although these concepts are tightly interrelated and intertwined and it might seem that it is not possible to talk about the one without the other, the impression is that in research where they are trying to be connected, the modern concept of ?child as a project? appears in theoretical-interpretative function of research, but the operationalization is stopped in determining those activities which belong in more traditional construction of childhood, now already classically expressed by dichotomy of childcare in opposition to play and fun with child. This paper tends to broaden such dichotomous model by practices that would represent parental investment in child and verify if and how much these practices are gendered. For this purpose, we conducted survey in 2013. with parents (N=261) whose children attend kindergartens in the area of city of Rijeka. Since our research involved parents of children of early and preschool age, the third dimension of our theoretical model was directed into educational activities of parents typical of that child age as a backbone of ?project? approach to childhood. An instrument of Likert type was constructed containing 15 items by which we covered all three dimensions. Factor analysis under the component model extracted four factors. Analysis showed that the activities of childcare are still dominantly maternal activities, while play and fun with child, as well as activities directed into setting the good educational foundation, are the domain of both parents. It seems, at least according to our sample, that the parental investment in child is more of a common practice of both parents, but that some traditional divisions still maintain.