Inkluzivno Obrazovanje Dece Predškolskog Uzrasta Sa Smetnjama U Razvoju Po „godinama Uzleta”

Tasić, Ivana; Raspopović, Slađana

doi:10.53406/kd.v9i2.14

Cited by 2 publications

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“…Projektni portfolio obuhvata podatke o tome da li su deca sarađivala, kako reaguju na različitost, da li pokazuju interesovanje za aktivnosti, o tome da li su roditelji bili uključeni. Procena dobrobiti za dete i uključenosti deteta sa potrebom za posebnom društvenom podrškom vrši se posmatranjem, skaliranjem, sociometrijom, korišćenjem odgovarajućih instrumenata (Raspopović i Tasić, 2021).…”

Section: Specifičnosti Inkluzivne Vaspitno-obrazovne Prakse U Predško...unclassified

“…Svi članovi tima u obavezi su da učestvuju u kreiranju, realizaciji i vrednovanju IOP-a. U savremenoj praksi u našoj državi, IOP se u prvoj godini vrednuje na svaka tri meseca, a u narednim godinama na šest meseci (Raspopović i Tasić, 2021). Vrednovanje napretka deteta obavlja tim za inkluzivno obrazovanje i ukoliko postoji potreba za promenom, izmenom ili dopunom IOP-a, uz saglasnost tima, pedagoški kolegijum donosi konačnu odluku.…”

Section: Specifičnosti Inkluzivne Vaspitno-obrazovne Prakse U Predško...unclassified

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Razvoj Inkluzivne Vaspitno-Obrazovne Prakse U Predškolskim Ustanovama

Manić

2023

gped

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Global modernization has initiated the need for a more complete inclusion of individuals in social subsystems. This has brought about the consideration of the inclusion and advancement of children with special needs. Preschool institutions represent a significant foundation for the further formative development of children, making this segment particularly important for the development, education, and upbringing of children with special needs. The aim of this paper is to examine the long-term process of developing inclusive educational practice in preschool institutions, as well as to highlight the specificities of inclusive practice. By using the method of theoretical analysis and content analysis technique, documents regulating the issue of the development of inclusive educational practice in our country were examined and analyzed. The results of the analysis indicate that the concept of inclusion is theoretically well-founded, but occasional failures and denials were encountered in the process of implementation into practice. The development of inclusive practice has been slow but continuous, passing through various phases. The specificities of contemporary inclusive practice in preschool institutions are the adaptation of spatial, material, and human resources for working with children on projects. Such an environment supports children’s initiative for activities that are in line with individual needs.

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Section: Specifičnosti Inkluzivne Vaspitno-obrazovne Prakse U Predško...unclassified

Razvoj Inkluzivne Vaspitno-Obrazovne Prakse U Predškolskim Ustanovama

Manić

2023

gped

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Cooperation between Preschool Institutions and Parents within Early Childhood Environmental Education

Adamović¹

2022

DHS

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The goal of this research was to explore the perceptions of cooperation between preschool institutions and parents within Early Childhood Environmental Education activities, primarily within the dimension of including parents in preschool activities. In the theoretical framework of the study, we discuss the major aspects of cooperation between families and preschool institutions and the significance of learning about the environment for the cooperation process. Many authors agree that cooperation between families and preschool institutions comprises the following dimensions: information sharing between preschool teachers and parents, including parents in preschool activities, parents’ involvement in supporting the child’s development at home, and parents’ participation in preschool institutions executive bodies. In this paper, we focus on the dimension of including parents in preschool activities through Early Childhood Environmental Education. The results show that the majority of questionnaire items exposed statistically significant differences between the perception of parents and the perception of preschool teachers when it comes to including parents in Early Childhood Environmental Education activities. We consider that a series of planned actions is necessary for including as many parents as possible in the Early Childhood Environmental Education activities. One of the main reasons for such an initiative is the veracity of such activities and the possibility for children to create and develop their creative abilities through research.

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Inkluzivno Obrazovanje Dece Predškolskog Uzrasta Sa Smetnjama U Razvoju Po „godinama Uzleta”

Cited by 2 publications

References 0 publications

Razvoj Inkluzivne Vaspitno-Obrazovne Prakse U Predškolskim Ustanovama

Razvoj Inkluzivne Vaspitno-Obrazovne Prakse U Predškolskim Ustanovama

Cooperation between Preschool Institutions and Parents within Early Childhood Environmental Education

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