Socio-kulturni identiteti djece predškolskog uzrasta u Crnoj Gori
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| adam_text | Sadržaj: uvod............................................................................................ и 1. TEORIJSKE OSNOVE ISTRAŽIVANJA........................................................ 25 1.1. Djetinjstvo u moderni i postmoderni................................................................ 25 1.2. Dimenzije identiteta predškolskog djeteta..................................................... 37 1.2.1. Razvoj nacionalnog i etničkog identiteta kod djece predškolskog uzrasta.. 37 1.2.2. Razvoj jezičkog identiteta kod djeteta predškolskog uzrasta............... 52 1.2.3. Lični i socijalni identitet............................................................................ 57 1.2.4. Konstrukcija rodnog identiteta djece u predškolskim ustanovama u Crnoj Gori.....................................................................................77 1.2.5. Razvoj duhovnog identiteta kod djece predškolskog uzrasta............... 89 1.3. Analiza međunarodnih i evropskih strateških dokumenata u području ranoga i predškolskoga odgoja i obrazovanja s naglaskom na socio-kulturni identitet ..108 1.4. Analiza dokumenata obrazovne politike iz oblasti predškolskog vaspitanja i obrazovanja u Crnoj Gori.................................................... 123 2. METODOLOŠKI OKVIR RADA...................................................................... 131 2.1. Predmeticilj istraživanja-istraživačka pitanja i hipoteze........................ 131 2.2. Organizacija istraživanja................................................................................. 132 2.3. Etička
pitanja.................................................................................................... 132 2.4. Populacija i uzorak.......................................................................................... 133 2.5. Instrumenti istraživanja .................................................................................. 133 3. REZULTATI ISTRAŽIVANJA......... .................................................................. 137 4. INTERPRETACIJA REZULTATA ISTRAŽIVANJA................................... 179 5. ZAKLJUČNA RAZMATRANJA ..................................................................... 201 6. SAŽETAK.................................................................................................................217 7. LITERATURA ......................................................................................................221
FOREWORD Scientific-research monograph entitled “Socio-cultural identities of preschool children in Montenegro” was created as a product of scientific research project suppor ted by the Ministry of Science of Montenegro in April 2019. The project was imple mented by the research team of the Faculty of Philosophy, University of Montenegro, which consisted of: prof, dr Sasa Milic, project manager, and team members dr Jovana Marojevic, dr Katarina Todorovič, dr Milica Jellic and mr Nevena Bulajíc. Partners in the implementation of the project were the Faculty of Philosophy, University of Za greb, the University of Göttingen, the Institute for Social Research in Podgorica, and JPU “Bambi” from Tivat. The general goal of the project was to explore the way in which dominant socio cultural identities are formed and expressed in preschool children in Montenegro - na tional, social, personal, gender and religious. Socio-cultural identities were observed through pedagogical parameters - initiative (agency) and children’s autonomy - in the socio-pedagogical context of educator-child-parent interactions, and through power relations, implicit parent/educator pedagogy, epistemological parent/educator theory, organization of the socio-pedagogical environment and the like. The basic premise of the research is the belief that “ways of thinking about childhood are associated with institutional practices” (Prout, James, 2005:22), through, in Foucault’s language, “regimes of truth”, so the key focus of research was on the practice of educational re lationships, or, more precisely, on the
insight into the extent to which educational rela tionships are a context for supporting the life of the child’s autonomy and initiative, on the basis of which they will be “unlocked”, ie. deconstruct the dominant socio-cultural identities of children in Montenegro. Considering that the insight into the literature in this area lead us to the conclu sion that no research of this type was done in the Montenegrin academic area, and that a relatively small number of pedagogical research, especially ethnographic, deals with the formation of socio-cultural identities in the context of institutional and family education of preschool children, we decided to base the research on the following the oretical assumptions: о Research on the positioning of child autonomy in pedagogical educator-child (parent-child) interactions which has shown that obstruction of the development of autonomy in children stems from objectivist epistemologies and traditionalist implicit (folk) pedagogies of educators / parents and parent-child (Ryan et al., 219
2015; Ryan, Deci, 2000; Deci, Ryan, 1995; Stefanou, et al., 2004; Jang, Reeve, Deci, 2010, Mc William, Scarborough, Kim, 2003, Engevik, Holland, Hagtvet, 2014, McInnes et al., 2009, McInnes, 2010, McInnes, Howard, Miles, Crowely, 2011); о Research on cultural varieties in educator-child (parent-child) interactions, which have shown the existence of an explanatory link between collectivist cul tures and controlling motivational style and authoritarianism in education and vice versa (Yudina, 2010, Reeve et al. (2013), Koivula et al. (2017), Tomanović (2003), Trebješanin (2008), Colié (1997), Turnšek (2016)). o Diane Ruble, Jeannette Alvarez, Meredith Bachman, Jessica Cameron, Andrew Fuligni, Cynthia Garcia Coll, and Eun Rhee made significant contributions by cross-cutting research on children’s understanding and identification in relation to social categories, especially gender, race and ethnicity. Ruble and associates came to the conclusion that social identity should be viewed as a complex and multidimensional construct. More specifically, they highlighted four dimensi ons: value, knowledge, centralization, and evaluation. Special emphasis was placed on the development indicators related to each of these dimensions, and the research pointed out the key components of identity that need to be further researched. о Research on the status of child initiative in pedagogical educator-child (parent child) interactions, which showed that children engage significantly more during play, participate, show initiative, and make connections with the environment than previously thought
(William Corsaroa (2003), 2005,2009), similar results were obtained by researchers from Sweden (Annica Löfdahl, 2002, according to Dahlberg, 2009), a study entitled: ‘Preschool children’s playground for cultural and social constructions of meaning’ and a study from) and Finland (Harriet Strandell, 1997), a study entitled: ‘Social Positions and Incentives for Children: Levels of Activity and Negotiation Cultures in Child Care Day Centers). Field work on the research of the given topic, with the consent of the Mini stry of Education of Montenegro and the Institute for Education (No. 02-1-1899 of 9.12.20219), was realized in six Montenegrin public preschool institutions, namely: JPU “Bambi” - Tivat, PE “Solidarity” - Ulcinj, PE “Boško Buha” - Rožaje, PE “Dušo Baseki”- Bijelo Polje, JPU“ Dina Vrbica ”- Podgorica and JPU“ Zagorka Ivanovic ”- Cetinje. The research included six educational groups, over 60 educators, 180 pres chool children, and the same number of parents. The entire theoretical and research corpus of the project includes complementary segments of doctoral dissertations by Dr. Jovana Marojevic (“Child Autonomy and the Institutional Model of Childhood in Croja Gora”) and Dr. Milica Jelic (“Educa tional Influences on Identity Development in Preschool Children through aspects of self-control and initiative”), as well as work on the preparation of a doctoral thesis by Nevena Bulajić, MA in the field of child spirituality development. Thus, the project, in addition to contributing to the improvement of pedagogical theory in Montenegro, also contributed to the
improvement of scientific research potentials, both the University of Montenegro and the entire pedagogical field in Montenegro. 220
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346. Yelland, N., Lee, L., O’Rourke, Μ., Harrison, C. (2008). Rethinking learning in early childhood education, McGraw Hill, Open University Press, Maidenhead, Berkshire. 347. Zakon о predškolskom vaspitanju i obrazovanju u Crnoj Gori (2010). 348. Zipes, J. (2006). Fairy Tales and the Art ofSubversion. New York: Routledge. 349. Zlatanović, Lj. (2017). Dete i autoritet odraslih: da li nam je potreban novi auto ritet u vaspitanju. In: Stolić, R. D. (ur). Refleksije savremenog doba na vaspitnoobrazovni rad u predškolskoj ustanovi, Aleksinac, str. 13-19. 350. Zloković, J. Nenadić-Bilan, D. (2018). Theoretical starting points and charac teristics of the National Curriculum for early and preschool education in the Re public of Croatia. Sodobna pedagogika/Journal of Contemporary Educational Studies, 69 (135), 4: 68-86, 220-240. 351. Zohar, D., Marshall, I. (2002). SQ: Duhovna inteligencija - suštinska inteligen cija. Zagreb: V. B. Z. Internet izvori: http://old.fil.bg.ac.rs/katedre/spanski/files/glokalizacija%20i%20ausbau%201ingvistika%20modernog%20evropskog%20govora.pdf http://www.zaduzbine-nemanjica.rs/Studenica/latinica/zavestanje.htm 240
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| id | DE-604.BV048236057 |
| illustrated | Illustrated |
| indexdate | 2024-12-24T09:22:46Z |
| institution | BVB |
| isbn | 9788676642007 |
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| physical | 241 Seiten Illustrationen |
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| publishDate | 2021 |
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| publisher | Univerzitet Crne Gore |
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| spellingShingle | Milić, Saša Socio-kulturni identiteti djece predškolskog uzrasta u Crnoj Gori Identität (DE-588)4026482-8 gnd Vorschulkind (DE-588)4064017-6 gnd Soziokultur (DE-588)4299677-6 gnd |
| subject_GND | (DE-588)4026482-8 (DE-588)4064017-6 (DE-588)4299677-6 (DE-588)4040163-7 |
| title | Socio-kulturni identiteti djece predškolskog uzrasta u Crnoj Gori |
| title_auth | Socio-kulturni identiteti djece predškolskog uzrasta u Crnoj Gori |
| title_exact_search | Socio-kulturni identiteti djece predškolskog uzrasta u Crnoj Gori |
| title_full | Socio-kulturni identiteti djece predškolskog uzrasta u Crnoj Gori Saša Milić [und fünf weitere] |
| title_fullStr | Socio-kulturni identiteti djece predškolskog uzrasta u Crnoj Gori Saša Milić [und fünf weitere] |
| title_full_unstemmed | Socio-kulturni identiteti djece predškolskog uzrasta u Crnoj Gori Saša Milić [und fünf weitere] |
| title_short | Socio-kulturni identiteti djece predškolskog uzrasta u Crnoj Gori |
| title_sort | socio kulturni identiteti djece predskolskog uzrasta u crnoj gori |
| topic | Identität (DE-588)4026482-8 gnd Vorschulkind (DE-588)4064017-6 gnd Soziokultur (DE-588)4299677-6 gnd |
| topic_facet | Identität Vorschulkind Soziokultur Montenegro |
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