From birth to school is a period in which the child needs help and support in acquiring socio-emotional competencies in the relationships of all members of the community, because in that period the preconditions are created for the successful functioning of the child in the social and emotional context. Important support for the child in shaping and creating possible situations where socio-emotional relationships are established and these relationships are imposed as an unavoidable factor in the process of socialization and the establishment of emotional stability and security, are the family and the educational institutions. The paper will discuss the quality and the need for support from parents and preschool institutions, in a manner to encourage, realize and develop children's socio-emotional competencies as an integral part of the preschool curriculum, the challenges and perceptions of children's parents, communication between parents and kindergarten teachers, information to the parents about the work of the kindergarten, the participation of parents in parent meetings and the participation of parents in daily activities in the kindergarten.
The research problem presented in the paper is aimed at considering the impact of parents' attitudes on cooperation on the promotion of family participation in preschool institutions. The aim of the research was to determine the factors that significantly determine the attitudes of parents about cooperation and readiness to include the family in the life and work of the preschool institution. The research started from the general hypothesis: parents' satisfaction with work and cooperation with the preschool institution directly affects the promotion of family participation in the preschool institution. As indicators of the impact of the independent variable (attitudes on cooperation) on the dependent (family participation) were monitored: age of parents (age), education of father and mother, number of children in the family, number of children attending kindergarten and areas of progress of children in kindergarten (estimated by the parents). The survey included 46 parents (present in institutions on the day of the survey. The results of the survey indicate that a higher level of formal parental education directly affects greater overall satisfaction with work and cooperation with preschool, with all independent variables individual contribution to explaining parental satisfaction with work and cooperation with preschool institution has a variable: father's education (b: 0.331 (0.006 - 0.100), p <0.05).
A large number of laws and policies that guarantee all children (regardless of differences and specifics) the right to quality education and equal opportunities for development have been adopted to bring the education system in line with European standards. One of these projects is inclusive education. Inclusive education means that schools and kindergartens should accept all children regardless of their physical, intellectual, social, emotional, linguistic and other characteristics. Teachers and educators in schools and kindergartens should nurture an inclusive culture and by their behavior provide examples and models of implementing inclusion in groups. The paper presents the attitudes of teachers and educators on the application of inclusion, which clearly shows their similarities and differences.
Autori se u ovome radu bave pitanjima u vezi s nastavom i metodikom u nastavi predmeta Maternji jezik u vrijeme nastanka i trajanja Kraljevine Srba, Hrvata i Slovenaca, odnosno Kraljevine Jugoslavije. Analizira se stanje u školstvu, prvenstveno u nastavi maternjeg jezika i književnosti, nakon odlaska austrougarske vlasti i uspostavljanja Kraljevine koja je nastala krajem 1918. godine. Nova vlast odmah je donijela “Zakon o zvaničnom jeziku i pismu” kojim se jezik u Bosni i Hercegovini imenuje srpskim ili hrvatskim, a latinica i ćirilica ravnopravne su u upotrebi. Nastava maternjeg jezika (gramatike i pravopisa) bila je unitaristički koncipirana. U Bosni i Hercegovini nije bilo autonomne niti autohtone jezičke niti prosvjetne politike, pa prema tome, nije bilo niti bilo kakvih metodičkih istraživanja u nastavi maternjeg jezika i književnosti, osim specifičnog slučaja Saliha Ljubunčića, bosanskog metodičara koji je djelovao u Zagrebu. Nastavni programi maternjeg jezika i književnosti u Kraljevini Jugoslaviji i za osnovnu i za srednju školu pravljeni su metodički i sistematično, sa različitim programskim sadržajima i odrednicama, ali uglavnom bez uključivanja bosanskohercegovačkih pisaca i poštovanja ovdašnjih jezičkih specifičnosti.
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