Suchergebnisse

Govoriti o odgoju i obrazovanju znači promatrati ih u kontekstu društva a njihove promjene u kontekstu društvenih promjena. Pod društvenim kontekstom podrazumijevamo obilježja društva kao što su: socijalna struktura društva (sistema), brzina društvenih promjena, raspolaganja društvenom moći, sustav vrijednosti, modernizacija škole, globalni društveni kontekst itd. i njihov utjecaj na obrazovne promjene. Odnos društva i obrazovanja nije politički problem, iako se tako prezentira kao pitanje obrazovnih reformi, nego je u biti sociokulturni problem kao problem razvoja društva. To znači da se ciljevi promjena u obrazovanju definiraju u kontekstu ciljeva društva. Za promjene u obrazovanju važno je utvrditi društvena očekivanja utjecaja obrazovanja na društvo kao i na mlade. U predmodernim društvima glavni cilj odgoja i obrazovanja bio je uklapanje mlade populacije u društvo i prilagođavanje društvu. Dakle, kulturna reprodukcija samoga društva. Kao društva s niskim i sporim stupnjem promjena imala su i niske (skromne) zahtjeve za promjenama (reformiranjem obrazovanja). Moderno društvo, pogotovo ono na današnjem stupnju razvoja, proživljava brze promjene i zahtijeva obrazovanja koje će više ubrzati društvene promjene, poglavito one koje omogućavaju brži razvoj u društvu i društva u cjelini te osposobiti generacije za aktivnu ulogu u društvu. Ako društvo shvaćamo kao stalnu promjenu socijalnih odnosa i struktura, onda su i obrazovne promjene (reforme) permanentno društvena potreba. U prilogu se govori o nekim obilježjima i promjenama društva te utjecaju na obilježja obrazovanja, ali i na kulturne promjene. ; Education may not be analyzed without studying the social context; similarly, educational reform may not be examined without a better understanding of the context of social changes. Social context is defined as a set of social characteristics, such as: key social changes and the speed thereof; value systems within a society; impact of society as a system on education as one of its subsystems. The relationship between society and education is not a political one, even though it is often portrayed as such, especially when the emphasis is placed on the issue of educational reform. It is rather a socio-cultural problem, connected to the issues surrounding social development. Therefore, the goals of educational reform must be defined within the wider context of social goals. In order to conduct changes in education, it is important to define what the society expects from education. In premodern societies, the main goal of upbringing and education was to socialize young people into the wider society. In other words: social reproduction. Being of a low and slow level of change, they had a low-level demand for educational reforms as well. Modern societies, and especially highly developed contemporary ones, undergo fast changes and demand education that will accelerate social changes and enable a more rapid development within certain areas of the society, as well as the society as a whole. If society is understood as a place of constant change in social relations and structures, then educational changes (reforms) ought to be considered a permanent and crucial aspect thereof. We will further discuss several social characteristics and changes, as well as the impact of those changes on both education and culture.

U godini kada obilježavamo 250. obljetnicu hrvatskoga šumarstva, a u tijeku je 169. godina od utemeljenja Hrvatskoga šumarskoga društva i tiskanja 139. godišta našega znanstveno-stručnoga i staleškog glasila Šumarski list, interesantno je baciti pogled na tekstove iz prvih godišta tiskanja časopisa, pa i povući paralelu s današnjicom.Već u prvome godištu 1877 god. pozornost nam privlači članak Adolfa Danhelovskog "Predlozi o štednji drva u proizvadjanju francezkih duga", u kojemu kaže da se postupak proizvodnje neznatno poboljšao, "premda ova vrst robe zaslužuje, da se najvećom štednjom proizvadja, dočim su njoj namijenjeni najkrasniji hrastici". To mora raditi "vješt radnik", jer se inače može "mnogo drva potratiti …., a užje se duge imaju izradjivati od tanjih stabalah ili trupacah". Nastavno, preporuča se radi uštede sortirati trupce sukladno dužini i širini zadanih dimenzija dužica, a slijede ostale preporuke za uštedu. Povucimo sada paralelu s tadašnjim razmišljanjem i preporukama glede štednje i današnjim rasipanjem nacionalnog bogatstva, korištenjem "najkrasnijih hrastika", tako da netržišna cijena sortimenata omogućuje proizvodnju poluproizvoda, a ne visoko finaliziranih proizvoda s velikom dodanom vrijednošću i maksimalnom zaposlenošću. Najžalosnije je kada se furnirski sortiment kamuflira u pilanski prozvod za izvoz, čime se "izvoze" i radna mjesta za kojima plačemo. O tome smo detaljnije pisali u uvodniku ŠL br. 5-6/2012. "Odnos šumarstva i prerade drva". Stoga se ne slažemo s tvrdnjom resornog ministra izrečenoj u razgovoru poslije Konferencije za tisak o kojoj pišemo u rubrici Aktualno, da su potpisani netržišni ugovori s drvoprerađivačima spasili domaću preradu drva od inozemne konkurencije. Za nas je i dalje to način rasipanja nacionalnog bogatstva i trenutačni probitak za račun pojedinaca, a ne za opće dobro.Članak iz trećeg godišta, 1879. god. Alex. Nik. Schultz podnaslovom "Sedam glavnih točaka šumskoga gospodarstva i njihova teoretično-praktična uporaba" započinje motom: "Proizvadjanje najveće kvantitativne i kvalitativne množine drva na najmanjoj površini: i čim vrlije gospodarstvo". U članku navodi kako šumsko gospodarstvo dijeli djelatnosti na temeljne i pripomoćne. Temeljne su računarstvo i prirodoslovlje, a pomoćne: tehnologija, zakonodavstvo, državoznastvo, računovodstvo povijest i geografija. Razdioba praktičnih struka šumskog gospodarstva dijeli na: "gojenje šume, b) zaštita šume zajedno s šumskom stražom, c) šumska poraba za jedno sa šumskom tehnologijom, d) šumska procjena zajedno s uredbom obhodnje i obračunanjem vriednosti i e) šumska uprava i šumsko ravnateljstvo". Ako razmislimo o poanti i današnjem poštivanju mota članka, zaključujemo da se sugerira maksimalno moguće korištenje proizvodnosti pojedinog šumskog staništa, a njegova bi degradacija predstavljala katastrofu. Komentirajući spomenutih sedam točaka, ponajprije navodi da je prva i glavna točka upravljanja i rada "teoretično i praktično naobraženo gospodarstveno osoblje da se može šumom koristno i potrajno gospodariti". Pita se "kako može čovjek uobće, koji neima niti pojma o neophodno nuždnih znanosti, upravljati šumom s mnogimi njezinimi osebujnosti". Druga glavna točka je samostalno odgovorno vođenje gospodarstva "bez pohlepe za dobitkom". Treća točka govori ponajviše o načinima obnove sastojina – umjetnim načinom ili prirodnim pomlađivanjem. U četvrtoj točci bilježimo zaključak: "Pošteni šumar, koji znade računati, ne će nikada privoliti, da njegov gospodar, kada se u momentanoj novčanoj neprilici snadje, te bude prisiljen, uteći se šumi, postane žrtvom takvih švindlera i šumskih pustošnika, te će svu svoju duševnu snagu upotriebiti, da ono što se ne da izbjeći, ograniči bar na najmanji prostor i s obzirom na budućnost". Peta točka tiče se "šumske porabe zajedno sa šumskom tehnologijom i važnija je nego što se na prvi čas čini", a detaljnije obrazlažući zaključuje da joj treba posvetiti dužnu pozornost prateći razvoj i primjenu novih tehnologija. Šesta točka obuhvaća "šumsku taksaciju zajedno s uredjenjem obhodnje i vriednostnim obračunom", a sve spomenute točke međusobno se isprepleću i potrebno ih je ne razdvajati, "jer bez poznavanja jedne ne da se druga izvesti". O sedmoj točci "k šumskoj upravi i ravnateljstvu šuma" nema se što posebno reći kaže on, jer je uglavnom obuhvaćena u prethodnim točkama, ali zaključuje kako prema staroj poslovici "od glave riba smrdi, a preneseno na šumsku industriju: ne valja li ravnateljstvo, to ne valja ni cielo šumsko podčinjeno osoblje. To vriedi kod svake grane gospodarstva, a potvrdjuju to i nebrojeni dokazi u čovječjem družtvenom životu i u svih strukah". Na kraju mi zaključujemo ovaj tekst s porukom – usporedite sami!Uredništvo ; The 250th anniversary of Croatian forestry and the 169th year of the foundation of the Croatian Forestry Association and the publication of the 139th issue of the scientific-professional and specialist magazine Forestry Journal offer an ideal opportunity to look back at the texts published in the first issues and draw a parallel with present times. The very first volume from the year 1877 contains an interesting article by Adolf Danhelovski "Recommendations on saving wood in the production of French staves", which states that the production process has improved slightly "although this type of goods requires maximal saving in its production, since they are produced of the most beautiful oak trees". Work should be performed by a "skilful labourer", otherwise much of the wood "might go to waste". Narrower staves should be made of thinner trees or logs". Furthermore, logs should be classified according to the length and width of stave dimensions required. Other recommendations for saving follow. Let us draw a parallel with the present manner and recommendations related to saving and present squandering of national resources by using "the most beautiful oak forests", so that the non-market prices of the assortments allows the production of semi-finished goods and not high-quality products with a high added value and maximal employment. What is detrimental is the fact that veneer assortments are camouflaged into sawmill products intended for export; this also means "export" of working places which we sorely need. We discussed this in more detail in the Editorial of the Forestry Journal No. 5-6/2012, "The relationship between forestry and wood processing". This is why we do not agree with the words of the competent minister said after a Press conference, which we discuss in the column Current Affairs. The minister claimed that non-market contracts with wood processors had saved home wood processing from foreign competition. We continue to perceive this as a way of squandering national wealth for momentary gain of an individual and not for the benefit of the society as a whole. The article published in the third year of publication in 1879, written by Alex. Ni. Sshulz and entitled "Seven main points of forest management and their theoretical-practical use" starts with a motto: "Production of he highest quantitative and qualitative amount of wood in the smallest area: and the best management". According to the article, forest management activities are divided into basic and auxiliary. The basic activities are mathematics and natural sciences and the auxiliary ones are technology, law-making, political sciences, book keeping, history and geography. Practical parts of forest management are divided into "a) silviculture, b) forest protection together with forest surveillance, c) use of forests together with forest technology, d) forest inventory with rotation and calculation of value and e) forest administration and forest directorate". From the present standpoint, the motto of the article suggests maximum possible use of the productivity of a particular forest site, whose degradation would mean catastrophe. In his comment of the seven points that follow, the author stresses that the first and the main point of management and work lies in "highly educated management personnel who posses theoretical and practical knowledge for useful and sustainable management of forests". He asks himself: "How can a person who has absolutely no knowledge of the basic sciences manage such a highly complex system as a forest?" The second point is independent management devoid of "greed for profit". The third point is primarily concerned with stand regeneration methods - artificial or natural regeneration. The fourth point contains a conclusion: "An honest forester who knows how to calculate will never allow his master, who, if faced with financial problems and forced to exploit his forest, to become a victim of swindlers and forest exploiters, and will use all his spiritual strength to at least limit what is unavoidable to the smallest space with regard to the future". The fifth point refers to "use of forests together with forest technology, which is more important that might seem at first glance". In his detailed explanation, the author concludes that the development and application of new technologies should be given due importance. The sixth point comprises "forest taxation together with rotations and value calculation". All the above points are mutually intertwined and cannot be separated from one another, "since without knowing one it is impossible to perform another". In the author´s words, the seventh point concerning "forest administration and forest directorate" requires no comments because everything is contained in the previous points, but he concludes that, as the old proverb says, "the fish rots from the head down", or translated into forest industry: if the directorate is no good, then the entire subordinate personnel will be no good. This refers to all branches of economy, and has been proven myriad of times in the human society and in all the professions". We conclude this text with the message – compare!Editorial Board

Autori problematiziraju tri različite filozofijske ideje o čovjeku kojima odgovaraju tri različita odgojna modela. Prvi model je model radikalnog individualizma koji ne priznaje nikakvu vrijednost drugog bića (F. Nietzsche). Takvo biće nužno odgaja sebe samoga. Drugi model je model različitih figura prijatelja i neprijatelja (J. Derrida). Ovome modelu odgovara odgoj u funkciji javne ili politički posredovane stvarnosti. Konačno, treći model je model antropologije vrijednosti (P. Vuk-Pavlović). Autori pokazuju kako upravo u ovom potonjem modelu do izražajadolazi komplementarnost antropološkog i odgojnog područja. Njime se izbjegavaju napetosti između ideje individualizma i kolektivizma, osobnog i socijalnog, prijateljskog i neprijateljskog, a čovjeka se promatra kao primatelja i davatelja vrijednosti. ; The authors deal with three different philosophic ideas about the human being and three different models of education. The first model is the model of radical individualism which does not recognize any value of other human being (F. Nietzsche). That being educates himself/herself necessarily. The second model is a model of different figures of a friend and an enemy (J. Derrida). The education in the function of the publicly or politically mediated reality corresponds to this model. At last, the third model is the model of the anthropology of values (P. Vuk Pavlović). The authors show that in this last model we can see the mixture of the anthropological and educational area. With this model we can avoid the tensions between the idea of individualism and collectivism, personal and social, friendly and hostile, and a human being is observed as the receiver and the giver of values.

Obrazovna inkluzija je tema koja je relevantna za pedagogijski i društveni kontekst, a posebice za suvremene odgojno-obrazovne reforme. Uključivanje ili inkluzija je zahtjev koji je koncepcijski nazvan odgoj i obrazovanje za sve. U širem smislu riječi, obrazovna inkluzija se odnosi na uključivanje djece i odraslih koji su zbog psihofizičkih, socijalnih, kulturnih, odgojno-obrazovnih mogućnosti, etničkih i drugih razlika podložni socijalnoj isključenosti, izloženi socijalnoj marginalizaciji, a time obespravljeni i ranjivi. U užem smislu riječi, inkluzija je zahtjev kojim senaglašava da je svako dijete ma pravo na obrazovanje u skladu s svojim mogućnostima. U okviru Deklaracije o ljudskim pravima iz 1948. godine se proklamira i postavlja uvjet za ostvarenje temeljnog prava čovjeka, a to je prava na besplatno osnovno obrazovanje za svu djecu. Zemlje Europe i svijeta naglašavaju važnost inkluzije u obrazovanju na svim razinama odgojno-obrazovnog sustava kroz nacionalne kurikulume i druge dokumente obrazovne politike. Obrazovna inkluzija je zahtjev koji proširuje i produbljuje odgojni model integracije djece s teškoćama u razvoju u redovno školovanje. ; Inclusive education is a relevant theme in the pedagogical and social context. It has a special meaning towards the new educational reforms. Inclusion is a demand that is conceptually known as education for all. In broader meaning, educational inclusion relates to the inclusion of the children and the adults who were socially excluded and exposed to social marginalization due to psychophysical, social, cultural, educational, ethnical and other differences by which they were deprived of their rights. In the narrow sense inclusion is a demand which emphasizes that every child is ready to train in accordance with the possibilities in the school as the education institution.The Declaration of Human Rights Act of 1948 defines the right on education as a fundamental human right of every child and every adult. Inclusive education with the meaning that everybody is involved in education is clearly defined and determined in The Salamanca Statement and Framework for Action in 1994 that promotes the right of every child that regardless of his/her physical, intellectual, emotional, social, linguistic or other conditions should be involved inthe regular schools. Educational inclusion with previously mentioned meaning constitutes the demand that broadens and deepens the educational model to integrate children with disabilities into educational system. In consistence with above-mentioned, in this paper, the differences between the integrated education and the inclusive education will be shown. By identifying the significance of inclusion for social development in European countries and in the world, it is its importance and role in educational system that is emphasised.

Na temelju uvida u sadržaj rukopisne ostavštine, članaka i monografija Ljudevita Modeca (1844.–1897.), u članku je istražen i obrađen Modecov značaj u povijesti hrvatske pedagogije. Modec je bio prvi moderni hrvatski metodičar. Obrazovao se na preparandiji u Pragu, što mu je omogućilo širenje modernih srednjoeuropskih pedagoških tendencija u brojnim hrvatskim gradovima, naročito u Zagrebu, Petrinji i Osijeku. Posebnost Modecova metodičkog rada očitovala se u tome što je primjenjivao teološki i herbartovski pedagoški pristup, pri čemu se češće opredjeljivao za teološki pristup. Takav pristup prepoznao je kao sredstvo za kvalitetan razvoj individualnog morala. U svojim člancima Modec je najčešće pisao o osobitostima metodike, dok je u monografijama najčešće tumačio metodičku praksu. U ovom članku ukratko su prikazana pedagoška, dakle metodička obilježja njegovih djela. Pritom ističem da je Modec prilikom poučavanja njegovao deduktivni pristup. U svojim tekstovima često je poticao na domoljublje. Uzrok tome bile su povijesno-političke okolnosti u kojima se hrvatski narod nalazio tijekom druge polovice 19. stoljeća (mađarizacija, germanizacija, centralizacija, neoapsolutizam), što je, uostalom, i uzrokovalo njegovo latentno političko usmjerenje prema Starčevićevoj Stranci prava. ; Based on the insight into the manuscripts, articles, and monographs by Ljudevit Modec (1844–1897), this article researches and elaborates on Modec's significance in the history of Croatian pedagogy. Modec was the first Croatian contemporary expert in teaching methodology. His education at a teacher training school in Prague enabled the spread of modern Central European pedagogic tendencies in many Croatian cities, especially in Zagreb, Petrinja, and Osijek. The distinctiveness of Modec's work in teaching methodology manifests in the implementation of a theological and Herbartian pedagogical approach. Between those, he most frequently opted for the theological approach, which he recognised as the means for a finer development of individual morals. In his articles, Modec most frequently wrote about the distinct characteristics of teaching methodology, while his monographs most often interpreted the teaching methodology practice. This article briefly outlines the pedagogical, i.e. teaching methodology characteristics of his works. In so doing, it is important to emphasise that Modec fostered the deductive approach in teaching. In his texts, he often encouraged patriotism. That was due to the political and historical circumstances in Croatia during the second half of the 19th century (Hungarianization, Germanization, centralisation, neo-absolutism), which were also the cause of his latent political tendency towards Starčević's Croatian Party of Rights.

Rad se temelji na obradi zapisnika sjednica skupštine Kotarskog narodnog odbora Senj, njegova Izvršna odbora te zapisnicima plenuma i biroa Kotarskog komiteta Komunističke partije Hrvatske. Istražena je upravna organizacija Kotara Senj, pravni akti upravnih tijela i odluke iz državnopravne povijesti Senja u razdoblju od 1946. do 1948. sačuvani u Državnom arhivu u Rijeci i Sabirnom arhivskom centru u Senju. Kronološki su analizirane sjednice Kotarskog narodnog odbora i Izvršnog odbora, osim onih iz 1945. i 1946. koje nisu sačuvane. Iz arhivske građe može se utvrditi organizacija Kotarskog narodnog odbora, njegovih odbora, komisija i povjereništava, donošenje proračuna, rad mjesnih narodnih odbora i zborova birača, gospodarskih subjekata (poduzeća), rad sudova i izbor sudaca prisjednika, kao i prosvjetna politika (osobito opismenjavanje) i zdravstvo. ; The article is based upon the analysis of the minutes of the meetings of the Assembly of the District People's Committee Senj, its Executive Committee, and the minutes of the plenum and the Bureau of the District Committee of the Communist Party of Croatia. The administrative organisation of Senj District was researched, the legal acts of the administrative bodies and the decisions of the state-legal history of Senj in the period from 1946 to 1948 preserved in the State Archives in Rijeka and the Collective Archival Centre in Senj. The meetings of the District People's Committee and the Executive Committee are chronologically analysed apart from those from 1945 and 1946 which were not preserved. From the archive material the organisation of the district people's committee can be determined, its committees, commissions and boards, budget adoptions, the work of the local people's committees and voters' meetings, economic entities (businesses), the work of the courts and the election of judge assessors, as well as educational policies (especially literacy) and health.

Basic education of the future – Let's turn the trend! was a development project on compulsory education in Finland. The aim was to assess the current situation, examine the reasons for the drop in the learning outcomes at the national and international levels and study the needs to develop teaching and learning in the Finnish educational system. Two working groups coordinated by a broad-based steering group were set up for the purposes of the project. The objective of the working group on competence and learning was to discover means to improve learning outcomes, bridge the gap in the learning outcomes between girls and boys, ensure regional equality, safeguard equal opportunities for further studies and halt the trend of increasing disparities within and between schools. The project also examined the position of minorities and their learning outcomes in the Finnish educational system. The working group on motivation and teaching explored different learning environments, study materials including educational games, and innovations that support learning, investigated how learning motivation and well-being could be improved, and assessed the significance of motivation and school satisfaction for learning and school attendance. The group members also looked at the content and methods of education and pre- and in-service training for teachers. In the autumn an online survey was organized and 7,000 people responded. Also, six regional events were held in late autumn in 2014. The purpose of these events was to facilitate an extensive public discussion about the future of basic education. The working groups' proposals as well as the results of the survey were presented in more detail at the beginning of March when the report on this development project was published. The proposals are to be exploited in the drawing up of the government programme after the next parliamentary elections in April 2015. ; Osnovno obrazovanje u budućnosti – Promijenimo trend! razvojni je projekt u osnovnom i srednjoškolskom obrazovanju u Finskoj. Cilj je procijeniti trenutnu situaciju, proučiti razloge za pad u ishodima učenja na nacionalnoj i međunarodnoj razini i proučiti potrebe za razvojem poučavanja i učenja u finskom obrazovnom sustavu. Dvije radne skupine koordinira upravni odbor. Cilj radne skupine zadužene za kompetencije i učenje je pronaći načine za poboljšanje ishoda učenja, premošćivanje jaza između ishoda učenja djevojčica i dječaka, uspostavljanja regionalne ravnopravnosti; očuvanje jednakih mogućnosti za buduća istraživanja i zaustavljanja trenda povećanja nejednakosti unutar škola i među školama. Projekt će također proučiti položaj manjina i njihove ishode učenja u finskom obrazovnom sustavu. Radna skupina zadužena za motivaciju i poučavanje proučit će različita okruženja za učenje, zatim materijale koji uključuju obrazovne igre i inovacije koje potpomažu učenje, proučiti kako se motivacija za učenje i dobrobit mogu poboljšati te ocijeniti važnost motivacije i zadovoljstva školom za učenje i pohađanje škole. Također će biti istraženi sadržaj i metode obrazovanja, zatim obrazovanje budućih nastavnika i nastavnika praktičara. Online anketa organizirana je prošlu jesen i anketirano je 7000 ispitanika. Također, u kasnu jesen održana su regionalna događanja. Svrha tih događanja je olakšati opsežnu javnu raspravu o budućnosti osnovnog obrazovanja. Prijedlozi radnih skupina kao i rezultati ankete bit će detaljnije prikazani početkom ožujka 2015. kada će biti prikazan i izvještaj o razvojnom projektu. Prijedlozi će se razmatrati i putem razvoja Vladina programa nakon sljedećih parlamentarnih izbora u travnju 2015.

Within the project "Effects of the Reform Changes on the Preschool Education Context in Montenegro", the observations of education process were conducted in preschools, in three regions, on the total sample of 99 units (educational groups). This paper highlights the positive effects that are a result of the reform process in the Montenegrin preschool education, but it also identifies problems/challenges in realizing the programme objectives and activities. In order to objectively assess practical activities in different age groups, the Scale for observing the education process in preschool institutions was used, with a focus on the identification of indicators of more complex categories (interaction, diversity and democratic values, teaching strategies, learning environment, planning). With the intention of collecting relevant information about the current state of the kindergarten in the domain of educational work, a series of interviews were conducted, and then the teachers' opinions and suggestions regarding the possible ways of improving teaching methodology practices in preschool institutions in Montenegro were marked. The study shows that the largest number of indicators is on the level of quality practices (on the scale 1=inadequate to 4= a step forward), so the measures towards the improvement of practice are suggested. It is necessary to adjust the number of children in educational groups with pedagogical standards, provide continuous training of professional staff, and improve educators' teamwork in order to ensure much better life quality in preschool institutions. ; U okviru realizacije projekta »Efekti reformskih promjena predškolskog odgojnog konteksta u Crnoj Gori« provedena je i opservacija odgojno-obrazovnog procesa u predškolskim ustanovama, u trima regijama, na ukupnom uzorku od 99 odgojnih skupina. U radu su prikazani pozitivni učinci koji su rezultat reformskog procesa u predškolstvu u Crnoj Gori, ali i identificirani problemi/izazovi u procesu realizacije programskih ciljeva i aktivnosti. U cilju što objektivnijeg sagledavanja praktičnih aktivnosti u skupinama različite dobi, koristila se Skala za promatranje odgojnog procesa u vrtiću, s pomoću koje smo precizirali indikatore za fokusirane kompleksne kategorije (interakcije, različitosti i demokratske vrijednosti, strategije poučavanja, okruženja za učenje, planiranje). S ciljem prikupljanja što više relevantnih informacija o postojećem stanju u vrtiću, na osnovi primijenjenog intervjua, zabilježena su i mišljenja i prijedlozi odgojitelja o mogućim putovima unapređivanja metodičke prakse u predškolskim ustanovama u Crnoj Gori. Rezultati promatranja i intervjuiranja odgojitelja pokazuju kako je većina procijenjenih indikatora na razini kvalitetne prakse (od 1 = neadekvatno do 4 = korak dalje), a predložene su mjere koje bi doprinijele unapređenju kvalitete rada u vrtiću. Potrebno je: uskladiti brojnost djece u odgojnim skupinama s pedagoškim standardima, osigurati kontinuiranu obuku stručnog kadra, unaprijediti timsko djelovanje odgajatelja s ciljem sveobuhvatnog unapređivanja kvalitete života u predškolskoj ustanovi.