New paradigms of understanding a child, quality of childhood and childhood institutionalization
According to the contemporary understanding, a child is an integral being, an active participant in his/her own education, a curious and competent being with diverse interests, capabilities, knowledge and understanding, and a person who, driven by an innate curiosity, explores the world surrounding...
| Permalink: | http://skupni.nsk.hr/Record/nsk.NSK01001048792/Details |
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| Matična publikacija: |
Život i škola (Online) 64 (2018), 1 ; str. 11-18 |
| Glavni autor: | Jurčević-Lozančić, Anka (Author) |
| Vrsta građe: | e-članak |
| Jezik: | eng |
| Predmet: | |
| Online pristup: |
https://doi.org/10.32903/zs.64.1.1 Hrčak |
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| 001 | NSK01001048792 | ||
| 003 | HR-ZaNSK | ||
| 005 | 20191209095111.0 | ||
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| 007 | cr|||||||||||| | ||
| 008 | 191205s2019 ci |o |0|| ||eng | ||
| 024 | 7 | |2 doi |a 10.32903/zs.64.1.1 | |
| 035 | |a (HR-ZaNSK)001048792 | ||
| 040 | |a HR-ZaNSK |b hrv |c HR-ZaNSK |e ppiak | ||
| 041 | 0 | |a eng |b eng |b hrv |b ger | |
| 042 | |a croatica | ||
| 044 | |a ci |c hr | ||
| 080 | 1 | |a 373 |2 2011 | |
| 100 | 1 | |a Jurčević-Lozančić, Anka |4 aut | |
| 245 | 1 | 0 | |a New paradigms of understanding a child, quality of childhood and childhood institutionalization |h [Elektronička građa] / |c Anka Jurčević Lozančić. |
| 504 | |a Bibliografija: 32 jed. | ||
| 504 | |a Summary ; Sažetak ; Zusammenfassung. | ||
| 520 | |a According to the contemporary understanding, a child is an integral being, an active participant in his/her own education, a curious and competent being with diverse interests, capabilities, knowledge and understanding, and a person who, driven by an innate curiosity, explores the world surrounding him/her, and actively acquires knowledge. These new paradigms have influenced the revision of understanding a child and his/her childhood, which is not only a preparatory stage for the future, but the period of life that has its own values and culture. Childhood is a process that is contextualized, always in relation to a specific space, time and culture, and varies according to different conditions and cultures in which it occurs. And it is the status of a child, conceived by adults, that is reflected in the overall education of the child, thus becoming a decisive factor in determining his/her social and ethical identity. This paper discusses the basic attitudes relating to a child and his/her childhood, upbringing, development and education within family and institutional surroundings. | ||
| 520 | |a Prema suvremenom shvaćanju dijete je cjelovito biće, ono je aktivni subjekt vlastitoga odgoja i obrazovanja, znatiželjno je i kompetentno biće koje ima raznovrsne interese, mogućnosti, znanja, razumijevanja i koje, vođeno prirođenom znatiželjom, istražuje svijet oko sebe i aktivno stječe znanja. Te nove paradigme utjecale su na izmjenu shvaćanja djeteta i njegovoga djetinjstva koje nije samo pripremna faza za budući život već je životno razdoblje koje ima svoje vrijednosti i kulturu. Djetinjstvo je proces koji se kontekstualizira i uvijek je u relaciji s određenim prostorom, vremenom i kulturom te se razlikuje s obzirom na različitost uvjeta i kulture u kojima se ostvaruje. Upravo položaj djeteta, koji su osmislili odrasli, odražava se na cjelokupni odgoj i obrazovanje djeteta, te postaje odlučujući činitelj u određivanju njegovog društvenog i etičkog identiteta. U ovom radu problematiziraju se temeljna stajališta o djetetu i njegovom djetinjstvu, odgoju, razvoju i obrazovanju u obiteljskom i institucionalnom okruženju. | ||
| 520 | |a Laut gegenwärtigem Verständnis ist das Kind ein ganzheitliches Wesen, aktives Subjekt in seiner eigenen Bildung, ein neugieriges und kompetentes Individuum mit diversen Interessen, Fähigkeiten, Kenntnissen und Erkenntnissen, das von seiner natürlichen Neugierde getrieben die eigene Umwelt erforscht und aktiv Kenntnisse erwirbt. Diese neuen Paradigmen haben einen Wandel im Verständnis des Kindes und seiner Kindheit beeinflusst, wonach Kindheit nicht mehr lediglich eine Vorbereitungsphase auf das zukünftige Leben darstellt, sondern eine Lebensperiode mit eigenen Werten und eigener Kultur. Die Kindheit ist ein Prozess, der immer in Beziehung zu einem bestimmten Raum, Zeit und Kultur steht und sich in Bezug zu den unterschiedlichen Bedingungen und Kulturen, in denen er sich vollzieht, unterscheidet. Gerade der Status des Kindes, der seitens Erwachsener definiert wird, spiegelt sich in der gesamten Erziehung und Bildung des Kindes und wird zum entscheidenden Faktor der Bestimmung seiner gesellschaftlichen und ethischen Identität. Diese Arbeit problematisiert die grundlegenden Standpunkte über das Kind, die Kindheit, Erziehung, Entwicklung und Bildung in der familiären und institutionalisierten Umgebung. | ||
| 653 | 0 | |a Dijete |a Djetinjstvo |a Suvremeno djetinjstvo |a Obitelj |a Institucionalizacija djetinjstva | |
| 773 | 0 | |t Život i škola (Online) |x 1849-0972 |g 64 (2018), 1 ; str. 11-18 |w nsk.(HR-ZaNSK)000855072 | |
| 981 | |b Be2019 |b B01/19 | ||
| 998 | |b dalo1912 | ||
| 856 | 4 | 0 | |u https://doi.org/10.32903/zs.64.1.1 |
| 856 | 4 | 0 | |u https://hrcak.srce.hr/219657 |y Hrčak |
| 856 | 4 | 1 | |y Digitalna.nsk.hr |