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Poticaj ovom istraživanju dale su zadivljujuće ideje koje je Maria Montessori, svjetski poznata pedagoginja, uvela u odgojno-obrazovni sustav stavljajući dijete u središte odgojno-obrazovnog procesa i vjerujući u njegove unutarnje snage. Poticala je spontano učenje djece, njegovo vlastito djelovanje i samostalnost te poštovanje djetetove osobnosti. Kroz svoju pedagogiju uvela je princip: “Pomozi mi da to učinim sam”, čime je promijenila ulogu odraslih u odgoju djece. Takav je princip, kvalitetna indirektna podrška djetetovu slobodnom razvoju, primijenjena i tijekom provedbe ovog istraživanja. Djeci je osigurana pripremljena okolina i Montessori pribor koji su neophodni za stvaranje poticajnog, uravnoteženog i sigurnog okruženja za dijete. U ovom okruženju provođene su vježbe za praktični život koje su omogućile djetetu motorički razvoj i spoznavanje sebe kao samostalnog, odgovornog i kompetentnog člana zajednice, a uključivale su aktivnosti iz domaćinstva (npr. ulijevanje vode iz veće u manju posudu) i svakodnevnog života (npr. vezanje vezica). Osjetilni materijali vežu se za razlikovanje veličina, oblika, boja, tekstura, mirisa, zvukova; jezični materijali pomažu u razvoju govora, a najpoznatija su slova na hrapavom papiru; materijali za matematiku omogućuju djetetovo poimanje matematičkih odnosa uz pomoć izravnog manipuliranja predmetima, od kojih su najpoznatije zlatne kuglice kojima se uče odnosi brojeva do 1000. Spoznavanje svijeta najviše se produbljuje materijalima za svemirski (kozmički) odgoj, koji pokrivaju zemljopis, biologiju, ekologiju, evoluciju, antropologiju, umjetnost, informatiku i povijest. Za cjeloviti razvoj djeteta potrebni su svi navedeni materijali, a korištenjem Montessori materijala u svakodnevnom radu uvodimo promjene, ali ne mijenjamo dijete, nego dječje okruženje, sebe i svoju implicitnu pedagogiju. Ovim diplomskim radom obuhvaćen je pregled osnova rada Marije Montessori, njene pedagogije, materijala i vježbi te provođenje Montessori vježbi od strane educiranog Montessori odgojitelja (autorice ovog diplomskog rada) i implementacija istih u predškolskoj skupini. Time je proveden istraživački dio rada u kojem je ispitana uspješnost pripreme djece za polazak u školu upotrebom Montessori načina rada i povučena je usporedba s pripremom druge predškolske djece koja nisu imala provođenje Montessori programa u pripremi za školu. This research was inspired by the amazing ideas that Maria Montessori, a world-renowned pedagogue, introduced into the educational system by placing the child at the center of the educational process and believing in his inner strengths. It encouraged children's spontaneous learning, their own action and independence, and respect for the child's personality. Through her pedagogy, she introduced the principle: "Help me do it myself", which changed the role of adults in raising children. Such a principle, quality indirect support for the child's free development, was also applied during the implementation of this research. Children are provided with a prepared environment and Montessori accessories that are necessary to create a stimulating, balanced and safe environment for the child. In this environment, exercises for practical life were carried out, which enabled the child to develop motor skills and learn about himself as an independent, responsible and competent member of the community, and included activities from the household (e.g. pouring water from a larger container into a smaller one) and everyday life (e.g. tying shoelaces). Sensory materials are related to distinguishing sizes, shapes, colors, textures, smells, sounds; language materials help in the development of speech, and the most famous are letters on rough paper; materials for mathematics allow the child to understand mathematical relationships with the help of direct manipulation of objects. Among them, the most famous are golden balls that teach the relationships of numbers up to 1000. Learning about the world is mostly deepened by materials for space (cosmic) education, which covers geography, biology, ecology, evolution , anthropology, art, computer science and history. All the listed materials are necessary for the complete development of a child, and by using Montessori materials in our daily work, we introduce changes, without changing the child, but the children's environment, ourselves and our implicit pedagogy. This thesis includes an overview of the basics of Maria Montessori's work, her pedagogy, materials and exercises, as well as the implementation of Montessori exercises by an educated Montessori educator (the author of this thesis) and their implementation in the preschool group. Thus, the research part of the work was carried out, in which the success of preparing children for starting school using the Montessori way of working was examined and a comparison was drawn with the preparation of other preschool children who did not have the implementation of the Montessori program in preparation for school.

Adaptacija omogućava čovjeku da se prilagodi svim uvjetima okoline. Dijete usvaja i izgrađuje ponašanje prilagođavajući se vremenu i mjestu u kojem se razvija. Cilj istraživanja ovog diplomskog rada je ispitati proces prilagodbe i socijalizacije djece jasličke dobi prema načelima Montessori pedagogije. Proces prilagodbe i socijalizacije djece ispitan je anketnim upitnikom koji opisuje stavove roditelja i njihove utiske o načinu prilagodbe djeteta u skupini, kao i promjene u ponašanju djeteta za vrijeme prilagodbe i u razdoblju nakon završetka, kako u skupini tako i izvan nje. Istraživanje je provedeno među roditeljima čija djeca pohađaju jaslički program DV Montessori Mali cvijetak u Splitu. Od ukupno dvadeset i dvoje anketu je ispunilo dvadeset roditelja. Rezultati istraživanja pokazali su da je proces prilagodbe kudikamo uspješniji uz boravak roditelja, osobito u početnoj fazi prilagodbe. Utvrđeno je i slobodnije ponašanje djeteta u interakciji s drugima, te napredak u područjima govorno jezičnog razvoja, praktičnog života i senzomotorike. Adaptation allows a person to adapt to all enviromental conditions. A child adopts and builds behaviour by adapting to the time and place in which it develops. The aim of the research of this thesis is to examine the process of adaptation and socialization of children of nursery age according to the principles of Montessori pedagogy. The process of adaptation and socialization of children was examined with a questionnaire that describes the attitudes of parents and their impressions about the way their child adapts to the group, as well as changes in the child's behaviour during the adaptation and in the period after it ends, both in the group and outside of it. The research was conducted among parents whose children attend the nursery school program DV Montessori Mali cvijetak in Split. Out of a total of twenty-two, twenty parents filled out the survey. The results of the research showed that the process of adaptation is much more successful with the presence of parents, especially in the inital phase of adaptation. Freer behavior of the child in interaction with others, as well as progres in the areas of speech and language development, practical life and sensimotor skills were also determined.

В рамках инклюзивного подхода освещаются ведущие нормативно-правовые документы РФ, целью которых является предоставление возможностей качественного образования каждому ребенку. Особенно отмечаются инновационные образовательные процессы, связанные с появлением детей с особыми образовательными потребностями в среде типично развивающихся сверстников. Используя сравнительно-исторический подход, исследуются развитие и трансформация метода М. Монтессори в России: от активного пропагандизма и принятия до полного отрицания. Описаны изменения в понимании метода Монтессори в России, его критическое осмысление ведущими русскими педагогами. Представлены результаты методологического изучения ключевых принципов и подходов педагогики Монтессори. Дана характеристика системы основных тенденций развития современных монтессори-образовательных учреждений за рубежом. Рассматривается актуальный опыт монтессори-пространства Нидерландов, Германии, США. Выделяется общий образовательный вектор современной монтессори-педагогики: от закрытой системы специальных школ к открытой системе образования, отвечающей нормам цивилизованного общества, с включением людей с особенностями в развитии. Приведены примеры комплексных образовательных монтессори-учреждений, уникальной системы подготовки и повышения квалификации монтессори-педагогов, монтессори-программ, решающих проблемы толерантного отношения к людям с особенностями в развитии. В рамках системы мировых тенденций обозначается специфика возрождения монтессори-педагогики в современной России. В фокусе российского образования значимым становится функционирование человека, каждый ребенок важен. Следовательно, выделяется идея совместного обучения детей, обладающих различными уровнями развития, идея инклюзивного подхода. Трансформация метода Монтессори представлена как уход от специальной педагогики для умственно отсталых детей к полноценной инклюзии через создание подготовленной среды, совместное обучение и формирование особого мировоззрения педагога.

Magistrsko delo je rezultat etnografskega terenskega dela z otroki, starimi med 3 in 6 let. Avtorica izhaja iz premise, da je otrok aktivni (so)ustvarjalec svojega življenja in kot tak sposoben (in primoran) sodelovati pri določanju svojega življenja in izražanju samega sebe. Pomemben delež pri razumevanju otrok v najzgodnejši dobi je prispevala tudi antropologija, natančneje njeno področje antropologije otroštva. Različni avtorji so se lotevali raziskav z otroki in ugotavljali, da je za celostno razumevanje družbe potrebno slišati in skušati razumeti tudi otrokov glas. Čeprav je otroštvo obdobje nenehnih sprememb in prehodov, otrok zaradi tega ne smemo preslišati ali jih jemati kot manj vredne pripadnike in pripadnice skupnosti. Za bolj poglobljeno razumevanje otroka v sodobni Sloveniji se avtorica opira na koncept pedagogike poslušanja. V okvirih pedagogike poslušanja je otrok bogato in zmožno bitje, ki je sposobno oblikovati pomene in razumeti svet v stalnem procesu konstruiranja znanja, identitet in vrednot. Etnografsko terensko delo, ki ga je opravila avtorica, je bilo kombinacija opazovanja z udeležbo in tehnike soudeleženske fotografije, podkrepljene s poglobljenimi individualnimi intervjuji. Uporaba tehnike fotografiranja je metoda, ki se naslanja na podobe in otroka spodbuja ter mu pomaga pri posredovanju lastnih izkušenj in doživljanj drugim. Posebnost raziskave je vrtčevsko okolje, v katerem je avtorica izvajala terensko delo. Gre za vrtec, ki deluje po načelih pedagogike montessori in v katerem avtorica tudi deluje kot vzgojiteljica sodelujočim otrokom. The master’s thesis is a result of an ethnographic fieldwork with children between 3 and 6 years of age. The author grounds her work on the premise of children as active (co)contributors of their development and as such able (and compelled) to participate in shaping their lives and expressing their thoughts, feelings and ideas. Anthropology, childhood anthropology specifically, provides us with an important contribution in understanding the child. Through research on and with children, various authors have shown that to understand the society as a whole, we need to account for and understand child’s perspective. Even though childhood is a period of constant change and transitions, the children still can offer valuable insights in our understanding of the world around us. In her work, the author employs the pedagogy of listening to gain in-depth understanding of the child. In the framework of the pedagogy of listening the child is a resourceful and capable being able to establish meanings and understand the surroundings through a constant process of knowledge, identity and value formation. Ethnographic fieldwork presented in the thesis consists of observation with intervention and participatory photography, substantiated by in-depth individual interviews. Participatory photography is a method that engages children in sharing their experiences and views using photography. The research was undertaken in a Montessori kindergarten environment where the author is working as a teacher of the participating children.

This bachelor's thesis focuses on the development of musical skills in preschool children in Montessori institutions. The aim of this work is to provide a detailed view of the general Montessori pedagogy and its musical area, as well as to explore how this method can be used to develop musical skills in preschool children. In the theoretical part, the history and life of Maria Montessori are first described, followed by an explanation of the basic Montessori principles on which the philosophy is based. This is followed by a focus on child development and basic musical concepts associated with it. The theoretical part is concluded with an extensive chapter on the musical development of children and the musical area in the Montessori environment. The practical part is incorporated into the theoretical part of this work in the form of short reflections for greater clarity and empirical reflection of the issue. KEYWORDS Montessori pedagogy, music, preschool children, musical development of the child, Maria Montessori.

Temelje pedagogike montessori je osnovala Maria Montessori pri delu z otroki s posebnimi potrebami, zato so načela poučevanja, ki jih je avtorica Montessori vpeljala, tesno prepletena s specialno-pedagoškimi načeli za zagotavljanje kakovostnega vzgojno-izobraževalnega procesa za vse učence. Osrednji namen magistrskega dela je raziskati mnenja in izkušnje specialnih in rehabilitacijskih pedagogov o uporabnosti in vključevanju elementov metode montessori pri delu z učenci s posebnimi potrebami v prilagojenem programu z nižjim izobrazbenim standardom. Raziskali smo, kako specialni in rehabilitacijski pedagogi v praksi prepletajo znanja iz specialne in rehabilitacijske pedagogike z znanji o pedagogiki motnessori. Z multiplo študijo primera v empiričnem delu smo predstavili izsledke raziskave na podlagi podatkov, ki smo jih pridobili s pomočjo polstrukturiranih in individualnih intervjujev treh specialnih in rehabilitacijskih pedagoginj, ki imajo opravljeno izobraževanje montessori in so zaposlene v prilagojenem programu z nižjim izobrazbenim standardom. Ugotovili smo, da intervjuvanke potrjujejo preplet specialno-pedagoških znanj z znanji, ki so jih pridobile na usposabljanju za pedagoga montessori. Specialne in rehabilitacijske pedagoginje so izpostavile, da je metoda montessori uporabna za vzgojo in izobraževanje vseh učencev, tudi učencev s posebnimi potrebami, elemente pedagogike pa je možno učinkovito vpeljati pri različnih predmetih in učnih vsebinah v prilagojenem programu z nižjim izobrazbenim standardom. Predvsem so izpostavile vključevanje materialov montessori pri usvajanju znanj in spretnosti, ki učencem s posebnimi potrebami omogočajo konkretno izkušnjo in temelje za nadaljnje pridobivanje bolj abstraktnih znanj. Analiza pridobljenih podatkov je pokazala, da specialno-pedagoška znanja pomembno pripomorejo k vpeljevanju elementov metode montessori pri delu z učenci s posebnimi potrebami. Ugotovitve so pokazale, da izobraževanje montessori obogati predznanja s področja specialne in rehabilitacijske pedagogike in pozitivno prispeva k profesionalnemu in osebnostnemu razvoju pedagoga. The foundations of the Montessori pedagogy were established by Maria Montessori while working with children with special needs. The teaching principles introduced by Montessori are closely intertwined with principles of special education to ensure a quality upbringing and education process for all pupils. The main objective of the master's thesis is to explore the opinions and experiences of special and rehabilitation educators about the usefulness and integration of elements of the Montessori method when working with pupils with special needs in a modified programme with a lower educational standard. We examined how special and rehabilitation pedagogues combine their knowledge of special and rehabilitation education with their knowledge of Montessori education in practice. In the empirical part, we present the results of the research based on semi-structured and individual interviews with three special and rehabilitation pedagogues who have completed Montessori training and are working in a modified programme with lower educational standards. We found that the interviewees confirmed the intertwining of special education skills with the skills they had acquired in their training as Montessori educators. Special educators highlighted the usefulness of the Montessori method for education of all pupils, including those with special needs, and that elements of pedagogy can be effectively implemented in a variety of school subjects and curriculum content in a modified programme with a lower educational standard. They emphasised the inclusion of Montessori materials in acquiring knowledge and skills, that enable a concrete experience and foundations for further acquisition of more abstract knowledge for pupils with special needs. Analysis of information showed that special pedagogical knowledge contributes significantly to the introduction of elements of the Montessori method into work with pupils with special needs. The results show that Montessori education enriches prior knowledge of the special education field and contributes positively to the professional and personal growth of a pedagogue.

Kurikulum za vrtce (2007) vzgojiteljem ponuja fleksibilen načrt dela v različnih programih vzgoje in izobraževanja. S svojo odprtostjo vzgojiteljem omogoča avtonomijo pri njihovem delu na posameznih področjih kurikuluma, hkrati pa nudi možnost za implementacijo elementov alternativnih vzgojnih konceptov. V magistrskem delu opisujem metodo dela in didaktične pripomočke s področja jezika v pedagogiki montessori, ki jih je opredelila italijanska zdravnica in pedagoginja Maria Montessori (1870–1952). Te didaktične pripomočke pa lahko vpeljemo tudi v tradicionalne oddelke javnih vrtcev. Vzgojitelj mora najprej osmisliti delo po metodi montessori, spremeniti pogled na otroka in reorganizirati okolje, kjer potekata vzgoja in izobraževanje, da lahko ustvari prostor za implementacijo elementov pedagogike montessori na področje jezika. Curriculum for Kindergartens (2007) offers educators a flexible plan of work in various programs of education. Through its openness, it allows educators autonomy at their work in different fields of curriculum, while at the same time offering the possibility to implement elements of alternative educational concepts. In my master's thesis, I describe the working method and didactic materials in the field of language in Montessori pedagogy, defined by the Italian doctor and pedagogue Maria Montessori (1870–1952). These didactic materials can also be introduced into traditional classrooms of public kindergartens. The educator must first internalize the working approach according to the Montessori method, change the view of the child and reorganize the environment where education takes place, in order to create a space for implementation of the Montessori pedagogy elements in the field of language.

Maria Montessori osmislila je didaktičku metodu kojom je promijenila dotadašnji pogled na dijete i njegove sposobnosti. U radu su opisani biografija Marije Montessori i najvažnije značajke Montessori pedagogije. Opisan je razvoj djeteta s posebnim naglaskom na prvu fazu razvoja, od rođenja do šeste godine života. U radu su objašnjeni temeljni pojmovi Montessori pedagogije poput upijajućeg uma, ljudskih sklonosti, razdoblja posebne osjetljivosti i Montessori fenomena. Maria Montessori veliku je važnost pridavala pripremljenoj okolini, a ona podrazumijeva suzdržanog Montessori odgojitelja, posebno uređen Montessori prostor te didaktički materijal koji je osmislila na temelju svog bogatog iskustva u radu s djecom. Na kraju teorijskog dijela navedene su značajke vježbi iz praktičnog života. U drugom dijelu rada prikazano je akcijsko istraživanje koje je provedeno u Dječjem vrtiću „Cekin“ u Slavonskom Brodu. Cilj istraživanja bio je utvrditi može li se provedbom odabranih vježbi iz praktičnog života u razdoblju od tri tjedna povećati samostalnost petogodišnje djece. Usporedbom rezultata inicijalnog i završnog testiranja zaključeno je da je provedbom vježbi iz praktičnog života 47,06% djece postalo samostalno u obavljanju zadataka. Maria Montessori devised a didactic method that changed the previous view of the child and his abilities. This thesis contains the biography of Maria Montessori, as well as the most important features of Montessori pedagogy. The development of a child is described with special emphasis on the first stage of development, from birth to the age of six. The paper explains the basic concepts of Montessori pedagogy, such as the absorbing mind, human tendencies, periods of special sensitivity and the Montessori phenomenon. Maria Montessori attached great importance to the prepared environment, which includes a restrained Montessori educator, a specially arranged Montessori space and didactic material that she designed based on her rich experience in working with children. At the end of the theoretical part, the features of exercises from practical life are listed. The second part of the paper presents the action research that was carried out in the "Cekin" Kindergarten in Slavonski Brod. The aim of the research was to determine whether the independence of five-year-old children can be increased by implementing selected exercises from practical life in a period of three weeks. By comparing the results of the initial and final testing, it was concluded that by implementing exercises from practical life, 47.06% of children became independent in performing tasks.

Odgojitelji predškolske djece često se susreću s djecom koja imaju teškoća s obavljanjem jednostavnijih radnji u vezi s brigom o sebi. Tako mnoga djeca imaju teškoća s vezanjem vezica, kopčanjem dugmadi, nalijevanjem vode iz bokala u čašu i slično. Maria Montessori razvila je didaktički materijal koji pomaže djeci razviti navedene vještine. U ovome radu naglasak je na vježbama praktičnoga života kao razvojnom području Montessori pedagogije. Za potrebe ovoga diplomskoga rada provedeno je akcijsko istraživanje s ciljem osposobljavanja djece za samostalno odijevanje i svlačenje odjeće te otkopčavanje i zakopčavanje različitih kopči i patenata. Istraživanje je provedeno u Dječjem vrtiću Sunčica u Osijeku na uzorku od 25 djece u dobi od pet i šest godina. Rezultati inicijalnoga testiranja pokazali su kako su djeca samostalnija od očekivanoga. Završno testiranje pokazalo je kako su djeca svladala otkopčavanje i zakopčavanje raznih patenata. Najviše teškoća imali su s kopčanjem remena i vezanjem vezica. Dvoje djece s teškoćama postiglo je gotovo jednake rezultate kao većina djece urednoga razvoja, dok je djevojčica s Downovim sindromom svladala kopčanje tek jednog patenta. Za vrijeme uvježbavanja vještina kopčanja i otkopčavanja patenata, djeca su jačala svoje socijalne kompetencije i učila se strpljivosti. Nedostatci su ovoga istraživanja bili dugotrajnost, nemogućnost pronalaska adekvatnoga prostora i odustajanje sudionika. Kada se govori o rezultatima akcijskoga istraživanja, oni se ne mogu generalizirati za druge sudionike, budući da istraživači svakako mogu preuzeti određene metode prikupljanja podataka i koristiti se metodologijom ovog istraživanja. Akcijska bi istraživanja u predškolskim ustanovama ubuduće zasigurno podigla kvalitetu ranoga i predškolskoga odgoja na višu razinu. Educators of preschool children often encounter children who have difficulty performing simple actions related to self-care. So many children have difficulties with tying shoelaces, buttoning buttons, pouring water from a pitcher into a glass, and the like. Maria Montessori has developed didactic material that helps children develop the aforementioned skills. In this work, the emphasis is on practical life exercises as a development area of Montessori pedagogy. For the purposes of this thesis, an action research was carried out with the aim of training children to independently dress and take off clothes and to unfasten and fasten different buckles and buttons. The research was conducted in the Sunčica Kindergarten in Osijek on a sample of 25 children aged five and six. The results of the initial testing showed that the children are more independent than expected. The final test showed how the children mastered unfastening and fastening various patents. They had the most difficulty with fastening the belt and tying the laces. Two children with disabilities achieved almost the same results as most children with normal development, while the girl with Down's syndrome mastered fastening only one patent. While practicing the skills of buttoning and unbuttoning the buttons, the children strengthened their social competences and learned patience. The disadvantages of this research were the length of time, the impossibility of finding an adequate space and the withdrawal of participants. When talking about the results of action research, they cannot be generalized for other participants, since researchers can certainly adopt certain methods of data collection and use the methodology of this research. Action research in preschool institutions would certainly raise the quality of early and preschool education to a higher level in the future.

Životno-praktične vještine jedan su od temelja na kojem počiva ideja cjelovitog osposobljavanja i razvoja ličnosti te su, kao takve, važan dio odgojno-obrazovnih sustava. Međutim, zastupljenost životno-praktičnih sadržaja i aktivnosti te posebno cilj, namjena i načini njihove realizacije, razlikuju se i variraju u različitim pedagoškim pristupima te s obzirom na dob djece. Glavni cilj ovoga rada bio je prikazati i analizirati načine, pristupe, aktivnosti i ulogu razvijanja životnopraktičnih vještina u Montessori i Waldorfskoj pedagogiji, stoga što one na sustavan, promišljen, multidisciplinaran i na djetove sposobnosti, interese i mogućnosti usmjeren način učenja i poučavanja potiču djecu na stjecanje životno-praktičnih vještina. Istovremeno, prikazano je kako životno-praktične vještine imaju važnu ulogu u učenju i usavršavanju brojnih kognitivnih, motoričkih i socioemocionalnih kompetencija s posebnim naglaskom na doprinos životnopraktičnih vještina u razvoju samostalnih pojedinaca s visokim samopoštovanjem i izvrsnom socijalnom inteligencijom., Life-practical skills are one of the foundations that underpin the idea of comprehensive training and personal development and, as such, are an important part of education systems. However, the representation of life-practical content and activities, and in particular the aim, purpose and ways of achieving them, differ and vary in different pedagogical approaches and in accordance to the age of children. The main purpose of this work was to illustrate and analyse the ways, approaches, activities and the role of developing life-practical skills in Montessori and Waldorf pedagogy, as they encourage children to acquire life-practical skills in a systematic, thoughtful and multidisciplinary way by practicing learning focused on the child’s abilities, interests and opportunities. At the same time, it shows how life-practical skills have an important role in learning and upskilling many cognitive, motor and socio-emotional competences, with a particular focus on the contribution of life-practical skills in the development of independent individuals with high self-esteem and excellent social intelligence.

Cilj ovog istraživanja je utvrditi osiguravaju li ustanove ranog i predškolskog odgoja i obrazovanja rad prema idejama i filozofijama alternativnih pedagoških koncepata čije elemente koriste. U istraživanje su uključene ustanove ranog i predškolskog odgoja i obrazovanja koje u radu koriste elemente alternativnih pedagoških koncepata, a ispitani su odgajatelji/ce ispunjavanjem anketnog upitnika. Rezultati ukazuju na nedosljedno praćenje ideja i filozofija načela Montessori, Waldorf i Reggio pedagoških koncepata, kao i na zanemarivanje vrednovanja kvalitete rada ustanova koje koriste alternativne pedagoške koncepte. Main goal in this thesis is to determine if institutions of early and preschool upbringing and education implement and stay true to ideas of alternative pedagogies whose elements they use. Institutions of early and preschool upbringing and education were part of the research, more precisely, teachers by filling in the survey. The results indicate inconsistency in following original ideas and principles of Montessori, Waldorf and Reggio concepts.

Montessori pedagogija alternativni je pedagoški pristup. Cilj joj je potaknuti samostalnost djeteta, odnosno, pripremiti ga za život. Montessori pedagogija utemeljena je na promatranju te ističe važnost procesa individualnog razvoja i uživanja u istome. Dijete je u središtu indivdualnog pristupa koji mu pomaže otkriti sebe i olakšava proces učenja i pamćenja. Montessori pedagogija posebno štuje osjetilne percepcije (vid, sluh, njuh, okus, dodir) pa tako u svojoj jmetodi pronalazi način za izoštravanje istih. U glazbenom odgoju njegovanje sluha je vrlo bitno, a brojna istraživanja pokazuju i značajnost glazbe u socijalnom, emocionalnom, ali i psihofizičkom razvoju djeteta. Montessori pedagogija omogućava djetetu da razvija svoj sluh, a ujedno i koncentraciju raznim vježbama koje djeluju i u pripremi za život. Osim toga, glazbena terapija štuje načela Montessori pedagogije, s toga nije začuđujuće da pronalazimo poveznicu između njih. Svakodnevne aktivnosti poput pjevanja, plesanja, sviranja, slušanja, pokreta i igara u djetetu mogu potaknuti interes za glazbu. Također, djeci s poteškoćama pa tako i onima u ponašanju, možemo pomoći glazbom, ukazujući na strpljenje i razumijevanje. S toga ovaj rad ukazuje na vježbe koje se mogu izvoditi grupno, ali i individualno, uvažavajući Montessori okolinu, materijale i načela. The Montessori approach is an alternative form of approaching the child in pedagogy. The goal is to encourage the child's independence, that is, to prepare him for life. Montessori pedagogy is based on observation and emphasizes the importance of the process and enjoying it. The child gets an individual approach that helps him discover himself and facilitate the learning and memory process. Montessori especially respects sensory perceptions (sight, hearing, smell, taste, touch), so in her methods she finds a way to sharpen them. In musical education, the cultivation of hearing is very important, and many studies show the importance of music in social, emotional, and psychophysical development. The Montessori method allows the child to develop his hearing and at the same time concentration through various exercises that work in preparation for life. In addition, music therapy respects the principles of Montessori pedagogy, so it is not surprising that we find a link between them. Everyday activities such as singing, dancing, playing, listening, movement, games can stimulate interest in music in a child. We can also help children with various difficulties, including behavioral ones, with music, showing patience and understanding. With that, this work points to exercises that can be performed in groups, but also with an individual approach, respecting the Montessori environment, materials and principles.

¨La experiencia de una madre en el homeschooling ̈ intenta mostrar algunas reflexiones sobre una experiencia pedagógica y materna como profesora bilingüe con mi pequeña hija bajo el concepto de homeschooling. Este trabajo narra cómo de este proceso surgen reflexiones sobre la enseñanza y el bilingüismo. A través de la indagación narrativa pude recolectar cinco narraciones escritas y dos datos multimodales que me sirvieron para mostrar cómo pongo en práctica una educación bilingüe a mi hija desde casa, la importancia de la familia y el involucrarse en el proceso cognitivo de nuestros hijos. El presente trabajo muestra las motivaciones, dificultades y desafíos que debí atravesar cuando decidí educar en casa a mi hija. Pero también muestra los resultados, los logros obtenidos y las experiencias vividas por mi hija y por mí. El análisis de datos realizado a través del análisis temático sirvió para identificar los datos, codificar la información para finalmente establecer categorías y subcategorías que muestran a la familia como categoría más importante y otras subcategorías que representan el multi rol de la madre, la pedagogía, la experiencia materna y los resultados de la estudiante. ¨Mother`s experience at homeschooling¨ intends to show some reflections about a pedagogical and maternal experience as a bilingual teacher with my little daughter under the concept of homeschooling. This work narrates how this process arises reflections on teaching and bilingualism. Through narrative inquiry I could collect five written narratives and two multimodal data that helped me to show how I put into practice a bilingual education to my daughter at home, the importance of family and being involved in the cognitive process or our children. The present paper shows the motivations, difficulties, and challenges that I must get through when I decided to homeschool my daughter. But it also shows the results, the achievements obtained, and the experiences lived by my daughter and myself. The data analysis carried out through thematic analysis was useful to identify the data and coding information to finally establish categories and subcategories which show the family as the main and most important category and other subcategories that represent the mother`s multirole, pedagogy and maternal experience and the student outcomes. Licenciado en Lengua Extranjera - Inglés Pregrado

Pedagoška koncepcija Marije Montessori u središte svog djelovanja stavlja dijete i sve njegove potrebe. Dijete koje uči koristeći sva svoja osjetila od odgajatelja traži da se u potpunosti posveti njegovim potrebama, pažnju usmjeri na njegove razvojne faze te oblikuje kvalitetno pripremljenu okolinu. S obzirom na to da je sama Marija Montessori započela svoje djelovanje u radu s djecom s teškoćama, njene su vježbe i Montessori pribor oblikovani tako da potiču razvoj djece s teškoćama u najvećoj mogućoj mjeri, njihovu samostalnost te samopouzdanje. Značajnu ulogu u tom procesu imaju Montessori odgajatelji te cjelokupni stručni tim odgojno-obrazovne ustanove koji imaju odgovornost prilagoditi odgojno-obrazovni proces svoj djeci, onoj urednog razvoja te djeci s teškoćama. Maria Montessori's pedagogical conception puts the child and all his needs at the center of his work. A child who learns using all his senses asks the educator to pay full attention to his needs, pay attention to his developmental stages and shape a well-prepared environment. Since Maria Montessori herself began her work with children with disabilities, her exercises and Montessori accessories have been designed to encourage the development of children with disabilities to the greatest possible extent, their independence and self-confidence. Montessori educators and the entire professional team of the educational institution have a significant role in this process, as they have the responsibility to adapt the educational process to all children, those with orderly development and children with disabilities.

Education faces barriers all over the world, which sometimes makes it difficult to look after children’s rights and their individual development. Hence, society is clamoring for new practices, and different approaches are emerging, Montessori among them. Despite the fact that this approach was developed to attend to the poor strata, nowadays it is basically promoted by elitist sectors, though it can be perfectly applied as an education system for all children, regardless of their socio-economic and cultural backgrounds. This study analyzes the bases of Montessori pedagogy in a school from a low-to-middle-income country (LMIC), Burkina Faso, and another school in a high-income country (HIC), Spain. The study takes into account children, family, school environment and teacher training all of which contribute to children’s development.

Cilj ovoga rada je ukazati kolika je važnost duhovnosti u razvoju djece. Kako bismo što bolje razumjeli proces razvitka djeteta, prvo smo se morali upoznati s dječjom razvojnom psihologijom da bismo mogli na primjeren način govoriti o duhovnosti koja bi djetetovim mogućnostima razumijevanja bila prilagođena. Upravo iz toga razloga usredotočili smo se na Jean Piageta i Erika Eriksona, koji su uz pomoć vještine promatranja dječjeg ponašanja detaljno opisali rast i razvoj djece kroz nekoliko etapa koje su u nastavku opisane i povezane s duhovnošću. Činjenicu da je duhovnost neizostavna u dječjem razvoju spominje nam i Marija Montessori koja je bila liječnica i katolkinja koja nam je donijela novu, još razvijeniju pedagogiju djece tzv. Montessori pedagogija. Ova vrsta pedagogije temelji se na znanstvenom promatranju spontanog učenja i razvijanja djece gdje se potiče samostalnost. S obzirom na to da je ova metoda prihvaćena od strane stručnjaka posvećenih odgoju djece, ali i same djece i roditelja ona se aktivno provodi u vrtićima i osnovnim školama. The aim of this paper is to point out the importance of spirituality in children's development. In order to better understand the process of child development, we first had to get acquainted with child developmental psychology in order to be able to talk in an appropriate way about spirituality that would be adapted to the child's ability to understand. It is for this reason that we focused on Jean Piaget and Erik Erikson, who, with the help of the skill of observing children’s behavior, described in detail the growth and development of children through several stages that are described below and related to spirituality. The fact that spirituality is indispensable in children's development is also mentioned by Maria Montessori, who was a doctor and a Catholic who brought us a new, even more developed pedagogy of children, the so-called Montessori pedagogy. This type of pedagogy is based on the scientific observation of spontaneous learning and development of children where independence is encouraged. Given that this method is accepted by experts dedicated to the upbringing of children, but also the children and parents, it is actively implemented in kindergartens and primary schools.

Učitelju njegova avtonomnost omogoča izbiro učnih metod, oblik in didaktičnih sredstev za načrtovanje vzgojno izobraževalnega procesa. Za dodatno motivacijo in boljše učenčevo razumevanje podanega znanja pa naj bi učitelj uporabljal tudi različna konkretna ponazorila in didaktična sredstva, ki matematičnim vsebinam dajejo določen smisel (Program osnovna šola matematika. Učni načrt, 2011). Ena izmed podpornic uporabe različnih materialov v preteklosti je bila Maria Montessori. Po njenem mnenju uspešnega učenja ni mogoče uresničiti zgolj s poslušanjem besed, temveč je potrebna otrokova izkušnja. Zato je tako pomembno, da zna učitelj za učence pripraviti ustrezno okolje, ki jih spodbuja k izobraževanju oziroma k izvajanju dejavnosti (Montessori, 2011). V magistrskem delu smo se osredinili na uporabo didaktičnih sredstev, natančneje na uporabo montessori materiala pri pouku matematike od 1. do 5. razreda javne osnovne šole. Predstavili smo osnovne značilnosti montessori pedagogike, način poučevanja v montessori šolah in vključevanje različnih montessori materialov v učni proces. V empiričnem delu smo s pomočjo anketnega vprašalnika raziskali poznavanje montessori materialov med razrednimi učitelji, ki poučujejo matematiko in primerjali uporabo tako montessori materialov kot drugih didaktičnih sredstev pri pouku matematike v javni osnovni šoli z njihovo uporabo v montessori šolah. Osredinili smo se na mnenje učiteljev o montessori pedagogiki in možnosti uporabe montessori materialov pri pouku matematike v javni osnovni šoli ter ugotavljali dejavnike, ki vplivajo na pogostost uporabe didaktičnih sredstev. Zanimala nas je tudi povezanost uporabe montessori elementov z delovno dobo razrednih učiteljev. Prišli smo do ugotovitev, da so učitelji v javni osnovni šoli večinoma naklonjeni montessori pedagogiki in pri svojem delu v razredu uporabljajo tudi nekatere montessori elemente, ki so glede na pouk mogoči. Učitelji uporabljajo tudi t. i. montessori material in z njegovo pomočjo učencem predstavljajo nove vsebine. S primerjavo uporabe didaktičnih sredstev v javni osnovni šoli in montessori materialov v montessori šoli, smo ugotovili, da se med seboj razlikujeta. Največja razlika je ta, da montessori material predstavlja temelj poučevanja in učenja v montessori šoli, v nasprotju z didaktičnimi sredstvi v javni osnovni šoli, ki so zgolj pripomoček pri poučevanju. Posledica tega je drugačen način uporabe montessori materialov v javni osnovni šoli in tudi splošna uporaba didaktičnih sredstev pri pouku matematike. Opazili smo razlike pri seznanjenosti z montessori pedagogiko in uporabo montessori elementov med učitelji s krajšo in daljšo delovno dobo. V primerjavi z učitelji z daljšo delovno dobo, so učitelji s krajšo delovno dobo bolje seznanjeni z montessori pedagogiko, prav tako pa je uporaba montessori elementov pri pouku, ki ga vodijo učitelji s krajšo delovno dobo, večja. Teacher’s autonomy enables him to choose teaching methods, forms and didactic tools for planning the educational process. For additional motivation and better understanding of the student’s knowledge, the teacher should also use various concrete illustrations and didactic tools that give mathematical content a certain meaning (Elementary School Mathematics Program. Curriculum, 2011). One of the supporters of the use of various materials in the past was Maria Montessori. According to her successful learning cannot be achieved simply by listening to words, but a child’s experience is needed. That is why it is so important that the teacher knows how to prepare an appropriate environment for students, which encourages them to educate or to carry out activities (Montessori, 2011). In the master’s thesis, we focused on the use of didactic tools, more specifically on the use of montessori material in mathematics lessons from 1st to 5th grade of public primary school. We presented the basic features of montessori pedagogy, the way of teaching in Montessori schools and the inclusion of various montessori materials in the learning process. In the empirical par, we used a questionnaire to investigate the knowledge of montessori materials among primary teachers who teach mathematics and compared the use of montessori materials and other teaching aids in mathematics teaching in public primary school with their use in Montessori schools. We focused on teachers’ opinions on montessori pedagogy and the possibilities of using montessori materials in mathematics lessons in public primary schools, and identifies factors that affect the frequency of use of teaching aids. We were also interested in the connection between the use of montessori elements and the working life of primary teachers. We came to the conclusion that teachers in public primary schools are in favour of montessori pedagogy and they use some montessori elements in their class. Teachers also use so-called montessori material which helps pupils understand new contents. We found out that the use of teaching aids in primary school and montessori materials in montessori school differ from each other. The biggest difference is that montessori material are the main foundation of teaching and learning in montessori school in contradiction with teaching aids in public primary school that are only helping to achieve the aims. Because of this montessori material in public primary schools and teaching aids have different meaning in mathematical classes. We noticed the difference between teachers with shorter and longer length of service in the working life of primary teacher about knowingness of montessori pedagogy and the use of montessori elements. Teachers with shorter length of service are better introduced to montessori pedagogy as well as in use of montessori elements at class compared to the teachers with longer length of service.

Navedena se tema nastojala približiti učenicima kroz interdisciplinarni pristup, uz korištenje različitih nastavnih metoda rada te socijalnih oblika učenja. Glavni cilj provedenih aktivnosti bio je određena znanja iz biologije čovjeka (Živčani sustav u ulozi prijenosa informacija) primijeniti u praksi na način da učenici 3. razreda gimnazije bolje razumiju temu, promatranjem i istraživanjem odnosa djece predškolske dobi prema posebno izrađenom materijalu za samostalno učenje. Učenici su izradili materijal temeljen na principu Montessori pedagogije te ga koristili u radu s djecom vrtićke dobi. Učenici su kroz rad i aktivnosti bili maksimalno angažirani te su uz pomoć posebno izrađenih hospitacijskih listova došli do zaključka da sklonost prema određenim materijalima ovisi o dobi djece. Navedena aktivnost omogućava učenicima bolji uvid u proces odrastanje čovjeka te im daje mogućnost da promatranjem i vlastitim aktivnostima poput izrade materijala i praćenja dođu do osnovnih spoznaja o razvoju djece., The stated topic was brought closer to the students through an interdisciplinary approach, with the use of different teaching methods and social forms of learning. The conducted activities aimed to apply certain knowledge from human biology (nervous system in the role of information transmitter) in practice, observing and investigating the attitude of preschool children towards specially created materials for independent learning. Through work and activities, the students were maximally engaged and acquired new knowledge independently and with the help of the teacher through an interdisciplinary approach.

This Master's thesis examines options to advance reading literacy in schools with alternative education. Thesis is focused on teachers work and used methods. The aim of the thesis was to determine, how schools using alternative educational programs support the reading literacy. Theoretical part explores reading literacy, characteristics of alternative educational programs and schools -Montessori, Waldorf, Dalton and program Step by Step. It specifies RWCT - reading and writing to critical thinking program and method of advancement reading literacy and reading. The practical part evaluates surveys filled by teachers from alternative schools and teachers using alternative educational programs. Survey is focused on teacher's job, utilization of RWCT method in schools, working with reading literacy and support of reading.

This diploma thesis focuses on literature and how to implement it in teaching a foreign language. The theoretical chapters discuss the teaching of Czech language and literature, reading literacy and also the teaching of a foreign languages in the Czech Republic. Moreover, they deal with the use of literary texts in teaching foreign languages, the advantages and disadvantages of authentic texts and simplified foreign language texts, as well as the possibilities of using these texts in practice. Last but not least, there is a chapter on Montessori pedagogy and its basic concepts and approaches, as well as the approach of this pedagogy to English language teaching. In the practical part, this thesis focuses on simplified foreign language literature. It deals with research of popular books in this category and their subsequent analysis, research among students, which focuses on what students like to read and how is a foreign language text in teaching perceived by an English teacher. The last point of the practical part is the processing of original story based on all information form the research.

This bachelor thesis deals with the topic of Montessori pedagogy and its use in speech therapy prevention in preschool children. The main goal of this thesis is the analysis of methods used in Montessori pedagogy in providing speech therapy prevention in Montessori kindergartens. The bachelor thesis is divided into three chapters. The first two chapters describe the theoretical basis on which the work is based. Based on the professional literature, the chapters define both selected topics. The first theoretical part deals with the theoretical basis of speech therapy. The content includes information about communication, about the development of speech and language, about the areas that influence this development and finally about speech therapy prevention. The second part describes another area that the work deals with, and therefore Montessori pedagogy, its principles, origin and current form in the Czech Republic and in the world. The third chapter consists of an empirical part, which deals with the research itself. Qualitative research methods were chosen for the research survey. With the help of interviews and direct observation in two selected Montessori kindergartens in Prague, the course of speech therapy prevention in the facilities was analyzed. Furthermore, methods and aids typical of...

Montessori pedagogija, koja je osnovana od strane Marije Montessori, je alternativna pedagogija koja je u središtu svog odgojno-obrazovnog procesa stavila dijete. Dijete se u Montessori pedagogiji shvaća kao prirodno i stvaralačko biće sa svim njegovim potencijalnim vještinama i sposobnostima. Kako bi dijete moglo zadovoljiti svoje odgojno-obrazovne potrebe, primijenjuju se načela i principi Montessori pedagogije, a jedno od načela je i pripremljena okolina. Ovaj diplomski rad bavi se tematikom pojma i uloge pripremljene okoline u Montessori pedagogiji. Prikazan je kratki povijesni pregled razvoja alternativnih pedagoških koncepcija te biografija Marije Montessori, a u glavnom dijelu diplomskog rada prikazana je pripremljena okolina u predškolskoj ustanovi u osnovnoj školi. Uz navedeno, prikazana je i uloga Montessori pripremljene okoline za djecu s teškoćama u razvoju. Montessori pedagogy, founded by Maria Montessori, is an alternative pedagogy that has placed the child at the center of its educational process. In Montessori pedagogy, a child is perceived as a natural and creative being with all of its potential skills and abilities. In order for a child to satisfy its educational needs, principles and tenets of Montessori pedagogy are applied, and one of the principles is the prepared environment. This thesis deals with the subject of the concept and role of the prepared environment in Montessori pedagogy. A brief historical overview of the development of alternative pedagogical concepts and a biography of Maria Montessori are presented, while the main part of the thesis shows the prepared environment at a preschool in elementary school. In addition, the role of Montessori prepared environment for children with developmental impairments is presented.

En Haïti, le système éducatif est en pleine réforme. En privilégiant l’Approche par Compétences (APC), les nouvelles politiques amènent les responsables des écoles et les enseignants à utiliser des méthodes pédagogiques actives. Les efforts sont réalisés dans ce sens en particulier par des établissements privés. Toutefois, les méthodes pédagogiques qui permettent l’application de l’APC dans les écoles primaires en Haïti restent méconnues ou mal connues. Cette étude évalue la mise en oeuvre de la pédagogie Montessori telle qu’utilisée par les enseignants au niveau du primaire. À travers la littérature nous avons pu dégager cinq principes que sont la liberté, le respect du rythme, la motivation intrinsèque, la manipulation et l’apprentissage coopératif ainsi que les pratiques pédagogiques. Nous avons élaboré deux questionnaires pour des entretiens semi-structurés et des grilles d’observation qui nous ont permis d’évaluer la compréhension des principes, leur mise en œuvre. Les résultats ont permis d’avancer que la plupart des pratiques des enseignants sont conformes à ce qui a été retenu dans le cadre théorique. Les pratiques et les modifications apportées dépendent de la compréhension du principe par l’enseignant, de l’emploi du temps et du contexte environnemental. Mots clés : pédagogie Montessori, mise en œuvre, pratiques enseignantes, Haïti, école primaire, The education system in Haiti is currently undergoing major reforms. The new policies favor the implementation of the Competency Based Approach, encouraging school leaders and teachers to use more proactive teaching methods. Efforts are already being made by some schools, private ones for the most part. However, those methods still remain fairly or poorly known by the teaching staff. This study aims to assess the implementation of Montessori pedagogy currently used by teachers at the primary level. Through the literature we were able to identify five principles that are freedom, respect for rhythm, intrinsic motivation, manipulation and cooperative learning and teaching practices. We developed two questionnaires for semi-structured interviews and observation grids that allowed us to assess the understanding of the principles and their implementation. The results suggested that most of the teachers' practices are in compliance with the principle of Montessori approaches. Adjustments were made to consider the teacher's understanding of the principle, the school schedule and environmental context. Keywords: Montessori pedagogy, implementation, teaching practices, primary school, elementary school, Haiti

Glavni cilj ovoga rada bio je istražiti aktualnost Montessori materijala danas. Naime, analizirati će se i usporediti imaju li Montessori materijali i Nacionalni kurikulum za rani i predškolski odgoj i obrazovanje kao ishodišni dokumenta u radu s djecom rane i predškolske dobi podudarnosti, odnosno dodirne točke. Montessori materijali nastali su na početku prošloga stoljeća kao važan element Montessori pedagogije, čiji je autor znanstvenica Marija Montessori. Iako je koncepcija nastala prošlog stoljeća zanimljivo je istražiti postoji li aktualnost materijala danas., The main goal of this paper was to investigate the relevance of Montessori material in present time. The paper will analyze and compare whether Montessori materials and the National Curriculum for Early and Preschool Education, as a starting document in working with children of early and preschool age, have congruence or points of contact. Montessori materials originated at the beginning of the last century as an important element of Montessori pedagogy, authored by scientist Maria Montessori. Although the concept has its origins in the last century, it is interesting to explore whether the material is relevant today.

Maria Montessori jedno je od izuzetno cijenjenih imena u povijesti predškolskog odgoja. Svoj život posvetila je djeci, zastupajući njihova prava i uvažavajući njihovu individualnost. U ovom radu govori se o njezinom životu, za što se borila i što je postigla. Svoju odgojnu metodu temeljila je na promatranju djece uključujući sva znanja koja je stekla na nekoliko studija. U radu se opisuju antropološke, pedagoške i psihološke pretpostavke Montessori pedagogije. Opisan je periodički razvoj djeteta te razdoblja djetetove posebne osjetljivosti. Maria Montessori u svojoj metodi njeguje sedam načela koja su radu i opisana, a to su: poštivanje djeteta, osposobljavanje osjetila i kretanja, polarizacija pažnje, slobodan izbor, pripremljena okolina, uloga odgojitelja, „pomozi mi da učinim sam“. U radu su opisane karakteristike odgoja pokreta kreativnosti te kozmičkog i religijskog odgoja. U zadovoljavanju potreba djeteta, značajnu ulogu ima odgojitelj. Njegova osobna, unutarnja i stručna priprema od iznimne su važnosti, kao i pripremljena okolina. Ovim radom prikazana je uloga odgojitelja te njegove poželjne osobine. U zadnjem poglavlju, opisan je Montessori pribor i materijal za rad, kao i kriteriji za njihov izbor. Maria Montessori is one of the most appreciated names in the history of preschool education. She has dedicated her life to children, representing their rights and their individuality. This paper is about her life and things for which she fought and achieved. Her parental method was based on observing children. She involved all her knowledge from few collages that she attended. This paper describes anthropological, pedagogical, and psychological assumptions of Montessori method. It describes the development of a child through stages and their most sensitive periods. In her method, Maria Montessori nurtures seven principles which are described in this paper. This principles are: respecting a child, senses and movement training, attention polarization, freedom of choice, prepared environment, the role of the educator, and the main thought: „help me so I can do it alone“. Through this paper the characteristics of educating the creativity movement as well as cosmic and religious upbringing are described. An educator has an important role in fulfilling child's needs. Educator's good personal, internal, and professional preparation are of extreme importance, as well as the prepared environment is. This paper presents the role of an educator and their desirable characteristics. In the last chapter, Montessori accessories and work materials are described, as well as the criteria for their selection.

Ovaj rad prikazuje temu usmjerenosti na dijete u pedagogiji Marije Montessori. Temelji Montessori pedagogije su uvjerenja da je dijete aktivno u svojem odgoju i da je u središtu odgojno-obrazovnog procesa. Sukladno tome, prikazuju se spoznaje koje se Maria Montessori iznosila promatrajući djecu u njihovoj spontanoj aktivnosti. Osvješćivanjem važnosti poznavanja razvoja djeteta omogućila je uporište za organizaciju pedagoški oblikovanog okruženja, a upravo je ono jedno od važnih pedagoških aspekata njene pedagogije. Cilj njene pedagogije je omogućiti djetetu da se razvije u samostalnu i odgovornu osobu koja može donositi odluke vezane za razvoj. Naglašavala je da se to može postići isključivo kada djetetu indirektno pomognemo da sve što može učini samo. Cilj ovog završnog rada je prikazati važnost uočavanja i prepoznavanja djetetovih potreba te upoznavanje s mogućnostima djece rane i predškolske dobi., This paper is about child centeredness in the pedagogy of Maria Montessori. The foundation of Montessori pedagogy is the assurance that a child is active in its upbringing and that they are in the center of educational process. According to this cognitions are shown which Maria Montessori brought out while observing children in their spontaneous activities. Being aware of the importance of knowing the development of a child provided a foothold for an organization of the pedagogical environment. The objective of her pedagogy is to enable a child to develop into an independent and responsible person that can make decisions related to development. She emphasized that it can be done exclusively when help a child indirectly that they can do anything by themselves. The objective of this thesis is to show the importance of noticing and acknowledging a child’s needs and learning the possibilities of a child in early and preschool age.

Uz ostale alternativne pedagoške koncepcije, Montessori i Waldorf su najzastupljenije u Hrvatskoj. Temelj Waldorfske pedagogije je antropozofija čijim se začetnikom smatra Rudolf Steiner. Antropologija je temelj Montessori pedagogije čiji je osnivač Maria Montessori. Obje koncepcije imaju isti cilj, a to je dobrobit djeteta i njegov cjeloviti razvoj, odgoj i učenje. Međutim, metode i razmišljanja koja kreiraju put k tom cilju u nekim se segmentima razlikuju, ali u nekima se ipak i slažu. U ovom radu istaknuta su osnovna pedagoška načela obiju pedagogija iz čega uočavamo sličnosti i različitosti ovih koncepcija. Uočavamo kako obje pedagogije djetetov razvoj dijele na faze koje se po dobi slažu, obje zahtjevaju posebnu izobrazbu odgajatelja te naglašavaju individualnost svakog djeteta. Obje koncepcije karakterizira vjera u nadnaravno i u odgoj onoga što dijete rođenjem donosi sa sobom. Teže korištenju prirodnih materijala i posebnu važnost pridaju uređenju sobe dnevnog boravka. Sav materijal mora biti dostupan djeci i poticati razvoj njihovih sposobnosti. Djetetova sloboda je nešto što obje ove pedagogije naglašavaju kao bitno u stvaranju identiteta svakog djeteta posebno i odgajatelji djetetu moraju pružiti slobodu unutar okvira moralnih granica. U Waldorf i Montessori vrtićima ne postoji poseban plan i program kojeg se njihovi odgajatelji moraju strogo pridržavati, već je njihova zadaća uglavnom promatrati i poticati njihovu samostalnost te omogućiti i pripremiti okolinu u kojoj će se njihov razvoj odvijati. Waldorfska pedagogija veliki naglasak stavlja na duhovnost i na samoodgoj odgajatelja bez kojeg odgajatelji, ako nisu prvo spoznali sebe u potpunosti, ne mogu pomoći djetetu da spozna sebe i svoj identitet. Montessori s druge strane stavlja naglasak na okolinu, koja uključuje didaktičke materijale i vježbe, te odgajateljevu ulogu u pripremanju te okoline., Among all of the pedagogical conceptions, Montessori and Waldorf are the most commonly used conceptions in Croatia. The foundation of Montessori pedagogy is anthroposophy, whose founder is thought to be Rudolf Steiner. Anthropology is the foundation of Montessori pedagogy founded by Maria Montessori. Both conceptions have the same goal, which is the well-being of a child and its wholesome development, upbringing and education. However, methods and points of view that create the path to that goal, although sometimes different, can also be the same. This paper discusses the basic pedagogical principles of both pedagogies, which pointed out the similarities and differences between them. One may notice how both pedagogies determine the child’s development based on its age. They both require a special knowledge of the educator and emphasize the individuality of each child. They are also characterized by the belief in the supernatural and the upbringing of the thing that each child gets with its birth. They prefer using natural materials and add special significance to the decoration of the living room. All materials have to be available to children and contribute to the development of their abilities. Child’s freedom is something very important to these conceptions as it symbolizes creating the identity of each child and the educators have to provide the freedom to the child within the moral values. In Montessori and Waldorf kindergartens there is no special plan or program which the educators have to follow - their task is to observe and encourage their independence and provide them the environment in which their development will take place. Waldorf’s pedagogy puts great significance to the spirituality and the self-raising of the educator without which the educators, if not fully familiar with themselves, cannot pass to the children. Montessori, however, puts an emphasis on the environment that includes didactic materials and exercises, including educator’s role in preparing that environment.

V predšolskem obdobju se pri otrocih oblikujejo temelji za vse življenje, pri čemer imamo vzgojitelji pomembno in odgovorno nalogo. Na kakovostno vzgajanje ima velik vpliv tudi stalno izobraževanje vzgojiteljev. Pedagogika montessori se v Sloveniji pojavlja že skoraj dve desetletji in mnogo vzgojiteljic v javnih vrtcih vnaša njene elemente v svoje delo. V teoretičnem delu magistrskega dela smo se osredotočili na uvajanje sprememb v vzgojni proces, na stališča vzgojiteljic in njihov vpliv na uvajanje sprememb, predstavili smo temelje pedagogike montessori, izhodišča in temeljne usmeritve Kurikuluma za vrtce (1999), ob koncu pa še vzporednice, ki jih najdemo v Kurikulumu za vrtce in pedagogiki montessori. V empiričnem delu smo z anketnim vprašalnikom, namenjenim vzgojiteljicam v različnih vrtcih po Sloveniji, raziskovali stališča vzgojiteljic do uvajanja elementov pedagogike montessori v svoje delo, poznavanje pedagogike montessori, na kakšen način in kako pogosto vzgojiteljice uvajajo elemente, kje opažajo prednosti uvajanja ter izzive s katerimi se srečujejo. Želeli smo pridobiti podatke glede zanimanja vzgojiteljic za pedagogiko montessori in njihovo mnenje glede udeležbe na dodatnih izobraževanjih. Ugotovili smo, da je velika večina anketiranih vzgojiteljic seznanjena s pedagogiko montessori in da elemente pedagogike montessori vključujejo v svoje delo z otroki. Rezultati so pokazali, da si vzgojiteljice želijo dodatnega znanja o pedagogiki montessori in tudi, da so se pripravljene udeležiti različnih oblik izobraževanj za poglobitev svojega znanja. V sklepnem delu sem predstavila svoje izkušnje uvajanja elementov montessori v javni vrtec. Kindergarten teachers have a big and important role in helping children form the foundation for their whole lives in the preschool period. The quality of teaching is influenced by the continuous education of the kindergarten teachers. The Montessori Pedagogy has been used in Slovenia for almost two decades and many kindergarten teachers incorporate its elements into their work in public kindergartens. The theoretical part of the master’s thesis focuses on implementing changes into the educational process, the kindergarten teachers’ influence on the changes and their attitude towards them. It introduces the foundations of the Montessori Pedagogy and the Kindergarten Curriculum (1999) and presents the parallels between the two concepts. The empirical part of the thesis focuses on a survey conducted with kindergarten teachers in different kindergartens in Slovenia. We have researched the kindergarten teachers’ attitudes towards including elements of the Montessori Pedagogy into their work, their knowledge of the concept. We were also interested in the method and how frequently they included these elements into their work and their observations on the advantages and challenges they faced during their work. We wished to acquire data about the kindergarten teachers’ interest in the Montessori Pedagogy and their opinion on attending additional courses. We have found that many survey participants are already familiar with the Montessori Pedagogy and have been implementing its elements into their work with children. The results of the research have shown that kindergarten teachers wish to acquire additional knowledge of the concept and they are prepared to attend different courses to improve their existing knowledge. The conclusion presents my personal experience with implementation of the Montessori Pedagogy into a public kindergarten.

Resumen Este artículo aborda desde un enfoque cualitativo las concepciones que tienen profesores y profesoras que ejercen en escuelas Montessori y Waldorf-Steiner, presentes en el contexto educativo chileno. El objetivo es examinar las identidades docentes de quienes ejercen en este tipo de establecimientos para comprender la manera en que ellos (as) interpretan, asumen y se definen su labor en contextos singulares de enseñanza. Se realizaron entrevistas semiestructuradas a seis docentes chilenos, las que fueron transcritas y analizadas mediante técnicas de la Teoría fundamentada, posteriormente fueron sometidas a discusión con los mismos participantes. Las categorías emergentes destacan que, a pesar de una alta normatividad pedagógica Montessori y Waldorf-Steiner, los docentes reconocen una autonomía docente movilizadora y describen contextos profesionales habilitantes que también contribuyen en la construcción activa de su autoimagen profesional. A su vez, estos se identifican como profesionales en ruptura con el sistema tradicional y parte de una comunidad pequeña y limitada. En consecuencia, se plantea la hipótesis de una identidad profesional desde una democracia del aprendizaje en las diversas dimensiones de la labor docente. Se sugiere como perspectiva ahondar en las configuraciones identitarias de docentes de escuelas diferentes, así como cuestionar su papel en el debate educativo más allá de sus fronteras pedagógicas. Abstract This article is a qualitative research about the perspective of teachers working in Montessori and Waldorf-Steiner schools, in the Chilean educational context. The objective is to analyze the teacher identity specifically in the types of school, in order to understand the way they interpret, assume and define their work in unique teaching contexts. Semistructured interviews were conducted with six Chilean teachers, which were transcribed and analyzed using Grounded Theory techniques, and then discussed with the participants themselves. The emerging categories highlight that, despite a high Montessori and Waldorf- Steiner pedagogical normativity, teachers recognize a motivating teaching autonomy and describe enabling professional contexts that also contribute to the active construction of their professional self-image. At the same time, they identify themselves as professionals in disruption with the traditional system and part of a small and limited community. Consequently, the hypothesis of a professional identity based on a democracy of learning in the various dimensions of educational work is raised. We suggest delving into the identity arrangements of teachers in different schools, as well as questioning their role in the educational debate beyond their pedagogical boundaries.

The bachelor thesis deals with the possibilities of using art education in preschool education based on the principles of Maria Montessori pedagogy. The theoretical part presents the Montessori pedagogy method. It deals with the important principles of the alternative streams of educational system, it observes its features and the educational areas and clarifies the concepts of art education in Montessori schools. The next part of the thesis focuses on the usage of art education in preschool education and observes its streams and forms. It deals with the reflective, creative, and experiential form of education, which is applied when creating the art activities. The practical part of the thesis presents a case study describing the function of art education in a selected Montessori kindergarten. Several art activities were realized, using the inspiration from the artefiletic concept of art education. It focuses on self-reflection of one's own art project and it defines particular educational issues as well as its tools how to manage them. KEYWORDS Montessori pedagogy, art education, pre-school education, the concept of art education, reflection, case study

Montessori je metoda obrazovanja nazvana po dr. Mariji Montessori. Bila je prva žena u Italiji koja je stekla zvanje doktora medicine. Budući da je bila liječnica, Maria Montessori na obrazovanje je gledala sa znanstvene razine. Vjerovala je da obrazovanje treba pripremiti čovjeka za sve aspekte života. Dizajnirala je materijale i tehnike koji će potaknuti prirodni rast učenja kod učenika. Oni su zajednički svim Montessori učionicama. Rad s tim materijalima i tehnikama čini obrazac koji djeca prirodno prenose na čitanje, pisanje i matematiku. Svaka vještina razvijena je za međusobno povezivanje. Montessori pedagogija ima značajan utjecaj na razvoj djetetova govora i jezika. Jezik je sredstvo uz pomoć kojega komuniciramo sa ostatkom svijete te prenosimo svoje osjećaje, potrebe i želje. Montessori pedagogija potiče razvijanje jezika i govori uz pomoć raznih vježbi koje se dijele prema uzrastu. Većina vježbi se temelji na tome da dijete oponaša svoga odgajatelja i na taj način razvija vještinu govora. Montessori is a method of education named after Dr. Maria Montessori. She was the first woman in Italy to obtain the degree of Doctor of Medicine. Because she was a doctor, Maria Montessori looked at education from a scientific level. She believed that education should prepare a person for all aspects of life. She designed materials and techniques that would promote a natural growth of learning in students. They are common to all Montessori classrooms. Working with these materials and techniques forms a pattern that children carry over naturally to reading, writing, and mathematics. Each skill is developed to interlock with another. Montessori pedagogy has a significant impact on the development of children's speech and language. Language is a means by which we communicate with the rest of consciousness and convey our feelings, needs and desires. Montessori pedagogy encourages language development and speaks with the help of various exercises that are divided according to age. Most exercises are based on the child imitating their educator and thus developing the skill of speech.