Abstract
Competencies of preschool teachers for work with gifted children present one of the basic pre-conditions for realisation of additional support to gifted children in preschool institutions. The aim of this Research, realised with the sample of 212 preschool teacher in the county of Srem, was to determine how the preschool teachers estimate their competencies for recognising giftedness and work with gifted children and which are the preferable ways of work, according to preschool teachers. In the first phase of the research, specially designed questionnaire was created, and in the second phase, the focused interview was realised with the members of the team for stimulating cognitive and creative development of children in the preschool institutions Pcelica in Sremska Mitrovica. Pre-school teachers believe that the best-developed competencies refer to spatial-image and musical giftedness, and competencies for crating pedagogical profile are insufficiently developed, as well as those ones for individualisation of the work with gifted children and creating individual educational plan. Desirable ways of improving competencies are additional education and cooperation with experts from the filed of giftedness, pedagogues, psychologists, exchange of experience within team meetings and there is specific proposal and mutual project of the preschool institution and school for educating pre-school teachers. Results point at the significance of cooperation and team approach in development of competencies of preschool teachers for work with gifted children and support to early giftedness.
Highlights
Оригинални научни рад Компетенције васпитача за рад са даровитом децомРезиме: Компетенције васпитача за рад са даровитом децом представљају један од основних предуслова за реализацију додатне подршке даровитима у предшколским установама
Summary: Competencies of preschool teachers for work with gifted children present one of the basic pre-conditions for realisation of additional support to gifted children in preschool institutions. The aim of this Reserch, realised with the sample of 212 preschool teacher in the county of Srem, was to determine how the preschool teachers estimate their competencies for recognising giftedness and work with gifted children and which are the preferable ways of work, according to preschool teachers
In the first phase of the research, specially designed questionnaire was created, and in the second phase, the focused interview was realised with the members of the team for stimulating cognitive and creative development of children in the preschool institutions Pcelica in Sremska Mitrovica
Summary
Резиме: Компетенције васпитача за рад са даровитом децом представљају један од основних предуслова за реализацију додатне подршке даровитима у предшколским установама. Које је спроведено на узорку од двеста дванаест васпитача Сремског округа, био је да се утврди: 1) како васпитачи процењују своје компетенције за препознавање даровитости и рад са даровитом децом; 2) који начини унапређивања ових компетенција се преферирају, по мишљењу васпитача. Поготово у периоду раног развоја, препоручује да се идентификација посматра као процес, где ће се хипотеза о даровитости тестирати на више начина, у дужем временском периоду, уз партиципацију свих релевантних актера који треба да буду укључени у процес: родитеља, васпитача, педагога, психолога и других. Неке од листа које претендују да обухвате показатеље даровитости не воде довољно рачуна о разликама између показатеља појединих врста даровитости, као и о квалитативним разликама између даровите и недаровите деце (на пример, у начину мишљења и, уопште, рада). Стога се препоручује употреба оних листа које воде рачуна и о квалитативним разликама, али и њихово комбиновање са посебним списковима знакова специфичних врста даровитости (Grandić, Letić, 2008)
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