Page 226 - Čotar Konrad Sonja, Borota Bogdana, Rutar Sonja, Drljić Karmen, Jelovčan Giuliana. Ur. 2022. Vzgoja in izobraževanje predšolskih otrok prvega starostnega obdobja. Koper: Založba Univerze na Primorskem
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ja Tatalović Vorkapić and Lana Osojnak
lenges would lead to the a child providing a generally higher level of adap-
tive answers and him being prepared to cope with the challenges of everyday
life. Her interventions focused on the activation of a child’s inner motivation
for learning and development through satisfactory but challenging sensory-
motoric activities that lead to increasingly, complex motor-somatic adaptive
reactions.
The Croatian National Curriculum for Early and Preschool Care and Educa-
tion (Ministarstvo znanosti, obrazovanja i sporta 2014), accentuates the child’s
wellbeing assurance as one of its most important goals, defining it as a ‘mul-
tidimensional, interactive, dynamic, and contextually process, which inte-
grates healthy and successful individual functioning and positive social re-
lations in quality preschool surroundings’ (p. 24). Ensuring a child’s wellbe-
ing implies focusing the planning of the educational process on the child
and his benefit, which makes the role of the early education institution more
than significant. The educator must raise his awareness about his knowl-
edge and expectations as well as the way he understands the child, child-
hood, socialization, and education. He also needs to direct the planning of
the educational process towards a consideration of the wellbeing and ways
it can be accomplished instead of on partial goals or areas and contents of
learning, apart from individual characteristics of each child (Sylvester 2000).
There is an accentuation in the National Curriculum for Early and Preschool
Care and Education on personal, emotional, and physical wellbeing as well
as on the educational and social wellbeing. Personal, emotional, and physi-
cal wellbeing implies a subjective feeling (to be healthy, satisfied, and to feel
good) and it includes, among other things, ‘motor skills development, enjoy-
ment of different interactions and activities, a child’s openness to the world
around him and to new experiences, child’s self-acceptance, self-respect and
self-awareness, the ability to temporary put off satisfying his needs, identity
development, development of independent thinking and doing, to be ini-
tiative and innovative, self-imitative and self-organized activities, consider-
ation, and self-assessment of his activities and achievements’ (Ministarstvo
znanosti, obrazovanja i sporta 2014, 25). By developing sensory integration
through different sensory activities and stimulation, we can influence a per-
son’s change – personal, emotional, and physical – while research shows us
how to properly set the surroundings that enable movement with ease and
exploration through all of his senses and various forms of stimulation, what
influences a child’s self-organization of his brain, and, finally, more efficient
functioning of the brain as a whole (Cantu 2002; Fisher, Murray, and Bundy
1991).
226
lenges would lead to the a child providing a generally higher level of adap-
tive answers and him being prepared to cope with the challenges of everyday
life. Her interventions focused on the activation of a child’s inner motivation
for learning and development through satisfactory but challenging sensory-
motoric activities that lead to increasingly, complex motor-somatic adaptive
reactions.
The Croatian National Curriculum for Early and Preschool Care and Educa-
tion (Ministarstvo znanosti, obrazovanja i sporta 2014), accentuates the child’s
wellbeing assurance as one of its most important goals, defining it as a ‘mul-
tidimensional, interactive, dynamic, and contextually process, which inte-
grates healthy and successful individual functioning and positive social re-
lations in quality preschool surroundings’ (p. 24). Ensuring a child’s wellbe-
ing implies focusing the planning of the educational process on the child
and his benefit, which makes the role of the early education institution more
than significant. The educator must raise his awareness about his knowl-
edge and expectations as well as the way he understands the child, child-
hood, socialization, and education. He also needs to direct the planning of
the educational process towards a consideration of the wellbeing and ways
it can be accomplished instead of on partial goals or areas and contents of
learning, apart from individual characteristics of each child (Sylvester 2000).
There is an accentuation in the National Curriculum for Early and Preschool
Care and Education on personal, emotional, and physical wellbeing as well
as on the educational and social wellbeing. Personal, emotional, and physi-
cal wellbeing implies a subjective feeling (to be healthy, satisfied, and to feel
good) and it includes, among other things, ‘motor skills development, enjoy-
ment of different interactions and activities, a child’s openness to the world
around him and to new experiences, child’s self-acceptance, self-respect and
self-awareness, the ability to temporary put off satisfying his needs, identity
development, development of independent thinking and doing, to be ini-
tiative and innovative, self-imitative and self-organized activities, consider-
ation, and self-assessment of his activities and achievements’ (Ministarstvo
znanosti, obrazovanja i sporta 2014, 25). By developing sensory integration
through different sensory activities and stimulation, we can influence a per-
son’s change – personal, emotional, and physical – while research shows us
how to properly set the surroundings that enable movement with ease and
exploration through all of his senses and various forms of stimulation, what
influences a child’s self-organization of his brain, and, finally, more efficient
functioning of the brain as a whole (Cantu 2002; Fisher, Murray, and Bundy
1991).
226
