Institutional Pedagogical Intervention in Early Years of Life on the Path of Lifelong Learning / Institucionalna pedagoška intervencija u ranim godinama života na putu cjeloživotnog učenja
Authors: Cvijanović Nataša , Mojić Danica 
Published: January 2021

The research presented in this paper focuses on establishing the relationship betweeninstitutional pedagogical interventions in early years of life, such as the programmebefore going to school, and early learning of children.This relationship is observed through established outcomes that definedevelopmental changes of a child in all aspects of his development: physical,emotional and cognitive, and development of speech, communication and creativity.The task of the research was to determine the correlation between attending thepreschool curriculum and the growth of certain developmental aspects in childrenas an indicator of early learning, while observing preschool education and educationas a fundamental process for developing lifelong learning competence.Evaluation of the aspects of child development is carried out with the use of theScale for determining developmental aspects of children, with the teachers whoperformed the evaluation of children starting the first grade also recording the dataon attending preschool institutions.1,439 children were monitored in 18 schools, which represents about 14% of thetotal population of children who attend the first grade in the Republic of Srpska,one of the entities in Bosnia and Herzegovina.The results of checking the relationship between involving children into thecurriculum before going to school and the developmental aspects of children showthat children who were involved in the curriculum have more expressed aspects ofdevelopment, which also reflects onto more developed abilities for lifelong learning.Key words: aspects of child development; lifelong learning; preschool curriculum.-Istraživanje predstavljeno u ovom radu fokusira se na uspostavljanje odnosaizmeđu institucionalnih pedagoških intervencija u ranim godinama života, poputpredškolskoga programa i ranoga učenja djece.Ovaj odnos promatran je kroz uspostavljene ishode koji definiraju promjene djetetau svim aspektima razvoja: fizičkom, socioemocionalnom i kognitivnom aspektu terazvoju govora, komunikacije i kreativnosti.Cilj istraživanja bio je ispitati vezu između uključenosti u predškolski kurikul ipoboljšanja određenih razvojnih aspekata djece kao indikatora ranoga učenja,prilikom promatranja predškolskoga obrazovanja i obrazovanja kao temeljnogaprocesa za razvoj kompetencije cjeloživotnoga učenja.Evaluacija aspekata dječjega razvoja provedena je upotrebom Skale za utvrđivanjerazvojnih aspekata djece, a provodili su je učitelji koji su procjenjivali djecu napočetku prvog razreda, također bilježeći podatke o pohađanju predškolskihinstitucija.U istraživanje je bilo uključeno 1439 djece iz 18 škola, što predstavlja oko 14 %ukupne populacije djece koja pohađaju prvi razred u Republici Srpskoj, jednomod entiteta u Bosni i Hercegovini.Rezultati istraživanja odnosa uključivanja djece u predškolski kurikul i njihovihrazvojnih aspekata pokazuju da djeca koja su pohađala vrtić imaju izraženijerazvojne aspekte, što se također odražava na razvijenije sposobnosti cjeloživotnogaučenja.Ključne riječi: aspekti dječjega razvoja; cjeloživotno učenje; predškolski kurikul.