| Abstract | Djetetova potreba za igrom je neizostavni dio odrastanja i stjecanja znanja. Dijete se rađa s instinktom za igru koju postupno proširuje, od prve manipulacije svojim tijelom preko igre s majkom i bližnjima sve do igre koja uključuje razne materijale i igračke. Kada dijete krene u ustanovu ranog i predškolskog odgoja i obrazovanja, odnosno dječji vrtić, odgajatelji su ti koji djetetu pomažu u proširivanju znanja te svladavanju mogućih izazova s kojim se dijete nosi. Odgajatelji su uz roditelje važne osobe za razvoj djeteta, pa je od velikog značaja kako odrasli razumiju igru kod razvoja djeteta, od velike je važnosti i razumjeti dijete te s obzirom na njihove potrebe svakom djetetu se prilagoditi na način na koji će ono najbolje učiti od odgajatelja. U dječju igru odgajatelj može biti uključen na više načina, kao aktivni i pasivni promatrač, ali također može preuzeti i ulogu voditelja koji smišlja pravila i daje uloge. Odgajatelj putem igre spoznaje dječje potrebe, mogućnosti, interese, zbog čega je posebno važno da joj ne pristupa stihijski, već promišljeno, poznavajući karakteristike, razvoj, oblike igre, utjecaj igre i ostale spoznaje vezane uz igru kao dominantnoj metodi rada u dječjim vrtićima. Ovaj rad bavi se ulogom odgajatelja u dječjoj igri. U radu se opisuje djetinjstvo nekad i uspoređuje se s djetinjstvom danas, također opisuju se pojmovi djetinjstva i djeteta te kako ono uči putem igre. Nadalje, opisuje se pojam igre te zašto je ona važna za dijete, prikazuju se teorije dječje igre, sama struktura te razne vrste s obzirom na spoznajni i socijalni aspekt. Postupno se opisuje odgajatelj kao pedagoški praktičar u odgojno-obrazovnom radu. U najbitnijem dijelu rada opisuju se uloge, zadaće te načini ponašanja u dječjoj igri. |
| Abstract (english) | A child's need for play is an essential part of growing up and acquiring knowledge. A child is born with an instinct to play, which gradually expands from the first manipulation of their own body, through play with their mother and close ones, to play that includes various materials and toys. When a child enters an early childhood and preschool education institution, such as a kindergarten, preschool teachers are the ones who help the child expand their knowledge and overcome potential challenges they may face. Alongside parents, preschool teachers are key figures in a child’s development. Therefore, it is crucial for adults to understand the role of play in a child’s development and to comprehend the child’s needs, adapting to each child in a way that allows them to learn most effectively from their teachers. Preschool teachers can be involved in children’s play in multiple ways, either as active and passive observers, or by taking on the role of a leader who devises rules and assigns roles. Through play, preschool teachers gain insights into children’s needs, abilities, and interests, making it especially important not to approach play haphazardly but thoughtfully, with a deep understanding of its characteristics, development, forms, and impact. This approach underscores the importance of play as the predominant method of work in kindergartens. This paper addresses preschool teacher’s role in children’s play. It describes childhood in the past and compares it with childhood today. The concept of the child and how they learn through play are also discussed. Furthermore, the paper explores the concept of play and its importance for the child, presenting various theories of children's play, its structure, and different types such as functional, symbolic, and rule-based play. Gradually, the focus shifts to preschool teacher and the main subject of the paper, which is "Preschool teacher in Children’s Play." The most important part of the paper describes the roles, tasks, and the way in which preschool teacher should behave during play with children. |
