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Predictors of intergenerational learning in kindergarten
ID Šindić, Aleksandra (Author), ID Partalo, Dragan (Author), ID Ličen, Nives (Author)

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Abstract
An exploratory study is part of a project of a quantitative nature conducted in 2021 on a sample of 105 preschool teachers of preschool institutions in the Banja Luka region, Bosnia and Herzegovina. Its goal was to examine whether elementary knowledge and sociodemographic variables of preschool teachers (work experience and year of completion of formal education) play a role in the prediction of intergenerational learning in a kindergarten context. The theoretical framework of the study is the concept of both intergenerational learning and professional development. Using multiple regression analysis, preschool teachers’ elementary knowledge was singled out as a predictor of intergenerational learning in kindergarten. The predominance of elementary knowledge about intergenerational learning for its implementation in relation to other variables that do not carry individual action, confirms the importance of a constructivist approach in pedagogical work and indicates that the active construction of individual knowledge through various types of education is crucial. The findings of the study indicate the need for more emphasis on the design and implementation of education on intergenerational learning through formal, non-formal education and informal learning in order to acquaint preschool teachers with this concept and ways of its implementation in everyday life and work through various programs and projects.

Language:English
Keywords:elementary knowledge, intergenerational learning, education, preschool teacher, professional cooperation, older adults, the inclusion of older adults in educational work
Work type:Article
Typology:1.01 - Original Scientific Article
Organization:FF - Faculty of Arts
Publication status:Published
Publication version:Version of Record
Year:2022
Number of pages:Str. 375-387
Numbering:Vol. 20, No. 2
PID:20.500.12556/RUL-138423 This link opens in a new window
UDC:373.2
ISSN on article:1334-2312
DOI:10.31192/np.20.2.10 This link opens in a new window
COBISS.SI-ID:115927299 This link opens in a new window
Copyright:
Licenca CC BY-NC je navedena na pristajalni strani članka (https://hrcak.srce.hr/en/clanak/406680 oz. https://hrcak.srce.hr/en/280527) in na spletni strani s podatki o reviji (https://hrcak.srce.hr/en/nova-prisutnost). (Datum opombe: 23. 1. 2024)
Note:
KLJUČNE BESEDE: profesionalno sodelovanje, vzgojitelji, vzgoja in izobraževanje, starejši, medgeneracijsko učenje, profesionalno sodelovanje, elementarno znanje
Publication date in RUL:20.07.2022
Views:1070
Downloads:76
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Record is a part of a journal

Title:Nova prisutnost : časopis za intelektualna i duhovna pitanja
Shortened title:Nova prisut.
Publisher:Kršćanski akademski krug
ISSN:1334-2312
COBISS.SI-ID:4005722 This link opens in a new window

Licences

License:CC BY-NC 4.0, Creative Commons Attribution-NonCommercial 4.0 International
Link:http://creativecommons.org/licenses/by-nc/4.0/
Description:A creative commons license that bans commercial use, but the users don’t have to license their derivative works on the same terms.

Secondary language

Language:Croatian
Title:Prediktori međugeneracijskog učenja u vrtiću
Abstract:
Eksplorativna studija dio je kvantitativnog projekta realiziranog 2021. godine na uzorku od 105 odgajatelja iz predškolskih ustanova s područja Banje Luke, Bosna i Hercegovina. Cilj studije je bio ispitati imaju li elementarna znanja i sociodemografske varijable odgajatelja (radno iskustvo i godina završetka formalnog obrazovanja) ulogu u predikciji međugeneracijskog učenja u vrtićkom kontekstu. Teoretski okvir studije su koncepti međugeneracijskog učenja i profesionalnog razvoja. Uz pomoć višestruke regresijske analize izdvojeno je elementarno znanje odgajatelja kao prediktor međugeneracijskog učenja u vrtiću. Predominacija upućenosti i elementarnoga znanja o međugeneracijskom učenju za njegovu provedbu u odnosu na druge varijable koje ne uključuju aktivnost pojedinca, potvrđuje važnost konstruktivističkog pristupa u pedagoškom radu i ukazuje da je ključna konstrukcija znanja pojedinca kroz različite vidove obrazovanja povezana s praktičnim djelovanjem. Nalazi studije ukazuju na potrebu povećanja osmišljavanja i provedbe obrazovanja o međugeneracijskom učenju kroz formalno, neformalno i informalno obrazovanje da bi se odgajatelji educirali o ovom konceptu i njegovom realiziranju u svakodnevnom životu i radu kroz različite programe i projekte.

Keywords:elementarno znanje, uključivanje starijih osoba u odgojno-obrazovni rad, međugeneracijsko učenje, odgajatelj, profesionalna suradnja

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