Kreativni proces i dizajniranje podržavajuće didaktičke kulture u vrtiću i u školi
Creative process and design of a supporting didactic culture in kindergarden and school
Abstract
Uverenja vaspitača i nastavnika o manifestacijama kreativnosti od velikog su
značaja za tretman dečije kreativnosti u vaspitno-obrazovnim ustanovama. U radu se saopštavaju rezultati
ispitivanja uverenja vaspitača i nastavnika o tome kako se ispoljava kreativnost u detinjstvu i mladosti.
Upoređivanje uverenja vaspitača iz predškolskih ustanova, nastavnika osnovne i nastavnika srednje škole
ukazalo je da su sve tri grupe ispitanika najčešće opažale manifestovanje kreativnosti na uzrastu sa kojim
rade kao kreativni proces. Analiza sadržaja odgovora ukazala je na očekivane razlike u polju ispoljavanja
kreativnosti: na predškolskom uzrastu to je spontana ili vođena igra, a u osnovnoj i srednjoj školi to su
učenje i druženje sa vršnjacima. Bez obzira na uzrast, kreativni proces je uvek bio povezivan sa
inicijativom pojedinca da pokrene aktivnost, samostalnim i originalnim radom, i ispoljavanjem i razvojem
ličnog stila u mišljenju i ponašanju. Zaključeno je da su dobijeni nalazi ukaz...ali na razvojno viđenje
kreativnosti, ali u isto vreme idu u prilog uverenju da je suština kreativnosti istovetna od najranijeg
uzrasta do odraslog doba. U završnom delu rada diskutovane su pedagoške implikacije nalaza izvedenog
istraživanja za dizajniranje didaktičke kulture koja bi podržala kreativnost dece i učenika.
The beliefs of preschool and school teachers about creativity manifestation are very important
for the treatment of children’s creativity in educational institutions. Paper presents results of a research
study on preschool and school teachers’ beliefs about creativity expression during the period of childhood
and adolescence. Comparison of beliefs of preschool teachers, primary school teachers and secondary
school teachers revealed that all three groups most frequently perceived creativity manifestation at the age
of their students as the creative process. Content analysis of responses that pointed to creativity as the
creative process revealed differences in the field of creativity manifestation: creativity was perceived as
spontaneous or directed play at the preschool age, while at the primary and secondary schooling periods
it was perceived as learning and making friendship with peers. Regardless of age, the creative process
was always associated with individual initiative ...in starting an activity, working autonomously and
originally, and expressing and developing personal thinking and activity style. It was concluded that
obtained findings represented a developmental notion of creativity, but at the same time they were a
confirmation of belief that creativity is a phenomenon with the same underlying essence from the earliest
age to the adulthood. Educational implications of this research study for conceiving a didactic culture
supporting students’ creativity in childhood and adolescence were discussed in the last part of the paper.
Keywords:
nastavnici / verovanja / manifestacije kreativnosti / kreativni proces / didaktička kultura / teachers / beliefs / creativity manifestation / creativity process / didactic cultureSource:
Daroviti i didaktička kultura : zbornik 21, 2016, 21, 235-244Publisher:
- Vršac : Visoka škola strukovnih studija za vaspitače "Mihailo Palov"
- Arad : Univerzitatea de Vest "Aurel Vlaicu"
Funding / projects:
- Improving the quality and accessibility of education in modernization processes in Serbia (RS-MESTD-Integrated and Interdisciplinary Research (IIR or III)-47008)
- From encouraging initiative, cooperation and creativity in education to new roles and identities in society (RS-MESTD-Basic Research (BR or ON)-179034)
Collections
Institution/Community
IPITY - CHAP AU - Maksić, Slavica AU - Pavlović, Jelena PY - 2016 UR - http://ipir.ipisr.org.rs/handle/123456789/711 AB - Uverenja vaspitača i nastavnika o manifestacijama kreativnosti od velikog su značaja za tretman dečije kreativnosti u vaspitno-obrazovnim ustanovama. U radu se saopštavaju rezultati ispitivanja uverenja vaspitača i nastavnika o tome kako se ispoljava kreativnost u detinjstvu i mladosti. Upoređivanje uverenja vaspitača iz predškolskih ustanova, nastavnika osnovne i nastavnika srednje škole ukazalo je da su sve tri grupe ispitanika najčešće opažale manifestovanje kreativnosti na uzrastu sa kojim rade kao kreativni proces. Analiza sadržaja odgovora ukazala je na očekivane razlike u polju ispoljavanja kreativnosti: na predškolskom uzrastu to je spontana ili vođena igra, a u osnovnoj i srednjoj školi to su učenje i druženje sa vršnjacima. Bez obzira na uzrast, kreativni proces je uvek bio povezivan sa inicijativom pojedinca da pokrene aktivnost, samostalnim i originalnim radom, i ispoljavanjem i razvojem ličnog stila u mišljenju i ponašanju. Zaključeno je da su dobijeni nalazi ukazali na razvojno viđenje kreativnosti, ali u isto vreme idu u prilog uverenju da je suština kreativnosti istovetna od najranijeg uzrasta do odraslog doba. U završnom delu rada diskutovane su pedagoške implikacije nalaza izvedenog istraživanja za dizajniranje didaktičke kulture koja bi podržala kreativnost dece i učenika. AB - The beliefs of preschool and school teachers about creativity manifestation are very important for the treatment of children’s creativity in educational institutions. Paper presents results of a research study on preschool and school teachers’ beliefs about creativity expression during the period of childhood and adolescence. Comparison of beliefs of preschool teachers, primary school teachers and secondary school teachers revealed that all three groups most frequently perceived creativity manifestation at the age of their students as the creative process. Content analysis of responses that pointed to creativity as the creative process revealed differences in the field of creativity manifestation: creativity was perceived as spontaneous or directed play at the preschool age, while at the primary and secondary schooling periods it was perceived as learning and making friendship with peers. Regardless of age, the creative process was always associated with individual initiative in starting an activity, working autonomously and originally, and expressing and developing personal thinking and activity style. It was concluded that obtained findings represented a developmental notion of creativity, but at the same time they were a confirmation of belief that creativity is a phenomenon with the same underlying essence from the earliest age to the adulthood. Educational implications of this research study for conceiving a didactic culture supporting students’ creativity in childhood and adolescence were discussed in the last part of the paper. PB - Vršac : Visoka škola strukovnih studija za vaspitače "Mihailo Palov" PB - Arad : Univerzitatea de Vest "Aurel Vlaicu" T2 - Daroviti i didaktička kultura : zbornik 21 T1 - Kreativni proces i dizajniranje podržavajuće didaktičke kulture u vrtiću i u školi T1 - Creative process and design of a supporting didactic culture in kindergarden and school EP - 244 SP - 235 VL - 21 UR - https://hdl.handle.net/21.15107/rcub_ipir_711 ER -
@inbook{ author = "Maksić, Slavica and Pavlović, Jelena", year = "2016", abstract = "Uverenja vaspitača i nastavnika o manifestacijama kreativnosti od velikog su značaja za tretman dečije kreativnosti u vaspitno-obrazovnim ustanovama. U radu se saopštavaju rezultati ispitivanja uverenja vaspitača i nastavnika o tome kako se ispoljava kreativnost u detinjstvu i mladosti. Upoređivanje uverenja vaspitača iz predškolskih ustanova, nastavnika osnovne i nastavnika srednje škole ukazalo je da su sve tri grupe ispitanika najčešće opažale manifestovanje kreativnosti na uzrastu sa kojim rade kao kreativni proces. Analiza sadržaja odgovora ukazala je na očekivane razlike u polju ispoljavanja kreativnosti: na predškolskom uzrastu to je spontana ili vođena igra, a u osnovnoj i srednjoj školi to su učenje i druženje sa vršnjacima. Bez obzira na uzrast, kreativni proces je uvek bio povezivan sa inicijativom pojedinca da pokrene aktivnost, samostalnim i originalnim radom, i ispoljavanjem i razvojem ličnog stila u mišljenju i ponašanju. Zaključeno je da su dobijeni nalazi ukazali na razvojno viđenje kreativnosti, ali u isto vreme idu u prilog uverenju da je suština kreativnosti istovetna od najranijeg uzrasta do odraslog doba. U završnom delu rada diskutovane su pedagoške implikacije nalaza izvedenog istraživanja za dizajniranje didaktičke kulture koja bi podržala kreativnost dece i učenika., The beliefs of preschool and school teachers about creativity manifestation are very important for the treatment of children’s creativity in educational institutions. Paper presents results of a research study on preschool and school teachers’ beliefs about creativity expression during the period of childhood and adolescence. Comparison of beliefs of preschool teachers, primary school teachers and secondary school teachers revealed that all three groups most frequently perceived creativity manifestation at the age of their students as the creative process. Content analysis of responses that pointed to creativity as the creative process revealed differences in the field of creativity manifestation: creativity was perceived as spontaneous or directed play at the preschool age, while at the primary and secondary schooling periods it was perceived as learning and making friendship with peers. Regardless of age, the creative process was always associated with individual initiative in starting an activity, working autonomously and originally, and expressing and developing personal thinking and activity style. It was concluded that obtained findings represented a developmental notion of creativity, but at the same time they were a confirmation of belief that creativity is a phenomenon with the same underlying essence from the earliest age to the adulthood. Educational implications of this research study for conceiving a didactic culture supporting students’ creativity in childhood and adolescence were discussed in the last part of the paper.", publisher = "Vršac : Visoka škola strukovnih studija za vaspitače "Mihailo Palov", Arad : Univerzitatea de Vest "Aurel Vlaicu"", journal = "Daroviti i didaktička kultura : zbornik 21", booktitle = "Kreativni proces i dizajniranje podržavajuće didaktičke kulture u vrtiću i u školi, Creative process and design of a supporting didactic culture in kindergarden and school", pages = "244-235", volume = "21", url = "https://hdl.handle.net/21.15107/rcub_ipir_711" }
Maksić, S.,& Pavlović, J.. (2016). Kreativni proces i dizajniranje podržavajuće didaktičke kulture u vrtiću i u školi. in Daroviti i didaktička kultura : zbornik 21 Vršac : Visoka škola strukovnih studija za vaspitače "Mihailo Palov"., 21, 235-244. https://hdl.handle.net/21.15107/rcub_ipir_711
Maksić S, Pavlović J. Kreativni proces i dizajniranje podržavajuće didaktičke kulture u vrtiću i u školi. in Daroviti i didaktička kultura : zbornik 21. 2016;21:235-244. https://hdl.handle.net/21.15107/rcub_ipir_711 .
Maksić, Slavica, Pavlović, Jelena, "Kreativni proces i dizajniranje podržavajuće didaktičke kulture u vrtiću i u školi" in Daroviti i didaktička kultura : zbornik 21, 21 (2016):235-244, https://hdl.handle.net/21.15107/rcub_ipir_711 .