prikaz prve stranice dokumenta RAZLIKE IZMEĐU RODITELJA I ODGAJATELJA U PROCJENI DJEČJIH SOCIO-EMOCIONALNIH KOMPETENCIJA (PREDŠKOLSKA DOB)
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master's thesis
RAZLIKE IZMEĐU RODITELJA I ODGAJATELJA U PROCJENI DJEČJIH SOCIO-EMOCIONALNIH KOMPETENCIJA (PREDŠKOLSKA DOB)
2019. urn:nbn:hr:172:418279
Draganja, Ana
University of Split
Faculty of Humanities and Social Sciences, University of Split

Cite this document

Draganja, A. (2019). RAZLIKE IZMEĐU RODITELJA I ODGAJATELJA U PROCJENI DJEČJIH SOCIO-EMOCIONALNIH KOMPETENCIJA (PREDŠKOLSKA DOB) (Master's thesis). Split: University of Split, Faculty of Humanities and Social Sciences, University of Split. Retrieved from https://urn.nsk.hr/urn:nbn:hr:172:418279

Draganja, Ana. "RAZLIKE IZMEĐU RODITELJA I ODGAJATELJA U PROCJENI DJEČJIH SOCIO-EMOCIONALNIH KOMPETENCIJA (PREDŠKOLSKA DOB)." Master's thesis, University of Split, Faculty of Humanities and Social Sciences, University of Split, 2019. https://urn.nsk.hr/urn:nbn:hr:172:418279

Draganja, Ana. "RAZLIKE IZMEĐU RODITELJA I ODGAJATELJA U PROCJENI DJEČJIH SOCIO-EMOCIONALNIH KOMPETENCIJA (PREDŠKOLSKA DOB)." Master's thesis, University of Split, Faculty of Humanities and Social Sciences, University of Split, 2019. https://urn.nsk.hr/urn:nbn:hr:172:418279

Draganja, A. (2019). 'RAZLIKE IZMEĐU RODITELJA I ODGAJATELJA U PROCJENI DJEČJIH SOCIO-EMOCIONALNIH KOMPETENCIJA (PREDŠKOLSKA DOB)', Master's thesis, University of Split, Faculty of Humanities and Social Sciences, University of Split, accessed 04 December 2023, https://urn.nsk.hr/urn:nbn:hr:172:418279

Draganja A. RAZLIKE IZMEĐU RODITELJA I ODGAJATELJA U PROCJENI DJEČJIH SOCIO-EMOCIONALNIH KOMPETENCIJA (PREDŠKOLSKA DOB) [Master's thesis]. Split: University of Split, Faculty of Humanities and Social Sciences, University of Split; 2019 [cited 2023 December 04] Available at: https://urn.nsk.hr/urn:nbn:hr:172:418279

A. Draganja, "RAZLIKE IZMEĐU RODITELJA I ODGAJATELJA U PROCJENI DJEČJIH SOCIO-EMOCIONALNIH KOMPETENCIJA (PREDŠKOLSKA DOB)", Master's thesis, University of Split, Faculty of Humanities and Social Sciences, University of Split, Split, 2019. Available at: https://urn.nsk.hr/urn:nbn:hr:172:418279

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Metadata
TitleRAZLIKE IZMEĐU RODITELJA I ODGAJATELJA U PROCJENI DJEČJIH SOCIO-EMOCIONALNIH KOMPETENCIJA (PREDŠKOLSKA DOB)
Title (english)DIFFERENCES BETWEEN PARENTS AND EDUCATORS IN ASSESSING THE CHILD`S SOCIO-EMOTIONAL COMPETENCIES (EARLY CHILDHOOD)
AuthorAna Draganja
MentorMaja Ljubetić (mentor)
Committee memberMorana Koludrović (predsjednik povjerenstva)
Committee memberMaja Ljubetić (član povjerenstva)
Committee memberIna Reić-Ercegovac (član povjerenstva)
GranterUniversity of Split
Faculty of Humanities and Social Sciences, University of Split
Split
Defense date and country2019-07-08, Croatia
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Pedagogy
Abstract
Emocionalna inteligencija (eng. emotional intelligence; IE ili EQ) je skup sposobnosti prepoznavanja, razumijevanja, označavanja, pokazivanja i regulacije vlastitih, ali i tuđih emocija zbog čega se EI često promatra kroz dvije kompetencije: personalnu (intrapersonalnu) i socijalnu (interpersonalnu) kompetenciju. Socijalna kompetencija obuhvaća sve socijalne, emocionalne i kognitivne vještine koje objedinjuju međuovisnost pojedinca i okoline što u konačnici podrazumijeva uspješne socijalne interakcije. Mnoga su istraživanja dokazala povezanost između razvijenosti djetetove socijalne kompetencije s budućim uspjehom u svim područjima života jer je socijalna kompetencija temelj na kojem se grade očekivanja za buduće interakcije s drugima i na kojima djeca razvijaju percepciju vlastitog ponašanja. Od iznimne je važnosti da dijete razvije vještine razumijevanja vlastitih i tuđih emocija, empatiju i prosocijalna ponašanja, pri čemu će najvažniji čimbenik socijalnog razvoja biti socijalna interakcija koju dijete ostvaruje s roditeljima, odgajateljima i ostalima u njegovoj okolini. Roditelji su primarni skrbnici i djeca u najranijim godinama najviše uče od njih, ali ne treba zanemariti i veliki utjecaj koji na djecu imaju odgajatelji. Roditelji i odgajatelji su prvi primjeri i uzori primjerenih socijalnih ponašanja, a najbolji će rezultati kod djece biti ako su socio-emocionalne kompetencije roditelja i odgojitelja visoko razvijene i međusobno usklađene te usmjerene zajedničkom cilju. U empirijskom dijelu su prikazani rezultati istraživanja u kojem je sudjelovalo 347 roditelja i 60 odgojitelja koji su procjenjivali 347 djece (190 djevojčica i 155 dječaka) u dobi od 4. do 6. godine. Iz dobivenih je rezultata vidljivo da su i odgajatelji i roditelji visoko procijenili razvijenost dječjih kompetencija. No, značajna je razlika utvrđena za procjene interpersonalnih snaga i uključenosti u obitelj pri čemu su odgojitelji u odnosu na roditelje višim procijenili snage djeteta. I roditelji i odgajatelji su višim procijenili interpersonalne snage i uključenost u obitelj djevojčica nego dječaka. U procjenama intrapersonalnih i afektivnih snaga nisu utvrđene značajne razlike između roditeljskih i odgojiteljskih procjena.
Abstract (english)
Emotional intelligence (IE or EQ) is a set of skills for recognizing, understanding, marking, showing and regulating one's own but also emotions of others. This is why EI is often studied through two competencies: personal (intrapersonal) and social (interpersonal). Social competence incorporates all social, emotional and cognitive skills that combine the interdependence of the individual and the environment, which ultimately implies successful social interaction. Many studies have demonstrated the link between development of the child’s social competence and future success in all areas of life, as social competence is the foundation upon which expectations for future interaction with others and in which children develop the perception of the one’s own behavior are raised. It is of utmost importance that the child develops the skills of understanding one's own and emotions of others, empathy and pro-social behavior. The most important factor of social development will be social interaction that the child has with parents, educators and others in his or her environment. Parents are the primary caregivers and children in the earliest years learn the most from them, but there is no need to ignore the great impact that educators have. Parents and educators are the first examples of appropriate social behaviors, and the best results for children will be if the socio-emotional competencies of parents and educators are highly developed, mutually aligned and directed towards a common goal. In the empirical part, 347 parents and 60 educators took part in the survey, evaluating 347 children (190 girls and 155 boys) aged 4 to 6. From the results obtained, it is evident that both educators and parents highly assessed the development of children's competences. However, there is a significant difference between estimates of interpersonal strengths and inclusion in the family, with parents evaluating the strength of the child. Both parents and educators rated higher interpersonal strength and involvement in a girls’ families than boys. In the estimations of 58 intrapersonal and affective forces, no significant differences were found between parent and educational estimates.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:172:418279
Study programmeTitle: Pedagogy
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra pedagogije (magistar/magistra pedagogije)
Type of resourceText
File originBorn digital
Access conditionsAccess restricted to students and staff of home institution
Terms of useLicence In copyright icon
Created on2020-01-10 09:50:14