Prof.

dr Mirjana Peic
Mirjana Markovic
Mr Iskra Maksimovic
Prof. dr Gordana Zindovic-Vukadinovic
Dragana Koruga

PREDKOLSKO VASPITANJE I
OBRAZOVANJE U SR
JUGOSLAVIJI
PRE-SCHOOL EDUCATION IN
FEDERAL REPUBLIC OF
YUGOSLAVIA
Mirjana Peic,Ph.D
Mirjana Markovic
Iskra Maksimovic, M.A.
Gordana Zindovic-Vukadinovic,Ph.D.
Dragana Koruga

Beograd,2000

Urednik/Editor:
Jessica Pearl

U V O D.........................................................................................................................8
Znacaj rane kvalitetne brige o deci .............................................................. 8
Aktuelne teme u ECCD programu razvoja................................................... 9
Integrisano programiranje.....................................................................................9
Znacaj ukljuc enja roditelja .............................................................................10
Investiranje u ECCD Programe...........................................................................11
ECCD u Saveznoj Republici Jugoslaviji..................................................... 12

OPTE KARAKTERISTIKE PREDKOLSKOG ................................................13

VASPITANJA I OBRAZOVANJA U JUGOSLAVIJI ..........................................13
Obrazovanje i ekonomska kriza u SR Jugoslaviji ...................................... 13
Poloaj predkolskog................................................................................. 15
vaspitanja i obrazovanja ............................................................................ 15
Sistem drutevne brige o deci ................................................................... 16
Predkolsko vaspitanje i obrazovanje u SRJ ............................................. 18
Zakonsko odredenje predkolskog vaspitanja i ...................................................19
obrazovanja i drutvene brige o deci...................................................................19
Ustanove za decu .................................................................................................20
Predkolske ustanove ...........................................................................................21
Predkolske institucije za decu ometenu u razvoju..............................................23
Decje odmaralite ................................................................................................23
Privatne predkolske institucije ...........................................................................24
PODACI O DRAVNOM PREDKOLSKOM VASPITANJU I
OBRAZOVANJU U SRJ...........................................................................................26
Predkolsko vaspitanje u SR Jugoslaviji..............................................................26
Predkolsko vaspitanje u Srbiji............................................................................28
Regionalni obuhvat predkolskim vaspitanjem....................................................30
ORGANIZACIJA INSTITUCIJA ...........................................................................32
Dr Gordana Zindovic-Vukadinovic, profesor pedagogije, Geografski fakultet, Univerzitet u
Beogradu ...................................................................................................... 32

Mrea ustanova i prostor ........................................................................... 32

Zakljucna razmatranja ............................................................................... 34
Preporuke .................................................................................................. 35
FINANSIRANJE PREDKOLSKOG VASPITANJA I OBRAZOVANJA ........36
TEORIJA I PRAKSA PREDKOLSKOG VASPITANJA I OBRAZOVANJA U
SRJ ..............................................................................................................................39
Politicki, kulturni, socijalni i ekonomski kontekst ........................................ 39
Razvoj i odlike pedkolskog vaspitanja...................................................... 40
u Jugoslaviji do sredine 70tih..................................................................... 40
Istraivanje predkolskog vaspitanja: ........................................................ 42
transformacija vaspitne prakse i izgradjivanje pedagoke teorije .............. 42
Teorija i programi predkolskog vaspitanja........................................................42
ta su odlike otvorenog sistema vaspitanja .........................................................44
Nalazi evaluacionih istraivanja.........................................................................46
Akciona istraivanja - nacin ostvarivanja pedagoke reforme............................47
Projekti Instituta za pedagogiju i andragogiju (IPA) ..........................................50
u domenu predkolskog vaspitanja ......................................................................50
1989 - 1999 ..........................................................................................................50
Aktualno stanje i preporuke ....................................................................... 52
VASPITACI I STRUCNI SARADNICI ..................................................................54
Obrazovanje vaspitaca .............................................................................. 54

Postojece stanje ...................................................................................................55

Uslovi upisa i diploma koja .................................................................................56
se stice na kraju studija........................................................................................56
Kurikulum ............................................................................................................56
Obrazovanje pedagoga i psihologa .......................................................... 62
Obrazovanje defektologa........................................................................... 65
Zakljucno razmatranje i preporuke............................................................. 66
STRUCNO USAVRAVANJE VASPITACA ........................................................69
Strucno usavravanje prosvetnih radnika u predkolskom vaspitanju u
periodu 1975. - 1991................................................................................. 69
STRUCNO
USAVRAVANJE
PROSVETNIH
RADNIKA
U
PREDKOLSKOM VASPITANJU U PERIODU 1991 - 2000.................... 72
Mrea metodickih centara u Srbiji.......................................................................74
Usavravanje vaspitaca............................................................................. 75
SARADNJA PORODICE I PREDKOLSKE USTANOVE.................................76
Koliko je ova saradnja fleksibilna? ............................................................. 77
Prikaz iskustva i prakse .......................................................................... 78
PROGRAMI PREDKOLSKOG VASPITANJA I OBRAZOVANJA................86
Mogucnosti za inovacije u dravnom ......................................................... 86
predkolskom vaspitanju i obrazovanju ..................................................... 86
Dravni kurikulumi predkolskog vaspitanja i obrazovanja ........................ 87
Republika Srbija...................................................................................................87
Republika Crna Gora...........................................................................................95
Dravni kurikulumi predkolskog vaspitanja i obrazovanja ........................ 95
Program drutveno organizovane nege i.............................................................96
vaspitanje dece do tri godine ...............................................................................96
Program drutveno-organizovanog vaspitanja dece ...........................................97
od tri godine do polaska u kolu ..........................................................................97
Jednogodinji program vaspitno-obrazovnog .....................................................99
rada u predkolskim ustanovama.........................................................................99
Program predkolskog vaspitanja i ...................................................................100
obrazovanja za decu od tri do sedam ................................................................100
godina ( 2000.god.)............................................................................................100
INTRODUCTION....................................................................................................104
The Importance of Good Early Child Care............................................... 104
Emerging Themes in ECCD Program Development................................ 106
Integrated Programming ...................................................................................106
The Importance of Parental Involvement ..........................................................106
Investing in ECCD Programs ............................................................................107
ECCD in the Federal Republic of Yugoslavia .......................................... 108
THE GENERAL CHARACTERISTICS OF THE PRE-SCHOOL EDUCATION
IN FR YUGOSLAVIA.............................................................................................110
Education and the Economic Crisis in the Federal Republic of Yugoslavia
(FRY) ....................................................................................................... 110
The Condition of Pre-school .................................................................... 112
Teaching and Education .......................................................................... 112
5

The System of Social Child Care ............................................................. 113

Pre-School Teaching and Education in the FRY...................................... 116
Legal Regulations on Pre-school Teaching and................................................116
Education and Social Child Care ......................................................................116
Institutions of Child Care...................................................................................117
Pre-school Institutions .......................................................................................118
Pre-school Institutions for Children with Special Needs...................................121
Recreation Centers for Children........................................................................121
Private Pre-School Institutions................................................................ 122
SURVEY OF DATA ON PRE-SCHOOL EDUCATION IN THE FEDERAL
REPUBLIC OF YUGOSLAVIA ............................................................................124
Pre-school Education in the FRY ......................................................................124
Pre-school education in Serbia..........................................................................126
Inclusion of Children at the Regional Level ......................................................129
ORGANIZATION OF INSTITUTIONS...............................................................131
Connection between the Structure and the Space................................... 131
Constraints .............................................................................................. 133
Recomendations...................................................................................... 133
FUNDING IN PRE-SCHOOL TRAINING AND EDUCATION .......................135
THEORY, RESEARCH AND PRACTICE IN PRE-SCHOOL TEACHING IN
THE FEDERAL REPUBLIC OF YUGOSLAVIA...............................................138
The Political, Cultural, Social and Economic Context .............................. 138
The Development and Features of Pre-school Teaching in Yugoslavia Until
the Mid-seventies..................................................................................... 139
Research in Pre-school Education: The Transformation of Teaching Practice
and Working on the Theoretical Framework in Pedagogy................................141
Theory and Programs in Pre-school Education ................................................142
What are the properties of an open system of teaching? ...................................143
The Results of Evaluation Procedures...............................................................146
Action Research-A Way to Put Pedagogical Reforms into Effect......................147
The Projects of the Institute for Pedagogy and Adult Education (IPA) in the Field
of Pre-school Education from 1989 to 1999......................................................150
Current Trends and Recommendations................................................... 152
PRE-SERVICE TRAINING AND ISSUES FOR PRE-SCHOOL TEACHERS
AND PROFESSIONAL STAFF .............................................................................154
Pre-Service Training of Pre-school Teachers .......................................... 154
Current Situation ...............................................................................................156
Conditions of Enrollment and the Type of Degree Given Upon Completion of
Studies ................................................................................................................156
Curriculum.........................................................................................................157
Pre-service Education of Pedagogues and Psychologists....................... 164
Pre-service Training in the Field of Special Education............................. 167
Conclusions and Recommendations ....................................................... 168
THE SYSTEM OF IN-SERVICE TRAINING .....................................................171
In-Service Training for Pre-school Teachers from 1975-1991 ................. 172

In Service Training of Staff in Pre-school Institutions from 1991-2000 .... 174

In-service teacher training ....................................................................... 178
CO-OPERATION BETWEEN THE FAMILY AND THE PRE-SCHOOL
INSTITUTION IN PROGRAM PLANNING .......................................................179
How Flexible is This Cooperation? .......................................................... 180
Survey of Experience and Practice.......................................................... 181
Possibilities for innovation ....................................................................... 189
THE CURRICULUM IN PRE-SCHOOL TEACHING AND EDUCATION IN
SERBIA AND MONTENEGRO ............................................................................191
Possibilities for Innovation in State Pre-schools ...................................... 191
The Government Curriculum in Pre-school Teaching and Education ...... 192
The Government Curriculum ................................................................... 201

Uvod

Znacaj rane kvalitetne brige o deci

Poslednjih godina, interes medu kreatorima politike za rane intervencije
u detinjstvu je naglo porastao. Poto postaje jasnije da pozitivan rast i razvoj
jedne zemlje zavise od zdravog i dobro obrazovanog drutva i da se
nedovoljna razvijenost moe objasniti neadekvatnom brigom o ranom razvoju
dece, mnoge medunarodne organizacije su radile na stimulisanju daljeg
razvoja i diskusija o razvoju male dece.
Tri decenije naucnih istraivanja o zdravlju ljudi su pokazale da se
mentalni rast odvija najbre tokom prvih osam godina covekovog ivota.
Nedavne studije su pokazale da se tokom prve godine ivota mozak razvija
bre nego to se ranije mislilo i da je uticaj rane ivotne sredine na razvoj
mozga trajan. U prolosti se pretpostavljalo da razvoj mozga zavisi od
urodene genetske konfiguracije. Ta pretpostavka se sada razvila i obuhvatila
je efekat interakcije izmedu iskustva i gena (Shore, 1997). Sledeci dijagram
koji predstavlja adapataciju Doertija (Dohertyja 1997) u studiji koju je
sponzorisala kanadska vlada, rezimira kriticne periode za neke aspekte
razvoja mozga.

Istovremeno, istraivanje Programa rane brige i razvoja dece

(ECCD)1 irom sveta tokom poslednjih decenija pruilo je dosta dokaza da
ECCD moe:
Early Childhood Care for Development (ECCD ) - "Program rane brige i razvoja dece obuhvata svu
potrebnu podrku za svako dete kako bi ono ostvarilo svoje pravo da preivi, bude zaticeno i zbrinuto to ce mu
omoguciti optimalan razvoj od rodjenja do osme godine" (Judith L. Evans, Robert G. Mayers, Elen M. Ilfeld:
EARLY CHILDHOOD COUNTS, A Programming Guide on Early Childhood Care for Development ,World
Bank Institute, Washington, D.C. 2000)
1

da pobolja uspeh u osnovnoj i srednjoj koli,

da poveca izgled deteta za vecu produktivnost i buduci prihod,
da smanji verovatnocu da pojedinac postane teret javnom budetu za
pruanje zdravstvenih i socijalnih usluga,
da podigne status ena i umanji nejednakost izmedu polova,
da pomogne da se postigne veca drutvena pravednost,
da poveca samopotovanje, motivaciju i drutvenu sposobnost u
komunikaciji.
U okviru drutvenog razvoja, kvalitetna rana briga o deci ce omoguciti
razvoj pojedinaca koji su sposobni da pozitivnije doprinesu drutvu i time
ekonomskom razvoju, i kao rezultat vec navedenih faktora, bice manje
verovatno da ce zatraiti socijalnu pomoc. Na primer, procena Predkolskog
programa High/Scope Perry koji je pokrenut u Sjedinjenim Dravama u 1962.
godini pokazala je da je investiranje od USD 1,00 u ovaj ECCD program
doprineo utedi od ca. USD 7,16 socijalne pomoci i povecao produktivnost
(Schweinhart, Barnes and Weikart, 1993).
ta to znaci za javnu politiku? Ti rezultati, pored mnogih drugih,
ukazuju da su ECCD programi odlucujuci za bekstvo iz kruga siromatva i
pozitivan ekonomski rast. Medutim, da bi ti programi bili uspeni, oni moraju
biti "integralni deo strategije jedne zemlje za razvoj ljudskog kapitala (Young,
1997)".

Aktuelne teme u ECCD programu razvoja

Integrisano programiranje
Naucno istraivanje i iskustvo onih koji primenjuju ECCD programe
(posebno u zemaljama u razvoju) pokazali su da postoji nekoliko faktora (na
primer zdravlje, ishrana i obrazovanje) koji su vezani za rezultate koje postiu
odrasli. Drugim recima, rast zdravstvene brige tokom perida ranog detinjstva
ima dugorocne posledice koje se pojavljuju u odrasloj dobi, kao to ima briga
o ishrani i obrazovanje u ranom detinjstvu. Poto je svaka od ovih komponenti
direktno povezana sa razvojem deteta u odrasloj dobi, nedovoljna briga u
nekoj od tih oblasti ce umanjiti pozitivan razvoj u nekoj drugoj oblasti.
Drugim recima, ako u jednom selu postoji nutricionisticki program za
malu decu, ali ta deca nemaju pristup cistoj vodi i/ili pozitivnoj mentalnoj
stimulaciji, efikasnost nutricionistickog programa bice znatno umanjena.
Pozitivnije receno, implementacijom holistickog programa (t.j. nutricionistickog
programa koji obuhvata i pruanje ciste vode), pozitivni efekti jednog uticaja
bice uglavnom pojacani pozitivnim efektima drugog.
Jedno od normativnih pitanja koje je najvie dolo do izraaja na
Konferenciji Uneska u Amsterdamu 1998. godine bilo je "integracija usluga
brige i obrazovanja u ranom detinjstvu . jer poseduje sposobnost da udovolji
mnotvu socijalnih i obrazovnih potreba ". Potreba za jednim takvim
integrisanim pristupom se takode odnosila na rastucu heterogenost sveta sa
raznovrsnim nacinima ivota i strukturama porodica. Pored toga integrisani
programi omogucavaju i ohrabruju pojacanu saradnju izmedu agencija (javnih
i privatnih) koji se staraju o razlicitim aspektima brige i razvoja u ranom

detinjstvu. Na primer, saradnja izmedu kola, zdravstvenih klinika i inicijativa

lokalnih zajednica.
Integrisani pristupi ECCD-u imaju za cilj ne samo potrebe individualnog
deteta, nego i interakciju izmedu deteta i porodice i deteta i zajednice. Svaki
ECCD program mora uzeti u obzir meduzavisne potrebe roditelja i deteta. To
posebno vai za roditelje u neravnopravnom poloaju koji moda i sami pate
od loeg zdravlja i/ili nepoverenja drutva. Zato, ako ECCD intervencija ne
ukljuci i roditelje, svi pozitivni efekti za dete ce verovatno nestati preko noci
poto roditelj nije u stanju da podrava te razvoje i mogucnosti.
Znacaj ukljucenja roditelja
"Naucila sam i izrasla u roditelja i partnera sa svojim suprugom kroz
mnotvo programa i radionica. Kada sam im se pridruila, imala sam vrlo
malo prijatelja sa decom. Danas imam mreu roditelja i prijatelja" (roditelj u
Better Beginnings Program /Program za bolji pocetak/ iz Kingstona, Ontario,
citat iz McCain and Mustard, 1999).
Dok se nastavljaju debate o definicijama participacije (unutranja protiv
spoljne participacije, participacija protiv partnerstva protiv podele vlasti),
postignuta je opta saglasnost da je odredeni oblik uceca roditelja u razvoju
deteta presudan za zdraviji razvoj (Conners and Epstein, 1995; Powell, 1993;
Sanders, 1996; Swick, 1991; citat iz McBride et al., 2000). Ucece roditelja
moe da promovie pozitivnije stavove i vece samopouzdanje u sposobnost
podrke razvoju deteta i da ohrabri njihov rast kao pojedinca. Bez podrke i
uceca roditelja i porodice, pozitivna dostignuca iz intervencija programa
ECCD bila bi neodriva. To posebno vai za decu sa nepovoljnom i
visokorizicnim poreklom.
Najpoznatiji okvir za evaluaciju roditeljskog uceca u obrazovanju (na
svim nivoima) i za vodenje programa razvoja programa za roditeljsko ucece
je Epsteinova tipologija (1992, 1996). Eptajn deli koncept roditeljskog uceca
na est irokih kategorija:
I.
II.
III.
IV.

V.
VI.

Osnovne obaveze roditelja (n.pr. pozitivno kucno okruenje)

Pozitivne obaveze kola (n.pr. komunikacija sa roditeljima o
programu i uspehu deteta)
Ucece roditelja u koli (n.pr. dobrovoljno ucece u kolskim
aktivnostima)
Ucece roditelja u aktivnostima ucenja i razvoja kod kuce (n.pr.
pomoc roditeljima kako da medusobno deluju sa decom i
pomognu im da uce)
Ucece roditelja u vladi i zastupanju kod pravosudnih organa
(n.pr. savetodavni odbori, organizacije roditelja i nastavnika)
Saradnja sa Zajednicom (n.pr. rad sa lokalnim preduzecima,
agencijama za pruanje socijalnih usluga i privatnim licima).

Ove kategorije slue kao okvir za evaluaciju i planiranje ukljucenosti

roditelja u kole i u obrazovanje.
Neophodnost za
usredsredivanje na
odgovorno roditeljstvo i
programe koji se koncentriu na zajednicu je takode posluilo kao kamen

10

temeljac za medunarodne organizacije kao to su UNICE, UNESCO i

Svetska banka.
Investiranje u ECCD Programe
Ako su se ECCD programi vremenom pokazali da imaju pozitivne
rezultate i za pojedinca i za dete, zato kreatori politike nerado investiraju u tu
oblast? Tri trenutna odgovora su:
trokovi su trenutni ali je ocigledna korist dugorocna
ECCD nije vidljiv/opipljiv, on vie promovie trecu generaciju
ECCD programi su cesto formirani vie izmedu odeljenja nego izmedu
sektora.
To znaci da povracaj sredstava iz trenutnog investiranja u ECCD programe nije
uvek odmah primetan. Dok se ulaganje vri danas (programi ishrane,
obrazovni programi, roditeljski programi, itd.), rezultat se vidi tek kada dete
postane odrastao clan drutva. Do tada vecina politicara koji podravaju ovo
investiranje nece biti vie na dunosti. Mnoge nevladine agencije koje
primenjuju programe su cesto pod pritiskom donatora da pokau trenutne
rezultate kao dokaz da je investicija donatora bila uspena. Na kraju, kao to
je vec receno, potreba za kompleksnim i integrisanim programiranjem cesto
zahteva koordinaciju izmedu razlicitih ministarstva i agencija u sredinama koje
su retko prijemcive za takvu interaktivnu saradnju.
To dodatno podrazumeva da se rezultati iz ECCD intervencija moraju
prevashodno ocenjivati pomocu longitudinalnih i interdisciplinarnih studija.
Kao posledica toga, ocena programa postaje problematicna, jer rezultati
longitudinalnih istraivanja prolih predkolskih iskustava nece moci uvek da
reflektuju aktuelne okolnosti. Zato se procene moraju shvatiti kao kontinuiran
proces kojim se vre uskladivanja i poboljanja programa.
Potreba za dugoricnim studijama o rezultatima ECCD programa
zahteva paljivo planiranje i selekciju pokazivaca i podataka. Ona takode
naglaava znacaj posedovanja osnovnih podataka na osnovu kojih se mere
dugorocni rezultati, kao i kontrolne grupe za komparativne svrhe.

11

ECCD u Saveznoj Republici Jugoslaviji

Katolicka sluba za pomoc (Catholic Relief Services / CRS) primenjuje
program pod nazivom Partnerstvo izmedu roditelja i kole (PSP) na Balkanu i
Kavkazu od 1994. godine. Sutina ovog programa je promovisanje pozitivnog
razvoja dece i ucece zajednice angaovanjem roditelja u obrazovanju deteta.
Iako je aktivna i prisutna u Saveznoj Republici Jugoslaviji od 1996. godine,
CRS za SR Jugoslaviju je zapocela implementaciju PSP programa tek 1998.
godine u Crnoj Gori. Oktobra 1999. CRS za SR Jugoslaviju je odlucila da
pokrene obrazovni program i u Republici Srbiji. Nakon razgovora sa raznim
lokalnim i medunarodnim agencijama, odluceno je da CRS za Jugoslaviju
usredsredi panju na ECCD. Iako je razvijena petogodinja strategija
zasnovana na diskusijama i iskustvima PSP programa CRS-a u tom regionu,
dogovoreno je da prvi korak u toj strategiji mora biti sticanje globalne
predstave o statusu predkolskog obrazovanja u dananjoj Jugoslaviji.
Zato je primarni cilj ove studije da prui opis razlicitih komponenata
predkolskog obrazovanja u Republici Srbiji i Republici Crnoj Gori. Iako su
autori pokuali da budu to je moguce vie izbalansirani u prezentovanju
situacije u ove dve republike, kolicina raspoloivih informacija za Crnu Goru
nije bila tako detaljna kao za Srbiju.
Pored toga, citalac takode mora imati u vidu da su se desile dve velike
politicke promene nakon procesa prikupljanja informacija za studiju (Mart Juni 2000). Prvo, Pokrajina Kosovo, iako je obuhvacena ovom studijom, je
sada pod administracijom misije Ujedinjenih Nacija na Kosovu (UNMIK), i zato
mnogo tih informacija koje se odnose na metodologiju kurikuluma vie ne
vai. Nedavne promene od dolaska UNMIK-a nisu ovde obuhvacene. Drugo,
u oktobru 2000., i SR Jugoslavija i Republika Srbija su pretrpele
monumentalne promene u pogledu politickih reima. Iako nije dolo do
politickih promena u pogledu predkolskog obrazovanja, mogucnosti za takve
promene i tipovi inovacija koji se mogu prihvatiti u toj oblasti su sasvim
drugaciji u odnosu na prolu godinu.
Kako bi bolje doprineo tom procesu promena, kao i
razvoju
sopstvenog programa, CRS prezentuje ovu studiju koju su pripremili lokalni
predkolski strucnjaci. Svako poglavlje je pripremio individualni autor i ono
odslikava razmiljanja i zakljucke tog pojedinca. Ono ne mora da reflektuje
miljenja CRS-a.
Iako su pitanja ukljucena u studiju nezavisna, ona su tako
organizovana da postoji logicni tok s jednog predmeta na drugi. Studija
pocinje pregledom predkolskog obrazovanja u SRJ i prelazi na istraivanje
mogucnosti obuke i programa za predkolski kadar, oblike saradnje sa
roditeljima i porodicama, i zavrava se pregledom aktuelnog nastavnog plana
koji se primenjuje u predkolskim programima u SRJ.
Iako su neki autori uradili analizu odredjenih pitanja, primarni cilj je bio
da se prui sveobuhvatna slika o razvoju predkolskog obrazovanja u SRJ i o
njegovim oblicima i izazovima danas.
Jessica Pearl,
Menader obrazovnog programa, CRS/SR Jugoslavija

12

Opte karakteristike predkolskog

vaspitanja i obrazovanja u Jugoslaviji
Mr Iskra Maksimovic, savetnik za obrazovanje
CRS/ SR Jugoslavija

Obrazovanje i ekonomska kriza u SR Jugoslaviji

Obrazovanje u SR Jugoslaviji (SRJ) je u nadlenosti svake od
federalnih republika: Republike Srbije i Republike Crne Gore. U skladu sa
saveznim Ustavom i ustavima republika delatnost obrazovanja uredjena je
republickim propisima.
Prema podacima Saveznog zavoda za statistiku kolske 1997/98.
godine u SRJ bilo je 1837 predkolskih ustanova sa 185 2282 dece, zatim
4456 osnovnih kola (cetvororazredne, petorazredne, estorazredne i
osmorazredne kole) sa 877 445 ucenika; 567 srednjih kola sa 355 311
ucenika; 54 vie kole sa 37 445 studenta i 95 fakulteta sa 151 596
studenata. Prema popisu stanovnitva iz 1991. godine u SR Jugoslaviji je"
bilo 3,900 8893 dece i omladine do 24 godine starosti. Dece do 7 godina bilo
je 1, 283.001, a mladih do 15-27 godina bilo je 1,956.433. U periodu posle
1991. godine dolo je do velikog priliva izbeglica, pa se moe proceniti da je
ovaj broj po osnovu prirodnog prirataja i mehanickog priliva povecan".
Razvoj obrazovanja u SRJ u poslednjih deset godina bio je uslovljen
mnogobrojnim faktorima. Kako su ti faktori uticali na ekonomski, drutveni i
2

Dat je ukupan broj ustanova i objekata

Podaci su preuzeti iz knjige TETE U OBRAZOVANJU OD NATO AGRESIJE, Ministarstvo
prosvete Republike Srbije, Sektor za istraivanje i razvoj obrazovanja, Beograd, 1999, 186 str.
3

13

socijalni poloaj ukupnog obrazovanja to se odrazilo i na poloaj i razvoj

obrazovanja. Razaranje prethodne Jugoslavije, promena drutveno, politickog
i privrednog sistema, i narocito, uvodenje sankcija prema Jugoslaviji delovali
su na odvijanje ukupnog sistema obrazovanja, a samim tim i na predkolsko
obrazovanje. Od uvodjenja sankcija (1992. godine) drutveni proizvod u SRJ
je opadao tako da je u 1994. godini iznosio jednu trecinu u odnosu na nivo
1989. godine. U periodu 1989-1994. godine drutveni proizvod je opadao po
stopi od 17,5 % prosecno godinje, tako da je u 1994. godini bio u odnosu na
1989. godinu realno 51,3 % manji. Za obrazovanje se 1990. godine ukupno
izdvajalo 4,5 % drutvenog proizvoda4 (112,5 USDp.c.), a u 1994. godini
ucece je nie i iznosilo je 4,14% odnosno 45,5 USD p.c. Opti pad
ekonomskih aktivnosti uticao je na pad realnih prihoda stanovnitva, zatim na
pad individualnog i drutvenog standarda, na siromaenje stanovnitva i
narastanje socijalnih problema. Tako je 1990. godine5 1,5 milion ljudi bio
ispod granice siromatva, a 1995. godine billo je vec 3 miliona ljudi medju
kojima i 700 do 800 hiljada dece. U takvim uslovima 6 smanjene su
mogucnosti za odravanje dostignutih obrazovnih standarda i kvaliteta
obrazovanja.
Jedna od karakteristika dosadanjeg razvoja sistema obrazovanja u
Jugoslaviji (i na prostorima bive Jugoslavije) jesu bila velika ulaganja u u
razvoj javnih slubi. To je rezultiralo dobro razvijenom mreom institucija u
drutvenim delatnostima, odnosno gotovo potpunim obuhvatom stanovnitva
obrazovanjem, zdravstvenom zatitom i relativno dobrim kvalitetom drutvenih
slubi. Padom drutvenog proizvoda, realna sredstva za ovu namenu su se
vie nego prepolovila. Ovaj drastican pad sredstava je uzrokovao teko stanje
u ovim oblastima: tekuce investiciono odravanje je svedeno na minimum, to
je dovelo do zaostajanja u odravanju infrastrukture (problemi u nabavci
osnovnih materijala i obezbedjivanje novih investicija) i do pogoranja
drutvenih uslova za razvoj. Tome je doprineo i veliki priliv izbeglica i
prognanika iz ratom zahvacenih podrucja. Procenjuje se da je u SRJ utocite
nalo oko 700.000 izbeglica7 iz Bosne i Hrvatske od cega je oko 310.0008
dece, odnosno 42% dece do 18 godina. Deca predkolskog uzrasta cine
16,7% izbeglicke populacije, isto toliko je dece osnovnokolskog uzrasta, dok
je 8,5 dece srednjokolskog uzrasta. Prema nezvanicnim procenama, tokom
1999. godine dolo je i oko 250 000 lica sa Kosova. Medju njima je i veliki broj
dece. U takvim ukupnim okolnostima obrazovanje je bilo suoceno sa ozbiljnim
materijalnim problemima, to se odrazilo na standard zaposlenih u
obrazovanju pokrivanje redovnih rashoda kola, a narocito na opremanje i
modernizaciju obrazovnog procesa. Kako se najveci deo sredstava za
obrazovanje obezbeduje iz budeta republika, a zatim iz budeta optina, to
od ovih izvora zavisi i podmirivanje obaveza u obrazovanju. U nedostatku
potrebnih sredstava prvenstvena panja posvecena je pokrivanju redovne
4

JUGOSLOVENSKI PLAN AKCIJE ZA DECU DO 2000 (i dalje), Ulaganja u decu se uvek isplate
bez obzira na trokove, Vlada SR JUgoslavije, Beograd, 1996.
5
EVALUACIJA PROGRAMA U 1996. GODINI (godinji skup), Unicef, Beogradska kancelarija,
1996. godine
6
DEVELOPMENT OF EDUCATION IN THE FR YUGOSLAVIA, 1994-1995, The Report for the
45th session of the International Conference on Education UNESCO-BIE (Geneva, 1996), Yugoslav
Commission for Unesco, Beograd, 1996
7
ibid, str. 7
8
JUGOSLOVENSKI PLAN AKCIJE ZA DECU DO 2000 , str. 16

14

delatnosti obrazovnih ustanova (zarade zaposlenih, materijalni trokovi

nastave, trokovi grejanja obrazovnih ustanova itd). a smanjena su izdvajanja
za nabavku opreme, novu nastavnu tehnologiju, kao i za nove investicije.
Sistem obrazovanja u Srbiji pretrpeo je i velike tete kao posledicu
NATO bombardovanja.Tokom 79 dana bombardovanja srueno je ili oteceno
blizu 400 kolskih objekata na svim nivoima obrazovanja: oko 140
predkolskih ustanova, 242 osnovnokolska objekta, 91 srednja kola, 34
visokokolska objekta i veci broj domova za ucenike i studente.9

Poloaj predkolskog
vaspitanja i obrazovanja
Sankcije i ukupna ekonomska situacija koji su uticali na celokupni
sistem obrazovanja uticali su i na ostvarivanje i dalji razvoj predkolskog
obrazovanja. Posledice su pre svega u sledecem10:
nepovoljan materijalni poloaj ukupnog obrazovanja pa time i
predkolskog vaspitanja i obrazovanja (materijalne tekoce);
zabrinjavajuce stanje prostora (stanje predkolskih objekata);
siromatvo opreme i nastavnih sredstava.
Pad privrednih aktivnosti uticao je i na pad sredstava namenjenih
decijoj zatiti. Ovaj pad uticao je i na pad realnih plata zaposlenih,
nemogucnost zamene zastarele opreme, igracaka, didaktickog materijala,
nemogucnost renoviranja ustanova i izostanak razvojne komponente, cak i
na" kvalitet ishrane, ali ne i na neposredni rad sa decom".11
Iako postoji razvijena mrea predkolskih ustanova obuhvat dece nije
prema miljenju analiticara, dovoljan.Pored toga, obuhvat je neravnomeran jer
je u nekim podrucjima evidentan nedostatak predkolskih objekata, a u
drugim nema dovoljno dece za obavljanje delatnosti predkolskih
ustanova.Takodje, ne zadovoljava ni obuhvat
dece jednogodinjim
predkolskim pripremnim programom za polazak u osnovnu kolu.Prema
podacima u podacima Unicefa SRJ ima, u odnosu na druge zemlje regina sa
izuzetkom Hrvatske i Makedonije, mali broj dece obuhvacene predkolskim
vaspitanjem i obrazovanjem

Country

SRJ
Slovenija
Hrvatska
BJR

Dostup predkolskom
vaspitanju
(ukupno) kao % od uzrasne
kohorte

32
68
39
24

Dostup
osnovnom
obrazovanju
(ukupno)
kao % od
uzrasne
kohorte
69
98
87
99

Dostup
srednjem
obrazovanju
(ukupno)
kao % od
uzrasne
kohorte
62
92
82
63

Broj
ucenika na
jednog
nastavnika

22
21
19
---

Podaci su preuzeti iz knjige TETE U OBRAZOVANJU OD NATO AGRESIJE, Ministarstvo

prosvete Republike Srbije, Sektor za istraivanje i razvoj obrazovanja, Beograd, 1999, 186 str.
10
ibid str.64
11
ibid str. 81

15

Makedonij
a
Bulgaria
Rumunija
Ceka
Republika
Slovacka
Poljska
Grcka
Italija
Nemacka
Kanada
SAD

62
53
91

99
104
104

77
78
99

14
21
18

76
48
62
96
91
64
70

102
96
94
101
102
102
102

94
98
95
94
104
105
97

22
17
20
12
--17
20

UNICEF, Evaluacija obrazovnih programa koje realizuje UNICEF u SRJ: 1995/1997

Sistem drutevne brige o deci

Sistem drutvene brige o deci je javna organizovana pomoc drave
deci i porodicama sa decom. Drutvena briga o deci obuhvata svu decu
odredenog uzrasta kojoj je odredena briga, zatita i pomoc potrebna , zavisno
o d ekonomskih i drugih uslova. U Srbiji, sistem drutvene brige o deci
podrazumeva
"drutveno-istorijski
determinisanu,
javno
regulisanu,
garantovanu i finansiranu pomoc koju drava i lokalna zajednica pruaju
porodicama sa decom i deci, u cilju obezbedivanja socijalne sigurnosti,
zadovoljavanja razvojnih potreba dece , ujednacavanja uslova za njihov
psihicki, fizicki, emocionalni i socijalni razvoj i radi sprovodenja odredenih
mera populacione politike".12
Predkolsko vaspitanje i obrazovanje obuhvata prvenstveno decu
smetenu u predkolske ustanove u kojima se ostvaruje organizovani
vaspitno-obrazovni rad. Zakon13 o drutvenoj brizi o deci u Srbiji normativno
ureduje sistem drutvene brige o deci i zasniva se na pravu i dunostima
roditelja da se staraju o podizanju i vaspitanju svoje dece, pravu deteta na
uslove ivota koji omogucavaju njegov pravilan psihofizicki razvoj i na obavezi
drave da to sve omoguci. Drutvenom brigom o deci obezbeduje se:
Stvaranje osnovnih uslova za priblino ujednacavanje nivoa
zadovoljavanja razvojnih potreba dece;
Predkolsko vaspitanje i obrazovanje;
Dnevni boravak, vaspitanje i obrazovanje, preventivna zdravstvena
zatita, ishrana, odmor, rekreacija, kulturne , sportske i stvaralacke
aktivnosti dece;
Odgovarajuci rad sa decom bez roditeljskog staranja, decom sa
smetnjama u razvoju i decom iz socijalno ugroenih porodica;
Posebna zatita treceg detata.
Sistem drutvene brige o deci prua roditeljima pomoc u ostvarivanju
njihove reproduktivne, zatitne, vaspitne i ekonomske funkcije, a drutvu
12

Dr Ana Gavrilovic: SISTEM DRUTVENE BRIGE O DECI U SRBIJI, Razvoj i perspektiva,

Beograd, Slubeni glasnik, 1998, str.27
13
ZAKON O DRUTVENOJ BRIZI O DECI, Slubeni glasnik RS, br. 49/92, 29/93, 53/93,
67/93,28/94, 47/94, 25/96

16

efikasnije obavljanje profesionalnih zadataka i povecanje stope radanja i

ostvarenje sopstvene reprodukcije.
U skladu sa tako definisanim ciljevima sistema drutvene brige o deci
precizirana su koja prava imaju roditelji i deca. Postoje prava koja su od
opteg interesa i o njihovoj realizaciji brinu republicke vlasti . To su:
Naknada zarade za vreme porodiljskog i produenog
porodiljskog odsustva zaposlenog roditelja i odsustva sa rada
usvojioca radi nege deteta. Za vreme porodiljskog odsustva
zaposlena majka ima pravo n nakndu zarade ( u visini koja bi
bila za vreme rada). U Crnoj Gori ima pravo na punu zaradu, a u
Srbiji pun iznos je za prvo troje dece. Propisima iz oblasti radnih
odnosa i socijalnog osiguranja predvidena je posebna zatita
porodilja, roditelja malog ili bolesnog deteta, ena i radnika
mladih od 18 godina ivota.
Materinski dodatak u trajanju od godinu dana za prvo troje dece,
odnosno i za cetvrto dete u optinama sa negativnim priratajem
(u visini od 30% od prosecne zarade u privredi). Ovo pravo ima
svaka majka osim zaposlene majke. U Crnoj Gori nezaposlene
majke primaju nadoknadu u visini od 50% od minimalne plate.
Da bi se donekle poboljala viegodinja negativna stopa
prirodnog prirataja u nekim regionima i optinama Srbije
uvedene su posebne stimulativne mere za porodice u tim
optinama (pravo na materinski dodatak, finansiranje trokova
treceg deteta u predkolskim ustanovama, naknada 100%
zarade za vreme porodiljskog bolovanja za svako dete, pomoc
za opremu novorodenceta itd)
Pomoc za opremu novorodenceta (jednokratna novcana
pomoc).U Srbiji, prema propisima, pravo na deciji dodatak imaju
porodice sa troje dece. Visina decjeg dodatka u Srbiji za prvo
dete iznosi 20%, za drugo 25% i za trece dete 30% od prosecne
neto zarade po zaposlenom u Republici za prethodni mesec. U
Crnoj Gori, sva deca bez obzira na imovinsko stanje imaju pravo
na deciji dodatak.
Naknada trokova boravka u predkolskoj ustanovi za trece
dete. Trece dete iz porodice sa troje dece ima pravo na
nadoknadu trokova celodnevnog i poludnevnog boravka u
predkolskoj ustanovi.
Deca bez roditeljskog staranja, deca sa smetnjama u razvoju u
ustanovama socijalne zatite i deca na duem bolnickom lecenju
imaju pravo na predkolsko obrazovanje i vaspitanje u trajanju
od 3 do 5 sati dnevno.
Deca predkolskog uzrasta koje nisu ukljucena u predkolske
ustanove imaju pravo u godini pred polazak u osnovnu kolu, na
organizovani vaspitno-obrazovani program u trajanju od tri sata
dnevno. Prostor za ostvarivanje tog programa obezbedjuje
optina.
Zakonom o drutvenoj brizi o deci u Srbiji predvidjeno je i da se za
obezbedjivanje odredjenih prava staraju optine u skladu sa svojim
materijalnim mogucnostima. Pre svega, one mogu da na svom prostoru

17

obezbedjujeu predkolsko vaspitanje i obrazovanje, zdravstvenu zatitu

predkolske dece; zatim odmor i rekreaciju dece do 15 godina starosti u
decijim odmaralitima to podrazumeva odmor, rekreaciju, vaspitno-obrazovni
rad i sportsko rekreativne aktivnosti. Optina obezbedjuje i regresiranje
trokova za decu u ovim ustanovama a u zavisnosti od materijalnog poloaja
porodice.Regres daje lokalna zajednica iz svog budeta.
Neki elementi sistema drutvene brige o deci ukljuceni su i u sistem
socijalne zatite :
Deci ometenoj u fizickom i psihickom razvoju (po potrebi, deci sa
pomenutim nedostacima obezbeduje se boravak u specijalnim
ustanovama namenjenim njihovom vaspitanju i kolovanju. Rad
ovih ustanova finansira se iz budeta, tacnije, izdacima za
socijalnu zatitu),
Deci ugroenoj porodicnom situacijom i deci sa poremecajima u
ponaanju prua se odgovarajuca pomoc.
Programima socijalne zatite, 1997. godine 14 u SRJ je
bilo
obuhvaceno oko 110 921 maloletnih korisnika (do 18 godina starosti) (ili oko
4% stanovnika do 18 godina). U Srbiji je bilo obuhvaceno 100 667 korisnika, a
u Crnoj Gori 10 254 korisnika. Najbrojnija kategorija korisnika socijalne
pomoci u SRJ su deca ugroena porodicnom situacijom 76 614 ,od cega je 69
034 u Srbiji i 7580 u Crnoj Gori. U okviru ove kategorije najbrojnija su deca iz
porodica sa slabom materijalnom situacijom. Drugu kategoriju cine deca sa
poremecajima u ponaanju - 17 703, zatim sledi kategorija dece ometene u
psihickom razvoju -6063 i kategorija dece ometene u fizickom razvoju 4076.
Na ostale kategorije socijalne zatite spada 6465 dece. Oblici socijalne
zatitete koje drutvo preduzima da bi pomoglo ovim kategorijama dece su:
starateljstvo, usvojenje, smetaj u drugu porodicu, smetaj u ustanove
socijalne zatite, smetaj u drugu ustanovu, novcana pomoc, ostale pomoci i
drugi oblici. Najzastupljeniji oblik jesu stalne i privremene novcane pomoci .
Tokom 1997. godine novcanu pomoc je primilo 215 867 korisnika.

Predkolsko vaspitanje i obrazovanje u SRJ

Predkolsko obrazovanje i vaspitanje je drutveno organizovano
obrazovanje i vaspitanje dece predkolskog uzrasta i sa porodicnim
vaspitanjem cini celinu. Ono obezbedjuje brigu o deci, njihovu zatitu i
boravak u uslovima koji su prilagodeni deci, njihovim mogucnostima,
interesima i razvojnim potrebama. Kao dopuna porodicnom vaspitanju
predkolsko vaspitanje pomae roditeljima u radu sa decom. U isto vreme
predkolsko vaspitanje ublaava razlike medu decom koje su nastale kao
posledica socijalnog, ekonomskog i kulturnog statusa porodice.
Predkolsko vaspitanje i obrazovanje je prvi stepen sistema
obrazovanja u Srbiji i Crnoj Gori, koji nije obavezan i obuhvata decu od 1 do 7
godine starosti. Organizuje se za decu jaslenog uzrasta (od jedne do tri
godine) i do polaska u kolu, odnosno do (est) sedam godina starosti.
U predkolskoj ustanovi se obezbedjuje dnevni boravak dece, zatim
realizuje se vaspitno-obrazovna, preventivno zdravstvena i socijalna funkcija.
14

poslednji podaci prema Statistickom godinjaku SRJ za 1999. godinu

18

Svojom koncepcijom i programima predkolsko vaspitanje i

obrazovanje treba da moguci celovit razvoj predkolskog deteta. Stvarajuci
uslove i podsticaje predkolsko obrazovanje i vaspitanje obezbeduje kod dece
razvoj njihovih sposobnosti i osobina licnosti, iri im iskustva i izgraduje
saznanja o sebi i drugim ljudima i svetu.
Predkolsko vaspitanje i obrazovanje u Srbiji i Crnoj Gori se ostvaruje
na srpskom jeziku, a prema zakonskim odredbama moe i na jezicima
nacionalnih manjina. U Crnoj Gori pored srpskog jezika predkolsko
vaspitanje i obrazovanje moe da se ostvaruje i na albanskom jeziku i
dvojezicno.
U Srbiji predkolsko vaspitanje i obrazovanje se ostvaruje na srpskom,
madjarskom, slovackom, rumunskom, rusinskom, albanskom i dvojezicno.U
predkolskoj ustanovi za vaspitno-obrazovni rad na jeziku nacionalne manjine
izjanjavaju se roditelji. Ove ustanove svojim aktima ureduju vaspitnoobrazovnu delatnost i pruaju obavetenje roditeljima o jeziku na kome se rad
obavlja. Nacin i uslove ostvarivanja osnova programa vaspitno-obrazovnog
rada na jezicima nacionalnih manjina propisuje ministar prosvete.U skladu sa
tim pripremljen je u Srbiji poseban program predkolskog vaspitanja za rad sa
decom preedkolskog uzrasta na jezcima nacionalnih manjina.
Zakonsko odredenje predkolskog vaspitanja i
obrazovanja i drutvene brige o deci
Oblast predkolskog vaspitanja i obrazovanja u Srbiji uredena je
Zakonom o drutvenoj brizi o deci15. Zakon ureduje celokupan sistem
drutvene brige o deci. Na osnovu Zakona donet je niz podzakonskih akata
kojima se reguliu pojedini aspekti predkolskog vaspitanja i drutvene brige o
deci. To su:
Osnove programa vaspitno-obrazovnog rada sa decom uzrasta
do tri godine;
Osnove programa predkolskog vaspitanja i obrazovanja dece
uzrasta od tri do sedam godina;
Osnove programa
vaspitno-obrazovnog rada sa decom
nacionalnih manjina;
Pravilnik o pedagokoj dokumentaciji;
Uredba o kriterijumima za utvrdivanje mree ustanova za decu;
Pravilnik o merilima za utvrdivanje cene usluga u decjim
ustanovama;
Pravilnik o bliim uslovima za pocetak rada i obavljanje
delatnosti;
Pravilnik o normativu vaspitnih sredstava u oredkolskom
vaspitanju;
Pravilnik o normativu drutvene ishrane dece u ustanovama za
decu;
Pravilnik o strucnoj spremi zaposlenog osoblja u predkolskim
ustanovama;
Pravilnik o strucnom nadzoru u predkolskoj ustanovi.
15

ZAKON O DRUTVENOJ BRIZI O DECI, Slubeni glasnik RS, br. 49/92, 29/93, 53/93,
67/93,28/94, 47/94, 25-96

19

U oblasti obrazovanja, republicki organi utvrduju politiku, donose i

izvravaju zakone i druge propise i obavljaju druge poslove u skladu sa
zakonom. Pored toga postoje pokrajinski i optinski organi koji se staraju o
zadovoljavanju odredenih potreba gradana u oblasti obrazovanja.
U Srbiji republicka vlada i resorni ministar za drutvenu brigu o deci
blie ureduju funkcionisanje sistema, a za vaspitno-obrazovnu i preventivnozdravstvenu funkciju ustanova za decu, odgovarajuce nadlenosti imaju i
ministar za prosvetu i ministar za zdravlje. Nadlenosti nad ovom delatnocu
ima Ministarstvo prosvete (programi vaspitno-obrazovnog rada), Ministarstvo
za drutvenu brigu o deci (programi socijalnog rada, normativ drutvene
ishrane dece, obezbedjivanje finansijske osnove i organizaciona pitanja) i
Ministarstvo za zdravlje (programi preventivne zdravstvene zatite).
Znacajne kompetencije u ostvarivanju materijalnih davanja i osnivanju i
funkcionisanju ustanova za decu ima lokalna samouprava. Odgovornost imaju
optinski organi uprave jer Zakon o drutvenoj brizi o deci omogucava da
optina moe da otvara i organizuje rad predkolskih ustanova i drugih
ustanova za decu. Ovu delatnost mogu da obavljaju i druga pravna i fizicka
lica pod uslovima i nacinom utvrdjenim za dravne predkolske ustanove.
U Crnoj Gori, predkolsko vaspitanje i obrazovanje je u nadlenosti
Ministarstva prosvjete Republike Crne Gore.Osnove programa rada
predkolskog vaspitanja i obrazovanja donosi Ministarstvo prosvete.
Ustanove za decu
Oblast drutvne brige o deci i predkolskog vaspitanja i obrazovanja u
Srbiji se institucionalno ostvaruje u ustanovama za decu. To su predkolske
ustanove i decija odmaralita. Ove ustanove osniva optina, kao i njihovu
mreu a na osnovu kriterijuma koje donosi vlada. Ustanova pocinje da radi
nakon to optinska uprava utvrdi ispunjenost svih potrebnih uslova - oprema,
prostor i strucni i drugi radnici. Ministar za drutvenu brigu o deci, ministar za
prosvetu i ministar zdravlja. sporazumno utvrduju blie uslove prostora,
opreme i broja radnika. Prema Pravilniku o bliim uslovima za pocetak rada i
obavljanje delatnosti ustanova za decu utvrdjen je prostor (za boravak dece,
zajednicki prostor i prostor van objekata), oprema, broj strucnih radnika i drugi
uslovi koje treba zadovoljiti za osnivanje i rad predkolskih ustanova i decjih
odmaralita.
U Crnoj Gori predkolska ustanova moe da bude u dravnoj,
meovitoj, zadrunoj i privatnoj svojini. Predkolske ustanove ciji je osnivac
Republika finansiraju se iz budeta Republike. Prema Zakonu o predkolskom
vaspitanju i obrazovanju predkolske ustanove koje su osnovale optine
prelaze u nadlenost Republike. Da bi se registrovala i pocela da radi
predkolska ustanova mora da ispuni uslove koji su predvidjeni zakonom (u
pogledu broja vaspitnih grupa, prostora, opreme, finansijskih sredstava,
strucnog kadra i higijensko-tehnicke zatite) Nadzor nad sprovodjenjem
odredaba Zakona vri republicki organ nadlean za poslove prosvete.

20

Predkolske ustanove
Predkolsko vaspitanje se ostvaruje u predkolskim ustanovama: u
jaslicama za decu do tri godine starosti, i u vrticima - od tri godine do polaska
u kolu. To se ostvaruje organizovanjem celodnevnih, poludnevnih,
minimalnih i skracenih, povremenih, petodnevnih i razlicitih oblika rada sa
decom do polaska u osnovnu kolu. Zakonom je u Srbiji predvidena
mogucnost da predkolske ustanove mogu da organizuju svoju delatnost i u
drugoj porodici i u stanu roditelja, sa decom na bolnickom lecenju i da pruaju
pojedine usluge ka to su ishrana, odmor i rekreacija dece osnovnokolskog
uzrasta do 10 godina starosti.
Organizacija i oblici rada
predkolskih ustanova
Predkolske ustanove organizuju celodnevne, poludnevne, skracene,
minimalne, povremene, petodnevne i niz drugih razlicitih oblika rada sa
decom uzrasta do tri godine i sa decom od tri godine do polaska u kolu.
Najzastupljeniji su celodnevni boravci za decu od 1 do 3 godina i od 3 do 7
godina i trocasovni program za decu od 6 do 7 godina.
Zakonom o drutvenoj brizi o deci u Srbiji utvrdjen je broj dece u
vaspitnim grupama u predkolskim ustanovama. U zavisnosti od uzrasta, broj
dece u vaspitnim grupama je sledeci:
do 18 meseci; 10 dece u grupi;
od 18 meseci do 2 godine: 15 dece u grupi;
od 2 do 3 godine: 18 dece u grupi;
od 3 do 4 godine: 23 dece u grupi;
od 4 do 5 godina: 25 dece u grupi;
od 5 do 7 godina: 30 dece u grupi;
u meovitoj grupi: 20 dece u grupi;
na bolnickom lecenju: 20 dece u grupi;
sa smetnjama u razvoju: 8 dece u grupi;
deca smetena u drugu porodicu i stan roditelja: 10 dece u
grupi;
deca osnovnokolskog uzrasta u meovitoj grupi: 34 dece u
grupi.
Prema Zakonu o predkolskom vaspitanju i obrazovanju u Crnoj Gori
broj dece u grupi moe biti:
deca do 2 godine do 12 u grupi;
deca od 2 do 3 godine do 14 u grupi;
deca u meovitoj grupi do 3 godine do 10 u grupi;
deca od 3 do 4 godine do 20 u grupi;
deca od 4 do 5 godina do 24 u grupi;
deca od 5 do 7 godina do 28 u grupi
deca od 3 do 7 godina u meovitoj grupi do 20 u grupi.

21

Predkolska ustanova moe imati najvie 40 vaspitnih grupa (Crna

Gora).
U skladu sa normativnim dokumentima u Srbiji, predkolske ustanove
mogu da organzuju 25 razlicitih oblika rada sa decom:
celodnevni boravak za decu od 1 do 7 godina starosti u trajanju
od 9 do 11 sati dnevno;
poludnevni boravak za decu od 4 do 7 godina u trajanju od 3,4 ili
5 sati dnevno;
minimalni (trocasovni) program za decu od 6 godina u godini
pred polazak u kolu , koja vec nisu obuhvacena celodnevnim i
poludnevnim programom;
putujuci vrtic za decu u seoskim sredinama, na uzrastu od est
godina. Ovi programi se organizuju u posebno opremljenim
autobusima i traju tri sata a odravaju se 2-3 puta nedeljno;
povremeni oblici rada koji obuhvataju decu od 4 do 10 godina i
obuhvataju jednodnevne ili viednevne izlete, letnje i zimske
odmore, rekreaciju, vrtic u prirodi i nastavu u prirodi (trajanje
prema potrebama dece);
razliciti oblici rada za decu od 3 do 10 godina:
o
igraonica za decu od 3 do 7 godina (2-3 sata dnevno jednom nedeljno ili svaki dan). U okviru ovog oblika rada
deca se igraju i kroz igru se izraavaju, uce i drue se;
o
igrovnica za decu od 3 do 7 godina (2-3 sata dnevno, dva
ili vise puta nedeljno). Deca se slobodno igraju i drue sa
odraslima i uz ucece roditelja;
o
pricaonica-citaonica za decu od 3 do 7 godina (1-1,5 sat,
jednom ili vie puta nedeljno). Ovaj oblik rada sa deocm
pomae im u govorno-jezickom izraavanju;
o
dramski studio za decu od 5 do 10 godina (1-2 sata jednom
ili vie puta nedeljno).Cilj je podsticanje kreativnosti kod
dece i dramskog stvaralatva;
o
likovna radionica za decu od 4 do 10 godina (1-2 sata
jednom nedeljno) i ima za cilj razvoj likovnog izraavanja
dece;
o
muzicko zabavite za decu od 5 do 7 godina (1,5-2 sata
jednom ili dva puta nedeljno) omogucava sluanje muzike i
ucenje o muzici;
o
obdanite fizicke kulture za decu od 4 do 7 godina (1 ili 2
sata, tri do pet puta nedeljno) ima za cilj da podstice fizicki
razvoj kod dece;
o
grupe za ucenje stranih jezika za decu od 3 do 7 godina
(1,5 do 2 sata, tri do cetiri puta nedeljno);
o
ekoloko obdanite za decu od 3 do 10 godina (1-2 sata
jednom ili dva puta nedeljno) treba da omoguci deci da
steknu znanja o ekolokim pojavama i da se ukljuce u
razne ekoloke akcije;
o
radionice za decu od 5 do 10 godina (2-3 sata svaki dan) u
kojima se izradjuju igracke, didakticki materijal i sl.

22

deciji klub za decu od 3 do 7 godina (1 do 3 sata svakog

dana). U ovim klubovima deca imaju mogucnosti da uce
igrajuci se a roditelji da se medjusobno drue i kontaktiraju
sa strucnjacima iz oblasti vaspitanja i obrazoavnja.

Pojedini poslovi i usluge za decu i porodice mogu biti:

rekreativno-zabavne usluge za decu od 3 do 10 godina koja borave u
turistickim mestima; servis usluge za cuvanje dece na sat za vreme vikenda,
praznika ili u drugim prilikama; zbrinjavanje dece 24 casa dnevno, odnosno
vie nedelja prema potrebama porodice; rad sa kolskom decom kada im je
pomoc potrebna (ucenje, zbrinjavanje,itd);usluge nege i cuvanje bolesne
dece. savetovalite za porodicu organizuje se za pruanje strucnih saveta i
pomoc vezanu za vaspitanje dece;usluge kuhinje u pripremi obroka, peciva i
kolaca po porudbinama porodica.
Iako im je Zakon pruio razlicite mogucnosti u organizovanju svoje
delatnosti vecina predkolskih institucija najcece organizuju celodnevne i
poludnevne boravke. Ostali oblici se mnogo manje primenjuju, Neto vie je
zastupljeno organizovanje rekreacije i odmora dece. Najmanje se organizuju
oblici predkolskog vaspitanja i obrazovanja koji se realizuju u drugoj porodici
ili stanu roditelja. Prema miljenju dr Ane Gavrilovic16 "Razlozi za to mogu se
naci u doskoranjoj dovoljnosti kapaciteta za iskazane potrebe, objektivnoj
sloenosti organizacije delatnosti u drugoj porodici ili stanu roditelja".
U Crnoj Gori, prema Zakonu o predkolskom vaspitanju i obrazovanju
predkolska ustanova moe da organizuje svoje rad kao poludnevni i
celodnevni boravak.
Predkolske institucije za decu ometenu u razvoju
Prema podacima iz 1996. godine (noviji podaci nisu dostupni) u
Republici Srbiji je je bilo 88 grupa predkolske dece ometene u razvoju, sa
ukupno 884 deteta, a u okviru bolnickih predkolskih grupa (53 grupe)
obuhvaceno je 1.075 dece. Ova deca su obuhvacena trocasovnim
programima vaspitno-obrazovnog rada. Istim programom bilo je obuhvaceno i
88 dece bez roditelja.17
Decje odmaralite
Decje odmaralite, je ustanova u kojoj se za decu do 15 godina
starosti, obezbedjuje boravak, vaspitno-obrazovni rad, zdravstvena zatita,
ishrana, sportsko-rekreativni i drugi sadraji kroz organizovanje aktivnog
odmora, rekreacije, nastave u prirodi i klimatskog oporavka dece.
Ciljevi rada decijih odmaralita su:
podsticanje pravilnog psihofizickog i socijalnog razvoja i pomoc
u otklanjanju ili korigovanju negativnih cinilaca razvoja;
stvaranje osnova za usvajanje aktivnog, zdravog i rekreativnog
nacina ivota i koricenja slobodnog vremena;
16

ibid str 95

17

Prema analizi poslovanja predkolskih ustanova u republici Srbiji za 1996. godinu, Ministarstvo za brigu o
porodici, Beograd 1997.

23

 sticanje iskustva u kolektivnom ivotu i zajednitvu uz razvijanje

tolerancije u odnosima medju ljudima;
ublaavanje posledica viemesecnog boravka u zatvorenom
prostoru ;
obogacivanje postojecih i sticanje novih znanja i iskustava.
U SRJ postoje dve vrste organizovanja decijih odmaralita odmaralita u sastavu predkolskih ustanova i posebne ustanove.
U jednom broju gradova ovakva decija odmaralita postoje u okviru
predkolskih ustanova i to su posebni objekti (14 objekata) za odmor i
rekreaciju u kojima se tokom citave godine organizuju odredjeno oblici
odmora i rekreacije za decu. Pored toga, u nekim mestima postoje posebna
odmaralita (22 objekta) koja su organizovana kao samostalne ustanove koja
su locirana na planinama, pored reka, jezera ili mora. U njima se organizuju
razliciti oblici odmora i rekreacije - letovanja, zimovanja, kampovi, rekreativna
nastava, logorovanje, izleti, ekskurzije. Tokom godine izmedju 50 i 60.000
dece poseti ova domaralita.
Privatne predkolske institucije
Prema odredbama zakona i u Srbiji i u Crnoj Gori moguce je osnivati
privatne vrtice i jaslice. Oni, kao i sve druge institucije predkolskog
vaspitanja, moraju ispuniti sve uslove predvidjene Zakonom o drutvenoj brizi
o deci (Srbija) i Zakonom o predkolskom vaspitanju i obrazovanju (Crna
Gora). U skladu sa tim za otvaranje privatnih predkolskih ustanova vae isti
uslovi18 kao i za otvaranje dravne predkolske ustanove. Ministarstvo za
brigu o porodici proverava i odobrava ispunjenost uslova za pocetak rada.
Privatne predkolske ustanove imaju slobodu da samostalno biraju program
po kome ce raditi, a Ministarstvo prosvete odobrava taj program. Zbog
oteanih ekonomskih prilika veliki broj privatnih predkolskih ustanova se
registruje kao agencije za cuvanje ili za vaspitanje dece koje primaju najvie
do 25 dece. To su veoma cesto i predkolske ustanove za ucenje stranih
jezika. Raspoloivi tekuci statisticki podaci ne ukljucuju privatne predkolske
ustanove, a ne postoji i redovno strucno pracenje rada privatnih predkolskih
ustanova. Zbog toga se o njihovom funkcionisanju
moe posredno
zakljucivati i to na osnovu malog broja analiza. Tako je u Novom Sadu
uradjena analiza na uzorku od 15 privatnih vrtica, od postojecih 18 (Prentovic)
.19 Ova studija uradjena u Novom Sadu je pokazala da su prednosti privatnih
vrtica: veca angaovanost i motivisanost zaposlenog osoblja i vlasnika; veca
fleksibilnost u pogledu zastupljenosti oblika rada, vrste aktivnosti, radnog
vremena i usluga roditeljima; maksimalno nastojanje da se u okviru
raspoloivih mogucnosti udovolji interesima dece i roditelja; svestranija
saradnja sa roditeljima; prisnija emocionalna klima, manje vaspitne grupe. Na
posmatranom uzorku, je primecen nedostatak kvalifikovanog vaspitackog
kadra (samo 50% zaposlenih su kvalifikovani vaspitaci) a situacija je jo gora
kad je rec o pedagozima i psiholozima. Njih skoro da nema. Loa je takodje i
18

Prema Zakonu o drutvenoj brizi o deci u Srbiji ustanova moe da pocne sa radom ako ima
obezbeden prostor, opremu i strucne i druge radnike. U Crnoj Gori uslovi su: dovoljan broj dece (za
privatne ustanove najmanje dve vaspitne grupe), strucni kadar, prostor, oprema i sredstva, finansijska
sredstva, higijensko-tehnicka zatita.
19

Prentovic,R (1998): DRAVNI I PRIVATNI VRTICI , (Dokumenta sa strucnih skupova)

24

zdravstvena zatita, a nijedan od ovih pracenih vrtica nije imao socijalnog

radnika. Postoji takodje i problem prostora. Naime, on je najcece
neadekvatan jer se radi u adaptiranim stanovima ili zakupljenim lokalima koji
su daleko ispod zahteva koje postavljaju normativi za prostor. Nemaju ni
adekvatno reenu ishranu, a i mnogo su skuplji od dravnih institucija.
Prema raspoloivim podacima postoji veoma mali broj predkolskih
ustanova sa religijskom orijentacijom. U okviru Srpske Pravoslavne Crkve
otvorena je privatna predkolska ustanova "Andjeo" u Beogradu koja ima oko
60 dece uzrasta od 3 do 6 godina koji su rasporedjeni u pet grupa. Sa decom
radi 5 vaspitaca i 6 strucnih saradnika. U okviru programa deca imaju i
obaveznu veronauku.

25

PODACI O DRAVNOM PREDKOLSKOM

VASPITANJU I OBRAZOVANJU U SRJ
Predkolske ustanove20 obezbedjuju dnevno zbrinjavanje, negu,
ishranu i vaspitanje dece uzrasta od jedne do sedam godina starosti. Ove
ustanove imaju teritorijalni razmetaj koji odgovara koncentraciji dece i
potrebama njihovog smetaja zbog zaposlenosti roditelja. To su preteno
urbane sredine, veliki gradovi i optinski centri, ali i neka manja mesta. Njih
skoro i nema u seoskim sredinama.
Procenjuje se da je predkolskim vaspitanjem obuhvaceno oko 25%
dece predkolskog uzrasta i da se taj broj postepeno povecava.
Predkolsko vaspitanje u SR Jugoslaviji
Od ukupno 1837 predkolskih ustanova u SR Jugoslaviji, 96,2% se
nalazi u Republici Srbiji, a 3,8% u Republici Crnoj Gori, a od 185.228
obuhvacene dece 94,4% se nalazi u ustanovama u Srbiji, a 5,6% u Crnoj
Gori. Na jednu ustanovu u proseku dodje oko 100,8% korisnika.
Tabela 1 - Predkolsko vaspitanje i obrazovanje
u SRJ 1998.
SR Jugoslavija Crna Gora
Ustanove
1 837
70
Deca (korisnici)
185 228
10 369
Zaposleni
18 153
1 051

Srbija
1 767
174 859
17 102

Izvor: Statisticki godinjak Jugoslavije 1999,

Savezni zavod za statistiku, Beograd, 1999.

Podaci o kretanju obima predkolskog vaspitanja od 1989. do 1998.

godine, pokazuju da je u prethodnoj deceniji dolo do smanjivanja ove
delatnosti, to je posledica nepovoljnog ekonomskog, socijalnog i ukupnog
stanja. Broj dece koji pohadja predkolsko vaspitanje jo nije dostigao nivo iz
1989. godine.
Tabela 2 - Kretanje predkolskog vaspitanja u SRJ
Godina
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998

Broj predkolskih
ustanova
1 754
1 743
1 670
1 682
1 638
1 674
1 725
1 748
1 799
1 837

INDEKS
100
99,4
95,2
95,9
93,4
95,4
98,3
99,7
102,6
104,7

Broj
korisnika
196 715
191 769
171 138
159 719
146 212
166 586
177 350
182 125
184 890
185 228

INDEKS
100
97,5
87,0
81,2
74,3
84,7
90,2
92,6
94,0
94,2

Izvor: Statisticki godinjak Jugoslavije 1999. SZS. Beograd, 1999.

20

U SRJ postoji 200 predkolskih dravnih ustanova koje obuhvataju veliki broj pojedinacnih
objekata. U ovom tekstu pod pojmom ustanove obuhvaceni su i objekti i ustanove.

26

Predkolskim vaspitanjem bavi se 18 153 zaposlenih radnika, od cega

su 48,5% vaspitaci, 16,6% zdravstveno osoblje, a 39,9% je administrativno i
ostalo osoblje. Kao to se vidi skoro polovina zaposlenih je vaspitacko osoblje
koje se bavi vaspitnim aktivnostima sa decom.
Tabela 3 - Korisnici i zaposleni u predkolskom
vaspitanju u SRJ
1998.
Broj korisnika
Broj zaposlenih
Broj vaspitaca
Broj zdravstvenih
radnika
Broj ostalih
zaposlenih

muki
96 037
1 056
563

%
51,8
5,8
6,4

enski
89 191
17 097
8 353

%
48,2
94,2
93,4

ukupno
185 228
18 153
8 798

22

0,7

3 001

99,3

3 023

100,0

471

7,4

5 861

92,6

6 332

100,0

100,0
100,0
100,0

Izvor: Statisticki godinjak SRJ 1999.

Sastav korisnika prema polu pokazuje da je relativno ujednaceno

ucece decaka i devojcica, iako je neto veci broj decaka smeten u
predkolske ustanove. Medju zaposlenima vie od 94% su ene, a medju
zdravstvenim osobljem njihov broj prelazi 99%.
Tabela 4 - Predkolsko vaspitanje po podrucjima
1998.
Srbija
svega

Broj
ustanova
%
Broj
korisnika
%

1 767
96,2
174 859
94,4

Central
na
Srbija
1 051

Vojvodin
a

57,2
118
556
64,0

Kosovo i
Metohija

Crna
Gora

SR
Jugoslavij
a

605

111

70

1 837

32,9
48 124

6,1
8 179

3,8
10 369

100,0
185 228

26,0

4,4

5,6

100,0

Izvor: Statisticki godinjak SRJ 1999.

Od ukupnog broja ustanova i korisnika, najveci broj se nalazi u

Centralnoj Srbiji, zatim u Vojvodini, na Kosovu i Metohiji i najmanji broj je u
Crnoj Gori. Postoje i izvesne razlike u prosecnom broju dece po jednoj
ustanovi koje pokazuju da su najmasovnije predkolske ustanove u Centralnoj
Srbiji.
Najveci broj ustanova predkolskog vaspitanja obavlja delatnost na
srpskom jeziku (87,7%), ali se ova delatnost obavlja i na jezicima nacionalnih
manjina i to u podrucjima gde pojedine manjine ive. Broj vaspitnih grupa i
obuhvacene dece na jezicima nacionalnih manjina zavisi od interesovanja
stanovnitva u ovim podrucjima.
Tabela 5 - Predkolsko vaspitanje prema jeziku
vaspitnog rada

1997.
SR
JUGOSLAV
IJA

CRNA
GORA

UKUPNO

1748

67

SRPSKI

1533

66

SRBIJA
SVE CENTRAL
GA
NA
SRBIJA
168
990
1
147
979
2

VOJVODINA

KOSOVO
I METOHIJA

603

88

433

60

27

ALBANSKI
MADJARSKI
RUMUNSKI
RUSINSKI
SLOVACKI
NA VIE
JEZIKA

9
54
9
1
6
131

9
54
9
1
6
130

6
5

54
9
1
6
100

3
25

Izvor: Statisticki bilten 2158, SZS, Beograd, 1998.

Kao to se vidi najveci broj ustanova koje rade na jezicima nacionalnih

manjina nalazi se u Vojvodini, a u Centralnoj Srbiji i na Kosovu i Metohiji
postoji predkolsko vaspitanje na albanskom jeziku.
Predkolsko vaspitanje u Srbiji
Prema podacima za 1998. godinu, predkolsko vaspitanje i
obrazovanje u Srbiji odvija se u 1767 objekata 21 i 7 135 vaspitnih grupa. Na
jednu ustanovu dolazi oko 100 dece u proseku, a na jednu vaspitnu grupu oko
25 dece. Postoje razlike izmedju pojedinih podrucja Republike u velicini
ustanova i vaspitnih grupa: najop-terecenija je Centralna Srbija, a najmanje
prosecno opterecenje je na Kosovu i Metohiji.
Tabela 8 - Predkolsko vaspitanje u Srbiji
1998.

Centralna Srbija
Vojvodina
Kosovo i Metohija
Republika Srbija

Broj
vaspitnih
grupa
4 766
2 009
360
7 135

Broj
dece
118 092
48 697
8 170
174 859

Prosecno dece
po
po
ustanovi grupi
113,0
80,4
69,8
98,9

24,8
24,2
22,7
24,5

Ako se posmatraju podaci o deci koja su obuhvacena predkolskim

vaspitanjem mogu se uociti velike razlike u obuhvatu prema uzrastu. Deca do
tri godina starosti cine 10,9% smetene dece (18 917 dece, od cega su 8971
devojcice). Skoro 90% smetene dece su starija od tri godine, a sa uzrastom
povecava se broj obuhvacene dece. Najvie ih ima izmedju 6-7 godina
starosti.
Tabela 9 - Korisnici prema uzrastu i polu
u predkolskim ustanovama
1997.
SRBIJA
SVEGA
UKUPNO
DO
GODINE
2-3
3-4
4-5

21

SVEGA
ENSKA
SVEGA

171131
82869
5414

CENTRALNA
SRBIJA
114989
55945
3876

ENSKA
SVEGA
ENSKA
SVEGA
ENSKA
SVEGA
ENSKA

2566
13503
6405
19866
9636
24804
12155

1872
10029
4792
14335
7025
17161
8347

VOJVODINA
48054
23187
1101

KOSOVO
I METOHIJA
8078
3737
437

504
2717
1279
4546
2169
6243
3111

190
757
334
985
442
1400
697

samo pojedinacni objekti.

28

5-6
6-7
7 I VIE
GODINA

SVEGA
ENSKA
SVEGA
ENSKA
SVEGA
ENSKA

35282
17160
68865
33333
3397
1614

21644
10504
45204
22078
2740
1327

11106
5463
21812
10434
525
227

2532
1193
1835
821
132
60

Deca koja po uzrastu cine pogodne grupe za obrazovno-vaspitni rad

(od 5-7 godina) cine najbrojniji deo dece koji je obuhvacen organizovanim
vaspitnim radom - 60,6%. To je znacajan pokazatelj koji potvrdjuje zakljucak
da se sa uzrastom dece povecava obuhvat predkolskim vaspitanjem.
Tabela 10 - Korisnici prema uzrastu i polu
u predkolskim ustanovama
1997.
SVEGA

CENTRALNA
SRBIJA

VOJVODINA

KOSOVO
I METOHIJA

STRUKTURA U %
UKUPNO

SVEGA
ENSKA

DO 2
GODINE
2 -3

SVEGA
ENSKA
SVEGA
ENSKA

3-4

SVEGA
ENSKA

4-5

SVEGA
ENSKA

5-6

SVEGA
ENSKA

6-7

SVEGA
ENSKA

7 I VIE
GODINA

SVEGA
ENSKA

100.0
100.0
3.2
3.1
7.9
7.7
11.6
11.6
14.5
14.7
20.6
20.7
40.2
40.2
2.0
1.9

100.0
100.0
3.4
3.3
8.7
8.6
12.5
12.5
14.9
14.9
18.8
18.8
39.3
39.5
2.4
2.4

100.0
100.0
2.3
2.2
5.6
5.5
9.5
9.3
13.0
13.4
23.1
23.6
45.4
45.0
1.1
1.0

100.0
100.0
5.4
5.1
9.4
8.9
12.2
11.8
17.3
18.6
31.3
31.9
22.7
22.0
1.6
1.6

Podaci o duini boravka u predkolskoj ustanovi (do cetiri casa, od 4-6

casova i preko 8 casova dnevno) pokazuju da velika vecina dece, skoro 70%
boravi preko osam casova dnevno. Kraci boravak od 4-6 casova ima 22%
dece, a do cetiri 8% korisnika.
To pokazuje da je najceci dnevni smetaj predkolske dece i to u
trajanju koje odgovara trajanju radnog vremeena roditelja.
Tabela 11 - Deca prema duini boravka u predkolskim
ustanovama

1997.
SVEGA

UKUPNO
DO 4 CASA
4-6
6-8
PREKO 8 CASOVA
5
DANA
SA
NO]ENJEM

CENTRALNA
SRBIJA

VOJVODINA

153047
11914
34401
106628
104

100088
4874
16112
78998
104

47934
7040
18154
22740
-

KOSOVO
I
METOHIJ
A
5025
135
4890
-

100.0
7.8
22.5

100.0
4.9
16.1

100.0
14.7
37.9

100.0
2.7

STRUKTURA U %
UKUPNO
DO 4 CASA
4 -6

29

6-8
PREKO
8
CASOVA
5 DANA SA
NO]ENJEM

69.7

78.9

47.4

97.3

0.1

0.1

Kada je u pitanju ishrana u predkolskoj ustanovi, 95,9% dobijaju obrok

za vreme boravka - 70,4% vie obroka, a 25,3% dece dobija jedan obrok.
Tabela 12 - Ishrana dece u predkolskim ustanovama
1997.
SVEGA

UKUPNO
DOBIJAJU
OBROK
JEDAN OBROK
VIE OBROKA
NE DOBIJAJU
NIJEDAN
OBROK

CENTRALNA
SRBIJA

VOJVODINA

153047
146806

100088
95404

47934
46377

KOSOVO
I
METOHIJA
5025
5025

39015
107791

15683
79721

23332
23045

5025

6241

4684

1557

10.0
95.9

100.0
95.3

100.0
96.8

100.0
100.0

25.5

15.7

48.7

70.4

79.6

48.1

100.0

4.1

4.7

3.2

STRUKTURA %
UKUPNO
DOBIJAJU
OBROK
JEDAN
OBROK
VIE
OBROKA
NE
DOBIJAJU
NIJEDAN
OBROK

Regionalni obuhvat predkolskim vaspitanjem

Postoje izrazite regionalne razlike kako u obuhvatu predkolskim
vaspitanjem, tako i u uzrastu korisnika.
Posmatrano prema broju grupa, 80,8% cine grupe za decu preko tri
godine, a 19,2% su grupe za decu do tri godine; u starijim grupama se nalazi
86,5% od ukupnog broja dece, dok je u mladjim grupama 13,5% obuhvacene
dece. Prosecne grupe dece mladjeg uzrasta krecu se od 16,5 dece u
Vojvodini do 17,6 dece u Centralnoj Srbiji, a starijeg uzrasta su od 25,3 dece
u Vojvodini do 27,4 dece u Centralnoj Srbiji.
Tabela 13 - Regionalna obeleja
predkolskog vaspitanja u Srbiji
1998.
Okruzi
Grad Beograd
Severno-backi
Srednje-banatski
Severno-banatski
Juno-banatski
Zapadno-backi
Juno-backi
Sremski
Macvanski
Kolubarski
Podunavski

Broj vaspitnih grupa

do 3 god.
od 3-7 god.
486
1 364
25
176
17
201
31
190
38
243
23
157
90
514
41
260
24
198
28
118
34
148

Broj obuhvacene dece

do 3 god.
od 3-7 god.
7 433
37 108
515
4 744
231
4 296
499
4 690
578
6 028
361
4 161
1 715
13 742
606
6 521
392
4 340
542
9 001
273
4 146

SVEGA
44 541
5 259
4 527
5 189
6 606
4 522
15 467
7 127
4 732
3 543
4 419

30

Branicevski
umadinski
Pomoravski
Borski
Zajecarski
Zlatiborski
Moravicki
Raki
Rasinski
Niavski
Toplicki
Pirotski
Jablanicki
Pcinjski
Kosovski
Pecki
Prizrenski
Kosovsko-mitrovacki
Kosovskopomoravski
UKUPNO

27
45
34
22
20
41
40
42
47
60
8
8
22
24
38
27
12
16
4

114
170
154
85
85
207
138
167
173
227
48
63
136
159
102
43
38
40
40

477
964
519
339
312
883
965
938
999
1 208
152
151
412
396
758
288
110
250
69

2 925
5 258
3 704
2 171
2 033
5 475
4 331
4 886
4 687
6 030
1 366
1 598
3 635
4 043
2 781
1 010
970
1 104
830

3 402
6 222
4 223
2 510
2 345
6 358
5 296
5 824
5 686
7 238
1 518
1 749
4 047
4 439
3 539
1 298
1 080
1 754
899

1 374

5 761

23 599

151 360

174 859

Medjutim, postoje znacajne regionalne razlike u razvi-jenosti

predkolskog vaspitanja i u obuhvatu predkolskim ustanovama. Tako pet
najvecih gradova u Republici (Beograd, Novi Sad, Kragujevac, Ni i Pritina)
imaju 465 ustanova (26,3% svih ustanova u Republici), sa 2 605 vaspitnih
grupa i 65 288 obuhvacene dece. To je 37,3% dece u predkolskim
ustanovama u Republici.
Najveci broj obuhvacene dece nalazi se u regionalnim centrima i u
okruzima koji imaju najvecu koncentraciju urbanog stanovnitva.
Tabela 14 - Predkolsko vaspitanje u najvecim
gradovima Srbije
1998.
Gradovi

Beograd
Novi Sad
Kragujevac
Ni
Pritina
UKUPNO

Broj
ustanova

Broj vaspitnih grupa

315
53
28
49
20
465

1 850
329
133
209
84
2 605

Broj
dece
44 541
8 869
4 129
5 435
2 414
65 288

Prosecno dece
po
po
ustanovi
grupi
141,4
167,3
147,5
110,9
115,7
146,3

24,1
26,9
31,0
26,0
27,5
25,9

U 59 nedovoljno razvijenih optina u Republici smetene su svega 193

ustanove (11,2% svih ustanova, sa 588 grupa i 13 491 dece. To je svega
7,7% dece u predkolskim ustanovama u Republici.

31

ORGANIZACIJA INSTITUCIJA
Dr Gordana Zindovic-Vukadinovic, profesor pedagogije, Geografski fakultet, Univerzitet
u Beogradu

Mrea ustanova i prostor

Prema zvanicnoj statistici u FR Jugoslaviji postoji 1837 ustanova
predkolskog vaspitanja22, toga od

56.63%
34.50%
5.03%
3.83%

u centralnoj Srbiji
u Vojvodini
na Kosovu i Metohiji
u Crnoj Gori

Prema podacima Ministarstva za rad, boracka i socijalna pitanja u

Republici Srbiji ima ukupno "180 predkolskih institucija, a u Crnoj Gori 20 "23.
Drugim recima, to znaci da je cela mrea predkolskih ustanova u FR
Jugoslaviji objedinjena u 200 centralnih institucija predkolskog vaspitanja, u
okviru kojih se nalazi oko 1 837 vrtica i jaslica. Ovaj broj vrtica i jaslica se u
statistici vodi kao broj ustanova i otuda ovolika razlika u podacima. Moglo bi
se reci da jedna predkolska ustanova obuhvata u proseku po 8-9 jaslica i
vrtica kao organizacionih jedinica,ili posebnih objekata, to je naravno samo
statisticki prosek. Realna slika je verovatno drugacija , a ona nije jasna i
celovita zbog razlicitih metodologija precenja i evidentiranja predkolskih
ustanova.
U Republici Srbiji, prema zvanicnim podacima, postoje 1802 zgrade
(objekta) za predkolsko vaspitanje, od cega 994 namenski gradjenih zgrada
za potrebe boravka dece i predkolsko vaspitanje (povrine od 648.639m2) i
808 zgrada adaptiranog i prilagodjenog prostora (povrine od 82.094m2).
Ukupno se raspolae sa 2.460.473m2 dvorinog prostora za igru dece.

22

23

STATISTICKI GODINJAK JUGOSLAVIJE 1999,

Gazivoda, P. (1996): KOLSKI SISTEM U CRNOJ GORI,

32

U Republici Crnoj Gori postoji 70 objekata za predkolsko vaspitanje sa

povrinom od 28.000m2 zatvorenog i 92.000m2 otvorenog dvorinog
prostora.
Objekti predkolskih ustanova se razlikuju i po svojoj nameni. Naime,
postoje takozvani:
kombinovani decji objekti i njih je najvie u Republici Srbiji (vrtici
i jaslice i prostor za druge namene za boravak dece),odnosno
569 objekata,
samo vrtici - 379 objekata,
samo jaslice- 46 objekata i
prostori za igru koji se iskazuju kao dvorita u ukupnoj povrini
od 575.666m2.
Kao to se vidi iz napred navedenog pregleda mrea predkolskih
ustanova nije, ravnomerno rasporedjena u odnosu na stvarne potrebe
prouzrokovane pre svega demografskim promenama i migracijama
stanovnitva.
Broj objekata (zgrada) i povrina prostora namenjenih za predkolsko
vaspitanje je najmanji na Kosovu i Metohiji24 . Posmatrano u celini i u odnosu
na broj dece dobija se sledeca slika stanja:

U Vojvodini jedan objekat dolazi na 222 deteta,

u centralnoj Srbiji na jedan objekat dolazi 436 dece,
na Kosovu i Metohiji na jedan objekat dolazi 4.967 dece,
u Crnoj Gori na jedan objekat dolazi oko 148 dece.

Preciznije , u Vojvodini na jedno mesto u predkolskoj ustanovi dolazi

2,8 dece, u centralnoj Srbiji 5,5 dece, a na Kosovu i Metohiji 53,6 dece. Sa
druge strane, iskoricenost raspoloivog prostora nije potpuna pa se, na
primer, navodi da postoji nominalni viak prostora u m2 u odnosu na
predvidjenu normu po detetu.
Kada se prostor koji se koristi uporedi sa normativima onda se dolazi
do podataka koji govore da je povrina decjih objekata u Vojvodini veca po
jednom detetu za 3.18 m2 od normativom predvidjenog , u centralnoj Srbiji
povrina je po detetu veca za 0,73m2, a na Kosovu manja za 0,28m2. U
Beogradu je takodje prostor po detetu manji od normativnom predvidjneog za
0,29m2.
Razlozi koji se navode za ovakvu situaciju su sledeci:25
U Vojvodini ima mnogo starih nenamenski gradjenih objekata u
kojima su jo pre i posle I svetskog rata formirana zabavita,
koja i danas tamo rade.
U centralnoj Srbiji najveci deo objekata izgradjen je u periodu od
1975-1990 godine iz republickih sredstava solidarnosti pod
povoljnim uslovima, pa su gradjeni objekti i iznad standarda.

24
25

Moe se ocekivati da se situacija posle NATO intervencije drasticno pogorala.

Prema analizi Ministarstva za rad boracka i socijalna pitanja, Beograd, 1996. godine

33

 Na Kosovu i u Beogradu su uglavnom potovani standardi za

gradnju a povecavan je broj dece koja idu u predkolske
ustanove.
Gradnja objekata i otvaranje ustanova bili su, prvenstveno
uslovljeni brojem zaposlenih ena-majki, pa se podaci o
kapacitetima za predkolsko vaspitanje i negu dece podudaraju i
sa podacima o broju zaposlenih ena.
Potrebno je napomenuti da ova slika nije apsolutno pouzdana jer se
prosek dece po objektu cesto iskazuje na osnovu razlicitih kriterijuma.
Zapravo, nekad se prosek dece po prostoru i vaspitacu racuna na osnovu
broja upisane dece, a nekad na osnovu stvarnog proseka pohadjanja, odnoso
prisustva dece, to je promenljivo s obzirom na odsustva zbog bolesti,
posebno u periodima epidemija.
Takodje, mnogi objekti su gradjeni u novim naseljima su postajali
prazni posle odredjenog niza godina, jer deca odrastu, a nema velikog priliva
novih porodica. Na alost, ovi objekti nisu montano/demontani i ne mogu se
premetati shodno potrebama koje su rezultat demografskih promena i
migracija stanovnitva. Udaljenost objekata u kojima ima mesta za smetaj
dece je cesto razlog to roditelji odustaju od njihovog koricenja. Participacija
koju roditelji treba da plate za dete je takodje jedan od razloga, posebno
poslednjih godina sa drasticnim padom standarda.
Velicina vaspitnih grupa varira u zavisnosti od demografske situacije,
mree ustanova, broja vaspitaca i zaposlenosti majki. Generalno posmatrano
oko 50% vaspitnih grupa, u svim oblicima rada, i u svim predkolskim
institucijama ima veci broj dece nego to je to predvidjeno normativom.
Odstupanje od normativa varira izmedju 10-26% vie od predvidjenog broja
dece u grupi. Najvece se u vaspitne grupe na Kosovu (za decu uzrasta od 3-7
godina) i u centralnoj Srbiji, potom dolaze Vojvodina, pa podrucje grada
Beograda. Podacima o velicini vaspitnih grupa u Crnoj Gori ne raspolaemo.

Zakljucna razmatranja
Mrea institucija je neravnomerno rasporedjena. Razlozi su:
demografske promene i migracije stanovnitva a i neadekvatna gradnja koja
ne omogucava montano/demontane objekte koji bi se selili shodno
potrebama/ pokretima i prirataju stanovnitva. Skupa gradnja kakva se
upranjava ne omogucuje da se sredstva za objekte funkcionalnije i
racionalnije koriste.
Ekonomska kriza i medjunarodni poloaj zemlje uticali su na smanjeno
ulaganje u obnavaljanje i nabavku opreme, didaktickih materijala i igracaka. S
obzirom da kriza traje vec deset godina i da su mnoga preduzeca koja su se
bavila proizvodnjom i distribucijom didaktickih materijala i opreme, prestala sa
radom, moe se govoriti o zastarelim i dotrajalim didaktickim materijalima i
igrackama kao i o dotrajaloj opremi prostora za boravak dece.
U preko 50% slucajeva vaspitne grupe su vece od normativa i to
oteava vaspitni rad i moe da ima posledice po zdravlje dece. Na osnovu
analiziranih podataka moe se zakljuciti da su uzroci uglavnom u
neadekvatnoj mrei institucija i manjku vaspitaca, to je opet rezultat loeg
34

materijalnog poloaja predkolskog vaspitanja i verovatno nedostatka

uzimanja u obzir demografskih i socio-ekonomskih pokazatelja pri planiranju
mree ustanova.

Preporuke
Izgradnja montanih objekata sa svim potrebnim merama sigurnosti i
sa mogucnocu njihovog preseljavanja (Norveko iskustvo) bi omogucila
racionalniju potornju sredstva za gradnju i adaptaciju prostora, pracenje
potreba stanovnitva i ravnomernije rasporedjivanje mree . Izrada projekta
tipskih, jeftinih montano/demontanih objekata za manje grupe dece bi bila
od koristi za buduci razvoj infrastrukturte predkolskog vaspitanaja
Promena u infrastrukturi bi pomogla i dostizanje evropskih satandarda koji
predvidjaju najvie 25 dece u vaspitnoj grupi.
Veoma bi bila vana intervencija u obalsti opremanja predkolskih
ustanova didaktickim materijalima i igrackama i to
na dva nacina:
obnavljanjem/zamenom dotrajalih igracaka i didaktickih materijala i nabavkom
novih koji bi bili u skladu sa programima usavravanja vaspitaca i uvodjenja
inovacija.

35

FINANSIRANJE PREDKOLSKOG
VASPITANJA I OBRAZOVANJA
Za ostvarivanje prava u oblasti drutvene brige o deci (u koja spadaju:
naknada zarada za vreme porodiljskog odsustva, materinski dodatak, pomoc
za novorodjence, dodatak za decu i sl.), obezbedjuju se sredstva i njihovo
finansiranje iz budeta Republike. Visina obezbedjenih sredstava u budetu
Republike Srbije za funkcionisanje sistema drutvene brige o deci u 1992.
godini26 8,5%, u 1993. - 4,9 %, u 1994. - 10,5 %, u 1995 - 12,9 %, u 1996. 12,6 %. Na raspodelu sredstava za potrebe drutvene brige o deci uticao je
pad drutvenog proizvoda koji je u SRJ u periodu 1989-1994. godine
opadao po stopi od 17,5 % prosecno godinje , tako da je u 1994. godini bio
u odnosu na 1989. godinu realno 51,3 % manji. Izraeno u USA dolarima
jugoslovenski drutveni proizvod je 1989. godine iznosio 3.30027 dolara po
glavi stanovnika, a 1994. godine oko 1.250 dolara.
Naknada trokova boravka u predkolskoj ustanovi za trece dete,
regresiranje trokova za odmor i rekreaciju dece i pruanje pomoci
siromanim korisnicima nalazi se u nadlenosti optine. Naknadu trokova za
boravak, predkolsko vaspitanje i preventivnu zdravstvenu zatitu dece i za
odmor i rekreaciju dece, za odredjene kategorije korisnika, snosi optina u
celini ili delimicno.
Trokove za trece dete iz porodica sa troje dece i svako naredno dete
finansira optina.
Prema Zakonu o drutvenoj brizi o deci u Srbiji i Zakonu o
predkolskom vaspitanju i obrazovanju u Crnoj Gori iz budeta republika se
finansiraju:
predkolski program za estogodinjake u godini pred polazak u
osnovnu kolu (u trajanju od 3 sata),
predkolsko vaspitanje i obrazovanje za decu bez roditeljskog
staranja, decu smetnjama u razvoju i decu na duem bolnickom
lecenju.
Kriterijume za regresiranje trokova boravka dece u predkolskoj
ustanovi utvrdjuje nadleni organ optine, zavisno od sredstava koja su
namenjena za ove potrebe i od materijalnog stanja korisnika. Regresiranje
trokova boravka moe biti od 30%, do 80% ili u celini trokova boravka koji
se utvrdjuju prema posebnim normativima rada predkolskih ustanova. Na
osnovu normativa se utvrdjuju cene usluga, a na osnovu cena se utvrdjuje
visina regresa pojedinih trokova, odnosno iznos koji korisnici placaju za
boravak dece u predkolskoj ustanovi.
Kako su optine, odnosno gradovi, najcece osnivaci predkolskih
ustanova, imenuju organe upravljanja i finansiraju rad ovih ustanova, one
26

Podaci su preuzeti iz knjige dr Ane Gavrilovic "SISTEM DRUTVENE BRIGE O DECI U

SRBIJI", Slubeni glasnik 1998, str.82
27
ibid, str 82

36

procenjuju visinu regresa za korisnike imajuci u vidu ekonomske trokove i

materijalne mogucnosti korisnika, posebno onih porodica koje imaju niske i
neredovne prihode. Tako je predkolsko vaspitanje delatnost sa naglaenom
socijalnom funkcijom.
Tabela 1 - Deca prema participaciji zajednice
u trokovima boravka
1997.
DECA ZA KOJU ZAJEDNICA
PARTICIPIRA U
TROKOVIMA BORAVKA (MESECNOJ
UPLATI)
Ukupno

SR JUGOSLAVIJA
CRNA GORA
SRBIJA
- CENTRALNA SRBIJA
- VOJVODINA
- KOSOVO I METOHIJA

SVEGA

DO

IZNAD

Deca
za
koju
zajednica
ne
participira
u trokovima
boravka

PUN
IZNO
S

182125
10994
171131
114989
48064
8078

109630
9533
100097
72546
24198
3353

50%
14912
234
14678
10815
3820
43

50%
38206
38206
26324
11722
160

56512
3299
47213
35407
8656
3150

72495
1461
71034
42443
23866
4725

100.0
100.0
100.0
100.0
100.0
100.0

60.2
66.7
58.5
63.1
50.3
41.5

8.2
2.1
8.6
9.4
7.9
0.5

21.0
22.3
22.9
14.4
2.0

31.0
84.6
27.6
30.8
18.6
39.0

39.8
13.3
41.5
36.9
49.6
58.5

STRUKTURA U %
SR JUGOSLAVIJA
CRNA GORA
SRBIJA
- CENTRALNA SRBIJA
- VOJVODINA
- KOSOVO I METOHIJA

Drutvena zajednica ucestvuje u trokovima za 109 630 dece, odnosno

za 60,2%. Od toga za 56 512 dece zajednica snosi sve trokove, a za ostale
samo delimicno participira. Medjutim, postoje velike razlike u stepenu
participacije u Srbiji i u Crnoj Gori. U Crnoj Gori od 10 994 dece smetene u
predkolske ustanove za 86,7% se obezbedjuje participacija, a za 84,6%
dece u punom iznosu. U Srbiji participacija se i obezbedjuje za 58,5%
obuhvacene dece, a u punom iznosu samo za 27,6% smetene dece.
Tabela 2 - Korisnici prema zanimanju roditelja
1997.
Teritorija

Svega

poljopriv
-rednici

radnici

privatni
ci

slubenici

strunjaci i
rukovodece
osoblje
20 595
15 586
4 070
939
1 224
21 819

ostali

Srbija - ukupno
- Centralna Srbija
- Vojvodina
- Kosovo i Metohija
Crna Gora
SR Jugoslavija
Struktura u %
Srbija - ukupno
- Centralna Srbija

173 896
117 754
48 064
8 078
10 994
184 890

5 840
3 450
2 335
55
80
5 920

77 461
49 707
24 975
2 777
4 053
81 514

21 146
14 300
5 045
1 801
1 710
22 586

32 553
23 610
7 085
1 858
2 217
34 770

16 304
1 111
4 545
648
1 710
18 014

100,0
100,0

3,4
3,0

44,5
43,6

12,4
12,5

19,1
20,7

12,1
13,7

8,5
6,5

- Vojvodina
- Kosovo i Metohija
Crna Gora
Sr Jugoslavija

100,0
100,0
100,0
100,0

4,8
0,7
0,7
3,3

52,0
34,3
36,9
45,0

10,5
22,3
15,6
12,6

14,7
23,0
20,2
19,2

8,5
11,6
11,2
12,0

9,5
8,1
15,4
7,9

Od socijalnog sastava korisnika zavisi i visina trokova kojim se placaju

za smetaj i ishranu dece, odnosno socijalna pomoc koja se obezbedjuje za
pojedine kategorije dece. Svega oko 40% dece placa sve trokove, a za oko
37

60% korisnika drutvena zajednica, odnosno optina, obezbedjuje odredjeno

ucece i to do 50% trokova, preko 50% trokova ili snosi trokove u celini.
Sistem participacije
roditelja u ceni predkolskog vaspitanja i
obrazovanja kretao se ( od kada je konstituisan sistem drutvene brige o deci
- 1967. godine) od 50-90 % u ekonomskoj ceni.Medjutim, materijalni poloaj
drutva i samih roditelja direktno utice i na ekonomsku cenu predkolskog
vaspitanja i obrazovanja, a time i na obim participacije roditelja. Prema nekim
istraivanjima poslednjih nekoliko godina (Gavrilovic, 1998) vecina roditelja
cija su deca obuhvacena dravnim predkolskim obrazovanjem zalae se za
"postojecu cenu predkolskog vaspitanja i obrazovanja"28.
Jedno od pitanja koje sve vie izaziva panju pedagoke javnosti je
finansiranje privatnih predkolskih ustanova. Kako ove ustanove nisu
ukljucene u postojecu mreu predkolskih ustanova to nemaju nikakvih
dotacija iz budeta bilo republika bilo lokalnih zajednica, pa roditelji placaju
punu ekonomsku cenu. Zbog toga su i cene izuzetno visoke i ove ustanove su
dostupne samo roditeljima sa nadprosecnim materijalnim mogucnostima.
Medjutim, sada nevladine neprofitabilne organizacije nude pojedine
novi alternativne programi koji su namenjeni siromanoj populaciji.

28

Dr Ana Gavrilovic: SISTEM DRUTVENE BRIGE O DECI U SRBIJI, Razvoj i perspektiva,

Beograd, Slubeni glasnik, 1998

38

TEORIJA I PRAKSA PREDKOLSKOG

VASPITANJA I OBRAZOVANJA U SRJ
Prof. dr Mirjana-Mima Peic, profesor predkolske pedagogije, Filozofski fakultet,
Univerzitet u Beogradu

Politicki, kulturni, socijalni i ekonomski kontekst

Jugoslovensko drutvo, kako u prethodnoj Jugoslaviji, tako u neto
manjem stepenu i u sadranjoj SRJ, karakteriu znacajne regionalne i
subkulturne razlike u stepenu ekonomske i drutvene razvijenosti, istorijskom
nasledju, tradiciji i kulturnim uticajima. Te razlike neminovno se reflektuju na
planu porodice i drugih socijalnih institucija i u praksi podizanja i vaspitanja
dece.
Dok u razvijenijim delovima sadanje Jugoslavije, pre svega u
Vojvodini, institucionalno predkolsko vaspitanje ima po pravilu tradiciju duu
od sto godina (prva ustanova - zabavite frebelijanskog tipa osnovano je u
Subotici 1843. godine, svega nekoliko godina posle prvog Frebelovog vrtica u
Nemackoj), dotle su prve predkolske ustanove u nekim manjim mestima
june Srbije osnivane tek 70-tih godina ovog veka a u nizu manjih seoskih
sredina ni danas ne postoji nikakav oblik vanporodicnog vaspitanja
Sastav i struktura porodice, porodicni odnosi i poloaj deteta u porodici,
takodje pokazuju regionalne, subkulturne razlike: u severnim, razvijenijim
delovima zemlje i vecim gradskim sredinama cece su moderne, nuklearne
porodice u kojima deca zauzimaju centralno mesto, dok june delove i ruralne
sredine jo uvek karakteriu patrijarhalne porodice u kojima su, i pored niskog
socijalnog statusa, deca zaticena (Erlih, 1971 ). Poseban i veoma cest tip
porodice, kako u seoskim tako i u gradskim sredinama, cine "porodice u
transformaciji"29od patrijarhalne ka modernoj porodici.
Ove najcece
proirene, trogeneracijske porodice pokazuju konfuziju starih, patriharhalnih i
modernih obrazaca odnosa i vrednosti, ceste sukobe i tenzije i po pravilu
nedosledan odnos prema deci, koji varira od prezaticivanja do
zanemarivanja i agresije (Peic i Areina, 1983).
Ostaci patrijarhalne, kolektivisticke vrednosne orijentacije i obrazaca
odnosa u porodici, medjutim, pretrajavaju u izraeno patirnalistickom odnosu
prema deci i mladima, tipicnom za gotovo sve tipove porodica (Peic i
Areina, 1983; Tomanovic-Mihajlovic, 1997; Peic i dr., 1999). Kao kulturni
obrazac, tendencija prezaticivanja dece i nepoverenje u kompetencije dece i
mladih prenose se i u institucionalne kontekste podizanja i vaspitanja dece:
decje vrtice i kolu (cak do adolescentnog uzrasta; ibid.). Cini se da se
tradicijski koncept deteta kao "slabog, nejakog, nesamostalnog", bica
(Trebjeanin, 1991), kome je potrebna briga, nega i vodjenje od strane
odraslih, sa produenjem detinjstva i sam produio i preko granica ranog
detinjstva, pa u izvesnim aspektima sve do doba adolescencije.

29

Termin Vere Erlih (Erlih 1971)

39

Ovakva kulturna tradicija moe se uzeti kao barem deo objanjenja za

odnos znacajnog dela roditelja prema institucionalnom predkolskom
vaspitanju. Medju razlozima za ukljucivanje svoje dece u neki oblik
vanporodicnog predkolskog vaspitanja, roditelji u Srbiji na prvo mesto
stavljaju "navikavanje na kolektiv" i "pripremu za kolu" (u obrazovnom
smislu), dok je "osamostaljivanje deteta" tek na petom, pretposlednjem mestu.
Ova opta slika ponovo prikriva razlike: u centralno beogradskoj optini
"osamostaljivanje deteta" je skoro istio toliko cest razlog koliko i "navikavanje
na kolektiv" (Peic i dr., 1989). Poloaj deteta u vrticu u ime i za koga odrasli
obavljaju vecinu funkcije: od rutinskih aktivnosti kao to je oblacenje i
hranjenje do izbora i odluka o tome ta ce, kada i na koji nacin da rade (vid.
kasnije u tekstu podatke evaluacione studije: Peic, 1982; PavlovicBreneselovic, 1993) pokazuje dominantnu kulturnu tradiciju - shvatanje
deteta kao nemocnog i nekompetentnog bica, to bitno utice i na "licne teorije
vaspitanja" pa time i praksu vaspitaca, o cemu svedoci .
Ekonomski i politicko-ideoloki cinioci su treca grupa faktora koji su
bitno uticali na prirodu i razvoj sistema institucionalnog (vanporodicnog)
predkolskog vaspitanja u periodu od II svetskog rata pa, prakticno, do danas.
Premda su se ti uticaji odvijali na nivou generalne politike drutvene brige o
deci i sistema predkolskog vaspitanja, njihovi efekti su prisutni na svim
nivoima, sve do konkretne prakse u vaspitnoj grupi.
Ekonomski cinioci su u kombinaciji sa politikom drutvene brige o deci
imali znacajnog uticaja na stanje, stepen razvijenosti ali i regionalne razlike u
domenu institucionalnog predkolskog vaspitanja. Uprkos znacajnom ulaganju
u izgradnju objekata a kasnije i irenje oblika predkolskog vaspitanja,
postojeca ponuda nikada nije zadovoljavala potrebe dece i porodica sa
malom decom, a ukupni obuhvat dece svih uzrasta i svim oblicima bio je po
pravilu nii nego u zemljama slicne ekonomske i drutvene razvijenosti (manje
od 20% za celu zemlju, ali sa regionalnim razlikama od 14% do 36%).
Decentriranje finansiranja izgradnje i opremanja ustanova na nivo optina i
gradova, doprinelo je da se vec postojece regionalne i lokalne razlike odre
pa i povecaju.

Razvoj i odlike pedkolskog vaspitanja

u Jugoslaviji do sredine 70tih
Nesumnjivo znacajan razvoj sistema institucionalnog predkolskog
vaspitanja u prethodnoj Jugoslaviji (osnivanje i irenje mree ustanova,
profesionalizacija osoblja koje radi sa decom, inovacije i reforme u domenu
kurikuluma) tekao je do sredine 70tih godina u pravcu formiranja jednog
centralno regulisanog, dravnog30 i relativno zatvorenog sistema.
Vec navedeni cinioci ali i cinjenica o porastu zaposlenosti ena, uticali
su da se predkolsko vaspitanje gotovo izjednaci sa celodnevnim boravkom
(day care) u decjim vrticima i jaslama. Dva tipa predkolskih ustanova,
predvidjena Pravilnikom o predkolskim ustanovama iz 1952. godine;
"obdanite"- celodnevni boravak dece u ustanovi i "zabavite"- poludnevni,
30

Odlika dravnog i centarlno regulisanog sistema postojala je bez obzira da li se radilo o federalnom
ili republickom nivou. Privatno organizovanje zakonski je omoguceno u sferi predkolskog vaspitanja
u Srbiji tek Zakonom o drutvenoj brizi od deci od 1992.godine.

40

vaspitno-obrazovni programi, spajaju se ubrzo u jednu, "decji vrtic", "koji moe

organizovati dnevni, poludnevni ili nocni smetaj dece" (Zakon o decjim
vrticima, 1957.). Decji vrtic i jaslice (odnosno, programi celodnevnog boravka)
se jo uvek definiu kao "osnovni oblik " vanporodicnog predkolskog
vaspitanja a prema najnovijim podacima, skoro 70% sve dece predkolskog
uzrasta, koja su obuhvacena predkolskim vaspitanjem, ukljucena su u
programe celodnevnog boravka. Da je ovakva situacija vie rezultat politike i
postojece ponude a ne stvarnih potreba i interesovanja porodica, svedoci
podatak iz jednog istraivanja: zainteresovanost i potrebe roditelja za
poludnevnim i celodnevnim programima su gotovo ravnomerno distribuirane
na nivou Srbije (44% pema 56%), s tim to postoje znacajne regionalne i
lokalne razlike (Peic i dr. , 1989:25)
Poludnevni vaspitni programi (a time i jedan deo kapaciteta ranijih
zabavita) opstali su do danas, ali samo u formi pripremnih grupa za polazak
u kolu (dakle samo za decu u godini pred polazak u kolu), zahvaljujuci
uticaju svetskog pokreta za kompenzatorno vaspitanje31 krajem 60tih i
pocetkom 70tih godina i cine najrasprostranjeniji oblik predkolskog vaspitanja
pored decjih vrtica i jasli. Razlog za ovo poslednje je, pored zainteresovanosti
roditelja za "bolji start" dece u koli, i cinjenica da su ovi programi finansirani
na nivou republike i besplatni za roditelje.Kada se uzme u obzir da deca
uzrasta od 6 do 7 godina, cine 40% ukupne populacije obuhvacene dece (a
sva deca u poludnevnom boravku cine 30% sve obuhvacene dece), moe se
zakljuciti da se poludnevni programi zapravo svode na navedene programe
pripreme za kolu.
Pocetni impuls za diversifikaciju programa i usluga (sedamdesetih
godina onivani su vrlo raznovsni tipovi ponude, od bolnickih grupa i putujuceg
vrtica za seoske sredine, do porodicnih jasli i "dadilja" vezanih za ustanove),
nije medjutim doveo i do programske raznovrsnosti niti do znacajnijeg
povecanja obuhvata (izuzev dece najstarijeg predkolskog uzrasta, od 6 do 7
godina), a neki oblici su vremenom zamrli.
Sami zvanicni programi, koji su u nizu "reformi" menjani i
osavremenjivani (1952, 1959, 1968, 1975), bili su u pocetku pod uticajem
sovjetskih programa i sovjetske pedagogije, a sve do skorijih varijanti (Osnove
programa predkolskog vaspitanja, 1996), pravljeni po uzoru na programe
prvih razreda osnovne kole (bazirani na sadrajima, razvrstanim u "podrucja"
obrazovanja, nalik na kolske predmete). Pokuaj da se Osnove programa iz
1976. godine teorijski zasnuju, polazeci od jedne filozofske (marksisticke)
koncepcije prirode coveka i uz uvaavanje bogate naucne evidencije o
razvoju i ucenju deteta, ostale su na pola puta, jer takvo teorijsko polazite
nije dosledno ugradjeno u ceo tekst programskog dokumenta (videti o ovome
kasnije u tekstu).
Izvesno je da je u nekim sredinama (Vojvodini, na primer) postojao
uticaj Frebelovog sitema na praksu predkolskog vaspitanja, pa se cak i
termin "zanimanje" zadrao sve do sredine 70tih godina, kao naziv za
sistematski organizovane sekvence poducavanja dece. Iako ne sasvim
nepoznat, sistem Marije Montesori nije bio od uticaja u predelima sadanje
Jugoslavije, a ni danas ne postoji nijedan licencirani Montesori program.
31

kompenzatorno vaspitanje obuhvata niz programa ciji je osnovni cilj bio da se deci, posebno iz
siromanih porodica obezbede mogucnosti za " bolji start "u ivotu.

41

Ni razvijanje alternativnih oblika predkolskog vaspitanja nije dalo

znacajniju programsku raznovrsnost. Jednogodinji, poludnevni programi
pripreme za kolu, isto kao i jo kraci programi sa istom funkcijom ("minimalni
programi"), odvijaju se po programu za starije grupe vrtica (vid. na pr. Osnove
programa..." od 1975.), ili su iz njih izvedeni.
Zatvorenost sistema predkolskog vaspitanja ima dvostruko znacenje: i
prakticno i pedagoko. Buduci da se razvijao preteno kao zamena za
porodicnu brigu i vaspitanje, decji vrtic a posebno jaslice pretvoreno su u
institucije zatvorenog tipa, sa preterano strogim higijenskim zahtevima i
prakticno nepristupacne za roditelje i druge "strane osobe". Sa druge strane,
programske orijentacije, sledeci tradicionalni pristup
obrazovanju kao
transmisiji znanja, nudile su jednu zatvorenu pedagoku koncepciju vaspitanja
i obrazovanja, koja polazi od odraslog i gotovih sadraja a ne od deteta
njegovih ivotnih potreba.

Istraivanje predkolskog vaspitanja:

transformacija vaspitne prakse i izgradjivanje
pedagoke teorije
Krajem 60tih i pocetkom 70tih godina, predkolsko vaspitanje postaje
predmet obimnih drutvenih akcija (pokret za kompenzatorno rano
obrazovanje) i intenzivnog naucnog proucavanja i istraivanja. Jedan od
najznacajnijih ishoda tih akcija i istraivanja bice naucno zasnivanje vaspitnog
procesa, u skladu sa zahtevima koje je jo pocetkom veka postavila Marija
Montesori: ne primena rezultata istraivanja i saznanja drugih nauka u koli,
nego "primena naucnog metoda u reavanju problema kole" (Montessori,
1964:167). Kao najefikasniji metod pokazace se akciono istraivanje,
shvaceno kao bazicno pedagoko istraivanje. Prednosti akcionog
istraivanja za pedagoku reformu ogledaju su u tome to se ono izvodi u
realnog vaspitnoj praksi (vrticu, koli), to su oni ukljuceni u praksu (vaspitaci,
drugi profesionalci ali i roditelji i deca) akteri a ne predmet istraivanja i to se
istraivanje odvija putem menjanja/usavravanja prakse. Istovremeno,
akciono istraivanje ukuda podvojenost teorije i prakse (teorija je osvecena
praksa a praksa se od rutine pretvara u promiljeno delanje) i prakticara i
istraivaca.
Teorija i programi predkolskog vaspitanja
Iako se predkolska pedagogija kao naucna disciplina izucavala na
Beogradskom univerzitetu od 1961/62 godine (a Predkolsko vaspitanje od
osnivanja katedre za pedagogiju, 1950.) ozbiljnijih pokuaja teorijskog
zasnivanja vaspitne prakse ili istraivanja same prakse gotovo da nije bilo sve
do sredine 70tih godina.
U Programu predkolskog vaspitanja iz 1969. godine, prvi put se, na
deklarativnom nivou, kao jedno od polazita isticu "naucni stavovi" a strucni
casopis Predkolsko dete, obnovljen 1971. godine, pocinje da objavljuje ne
samo strucne vec i naucne priloge. Znacajnu promenu, medjutim, predstavlja
zvanican programski dokument iz 1976. godine - Osnove programa vaspitnoobrazovne delatnosti decjeg vrtica i i vaspitne grupe pri osnovnoj koli, i to iz

42

dva razloga. Prvo, cinjenica da se radi o "osnovama programa" a ne o

celovitom programu, barem u nacelu (i prema intenciji) ostavlja mogucnost
regionalnog i lokalnog prilagodjavanja uslovima rada i specificnostima
populacije na koju se vaspitni program primenjuje. Drugo, ove Osnove
programa predstavljaju pokuaj da se programski dokument izvede iz jedne
koherentne teorije predkolskog vaspitanja. Uvodni deo programskog
dokumenta, koji je izradila poc., prof. Aleksandra Marjanovic, sadri
koncepciju o prirodi coveka i deteta (kao zadatoj a ne datoj), prirodi razvoja
deteta (kao socio-kulturno posredovanom procesu, koji se bazira
na
aktivnosti subjekta i procesu interiorizacije prakticnih radnji a ne na usvajanju
znanja ) i posebno, o "rukovodecoj" funkciji igre u razvoju predkolskog
deteta. Iz ovih polaznih teorijskih postavki izvedena su nacela za organizaciju
sredine (prostora i vremena) i ivota u ustanovi kao i nacela za izbor metoda
predkolskog vaspitanja.
Formulacija cilja predkolskog vaspitanja, kao stvaranja "uslova za
normalan fizicki, intelektualni, socijalni, emocionalni i moralni razvoj.." umesto
ranijeg izraza "pravilan", svedoci da je strucna/naucna terminologija zamenila
raniju moralisticku ili ideoloku.
Specifikacija zadataka vaspitanja po
pojedinim aspektima razvoja deteta i oblastima vaspitno-obrazovnog rada,
medjutim, moe se shvatiti kao stav (a u praksi se to po pravilu dogadja) da
se opti cilj vaspitanja - slobodna, svestrano razvijena licnost, svodi na prostu
sumu pojedinacnih, izdvojenih aspekata razvoja, sposobnosti i osobina
licnosti.
Osnove programa su, zadrale raniju formu kolskih programa:
program u uem smislu reci, koji se moe shvatiti kao "obavezno gradivo" ,
struktuiran je u est "oblasti" vaspitno-obrazovnog rada (nalik na kolske
predmete) putem specifikacije zadataka i sadraja za svaku oblast. Tekst
ovog dela dokumenta cesto odstupa od koncepcijskih postavki koje sadri
uvodni deo i implicitno upucuje na shvatanje razvoja kao spolja izvedenog
oblikovanja poeljnog tipa licnosti a ucenja kao transmisije znanja.
I sam autor uvodnog dela, iznosi na drugom mestu da Osnove
programa, kao dokument "...samo nude moguca reenja za ostvarivanje ideja
koje sadri koncepcija predkolskog vaspitanja" i da su u njima "teorijskometodoloka pitanja razvijanja vaspitnih programa i oblikovanja vaspitne
prakse, bila potisnuta u drugi plan" (Marjanovic, A., O mogucnosti naucnog
zasnivanja vaspitne prakse u predkolskim ustanovama, Predkolsko dete, 14, 1987.).32
Koncepcija "drutvenog vaspitanja male dece", kao teorijski model za
praksu predkolskog vaspitanja u nas, kasnije je razradjivan i donekle menjan
u radovima ovog autora (A. Marjanovic: "Protivrecna pitanja javnog vaspitanja
predkolske dece", "Tematsko programiranje", "Decji vrtic kao otvoren
sistem", Predkolsko dete, 1987), i radovima drugih strucnjaka i istraivaca.
Po ovoj koncepciji, pretvaranje institucionalnog u drutveno vaspitanje
podrazumeva izmenu bazicne funkcije i strukture decjeg vrtica: umesto
"zamene i dopune" porodicnog vaspitanja, bazirane na potroackom odnosu
predkolska ustanova treba da bude prilika za upranjavanje roditeljske
32

Na postavljena pitanja prof. Marjanovic je odgovorila nekoliko godina kasnije (1984 - 86), kada je
zapocela projekat razvijanja tematskog kurikuluma putem akcionog istraivanja. Zbog iznenadne smrti
prof. Marjanovic, projekat je nastavljen tek 1991.godine, pod nazivom Tematsko planiranje u decjem
vrticu.

43

funkcije na drutvenom planu i mesto zajednickog ivljenja i ravnopravnog

odlucivanja dece i odraslih (ne samo profesionalaca, vec i roditelja i drugih
clanova zajednice). U takvom, "otvorenom vrticu" program vaspitanja nije
unapred dat, "dati su problemi, ciljevi i nacela a program je nacin oblikovanja
samog ivota u decjem vrticu" (Marjanovic, "Tematsko programiranje",
Predkolsko dete, 1987:50), a zadatak profesionalaca nije da prenose znanja
po zadatom programu vec da razumeju dete, stvaraju partnerske razmene sa
decom i odraslima i istrauju i kreiraju sopstvenu praksu (Ovo se u dobroj
meri poklapa sa ulogom vaspitaca u Montesori sistemu).
Ovaj teorijski model predkolskog vaspitanja predstavlja jednu
savremenu varijantu otvorenog sistema vaspitanja, slicnu modelu "tematskog
kurikuluma baziranog na ivotnim situacijama", J. Cimera iz Nemackog
Instituta za mlade ili italijanskoj Redjo Emilja varijanti "otvorenog vrtica".
ta su odlike otvorenog sistema vaspitanja
U otvorenom obrazovanju, i covek/dete i sama obrazovna ustanova
(kola, vrtic) posmatraju se kao otvoreni sistemi.
Dete, kao i odrasli je ne samo sposobno da uci i da se razvija, ono ima
sopstvenu motivaciju da razume sebe i svet, da izgradjuje saznanja vodjeno
sopstvenim smislom i stoga ima i mogucnosti i pravo da donosi znacajne
odluke o sopstvenom obrazovnom iskustvu. Istovremeno, dete se, kao i
odrasli, posmatra kao konkretno, celovito bice a ne kao skup apstraktnih
svojstava, osobina i sposobnosti. Iz toga sledi da planiranje vaspitnoobrazovnog procesa polazi od konkretne dece i konkretnih situacija a ne od
izdvojenih, apstraktnih ciljeva i zadataka.
Saznanje se shvata kao licna sinteza sopstvenog iskustva, to znaci da
iste obrazovne situacije mogu da daju razlicita saznanja kod razlicite dece.
Decje potrebe i interesovanja, njihove aktualne mogucnosti na osnovu i
pomocu kojih stupaju u razmene sa svojom socijalnom i fizickom okolinom,
cine polazita obrazovnog postupka. Posebno su za ukupan razvoj deteta i
izgradjivanje saznanja znacajne socijalne interakcije i komunikacije, i to kako
sa odraslima tako imedju vrnjacima: u partnerskim , dijadnim ili razmenama u
maloj grupi dolazi do sukobljavanja miljenja, pregovaranja i zajednickih
konstrukcija znacenja, koja su prvi korak u formiranju unutranjih, licnih
znanja.
To znaci da vaspitac treba da bude u stanju da otkrije, prepozna decje
mogucnosti i interesovanja i da u skladu sa njima stvara dovoljno iroke i
fleksibilne obrazovne situacije u kojima ce razlicita deca moci da nadju izazov
i priliku za ucenje.
Vaspitac vie doprinosi tom procesu izgradjivanja znanja indirektno,
tako to stvara uslove i podstice konstruktivne razmene medju decom, to se
na parnerski nacin ukljucuje u reavanje problema, diskusije i prakticne
aktivnosti dece, nego dirtektnim poducavanjem.
Ucenje je aktivna konstrukcija a ne usvajanje znanja, konstrukcija do
koje dete, isto kao i odrasli, dolazi na osnovu sopstvenih akcija i interakcija sa
svojom fizickom i socijalnom sredinom. Obrazovanje se, stoga nikako ne
moe svesti na prenoenje gotovih, verbalnih znanja, vec cini jedan
dugotrajan i kompleksan proces stvaranja uslova i potsticaja za ucenje dece.
Otvorenost same predkolske ustanove (kole) podrazumeva pre
svega da ona bude mesto smisaonog ivljenja za decu i skup prilika i

44

mogucnosti za njihov celovit licni razvoj a ne mesto gde deca pripremaju za

neke odabrane zadatke buduceg ivota. Otud decji vrtic ne bi smeo da ima
prevashodnu funkciju pripreme za kolu. Da bi bio mesto punovrednog
ivljenja, sada i ovde, decji vrtic mora da bude otvoren prema porodici i
lokalnoj sredini, odnosno decjim iskustvima izvan samog vrtica. To
podrazumeva ne samo slobodan pristup roditeljima i drugim odraslim u
ustanovu, mogucnost da direktno ucestvuju u njenom ivotu vec i smisaono
povezivanje i proimanje ivotnih sadraja u te tri sredine.
Struktura i sadraj prostora i organizacija vremena i nacin grupisanja
dece cine bitan deo otvorenog kurikuluma: oni nisu neto to je unapred dato i
cemu se i deca i vaspitaci moraju da prilagodjavaju, vec predmet dogovora i
planiranja. Grupisanje dece je, na primer, daleko cece po principu meovitih
nego homogenih uzrasta ali to nije opte pravilo. I sa uzrasno formiranim
grupama moguce je ostvariti "otvaranje grupa" i stvarati uslove za kontakte i
razmene medju decom razlicitih uzrasta. Slicno je sa organizacijom prostora i
vremena: otvoreni sistem vaspitanja ne odlikuju odredjena, uniformna reenja
vec nacin na koji se do tih reenja dolazi i razlozi koji ih rukovode: dogovor i
planiranje polazeci od konkretnih uslova procenjenih potreba i mogucnosti
dece a sa osnovnim ciljem da se se stvore uslovi za smisaono ivljenje i
prilike za ucenje i razvoj sve dece.
U otvorenom sistemu vaspitanja, vaspitacica nije "u centru vaspitnoobrazovnog postupka", ali je za ostvarivanje ove koncepcije vaspitanja njena
uloga vaspitaca od centralnog znacaja. Ona nije puki izvrilac nekog zadatog
programa, vec neko ko, zajedno sa decom i drugim odraslim, stvara
kurikulum: ono ta ce se i kako dogadjati u vrticu. To iziskuje da i ona sama
stalno uci, istrauje, izgradjuje i usavrava sopstvena profesionalna znanja.
Jedan od prvih zadataka vaspitacice u ovom sistemu je ucesnicko
posmatranje i pracenje dece, kako u spontanim situacijama tako i u
planiranim, obrazovnim sekvencama. Tek na osnovu uvida u to ta dete
moe i zna, kako uci i pristupa razlicitim konkretnim situacijama i problemima,
ona moe da izgradi pretpostavke o decjim potrebama, razvojnom nivou,
interesovanjima i da to onda koristi kao polazite za planiranje daljih
aktivnosti i ucenja. Ovo znaci da se ne radi o samo jednokratnom
"dijagnostickom" posmatranju dece (pri dobijanju nove grupe ili na pocetku
godine), vec o stalnom zadatku vaspitaca. Sastavni deo pracenja dece je
beleenje, koje slui kao podsetnik, osnova za poredjenje i planiranje.
Sledeci zadatak, direktno oslonjen na prvi je evaluacija. Podaci
posmatranja dece imaju dvostruku funkciju: oni slue za procenu
napredovanja dece ali i za vrednovanje sopstvenog rada vaspitacice. Pri
tome, kriterijum za vrednovanje nisu neke opte norme niti druga deca, vec
prethodni postupci i postignuca samog deteta koje se posmatra. Rezultati
evaluacije mogu se saoptavati samom detetu ili roditeljima, ali najvie slue
samom vaspitacu za dalje planiranje sopstvenih akcija.
Vrednovanje sopstvenog rada,
samoevaluacija, je osnova
profesionalne angaovanosti i strucnog usavravanja vaspitaca. Izbori,
postupci i reakcije vaspitacice vodjeni su odredenim namerama: da li su ti
izbori, postupci i reakcije adekvatni, da li stvarno vode eljenim efektima, ona
moe da sudi tek na osnovu posmatranja i pracenja dece.
Posmatranje i evaluacija su osnova za treci zadatak vaspitacice stvaranje uslova za ucenje dece. Vie nego to direktno poducava, vaspitac u

45

otvorenom sistemu vaspitanja stvara prilike i potstice ucenje, kao aktivnu

konstrukciju znanja. Otud organizacija prostora i materijala, grupisanje dece,
odnosi izmedju vaspitaca i dece pa i njene intervencije u odnose medju
decom, ukupna atmosfera u grupi, nisu neto to prethodi ili je izvan vaspitnoobrazovnog procesa, vec upravo sastavni i bitan deo otvorenog kurikuluma.
Nalazi evaluacionih istraivanja
Da bi se predkolska ustanova transformisala u otvoren vrtic, medjutim,
nije dovoljno razviti teorijski model i ugraditi ga u zvanican program
predkolskog vaspitanja. Iako je uvodjenje novog programskog dokumenta
(Osnove programa, 1976) imalo za cilj promenu prakse (pretvaranje decjeg
vrtica od zatvorene institucije u mesto "zajednickog ivljenja dece i odraslih" i
izmenu postojeceg obrazovnog postupka koji polazi od odraslog i preteno se
svodi na transmisiju znanja u postupak koji ce polaziti od deteta, uvaavati
ucenje kao aktivnu konstrukciju znanja i stvarati uslove za optimalan i
punovredan razvoj svakog deteta) nalazi evaluacione studije, uradjene tri
godine posle pocetka primene ovog zvanicnog programa, pokazali su da taj
cilj nije ostvaren.
Opsena evaluaciona studija, pod nazivom "Osnovne karakteristike
vaspitno-obrazovnog procesa u decjim vrticima Srbije"33 (Peic i sar., 1982,
Peic, 1987), uradjena je na predlog i uz finansijsku podrku SIZ decje zatite
Srbije, organa koji je tada (1979) bio zaduen za vodjenje ukupne politike
drutvene brige o deci. To je po sebi znacajan podatak, koji govori da se po
prvi put vodjenje politike u ovoj oblasti tei da bazira i na naucnoj evidenciji.
Osnovni cilj ovog istraivanja bio je da se ispita saglasnost izmedju
Osnova programa (tacnije, koncepcije predkolskog vaspitanja koja je bila
polazite za programski dokument) i vaspitne prakse u decjim vrticima i to na
nivou ciljeva i zadataka vaspitanja i obrazovanja, obrazovnih postupaka i
vaspitnih metoda i na nivou strukture vaspitno-obrazovnog procesa
(prostorno-vremenska i socijalna organizacija).
Ako se kao pokazatelj realnog vaspitnog procesa uzme globalna
organizacija ivota u ustanovi i segmenti planiranog obrazovnog rada
(takozvane "usmerene aktivnosti"), onda podaci ove evaluacije govore o
znacajnoj nesaglasnosti izmedju modela (Osnova programa) i prakse. U vie
od 60% ispitanih vrtica, vaspitni proces prua sliku "visoko struktuiranog
programa koji polazi od odraslog" (u toku celog dana, vaspitac bira aktivnosti
tri puta, a materijale i sredstva za rad i igru dece, dva puta cece nego deca),
u kome dominira frontalni rada sa celom vaspitnom grupom i to najcece u
fomi verbalnog izlaganja vaspitaca. Poredjenje pisanih planova vaspitaca,
zabeleene pedagoke evidencije i podataka dobijenih posmatranjem
usmerenih aktivnosti u grupi za zvanicnim programom, pokazalo je da se
razvojno formulisani ciljevi, pa i cele podrucja razvoja (ciljevi u domenu socioemocionalnog) gube u korist saznajnih ciljeva i formulacija koje se svode na
usvajanje znanja.
Vremenska, prostorna i socijalna organizacija ivota u vrticu su
mahom uniformni i kruto postavljeni, nezavisno od potreba i interesovanja
kako dece tako i vaspitaca - to ukazuje da vrtic nije mesto "zajednickog
ivljenja". tavie, ovaj "skriveni kurikulum institucije" ostaje mahom
33

"E-S"- Evaluaciona studija u daljem tekstu

46

neosvecen i kod vaspitaca i posmatra se kao neto to ne stoji u vezi sa

vaspitnim programom.
Pored ove globalne slike, istraivanje je pokazalo da uprkos
jedinstvenom zvanicnom programu vaspitanja, u decjim vrticima postoje velike
i znacajne razlike kako u uslovima tako i u samom vasptno-obrazovnom radu:
medju regijama, mestima, medju vaspitnim grupama u okviru istog vrtica pa
cak i u jednoj grupi u razlicitim delovima dana (na primer, "program slobodnih
aktivnosti" nasuprot vec opisanom "programu usmerenih aktivnosti").
Odnos izmedju modela programa i vaspitne prakse posredovan je jo
jednim tipom "programa"- licnim programima vaspitaca, odnosno njihovim
privatnim teorijama vaspitanja. Podaci dobijeni u ovom istraivanju pokazuju
da su upravo vaspitni postupci i obrazovne metode koje vaspitaci koriste u
svom radu, u najvecoj meri saglasne sa njihovim licnim programima (u
istraivanju je koricen termin "implicitne pedagogije vaspitaca"). Istovremeno,
nadjena su znacajne razlike medju medju vaspitacima, kako u sadraju
njihovih licnih teorija vaspitanja tako i u stepenu u kome su te teorije
implicitne, odnosno osvecene. Vaspitaci koji su po svim pokazateljima i
miljenju strucnih saradnika ocnjeni kao najuspeniji, imali su po pravilu
elaborirane licne teorije vaspitanja i visok stepen saglasnosti izmedju tih
teorija i sopstvene prakse.
Slicno evaluaciono istraivanje, premda manjeg obima, imalo je za
predmet programe pripreme za kolu - "Vrednosti i efekti skracenih programa
vaspitno-obrazovnog rada u godini pred polazak u kolu i putujucim vrticima
SR Srbije".
Vec je receno da su programi za ove oblike rada sa decom
predkolskog uzrasta izvedeni ili se poklapaju sa Osnovama programa.
Buduci da se radi o kracem boravku dece (2 X 3casa ili 3X2casa, odnosno
jo manje kod putujucih vrtica namenjenih seoskim sredinama) i da je akcenat
na pripremi za kolu, ne cudi to nalazi ove studije pokazuju jo veci stepen
slicnosti sa tradicionalnom kolskom nastavom, nego to je to slucaj u
celodnevnom boravku u vrticu: dominaciju frontalnog rada i direktnog
verbalnog poducavanja, veoma malo mogucnosti za spontanu igru i druenje
dece, centralnu ulogu vaspitaca u izboru aktivnosti i materijala (vaspitac cak 7
puta cece nego deca vri izbor aktivnosti, Pavlovic-Breneselovic, 1993:92).
Posebno znacajan podatak iz ove studije je da deca koja su pohadjala
programe pripreme za kolu imaju vie tekoca u socio-emocionalnoj
adaptaciji na kolu, i to ne samo u odnosu na decu iz vrtica vec i onu koja
dolaze iz porodice.
Akciona istraivanja - nacin ostvarivanja pedagoke reforme
Najznacajniji zakljucak evaluacione studije "E-S" bio je, kao to je to bio
slucaj i sa slicnim istraivanjima u svetu, da izmena programa (modela) sama
po sebi ne dovodi do promena u praksi, odnosno da menjanje vaspitnoobrazovne prakse nuno iziskuje ucece onih cija je to praksa, dakle
vaspitaca, predstavljao je polazite za dalja istraivanja. Dva kljucna,
medjusobno povezana problema, proistekla iz nalaza ove studije su bila:
problem profesionalnog razvoja prakticara (strucnog usavravanja, odnosno
osposobljavanja za ulogu kreatora sopstvene prakse) i problem menjanja
vaspitno-obrazovne prakse i same predkolske institucije, odnosno razvijanje
kurikuluma na nivou ustanove. Citav niz istraivanja, bilo da su tipa akcionih ili

47

interventnih istraivanja kao i programi interaktivne obuke proistekli iz njih,

bavio se direkno ovom problematikom uz aktivno ucece velikog broja
prakticara. Kao ilustraciju, navecemo projekte Instituta za pedagogiju i
andragogiju Filozofskog fakulteta u Beogradu, koji su najedan ili drugi nacin
proistekli iz nalaza evaluacionog istraivanja, a ciji je ishod Model A Osnova
programa predkolskog vaspitanja.

48

1979 - 1982

E-S

1986-88
Modeli
razlicitih
programa i
usluga

1984-85
Strucno usavravanje
vaspitaca putem
dramskih radionica

1984-86/1989-91
Tematsko
planiranje u
decjem vrticu

1986-90
Planiranje
v.-o. rada po
oblastima

1988 - 90
Transformacija
decjeg vrtica u
otvoren sistem
vaspitanja

1990-91
Difuzija
akcionog
istraivanja

1995-97
1989-91
Roditelji i vaspitaci
u akciji
obrazovanje za
prava deteta

Igrovnica

1993-1996
Osnove programa
predkolskog vaspitanja
Model A

1997-1999
Reforma
predkolskog
vaspitanja

1997 - 1999
Specijalizacija
Razvijanje otvorenog
kurikuluma

1994 -1997
Decji vrtic kao
porodicni
centar

1996 - 1998
Seminari za primenu
Osnova programa

49

Projekti Instituta za pedagogiju i andragogiju (IPA)

u domenu predkolskog vaspitanja
1989 - 1999
Projekat Strucno usavravanje vaspitaca putem dramskih radionica,
direktno se bavio prvim od ovih problema a indirektno i drugim. On je imao
kako istraivacke - ispitati valjanost jednog u nas malo koricenog obrazovnog
metoda za profesionalno usavravanje vaspitaca, tako i neposredne
obrazovne intencije i efekte. Iako se ne radi o pravom akcionom istraivanju,
strategija projekta je ukljucivala aktivnu participaciju ucesnika (vaspitaca,
strucnih saradnika), kako u obrazovnom (u radionicama ali i u izboru tematike
za dramske radionice) tako i u istraivackom delu projekta.
Projekat Razliciti modeli programa i usluga za decu i porodice sa
decom predkolskog uzrasta bio je jedno primenjeno, razvojno istraivanje,
takodje podstaknuto evaluacionom studijom "E-S". Projekat je imao dva dela:
razradu i ilustrativnu primenu jednog instrumenata za utvrdjivanje potreba i
interesovanja porodica sa malom decom, s jedne i za utvrdjivanje mogucnosti
irenja ponude programa i usluga, s druge strane i razvijanje nomenklature
razlicitih tipova programa i usluga. Miljenja i roditelja i vaspitaca ukazala su
da relativna uniformnost ponude - preteno celodnevni programi vrtica i
jaslica, ne zadovoljavaju raznolikost potreba i dece i roditelja. Pored ovoga,
nalazi ove studije ukazivali su na visok stepen institucionalizacije
predkolskog vaspitanja, zatvaranje vrtica u odnosu na decu i roditelje, te
skoro izjednacavanje predkolskog vaspitanja sa celovitim, celodnevnim
programima. Ova Nomenklatura je potom ukljucena u Zakon o drutvenoj brizi
o deci, a jedan od tipova predloenih programa, "Igrovnica", je kasnije
programski i prakticno razvijan u posebnom projektu.
Najintenzivnija i najobimnija istraivacka aktivnost IPA u domenu
predkolskog vaspitanja odvijala se na planu razvijanja programa (kurikuluma)
na nivou ustanove. To su projekti: Tematsko planiranje vaspitno-obrazovnog
rada u decjem vrticu,
zatim Planiranje vaspitno-obrazovnog rada po
oblastima (projekat "Vila") i projekat Neki pokuaji transformacije decjeg vrtica
u otvoren vaspitni sistem, izvedeni u formi akcionih istraivanja u vecem broju
decjih vrtica i u saradnji sa ekipama prakticara (oko 50 vaspitaca i strucnih
saradnika, kao i jedan broj roditelja, ucestvovali su kao istraivaci u ovim
projektima).
Sama priroda istraivanih problema nametnula je i izbor
metodologije: sva tri aspekta akcionog istraivanja: saznajno-teorijski
(izgradjivanje teorije vaspitanja), prakticno-akcioni (menjanje vaspitne prakse i
same institucije u kojoj se ona odvija) i obrazovni (samoreflesija i profesionalni
razvoj prakticara), bila su relevantna za probleme kojima su se ovi projekti
bavili.
U prva dva istraivanja, akcenat je bio na transformaciji neposredne
vaspitne prakse putem razvijanja kurikuluma na nivou vaspitne grupe, dok je
poslednje istraivanje bilo usmereno na otvaranje decjeg vrtica prema
roditeljima i lokalnoj zajednici. Tematsko planiranje vaspitnog rada bazirano je
na ispitivanju realnih potreba dece, roditelja i vaspitaca i izvodjenju tematskog
kurikuluma na toj osnovi. U projektu "Vila" razvijan je kurikulum za rad sa
grupama meovitog uzrasta i strukuiran po "ateljeima" (oblastima vaspitnog
rada koje su vaspitaci sami formulisali i izabrali kao podrucje svog

50

interesovanja). U kasnijim fazama ovog projekta, kao nacin rada uvedeni su i

razvijani obrazovni projekti (projekt metoda slicna onoj koja se primenjuje u
vrticima Redjo Emilija). Treca varijanta struktuiranja vaspitno-obrazovnog
postupka - rad po "centrima interesovanja", primenjena je u sledeca dva
projekta: Decji vrtic kao porodicni centar i Igrovnica.
Na prakticnom planu ovi projekti doveli su do transformacije vaspitnoobrazovne prakse u vrticima, od one koja je polazila od odraslog i svodila se
u najvecoj meri na prenoenje gotovih znanja (zadatih sadraja) u praksu koja
polazi od deteta i njegovih potreba i interesovanja i ukljucuje partnerske
konstrukcije znanja (medju decom i izmedju dece i odraslih) i delimicno, do
promene same institucije decjeg vrtica u smislu njenog otvaranja prema
detetu, porodici i lokalnoj sredini. Na teorijskom planu rezultat projekata je
izgradjivanje interaktivne pedagogije, kao prakticne teorije vaspitaca.
Ishodite sva tri projekta je jedna savremena varijanta otvorenog
sistema vaspitanja, koja je kasnije bila i polazna koncepcija za izradu
Osnova programa predkolskog vaspitanja.
Jedna varijanta akcionog istraivanja, "tehnicko akciono istraivanje",
primenjeno je u drugim projektima IPA iz domena predkolskog vaspitanja,
na primer u razvijanju programa Igrovnice, jednog oblika vaninstitucionalnog
vaspitanja, zatim u projektu Difuziji akcionog istraivanja i u projektu Decji vrtic
kao porodicni centar. U ovim akcionim istraivanjima polazilo se od vec
razvijenog modela programa a sami projekti su ukljucivali obuku za primenu
modela, odnosno za razvijanje kurikuluma na nivou ustanove.
Projekt Decji vrtic kao porodicni centar, deo je obimnog medjunarodnog
projekta i posebno je znacajan po tome to uvodi roditelje u neposredan rad u
grupi, isto kao i alternativni oblik organizovanja rada sa predkolskom decom Igrovnica. Projekt (program) obrazovanja za prava deteta - Roditelji i vaspitaci
u akciji, takodje je doprineo otvaranju predkolske ustanove prema porodici.
Obrazovna funkcije, koja je tipicna za svako akciono istraivanje a
posebno naglaena u poslednja tri pomenuta, postala je dominantna
posebnom projektu - specijalizaciji iz predkolske pedagogije sa tematikom
razvijanja kurikuluma. Iako formalno specijalizacija, radi se obuci
specijalizanata -strucnih saradnika u decjim vrticima iz cele zemlje, za
vodjenje akcionih istraivanja i o izvodjenju tih istraivanja u decjim vrticima sa
ekipama vaspitaca. Ova istraivanja, koja sva imaju za cilj razvijanje
otvorenog kurikuluma na nivou vrtica (u skladu sa Modelom A Osnova
programa), su jo uvek u toku.
Iskustva iz svih navedenih istraivanja posluila su da se razrade
programi kracih seminara interaktivne obuke namenjene prakticarima, kao to
su oni primenjeni u projektu Reforma predkolskog vaspitanja u Crnoj Gori i
seminari za primenu Osnova programa.
Slika koja je ovde prikazana predstavlja samo jedan deo ukupne
istraivacke delatnosti u domenu predkolskog vaspitanja u Jugoslaviji. I
pored nesumnjivih rezultata i radikalne promene vaspitne prakse u jednom
broju predkolskih ustanova, mora se imati u vidu da se radi o relativno
malom delu ukupnog sistema predkolskog vaspitanja u nas. Opisane razlike
u uslovima i kvalitetu vaspitno-obrazovnog rada time nisu smanjene vec pre
povecane.
Drugi bitan doprinos ovih istraivanja i promena u praksi predkolskog
vaspitanja tice se diversifikacije programskih orijentacija i oblika rada sa

51

decom. Da je to imalo uticaja i na generalnu prosvetnu politiku u ovoj oblasti,

svedoci cinjenica da najnoviji zvanicni programski dokument po prvi put nudi
alternative i mogucnost izbora umesto uniformnosti. Time je medjutim, tek
zapocet a ne i dovren proces diversifikacije.

Aktualno stanje i preporuke

Tokom poslednje dve decenije dolo je do znacajnog razvoja
institucionalnog predkolskog vaspitanja u Jugoslaviji, ali vie u kvalitativnom
nego u kvantitativnom smislu. Izuzetak su samo kraci programi pripreme za
kolu, koji u nekim sredinama postiu obuhvat od vie od 90% populacije
dece od 6-7 godina. Ne samo tokom 80tih vec i u poslednjoj deceniji, uprkos
krajnje nepovoljnim socio-ekonomskim uslovima, ostvareni su izvanredni
rezultati na planu razvijanja teorije predkolskog vaspitanja, usavravanja
prakse i profesionalnog razvoja prakticara. O tome svedoce, izmedju ostalog,
aktivno ucece projekata i istraivaca (ukljucujuci vaspitace) iz Jugoslavije u
Evropskom institutu za razvoj potencijala sve dece (IEDPE) - mrei
istraivaca/projekata iz cele Evrope koji rade na razvijanju i primeni jedne
alternativne interaktivne pedagogije kao osnove za humanisticku kolu i
obrazovanje, kao i visoko profesionalni i plodni susreti vaspitaca tokom
poslednjih nekoliko godina.
Premda ne postoje sitematski i objektivni podaci o stanju i kvalitetu
pedagokog rada u decjim vrticima na nivou zemlje (nalik na one koje je
pruila evaluaciona studija "E-S"), postojeca evidencija (neka istraivanja
manjeg obima), primeri iz prakse i cinjenice o neretko nepovoljnim uslovima
rada prakticara (na primer, nepostojanje strucne slube, izolovanost
prakticara, loi materijalni uslovi), zajedno sa ranijim podacima upucuju na
zakljucak da na nivou celodnevnih programa vrtica, jo uvek postoji praksa
"zatvorenog vrtica", i u odnosu na dete i na porodicu.
Iskustva iz dosadanjih "reformi" odnosno istraivacko-razvojnih
projekata, pokazuju da se transformacija prakse, strucni razvoj i podizanje
kvaliteta pedagokog rada, pre postiu putem intenzivnih pa i dugorocnijih
projekata/programa
na nivou manjeg uzorka ustanova, nego irokim
reformama koje po pravilu ostaju na povrini. Takvi projekti, interventna ili
akciona istraivanja, imaju i tu prednost da se odvijaju na lokalnom nivou,
mogu da odgovore na niz specificnih okolnosti i potreba date sredine i dodju
do reenja koja ce biti konkretna i ostvariva. Sa druge strane, tako se stvaraju
"model centri", sposobni da sami dalje vre diseminaciju.
Ukupan obuhvat dece relevantnih uzrasta nije znacajnije povecan.
Pored realnih ekonomskih ogranicenja, jedan od razloga je sigurno opstojanje
vec opisane teze da celodnevni programi treba da imaju prednost. To
delimicno sprecava da se postojeci prostor decjih vrtica, ali i drugi pogodni
prostori, iskoriste za krace, pre svega poludnevne, redovne, vaspitne
programe za decu mladju od 6 godina, za kojim takodje postoji izraena
potreba dece i porodica sa malom decom.
Konacno, vec postojeci, zvanican programski izbor (Model A i B
Osnova programa, 1996)
trebalo bi da preraste u pravi pluralitet,
uvodjenjem/adaptacijom ili razvijanjem i drugih modela programa. Smatra se

52

da je to jedan od nacina da se razlike u kvalitetu pretvore u konkurenciju

kvaliteta vaspitno-obrazovne ponude za najmladje i njihove porodice.
U prilog tome govore i bazicna epistemoloka stanovita drutvenih
nauka, posebno pedagogije. Ranije, pozitivisticko stanovite, po kome je
naucna istina jednoznacna isto kao i putevi (metode) kojima se dolazi do nje,
odavno je naputeno. Ovo utoliko pre ako je predmet naucnog proucavanja i
istraivanja drutvena praksa, a institucioanlno vaspitanje je upravo jedan
segment drutvene prakse. (Peic, 1998.).
Montesori pedagogija i sistem vaspitanja male dece, je ne samo
kompatibilna vec prestavlja jedan od prethodnika i izvora za savremne
koncepcije otvorenog sistema predkolskog vaspitanja. Istovremeno, to je
jedan od najrazradjenijih i najire zastupljenih programa predkolskog
vaspitanja u celom svetu. Za aljenje je da u naoj sredini jo uvek ne postoji
mogucnost da se strucna i ira javnost izvorno upozna ni sa originalnim
radovima Marije Montesori (njena dela nisu prevodjena) niti sa praksom
Montesori vrtica i kola.
Montesori pedagogija i Montesori programi predkolskog vaspitanja su
vec pretrpeli niz osavremenjavanja, kako u okviru postojecih Montesori
udruenja u svetu tako i ire, i brojne adaptacije u skladu sa specificnim
lokalnim okolnostima i potrebama.
Uvodjenje i adaptacija Montesori programa u naoj sredini trebalo bi,
na osnovu svega iznetog, da tece u dva pravca:
1. da omoguci domacoj strucnoj javnosti upoznavanje sa originalnom
Montesori pedagogijom (prevodjenjem nekih od njenih najznacajnijih
radova),
2. eksperimentalno uvodjenje adaptiranog Montesori programa u jednom
broju decjih vrtica, sa razradjenom obukom prakticara i u formi istraivanja
razvojnog tipa sa planiranom evaluacijom.
Koncepcija adaptiranog Montesori programa
iziskuje poseban rad. Osnovni pravci adaptacije
oslanjanja na savremene koncepcije ucenja i razvoja
na vecem insistiranju na grupnom radu i interakciji
vaspitaca i dece.

i planiranje istraivanja
ili bi u smislu veceg
male dece i s tim u vezi,
medju decom i izmedju

53

VASPITACI I STRUCNI SARADNICI

Dr Gordana Zindovic-Vukadinovic, profesor pedagogije, Geografski fakultet, Univerzitet
u Beogradu

U predkolskim ustanovama rade pedagoki, zdravstveni i socijalni

radnici, nutricionisti i odgovarajuce pomocno i administrativno osoblje.
Rukovodeci kadrovi se ne pripremaju posebno vec se biraju medju strucnim
osobljem (obicno pedagokim) koje radi u sistemu predkolskog vaspitanja.

Obrazovanje vaspitaca
Vaspitaci koji aktuelno rade u predkolskim ustanovama su sticali svoje
inicijalno obrazovanje na razlicite nacine. Naime, sistem obrazovanja
vaspitaca se menjao, u poslednjih 30 godina nekoliko puta, pa je za
sagledavanje stanja, bez obzira na usavravanje u toku rada, vano imati na
umu kvalifikacije vaspitaca koji jo rade sa decom, a koji su se kolovali po
drugacijim kurikulumima.
Od 1948 do 1953/54 kolske godine vaspitaci su se pripremali u
srednjim cetvorogodinjim kolama, potom u petogodinjim, sve do 1973.
godine kad je donet Zakon o pedagokim akademijama kao o estogodinjim
kolama (4+2) koje daju vie obrazovanje buducim vaspitacima. Istim
Zakonom omoguceno je vaspitacima sa srednjom kolom da se dokvalifikuju,
odnosno da polauci diferencijalne ispite i steknu diplomu vie kole i
povecaju sopstvene profesionalne kompetencije.
Reforma sistema vaspitanja i obrazovanja (78/79) donosi nove
promene u sistemu pripremanja vaspitaca. U akademije se uvode zajednicke
osnove (dve godine opteg obrazovanja), ali se to primenjuje samo godinu
dana. Potom se novim izmenama i dopunama Zakona pedagoke akademije
konstituiu kao jedinstvene cetvorogodinje kole (posle zajednickih osnovaprve dve godine oteg obrazovanja na srednjem nivou) koje imaju dva
stepena: dvogodinji pripremni stupanj (koji odgovara III i IV razredu srednje
kole) i dvogodinji zavrni stupanj (koji odgovara I i II godini studija). U ove
akademije upisivali su se ucenici posle desetogodinjeg opteg obrazovanja
(osnovna kola od 8 godina + dva opteobrazovna razreda srednje kole).
Konacno, 1993 godine prestaju sa radom pedagoke akademije a kolovanje
se nastavlja/ prelazi na Vie kole za obrazovanje vaspitaca koje danas
funkcioniu po Zakonu o vioj kloli (Slubeni glasnik Republike Srbije 5/90).
Dakle, u protekle tri decenije inicijalno obrazovanje vaspitaca je prolo
kroz tri perioda institucionalnih promena:
obrazovanje na srednjokolskom nivou (1948 -1973),
obrazovanje na viem strucnom nivou, sa dva nastavna stepena (sa
pripremnim stepenom) (1973-1978/79)
vie strucno obrazovanje na dvogodinjim studijama, bez
pripremnog stepena (1978/79-1993).

54

Sa poslednjim promenana izvrene su i promene u Crnoj Gori i to tako

to je obrazovanje vaspitaca organizovano na Filozofskom fakultetu, u
Nikicu, u okviru dvogodinjih studija. U prethodnom periodu reenja su bila
jedinstvena za Srbiju i Crnu Goru.
Promene u sistemu obrazovanja (institucionalne promene) odraavale
su se i na kurikulum po kojem su vaspitaci pripremani. Razlike su se javljale
ne samo u pogledu obima programa nego i vrste predmeta i odnosa teorije i
prakse.
U petogodinjoj srednjoj koli koja je prestala sa radom 197334
kurikulum je predvidjao, preteno, savladavanje nastavnih disciplina koje su
predavane u opteobrazovnim kolama - gimnazijama (maternji jezik, strani
jezik, filozofija, istorija, geografija, matematika, fizika, hemija biologija). Ono
to bi se moglo nazvati specificnim predmetima za obrazovanje buducih
vaspitaca bili su: pedagogija sa po tri casa u III i IV razredu i po dva casa
nedeljno u V razredu, zatim, metodika prakticnog rada sa 2 casa nedeljno u IV
godini i 9 casova nedeljno u zavrnoj V godini kolovanja, zatim tehnicko
obrazovanje sa elementima primenjene umetnosti, muzicko, likovno i
zdravstveno vaspitanje i strucni praktikumi i obaveznih 30 casova skijanja.
Analiza nastavnih planova Akademije za vaspitace (1973-93) pokazuje
povecanje fonda psiholokih i pedagokih predmeta i to posebno u drugom
takozvanom "zavrnom stepenu" kolovanja. U prvom pripremnom stepenu
izucavala se osim opte obrazovnih predmeta i psihologija (u III i IV razredu,
sa po dva casa nedeljno), dok se na drugom, zavrnom stepenu znatno
povecavao broj i obim predmeta relevantnih za buduci poziv. Ovde se prvi put
javljaju predmeti kao to su : Kultura govora (u toku tri semestra), Telesni
razvoj deteta (jedan semestar), Predkolska pedagogija (dva semestra),
Decja psihologija (tri semestra), Metodika razvoja govora (dva semestra),
Metodika rada sa roditeljima (1 semestar) i posebne metodike (matematike,
poznavanja okoline, muzickog odgoja, likovnog i fizickog vaspitanja).
Vaspitacima koji su prethodno zavrili srednju kolu za vaspitace
zakonom je omoguceno da steknu diplomu Akademije polauci diferencijalne
ispite (Srpskohrvatski jezik za knjievnocu za decu i kulturom govora;
Psihologiju; Pedagogiju; Metodiku vaspitnog rada sa predkolskom decom;
Zdravstveno vaspitanje i telesni razvoj dece i Osnove nauke o drutvu sa
drutvenim uredjenjem SFRJ).
U kratkom periodu (jedna kolska godina)
kad su pedagoke
akademije radile po programima usmerenog obrazovanja, sa prve dve godine
zajednickih osnova opteg obrazovanja iz programa je nestala Metodika
saradnje sa roditeljima a uvedene su Radionice za igru.
Postojece stanje
U Viim kolama za obrazovanje vaspitaca (pocev od 1993. godine) 35
u Republici Srbiji, radi se po Nastavnom planu i programu koji je usvojila
Zajednica (asocijacija) viih kola za obrazovanje vaspitaca Republike Srbije,
a koji je, iste godine, dobio saglasnost Ministra prosvete. Te iste godine,
obrazovanje ucitelja ya rad sa deocm od I do IV rayreda osnovne [kole je
34

Iako su u praksi verovatno retki vaspitaci iz ovih kola, oni su sigurno ostavili znacajan trag u duhu i prakticnim
metodama rada koje su prenosli na svoje mladje kolege, pa je zato znacajno imati u vidu i njihovo kolovanje.
35
U Republici Srbiji radi 12 viih kola za vaspitace i to u: Beogradu, Vrcu, apcu, Pirotu, Gnjilanu
(Bujanovac), Subotici, Aleksincu, Sremskoj Mitrovici, Kruevcu, Novom Sadu i Kikindi (u gaenju).

55

podignuto na univerzitetski nivo, pa su dotadanje akademije sa obrazovaje

ucitelja postale Uciteljski fakulteti. Tako se osim vaspitaca za rad u
institucijama predkolskog vaspitanja, danas svo vaspitno-obrazovno osoblje
priprema na univerzitetima, odnosno odgovarajucim fakultetima.
Uslovi upisa i diploma koja
se stice na kraju studija
Pravo upisa na I godinu viih kola za obrazovanje vaspitaca u Srbiji i
na dvogodinje studije na Filozofskom fakultetu u Nikicu (Crna Gora) imaju
svi kandidati koji su zavrili srednju kolu u trajanju od cetiri godine, bez
obzira na smer. Selekcija se vri na osnovu dve vrste kriterijuma eliminatornih i klasifikacionih:
provere fizickih, govornih i muzickih sposobnosti na osnovu
lekarskog uverenja, uverenja o govornim sposobnostuma,
dobijenog od logopeda i provere pred posebnom komisijom. Ova
provera ima eliminatorni karakter i njoj ne podleu kandidati koji su
zavrili
"prosvetnu struku" na nivou srednjeg usmerenog
obrazovanja36
polaganja klasifikacionog ispita
iz srpskog jezika i testa opte
kulture-informisanosti.
Redosled kandidata koji su stekli pravo na upis uspostavlja se na
osnovu broja bodova koji se dobija zbirom :
opteg uspeha postignutog u prethodnom kolovanju (minimum 16 i
maksimum 40 bodova) i
rezultata postignutih na kvalifikacionom ispitu (od 0 do 60 bodova).
Nadoknada kolskih trokova se placa iz dravnog budeta za
primeljene studente iznad 51 boda, dok kandidati ciji se rezultati nalaze u
rasponu od 30-50 bodova sami placaju kolarinu.
Diploma vie kole za obrazovanje vspitaca se stice posle odbranjenog
diplomskog rada (teme) pred komisijom kole. U Crnoj Gori dvogodinje
studije se takodje zavravaju odbranom diplomskog rada.
Kurikulum
Aktuelni kurikulum viih kola za obrzovanje vaspitaca obuhvata cetiri
osnovne celine:
1. Opte strucni predmeti u koje spadaju: Filozofija, Sociologija, Strani
jezik, Opta pedagogija, Psihologija razvoja licnosti, Kultura govora,
Knjievnost za decu, Fizicko vaspitanje (rekreacija) i Fizicki razvoj i
zdravstveno osiguranje.
2. Ue strucni predmeti u koje spadaju: Psihologija predkolskog
deteta, Predkolska pedagogija, Porodicna pedagogija, Metodika vaspitnoobrazovnog rada, Metodika fizickog vaspitanja, Metodika razvoja govora,
Metodika upoznavanja okoline, Metodika muzickog vaspitanja, Metodika
likovnog vaspitanja i Metodika razvoja pocetnih matematickih pojmova.
36

Ovo se, pre svega odnosi na vanredne studente, odnosno one koji su odlucili da se dokavlifikuju na vioj koli.

56

3. Praktikumi
koji obuhvataju: Vokalno instrumentalnu nastavu,
Osnove zakonodavstva u obrazovanju i pedagoku dokumentaciju, Praktikum
iz likovnog vaspitanja, Scensku umetnost, Radionicu za igru, Primenu audiovizuelnih sredstava, Osnove informatike i racunarstva u obrazovanju,
Korektivni pedagoki rad, Izbornu nastavu (hor ili orkestar).
4. Pedagoku praksu u ukupnom trajanju od 160 casova u toku
dvogodinjeg kolovanja. Praksa je rasporedjena na sledeci nacin:

u I semestru 5 radnih dana (20 casova)

u II semestru 10 radnih dana (40 casova)
u III semestru 10 radnih dana (40 casova)
u IV semestru 15 radnih dana (60 casova)

U toku dvogodinjeg kolovanja studenti su obavezni da urade jedan

seminarski rad, po izboru, iz sledecih predmeta: Kultura govora, Knjievnost
za decu, Predkolska pedagogija, Psihologija predkolskog deteta, Porodicna
pedagogija, Metodika vaspitno-obrazovnog rada.
Studenti nemaju obavezu da prisustvuju svim casovima teorijske
nastave ali je praksa obavezna.
Detaljniji uvid u nastavni plan pokazuje da u ukupnom fondu casova
koje studenti imaju u toku dve godine kolovanja prvo mesto zauzimaju
Psihologija predkolskog deteta, sa po 3 casa predavanja nedeljno i po
jednim casom vebi, u prva dva semestra i Predkolska pedagogija sa istim
fondom casova u vebi rasporedjenim u tri semestra (2+2 u I, II i III semestru).
Na drugom mestu su Knjievnost za decu, sa po 2 casa predavanja
nedeljno i po jednim casom vebi, u I i II semestru i Opta pedagogija, sa po 2
casa predavanja u I i II smestru i jednim casom vebi u II semestru i Fizicki
razvoj sa po 2 casa nedeljno u dva prva semestra, takodje.
Potom dolaze Sociologija sa po 2 casa nedeljno u I i II semestru
,
Kultura govora sa 2 casa nedeljno i jednim casom vebi u I semestru i
jednim casom nedeljno predavanja i isto toliko vebi u toku II semestra,
Psihologija razvoja licnosti sa istim fondom casova u prva dva semestra ali
jednim casom vebi manje
Metodike rada37 su po planu u III i IV semestru i sve su zastupljene sa
po 3 casa predavanja i i po jednim casom vebi u III semestru i po dva casa
vebi u IV semestru izuzev opte metodike vaspitno-obrazovnog rada.
Filozofija se izucava u I semestru sa po 2 casa predavanja i jednim
casom vebi, nedeljno, a Porodicna pedagogija se izucava u zavrnom (IV)
semestru sa po 2 casa predavanja i 1 casom vebi nedeljno.
Praktikumi su rasporedjeni u sva cetiri semestra, s tim to su u I i II
semestru predvidjena cetiri praktikuma (vokaln instrumentalna nastava i
osnovi zakonodavstva, hor ili orkestar), a samo u I semestru likovno.
Scenska umetnost i primena audivoizuelnih sredstava su po planu u II
semestru, radionice za igru i informatika i racunarstvo u III semestru, a
korektivni pedagoki rad u IV-om.
Ukupno posmatrano studenti na Vioj koli za obrazovanje vaspitaca
imaju:
37

Napred nabrojane

57

 u prvoj godini studija, u I semestru 20 casova nedeljno predavanja i

11 casova vebi, a u II semestru 15+14;
u drugoj godini studija , u III semestru 22 casa predavanja
nedeljno i 11 casova vebi, a u IV semestru 2+15.
U ovaj fond ne ulazi pedagoka praksa, napred posebno iskazana.
Po znacaju koji im se pridaje u inicijalnom obrazovanju vaspitaca na
viim kolama za vaspitace u Republici Srbiji, teorijske discipline koje sadri
kolski kurikulum i njime predvidjene aktivnosti se rangiraju na sledeci nacin:
1. Predkolska pedagogija
2. Psihologija predkolskog deteta
3. Knjievnost za decu
4. Opta pedagogija
5. Telesni razvoj
6. Sociologija
7. Kultura govora
8. Psihologija razvoja licnosti
9. Filozofija
10. Porodicna pedagogija
U Crnoj Gori vaspitaci se obrazuju u toku dvogodinjih studija na
Filozofskom fakultetu u Nikicu38. Kurikulum po kome se pripremaju buduci
vaspitaci u Crnoj Gori se razlikuje od kurikuluma kola za vaspitace u Srbiji po
ukupnom opterecenju studenata fondom casova i po broju i vrsti predmeta koji
su predvidjeni kurikulumom za obrazovanje vaspitaca. Tebele koje slede
pokazuju te razlike.
Tabela 1. Pregled nedeljnog broja predavanja i vebi po semestrima

Republike
SRBIJA
CRNA GORA

I semestar
20+11
20+6

II semestar
15+14
20+6

III semestar
22+11
16+10

IVsemestar
2+15
16+10

Tabela 2. Uporedni pregled predmeta i praktikuma u kurikulumima za obrazovanje

vaspitaca u Srbiji i Crnoj Gori

Predmeti i praktikumi (*)

SRBIJA

Filozofija
Sociologija
Strani jezik
Fizicko vaspitanje
Opta pedagogija
Psihologija razvoja licnosti/Razvojna
Didaktika
Kultura govora
Knjievnost za decu
Telesni razvoj i zdrav. vaspitanje
Psihologija predkolskog deteta

X
X
X
X
X
X

38

X
X
X
X

CRNA GORA

X
X
X
X
X
X
X

Poseban odsek za obrazovanje vaspitaca za rad u predkolskim ustanovama

58

Pedagoka psihologija
Predkolska pedagogija
Muzicko sa harmonikom i klavirom
Porodicna pedagogija
Metodika vaspitno-obrazovnog rada
Metodika razvoja govora
Metodika fizickog vaspitanja
Metodika upoznavanja okoline
Metodika muzickog vaspitanja
Metodika likovnog vaspitanja
Metodika razvoja poc. mat. pojmova
Higijena predkolskog deteta
Tehnicke vebe
Vokalno instrumentalna nastava (*)
Osnovi zakonod. i dokument.(*)
Likovno vaspitanje (*) Likovno pred.
Scenska umetnost (*) (lutkarstvo)
Radionica za igru (*)
Primena AV sred. (*)Film i RTV
Osnovi informatike i racunarstva (*)
Korektivni pedagoki rad (*)
Izborna nast.(hor ili orkestar) (*)

X
X
X

X
X
X

X
X
X
X
X

X
X
X
X
X

X
X
X
X
X
X
X
X
X

X
X
X

Metode rada sa decom predkolskog uzrasta studenti savladavaju

uglavnom kroz programe posebnih metodika39 koje se izucavaju u III
semestru, odnosno u II godini studija. Za razliku od ranijih generacija
vaspitaca koji su kolovani u petogodinjim srednjim kolama za vaspitace i
koji su metodike izucavali u toku tri kolske godine, studenti dananjih viih
kola za vaspitace imaju po 45 casova teorije i po pet vebi iz svih metodika,
to neki procenjuju kao endovoljnu pripremu za praksu. Svaka od navedenih
metodika je zastupljena u nastavnom planu sa po 3 casa teorije i jednim
satom prakticne primene znanja u III smestru i sa po jo jednim casom
prakticne primene u IV, zavrnom, semestru.
Efikasnost prakticnih vebi u okviru metodika je umanjena velikim
brojem studenata u grupama koje vode profesori metodike. Sa po 20 i vie
studenta u grupi u toku jednog prepodneva profesor ne moe da prati
prakticni rad svakog od njih. Nedostatak ovih grupnih odlazaka na hospitacije
u vrtice se ogleda i u ometanju normalnog rada vaspitaca40.
U III semestru studenti idu i na obaveznu dvonedeljnu praksu, a na
kraju studija (na kraju IV semestra) imaju jo tri nedelje prakse u predkolskim
ustanovama. Dakle, osim hospitacija u okviru posebnih metodika, buduci
vaspitaci u toku profesionalne pripreme za poziv imaju svega pet nedelja
prakticnog rada.
Postoje miljenja strucnjaka koji obrazuju buduce vaspitace da bi se ovi
problemi
mogli prevazici produavanjem trajanja studija, odnosno
prerastanjem viih dvogodinjih kola u cetvorogodinje univerzitetske studije
39

Metodike: vaspitno obrazovnog rada, fizickog vaspitanja, razvoja govora, upoznavanja okline, muzickog
vaspitanja, likovnog vaspitanja i pocetnih matematickih pojmova
40
Stanic-Bokovic, M (1997): PROBLEMI U PRAKTICNOM OSPOSOBLJAVANJU BUDUCIH VASPITACA,
Potrebe i mogucnosti visokokolskog obrazovanja vaspitaca, Via kola za obrazovanje vaspitaca, Beograd

59

(fakultete). Takodje se smatra da bi u buduce visoko obrazovanje vaspitaca

uz bolju metodicku pripremu trebalo uvesti i pripremu za rad sa roditeljima,
odnosno sticanje znanja i vetina koje su kljucne za povecanje komptencija
onih koji se kod kuce bave decom, kao i radi jacanja saradnje izmedju
porodice i predkolske institucije.
Posmatrano sa stanovita pola osobe zaposlene u predkolskim
ustanovama su preteno enskog roda. Naime, od ukupno zaposlenih u SR
Jugoslaviji (17.198 radnika prema statistickim podacima iz 1997. godine),
16.274 su osobe enskog pola, odnosno 94.62% su ene. Taj odnos vai za
celu teritoriju Jugoslavije, to svedoci o potpunoj feminizaciji predkolskog
vaspitanja. Ova tendencija feminizacije se nastavlja i u osnovnim kolama,
iako sa neto manjim procentom, pa se moe govoriti o feminizaciji
celokupnog bazicnog obrazovanja dece od 1-12 godine.
Prakticna priprema vaspitaca, kao i drugog nastavog osoblja , odvija
se najcece "po modelu imitacije" iskusnih vaspitaca ili nastavnika. Ona bi,
medjutim, trebalo da podstice studente na nove kreativne pristupe, da razvija
kriticki stav prema ponudjenim modelima i sposobnost pronalaenja reenja
za pedagoke probleme i kreiranja aktivnosti, prilagodjenih razlicitim
situacijama i potrebama dece.
Kad je rec o boljoj metodickoj pripremi, ne misli se samo na povecanje
obima
prakticnih
aktivnosti
vec
i
na
povecanje
kreativnosti
studenata.Posmatrano sa stanovita pola osobe zaposlene u predkolskim
ustanovama su preteno enskog roda. Naime, od ukupno zaposlenih u SR
Jugoslaviji (17.198 radnika prema statistickim podacima iz 1997. godine),
16.274 su osobe enskog pola, odnosno 94.62% su ene. Taj odnos vai za
celu teritoriju Jugoslavije, to svedoci o potpunoj feminizaciji predkolskog
vaspitanja. Ova tendencija feminizacije se nastavlja i u osnovnim kolama,
iako sa neto manjim procentom, pa se moe govoriti o feminizaciji
celokupnog bazicnog obrazovanja dece od 1-12 godine.
Prakticna priprema vaspitaca, kao i drugog nastavog osoblja , odvija
se najcece "po modelu imitacije" iskusnih vaspitaca ili nastavnika. Ona bi,
medjutim, trebalo da podstice studente na nove kreativne pristupe, da razvija
kriticki stav prema ponudjenim modelima i sposobnost pronalaenja reenja
za pedagoke probleme i kreiranja aktivnosti, prilagodjenih razlicitim
situacijama i potrebama dece.
Specifican problem je to su sadanji programi za obrazovanje
vaspitaca koncipirani sa osloncem na raniju srednjokolsku pripermu za
prosvetnu struku. Naime, u periodu usmerenog obrazovanja ucenici srednjih
kola sa prosvetnim usmerenjem sticali su znanja iz pedagokih i psiholokih
disciplina kao to je vie bilo zastupljeno i muzicko i likovno vaspitanje. kole
iz kojih sada dolaze kandidati za upis na vie kole za obrazovanje vaspitaca
ili na dvogodinje studije u Crnoj Gori ne daju tu vrstu pripreme. Situaciju
oteava i to to svi svreni srednjekolci imaju pravo da se, posle predvidjenih
tesova i kvalifikacionog ispita, upiu na viu kolu za obrazovanje vaspitaca.
Njihovo prethodno obrazovanje je, dakle, veoma aroliko pa se to odraava i
na kvalitet studija. Dvogodinje studije, smatraju profesori ovih kola, nisu
dovoljne da se njihovo opte i strucno obrazovanje ujednaci kao i da se izvri
bolja prakticna priprema za rad sa decom.
U predkolskim ustanovama, rade danas vaspitaci sa razlicitim
obrazovnim poreklom i razlicitom teorijskom i prakticnom pripremom, to

60

upucuje na potrebu sistematicnijeg i sa inicijalnim obrazovanjem povezanog

usavravanja .
Slabosti u koncepciji i organizaciji obrazovanja vaspitaca41 se ogledaju
u:
nedovoljno usaglaenim obimom programa sa trajanjem studija pa
se mnoge znacajne discipline za buduci rad ne proucavju dovoljno
produbljeno;
nedovoljno usaglaenim programima obrazovanja vaspitaca sa
programima vaspitnog rada sa decom i sve vecim zahtevima koji se
postavljaju pred vaspitace;
nedovoljna povezanost sistema inicijalnog obrazovanja i
usavravanja pa se time umanjuje ansa ne samo da se izvre
odgovarajuce korekcije u znanju vaspitaca vec i da se
osavremenjavaju i proiruju njhova znanja;
nepovoljnom materijalnom poloaju kola za obrazovanje
vaspitaca, to se ogleda u nedostatku nastavne opreme i
nereenom pitanju vebaonica za studente. Ovome treba dodati i
lo materijalni status profesije to svakako deluje destimulativno
kako na profesore viih kola i njihove studente tako i na vaspitace
u praksi.
Problem koji se, takodje, navodi u strucnim raspravama medju
profesorima viih kola za vaspitace i fakulteta, jesu uslovi za upis na vie
kole, zapravo nacin selekcije. Smatra se da bi, osim provere zdravlja, opte
kulture, muzickih i govornih sposobnosti trebalo utvrditi i neka posebna
svojstva licnosti kao to su motivisanost, empaticnost, fleksibilnost,
tolerantnost i komunikativnost.
Postoji predlog strucnjaka, koji je sada aktuelan i o kojem su
intenzivirane rasprave, da se obrazovanje vaspitaca podigne ne vii nivo, te
da se za njihovu pripremu, kao to je ucinjeno za pripremu ucitelja, uvede
cetvorogodinje fakultetsko obrazovanje. Ovaj predlog se objanjava ne samo
napred navedenim nedostacima vec i potrebom da vaspitaci koji rade sa
decom realizuju razlicite programe vaspitno-obrazovnog rada. Osim osnovnih
programa od njih se ocekuje da budu osposobljeni za izvodjenje programa za
specijalne potrebe (specijalno vaspitanje), specijalnih povremenih programa,
da uspeno obavljaju dijagnosticko-terapeutske i savetodavne poslove, da
intenzivnije saradjuju sa roditeljima i podiu pedagoku kulturu roditelja
(edukativna funkcija u radu sa roditeljima).
Promene u obrazovnoj strukturi stanovnitva, zapravo, povecanje
obrazovanog nivoa, takodje, iziskuje iri i bolje pripremljen profesionalni profil
vaspitaca. Da bi vaspitac mogao da odgovori ovako sloenim zadacima,
neki strucnjaci smatraju da bi on trebalo da bude "vaspitac u
montesorijevskom smislu, do kraja predan poslu koji obavlja" vaspitac koji se
poistovecuje za istraivacem, naucnikom koji je putem iskustva i pomnog

41

Stanojlovic, B.(1997): POTREBE I MOGUCNOSTI VISOKOKOLSKOG OBRAZOVANJA VASPITACA, u

istoimenoj publikaciji, Beograd, Via kola za obrazovanje vaspitaca.

61

posmatranja dece osetio sredstva za otkrivanje velikih ivotnih istina.."(Nikic,

J. 1996).42
U istraivanju koje je sprovedeno medju vaspitacima43 prikupljene su
sugestije koje se odnose na poeljne promene u sistemu predkolskog
vaspitanja. Ispitanici su na prvo mesto stavili materijalni poloaj predkolskog
vaspitanja, na drugo kadrovsku strukturu, na trece mesto organizaciju
vaspitno-obrazovnog rada sa decom i na cetvrto saradnju sa porodicom i
drutvenom sredinom
to se tice materijalnih uslova vaspitaci i drugi strucnjaci zaposleni u
predkolskim ustanovama, predlau, izmedju ostalog, da bi osim poboljanja
optih materijalnih uslova trebalo graditi objekte manjih kapaciteta (100-150
mesta). to se tice kadrova zanacajn je zahtev da se osim povecanja
pomocnih i tehnickih radnika, zaposle strucnjaci razlicitih profila.
Najveci broj promena se predlae u oblasti organizacije i izvodjenja
vaspitno-obrazovnog rada sa decom. Vaspitaci koji rade u vrticima predlau i:
formiranje manjih meovitih grupa dece,
uvodjenje vie fleksibilnosti u dnevni ritam ivota u vrticima,
osavremenjavanje programa vaspitno-obrazovnog rada,
prilagodjavanje radnog vremena potrebama roditelja,
pruanje razlicitih usluga roditeljima,
zbrinjavanje dece i u popodnevnim casovima,
obezbedjivanje ucenja stranih jezika bez dodatnog placanja od
strane roditelja,
vece ukljucivanje roditelja u rad vrtica i unapredjivanje i
proirivanje saradnje sa roditeljima.
Kao posebno znacajno istice se organizovanje savetodavnog rada sa
roditeljima, prilagodjavanje radnog vremena roditeljima, proirivanje usluga i
ukljucivanje roditelja u vaspitni rad.
Jedno anketno ispitivanje vaspitaca pokazalo je da oni ele inoviranje
znanja i to da su posebno zainteresovani za sledeca podrucja:
rad sa decom sa emocionalnim problemima
razvijanje slike o sebi u dece
nove mogu}nosti komuniciranja sa roditeljima
rad sa nadarenom decom
integracija stranih jezika u vrtice
rad u komunikacijskim i stvaralackim radionicama44

Obrazovanje pedagoga i psihologa

Pedagozi i psiholozi se koluju na filozofskim fakultetima u Beogradu
(Odeljenje za pedagogiju i Odeljenje za psihologiju), Novom Sadu (Odeljenje
za pedagogiju, Niu (Odeljenje za psihologiju) i Pritini (Odeljenje za
42

Nikic, J.(1996): ULOGA VASPITACA U ADAPTACIJI DETETA U JASLICAMA I ORGANIZOVANJU

OBOGACENE STRUKTURISANE SREDINE. Zbornik Filozofskog fakulteta u Novom Sadu, sveska jedanaesta,
Novi Sad
43
Gavrilovic, A.(1998): SISTEM DRUTVENE BRIGE O DECI U SRBIJI-RAZVOJ I PERSPEKTIVA,
Slubeni glasnik, Beograd
44
Burazin, S.(1990): IDEJE I STAVOVI ODGOJITELJA O POTREBI DALJEG DOKOLOVAVANJA, Osijek,
prema publikaciji "Potrebe i mogucnosti visokokolksog obrazovanja vaspitaca, Beograd 1997.

62

pedagogiju i Odeljenje za psihologiju). Studije traju cetiri godine (8

semestara).
Pravo na upis imaju svreni ucenici svih srednjih kola
posle
poloenog prijemnog ispita koji se sastoji:
za pedagogiju iz testa opte informisanosti i testa iz pedagogije ili
psihologije, po izboru kandidata,
za psihologiju vae isti uslovi s tim to je test iz psihologije
obavezan.
Defektolozi
se
koluju
na
Defektolokom
fakultetu
u
Beogradu.Obrazovanje pedagoga, psihologa i defektologa regulisano je
Zakonom o univrezitetu45.
Pedagozi koji rade u decjim vrticima su se od kraja 60-tih do
1979.godine pripremali na posebnom smeru "Predkolska pedagogija".
Promena u oragnizaciji studija nije umanjila obim i kvalitet pripreme, moe se
reci da je i poboljana, iako buduci kolski i predkolski pedagozi studiraju po
istom programu. Predmet "Sistemi i programi predkolskog vaspitanja" je
uveden posle ukidanja smerova i njime je povecan obim sadraja koji se
odnose na predkolsko vaspitanje.
Kurikulum po kojem se pripremaju buduci pedagozi danas cine:
opteobrazovne discipline relevantne za pedagoke nauke (Uvod u
teoriju drutva, Uvod u filozofiju, Logika sa optom metodologijom,
Etika i Strani jezik);
opte pedagoke discipline (Opta pedagogija I i II, Opta istorija
pedagogije, Nacionalna istorija pedagogije, Savremeni pedagoki
pravci, Metodologija pedagokih istraivanja, Statistika u
pedagogiji);
psiholoke discipline (Razvojna psihologija i Pedagoka
psihologija);
posebne pedagogije (Porodicna pedagogija; Predkolska
pedagogija, kolska pedagogija, Andragogija);
didakticko-metodicke discipline (Didaktika, Metodika matematickog
obrazovanja, Metodika jezickog obrazovanja, Metodika rada
kolskog pedagoga, Sistemi i programi predkolskog vaspitanja);
izborni predmeti (Teorija saznanja, Estetika, Socijalna psihologija,
Sociologija porodice, Psihopatologija dece i mladih, Socijalna
patologija, Socijalna antropologija);
izborni kursevi (Metode strucnog usavravanja prakticara u obasti
vaspitanja i obrazovanja, Metode razvijanja ekspresije i
komunikacije, Metode obrazovanja za razvoj i toleranciju, Metode
saradnje sa porodicom i obrazovanja roditelja, Rad sa decom
ometenom u razvoju, Rad sa darovitom decom, Metode
vankolskog vaspitnog rada sa decom i omladinom, socijalnopedagoki rad sa decom i porodicom, Metode obrazovanja za
vizuelne medije, Metode preventivnog vaspitnog rada).

45

ZAKON O UNIVERZITETU, Slubeni glsnik Republike Srbije, broj.20, maj 1998.

63

Vrsta i sadraj kurseva su promenljivi i oni se mogu planirati u

dogovoru sa studentima i prema mogucnostima realizacije. U svakom slucaju
studenti moraju da izaberu najmanje cetiri kursa.
Specificna znanja, potrebna za rad u predkolskim institucijama
studenti sticu prvenstveno kroz predmete: Razvojna i Pedagoka psihologija,
Predkolska pedagogija, Sistemi i programi predkolskog vaspitanja.
U okviru predmeta Predkolska pedagogija (V i VI semestar, po 4 casa
nedeljno)
studenti se upoznaju sa teorijom i praksom predkolskog
vaspitanja, sa problemima vaspitanja u porodici i izvan nje i strukturom
institucionalnog predkolskog vaspitanja, sa procesima ucenja i obrazovanja
dece predkolskog uzrasta i kultivisanjem decje igre i stvaralatva. Ovaj
predmet takodje obuhvata obaveznu dvonedeljnu praksu u predkolskoj
ustanovi, jedan seminarski rad, pismeni ispit esejskog tipa i usmeni ispit.
U okviru predmeta Sistemi i programi predkolskog vaspitanja (VII i VIII
semestar po 4 casa nedeljno) studenti se upoznaju sa tradicionalnim i
savremenim sistemima i programima predkolskog vaspitanja, shvatanjima
deteta, modelima predkolskog vaspitanja, razvojem i evaluacijom programa
za predkolsko vaspitanje i vaspitnom praksom. U okviru ovog kursa studenti
se uvode i u akciona istraivanja u oblasti predkolskog vaspitanja. Kurs se
zavrava pismenim ispitom esejskog tipa.
Za rad u predkolskim ustanovama znacajna su i znanja koja se sticu
okviru Opte pedagogije koja se bavi optim vaspitnim pitanjima, predmeta
Savremeni pedagoki pravci i Porodicna pedagogija. Izborni predmeti nude
mogucnost sticanja specificnih znanja potrebnih u radu sa decom a tu
posebno izdvajamo probleme socijalne patologije i sociologije porodice kao i
psihopatologije
dece (Socijalna psihologija, Sociologija porodice,
Psihopatologija dece i mladih, Socijalna patologija, Socijalna antropologija).
Teorijska priprema buducih pedagoga , koji osim u kolama i drugim
vaspitnim ustanovama rade i u predkolskim institucijama je pre svega opteg
karaktera, ali sistemom izbornih predmeta i kurseva, izborom seminarskih
radova i diplomskog rada studenti mogu usmeriti svoju profesionalnu pripremu
ka radu u predkolskim ustanovama.
Studenti pedagogije imaju, takodje, i obaveznu dvonedeljnu praksu u
okviru predmeta Predkolska pedagogija i ucece u pilot istraivanjima u
okviru predmeta Sistemi i programi predkolskog vaspitanja.
Posle odbranjenog diplomskog rada i stecene diplome (zvanje
Diplomirani pedagog), pedagozi mogu da nastave poslediplomske studije u
okviru tri nivoa: specijalisticke studije (1 godina), magistarske studije (2
godine) i doktorske studije (3 godine). Na specijalisticke studije se mogu
upisati svreni studenti, sa stecenom diplomom dok se za magistarske studije
osim diplome redovnih studija trai i prosek ocena najmenje 8, a za doktorske
studije 8,546. Postidiplomske studije su prilika za ue usmerenje. Tako
kandidati mogu da se opredele za magistarske i doktorske studije iz
predkolske pedagogije.
Uloga pedagoga47 u predkolskim institucijaama varira od
konsultantske uloge do aktivnog ucesnika u stvaranju i realizaciji programa
rada ustanove. Status pedagoga i psihologa nije sasvim jasno definisan tako
da obim i karakter njihovih aktivnosti cesto zavise od rukovodioca ustanove,
46
47

Na studijama se primenjuje ocenjivanje od 5-10.

Kamenov, E.(1991): PREDKOLSKI PEDAGOZI U SRBIJI, Metodicki dani 91, Nova Prosveta, Beograd

64

kolektiva ili njih samih. Dok pedagozi i psiholozi koji rade u predkolskim
ustanovama smatraju da bi trebalo vie da se angauju u neposrednom
planiranju i organizaovanju rada sa decom, oni se ipak vie bave pracenjem
decjeg razvoja, ponaanja i interesovanja dece, a da to potom ne utice na
konkretne aktivnosti. Zbog takve situacije pedagozi predlau vie prakse u
toku studija, motiviuci taj zahtev potrebom da se stekne specificno iskustvo
koje ce biti od koristi u njihovom potonjem angaovanju. Pedagozi posebno
isticu potrebu sticanja specificnih znanja vezanih za planiranje, programiranje,
pracenje i evaluaciju rada u predkolskim ustanovama.
Kurikulum po kojem se pripremaju
cetvorogodinjim studijama sastoji se od:

buduci

psiholozi,

na

zajednickih predmeta (Uvod u teoriju drutva i Strani jezik);

optih bazicnih predmeta (Statistika u psihologiji, Metodologija
psiholokih istraivanja, Fiziologija nervnog sistema, Opta
psihopatologija);
usko strucnih predmeta (Opta psihologija I i II, Psihologija licnosti,
Psihometrija, Razvojna psihologija I i II, Pedagoka psihologija I i II,
Socijalna psihologija I i II, Kadrovska psihologija, Psihopatologija
dece i mladih, Mentalna higijena, Mentalno testiranje dece, Klinicka
psihologija sa psihodijagnostikom, Osnovi psihoterapije i
savetovanja, Psihologija medjuljudskih odnosa, Inenjerska
psihologija i ergonomija, Psiholoke kole i pravci);
izbornih predmeta iz optih ( Uvod u filozofiju, Genetika, Sociologija
porodice, Menadment ljudskim resursima, Didaktika) i usko
strucnih disciplina (Psiholoka prevencija, Psihologija ometenih u
razvoju, Neuropsihologija, Psihologija u marketingu, Ekoloka
psihologija, Psiholingvistika).
Kao pedagozi, tako i psiholozi dobijaju, posle odbranjenog diplomskog
rada, zvanje "Diplomirani psiholog". Sistem postdiplomskih studija je isti kao
na Pedagogiji.

Obrazovanje defektologa
Fakultet za defektologiju, u sastavu Univerziteta u Beogradu koluje
kadar za rad sa decom i odraslim poremecenog sluha (surdoaudiologija),
govora (logopedija), vida (tiflologija), sa telesno invalidnim licima
(somatopedija), mentalno retardiranim (oligofrenologija) i sa poremecajima u
drutvenom ponaanju (prevencija i resocijalizacija). Studije traju 4,5 godine,
odnosno devet semestara. Deveti semestar je rekapitulacijia i sinteza
teorijskih i prakticnih znanja iz oblasti za koje su se studenti usmerili.
Prva godina studija je zajednicka za sve i u toku te godine studenti
sticu opta znaja iz fundamentalnih predmeta za podrucje defektologije (Uvod
u defektologiju, Medicinska genetika, Medicinska fiziologija sa anatomijom,
Sociologija, Pedagogija i Opta psihologija sa psihologijom licnosti). Na drugoj

65

godini studenti se usmeravaju za neku od nabrojanih oblasti, za koju su se

opredelili vec prilikom upisa, i dalje se u tom pravcu obrazuju.
Svi smerovi imaju obavezno Razvojnu i Pedagoku psihologiju kao i
Metodiku rada za decom predkolskog uzrasta, sa odgovarajucim vebama.
Ovu metodiku nemaju samo oni koji se spremaju za poslove logopeda (imaju
poseban prakticni logopedski rad) i prevencije i resocijalizacije osoba za
poremecajima u drutvenom ponaanju. Metodikama rada sa predkolskom
decom je posvecen znacajan fond casova. Na primer, za rad sa gluvom i
nagluvom decom studenti sluaju i vebaju metode rada (2+2 casa nedeljno)
u toku pet semestara.
Posebno se savladavaju metodike vetina (fizickog, likovnog i
muzickog) u zavisnosti od otecenja koje dete ima.
Posle odbranjenog diplomskog rada studenti dobijaju zvanje
"Diplomirani defektolog"
Od osnivanja fakulteta (1974. godine)diplomiralo je preko 3.500
studenata, mada ih u predkolskim i kolskim ustanovama nema dovoljno.
Godinje se na fakultet prima izmedju 150-220 studenata. Pravo da konkuriu
imaju svi svreni srednjokolci ako prodju prijemni ispit, slican onom koji
prolaze pedagozi i psiholozi.
Defektoloki fakultet organizuje magistarske i doktorske studije po
vaecem Zakonu o Univerzitetu.

Zakljucno razmatranje i preporuke48

U predkolskim institucijama na podrucju SR Jugoslavije bilo je zaposleno
1997. godine ukupno 17.198 osoba, od cega:
48.48% vaspitaca
16.90% zdravstevnih radnika
2.32 % strucna saradnika (pedagozi, psiholozi i specijalni
pedagozi-defektolozi)
administrativnih slubenika
27.3% ostalog osoblja (socialni rad, zdravlje, ishrana,
higijena, odravanje)
Prema analizi stanja iz 1996. godine49 nedostajalo je oko 10% osoblja
predvidjenog normativom kadra, s tim to se pojavljuje viak medicinskih
sestara u vaspitnim grupama , administartivnog osoblja i osoblja zaposlenog
na spremanju hrane a znatan nedostatak vaspitaca, medicinskih sestara u
prevenciji, socijalnih radnika, dijeteticara.
Manjak vaspitaca nije rezultat manjeg broja obrazovanih za ovaj poziv.
Prema nezvanicim podacima postoji hiperprodukcija vaspitaca. Procenjuje se
da samo u Republici Srbiji iz 12 viih kola za vaspitace godinje izadje oko
1000 diplomiranih vaspitaca, kao i da ih trenutno u Srbiji ima oko 8000.
48

Zakljucna razmatranja i preporuke su licni stav autora koji je pripremio poglavlje o obrazovanju
vaspitaca i strucnih saradnika .
49

Gavrilovic, A.(1998).Ibid.

66

Problem koji se, takodje, nezvanicno navodi kao razlog za nedostatk

kvalifikovanih vaspitaca jeste finansiranje novih radnih mesta, a tome treba
dodati i nezainteresovanost mladih za ta slabo placena radna mesta.
Poseban problem kada su u pitanju vaspitaci jeste izrazit trend
prevremenog penzionisanja i to uglavnom iz zdravstevnih razloga. Nisu
poznata istraivanja opterecenosti i stresa kojima je ovo osoblje izloeno u
svakodnevnom radu.
Posmatrano sa stanovita pola osobe zaposlene u predkolskim
ustanovama su preteno enskog roda. Naime, od ukupno zaposlenih u SR
Jugoslaviji (17.198 radnika prema statistickim podacima iz 1997. godine),
16.274 su osobe enskog pola, odnosno 94.62% su ene. Taj odnos vai za
celu teritoriju Jugoslavije, to svedoci o potpunoj feminizaciji predkolskog
vaspitanja. Ova tendencija feminizacije se nastavlja i u osnovnim kolama,
iako sa neto manjim procentom, pa se moe govoriti o feminizaciji
celokupnog bazicnog obrazovanja dece od 1-12 godine.
Procenat zaposlenih pedagoga i psihologa uglavnom odgovara
normativima a to je jedan zaposleni po centralnoj instituciji. U izvetaju
Ministarstva za 1996. godinu stoji da je od 198 potrebnih pedagoga-psihologa
angaovano 145. Ogranicenja u pogledu obrazovanja vaspitaca ogledaju se
na vie planova. Sa jedne strane postoji hiperprodukcija kadra a sa druge
strane, zvanicni podaci pokazuju da je broj vaspitaca u predkolskim
ustanovama manji od broja potrebnog po normativima koji predvidjaju odnos
grupa/vaspitac. Nije posebno istraivan problem stresa kod vaspitaca mada je
izraena pojava prevremenog penzionisanja. Lo materijalni poloaj
destimulie mlade za rad u predkolskim ustanovama.
Iako zakon dozvoljava i formalno izjednacava privatne institucije za
predkolsko vaspitanje, one jo uvek nisu postale integralni deo sistema,
sistematski se ne prati njihov rad i ne pojavljuju se podaci o njihovom radu u
zvanicnim izvetajima. Poseban problem je to ne postoji sistematsko
pracenje kadra koji radi u privatnim vrticima, programa i potovanja normativa
prostora i opreme. Moe se reci da se privatni vrtici i jaslice jo uvek stihijno
otvaraju i da se njihov status regulie u zavisnosti od lokalne administracije.
Problem predkolskog vaspitanja i smetaja dece ometene u razvoju je
posebno izraen. Podaci o predkolskom vaspitanju dece ometene u razvoju
se sporadicno pominju. Nema podataka ni o radu sa darovitom decom.
Buduci da se obrazovanje kadra koji radi u predkolskom vaspitanju
obavlja na razlicitim nivoima i pri razlicitim kolama i fakultetima, nedostaje
jedan minimum neke vrste integrativnog programa koji bi celokupnom
potencijalnom strucnom osoblju, koje namerava da radi u predkolskim
institucijama, ponudio specificna opta i prakticna znanja iste vrste i istog
nivoa.
Nesporazumi koji se javljaju medju vaspitacima, pedagozima,
psiholozima i specijalnim pedagozima kad su u pitanju njihove nadlenosti,
kompetencije i vrsta angamana su dobrim delom rezultat razlicitog koncepta
koji je posledica razlicitog pripremanja za poziv.
Izraena feminizacija profesije je problem koji vec dugo postoji i on je
isti i u osnovnom obrazovanju. Decaci tako nemaju potrebnu mogucnost
identifikacije sa osobama mukog pola, to se odraava na njihov emocionalni
i socijalni razvoj. Sve je manje mukaraca, ili ih prakticno vie nema, koji se
opredeljuju za pozive vaspitaca i ucitelja, jer je rec o profesijama koje su

67

veoma loe placene i time nisko vrednovane na lestvici socijalnih vrednosti.

Ovaj problem, medjutim, nije istraivan i trebalo bi mu posvetiti panju.
Programi viih kola za vaspitace nisu usaglaeni sa programima
predkolskog vaspitanja dece, a ne postoji ni povezanost izmedju sistema i
programa usavravanja i inicijalnog obrazovanja.
Sami vaspitaci procenjuju svoje obrazovanje kao neadekvatno
potrebama dece i porodica i posebno naglaavaju nedovoljnu saradnju sa
porodicom i ucece roditelja u radu predkolskih ustanova. Oni takodje
naglaavaju da su im potrebna specificna znanja za rad sa decom sa
problemima i nadarenom decom.
Direktori predkolskih ustanova se ne pripremaju na poseban nacin, pa
na to mesto moe doci bilo koji vaspitac, pedagog ili psiholog za koga se
proceni da bi svojim organizacionim i strucnim kvalitetiam mogao da obavlja
taj posao.
Bez obzira da li ce se obrazovanje vaspitaca podici na univerzitetski
nivo, neophodno je da se ponude moduli za strucno usavravanje koji
povezuju obrazovanje sa potrebama prakse i raznovrsnim potrebama
roditelja, dece i lokalnih sredina. To znaci da bi program za strucno
usavravanje trebalo da bude modularno diferenciranog tipa tako da moe da
zadovolji potrebe razlicitih strucnih profila koji rade u predkolskom vaspitanju
(vaspitaca- pocetnika i iskusnih, pedagoga, psihologa, socijalnih radnika), da
ponude raznovrsne kreativne modele rada sa decom, saradnje sa porodicom i
osnovnom kolom i da omoguce napredovanje u struci kroz savladavanje
programa vieg nivoa. Program (sistem) bi dakle bio diferenciran kako po
potrebama i problemima vaspitnog rada sa decom, tako i po nivoima
sloenosti, a granao bi se i u pravcu savladavanja nekih specificnih nivoa vie
sloenosti.
Posebna panja u strucnom usavravanju treba da se posveti radu sa
decom sa posebnim potrebama (daroviti i ometeni u razvoju) i pruanju
pomoci porodicama koje imaju takvu decu. U okviru ovih programa trebalo bi
ponuditi specijalizovane module za rad sa decom ometenom u razvoju i sa
decom koja pokazuju neke talente.
Programi strucnog usavravanja bi morali a imaju naglaeno prakticni
karakter, jer vaspitaci kao i drugi strucni profili koji rade sa decom sticu dosta
teorijskih a malo metodickih i prakticnih vetina. Poboljanje prakticne
pripreme i njeno cvrce povezivanje sa teorijom treba da omoguci i unoenje
inovacija u rad sa decom. Trebalo bi, zapravo, ponuditi raznovrsne module
razvojnog karaktera, zapravo module sa diferenciranim sadrajima i
mogucnostima podsticanja razvoja dece.
Neophodna je pomoci razvoj privatnih predkolskih institucija i njihovo
povezivanje sa dravnim institucijama.
Bilo po poeljno da se prui profesionalna i logisticka podrka procesu
prerastanja viih kola za obrazovanje vaspitaca u fakultet, ako takva odluka
bude doneta. Intervencija bi bila posebno korisna u domenu definisanja
programa obrazovanja kadra.

68

STRUCNO USAVRAVANJE VASPITACA

Mirjana V. Markovic, savetnik ministra, Ministarstvo prosvete Republike Srbije

Strucno usavravanje nastavnog i vaspitnog osoblja u Srbiji prvi put je

1973. godine postalo obaveza za sve pedagoke kadrove koji ostvaruju
drutveno utvrdene programe na predkolskom, osnovnokolskom i
srednjokolskom uzrastu - Zakonom o stalnom strucnom usavravanju
nastavnog i vaspitnog osoblja ("Slubeni glasnik RS", 29/73).
Zakon je pod stalnim strucnim usavravanjem podrazumevao:
pocetnika - pripravnika za uspean vaspitno-obrazovni rad i
polaganje strucnog ispita
dopunsko obrazovanje za pedagoki rad odredenih kategorija
nastavnika, saradnika i vaspitaca
stalno usavravanje posle poloenog strucnog ispita
strucno usavravanje u cilju sticanja vieg stepena u zvanju,
odnosno strucnom nazivu pedagokog i vieg pedagokog
savetnika.
Stalno strucno usavravanje predkolskih kadrova posle poloenog
strucnog ispita, obuhvatalo je usavravanje za pedagoki rad, drutvenoekonomsko i politicko obrazovanje i usavravanje u uoj struci.
Prosvetni savet SR Srbije doneo je na osnovu Zakona Osnove
programa strucnog usavravanja u sva ova tri segmenta obrazovnog sistema.
Realizatori ovog programa bili su: kole, predkolske ustanove, regionalni
prosvetno-pedagoki zavodi, Republicki zavod za unapredivanje vaspitanja i
obrazovanja, pedagoke akademije, fakulteti i narocito, strucna udruenja i
organizacije.
Potrebu za stalnim strucnim usavravanjem nametali su drutveni i
pedagoki ciljevi reforme, donoenje novih programa, potrebe obnavljanja
znanja, inovacije, komunikativna i informativna tehnologija i dimanicni razvoj
naeg drutva u tom periodu.
Godine primene Zakona o stalnom strucnom usavravanju pored
evidentnih rezultata i efekata... ispoljile su mnoge slabosti koje su se
manifestovale u sporom menjanju metoda, oblika i sadraja rada, nedovoljnoj
povezanosti svih nosilaca usavravanja, nedoslednosti u realizaciji utvrdenih
programa, neblagovremenom obezbedivanju finansijskih sredstava za
pojedine oblike usavravanja, slaboj motivaciji kadrova za sopstveno
usavravanje zbog nedovoljne materijalne stimulacije i sl.

Republika Srbija

Strucno usavravanje prosvetnih radnika u

predkolskom vaspitanju u periodu 1975. - 1991.
U ovom periodu su znacajan doprinos u strucnom usavravanju
prosvetnih radnika u predkolskom vaspitanju i obrazovanju, dali regionalni
prosvetno-pedagoki zvodi, Republicki zavod za unapredivanje vaspitanja i
69

obrazovanja, same predkolske ustanove, Zajednica predkolskih ustanova i

Savez strucnih drutava predkolskih radnika Srbije i Samoupravna interesna
zajednica drutvene brige o deci.
SUSRETI PREDKOLSKIH RADNIKA SRBIJE su bili oblici strucnog
usavravanja koje je prvo organizovala Zajednica predkolskih ustanova, a
kasnije Republicki zavod za unapredivanje vaspitanja i obrazovanja,
regionalni prosvetno-pedagoki zavodi u saradnji sa velikim brojem
predkolskih ustanova.
Svaki susret je bio poseban projekat , koji je vodio profesor
univerziteta, savetnici za predkolsko vaspitanje i obrazovanje, u saradnji sa
strucnim saradnicima, vaspitacima i medicinskim sestrama.
Odrano je esnaest susreta i to: deset u Beogradu i po jedan u
Novom Sadu, Gornjem Milanovcu, Vrnjackoj Banji, Vranju, Niu i Kragujevcu.
Sadraji Susreta su "pokrivali" sve znacajne probleme predkolskog
vaspitanja u Srbiji, ali su uvek predstavljali afirmaciju novih tendencija u
naukama o razvoju i vaspitanju dece, kao i zaokruivanje i prezentovanje
prakticnih razrada tih ideja. Neke od njih su: Kultivisanje decje igre, Znacaj
individualnog rada s decom, Decji vrtic kao otvorena institucija, Osnove
programa i planiranje vaspitno-obrazovnog rada, Stvaralatvo i vaspitanje
predkolskog deteta, Formiranje i razvoj motiva kod predkolske dece,
Posledice osujecenja motiva na predkolskom uzrastu, Ugledne aktivnosti
vaspitaca u predkolskim ustanovama Beograda, Vranja, Kragujevca, Nia,
Novog Sada i dr., Vaspitanje dece ranog uzrasta (do 3 godine), Razvoj decje
moralnosti - moralno miljenje i moralni ideali, Licnost vaspitaca - faktor
formiranja licnosti deteta, Fizicko vaspitanje predkolske dece, Muzicko
vaspitanje predkolske dece, Razvoj govora predkolskog deteta,
Tradicionalna kultura i savremeno predkolsko vaspitanje, Likovno vaspitanje
predkolske dece, Intelektualno vaspitanje i intelektualne aktivnosti,
Programiranje, planiranje i organizacija vas-pitno-obrazovnog rada,
Perceptivne aktivnosti i njihov znacaj za razvoj deteta i dr.
Analizom ovih sadraja strucnog usavravanja moe se lako napraviti
uvid u evoluciju pojedinih ideja, kao i proces njihovog urastanja u nove
oficijalne programe vaspitno-obrazovnog rada, koji se sve vreme odvijao kroz
spregu naucnika, istraivaca i prakticara predkolskog vaspitanja i
obrazovanja.
U ovom procesu strucnog usavravanja neprestano je povecavan broj
ucesnika - prve 1975. godine bilo ih je 130, a poslednje 1991. godine 1157
ucesnika (1985.god. - 720).
METODICKI DANI PREDKOLSKIH RADNIKA - su bili drugi znacajan
oblik strucnog usavravanja u organizaciji Republickog zavoda za
unapredivanje vaspitanja i obrazovanja, Prosvetno-pedagokog zavoda Beograda, akademija za vaspitace Saveza strucnih drutava predkolskih
radnika Srbije i Smoupravne interesne zajednice za drutvenu brigu o deci.
Odravani su svake godine od 1988.-1991. godine u Beogradu i 1996.
godine u Kikindi.
S namerom da postane tradicionalna manifestacija, stalno otvorena za
nove ideje i stvaralacka osmiljavanja, utvrdeni su precizni kriterijumi za
pripremu, prezentaciju i vrednovanje radova prakticara.

70

 Radovi su morali biti otvoreni za nove pristupe u metodici rada sa

predkolskom decom, da se oslanjaju na savremena dostignuca u oblasti
razvoja i vaspitanja i predstavljaju originalne, nove i celovite prakticne
postupke u neposrednom radu sa decom;
U pripremi radova potovani su ciljevi vaspitanja i obrazovanja dece
predkolskog uzrasta, koji su definisani u zvanicnim Osnovama programa
vaspitno-obrazovnog rada, tako da su predstavljali organsku povezanost
programskih zadataka i sadraja, prirodnu i logicku vezu medu pojedinim
oblastima i upucivali na koricenje programskih sadraja u funkciji
podsticanja razvoja kao celovitog procesa;
Radove je trebalo koncipirati tako da uvaavaju i podsticu decje
doivljavanje sveta, njegovo iskazivanje u svakodnevnoj komunikaciji i
kroz sve vidove simbolickog izraavanja, da garantuju visok stepen
angaovanja dece u vaspitnoj grupi i doprinose uspenom razreavanju
razvojnih problema dece na predkolskom uzrastu;
Prilozi su nudili originalna reenja u strukturiranju vaspit-nih sredstava,
sredine kao celovitog ivotnog prostora i negovali spontanost u
kombinovanju oblika rada i metodskih postupaka.
Cilj je bio da se i na ovaj nacin unapreduje pedagoka praksa u
predkolskim ustanovama, afirmiu i identifikuju najbolji stvaraoci, kao i da se
afirmie pre svega profesija vaspitaca.
Posle svakog strucnog skupa sacinjena je posebna publikacija sa
nazivom "Metodicki dani 19__. godine" koja je bila dostupna svim
predkolskim radnicima u Srbiji. Najbolja ostvarenja su nagradivana posebnim
nagradama.
Za samo nekoliko godina organizovanja "Metodickih dana predkolskih
radnika Srbije", blizu hiljadu vaspitaca, strucnih saradnika i medicinskih
sestara ohrabreni su da ponude svee originalne ideje i da to saopte na
strucnim skupovima i pred strucnim irijem.
Time su dali zaista viestruki doprinos delatnosti u kojoj rade.
STRUCNO USAVRAVANJE U PREDKOLSKIM USTANOVAMA U
SRBIJI, u 180 ustanova, bilo je obavezno i najintenzivnije preko strucnih
organa predkolskih ustanova - strucnih veca i aktiva vaspitaca uzrasnih
grupa.
Programom rada predkolske ustanove, koji se donosi svake kolske
godine, (i odobrava ga optina) obuhvacen je i program strucnog
usavravanja vaspitnog osoblja. Sadraji programa su strucne teme, ideje i
problemi aktuelni u toj sredini. To su bile, uglavnom razrade tema koje ce biti
ili su bile predmet "Susreta".
Ostvarivanje ovih programa kao i njihov kvalitet pratili su savetnici za
predkolsko vaspitanje i obrazovanje prosvetno-pedagokih zavoda.
Ovaj period je bio uzlet u razvoju predkolskog vaspitanja, irenjem
mree, povecanjem obuhvata dece, ali i u kvalitetnom i uspenom procesu
strucnog usavravanja.

71

STRUCNO USAVRAVANJE PROSVETNIH RADNIKA

U PREDKOLSKOM VASPITANJU U PERIODU 1991 2000.
Strucno usavravanje se u ovom periodu regulie Zakonom o
drutvenoj brizi o deci, ("Prosvetni glasnik RS", 6/96), po kome proces
strucnog usavravanja prosvetnih radnika u predkolskom vaspitanju vodi
Ministarstvo prosvete, a direktora, medicinskih i socijalnih radnika Ministarstvo
za porodicu.
Pravilnikom o polaganju strucnog ispita pripravnika, nastavnika,
strucnih saradnika i vaspitaca ("Prosvetni glasnik RS", br. 4/93) regulie se
nacin provere znanja i sposobnosti za samostalan vaspitno-obrazovni rad znanja iz prakticnog rada i metodike, pedagogije, psihologije, ustavnog
uredenja i propisa iz vaspitanja i obrazovanja. Pravo polaganja se stice posle
pripravnickog staa koji traje godinu dana.
Uprkos dogadanja u poslednjoj deceniji ovog veka koja su znacila
odredjene tekoce predkolski radnici su zapocili proces promena u
saglasnosti sa naucnim dostignucima o razvoju i vaspitanju dece. U tom
smislu donete su nove Osnove programa predkolskog vaspitanja i
obrazovanja.
U toku citavog ovog perioda u Ministarstvu prosvete je proces strucnog
usavravanja podreden uspenom ostvarivanju Osnova programa.
Organizacioni modeli strucnog usavravanja su sada timovi koji
funkcioniu na razlicitim nivoima:
Tim Ministarstva prosvete vri koordinaciju aktivnosti na
uvodenju, primeni i evaluaciji Osnova programa u predkol-skim
ustanovama u Srbiji; organizuje i prati proces strucnog
usavravanja i vri potrebnu evaluaciju.
Tim cine: savetnik ministra prosvete i nadzornici za predkolsko
vaspitanje i obrazovanje.
Timovi odeljenja Ministarstva prosvete (14)50koordiniraju rad na
uvodenju i primeni Osnova programa ..., organizuju strucno
usavravanje i osmiljavaju rad metodickih centara - centara za
strucno usavravanje.
Timove cine: nadzornici za predkolsko vaspitanje i
obrazovanje, strucni saradnici, vaspitaci (voditelji timova
u
predkolskih
ustanovama i rukovodioci aktiva direktora).
Timovi predkolskih ustanova donose Plan akcije za uvodenje,
razradu i primenu Osnova programa... i za programiranje i
izvodenje procesa strucnog usavravanja unutar same
predkolske ustanove.
Najzastupljeniji oblici strucnog usavravanja su seminari, preda-vanja,
savatovanja, radionice, strucni sastanci, edukativna obuka i sl.
Republicki nivo strucnog usavravanja cine sledeci oblici strucnog
usavravanja, koje organizuje i koordinira Tim Ministarstva prosvete:
REPUBLICKI AKTIV DIREKTORA cine svi direktori predkolskih
ustanova (180). U okviru njihovog strucnog usavravanja koje
50

Broj regionalnih odeljenja Ministarstva prosvete Republike Srbije

72

organizuje ovo Ministarstvo razraduju se teme pedagokog

karaktera: upoznavanje sa idejama oficijelnih programa i
mogucnostima njihove primene u razlicitim sredinama;
ujednacavanju nivoa kadrovske i materijalne opremljenosti
predkolskih ustanova i nabavke adekvatnog didaktickog
materijala za opremanje sredine za ucenje; o kvalitetu vaspitnoobrazovnog rada, evaluaciji ostvarivanja programa i sl. (Na ovim
skupovima ucestvuje do 120 direktora).
REPUBLICKI AKTIV STRUCNIH SARADNIKA51
cine 356
zaposlenih strucnih saradnika prosvetne struke. Strucno
usavravanje organizuje i koordinira Tim ministarstva prosvete,
ali i odgovarajuca strukovna udruenja (pedagoga, psihologa i
sl.). Aktuelni sadraji su: pedagoko akciono istraivanje, timski
rad, jezicke kreativne radionice, pedagoke radionice, dramske
radionice, interaktivno vaspitanje, inovacije u radu pedagokopsiholoke slube, razmene iskustava i sl. (u radu aktiva
ucestvuje u proseku do 220 strucnih saradnika).
Strucna manifestacija "VASPITACI VASPITACIMA" odrava se
svake godine, sa ciljem da se prezentiraju novi koraci u
prakticnoj primeni Osnova programa... Najceci sadraji su:
Razvijanje modela A, Profesionalni razvoj vaspitaca na
principima aktivnog ucenja, komunikativna upotreba govora,
Razvoj znacenja reci - govorno misaone aktivnosti, Akciono
istraivanje kao model rada u predkolskoj ustanovi, Saradnja
sa porodicom, Priprema za kolu - Model B, Razvijanje
kurikuluma u predkolsoj ustanovi, kooperativno ucenje, Prica o
postanku sveta i dr. (Svake godine ucestvuje do 500 vaspitaca).
Pored ovih organizacionih oblika strucnog usavravanja predkolskih
radnika, u poslednjih pet godina 2/3 vaspitaca, strucnih saradnika i direktora,
zavrilo je SEMINARE sa psiho-socijalnim temama, i na teme decjih prava i
aktivnog ucenja. Seminare su organizovali i realizovali eksperti iz Srbije uz
saradnju sa UNICEF-om.
Roditelji i vaspitaci u akciji
Nenasilna komunikacija
Cuvari osmeha
Decji vrtic kao porodicni centar
Razvoj decjeg samopotovanja
Aktivne metode ucenja.
Cilj ovih seminara bio je jacanje kompetencije strucnjaka, povecavanje
osetljivosti odraslih za razvojne potrebe dece, unoenje promena u
emocionalnu klimu vaspitne grupe, razvijanje osetljivosti za razumevanje tudih
i vlastitih pozicija, obrazovanje odraslih za decja prava, razvijanje otvorenog

51Cilj

rada strucnih saradnika u predkolskoj ustanovi je da na osnovu savremenih teorijskih i prakticnih saznanja o detetu, uticu na stvaranje
uslova za podsticanje razvoja dece predkolskog uzrasta. Prema Normativu kadrova, predkolska ustanova moe da zaposli jednog strucnog
saradnika na 24 vaspitne grupe - pedagoga, psihologa, pedagoga fizickog vaspitanja, pedagoga muzickog vaspitanja, logopeda i socijalnog
radnika. Velike lokalne zajednice sa razvijenom privredom imaju razvijenu mreu vaspitnih grupa u predkolskoj ustanovi, te one imaju
mogucnost za timove ovih strucnjaka, koji rade neposredno i na organizaciji i realizaciji strucnog usavravanja predkolskih radnika. Pored
toga, u saradnji sa vaspitacima rade na problemima programiranja pedagokog rada na stvaranju optimalnih uslova za psiho-fizicki razvoj
dece, organizaciji vaspitno-obrazovnog rada, pedagoko-instruktivnom radu, pracenju i usmeravanju razvoja dece, saradnji sa porodicom,
pedagokoj dokumentaciji i sl.

73

sistema predkolskog vaspitanja i obrazovanja, kao i same predkolske

ustanove.
Ovi seminari su postavili osnovu za lake prihvatanje i smanjivanje
otpora prema promenama, i idejama samih Osnova programa...
Regionalni nivo strucnog usavravanja odvija se kroz metodicke centre
koji deluju u okviru regionalnih odeljenja Ministarstva prosvete.
METODICKI CENTRI su predkolske ustanove koje su otvorene za
promene i inovacije u vaspitno obrazovnom radu, imaju solidnu opremljenost
didaktickim materijalom, prstorne uslove za rad ucesnika koji borave na
strucnom usavravanju.
U njima se realizuju posebni projekti, akciona istraivanja, kontinuirano
informisanje, edukacija i raznema iskustava.
Metodickim centrima rukovode i koordiniraju nadzornici sa svojim
strucnim timovima.
Ima vie organizacionih oblika metodickih centara:
metodicki centar - jedna predkolska ustanova; u njoj se
organizuje strucno usavravanje vaspitaca, strucnih saradnika i
medicinskih sestara za to regionalno podrucje;
metodicki centar koji prema definisanim problemima strucnog
usavravanja, angauje vie predkolskih ustanova koje za te
oblasti imaju afinitete i rezultate (na pr. metodicki centar za
fizicko vaspitanje, razvoj govora, intelektualno vaspitanje i sl. organizovani su u Beogradu);
"Model centar" je treci oblik moguceg organizovanja. To je
predkolska ustanova koja due vreme realizuje poseban
projekat ili program i koja prua mogucnost sistematskog
informisanja, boravka i edukaciju ucesnika u strucnom
usavravanju (Nalazi se u Kikindi u kojoj se ostvaruje projekat Decji vrtic kao porodicni centar)
Mrea metodickih centara u Srbiji

Predkolska ustanova

Mesto

1.

Odeljenja
Ministarstva
prosvete
BEOGRAD

Vie prekolskih ustanova

2.
3.
4.
5.
6.
7.
8.

SOMBOR
NOVI SAD
ZRENJANIN
VALJEVO
ZAJECAR
KRAGUJEVAC
KRALJEVO

9.
10.
11.
12.
13.

PRITINA
PRIZREN
UICE
NI
POAREVAC

"Naa radost", "Vera Gucunja"

"Radosno detinjstvo"
"Dragoljub Udicki", "Decja radost"
"Milica Noica", "Leptiric"
"Bambi", "ulici"
"Pionir", "Mira Simic"
"Naa radost", "Radost", "O. Jovicic
Rita"
"urdevak"
"Dragica Nekic"
"Olga Jovicic-Rita", "Vito Pantovic"
"Poletarac", "Cika Jova Zmaj", "Neven"
"Naa radost", "LJubica Vrebalov"

14.

LESKOVAC

"Vukica Mitrovic","Nae dete"

Zvezdara,
Cukarica,
Zemun
Subotica, Sombor
Novi Sad - 2 objekta
Kikinda, Pancevo
Valjevo, Lajkovac
Bor, Zajecar
Jagodina, Arandelovac
Aleksandrovac, Cacak,
Kraljevo
Pritina
Prizren
Poega, Uice
Ni, Pirot, Prokuplje
Smederevo,
Poarevac
Leskovac, Vranje

74

STRUCNO
USAVRAVANJE
NA
NIVOU
PREDKOLSKE
USTANOVE je obavezno i dalje je sastavni deo Programa rada svake
predkolske ustanove. Odvija se kroz strucne organe koje cine svi zaposleni
strucni radnici.
Sadraji strucnog usavravanja obuhvataju sve znacajne aspekte
programa i njegove primene; razraduju se teme sa republickih skupova, kao i
znacajne teme te sredine na primer: Otkrivamo realni program, Vaspitac u
vrticu, Knjievnost za decu, Lutka scena, Planiranje vaspitno-obrazovnog
rada, Posmatranje dece, Ukljucivanje roditelja u tim predkolske ustanove,
Opremanje dvorita za igru i ucenje dece i sl.
Strucnim usavravanjem rukovodi i koordinira rad direktor ili strucni
saradnik.
Frekvencija strucnog usavravanja predkolskih radnika u poslednoj
deceniji odgovara materijalnim mogucnostima kojima raspolae ova delatnost,
obrazovni sistem i drutvo u celini.
Nove Osnove programa (iz 1996), kao i inoviranje drugih programa,
dodatno su motivisali vaspitace i ostale strucne radnike na pojacano
informisanje, ucenje i isprobavanje ideja u svojoj praksi. Proces strucnog
usavravanja omogucio je savladivanje otpora prema promenama, ulaganju
napora da se uoci stereotip, da se razume nova ideja i da se trae odgovori
na najvanija pitanja razvoja i ucenja predkolskog deteta u ustanovi.
Evidentan je napor i angaman vaspitaca, direktora i strucnih saradnika u
ovom znacajnom i izazovnom poslu, koje treba podrati na svim nivoima i
ukazati im potovanje i uvaavanje.
Problemi strucnog usavravanja ostaju i dalje evidentni; nedovoljna
materijalna sredstva, nerazradena normativna reenja za organizovanje,
realizaciju i koordinaciju sistema strucnog usavravanja, veca motivacija za
strucno usavravanje, jer nije potkrepljena materijalnom nadoknadom i
napredovanjem u profesiji i sl.
Republika Crna GORA

Usavravanje vaspitaca
Usavravanje vaspitaca u Crnoj Gori ostvaruje se prevashodno na
nivou predkolskih ustanova. U tom smislu organizovani su brojni seminare
koji su obuhvatili veci broj vaspitaca. Posebni oblici usavravanja
organizovani su u okviru sledecih programa koji su realizovani u Crnoj Gori:
Djeciji vrtic kao porodicni centar
Vaspitanje za mir, toleranciju i humani razvoj
Djecja ekoloka radionica
Projekat integracije djece sa posebnim potrebama
Roditelji vaspitaci u akciji - obrazovanje za djecja prava

75

SARADNJA PORODICE I PREDKOLSKE

USTANOVE
Dragana Koruga, psiholog, Centar za interaktivnu pedagogiju, Beograd

Osnove programa vaspitno-obrazovnog rada sa decom od tri do sedam

godina (iz 1976. godine), kao i Osnove programa za rad sa decom do tri
godine (iz 1982. godine), donete u vidu dokumenata o ciljevima vaspitanja i
nacinima i metodama za njihovo ostvarivanje, predvidaju da se roditelji
ukljucuju u realizaciju vaspitnog procesa u institucijama za boravak dece i
vaspitno-obrazovni rad sa njima. Predvideni oblici rada sa roditeljima
podsecali su na oblike rada sa porodicom u koli. Komunikacija je bila vie
jednosmerna (od vrtica ka porodici) i imala je preteno edukativni karakter u
odnosu na porodicu i sa ciljem podizanja njene kompetenosti za vaspitanje
dece.
Nove Osnove programa predkolskog vaspitanja i obrazovanja dece
uzrasta od tri do sedam godina, (donete 1996. godine), opet u vidu dravnog
dokumenta, predvidaju dva modela institucionalnog vaspitanja (A i B ).
Prvi model predvida vrtic kao otvoreni sistem vaspitanja.
Polazite modela A je da su svi odrasli iz mikro i makro
socijalne sredine, ucesnici u socijalnoj interakciji kao procesu
vaspitanja i ucenja tokom detetovog odrastanja. Ovaj model ne
definie precizno forme i sadraje saradnje vrtica i
porodice/roditelja. U uvodu se naglaavaju prava roditelja da
aktivno ucestvuju u vaspitanju svoga deteta, da slobodno biraju
ustanovu i programe, organizacione oblike kao i pravo da se
aktivno ukljucuju u procese vaspitanja i obrazovanja njihove
dece Vaspitna funkcija vrtica kao institucije,
smatra se
integrativnim delom procesa vaspitne interakcije. Kao to
program vaspitnog rada nastaje u interakciji dece i vaspitaca,
tako i program saradnje vaspitaca, dece i roditelja nastaje u
njihovoj interakciji..
Drugi model predvida vrtic kao relativno zatvoreni sistem u kome
je vaspitno-obrazovni proces unapred planiran od strane
vaspitaca i koji je otvoren za intervencije dece u programima u
onoj meri u kojoj oni ne menjaju osnovne ciljeve i zadatke. U
skladu sa tim, i program saradnje vrtica i porodice polazi od
njihovih potreba, ali je isprogramiran unapred, prema zamisli,
iskustvu i ocekivanjim vaspitaca. Intervencije roditelja u
programima saradnje moguce su u onoj meri u kojoj ne remete
definisane ciljeve. Dakle prihvatljive su u domenu
76

 forme i sadraja. Pored forme i sadraja saradnje, godinjim

programima je predvidena cak i njena dinamika

Koliko je ova saradnja fleksibilna?

Do 1996. godine, programi su predvidali mogucnost da roditelji
ucestvuju u ivotu svoga deteta u vrticu, uz precizan plan vrtica i precizan
dogovor sa roditeljima. Cak su bile predvidene i forme zvanicnog
organizovanja roditelja u vrticu. Naime, u svakom vrticu po jedan roditelj iz
svake vaspitne grupe bio je na roditeljskim sastancima biran kao clan saveta
roditelja vrtica. Ovi roditelji su na nivou Ustanove (svi vrtici su birali po
jednog) cinili skuptinu roditelja - korisnika usluga ustanove. Mogli su da
ucestvuju u svim odlukama vezanim za njihovu decu (npr. o izletima,
nabavkama i opremanju zoo kutaka, nabavki igracaka i drugog potronog
materijala, nacinima proslave praznika i sl), a jednom godinje su razmatrali i
usvajali, po zvanicnoj proceduri, godinji program rada Ustanove, koji je
sadrao kako organizacione teme i planove tako i zadatke osnovne delatnosti:
vaspitno-obrazovnog procesa, preventivno - zdravstvene zatite i ishrane.
Formalno, roditeljima su pruana velika ovlacenja, a prakticno posmatrano,
oni su ta ovlacenja retko koristili. Njihov angaman je vie bio formalan nego
sutinski.
Izvesne izmene doneo je 80-tih, novi sistem planiranja vaspitnog rada po temama vezanim za decja interesovanja, i po oblastima razvoja, to
svedoci o nastojanjima da se uvae detetove razvojne potrebe. On nije bio
ozvanicen od vlade, ali je bio prihvacen i promovisan od strane vladinih
strucnih institucija. Novi pristup je sadrao i nove vaspitne postavke i metode,
to je prenoeno roditeljima kroz sve oblike i sadraje saradnje kako bi se
postiglo jedinstvo vaspitnog delovanja. Osnovni nedostatak ove koncepcije
institucionalnog vaspitanja bilo je pomanjkanje raznovrsnih vaspitnih modela,
pretocenih u programe. U svim vrticima, u zemlji, realizovana je gotovo ista
programska orjentacija vaspitanja i obrazovanja, koja se dosta ugledala na
kolu. Bili su to programi koji su polazili, pre svega, od potreba drutva, pa je
drutvo i definisalo ciljeve vaspitanja. Tako definisane ciljeve pratili su
prilagodeni oblici metode i sadraji rada. Iako je proklamovana aktivna
pozicija deteta i roditelja u vaspitnom procesu, dete i roditelj su imali poziciju
objekta vaspitanja, odnosno saradnje. Malo je bilo prave interaktivne pozicije
izmedu ucesnika/subjekata u procesu vaspitanja (roditelj-dete-vaspitac), kao
to su pledirali interakcionisti. Nije zanemarljiv ni podatak da obuhvat dece
institucionalnim predkolskim sistemom, obicno nije prelazio 30%.
Posle 1996. godine, u zvanicnim programima se znacajno menja kurs
u saradnji porodice i vrtica, pogotovo u okviru Modela A. U vrticima koji
primenjuju Model B saradnja se realizuje prema vec uhodanim principima
saradnje, o kojima je dovoljno receno. Model A je definisan kao krajnje
otvoren sistem vasptanja i tei ostvarivanju principa interakcije u svim svojim
segmentima. On ne definie saradnju sa porodicom vec je posmatra kroz
definisanje uloge odraslog u vaspitnom procesu, pri cemu tretira sve odrasle
sa kojima je dete u kontaktu, kao ucesnike u procesu. Interakciju definie kao
osnovni princip u vaspitanju i obrazovanju predkolskog deteta koji se
77

ugraduje u oblike, metode i sadraje vaspitno-obrazovnog procesa. Kao

otvoren sistem, vrtic postaje dostupan svim
vaspitnim modelima koje je
vaspitna praksa u svetu potvrdila, u teorijskom i prakticnom pogledu, kao i za
sve modalitete postojecih vaspitnih doktrina prilagodene potrebama deteta,
porodice i drutva. Novi modeli koji bi nastali kao domaca doktrina, takode su
ocekivani i poeljni. Fleksibilnost je, dakle, programski ozvanicena.

Prikaz iskustva i prakse

Cinjenica da su Osnove programa iz 1976. i prateci zakoni, predvidali
mogucnost veceg angaovanja roditelja,
sama komunikacija sa njima,
makar i formalizovana,
kroz savete i skuptinu roditelja, sugestije,
interesovanja roditelja, njihov konkretan angaman na tome da se ivot dece
u vrticima unapredi, doveli su do preispitivanja postojece prakse u vrticu:
Timovi strucnjaka su zapazili da deci nije ba udobno u vrticima;
to su pokazivala svojim ponaanjem: otporom prema dolasku u
vrtic, placom, tekocama u formiranju navika ishrane, spavanja,
pranjenja itd
Iako su programi deklarativno bili otvoreni za individualizaciju
procesa vaspitanja, to se nije deavalo i u praksi. Ona je bila
kruta i neprilagodena potrebama deteta i porodice.
Neprilagodenost se ogledala, pre svega u standardu uslova za
ivot, u ritmu ivota u vrticu, koji je vie bio uskladen sa
mogucnostima organizacije procesa rada nego sa detetovim
potrebama (narocito na uzrastima do 3 godine) i potrebama i
ocekivanjima roditelja.
U anketama i studijama roditelji su izrazili ocekivanja i zahteve
za vecom fleksibilnocu vrtica u odnosu na njihove i detetove
potrebe.
To je dovelo do revidiranja kako oblika tako i sadraja rada sa
decom i saradnje sa porodicom, a samim tim i do izmena u
organizaciji ivota vrtica, u metodama rada sa decom. Jednom
recju dovelo je do otvaranja vrtica prema detetu, porodici i iroj
drutvenoj zajednici.
Teoreticari pedagogije i psihologije dali su snaan podsticaj
prakticarima da u akcionim istraivanjima i studijama ucine napor za
prevazilaenje postojece prakse u odnosu izmedu vrtica kao institucije i
roditelja kao korisnika usluga. Organizovan je niz akcionih istraivanja u cilju
unapredenja oblika, metoda i sadraja rada sa porodicom i irom drutvenom
zajednicom.
Iz njihovih teorijskih koncepcija razvijem je trend preusmeravanja
metodike rada i sa decom i sa roditeljima u naim vaspitnim institucijama. U
periodu od 1976 do 1990, predkolsko vaspitanje u naoj zemlji tragalo je, pre
svega, za novim formama rada, kako sa decom tako i sa roditeljima.
Prakticari su stalno teili unapredivanju prakse. Organizovan je niz akcionih
istraivanja u cilju unapredenja oblika, metoda i sadraja rada sa porodicom i
irom drutvenom zajednicom.
78

Ciljevi ovih istraivanja bili su:

da se pronadu nacini koji ce detetu zaista omoguciti da postane
aktivni ucesnik vaspitnog procesa,
kako da roditelji, budu aktivniji u vaspitanju svog deteta;
da se vrtic dokae kao vaan, ako ne i najvaniji, faktor
socijalizacije, vaspitanja i obrazovanja predkolskog deteta;
da se razvija sopstvena vaspitna doktrina proveravanjem u
praksi savremenih svetskih dostignuca, u pedagogiji i psihologiji,
o vaspitavanju deteta, o ulozi roditelja u institucionalnom
vaspitanju
Efekti istraivanja doveli su do pozitivnih pomeranja vaspitne prakse,
koje su se desile pocetkom osamdesetih godina :
uveden je poseban program adaptiranja deteta i porodice na
vrtic, za pojedinacne uzraste, sa ukljucivanjem roditelja u
adaptaciju kako bi se to pre i to bezbolnije ostvario proces
uspostavljanja uzajamnog poverenja - tzv. postepena
adaptacija;
izmenjen je tzv.reim dana, koji je preimenovan u raspored
dnevnih aktivnosti; to prakticno znaci da je vreme po kome se
odvijaju dnevne aktivnosti u vrticu pratilo potrebe deteta i
porodice, pre svega, a onda potrebe vrtica kao institucije sa
svojim organizacionim i materijalnim limitima (uvedeno je
kontinuirano namirenje od 1 do 7 godina, ukinuto je spavanje od
5 do 7 godina, pomereno je vreme dolaska dece u vrtic i odlaska
iz vrtica uz uvaavanje potreba porodice);
roditelju su vrtic i vaspitaci postali dostupni u svako doba dana,
nezavisno od formalnog vremena dolaska-odlaska deteta,
zakazanog vremena za razgovore, roditeljskih sastanaka i sl.;
vrtic je u svakom pogledu irom otvorio vrata roditeljima, tako
da je roditelj mogao da ude u sve prostorije, formiran je tzv.
kutak za roditelje sa strucnom literaturom, panoom za
informisanje i sl.
saradnja sa porodicom je u godinjim programima vaspitaca
definisana na tri nivoa: informativni, edukativni i neposredno
ukljucivanje u vaspitni proces;
sve vane akcije u vrticu (uredenje, posete, priredbe, izleti)
realizovane su zajedno sa roditeljima, oni su ucestvovali u
donoenju svih vanijih odluka koje su uticale na neposredan
rad i boravak dece u vrticu, a nisu zadirala u organizaciju rada
Ustanove;
Radi preglednijeg prikaza prakse koristice nam podela saradnje sa
porodicom na tri nivoa, koja je bila uobicajena u periodu izmedu 80-te i 90-te.

I NIVO:

Informativni

79

Ovaj nivo saradnje

obuhvatao je upoznavanje i uzajamnu
obavetenost vaspitaca i roditelja o svemu onome to se odnosi na razvoj,
podizanje i vaspitanje deteta.
Forme informisanja bile su razlicite :
panoi ili oglasne table bili su najrasprostranjenija forma s
obzirom na tadanje tehnicke i materijalne mogucnosti vrtica;
svakodnevna usmena razmena izmedu vaspitaca i roditelja,
takode;
tzv. otvorena vrata na kojima je vaspitac, medicinska sestra,
lekar, pedagog, psiholog razgovarao o pojedinom detetu sa
roditeljima, deavala su se povremeno;
roditeljski sastanci, takode;
neformalni boravak roditelja u vrticu;
poseta porodici, povremeno je praktikovana, prema potrebama i
interesovanjima;
telefonski kontakti, po potrebi;
tzv. informatori za roditelje, broure, tampani tekstovi;
kutak za roditelje adaptiran za kratki odmor, cekanje deteta,
vaspitaca, razmenu i druenje sa drugim roditeljima.
Sadraji su se preteno odnosili na :
ivot deteta u porodici: ekonomski, stambeni, socijalni uslovi,
organizacija ivota i dnevni raspored, vaspitni modeli u porodici,
porodicna dinamika i atmosfera itd.
ivot deteta u vrticu: ko i kako vaspitava dete, koliko i koja su
deca u grupi sa njim, uslovi i raspored ivota u vrticu, kvalitet
ishrane, zdravstvene zatite i higijene, materijalni poloaj vrtica,
placanje usluga, program vaspitanja i obrazovanja;
podaci o razvoju deteta, iz porodice i iz vrtica: kako protice fizicki
rast i razvoj, kako se zadovoljavaju osnovne fizioloke potrebe,
kako se ponaa, kako izraava svoju licnost, kako koristi i razvija
i ispoljava svoje sposobnosti, kao usvaja i potuje norme
ponaanja, kako reava konfliktne situacije i kako saraduje sa
vrnjacima i sa odraslima, kako je orjentisano u odnosu na svoju
okolinu, kako se razvijaju mentalne i ostale sposobnosti itd.
II NIVO : EDUKATIVNI
Ovaj nivo saradnje porodice i vrtica bio je namenjen usvajanju novih
znanja i vetina o razvoju i vaspitanju deteta, bez obzira da li je izvor bio
porodica ili vrtic. Koriceni su svi strucni resursi unutar vie generacija na obe
strane.
Bile su razvijene sledece forme edukacije :
tematske diskusije, vezane za pojedine probleme koji se pojave
u vaspitanju (npr. kao nastaju poremecaji navika, prevencija
bolesti disajnih puteva, ta raditi sa detetom kada je besno ), u
njima su obicno ucestvovali oni koji su za tu temu

80

zainteresovani, a uvod bi pripremio neko od roditelja ili osoblja

vrtica;
tribine su organizovane na predlog vrtica ili porodice, izlagac bi
bio neko od strucnjaka za temu van porodice i vrtica, a teme su
bile iz oblasti ivita, vane za razvoj i vaspitanje dece;
roditeljski sastanci, koje su drali vaspitaci, pedagozi, psiholozi
sa temama iz decjeg ivota u vrticu, vezanim za vaspitanje i
razvoj (npr. ta je dobra igracka, knjiga, slikovnica, osobine
deteta odredenog uzrasta, nagradivanje i kanjavanje, cucla i
flaica - da ili ne, odevanje prilagodeno vrticu, priprema deteta
za polazak u kolu);
predavanja sa video i filmskim zapisima;
kutak za roditelje sa strucnom literaturom, casopisima,
prirucnicima, brourama, tekstovima sa edukativnim sadrajima
za roditelje;

Sadraji ostvareni na ovom nivou saradnje porodice i vrtica odnosili su se na:

preventivnu zdravstvenu zatitu;
psihofizicke karakteristike uzrasta;
vaspitanje dece;

III NIVO : NEPOSREDNO UKLJUCIVANJE RODITELJA U VASPITNI

PROCES
Forme ukljucivanja roditelja u ivot dece u vrticu bile su najraznovrsnije:
prirodne, ivotne spontane situacije u vrticu (igra, hranjenje,
uspavljivanje)
unapred isplanirane situacije usmerene na postizanje odredenih
vaspitnih ili obrazovnih efekata:(izleti, usmerene aktivnosti,
izrada plana vaspitnog rada sa decom za naredni period,
opremanje vaspitne
sredine, kupovina, izrada i popravka
decjih igracaka, poseta radnom mestu nekog roditelja, pozoritu,
bioskopu, uredenje dvorita)
Osnovni sadraj ovih formi druenja bilo je druenje, zajednicki
provedeno vreme, razmena. Ostvaren je efekat da su i vaspitaci i roditelji
razvili vii stepen razumevanja, poverenja, tolerancije.U ovim formama i
sadrajima roditelji su se pojavljivali u raznim ulogama: kao volonteri,
instruktori, posmatraci, koordinatori, organizatori
Efekti ovako koncipirane saradnje porodice i vrtica, na tri nivoa, bili su
viestruki i za jedne i za druge:
znatno je porastao nivo informisanosti jednih o drugima;
pribliene su potrebe i interesi porodice i vrtica u odnosu na
vaspitni i obrazovni proces;
decji razvoj je pracen svestrano i sveobuhvatno;
podignut je nivo uzajamnog poverenja i tolerancije;

81

 olakana je i skracena adaptacija deteta i porodice u celini na

vrtic;
povecan je osecaj sigurnosti kod dece, smanjen osecaj
uskracenosti;
pozitivna motivacija za vrtic je poviena kod porodice u celini;
proiren je repertoar vaspitnih modela za dete;
uskladeniji su vaspitni modeli porodice i vrtica
Osim ovih oblika institucionalnog vaspitanja, postojali su i neki
eksperimentalni ili alternativni programi, realizovani takode u institucijama, koji
su zahtevali veci stepen i vii nivo saradnje vrtica sa porodicom.To su:
U mnogim vrticima realizovani su razliciti psihosocijalni programi u
okviru kojih je u vecoj ili manjoj meri intenzivirana saradnja sa porodicom; neki
od tih su : Samopotovanje koji je u animirao roditelje u cilju podrke
programu radionica za podsticanje razvoja samopotovanja kod dece;
radionice su obuhvatale i roditelje i decu, a u nekim sredinama je to bilo
veoma uspeno (Backa palanka, Novi sad) tako da je program podsticanja
imao pozitivne efekte i na decu i na njihove roditelje; program Cuvari
osmeha je takode realizovan zajedno sa roditeljima i decom u mnogim
sredinama; njegov cilj je bio osnaivanje psihosocijalnih potencijala pojedinca
u ratom izmenjenom socijalnom kontekstu; program radionica je ostvarivao
svoje efekte indirektno - preko dece, ali i direktno - ucecem roditelja u
radionicama zajedno sa decom i nezavisno od dece; program Bukvar decjih
prava je takode animirao roditelje sa ciljem da se decja prava postave u
centar interesovanja i da se programom radionica osvesti u kojoj meri se
decja prava potuju u porodici, a koja i u kojoj meri ne; ovaj program je
sadrao i niz akcija koje su roditelji sami ostvarivali , ali pre svega u saradnji
sa vrticem; akcije su bile orjentisane na predstavnike lokalne zajednice, ali i
na druge roditelje i odrasle koji su animirani u cilju podizanja stepena
potovanja decjih prava; neki od efekata bili su podizanje nivoa decje,
socijalne i zdravstvene zatite u lokalnoj zajednici, poboljanje uslova za
boravak dece u pojedinim ustanovama za decu, pogotovo za decu sa
posebnim potrebama, izlaenje u susret potrebama dece koja su na neki
nacina bila uskracena, kao to su deca izbeglice, podizanje edukativnog nivoa
odraslih u odnosu na decja prava ; svi ovi programi su sadrali ozbiljan
program edukacije odraslih - vie vaspitaca, manje roditelja; osmiljeni su
tako da proizvode efekte unutranjih pomeranja u domenu stavova i vrednosti,
osecanja i znanja vezanih za temu kojoj su namenjeni; programom je bio
obuhvacen veoma veliki broj profesionalaca, pa se moe smatrati da su bili
znacajan i dragocen inicijator promena sistema vaspitnog delovanja u
institucijama sistema; u velikom broju porodica i vrtica, na ovaj ili onaj nacin
prisutan je pojam cuvari osmeha, doktor za probleme, kovceic
samopotovanja u okviru edukativnog programa jezik irafe u vrticu i
koli sistemom radionica namenjenih razvijanju nenasilnog nacina
komunikacije izmedu dece, dece i odraslih i odraslih snaeni su i razvijani
kapaciteti za toleranciju na frustracije, konstruktivno reavanje sukoba i
problema, pozitivnu komunikaciju jezikom osecanja i potreba u emotivno
zasicenim situacijama; u porodice i vrtice je edukacijom odraslih ucesnika u
vaspitnom procesu postepeno ugradivan pojam i elementi uzajamnog
82

vaspitanja, interakcionistickog pristupa vaspitanju za demokratiju efekti se

vide u tome to veliko broj dece i odraslih, edukovanih u ovoj oblasti
prepoznaje i pocinje da koristi u svakodnevnom ivotu jezik osecanja i
potreba;
U koligrici pri Centru za kulturu Stari grad u Beogradu realizovan je
program stvaralackog vaspitanja koji je zahtevao takode radionicu kao
osnovni metod rada i posebno planiranje i programiranje rada sa decom,
preteno individualno. U ovim formama i programima i saradnja sa porodicom
je bila znatno intenzivnija i sadrajnija. Naime, nove metode i sadraji rada
zahtevali su visok nivo poverenja u porodici, a to je nametalo intenziviranje
saradnje sa porodicom kao i primenjivanje novih formi saradnje kao to su
radionice koje su po sadraju bile preteno stvaralacke. Iskustva rada u
grupama meovitog uzrasta, sa novim formama rada i saradnje sa porodicom
proizvela su efekat da u ovim grupama nikad nije bilo slobodnog mesta, to
govori dovoljno o kvalitetu rada i zainteresovanosti roditelja za njih.
Interesantni su bili ekoloki programi, koji su nastali u sredinama
ekoloki ugroenim pa se proirivali i na ostale sredine. Osnovno obeleje
ovih programa je bilo potpuno avangardni pristup i iroki plan delovanja
(najpre ira - lokalna drutvena zajednica pa zatim sve vece irenje uticaja).
Da bi se postigao efekat bilo je neophodno obezbediti podrku najpre
porodice, pa zatim lokalnih vlasti. To je zahtevalo pre svega edukovanje
porodice, to je cinjeno najpre indirektno - preko dece, pa zatim direktno.
Zatim je porodica ukljucivana u planiranje i sprovodenje akcija u iroj
zajednici. Najbolji primer je program Srce za planetu iz vrtica u Pancevu, u
okviru koga je ugraden citav niz zatitnih filtera na industrijskim postrojenjima
u Pancevu, nauceno stanovnitvo da se titi od zagadenja na pravilan nacin,
a pre svega da titi bate i izvore vode, animirana je ira zajednica da povede
brigu o zdravlju i zatiti svog stanovnitva, pre svega dece itd; poznati su i
tzv, programi Ekoloki vrtic realizovani kako u Beogradu tako i u nekoliko
gradova u Srbiji, koji su nastali kao eho pancevackog programa, i koji su uz
prilagodavanja lokalnim karakteristikama takode animirali kako decu, tako
njihove porodice i iru zajednicu da se zainteresuju za zatitu ivotnr okoline;
u mnogim od ovih vrtica organizovanim akcijama zajedno sa roditeljima,
opremljeni su ekoloki centri, uredena su dvorita, popravljene fasade a
unutranji prostori opremljeni prirodnim materijalima, prikupljen je citav niz
sredstava i materijala za razvijanje viih obrazovnih nivoa iz ekologije,
tampane su slikovnice sa ekolokim sadrajima i sl.
Program koji opstaje vec nekoliko godina je i sportski vrtic u Beogradu,
koji je namenjen iskljucivo deci i porodicama koje ele da od pocetka
ucestvuju u realizaciji svih programa; naime, uslov da se dete upie u ovaj
vrtic je da se i roditelji obaveu da ucestvuju zajedno sa decom u programu;
program se odvija nekad paralelno (sa decom i sa roditeljima), nekad
odvojeno (posebno deca, posebno roditelji); tokom godine postoji program
zajednickih aktivnosti i akcija, a za njihovo osmiljavanje, pored strucnjaka koji
vodi program, odgovorni su i roditelji; program je , dakle, interaktivan i u
postavci i u realizaciji.
Specificni oblici a vie sadraji saradnje sa porodicom javljali su se u
seoskim sredinama, u kojim su vrtici bili retka pojava i zahtevali su
prosvetitekjski rad sa roditeljima i irom zajednicom kako bi zadobili
poverenje. Ispit na kome su vaspitaci prolazili ili ne, bio je program pripreme

83

dece za kolu ( koliko su pesmica i prica deca u vrticu naucila, kaoliko su

unapredila svoje ponaanje, izraavanje i kulturu). Rezultati su bili razliciti i
zavisili su od pojedinog vaspitaca, to nije bilo dobro, jer se eventualno
nezadovoljstvo pojedincem generalizovalo u nezadovoljstvo institucijom. To
su bili programi Putujuci vrtic, Mala kola, Povremeni rekreativno-zabavni
oblici - zabavita, igraonice i sl. Roditelji su pruali podrku ovim programima
kako bi zadobili poverenje zajednice i kako bi prerasli u tradiciju. Njihov
specifican zadatak bio je da pomognu uspostavljanju adekvatne veze izmedu
tradicije i kulture lokalne zajednice i savremenih elemenata obrazovanja koje
je vrtic donosio u njihovu sredinu (npr. operacije skupovima u oblasti
matematickih pojmova, strani jezik, video tehnika i sl.)
U periodu posle 1990. a posebno posle 1996. godine razvijen je citav
niz novih oblika i programa rada i saradnje koji su realizovani ne samo u
predkolskim institucijama, vec u velikoj meri i van njih. Navecemo neke od
njih, koji su najupecatljiviji:
Programi tipa mala olimpijada u kojima su ucesnici deca i
roditelji; nekada su organizovani na nivou jedne vaspitne grupe,
jednog vrtica, nekada kao takmicenje izmedu dva ili vie vrtica, a
nekada na nivou grada ili ire zajednice (optina, okrug); njihov
cilj je da roditelji na trenutak budu deca, tako da se u njima
evocira njihovo sopstveno dete kako bi se u vaspitnom pogledu
decentrirali iz pozicije odraslog i vaspitno delovali iz pozicije
deteta - sa empatijom i razumevanjem detetovih razvojnih i licnih
ogranicenja; ovi programi su rado prihvatani od roditelja i njihov
efekat je bio podizanje opte psiholoke klime u vrticu ili na vii
nivo, ili cak prevodenje sa negativnog na pozitivni nivo;
najpoznatije su Zvezdane igre PU Zvezdara, Beograd;
Programi tipa igraonica u kojima su roditelji - volonteri stavljani
u ravnopravni poloaj sa profesionalnim vaspitacima,
pedagozima i psiholozima i postajali kreatori i izvodaci vaspitnog
programa sa punom odgovornocu; cilj ovih programa je bio da
se roditelj stavi u ravnopravnu poziciju sa vaspitacem po pitanju
odgovornosti za vaspitno delovanje i intervenisanje u odnosu na
svu decu sa kojom se njihovo dete drui; ocekivalo se da ce
roditelj na taj nacin decentrirati svoja ocekivanja od vrtica i kao
institucije i kao faktora socijalizacije u odnosu na svoje dete i da
ce time postati adekvatniji saradnik vaspitacu u vaspitnom
procesu.
Na globalnijem planu, slican program je realizovan u nekoliko
gardova u Srbiji u okviru projekta Step by step - Vrtic kao
porodicni centar; u ovom programu roditelji - volonteri bili su
redovni saradnici vaspitacima u kreiranju i realizaciji programa
rada sa decom, tako da su bili ukljuceni u projekat od pocetka;
program je u velikoj meri animirao sve roditelje cija su deca bila
upisana u vrtic, primenjivan je u saglasnosti sa njima i
prilagodavan njihovim potrebama, odnosno potrebama porodice;
program se i dalje realizuje, ne vie kao projekat - uz finansijsku
pomoc sa strane, vec samostalno - finansiranjem od strane
lokalne zajednice;
84

 U programima namenjenim izbeglim i raseljenim licima u Srbiji

kao to su : Zdravo da ste, Otvoreni klubovi, radionice za
odrasle i slicno, edukovan je odreden broj roditelja za rad sa
decom i oni i danas ostvaruju taj svoj rad u mnogim izbeglickim
centrima, klubovima namenjenim deci, mladima i odraslima;
uavi u programe iz elje da sebi i deci olakaju adaptaciju na
uslove u kojima ive i da razviju decje i sopstvene snage za
odbranu od nevolja i frustracija, roditelji i odrasli su postali skoro
profesionalci u radu sa decom i danas grade ili proiruju
sopstvene programe, osmiljavajuci ih potpuno samostalno, na
osnovu aktuelnih potreba koje markiraju u sredini; mnogi od
roditelja su danas koautori radionica, koordinatori centara,
klubova i sl.
posebni programi koji u velikoj meri obuhvataju rad sa
roditeljima, su programi namenjeni deci sa posebnim
potrebama, kao to su romska deca, deca sa simptomima
autizma, paraliticnim otecenjima, deca sa sindromom RPM,
deca sa hronicnim obolenjima (dijabetes i sl.), sa otecenjima
cula i sl.; programi su usmereni kako na konkretnu edukaciju
roditelja za efikasan ivot i obrazovni rad sa decom, tako i za
komunikaciju, ovladavanje psihickim problemima koje donose
rast i razvoj, na osposobljavanje dece i podravanje za
maksimalno koricenje sopstvenih kapaciteta i sl. kursevi za
roditelje su raznoliko osmiljeni, prema tipu problematike, ali su
ovi programi jo u zacetku i u vecoj meri se realizuju tek od
2000-te.
Mnogi odrasli, kako vaspitaci, tako i roditelji, koji su edukovani kroz
neki od navedenih programa ili su ucestvovali u nekom od projekata, sada su
autori sopstvenih programa koje ostvaruju u nekom od alternativnih formi
rada : igraonice, klubovi, radionice, centri i sl.

85

PROGRAMI PREDKOLSKOG
VASPITANJA I OBRAZOVANJA
Mirjana V. Markovic, savetnik ministra, Ministarstvo za prosvetu Republike
Srbije

Mogucnosti za inovacije u dravnom

predkolskom vaspitanju i obrazovanju
Otvorenost prema pedagokim inovacijama dravnog predkolskog
vaspitanja i obrazovanja datira jo od 1976. godine, kada su donete Osnove
programa predkolskog vaspitanja i obrazovanja i pripreme dece od est do
sedam godina za polazak u kolu. Ovo je bio prvi put da drava ne propisuje
programe vec samo osnove programa, a svaki vrtic je imao obavezu da na
bazi tih osnova pripremi svoj program vaspitno-obrazovnog rada u zavisnosti
od specificnosti lokalne zajednice. U svojoj koncepciji Osnove programa
otvorile su problem otvorenog vaspitanja,uzele igru i igracku aktivnost za
potku pedagoke aktivnosti, a teite sa programskih sadraja pomerale su
na razvijanje sposobnosti. Predloili su fleksibilniju organizaciju ivota u
ustanovi i sl.
Evaluacija ovih Osnova programa izvedena je prvom polovinom
osamdesetih godina i to je ujedno prva evaluacija obrazovnih programa u
Jugoslaviji. (M. Peic, 1987). Evaluacija je ukazala na dobre strane primene
programa, ali i na niz problema koje je trebalo reavati i otklanjati u daljem
procesu razvijanja predkolskog vaspitanja u Srbiji. Neki znacajniji nalazi su:
usmerenu aktivnost gotovo u potpunosti
organizuje i
neposredno vodi vaspitac;
u slobodnoj igri deca su potpuno preputena sebi ili se rede
nametljivo ukljucuju vaspitaci;
predominacija frontalnog rada;
izbor aktivnosti cece vri vaspitac nego deca;
mali je procenat individualnog rada;
skriveni programi u decjim vrticima su visoko struktuirani i
polaze vie od odraslog nego od deteta i sl.
Najznacajniji zakljucak evaluacije je da dravni programski dokumenat
predstavlja samo jednu determinantu vaspitno-obrazovnog rada, da njegovo
usavravanje ne garantuje i automatsko menjanje aktualne prakse u
predkolskoj ustanovi i da zakonska obaveza da svaki vrtic donosi svoj
program nije jo uvek realna.
Posle ovih nalaza u okviru predkolskog vaspitanja i obrazovanja u
Srbiji se preduzimaju osamdesetih i devedesetih godina istraivanja i to
najcece u realnim kontekstima decjih vrtica - Razvijanje otvorenog
kurikuluma akciono istraivanje (M.Peic); Decji vrtic kao porodicni centar
(D.Pavlovic); Etnografski pristup istraivanju (L.Radulovic); Istraivanja

86

prakticara (M.Peic); Prikaz jednog akcionog istraivanja (T.Pavlovski);

Pedagoka analiza sadraja (M.Mitrovic); Aktivno ucenje (I.Ivic) i sl.
Uzimajuci u obzir savremene teorije obrazovanja, razvoja deteta,
ucenja i sl. kao i nalaze istraivanja jugoslovenskih teoreticara i prakticara,
prilo se izradi novog dravnog dokumenta na osnovnim tezama:
program ili kurikulum;
shvatanje prirode razvoja deteta humanisticka teorija razvoja
ucenje, znanje, obrazovanje aktivne konstrukcije, deo licnog
razvoja
koncepcija vaspitanja otvoreni sistem vaspitanja
evaluacija kontinuirano procenjivanje i menjanje prakse i sl.

Dravni kurikulumi predkolskog vaspitanja i

obrazovanja
Ministar prosvete (Srbije) donosi pravilnike o Osnovama predkolskog
vaspitanja i obrazovanja. U Srbiji se ostvaruju:
Osnove programa vaspitnog rada s decom do tri godine (1994.
god.)
Osnove programa predkolskog vaspitanja i obrazovanja dece
uzrasta od tri do sedam godina (1996.god.)
Osnove programa vaspitno-obrazovnog rada sa decom
nacionalnih manjina (1996. god.)
U Crnoj Gori ostvaruju se programi koje donosi Pedagoki savjet Crne
Gore:
Program drutveno organizovane nege i vaspitanja djece do tri
godine (1973.god.)
Program drutveno-organizovanog vaspitanja i obrazovanja
djece od tri godine do polaska u kolu (1973.god.)
Jednogodinji program za decu koja se u drutvenoorganizovano predkolsko vaspitanje i obrazovanje ukljucuju
godinu dana pre polaska u kolu (1973.god.)
Osnove programa predkolskog vaspitanja i obrazovanja (2000)
Republika Srbija
OSNOVE PROGRAMA VASPITNOG RADA SA DECOM UZRASTA
DO TRI GODINE su samo jedan elemenat u celokupnom definisanju uslova
u kojima se odvija razvoj dece u institucionalnim uslovima. Njihova osnovna
svrha je da definiu cilj i zadatke vaspitanja, optu povoljnu klimu za razvoj
dece, socijalno-emocionalne odnose dece i onih koji se njima bave, sistem
potencijalnih aktivnosti za decu i uslove saradnje sa porodicom u vaspitanju
dece.
Opti cilj predkolskog vaspitanja i obrazovanja je da dete upozna
sebe, ovlada sobom, saznaje svet oko sebe delujuci na njega, razvija odnose
sa drugima sticanjem iskustava o njima.Prevodeci opti cilj predkolskog

87

vaspitanja i obrazovanja u termine ponaanja karakteristicne za uzrast deteta

do tri godine Cilj vaspitanja je stvaranje povoljne vaspitne sredine u kojoj ce dete
sticati iskustva po svom sopstvenom programu; organizovanim sistemom
sadraja, aktivnosti i metoda, dete ce prevoditi iskustva u saznanja
otkrivanjem sebe i svoje okoline, koju ce menjati shodno svojim
mogucnostima.
Osnovni zadatak vaspitnog radaje da cuva, podstice i oplemenjuje
spontane izraze ponaanja malog deteta u odnosu na okolinu.
Pored osnovnog zadatka, podloga za razvoj trajnih svojstava licnosti su
i posebni zadaci:
a) fizicko - senzornog razvoja:
* Odravanje fizickog zdravlja dece
* Podsticanje razvoja pokreta
* Ovladavanje motorikom
* Podsticanje celovitog senzornog i perceptivnog razvoja
* Razvijanje navika (telesne higijene, uzimanja hrane, pranjenje i
sl.)
b) emocionalno - socijalnog razvoja:
* Ocuvanje spontanosti i iskrenosti deteta u kontaktu sa svetom
* Negovanje otvorenosti deteta za doivljaje
* Pruanje pomoci u sticanju samostalnosti
* Pruanje pomoci u stvaranju slike o sebi i sticanje poverenja u
svoje sposobnosti
* Pomaganje detetu u usvajanju osnovnih normi ponaanja u okviru
osnovnih moralnih vrednosti (dobro, rdavo)
* Podsticanje dece na zajednicko obavljanje aktivnosti
* Podsticanje zadovoljstva i radosti kod deteta
c) senzornog razvoja:
o Podsticanje i negovanje prirodne radoznalosti malog deteta u
odnosu na svet koji ga okruuje
o Podravanje prirodne mogucnosti deteta da se uivljava u
predmete i pojave; negovanje osetljivosti za utiske kao motive
za postavljanje pitanja
o Podsticanje reavanja problema senzorno-motorne inteligencije
o Podravanje na izgled neosmiljene govorne komunikacije
deteta
o Podsticanje i bogacenje decjeg govora kao sredstva za
komunikaciju i sticanje saznanja
o Podsticanje razvoja senzomotornih i perceptivnih sposobnosti
o Stvaranje povoljnih uslova za formiranje pocetnih saznajnih
pojmova kroz prakticne aktivnosti.
Opta nacela vaspitanja razraduju: vaspitnu sredinu u kojoj je dete
aktivan subjekt u vaspitnom procesu, neophodnost jedinstva nege i vaspitnog
rada, karakteristike povoljne emocionalno-socijalne klime, ulogu igre u

88

fizickom i psihickom razvoju, raspored ivljenja u predkolskoj ustanovi,

saradnja sa porodicom u vaspitnom procesu i sl.
Struktura Osnova programa sadri tri uzrasne celine: uzrast dece od
12-18, 18-24 i 24-36 meseca:
Svaka od ovih celina sadri:
Psihicki razvoj (glavne karakteristike razvoja deteta
odgovarajuceg uzrasnog perioda: razvoj motorike, percepcije,
socioemocionalni razvoj i razvoj saznajnih funkcija
inteligencije, razvoja govora, oblici ucenja)
Negu deteta
Socijalno-emocionalne odnose
Igru
Motoricke aktivnosti
Senzorno-perceptivne aktivnosti
Muzicko-ritmicke aktivnosti
Intelektualne aktivnosti
Jezicke aktivnosti i
Pricanje i dramatizacija
Pracenje prakticnih ostvarenja ovog programa, pokazalo je na prvom
mestu shvatanje znacaja uspenog ostvarivanja programa samih prakticara.
NJihovo pozivanje na strukturu prostora, vremena, socijalne odnose i
dovodenje u vezu sa ostvarivanjem sistema aktivnosti dece, kao osnovnog
pokretaca razvoja, pokazuje da su ovi strukturalni elementi vaan okvir, koji
gotovo neprimetno, ali neprestano diktiraju svakodnevne realne programe
prakticara, kvalitet ivljenja dece i odraslih.
U procesu planiranja vaspitnog rada, Osnove programa daju iroku
lepezu mogucih aktivnosti dece. Moguc je izbor i prilagodavanje aktivnosti
individualnim osobenostima dece, ali potencira se sloboda prakticara u
osmiljavanju sredine, izboru aktivnosti, postupaka to im sve stvara osecaj
profesionalne kompetentnosti i autonomije. Formiraju se vaspitne grupe
meovitog uzrasta, otvaraju se prema porodici, fleksibilniji je raspored ivota u
ustanovi, a sve je to u funkciji potreba dece.
Napredak je uocen u oblasti socio-emocionalnog razvoja, sa akcentom
na prihvatanju dece, boljem razumevanju njihovih potreba, individualnom
postupku i koricenju aktivnih metoda u radu sa decom i roditeljima.
Oteavajuci cinioci su: veliki broj dece u vaspitnoj grupi, nedovonjna
opremljenost didaktickim materijalom, nedovoljna strucna pomoc strucnom
osoblju, nedovoljna je uskladenost vremena u ustanovi i porodici, tako da dete
ne ivi po svom biolokom ritmu, nego po ritmu odraslih.
U aktivnostima dece, veci deo vremena odnose aktivnosti nege, iz
cega sledi da se vaspitne namere odraslih moraju utkati u te aktivnosti.
Pored svih prednosti koje nudi savremeni kurikulum i pored napora koji
ulau medicinske sestre koje ga ostvaruju, a delom i same kreiraju, evaluacija
pokazuje da je praksa blia tradicionalistickom, nego modernom naucnom
gledanju na dete.
OSNOVE
PROGRAMA
PREDKOLSKOG
VASPITANJA
I
OBRAZOVANJA DECE UZRASTA OD TRI DO SEDAM GODINA definiu
funkcije predkolskog vaspitanja i obrazovanja u ostvarivanju prava deteta

89

zadovoljavanju potreba dece, porodice i drutva. Ono je nastavak i dopuna

porodicnom vaspitanju, otvoreno je za roditenje, njihove uticaje, ideje potrebe
i neposredno ucece, ima veliku ulogu u pripremanju dece za polazak u kolu
i sistematsko obrazovanje; ublaava razlike medu decom nastale u socijalnim
i kulturno-ekonomski uskracenim sredinama; deci ometenoj u razvoju prua
kroz odgovarajuci korektivan postupak vaspitanja, povecanu drutvenu
pomoc; i darovitoj deci kroz posebne vaspitne postupke stvara mogucnosti
ispoljavanja i razvijanja stvaralackih sposobnosti.
Kurikulum se temelji na humanistickom shvatanju prirode deteta.
Sutinska odrednica je da je dete vrednost samo po sebi, da u sebi nosi
pozitivne razvojne potencijale i da je i samo cinilac sopstvenog razvoja
socijalizacije i vaspitanja. Humanisticko shvatanje deteta je utemeljeno u
savremenim teorijskim i empirijskim saznanjima i definie ga kao AKTIVNO,
INTERAKTIVNO I KREATIVNO BICE.
Aktivna priroda deteta se ispoljava u njegovoj inicijativi, u spontanim i
eksplorativnim ponaanjima i iznad svega u decjoj igri. Snaan pokazatelj
njegove aktivne prirode je njegova uloga kao aktivnog partnera u socijalnim
interakcijama saradnji u zajednickim aktivnostima, komplementarno
delovanje, opoziciju, konflikt, partnerstvo.
Dete kao aktivno, interaktivno bice, ono je nuno i kreativno bice koje u
svim domenima ponaanja stvara i konstruie.
Kurikulum polazi od potovanja decje licnosti kojoj se prua prilika da
postane svesno svojih osobenosti, da ih prihvata i razvija. Sutina kurikuluma
je ocuvanje, podsticanje i oplemenjivanje spontanih stvaralackih mogucnosti i
svojstava predkolskog deteta, obezbedujuci mu uslove za normalan fizicki,
intelektualni, socijalni, emocionalni i moralni razvoj.
Ova jedinstvena i celovita koncepcija kurikuluma razradena je u dva
modela model A i model B. Izbor modela vaspitaci vre na osnovu
slobodnog strucnog raspravljanja o njihovim razlikama i slicnostima, vodeci
racuna o prethodnom iskustvu; proceni prednosti i nedostataka modela,
evidentiranju problema, utvrdivanju nacina za njihovo reavanje i sl. Ovo je
ujedno i prvi put da dravni program pored osnova programa nudi vie
reenja, a vaspitacu, deci i roditeljima mogucnost izbora.
MODEL A je kurikulum otvorenog sistema vaspitanja i obrazovanja.
Polazite programa je dete koje ima potrebu i pravo da bude ono to jeste,
raste i razvija se. Ono ima urodenu motivaciju da uci i saznaje, zato uci, kada
ono to uci za njega ima znacenje. Ucenje je proces izgradivanja znanja. Igra
deteta je nacin izraavanja i specifican oblik ucenja. Vaspitni postupak prua
priliku svakom detetu da bude svoje, pomae mu da bude svesno svojih
osobenosti, da ih prihvati i da se razvija sopstvenim tempom. Presudnu ulogu
u njegovom razvoju ima socijalna interakcija socijalni odnosi sa odraslima,
decom razlicitog uzrasta i vrnjacima.
Opti cilj predkolskog vaspitanja i obrazovanja je da se doprinese
celovitom razvoju deteta, tako to ce mu pruati uslove i podsticaje da razvija
svoje sposobnosti i svojstva licnosti, proiruje iskustva i izgraduje znanje o
sebi, drugim ljudima i svetu.
Ciljevi predkolskog vaspitanja i obrazovanja su da dete:otkriva,
upoznaje samoga seberazvija odnose i stice iskustva i saznanja
o drugim ljudima saznaje svet oko sebe i razvija nacine
90

delovanja na njega da otkriva i upoznaje svojstva i odlike

predmeta i pojava u svojoj okolini na osnovu sopstvene
aktivnosti.
Ciljevi se odnose na postignuca, razvojne ishode ili izgradena
saznanja, kao i na delanje, akcije i interakcije koje vode
izgradivanju saznanja i razvojnim postignucima. Vaspitni ciljevi
ostvaruju se u predkolskoj ustanovi kroz niz spontanih situacija,
slobodno odabranih ili zajednicki planiranih aktivnosti, pri cemu
se koriste razlicita sredstva, materijali i metode rada.
U skladu sa polazitem ovog modela, osnovna nacela vaspitnoobrazovnog rada su:
Nacelo potovanja drugog
Nacelo angaovanosti
Nacelo ivotnosti
Nacelo realisticnosti
Nacelo doslednosti
Uloga vaspitaca u skladu sa ciljevima i nacelima je da stvara uslove za
kvalitetan ivot, ucenje i razvoj dece i da direktno podstice razvoj i ucenje.
Vaspitac je posmatrac, izvor informacije, partner u pedagokoj komunikaciji,
partner u afektivnoj interakciji, ima motivacionu ulogu, regulator je socijalnih
odnosa, procenjivac u domenu postignuca detetovog ponaanja i sopstvenog
rada, autonomni donosilac odluka i clan tima vaspitaca.
Vaspitac kao kreator kurikuluma i istraivac sopstvene prakse,
programira ukupan rad i vaspitnu sredinu, polazeci od posmatranja; na
osnovu toga razvija kurikulum i procenjuje njegove efekte.
Izvori sadraja rada nalaze se pre svega u realnom ivotnom
kontekstu dete uci ono to ivi. Tek potom su to skupovi znanja i umenja
pohranjeni u nauci, umetnosti, usmenoj i pisanoj tradiciji.
Polazeci od ovog modela, timovi vaspitaca, pedagoga i psihologa
razvijaju konkretne programe sa svojim grupama dece. To je proces koji znaci
transformaciju institucije i vaspitne prakse koja se u njoj ostvaruje, ali i
profesionalni razvoj prakticara.
MODEL B je vie struktuiran model programa i razraduje posebno
nacela, ciljeve sistema aktivnosti, delimicno programske sadraje,
organizaciju ivota, saradnju sa porodicom i lokalnom zajednicom.
Nacela predkolskog vaspitanja i obrazovanja ukazuju na osnovna
obeleja vaspitno-obrazovnog rada i slue kao orijentacija za pripremanje,
organizaciju, izvodenje i vrednovanje rada:
Nacelo celovitosti i integriteta
Nacelo orijentacije ka optim ciljevima
Nacelo pracenja i podsticanja decjeg razvoja
Nacelo aktivnosti i ivotnosti
Nacelo dominacije i igrovnih postupaka
Nacelo uskladenosti sa uzrasnim
i individualnim
karakteristikama dece
Nacelo postepenog osamostaljivanja dece
Nacelo socijalne integracije i kontinuiteta

91

Osnovni cilj je celovit razvoj ukupnih potencijala deteta i napredovanje

u svakom od njegovih aspekata uz kvalitativno usavravanje onih domena
koje je vec usvojilo: Tei se formiranju emancipovane licnosti svesne sebe i
svojih potencijala, licnosti koja je otvorena, komunikativna, konstruktivna i
kreativna, kod koje su uravnoteene intelektualna, emocionalna i socijalna
svojstva, razvijene licne karakterne crte i individualne sklonosti.
Ovi ciljevi ostvaruju se kroz sistem aktivnosti koji doprinose
ostvarivanju razvojnih aspekata licnosti deteta u celini.
Ciljevi sistema aktivnosti:
a) FIZICKI RAZVOJ
Ciljevi telesnih aktivnosti
Ciljevi perceptivnih aktivnosti
b) SOCIJALNO-EMOCIONALNI RAZVOJ
Ciljevi drutvenih aktivnosti
Ciljevi aktivnosti za razvoj pozitivne slike o sebi
Ciljevi afektivnih aktivnosti
Ciljevi ekolokih aktivnosti
v) KOGNITIVNI RAZVOJ
Ciljevi otkrivackih aktivnosti
Ciljevi logicko-matematickih aktivnosti
Ciljevi radnih aktivnosti
Ciljevi saobracajnih aktivnosti
g) NEGOVANJE KOMUNIKACIJE I STVARALATVA
Ciljevi govornih aktivnosti
Ciljevi likovnih aktivnosti
Ciljevi muzickih aktivnosti
Ciljevi dramskih aktivnosti.
Za ostvarivanje ciljeva koji su obuhvatili i predloge sadraja vaspitnoobrazovnog rada potrebna je odgovarajuca organizacija prostora, sredstava,
materijala, vremena i aktivnosti dece, kao i njihovo struktuiranje u vaspitne
grupe.
Saradnja ustanove i porodice treba da se odvija planski i sistematski,
sa jasno formulisanim zadacima i utvrdenom dinamikom njihovog
ostvarivanja, uvaavajuci spontane potrebe i inicijative od strane roditelja i
vaspitaca.
Saradnja sa lokalnom zajednicom u najvecoj meri obuhvata saradnju
sa kolom, ali i drugim akterima koji pomau u uredivanju dvorita i igralita,
organizaciju svecanosti, ekoloke akcije, akcije za ugroene, saradnju sa
muzejima, bibliotekom, decjim pozoritem, galerijama i slicno.
Evaluacija u hodu primene Osnove programa predkolskog
vaspitanja i obrazovanja dece od tri do sedam godina, pokazala je da je na
izbor modela uticalo sledece: predloeni sistem rada, prethodno iskustvo i
obrazovanje ali i veca autonomija vaspitaca, mogucnost decjeg izbora
aktivnosti, elja za promenama i novim saznanjima.

92

Vaspitaci procenjuju da su kroz primenu razumevali pojedine vane

profesionalne stavove, drugacije strukturirali vaspitni proces u kome je dete
centar dogadanja (ucim da ih posmatram, otkrivam njihova interesovanja,
oslukujem inicijativu dece; deca su samostalnija i slobodnija, imaju priliku da
izaberu i vode; spremnost da se bolje upoznamo, prihvatimo, razumemo i
uvaavamo; vie potujemo ono to deca misle i govore).
ta i kako se menja u implicitnim pedagogijama vaspitaca ukazuje
sledece: novina je vaspitacu izazov, naucila sam da budem matovitija,
fleksibilnija, imam drugaciji odnos prema deci, negujem strpljenje dok ne
docekam rezultate; kroz primenu programa menjam svoje stavove,
preispitujem svoju praksu, posmatram, igram se i saradujem; planiram uloge,
interakciju u aktivnostima, podravam mogucnost izbora aktivnosti dece; sa
roditeljima planiram i izvodim aktivnosti.
Od ukupne populacije vaspitaca, strucnih saradnika i direktora u
predkolskim ustanovama u Srbiji 10% je ucestvovalo u ovoj evaluaciji
Osnova programa. Procenili su da su im cinioci podrke bili: dobro
pripremljena sredina za ucenje, otvaranje svih prostora za ucenje dece,
pracenje interesovanja i potreba dece, otvorenija i sadrajnija saradnja sa
roditeljima, demokraticniji odnos u vaspitanju, radionicarski i timski rad,
povecanje profesionalnog dostojanstva i dr. Oteavajuci cinioci su bili:
nedostatak materijalnih sredstava, nedostatak didaktickog materijala, nacin
propisanog procesa planiranja, tekoce u prihvatanju partnerskog odnosa,
tradicionalna organizacija rada, vece otvaranje prema porodici, opterecenost
stereotipima, strah od novina i dr.
OSNOVE PROGRAMA VASPITNO-OBRAZOVNOG RADA S DECOM
PREDKOLSKOG UZRASTA NA JEZICIMA NACIONALNIH MANJINA
pored ciljeva definisanih u Osnovama programa predkolskog vaspitanja i
obrazovanja definiu i posebne ciljeve:
podsticanje socijalizacije i stvaranje uslova za razvoj dece u
skladu sa
osobenostima viekulturne zajednice;
ocuvanje i razvoj nacionalnog i kulturnog identiteta;
upoznavanje nacionalne kulture i kulturne batine;
usvajanje maternjeg jezika;
uspostavljanje kulturnih veza proimanjem kulture nacionalne
manjine sa kulturama vecinskog naroda;
stvaranje temelja za interkulturalne veze i komunikaciju;
razvijanje komunikativne sposobnosti na srpskom jeziku;
stvaranje temelja za dvojezicnost.
Organizacija vaspitno-obrazovnog rada treba da osigura medusobnu
toleranciju, razumevanje i jednako uvaavanje svih kultura, razvije aktivan
odnos sa lokalnim socijalno-kulturnim okruenjem i obuhvati produkte svih
nacionalnih i kulturnih grupa. Ona zahteva stalnu saradnju vaspitnih grupa
koje rade na srpskom jeziku: uzajamne posete, zajednicke aktivnosti, kulturne
manifestacije, posecivanje kulturno-specificnih domacinstava.
Moguci izvori programskih sadraja su: maternji jezik, kulturno naslede
nacionalne manjine, kultura za decu, elementi kulture odraslih, elementi

93

nacionalne istorije manjine i zemlje u kojoj ive i elementi religijske kulture

prilagodene uzrastu dece (obicaji, mitovi, legende, moralne pouke).
Uvodenje ovog programa u predkolskim ustanovama obuhvatilo je
snimanje stanja u kojima se odvija rad na jezicima nacionalnih manjina ili
dvojezicni rad; identifikovanje sociolingvistickih faktora koji uticu na razvijanje
maternjeg i nematernjeg jezika u razlicitim dvojezicnim okruenjima: analizu
metodskih postupaka na osnovu metoda posmatranja i analizu efikasnosti
programa interaktivnom metodom.
Na osnovu prikupljenih podataka sacinjeni su etnojezicki profili
vaspitnih grupa, koji su predstavljali polaznu tacku za organizovanje vaspitnoobrazovnog rada. Vaan podatak u odredivanju profila vaspitne grupe je
stepen dvojezicnosti dece, pocetnodvojezicne i jednojezicne dece.
Pracenje primene Osnova programa vaspitno-obrazovnog rada s decom
predkolskog uzrasta na jezicima nacionalnih manjina, tekao je u nekoliko
faza:
U prvoj fazi naglasak je bio na prikupljanju statistickih podataka o broju
ustanova u kojima se odvija rad na jezicima nacionalnih manjina. Uporedo sa
tim teklo je i odgovarajuce informisanje strucnih radnika, pre svega direktora i
strucnih saradnika.
Sledeca faza je obuhvatila upoznavanje sa novim Osnovama programa
... vodenje rasprave o promenama u metodickom pristupu koji je dobro
razraden u prirucniku Cuvari jezika, posebno sacinjenom za primenu
programa o kome je rec. U ovoj fazi se nisu odvajali vaspitaci prema jezicima
(madarski, rusinski, rumunski i slovacki) da bi se naglasila univerzalnost i
optost osnovnih postavki.
Sledeca faza je bila organizacija Aktiva vaspitaca koji rade na
pojedinim jezicima nacionalnih manjina, gde se kroz sistem radionicarskog,
interaktivnog rada, razradivala primena Osnova programa... i prirucnika.
Drugi znacajan dogadaj bilo je pokretanje ideje o izradi odgovarajucih
prirucnika koji ce konkretnije pokrivati i pratiti problematiku rada s decom kada
su u pitanju jezici nacionalnih manjina. Izradeni su prirucnici na srpskom,
madarskom, slovackom i rusinskom jeziku, a u pripremi je na rumunskom
jeziku.
Na izradi prirucnika, pored autora dr Melanija Mike, ucestvovao je po
jedan strucnjak za jezik na kome se pie prirucnik, ali su ucestvovali i svi
vaspitaci odgovarajuceg aktiva. Prakticni primeri koji se nalaze u prirucnicima
su upravo njihovi prilozi.
Ovakav rad je u velikoj meri vaspitace upucivao na literaturu,
promiljanje i postepeno menjanje prakse. Ono to se moglo uociti je,
naravno, tesna povezanost i uskladenost Osnova programa predkolskog
vaspitanja i obrazovanja i Osnova programa vaspitno-obrazovnog rada s
decom nacionalnih manjina. Upravo iz tih razloga dolo je do kvalitetnih
promena i do prenoenja pozitivnih iskustava iz prakse rada na maternjem
jeziku na rad na nematernjem jeziku i obrnuto. Narocito je vidno poboljanje
komunikacije medu decom i decom sa vaspitacem.
Problem koji je uocen u ovom procesu primene Osnova programa... je
vaspitacevo nedovoljno poznavanje srpskog kao nematernjeg jezika.
Nedovoljna je osposobljenost vaspitaca za izvodenje ovih aktivnosti.

94

Evaluacija prvih godina primene Osnova programa... pokazala je da

deca vladaju maternjim jezikom, ali da su spremna da prihvate i razvijaju
komunikaciju na namaternjem jeziku. To se vidi iz sledecih podataka:
A/ Deca rado prihvataju aktivnosti na srpskom jeziku

redovno
povremeno
retko
nikad
ukupno

Junobacki
i Severno
i Severno i Juno
Sremski okrug
Zapadnobacki
Banatski okrug
okrug
49
66%
25
43%
51
45%
23
31% 24
41%
41
37%
6
10%
8
7%
2
3% 3
6%
12
11%
74
100% 58
100% 112
100%

prosek

51%
36%
5%
7%

B/ Deca ele da se drue sa decom iz srpske vaspitne grupe

redovno
povremeno
retko
nikad

Junobacki
i Severno-i
Severno i Juno
Sremski okrug
Zapadnobacki
Banatski okrug
okrug
19
26%
20
35%
26
24%
23
31%
15
26%
43
40%
7
9%
13
22%
12
11%
25
34%
10
17%
27
25%

prosek

27%
34%
13%
26%

C/ U toku aktivnosti na srpskom jeziku, deca spontano upotrebljavaju

reci i izraze

redovno
povremeno
retko
nikad

Severno-i
Severno-i
Zapadnobacki
Zapadnobacki
okrug
okrug
13
18%
7
12%
25
34%
23
40%
19
25% 18
31%
17
23% 10
17%

Severno i Juno
Banatski okrug
27
43
27
15

24%
39%
24%
13%

prosek

19%
37%
26%
17%

Analize pokazuju da su deca redovno ili povremeno prihvatala

aktivnosti na srpskom jeziku kao nematernjem; da povremeno i retko u toku
aktivnosti na srpskom jeziku upotrebljavaju spontano reci i izraze na tom
jeziku i da se povremeno drue sa srpskom decom u predkolskoj ustanovi.
Republika Crna Gora

Dravni kurikulumi predkolskog vaspitanja i

obrazovanja
U Crnoj Gori Pedagoki savjet je 1983. godine doneo Plan i program
predkolskog vaspitanja i obrazovanja. Prema ovom dokumentu:
Cilj predkolskog vaspitanja i obrazovanja jeste da se u skladu
sa pedagokim i naucnim dostignucima i optim ciljevima

95

vaspitanja najmladim generacijama obezbede uslovi za

normalan fizicki,intelektualni, socijalni, emocionalni i moralni
razvoj i uspeno dalje vaspitanje i obrazovanje.
Zadaci predkolskog vaspitanja i obrazovanja su:
o
stvaranje uslova za skladan celokupan rast i
razvoj deteta i zaradosno detinjstvo;
o
negovanje privrenosti roditeljima, deci i
odraslima, svome kraju i svojoj domovini;
o
omogucavanje detetu da se igra i saraduje sa
decom i odraslima,da doivljava vrednost svog
rada;
o
stvaranje uslova da se dete oseca zadovoljno i
slobodno, da bogato doivljava i izraava
pozitivna osecanja prema ljudima, te da
postepeno upoznaje i uvaava osnovne norme
ponaanja;
o
podsticanje radoznalosti i razvijanje sposobnosti
za
aktivno
i
stvaralacko
upoznavanje,
razumevanje i snalaenje u svojoj prirodnoj i
drutvenoj okolini;
o
razvijanje govora i drugih
izraajnih
sposobnosti;
o
podsticanje decjeg stvaralatva;
o
razvijanje zdravog, telesno dobro i skladno
razvijenog deteta.
Program drutveno organizovane nege i
vaspitanje dece do tri godine
Pored optih ciljeva i zadataka ovim programom se ostvaruju i posebni
zadaci:
razvijanje zdravog deteta koje ce postepeno ovladavati svojom
motorikom;
razvijanje cula osetljivosti kao pretpostavke to potpunijeg
doivljaja sveta;
obezbedivanje uslova za izgradivanje osecanja sigurnosti i
osamostaljivanja deteta;
odvijanje pravilne nege u ustanovi i porodici.
Dalja struktura obuhvata zadatke i sadraje prema goditima:
Prva godina ivota:
zadaci vaspitnog rada,
sadraji rada do treceg, od cetvrtog do estog, sedmog
do devetog i od desetog do dvanaestog meseca;
Druga godina ivota:
zadaci vaspitnog rada,
sadraji od dvanaestog do osamnaestog i osamnaestog
do dvadesetcetvrtog meseca,
objanjenje sa metodickim uputstvima;
Treca godina ivota:

96

zadaci vaspitnog rada,

sadraj : fizicko i zdravstveno vaspitanje
upoznavanje okoline
razvoj govora
likovno vaspitanje
muzicko vaspitanje
objanjenje sa metodickim uputstvima

Osnovni principi za organizaciju vaspitno-obrazovne delatnosti

u jaslicama:
raspored dece po vaspitnim grupama
reim dnevnog ivota
organizacija prostora
saradnja sa porodicom
Primena programa obuhvata jedinstvo nege i vaspitnog rada, narocito
sa decom najmladeg uzrasta. Uvodenje roditelja , narocito majki u vaspitne
grupe doprinosi boljoj adaptaciji dece i majki, kao i njihovom ucenju o
postupcima pravilne nege i igranju s decom. Posebna panja poklanja se
higijeni prostora i pedagokom okruenju za otkrivanje sveta koji okruuje
dete.
Program drutveno-organizovanog vaspitanja dece
od tri godine do polaska u kolu
PROGRAM ima sledecu strukturu:
Mlada grupa ( od tri do cetiri godine):
fizicko i zdravstveno vaspitanje
o
zadaci fizickog vaspitanja
o
sadraji rada: vebe za razvoj pojedinih miicnih grupa,
vebe za
o
razvoj motornih navika: trcanje, skakanje, penjanje,
puzanje, provlacenje,
o
kotrljanje, kolutanje, bacanje, hvatanje, gadanje,
dizanje, noenje,
o
aktivnosti u vodi i sl.
o
metodicko-didakticko objanjenje;
upoznavanje okoline
o
zadaci upoznavanja okoline
o
sadraji: drutvena sredina, prirodna sredina
o
obrazloenje
razvoj govora i kultura izraavanja
o
zadaci razvoja govora
o
sadraji: razlikovanje glasova, artikulacija, recnik,
recenica,
o
samogovor i govorna stvaralacka igra;
likovno vaspitanje
o
zadaci likovnog vaspitanja

97

o
o

sadraji: crtanje, slikanje, vajanje, elementi primenjene

umetnost,
osnove estetskog procenjivanja;

Srednja grupa ( od cetiri do pet godina):

fizicko i zdravstveno vaspitanje
o
zadaci fizickog vaspitanja
o
sadraji: vebe za pojedine grupe miica, vebe za
razvoj stopala, vebe za razvoj kretnih navika,
sankanje, smucanje, plivanje
o
objanjenja
upoznavanje okoline
o
zadaci upoznavanja okoline
o
sadraji: drutvena sredina, prirodna sredina
o
objanjenje
razvijanje matematickih predstava i pojmova
o
zadaci razvoja matematickih pojmova
o
sadraji: formiranje brojnih predstava
do pet,
uporedivanje
predmeta po velicini, razlikovanje predmeta po raznim
svojstvima,
o
orijentacija u prostoru i vremenu;
razvoj govora i kultura izraavanja
o
zadaci razvoja govora
o
sadraji: razlikovanje glasova, artikulacija, recnik,
pitanja, horski
o
govor, dramatizacija i govorne stvaralacke igre
likovno vaspitanje
o
zadaci likovnog vaspitanja
o
sadraji: crtanje, slikanje, vajanje, elementi primenjene
umetnosti,
o
osnove estetskog procenjivanja
muzicko vaspitanje
o
zadaci muzickog vaspitanja
o
sadraji: pevanje pesama, sluanje muzike, igre uz
muziku, decji
o
muzicki instrumenti
o
obrazloenje
Starija grupa ( pet do sedam godina):
fizicko i zdravstveno vaspitanje
o
zadaci fizickog vaspitanja
o
sadraji: boravak dece na vazduhu, vebe za razvoj
pojedinih miicnih
o
grupa, vebe za razvoj stopala, vebe za razvijanje
kretnih navika,
o
vonja bicikla, sankanje, smucanje, vonja koturaljki
o
objanjenje
upoznavanje okoline

98

o
zadaci upoznavanja okoline
o
sadraji: drutvena sredina, priroda
o
obrazloenje
razvijanje matematickih predstava i pojmova
o
zadaci razvijanja matematickih pojmova
o
sadraji: formiranje brojnih predstava do 10, radno i
kolicinsko znacenje broja, uporedivanje brojeva po
velicini, razlikovanjepredmeta po velicini i obliku,
orijentacija u prostoru i vremenu,merenje
o
objanjenje
razvoj govora i kultura izraavanja
o
zadaci razvoja govora
o
sadraji: artikulacija, recnik, osnovni oblici usmenog
izraavanja,recitovanje,
dramatizacija,
izraajnost
govora, govorna stvaralacka igra, razvijanje interesa za
knjigu
o
objanjenje
likovno vaspitanje
o
zadaci likovnog vaspitanja
o
sadraji: crtanje, slikanje, vajanje, elementi primenjene
umetnosti osnove estetskog procenjivanja
o
objanjenje
muzicko vaspitanje
o
zadaci muzickog vaspitanja
o
sadraji: pevanje pesama, igre uz muziku, izraavanje
dece uz muziku,decji muzicki instrumenti
o
obrazloenje
Jednogodinji program vaspitno-obrazovnog
rada u predkolskim ustanovama
I ovaj Program sledi strukturu prethodnih programa. U svim oblastima
su definisani zadaci vaspitno-obrazovnog rada i data objanjenja koja su
metodicka uputstva za realizaciju sadraja.
Predvideni su posebni sadraji iz:
fizickog vaspitanja: vebe za razvoj miica i navika kretanja
upoznavanja okoline: drutvena sredina i prirodna sredina
razvijanje pocetnih matematickih pojmova: skup, velicina,
geometrijske figure
razvoj govora: razlikovanje i artikulacija glasova, razvijanje
govora i samogovora, govorne stvaralacke igre i bogacenje
recnika
likovno vaspitanje: crtanje, slikanje, vajanje, elementi primenjene
umetnosti, osnovi estetskog procenjivanja
muzicko vaspitanje: spontano muzicko stvaralatvo, pevanje,
igre uz muziku, brojalice
Karakteristike primene ovog programa ocituju se u bogatom razvijanju
pedagoke prakse, posebno na podrucju govornog izraavanja, razvoja
muzickih potencijala, rada sa lutkom i dramatizaciji. Vaspitaci su svoju praksu

99

razvijali u strukturiranim prostorima po decjim kuticima. Vremenska odrednica

sleda aktivnosti se dosledno potovala primenjivanjem posebno izradenog
plana aktivnosti. Saradnja sa roditeljima se odvijala putem roditeljskih
sastanaka i individualnih razgovora.
Posebno treba istaci negovanje potovanja prema roditeljima,
uvaavanju porodice i patrijarhalnih odnosa u uoj i iroj porodici.
Karakteristika prakse predkolskih ustanova je negovanje stopljenosti
sa prirodom: uivanju u njenim lepotama, pracenju promena, negovanju
osecanja radosti, zadovoljstva i slobode koju daje priroda, bilo da su deca u
planinama ili moru.
Sa kolama se odvijala planska i sistematska saradnja radi lakeg
prelaska dece iz jedne u drugu sredinu.
Dominiralo je: frontalni rad sa decom, planiranje i usvajanje gradiva,
transmisija znanja. Uloga vaspitaca je bila u prenoenju znanja predvidenih
programom. Dominirale su verbalne metode rada, aktivnosti je organizovao
vaspitac i vodio ih potujuci didakticke principe. Okosnica pedagokog rada je
vaspitna grupa.
Programi vaspitno-obrazovnog rada koji su se ostvarivali u Crnoj Gori
bili su visokostrukturirani akademski programi.
Program predkolskog vaspitanja i
obrazovanja za decu od tri do sedam
godina ( 2000.god.)
Osnove programa polaze od koncepcije otvorenog sistema vaspitanja,
izlau koncepciju vaspitanja, a ne zadaju programe ucenja i poducavanja.
Polazite programa je dete, a vaspitac je kreator, istraivac, prakticar i kriticar
sopstvene prakse, ne samo realizator programa. Na osnovu ove koncepcije
vri se izbor uslova i sadraja.
Predkolsko vaspitanje je nastavak i dopuna porodicnom vaspitanju,
prvi je stepen sistema vaspitanja i obrazovanja, prua uslove za optimalan
razvoj deteta i ono nije samo direktna priprema za kolu. Predkolska
ustanova je mesto ivljenja predkolske dece.
Polazite programa je dete koje je jedinstveno bice, ima pravo da bude
onoto jeste, da uci i razvija se, razume sebe i svet koji ga okruuje, kroz
proces otkrivanja izgraduje znanja (a ne usvaja ih), uci putem interakcije sa
socijalnom i fizickom sredinom, ima urodenu motivaciju da uci. Igraje nacin
izraavanja i specifican oblik ucenja.
Ciljevi predkolskog vaspitanja:
Opti cilj predkolskog vaspitanja i obrazovanja je da doprinese
celovitom razvoju deteta predkolskog uzrasta, tako to ce mu
pruiti uslove i podsticaje da razvija svoje sposobnosti i
svojstvalicnosti, proiruje iskustva i izgraduje saznanja o sebi,
drugimai svetu;
Ciljevi predkolskog vaspitanja i obrazovanja su da dete:
otkriva,upoznaje i ovladava samim sobom, razvija odnose i stice
iskustva i saznanja o drugim ljudima, saznaje svet oko sebe i
razvija nacine delovanja na njega;
nacela vaspitno-obrazovnog rada su:
potovanje drugog, angaovanosti, realisticnosti i doslednosti;

100

 uloga vaspitaca je da stvara uslove za kvalitetan ivot, ucenje i

razvoj dece i direktno podstice razvoj dece i ucenje;
planiranje pedagokog rada odvija se na tri nivoa: na nivou
vaspitne grupe, nivou manje grupe i nivou individualnog deteta.
Prethodi mu: posmatranje, sluanje, razumevanje i upoznavanje
dece. Planira se na osnovu uocenih interesovanja dece,
problema iliuocenih tekoca.
evaluacija je sr angaovanja, put profesionalnog razvoja,
angaovanja i posvecenja. Samoevaluacija je procena odnosa
izmedu namere vaspitaca, njegovog delovanja i postignutih
efekata.

Razradeni ciljevi i tipovi aktivnosti prema

aspektima razvoja predkolskog deteta
Fizicke i zdravstvene aktivnosti
podsticanje aktivnosti za razvoj motorike preventivne aktivnosti
za ocuvanje zdravlja
ciljevi: otkrivanje i ovladavanje sobom razvijanje odnosa i
izgradivanje saznanja o drugima otkrivanje sveta i izgradivanje
znanja o njemu
tipovi aktivnosti: ivotno-prakticne i spontane aktivnosti
specificne fizicko-zdravstvene aktivnosti kompleksni tipovi
aktivnosti
metodicka uputstva
Jezicke aktivnosti
ciljevi: otkrivanje i ovladavanje sobom razvijanje odnosa i
izgradivanje saznanja o drugima otkrivanje sveta i izgradivanje
saznanja o njemu
tipovi aktivnosti: ivotno-prakticne i spontane aktivnosti
specificne jezicke aktivnosti kompleksne aktivnosti
metodska uputstva.

Oblast logicko - matematickih aktivnosti

ciljevi: otkrivanje i ovladavanje sobom razvijanje odnosa i
izgradivanje saznanja o drugima otkrivanje sveta i izgradivanje
saznanja o njemu
tipovi aktivnosti:ivotno-prakticne i spontane aktivnost specificne
matematicke aktivnosti kompleksne aktivnosti
metodska uputstva
Oblast socijalno - saznajnih aktivnosti
ciljevi:otkrivanje i ovladavanje sobom razvijanje odnosa i
izgradivanje saznanja o drugimaotkrivanje sveta i izgradivanje
saznanja o njemu

101

 tipovi aktivnosti: ivotnoprakticne i spontane aktivnosti

specificne socijalno-saznajne aktivnostikompleksne aktivnosti
metodska upustva
Naucno-eksperimentalne aktivnosti
ciljevi:otkrivanje i ovladavanje sobom razvijanje odnosa i
izgradivanje saznanja o drugima otkrivanje sveta i izgradivanje
saznanja o njemu
tipovi aktivnosti:specificne naucno-eksperimentalne aktivnosti
iva bica i aktivnosti aktivnosti vezane za iru okolinu
kompleksni tipovi aktivnosti
metodska uputstva
Likovne aktivnosti
ciljevi: otkrivanje i ovladavanje sobom razvijanje odnosa i
izgradivanje saznanja o drugima otkrivanje sveta i izgradivanje
saznanja o njemu
tipovi aktivnosti: ivotno-prakticne i spontane aktivnosti
specificne likovne aktivnosti kompleksne aktivnosti
metodska uputstva
Muzicke aktivnosti
ciljevi:otkrivanje i ovladavanje sobom razvijanje odnosa i
izgradivanje saznanja o drugima otkrivanje sveta i izgradivanje
saznanja o njemu
tipovi aktivnosti: ivotno-prakticne i spontane aktivnosti
specificne muzicke aktivnosti kompleksne aktivnosti
metodska uputstva.
Ovaj Program vaspitno-obrazovnog rada je savremenija koncepcija
od prethodnih koncepcija programa predkolskog vaspitanja i obrazovanja.
Nalazi se u proceduri donoenja od strane Prosvjetnog savjeta Crne Gore.
Predstoji donoenje Programa za uvodenje i primenu u predkolskim
ustanovama u ovoj Republici.
Konkretizacija ovog
Programa
zavisice od profila predkolske
ustanove, stila rada, profesionalnog nivoa strucnog kadra, konkretne vaspitne
grupe dece, zahteva roditelja, materijalnih uslova i drugih faktora koji uticu na
realizaciju programa.
Osnova za uvodenje ovakve koncepcije Programa bio je
cetvorogodinji projekat Decji vrtic kao porodicni centar. Projekat je dao
vidne pomake u pedagokoj praksi kada je u pitanju stepen ukljucivanja
roditelja, i neposredan vaspitni rad u ivotu decijeg vrtica; prestruktuiranje
prostora u centre interesovanja, rad u malim grupama; primarna uloga
vaspitaca je u pripremanju uslova za ucenje, timskom radu, kao i u podizanju
ukupnog profesionalnog nivoa.
U toku je diseminacija ovog projekta preko model-centara u Podgorici i
Herceg-Novom u druge predkolske ustanove.
Ovo su dobre osnove za intenzivno strucno usavravanje u procesu
primene novog dravnog dokumenta.

102

PRE-SCHOOL EDUCATION IN
FEDERAL REPUBLIC OF
YUGOSLAVIA

103

Introduction
The Importance of Good Early Child Care
In recent years, interest among policy makers in early childhood
interventions has greatly increased. As it becomes clearer that positive
growth and development of a country is dependent upon a healthy and welleducated society, and that negative development can be traced back to
inadequate attention to early childhood development, many international
organizations have worked to stimulate further research and discussion on
developing young children.
Three decades of health science research has shown that mental
growth occurs most rapidly in humans during the first eight years of life.
Recent studies have shown that brain development during the first year of life
is more rapid than previously realized and that influence of the early
environment on brain development is long lasting. In the past, the assumption
was that brain development was dependent upon the inherited genetic makeup. This assumption has now evolved to incorporate the effect of the
interaction between experiences and genes (Shore, 1997). The following

104

diagram adapted from Doherty (1997) in a study sponsored by the Canadian

government summarizes the critical periods for some aspects of brain
development.

Simultaneously, research on Early Childhood Care and Development

(ECCD) programs around the world during recent decades have provided
much evidence that good ECCD can:improve primary and secondary school
performanceincrease a childs prospects for higher productivity and future
income reduce the probability that the individual will become a burden on
public health and social services budgets raise the status of women and
reduce gender inequality help achieve greater social equity increase selfesteem, motivation, and social competence in communication
In social development terms, good early child care can not only help
disadvantaged children to develop their full potential in the same way as more
fortunate peers, but to enable children to develop in a healthy way both
physically and mentally. Consequently, these children, as they become adults,
will be better able to cope with social interaction as a result of greater selfconfidence and independence.
In economic development terms, good early child care will produce
individuals who are able to contribute more positively to society and thus
economic growth, and as a result of the above mentioned factors, will be less
likely to seek social welfare assistance. For example, an evaluation of the
High/Scope Perry Pre-school Program initiated in the US in 1962 showed that
an investment of US$1.00 in this ECCD program yielded an estimated
US$7.16 in savings from welfare expenditures and increased productivity
(Schweinhart, Barnes and Weikart, 1993).
What does this mean for public policy? These results, amongst
numerous others, indicate that ECCD programs are critical for positive
economic growth and breaking cycles of poverty. However, in order for these
programs to be successful, they must be an integral part of a countrys
strategy for developing human capital (Young, 1997).

105

Emerging Themes in ECCD Program Development

Integrated Programming
Scientific research and the experiences of those who implement ECCD
programs (especially in developing countries) have shown that there are
several factors (for example, health, nutrition, and education) that are tied to
adult outcomes. In other words, the type of health care during ECCD has
long-term effects which appear during adulthood; this applies also to early
childhood nutritional care and education. Since each of these components is
directly linked to the development of the child through adulthood, poor care in
one of these areas, will decrease positive developments in another area. In
other words, if a village has access to a nutrition program for young children,
but the children do not have access to clean water and/or positive mental
stimulation, the efficacy of the nutrition program will be greatly reduced.
Stated in a more positive way, by implementing a holistic program (i.e. a
nutrition program which includes provision of clean water), the positive effects
of one influence will be greatly enhanced by the positive effects of another.
One of the policy issues which emerged most frequently at a UNESCO
conference in Amsterdam in 1998 was the integration of services in early
childhood care and education because it has the capacity to respond to
multiple social and educational needs The need for such an integrated
approach was also reflective of a increasingly heterogeneous world with a
plurality of lifestyles and family structures. Furthermore, integrated programs
allow for, and encourage, increased cooperation between agencies (public
and private) which cope with different aspects of early childhood care and
development. For example, cooperation between schools, health clinics, and
local community initiatives.
Integrated approaches to ECCD not only center around the needs of
the individual child, but the interaction between the child and the family and
the child and the community. Any ECCD program must take into account the
interdependent needs of the parents and the child. This is especially true of
disadvantaged parents who may be suffering themselves from poor health
and/or mistrust of society. Therefore, if the ECCD intervention does not
incorporate the parent, any positive effects for the child are likely to fade
overtime because the parent is unable to support these developments and
opportunities.
The Importance of Parental Involvement
I have learned and grown as a parent and partner with my husband
through a variety of programs and workshops. When I joined, I had very few
friends with children. Today, I have a network of parents and friends (parent
in the Better Beginnings Program, Kingston, Ontario, as cited in McCain and
Mustard, 1999).
While debates about the definitions of participation continue (inside vs.
outside participation, participation vs. partnership vs. power-sharing) a general
consensus has been reached, that some form of involvement of parents in the
development of children is crucial to positive development (Conners and
Epstein, 1995; Powell, 1993; Sanders, 1996; Swick, 1991 as cited in McBride
et. al., 2000). Parental involvement can promote more positive attitudes and
greater self-confidence in the ability to support their childs development and
106

encourage their growth as an individual. Without the support and involvement

of the parents and family, positive gains from ECCD interventions will not be
sustainable. This is especially true for children from disadvantaged or highrisk backgrounds.
The most well-known framework for evaluating parental involvement in
education (at all levels) and guiding the development of parental involvement
programs is Joyce Epsteins typology (1995). Epstein breaks down the
concept of parental involvement into six broad categories:

Basic Obligations of Parents (e.g., positive home environment)

Basic Obligations of Schools (e.g., communicating with parents about
program and childs success)
Parent Involvement at School (e.g., volunteering in school activities)
Parent Involvement in Learning and Developmental Activities at Home
(e.g., resources for parents on how to interact with children and help
them learn)
Parent Involvement in Governance and Advocacy (e.g., advisory
councils, parent-teacher organizations)
Collaborating with the Community (e.g., working with local businesses,
social service agencies, and private individuals)

These categories serve as a framework for evaluating and planning

parental involvement in schools and education. The need for and focus on
responsible parenthood and community-based programs has also served as a
cornerstone for international organizations such as UNICEF, UNESCO and
the World Bank.

Investing in ECCD Programs

If ECCD programs have been proven time and time again to have
positive outcomes for both the individual and the child, why are policy makers
reluctant to invest in this area? The three immediate answers are:
the costs are immediate but observable benefits are long term
ECCD is not visible/tangible, rather it is promoting a third generation
ECCD programs are often inter-departmental as opposed to sectored
This means that returns on immediate investments in ECCD programs
are not observable immediately. While the inputs are made today (nutrition
programs, educational programs, parenting programs, etc), the outputs will
not be fully seen until the child has become an adult member of society. By
this time, most of the politicians who supported this investment will be out of
office. Many non-governmental agencies implementing programs are often
under pressure from donors to produce immediate results as proof that the
donors investment was worthwhile. Finally, as discussed above, the need for
complex and integrated programming often requires coordination between a
variety of ministries and agencies in environments which are rarely conducive
to such cross-fertilization.
This further implies that results from ECCD interventions must be
measured primarily through longitudinal and inter-disciplinary studies.
Consequently, program evaluation and assessment becomes problematic.
The results from longitudinal research on past pre-school experiences may
107

not necessarily reflect current circumstances. Therefore, evaluations must be

viewed as a continuous process, by which adjustments and improvements are
made to the program.
The need for long-term studies on the effects of ECD programs
necessitates careful planning and selection of indicators and data. It also
highlights the importance of having good baseline data, against which to
measure the long-term results, and a control group for comparative purposes.

ECCD in the Federal Republic of Yugoslavia

Catholic Relief Services has been implementing a program called
Parent-School Partnership (PSP) throughout the Balkans and the Caucasus
since 1994. The core of this program is to promote positive development of
children and civic participation by engaging parents in their childs education.
Although active and present in the Federal Republic of Yugoslavia (FRY)
since 1996, CRS/FRY only began implementing the PSP program in late 1998
in the Republic of Montenegro. In October 1999, CRS/FRY decided to
establish an education program in the Republic of Serbia as well. After
discussions with various local and international agencies and for the reasons
cited above, it was determined that CRS/FRY would focus on ECCD.
Although a five-year strategy was developed based on these discussions and
the experiences of the CRS PSP programs in the region, it was agreed that
the first step in this strategy must be to acquire an overall picture of the status
of pre-school education in Yugoslavia today.
Therefore, the primary goal of this study was to provide a description of
the different components of pre-school education in both the Republic of
Serbia and the Republic of Montenegro. Although the authors attempted to
be as balanced as possible in presenting the situation in these two Republics,
the amount of information available for Montenegro was not as detailed as
that for Serbia.
Furthermore, the reader must also bear in mind that two major political
shifts have occurred since the study was compiled (March-June 2000). First,
Kosovo, although a part of this study, is now under the administration of the
United Nations Mission in Kosovo (UNMIK), and therefore, much of the
information conerning current curriculum and methodology may no longer
apply. Developments since the arrival of UNMIK have not been incorporated
here. Second, in October 2000, both FRY and the Republic of Serbia
underwent a monumental shift in political regimes. Although there have not
yet been any policy changes with regards to pre-school education, the
possibilities for such changes and the types of innovations which may be
accepted in this sphere are quite different from last year.
In order to contribute to this process of change, as well as our own
program development, CRS presents this study by local pre-school experts.
Each chapter was prepared by an individual author and reflects the research,
observations, and conclusions of that individual. This does not necessarily
reflect the opinions of CRS.
While the topics included in the study are independent, they have been
arranged in such a way that there is a logical flow from one topic to the next.
The study begins with an overview of pre-school education in FRY, and
moves on to examine training opportunities and programs for pre-school staff,
108

forms of cooperation with parents and families, and concludes with an

overview of the actual curriculum implemented in pre-school programs in
FRY.
While some authors have included an analysis, the primary aim was to
provide a comprehensive picture of the development of pre-school education
in FRY and its forms and challenges of the present day.

Jessica Pearl, Education Program Manager, CRS/FRY

109

The General Characteristics of the PreSchool Education in FR Yugoslavia

Iskra Maksimovic, Education Technical Advisor, CRS/FRY

Education and the Economic Crisis in the Federal

Republic of Yugoslavia (FRY)
Education in the Federal Republic of Yugoslavia is under the authority
of the federative republics: The Republic of Serbia and the Republic of
Montenegro. Education is regularized by republic regulations in accordance
with the federal Constitution and the constitutions of the republics.
According to the data of the Federal Association of Statistics for the
academic year 1997/98, there were 1,837 pre-school institutions which
comprised 185,228 children in the FRY and 4,456 primary schools (four-year
primary schools, five-year primary schools, six-year primary schools and
eight-year primary schools) which comprised 877,445 school children. There
were 567 secondary schools which comprised 355,311 school children, 54
colleges which comprised 37,445 students and 95 faculties which comprised
151,596 students. According to the census in 1991 there were 3,900,88952
children and youth below 24 years of age in the FR Yugoslavia. There were
1,283,001 children up to seven years of age, and 1,956,433 young people
within the age range from 15 to 27. Since the period beginning in 1991 there
has been a massive influx of refugees, therefore the assumption is that these
numbers have been estimated on the basis of the crude birth-rate and a
growing influx of refugees.
The development of education in the FRY in the last decade has been
conditioned by numerous factors. Consequently, these factors have had an
economic, societal and social impact upon the condition and development of
education. The disintegration of the Socialist Federal Republic Yugoslavia,
the change of the sociopolitical and economic system, and in particular, the
act of imposing sanctions against Yugoslavia have affected the development
of the whole system of education, including pre-school education. Since
1992, when sanctions against Yugoslavia were first imposed, the Gross
National Product (GNP) in the FRY has continued to decrease; in 1994 it was
reduced to only one third of the GNP of 1989. The total decrease of the GNP
in 1994 was 51.3% of that of 1989, as it was decreasing at the average
annual rate of 17,5%. In 1990 education funds were allocated by 4.5% of the
GNP53 (112.5 USD per capita), and in 1994 funding was reduced to 4.14%
(45.5 USD per capita). The general deterioration of economic activities had
an impact upon the real income of the population in the FRY, which in turn
caused the decline of the individual and social standard of living, general
poverty and the accumulation of social problems. Thus, 1.5 million people
52

Statistics were taken from Damage in Education from NATO Aggression. Ministry of Education,
Republic of Yugoslavia, Sector for research and development of education; Belgrade: 1999.
53
Yugoslavian Plan of Action for Children from 2000 (onwards). Government of the FRY; Belgrade:
1996.

110

living below the level of poverty in 199054 amounted to 3 million in 1995,

700,000 to 800,000 of them being children. In such conditions55, possibilities
of retaining the quality of and standards in education which had been reached
before 1991 were diminished.
One of the features in recent developments in the system of education
in the current Yugoslavia (but also in the former Yugoslav republics) was
greater investment into further development of public services. It resulted in a
very well-developed network of institutions in social services, that is, almost
complete coverage of the population in terms of education and health care
and comparatively good social services. The decrease in the GNP caused a
severe cut in actual funds for this purpose by more than half. This drastic
decrease in funds caused serious difficulties in these areas. Current
investments were reduced to a minimum which resulted in problems of
infrastructure maintenance (problems in the supply of basic materials and
providing new investments) and aggravating social circumstances for further
development.
This was made even worse by a massive influx of refugees and the
homeless coming from the war-affected regions. It has been estimated that of
the around 700,000 refugees56, from Bosnia and Herzegovina have found
refuge in Yugoslavia, 310,00057 of them are children, i.e. 42% of children
below 18 years of age,. Pre-school children amount to 16.7 % of the total
refugee population, the percentage of primary school children is the same,
while secondary school children amount to 8.5% of all children. According to
unofficial data, about 250,000 persons have come from Kosovo. The number
of children among them is considerably high.
As a result of such
circumstances education has been faced with grave financial problems which,
in turn, has been reflected in the living standard of those employed in
education, and of course, in the difficulties in covering regular maintenance
expenses in schools, and in particular, supplying modern technological
teaching devices and introducing innovative educational procedures.
As education is mostly funded by the republic budget, and, to a lesser degree,
by the municipalities, they are the primary sources of covering expenses in
education. As these funds do not suffice, covering regular activities in
educational institutions (such as income for the employees, teaching
expenses, maintenance expenses etc.) are of primary importance, while the
funds for the supply of didactic materials, modernizing teaching technology
and new investments are reduced.
Finally, the system of education in Serbia suffered enormous damage
during NATO bombing. During the 79 day long bombing about 400 schools at
all levels in education were either destroyed or damaged: about 140 preschool institutions, 242 elementary schools, 91 secondary schools, 34
buildings of higher education and a considerable number of students halls of
residence.

54

Evaluation of the Program in 1996 (Annual Meeting). UNICEF-Belgrade:1996.

Development of Education in the FR Yugoslavia, 1994-1995. The report for the 45th session of the
International Conference in Education; UNESCO-BIE; Geneva: 1996, Yugoslav Commission for
UNESCO, Belgrade: 1996.
56
ibid., pg. 7
57
Yugoslav Plan of Action for Children until 2000, pg. 16

55

111

The Condition of Pre-school

Teaching and Education
Sanctions and the general economic circumstances which have had an
impact upon the whole system of education, have also influenced the further
practice and development in pre-school education. The consequences are
primarily reflected in the following areas58:
unfavorable financial circumstances in education on the whole,
therefore in pre-school teaching and education as well (financial
difficulties, lack of funds)
the present state of buildings in pre-school education
poor didactic materials and teaching devices
The decline in economic activities has caused the lack of funds
intended for child care, which has automatically brought about reduced
income of those employed in education and the impossibility of renovating
institutions, replacing outdated teaching devices, toys, didactic materials and
promoting the teaching practice, even "the quality of food has been affected,
but the direct work with children has not been impaired.59"
Although there is a well-developed network of pre-school institutions,
the number of children covered by pre-school teaching, according to
specialists, is not satisfactory. Furthermore, this coverage is uneven, since
there is an evident lack of pre-school institutions in some areas, while in
others, there are no children to form teaching groups for normal activities in
pre-school institutions. There is also unsatisfactory coverage of children in
preparatory pre-school programs one year prior to starting school. A
comparison made by UNICEF shows that with the exception of Croatia and
Macedonia, FRY has comparatively lower enrollment of pre-primary aged
children than other countries in the region.

Country

FRY
Slovenia
Croatia
FYR
Macedonia

Preprimary
enrollment
(gross) as
% of age
cohort
32
68
39
24

Primary
Enrollment
(gross) as
% of age
cohort

Secondary
enrollment
(gross) as
% of age
cohort

Pupil/
Teacher
Ratio

Per capita public

current spending
($US) on primary
60
education (1992)

69
98
87
99

62
92
82
63

22
21
19
---

$129
$1130
-----

58

ibid., pg. 64
ibid., pg. 81
60
Per capita expenditure figures were self-calculated, by dividing available information on primary
school enrollment by known figures for public recurrent spending on primary education in the stated
years (converted to US dollars). Figures for Yugoslavia are admittedly tentative given the record
hyperinflation and generalized occurring in Yugoslavia in 1992, it is very difficult to state in precise
terms just what was the value of the investment which did occur. Nevertheless, it is very clear that
rapid declining economic conditions have translated into sharp declines in the amount spent per public
primary student, particularly when compared with other countries in the region.
59

112

Bulgaria
Romania
Czech
Republic
Slovakia
Poland
Greece
Italy
Germany
Canada
United
States

62
53
91

99
104
104

77
78
99

14
21
18

$282
--$420

76
48
62
96
91
64
70

102
96
94
101
102
102
102

94
98
95
94
104
105
97

22
17
20
12
--17
20

$498
-------------

UNICEF, Evaluation of the UNICEF-Supported Education Program in the Federal Republic of

Yugoslavia: 1995/1997

The System of Social Child Care

The system of social child care is organized by the state to help to
children and families with children. The system of social child care comprises
all children who need special care, protection and help depending on
economic and other conditions. In Serbia, the system of social child care
implies "socio-historically determined, publicly regulated, guaranteed help
funded and provided by the government and the local community for children
and families with children, which is aimed at providing social security, meeting
developmental needs of children, leveling conditions of their psychological,
physical, emotional and social development in order to carry out certain
measures of population policies.61"
Pre-school teaching and education covers primarily children in preschool institutions which carry out organized education. The Social Child Care
Act in Serbia62 standardizes the system of social child care. It is based on
parents rights and duties to bring up their children, on children's right to the
living conditions which enable their regular psychological and physical
development, and the responsibility of the state to provide the required
conditions. The system of social child care provides:
Provide basic conditions, which are targeted to children's
developmental needs
Pre-school teaching and education
Day care, education, preventive health care, nutrition, holidays,
recreation, cultural, social, sporting and creative children's
activities
Adequate work with parentless children, emotionally or mentally
disturbed children and children from poor families
Special care of the third child in the family.
The system of social child care provides parents with the help they
need in performing their reproductive, protective, teaching and economic
61

Dr. Ana Gavrilovic, System of Social Welfare of Children in Serbia, Development and perspective.
Sluzbeni Glasnik; Belgrade:1998. pg. 27.
62
Social Child Care Act, Sluzbeni Glasnik Republic of Serbia, no. 49/92, 29/93, 53/93, 67/93, 28/94,
47/94, pgs. 25-96.
Preschool Education in Serbia. Ministry of Education, Republic of Serbia, department for research and
development of education; Belgrade:1998. pg. 36

113

functions, while their help to society is reflected in performing professional

tasks more efficiently, increasing the birth-rate and fulfilling goals of one's own
reproduction.
In accordance with the aims of social child care thus defined, parents'
and children's rights are precisely determined. There are rights of general
interest and their realization is in the authority of the Republic governments.
They are:
(for employed women) Reimbursement of income for during
maternity leave of absence, prolonged maternity leave of
absence of working mothers and leave of absence of persons
who adopt a child and are entitled to it in order to take care of
the child. During the maternity leave of absence a working
mother is entitled to the reimbursement of her full income (in the
amount she receives when she is working). In Montenegro she
is entitled to the reimbursement of the total sum of her income,
and in Serbia she is entitled to the reimbursement of the total
sum for the first three children. The legal regulations on
employment and social security guarantee a special care of
(puerperal) women who have just given birth, parents of a small
or sick child, women and workers below 18 years of age.
(for unemployed women) A maternity allowance, which amounts
to 30% of the average income in economic sectors is received
during one year for the first three children, and even for the
fourth child in the regions/municipalities with a falling birth rate.
Each mother, except for working mothers, is entitled to this
allowance. In Montenegro unemployed mothers receive 50% of
the minimal income in the republic. In order to stimulate an
increase in the birth-rate in some regions and municipalities in
Serbia with a several-year-long falling birth-rate, special
stimulative measures for families in these regions have been
introduced (the right to a maternity allowance, expenses for the
third child in a pre-school institutions paid by the government,
the reimbursement of 100% income during the maternity leave
of absence for each child, financial help for newborn babies etc.)
Financial help for a newborn baby's necessities (a certain
amount of money is allotted to the family): in Serbia, families
with three children are entitled to children's allowance according
to the regulations. The sum of money given for the first child
amounts to 20%, for the second child to 25%, and for the third
child to 30% of the average net income in the previous month at
the level of the republic. In Montenegro, all children, regardless
of the family's financial circumstances, are entitled to the
children's allowance.
The reimbursement of expenses for pre-school education of the
third child. The third child in the family with three children is
entitled to the reimbursement of expenses for a day and half-day
care in the pre-school institution.
Children without parental care, children with disturbed
development in institutions of social child care and children

114

receiving long-term hospital treatment are entitled to pre-school

education lasting three to five hours a day.
Pre-school children who are not educated in pre-school
institutions are entitled to attend an organized educational
program lasting three hours a day in the year before starting
primary school. The location for this program is provided by the
municipality.
According to the Social Child Care Act of the Republic of Serbia, the
municipal authorities provide certain financial aid within their means. Most
importantly, the municipality can organize pre-school education and health
care of pre-school children within its geographic jurisdiction. In addition, it can
organize holidays and recreation of children up to 15 years of age in
recreation centers including recreational, educational and athletics programs.
The municipal authorities cover the expenses for children from low-income
families who are educated in pre-school institutions. The degree of financial
support contributed by the municipality depends on the family's financial
position and is allocated from the local community budget.
Some elements of social child care are integrated into the social
welfare system:
children with disturbed psychological or physical development
are provided with care in special institutions of education. The
activities in these institutions are funded by the budget, or more
precisely, social assistance funds.
children from dysfunctional families and children with behavioral
problems are provided with the appropriate assistance.
In 1997 social welfare programs in the FRY benefited about 110,921
minors (below 18 years of age) or about 4% of this age cohort63. This
included 100,667 beneficiaries from Serbia, and 10,254 beneficiaries in
Montenegro. The most numerous group of welfare beneficiaries in FRY are
children from dysfunctional families 76,614 (69,034 in Serbia and 7,580 in
Montenegro). Within this group, children from low-income families are most
numerous. The second category is children with behavioral problems (17,703
children). Then follows the category of emotionally disturbed children (6,063
children) and the category of children with physically challenged development
(4,076). Other categories of welfare and social care cover 6,465 children.
Different forms of social care organized by the government to help these
children are: family accommodation, adoption, accommodation in some other
institutions, financial aid, and other forms of providing help. The most frequent
forms are regular and occasional allowances. An allowance was received by
215,867 beneficiaries in the course of 1997.

63

Most recent figures according to the Statistical yearbook for FRY 1999.

115

Pre-School Teaching and Education in the FRY

Pre-school teaching and education is organized by the government and
is complementary to the family up-bringing of pre-school children. It provides
child care during their stay in pre-school institutions in circumstances which
are best suited to their potentials, interests and developmental needs. Being
complementary to the education provided by the family, pre-school teaching
helps parents in their work with children. Pre-school education simultaneously
attempts to even the differences among children which stem from the variety
in social, economic and cultural factors in their family backgrounds.
Pre-school education is the first stage in the system of education in
Serbia and Montenegro. It is not compulsory and it covers children from one
to seven years of age. It is organized in the form of day care for children from
one to three years of age and as pre-school teaching for children before they
turn six or seven years of age, i.e. before they start going to primary school.
Children's day care, teaching and educational activities, preventive
health care and social functions are provided in pre-school institutions.
The concept of pre-school teaching and educational programs should
provide conditions for the full growth of pre-school children by stimulating the
development of their potential, personality traits, the process of gaining
experience and learning about themselves, others and the world.
Pre-school teaching and education in Serbia and Montenegro is carried
out in the Serbian language, and, according to the legal regulations, it can
also be performed in the languages of ethnic minorities. Besides Serbian,
pre-school teaching and education in Montenegro can also be carried out in
Albanian or bilingually.
Pre-school education in Serbia is carried out in the Serbian, Hungarian,
Slovakian, Rumanian, Ruthenian, Albanian languages, as well as bilingually.
In pre-school institutions where the language of instruction can be either
Serbian or the language of ethnic minorities, the decision on the language of
instruction is made by parents. Teaching and educational activities in these
institutions are legally regularized and parents are informed about possible
languages of instruction. The procedure and conditions of implementing the
Outlines of the programs in pre-school teaching and education in the
languages of ethnic minorities are decreed by the Ministers of Education.
Accordingly, a special program of pre-school education in the languages of
ethnic minorities is prepared.
Legal Regulations on Pre-school Teaching and
Education and Social Child Care
Pre-school education in Serbia is regulated by the Social Child Care
64
Act . The comprehensive system of social child care is regulated by this Act.
Some aspects of pre-school teaching and education and social child care are
regulated by a series of legislative normatives which are based on this Act.
These aspects are:

64

Social Child Care Act, Sluzbeni Glasnik Republic of Serbia, no. 49/92, 29/93, 53/93, 67/93, 28/94,
47/94, pgs. 25-96.

116

 The Outlines of the Program of teaching children until three

years of age;
The Outlines of the Program of teaching children from 3 to 7
years of age;
The Outlines of the Program of teaching children in communities
with ethnic minorities;
Guidelines on pedagogical documentation;
Guidelines on criteria for establishing the network of pre-school
institutions;
Guidelines on measures for determining costs of services in preschool institutions;
Guidelines on specifying conditions for founding and running
pre-school institutions;
Guidelines on the standard of teaching devices in pre-school
institutions;
Guidelines on the standard of nutrition in pre-school institutions;
Guidelines on expert supervision in pre-school institutions.
The Republic administration and its corresponding legislative bodies
determine education policies, pass and implement acts and other legal
regulations and deal with all legal issues in accordance with these acts.
There are also other regional and municipal legislative bodies in charge
of meeting educational requirements of the population.
The system of social child care in Serbia and its operative procedures
are specified by the Republic government and the Minister responsible for
social child care, while the teaching, educational and preventive health care
functions in pre-school institutions are in authority of the Minister of Education
and the Minister of Health Care. The above-listed functions are in authority of
the Ministry of Education (teaching and education programs of activities), the
Ministry of Social Welfare (programs of social work, the standard of nutrition in
pre-school children institutions, providing funds and organizational issues) and
the Ministry of Health Care (programs of preventive health care).
Because municipal legislative bodies are entitled to found and run preschool institutions and other children's institutions by the Social Child Care
Act, local self-management has demonstrated considerable competence in
funding and running pre-school institutions. Other corporations and physical
persons can perform this function under the same conditions and
circumstances as pre-school institutions run by the government.
Pre-school education in Montenegro is under the authority of the
Ministry of Education of the Republic of Montenegro. The Outlines of the
program of teaching and educational activities are issued by the Ministry of
Education.
Institutions of Child Care
Institutional social child care and pre-school teaching and education in
Serbia are carried out in institutions of child care. They are pre-school
institutions and recreation centers. These institutions and their network are
founded by the municipal authorities according to the legal regulations passed
by the government. The institution can be opened when the municipal
authorities verify whether all the requirements pertaining to the equipment,

117

premises, specialists and other employees are met. The Minister of Social
Child Care, the Minister of Education and the Minister of Health Care agree on
specifying the conditions pertaining to premises, equipment and the number of
employees. The Guidelines specify conditions for opening an institution of
child care and performing its functions: what the premises should be like
(premises include the building and the playground), equipment, the number of
specialists and other conditions which need to be fulfilled in order to organize
pre-school institutions or children recreation center.
In Montenegro pre-school institutions can be run by the government, or
partly by the government and partly in private or collective enterprise, or only
in private enterprise. Pre-school institutions established and run by the
Republic are funded by the Republic budget. According to the Pre-school
Teaching and Education Act (1992) pre-school institutions which are founded
by the municipal authorities are under the jurisdiction of the Republic. In order
to register and run pre-school institutions, certain conditions (in terms of the
number of teaching groups, premises, equipment, funds, professional staff
and sanitary and technical conditions) strictly specified by legal regulations
must be fulfilled. The implementation of legal regulations in the Act is
supervised by the republic legislative body in charge of educational activities.
Pre-school Institutions
Pre-school education is realized in pre-school institutions of day care
for children up to three years of age, and in nursery schools for children from
three to six/seven, i.e. before starting primary school. It is carried out in
various forms of activities of different durations. Teaching can be organized
during the week (five days), for the whole day, half a day, a minimal stay, a
short stay, or an occasional stay for children up to three years of age and from
three to starting school. The law in Serbia also allows for the possibility to
organize a form of pre-school care in another familys home (like foster care),
in the parents apartment, with hospitalized children, as well as to offer
individual assistance such as meals, rest, and recreation to children up to ten
years of age
The Organization and shape
of pre-school institutions
The most frequent forms of teaching are carried out in day-long
programs from one to three years of age and from three to seven, and threehour program for children from six to seven years of age.
The number of children in teaching groups in pre-school institutions is
determined by the Social Child Care Act in Serbia and depends on the age of
children:
up to 18 months: 10 children in a teaching group;
from 18 months to 2 years of age: 15 children in a group;
from 2 to 3 years of age: 18 children in a group;
from 3 to 4 years of age: 23 children in a group;
from 4 to 5 years of age: 25 children in a group;
from 5 to 7 years of age: 30 children in a group;
in mixed age groups: 20 children in a group;
in hospital treatment: 20 children in a group

118

 emotionally, physically or special needs children: 8 children in a

group;
children in other families and the parents' apartments: 10
children in a group
elementary school age children in mixed groups: 34 children in a
group.
According to the Pre-school Teaching and Education Act in
Montenegro, the number of children in a teaching group can be:
until 2 years of age: maximum 12 children in a group
from 2 to 3 years of age: maximum 14 children in a group;
children in mixed age group until 5 years of age: maximum 10
children in a group;
from 3 to 4 years of age: maximum 20 children in a group;
from 4 to 5 years of age: maximum 24 children in a group;
from 5 to 7 years of age: maximum 28 children in a group;
from 3 to 7 in a mixed age group: maximum to 20 children in a
group;
A pre-school institution in Montenegro may comprise 40 teaching
groups at most.
In accordance with the normatives in Serbia, pre-school institutions can
organize 25 different forms of activities in teaching children:
full-day care of children from 1 to 7 years of age which can last
from 9 to 11 hours a day;
half-day care of children from 4 to 7 years of age which can last
3, 4, or 5 hours a day;
a prep-school program of minimal duration for six-year old
children who are not already included into the whole day or halfday program;
a traveling nursery school for six-year old children in rural areas.
These programs are organized twice or three times a week in
specially equipped buses and last three hours
occasional forms of teaching for children from 4 to 10 years of
age. They comprise outings which last from one to several
days, summer and winter holidays, recreation, nursery school
outdoor activities and classes (the duration of these activities is
suited to children's needs);
various activities for children from three to ten years of age:
play-time for children from 3 to 7 (two to three hours a day,
once a week, or every day). During this time children play
together, get acquainted with their play-mates, learn how to
express themselves and socialize;
playing and socializing for children from 3 to 7 years of age
(two or three hours a day, twice or several times a week).
Children play together and their parents or other adults;
story-telling or reading workshops for children from 3 to 7
years of age (one to one and a half hours once or several

119

times a week). This activity help children to master oral

communication skills;
drama workshops for children from 5 to 10 years of age
(one to two hours once or several times a week). The goal
of this activity is to stimulate creativity in acting;
painting workshops for children from 4 to 10 years of age
(one to two hours once a week) is aimed at motivating them
to develop their artistic expression in painting;
music workshops for children from 5 to 7 years of age (one
and a half to two hours once or twice a week) is intended
for listening to and learning about music;
physical teaching for children from 4 to 7 years of age (one
or two hours, three to five times a week) is aimed at
stimulating their physical development;
groups for learning foreign languages for children from 3 to
7 years of age (one and a half to two hours, three to four
times a week);
workshops in ecology for children from 3 to 10 years of age
(one to two hours, once or twice a week) motivate them to
learn about ecological phenomena and stimulate their
participation in various ecological activities;
workshops for children from 5 to 10 years of age (two to three
hours a day) where they make toys, didactic materials etc.;
clubs for children from 3 to 7 years of age (one to three hours a
day). In these clubs children can play with their play-mates and
learn during their play, while parents can socialize or contact
teaching specialists;
private services for children and their families can be:
recreational and entertaining for children from three to ten
years of age who stay in tourist places,
baby-sitting services per hour during weekends, holidays or
on other occasions,
taking care of children 24 hours a day, or for several weeks
according to the family needs,
working with school children when they need help (studying
with them, finding accommodation for them, etc.),
nursing and taking caring of ill children, family counseling
on raising children,
assistance with the cooking and baking upon the family's
request
Although the Pre-school Teaching and Education Act offers various
possibilities in organizing activities, most pre-school institutions mostly
organize the whole day and half-day child care programs. Other forms of child
care are less frequently organized, except for organizing children's holidays
and recreation, which is somewhat more often planned. The least organized
activity is child care in another family or in the family's apartment. According
to Dr. Ana Gavrilovic, "The reasons for it lie in the objective complexity of
organizing such an activity on the one hand, and the fact that the capacity in

120

pre-school institutions until recently corresponded to the existing needs, on

the other.65"
According to the Pre-school Teaching and Education Act in
Montenegro, pre-school institutions can organize their activities as a whole
day or half-day child care program.
Pre-school Institutions for Children with Special Needs
According to the data from 1996 (more recent data is not available) in
the Republic of Serbia there are 88 groups of pre-school children challenged
in either physical, emotional or mental development. This totals 884 children,
plus 53 groups of pre-school children in hospitals which comprise 1,075
children. These children are included into three-hour programs of teaching
and education. The same program comprises 88 parentless children66.
Recreation Centers for Children
Recreation centers are institutions which provide teaching and
education, health care, meals, sports and recreation activities, natural history
classes out of doors and other forms of active holidays.
Goals of activities in recreation centers are:
to stimulate normal psychological, physical and social
development and to correct or eliminate any negative factor
in the child development;
to provide conditions for active and healthy life through
recreation and leisure activities;
to gain experience in living in a group and to learn how to
be tolerant in human relations;
to eliminate consequences of long periods of living indoors
to expand existing and acquire new experience and
knowledge.
There are two forms of organizing recreation centers for children in the
FRY: as parts of pre-school institutions and as separate institutions.
In a number of cities such recreation centers for children are within the
framework of the existing pre-school institutions. They are separate buildings
(14 total) for children's holidays and recreational activities in which certain
forms of resting and recreation are organized for children throughout the year.
Apart from these, in some places there are recreation centers in the
mountains, by the rivers and lakes or on the coast, which are organized as
separate institutions (22 buildings) where various forms of recreation and
leisure activities are planned, such as camping, winter and summer holidays,
recreational teaching and education, outings and excursions. These holiday
camps and recreation centers are visited by 50 to 60,000 children through the
year.
The outlines of the program of active holidays, recreation, staying in
health resorts and learning about nature in outdoor activities, are issued by
the ministries in charge of pre-school teaching and education.
65

Dr. Ana Gavrilovic, System of Social Welfare of Children in Serbia, Development and perspective.
Sluzbeni Glasnik; Belgrade:1998. pg. 95
66
According to analyses of pre-school institutions in the Republic of Serbia for 1996 by the Ministry
for Family Care, Belgrade: 1997.

121

Private Pre-School Institutions

Legal regulations in Serbia and Montenegro allow private day-care
institutions and nurseries. They, as all other pre-school institutions, have to
meet all the requirements under the provisions of legal regulations. In
accordance with this Act, all institutions of pre-school training, either private or
run by the government, are required to fulfill the same conditions in order to
be allowed to work. The Ministry of Family Care checks whether these
conditions are fulfilled and if they are, issues permission to open a private preschool institution. Private pre-school institutions have the freedom of
selecting their own programs of activity, but the Ministry of Education issues
its endorsement for their programs.
Due to unfavorable economic
circumstances, a great number of private pre-school institutions register as
baby-sitting or pre-school training agencies which accept 25 children at most.
They are also quite often registered as pre-school institutions which organize
foreign language courses. There are no available statistical data on private
pre-school institutions nor is their work supervised regularly by specialists.
Therefore, only indirect conclusions on their work based on very few case
studies can be reached. Thus, a case study based on a sample of 15 out of
18 private pre-schools in Novi Sad was carried out67.
The case study carried out in Novi Sad demonstrated that the
advantages in private institutions of pre-school training are the following: more
active, interested and motivated owners and staff of private institutions,
greater flexibility in terms of variety in the type and form of activities, the range
of different services, and working hours. Private institutions also showed the
greatest possible effort to meet the requirements and satisfy the needs of both
children and their parents, to provide more intensive and diverse co-operation
with parents, and an atmosphere of closer emotional contacts and smaller
groups.
The observed sample also demonstrated the lack of adequately trained
pre-school training staff employed in private pre-school institutions (only 50%
of the staff are qualified to work as pre-school teachers), and the situation is
even worse with pedagogues and psychologists. Specialists with these
profiles are extremely rarely employed in private pre-school institutions, while
there were virtually no social workers in any of the pre-school institutions
analyzed in this case study. Health care is also inadequate.
Furthermore, there is a serious problem of premises. Specifically, in
most cases these institutions are situated in renovated apartments adapted
for this particular purpose or in rented storefront premises. Both solutions are
inadequate and far from meeting the requirements set by the regulations on
premises. The problem of feeding the children adequately is not solved in any
of these institutions either, and, in addition to all these factors, they are far
more expensive than the institutions run by the government.
According to the available data, there are only a few pre-school
institutions with some religious orientation. The Angel, a private pre-school
67

Prentovic, R. State and Private pre-schools (Documents from professional conferences)

122

in Belgrade, is run by the Serbian Orthodox Church. The Angel provides

conditions for the pre-school education of sixty children with an age range
three to six. Their activities are carried out in five groups by five pre-school
teachers and six specialists. Classes on religion are within the compulsory
program of activities. Bread of Life is another private pre-school in Belgrade
with a certain religious orientation in its program of activities.

123

SURVEY OF DATA ON PRE-SCHOOL

EDUCATION IN THE FEDERAL REPUBLIC
OF YUGOSLAVIA
Pre-school institutions provide day-care, food and education for
children from one to seven years of age. The number and distribution of these
institutions in particular areas are determined according to the number of
children who need day-care because both parents are employed. They are
predominantly urban areas, big cities and municipal communities, but there is
a need for these institutions in some smaller places as well. There are almost
no such institutions in rural areas. It is estimated that about 25% of children of
pre-school age are enrolled in pre-school institutions and that this number is
gradually increasing.
Pre-school Education in the FRY
There are 1,837 pre-school institutions68 in Yugoslavia, 96.2% of them
are located in the Republic of Serbia, and 3.8% in the Republic of
Montenegro. These institutions offer services for 185,228 children: 94.4% are
placed in the institutions in Serbia, while 5.6% in Montenegro. An average of
100.8 children are enrolled in each pre-school building (i.e. affiliated buildings
comprising an institution).
Table 1 - Pre-school Training and Education in Yugoslavia in 1998

Institutions
Children
Staff

Yugoslavia
1,837
185,228
18,153

Montenegro
70
10,369
1,051

Serbia
1,767
174,859
17,102

Sources: The Yugoslav Yearbook in Statistics, 1999; Federal Bureau for

Statistics, Belgrade, 1999.
The data on the trends and tendencies in the scope of pre-school
education from 1989 to 1998 demonstrate that there has been a decrease in
the scope of this activity, due to unfavorable economic, social and general
conditions. The number of children who attend pre-school institutions has not
yet reached the level of 1989.
Table 2 - Trends in pre-school education in Yugoslavia
Year
1989
1990
1991
1992
1993
68

No. of pre-school
institutions
1,754
1,743
1,670
1,682
1,638

Index

No. of children

Index

100.0
99.4
95.2
95.9
93.4

196,715
191,769
171,138
159,719
146,212

100.0
97.5
87.0
81.2
74.3

This figure includes the number of institutions and affiliated buildings.

124

1994
1995
1996
1997
1998

1,674
1,725
1,748
1,799
1,837

95.4
98.3
99.7
102.6
104.7

166,586
177,350
182,125
184,890
185,228

84.7
90.2
92.6
94.0
94.2

Source: The Yugoslav Yearbook in Statistics, 1999 /YAS,

A total of 18,153 employees are engaged in pre-school education:
48.5% are pre-school teachers, 16.6% are medical staff, and 39.9% are
administrative and other staff. As it is demonstrated, almost half of all
employees are pre-school teachers who are engaged in teaching activities
with the children.
Table 3 - Staff in Pre-school institutions and users of their services

No. of users
No. of employees
No. of pre-school
teachers
No. of medical staff
No. of other employees

male
96,037
1,056
563

22
471

51.8
5.8
6.4

female
89,191
17,097
8,353

0.7
7.4

3,001
5,861

total

48.2
94.2
93.4

185,228
18,153
8,798

100
100
100

99.3
92.6

3,023
6,332

100
100

Source: The Statistical Yearbook FRY 1999.

As far as the gender of the students in pre-school institutions are
concerned, participation is relatively equal between boys and girls, however,
the number of boys seems to be somewhat higher than the number of girls.
Amongst the staff, more than 94% are females, and amongst the medical staff
the percentage of women exceeds 99%.
Table 4 - Areas with pre-school institutions in 1998
Serbia
Total

Montenegro

FRY

605

Kosovo and
Metohija
111

70

1,837

Vojvodina

No.
of
institutions
%

1,767

Central
Serbia
1,051

96.2

57.2

32.9

6.1

3.8

100

No.
of
beneficiaries
%

174,859

118,556

48,124

8,179

10,369

185,228

94.4

64.0

26.0

4.4

5.6

100

Source: The Statistical Yearbook FRY 1999.

The greatest number of institutions and users are found in Central
Serbia, then in Vojvodina, Kosovo and Metohija, while the lowest are in
Montenegro. There are certain differences in the average number of children
per institution that demonstrate that the greatest number of pre-school
institutions are found in Central Serbia.
The Serbian language is used in most institutions of pre-school
education (87.7%), but the languages of ethnic minorities are also used in
areas inhabited by certain ethnic minorities. The number of pre-school groups
and children trained in these institutions in the languages of ethnic minorities
depends on the level of interest of the inhabitants in that region or town.

125

Table 5 - Pre-school education according to the languages used

FRY

Montenegro

SERBIA
Total

Total

1748

67

1681

Central
Serbia
990

Serbian

1533

66

1472

979

433

60

Albanian

Hungarian

54

54

54

Romanian

Ruthenian

Slovakian

100

25

Bi131
1
130
5
/Multilingual
Source: The Bulletin in Statistics 2158, YSA, Belgrade, 1998.

Vojvodina
603

Kosovo and
Metohija
88

As the table above shows, the greatest number of institutions which

use the languages of ethnic minorities are found in Vojvodina, while the
Albanian language is used in pre-school education in Kosovo and Metohija
and in some institutions in Central Serbia.
Pre-school education in Serbia
According to the statistical data for 1998, pre-school education in
Serbia is carried out in 1,767 centers69 and 7,135 teaching groups. The
average number of children per school building is 100, and the average
number of children per group is 25. There are differences in the number of
children per institution and per group among certain areas in the Republic
institutions and groups in Central Serbia are largest in number, while those in
Kosovo and Metohija are the smallest.
Table 8 -Pre-school education in Serbia in 1998

Central Serbia
Vojvodina
Kosovo and Metohija
Republic of Serbia

No.
of
training
groups

No.
of
children

4,766
2,009
360
7,135

118,092
48,697
8,170
174,859

The average
By
By
institutio group
n
113.0
24.8
80.4
24.2
69.8
22.7
98.9
24.5

The analyzed data demonstrates significant differences in the number

of children of certain age groups taught in pre- school institutions. Children up
to three years of age trained in pre-school institutions constitute 10.9% of all
children (18,917 children, 8,971 girls and 9,946 boys). Almost 90% of the
69

180 pre-school institutions exist in Serbia which encompass a large number of individual school
buildings.

126

children are older than three.The number of children enrolled increases with
the age.The greatest number of children enrolled are between six and seven
years of age.
Table 9 - Age and sex of users in pre-school institutions in Serbia 1997

TOTAL
GIRLS
TOTAL
GIRLS
TOTAL
GIRLS
TOTAL
GIRLS
TOTAL
GIRLS
TOTAL
GIRLS
TOTAL
GIRLS
TOTAL

171,131
82,869
5,414
2,566
13,503
6,405
19,866
9,636
24,804
12,155
35,282
17,160
68,865
33,333
3,397

114,989
55,945
3,876
1,872
10,029
4,792
14,335
7,025
17,161
8,347
21,644
10,504
45,204
22,078
2,740

48,054
23,187
1,101
504
2,717
1,279
4,546
2,169
6,243
3,111
11,106
5,463
21,812
10,434
525

KOSOVO
AND
METOHIJA
8,078
3,737
437
190
757
334
985
442
1,400
697
2,532
1,193
1,835
821
132

GIRLS

1,614

1,327

227

60

TOTAL

TOTAL
UP TO 2
2-3
3-4
4-5
5-6
6-7
7
&
ABOVE

CENTRAL
SERBIA

VOJVODINA

Children in the most suitable age group for pre-school training (age
group 5-7) constitute the largest number of children trained in pre- school
institutions (60.6%). It is a significant indicator and further supports the
conclusion that the number of pre-school children enrolled positively
correlates with the age group.
Table 10 - Age and sex of users in pre-school institutions in Serbia 1997
TOTAL

S T R U C T U R E IN %
TOTAL
TOTAL
100
GIRLS
100
UP TO TOTAL
3.2
2
GIRLS
3.1
2 -3
TOTAL
7.9
GIRLS
7.7
3-4
TOTAL
11.6
GIRLS
11.6
4-5
TOTAL
14.5
GIRLS
14.7
5-6
TOTAL
20.6
GIRLS
20.7
6-7
TOTAL
40.2
GIRLS
40.2
7+
TOTAL
2.0
GIRLS
1.9

CENTRAL
SERBIA

VOJVODINA

KOSOVO
AND
METOHIJA

100
100
3.4

100
100
2.3

100
100
5.4

3.3
8.7
8.6
12.5
12.5
14.9
14.9
18.8
18.8
39.3
39.5
2.4
2.4

2.2
5.6
5.5
9.5
9.3
13.0
13.4
23.1
23.6
45.4
45.0
1.1
1.0

5.1
9.4
8.9
12.2
11.8
17.3
18.6
31.3
31.9
22.7
22.0
1.6
1.6

127

The data on the number of hours spent in pre-school institutions (up to

four hours, 4-6 hours, 6-8 hours, longer than 8 hours a day) demonstrates that
most of the children, almost 70%, remain in pre-school institutions longer than
8 hours, 22% are in shorter classes lasting 4-6 hours a day, and 8% up to 4
hours a day. That shows that the most frequent form of day-care of preschool children lasts longer than 8 hours a day, which corresponds to the
working hours of their parents.
Table 11 - Hours of day-care in pre-school institutions in Serbia 1997
TOTAL

TOTAL

CENTRAL
SERBIA

153,04
7
11,914
34,401
106,62
8
104

UP TO 4 HOURS
4-6
6-8
OVER 8 HOURS
5 DAYS (OVERNIGHT)

VOJVODINA

100,088

47,934

KOSOVO
AND
METOHIJA
5,025

4,874
16,112
78,998

7,040
18,154
22,740

135
4,890

104

S T R U C T U R E IN %
TOTAL
UP TO 4 HOURS
4 -6
6-8
OVER 8 HOURS
5 DAYS (OVERNIGHT)

100.0
7.8
22.5
69.7
0.1

100.0
4.9
16.1
78.9
0.1

100.0
14.7
37.9
47.4
-

100.0
2.7
97.3
-

With regards to the issue of school feeding, 95.9% of all children are
fed during their stay in the nursery: 70.4% get more than one meal, and
25.3% get one meal during their stay in the nursery.
Table 12 - Meals in pre-school institutions in Serbia 1997
TOTAL

CENTRAL
SERBIA

VOJVODINA

Total Children

153,047

100,088

47,934

KOSOVO
AND
METOHIJA
5,025

Total Number Fed

146,806

95,404

46,377

5,025

One meal

39,015

15,683

23,332

More than one meal

107,791

79,721

23,045

5,025

No. of children not fed

in day-care

6,241

4,684

1,557

Total Children

10.0

100.0

100.0

100.0

Total Number Fed

95.9

95.3

96.8

100.0

One meal

25.5

15.7

48.7

More than one meal

70.4

79.6

48.1

100.0

S T R U C T U R E IN %

128

No. of children not fed

in day-care

4.1

4.7

3.2

Inclusion of Children at the Regional Level

There are significant regional differences both in the reach of preschool education and the age of the children attending.According to the
number of groups, about 80.8% are groups of children over three years of
age, 19.2% are groups of children up to three years of age; 86.5% of the total
are found in senior groups, while junior groups cover 13.5% children. The
average junior groups range from 16.5% in Vojvodina to 17.6% in Central
Serbia, while the average senior groups range from 25.3% in Vojvodina to
27.4% in Central Serbia.
Table 13 - Regional features in pre-school institutions in Serbia
1998
Regional Districts
Age

No. of groups
up to 3
3-7

No. of children
up to 3
3-7

Grad Beograd
Severno-backi
Srednje-banatski
Severno-banatski
Juno-banatski
Zapadno-backi
Juno-backi
Sremski
Macvanski
Kolubarski
Podunavski
Branicevski
umadinski
Pomoravski
Borski
Zajecarski
Zlatiborski
Moravicki
Raki
Rasinski
Niavski
Toplicki
Pirotski
Jablanicki
Pcinjski
Kosovski
Pecki
Prizrenski
Kosovsko-mitrovacki
Kosovsko-pomoravski
TOTAL

486
25
17
31
38
23
90
41
24
28
34
27
45
34
22
20
41
40
42
47
60
8
8
22
24
38
27
12
16
4
1 ,374

7,433
515
231
499
578
361
1, 715
606
392
542
273
477
964
519
339
312
883
965
938
999
1, 208
152
151
412
396
758
288
110
250
69
23 ,599

1,364
176
201
190
243
157
514
260
198
118
148
114
170
154
85
85
207
138
167
173
227
48
63
136
159
102
43
38
40
40
5, 761

37 ,108
4 ,744
4 ,296
4 ,690
6 ,028
4 ,161
13 ,742
6 ,521
4 ,340
9 ,001
4 ,146
2 ,925
5 ,258
3 ,704
2 ,171
2 ,033
5 ,475
4 ,331
4 ,886
4 ,687
6 ,030
1 ,366
1 ,598
3 ,635
4 ,043
2 ,781
1 ,010
970
1 ,104
830
151
,360

Total No.
Children
44 ,541
5 ,259
4 ,527
5 ,189
6 ,606
4 ,522
15 ,467
7 ,127
4 ,732
3 ,543
4 ,419
3 ,402
6 ,222
4 ,223
2 ,510
2 ,345
6 ,358
5 ,296
5 ,824
5 ,686
7 ,238
1 ,518
1 ,749
4 ,047
4 ,439
3 ,539
1 ,298
1 ,080
1 ,754
899
174, 859

There are, however, considerable regional differences in the number of

pre-school institutions and the number of children in them. Thus, the five
largest cities in the Republic of Serbia (Beograd, Novi Sad, Kragujevac, Ni
and Pritina) have 465 institutions (26.3% of all institutions in the Republic)

129

with 2, 605 groups and 65,288 children in them, which means that 37.3% of
pre-school children are taken care of in pre-school institutions in the Republic.
Most of these children are in the regional centers and districts which are
characterized by the greatest urban population density.
Table 14 -Pre-school institutions in the largest cities in Serbia
1998
Cities

Beograd
Novi Sad
Kragujevac
Ni
Pritina
Total

No. of
institutions
315
53
28
49
20
465

No. of
Educational
groups
1,850
329
133
209
84
2,605

No. of
children
44,541
8,869
4,129
5,435
2,414
65,288

Average No. of children

Per
Per group
institution
141.4
24.1
167.3
26.9
147.5
31.0
110.9
26.0
115.7
27.5
146.3
25.9

130

Organization of Institutions
Gordana Zindovic-Vukadinovic, Professor of Pedagogy, Faculty of Geography,
University of Belgrade

Connection between the Structure and the Space

According to official statistics, 1,837 pre-school structures exist in the
Federal Republic of Yugoslavia70, of which,
56.6% are in central Serbia
34.5% are in Vojvodina
5.03% are in Kosovo and Metohija
3.83% are in Montenegro
According to information from the Ministry of Work, Veterans and
Social Issues71, the Republic of Serbia has a total of 180 pre-school
institutions and the Republic of Montenegro 20. In other words, that means
that the entire network of pre-schools in the Federal Republic of Yugoslavia is
comprised of 200 central pre-school institutions, which are comprised of 1,837
nurseries and day care centers. This number of nursery schools and day care
centers are considered statistically as the number of pre-schools, and from
this arise differences in the total figures. It could be said that one pre-school
encompasses an average of eight to nine day care centers and nurseries,
which are organizationally one, or individual programs, which is of course only
a statistical average. The actual picture is surely different, and it is unclear
and incomplete because if the different methodologies used for observing and
documenting pre-schools.
According to official statistics, in the Republic of Serbia, there are 1,802
buildings (structures) for pre-school education, of which, 994 were built
intentionally for use as pre-schools or day care centers (size of 648,649 m2)
and 808 buildings were adapted and made suitable for this purpose (size of
82,084 m2). All together there is also 2,460,473 m2 of outdoor space for play
activities. In the Republic of Montenegro there are 70 structures for preschool education with a total indoor space of 28,000 m2 and a total outdoor
space of 92,000 m2.
Structures used for pre-schools differ according to their intended use.
Namely, there exist so-called:
Combination childrens space (nursery and day care center with space
for other childrens activities): the Republic of Serbia has the majority of these
with a total of 569.
Nursery only: 379 structures
Day care centers only: 46 structures
Space for play: areas such as gardens total 575,662m2

70

Statistical Yearbook of Yugoslavia, 1999.

According to information from the Ministry of Work, Veterans and Social Issues (1996); A.
Gavrilovic (1998): System of Social Care of Children, Sluzbeni Glasnik (1998).
71

131

As it can be seen from the overview above the pre-school net is not
equally placed regarding the real needs caused by demographic changes and
population migrations before all.
The number of buildings and the square meterage of the space
intended for pre-school education is the smallest in Kosovo and Metohija72. In
general and in accordance with the number of children, there exists the
following situation73:
In Vojvodina, 222 children/one building
In Central Serbia, 436 children/one building
In Kosovo and Metohija, 4,967 children/one building
To be more precise, in Vojvodina there is an average of 2.8 children
enrolled per one place74 in a pre-school institution, in Central Serbia 5.5
children and in Kosovo and Metohija 53.6 children per one place. On the other
hand, because the available space is not fully or optimally used, in actuality
there exists more m2 per child than the legal norm.
When the used space is compared with legal standards, data show that
in Vojvodina the surface area of pre-school buildings is 3.18 m2 per child
bigger, in Central Serbia 0.73 m2 bigger while in Kosovo it is 0.28 m2 smaller
than suggested standards. The space per child in Belgrade is also smaller
than the standard by 0.29 m2.
The reasons stated for this situation are following75:
In Vojvodina there are many pre-schools which are situated in
the buildings built up before and after World War I, which were
not intended for this purpose
In Central Serbia, the major number of pre-school buildings was
built during the period of 1975-1990 funded under the favorable
conditions from the Republic means of Solidarity. Therefore,
some of the institutions were built even above the standards.
In Kosovo as well as in Belgrade the building standards were
respected in general, but the number of the pre-school children
was increasing.
Pre-school buildings and their opening were primarily
determined by the number of women/mothers employed.
Therefore, the data regarding pre-school institutions capacities
correlates with the data of women employed.
It is necessary to mention that this image is not absolutely reliable due
to the fact that the average number of children per institution is given on
different criteria basis. Sometimes, the average number of children per space
and per teacher is given by the number of children enrolled, and sometimes
by the real average of lessons attended, i.e. by the childrens attendance. This
could be variable in regard to the absence of children due to illnesses,
especially during the periods of epidemics.
72

It can be expected that the situation after NATO intervention has drastically worsened.
Data for Montenegro was not available.
74
Editors note: the number of places (i.e. capacity) per school is determined in accordance with
regulations as the minimal amount of square meterage required per child.
75
According the analyses of the Ministry for Work, Veterans, and Social Welfare; Belgrade:1996.
73

132

Many buildings that had been built in new settlements were left empty
after a certain number of years, because the children who attended the
classes grew up simultaneous with a lack of influx of new families.
Unfortunately, these buildings are not prefabricated buildings and cannot be
moved from place to place according to the needs, which are the results of
demographic changes and population migration. The distance from the places
where pre-schools are allocated and the places where the children live is very
often the reason why parents drop enrollment. Participation in fee is also one
of the reasons, especially in the course of the last several years of drastic
standard deterioration.
The number of children per group varies dependent on the
demographic situation, the institution network, the number of the teachers and
the number of employed mothers. Generally speaking, approximately 50% of
the groups have a greater number of children in all pre-school institutions and
in every field of the work than suggested by regulations. Exceptions to these
regulations vary between 10-26% more than suggested number of children
per groups. The largest groups are in Kosovo (for children of 3-7 years of age)
and in Central Serbia, then the groups in Vojvodina and in Belgrade area.
Data for the number of children per group in Montenegro is unavailable.

Constraints
First, institutions are unevenly distributed, mainly for reasons of
demographic changes and population migration, but also due to inadequate
building regulations. High costs associated with building nurseries as they are
currently built prevents their more functional and rational usage.
If
prefabricated buildings were possible, the buildings would suit the needs of a
migrating population.
Second, the economic crisis in the country and its position in international
relations has further aggravated the conditions of obtaining and improving
equipment, teaching materials and toys. Old-fashioned and over-used
didactic materials and toys are used, as most firms which used to deal in
producing and distributing these materials stopped working due to the tenyear long economic crisis. Buildings need repairing and painting as well.
Finally, more than 50% of the classes are too large, considerably more
numerous than is regulated by the standards, which aggravates the process
of training even further and may have an undesirable effect on children's
health. The analysis of data demonstrates that this is mainly caused by an
inadequate institutional network and the lack in new openings for pre- school
teachers, which, again, is due to insufficient funding in pre-school education
and, most probably, the disadvantage of leaving out demographic and socioeconomic factors in planning the network of these institutions.

Recomendations
Using mobile prefabricated buildings with all safety measures
(Norwegian experience), would ensure a more rational use of funds for

133

reconstruction of buildings and adaptation of space, analysis of population

needs and a more regular distribution of the network. Erecting cheap, mobile
prefabricated buildings for smaller groups of children would be useful in the
future development of infrastructure in pre- school education. The change of
infrastructure would help reach European standards according to which not
more than 25 children should be placed in one training group.
A very important measure in supplying pre-school institutions with
didactic materials and toys would be to organize it in two ways: replacing
ruined toys and teaching materials and buying modern, new ones in
accordance with the programs of advanced training for pre-school teachers
and innovations in pre-school training.

134

FUNDING IN PRE-SCHOOL TRAINING AND

EDUCATION
Financial means for funding institutions of pre-school teaching and
education and covering expenses of child care (such as a maternity
allowance, a child's allowances, an infant's allowances, etc.) are provided by
the Budget of the Republic of Serbia76. The system of child care was funded
by 8.5% of the total sum provided by the Budget of the Republic in 1992,77
4.9% in 1993, 10.5% in 1994, 12.9% in 1995 and 12.6% in 1996. The
distribution of funds was severely affected by the decline in production, which
was gradually reducing in FRY from 1989 to 1994 at the average rate of
17.5% per year, so that in 1994 it was reduced for 51.3% compared to the
production in 1989. Expressed in US$, the production amounted to 3,300
US$ per capita,78 while in 1994 it was reduced by 1,250 US$ per capita.
The municipal administration is in charge of paying expenses for free day-care
for the third child in a family, holiday and recreation allowances and benefit for
the poor. Nursery expenses, pre-school education and preventive health
measures for children, together with holiday and recreation expenses for
certain categories of people are covered by the budget of municipal
authorities either partly or fully. Expenses for the third child and higher child in
the family are covered by the budget of municipal authorities.
According to the Act on Child Care in Serbia and the Act on Pre-school
Training and Education in Montenegro the Budget of the Republic provides
funds for:
pre-school programs for six-year olds (three hours per day) one
year before starting school
pre-school education for children without parental care,
emotionally or mentally disturbed children, and children who
have to be hospitalized for a long period.
The criteria for covering expenses in a pre-school institution are under
the written mandate of the municipal authorities and depend on the funds
provided by the government for the above- listed categories and the financial
condition of the family. Expenses may be covered from 30% up to 80% of the
total sum, or fully, which depends on the standards of the institution in
question. Costs of services in the institution are determined on the basis of
these standards. The expenses are then calculated on the basis of these
costs and partly reimbursed.
As municipal authorities, that is, cities, are in most cases founders of
pre-school institutions, they nominate management boards in these
institutions and finance them. It is their task to calculate the sum of the money
to be reimbursed taking into consideration economic prices of services in preschool institutions and the financial condition of the families who are users of
76

Statistics for the Republic of Montenegro were not available.

Statistics are taken from, Dr. Ana Gavrilovic, System of Social Welfare of Children in Serbia.
Sluzbeni Glasnik; Belgrade:1998, pg. 82.
78
ibid. pg. 82

77

135

these services, particularly those with irregular and low incomes. Thus, preschool education is an activity with an emphasized social welfare function.
Table 1: Children according to the sum of money provided by the authorities
for their pre-school education- 1997
Children for whom the community
particiaptes in covering expenses (by
monthly salary
Total

Subtota
l

Up to
50%

Below
50%

FR YUGOSLAVIA

182,125

109,630

MONTENEGRO
SERBIA

10,994
171,131

9,533
100,097

- CENTRAL SERBIA

114,989

72,546

- VOJVODINA
KOSOVO
METOHIJA

48,064
8,078

24,198
3,353

14,91
2
234
14,67
8
10,81
5
3,820
43

60.2
66.7
58.5
63.1
50.3
41.5

8.2
2.1
8.6
9.4
7.9
0.5

AND

Children for whom

the community does
not participate in
expenses

38,206

Full
coverag
e
56,512

72,495

38,206

3,299
47,213

1,461
71,034

26,324

35,407

42,443

11,722
160

8,656
3,150

23,866
4,725

21.0
22.3
22.9
14.4
2.0

31.0
84.6
27.6
30.8
18.6
39.0

39.8
13.3
41.5
36.9
49.6
58.5

STRUCTURE BY PERCENTAGE
FR YUGOSLAVIA
MONTENEGRO
SERBIA
- CENTRAL SERBIA
- VOJVODINA
KOSOVO
AND
METOHIJA

100.0
100.0
100.0
100.0
100.0
100.0

The authorities participate in the expenses for 109,603 children, that is,
60.2%. Expenses are covered fully for 56,512 children, and only partly for the
rest of them. However, there are great differences in the amount of
participation in Serbia and Montenegro. In Montenegro out of 10,994 children
in pre-school institutions, expenses are covered fully for 84.6% children, with
an additional 2.1% receiving partial funding. In Serbia pre-school training is
funded for 58.5% of the total children, of which expenses are covered fully for
only 27.6%.
Table 2 Parents' Occupation
Territory

Total

Serbia - total

173
896
117
754
48 064
8 078

- Central Serbia
- Vojvodina
- Kosovo and
Metohija
Montenegro
FR Yugoslavia

10 994
184
890

Structure in Percentage
Serbia - total
100,0
- Central Serbia
100,0

agricult
ure

worke
r

private
firm

official/
civil
service

5 840

77 461

21 146

32 553

technica
l
specialis
t
20 595

3 450

49 707

14 300

23 610

15 586

1 111

2 335
55

24 975
2 777

5 045
1 801

7 085
1 858

4 070
939

4 545
648

80
5 920

4 053
81 514

1 710
22 586

2 217
34 770

1 224
21 819

1 710
18 014

3,4
3,0

44,5
43,6

12,4
12,5

19,1
20,7

12,1
13,7

other

16 304

8,5
6,5

136

- Vojvodina
- Kosovo and
Metohija
Montenegro
FR Yugoslavia

100,0
100,0

4,8
0,7

52,0
34,3

10,5
22,3

14,7
23,0

8,5
11,6

9,5
8,1

100,0
100,0

0,7
3,3

36,9
45,0

15,6
12,6

20,2
19,2

11,2
12,0

15,4
7,9

The social structure is essential in determining what amount of money

will be reimbursed for the day-care in pre-school institutions. The community.
i.e. the municipal authority, provides financial help for some categories of
users (about 60%). The cost of day-care is covered either fully, over 50%, or
up to 50% .
The system of parent participation in the cost of day-care in preschool
institutions (since the system of social care of children was constituted in
1967) ranged from 50-90% of the actual cost. However, the financial
condition of the state on the one hand and parents on the other, affects
directly the actual cost of day-care in pre-school institutions and the amount of
participation on the part of the parents. According to some research in the
last few years (Ana Gavrilovic) most parents whose children are in pre-school
institutions are in favor of the present cost of pre-school education.
One of the issues of particular interest among pedagogues is funding of
private pre-school institutions. As these institutions have not yet been
integrated into the existing network of pre-school institutions, they are not
allocated any financial means from either the Budget of the Republic or local
funds. Parents whose children attend private pre- school institutions pay the
actual cost of day-care for their children. Consequently, the costs associated
with them are very high and their services can be afforded only by parents
whose income is well above the average. However, several new alternative
programs which target poor families are now being offered by local non-profit
organizations.

137

THEORY, RESEARCH AND PRACTICE IN

PRE-SCHOOL TEACHING IN THE FEDERAL
REPUBLIC OF YUGOSLAVIA
Dr. Mirjana-Mima Pesic, Professor of Pre-school Pedagogy, Faculty of
Philosophy, Belgrade

The Political, Cultural, Social and Economic Context

Yugoslav society, both in the former Yugoslavia and, to a somewhat
lesser extent, in the present FRY, is characterized by considerable regional
and subcultural differences in the degree of economic and social
development, historical heritage, tradition and cultural influences. These
differences must necessarily be reflected at the level of the family, other social
institutions and in raising and teaching children.
While institutional pre-school education has a formal tradition in more
developed regions of the present Yugoslavia, notably in Vojvodina, longer
than one hundred years (the first pre-school institution was founded in
Subotica in 1843 after the Frebel model, only a few years after the first Frebel
kindergarten was founded in Germany), the first pre-school institutions in
some smaller places in the south of Serbia were founded as late as the
1970s, while in a great number of places in rural regions there are no
institutions or any other form of pre-children education outside the family. The
structure of the family, its members, family relations and the status of the child
in the family also demonstrate regional and subcultural differences. In more
developed parts of the country in the north and in most urban areas, modern,
nuclear families with children as their focus are more frequent, while in the
south and in most rural regions, patriarchal families are found in which
children are protected despite the family's low social status (Erlih, 1971). A
special and very frequent type of the family, both in rural but also in urban
environments, is the family in the process of transformation79 from the
patriarchal to the modern family. These cases, most frequently expanded
families which comprise three generations, demonstrate the confusion
between old patriarchal and modern patterns of relationships and values,
frequent conflicts and tensions and, as a rule, contradictory relations toward
children which vary from over--protection to neglect and aggressiveness
(Peic and Areina, 1983).
Nevertheless, the patriarchal, collective orientation in family values and
traditional patterns of family relations, still live on in the noticeably paternal
attitude toward children and the young, which is typical of almost all types of
families (Peic and Are`ina, 1983; Tomanovic-Mihajlovic, 1997; Peic et al.,
1997). As a cultural pattern, the tendency to overprotect children and a lack
of trust in the competence of the young and children have been transferred
into the institutional context of raising and educating children in nursery and
elementary schools and can last until adolescence (ibid.). The traditional
79

Termin Vere Erlih, Erlich:1971.

138

concept of the child as a weak, frail and dependent being (Trebjeanin,

1991), who needs care, nursing and guidance of adults, with a prolonged
period of childhood, seems to be maintained beyond the boundaries of early
childhood and, in certain aspects, as long as the period of adolescence.
The cultural tradition of this sort can be taken at least as part of the
explanation for most parents' attitude toward pre-school education. Among
the many reasons for integrating their children into some form of pre-school
education outside the family, the majority of parents in Serbia give two
reasons: "getting used to living in a group" and "getting ready for starting
school" (in terms of education). "Learning how to become independent" falls
in fifth place, next to last. This general picture again hides some regional
differences. For example, in the municipality of central Belgrade, "learning
how to become independent" was listed as a reason almost as often as
"learning how to live in a group" (Peic et al., 1989).
The child's status in the nursery school, where most functions are done
by the adults instead of the child himself (from routine activities such as
dressing and eating, to making decisions on what, when and how something
is going to be done) is evidence that the dominant cultural tradition, the
concept of the child as an incompetent and weak being, strongly influences
the parents personal theories of teaching and consequently, the actual
practice of the pre-school teacher (see the data in the evaluation study in the
text below: Peic, 1982; Pavlovic-Breneselovic, 1993).
Economic, political and ideological factors are the third group of factors
which have essentially influenced the character and the development of the
system of teaching pre-school children in institutions (outside the family) in the
period from World War II until practically today. Although these factors have
had an impact at the level of general policies in social child care and the
system of pre-school education, their effects are present at all levels down to
the actual practice in a teaching group.
Economic factors, in combination with policies in social child care, have
exerted a significant influence upon the state, and the degree of development
and regional differences in the domain of pre-school institutions. Despite
considerable investment first into building nursery schools and later into the
variety of forms in pre-school teaching, the existing number of nursery schools
have never met children's needs nor the needs of families with small children,
while the total number of children in all age groups and in all forms of preschool teaching, as a rule, comprised fewer children in our country than in
countries with similar economic and social development (less than 20% in the
whole country, which includes regional differences from 14% to 36%).
The decentralization in the allocation of funds for erecting new
buildings and decorating the premises from the state budget to cities and
municipalities has contributed to even greater regional and local differences.

The Development and Features of Pre-school

Teaching in Yugoslavia Until the Mid-seventies
An undoubtedly significant progress in the system of pre-school
institutions in the former Yugoslavia (the establishment and developing
institutional networks, in-service teaching of the teaching staff, innovations

139

and reforms in the domain of curriculum) continued until the mid-seventies in

the direction of forming a comparatively closed, centrally regulated system run
by the state80.
The above mentioned developments and the increased rate of
employed women have caused an almost equal treatment of pre-school
education with day care institutions (in their two forms: nursery schools and
day care). The two types of pre-school institutions (which were regulated by
the Regulations on pre-school institutions from 1952) are the following: day
care implies a daily stay of children in the institution, and nursery school
implies a half-day teaching and educational program. The two were soon
merged into one and the nursery school could organize a stay lasting a whole
day, half a day or overnight stay of children in the institution. (The Nursery
School Act, 1957). Nursery schools and day-cares (that is, programs of day
care of children) are still defined as "basic forms" of institutional pre-school
education, and according to the latest data, almost 70% of all pre-school
children who are taught in pre-school institutions are included in day care
programs.
That this situation has been caused more by the policy and the existing
possibilities, and not by actual needs and interests on the part of the family, is
supported by research. Parents interest in and need for half-day or day care
programs are almost evenly distributed at the Republic level in Serbia (44%
versus 56%), with notable regional differences (Peic et al., 1989).
Half-day programs (which cover a part of the capacity of previous
nursery schools) have survived to the present day, but only in the form of
preparatory groups in preparatory schools (organized for children one year
before starting primary school), owing to the world movement for
compensatory teaching81 by the end of the 1960s and the beginning of the
1970s. They are the most frequent form of pre-school education apart from
day care centers and nursery schools for two reasons. First, parents are
interested in a "better start" for their children when they enter primary school,
and second, these programs are funded by the government (the Republic
budget) and free. When the fact that children of six to seven years of age
amount up to 40% of the total number of children in pre-school programs (and
children in half-day care amount to 30% of all children in pre-school
institutions), the conclusion is that half-day care programs actually amount to
the above-mentioned programs in preparatory schools.
However, the starting point in the diversification of programs and
services (in the 1970s certain different types of programs were offered,
ranging from nursing groups and a traveling nursery school in rural areas to
family day care programs and "nurses" from institutions), did not bring about a
variety of programs nor any significant change in the percentage of pre-school
age children enrolled (apart from children of the oldest pre-school age, from
six to seven), while some forms of pre-school programs vanished completely.
Official programs themselves, which were being changed and modernized in a
series of "reforms"(1952, 1959, 1968, 1975), were influenced by the Soviet
80

The characteristic of a state and centrally regulated system existed regardless of whether it was at the
federal or republic level. Private organizations were not legally allowed to enter the sphere of preschool education in Serbia until the Act of Social Care for Children was passed in 1992.
81
Compensatory teaching includes a series of programs whose basic aim is to give poor and vulnerable
children an equal and better start.

140

programs and Soviet pedagogy in the beginning, and, until recently (The
Outlines of Programs in Pre-school Teaching), they were modeled after the
curriculum for the first year of elementary school (based on the contents and
"areas" of education similar to subjects/disciplines which were taught at
school). There was an effort to give a theoretical framework to the Outlines
from 1976 which started from the (Marxist) philosophical concept of man's
nature and relied on rich scientific evidence on child development and
learning processes. It was abandoned half-way through, since such a
theoretical starting assumption was not consistently integrated into the whole
text of the program document (more detail below).
It is certain that in some environments (e.g. in Vojvodina) Frebel's
system had an impact upon the pre-school teaching practice, so that even the
term "interest" was kept as long as the mid-seventies in systematically
organized sections of teaching children. Although not utterly unknown, the
system of Maria Montessori has not been influential in the regions of the
present Yugoslavia, since none of the Montessori programs have been
licensed so far.
The development of alternative forms in pre-school teaching has never
produced any program variety of importance. Day care and part-time (halfday) preparatory programs for primary school, as well as shorter programs
with the same function ("minimal programs") have been practiced with older
age groups (see e.g. The Outlines of the Programs from 1975), or they have
been derived from them.
The closed system of pre-school teaching has both practical and
pedagogical meaning. Since it has mainly been developed as a substitute for
family care and teaching, the nursery school, and the day care in particular,
have been turned into closed institutions with too strict hygiene measures, and
parents and other "strangers" have had practically no access. On the other
hand, program orientations have followed the traditional approach to
education as a transmission of knowledge and offered a closed pedagogical
concept of teaching and education focused on adult and ready contents,
rather than the child and his real needs.

Research in Pre-school Education: The Transformation of Teaching

Practice and Working on the Theoretical Framework in Pedagogy
At the end of the 1960s and the beginning of the 1970s pre-school
education became the subject of a wide scope of social actions (the
movement in favor of compensatory early education) and intensive research.
One of the most valuable results of these enterprises and research in this field
of study was the establishment of a theoretical framework in pre-school
education in accordance with the requirements set by Maria Montessori at the
beginning of the century. Results of research in other sciences were not
merely applied in schools, but "the scientific method was applied in solving
problems at school" (Montessori, 1964:167). Action research as a basic
research in pedagogy proved to be the most efficient method. The
advantages of action research in pedagogical reform are the following: it is
performed in the course of actual teaching practice (e.g. in the nursery school
or primary school), pre-school teachers, other specialists, as well as parents
and children are integrated into teaching practice (they actually take part in it,

141

instead of being mere objects in the research process), and the research is
done in the course of changing practical procedures. Simultaneously, action
research emphasizes the unity of theory and practice (theory is nothing else
but practice one becomes aware of, and practice stops being mere routine
and becomes conscious work), on the one hand, and practitioners and
research workers on the other.
Theory and Programs in Pre-school Education
Although Pre-school Pedagogy was included as a scientific discipline at
Belgrade University in the academic year 1961/62 (and Pre-school Teaching
in 1950) when the Department of Pedagogy was established, no theoretical
assumptions of some substance were introduced into teaching practice until
the mid-seventies.
In the program of pre-school teaching from 1969, "scientific
assumptions" were mentioned for the first time as starting points, while the
magazine "The Pre-school Child" which was resumed in 1971, started
publishing not only practical but also scientific articles.
A significant change was, however, made by an official program
document from 1976. It was the Outlines of the Program in the practice of
teaching and education in the nursery school and the teaching group in the
elementary school. This major change was reflected in the fact that the
Outlines of the Program were in question, instead of the detailed program, at
least in principle (and intentions), which created possibilities of regional and
local adjustments to specific working conditions and specific properties of the
population accessing the pre-school program. The second important point
about it was that the introduction of the Outlines of the program was an
attempt to create a program document on the basis of a coherent theory of
pre-school education. The introduction of the program document, which was
written by the late professor A. Marjanovic, was based on the concept of the
nature of man and child (not as a given, but taken as a task), the nature of the
child development (as a socio-cultural indirect process, which is based on the
activity of the subject and the process of internalization of practical activities,
not on acquiring knowledge) and in particular, the "leading" function of play in
the development of a pre-school child. These theoretical assumptions played
an important part in setting principles for not only the organization of
environment (time and space) and the life in an institution, but also the
principle of selecting methods in pre-school teaching.
The goal of pre-school education was now providing "conditions for
normal physical, intellectual, social, emotional and moral development"
instead of the previously used term "regulated". This in itself proves that
scientific terms have replaced former moralistic or ideological ones. The
specification of teaching activities in accordance with separate aspects of the
child development and educational processes can, however, be understood
as a policy (as a rule, practice proves this) that a general aim of pre-school
education, a free individual who develops all his potential is merely reduced to
the sum of separate aspects of development, characteristics and individual
traits.
The Outlines of the program kept the former form of the school
curricula. The program could basically be understood as " compulsory
material" structured in six "areas" of development and educational practice

142

(similar to disciplines in school) by means of specifying tasks and activities for

each area. The text of this part of the document often departed from
conceptual assumptions in the introductory part and implicitly directed to
understanding development as molding a desirable personality from the
outside, and learning as the process of transmitting knowledge.
The author of the introduction herself stated at some other point in the
text that the Outlines of the program, as a document "...only offer possible
solutions in realizing ideas from the concept of pre-school education" and that
"all theoretical and methodological issues on developing teaching programs
and their application in the teaching practice were of secondary importance".
(A. Marjanovic, On Possibilities of Scientific Teaching Practice in Pre-school
Institutions", The Pre-school Child", 1-4, 1987)82.
The concept of the "socialization of small children", as a theoretical
model in the practice of pre-school education in Yugoslavia, was later
elaborated and partly changed in the works by this author (A. Marjanovic:
"Contradictory Issues in Public Education of Pre-school Children", "Thematic
Programming", "The Nursery School as an Open System", The Pre-school
Child, 1987), and the works of other specialists and experts. According to this
concept, the change from the institutional into social education implies the
change of basic functions and structures in the nursery schools instead of
being a "replacement of and complementary part to the family rearing based
on the consumers' relations, the pre-school institution should be given a
chance of practicing the parental function at the social level, it should be a
place of collective living and decision-making on equal footing by both adults
(not only professionals, but parents and other adults in the community) and
children. In such an "open" nursery school, the program of teaching is not
determined in advance, but its "goals, problems and principles are given,
while the program consists in creating activities during the child's stay in the
nursery" (Marjanovic, "The Thematic Programming", The Pre-school Child,
1987:50), and the professionals' task is not to transmit knowledge according
to the given program, but to understand the child, develop creative exchanges
with children and adults as partners, and explore and create their own
practice. (This corresponds to a great extent to the role of a pre-school
teacher in the Montessori system).
This theoretical model of pre-school education is a contemporary
version of the open system of teaching, similar to the model of the "thematic
curriculum based on lifelike situations", by J. Zimmer from the German
Institute for the Young or the Italian Reggio Emillia model of an "open nursery
school".
What are the properties of an open system of teaching?
In an open system of education, both man/child and the educational
institution itself (school, a pre-school institution) are viewed as open systems.
The child, like the adult, is not only capable of learning and developing,
but he has his own motivation to understand himself and the world around him
by relying on his own potential, and therefore, having the ability and right to
82

When questioned, Profesor Marjanovic replied several years later (1984-86), when she began the
project of developing thematic curriculum through action research. Because of her unexpected and
sudden death, the project was only continued in 1991, unedr the title Thematic Planning in Childrens
Nurseries.

143

make important decisions about his own education. At the same time, the
child, just like the adult, is viewed, as a concrete, whole being, not as a sum of
abstract properties, traits and abilities. Consequently, planning the teaching
and educational process starts from concrete individuals- children and
concrete situations- instead of separate, abstract goals and tasks.
Learning is understood as a personal synthesis of one's own
experience, which means that the same educational situations can result in
different knowledge in different children. Children's needs and interests, their
actual potential on the basis and by means of which they exchange
experiences, and their social and physical environment are the starting points
in the educational procedure. Social interactions and communication are of
particular significance for the child's development on the whole and his
acquisition of knowledge both among his peers and with adults. In partner
like, dyadic or small group exchange, conflicts, negotiations and mutual
constructions of meaning are frequent and they mark the first step in forming
inner, personal knowledge. That means that the pre-school teacher should be
able to discover and recognize the child's potential and interests, and bearing
them in mind, create educational situations broad enough and flexible enough
to challenge and motivate different children to learn.
The pre-school teacher contributes to this process of acquiring
knowledge more indirectly than directly, by providing conditions and
stimulating constructive exchange processes among children, by taking part in
problem solving, discussions and practical activities as their partner.
Learning is an active construction, and not simply an acquisition of
knowledge. It is a construction which is reached by the child in the same
manner as by an adult person, that is, on the basis of his own actions and
interactions with his physical and social environments. Education can, thus,
by no means, be reduced to transmitting verbal, ready-made products of
knowledge, but implies a long and complex process of providing conditions
and stimuli for children to learn.
The open (pre-) school institution implies primarily that it should be a
place where children can live a meaningful life and be provided with a set of
opportunities and possibilities for their integral development, it is not a place
where children are prepared for some selected tasks in their future life.
Therefore, the nursery school should not be seen as a place with the
predominant function of preparing children for starting school. The nursery
school should be open towards the family and the local environment, that is,
to children's experience outside the nursery school in order to be a place
worth living in. This implies not only parents' and other adults' free access to
the institution and the possibility of their direct active participation in its
activities, but also the meaningful association of all activities in these three
environments.
The structure and content of space, the organization of time and the
mode of grouping children in the teaching groups form an essential part of the
open curriculum. They are not determined in advance so that children and
pre-school teachers have to adapt to them, but instead, they are liable to
change in the course of mutual planning and agreement. Grouping children
into teaching groups is, for example, much more often done on the basis of
mixed rather than homogeneous age groups, but that is not a general rule. It
is also possible to work in "open groups" and provide conditions for the

144

contact and exchange among children of different ages, even if teaching

groups are formed on the principle of the same age. Similarly, the
organization of time and space in the open system of teaching is not
characterized by definite, uniform solutions, but by ways to reach them and
reasons for them. Planning and agreement starting from concrete conditions
of estimated needs and children's potential with the basic goal of providing
conditions for meaningful life, learning and development for all children.
The pre-school teacher in the open system of teaching is not in the
center of the educational process, but the role of the pre-school teacher is
essential in applying this method of teaching. He is not a mere performer of a
given program task, but he is someone who plans a curriculum in cooperation
with parents and other adults. He plans what will take place in the nursery
school and how it will be performed. This requires permanent in-service
teaching: the pre-school teacher should keep on studying, taking part in
research and advancing his professional knowledge and skills.
One of the primary tasks of the pre-school teacher in this system is
observing the child both in spontaneous and planned educational activities
and situations. Only then, when he gets an insight into what the child can do
and knows, how he learns and handles things in different concrete situations,
can he reach conclusions on the child's needs, his level of development,
interests, and then use them as starting points in planning further activities for
the learning process. It means that he is not engaged in a single and simple
"diagnostic" observation of children (when he accepts his new group at the
beginning of the year). His assignment is a continuous teaching process.
The integral part of the observation process is making and comparing
notes that serve as reminders in further planning.
The next assignment, which is directly associated with the first, is
evaluation. Data obtained in the process of observing children have two
functions: they serve to estimate children's progress, and serve to evaluate
the teachers own work as a pre-school teacher. In addition, the criteria for
evaluation are not some general standards, nor other children, but previous
activities and achievements of the child who is being observed. The results of
evaluation procedures can be told to the child himself or his parents, but they
mostly help the pre-school teacher himself in planning his further activities.
The evaluation of one's own work, self-evaluation, is the basis for
advancing ones professional practice and in-service teaching. Decisions,
actions and responses of the pre-school teacher are consequences of certain
intentions: whether these decisions/choices, actions and responses are
adequate, whether they really lead to desirable effects can be judged only by
himself in the process of observing children.
Observation and evaluation are the basis for the third task of the preschool teacher: providing conditions for learning. In the open system of
teaching the pre-school teacher provides conditions for and stimulates
learning as an active construction of knowledge rather than teaching children
directly. Therefore, the organization of space, materials, and teaching groups,
relations between the pre-school teacher and children, even his interventions
into relations among children, and the general atmosphere in the group, do
not precede the educational processes, or exist outside of them, but are
precisely the essential part of the open curriculum.

145

The Results of Evaluation Procedures

It is not sufficient, however, to develop a theoretical model and institute
it in an official pre-school program so that a pre-school institution is
transformed into an open nursery. Although the introduction of a new
program document (The Outlines of the program, 1976) aimed at changing
the existing practice (transforming the closed pre-school institution into a
"place where children and adults can live together" and transforming the
existing educational process of transmitting knowledge from adults to children
into a procedure of active learning construction which will start from the child
and provide conditions for optimal and useful development of every child)
results of the evaluation study which was done three years after first applying
this official program demonstrated that this goal had not been reached.
An elaborate evaluation study called Basic Characteristics of
Development and Educational Processes in Nursery Schools in Serbia83
(Peic et al., 1982, Peic, 1987) was written at the suggestion of the Self
Management Community of Interest of Child Care in Serbia, which was at that
time in charge of the overall policy of the social child care. The study was
funded by the same administrative body, which is in itself a significant fact, as
it is evidence of the first official policy in this field which tends to be based on
scientific research.
The basic goal of this research was to examine the extent to which the
Outline of the program (or, more precisely, the concept of pre-school
education as the starting assumption in the program document) agreed with
the teaching practice in pre-school institutions in terms of goals, tasks and
methods, and educational procedures on the one hand, and the structure of
educational process in terms of its social, time and space organization, on the
other.
If the global organization of life in the pre-school institution and
segments of the planned educational procedure (so-called directed
activities) are taken as indicators of actual educational processes, then the
data in the evaluation study speak of a considerable divergence of practice
from the theoretical model (The Outlines, 1976). In more than 60% of the
nursery schools examined in the study, the teaching process reflected a
highly structured program which is performed by the pre-school teacher, i.e.
it starts from the adult and is directed toward the child (during the day the preschool teacher chooses activities three times, and materials and objects for
activities and their play, twice more often than the children), while rote work
with the whole teaching group is a dominant method most often performed by
the pre-school teacher himself talking to the group of pre-schoolers. The
comparison of pre-school teachers' written plans, evidence of pedagogical
notes, and the data obtained by observing directed activities in the group in
which the official program was applied, demonstrated that the formulation of
developmental goals, even separate fields of development (goals in the field
of socio-emotional development) are lost in favor of goals in learning, which
are reduced to acquiring knowledge.
Time, space and social organization of life in the nursery school are
mostly uniform and rigid in their framework, independent of the needs and
interests of both children and pre-school teachers, which means that the
83

From this point forward refered to by the author as E-S.

146

nursery school is not a place of "collective life". Moreover, most teachers

remain unaware of this "hidden curriculum of the institution" which is
understood as something not associated with the educational program.
Apart from this global picture, the study demonstrated that despite the
unique official program of pre-school education, there are huge and
considerable differences in both conditions and methods in teaching practice
in nursery schools among regions, places, teaching groups in the same
institution, and even in the same teaching group at different hours of the day
(e.g. "the program of free activities" versus the already mentioned "program of
directed activities").
The relationship between the model of the program and the teaching
practice is marked by another type of "program" - the personal program of the
pre-school teacher, that is, his private theory of teaching. Data obtained in
this area of research indicate that it is precisely these teaching procedures
and educational methods which pre-school teachers apply at work that are to
the greatest extent in accordance with their personal programs (the term
"implicit pedagogical procedures" is used in the research). At the same time,
considerable differences have been found in the work of various pre-school
teachers in both their personal theories of teaching and the degree in which
these theories are implicit, i.e. consciously applied. Pre-school teachers who
have been estimated as most successful, according to all indicators and
specialists' assessment, apply, as a rule, elaborate personal theories of preschool teaching and their work demonstrates a high degree of accordance
between these theories and their practice.
Similar evaluation research, although somewhat limited in scope, has
examined preparatory programs which are applied one year prior to starting
primary school Values and Effects of the Short Teaching and Educational
Programs in the Year before Starting School in Preparatory Schools and
Traveling Nursery Schools in Serbia84.
It has already been stated that
programs in all forms of teaching pre-school children conform to the Outlines
of the program. Since in this case the childs stay in the nursery school is
short (they have only 2 x 3 classes or 3 x 2 classes, or even fewer classes in
traveling nursery schools in rural regions) and a preparatory program for
starting school is emphasized, the findings of this study are as expected: they
indicate an even greater degree of similarity with traditional school curricula
than in day care. The dominant methods are rote work and direct verbal
teaching, very little time is spent in spontaneous child play and group
activities, it is the pre-school teacher who chooses activities and materials (the
pre-school teacher chooses activities even seven times more often than
children, Pavlovic-Breneselovic, 1993:92). An especially significant result
from this study is that children who have attended one-year preparatory preschools have more socio-emotional difficulties in adapting to going to school
in comparison with children who have attended nursery schools and those
who have stayed in their families.
Action Research-A Way to Put Pedagogical Reforms into Effect
The most important conclusion of the evaluation study "E-S" is that, as
in similar studies in the world, a change in programs (models) in itself does
84

author?

147

not bring about changes in practice, i.e. the change in teaching and
educational procedures has to be followed by the participation of those who
are in charge of these procedures, that is, pre-school teachers. This
conclusion is a starting point for future studies. The two essential, related
problems which stem from the findings of this study are: the problem of inservice training of practitioners in order to make them capable of creating their
own practice, and the problem of changing teaching and educational
procedures and the institution of pre-school teaching itself, that is, the problem
of developing curricula at the level of the institution. A great number of
practitioners dealt with these problems in a whole series of studies, whether
action or intervention research, as well as studies of programs in interactive
education stemming from them. To illustrate this we shall mention the
projects carried out in the Institute for Pedagogy and Adult Education at the
Faculty of Philosophy, Belgrade University, which, in one way or another,
stemmed from the findings in this E-S evaluation study and resulted in the
Model A of the Outlines of the programs in the teaching of pre-school children.

148

1979 - 1982

E-S

1986-88
Models of
different
programs
and
services

1984-85
In-service training of
teacher through
drama workshops

1984-86/1989-91
Thematic
planning in the
childrens
nursery

1986-90
Planning of
teachers work
by subject

1988 - 90
Transformation
of the childrens
nursery into an
open systen of

1990-91
The Diffusion in
Action Study

1995-97
1989-91
Parents and teachers
in action research
for childrens rights

Playacting

1993 - 1996
Basic Pre-school Program
Model A

1997-1999
The Reform of
Pre-School
Teaching

1997 - 1999
Specialization in the
development of an open
curriculum

1994 -1997
The Nursery
School as the
Family Center
1996 - 1998
Seminars on the
Implementation of
the Outlines of the
Programs

149

The Projects of the Institute for Pedagogy and Adult Education (IPA) in
the Field of Pre-school Education from 1989 to 1999
The project called In-service Teaching of Pre-school Teachers in
Drama Workshops is directly related to the first of the above-mentioned
problems (enabling teachers to create their own practice), and indirectly to the
second (changing procedures at the institutional level). Its goals and
intentions are directed to both estimating the validity of an educational method
in in-service teaching, which is rarely used in Yugoslavia, and direct
educational effects. Although it is not an action study in the real sense, the
strategy of the project implies an active participation of pre-school teachers
and specialists in both educational and research procedures of this project (in
workshops, as well as in the choice of topics in drama workshops).
The project called Various Models of Programs and Services for
Children and Families with Pre-school Children is an applied developmental
study which is also stimulated by the evaluation study "E-S". The project
consists of two parts: elaboration and illustration of applying one instrument in
determining what the needs and interests of the families with small children
are and the possibility of offering a greater variety of services and programs,
as well as developing the nomenclature of various types of programs and
services.
Parents and pre-school teachers opinions indicate that a
comparative uniformity of supply, (i.e. services offered in the institution, mainly
a day care program in nursery schools), do not meet various needs of the
children and parent. Additionally, the findings of this study indicate a high
degree of institutionalization in pre-school education, a lack of openness
towards parents and children and almost equal programs in pre-schools and
those in day care. The nomenclature is also included in the Social Child Care
Act , and one type of the suggested programs, "Play-acting" was then
developed in a special project.
The most intensive and most comprehensive research activity in the
IPA in the domain of teaching pre-school children has been carried out in
programs development (curricula) at the level of the institution. These
projects are: The Thematic Planning of Teaching and Educational Procedures
in the Nursery School, The Planning of Teaching and Educational Procedures
in Various Domains (the project called "The Fairy"), and a project called Some
Attempts in Transforming Nursery Schools into an Open System of Teaching
have been carried out in the form of action research in a large number of
nursery schools and in cooperation with teams of practitioners (about 50 preschool teachers and specialists, and a number of parents have taken part in
these projects as research workers). The nature of research itself has
imposed the problem of the selection of methodology. All three aspects of
action research, cognitive and theoretical (establishing a theoretical
framework in teaching pre-school children), practical (changing teaching
procedures and the institution in which they are applied) and educational (selfobservation and in-service teaching of practitioners) are relevant to the
problems that have been dealt with in these studies.
In the first two projects, the emphasis was laid on transforming the
actual teaching practice by means of developing the curriculum at the level of
the institution, while the last project was directed to opening the nursery

150

school to parents and the local community. The thematic planning of the
teaching practice is based on the investigation of childrens, parents and preschool teachers actual needs and the application of the thematic curriculum
based on these needs. In the project Fairy a curriculum in working with
mixed age groups was developed. It was structured in studios (the fields of
the teaching practice which have been chosen and formulated by pre-school
teachers as their specific interests). In later stages of this project, educational
procedures (similar to methods applied in nursery schools modeled after
Reggio Emilia) have been introduced and developed. The third variant of
structuring the teaching and educational process, working in interest centers,
has been applied in the following two projects: A Nursery school as a Family
Center and Play-acting.
These projects have brought about a transformation in teaching and
educational procedures in nursery schools at the level of practical work, from
the process of direct teaching and transmitting knowledge (given contents) by
a pre-school teacher, to the practice of focusing on the child, his needs and
interests and including partnership into the process of constructing knowledge
(among children, and between children and adults) and partly, the change of
the institution itself in terms of its opening up toward the child, the family and
the local community. Theoretically, the projects resulted in interactive
pedagogy as a practical theory of pre-school teachers.
The result of all these three projects is a contemporary variant of the
open system in teaching pre-school children, which has also served as the
starting assumption for the Outlines of the program in pre school teaching.
One form of action research, technical action research has been applied in
other projects within the IPA in the domain of pre-school education, for
example, the development of the program called Play-acting, one form of
extra-curricular education, and in the projects called The Diffusion of Action
Research and The Nursery School as the Family Center. This action
research started from the already developed model of programs, while the
projects themselves included training for the application of the model, i.e.
developing the curriculum to the level of the institution.
The project called The Nursery School as a Family Center was a part
of a larger international project and is of particular importance as it integrates
parents into direct group activities, similar to an alternative form of organizing
activities with pre-school children - Play-acting. The educational project
(program) on children's rights Parents and Pre-school Teachers in Action,
has also contributed to the opening of pre-school institutions to the family.
Educational functions, typical of all action research have been particularly
emphasized in the last three projects mentioned above and become dominant
in an important project-the specialization in pre-school pedagogy which was
concerned with topics on developing the curriculum. Although it is formally a
sort of specialization, it actually deals with teaching specialists in nursery
schools from all over the country on how to conduct action research and carry
it out with teams of pre-school teachers in nursery schools. These studies,
which all aim at developing an open curriculum in the nursery school
(following Model A in the Outlines of the programs), are still taking place. The
experience from the above-mentioned studies serve as models of program
framework in short seminars of interactive training intended for practitioners,
similar to those applied in the project called The Reform in Pre-school

151

Education in Montenegro and the seminars on the implementation of the

Outlines of the programs.
What has been shown here is only one part of the overall research
activity in the domain of teaching pre-school children in Yugoslavia. Although
results and radical changes in teaching procedures in a number of pre-school
institutions are beyond doubt, one has to bear in mind the fact that these
changes represent only a small portion of the overall system of pre-school
education in Yugoslavia. The already described differences in conditions and
the quality of the teaching and educational practice have not been reduced,
but, on the contrary, have become greater.
Another essential contribution of these studies and changes in the
practice of pre-school education deals with the diversification of program
orientations and forms of working with children. That it has had an impact
upon the general educational policy in this field is proven by the fact that the
latest official program document offers alternatives and choices instead of
uniformity for the first time. This, however, is only the beginning of the process
of diversification, not its completion.

Current Trends and Recommendations

In the course of the last two decades a significant level in the
development of pre-school institutions in Yugoslavia has been reached, but
more in terms of quality than quantity. Only shorter programs in preparatory
schools, which in some environments comprise more than 90% of the
population, are an exception to this rule. Despite highly unfavorable socioeconomic conditions, extraordinary results have been achieved in developing
theoretical concepts in pre-school education, advancing teaching procedures
and in-service teaching in the course of 1980s and 1990s. This is indicated
by, among other things, active participation of Yugoslav research workers
(including pre-school teachers) and their projects in the European Institute for
Developing Potential of Children (IEDPE) - a network of researchers and
projects from all over Europe who are engaged in developing and applying an
alternative interactive pedagogy as a basis for humanistic schooling and
education. Another indicator is an exceptional number of highly professional
and fruitful conferences of pre-school teachers in the last several years.
Although the systematic and objective data on the state and quality of
pedagogical practice in pre-school institutions in our country (similar to those
from the "E-S") are not available, the existing evidence (some studies of a
rather limited scope), examples of practical activities and indicators of often
unfavorable working conditions (e.g. the lack of specialists, the isolation of
practitioners, insufficient and inadequate funding) may lead to the conclusion
that, at the level of day care programs in pre-school institutions, the closed
pre-school institution, as far as both the child and the family are concerned,
still exists.
The experience based on the "reforms" i.e. projects in research and
development indicates that the transformation of practice, in-service teaching
and better quality of pedagogical work, are all reached more successfully by
means of intensive, even long-term projects/programs in a small sample of
institutions, then by reform undertaken on a larger scale, which are, as a rule,
superficial.These projects, intervention or action research, have the
advantage of being carried out locally. Therefore, they meet the needs in the
152

given environment and respond to its specific circumstances, and

consequently reach concrete and applicable solutions. On the other hand,
"model centers" which are capable of further dissemination are thus
organized.
The total number of children of the relevant age included in pre-school
education has not been significantly increased. Apart from actual economic
constraints, one of the reasons is definitely the persistence of the thesis that
day care programs should be prevalent. This partly prevents the use of space
in pre-school institutions and other suitable premises as well, for shorter
primarily part-time regular teaching programs for children below six years of
age, which are in demand by families with small children.
Finally, the already existing official choice of programs (Models A and B
in the Outlines of the programs, 1996) should become pluralistic by
introducing and developing other models of programs. It is believed that it is
one of the ways to turn the differences in quality into the competition in quality
of the teaching and educational practice in the supply of services offered to
the youngest and their families.This is supported by fundamental
epistemological assumptions in social sciences, primarily in pedagogy. An
earlier, positivistic viewpoint according to which the scientific truth is the only
one, just as the methods of reaching it are, has long been abandoned, even
more so, if the field of scientific research is social practice. Institutional
education is definitely one segment of social practice (Peic, 1998).
The Montessori pedagogy and system of teaching pre-school children
is not only compatible with, but also one of the predecessors and the source
of the contemporary concept of the open system in teaching pre-school
children. It is, at the same time, one of the most elaborate and most
frequently applied programs in pre-school education all over the world. It is a
pity that there are as yet no possibilities for introducing this system to the
scientific and broader public by her original works (since they have not been
translated) and practice in the Montessori pre-school institutions.
The Montessori pedagogy and the Montessori programs have
undergone a series of changes in the Montessori associations around the
world in order to keep up with modern concepts in teaching pre-school
children and to be adapted to specific needs in a particular environment.
The introduction and adaptation of the Montessori program in our
country should run in the two following directions:
1. To introduce her original pedagogy to our specialists by translating some of
her most important works
2. To experimentally apply an adaptation of the Montessori program in a
certain number of pre-school institutions by practitioners trained especially for
that purpose. This experiment should be carried out in the form of a
developmental study with an evaluation procedure.
The concept of the adapted Montessori program and the planning of a
research project demands an extra effort. Basic directions of the adaptation
should rely on contemporary concepts in the teaching and development of
pre-school children and, consequently, a special emphasis should be laid on
group activities and interaction among children, and between children and
pre-school teachers.

153

Pre-service Training and Issues for Preschool Teachers and Professional Staff
Gordana Zindovic-Vukadinovic, Professor of Pedagogy, Faculty of Geography
University of Belgrade

Pedagogical and medical specialists, social workers, nutritionists and

the accompanying administrative and other staff are employed in pre-school
institutions. Heads of these institutions are not specifically trained for this role,
but are chosen among specialists, usually pedagogues, who are already
employed in the system of pre-school education.

Pre-Service Training of Pre-school Teachers

Pre-school teachers currently working in pre-school institutions have
received their initial training in various ways. Namely, the system of initial
training of pre-school teachers has been changed several times in the last
thirty years. Therefore, it is essential to keep in mind the qualifications of preschool teachers who are still working with children, but who were trained when
different curricula were observed.
In the period between 1948 and 1953/54 academic years pre-school
teachers were trained in vocational schools which lasted four years, then five
years, until as late as 1973 when the Pedagogical Academies Act was
passed. According to this Act, pre-school teachers were required higher
education training which lasted six years (4+2). The same Act enabled the
pre-school teachers from vocational schools to pass necessary differential
exams in order to get the higher education degree and thus improve their own
professional competence.
The reforms of the system of training and education (1978/79) brought
about changes in the system of pre-school teacher training. The so-called
common core (i.e. two years of general education) was introduced into
pedagogical academies, but that lasted only for a year. Then new changes
and additional articles in the Act constituted pedagogical academies as unique
schools with a four-year long course of study which consisted of two stages: a
two-year preparatory stage (which corresponds to the third and fourth grades
in high school) and a two-year final stage (which corresponds to the first and
second years of study in institutions of higher education). Students entered
these academies after a ten-year schooling (elementary education which lasts
for eight years plus two years of general high school education).Finally, in
1993, pedagogical academies were closed down, and colleges for pre-school
teacher training were introduced. Their activities were regulated by the
College Education Act (Sluzbeni glasnik 5/90).Thus, the initial training of preschool teachers has experienced three periods of institutional changes:
education/training at the high school level (1948-1973)
education/training at the higher professional level in two stages
(with a preparatory stage)(1973-1978/79)

154

 higher professional education which consists of a two-year course

of study (without a preparatory stage)( 1978/79-1993).
The latest changes also included the changes in Montenegro. Thus,
the training of pre-school teachers is organized at the Faculty of Philosophy in
Nikic during a two-year course of study. In the previous period decisions
which concerned the issues of training of pre-school teachers were the same
in Serbia and Montenegro.
The institutional changes in the system of education were reflected in
the curriculum for pre-school teacher training. There were differences not only
as far as the scope of the curriculum, but also in the variety of subjects taught
and the proportion of theoretical and practical issues presented in the
curriculum.
In the five-year long high school education (first period), which was
ended in 1973,85 the curriculum set the frame and goals, mainly, in the study
of disciplines taught in schools of general education - high schools (the
mother tongue, philosophy, history, foreign languages, mathematics, physics,
chemistry, biology). What could be considered as subjects specific to the
training of future pre-school teachers were the following disciplines: Pedagogy
with three classes per week in the third and fourth grades, and two classes
per week in the fifth grade, Methodology of Practical Work with two classes
per week in the fourth year, and nine classes per week in the fifth and final
year of education, and finally Technical training with some elements of applied
arts, Music, Painting, Physical Training and professional practicum with an
obligatory thirty hours of skiing.
An analysis of curricula in the Academy for Pre-school teachers (197393) (second period) has demonstrated an increase in the number of classes
of pedagogical and psychological disciplines, particularly in the second, the
so-called final stage of the training. During the first, or preparatory stage,
apart from disciplines of general education, psychology was also taught (in the
third and fourth grades with two classes per week), while the number and
scope of disciplines relevant for the future profession was considerably more
comprehensive.
The following disciplines were included for the first time such as
Communication (three semesters), Physical Child Growth (one semester),
Pre-school Pedagogy (two semesters), Child Psychology (three semesters),
Methodology of Speech Development (two semesters), Methodology of
Teacher-Parent Relations (one semester) and Methodology of a specific
subject (Mathematics, Environmental Studies, Music Education, Painting and
Physical Training).
Pre-school teachers who had previously completed pre-school teacher
training in high schools, were given the opportunity of getting a degree at the
Pedagogical Academy and to pass the exams in the subjects they had not
been taught (the so-called differential exams): Serbo-Croat with literature for
children and Oral Communication, Psychology, Pedagogy, Methodology of
Pre-school Training, Health Training and Physical Child Growth, Elements of

85

Although there are probably only few pre-school teachers who were educated in these schools, their
work was certainly reflected in the work and practical methods of their younger colleagues; these
schools are, therefore, worth mentioning.

155

Social Sciences with the Socio-economic System of the Socialist Federative

Republic of Yugoslavia.
In the short period (one academic year) when pedagogical academies
followed the curricula of stream-lined education, with the common core of
general education in the first two years, Methodology of Teacher-Parent
Relationship was replaced by Play Workshops.
Current Situation
In higher education institutions of pre-school teacher training or
colleges (starting from 1993)86 in the Republic of Serbia, the curriculum
established by the Association of Institutions of Pre-School Teacher Training
of the Republic of Serbia was observed. The curriculum was accepted by the
Ministry of Education in the same year, in the course of which the training of
primary school teachers was advanced to the university level and all of what
had been pedagogical academies became pedagogical faculties. Thus, apart
from pre-school teachers who work in pre-school institutions, all pedagogical
specialists are educated at the university level, i.e. at pedagogical faculties.
Conditions of Enrollment and the Type of Degree Given Upon
Completion of Studies
All candidates who have completed their education in high schools or
other vocational schools which last for four years have the right to be enrolled
in the first year of study in institutions of higher education, i.e. Colleges of Preschool Staff Training in Serbia or the two-year course of study at the Faculty
of Philosophy in Nikic (Montenegro), regardless of the type of their high
school diploma.
The acceptance of candidates is based on two types of criteria:
eliminatory and classifying criteria:
verification of physical, speech and musical competence on the
basis of a doctor's certificate, the certificate on speech competence
issued by the logopede and the confirmation before a board of
experts. This confirmation procedure is eliminatory and candidates
who have graduated from a high school institution of stream-line
education which specializes in "teacher training" do not need to
pass this exam.87
passing the classification test of the Serbian language and cultural
knowledge
The list of candidates who have been granted the right to enroll is
determined by the score, which is obtained in the following way:
the number of points obtained in school (minimum 16, maximum
40) is added to
the number of points obtained at the qualification test (0-60
points).

86

There are 12 colleges of pre-school training in the Republic of Serbia: in Belgrade, Vrac, abac,
Pirot, Gnjilane (Bujanovac), Subotica, Aleksinac, Sremska Mitrovica, Kruevac, Novi Sad, and
Kikinda (closing down).
87
This refers mainly to in-service training of students, that is, to those who have decided to continue
their training and obtain a degree.

156

Candidates who have obtained 51 points and above are entitled to free
studies, i.e. do not pay a tuition fee and study at the expense of the
government, while those who have obtained 30-50 points pay tuition fees.
A degree of the College of Pre-school Teacher Training is granted to
candidates who submit a thesis and pass the final examination before the
board of examiners. A two-year course of study in Montenegro is also
completed with a final examination which consists of a discussion on the
thesis which had been previously submitted to the board of examiners.
Curriculum
The present curriculum in institutions of higher education of Pre-school
Staff Training/ or Colleges of Pre-School Staff Training consists of four basic
categories:
1.
General and specific subjects in the following disciplines:
Philosophy, Sociology, Foreign Languages, General Pedagogy, Psychology of
Personality, Oral Communication, Children's Literature, Physical Training and
Physical Development and Health Insurance.
2. Professional disciplines which include the following: Psychology of
Pre-school Children, Pre-school Pedagogy, Family Pedagogy, Methodology of
Training and Educational Procedures, Methodology of Physical Training,
Methodology of Speech Development, Methodology of Environmental Studies,
Methodology of Teaching Music, Methodology of Teaching Art and
Methodology of Developing Basic Mathematical Notions.
3.
Practicum that include the following disciplines: Vocal and
Instrumental practice, Elements of Legislature in Education and Pedagogical
Documentation, Practicum in Teaching Art, Drama, Play Workshops,
Application of Audio-visual Aids, Practicum in Teaching Elementary
Informatics and Computer Sciences, Instruction of students with poor
performance, optional activities (choir or orchestra).
4. Pedagogical practice, which comprises a total of 160 classes during
a two-year study course. Its distribution within the whole course runs as
follows:
five working days in the first semester, which amount to 20
classes
ten working days in the second semester, which amount to 40
classes
ten working days in the third semester, which amount to 40
classes
fifteen working days in the fourth semester, which amount to 60
classes
During the two-year study course students are required to write one
seminar paper work in one of the following disciplines according to their own
choice: Communication, Children's Literature, Pre-school Pedagogy,
Psychology of Pre-school Children, Family Pedagogy, or Methodology of
Teacher Training.
Students are not required to attend all classes of theoretical training,
but classes of practical training are obligatory.

157

A detailed study of the curriculum shows that in their two-year study

course students are offered the greatest number of classes in Psychology of
Pre-school Children, which amounts to three classes of lectures and one
seminar class per week in the first two semesters and the same number of
classes for lectures and seminars in three other semesters (2+2 in the first,
second and third semesters).
This is followed by Children's Literature with two classes of lectures
and one seminar class per week in the first and second semesters, General
Pedagogy with two classes of lectures in the first and second semesters and
one seminar class in the second semester and Physical Development with
two classes per week in the two first semesters as well.
Then follows Sociology with two classes per week in the first and
second semesters, Communication with two classes per week and one
seminar class in the first semester, and one class per week of lecture and one
seminar class per week in the second semester, then Psychology of
Personality with the same number of classes in the first two semesters, but
with one seminar class less.
Methodologies for specific disciplines88 are planned for the third and
fourth semesters with three classes of lectures per week each, and one
seminar class in the third semester and two seminar classes per week in the
fourth semester for all disciplines except Methodology of Teacher Training.
Philosophy is taught in the first semester with two classes of lectures
and one seminar class per week, while Family Pedagogy is taught in the
fourth, and final semester with two classes of lectures and one seminar class
per week.
Practicum are distributed in all four terms: four practicum are planned
for the first and second semester (classes in Singing and Playing various
instruments, choir or orchestra, and An Outline of Legislature); the practicum
in Painting is planned for the first semester only. Drama classes and the use
of audio-visual aids in teaching are planned for the second semester, play
workshops, informatics and operating computers for the third semester, while
additional classes for poor students are planned for the fourth semester.
On the whole, students in Colleges for Pre-school Teacher Training are
required to attend: twenty classes of lectures and eleven seminar classes per
week in the first semester, and 15+14 in the second semester of their first
year. In their second year they are required to attend 22 classes of lectures
and 11 seminar classes per week in the third semester, and 2+15 in the fourth
semester. This number of classes does not include practicum, which are
explained above separately.
The theoretical disciplines included in the curriculum in colleges for
Initial Training of Pre-school Teachers are ranked as follows:
1. Pre-school Pedagogy
1. Psychology of Pre-school Children
2. Children's Literature
3. General Pedagogy
4. Physical Training
5. Sociology
6. Communication
88

Listed above

158

7. Psychology of Personality
8. Philosophy
9. Family Pedagogy
In Montenegro pre-school teachers are trained during a two-year study
course at the Faculty of Philosophy in Nikic.89 Their curriculum differs from
the curriculum of colleges for initial training of pre-school teachers primarily in
the total number of classes, but also in the number and type of disciplines
included in the curriculum. The following tables illustrate those differences:
Table 1. The survey of lectures and seminars in each term

Republic
Serbia
Montenegro

1st
term
20+11
20+6

2nd term

3rd term

4th term

15+14
20+6

22+11
16+10

2+15
16+10

Table 2. The comparative survey of disciplines and practicum in the curricula

designed for initial training of pre-school teachers in Serbia and Montenegro

Disciplines and practicum (*)

SERBIA

Philosophy
Sociology
Foreign Language
Physical Training
General Pedagogy

X
X
X
X
X
X

Developmental Psychology

Didactics
Communication
Children's Literature
Physical Development and Health instructions
Psychology of Pre-school Children
Pedagogical Psychology
Pre-school Psychology
Music with piano and accordion classes
Family Pedagogy
Methodology of Pre-school Teacher Training
Methodology of Speech Development
Methodology of Physical Development

X
X
X
X

89

X
X
X
X
X
X
X

X
X
X

X
X
X

X
X
Methodology of Environmental Studies
X
Methodology of teaching music
X
Methodology of teaching painting
Methodology of developing basic terminology in X

maths
Hygiene of pre-school children (*)
Technical exercises

MONTE
NEGRO

X
X
X

X
X

A separate department of pre-school teacher training

159

Audio-instrumental Classes (*)

Outlines of Legislature and Documentation(*)
Painting (*)
Drama(*) Puppet Theatre
Play Workshop(*)
Use of Audio-visual Aids(*) Film, Radio and
Television
Outlines of Informatics and the use of Computers
(*)
Additional classes for students with poor
performance (*)
Optional classes (choir or orchestra (*)

X
X
X
X
X
X

X
X
X

X
X
X

Students master methods of teaching pre-school children mainly in the

courses in methodology of specific disciplines90, which are taught in the third
semester, i.e. in the second year of their studies. Contrary to the previous
generations of pre-school teachers who used to be trained in five-year
vocational schools for initial training of pre-school teachers and who used to
study methodology of specific disciplines during three academic years,
present-day students in teacher training colleges for pre-school teachers
attend 45 classes of theoretical teaching and five seminar classes in the
methodology of each discipline, which is generally considered to be
insufficient training for practical work. The methodology of each of the above
cited disciplines is taught in three theoretical classes and one practicum in the
third semester, and two seminar classes in the fourth and final semester.
Large classes considerably aggravate teaching methodology of
different disciplines and affect its efficacy. With 20 or more students in a
group a teacher cannot follow the practical work of each one of them in the
course of one set of morning classes. An additional disadvantage of group
observation in children's nurseries is the disturbance caused by the group to
the nurserys daily routine.91
Students are required to have two weeks of practical work in a preschool institution in the third semester, and at the end of their studies (end of
fourth semester) they have another three-week practicum in a pre-school.
Therefore, apart from observation classes designed in the curriculum of
methodology of specific disciplines, future pre-school teachers have only five
weeks of experience during their professional training.
Experts who lecture to future pre-school specialists believe that this
problem can be solved by extending the course of study. The present twoyear course of study in colleges of pre-school staff training may be advanced
to a four-year course of study at universities in future. It is also believed that
future pre-school staff training in institutions of higher education should
include not only improved methodological procedures, but a sort of
elementary introduction into teacher-parent relationships which would result in
90

Methodologies of: pre-school teacher training, physical training, speech developing, environmental
studies, music training, painting and elementary mathematical concepts
91
Stanic-Bokovic, M.(1997): Problems in the practical training of future pre-school teachers, Needs
and Options in Pre-school Teacher Training at the Level of Higher Education, The College of Preschool Teacher Training, Belgrade

160

both improving the competence of those who deal with children at home and
better understanding and co-operation between the family and pre-school
institutions.
When speaking of developing methodological adequacy, it does not
necessarily mean a greater number of classes in practical activities, but the
development of students' creativity. From the point of view of gender, the
majority of pre-school staff are female. Namely, out of the total number of
staff employed in pre-school institutions in FR Yugoslavia (17,198 persons
according to the statistics from 1997), 16,274. i.e. 94.62% are women. That
ratio is valid for the whole country, which speaks of the complete feminization
of staff in pre-school institutions. This tendency towards feminization is
observed in elementary schools as well, although the percentage of women
who work in elementary schools is somewhat lower, but it can be said that
there has been a feminization of all basic elementary education of children
from the ages of 1-12.
The practical training of pre-school teachers, as well as teaching staff
at all levels of education, follows the "model of imitation" of experienced
teachers. This training should, however, be designed to inspire students and
provoke a more creative approach to teaching, to develop critical attitudes
towards offered models and an ability to provide new creative solutions to
pedagogical problems which would result in activities designed specifically for
particular situations and children's needs.
The specific problem is that the present curricula for pre-school staff
training are designed according to the previous high school curricula in
teacher training. Namely, during the period of stream-lined education, more
pedagogical and psychological disciplines featured in teacher training at the
level of high school education. There were also more music and painting
classes. Schools from which candidates come when enrolling in colleges of
pre-school training in Serbia or in a two-year study course in Montenegro do
not provide the necessary kind of introduction into the further teacher training
provided by these colleges. The situation is further aggravated by the fact
that students who graduate from high school or any other vocational school
have the right to enroll in the first year of study at institutions of pre-school
staff training after they have passed the entrance exam and other necessary
tests. Therefore, their previous training differs greatly, which affects the
quality of their studies to a considerable degree. A two-year course of study,
believe the teachers in those schools, does not provide the required level of
general education and professional training, because the differences in their
previous education cannot be leveled in such a manner that they can continue
their training successfully and simultaneously improve their practical teaching
skills.
As it has been demonstrated, pre-school teachers with various
background and different theoretical and practical training are employed in
pre-school institutions, which requires a more systematic connection between
training at its initial and higher level. Some weaknesses in the concept and
organization of pre-school training are reflected in the following:
inadequate and insufficient agreement in the scope and duration
of studies, so that quite a number of disciplines which are
important to the work of future specialists are not represented
adequately in their study course,

161

 inadequate agreement on curricula in institutions of pre-school

staff training and the scope of the programs of activity for
children in pre-school institutions and the growing demands
concerning aims set before pre-school teachers;
inadequate and insufficient connection between the system of
initial training and in-service training, which not only reduces the
possibility of advanced professional training but staying current
on contemporary practice and broadening of knowledge of
theoretical issues in the realm of pre-school training
insufficient funding of institutions of pre-school training, which is
reflected in the lack of adequate equipment, and the unresolved
question of practice rooms for students. To all this must be
added inadequate earnings of pre-school teachers which has a
de-stimulating effect on both professors in colleges where future
pre-school teachers are trained, and their students and preschool staff are working.
The problem that is often cited in discussions amongst professors who
teach in pre-school staff training institutions of higher education, refers to the
conditions of enrollment into these institutions, i.e. the procedure of selecting
the most suitable candidates for this profession. It is assumed that, in addition
to the medical check-up, the test of general education, and testing of speech
competence and the talent for music, a set of tests which would be designed
to check some specific personality properties such as motivation, empathy,
flexibility, tolerance and communicativeness should also be required.
Some experts suggest, and their suggestion has been widely
discussed, that the training of pre-school teachers should be promoted to a
higher, university level and that their training should last for four years, as has
already been done in the training of elementary school teachers. This
suggestion has been supported not only because of the above-listed
disadvantages, but also because of the current demand for adequately
qualified pre-school teachers who would be trained to realize a wider scope of
various programs of activities in their work with pre-school children. Apart
from basic programs of activities they would be expected to be trained in
providing special programs (special training) to answer special needs,
occasional special programs, to be able to offer diagnostic, therapeutic and
advisory services, and to intensively co-operate with parents and promote
parents' pedagogical knowledge (the educational function in the teacherparent relation).
Changes in the structure of parents' education, actually, a higher level
of education among parents in general, also demands a broader and better
prepared professional profile of a pre-school teacher. In order to fulfill these
complex requirements, some experts believe that the pre-school teacher
should be fully and utterly devoted to his/her work, and trained in the
Montessori methodology. The teacher should be one who is on a par with a
researcher, a scholar who by constantly observing children he/she works with

162

and using his/her experience intuitively finds instruments for revealing truth in
life."(Nikic,J. 1996).92
In the research that was conducted among pre-school teachers,93
some suggestions which refer to most desirable changes in the system of
initial training of pre-school teachers were collected. Participants in the study
considered the problem of their financial condition as the most urgent one,
followed by the problem of staff structure, then the problem of organizing their
work with children and finally the problem of their relationship with parents and
the community.
As far as the financial conditions are concerned, pre-school teachers
and other specialists in this field suggest that, among other things, aside from
an improvement in the financial situation in general, it is necessary to build the
capacity of nurseries (holding about 100-150 children). As for the staff, the
most significant demand is an increase in the number of assistants and
technical staff as well as the need for employing specialists of variouslyoriented backgrounds.
The greatest number of changes suggested was in the field of
organizing and conducting children's activities. Pre-school teachers who work
in nurseries also suggest the following:
forming less mixed-age groups
introducing more flexible schedules in the daily routines of the
nurseries
modernizing the training program
adjusting working hours in the nurseries to suit the needs of
parents
providing various services according to the requirements of
parents
taking care of children also in the afternoon
organizing foreign language classes without extra cost to the
parents
promoting the inclusion and co-operation with parents in various
nursery activities
The counseling of parents, changing working hours to suit the needs of
parents and introducing new services on their demand, including parents into
nursery activities are particularly emphasized.
When pre-school teachers were asked for their opinion on innovations
in their programs in pre-school children training, they reported that they were
particularly interested in the following fields:
working with emotionally-disturbed children
developing the picture of themselves in the mind of the children
with whom they work
new possibilities of communicating with parents
working with talented children
introducing foreign language teaching into nursery programs
92

Nikic, J.(1996): The Role of Pre-school Teachers in the Child's Adaptation to the Nursery and the
Organization of a Better-structured Environment, The Proceedings of the Faculty of Philosophy in
Novi Sad, Vol. 11, Novi Sad
93
Gavrilovic, A.(1998): The System of Child Care in Serbia, The Development and Perspectives,
Slubeni Glasnik, Belgrade.

163

 working in communication and creative workshops94.

Pre-service Education of Pedagogues and

Psychologists
Pedagogues and psychologists are educated at the Faculties of
Philosophy in Belgrade (Department of Pedagogy and Department of
Psychology), Novi Sad (Pedagogy Department), Ni (Psychology Department)
and Pritina (Pedagogy Department and Psychology Department). The
undergraduate program lasts four years (eight semesters). Candidates are
high school graduates and are required to pass the entrance examination.
The entrance examination in the Department of Pedagogy consists of the test
in general education and the test in either pedagogy or psychology, according
to the candidate's choice. The same entrance requirements plus a test in
psychology is obligatory in the Department of Psychology. Special-education
teachers are educated at the Faculty of Special Education in Belgrade. The
initial training of pedagogues, psychologists and Special Education Teachers
is regulated by the Higher Education Act.95
From the late sixties until 1979, pedagogues who worked in nurseries
were required to select and follow the subject track Pre-school Pedagogy.
The changes in the organization of studies after 1979 have not affected the
scope and quality of the training. On the contrary, it is believed to have
improved the training, although future school and pre-school pedagogues
follow almost the same course of study as before 1979. A new course, the
Systems and Programs of Pre-school Education, was introduced after streamlined high school education (track system) had been rescinded. Thus, the
scope of courses offered in pre-school pedagogical training had been
widened.
Current curriculum in the training of future pedagogues includes:
Disciplines of general education relevant for pedagogues
(Introduction into Social Sciences, Introduction into Philosophy,
Logic and General Methodology, Ethics an Foreign Languages);
Disciplines of general pedagogy (General Pedagogy I and II,
General History of Pedagogy, National History of Pedagogy,
Contemporary Processes in Pedagogy, Methodology of
Pedagogical Research, Statistics in Pedagogy):
Disciplines in Psychology (Developmental Psychology and
Pedagogical Psychology);
Disciplines of special pedagogy (Family Pedagogy, Pre-school
Pedagogy, Educational Pedagogy, Androgyny);
Didactic and methodological disciplines (Didactics, Methodology
of Teaching Mathematics, Methodology of Teaching Foreign
Languages, Methodology of Educational Psychology, Systems
and Programs/Curricula of Pre-school Education);

94

Burazin, S.(1990): Ideas and Attitudes of Pre-school Teacher on the Need for Advanced Training,
Osijek.
95
The Higher Education Act, Slubeni Glasnik Republike Srbije, No.20, May 1998.

164

 Optional disciplines (Cognitive Theory, Aesthetics, Social

Psychology, Social Anthropology);
Optional courses (Specialization Methods in the Practical
Training of Pre-school and School teachers, Methods of
Developing Communicative Skills, Methods of Developing
Tolerance, Methods of Developing Teacher-parent Relationships
and Parent Counseling, Working with Retarded Children,
Working with Talented Children, Methods of Working with
Children and Teenagers in Extra-curriculum Programs, Social
and Pedagogical Work with Children and their Families, Methods
of Training in Visual Media, Methods of Prevention).
The type and contents of the course are liable to change and can be
planned in agreement with the students according to the possibilities of their
realization. In any case, students have to opt for at least four courses.
Specific skills essential for pre-school staff training are offered in the
following disciplines: Developmental and Pedagogical Psychology, Pre-school
Pedagogy, Systems and Programs of Pre-school Education.
The course in Pre-school Pedagogy is designed to last two semesters,
(5th and 6th) with four classes per week and introduces the theoretical
framework of and practical procedures for pre-school education. The students
learn about the structure of pre-school institutions, problems of education in
and outside of the family, learning and educational processes in pre-school
education and procedures of promoting child play and creativity. This course
also requires two-week practical experience in a pre-school institution, a
seminar paper, a written examination and writing a thesis on a given topic,
and an oral examination.
The course in the Systems and Programs in Pre-School Education (7th
and 8th term with four classes per week) consists of a survey of both
traditional and contemporary systems and programs in pre-school education,
understanding of the child's attitudes, models of pre-school education and
development and evaluation procedures in pre-school education. This course
also introduces action research in the field of pre-school education. Students
are required to sit an exam and write a composition on a given topic.
The courses in General Pedagogy, Contemporary Pedagogical
Processes and Family Pedagogy cover general educational issues and are
therefore significant for the activities in pre-school institutions. Optional
disciplines are designed to train pre-school teachers to deal with problems in
social pathology, family sociology and psychopathology in children (Social
Psychology, Family Sociology, Psychopathology in Children and Teenagers,
Social Pathology, Social Anthropology).
Students of Pedagogy have an obligatory two-week practicum within
the framework of the subject Pre-school Pedagogy and participation in
research on the subject of Systems and Programs of Pre-school Education.
The curriculum designed for the courses in Pre-school Pedagogy and
Systems of and Programs in Pre-school Education set the following
requirements for all students, a two-week practical work and the participation
in research work.
Students are awarded a degree in pedagogy after they have submitted
a diploma paper and passed the final (diploma) examination. Holders of this

165

degree can then continue their education and start post-graduate studies
which are organized in three ways: a specialist course (lasting one year), an
MA course (two years) and a PhD course (three years). Specialist studies are
open to all holders of a BA degree, while masters' studies are open to those
candidates who have obtained an average grade of at least 8 during their
undergraduate studies. Doctoral programs are open to those students who
have obtained an average grade of at least 8.5 in their undergraduate
studies.96 Postgraduate programs are designed to offer specialization in a
specific field of study. Candidates can opt for masters' and doctoral programs
in pre-school pedagogy.
The role of a pedagogue97 in pre-school institutions varies from the role
of a consultant to an active participant in designing and realizing the program
of the institution. The status of the pedagogue and the psychologist has not
been quite clearly defined, so that both the scope and character of their
activities often depend either on the head of the institution, or the rest of the
staff, or themselves. Although pedagogues and psychologists believe they
should take a more active part in planning and organizing the childrens
activities in pre-school institutions, they are more often engaged in supervising
the children's development, behavior and interests, without being able to
actually influence the course of their activities. This position is caused, they
believe, by the inadequate training they receive at university. Therefore, they
propose that practical work during their studies should be more emphasized,
as they are assured that there is an urgent need on their part to get specific
experience which would then be useful at work. Pedagogues particularly
stress the point that their studies do not offer adequate methodological
training and demonstrate the lack of specific courses in planning, designing
programs and observation and evaluation procedures.
The curriculum in the four-year long course of study of future
psychologists comprises the following:
general disciplines (Introduction into Social Sciences, Foreign
Language)
general basic disciplines (Statistics in Psychology, Methodology
of Psychological Research, Physiology of the Nervous System,
General Psychopathology);
professional disciplines (General Psychology I and II,
Psychology of Personality, Psychometrics, Developmental
Psychology I and II, Pedagogical Psychology I and II, Social
Psychology I and II, Staff Recruitment Psychology,
Psychopathology in Children and Teenagers, Mental Health,
Testing Mental Health in Children, Clinical Psychology with
Psycho diagnostics, Introduction into Psychotherapy and
Counseling, Psychology of Human Relations, Psychological
Engineering and Ergonomics, Main Schools in Psychology);
optional courses in general disciplines (Introduction into
Philosophy, Genetics, Family Sociology, Management of Human
Resources, Didactics) and professional disciplines ( Prevention
in Psychology, Psychology of the Mentally-Disturbed,
96
97

Grades at universities range from 5-10.

Kamenov, E.(199!): Pre-school Pedagogues in Serbia, Metodicki dani 91, Nova Prosveta, Belgrade

166

Neuropsychology, Psychology in Marketing, Psychology in

Environmental Studies, Psycholinguistics).
Students of psychology are awarded a degree in psychology on
submitting a diploma thesis on a specific topic and defending it in a diploma
examination. The system of postgraduate studies corresponds to the one in
pedagogy.

Pre-service Training in the Field of Special Education

The Faculty of Special Education at the University of Belgrade trains
specialists who deal with children and adults with impaired hearing, speech or
vision, physically invalid persons, mentally-retarded persons and persons with
disturbed social behavior (prevention and re-socialization). Undergraduate
studies last four and a half years, i.e. nine semesters. Theoretical frameworks
and practical experience in the disciplines selected by students are
synthesized in the ninth semester.
The first year of studies is the same for all students and offers general
courses in fundamental disciplines in Special Education (Introduction into
Special Education, Medical Genetics, Medical Physiology and Anatomy,
Sociology, Pedagogy and General Psychology with Psychology of
Personality). In their second year of study students opt for some of the listed
disciplines which they already chose when they enlisted at the Faculty of
Special Education and continue their studies generally within the same
framework.
In all tracks lectures and seminars in Developmental and Pedagogical
Psychology and Methodology of Pre-school Training are obligatory. Students
who opt for the study of speech therapy (they have practical work in speech
therapy) and the prevention and re-socialization of persons with disturbed
social behavior do not attend classes in methodology. Methodologies of
specific subjects are particularly significant and the total number of classes
devoted to these programs is considerable. For example, four classes per
week during five semesters (2 classes of lectures, 2 classes of seminars) are
designed for working with children who are either deaf or have impaired
hearing. The curricula of methodologies of teaching physical training, painting
and music are specifically designed according to the degree of physical
disorder. After submitting and defending the diploma thesis students are
awarded a degree in special education and obtain the affiliated title.Around
3,500 students have been awarded the degree in Special Education at this
faculty since 1974 when it was first founded.
However, there is a
considerable lack of these specialists in both pre-school and elementary
institutions (see below). The Faculty of Special Education accepts from 150 to
220 students a year. All holders of high school diploma are allowed to take
the entrance examination similar to the one organized for future students of
pedagogy and psychology.
The Faculty of Special Education offers masters' and doctoral
programs in accordance with the regulations determined by the Higher
Education Act.

167

Conclusions and Recommendations98

Limitations in pre-school teacher training are reflected in several areas.
On the one hand, there is hyper-production in specialists of this orientation,
while on the other, official statistical data demonstrate that the number of preschool teachers is less than it should be according to the planned standards
vis--vis student/teacher ratios. The stress factor has not been examined in
detail, but premature retirement has been frequent. Financial prospects have
a de-stimulating effect on young people who might be interested in seeking
employment in pre-school institutions.
Although private pre-school institutions are permitted, and given, legally
and formally, the corresponding status, they have not yet become an integral
part of the system. Their work has not been supervised systematically. There
is neither statistical data on their staff structures and programs, nor strict
observance of premises and equipment standards. It can be said that private
pre-school institutions and nurseries are still opened ad hoc and their status
determined by the local administration.
The problem of pre-school training of mentally-retarded children is
acute.
Data on pre-school training of mentally-retarded children are
mentioned only sporadically, so it can be stated that it is actually neglected.
There are no data on the work with and activities of talented children
either.Since pre-school teacher training has been carried out at different
levels, in different schools, colleges and faculties, there is a lack of at least
some sort of integrative program which would offer specific theoretical and
practical curricula at the same level and of the same sort to all potential
specialist staff in pre-school institutions. Different concepts stemming from
different professional training mostly result in misunderstandings among preschool teachers, pedagogues, psychologists and specialist pedagogues when
their competence, scope and type of activities are at stake. Insufficient
methodological training in practical work is a problem with all specialist
profiles employed in pre-school institutions.
Marked feminization in this profession has long been a problem. It is
basically the same as in elementary education. Boys thus do not have a male
model of identification, which is reflected in their emotional and social
development. The number of males who seek employment in pre-school and
elementary education institutions is declining; in some instances it is reduced
virtually to none. These specialists are underpaid, therefore underestimated
socially. This problem has not yet been examined and it certainly deserves
some attention.
Curricula in pre-school teacher training institutions at the level of higher
education have not been in accordance with the curricula in pre-school
institutions, just as there is no connection between the systems and programs
of in-service training and initial training. Problems in the organization and
practical procedures in pre-school teacher training caused by the lack of time
and large classes have been evident.
Pre-school teachers themselves consider their training inadequate
since they are not able to meet the requirements of children and their families.
98

Conclusions and Recommendations are those of the author of this chapter and not necessarily those
of CRS or the other authors.

168

The insufficient and inadequate co-operation with the family and parents'
participation in various activities in pre-school institutions have been
particularly stressed. They also stress their need for more specialized training
in the programs designed both for talented children and those who have
certain problems. Pre-school teachers believe that the organization of
activities in these institutions has not been adjusted to answer the needs of
parents, since their programs have been neither flexible nor rich enough in
order to present more adequate activities which would meet various
requirements of children and parents.
Heads of pre-school institutions have not received special training, so
this position can be occupied by any pre-school teacher, pedagogue or
psychologist who is believed to have certain organizational and professional
qualities required for this task.
Regardless of whether pre-school teachers will be trained in institutions
of higher education or not, it is essential that certain modules for in-service
training are offered which connect initial training with practice and actual
various needs of children and parents, and particular environments. That
means that the curriculum for the professional training should be differentiated
modularly in order to answer the needs of various profiles of professionals
who work in pre-school education (pre-school teachers, both beginners and
experienced ones, pedagogues, psychologists, and social workers), to offer
various creative models of activities for children, cooperation with parents and
primary schools, and to enable professional development by offering courses
at higher levels of education. The system would thus be differentiated
according to the requirements and specific problems of educational
institutions at all levels as well as according to the levels of complexity. It
would aim to overcome some specific levels of complexity of the higher order.
Activities in the treatment of children with specific needs (such as talented
children, emotionally-disturbed children) should be highlighted in in-service
training and families with these children should be assisted. Specialized
modules for working with talented and mentally/emotionally - disturbed
children should be offered within the framework of in-service training.
Programs of specialization would have to be of predominantly practical
nature, as pre-school teachers and other professionals who work with children
are trained in theoretical disciplines more often than in practical skills.
The adequate application of theoretical knowledge would be reflected
in introducing more innovative methods in the practical work with children.
Actually, a variety of developmental modules should be offered, that is,
modules with different contents and numerous possibilities for stimulating the
development of children.
Special modules for the specialization of the professionals who are
employed as directors of pre-school institutions and supervisors from the
Ministry of Education should also be prepared. Innovative programs are
indispensable and would be of special significance for professionals who
occupy these positions, since they make important decisions concerning both
organization and program content in these institutions.
Essential is the development of private pre-school institutions and their
relations with those run by the state.It would be helpful to provide professional
advice and logistic support to the process of restructuring colleges of pre-

169

school training into faculties, should such a decision be made. Defining the
programs of teacher training would be particularly useful.

170

THE SYSTEM OF IN-SERVICE TRAINING

Mirjana V. Markovic, Advisor to the Minister of Education, Ministry of the
Education Republic of Serbia

The in-service training of pre-school, elementary and secondary school

teachers first became obligatory for all members of the teaching staff who put
into effect the curricula planned by the government in institutions of preschool, primary and secondary education when the Permanent In-service
Training of Teachers Act was passed in Serbia in 1973. According to this Act,
permanent in-service training implied:
the training of junior teachers in classroom activities and for the
state examination
additional professional training and education for the
pedagogical practice of certain categories of pre-school, primary
and secondary school teachers and their collaborators
permanent in-service training after passing the state exam
in-service training aimed at professional promotion, i.e. the title
of a pedagogical counselor and a senior pedagogical counselor.
The permanent in-service training of pre-school staff was comprised of,
apart from the state exam, the professional training in pedagogical practice,
socioeconomic and political education, and specialist training.
Based on this Act, the Council of Education of the Republic of Serbia
passed the Outlines of the Program of In-service Training for these three
segments in the system of education. This program was carried out by
schools, pre-school institutions, regional educational and pedagogical
institutes, The Republic Bureau for Promoting Education and Training,
pedagogical academies, faculties and, in particular, professional associations
and organizations.
The need for permanent in-service training was imposed by social and
pedagogical goals of reforms, introduction of new curricula, the need to renew
knowledge and for innovations, communication and information technologies
and keeping in touch with the latest achievements and the dynamics of social
development in that period. The years which have passed under the Act on
Permanent In-service Training have exposed not only evident achievements,
but also numerous weaknesses, which were manifest in the slow change of
methods, forms and activities in pedagogical practice, insufficient coordination of participants in the process of in-service training, inconsistency in
the realization of planned programs, inefficient funding for certain forms of inservice training, insufficiently motivated staff for their own in-service training
due to inadequate financial stimulation, etc.

171

Republic of Serbia

In-Service Training for Pre-school Teachers from

1975-1991
During this period, a considerable contribution to in-service training of
teachers in pre-school education was made by the regional educational and
pedagogical bureaus, the Republic Bureau for the Promotion of Training and
Education, pre-school institutions themselves, the Association of Pre-school
Institutions and the Association of Societies of Pre-school Teachers in Serbia
and the Self-Managing Community of Interest in the Social Child Care.
THE MEETINGS OF PRE-SCHOOL TEACHERS IN SERBIA were
organized annually as a form of in-service training by The Association of Preschool Institutions, and later, the Republic Bureau for Promoting Training and
Education, and regional educational and pedagogical bureaus in co-operation
with a great number of pre-school institutions. Each meeting was a separate
project carried out by university professors, counselors for pre-school training
and education in co-operation with specialists, pre-school teachers and
nurses. Sixteen meetings were organized altogether: ten in Belgrade, and
one in each of the following cities: Ni, Novi Sad, Kragujevac, Gornji
Milanovac, Vrnjacka Banja and Vranje. The activities of the meetings
covered all significant problems in pre-school training in Serbia, but they
always demonstrated the affirmation of new tendencies in the sciences
pertaining to the development and training of children and presented practical
procedures based on them. Some of these presentations were: Cultivating
Child Play, The Importance of Individual Work with Children, A Pre-school
Nursery as an Open Institution, Outlines of Programs and Planning in
Teaching and Education, Creativity and the Teaching of Pre-school Children,
Developing Motivation in Pre-school Children, Consequences of Motivation
Obstruction at Pre-school Age, Representative Activities of Pre-school
Teachers in Pre-school Institutions in Belgrade, Vranje, Kragujevac, Ni, Novi
Sad etc., Teaching Children of up to Three Years of age, Developing Morality
in Children - Moral Attitudes and Moral Ideals, The Personality of a Pre-school
Teacher as a Factor in Developing the Child's Personality, The Physical
Education of Pre-school Children, Music Training of Pre-school Children,
Developing Speech Competence in Pre-school Children, Tradition, Culture
and Contemporary Pre-school Training, Art Training of Pre-school Children,
Intellectual Education and Intellectual Activities, Programs, Curricula and the
Organization of Teaching and Education, Perceptive Activities and Their
Significance in Child Development, etc.
The analyses of these topics in in-service training may easily give
insight into the evolution of certain ideas, but also into the process of their
integration into new official programs of training and education which was
carried out through the lively co-operation between scientists, research
workers and practitioners in pre-school institutions.
The number of participants in the Meetings as one form of in-service
training rose continually: during the first Meeting in 1975 there were 130

172

participants, and at the last one in 1991, there were 1157 participants (in 1985
there were 720 participants).
METHODOLOGY DAYS OF PRE-SCHOOL TEACHERS was another
important form of in-service training which was organized by the Republic
Bureau for Promoting Training and Education, the Bureau of Education and
Pedagogy, Belgrade, the Academy for Pre-school Teachers, the Association
of Professional Societies of Pre-school Teachers in Serbia, and the Selfmanagement Interest Community for the Social Child Care. The seminar was
held each year in the period from 1988 to 1991 in Belgrade and in 1996 in
Kikinda which aimed at becoming a traditional manifestation always open to
new ideas and creative procedures. For this reason, a series of precise
criteria for preparing, presenting and evaluating practitioners' papers were set.
Papers had to be open to new approaches in the methodology
of education pre-school children, to rely on contemporary
achievements pertaining to the child's education and
development, and to present original, novel and integral practical
procedures in immediate contacts with children;
Goals of the education of pre-school children had to be
observed in the manner they were defined in the official
documents such as the Outlines of Program Activities in Training
and Education, so that they represented an organic whole of
program tasks and activities, natural and logical relations among
specific areas of study. They were directed toward the actual
application of program activities in the function of stimulating
development as an integral process;
The basic concept of papers had to be concerned with how to
stimulate and promote the child's experience of the world, ways
he expresses himself in everyday communication using all
instruments of symbolic expression, to grant a high degree of
children's activity in a training group and contribute to successful
solving of developmental problems of pre-school children;
Presented papers should offer original solutions in structuring
the means of teaching, the environment as an integral part of the
space of living and cultivated spontaneity combined with
methodological activities and procedures.
The goal was to promote, in this way, pedagogical practice in preschool institutions, to identify and bring affirmation to the best authors of
activities and programs, and above all, to stress the important role of the preschool teacher. The proceedings from each conference were published with
the title Methodology Days in 19__. The publication was at the disposal of all
pre-school teachers in Serbia. The best papers were given special awards.
During the few years "Methodology Days of Pre-school Teachers in Serbia"
were organized, about one thousand pre-school teachers, professional
counselors and nurses were encouraged to present their original ideas at
professional seminars before an expert jury. They thus really contributed to
their own profession in numerous ways.

173

In Service Training in Pre-school Institutions (180 pre-school

institutions) was obligatory and most intensive through professional bodies in
pre-school institutions, i.e. professional councils and committees of pre-school
teachers for different age groups. The curriculum in a pre-school institution,
which was planned for every academic year (and approved by the municipal
authorities), also incorporated a program of in-service training for pre-school
staff. These programs focused on current professional topics, ideas and
problems in the particular environment. These topics were mostly discussions
on various themes, which would later be presented at the "Meetings".
The realization of these programs, as well as their quality, was
supervised by counselors for pre-school training and education from the
bureaus of education and pedagogy. This period was an enhancement in the
development of pre-school training, an expansion of the pre-school institution
network, an increase in the number of children enrolled in pre-school
institutions, as well as in its excellent and successful in-service training.

In Service Training of Staff in Pre-school Institutions

from 1991-2000
In-service training since 1991 has been regulated by The Social Child
Care Act (Prosvetni Glasnik RS/6/96). According to this Act, the process of inservice training of pre-school teachers is carried out by the Ministry of
Education, while the Ministry for Family Care takes care of the in-service
training of directors of pre-school institutions, medical staff and social workers.
Guidelines on passing the advanced (expert) exam for junior teachers,
teachers, and expert advisors and educators (Prosvetni Glasnik RS no. 4/93)
regulate the method of ensuring knowledge and responsibility for independent
educational work in disciplines such as practical work, methodology,
pedagogy, psychology, and constitutional and legal regulations pertaining to
teaching and education. Individuals are allowed to take a test after they
complete their first year of employment.
Despite developments in Yugoslavia (transition, sanctions) in the
1990s pre-school teachers started, where possible, the process of changes,
which are modeled after the latest scientific achievements in the development
and education of children and in accordance with the Outlines of the program
activities in pre-school training and education, its introduction and successive
implementation in the limited social environment. During this period the
successful realization of the Outlines has been given priority in the Ministry of
Education to the process of in-service training.
The organizational models of in-service training are now teams that
function at different levels:
The team of the Ministry of Education consists of the counselor
of the minister of education and supervisors in institutions of preschool training and education. It co-ordinates activities in
introducing, implementing and evaluating the Outlines of the
program in pre-school institutions in Serbia; it organizes and
supervises the processes of in-service training and carries out
necessary evaluation procedures.

174

 Teams of fourteen regional departments in the Ministry of

Education99 coordinate the introduction and implementation of
the Outlines of the program, and organize activities in
methodology centers where the in-service training is carried out.
Teams consist of supervisors in institutions of pre-school training
and education, specialists, pre-school teachers who act as team
coordinators in pre-school institutions, and heads of the board of
directors.
Teams of pre-school institutions outline the plan of activities for
introducing and implementing the Outlines of the Program and
processes of in-service training within the pre-school institution
itself.
The most frequent forms of in-service training are seminars, lectures,
conferences, workshops, meetings and professional discussions, educational
training etc. The team of the Ministry of Education organizes and co-ordinates
the following forms of in-service training at the republic level:
The Republic Committee of Directors comprises all managing
directors (heads) (180) of pre-school institutions. Among the
pedagogical topics which are discussed within the framework of
their in-service training are: the presentation of ideas found in
official programs and possibilities of applying them in various
environments; the equalizing of the level of staff and material
equipment in pre-schools and ensuring an adequate supply of
didactic materials for the learning environment; the quality of
education in pre-school institutions, evaluation of active
programs, etc.
(Up to 120 directors take part in these
conferences.)
The Republic Committee of Specialists100 comprises 356
specialists of education (educationists) who are employed in preschool institutions. Their advanced training is organized and cocoordinated by the Ministry of Education and corresponding
associations of specialists (the Association of Pedagogues, the
Association of Psychologists etc) The topics of their in-service
training are: pedagogical action research, team work, creative
language workshops, pedagogical workshops, role-play
workshops (drama workshops), interactive training, innovations
in pedagogical and psychological services, exchanges of
99

The number of regional departments.

The goal of expert advisors in pre-school institutions is, on the basis of contemporary theoretical and
practical knowledge about children, to influence the establishment of conditions required for the
development of the pre-school aged child. According to the Guidelines for these cadres, a pre-school
institution can employ one expert advisor per 24 teaching groups (pedagogue, psychologist, physical
trainer, music trainer, speech therapist, and sociologist. Larger communities with economic means,
have developed networks of teaching groups in pre-school institutions, which have the possibility for
teams of these specialists, who work directly on the organization of and realization of in-service teacher
training for pre-school staff. In addition to this, in cooperation with pre-school teachers, they work on
problems of developing a program (i.e. curriculum) which enables the optimum conditions for psychosocial development of children, organization of socio-educative work, pedagogical-instructional work,
observing and directing children, cooperation with the family, pedagogical documentation , and so
forth.
100

175

experience and the like. An average of about 220 specialists

take part in the conferences of this committee.
A conference called "Pre-school Teachers to Pre-school
Teachers" is organized every year. Its goal is to present novel
procedures in the actual implementation of the Outlines of the
Program. The most frequent topics are: Developing Model A,
Professional Development of Pre-school Teachers Based on the
Principles of Active Learning, Communicative Speech Acts, The
Development of the Meanings of Words - Speech and Thought
Activities, Action Research as a Model of Work in Pre-school
Institutions, Co-operation with the Family, Preparing for SchoolModel B, The Development of the Curriculum in Pre-school
Institutions, Co-operative Learning, The Story of the Genesis"
etc. Up to 500 pre-school teachers attended this conference.
Apart from these organizational forms of in-service training of preschool teaching staff, about two thirds of specialists and managing directors in
pre-school institutions have attended seminars in psychology and sociology in
the last five years. Topics on children's rights and active learning have been
organized by experts from Serbia in co-operation with the UNICEF:
parents and pre-school teachers in action
non-aggressive communication
smile-keepers
a pre-school institution as a family center
developing self-respect in children
active methods of learning
The goal of these seminars has been to advance the professional
competence of specialists, to make adults responsive to developmental needs
of children, to introduce changes into the emotional atmosphere of the
classrooms, to develop sensitivity to legal and government positions, to inform
adults about children's rights, to develop an open system of training and
education in pre-school institutions themselves.
These seminars have opened the way to appreciating ideas and
changes from the Outlines of the Program itself. The regional level of inservice training is carried out in centers of methodology which are active
within the regional departments in the Ministry of Education.
Centers of Methodology are pre-school institutions open to changes
and innovations in teaching and education practices. They are quite wellsupplied with didactic materials and their premises are suited for in-service
training seminar activities of its participants. Special projects, an exchange of
experience, action research, continual information exchange and education
are carried out in these centers. These centers of methodology are managed
and coordinated by supervisors and their expert teams. There are several
forms of organization in the centers of methodology:
a center of methodology which is represented by one pre-school
institution where the in-service training of pre-school teachers,
specialists and nurses for that particular region is organized.
a center of methodology which is represented by several preschool institutions according to the problems defined within the
framework of in-service training; these institutions have achieved

176

results in specific areas of training (e.g. the methodological

centers for intellectual training, physical training, speech
development, etc. have been organized in Belgrade).
"The model center" is the third form of possible organization. It
is a pre-school institution which has for a long time been
engaged in realizing a special project or program and offers the
possibility of providing other institutions with systematic
information, accommodation and training of participants in the
process of specialist training. The project is called The Preschool Institution as a Family Center and is situated in Kikinda.
Ministry of Education Network of Methodological Centers in Serbia

1.

Regional
Department
BEOGRAD

2.
3.

SOMBOR
NOVI SAD

4.
5.
6.
7.

ZRENJANIN
VALJEVO
ZAJECAR
KRAGUJEVAC

8.

KRALJEVO

9.
10.
11.
12.

PRITINA
PRIZREN
UICE
NI

13.

POAREVAC

14.

LESKOVAC

Pre-school Institution

Location

several institutions

Zvezdara, Cukarica,
Zemun
Our Joy, Vera Gucunja
Subotica, Sombor
Happy Childhood
Novi
Sad-two
buildings
Dragoljub Udicki, Childrens Joy
Kikinda, Pancevo
Milica Noica, Little Butterfly
Valjevo, Lajkovac
Bambi, Rose
Bor, Zajecar
Pioneer, Mira Simic
Jagodina,
Arandelovac
Our Joy, Joy, O. Jovicic Rita
Aleksandrovac,
Cacak, Kraljevo
Lily of the Valley
Pritina
Dragica Nekic
Prizren
Olga Jovicic-Rita, Vito Pantovic
Poega, Uice
Poletarac, Cika Jova Zmaj", Ni, Pirot, Prokuplje
Marigold
Our Joy, Ljubica Vrebalov
Smederevo,
Poarevac
Vukica Mitrovic, Our Child
Leskovac, Vranje

In-service Training at the Level of the Pre-school Institution is

compulsory and forms part of the Program of Activities in every pre-school
institution. It is carried out through bodies which are constituted by all
employed professionals. The activities of in-service training are comprised of
all the significant aspects of the program and its application. They are worked
out within the scope of topics discussed in the seminars organized at the level
of the Republic, but also include topics important for their environment, for
example: We Discover the Real Program, A Pre-school Teacher, Children's
Literature, Puppet Shows, Planning Teaching and Educational Procedures,
Observing Children, Integrating Parents into the Team of Pre-school
Institution, Decorating the Nursery Yard for Playing and Learning, etc.
Activities in the in-service training of specialists are managed and cocoordinated by a managing director of a pre-school institution or a specialist.
The frequency of the in-service training of pre-school staff has in the
last decade depended on financial means, i.e. funds allocated to pre-school
training, the educational system on the whole, and even more generally, funds
177

at the disposal of the society on the whole. Pre-school teachers and other
specialists have been more motivated to keep up with the latest innovations,
further studies and experimenting with new concepts in their practice of the
New Outlines of the Program (1996). The process of in-service training has
made it possible for them to overcome their resistance toward change, to
make an effort to recognize stereotypes, to comprehend new ideas and look
for answers to the most intriguing questions of child development in preschool institutions. Efforts and serious work on the part of pre-school
teachers, specialists and heads of pre-school institutions are evident in this
significant and challenging profession which needs to be supported at all
levels so they are fully to be respected and recognized.
Problems of professional in-service training continue to be evident:
insufficient funding, inefficient standards in the organization, realization and
co-ordination of the system of this type of training, and stronger motivation for
professional development, since this has not been supported by adequate
income and promotion at work.

Republic of Montenegro

In-service teacher training

In-service teacher training in Montenegro consists mostly in the realm
of the pre-school itself. Within this framework, several seminars are
organized which encompass a large number of teachers. Specific forms of
organized in-services training conducted in Montenegro include the following:
Nursery like a Family Center
Teacher for Peace, Tolerance, and Human Development
Childrens Ecological Workshops
Project for Integration of Children with Special Needs
Parents and Teachers in Action- Education on Childrens Rights

178

CO-OPERATION BETWEEN THE FAMILY

AND THE PRE-SCHOOL INSTITUTION IN
PROGRAM PLANNING
Dragana Koruga, psychologist, Center for Interactive Pedagogy, Belgrade

As early as 1976 and 1982 the goals of teaching pre-school children

and ways and methods of achieving them were outlined in official documents.
The Outlines of the Basic Program in institutions of teaching pre-school
children from three to seven years of age was implemented in 1976, and the
Outlines of Program Activities in pre-school institutions for children up to three
years of age was implemented in 1982. These official documents also set the
general framework of the parent's role in the realization of teaching and
educational processes in pre-school institutions. It was mostly one-way
communication (from the pre-school institution towards the family) and as far
as the family was concerned, it was of a predominantly educational nature
with the basic goal of enhancing the familys competence in raising children.
In 1996, another official document, the New Outlines of Program Activities,
was introduced in pre-school institutions for children from three to seven years
of age. It proposed two models of teaching methods (A and B).
The first model proposes an open system of teaching in pre-school
institutions. The starting assumption in Model A is that all adults from both
micro and macro social environments take part in the social interaction as a
process of raising and educating children as they grow-up. This model does
not define precisely what forms and activities the co-operation between the
family/parents and the institution should take. The right of parents to take an
active part in various processes in their children's teaching and education, to
freely choose the pre-school and model of pre-school teaching, as well as
forms of their organization are highlighted in the introduction. The educational
function of the pre-school institution is considered an integral part of the
process of educational interaction. Just as the program of teaching and
educational procedures is worked out in an interaction between children and
pre-school teachers, so is the program of co-operation among pre-school
teachers, children and their parents continued through their interaction.
The second model proposes a comparatively closed system of preschool institutional teaching in which the teaching process is planned in
advance by pre-school teachers and remains open to change on the part of
children only if basic goals and tasks remain unaltered. Accordingly, the
program of cooperation between the family and the pre-school institution is
designed to meet the requirements of the family, but it is planned in advance
according to the experience, concepts and expectations of pre-school
teachers.
Parents' interventions in programs of cooperation with the
institution are made possible only if they do not disturb its strictly defined
aims. Therefore, both the form and contents of these interventions can be
accepted under this condition. Apart from its form and contents, the dynamics
of this co-operation is planned according to annual programs.

179

How Flexible is This Cooperation?

Until 1996, programs of co-operation allowed parents to take part in
their child's life in the pre-school institution if they followed the precise plan of
the nursery and a precise agreement with the parents. Even some forms of
the official organization of parents' activities in a pre-school institution were
planned. Namely, the parent councils consisted of one parent from each
class who were elected during regular parent meetings and as a member of
the institutions parent council (each branch of the institution elected one
parent). They were allowed to take part in making decisions on matters
concerning their children, (such as outings, organizing small zoo-gardens in
the institution, the purchase of toys and other supplies, organizing holidays
and various celebrations, etc.), and once a year they discussed and agreed
upon, following an official procedure, the annual program of activities in the
institution, which was comprised of both organizational topics and plans and
basic goals of these activities: the teaching and educational process,
preventive measures in health care and nutrition. Formally, parents were
given significant authority, but in practice they hardly ever exercised their
rights. They were involved in running the institution only formally.
Certain alterations were introduced in the 1980s by a new system in
planning programs of teaching activities which was designed according to
children's topics of interest as well as areas of development. This speaks of
certain efforts made to take the child's developmental needs into
consideration. This system had not been authorized by the government, but it
was accepted and promoted by governmental expert agencies. The new
approach was comprised of certain novel assumptions and methods in
teaching procedures, which were passed on to parents in all forms and
contents of their co-operation with the institution in order to create an integral
teaching method. The main disadvantage of this concept of pre-school
education was the lack of a variety of teaching models transformed into
programs. In all pre-school institutions in the country almost the same
orientation in programs of teaching and education was exercised, which was
basically modeled after the school system. The programs were based
predominantly on the needs of society, therefore the society itself defined the
goals of teaching and education. The goals thus defined were accompanied
by corresponding methods and programs of activities. Although it was alleged
to be an active position of children and parents in the process of teaching and
education, children and parents actually occupied the position of an object of
teaching, that is the object in the process of co-operation. There was little true
interaction among the participants/subjects in the process of teaching
(parents-child-pre-school teacher), as pleaded by interactionists. The fact that
the number of children integrated in the system of pre-school teaching usually
did not exceed 30% should also be taken into account.
After 1996, official programs demonstrated a significantly different
attitude towards the co-operation between the family and the pre-school
institution, particularly within model A. In pre-schools where model B is
applied, cooperation is in accordance with the broader framework of principles
of cooperation, of which enough has been said. Model A is defined as a
highly open system of teaching which tends to realize principles of interaction
in all its segments. This model does not define the co-operation with the
180

family, but it is assumed that co-operation is defined by the role of adults in

the teaching process in which all adults in contact with the child are treated as
participants in the process of teaching. Interaction is defined as a basic
principle in the teaching and education of pre-school children which is
integrated in forms, methods and contents of the teaching and educational
process. As an open system, the pre-school institution becomes accessible to
all models of teaching confirmed by the teaching practice in the world, both in
its theoretical and practical aspects, as well as to all modalities of the existing
teaching doctrines which are adjusted to answer the needs of the child, the
family and society. New models which would stem from the practice and
experience in this country are also expected and desired. Thus, flexibility has
been officially accepted in programs.

Survey of Experience and Practice

The fact that the Outlines of Basic Program Activities dating from 1976
and the accompanying acts foresaw the possibility of more intensive
participation of parents, direct communication with them, even when highly
formalized, in the form of parent councils, assemblies, suggestions, interest
and actual participation in activities which were designed to improve the life of
their children in pre-school institutions, resulted in an analysis of existing
practice in pre-school institutions. Teams of experts concluded that children
were not exactly comfortable in pre-school institutions, as demonstrated by
their behavior. They resisted coming to the nursery in various ways, such as
by crying, and resisting activities such as the formation of eating habits,
napping, toilet-training, etc.
Although the programs were said to be open to the individualization of
teaching processes, they did not reach that stage in practice. They were rigid
and failed to meet the needs of both the children and the family. Their
inadequacy was primarily reflected in the standards of living conditions, the
pace of daily routines in the nursery, which was conditioned more by the
actual possibilities of organizing the process of activities than the actual needs
of children (particularly up to three years of age) and the needs and
expectations of their parents. Opinion polls and case studies revealed
parents requests and expectations for increased flexibility in meeting their
own and their children's needs.
The results led to a revision of both form and content of working
procedures in the nursery and its co-operation with the family, and
consequently, in changing the methods of organizing how the hours were
spent in pre-school institutions. In a word, it resulted in opening pre-school
institutions to the child, the family and a broader social community.
Theoreticians in pedagogy and psychology stimulated practitioners to
make an effort to overcome the existing practice in the relations between
nurseries as pre-school institutions and parents as users of their services by
means of action research and case studies. At that point the theory and
practice in the world, notably in Europe, which was closer to us and their
results easier to get hold of, favored the views of Bruner, Piaget and Vigotsky,
who were representatives of the interactionist approach in pedagogy and
developmental psychology.
181

A trend of changing direction in the methodology of teaching children in

co-operation with their parents in our teaching institutions stemmed from their
theoretical assumptions. In the period from 1976 to 1990 pre-school
education in Yugoslavia primarily searched for new forms of working with both
children as well as their parents. Practitioners were constantly trying to
improve practical procedures. A series of action research and case studies
was organized in order to promote forms, methods and the content of
procedures in the interaction with the family and a broader social community.
The goals of these investigations were:
to find ways which would really make the child an active
participant of the teaching process
to enable the parent, by an adequate offer, to overcome her/his
frustration pertaining to his role as a parent in the pre-school
institution.
to prove that pre-school institutions play an important, maybe
even the most important, role in the process of socialization,
education and teaching of pre-school children
to develop its own teaching doctrine by practical evaluation of
contemporary achievements in the world in pedagogy and
psychology, child teaching and the parent's role in the
institutional pre-school education.
This research resulted in the following positive changes in teaching
practice:
a special program of adapting the child and the family to the
teaching method in pre-school institutions for different age
groups, which includes parents so that the process of developing
mutual trust, the so-called gradual adaptation could be carried
as quickly and easily as possible;
the so-called regime of the day was changed into the
schedule of daily activities, which meant in practice that the
daily routine was designed in accordance with primarily the
child's and family's needs, and only then the needs of the preschool institution as an organization with its own organizational
and financial limitations (the prolonged period of feeding time
was introduced in the age group from 1 to 7, obligatory nap-hour
was left out in the age group from 5 to 7, the time of admitting
children into the nursery and the hour of their leaving was
changed in order to meet family needs);
the institution and its pre-school teachers were at the parents'
disposal at any time during the day, regardless of the actual hour
of the child's coming into/leaving the nursery, the parents' hour,
parents' meetings etc.;
the pre-school institution virtually opened its door in every
sense of the word, so that the parent had access to all rooms of
the institution; the so-called parents' corner was arranged and
equipped with the notice board, literature in corresponding fields,
etc.

182

 co-operation with the family was defined in pre-school teacher

annual programs at three levels: informative, educational and
the level of direct integration into the teaching process;
all important activities in the pre-school institution (decorating,
visits, shows, outings, etc.) were realized together with parents.
They took part in making all important decisions which had a
direct impact upon their children's stay and activities in the
nursery, provided they did not interfere with the organizational
procedures in the Institution.
After this research, starting from 1984, every opportunity was used to
rely upon parents' experience, bringing different teaching methods within the
family into harmony and balancing them with those of the institution. The fact
that there were essential differences in teaching procedures (within the family
it was mainly individual contact, while in the nursery it was mainly group or
collective contact) was then observed, which produced the need for constant
flow of information between the family and the institution and more frequent
integration of parents into the activities in the institution. A certain degree of
flexibility was achieved both in programs and their realization.
In order to understand actual practice more clearly, cooperation with
parents has been divided into three levels which were typical in the period
between the 1980s and the 1990s.
Level I: The informative level
This level of co-operation consisted of an introduction to and the
reciprocation of information between the pre-school teacher and the parent on
whatever was relevant for the development, raising and teaching of the child.
o Forms of information were various:
notice boards were the most usual form of presenting
information due to the then technical and financial means of the
pre-school institution;
everyday oral communication between the pre-school teacher
and the parent;
the so called parents' hour during which the pre-school
teacher, nurse, doctor, pedagogue, and psychologist talked with
the parent about her/his child; it was organized occasionally, not
on a regular basis;
parents' meetings;
informal parents' visits to the nursery were also organized
occasionally, but not many parents showed interest in this
activity;
visits to families were organized occasionally in accordance with
the needs and interests;
contact by telephone if necessary;
so-called information leaflets for parents, brochures, and printed
materials were also used;
the parent's corner was a waiting room of a sort where parents
could wait for their child or the pre-school teacher, or talk with
other parents;
The content predominantly referred to:

183

 the child's family life, i.e. economic, social and accommodation

conditions, the organization of the family life with its daily routine,
models of raising the child as applied in the family, family
dynamics and atmosphere, etc.
life in the nursery: by whom and how the child is taught, how
many children and who of them belong to his teaching group,
conditions in the nursery, the daily routine, the quality of a diet,
health care and protection, education, the financial status of the
institution, amounts paid for the services in the institution, and
the program of socialization and education;
data about the child's development which were obtained from
the family and the pre-school teaching institution: the process of
the child's physical development and growth, whether she/he
was toilet-trained, the child's behavior, how he/she expresses
his/her personality, how she/he used, developed and expressed
her/his potentials, how the child acquired certain patterns of
behavior and observed them, how the child resolved problems
and difficulties and co-operated with her/his peers and adults,
how well he could adjust her/himself to his environment, and
how her/his mental and other capacities were developing.
Level II: The Educational Level
This level of the co-operation between the family and the pre-school
institution was developed in order to acquire knowledge about skills and new
methods of teaching children. It referred to everything pertaining to the child
development, regardless of whether the source was the family or the nursery.
All specialist resources passed down from earlier generations on both sides
were used.
The following forms of education were developed:
discussions on certain topics mainly referring to problems which
arise in raising children (e.g. how habit forming processes are
disturbed, prevention of pulmonary diseases, what to do with an
angry child, etc.); those who were interested in a particular topic
would usually take part in it, while an introduction was prepared
either by one of the parents or pre-school teachers;
panels were organized to discuss a particular subject suggested
either by the family or the nursery; an expert on the subject in
question (usually something referring to the child's development
and education) was invited;
parents' meetings held by pre-school teachers, pedagogues, or
psychologists were usually devoted to various topics on the
child's activities in the nursery, her/his development and
teaching (e.g. what is an adequate toy, book, picture-book, what
characteristics are specific of a particular age,
awards and punishment, a milk bottle, a pacifier - yes or no,
what the child should wear in the nursery, how to prepare a child
for going to school..);
lectures followed by video and film recordings;
parents' corner with specialist literature, magazines, manuals,
brochures, texts for parents' education;

184

 The content realized at this level of co-operation between the

family and the nursery referred to the following:
preventive health care
psychological and physical characteristics of an age group
children's socialization
Level III: Direct Integration of Parents into the Teaching Process
Forms of integrating parents into nursery activities were various:
natural and spontaneous situations in the nursery (playing, eating, sleeping),
situations planned in advance that were aimed at reaching certain teaching
and educational effects, outings, directed activities, designing the program of
teaching for the next period, decorating the premises, shopping, making and
mending children's toys, visiting the office of one of the parents, going to the
theatre, cinema, cleaning and decorating the nursery garden.
The basic content of this form of socializing was the time spent
together and exchange. These activities resulted in better understanding,
greater confidence and more tolerance between parents and pre-school
teachers.
Parents acted as volunteers, instructors, co-coordinators,
organizers, and spectators.
This concept of co-operation between the family and the nursery had
multifold effects on both parties:
the level of informativeness in both directions was raised
considerably
the needs and interests of the family and the institution were
brought closer in their mutual enterprise, i.e. to promote teaching
and educational processes;
the children's development was comprehensively and fully
supervised;
the level of mutual trust and tolerance was enhanced;
the period of adaptation of the child and family to the pre-school
institution was shortened and made easier;
the children's sense of security was improved, while the feeling
of being deprived was less emphasized;
the family on the whole reacted positively and was more
motivated to decide on enrolling the child into the pre-school
institution;
the repertoire of teaching models was improved;
more adequately balanced teaching models were applied in the
family and the nursery.
Apart from these forms of institutionalized teaching, there were
more experimental or alternative programs which were also
carried out in institutions. They required a more emphasized
level of the co-operation between the family and the nursery.
For example:
1. The pre-school teaching institutions Fairy and Pionirski grad in
Belgrade applied The Program of activities in teaching groups with boys and
girls at the age 3-7 in small groups. The Fairy applied workshops as the
main method of teaching, while in the nursery Pionirski grad group work and

185

co-operative learning (which was not called exactly like that at that time) were
applied as the main methods of teaching;
2. In many pre-school teaching institutions a variety of psychological and
social programs were realized whose task was, to a lesser or greater extent,
to intensify the co-operation with the family. Some of them are: Self-respect
which was designed to interest parents in supporting a workshop program
aimed at developing self-respect in children. Workshops were intended for
both children and parents, and in some environments they were very
successful (Backa Palanka, Novi Sad), so that this program had good results
with both children and parents. The program called Keep your smile was
also designed for both children and their parents. Its goal was to emphasize
the psychological and social potentials of an individual in the social context
changed by the war. The program of workshops was indirectly effective - via
children, but directly as well - parents took part in these workshops not only
together with their children, but also independently of them. The program of
workshops called An ABC of Children's Rights included parents also. It was
aimed at focusing on children's rights, which of them were respected in the
family and to what extent.
This program was comprised of a series of activities organized by
parents themselves, but strictly in co-operation with the pre-school teaching
institution. Actions were oriented towards representatives in a local
community, but also toward other parents and adults who were included in
these activities in order to stress the significance of respecting children's
rights. Some of the results were: improving social and health care of children
in a local community and general conditions in some pre-school institutions,
particularly those which take care of children with special needs; meeting the
requirements of children who were in a way denied certain services (such as
refugee children); informing adults of children's rights and thus improving their
general level of education.
All of these programs included an important program of educating
adults, though more for pre-school teachers than parents. They were
designed to provoke a change in their attitudes and values, emotions and
knowledge of the topic in question. The program included a great number of
professionals and, therefore, can be considered a significant and valuable
initiation in changing the pre-school institution education system and its
functions. In a great number of families and pre-school institutions the
concept of the workshops called Keep your smile, A doctor for solving
problems, A small suitcase with self-respect was present in one way or
another within the educational program called The language of the giraffe in
the nursery and at school which is comprised of workshops meant to develop
non-aggressive patterns of communicating among children, children and
adults, and adults, to strengthen and develop their ability to tolerate
frustrations, to solve problems and to handle conflicts with a special emphasis
on the positive ways of communication by expressing emotions and needs in
emotionally charged situations. By educating adults during the process of
teaching children, concepts and elements of education as a two-way process
and the interactionist approach to pre-school education was gradually being
introduced into the family and the institution. This resulted in a more frequent
use of the language of emotions and needs in everyday life by a great number
of both adults and children who were trained to recognize it.

186

3. A program of creative teaching was organized in Learn and Play, a

nursery in the Cultural Center in the municipality of Stari Grad in Belgrade. It
too required workshops as a basic method of teaching, but it also required a
special program for teaching children, mostly on a one-to one basis. These
methods and programs call for a considerably more intensive and
comprehensive co-operation between the family and the institution. Namely,
new methods and programs emphasized mutual trust among the members of
the family, which, in turn, intensified the co-operation between the family and
the institution and introduced new forms of it, such as predominantly creative
workshops. The method of working in groups with children of different ages,
with novel forms of co-operation resulted in marked interest in these groups
on the parts of the parents. Namely, there were never any available places,
which speaks for itself of the quality and success of this approach.
4. Ecological programs, which first appeared in ecologically threatened
areas, but later spread to other places as well, were also interesting. The main
feature of these programs was a totally avant-garde approach to children's
teaching and a scope of its influence (first a broader local community, then
slowly spreading its domain of influence). The support of both first the family
and then the local authorities was essential in order for this to be successful.
It called for educating the family first, which was first carried out indirectly,
through children, then directly. The family was then integrated into planning
and carrying out actions in the broader community. The best example was
the program called The Heart for the Planet which was applied in a nursery
in Pancevo. Within this program a whole series of protective filters were built
into industrial plants in Pancevo. The inhabitants in this area were taught how
to properly protect themselves from the pollution there, how to keep their
gardens and springs clean, while the broader community was integrated in the
health care and protection of its inhabitants, primarily children. A series of
programs known as Ecological Nurseries was organized in Belgrade and
several other cities in Serbia under the influence of the program in Pancevo,
but suited to local needs. They included children, their families and the
broader community into the process of protecting their environment. In many
of these nurseries, both parents and their children were included in various
organized activities such as establishing ecological centers, cleaning the
yards and repairing the facades in the nurseries. Their premises were
decorated with natural materials, and the funds and materials for promoting
ecology within the scope of general education were collected and picturebooks on ecology were published etc.
5. A nursery with a sports programs has been in existence for several
years now in Belgrade. It is intended and obligatory for those children whose
families are willing to take part in the realization of all its programs from the
start. Activities are sometimes carried out simultaneously for parents and
children, and sometimes activities are carried out separately with children in
one group and parents in another. Throughout the year there is a program of
group activities that is organized by parents and specialists together; it is thus
an interactive program both in its concept and realization.
6. Specific forms, and even more notably the content of the cooperation with the family, were occasionally developed in rural areas.
Nurseries were a rare phenomenon in these areas and a process of informing
both parents and the community as a whole was necessary so that parents

187

would trust pre-school teachers. Parents judged pre-school teachers by the

success they had in preparing their children for primary school (for instance,
they judged their success by the number of nursery rhymes and stories
children managed to learn in the nursery, how much they improved their
manners, ways of expressing themselves and their behavior on the whole).
Results varied and depended mainly on the pre-school teacher in question,
which was not good, as the dissatisfaction with a pre-school teacher was
generalized and resulted in the dissatisfaction with the whole pre-school
institution.
Programs called The Traveling Nursery, Pre-school,
Occasional Recreation and Fun were realized through child play, workshops,
etc. Parents supported these programs in order to gain the confidence of the
community, as they wanted them to become a tradition. Its specific task was
to help establish adequate relations between the tradition and culture of the
local community and elements of contemporary education and teaching which
were introduced into their environment by a pre-school institution (e.g.
learning foreign languages, introducing basic mathematical concepts, or video
technology).
During the period after 1990, and particularly after 1996, a series of
new forms and programs of activities and ways of co-operating were
performed not only in pre-school institutions but, to a great extent, outside it
as well. Some of the most prominent are listed below:
Both parents and children took part in programs called Small Olympic
Games; in some cases they were organized within one class group, or a
nursery, and in others, as a competition between two or more institutions, or
cities, municipalities, or regional districts. Their goal was to place parents in
the role of children and thus evoke the child in themselves so that they could
detach themselves from the position of an adult in the rearing process and act
from the child's position, that is, with empathy and understanding of the child's
developmental and personal limitations. These programs were accepted by
parents readily and they resulted in raising a general psychological climate in
the nursery to a higher level, or even the transferring from a negative to a
positive level; the best-known sports program in Belgrade was organized in
the pre-school institution in Zvezdara, which called Star Games.
Play acting programs in which parent-volunteers were placed in an
equal position with qualified pre-school pedagogues and psychologists and
created and performed teaching programs with full responsibility. The goal of
these programs was to place parents in an equal position with the
professional as far as her/his responsibility for the rearing process and
interventions towards other children with whom their child is in company. It
was expected that the parent would thus remove the focus of her/his
expectations from the nursery both as an institution and as a factor in the
process of socialization of her/his child and instead become a more adequate
collaborator with a pre-school teacher in the teaching process. A program
designed by the Institute of Pedagogy, the Faculty of Philosophy, Belgrade
University, which was realized in abac and Belgrade within the project called
Playing, was also known.
A similar program was realized in several cities in Serbia within the
project called Step by Step- The Nursery as a Family Center. This program
also included parent-volunteers as regular collaborators with pre-school
teachers in creating and performing activities of child development. All the

188

parents whose children were enlisted in the nursery were considerably

interested in the program, which was carried out with their consent and
adapted to their needs, that is, the family needs. This program is still active,
but not as a project with outside financial help. It is now funded by the local
community.
A certain number of parents were instructed how to work with children
by the programs designed for refugees in Serbia, such as Hi Neighbor,
Open Clubs, Workshops for Adults and the like. Today, they work in many
refugee camps and clubs for youth and adults. People joined these programs
because they wanted to help themselves and their children adapt to their
present conditions and develop their children's and their own defense
mechanisms to fight problems and frustration. Parents and adults became
almost professionals in their work with children, and now they create or adapt
their own programs; they design them by themselves on a basis of current
needs which they notice in their own environment. Many parents are today coauthors of workshops and coordinators in centers and clubs etc.
Specific programs which include parents to a considerable degree, are
programs intended for children with specific needs, such as Roma, autistic
children, paralytic children, children with the Downs syndrome, children
suffering from chronic diseases (diabetes and the like), children with impaired
vision, hearing or any other physical sense. The programs are intended not
only for the actual instruction of parents on how to be more effective in raising
their children, but also to help them to communicate, overcome psychological
problems of growing-up and personality development, teach and urge children
to rely to their own potential to the greatest possible extent, etc.
Courses for parents are designed according to the type of the problem,
but these programs are still in the initial phase. A greater advance towards
their realization occurred only in the year 2000 when they resulted in
establishing institutions and teaching groups for children with specific needs,
in which parents act as volunteers, or organizers and creators of some part of
the children's program (particularly in the nursery for Roma and centers for
autistic or paralyzed children).
Many of the adults, pre-school teachers or parents, who were
instructed in one of the above-mentioned programs or took part in any of the
listed projects, are now authors of their own programs which they realize in
some alternative form of teaching: play acting, clubs, workshops, centers, etc.

Possibilities for innovation

Despite a move towards a more open environment in pre-school
institutions, it appears that there is not enough essential content exchange
between families and institution, exchange in the form of teaching values and
pedagogical postulates. A working partnership between parents and preschool teachers is not yet quite clear enough, let alone practiced in the sense
of proper co-operation between the family and the institution.
Modern concepts and contemporary approaches in pedagogy, teaching
and education have recently highlighted ideas of peace and democracy, but
their complete integration into new teaching models, and consequently their
application can be expected only if they are adapted to the national identity.
189

This means that these models require more adequate adaptations in order to
get closer to the national spirit and be sensitive to traditional understanding of
the parents towards child rearing and development. Therefore, an essential
refreshing of the pre-school system is indispensable to the domain of cooperative relations with the family, notably with models which define clearly a
system of immediate integration of the parent into nursery activities.The
Montessori model is certainly one of the best-known models of this type.Its
advantages, as far as cooperation with the family is concerned, are the
following:
it favors a permanent presence of parents in the nursery in
accordance with patterns of activities planned in advance and
based on mutual respect and competence building;
cooperation is based on an equivalent and proportional
contribution to the child's development;
it can serve as a solid starting point for developing various
models of mutual education and
it is pragmatic and concrete enough, while still quite stimulating
for all participants in the teaching process.
It is also clear that very few different models of institutional teaching are
present in present practice in Yugoslavia. Therefore, each new approach to
the institutional teaching of pre-school children is welcome, particularly if it
brings novelty in theory and practice. However, its adaptation to the tradition,
culture and standards in our society is required. European teaching models
which have not yet been presented in the Balkans might be of interest.
Anything that refers to cooperation between the family and the pre-school
institution would have to be adapted to the family in our society and
contemporary patterns of raising children in the family, which is at the moment
more burdened with tradition than before.

190

THE CURRICULUM IN PRE-SCHOOL

TEACHING AND EDUCATION IN SERBIA
AND MONTENEGRO
Mirjana V. Markovic, Advisor to the Minister of Education, Ministry of the
Education Republic of Serbia

Possibilities for Innovation in State Pre-schools

The willingness to accept pedagogical innovations in pre-school
institutions dates from as early as 1976 when the Outlines of the Program in
Pre-school Institutions of Teaching and Educating Children and Preparing
Children from Six to Seven Years of Age for Primary School was
implemented. It was the first time that the government did not determine
detailed programs, but only their Outlines instead. Each nursery school was
under the obligation to propose its own program of teaching and education
depending upon the specific properties of the local community to which it
belonged. This concept of the Outlines of the Program created the problem of
open teaching, by basing its pedagogical activities on playing and play
activities and focusing on developing creativity instead of program activities.
They suggested a more flexible organization of daily activities in pre-school
institutions.
An evaluation of the Outlines was carried out in the first half of the
1980s, which was the first program evaluation procedure ever carried out in
Yugoslavia (M.Peic, 1987). The evaluation highlighted positive aspects of the
programs application, but it also pointed out a series of problems to be solved
and averted in the further process of developing pre-school institutions for
teaching children in Serbia. Some significant findings include:
directed activities are almost completely and directly run by the
pre-school teacher;
children are completely left to themselves in their play-time, or,
the pre-school teacher is rarely included actively in their play;
the predominance of rote learning;
the choice of activities is more frequently performed by the preschool teacher than children;
the percentage of individual work is low;
covert programs in nurseries are highly structured and more
often have in mind the adult rather than the child, etc.
The most important conclusion in the evaluation procedure is that legal
regulation represents only one variable of pre-school teaching and education,
that its improvement does not guarantee an automatic change in the actual
practice of pre-school institutions, and that the legal obligation for each
institution to create its own program has not yet been fulfilled.
After these findings in connection to the framework pre-school teaching
and education in Serbia, research was carried out in the course of the 1980s
and 1990s. This research was performed mostly in the institution itself, that is
to say, within the actual context, and was concerned with the topics like:
191

Developing an Open Curriculum - Action Research (M.Peic), The Nursery

School as the Family Center (D.Pavlovic), An Ethnographic Approach to
Research (L.Radulovic ), Practitioners' Research (M.Peic), A Presentation
of an Action Research (T.Pavlovski), Pedagogical Analysis of Content
(M.Mitrovic), Learn Actively(I.Ivic).
Taking into consideration contemporary theories in education, child
development, learning processes etc., and the research of Yugoslav
theoreticians and practitioners, an attempt to pass another legal document in
the early 1990s was made. The starting assumptions were the following:
program versus curriculum
understanding the nature of child development versus the
humanistic approach in the theory of development
learning, knowledge, education versus active constructions, part
of personality development
the concept of education versus an open system of teaching
evaluation versus continual assessment and the change of
practice
Accordingly, new plans and programs of pre-school teaching and
education were implemented in the mid-1990s.

The Government Curriculum in Pre-school Teaching

and Education
The following curricula are implemented with the approval of the
Minister of Education for Serbia:
The Outlines of the Basic Program for Pre-school Institutions for
Children up to three years of age (1994)
The Outlines of the Basic Program in Pre-school Institutions for
Children from three to seven years of age (1996)
The Outlines of the Basic Program in Pre-school Institutions for
children in ethnic minorities (1996).
In Montenegro the following programs are implemented with the
approval of the Pedagogical Council of Montenegro:
The program in state (public) pre-school institutions for child
care and teaching children up to three years of age (1973)
The program in state (public) pre-school institutions for child
care and teaching and educating children from three to seven
years of age (1973)
The one-year program for pre-school children in the preparatory
year for primary school (1973)
The outlines of the basic program in pre-school institutions
(2000).
Republic of Serbia
Defining the Outlines of the program of teaching children up to three
years of age is only one element in the process of defining precisely the

192

framework within which child development is carried out in pre-school

institutions. The basic aim of the Outlines is to define the goal and tasks of
teaching, create an adequate atmosphere for child development in general,
social and emotional relations between children and those who take care of
them, and establish the system of potential activities designed for children and
the terms of co-operation with the family in the process of children
development.
The general goal of pre-school teaching and education is to let the child
get to know himself, teach him how to control himself, to learn about the world
around him by influencing it, and to develop relations with others through
getting to know them. If the general goal in pre-school teaching and education
is translated into terms of behavior characteristic of children of up to three
years of age, it can be expressed as follows:
The goal of pre-school education is to create an adequate learning
environment where the child will gain experience following his own program.
The child will transfer his experience into knowledge by means of the
organized system of content, activities and methods in the process of learning
about himself and his environment, which he will change according to his
abilities.
The basic task of pre-school education is to keep, stimulate and refine
spontaneous expressions of behavior of a small child in relation to his
environment. Apart from this basic task, special tasks of education which
constitute a basis for personality development are:
a) securing physical and sensory development:
keeping children in good physical health
stimulating the development of movement
developing their motor skills
stimulating complete sensory and perception development
developing good habits (body hygiene, eating habits and toilettraining)
b) emotional and social development:
preserving the spontaneity and honesty of the child during his
contact with the world
cultivating his capacity to be open to new experiences
helping him become independent
helping him create a picture about himself and develop selfconfidence
helping the child to acquire basic behavior principles within basic
moral values (good, bad)
stimulating children to take part in group activities
encouraging children to feel happy and joyful
c) developing sensory properties:
stimulating and cultivating the natural curiosity of small children
in relation to the world which surrounds them
encouraging the child's capacity for empathy; cultivating his
sensitivity to impressions as motivation to ask questions
stimulating problem-solving of a sensory-motor nature
encouraging seemingly non-sensical oral communication of the
child

193

 stimulating and enriching their speech as means of

communication and learning
stimulating the development of sensory-motor and perception
potential
creating a favorable atmosphere for forming basic cognitive
concepts through practical activities.
General principles of teaching deal with: the teaching environment in
which the child becomes an active subject in the teaching process, the unity of
care and teaching as a necessary condition, characteristics of a favorable
emotional and social atmosphere, the role of the child's play in his physical
and psychological development, the daily routine in the pre-school institution,
the co-operation with the family in the teaching process etc.
The structure of the Outlines of the program is comprised of three age
groups: 12-18, 18-24, and 24-36 months old. Each one of these age groups is
comprised of:
psychological development (main characteristics of child
development corresponding to the age group: the development
of motor skills and perception, social and emotional
development, cognitive development - intelligence, speech
development, forms of learning)
child care
social and emotional relations
play
motor activities
sensory and perception activities
music and rhythmic activities
intellectual activities
language activities
story-telling and drama activities
A close observation of the application of these programs showed that it
was of utmost importance for pre-school teachers to understand the
significance of a successful realization of the program. Their reference of the
structure of space, time and social relations with regards to the system of
activities, whose fundamental role is to trigger the process of child
development, demonstrates that these structural elements are a significant
framework which, almost imperceptibly, but continually, dictate actual
everyday programs practiced by pre-school teachers, and the quality of life of
children and adults.
In the process of planning the pre-school education process, the
Outlines of the program create a variety of possible activities for the children.
There is the possibility of choosing and adapting activities to children's
individual traits. However, the potential for the freedom of practitioners to
create different environments and the choice of activities and actions, is
emphasized, which gives them the feeling of professional competence and
autonomy. Teaching groups with children of different ages are formed and
made closer and more open to the family, the daily routine in the institution is
more flexible, and all this is done in order to meet children's needs more
successfully.
Progress has been noticed in the field of emotional and social
development with an emphasis on accepting children, gaining a better

194

understanding of their needs and individual acts and the application of active
methods in working with parents and children.
Factors which aggravate the implementation of the program are: large
class/group sizes, insufficient and inadequate supplies of didactic materials,
insufficient professional help to the staff of specialists, insufficient agreement
on the working hours between the family and the institution, so that the child
cannot follow his own biological rhythm, but follows the biological rhythm of
adults instead. A great amount of the time children spend in the nursery is
spent on nursing them and caring for them, which means that development
activities must be integrated into these activities. With all the advantages
offered by the contemporary curriculum and efforts made by nurses who not
only apply it, but also partly create it, evaluation procedures show that practice
is closer to the traditional than contemporary scientific approach to developing
children.
THE OUTLINES OF THE PROGRAM IN PRE-SCHOOL TEACHING
AND EDUCATION OF CHILDREN FROM THREE TO FIVE YEARS OF AGE
define functions of pre-school education by realizing children's rights and
meeting their needs, as well as the needs of the family and society. The
curriculum is the continuation of and complementary to the family teaching; it
is open to parents and their influence, ideas, and needs and allows their direct
participation. It has an important role in preparing children for going to school
and continuing their systematic education. It reduces differences among
children caused by different socioeconomic and cultural backgrounds and
offers greater social help to children with slower development by means of
adequate corrective teaching procedures. It also offers possibilities of
expressing and developing creative capacity to gifted children by means of
specific teaching procedures.
The curriculum is based on humanistic principles in understanding the
child's nature, which, essentially state that the child is in itself a great value
with positive developmental potential, and that the child himself is a factor in
his own development of socialization and teaching. The humanistic approach
to children is fundamental in contemporary theoretical and empirical
knowledge and it defines the child as an active, interactive and creative being.
The child's active nature is exposed in his initiative, spontaneity and
explorative behavior, and above all, the child's play. A powerful indicator of
his active nature is his role as an active partner in social interactions his
cooperativeness in group activities, his complementary acts, his opposition,
conflict and partnership. The child as an active and interactive being must
necessarily also be a creative being who is constructive and creative in all
forms of his behavior.
The curriculum starts from the assumption that the child's personality
should be respected and given the chance to become fully aware of his
individual traits and accept and develop them. The essential feature of the
curriculum is preserving, stimulating and refining spontaneous creative
potential and features of the pre-school child by providing the conditions for
his normal physical, intellectual, social, emotional and moral development.
This unique and comprehensive concept of the curriculum has been further
specified in two models - Model A and Model B.
Pre-school teachers choose one of the models on the basis of open
professional discussions about the similarities and differences between the

195

two models and, taking their prior experience into consideration, determine
what their advantages and disadvantages are, point out possible problems
and suggest their solutions, etc. This is also the first government program
which, within its outline of the basic principles, offers a greater number of
solutions and the possibility of creating options on the part of pre-school
teachers and parents.
MODEL A is the curriculum applied in an open system of teaching and
education. The starting point in this curriculum is the child with his need and
right to be what he is, to grow and develop. He has an in-born motivation to
learn and acquire knowledge, so he learns when he finds learning meaningful.
Learning is the process of acquiring knowledge. The child's play is his way of
expressing himself and a specific way of learning. Educational activities offer
a chance to every child to be what he really is and help him to be aware of his
intrinsic features, to accept and develop them at his own pace. The turning
point in his development is the social interaction - social relations with adults,
children of different ages and his peers.
The general goal in pre-school education is to contribute to the child's
integral development in a manner which will provide conditions and stimuli to
develop his own properties and personal traits and learn about himself, other
people and the world.
The goals in the process of pre-school teaching and education are that
the child should:
1. get to know himself
2. develop relations, gain experience and learn about other people
3. learn about the world around him and develop mechanisms of
influencing it - find out and get to know characteristics of objects and
phenomena in his surroundings on the basis of his own activities.
These goals refer not only to achievements, developmental results and
acquired knowledge, but also to activities, actions and interactions which
altogether result in acquiring more knowledge and more successful
development. The goals in teaching procedures are realized in the pre-school
institution by means of a series of spontaneous situations and activities either
freely chosen or planned together. In this process various means, materials
and methods of teaching are applied.
In accordance with the starting point in this model, basic principles of
the teaching and educational process are:
the principle of mutual respect
the principle of being engaged in activities
the principle of life
the principle of consistency
According to these aims and principles, the role of a pre-school teacher
is to provide good living, learning and developmental conditions for children
and to directly stimulate their development and learning.The pre-school
teacher is an observer, a source of information, a partner in pedagogical
communication and behavioral interaction. He has a motivating role, balances
social relations, evaluates the child's achievements and his own work, is an
autonomous decision-maker and a member of the team of pre-school
teachers. The pre-school teacher as an author of the curriculum and a
research worker within the scope of his own practice, plans all activities in the
teaching environment starting from his observations.Then he plans the

196

curriculum and evaluates its effects on the basis of all activities prior to this
one.
Resources of the teaching activities are found primarily in the context
provided by real life: the child learns what he lives. Only afterwards is
knowledge in science, arts, the oral and written tradition learnt. Starting from
this model, teams of pre-school teachers, pedagogues and psychologists
develop actual programs aimed at developing their own groups of children. It
is a process which introduces the transformation of the institution and the
teaching practice realized in it, but it also transforms the professional
development of practitioners.
MODEL B is more of a structured model of the curriculum and deals
separately with principles, goals of the system of activities, and only partly
with the content of the programs, the organization of the daily routine in the
pre-school institution and the co-operation with the family and the local
community.
Principles of pre-school teaching and education point to basic
properties of teaching and educational processes and act as points of
orientation in preparing and organizing the process of teaching and evaluation
procedures:
the principle of integrity
the principle of orientating towards general goals
the principle of observing and stimulating the child's
development
the principle of activity and liveliness
the principle of dominance and play-acting
the principle of agreement with adult and individual traits of
children
the principle of developing children's independence gradually
the principle of social integration and continuity.
The basic goal is an integral development of the childs full potential
and progress in each one of its aspects together with qualitative improvement
in those domains which have already been acquired. The tendency is to
develop emancipated individuals aware of themselves and their potential,
open to communication, constructive and creative, with balanced intellectual,
emotional and social features, with well-developed personal traits and
individual inclinations.These goals are realized through a system of activities
which contributes to developing all aspects of the child's personality on the
whole.
The Goals of the System of Activities:
a) physical development
goals of physical activities
goals of perception activities
b) social and emotional development
goals of social activities
goals of activities aimed at developing a positive picture of
oneself
goals of behavioral activities
goals of ecological activities

197

c) cognitive development
goals of activities aimed at learning about the world
goals of logical and mathematical activities
goals of working activities
goals of traffic activities
d) cultivating communication and creativity
goals of speech activities
goals of artistic activities (painting)
goals of music activities
goals of drama activities.
In order to reach these goals, which also comprise suggestions on
possible activities educational procedures, an adequate organization of space,
means, materials, time and children's activities, as well as their structuring in
teaching groups is required. The institution and the family should co-operate
according to plan and systematically. Their tasks should be formulated clearly
and the dynamics of their application should be strictly defined, while
maximum attention should be paid to spontaneous needs and initiatives on
the part of both parents and pre-school teachers. The organization of various
celebrations, ecological activities, helping the poor and the needy, cleaning
the playground, co-operation with schools, museums, libraries, children's
theatres, galleries etc., are supported by the local community.
Evaluation procedures which ran parallel to the implementation of the
Outlines of the program in pre-school education of children from three to
seven years of age demonstrated that the choice of models was influenced by
the following: suggested method of work, previous experience and teaching of
pre-school teachers and their greater autonomy, and the possibility of children
opting for certain activities and their desire for changes and knowledge. Preschool teachers believe that in the very course of its implementation they
recognized and understood important professional attitudes and structured
various teaching processes differently, so that the child became the center of
activities (I learn to observe them and recognize their interests; I pay
attention to their initiative; children are freer, more independent, they have a
possibility to choose and take a lead; we are ready to get to know them better,
to learn to accept, understand and respect them and their thoughts and
talks).
The following statements show what has changed in implicit
pedagogies of pre-school teachers and how: Innovation is a challenge to the
pre-school teacher; I've learnt to be more imaginative and flexible; My
relations with children are different; I am now learning to be more patient and
wait for results; I've changed my attitudes by applying the program, I check
my practice, observe, play, plan interactions and roles in activities, support the
choice of children's activities; I plan and carry out activities together with
parents.
The Outlines were evaluated by 10% of the total number of pre-school
teachers, specialists and managing directors of pre-school institutions in
Serbia. They agreed that their main factors of support were a well-prepared
environment for learning, use of all space in the nursery school for the
learning process, observation of children's needs and interests, more open
and varied forms of co-operation with parents, more democratic relations in

198

the education process, team work and workshop activities, higher professional
esteem etc. The following factors made their work more difficult: lack of
financial means and insufficient supply of didactic materials, method of
planning a program of activities, difficulties in accepting a working partnership
with children and parents, traditional organization of work, more open relations
with the family, the burden of stereotypes, and their reluctance to accept
innovations.
OUTLINES OF THE BASIC PROGRAM OF PRE-SCHOOL
EDUCATION IN LANGUAGES OF NATIONAL MINORITIES have the
following specific goals:
stimulating the process of socialization and providing conditions
for children's development in accordance with specific properties
of the multicultural community
the preservation and development of the national and cultural
identity
getting to know the national culture and cultural heritage
acquisition of mother tongue
promoting cultural relations between the ethnic minority and the
major nationality
establishing intercultural relations and communication
developing communicative competence in Serbian language
providing conditions for bilingualism.
The organization of the developmental and educational process should
provide mutual tolerance, understanding and equal respect of all cultures,
develop an active relationship with the local social and cultural environment,
and comprise products of all ethnic and cultural groups. It demands
permanent co-operation between teaching groups which use the Serbian
language as the language of instruction, mutual visits, participation in the
same activities, cultural manifestations, and visits to culturally specific
households.
Possible sources of program activities are: the mother tongue, the
cultural heritage of an ethnic minority, the culture of children, elements of the
culture in adults, elements of the national history of the ethnic minority and the
country in which they live and elements of religion adjusted to the age of
children (customs, myths, legends, morals).
The introduction of this program into pre-school institutions included an
estimate of existing conditions of pre-school education in the language of
ethnic minorities or bilingual teaching, identifying sociolinguistic factors which
have an impact upon learning the mother tongue and second language
acquisition in various bilingual environments, the analysis of methodological
procedures based on the methods of observation and the analysis of the
program; effectiveness by means of the interactive method.
Ethno-linguistic profiles of teaching groups were made based on the
collected data. They formed the starting point in organizing the development
and education process. The degree of bilingualism in children is a significant
factor in determining the profile of a teaching group. They can be completely
bilingual, partially bilingual (the beginners' stage) or monolingual children. The
observation of the application of the Outlines of the program in teaching pre-

199

school children in the languages of ethnic minorities was carried out in several
stages. In the first stage, emphasis was laid upon the collection of data on the
number of institutions where the teaching of pre-school children is performed
in the languages of ethnic minorities.
The next stage consisted of
familiarization with the New Outlines of the program, and discussions on
changes in the methodological approach which were well-defined in the
manual Keep Your Language, specifically written for the application of the
program in review. In this stage pre-school teachers were not grouped
according to the language of instruction (Hungarian, Ruthenian, Rumanian
and Slovakian) in order to stress the universal character of its basic
assumptions.
The next phase consisted of founding the Committee of Pre-school
Teachers who teach in one of the languages of ethnic minorities. They were
engaged in planning details of the application of the Outlines of the program
and the corresponding manuals through a system of interactive procedures
and workshops.
Another important activity was the actual writing of manuals which were
designed for the specific purpose of teaching pre- school children in the
language of ethnic minorities. Manuals in Serbian, Hungarian, Slovakian and
Ruthenian were written, while a manual in Romanian is now being written.
Apart from the author, Dr. M.Mike, one expert in each language was
engaged, but all pre-school teachers of the corresponding committee
participated in this task by contributing. practical examples for these manuals.
This type of work has, to a great extent, directed researchers to literature,
careful consideration and general introduction changes into their practice.
What could be noticed was, naturally, a close relationship and a high degree
of correspondence between the Outlines of the program in pre-school
teaching and education and the Outlines of the program in teaching preschool children in the languages of ethnic minorities. For precisely these
reasons, qualitative changes and positive experiences in education in the
mother tongue have been applied to the education process in the second
language and vice versa. Communication among children and between
children and their pre-school teachers has been considerably improved. A
problem which was evident in the process of applying the Outlines was the
insufficient knowledge of the teachers of Serbian as a second language.
The evaluation of the application of the Outlines in these first years
demonstrated that children are in good command of their mother tongue, but
are also ready to accept and promote their communication in the second
language. The following data from the regions in Vojvodina prove this:
A/ Children readily accept activities in Serbian language

always
sometimes
rarely
never
total

South-Backa and
Srem regions
49
66%
23
31%
2
3%
74
100%

North and WestBacka regions

25
43%
24
41%
6
10%
3
6%
58
100%

North and SouthBanat regions

51
45%
41
37%
8
7%
12
11%
112
100%

Average
51%
36%
5%
7%

B/ Children want to socialize with the children from the Serbian groups
200

always
sometimes
rarely
never

South-Backa and
Srem regions
19
26%
23
31%
7
9%
25
34%

North and WestBacka regions

20
35%
15
26%
13
22%
10
17%

North and SouthBanat regions

26
24%
43
40%
12
11%
27
25%

average
27%
34%
13%
26%

C/ During activities in Serbian language children spontaneously use

Serbian phrases and expressions

always
sometimes
rarely
never

South-Backa and
Srem regions
13
18%
25
34%
19
25%
17
23%

North and WestBacka regions

7
12%
23
40%
18
31%
10
17%

North and SouthBanat regions

27
24%
43
39%
27
24%
15
13%

average
19%
37%
26%
17%

These analyses show that children accept activities in Serbian as their

second language regularly or occasionally, they use Serbian words and
phrases spontaneously during their activities in that language only
occasionally and rarely, and that they make friends with Serbian children in
the pre-school institution occasionally.
The Republic of Montenegro

The Government Curriculum

The Pedagogical Council implemented The Curriculum in Pre-School
Institutions of Teaching and Education in Montenegro in 1983. According to
this document, the goal of pre-school development and education is to provide
conditions for normal physical, intellectual, social, moral and emotional
development and successful further education for the youngest in accordance
with pedagogical and scientific achievements and general goals of educating
pre-school children. Tasks of pre-school teaching and education of children
are:
providing conditions for the harmonious growth and
development of the child and a happy childhood;
cultivating the love for his parents, children and adults, his native
place and country;
providing conditions for the child's play and co-operation with
both children and adults and for teaching him the meaning of the
value of his work;
providing conditions for the child's happiness enabling him to
feel satisfied and free, to experience and express his positive
feelings towards others and gradually learn and respects basic
standards of behavior;
stimulating his curiosity and developing his potential to get to
know, understand and deal with his natural and social
environment actively and creatively;
201

 developing speech competence and other means of expressing

himself
stimulating children's creativity
developing healthy, physically well-built children.
The Program of Child Care and Development up to Three years of Age
in State Pre-schools
Apart from general goals and tasks this curriculum provides conditions for the
realization of special tasks, such as:
developing a healthy child who will gradually master motor skills
developing the child's senses of physical perception as means
of more complete knowledge of the world;
providing conditions for developing the child's sense of security
and independence;
providing good child care in the family and institution.
Further structures are comprised of tasks and activities designed for a
particular age:
The first year of life:
teaching tasks
teaching activities of up to the third month, from the fourth to the
sixth, from the seventh to the ninth, and from the tenth to the
twelfth month;
The second year of life:
teaching tasks
activities of teaching from the 12th to 18th months, and from the
18th to 24th months
explanations with methodological instructions;
The third year of life:
teaching tasks
activities: physical teaching and health care, getting to know the
environment, speech development, drawing, music instruction
explanations with methodological instructions.
Basic principles in the organization of development and
education activities in the nursery school:
organizing children into teaching groups
daily routine schedule
the organization of space
cooperation with the family.
The application of this program implies a combination of child care and
learning processes, especially with the youngest children. The integration of
parents, particularly mothers, into teaching groups contributes to a more
successful adaptation of both children and mothers who also learn how to
care for and play with their children correctly. Special attention is paid to the
hygiene of premises and the pedagogical surroundings for learning about the
world around the child.
The Program of Teaching Pre-school Children in State Institutions has
the following structure:

202

Children of three to four years of age

Physical training and health care:
physical training activities
activities: exercises designed for the development of certain
groups of muscles, exercises designed to develop motor skills,
such as running, jumping, climbing, crawling, rolling, passing
through, circling, hitting, catching, shooting, picking up, carrying,
activities in water etc.
methodological and didactic explanations
Getting to know the environment
tasks designed for learning about the environment activities: the
social environment, the natural environment
explanations
Speech development and oral communication skills
tasks aimed at speech development activities: recognition of
various sounds, articulation, vocabulary, sentences, speech acts
and creative speech play
Drawing
tasks designed to develop drawing skills
activities: drawing, painting, sculpting, elements of applied arts,
basic principles of esthetic evaluation
Children of four to five years of age
Physical training and health care
tasks of physical training
activities: exercises designed for the development of certain
groups of muscles, exercises for feet development, exercises for
the development of motor skills, sledging, skiing, swimming
explanations
Learning about the environment
tasks of getting to know the environment
activities: the social environment, the natural environment
explanations
The development of basic mathematical notions and concepts
tasks of developing mathematical concepts
activities: forming concepts of numbers 1-5, comparing objects
in size, learning how to make distinctions between various
objects according to their different properties, the orientation of
space and time
Speech development and oral communication skills
tasks of developing speech
activities: learning how to recognize different speech sounds,
articulation, vocabulary, asking questions, chorus answering,
role-play and creative speech games
Art
tasks aimed at developing artistic creativity
activities: drawing, painting, sculpting, elements of applied arts,
basic principles of esthetic evaluation;
Music
tasks aimed at developing creativity in music

203

 activities: singing, listening to music, dancing, children's musical

instruments
explanations
Children of five to seven years of age :
Physical training and health care
tasks aimed at developing physical fitness
activities: taking children out, exercises for developing certain
groups of muscles, exercises for feet development, exercises for
developing motor skills, riding bicycles, sledging, skiing, rollerskating
explanations
Learning about the environment
tasks aimed at learning about the environment
activities: the social environment, the natural environment
explanations
Learning mathematical notions and concepts
tasks aimed at learning mathematical concepts
activities: forming concepts of numbers 5-10, various meanings
of numbers, the comparison of numbers, learning how to
distinguish objects by their size and form, measuring, the
orientation of space and time
explanations
Developing speech competence and oral communication skills
tasks aimed at developing speech competence
activities: articulation, vocabulary, basic forms of oral
communication, reciting poetry, role-play, expressive properties
of speech, creative speech games, developing an interest for
books
explanations
Art
tasks aimed at art teaching
activities: drawing, painting, sculpting, elements of applied arts,
basic principles of esthetic evaluation
explanations
Music training
tasks aimed at learning about music
activities: singing, dancing, learning to express themselves
listening to the music, children's musical instruments
A One-Year Preparatory Program
This program follows the structure of the programs previously
mentioned. Tasks of teaching procedures are defined in all fields of study and
explanations are given about methodological instructions in the application of
activities. Special activities are planned in:
physical training: exercises for muscle development and motor
activities
getting to know the natural and the social environment
the development of basic mathematical concepts: sum, size,
geometrical figures

204

 speech development: distinguishing speech sounds, the

articulation of speech sounds, the development of speech acts,
creative speech games and vocabulary build-up
art: drawing, painting, sculpting, elements of applied arts, basic
principles of esthetic evaluation
music: spontaneous musical creativity, singing, dancing to
music, sing and count.
The characteristics in the application of this curriculum are reflected in
developing rich pedagogical practice, particularly in the field of oral
communication skills, developing potential for music, exercises with dolls and
role-play. Pre-school teachers have developed their practice in a structured
space, the so-called children's corners. The time of activities and their
sequence is carefully observed according to a specially designed schedule of
activities. Cooperation with parents is carried out in the form of parents'
meetings and individual talks with the pre-school teacher.
The traditional respect for parents, the family and patriarchal relations
within it should be pointed out. The practice in pre-school institutions is
characterized by its attitude towards nature: children are taught to observe
natural phenomena, to enjoy the natural environment and beauty of different
landscapes and to cultivate the feeling of joy, satisfaction and freedom it
inspires, whether in the mountains or on the coast.
Through cooperation between pre-school institutions and primary
schools, systematic procedures are undertaken to make it easier for children
to start going to school and accept the change of environment. Rote work with
children, planning programs and teaching are the dominating activities. The
role of the pre-school teacher is to teach what is planned by the curriculum.
They carry out verbal forms of teaching and activities organized by pre-school
teachers in an atmosphere of strict observance of didactic principles. A
teaching group is the basic framework of pedagogical practice. The programs
in pre-school institutions, which are applied in Montenegro, are multi-structural
academic programs.
The Program in Pre-school Institutions from Three to Five Years of Age (Year
2000)
The Outlines of the program start from the concept of the open system
of teaching. They do not prescribe syllabi and curricula, but present concepts
of pre-school education instead. The starting point in the curriculum is the
child, while the pre-school teacher is a creator, researcher, practitioner and
critic of his own practice. He is not simply someone who carries out strictly
ordered tasks. A choice of conditions and activities is made on the basis of
this concept. Pre-school education is the continuation of and complementary
to the familys role of raising the child. It is the first stage in the system of
development and education, provides conditions for the optimal child
development and is not reduced to a direct preparation for starting school.
Pre- school institutions are places where pre-school children live.
The starting point of the program is that the child is a unique being, and
has the right to be what he is, to learn and grow, to understand himself and
the world that surrounds him, to accumulate his knowledge by discovering
things (not by acquisition), and learns through interaction with his social and

205

physical environment; the child has an in-born motivation to learn. Child play
is a way of expressing oneself and a specific form of learning.
Goals of pre-school teaching include:
the general goal of pre-school teaching and education is to
contribute to the integral growth and development of pre-school
children by providing conditions and stimuli to develop their
potential and traits, to broaden their minds, learn about
themselves, others and the world;
goals of pre-school teaching and education are meant for
children to discover, learn and control themselves, develop
relationships, gain experience and knowledge about others,
learn about the world around themselves and develop
mechanisms to influence it;
the principles of teaching and educational processes are:
respect for others, involvement, being realistic and persistent;
the role of the pre-school teacher is to provide good conditions
for living, learning, development and growth of children and to
directly stimulate these processes;
planning of the pedagogical practice is performed on three
levels: on the level of a teaching group, on the level of a smaller
sub-group, and on the level of an individual child. It is preceded
by observing, listening, comprehending and getting to know
children. The planning is undertaken upon having realized what
children's interests, problems and difficulties are;
evaluation is the core of professional involvement, the process
of professional development and devotion. Self-evaluation
consists in estimating the relations of the pre- school teacher's
intentions, his activities and achieved results.
Detailed goals and types of activities according to aspects of
development of pre-school children include:
Physical activities and health preventive measures activities aimed
at developing motor capacity ,preventive measures in health care
Goals: learning about oneself and how to control oneself and
developing relations with and learning about others
Types of activities: spontaneous, practical activities useful in everyday
life, specific physical activities and preventive health measures, complex
activities and methodological instructions
Linguistic activities
Goals: learning about oneself and controlling oneself, developing
relations with and learning about others, learning about the world and
accumulating facts about it
Types of activities: spontaneous, practical activities useful in everyday
life, specific language activities, complex activities methodological instructions
Logical and mathematical activities
Goals: learning about oneself and controlling oneself, developing
relations with and learning about others, and learning about the world
Types of activities: spontaneous, practical activities useful in everyday
life, specific mathematical activities, and complex activities.

206

Social and cognitive activities

Goals: learning about oneself and how to control oneself, developing
relations with and learning about others, learning about the world and
accumulating facts about it
Types of activities: spontaneous, practical activities useful in everyday
life, specific social and cognitive activities, complex activities methodological
instructions
Scientific and experimental activities
Goals: learning about oneself and how to control oneself, developing
relations with and learning about others, learning about the world and
accumulating facts about it
Types of activities: specific scientific and experimental activities, living
beings and activities, activities concerned with larger environment, and
complex activities methodological instructions
Artistic activities
Goals: learning about oneself and how to control oneself, developing
relations with and learning about others, and learning about the world
Types of activities: spontaneous, practical activities useful in everyday
life, specific artistic activities, complex activities methodological instructions
Musical activities
Goals: learning about oneself and how to control oneself, developing
relations with and learning about others, learning about the world and
accumulating facts about it
Types of activities: spontaneous, practical activities useful in everyday
life, specific musical activities, complex activities methodological instructions.
This program of developmental and educational processes is based on
a more contemporary concept than previous concepts of the programs in
institutions of pre-school teaching and education. The Pedagogical Council of
Montenegro has started the procedure of its implementation. The Program of
its introduction and application in pre-school institutions in this Republic is still
to be done and it depends on specific profiles of pre-school institutions, their
style of work, the professional level of their staff, actual teaching groups,
parents' requirements, funding and other factors, which have an impact upon
its realization. These concepts of the Program are based on a four-year long
project called The Pre-school Institution as a Family Center. This project
has greatly contributed to promoting pedagogical practice by emphasizing the
integration of parents and direct teaching processes in the nursery,
restructuring of space into centers of interests, and working in small teaching
groups. It also promotes the primary role of pre-school teachers in providing
conditions for learning, team work and the enhancement of the level of
professionalism in general.
The dissemination of this project into pre-school institutions is currently
taking place through model-centers in Podgorica, Herceg-Novi and some
others. This is a solid basis for intensive professional advancement in the
course of applying this new official document.

207

Literatura/ Bibliography
1.Bennet, John ed. (1998) Early Chilhood Care and Education as a structural
approach to intergrating children and families at risk: A challenge for policy makers.
Amsterdam: REPORTOF THE EUROPEAN POLICY CONFERENCE ON EARLY
CHILDHOOD EDUCATION:UNESCO.
2. DEVELOPMENT OF EDUCATION IN THE FR YUGOSLAVIA, 1994-1995, The
Report for the 45th session of the International Conference on Education
UNESCO-BIE (Geneva, 1996), Yugoslav Commission for Unesco, Beograd, 1996
3. Doherty, G. (1997) ZERO TO SIX: THE BASIS FOR SCHOOL READINESS
Applied Research Branch R-97- 8E Ottawa: Human Resources Development
Canada.
4. Doryan, Eduardo. WHAT POLICYMAKERS NEED TO KNOW. Speech made by
Vice President, World Bank at World Bank Conference on ECCD in Washington,
D.C.: 2000.
5. Dr Ana Gavrilovic: SISTEM DRUTVENE BRIGE O DECI U SRBIJI, Razvoj i
perspektiva, Beograd, Slubeni glasnik, 1998, str 28
6. Epstein, J. L. (1995) SCHOOL/FAMILY/COMMUNITY PARTNERSHIPS: CARING
FOR THE CHILDREN WE SHARE. Phi Delta Kappan, 76, 701-712
7. Erlih, V,1971, JUGOSLOVENSKA
zagreb

PORODICA U TRANSFORMACIJI, Liber,

8. EVALUACIJA PROGRAMA U 1996. GODINI (godinji skup), Unicef, Beogradska

kancelarija, 1996. godine
9. Gazivoda, Pavle: KOLSKI SISTEM U CRNOJ GORI, 1996.
10. Grupa autora : AUTONOMIJA LICNOSTI I VASPITANJE, Pedagoko drutvo
Srbije ,Beograd,1996.
11. Ivic, I., : AKTIVNO UCENJE, Beograd, Unicef, 1997.
12. Ivic,I., : RAZVOJNA MAPA, Kreativni centar, Beograd, 1997.
13. JUGOSLOVENSKI PLAN AKCIJE ZA DECU DO 2000 (i dalje), Ulaganja u
decu se uvek isplate bez obzira na trokove, Vlada SR Jugoslavije, Beograd,
1996.
14. Kamenov,E., : PREDKOLSKA PEDAGOGIJA, Zavod za izdavanje udbenika,
Beograd,1998.
15. Kloprogge, Jo. (1998) Early childhood development, quality in policy and
practice. in Bennet, John ed. (1998) EARLY CHILHOOD CARE AND EDUCATION
AS A STRUCTURAL APPROACH TO INTERGRATING CHILDREN AND
FAMILIES AT RISK: A CHALLENGE FOR POLICY MAKERS. Amsterdam: Report
of the European Policy Conference on Early Childhood Education:UNESCO.
16. Koruga, D.,: DECJI VRTIC KAO OTVORENI SISTEM, Kreativno vaspitanje br.2,

208

Kreativni centar, Beograd, 1998.

17.Koruga,D.,: DETE I VASPITAC U INTERAKCIJI, kola za obrazovanje vaspitaca,
abac, 1996.
18. Lukic, S., : ORGANIZACIJA OBRAZOVNE SREDINE I PRIRODA VASPITNIH
POSTUPAKA SA STANOVITA UNUTRANJE MOTIVACIJE, Beograd,
Predkolsko dete,1980/3-4.
19. Marinkovic, S., : NEKI POKUAJI TRANSFORMACIJE DECJEG VRTICA U
OTVORENI VASPITNI SISTEM IPA, Beograd 1995.
Marjanovic, A., : DECJI VRTIC KAO OTVORENI SISTEM, Predkolsko dete,
Beograd, br.1-4/1987.
20.Marjanovic,A.,:TEMATSKO PROGRAMIRANJE: IZVORI,
KONCEPTUALIZACIJA,
21. Markovic,M. i Maksimovic,I.,: KAKAV VASPITAC TREBA SAVREMENOJ
PREDKOLSKOJ USTANOVI, Via kola za obrazovanje vaspitaca, abac, 1996.
22. Markovic,M. i saradnici: PREDKOLSKO VASPITANJE I OBRAZOVANJE U
SRBIJI 1996 - 1999, Ministarstvo prosvete, Beograd, 1999.
23. McBride et.al. (2000) AN EXAMINATION OF FAMILY-SCHOOL
PARTNERSHIP INITIATIVES IN RURAL PRE-KINDERGARTEN PROGRAMS.
Paper presented at the 2000 Annual Meeting of the American Educational Research
Association: New Orleans.
24. McCain, M and J. Fraser Mustard (1999) EARLY YEARS STUDY. Ontario:
Canadian Institute for Advanced Research.
25. Montessori, M., 1965, THE MONTESSORI METHOD, Shocken Book, N.Y.
26.Nikic, J.: ULOGA VASPITACA U ADAPTACIJI DETETA U JASLICAMA I
ORGANIZOVANJU OBOGACENE STRUKTURISANE SREDINE. Zbornik
Filozofskog fakulteta u Novom Sadu, sveska jedanaesta, Novi Sad, 1996.
27. OSNOVE PROGRAMA PREDKOLSKOG VASPITANJA I OBRAZOVANJA
CRNE GORE, Podgorica, 1985.
28. OSNOVE PROGRAMA PREDKOLSKOG VASPITANJA I OBRAZOVANJA
DECE UZRASTA OD TRI DO SEDAM GODINA ("Prosvetni glasnik", broj 6/96).
29. OSNOVNE PROGRAMA VASPITNO-OBRAZOVNOG RADA SA DECOM
UZRASTA DO TRI GODINE ("Prosvetni glasnik", broj 1/94).
30. PEDAGOKA OBRADA I PRIMENA EFEKATA, Beograd, Predkolsko dete,
1987/1-4.
31. Peic i sar., 1998, PEDAGOGIJA U AKCIJI, IPA, Beograd
32. Peic i sar., 1999, PARTICIPACIJA POD LUPOM, YCPD, Beograd

209

33. Peic M. i Areina O., 1983, "Stil i sadraj vaspitanja dece od 0 do 3 godine u
seoskoj i gradskoj sredini, ZBORNIK INSTITUTA ZA PEDAGOKA
ISTRAIVANJA, IPI, Beograd
34. Peic, M. i sar., 1982, OSNOVNE KARAKTERISTIKE VASPITNOOBRAZOVNOG PROCESA U DECJIM
VRTICIMA SRBIJE: Glavni izvetaj,
Beograd, Filozofski fakultet
35. Peic, M., : MOTIVACIJA PREDKOLSKE DECE ZA UCENJE Prosvetni
pregled, Beograd, 1985.
36.Peic,M. i saradnici: PEDAGOGIJA U AKCIJI, Institut za pedagogiju i
andragogiju, Beograd, 1998.
37. Peic,M., : VREDNOVANJE PREDKOLSKIH VASPITNIH PROGRAMA, Zavod
za izdavanje udbenika, Beograd, 1987.
38.Peic. M., 1987, VREDNOVANJE PREDKOLSKIH VASPITNIH PROGRAMA,
Beograd, Zavod za udbenike i nastavna sredstva.
39. Petrovic,M.,:PANORAMA PREDKOLSTVA - USAVRAVANJE, SUSRETI,
SAVETOVANJA, Kreativni centar,2000.
40. PRAVILNIK O BLIIM USLOVIMA ZA POCETAK RADA I OBAVLJANJE
DELATNOSTI USTANOVA ZA DECU ("Slubeni glasnik Republike Srbije", broj
50/44).
41. Prentovic,R.: DRAVNI I PRIVATNI VRTICI , (Dokumenta sa strucnih skupova),
1998.
42. PROGRAM PREDKOLSKOG VASPITANJA I OBRAZOVANJA, Rep.zavod za
unapr.vasp.i obr., Titograd, 1973.
43. PROGRAM PREDKOLSKOG VASPITANJA U KVEBEKU, Prosvetni pregled,
Beograd, 1996.
44. RODITELJI U DECJEM VRTICU, Beograd,Sarajevo, Zavod za udbenike i
nastavna sredstva, Svjetlost, 1989.
45. Schwienhart, L et. al. (1993) THE HIGH/SCOPE PERRY PRE-SCHOOL STUDY
THROUGH AGE 27. High Scope Educational Research Foundation.

46. Shore, R. (1997) RETHINKING THE BRAIN. New York: Families and
Work Institute, p. 20 as cited in McCain, M and J. Fraser Mustard (1999) Early
Years Study. Ontario: Canadian Institute for Advanced Research.
47. STATISTICKI GODINJAK JUGOSLAVIJE 1999, Savezni zavod za statistiku,
Beograd, 1999.
48. TETE U OBRAZOVANJU OD NATO AGRESIJE, Ministarstvo prosvete
Republike Srbije, Sektor za istraivanje i razvoj obrazovanja, Beograd, 1999, 186 str.
49. STRUCNO UPUTSTVO ZA RAD SARADNIKA NA UNAPREDJIVANJU
VASPITNO-OBRAZOVNOG RADA U PREDKOLSKOJ USTANOVI, 1996.

210

50. Tomanovic-Mihajlovic, S., 1997, DETINJSTVO U RAKOVICI, ISI FF, Beograd

51. Trebjeanin, ., 1991, PREDSTAVA O DETETU U SRPSKOJ KULTURI, Srpska
knjievna Zadruga, Beograd
52.USTANOVE ZA DECU PREDKOLSKOG UZRASTA, Republicki zavod za
statistiku, Beograd, 1999.
53.Vigotski L.S., : UCENJE I RAZVOJ U PREDKOLSKOM UZRASTU,
Predkolsko dete,Beograd, 1/1971.

54. Young, Mary. (1997) EARLY CHILD DEVELOPMENT: INVESTING IN

OUR CHILDRENS FUTURE. New York: Elsevier.
55. ZAKON O DRUTVENOJ BRIZI O DECI ("Slubeni glasnik Republike Srbije",
broj 49/92, 29/93, 53/93, 67/93, 28/94, 47/94 i 25/96).
56. ZAKON O PREDKOLSKOM VASPITANJU I OBRAZOVANJU ("Slubeni list
Republike Crne Gore", broj 56/92).

211