Essay

Pre-school education in RS

Banjaluka, november 2017

 Table of Contents

INTRODUCTION......................................................................................................................3
1. PEDAGOUS DISCIPLINE SYSTEM...................................................................................4
`1.1 The subject and tasks of preschool pedagogy as a scientific discipline.........................5
1.2 Constructing pre-school pedagogy as a scientific discipline...........................................7
2. PRE-SCHOOL PEDAGOGY AS A CONTINUOUS DISCIPLIN.......................................9
2.1 The ratio of pre-school pedagogy, as well as scientific-teaching disciplines and other
pedagogical disciplines dealing with the upbringing of children of early age.....................10
3. PRE-SCHOOL EDUCATION IN RS.................................................................................11
3.1 Physical development.....................................................................................................12
3.2 Social-emotional development and personality development........................................12
3.3 Intellectual development................................................................................................13
3.4 Development of speech, communication and creativity................................................13
CONSCLUSION......................................................................................................................15
REFERENCES.........................................................................................................................17

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INTRODUCTION

Science can be classified differently. how the system of science will get depends on
the classification criteria. First of all, we are interested in the classification of the science in
which pedagogy appears as a special science or which gives the possibility of more precisely
determining the subjects and characteristics of pedagogy as a science, its place in the system
of science and the mutual relation of pedagogy and other sciences. If we take into account
Engels' classification of science then pedagogy belongs to social sciences. This can be easily
concluded on the basis of the overall analysis of its subject matter so far. The relation
between pedagogy and other sciences has become actual only after the emancipation of
pedagogy as a special science, which until then was part of the philosophy.

The relation between pedagogy and other sciences is not static. It is subject to change
caused by the development and branching of pedagogy as well as the development and
branching of other sciences. It is all the common case that, for example, that in addition to
team pedagogical research, besides pedagogy and other various profiles, they work as
economists. psychologists, sociologists, philosophers, logicians, ethicists, representatives of
natural sciences; From such relations and cooperation, we have a lot of benefits from all the
sciences that are covered, and therefore these relationships and cooperation should only be
expanded and deepened when it comes to pedagogy.

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1. PEDAGOUS DISCIPLINE SYSTEM

Science is a series of non-related facts no matter how realistic or scientifically based

they are. Every science and pedagogy, precisely because science must represent a certain
system of knowledge, values, opinions and understandings, interrelated logically as are the
phenomena, relations and facts on which this system is based, interrelated, dependent and
dialectically conditioned. Such a system is one of the basic elements of science. When it
comes to pedagogical disciplines, it refers to all those special theories that have emerged or
arise from the tendency to deepen knowledge in these areas. Since many of these disciplines
have developed today, we can talk about the system of pedagogical disciplines.1

The system of pedagogical sciences in a way represents a concretization, closer or

more precise determination, those activities that make up the subject of science dealing with
this discipline. It helps to see more fully the areas in which pedagogy deals. The system of
pedagogical disciplines is not only important for this reason, it would look at the paths,
tempoosnovine of the past development of pedagogy as a science, but to look at the
perspectives, possibilities and needs of its further development. The basic problem, when it
comes to the system of pedagogical disciplines (branch), is the question of the criteria for
determining the subjects (problems) of each special pedagogical discipline, and therefore the
classification of these dispositions. In connection with this, a number of problems arise, a
series of differences that lead to different classifications of pedagogical disciplines, that is, to
different systems of pedagogical disciplines.

The term pedagogy refers to the whole, the universality of considerations of education
as a special social activity, is the science of totality, since it as a whole also encompasses its
object of study of upbringing. The general and fundamental problem of education is studied
by general pedagogy. It represents the scientific, philosophical and theoretical basis of all
other pedagogical disciplines. While general pedagogy deals with contemporary fundamental
and theoretical problems of upbringing, the history of pedagogy deals with what happened in
the past in the past (pedagogical concepts, theories and experiences).
1
Pedagoška enciklopedija I - II, Beograd 1991;

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 On each of these disciplines a whole series of other, narrow pedagogical disciplines is
based. The history of pedagogy can be divided into two of its basics, the narrow discipline of
the general history of pedagogy and the national history of pedagogy. The second line, that is,
on the basis of general pedagogy, the sharing, systematization of pedagogical disciplines,
accordingly, pedagogical disciplines can be carried out in many ways, depending on the
criteria and division, for example, if the criterion takes the age of the educator, there comes a
series of pedagogical disciplines that study the educational process problematiku. Since these
ages are more and the specifics important for upbringing (according to which these age
differences vary), there are significant divisions that may be different depending on what is
considered and encompassed by one age, for example, pre-school, preschool, pedagogy of
school age and andragogy. Andragogy is considered to be a special discipline and includes
the adult pedagogy.

Military pedagogy, economic pedagogy, penological pedagogy are distinguished from

it. A different system is obtained when the place where the educational process takes place as
a criterion. As in this case there are possibilities of further division of certain disciplines, or
their basis for the establishment of new disciplines. This system includes family pedagogy,
pedagogy of preschool institutions, school pedagogy and out-of-school pedagogy and non-
literary pedagogy. Like no other classification criteria, classifications of pre-school
disciplines can not be fully met fully, since some disciplines can not include, for example,
didactics, free time pedagogy, and the like. What is the result of the complexity and
complexity of the most important activity, the innumerability of the place where education is
taking place, the factors involved in it.

`1.1 The subject and tasks of preschool pedagogy as a scientific discipline

The position of a man in nature and his development as a kind are enabled, inter alia,
by constant efforts to gather interpreters or systematize according to general, significant or
persistent properties. The science of studying the phenomenon of pedagogy is called
pedagogy, its discipline dealing with the collection, description and critical review and

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systematization of facts about the emergence of children of early age who indirectly or
indirectly influence their development from birth to going to school - pre-school pedagogy.

The basic function of pre-school pedagogy consists in determining the regularities in

the mentioned phenomena, their interpretation, the discovery of objective laws and the causal
and lasting relationships that govern them, their generalization into attitudes and
classification in a theoretical system which enables this discipline to continue to deal with
individuals individually but their general categories. Since it deals with upbringing as an
intent and purposeful activity with certain norms in accordance with which the child
development develops preschool pedagogy is considered to be developmental normative
scientific disciplines as opposed to a series of natural sciences which determine the causal
links between phenomena for its interpretation of the science of man , among which
pedagogy is specific because it affects the behavior of people.2

Therefore, it does not stop at the description, but takes into account the tendency, the
meaning and purpose of the phenomenon studied, and the ways in which it can be influenced
in order to proceed in the desired direction, this implies a planned and a tremendous effect on
the education phenomena, taking into account the established the truth as well as the foreseen
consequences of this action, along with taking over part of their responsibilities when they
are concerned. This operation is achieved in such a way that in the pedagogy requirements
are presented in the form of principles and rules to be respected during educational work,
with the elaboration and concretion of the specific goals of educating children of the early
age in accordance with the general goals set in pedagogy and philosophy.

Pre-school pedagogy takes care of transferring scientific knowledge and achievements

in practice by following the results achieved in it, providing it with reliable information for
making corrections and further improving the theory and practice of preschool education. In
order to improve pedagogical practice in pre-school pedagogy, positive experiences are
observed, issues are noted and proposed by their solutions, elaborate strategies of action, as
well as content schemes, methods and tools for changing existing practice in accordance with
children's development needs and socio-cultural context. It is especially important to examine
the norms, values and traditions that work in the life of a particular environment that, with
social, national and cultural characteristics, whose universality should be based on education.

2
Granić R, Osnovni pedagogije- priručnik, Novi Sad, 2001;

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 Pre-school pedagogy should be critical both to the subject of its study, and to itself,
otherwise it will not be able to disclose comprehensive truths. Therefore, he / she needs to
critically review the above mentioned bases, he is studying pedagogical practice. Pre-school
pedagogy should enter into interdisciplinary relationships with other pedagogical disciplines
and disciplines of other sciences as it peers critically, examining, evaluating and assimilating
theoretical settings, scientific facts, hypotheses and problems by providing them with an
adequate contribution. In particular, it is important to deepen and clarify the basic
pedagogical concepts in the light of the specificity of the development of children of
advanced age and the possibilities of acting on it in order to be able to carry out theoretical
generalizations, their operationalization and concreteization in the practice of preschool
education. The task of preschool pedagogy is to monitor, collect, analyze, systematise,
generalize and interpret from the pedagogical angle, and synthesise them by linking them to a
qualitatively new whole.

1.2 Constructing pre-school pedagogy as a scientific discipline

For the construction of preschool pedagogy as a scientific discipline, the contribution

of M is particularly significant. Monesori, who was also an original system of preschool
education, was based on the scientific facts she came to. It is considered that the more
intensive development of preschool pedagogy is only a few decades ago when, beside the
pedagogical science itself, a number of other factors influenced her independence, apart from
the pedagogical science itself. First of all, the interest in the child, its maturation, growth and
development, education and education, as well as the problems that are encountered during
these processes have increased rapidly.

Thanks to the discovery of great development potentials, the significance of this

period of the development of human personality - socio-emotional, as well as physical and
intellectual - is concerned. As a consequence, child psychology, child psychiatry, pediatrics,
and pedagogical disciplines - pre-school pedagogy. The need for constructing a special
discipline to deal with the upbringing and education of children before going to school was
conditioned by the development of the network of preschool institutions as well as the
somewhat changed role of the family in education.

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    Research that has shown that the level of development of learning abilities and
intelligences is largely dependent on the socio-cultural environment in which the child
develops, and that social differences begin at the earliest age, have led to the emergence of a
tendency to equate opportunities for schooling in a number of developed countries the
success of all children, regardless of their social background. This tendency coincided with
the increased needs for education, that is, for the inclusion of children of all earlier ages by
the system of education and education. Faster development of preschool pedagogy as a
discipline today prevents insufficient building of pedagogy as a mother science.3

3
Dr Emil Kamenov, Predškolska pedagogija, Beograd, 1999

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2. PRE-SCHOOL PEDAGOGY AS A CONTINUOUS DISCIPLIN

In addition to providing certain knowledge of certain knowledge pre-school

pedagogy, when it comes to those who are only preparing for the call of teachers and
professional associates in kindergarten, it should be a step to develop their thinking,
reasoning, creativity, moral beliefs and value attitudes, enabling them to are formed as
personalities suitable for these calls. That's, thought A. Married Interpretation, in the light of
more general life, human and social issues in the modern world and in our country. Students
thus get a greater chance to understand their call not only as a means of existence but also as
a possibility of real human engagement. "4

The tasks of the so-called teaching teaching are as follows:

1. . students get acquainted with the philosophical and theoretical views and basic
scientific knowledge necessary for understanding the processes from which the
upbringing of children of early uterus consists of;
2. To gain a lasting insight into the significance of the educational procedures that they
will apply, are able to independently assess the values and ideas about education, as
well as the programs, methods, contents and means by which they are realized;
3. To be in a position to operationalize, comprehend knowledge, bring it into the
educational practice and organize it accordingly, as if in individual practical examples
they are looking at their more general theoretical meaning;
4. To create with certain certainty creative changes in the educational process and find
new procedures in the education that result from basic knowledge about the
development of the child and the goals of education, as well as to predict their results
and consequences
5. To be able to independently follow the professional literature and constantly improve
their professional skills.

4
Potkornjak N, Đorđević J, Opšta pedagogija, Beograd, 1996.

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2.1 The ratio of pre-school pedagogy, as well as scientific-teaching disciplines and other
pedagogical disciplines dealing with the upbringing of children of early age

With the development of preschool pedagogy and scientific discipline, there has been
a problem of allocating what semoglo should call practical instructions for educators derived
from scientific facts, but also based on practical experience, tradition, and common sense
constructions. The basic function of general methodology, as a teaching subject, is to enable
prospective teachers and preschool pedagogues (each in their own domain) to achieve the
goals of institutional education for pre-school children. By studying it, it ensures the design
of procedures that are recommended in educating on nuisance arguments, linking pedagogical
and methodical knowledge into a coherent system, and students are enabled to translate
previously acquired knowledge about the possibilities and ways of influencing child
development into concrete educational practice. It is also necessary to learn and practice the
implementation of different ways of organized educational work, as well as to develop a
comprehensive professional approach to preschool children's education, while developing the
ability to critically examine and evaluate their own work, or to explore and improve
educational practices.

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3. PRE-SCHOOL EDUCATION IN RS

Many authors believe that early childhood is the most brisk, qualitative and
quantitative time different from other development periods. It is characterized by: biological
deficiency, vulnerability, sensitivity, flexibility knowledge, egocentricity, especially
emphasized in some development periods, natural commitment to the game as a
communication channel to the environment. This is to a great extent determined his position
in the process of upbringing and education. Therefore, the upbringing of a preschool child is
very specific, because it is primarily due to his age characteristics. Therefore, pre-school
education should be understood as part of the overall Educational influences, which are
realized from the birth of a child to school, primarily as an intentional and organized process.

This process is followed and encouraged by educators (parents, preschool teachers,

teachers, teachers), which play a very important role in this everyday, but also the long-
lasting process, which requires a lot love, effort, attention, persistence and consistency. Pre-
school education forms the foundation of a future person and its quality depend largely on the
success and scope of later development and learning. Essentially, the most important role of
preschool education is through the quality and careful monitoring of each the child responds
to his developmental needs and tendencies, family and institution interactions in good
structured conditions of the material and social environment, empowers the child to develop
to its optimal levels, respecting the nature of total learning and development.

Regarding legal basis, organization and development of preschool education, the

Republic of Srpska starts with the most important international declarations and conventions
that regulate issues human rights and freedoms, especially children's rights. Universal
Declaration of Human Rights (1948), Convention Against Discrimination in Education and
Education (1960) and the World Declaration on Education for all are the most important
documents of the United Nations and UNESCO in which education is defined as a lifelong
process that begins from the earliest days, and the constitutions of Bosnia and Herzegovina
and the Republic. The Serbs have complied with these international acts, regarding the
respect of human rights to education.

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 By adopting the Convention on the Rights of the Child and the newly proclaimed
ethics of the upbringing and development of the youngest, the Republic Srpska has
undertaken to provide assistance to parents in the upbringing of children: developing
institutions and childcare services, by recognizing the right of every child to a standard of
living appropriate to the child's physical, mental, spiritual, moral and social development,
recognition of the rights of every child to upbringing and education and developing his
personality, talent, mental and physical abilities to their fullness opportunities.

3.1 Physical development

 up to three years: strengthening the physical health and resistance of children as

elementary conditions for proper development all organs and organic systems in this
age; encouraging the development of a complete sensory and the perceptual potential
of the child, the senses responsible for the correct perception and the experience of the
environment; mastering with their own motors as a complex process of psychomotor
learning; developing habits.
 up to six years: healthy, physically well and harmoniously developed child; Enriching
motor experience related to all other experiences; knowledge of one's own body, its
possibilities, the function of the senses, organs and organ systems in games and
movements; mastering locomotors movements, training fine motorcycles and willing
guidance of movement, coordination of movement, rhythm, strength, accuracy,
precision observations, orientations in space; proper development of the nervous
system; developing hygiene and health ecological habits and culture.

3.2 Social-emotional development and personality development

 up to three years: fostering the spontaneity and honesty of the child in contact with
their surroundings and openness for experiences; fostering appropriate self-control
mechanisms that are important for faster self-esteem; supporting the development of
an appropriate image of oneself, their own abilities and gaining confidence in their
abilities; support for the development of primary social competencies;

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  up to six years: expanding and arranging the social experience of a child acquired in a
family, understanding the need of other people and relationships in a narrower social
environment; establishing an adequate social interaction with the environment and
faster development of self-control, social competences and responsibilities;
independence in basic social functions.

3.3 Intellectual development

 up to three years: encouraging and nurturing the natural curiosity of a young child for
the world that surrounds him keen, constantly establishing contact with the social and
material environment; supporting current ones the ability of the child to enjoy the
phenomena around him, to use objects and materials for learning, support
 up to six years: development of cognitive interests and openness for new knowledge,
experiences and experiences; improving the ability to observe and understand the
phenomena, processes, editing according to the given rules, or criteria of logical
thinking and trial; development of curiosity, motive for finding and experimenting,
critical processing and interpretation of knowledge about the world and phenomena in
its immediate surroundings; detection causative and consequential links in observing
objects and processes.

3.4 Development of speech, communication and creativity

 up to three years: supporting voice communication as a mature cognitive framework

of the child and signaling learning and development systems; encouraging and
enriching speech as a better quality signaling system for learning and as means of
acquiring knowledge, establishing an interaction with the environment; creating
favorable conditions for formation of initial knowledge about phenomena and
concepts in the environment through practical activities and in life context
 up to six years: supporting the development of speech towards development
opportunities in terms of adoption voice structure of speech, syntax and elementary
literary-language norms of Serbian (native) language in oral speech, vocabulary and
vocabulary; the development of the ability to serve by speaking and learning (asking

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 questions and asking for answers), as a means of communicating with the
environment, by fostering thoughts and feelings, obtaining information on learning
content; expressing thoughts and feelings on creative way. 5

The right to education has also found its place in the new Law on Pre-school Education
and Education and by-laws, whose function is the faster development of this area, which
regulates, among other things: modern preschool programs, increasing the coverage of
children by preschool and education, new standards, quality training of professional staff and
its continuous professional development and training; creating better ones conditions for
carrying out educational process; equipping preschool institutions with modern didactic-
materials; quality management of pre-school institutions; inclusion of children with special
needs in the process of preschool education. The constitutional basis for the adoption of this
law is contained is in Amendment XXXII, Count 12 to Article 68 of the Constitution of
Republic Srpska, according to which Republic Srpska regulates and provides care for
children and youth, education, culture, physical culture, etc.

The goal of preschool education in the Republic, according to the Law cited, is to
encourage physical, intellectual, socio-emotional development, creativity and creativity of
children, learning based on experience and interests, acquiring new experiences and
expanding knowledge about oneself, other people and the world, necessary for further
education and upbringing and inclusion of children in the community, respecting and
appreciating rights and opportunities for children. Pre-school education and education in the
Republic can be organized for each child in the year before going to school for at least three
months, and will be implemented primarily in pre-school institutions or institutions that
implement programs of preschool education where the establishment and functioning of pre-
school institutions is not possible. These programs last at least three hours per day.

5
Službeni glasnik Republike Srpske (2017): Pravilnik o pedagoškim standardima i normativima za oblast
predškolskog vaspitanja i obrazovanja. Banja Luka: Službeni glasnik, 43 (19)

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CONCLUSION

According to the Strategy data, pre-school institutions exist in 41 municipalities,

while in 26 municipalities there is no pre-school education for children due to various
problems, and some have arisen from the post-war transition period or the lack of material
resources for these needs. According to the same document regarding the development
opportunities of the community, it is realistic to expect that by 2018, 100% of the coverage of
children between five and six years will be achieved, before going to school in various
programs the functioning of pre-school groups (from short-term programs to full-time
programs), which would mean capacity building for approximately 11,000 children, then to
stimulate local communities and parents in order to reach, that the reach of children between
four and five years of age is reached, 50% includes, which would mean the formation the
capacity for another 5,500 children, and the inclusion of children between three and four
years is planned with approximately 30% coverage, which would involve the inclusion of
3,500 children.

In order to improve pre-school education, we should work continuously on adoption

long-term development plans with an emphasis on staffing and material support in
accordance with the Law about preschool education and education; in accordance with the
Strategy, include as many children as possible organized preschool education and education
in the public as well as in the private sector; create conditions for organizing pre-school
programs in the year before going to school (lasting at least three months), as part of the
educational process; to develop and improve the pedagogical-psychological service,
materially and human resources, in order to direct the work of educators with children (which
require special treatment due to difficulties in development, or because of talent and talent, as
well as children who do not require a special pedagogical-psychological approach) was as
good as possible; children with developmental disabilities should be provided with the right
to pre-school education institutions in accordance with their special needs; Equalize local
community approaches to pre-school institutions in the public sector at the level of the
Republic of Srpska.

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 Therefore, based on the analysis of the regulations in the field of education, it is
possible to identify the provisions that are indicators of social care for the development of
pre-school children. These provisions create assumptions for education, education, care and
protection of children, based on the humanistic approach to education and education,
contemporary scientific achievements and theories about the child's development and his
abilities, which largely respect the degree of development of the child, the specificity of
development opportunities and his individual needs, as well as universal knowledge about
how a child develops and learns, applying the holistic development, specialized development,
intervention, compensation and rehabilitation programs, programs for strengthening parental
skills and abilities in the education of children and programs for children before going to
school, which are not included in some form of preschool education.

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REFERENCES

1. Granić R, Osnovni pedagogije- priručnik, Novi Sad, 2001;

2. Dr Emil Kamenov, Predškolska pedagogija, Beograd, 1999
3. Potkornjak N, Đorđević J, Opšta pedagogija, Beograd, 1996.
4. Pedagoška enciklopedija I - II, Beograd 1991;
5. Službeni glasnik Republike Srpske (2017): Pravilnik o pedagoškim standardima i
normativima za oblast predškolskog vaspitanja i obrazovanja. Banja Luka: Službeni
glasnik, 43 (19)

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