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U posljednjih nekoliko godina s porastom broja korisnika društvene mreže Instagram primjetan je i porast broja Instagram profila u vlasništvu roditelja. Roditelji na svojim Instagram profilima objavljuju fotografije svoje djece, otkrivajući djetetov identitet i privatne informacije. U stranoj literaturi roditeljsko dijeljenje sadržaja o djetetu na društvenim mrežama prepoznato je kao rastući trend pod nazivom sharenting. U okviru ovoga pojma istraživači raspravljaju o etičnosti roditeljskog dijeljenja i pitanju povrede djetetova prava na privatnost. Kvantitativnom i kvalitativnom metodom analize sadržaja deset javnih roditeljskih profila na području Hrvatske u razdoblju od srpnja 2020. do srpnja 2021. godine željela se ispitati učestalost roditeljskog objavljivanja fotografija i video zapisa vlastite djece rane i predškolske dobi kako bi se ispitala pojavnost sharentinga i provjerila pretpostavka prema kojoj će se roditeljski profili temeljiti na fotografijama i video zapisima djece. Cilj istraživanja bio je ispitati i roditeljsko poštivanje djetetova prava na privatnost pa je analiziran način prikaza djeteta i stupanj otkrivanja djetetova identiteta, a pošlo se od pretpostavke da roditelji neće poštivati djetetovo pravo na privatnost. Dobiveni rezultati ukazali su na pojavu sharentinga, odnosno na primjetnu učestalost roditeljskog dijeljenja sadržaja o vlastitoj djeci na svom Instagram profilu. Analiza fotografija i video zapisa na kojima se prikazuju djeca ukazala je na nepoštivanje djetetova prava na privatnost, ali i na zaštitu nekih aspekata djetetove privatnosti. Analizirani roditeljski profili ukazuju na olako shvaćanje roditeljske odgovornosti u pogledu zastupanja djetetovih prava, a objavljivanje djetetovih podataka i stvaranje djetetova digitalnog identiteta bez pristanka djeteta može se dovesti u vezu s tradicionalnom slikom djeteta., In the last few years, with the increased number of users of the social network Instagram, there has also been a noticeable increased number of Instagram profiles owned by parents. Parents post photos of their children on their Instagram profiles, revealing the child’s identity and private information. In foreign literature, parental sharing of content about a child on social media has been recognized as a growing trend called sharenting. Within this notion, researchers discuss the ethics of parental sharing and the issue of violating a child’s right to privacy. Quantitative and qualitative method of content analysis of ten public parent Instagram profiles in Croatia in the period from July 2020 to July 2021 wanted to examine the frequency of parental publication of photos and videos of their own children of early and preschool age to examine the incidence of sharenting and test the assumption to which parental profiles will be based on photographs and videos of children. The aim of the research was to examine the parent's respect for the child's right to privacy, so the way of presenting the child and the degree of disclosure of the child's identity were analysed, starting from the assumption that parents will not respect the child's right to privacy. The obtained results indicated the appearance of sharenting, more precisely the noticeable frequency of parental sharing of content about their own children on their Instagram profile. The analysis of photographs and videos showing children showed disrespect for the child's right to privacy, but also the protection of some aspects of the child's privacy. The analysed parental profiles indicate a lightly understanding of parental responsibility regarding the representation of the child's rights and publishing the child's data and creating the child's digital identity without the child's consent can be related to the traditional image of the child.

This study aims to determine our present child images that their parents form in their minds and gains its importance in terms of defining the childhood and constructing this childhood (by parents).Childhood, as a cultural and historical construction, passes through different socialization in every society. Child images, used by parent, plays an important role in children development. These images are extremely functional in the formation of personality, in the behaviour shaping, in the development of deduction level, in the determination of goals and hopes for the future. At the same, time these images offers a framework in the terms of education policy. The fact that children have different socialization processes has revealed numerous children images. One of the best ways for parents to understand a child’s feelings is (child) metaphors as metaphors have a facility to reconceptualise subjects and phenomenon. Turkish people often use those metaphors to describe their children. Metaphors are accepted as the memory of a society. Metaphors from parents have been the main source of data for this study. Metaphors gained via interviews from different parts of Turkey, representing the whole country are categorized according to their content. Each category is classified as well, and interpreted terms of child and childhood concepts. As a result some childhood images such as clever child, intelligent child, happy child, toy child, naughty child, touchy child, etc. are discovered.

Пояснювальна записка до дипломного проєкту на тему «Використання образу дитини у соціальній рекламі» складається з 40-ка сторінок комп’ютерного складення, 38 бібліографічних найменувань і 3-х додатків. Метою проєкту було з’ясувати прийоми створення й розглянути специфіку використання дитячого образу в соціальній рекламі. У роботі було розглянуто теоретичні відомості про соціальну рекламу, було досліджено психологічні прийоми впливу у соціальній рекламі. Також було розглянуто поняття «образ дитини», його особливості, психологічні та етико-правові засади використання цього образу в соціальній рекламі. Було проаналізовано соціальну рекламу щодо цифрової захищеності дітей в інтернеті, в якій використано образ дитини. Авторкою проєкту самостійно було проведено опитування, в якому взяла участь 31 людина. Розроблена автором серія соціальних плакатів може бути реалізована в повсякденне життя українців задля більшої обізнаності їх в темі цифрового захисту дітей. The explanatory note to the diploma project on the topic "Using the image of a child in social advertising" consists of 40 pages of computer compilation, 38 bibliographic titles and 3 appendices. The aim of the project was to investigate the methods of creating and consider the specifics of the use of children's images in social advertising. Theoretical information about social advertising was considered in the work, psychological methods of influence in social advertising were investigated. The concept of "image of a child", its features, psychological and ethical and legal principles of using this image in social advertising were also considered. Social advertising on the digital security of children on the Internet with the image of a child was analyzed. The author of the work independently developed a survey in which 31 people took part. The created series of social posters, which was developed by the author in the project, can be implemented in the everyday life of Ukrainians, in order to make them more aware of the topic of digital protection of children.

Postmodernistički pristup gleda na dijete kao važnog i ravnopravnog sudionika u kreiranju okruženja u kojem živi. Upravo jedno od ključnih područja prava sudjelovanja sadržano u Konvenciji o pravima djeteta (1989) jest pravo djeteta na participaciju, tj. na aktivno sudjelovanje u svojem okruženju, regionalnom/nacionalnom/svjetskom, koja ga pripremaju za aktivnog građanina u budućnosti. Drugim riječima, prema Konvenciji, dijete ima pravo na slobodno izražavanje svojih stavova o svim stvarima koje se na njega odnose. Koliko uistinu djeca žive svoja prava u odgojno - obrazovnim ustanovama ili su ona uglavnom na deklarativnoj razini, pitanje je koje u suvremenom svijetu sve više zaokuplja politiku i praksu ranog i predškolskog odgoja i obrazovanja. Tako je sam pojam participacije djece postala tema o kojoj se mnogo govori i često ju se ističe u odgojno-obrazovnoj praksi, dok, s druge strane, brojna literatura naglašava upravo nedostatak dječje participacije u istraživanjima s djecom u odgojno-obrazovnim ustanovama. Upravo etnografski zapisi i refleksivna praksa pomažu odgajateljima u otkrivanju dječje perspektive. To je ključno za shvaćanje djeteta kao (su)kreatora u kreiranju i oblikovanju prostorno-materijalnog okruženja, čime se osigurava pravo djeteta na izražavanje i uvažavanje njegovih stavova. Stoga je namjera ovoga rada osvijestiti važnost i pravo djeteta na odlučivanje o svim pitanjima značajnima za njegov život pa tako i za kreiranje prostora u kojem svakodnevno boravi. U radu je prikazano akcijsko istraživanje s elementima etnografskoga pristupa s ciljem povećanja participacije djece u kreiranju prostora življenja u odgojno-obrazovnoj ustanovi tj. povećanja prava na suodlučivanje o pitanjima koja se odnose na njih u ovom slučaju o kreiranju prostora življenja u odgojno-obrazovnoj ustanovi. U istraživanju sudjeluju četiri odgojno-obrazovne skupine djece u dobi od dvije do četiri godine života i njihova četiri odgajatelja. Sukladno tome tijekom samog istraživanja pratiti će se refleksivna praksa odgajatelja s ciljem uvida u odgajateljevu promjenu slike o djetetu., Postmodernist approach regards the child as an important and equal participant in creating the environment in which he/she lives. One of the key areas of rights of participation contained in the Convention on the Rights of the Child (1989) is the right of a child to actively participate in his / her regional / national / world environment that prepares him/her for an active citizen in the future. In other words, according to the Convention, the child has the right to freely express his/her views on all matters pertaining to him. How much children experience their rights in educational institutions, or are they mostly on a declarative level, is a question that increasingly concerns the politics and practice of early and pre-school education and education in the contemporary world. Thus, the very concept of child participation has become a topic of much talk and is often highlighted in educational practice, while on the other hand many books emphasize the lack of child participation in research with children in educational institutions. Ethnographic records and reflexive practices help educators in discovering a child's perspective, which is crucial to understanding the child as a co-creator in the creation and design of a space-based material environment, thus ensuring the child's right to express and respect his/her attitudes. Therefore, the purpose of this paper is to raise awareness of the importance and the right of the child to decide on all matters of importance to his / her life and to create the space in which he / she is living daily. The paper presents an action research with elements of the ethnographic approach to increase the participation of children in creating a living space in an educational institution, that means increasing the right to making decisions about the issues related to them, in this case about creating a living space in an educational institution. Four educational groups of two to four- year olds and their four educators were involved in the research. Accordingly, the reflexive practice of the educator is followed in the course of the research itself with the aim of inspecting the educator's image of the child.

Цзинь Чжи, аспирант кафедры «Русский язык как иностранный», Южно-Уральский государственный университет (Челябинск), azhi0226@mail.ru. Jin Zhi, graduate student, South Ural State University (Chelyabinsk), azhi0226@mail.ru В статье рассматриваются разные способы выявления образа ребенка в конкретной лингвокультуре. Выбирается психолингвистический подход, который предполагает, что образ формируется в сознании и может быть овнешнен с помощью языка. Предлагается анализ образа ребенка в китайской лингвокультуре на материале результатов ассоциативного эксперимента, анализа смысла пословиц и сказок. The article examines different ways of revealing the child's image in a specific linguistic culture. A psycholinguistic approach is chosen, which assumes that the image is formed in the mind and can be extinct with the help of the language. An analysis of the child's image in Chinese linguoculture on the material of the results of associative experiment, analysis of the meaning of proverbs and fairy tales is offered.

The purpose of the MA thesis was to explore three English picture books (Sometimes I Like to Curl up in a Ball, The Slurpy Burpy Bear and The Gruffalo) and their Slovene translations (Včasih se rad kotalim kakor žoga, Rigajoči medved and Zverjasec) in regard to inappropriate child behavior which is usually deemed socially unacceptable by adults. Therefore, the aim of my qualitative research was to scrutinize such behavioral occurrences by using comparative and hermeneutic analysis, and to provide inductive reasons with thick description as to why these translation shifts occurred. The empirical part, in which I analyzed relevant sample passages in verbal (and visual) context, has led me to three major categories: “Discrepancy between Childish Authenticity and Social Values”, “Politeness” and “Demonization”. These revealed that corrective changes cannot be applied to Slovene picture book translation in general, but are subject to the individual translator’s child image. Namen magistrske naloge je bil raziskati tri angleške slikanice (Sometimes I Like to Curl up in a Ball, The Slurpy Burpy Bear in The Gruffalo) in njihove slovenske prevode (Včasih se rad kotalim kakor žoga, Rigajoči medved in Zverjasec) z ozirom na neprimerno otroško vedenje, ki s strani odraslih velja za družbeno nedopustno obnašanje. Cilj moje kvalitativne raziskave je bil torej preučiti take vedenjske pojave z uporabo primerjalne in hermenevtične analize ter podrobno opisati induktivno ugotovljene razloge, zakaj je do teh prevodnih premikov prišlo. Empirični del, v katerem sem znotraj verbalnega (in vizualnega) okvirja analizirala primere pomembnih odlomkov, je vzpostavil tri poglavitne kategorije: »Neskladje med otroško avtentičnostjo in družbenimi vrednotami«, »Vljudnost« in »Demonizacijo«. Te so razkrile, da se korekcijskih sprememb v slovenskih prevodih slikanic ne da posploševati, saj so ti premiki pogojeni s »podobo otroka« posameznih prevajalcev.

Family plays a significant role in history of Turkish culture and social life. And child is always in the focal point of family. Children are seen as guarantee of future in social life. In this context each family intend to bring up their children according to some certain principles and to gain them to society. Sociology, psychology and science of education have important contributions in bringing them to society. Beside this, poetry has a quite different function in making children ready to life as psychologically and morally. Because of that, poets are very sensitive to give place to children in their poems. Our poets, loaded some allegorical features to children from Dîvan poetry to modern poetry of nowadays. They produced interesting images about children. In ancient Turks, each male child borns as a lover while each female child borns as a beloved. This event is also valid in present-day. The theme of child in Dîvan poetry takes part in our world of poetry with very interesting images by changing and transforming with modernization corona.

幼稚園に通う子どもが 1年間でどのように発達し，それを母親がどのようにとらえているのかについて検討した。文章完成法（SCT）を援用し，各学期末に，年 3回回答を得た。 結果として，家庭での子どものイメージはあまり変化がなく，学年間でもそれほど大きな違いがなかった。それに対して，幼稚園での子どもの姿は，学年によっても，学期によっても変化していた。これは，前学期との比較や次学期への願いでも同様であった。 これらのことから，母親にとって，子どもが幼稚園生活を送ることで違った姿を見せるようになり，成長を感じ，そのことで母親の今までの子どもに対する視点に広がりを持たせることが推測された。, This study focused on the development of preschool children during one year in kindergarten and their mothers' perception their development. A Sentence Completion Test (SCT) was written and administered to get various contents. The children's mothers responded three times at the end of each term for one year. The mother's impressions of their children at home did not change during this time. However, their impression of their children at kindergarten changed according to the children's grades and terms. These results suggest that mothers experience a different way of looking at their children and perceive their development when they go to kindergarten.

Balıkesir Üniversitesi, Sosyal Bilimler Enstitüsü, Türkçe Eğitimi Ana Bilim Dalı, Oluşturulan edebiyat ürününün toplum üzerinde etkisini göstermesi, bu ürünün okuyucuya ulaşabilmesiyle mümkün hale gelir. Biz de araştırmamızda bu tespitten hareketle, ele aldığımız dönem aralığında, çok sayıda okur tarafından okunan yani popüler olan çocuk romanları üzerinde durduk. Bu eserlerde yer alan çocuk karakterler vasıtasıyla, ele aldığımız Türk çocuk romanlarındaki çocuk eğitimine olan bakışı ve ister istemez yaratılan çocuk imajını ortaya çıkarmayı amaçladık. Araştırmamızda ele aldığımız tarih aralığında (1980- 2000) çok sayıda baskısı yapılmış, çocuklar ve gençler tarafından yoğun ilgi görmüş halen de popülerliğini koruyan, altı farklı yazarın toplam yirmi eserini ele aldık. Çalışmamızın birinci bölümünde, ilk olarak popülerlik kavramı üzerinde durduk. Daha sonra çocuk edebiyatının dünyadaki ve ülkemizdeki gelişimine, popüler kültürün çocuk ve çocuk romancılığı üzerindeki etkilerine değindik. Çalışmamızın kavramsal boyutundan sonra, tespit ettiğimiz çocuk romanlarını; çocuk ve eğitim, çocuk ve aile, çocuk ve dış dünya, romanlardaki çocuk imajı ve toplum başlıklarında içerik yönünden inceledik ve bahsedilen popüler eserlerin yapı özelliklerini analiz ettik. İncelediğimiz çocuk romanlarında eğitime çok fazla yer verildiğini tespit ettik. Eserlerdeki çocuk karakterlerin hayatında okulun ve öğretmenlerin önemli bir rol oynadığını gördük. Eserlerdeki olayların büyük bölümü okulla ya da eğitimle bağlantılı olarak kurgulanmıştır. Çocuk eğitiminin bir diğer önemli parçası olan aile de sözü edilen eserlerde kendisine sıkça yer bulmuştur. Ailede yaşanan sıkıntıların etkileri çocuk üzerinde kendisini doğrudan göstermiştir. Ailenin çocuk açısından en önemli bireyi annedir. Baba ise daha çok ailenin dış dünya ile olan bağlantısını sembolize etmektedir. İncelediğimiz eserlerde, özellikle şehirlerde yaşayan çocuk karakterler popüler kültür ürünleriyle daha fazla etkileşim içindedir. Çocuk karakterlerin moda olana ve markalara duyduğu bağımlılık bu eserlerde vurgulanmıştır. Ele aldığımız dönem içinde yazılmış eserlerin bir kısmında tüketim odaklı yaşayan karakterlere yer verilirken, daha büyük bir kısmında yoksulluk içinde yaşamak zorunda olan çocuk karakterler yaratılmıştır. Romanlarda şiddet unsuruna sıkça yer verilmiştir. Yazarlar şiddeti işlerken onun anlamsızlığı ile ilgili olarak çocuk okuyuculara mesaj vermeyi amaçlamıştır. İncelediğimiz eserlerde köylü çocuk ve şehirli çocuk imajlarının karşılaştırmaları yapılmıştır. Ancak genel olarak köyde yaşamaya alışan çocuk karakterlerin şehir hayatına uyum sağlama süreçlerinde yaşadıkları sıkıntılar ele alınmıştır. Eserlerin çocuk okuyucular tarafından daha kolay anlaşılabilmesi için özellikle bazı anlatım teknikleri ve bakış açıları tercih edilmiştir. Romanlar üzerine yaptığımız teknik incelme ile popüler romanların benzer teknikler kullanılarak yazıldığını gördük., Literary work's influnce on society can be possible only when the literary work reaches to the reader. Considering that fact, we focused on the children's novels which was popular and read by a lot of people in the determined time period. By the help of the child characters in these works, we aimed to find out the attitude to child education and unavoidably created child image in analyzed Turkish novels for children. We analyzed twenty Works written by six different aothors, which drew considerable interest of children and teenegers in the stated period (1980- 2000) and stil stay popular at the present time, in this sudy. At the first part of our study, we initially focused on the concept of popularity. Then, we dealth with the development of children's literature in the world and in our country, popular culture's effects on children and children's novel. After conceptual aspect of our study, we analyzed the determined novels for children in terms of content, under the titles of child and education, child and family, child external world, child image in these novels and society. We found out that it is given wide coverage to education. We saw that school life and teachers play important role in the life of child characters and most of the events in these novels are related to school or education. The family, another important part of child education, takes gereat place in the stated literal Works. The problems in the family show much influence on the children. For child characters, most significant member of the family is the mother. The father symbolizes the relationship between the outer world and the family. In the literal Works we analyzed, especially the children living in cities are interaction with popular culture products. The addiction of child characters to the fashion and brands was emphasized in these Works. In same of the literary Works written in the period we analyzed, when it is given place to the characters whose living focused on consumption child characters having poor living conditions take more place. It is often given place to violence elements when authors handled violence, they aimed to give message about it's futulity to child readers. In the literary works we analyzed, the images of children living in the country and city are compared. However, the problems faced by the children living in the country during the adaptation procces to the city life. Same ways of expressions and viewpoints are preffered to be understood more easily by child readers. By the help of technical analyze we did on the novels, we found out that popular novels were written with similar techniques.

現在、子どもをめぐる諸問題が多発してきている。本研究の目的は、その問題解決の手掛かりを＜子ども像＞の元型（アーキタイプ）に求め、民俗雑誌に記録された先人の知恵と知識を振り返り、＜子ども像＞の諸相について研究することにある。そのために、様々な民俗祭祀を事例として＜子ども像＞について比較し、過去の＜子ども像＞を浮かび上がらせることを重視している。このような研究姿勢は、「＜子どものあるべき姿＞を追いかける郷的愁（ノスタルジック）な視点である」と椰楡されるかもしれない。しかし、＜子ども像＞の過去形を踏まえた上でしか、＜子ども像＞の現在形や未来形をも内包する「子ども文化」を描き出せないであろう。結論部分では、このような視座に基づき、民俗学的な考察を踏まえて「子ども文化」の定義を提言してみたい。さらに各論の中では、現代の「地域教育」の観点から見て、子どもが民俗祭祀に関わることの重要性についても検討する。, Many problems about children were exposed recently. Especially, problems of "bullying" , "suicide" and "abuse" are very serious. Therefore this study reviews the method how ancient people contacted children, and reconsiders it about the present image of children. I am to examine many documentations of folklore, and to search how we should hand down wisdom of our ancestors to the next generation. Above all, judging from a viewpoint of the Local Education, I reaffirmed that it was important that children participate in folk events. In this research, many traditional events of Japan are compared to, and diverse aspects of "Child Image" are to have been drawn by a folkloric approach. The method of such a stance may be surely a nostalgic viewpoint of pursuing "the image of ideal child in past" . But there is no method to reconsider about essence of "Child Culture" , except grasping diverse aspects of "Child Image" in the past. I consider this article as a case study for proposing an ideal method of the Local Education in the present. On the basis of it, I want to draw a definition of "Child Culture" from a folkloric opinion.

地域保健分野で思春期に対する母子保健の取り組みがなされている.また, 家庭科教育でも母子に関する教育が行われており, 学校教育との効果的な連携が望まれる.そこで, 授業(家庭科・保育)の子供イメージヘの効果を知ることを目的として授業前後の子供イメージをSemantic Differential Method(SD法)を用いて調査した.対象は, 丁高等学校普通科2年生女子157名中, 保育の授業の開始前と終了後の2度の調査用紙の照合が可能であり, 全項目に回答のあった119名である.因子分析により, 「好感度」「対人関係の印象」「生活態度の印象」「情動性の印象」「活動性の印象」「感触の印象」「気性の印象」の7因子を抽出した。そして因子ごとに授業前後の得点を比較した.その結果, (1)「好感度」「対人関係の印象」「生活態度の印象」「情動性の印象」「感触の印象」の5因子が授業後に, より肯定的に変化していた.また, (2)乳幼児との遊び体験の有無が「好感度」を高める要素として重要であると考えられた., The purpose of this study was to clarify the influence of classes about child care in students' child image. The objects was 157 female students of a general course, the 2nd grade of the high school. Questionnaires about child image using Semantic Differential Methods, was undertaken before and after the classes. and 119 objects (75.8%) filled questionnaires completely. From the questionnaires done before the classes, 7 factors of child image were extracted by the factor analysis, named good feeling, impression of personal relationship impression of life attitude impression of sympathy, impression of child activity, impression of touch and impression of temperament. The results were as follows; 1. Five factors good feeling, impression of personal relationship, impression of life attitude impression of sympathy and impression of touch, showed significantly higher scores done after the classes than the before, and those changes were affirmative. 2. The objects of positive past experience of play with child showed significantly higher score of good feeling than the others, and that suggested that this experience was an important element for child image.

The purpose of this study was to investigate the teacher efficacy and images of teacher and child on university students who participated in the Activity of Friendship at Hiroshima University. The survey was taken at the start and the end of an Activity of Friendship. And 86 students were participated in this survey. Results were that negative teacher and child images were significantly increased on the students in the first year and teacher efficacy was significantly increased on the students in the second year. These results indicated that through the Activity of Friendship experience, they get the real nature of the teacher and child on the first year, and have confidence of their skills about teaching on the second year. And these findings were suggested that the experience of the Activity of Friendship from the first year of university is effective in teaching practice they take place in the third year.

Skriveni kurikulum označava vrijednosti koje učenici nauče u školi zbog načina na koji se u školi planira i načina na koji je škola organizirana te kroz osigurana materijalna sredstva. Tako se uče vrijednosti poput društvenih i spolnih uloga, stavova, vrijednosti i drugih aspekata življenja koji se neosviješteno prenose iz generacije u generaciju kao samorazumljive, neupitne, općekulturne, trajne činjenice. Važna karakteristika skrivenog kurikuluma njegova je implicitnost, često skrivena ne samo djeci već i nastavnicima i drugim djelatnicima u odgojno-obrazovnom sustavu. No, skriveni kurikulum ne prenose samo nastavnici već i zajednica i društvo u cjelini, vlast, nastavnici, nenastavno osoblje škole, civilno društvo, vjerske zajednice i mediji. Implicitna teorija ili „teorija u praksi“ odražava vjerovanja i usvojene vrijednosti nastavnika u odnosu na to kako nastavnik vidi dijete, shvaća pojam djetinjstva i koju teoriju učenja zastupa pa se implicitna teorija najizravnije prepoznaje u specifičnom oblikovanju prostora, strukturiranju vremena te raspodjeli uloga i stilu komuniciranja s djecom. Odnos skrivenog kurikuluma i implicitne teorije nastavnika uzajaman je. Jednom naučen skriveni kurikulum postaje sastavni dio implicitne teorije nastavnika, a ona postaje njegovom polugom za subverzivno potkopavanje autonomne i slobodne osobe, namećući vrijednosti potrošačkog društva i oblike društveno prihvatljivog ponašanja. Svi ovi elementi, kao i službeni kurikulum ustanove i zajednica u kojoj ustanova djeluje, solidarno grade pedagošku kulturu ustanove. Nastavnik sa svojim osobnim karakteristikama, pedagoškim kompetencijama i profesionalnom etikom može odgovoriti zamkama skrivenog kurikuluma i svoje implicitne teorije, osvještavajući njihove principe djelovanja isključivo stručnim usavršavanjem i cjeloživotnim učenjem, kao vrijednostima koje treba prenijeti i svojim učenicima., Hidden curriculum pertains to values that pupils learn at school due to the manner in which the school engages in planning, and the way in which the school is organized, through ensured funding. In such a way, pupils learn values such as social and gender roles, attitudes, values and other aspects of life that are transferred without awareness from one generation to the next, as self-understandable and indisputable permanent facts that are part of the general culture. An important characteristic of the hidden curriculum is its implicitness, frequently hidden not only to children, but also to teachers and other staff in the educational system. However, the hidden curriculum is not conveyed only by teachers, but also by the community and society as a whole, including the government, teachers, non-teaching school staff, civil society, religious communities, and the media. Implicit theory, or „theory in practice”, reflects beliefs and adopted values of teachers in regard to how a teacher perceives the child, how is the concept of childhood understood, and which theory of teaching the teacher is advocating, which is why implicit theory can be recognized most clearly in the specific setup of space, the structuring of time, the division of roles, and the style of communication with children. The relation between hidden curriculum and implicit theory is mutual. Once learned, hidden curriculum becomes the constituent part of teacher’s implicit theory, and this theory becomes the teacher’s leverage for subversive undermining of autonomous and free person, imposing the values of consumer society and forms of socially acceptable behavior. All these elements, coupled with the official curriculum of the institution, and the community in which the institution is active, together create the pedagogical culture of the institution. However, a teacher with his/her personal characteristics, pedagogical competences and professional ethics can respond to the traps of the hidden curriculum and his/her implicit theory by bringing to consciousness their modes of action. That can be done solely on the basis of vocational training and life-long learning, as values that the teacher should also transfer to his/her pupils., Unter verdecktem Curriculum versteht man Werte, die sich die Schüler in der Schule durch die Art und Weise der Planung und Organisation der Schularbeit sowie durch die zur Verfügung gestellten materiellen Mittel aneignen. So werden Werte wie soziale und Geschlechtsrollen, Einstelllungen und andere Lebensaspekte angeeignet, die unbewusst von der Generation zur Generation als selbstverständliche, unzweifelhafte, allgenein kulturelle, unveränderliche Tatsachen weitergegeben werden. Eine wichtige Eigenschaft des verdeckten Curriculums ist seine Implizität, die oft nicht nur für die Kinder, sondern auch für die Lehrer und andere Beschäftigte im Bildungs-und Erziehungssystem verdeckt bleibt. Aber das verdeckte Curriculum wird nicht nur von den Lehrern, sondern auch von der gesamten Gemeinschaft und Gesellschaft vermittelt, insbesondere von den Behörden, Lehrern, dem übrigen Schulpersonal, der Zivilgesellschaft, den Glaubensgemeinschaten und Medien. Die implizite Theorie oder „Theorie in der Praxis“ wiederspiegelt Annahmen und angeeignete Werte der Lehrer im Hinblick darauf, wie der Lehrer das Kind sieht, den Begriff der Kindheit versteht und welche Lerntheorie er vertritt, so dass sich die implizite Theorie am offenkundigsten in der spezifischen Raumgestaltung, Zeitstrukturierung sowie der Rollenverteilung und dem Kommunikationsstil mit den Kindern äußert. Das Verhältnis zwischen dem verdeckten Curriculum und der impliziten Lehrertheorie beruht auf Gegenseitigkeit. Das einmal angeeignete verdeckte Curriculum wird zu einem Bestandteil der impliziten Lehrertheorie, und diese wird dessen Hebel für die subversive Untergrabung der autonomen und freien Person, indem sie Werte der Konsumgesellschaft und gesellschaftlich akzeptierte Verhaltensweisen aufzwingt. Alle diese Elemente sowie das offizielle Curriculum, Einrichtungen und Gemeinschaft, in der diese Einrichtungen tätig sind, bauen gemeinsam die pädagogische Kultur der Einrichtung auf. Der Leher kann mit seinen persönlichen Eigenschaften, pädagogischen Kompetenzen und profesioneller Ethik den Fallen des verdeckten Curriculums und seiner impliziten Theorie begegnen, indem er deren Wirkungsprinzipien ausschließlich durch lebenslanges Lernen und professionelle Fortbildung bewusst macht, als Werte, die er auch seinen Schülern vermitteln soll.