Budućnost pedagoškog odnosa u dječjem vrtiću

Odnose među ljudima u odgoju i obrazovanju proučava relacijska pedagogija. Pedagoški odnos je odnos između djeteta i odgojitelja u odgojno obrazovnom kontekstu, a u ovom radu je definiran kroz različite dimenzije. Uvažavajući te dimenzije, provedeno je istraživanje anticipiranja budućnosti pedagoškog odnosa sa studentima preddiplomskog i diplomskog studija ranog i predškolskog odgoja i obrazovanja. Istraživanja budućnosti imaju vrijednost za (buduće) odgojitelje, ali i za sve sudionike odgojno-obrazovnog procesa. Istraživanje je rađeno metodom fokus grupa, na uzorku od ukupno 32 sudionika. Uočene su sličnosti u anticipiranju budućnosti pedagoškog odnosa koje studenti obje skupine planiraju ostvariti u pedagoškoj praksi. U scenarijima budućnosti najviše su promišljali o implementiranju pedagoškog autoriteta i dječjem pristajanju uz autoritet, te pedagoškom taktu, kao dimenzijama pedagoškog odnosa. Kvaliteta pedagoškog odnosa bitan je čimbenik djelotvornosti odgojno-obrazovnog procesa, te ju je potrebno aktivno kritički razmatrati, istraživati i analizirati. Human relations in education are studied by relational pedagogy. Pedagogical relation refers to a relations established between an educator and a child in an educational context, and in this paper it is determined by various dimensions. While taking those dimensions into account, research was conducted to investigate the anticipation of the pedagogical relations in the future among the students of early and preschool education on different educational levels (BA and MA levels). Futures studies have value for (future) educators, but also for all participants in the educational process. The research was conducted in focus groups with a total of 32 participants. Among both groups of students, similarities were found in their manner of anticipating the future of the pedagogical relations, which the students of both groups plan to realize in pedagogical practice. In the scenario planning of the future, they mostly thought about the implementation of pedagogical authority and children's compliance with authority, as well as pedagogical tact, as dimensions of the pedagogical relationship. The quality of the pedagogical relations is an important factor in the effectiveness of the educational process, and it is necessary to actively and critically research it.