hrvatski

Razine djetetove emocionalne dobrobiti i uključenosti kao indikatori kvalitete glazbenih aktivnosti u okviru ranog i predškolskog odgoja i obrazovanja

According to the theoretical model of experiential education (Laevers, 1997), the well-being and involvement of children in activities are fundamental indicators of the quality of the educational process in educational institutions. The aim of the paper is to assess the level of well-being and involvement of eight children (N = 8) aged 3-5 years in the context of conducting musical activities in a preschool institution. The level of these process-oriented variables within the activities of introducing, learning and repeating the counting rhyme through play is the main indicator of their quality. As part of the case study, activities were monitored by the Process Oriented Monitoring System (POMS) – process-oriented tool for monitoring which has been adapted for research purposes, while the level of well-being and involvement of children in activities was assessed by Leuven's Emotional Well-being and Involvement Scales(Laevers et al., 2012). The obtained values of well-being (M = 3.88) and involvement (M = 3.64) of children in the activity ofintroducing/learning the counting rhyme are above the set average values of the theoretical framework (Vandenbroeck, Urban & Peeters, 2016). The observed enthusiasm of children in certain activities as well as the selfinitiated continuation of activities additionally indicates the quality of the educational process and the development of the child's musical competencies. It could be concluded that precisely the adequate interventions of preschool teachers according to the response of the children and the action points of the theoretical framework of experiential education have greatly contributed to the higher level of these values. Preschool teachers as practitioners who work directly with children are at the centre of the educational process and are most responsible for the content and quality of a child's experience (Laevers, 2000).

aktivnost upoznavanja/usvajanja i ponavljanja brojalice ; djeca predškolske dobi ; dobrobit i uključenost ; iskustveno učenje

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