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Model for Developing Respect for Diversity at Early and Preschool Age

Authorized Users Only
2017
Authors
Bouillet, Dejana
Miškeljin, Lidija
Article (Published version)
Metadata
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Abstract
Respect for diversity implies acceptance and respect for living beings and their dignity, and the realisation of justice as a principle of life. This includes a high level of sensitivity of adults for children and the sensitization of children for others: peers, family members, environment, and the overall living environment. It is about shaping the educational approach based on accepting the rights of people to freely express their own identity and understand their own rights, obligations, and responsibilities, as well as the rights, obligations, and responsibilities of others. Upon application of programmes and targeted activities in kindergartens, children learn to include, respect and accept members of various vulnerable groups. This paper presents how the application of the model for development of respect for diversity contributes to the increasing importance of understanding and respect for differences among parents and children of early and preschool age. This is done by evalua...ting the application of the Respect for Diversity and Peace Building manual on a sample of children and parents from 41 preschools which operate in the following four countries: Serbia (16 preschool institutions, 20 educational groups), Croatia (11 preschool institutions, 14 educational groups), Montenegro (3 preschools, 6 educational groups), and Macedonia (11 preschool institutions, 16 educational groups). The results show that early and preschool-age children are willing to communicate with children of different characteristics and that this choice is not affected by the identity of the children belonging to vulnerable groups (such as Roma children and children with development difficulties). In addition, it was found that parents recognise the importance of early and preschool education, and aim to increase respect for diversity. They also understand the importance of family education in this process. The model that was applied led to statistically significant differences between children and parents towards diversity.

Keywords:
relationships according to attitude towards diversity / parents' convictions / educational model of respect for diversity / early and preschool education
Source:
Croatian Journal of Education, 2017, 19, 4, 1265-1295
Publisher:
  • Fac Teacher Education, Zagreb
Funding / projects:
  • European Union

DOI: 10.15516/cje.v19i4.2567

ISSN: 1848-5189

WoS: 000429940000009

Scopus: 2-s2.0-85042273565
[ Google Scholar ]
1
1
URI
http://reff.f.bg.ac.rs/handle/123456789/2349
Collections
  • Radovi istraživača / Researcher's publications - Odeljenje za pedagogiju
Institution/Community
Pedagogija / Pedagogy
TY  - JOUR
AU  - Bouillet, Dejana
AU  - Miškeljin, Lidija
PY  - 2017
UR  - http://reff.f.bg.ac.rs/handle/123456789/2349
AB  - Respect for diversity implies acceptance and respect for living beings and their dignity, and the realisation of justice as a principle of life. This includes a high level of sensitivity of adults for children and the sensitization of children for others: peers, family members, environment, and the overall living environment. It is about shaping the educational approach based on accepting the rights of people to freely express their own identity and understand their own rights, obligations, and responsibilities, as well as the rights, obligations, and responsibilities of others. Upon application of programmes and targeted activities in kindergartens, children learn to include, respect and accept members of various vulnerable groups. This paper presents how the application of the model for development of respect for diversity contributes to the increasing importance of understanding and respect for differences among parents and children of early and preschool age. This is done by evaluating the application of the Respect for Diversity and Peace Building manual on a sample of children and parents from 41 preschools which operate in the following four countries: Serbia (16 preschool institutions, 20 educational groups), Croatia (11 preschool institutions, 14 educational groups), Montenegro (3 preschools, 6 educational groups), and Macedonia (11 preschool institutions, 16 educational groups). The results show that early and preschool-age children are willing to communicate with children of different characteristics and that this choice is not affected by the identity of the children belonging to vulnerable groups (such as Roma children and children with development difficulties). In addition, it was found that parents recognise the importance of early and preschool education, and aim to increase respect for diversity. They also understand the importance of family education in this process. The model that was applied led to statistically significant differences between children and parents towards diversity.
PB  - Fac Teacher Education, Zagreb
T2  - Croatian Journal of Education
T1  - Model for Developing Respect for Diversity at Early and Preschool Age
EP  - 1295
IS  - 4
SP  - 1265
VL  - 19
DO  - 10.15516/cje.v19i4.2567
ER  - 
@article{
author = "Bouillet, Dejana and Miškeljin, Lidija",
year = "2017",
abstract = "Respect for diversity implies acceptance and respect for living beings and their dignity, and the realisation of justice as a principle of life. This includes a high level of sensitivity of adults for children and the sensitization of children for others: peers, family members, environment, and the overall living environment. It is about shaping the educational approach based on accepting the rights of people to freely express their own identity and understand their own rights, obligations, and responsibilities, as well as the rights, obligations, and responsibilities of others. Upon application of programmes and targeted activities in kindergartens, children learn to include, respect and accept members of various vulnerable groups. This paper presents how the application of the model for development of respect for diversity contributes to the increasing importance of understanding and respect for differences among parents and children of early and preschool age. This is done by evaluating the application of the Respect for Diversity and Peace Building manual on a sample of children and parents from 41 preschools which operate in the following four countries: Serbia (16 preschool institutions, 20 educational groups), Croatia (11 preschool institutions, 14 educational groups), Montenegro (3 preschools, 6 educational groups), and Macedonia (11 preschool institutions, 16 educational groups). The results show that early and preschool-age children are willing to communicate with children of different characteristics and that this choice is not affected by the identity of the children belonging to vulnerable groups (such as Roma children and children with development difficulties). In addition, it was found that parents recognise the importance of early and preschool education, and aim to increase respect for diversity. They also understand the importance of family education in this process. The model that was applied led to statistically significant differences between children and parents towards diversity.",
publisher = "Fac Teacher Education, Zagreb",
journal = "Croatian Journal of Education",
title = "Model for Developing Respect for Diversity at Early and Preschool Age",
pages = "1295-1265",
number = "4",
volume = "19",
doi = "10.15516/cje.v19i4.2567"
}
Bouillet, D.,& Miškeljin, L.. (2017). Model for Developing Respect for Diversity at Early and Preschool Age. in Croatian Journal of Education
Fac Teacher Education, Zagreb., 19(4), 1265-1295.
https://doi.org/10.15516/cje.v19i4.2567
Bouillet D, Miškeljin L. Model for Developing Respect for Diversity at Early and Preschool Age. in Croatian Journal of Education. 2017;19(4):1265-1295.
doi:10.15516/cje.v19i4.2567 .
Bouillet, Dejana, Miškeljin, Lidija, "Model for Developing Respect for Diversity at Early and Preschool Age" in Croatian Journal of Education, 19, no. 4 (2017):1265-1295,
https://doi.org/10.15516/cje.v19i4.2567 . .

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