Kvalitet vaspitanja na ranim uzrastima kroz perspektivu društvene podrške dečjoj igri: analiza prakse obrazovne politike u Srbiji

Abstract

Igra je svevremenski, sveprožimajući i višestruko značajan aspekt ljudskog života i ima ključnu ulogu u razvoju i učenju dece na ranim uzrastima. Kompleksnost društvenog konteksta i savremenih uslova življenja često je stavljaju u ugrožen i zapostavljen položaj i ova tendencija postaje sve prisutnija u svetu današnjice. Otud se na nivou međunarodne obrazovne politike kao i na nivou obrazovnih politika pojedinih zemalja ulaže poseban napor za definisanje društvene podrške dečjoj igri. Sa ciljem da identifikujemo koliko se kroz praksu obrazovne politike u Srbiji dečja igra podržava, sproveli smo istraživanje primenom matrice analize sadržaja na odabranim dokumentima zvanične obrazovne politike i analizu sadržaja delatnosti nevladinog sektora usmerenog na decu i obrazovanje. Rezultati istraživanja pokazuju da na nivou obrazovne politke problematika dečje igre ostaje svedena na program predškolskog vaspitanja i obrazovanja i predškolske ustanove, a da društvena podrška dečjoj igri ostaje „ničiji prostor“, kao i na nekonzistentnost u razumevanju deteta i detinjstva i prirode njegovog učenja i razvoja pa time i dečje igre. Nedovoljna posvećenost podrške dečjoj igri izostaje i u nevladinom sektoru gde ne postoji niti jedna organizacija kojoj je to primarna delatnost, pa su mere svedene na nekontinuirane, pojedinačne i parcijalne akcije. Ovaj rad može biti povod za promišljanje i preuzimanje odgovornosti za položaj igre i njenu plansku društvenu podršku.

The play is timeless, pervading and multiple important aspect of human life and plays a key role in the development and learning of children at early ages. The complexity of the social context and contemporary living conditions often places it in a vulnerable and neglected position and this tendency is becoming more and more present in the world today. Hence, at the level of international education policy as well as on the level of educational policies of individual countries special effort is being invested to define social support for child’s play. With an aim to identify measures and actions through which educational policy and practice in Serbia supports the child’s play, we conducted research using a matrix of content analysis on selected documents of official educational policy and content analysis of activities of non-governmental sector aimed at children and their education. The research results show that on the level of educational policy problem of child’s play remains reduced to a preschool education program and preschool institutions, and that supporting child’s play remains ‘nobody’s area’, as well as the inconsistency in the understanding of child and childhood and the nature of their learning and development and thus child’s play as well. Insufficient commitment to supporting child’s play also lacks in the NGO sector where there is no organization who’s primary activity is play, so the actual measures have been reduced to non-continuous, individual and partial actions. This article may be cause for reflection and taking responsibility for the state of play and planning social support for it.