| Sažetak | Tema ovog rada su rizični i zaštitni čimbenici u osnovnoškolskom obrazovanju. O količini izloženosti djece pozitivnim i negativnim utjecajima dijelom ovisi kakvi će u budućnosti biti ljudi, pozitivni ili negativni, uspješni ili neuspješni, sposobni ili nesposobni, sretni ili nesretni, agresivni ili dobroćudni. Škola je druga zajednica po važnosti, koja nakon obitelji, ima ključnu ulogu u razvoju
djeteta. U njoj dijete razvija i prakticira međuljudske odnose, u njoj se naučena ponašanja modificiraju i razvijaju, ali se uče i nova. Povećavanje količine zaštitnih čimbenika uz istovremeno smanjenje rizičnih, u svakoj obrazovnoj ustanovi će sigurno rezultirati boljim napretkom djece u učenju, a posljedično povećanjem zadovoljstva kako samog djeteta ostvarenim uspjehom i
napretkom, tako i učitelja i djelatnika obrazovne ustanove koji svakodnevno ulažu veliki napor u njihov odgoj i obrazovanje samo s jednim ciljem: da postanu što bolji ljudi s izraženim talentima unutar svojih sposobnosti i sklonosti. Rad prikazuje provedeno istraživanje rizičnih i zaštitnih čimbenika u Osnovnoj školi dr. Vinka Žganca u Zagrebu. Cilj istraživanja je utvrditi postojanje zaštitnih i rizičnih faktora koji mogu neposredno utjecati na obrazovni proces učenika i postizanje obrazovnih rezultata.
Specifičnost istraživanja je u tome što je ono provedeno u multinacionalnoj školi od 730 učenika od kojih 10-ak posto učenika pripada romskoj nacionalnoj manjini koju karakteriziraju drugačije i posebne kulturološke, imovinske i socijalne prilike, različiti i specifični obrasci ponašanja prema djeci, poglavito kada je u pitanju obrazovanje, što veoma često dovodi do pružanja slabije potpore u obrazovanju, a posljedično do čestih izostanaka djece s nastave ili ranijeg izlaženja iz obrazovnog sustava.
Rad obuhvaća i analizu zakonodavnog okvira, analizu nacionalne strategije prevencije poremećaja u ponašanju djece i mladih u razdoblju 2009. do 2012. godine i analizu izvješća o provođenju strategije koja je postavila ciljeve, rokove provedbe i financijska sredstva, a sve sa svrhom uspostave sustava identifikacije rizičnih čimbenika i rizičnog ponašanja učenika, praćenje tih rizika te njihovog otklanjanja u odgojno-obrazovnom procesu. Na kraju rada su prikazani rezultati istraživanja i donesen je slijedeći zaključak: školsko okruženje može samo djelomično utjecati na smanjenje rizičnih faktora ili pojačanje zaštitnih, a
obje vrste čimbenika najviše dolaze i utječu na djecu iz obiteljskog okruženja. |
| Sažetak (engleski) | The topic of this paper are risk and protective factors in primary school education. The amount of children's exposure to positive and negative influences depends on what kind of people they will be in the future, positive or negative, successful, or unsuccessful, competent, or incompetent, happy, or unhappy, aggressive, or benevolent. The school is the second most important community, which, after the family, plays a key role in the development of a child. In it, a child develops and practices interpersonal relationships, in it learned behaviors are modified and developed, but new ones are also learned. Increasing the amount of protective factors while simultaneously reducing the risk factors in every educational
institution will surely result in better learning progress of children, and consequently increase the child’s satisfaction with the achieved success and progress, as well as the satisfaction of teachers and employees of the educational institution, who put a great effort into their education with only one goal: to become as good people as possible with expressed talents within their abilities and preferences. The paper presents the research carried out on risk and protective factors in the Elementary School of dr. Vinko Žganac in Zagreb. The aim of the research is to determine the existence of protective and risk factors that can directly affect the educational process of pupils and the achievement of educational results. The specificity of the research is that it was conducted in a multinational school of 730 pupils, of which about 10 percent of them belong to the Roma national minority, which is characterized by different and special cultural, economic and social conditions, different and specific patterns of behavior towards children, especially when it comes to education,
which very often leads to less support in education, and consequently to frequent absences of children from classes or early exit from the education system. The paper also includes an analysis of the legislative framework, an analysis of the national strategy for the prevention of behavioral disorders in children and young people in the period from
2009 to 2012 and an analysis of the report on the implementation of the strategy that set goals, implementation deadlines and financial resources, all with the purpose of establishing a system for identifying risk factors and risky behavior of pupils, monitoring these risks and their elimination in the educational process. At the end of the paper, the results of the research are presented, and the following conclusion is reached: the school environment can only partially affect the reduction of risk factors or the strengthening of protective ones, and both types of factors mostly come from and affect children within the family environment. |
