AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
A child is accepted in its diversity. The child has many ways to
communicate with the caregiver in the educational environment.
Conventional language (typical for the adult population) is only
one possible way. The caregiver should take care to create an
accepting and accommodating educational environment, in
which the child has the ability to choose and change the way
they communicate with the him/her. Crying, shouting, laughing,
silence, and so on., are the speeches by which the child
communicates with the caregiver. The caregiver is supposed to
obtain a way of communication from the child that will be
beneficial for both.
The recommended conjunction of a common
speech code is play in which the child has the opportunity to
alternate ways of communicating. As part of the educational
process, there is direct speech in communication with the child.
Inclusion of unknown concepts within the communication with
the child is based on the belief that the child learns by becoming
more familiar with the subjects, together with their conceptual
designation. Terms that are not directly linked to objects in the
child's environment can be misrepresented by the child. The
diversity of the child is a manifestation of its uniqueness, even
though its actions in the educational group bear common
features (which also depends on the setting of educational
conditions). It must always be borne in mind that every child is
unique in pedagogical terms. The caregiver avoids denying the
uniqueness of the children brought up by him in the educational
group; on the contrary, he/she changes and regulates his/her
educational behaviour, in terms of respect for the diversity of
each child. Pedagogical significance is unambiguous; The
purpose of educating a child is to let it be aware of itself and its
potential, so that the child can realize what it can (already) do.
Self-awareness of the child is a prerequisite for accepting oneself
as a competent human being.
It is accepted that a child needs a safe educational environment
filled with the appropriate interior and subjects / objects, to
support the process of education to act actively. Pedagogical
significance is contained in the idea that children need to be
given the appropriate space, which is an educational challenge
for them, but also a space in which they will feel safe and
fearless. A safe educational environment is a space in which a
child receives benefits from educating. The educational process
should take place in the corresponding spaces where the external
factors are in accordance with the set educational conditions.
One of the pedagogical principles is the principle of
systematically protecting a child from harm, danger or any threat
and to spend all material and human resources on it, as well as to
pay attention to its health. At the same time, this principle is a
humane commitment to the youngest (defenseless) generation.
It is accepted that educational communication is paramount.
Educational communication is an essential educational tool, so it
must be conducted intentionally, prudently and responsibly. The
caregiver speaks through it with the child, and it responds to the
call with its speech and action. The child's communication is
usually straightforward, which means that the caregiver can
derive the child's needs from it and determine the content of the
communication, i.e., what the child wants to communicate to the
him/her. The whole educational action unfolds from the nature,
form, and content of the communication. The educational
consequences affect it, and therefore it should be conducted in
favor of the child's educating goals. Ideas, messages, references,
requirements, guidelines, instructions, approvals, etc., anchored
in words (sentences), affect the thinking and action of
individuals. The meaning of the proceedings lies in the words by
which people describe and execute the action. The caregiver
should take care of what words and phrases he/she chooses (and
how he/she puts them into sentences), because they influence
educational events. Steady communication makes it possible for
the child to clarify what the caregiver requires from the child.
Communicating in the process of educating the youngest
generation,
should be clear, concise, concrete and
understandable.
Such communication prevents confusion and
allows the educated child to focus its actions on what is and may
be, and on what is not and must not, and therefore, what is
specifically required from the child's action. The pedagogical
principle in communication means talking to a child, listening to
a child and speaking with the child in such a way, that the
caregiver is aware of the meaning, value of the words and their
impact on the behavior (actions) of the educated child, with
regard to the educational situation.
It is accepted that educating is an intangible act, which means
accepting the fact that the caregiver treats intangible educational
tools, while acting in an intangible process of education. The
content and intent of education must therefore be communicated
appropriately and clearly. Educational activities and actions must
be accompanied by clarifying communication. Some educational
activities can be materialized (that is, to do something with the
use of material resources), but the process of education is a
strong idea (it is not possible to fully apply law to it) - the
processes of education are based on the so-called “strong
thoughts”, concretizing the actions of the caregiver and the
educated and their believing in those strong thoughts. All the
more so, the process of educating requires a caregiver's full
awareness of the intentions, goals, processes and consequences
of education. The procedure is influenced by the rules governing
the child's self-control, thus promoting its development. The
pedagogical principle of nursery (caregiver's) education reflects
his/her personal belief in the meaningfulness of the educating
process, which is deliberate action based on the awareness of
strong educational ideas. It is accepted that the process of
educating is a certain relationship between the caregiver and the
educated child/children. This relationship is an interaction,
mutual interaction, demonstrated in communication, action, play,
care, in various educational activities, but also in eating,
sleeping, staying outside, in greetings, and so on. To act
synergistically means not to go against the educated, but to find
harmony with them. It means going together, following the
educational action and goal. The relationship between the
caregiver and educated is to be based on trust. The relationship is
also filled with educational means, with the use of which the
caregiver intends to provoke concrete educational changes in the
process of education. Human behavior has its consequences
(which applies equally to educating), and it is therefore good if
children at an early age realize this. The child learns by
observation and imitation, so the caregiver's behavior should be
thoughtful (not arbitrary), systematic (not random) and targeted
(not aimless). Thus, a child can get an idea (experience) that the
interaction of the caregiver and the child being raised is a
human-enriching and mutually reshaping relationship. The
relationship should also be based on the mutual respect of the
caregiver towards the child and vice versa. Unilaterality has no
place in such a process. To create such a relationship, such
qualities as consistency, exemplarity, accountability and justice
must be developed. Educational reality tends to be varied,
educational situations can be both educationally challenging and
simple, but they can never remain without the caregiver avoiding
at least the four mentioned qualities. The clarity of the signals in
the form of these qualities allowe the child to create respect
towards the caregiver and itself. The pedagogical principle of
creating and maintaining a relationship between the caregiver
and the child being educated, is based on the fact that the
caregiver's action is responsible and encourages the child to
enter into a (co-educational) relationship. It is accepted that
educating requires the establishment of boundaries and rules, and
their respect. An adult, a caregiver is a model for a child. The
caregiver should be the model to observe the rules, by presenting
the child that the actions of man, people are subject to the rules,
that no one should act arbitrarily and act against the will of
others. The borderlessness of the proceedings is in contradiction
with the educator's thinking, because the boundaries and rules
are one of the educational means of the process of education.
The boundaries define the area of action, and this space can be
filled by the child's / childrens' independent, active, conscious
and creative action. The added value of such a child's action, in
the space bounded by educational principles, is goal-oriented
action. Children up to the age of three demand room for self-
active action, and the caregiver applies the rules to make the
child's educational practice useful. The rules are tied to the
process of self-control, and this requires that they be clear,
unambiguous, reasonable, and proportionate to the child's
educational experience, because only then they can pursue a
thoughtful arrangement of the daily order in educating. The child
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