RANI ODGOJ - ISPUNJAVANJE ZAHTJEVA LJUDSKE PRIRODE
UPBRINGING IN THE EARLY AGE – FULFILLING DEMANDS OF HUMAN NATURE

Summary/Abstract: Some recent researches indicate that upbringing in the early age is facing its downfall. What is known as ethno-pedagogical theories of upbringing, which have been acquired over the centuries of existence, are nowadays being replaced by athrapic pedagogy. Educational Anthropology suggests that the reasons for this phenomenon can be found, among others, in the non-fulfilment of the requirements of human (child's) nature. The author of this article argues that early upbringing is a special kind of fulfilling demands of human nature. That is why it is necessary to regard all the requirements of human nature in the process of child development. Recognition and correct interpretation of the signals that a child in his early age is sending is the first requirement for the success of upbringing at an early age. This article emphasizes the significance of pedagogical support of child’s spontaneity and self-activity. In the early age, spontaneity and self-activity should be treated as an anthropological fact, as a manifestation of a requirement of human nature. What is caused by the inner reasons (e.g. learning impulse), what signifies inner initiation is the moving force for the individual development of a child. Early education begins with recognizing child’s movements, impulses and feelings, with recognising his/her reflexive, instinctive and original actions and reactions. Signals that human nature sends must not remain unattended, left without our aid and support. The aim of early upbringing should be drawn from the human nature and the essence of very education, not from something external to it. Educational Anthropology intends to bring together fundamental and general characteristics of human being with principles and methods of education. If it succeeds to fulfil demands of human nature, Educational Anthropology will be able to contribute to resolution of many problems of early upbringing. Only an open and action-oriented Educational Anthropology, that searches for an education that is in harmony with human nature, can function successfully between theory and praxis of upbringing in the early age.

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