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Even though the tradition of kindergartens in Croatia is a long one, it is only since the last decade that kindergartens in the Republic of Croatia have been regarded as communities that learn. For many years, the function of traditional kindergartens was determined by the philosophy and the beliefs of a totalitarian socialistic social order which, with the transition to democracy, accepted new paradigms about a child's development, learning, institutional upbringing and the education ofdoi:10.5430/wje.v2n3p49 fatcat:t6k5qklitvf6taewkv7uf6c4ui