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Guitar as an Instrument of Choice for Conducting Music Activities in Nature
No full textU radu se teorijski i praktično pokazuje prednosti korištenja gitare za potrebe provođenja glazbenih aktivnosti u prirodi. U teorijskom dijelu obrađena je literatura koja pokazuje dobrobiti boravka djece na otvorenom, kao i dobrobiti kvalitetno izvedenih glazbenih aktivnosti. Opisana je građa i način sviranja gitare te je obrazloženo zašto je gitara prikladan instrument za izvođenje glazbenih aktivnosti u prirodi. Kako bi se pokazalo da se glazbene aktivnosti mogu jednako uspješno izvoditi i na gitari pristupnik je u praktičnom dijelu rada pripremio pjesme koje se na Fakultetu za odgojne i obrazovne znanosti uobičajeno izvode uz pratnju na klaviru za izvođenje uz pratnju gitare, te ih učinio prikladnima za izvođenje u prirodi.The paper shows the advantages of using the guitar for the purposes of conducting musical activities in nature both theoretically and practically. In the theoretical part, the literature that shows the benefits of children being outdoors, as well as the benefits of quality musical activities, are discussed. The structure and way of playing the guitar is described, and it is explained why the guitar is a suitable instrument for performing musical activities in nature. In order to show that musical activities can be performed equally successfully on the guitar, in the practical part of the paper, the candidate prepared songs that are usually performed with accompaniment on the piano at the Faculty of Education for performance with guitar accompaniment, and made them suitable for outdoor activities
Computational thinking skills assessment of future preschool educators
No full textPregledom dosadašnje relevantne literature može se doći do pretpostavke kako pojam računalnog razmišljanja nije dovoljno zastupljen u ranom i predškolskom odgoju. Stoga je cilj ovog istraživanja utvrditi stavove budućih odgojitelja oko uvođenja aktivnosti računalnog razmišljanja u rani i predškolski odgoj i obrazovanje te procijeniti njihove vještine računalnog razmišljanja. Provedeno je istraživanje kojim su prikupljeni podaci o samoprocjeni vještina računalnog razmišljanja budućih odgojitelja. Istraživanje je provedeno na uzorku od devedeset i dva studenta Ranoga i predškolskog odgoja i obrazovanja na Fakultetu za odgojne i obrazovne znanosti u Osijeku. Također, ovim istraživanjem su prikupljene informacije o stavovima i mišljenjima studenata Ranog i predškolskog odgoja i obrazovanja, odnosno budućih odgojitelja, o uvođenju aktivnosti koje potiču razvoj vještina računalnog razmišljanja. Budući da odgojitelji imaju ključnu ulogu u oblikovanju obrazovnih iskustava djece u ranoj dobi, važno je razumjeti njihove percepcije i spremnost za implementaciju novih pedagoških pristupa koji uključuju računalno razmišljanje. Nakon provedenog istraživanja i analizom podataka dolazi se do zaključka da su pri samoprocjeni vještina računalnog razmišljanja, ispitanici najbolje ocijenili vještinu kreativnosti, dok je najmanje ocjenjena vještina algoritamskog razmišljanja. Budući odgojitelji prepoznaju važnost računalnog razmišljanja u ranom i predškolskom odgoju i obrazovanju te vjeruju da će te aktivnosti pozitivno utjecati na razvoj djece.A review of the existing relevant literature suggests that the concept of computational thinking is not sufficiently represented in early childhood and preschool education. Therefore, the aim of this research is to determine the attitudes of future educators towards the introduction of computational thinking activities in early childhood and preschool education and to assess their computational thinking skills. A study was conducted to collect data on future educators' self-assessment of their computational thinking skills. The research was conducted on a sample of ninety-two students of Early Childhood and Preschool Education at the Faculty of Education in Osijek. Additionally, this research gathered information on the attitudes and opinions of Early Childhood and Preschool Education students, i.e., future educators, regarding the introduction of activities that promote the development of computational thinking skills. Since educators play a key role in shaping the educational experiences of children in early childhood, it is important to understand their perceptions and readiness to implement new pedagogical approaches that include computational thinking. After conducting the research and analyzing the data, it was concluded that in the self-assessment of computational thinking skills, the respondents rated creativity skills the highest, while algorithmic thinking skills received the lowest ratings. Future educators recognize the importance of computational thinking in early childhood and preschool education and believe that these activities will positively impact children's development
Language games in young preschool age
No full textDijete svojim rođenjem počinje komunicirati s okolinom. Prvi znakovi su gugutanje, kratke riječi pa na kraju rečenice. Kako dijete raste tako se i njegov govorni razvoj produbljuje i bogati. Djeca najviše borave sa svojim bližnjima i odgojiteljima u dječjem vrtiću te bi stoga isti trebali osigurati dobro prostorno okruženje koje će razvijati djetetov govor i poticati ga za upoznavanjem okoline i uključivanje u razgovor s drugom djecom. Cilj ovog rada bio je prikazati koje se to jezične igre mogu provoditi s djecom mlađe predškolske dobi i isto tako upoznati s poremećajima koji se mogu javiti kod jezičnog razvoja djeteta.Jezične igre su bitne za daljnji djetetov razvoj, posebice za razvoj jezičnih djelatnosti čitanja i pisanja te samo školovanje. Proučivši relevantnu literaturu u radu su opisane jezične igre i kakav utjecaj imaju na dijete.A child begins to communicate with the environment at birth. The first signs are cooing, short words and then at the end of a sentence. As the child grows, his speech development deepens and enriches. Children spend most of their time with their relatives and teachers in kindergarten, hence they should provide a good spatial environment that will develop the child's speech and encourage him to get to know the environment and engage in conversation with other children. The aim of this work was to show which language games can be played with children of younger preschool age and also to get acquainted with the disorders that can occur in the child's language development. Language games are essential for the child's further development, especially for the development of the language activities of reading and writing and schooling itself. Having studied the relevant literature, the paper describes language games and the impact they have on the child
The most common infectious diseases in children and preventive measures
No full textZarazne bolesti kod djece su česte zbog njihovog nezrelog imunološkog sustava i bliskog kontakta u kolektivima poput škola i dječjeg vrtića. Najčešće zarazne bolesti uključuju prehladu, gripu, vodene kozice, rubeolu, ospice, šarlah, infekcije uha i streptokoknu anginu. Prehladu i gripu uzrokuju virusi, dok su vodene kozice i rubeola virusne infekcije s karakterističnim osipom. Ospice, jedna od najtežih dječjih bolesti, također su virusnog podrijetla i manifestiraju se visokom temperaturom i osipom. Šarlah, bakterijska infekcija streptokokom grupe A, izaziva osip i upalu grla. dok su infekcije uha i grla česte bakterijske ili virusne bolesti. Prevencija ovih bolesti ključna je za zaštitu zdravlja djece. Cijepljenje je najučinkovitija mjera protiv mnogih zaraznih bolesti, uključujući ospice, rubeolu, vodene kozice, gripu i šarlah. Osobna higijena, poput redovitog pranja ruku, ključna je za smanjenje rizika od infekcija. Važno je izbjegavati kontakt s bolesnim osobama i održavati čistoću prostora redovitim čišćenjem i dezinfekcijom. Osiguranje dobre ventilacije u prostorijama također pomaže u smanjenju koncentracije uzročnika bolesti u zraku. Edukacija djece o važnosti higijene, pravilnog kašljanja i kihanja te pravovremeno traženje medicinske pomoći kod prvih znakova bolesti bitni su za sprječavanje širenja infekcija. Kroz ove mjere možemo značajno smanjiti rizik od zaraznih bolesti kod djece i osigurati njihovo zdravlje i dobrobit.Infectious diseases are common among children due to their immature immune systems and frequent close contact in group settings such as schools and kindergartens. The most common infectious diseases include the common cold, flu, chickenpox, rubella, measles, scarlet fever, ear infections, and strep throat. The common cold and flu are caused by viruses, while chickenpox and rubella are viral infections characterized by a distinctive rash. Measles, one of the most severe childhood diseases, is also of viral origin and manifests with high fever and rash. Scarlet fever, a bacterial infection caused by group A streptococcus, causes a rash and sore throat, while ear and throat infections are common bacterial or viral diseases. Preventing these diseases is crucial for protecting children's health. Vaccination is the most effective measure against many infectious diseases, including measles, rubella, chickenpox, flu, and scarlet fever. Personal hygiene, such as regular hand washing, is essential for reducing the risk of infections. It is important to avoid contact with sick individuals and maintain cleanliness of the environment through regular cleaning and disinfection. Ensuring good ventilation in rooms also helps reduce the concentration of pathogens in the air. Educating children on the importance of hygiene, proper coughing and sneezing etiquette, and seeking timely medical assistance at the first signs of illness are vital for preventing the spread of infections. Through these measures, we can significantly reduce the risk of infectious diseases in children and ensure their health and well-being
Features of the stage of intellectual realism in the drawings of the subject teaching scholars
No full textČetiri su razdoblja razvoja dječjeg likovnog izraza. Razlikujemo razdoblja izraţavanja primarnim i sloţenim simbolima te razdoblja intelektualnog i vizualnog realizma. U ovom je radu naglasak stavljen na razdoblje intelektualnog i vizualnog realizma. Intelektualni je realizam razdoblje u kojem učenici crtaju situacije koje su vezane uz njihovo razumijevanje okoline te su orijentirani na precizno prikazivanje vizualnog izgleda elemenata. Nasuprot tome, vizualni je realizam razdoblje u kojem crteži postaju detaljniji i sličniji vizualnoj stvarnosti jer postoji napredak u prikazu proporcije i perspektive (Grgurić, Jakubin, 1996). Glavna je zadaća ovoga rada kroz analizu crteža učenika predmetne nastave odrediti koja se obilježja intelektualnog realizma pojavljuju u radovima i pomoću rezultata objasniti zašto do toga dolazi. Cilj je ovoga istraživanja otkriti i analizirati zastupljenost obilježja razdoblja intelektualnog realizma u crtežima učenika predmetne nastave. Uzorak je obuhvatio 82 crteža učenika od 5. do 8. razreda jedne osječke osnovne škole. Crteži su prikupljeni tijekom četiri dvosata likovne kulture gdje su učenici imali zadatak nacrtati prostor svojeg budućeg radnog mjesta. Rezultati su istraživanja pokazali da se u višim razredima osnovne škole pojavljuju obilježja intelektualnog realizma, iako bi učenici te dobne skupine trebali pripadati razdoblju vizualnog realizma. Najviše se zastupljenih obilježja intelektualnog realizma pojavljuje u šestom najviše, a najmanje u sedmom razredu. U petom i osmom razredu prisutan je podjednak postotak obilježja intelektualnog realizma u crtežima učenika. Naime, većina učenika u svojim crtežima pokazuje povećanu sposobnost zapažanja i prenošenja vizualnih elemenata, međutim njihovi crteži postaju tehnički neprecizni i sadržajno siromašni. Manipuliranjem elementima poput veličine ljudskoga lika ili predmeta, zatim prevaljivanjem, rasklapanjem i prozirnim prikazom elemenata te korištenjem obrnute i vertikalne te poliperspektive učenici žele naglasiti prostor, ali i njegovu dubinu te zato koriste obilježa razdoblja intelektualnog realizma.There are four periods of development of children's artistic expression. We distinguish periods of expression by primary and complex symbols and periods of intellectual and visual realism. In this work, emphasis is placed on the period of intellectual and visual realism. Intellectual realism is a period in which students draw situations that are related to their understanding of the environment and are oriented towards the precise presentation of the visual appearance of the elements. In contrast, visual realism is a period in which drawings become more detailed and similar to visual reality because there is progress in the representation of proportion and perspective (Grgurić, Jakubin, 1996). The main task of this work, through the analysis of the drawings of the students of the subject teaching, is to determine which features of intellectual realism appear in the works and use the results to explain why this happens. The aim of this research is to discover and analyze the representation of the characteristics of the period of intellectual realism in the drawings of the students of the course in question. The sample included 82 drawings of students from the 5th to the 8th grade of an elementary school in Osijek. The drawings were collected during four two-hour art classes where the students had the task of drawing the space of their future workplace. The results of the research showed that the characteristics of intellectual realism appear in the upper grades of elementary school, although students of that age group should belong to the period of visual realism. The most represented features of intellectual realism appear in the sixth most, and the least in the seventh grade. In the fifth and eighth grades, an equal percentage of the characteristics of intellectual realism in students' drawings are present. Namely, most students show an increased ability to observe and convey visual elements in their drawings, but their drawings become technically imprecise and content poor. By manipulating elements such as the size of a human figure or object, then by covering, unfolding and transparently depicting the elements and using reverse perspective, vertical perspective and polyperspective, students want to emphasize space, but also its depth, and that is why they use the characteristics of the period of intellectual realism
Celiac disease in preschool children
No full textCelijakija je bolest tankog crijeva koja uzrokuje doživotno nepodnošenje glutena. Ovaj tip bolesti je stečen i doživotan a poznati su i različiti tipovi celijakije kao što su tipična, atipična, tiha i latentna. Sami simptomi celijakije mogu biti klasični crijevni simptomi koji se odnose na poremećaje u probavi te izvancrijevni simptomi. Kod djece se prvi simptomi najčešće očituju između 7. i 24. mjeseca života. Nakon uočenih simptoma celijakije slijedi dijagnosticiranje bolesti te liječenje. Jedini način da se ova bolest tretira i izliječi je konzumiranje bezglutenske prehrane što podrazumijeva izbjegavanje namirnica koje u sebi sadrže gluten. Iz tog razloga vrlo je važno da djeca koja sudjeluju u odgojno-obrazovnom procesu imaju pristup bezglutenskoj prehrani. Zbog svega navedenog smanjuje se kvaliteta života djece oboljele od celijakije. Specifičnost ove bolesti sprječava djecu u bezbrižnom obavljanju svakodnevnih aktivnosti, putovanju i boravku na javnim mjestima. Moguća je pojava i socijalne isključenosti zbog nerazumijevanja okoline. Uz smanjenu kvalitetu života djece smanjuje se i kvaliteta života njihove obitelji. Roditelji imaju važnu ulogu u životu oboljele djece kao njihova podrška i vodilja kroz sam postupak liječenja. Oni također imaju i važnu ulogu u komunikaciji s odgojiteljima i ostalim stručnim osobljem koji sudjeluje u odgojno-obrazovnom procesu. Odgojitelj ima važnu ulogu u životu djece oboljele od celijakije s obzirom na količinu vremena koju odgojitelj provodi s djetetom, on mora stvoriti poticajno i sigurno okruženje. Celijakija se i dalje smatra kao nedovoljno prepoznat javnozdravstveni problem te kao nepoznanica mnogim osobama. Od iznimne je važnosti educirati roditelje, odgojitelje, oboljelu djecu te njihovu okolinu kroz različite radionice, predavanja, edukativne priručnike i slično. U samu edukaciju su se uključili i mnogi dječji vrtići te udruge kako bi podigle svjesnost o ovoj bolesti.Celiac disease is a disease of the small intestine that causes lifelong gluten intolerance. This type of disease is acquired and lifelong, and different types of celiac disease are known, such as typical, atypical, silent, and latent. Celiac symptoms themselves can be classic intestinal symptoms related to digestive disorders and extraintestinal symptoms. In children, the first symptoms usually appear between 7 and 24 months of age. After the symptoms of celiac disease are observed, the disease is diagnosed and treated. The only way to treat and cure this disease is to eat a gluten-free diet, which means avoiding foods that contain gluten. For this reason, children participating in the educational process must have access to a gluten-free diet. Because of all of the above, the quality of life of children with celiac disease decreases. The specificity of this disease prevents children from carefree performing daily activities, traveling, and staying in public places. The appearance of social exclusion due to misunderstanding of the environment is also possible. Along with the reduced quality of life of children, the quality of life of their families also decreases. Parents play an important role in the lives of sick children as their support and guidance throughout the treatment process itself. They also play an important role in communication with educators and other professional staff who participate in the educational process. The educator has an important role in the life of children with celiac disease, considering the amount of time the educator spends with the child, he must create a stimulating and safe environment. Celiac disease is still considered an insufficiently recognized public health problem and is unknown to many people. It is extremely important to educate parents, educators, sick children, and their environment through various workshops, lectures, educational manuals, and the like. Many kindergartens and associations joined the education itself to raise awareness about this disease
Importance of material and spatial conditions in kindergartens considering visual impairment in children
No full textDječji vrtić mjesto je koje je djetetu, uz obitelj, sljedeća stanica u kojoj se razvija njegova socijalizacija. Svako dijete ima pravo na obrazovanje, pa tako i djeca s posebnim odgojno- obrazovnim potrebama. Poznavajući sve razvojne faze djeteta i posebnu potrebu djeteta, koja se u ovome radu odnosi na djecu s oštećenjem vida, odgojitelj uz pomoć roditelja i ostalih stručnih suradnika provodi inkluziju djeteta u vrtić, a kasnije se njegova socijalizacija proširuje na sve sfere socijalnog života. U inkluziji djeteta s oštećenjem vida u dječji vrtić odgojitelju uvelike pomaže prostor koji ima ulogu dodatnog odgojitelja. Dobra organizacija prostorno- materijalnih uvjeta ključna je za poticanje osjećaja sigurnosti kod djece s posebnim potrebama. Prostorno okruženje olakšava svakodnevne aktivnosti djeteta te doprinosi razvijanju djetetovih socijalnih vještina i kognitivnog razvoja. Odgojitelji imaju važnu ulogu u prilagodbi okruženja, kako bi osigurali da svako dijete može razviti svoje vještine na najbolji mogući način. Važno je djeci pružiti odgovarajuću podršku te prilagoditi prostor u koji je potrebno uključiti posebne materijale kako bi djeca s oštećenjem vida mogla aktivno sudjelovati u vrtićkim aktivnostima. Svakom djetetu potrebno je pristupiti individualno, a u izgradnji individualnog plana potrebna je suradnja roditelja, odgojitelja i stručnjaka, kako bi zajedno stvorili uvjete za uspješnu inkluziju djeteta u vrtićku skupinu. Prostorno-materijalni uvjeti, uz pravilne pedagoške intervencije ključni su za stvaranje okruženja koje podržava razvoj djece s oštećenjem vida i omogućuju im da se osjećaju ravnopravnim članovima zajednice. Ovim se završnim radom želi istaknuti važnost kontinuirane edukacije odgojitelja i prilagodbe prostora kako bi se zadovoljile potrebe sve djece, uključujući i djecu s oštećenjem vida. Također, rad pruža smjernice i preporuke za unapređenje prakse u dječjim vrtićima.A kindergarten, alongside the family, is the next station in a child's life where their socialization develops. Every child has the right to education, including children with special educational needs. Understanding the various stages of a child’s development and specific needs, in this case referring to children with visual impairments, the educator, with the help of parents and other professional associates, facilitates the inclusion of the child into the kindergarten. Later, this socialization extends to all spheres of social life. In the inclusion of a visually impaired child into a kindergarten, the educator is greatly supported by the environment, which acts as an additional educator. Good organization of the spatial and material conditions is crucial for fostering a sense of security in children with special needs. The spatial environment facilitates the child’s daily activities and contributes to the development of their social skills and cognitive growth. Educators play a significant role in adapting the environment to ensure that each child can develop their skills in the best possible way. It is essential to provide appropriate support to children and to adapt the environment by incorporating specific materials so that children with visual impairments can actively participate in kindergarten activities. Every child requires an individual approach, and in creating an individualized plan, collaboration between parents, educators, and professionals is necessary to create conditions for the successful inclusion of the child into the kindergarten group. The spatial and material conditions, along with appropriate pedagogical interventions, are key to creating an environment that supports the development of children with visual impairments and ensures they feel like equal members of the community. This final paper aims to emphasize the importance of continuous education for educators and the adaptation of space to meet the needs of all children, including those with visual impairments. The paper also provides guidelines and recommendations for improving practices in kindergartens
Expression of emotions as a communication skill
No full textEmocije su pokretači raspoloženja svakog čovjeka. Njihova uloga jest povezivanje pojedinca sa svijetom ljudi, događaja i stvari. Prve emocije koje dijete izražava često su reakcije na ugodu ili neugodu. Pozitivno emocionalno stanje izražava se pozornim gledanjem, gugutanjem i smiješkom, dok se neugodno emocionalno stanje izražava mrštenjem, plačem i izrazom gađenja. Događaji u ranom djetinjstvu djeteta imaju utjecaj na cjelokupni razvoj djeteta, a dimenzije koje se smatraju najvažnijima su fizičke, socijalno-emocionalne i kognitivne. Također, rane interakcije imaju važnu ulogu u oblikovanju emocionalnih, socijalnih i kognitivnih vještina djeteta. Socijalizacija je važan proces u kojem dijete stječe znanje, socijalne vještine, socijalnu osjetljivost te ponašanja koja mu omogućuju integraciju u različite skupine. Emocionalni razvoj utječe na djetetovo razumijevanje sebe i svijeta oko sebe, kao i na njegovo samopouzdanje, socijalne odnose te sposobnosti da se nosi s izazovima. Cilj je rada dati pregled relevantne literature o komunikacijskoj vještini izražavanja (verbaliziranja) emocija. Rad će pregledom relevantne literature ukazati na potrebu unaprjeđenja čovjekovih komunikacijskih vještina koje se odnose na prepoznavanje i verbaliziranje emocija kao jednog od preduvjeta uspješne komunikacije.Emotions are the drivers of every person's mood. Their role is to connect the individual with the world of people, events and things. They are divided into positive (happiness, surprise) and negative (sadness, fear, anger, disgust). The first emotions a child expresses are often reactions to pleasure or discomfort. A positive emotional state is expressed by staring, cooing, and smiling, while an unpleasant emotional state is expressed by frowning, crying, and an expression of disgust. Events in a child's early childhood have an impact on the child's overall development, and the dimensions that are considered the most important are physical, social-emotional and cognitive. Also, early interactions play an important role in shaping a child's emotional, social and cognitive skills. Socialization is an important process in which a child acquires knowledge, social skills, social sensitivity and behaviors that enable him to integrate into different groups. Emotional development affects the child's understanding of himself and the world around him, as well as his self-confidence, social relationships and ability to cope with challenges. The aim of the paper is to provide an overview of the relevant literature on the communication skill of expressing (verbalizing) emotions. Through a review of the relevant literature, the paper will point out the need to improve human communication skills related to the recognition and verbalization of emotions as one of the prerequisites for successful communication
Evidence-Based Education in Discourse around the Concept of Bildung
No full textThe aim of this study lies in the use of theoretically comparative and historically methodological approaches to elaborate, compare, and recapitulate the features, history and the relationship of evidence-based education and the concept of Bildung. The relationship of the continental European didactic and Anglo-American curricular tradition, as well as to the meaning of teacher autonomy and (inter)national external evaluations of student achievements will be given special attention. Evidence-based education degrades teacher autonomy. Constituting the synergy of these two concepts can be considered the contemporary Holy Grail of education, which will probably not be found in the theoretical-methodological differences
Text awareness as a prereading and prewriting skill
No full textIskustva djeteta te kvaliteta okruženja u kojem se nalazi od najranije dobi značajno utječu na razvoj njegovih vještina, znanja i budućih navika u životu. Dijete koje je od malih nogu izloženo tisku te aktivnostima čitanja i pisanja ima veću vjerojatnost razvijanja predvještina čitanja i pisanja. Kako bi proces opismenjavanja imao pozitivan ishod, neophodno je da roditelji, odgojitelji i drugi stručnjaci kontinuiranom suradnjom osiguraju najbolje uvjete i temelje potrebne za taj proces prije početka djetetovog formalnog obrazovanja. Kvalitetno planirane aktivnosti i sadržaji koji su prilagođeni interesima, sposobnostima i dobi djece mogu značajno pridonijeti njihovom jezičnom razvoju. Razvoj jezičnih vještina ključan je za kasniji djetetov školski uspjeh. Praćenje razvoja rane pismenosti obuhvaća sljedeće vještine: fonološku svjesnost, imenovanje slova, rječnik, pripovijedanje, interes za tisak te koncept tiska. Cilj ovoga rada jest pregled literature o važnosti poticanja svjesnosti o tekstu kao predvještini čitanja i pisanja te opis strategija za poticanje svjesnosti o tekstu. Rad se temelji na teorijskim spoznajama i postojećim hrvatskim i inozemnim istraživanjima o svjesnosti o tekstu.A child’s experiences and the quality of the environment they are in from an early age significantly influence the development of their skills, knowledge, and future habits in life. A child exposed to print and engaged in reading and writing activities from a young age is more likely to develop prereading and prewriting skills. For the literacy process to have a positive outcome, it is essential that parents, educators, and other professionals continuously collaborate to ensure the best conditions and foundations for this process before the child starts formal education. Well-planned activities and content tailored to the interests, abilities, and age of children can significantly contribute to their language development. The development of language skills is crucial for the child’s later school success. Monitoring early literacy development encompasses the following skills: phonological awareness, letter naming, vocabulary, storytelling, interest in print and the concept of print. The aim of this paper is to provide an overview of the literature on the importance of promoting print awareness as a prereading and prewriting skill and to describe strategies for fostering print awareness. The paper is based on theoretical knowledge and existing Croatian and international research on print awareness