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Role of riddles in the development of pre-reading skills in preschool children
No full textSvaki roditelj želi da mu dijete bude dobar učenik pa polazak u školu i snalaženje u njoj ima posebnu ulogu u daljnjem djetetovu razvoju. Za svaki polazak u školu nisu potrebne nikakve posebne pripreme već bi to trebao biti slijed razvoja i odgoja djeteta. U ovom završnom radu ukazano je na neophodnu i odgovarajuću suradnju roditelja i odgojitelja kako bi taj polazak u školu bio što bezbolniji i što uspješniji. Također je ukazano na važnost govora u razvoju djeteta od rođenja do predškolskog uzrasta, odnosno od prvih glasova pa do slaganja rečenica. Razvoj govora prikazan je kroz dobne skupine djeteta, ukazujući na sve veću aktivnost razmišljanja djeteta o jeziku. U predčitačkim vještinama opisan je razvoj predčitačkih vještina koje opisuju napredak djeteta u stjecanju osnovnih sposobnosti potrebnih za čitanje, kao što su prikaz funkcije i svrhe pisanog jezika, tehničke karakteristike pisma te uporaba glasovne strukture riječi. Posebno je naglašeno i obrazloženo kvalitetno okruženje za razvoj predčitačkih vještina, s osvrtom na jednostavne književne oblike izdvajajući zagonetke kao vesele, radosne i vrlo omiljene igre predškolske djece.Every parent wants their child to be a good student, so starting school and adapting to it plays a special role in the child's further development. For every school start no special preparations are needed; it should be a natural progression of the child's development and upbringing. In this final paper, the essential and appropriate cooperation between parents and educators to make the school start as smooth and successful as possible is highlighted. The importance of speech in the child's development from birth to preschool age, from the first sounds to constructing sentences is emphasized. The development of speech through the child's age groups that indicate the child's increasing activity in thinking about language is illustrated. In pre-reading skills, the development of pre-reading skills is described, outlining the child’s progress in acquiring the basic abilities necessary for reading, such as understanding the function and purpose of written language, the technical characteristics of writing, and the use of the phonological structure of words. It is emphasized and described how the importance for the development of pre-reading skills, with a focus on simple literary forms, highlighted riddles as joyful, cheerful, and very popular games among preschool children is a quality environment
Use of tambura in music activities with preschool children
No full textGlazbene sposobnosti ishod su nasljednog čimbenika te stečenog znanja neformalnim i formalnim putem, a ponajprije se odnose na mogućnost uspješnog djelovanja i savladavanja konkretnog glazbenog zadatka, te se razvijaju u poticajnoj sredini koja doprinosi stvaranju estetskoga odnosa prema umjetnosti. U vrtiću one postaju razvijenije i snažnije kada se provode kroz svakodnevne glazbene aktivnosti. Redovito sudjelovanje u glazbenim aktivnostima također potiče kreativnost, samopouzdanje i timski rad, dok istovremeno pruža zadovoljstvo i emocionalno izražavanje djeci. Glazbena aktivnost pjevanja pjesama je najviše zastupljena u radu s djecom predškolske dobi. S obzirom na njenu zastupljenost u radu s djecom predškolske dobi ona pridonosi razvoju glazbenih sposobnosti: sluha, ritma, pamćenja, kulture glasa te vještina pjevanja. Glazbena aktivnost pjevanja najčešće se provodi uz instrumentalnu pratnju klavira, no akcijskim istraživanjem koje je opisano u ovome radu potvrđeno je da je glazbene aktivnosti moguće provesti i koristeći alternativni instrument tamburu te da djeca vrlo rado prihvaćaju tamburu kao instrument pri provedbi glazbenih aktivnosti. Tambura kao narodno žičano glazbalo nudi priliku da djeca stječu znanje o kulturnom naslijeđu i tradiciji te paralelno razvijaju ljubav prema glazbi.Musical abilities are the result of hereditary factors and informally and formally acquired knowledge, primarily related to the possibility of successful performance and mastering of a specific musical task, and also develop in a stimulating environment that contributes to the creation of an aesthetic relationship to art. In kindergarten they become more developed and stronger when they are carried out through daily musical activities. Regular participation in musical activities also encourages creativity, confidence and teamwork, while providing children with satisfaction and emotional expression. The musical activity of singing songs is most prevalent in work with children of preschool age. Considering its representation in work with children of preschool age, it contributes to the development of musical abilities: hearing, rhythm, memory, voice culture and singing skills. The musical activity of singing is most often carried out with the instrumental accompaniment of the piano, but the action research described in this paper confirmed that musical activities can also be carried out using an alternative instrument, tambura, and that children are very happy to accept tambura as an instrument when performing musical activities. Tambura, as a folk string instrument, offers the opportunity for children to acquire knowledge about cultural heritage and tradition, and at the same time develop a love for music
Fairy tales as motivation for encouraging reading in preschool age
No full textOvaj završni rad bavi se temom bajki i utjecaja čitanja bajki na djecu. Bajke su vrsta književnoga djela koje karakteriziraju čudesni likovi, radnje, situacije, a u kojima dobro uvijek pobjeđuje zlo, ljubav pobjeđuje mržnju, iracionalne su i nadnaravne. U bajkama je moguće sve, a gotovo se sve bajke sastoje od istih dijelova, a to su uvod, zaplet, uspon, vrhunac, obrat te rasplet situacije na kraju. Bajka je primjerena djeci, ali mora biti pomno odabrana u skladu sa dječjom dobi kako bi njezin utjecaj bio pozitivan i učinkovit. Bajke omogućavaju djeci da se rasterete, poistovjete, razvijaju empatiju i promišljaju o njoj, događajima i situacijama te im se pomoću bajke pruža mogućnost da se riješe vlastitih problema i strahova, a taj se postupak naziva biblioterapija. U planiranju odgojno-obrazovnih aktivnosti u dječjem vrtiću odgojitelji moraju izabrati primjerenu bajku te u cijeloj sobi dnevnoga boravka omogućiti djeci da se nakon pročitane bajke mogu izraziti o toj temi na različite načine. U ovome radu koji za cilj ima istražiti potiču li bajke kod djece motivaciju za čitanjem, analiziranjem stručne literature došlo je do saznanja kako bajke na djecu utječu pozitivno i negativno, s tim da je veći postotak pozitivnoga utjecaja, ali je važno kvalitetno čitati, pričati i osmisliti aktivnosti vezane za bajke koje su primjerene djeci i koje im se nude. Čitanjem bajki djeci kod djece se razvija govor, slušne sposobnosti, mašta, kreativnost, motorika, koncentracija, sposobnost zaključivanja i donošenja odluka, rješavanje problema, opisivanje svijeta te se djeca oslobađaju od straha i negativnih emocija. Djeci je potrebno čitati bajke i o tome je važno osvijestiti odrasle koji toj djeci moraju biti uzor i koji djeci moraju i mogu omogućiti da im se čita jer će u konačnici to postati djeca koja čitaju.This final paper deals with the topic of fairy tales and the influence of reading fairy tales on children. Fairy tales are a type of literary work characterized by miraculous characters, actions, situations, in which good always wins over evil, love wins over hate, they are irrational and supernatural. Everything is possible in fairy tales, and almost all fairy tales consist of the same parts, which are the introduction, the plot, the rise, the climax, the twist and the denouement of the situation at the end. A fairy tale is appropriate for children, but it must be carefully selected in accordance with the children's age in order for its influence to be positive and effective. Fairy tales enable children to relieve themselves, identify, develop empathy and reflect on it, events and situations, and with the help of fairy tales they are given the opportunity to get rid of their own problems and fears, and this procedure is called bibliotherapy. When planning educational activities in kindergarten, educators must choose an appropriate fairy tale and in the entire living room, enable children to express themselves about the topic in different ways after reading the fairy tale. In this paper, which aims to investigate whether fairy tales stimulate children's motivation to read, by analyzing professional literature, it was found out that fairy tales have a positive and negative effect on children, with a higher percentage of positive influence, but it is important to read, talk and devise activities related to fairy tales that are appropriate for children and that are offered to them. Reading fairy tales to children develops speech, auditory skills, imagination, creativity, motor skills, concentration, the ability to reason and make decisions, solve problems, describe the world, and children are freed from fear and negative emotions. Children need to read fairy tales, and it is important to make adults aware of this, who must be role models for these children and who must and can allow children to be read to, because ultimately they will become children who read
The history of Antin
No full textZavršni rad pod naslovom “Povijest Antina” temelji se na analizi literature koja donosi povijest Antina od prvog pisanog spomena mjesta u izvorima 1276. sve do suvremenog doba. Danas je Antin dio Općine Tordinci koja u svoj sastav ubraja 4 sela. Tordinci, Antinska Mlaka, Korođ (mađ. Kórógy) i sam Antin. Geografskim položajem nalazi se između tri velika grada Slavonije, Osijeka, Vukovara i Vinkovaca – zato ga često zovemo srcem našeg kraja. Završni rad počinje s prvim pisanim spomenima mjesta Antin, a nastavlja se njegovom poviješću kroz Osmansko Carstvo, Habsburšku Monarhiju i 20. stoljeće. Kroz cijeli završni rad bit će prikazane zemljopisne fotografije. Drugi dio završnog rada odnosi se na povijest slavonskog ruha (narodne nošnje) s naglaskom na svatove i svatovske običaje. Posljednje poglavlje posvećeno je vjerskoj zajednici i misama zahvale u Antinu. Antin je mala zajednica koja je bogata poviješću i kulturnom baštinom, te pruža uvid u tradicionalni način života. Osnovano u davnim vremenima, selo je svjedok mnogih povijesnih događanja koja su oblikovali sudbinu ovog kraja. Od prvih naselja i srednjovjekovnih tvrđava do turbulentnih vremena, Antin je uvijek pronalazio način da opstane i zadrži svoj jedinstveni identitet. Stare kuće ukrašene cvjetnim vrtovima, prostrana mirisna polja, zvuci tamburice i stari begeš pričaju priču o bogatstvu Antina.The thesis titled " History of Antin" is based on an analysis of literature that presents the history of Antin from the first written mention of the place in sources from 1276 up to modern times. Today, Antin is part of the Municipality of Tordinci, which includes four villages: Tordinci, Antinska Mlaka, Korođ (Hungarian: Kórógy), and Antin itself. Geographically, it is located between three major cities of Slavonia: Osijek, Vukovar, and Vinkovci, which is why it is often called the heart of our region. The thesis begins with the first written mentions of Antin and follows its history through the Ottoman Empire, the Habsburg Monarchy, and modern 20th Century. Throughout the thesis geographical photographs will be presented. The second part of the thesis focuses on the history of Slavonian attire (folk costumes) through weddings and wedding customs. The last chapter of this thesis will be dedicated to the religious community and thanksgiving masses in Antin. Antin is a small community with rich history and cultural heritage, offering insight into the traditional way of life. Founded in medieval times, the village has witnessed many historical events that have shaped the destiny of this region. From the first settlements and medieval fortresses to turbulent times, Antin has always found a way to endure and maintain its unique identity. Old houses adorned with flower gardens, expansive fragrant fields, the sounds of the tamburica, and the old bass tell the story of Antin's richness
Orff's instruments in classroom teaching
No full textCarl Orff, istaknuti skladatelj i glazbeni pedagog, dao je značajan doprinos glazbenom obrazovanju kroz razvoj jednostavnih dječjih instrumenata koje mi danas znamo pod nazivom „Orffov instrumentarij“. Taj instrumentarij uključuje razne ritamske i melodijske udaraljke, po uzoru na indonezijski Gamelan orkestar. Instrumenti su prilagođeni djeci kako bi mogli s njima lako rukovati i svirati. On je kombinirao elemente ritma, melodije, pokreta i igre kako bi aktivno uključio učenike u proces učenja. Njegova metoda, Orff-Schulwerk, temelji se na ideji da je glazba univerzalni jezik koji djeca mogu prirodno razumjeti i izražavati kroz igru i kretanje. Orffova metoda potiče djecu da se izražavaju kroz improvizaciju i kreativnost. Učenik kroz sviranje razvija osjećaj za ritam, metar, preciznu koordinaciju, ali i suradnju. Svirati se ne mora samo na instrumentima, može se svirati i pomoću vlastitog tijela, odnosno tjeloglazbom. Ljudsko tijelo je glazbeni instrument koji svi imamo pa svoje tijelo možemo smatrati ritmičkom udaraljkom i na taj način stvarati glazbu. Ovaj rad je usmjeren na poticanje češće upotrebe Orffovog instrumentarija u razrednoj nastavi. Provedenom anketom ćemo utvrditi koliko često učitelji koriste Orffov instrumentarij u nastavi te za koje aktivnosti ga provode. Također ćemo istražiti zastupljenost Instrumentarija u školama te koliko su učitelji upoznati s Orffovim instrumentarijem.Carl Orff, a prominent composer and music educator, made a significant contribution to music education through the development of simple children's instruments known today as "Orff instruments". This instrumentarium includes various rhythmic and melodic percussion instruments, inspired by the Indonesian Gamelan orchestra. The instruments are adapted for children to handle and play easily. Orff combined elements of rhythm, melody, movement, and play to actively engage students in the learning process. His approach, Orff-Schulwerk, is based on the idea that music is a universal language that children can naturally understand and express through play and movement. Orff's method encourages children to express themselves through improvisation and creativity. Through playing these instruments, students develop a sense of rhythm, meter, precise coordination, and collaboration. Music-making doesn’t have to be limited to instruments; it can also involve using the body, known as "body percussion". The human body is a musical instrument that we all possess, allowing us to create music through rhythmic movement. This study aims to promote the more frequent use of Orff instruments in elementary education. Through a conducted survey, we will assess how often teachers utilize Orff instruments in their teaching and for which activities. Additionally, we will explore the prevalence of Orff instrumentarium in schools and teachers' familiarity with it
The impact of the template approach in visual activities on children's artistic creativity
No full textLikovne aktivnosti koje se provode u vrtiću mogu pomoći djeci u razvoju likovnog stvaralaštva i kreativnost. Međutim, kada se djeci tijekom tih aktivnosti nude šablonski pristupi, tada se ta mogućnost narušava i ometa razvoj tih sposobnosti. Ovo istraživanje bavi se utjecajem šablonskog pristupa likovnim aktivnostima na dječje likovno stvaralaštvo u predškolskim ustanovama. Cilj istraživanja bio je analizirati i procijeniti kako primjena šablona u likovnim aktivnostima utječe na razvoj dječje kreativnosti, individualnosti i likovno-tehničkih vještina. Istraživanje je provedeno u dva vrtića, s prvom skupinom djece koja učestalo rade unutar šablonskog pristupa te s drugom skupinom djece kojoj je omogućen slobodni stvaralački pristup. Rezultati su pokazali da djeca iz prve skupine pokazuju manju sigurnost u vlastite likovne sposobnosti i manje su motivirana za likovne aktivnosti, dok su djeca iz druge skupine bila samouvjerena, rado govorila o svojim radovima i iznosila originalne ideje.Art activities conducted in kindergarten can help children develop artistic creativity and imagination. However, when children are offered template-based approaches during these activities, the potential for developing these skills is hindered, disrupting their growth. This research examines the impact of template-based approaches on children's artistic creativity in preschool institutions. The study aimed to analyze and assess how using templates in art activities affects the development of children's creativity, individuality, and artistic-technical skills. The research was conducted in two kindergartens: one group of children frequently engaged in template-based activities, and another group allowed free creative expression. The results showed that children in the first group demonstrated less confidence in their artistic abilities and were less motivated for art activities, while children in the second group were confident, eagerly discussed their work, and presented original ideas
Shaping children's socio-emotional skills within a family
No full textObiteljsko okruženje ključno je za razvoj socio-emocionalnih vještina kod djece. Emocionalna podrška roditelja omogućava djeci prepoznavanje i adekvatno izražavanje svojih emocija. Modeliranjem pozitivnih emocionalnih reakcija i socijalnih ponašanja, roditelji omogućuju djeci usvajanje vještina kao što su empatija, samokontrola i učinkovita komunikacija. Obiteljski kontekst također pruža prilike za učenje socijalnih vještina kroz interakciju s članovima obitelji, uključujući suradnju, poštovanje i rješavanje sukoba. Postavljanje jasnih granica i dosljedna primjena disciplina pomažu djeci u razumijevanju odgovornosti i samodiscipline. Poticaj za izražavanje misli i osjećaja kroz otvorene razgovore i kreativne aktivnosti doprinosi razvoju emocionalne pismenosti i sposobnosti artikulacije. Kroz pružanje podrške i priznanja za postignuća, obitelj igra ključnu ulogu u jačanju samopouzdanja kod djece. Kombinacija ove podrške, modeliranja i pozitivnih poticaja unutar obiteljskog okruženja stvara čvrst temelj za razvoj emocionalne stabilnosti i socijalne kompetencije kod djece.The family environment is crucial for the development of socio-emotional skills in children. Parental emotional support enables children to recognize and appropriately express their emotions. By modeling positive emotional reactions and social behaviors, parents facilitate the acquisition of skills such as empathy, self-control, and effective communication. The family context also provides opportunities for learning social skills through interactions with family members, including cooperation, respect, and conflict resolution. Establishing clear boundaries and consistent discipline helps children understand responsibility and self- discipline. Encouraging the expression of thoughts and feelings through open conversations and creative activities contributes to the development of emotional literacy and articulation skills. By providing support and recognition for achievements, the family plays a key role in strengthening children’s self-confidence. The combination of this support, modeling, and positive reinforcement within the family environment creates a solid foundation for the development of emotional stability and social competence in children
Challenges of Virtual Learning and Teaching Adults
No full textAlthough it is an integral part of the regulation and is an indispensable part of working peo-ple, recently there is an increasing number of people of the third age who are actively in-volved in the process of lifelong education, most of whom are not working. Lifelong educa-tion is understood nowadays as a lifestyle, but also as a growing need of every individual, regardless of age, (un)employment, work experience. The possibility of virtual participation in various forms of acquiring additional knowledge, skills and competences has bridged the gap between the place of residence of the partici-pants and the place of competence acquisition. The virtual environment saved the partici-pants additional time that they would otherwise have to take when arriving and leaving the training place, but also provided an easier organization of current working hours. The learner's possibilities of taking part in education are numerous in the modern era, from contact to online educational programs, training, or retraining to learning entertainment con-tent that will satisfy the personal interests and needs of the individual. Online educational programs have contributed to overcoming the limitations imposed by the distance of the participants' residence from the place of teaching, as well as by the time limit. Although there are numerous advantages of virtual learning and teaching, it also presents a significant challenge for middle-aged and elderly people who did not grow up with modern technology that accompanies this type of education. This paper investigates the advantages and disad-vantages of virtual learning and teaching using two research methods: the Focus Group method and the Causal-Layer Anaysis method
Education for sustainable development on family farms
No full textOdgoj i obrazovanje za održivi razvoj trebaju biti sveobuhvatni i dio cjeloživotnog učenja, provodeći se na svim razinama obrazovanja. Odgoj i obrazovanje za održivi razvoje najbolje se odvija kroz praktične aktivnosti u prirodi poput šetnji, izleta te posjeta obiteljskim poljoprivrednim gospodarstvima. Djeca koja odrastaju ili povremeno borave na takvim gospodarstvima imaju priliku učiti kroz iskustvo, razvijajući svijest o očuvanju okoliša i odgovornom ponašanju prema prirodi. Ovo okruženje potiče stvaranje radnih navika, zajedništvo i povezanost s obitelji.. Ključna je usklađenost odgajatelja s načelima održivog razvoja, što pozitivno utječe na razvoj dječje osjetljivosti prema održivosti. Partnerstvo roditelja i odgajatelja te autonomija djeteta važni su za uspjeh ovog obrazovanja. Igra i ekološke aktivnosti pomažu djeci u učenju i razvijanju emocionalne osjetljivosti, dok boravak na obiteljskim poljoprivrednim gospodarstvima obogaćuje njihovo djetinjstvo i učenje iz prve ruke.Early and childhood education for a sustainable environment should be a part of lifelong learning, carried out at all levels of education. Education for a sustainable development is best carried out through practical acitivities in nature such as walks, excursions and visits to family farms. Children who grow up or occasionally stay on such farms have the opportunity to learn from experience, developing awareness of environmental preservation and responsible behavior towards nature. This surrounding encourages the formation of work habits, togetherness and connection to the family...The key is the compilance of educators with the principles of sustainable development, which positively affects the development of children's sensitivity to sustainability. The partnership of parents and educators are the autonomy of the child are important for the success of this education. Play and environmental activities can help children learn and develop emotional sensitivity, while staying on family farms enriches their childhood and first- hand learning
Preschool teacher's role and support to children with autism spectrum disorders
No full textCilj je ovog teorijskog rada prikazati i opisati uključenost odgojitelja u radu s djecom s poremećajem iz spektra autizma, analizom suvremene i relevantne literature bit će prikazan poremećaja iz spektra autizma sa svim svojim obilježjima. Završni rad napisan je u pet poglavlja i bavi se obilježjima poremećaja iz spektra autizma, inkluzijom djece s poremećajem iz spektra autizma u redoviti odgojno- obrazovni program i kakvu ulogu imaju odgojitelji u radu s djecom s poremećajem iz spektra autizma. Autizam je pervazivni razvojni poremećaj koji se javlja u prve tri godine života, a traje cijeli život. Promjene ponašanja vide se u motoričkom, intelektualnom, emotivnom i socijalnom području. Inkluzija djece s poremećajem iz spektra autizma u redoviti odgojno-obrazovni program sve češća je praksa pa je samim time odgojitelji postaju svakodnevica u životu djeteta s poremećajem iz spektra autizma. Odgojitelj treba svoje kompetencije unaprjeđivati i dodatno se educirati za rad s djecom s poremećajem iz spektra autizma.The aim of this theoretical paper is to show and describe the involvement of educators in working with children with autism spectrum disorders, by analyzing contemporary and relevant literature, autism spectrum disorders will be presented with all its characteristics. The final thesis is written in five chapters and deals with the characteristics of autism spectrum disorder, the inclusion of children with autism spectrum disorder in the regular educational program and the role of educators in working with children with autism spectrum disorder. Autism is a pervasive developmental disorder that appears in the first three years of life and lasts a lifetime. Behavioral changes are seen in the motor, intellectual, emotional and social areas. The inclusion of children with autism spectrum disorder in the regular educational program is an increasingly common practice, and thus educators become a daily part of the life of a child with autism spectrum disorder. Educators need to improve their competences and get additional education for working with children with autism spectrum disorder