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Posture in preschool children
No full textDržanje tijela kod djece predškolske dobi jedan je od ključnih elemenata njihovog razvoja i čini temelj cjelokupnog zdravljahu predškolskoj dobi kao i sve držanje je još uvijek u razvoju, pod utjecajem sazrijevanja središnjeg živčanog sustava, mišićne snage i fleksibilnosti. Pravilno držanje je ključno za održavanje ravnoteže i sprječavanje budućih problema s mišićno-koštanim sustavom, kao što su skolioza, kicoša i lordoza. U ovom ćemo radu pobliže ispitati čimbenike koji utječu na držanje u djece predškolske dobi, uobičajene posturalne probleme u ovoj dobi te važnost ranog otkrivanja i intervencije. Također ćemo raspravljati o metodama za procjenu i ispravljanje držanja za promicanje zdravog tjelesnog razvoja. Ovim istraživanjem nastojimo naglasiti ključnu ulogu koju držanje ima u osiguravanju zdrave i aktivne budućnosti djece.Posture in preschool children is one of the key elements of their development and forms the basis of overall health. In preschool age, like all posture, it is still developing, under the influence of the maturation of the central nervous system, muscle strength and flexibility. Correct posture is essential for maintaining balance and preventing future musculoskeletal problems such as scoliosis, kyphosis, and lordosis. In this paper, we will examine in more detail the factors that influence posture in preschool children, common postural problems at this age, and the importance of early detection and intervention. We will also discuss methods for assessing and correcting posture to promote healthy physical development. With this research, we aim to emphasize the key role that posture plays in ensuring a healthy and active future for children
Tests of assessing the level of development of motor skills in preschool children
No full textCilj ovoga rada bio je istražiti testove i baterije testova za procjenu motoričkih sposobnosti kod djece predškolske dobi. Ovi testovi provode se sa ciljem praćenja djetetovog razvoja kako bi se utvrdilo razvija li se dijete pravilo i u skladu sa svojom dobi te kakve su mu specifične motoričke sposobnosti s obzirom na usmjeravanje u pojedini sport. Dosadašnja istraživanja koja su provedena na testovima za procjenu motoričkih sposobnosti pokazala su kako rezultati mjerenja mogu ovisiti o brojnim čimbenicima. Pojedini testovi nisu u potpunosti pouzdani jer ovise o brojnim čimbenicima, od dobi, spola, genetike, općeg zdravlja djece i dr., a ovise i o pripremi djece za izvođenje testa jer su istraživanja pokazala bolje rezultate kod djece koja su bila pripremljena na izvođenje motoričkoga zadatka i kod djece koja su nekoliko puta ponovila istu aktivnost.In this paper, the motor ability of children is defined, i.e., motor knowledge and motor abilities are explained, and the tests that assess the degree of motor readiness of a child to start school, i.e. the degree of development of abilities or knowledge, have been researched. These tests are carried out with the aim of monitoring the child's development in order to determine whether the child is developing normally and in accordance with his age, and the researches conducted on the measurement tests have shown that the measurement results depend on numerous factors and that it is not possible to accurately confirm the influence whether on the results of higher motor skills or motor skills of children. The tests are not completely reliable because they depend on a number of factors, such as age, gender, genetics, general health of the children, etc., and also depend on the preparation of the children for performing the test, as research has shown better results in children who were prepared to perform the motor task and in children who repeated the same activity several times
National parks of Velebit
No full textOvaj rad opisuje hrvatsku planinu Velebit kao jednu od ključnih čimbenika hrvatske nacionalne baštine. Rad opisuje kako su nastali nacionalni parkovi u svijetu i Hrvatskoj, koji su kriteriji potrebni kako bi se neko područje proglasilo nacionalnim parkom. Rad se usmjerio na Nacionalne parkove Velebita, odnosno na Nacionalni park Paklenica i Nacionalni park Sjeverni Velebit, gdje se dao naglasak na gemorfologiju parkova, kulturnu baštinu parkova, floru i faunu te naposljetku na turizam u istima. U radu se spominje i važnost hrvatske planine Velebit u Domovinskom ratu te opisuje Nacionalne parkove kao turistička odredišta i sve čimbenike vezane uz turizam i (ne)kulturu turista i očuvanje prirode nacionalnih parkova.This paper describes the Croatian mountain Velebit as one of the key factors of Croatia's national heritage. It discusses the origins of national parks worldwide and in Croatia, the criteria required for designating an area as a national park. The focus is on the Velebit National Parks, specifically Paklenica National Park and Northern Velebit National Park, emphasizing the parks' geomorphology, cultural heritage, flora, fauna, and tourism. The paper also mentions the significance of the Croatian mountain Velebit during the Homeland War (Domovinski rat) and describes the national parke as tourist destinations, highlighting all factors related to tourism, the culture of tourists, and the preservation of the parks' natural environment
Parental assessment of the prevalence of children suspected of behavioral disorders in primary school: ADHD, antisocial and emotional disorders
No full textIstraživanja na temu mentalnog zdravlja i problema u ponašanju prema procjeni roditelja vrlo su rijetka u Hrvatskoj i nema previše podataka o tome. Osnovni cilj ovog rada bio je istražiti i utvrditi prevalenciju različitih poremećaja kod djece prema roditeljskim procjenama te usporediti koje se poteškoće najčešće javljaju prema mišljenju roditelja. U istraživanju je sudjelovalo 109 roditelja učenika nižih razreda osnovnih škola, s područja Osječko-baranjske županije, od kojih je 91,7% ženskog spola, a 8,3% muškog spola. Najveći postotak sudionika pripadao je dobnoj skupini od 31 do 40 godina, njih 60,55%. Roditelji su popunili online anketni upitnik, koji se sastojao od NICHQ Vanderbilt skale za procjenu dijagnostičke ljestvice pomoći u dijagnostici ADHD-a. Rezultati istraživanja pokazali su kako roditelji kod svoje djece procjenjuju više eksternaliziranih poremećaja nego internaliziranih te da procjenjuju više antisocijalnih i emocionalnih simptoma negoli simptoma ADHD-a. Međutim, istraživanjem je utvrđeno da ne postoji statistički značajna razlika u procjeni simptoma ADHD-a procijenjenih od strane roditelja u Hrvatskoj u odnosu na reprezentativne studije u svijetu i SAD-u te kako ne postoji značajna razlika u procjeni simptomaantisocijalnih i emocionalnih poremećaja procijenjenih od strane roditelja u Hrvatskoj u odnosu na reprezentativne studije u svijetu i SAD-u.Research on the topic of mental health and behavior problems based on parental assessment is very rare in Croatia and there is not much information about it. The main goal of this paper was to investigate and determine the prevalence of various disorders in children according to parental assessments, and to compare which difficulties occur most often according to parents' opinion. The participants in this research were 109 parents of students in lower grades of elementary school from Osijek-Baranja County, of which 91.7% were female and 8.3% were male. The largest percentage of participants belonged to the age group of 31 to 40 years, 60.55% of them. Parents completed an online survey questionnaire, which consisted of the NICHQ Vanderbilt Scale for Assessment of ADHD Diagnostic Aids Scale. The results of the research showed that parents estimate more externalizing disorders than internalizing disorders in their children, and that they estimate more antisocial and emotional symptoms than ADHD symptoms. However, the research found that there is no statistically significant difference in the assessment of ADHD symptoms assessed by parents in Croatia compared to representative studies in the world and the USA, and that there is no significant difference in the assessment of symptoms of antisocial and emotional disorders assessed by parents in Croatia compared to representative studies in the world and the USA
Application of the digital tool Genially in early childhood education and care
No full textDigitalni alati postaju sve zastupljeniji u institucijama ranog i predškolskog odgoja i obrazovanja. U ovom završnom radu analizirana je primjena digitalnog alata Genially u ranom i predškolskom odgoju i obrazovanju, s posebnim naglaskom na razvoj digitalnih vještina i kompetencija djece. Kroz teoriju i praktični primjer prikazano je kako se Genially koristi u različitim obrazovnim kontekstima, uključujući stvaranje interaktivnih igara, kvizova, vizualnih prezentacija i animiranih priča. Alat omogućuje odgojiteljima da osmisle obrazovni sadržaj koji nije samo vizualno privlačan, već i interaktivan, što pomaže povećati angažman djece i potiče ih da budu proaktivni u učenju. Cilj ovog rada je istražiti kako primjena Genially-ja može doprinijeti ostvarenju ciljeva Nacionalnog kurikuluma ranog i predškolskog odgoja i obrazovanja, s fokusom na razvoj digitalnih kompetencija, komunikacije, suradnje i kritičkog mišljenja. Analiziran je konkretni primjer aktivnosti kreirane korištenjem Geniallyja, a rezultati su pokazali da sama aktivnost promiče većinu vrijednosti, dobrobiti, kompetencija i načela.Digital tools are becoming increasingly prevalent in early childhood and preschool education institutions. This thesis analyzes the use of the digital tool Genially in early childhood and preschool education, with a particular focus on the development of children's digital skills. Through theory and practical examples, it demonstrates how Genially is used in various educational contexts, including the creation of interactive games, quizzes, visual presentations, and animated stories. The tool enables educators to design educational content that is not only visually appealing but also interactive, which helps increase children's engagement and encourages them to be proactive in learning. The aim of this paper is to explore how the application of Genially can contribute to achieving the goals of the National Curriculum for Early Childhood and Preschool Education, with a focus on the development of digital competencies, communication, collaboration, and critical thinking. A specific example of an activity created using Genially was analyzed, and the results showed that the activity itself promotes most of the values, benefits, competencies, and principles
Empathy development in early childhood
No full textCilj rada je istražiti pojam empatije kao jednu od pet ključnih sastavnica emocionalne inteligencije, uz emocionalnu samospoznaju, reguliranje ponašanja, samomotivaciju i socijalne vještine. Ona se sastoji od afektivne komponente, koja podrazumijeva osjećanje emocija drugih ljudi, i kognitivne komponente, koja uključuje razumijevanje i "čitanje" tuđih emocionalnih stanja. Autori opisuju pojavu empatije već u najranijoj dobi kroz prepoznavanje i oponašanje osjećaja, te da se postupno razvija kroz socijalno učenje i regulaciju emocija. Teorije ukazuju da razumijevanje i prakticiranje empatije doprinose boljoj komunikaciji, smanjenju konflikata i općem moralnom razvoju tijekom odrastanja. Različiti autori ističu važnost njegovanja empatije od najranije dobi kako bi se osigurao zdrav emocionalni i socijalni razvoj pojedinca. Temperament igra ključnu ulogu u razvoju empatije kod djece. Regulacija emocija kod djece razvija se postupno kroz interakciju s primarnim skrbnicima i učeći kako se prilagoditi okolini. Interakcije s vršnjacima pomažu djeci da bolje razumiju emocije i ponašanja drugih, što je bitno za razvoj empatije i socijalne kompetencije. Razlike u emocionalnoj osjetljivosti između djevojčica i dječaka oblikuju se pod utjecajem kulturalnih očekivanja, pri čemu roditelji posvećuju više pažnje emocionalnim reakcijama djevojčica. Na kraju, roditelji i odgojitelji imaju veliku obvezu u razvoju empatije kod djece, bilo kroz pozitivan model emocionalnog izražavanja ili kroz neprikladne odgojne postupke koji mogu negativno utjecati na socio- emocionalni razvoj djeteta.The purpose of this paper is to explore the concept of empathy as one of the five key components of emotional intelligence, alongside emotional self-awareness, behavior regulation, self-motivation, and social skills. Empathy consists of an affective component, which involves feeling the emotions of others, and a cognitive component, which includes understanding and "reading" others' emotional states. The authors describe the emergence of empathy in early childhood through the recognition and imitation of feelings, noting that it gradually develops through social learning and emotional regulation. Theories suggest that understanding and practicing empathy contribute to better communication, conflict reduction, and overall moral development during maturation. Various authors emphasize the importance of nurturing empathy from an early age to ensure healthy emotional and social development of the individual. Temperament plays a crucial role in the development of empathy in children. Emotional regulation in children gradually develops through interaction with primary caregivers and learning how to adapt to their environment. Interactions with peers help children better understand the emotions and behaviors of others, which is essential for the development of empathy and social competence. Differences in emotional sensitivity between girls and boys are shaped by cultural expectations, with parents paying more attention to the emotional reactions of girls. Finally, parents and educators have a significant responsibility in fostering empathy in children, either through positive models of emotional expression or through inappropriate parenting practices that can negatively impact a child's socio-emotional development
Emotional significance of color in children's works
No full textTema ovog završnog rada je emotivno značenje boje u dječjim radovima. Proučavajući literaturu, naglasak se stavlja na atribute boje, primarne, sekundarne i tercijarne boje, komplementarne boje, psihološko djelovanje i simbolika boja, boja u dječjem likovnom radu, emocije, prepoznavanje dječjih emocija, otkrivanje emocija likovnim izražavanjem. U Dječjem vrtiću „Ivančica” u Čemincu, provedeno je empirijsko istraživanje u svrhu rada. Glavni cilj bio je ispitati utjecaj i uporabu boja u odnosu na osnovne emocije (ljutnja, tuga, strah, sreća) djece predškolske dobi. Navedeno istraživanje se provelo na uzorku od 14 djece u dobi od 3,5 do 5 godina. Ovo istraživanje dovodi do bogate spoznaje o utjecaju na preferenciju boja i emocija kod djece predškolske dobi.The topic of this final paper is the emotional significance of color in children's works. When studying the literature, emphasis is placed on the attributes of color, primary, secondary and tertiary colors, complementary colors, psychological effect and symbolism of colors, color in children's artwork, emotions, recognition of children's emotions, revealing emotions through artistic expression. In the Kindergarten "Ivančica" in Čeminac, empirical research was conducted for the purpose of the work. The main goal was to examine the influence and use of colors in relation to basic emotions (anger, sadness, fear, happiness) of preschool children. The aforementioned research was conducted on a sample of 14 children aged 3.5 to 5 years. This research leads to rich knowledge about the influence on color preference and emotions in preschool children
Adverbs in language handbooks and the language of student population
No full textOvaj se rad bavi temom priloga kao morfološke vrste s naglaskom na njihovu pravilnu i nepravilnu uporabu u javnim glasilima i u jeziku studentske populacije. Istraživanje za ovaj rad temelji se na analizi stručnoga rada Maje Glušac (godina), koja je iz različitih javnih glasila izdvojila primjere nepravilno upotrijebljenih onih priloga, koji su zastupljeni u jezičnim savjetima brojnih novijih hrvatskih jezičnih savjetnika. Za potrebe ovoga rada prema navedenim primjerima na Googleu izrađen je obrazac za provjeru znanja studenata o prilozima kao morfološkoj vrsti te o njihovu poznavanju standardnojezičnoga, dakle pravilnoga oblika tih priloga, utvrđenoga na temelju jezičnih savjeta. Nakon analize dobivenih studentskih rezultata iz obrasca za provjeru njihova znanja o upotrebi priloga moglo se zaključiti kako većina studenta dobro poznaje priloge kao morfološku vrstu. Što se tiče jezičnih savjeta i javne upotrebe priloga prema njima, studenti su dvotrećinskom većinom točno odabirali pravilne oblike mjesnih, količinskih i načinskih priloga, ali su jedan dio vremenskih priloga dvotrećinski netočno odabrali. Cilj ovoga rada bio je na temelju priloga kao morfološke vrste upozoriti na neusklađenosti njihove uporabe u hrvatskome javnom jeziku s njegovom standardnojezičnom normom te kako se to odražava na znanja studentske populacije o pravilnim oblicima priloga.This paper deals with the topic of adverbs as morphological types with an emphasis on their correct and incorrect use in public media and in the language of the student population. The research for this paper is based on the analysis of the professional work of Maja Glušac (year), who singled out examples of improperly used adverbs from various public media, which are represented in the language advice of numerous recent Croatian language advisors. For the purposes of this work, according to the examples on Google, a form was created to check students' knowledge of adverbs as a morphological type and their knowledge of the standard language, i.e. the correct form of these adverbs, determined on the basis of linguistic advice. After analyzing the obtained student results from the form for checking their knowledge about the use of adverbs, it was possible to conclude that most students know adverbs well as a morphological type. Regarding the language tips and the public use of adverbs according to them, the majority of students correctly chose the correct forms of adverbs of place, quantity and manner by two-thirds of the time, but they chose one part of time adverbs incorrectly by two-thirds. The aim of this paper was to warn, based on adverbs as a morphological type, of the inconsistency of their use in the Croatian public language with its standard linguistic norm and how this is reflected in the knowledge of the student population about the correct forms of adverbs
The role of educators in creating an inclusive environment in kindergarten
No full textCilj je ovoga teorijskoga rada prikazati značaj i ulogu odgojitelja u dječjem vrtiću kada je u pitanju stvaranje inkluzivnoga ozračja te analizom dostupne suvremene i relevantne literature iz područja teme rada opisati važnost inkluzije u dječjem vrtiću te sumirati zaključke o ovom suvremenom pedagoškom konceptu te ulogu i značaj samoga odgojitelja kada je u pitanju stvaranje inkluzivnoga ozračja. Završni rad napisan je u sedam poglavlja i bavi se temom inkluzije te ulogom i važnosti odgojitelja u stvaranju inkluzivnog ozračja u dječjem vrtiću. Inkluzija podrazumijeva aktivno uključivanje sve djece u odgojno-obrazovne aktivnosti neovisno o njihovim sposobnostima, a uloga je odgojitelja osigurati okruženje i načine rada s obzirom na individualne potrebe svakoga djeteta. U radu se ukazuje na probleme prilikom provedbe inkluzije koji se prvenstveno odnose na kompetencije odgojitelja te njihovu spremnost za rad u inkluzivnim skupinama. Radom se naglašava potreba za poboljšanjima u obrazovanju i pripremi odgojitelja za rad s djecom s teškoćama u razvoju kako bi se unaprijedio odgoj i obrazovanje djece s teškoćama u razvoju.The aim of this theoretical paper is to highlight the significance and role of educators in kindergarten when it comes to creating an inclusive environment. By analyzing the available modern and relevant literature on the topic, the paper describes the importance of inclusion in kindergarten and summarizes conclusions about this contemporary pedagogical concept, as well as the role and significance of the educator in creating an inclusive atmosphere. The final paper is written in seven chapters and deals with the topic of inclusion and the role and importance of educators in creating an inclusive environment in kindergarten. Inclusion implies the active involvement of all children in educational activities regardless of their abilities, and the role of the educator is to ensure an environment and methods of work considering the individual needs of each child. The paper points out the problems during the implementation of inclusion, which primarily relate to the competencies of educators and their readiness to work in inclusive groups. The paper emphasizes the need for improvements in the education and preparation of educators to work with children with developmental difficulties in order to improve the upbringing and education of children with developmental difficulties
Art technique preferences inpreschool children
No full textRazumijevanje preferencija likovnih tehnika djece i odgojitelja ključno je za kreiranje okruženja koje potiče kreativnost, učenje i razvoj. Djeca predškolske dobi vole slobodu u likovnoj aktivnosti, dok odgojitelji teže struktuiranim, sigurnim i edukativnim tehnikama. Cilj je ovoga rada bio utvrditi preferencije izdvojenih likovnih tehnika kod djece predškolske dobi u odnosu na mišljenje odgojitelja. Za postizanje tog cilja provedeno je empirijsko istraživanje u dječjem vrtiću na području Osječko-baranjske županije u pet odgojnih skupina s ukupno 63 djece u dobi od četiri do sedam godina. U istraživanju su sudjelovale i odgojiteljice istih skupina, ukupno njih 12. Rezultati istraživanja pokazuju da postoje razlike u preferencijama likovnih tehnika među djecom različite dobi i spola. Međutim, primijećen je značajan raskorak između percepcija odgojiteljica i stvarnih preferencija djece u pogledu crtačkih tehnika. Većina odgojiteljica vjeruje da djeca najviše vole crtati olovkom, dok su djeca izrazilo suprotno mišljenje, pokazujući da im olovka nije omiljena unatoč tome što je značajan broj djece ipak označio olovku kao svoju najdražu tehniku crtanja.Understanding the art technique preferences of the children and the preschool teachers is the key to creating an environment that encourages creativity, learning and development. Preschool children love freedom in choosing art activities, while preschool teachers look for structured, safe and educational techniques. The aim of this work was to determine the preferences of selected art techniques with preschool children in relation to the opinions of the preschool teachers. In order to achieve this goal, empirical research was conducted in a kindergarten in the Osijek-Baranja County in five educational groups with a total of 63 children aged four to seven years. The preschool teachers of the same groups participated in the research, 12 of them in total. The research results show that there are differences in the preferences of art techniques among children of different ages and genders. However, a significant gap was noticed between the teachers' perceptions and the children's real preferences regarding drawing techniques. The majority of educators believe that children like to draw with a pencil the most, while the children expressed the opposite opinion, showing that the pencil is not their favorite despite the fact that a significant number of children still marked the pencil as their favorite drawing technique