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Number sense
No full textMatematičke kompetencije počinju se razvijati od rane dobi, već u vrtiću, svakodnevnim aktivnostima koje odgojitelji organiziraju. Važno je prepoznati odgovarajuće matematičke aktivnosti za razvoj vještine brojenja, koja je značajna komponenta osjećaja za broj, i razvoj složenijih matematičkih koncepata i vještina. U radu se razmatraju načini osiguravanja, za dijete, odgovarajućih uvjeta za usvajanje matematičkih pojmova. Istražuje se pojam osjećaja za broj i važnost vještine brojenja za njegov razvoj. Navedeni su primjeri raznih matematičkih aktivnosti koje doprinose razvoju načela brojenja, ključnih za usvajanje složene vještine brojenja. Raspravlja se o značaju tako osmišljenih aktivnosti i potiče njihova primjena u dječjem vrtiću. Izneseni su prijedlozi za daljnja istraživanja.Mathematical competences begin to develop from an early age, already in kindergarten, through daily activities organized by preschool educators. It is important to recognize appropriate mathematical activities for the development of the counting skill, which is an important component of number sense, and the development of complex mathematical concepts and skills of higher order. It is considered how to provide a child in kindergarten with appropriate conditions for acquiring mathematical concepts, what is number sense and the importance of counting skills for its development. There are examples of various mathematical activities that contribute to the development of counting principles, which are crucial for the acquisition of the complex counting skill. The importance of such activities is discussed and their application in kindergarten is encouraged. Further research is proposed
RELATIONSHIP BETWEEN MOTIVATION AND SELFEFFICACY WITH THE ACQUISITION OF MUSICAL COMPETENCIES IN STUDENTS OF TEACHER EDUCATION
No full textTeachers’ poor self-confidence in teaching music is a universal problem, usually attributed
to the teacher’s lack of musical competence. However, the causes can be sought in the complex
process of music education that begins as late as adolescence, in teacher education
curriculum, as well as in the psychological factors that accompany learning. The aim of this
study is to determine the relationship between motivation and self-efficacy in music education
training among students of teacher education and their success in acquiring and developing
musical competencies. A longitudinal empirical study was conducted with students
of teacher education (N = 105). For the study, a Questionnaire on motivation and self-efficacy
for learning music in students of teacher education was designed to measure students’ motivation
and self-efficacy in music prior to vocal and instrumental courses. At the end of the
academic year, students’ success in acquiring specific musical competencies was assessed.
The results of this quantitative study showed that motivation to learn music and self-efficacy
in music were related to success in acquiring the musical skills of singing and playing, but
not to the acquisition of music knowledge. In addition, the psychological predictor of success
in singing was found to be self-efficacy in music, while the predictor of success in learning to
play music was motivation to learn music.
The study points to the need to link the psychological and music-educational approach to
the problem of acquisition and development of musical competencies and to conduct new
research that attempts to explain the nature of the interaction between psychological factors
and the acquisition and development of musical competencies of future teachers
The importance of folklore as an extracurricular music activity in the past and in the present in the village of Kupina
No full textU slobodno vrijeme, učenici se posvećuju različitim aktivnostima koje odabiru prema svojim interesima i sklonostima. Te aktivnosti mogu se podijeliti na izvannastavne i izvanškolske aktivnosti, a obuhvaćaju jezične, informatičke, sportske, likovne te glazbene aktivnosti. Među glazbenim aktivnostima ističu se glazbene kreativne radionice, zbor, ritmika, plesna skupina, orkestar, mažoretkinje, balet te folklor. Folklor predstavlja široki pojam koji obuhvaća različite umjetničke izraze tradicijske kulture, uključujući književnost, glazbu, plesove, dramsko i likovno stvaranje. U regiji Slavonije, folklor je posebno značajan, s tradicionalnim plesom kao najrasprostranjenijim oblikom. Osim plesa, folklor uključuje i pjevanje, sviranje tradicijskih glazbala te prezentaciju narodnih nošnji. Kroz ove aktivnosti radi se na očuvanju i prenošenju kulturne baštine, tradicije i običaja. Cilj ovog istraživanja je analizirati i usporediti dostupnost i prilike za sudjelovanje u folkloru u prošlosti i sadašnjosti, kako unutar školskog sustava tako i izvan njega. Također, istraživanje ima za cilj razumjeti stavove članova zajednice o važnosti očuvanja tradicije i običaja na lokalnoj razini. Istraživanje je provedeno u Kupini, u KUD-u „Kupina“ s članovima društva različitih dobnih skupina. Podaci su prikupljeni putem intervjua. Rezultati istraživanja pružaju uvid u promjene u mogućnostima sudjelovanja u folkloru tijekom vremena, kao i u mišljenja članova zajednice o značaju očuvanja kulturne baštine.In their free time, students engage in various activities that they choose based on their interests and preferences. These activities can be categorized as extracurricular and extracurricular activities, encompassing linguistic, computer-related, sports, artistic, and musical activities. Among musical activities, music creative workshops, choirs, rhythmics, dance groups, orchestras, majorettes, ballet, and folklore stand out. Folklore represents a broad concept that encompasses various artistic expressions of traditional culture, including literature, music, dances, dramatic, and visual arts. In the Slavonia region, folklore holds particular significance, with traditional dance being the most widespread form. In addition to dance, folklore includes singing, playing traditional musical instruments, and presenting folk costumes. Through these activities, efforts are made to preserve and transmit cultural heritage, traditions, and customs. The aim of this research is to analyze and compare the availability and opportunities for participation in folklore in the past and present, both within the school system and outside of it. Additionally, the research aims to understand the community members' attitudes regarding the importance of preserving tradition and customs at the local level. The research was conducted in Kupina, within the Cultural and Artistic Society "Kupina," with members from various age groups. Data was collected through interviews. The research results provide insight into changes in the possibilities of participating in folklore over time, as well as the opinions of community members about the significance of preserving cultural heritage
Sources helping the acquisition of the English language in kindergarten
No full textUsvajanje znanja u vrtićkoj dobi za djecu ima ključan utjecaj na daljnji razvoj i na razvojne spoznaje u budućnosti. Uloga je obrazovanja od najranije dobi postaviti temelje za buduće obrazovanje te ima veliku ulogu u pripremi djece za školu. Usvajanje znanja kod djece je složen proces koji uključuje stjecanje novih vještina i sposobnosti. Djeca stječu znanje na različite načine i različitim metodama, a to kod njih ovisi o njihovoj dobi, razvojnoj fazi, ali i o individualnim karakteristikama. Stoga je važno prilagoditi obrazovne metode i stilove individualnim potrebama svakog djeteta. Također je bitno djeci osigurati poticajno okruženje, podršku i motivaciju kako bi ona bila zainteresiranija i uspješnija u postizanju rezultata. Kada je u pitanju usvajanje engleskog jezika u vrtićkoj dobi, za cilj imamo izgraditi osnovne jezične sposobnosti i izložiti djecu engleskom jeziku kroz zabavne i interaktivne aktivnosti. U tom uzrastu djeca su vrlo radoznala i otvorena za novo znanje pa su sposobna brzo upijati nove jezike. Cilj je završnog rada razmotriti izvore koji djeci kroz igru i zanimljive sadržaje pomažu prilikom usvajanja engleskog jezika. Također izvori pomažu i odraslima kako bi na što zanimljiviji način djeci predstavili plan i program gradiva. Završni rad će pokazati da izvori poput vizualnih materijala, interaktivnih igara, raznih pjesama i audiovizualnih zapisa edukativnog sadržaja imaju pozitivan utjecaj na rano usvajanje engleskog jezika kod djece vrtićke dobi.Preschool learning has a key influence on children's further development and their cognition in the future. The role of preschool education is to lay the foundations for future education, and it has a great role in preparing children for school. Learning in children is a complex process that includes the acquisition of new knowledge, skills, and understanding of the world around them. Children learn in different ways and with the help of different methods, and what they learn depends on their age, developmental stage, but also on individual characteristics. Therefore, it is important to adapt educational methods and learning styles to each child's individual needs. It is also important to provide them with a stimulating environment, support, and motivation so that they are interested in learning and at the same time successful in achieving results. When it comes to learning English in preschool, we aim to build basic language skills and expose children to the English language through fun and interactive activities. At that age, children are very curious and open to new knowledge, so they can absorb new languages quickly. The goal of the final paper is to consider sources that help children learn English through play and interesting content. The sources also help the educator to present the learning plan and program as interestingly as possible to the children. Therefore, the paper will demonstrate that sources such as visual materials, interactive games, various songs, and rhymes and audiovisual recordings of educational content have a positive impact on the early learning of English
The comparison of educational work in the physical and health domain in the regular school and Waldorf school
No full textTema ovog diplomskog je usporedba odgojno-obrazovnog rada u tjelesnom i zdravstvenom području u redovitom školskom sustavu i waldorfskoj školi. U okviru ovog rada provedeno je akcijsko istraživanje tijekom tri termina školske godine 2022./23. u Waldorfskoj školi Osijek. Kako je waldorfska pedagogija specifična, tako je i nastava u waldorfskoj školi različita od nastave u državnim školama. Razlike se mogu ogledati u planiranju i provođenju nastavnog procesa, praćenju i ocjenjivanju učenika, pedagoškoj dokumentaciji, suradnji s roditeljima i dr. Cilj ovog diplomskog rada je usporediti odgojno-obrazovni rad u tjelesnom i zdravstvenom području u redovitom školskom sustavu i waldorfskoj školi. Rad je napisan na temelju oglednih sati, razgovoru i pomoći djelatnika Waldorfske škole Osijek, državne pedagoške dokumentacije i pedagoške dokumentacije waldorfske škole, brojne literature, itd. U ovom radu govorit će se općenito o osnovnoškolskom odgojno-obrazovnom sustavu Republike Hrvatske te o načinu odgoja i obrazovanja u državnim školama. Zatim će se pobliže objasniti alternativni pravci, waldorfska pedagogija te život i djelo njezinog utemeljitelja Rudolfa Steinera. Nadalje, govorit će se o Tjelesnoj i zdravstvenoj kulturi u redovitom školskom sustavu, a naposljetku će se usporediti način rada tjelesnog i zdravstvenog područja u redovitom školskom sustavu i u waldorfskim školama. Ono što je posebno promatrano jest upravo tjelesno i zdravstveno područje waldorfske i državne škole, odnosno sličnosti i razlike pripreme i izvođenja predmeta Tjelesna i zdravstvena kultura, etapa sata, praćenja i ocjenjivanja učenika, nastavnih sredstava i pomagala, izvannastavnih aktivnosti i sl.The subject of this thesis is the comparison of educational work in the physical and health domain in regular schooling and Waldorf schooling. As a part of this thesis, an action research has been conducted in Waldorf School in Osijek, on three different occasions during the school year 2022/2023. As waldorf pedagogy is unique in many ways, the teaching methods in Waldorf schools are also very different from the teaching methods in public schools. The main differences can be observed in planning and implementing the teaching process, monitoring and evaluation of students, pedagogical documentation and cooperation between the parents and the school. The aim of this thesis is comparison of educational work in the phyisical and health domain in regular schooling and Waldorf schooling. The thesis is based on class visits and interviews with educational employees of the Waldorf School in Osijek, and also on national pedagogical documentation and waldorf pedagogical documentation. A part of the thesis will showcase general information about the Croatian primary schooling system. Then, the alternative schooling systems will be discussed, focusing on waldorf schooling and its founder, Rudolf Steiner and his work. Furthermore, a detailed description od Physical education in regular schooling will be given. Finally, the teaching methods in Physical Education in regular schooling will be compared to those of the Physical Education in waldorf schooling. The main focus of the comparison will be the differences and similarities regarding the planning and conducting of Physical Education classes, monitoring and evaluation of students, the use of teaching aids, extracurricular activities, etc
Open educational resources for preschoolers
No full textZavršni rad strukturiran je kroz pet poglavlja koja se temelje na prikazu otvorenih obrazovnih sadržaja za djecu predškolske dobi. Prvi dio obuhvaća uvod u završni rad u kojem je naglašen cilj i istraživanje ovog završnog rada, kao i pojašnjenje pojma „otvoreni obrazovni sadržaji“. Drugi dio odnosi se na karakteristike otvorenih obrazovnih sadržaja te njihov značaj za predškolsko obrazovanje. Potom su navedene vrste otvorenih obrazovnih sadržaja i njihovi primjeri. U sljedećem dijelu završnog rada govori se prednostima i nedostacima otvorenih obrazovnih sadržaja. U zadnjem djelu završni su koraci implementacije otvorenih obrazovnih sadržaja, uloga odgojitelja, suradnja s roditeljima kao i primjeri vrtića i studije slučaja koji su uspješno koristili otvorene obrazovne sadržaje te njihove buduće perspektive. Pregledom i analizom relevantne literature ovaj rad odgovara na glavno pitanje vezano uz način odabira i korištenja otvorenih obrazovnih sadržaja u radu s djecom predškolske dobi.The final paper is structured through five chapters that are based on the presentation of open educational resources for preschool children. The first part is an introduction to the final paper, which emphasizes the goal and research of this final paper, as well as clarification of the term "open educational resources". The second part refers to the theoretical basis of open educational resources, their characteristics and significance for preschool education. Then the types of open educational content and their examples are listed. The next part of the final paper discusses the advantages and disadvantages of open educational content. In the last part, there are the final steps of implementing open educational content, the role of educators, cooperation with parents, as well as examples of kindergartens and case studies that successfully used open educational content and their future perspectives. By reviewing and analyzing the relevant literature, this paper answers the main question related to the way of selecting and using open educational content in working with preschool children
The correlation between interests and the development of children's competences in the curriculum domains of early and preschool education
No full textOvaj završni rad pruža pregled relevantne literature o Nacionalnom kurikulumu za rani i predškolski odgoj i obrazovanje, ključnim kompetencijama i interesima. Cilj rada je istražiti povezanost interesa i razvoja dječjih kompetencija u ranom i predškolskom razdoblju te ih podijeliti prema područjima kurikuluma. Kroz pregled literature, naglasak je stavljen na važnost poticanja dječjih interesa u različitim područjima kurikuluma kako bi se osigurao optimalan razvoj kompetencija. Interes se prepoznaje kao ključni element u oblikovanju poticajnog okruženja u ranoj i predškolskoj dobi s ciljem podržavanja razvoja dječjih kompetencija. Rad također obuhvaća ključne kompetencije i područja kurikuluma koja su detaljnije objašnjena na temelju pregleda literature. Razvoj kompetencija ima značajnu ulogu u olakšavanju dječjeg sudjelovanja u društvu i obavljanju svakodnevnih zadataka. Stoga, važno je da odgojitelji u ranoj i predškolskoj dobi vode računa o poticanju dječjih interesa kako bi kroz svakodnevne aktivnosti dolazilo do njegovanja i razvoja dječjih kompetencija.This final paper provides an overview of the relevant literature on the National Curriculum for Early and Preschool Education, competences, and interests. The aim of the paper is to explore the connection between interests and the development of children's competences in the early and preschool period, categorizing them according to the curriculum areas. Through the literature review, emphasis is placed on the importance of fostering children's interests in various curricular areas to ensure optimal competency development. Interest is recognized as a key element in shaping an engaging environment in early and preschool years, with the goal of supporting children's competency development. The paper also encompasses competences and curricular areas that are further explained based on the literature review. Competency development plays a significant role in facilitating children's participation in society and everyday tasks. Therefore, it is crucial for early childhood educators to pay attention to nurturing children's interests, as that contributes to the daily activities planning, and development of children's competences
Social networks and reading engagement
No full textČitanje je važna vještina koja omogućuje pristup znanju, informacijama i različitim svjetovima. Kroz čitanje, djeca razvijaju jezične vještine, bogat vokabular, sposobnost komunikacije, razumijevanje teksta, interpretaciju i analizu te potiču kreativnost. Međutim, čitanje je u opadanju, a razlozi za to uključuju proširenost digitalnih tehnologija, brzi tempo suvremenog života, nedostatak motivacije i podrške te kulturne promjene. Roditelji imaju ključnu ulogu u poticanju čitanja kod djece, budući da svojim primjerom, podrškom i aktivnostima mogu oblikovati čitalačke navike, razviti ljubav prema čitanju i stvoriti okruženje koje potiče čitanje kod kuće. U radu su istražene mogućnosti poticanja čitanja društvenih mreža Facebook, Instagram, Youtube i TikTok. Društvene mreže se koriste pozitivno kao poticaj čitanja jer se mogu pronaći recenzije i preporuke za knjige, darivanja, čitalački izazovi, savjeti i poticajni citati. Računi koji se bave poticanjem čitanja uređuju roditelji, nakladničke kuće i / ili javne knjižnice. Postoje društvene mreže namijenjene ljubiteljima čitanja (Goodreads, LibraryThing, BookLikes, Litsy, Anobii i Wattpad), pomoću kojih se lakše dijele stavovi i preporuke o pročitanim knjigama te tako pozitivno utječu na poticanje čitanja.Reading is an important skill that provides access to knowledge, information, and different worlds. Through reading, children develop language skills, a rich vocabulary, communication abilities, text comprehension, interpretation and analysis skills, and foster creativity. However, reading is on the decline, and the reasons for this include the prevalence of digital technologies, the fast pace of modern life, lack of motivation and support, and cultural changes. Parents play a crucial role in encouraging reading in children, as they can shape reading habits, cultivate a love for reading, and create an environment that promotes reading at home through their example, support, and activities. We have explored popular and well-known social media platforms such as Facebook, Instagram, YouTube, and TikTok. Social media platforms are used positively to encourage reading, as they provide book reviews, recommendations, giveaways, reading challenges, tips, and inspiring quotes. Accounts dedicated to promoting reading are managed by parents, publishers, and public libraries. There are social media platforms specifically designed for book lovers (Goodreads, LibraryThing, BookLikes, Litsy, Anobii, and Wattpad) that make it easier to share opinions and recommendations about books, thus positively influencing reading encouragement
Guide dogs for blind and partially sighted people - assistants and friends
No full textPsi vodiči su psi koji su posebno školovani kako bi olakšavali kretanje osobama oštećenog vida. Nakon školovanja, pas i njegov potencijalni korisnik prolaze kroz proces podudaranja kako bi se stekao dojam o razini kompatibilnosti među njima. Psi vodiči moraju biti odgovarajućeg karaktera kako bi svoj zadatak obavljali na odgovarajući način i kako bi pronalazili najsigurnija rješenja za korisnika, odnosno osobu s oštećenjem vida koja se psom vodičem koristi. Komunikacijske vještine pasa dopuštaju fino usklađenu interakciju s ljudima, omogućuju psima vodičima i njihovom ljudskom partneru međusobno prilagođavanje svog ponašanja mijenjajući ulogu vođe i sljedbenika ovisno o zadatku. Školovanje pasa ima ključnu ulogu kada se radi o programima humane uloge pasa u životu slijepih osoba jer se od psa često traži da promišlja i da donosi odluke o tome što će učiniti. Studija slučaja može odrediti uzrok i posljedicu, koje se opažaju u stvarnom kontekstu, koji je jedinstven i dinamičan. Studija slučaja je izabrana kao metoda zbog svojih brojnih prednosti. Studija slučaja se u ovom radu provodi na jednom konkretnom slučaju te prikazuje kako je to biti u određenoj situaciji. Osoba koja iznosi svoje iskustvo u ovoj studiji slučaja je Tomislav Vampula, umirovljeni viši fizioterapeut, slijepa osoba koja koristi psa vodiča. Predmet studije je iskustvo spomenutog pojedinca s korištenjem psa vodiča i dojmovi o cjelokupnom iskustvu.Guide dogs are dogs that are specially trained to facilitate the movement of visually impaired people. After training, the dog and its potential user go through a matching process to get an impression of the level of compatibility between them. Guide dogs must have an appropriate character in order to perform their task in an appropriate manner and to find the safest solutions for the user, i.e. a visually impaired person who uses a guide dog. The communication skills of dogs allow fine-tuned interaction with humans, allowing guide dogs and their human partners to mutually adapt their behavior by changing the role of leader and follower depending on the task. Dog training plays a key role when it comes to programs for the humane role of dogs in the lives of blind people because the dog is often asked to think and make decisions about what to do. A case study can determine cause and effect, which are observed in a real context, which is unique and dynamic. A case study was chosen as a method because of its many advantages. The case study in this paper is conducted on one specific case and shows what it is like to be in a certain situation. The person who shares his experience in this case study is Tomislav Vampula, a retired senior physiotherapist, a blind person who uses a guide dog. The subject of the study is the experience of the aforementioned individual with the use of a guide dog and his impressions of the overall experience
Noun deminutives in novels of Sanja Pilić
No full textCilj diplomskog rada Imeničke umanjenice u djelima Sanje Pilić jest istražiti i analizirati imeničke umanjenice u pet izabranih djela Sanje Pilić, odrediti njihovu brojnost, način tvorbe i konotativno značenje koje imaju. S obzirom na to da su djela Sanje Pilić namijenjena djeci i mladima, opisat će se dječji jezični razvoj te djela Sanje Pilić i umanjenice u nastavi Hrvatskoga jezika. Istraživanje će se provesti analiziranjem umanjenica u sljedećim djelima: roman za mlade Sasvim sam popubertetio, zbirka kratkih priča Što cure govore? Što dečki govore?, zbirka kratkih crtica za djecu i mladež Hej, želim ti nešto ispričati!, roman za mlade Ideš mi na živce! te zbirka priča za djecu Hoću i ja!. U radu će se najprije detaljnije pojasniti svaki tvorbeni način, s naglaskom na sufiksalni način tvorbe, kako bi se pronađene umanjenice mogle što jasnije objasniti i obraditi, nakon čega će se objasniti pojam umanjenice i tvorba umanjenica. Sve pronađene umanjenice bit će brojčano prikazane u rezultatima, nakon čega slijedi dio istraživanja koji se odnosi na konotativno značenje koje imaju. Rezultati će pokazati brojnost umanjenica, zastupljenost pojedinih tvorbenih nastavaka i konotativno značenje umanjenica.The aim of the master thesis Noun diminutives in the publications of Sanja Pilić is to look into and analyze diminutives in five selected publications by Sanja Pilić, determine their quantity, method of word formation, and the connotative meaning they carry. As Sanja Pilić's books are intended for children and young adults, children's linguistic development, Sanja Pilić's publications, and diminutives in Croatian language teaching will be described. The research will be conducted by analyzing diminutives in the following books: a youth novel Sasvim sam popubertetio, a collection of short stories Što cure govore? Što dečki govore?, a collection of short stories for children and youth Hej, želim ti nešto ispričati!, a youth novel Ideš mi na živce!, and a collection of stories for children Hoću i ja!. Firstly, in the thesis, each method of word formation will be explained in detail, emphasizing the suffixal way of word formation to enable a clear explanation and analysis of found diminutives, followed by an explanation of the concept of diminutives and their formation. All found diminutives will be numerically presented in the results, followed by a part of the research related to their connotative meaning. The results will show the number of diminutives, the prevalence of certain creative continuations and the connotative meaning of diminutives