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Child autonomy as a core value of the National Curriculum for Preschool Education
No full textTradicionalna slika djeteta prema kojoj je dijete objekt učenja i poučavanja, zamijenjena je suvreme-nom slikom djeteta u kojoj se dijete promatra kao subjekt odgojno-obrazovnog procesa, a fokus je preusmjeren s odgojitelja na dijete. Nacionalnim kurikulumom za rani i predškolski odgoj i obrazova-nje (2015) promiče se i ističe važnost vrijednosti na kojima se temelji kurikulum, a to su autonomija, znanje, identitet, humanizam i tolerancija, odgovornost i kreativnost. U ovom radu posebno se ističe važnost autonomije, razvojem autonomije djeca razvijaju kompetencije za cjeloživotno učenje. Djeca uče upravljati procesom vlastitog učenja, razvijaju kritičko mišljenje i pokazuju veću motiviranost za rad i otkrivanje. Razvojem autonomije djeca također razvijaju i pozitivnu sliku o sebi, samostalniji su i samopouzdaniji. Kako bismo djecu potaknuli na razvoj autonomije potrebno im omogućiti boravak u poticajnom okruženju kako bi ono samo moglo organizirati svoje aktivnosti i izraziti sebe i sve svoje mogućnosti. Odgojitelj svojim znanjem i kompetencijama potiče razvoj autonomije, sluša djecu, ra-zumije njihove potrebe i svakom djetetu pristupa individualno, te koristi pedagošku dokumentaciju kao važan alat pri praćenju djece i njihovih potreba kao i interesa u svrhu ostvarivanja njihove auto-nomije.The traditional image of a child in wich the child is an object of learning and teaching has been repla-ced by a contemporary image in which the child is viewed as a subject of the educational process, with the focus shifting from the educator to the child. The National Curriculum Framework for Early and Preschool Education (2015) promotes and emphasizes the importance of values, along with auto-nomy are also knowledge, identity, humanism i tolerance, responsibillity and creativity. Through the development of autonomy, children acquire all the necessary competencies for lifelong learning. They learn to manage their own learning process, develop critical thinking, and are highly motivated to work. By development of autonomy, children develop a positive self-image, become more indepen-dent and self-confident. In order to stimulate the development of autonomy in children, it is necessary to provide them a stay in a stimulating environment so that they can organize their own activities and express themselves and all their capabilities. Educator, with his knowledge and competences, encou-rage the development of autonomy, listens to children, understands their needs and approaches each child individually, and uses pedagogical documentation as an important tool for monitoring children and their needs, as well as their interests, in order to promote their autonomy
Antun Gustav Matoš as a bearer of literary and linguistic heritage values
No full textU ovom diplomskom radu pregledno ću prikazati najprije biografiju Antuna Gustava Matoša, kako je tekao njegov život od rođenja, školovanja, preko emigrantskih dana do njegove rane smrti. Nadalje, u radu je opisan književni opus Antuna Gustava Matoša. Njegov književni rad podijeljen je na poeziju i prozu te su istaknute najvažnije karakteristike njegova pjesništva, eseja, kritika, feljtona. Osim toga, Antun Gustav Matoš smješten je u kontekst vremena, moderne, književnog pravca čijim se utemeljiteljem smatra sam Matoš. Na kraju ovoga rada, naveden je i opisan doprinos Antuna Gustava Matoša hrvatskoj književnosti te njegova iznimna važnost u našoj književnosti. Ovim diplomskim radom nastojala sam naglasiti važnost književonog rada Antuna Gustava Matoša, njegovu vrijednost za modernu u hrvatskoj književnosti te hrvatsku književnost općenito.In this paper, I will present the biography of Antun Gustav Matoš and how his life went from birth, schooling, trough emigrant days to his early death. Furthermore, the paper describes the literary work of Antun Gustav Matoš. His literary work I will divided into poetry and prose, and the most important characteristics of his prose and poetry are highlighted. In addition, Antun Gustav Matoš is placed in the context of the time, the modern, literary direction of which Matoš is considered to be the founder. At the end of this paper, the contribution of Antun Gustav Matoš and his exceptional importance in our literature is listed and described. With this paper, I tried to emphasize the importance of the literary work of Antun Gustav Matoš and his value for modern and Croatian literature in general
Comparison of parental and professional competences of ECEC teachers
No full textOvaj završni rad temelji se na istraživanju relevantne literature o kompetencijama odgojitelja i roditelja i stvaranju suradničkih odnosa. Pojam kompetencija je širok spektar definicija, a sve se one djelomično odnose na razvoj sposobnosti, znanja, vještina i umijeća koje posjeduje jedna osoba. Cilj rada je definirati roditeljske i odgojiteljeve kompetencije te istražiti o njihovoj međusobnoj povezanosti. Prema suvremenim teorijama, sve se više važnosti pridaje stvaranju suradničkih odnosa roditelja i odgojitelja. Roditelji su suočeni sa brojnim izazovima modernog roditeljstva koji zahtijeva vremena, truda i pažnje. Javlja se sve veća potreba za razvojem roditeljskih kompetencija koje su u današnjem svijetu nužne kako bi se djeca izvela na pravi put. U tome procesu mogu pomoći odgojitelji koji su profesionalni u svom području, području odgoja i obrazovanja. Zajedničkim snagama i razvijenim međuljudskim odnosima, može se unaprijediti i poboljšati djetetov razvoj.This final paper is based on research into the relevant literature on the competencies of educators and parents and the creation of cooperative relations. The notion of competencies is a wide range of definitions, all of which relate in part to the development of abilities, knowledge, skills, and skills possessed by one person. The aim of the paper is to define the parent and educator's competencies and to investigate their interconnectedness. According to modern theories, more and more importance is attached to the creation of collaborative relationships between parents and educators. Parents face a number of challenges of modern parenting that requires time, effort and attention. There is a growing need for the development of parental competencies that are necessary in today’s world to get children on the right track. Educators who are professional in their field, field of education, can help in this process. Through joint forces and developed interpersonal relationships, the child's development can be improved and improved
The concept of love in philosophical thought
No full textOvaj završni rad istražuje pojam ljubavi u filozofskoj misli kroz uvid u različite teorije, perspektive i shvaćanja ljubavi u raznih filozofa. Proučavajući filozofe i njihova mišljenja, može se shvatiti koliko je pojam ljubavi širok, kompleksan i može se reći, još uvijek neistražen. Nakon kratkog opisa emocija i pristupa emocijama, kreće glavni dio rada a to je istraživanje pojma ljubavi. Platon i Nietzsche pojam ljubavi dijele na eros i philiu, kao dvije najvažnije sastavnice ljubavi. Zatim se opisuje Schopenhauerova mržnja prema ženama i ljubavi općenito te njegova suprotnost u poimanju ljubavi Kierkegaard kao vječni zaljubljenik u ljubav. Na kraju, rad će prikazati poimanje ljubavi četvorice suvremenih filozofa čija su shvaćanja primjenjiva i u današnjem svijetu. Oni ljubav prikazuju kao pojavu na kojoj se mora raditi kako bi se ostvarila, a često povezuju i ostvarenje ljubavi s Bogom.This final paper explores the concept of love in philosophical thought, through an examination of different theories, perspectives, and understandings of love by various philosophers. By studying philosophers and their thoughts, one can understand how broad and complex the concept of love is and it can be said, still unexplored. After a brief description of emotions and approaches to emotions, the main part of the paper begins, which is the exploration of the concept of love. Plato and Nietzsche divide the concept of love into eros and philia, as two essential components of love. Then, it describes Schopenhauer's hatred towards women and love in general, as well as his opposite view of love by Kierkegaard as an eternal lover of love. Lastly, the paper will present the understanding of love by four contemporary philosophers whose conceptions are applicable in today's world. They portray love as a phenomenon that requires effort to be realized and often associate the fulfillment of love with God
Promoting inclusion through project approach
No full textInkluzija je uključivanje svih u proces odgoja i obrazovanja, bez obzira na rasu, etničku pripadnost, invaliditet, spol, seksualnu orijentaciju, jezik, socijalno-ekonomski status i sve druge aspekte identiteta pojedinca koji bi se mogli percipirati kao različiti. Metoda projektnog učenja definira se kao sklop aktivnosti u kojima djeca proučavaju temu ili problem uz nenametljivu asistenciju odgojitelja. Projekt u dječjem vrtiću temelji se na suradnji, komunikaciji i kompetenciji odgojitelja. Inkluzija kroz projektni pristup stvara obrazovno okruženje koje prilagođava i slavi jedinstvene snage i izazove svakog djeteta. Ovaj diplomski rad usmjeren je na opisivanje i definiranje inkluzije u dječjim vrtićima kroz projektni pristup. Cilj rada je, pregledom relevantne, istražiti različite aspekte ove pedagoške metode i njezinu ulogu u promicanju inkluzivnog obrazovanja.Inclusion is the involvement of all individuals into the eduaction process, regardless of race, ethnicity, disability, gender, sexual orientation, language, socio-economic status, and all other aspects of identity that may be perceived as different. The method of project-based learning is defined as a set of activities in which children explore a topic or problem with the unobtrusive assistance of an educator. The project in preschool is based on collaboration, communication, and the competence of educators. Inclusion through the project approach creates an educational environment that adapts to and celebrates each child's unique strengths and challenges. This graduate thesis aims to describe and define inclusion in preschools through the project approach. Through a review of relevant literature, the thesis aims to explore different aspects of this pedagogical method and its role in promoting inclusive education
TEACHER’S VISIONS REGARDING THEIR OWN ROLE IN THE PROMOTION OF THE LEARNING PROCESS
No full textThe aim of this paper is to provide a theoretical insight into the visions that the teachers
have regarding co-creating a positive school culture and a stimulating learning atmosphere.
Teachers’ visions concerning teaching and learning is a continuous and a life-long process of
reflection which enables an easier overcoming of obstacles. Teachers that have a vision and
a philosophy of classroom management also have a purpose and a sense of direction and
action. During the initial and life-long professional growth, it is necessary to ensure a holistic
approach which includes empowerment and analyses of professional visions, as well as the
strengthening of pedagogical and social competence of teachers, all of which is extremely
necessary for the co-creation of a stimulating classroom atmosphere. A teacher’s vision is
connected to the school culture and teacher’s own personal values, and teachers themselves
can affect the level of professionalism, collegiality and self-determination. By co-creating a
positive school culture and classroom, the students are more inclined to develop a positive
attitude toward learning, and being intrinsically motivated as well as active creators of the
learning process, they are able to see the purpose of learning, and they perceive learning
as a permanent value. Global factors influence changes in the teaching and learning process
between different generations, therefore teachers continuously need to reflect on the
vision of teaching and the effectiveness of different learning strategies, the management of
learning, emotions, motivation and information, as well as creating a supportive learning
environment. By implementing cross-curricular topics, especially Learning how to learn
and Personal and social growth to all the school subjects, teachers will enable a wholesome
development of their students, as well as create a stimulating learning environment, and
prepare their students for successful personal and professional functioning in a world of
rapid change
Višeperspektivna analiza uloge školskoga ravnatelja u (de)konstrukciji skrivenoga kurikula
No full textA school leader takes an active and well-defined role in the process of coconstructing the school curriculum. Given that school life is not solely influenced
by the official curriculum but the hidden curriculum as well, the question arises
as to what role the school leader plays when it comes to hidden curriculum. The
hidden curriculum is unwritten, more difficult to understand or notice, and has
a significant impact on school life because it strongly influences the educational
process and its participants.
In this paper, a qualitative method was applied, and a basic qualitative interpretive
research approach was chosen to conduct a multi-perspective analysis of the
elements of three pedagogical research approaches to the hidden curriculum to
determine the role of the school leader in the process of constructing the hidden
curriculum. The analysis indicates that the school leader takes an affirmative
role from the perspective of human science pedagogy, a subversive role from the
standpoint of emancipatory pedagogy, and a role that can be characterised as
dichotomous from the perspective of phenomenological pedagogy.
The results point to the complexity of the school leader’s role when the hidden
curriculum is concerned, depending on the leader’s point of view and their efforts
to tackle the influences of the hidden curriculum in a constructive or deconstructive
manner. The role that the leader decides to take on (consciously or unconsciously)
will determine students’ educational experience, the relationships between the
employees, as well as the leader’s own professional experience in the leading position.Ravnatelj je jedan od značajnih dionika sukonstrukcije školskoga kurikula i njegova
je uloga pritom jasna i zakonom definirana, ali budući da na život škole utječe i
skriveni kurikul, postavlja se pitanje o tome kakvu ulogu ravnatelj ima u odnosu
na njega. Skriveni je kurikul nepisan, teže je razumljiv i vidljiv, a ima veliki utjecaj
na život škole jer snažno utječe na odgojno-obrazovni proces i njegove sudionike.
U radu je primijenjena kvalitativna metoda i odabran je pristup osnovnoga
kvalitativnog interpretativnog istraživanja u kojem je provedena višeperspektivna
analiza elemenata triju pedagogijskih istraživačkih pristupa skrivenome kurikulu
kako bi se odredila uloga koju u procesu konstrukcije skrivenoga kurikula, ili pak
njegove dekonstrukcije, zauzima ravnatelj škole. Rezultati analize ukazuju na
to da ravnatelj preuzima afirmativnu ulogu iz perspektive duhovno-znanstvene
pedagogije, subverzivnu ulogu iz perspektive emancipacijske pedagogije i ulogu koja
se može okarakterizirati dihotomnom iz perspektive fenomenologijske pedagogije.
Navedeno svjedoči o kompleksnosti uloge koju ravnatelj može imati u slučaju
skrivenoga kurikula u školi, ovisno o gledištu koje zauzima, te o naporu koji ulože u
(de)konstrukciju skrivenoga kurikula. Uloga za koju se ravnatelj odluči (svjesno ili
nesvjesno), odredit će učeničko iskustvo obrazovanja, odnose između zaposlenika,
ali i njegovo profesionalno iskustvo rada na poziciji ravnatelja škole
The importance of lifelong education of educators for sustainable development
No full textU diplomskome radu na temu „Važnost cjeloživotnog obrazovanja odgojitelja za održivi razvoj“ proučavat će se relevantna literatura te će se uočiti povezanost cjeloživotnog učenja, cjeloživotnog obrazovanja i održivog razvoja i održivog življenja. U radu se definiraju pojmovi odgojiteljskoga zvanja, cjeloživotnog obrazovanja, cjeloživotnog učenja, održivog razvoja te se osvrće na implementiranost koncepta održivog razvoja u odgojno-obrazovni rad. Cilj ovoga rada je približiti navedene pojmove široj masi, osvijestiti o važnosti održivog življenja te potaknuti, kako odgojitelje, tako i ostale stručne suradnike na cjeloživotno učenje za održivost kako bi mogli djeci od najranije dobiti biti motivacija, vodilja i moderatori da izrastu u osviještene i održivom razvoju usmjerene pojedince.In the work "The importance of lifelong education of educators for sustainable development", will be studied and observed the relevant literature and the connection between lifelong learning, lifelong education and sustainable development and sustainable living. The work defines the concepts of preschool teacher profession, lifelong education, lifelong learning, sustainable development, and looks at the implementation of the concept of sustainable development in educational work. The goal of this work is to bring the mentioned concepts closer to the general public, to make them aware of the importance of sustainable living, and to encourage both educators and other professional associates to lifelong learning for sustainability, so that children can receive motivation, leaders and moderators from an early age to grow up aware and sustainable. development-oriented individuals
Appropriate use of technology in early and preschool education
No full textUpotreba digitalne tehnologije pruža brojne koristi za djecu u ranom djetinjstvu. Korištenje digitalnih tehnologija podržava razvoj dječjih vještina kao što su: kognitivne sposobnosti, jezične vještine, kreativnost i socijalna interakcija. Također, upotreba digitalne tehnologije poboljšava dječju motivaciju za učenjem, potiče njihovu radoznalost i samostalnost te pruža personalizirano učenje, prilagođeno individualnim potrebama svakog djeteta. Upotreba digitalne tehnologije može imati i negativne učinke, kao što su prekomjerno izlaganje ekranima i nedostatak fizičke aktivnosti. Međutim, pravilna integracija digitalnih alata s drugim aktivnostima, kao što su igre na otvorenom i interakcija s vršnjacima, može se koristiti kako bi se rizici minimizirali. Važno je pozorno planirati i nadzirati upotrebu digitalnih tehnologija kako bi se osiguralo korištenje istih na odgovoran i poučan način za djecu. Stoga je cilj rada spoznati prikladne načine upotrebe digitalne tehnologije u ranom i predškolskom odgoju i obrazovanju te opisati smjernice za prikladnu upotrebu digitalne tehnologije u ranom i predškolskom odgoju i obrazovanju. Također, cilj je objasniti prednosti, nedostatke i izazove korištenja digitalne tehnologije u ranom i predškolskom odgoju i obrazovanju te razumjeti ulogu odgojitelja u podršci dječjem učenju s digitalnom tehnologijom. Metodologija rada obuhvaća prikupljanje i analizu relevantne literature i istraživanja iz područja ranog i predškolskog odgoja i obrazovanja te upotrebe digitalne tehnologije u svrhu identificiranja ključnih aspekata pravilne upotrebe digitalne tehnologije u obrazovnom kontekstu te sintezu rezultata istraživanja kako bi se izdvojili glavni zaključci i preporuke. Važnost identifikacije i oblikovanja konkretnih smjernica za prikladnu upotrebu digitalne tehnologije u ranom i predškolskom odgoju i obrazovanju je neupitna te se zajedno s napredovanjem tehnologije, ali i novim istraživanjima one trebaju unaprjeđivati, provjeravati i nadopunjavati.The use of digital technology provides numerous benefits for children in early childhood. Digital technology supports the development of children's skills such as cognitive abilities, language skills, creativity, and social interaction. Furthermore, the use of digital technology enhances children's motivation for learning, stimulate their curiosity, and independence, and provides personalized learning tailored to each child's individual needs. The use of digital technology in preschools also comes with negative effects, such as excessive screen exposure and a lack of physical activity. However, proper integration of digital tools with other activities, such as outdoor games and peer interaction, can be employed to minimize these risks. It is important to carefully plan and supervise the use of digital technologies to ensure they are utilized responsibly and beneficially for children. This study aims to identify appropriate ways of using digital technology in early childhood education and describe guidelines for its suitable application. Additionally, the objective is to identify the advantages, disadvantages, and challenges of using digital technology in early childhood education and understand the role of educators in supporting children's learning with digital technology. The methodology of the study involves collecting and analysing relevant literature and research in the fields of early childhood education and digital technology to identify key aspects of proper usage of digital technology in an educational context. The results of the research will be synthesized to draw main conclusions and recommendations. The importance of identifying and constructing concrete guidelines for the proper use of digital technology in early childhood education is unquestionable, and they must be continuously improved, refreshed, and supplemented in conjunction with technological advancements and new research
Valpovo park flora as part of the curriculum of sustainable development of the preschool institution
No full textOvaj diplomski rad daje kratak pregled o valpovačkom parku, njegovoj povijesti, povezanosti uz dvorac te biljnim vrstama koje se u njemu nalaze. Daje i definiciju održivog razvoja te opisuje načine implementacije održivog razvoja u dječjem vrtiću Maza u Valpovu. Rad sadrži i istraživanje koje je autorica provela u samom vrtiću, a odnosi se na biljni svijet valpovačkog parka. Cilj je ovoga istraživanja bio utvrditi i proširiti dječje spoznaje o biljnim vrstama valpovačkog parka kao dijela kurikula održivog razvoja predškolske ustanove. Za kraj, opisuje pozitivne rezultate istraživanja koji se posebno mogu vidjeti u proširenju znanja djece o drvenastim vrstama parka, razlikovanjem listopadnog i zimzelenog drveća te u načinima zaštite i očuvanja parka.This diploma thesis gives a brief overview of the Valpovo park, its history, the connection with the castle and the plant species found in it. It also gives a definition of sustainable development and describes the ways of implementing sustainable development in the kindergarten Maza in Valpovo. The paper also contains research that the author conducted in the kindergarten itself, with her kindergarten group at the time, and it refers to the flora of the Valpovo park. The goal of this research was to determine and expand children's knowledge about the plant species of the Valpovo park as part of the sustainable development curriculum of the preschool institution. Finally, it describes the positive results of the research, which can especially be seen in the expansion of children's knowledge about woody species of the park, the distinction between deciduous and evergreen trees, and in ways of protecting and preserving the park