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POSLIJEPANDEMIJSKA SVEUČILIŠNA KULTURA IZ STUDENTSKE PERSPEKTIVE
No full textCulture of an educational institution encompasses a set of norms, beliefs and behaviours evident in a powerful network of rituals and traditions, norms and values that affect every corner of the organization. In the university context, it is perceived as the way of living that is co-created by the community members - their opinions, ideas and habits. The period of the forced social isolation has made many students struggle with developing personal connections and brought them in danger of developing a sense of isolation and disconnection. When moving forward from the lessons learnt in the online university courses,building a sense of community has proven to be one of the greatest challenges.
Therefore, this qualitative study aimed to explore how students in their freshman year tend to perceive the university culture after joining the on site classes. For that purpose, Hargreaves’s model of institutional culture, which describes culture in terms of its expressive domain and instrumental domain, was adapted to the context of higher education and applied in focus groups discussions among students of Pedagogy and Psychology (University of Tuzla, Bosnia and Herzegovina). The results show that students recognize the need to increase social cohesion at the university courses while providing engaging and innovative teaching methods that would facilitate learning and create supporting personal relations between students (and the teaching staff).Kultura odgojno-obrazovne ustanove uključuje čitav normi, uvjerenja i ponašanja koja doprinose snažno isprepletenim ritualima i tradiciji, pravilima i vrijednostima koje utječu na svaki aspekt ustanove. Usveučilišnom kontekstu kultura se tumači kao način življenja kojega zajednički stvaraju članovi akademske zajednice, i to svojim stavovima, zamislima i navikama. Razdoblje prisilne socijalne izolacije dovelo do toga da su mnogi student međusobno teško uspostavljali povezanost, zbog čega su se mogli osjećati odsječenima od društva. Ako osvijestimo lekcije naučene tijekom održavanja online nastave i krenemo dalje, nužno je imati na umu da se jednim od najveći izazova pokazala izgradnja zajednice koja dijeli
kulturu i osjećaj zajedništva. Zbog navedenog se ovo kvalitativno istraživanje usmjerilo na otkrivanje kako studenti prve godine studija percipiraju sveučilišnu kulturu nakon što su se vratili na nastavu koja se održava na fakultetu. U tu je svrhu modificiran Hargreavesov model institucionalne kulture, koji kulturu ustanove opisuje u dimenzijama ekspresivnosti i instrumentalnosti, te je primijenjen na fokus grupama sa studentima pedagogije i psihologije na Sveučilištu u Tuzli (BiH). Rezultati pokazuju kako studenti prepoznaju potrebu povećanja socijalne kohezije na sveučilišnim kolegijima uvođenjem inovativnih metoda poučavanja koje uključuju suradničko učenje i stvaranje podupirućih odnosa među studentima (i profesorima)
Linguistic establishment of methods for predicting and researching the future in the Croatian context
No full textIt is well known to the academic, scientific and professional public in the Republic of Croatia that research seeks to explain, prevent and improve various challenges in the frames of various professions within which research is conducted. It is also known that it is desirable to use multiple research techniques in order to make the approach to the researched problem/challenge as objective and as complete as possible. In this study, the focus will be on research conducted in the field of education, particularly in the field of pedagogy. This certainly includes research methods with which we can predict future challenges and events that may follow (in the near and/or distant) future and thus mitigate, prevent or improve them. The methods by which we research and predict the future are better known to the Croatian public as futuristic research methods. Globally, futuristic research methods are better known as futures studies. Given that in the Republic of Croatia we still do not have uniform expressions for translations of different research methods, this paper will be an attempt to address this challenge. The reason for this is different translations from English into the Croatian context, so occasionally the same research method in Croatian literature can be found under different names, which is certainly confusing for those who are new to this field, but also for reviewers who accept such papers. The study gives an overview of the most important futuristic research methods that are most often used in research on education and pedagogy in the Croatian context, but also suggests the name of the method in the Croatian language: Focus Groups, Sixth sense, Forecasting, Backcasting, Trend analyzis, Technological forecasting, Delphi Method/Techniques, Cross impact analysis, Morphological analysis, Polak game or Where Do You Stand?, Visioning, Futures biographies, Scenario Planning, Causal Layered Analysis (CLA), Relevance Trees, Adaptive role playing
Artistic Creations of Kurt Cobain
No full textOvaj rad usmjeren je na analiziranje likovnog stvaralaštva američkog glazbenika i frontmena grupe Nirvana, tekstopisca i umjetnika Kurta Cobaina koji je djelovao u osamdesetim i devedesetim godinama prošloga stoljeća. Likovna umjetnost i glazba dijele kompozicijska načela poput harmonije, ravnoteže i ritma. Mnoge kulture kroz povijest su također povezivale glazbu i likovnu umjetnost, a ta se veza održala i u suvremenom društvu. Teorijsko polazište uključuje i osvrt na likovno stvaralaštvo glazbenika i umjetnika kao što su Marilyn Manson, David Bowie, Rick Allen i Josef Albers. Definirane su likovne tehnike koje je Cobain koristio, te su četiri rada analizirana. Kurt Cobain bio je čovjek koji se borio s bipolarnim poremećajem i ovisnošću. Poznati umjetnici s bipolarnim poremećajem su bili Vincent Van Gogh, Edvard Munch i Jackson Pollock. Cobain se cijeli život se bavio umjetnošću te je uz pisanje tekstova i skladanje, stvarao i likovna djela. Analize Likovnih radova otkrivaju da su djela pratila teme njegovih tekstova, a osjećaje je izražavao kroz mračni smisao za humor. Česti motivi Cobainovih radova su bile lutke, marionete, anatomija čovjeka, neobični likovi i autoportreti. Koristio je poglavito tehnike plošnog oblikovanja kao što su slikanje i crtanje. Slikao je akrilom i uljem, crtao je olovkom i flomasterom često kombinirajući tehnike. Analiza likovnih djela i tehnika dovodi do uočavanja isprepletenosti glazbe i likovnog stvaralaštva Kurta Cobaina. Likovna umjetnost glazbenika prikazuje emocije, raspoloženja, životne priče, voljene osobe, baš poput likovnih umjetnika koji stvaraju poruke i prikazuju ono što žele pokazati cijelom svijetu.This thesis is focused on the analysis of the artistic creations of the American musician and frontman of the group Nirvana, songwriter and artist Kurt Cobain, who was active in the eighties and nineties of the last century. Fine art and music share compositional principles such as harmony, balance and rhythm. Many cultures throughout history have also connected music and visual arts, and this connection has been maintained in modern society as well. The theoretical starting point also includes a review of the artistic creations of musicians and artists such as Marilyn Manson, David Bowie, Rick Allen and Josef Albers. The artistic techniques used by Cobain are defined, and four works are analysed. Kurt Cobain was a man who struggled with depression and addiction. Famous artists with bipolar disorder included Vincent Van Gogh, Edvard Munch and Jackson Pollock. Cobain was involved in art all his life, and in addition to writing lyrics and composing, he also created works of art. He was involved in art all his life and, in addition to writing lyrics and composing, he also created visual art. The analysis of his art reveals that the creations followed the themes of his lyrics, and he expressed his feelings through a dark sense of humour. Frequent motifs of Cobain's works were dolls, marionettes, human anatomy, unusual characters and self-portraits. He mainly used surface modelling techniques such as painting and drawing. He painted with acrylic and oil, drew with pencils and felt-tip pens, often combining techniques. The analysis of art works and techniques leads to the observation of the interweaving of Kurt Cobain's music and art. Fine art created by musicians shows emotions, moods, life stories, loved ones, just like fine artists who create messages and show what they want to show to the whole world
PEDAGOGICAL LEADERSHIP AND THE IMPLICIT INFLUENCES OF HIDDEN CURRICULUM: A CASE STUDY
No full textCilj ovog rada bio je odrediti elemente skrivenog kurikuluma škole s posebnim naglaskom na one elemente koji proizlaze iz pedagoškog vođenja škole ili imaju utjecaj na njega. Razmatrao se smjer utjecaja pronađenih elemenata na život škole i pedagoško vođenje te koliko ravnatelj svojim djelovanjem utječe na njih. Teorijski dio rada daje pregled teorijskih razmatranja i istraživanja vođenja, upravljanja i menadžmenta te pedagoškog vođenja škole. Razmatrana su istraživanja uloge ravnatelja u vođenju škole te je dan teorijski okvir pojma kurikuluma. U istraživanju je metodom studije slučaja pronađeno 30 elemenata skrivenog kurikuluma analizom školske dokumentacije, arhitekture i opremljenosti škole, objava na mrežnim stranicama škole i društvenim mrežama te rada ravnatelja koji utječu na pedagoško vođenje ili proizlaze iz njega. Rezultati istraživanja pokazuju da je u 53,3% slučajeva utjecaj elemenata skrivenog kurikuluma na život škole dvojak te da ravnatelj u 96,6% slučajeva ima srednji ili veliki utjecaj na pronađene elemente skrivenog kurikuluma.The study aimed at identifying the elements of school's hidden curriculum with an emphasis on those elements that arise from the pedagogical leadership in school or have an impact on it. The direction of the impact of the detected elements on school's life and pedagogical leadership was considered, as well as how much the principal influences them through his actions. The theoretical part of the thesis provides an overview of theoretical considerations and research on leadership, management, and pedagogical leadership in the school. Research on the principal's role in school leadership was discussed, and the theoretical framework of school curriculum was given. In the empirical part of the research, the case study method was applied to detect 30 elements of hidden curriculum which influence or result from pedagogical leadership by analyzing school documentation, school architecture and equipment, posts on the school's website and social networks, and the work of the principal. The results of the research show that in 53.3% of the elements, the implicit influence of the hidden curriculum on school life is two-fold, and that in 96.6% of cases the principal has a medium to large influence on the implicit elements of the explored school curriculum
Pedagogical documentation and self-reflection as a form of continuous professional development
No full textNacionalni kurikulum za rani i predškolski odgoj i obrazovanje (2015) navodi da kvalitetnu odgojno-obrazovnu praksu i kurikulum vrtića oblikuju djelatnici vrtića u skladu sa svojim profesionalnim znanjem i razumijevanjem vlastite odgojno-obrazovne prakse, kao i osobnom motiviranošću za unapređenjem odgojno-obrazovne prakse. Razvoj odgojno-obrazovne prakse i kurikuluma vrtića događa se paralelno s razvojem novih vrijednosti, razumijevanja i znanja odgojitelja i drugih djelatnika vrtića, a počiva izravno na temeljima zajedničkog dijaloga i suradnje sa djecom, kao ravnopravnim sukonstruktorima oblikovanja ovog procesa, ali i vlastitog djetinjstva i razumijevanja. Takvo holističko stajalište potrebno je da bi se osigurao kontinuirani profesionalni razvoj. Vezano na to u ovome radu polazište je pedagoško dokumentiranje odgojno-obrazovnog procesa i samorefleksija odgojitelja kao oblik njegovog profesionalnog razvoja. Promatrajući djecu u interakciji sa ponuđenim prostorno-materijalnim uvjetima, bilježenjem njihovog shvaćanja i razumijevanja osiguravamo si sredstva kroz koja možemo sagledati vlastito djelovanje i rad. Kroz prikupljene artefakte opisani su dijalozi djece, njihova suradnja, njihovo razumijevanje i znanje, emocije, važnost iskustvenog i spoznajnog učenja te njihova povezanost sa smjernicama i vrijednostima NKRPOO koje omogućavaju holistički pristup za cjeloživotno učenje, kako djece tako i odgojitelja. Sam proces kod djece rane i predškolske dobi potaknuo je promatranje, istraživanje i zaključivanje te participirajući razvoj kroz ravnopravno, samoinicirano, autonomno i autentično sudjelovanje u aktivnostima. Na osnovu dokumentiranih spoznajnih elemenata kod djece, omogućena je samorefleksija na procese aktivnosti koja je svrsishodno vodila prema promišljanju o daljnjim mogućim kapacitetima prepoznavanja i podrške koju bi odgojitelj mogao osigurati djeci, a koje će ujedno omogućiti odgajateljev daljnji profesionalni razvoj. Cilj ovoga rada je uvidom u vlastitu praksu kroz proces samorefleksije osvijestiti, analizirati i interpretirati situacije učenja, a procesom samorefleksije unaprijediti praksu i učiniti je vidljivom vanjskim dionicima.The National Curriculum for Early and Preschool Education (2015) states that quality educational practice and kindergarten curriculum are shaped by kindergarten employees in accordance with their professional knowledge and understanding of their own educational practice, as well as personal motivation to improve educational practice. The development of the educational practice and curriculum of the kindergarten takes place in parallel with the development of new values, understanding and knowledge of educators and other kindergarten workers, and rests directly on the foundations of joint dialogue and cooperation with children, as equal co-constructors of shaping this process, but also of their own childhood and understanding . Such a holistic point of view is necessary to ensure continuous professional development. Related to that, in this paper, the starting point is the pedagogical documentation of the educational process and the teacher's self-reflection as a form of his professional development. By observing children in interaction with the offered spatial and material conditions, by recording their understanding and understanding, we provide ourselves with the means through which we can look at our own actions and work. Through the collected artifacts, children's dialogues, their cooperation, their understanding and knowledge, emotions, the importance of experiential and cognitive learning, and their connection with the guidelines and values of NKRPOO, which enable a holistic approach for lifelong learning, for both children and educators, are described. The process itself for children of early and preschool age encouraged observation, research and conclusion and participatory development through equal, self-initiated, autonomous and authentic participation in activities. On the basis of documented cognitive elements in children, self-reflection on activity processes was enabled, which expediently led to thinking about further possible capacities of recognition and support that the educator could provide to the children, which will also enable the educator's further professional development. The goal of this work is to gain insight into one's own practice through the process of self-reflection, to become aware of, analyze and interpret learning situations, and through the process of self-reflection to improve practice and make it visible to external stakeholders
Parental assessment of children's art works
No full textOvaj rad govori o povezanosti roditeljskih procjena dječjih likovnih radova, njihovom utjecaju na razvoj dječjeg likovnog stvaralaštva te njihovom vrednovanju istih kao i vrednovanju likovnog prostora i stvaralaštva u sobi dnevnog boravka vrtića. Dječji likovni izraz vrlo je bitan za njihov cjelokupan razvoj. Odgajatelji su ti koji uče razumjeti i interpretirati dječje likovne radove prema određenim specifičnostima u njihovim radovima i na temelju toga usmjeravaju dijete na daljnji rad uz dodatne poticaje. U radu se navode načini vrednovanja predškolskog odgoja i njihovoj povezanosti s roditeljima. Cilj istraživanja bio je utvrditi i istražiti koliko su roditelji kompetentni u interpretaciji dječjih likovnih radova, načinu vrednovanja istih i na koji način usmjeravaju djecu na daljnje likovno izražavanje. Istraživanje je provedeno u gradskom vrtiću u Donjem Miholjcu. Kao instrument istraživanja koristila se anketa koja je sastavljena u svrhu ovog istraživanja. Rezultati istraživanja pokazali su kako roditelji pozitivno i uspješno vrednuju vrtićke likovne radove svoje djece i da su uključeni u razvoj i poticanje njihovih likovnih mogućnosti što ostavlja pozitivan utjecaj na daljnji razvoj djece, njihovog boravka u vrtićkim ustanovama i suradnji roditelja i odgajatelja.This paper talks about the connection between parents' evaluations of children's artworks, their influence on the development of children's artistic creativity and their evaluation of the same, as well as the evaluation of art space and creativity in the living room of the kindergarten. Children's artistic expression is very important for their overall development. Educators are the ones who learn to understand and interpret children's artworks according to certain specifics in their works and, based on this, direct the child to further work with additional incentives. The paper describes ways of evaluating preschool education and its connection with parents. The goal of this research was to determine and investigate the extent to which parents are competent in the interpretation of children's artworks, the way they are evaluated and how they direct children to further artistic expression. The research was conducted in the city kindergarten in Donji Miholjac. The survey that was compiled for the purpose of this research was used as a research instrument. The results of the research showed that parents positively and successfully evaluate their children's artworks in kindergarten and that they are involved in the development and encouragement of their artistic abilities, which leaves a positive impact on the further development of children, their stay in kindergarten institutions and the cooperation of parents and educators
The cosmological period of ancient philosophy among the pre-Socratics
No full textCilj ovog završnog rada je istražiti kozmološko razdoblje antičke filozofije kod predsokratovaca te proučiti njihove teorije i ideje o nastanku svijeta i svemira. Osim kozmologije i kozmoloških teorija, pregled i analiza navedenih ideja pružila je uvid u mitologiju, religiju i život ljudi u antičkoj Grčkoj. Kozmološko razdoblje antičke filozofije kod predsokratovaca obuhvaća razdoblje između 6. i 5. stoljeća prije Krista, te se u tom razdoblju susrećemo s prvim misliocima, prvim filozofima koji su postanka i konstrukciju materijalnog svijeta pokušali opisati na racionalan način. Prvi filozofi su Tales, Anaksimandar i Anaksimen, podrijetlom iz Mileta, malenog grada na obali Male Azije. Zahvaljujući njima i njihovim teorijama, napustivši mitološka i religijska polazišta, upotrijebivši logično i racionalno razmišljanje, dolazi se do novog pogleda na prirodu i svemir, pojma kozmosa, uređenog svemira, daljnji napredak kako filozofije, tako i znanosti, matematike i astronomije.The goal of this final thesis is to investigate the cosmological period of ancient Greece with the pre-Socratics and to study their theories and ideas about the origin of the world and the universe. In addition to cosmology and cosmological theories, the review and analysis of the mentioned ideas provided an insight into mythology, religion and the life of people in ancient Greece. The cosmological period of ancient Greece with the pre-Socratics covers the period between the 6th and 5th centuries BC, and in that period we meet the first thinkers and the first philosophers who offered a meaningful and reasonable explanation of the origin and construction of the material world. The first philosophers are Thales, Anaximander and Anaximenes, originally from Miletus, a small city on the coast of Asia Minor. Thanks to them and their theories, in which they abandoned mythological and religious starting points, and used logical and rational thinking, a new view of nature and the universe, the concept of the cosmos, an ordered universe, and further progress of both philosophy and science, mathematics and astronomy were reached
History of Ladimirevci
No full textU ovom radu će se govoriti o povijesti sela Ladimirevaca. Cilj je istraživanja prikazati povijesni razvoj sela Ladimirevci od njegova nastanka do današnjih dana. Selo Ladimirevci, smješteno uz rijeku Dravu u blizini Valpova, ima bogatu i raznoliku povijest koja seže unatrag mnogo stoljeća. Ovaj rad pruža detaljan uvid u povijest, demografski razvoj, gospodarski razvoj, društvene promjene, obrazovanje i vjerski život ovog malog sela. Povijest Ladimirevaca obuhvaća različite periode, uključujući naseljavanje prvih stanovnika, promjene u gospodarskim aktivnostima, te kulturne i društvene događaje koji su oblikovali život lokalne zajednice. Tijekom vremena, selo je prošlo kroz demografske promjene, a migracije su utjecale na njegovu demografsku strukturu. Kulturna baština Ladimirevaca obogaćena je tradicionalnim običajima, kulturnim manifestacijama i značajnim spomenicima. Gospodarski razvoj sela je usko povezan s poljoprivredom, obrtništvom i industrijom, a društveni razvoj obuhvaća obrazovne institucije, društvene organizacije i udruge koje su igrale važnu ulogu u životu zajednice. Vjerski život također ima svoje mjesto u povijesti Ladimirevaca, s crkvom ili drugim vjerskim zajednicama koje su igrale značajnu ulogu u životima stanovnika. Suvremeno stanje Ladimirevaca odražava se kroz demografske podatke, ekonomsku situaciju i izazove s kojima se selo suočava u današnjem vremenu. Kroz ovaj rad istaknuto je bogatstvo povijesti i kulture Ladimirevaca te njegova važnost u širem kontekstu. Ovaj završni rad predstavlja sveobuhvatan pregled povijesti i razvoja Ladimirevaca, pružajući dublje razumijevanje ovog sela i njegove uloge u lokalnoj i regionalnoj povijesti.This paper will talk about the history of the village of Ladimirevci. The aim of the research is to show the historical development of the village of Ladimirevci from its creation to the present day. The village of Ladimirevci, located along the Drava River near Valpovo, has a rich and diverse history that goes back many centuries. This work provides a detailed insight into the history, demographic development, economic development, social changes, education and religious life of this small village. The history of Ladimirevci includes different periods, including the settlement of the first inhabitants, changes in economic activities, and cultural and social events that shaped the life of the local community. Over time, the village went through demographic changes, and migrations affected its demographic structure. The cultural heritage of Ladimirevci is enriched with traditional customs, cultural manifestations and significant monuments. The economic development of the village is closely related to agriculture, crafts and industry, and the social development includes educational institutions, social organizations and associations that played an important role in the life of the community. Religious life also has its place in the history of Ladimirevci, with the church or other religious communities playing a significant role in the lives of the inhabitants. The contemporary situation of Ladimirevci is reflected through demographic data, the economic situation and the challenges the village is facing today. Through this work, the richness of the history and culture of the Ladimirevci people and its importance in a wider context are highlighted. This final paper presents a comprehensive overview of the history and development of Ladimirevci, providing a deeper understanding of this village and its role in local and regional history
Puppet didactics in education
No full textDiplomski rad sastoji se od dva dijela. U prvom se dijelu nalazi teorijski prikaz u kojem se definiraju pojmovi didaktika i lutkarstvo. U njemu se daje pregled lutkarskih osnova, a naglasak je na didaktici u ranoj i predškolskoj dobi djece, te na upotrebi lutke u dječjem vrtiću, kao didaktičkog sredstva. U njemu se opisuje i odnos lutkara i lutke, povezanost lutke s djetetom i način na koji djeca predškolske dobi uče. Dalje, detaljno se analizira pojam lutkarske didaktike i navode se didaktičke mogućnosti lutke u radu s djecom, od izrade lutaka, pisanja teksta za lutkarski igrokaz, izrade scenografije i korištenja glazbe. Drugi dio diplomskog rada čini praktična primjena lutkarske didaktike u odgojno-obrazovnom radu s djecom rane i predškolske dobi. U ovom dijelu rad sadrži opis nastanka lutkarskog igrokaza „Nije lako biti slon“, odabir i izradu scenografije, primjerenih lutkarskih rješenja, glazbe i rasvjete. Nadalje, opisuje se proces izrade lutaka koje su korištene u lutkarskom igrokazu i u čijem su stvaranju sudjelovala djeca i odgojitelji, kao i u izradi dijelova scenografije. Na kraju diplomskog rada nalazi se prikaz aktivnosti koje su uslijedile u odgojno-obrazovnoj skupini nakon što su djeca pogledala lutkarski igrokaz. Sve prikazano ima za cilj predočiti praktičnu primjenu uporabe lutkarske didaktike u odgojno-obrazovnom radu s djecom rane i predškolske dobi.The thesis consists of two parts. In the first part, there is a theoretical presentation in which the concepts of didactics and puppetry are defined. It provides an overview of the basics of puppetry, and the emphasis is on didactics in the early and preschool age of children, and on the use of puppets in kindergarten as a didactic tool. It also describes the relationship between the puppeteer and the doll, the connection between the doll and the child, and the way preschool children learn. Next, the concept of puppet didactics is analyzed in detail and the didactic possibilities of puppets in working with children are listed, from making puppets, writing text for a puppet play, creating scenography and using music. The second part of the thesis consists of the practical application of puppet didactics in educational work with children of early and preschool age. In this part, the work contains a description of the creation of the puppet show "It's not easy to be an elephant", the selection and creation of scenography, appropriate puppet solutions, music and lighting. Furthermore, it describes the process of making the dolls that were used in the puppet play and in the creation of which the children and educators participated, as well as in the creation of parts of the scenography. At the end of the thesis there is a description of the activities that followed in the educational group after the children watched the puppet show. Everything presented aims to present the practical application of the use of puppet didactics in educational work with children of early and preschool age
Activities for introducing basic concepts of statistics
No full textRano djetinjstvo je životno razdoblje koje je karakterizirano napretkom u dječjim kognitivnim i društvenim sposobnostima. Novija literatura o učenju u ranim godinama života naglašava dobrobiti upoznavanja djece s pojmovima u statistici poput varijabilnosti, skupova, populacije, prezentacije podataka i statističkog istraživanja. Dakle, jedan od važnih načina kako osigurati spremnost učenika na ulazak u svijet odraslih je započeti s uvođenjem osnovnih pojmova statistike u dječjem vrtiću te razviti kod učenika sposobnost da odgovorno i učinkovito koriste dane im alate i na kraju donose dobre odluke koristeći podatke. Djeca mogu učiti statistiku kroz društvene interakcije, situacije iz stvarnog života, aktivnosti koje podižu samosvijest učenika, razne oblike samoizražavanja, pisanje, igranje s kockama, kartama i kroz druge igre te se danas u igre za upoznavanje s osnovnim pojmovima statistike mogu ubrojiti i videoigre i igre na internetu. Neke smjernice za statističko obrazovanje su da se učenici trebaju početi obrazovati u ranoj dobi kako bi se kasnije lakše snalazili u radu s podacima. Razlog tome je što će većina budućih poslova zahtijevati određeno poznavanje elemenata statistike. Potrebne su određene promjene u ranom obrazovanju o statistici kako bi se učenicima osiguralo da ne budu isključeni iz tih područja. Također je važno da poučavatelj ima znanje i odgovarajuću opremu kada treba uvoditi osnovne elemente statistike kod djece predškolske dobi, a glavni cilj treba biti stvaranje osnove statističkog razmišljanja kroz odgovarajuće aktivnosti.Early childhood is a life stage characterized by advancements in children's cognitive and social abilities. Recent literature on early childhood education highlights the benefits of introducing children to statistical concepts such as variability, sets, populations, data representation, and statistical research. Therefore, one of the crucial methods to ensure students are prepared for adulthood is to initiate the introduction of fundamental statistical concepts in preschool and cultivate in students the ability to responsibly and efficiently utilize the tools at their disposal, ultimately enabling them to make informed decisions using data. Children can acquire statistical knowledge through social interactions, real-life scenarios, activities that enhance students' self-awareness, various forms of self-expression, writing, playing with dice, cards, and other games. In today's context, video games and online games can also be incorporated as tools for acquainting children with basic statistical concepts. Some guidelines for statistical education suggest that students should commence their education at a young age to facilitate their future ease in working with data, as most future professions will require a certain level of statistical literacy. Certain adaptations in early statistical education are necessary to ensure that students are not excluded from these domains. Additionally, it is crucial for educators to possess the knowledge and appropriate resources when introducing fundamental statistical elements to preschool-age children. The primary objective should be to establish the foundation for statistical thinking through suitable activities