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Analysis of ethical codes of kindergartens in the Republic of Croatia
No full textEtički kodeks u vrtiću obilježava ključan alat koji osigurava da se cjelokupni kolektiv vrtića pridržava određenih načela odnosno propisa koji su smješteni u jedinstvenom dokumentu etičkog kodeksa. Njegova svrha je usmjeriti odgojitelje i cjelokupni tim vrtića u odgojno obrazovnom radu te ih uputiti u neka od osnovnih načela etike i morala. Neke od brojnih uloga kodeksa su promicanje zdrave i ugodne radne atmosfere i briga o sigurnosti i dobrobiti djece i korisnika vrtića. Odgojitelji su u situacijama u kojima svakodnevno moraju donositi odluke moralnog karaktera te na taj način ponekad dođe do nesvjesnog kršenja pravila i načela etičkog kodeksa. Pri donošenju bilo koje odluke, moralnog ili etičkog tipa, važno je da se odgojitelj vodi smjernicama kodeksa. Etički kodeks ima vrlo veliku ulogu u stvaranju okoline i atmosfere vrtića koja je u savršenom skladu s najvišim etičkim standardima. Cilj istraživanja je usporedba etičkih kodeksa u Republici Hrvatskoj. Iz svake županije odabran je jedan vrtić koji ima dostupan etički kodeks. Analizom sadržaja 21 etičkog kodeksa dječjih vrtića u Republici Hrvatskoj utvrđeno je kako razlike u etičkim kodeksima nisu značajne te kako se više razlika može naći u sastavu kodeksa nego u samom sadržaju istog.The code of ethics in the kindergarten marks a key tool that ensures that the entire collective of the kindergarten adheres to certain principles or regulations that are contained in a single document of the code of ethics. Its purpose is to direct educators and the entire kindergarten team in educational work and to instruct them in some of the basic principles of ethics and morality. Some of the many roles of the code are the promotion of a healthy and pleasant working atmosphere and care for the safety and well-being of children and kindergarten users. Educators are in situations where they have to make decisions of a moral nature every day, and in this way, sometimes the rules and principles of the code of ethics are unknowingly violated. When making any decision, moral or ethical, it is important that the educator is guided by the guidelines of the code. The code of ethics plays a very important role in creating the environment and atmosphere of the kindergarten, which is in perfect accordance with the highest ethical standards. The aim of the research is to compare ethical codes in the Republic of Croatia. One kindergarten with an available code of ethics was selected from each county. An analysis of the content of 21 ethical codes of kindergartens in the Republic of Croatia found that the differences in the ethical codes are not significant and that more differences can be found in the composition of the code than in its content itself
Self-assessment of creativity of early and pre-school education students
No full textRad se bavi pojmom kreativnosti te načinima procjene i samoprocjene kreativnosti studenata Ranog i predškolskog odgoja i obrazovanja. Kreativnost je sposobnost pojedinca da stvori nešto novo, originalno, društvu i njemu samome vrijedno. To je osobina koja je vrlo važna za snalaženje u sve složenijem vremenu u kojemu se nalazimo. Postoje različiti načini i metode mjerenja kreativnosti, a jedna od njih je i samoprocjena. Zvanje odgojitelja zahtijeva različita znanja, među kojima su poznavanje psihologije djeteta i djetetovog rasta i razvoja, pedagoška znanja, umijeće komunikacije te mnoge druge. Važno je da budući odgojitelji njeguju i usavršavaju svoje kompetencije koje stječu tijekom i nakon studija Ranoga i predškolskog odgoja i obrazovanja, da bi što bolje odgovorili na dječje potrebe tijekom odgojno-obrazovnog procesa u dječjem vrtiću. Cilj je rada ukazati na važnost samoprocjene kreativnosti studenata ranog i predškolskog odgoja kao važnoj kompetenciji za razvoj kreativnosti kod djece. Pokazalo se da da postoje brojne definicije kreativnosti te da je pojam kreativnosti vrlo složen, no većina autora se slaže u osnovnim pretpostavkama o biti kreativnosti. Pregledom istraživanja u kojima se samoprocjenom ispitivala razina kreativnosti kod učenika, studenata i odgojitelja ustanovilo se da je samoprocjena kreativnosti metoda mjerenja koja ima ekonomičnost u primjeni, zahvaća stabilnije ponašanja pojedinca tijekom duljeg vremenskog perioda s obzirom na specifični produkt koji je proizvod konkretnog zadatka postavljenog pred ispitanika.The paper deals wih the concept of creativity and methods of assessment and self-assessment od the creativity of students of early and preschool education. Creativity is the ability o fan individual to create something new, original, valuable to society and himself. This is a quality that is cery important for navigating the increasingly complex time sin which we find ourselves. There are different ways and methods of measuring creativity, and one of them is self-assessment. The profession of educator requires different knowledge, among which are knowledge of child psychology and child's growth and development, pedagogical knowledge, communication skills and many others. Iti s important that future educators nurture and improve their competences that they acquire during and after studies in early and preschool education, in order to best respond to children's needs during the educational proces sin kindergarten. The aim of the paper is to point out the importance of self-assessment of creativity of students od early and preschool education as an important competence for the development of creativity in children. It has been shown that there are numerous definitions of creativity and that the concept of creativity is very coplex, but most authors agree on the basic assumptions about the essence of creativity. A review of research in which the level of creativity among pupils, students, and educators was examined through self-assessment found that self-assessment of creativity is a measurement method that is economical in application, it captured more stable behavior of an individual over a longer period of time with regard to a specific product that is the product of a specific task set before the examinee
STRESS, LIFE SATISFACTION, AND HOPE IN STUDENTS OF TEACHER STUDIES
No full textThis transversal correlational study aimed to explore a) the depression, anxiety, and stress
(DASS) levels in students throughout their university teacher study years (1–5), as well as
how b) DASS levels are related to the theoretically and empirically relevant set of indicators
of well-being (hope, life satisfaction, maturity, and teacher study choice). Academic life
may be challenging and stressful, yet future teachers may at the same time display and develop
buffering character virtues, including the strength of hope, as positive expectations
about the future, involving optimism and focusing on creative solutions and good things
to come, and therefore adapting to these ongoing challenges. Once current levels of DASS
are described and juxtaposed to a set of indicators of well-being, these on-time informed
students may be given means to build strengths and more skillfully serve as positive models
for the primary school students that they (will) teach. The study included 204 students of
University Class Teacher studies aged 19 to 31, from one city in the Republic of Croatia. The
instruments used in this study included on one side self-assessments of depression, anxiety,
and stress, and on the other hope, life satisfaction, maturity, and teacher study choice. The
significant canonical correlation of these two variate sets was at .70, explaining 49% of the
variance. Within the study context, the correlation, mean-differences, and canonical correlation
results point to close relationships of the measured constructs, as both informative of
personality structures, and their processes in our developing, future teachers. The results
of this study add to the current lacking knowledge on teacher character and its virtues and
strengths and are discussed within the educational context
Reflective practice in kindergartens in the Republic of Croatia
No full textOvaj završni rad temelji se na proučavanju i istraživanju relevantne literature o refleksivnoj praksi u dječjim vrtićima u Republici Hrvatskoj. U nastavku rada opisan je razvoj zvanja odgojitelja ranog i predškolskog odgoja i obrazovanja u državi od samih početaka te njegov razvoj do danas. Navedene su teorije i mišljenja različitih stručnjaka o provedbi, važnosti i zastupljenosti refleksivne prakse u ustanovama za rani i predškolski odgoj i obrazovanje. Opisana je i primjerima potkrijepljena važnost svakodnevnog refleksivnog pristupa odgojitelja i propitkivanja vlastitog djelovanja. Definirana je primjena refleksivne prakse u radu odgojitelja te kakav ona utjecaj ima na sve sudionike i cjelokupan ishod rada odgojitelja. Istraživački dio rada odnosi se na pregled istraživanja refleksivne prakse u Republici Hrvatskoj, odnosno na zastupljenost refleksivne prakse odgojitelja u dječjim vrtićima. Prikazom suvremene teorije i provedenih istraživanja dan je pregled razvoja refleksivne prakse.This final paper is based on the study and research of relevant literature on reflective practice in kindergartens in the Republic of Croatia. In the continuation of the paper, the development of the profession of early and preschool education teacher in the country from the very beginnings and its development until today is described. The theories and opinions of various experts on the implementation, importance and representation of reflective practice in institutions for early and preschool education are listed. The importance of the daily reflective approach of educators and questioning of their own actions is described and supported by examples. The application of reflective practice in the work of educators is defined and what impact it has on all participants and the overall outcome of the work of educators. The research part of the work refers to the review of research on reflective practice in the Republic of Croatia, that is, on the representation of reflective practice of educators in kindergartens. An overview of the development of reflective practice is given by presenting contemporary theory and conducted research
Influence of children's artistic expression on the artwork of Paul Klee
No full textGlavni je cilj rada dodatno rasvijetliti istine o sličnostima, ali i razlikama između dječjega likovnog izraza i umjetničkih radova Paula Kleea, jedne od najvažnijih figura moderne umjetnosti 20. stoljeća. Rad sadrži kratak pregled osnovnih pojmova vezanih za dječji likovni razvoj te dodatna pojašnjenja zakonitosti koje karakteriziraju dječje likovno izražavanje. Osim toga, tu je i sažet životopis umjetnika s naglaskom na njegovo stvaralaštvo i značenje koje ono nosi za svjetsku umjetničku scenu. Čitatelji će također moći produbiti svoje razumijevanje vremena u kojemu je stvarao i djela koja su iz njega proizašla. Posebna je pozornost posvećena analizi i interpretaciji nekoliko njegovih poznatih radova, fokusirajući se na utvrđivanje bitnih sličnosti i razlika povezanih s dječjim likovnim izrazom. Rad također odgovara na pitanje koje se javlja pri pogledu na Kleeove zagonetne slike, a to je zašto su Kleea, kao i mnoge druge moderne umjetnike, inspirirala djeca.The main aim of this work is to further illuminate the truths about the similarities, as well as differences, between children's artistic expression and the artworks of Paul Klee, one of the most significant figures of 20th-century modern art. The work contains a brief overview of the basic concepts related to children's artistic development, along with additional explanations of the principles that characterize children's artistic expression. Furthermore, it includes a concise biography of the artist, with an emphasis on his artistic creation and the significance it holds for the global art scene. Readers will also be able to deepen their understanding of the era in which he created and the works that emerged from it. Special attention is devoted to the analysis and interpretation of several of his well-known works, focusing on identifying key similarities and differences associated with children's artistic expression. The work also addresses the question that arises when contemplating Klee's enigmatic paintings, which is why Klee and many other modern artists have been inspired by children
Standpoints of preschool teachers and parents of preschool children on enviromental protection
No full textU ovom diplomskom radu tematizira se održivost, zaštita okoliša i razvoj ekološke svijesti djece predškolske dobi. Uz to, u radu se ističe važnost rješavanja pitanja okoliša uzrokovanih ljudskim aktivnostima, posebice industrijalizacijom, koja je dovela do onečišćenja i ekološke neravnoteže u mnogim ekosustavima. Rad naglašava važnost održivog razvoja, koji obuhvaća ekološke, ekonomske i sociokulturne aspekte te potrebu da pojedinci, uključujući djecu, imaju ulogu u očuvanju okoliša. Nadalje, u radu se raspravlja o različitim metodama podizanja ekološke svijesti djece predškolske dobi, uključujući praktične aktivnosti kao što su ušteda električne energije i vode, smanjenje otpada, ponovna uporaba i recikliranje materijala te promicanje aktivnosti na otvorenom u prirodi. Uloge odgojitelja i roditelja ističu se kao uzori djeci u razvoju ekološke svijesti te se naglašava važnost integriranja ekoloških tema u predškolski odgoj. Cilj rada bio je ispitati stavove odgojitelja i roditelja na području Osječko-baranjske županije o primjeni i provođenju zaštite okoliša s djecom predškolske dobi te utvrditi postoje li razlike u njihovim stavovima. Prikazani rezultati ukazuju na pozitivne stavove obje skupine o zaštiti okoliša, a utvrđeno je i da obje skupine podržavaju razvoj ekološke svijesti kod djece predškolskog uzrasta. U radu se naglašava i važnost obrazovanja u ranom djetinjstvu u promicanju održivosti i razvijanju ekološke svijesti kod djece od najranije dobi.This thesis discusses sustainability, environmental protection and the development of ecological awareness of preschool children. The importance of solving environmental issues caused by human activities, especially industrialization, which has led to pollution and ecological imbalance in many ecosystems, is emphasized. The work emphasizes the importance of sustainable development, which includes ecological, economic and sociocultural aspects, and the need for individuals, including children, to play a role in preserving the environment. Furthermore, the paper discusses various methods of raising the environmental awareness of preschool children, covering practical activities such as saving electricity and water, reducing waste, reusing and recycling materials, and promoting outdoor activities in nature. A special emphasis has been given to the roles of educators and parents as role models for children in the development of environmental awareness and the importance of integrating environmental topics into preschool education. The aim of the work was to examine the standpoints of educators and parents in the area of Osijek-Baranja County regarding the application and implementation of environmental protection with preschool children and to determine whether there are differences in their standpoints. The presented results indicate positive standpoints of both groups about environmental protection, and it was also established that both groups support the development of environmental awareness among preschool children. The importance of early childhood education in promoting sustainability and developing environmental awareness in children from an early age is also emphasized
E-books for children in education: an analysis of the attitudes of future teachers
No full textRazvoj tehnologije od svoje pojave mijenja čovjekovu svakodnevicu. Tehnološki napredak utjecao je na sve sustave pa tako i na sustav obrazovanja. Obrazovanje utječe na djetetov cjelokupni razvoj. U suvremenom svijetu obrazovanje ne iziskuje samo stjecanje već i stvaranje novih znanja. Učenici u odgojno-obrazovnim ustanovama trebaju osvijestiti vlastitu potrebu za izazovima današnjeg doba u smjeru društvenog razvoja i tehnoloških napredaka. Napretkom tehnologije i procesom digitalizacije pojavile su se elektroničke knjige koje su postale sastavni dio obrazovanja, a došlo je i do pojave sve većeg broja elektroničkih udžbenika. Elektronički udžbenici nude učenje kroz igru, omogućavaju djeci neometani pristup mnoštvu informacija koje su lako dostupne, a istovremeno postižu dinamičniji i interaktivniji pristup nastavi. Zbog sve veće uključenosti elektroničkih udžbenika i digitaliziranih sadržaja u nastavni proces, u ovom se radu razmatra mišljenje budućih učitelja o prednostima i nedostatcima elektroničkih knjiga, njihovoj zastupljenosti i korištenju u nastavi te se propituju stavovi o budućoj uporabi istih.The development of technology has changed and continues to change people's everyday life. Technological progress has affected all systems, including the education system. Education affects a child's overall development. In the contemporary world, education requires not only the acquisition but also the creation of knowledge. Students in educational institutions should be aware of their own need for the challenges of today's era in the direction of social development and technological progress. With the advancement of technology and the process of digitalization, electronic books became an integral part of education, and an increasing number of electronic textbooks appeared. Electronic textbooks offer learning through play, provide children with a wealth of information that is easily accessible in a very few steps, and at the same time achieve a more dynamic and interactive approach to teaching. Due to the increasing involvement of electronic textbooks and digitized content in teaching, this paper examines the opinion of future teachers on the advantages and disadvantages of electronic books, their representation and use in teaching, and their views on their future use
The approach to children with developmental delay in teaching music
No full textNastava Glazbene kulture važan je predmet koji omogućava učenicima da razvijaju glazbene vještine, razumiju glazbenu teoriju i kulturu te se izražavaju kroz glazbu. Inkluzija se odnosi na integraciju učenika s teškoćama u razvoju u redovne obrazovne procese. Ovaj pristup može predstavljati izazove za učitelje Glazbene kulture jer moraju prilagoditi svoje nastavne metode i materijale kako bi udovoljili različitim potrebama učenika. U teorijskom dijelu ovog rada opisan je cilj nastave Glazbene kulture te domene zadane u kurikulumu. Navedene su i opisane vrste teškoća izvedene iz Pravilnika o osnovnoškolskom i srednjoškolskom odgoju i obrazovanju učenika s teškoćama u razvoju. Također, spomenuta je i glazboterapija koja može biti izuzetno korisna za poticanje razvoja različitih vještina kod djece s teškoćama u razvoju. U empirijskom dijelu proveden je intervju u kojem su se ispitivali studenti o svojoj dosadašnjoj edukaciji te informiranosti o radu s djecom s teškoćama u razvoju u nastavi Glazbene kulture. U intervjuu sudjelovalo je 6 studenata koji su dali svoje odgovore na pitanja te iskazali svoja razmišljanja. Većina studenata izražava nezadovoljstvo nedostatkom praktičnog iskustva u radu s učenicima s teškoćama u razvoju te ističu važnost dodatnih aktivnosti i radionica koje bi im omogućile stvarno iskustvo u radu s učenicima s teškoćama. U konačnici, ovo istraživanje ukazuje na potrebu za kontinuiranim naporima u poboljšanju pripreme budućih učitelja za inkluzivno obrazovanje, uz naglasak na praktičnom iskustvu i suradnji s relevantnim ustanovama. Osim toga, važno je prilagoditi obuku prema specifičnim potrebama studenata i kontinuirano istraživati i razvijati strategije za inkluziju u različitim nastavnim disciplinama.Teaching Music Culture is an important subject that allows students to develop musical skills, understand music theory and culture, and express themselves through music. Inclusion refers to the integration of students with developmental disabilities into regular educational processes. This approach can present challenges for Music teachers as they have to adapt their teaching methods and materials to meet the different needs of students. In the theoretical part of this paper, the goal of teaching Musical Culture and the domain specified in the curriculum is described. The types of difficulties derived from the „ Pravilnik o osnovnoškolskom i srednjoškolskom odgoju i obrazovanju učenika s teškoćama u razvoju“ are listed and described. Also, music therapy was mentioned, which can be extremely useful for encouraging the development of various skills in children with developmental disabilities. In the empirical part, an interview was conducted in which students were asked about their previous education and information about working with children with developmental disabilities in the Music Culture class. 6 students took part in the interview and gave their answers to the questions and expressed their thoughts. The majority of students express their dissatisfaction with the lack of practical experience in working with students with disabilities and emphasize the importance of additional activities and workshops that would enable them to have real experience in working with students with disabilities. Ultimately, this research indicates the need for continuous efforts to improve the preparation of future teachers for inclusive education, with an emphasis on practical experience and cooperation with relevant institutions. In addition, it is important to adapt training according to the specific needs of students and to continuously research and develop strategies for inclusion in different teaching disciplines
Different approaches to children's curiosity and explorative behavior
No full textEksploracija i istraživanje počinju od najranije dobi djeteta i smatraju se jednim od bitnijih akcija djetetova cjeloukupnog fizičkog i kognitivnog razvoja. Djeca prvotno otkrivaju sebe, nakon toga okolinu koja ih okružuje te se nakon toga baziraju na daljnje elemente prirode. Djeca istražuju samostalno ili u suradništvu, do zaključaka dolazi poticajima te je potaknut unutarnjim faktorima kao što je znatiželja. Odrastanjem i zasićenjem informacija, eksploracija se smanjuje. Uvelike ovisi o razlikama u dobi i spolu, isto kao i o okruženju u kojem dijete boravi. Dijete svakodnevno istražuje uz bogate poticaje i neograničenost materijala potaknuto slobodom i radoznalošću. Dijete je intrinzično i ekstrinzično motivirano te istražuju sponatno ili izazvano. Intrinzično ga pokreće sloboda, znatiželja te potreba za otkrivanjem, dok ga ekstrinzično motivira odgojitelj, centri koji su poticaj, boje, priroda te sama okolina. Kreativnost je jedan od bitnijih poticaja jer utječe na cjeloukupan razvoj djeteta. Eksploracija i istraživanje rezultirat će pozitivnijim rezultatima ukoliko odgojitelj i roditelji pristupe pravilno. Odgojitelji svojim pristupom moraju dati osjećaj sigurnosti, slobode i kongruentnost te sudjelovati kao pasivni promatrači koji daju podršku komunikacijom, odgovorima i poticajnim pitanjima. Temeljom eksploracije i istraživačkih akcija smatra se igra, koja kao neometana i slobodna aktivnost prikazuje sam proces istraživanja jednostavnim i konstantno u trajanju.Exploration and research begin from the earliest age of the child and are considered one of the most important actions of the child's overall physical and cognitive development. Children initially discover themselves, then the environment that surrounds them, and then base themselves on further elements of nature. Children investigate independently or in collaboration, they come to conclusions with incentives and are motivated by internal factors such as curiosity. With growing up and saturation of information, exploration decreases. It largely depends on differences in age and gender, as well as on the environment in which the child resides. The child explores daily with rich stimuli and unlimited materials, motivated by freedom and curiosity. The child is intrinsically and extrinsically motivated and explores spontaneously or provoked. He is intrinsically motivated by freedom, curiosity and the need for discovery, while he is extrinsically motivated by the educator, centers that are a stimulus, colors, nature and the environment itself. Creativity is one of the most important incentives because it affects the overall development of the child. Exploration and research will result in more positive results if the educator and parents approach it correctly. With their approach, they must give a sense of security, freedom and congruence and participate as passive observers who provide support through communication, answers and stimulating questions. The basis of exploration and research actions is considered to be the game, which as an undisturbed and free activity shows the research process itself in a simple and constant duration
Nature science experiments in lower grades od primary school teaching
No full textU ovom radu analizirani su i istraženi stavovi 100 učitelja o ulozi, primjeni i poteškoćama pri izvođenju pokusa iz prirodoslovlja u razrednoj nastavi. Teorijski dio rada naglašava značaj pokusa u obrazovanju, posebno u području prirodoslovlja, ističući njihovu ulogu u razvoju kritičkog razmišljanja, istraživačkih sposobnosti i općeg razumijevanja Prirode i društva. Također, ističe ulogu učitelja kao ključnog aktera u uspješnom provođenju pokusa u nastavi. Kroz analizu anketnih rezultata, istraživanje pokazuje da učitelji prepoznaju važnost pokusa u nastavi, ali nailaze na probleme kao što su nedostatak adekvatnog prostora, opreme, materijala i vremena za izvođenje pokusa. Većina učitelja izvodi pokuse koji su demonstracijske ili grupne prirode, te biraju pokuse prema njihovoj složenosti i organizaciji. Ispitanici također ukazuju na emocionalnu i financijsku potporu roditelja u provođenju pokusa. Iako postoji podijeljeno mišljenje o tome je li predviđeni broj pokusa dovoljan, istraživanje sugerira da bi češće izvođenje pokusa moglo puno više pomoći razumijevanju gradiva i većem angažmanu učenika. Rezultati ovog rada mogu poslužiti kao motivacija za učitelje osnovne škole i kao smjernica onima koji sudjeluju u izradi kurikuluma i Nastavnih planova i programa. Može potaknuti svijest o problemima s kojima se susreću učitelji i pružiti sugestije za poboljšanja u školstvu.In this research, the attitudes of 100 teachers regarding the role, implementation, and challenges of conducting experiments in natural sciences in lower grades of primary education were analyzed and explored. The theoretical section of the paper emphasizes the significance of experiments in education, particularly in the field of natural sciences, highlighting their role in developing critical thinking, research skills, and a general understanding of Nature and Society. It also underscores the teacher's role as a key figure in the successful execution of experiments in teaching. Through the analysis of survey results, the research shows that teachers recognize the importance of experiments in education but face issues such as a lack of adequate space, equipment, materials, and time for conducting experiments. The majority of teachers conduct experiments of a demonstrative or group nature, selecting experiments based on their complexity and organization. Respondents also indicate emotional and financial support from parents in carrying out experiments. While there is divided opinion about whether the prescribed number of experiments is sufficient, the research suggests that conducting experiments more frequently could significantly enhance the understanding of the subject matter and increase student engagement. The results of this paper can serve as motivation for elementary school teachers and provide guidance to those involved in curriculum development and educational planning. It can raise awareness about the challenges teachers encounter and offer suggestions for improvements in the education system