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Impact of the COVID-19 pandemic on the quality of life of children in early adolescence
No full textPandemija COVID-19 uzrokovala je najveći poremećaj u obrazovnom sistemu diljem svijeta. Virus je pogodio gotovo 1,6 milijardi učenika u više od 190 država. Zatvaranje obrazovnih institucija dodatno je pogoršalo pružanje osnovnih usluga djeci, učiteljima i roditeljima. Komunikacija između učitelja i učenika bila je moguća jedino preko interneta. U okviru ovoga rada proveden je upitnik s učenicima petih i šestih razreda i njihovim roditeljima u osnovnoj školi u Vinkovcima. Sadržaj upitnika čine pitanja podijeljena u 4 skupine: tjelesno zdravlje i aktivnosti, emocionalno zdravlje, društvene aktivnosti i školske aktivnosti. Cilj istraživanja je utvrditi je li došlo do promjena u kvaliteti života djece u dobi rane adolescencije tijekom pandemije COVID-19 u odnosu na razdoblje prije pandemije te koja je razlika procjene između djeteta i roditelja o utjecaju pandemije COVID-19 na kvalitetu života nakon pandemije.Pandemic COVID-19 is the biggest disruption in the screen system of many parts of the world. The virus has contracted certainly 1,6 billion pupils in more than 190 countries. The deterioration of screen institutions has additionally worsened the flexibility of basic services to children, teachers and parents. Communication between teachers and pupils was possible only via the Internet. Within the framework of this series, a meeting with pupils of the fifth and sixth grades and their parents at the primary school in Vinkovci was carried out. The content of the questionnaire is divided into 4 groups: physical health and activities, emotional health, social activities and school activities. The aim of the study is to establish whether there has been a change in the quality of life of the child at the age of early adolescence as a result of the COVID-19 pandemic in relation to the period before the pandemic, which is the difference between the perception of the child and the parent about the impact of the COVID-19 pandemic on the quality of life after the pandemic
Possibilities of digital technologies in inclusive education for preschool children
No full textDigitalna tehnologija danas predstavlja jedan sasvim uobičajen element za ostvarenje suvremene okoline učenja. Digitalna tehnologija kao takva se stoga nalazi u službi samog djeteta i u okviru konstruktivističkog učenja s obzirom da ista omogućuje učenje putem istraživanja i putem rješavanja određenog problema kroz igru. Današnja multimedijska didaktika zapravo potiče djecu predškolske dobi na učenje kroz igru. Važnu ulogu digitalne tehnologije imaju i u području inkluzivnog obrazovanja za djecu predškolske dobi. Stoga je i cilj rada istražiti mogućnosti korištenja digitalnih tehnologija u inkluzivnom obrazovanju djece predškolske dobi te identicirati njihov potencijal za podupiranje inkluzije ili inkluzivnog digitalnog obrazovanja u predškolskoj dobi. Pregledom literature identificirane su neke trenutno dostupne tehnologije, klasificirane prema područjima obrazovanja te opisane mogućnosti njihove primjene u domeni inkluzivnog digitalnog obrazovanja. Odabrane su tri aplikacije za razvoj govora i opisana njihova primjena i ishodi primjene na jednom slučaju. Usmjeravanjem prema korištenju digitalnih tehnologija u inkluzivnom obrazovanju za djecu predškolske dobi osigurava se učenje kroz svojevrsnu igru s obzirom da je temeljna zanimacija djece upravo igra.Today, digital technology represents a very common element for creating a modern learning environment. Digital technology as such is therefore at the service of the student himself and within the framework of constructivist learning, given that it enables learning through research and through solving a specific problem through play. Today's multimedia didactics actually encourages preschool children to learn through play. Digital technologies play an important role in the field of inclusive education for preschool children. Therefore, the aim of the paper is to investigate the possibilities of using digital technologies in the inclusive education of preschool children and to identify their potential for supporting inclusion or inclusive digital education in preschool age. A review of the literature identified some currently available technologies, classified according to areas of education, and the possibilities of their application in the domain of inclusive digital education have been described. Three applications for speech development were selected and their application and the results of application on one case were described. Directing towards the use of digital technologies in inclusive education for children of preschool age ensures learning through a kind of game, given that the basic occupation of children is precisely the game
Learning in mixed-age kindergarten groups
No full textDječji je vrtić, uz djetetovu obitelj, glavni pokretač djetetova razvoja i zato je njegovo neprekidno unapređivanje neophodno za dobar uspjeh u istom. Dugi niz godina važno je pitanje kako to omogućiti te što u sustavu mijenjati pa se tako, osim organizacije skupina po istoj kronološkoj dobi djece koja postoji dugo godina, pojavljuje novi način, dobno heterogene vrtićke skupine. Inovativni način grupacije doveo je do otvaranja novih pitanja te još više polemika, kako između odgojitelja, tako i ostalih stručnih suradnika, o tome što je dugoročno i ispravno najbolja odluka za djecu i što će im zaista omogućiti najbolji mogući razvoj. Dok su homogene skupine formacija koju pohađaju djeca podjednake kronološke dobi, a koja je u mnogim predškolskim ustanovama ustaljena te objeručke prihvaćena, heterogene su, ili drugim riječima, mješovite skupine one koje sadržavaju djecu različite starosti te su nerijetko podcijenjene i smatrane kao nešto komplicirano, iscrpljujuće i opterećujuće. Iako istraživanja dokazuju da oba pristupa organiziranju imaju i poželjne i nepoželjne čimbenike, nakon dugo vremena zastupljenosti homogenih skupina, heterogene se ipak pokazuju u mnogim poljima kao bolji izbor. One obuhvaćaju mnogo veći raspon sposobnosti, kompetencija i vještina na koje pozitivno utječu kod mlađe i starije djece, a ponajviše se odražava na socijalne i emocionalne kompetencije. Osim toga, igra, koja je najvažniji segment djetetovog života, u heterogenim skupinama također sadržava dodatne povoljnosti kao nešto drugačija negoli je to u homogenoj skupini.Kindergarten, along with the child's family, is the main initiator of the child's development and because of that, continuous improvement is necessary for good success in it. For many years, the question of how to enable this and what to change in the system has been important, so, apart from the organization of groups according to the same chronological age of children, which has existed for many years, a new method appears, age-heterogeneous kindergarten groups. The innovative way of grouping led to the opening of new questions and even more polemics, both between educators and other professional associates, about what is the best long-term and correct decision for children and what will really enable them to develop in the best possible way. While homogenous groups are formations attended by children of the same chronological age, which are established and unconditionally accepted in many preschool institutions, heterogeneous, or in other words, mixed-age groups are those that contain children of different ages and are often underestimated, considered as something complicated, exhausting, even burdensome. Although many research proves that both approaches to organizing have both desirable and undesirable factors, after a long time of representation of homogeneous groups, heterogeneous ones still prove to be a better choice in many fields. They include a larger range of abilities, competences and skills that are positively influenced equally by younger and older children, and is mostly reflected in social and emotional competences. Furthermore, play, which is the most important segment of a child's life, in heterogeneous groups also contains additional benefits that are different than in a homogeneous group
Role of the Principal in Guiding Trainee Educators
No full textU Republici Hrvatskoj predškolski odgoj i obrazovanje te skrb o djeci predškolske dobi definiran je Zakonom o predškolskom odgoju i obrazovanju (NN broj 10/97, 107/07, 94/13, 98/19 i 57/22) kao dio sustava odgoja i obrazovanja te skrbi o djeci. Programi obuhvaćeni predškolskim odgojem ostvaruju se u dječjim vrtićima koji svoju djelatnost temelje kao javnu službu. Ravnatelj dječjeg vrtića je poslovodni i stručni voditelj dječjeg vrtića. Suvremeno vođenje ustanove ranog i predškolskog odgoja i obrazovanja nastoji u praksu implementirati demokratski i distributivni stil vođenja, čime ulogu ravnatelja čini još kompleksnijom, te ga potiče na cjeloživotno učenje i kontinuirano stručno usavršavanje. Odgojitelj uz ostale odgojno-obrazovne radnike u dječjem vrtiću radi na poslovima njege, odgoja i obrazovanja, socijalne i zdravstvene zaštite te skrbi o djeci, a odgojitelj koji se po prvi puta zapošljava kao odgojitelj zasniva radni odnos kao pripravnik. Cilj ovoga rada je istražiti moguće uloge i postupke ravnatelja predškolske ustanove u vođenju odgojitelja pripravnika tijekom pripravničkog staža, osposobljavanja odgojitelja pripravnika za samostalan rad u ustanovi za predškolski odgoj i obrazovanje djece rane i predškolske dobi. Razvoj profesionalnih kompetencija temelj su rada ravnatelja i odgojitelja pripravnika što se odvija na individualnoj razini svakog pojedinca. Odgojitelj pripravnik kao stručan i kompetentan budući samostalni odgojitelj, zasigurno je temelj kvalitetnog ranog i predškolskog odgoja i obrazovanja.In the Republic of Croatia, preschool education and care of preschool children is defined by the Law on Preschool Education (N.N. 10/97, 107/07, 94/13, 98/19 and 57/22) as part of the education system and child care. Programs included in preschool education are implemented in kindergartens that base their activities as a public service. The headmaster of the kindergarten is the managerial and professional leader of the kindergarten. Contemporary management of early and preschool education institutions strives to implement a democratic and distributive leadership style in practice, which makes the role of the headmaster even more complex and encourages lifelong learning and continuous professional development. The educator, along with other educational workers in the kindergarten, works in care, upbringing and education, social and health care, and child care, and the educator who is employed as an educator for the first time establishes an employment relationship as an intern. The aim of this work is to investigate the possible roles and procedures of the headmater of a preschool institution in guiding trainee educators during their internship, training trainee educators for independent work in an institution for preschool education and education of children of early and preschool age. The development of professional competences is the basis of the work of headmaster and intern educators, which takes place at the individual level of each individual. The trainee educator, as a professional and competent future independent educator, is certainly the foundation of quality early and preschool education
Communication between parents and educators during family crisis situations
No full textU kriznim obiteljskim situacijama, odgojitelji imaju ključnu ulogu u pružanju podrške djeci i roditeljima kroz stručno i empatično djelovanje. Kroz svoje znanje i vještine, odgojitelji stvaraju sigurno i podržavajuće okruženje, pružaju podršku roditeljima pomažući im razumjeti i nositi se s kriznim obiteljskih situacijama. Cilj ovog rada je pregledom relevantne literature istaknuti važnost i načine komunikacije odgojitelja i roditelja tijekom kriznih obiteljskih situacija. Rad naglašava važnost građenja suradničkih odnosa i partnerstva s roditeljima tijekom cijele pedagoške godine u dječjem vrtiću. U radu se obrazlažu najčešće obiteljske krize, a to su rastava braka, bolest člana obitelji, smrt člana obitelji, bolesno dijete i hospitalizacija, nasilje u obitelji i ekonomske krize.In family crisis situations, educators play a crucial role in providing support to children and parents through professional and empathetic actions. Utilizing their knowledge and skills, educators create a safe and supportive environment, offering assistance to parents in understanding and coping with crisis situations. The aim of this study is to review relevant literature and emphasize the importance and ways of communication between educators and parents during family crises. The study highlights the significance of building collaborative relationships and partnerships with parents throughout the academic year in early childhood education settings. The paper discusses the most common family crises, including divorce, family member illness, death, child illness and hospitalization, domestic violence, and economic crises
Adaptation of Jeff Kinney's graphic novels into animated movie
No full textU ovom diplomskom radu analizirana je adaptacija književnog predloška Gregov dnevnik: Rodrick rastura u animirani film. Primijećene su značajne razlike između ova dva medija. Grafički roman usmjerava na sve događaje koje je Greg Heffley zabilježio tijekom razdoblja kada je pisao svoj dnevnik, bez davanja posebne važnosti nekom konkretnom događaju. S druge strane, film se fokusira na jedan određeni događaj i prateći situacije koje su proizašle iz tog događaja. Primjećuje se razlika u tijeku događaja, gdje su početak, sredina i kraj u oba djela su potpuno različiti, a čak i događaji koji su spomenuti u oba medija imaju svoje razlike. Detaljnom analizom književnog predloška Gregov dnevnik: Rodrick rastura u filmski format, prikazane su razlike koje uključuju brojnost likova i način na koji su likovi karakterizirani. Također je istraženo kako je film više usmjeren na postavljanje ambijenta u usporedbi s knjigom, gdje ambijent nije dobio istu razinu naglaska. Istražena su i filmska izražajna sredstva koji doprinose dodatnom dubinskom aspektu filma, uključujući glazbu, svjetlosne efekte i upotrebu boje za naglašavanje situacija. Iako je ova filmska adaptacija unijela neke promjene u odnosu na viziju autora romana, sačuvala je ključne karakteristike iz knjige.This master's thesis will analyse the literary source „Diary of a Wimpy Kid: Rodrick Rules“and its adaptation into an animated film of the same name. Significant differences between these two media have been observed. The book focuses on all the events that Greg Heffley documented during the period when he was writing his diary, without giving particular importance to any specific event. On the other hand, the film focuses around a specific event and the accompanying situations that arise from it. Differences in the sequence of events have been noted, where the beginning, middle, and end in both media are entirely different, and even events mentioned in both media have their variations. Through a detailed analysis of the literary source material “Diary of a Wimpy Kid: Rodrick Rules” in the film format, differences have been highlighted, including the number of characters and how are they characterized. It has also been explored how the film places more emphasis on creating an atmosphere compared to the book, where the environment did not receive the same level of emphasis. Factors contributing to adding depth to the film have been examined, including music, lighting effects, and the use of colour to emphasize situations. Although this film adaptation has introduced some changes in comparison to the author’s vision in the novel, it has retained the key characteristics from the book
The role of picture stories in the speech development of preschool children
No full textZavršni rad bavi se ulogom slikopriča u razvoju govora djece predškolske dobi. Razvoj govora od velike je važnosti za dijete i njegov pravilan razvoj. Govor je osnovno sredstvo komunikacije među ljudima, a kao takvo važno je da se razvije pravilno i da komunikacija može teći bez poteškoća. Djetetov se govor razvija od rođenja kada dijete svojim plačem, svojim izrazima lica i gugutanjem pokušava ostvariti komunikaciju sa svojim roditeljima kao najbližim osobama u svom životu. Razvoj govora se stoga dijeli u predverbalno te verbalno razdoblje. Predverbalno razdoblje je razdoblje od rođenja do otprilike prve godine života, odnosno dok dijete ne izgovori prvu smislenu riječ, kada započinje verbalno ili jezično razdoblje koje je za dijete zaista ključan dio cjelokupnog razvoja. Od najranije je dobi dijete važno okružiti pjesmicama, rimom, slikovnicama, pričama, slikopričama te različitim jezičnim igrama kako bi ono postepeno svladavalo što više riječi u okolini koja treba biti poticajna i kvalitetno osmišljenja kako kod kuće, tako i u dječjem vrtiću. U dječjem vrtiću odgojitelji su zaduženi za osmišljavanje centara aktivnosti pa uz sve ostale važno je da shvate ulogu centra za početno čitanje i pisanje te ga djetetu omoguće, a jednako tako odgojitelji su zaduženi za odabir kvalitetnih priča i slikovnica te za aktivno čitanje istih sa djecom. Djetetu je važno prenijeti ljubav prema pisanoj riječi, a to je moguće učiniti pomoću slikopriča jer one djetetu daju osjećaj uspjeha, razvijaju pozitivnu sliku o sebi jer su sposobni nešto pročitati, što ih potiče za daljnje čitanje i razvoj govora. Odgojitelj svojim primjerom, načinom komunikacije sa djecom i drugim suradnicima mora djetetu biti govorni uzor pa je važno da se odgojitelj pravilno izražava i na ispravan način ostvaruje komunikaciju. Ono što se može zaključiti iz završnog rada je da je uloga slikopriča u razvoju govora djece predškolske dobi zaista značajna, jer ukoliko dijete ne razvije ljubav prema čitanju, pisanju, pisanoj riječi, pričama i slikovnicama, ono će zaista mnogo teže i polaganije razvijati svoj govor, negoli djeca koja čitaju, osluškuju, promatraju i uočavaju detalje i riječi u slikopričama.The final paper deals with the role of picture stories in the speech development of preschool children. Speech development is of great importance for a child and its proper development. Speech is the basic means of communication between people, and as such it is important that it develops properly and that communication can flow without difficulty. A child's speech develops from birth when the child tries to communicate with his parents as the closest people in his life with his cries, facial expressions and cooing. Speech development is therefore divided into pre-verbal and verbal periods. The pre-verbal period is the period from birth to about the first year of life, that is, until the child utters the first meaningful word, when the verbal or language period begins, which for the child is really a key part of the overall development. From an early age, it is important to surround the child with songs, rhymes, picture books, stories, picture stories and different language games so that he gradually masters as many words as possible in an environment that should be stimulating and well-designed both at home and in kindergarten. In kindergarten, educators are in charge of designing activity centers, so in addition to everything else, it is important that they understand the role of the center for initial reading and writing and make it available to the child, and the educators are also in charge of choosing quality stories and picture books and actively reading them with the children. It is important to convey the love of the written word to the child, and this can be done using picture stories because they give the child a sense of success, develop a positive self-image because they are able to read something, which encourages them to read further and develop speech. By his example, the way he communicates with children and other colleagues, the educator must be a role model for the child, so it is important that the educator expresses himself correctly and communicates in the correct way. What can be concluded from the final paper is that the role of picture stories in the development of the speech of preschool children is really significant, because if the child does not develop a love for reading, writing, the written word, stories and picture books, it will be much more difficult and slower to develop his speech, but children who read, listen, observe and notice details and words in picture stories
Pre-practice for learning letters
No full textU ovom završnom radu proučavali smo važnost razvoja jezičnih vještina kod djece u predškolskoj dobi, s posebnim naglaskom na proces učenja slova. Proučavali smo faze razvoja jezičnih vještina, uključujući govor, slušanje, čitanje i pisanje, te istaknuli važnost ovih vještina u djetinjstvu. Jasno je da je razvoj jezičnih vještina ključan za komunikaciju, kognitivni razvoj, društvene odnose i uspjeh u školi. Djeca koja su upoznata s jezičnim vještinama, uključujući poznavanje slova, imaju bolje izglede za uspješno učenje čitanja i pisanja u kasnijim fazama obrazovanja. Predvježbe za učenje slova, poput radnih listi i igara, predstavljaju učinkovite alate za pripremu djece za proces učenja slova. Kroz igru i zabavne aktivnosti, djeca se mogu aktivno uključiti u učenje slova, što olakšava razumijevanje i pamćenje tih vještina. Važno je naglasiti da igra može biti izuzetno poticajna i motivirajuća za djecu te da odgojitelji i roditelji trebaju koristiti kreativne metode kako bi djeca razvijala svoje predznanje o slovima. Podrška razvoju jezičnih vještina, uključujući učenje slova, ključna je za pripremu djece za uspješan ulazak u svijet čitanja i pisanja. Rad na unapređenju jezičnih kompetencija djece u predškolskoj dobi ima dugoročne pozitivne učinke na njihovu akademsku uspješnost i cjelokupni razvoj.In this final paper, we study the importance of the development of language skills in preschool children, with a special emphasis on the process of learning letters. We study the stages of development of language skills, including speaking, listening, reading and writing, and highlighted the importance of these skills in childhood. It is clear that the development of language skills is crucial for communication, cognitive development, social relationships and success in school. Children who are familiar with language skills, including letter knowledge, have a better chance of successfully learning to read and write in later stages of education. Letter learning exercises, such as worksheets and games, are effective tools for preparing children for the letter learning process. Through play and fun activities, children can be actively involved in learning letters, which makes it easier to understand and remember these skills. It is important to emphasize that the game can be extremely stimulating and motivating for children and that educators and parents should use creative methods in order for children to develop their prior knowledge of letters. Supporting the development of language skills, including the learning of letters, is essential to prepare children for a successful entry into the world of reading and writing. Work on improving the language competences of preschool children has long-term positive effects on their academic performance and overall development
Cross-cultural equivalence of a set of children's superstitions
No full textPraznovjerje, praznovjerice, kao što se iz samih korijena riječi da zaključiti, vjerovanja su nezasnovana na znanstvenim zaključcima, odnosno praznovjerne su osobe uvjerenja da na njihov život djeluje neka magična, nadnaravna sila te kontinuirano nastoje povezati određene akcije, točnije da definirani događaji imaju uzročno-posljedični slijed koji utječe na sudbinu osobe. Vrijeme i mjesto nastanka većine praznovjerica nepoznati su, prenose se s generacije na generaciju u različitim, redefiniranim verzijama. Svaka kultura/država ima svoje praznovjerice, no ovaj će rad istražiti očiglednu korelaciju, odnosno da postoji povezanost i sličnost praznovjerica u više kultura/država (Hrvatska, Francuska, Poljska, Španjolska) te će također istražiti značenje istih s naglaskom na dječje praznovjerice. U ispunjavanju ankete sudjelovalo je 154 ispitanika, dok se samo četiri osobe smatraju praznovjernima.Superstitions are beliefs not based on scientific conclusions, i.e. superstitious people believe that some magical and/or supernatural force acts on their life, and they continuosly strive to connect certain actions, or more precisely, that specific events have a cause-and-effect sequence that affects a person's fate. The time and place of origin of most superstitions are unknown, they are passed down from generation to generation in different, redefined versions. Each culture/country has its own superstitions but this paper will research an obvious correlation, that is, that there is a connection and similarity of superstitions in several cultures/countries (Croatia, France, Poland, Spain), and will also explore the meaning of them with an emphasis on children's superstitions. Out of 154 respondents who participated in filling out the survey four of them consider themselves superstitious
Theraupetic Stories and Fairy Tales for Children
No full textPriče i bajke postoje još od prvih početaka čovjeka. Zadatak im je oduvijek bio sačuvati važne pouke i prenositi mudrost na daljnje generacije. One su snažno odgojno sredstvo. Terapeutske priče i bajke za djecu primjenjuju se kao terapija u radu s djecom predškolske dobi kako bi se zahtjevno i problematično ponašanje dovelo u ravnotežu. Ovom metodom slušanja i čitanja priča i bajki djeci se pruža pomoć u rješavanju problema, konflikata, u razumijevanju vlastitih osjećaja, ali i u razumijevanju drugih ljudi. Djeca se poistovjećuju s likovima iz priča i bajki, proživljavaju njihova iskustva te kroz imaginativno putovanje likova prevazilaze teškoće, na indirektan način. U svome radu odgojitelji se koriste pričama i bajkama kao poticajima za razgovor, promišljanja i izražavanje emocija. Razvojna biblioterapija je metoda koja se provodi u dječjim vrtićima, a pri tome koristi didaktičke, informacijske i kreativne medije u radu s djecom predškolske dobi. U ovome radu navedeni su neki primjeri igara i aktivnosti s djecom koji uključuju priče i bajke. Konačno, istražena je primjena priča i bajki za djecu te koliko i koje terapeutske priče i bajke odgojitelji koriste u svome radu.Stories and fairy tales have existed since the earliest days of humanity. Their purpose has always been to preserve important lessons and pass down wisdom to future generations. Stories and fairy tales are powerful educational tools. Therapeutic stories and fairy tales for children are used as a therapy in working with preschool-age children to balance challenging and problematic behavior. This method involves listening and reading stories to help children solve problems, conflicts, understand their own feelings, and comprehend other people. Children identify with characters in the stories, experience their journeys, and indirectly overcome difficulties through imaginative exploration of these characters. Educators use stories and fairy tales as stimuli for discussion, reflection and emotional expression in their work with children. Developmental bibliotherapy is a method used in preschools that utilizes didactic, informative, and creative media when working with preschool-age children. This paper work includes some examples of games and activities involving stories and fairy tales with children. Finally, it's explored the application of stories and fairy tales for children and which therapeutic stories and fairy tales educators use in their work