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Personal artistic creativity as a basis for art classroom activities
No full textCilj je istraživanja analiza iskustva vlastitog likovnog stvaralaštva radi unaprjeđenja učiteljskih kompetencija za poučavanja likovnih pojmova, prikaza motiva i poticanja kreativnosti na nastavi kroz usklađenost s ishodima Nacionalnog kurikuluma nastavnog predmeta Likovna kultura i Likovna umjetnost. Istraživačko je pitanje Kako vlastito likovno stvaralaštvo povezati s razvojem učeničkih kompetencija likovnog stvaralaštva. Rad koristi kvalitativnu istraživačku metodu kojom će se prikupljati podatci o vlastitom stvaralaštvu i ishodima učeničkog učenja navedenih u Predmetnom nacionalnom kurikulumu Likovna kultura i Likovna umjetnost. Navedene su definicije kreativnosti s različitih stajališta, od kojih je ona prema Škrbini obuhvatila većinu gledišta. Njegova definicija govori kako je kreativnost urođena sposobnost pojedinca da proizvodi materijalnu ili duhovnu novinu. Osim definicije, predstavljena je i njezina podjela. Česte su nedoumice obuhvaća li kreativnost samo umjetnost ili pak i znanost. Naizgled su umjetnost i znanost različiti, no veže ih osnovna značajka kreativnosti – stvaranje. Sljedeća je nedoumica o povezanosti kreativnosti s disciplinom gdje većina smatra kako su kreativne osobe neuredne, no osobe koje su uredne, organizirane, savjesne, disciplinarne mogu bit i kreativne, kao što je bio Nikola Tesla. Kako bi se prepoznao kreativan čovjek, Guilford i Lowenfeld stvaraju osam kriterija kreativnosti prema kojima će se kreativni pojedinci isticati. Kreativne osobe isticat će se po mnoštvu originalnih ideja, a kako bi takva osoba mogla stvoriti kreativnu karijeru, Walter Cannon (1965) navodi kako bi osoba trebala imati obilježja snalažljivosti, preuzimanja rizika, znatiželju, iskrenost, odgađanje gratifikacije te crtu poniznosti. Guy Claxton (1999) navodi zečji mozak i kornjačin um kao dva načina razmišljanja. Oba su uma jednako inteligentna unatoč brzini, no rješenja će se ponekad tražiti u nesvjesnome i manje poznatom, što obuhvaća više vremena te se aktivira kreativan način razmišljanja, odnosno kornjačin um. Reforma je donijela razne preinake, jedna od njih je razvijanja kreativnosti učenika koji će postati samostalni, kreativni i spremni na cjeloživotno učenje. Kurikulum je spomenut i u razradi koju čini vlastito likovno stvaralaštvo u kojemu su navedeni stvaralački radovi u crtačkoj, slikarskoj i kombiniranoj tehnici te je svaka od njih povezana s aktivnostima na nastavi. Diplomskim se radom u utvrdila povezanost radova s Kurikulumom nastavnog predmeta Likovna kultura i Likovna umjetnosti i nastavom. Analizom ishoda utvrđeno je kako je najviše ishoda preuzeto iz domene Stvaralaštva i produktivnosti koja je također najzastupljenija u nižim razredima osnovne škole.The aim of the research is to analyze the experience of personal art creation to improve the teacher's competencies for teaching art concepts, presenting motives and encouraging creativity in classes through compliance with the outcomes of the National Curriculum for the teaching subject of visual culture and fine arts. The research question is How to connect personal art creation with the development of students' art creation competencies. Thesis uses a qualitative research method, which will collect data on one's own creativity and the outcomes of student learning specified in the National Curriculum for the teaching subject of visual culture and fine arts. The definitions of creativity are listed from different points of view, of which the one from Škrbina covers most of them. He defines creativity as the innate ability of an individual to produce material or spiritual innovation. Besides the definition, classification is also listed. There is often confusion about whether creativity includes only art or does it include science as well. Art and science are seemingly different, but they are bound by the elementary feature of creativity – creation. The second confusion is about creativity being connected with discipline where the majority consider creative people as untidy. However, neat, organized, conscientious and disciplined individuals can be creative, as was Nikola Tesla. To recognize creative individuals, Guilford and Lowenfeld have made eight criteria of creativity according to which creative individuals will stand out. Creative individuals will stand out with many original ideas. To create a creative career, Walter Cannon (1965) states that a creative person should be resourceful, be able to take a risk, be curious, be sincere, postpone gratuity and have a line of humility. Achieving this goal requires the involvement of both hemispheres since creativity encompasses the versatility of the domain. Guy Claxton (1999) states hare brain and tortoise mind as two ways of thinking. Both of them are equally intelligent despite the speed, but responses will sometimes be sought in the unconscious and less known, which includes more time to activate a creative way of thinking considered a tortoise mind. The reform brought various changes, one of them being the development of the creativity of students who will become independent, creative and ready for lifelong learning. The curriculum is also mentioned in the elaboration of one's own artistic creativity, in which creative works in drawing, painting and combined techniques are listed, and each of them is connected to the activities in the class. The thesis established the connection of the works with the National Curriculum for the teaching subject of visual culture and fine arts and teaching. The analysis of the results showed that the most results were taken from the domain of Creativity and productivity, which is also the most represented in the lower grades of primary school
Starting early childhood education and care - literature overview
No full textDječji vrtić je mjesto koje pruža djeci odgoj i obrazovanje, a na taj se način brine za cjelokupni razvoj djeteta. Kao takva, ustanova mora brinuti za ostvarivanje prava djece koja su vrlo važna za njih, kao i za cijelo društvo. Ključnu ulogu u neposrednom radu s djecom ima odgojitelj koji stvara poticajno okruženje te oblikuje uvjete u kojima dijete najbolje realizira svoje potencijale. Uloga odgojitelja je praćenje razvoja svakog pojedinog djeteta te prema tome kreiranje potrebnih uvjeta za učenje i cjeloviti razvoj svakog djeteta. Institucionalni sustav ranog i predškolskog odgoja i obrazovanja u Republici Hrvatskoj na raspolaganju je djeci od 6 mjeseci starosti života pa sve do polaska u osnovnu školu. Ovaj rad daje prikaz najvažnijih dimenzija okruženja ustanova za rani i predškolski odgoj i obrazovanje ih povezuje s dječjim jaslicama. Prve dječje jaslice razvile su se u obliku pjestovališta koja su se brinula samo za zdravstvenu skrb. S razvojem pedagogije i drugih znanosti, jaslice dobivaju na značaju kao ustanove koje ne samo brinu za zdravlje djeteta, nego i odgoj i obrazovanje. Od prijašnjih pjestovališta do današnjih jaslica razlika je ne samo u vidljivim dimenzijama, nego u cjelokupnom pristupu procesu učenja i slici o djetetu. Ono što je vrlo važno naglasiti je da dijete koje polazi u jaslice istražuje svijet oko sebe svim svojim osjetilima pa je od iznimne važnosti da odgojitelji prepoznaju sve ono što dijete doživljava, kao i način na koji pokušavaju ostvariti komunikaciju sa svojim vršnjacima te način na koji reagiraju općenito. U ovome cijelome procesu, neizostavni su i roditelji kao prvi djetetovi odgojitelji, koji bi sa odgojiteljima iz jaslica trebali vrlo dobro komunicirati te stvarati kvalitetne suradničke i partnerske odnose, kao i razvijati povjerenje.Kindergarten is a place that provides children with upbringing and education, and in this way takes care of the overall development of the child. As such, the institution must take care of the realization of children's rights, which are very important for them, as well as for the whole society. A key role in direct work with children is played by the educator who creates a stimulating environment and shapes the conditions in which the child best realizes his potential. The role of the educator is to monitor the development of each individual child and, accordingly, create the necessary conditions for learning and complete development of each child. The institutional system of early and preschool upbringing and education in the Republic of Croatia is available to children from 6 months of age until they start elementary school. This paper presents the most important dimensions of the environment of institutions for early and preschool education and connects them with nurseries. The first nurseries developed in the form of nurseries that only cared for health care. With the development of pedagogy and other sciences, nurseries are gaining importance as institutions that not only take care of the child's health, but also upbringing and education. From the previous nurseries to today's nurseries, the difference is not only in the visible dimensions, but in the overall approach to the learning process and the image of the child. What is very important to emphasize is that a child who goes to nursery school explores the world around him with all his senses, so it is extremely important that educators recognize everything that the child experiences, as well as the way in which they try to communicate with their peers and the way in which they react in general. In this entire process, parents are also essential as the child's first educators, who should communicate very well with nursery educators and create quality collaborative and partnership relationships, as well as develop trust
Danish education: Play as the foundation of future happiness
No full textPosebnost i tajna danskog odgoja nalazi se unutar akronima P.A.R.E.N.T. čija početna slova označavaju sljedeće pojmove: igra, autentičnost, preoblikovanje, empatija, bez ultimatuma, zajedništvo i hygge. Osim po svom odgoju zbog kojeg djeca izrastaju u sretne i zadovoljne ljude, Danci su poznati i po šumskim vrtićima gdje boravkom vani djeca razvijaju kognitivne, fizičke, socijalne, jezične i emocionalne kompetencije te također stvaraju imunitet. Igra je važan dio danske teorije odgoja i jedna od temeljnih postavki samog kurikuluma koja predstavlja potpuno spontanu i karakterističnu aktivnost djeteta koju ono odabire samo. Njena biološka svrha je pripremiti dijete na život kroz spoznajni, tjelesni, emocionalni i društveni razvoj. Igra je najprirodniji način učenja djeteta pa ju je važno podržavati emocionalnom podrškom i poticajnim okruženjem te poznavanjem i razumijevanjem strukture i različitih vrsta igre.The uniqueness and secret of Danish education can be found within the acronym P.A.R.E.N.T., where each letter represents the following concepts: play, authenticity, reframing, empathy, no ultimatums, togetherness. Besides their education which contributes to children growing up as happy and content individuals, Danes are also known for their forest schools. Through outdoor activities in these schools (kindergartens), children develop cognitive, physical, social, linguistic, and emotional competencies, while also building immunity. Play is an essential part of Danish educational theory and a common pedagogical foundation of the curriculum itself. It represents a completely spontaneous and characteristic activity chosen by the child alone. Its biological purpose is to prepare the child for life through cognitive, physical, emotional, and social development. Play is the most natural way for a child to learn, so it is important to support it through emotional encouragement, a stimulating environment, and an understanding of its structure and its various types
Comparison of art techniques charcoal and dry pastels in work with children of early and preschool age
No full textUgljen i suhi pastel likovne su tehnike kojima je zajednička prašnjava struktura, tj. obje tehnike spadaju u suhe likovne tehnike, a najuočljivija razlika je u boji. Ugljen je crtačka likovna tehnika dok se za suhi pastel navodi da može biti i crtačka i slikarska tehnika. Cilj ovog istraživanja bio je utvrditi na koji način djeca rane i predškolske dobi koriste likovnim tehnikama ugljena i suhih pastela te u kojoj se mjeri javljaju sličnosti ili razlike u pristupu tijekom likovnog izražavanja. Istraživanje je provedeno u Dječjem vrtiću „Tratinčica“ u Grubišnom Polju s djecom u dobi od 5 do 6 godina. Istraživačka pitanja bila su usmjerena na način na koji djeca pristupaju praškastom tragu koji ostavljaju suhi pastel i ugljen, u kojoj tehnici će prikaz motiva biti bogatiji detaljima te javljaju li se sličnosti i/ili razlike u pristupu rada s navedenim likovnim tehnikama kod djece rane i predškolske dobi. Rezultati istraživanja pokazuju da djeca crtaju motiv s više detalja u tehnici ugljen te da ne posvećuju veliku pažnju prašnjavoj osobini ugljena i suhog pastela. Ujedno suhim pastelom djeca su pretežito usmjerena na ispunjavanje dok s ugljenom rabe crtu kako bi načinila motiv.Charcoal and dry pastel are art techniques that share a dusty structure, i.e. both technics belong to dry art techniques, and the most noticeable difference is in their color. Charcoal is a drawing art technique, while it's stated that dry pastel can be both a drawing and a painting technique. The research was to determine how children of early and preschool age use art techniques charcoal and dry pastels, and to what extent there are similarities or differences in the approach during artistic expression. The research was conducted in the Kindergarten "Tratinčica" in Grubišno Polje with children aged 5 to 6. The research was focused on how children approach the powdery trace left by dry pastel and charcoal, in which technique the depiction of the motif will be richer in detail, and whether there are similarities and differences in the approach to work in the charcoal art technique and the dry pastel art technique in children early and preschool age. The research results show that children draw motifs with more details in the charcoal technique and that they do not pay much attention to the dusty characteristics of charcoal and dry pastel. At the same time, with dry pastel, the children are mainly focused on filling the surface, while with charcoal they use a line to create a motif
Material and spatial conditions in Waldorf and public institutions of early and preschool education
No full textCilj je provedenoga istraživanja bio utvrditi, opisati i usporediti sličnosti i razlike u waldorfskoj, privatnoj i javnoj ustanovi ranog i predškolskog odgoja i obrazovanja. Waldorfski vrtići, s naglaskom na antropozofski pristup, posebno su poznati po svojoj pažljivo osmišljenoj pedagogiji koja promiče razvoj djetetove kreativnosti, imaginacije i samostalnosti. Javne ustanove ranog i predškolskog odgoja i obrazovanja, s druge strane, obično slijede kurikulum temeljen na nacionalnim smjernicama i standardima. Analizirani su različiti aspekti prostornih uvjeta kao što su veličina prostora, organizacija prostora, raspored aktivnosti, prisutnost prirodnih elemenata. Vidljive su sličnosti u načinu rada s djecom i prikupljanju materijala kroz naglašavanje partnerskih odnosa s roditeljima i širom zajednicom. Isto tako, sličnost je vidljiva u stručnom usavršavanju odgojiteljica te njihovoj interpretaciji misije i vizije ustanove. Nadalje, uočene su razlike poput vođenja razvojnih mapa, te u opremljenosti vrtićkih dvorišta s obzirom na organizacijske, sigurnosne i materijalne uvjete. Materijalni uvjeti uspoređeni su s obzirom na vrstu i dostupnost didaktičkih materijala, igračaka, umjetničkih materijala i opreme. Ova usporedba može pružiti uvid u različite pedagoške prakse, naglasiti prednosti i izazove svakog pristupa te pružiti smjernice za unaprjeđenje prostornih i materijalnih uvjeta u oba tipa ustanova. Dubljim razumijevanjem prostornih i materijalnih uvjeta u ranom i predškolskom odgoju i obrazovanju, može se unaprijediti kvaliteta dječjeg iskustva, podržati njihov cjelovit razvoj i stvoriti poticajno okruženje u kojem se dječji potencijali mogu slobodno razvijati.The aim of the conducted research was to determine, describe and compare similarities and differences in Waldorf, private and public institutions of early and preschool education. Waldorf kindergartens, with an emphasis on the anthroposophical approach, are especially known for their carefully designed pedagogy that promotes the development of the child's creativity, imagination and independence. Public early childhood and preschool education institutions, on the other hand, usually follow a curriculum based on national guidelines and standards. Different aspects of spatial conditions were analyzed, such as the size of the space, the organization of the space, the schedule of activities, the presence of natural elements. Similarities are visible in the way of working with children and collecting materials through emphasizing partnership relations with parents and the wider community. Similarly, the similarity is visible in the professional development of the teachers and their interpretation of the institution's mission and vision. Furthermore, differences were observed, such as the keeping of development maps, and in the equipment of kindergarten yards with regard to organizational, security and material conditions. Material conditions were compared with regard to the type and availability of didactic materials, toys, art materials and equipment. This comparison can provide insight into different pedagogical practices, highlight the advantages and challenges of each approach, and provide guidelines for improving spatial and material conditions in both types of institutions. With a deeper understanding of spatial and material conditions in early and preschool education, the quality of children's experience can be improved, their overall development supported and a stimulating environment created in which children's potential can develop freely
Linguistic analysis of Sanja Pilic picture books
No full textSlikovnica je zasigurno prva knjiga s kojom se dijete susreće. Zainteresiranost za ovu knjigu kod najmlađih potiče atraktivan izgled i oblikovanje jer potičući igru, potiče se i učenje. Zbog nesačuvanog sadržaja o povijesti slikovnice u Hrvatskoj, ne može se sa sigurnošću odrediti prva hrvatska slikovnica već se sve temelji na pretpostavkama. Problematičnost u pregledu relevantne literature ističe nedostatak literature koja se bavi slikovnicom. Tako za ilustraciju, koja posjeduje bogatu tradiciju, uopće nema povijesnih pregleda. Suvremena slikovnica također oskudijeva relevantnom literaturom, no ono što se sa sigurnošću može reći jest da sve više prati realne i svakodnevne situacije, čime se najviše bavi problemska slikovnica. Nove spoznaje o razvoju djeteta promijenile su način i pomaknula granice u inerpretaciji teksta djeci rane i predškolske dobi. Čitanjem, dijete se upoznaje s riječima, izgovorom, a bogat rječnik u slikovnicama još više obogaćuje rječnik djeteta. Tako je i cilj ovog završnog rada lingvistički analizirati odabrane slikovnice jedne od najpoznatijih književnica suvremenog vremena, Sanje Pilić, a dobivenom analizom zaključuje se kako su odabrane slikovnice, a pretpostavlja se i ostale, bogate leksičkim jezičnim blagom.A picture book is certainly the first book a child encounters. Interest in this book among the young ones is encouraged by its attractive appearance and design. By encouraging play, learning is also developed, due to the unpreserved content in the history of the picture book. It is not possible to determine with certainty the first Croatian picture book, but everything is based on assumptions. The problem in the review of relevant literature is highlighted by the lack of writting that deals with picture books. Thus, for illustration which has a rich tradition and there are no historical reviews at all. The contemporary picture book also lacks relevant literature. But what can be said with certainty is that it's up to date with real and everyday situations, that problematic picture book deals with. New knowledge in child's development has changed the way and pushed the boundaries in the interpretation of text for children of early and pre-school age. By reading, the child becomes familiar with words and pronunciation, and the rich vocabulary in picture books enriches the vocabulary even more. Thus, the goal of this final paper, was to linguistically analyze the selected picture books of one of the most famous writers of modern times, Sanja Pilic. The resulting analysis concludes that the selected picture books and presumably the others are rich in lexicon
PERSPECTIVE OF STUDENTS OF TEACHER EDUCATION ABOUT TEACHING – WHAT AWAITS US IN THE FUTURE?
No full textToday’s students are expected to have competencies that will enable them to handle a variety
of life and business situations in the future. Flexibility, resourcefulness, creativity combined
with inquiry, analyzing, and decision-making are seen as desirable traits. Teacher training
faculties have a great responsibility, but also an opportunity, to influence change that will
guide the initial education of future teachers and thus indirectly influence practice. There is
no doubt that the new approach to the teaching profession places teachers in a new position
and that the content of initial teacher education should set the pattern that future teachers
can apply in their practice. The teacher is the most important factor influencing students’
learning. Therefore, it is important how teachers perceive themselves when conducting instructional
scenarios and whether teaching is teacher-centered or student-centered. The
purpose of this study was to determine and compare students’ perceptions of student-centered
teaching today and ten years ago when the study was first conducted. Students from
the 2nd and 5th years of teacher education in Osijek participated in the study (N = 244). The results
of the study showed that students today perceive themselves more in teacher-centered
teaching and less in the student-centered teaching, compared to the generation ten years ago.
Although students are aware of the new role of teachers and the position of students in the
teaching process, they still cannot deviate from the traditional role of teachers. This is the result
of the beliefs about teaching with which students come to study based on their previous
experiences during their school years
THE IMPLEMENTATION OF STUDENT EXTRACURRICULAR ACTIVITIES IN EDUCATIONAL INSTITUTIONS DURING THE COVID-19 PANDEMIC
No full textPursuant to Article 35 of the Primary and Secondary Education Act (2008), extracurricular
activity is organised to meet the different needs and interests of students. The school organises
specific extracurricular activities. Moreover, extracurricular activities are planned
in the school curriculum and in the annual curricular plans which are developed by direct
holders of educational activities in a school. COVID-19 pandemic brought about changes and
new circumstances in which the school had to operate, especially those that condition or
enable extracurricular activities. In the document “Models and recommendations for work
in conditions related to COVID-19”, The Ministry of Science and Education of the Republic
of Croatia proposes three models of educational work in both kindergartens and schools in
conditions related to COVID-19 disease. Those models are: educational work and teaching
in the institution, mixed form of educational work/education (part in the institution, part
distance learning) and distance educational work and teaching. The models are flexible and
they that can be modified or supplemented locally following the epidemiological picture and
new findings on the spread of SARS-CoV-2 infection and COVID-19 disease. This paper analyses
the curricula of extracurricular activities in the school curricula of two primary schools
and two secondary schools in the Republic of Croatia and one primary and one secondary
school in Bosnia and Herzegovina. Curriculum participants accept measures, share their experiences
regarding the realisation of extracurricular activities and offer good examples of
practice in implementing them in the new situation
ADOLESCENTS’ REACTIONS TO RISKY ONLINE EXPERIENCES
No full textThe aim of the study was to examine how much certain risky online experiences upset adolescents
and how they react to them. The aim was also to examine the online motivation of
adolescents and the ways in which parents and peers influence their online behavior. The
study involved 161 students (45 boys and 116 girls) aged 15 to 18 years from two vocational
high schools from Osijek. Four questionnaires were constructed for the purposes of the research
which consisted of items regarding: (1) Internet addiction, (2) engagement in online
activities and online motivation, (3) risky online experiences and (4) parents’ and peers’
influence on adolescent’s online activity (11 items). The results showed that adolescents
spend six hours a day online on average, which often leads them to neglect school obligations,
sleep and social relationships. They mainly use the Internet to maintain existing social
relationships and out of boredom. 52.2% of adolescents received malicious messages online,
47% encountered risky online content, 29% experienced identity theft, 70% communicated
with strangers and 58.4% met live with a person they met online. Risky experiences generally
slightly upset them and they react to them by blocking or reporting the risky person or
content to the website administrator. Very rarely they discuss risky experiences with their
parents, but often with their peers. Parents are more likely to use active and less often restrictive
mediation strategies
Heritage of Đakovo as a Means of Encouraging the Giftedness in Preschool Children
No full textIntelektualni razvoj darovite djece razlikuje se od vršnjačkog, te se zbog toga darovita djeca uglavnom identificiraju u razdoblju ranog i predškolskog odgoja. Zbog svoji specifičnih potreba takvoj djeci potrebno je diferencirati redoviti program, te ga prilagoditi darovitom djetetu, prateći njegove sposobnosti i interes. Kroz ovaj rad objasnit će se pojam darovitosti te njegove važne sastavnice. Tko je zapravo darovito dijete i kako ga prepoznati, koja je uloga okoline, te razni oblici rada bit će prikazani kroz nekoliko poglavlja. Također će se provesti istraživanje u kojem će se povezati baština grada Đakova koja će biti u službi poticanja darovitosti predškolske djece.The intellectual development of gifted children differs from that of their peers, which is why gifted children are mostly identified in the period of preschool education. Due to their specific needs, such children need to differentiate the regular program and adapt it to the gifted child, following his abilities and interest. This thesis will explain the concept of giftedness and its important components. Who is actually a gifted child and how to recognize him, what is the role of the environment, and various forms of work will be presented in several chapters. Resarch will also be conducted in whick the heritage of Đakovo will be connected, which will serve to encourage the giftedness of preschool children