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Cultural Heritage in the Curricula of Early Childhood and Preschool Education Institutions of National Minorities
No full textRani i predškolski odgoj i obrazovanje na jeziku i pismu nacionalnih manjina organiziran je u ustanovama ranog i predškolskog odgoja i obrazovanja sukladno Ustavu Republike Hrvatske, Ustavnom zakonu o pravima nacionalnih manjina, Zakonu o odgoju i obrazovanju na jeziku i pismu nacionalnih manjina, Državnom pedagoškom standardu predškolskog odgoja i obrazovanja kao i međunarodnim konvencijama kojima je Republika Hrvatska potpisnica. Cilj ovog istraživanja bio je utvrditi sličnosti i razlike u provođenju aktivnosti kojima se potiče upoznavanje djece s kulturnom baštinom te promiče očuvanje tradicije, kulture, jezika i nacionalnog identiteta djece pripadnika nacionalnih manjina u Republici Hrvatskoj. Istraživanje je bilo usmjereno na usporedbu kurikuluma četiri dječja vrtića koji provode programe za djecu pripadnike nacionalnih manjina (srpska, češka, mađarska i talijanska nacionalna manjina), odnosno na analizu aktivnosti kojima se potiče upoznavanje djece s kulturnom baštinom. Istraživanje je dalo uvid u različite ustanove ranog i predškolskog odgoja i obrazovanja koje provode programe na jezicima nacionalnih manjina, njihove programe, te aktivnosti i projekte kojima se potiče upoznavanje djece s kulturnom baštinom kao i njeno očuvanje. Također, utvrđeno je kako postoji prostor za unaprjeđenje Kurikuluma jer je kulturna baština nepresušni izvor sadržaja koje možemo ponuditi djeci kako bi ih doživljavali, istraživali i izražavali.Early and preschool education in the language and script of national minorities is organized in early and preschool education institutions in accordance with the Constitution of the Republic of Croatia, the Constitutional Law on the Rights of National Minorities, the Law on Education in the Language and Script of National Minorities, the State Pedagogical Standard for Preschool education as well as international conventions to which the Republic of Croatia is a signatory. The aim of this research was to determine similarities and differences in the implementation of activities that encourage children to get to know cultural heritage and promote the preservation of tradition, culture, language and national identity of children belonging to national minorities in the Republic of Croatia. The research was focused on comparing the curriculum of four kindergartens that implement programs for children belonging to national minorities (Serbian, Czech, Hungarian and Italian national minorities), or on the analysis of activities that encourage children to get to know cultural heritage. The research helped to gain a better insight into various early and preschool education institutions that implement programs in the languages of national minorities, their programs, and activities and projects that encourage children to get to know cultural heritage as well as its preservation. It was also determined that there is room for improvement of the Curriculum, because cultural heritage is an inexhaustible source of content that we can offer children to experience, explore and express
Nursery rhymes as language play for preschool children
No full textU ovom radu osvrnut će se na temu brojalica i njihovu važnost u odgoju i obrazovanju djece predškolske dobi, a koje su neizostavan dio u gotovo svim jezičnim igrama. S brojalicama se susrećemo u raznim fazama života, od učenja govora do igranja uloga i sl. Jezične igre, uključujući brojalice, vrlo su zabavne i interaktivne te služe djeci za razvijanje jezičnih vještina kroz lako pamtljiv tekst, ritam i ponavljanje uz pokrete. Te igre lako su prilagodljive djetetovu uzrastu i obično zadovoljavaju dječju maštu tako da djeca slobodno prilagođavaju igru, pokrete i glasove, koristeći različite riječi za kontinuiranu održivost igre. U ovom slučaju, djeca uče na lak i brz način te usporedno s tim razvijaju međusobne komunikacijske vještine, proširuju rječnik te razvijaju gramatičke vještine. Zbog toga su u ovom radu navedeni brojni primjeri brojalica i jezičnih igri koje djeca mogu primjenjivati u za to primjerenoj dobi. Brojalice su veoma važne u govornoj stimulaciji i odličan način učenja igrom. Kreativnost, opuštenost i maštovitost korijen su svake spontane jezične igre koja je naposljetku kreacija neke nove brojalice u dječjoj skupini. Pred kraj rada spomenuti su postupci u glazbenim simulacijama i ukupna mogućnost primjene brojalica te neki od primjera iz knjiga za koje se smatralo da bi koristile odgojitelju u vrtiću. Odgojitelji su tu za promatranje i praćenje te nesebično dijeljenje mogućih uputa za najpoznatije jezične igre i brojalice koje ostavljaju neizbrisiv trag, i u govornom izražavanju, i u edukativnim segmentima.In this paper the topic of nursery rhymes and their importance in the upbringing and education of preschool children, which are an integral part of almost all language games will be discussed. Nursery rhymes are encountered at various stages of life, from learning to speak to role – playing and more. Language games, including nursery rhymes, are very enjovable and interactive, serving children to develop language skills through easily memorizable text, rhythm, repetition, and accompanying movements. These games are easily adaptable to the child's age and typically cater to children's imagination, allowing them to freely adjust the game, movements, and voices, using different words for the continuous sustainability of the game. In this case, children learn in an easy and fast way while simultaneously developing interpersonal communication skills, expanding their vocabulary, and enhancing their grammatical skills. Therefore, numerous examples of nursery rhymes and language games that children can apply at an appropriate age are provided in this paper. Nursery rhymes are very important in speech stimulation and an excellent way of learning through play. Creativity, relaxation, and imagination are the roots of every spontaneous language game, ultimately resulting in the creation of a new nursery rhyme within the children's group. Towards the end of the paper, the methods in musical simulations and the overall possibility of applying nursery rhymes are mentioned, along with some examples from books that, as I believe, would be beneficial for kindergarten and preschool teachers in their work. Educators are there to observe, monitor, and generously share any instructions for the most well-known language games and nursery rhymes that leave an indelible mark in both speech expression and educational segments
Educational Values in Animated Film ,,Handy Manny"
No full textOdgojne se vrijednosti uče od malena i protežu kroz cijeli život te ih djeca usvajaju u svojoj neposrednoj okolini, ali i kroz medijske sadržaje kojima su izloženi. Kako djeca danas mnogo vremena provode uz medije gledajući animirane filmove, bitno je izabrati poučan sadržaj primjeren njihovoj dobi. U ovom završnom radu analizirane su odgojne vrijednosti koje nalazimo u animiranom filmu Majstor Mato, na koji način su one povezane s dobi implicitnih gledatelja, te je istražena njihova odgojna i edukativna funkcija. Korpus su činile odabrane epizode iz prve sezone animiranog filma Majstor Mato. Animirani film, kao jedan od utjecajnijih medija, privlači najviše pažnje kod djece predškolskog uzrasta. Kroz svakodnevnu prisutnost u njihovim životima oblikuje njihove poglede na svijet i promišljanja o svijetu. Animirani film Majstor Mato ima značajnu odgojnu i edukativnu funkciju za djecu predškolske dobi, što se ostvaruje kroz promicanje pozitivnih vrijednosti, učenje o svijetu oko sebe, razvijanje motoričkih i jezičnih sposobnosti, edukaciju o sigurnosti te poticanje mašte i kreativnosti.Educational values are learned from childhood and extend throughout life, and children adopt them in their immediate environment, but also through the media content they are exposed to. As children today spend a lot of time with the media watching animated movie, it is important to choose educational content suitable for their age. In this final paper, the educational values found in the animated movie Handy Manny are analyzed, how they are related to the age of implicit viewers, and their educational and educational function is investigated. The corpus consisted of selected episodes from the first season of the animated movie Handy Manny. Animated movie, as one of the most influential media, attracts the most attention among preschool children. Through its daily presence in their lives, it shapes their views on the world and reflections on the world. The animated movie Handy Manny has a significant educational function for children of preschool age, which is achieved through the promotion of positive values, learning about the world around them, developing motor and language skills, safety education and encouraging imagination and creativity
Self-evaluation of the three-dimensional art expression of preschool children
No full textKorištenjem različitih materijala djeca eksperimentiraju i uče rješavati problem dok shvaćaju kako se koriste materijali da bi postigli željeni učinak. Gledanjem kako njihov lik oživljava, djeca razvijaju i osjećaj samopouzdanja. Samo evaluiranjem djeca se potiču na svjesnost o izradi vlastitog rada kao i začetke razvijanja samokritičkog mišljenja. Cilj istraživanja je utvrditi na koji način djeca predškolske dobi provode postupak samoevaluacije te jesu li sposobna vrednovati ostvarenost početne ideje u realiziranom trodimenzionalnom likovnom radu. Osim toga kroz istraživanje se pratila i sposobnost djeteta da prema prethodno nacrtanoj skici izradi svoj trodimenzionalni rad. Istraživanje je provedeno u dječjem vrtiću Osijek (područni centar Stribor), sudjelovalo je trinaestero djece predškolske dobi. Rezultati su dobiveni pomoću strukturiranog intervjua te kvalitativnom analizom dječjih likovnih radova. Rezultatima se utvrdilo kako su djeca predškolske dobi sposobna u jednoj mjeri pratiti skicu u procesu oblikovanja trodimenzionalnog rada, ali nisu u potpunosti sposobna samostalno provesti evaluaciju vlastitog trodimenzionalnog oblika.By using different materials, children experiment and learn to problem solve while understanding how materials are used to achieve a desired effect. By watching their character come to life, children also develop a sense of self-confidence. Only through evaluation, children are encouraged to be aware of their own work, as well as the beginnings of developing self-critical thinking. The goal of the research is to determine how preschool children carry out the self-evaluation process and whether they are capable of evaluating the realization of the initial idea in the realized three-dimensional art work. In addition, the research also monitored the child's ability to create his three-dimensional work based on a previously drawn sketch. The research was conducted in the Osijek kindergarten (district center Stribor), thirteen children of preschool age participated. The results were obtained using a structured interview and a qualitative analysis of children's art works. The results showed that preschool children are capable of following a sketch in the process of creating a three-dimensional work, but they are not fully capable of independently evaluating their own three-dimensional form
The importance of malešnice in the speech development of preschool children
No full textMalešnice, odnosno hrvatske pučke pjesme, označavaju prve pjesničke tekstove s kojima se dijete susreće tijekom svog odrastanja. Budući da se generacijama prenose i nadopunjuju, njihovo je podrijetlo tradicionalno. Odgojitelji ih upotrebljavaju u radu s djecom zadovoljavajući djetetove potrebe i prodirući u njihov osjećajni svijet. Malešnicama pripadaju književne vrste kao što su: uspavanke, brojalice, nabrajalice, rugalice, pitalice, zagonetke, brzalice te mnoge druge. Važne su jer uvijek proizlaze iz igre te ostaju vezane uz igru ne dopuštajući djetetu da bude pasivni promatrač, nego aktivni sudionik u odgojno-obrazovnom procesu. Malešnice omogućuju djeci razvoj govora te jezičnog izražavanja kroz raznovrsne dijaloge, pripovijedanja, prepričavanja i recitiranja. Cilj ovog rada jest definirati malešnice, opisati njihova obilježja, podjelu i funkciju. Uz to, osvijestit će se njihov značaj i utjecaj na razvoj govora djeteta predškolske dobi. U radu će se navesti primjeri malešnica i igara prstima koje pomažu u djetetovu budućem kognitivnom, emocionalnom i socijalnom razvoju.Nursery rhymes, or Croatian folk literature, represent the first poetic texts that a child encounters during his growing up. Since they are passed down and supplemented for generations, their origin is traditional. Preschool teachers use them when working with children, meeting the child's needs, and coming into their emotional world. Types such as lullabies, counters, enumerations, taunts, quizzes, riddles, rapids, and many others belong to nursery rhymes. They are important because they always arise from the game and remain connected to the game, not allowing the child to be a passive observer, but an active participant in the educational process. Nursery rhymes enable children to develop speech and language expression through various dialogues, storytelling, retelling, and recitation. This final paper aims to define nursery rhymes, to describe their characteristics, division, and function. In addition, awareness will be given of their importance, and impact on the speech development of preschool children. The paper will list examples of nursery rhymes, and finger games that help the child's future cognitive, emotional and social development
Symbolism of numbers in fairytales of Charles Perrault
No full textU radu se analizira simbolika brojeva u bajkama Charlesa Perraulta. Cilj je analize utvrditi odgovara li pojavnost brojeva u Perraultovim bajkama teorijskim postavkama o simbolici brojeva, koji se brojevi najčešće pojavljuju u Perraultovim bajkama te istražiti jesu li tri, sedam i devet najčešći brojevi koji se pojavljuju u Perraultovim bajkama, sukladno postavkama koje pronalazimo u stručnoj literaturi. Analizirano je devetnaest brojeva koji se pojavljuju u proučavanim bajkama, a najviše pozornosti posvetilo se brojevima koji se najčešće spominju u analiziranim bajkama, a to su brojevi jedan, dva, tri, sedam i sto. Provedena analiza simbolike brojeva u Perraultovim bajkama potkrijepljena je citatima iz jedanaest bajki koje su sabrane i objavljene u knjizi Bakine priče ili priče iz drevnih vremena (2006). Analiza najčešćih brojeva u Perraultovim bajkama te brojevima najfrekventnije bajke prikazane su grafički uz dodatna objašnjenja.The paper analyzes the symbolism of numbers in Charles Perrault's fairy tales. The aim of the analysis is to determine whether the occurrence of numbers in Perrault's fairy tales corresponds to theoretical assumptions about the symbolism of numbers, which numbers appear most often in Perrault's fairy tales, and to investigate whether three, seven and nine are the most common numbers that appear in Perrault's fairy tales, in accordance with the assumptions found in professional literature. Nineteen numbers that appear in the studied fairy tales were analyzed, and the most attention was paid to the numbers that are most often mentioned in the analyzed fairy tales, namely the numbers one, two, three, seven and one hundred. The analysis of the symbolism of numbers in Perrault's fairy tales is supported by quotes from eleven fairy tales that were collected and published in the book Grandma's Tales or Tales from Ancient Times (2006). The analysis of the most frequent numbers in Perrault's fairy tales and the numbers of the most frequent fairy tales is presented graphically with additional explanations
Promoting education for sustainable development by observing the World Wetlands Day
No full textPojam održivi razvoj smatra se vrlo složenim i postoji preko 300 njegovih definicija. No prema svim njegovim definicijama možemo jasno uvidjeti poruku koju svaka od njih jednako želi poručiti - da ako želimo očuvati okoliš moramo paziti na potrošnju resursa odnosno možemo i moramo ih trošiti onoliko koliko smo ih u mogućnosti nadomjestiti. Ciljevi održivog razvoja mijenjali su se kroz povijest. Danas bilježimo 17 bitnih ciljeva s kojima se do 2030. godine planira podići kvaliteta života. Cilj održivog razvoja koji je važan za potrebe ovoga diplomskoga rada je očuvanje života na zemlji. Fokus je bio na močvarama i močvarnim područjima i na to kako djeci približiti pojam održivog razvoja i očuvanja istog. Za potrebe ovoga diplomskoga rada proveden je projekt s djecom predškolske dobi. Cilj projekta bio je razviti njihova znanja o važnostima močvarnih staništa, načinima očuvanja istih te biljnim i životinjskim vrstama. Močvara se djeci pokušala približiti kroz različite aktivnosti, a konkretna iskustva dobila su posjetom parka prirode Kopački rit. Stečeno iskustvo djeca su pokazala znanjem i visokom stopom točnih odgovora u provedenom kvizu znanja jednako kao i mnoštvom novih detalja u svojim likovnim radovima vezanih uz tematiku.The term sustainable development is considered very complex and there are over 300 of its definitions. However, according to all his definitions, we can clearly see the message that each of them equally wants to convey - if we want to preserve the environment, we must pay attention to the consumption of resources, that is, we can and must consume them as much as we are able to replace. The goals of sustainable development have changed throughout history. Today, we have 17 important goals with which the quality of life is planned to be raised by 2030. The goal that is important for the needs of this thesis is the preservation of life on earth. The focus will be on swamps and wetlands and how to bring preschool children to understand the concept of sustainable development and conservation. For the purposes of this thesis, a project was carried out with preschool children. The goal of the project was to develop their knowledge about the importance of wetland habitats, ways to preserve them, and to learn about plants and animals located in them. Children learned about the wetlands in theory trough various activities, and they gained real experiences by visiting the nature park Kopački rit. Children demonstrated their acquired experience and knowledge and a high rate of correct answers in the knowledge quiz afterwards, as well as new details in their art works related to the topic
Content value of child influencers on social media
No full textU suvremenom društvu društvene mreže imaju izuzetno značajan utjecaj kao glavni izvor informacija, omogućujući nam da pratimo raznolike edukativne, informativne i zabavne sadržaje od najranije dobi. No, kada je riječ o društvenim mrežama, mnogi pojedinci, uključujući djecu, ostvaruju prihode. Na društvenim mrežama djeca mogu stvarati različite sadržaje namijenjene isključivo dječjoj publici, stvarajući pritom svoju bazu pratitelja od koje ostvaruju prihode. Djeca koja zarađuju putem platformi poput YouTubea, Facebooka, Instagrama i TikToka poznata su kao "dječji influenceri" ili kidfluenceri, a osim djece influencera na društvenim su mrežama aktivni i odrasli koji svoje sadržaje namjenjuju isključivo djeci. Važno je prepoznati da medijski sadržaji kojima su djeca izložena mogu imati pozitivne i negativne utjecaje. Stoga je ključno sudjelovati s djecom u analizi sadržaja koje nude dječji influenceri i influenceri, otvoreno razgovarati o pravim životnim vrijednostima te im pomoći u razumijevanju razlike između pozitivnih i negativnih aspekata ovih sadržaja.In modern society, social media platforms have become a prominent source of information, providing us with access to a wide range of educational, informative, and entertaining content from a young age. However, when it comes to social media, many individuals, including children, are earning income. On social media, children can create various content specifically targeted at a children's audience, thereby building their own following and generating revenue from it. Children who earn money through platforms like YouTube, Facebook, Instagram, and TikTok are known as "child influencers" or kidfluencers. In addition to child influencers, there are also adults who create content exclusively for children on social media. It is important to acknowledge that the media content children are exposed to can have both positive and negative effects. Hence, actively involving children in analyzing the content presented by child influencers and influencers, openly discussing fundamental values, and assisting them in understanding the distinction between positive and negative aspects of such content is of utmost importance
Vocabulary of pre-school children
No full textRječnik djece predškolske dobi tema je ovog završnog rada. Cilj rada je prikazati važnost razvoja rječnika kod djece predškolske dobi te načine kako se taj razvoj može poticati. Usvajanje jezika započinje već u drugome tromjesečju trudnoće dok dijete u trbuhu sluša i prepoznaje zvukove iz okoline. Polaskom u školu, dakle, oko sedme godine djetetova života, započinje faza konkretnih misaonih operacija, a morfološko i sintaktičko znanje automatizira se oko jedanaeste godine tijekom faze apstraktnoga mišljenja.. Treba naglasiti da svakako postoje i općenitosti vezane za proces usvajanja jezika, a one su te da će usvajanje jezika ovisiti o broju djece u obitelji, o izloženosti djeteta jeziku, o društvenoj okolini u kojoj dijete odrasta, o vršnjacima s kojima dijete uspostavlja prve komunikacije. Na proces usvajanja jezika utječu roditelji, odgojitelji te uža i šira društvena zajednica. Proces razvoja rječnika u predškolskoj dobi karakterizira postupno i individualno širenje rječnika djeteta. Djeca najprije stječu pasivni rječnik, koji se sastoji od riječi koje razumiju, dok se aktivno korištenje riječi i izraza razvija postupno. Rječnik djece u predškolskoj dobi obuhvaća širok raspon riječi, uključujući konkretnije pojmove poput boja, oblika i životinja, kao i apstraktne pojmove poput osjećaja, vremena i prostora. Razvoj rječnika djeteta predškolske dobi potiče se putem raznih aktivnosti. Čitanje dječjih knjiga s bogatim rječnikom, igre riječima, dijalog i razgovor s djecom te istraživanje okoline predstavljaju važne poticaje za razvoj rječnika. Ove aktivnosti omogućuju djeci da se upoznaju s novim riječima, razumiju njihovo značenje i primijene ih u praktičnom kontekstu. Važno je da roditelji i skrbnici prepoznaju svoju ulogu u podržavanju razvoja rječnika djeteta predškolske dobi. Pružanje bogatog jezičnog okruženja, poticanje razgovora, postavljanje pitanja i poticanje igara koje potiču rječnik mogu doprinijeti uspješnom jezičnom razvoju djeteta.The vocabulary of preschool children is the subject of this final thesis. The paper aims to show the importance of vocabulary development in preschool children and how this development can be encouraged. Language acquisition begins already in the second trimester of pregnancy, while the child in the womb listens and recognizes sounds from the environment. Starting school, therefore, around the seventh year of a child's life, the phase of concrete thought operations begins, and morphological and syntactic knowledge becomes automatic around the age of eleven during the phase of abstract thinking. It should be emphasized that there are generalities related to the process of language acquisition, and they are that language acquisition will depend on the number of children in the family, on the child's exposure to the language, on the social environment in which the child grows up, on the peers with whom the child establishes first communications. The process of language acquisition is influenced by parents, educators, and the immediate and wider social community. The process of vocabulary development in preschool age is characterized by the gradual and individual expansion of the child's vocabulary. Children first acquire a passive vocabulary consisting of words they understand, while the active use of words and expressions develops gradually. Preschool children's vocabulary covers a wide range of words, including more concrete concepts such as colors, shapes, and animals and abstract concepts such as feelings, time, and space. The development of the preschool child's vocabulary is encouraged through various activities. Reading children's books with a rich vocabulary, word games, dialogue and conversation with children, and exploring the environment are important incentives for vocabulary development. These activities allow children to get to know new words, understand their meaning, and apply them in a practical context. Parents and guardians must recognize their role in supporting the vocabulary development of preschool children. Providing a rich language environment, encouraging conversation, asking questions, and encouraging vocabulary-stimulating games can contribute to a child's successful language development
Health care programme and improvement of children's health in kindergartens
No full textU današnje vrijeme, gotovo svako dijete nalazi se pod utjecajem suvremene tehnologije i suvremenog načina života, pa se tako pojam pretilosti javlja kao jedan od značajnijih čimbenika rizika razvoja kroničnih bolesti. Pretilost utječe na cjelokupnu kvalitetu života, kako u ranoj dobi i djetinjstvu, tako i u odrasloj dobi. Djetinjstvo je vrlo važno razdoblje u životu svake osobe jer se tada stječu pravilne životne i prehrambene navike koje se prvo razvijaju u obiteljskom domu, a zatim i u okolini u kojoj djeca borave, primjerice u dječjim vrtićima, školama, lokalnim zajednicama i slično. U Republici Hrvatskoj sve je više djece koja se već u ranoj i predškolskoj dobi smatraju pretilom. Sve to izazvano je nezdravom prehranom te poticanjem nepravilnog načina života koji uključuje manjak ili potpuni izostanak tjelesne aktivnosti. Naime, djeca najviše vremena provode sa svojim roditeljima koji im služe kao uzor u svemu, pa tako i u prehrani. Stoga, manjak roditeljske upućenosti o zdravim prehrambenim navikama dovodi do manjka dovoljno raznolike hrane bogate raznim ugljikohidratima, mastima i proteinima koji djeci pomažu pri rastu i razvoju. Kao posljedice pretilosti u djece i odraslih mogu se pojaviti brojni tjelesni, psihološki i socio-emocionalni problemi. Djeca često budu zadirkivana na temelju tjelesnog izgleda što dovodi do pojave depresije i autodestruktivnog ponašanja. Osim toga, i manjak tjelovježbe može dovesti do razvoja pretilosti. Djeca koja su aktivna i koja se svakodnevno bave nekom tjelovježbenom aktivnošću imaju više samopouzdanja i veću kontrolu nad vlastitim tijelom. Međutim, kako bi se spriječila pojava pretilosti potrebno je od rođenja učiti djecu zdravim navikama. Cilj ovoga rada jest osvijestiti problem pretilosti kod djece rane i predškolske dobi te odgojitelja i roditelja te predložiti smjernice kako utjecati na taj problem i smanjiti pretilost u populaciji djece.Nowdays, almost every child is under the influence of modern technology and the modern life-style, so the concept of obesity appears as one of the significant risk factors for the development of chronic diseases. Obesity affects the entire quality of life, both in early age and childhood, and in adulthood. Childhood is a very important period in the life of every person, because it is then that proper life and eating habits are acquired, which first develop in the family home, and then in the environment where children live, for example in kindergartens, schools or local communities. In the Republic of Croatia, there are more and more children who are already considered obese in early and preschool age. All of this is caused by an unhealthy diet and encouraging an irregular way of life that involves a lack or complete absence of physical activity. Namely, children spend most of their time with their parents, who serve as role models for them in everything, including diet. Therefore, the lack of parental knowledge about healthy eating habits leads to a lack of sufficiently varied food rich in various carbohydrates, fats and proteins that help children grow and develop. As a result of obesity in children and adults, a number of physical, psychological and emotional problems can arise. Children are often teased based on their physical appearance, which leads to depression and self-destructive behavior. In addition, a lack of exercise can lead to the development of obesity. Children who are active and who engage in physical activity every day have more self-confidence and more control over their own bodies. However, in order to prevent obesity, it is necessary to teach children healthy habits from birth. The aim of this work is to revive the problem of obesity in children of early and preschool age, as well as educators and parents, and to propose guidelines on how to influence this problem and reduce obesity in the population of children