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Parental role in child's musical development
No full textGlazbeno poticajna okolina pretpostavka je djetetove interakcije s glazbenim sadržajima koja je potrebna za djetetov glazbeni razvoj. Prva je i najvažnija okolina za dijete obitelj u kojoj roditelji ili skrbnici ispunjavaju potrebe djeteta te stvaraju uvjete potrebne za razvoj svih njegovih potencijala. Cilj je istraživanja utvrditi čimbenike roditeljskog utjecaja na glazbeni razvoj djeteta te na temelju analize rezultata 19 empirijskih istraživanja odgovoriti na pitanje kako roditelji djeluju na glazbeni razvoj djeteta. Pregled istraživanja uputio je na podjelu istraživanja na dva razvojna razdoblja. U razdoblju od rođenja do polaska u školu roditelj može poticajno djelovati na djetetov glazbeni razvoj aktivnim muziciranjem s djetetom, naročito pjevanjem, te stvaranjem povoljnih socioekonomskih uvjeta za glazbenu aktivnost djeteta. S obzirom na to da se glazbeni razvoj djece školske dobi sve do mladenaštva promatra kroz glazbenu uspješnost, za koju je potrebno dugogodišnje specijalističko glazbeno obrazovanje, uloga roditelja u njegovu poticanju ostvaruje se njegovom podrškom i uključenošću u glazbeno obrazovanje djeteta. Pri tome je socioekonomski status važan čimbenik djetetova razvoja u glazbi, ali i vlastita glazbena aktivnost roditelja. Zbog relativno malog broja pronađenih korelacijskih istraživanja te različitih metodologija u dostupnim istraživanjima, zbog kojih je otežano izvođenje zaključaka o prirodi roditeljskog utjecaja na glazbeni razvoj djeteta, može se zaključiti kako je ovo područje istraživanja vrlo kompleksno i još uvijek nedovoljno istraženo.A musically stimulating environment is a prerequisite for the child’s interaction with musical content, which is necessary for the child’s musical development. The first and most important environment for a child is the family, where the parents or guardians meet the child’s needs and create the necessary conditions for the development of the child’s full potential. This study aims to determine the factors of parental influence on the child’s musical development and based on the analysis of the results of 19 empirical studies, to answer how parents influence the child’s musical development. The research review revealed a division into two developmental periods. From birth to starting school, parents can promote the child’s musical development by actively making music with the child, especially singing, and by creating favorable socioeconomic conditions for the child's musical activity. Since the musical development of school-age children up to adolescence is observed through musical performances that require long-term specialized musical training and education, the role of parents in promoting this development is achieved through their support and involvement in the child’s musical training and education. At the same time, socioeconomic status and the parents’ musical activity are key factors in a child's musical development. Due to the relatively small number of correlational studies found and the different methods used in the available studies, which make it difficult to conclude the nature of parental influence on a child’s musical development, the conclusion is that this area of research is very complex and has not yet been sufficiently explored
Sustainable development and enviromental entrepreneurship of students
No full textOdrživi razvoj i poduzetništvo dvije su od ukupno sedam međupredmetnih tema propisanih za osnovne i srednje škole. Kurikulum je pisani dokument koji posjeduje strategije za postizanje unaprijed određenih ciljeva. Za svaku međupredmetnu temu napisan je kurikulum koji sadrži odgojno - obrazovna očekivanja i načine vrednovanja. Smatraju se također i ključnim kompetencijama cjeloživotnog učenja. Održivi razvoj i poduzetništvo naglasak stavljaju na učenike i razvijanje njihovih kompetencija i potencijala kako bi postali samostalni i aktivni sudionici društva. Veliku ulogu u razvitku učenikovih kompetencija ima učitelj koji bi trebao biti uzor učenicima te i sam posjedovati kompetencije održivog razvoja i poduzetništva. Kao primjer dobre prakse, u radu će bit prikazan rad izvannastavne aktivnosti "Mali poduzetnici" u jednoj osječkoj osnovnoj školi. Mali poduzetnici bave se čitanjem, recikliranjem, izradom i prodajom stvari na sajmovima. Ovim aktivnostima doprinosi se cjelovitom razvoju djece te se razvijaju poduzetničke kompetencije i kompetencije održivog razvoja.Sustainable development and entrepreneurship are two of a total of seven cross-curricular topics prescribed for primary and secondary schools. A curriculum is a written document that contains strategies for achieving predetermined goals. A curriculum has been written for each cross-curricular topic, it contains educational expectations and methods of evaluation. They are also considered key competencies of lifelong learning. Sustainable development and entrepreneurship emphasize students and the development of their competencies and potential so that they become independent and active participants in society. Teachers have a big role in developing students’ competencies, they should be an example for their students and should possess the competencies of sustainable development and entrepreneurship. As a good example, an extracurricular activity "Mali poduzetnici" from an elementary school in Osijek, will be presented in this paper. Mali poduzetnici deal with reading, recycling, making and selling things at fairs. These activities contribute to the overall development of children and they develop entrepreneurial and sustainable development competencies
Do Students of Early and Preschool Education Desire Content for Digital Competence Development?
No full textAccording to the National Curriculum for Early and Preschool Education of the Republic of Croatia, the importance of continuous professional development of educators is emphasized, as well as the readiness to improve practice. In addition, the development of eight core competences for lifelong learning, including digital competence, needs to be encouraged
and strengthened. The importance of digital competence is emphasized, not only as a resource for children’s learning, but also as an aid in documenting educational activities. It is important to determine the extent to which future educators are aware of their own digital competencies and what is their attitude towards including these contents within the study
program.
At the Faculty of Education in Osijek, as part of the course Play and Learn on the Computer in the Undergraduate study of Early and Preschool Education, the teaching content that develops digital competence is offered to students. They are introduced to the aplications that they can use in their future work and organize activities that will develop children’s digital
competence.
The research was conducted among the students of the Faculty of Education who in the academic year 2020/21 participated in the course Play and Learn on the Computer. Through a self-assessment survey the impact of the offered activities on the development of future preschool teachers’ digital competence was examined, as well as applicability of these activities with preschool children, preparation for the implementation of activities and presentation of the results of their future work. The results of the survey showed that students mostly positively evaluate the offered contents and recognize them as necessary in their education
Playing as one of the musical activities in kindergartens
No full textU završnom se radu pod naslovom „Sviranje kao jedna od glazbenih aktivnosti u dječjim vrtićima“ prikazuju najvažnije odrednice glazbenog odgoja od najranije dobi, a potom i važnosti aktivnosti sviranja u dječjim vrtićima. Poseban ukaz učinjen je na temeljna načela i ključne postavke za cjelovit razvoj djeteta unutar temeljnih dokumenata odgojno-obrazovnog sustava Republike Hrvatske iz koji se izvodi važnost glazbenog odgoja te ciljevi, zadaci, strategije i aktivnosti istoga. Također, unutar rada prikazane su sastavnice glazbenog odgoja, aktivnosti pripadajuće tome odgoju te metodički koncepti i određenja za provođenje glazbenih aktivnosti. Naposljetku je ukazano na važnost aktivnosti sviranja te su prikazani rezultati istraživanja na uzorku od 80 odgajateljica istarskih vrtića o aktivnostima koje provode na svakodnevnoj razini te kako procjenjuju svoju kompetentnost u pjevanju i sviranju.The final paper entitled as "Playing as one of the musical activities in kindergartens" shows the most important determinants of music education from an early age, and then the importance of playing activities in kindergartens. A special decree was made on the basic principles and key settings for the complete development of the child within the basic documents of the educational system of the Republic of Croatia from which is presented the importance of music education and its goals, tasks, strategies and activities are derived. Also, the paper presents the components of music education, activities related to that education and methodological concepts and definitions for conducting music activities. Finally, the importance of playing activities was pointed out and also the results of research on a sample of 80 educators of Istrian kindergartens on the activities they carry out on a daily basis and how they assess their competence in singing and playing were presented
Grammatical competence of non-native speakers of the Croatian language at B2 level
No full textJezik je sredstvo nužno za komunikaciju te se prvi jezik kojim pojedinac ovladava naziva materinskim, a samim time je pojedinac izvorni govornik toga jezika. Ovisno o raznim unutarnjim i vanjskim čimbenicima, pojedinac može ovladati i drugim i stranim jezikom te time postaje dvojezični ili višejezični govornik. Svaki jezik koji pojedinac usvaja nakon materinskog nazivamo inim jezikom. Temeljni dokument koji osim što potiče višejezičnost, propisuje i smjernice za ostvarivanje ciljeva ovladavanja inim jezikom jest ZEROJ. U procesu ovladavanja jezikom kao prirodna i neizbježna pojava javljaju se odstupanja. Ona mogu biti izvorna, neizvorna ili prijenosna. U svrhu ovoga istraživanja proučavani su pisani radovi inojezičnih govornika hrvatskoga jezika na razini B2 čiji nam materinski jezici nisu poznati. Analizom radova utvrdit će se koja gramatička pravila inojezični govornici hrvatskoga jezika najslabije poznaju, s kojim se teškoćama u uporabi glagola susreću inojezični govornici hrvatskoga jezika te primjenjuju li pravila sklonidbe sukladno normi.A language is a necessary tool for communication, and the first language an individual masters is called his mother tongue, thus the individual is a native speaker of that language. Depending on various internal and external factors, an individual can master both a second and a foreign language, therefore becoming a bilingual or multilingual speaker. Every language that an individual acquires after his mother tongue is a second language. The fundamental document that, in addition to encouraging multilingualism, also prescribes guidelines for achieving the goal of mastering another language is CEFRL. In the process of mastering the language, errors occur as a natural and inevitable phenomenon. Those can be original, non-original, or transferable. The analysis will determine which grammatical rules foreign speakers of the Croatian language know the least, which difficulties they encounter in the formation of verbs, and whether the foreign speakers of the Croatian language apply the rules of declension by the norm
THE ROLE OF MARKETING IN THE MANAGEMENT OF EDUCATIONAL INSTITUTIONS
No full textU ovome se specijalističkom radu obrađuje tema marketinga u odgojno-obrazovnim ustanovama, poglavito školama. Marketing se tradicionalno u odgojno-obrazovnim sustavima dočekuje sa skepsom i animozitetom, s obzirom da pojedini akteri odgojno-obrazovnih sustava smatraju marketing vrijednosno nekompatibilnim sa odgojem i obrazovanjem te ga zaziru implementirati. U radu se obrađuju shvaćanja i definicije marketinga i marketinga u obrazovanju te povezanih ključnih pojmova poput marketinške orijentacije, marketinškog miksa i marketinškog plana. Rad se također bavi ključnim dionicima marketinga u obrazovanju, odnosno njihova uloga u marketingu odgojno-obrazovne ustanove. U radu se nastoje objasniti ključni razlozi animoziteta prema marketingu u obrazovanju, te se nastoji prikazati da modreni marketing nije suprotstavljen, već komplementaran osnovnoj školskoj djelatnosti: pružanju usluge odgoja i obrazovanja u korist cijelog društva. Provedeno je istraživanje na uzorku od 156 zaposlenika osnovnih škola ( ravnatelji, učitelji, stručni suradnici ) kako bi se ispitali njihovi stavovi o marketingu i potrebi provođenja marketinga u obrazovanju. Rezultati su pokazali da su stavovi ispitanika o primjeni marketinga u školi pretežno pozitivnog smjera, odnosno ispitanici su iskazali stav da se budućnost škole temelji na uspješnom marketingu i iskazali su želju za stjecanjem dodatnih znanja o marketingu.This specialist thesis deals with marketing in educational institutions, especially schools. Marketing is traditionally greeted with skepticism and animosity in educational systems, given that some actors of educational systems consider marketing to be valueincompatible with education and hesitate to implement it. The thesis deals with definitions of marketing and marketing in education and related key concepts such as marketing orientation, marketing mix and marketing plan. The thesis also deals with the key stakeholders of marketing in education, i.e. their role in marketing practices of an educational institution. The thesis tries to explain the key reasons for animosity towards marketing in education and tries to show that modern marketing is not opposed to, but complementary to, basic school activities: the provision of education services for the benefit of the whole society. A survey of elementary school employees (N=156) was conducted in order to examine their attitudes towards marketing and implementing marketing in education. The results showed that the views of the respondents on the application of marketing in a school environment are predominantly positive. The respondents expressed the view that the future of schools will be based on successful marketing and expressed a wish to acquire additional knowledge on marketing
The importance of family literacy for children's language development
No full textKoncept obiteljske pismenosti odnosi se na razinu pismenosti i sposobnost obitelji da sudjeluje u razvoju i obrazovanju svoje djece. Obiteljska pismenost uključuje vještine čitanja, pisanja, govorenja i slušanja, kao i sposobnost obitelji da koristi te vještine kako bi aktivno sudjelovala u obrazovanju svojeg djeteta. Osim vještina čitanja, pisanja, govorenja i slušanja, obiteljska pismenost može uključivati i razvoj vještina koje su važne za uspješan život, poput financijske pismenosti, kritičkog mišljenja, odlučivanja, emocionalne inteligencije i društvenih vještina. Istraživanja su pokazala da se razvoj pismenosti u ranom djetinjstvu tijesno povezuje s kasnijim uspjehom djeteta u školi, a roditelji i skrbnici, koji su pismeni i uključeni u obrazovanje djeteta, stvaraju pozitivno okruženje u kojem će djeca vjerojatnije steći i razviti svoje vještine čitanja, pisanja i komunikacije. Osim toga, obiteljska pismenost ima važnu ulogu u stvaranju jakih obiteljskih veza i razvijanju međusobnog povjerenja i razumijevanja unutar obitelji, što može pomoći u jačanju obiteljskih vrijednosti i stavova koji su važni za zdrav i sretan život.The concept of family literacy refers to the level of literacy and the ability of families to participate in the development and education of their children. Family literacy includes reading, writing, speaking, and listening skills, as well as the ability of families to use these skills to actively participate in their child's education. In addition to reading, writing, speaking, and listening skills, family literacy may also include the development of skills that are important for successful living, such as financial literacy, critical thinking and decision-making, emotional intelligence, and social skills.Research has shown that the development of literacy in early childhood is closely linked to a child's later success in school, and parents and caregivers who are literate and involved in their child's education create a positive environment in which children are more likely to acquire and develop their reading, writing, and communication skills. In addition, family literacy plays an important role in creating strong family bonds and developing mutual trust and understanding within the family, which can help strengthen family values and attitudes that are important for a healthy and happy life
DIGITAL COMPETENCIES IN THE OUTCOMES OF STUDY PROGRAMS OF EARLY CHILDHOOD AND PRESCHOOL EDUCATION STUDIES AND TEACHER EDUCATION STUDIES IN THE REPUBLIC OF CROATIA
No full textHigher education is crucial for the growth and development of society, for the promotion
of change and for initiating and monitoring technological progress. Study programs should
follow the set goals of higher education through clearly presented learning outcomes, the
achievement of which is systematically evaluated and monitored. According to the Strategy
of the Agency for Science and Higher Education 2021-2025, in a series of challenges brought
about by the new technological revolution, higher education will have to face frequent curriculum
changes and constant upgrading of competencies.
The research tried to determine the presence of digital competencies and areas of knowledge
that are included in the outcomes of study programs of early childhood and preschool
education and teacher education studies in the Republic of Croatia. The theoretical introduction
will present the latest trends in the European and world higher education area on
the topic of digital competencies of future early childhood and preschool education teachers
and teachers. Qualitative content analysis proposed by Zhang and Wildemuth (2009) was
used for the analysis of the study programs through eight levels. These levels are: preparation
of documents, selection of parts of documents for the analysis, determination of coding
categories and schemes, testing the scheme on a smaller part of the text, coding the whole
text, checking the coding consistency, recording the results and presentation of methods and
results.
The research results showed insufficient integration of digital competencies in the study
programs of teacher education in the Republic of Croatia, which leads to the conclusion that
digital competencies do not currently occupy an important place in the general professional
competencies proposed by study programs. The research points to the need to modernize
study programs and to raise the level of relevance of digital competencies of future teachers
and early childhood and preschool education teachers in order to monitor modern global
changes and develop knowledge accordingly
Language games of talking and listening
No full textIgra je sastavni dio djetetova života i razvoja, a uvelike utječe na razvoj kognitivnih sposobnosti, sposobnosti učenja i slušnog aparata. S obzirom da je jezik jedna od osnovnih čovjekovih sposobnosti koja ljude razlikuje od svih drugih bića važno je istaknuti kako za usvajanje jezika i govornih sposobnosti u najranijoj životnoj dobi veliku ulogu ima igra, ali i okolina u kojoj dijete odrasta. Predmet završnog rada su igre koje potiču razvoj jezičnih i govornih sposobnosti. U radu je analizirana uloga jezičnih igara važnih za usvajanje govornih i slušnih sposobnosti, a poseban naglasak je stavljena analizu igara slušanja i govorenja. Igre slušanja koje su analizirane su završnom radu su: „Na slovo, na slovo...“, „Školica“., „Poigraj se, rimu složi!“, „Rime“ i „Pamtilica“, te sljedeće igre govorenja: „Reci tiho“, „Škrinja s blagom“, „Priča iz vreće“, „Fotografska priča“ i „Kućno kazalište“.Play is an integral part of a child's life and development, and greatly affect the development of cognitiveabilities, learning abilities and hearing aids. Given that language is one of the basic human abilities that distinguishes humans from all other beings,it is important to point out that play,but also the environment in which a child grows up, plays an important role in language acquisition and speechabilities at thee arliest age. The subject of the final work are games that encourage the development of language and speech skills. The paper analyzes the role of language games important for the acquisition of speaking and listening skills, and special emphas is isplaced on the analysis of listening and speaking games. The listening games that were analyzed in the final work are: „Letter, letter“ ..., „School“, „Play“, „put the rhyme together!“, „Rhyme and Memory“, and the following speaking games: „Say quietly“, „Treasure Chest“, „Story from a Bag“, „Photographic Story and Home Theater
Viennese classical music in working with children of early and preschool age
No full textU suvremenom životu glazba je postala dostupna svima pa su i snimke vrijedne umjetničke glazbe danas dostupne svakome što do nedavno nije bio slučaj. Zbog toga je i u dječjim vrtićima omogućeno slušanje vrijedne umjetničke glazbe u radu s djecom kao izvora obogaćivanja njihovog emotivnog doživljaja i upoznavanja glazbene umjetnosti. Cilj je ovoga rada bio utvrditi svojstva glazbe Bečke klasike koje pojedinu skladbu čine pogodnom za aktivno slušanje glazbe s djecom rane i predškolske dobi. Istraživanje je provedeno slušnom analizom ukupno 97 skladbi bečkih klasičara koje predlažu autori priručnika za odgojitelje. Istraživanjem je potvrđeno da su skladbe Bečke klasike pogodne za aktivnost slušanja glazbe u radu s djecom u vrtiću, ali ona moraju ispunjavati nekoliko kriterija. Skladbe ili ulomci skladbi ne smiju trajati dulje od tri minute te se iz skladbi koje imaju dulje trajanje, može koristiti ulomak koji čini zaokruženu formalnu cjelinu. Skladba treba imati ugođaj primjeren dječjem doživljaju pa će se radije birati skladbe vedrog, lepršavog, nježnog, sjetnog i razigranog ugođaja dok će se izbjegavati buran, žalostan, ozbiljan i uznemirujuć ugođaj. Kod izbora skladbi bečkih klasičara tempo će najčešće biti brz ili umjeren, a mala će biti i pojavnost agogičkih promjena. Bečki klasičari služe se dinamičkim nijansiranjem, kao i kontrastima u dinamici, pa su kod analitičkog slušanja u radu s djecom skladbe Bečke klasike primjerene djeci srednje i starije dobne skupine. Tonalitet i mjera skladbe nisu kriteriji odabira skladbe pri izboru glazbe bečkih klasičara. Razvoj komorne glazbe u Bečkoj klasici iznjedrio je brojna djela koja su po drugim kriterijima primjerena za aktivnost slušanje glazbe s djecom u vrtiću, ali će ona zbog brojnosti instrumenata biti pogodna za rad s djecom srednje i starije dobne skupine. Praktični doprinos rada predstavlja prijedlog skladbi ili ulomaka skladbi bečkih klasičara za glazbenu aktivnost slušanja glazbe u radu s djecom u vrtiću.Modern life has made music available to everyone, so the recordings of artistically valuable music become widely available nowadays, which wasn’t the case until recently. For this reason, listening to valuable artistic music is made possible in the work with children in kindergartens as a source of enhancing their emotional experience and acquiring the art of music. The aim of the paper is to determine the features of the Viennese classical music that make a particular musical composition suitable for active listening with children of an early age and pre-school children. A research was carried out on the grounds of auditory analysis of a total of 97 different musical compositions by Viennese classicists suggested by the authors of a manual for educators. The research confirmed that the musical compositions of Viennese classicists are suitable for the activity of listening to music in the work with kindergarten children, but a requirement of several criteria must be met. Musical compositions or fragments of compositions must not last longer than three minutes, whereas fragments which in form are deemed a rounded whole can be used as well. Musical compositions should have an atmosphere suitable for children’s experience so that the pieces of music with cheerful, fluttering, tender, wistful and spirited moods are preferable, whilst tumultuous, sad, serious and disturbing moods are to be avoided. When choosing Viennese classicists’ musical compositions, the tempo will most often be fast to moderate, and the occurrence of the agogic changes will be small as well. Viennese classicists use dynamic nuances as well as contrasts in the dynamics, so when working with children, the Viennese classical compositions are suitable for middle and older children when employing analytical listening. The tonality and measure of a musical composition are not a criterion for selecting the music of the Viennese classicists. The development of the chamber music in the Viennese classics gave birth to numerous works which, in terms of other criteria, are appropriate for the activity of listening to music with the kindergarten children. However, due to a number of musical instruments, they will be suitable for working with children of middle and older age groups. The practical contribution of the paper is a list of the musical compositions or fragments of musical compositions by Viennese classicists intended for the music-listening activity in the work with kindergarten children