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Creative approach as an answer to the challenges of traditional teaching
No full textDanašnji svijet podložan je promjenama koje su vidljive u svim aspektima čovjekovog života. Stalna težnja za unaprjeđenjem društvenih uvjeta stvorila je potrebu i za mijenjanjem trenutnog odgojno-obrazovnog sustava. Kada se postavi pitanje o promjeni odgojno-obrazovnog sustava, kreativni pristup nameće se kao odgovor. Kreativna nastava postala je imperativom 21. stoljeća te joj se s pravom pridaje sve veća važnost. Kreativna nastava uvijek se smatrala poželjnom i potrebnom, no danas se potreba za njom uslijed dugotrajnog zadržavanja slušalačko-sjedilačke i predavačke nastave sve više i više naglašava na svim razinama obrazovanja. Većina učitelja smatra kako je suvremena nastava nezamisliva bez kreativnosti iako postoje i oni učitelji koji se još uvijek drže tradicionalnog pristupa u nastavi. Svjesni činjenice da tradicionalni pristup učenju više nije dovoljan, učitelji moraju biti sposobni prilagoditi se promjenama i preuzeti aktivnu ulogu u poticanju raznolikih i stimulativnih aktivnosti za svoje učenike. Umjesto da samo „prenose znanje“, učitelji trebaju postati moderatori i kreatori koji potiču istraživanje, samostalno razmišljanje i kritičko propitivanje te na taj način omogućuju cjelovit razvoj učenika. Ovim radom istražilo se s kojim se izazovima učitelji susreću te koji su prema njihovom mišljenju elementi tradicionalne nastave, a koji elementi suvremene (kreativne) nastave. Istražilo se i koja vrsta nastave bolje utječe na učenike. U istraživanju je korištena mješovita metodologija, proveden je intervju s učiteljima razredne nastave te je analizirana formativna evaluacija učenika. Rezultati istraživanja pokazuju da se učitelji polako odmiču od tradicionalnog načina poučavanja i sve više prihvaćaju kreativan način izvođenja nastave. Pronalaze načine kako bi poticali i razvijali kreativnost svojih učenika te su svjesni dobrobiti provođenja kreativne nastave. Učitelji su motivirani da prevladaju izazove i uključe kreativnost u svoju nastavu. Oni prepoznaju da kreativna nastava može razvijati ključne vještine kod učenika. Kreativna nastava pokazala se kao efikasnija u poticanju aktivnog sudjelovanja učenika u nastavnom procesu.Today's world is subject to changes that are visible in all aspects of human life. The constant aspiration to improve social conditions created the need to change the current education system. When the question is raised about changing the educational system, a creative approach is imposed as the answer. Creative teaching has become an imperative of the 21st century, and it is rightly given increasing importance. Creative teaching has always been considered desirable and necessary, but today the need for it due to the long-term retention of listening-sitting and lecturing classes is more and more emphasized at all levels of education. Most teachers believe that modern teaching is unimaginable without creativity, although there are also those teachers who still rely on the traditional approach to teaching. Aware of the fact that the traditional approach to learning is no longer sufficient, teachers must be able to adapt to changes and take an active role in encouraging diverse and stimulating activities for their students. Instead of just "transmitting knowledge", teachers should become guides who encourage research, independent thinking and critical questioning and thus enable the integral development of students. This work investigated what challenges teachers face and what, in their opinion, are elements of traditional teaching, and which are elements of contemporary (creative) teaching. It was also investigated which type of teaching has a better effect on students. Mixed methodology was used in the research, an interview was conducted with classroom teachers and the formative evaluation of students was analyzed. The results of the research show that teachers are slowly moving away from the traditional way of teaching and are increasingly accepting a creative way of teaching. They find ways to encourage and develop the creativity of their students and are aware of the benefits of creative teaching. Teachers are motivated to overcome challenges and include creativity in their teaching. They recognize that creative teaching can develop key skills in students. Creative teaching proved to be more effective in stimulating active participation of students in the teaching process
Storytelling by preschool teachers as a means of fostering early literacy
No full textPripovijedanje odgojitelja igra važnu ulogu u poticanju rane pismenosti kod djece. To je metoda koja kombinira priču s jezičnim razvojem djeteta, potičući njegovu sposobnost slušanja, razumijevanja i komunikacije. Pripovijedanje odgojitelja pruža interaktivno iskustvo koje djeci omogućuje da se povežu s pričom na emocionalnoj razini, istovremeno razvijajući jezične vještine. Te vještine imaju dugotrajan utjecaj na dječji jezični razvoj i pripremaju ih za uspješno učenje čitanja i pisanja u kasnijim razdobljima života. Zbog mnoštva dobrobiti koje donosi pripovijedanje odgojitelji trebaju osvijestiti važnost pripovijedanja u odgojno-obrazovnome radu te naučiti na pravilan način primjenjivati aktivnost pripovijedanja uz stvaranje atmosfere u kojoj će se djeca osjećati ugodno. Cilj ovog istraživanja bio je istražiti koliko odgojitelji pripovijedaju djeci, koliko se i kako za tu aktivnost pripremaju te koliko su upoznati s dobrobitima takve metode u radu s djecom. U istraživanju je sudjelovalo 50 odgojitelja dječjih vrtića iz Slavonije i Baranje, a podatci su dobiveni anketiranjem. Dobiveni rezultati u skladu su s pretpostavkama te pokazuju da većina odgojitelja svakodnevno pripovijeda priče djeci, imaju primjeren i uređen prostor za pripovijedanje, prilagođavaju sadržaj, tekst i tematiku priča u odnosu na interese i dob djece te su upoznati s dobrobitima pripovijedanja za dječji jezični razvoj.Storytelling by preschool teachers plays an important role in encouraging early literacy in children. It is a method that combines the story with the language development of the child, encouraging his ability to listen, understand and communicate. Storytelling by preschool teachers provides an interactive experience that allows children to connect with the story on an emotional level while developing language skills. These skills have a lasting impact on children's language development and prepare them for successful learning to read and write later in life. Due to the numerous benefits that storytelling brings, preschool teachers should be aware of the importance of storytelling in educational work and learn to properly apply the activity of storytelling while creating an atmosphere in which children will feel comfortable. The goal of this research was to investigate how much educators tell stories to children, how much and in what way they prepare for this activity, and how familiar they are with the benefits of such a method in working with children. 50 preschool teachers teachers in the area of Slavonia and Baranja participated in the research, and a survey was used as the research procedure. The obtained results are in line with expectations and show that most educators tell stories to children every day, use an appropriate and organized space for storytelling, adjust the content, text and topic of stories in relation to the interests and age of the children and are familiar with the benefits of storytelling for children's language development
Gifted children with developmental disabilities in early and preschool education
No full textU ovom završnom radu se obrađuje tematika darovite djece s teškoćama u ranom i predškolskom odgoju i obrazovanju. Kroz rad se također upoznajemo s pojmovima darovitosti i djece s teškoćama, njihovim karakteristikama, identifikacijom i vrstama. Darovite djece s teškoćama se također nazivaju dvostruko iznimnima. Dvostruko iznimnu djecu se danas u odgojno-obrazovnom sustavu sve lakše prepoznaje, no problematika nastupa prilikom identifikacije. Identifikacija dvostruko iznimne djece nastupa zbog karakteristika obje, darovitosti i teškoća. Njihova teškoća je često ta koja zamaskira daroviti aspekt djeteta pa se na takvu djecu često gleda kao „samostalnije“ ili „pametnije“ u odnosu na djecu koja imaju samo određeni oblik teškoće. Također, darovitost također može zamaskirati teškoću kod djeteta te zbog teškoće rezultati procjena smanjuju. Dvostruko iznimna djeca mogu imati teškoće kao što su autizam, ADHD, poteškoće u ponašanju, oštećenje vida i sluha i druge. U ovome radu je jedan dio posvećen zakonodavnom okviru s ciljem poticanja svijesti o pravima i zakonima koji su posvećeni darovitoj djeci i djeci s teškoćama koji se također odnose na dvostruko iznimne zbog njihove duple dijagnoze. Cilj ovoga rada jest upoznavanje s karakteristikama dvostruko iznimne djece kako bi olakšali njihovo obrazovanje i socijalizaciju.This paper deals with the topic of gifted children with difficulties in early and preschool education. Through the work, we also learn about the concepts of giftedness and children with disabilities, their characteristics, identification and types. Gifted children with disabilities are also called twice-exceptional. Twice-exceptional children are now easier to recognize in the educational system, but problems arise during identification. The identification of twice-exceptional children occurs because of the characteristics of both, giftedness and difficulties. Their difficulty is often the one that masks the gifted aspect of the child, so such children are often seen as "more independent" or "smarter" compared to children who only have a certain form of difficulty. Also, giftedness can also mask a child's difficulty, and because of the difficulty, the assessment results decrease. Twice-exceptional children may have difficulties such as autism, ADHD, behavioral difficulties, visual and hearing impairments and others. In this paper, the first part is dedicated to the legislative framework to encourage awareness of the rights and laws that are dedicated to gifted children and children with disabilities that also refer to the twice-exceptional due to their double diagnosis. This paper informs about the characteristics of twice-exceptional children to facilitate their education and socialization
Folklore linguistic and cultural heritage in children of early and preschool age
No full textFolklor je u dječjem vrtiću oblik stvaralačke aktivnosti kroz koje se dijete igra, govori, prikazuje, pjeva, pleše, izražava svoje emocije. Dječje tradicijsko stvaralaštvo ima sve bitne elemente predajne kulture. Prenošeno s koljena na koljeno očuvalo je velik broj različitih običaja. Djeca su kroz tradicijske igre i razne običaje mogla razvijati svoje sposobnosti oprimjerene životu kraja u kojemu žive, točnije u Slavoniji. Sve tradicijske igre koje postoje izmislili su ljudi upravo kao izvor zabave i veselja, a najveći kreatori igara s pjevanjem, brojalica i plesova bila su i još uvijek jesu – djeca. Cilj je ovoga diplomskog rada osvijestiti kod djece da su oni čuvari tradicije i folklorne baštine. Zadatak je odgojitelja da izlažu djecu jezicima, a ne da ih izravno podučavaju, te da rade na što većem obraćanju pozornosti na jezik, bilo to kroz razgovor, čitanje, slušanje, pripovijedanje. Kroz jezičnu analizu različitih notnih zapisa u Slavoniji, naišli smo na lekseme koje nisu uobičajene za naš slavonski govor i štokavsko narječje. Izdvojene riječi analizirane su prema dvama rječnicima: Rječnik hrvatskoga jezika i Novi rječnik stranih riječi. Kod djece je najbitnije probuditi ljubav prema kraju u kojemu žive. Pjesmama, stihovima i igrama proširuje se znanje o kulturnoj baštini, jezičnim vrednotama i karakterističnim narodnim običajima kraja u kojem žive.In kindergarten, folklore is a form of creative activity through which the child plays, speaks, shows, sings, dances and expresses his emotions. Children's traditional creativity has all the essential ele-ments of traditional culture. A large number of different customs have been preserved from generati-on to generation. Through traditional games and various customs, children were able to develop the-ir abilities appropriate to the life of the region in which they live, specifically in Slavonia. All traditio-nal games that exist were invented by people precisely as a source of fun and joy and the greatest creators of games with singing, counters and dances were and still are - children. The goal of this thesis is to make children aware that they are the guardians of tradition and folklore heritage. The task of educators is to expose children to languages, not to teach them directly and to work on paying more attention to the language, through conversations, reading, listening, telling stories. Through the linguistic analysis of various music notations in Slavonia, we came across lexemes that are not com-mon for us Slavonic speech and the Stokavian dialect. Selected words were analyzed according to two dictionaries: Dictionary of the Croatian language and the New Dictionary of Foreign Words. In children, it is most important to awake love for the region in which they live. Through songs, verses and games, knowledge about the cultural heritage, linguistic values and characteristic folk customs of the region in which they live is expanded
VALUES OF THE CROATIAN EDUCATIONAL SYSTEM AND ACADEMIC INTEGRITY
No full textValues, as part of the complex culture of an educational institution, are important for the development of academic (dis) honesty. A number of documents (such as the Strategy of Education, Science and Technology, and the National Framework Curriculum for Preschool Education and General Compulsory and Secondary Education) prescribe and propose dominant values that are adopted through the educational system. Academic integrity represents the high moral and ethical behavior of an individual in all spheres of academic life, from an honest attitude towards work to the moral obligation to report academically dishonest behavior. In today’s society of inequality, it is necessary to emphasize academic integrity again as an important link in the professional development of today’s students. This theoretical paper analyzes important documents and results of previous scientific research in the field of values and academic integrity and based on the analysis gives recommendations for further framework, especially the need to establish a center for academic integrity, but also the need to educate university teachers and students on integrity issues in work, study and science
Ivan Filipović organizator hrvatskoga učiteljstva i reformator hrvatskoga školstva (povodom dvjestote godišnjice rođenja 1823. - 2023.)
No full textDvjestota godišnjica rođenja Ivana Filipovića (1823. – 2023.) prilika je (i obaveza) da se u mirnijoj demokratskoj atmosferi revalorizira njegov doprinos u organiziranju hrvatskog učiteljstva i reformiranju hrvatskog školstva. Objektivna valorizacija neke javne osobe moguća je samo ako se vrednuje u vremenu i prostoru u kojemu je djelovala, a ogleda se u doprinosu na postojeće stanje. Uz relevantnu literaturu za pisanje ove znanstvene monografije korištena je objavljena građa i izvori, što se posebno odnosi na privatnu korespondenciju Ivana Filipovića (pisma). Ova znanstvena monografija bavi se kritičkom analizom dosadašnjih radova u kojima se pisalo o Ivanu Filipoviću, radova koji su nastali iz pera samoga Ivana Filipovića te brojnih priloga o njegovom životu i radu iz kojih se može pratiti njegov put od rođenja do smrti. Filipovićev životni put moguće je pratiti od Velike Kopanice u kojoj se rodio i završio trivijalnu škole, preko glavne škole i gimnazije u Vinkovcima preko Sremske Mitrovice, Nove Gradiške, Požege i Zagreba, mjesta u kojima je službovao. Također, opisani su i društveno-politički okviri vremena u kojemu je živio kao i mogući utjecaji na njegov rad. U tom je dijelu posebna pozornost usmjerena na hrvatski školski sustav i pedagogijsku orijentacija prije i na početku djelovanja Ivana Filipovića te na stručnost hrvatskih učitelja i njihovu stalešku i stručnu organiziranost neposredno prije djelovanja Ivana Filipovića. Ivan Filipović zaslužan je za organizaciju hrvatskog učiteljstva i reformaciju hrvatskog školstva od kojih se ističu vanjska i unutarnja reforma vezana uz didaktičko-metodičku organizaciju nastavnoga procesa. Neizostavno je spomenuti i književni rad Ivana Filipovića koji je vidljiv kroz njegove rodoljubne i ljubavne pjesme; tekstove namijenjene djeci i mladeži, a zavidno je i njegovo poznavanje jezika pa se u monografiji spominje i njegov prevoditeljski i urednički rad. Neosporno je utvrđeno da je ukupni doprinos Ivana Filipovića u javnom i školskom području takav da ga možemo bez ograničenja uvrstiti u velikane hrvatskog školstva 19. stoljeća
The Polak Game and the Futurеs of Education – Are University Students Optimists or Pessimists about the Future of Education?
No full textThe Polak Game is a tool developed by Peter Hayward (2017) and the research method based on his seminal work “The Image of the Future” (1961). This research is focused on understanding how the futures of education is perceived among current students (future teachers) and psychologists in Serbia and Croatia, through their participation in the Polak Game. The sample consisted of 104 students (58 from Serbia and 46 from Croatia). The results showed that pessimistic views of the educational future are very common in university students (48% chose lower, essence-pessimism quadrants in both countries, with Croatian students appearing to be more optimistic), and the influence-optimism was more frequent (92, 3%). This suggests that students, despite their essence- pessimism/optimism tend to have an optimistic view about their own influence on the future of education. The Polak Game seems to be a promising tool both to investigate and venture into opinions on and attitudes to their own future and the future of education in university students. Using causal layered analysis, the Polak Game can help us shift and understand a change from deeper levels
Early childhood learning environment
No full textDječji vrtić djeci koja ga pohađaju postaje poput drugog doma. To je ustanova u kojoj djeca, osim u svom obiteljskom domu, jedu, spavaju, igraju se, druže u velikoj „obitelji“ djece i odgojitelja, ali postoji i nešto dodatno te drugačije u odnosu na dom. U vrtiću djeca uče, šire svoje vidike, doživljavaju spoznaje i istražuju – na svakodnevnoj bazi. Za ispunjenje svih tih zadaća vrtića, potrebna je i određena razina kvalitete prostorno-vremenske organizacije te materijalnih uvjeta kako bi vrtić sadržavao sve što je djeci potrebno. Od materijala za igru te onih koji ispunjavaju centre aktivnosti s različitim svrhama i zadaćama, do poticaja koji obuhvaćaju svako osjetilo djece i svako područje razvoja – svi navedeni materijali trebaju biti dostupni djeci, a osmišljeni primjereno od strane odgojitelja. Odgojitelj dobiva brojne uloge – predstavlja djeci „zamjenskog“ roditelja dok oni borave u vrtiću jer skrbe za njih, brinu te ih njeguju, a usmjereni su i, također, na njihovu sigurnost i dobrobit. Naravno, uz sve navedeno, potrebno je djeci pružiti zabavu, „probuditi“ njihovu znatiželju i prirodni poriv za istraživanjem. Mnogo je zadaća koje je prostor dužan ispuniti - omogućiti djeci rast, razvoj, socijalnu interakciju, učenje, samoinicijativu, autonomiju i mnoge druge zadaće. Organizacija prostorno-materijalnog okruženja zato zahtjeva mnogo znanja, vještina, truda, rada i vremena, ali svrha i cilj opravdavaju sve ono što i zahtijevaju. Poticajno okruženje postiže se angažiranošću, voljom i educiranošću odgojitelja, a formira u odnosu na dječje potrebe, želje, interese, sposobnosti te njihovu dob s ciljem cjelokupnog razvoja i rasta djece u poticajnom, sretnom okruženju. Cilj ovog etnografskog istraživanja bio je proučiti prostorno-materijalno jasličke skupine te okruženje za učenje djece rane dobi općenito. Istraživanje je omogućilo uvid u prostornu organizaciju, vrste i dostupnost materijala te druge aspekte prostora koji zajedno čine poticajno okruženje za djecu.Kindergarten is like a second home for the kids that attend it. It's an institution where children, apart from their family home, eat, sleep, play and socialize in a big "family" of children and preschool teachers, but there's also something additional and different compared to a home. In kindergarten, children learn, expand their horizons, experience cognitions and explore on a daily basis. In order to fulfill all these tasks, a certain level of quality of space-time organization and material conditions is needed so that the kindergarten is equipped with everything that a kid may need. From play materials and materials that fill activity centers with different purposes and tasks, to incentives that include every sense of the children and every area of development - all the mentioned materials should be available to the children and designed appropriately by the preschool teachers. The teacher takes on numerous roles - he represents a "substitute" parent to kids while they are in the kindergarten because he takes care of them, nurtures them, and is also focused on their safety and well-being. Of course, in addition to all of the above, it is necessary to provide children with entertainment, to "awaken" their curiosity and natural urge for exploring. There are many tasks that the space is obliged to fulfill - to enable a kid to grow, develop, socially interact, learn, be self-initiative, be autonomous and many other tasks. The organization of the spatial and material environment therefore requires a lot of knowledge, skills, effort, hard work and time, but the purpose and goal justify all that they require. A stimulating environment is achieved by the engagement, willingness and education of preschool teachers, and is formed in relation to children's needs, wishes, interests, abilities and their age with the aim of their overall development and growth in a stimulating, happy environment. The aim of this ethnographic research was to study the spatial and material nature of daycare groups and the learning environment for early-age children in general. The research provided an insight into the spatial organization, types and availability of materials and other aspects of the space that together form a stimulating environment for children
Kindergarten from the child's perspective
No full textDječji vrtić je mjesto koje svakom djetetu treba omogućiti razvoj svih njegovih potencijala i osigurati poticajno okruženje za njegov rast i razvoj. Djeca su aktivna bića koje ističe i Nacionalni kurikulum za rani i predškolski odgoj i obrazovanje (2015) te ono prepoznaje njihovo aktivno sudjelovanje u vlastitom odgoju i obrazovanju. Dječja perspektiva važna je kako bi se prema njihovim interesima i potrebama osiguralo primjereno i poticajno okruženje. Kultura vrtića mora podržavati dječju samoinicijativnost, i aktivnost i omogućiti djeci prakticiranje vlastitih prava. U empirijskom dijelu istraživanja korišten je Mozaik pristup kao najprimjerenija metodološka metoda za istraživanje perspektivu djeteta o dječjem vrtiću. Istraživanje je kroz prikupljenu foto dokumentaciju dalo uvid u dječju perspektivu o aktivnostima i poticajima, dostupnosti materijala u prostoru sobe dnevnog boravka te o tome što dijete smatra važnim u dječjem vrtiću.Kindergarten is a place that should allow every child to develop all his potential and provide a stimulating environment for his growth and development. Children are active beings, which is highlighted by the National Curriculum for Early and Preschool Education (2015), and it recognizes their active participation in their own education. The children's perspective is important in order to ensure an appropriate and stimulating environment according to their interests and needs. Kindergarten culture must support children's self-initiative activity and enable children to exercise their own rights. In the empirical part of the research, the Mosaic approach was used as the most appropriate methodological method for researching the child's perspective about kindergarten. Through the collected photo documentation, the research provided an insight into the child's perspective on activities and incentives, the availability of materials in the living room space, and what the child considers important in kindergarten
Adverbs in early language acquisition
No full textDo sada je u hrvatskoj literaturi opisano usvajanje imenske i glagolske morfologije te nastavno na to fleksijske i derivacijske morfologije, ali nema istraživanja o tome kada djeca počinju upotrebljavati priloge i koje se vrste priloga prve pojavljuju u njihovom govoru. Ovaj rad usmjeren je upravo na spoznaje o tome u kojoj dobi djeca usvajaju priloge. Većina radova o ranom dječjem jezičnom razvoju nastala je na temelju Hrvatskog korpusa dječjega jezika (HKDJ – Kovačević, 2002). Korpus je to longitudinalnog praćenja spontanih interakcija troje djece koji su snimani od pojave prve riječi oko prve godine života pa do njihove treće godine. HKDJ dio je Svjetske baze dječjeg jezika CHILDES. Cilj je ovog rada analizom zapisa iz navedenog korpusa doznati kada se u dječjem jeziku pojavljuju prilozi te razvrstati priloge s obzirom na njihovu vrstu. Pokazalo se kako se prilozi kod sve troje djece pojavljuju u dobi od godinu dana, prvi se pojavljuju mjesni prilozi, a najčešća vrsta priloga uz mjesne jesu i vremenski prilozi.So far, Croatian literature has described the acquisition of noun and verb morphology, as well as inflectional and derivational morphology, but there is no research on when children start using adverbs and which types of adverbs first appear in their speech. This work is focused precisely on knowledge about the age at which children acquire adverbs. Most of the works on early childhood language development were based on the Croatian Corpus of Children’s Language (HKDJ – Kovačević, 2002). It is a corpus of longitudinal monitoring of spontaneous interactions of three children, which were recorded from the appearance of the first word around the first year of life until their third year. HKDJ is part of the CHILDES World Children’s Language Database. The aim of this work is to know when adverbs appear in children’s language by analyzing records from the aforementioned corpus, and to classify adverbs according to their type. It has been shown that adverbs appear in all three children at the age of one year, adverbs of place appear first and the most common type of adverbs in addition to adverbs of place are adverbs of time