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Aplications for the development of pre-reading skills in preschool children
No full textSuvremeno doba i tehnologija pružaju razne mogućnosti učenja, istraživanja i usvajanja znanja putem digitalnih alata. U radu se navodi značajnost usvajanja predčitalačkih vještina u predškolskoj dobi te kako ih razvijati i poticati pomoću raznih aplikacija. Najprije su definirane predčitalačke vještine i tijek procesa njihovog usvajanja. Predčitalačke vještine razvijaju se pod utjecajem različitih unutarnjih i vanjskih čimbenika. U ovom radu analizirane su aplikacije koje su mogu koristiti u vrtićima i u privatnom okruženju u svrhu razvoja što boljih predčitalačkih vještina kod djece predškolske dobi. Ciljevi ovog istraživanja su procijeniti odabrane aplikacije za razvoj predčitalačkih vještina na temelju alata za procjenu edukativnih aplikacija. Istraživanje obuhvaća analizu sedam aplikacija za razvoj predčitalačkih vještina kod djece predškolske dobi. Kao instrument istraživanja korištena je REVEAC rubrika dizajnirana u svrhu evaluacije odabranih edukativnih aplikacija kroz četiri područja: obrazovni sadržaj, dizajn, funkcionalnost i tehničke karakteristike. Kao rezultat analize pokazalo se da su odabrane aplikacije uglavnom prigodne za djecu i za razvoj predčitalačkih vještina. Identificirano je nekoliko nedostataka određenih aplikacija, ali općenito su odabrane aplikacije vrlo dobre za razvoj predčitalačkih vještina kod djece predškolske dobi.This thesis is about significance of acquisition of pre-reading skills in kids of preschool age. Iti s also about how to develop and encourage those skills with the help of different applications. Modern age and technology provide a variety of learning opportunities, research and acquisition of knowledge through digital tools. First, pre-reading skills are defined and how their adoption process proceeds. Pre-reading skills develop under the influence of various internal and external factors. In this thesis we will explore and study what applications can be used in kindergartens and our homes to develop the best reading skills in preschool children. The aims of this thesis are to evaluate selected applications for the development of pre-reading skills on the basis of the educational evaluation tool. The research covers the analysis of seven applications for the development of pre-reading skills in preschool children. The evaluation will be carried out by means of the REVEAC section (described in detail in the remainder of the paper) designed to evaluate the selected applications in four areas: educational content, design, functionality and technical characteristics. As a result of the analysis, it was found that the selected applications were relatively suitable for children and for the development of reading skills. There have been a few imperfections of certain applications, but the overall result is that the selected applications are very good at developing pre-reading skills among preschoolers
Description of local speech - Čepinski Martinci
No full textOpis mjesnoga govora - Čepinski Martinci tema je diplomskoga rada koji donosi analizu mjesnoga govora Čepinskih Martinaca (na svim gramatičkim razinama). Ova je tema odabrana jer ovaj govor do sada nije sustavno analiziran. Čepinski Martinci nalaze se u Slavoniji, a pripadaju Općini Čepin. Prema geografskom položaju može se zaključiti da govor ovoga sela pripada štokavskom narječju, a istraživačko pitanje na koje se ovim radom nastojao pronaći odgovor glasi: Pripada li mjesni govor Čepinskih Martinaca slavonskomu dijalektu? Metoda istraživanja bila je terensko lingvističko istraživanje kojim je obavljen intervju s izvornim govornicima. Na početku je rada opisano štokavsko narječje, a zatim su navedene glavne značajke slavonskoga i novoštokavskoga(i)jekavskoga dijalekta. Ovaj rad donosi i kratki opis Čepinskih Martinaca kroz povijest. Potom su, na temelju transkripta snimka, opisane fonologija, morfologija, sintaksa, tvorba riječi i leksikologija. Na kraju se rada nalazi zaključak koji donosi odgovor na istraživačko pitanje: govor Čepinskih Martinaca pripada slavonskomu dijalektu, ali (s obzirom na posebnosti) istovremeno pripada i novoštokavskomu (i)jekavskomu dijalektu.Description of local speech – Čepinski Martinci is the topic of a master's thesis that presents an analysis of the local dialect of Čepinski Martinci (at all grammatical levels). This topic was chosen because this dialect has not been systematically analyzed before. Čepinski Martinci is located in Slavonia and belongs to the Municipality of Čepin. Based on its geographical location, it can be concluded that the dialect of this village belongs to the štokavian dialect, and the research question addressed in this work is: Does the local dialect of Čepinski Martinci belong to the slavonian dialect? The research method employed was field linguistic research, which involved interviews with native speakers. The beginning of the thesis provides a description of the štokavian dialect, followed by the main features of the slavonian and new štokavian (i)jekavian dialects. This work also includes a brief historical overview of Čepinski Martinci. Subsequently, based on the transcript of recordings, the phonology, morphology, syntax, word formation, and lexicology of the dialect are described. Finally, the thesis concludes by answering the research question: the dialect of Čepinski Martinci belongs to the slavonian dialect, but (given its specific characteristics) it also belongs to the new štokavian (i)jekavian dialect
Delegation in School Leadership – Relic of the Past or Lasting Necessity?
No full textProblem vođenja škole dugo je aktualan u procesu reformiranja školskog sustava, pri čemu se propituje autonomija ravnatelja škole, ali i uključenost ostalih dionika u donošenje odluka koje ih se tiču. Pritom se nastoji napustiti model individualnog vođenja škole, koji podrazumijeva ravnatelja kao jedinog nositelja odlučivanja u vođenju škole. Umjesto toga, zagovara se model distribuiranog vođenja u procesu kojega se moć odlučivanja dijeli sa svim dionicima odgoja i obrazovanja, a radi povećanja kvalitete odgoja i obrazovanja. Postavlja se pitanje kako se u taj proces uklapa delegiranje, koje je kulturalno uvjetovano i manifestira spremnost zaposlenika na prakticiranje takve prakse u procesu donošenja odluka. Sukladno tomu, cilj je bio provesti analizu teorijskih modela vođenja škole da bi se ovim radom doprinijelo razumijevanju položaja delegiranja na razmeđu individualnoga i distribuiranog školskog vođenja. Iako delegiranje sadrži elemente distribuiranog vođenja jer su u vođenje uključeni i drugi dionici, još uvijek je u ovom modelu vođenja naglašeno individualno vođenje ravnatelja i autoritet koji proizlazi iz njegove formalne pozicije u hijerarhiji škole. Ono je još uvijek zastupljeno u školama i odolijeva suvremenim nagnućima, budući da viša razina aktivnog uključivanja zahtijeva spremnost svih zaposlenika na dijeljenje odgovornosti, iz čega onda proizlazi zahtjev za demokratizacijom cjelokupne kulture škole.The issue of school leadership has been accompanying the on-going school reform discourse, focusing on the autonomy of school leaders and the involvement of other stakeholders in the decision-making process. At the same time, an effort is being made to abandon the model of leading school independently, meaning that the headteacher is the sole bearer of power in school. Instead, the model of distributed leadership is advocated implying that the power is shared with all stakeholders in the decision-making process, with the aim of school improvement. The question arises as to how delegation fits into this process, which is culturally conditioned and shows the willingness of school employees to get involved in the decision-making process. Therefore, the aim was to analyses theoretical models of school leadership in order to contribute to the understanding of the position of delegation at the borderline between individual and distributed school leadership. This paper places delegation on the border between independent and distributed school leadership. Although delegation contains elements of distributed leadership (with numerous stakeholders involved in leading), this model of leadership still emphasizes the headteacher’s independent actions based on the authority derived from his formal position in the school hierarchy. As such, it resists modern tendencies and continues to exist in contemporary schools, due to the reluctance of other stakeholders to take on further responsibilities and get more actively involved in the process of creating a more democratic school culture
Art Terms Prescribed by the Curriculum in Banksy's Artwork
No full textKurikulum nastavnog predmeta Likovna kultura navodi sadržaje za ostvarivanje odgojno-obrazovnih ishoda te će se u ovom radu provesti analiza izabranih Banksyjevih radova s naglaskom na obvezne likovne pojmove. Cilj ovog diplomskog rada je pružiti dublji uvid u važnost Banksyjevog umjetničkog izričaja kao i u obvezne likovne pojmove koji se mogu pronaći u njegovim radovima. Banksy je grafiti umjetnik koji djeluje od devedesetih godina prošlog stoljeća te je aktivan i danas. Njegova umjetnost prepoznatljiva je, ne samo po upečatljivim i humorističnim slikama i sarkastičnim sloganima kojima se osvrće na političke, društvene i kulturalne probleme, nego i po korištenju grafiti šablona pomoću kojih stvara svoja umjetnička djela. U radu su jasnije definirani obvezni likovni pojmovi kao i cjelovit pristup umjetničkom djelu. Umjetnička su djela, kao i vizualna okruženja, ključna za učenje i poučavanje predmeta Likovna kultura jer su oni pokretači aktivnosti. Učenici se upoznaju s likovnim jezikom i oblikuju kritičko mišljenje promatranjem umjetničkih djela. Također su inspiracija za postavljanje pitanja o temama koje su bliske učenicima i poticaj za izražavanje i komunikaciju. Učenici pomoću likovne kulture, koja pripada društveno-humanističkom području odgoja i obrazovanja, stječu potrebna znanja o vizualnoj kulturi kao i o različitim područjima likovnih i vizualnih umjetnosti poput crteža, slikarstva, grafike, dizajna, skulpture, arhitekture i urbanizma, stripa, filma, fotografije, primijenjene umjetnosti i značajnih djela pojedinih razdoblja, pa tako i suvremene umjetnosti. Teorijska polazišta uključuju pobliže definiranje suvremene umjetnosti kao i osvrt na stvaralaštvo nekih od najpoznatijih predstavnika suvremenih umjetnički praksi. Analizom Banksyjevih radova dobiva se uvid u tehniku koja je karakteristična njegovom opusu te u obvezne likovne pojmove koji se mogu pronaći u izabranim djelima kako bi se mogli koristiti u razrednoj nastavi Likovne kulture.The curriculum of Visual Arts class specifies the contents for the realization of educational outcomes, and in this paper, an analysis of Banksy's selected works will be carried out with an emphasis on mandatory art terms. The aim of this thesis is to provide a deeper insight into the importance of Banksy's artistic expression as well as the obligatory artistic concepts that can be found in his works. Banksy is a graffiti artist who has been active since the 1990s and is still active today. His art is recognizable not only for his striking and humorous images and sarcastic slogans that address political, social and cultural problems, but also for the use of graffiti templates with which he creates his works of art. In the paper, mandatory art concepts are more clearly defined, as well as a complete approach to the work of art. Works of art, as well as the visual environment, are essential for learning and teaching the subject of Fine Arts, as they are the initiators of activities. Students get to know the language of art and form a critical opinion by observing the works of art. They are also an inspiration for asking questions about topics that are close to the students and a stimulus for expression and communication. Using fine arts, which belongs to the socio-humanistic field of education, students acquire the necessary knowledge of visual culture as well as various fields of fine and visual arts such as drawing, painting, graphics, design, sculpture, architecture and urban planning, comics, film, photography, applied art and significant works of certain periods, including contemporary art. Theoretical starting points include a more detailed definition of contemporary art as well as a review of the creativity of some of the most famous representatives of contemporary artistic practices. By analyzing Banksy's work, one gets an insight into the technique that is characteristic of his oeuvre and into the mandatory art concepts that can be found in the selected works so that they can be used in Visual Arts classes
Educators job satisfaction in relation to job-related factors
No full textZadovoljstvo poslom jedan je od ključnih čimbenika svake poslovne organizacije, što uključuje i odgojno-obrazovne ustanove. Tema je ovoga rada zadovoljstvo poslom odgojitelja u predškolskim ustanovama. Nakon teorijske analize teme, u ožujku 2022. godine provedeno je i empirijsko istraživanje. Istraživanju je bilo ciljem istražiti doprinos individualnih odrednica te karakteristika posla kako bi se predvidjelo zadovoljstvo poslom odgojitelja u predškolskim ustanovama. Problemi su istraživanja bili utvrditi doprinos individualnih sociodemografskih (spola, dobi, razine obrazovanja, duljine staža) i psiholoških (procjene stresnosti posla, procjene indikatora psihološke klime te psihološkoga kapitala) karakteristika sudionika te karakteristika posla (fizičkoga okružja, primanja, kolektiva) pri objašnjavanju zadovoljstva poslom odgojitelja. Za potrebe je ovoga istraživanja korištena Skala općega zadovoljstva poslom (Maslić Seršić i Šverko 2000.), Upitnik psihološke klime (Tomas, Maslić Seršić i De Witte 2019), Skala procjene stresnosti posla odgojitelja (Živčić Bećirević i sur. 2005) te Skraćeni upitnik psihološkog kapitala UPK-12 (Murgić, Rijavec i Miljković 2019). Istraživanje je provedeno na odabranom uzorku (N= 238) odgojiteljica s područja Republike Hrvatske. Rezultati pokazuju kako sociodemografska obilježja odgojitelja nisu statistički značajno povezana sa zadovoljstvom poslom, no karakteristike posla predviđaju zadovoljstvo poslom. Odgojiteljice koje imaju veću plaću, opremljenost vrtića procjenjuju višom i imaju bolju psihološku klimu stresnost posla procjenjuju manjom, imaju više razine psihološkoga kapitala, osjećaju i veće zadovoljstvo poslom.Job satisfaction is one of the key factors of every business organization, including educational institutions. The topic of this paper is the job satisfaction of educators in preschool institutions. After the theoretical analysis of the topic, the empirical research was conducted in March 2022. The goal of the research was to investigate the contribution of individual determinants and job characteristics in predicting job satisfaction of educators in preschool institutions. The problems of the research were to determine the contribution of individual sociodemographic (gender, age, level of education, length of service) and psychological (estimates of job stress, indicators of psychological climate, and psychological capital) characteristics of the participants, as well as job characteristics (physical environment, income, collective) in explaining satisfaction of the teacher's job. For the purposes of this research, there were used General Job Satisfaction Scale (Maslić Seršić and Šverko 2000), the Psychological Climate Questionnaire (Tomas, Maslić Seršić and De Witte 2019), the Teacher's Work Stress Assessment Scale (Živčić-Bećirević et al. 2005) and the Short Psychological Capital Questionnaire UPK-12 (Murgić, Rijavec and Miljković 2019). The research was conducted on a random sample (N= 238) of kindergarten teachers from the Republic of Croatia. The results show that sociodemographic characteristics of educators are not statistically significantly related to job satisfaction. However, job characteristics predict job satisfaction. Educators who have a higher salary rate the higher equipment of kindergartens, those who have a better psychological climate, less stressful work and a higher level of psychological capital ‒ reported higher job satisfaction
Perspective of future teachers on work in mid-day care
No full textProduženi boravak u hrvatskim školama javlja se 60-ih godina prošlog stoljeća, a organizirao se za učenike koji su bili bez roditeljskog nadzora ili imali problema u učenju ili ponašanju. Danas se produženi boravak organizira zbog zbrinjavanja djece uslijed zaposlenosti roditelja. Produženi boravak posebni je oblik odgojno-obrazovnog rada koji se organizira za učenike izvan redovite nastave. Posebnu ulogu u produženom boravku nosi učitelj. On ima veću odgovornost jer se u produženom boravku teži cjelovitom razvoju učenika. Učitelj može podijeliti aktivnosti u tri osnovna područja rada koja se izmjenjuju, a ona su učenje, slobodno vrijeme i prehrana učenika. Cilj ovog diplomskog rada je samoprocjenom studenata putem ankete utvrditi jesu li se i u kojoj mjeri studenti Integriranog prijediplomskog i diplomskog Učiteljskog studija, Fakulteta za odgojne i obrazovne znanosti u Osijeku upoznali s radom u produženom boravku, žele li i osjećaju li se spremnima nakon završetka studija raditi u produženom boravku. Rezultati istraživanja pokazuju kako se većina studenata nije upoznala s radom u produženom boravku te smatraju da nisu stekli dovoljno znanja tijekom školovanja na Fakultetu za odgojne i obrazovne znanosti. Gotovo je jednak broj studenata koji razvoj svoje karijere vide i onih koji ne vide u produženom boravku, međutim da mogu birati, prije bi odabrali rad u razrednoj nastavi nego produženi boravak.Mid-day care appeared in Croatian schools in the 60s of the last century, and was organized for students without parental supervision or had problems in learning or behavior. Today, Mid-day care is organized to take care of children due to the employment of parents. Mid-day care is a special form of educational work that is organized for students outside regular classes. The teacher plays a special role in the mid-day care. He has a greater responsibility because in the Mid-day care the student's overall development is sought. The teacher can divide the activities into three basic areas of work that alternate, namely learning, free time and nutrition of the students. The aim of this thesis is to determine, through a survey, whether and to what extent the students of the Integrated Undergraduate and Graduate Teacher Studies, Faculty of Education in Osijek have become familiar with working in a Mid-day care, whether they want and feel ready to work after completing their studies in a Mid-day care. The results of the research show that the majority of students were not familiar with working in a Mid-day care and believe that they did not acquire enough knowledge during their studies at the Faculty of Education. There is almost an equal number of students who see the development of their career and those who do not see it in a Mid-day care, however, if they could choose, they would rather choose work in classroom teaching than an Mid-day care
Asthma as a public health problem
No full textAstma je kronična bolest dišnog sustava, a karakteriziraju je simptomi kašlja, piskanja u prsima, nedostatka zraka i napetosti u prsima koji su najizraženiji noću i u ranim jutarnjim satima. Poznato je da na astmu utječe više različitih čimbenika poput genetike, okolišnih čimbenika te provocirajućih faktora. Sama težina bolesti može se procijeniti tek nakon započetog liječenja, stoga je važno što točnije i preciznije odrediti i postaviti odgovarajuću dijagnozu što ranije. Ciljevi liječenja astme su postizanje potpune kontrole simptoma bolesti, sprječavanje smrtnih ishoda i egzacerbacije astme te sprječavanje trajnog oštećenja pluća bolesnika. Farmakološko liječenje odraslih bolesnika s astmom provodi se protuupalnim i simptomatskim lijekovima, a kod djece ono se provodi uzimanjem inhalacijskih lijekova. Uz jasne i razumljive upute o lijeku, važni su i razni edukacijski programi o astmi koji su jedna od ključnih mjera prevencije ove kronične bolesti te ustrajnost na poboljšanju opće kvalitete života.Asthma is a chronic disease of the respiratory system and its characteristics are various symptoms, such as cough, chest wheezing, lack of air and chest tension. Those symptoms are the most expressed by night or early in the morning. The causes of asthma are different factors that include genetics, environmental factors and provoking factors. The severity of the disease can be evaluated only after the beginning of treatment, so it is important to diagnose asthma very preciously. Asthma treatment goals are achieving complete control of the disease symptoms, death prevention, prevention of asthma exacerbation and stopping permanent lung damage. Pharmacological treatment of adults includes anti-inflammatory and symptomatic drugs, while children's treatment is by taking inhalation drugs. With clear instructions about medications, it is also important to educate people about asthma because educational programmes are one of the key disease prevention measures. It is also important to improve the patient’s general quality of life
Impact of the COVID-19 pandemic on the quality of life of younger school age children
No full textVirus koji je identificiran 2019. godine je virus teškog respiratornog sindroma, nazvan još koronavirus. U narednim mjesecima, zahvaljujući obilježjima brzog i lakog prijenosa infekcije među ljudima, SARS COVID-19 prouzročio je pandemiju s iznimno velikim brojem oboljelih i velikim brojem smrtno stradalih. Svjetska zdravstvena organizacija kvalitetu života definira kao pojedinčevu percepciju pozicije u specifičnom društvenom, kulturološkom te okolišnom kontekstu. Prisutni su određeni preduvjeti za kvalitetan život i aktivno sudjelovanje u interakcijskim i komunikacijskim procesima. U okviru ovog rada proveden je upitnik s učenicima trećih i četvrtih razreda u jednoj osnovnoj školi na području Slatine i njihovim roditeljima. Upitnik se sastoji od pitanja koja su podijeljena u 4 skupine: tjelesno zdravlje, emocionalno, socijalno i školsko funkcioniranje. Cilj istraživanja je utvrditi kako učenici procjenjuju vlastitu kvalitetu života te kako ju procjenjuju njihovi roditelji. Isto tako, cilj je bio usporediti razlikuju li se procjene roditelja i djece. Rezultati istraživanja pokazuju da učenici i njihovi roditelji različito procjenjuju kvalitetu života učenika nakon pandemije COVID-19.The virus, which was identified in 2019, is a severe respiratory syndrome virus, also known as coronavirus. In the following months, thanks to the quick and easy transmission of the infection amongst people, SARS COVID-19 caused a pandemic with an extremely large number of diseased patients and a large number of deaths. The World Health Organization defines “the quality of life” as an individual's perception of their position in a specific social, cultural, and environmental context. There are certain prerequisites for a quality life and active participation in interaction and communication processes. As part of this work, a survey was conducted with third and fourth grade pupil in an elementary school around Slatina, the pupils’ parents were also surveyed. The questionnaire consists of questions that are divided into 4 groups: physical, emotional, social health and school functioning. The aim of the research is to determine how pupils evaluate their own quality of life and to see how their parents evaluate it. Additionally, the aim was to compare whether the evaluations of parents and children differ. The results of the research show that pupils and their parents evaluate the quality of life differently after the COVID-19 pandemic
Encouraging creativity with integrated teaching days in the 2nd grade of primary school
No full textOvaj rad usmjeren je na integrirane dane u razrednoj nastavi i provedbu istraživanja s ciljem stjecanja uvida u zastupljenost integriranih dana u nižim razredima osnovne škole, istraživanja stavova učitelja o organizaciji i pripremi integrirane nastave, utvrđivanja motivacije učenika te poticanja kreativnosti i učinkovitosti ovog oblika poučavanja u procesu usvajanja znanja, sposobnosti i vještina. Za potrebe diplomskog rada proveden je integrirani nastavni tjedan u 2. razredu osnovne škole tijekom kojeg se pratila motivacija, aktivnost učenika, njihova uspješnost u usvajanju novog gradiva te kreativnost u izvršavanju zadataka. Integrirana nastava odvijala se oko jasno definirane središnje teme, a učenici su s više aspekata promatrali predstavljene izazove te usvajali znanja i vještine. Prilikom pripreme za navedu temu je važno znati kako se na temu najprije integriraju ciljevi učenja koje moramo ostvariti, a učitelju se daje sloboda izbora metoda i oblika rada kojima će to učiniti. Tema se treba provući barem kroz dva predmeta i realizirati se kroz čitanje, igru, pjevanje, vježbu, praktičan rad i slično. Integrirani dan je najprikladniji oblik integriranog poučavanja za učenike razredne nastave kojim potičemo učeničku suradnju, a u odnosu na redovnu, tradicionalnu nastavu prožetu ponajviše frontalnim socijalnim oblikom rada, isprepleten je dinamičnom izmjenom različitih aktivnosti. Krajnji rezultat ovog rada opisuje učeničke stavove o integriranim danima, koliko ih je takav oblik poučavanja motivirao, na koje načine im je bilo teško ili lagano usvojiti nove sadržaje te jesu li zadovoljni slobodom koju su imali tijekom provedbe predviđenih aktivnosti.This work is focused on integrated days in classroom and the implementation of research with the aim of gaining insight into the representation of integrated days in lower grades of elementary school, examining teachers' views on the organization and preparation of integrated classes, determining student motivation and encouraging creativity and effectiveness of this form of teaching in the process of acquiring knowledge. For the purposes of the diploma thesis, an integrated teaching week was conducted in 2nd grade of primary school during which students' motivation, activity, their success in learning new material and their creativity in completing tasks were monitored. Integrated teaching took place around a clearly defined central topic, and students looked at problems from multiple aspects and acquired knowledge and skills. When preparing for the given topic, it is important to know how the learning goals that we have to achieve are first integrated into the topic, and the teacher is given the freedom to choose the methods and forms of work that will be used to do this. The topic should be covered in at least two subjects and realised through reading, playing, singing, exercising, practical work etc. The integrated day is the most appropriate form of integrated teaching for students in class, which encourages student cooperation, and compared to regular, traditional classes, which are mostly characterized by a frontal form of social work, it is interwoven with a dynamic exchange of different activities. The end result of this paper describes the students' attitudes about integrated days, how much this form of teaching motivated them, in what ways it was difficult or easy for them to adopt new content, and whether they were satisfied with the freedom they had during the implementation of the planned activities
The role of preschool teacher and kindergartens in the prevention of obesity in preschool children
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