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Comparison of the prepared environment in public and Montessori kindergartens
No full textOvaj diplomski rad se temelji na istraživanju relevantne literature za usporedbu pripremljene okoline u javnim i Montessori dječjim vrtićima. Analizirajući ključne aspekte, kao što su struktura, sloboda, materijali, aktivnosti i uloga odgojitelja, definira se velika razlika između ova dva pristupa obrazovanju djece. Javni vrtići se često oslanjaju na strukturirane grupne aktivnosti, dok Montessori pristup promiče individualizirano učenje i slobodu izbora. Didaktički materijali u Montessori okruženju pružaju senzorno iskustvo za samostalno istraživanje, dok javni vrtići potiču raznolike aktivnosti. Uloga odgojitelja varira između vodiča i aktivnog vođe, ovisno o pristupu. Ciljevi su također različiti, Montessori vrtići usmjereni na samostalnost, a javni vrtići na društvene vještine i pripremu za formalno obrazovanje. Ovaj rad ističe kako različiti pristupi mogu pružiti različite dobrobiti za razvoj djece. Od osnutka Montessori pedagogije pa sve do danas provedena su brojna istraživanja o istoj. Brojni stručnjaci su nastojali utvrditi vjerovanja Marie Montessori, njezina načela, utjecaj materijala, odgojno-obrazovne metode, a neka od njih su navedena u ovome radu. Maria Montessori je ostavila veliki značaj i trag u odgojno-obrazovnome sustavu na temelju čega su provedena brojna istraživanja, a koja će se zasigurno nastaviti u budućnosti.This master's thesis is based on research of relevant literature for comparing prepared environments in public and Montessori preschools. By analyzing key aspects such as structure, freedom, materials, activities, and the role of educators, a significant difference between these two approaches to child education is defined. Public preschools often rely on structured group activities, while the Montessori approach promotes individualized learning and freedom of choice. Materials in the Montessori environment provide sensory experiences for independent exploration, while public preschools encourage diverse activities. The role of educators varies between guides and active leaders, depending on the approach. The goals are also different, with Montessori focused on independence, and public preschools on social skills and preparation for formal education. This paper highlights how different approaches can provide various benefits for children's development. Since the foundation of Montessori pedagogy until today, numerous studies have been conducted on it. Numerous experts tried to determine Maria Montessori's beliefs, her principles, the influence of materials, educational methods, and some of them are listed in this paper. Maria Montessori left a great significance and mark in the educational system, on the basis of which numerous researches were conducted, which will certainly continue in the future
Building the Kindergarten - Family Partnership
No full textObitelj i dječji vrtić predstavljaju dva osnovna djetetova okruženja u kojima ono stječe svoja prva iskustva i oblikuje se kao individua pod utjecajem tih dvaju okruženja. Bronfenbrennerova teorija ekološkog sustava ističe obitelj kao prvo djetetovo okruženje koje postavlja temelje za djetetov razvoj te dječji vrtić, odnosno odgojitelje koji nastavljaju zadovoljavati djetetove potrebe i podupirati njegov daljnji napredak. Stoga, izgradnja partnerskog odnosa roditelja i odgojitelja treba biti cilj svakog odgojno-obrazovnog procesa jer roditelji i odgojitelji zajedničkim snagama mogu pružiti najbolji oblik podrške razvoju djeteta. Oni od početka stupanja u odnos trebaju težiti ostvarivanju komunikacije i interakcije pune razumijevanja, podrške, povjerenja, uzajamnog poštovanja i time doprinijeti stvaranju uspješnog odnosa. Cilj je rada bio istaknuti važnost partnerskog odnosa obitelji i dječjeg vrtića te objasniti preduvjete i mogućnosti ostvarivanja takvog odnosa. Dijeljenjem zajedničkog cilja i odgovornosti, poštivanjem različitosti, iskrenom komunikacijom i neosuđivanjem, roditelji i odgojitelji grade povjerenje i učvršćuju odnos. Kontinuiranom dvosmjernom komunikacijom i lakom razmjenom informacija stvara se pozitivna klima u kojoj su svi slobodni iznijeti vlastita mišljenja i stavove. Odgojitelj na temelju svojih znanja, stavova i sposobnosti treba pružiti pomoć roditelju u shvaćanju djeteta ako mu je ta pomoć potrebna. Također, aktivno ga uključivati u program odgojno-obrazovnog rada primjenjujući sva stečena znanja i iskorištavajući vlastite vještine organiziranja rada s roditeljima. Tek nakon što uvide međusobne potrebe, koji oblik komunikacije im najviše odgovara te što situacija u kojoj se trenutno nalaze zahtijeva, odgojitelji i roditelji odabiru i primjenjuju u odnosu tradicionalne i suvremene modalitete rada.The family circle and the kindergarten are the two essential environments in which the children gain their first social experience and develop their behaviour under the influence of those two environments. Bronfenbrenner's theory of the ecological system emphasizes the family as the child's first environment that lays the foundations for the child's development. According to the same theory, the kindergarten teachers' responsibility is to continue to meet the children's needs and support their further progress. Therefore, building a partnership between parents and teachers should be the goal of every educational process, because only by working together, parents and teachers can provide the best form of support for a child's development. When initially entering this relationship, they should strive to achieve communication and interaction full of understanding, support, trust, mutual respect and thereby contribute to the creation of a successful relationship. This paper aimed at emphasizing the importance of the partnership between the family and the kindergarten and to explore the prerequisites and possibilities for achieving such a relationship. By sharing a common goal and responsibility, respecting diversity, honest communication and non-judgment, parents and teachers build trust and strengthen the relationship. Continuous two-way communication and easy exchange of information creates a positive climate in which everyone is free to express their own opinions and views. Teachers must apply their knowledge, attitudes and abilities to help parents better understand children's needs. In addition, they can actively include parents in everyday activities. Only after parents and teachers have discussed each other's needs, they can determine which form of communication suits them best (either traditional or modern) and is situation-appropriate
Education for the Rights, Obligations and Responsibilities of Future Teachers
No full textCilj je ovoga istraživanja bio ispitati odnose emocije gađenja prema situacijama kršenja pravila s učestalošću povreda prava i obveza u studentica. Povrede su prava i obveza javno dostupne i određene pravnim aktom o stegovnoj odgovornosti studenata sveučilišta. Dobrovoljno su i anonimno sudjelovale studentice 3. i 4. godine petogodišnjega Učiteljskoga studija (N = 64). Korištena je hrvatska adaptacija Skale gađenja u trima domenama (subskala gađenja u moralnoj domeni; Ćubela-Adorić i Jakšić, 2020), za potrebe ovoga istraživanja sastavljen je inventar lakših i teških povreda studentskih prava i obveza u skladu s postojećim pravnim aktom te skup pitanja o obilježjima uzorka (prosjek ocjena, dob, materijalni status, završena srednja škola). Rezultati korelacijske i regresijske analize potvrđuju prediktivnu valjanost subskale i statistički značajnu negativnu povezanost emocije gađenja prema lakšim i teškim povredama s učestalošću ukupnoga sudjelovanja studenata u eksplicitno i pravnim aktom definiranim tim istim povredama prava i obveza (npr., varanje na ispitu, obmanjivanje, krivotvorenje potpisa i dokumenata, itd.), rs(64) = –.36, p = .003. To znači da se ukupno petina varijance razlika 21.22% (R = 0.461) u učestalosti svih vrsta povreda može objasniti a) razlikama studenata u (većem) gađenju prema takvom ponašanju (15.70%), i b) dodatnim, samostalnim doprinosom (višega) prosječnoga ukupnoga dosadašnjega studijskog uspjeha (5.52%). S obzirom da se radi o vrlo specifičnoj skupini sudionica – budućim učiteljicama sukcesivnih naraštaja djece u srednjem djetinjstvu – rezultati su interpretirani u skladu s utjecajem osobne sklonosti kršenju prava i obveza te kontinuiteta i stabilnosti u interindividualnim razlikama u razvoju ličnosti i njenom utjecaju na druge. Zaključno, ovim se istraživanjem ukazuje na važnost uloge emocije gađenja u predviđanju i oblikovanju moralnoga ponašanja, u kulturi, u komunikaciji usmjerenoj zaštiti prava i odgovornosti (npr., Gadi mi se neznanje, nehumanost, neumjerenost, itd.) te odgoja i obrazovanja za građanske vrijednosti i aktivno zauzimanje za pravednost.This research explored the relationship between the emotion of disgust towards rule-breaking acts and the frequency of violations of rights and obligations in female students. Types of violations of rights and obligations are publicly determined by the legal act on the disciplinary liability of university students. Female students of the 3rd and 4th year of the five-year Teacher's Study (N = 64) participated voluntarily and anonymously. The Croatian adaptation of the Scale of Disgust in three domains was used (subscale of disgust in the moral domain; Ćubela-Adorić and Jakšić, 2020), and an inventory of minor and severe violations of student rights and obligations was compiled following the existing legal act. Questions about sample characteristics (grade point average, age, material status, and completed high school) were asked. The results of the correlation and regression analysis confirm the predictive validity of the subscale and the statistically significant negative association of the emotion of disgust in the moral domain with the frequency of overall participation of students in explicitly defined minor and severe violations of rights and obligations (e.g., cheating on an exam, deception, forging signatures and documents, etc.), rs(64) = –.36, p = .003. Altogether, 21.22% (18.64 adjusted) of the variability in participation in violations was predicted by students' differences in (higher) disgust towards such behavior (15.70%), and additionaly by higher grade point average of previous academic success (5.52%). Given that this is a very specific group of participants—future teachers of successive generations of children in middle childhood—the results were interpreted following the influence of a personal tendency to violate rights and obligations, as well as continuity and stability in interindividual differences in personality development and its impact on others. In conclusion, this research indicates the importance of the role of the emotion of disgust in predicting and shaping moral behavior, in culture, in communication focused on the protection of rights and responsibilities (e.g., I am disgusted by ignorance, inhumanity, intemperance, etc.), and in education and training for citizenship and active advocacy for justice
Role of social media in media culture formation in lower-grade primary students
No full textU današnjem društvu gdje postaju neizostavan dio svakodnevnog života, utvrđivanje utjecaja društvenih mreža postaje iznimno važno. Tema je ovog rada uloga društvenih mreža u oblikovanju medijske kulture među učenicima mlađe školske dobi. Rad je podijeljen na dva dijela. Prvi dio čini teorijska podloga u kojoj će se definirati mediji i društvene mreže. Drugi je dio rada analiza istraživanja provedenog krajem travnja i početkom svibnja 2023. godine. Rad koristi kvantitativnu istraživačku metodu, a korišteni je instrument anketa. U istraživanju je sudjelovalo 95 učenika nižih razreda osnovne škole, a tim su istraživanjem ispitane njihove navike i načini korištenja društvenih mreža. Dolazi se do zaključka da učenici mlaĎe školske dobi preferiraju zabavan, humorističan i dinamičan sadržaj. Iz toga razloga najviše koriste platforme kao što su YouTube i TikTok. Učenici su još uvijek samo konzumenti sadržaja i još uvijek ne kreiraju vlastite sadržaje te su zbog svoje dobi i izloženosti zabavnim sadržajima podložni marketinškom utjecaju medija.In today's society, where social media has become an integral part of everyday life, understanding the influence of these networks has become exceptionally important. The topic of this thesis is the role of social media in shaping media culture among younger school-age students. This thesis is divided into two parts. The first part consists of the theoretical framework, in which I will define media and social networks. The second part of the thesis is the analysis of research conducted in April and May 2023. The research employs a quantitative research method, and the instrument used is a survey. There were 95 elementary school pupils who participated in the research, and this study examined their habits and ways of using social media. We have concluded that younger school-age students prefer entertaining, humorous, and dynamic content, and as a result, they mostly use platforms like YouTube and TikTok. These students are still content consumers and do not yet create their own content, making them susceptible to media marketing influence due to their age and exposure to entertaining content
Didactic Challenges IV: Futures Studies in Education
No full textThis book is both broad and focused. There are numerous chapters on particular issues in education – bullying, music, mathematics, sports, and health care,for example – however, the intent of this book is to help understand how education is changing. Many have argued that education in that it must uphold the needs of multiple stakeholders (parents, students, teachers, the community, the Ministry, local muncipilaties) cannot change. It will always remain behind business and government. While we do not challenge the backwards nature of education – focused on generally the canon of what happened – this books seeks to move from educational reform (marginal change) to begin to imagine what education can become. COVID-19 forced schools to become far more adaptive and agile, moving quickly toward virtual education. Moreover, educational institutions quickly understand that it was not just addressing the pandemic through new technologies that was important but creating a culture of wellbeing, and most importantly of trust. The future which seemed far away suddenly became the present. More shocks are in store as technology, the aging of society, global shifts in political hegemony, bioinformatics change what is possible. This book is about preparing us for this changes, making the far way future not so distance but as a possibility, so we can better address the changing needs of students. They will most likely wish to own their own data, have access to their digital twin, expect to move seamless between local, national and global environments as well as between nature, technology and the built environments. We hope this book can help prepare educators throughout the world as we transition from away from the industrial era. Our challenge is make leaps in
imagination not to be right but to help create a learning journey for all
Cross-cultural validation and psychometric testing of the Slovenian version of the Croatian Behavioral-Cognitive Internet Security Questionnaire
No full textThe Behavioral-Cognitive Internet Security Questionnaire (BCISQ) is a reliable and validated measurement instrument that examines risky online behavior and security awareness of information- communication system users. It consists of four short subscales that measure the behavioral and cognitive aspects of a risky online behavior, including a simulation scale that measures an actual risky online behavior. Previous research on a Croatian sample of students shows a satisfactory construct validity and reliability of the English and Croatian BCISQ versions. The aim of our research is to cross-validate the BCISQ Slovenian version and to test the questionnaire for psychometric properties among Slovenian students. The research is conducted on Slovenian students (N = 151 ; Mage = 21.68 ; SD = 3.12). During their regular class, they fill in online BCISQ in the Slovenian language. The results show a good construct validity of BCISQ (CFI = 0.99, TLI = 0.99, RMSEA = 0.01) and a relatively satisfactory internal consistency (Cronbach α = 0.42 – 0.88) as well as test-retest reliability (ICC = 0.415 – 0.878). Future research about the information security can use BCISQ as a basic tool for reliable evaluation of a risky online behavior and security awareness among internet users
Preschool children's interests
No full textUloga osobnog interesa mijenja se tijekom djetinjstva. Djeca od najranije životne dobi razvijaju različite interese. Neki od interesa koji su spomenuti u ovom radu su: interes za čitanje, društvene aktivnosti, matematičke aktivnosti te tjelesne i glazbene aktivnosti. Odgojitelji nastoje zadovoljiti dječju potrebu za istraživanjem kroz različite aktivnosti koje provode s njima. Vrtić je pogodno mjesto za istraživanje, stoga odgojitelji moraju ponuditi djeci što više različitog materijala za spoznaju vlastitih interesa te priliku za samoevaluaciju vlastitog rada. U ovome radu opisuju se različiti dječji interesi i njihov utjecaj na dječji razvoj. Cilj ovoga rada bio je utvrditi područja interesa djece predškolske dobi. Ovu temu odabrala sam jer sam htjela bolje istražiti dječje interese. Također smatram da bi mi ovaj rad koristio u budućnosti prilikom rada u dječjem vrtiću.The role of self-interest changes during childhood. Children from an early age are developing in different interests. Some of the interests that are part of this undergraduate thesis are: interest in reading, social activities, math activities, physical and musical activities. Educators strive to meet children’s need for research through the various activities they do with them. Kindergarten is a suitable place for research, so educators must offer children as many different materials to learn about their own interests and the opportunity to self-evaluate their own work. This paper describes different children's interests and their impact on children's development. The aim of this paper was to determine the area of interest of preschool children. I chose this topic because I wanted to explore children’s interests better. I also think that this work would be useful to me in the future when I start working in kindergarten
Screen Time Limitations for Early and Preschool Children
No full textSvakodnevno se susrećemo s djecom koja su zaokupljena televizorima, mobitelima, tabletima, igraćim konzolama i računalima. Gotovo da nema djeteta rane i predškolske dobi koje ne koristi digitalne uređaje, vlastite ili od svojih roditelja. U teorijskom dijelu opisani su digitalni uređaji koje djeca najčešće koriste, te negativni učinci do kojih može doći ako se digitalni uređaji koriste prekomjerno. Za sprječavanje negativnih učinaka postoje smjernice za vremenska ograničenja korištenja digitalnih uređaja. Svjetska zdravstvena organizacija, pedijatrica i stručnjaci s dječje psihijatrije izdali su smjernice za korištenje digitalnih uređaja kod djece. Prema njima djeca do tri godine ne bi trebala uopće koristiti uređaje, a sve do pete godine preporuka je da koriste uređaje sat vremena i manje. Provedeno je istraživanje na 106 ispitanika s područja Republike Hrvatske, a tema istoga bila je korištenje digitalnih uređaja kod djece rane i predškolske dobi. Iz istraživanja se vidi da gotovo sva djeca koriste digitalne uređaje. Roditelji su upoznati s negativnim učincima i vremenskim ograničenjima za korištenje uređaja. Većina roditelja se slaže da bi u vrtiće trebalo uvesti edukacije za korištenje digitalnih uređaja kod djece. Osim preporuka za ograničavanje vremena na uređajima dani su i konkretni savjeti koji mogu pomoći roditeljima u planiranju djetetovih svakodnevnih aktivnosti. Neki od korisnih savjeta su primjeri aktivnosti i igara koje se mogu koristiti za vrijeme vožnje, u čekaonicama kod liječnika, na igralištima ili dok roditelji obavljaju kućanske poslove.Every day we meet children who are busy with televisions, mobile phones, tablets, game consoles and computers. There is almost no child of early and preschool age who does not use digital devices, their own or from their parents. The theoretical part describes the digital devices that children use the most, and the negative effects that can occur if digital devices are used excessively. To prevent negative effects, there are guidelines for time limits on the use of digital devices. The World Health Organization, pediatricians and experts in child psychiatry have issued guidelines for the use of digital devices in children. According to them, children up to the age of three should not use the devices at all, and up to the age of five, it is recommended that they use the devices for an hour or less. Research was conducted on 106 respondents from the Republic of Croatia, and the topic of the same was the use of digital devices by children of early and preschool age. Research shows that almost all children use digital devices. Parents are aware of the negative effects and time limits for using the device. Most parents agree that education for the use of digital devices should be introduced in kindergartens. In addition to recommendations for limiting time spent on devices, concrete advice is given that can help parents plan their child's daily activities. Some of the helpful tips are examples of activities and games that can be used while driving, in doctor's waiting rooms, on playgrounds, or while parents do household chores
Orthographic Competence at the End of the 4th Grade of Primary School
No full textSvrha ovoga diplomskoga rada bila je ispitati i utvrditi pravopisnu kompetenciju učenika na kraju četvrtoga razreda osnovne škole. Teorijski dio rada nudi pregled jezičnoga razvoja od rođenja do polaska u školu, govori o značenju pojma ovladanosti, o pravopisu, jezičnim normama te posebno o pravopisnoj normi. Također, rad govori i o pismenim vježbama u nastavi Hrvatskoga jezika te detaljnije o pismenoj vježbi - diktatu. Prikazan je dio Kurikula nastavnoga predmeta Hrvatski jezik (2019) koji se odnosi na učenje pravopisne norme od prvoga do četvrtoga razreda osnovne škole. Instrument istraživanja bio je test (pismena vježba - diktat i jezični test), a uzorak istraživanja činilo je 69 učenika četvrtih razreda osnovne škole. Istraživanjem se pokušala utvrditi pravopisna kompetencija te kojim dijelom pravopisa učenici najviše vladaju, a kojim najmanje. Dobivenim rezultatima utvrdilo se da učenici najviše vladaju pravilima u pisanju glasova č i ć, a najmanje u pisanju interpunkcijskih znakova.The purpose of this graduation thesis was to examine and determine the ortographic competence of students at the end of the fourth grade of elementary school. The theoretical part of the paper offers an overview of language development from birth to starting school, spekas of the meaning of the term mastery, about ortography, language norms as well as ortographic norm. Also, the thesis speaks about written exercises in the teaching of the Croatian language and, in more detail, about written exercise - dictation. The part of the Curriculum of the subject Croatian language (2019) is presented, which refers to the learning of ortographic norm from first to fourth grade of elementary school. The research instrument was a test (written exercise - dictation and language test), and the research sample consisted of 69 students of the fourth grade of elementary school. The research tried to determine the ortographic competence and which part of ortography the students master the most and which part the least. The obtained results showed that the students have the most control over the rules in writing the sounds č and ć, and the least in writing punctuation marks
Integrirani dan iz Prirode i društva: Povijesne osobe Brodsko-posavske županije
No full textDanas se pred ljudima nalazi veliki izazov, očuvati prirodu ili pobirati plodove svog uništavanja i iskorištavanja prirode. Kako bi donijeli pravu odluku te znali djelovati, važno je od malih nogu obrazovati ljude o značaju prirode i njezinu suodnosu sa društvom. Učenje nastavnog predmeta Priroda i društvo priprema učenika za ono što ga čeka i pomaže mu da shvati svoju okolinu. Tek kada učimo o prirodi i društvu, možemo se nadati da ćemo imati, kao što De Zan navodi, život u suglasju s prirodom. Integrirano poučavanje definira se kao planiranje i organiziranje poučavanja u kojem se međusobno povezuju različite discipline, područja i predmeti, s ciljem postizanja dubokog razumijevanja određenog sadržaja. Za potrebe diplomskoga rada proveden je integrirani dan, sa središnjom temom Povijesne osobe Brodsko-posavske županije, u kojem su sudjelovali učenici u kombinaciji 3. i 4. razreda Osnovne škole „Vladimir Nazor“, Područna škola Donja Bebrina. Krajnji rezultat rada, knjižice Instagram profili povijesnih osoba pridonijeli su ostvarenju cilja ovoga rada – predstaviti svim učiteljima primjer jedne teme integriranog dana, predložiti različite aktivnosti te na kraju i prikazati neke povijesne osobe Brodsko-posavske županije.People face a great challenge today, to preserve nature or reap the fruits of their destruction and exploitation of nature. In order to make the right decision and know how to act, it is important to educate people from a young age about the importance of nature and its relationship with society. Studying the subject Nature and Society prepares the student for what awaits him and helps him understand his environment. Only when we learn about nature and society can we hope to have, as De Zan states, a life in harmony with nature. An integrated teaching is defined as planning and organizing teaching in which different disciplines, areas and subjects are interconnected, with the aim of achieving a deep understanding of a certain content. For the purposes of the diploma thesis, an integrated day was held, with the central theme of Historical Persons of Brod-Posavina County, in which students in a combination of 3rd and 4th grade of "Vladimir Nazor" Elementary School, Donja Bebrina Regional School participated. The end result of the work, the booklets and Instagram profiles of historical figures contributed to the achievement of the goal of this work - to present to all teachers an example of one theme of an integrated day, to propose different activities and, at the end, to present some historical figures of Brod-Posavina County