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Animated Movies in Textbooks for Lower Grades of Primary School
No full textU današnje vrijeme tehnologija napreduje vrlo brzo i velikim koracima. Napretkom tehnologije ljudi i djeca izloženi su utjecaju raznih medija. Utjecaj imaju u njihovoj svakodnevici, ali i u obrazovanju. Kada povezujemo medije i djecu mislimo na animirani film koji prati djecu kroz njihovo odrastanje. Cilj je ovoga istraživanja utvrditi koliko su animirani filmovi zastupljeni u udžbenicima hrvatskog jezika za mlađu školsku dob. U radu je predstavljen Kurikulum za predmet Hrvatski jezik, a posebno područje medijske kulture. Spomenuta je televizija, film te posebno animirani film i povijest animiranog filma. Analizom udžbenika hrvatskoga jezika za mlađu školsku dob tiskani od 2019. godine do danas, prikazana je zastupljenost animiranih filmova. Glavni je cilj nastave medijske kulture filma razvoj kritičkog promišljanja učenika te razvijanje mašte. Zbog toga učitelji ne smiju zapostavljati animirani film, nego predstaviti učenicima animirani film na što kreativniji i zanimljiviji način.Nowadays, technology advances very quickly and with great strides. With the progress of technology, people and children are influenced by various media. The influence appears in their everyday life, but also in education. When we connect media and children, we think of animated films that follow children through their growing up phase. The aim of this research is to determine the extent to which animated films are represented in Croatian language textbooks for young learners. The paper presents the Curriculum for the subject Croatian language, especially focusing on the area of media culture. Television, film and especially animated film and the history of it were mentioned. An analysis of Croatian language textbooks for young learners printed from 2019 to today shows the representation of animated films. The main goal of teaching film media culture is the development of students critical thinking and the development of imagination. For this reason, teachers must not neglect the animated film, but present it to the students in the most creative and interesting way possible
Upotreba modalnih glagola u "Dnevniku Grega Heffleya" Jeffa Kinneya
No full textThe paper analyses modal verbs in the graphic novel Diary of a Wimpy Kid (2007) by Jeff Kinney, the first book in a series of sixteen. It is a graphic novel that portrays the everyday life of an ordinary boy Greg Heffley in the form of a diary. The study aimed to determine the situations in which modal verbs and their constructions are most commonly used. In order to do that, the functions of each central modal verb, marginal modal, and modal idiom were theoretically explained. The sentences with modal verbs and their constructions were extracted from the book and then categorized, each with their functions and examples from the novel. It was discussed whether or not the functions of known modal verbs and their constructions are somewhat different when it comes to children’s literature and their usage, or maybe in line with already given data, concerning the English written language in general. Furthermore, the aim was to draw conclusions about the importance of the right usage of modals and their constructions in written communication, but also about learning more about the topic of modal verbs. It is to be answered whether they contribute to the understanding, meaning, and character of this graphic novel. The results have shown that modal verbs and their constructions do not deviate significantly concerning the frequency of their meanings from the ones in established literature. The results have also shown that by using modal verbs and their constructions, a distinct number of characters’ feelings, situations they end up in, and interactions with the (sometimes intriguing and confusing adult) world can be presented. At the very end, there are images, adding to the fun, demonstrating multifunctional and unique ways in which modal verbs can be used.Ovaj rad se temelji na grafičkom romanu Jeffa Kinneyja, Gregov dnevnik: Kronike Grega Heffleyja (2007), prvoj u književnom serijalu od šesnaest knjiga. Roman opisuje život jednog sasvim običnog dječaka Grega Heffleyja u obliku dnevnika. Glavni cilj bio je utvrditi u kojim se situacijama najčešće upotrebljavaju modalni glagoli i modalne konstrukcije u ovom grafičkom romanu. Kako bismo to utvrdili, funkcije svakog modalnog glagola, marginalnog modala te modalnog idioma su teoretski potkrijepljene. Rečenice koje sadrže modalne glagole te njihove konstrukcije izdvojeni su iz knjige te grupirani, svaki sadržavajući svoje funkcije i primjere iz grafičkog romana u obliku tablice. U radu se također raspravlja jesu li funkcije poznatih modalnih glagola i njihovih konstrukcija drugačije kada se radi o dječjoj literaturi i njihovoj korištenosti u njoj, ili su u skladu s rezultatima koji se tiču pisane komunikacije engleskog jezika općenito. Također, cilj je bio donijeti zaključke o važnosti pravilne uporabe modalnih glagola i modalnih konstrukcija u pisanoj komunikaciji (grafički roman) te preporuke o njihovom poučavanju. Pitanje je pridonose li modalni glagoli i njihove konstrukcije razumijevanju, značenju i osobitostima ovog grafičkog romana. Rezultati su pokazali da modalni glagoli te njihove konstrukcije ne odstupaju u brojkama pojavljivanja njihovih značenja u odnosu na brojke iz već nam poznate literature. Rezultati su također pokazali da je veliki broj osjećaja likova, situacija u kojima se pronađu i interakcija sa (ponekad intrigantnim i konfuznim) svijetom prikazano u ovom grafičkom romanu, koristeći modalne glagole i njihove konstrukcije s njihovim brojnim funkcijama. Na samom su kraju slike koje su izdvojene iz romana kako bi dodatno prikazale zanimljive, multifunkcionalne i unikatne načine na koje se možemo koristiti modalnim glagolima
Stage Puppets and the Child's Inner World in the Context of Preschool Education
No full textSAŽETAK Predškolska ustanova je mjesto gdje se kroz igru potiče razvoj, odgoj, učenje djece te razvoj temeljnih kompetencija za život. Djeca, odgojitelji, roditelji te ostali čimbenici odgojnog procesa doprinose usavršavanju i mijenjanju dječjeg vrtića kao ustanove. Istraživanja pokazuju da su ponašanja kod djece najviše proučavana kroz igru. Uz lutkarsku igru, kao simboličku igru, dijete se može prijeći fazu egocentrizma i uživjeti u položaj drugih. Scenska lutka je važna za cjelokupan razvoj djeteta. U interakciji s lutkom dijete može razviti maštu, kreativnost, postati bolje u prepoznavanju i izražavanju emocija, razviti govor uz verbalno izražavanje i razviti pozitivnu sliku o sebi. Uz pomoć lutke dijete sa suigračima ostvaruje različite vrste socijalnih kontakata, sposobnost dogovaranja, suradnju i sposobnost razrješavanja sukoba. Provedeno je istraživanje u dječjem vrtiću s djecom u dobi 3 – 4 godine starosti. Metode koje su se koristile u radu su opservacija i analiza, a cilj je istražiti utjecaj scenske lutke na cjelokupan razvoj djeteta, a posebno kako utječe na njegov unutarnji svijet, socijalni i emocionalni razvoj u vrtićkom kontekstu. Nakon provedenog istraživanja scenska lutka je uvrštena kao važno sredstvo za postizanje odgojno – obrazovnih ciljeva. Upotrebom lutke u ustanovama ranog i predškolskog odgoja i obrazovanja možemo lakše doprijeti do svakog djeteta, njegovih interesa, potreba, skrivenih potencijala, ali i problema, potisnutih emocija i usvojenih obrazaca ponašanja.Pre-school education institutions use games and play to foster development, education and learning in children as well as the development of core competences for the future. Children, kindergarten educators and parents, as well as other factors contribute to improvement of the kindergarten as an institution. Studies show that children’s behaviour has been studied most thoroughly precisely through play. Playing with puppets allows the child to go beyond the egocentric and move to the point of view of other people. Stage puppets are important in all the aspects of development. Interacting with the puppet allows the child to develop imagination, creativity and emotional recognition and expression, it aids speech and self-image development. Puppets foster interaction in the social group, support teamwork, cooperation, and conflict resolution. The study had been conducted in a kindergarten with children 3, or 4 years of age. Methods used are observation and analysis, while the goal of the study is to determine the effect of the stage puppet on a child´s development in its entirety, especially pertaining to the child´s inner world and social and emotional development inside the kindergarten institution. After the study had been conducted the stage puppet has been listed as an important tool for encouraging development. Using the puppet in pre-school institutions allows us to access each child, their interests, needs, hidden potential as well as various problems, suppressed emotions, and behavioural patterns
English as a Foreign Language in Early and Preschool Education - Past and Present
No full textProcesom globalizacije i povećanom kretnjom društva došlo je do potrebe za jedinstvenim jezikom za sve ljude. Tim jezikom odnosno lingua franca proglašen je engleski jezik. Usvajanje stranog jezika je postalo važno za daljnji život te su iz te potrebe nastale i teorije o usvajanju jezika: bihevioristi, Krashen i mnoge druge. Glavna polemika koja se vodila i vodi se još i danas je vezana za dob koja je najprikladnija za početak usvajanja stranog jezika. Dokazano je da ranije početak usvajanja stranog jezika ima svoje prednosti od boljeg razumijevanje drugih naroda i kultura pa sve do cjelovitog razvoja svakog pojedinca koji usvaja neki strani jezik. Engleski jezik je jedan od onih jezika čija povijest širenja započinje još za vrijeme kolonijalizma. Danas smo okruženi engleskim u svom svakodnevnom životu te smo na neki način i primorani usvojiti određene riječi. U Hrvatskoj je usvajanje engleskog u ranom i predškolskom odgoju i obrazovanju vidljivo već desetljećima, a danas se to usvajanje provodi skoro u svakom dječjem vrtiću u Republici Hrvatskoj te je i na neki način nametnuto u Nacionalnom kurikulumu kao jedna od kompetencija koju se mora razvijati s djecom rane i predškolske dobi.The process of globalization and the increase in migration led to the need for a unique language for all people. English thus became the global language or lingua franca. The acquisition of a foreign language has become necessary for life, and, as a result, many theories about language acquisition and learning developed: Behaviourists, Krashen, and many others. The main controversy that took place and is discussed even today is tied to the most appropriate age to start acquiring a foreign language. It has been demonstrated that early acquisition of a foreign language has certain advantages, ranging from a better understanding of other people and cultures to the overall development of each individual who acquires a foreign language. English is one of the languages whose spreading history began during colonialism. Today we are surrounded by English in our daily lives, and in some ways, we are bound to learn certain words. In Croatia, learning English in early and preschool education has been around for decades. Today it is being implemented in almost every kindergarten in the Republic of Croatia, and, in some way, it is being imposed through the National Curriculum as one of the competencies that children of early and preschool age need to develop
Online Resources in the English Language for Preschool Teachers
No full textStručno usavršavanje neizostavan je dio odgajateljske profesije. Odgajatelji stalno trebaju unapređivati svoje znanje kako bi što kvalitetnije provodili pedagošku praksu. Odgajatelji trebaju težiti stalnom poboljšanju kvalitete vlastitog rada jer će jedino tako djelovati u skladu s najboljim interesom za dijete. Postoje različiti načini stručnog usavršavanja, no u ovom radu usredotočit ćemo se na individualno stručno usavršavanje koje provodi sam odgajatelj istražujući stručnu literaturu na internetskim stranicama na engleskom jeziku. Internetske stranice mogu poslužiti odgajateljima jer se na njima mogu pronaći raznovrsne ideje za materijale, aktivnosti, ali i savjeti te teorijska znanja. Odgajatelji koji se služe engleskim jezikom ne bi trebali biti ograničeni samo na internetske stranice na hrvatskom jeziku jer se bogatstvo ideja koje mogu poslužiti u radu mogu pronaći i na internetskim stranicama na engleskom jeziku. U ovom radu istraživat će se internetske stranice na engleskom jeziku koje se bave radom s djecom rane i predškolske dobi. Analizirat će se sadržaj odabranih internetskih stranica te će se utvrditi njihova korisnost za hrvatske odgajatelje. Također, analizirat će se razina engleskog jezika odabranih internetskih stranica, prema ZEROJ-u (Zajedničkom europskom referentnom okviru za jezike).Professional development is an indispensable part of the preschool teacher's profession. Preschool teachers constantly need to improve their knowledge in order to improve their pedagogical practice. Preschool teachers should strive to constantly improve the quality of their own work, because only in this way they will act in accordance with the best interests of the child. There are different ways of professional development, but in this paper we will focus on individual professional development conducted by the preschool teacher researching literature on various web pages in English language. Websites can be useful to preschool teachers because there they can find a variety of ideas for materials and activities, as well as some pieces of advice and theoretical knowledge. Preschool teachers who are relatively proficient in English should not be limited to websites in Croatian, because the wealth of ideas to use in everyday practice can also be found on websites in English. This paper will explore a number of English-language websites dealing with early and preschool children. It will analyse the content of selected websites and their usefulness for Croatian educators. Also, it will categorise them according to the level of English using CEFRL (Common European Framework of Reference for Languages)
Fears and Anxiety in Preschool Children
No full textTema ovog završnog rada je Strahovi i anksioznost kod djece predškolske dobi te se rad sastoji od teorijskog dijela. Rad je podijeljen na deset cjelina. Cilj je ovog završnog rada objasniti strah i anksioznost kod djece predškolske dobi, njihovu kategorizaciju i pristupe u prevenciji. Strah je negativan osjećaj koji čovjek doživi kad očekuje ili vidi opasnost. Nastane kada osoba očekuje ili opazi realnu ili izmišljenu prijetnju ili opasnost. Već u ranom djetinjstvu susrećemo neke vrste strahova kao naprimjer strah od glasnih zvukova, strah od nepoznatih osoba, strah od životinja, strah od mraka , strah od liječnika, strah od imaginarnih bića, strah od rastave roditelja. Djetetu je neophodno pomoći da izrazi svoj strah kroz igru, priču ili crtež, te ga potaknuti da se suoči sa strahom kako bi naučio nositi se s njime i nadvladati ga. Razlika između straha i anksioznosti je ta što za strah postoji stvarna prijetnja u sadašnjosti dok se kod anksioznosti prijetnja predviđa u budućnosti. Osam je vrsta anksioznog poremećaja, a to su separacijski anksiozni poremećaj, socijalni anksiozni poremećaj, generalizirani anksiozni poremećaj, specifična fobija, panični poremećaj sa ili bez agorafobije, opsesivno - kompulzivni poremećaj, selektivni mutizam i posttraumatski stresni poremećaj. Najčešći oblici anksioznosti kod djece predškolske dobi su socijalna anksioznost i napadaji panike. Razni su čimbenici koji utječu na razvoj anksioznosti kao naprimjer spol, dob, genetika, razina obrazovanja, financijska situacija i slično. Liječenje anksioznosti ovisi o jačini simptoma. Neke od tehnika liječenja su kognitivno - bihevioralna terapija, terapija igrom, farmakoterapija.The theme of this final work is the Fear and Anxiety of preschool children and the work consists of a theoretical part. The work is divided into ten units. This final work aims to explain the fear and anxiety of preschool children, their categorisation and approaches in prevention. Fear is a negative feeling a man experiences when he expects or sees danger. Arise when a person expects or perceives a realistic or imagined threat or hazard. In early childhood, we encounter some kind of fears, such as fear of loud sounds, fear of unknown persons, fear of the animals, fear of the dark, fear of the doctors, fear of imaginary beings, fear of parents disassembled. It is vital for a child to express his fear through a game, a story or a drawing, and to move him to face his fear in order to learn how to deal with it and overcome it. The difference between fear and anxiety is that there is a real threat to fear in the present while anxiety predicts in the future. Eight is a type of anxiety disorder, which is separation anxiety disorder, social anxiety disorder, generalized anxiety disorder, specific phobia, panic disorder with or without agoraphobia, obsessive compulsive disorder, selective mutation, and post-traumatic stress disorder. The most common forms of anxiety in preschool children are social anxiety and panic attacks. There are various factors affecting the development of anxiety such as gender, age, genetics, educational level, financial situation and the like. The treatment of anxiety depends on the severity of symptoms. Some of the techniques are cognitive - behavioral therapy, game therapy, pharmacotherapy
Preschool Teachers' Attitudes Towards Implementation of Art Activities in Preschool
No full textLikovne aktivnosti važan su dio razvoja djeteta. Pomoću njih djeca razvijaju maštu, kreativnost i samoinicijativu. U očima odgojitelja likovne aktivnosti jesu važne, ali pojedini odgojitelji imaju potrebu uplitati se u dječji rad, čineći ga više svojim radom. Cilj ovoga istraživanja je utvrditi kvalitetu likovnih aktivnosti u vrtićima te kompetencije odgojitelja da osmisle i održe kvalitetne likovne aktivnosti. Istraživanje je provedeno u obliku anonimne ankete preko Google obrasca. U istraživanju je sudjelovalo 60 odgojitelja s područja Republike Hrvatske. Dobiveni podaci ovoga istraživanja, ispunili su naša očekivanja. U Republici Hrvatskoj odgojitelji većinom planiraju i provode kvalitetne likovne aktivnosti u dječjim vrtićima, no nedostatak kvalitetnih i raznovrsnih materijala može umanjiti njihovu kvalitetu. Odgojitelje treba poticati, ali i dodatno educirati kako što kvalitetnije prirediti materijale i provesti likovne aktivnosti za dobrobit djece.Art activities are an important part of a child's development. With art activities children develop their imagination, creativity and learn how to be self-initiative. In the eyes of educators, art activities are important, but educators often get too involved in the children’s work, making it more their work rather than the children’s. The aim of this paper is to determine the quality of art activities in preschools, as well as the competence of educators to design and use art activities of good quality. The research was carried out anonymously through Google form. 60 preschool teachers took part in this research from different parts of Croatia. The results of this research fulfilled our expectations. Educators should be encouraged, but also further educated on how to prepare better quality materials and how to carry out art activities for the benefit of the children. In conclusion, in the Republic of Croatia, educators mostly plan and implement quality art activities in preschools, but the lack of material quality and variety can reduce the quality of art activities
Role of Fine Arts in Teaching Children with Autism Spectrum Disorder
No full textPoremećaj iz spektra autizma (PSA) obilježavaju odstupanja u socijalnoj komunikaciji i interakciji te atipičnosti u obilježjima općeg ponašanja i interesa (Cepanec i sur., 2015). Obilježja PSA su se povezivala sa shizofrenijom, no kasnije se izdvajaju u samostalnu dijagnostičku kategoriju. Kod simptoma PSA nema pravila. Netko može imati uredan intelektualni razvoj, dok će drugi imati blagi ili teški intelektualni razvoj. Ono što gotovo svi autori tvrde, vezano za obilježja PSA, poteškoće su u komunikaciji, loše socijalne vještine, stereotipne/ponavljajuće radnje ili igre, opsesivno držanje određenog reda. Prvi simptomi javljaju se prije 3. godine života. Pozivajući se na noviju klasifikaciju petog izdanja Dijagnostičkog i statističkog priručnika za duševne poremećaje (DSM-V), Kannerov sindrom, atipični autizam, Rettov sindrom, drugi dezintegrativni poremećaj u djetinjstvu, poremećaj hiperaktivnosti povezan s duševnom zaostalošću i stereotipnim kretnjama, Aspergerov sindrom te ostali poremećaji razvoja u djetinjstvu pervazivni poremećaji u razvoju smatraju jednim poremećajem – poremećajem iz spektra autizma (Nacionalni okvir za PSA, 2018). Budući da se djeca s PSA ne mogu verbalno izraziti, likovna umjetnost je ta koja služi kao ''kanal'' komunikacije. S druge strane, likovna aktivnost utječe na bolje fokusiranje, opuštanje, razvoj divergentnog mišljenja i kreativnosti. Utječe na razvoj mašte (Balić Šimrak, 2011). Postoje razne likovne tehnike i materijali koji se mogu iskoristiti u likovnoj umjetnosti. Djeca s PSA mogu se izražavati slikanjem, crtanjem, modeliranjem glinamolom, plastelinom, itd. Kroz svaku od tih tehnika oni nešto uče. Svaka ta tehnika ima svoju svrhu. Cilj ovog rada je istražiti utjecaj likovne umjetnosti na razvoj djece s poremećajem iz spektra autizma. Ono što likovna umjetnost pruža je mogućnost izražavanja djece s PSA, iskazivanje osjećaja i uspostavljanje komunikacije sa svijetom oko sebe. Uloga ovoga rada je naglasiti važnost likovne umjetnosti i njene uporabe kao ''kanala'' putem kojih će djeca s PSA izražavati svoje emocije, razmišljanja i omogućiti drugima ulazak u njihov svijet te naglasiti koliko je bitno da ih razumijemo i pokušamo im na sve načine olakšati i pomoći u tome ostvarenju.Autism spectrum disorders (ASDs) mark deviations in social communication and interaction, as well as atypical features of general behaviour and interest (Cepanec et al., 2015). ASDs features used to be associated with schizophrenia, but they are later separated into an independent diagnostic category. There are no rules in regards to ASDs symptoms. One person may have proper intellectual development, while the other can have mild to severe intellectual development. One thing claimed by almost every author concerning the features of ASDs are difficulties in communication, poor social skills, stereotypical/repetitive actions or games, obsessive keeping of specific order. First symptoms occur before the third year of life. Referring to the recent categorisation given in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-V), Kanner syndrome, atypical autism, Rett syndroe, second childhood disintegrative disorder, overactive disorder associated with mental retardation and stereotyped movements, Asperger's syndrome and other disorders in childhood development, pervasive development disorder is believed to be one disorder – one of the Autism Spectrum Disorders (National Framework for ASD, 2018). Considering that children with ASDs are unable to express themselves verbally, artistic activity is the thing acting as a communication “channel”. On the other hand, artistic activity leads to improved focus, relaxation and development of divergent thinking and creativity. It influences the development of imagination (Balić Šimrak, 2011). There are various artistic techniques and materials, which can be utilised in fine arts. Children with ASDs can express themselves through painting and drawing or modelling clay, play-Doh etc. Through each of these techniques, they learn something. Each of the techniques has its purpose. The aim of this paper is to examine the influence of fine arts on the development of children with autism spectrum disorders. Fine arts provide opportunity for children with ASDs to express their feelings and to establish communication with the surrounding world. The role of this paper is to underline the importance of fine arts and its usage as a communication “channel” through which children with ASDs can show their emotions and thoughts, and enable others to enter their world, while emphasizing how important it is for us to understand them and give our best to ease and help them, in every possible way, to achieve that
Traditional Slavonian Hairstyle Motifs in Art and Creative Activities in Kindergarten
No full textPrebogata je tradicijska kultura našega naroda, a jedan od fenomena su i tradicijske frizure. Vrijedne su da se o njima razgovara i promišlja jer su najčešće pletene i osmišljavane od velikog broja pramenova što je jedinstvena svjetska baština. Takvo bogato ukrašavanje glava djevojaka karakteristično je za hrvatsko stanovništvo. Etnologinja dr. sc. Jelka Radauš Ribarić u svom istraživanju „Slavonska djevojačka pletenica“ navodi nekoliko različitih fenomena pa tako piše o prvim zapisima ovakvih frizura na kovanom novcu te kamenim plastikama. Iznosi nekoliko pretpostavki o podrijetlu pletenica, navodi zajedničke karakteristike, ali i razlike frizura rimskih kraljica i djevojaka Slavonije, Srijema i Baranje. Blanka Žakula svojim istraživanjima na terenu usustavljuje osnovne značajke djevojačkih frizura te navodi osnovne razvojne faze. Inspiriranost umjetnikom Jagorom Bučanom i njegovom izložbom „Glave“ gdje se umjetnik prikazuje publici u tehnici frotaža s motivima ženskih glave s uređenim frizurama prema hrvatskoj tradicijskoj baštini, predlaže se korištenje grafičkih tehnika i to frotaža, grataža, kolažnog i karton tiska, pečatnog tiska, monotipije te kolagrafije. Ako dječji razvoj želimo učiniti kvalitetnim onda on mora biti integriran, tj. mora objedinjeno skrbiti za sva područja djetetova razvoja. Ako se složimo s tvrdnjom da su grafičke tehnike jedne od složenih tehnika tada je dobro koristiti ih upravo kao sredstvo poticanja cjelokupnog dječjeg razvoja i likovnog izražavanja. Važno je poznavati osnove grafike, načine rada i postupke. U vrtićkoj dobi postupak grafičkih tehnika vrlo je jednostavan i lako pamtljiv. Djecu raduje kada se likovnost ne izražava samo crtanjem. Niz postupaka koje grafika zahtijeva dodatno potiče njihovu maštu i kreativne procese ali i radne navike probavanjem različitih tehnika, materijala i to sve kroz igru i zabavu. Uloga odgojitelja je nezamjenjiva. On osmišljava teme, potiče djecu te pribavlja materijale. Uz to mora poznavati djecu i njihove razvojne mogućnosti te njihove potrebe.The traditional culture of our people is exceptionally rich, and one of the phenomena are traditional hairstyles. They are worth talking about and reflecting on, since they are most often braided and designed from a large number of locks, and this is a unique world heritage. This kind of abundance in heads ornamentation heads of girls is characteristic for the Croatian people. Ethnologist Jelka Radauš Ribarić, PhD lists in her research Slavonian Girls` Braid several different phenomena, so she writes about the first records of such hairstyles on coins and stone sculptures, she makes several assumptions about the origin of the braids, she mentions common characteristics, but also differences in hairstyles of Roman queens and girls of Slavonia, Syrmia and Baranja. Blanka Žakula, through her field research, establishes the basic characteristics of girls' hairstyles and states the general stages of development. Inspiration with the artist Jagor Bučan and his exhibition "Heads", where the artist is shown to the audience in the frottage technique with female head motifs with created hairstyles according to the Croatian traditional heritage, it is proposed to use graphic techniques, namely frottage, grattage, collage and cardboard printing, stamp printing, monotype and collagraphy. If we want to improve the children's development, then it must be integrated, namely it must include all areas of the child's development. If we agree with the thesis that graphic techniques are one of the most complex techniques, then it is good to use them as a means of encouraging overall children's development and artistic expression. It is important to know the basics of graphics, ways of working and procedures. At kindergarten age, the procedure of graphic techniques is very simple and easy to remember. Children are happy when art is not only expressed by drawing. A series of procedures that graphics requires stimulate their imagination and creative processes even further, but also their work habits by trying different techniques, materials; all through play and fun. The role of the teacher is irreplaceable. He develops topics, encourages children and acquires materials. In addition, he needs to know the children and their development potential, as well as their needs
Frequency of Applying Creative Teaching Methods in Analysing Reading Assignments
No full textKreativnost učitelja u obradi lektire danas je vrlo važna. Kako bi u učenicima pobudili interes i učinili im lektiru zanimljivom, potrebno je što više koristiti kreativne nastavne metode u obradi lektire. Provedenim istraživanjem cilj je bio ispitati koriste li učitelji i koliko često kreativne metode u obradi lektire te usporediti njihove odgovore s pisanim pripremama za nastavni sat obrade lektire. Kako bi se ostvario navedeni cilj, korištene su kvalitativne metode istraživanja – strukturirani intervju i analiza dokumentacije. Rezultati dobiveni istraživanjem pokazuju na slabiju zastupljenost kreativnih nastavnih metoda u obradi lektire. Osim što ih ispitani učitelji vrlo malo koriste u obradi lektire, kreativne metode ne pojavljuju se ni u analiziranim nastavnim pripremama. Upravo zato ovim se radom želi osvijestiti važnost korištenja kreativnih nastavnih metoda u obradi lektire te potaknuti učitelje na korištenje istih.Teachers creativity in processing reading assignments nowadays is really important. To get attention from their students and make reading assignments interesting to them, it is important that they use different creative teaching methods in processing reading assignments. Through the conducted research the goal was to see if teachers use and how often do they use creative methods in processing reading assignments and compare their answers with written preparations for that class. To achieve that goal qualitative methods were used – structural interview and documentation analysis. Results gotten by research indicate weaker representation in creative teaching methods in processing reading assignments. Apart from teachers not using them in processing reading assignments, creative methods are neither showing in analyzed teaching preparations. Right because of that by this work it is wanted to make aware about importance of using creative teaching methods in processing reading assignments and to encourage teachers on using them