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Unformed Materials Used in Art Education
No full textDiplomski rad “Neoblikovani materijal u nastavi Likovne kulture” tematski je usmjeren na poticanje učenika na očuvanje prirode kroz likovno stvaralaštvo. Ukazivanjem na mogućnost recikliranja i njegove dobrobiti stavljen je naglasak na razvoj kreativnosti i snalažljivosti. Važno je istaknuti rad s neoblikovanim materijalom u Likovnoj kulturi jer osim stvaranja nečeg novog učenici mogu osvijestiti ekološke probleme s kojima do sada nisu bili upoznati. Tijekom održavanja nastave, učitelj treba ukazati na rezultate ljudske djelatnosti. Ono što je čovjek sposoban stvarati i obnavljati nepresušan je izvor motiva u nastavi Likovne kulture. Likovno stvaranje potiče učenike na razmišljanje o onome što rade te produbljuje njihovu svijest. Ponekad prilikom stvaranja na osobu koja se likovno izražava može utjecati ambijent u kojem se nalazi zbog čega je važno osim učioničke nastave, nastavu provoditi i u prirodi. Priroda budi različite osjećaje u učenicima i ima blagotvoran učinak te može rezultirati kreativnim idejama i radovima. Boravak u prirodi pogodan je i za tehnike poput Land arta koja spaja umjetnost i neoblikovani materijal. Osim okoline, poticaj za stvaranje učenici pronalaze i na kulturnim mjestima kao što su galerije i muzeji koji su pogodni za školsku terensku nastavu uz vodstvo informiranog učitelja, a nerijetko i stručnog djelatnika ustanove koja se posjećuje. Sadržaj rada uključuje i međupredmetnu temu Održivi razvoj koja kroz svoje ishode može biti dio nastave Likovne kulture. U radu su navedeni različiti primjeri likovnog stvaralaštva kroz rad s neoblikovanim materijalom s ciljem razvoja kreativnosti tako da učenici sami tragaju za materijalom, prepoznavaju i kombiniraju različite oblike te od njih tvore kompoziciju u prostoru.The master thesis "Unformed material in the teaching of art culture" is thematically aimed at encouraging students to preserve nature through art. By pointing out the possibility of recycling and its benefits, emphasis was placed on the development of creativity and resourcefulness. It is important to emphasize work with unformed material in Art Culture because, in addition to creating something new, students can become aware of environmental problems with which they were not previously familiar with. During classes, the teacher should point out the results of human activity. What a person is capable of creating and renewing is an inexhaustible source of motivation in teaching Art and Culture. Art creation encourages students to think about what they are doing and deepens their awareness. A person who expresses themselves artistically, he can be influenced by the environment in which they are. That is why it is important not only to teach in the classroom, but also in nature. Nature awakens different feelings in students and has a beneficial effect and can result in creative ideas and works. Staying in nature is also suitable for techniques such as Land Art, which combines art and unformed material. In addition to the environment, students find incentives to create. Cultural places such as galleries and museums that are suitable for school fieldwork under the guidance of an informed teacher, and often a professional employee of the institution being visited. The content of the paper includes the interdisciplinary topic Sustainable Development, which, through its outcomes, can be part of the teaching of Art Culture. The paper consists of various examples of artistic creation through work with unformed material with the aim of developing creativity so that students search for material on their own, recognize and combine different forms and from them form a composition in space
Attitude of the World's Leading Religions Towards Euthanasia
No full textPitanje eutanazije kontroverzno je pitanje u gotovo svakom društvu i društvenom uređenju te je pitanje koje se pojavljuje već u prošlosti i kao takvo ostalo je sastavni dio gotovo svake religije. Razvojem moderne bioetike, ali i značajnih poboljšanja medicine i mogućnosti očuvanja i održavanja života, pitanje eutanazije još je dodatno produbljeno i postalo je važan bioetički problem u kojem se sukobljavaju sekularna i prvenstveno kršćanska, ali i druge religijske bioetike. Kršćani su uglavnom protiv eutanazije. Argumenti se obično temelje na uvjerenjima da je život darovan od Boga i da su ljudska bića stvorena na sliku Božju. Slično stajalište razvijaju i Islam te Judaizam koji smatraju kako je čovjek najvažnije stvorenje nakon Boga te kako samo Bog ima pravo stvarati i oduzimati život. Židovski zakon oštro osuđuje svaki čin koji skraćuje život i tretira ubojstvo osobe za koju liječnici kažu da će u svakom slučaju umrijeti. Pozitivna eutanazija je stoga isključena. Čak je i individualna autonomija sekundarna u odnosu na svetost čovjeka. Jednako tako, Islam smatra kako je patnja veoma velika žrtva koju čovjek ostvaruje tokom života i „skraćivanje muka“ zapravo je protivno uvjerenjima islama. Hinduizam, Budizam, Sikti i druge istočnjačke religije također se protive eutanaziji, iako imaju blaži stav. Posebice se to odnosi na budiste koji čak u određenim situacijama i prihvaćaju eutanaziju kao milosrdno rješenje. Važna iznimka u istočnjačkim religijama jest Prayopavesa odnosno post do smrti koji se ne smatra samoubojstvom jer je prirodan i nenasilan.The issue of euthanasia is controversial in almost every society and social arrangement, and it is an issue that has already appeared in the past and has remained an integral part of almost every religion. With the development of modern bioethics, as well as significant improvements in medicine and the possibility of preserving and sustaining life, the issue of euthanasia has deepened further. It has become a fundamental bioethical problem in which secular, primarily Christian, and other religious bioethics collide. Christians are generally against euthanasia. Arguments are usually based on the belief that life is a gift from God and that human beings are created in the image of God. A similar point of view is developed by Islam and Judaism, which believe that man is the most important creature after God and that only God has the right to create and take life. Jewish law strongly condemns any act that shortens life and treats as murder a person whom doctors say will surely die. Positive euthanasia is therefore excluded. Even individual autonomy is secondary to the sanctity of man. Equally, Islam believes that suffering is a tremendous sacrifice that a person makes during life and “shortening suffering” is actually against the beliefs of Islam. Hinduism, Buddhism, Sikhism and other Eastern religions oppose euthanasia, although they take a more lenient view. This lenient view especially applies to Buddhists who accept euthanasia as a merciful solution even in certain situations. An important exception in Eastern religions is Prayopavesa, fasting until death, which is not considered suicide because it is natural and non-violent
Aims and Evaluation Procedures of English-Learning Programmes in Preschool Institutions in Osijek
No full textEngleski jezik predstavlja službeni jezik koji je svakodnevno sve više zastupljen unutar populacije. Obvezan je predmet u većini osnovnih škola, a njegovo učenje sve češće započinje u ranoj dobi. Unutar Dječjeg vrtića Osijek postoji pet podcentara s programom engleskog jezika, a zbog medijskog utjecaja, često se nudi i u vrtićima s redovitim programom. Djeca su sve češće izložena stranom jeziku, putem video igrica, crtanih filmova i ostalih medijskih oblika koje svakodnevno koriste. Svijet se digitalizira i jedna od prednosti je upravo dostupnost sadržaja na stranom jeziku. U ovome radu analizirajući literaturu, pojasnit će se koncept učenja engleskog jezika u vrtićima, prikazat ću kako je učenje regulirano kroz službene dokumente i lokalni plan ustanove, objasniti važnost edukacija i kompetencija odgojitelja i usvajanja osnovnog vokabulara prilikom učenja jezika. U istraživanju koje je provedeno kroz intervju s pet odgojiteljica bit će prikazan način provođenja programa u njihovim skupinama i ukazati će se na teškoće i izazove u radu s kojima se svakodnevno susreću
Parents' role in preschool children reading habits development
No full textRazvijanje pismenosti kod djece rane predškolske dobi vrlo je važno za razvijanje i napredovanje djece. Roditelji imaju veliku ulogu u razvijanju pismenosti djece. Roditelji najviše vremena provode sa svojom djecom, stoga ih mogu motivirati na čitanje. Djeca se u svom životu prvo susreću sa slikovnicama. Roditelji imaju mogućnost izabrati štivo koje je najprikladnije za uzrast njihovog djeteta i čitanje prilagoditi djeci. Važno je da čitanje djeci bude zabavno, a to se može postići tako da roditelji mijenjaju glas prilikom čitanja, postavljaju djeci pitanja u vezi s pročitanim tekstom, dopuštaju djeci da sama sudjeluju u izboru slikovnice za čitanje i slično. Potrebno je stvoriti rutinu čitanja, kao što je čitanje svaku večer prije spavanja, čitanje ujutro i slično.Developing literacy in early preschool children is very important for the development and progress of children. Parents play a major role in developing children's literacy. Parents spend most of their time with their children so they can motivate them to read. Children encounter picture books first in their lives. Parents have the opportunity to choose the reading that is most suitable for the age of their child and to adapt the reading to the children. It is important that reading is fun for children, and this can be achieved by parents changing their voice when reading, asking children questions about the text they read, allowing children to participate in choosing a picture book to read and similar. It is necessary to create a reading routine such as reading every night before bed, reading in the morning and similar
Asthma in Preschool Children
No full textAstma je najčešća kronična upalna bolest kod djece predškolske dobi, a karakterizira ju hiperreaktivnost dišnih puteva i bronhoopstrukcija. Ona je multifaktorijalna bolest, što znači da njezin nastanak ovisi o genetskim i okolišnim čimbenicima. Najčešći oblik kod djece je alergijska astma, a alergeni koji ju obično izazivaju su pelud, grinje, životinjska dlaka i dim. Postoje razni fenotipovi astme kod djece, a oni ovise o dobi djeteta i izloženosti raznim okidačima. Simptomi koji karakteriziraju astmu su piskanje, stezanje u prsima, kašalj i otežano disanje. Postavljanje dijagnoze kod djece započinje anamnezom i fizikalnim pregledom. Dijagnoza može još obuhvaćati mjerenje plućne funkcije, alergološku obradu, laboratorijske testove i rendgen pluća. Farmakološko liječenje temelji se na protuupalnim i simptomatskim lijekovima, a kod djece je najčešći oblik uzimanja lijekova inhalacijskom tehnikom. Cilj liječenja astme je postizanje potpune kontrole bolesti, a ona je moguća ukoliko se uspostavi partnerski odnos djeteta, njegove obitelji i zdravstvenog tima. Zdravstveni tim čine liječnik i medicinska sestra. Medicinska sestra ima veliku ulogu u educiranju i zdravstvenoj njezi djeteta oboljelog od astme. Ona sastavlja plan zdravstvene njege i planira razne intervencije koje mogu pridonijeti uspješnijem liječenju astme.Asthma is the most common chronic inflammatory disease in preschool children and is characterized by airway hyperresponsiveness and bronchial obstruction. It is a multifactorial disease, which means that its occurrence depends on genetic and environmental factors. The most common type in children is allergic asthma, and the allergens that usually cause it, are pollen, mites, animal hair and smoke. There are various phenotypes of asthma in children and they depend on the age of children and exposure to various triggers. Symptoms that characterize asthma are wheezing, chest tightness, coughs and heavy breathing. The diagnosis in children begins with anamnesis and physical examination. Diagnosis may also include lung function measurements, allergologic diagnosis, laboratory tests and lung X – ray. Pharmacological treatment is based on anti – inflammatory and symptomatic medications, and in children, the most common form of taking medications is the inhalation technique. The goal of asthma treatment is to achieve complete control of the disease and this is possible only if a partnership between the child, his family and team of healthcare professionals is established. The healthcare professionals are a doctor and a nurse. The nurse plays a major role in education and healthcare of a child with asthma. She composes a healthcare plan and plans various interventions that can contribute to more successful asthma treatment
Historical Development of Early Childhood Education
No full textOsnovni cilj rada je prikaz povijesnog razvoja ranog odgoja i obrazovanja, te prikaz puta razvijanja do odgojno-obrazovne institucije kakva je danas. Razdoblje 19. i 20. stoljeća je najplodonosnije razdoblje pedagogije odgoja i obrazovanja, a tako i razvoja ustanova ranog odgoja i obrazovanja. U 19.stoljeću djelovali su mnogi utjecajni pedagozi, a među njima Friedrich Frobel koji je prvi razradio teoriju institucijskog predškolskog odgoja i programa rada s djecom. On je osnovao prvi dječji vrtić pod nazivom „Kindergarten“.U dvadesetom stoljeću javljaju se nove i djelotvornije ideje u odgoju i obrazovanju. Pojavljuju se sustavi kao što su Montessori i Waldorf. U Hrvatskoj pretečom jaslica smatra se zagrebački biskup Juraj Haulik koji je 1855. godine otvorio prvo pjestovalište u Zagrebu. Njihova prvobitna namjena bila je skrb, njega i zaštita djece od siromaštva. Zbrinjavali su djecu do treće godine života. Razvoj jaslica obilježen je trima razdobljima: „medicinsko“ doba, „poučavateljsko“ doba i suvremeno doba dječjih jaslica. U „medicinskom“ razdoblju jaslice su bile socijalne i zdravstvene ustanove koje su pružale smještaj djece mlađoj od tri godine. Glavna zadaća bila im je briga, njega i zaštita djece. U ovom razdoblju donosi se tri značajna dokumenta koja unapređuju život, odgoj i obrazovanje djece u ustanovama ranog odgoja i obrazovanja, a to su: „Zakon o društvenoj brizi o djeci predškolskog uzrasta“, „Programske osnove za njegu i odgoj djece u dječjim jaslicama“ i „Zakon o odgoju i osnovnom obrazovanju“. „Poučavateljsko“ doba započinje integriranjem dječjih jaslica s dječjim vrtićem. Iako je ovo razdoblje bilo pedagoški naprednije od prošloga, nije došlo do značajnih promjena u prostorijama ustanova za rani odgoj i obrazovanje. Značajan trenutak ovog razdoblja bio je donošenje programskog dokumenta pod nazivom Osnove programa rada s djecom predškolske dobi. Suvremeno razdoblje donosi pozitivan iskorak u razumijevanju i zadovoljavanju dječjih individualnih i razvojnih potreba. Na dijete se počinje obraćati više pažnje, gleda ga se kao cjelovito, aktivno i individualno biće. Na regulaciju djelatnosti dječjih jaslica utječu različiti dokumenti normativne i programske razine. Danas nama najznačajniji dokument je Nacionalni kurikulum za rani i predškolski odgoj i obrazovanje koji sadržava ključne vrijednosti odgoja i obrazovanja djece u dječjem vrtiću.The main goal of the paper is the presentation of the historical development of early education and the development path to the educational institution as it is today. The period of the 19th and 20th centuries is the most fruitful period of pedagogy of upbringing and education, as well as the development of early childhood education institutions. Many influential pedagogues were active in the 19th century, among them Friedrich Frobel, who was the first to develop the theory of institutional preschool education and programs for working with children. He founded the first kindergarten called "Kindergarten". In the twentieth century, new and more effective ideas in education appeared. Systems such as Montessori and Waldorf are emerging. In Croatia, the forerunner of the nativity scene is the Zagreb bishop Juraj Haulik, who opened the first nativity scene in Zagreb in 1855. Their original purpose was care, care, and protection of children from poverty. They cared for children up to the age of three. The development of nurseries is characterized by three periods: the "medical" age, the "teaching" age, and the modern age of children's nurseries. In the "medical" period, crèches were social and health institutions that provided accommodation for children under the age of three. Their main task was the care, care, and protection of children. In this period, three important documents were adopted that improve the life, upbringing, and education of children in early childhood education institutions, namely: "Act on Social Care of Preschool Children", "Program Basics for Care and Education of Children in Nursery Schools". and the "Law on Education and Basic Education". The "teaching" era begins with the integration of nursery schools and kindergartens. Although this period was pedagogically more advanced than the previous one, there were no significant changes in the premises of early education institutions. A significant moment of this period was the adoption of a program document called Basics of the program for working with preschool children. The modern period brings a positive step forward in understanding and meeting children's individual and developmental needs. More attention is being paid to the child, he is seen as a complete, active, and individual being. The regulation of nursery school activities is influenced by various normative and program-level documents. Today, the most important document for us is the National Curriculum for Early and Preschool Education, which contains the key values of the education of children in kindergarten. A significant moment of this period was the adoption of a program document called Basics of the program for working with preschool children. The modern period brings a positive step forward in understanding and meeting children's individual and developmental needs. More attention is being paid to the child, he is seen as a complete, active, and individual being. The regulation of nursery school activities is influenced by various normative and program-level documents. Today, the most important document for us is the National Curriculum for Early and Preschool Education, which contains the key values of the education of children in kindergarten. A significant moment of this period was the adoption of a program document called Basics of the program for working with preschool children. The modern period brings a positive step forward in understanding and meeting children's individual and developmental needs. More attention is being paid to the child, he is seen as a complete, active, and individual being. The regulation of nursery school activities is influenced by various normative and program-level documents. Today, the most important document for us is the National Curriculum for Early and Preschool Education, which contains the key values of the education of children in kindergarten. he is seen as a complete, active, and individual being. The regulation of nursery school activities is influenced by various normative and program-level documents. Today, the most important document for us is the National Curriculum for Early and Preschool Education, which contains the key values of the education of children in kindergarten. he is seen as a complete, active, and individual being. The regulation of nursery school activities is influenced by various normative and program-level documents. Today, the most important document for us is the National Curriculum for Early and Preschool Education, which contains the key values of the education of children in kindergarten
Vučedol Culture as a Stimulus for Artistic Expression of Preschool Children
No full textCilj diplomskog rada je saznati koliko djece rane i predškolske dobi znaju i prepoznaju karakteristične predmete jedne od temeljnih civilizacijskih kultura u Hrvatskoj- vučedolske kulture. Radionice na temu vučedolske kulture provedene su u dječjem vrtiću „ Zraka sunca“ u Križevcima u mješovitoj odgojno-obrazovnoj skupini. Pretpostavka je da djeca u Koprivničko-križevačkoj županiji prepoznaju karakteristične predmete vučedolske kulture ( vučedolska golubica i čizmica). Cilj samih radionica je približiti djeci temeljne odlike vučedolske kulture na njima prihvatljiv i razumljiv način. U provedbi radionica korištene su fotografije predmeta, vučedolskih kuća, vučedolskog nakita i odjeće te je djeci prikazan video o životu vučedolaca i temeljnim karakteristikama života vučedolaca. Osim spomenutog djeci je ponuđena i karta Slavonije, Baranje i Srijema što je djecu potaknulo na razgovor i raspravu o posjetu Vukovaru. U provedbi radionica sudjelovala su najstarija djeca u skupini ( 5 i 6 godina) dok su mlađa djeca izrazila želju za slobodnom igrom. Glavne likovne tehnike koje su tijekom provedbe radionica ponuđene djeci su: smeđi glinamol, tempere, plastelin i grafitna olovka. Različitim likovnim tehnikama djeca su postigla kreativnost i stvaralaštvo te su razvijala finu motoriku šake i prstiju. Također, igrom i likovnim izražavanjem postignuto je ostvarenje ciljeva obrazovne dobrobiti vidljivo u prepoznavanju karakteristika i glavnih obilježja vučedolske kulture.The aim of the thesis is to find out how many children of early and preschool age know and recognize the characteristic objects of one of the fundamental civilizational cultures in Croatia - the culture of Vučedol. Workshops on the topic of Vučedol culture were held in the Kindergarten "Zraka sunca" in Križevci in a mixed educational group. The assumption is that children in Koprivnica-Križevac County recognize characteristic objects of Vučedol culture (Vučedol dove and boot). The aim of the workshops themselves is to bring the fundamental features of Vučedol culture closer to the children in a way that is acceptable and understandable to them. In the implementation of the workshops, photos of objects, Vučedol houses, Vučedol jewelry and clothing were used, and the children were shown a video about the life of Vučedol and the basic characteristics of Vučedol's life. In addition to the aforementioned, the children were also offered a map of Slavonia, Baranja and Srijem, which encouraged the children to talk and discuss the visit to Vukovar. The oldest children in the group (5 and 6 years old) participated in the workshops, while the younger children expressed their desire for free play. The main art techniques offered to children during the workshops are: brown clay, tempera, plasticine and granite pencil. With various art techniques, the children achieved creativity and developed the fine motor skills of the hands and fingers. Also, through play and artistic expression, the goals of educational well-being were achieved, evident in the recognition of the characteristics and main features of the culture of Vučedol
Traditional and Contemporary Family Upbringing
No full textRoditeljstvo je proces koji obuhvaća postupke, shvaćanja, težnje i vještine roditelja kao najznačajnijih odgojitelja, a ujedno ovaj pojam predstavlja najvažniju kao i najzahtjevniju životnu ulogu koju čovjek svjesno preuzima u svrhu zadovoljavanja primarnih i sekundardnih potreba djeteta osiguravajući adekvatne uvjete za cjelovit razvoj kroz proces odgoja kao organizirane djelatnosti oblikovanja pojedinca. Uz definiranje navedenih pojmova sa stajališta različitih autora, kroz sadržaj završnog rada također se razmatra i definira pojam obitelji pomoću teorijskog prikaza tradicionalnog shvaćanja i modela obitelji kao i povijesna promjena koncepta obiteljske institucije i njezinog djelovanja u suvremenom vremenu. Na temelju dvije ključne roditeljske odgojne dimenzije koje obuhvaćaju roditeljsku toplinu te roditeljski nadzor navedena je podjela na četiri tradicionalna odgojna stila: autoritativni, autoritarni, popuštajući i zanemarajući. Uz analizu navedenih roditeljskih stilova, u radu su također opisani i suvremeni stilovi odgoja uz klasifikaciju na helikopter roditeljstvo te na odgojne stilove u literaturi poznate pod nazivom kosilica i podmornica roditeljstvo. Nakon teorijskog okvira slijedi pregled kvantitativnog istraživanja provedenog u svrhu izrade ovog rada s ciljem utvrđivanja stavova i percepcija roditelja prema odgojnim postupcima te identificiranja najzastupljenijeg odgojnog stila među ispitanicima.Parenting is a process that includes the actions, understandings, aspirations and skills of parents as the most influential educators. At the same time, this concept is the most critical and demanding life role that humans consciously take to meet the childs primary and secondary needs and provide adequate conditions for the process of education as an organized activity of shaping the individual. In addition to defining these concepts from the point of view of various authors, the content of the final paper also discusses and explains the idea of the family using a theoretical presentation of traditional understanding and model of the family and historical changes in the concept of the family institution and its activities in modern times. Based on two key parenting dimensions including parental warmth and control, the division into four traditional parenting styles is given: authoritarian, authoritative, permissive and neglectful. In addition to analyzing these parenting styles, the paper also describes contemporary parenting styles classified by helicopter parenting and parenting styles in the literature known as mower or submarine parenting. The research aimed to determine the attitudes and perceptions of parents towards educational procedures and identify the most common educational style among the respondents
From Documenting Towards Pedagogical Documentation - Development of Professional Competencies in Early Childhood Educators
No full textOvaj diplomski rad daje pregled načina dokumentiranja i procesa učenja odgojitelja tijekom godina studiranja i pripravničkog staža. Kvalitativnom metodologijom analize sadržaja dan je prikaz razvoja vještina praćenja procesa učenja djeteta ali i samog odgojitelja. Također je prikazan odmak od tradicionalnog pristupa djetetu prema suvremenom shvaćanju djeteta. Dokumentiranje dječjih aktivnosti je važan kao proces razvoja vještina odgojitelja koji „sluša“ i prati razvoj djeteta podupirući njegov interes i nudeći podršku u daljnjem razvoju u vidu materijala i organizacije prostora. Uzimajući u obzir da je svako dijete individua za sebe sa svojim interesima i znanjima i iskustvima kako odgojitelj može podržati djetetov razvoj dokumentirajući i mijenjajući prostor i materijale i tako razvijati različite kompetencije djeteta i odgojitelja. Pregledavajući prikupljenu dokumentaciju tijekom preddiplomskog studija i rada u predškolskoj ustanovi ovim se radom daje pregled o važnosti analize pedagoške dokumentacije u svrhu unaprjeđenja prakse odgojitelja i razvoja prostornog i materijalnog okruženja kao prostora u kojem svako dijete može napredovati, a odgojitelj razvijati svoju praksu. Suvremeno shvaćanje djeteta kao individue sa svojim vlastitim potrebama i interesima treba znati prepoznati i uvažiti.This graduation thesis provides an overview of the way of documenting and the learning process of educators during the years of study and internship. Using the qualitative methodology of content analysis, the development of the skills of monitoring the learning process of the child as well as the educator himself is presented. The departure from the traditional approach to the child towards the modern understanding of the child is also shown. Documenting children's activities is important as a process of developing the skills of the educator who "listens" and follows the child's development, supporting his interest and offering support in further development in the form of materials and space organization. Taking into account that each child is an individual for himself with his own interests and knowledge and experiences, how can the educator support the child's development by documenting and changing the space and materials and thus develop the different competencies of the child and the educator. Reviewing the documentation collected during the undergraduate studies and working in a preschool institution, this paper provides an overview of the importance of analyzing pedagogical documentation for the purpose of improving the practice of educators and developing the spatial and material environment as a space where every child can progress and the educator can develop his practice. The modern understanding of the child as an individual with his own needs and interests should be recognized and appreciated
Approach to the preparatory stage of learning in the Croatian language textbooks for beginners
No full textDiplomski rad usmjeren je na proučavanje pripremnog razdoblja u nastavi početnog čitanja i pisanja. Sadržaji se početnog čitanja i pisanja realiziraju u sklopu predmeta Hrvatski jezik u prvom razredu osnovne škole (ovladavanje formalnim pismom), a nastavlja se učenjem rukopisnog pisma u drugom razredu. Cilj je istraživanja u diplomskom radu bio istražiti pristup sadržajima pripremnog razdoblja u suvremenim hrvatskim početnicama koje su u funkciji pripreme učenika za početno čitanje i pisanje formalnih slova. Na temelju dobivenih rezultata istraživanja sličnosti i razlika u pristupu pripremnom razdoblju utvrdit će se jesu li jasno postavljeni udžbenički standardi pripreme učenika za početno čitanje i pisanje formalnih slova. Istraživački korpus činile su početnice objavljene 2019. godine kada je donesen i Kurikulum za nastavni predmet Hrvatski jezik za osnovne škole i gimnazije u Republici Hrvatskoj. Prvi dio rada donosi pregled metodičke literature, dok se drugi dio temelji na analizi početnica.The main focus of this research is the preparatory stage of initial writing and reading. Contents of the initial writing and reading are realized within the school subject Croatian language in the first grade of primary school (mastering block letters) and continued with learning handwritten letters in the second grade. The aim of this research is to analyze approach to the contents of preparatory stage which are in function of preparing children for initial writing and reading. On the basis of the results, it will be determined whether there are clearly set standards for preparing first graders for initial writing and reading. The research corpus consists of textbooks published in 2019 and prescribed by the Curriculum of school subject Croatian language for primary schools and grammar schools. The first part is theoretical and it provides a literature review. The second part is practical and provides a thorough analysis of the beginner textbooks’ parts which are related to preparatory stage of initial writing and reading