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Active Implementation of Sustainable Development in Primary Schools
No full textDanas kada govorimo o pitanju održivog razvoja, obrazovanje ima glavnu ulogu pri osvješćivanju pojedinaca, pa tako i učenika. Upravo je obrazovanje ono koje potiče kreativnost, samostalnost, suradnju, razvija ekološku osjetljivost i stvaralaštvo. Odgoj i obrazovanje za održivi razvoj podrazumijeva djelovanje u četiri glavna područja: okoliš, društvo, kultura i ekonomija. Ono doprinosi samoj kvaliteti nastave uz poticanje suradničkog učenja i razvija vještine mišljenja.U ovom radu dane su definicije glavnih pojmova vezanih za održivi razvoj te odgoja i obrazovanja za održivi razvoj. Također iznesen je pregled važnih godina i dokumenata koji imaju ključnu ulogu na samom početku priče održivog razvoja. Objašnjeni su njegovi ciljevi i važnost implementacije održivog razvoja u odgoj i obrazovanje. Prikazan je primjer implementacije održivog razvoja u nastavi kroz primjer integrirane nastave, odnosno integriranog dana te su iznesene pozitivne činjenice koje integrirana nastava nudi. Cilj obrazovanja za održivi razvoj je osposobiti današnje učenike za vrijeme koje tek dolazi. Važno je djeci još od malih nogu razviti pozitivne vrijednosti prema očuvanju prirode te im probuditi svijet kako je moguć ekonomski rast i razvoj koji narušava prirodnu ravnotežu. Nužno je kroz odgoj i obrazovanje pružiti učenicima znanja o održivom razvoju kako bi uvidjeli važnost međusobnog odnosa, ali i odnosa između sebe i prirode jer ono što činimo danas ima veliki utjecaj na ono što će nas dočekati sutra.Today when we talk about sustainable development, education has a main role in raising awareness with individuals, as well as with students. It is the education that really stimulates creativity, autonomy, collaboration, raises ecological awareness. Education for sustainable development implies action in four main areas: environment, community, culture and economy. It contributes to the very quality of teaching by encouraging collaborative learning and develops thinking skills. This thesis provides definitions of the main terms related to sustainable development and education for sustainable development.An overview of important years and documents that play a key role at the very beginning of the story of sustainable development were also presented in this work. Importance of implementing sustainable development in education and its goals were also explained. An example of the implementation of sustainable development in teaching is shown through the example of an integrated set, i.e.,an integrated day, as well as the positive facts about integrated teaching. The goal of education for sustainable development is to train today's students for the time yet to come. It is important to develop positive values towards the preservation of nature in children from an early age and to raise their awareness about economic growth and development which will possibly disrupt the natural balance.Through upbringing and education, it is necessary to provide students with knowledge about sustainable development so that they can see the importance of mutual relationships, but also the relationship between ourselves and nature, because what we do today has a great influence on how our future will look like
Ethical aspects of the impact of advertising on the violaton of children's rights
No full textOglašavanje je danas jedan od najraširenijih načina komunikacije u svrhu promoviranja proizvoda i ideja. Cijela populacija je ciljana skupina, a u to spadaju i djeca. Iako smo svi u djetinjstvu bili izloženi nekom načinu oglašavanja, suvremeno doba pojavom interneta razvilo se žustro i brzo, pa se tako mijenja i tržište i sam način oglašavanja. Kako bi oglašavanje bilo etično i primjereno, moraju postojati određene zakonske restrikcije koje navode točne načine i jasno definirane dopuštene metode oglašavanja, no pitanje je u kojem smjeru se ti zakoni kreću. U pogledu oglašavanja namijenjenog isključivo djeci predškolske dobi jasno je da sadržaj poruke ne smije imati alkohol, droge, cigarete niti bilo kakav sličan proizvod. Jasno je i da to ne bi trebao biti nikakav seksualan sadržaj, sadržaj o igrama na sreću, nasilan sadržaj... No, ne bi li bilo moralnije kada oglašavanje uopće ne bi bilo namijenjeno djeci? Zakon se oblikuje tako da izbjegava glavno pitanje – imaju li djeca kognitivnu sposobnost razlikovanja onoga što oglašavač tvrdi i onoga što im je zaista potrebno? Poznato je da djeca, osobito djeca predškolske dobi, teško ili uopće ne shvaćaju razlike između npr. crtanog filma kojeg gledaju i oglasa. Mnoga istraživanja pokazuju da djeca do 8. godine života vjeruju oglasima i porukama koje one prenose, a glavni cilj oglašivača je do desete godine života dijete učiniti vjernim njihovim proizvodima.Advertising today is one of the most widespread means of communication to promote products and ideas. The entire population is the target group, including children. Although we were all exposed to some form of advertising in our childhood, modern times have developed rapidly with the onset of the Internet, so the market and the advertising method are changing. For advertising to be ethical and appropriate, there must be certain legal restrictions that state the exact ways and clearly defined permitted methods of advertising, but the question is in which direction these laws are moving. Regarding advertising intended exclusively for preschool children, it is clear that the content of the message must not contain alcohol, drugs, cigarettes or any similar product. It is also clear that it should not contain any sexual content, content about gambling, or violent content. However, wouldn't it be more ethical if advertising was not intended for children? Law restrictions avoid the main question - do children have the cognitive ability to distinguish between what the advertiser claims they should have and what they need? It is known that children, especially children of preschool age, hardly understand the differences between, for example, a cartoon they are watching and an advertisement. Many studies show that children up to the age of 8 trust advertisements and the messages they convey, and the primary goal of advertisers is to make children loyal to their products by the age of te
Using picture books in early English language learning
No full textRad proučava važnost slikovnica kao didaktičkog sredstva i izvora autentične literature za upotrebu u učenju engleskog jezika kod djece predškolskog uzrasta. Predstavljena su istraživanja koja dokazuju kako slikovnice imaju veliki potencijal u učionici, osobito u učenju stranog jezika. Budući da su same slikovnice djeci zanimljive i privlačne, a tekst slikovnica pretežito repetitivnog karaktera, kod djece dolazi do bržeg usvajanja stranih riječi i fraza. Osim toga, slikovnice na engleskom jeziku u skladu s dobnim karakteristikama djece imaju i važnu ulogu u poticanju njihovog čitateljskog interesa i razvijanje čitalačke sposobnosti. Odgojitelji su zaduženi za stvaranje opuštene i ugodne atmosfere u kojoj će učenje jezika djelovati spontano i prirodno, a ako su slikovnice na engleskom jeziku primjerene dječjem uzrastu i dotadašnjoj razini znanja, one će zadržati njihovu pažnju, povećati sposobnosti i razinu razumijevanja engleskog jezika te povećati interes djece za učenjem istoga.The paper studies the importance of picture books as a didactic tool and a source of authentic literature for preschool English language teaching. Reasearch is presented that proves that picture book have great potential in the classroom, particularly in learning a foreign langauge. Since the picture books themselves are interesting and attractive to children, and the text of the picture books is mostly repretitive, children learn foreign words and phrases faster. In addition, picture books in English in accordance with the age characteristics of children also play an important role in stimulating their reading interest and developin reading ability. Educators are responsible for creating a realxed and pleasant atmosphere in which language will act spontaneously and naturally, and if the picture books in English are appropriate for children's age and current level of knowledge, they will keep their attention, increase skills and understanding of English and increase their intereset in learning the same
Historical and contemporary context of family education
No full textŽivot obitelji u povijesti i danas se uvelike razlikuje. Do tih promjena došlo je zbog globalizacije te ubrzanim razvojem industrije, tehnologije itd. Društvo se moralo prilagoditi svim promjenama na što bolji i jednostavniji način. Primarni cilj tradicionalnih obitelji je bila reprodukcija. Velike obitelji su bile normalne, žene su brinule o djeci dok su muškarci prehranjivali obitlj. Danas, u suvremenom dobu, pojam obitelji se sve više odnosi na bračni par bez djece i/ili sa jednim djetetom. Pojavile su se i nove strukture obitelji, samohrani roditelji, posvojitelji, homoseksualni roditelji što se u velikoj mjeri razlikuje od tradicionalnih obitelji. Utjecaj medija postao je od velike važnosti za dijete, a roditelji su suočeni sa velikim izazovom. Svakodnevno se trude i nastoje pronaći što bolji način u formiranju osobnosti svoga djeteta. Često zaboravljaju da je djetetu najvažnija sigurnost, toplina, pažnja i ljubav okoline, posebice roditelja. Nerijetko su djeca prepuštena medijima zbog prezaposlenosti roditelja ili zbog okupiranosti svojim problemima. To često može dovesti do problema kod djece i ostaviti trajne posljedice. Roditelji se moraju osvijestiti i više pažnje posvetiti djeci i stvaranju ozračja za što bolji razvoj, a što manje tehnologiji i imovini.Family life in history is still very different today. These changes were due to globalization and the rapid development of industry, technology, etc. Society had to adapt to all changes in the best and simplest way possible. The primary goal of traditional families was reproduction. Large families were normal, women took care of the children while the men fed the family. Today, in modern times, the term family increasingly refers to a married couple without children and / or with one child. New family structures have also emerged, single parents, adoptive parents, homosexual parents which is very different from traditional families. The influence of the media has become of great importance to the child, and parents are faced with a great challenge. Every day they try and try to find the best possible way in forming the personality of their child. They often forget that the most important thing for a child is safety, warmth, attention and love of the environment, especially the parents. Often children are left to the media because of their parents' overwork or because they are preoccupied with their problems. This can often lead to problems in children and leave lasting consequences. Parents need to be aware and pay more attention to their children and create an atmosphere for better development and as little technology and property as possible
Psychologists as information-communication system users: Is this bridge between information-communication and behavioral science enough to prevent risky online behaviors?
No full textThe research aimed to examine the level of security awareness and knowledge and online risky behavior of psychologists as information- communication systems users, i.e., experts in the field of behavioral sciences with some work experience in the Internet security area. Participants were 55 employed psychologists. They completed an online Behavioral-Cognitive Internet Security Questionnaire, consisted of two scales that measure cognitive risk and importance of data privacy and two scales that measure self-assessed risky online behavior and actual risky online behavior (simulated). The results showed that a large number of psychologists show risky online behaviors: 40% left their e-mail addresses, and 45.5% gave their passwords. No statistically significant association was obtained between self- assessed and simulated risk behavior, i.e. what they say about their online activities and how they actually behave online was not associated. Furthermore, results showed statistically significantly more actual risky online behavior (simulated) than reported by self-assessment. Psychologists are also more aware of the importance of data storage in relation to the potential risks of their alienation. Obviously, previous education and the current level of information security awareness are insufficient to prevent risky online behaviors even of well- informed users. Moreover, what users report about their online behavior is inconsistent with their actual behavior, leading to the need to develop additional simulation scales to measure computer users’ actual risk behaviors and new prevention programs to decrease actual online risky behaviors in users
Effectiveness of creative teaching methods in relation to student activity at university lessons
No full textKreativnost je aktivan proces važan u procesu studiranja, odnosno interakcije profesora i studenta u visokoškolskoj ustanovi. Kreativno mišljenje odnosno divergentno razmišljanje koje potiče razvoj kreativnosti definira se kao razmišljanje koje studentima omogućuje primjenu mašte na generiranje ideja, pitanja i hipoteza. U današnjim društvima većina fakulteta još nije postala dovoljno poticajno okruženje za razvoj kreativnosti. Većina fakulteta i dalje se uglavnom temelji na nastavničkom modelu učenja i poučavanja. Sukladno tome, puno je izazova za škole u kojima se od učenika očekuje da budu kreativni, inovativni te da imaju razvijeno kritičko mišljenje. U ovom radu je provedeno istraživanje na temelju kojeg se ispitivala kreativnost studenata Fakulteta za odgojne i obrazovne znanosti. Rezultati istraživanja pokazuju da je kreativnost nedvojbeno jedan od najvažnijih aspekata te spoj vještina i stavova s kojima se može pomoći mladim ljudima da napreduju u današnjem svijetu. Utvrđeno je i kako je tijekom globalne pandemije (uzrokovane covidom-19) kreativnost imala poseban značaj jer su se događale određene okolnosti sa kojim društvo još nije uspjelo suživjeti. Kada je riječ o kreativnosti u nastavi, istraživanje je pokazalo kako veliku ulogu u tome ima sam nastavnik odnosno profesor.Creativity is an active process necessarily involved in the study process, ie the interaction of professors and students in a higher education institution. Creative thinking is defined as thinking that allows students to apply imagination to generate ideas, questions, and hypotheses. In today’s societies, most colleges have not yet become a creative environment for students. Most faculties are still largely based on the teaching model of teaching and learning. Accordingly, there are many challenges for schools hoping to encourage creative learning. In this paper, a research was conducted on the basis of which the creativity of students at the Faculty of Education was examined. It was concluded that creativity is undoubtedly one of the most important procedures and a combination of skills and attitudes that can help young people to progress in today's world
Philosophy of Stoicism
No full textCilj ovog rada je prikazati filozofiju stoicizma. Počet ćemo kroz njezinu povijest kojom ćemo obuhvatiti razdoblja od osnivanja u Grčkoj kada je Zenon osnovao školu koju će kasnije nazvati stoička škola zbog mjesta održavanja svojih predavanja. Naš put ćemo nastaviti preko njegovih preko ideologije koju je promovirao stoicizam te ćemo dio posvetiti trima glavnim dijelovima filozofije. Podjela koju je Zenon prvi ostvario bila je na logiku, etiku i fiziku. Pobliže ćemo upoznati živote Zenona i Krizipa te njihove načine razmišljanja i kako su oblikovali svoje stoičke misli. Dotaknut ćemo se i Rima i rimskog razdoblja stoicizma. Spomenut ćemo glavne rimske predstavnike poput Seneke, Epikteta i Marka Aurelija te također upoznati njihove živote i načine razmišljanja. Osvrnut ćemo se i na neka djela velikih stoika. Govorit ćemo o savjetima kako živjeti život. Kako se ne treba opterećivati nepotrebnim stvarima i kako trebamo živjeti u sadašnjosti, a zaboraviti prošlosti i ne opterećivati se budućnošću. Usporedit ćemo kršćanstvo i stoicizam. Iako će mnogi reći kako to nema smisla jer je jedno filozofija, a drugo religija zapravo ćemo pokazati kako ima mnogo sličnosti i podudaranja između to dvoje. Te kako kombinacijom jedne i druge stvari možemo ostvariti prilično dobar život na zemlji za sebe, a pritom biti i korisni za ljude u našoj okolini.This thesis aims to shine a light on the philosophy of stoicism. Our journey will begin by looking at the history of Ancient Greece when Zeno founded a school of philosophy later known as the Stoic school. It was named because he held his lectures underneath the painted porch wich. We will continue on our path through the ideology Stoicism promoted, and we will have some dedication to three main parts of their philosophical point of view. First, we will take a closer look at the division of philosophy that Zeno made. He divided philosophy into ethics, physics and logic. We will meet Stoic philosophers from their biographies and get acquainted with their way of thinking and some of their philosophical ideas. Then we will travel to Rome and learn about the Stoicism of the Roman period. We will mention some of the main Roman Stoics as Seneca, Epictetus and Marcus Aurelius. We will talk about their dogma on how to live your life and implement virtue. How not to burden yourself with unnecessary things. How to adopt the present and not keep our focus on the past or the future. We will compare Stoicism with Christianity. Many will say that religion and Philosophy cannot be compared, but we will show that they share many ideas on how to have a good life on Earth and love one another
Future of Pedagogical Relationships in Kindergarten
No full textOdnose među ljudima u odgoju i obrazovanju proučava relacijska pedagogija. Pedagoški odnos je odnos između djeteta i odgojitelja u odgojno obrazovnom kontekstu, a u ovom radu je definiran kroz različite dimenzije. Uvažavajući te dimenzije, provedeno je istraživanje anticipiranja budućnosti pedagoškog odnosa sa studentima preddiplomskog i diplomskog studija ranog i predškolskog odgoja i obrazovanja. Istraživanja budućnosti imaju vrijednost za (buduće) odgojitelje, ali i za sve sudionike odgojno-obrazovnog procesa. Istraživanje je rađeno metodom fokus grupa, na uzorku od ukupno 32 sudionika. Uočene su sličnosti u anticipiranju budućnosti pedagoškog odnosa koje studenti obje skupine planiraju ostvariti u pedagoškoj praksi. U scenarijima budućnosti najviše su promišljali o implementiranju pedagoškog autoriteta i dječjem pristajanju uz autoritet, te pedagoškom taktu, kao dimenzijama pedagoškog odnosa. Kvaliteta pedagoškog odnosa bitan je čimbenik djelotvornosti odgojno-obrazovnog procesa, te ju je potrebno aktivno kritički razmatrati, istraživati i analizirati.Human relations in education are studied by relational pedagogy. Pedagogical relation refers to a relations established between an educator and a child in an educational context, and in this paper it is determined by various dimensions. While taking those dimensions into account, research was conducted to investigate the anticipation of the pedagogical relations in the future among the students of early and preschool education on different educational levels (BA and MA levels). Futures studies have value for (future) educators, but also for all participants in the educational process. The research was conducted in focus groups with a total of 32 participants. Among both groups of students, similarities were found in their manner of anticipating the future of the pedagogical relations, which the students of both groups plan to realize in pedagogical practice. In the scenario planning of the future, they mostly thought about the implementation of pedagogical authority and children's compliance with authority, as well as pedagogical tact, as dimensions of the pedagogical relationship. The quality of the pedagogical relations is an important factor in the effectiveness of the educational process, and it is necessary to actively and critically research it
Classroom Activities with Young Learners of English as a Foreign Language
No full textUčenike mlađe školske dobi karakteriziraju razvojna ograničenja koja utječu na proces ovladavanja jezikom i povezana su s njihovom dobi, kognitivnim, jezičnim, psihičkim, emocionalnim te fizičkim razvojem. Stoga, nastavne aktivnosti koje će se koristiti u ranom učenju engleskog jezika u hrvatskim školama moraju biti u skladu s navedenim ograničenjima, ali i trenutnim mogućnostima učenika. U nastavi engleskog jezika s učenicima mlađe školske dobi preporuča se oslanjanje na model stranojezičnog razvoja kojeg je predložila Cameron (2003). Osim modela prema kojem se strani jezik poučava, važna je i atmosfera tijekom nastave koju uvelike određuje učitelj svojim ponašanjem i odabirom aktivnosti za provođenje procesa poučavanja. U ovome radu prikazano je istraživanje provedeno u 14 škola istočne Hrvatske, u kojima su promatrani nastavni sati engleskoga jezika i nastave aktivnosti koje se provode s učenicima na primarnoj razini obrazovanja, u prva četiri razreda osnovne škole. Glavni cilj istraživanja bio je odrediti koje se vrste različitih nastavnih aktivnosti koriste u radu s mlađim učenicima i koliko često, te postoje li razlike u vrstama i čestoći njihove primjene u radu s učenicima u prva dva i druga dva razreda osnovne škole. Rezultati su pokazali da učenici prvih i drugih razreda češće sudjeluju u aktivnostima u kojima imaju više kontakta s učiteljicom engleskog jezika, dok učenici trećih i četvrtih razreda više izvode aktivnosti gdje se samostalno koriste znanjem jezika i znanjem o jeziku. Također, rezultati ukazuju na probleme pri odabiru nastavnih aktivnosti koje se provode s učenicima od prvog do četvrtog razreda i otvaraju pitanje prikladnosti provođenih aktivnosti za određenu dobnu skupinu učenika. U završnom dijelu navedena su ograničenja i implikacije rada. Istraživanje koje smo proveli omogućuje uvid u zastupljenost različitih vrsta aktivnosti poučavanja engleskog jezika učenicima mlađe školske dobi u promatranim razrednim odjeljenjima te doprinosi razumijevanju razlika između poučavanja različitih dobnih skupina.Young learners are characterized by developmental limitations that affect the process of language acquisition and these are related to their age, cognitive, linguistic, psychological, emotional, and physical development. Therefore, classroom activities used with young learners in Croatian schools must be aligned with developmental constraints and learners' abilities. A model of child foreign language development proposed by Cameron (2003) is recommended in foreign language teaching to young learners. Besides the model, an important factor in early English language learning is the classroom atmosphere, which is affected by teachers’ behaviour and their choice of classroom activities. This paper presents a small-scale research study carried out in 14 schools in eastern Croatia. It was based on classroom observations of English language lessons at the primary level, in Grades 1-4. The main goal was to learn about the types of activities used in teaching young learners and their frequency. Further, the aim was to compare the type and frequency of activities used with different age groups of learners, i.e. the learners in Grades 1-2 and the learners in Grades 3-4. It was found that first and second grade pupils were involved more often in activities characterized by more contact with the teacher, while third and fourth grade pupils were involved more often in activities in which they could independently use the foreign language. Furthermore, the results point at problems related to types of classroom activities used in Grades 1-4, and challenge the appropriateness of teacher teaching choices with different age groups of young learners. The limitations and implications are presented in the final part of this paper. This study provides an insight into the types and frequencies of classroom activities used in teaching English to young learners in the observed classes and contributes to our understanding of differences in teaching different age groups of young learners
Expressing the Internal States in Young School Children's Narrative
No full textJezični se razvoj kao složen proces može promatrati i analizirati s mnogo aspekata. Jedan je od načina analiza pripovijedanja, kojom možemo dobiti mnogo informacija o jezičnog razvoju pojedinca. Ovaj rad donosi pregled teorijskih spoznaja o jezičnom razvoju djeteta, o pripovijedanju i razvoju pripovjedne sposobnosti općenito te ispitivanju dječjeg pripovijedanja. U drugom dijelu rada prikazani su rezultati istraživanja provedenog metodom korpusne analize, kojim se ispitalo izražavanje unutarnjih stanja u pripovijedanju djece mlađe školske dobi. U istraživanju je sudjelovalo 23 jednojezičnih ispitanika urednog jezičnog razvoja, prosječne dobi od 7 godina. Rezultati ukazuju na to da su u dječjim pripovjednim uzorcima najčešće izražena unutarnja stanja koja opisuju percepciju, potom emotivna stanja, mentalni glagoli i glagoli govorenja, dok nisu pronađene one riječi kojima djeca izražavaju unutarnje stanje svjesnosti.Language development is a complex process which can be observed and analyzed from several aspects. One of them is narrative analysis, which can provide a lot of information about the language development of an individual. This paper presents an overview of theoretical knowledge about the linguistic development of children, about storytelling and the development of narrative skills in general, and the examination of children's storytelling. The second part of the paper presents the results of the research conducted using the corpus analysis method, which examined the expression of internal states in the young school-age children's narrative. Twenty-three monolingual children with regular language development, average age of 7 years, participated in the research. The results indicate that in children's narrative samples, internal states that describe perception are most often expressed, followed by emotional states, mental verbs and speaking verbs, while words which children express their inner state of awareness with were not found