Repository of the Faculty of Education
Not a member yet
2112 research outputs found
Sort by
Information and Communication Technology in the Function of Lifelong Learning
No full textMan's need for learning is as old as humanity. The concept of organized education originate in ancient times, and the idea of lifelong learning originatein the middle of the twentieth century. By introducing information and communication technologies into the education system, time flexibility and even time duality have been enabled. A significant contribution is the overcoming of space constraints and enabling inclusion in education for all persons regardless of place and time. The concept of lifelong learning has provided education to all citizens who want to learn by teaching in a variety of institutions and forms, from formal, non-formal and informal. This concept has influenced the rejection of the elitist approach to education, the democratization of education, making it accessible to all, especially the introduction of information and communication technologies (ICT) in education. In addition to the above, lifelong learning arises as a need to raise the quality of life, but also the economic development of a society that is increasingly dynamic and requires learning even after formal education
Perceived Quality Educational Practice for Children at Risk of Social Exclusion and Its Relation to Teachers' Training
No full textThe benefits of high-quality Early Childhood Education and Care (ECEC) as a prerequisite and opportunity for development, especially for children and families at risk of social exclusion, are widely recognized. High-quality educational practices for children at risk of social exclusion (RSE) should be flexible and aligned with their individual needs. This study uses a national stratified random sample of 1,142 Croatian preschool teachers to examine how they perceive the quality of educational practices regarding children at RSE. Preschool teachers perceive conditions and opportunities for quality education of children at RSE in ECEC by providing activities that promote diversity, building partnerships with parents, and children's development and learning. Perceived conditions and opportunities for children with RSE were related to teachers' formal education level: their master's degree and prior participation in training on developmentally appropriate practices for children with RSE. Only one-fifth of the teachers had recently participated in in- service training on children with RSE, indicating the need for high-quality teacher in-service training to acquire skills to support this group of children and their parents. Teacher in-service training can improve the perception of better conditions and opportunities for quality pedagogical practice that addresses the individual needs of each child at risk of social exclusion
Spontaneous games in urban and rural areas
No full textKroz rad je obrađena tematika vezana uz spontane igre u ruralnim i urbanima sredinama. Na osnovi dostupne literature definirana je problematika različitosti spontane igre u dvjema različitim sredinama. Igra je poseban način poznavanja emocija te omogućava razvoj kontrole ponašanja. Igre i igračke nose obilježje kulture i posjeduju kulturu. Igračka je materijalni čimbenik igre, potječe iz vremena kada je čovjek počeo ostavljati svoje tragove na zidovima špilje. Oduvijek su imali socijalni karakter i funkciju. Lutke su rađene za djevojčice, a lukovi i strijele za dječake. Igra kao igračka osnova je djetetovog rasta, moćno sredstvo odgoja i obrazovanja. Cilj igre je da ljudi nauče o dječjim pravima i da ih poštuju kako bi zaštitili djecu od svih oblika nasilja.Tihe paper deals with topics related to spontaneous games in rural and urban areas. Based on the available literature, the issue of the diversity of spontaneous play in two different environments is defined. The game is a special way of knowing emotions, the game enables the development of behavioral control. Games and toys carry the hallmark of culture and possess culture. The toy is a material factor of the game, dating back to the time when man began to leave his marks on the cave walls. They have always had a social character and function. Dolls are made for girls, and bows and arrows for boys. Play as a toy is the basis of a child's growth, a powerful means of upbringing and education. The aim of the game is for people to learn about children's rights and to respect them in order to protect children from all forms of violence
Language learning strategies and the learner's ability to imitate the intonation of simple sentences in English in the fourth grade of primary school
No full textNekoliko je istraživanja provedeno na temu strategija učenja jezika nakon utjecajnih radova Rubina i Sterna objavljenih 1975. godine. Međutim, koncept strategija učenja još uvijek je nejasan i stvara nedoumice među znanstvenicima. Unatoč tome, populacija koja se bavi pitanjima odgoja i obrazovanja sve više pokazuje zanimanje za strategije učenja, koje se smatraju značajnim pomagalom u procesu učenja. Kako bi se ispunio glavni cilj učenja jezika, komunikacijska kompetencija, potrebno je savladati četiri jezične vještine: slušanje, čitanje, pričanje i pisanje. Govor je prozodijska vještina i posjeduje vrlo važnu ulogu u komunikaciji. Stoga je primarni cilj učitelja pomoći učenicima u uspješnom uspostavljanju komunikacije na engleskom jeziku. Izgovor ima ključnu ulogu u uspješnoj komunikaciji. Iz tog razloga bi trebalo poticati usvajanje dobrog izgovora, a time i učenje intonacije i naglašavanja riječi. Jedan od pristupa učenju i poučavanju izgovora i intonacije je oponašanje. Ono se često koristi kao metoda učenja u ranoj školskoj dobi jer je na temelju istraživanja dokazano kako je ta dob ključna za usvajanje izgovora. Učenje imitiranjem potiče učenike na vježbe govora i zainteresiranost učenika za izloženost prirodnim konturama govora (izvornom govoru). Oponašanje intonacije jednostavne rečenice na engleskom jeziku jedan je od ishoda u četvrtom razredu osnovne škole u Hrvatskoj. Stoga je cilj ovog istraživanja ustanoviti postoji li ikakva naznaka o značajnoj vezi između upotrebe strategija učenja i sposobnosti oponašanja intonacije jednostavne rečenice na engleskom jeziku. Prvi dio ovog empirijskog istraživanja slučaja sastoji se od teorijske osnove unutar koje se nalaze objašnjenja važnih izraza i zapažanja prijašnjih istraživanja. Drugi dio se sastoji od detaljnog objašnjenja metodologije istraživanja, rezultata istraživanja nakon obrade podataka te rasprave o istraživačkim problemima. Naposljetku, istraživanje je pokazalo da ne postoji naznaka o postojanju značajne veze između strategija učenja i sposobnosti oponašanja intonacije rečenice na engleskom jeziku. Nadalje, na temelju smanjenog uzorka otkriveno je da učenici općenito posežu direktnim strategijama učenja. Osvrnuvši se na šest glavnih skupina strategija učenja, učenici na temelju vlastitih izjava, najviše koriste metakognitivne strategije učenja, a afektivne strategije najmanje. U odnosu na oponašanje intonacije, utvrđeno je da tri određena učenika posjeduju osnovno znanje o intonaciji te o gramatičkoj funkciji i funkciji stava kao funkcijama intonacije te su bili djelomično uspješni u oponašanju intonacije.Since the influential work of Rubin and Stern in 1975, numerous studies have been conducted on language learning strategies. However, the concept of language learning strategies remains vague and often causes confusion. Despite that, language learning strategies are increasingly garnering interest in education since learning strategies are considered to be a powerful learning tool. The essence of learning strategies is the learner’s active self-involvement, and to achieve its primary objective of communicative competence, one must master the four language skills: listening, reading, speaking and writing. Specifically, speaking is a prosodic skill and plays the most significant part in communication. Therefore, the main goal of teachers is to help learners become successful in English communication, and pronunciation is vital for successful communication but often neglected. For that reason, pronunciation learning should be encouraged, with stress and intonation as vital prosodic components. One approach to learning pronunciation and intonation is imitation, which is greatly encouraged in young learners as the preschool and primary school years are crucial for pronunciation acquisition. Learning by imitation encourages speaking practices and learners’ immersion in the naturalistic speech contours. Intonation imitation of a simple sentence is one of the outcomes in the fourth grade of primary school in Croatia. Therefore, this research aimed to establish any indication of a significant relationship between the students’ use of language learning strategies and their ability to imitate the intonation of a simple English sentence spoken by a native speaker. The first part of this case-based empirical research comprises an overview of the theoretical basis with deeper explanations of the topics mentioned based on the prior findings. The description of the methodology, a summary of the results, and a discussion compose the second part of the research. As a result, the study found no indication of a significant relationship between language learning strategy use and the ability to imitate the intonation of an English sentence and refuted the initial hypothesis. It was further discovered based on the subsample that the students generally prefer using direct learning strategies and specifically report using metacognitive strategies the most and affective strategies the least. Concerning intonation imitation, it was found that the three selected students have the basic knowledge of intonation and its grammatical and attitudinal functions and were semi-successful in intonation imitation
Characteristics of colloquial language in students school assignments
No full textPisanje je školskih zadaća i radova jedna od obveznih aktivnosti u nastavi jezika, stoga učenici vježbaju pisano izražavanje gotovo od samoga početka svojega školovanja. No kao i u svemu, i u toj se aktivnosti može pronaći podosta pogrešaka. Naglasak je ovoga diplomskog rada na uočavanju korištenja razgovornog jezika i njegovih obilježja u školskim zadaćama učenika te njihovoj vrsti i zastupljenosti. Istraživački korpus čine učenički radovi prikupljeni iz triju škola Osječko-baranjske županije. Nastavnice su omogućile uvid u pisane radove svojih učenika viših razreda osnovne škole te se proučavanjem tih radova došlo do traženih podataka. Cilj je istraživanja ovoga diplomskog rada bio utvrditi pojavljuju li se obilježja razgovornog jezika u školskim zadaćama učenika, koja se obilježja najčešće pojavljuju te na kojoj su normativnoj razini najveća odstupanja. Analizom korpusa učeničkih radova utvrđeno je da su obilježja razgovornog jezika u velikoj mjeri prisutna u školskim zadaćama učenika te da učenici upotrebljavaju žargon u pisanom izražavanju, a da su najveća odstupanja na sintaktičkoj, pravopisnoj i leksičkoj razini.Activities related to written discourse are part of teaching and learning a language, therefore pupils practice writing almost from the beginning of their schooling. But, of course, many mistakes can be found. The purpose of this paper is to recognize the use of conversational language in the pupils’ written discourse and the amount and kind of mistakes pupils make. The sample used for research was collected from three different schools in Osječko-baranjska county. The teachers provided insight into compositions written by their pupils in upper grades of Primary Education and the data was acquired for the research corpus. The aim of the research was to determine if the conversational language can be found in pupils’ written compositions, which features are the most common and on which normative level can the biggest deviations be found. By analyzing the research corpus, it was determined that the features of conversational language are greatly present in pupils’ written discourse, that the pupils use jargon a lot, and that syntactic, spelling, and lexical normative levels have the largest deviations from the norm
Ecology workshops in kindergarten regarding the World Soil Day, December 5th
No full textNeobnovljiv prirodni resurs, tanki dio koji se nalazi između litosfere i najznačajniji dio okoliša je tlo. Što je zajedničko brojnim vinogradima koji su raspršeni diljem krajolika, industrijskih lokacija i odlagališta otpada? U prisutnosti kemikalija. Tlo na kojem prerađujemo hranu i imanja na kojima gradimo domove, zasigurno su zagađena različitim tvarima poput teških metala, organskih onečišćujućih tvari i mikroplastike. Štetne tvari su široko raširene, nalaze se na zemlji ali i u tlu. Svi bi smo se trebali zapitati na koji način mi možemo riješiti ovaj problem i svesti ga na najmanju moguću mjeru. Ključnu ulogu u razvoju ekološke svijesti o zagađenosti tla imaju obitelj i odgojno-obrazovne ustanove gdje djeca provode veliki dio svog vremena. Odgojitelji i roditelji svojim primjerom trebaju pokazati kako se odgovorno ponašati prema zajednici i okolišu u kojem se nalazimo. Prvenstveno se odrasli moraju educirati, proučavati i usavršavati, te ih svojim primjerom motivirati i kroz različite kreativne aktivnosti djeci pokazati kako bi voljeli da se i oni ponašaju. U odgojno – obrazovnoj teoriji ali i praksi ekološki odgoj relevantan je i potreban, ali ne samo u kontekstu čovjeka i prirode, nego i u području međuljudskih odnosa. Potrebno je redovito provoditi ekološke radionice za roditelje, odgajatelje i djecu, kako bi svi bili upoznati s novonastalim situacijama u svijetu ekologije. Dijete predškolske dobi pokazuje unutarnju motivaciju za upoznavanjem i istraživanjem svoje okoline i pronalazi zanimljive poticaje iz prirodnog okoliša. Velika vjerojatnost je da će ta ista djeca svoja znanja prenositi na svoju potomke i lokalnu zajednicu i na taj način stvarati mrežu ljudi koja će zajedno činiti pozitivne promjene. Na kraju završnog rada opisano je nekoliko primjera aktivnosti koje se mogu provesti u odgojno-obrazovnim ustanovama, a cilj je potaknuti ekološku svijest djece.A non-renewable natural resource, the thin part between the lithosphere and the most important part of the environment is the soil. What do the numerous vineyards scattered across the landscape, industrial sites and landfills have in common? In the presence of chemicals. The soil in which we grow our food and the properties on which we build our homes are surely polluted by various substances such as heavy metals, organic pollutants and microplastics. Harmful substances are widely distributed, they are found on the ground and in the soil. We should all ask ourselves how we can solve this problem and minimize it. The family and educational institutions where children spend a large part of their time play a key role in the development of environmental awareness about soil pollution. Educators and parents should show by example how to behave responsibly towards the community and the environment in which we find ourselves. Primarily, adults must educate, study and improve themselves, and motivate them by their example and show children through various creative activities how they would like them to behave. In educational theory and practice, ecological education is relevant and necessary, but not only in the context of man and nature, but also in the field of interpersonal relations. It is necessary to conduct regular ecological workshops for parents, educators and children, so that everyone is familiar with the newly emerging situations in the world of ecology. A child of preschool age shows an inner motivation to get to know and explore his surroundings and finds interesting stimuli from the natural environment. There is a high probability that these same children will pass on their knowledge to their descendants and the local community, thus creating a network of people who will make positive changes together. At the end of the final paper, several workshops are described that can be carried out in educational institutions, the goal of which is to encourage children's environmental awareness
Visualization of the Sound of Musical Instruments Through Children's Artistic Expression
No full textU ovom radu će se obuhvatiti umjetnička područja glazbene i likovne umjetnosti u kontekstu utjecaja na razvoj djeteta rane i predškolske dobi. Cilj rada je prije svega prikazati na koji način će se djeca likovno izraziti u odnosu na auditivni poticaj dvaju različitih glazbenih instrumenata. Rad je podijeljen na teorijski i praktični dio. Teorijski dio se temelji na definicijama umjetnosti, likovnosti i glazbe, također, prikazan je utjecaj glazbe na dječji život i razvoj, zatim se prikazuje likovni utjecaj na razvoj djeteta te koje se sve tehnike i aktivnosti koriste kako bi se postigao cilj pozitivnog utjecaja likovne umjetnosti na razvoj djeteta. U drugom dijelu rada prikazano je istraživanje utjecaja glazbe, točnije harfe i trube na dječje promišljanje kroz likovno stvaralaštvo, tj. utjecaj glazbe na likovni izraz djeteta, odnosno hoće li karakter zvuka određenog instrumenta utjecati na izbor boja, likovne tehnike i sadržaj crteža djeteta.This paper will cover the artistic fields of music and fine arts in the context of the influence on the development of children of early and preschool age. The goal of the work is first of all to show how children will express themselves artistically in relation to the auditory stimulus of two different musical instruments. The paper is divided into a theoretical and a practical part. The theoretical part is based on the definitions of art, visual arts and music, also, the influence of music on children's life and development is shown, then the visual influence on child development is shown, and what techniques and activities are used to achieve the goal of the positive influence of visual arts on child development. In the second part of the paper, research is presented on the influence of music, more precisely the harp and trumpet, on children's reflection through art, i.e. the influence of music on the artistic expression of a child, i.e. whether the character of the sound of a certain instrument will affect the choice of colors, art techniques and the content of the child's drawings
The role of language games in early and preschool children
No full textNajveću ulogu u razvoju jezika imaju roditelji, djeca u najranijoj dobi provode svoje vrijeme s roditeljima i bliskim osobama. U ovom radu riječ je o važnosti primjene jezičnih igara već u najranijoj dobi, kao i njihov utjecaj na razvoj govorno-jezičnih sposobnosti. Osnovni cilj rada pregled je dostupne literature o ulozi jezičnih igara i važnosti kako bi se pravilno usvojio jezik kod djece rane i predškolske dobi. Istraživačko pitanje završnog rada je: „Kako djeci olakšati razvoj jezičnih sposobnosti pomoću jezičnih igara?“ Glavna hipoteza istraživanja - kako odgojitelji/ce provode jezične igre u svojim vrtićkim skupinama i koliko smatraju da su jezične igre korisne u razvoju čitalačkih i pismenih vještina. Pored ove hipoteze ispitana je procjena odgojitelja/ica o emocijama koje djeca doživljavaju tijekom i nakon sudjelovanja u jezičnim igrama. Rad se sastoji od šest cjelina o kojima će biti riječi u uvodnom dijelu rada.Parents play the biggest role in language development, children spend their time with their parents and close people at an early age. This paper is about the importance of using language games at an early age, as well as their influence on the development of speech and language abilities. The main goal of the work is to review the available literature on the role of language games and their importance in order to properly acquire language in children of early and preschool age. The research question of the final paper is: "How to facilitate children's development of language abilities using language games?" The main hypothesis oft he research – how educator implement language game sin their kindergarten groups and how useful they think language games are int he development of rading and writing skills. In addition to this hypothesis, the teacher's assessment oft he emotions experienced by children during and after participatin in language games was examined. The paper consists of six units, which will be discussed int he introductory part of the paper
The influence of educators in the educational environment in the educational group
No full textPromjene koje donosi moderno doba stavljaju naglasak na pozitivno vrtićko okruženje koje će biti usmjereno zadovoljstvu i cjelovitom razvoju djeteta. Važnost se posebno pridaje stvaranju okruženja gdje će dijete moći iskoristiti i prikazati svoje mogućnosti, iskazati pozitivne emocije, družiti se sa svojim vršnjacima, a opet da to okruženje nudi mogućnost promjena u prostoru te razvoja socijalnih ponašanja. Pozitivno vrtićko okruženje predstavlja važan aspekt kako bi dijete u konačnici stvorilo dobru sliku o sebi, kako bi bilo samopouzdano te kako bi razvilo kompetencije koje će mu biti prijeko potrebne u daljnjem životu i razvoju. U sve to ubraja se kulturadječjeg vrtića, koja kao takva usmjerava ustanovu ranog i predškolskog odgoja i obrazovanja da se odgojno-obrazovni proces obavlja na način u kojemu će se dijete staviti u središte pozornosti,da mu se dopušta da izrazi svoje želje i interese uz pomoć odgojitelja koji su tu kako bi potaknuli dijete na izbor između ponuđenih aktivnosti u pripremljenom okruženju. Ustanove ranog i predškolskog odgoja i obrazovanja sve više koriste „otvoreni sustav“ u kojemu će pomoću raznih suradnji s lokalnom zajednicom i raznim udrugama razviti i unaprijediti te prikazati svoj rad. Komunikacijski odnosi između odgojitelja i djeteta, odgojitelja i roditelja te odgojitelja i stručnih suradnika važni su u djetetovu cjelovitom razvoju. Prikazujući ulogu i stil rada odgojitelja te njegove kompetencije dolazi se do spoznaje da su odgojitelji osobe koje bi se osim na formalno obrazovanje trebali osloniti i na neformalno obrazovanje kako bi u konačnici bili što bolji u svom radu.The changes brought by the modern age place an emphasis on a positive kindergarten environment that will be aimed at the satisfaction and complete development of the child. Special importance is attached to the creation of an environment in which the child will be able to use and show his abilities, express positive emotions, socialize with his peers, and that this environment offers the possibility of changes in space and the development of social behaviors. A positive kindergarten environment is very important in order for the child to ultimately create a good self-image, to be self-confident and to develop competencies that will be very necessary in his further life and development. All of this includes the culture of the kindergarten, which directs the institutions of early and preschool education so that the educational process takes place in such a way that the child is the one in the center of attention, that he is allowed to express his own wishes and interests with the help of a teacher who is only there to encourage the child to choose between the activities offered in the prepared environment. Institutions of early and preschool upbringing and education are using more and more the "open system" in which, through various collaborations with the local community and various associations, they will develop and improve and present their work. Communication relationships between educators and children, educators and parents, educators and professional associates they are important in the child’s overall development. Showing the role and style of work of educators andt heir competences, we come to the realization that educators are people who, in addition to formal education, should also rely on informal education in order to ultimately be as good as possible in their work
Encouraging Language Development Through Storytelling
No full textCilj ovoga rada jest nizom osmišljenih aktivnosti prikazati važnost pripovijedanja za jezični razvoj. Za dječji jezični razvoj, među ostalim, potrebna je i uporaba i izloženost svakodnevnoj komunikaciji. Za kvalitetno i djeci zanimljivo usvajanje jezika, ali i opismenjavanje, nužno je osigurati poticajnu sredinu te pristup bajkama i slikovnicama. Čitanjem bajki i slikovnica doprinosimo, ne samo razvoju govora, nego i cjelokupnom razvoju djeteta. Osim čitanja bajki, kao izvrstan poticaj jezičnom razvoju pokazala se i metoda pripovijedanja. Pripovijedanjem se ostvaruje kontakt očima te možemo pratiti reakcije djeteta čime stvaramo čvrstu emocionalnu vezu. Pripovijedanje utječe na mnogo segmenata dječjeg razvoja, kao što su razvoj mašte i kreativnosti, razvoj percepcije, pažnje i koncentracije, svakako razvoj govora, ali i povećanje bliskosti. Roditelji i odgojitelji djetetovi su uzori i modaliteti djetetova ponašanja stoga je bitno djetetu od najranije dobi stvarati naviku čitanja i pripovijedanja.The purpose of this paper is to show the importance of storytelling for language development through a series of designed activities. Language development requires, among other things, the use and exposure to everyday communication. For quality, and to children interesting, language acquisition, and also literacy, it is necessary to provide a stimulating environment and access to fairy tales and picture books. By reading the already said literature, we contribute not only to speech development, but also to the overall development of the child. Beside reading fairy tales, it is also important to tell them. Storytelling makes eye contact and we can monitor the reactions of a child, which help us to create a strong emotional connection. Storytelling affects many segments of children's development, such as the development of imagination and creativity, the development of perception, attention and concentration, certainly the development of speech, but also the increase of closeness. Parents and preschool teachers are the child's role models and modalities of the child's behavior, so it is important to create a habit of reading and storytelling for the child from an early age