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I PRESTITI NEL LINGUAGGIO ITALIANO DELLA MODA
No full textLa tesi finale I prestiti nel linguaggio italiano della moda affronta i prestiti nel linguaggio della moda in italiano visto che si tratta di uno dei settori significativamente segnati dall’influenza delle lingue straniere. Dopo la parte introduttiva, nella parte teorica si riporta la definizione del prestito linguistico e le sue principali caratteristiche e suddivisioni, mettendo l’enfasi sulle riviste di moda come la fonte migliore dei prestiti. Nella parte pratica, analizzando i prestiti linguistici più comuni nel linguaggio contemporaneo della moda, si è giunti alla conclusione che tra 79 prestiti analizzati, ben 52 sono anglicismi e solo 18 francesismi, confermando che la lingua inglese è la più rappresentata in questo campo. Abbiamo visto che nel linguaggio italiano della moda ci sono anche parole provenienti da altre lingue, cioè non solo dall'inglese e dal francese, ma sono in minoranza. Alla fine, si può affermare che la moda è in realtà il miglior indicatore dell'influenza delle lingue straniere in una determinata lingua e di come varie lingue funzionano molto bene insieme.The final thesis I prestiti nel linguaggio italiano della moda deals with loanwords in the language of fashion as one of the largest fields in which they are most numerous. After the introduction, in the theoretical part we define a loanword and its main features and subdivisions, placing a great emphasis is placed on fashion magazines as the best source of loanwords. In the practical part, by analyzing the most common loanwords in the contemporary Italian language of fashion, we see that out of 79 analyzed loanwords, as many as 52 are English words in relation to only 18 French words, which confirms that the English language is the most represented in this sector. Furthermore, in the Italian language of fashion there are also words from other languages, not only from English and French, but they are in the minority. Finally, we have come to the conclusion that fashion is actually the best indicator of the influence of foreign languages in a certain language and how various languages can function very well together
MYTHOS KASPAR HAUSER IN TEXT UND FILM
No full textAuftauchen in Nürnberg im Jahr 1828 Wissenschaftler, Künstler und die Öffentlichkeit fasziniert. Viele Bürger waren von diesem mysteriösen Fall und Hausers unbekannter Herkunft fasziniert. Georg Friedrich Daumer und Anselm von Feuerbach, zwei Zeitgenossen Hausers, interessierten sich jedoch am meisten für Hausers mysteriösen Fall und beteiligten sich aktiv an dessen Erforschung. Etwa 150 Jahre später studierte der deutsche Regisseur Werner Herzog ihre Schriften und drehte auf dieser Grundlage einen Film über den Fall Kaspar Hauser: Jeder für sich und Gott gegen alle (1974) mit dem Hauptdarsteller Bruno S. Ziel dieser Arbeit ist es, in den Mythos von Kaspar Hauser einzutauchen und die komplexen Themen der menschlichen Natur, des sozialen Einflusses und der anhaltenden Anziehungskraft von Hausers Geschichte anhand zeitgenössischer Texte und filmischer Darstellungen zu untersuchen, wobei die Werke von Anselm von Feuerbach und Georg Friedrich Daumer sowie Herzogs Film als Hauptquelle dienen. Die Mythentheorie des französischen Soziologen Roland Barthes dient als Referenzrahmen.The enigmatic figure of the so-called ‘wild child’ Kaspar Hauser has fascinated scientists, artists and the public since his sudden appearance in Nuremberg in 1828. Many citizens were intrigued by this mysterious case and Hauser's unknown origins. However, Georg Friedrich Daumer and Anselm von Feuerbach, two contemporaries of Hauser, were most interested in Hauser's mysterious case and actively participated in its research. Some 150 years later, German director Werner Herzog studied their writings and based on them made a film about the Kaspar Hauser case: Jeder für sich und Gott gegen alle (1974), starring Bruno S. The aim of this work is to delve into the myth of Kaspar Hauser and explore the complex themes of human nature, social influence and the enduring appeal of Hauser's story through contemporary texts and cinematic representations, using the works of Anselm von Feuerbach and Georg Friedrich Daumer and Herzog's film as primary sources. The myth theory of the French sociologist Roland Barthes serves as a theoretical framework
STAVOVI RODITELJA O VAŽNOSTI GLAZBENO POTICAJNE SREDINE ZA RAZVOJ DJECE JASLIČKE DOBI
No full textStavovi roditelja o važnosti glazbeno poticajne sredine za razvoj djece jasličke dobi predstavljaju važan aspekt u razumijevanju utjecaja glazbe na malu djecu. Roditelji sve više prepoznaju važnost glazbe u životima svoje djece od najranije dobi, što potvrđuje rastući interes za glazbenim aktivnostima u jaslicama i obrazovnim ustanovama. Glazbeno poticajna okolina u jaslicama može uključivati različite elemente poput redovitog izlaganja glazbi, pjevanja, sviranja instrumenata te korištenja glazbe kao sredstva za umirivanje i podsticanje djetetova razvoja. Roditelji smatraju da takva okolina pridonosi razvoju sluha, koordinacije, jezičnih sposobnostim, te emocionalnog izražavanja kod njihove djece. Kvalitetni glazbeni programi u jaslicama ne samo da potiču djetetovu kreativnost i izražavanje, već i pružaju platformu za socijalnu interakciju i razumijevanje kulture. Stavovi roditelja o ovim programima često se temelje na osobnom iskustvu i vidljivim rezultatima u djetetovom napretku. Stoga, pozitivni stavovi roditelja o glazbeno poticajnoj sredini u jaslicama reflektiraju rastuću svijest o važnosti glazbe u ranoj dječjoj dobi i njezinom dugoročnom utjecaju na cjelokupni razvoj djeteta.Parents' attitudes regarding the importance of a music-enriched environment for the development of children in daycare represent a crucial aspect in understanding the impact of music on young children. Parents increasingly recognize the importance of music in their children's lives from early childhood, evidenced by growing interest in musical activities in daycares and similar institutions. A music-enriched environment in daycares may include various elements such as regular exposure to music, singing, playing instruments, and using music as a means to calm and stimulate children's development. Parents believe that such an environment contributes to the development of hearing, coordination, language skills, and emotional expression in their children. High-quality music programs in daycares not only foster children's creativity and expression but also provide a platform for social interaction and cultural understanding. Parents' attitudes towards these programs often stem from personal experience and visible results in their children's progress. In summary, parents' positive attitudes towards music-enriched environments in daycares reflect a growing awareness of the importance of music in early childhood and its long-term impact on overall child development
SUSTAV OBRAZOVNE PODRŠKE ZA SLIJEPE I SLABOVIDNE OSOBE: STUDIJA SLUČAJA
No full textVid je osjetilo koje igra važnu ulogu u svim sferama života, pa tako i obrazovanju. Oštećenja vida obuhvaćaju niz etioloških čimbenika, stupnjeva oštećenja te razvoj različitih sposobnosti korištenja ostatka vida. Razlikuju se sljepoća i slabovidnost, a specifičnosti svakog oštećenja vida predstavljaju različite izazove za organizacijsku, tehnološku i pedagošku podršku. Zakonski okviri i aktualna istraživanja podržavaju inkluzivni pristup u obrazovanju i mogućnost integracije slijepih i slabovidnih u redovni obrazovni sustav. Ovaj rad istražuje dostupnost obrazovnih materijala, suradnju škola s edukacijsko-rehabilitacijskim stručnjacima i podršku pruženu osoba s oštećenjem vida te analizira područja prakse koja zahtijevaju poboljšanja. Kroz višestruku studiju slučaja pruža se detaljan uvid u sustav podrške za slijepe i slabovidne. Sudionici istraživanja bile su dvije djelatnice Županijske udruge slijepih Split, edukacijska rehabilitatorica iz Odjela integracije COO „Vinko Bek“ u Splitu, srednjoškolski učenik i njegova majka, članica Udruge sa završenim osnovnoškolskim i srednjoškolskim obrazovanjem u Centru za odgoj i obrazovanje „Vinko Bek“ te korisnica programa Psihosocijalne rehabilitacije u Centru u Zagrebu. Provedeni su polustrukturirani intervjui u svrhu prikupljanja podataka, a tematska analiza u svrhu interpretacije rezultata. Rezultati istraživanja pokazali su da osobe s oštećenjem vida imaju sustav psihosocijalne, kognitivne, tehnološke i programske podrške u obrazovanju i svakodnevnom funkcioniranju. Unatoč preprekama s kojima se susreću, značajnu ulogu u obrazovnoj podršci imaju roditelji, nastavnici, edukacijski rehabilitatori, vršnjaci i udruge. Kao krucijalan element kvalitetne podrške istaklo se partnerstvo svih sudionika odgojno-obrazovnog procesa.Sight is a sense that plays an important role in all spheres of life, including education. Visual impairments include a number of etiological factors, degrees of damage, and the development of different abilities in the use of the remaining vision. Blindness and low vision are differentiated, and the specifics of each visual impairment present different challenges for organizational, technological and pedagogical support. Legal frameworks and current research support an inclusive approach in education and the possibility of integrating the blind and visually impaired into the regular education system. This paper investigates the availability of educational materials, the cooperation of schools with educational rehabilitators and the support provided to people with visual impairments, and analyzes areas of practice that require improvement. Through a multiple case study, a detailed insight into the support system for the blind and visually impaired is provided. The research participants were two employees of the Association of the Blind in Split, an educational rehabilitator from the Integration Department of COO “Vinko Bek” in Split, a high school student and his mother, a member of the Association with completed elementary and high school education in the “Vinko Bek” Education Center, and a beneficiary of the Psychosocial rehabilitation program in the Centre in Zagreb. Semi-structured interviews were conducted for the purpose of data collection, and thematic analysis was conducted for interpreting the results. The research results showed that visually impaired people have a system of psychosocial, cognitive, technological and program support in education and daily functioning. Despite the obstacles they face, it is evident that parents, teachers, educational rehabilitators, peers and associations play a significant role in educational support. The partnership of all participants in the educational process was highlighted as a crucial element of quality support
NURSERY RHYMES IN THE CONTEXT OF THE HOLISTIC DEVELOPMENT OF EARLY AND PRESCHOOL AGE CHILD
No full textUz obitelj, odgajatelj ima ključnu ulogu u prepoznavanju i razvijanju djetetovih
glazbenih sposobnosti i ukusa. Glazba, integrirana u igru, najprirodniju i najpotrebniju
dječju aktivnost, pruža najbolje mogućnosti za upoznavanje s glazbom. Djeca isprva
pasivno doživljavaju glazbu, no s vremenom aktivno sudjeluju u pjevanju, sviranju,
glazbeno pokretnim igrama i slušanju glazbe, što su osnovna sredstva glazbenog odgoja
i bitna za dječji razvoj. Ovaj rad ističe kako b rojalice u ranom dječjem razvoju doprinose
cjelovitom razvoju djeteta, s posebnim naglaskom na jezično govorni razvoj. Brojalice
potiču jezičnu kreativnost i govornu ekspresiju, čime se olakšava cjelokupan razvoj
djeteta. Odgajatelji bi trebali brojalice r edovito integrirati u obrazovne aktivnosti kako
bi maksimalno iskoristili njihove prednosti za poticanje dječjeg razvoja. Ritmične i lako
pamtljive, omogućuju djeci da kroz ponavljanje stihova razvijaju osjećaj za ritam,
koordinaciju i jezične vještine. Ta kođer, pomažu u razvoju socijalnih vještina jer se
često izvode u grupi, potičući suradnju, dijeljenje i zajedničku aktivnost. Korištenje
brojalica u različitim situacijama pruža djeci raznolike mogućnosti za razvoj,
istovremeno potičući njihov kognitivni, emocionalni i fizički razvoj.Alongside the family, educators play a key role in recognizing and developing a child's musical abilities and tastes. Music, integrated into play—the most natural and essential activity for children - provides the best opportunities for becoming acquainted
with music music. Initially, children experience music passively, but over time, they actively participate in singing, playing instruments, music-movement games, and listening to music, which are fundamental tools for musical education and essential for child development.
This paper explores how nursery rhymes contribute to the holistic development of children in early childhood, with a particular emphasis on language and speech development. Nursery rhymes stimulate linguistic creativity and verbal expression, facilitating overall child development. Educators should regularly integrate nursery rhymes into educational activities to maximize their benefits for promoting children's development. Rhythmic and easy to remember, nursery rhymes enable children to develop a sense of rhythm, coordination, and language skills through repetition. They also aid in the development of social skills, as they are often performed in groups, encouraging cooperation, sharing, and collective activity. The use of nursery rhymes in various situations provides children with diverse opportunities for development, simultaneously fostering their cognitive, emotional, and physical growth
EROS AND THANATOS IN ANTUN BRANKO ŠIMIĆ' S POETRY
No full textAntun Branko Šimić spada među najistaknutije predstavnike hrvatskoga književnoga
ekspresionizma. Djelovao je u skladu s duhom europskoga ekspresionizma, ali njegovo se djelo
smatra izuzetno izvornim. Zastupao je misao o umjetnosti koja treba biti oslobođena bilo kakvih
estetskih konvencija, zrcaliti subjektivnu zbilju te pobuditi osjećaje. U hrvatsku je književnost
revolucionarno uveo slobodni stih. U ovome radu promotrit će se njegov lirski opus prožet erosom
i thanatosom koji svoje izvorište nalaze u psihoanalitičkoj teoriji, a predstavljaju temeljne motive
Šimićeva stvaralaštva. U opusu s motivima erosa analizirat će se pjesme Mrtva ljubav, Tužaljka,
Kada sam s tobom, životinja sav sam... koje tematiziraju ljubavni krah, kozmičku i erotsku ljubav.
U opusu s motivima thanatosa analizirat će se pjesme Mrtvo bit će sve..., Ukop druga, Tijelo i mi
koje odražavaju rezignirani pristup smrti, iskustvo smrti drugoga te promišljanja o vlastitoj
smrtnosti. Oblikujući svoj pjesnički svijet, Šimić je iskazao vlastita stanja duha i percepcije ljubavi
i smrti koje svoje polazište nalaze i u životnim prilikama i religijskim uvjerenjima.Antun Branko Šimić is counted among the most distinguished representatives of Croatian
literary expressionism. He worked in line with the spirit of European expressionism, yet his work
is considered exceptionally original. He advocated for art to be free from any aesthetic conventions,
reflecting subjective reality and evoking emotions. Šimić was revolutionary in introducing free
verse into Croatian literature. This thesis will examine his lyrical opus imbued with Eros and
Thanatos, which find their origins in psychoanalytic theory and represent some of the fundamental
motifs of Šimić's work. In the corpus dealing with themes of Eros, poems such as Mrtva ljubav,
Tužaljka, Kada sam s tobom, životinja sav sam... will be analyzed, highlighting themes of romantic
downfall, cosmic and erotic love. In the corpus with themes of Thanatos poems such as Mrtvo bit
će sve..., Ukop druga, Tijelo i mi will be analyzed, reflecting a resigned approach to death, the
experience of another's death and reflection on one's own mortality. Through shaping his poetic
world, Šimić expressed his own states of mind and perceptions of love and death, which are rooted
in both life circumstances and religious beliefs
DESIGN IN LOWER GRADES OF PRIMARY SCHOOL
No full textCilj ovoga rada bio je ispitati stavove učitelja/ica i učenika/ica prema dizajnu u nastavi likovne kulture u nižim razredima osnovne škole. U istraživanju je sudjelovalo 160 ispitanika od toga 70 učenika/ica četvrtoga razreda osnovne škole i 90 učitelja/ica iz Splitsko-dalmatinske županije.
Rezultati pokazuju kako većina učitelja/ica voli izvoditi nastavne jedinice iz područja dizajna te prednost daju grafičkom dizajnu kroz kombinirane likovne tehnike. Iako vole izvoditi nastavu iz područja dizajna, učitelji/ice s učenicima ne dizajniraju često. Kao najveći problem tijekom izvođenja nastavnih jedinica iz područja dizajna učitelji/ice vide nedostatak vremena za pripremu i provođenje nastave. Nešto više od polovice ispitanih učitelja/ica misli da imaju dovoljno znanja za izvođenje nastave iz područja dizajna. Rezultati pokazuju da učitelji/ice smatraju da dizajn potiče maštovitost i kreativnost kod učenika/ica te da je promicanje estetskog osjećaja za dizajn od iznimne važnosti. Također smatraju da je likovnu kulturu kroz dizajn moguće povezati s ostalim nastavnim predmetima. Što se tiče istraživanja s učenicima/icama, rezultati su pokazali da učenici/ice vole dizajnirati na nastavi likovne kulture te da bi to voljeli/le češće raditi. Najviše učenika/ica preferira grafički dizajn i to kroz crtačke tehnike. Pokazalo se kako većina učenika/ica u slobodno vrijeme povremeno dizajnira, a smatraju da im to potiče kreativnost i maštovitost.The aim of this work was to examine the attitudes of teachers and students towards design in art classes in the lower grades of elementary school. 160 respondents participated in the research, of which 70 were students of the fourth grade of primary school and 90 were teachers from the Split-Dalmatia County.
The results show that the majority of teachers like to conduct teaching units in the field of design and give preference to graphic design through combined art techniques. Although they love to teach design, teachers don't often design with their students. Teachers see the lack of time to prepare and conduct lessons as the biggest problem during the delivery of teaching units in the field of design. A little more than half of the teachers surveyed think they have enough knowledge to teach design. The results show that teachers believe that design stimulates imagination and creativity in students and that promoting an aesthetic sense of design is of utmost importance. They also believe that it is possible to connect art culture with other subjects through design. As for research with students, the results showed that students like to design in art classes and that they would like to do it more often. Most students prefer graphic design through drawing techniques. It has been shown that most of the students occasionally design in their free time, and they believe that this stimulates their creativity and imagination
ISTRAŽIVAČKE AKTIVNOSTI DJECE RANE I PREDŠKOLSKE DOBI
No full textU radu je analizirana važnost istraživačkih aktivnosti djece rane i predškolske dobi. Djeca su istraživači već od rođenja, a njihova prirodna znatiželja i upornost vode ih kroz aktivno istraživanje svijeta koji ih okružuje. Kako bi djeca mogla nesmetano i sigurno otkrivati i istraživati, potrebna im je podrška okoline koja će kvalitetnim uređenjem prostorno-materijalnog okruženja kod svakog djeteta pobuditi želju za istraživanjem.
U radu su prikazani centri aktivnosti koji su opremljeni različitim istraživačko-poticajnim materijalima poput vode, pijeska, gline, plastelina i magneta. Naglašava se važnost aktivnog istraživanja djece u prirodi koja može doprinijeti dodatnom razvoju dječje autonomije kao i njihova suočavanja s vlastitim granicama i mogućnostima. Istraživačkim aktivnostima djece važno je njegovati odnos povjerenja i uvažavanja među odgojiteljima i djecom, te tako utjecati na razvoj dječje autonomije.
Za pojedine istraživačke aktivnosti navedeni su primjeri i uloga odgojitelja u njima. Važno je naglasiti kako su primjeri navedeni u ovom radu prikaz uvjeta pedagoškog rada u grupi jedne ustanove RPOO-a. U skladu s tim, potiče se razvoj prakse prema dječjim interesima i mogućnostima, kao i prostorno-materijalnim uvjetima.This paper analyzes the importance of research activities for early and preschool-aged children. Children are natural researchers from birth, and their innate curiosity and persistence lead them to actively explore the world around them. To allow children to discover and explore freely and safely, they need support from the environment that, through quality spatial and material arrangement, will inspire each child’s desire to explore.
The paper presents activity centers equipped with various research-stimulating materials such as water, sand, clay, playdough, and magnets. It emphasizes the importance of active exploration in nature, which can contribute to further development of children's autonomy and their ability to face their own boundaries and possibilities. It is essential to nurture a relationship of trust and respect between educators and children through research activities, thus influencing the development of children's autonomy.
Specific research activities include examples and the role of educators in them. It is important to highlight that the examples given in this paper represent the pedagogical work conditions of a group in one early childhood education institution. Accordingly, the development of practice according to children's interests and capabilities as well as the spatial and material conditions, is encouraged
SLIKOVNICA NA ČAKAVSKOM NARJEČJU KAO PARADIGMA U OČUVANJU NEMATERIJALNE BAŠTINE
No full textJezik nije samo alat komunikacije, već i prenositelj kulture, čuva tradiciju, priče i identitet. U Hrvatskoj je čakavsko narječje, uz ostala narječja potvrda bogate lingvističke različitosti nacije. Integracija dijalekta u dječje slikovnice predstavlja neprocjenjivu ulogu u očuvanju kulturne baštine, ali i jačanje osjećaja za identitet kod mladih čitača. Osvještavanje jezične raznolikosti za djecu predstavlja upoznavanje s baštinskim vrednotama njihove države, posebice u današnjim vremenima opterećenima migracijskim procesima i prebrzim kulturnim mijenama. Cilj je rada, metodama analize i deskripcije prikazati korpus hrvatske slikovnice na čakavskom dijalektu, ukazati na primjenjivost slikovnice s temom baštine u radu s djecom rane i predškolske dobi. U tom kontekstu one, koja su materijalna baština, postaju paradigma u očuvanju nematerijalne baštine, to jest jezika (čakavštine).Language is not just a tool of communication, it i also a culture transmitter, keeps the tradition, stories and identity. In Croatia, the chakavian dialect is one of the three big dialects, and with the remaining dialects it is a confirmation of the rich linguistic differentiation of the nation. Integrity of the dialect in children's picturebooks represents invaluable role in the preservance of the national heritage, but also a reporting feeling of the identity amongst young readers. Awareness of the linguistic diversity for children represents introduction with heritage values of their country, especially in today' s time loaded with migration processes and too fast cultural changes. The goal of the final work, with metods of analysis and description is to present the corpus of croatian picture book on the chakavian dialect, indicate applicability of the picture book with a heritage theme in work with children of early and preschool age. In that context they, which are material heritage, become a paradigm in the preservance of the non material heritage, that is the language (chakavian dialect)
UTJECAJ ODGOJNIH DIMENZIJA RODITELJSTVA NA AGRESIVNOST KOD DJECE RANE I PREDŠKOLSKE DOBI
No full textZnačajan utjecaj na vlastitu djecu svojim načinom odgoja, kao i postupcima, brigom i pružanjem ljubavi imaju roditelji. Kroz nove paradigme “ranog odgoja” ističe se važnost odgoja djeteta u obiteljskom okruženju kao i okruženju institucije ranog odgoja.
U ovom istraživanju cilj je bio ispitati povezanost između dimenzija roditeljstva i agresivnog ponašanja djece rane i predškolske dobi u obitelji i izvan nje. Provedeno je istraživanje u kojem je sudjelovalo N = 430 roditelja, a kao instrumenti korištena su tri upitnika. Prvi je Upitnik općih podataka, drugi je Upitnik MAPS (Multidimenzionalni upitnik roditeljstva), a treći Upitnik dječjeg ponašanja konstruiran za potrebe ovog istraživanja. Krenulo se od hipoteze da će majke pokazati veću emocionalnost i osjećajnost prema djetetu od očeva, da će roditelji s višim obrazovnim statusom imati više razumijevanja u odgoju djeteta od onih s nižim obrazovanjem, a također i da će roditelji mlađe životne dobi biti empatičniji od onih starije životne dobi. Također, krenulo se od pretpostavke da će agresivnost djece roditelja različitih demografskih obilježja i različitih roditeljskih ponašanja biti procijenjena različito. Provedenim istraživanjem te su pretpostavke djelomično potvrđene budući da su rezultati pokazali da su očevi u odnosu na majke ostvarili viši rezultat na permisivnosti, dok su majke pokazale veću razinu emocionalnosti. Također, visoko obrazovani roditelji, kao i oni mlađe životne dobi imaju veću prisnost sa svojom djecom. Što se tiče rezultata agresivnosti djece, roditelji s višim pozitivnim dimenzijama roditeljstva (toplina, proaktivnost, potkrepljenje, podrška) imaju djecu čije je ponašanje i osjećanje procijenjeno manje agresivnima u odnosu na roditelje koji su ostvarili više rezultate na negativnim dimenzijama roditeljstva.
Na temelju svih dobivenih rezultata moguće je zaključiti da su dimenzije roditeljstva povezane s procjenama dječje agresivnosti, kao i da demografska obilježja roditelja doprinose objašnjenju razlika u dimenzijama roditeljstva.Parents have a significant influence on their own children through their upbringing, as well as their actions, care and love. Through the new paradigms of "early education", the importance of raising a child in a family environment as well as in the environment of an early education institution is emphasized.
In this research, the aim was to examine the relationship between the dimensions of parenting and the aggressive behavior of early and preschool children in and out of the family. A survey was conducted in which N = 430 parents participated, and three questionnaires were used as instruments. The first is the General Data Questionnaire, the second is the MAPS Questionnaire (Multidimensional Parenting Questionnaire), and the third is the Child Behavior Questionnaire constructed for the purposes of this research. It was hypothesised that mothers will show greater emotionality and sensitivity towards the child than fathers, that parents with a higher educational status will be more understanding in raising a child than those with a lower education, and also that younger parents will be more empathetic than the older ones. It was also hypothesised that the aggressiveness of children in parents with different demographic characteristics and different parental behaviours will be evaluated differently. The conducted research partially proved that these assumptions were valid because the results showed that fathers achieved a higher permissiveness score compared to mothers, while mothers showed a higher level of emotionality. Also, highly educated parents, as well as those of a younger age, have a greater intimacy with their children. As for the results of children's aggressiveness, parents with higher positive dimensions of parenting (warmth, proactivity, reinforcement, support) raise children whose behaviour and feelings are assessed as less aggressive, in contrast to parents who achieved higher results on negative dimensions of parenting.Based on all the obtained results, it is possible to conclude that the dimensions of parenting are related to assessments of children's aggressiveness, as well as that the demographic characteristics of parents contribute to the explanation of differences in the dimensions of parenting