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Sklonosti odgojitelja neuromitovima u odgoju i obrazovanju
No full textRazvoj tehnologije omogućio je i razvoj znanosti, njezine discipline i dostupnost iste. Nova istraživanja iz područja neuroznanosti daju i nova objašnjenja o funkcioniranju mozga i uma, ponašanju i učenju što uvelike doprinosi i novijim spoznajama u odgoju i obrazovanju. Naglašena je aktivna uloga učenika u samom procesu učenja te iako još uvijek postoje razlike između rezultata istraživanja i primjene istih u odgojno obrazovnom radu, postignut je veliki napredak u razumijevanju onoga što pomaže i potiče djecu u procesu učenja. Pogreške u razumijevanju znanstvenih tvrdnji rezultiraju stvaranjem obrazovnih neuromitova što dovodi do neadekvatne primjene u praksi i negativnih posljedica na obrazovanje.
Ovim se istraživanjem na uzorku od 149 hrvatskih odgojitelja ranog i predškolskog odgoja i obrazovanja nastoje ispitati sklonosti vjerovanja u obrazovne neuromitove te utvrditi postoji li povezanost između općeg znanja iz neuroznanosti, sociodemografskih karakteristika sudionika i sklonosti vjerovanja u neuromitove.The development of technology also enabled the development of science, its discipline, and its availability. New neuroscience research also provides new explanations about the functioning of the brain and mind, behavior, and learning, which contribute to new knowledge in education. The active role of students in the learning process itself is emphasized, and although there are still differences between research results and their application in educational work, great progress has been made in understanding what helps and encourages children in the learning process. Misunderstandings of scientific claims result in the creation of educational neuromyths, which lead to inadequate application in practice and negative consequences for education.
This research on a sample of 149 Croatian early childhood and preschool teachers tries to examine the tendency to believe in educational neuromyths and to determine whether there is a connection between general knowledge of neuroscience, the sociodemographic characteristics of the respondents, and the tendency to believe in neuromyths
Stavovi odgajatelja o korištenju vanjskog prostora kao mjesta učenja
No full textU fokusu ovog istraživanja je vanjski prostor kao mjesto učenja djece rane i predškolske dobi. Kada govorimo o učenju djece te dobi presudna je njihova znatiželja koja je u ranom razdoblju izražena u igri, istraživanju okoline i rezultatima njihovih akcija. Djeca su prirodno motivirana za fizičku aktivnost. Ona se povezuju s okolinom, prirodom i samima sobom te su dio promjena koje se kontinuirano događaju u prirodi. Svjesni smo prilika koje im nude aktivnosti na otvorenome i kroz koje spontano i kontinuirano stječu nova iskustva koristeći sva osjetila. Motiviranost za učenje i rad na otvorenome pridonosi razvoju usmjerenosti pažnje, socijalnih vještina, komunikaciji, suradnji i rješavanju konflikata te potiče razvoj svih vještina i sposobnosti u ranoj i predškolskoj dobi. Cilj nam je ispitati stavove odgajatelja o važnosti i preprekama za slobodnu igru i učenje djece na otvorenome s obzirom na razinu prihvaćanja suvremene paradigme i s obzirom na sociodemografske varijable. Pretpostavka je da odgajatelji koji se priklanjaju tradicionalnoj obrazovnoj paradigmi manje prihvaćaju mogućnosti te u manjoj mjeri uviđaju važnost korištenja vanjskoga prostora od odgajatelja koji gaje suvremeni pogled na dijete, njegov odgoj i obrazovanje. Istraživanje je potvrdilo da su odgajatelji koji se priklanjaju suvremenoj obrazovnoj paradigmi ujedno i oni koji u većoj mjeri prihvaćaju i prakticiraju boravak djece na otvorenome. Međutim, istraživanjem se utvrdilo da na te stavove i praksu ne utječe duljina radnoga staža odgajatelja, već prvenstveno njihova razina formalnog obrazovanja. Naime, utvrđeno je da odgajatelji sa završenim preddiplomskim i diplomskim studijem imaju pozitivnije stavove o važnosti boravka djece na otvorenome, te u većoj mjeri osiguravaju kvalitetne uvjete za odvijanje slobodne igre djece na vanjskom prostoru od odgajatelja sa završenom srednjom školom.The focus of this research is outdoor spaces as a place of learning for children of early and preschool age. When we talk about the learning of children of that age, their curiosity is crucial, which is expressed in the early period in play, research of the environment, and in the outcomes of their actions. Children are naturally motivated for physical activity. They connect with the environment, nature and themselves, and they are part of the changes that are continuously happening in nature. We are aware of the opportunities offered to them by outdoor activities, through which they spontaneously and continuously gain new experiences using all the senses. Motivation to learn and work outdoors contributes to the development of attention, social skills, communication, cooperation, and conflict resolution; it encourages the development of all skills and abilities in early and preschool age. Our goal is to examine preschool teachers' attitudes about the importance and barriers to children’s free play and learning outdoors with respect to the level of acceptance of the modern paradigm and with respect to sociodemographic variables. It was assumed that preschool teachers who adhere to the traditional educational paradigm are less receptive to opportunities and less aware of the importance of using outdoor space than preschool teachers who cultivate a modern view of the child, his upbringing and education. The research confirmed that preschool teachers who adhere to the modern educational paradigm are also those who to a greater extent accept and practice children's stay outdoors. However, research has shown that these attitudes and practices are not influenced by the length of service of preschool teachers, but primarily by their level of formal education. Namely, it was found that preschool teachers with bachelor's and master's degrees have more positive attitudes about the importance of children staying outdoors, and to a greater extent provide quality conditions for free play of children outdoors, than preschool teachers who completed only high school
Pokret u integriranom kurikulumu - povezanost motoričkih i istraživačkih aktivnosti kod djece rane dobi
No full textKod djece rane dobi sve je prisutniji nedostatak osnovne motoričke pismenosti koja je iznimno bitna u istraživačkim aktivnostima djece te je izravno povezana s razvojem centralnog živčanog sustava. Dva su cilja istraživanja. Prvi je utvrditi razlike između odgojne skupine u kojoj se provodi integrirano učenje djece i odgojne skupine u kojoj se odgojno-obrazovni rad temelji na integriranom učenju uz pokret. Drugi cilj je utvrditi utjecaj različitih pristupa integriranom učenju djece na njihovu razinu razvoja motoričkih postignuća. Istraživanjem su obuhvaćene dvije mješovite jasličke skupine djece iz dječjih vrtića Grada Rijeke, u eksperimentalnoj skupini 18 djece (Vrtić A) i u kontrolnoj skupini 16 djece (Vrtić B). Kvalitativne varijable kodirane su na temelju značajki integriranog učenja i dimenzija suvremenog kurikuluma (prilagođeno prema Petrović-Sočo, 2009) odnosno aktivnosti koje su organizirane u prostorima: soba dnevnog boravka, hodnik, dvorana i otvoreni (vanjski) prostor. Aktivnosti analiziramo sastavnicama: organizacija prostora, odgajatelj i primjena odgojno-obrazovnih strategija, slika o djetetu, sredstva, materijali i igračke i ozračje u odgojnoj skupini. Kvantitativne varijable formirane su na temelju četiriju testova za mjerenje motoričkih postignuća djece rane i predškolske dobi prema Petrić i sur. (2018). Rezultati ovoga istraživanja ukazuju na značajne razlike između djece odgojnih skupina u kojima se provodi integrirano učenje odnosno integrirano učenje uz pokret. Obje skupine, eksperimentalna i kontrolna, odgojno-obrazovni proces temelje na integriranom pristupu u planiranju odgojno-obrazovnog rada, ali u eksperimentalnoj skupini naglasak je na aktivnostima djece koje su povezane s pokretom.With young children, there is a growing lack of basic motor literacy, which is extremely important in the research activities of children and is directly related to the development of the central nervous system. There are two research goals. The first is to identify the differences between the educational group in which integrated children's learning is conducted and the educational group in which educational work is based on integrated learning with movement. The second objective is to determine the impact of different approaches to integrated learning on their level of motor achievement. The study included two mixed nursery groups from kindergartens in the city of Rijeka, in the experimental group of 18 children (Kindergarten A) and in the control group of 16 children (Kindergarten B). Qualitative variables are coded on the basis of integrated learning features and dimensions of the contemporary curriculum (adapted according to Petrović-Sočo, 2009) and activities organized in the spaces: living room, hall, gym and open (outdoor) space. We analyze the activities with the following components: organization of space, educator and application of educational strategies, image of the child, resources, materials and toys and the atmosphere in the educational group. Quantitative variables were formed based on four tests for measuring motor achievement of young children and preschoolers according to Petrić et al. (2018). The results of this study indicate significant differences between the children from the educational groups in which integrated learning and integrated learning with movement are conducted. Both groups, experimental and control, base the educational process on an integrated approach in planning educational work, but in the experimental group the emphasis is on the activities of children associated with movement
Pokret u integriranom kurikulumu – utjecaj prostornog uređenja na razinu kretanja u istraživačkim aktivnostima djece rane dobi
No full textSuvremena istraživanja sve veći naglasak stavljaju na važnost oblikovanja učinkovitih i inovativnih okruženja za integrirano učenje ističući kako prostor u kojemu djeca borave treba učiniti što funkcionalnijim i višenamjenskim. Ovo istraživanje ima dva cilja. Prvi, utvrditi razlike između suvremenog prostornog okruženja i suvremenog prostornog okruženja koje potiče pokret. Drugi, utvrditi razlike u razini tjelesne aktivnosti između djece u kontrolnoj skupini koji borave u suvremenom prostornom okruženju i djece u eksperimentalnoj skupini koji borave u suvremenom prostornom okruženju koje potiče pokret. U istraživanju su sudjelovala dva novoizgrađena i dječja vrtića sa suvremenom arhitekturom vanjskog i nutarnjeg prostora u Gradu Rijeka. U svakom od navedenih dječjih vrtića istraživanjem je obuhvaćena jedna mješovita jaslička skupina. Kvalitativne varijable kodirane su na temelju prostora u kojima djeca svakodnevno borave, i to: soba dnevnog boravka, hodnik, dvorana i otvoreni (vanjski) prostor. Kvantitativne varijable formirane su na temelju mjernog instrumenta pedometra Omron HJ-720IT-E2. Rezultati su ukazali na značajnu razliku (p=0,00) u korist suvremenog prostornog okruženja koje potiče pokret. Djeca iz eksperimentalne skupine su statistički značajno tjelesno aktivniji te se u prosjeku kreću do pet puta više u odnosu na djecu iz kontrolne skupine i to na razini intenziteta koji osigurava značajni zdravstveni učinak. Ovako organizirano suvremeno prostorno okruženje koje potiče pokret, primjereno je svakom djetetu i njegovim potencijalima jer djecu ravnomjerno homogenizira u razini tjelesne aktivnosti te gotovo da ne postoje razlike među djecom eksperimentalne skupine u rezultatima razine tjelesne aktivnosti. Ovo istraživanje je iznimno bitno za neposredan rad odgajatelja i odgojno – obrazovni proces. Postavljeni su temelji iz kojih se mogu razvijati kriteriji za novi pristup organizacije prostora i integriranog učenja koje potiče pokret. Radi se o suvremenom pristupu koji dokazano više motivira dijete na tjelesnu aktivnost, omogućuje njegov cjeloviti razvoj, integrirano učenje, primjenjiv je u svim prostorima ustanove ranog odgoja i ima značajan zdravstveni učinak.Modern research places increasing emphasis on the importance of designing effective and innovative environments for integrated learning, emphasizing that the space in which children spend their time should be made as functional and multifaceted as possible. This research had two aims. The first was to identify the differences between the contemporary spatial environment and the contemporary spatial environment stimulated by movement. Secondly, it aimed at identifying differences in the level of physical activity between children in the control group who spent their time in the contemporary spatial environment and children in the experimental group who did the same, but in the contemporary spatial environment stimulated by movement. Two newly built kindergartens with contemporary outdoor and indoor facilities in the City of Rijeka participated in the study. In each of these kindergartens, a mixed nursery group was included in the study. Qualitative variables were coded based on the spaces in which children resided daily, namely the living room, hall, hall and open (outdoor) space. Quantitative variables were formed based on the Omron HJ-720IT-E2 pedometer. The results indicate a significant difference (p = 0.00) in favor of the contemporary spatial environment that supports movement. The children in the experimental group are statistically significantly more physically active, moving on average up to five times more than the children in the control group, at an intensity level that ensures a significant health effect. Such a modern spatial environment that stimulates movement is appropriate for every child and his or her potential because it homogenizes children equally at the level of physical activity and there are almost no differences between the children of the experimental group in the results of physical activity levels. This research is extremely important for the direct work of educators and the educational process. The foundations have been laid out from which criteria can be developed for a new approach to space organization and movement-driven integrated learning. It is a contemporary approach that is proven to give more motivation to children’s physical activity, thus enabling their full development and integrated learning. It is applicable in all areas of an early childhood institution and has a significant health effect
Proces učenja nogometne igre kod djece predškolske dobi
No full textDijete u ranom djetinjstvu kroz pokret istražuje svijet oko sebe, stoga je potrebno već u toj dobi razvijati morfološke, motoričke i funkcionalne sposobnosti. U ranom djetinjstvu počinje interes djeteta za sport. Među djecom predškolske dobi najpopularniji sport je nogomet, te se sve više djece uključuje u škole nogometa već s 5 godina. Cilj ovog rada bio je ponuditi program škole nogometa s djeci primjerenim sadržajima i istražiti utjecaj tog programa na motorička dostignuća djece predškolske dobi. Uzorak ispitanika činilo je 33 djece u dobi od 4 do 6 godina, (23 djece u kontrolnoj skupini i 10 djece u eksperimentalnoj skupini). Od toga je bilo 26 dječaka i 7 djevojčica. Uzorak varijabli činila su tri testa za procjenu antropometrijskih (morfoloških) karakteristika, šest testova za procjenu motoričkih sposobnosti, jedan test za procjenu funkcionalnih sposobnosti, a nogometnim poligonom procjenjivala su se motorička dostignuća djece. Rezultati su pokazali statistički značajnu razliku u 2 motoričke varijable (varijabli poligon 3 i varijabli zgib) između djece eksperimentalne i kontrolne skupine u korist djece iz eksperimentalne skupine. Ovaj rezultat djelomično potvrđuje hipotezu kako će se utvrditi statistički značajne razlike u motoričkim postignućima i antropološkim obilježjima između eksperimentalne i kontrolne skupine.In early childhood a child is exploring the world around him. Because of that, it is necessary to develop morphological, motor and functional skills during that period. Interests in sports begins in early childhood. In preschool age football is the most popular sport, and most children are choosing football at age of 5. Goal of this study was to offer an educational program for football school with an appropriate agenda, monitor and explore that program on motor abilities of preschool children. In this program participate 33 children aged 4 to 6, 23 were in the control group and 10 in the experimental group. Pattern of variables consisted of three tests to assess Anthropometric (morphological) characteristics, six tests to assess motor skills, one test to asses functional skills, and a football polygon was used to asses the motor achievements of children. The results shows statistically significant differences in 2 motorical variables (polygon 3 and joint) between the children of the experimental group and control groups in favor of the children from the experimental groups. This result partially confirms the hypothesis that it will be shown statistically significant differences in motorical skills performance and anthropological characteristic between the experimental and control groups
Dataset for Psychometric properties of the Mental Health Continuum-Short Form (MHC–SF): Validation study on Croatian adolescents
No full textExploring mental health among adolescents presents a vital undertaking in present times, especially because it is significantly conditioned by a number of negative factors. Having valid and reliable measures of mental health (Author’s reference), which are aligned with contemporary mental health models and culturally adapted, enables researchers and practitioners to adequately follow adolescents’ mental health. Therefore, this validation study is aimed at exploring psychometric properties of the Mental Health Continuum–Short Form, MHC–SF (Keyes, 2018), that is, its adapted version into the Croatian language. MHC was applied to a sample of 518 Croatian adolescents (N=42% males; 58% females), with an average age of M=15,82 (SD = 1.66) years, ranging from 13 to 18 years. The MHC-SF consists of 14 items (Emotional well-being= 3 items, Social well-being=5 items, and Psychological well-being=6 items) on which the participants rated themselves using a six-point Likert scale. Factor and reliability analyses were performed with the aim of testing psychometric properties, with additional descriptive statistics and analyses of gender and age differences. An exploratory factor analysis revealed an adequate fit for the three-dimensional model. After testing four models with confirmatory factor analyses, the best fit was found for the bifactorial model, which confirmed prior findings. Reliability analyses also confirmed prior findings on the satisfactory levels of internal reliability of the total score and each subscale separately. Finally, MHC-SF was shown to be a reliable and valid measure to be applied in Croatia for exploring mental health in adolescents.statistical analyses used:
1) An exploratory factor analysis
2) A confirmatory factor analysis
3) Reliability analyses
4) Descriptive analysi
Mediji u odgojno - obrazovnim aktivnostima djece predškolske dobi
No full textU radu se istražuje uloga medija u odgojno-obrazovnim aktivnostima djece predškolske dobi, s posebnim naglaskom na digitalne medije. Osnovno polazište je da pravilno korišteni mediji mogu značajno unaprijediti proces učenja, potičući kreativnost i interaktivnost među djecom. Pregledom literature i analizom različitih vrsta medija, u radu se naglašava važnost medijske pismenosti i odgovorne uporabe medija u ranom obrazovanju. Posebno se ističe potreba za aktivnim sudjelovanjem roditelja i odgojitelja u vođenju djece medijskim sadržajima kako bi se maksimizirale edukativne koristi i smanjili potencijalni rizici prekomjerne uporabe medija. Također se analizira uloga medija kao motivacijskog sredstva i njegov utjecaj na razvoj kritičkog mišljenja kod djece. Zaključuje se da se integracijom medija u odgojno-obrazovni proces zahtijeva pažljivo planiranje i prilagodbu sadržaja, uz naglasak na kvalitetu i primjerenost medijskog materijala za predškolsku dob.This thesis explores the role of media in educational activities for preschool children, with a special focus on digital media. The study posits that properly used media can significantly enhance the learning process by fostering creativity and interactivity among children. Through a review of literature and analysis of different types of media, the paper emphasizes the importance of media literacy and responsible media use in early education. It highlights the need for active involvement of parents and educators in guiding children through media content to maximize educational benefits and minimize the risks of excessive media use. The study also examines the role of media as a motivational tool and its impact on the development of critical thinking in children. It concludes that integrating media into educational activities requires careful planning and adaptation of content, with an emphasis on the quality and appropriateness of media material for preschool age
Reggio Emilia approach in art activities with children of early and preschool age : Reggio Emilia approach in art activities with children of early and preschool age
No full textTema završnog rada je Reggio Emilia pristup likovnim aktivnostima u ranom i predškolskom odgoju. U radu je opisana važnost umjetničkog izražavanja kod djece od najranije dobi i pozitivni učinci izloženosti umjetnosti na cjelokupan razvoj djeteta. Nadalje, uspoređeni su tradicionalni i suvremeni pristup odgoju, a zatim i temeljne odrednice Reggio pedagogije kao alternativne pedagogije. Također, opisana je uloga odgojitelja i uloga prostora u Reggio pedagogiji, s naglaskom na opis ateljea kao središnjeg koncepta u prostoru. Najveći dio rada odnosi se na opis likovnih aktivnosti kakve se provode po uzoru na Reggio pristup.The topic of the final thesis is the Reggio Emilia approach to art activities in early and preschool education. The paper describes the importance of artistic expression in children from an early age and the positive effects of exposure to art on a child’s holistic development. Furthermore, traditional and modern approaches to education were compared, as well as the fundamental determinants of Reggio pedagogy as an alternative pedagogy. Also, the role of the educators and the role of the space in Reggio pedagogy are described, with the emphasis on the description of the studio as a central concept in the space. Most of the work the description is of art activities that are carried out according to the model of the Reggio approach
Dječje priče Sanje Pilić
No full textJedna od najomiljenijih suvremenih hrvatskih spisateljica, Sanja Pilić (1954), već desetljećima osvaja srca mladih čitatelja svojim brojnim pripovijetkama i romanima. Njezin karakteristični stil i književni izraz dopiru do djece i mladih, stvarajući svjetove u kojima se mogu prepoznati i uživati. Dok njezini romani za mlade otvoreno istražuju izazove pretpuberteta i puberteta, serijal priča o djevojčici Maši donosi čaroliju svakodnevnog djetinjstva i namijenjen je najmlađim čitateljima - djeci predškolske i mlađe školske dobi. Cilj ovog rada je istražiti stilske karakteristike priča Sanje Pilić namijenjenih mlađoj čitateljskoj publici, s posebnim naglaskom na serijal priča o Maši, te procijeniti njihovu primjerenost djeci rane i predškolske dobi. Analizom priča o Maši utvrđeno je da su ove priče idealno prilagođene najmlađima. Svojom klasičnom narativnom strukturom, priče omogućuju djeci lako praćenje radnje, dok se glavni lik, Maša, suočava sa svakodnevnim situacijama koje su djeci bliske i prepoznatljive. Priče o Maši nose važne i razumljive pouke, dok je jezik jednostavan i pristupačan, omogućujući djeci da se potpuno posvete čitanju i razumijevanju. Bogate ilustracije dodatno obogaćuju tekst, čineći priče vizualno privlačnima i držeći dječju pažnju od početka do kraja. Ovaj spoj edukativnog i zabavnog čini priče Sanje Pilić neodoljivima za mlađe čitatelje, omogućujući im da se povežu s likovima i situacijama na različite načine. Uz Sanju Pilić, svaka priča postaje avantura, a svaki lik prijatelj. Ovaj rad otkriva zašto su priče o Maši ne samo čitane, već i voljene, te kako one pomažu djeci u njihovom razvoju i razumijevanju svijeta oko sebe.One of the most beloved contemporary Croatian authors, Sanja Pilić (1954), has been capturing the hearts of young readers for decades with her numerous stories and novels. Her distinctive style and literary expression resonate with children and young people, creating worlds in which they can recognize themselves and enjoy. While her novels for young people openly explore the challenges of pre-adolescence and adolescence, the series of stories about the girl Maša brings the magic of everyday childhood and is intended for the youngest readers – preschool and early school-age children. The aim of this work is to explore the stylistic characteristics of Sanja Pilić's stories intended for younger readers, with a special emphasis on the series of stories about Maša, and to assess their appropriateness for early and preschool-age children. The analysis of the stories about Maša revealed that these stories are ideally suited for the youngest readers. With their classic narrative structure, the stories allow children to easily follow the plot, while the main character, Maša, faces everyday situations that are familiar and recognizable to children. The stories about Maša convey important and understandable messages, while the language is simple and accessible, allowing children to fully engage in reading and understanding. Rich illustrations further enrich the text, making the stories visually appealing and keeping children's attention from beginning to end. This blend of educational and entertaining elements makes Sanja Pilić's stories irresistible to young readers, enabling them to connect with the characters and situations in various ways. With Sanja Pilić, every story becomes an adventure, and every character a friend. This work reveals why the stories about Maša are not only read but also loved, and how they help children in their development and understanding of the world around them
Utjecaj bilingvizma na jezično-komunikacijski razvoj djeteta
No full textZnanstvena istraživanja potvrđuju da djeca usvajaju neki drugi jezik spontano ako su mu intenzivno izložena. Isto tako mogu prirodno i spontano ostvariti dvojezičnost u uvjetima drugog (ne i stranog jezika), uglavnom u dvojezičnim obiteljima. Učenje stranog jezika u vrtićkim uvjetima, tj. dvojezičnost pojedinca, djelomice se može postići primjerenim odgojnim pristupom, a nastavit će se u školskoj dobi