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Parents and picture books - factors in the speech, language and communication development of children of early and preschool age
No full textGovorno-jezični i komunikacijski razvoj važan je segment razvoja djeteta rane i predškolske dobi jer o njemu ovisi cjelokupan djetetov razvoj. Na njega utječu unutarnji i vanjski čimbenici te djetetova samoaktivnost. U ovom radu bit će riječi o roditeljima i slikovnici kao njegovim vanjskim čimbenicima. Roditelji, kao predstavnici socijalnog okruženja, a napose majka, svojim redovitim interakcijama s djetetom od samog rođenja utječu na stvaranje socio-emocionalne veze koja predstavlja temelj razvoja komunikacije. Jedno od sredstava ostvarivanja komunikacije može biti slikovnica kroz rituale zajedničkog čitanja roditelja i djeteta. Slikovnica utječe na bogaćenje djetetovog rječnika, stjecanje novih spoznaja, razvoj mišljenja kao i osjećaja za lijepo. Govorno-jezični razvoj individualan je proces koji ima svoje zakonitosti te je važno da su roditelji upoznati s njima. Zbog složenosti govorno-jezičnog i komunikacijskog razvoja nastale su brojne, često i oprečne teorije kojima ga se nastojalo objasniti.Speech-language and communication development is an important segment of early and preschool child development because the entire child's development depends on it. It is influenced by internal and external factors and the child's self-activity. This paper will talk about parents and picture books as its external factors. Parents, as representatives of the social environment, and especially the mother, through their regular interactions with the child from birth, influence the creation of a socio-emotional bond that is the basis of communication development. One of the means of achieving communication can be a picture book through the rituals of joint reading between parents and children. The picture book affects the enrichment of the child's vocabulary, the acquisition of new knowledge, the development of thinking as well as the sense of beauty. Speech and language development is an individual process that has its own laws, and it is important that parents are familiar with them. Due to the complexity of speech-language and communication development, numerous and often conflicting theories were created that tried to explain it
The role of educators in encouraging the symbolic play of children of an early Age
No full textOtvoreni kurikulum ranog i predškolskog odgoja i obrazovanja, usmjeren na
kompetencije djece u razvoju, njeguje igru kao najvažniju vodeću aktivnost djeteta.
Dva su motrišta bitno promijenila sliku o igri, a još uvijek su minimalno testirana. Prvo
koje kaže da je simbolička igra zona proksimalnog razvoja te drugo koje tvrdi da je
ona potencijalni izvor ranog samoregulirajućeg ponašanja (Bodrova, 2008). Novija
istraživanja povezuju simboličku igru sa protučinjeničnim mišljenjem (Gopnik i
Walker, 2013), razvojem jezika (Weisberg, 2013), kreativnosti (Russ i Wallace, 2013),
izvršnim funkcijama (Berk i Meyers, 2013), teorijom uma (Bodrova i Leong, 2019),
subjektivnom dobrobiti i sposobnosti nošenja sa životnim situacijama (Fiorelli i Russ,
2011). Istraživanja su obećavajuća, no smatra ih se preoskudnim da bi se donosili
strogi zaključci. Postoje dvije oprečne struje koje trenutno egzistiraju u odgojnoobrazovnoj praksi, a vezane su uz „kraljicu igara“. Obje odgovaraju na važno pitanje:
Treba li se, kako i koliko miješati u nju? Ovaj istraživački rad promovira stav pozitivne
participacije odgajatelja, ali uz njegov senzibilitet za igrovne situacije. Prikazat će se
proces akcijskog istraživanja intervencija odgajatelja u poticanju simboličke igre djece
rane i predškolske dobi, koji daje bolje razumijevanje nedirektivnog pristupa učenju.
Cilj je postizanje zrelijih karakteristika igre kod djece. Istraživanje je provedeno u DV
„Dječja igra“ u objektu „Vrbani“, gdje je kontinuirano promišljanje, djelovanje,
suradničko učenje kroz akcijska istraživanja dugogodišnja praksa. Sudjelovalo je šest
odgajatelja, ravnatelj, pedagog i psiholog te tri mješovite odgojno-obrazovne skupine
djece od tri do sedam godina. Prikazat će se i razvoj refleksivne prakse odgajatelja što
je ključni sastojak u postizanju kvalitete odgojno-obrazovnog procesa. Ovo
istraživanje pokazuje da je simbolička igra vodeća aktivnost u kojoj djeca uvježbavaju
različite kompetencije potrebne u dosezanju razvojnih postignuća (Lav Vigotski,
1967), a odgajateljeva uloga je neophodna.Open curriculum of early child development and education, aimed at competences of
developing children, puts childhood play as one of the most important leading
activities for learning in children. The following two views have changed significantly
the image of play as we understand it, and both have been minimally tested until today.
The first says that symbolic role play falls under the scope of proximal development
and the second maintains that play is potentially a source of early self-regulating
behavior (Bodrova, 2008). New research links symbolic role play with counterfactual
opinions (Gopnik i Walker, 2013), language development (Weisberg, 2013), creativity
(Russ i Wallace, 2013), executive functions (Berk i Meyers, 2013), mind theory
(Bodrova i Leong, 2019), subjective wellbeing and coping skills (Fiorelli i Russ 2011).
The existing research is expanding but still considered inadequate to make definitive
and meaningful conclusions. Currently two opposite ideas exist in educational practice
which are connected to be the so-called “queen of play”. Both give an answer to an
important question: should educators interfere in role play and to what degree? This
research paper promotes the idea of positive participation of educators, with an
emphasis on their sensibility to different playing situations. It will present the process
of action research of educator’s interventions when encouraging symbolic role play in
pre-school children and will provide a better understanding of indirect approach to
learning. Its goal is to induce a more mature characteristics of play in children. This
research has been conducted in kindergarten “Dječja igra” at Vrbani, where continuous
reflecting and collaborative learning, through action research has been a long-standing
practice. Research participants were six educators, principal, pedagogist, psychologist,
and three mixed educational groups of children aged three to seven. It also presents
the development of educators’ reflective practices which is a key factor in bringing
quality in the educational process. This research has shown that symbolic role play is
a leading activity in which children develop diverse skills needed to achieve
developmental accomplishments (Lav Vigotski), and thus educator’s role is necessary
Preschool teachers' Strategies to Facilitate Parental Involvement
No full textVećina djece u suvremenim obiteljima izložena su dualnoj socijalizaciji, što znači odgojnim
utjecajima u obiteljskom domu i predškolskoj ustanovi. Stoga je imperativ dobrog odgoja i
obrazovanja usklađivanje odgojnih utjecaja između dvije sredine u kojima dijete raste i razvija
se. Prepoznato je da je roditeljska uključenost u ustanovi ranog i predškolskog odgoja i
obrazovanja neophodna za dobrobit djeteta, što je podržano različitim propisima i suvremenim
stručno-teorijskim spoznajama. Profesionalna je odgovornost odgajatelja da razvija partnerske
odnose s roditeljima i primjenjuje strategije za poticanje roditeljske uključenosti. Stvaranje
partnerskih odnosa s roditeljima podrazumijeva poštovanje, ravnopravnost prihvaćanje i
uvažavanje. Postoje mnogi oblici suradnje s roditeljima, a individualni razgovori imaju osobito
mjesto u pružanju individualno usmjerene podrške roditeljima, osobito u pružanju podrške
primjenom vještina savjetovanja. Ovaj rad daje pregled teorijskih spoznaja, odabranih
istraživanja i strategija za podizanje razine uključenosti roditelja u odgojno-obrazovni proces.Most children in modern families are exposed to dual socialization, which means educational
influences in the family home and preschool institution. Therefore, the imperative of good
upbringing and education is the harmonization of educational influences between the two
environments in which the child grows and develops. It is recognized that parental involvement
in early and preschool education is necessary for the well-being of the child, which is supported
by various regulations and modern professional and theoretical knowledge. It is the professional
responsibility of preschool teachers to develop partnership relationships with parents and apply
strategies to encourage parental involvement. Creating partnership relations with parents
implies respect, equality, acceptance and appreciation. There are many forms of cooperation
with parents, and individual conversations have a special place in providing individually
oriented support to parents, especially in providing support through the application of
counseling skills. This paper provides an overview of theoretical knowledge, selected research
and strategies for raising the level of parental involvement in the educational process
The importance of non-verbal communication between preschool teacher and children in kindergarten
No full textKomunikacija je neizostavan dio čovjekova života i odgojno-obrazovnoga rada odgajatelja u dječjemu vrtiću. Složenost komunikacije zahtijeva njezino potpuno razumijevanje, uključujući verbalnu i neverbalnu komunikaciju. Verbalna komunikacija podrazumijeva upotrebu pisane ili usmene riječi, dok neverbalna obuhvaća sve ono što nije sadržano u tome, a čini najveći dio interakcije između ljudi. Djeca imaju razvijene sposobnosti u razumijevanju neverbalnih poruka te uče imitirajući druge osobe iz svoga okruženja. Iz tog razloga nužno je odgajateljevo osvještavanje važnosti svih oblika neverbalne komunikacije, uključujući njegovu ulogu u organizaciji komunikacijske okoline, utjecaj odgajateljevih fizičkih karakteristika, kretnji i položaja tijela te glasovnoga ponašanja.Communication is an indispensable part of human life and part of the educational work of preschool teachers. The complexity of communication requires its complete understanding, including verbal and non-verbal communication. Verbal communication implies the use of the written or spoken word, while non-verbal includes everything that is not contained in it, which makes it the largest part of the interaction between people. Children have developed abilities in understanding non-verbal messages and learn by imitating behavior of people from their environment. Because of this, it is necessary for preschool teacher to be aware of all forms of nonverbal communication, including its role in the organization of the communication environment, the influence of physical characteristics of preschool teacher, body movements and positions, and vocal behavior
The connection between the use of digital technologies and the development of the receptive vocabulary of early and preschool children
No full textDigitalna tehnologija je sastavni dio dječjeg života od najranije dobi. Njihova izloženost digitalnoj tehnologiji u korelaciji je s prednostima i rizicima digitalnih tehnologija na razvoj djeteta. Osnovni cilj rada bio je utvrditi postoji li povezanost između učestalosti korištenja digitalnih tehnologija kod djece rane i predškolske dobi s njihovim stupnjem razvoja receptivnog rječnika. Razvijenost receptivnog rječnika kod djece rane i predškolske dobi testirana je PPVT-III-HR testom kojim je ispitano 80 djece. Anketnim upitnikom je ispitano 80 roditelja djece koja su sudjelovala na PPVT-III-HR testu. Istraživanjem se ispitivala povezanost socio-demografskih obilježja djece i roditelja i obrazaca korištenja digitalnih tehnologija kod djece rane i predškolske dobi, povezanost socio-demografskih obilježja djece i roditelja sa stupnjem razvoja receptivnog rječnika djece te povezanost obrazaca korištenja digitalnih tehnologija i stupnja razvoja receptivnog rječnika djece rane i predškolske dobi. Rezultati istraživanja nisu pokazali jasnu povezanost socio-demografskih obilježja i obrazaca korištenja digitalnih tehnologija kod djece. Utvrđeno je da djeca roditelja većeg stupnja obrazovanja provode više vremena koristeći digitalne tehnologije te da se broj aplikacija koje djeca koriste pri upotrebi digitalnih tehnologija povećava s dobi djeteta. Utvrđena je i povezanost varijabli spola roditelja i broja aplikacija u kojima dijete koristi digitalne tehnologije. No, te korelacije su slabog intenziteta. Ispitivanje uvjerenja roditelja prema pozitivnim i negativnim učincima digitalnih tehnologija na razvoj djece pokazalo je njihov neutralan stav, no više se slažu s tvrdnjama da digitalna tehnologija nema pozitivnu povezanost s razvojem djeteta nego s tvrdnjama da ima pozitivnu povezanost. Konačno, istraživanje nije pokazalo povezanost učestalosti korištenja digitalnih tehnologija na razvoj receptivnog rječnika, samo je varijabla broja aplikacija pokazala povezanost sa stupnjem razvoja receptivnog rječnika djece, i to negativnu povezanost.Digital technology is an integral part of children's lives from an early age. Their exposure to digital technology is correlated with the benefits and risks of digital technologies on child development. The main goal of the work was to determine whether there is a connection between the frequency of use of digital technologies in children of early and preschool age and their level of receptive vocabulary development. The development of receptive vocabulary in early and preschool children was tested with the PPVT-III-HR test. Eighty children participated. A questionnaire was used to examine 80 parents of children who participated in the PPVT-III-HR test. The research examined the relationship between socio-demographic characteristics of children and parents and patterns of use of digital technologies in early and preschool children, the relationship between socio-demographic characteristics of children and parents with the level of development of children's receptive vocabulary, and the relationship between patterns of use of digital technologies and the level of development of a receptive vocabulary of children. The research results did not show a clear connection between socio-demographic characteristics and patterns of use of digital technologies among children. It was established that children whose parents have a higher level of education spend more time with digital technologies and that the number of applications that children use on digital technologies increases with age of a child. The relationship between the variables of the parent's gender and the number of applications in which the child uses digital technologies was also found. However, these correlations are relatively weak. Analysis of parents' beliefs regarding the positive and negative effects of digital technologies on children's development showed their neutral attitude. However, they agree more with the assertions that digital technology does not have a positive connection with child development than with the assertions that it has a positive connection. Finally, the research did not show a connection between the frequency of using digital technologies and the development of receptive vocabulary. Only the number of applications showed a negative association with the degree of development of children's receptive vocabulary
CONTENTS OF ART IN PRIMARY SCHOOL
No full textPredmet Likovna kultura od posebne je važnosti za učenike od 1. do 4. razreda osnovne škole jer omogućuje učenicima razvijanje kreativnosti, imaginacije, kreativnog mišljenja, razmišljanja, kritičkog zaključivanja i sposobnosti izražavanja te izražavanje vlastitih misli, osjećaja i stavova , što je izuzetno važno za njihov cjelokupni razvoj. Likovna kultura može doprinijeti razvijanju kritičkog mišljenja kod učenika, jer ih potiče da promatraju, analiziraju i interpretiraju likovna djela, što će im pomoći u razumijevanju svijeta oko sebe. No konačno, likovna kultura može biti i zabavna i opuštajuća aktivnost za učenike, što je posebno važno s obzirom na to da učenje u ovim razredima još uvijek treba biti prilagođeno njihovoj dobi i razvojnoj razini . U ovom radu prikazani su sadržaji predmeta likovne kulture u razrednoj nastavi. Cilj je pobliže objasniti i prikazati svrhu i značaj predmeta, utjecaj učenja i poučavanja predmeta na učenike, ulogu nastavnika u predmetu te općenito nastavu i njeno provođenje.The subject Art culture is of particular importance for students from the 1st to the 4th grade of primary school because it enables students to develop creativity, imagination and the ability to express themselves, as well as to express their own thoughts, feelings and attitudes, which is extremely important for their overall development. Art culture can contribute to the development of critical thinking in students, as it encourages them to observe, analyze and interpret works of art, which will help them understand the world around them. But finally, Art can be a fun and relaxing activity for students, which is especially important considering that learning in these classes should still be adapted to their age and developmental level. This paper presents the contents of the art course in classroom teaching. The goal is to explain and present the purpose and significance of the subject, the impact of learning and teaching the subject on the students, the role of the teacher in the subject, and the teaching and teaching its implementation in general
Shaping Preschool Teachers' Professional Identity During Initial Education
No full textCilj je ovog rada bio dati teorijski pregled recentnih radova o oblikovanju profesionalnog identiteta tijekom inicijalnog obrazovanja te doprinijeti dubljem razumijevanju ovoga procesa iz perspektive studenata-budućih odgajatelja. Primijenjeni su refleksivni eseji na uzorku (N=23) studenata završne 3. godine preddiplomskog studija Ranog i predškolskog odgoja i obrazovanja tijekom kolegija s naglaskom na njihovu percepciju o odgajateljskoj profesiji i motivima za izbor ovoga poziva. Primijenjenom metodom sistemskog pregleda istraživanja u bazama Scopus, WoS i Hrčak u razdoblju od 2018. do 2023. godine razmatrane su sadržajne i metodološke značajke studija koje su ušle u konačnu analizu (N=9). Rezultati pregleda teorijskih i empirijskih radova ukazali su na važnost osnaživanja studenata za kritičku analizu vlastitih uvjerenja i refleksije o razvoju profesionalnog identiteta tijekom njihovoga inicijalnog obrazovanja. Tematskom analizom refleksivnih eseja identificirani su intrinzični, altruistični i ekstrinzični motivi odabira odgajateljskog poziva, stavljanje naglaska na negativnu društvenu percepciju o odgajateljskoj profesiji te značaj inspirativne osoba/e. Usmjeravanjem veće pozornosti na čimbenike koji utječu na izgradnju profesionalnoga identiteta studenata - budućih odgajatelja o njihovoj profesiji može se doprinijeti osvješćivanju njihovih uvjerenja o odgajateljskoj profesiji, budućim profesionalnim uloga i odgovornosti, te razvoju njihovih profesionalnih kompetencija. Dobiveni rezultati mogu poslužiti kao polazište za daljnja istraživanja potreba te osuvremenjivanju inicijalnog obrazovanja studenata-budućih odgajatelja.The purpose of this paper was to provide a theoretical overview of recent work on the formation of professional identity during initial education and to contribute to a deeper understanding of this process from the perspective of student teachers. Reflective essays were used with a sample (N=23) of final year undergraduate early childhood and preschool education students during the course, focusing on their perceptions of the preschool profession and motivations for choosing it. The content and methodological characteristics of the studies included in the final analysis (N=9) were considered using the method of reviewing the research in the databases Scopus, WoS and Hrčak in the period from 2018 to 2023. The results of the review of theoretical and empirical papers showed the importance of enabling students to critically analyze their own beliefs and reflect on the development of their professional identity during their initial education. Thematic analysis of the reflective essays revealed intrinsic, altruistic, and extrinsic motives for choosing the teaching profession in preschool, highlighting negative societal perceptions of the teaching profession and the importance of an inspirational person. A greater focus on the factors that influence the construction of student teachers' professional identities may help improve their beliefs about the preschool teaching profession, their future professional roles and responsibilities, and the development of their professional competencies. The results obtained can serve as a starting point for further research on the needs and modernization of initial teacher education for student teachers
David Litchfield's Authorial Picture Books
No full textU radu se analiziraju autorske slikovnice Davida Litchfielda, koje su prema žanrovskom
određenju pripovjedne umjetničke slikovnice. U interpretaciji se polazi od suvremenog
pristupa u kojem su jezični i slikovni diskurs ravnopravni u iznošenju naracije. Slikovnice se
analiziraju s obzirom na dvostrukost pripovjedača i perspektiva u njima, prema pristupu
Smiljane Narančić Kovač te se utvrđuje specifičnost autorovog izričaja prema suvremenim
književnoteorijskim pristupima dječjoj književnosti. U tu svrhu, dodatno su analizirane dvije
slikovnice u kojima se David Litchfield pojavljuje samo kao ilustrator. Rezultati analize
potvrđuju suvremenost slikovnica zbog prožimanja dvaju diskursa, višestruke namjene djela,
slojevitosti tematskih okvira, jezične i slikovne zaigranosti, humora, simbolike te prisustva
citatnosti i autocitatnosti u oba diskursa. Analizom mogućnosti slikovnica Davida Litchfielda
u poticanju socioemocionalnog razvoja potvrđuje se odgojno-obrazovna primjerenost
slikovnica u radu s djecom ranog i predškolskog uzrasta.The paper examines David Litchfield՚s author՚s picture books, which are defined as narrative
artistic picture books. The interpretation is based on a contemporary approach in which
linguistic and pictorial discourse are equal in presenting the narrative. Picture books are
analyzed with regard to the duality of narrators and perspectives in them, according to the
approach of S. Narančić Kovač, and the specificity of the author՚s expression is determined
according to contemporary literary theoretical approaches to children՚s literature. For this
purpose, two picture books in which Litchfield appears as an illustrator were additionally
analyzed. The results of the analysis confirm the contemporaneity of the picture books due to
the permeation of two discourses, the multiple purpose of the work, the layering of thematic
frameworks, linguistic and pictorial playfulness, humor, symbolism, and the presence of
citation and self-citation in both discourses. By analyzing the possibilities of David Litchfield’s
picture books in encouraging socioemotional development, the educational adequacy of picture
books in working with children of early and preschool age is confirmed
Prevalence of the level of physical activity of early and preschool education students
No full textCilj rada bio je utvrditi prevalenciju razine tjelesne aktivnosti studenata ranog i predškolskog odgoja i obrazovanja te razlike u istoj s obzirom na određene kriterijske varijable. U kriterijskim varijablama ispitala se kronološka dob, godina studija, stanovanje, fakultet koji se pohađa te zaposlenje. Studenti ranog i predškolskog odgoja i obrazovanja prema kompetencijama koje stječu kineziološkim kolegijima pri Učiteljskom fakultetu pozvani su biti promotori tjelesne aktivnosti i značajno doprinositi usvajanju opće motoričke pismenosti kod djece rane i predškolske dobi.
U istraživanju je sudjelovalo ukupno 507 studenta smjera ranog i predškolskog odgoja i obrazovanja s četiri hrvatska fakulteta i to Učiteljskog fakulteta Sveučilišta u Rijeci, Učiteljskog fakulteta Sveučilišta u Zagrebu, Fakulteta za odgojne i obrazovne znanosti u Osijeku, Fakulteta za odgojne i obrazovne znanosti u Puli. Za prikupljanje podataka koristila se hrvatska verzija standardizirane verzije Međunarodnog upitnika o tjelesnoj aktivnosti (IPAQ). Za sve su varijable izračunati su osnovni deskriptivni parametri te su razlike između varijabli utvrđene analizom varijance i LSD testom.
Rezultati istraživanja pokazali su da u prosjeku studenti niti jednog grada ne zadovoljavaju razinu tjelesne aktivnosti preporučene od strane Svjetske zdravstvene organizacije. Utvrđene su statistički značajne razlike prema varijabli dob i varijabli slobodno vrijeme. Prema varijabli slobodno vrijeme, utvrđena je statistički značajna razlika studenata iz Rijeke i Pule sa studentima iz Zagreba. Studenti Rijeke pokazali su najnižu razinu tjelesne aktivnosti u slobodno vrijeme sa samo 21,52 minute tjedno. Slobodno vrijeme je indikator kvalitete života, stoga se prema rezultatima može zaključiti da studenti Učiteljskog fakulteta u Zagrebu žive značajno boljom kvalitetom života od studenata Rijeke i Pule. Također, rezultati su pokazali da većina studenata provodi u sedentarnim aktivnostima više vremena od preporučene razine, a ako se uz visoku razinu sedentarnih aktivnosti u obzir uzme i niska razina tjelesne aktivnosti, može se zaključiti da studenti ne vode brigu o vlastitom zdravlju.
Na temelju dobivenih rezultata ovog istraživanja može se zaključiti da postoji nužnost za pokretanje sportsko-rekreacijskih sadržaja koji će biti dostupniji studentima te uvođenja
V
kolegija iz područja kineziologije, a sve s ciljem motiviranja i poticanja studenata na bavljenje tjelesnom aktivnošću.The aim of the work was to determine the prevalence of the level of physical activity of students of early and preschool education and the differences in the same regard to certain criterion variables. In the criteria variables, chronological age, year of study, residence, faculty attended and employment were examined. Early and preschool education students, according to the competencies they acquire in kinesiology courses at the Faculty of Teachers, are invited to be promoters of physical activity and significantly contribute to the adoption of general motor literacy in early and preschool children.
A total of 507 students majoring in early and preschool education from four Croatian faculties participated in the research, namely the Faculty of Teacher Education at the University of Rijeka, the Faculty of Teacher Education at the University of Zagreb, the Faculty of Educational Sciences in Osijek, and the Faculty of Educational Sciences in Pula. The Croatian version of the standardized version of the International Physical Activity Questionnaire (IPAQ - Long format for self-reported activity in the past 7 days) was used for data collection. Basic descriptive parameters were calculated for all variables, and differences between variables were determined by analysis of variance and the LSD test.
The results of the research showed that, on average, the students of no city meet the level of physical activity recommended by the World Health Organization. Statistically significant differences were found according to the age variable and the free time variable. According to the free time variable, a statistically significant difference was found between students from Rijeka and Pula and students from Zagreb. Rijeka students showed the lowest level of physical activity in their free time with only 21.52 minutes per week. Free time is an indicator of the quality of life, therefore, according to the results, it can be concluded that the students of the Faculty of Teacher Education in Zagreb live a significantly better quality of life than the students of Rijeka and Pula. Also, the results showed that the majority of students spend more time in sedentary activities than the recommended level, and if a low level of physical activity is taken into account along with a high level of sedentary activities, it can be concluded that students do not take care of their own health.
Based on the results of this research, it can be concluded that there is a need to start sports-recreational content that will be more accessible to students and to introduce courses in the field of kinesiology, all with the aim of motivating and encouraging students to engage in physical activity
Encouraging social-emotional learning in children
No full textVeliki broj dosadašnjih istraživanja ukazao je na važnost socijalno-emocionalnog učenja kod djece rane i predškolske dobi na cjelokupni razvoj djece kao i na njihovu opću dobrobit. Stoga će se ovaj rad usmjeriti na teorijski prikaz SEL-modela, važnosti socijalno-emocionalnog učenja ne samo za socijalno-emocionalni razvoj djece već i cjelokupni razvoj, te primjere aktivnosti u ranom i predškolskom odgoju i obrazovanju za njegovo poticanje. Nadalje, u ovom radu navest će se programi za socijalno – emocionalni razvoj kao što su RESCUR, PROMEHS, RULER i PATHS te programi za socijalno – emocionalno učenje kao što su Al`s Pals (Alovi prijatelji), Conscius discipline (Svjesna disciplina), The Incredible Years® - Classroom Dinosaur Curriculum (Nevjerojatne godine . Kurikulum dinosaura u učionici) i Tools of the mind (Alati uma). Programi za socijalno – emocionalni razvoj koji nizom aktivnosti, aktivnim oblikom učenja, usmjerenošću na razvoj jedne ili više društvenih vještina te eksplicitnim ciljanjem na specifične vještine pospješuju, olakšavaju sam razvoj socijalno – emocionalnih kompetencija djece. Programi za socijalno – emocionalno učenje djeci omogućuju izgradnju vještina prepoznavanja i upravljanja vlastitim emocijama, donošenje odgovornih odluka, efikasno nošenje s interpersonalnim odnosima, uspostavljanja pozitivnih ciljeva te isto tako utječu na akademski razvoj, stvaranjem pozitivne i poticajne školske okoline. Drugim riječima, programi socijalno – emocionalnog učenja poboljšavaju socijalno – emocionalne vještine kod djece. Zbog svega navedenog potrebno je i vrlo bitno što više djeci omogućiti uvijete i mogućnosti za razvoj socijalno – emocionalni razvoj, a odgajateljima je potrebno omogućiti postizanje, razvoj i unaprjeđenje njihovog znanja o socijalno – emocionalnom razvoju i vještina poticanja i razvitak istih u djece u djece tijekom njihovog ranog i predškolskog odgoja i obrazovanja. Iako postoje, kao što je gore navedeno, mnogi programi za to u Hrvatskim se ustanovama za rani i predškolski odgoj i obrazovanje oni uopće provode ili se provode pre malo.A large number of previous studies have pointed to the importance of social-emotional learning in children of early and preschool age on the overall development of children as well as on their general well-being. Therefore, this paper will focus on the theoretical presentation of the SEL-model, the importance of social-emotional learning not only for the social-emotional development of children, but also the overall development, and examples of activities in the context of early and preschool education to encourage it. Furthermore, this paper will list programs for social-emotional development such as RESCUR, PROMEHS, RULER and PATHS and programs for social-emotional learning such as Al`s Pals, Conscius discipline, The Incredible Years® - Classroom Dinosaur Curriculum and Tools of the mind. Programs for social-emotional development, which promote the development of children's social-emotional competencies through a series of activities, an active form of learning, focus on the development of one or more social skills, and explicit targeting of specific skills. Programs for social-emotional learning enable children to build skills in recognizing and managing their own emotions, making responsible decisions, dealing effectively with interpersonal relationships, establishing positive goals, and also influence academic development by creating a positive and stimulating school environment. In other words, social-emotional learning programs improve children's social-emotional skills. Because of all of the above, it is necessary and very important to provide children with the conditions and opportunities for social-emotional development as much as possible, and educators need to be able to achieve, develop and improve their knowledge of social-emotional development and the skills of encouraging and developing the same in early and preschool children age. Although there are, as stated above, many programs for this in Croatian institutions for early and preschool education, they are not implemented at all or are being implemented too soon