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Selection of Bibliotherapy Media for Children at Risk of Social Exclusion
No full textOvaj teorijski rad istražuje biblioterapiju kao alat za podršku djeci u riziku od socijalne isključenosti. Fokusira se na razumijevanje socijalne isključenosti, identificiranje rizika te analizu utjecaja tih rizika na djecu. Kroz temeljitu analizu koncepta biblioterapije i različitih metoda njezine primjene, rad istražuje kako se biblioterapija može koristiti u odgojno-obrazovnim kontekstima.
Posebna pažnja posvećena je afektivnoj biblioterapiji, koja je detaljno predstavljena i analizirana. Rad se također bavi fazama biblioterapije prema Shroderu, kao i različitim vrstama medija koji se koriste u tom procesu. Proučavaju se slikovnice za djecu s posebnim odgojno-obrazovnim potrebama i djecu čiji su roditelji u riziku od socijalne isključenosti. Predloženi se mediji analiziraju prema pristupu afektivne biblioterapije, uz navođenje faza i mogućnosti primjene uz popratne aktivnosti.This theoretical paper examines bibliotherapy as a tool for supporting children at risk of social exclusion. It focuses on understanding social exclusion, identifying associated risks, and analyzing their impact on children. Through a thorough analysis of the concept of bibliotherapy and its various methods of application, the paper explores how bibliotherapy can be utilized in educational contexts.
Special attention is given to affective bibliotherapy, which is presented and analyzed in detail. The paper also addresses the stages of bibliotherapy according to Shroder and the different types of media used in this process. Picture books for children with special educational needs and children whose parents are at risk of social exclusion are examined. The proposed media are analyzed according to the approach of affective bibliotherapy, including the stages and potential applications along with accompanying activities
Stavovi učitelja o primjeni multimedije u učenju i poučavanju
No full textMultimedija i digitalni alati postaju ključni u suvremenom odgojno-obrazovnom procesu. Omogućuju prikaz sadržaj u različitim oblicima čime aktiviraju više osjetila odjednom i povećavaju pažnju i zainteresiranost učenika. Takav spoj olakšava učenje i produžava zadržavanje informacija. Učenje uz pomoć digitalnih medija zahtijeva od učitelja organiziranje aktivnosti koje će omogućiti učenicima aktivno sudjelovanje i vlastiti tempo učenja. Zbog toga učitelji trebaju razvijati vlastite digitalne kompetencije za primjenu digitalne tehnologije u procesu učenja i poučavanja.
Cilj ovog rada je ispitati stavove učitelja o kompetentnosti za korištenje multimedije u nastavi, analizirati učestalost korištenja medija i digitalnih alata u nastavi, utvrditi koji čimbenici otežavaju upotrebu multimedije u nastavi te utvrditi koje digitalne alate učitelji razredne nastave koriste u odgojno-obrazovnom procesu.Multimedia and digital tools are becoming crucial in the modern educational process. They enable the presentation of content in different forms, thus activating several senses at once and increasing the attention and interest of students. Such a combination facilitates learning and prolongs the retention of information. Learning with the help of digital media requires teachers to organize activities that will enable students to actively participate and learn at their own pace. For this reason, teachers should develop their own digital competences for the application of digital technology in the learning and teaching process.
The aim of this paper is to examine teachers' attitudes about competence in the use of multimedia in teaching, to analyze the frequency of using media and digital tools in teaching, to determine which factors make it difficult to use multimedia in teaching, and to determine which digital tools classroom teachers use in the educational process
Junakinje i junaci narodnih predaja
No full textSAŽETAK
U ovom istraživačkom radu analiziraju se tri zbirke bajki: Bajkarenje, Bajkari i
Bajkarice, koje su prikupile i uvrstile Erika Katačić Kožić i Srebrenka Peregrin. Fokus je na
proučavanju bajki kao važnog dijela narodne književnosti te na istraživanju uloga junaka i
junakinja iz narodnih predaja. Analizom ovih zbirki, istražuju se različite moralne vrijednosti i
pouke koje se prenose bajkama te kako one oblikuju percepciju djece o svijetu oko njih. Posebno se istražuje raznolikost likova, njihovi postupci i karakteristike te kako se ti likovi
odražavaju na društvene i kulturne norme u kojima su nastali. Cilj je postići bolje
razumijevanje bogatstva i značaja bajki u našoj kulturi i književnosti. U svijetu u kojem su tehnologija i suvremeni način života sveprisutni, zbirke poput
Bajkarenje, Bajkari i Bajkarice upućuju na važnost tradicije, kulture i pripovijedanje bajki. Ovim bajkama, čitatelji se povezuju s bogatom baštinom narodnih predaja i poučavaju
vrijednosti koje su univerzalne i vječne. U skladu s time, ovaj završni rad se fokusira na
analizu likova i moralnih pouka prisutnih u zbirkama bajki, pružajući uvid u bogatstvo i
značaj bajki kao važnog dijela dječje književnosti i kulturnog naslijeđa. Rezultati istraživanja naglašavaju važnost bajki kao sredstva za prenošenje kulturnih
vrijednosti te njihovu ulogu u oblikovanju identiteta djece. Likovi u bajkama predstavljaju
arhetipske figure koje se prepoznaju u različitim kulturama i vremenima, a moralne pouke se
prilagođavaju suvremenim društvenim kontekstima. Bajke pružaju prostor za istraživanje
kompleksnih društvenih i kulturnih tema na pristupačan način djeci, čime potiču razvoj mašte, empatije i moralnog razumijevanja.In this research paper, three collections of fairy tales are analyzed: Bajkarenje, Bajkari
and Bajkarice, compiled and included by Erika Katačić Kožić and Srebrenka Peregrin. The
focus is on studying fairy tales as an important part of folklore literature, examining the roles
of heroes and heroines from folk traditions. Through the analysis of these collections, various
moral values and lessons conveyed by fairy tales are explored, as well as how they shape
children's perception of the world around them. Special attention is given to the diversity of
characters, their actions, and characteristics, and how these characters reflect the social and
cultural norms in which they originated. The aim is to achieve a deeper understanding of the
richness and significance of fairy tales in our culture and literature.
.In a world where technology and modern lifestyles are prevalent, collections such as
Bajkarenje, Bajkari i Bajkarice underscore the importance of tradition, culture, and
storytelling. Through these fairy tales, readers connect with the rich heritage of folk traditions
and are taught values that are universal and eternal. Accordingly, this final paper focuses on
analyzing the characters and moral lessons present in the fairy tale collections, providing
insight into the richness and significance of fairy tales as an important part of children's
literature and cultural heritage. The research findings emphasize the importance of fairy tales as a means of
transmitting cultural values and their role in shaping children's identities. Characters in fairy
tales represent archetypal figures recognized across different cultures and times, with moral
lessons adapted to contemporary social contexts. Fairy tales provide a space for exploring
complex social and cultural themes in an accessible way for children, thereby fostering the
development of imagination, empathy, and moral understandin
Teachers in the Application of Developmental Bibliotherapy in Relation to Students' Socio-Emotional Needs
No full textPoznata je uloga biblioterapije u odgojno obrazovnom radu učitelja u razvoju socio-emocionalnih kompetencija učenika. Cilj rada je dati pregled teorijskih spoznaja o metodi biblioterapije i ulozi učitelja u primjeni metode biblioterapije za socio-emocionalni razvoj učenika. Prikazani su osnovni teorijski konstrukti iz biblioterapije i način planiranja primjene metode biblioterapije za razvoj socio-emocionalnih kompetencija učenika. Primjena metode biblioterapije omogućava djeci da se lakše nose s problemom, razumiju kako nisu sama u toj situaciji, te da prepoznaju svoje reakcije i prihvate ih. Opisani su koraci u primjene metode biblioterapije za dvije situacije i analizirane su faze procesa biblioterapije na primjeru dva medija: filma „Encanto“ i slikovnice „Vučica Virginija“. Prikazan je postupak primjene metode biblioterapije u odgojno-obrazovnom radu učitelja i detaljnije je razrađen sam proces kako bi se postiglo bolje razumijevanje istog, te kako bi se lakše i preciznije odgovorilo na socio-emocionalne potrebe učenika.The role of bibliotherapy in the educational work of teachers in developing students' socio-emotional competencies is well known. The aim of this paper is to provide an overview of theoretical insights into the bibliotherapy method and the teacher's role in the application of bibliotherapy for the socio-emotional development of students. The fundamental theoretical constructs of bibliotherapy and the approach to planning the application of bibliotherapy for the development of socio-emotional competencies in students are presented. The application of the bibliotherapy method enables children to better cope with problems, understand that they are not alone in their situation, and recognize and accept their reactions. The steps for applying the bibliotherapy method in two scenarios are described, and the phases of the bibliotherapy process are analyzed using two media examples: the film "Encanto" and the picture book "Virginia Wolf." The procedure for applying the bibliotherapy method in the educational work of teachers is presented, and the process itself is elaborated in detail to achieve a better understanding of it and to more easily and precisely respond to the socio-emotional needs of students
Factors of Parenting Styles
No full textSvaki pojedinac osjeća potrebu za obiteljskom zajednicom jer se putem nje ostvaruju ciljevi koji su važni za cjeloživotni razvoj, odgoj i obrazovanje. Suvremena obitelj doživljava promjene u svojoj strukturi i dinamici, u odnosima između muškaraca i žena te u sustavu vrijednosti i shvaćanju roditeljske uloge. Čimbenici koji utječu na odgoj unutar obitelji su ekonomski status, zaposlenost roditelja, obrazovanje roditelja i razni drugi. Odgoj djeteta uključuje razumijevanje, toplinu, podršku, ohrabrenje te kontrolu koju obitelj pruža djetetu. Sukladno tome, postoje četiri stila roditeljstva, a to su: autoritativni, autoritarni, permisivni i indiferentan odgojni stil. Četiri stila roditeljstva utječu na rast i razvoj djeteta te oblikuju dinamiku unutar obitelji. Navedeni stilovi su povezani s različitim društvenim čimbenicima, koji određuju kako roditelji percipiraju svoju vlastitu ulogu i primjenjuju svoje odgojne strategije.Every individual feels the need for a family because, through it, the essential goals of lifelong development, upbringing, and education are realized. The modern family is experiencing changes in its structure and dynamics, in the relationships between men and women, and in the system of values and perceptions of the parental role. Factors that influence upbringing within the family include economic status, parents' employment, parents' education, and various others. Raising a child involves the understanding, warmth, support, encouragement, and guidance provided by the family. Accordingly, there are four main parenting styles: authoritative, authoritarian, permissive, and neglectful. These styles significantly affect the growth and development of children and shape family dynamics. They are also associated with various social factors, which influence how parents perceive their own role and apply their parenting strategies
Značaj i procjena dječje mišićne mase
No full textCilj ovog rada bio je pregled istraživanja koja se bave procjenom i značajem mišićne mase kod djece rane i predškolske dobi. Za potrebe ovog istraživanja primijenjena je metoda analize sadržaja. Elektronička pretraga literature uključila je relevantne članke na engleskom jeziku koji su objavljeni do 20. svibnja 2024. godine u bazi podataka PUBMED. Pretraga se bazirala na ključnim riječima: muscle mass in preschool children, periodu u kojem je rad objavljen, odnosno posljednjih 25 godina i radovi koji su cjelovito dostupni te je pronađeno 36 radova koji su odgovarali kriterijima. Rezultati su prikazani u tablici u kojoj je obuhvaćeno pet kategorija: autori, cilj istraživanja, uzorak ispitanika, metoda procjene mišićne mase i zaključak. Podaci su obrađeni u program Microsoft Excel (Office, 2019) te se prikazani u obliku tablica i grafikona. Rezultati su pokazali da je broj istraživanja o procjeni dječje mišićne mase u porastu posjednjih pet godina. Nadalje, najveći se broj istraživanja bavilo procjenom mišićne mase koja je povezana s oboljenjima i zdravstvenim poteškoćama. Primjetno i da se s godinama povećala raznolikost metoda za procjenu mišićne mase, te se u istraživanjima najčešće pojavljuje metoda bioelektirčne impedancije (BIA) i metoda dvoenergetske rendgenske apsorpciometrije (DXA). Mišićni sustav omogućava kretanje, što je čovjekova osnovna biotička potreba, stoga je značaj mišićne mase od neizmjerne važnosti tijekom cijelog životnog vijeka.The objective of this thesis was to review research dealing with the assessment and importance of muscle mass in children of early and preschool age. For the purposes of this research, the method of content analysis was applied. The electronic literature search included relevant articles in English published up to May 20, 2024 in the PUBMED database. The search was based on the keywords: muscle mass in preschool children, the period in which the paper was published, i.e. the last 25 years and papers that are fully available; 36 papers were found that matched the criteria. The results are presented in a table that includes five categories: authors, research objective, sample of respondents, method of muscle mass assessment and conclusion. The data was processed in Microsoft Excel (Office, 2019) and presented in the form of tables and graphs. The results showed that the number of studies on the assessment of children's muscle mass has been increasing for the past five years. Furthermore, the largest number of studies dealt with the assessment of muscle mass, which is associated with diseases and health problems. It is also noticeable that the variety of methods for assessing muscle mass has increased over the years and the bioelectrical impedance method (BIA) and the dual-energy X-ray absorptiometry (DXA) method appear most often in research. The muscular system enables movement, which is a human's basic biotic need, therefore the significance of muscle mass is of immense importance during the entire life span
Odstupanja u motoričkim obrascima djece pri svladavanju baratanja predmetima
No full textCilj ovog rada bio je utvrditi kinematički obrazac i definirati aktualni standard motoričkog obrasca pri izvedbi bacanja i hvatanja lopte objema rukama od tla i iz visine djece rane i predškolske dobi kroz analizu interindividualne biotičke varijacije u kinematičkim obrascima kretanja djece u odnosu na njihovu kronološku dob, indeks tjelesne mase i iskustvo baratanja loptom. Istraživanje je provedeno u mješovitoj odgojno-obrazovnoj skupini „Ježići“ Dječjeg vrtića „Slavuj“ u Svetoj Nedelji. U istraživanju je sudjelovalo 18-ero djece rane i predškolske dobi, 5 dječaka i 13 djevojčica. Prosječna dob ispitanika je 42,83 mjeseci (min = 24, max = 56). Za procjenu morfoloških karakteristika uzorka primijenjene su varijable tjelesna visina, tjelesna masa i indeks tjelesne mase. Za procjenu odstupanja u motoričkim obrascima pri bacanju i hvatanju lopte objema rukama procijenjena je uspješnost i mjereno je trajanje motoričkih obrazaca bacanja i hvatanja male i velike lopte od tla i iz visine. Rezultati istraživanja ukazuju da na odstupanja u motoričkim obrascima djece rane i predškolske dobi pri svladavanju bacanja i hvatanja lopte objema rukama najviše utječe dob djeteta i nepostojanje prethodnog svakodnevnog iskustva baratanja loptom. U ovom istraživanju pokazalo se da spol i indeks tjelesne mase nemaju značajniji utjecaj na odstupanja u motoričkim obrascima djece rane i predškolske dobi pri svladavanju bacanja i hvatanja lopte objema rukama. Motorički razvoj, kao jednu od sastavnica cjelovitog razvoja, potrebno je svakodnevno poticati mnogobrojnim prilikama za kretanje, kako u obiteljskom, tako i u institucijskom kontekstu. Djetetu to mogu osigurati samo osviješteni roditelji i odgajatelji, jer je od iznimne važnosti za dijete u ranom i predškolskom periodu učenje po modelu bliske osobe.The aim of this study was to determine the kinematic pattern and define the current standard of motor skills during the execution of throwing and catching a ball with both hands from the ground and from a height in early and preschool-aged children, through the analysis of interindividual biotic variation in the kinematic movement patterns of children in relation to their chronological age, body mass index, and ball-handling experience. The research was conducted in the mixed educational group "Ježići" at the "Slavuj" Kindergarten in Sveta Nedelja. The study involved 18 early and preschool-aged children, 5 boys and 13 girls. The average age of the participants is 42.83 months (min = 24, max = 56). To assess the morphological characteristics of the sample, variables such as body height, weight, and body mass indeks were applied. To evaluate deviations in motor patterns during throwing and catching a ball with both hands, the success rate was assessed, and the duration of the motor patterns for throwing and catching a small and large ball from the ground and from a height was measured. The results of the study indicate that deviations in the motor patterns of early and preschool-aged children when mastering throwing and catching a ball with both hands are most influenced by the child's age and the lack of prior daily experience with handling a ball. This study showed that gender and body mass index do not have a significant impact on deviations in the motor patterns of early and preschool-aged children when mastering throwing and catching a ball with both hands. Motor development, as one of the components of overall development, needs to be stimulated daily through numerous opportunities for movement, both in the family and institutional context. This can only be ensured for the child by aware parents and educators, as learning from the model of a close person is extremely important for a child in the early and preschool period
Visual Art Expression at Kindergarten Parties
No full textProslave u vrtiću su važan dio boravka u vrtiću u kojem djeca stvaraju trajne uspomene, oblikujući ih raznolikim likovnim aktivnostima poput crtanja, slikanja, oblikovanja i dekoriranja prostora. Ovim aktivnostima, djeca imaju priliku izraziti svoje ideje i osjećaje, potičući pritom razvoj svojih motoričkih i socijalnih vještina te kreativnosti. Cilj ovog istraživanja bio je prikazati prednosti likovnog izražavanja u proslavama u vrtiću, koje su važan dio iskustva predškolske djece u ranom odgojno-obrazovnom okruženju. Likovnim izražavanjem u proslavama djeci je omogućeno istraživanje različitih tehnika i materijala, potičući razvoj vlastitog stila i osjećaja za lijepo. Naglasak se stavlja i na izražavanju emocija, posebno tijekom proslava kojima se označavaju posebni trenuci ili tradicije. Važno je da djeca razumiju svrhu i značaj svake proslave, što pridonosi njihovom cjelokupnom razvoju, ali i doživljaju. Likovnim aktivnostima, djeca također jačaju osjećaj pripadnosti grupi, razvijaju prijateljstva i stvaraju uspomene koje će ih pratiti tijekom života. Ovim procesom potiče se samopouzdanje u vlastite likovne sposobnosti te promiče pozitivan odnos prema umjetnosti i izražavanju unutarnjih osjećaja.Celebrations in kindergarten are an important part of the kindergarten experience where children create lasting memories, shaping them through diverse artistic activities such as drawing, painting, shaping, and decorating spaces. Through these activities, children have the opportunity to express their ideas and feelings, encouraging the development of their motor and social skills and creativity. The goal of this final work was to show the advantages of visual art expression in celebrations in kindergarten, which are an part of the experience of preschool children in an early educational environment. Through artistic expression in celebrations allows children to explore different techniques and materials, encouraging the development of their own style and sense of beauty. Emphasis is also placed on expressing emotions, especially during celebrations that mark special moments or traditions. It is important that children understand the purpose and significance of each celebration, which contributes to their overall development, as well as the experience. Through art activities, children also strengthen their sense of belonging to a group, develop friendships and create memories that will accompany them throughout their lives. This process encourages self-confidence in one's artistic abilities and promotes a positive attitude towards art and the expression of inner feelings
Gender Stereotypes in the Kindergarten Projects Published in the Journal "Dijete Vrtić Obitelj" in the Period 2009-2019
No full textCilj rada je istražiti zastupljenost rodnih stereotipa u projektima objavljenima u časopisu „Dijete, vrtić, obitelj“ u periodu 2009.-2019. Analizom opisa projekata u časopisu ustanovit će se prisutnost stereotipa u osmišljavanju i realizaciji odgojno-obrazovnog rada. Uzimajući u obzir da djeca osim činjenjem, uče i opažanjem okoline, ključna su ponašanja i stavovi onih koji provode najviše vremena s djecom – odgajatelja. Osim prisutnosti stereotipa, u radu se analizirao njihov ukupni broj te broj objavljenih projekata u svakoj godini, davanje dominantne inicijative za provođenje te prisutni i dominantni sudionici. Istražilo se postoje li projekti u kojim je zastupljena rodna tematika te jesu li u projektima prisutni odgajatelji ili vanjski suradnici muškog spola. Broj objavljenih projekata varirao je po godinama, a u nekim godinama nema objavljenih projekata. Rezultati su pokazali da su više od polovice projekata inicirala djeca te da su od sudionika najčešće prisutni odgajatelji, djeca i roditelji. Dominantni sudionici svih projekata su djeca. Projekata s rodnom tematikom nije bilo, no dodatnom analizom uočeno je da je od 40 projekata u njih 3 prisutno rodno stereotipno ponašanje. Također, jedan projekt pokrenut je kako bi se potaknula rodna ravnopravnost unaprijed osmišljenim aktivnostima. Broj projekata u kojem su prisutni muški odgajatelji ili vanjski suradnici izuzetno je malen.The intention of this paper is to investigate the representation of gender stereotypes in the projects published in the magazine „Dijete, vrtić, obitelj“ in the period 2009-2019. The analysis of project descriptions in the magazine will establish the presence of stereotypes in planning and realization of educational work. Taking into account that children, in addition to doing, learn by observing the enviroment, the behaviours and non-stereotypical attitudes of those who spend the most time with children, the educators, are key. In addition to the presence of stereotypes, the paper analyzed their total number and the number of published projects in each year, giving the dominant initiative for implementation, and the present and dominant participants. It was investigated whether there are projects in which gender issues are represented and whether male educators or external collaborators are present in the projects. The number of published projects varied by year, and in some years there were no published projects. The results showed that more than half of the projects were initiated by children and that among the participants, educators, children and parents were most often present. The dominant participants in all projects are children. There were no projects with a gender theme, and the number of projects in which male educators or external collaborators are present is extremely small
Glazboterapija u odgojno-obrazovnoj ustanovi za rani i predškolski odgoj
No full textCilj ovog rada je integrirati glazbu i njene terapeutske mogućnosti u odgojno-obrazovnoj ustanovi za rani i predškolski odgoj i obrazovanje, budući da ta dva područja mogu doprinijeti razvoju djece predškolske dobi. Stoga, rad prikazuje benefite glazbe za razvoj djeteta rane i predškolske dobi, a potom definira područje, ciljeve, namjenu, načela i metode glazboterapije. Radom se prikazuju vrijednosti glazboterapije i njen značaj u kontekstu odgojno-obrazovne ustanove za rani i predškolski odgoj i obrazovanje kroz primjere hrvatske i inozemne prakse. Glazboterapija se dominantno koristi u radu s djecom s teškoćama u razvoju, ali prednosti njenih načela i metoda otvaraju široke mogućnosti implementacije u odgojno-obrazovnom radu s inkluzivnim skupinama i skupinama djece tipičnog razvoja, što potvrđuju primjeri analiziranih praksi, prikazani u stručnoj i znanstvenoj literaturi. Komparativni prikaz dvaju spomenutih područja potvrđuje opravdanost primjene nekih elemenata glazboterapije u redovitom odgojno-obrazovnom sustavu jer pozitivno utječu na socijalno okruženje i cjelovit razvoj pojedinaca u skupini.The aim of this paper is to integrate music and its therapeutic possibilities in an educational institution for early and preschool education, since these two areas can contribute to the development of preschool children. Therefore, the paper presents the benefits of music for the development of a child of early and preschool age, and then defines the area, goals, purpose, principles, and methods of music therapy. The paper presents the values of music therapy and its importance in the context of an educational institution for early and preschool education through examples of Croatian and foreign practice. Music therapy is predominantly used in working with children with developmental difficulties, but the advantages of its principles and methods open wide possibilities for implementation in educational work with inclusive groups and groups of children with typical development, which are confirmed by examples of analysed practices, collected in professional and scientific literature. A comparative presentation of the two mentioned areas confirms the justification for applying some elements of music therapy in the regular education system because it positively affects the social environment and the overall development of individuals in the group