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Provjera dobrobiti senzornih aktivnosti i poticaja u radu s djecom rane dobi: Mogućnosti objektivnih mjerenja
No full textSenzorni razvoj, aktivnosti i poticaji više su nego značajni za optimalan rast i razvoj djece predškolske dobi. Ostvarenje senzorne integracije jedno je od temeljnih neuro-bioloških aktivnosti djece predškolske dobi koja predstavlja temelje za učenje, te u suvremenoj znanosti i praksi danas predstavlja vrlo važno i aktualno područje istraživanja. Pritom su uloga odgajatelja te primjena različitih senzoričkih materijala i pomagala iznimno važni vanjski poticaji u njezinom ostvarenju. S obzirom na vrlo mali broj istraživanja u ovom području, posebice s aspekta rada odgajatelja u redovnim jasličkim skupinama djece, cilj ovog istraživanja je usmjeren na provjeru primijenjenih senzoričkih aktivnosti i poticaja u radu s djecom rane dobi. Temeljem tog cilja, provedena je usporedba skupine djece rane dobi u kojoj su prisutni navedeni poticaji i one u kojoj nisu, kako bi se utvrdila dobrobit istih po dječji razvoj. Eksperimentalna skupina sastojala se od sedamnaestero djece, a kontrolna od trinaestero djece u dobi od dvije do tri godine. Generalno je potvrđeno da postoje značajne razlike između kontrolne i eksperimentalne skupine upravo zbog primjene senzoričkih materijala i sprava u eksperimentalnoj skupini. Budući razlike nisu prisutne u svim ispitivanim elementima senzoričkog razvoja, rasprava se temeljila na osiguravanju temeljnih uvjeta za razvoj senzorne integracije kao i razvoju adekvatnih mjernih instrumenata za njezino praćenje.Sensory development, activities and stimuli are extremely important for young children's optimal growth and development. Sensory integration development is one the fundamental neurobiological activities of young children that represents the basis for learning and presents a very important and actual research field in contemporary science and practice today. At the same time, the educator role and the sensory activities and tools use are extremely important external stimuli for the sensory integration development. Considering very small amount of scientific studies in this research field, especially research’s made by preschool educators working with early age children in everyday regular preschool class, this study was focused on testing the implemented sensory activities and stimuli in everyday teaching with early age children. Based on that study aim, a comparison was made between two early age preschool groups, the one that possesses all mentioned stimuli and the one that does not, so that the wellbeing for children's development could be determined. Generally, it was determined that there are significant differences between control and experimental groups of children due to application of sensory tools and materials in the experimental group of children. Since, there were no significant differences in all elements of sensory development, just in some, the discussion was based on the optimal conditions of sensory integration and on the development of new adequate measures for its measurement
Immediate reality as a source of ecological experiences and awareness of children about the environment : Immediate reality as a source of ecological experiences and awareness of children about the environment
Get PDFKontakt djece s prostorom i prirodom u kojoj odrastaju pretpostavka su zdravog rasta i razvoja, kao i preduvjet razvoja senzibilnosti djece prema okolišu i održivom razvoju. Radom se želi odgovoriti na pitanja u kojoj mjeri i na koji način su djeca u doticaju s neposrednom stvarnošću kao izvorom iskustva i spoznaja o okolišu. Provedeno je istraživanje prakse rada odgajatelja u poticanju i provođenju neposrednih iskustava kao izvora ekoloških iskustava i spoznaja djece o okolišu (direktni kontakt s prirodom, izleti, obiteljski izlasci, vrtićki izlasci, aktivnosti na otvorenim prostorima). Istraživanje je provedeno u Dječjem vrtiću „Cvrčak“ u Virovitici te u CPO-u „Potok“ u Rijeci. Rezultati istraživanja ukazuju na procjenu odgajatelja da djeca u osrednjoj mjeri provode vrijeme u neposrednom kontaktu s prirodom. Oblik rada koji se najčešće koristi je slobodna aktivnost na vanjskim prostorima ustanova, dok su odgajatelji procijenili kako je oprema na vanjskom prostoru vrtića dostatno učinkovita.Children' contacts with space and nature in which they grown, present assumptions’ for healthy grow and development, as well as children's sensibility for environment and sustainable development. The sole purpose of this work is to answer the questions to what extent and in what manner are children in contact with immediate reality as a source of experiences and cognitions about the environment. A research has been carried out based on the practice of educators in encouraging and conducting immediate experiences as a source of environmental experiences and awareness of children about the environment (direct contact with nature, excursions, family outings, kindergarten outings, outdoor activities). The research has been carried out in Kindergarten“Cvrčak“in the city of Virovitica, and CPO “Potok“ in Rijeka. The results of the research point out on the assessment of kindergarten educators that the children spend their time in nature to a mediocre extent. The most commonly used form of exercise is the one involving free activities on outdoor premises, while the educators estimated the effectiveness of outdoor equipment as effective
Language culture of preschool teacher
Get PDFPod pojmom jezična kultura podrazumijevamo i pojam jezično izražavanje, a njih karakteriziraju poznavanje i kultiviranje jezika, teorijsko znanje o jeziku, jezičnu svijest i jezičnu brigu o jeziku. Odgajateljeva uloga je da svjesno njeguje kulturu izražavanja, odnosno kulturu govorenja i pisanja. Govor odgajatelja bi trebao biti popraćen obilježjima dobrog govora.
Pojam „jezična kultura odgajatelja“ odnosi se na više područja, jedno, ako ne i najvažnije, je područje komunikacije. Komunikacija je vrlo važna u životu svakog čovjeka i njome se koristimo cijeloga života. U struci odgajatelja komunikacija s djecom rane i predškolske dobi od izrazite je važnosti. Odgajatelj treba u svom radu koristiti verbalnu, kao i neverbalnu komunikaciju. Potrebno ih je kombinirati i što češće, na više različitih načina, koristiti u radu s djecom.
Odgajatelj je taj koji djeci, osim roditelja, predstavlja govorni model. Sukladno tome, od iznimne je važnosti da u odgojno-obrazovnoj skupini potiče komunikaciju, kombinira sve vrste komunikacije, prati i djeluje u skladu s dječjim interesima, potrebama i željama te da uvijek radi na sebi i neprestano se usavršava.„Language culture“ is deeply connected with the term linguistic expression, characterized by knowledge and cultivation of language, theoretical knowledge of language, language awareness and care of language. Preschool teacher's role is to consciously nurture the culture of expression, culture of speech and writing. The preschool teacher's speech should be followed by the characteristics of good and regular speech.
The term „language culture of the preschool teacher“ refers to several areas, one of the most important areas ic communication. Communication is very important in every human life and we use it for a lifetime. In the profession of preschool teacher, communication with children of early and preschool age is very important. The preschool teacher should use verbal and nonverbal communication. They need to be combined and used as often as possible in many different ways.
Expect parents, preschool teacher is another speech model to the child. Accordingly, it's very important that preschool teacher stimulate communication, combines all kinds of communication and operates in accordance with the child's interest, needs and desires. Preschool teacher should always work on himself and continually improve his work
RAZLIKE U SIMPTOMIMA IMPULZIVNOSTI/HIPERAKTIVNOSTI, EMOCIONALNIH PROBLEMA, NEPAŽNJE I ANTISOCIJALNOSTI S OBZIROM NA PROCIJENJENE POTREBE ZA DODATNOM POMOĆI U UČENJU I KOREKCIJE PONAŠANJA
Get PDFTemeljni cilj rada bio je utvrditi postoje li razlike u simptomima impulzivnosti/hiperaktivnosti, nepažnje, emocionalnih problema i antisocijalnosti s obzirom na procijenjenu potrebu za pružanjem dodatne pomoći u učenju i korekciji ponašanja. Empirijsko istraživanje sastojalo se od četiri hipoteze s tim da je druga hipoteza imala četiri podhipoteze. U provedenom istraživanju sudjelovalo je 1087 ispitanika, odnosno razrednici su ispunili upitnike za 1087 učenika za koje procjenjuju teškoće u ponašanju. Istraživanje se provelo u 12 županija Republike Hrvatske: Koprivničko-križevačka, Sisačko-moslavačka, Varaždinska, Primorsko-goranska, Međimurska, Osječko-baranjska, Vukovarsko-srijemska, Brodsko-posavska, Ličko-senjska, Splitsko-dalmatinska, Dubrovačka, Zagrebačka i u gradu Zagrebu. Razrednici su ispunjavali Upitnik za učitelje u kojemu se nalazi i Skala simptoma ponašanja učenika. Faktorskom analizom dobivene su četiri dimenzije učenikovog ponašanja: Impulzivnost/hiperaktivnost, Emocionalni problemi, Nepažnja i Antisocijalnost. Hipoteze rada analizirane su deskriptivnom analizom, korelacijskom analizom i analizom razlika.
Prema prvim rezultatima utvrđeno je da postoje razlike u simptomima impulzivnosti/hiperaktivnosti, nepažnje, emocionalnih problema i antisocijalnosti s obzirom na procijenjenu potrebu za pružanjem dodatne pomoći u učenju i korekciji ponašanja. Razrednici procjenjuju da je dodatna pomoć u učenju potrebna učenicima koje smatraju suspektnima na deficit pažnje, na emocionalne probleme i na impulzivnost/hiperaktivnost. Dodatnu pomoć u korekciji ponašanja procjenjuju potrebnom za učenike koji su suspektni na antisocijalnost, na impulzivnost/hiperaktivnost i nepažnju.
Rezultati ovog istraživanja mogu pomoći u boljem razumijevanju potrebe za pružanjem dodatne podrške u učenju i korekciji ponašanja učenicima koji iskazuju simptome impulzivnosti/hiperaktivnost, nepažnje, emocionalnih problema i/ili antisocijalnosti.The basic aim of this research was to determine whether there are any differences in symptoms of impulsivity/hyperactivity, inattentiveness, emotional problems and unsociableness considering the estimated need for additional help in learning and behavioral correction. The empirical study consisted of four hypotheses, second one hypothesis had four subhypotheses. In this research participated 1087 pupils who were evaluated by their teachers. The survey was conducted in 12 counties of the Republic of Croatia: Koprivničko-križevačka, Sisačko-moslavačka, Varaždinska, Primorsko-goranska, Međimurska, Osječko-baranjska, Vukovarsko-srijemska, Brodsko-posavska, Ličko-senjska, Splitsko-dalmatinska, Dubrovačka, Zagrebačka and in city Zagreb. Teachers fulfilled the Teachers' Questionnaire which also had a Scale of the pupil's behavioral symptoms. Factor analysis showed four dimensions of behavior: Impulsiveness/Hyperactivity, Emotional Problems, Inattentiveness and Unsociableness. The hypotheses of this empirical research were analyzed by descriptive analysis, correlation analysis, and analysis of differences.
According to the first results, there are differences in symptoms of impulsivity/hyperactivity, inattentiveness, emotional problems and unsociableness considering the estimated need for additional help in learning and behavioral correction. Teachers estimate that additional help in learning is needed for students who are considered susceptible to attention deficit, emotional problems, and impulsivity/hyperactivity. Additional help in behavioral correction is needed for students who are susceptible to unsociableness, impulsive/hyperactivity and inattentiveness.
Results of this research can be helpfull because they provide better understanding the need for additional help in learning and in changing behavior for pupils who show symptoms of impulsivity/hyperactivity, neglect, emotional problems and unsociableness
Self-estimated aggression among future teachers and educators/ preschool teachers in relation to the years of study and study program
Get PDFCilj istraživanja je bio utvrditi samoprocijenjenu agresivnost kod budućih učitelja i odgajatelja i ispitati je u relacijama s godinama studiranja i studijskim programom sukladno s kojim su postavljene hipoteze prema analiziranim prethodnim istraživanjima u Hrvatskoj i u svijetu.
Podaci ovog istraživanja su prikupljeni od 291 ispitanika, odnosno, studenata i studentica Učiteljskog fakulteta u Rijeci. Istraživanje se provelo na dva studijska smjera: Učiteljskom studiju gdje je sudjelovalo 160 ispitanika te na Ranom i predškolskom odgoju i obrazovanju gdje je sudjelovalo 125 ispitanika. Istraživanje je provedeno pomoću Upitnika agresivnosti autora Bussa i Perryja (1992).
Rezultati istraživanja pokazuju niske vrijednosti samoprocijenjene agresivnosti budućih odgajatelja i učitelja. Samoprocijenjena agresivnost se razlikuje s obzirom na smjer studija. Verbalna i fizička agresivnost se češće i u nešto većoj mjeri pojavljuju kod studenata učiteljskog nego li predškolskog studija dok su dimenzije hostilnosti i bijesa podjednako zastupljene. Na posljetku, rezultati ukazuju da samoprocijenjena agresivnost i dob nisu povezani. Potrebna su daljnja istraživanja agresivnog ponašanja u odgojno-obrazovnim ustanovama.This research was set up to determine self-estimated aggression among future teachers and educators/ preschool teachers and examine them in relation to the years of study and study program according to which hypotheses were put forward for the analyzed previous researches in Croatia and in the world.Data from this research were collected by 291 respondents, respectively, of the Faculty of Teacher`s Education in Rijeka. The study was conducted in two study directions: a Teacher`s Study where 160 participants were involved, and Early and Preschool Education where 125 participants participated. The research was conducted using The Aggression Questionnaire by Buss and Perry (1992).
The research results show low values of self-estimated aggressiveness of future educators and teachers, and further, that the results of self-esteem of aggression differ with respect to the course of study. Specifically, verbal and physical aggression are more and more often encountered in the teaching of students than in preschool studies while the dimensions of hostility and anger are equal. Finally, the results indicate that self-assessment of aggression and age is not related and there are no significant differences in the aggressiveness of young and older respondents. There is need for further research od aggressive behaviour in Education
Listening to music trough audio stories in preschool
Get PDFSlušanje glazbe razvija različite djetetove sposobnosti i kompetencije odnosno pridonosi dječjem cjelovitom razvoju. U radu su navedena područja djetetova razvoja koje glazba potiče i razvija te na koji način. U daljnjem dijelu rada, audio priče podijeljene su u tri skupine: one u kojima glazba ima primarnu, one u kojima glazba ima sekundarnu ulogu te one koje su ujedno i kazališne predstave. Pri obradi svake od njih, napisan je kritički osvrt, kratki sadržaj te različite izvedbe istih.Listening music develops different abilities of children and children competences, respectively contributing the entire development of a child. In this paper all the areas of child's development which are encouraged and developed by music are listed. Further in the paper audio stories are divided into three classes: those in which music has a primary role, those in which music has the secondary role and those which are at the same time theater plays. The critical review, summary and performances were written by processing these three classes
Developing children's creativity through music games
No full textU radu je prikazana povezanost dječje kreativnosti i glazbenih igara kod djece rane i predškolske dobi. U početku se govori o suvremenom shvaćanju djeteta i igre u kojem je naglašena i kreativnost, te o dječjem razvoju i razvoju njihovih glazbenih sposobnosti. Poseban naglasak stavljen je na četiri temeljne glazbene aktivnosti uz pretpostavku da svaka od njih posjeduje elemente kreativnosti. Osim toga, istaknute su i teorijske postavke o samoj kreativnosti te brojalica kao uvod u glazbene igre. Unutar posljednjeg poglavlja opisana je uloga odgajatelja u poticanju razvoja dječje kreativnosti kroz glazbene igre.The paper presents the connection between child creativity and music games in children of early and pre-school age. In the beginning, there has been explained a contemporary understanding of the child and the game which emphasizes creativity and the development of their musical abilities. Further, special point has been made on four fundamental musical activities, assuming that each of them possesses elements of creativity. Also, there are especially prominent the theoretical settings of creativity itself and the nursery rhymes as an introduction to music games. Within the last chapter it has been described the role of educators in promoting children's creativity through music games
Igre u poticanju likovnog razvoja djece predškolske dobi
Get PDFIgra je pravo djeteta, sredstvo učenja kojim se dijete uči primjerenom ponašanju, pravilima ponašanja, društvenim pravima, te odnosom prema drugima.Dijete od svog rođenja istražuje sve što ga okružuje, te otkriva svoje mogućnosti. Igra spada u primarni način učenja o sebi i drugima. Djeca većinu svog vremena provode u igri, a učenje i razvoj su uspješniji ako se provodeigrom, odnosno ako su elementi igre. Igrom se razvijaju vještine, samostalnost, te jača samopouzdanje. Važnost likovnog izražavanja u igri je velika. Svako dijete je umjetnik i djeca laku i brzo svladavaju likovni govor ulazeći u svijet umjetnosti. Djeca izražavaju svoju osobnost, te originalnost primjenom različitih tehnika ovisno o dobi. U radu se prikazuje pojmovno određenje i karakteristike igre. Također, prikazuje se i važnost poticanja likovnog izražavanja kod djece, te se navode igre koje su zabilježene u dječjem vrtiću Srdoči u Rijeci.The game is a child's right, the means of learning that teaches a child about proper behavior, rules of behavior, social rights, and relationships with others. Child from his or her birth investigates everything that surrounds him and reveals his or her abilities. The game is a primary way of learning about yourself and others. Kids spend most of their time in the game, and learning and development are more successful if they are going through the game, or if they are one of the elements of the game. The play develops skills, independence, and strengthens self-confidence. The importance of visual expression in the game is great. Every child is an artist and children who are easy and quick to master the art of speech by entering into the world of art. Children express their personality and originality by applying different age-related techniques. This paper presents the conceptual definition and characteristics of the game. Also, the importance of encouraging visual expression in children is also highlighted and the games recorded in the kindergarten Srdoči in Rijeka are mentioned
Composed Verses of Poets for Children - The Perception of Musical Context
No full textKvalitetan glazbeni kontekst u predškolskoj ustanovi pozitivno utječe na cjelokupni razvoj djeteta. Kreiranje glazbenog konteksta u širem smislu je uloga odgajatelja koji posjeduje kompetencije potrebne za kvalitetno obavljanje svoje zadaće, a to čini provođenjem glazbenih aktivnosti koje uključuju slušanje glazbe, pjevanje pjesama i brojalica, sviranje pomoću različitih instrumenata i glazbene igre. U ovomradu se glazbeni kontekst sagledava u užem smislu, tj. promatranjem pjevane pjesmeza djecu kao glazbenog i odgojno-obrazovnog konteksta.Neke od pjesama koje se primjenjuju u radu s djecom predškolske dobi djelo su hrvatskih pjesnika za djecu koje su zatim uglazbili brojni skladatelji. Pjesnici svoje pjesme često izravno namijenjuju djeci zbog osjećaja bliskosti s njima i oživljavanja motiva iz vlastitog djetinjstva, a s glazbenim karakteristikama koje seodnose na ritam, tempo, melodiju, tonalitet i strukturu pjesama čine jedinstvenu cjelinu. U ovome radu se kvalitativnom i kvantitativnom analizom pjesama hrvatskih pjesnika za djecu žele spoznati njihove glazbene i sadržajne karakteristike koje ih čine primjenjivima u radu s djecom predškolske dobi.The high quality music context in the preschool institution has a positive influence on the entire development of the child. Creating a musical context in wider sense is the role of the educator who possesses the competencies needed to perform his / her tasks well which involves performing music activities that include listening to music, singing songs, playing with various instruments and music games.This work examines musical context in a particular sense, i.e. observing singing songs for children as a musical and educational context.Some of the songs which are used in the work with preschool children are made by Croatian poets for children, which were then set in music by numerous composers. The poets often write songs which were directly designatedfor children because of their sense of closeness with them and reviving motives from their own childhood, and they make an unique completeness with musical characteristics such as the rhythm, tempo, melody, tonality and structure of the songs. This work shows musical and content characteristics applicable for working with preschool children through qualitative and quantitative analysis of Croatian poetry songs
USE OF PROBLEM PICTURES BOOKS AND STORIES IN INCLUSION PERCEVIED BY PRESCHOOL TEACHERS
Get PDFOčekuje se da odgajatelji u suvremenim inkluzivnim odgojno-obrazovnim skupinama oblikuju rad prema individualnim potrebama svakog djeteta. Stoga je važno da odgajatelj oblikuje prikladno ozračje u skupini za socio-emocionalni razvoj pri čemu primjenom dječje literature može utjecati na razvoj ovih vještina kao i oblikovanje inkluzivnih vrijednosti u skupini. Cilj ovog rada bio je ispitati odgajateljevu percepciju primjene problemskih slikovnica i priča u svakodnevnom odgojno-obrazovnom radu.
Provedeno je istraživanje u kojem je sudjelovalo 259 odgajatelja djece rane i predškolske dobi iz 5 gradova: Rijeke, Svete Nedelje, Pule, Pazina i Rovinja. Za potrebe ovog istraživanja konstruiran je mjerni instrument koji je ispitivao odgajateljevu percepciju o primjeni problemskih slikovnica i priča te njenu učestalost i namjenu, nastale na temelju iskustva iz prakse u primjeni priča i problemskih slikovnica te modifikacijom postojećih skala.
Dobiveni rezultati govore da se odgajatelji u većoj mjeri procjenjuju spremnima i motiviranima za primjenu problemskih slikovnica i priča dok svoja znanja o njihovoj primjeni kao i dostupnost istih procjenjuju osrednjim. Nadalje, odgajatelji često koriste problemske slikovnice i priče za regulaciju emocija, za promicanje socijalne uključenosti te za poticanje primjerenih ponašanja. Odgajatelji koji su završili diplomski studij smatraju da im je razvojna biblioterapija manje dostupna od odgajatelja nižeg stupnja obrazovanja, dok odgajatelji koji imaju iskustvo rada s djecom s teškoćama i podršku stručnih suradnika procjenjuju višu razinu znanja za primjenu razvojne biblioterapije u promicanju socijalne uključenosti djece u skupini.
Postoji potreba veće podrške odgajateljima u vidu formalnog obrazovanja i stručnih usavršavanja te dostupnosti problemskih slikovnica i priča.It is expected that educators in contemporary inclusive educational groups will shape work according to the individual needs of each child. It is therefore important for the educator to form a suitable atmosphere in the socio-emotional development group, where using children's literature can influence the development of these skills as well as the formation of inclusive values in the group.
The aim of this paper was to examine the educator's perception of the application of problem picture books and stories in everyday educational work.
A study was conducted involving 259 pre-school children educators from 5 cities: Rijeka, Sveta Nedelja, Pula, Pazin and Rovinj. For the purpose of this research, a measuring instrument was constructed that examined the educator's perception of the application of problem picture books and stories and its frequency and purpose, based on experience in practice in the application of stories and problem picture books and modification of existing scales.
The obtained results indicate that educators are more likely to be estimated and motivated to use problem picture books and stories as their knowledge of their application as well as their availability are estimated to be moderate. Furthermore, educators often use problem picture books and stories to regulate emotions, promote social inclusion, and promote appropriate behaviors. Educators who have completed graduate studies believe that developmental bibliotherapy is less accessible to lower educators. Educators who have experience of working with children with disabilities as well as educators who consider that they have the support of professional associates estimate that they have a higher level of knowledge for the application of developmental bibliotherapy promoting the social inclusion of children in the group.
There is a need for greater support for educators in the form of formal education and professional training and the availability of problem picture books and stories