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Preschool Teachers' Professional Competencies for Working with Children at Risk of Poverty and Marginalization and their Families
No full textTemeljni cilj ovoga rada je istražiti čimbenike povezane sa unaprjeđenjem profesionalnih
kompetencija odgajatelja za rad s djecom u riziku od siromaštva i marginalizacije i stvaranju
partnerstva s obiteljima. Današnje suvremeno društvo obilježeno je različitim društvenim i
ekonomskim krizama koje u konačnici ostavljaju negativne posljedice na društvo u cjelini, a
naročito na obitelji i djecu. Jasno je kako su upravo djeca najranjivija skupina populacije.
Nedostupnost svih potrebnih resursa i siromaštvo, ili rizik od siromaštva i marginalizacije za
njih može imati brojne posljedice na njihovu dobrobit u budućnosti. Iz navedenog razloga vrlo
je bitno uključiti djecu iz rizika od siromaštva u ustanove ranog i predškolskog odgoja gdje će
biti ostvaren profesionalni odnos s njima. Odgajatelj ima ključnu ulogu u radu s djecom u riziku
od siromaštva i marginalizacije, ali jednako tako i u radu s njihovim obiteljima. Kako bi
odgajatelj mogao adekvatno odgovoriti na izazove mora imati određene profesionalne
kompetencije. Tijekom vlastitog profesionalnog razvoja vrlo je bitno da odgajatelj postigne
odgovarajuću razinu kompetencija koje uključuju kognitivne, funkcionalne, vrijednosne i
osobne kompetencije. Profesionalno kompetentan odgajatelj moći će djelotvorno odgovoriti i
spremno pružiti pomoć djeci u riziku od siromaštva i marginalizacije i njihovim obiteljima u
svojoj domeni djelovanja.The main aim of this paper is to analyse the factors related to the professional competences of
preschool teachers when working with children at risk of poverty and marginalisation and when
creating partnerships with families. Today's modern society is characterised by various social
and economic crises that ultimately have negative consequences for society as a whole and for
families and children in particular. It is clear that children are the most vulnerable population
group. The unavailability of all necessary resources and poverty or the risk of poverty and
marginalisation for them can have numerous consequences for their future well-being. For this
reason, it is very important to include children at risk of poverty in early childhood and
preschool education institutions where a professional relationship is established with them.
Preschool teachers play a key role in working with children at risk of poverty and
marginalisation, but also in working with their families. In order for preschool teachers to
respond appropriately to the challenges, they need to have certain professional competences.
During their own professional development, it is very important that preschool teachers achieve
an appropriate level of competence that includes cognitive, functional, values-based and
personal competences. A professionally competent preschool teacher will be able to effectively
and willingly help children at risk of poverty and marginalisation and their families within their
fields of influence
The Chakavian dialect in classroom and extracurricular activities in primary education
No full textOvaj diplomski rad bavi se analizom zastupljenosti čakavskog narječja u nastavnim i izvannastavnim aktivnostima razredne nastave. Cilj je istražiti na koji način i u kojoj mjeri se čakavsko narječje integrira u nastavni proces te u kojim aktivnostima učitelji mogu koristiti čakavsko narječje. Rad prikazuje zastupljenost zavičajnih nastavnih sadržaja vezanih za narječja, s naglaskom na čakavsko narječje, unutar Kurikuluma, udžbenika i radnih bilježnica iz predmeta Hrvatski jezik, Glazbena kultura te Priroda i društvo. Provedeno je kvalitativno istraživanje među učiteljima razredne nastave iz čakavskog govornog područja putem polustrukturiranog intervjua. U radu će se prikazati primjeri dobre prakse, odnosno načini na koji učitelji primjenjuju čakavsko narječje u nastavnim i izvannastavnim aktivnostima.This paper examines the representation of the Chakavian dialect in classroom and extracurricular activities in primary education. The aim is to investigate how and to what extent the Chakavian dialect is integrated into the teaching process and in which activities teachers can utilize the Chakavian dialect. The paper presents the presence of regional educational content related to dialects, with a focus on the Chakavian dialect, within the curriculum, textbooks and workbooks for the subjects Croatian Language, Music Culture, and Science and Society. A qualitative study was conducted among primary school teachers from the Chakavian-speaking area through semistructured interviews. This paper will present examples of good practice, specifically how teachers incorporate the Chakavian dialect into classroom and extracurricular activities
Odgajatelji o aktualnom stanju i perspektivama unapređenja prakse
No full textCilj je ovoga rada bio dati teorijski pregled recentnih teorijskih i empirijskih radova te istražiti viđenje i doživljaj prakse iz perspektive odgajatelja, vezano uz radno mjesto, područja rada, zadovoljstvo i nezadovoljstvo praksom te prijedloge za poboljšanje prakse odnosno moguće promjene u svakodnevnoj praksi koje bi pridonijele povećanju kvalitete njihova profesionalnog djelovanja. Primijenjen je kvalitativni istraživački pristup primjenom metode refleksivnog eseja na uzorku (N=18) odgajateljica jednog vrtića u Primorsko-goranskoj županiji koji omogućuje stjecanje dubljeg uvida u ovu tematiku iz njihove perspektive. Rezultati provedene kvalitativne analize jasno ukazuju na aktualno stanje i izazove s kojima su suočeni odgajatelji (velik broj djece u skupinama, nedostatak stručnog usavršavanja, nerazumijevanje kolega, nizak dohodak, prevelik obujam posla, nedostatak stručnog tima i drugi otežavajući čimbenici) koji utječu na zadovoljstvo poslom i kvalitetu njihova rada. Perspektive odgajatelja o unapređenju prakse valjalo bi uzeti u obzir pri razmatranju budućih aktivnosti kako na individualnoj i institucionalnoj tako i na drugim značajnim razinama.The aim of this study is to provide a theoretical overview of recent theoretical and empirical works and to investigate the perception and experience of practice from the perspective of early childhood educators, related to the workplace, areas of work, satisfaction and dissatisfaction with practice, as well as suggestions for improving practice and possible changes in daily practice that would contribute to increase the quality of their professional activity. A qualitative research approach was applied using the reflective essay method on a sample (N=18) of kindergarten teachers in the Primorje-Gorski Kotar County, which enables gaining a deeper insight into this topic from their perspective. The key question is to investigate the ways in which educators perceive themselves as professionals and perceive the characteristics of the job, as well as their experiences and expectations. This research gave a deeper insight into the perceptions of educators about their profession and the current situation in practice from their perspective. The results of the conducted qualitative analysis clearly indicate the current situation and challenges faced by educators (a large number of children in groups, lack of professional training, misunderstanding of colleagues, low income, excessive workload, lack of a professional team and other complicating factors)
that affect job satisfaction and the quality of their work. Preschool teachers' perspectives on the improvement of practice should be taken into account when considering future activities both at the individual and institutional levels, as well as at other important levels
Measurements in early mathematics
No full textMjerenje je važna vještina koja se primjenjuje u mnogim svakodnevnim kontekstima. Značajna je domena matematike koja povezuje geometriju i realne brojeve. Osnova mjerenja su usporedbe. U predškolskom okruženju fokus je na razumijevanju određenog koncepta koji se mjeri te upotrebi odgovarajućeg vokabulara za opisivanje i usporedbe. Cilj je rada dati pregled istraživanja kako se određeni koncepti mjerenja (duljina, volumen, masa) razvijaju te dati izvor ideja za aktivnosti mjerenja određenog koncepta u predškolskoj dobi.Measurement is an important skill that is applied in many everyday contexts. It is a significant domain of mathematics that connects geometry and real numbers. The basis of measurement is comparisons. In the preschool environment, the focus is on understanding the specific concept being measured and using the appropriate vocabulary for describing and comparing. The aim of the paper is to provide an overview of research on how certain concepts of measurement (length, volume, mass) are developed and to provide a source of ideas for activities to measure certain concepts in preschool age
Integracija likovnih i glazbenih aktivnosti u vrtiću
No full textKreativnost kao skup sposobnosti potrebnih za suočavanjem s izazovnim i nepoznatim
situacijama koje zahtijevaju nove i odgovarajuće ideje, odnosno rješenja, jedna je od najvažnijih
odgojnih vrijednosti koje treba njegovati, razvijati i poticati kroz odgojno-obrazovni rad s djecom
rane i predškolske dobi. Glazba i likovna umjetnost značajno utječu na socijalno-emocionalni,
kognitivni i fizički razvoj djece, što je osnova i za razvijanje kreativnosti. U radu je prikazano kako
se razvija kreativnost kod djece rane i predškolske dobi, koja je uloga glazbenog i likovnog
stvaralaštva u tom razvoju te kako odgajatelji mogu doprinijeti tome razvoju.Creativity as a set of abilities needed to deal with challenging and unknown situations that
require new and appropriate ideas is one of the most important educational values that should be
nurtured, developed and encouraged through educational work with children of early and preschool
age. Music and visual arts significantly influence the social-emotional, cognitive and physical
development of children, which is the basis for the development of creativity. The paper shows how
creativity develops in children of early and preschool age, what is the role of music and art creativity
in that development, and how educators can contribute to that development
Folk Music of the Island of Rab
No full textOtok Rab smješten je na kvarnerskom prostoru te sa susjednim otocima čini rapsku otočnu skupinu. Rab se po prvi put spominje u putopisu geografa Pseudo-Skilaka zajedno sa otokom Pagom pod zajedničkim nazivom Mentorides i to još u starom vijeku. Procvat otoka Raba možemo pratiti kroz naseljavanje Ilira, preko starih Rimljana te Mletačke republike i njihovog utjecaja na kulturu i baštinu otoka. Sam grad Rab i njegovi stari dijelovi mogu svjedočiti o slavi otoka te njegovim folklornim običajima i tradicijama . Otok Rab je poznat po svojoj nematerijalnoj kulturnoj baštini, koja obuhvaća folklor, pjesmu, ples i jezik. U suvremenom svijetu, gdje globalizacija često prijeti očuvanju kulturnog identiteta, očuvanje folklora postaje bitno za očuvanje kulturne baštine. Otok Rab, sa svojom bogatim folklornim naslijeđenjem pruža uvid u kulturnu baštinu.The island of Rab is located in the Kvarner region and, together with the neighboring islands, forms the Rab island group. Rab is first mentioned in the travel writings of the geographer Pseudo-Skilax, alongside the island of Pag, under the collective name Mentorides, dating back to antiquity. The flourishing of the island of Rab can be traced through the settlement of the Illyrians, the influence of the ancient Romans, and the Venetian Republic, each leaving a mark on the island's culture and heritage. The city of Rab and its historical parts bear witness to the island's former glory and its folklore customs and traditions. The island of Rab is renowned for its intangible cultural heritage, which encompasses folklore, song, dance, and language. In the modern world, where globalization often threatens the preservation of cultural identity, maintaining folklore becomes crucial for safeguarding cultural heritage. With its rich folkloric heritage, the island of Rab offers valuable insights into its cultural legacy
Refleksivna praksa kao alat praćenja i vrednovanja kvalitete rada ustanove ranog i predškolskog odgoja i obrazovanja u procesu samovrednovanja
No full textRefleksivna praksa obuhvaća proces razmišljanja, analiziranja i vrednovanja vlastitog profesionalnog rada te naglašava kontinuirano promišljanje i prilagodbu odgojitelja kako bi se poboljšala kvaliteta vlastitog rada i cjelokupne ustanove. Samovrednovanje je sastavni dio procesa refleksivne prakse, a riječ je o sustavnom procesu u kojem se procjenjuju vlastiti rad i postignuća. Koncept samovrednovanja uključuje identifikaciju jakih strana i područja poboljšanja te postavljanje ciljeva za unapređenje kvalitete rada.
Rad se bavi analizom refleksivne prakse kao alata praćenja i vrednovanja kvalitete rada ustanove ranog i predškolskog odgoja i obrazovanja u procesu samovrednovanja. Cilj rada je analizirati važnost i mogućnosti primjene refleksivne prakse u procesu samovrednovanja kvaliteta rada ustanova za rani i predškolski odgoj i obrazovanje.
Ustanovljeno je kako proces samovrednovanja predstavlja ishodište refleksivne prakse. S obzirom da odgojitelji prema mnogim autorima imaju ključnu ulogu u osiguranju kvalitetnog odgojno-obrazovnog procesa, suvremeni zahtjevi pred odgojitelja stavljaju i provođenje procesa samovrednovanja i refleksivne prakse. Samovrednovanje se može provesti na različite načine, npr. postavljanjem pitanja, korištenjem standardiziranih upitnika, promišljanjem o vlastitoj praksi, refleksijom na ponašanja, događaje i situacije te vrednovanjem istih, i dr. Ovo ukazuje na usku povezanost samovrednovanja i refleksije. Refleksivna praksa pak može se provoditi na individualnoj i organizacijskoj razini. Najveća korist od rezultata i spoznaja refleksivne prakse nastupit će onda kada se rezultati i spoznaje dijele i diskutiraju s drugima, s ciljem identificiranja mogućnosti za poboljšanja.
Zaključeno je kako uključivanje u procese samovrednovanja i refleksivne prakse donosi osobne i profesionalne koristi za pojedinca, radnu grupu, cjelokupnu ustanovu, ali i krajnje korisnike, odnosno djecu. To je važno s obzirom da je djeci potrebno pružiti najbolje moguće odgojno-obrazovno iskustvo, a kontinuirano samovrednovanje i refleksivna praksa odličan su način za poboljšanje kvaliteta rada odgojitelja, stručnih suradnika i cjelokupne ustanove za rani i predškolski odgoj i obrazovanje. Različite mogućnosti primjene refleksivne prakse pred ustanove i pojedince stavljaju i mogućnost odabira najprikladnijih modela i metoda refleksivne prakse. Međutim, potrebno je raditi na povećanju svijesti o važnosti refleksivne prakse i samovrednovanja te motivirati pojedince na njenu primjenu. Buduća istraživanja bi se mogla fokusirati na učestalost i zastupljenost primjene refleksivne prakse u radu odgojitelja, dok bi nalazi takvih istraživanja mogli biti od koristi za povećanje svijesti o važnosti njene primjene.Reflective practice includes the process of thinking, analyzing and evaluating one's own professional work and emphasizes the continuous reflection and adjustment of educators in order to improve the quality of their own work and that of the entire institution. Self-evaluation is an integral part of the process of reflective practice, and it is a systematic process in which one's own work and achievements are evaluated. The concept of self-evaluation includes the identification of strengths and areas of improvement and the setting of goals for improving the quality of work.
The paper focuses on the analysis of reflective practice as a tool for monitoring and evaluating the quality of work in early childhood education institutions during the self-evaluation process. The aim of the paper is to analyze the importance and possibilities of applying reflective practice in the self-evaluation process of the quality of work in early childhood education institutions.
It was established that the process of self-evaluation represents the origin of reflective practice. Given that, according to many authors, educators have a key role in ensuring a quality educational process, modern demands on educators also put the implementation of self-evaluation processes and reflective practice. Self-evaluation can be carried out in different ways, such as posing questions, using standardized questionnaires, reflecting on one's own practice, reflecting on behaviors, events and situations and evaluating them, etc. This indicates a close connection between self-evaluation and reflection. Reflective practice, on the other hand, can be implemented at the individual and organizational level. The greatest benefit from the results and insights of reflective practice will occur when the results and insights are shared and discussed with others, with the aim of identifying opportunities for improvement.
It has been concluded that engaging in self-evaluation processes and reflective practices brings personal and professional benefits to individuals, work groups, the entire institution, and ultimately, to end users, i.e., children. This is crucial considering the need to provide children with the best possible educational experience, and continuous self-evaluation and reflective practice are excellent ways to enhance the quality of work for educators, professional collaborators, and the overall institution for early childhood education. Various possibilities for the application of reflective practice place institutions and individuals in a position to choose the most suitable models and methods of reflective practice. However, there is a need to raise awareness about the importance of reflective practice and self-evaluation and to motivate individuals to implement it. Future research could focus on the frequency and prevalence of the application of reflective practice in the work of educators, while the findings of such research could be useful for increasing awareness of the importance of its application
Preschool teachers perceptions of the needs and opportunities for support in their professional learning and development
No full textCilj je ovog rada bio je dati teorijski pregled recentnih radova o profesionalnom učenju i razvoju odgajatelja te istražiti što odgajatelji identificiraju kao svoje obrazovne potrebe te koje bi mogućnosti i/ili uvjeti pomogli u rješavanju tih potreba. Primijenjen je kvalitativni istraživački pristup na uzorku (N=13) odgajateljica u jednom vrtiću Vinodolske općine u Primorsko-goranskoj županiji koji omogućuje stjecanje dubljeg uvida u ovu tematiku iz njihove perspektive. Ključno je pitanje kako adekvatno odgovoriti na potrebe odgajatelja za profesionalnim učenjem i razvojem te pružiti im podršku za ostvarivanje iskazanih potreba iz njihove perspektive. Rezultati istraživanja ukazali su na snažnu potrebu odgajatelja za kontinuiranim profesionalnim učenjem i razvojem usmjerenim na aktualne teme koje odgovaraju potrebama djece u skupinama te osobnim interesima odgajatelja, te na izostanak podrške u ostvarivanju njihovih profesionalnih potreba na institucionalnoj, lokalnoj i državnoj razini. Mogućnosti za profesionalno učenje i razvoj time su ograničene zbog nedostatnih financijskih i drugih resursa. Odgajatelji prepoznaju važnost kvalitetnog, interaktivnog i praktičnog profesionalnog učenja i razvoja, pri čemu izražavaju različite preferencije prema oblicima učenja s obzirom na oblike, mjesto i vrijeme učenja te ističu značaj institucionalne podrške i samoinicijativnosti u pronalasku novih prilika za vlastito usavršavanje. Ističe se važnost personaliziranog, relevantnog i kvalitetnog profesionalnog učenja i razvoja koji je prilagođen individualnim potrebama, interesima i vremenskim mogućnostima odgajatelja kao i važnost kontinuirane refleksije, umrežavanja i praktičnih iskustava u unapređenju odgojno-obrazovne prakse.The aim of this paper is to provide a theoretical overview of recent studies on the professional learning and development of preschool teachers and to explore what these educators identify as their educational needs, as well as the opportunities and conditions that could help address these needs. A qualitative research approach was applied to a sample (N=13) of preschool teachers in a kindergarten in the municipality of Vinodol, located in the Primorje-gorski Kotar County, to gain a deeper understanding of this topic from their perspective. The key question is how to adequately respond to preschool teachers' needs for professional learning and development and to support them in fulfilling these needs from their perspective. The research results indicated a strong need for continuous professional development focused on current topics that address the needs of children in groups and the personal interests of preschool teachers. Furthermore, the results highlighted a lack of support in meeting their professional needs at the institutional, local, and national levels. Opportunities for professional development are thus limited due to insufficient financial and other resources. Preschool teachers recognize the importance of high-quality, interactive, and practical professional learning and development, expressing varied preferences regarding the forms, location, and timing of learning. They emphasize the significance of institutional support and self-initiative in finding new opportunities for their advancement. The study underscores the importance of personalized, relevant, and high-quality professional development tailored to the individual needs, interests, and time constraints of preschool teachers, as well as the significance of continuous reflection, networking, and practical experiences in enhancing educational practices
Intercultural Education in Musical Activities
No full textZavršni rad pod naslovom "Interkulturni odgoj i obrazovanje u glazbenim aktivnostima" istražuje važnost glazbe u ranom i predškolskom odgoju kao sredstva za promicanje interkulturnih vrijednosti. Rad naglašava utjecaj glazbe na cjelokupni razvoj djece, uključujući kognitivni, socijalno-emocionalni i psihomotorni razvoj. Glazbene aktivnosti, poput pjevanja, sviranja i slušanja glazbe, istaknute su kao ključne za poticanje empatije, tolerancije i razumijevanja među djecom različitih kulturnih pozadina.
Rad također razmatra ulogu odgajatelja u promicanju interkulturalnosti kroz glazbene aktivnosti i pruža konkretne primjere aktivnosti koje se mogu implementirati u svakodnevni odgojno-obrazovni rad s djecom rane i predškolske dobi. Kroz analizu interkulturalne kompetencije i primjere iz prakse, ističe se kako glazba može djelovati kao most među različitim kulturama, potičući međusobno uvažavanje i suživot u različitosti.
Cilj je rada ukazati da glazba kao dio kulturnog i tradicijskog stvaralaštva može biti snažno sredstvo upoznavanja nekog naroda, boljeg razumijevanja što je danas u multikulturnim društvima posebno važno.The thesis titled "Intercultural Education in Musical Activities" explores the importance of music in early childhood and preschool education as a means of promoting intercultural values. The paper emphasizes the impact of music on the overall development of children, including cognitive, social-emotional, and psychomotor development. Musical activities such as singing, playing instruments, and listening to music are highlighted as key for fostering empathy, tolerance, and understanding among children from different cultural backgrounds.
The thesis also examines the role of educators in promoting interculturalism through musical activities and provides concrete examples of activities that can be implemented in daily educational work with young and preschool children. Through the analysis of intercultural competence and practical examples, it is highlighted how music can act as a bridge between different cultures, encouraging mutual respect and coexistence in diversity.
The aim of the thesis is to demonstrate that music, as a part of cultural and traditional creation, can be a powerful means of understanding other nations, fostering better understanding, which is particularly important in multicultural societies today
Kinematic Analysis of the Motor Structure of Walking in Early and Preschool-Age Children
No full textCilj ovoga rada jest kinematičkom analizom motoričke strukture hodanja djece rane i predškolske dobi utvrditi eventualna odstupanja od idealne strukture hodanja prilikom izvođenja određenih motoričkih zadataka. Istraživanje je provedeno u Dječjem vrtiću „Sušak“ podcentar Morčić u Rijeci. Sudjelovalo je 20 djece u dobi od 2,8 godine do 6,2 godine, djeca su snimana tijekom izvođenja četiri motorička zadatka hodanja (unaprijed, unatrag, slalom i hodanje po klupi) na udaljenosti od pet metara. Kinematička analiza izvršena je u programu Kinovea, a za istraživanje važne su bile varijable: ukupno trajanje zadatka, broj koraka, prosječno trajanje koraka, dužina koraka i aktivnost ruku. Mjerenje kutova izvršeno je u gležnju, koljenu, kuku i glavi. Također, u motoričkom zadatku hodanja po klupi važno je bilo primijetiti način penjanja i silaženja s klupe.
Rezultati istraživanja pokazuju veliku heterogenost među djecom koja su sudjelovala u istraživanju. Do odstupanja u rezultatima dolazi zbog različite dobi djece. Razlika između dobi djece najuočljivija je rezultatima dužine i broja koraka. Djeca vrtićke dobi imaju duži korak i potreban im je manji broj koraka dok je djeci jasličke dobi korak kraći i veći broj koraka im je potreban. Također, prema indeksu tjelesne mase otkrivena su pojedina djeca koja ulaze u kategoriju pretilosti te postoji mogućnost ITM utječe na njihovo izvođenje motoričkog zadatka. Utvrđeni su i neki od obrazaca ponašanja djece pri obavljanju motoričkih zadataka hodanja.
Ovo istraživanje ističe značaj fizičke aktivnosti kod djece, posebno onih prilagođenih i prikladnih za djecu u ranom i predškolskom uzrastu. Biotičke motoričke vještine kod djece su sve ugroženije, stoga je važno koristiti ciljani sadržaj kako bi se potaknuo sveobuhvatan motorički razvoj. Na taj način se čuvaju i dodatno usvajaju motoričke vještine neophodne za svakodnevni život, dok se istovremeno postavljaju temelji za daljnji razvoj motoričkih sposobnosti kod djece. Ovim postupcima postavljamo osnovu za daljnji kvalitetan rast i razvoj te radimo na usvajanju zdravih životnih navika.The aim of this study is to determine potential deviations from the ideal walking structure during the performance of certain motor tasks by conducting a kinematic analysis of the walking motor structure of children in early and preschool age. The research was conducted at the "Sušak" Kindergarten, Morčić subcenter in Rijeka. A total of 20 children aged between 2.8 and 6.2 years participated, and they were recorded while performing four motor walking tasks (forward, backward, slalom, and walking on a bench) over a distance of five meters. The kinematic analysis was carried out using the Kinovea program, and the variables important for the research included: total task duration, number of steps, average step duration, step length, and arm activity. Angle measurements were taken at the ankle, knee, hip, and head. Additionally, in the motor task of walking on a bench, it was important to observe the manner of climbing and descending from the bench.
The research results show great heterogeneity among the children who participated in the study. The discrepancies in the results arise due to the different ages of the children. The age difference between the children is most noticeable in the results for step length and number of steps. Kindergarten-aged children have longer steps and require fewer steps, while nursery-aged children have shorter steps and require more steps. Additionally, according to the body mass index, some children were identified as falling into the obesity category, suggesting that BMI may affect their performance in motor tasks. Certain behavior patterns were also observed in children while performing the motor walking tasks.
This research highlights the importance of physical activity in children, especially those activities that are adapted and suitable for early and preschool age. Biotic motor skills in children are increasingly at risk, so it is important to use targeted content to stimulate comprehensive motor development. In this way, motor skills essential for everyday life are preserved and further acquired, while simultaneously laying the foundation for the further development of motor abilities in children. These procedures set the basis for further quality growth and development, and contribute to the adoption of healthy lifestyle habits