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Characterisation of Multi - Layered Protagonists in Novels on Harry Potter by J. K. Rowling
No full textU ovom radu nalazi se prikaz nekoliko istraživanja o dječjoj recepciji romana o Harryju
Potteru te njihovoj potrebi za identifikacijom s likovima. Definiran je pojam fantastične
priče kojoj pripadaju i romani o Harryju Potteru. Određene su komponente, vrste i oblici
karakterizacije likova te su prikazani likovi koji su najčešće percipirani kao „negativni“.
Analizirani su višeslojni likovi; prikazani su njihovi odnosi s drugim likovima te njihov
razvoj kroz svih sedam romana. U radu se također nalaze i kratki sadržaji romana.
Naglasak se stavlja na karakterizaciju likova koji odstupaju od klasične crno – bijele
karakterizacije te razumijevanje takvih likova za djecu osnovnoškolske dobi.This paper contains a review of a number of researches on child reception of Harry
Potter novels and their need for identification with the characters. The term fantastic
story, which includes the Harry Potter series, is defined. Components, types and forms
of character characterisation are determined and characters who are mostly perceived as
„negative“ are presented. Multilayered characters who appear in all seven novels are
analyzed and their development and relationships with other characters are tracked
through the novels. The paper also contains short summaries of all seven books.The
emphasis is on characterisation of protagonists which deviate from the classic black and
white characterisation and on children's understanding of those characters
The Expression of Gifted Students in Fine Arts
No full textSvaki učenik trebabiti izazov svojem učitelju, a ne samo daroviti.
Učitelj bez obzira na definiranje darovitosti treba imati „senzore“ da je identificira kod učenika. Nedostatna satnica ne bi smjela biti ograničavajući faktor učitelju u individualnom pristupu učeniku.
Cilj istraživanja bio je ustanoviti na koji se način provodi identifikacija darovitih učenika u osnovnim školama, kojim se smjernicama vode učitelji te eventualno ponuditi nove kriterije za identifikaciju darovitih učenika, ukoliko se ustanovi da indikatori za identifikaciju darovitosti ne postoje u radu učitelja ili su zastarjeli i sl..
Uzorak čine učitelji iz OŠ Vladimir Nazor (N=4) i Zvonka Cara u Crikvenici (N=8), te Osnovnoj školi Selca u Selcima (N=2) i Osnovoj Školi Jurja Klovića u Triblju (N=4).
Rezultatima se ukazuje na nedovoljno razrađene kriterije za identifikaciju darovitih učenika, a problem je i nedostatak vremena za rad s likovno darovitima obzirom da se tjedno provodi samo jedan školski sat u okviru predmeta likovna kultura.Dear students can be a challenge for many teachers. Since the giftedness in the literature used for this graduate thesis is differently defined, there is a lack of recognition of why such students may lose motivation and interest. Students who exhibit artistic talent are desirable to timely identify, but given the insufficient hour of art subjects in our educational system, it is possible that there is no individual approach to be sought especially when it comes to gifted students.The aim of the research was to find out how the identification of gifted students in elementary schools is conducted, guiding the teachers and possibly offering new criteria for the identification of gifted students, if it is established that the indicators for the identification of giftedness do not exist in the work of teachers or are outdated ..The sample is made up of teachers from the Elementary School Vladimir Nazor
(N = 4) and Zvonko Cara in Crikvenica (N = 8), Selca Elementary School in Selca
(N=2) and Primary School Juraj Klović in Tribalj (N=4).The research results point to insufficiently elaborated criteria for the identification of gifted students, and there is also a lack of time to work with artistically gifted, given that only one classroom lesson is organized within a subject of visual arts
Reading Interests of Third and Fourth Grade Primary School Students
No full textČitanje, jednu od najvažnijih jezičnih djelatnosti, izuzetno je važno poticati kod najmlađih učenika. Ukoliko učenici od najmlađe dobi steknu naviku čitanja, vrlo vjerojatno će nastaviti razvijati ovu naviku i dalje kroz život. Neizostavna je uloga učitelja u stvaranju poticaja kojima će osigurati da njegovi učenici zavole ovu aktivnost. Da bi to postigao, učitelj treba biti kreativan i maštovit. Također, poželjno je da učitelj bude spreman čuti mišljenje i želje svojih učenika pri odabiru lektirnih djela za čitanje. Cilj ovog rada bio je utvrditi čimbenike koji utječu na čitanje učenika 3. i 4. razreda Bjelovarsko-bilogorske županije. U istraživanju je sudjelovalo 177 učenika koji pohađaju nastavu u trima osnovnim školama. U radu će biti prikazani rezultati navedenog istraživanja koji upućuju kako bi trebalo mijenjati pristup u interpretaciji lektire. Također, rezultati ukazuju da bi učenici voljeli sami birati lektirna djela i većina bi to činila prema vlastitom nahođenju. Nadalje, bit će prikazan popis knjiga koje su učenicima najdraže te će biti navedeno kakve bi knjige učenici čitali da imaju mogućnost izbora.Reading is one of the most significant reading activities. Therefore, it is extremely important to entice young pupils to read. If pupils acquire a reading habit at the youngest age, it is more probable that they will continue developing this habit throughout life. The role of the teachersin creating incentives that will ensure that their pupils come to like this activity is essential. In order to accomplish that, teachers have to be creative and imaginative. Also, it is desirable for teachers to be willing to consider the wishes and opinions of theirpupils when creating a mandatory reading list. The aim of this paper was to determine the factors which effect the reading of third and fourth grade pupils in Bjelovar-Bilogora County. 177 pupils that attend class in three primary schools participated in this research. This paper will show the results of the mentioned research which indicate the need to change the approach to interpreting mandatory reading. Furthermore, the results show that pupils would like to choose mandatory reading books for themselves, and that most of them would do it of their own accord. What is more, the paper will present a list of the pupils’ favourite books, and it will state which books they would read if they could choose
Learning masculinity
No full textUčenje muškosti postalo je područje interesa brojnih znanstvenih disciplina tek u novije vrijeme te danas postaje bitno pitanje kada je u pitanju rod i spol te rodne i spolne uloge. Razumijevanje muškosti zahtjeva dobro poznavanje svih čimbenika koji utječu na formiranje muškosti, a među njima su najvažniji kultura, društvo, odgoj te pristup odnosima između muškaraca i žene. Muškost se uči i presudni su vanjski utjecaji na njezino formiranje. Suvremena zapadna društva sve manje podržavaju patrijarhalno društveno uređenje u kojem se muškost poistovjećuje s dominacijom, moći, agresivnošću, nasiljem i vladanjem. Suvremene sociološke teorije naglašavaju da se muškost uči. Učenje muškosti u zapadnim društvima podrazumijeva ravnopravnost spolova.Learning masculinity has just recently become field of interest in numerous science disciplines and it has become important question when it comes to sex and gender, that is, sex and gender roles. Understanding masculinity demands knowledge of all factors that affect on forming masculinity. Among all factors, the most important ones are culture, society, education and approach to relations between men and women. Masculinity is taught and numerous externam infulences are crucial in forming it. Modern western societies have become less supportive towards patriarchy that has identified masculinity with dominance, power, agression, violence and ruling. Modern sociological theories higlight the fact that masculinity is something thats thaught. Learning masculinity in western cultures allude to gender equality
Traditional Regional Music and Dance as Musical Activities in Teaching Children of Lower Grades of Primary School
No full textZavičajna glazba vrijedno je kulturno blago čiji sadržaji imaju važno mjesto u glazbenim aktivnostima nastavnog predmeta glazbena kultura. Upoznavanjem tradicionalne glazbe i plesa kod djece se razvija osjećaj pripadnosti i ponosa zbog njezinog višestoljetnog postojanja, raste interes za sudjelovanjem u izvođenju iste te se javlja radost i zadovoljstvo pri samoj realizaciji tih glazbenih aktivnosti. Djecu se poučava o važnosti istraživanja, skupljanja, njegovanja i obnavljanja zavičajne glazbe kao jedne od odrednica hrvatskoga identiteta. Ovaj rad je usmjeren na praćenje i provedbu radionice, u okviru koje će se djecu prvoga razreda osnovne škole poučavati izvođenju zavičajnog plesa, balun i narodne pjesme „Dječja poskočica“. Cilj radionice je prikazati jedan od načina povezivanja sadržaja iz glazbene kulture i dodatnog usvojenog sadržaja iz tjelesne i zdravstvene kulture koji je koreliran i izolirano primijenjen u samoj obradi sadržaja glazbene kulture. Svrha ovoga rada očituje se u razvoju senzibilnosti djece prema tradicionalnoj glazbi i plesu te mogućnosti njezinoga savladavanja i memoriranja.Traditional folk music is a valuable cultural treasure whose content has an important role in the music activities of one of the school subjects – Music. While learning about traditional music and dance, children develop a sense of belonging and pride due to its existence over many centuries. Moreover, children become interested in playing music and feel joy and satisfaction during the actual realization of these musical activities. In addition, they are taught about the importance of doing research, collecting, nurturing and restoring traditional folk music as one of the qualities of the Croatian identity. The focus of this paper is monitoring and carrying out a workshop which will teach the first-graders to perform a local dance - balun and a traditional folk song "Dječja poskočica". The aim of this workshop was to present one of the possible ways of relating the content from Music to Physical Education whose additional content is correlated and isolatedly applied in the processing of the content of Music. The purpose of this paper is developing children`s sensibility towards traditional folk music and dance, as well as the ablity of mastering and memorizing it
Research Oriented Teaching of Nature and Society
No full textIstraživačka nastava predstavlja značajan segment suvremene odgojno-obrazovne prakse učitelja u nastavi prirode i društva u osnovnoj školi. Cilj ovog istraživanja bio je utvrditi praksu provođenja istraživačke nastave i samoprocjenu kompetencija učitelja u nastavi prirode i društva u osnovnim školama. Za potrebe istraživanja konstruiran je anketni upitnik, a istraživanje je provedeno na području Primorsko goranske županije, te pomoću online google ankete. U istraživanju je sudjelovalo 49 učitelja razredne nastave.
Rezultati istraživanja ukazuju na to da učitelji istraživačku nastavu najčešće provode jednom mjesečno. Učitelji se u srednjoj do većoj mjeri procjenjuju kompetentnima za provođenje istraživačke nastave prirode i društva.
Dobivene su statistički značajne povezanosti između korištenja različitih oblika nastave i samoprocjene učitelja. Rezultati su ukazali na to da postoji djelomična povezanost između korištenja različitih oblika nastavnog rada i samoprocjena učitelja o kompetencijama. Isto tako rezultati su ukazali na to da što se učitelji procjenjuju kompetentnijima to više provode različite oblike nastave, odnosno što se učitelji procjenjuju više kompetentnijima to manje provode određene oblike nastave.
Statistički značajna povezanost utvrđena je i između samoprocjena kompetencija učitelja i prednosti istraživačke nastave. Rezultati su ukazali na to da što se učitelji procjenjuju kompetentnijima to više procjenjuju prednosti istraživačke nastave prirode i društva.
Između samoprocjena kompetencija učitelja i nedostataka istraživačke nastave također je utvrđena statistički značajna povezanost. Rezultati su ukazali na to da što se učitelji osjećaju manje kompetentnijima to više procjenjuju nedostatke istraživačke nastave prirode i društva.
Na temelju rezultata istraživanja predlažu se smjernice za unaprjeđivanje kompetencija za provođenje istraživačke nastave prirode i društva u obrazovanju budućih učitelja i u praksi osnovnih škola.Research teaching represents a significant segment of contemporary educational practice of teachers in nature education and society in elementary school. The aim of this research was to establish the practice of conducting research teaching and self-assessment of the competences of teachers in the teaching of nature and society in elementary schools. For survey purposes a questionnaire was constructed and the research was conducted in the area of Primorsko Goranska County, and by using an online google questionnaire. 49 teachers participaded in the research. The research results indicate that teachers in research teaching are most often performing once a month. Teachers are assessed in the middle to a greater extent by those competent for conducting research teaching of nature and society. There was a statistically significant correlation between the use of different forms of teaching and teacher self-assessment. The results indicated that there is a partial link between the use of different forms of teaching and self-assessment of the teacher's competence. Likewise, the results indicate that teachers evaluate more competently to more different forms of teaching, ie that teachers evaluate more competent to lesser particular forms of teaching. A statistically significant correlation was also established between self-assessment of teacher competences and the advantages of research teaching. The results indicate that teachers evaluate more effectively by assessing the benefits of research teaching nature and society. Between self-assessment of the teacher's competences and the lack of research teaching a statistically significant correlation was also established. The results indicated that teachers feel less competent to better assess the disadvantages of research teaching nature and society. Based on the results of the research, suggestions are made for enhancing the competences for carrying out research teaching of nature and society in the education of future teachers and in the practice of elementary schools
Sensory Integration Activities in the Integrated Curriculum
No full textRad se bavi istraživanjem povezanosti senzornih integracija osjetila (vid, sluh, njuh, opip, okus) s dječjim likovnim razvojem, na temelju prikazivanja dječjih likovnih radova kroz različite teme. Prethodno su u teorijskom dijelu rada definirane senzorne integracije, kvaliteta odgojno-obrazovnog procesa, integrirani kurikulum, tko je darovito dijete, te su opisana i osjetila. Navedene su značajke dječjeg likovnog razvoja. Empirijskim dijelom rada istraživalo se u kojoj se mjeri senzornim integracijama utječe na likovni razvoj djeteta predškolske dobi. Djeca su finu motoriku prstiju te koordinaciju oko-ruka razvijala putem tematski raznovrsnih aktivnosti, a likovni je rječnik bogaćen poticanjem izražavanja različitim likovnim elementima. Opažanjem i promatranjem, raznim osjetilima, razvijala se dječja sposobnost razmišljanja, komunikacije, ali i njihove emocije, stavovi i iskustva prilikom zadanih tema te razmjena mišljenja unutar odgojno-obrazovne skupine.In this paper we investigated the connection between sensory integration of senses (vision, hearing, flair, opiate, taste) with children's art development, based on displaying children's artwork through different themes. In the theoretical part of the work, the sensory integration, the quality of the educational process, the integrated curriculum, the gifted child, and the senses are defined. The features of children's visual development are listed. Empirical part of the paper explored to what extent sensory integrations affect the artistic development of the child of preschool age. With predetermined topics, children were encouraged to develop a fine finger motor, eye-arm coordination. Artistic expression in children has developed a sense of security, acceptance and affiliation. With artistic expression children enriched they artistic vocabulary. By observing and watching children have developed thinking, communication, emotions, attitudes and experiences in the given themes and exchanging opinions with other children from their educational background
Research activities in nursery schools: the perspective of preschool teachers
No full textU ovome radu polazi se od predmeta istraživanja a to su istraživačke aktivnosti djece rane dobi u dječjim jaslicama iz perspektive odgajatelja. Opisuje se važnost istraživačkih aktivnosti za cjelokupan razvoj djeteta, posebno djeteta rane dobi koje uči aktivno i istražujući svoje okruženje. Također, opisuje se i važnost okruženja ustanove za rani odgoj te uloga dokumentacije u procesu učenja djeteta ali i profesionalnom razvoju odgajatelja. Kao metodologija empirijskoga djela rada izabrani su polustrukturirani intervju i etnografske bilješke kako bi se dobio uvid u stavove odgajatelja ali i aktivnosti djece iz odgojno- obrazovne skupine. Kvalitetno i poticajno okruženje djetetu omogućuje vlastitu sukonstrukciju znanja, istraživanje ali i razvoj svih njegovih kompetencija. Važnost uloge odgajatelja proizlazi iz potrebe za svakodnevnim istraživanjem vlastite prakse, unaprjeđivanjem iste te razumijevanjem procesa i načina učenja djece. Odgajatelj postaje refleksivan praktičar, osoba koja razumije potrebe djeteta rane dobi, dokumentira proces učenja djece te promišlja o vlastitoj praksi.This paper starts from the object of research and these are the research activities of young chiuldren in nursery school form the perspective od educators. Describes the importance of research activities for the overall development of the child, especially the child's early age learning and actively exploring their environment. Also, describes the environment and the importance of institutions for early education and the role of documentation in the learning process of the child but also the professional development of guidelines for educators. As empirical methodology works operation were selected semi-structured interviews and ethnographic notes in order to gain insight into the views of teachers as well as activities for children from educational groups. Quality and stimulating environment allows the child sukonstrukciju own knowledge, but research and development of all its competence. The importance of the role of teachers arises from the need for daily research their practice, improving the same and understanding the processes and ways of learning of children. Educator becomes reflexive practitioner, a person who understands the needs of the child an early age, document the learning process of children and reflects on own practice
Differences in the Level of Nutrition among Preschool-Aged Children
No full textCilj ovoga rada bio je utvrditi prevalenciju stupnja uhranjenosti te vidjeti postoji li određena razlika u broju djece rane i predškolske dobi u odnosu na kategoriju stupanja uhranjenosti. U istraživanju je sudjelovalo 69 djece, 33 djevojčice i 36 dječaka Dječjeg vrtića Rijeka. Izmjerena je visina i masa tijela na temelju kojih se izračunavao indeks tjelesne mase (ITM) koji se, kako bi odredili stupanj uhranjenosti djece, uspoređivao s tabličnim vrijednostima međunarodne klasifikacije indeksa tjelesne mase za djecu i adolescente koju su izradili Cole i sur., (2000). Dobiveni rezultati pokazuju da je 59% djece normalno uhranjeno, 26% djece prekomjerno uhranjeno, dok ih je 15% pretilo. Od ukupnog broja ispitivane djece, 50% dječaka je normalno uhranjeno, dok ih je 36,1% prekomjerno uhranjeno te 13,9% pretilo. Djevojčice su u boljem položaju od dječaka što se tiče normalne uhranjenosti. Prema tome, normalno je uhranjeno 69,7% djevojčica, ali ih je 15,1% procijenjeno kao pretilo. Prekomjerno uhranjenih djevojčica je 15,2%. Najveća razlika (p=0,00), u stupnju uhranjenosti dječaka i djevojčica, primijećena je u skupinama normalne i prekomjerne tjelesne mase, dok je u skupini pretilih, broj djevojčica i dječaka gotovo podjednak. Od ukupnog uzorka, pothranjene djece nije bilo. Ovo istraživanje je pokazalo da problem ove tematike postoji već u ranom i predškolskom odgoju i obrazovanju. Podaci su vrlo zabrinjavajući, a posebno zato što već postoji znatan postotak pretile djece kod oba spola. Buduća istraživanja bi se trebala usmjeriti na pronalazak načina i konkretnih mjera, odnosno intervencijskih programa koje treba poduzeti u odgoju i obrazovanju da bi se spriječio daljnji porast broja djece koja spadaju u kategorije prekomjernog stupnja uhranjenosti i pretilih.The aim of this study was to determine the prevalence of the nutritional status and to see if there is a difference in the number of children of early and preschool age in relation to the category of nutrition. The study involved 69 children, 33 girls and 36 boys, from kindergarten Rijeka. The children was measured the body height and body weight based on which the body mass index (ITM) was calculated. Body mass index was compared with the tabular values of the International Classification of Body Mass Index for Children and Adolescents developed by Cole et al., (2000) to determine the nutritional status of children. The results show that 59% of children are normal weight, 26% of children are overweight, while 15% are obese. Out of the total number of children, 50% of boys were normal weight, 36.1% were overweight and 13.9% were obese. The girls are in a better position than boys in terms of normal nutrition. Accordingly, 69.7% of girls were normal weight, but 15.1% were estimated to be obese. 15.2% of the girls were overweight. The biggest difference in the nutritionl status of boys and girls was in groups of normal and excessive body mass, while in the group of obese, the number of girls and boys was almost the same. Of the total sample, there were no children who were malnourished. This study has shown that the problem of these issues exists already in early and preschool upbringing and education. The data are very worrying, especially because there is already a significant percentage of obese children in both sexes. Future studies should focus on finding ways and concrete measures (intervention programs) to be taken in early and preschool upbringing and education to prevent further increase in the number of children who fall into the categories of overweight and obesity
Parents' attitudes towards the early childhood and preschool teachers' physical appearance
No full textVelik dio posla odgajatelja je suradnja s roditeljima i drugim odraslim osobama. Prvi dojam o osobi stvaramo već u prvoj desetini sekunde, najčešće na temelju fizičkog izgleda (Willisa i Todorova, 2006; prema Ćurković i Franc, 2010).
S obzirom da roditelji i odgajatelji provode jako malo vremena zajedno, najčešće prilikom dolaska i odlaska djeteta, dojam koji su roditelji o odgajatelju stekli, teško se mijenja.
Cilj ovog istraživanja bio je ispitati stavove roditelja o važnosti fizičkog izgleda za procjenu kvalitete rada odgajatelja njihovog djeteta. Također, ispitivane su razlike u stavovima roditelja prema fizičkom izgledu odgajatelja u odnosu na duljinu boravka djeteta u vrtiću. Pokušalo se odgovoriti na pitanje postoje li razlike u poimanju ljepote/fizičkog izgleda u odnosu na vrijednosnu dimenziju tradicionalizam – modernizam vodeći se Ingelhartovom teorijom modernizma prilikom formiranja kriterija za kategorije tradicionalnih/modernih vrijednosti.
Iako su elementi fizičkog izgleda, generalno, procijenjeni nevažnima za rad odgajatelja, zapažene su određene razlike među pojedinim skupinama roditelja.Great part of being a preschool teach is cooperation with parents and other adults. First impression about a person is made within one tenth of a second, usually based on physical appearance (Willisa i Todorova, 2006; prema Ćurković i Franc, 2010). Since parents and teacher spend very little time together, usually during dropping off and picking up children, impressions made by the parents about the teachers are hard to change.
The goal of this research was to question parental attitudes about the importance of physical appearance of preschool teachers in comparison to the quality of their work with children. We also questioned the differences in parental attitudes towards physical appearance in correlation to the time child is in preschool. We tried to answer are there differences in understanding beauty / physical appearance in relation to dimensions of traditionalism – modernism guided by Inglehart's modernization theory when forming the criteria for categorization of traditional / modern values.
Even though the elements of physical appearance are, in general, estimated as not important for quality of teachers work, we noticed some differences in specific groups of parents