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Poetic Features and Love in Brother Grimm's Fairy Tales
No full textBajke braće Grimm od prvih su izdanja omiljena literatura svih generacija čitatelja. Interpretacijom najpoznatijih Grimmovih bajki rad predstavlja psihoanalitički pristup bajkama braće Grimm, zastupljen u suvremenoj literaturi (Bettelheim, Girard), te postavlja pitanje: jesu li sve bajke braće Grimm primjerene djeci rane i predškolske dobi? Uzeti su primjeri iz odabranih bajki, kao što su Pepeljuga, Snjeguljica, Guščarica, Ivica i Marica, Trnoružica i Crvenkapica. Cilj rada je istražiti u tekstovima ulogu motiva ljubavi kao stvaralačkog poticaja glavnim junacima u nadvladavanju prepreka te u prevladavanju vlastitih nedostataka. Ujedno, Grimmove bajke interpretiraju se kao poetične pripovijesti u kojima se glavnim likovima, unatoč njihovom početnom problemu i nemogućnosti ispunjavanja želje za ostvarenjem ljubavi, otvara šira perspektiva sagledavanja stvarnosti.Since their earliest editions, Grimm brothers' fairy tales are a favourite literature of all generations of readers. Through the interpretation of the most famous Grimm's fairy tales, the paper presents a psychoanalytical approach to Grimm brothers' fairy tales, which is present in contemporary literature (Bettelheim, Girard), and raises the questions: are all the Grimm brothers' fairy tales appropriate for children of early and preschool age? Examples taken from selected fairy tales are analysed, such as Cinderella, Snow White, The Goose Girl, Hansel and Gretel, Sleeping Beauty and Little Red Riding Hood. The aim of the paper is to examine the role of the love motive as a creative incentive for protagonists in overcoming obstacles and overcoming their own shortcomings. Simultaneously, Grimm's fairy tales are interpreted as poetic narratives in which a wider perspective on reality is being provided to the main characters, despite their initial struggles and inability to fulfil the desire for realization of love
Colors of Interactional - Communicative Relations between Preschool Teacher and Preschool-Aged Child
No full textU radu su prikazani različiti elementi koji se javljaju u komunikacijsko- interakcijskom odnosu između odgajatelja i djece rane i predškolske dobi. Djeca sa svojim okruženjem komuniciraju od samoga rođenja. Pri tome je važno uspostavljanje optimalnih interakcijsko-komunikacijskih uvjeta koji će osigurati razvoj djetetovih jezično-komunikacijskih potencijala. Rad polazi od objašnjenja jezično- komunikacijskog razvoja djeteta rane i predškolske dobi, dalje se definira komunikacijski i interakcijski proces te na kraju prikazuje komunikaciju i interakciji unutar odgojno-obrazovne ustanove.The paper presents various elements that appear in the communication-interaction relationship between the preschool educators and the children of early and preschool age. The children communicate with their surroundings from birth. But it is important to establish optimal interaction-communication conditions that will ensure the development of the child's linguistic-communication potential. The paper starts from explaining the language-communication development of early and preschool children, further defining the communication and interaction process and ultimately communicating and interacting within the preschool institution
Advantages of Orff Pedagogy in the Development of Musical Abilities of Preschool Children and Teachers
No full textZa uspostavljanje temelja glazbenog razvoja rane godine života su ključne jer glazbena iskustva u periodu od rođenja pa do pete godine imaju snažan utjecaj na daljni razvoj djetetovih glazbenih sposobnosti. Glazba na dijete djeluje emocionalno, fiziološki i intelektualno zbog čega je važan segment glazbenog odgoja. Odgojitelj bi trebao uvidjeti svoje glazbene sposobnosti i nedostatke u glazbenom znanju i vještinama, definirati svoje neznanje i rješavati problem tako da nadogradi i obogati
svoja glazbena znanja. Orff-Schulwerk je razvojni pristup koji se koristi u obrazovanju od 1950-tih godina i kojeg je razvio njemački skladatelj Carl Orff, 1930. godine. Nudi aktivan i kreativan pristup glazbi, kombinira glazbu, pokret, dramu i govor u lekcije koje su slične dječjoj igri osmišljene tako da učenje postaje zanimljivo i potiče djecu da koriste stečeno znanje. Orff-Schulwerk nije metoda koja diktira učenje, nego sadrži pedagoške mjere koje pomažu odgajateljima u “lakšem podučavanju”.In order to establish the base for music development, the early years of life are essential because music experience from birth to the age of five has a strong impact on child's musical abilities. Music affects on child emotionally, physically and intellectually. This is exactly why music is an important segment of growing up. The preschool teacher should be aware of his own strength and weaknesses in terms of musical knowledge and skills. Also, he should be able to upgrade and to improve
his musical knowledge. Orff-Schulwerk is a developmental approach used in music education since 1950s, developed by the German composer Carl Orff during the 1930s. It offers an active and creative approach to music, it combines music, movement, drama, and speech into lessons that are similar to child's world of play, making the learning process more interesing and encourages children to use the acquired knowledge. Orff-Schulwerk is not a method that is focused entirely on studying, but contains pedagogical measures which assist preschool teacher in „easier teaching“
Preschool Teachers' Perception of Parents' Involment in Counseling
No full textZa ostvarenje partnerskih odnosa nužan je aktivan angažman i savjetovanje s roditeljima kako bi doprinosili zajedničkom cilju, cjelovitom razvoju i dobrobiti djeteta.
Cilj istraživanja bio je ispitati percepciju odgojitelja o roditeljskoj uključenosti u razne oblike suradnje unutar odgojno-obrazovne ustanove. U istraživanju je sudjelovalo 109 odgojitelja s područja Primorsko-goranske županije.
Odgojitelji kao oblik suradnje najviše provode individualne razgovore, a slijede ih redom, radionice, roditeljski sastanci, svečanosti, volontiranje roditelja u skupini i izleti. Osrednjom procjenjuju razinu znanja o savjetovanju roditelja, a kao najveću razinu roditeljskog interesa za informacijama i savjetima na pojedinim područjima vezanima uz dijete navode, interes o ponašanju djeteta u skupini. Podosta visokom procjenjuju razinu roditeljske uključenosti u partnerstvo s vrtićem te se većina odgojitelja slaže s time da postoje načini za poboljšanje roditeljske uključenosti. Najviše odgojitelja kao način poboljšanja navode volontiranje roditelja u skupini, što su prethodno i potvrdili procjenom gdje su rezultati pokazali kako 28% ispitanih odgojitelja uopće ne provodi takav oblik suradnje.To achieve partnership, active engagement and counseling with parents is essential to contribute to the common goal, the overall development and well-being of a child.
The aim of the research was to examine educators' perception of the parents' inclusion in various forms of co-operation within the educational institution. The survey included 109 educators from the Primorje-Gorski Kotar County.
As a form of cooperation, educators mostly implement individual conversations, followed by, in order, workshops, parental meetings, ceremonies, volunteering of parents in the group, and excursions. They evaluate the level of parental counseling as mediocre, and as the highest level of parental interest in information and advice in certain areas related to the child, they indicate the interest in the child's behavior in the group. They estimate the level of parental involvement in the partnership with the kindergarten as high, and most educators agree that there are ways to improve parental involvement. The largest number of educators indicates the parents' volunteering in the group as a way of improvement , as previously confirmed by the assessment in which 28% of the examined educators does not implement such co-operation at all
Reading and Storytelling in Early and Preschool Education
No full textBudući da je jedan od važnih zadataka odgoja u predškolskom razdoblju naučiti djecu govoriti i razumjeti materinski jezik, čitanje i pripovijedanje priča i bajki mora biti dječjom svakodnevicom. Stoga je cilj rada prikazati ulogu čitanja i pripovijedanja priča u ranom i predškolskom odgoju i obrazovanju, a posebno se osvrnuti na načine kako djeci čitati i pripovijedati te kojim se smjernicama i zašto voditi pri odabiru priča i bajki. Posebna će se pažnja posvetiti terapeutskoj priči ili priči koja pomaže u kontekstu primjene biblioterapije u radu s djecom ranoga i predškolskoga razdoblja.Since one of the important educational tasks during the preschool years is to teach children to speak and understand their mother tongue, reading and telling stories and fairy tales should be a vital part of a child’s everyday life. Therefore, the aim of this paper is to present the role of reading and storytelling in early and preschool education, with a special focus on methods of reading and narrating to children and guidelines for selecting stories and fairy tales. Special attention is paid to a therapeutic story or a story that helps within the context of the use of bibliotherapy for working with children in early and preschool age
The resilience, creativity and personality traits of future preschool teachers
No full textOdređene karakteristike odgajatelja više su nego značajne za njihov efikasan rad s djecom predškolske dobi. S obzirom na to, a u skladu sa smjernicama i ciljevima Nacionalnog okvirnog kurikuluma, važno je znanstveno istraživati i propitivati zastupljenost osobina kao što su psihička otpornost, kreativnost i osobine ličnosti budućih odgajatelja. Ove osobine nisu važne samo s aspekta efikasnog rada odgajatelja, već i s aspekta kvalitetnih i znanstveno utemeljenih promjena sukladnih studijskih programa, te programa usavršavanja. Dosadašnja su istraživanja pokazala da su psihička otpornost, kreativnost i ekstraverzija, otvorenost za nova iskustva te emocionalna stabilnost značajno pozitivno povezane, te iznimno poželjne karakteristike budućih odgajatelja, koje treba poticati i njegovati u kasnijem radu s djecom predškolske dobi. Stoga su ove osobine primjenom kratkih upitničkih mjera ispitane na uzorku studenata Ranog i predškolskog odgoja i obrazovanja Učiteljskog fakulteta u Rijeci. Cilj istraživanja bio je ispitati razinu psihološke otpornosti, kreativnosti i osobina ličnosti kod budućih odgajatelja, te ispitati postoji li značajna povezanost među početnim varijablama. Rezultati dobiveni na uzorku od N=134 studentice Ranog i predškolskog odgoja i obrazovanja pokazali su kako studentice posjeduju visoku razinu psihološke otpornosti (M=2,69; SD=0,16), umjerenu razinu kreativnosti (M=3,48; SD=0,51) i umjerene razine pojedinih osobina ličnosti. Utvrđena je značajna pozitivna povezanost između pojedinih varijabli; s porastom dobi i studijskom godinom raste kreativnost, s porastom otvorenosti prema iskustvu raste kreativnost, emocionalna stabilnost, savjesnost i ugodnost, dok s otpornosti raste emocionalna stabilnost i ugodnost. Ovi i ostali rezultati prikazani u radu mogu poslužiti kao polazište za nova istraživanja ovog područja.Certain characteristics of preschool educators are more than significant for their efficient work with children of a preschool age. In view of thism and in accordance with the guidelines and aims of The National Curriculum Framework, it is important to scientifically explore and address the representation of feautures such as psychological resistance, creativity and personality traitsof future preschool educators. These attributes are not relevant only from the aspect of efficient preschool educator's work, but also from the aspect of quality and scientifically based changes in compliant study programs and trainig programs. Previous researches have shown that psychological resistance, creativity and personality traits (extraversion, openness to new experiences and emotional stability) are positevely associated and highly desirable characteristics of future preschool educators, which should be stimulated and nurtured in later work with preschool children. Therefore, these feautures were examined by using short questionare measures on a sample od Early and pre-school childcare and education students in the Faculty of Teacher Education in Rijeka. The main goal was to examine levels of psyhological resistance, creativity and perosnality traits among future preschool educators, and to establish if there is a statisticaly important relation among initial variables. The study was conducted on sample of N= 134 Early and pre-school childcare and education students and the results have shown high level of psychlogical resistance (M=2,69; SD=0,16), moderate level of creativity (M=3,48; SD=0,51) and moderate level of most of future preeschool educators' personality tratis. It was found that with increasing age creativity increased, with increasing openness to new experiences creativity, emotional stability, conscientiousness and agreealeness increased as well. Also, with increasing resiliance emotional stability raised. Those, and more results shown in this paper may serve as an inspiration for new researches in this domain
Intercinection between Computer Games and Children's Behavior
No full textRačunalne igre predstavljaju najčešći oblik zabave među djecom i mladeži.
One su u većini slučajeva prvi susret djeteta sa računalom. Iako računalne igre
imaju pozitivne učinke na dijete, također mogu imati i negativne stoga bi se i
roditelji i učitelji trebali upoznati sa sadržajima igara koje igraju njihova djeca.
Cilj ovog rada je proučiti povezanost računalnih igara i ponašanja djece te na
temelju proučavanja literature i provedenog istraživanja ponuditi odgovore na
pitanja izazivaju li određene igre agresiju, socijalnu izolaciju i ovisnost kod djece.Computer games are the most frequent form of entertainment among
children and youth. They are, in many cases, the first meeting of a child and a
computer. Although computer games have a positive effect on the child, they can
also have negative effects and therefore the parents and teachers should get
acquainted with the games their children are playing. The aim of this paper is to
examine the connection of computer games and childrens behavior based on
research and literature and to offer answers to questions do certain games couse
aggression, social isolation and addiction in children
The importance of Articulation in the Development of Communicative Competence of Preschool-Aged Children
No full textKomunikacija, kao interakcija radi prenošenja poruka, događa se od rođenja djeteta prvenstveno proizvodnjom glasova (vokalizacijom ili gugutanjem). Kako bi se ista mogla ostvariti, potreban je jezik (lingvistiĉki sustav kojim se govor organizira) i govor (aktivna realizacija komunikacije pomoću jezika). Dakle, komunikacijska kompetencija, koja se sastoji od znanja i vještina te sposobnosti djelovanja u komunikacijskom okruženju ogleda se, upravo, u pojmovima jezika i govora, samim time i artikulaciji glasova (proces proizvodnje glasova). Odgajatelj može pozitivno utjecati na razvoj artikulacije u funkciji stjecanja komunikacijske kompetencije tako što će davati dobar govorni primjer djeci te poticajnim aktivnostima koje će za cilj imati razvoj artikulacije u funkciji razvoja komunikacijske kompetencije.Communication, as an interaction for the purpose of transmitting messages, occurres since the birth of a child, primarily through the production of voices (vocalization). In order to achieve communication, language (linguistic system in which speech is organized) and speech (active realization of language communication) are needed. Thus, communication competence, which consists of knowledge and skills, as well as the ability to function in a communication framework, is reflected in the concepts of language and speech, which directly connects it to voice articulation (voice production process). The educator can positively influence the development of articulation which carries the function of acquiring communication competence by giving a good example of verbal expression, that is to say, a speech model for children, and stimulating activities which have a purpose of evolving articulation, which itself is the function of communication competence development
Preschool Teacher Students' perceived competencies for counseling parents
No full textSavjetovanje u ustanovama za rani i predškolski odgoj i obrazovanje je tema koja polako, ali sigurno dobiva na sve većem značaju. Roditelji i obitelji se susreću s mnogo izazova i promjena, što u konačnici rezultira potrebom za drugačijim pristupima i njihovim međusobnim odnosima s odgojiteljima. Savjetodavni rad tako postaje zakonska obveza odgojitelja, stoga je neophodno posjedovati adekvatne savjetodavne vještine. Inicijalno obrazovanje odgojitelja ne priprema konkretno za ovo područje, već samo pojedini studenti imaju mogućnost slušati izborni kolegij Savjetovanje. Iz tog razloga ovaj rad nastoji dobiti uvid u percepciju vlastite spremnosti i kompetentnosti studenata za savjetovanje s roditeljima.
Provedeno je kvantitativno istraživanje na uzorku koji čine 140 studenata Ranog i predškolskog odgoja i obrazovanja na preddiplomskoj i diplomskoj razini. Ispitala se njihova razina samoprocijenjenih kompetencija u primijeni vještina savjetovanja. Rezultati pokazuju kako se studenti općenito procjenjuju osrednje spremnima za savjetovanje s roditeljima. Također, percipiraju se spremnima za jačanje roditeljskih kompetencija i uvažavanje roditeljstva, a nešto manje kompetentnima za davanje informacija o rastu i razvoju djeteta, te o resursima u zajednici.Counseling in institutions for early and preschool education is a topic that slowly, but surely gains more importance. Parents and families are faced with many challenges and changes, which ultimately results in the need for different approaches and their mutual relationship with the educators. Counseling thus becomes the legal obligation of the educator, so it is necessary to have adequate counseling skills. Initial education of the educator does not prepare him specifically for this area, but only some students have the option of attending an elective Counseling course. For this reason this work seeks to gain insight into the perception of students’ own readiness and competence for counseling with parents.
A quantitative research was conducted on a sample of 140 Early Childhood and Preschool Education students on undergraduate and graduate level. Their level of self-assessed competencies was tested in the application of counseling skills. The results show that students generally evaluate themselves medium ready for counseling with parents. In addition, they perceive themselves to be ready to strengthen parenting competences and enhance parenting, and a little less competent to provide information on child growth and development, as well as resources in the community
Expert intervention in the regulation of behavior: a case review
No full textU radu se prikazuje slučaj dječaka kojemu je s 18 mjeseci života dijagnosticiran poremećaj iz autističnog spektra. Cilj ovog rada bio je prikazati važnost rane intervencije i što ranije uključivanje obitelji u proces podrške i potpore. Za istraživanje posebnosti u razvoju dječaka korištena je studija slučaja. Dječak je rođen u travnju 2010. godine iz uredne trudnoće i poroda mladih i zdravih roditelja. Roditelji su s otprilike 12 mjeseci prvi puta primijetili da se razlikuje od vršnjaka te potražili pomoć edukacijsko-rehabilitacijskog stručnjaka. Pristankom majke, prikupljena je i analizirana medicinska i stručna dokumentacija 9 stručnjaka: psiholog, pedijatrijski neurolog, psihijatar, logoped, terapeut senzorne integracije, medicinski biokemičar, oftalmolog, otorinolaringolog i fonijatar. Ukupno su analizirana 23 medicinska i stručna nalaza i izvješće o logopedskoj terapiji te 2 novinska članka u vremenskom periodu kada je dječak imao 17 mjeseci do navršene 7. godine života. Analizom medicinske i stručne dokumentacije, te izviješćem stručnog suradnika demonstrirana je važnost korištenja usluga rane intervencije kod prvih znakova odstupanja u razvoju, neovisno o postavljenoj dijagnozi.This paper shows a case of a boy who was diagnosed with the disorder from the autistic spectrum in the age of 18 months. The aim of this paper was to show the importance of early intervention and involving into the proces of supporting the family as eary as possible. For researching the specialities in the development of the boy, case study was used. The boy was born in march 2010., without any problems during the mothers' pregnancy or while giving birth to the child. The parents noticed destinction between the development of childs' peers and their son while he was about 12 months old, so they searched help from an educational rehabilitator. With mothers' permission, medical and expert documentation was collected and analized, and it was written by nine experts: psychologist, paediatric neurologist, psychiatrist, speech therapist, therapist of the sensoric integration, medical biochemist, ophthalmologist, otorhinolaryngologist and phonetics. All together, 23 medical and expert results and reports about speech therapy and two newspaper articles in a period from when a boy was 17 months old to the time he turned seven years old. Through the analysis of medical and expert documentation, the importance of using the services of early intervention was demonstrated – even after the first signs of deviation in development of a child, without any relations with the diagnosis that the child may or may not have