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Socialization from a sociological perspective
No full textZavršni rad teme „Socijalizacija u sociološkoj perspektivi“ daje pregled socioloških pristupa procesu socijalizacije koji čini ključni mehanizam za integriranje pojedinca u kulturu i društvo. Značenje i definiranje procesa socijalizacije na različite načine razumijevaju različiti pristupi u proučavanju procesa, poput antropoloških i psihoanalitičkih teorija. Poseban naglasak stavljen je na razliku između tradicionalnih teorija socijalizacije poput strukturalnog funkcionalizma, simboličkog interakcionizma i konfliktnih teorija, koje dijete shvaćaju kao pasivni objekt, te suvremenih teorija socijalizacije koje se temelje na novoj sociologiji djetinjstva gdje je dijete shvaćeno kao aktivni sudionik u procesu socijalizacije.The topic of the final work „Socialization in Sociological Perspectives“ gives an overview of sociological approaches to the process of socialization which represents the main mechanism for integration of the individual in the culture and society.The meaning and defining of the process of socialization is understoon in different ways by different approaches, such as antropological and psyhoanalitical theories. Special attention will be given to differences between traditional theories of socialization, such as structural functionalism, symbolic interactionism and conflict theories, which understood child as passive object, and contemporery theories of socialization who are based on the new sociology of childhood in which child is understood as active participant in the process of socialization
Fables in Teaching English to Students of the Lower Grades of Primary School
No full textBasne su zbog svoje kratkoće i jednostavnog jezika pogodne za osmišljavanje raznolikih aktivnosti u nastavi engleskoga jezika u ranoj dobi. Rad se fokusira na razradi aktivnosti koje prate obradu basne u nastavi književnosti engleskog jezika u nižim razredima osnovne škole. Daju se prijedlozi za raznovrsne aktivnosti, u svrhu unapređivanja nastave engleskoga jezika u nižim razredima osnovne škole.Prvenstveno se potrebno osvrnuti na dječju književnost. Govoreći o dječjoj književnosti govorimo o djelima koja po svojoj tematici i obliku odgovaraju dječjoj dobi (Crnković, 1967). Ona je dakle, prilagođena svakoj dobi djeteta te se na taj način treba upotrebljavati i u samoj nastavi odabirući literaturu za odgovarajuće razrede. Zato je i sam cilj da se učenike potakne na razvijanje vlastitog doživljaja za pročitano književno djelo te da ih se time i potakne na slobodno izražavanje vlasitih osjećaja i misli (Javor, 2003). Govoreći o dječjoj književnosti fokus se stavlja na književnost na stranom jeziku te prednostima koje ono učenicima pruža u osnovnoškolskoj nastavi književnosti. Tako će učenici steći različite vještine koje će im pomoći u razvijanju samih vještina, korištenju i shvaćanju određenih fraza te u svakodnevnoj komunikaciji (Daskalovska, Dimova, 2012). Korištenjem stranog jezika u nastavi književnosti mogu se provoditi raznolike aktivnosti koje će učenicima omogućiti obogaćivanje vokabulara, razvijanje govornih vještina i sposobnosti te razvijanje sposobnosti čitanja i pisanja. Ovdje se naglasak zapravo stavlja na basne te se postavlja pitanje koje aktivnosti možemo provoditi s učenicima u nastavi književnosti engleskog jezika te na koji ih način zapravo možemo provoditi. Ovdje se još jednom stavlja naglasak na književnost koja mora biti prilagođena dječjoj dobi. Tako će se u prvom razredu učenici baviti interpretacijom same basne i razgovorom o likovima koji su njima već poznati – životinje.Fables are due to their brevity and simple language suitable for the design of various activities in the teaching of English at an early age. The work focuses on the development of activities that accompany processing fables in literature teaching English in primary school. Suggestions are given for various activities, for the purpose of improving the teaching of English in primary schools. Primarily we need to look at children's literature. Speaking of children's literature we are talking about the acts for its theme and form corresponding to child's age (Crnković, 1967). It is therefore adapted to each child's age and can thus be used in education by choosing literature for appropriate classes. Therefore,the aim is to encourage students to develop their own experiences to read literature and to encourage them for a free expression of their own feelings and thoughts. (Javor, 2003). The focus is on literature in a foreign language and the benefits that it provides to students in primary school teaching of literature. Thus students will acquire different abilities that will help them develop their skills and that will help them use and understand certain phrases in everyday communication (Daskalovska, Dimova, 2012). By using a foreign language in the teaching of literature we can implement a variety of activities that will enable students to enrich their vocabulary, develop speaking skills and abilities and also develop the ability to read and write. Here the emphasis is actually placed on the fable and the question is what kind of activities can we carry out with the students in the teaching of literature English language and in which way they can actually be implemented. Once again the emphasis is placed on literature, which must be adjusted to children's age. In the first grade students will be engaged in interpretation of the fable itself and will be talking about characters who are already well-known to them - animals
Quantitative Analysis of Teachers' Interests in Competences related to the Application of Music in Working with Children with Special Needs
No full textJoš se od vremena starih Grka vjerovalo da glazba ima nadnaravnu moć koja je kod čovjeka poticala hrabrost, radišnost i odlučnost, ali i lijenost. U suvremenom dobu počela se koristiti u terapeutske svrhe, pogotovo u radu s djecom s poteškoćama u razvoju i poteškoćama u ponašanju. Djeca s posebnim potrebama zahtijevaju poseban pristup rada u odgojno obrazovnom procesu koji sadrži drugačije metode poučavanja, a primjena glazbe u radu s istima je jedna od njih. Svrha ovog diplomskog rada jest prikazati važnost glazbe u životu čovjeka, primjene glazbe u nastavnom procesu i u radu s djecom s posebnim potrebama s ciljem obogaćenja i unapređenja odgojno obrazovnog sustava te rada učitelja razredne nastave. Kvantitativnim istraživanjem interesa učitelja za primjenom glazbe u radu s djecom s posebnim potrebama potvrđeni su pozitivni stavovi učitelja o ravnopravnosti glazbene kulture s ostalim predmetima, važnosti glazbe općenito, svjesnost učitelja o vlastitoj niskoj razini kompetencija primjene glazbe u radu s djecom s posebnim potrebama te interes za daljnjim usavršavanjem i razvojem kompetencija primjene glazbe u radu s istima.Since ancient Greek times, music is believed to have supernatural power that encourages courage, radicalism and determination, but also laziness. In the modern age it has been used for therapeutic purposes especially in dealing with children with developmental difficulties and behavioral difficulties. Children with special needs require a special approach in the educational process that includes different ways of teaching, and application of music in work with the same children is one of them. The purpose of this graduate thesis is to show the importance of music in human life, teaching process and at work with children with special needs with the aim of enriching and improving the educational system and the work of class teachers. The quality of research interests of teachers for the use of music in working with children with special needs confirmed the positive attitudes of teachers about equality of music culture with other subjects, the importance of music in general, teacher's awareness of their own low level of competences in music use in working with children with special needs and interest in further development and development of the competence of music application in working with the same
Poems and Stories of Zvonimir Balog in the Teaching of Literature, Language and Linguistic Expression
No full textTema je razrađena kroz nekoliko poglavlja. U prvome poglavlju govori se o životu Zvonimira Baloga, njegovom djetinjstvu, odrastanju i obitelji. Spominje se njegovo stvaralaštvo, istaknuta djela i mnogobrojne nagrade. Ističe se njegov stil pisanja i posebnosti te ga se smješta u okvir hrvatske dječje književnosti. U drugome poglavlju, daje se pregled Balogovih djela zastupljenih u čitankama i udžbenicima od prvog do četvrtog razreda osnovne škole te svojevrsna interpretacija tih djela s obzirom na njihovu odgojno-obrazovnu ulogu koju nose. Spomenuta su i djela koja su uvrštena u obaveznu lektiru. Posljednje poglavlje sadrži metodičke modele obrade nastavnih sadržaja iz hrvatskoga jezika. Na temelju šest djela Zvonimira Baloga, koja nisu u trenutnoj uporabi u odgojno-obrazovnoj praksi, izrađeno je šest nastavnih priprema, i to dvije za nastavu književnosti, dvije za nastavu jezika i dvije za nastavu jezičnog izražavanja.The theme has been developed through several chapters. The first chapter discusses Zvonimir Balog's life, his childhood, growing up and his family. This part includes his literary work, the most significant works of art and numerous awards he has received. His amazing style of writing and special features emphasized here, place him in the frame of Croatian children' literature. In the second chapter, a review of Balog's literary work, implemented in reading books and textbooks from the first to the fourth grade of Elementary school is given. Moreover, a kind of special interpretation of these works is presented, considering their important educational role. Some works that have been selected and included in required reading (obligatory lecture) are also mentioned and disccused. The last chapter contains methodical models of teaching items dealing with Croatian language. Based on six Balog's works that haven't been implemented in the regular educational system, six classroom lessons have been prepared; the two of them include teaching literature, two grammar lessons and two for teaching lingustic expressions
Teaching Pupils in Combined Classes
No full textZastupljenost kombiniranih razrednih odjela u školama, u odnosu na klasične razredne odjele, mala je i takav oblik rada nije učestalo istraživan. Kombinirani razredni odjel podrazumijeva razred sastavljen od dvaju ili više razrednih odjela koje istodobno poučava jedan učitelj. S obzirom na povećane zahtjeve samog organiziranja nastave, usklađivanje metoda i oblika učenicima različitih dobnih skupina učestalije se, nego u klasičnim razrednim odjelima, pri poučavanju javlja koreliranje i integriranje nastavnog gradiva više razreda te individualizacija i diferencijacija. U razrednom okruženju posebna se pažnja pridaje stvaranju pozitivnog razrednog ozračja. Istraživanjem provedenim u dvije područne škole u Svetom Ivanu Zelini u kojima se nastava odvija u kombiniranim razrednim odjelima, putem sudjelujućeg promatranja analizirano je poučavanje u kombiniranom razrednom odjelu s naglaskom na razrednom ozračju i razrednom okruženju. Dodatno su putem intervjua i swot analize interpretirani stavovi učitelja o pripremi i poučavanju s naglaskom na prednostima i nedostacima rada u kombiniranom razrednom odjelu.
Zaključuje se da je za uspješnost rada u kombiniranim razrednim odjelima od izuzetne važnosti učiteljeva organiziranost i kvalitetno planiranje procesa poučavanja uz uporabu raznovrsnih metoda i pridavanje značenja individualizaciji. Na poboljšanje učenja u ovakvim razredima utječe i razredno ozračje koje zbog malog broja učenika postaje ugodnije i pozitivnije.The prevalence of combined classroom classes in school, in comparison to usual classroom classes, is small and such form of work has not been frequently investigated. Combined classroom classes include a class consisting of two or more classrooms simultaneously taught by one teacher. Given the increased demands for the organization of teaching itself and the coordination of methods and forms to students of different age groups, the correlation and integration of multi-grade teaching material as well as individualization and differentiation occurs more frequently than in usual classroom classes. In the classroom environment, special attention is given to the creation of a positive classroom atmosphere. The research through participatory observation conducted in the two district schools in Sveti Ivan Zelina, where teaching takes place in the combined classes, teaching is analysed in a combined classroom with an emphasis on the classroom atmosphere and the classroom environment. Additionally, teachers' attitudes towards preparation and teaching, with the focus on the benefits and advantages of working in a combined classroom were analysed through the interview and the swot analysis. It is concluded that, for the success of working in the combined classes, a teacher's organization and quality planning of teaching processes is of utmost importance along with the use of various methods and the importance of individualization. The improvement of learning in these classes is also influenced by the classroom atmosphere that, due to the small number of students, becomes more comfortable and positive
Teaching Media in Education
No full textSuvremeni nastavni proces sve veći značaj pridaje nastavnim medijima, koji predstavljaju didadktički oblikovanu izvornu stvarnost. Pitanje izbora odgovarajućih nastavnih medija u procesu odgoja i obrazovanja učitelju je važno za svakodnevnu organizaciju poučavanja i učenja učenika uz prihvaćanje tehničkih resursa. Anketom među učiteljima, u osam osnovnih škola u gradu Rijeci i Ogulinu, koji poučavaju učenike mlađe školske dobi utvrdila se raznolikost i učestalost korištenja nastavnih medija u pripremi odgojno-obrazovnog rada te neposrednom radu s učenicima. S obzirom na karakteristike pojedinih medija i faktore koji determiniraju izbor s didaktičkog aspekta učinjena je poveznica odabranih nastavnih medija s poučavanjem odgojno-obrazovnih predmeta te iskazani stavovi učitelja o prednostima i nedostacima korištenja računalne tehnologije.
Istraživanje je pokazalo kako učitelji/ce prilikom poučavanja učestalo koriste nastavne medije, kako u pripemi odgojno-obrazovnog rada, tako i u neposrednom radu s učenicima. Raznolikost korištenja nastavnih medija je brojna, no značajan broj ispitanika navodi kako smatraju svoje učionice nedovoljno opremljene. Nadalje, rezultati ukazuju na činjenicu kako je računalna tehnologija uvelike implementirana u rad s učenicima, ali i sami učenici sudjeluju u korištenju iste. Navođenjem pozitivnih i negativnih karakteristika, došli smo do spoznaja o razlozima uporabe računalnih medija prilikom poučavanja.The contemporary teaching process increasingly attaches importance to the teaching media, which represent the didactically shaped original reality. The question of choosing appropriate teaching media in the process of education is important for the daily organization of teaching and learning of pupils with the acceptance of technical resources. A survey among teachers, in eight elementary schools in the city of Rijeka and Ogulin, which teaches pupils of younger age, identified the diversity and frequency of use of teaching media in the preparation of educational work and immediate work with students. Given the characteristics of particular media and the factors that determine the choice from the didactic point of view, the link between the selected teaching media and the teaching of the educational subjects has been made, as well as the attitudes of teachers on the advantages and disadvantages of using computer technology.
Research has shown that teaching media is frequently used by teachers, both in the context of preparing work for teaching and in work with pupils. The variety of use of teaching media is numerous, but a significant number of respondents state that their classrooms are insufficiently equipped. Furthermore, the results point to the fact that computer technology is largely implemented in work with pupils, but the students themselves are also involved in the use of the same. By pointing out positive and negative characteristics, we have come to the knowledge of the reasons for using computer media in teaching
Self-Assessment of Digital Competences of the Students of Early and Preschool Education
No full textU radu je teorijskim pregledom istaknut pojam kompetencije, koji se sve više koristi u odgoju i obrazovanju te zamjenjuje pojam „znanje“, s posebnim naglaskom na digitalne kompetencije. Također, u radu se opisuje kako razvijati digitalne kompetencije kod djeteta rane i predškolske dobi, odnosno kakve su digitalne kompetencije odgajatelja i učitelja. Empirijskim istraživanjem istražile su se digitalne kompetencije studenata Ranog i predškolskog odgoja i obrazovanja na Učiteljskom fakultetu u Rijeci te vještine, znanja i stavovi koji se mogu poticati u odgojno-obrazovnom radu. Rezultati su pokazali kako najveći broj ispitanih studenata posjeduje srednju razinu digitalne kompetentnosti, te se smatraju dovoljno kompetentnima za poticanje i razvijanje istih kompetencija kod djece.In this paper, the theoretical review emphasizes the notion of competence, which is increasingly used in education and training and replaces the notion of "knowledge", with a particular emphasis on digital competences.. In addition, the paper describes how to develop digital competencies in early childhood and pre-school children, regarding the digital competences of educators and teachers. Empirical research investigated the digital competences of the students of Early and Preschool Education at the Faculty of Teacher Education in Rijeka and the skills, knowledge and attitudes that can be encouraged in the educational work. The results showed that the largest number of students surveyed possess a medium level of digital competence and are considered competent enough to encourage and develop the same competences in children
The Parental Attitudes to Male Early Childhood and Preschool Teachers
No full textCilj rada je ispitati stavove roditelja o muškim odgajateljima i poželjnim osobinama za
muškog odgajatelja. Teorijski okvir rada temelji se na Connellinoj teoriji o tipovima
muškosti i teoriji seksizma i rodne segregacije Branke Galić. Istraživanje je provedeno
na uzorku od 290 roditelja čija djeca pohađaju vrtiće otoka Krka. Ispitana je povezanost
stavova roditelja o muškim odgajateljima i poželjnih osobina za muškog odgajatelja s
njihovim iskustvom suradnje s muškim odgajateljima, rodnim predrasudama i
sociodemografskim karakteristikama ispitanika. Rezultati pokazuju kako roditelji
iskazuju uglavnom pozitivne stavove o muškim odgajateljima i, u skladu s time, poželjne
su „prirodne“ i „ženske“ osobine za muškog odgajatelja. Pokazalo se kako iskustvo
utječe na stavove roditelja. Mlađi roditelji i očevi više se priklanjaju hegemonijskoj
muškosti, te ne vide muške odgajatelje jednako sposobnima kao odgajateljice. Roditelji s
nižim stupnjem obrazovanja smatraju muške odgajatelje feminiziranima.The aim of this thesis was to examine parents' attitudes on male educators and their
desirable traits. The theoretical framework was based on Connell's theory of masculinity
and the theory of sexism and gender segregation by Branka Galić. The survey was
conducted on a sample of 290 parents whose children attend kindergartens on the Island
of Krk. The research explored the connection betweenparents' attitudes towards and
desirable traits of male early childhood and preschool teachers,and collaboration
experience between parents and male teachers, parents' gender prejudices and
sociodemographic characteristics. The results indicateparents'mostly positive attitude
towards male teachers and, accordingly, their preference of „natural“ and „female“
traits.The results showedthat parents' attitudes are partially affectedby their cooperation
with male educators.Younger parents and fathers are more inclined to hegemonic
masculinity and they do notsee male teachersas capable as the female ones. Parents with
a lower level of education consider male teachers feminised
Physiological Load in Elementary Games in Working with Younger School-Aged Children
No full textDjeca rane školske dobi mogu postići dobro fiziološko opterećenje u elementarnim igrama tako da je vrijednost tih igara neupitna. Cilj rada je pratiti fiziološko opterećenje djece u pojedinim igrama, utvrditi u kojim igrama je najveće te je li ono različito s obzirom na dob ispitanika. Fiziološko opterećenje biti će praćeno mjerenjem pulsa tijekom igara visokog, umjerenog i niskog intenziteta. Istraživanje se provodilo s učenicima 1., 2., 3. i 4. razreda osnovne škole „Pehlin“. Utvrđene su statistički značajne razlike u fiziološkom opterećenju učenika u različitim dijelovima sata, kao i u fiziološkom opterećenju učenika s obzirom na njihovu dob. Najveće i podjednako fiziološko opterećenje se postiže u uvodnom i glavnom „B“ dijelu sata što je i poželjno u praksi. Učenici 4. razreda postigli su najviše fiziološko opterećenje u različitim elementarnim igrama što je razumljivo s obzirom da su učenici 4. razreda najrazvijenijeg kinantropološkog statusa. Adekvatno fiziološko opterećenje učenika pogodno utječe na razvoj kardiovaskularnog i respiratornog sustava. Upravo iz tog razloga je vrlo bitno da učitelji razredne nastave na satovima Tjelesne i zdravstvene kulture doziraju optimalno fiziološko opterećenje u svim dijelovima sata.Early school-age children can achieve a good physiological load in elementary games so that the value of these games is unquestionable. The aim of this paper is to monitor the physiological load of children in certain games, determine in which games it will be the highest, and is there a difference considering the age of the participants. The physiological load will be monitored by measuring the pulse during games of high, moderate and low intensity. The research was conducted on students of the 1st, 2nd, 3rd and 4th grade of the "Pehlin" elementary school. There was a statistically significant difference shown in the physiological load of students during different parts of the class, as well as in the physiological load of the students with regards to their age. The largest and the most equal physiological load is achieved in the introduction and the main - "B" part of the class, which is preferable in practice. 4th grade students have achieved the highest physiological load in various elementary games, which is understandable since 4th grade students have the most developed kinantropological status. Adequate physiological load of students has a beneficial effect on the development of the cardiovascular and respiratory system. Therefore, it is essential that classroom teachers in PE (Physical Education ) classes provide an optimal physiological load during all parts of the class
Gender Differences in Estimated Symptoms of ADHD Pupil
No full textTemeljni cilj rada je utvrditi postoje li spolne razlike u procijenjenim simptomima učenika (impulzivnost-hiperaktivnost, nepažnja, emocionalni problemi, antisocijalnost) za koje učitelji smatraju da bi mogli imati ADHD poremećaj. Sukladno pratećim ciljevima, empirijski rad imao je ukupno četiri hipoteze. Postavljena hipoteza, prema kojoj se smatra da postoje razlike u procijenjenim simptomima učenika za koje učitelji smatraju da bi mogli imati ADHD poremećaj, djelomično je potvrđena.
U provedenom istraživanju sudjelovalo je 242 ispitanika. To su bili učitelji osnovnih škola iz pet županija Republike Hrvatske: Koprivničko-križevačka, Sisačko-moslavačka, Varaždinska, Primorsko-goranska i Međimurska. Prikupljanje podataka teklo je u dvije faze: Ček lista ponašanja učenika/učenice (Merrell i Tymms, 2013) za određivanje uzorka te Upitnik za učitelje. Faktorskom analizom Skale simptoma ponašanja učenika dobivene su četiri dimenzije: 1_Impulzivnost-hiperaktivnost, 2_Emocionalni problemi, 3_Nepažnja i 4_Antisocijalnost. Metode kojima su se testirale postavljene hipoteze su sljedeće: deskriptivna, korelacijska i diferencijalna.
Prema osnovnim rezultatima istraživanja utvrđeno je da postoje određene razlike između dječaka i djevojčica u prisutnosti ADHD poremećaja. Samim formiranjem uzorka uočena je prevalencija dječaka, i to u omjeru između 5:1 i 6:1. Također, značajna razlika vidljiva je i kod emocionalnih problema. Djevojčice češće od dječaka iskazuju emocionalnu nestabilnost. Rezultati isto tako pokazuju: što su učenici mlađi, to je veća impulzivnost-hiperaktivnost i antisocijalnost. Nepažnja je simptom kod učenika koji se najčešće pojavljuje, ali i procjenjuje od strane učitelja/učiteljica, dok su pritom učiteljice te koje ga najčešće uočavaju. Obje grupe učitelja, i muškarci i žene, podjednako procjenjuju učenike na preostalim dimenzijama Skale simptoma ponašanja učenika.The basic aim of the study is to determine whether there are any gender differences in the assessed symptoms of students (impulsivity-hyperactivity, inattention, emotional problems, unsociableness) whom teachers might consider to have an ADHD disorder. In accordance with the accompanying goals, empirical work had a total of four hypotheses. The set hypothesis that there are differences in the assessed symptoms of students whom teachers might consider to have an ADHD disorder has been partially confirmed.
242 interviewees participated in the conducted survey. These were primary school teachers from five counties of the Republic of Croatia: Koprivnica-Križevci, Sisak-Moslavina, Varaždin, Primorje-Gorski Kotar and Međimurje County. Data collection was conducted in two phases: Check list of female or male student’s behaviour (Merrell and Tymms, 2013) for sample determination and Teacher’s Questionnaire. Through factor analysis of the scale of behavioural symptoms of the students, four dimensions were obtained: 1_Impulsivity-hyperactivity, 2_Emotional problems, 3_ Inattention and 4_Unsociableness. The methods used to test hypotheses were: descriptive, correlative and differential.
According to the basic research findings, it was confirmed that there are certain differences between boys and girls having ADHD disorders. The prevalence of boys had already been established by the formation of the sample, in the ratio between 5:1 to 6:1. Also, significant difference can be seen in emotional problems. Girls more often than boys express emotional instability. The results also show that: the younger the students, the greater the impulsivity-hyperactivity and the unsociableness. Inattention is also symptom which is most commonly encountered among students, but also assessed by the male/female teacher, with female teachers being those who most often notice it. Both groups of teachers, men and women, equally assess students according to the remaining dimensions of the scale of the student's behavioural symptoms