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The Role of Media in Foreign Language Acquisition of Children of Preschool Age
No full textOvaj završni rad prikazuje i objašnjava kako dijete predškolske dobi usvaja materinji i strani jezik. Također, prikazane su i neke od metoda poučavanja koje su u skladu s dječjom prirodom učenja. Posebna pažnja posvećena je ulozi medija u procesu usvajanja stranoga jezika. Mediji kao što su televizija, radio, računalo i knjiga, svaki u skladu sa svojim mogućnostima i ograničenjima, na specifičan način utječu na proces učenja. Također, naglasak je stavljen i na ulogu odgajatelja koji u tom procesu mora poznavati karakteristike i mogućnosti svakog pojedinog medija, kako bi u skladu sa specifičnom situacijom učenja mogao izabrati onaj medij koji će osigurati najkvalitetnije i najjednostavnije učenje stranoga jezika.This paper presents and explains the process of acquiring the mother tongue and a foreign language in a preschool child. Also, some of the teaching methods that are consistent with the child's nature of learning are presented. Particular attention is paid to the role of media in the process of acquiring a foreign language. Media such as television, radio, computer and book, each in accordance with its characteristics and limitations, affect the learning process in a specific way. As well, emphasis has been placed on the role of preschool educator who has to be familiar with the characteristics and capabilities of each individual medium, in order to choose particular medium in accordance with specific learning situation so he could provide the easiest and simplest foreign language learning
Application of Didactic Tools in Musical Activities
No full textTema ovog rada je primjena didaktičkih pomagala, odnosno poticaja, u glazbenim aktivnostima u dječjem vrtiću. Na samom početku rada osvrnula sam se na način na koji djeca rane i predškolske dobi stječu znanja i vještine te kako im fizičko okruženje u dječjem vrtiću može pomoći u tom procesu. Nadalje, objasnila sam što su to didaktička pomagala te ih podijelila u dvije skupine, odnosno na sredstva dječje spoznaje i izražavanja iz neposredne stvarnosti te didaktički oblikovana sredstva dječje spoznaje i istraživanja. Zatim sam objasnila glazbene aktivnosti u dječjem vrtiću; slušanje, pjevanje, sviranje i glazbene igre te sam na samome kraju, prikazala koja se sve didaktička pomagala mogu primjenjivati u glazbenim aktivnostima i na koje sve načine, služeći se pri tome konkretnim primjerima.The main subject of this paper is the application of didactic aids, or incentives, in music activities in kindergarten. At the very beginning of my work, I have looked at how children of early age and pre-school age acquire knowledge and skills and how their physical environment in a kindergarten can help with this. Furthermore, I explained what are didactic aids and I divided them into two groups, namely the means of childhood knowledge and expression from the immediate reality and didactical shaped resources of the child's knowledge and research. Then I explained the core activities in the kindergarten; listening, singing, playing and musical games and at the very end, I showed which didactic aids can be applied to the music activities of all kinds, using concrete examples
Communication between Preschool Teachers and Parents - The Factor in Preschool Child's Communicative Development
No full textU ovom radu govori se o značaju komunikacije vanjskih čimbenika djetetovog razvoja. Naglasak se stavlja na važnost komunikacije odgajatelja i roditelja kao glavnih nosioca djetetovog jezično - komunikacijskog razvoja. U radu se prikazuju načini i oblici uspostave komunikacije odgajatelja i roditelja te njihov doprinos u jezičnom razvoju djeteta. Naposljetku rada daje se prikaz iz svakodnevne prakse o načinu komunikacije odgajatelja i roditelja putem pisanog oblika te utjecaju na djetetov jezično - komunikacijski razvoj.This paper is discuss about the importance of communication to external factors of the child's development. Emphasis is on the importance of communication educators and parents as the main carriers of the child's language - communication development.The paper presents the ways and the forms of establishing communication between educators and parents and their contribution to the language development of child. On the end of this paper is given an overview of daily practice of the method of communication educators and parents through the written form and their effect on the child's language - communication development
School Curriculum: Orientation Towards Pupils' Project Activities
No full textSuvremena škola mijenja svoj identitet šireći pedagošku djelatnost i izvan nastave uz prikaz ukupne aktivnosti škole projektirane školskim kurikulumom. Kako se školski kurikulum usmjerava u više pravaca cilj ovog rada bio je studijem dokumentacije analizirati kurikulumsku strukturu, programske sadržaje Školskog kurikuluma Osnovne škole Ivana Rabljanina Rab koja se sastoji od matične škole i šest područnih škola. Kako bi se detaljnije analizirao jedan od segmenata planiran Školskim kurikulumom usmjeren ka projektnim aktivnostima učenika, sudjelujućim promatranjem analizirani su podatci o pripremi, razradi i prezentaciji projektnih aktivnosti učenika mlađe školske dobi škola otoka Raba koji sudjeluju u školskom projektu na temu „Smijeh“. Prikupljeni su i stavovi dvadeset i pet učitelja razredne nastave s neposrednim iskustvima vezanim uz provedbu Projeknog dana te mišljenja učitelja o prednostima i otežavajućim okolnostima učenja putem projektnih aktivnosti. Ističu kako je projektno učenje za učenike poticajno i kreativno istraživanje određene teme putem različitih suradničkih aktivnosti.The contemporary school changes its identity by spreading the range of pedagogical activities outside the classroom while presenting the overall school activities based on the school curriculum. As the latter focuses on different fields, the aim of this paper is to analyse, on the basis of given documentation, the structure of the curriculum and the content of School curriculum of the Elementary school Ivana Rabljanina Rab which is composed of one main school and six district schools. So as to analyse in great detail one of the segments planned by the School curriculum aimed at the student's project activities, by the means of active observation, the data regarding the preparation, elaboration and presentation of student's projects were analyzed. Beside the data collected among the students of the schools participating in a project gathered under the theme „Laughter“, there were also twenty five teachers who were asked to share their opinions about their participation in a mentioned project as well as their general opinions regarding learning through project activities. They all pointed out that learning through project activities and in a collaboration with others is an encouraging and creative way of discovering and analysing a certain topic
Teacher's Self-assesed Efficiency in Teaching of ADHD Pupil
No full textTemeljni cilj rada je analizirati učiteljsku samoprocijenjenu učinkovitost u poučavanju učenika s ADHD poremećajem. Postavljena je hipoteza prema kojoj se učitelji smatraju umjereno učinkovitima u poučavanju učenika s ADHD-om.
U istraživanju je sudjelovalo ukupno 242 učitelja osnovnih škola iz pet županija Republike Hrvatske: Koprivničko-križevačka, Sisačko-moslavačka, V araždinska, Primorsko-goranska i Međimurska županija. U prvoj fazi istraživanja učitelji su ispunjavali Ček liste ponašanja za učenika/icu, a u drugoj Upitnik za učitelje.
Prema osnovnim rezultatima istraživanja učitelji se samoprocijenjuju umjereno učinkovitima u poučavanju učenika s ADHD-om. Također, istraživanje je pokazalo da ne postoji razlika između učitelja muškog i ženskog spola u samoprocijenjenoj učinkovitosti te da se stariji učitelji smatraju učinkovitijima u dimenziji Učinkovito uključivanje učenika. Također, utvrđeno je da se učitelji samoprocijenjuju kompetentnijima u uključivanju učenika s ADHD-om ženskog spola, nego učenika muškog spola. Osim navedenoga, rezultati su ukazali i na veću samoučinkovitost učitelja u davanju praktičnih instrukcija i uključivanju mlađih učenika.The basic aim of the study is to analyse the teacher's self-estimated effectiveness in teaching students with ADHD disorder. These hypothesis was that teachers found themselves moderately effective in teaching ADHD students.
A total of 242 primary school teachers from five counties of the Republic of Croatia participated in the survey: Koprivnica-Križevci, Sisak-Moslavina, Varaždin, Primorje- Gorski Kotar and Međimurje County. In the first phase of the study, the teachers filled in the Checklist of behaviour for male/female students and in the second phase the Questionnaire for Teachers.
According to basic research results, teachers evaluated themselves as moderately effective in teaching ADHD students. Also, the research has shown that there is no difference between male and female teachers in self-assessed effectiveness and that older teachers consider themselves to be more effective in the dimension of Effective Student Inclusion. It has also been found that teachers evaluated themselves to be more competent in involving ADHD female students, than male students. In addition to this, the results also pointed to greater self-effectiveness of the teacher in providing practical instruction and involving younger students
Teachers' Attitudes Towards Using ICT in Teaching
No full textZbog sve veće potrebe koja se javlja u školstvu za primjenom informacijsko komunikacijske tehnologije, svrha ovog istraživanja bila je ispitati utječu li godine radnog staža učitelja na primjenu informacijsko komunikacijske tehnologije u nastavi, kakvi su njihovi stavovi o korištenju informacijsko komunikacijske tehnologije u obrazovnom procesu, na koji načim primjena tehnologije utječe na učenike, te koriste li učitelji informacijsko komunikacijsku tehnologiju u komunikaciji s roditeljima. Dobiveni rezultati provedenog istraživanja ukazuju kako učitelji bez obzira na godine radnog staža imaju pozitivan stav prema primjeni informacijsko komunikacijsku tehnologiju u nastavi, koriste je za komunikaciju s roditeljima, te smatraju da se primjenom tehnologije u nastavi podiže razina motivacije kod učenika.Due to increasing need for use of information and communication technology in primary education, the purpose of this study was to examine the impact of teachers lenght of service on the use of information and communication technology, their attitudes towards the use of information and communication technology in educational process, in whitch way technology impacts the students, and do they use information and communication technology in communication with the parents. The results of the research have shown that teachers have positive attitudes towards information and communication technology, and regardless of their lenght of service they use information and communication technology in their work, as well as in communication with the parents. They also understand the importance of technology in their student's lifes, and they believe that the use of information and communication technology in classroom motivates their students
The Associations of Preschool Teachers in Croatia: Horizons of the New Preschool Teachers' Professionalism
No full textProces globalizacije i utjecaj politike na obrazovanje utjecali su na odgajatelje kao odgojno-obrazovne stručnjake koji su se takvom načinu odlučivanja o profesiji izvan profesije odlučili oduprijeti udruživanjem. Udruge mogu biti način na koji odgajatelji ostvaruju profesionalnu autonomiju, zaštićuju profesionalno znanje, prihvaćaju kolektivnu odgovornost za kvalitetu koju određuje profesionalizam i dobivaju općepriznati društveni status profesionalaca u ranom odgoju i obrazovanju. Cilj ovoga rada bio je ispitati mišljenja odgajatelja Istre o značaju udruga odgajatelja za njihovu profesiju. U istraživanju je sudjelovalo 100 odgajatelja iz Istre, a istraživanje je provedeno metodom ankete. Rezultati istraživanja upućuju na potrebu za daljnjim informiranjem odgajatelja o značaju udruga odgajatelja za razvoj njihove profesije.The process of globalization and the impact of policies on education have influenced the preschool teachers as education and care experts, who have decided to resist such a way of deciding about profession outside the profession by associating. Associations may be the way in which teachers achieve professional autonomy, protect their professional knowledge, accept collective responsability for the quality determined by professionalism and get a gererally recognized social status of professionals in early education. The aim of this study was to examine the opinions of istrian preschool teachers about the importance oft he associations of preschool teachers for their profession. The study included 100 preschool teachers from Istria and the reasearch was conducted through survey. The research results indicate the need for further informing of preschool teachers about the importance of the associations of preschool teachers for the development of their profession
The Improvement of Motor Skills in Preschool-aged Children by Using Polygons and Frontal Forms of Work
No full textUstanove predškolskog odgoja imaju primarnu zadaću brinuti o optimalnom rastu i razvoju djece od treće do šeste godine života. Odgojitelji uz pomoć kineziologa osmišljavaju sportske programe koji su usmjereni na kinatropološke dimenzije djece koje su u predškolskome razdoblju najosjetljivije na podražaj. Samo usklađenim djelovanjem svih antropoloških dimenzija dolazi do pravilnog dječjeg rasta i razvoja, kako u tjelesnom, tako i u socijalnom, spoznajnom i emocionalnom aspektu. Cilj ovog rada je pratiti uspješnost djece prilikom usavršavanja deset istih motoričkih znanja u dva različita metodičko organizacijska oblika rada (polygon i frontalni oblik rada) kako bi odgovorili na pitanje koji je od tih oblika rada učinkovitiji za učenje određenog motoričkog znanja. Dobiveni rezultati su potvrdili da su djeca koja su sudjelovala u oba kineziološka program (“frontalni oblik rada” i “poligon prepreka”) značajno napredovala i unaprijedila motorička znanja u finalnom provjeravanju u odnosu na inicijalno. Time su potvrđene prva i druga hipoteza, dok je treća hipoteza pretpostavila da će značajnije napredovati djeca koja sudjeluju u kineziološkom program koji je imao metodičko- organizacijski oblik rada poligon prepreka, ali su rezultati pokazali da su značajnije napredovala djeca koja su sudjelovala u kineziološkom programu koji je bio organiziran u frontalnom metodičko-organizacijskom obliku rada čime se je ustanovilo da je frontalni oblik rada primjereniji za učenje motoričkih znanja djece predškolske dobi.The primary task of pre-school child care institutions is to care about the optimal growth and development of children of the age from three to six. Educators, with the help of kinesiologists, create sports programs which are directed towards the kinanthropological dimensions of children which are most vulnerable to stimulationin the pre-school period. Only harmonised functioning of all anthropological dimensions will lead to proper growth and development of a child, regarding physical, but also social, cognitive and emotional aspects. The aim of this paper is to monitor the success of children in perfecting the same ten motor skills in two different methodical-organisational forms of work(polygon and frontal), in order to answer the question which of these two is more appropriate for acquiring motor skills. The data collected confirmed that children which participated in both kinesiological programs (“frontal work mode” and “obstacle polygon”) showed considerable progress and perfected their motor skills in the final testing, when compared to the initial testing. This confirms both the first and second hypothesis, while the third hypothesis assumed that children which participate in the kinesiological program in which polygon obstacleswere applied, in terms of methodical and organizational forms, will progress more, but the results showed that children which participated in the kinesiological program which applied the frontal methodical-organisational from of work progressed more, which led to the conclusion that the frontal form of work is more appropriate for acquiring motor skills in pre-school children
Longitudinal study of empathy among future preschool teachers
No full textKarakteristike odgajatelja su iznimno važne odrednice uspješnosti i kvalitete rada s djecom predškolske dobi i njihovim roditeljima. Jednom od tih karakteristika ističe se i empatija – sposobnost uživljavanja u tuđe stanje i suosjećanje s drugom osobom. Jedna od vrlo čestih uputa budućim odgajateljima: „Pokušajte promatrati svijet dječjim očima i tako ćete najbolje razumjeti predškolsko dijete“, upravo naglašava važnost empatije u radu s djecom. Prethodna je studija pokazala da s većom studijskom godinom pada razina mašte kod budućih odgajatelja-studenata sve tri studijske godine. Budući su to pokazale različite grupe ispitanika, u ovom istraživanju je provedeno longitudinalno mjerenje empatije iste generacije budućih odgajatelja tijekom tri godine njihova studija, kako bi se utvrdilo postoje li iste promjene doista. Sudjelovalo je 37 studentica prosječne dobi 18,65 godina, koje su se samoprocjenjivale na Davisovom upitniku empatije (empatička briga, osobna uznemirenost, mašta i preuzimanje perspektive) u tri točke mjerenja (na prvoj, drugoj i trećoj godini studija). Utvrđeno je da, općenito, ne postoje značajne razlike u četiri dimenzije empatije tijekom studija. Jedina statistički značajna razlika koja je utvrđena, odnosi se na značajno povišenu osobnu uznemirenost s prve na drugu godinu, o čemu se raspravljalo u okvirima samog procesa i tijeka studiranja, te postojećeg studijskog programa.Personal traits of preschool teachers are extremely important influencers on efficiency and quality of work with preschool children and their parents. One of the most important traits is empathy – the ability to understand another person and share their feelings. One of the most common instructions given to future preschool teachers is; “Try to view the world through children’s eyes and you will understand a pre-schooler.” This puts special emphasis on the importance of empathy when working with children. A previous study showed that throughout the three years of studying to become a preschool teacher there is a decline in levels of imagination in each year. Since this was shown in different test groups, in this research a longitudinal measure of empathy was conducted within the same generation of students in each year of their university studies to determine if these changes were evident. 37 students with mean age of 18,65 participated through self- assessed Davis’ Interpersonal Reactivity Index (perspective taking, fantasy, empathic concern and personal distress). The students completed the questionnaire in each of their three years at university. The study showed that there were generally no significant differences within the four dimensions of empathy amongst the students as they progressed throughout The professional Preschool Education course. The only statistically relevant difference is the considerably elevated personal distress between the first and second year in the course, which was discussed within the process and progression of the course and the existing study programme
Correlation of Self-assesed Efficiency in Teaching of ADHD Pupil and Believes of Benefites of Educational Inclusion
No full textTemeljni cilj rada je utvrditi povezanost samoprocijenjene učinkovitosti učitelja u radu s učenicima u riziku za ADHD i njihovih uvjerenja o dobrobiti inkluzije.
Istraţivanje je provedeno na prigodnom uzroku učenika s rizikom za ADHD procjenjivanih od strane učitelja, N=242. Dob učenika s rizikom za ADHD je od 7 do 17 godina iz 5 ţupanija Republike Hrvatske – MeĎimurskoj, Varaţdinskoj, Koprivničko – kriţevačkoj, Sisačko – Moslavačkoj i Primorsko – goranskoj. Mjerni instrument bio je anketni upitnik koji je sadrţavao opće sociodemografske podatke djeteta i procjenjivača te dvije skale kojima se procjenjivala samoprocjenjena učinkovitost učitelja u radu s učenicima u riziku za ADHD i njihovih uvjerenja o inkluziji, a dobiveni podaci obraĎeni su putem deskriptivne i korelacijske statistike.
Prema osnovnim rezultatima istraţivanja potvrĎena su pozitivna uvjerenja o inkluziji te pozitivna povezanost samoprocjenjene učinkovitosti učitelja u radu s učenicima u riziku za ADHD i uvjerenja o inkluziji.
Doprinos ovih rezultata je u spoznajama elemenata u osnaţivanju učitelja za učinkovitiji rad s učenicima s ADHD.The aim of the paper is to establish a correlation between self-estimated teacher effectiveness in dealing with ADHD risk children and their beliefs about the benefits of inclusion.
The research was carried out on the occasion of a student with a risk of ADHD evaluated by a teacher, N = 242. The age of ADHD is 7 to 17 years old from 5 counties of the Republic of Croatia. The measuring instrument was a questionnaire that contained the general socio-demographic data of the child and the evaluator, and two scales assessing the self-assessed effectiveness of the teacher in dealing with ADHD and their inclusion beliefs, and the obtained data were processed through descriptive and correlation statistics.
According to the basic research findings, positive beliefs on inclusion and positive correlation between self-assessed teacher effectiveness in working with ADHD risk and inclusion beliefs were confirmed.
The contribution of these findings is in the knowledge of the elements in empowering teachers to work more effectively with ADHD students