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The Role of Preschool Teachers in Teaching a Foreign Language to Preschool Children
No full textDjeca rane i predškolske dobi uče s nevjerojatnom lakoćom i brzinom. Materinski jezik usvajaju na prirodan način, gdje imaju priliku u okolini koja ih okružuje, slušati jezik, prepoznati i naposljetku primjenjivati. Važna uloga odgajatelja je da stvori takvu prirodnu okolinu za usvajanje stranoga jezika, gdje dijete kroz ponuđene poticaje, organizirane aktivnosti i igre usvaja strani jezik. Odgajatelj organizira poticajno prostorno okruženje u kojem dijete sudjeluje u komunikaciji s ostalom djecom i odgajateljem. Osobine odgajatelja i metode koje primjenjuje u radu pri poučavanju stranoga jezika od velikog su značaja za učinkovito usvajanje istog. Aktivnosti koje odgajatelj organizira uključuju pjesmice, igre, književna djela na stranome jeziku, te uz te aktivnosti, integrira dobru suradnju među djecom gdje su vršnjaci jedni drugima potpora u procesu usvajanja stranoga jezika. Rad također uključuje pregled metoda koje pomažu odgajatelju u procesu poučavanja.Children of early and preschool age learn with incredible ease and speed. They acquire mother tongue in a natural way, having a chance to listen to the language in their surrounding, recognize it and eventually apply it. The preschool educator has an important role to create such a natural enviroment for acquiring a foreign language, in which a child through the organised and offered activities and games acquires the target language. The preschool educator organizes a stimulating spatial environment in which the child participates in the communication process with other children and the educator. The educator's manners and methods applied in the process of teaching a foreign language are of great importance for the affective acquisition of the same. The activites that the educator organizes include rhymes, games, literary works in a foreign language, and with these activities, he manages to integrate a great co-operation among children, where peers represent a support to each other in the process of acquiring a foreign language. This paper also includes a review of different methods that can lead the educator in the teaching process
Teaching How to Read and Teaching Reading in Primary Education
No full textU diplomskom se radu analizira jezična djelatnost čitanja. Čitanje je sastavni dio nastavnog procesa i vrlo kompleksno područje proučavanja. Stoga se u radu prikazuje: problematika čitanja sa psihološkog aspekta, interes za čitanje, čitačke vještine i motivacija za čitanje te različite vrste i strategije čitanja, vrste čitača i načini ispitivanja čitalačke pismenosti. Uz navedeno je provedeno i anketno istraživanje u kojem su ispitani stavovi učitelja razredne nastave o čitanju općenito kao i o načinima poučavanja i vrednovanja čitanja.In my graduation thesis I have analyzed the language reading activity in detail. Reading is an integral part of the teaching process and a very complex area of study. I have studied reading from a psychological point of view, reading interest, reading skills and motivation. I also looked at the different types and strategies of reading, the type of reader and the way of reading literacy. In addition, I conducted a survey research in which I examined teachers' attitudes on the teaching and reading methods of reading
Relationship between Kinantropological Characteristics of Younger School-Aged Children and Success in Swimming
No full textPlivanje je aktivnost kretanja živih bića kroz vodu uključujući održavanje na površini vode te kretanje u željenom smjeru. Ono pridonosi regulaciji i unapređenju antropološkog statusa kod djece i odraslih. Općenito, plivanje je najprije predstavljalo životnu potrebu, zatim je postalo kulturna vrijednost, dok danas predstavlja odraz dostignutog stupnja civilizacije ne samo pojedinca već i društva u cjelini. Plivanje kao sport ima dugu povijest, kako svjetsku tako i hrvatsku. Cilj ovog rada je pomoću devet testova za praćenje kinantropoloških obilježja (morfoloških, motoričkih i funkcionalnih) djece rane školske dobi trećeg i četvrtog razreda utvrditi postoji li povezanost kinantropoloških obilježja djece rane školske dobi s uspjehom u plivanju i koja obilježja najviše mogu utjecati na rezultat. Na samom početku rada obuhvaćen je teoretski i povijesni dio. Isto tako obuhvaća i istraživački dio čiji je uzorak bio 36 plivača i plivačica plivačkog kluba „Primorje CO“. Rezultati su pokazali da postoji statistički značajna povezanost između kinantropoloških obilježja djece mlađe školske dobi s uspjehom u plivanju. Isto tako, pokazalo se da postoji značajna povezanost između kinantropoloških obilježja te da postoje razlike između rezultata dječaka i djevojčica u testovima za praćenje kinantropoloških obilježja i plivačkih testova.Swimming is an activity of movement of living beings through water, including maintenance on the surface of the water and movement in the desired direction. It contributes to regulation and improvement of anthropological status in children and adults. In general, swimming at first represented the life need, then it became a cultural value, while today it represents a reflection of the achieved level of civilization, not only of the individual but of the society as a whole. Swimming as a sport has a long history, both in world and in Croatia.
The aim of this thesis is to determine whether there is a correlation between the kinanthropological features of the early school-age children with success in swimming and what are characteristics that can affect the result most, by using nine tests to monitor the kinanthropological features (morphological, motorical and functional) of early school-age children in the third and fourth grade. At the very beginning of the work, the theoretical and historical part was covered. Also included is the research chapter whose sample were 36 male and female swimmers of the swimming club "Primorje CO".
The results showed that there is a statistically significant relation between the kinanthropological features of early school-age children with success in swimming. Moreover, there is a significant relation between kinanthropological characteristics and there are differences between the results between boys and girls in the tests for monitoring kinanthropological features and swimming tests
Psychologists' Attitudes towards Speech and Thinking - Implications for the Immediate Educational Process
No full textRazvoj govora je vrlo složeni oblik ponašanja koji se kod djeteta rane i predškolske dobi razvija usvajanjem jezika njegove okoline. Pri tome su važni kako unutarnji uvjeti (mišljenje djeteta), tako i vanjski uz obvezno aktivno sudjelovanje djeteta samog. Odnos između govora i mišljenja još i danas je predmet proučavanja znanstvenika. Razumijevanje tog odnosa može doprinijeti osiguravanju uvjeta za aktivno sudjelovanje djeteta, čemu je rad usmjeren. Aktivno sudjelovanje djeteta u razvoju pretpostavka je uspješnog razvoja. Psiholozi koji su objašnjavali govorno- jezični razvoj i razvoj mišljenja, u svojim teorijama polaze s različitih stajališta o uvjetima razvoja. Ono što je zajedničko teorijama razvoja je isticanje važnosti aktivnog djeteta u procesu razvoja. Aktivnost djeteta u procesu razvoja ovisi o različitim uvjetima koji su opisani u radu kao podloga implikacijama za neposredni odgojno-obrazovni rad.Speech development is a very complex form of behavior that develops in a child of early and pre-school age by adopting the language of his / her environment. In speech development are important the internal factors (the chils's thinking) and the outside factors with the obligatory active participation of the child themselves. The relationship between speech and thought is still a subject of scientist research. Understanding this relationship can contribute to ensuring the conditions for active participation of the child, what is the purpose of this work. Active participation of the developing child is a prerequisite for successful development. Psychologists who explained language development and development of opinion, in their theories, start from different views on the conditions of development. What is common to the development theory is the emphasis on the importance of an active child in the development process. The child's activity in the development process depends on the various conditions described in the work as a basis for the implications for immediate educational work
Last Child in the Woods- A New Approach to Education of Children for Growth, Development and the Environment
No full textRad problematizira utjecaj vanjskog prostora/prirode na djetetov razvoj i razvoj
osjetljivosti za okoliš i održivi razvoj. U radu se definiraju ključni pojmovi: odgoj i
obrazovanje za okoliš i odgoj i obrazovanje na vanjskom prostoru koji čine temelj
ovog rada. Ukratko se prikazuje povijest koncepta odgoja i obrazovanja za okoliš i
odgoja i obrazovanja za održivi razvoj. U kontekstu poticanja razvoja osjetljivosti
djece za okoliš i održivi razvoj, razmatra se uloga te važnost doprinosa odgajatelja i
roditelja. Analizira se knjiga „Posljednje dijete u šumi“ autora Richarda Louva sa
svrhom utvrđivanja opisanog kao novog pristupa odgoju djece za rast, razvoj i
okoliš. U radu se prikazuju rezultati kvalitativnog istraživanja provedenog na uzorku
dvoje odgajatelja Dječjeg vrtića „Turnić“, a s ciljem utvrđivanja stavova odgajatelja
o doprinosima vanjskih prostora zdravom rastu i optimalnom razvoju djece te dječjoj
senzibilnosti za pitanja okoliša i održivog razvoja. Na kraju rada se zaključuje da
pristup autora Richarda Louva nije novi pristup odgoju djece za rast, razvoj i okoliš.This paper reviews the impact of outer space / nature of the child's development and
the development of sensitivity to the environment and sustainable development. The
paper defines key concepts: environmental education and education in outer space
which form the basis of this work. Briefly shows the history of the concept of
environmental education and education for sustainable development. In the context
of promoting the development of children's sensitivity to the environment and
sustainable development, considers the role and importance of the contribution of
educators and parents. It analyzes the book "The last child in the woods" by Richard
Louv in order to determine described as a new approach to raising children for
growth, development and the environment. In this paper are presented the results of
qualitative research conducted on a sample of two educators from kindergarten
"Turnić", and to determine the attitudes of educators on contributions outdoor areas
healthy growth and optimal development of children and children's sensitivity to
environmental issues and sustainable development. At the end the paper concludes
that approach by Richard Louv is not a new approach to raising children for growth,
development and the environment
The Stories that Help in Teaching and in Extracurricular Activities in Primary Education
No full textPriče koje pomažu indirektan su način iscjeljenja negativnih emocionalnih stanja te služe za vraćanje sklada u situacije koje se nalaze izvan ravnoteže. Zbog brojnih prednosti koje njihova primjena donosi, služe kao kvalitetan alat za pozitivan psihosocijalni razvoj učenika kao sudionika odgojno-obrazovnog procesa. U istraživanju u kojem je sudjelovalo 92 ispitanika, nastojala su se utvrditi mišljenja učitelja o primjeni priče koja pomaže u nastavi i izvannastavnim aktivnostima. Istraživanje je provedeno u 7 osnovnih škola u Rijeci te u jednoj matičnoj školi i 6 područnih škola na otoku Rabu.
Ustanovljeno je da učitelji generalno imaju pozitivno mišljenje o primjeni priče koja pomaže u odgojno-obrazovnom radu, s većim naglaskom na primjenu priče koja pomaže u redovitoj nastavi i to ponajviše u nastavi hrvatskoga jezika. Kao najveću prednost korištenja priče koja pomaže učitelji navode razvoj emocionalne inteligencije, empatije te boljeg razumijevanja vlastitih emocija. U svom radu, priču koja pomaže koristi 57,6 % ispitanika te oni kao najveću prednost njenog korištenja navode poticanje komunikacije među djecom te stvaranje pozitivnijeg i zdravijeg razrednog ozračja temeljenog na uvažavanju različitosti i toleranciji. Učitelji se generalno procjenjuju motiviranima koristiti priču koja pomaže u nastavi i izvannastavnim aktivnostima, no smatraju da za to nemaju dovoljno znanja (posebice na području izvannastavnih aktivnosti), stoga velik broj učitelja navodi potrebu za edukacijom. Učitelji koji imaju edukaciju o primjeni priče koja pomaže smatraju da je njena primjena izuzetno korisna u odgojno-obrazovnom radu.Therapeutic stories are an indirect way of healing negative emotional conditions and are used for restoring the harmony in situations that are out of the balance. Therapeutic stories serve as a quality tool for a positive psychosocial development of students as participants in the educational process due to numerous benefits of their usage. The survey involving 92 participants sought to determine teachers’ view on appliance of therapeutic stories in teaching and extracurricular activities. Research was conducted in 7 elementary schools in Rijeka, one parent school and 6 district schools on the island of Rab.
It has been inferred that teachers generally have a positive opinion on the usage of therapeutic stories in educational work with emphasis on the therapeutic stories used in regular teaching, especially in teaching Croatian language. Teachers point out that main benefits of therapeutic stories in the teaching context are the development of an emotional intelligence, enhanced understanding of students’ own emotions and increase of empathy. Therapeutic story is used in a teaching context by 57, 6 % of participants who consider fostering the communication among children as its main benefit together with achieving more positive and healthy classroom atmosphere based on tolerance and appreciation of diversity.
Teachers generally consider themselves motivated for the usage of therapeutic stories within a regular teaching and extracurricular activities but also believe they are lacking knowledge (especially of extracurricular activities), so the great number of teachers emphasizes the importance of additional education. Teachers who are educated on therapeutic story application consider its usage particularly useful in educational work
Ivana Guljašević's Authored Picture Books
No full textIvana Guljašević je mlada autorica koja od 1995. godine djeluje na području hrvatske književnosti i animiranog filma. Od samog početka karijere istaknula se crtanjem stripova te je s vremenom surađivala sa sve više raznovrsnih autora u dječjoj književnosti ilustrirajući tekstove slikovnica. Tako se ubrzo istaknula i kao autorica vlastitih slikovnica kojih ima sve više te gotovo svake godine oplemenjuje hrvatsku dječju književnost novim autorskim slikovnicama. Autorica se također od samog početka ilustriranja slikovnica ističe svojim karakterističnim stilom koji je intenzivan i primamljiv te blizak najmlađim čitateljima. U ovom radu provest će se analiza teksta, ilustracije te odnosa teksta i ilustracije u autorskim slikovnicama Ivane Guljašević Kako je krokodil Marko pronašao svoj dom, Čarapojedac, Čovječuljak snovuljak, Malo kraljevstvo, Drveni neboder, Tri strašna zmaja, Amo-tamo i Lude želje. Analizom tih radova pokušat ću odrediti koje su slikovnice primjerene za uporabu u odgojnim ustanovama te kojem su uzrastu djece primjerene.Ivana Guljašević is a young Croatian author who has been working in the field of literature and animated film since 1995. From the very beginning of her career the comics she drew were very successful and in time she started to collaborate with more and more different authors of children's literature by illustrating picture books. Soon she became the author of her own picture books which are growing in number and she enriches Croatian children's literature with new picture books almost every year. Moreover, since she started illustrating picture books, the author is known for her characteristic style and use of intense colours which are attractive to the youngest readers. In this study I will conduct an analysis of text, illustrations, and their mutual influence in several Ivana Guljašević's picture books (Kako je krokodil Marko pronašao svoj dom, Čarapojedac, Čovječuljak snovuljak, Malo kraljevstvo, Drveni neboder, Tri strašna zmaja, Amo-tamo and Lude želje). After the analysis I will also try to determine which picture books are appropriate for use in childhood educational institutions and which age of children they are suitable for
A Review of Research on the Effectiveness of Programmes to Boost the Neurocognitive Development of Early and Preschool-Aged Children
No full textPonovno otkrivena važnost rane stimulacije za sveukupan razvoj djetetovih potencijala i znanstvena istraživanja koji daju teorijsku podlogu integrativnim pristupima poticanja neuro-kognitivnog razvoja rezultirali su brojnim programima poput BrainGym (pametni pokreti), Braindance, Ples pisanja, Dominantni profili, Program NTC učenja ili Epo igra. Navedeni programi razlikuju se po stupnju razvijenosti i utemeljenosti na znanstvenim teorijama i istraživanjima.
Ukazuje se na sve veću potrebu za programima cjelovitog razvoja djece. Stoga je cilj ovoga rada pruţiti pregled navedenih programa kao i evaluacijskih istraživanja o tim programima, koji su uglavnom u začetcima. Naglasak je stavljen na prijedloge i smjernice glede stupnja njihove znanstvene potvrđenosti te metoda za daljnje utvrđivanje njihove učinkovitosti. Osmišljavanje čim kvalitetnijih, znanstveno utemeljenih programa, koji bi obuhvatili sva područja razvoja, pridonijeli bismo cjelovitom razvoju djece. Time bismo omogućili djeci iskorištavanje i razvoj svih potencijala.The newly discovered importance of early stimulation for the overall development of the child's potential and scientific research to provide a theoretical basis integrative approaches to stimulating neuro-cognitive development have resulted in numerous programs such as Braingym, Braindance, Write Dance, The Dominance Factor, NTC learning system or Epo game. These programs differ in the level of development and the validity of the scientific theories and research. They point to a growing need for programs of integral development of children. Therefore, the aim of this study is to provide an overview of these programs, as well as evaluation research on these programs, which are mainly in the initial stage. Emphasis was placed on the proposals and guidelines with regard of their confirmation and scientific methods for further development of their effectiviness. By creating maximum quality, science-based program that would cover all areas of development, we will contribute to the overall development of children. This would enable to the children exploitation and the development of their potentials
Educational Reflections on Single Parenting
No full textSamohrano roditeljstvo sve je prisutnije u našem društvu, a posljedično time u našim učionicama nalazi se sve više djece samohranih roditelja. Za nastalu pojavu trebaju biti pripremljeni i učitelji te imati dovoljno kompetencija da se suoče s različitim roditeljskim poteškoćama, pa tako i odgojnim. U ovom radu naglasak je na stavovima učitelja o njihovoj ulozi u suradnji sa samohranim roditeljima. Radom su se ispitala mišljenja učitelja o njihovim kompetencijama za rad sa samohranim roditeljima te eventualnoj potrebi dodatne edukacije usmjerene na rad s istima.Presence of single parenthood in our society is increasing and, consequently, the number of pupils in classrooms which live in single-parent families is increasing as well. Therefore, the teachers should be prepared to cope with resulting situation and have sufficient competence to meet various parenthood difficulties, including those connected to upbringing. In this thesis the emphasis is given to the teachers’ stances on their role in cooperating with single parents. Herein, research was conducted on teachers’ opinions about their competences in working with single parents and possible need for additional education focused on developing those
Impact of Extracurricular Activities on Functional Abilities in Teaching Physical Education
No full textFunkcionalne sposobnosti su sposobnosti koje su odgovorne za regulaciju i koordinaciju funkcija organskih sustava. One obuhvaćaju rad srčano-žilnog i dišnog sustava čija je zadaća opskrba i prijenos kisika te uklanjanje štetnih tvari. Primjerena razina funkcionalnih sposobnosti razvija se trenažnim procesima i od izuzetne je važnosti prvenstveno zbog zdravstvenih razloga. Cilj ovog rada je bio utvrditi utjecaj monostrukturalne aktivnosti (sadržaji iz atletike) na funkcionalne sposobnosti učenika 4. razreda Osnovne škole „Vežica“ u razdoblju od 3 mjeseca. Uzorak ispitanika činilo je 34 učenika (18 dječaka i 16 djevojčica). Učenici su bili mjereni na početku i na kraju istraživanja u testu trčanja 3 minute (F3) i u vrijednostima pulsa u mirovanju (BPM1), pulsa u aktivnosti (BPM2) i pulsa nakon oporavka (BPM3) te u antropometrijskim karakteristikama: tjelesna visina (ATV) i tjelesna težina (ATT) na temelju kojih će biti izračunat i body mass index (BMI). U istraživanje je bila uključena i kontrolna skupina koja nije sudjelovala u programu. Dobiveni rezultati potvrdili su hipotezu da će učenici iz eksperimentalne skupine statistički značajno poboljšati svoje funkcionalne sposobnosti mjerene testom trčanje 3 minute nakon programa koji sadrži pojačane sadržaje iz atletike.Functional abilities are ablities that are responsible for regulating and coordinating the functions of organic systems. They include the operation of the cardiovascular and respiratory system whose task is to supply and transfer oxygen and to remove harmful substances. An appropriate level of functional abilities develops through training processes and it is of utmost importance primarily for health reasons. The aim of this diploma work was to determine the impact of monostructural activities (athletics content) on the functional abilities of the 4th grade elementary school „Vežica“ in the period of 3 months. The study included 34 students (18 male and 16 female). The students were measured at the begining and at the and of the research. Assessment of functional ability was carried using 3 minutes run (F3), measuring the puls at rest, during the activity and after the rest and antrophometric characteristics which included: body height (ATV) and body weight (ATT) based on which will be calculated the body mass index (BMI). The study included a control group that did not participate in program. The hypothesis, which states that the students from the experimental group will improve their functional abilities in the test run for 3 minutes after the program was accepted