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Istrian musical and dance heritage as part of the preschool curriculum
No full textPolazna osnova rada je da su tradicionalna glazba i ples odraz vrijednosti kulturne tradicije naroda. Usredotoĉenošću na analizu istarske glazbene i plesne baštine u okviru predškolskog kurikuluma, glavni je cilj bio utvrditi prisutnost istarske glazbene i plesne baštine, odnosno zastupljenost aktivnosti temeljenih na oĉuvanju i njezi zaviĉajne baštine. Ispitan je uzorak u kurikulumu dva istarska vrtića. Rezultati su pokazali visok stupanj angaţiranosti odgajatelja s ciljem razvijanja senzibiliteta, ljubavi i oĉuvanja istarske tradicijske glazbe i plesa i njihove primjene u glazbenim aktivnostima u vrtiću. Rad takoĊer donosi kratku povijest istarske glazbene i plesne baštine, te njihove najvaţnije odrednice.
Ovaj završni rad posvećen je onima koji se trude razviti senzibilitet, osjećaj potrebe za oĉuvanjem i njegovanjem istarske tradicijske glazbe i plesa kod djece predškolske dobi.The starting point of this final assignment is that the traditional music and dance are reflected value of the nation cultural tradition. Focused on the analysis of the Istrian music and dance inheritance in the context of preschool curriculum, the main purpose was to determine the presence of Istrian music and dance inheritance, regarding representation the activities based on the protection and care of local inheritance. The sample tested in the curriculum of two Istrian kindergartens, give us the results that showed a high level of engagement of preschool teachers to develop sensitivity, love and preservation Istrian traditional music and dance, using it in musical activities at kindergarten. The assignment also gives a brief history the Istrian music and dance inheritance and their most important determinants.
This final assignment is dedicated to those who are trying to develop sensitivity, feeling the need to preserve and attend the traditional Istrian music and dance to children of preschool age
The influence of social environment on the quality of children's interactions and the course of action
No full textTeorijski pristup ovom radu usmjeren je na socijalnu interakciju za koju mnogi autori smatraju da, s prostorno-materijalnim okruženjem, utječe na smjer i kvalitetu dječje aktivnosti u odgojno-obrazovnoj ustanovi – vrtiću. Kvalitetan socijalni kontekst podrazumijeva mnoštvo prilika u kojima će dijete moći stupiti u raznovrsne interakcije, kako s drugom djecom, tako i s odgajateljem. Kvaliteta interakcija između djece međusobno te između djece i odgajatelja ključna je za razvoj svih područja dječjeg razvoja. Navedeno naglašava odgajateljevu ulogu koja uključuje promatranje što i kako djeca nešto rade, kako ulaze u interakcije s drugom djecom, kako komuniciraju, surađuju te se na temelju toga promišljaju aktivnosti i materijali u području dječjih interesa.
Istraživanjem se željelo istražiti koliko tijekom preddiplomskog sveučilišnog studija Rani i predškolski odgoj i obrazovanje unutar kolegija Integrirani kurikulum u ranom i predškolskom odgoju i obrazovanju studenti imaju priliku razvijati svoje kompetencije poticanja dječjih interakcija u kvalitetnom socijalnom okruženju. Rezultati istraživanja, odnosno sadržajna analiza učestalosti situacija iz socijalnog okruženja koje su utjecale na kvalitetu i smjer dječjih interakcija pokazala je da pozitivno utječe na jačanje praktičnih kompetencija studenata.Teoretical approach of this work is directed on social interaction which for many authors consider that accompanied with dimensional-material surroundings affects course and quality of children's activities in upbringing - educational institution, i.e. kindergarten. Quality social context means a lot of opportunities wherein a child will be able to enter into various interactions, not only with other children, but with educators too. The quality of interaction between the childern, themselves, as well as between then and an educator, is a key factor for development of all aspects of children's growth. This emphasizes educator's role which includes observation of what and how the children are doing something, how they enter into interactions with other children, how they communicate and how they cooperate among themselves. On this basis, activities and materials in the field of children's interests are being contemplated.
The aim of research was to explore how many opportuinities during undergraduate university studies titled Early and Preschool upbringing and education collegium Intergrated curriculum in early and preschool upbringing and education, the students have to develop theirs competences to originate children's interactions in a quality social surrounding. The research results analysis of frequency of social surrounding's situations which affected the quality and course of children's interactions show that it has positive influence on strenghtening of student's practical competences
Art Expression of Potentially Gifted Preschool Children
No full textDarovito dijete svoju darovitost pokazuje u raznim područjima. Jedno od tih područja su umjetničke sposobnosti i vještine, odnosno likovne sposobnosti. Potencijalno likovno darovita djeca imaju izuzetno razvijenu vizualnu i spacijalnu sposobnost te motivaciju za likovnim izražavanjem. Cilj istraživanja bio je ispitati kriterije identifikacije potencijalno likovno darovite djece, područja u kojima se ističu potencijalno likovno darovita djeca te istražiti oblike suradnje s roditeljima i stručnim timom vrtića. Uzorak čine odgojitelji iz DV Rijeka (N=16) i DV Viškovo (N=6). Rezultatima je pokazano da odgojitelji koriste različite kriterije za identifikaciju potencijalno likovno darovite djece, a potencijalno likovno darovita djeca imaju razvijene sposobnosti i u drugim područjima (glazba, logičko-matematičko, govorno područje). Odgojitelji nakon identifikacije ostvaruju suradnju sa roditeljima u cilju poticanja cjelokupnog razvoja djeteta.Gifted child shows his talent in various fields. One of these areas are artistic abilities and skills, and art abilities. Potentially art gifted children have a well developed visual and spatial ability and motivation for artistic expression. The aim of this study was to examine the criteria for identifying potentially artistically gifted children, areas in which the potential fine gifted children and explore forms of cooperation with parents and professional team of kindergarten. The sample consists of preschool educators from DV Rijeka (N=16) and DV Viškovo (N=6). The results have shown that preschool teachers use different criteria for identifying potentially artistically gifted children, and potentially art gifted children have developed skills in other areas (music, logical-mathematical, language area). Educators after identification exercise cooperation with parents in order to boost the overall development of the child
Supporting children's curiosity in the nursery and the role of educators
No full textRadoznalost je u djece prirođena jer su svi ljudi prema svojoj prirodi radoznala bića. Ona nam omogućuje učenje te na taj način potiče našu intrinzičnu motivaciju. Kada je učenje potaknuto radoznalošću, djeca aktiviraju sve svoje intelektualne potencijale puno više nego u aktivnostima koje ih ne zanimaju. Radost koju djeca pokazuju prilikom otkrivanja nečeg novog postaje podržavajući faktor radoznalosti. Ulaskom djeteta u instituciju mijenja se njegov način življenja te ključna odrasla osoba u njegovom životu postaje odgajatelj. Odgajatelj potiče dječju radoznalost tako da osigurava primjerene uvjete te da pritom poštuje njihove individualne razlike. To je istovremeno izazov i obveza. Uloga odgajatelja je podržavanje dječjih interesa, ali i njihovo prihvaćanje jer time podržavamo radoznalost djetetaza istraživanjem i davanjem značenja okruženju u kojem živi.
Ovaj rad temelji se na provođenju akcijskog istraživanja koje se odvijalo u područnom objektu DV „Radost“ u Selcu sa sjedištem u Crikvenici. Sudionici su bila djeca jasličke dobi i njihovi odgajatelji. Istraživanje se temeljilo na dokumentiranju dječjih aktivnosti s ciljem prepoznavanja i osiguravanja uvjeta za podržavanje dječje radoznalosti, što se pokušalo postići intervencijama odgajatelja na temelju refleksija.Children's curiosity is innate because all people are curious human beings.
Curiosity helps us to learn and stimulate one's own motivation. When learning is stimulated by curiosity, children activate their intellektual potentials much more than through activity which is uninteresting. Joy, which children show while having the opportunity to discover something new becomes a supporting faktor of curiosity. The child's entering an institution changes it's living and the the kindergarten teacher becomes the child's main person. The kindergarten teacher stimulates the curiosity of children by making sure that the children get adequate conditions and by respecting their individual differences. This is challenge and obligation at the same time. The part of the kindergarten teacher is to support children's interests and accepting them, because in this way the kindergarten teacher supports curiosity, which gives the child the opportunity of better understanding specific problems.
This work is based on an implemented research program which took place in the institution DV „Radost“ in Crikvenica. The participants were children of infant nursery and their kindergarten teachers. The research is based on documenting children's activities with the aim to recognize and ensure a condition of supporting children's curiosity. The kindergarten teachers tried to reach this aim by interventions on the base of reflection
The Use of Computers in Teaching Art
No full textU radu se razmatra zastupljenost i mogućnosti načina korištenja računalne tehnologije u nastavi Likovne kulture u prva četiri razreda osnovne škole, osposobljenost učitelja te aktivnosti djece navedene dobi u korištenju računala u nastavi općenito. Opisan je razvoj dječjeg likovnog izražavanja, a daje se i vrlo detaljan opis odrednica koje bi učitelj trebao koristiti u nastavnim aktivnostima. Prilikom razrade ovoga rada, naglasak je usmjeren na generacijske razlike pri čemu se utvrđuju potrebe za drugačijem pristupu u stilu poučavanja generacije Z. Nadalje, detaljno su prikazani i razrađeni sadržaji Nastavnog plana i programa za osnovnu školu te dokumenti Cjelovite kurikularne reforme. Iz ovih dokumenata, koji su teorijski temelj rada u nastavi, pozornost se najviše usmjerila na samu temu rada odnosno uporabu računala u nastavi likovne kulture te njegovu metodičku uporabu. U mnoštvu digitalnih obrazovnih sadržaja, programa i aktivnosti, izabrani su oni koji najviše odgovaraju zahtjevima nastave. Temeljivši se na Bloomovoj digitalnoj taksonomiji, Web 2.0 alati podijeljeni su u kategorije ovisno o svrsi kojoj koriste te isto daje dobru osnovu za isticanje alata, programa i/ili slično naročito korisnih učiteljima te učenicima. Posebni podnaslovi posvećeni su opisu učeničke aktivnosti odnosno raznih alata, portala i programa prilikom samostalne izrade digitalnih uradaka u području Likovne kulture. U primjeru metodičke uporabe digitalnih obrazovnih sadržaja u nastavi najviše se vodilo savjetima profesora Miroslava Huzjaka dok se istraživanjem, provedenim u tri riječke škole, anketnim listovima ispitivalo učitelje te su većinom potvrđene postavljene hipoteze, a govore o velikoj zastupljenosti računala međutim i o njegovoj „ukalupljenosti“ u primjeni.The thesis determines the representation and the possibilities of using computer technology in Art classes in the first four grades of primary school, teacher's knowledge of using computer technology and activities for students of that age. Furthermore, it's described the development of children's artistic expression and its given a very detailed description of the guidelines that should be on the teacher's mind while deciding which tools and activities choose to use in the classroom. During the elaboration of this chapter emphasis focuses on the generation gap where has established the need for a. During the elaboration of this chapter emphasis focuses on the generation gap where has established the need for a different approach of teaching style for Generation Z. In next chapter are detailed and elaborated contents of the national curriculum for new primary schools and curricular reform. In these documents, which are the theoretical foundation of teaching and learning, attention is mostly focused on the usage of computers in teaching art and its methodical use. In a variety of digital education content, programs and activities, in the text are selected those that are best fit for requirements of teaching. Based on Bloom's digital taxonomy, Web 2.0 tools are divided into categories depending on the purpose of use and the same provides a good basis for those tools and programs which are especially useful for teachers and students. Special subheadings are dedicated to the description of student activities and a variety of tools, portals and programs used in independent work in digital art education. Example of methodical usage of digital educational contents its mostly guided with advices of Professor Huzjak and the research is carried out in three schools in Rijeka. Teachers were examined with questionnaires and proposed hypotheses, connected with the presence of the computer teaching and about its "stereotyping" in usage, are mostly confirmed
Mind Maps as Web 2.0 Tools in Primary Education
No full textSuvremeno obrazovanje zahtjeva moderne na.ine u.enja i pou.avanja, a suradni.ko u.enje jedan je od takvih na.ina, koje je sve zastupljenije u nastavnoj praksi. Izrada umnih mapa kori.tenjem Web 2.0 alata pridonosi kolaboraciji, razvoju kriti.kog mi.ljenja te istovremeno poma.e u vizualnom organiziranju novih informacija. Definiran je proces u.enja i sam pojam umnih mapa te su prikazani primjeri umnih mapa u primarnom obrazovanju.Modern education requires the modern methods of learning and teaching. Cooperative or colaborative learning is one of those ways, which is all the more present in the classroom. Creating a mental map using Web 2.0 tools contributes to collaboration, the development of critical thinking and at the same time helps students to visually organize the new informations. This theses define the learning process, the concept of a mental map, and shows examples of mental maps used in the primary education
The Difficulties with Urinating in Preschool Children with Different Temperaments
No full textPored ostalih razvojnih postignuća, tijekom predškolske dobi očekuje se i uspješnost u razvojnom zadatku vezanom uz uspostavljanje osnovnih higijenskih navika. Vezano uz to, dosadašnja su istraživanja pokazala da djeca „teškog“ temperamenta značajno više od druge djece pokazuju teškoće s mokrenjem. Stoga je osnovni cilj ovog rada bio ispitati postoji li povezanost između temeljnih navika vezanim uz mokrenje tijekom boravka u vrtiću kod djece predškolske dobi i njihovog temperamenta. Na uzorku od N=461 djece (od toga 220 djevojčica) odgajatelji su procijenili karakteristike vezane uz mokrenje tijekom boravka u vrtiću, od roditelja prikupili informacije o istom ponašanju kod kuće, te procijenili temperament djece. Rezultati su pokazali kako mali broj djece pokazuje teškoće s mokrenjem, a one su veće kod mlađe djece te one koja imaju povećanu tjelesnu težinu. Utvrđena je značajna povezanost između teškoća s mokrenjem i povišene emocionalnosti, snižene socijabilnosti i povećane aktivnosti.In addition to other developmental achievements, success in the developmental tasks related to the establishment of basic hygienic habits is also expected during the pre-school age. In connection with this, previous studies have shown that children who have "difficult" temperament show significantly more difficulties with urination than other children. Therefore, the aim of this study was to examine whether there is a connection between the basic habits of preschool children related to urination during a stay in kindergarten and their temperament. In a sample of N=461 children (including 220 girls), teachers assessed characteristics associated with urination of children while in kindergarten, gathered information from parents of the same behavior at home and estimated the temperament of children. The results showed that a small number of children has difficulties with urination, and they are higher among younger and children who are overweight. There was a significant correlation between the difficulty with urination and increased emotionality, decreased sociability and increased activity
The Teachers' Role in Organizing and Conducting Extracurricular Music Activities
No full textIzvannastavne (glazbene) aktivnosti predstavljaju mjesto u nastavi pogodno za razvoj svih djelova učenikove osobnosti, a ujedno i mjesto opuštanja i druženja. Sudjelujući u njima učenici stječu nova znanja, proširuju svoje glazbene sposobnosti te razvijaju maštu i kreativnost izvodeći svoja mala umjetnička djela. Uče se socijalnim vještinama, suradnji i radu u grupi te stvaraju radne navike i postaju odgovorniji. Na satovima treba stvoriti pozitivno i motivirajuće ozračje prožeto međusobnim poštovanjem, pomaganjem, otvorenim razgovorom i smijehom. U tom procesu organizacije i provedbe izvannastavnih (glazbenih) aktivnosti ključnu ulogu ima učitelj. U radu je analizirana njegova uloga kroz najčešće provođene izvannastavne (glazbene) aktivnosti u školama. Učitelj je taj koji svojim umijećem motivira i vodi učenike te tako osigurava uspješnost provedbe glazbenih aktivnosti. Osim toga, on ima presudnu ulogu u približavanju glazbe učenicima te razvijanju ljubavi prema istoj.Extracurricular (musical) activities represent a place in the classroom conducive to the development of all parts of the student's personality, but also a place of relaxation and socializing. Participating in them pupils acquire new knowledge, expand their musical abilities and develop imagination and creativity performing their small works of art. They learn social skills, cooperation, work in a group, create work habits and become more responsible. During the activities there should be created a positive and motivating atmosphere permeated with mutual respect, helping, open conversation and laughter. In the process, organization and implementation of extra-curricular (music) activity teacher has the key role. The paper analyzes its role through the most commonly implemented extracurricular (musical) activities in schools. Teacher is the one who with competencies he possess motivates and guides the pupils, ensuring the success of the implementation of musical activities. Besides that, he plays a crucial role in bringing music to pupils and developing their love for it
The role of an enriched environment for neurocognitive development of children in a preschool institution
No full textObogaćeno okruženje ima veliki učinak na neurokognitivni razvoj. Rad je
prikaz rezultata istraživanja o stavovima (tradicionalnim i suvremenim) odgajatelja i
procjeni odgajatelja vezanih uz obogaćeno okruženje u pet područja: prehrana, jezik,
motoričko područje, kognitivno i umjetničko područje. Istraživanje je provedeno u
Međimurskoj županiji u šest dječjih vrtića: Dječji vrtić “Vrapčić” Šenkovec, Dječji
vrtić “Cvrčak” Čakovec, Dječji vrtići “Cipelica” Čakovec, Dječji vrtić “Zvončić”
Nedelišće, Dječji vrtić “Žibeki” Brezje i Dječji vrtić “Fijolica” Prelog. Cilj ovog
istraživanja bio je istražiti odnos stavova odgajatelja s učestalošću obogaćivanja
okoline kroz određena područja obogaćivanja, te važnosti obogaćenog okruženja na
neurokognitivni razvoj djeteta i to samoprocjenom odgajatelja. Rezultati su pokazali
da je veća zastupljenost odgajatelja sa suvremenim stavovima koji su pozitivno
povezani sa svim područjima obogaćivanja, što je rezultat boljeg poznavanja
terminologije neurokognitivni razvoj i neuroznanosti.Enriched environment has a great effect on a neurocognitive development.
This work is a showing results from research about wives (both modern and
traditional) on kindergarten teacher and assement of kindergarten teacher relation to
enriched environment in five areas; nutrition, language, motoric skills, cognitive and
art area. Research has been done in Međimurje county in six kindergartens;
“Vrapčić” Šenkovec,“Cvrčak” Čakovec, “Cipelica” Čakovec,“Zvončić” Nedelišće,
“Žibeki” Brezje and “Fijolica” Prelog. The goal of this research is to examine the
attitudes of educators with the frequency of enriching the environment through
certain areas of enrichment, and also the importance of enriched environments on
neurocognitive development of children and to self-assessment of teachers. The
results showed that there is a greater representation of teachers with contemporary
attitudes that are positively associated with all areas of enrichment, which is the
result of better knowledge of the neurocognitive development and neuroscience
terminology
The Challenges and Specificities of Leadership and Decision-Making in Kindergartens
No full textCilj ovog rada bio je utvrditi ključne čimbenike za razvoj kvalitetnije i učinkovitije rukovodeće uloge vodstva i procesa odlučivanja u vrtićima te pridonijeti boljem razumijevanju relevantnih dimenzija profesionalne uloge vodstva u procesu ostvarivanja veće učinkovitosti razvoja vrtića. Primjenom kvantitativnog istraživačkog pristupa temeljno je bilo (1) utvrditi percepciju realizacije rukovodeće uloge ravnatelja vrtića te (2) postoji li povezanost fleksibilnosti i autoritativnosti sa određenim socio-demografskim obilježjima ispitanika. U istraživanju je sudjelovalo 66 ravnatelja gradskih/općinskih vrtića Republike Hrvatske. Primijenjen je modificirani upitnik (Blažević, I., 2014.) na uzorku ravnatelja i učitelja osnovnih škola Splitsko-dalmatinske županije. Utvrđeno je da je realizacija rukovodeće uloge ravnatelja na zadovoljavajućoj razini te da postoji povezanost fleksibilnosti sa stupnjem obrazovanja dok za ostala socio-demografska obilježja nije utvrđena povezanost s fleksibilnosti i autoritativnosti. Na osnovu teorijskih postavki i dobivenih rezultata istraživanja predložene su smjernice koje je potrebno poduzeti u svrhu unaprjeđivanja odnosno razvoja kvalitetnije i učinkovitije rukovodeće uloge ravnatelja vrtića.The aim of this study was to identify the key factors for the development of better and more effective leadership roles of leadership and decision-making process in kindergartens and contribute to a better understanding of the relevant dimensions of the professional role of leadership in the process of achieving greater efficiency of development of kindergartens. By using the quantitative research approach was fundamental (1) to determine the perception of realization of managerial roles kindergarten principals and (2) whether there is a connection between flexibility and authority with certain socio-demographic characteristics of respondents. The study included 66 city/ municipal kindergarten principals in the Republic of Croatia. It adopts the modified questionnaire (Blažević, I., 2014) on a sample of principals and teachers of primary schools Split-Dalmatia County. It was found that the implementation of leadership roles principals at a satisfactory level and that there is a correlation with the degree of flexibility of education while for other socio-demographic characteristics have not been established connections with the flexibility and authority. Based on theoretical assumptions and the results of research are suggested guidelines to be taken for the purpose of improving or developing better and more effective leadership principal roles