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Traditional Children's Games and Dances as a Stimulation of the Overall Development of a Preschool Child
No full textCilj je ovoga rada istražiti koliko dječje tradicijske igre i plesovi potiču dječje kreativno i ritmičko kretanje, stvaraju li kod djeteta radost i zadovoljstvo, odnosno mogu li i koliko tradicijske dječje igre i plesovi stimulirati cjelokupan razvoj djeteta. Istraživanje se provodilo u dječjem vrtiću Pčelica tijekom triju mjeseci, te u ethno-igraonici „Balarin“ tijekom sedam mjeseci. Rad sadrži i teorijska polazišta te pregled nekih dosadašnjih istraživanja u području dječjih tradicionalnih igara i plesova, utjecaju glazbe na razvoj djece. Postavljene su slijedeće hipoteze: tradicijske igre i plesovi potiču djecu na vedro raspoloženje i stvaraju im osjećaj ugode, tradicijske igre s pjevanjem razvijaju kod djece motoričko kretanje, sudjelujući u glazbenim aktivnostima djeca se međusobno dogovaraju i surađuju, dječja kola i ritam glazbe, potiču djecu na pjevanje i pozitivno djeluju na razvoj govora.
U istraživanju je sudjelovalo 29-ero djece u dobi od 4 do 6 godina, a devetero djece sudjeluje u ethno-igraonici „Balarin“, u kojoj dva puta tjedno vježbaju tradicionalne folklorne plesove.Objective of this thesis is to explore how traditional children's games and dances stimulate children's creative and rhythmic movement, whether they create the joy and satisfaction in a child, that is whether and how traditional children's games and dances stimulate the overall development of the child. The survey was conducted in kindergarten Pčelica for three months, and ethno playroom "Balarin" for seven months. This study includes theoretical starting points and a review of some previous studies in the field of traditional children's games and dances and the effect of music on children's development. The following hypotheses were set: traditional games and dances stimulate children to cheerful mood and make them feel good, traditional games with singing develop motor movements in children, the children participating in musical activities can consult with each other and work together, and children's circle dancing and rhythm of the music stimulate children to sing and have a positive effect on the speech development.
The study included 29 children aged 4-6 years, out of which nine children participate in ethno playroom "Balarin" where they practice traditional folk dances twice a week
Teachers' Beliefs about Dyslexia
No full textDisleksija je specifična teškoća učenja konstitucionalnog podrijetla koja se odlikuje teškoćom usvajanja čitanja i pisanja. Teškoća utječe na proces stjecanja znanja što uvelike utječe na učenikov školski život koji zahtjeva specifične postupke poučavanja i visoku mjeru podrške (Moats i Dakin, 2012; Lenček i sur., 2007; Galić- Jušić, 2004; Bjelica i sur., 2009). Učitelj, pritom, treba pružiti prilagođene postupke poučavanja i podrške kako bi se učenikove mogućnosti za postizanje uspjeha ostvarile.
U istraživanju je sudjelovalo 233 učitelja razredne i predmetne nastave osnovnih škola triju županija: Primorsko-goranske, Karlovačke i Istarske. U svrhu ispitivanja učiteljskih uvjerenja o disleksiji i stavova učitelja prema poučavanju učenika s disleksijom, u radu su korištene skale: Učiteljska uvjerenja o disleksiji (Wadlington i Wadlington, 2005) i Stavovi učitelja prema poučavanju učenika s disleksijom (Martan, 2015). Stavovi učitelja su ispitani prema sociodemografskim i drugim obilježjima učitelja pri čemu su utvrđene povezanosti i razlike.
Učitelji nedostatno poznaju obilježja, uzroke te materijale i postupke vrednovanja pri poučavanju učenika s disleksijom. Stavovi učitelja prema individualiziranom poučavanju učenika s disleksijom su pozitivni uključujući individualizirane postupke prilagodbe materijala i vrednovanja kao i podršku učeniku kroz razredno ozračje i suradnju sa stručnjacima i roditeljima. Učiteljice razredne nastave koje su se neformalno i formalno usavršavale u području poučavanja učenika s disleksijom imaju statistički značajno pozitivnije stavove prema individualiziranom poučavanju u sva tri segmenta. Rezultati istraživanja ukazuju na potrebu dodatne edukacije studenata Učiteljskog studija i učitelja razredne i predmetne nastave u svrhu poticaja mogućnosti i jakih strana učenika s disleksijom.Dyslexia is a specific learning disability, that influences the process of reading and writing skills in education. Learning disability affects students educational life which require specific methods of teaching and support (Moats i Dakin, 2012; Lenček i sur., 2007; Galić-Jušić, 2004; Bjelica i sur., 2009). The teacher should provide and use specific methods and strategies to the needs of pupils with dyslexia. The main purpose of teaching is making possibilities for gaining their success in learning.
This research has involved 233 participants of primary school teachers who are teaching in three Croatian counties: Primorsko-goranska, Karlovačka and Istarska. In research were used scales: Teachers beliefs about dyslexia (Wadlington i Wadlington, 2005) and Scale teacher attitudes towards teaching pupils with dyslexia (Martan, 2015). Correlation and distinction were found among teachers attitudes and sociodemographic and other characteristics: age, sex, formal educational level, working experience, a former education and level of given support.
Teachers demonstrated a medium level of understandings about specificity and causes of dyslexia, methods and strategies in teaching pupil with dyslexia. Attitudes of the teacher about teaching pupil with dyslexia are positive. Female primary school teachers who had formal and non-formal education had statistically significantly positive attitudes about teaching pupils with dyslexia. The results of the research show necessity for additional education of students who are studying Faculty of primary school education and teachers that are involved in primary school programs. The main reason of additional education of students and teachers is to gain them more competent in encouraging abilities and strengths of pupils with dyslexia during the teaching
Evaluation of Museum Workshops for Children
No full textTemeljni cilj rada bio je evaluirati muzejske radionice za djecu s aspekta učenika, voditelja radionica, roditelja i učitelja kako bi se utvrdilo njihovo stajalište, doživljaj i mišljenje o iskustvu iz različitih perspektiva. Specifični ciljevi istraživanja su utvrditi procjenu doživljaja muzejskih radionica iz perspektive učenika, razlikuju li se učenici i učenice u doživljaju muzejskih radionica, povezanost dobi učenika i njihovog doživljaja muzejskih radionica; čime su voditelji najviše, a čime najmanje zadovoljni obzirom na planiranje, organizaciju i provedbu muzejskih radionica, mišljenje roditelja o muzejskim radionicama te opisati učiteljeve utiske o učenikovoj motiviranosti radionicom i korisnosti radionice za učenike. Hipoteze koje se odnose na učenike, voditelje i roditelje testirane su kvantitativnom analizom, a istraživačko pitanje koje se odnosi na učitelje obrađeno je kvalitativnim pristupom kodiranja i tematske analize sadržaja teksta. U istraživanju je ukupno sudjelovalo 572 sudionika, od toga 340 djece (učenici razredne nastave), 25 evaluatora/voditelja radionica, 184 roditelja i 23 učitelja.
Prema osnovnim rezultatima istraživanja učenici su u radionicama vrlo pozitivno evaluirali istraživačku komponentu i vlastitu motiviranost, dok su aspekt primjene znanja evaluirali slabije. Razlike između djevojčica i dječaka utvrđene su na radionici Kad narastem bit ću kustos, gdje je utvrđeno da djevojčice više, a dječaci manje planiraju primijeniti naučeno te razmišljati o istom. Što su učenici mlađi, to im je veća motiviranost i želja za ponovnim sudjelovanjem na Malim arheolozima, a što su stariji to bi više primjenjivali i razmišljali o naučenom u radionici Kad narastem bit ću kustos. Voditeljice su izrazito visoko ocijenile zadovoljstvo organizacijom i vođenjem radionica, a najzadovoljnije su poticajnim sredstvima od strane muzeja, dok slabije procjenjuju zadovoljstvo provedenim metodama rada. Rezultati evaluacije roditelja pokazuju kako im je drago da je dijete učilo u pratnji svoje učiteljice i smatraju kako je dobro da škola surađuje s muzejima u realizaciji nastave. Učiteljice su motiviranost učenika ocijenile kao izrazito visoku te smatraju kako su učenici utvrdili i proširili prethodno znanje, ali su i nešto novo naučili.The basic aim of this paper was to evaluate the museum workshop for children in terms of students, workshop leaders, teachers and parents to determine their position, experience and opinion about the experience from different perspectives. Specific objectives of the research are to determine: the assessment of the experience of museum workshops from the perspective of students; differences between the girls and boys in the experience of museum workshop; correlation between age of students and their experience of museum workshops; with what are leaders the most and the least satisfied in the planning, organization and implementation of museum workshops; identify the parent's opinion of the museum workshops and describe the teacher's impressions on the student's motivation during the workshop and utility workshops for students. Hypotheses concerning the students, workshop leaders and parents were tested through quantitative analysis and research question concerning the teachers was treated through qualitative approach applying coding and thematic analysis of the content of the text. The study involved a total of 572 participants, of which 340 primary school students, 25 evaluators/workshop leaders, 23 teachers and 184 parents.
According to basic research results students in the workshops very positively evaluated the research component and their own motivation, while the aspect of the application of knowledge evaluated weaker. The differences between boys and girls were identified in a workshop When I grow up I will be the curator so girls more than boys are planning to apply and think about the lessons learned. Younger students have higher motivation and desire in re – participation in the Little archaeologists and the older students are applied to more and reflect on lessons learned in the workshop When I grow up I will be the curator. Workshop leaders extremely high estimated satisfaction with the organization and conduct of workshops. They are the most satisfied with incentives by the museum, while the lower estimate pleasure implemented in methods. Evaluation results show that parents were very glad that the child is taught accompanied by their teachers and they think it is good that the school collaborates with museums in teaching. Teachers have indicated that the students motivation was extremely high and they believe that the students identify and expand prior knowledge, but also learn something new
Encouraging Human Virtues amongst Preschool Children through the Expression via Visual Arts
No full textOdgajanje djece u duhu ljudskih vrlina od velikog je značaja za moralno postupanje i djelovanje u skladu sa životnim vrijednostima u životu. Ovim radom naglašena je vrijednost ljudskih vrlina i njihova poticanja likovnim izražavanjem djece. Radom se obuhvaća pregled karakteristika likovnog izražavanja djece predškolske dobi te izdvaja načine i oblike materijalnih i nematerijalnih poticaja likovnog stvaralaštva djece, integrirajući umjetničke procese u sustav odgoja i obrazovanja. Cilj istraživanja bio je ispitati uključenost elemenata metodičkog polja u odgojnom djelovanju na djecu predškolske dobi putem njihovog likovnog izražavanja. U istraživanju su sudjelovali odgojitelji i djeca različitih vrtićkih populacija (vjerski vrtići, vrtići redovnih programa te programa obogaćeni vjerskim katoličkim odgojem). Rezultatima istraživanja pokazana je veća zastupljenost vrlina u likovnom izražavanju djece vjerskih programa u odnosu na djecu redovnih vrtićkih programa.Raising children in the spirit of human virtue is of great importance to moral conduct and action in accordance with the values of life . This study emphasizes the value of human virtues and their encouraging artistic expression of children. The study gives an overview of the characteristics of art expression preschool children is different ways and forms of tangible and intangible incentives fine art of children , integrating artistic processes in the education system. The aim of this study was to investigate the involvement of elements methodical fields in educational activity on pre-school children through their artistic expression. The study was attended by educators and children from kindergarten population (religious kindergartens, kindergartens regular program and the program enriched religious Catholic upbringing ). The results showed a higher representation of virtue in the artistic expression of children of religious programs in relation to children of regular kindergarten program
Chakavian Homeland Idiom in the Instruction of the Croatian Language in Primary Education
No full textČakavski zavičajni idiom je idiom kojim se služi veliki broj djece prije polaska u osnovnu školu. On predstavlja prvi jezik kojim se dijete služi i kao takav je od velike važnosti te ne smije biti zanemaren.
Neki učitelji i učiteljice strogo zabranjuju uporabu čakavskog zavičajnog idioma u školi te to smatraju neprikladnim, dok se nekolicina tome suprotstavlja te smatra kako u tome ne postoji ništa loše. Ipak, vrlo je važno njegovati vlastiti zavičajni idiom koji predstavlja bogatstvo jezične baštine, koja se treba njegovati i sačuvati za buduće generacije.
Književna djela pisana čakavskim narječjem mogu pozitivno utjecati na književni odgoj i obrazovanje djece rane školske dobi te predstavljati poveznicu između škole i doma. Uloga učitelja je da osvijesti učenicima važnost dijalekata, a ne da zabranjuje njihovo korištenje. Načelo zavičajnosti omogućuje učiteljima da nastavu učenicima učine zanimljivom i bliskom, što pridonosi kvalitetnom radu i boljem uspjehu učenika u školi.A large number of young children use the Chakavian dialect before attending elementary school. It is the first language these children learn and as such is important and should be treasured.
While some teachers strictly forbid the use of the Chakavian dialect in school and hold it to be inappropriate, a few do not mind it being used. Still, it is very important to treasure one’s dialect because it is language heritage for future generations. Chakavian literature can positively aid the teaching of literature to young children and is a link between home and school.
The teacher’s role is to make children aware of the importance of a dialect and not forbid its use. Generally, traditions enable the teacher to make teaching interesting and friendly. They give quality and help children succeed in school
Developmental Effects of Early and Preschool Education Professionalization in the Light of Decentralization of Educational Policy
No full textObrazovna politika je proces donošenja strateških odluka u odgoju i obrazovanju, a usvaja ju zakonodavno tijelo države. Način upravljanja obrazovnom djelatnošću razlikuje se prema stupnju koncentracije ovlaštenja na donošenje taktičkih i operativnih odluka kojima se nastoje ostvariti ciljevi obrazovne djelatnosti. Prema tom kriteriju obrazovni se sustavi mogu, ako kontinuiranu varijablu centraliziranosti dihotomiziramo, podijeliti na centralizirane i decentralizirane. (Pastuović 1996). Republika Hrvatska razvija koncept decentralizirane obrazovne politike koji se temelji na raspodjeli utjecaja na tri razine: razinu središnje vlasti, lokalnu (mezzo) razinu i razinu odgojno-obrazovne ustanove (mikro razina). Rani i predškolski odgoj i obrazovanje dio je sustava odgoja i obrazovanja, a pravo i obvezu osnivanja dječjih vrtića, prema Zakonu o predškolskom odgoju i obrazovanju (NN 94/13), imaju jedinice lokalne i područne (regionalne) samouprave.U radu se polazi od pretpostavke da decentralizirano upravljanje omogućuje i potiče veći utjecaj subjekata na lokalnoj razini. Stoga ćemo pokušati dati neke odgovore na pitanje kako se decentraliziranost upravljanja ranim i predškolskim odgojem i obrazovanjem odražava na kvalitetu cijelog podsustava mjerenu prema indikatorima profesionalizacije polja rada.Education policy is a process of strategic decision-making in teaching and education adopted by a statutory authority. The manner in which education activity is managed differs by the degree of concentration of authority in tactical and operational decision-making whereby aiming to realise the goals of educational activity. According to this criterion, the education systems can be divided into centralised and decentralised systems, if the continuous variable relating to centralisation is dichotomised. (Pastuović 1996). The Republic of Croatia has been developing the concept of decentralised education policy which is based on the distribution of influence into three levels: the central government level, the local (meso) level and the level of the educational institution (micro level). Early and preschool education makes part of the teaching and education system, while the right and obligation to establish kindergartens, in accordance with the Preschool Education Act (NG 94/13) have local and regional self- government units. The thesis starts with the assumption that decentralised management enables and encourages entities at local level to exert higher influence. Therefore, we will try to give some answers to the question how decentralised management of early and preschool education reflects on the quality of the whole subsystem, measured on the basis of the indicators of professionalization of the field of work
The research activities of children in mixed age groups
No full textU središtu ovoga rada je izravno istraživanje osobne prakse s ciljem razumijevanja načina istraživanja djece rane i predškolske dobi u dobno mješovitim skupinama, ali i svoga načina primjenjivanja samorefleksije i refleksije u vlastitome radu.
Djeca rane i predškolske dobi trebaju raznovrsne prilike i mogućnosti kako bi se bavila otkrivanjem, eksperimentiranjem te istraživanjem uzročno- posljedičnih veza i odnosa na sebi svojstven način u kvalitetnom poticajnom okruženju. Pritom je od presudne važnosti sama uloga odgajatelja i njegova spremnost na razvijanje vlastite prakse dokumentiranjem i istraživanjem na refleksivan način kako bi se doprinijelo unaprjeđenju prakse rada sa djecom rane i predškolske dobi. Akcijsko istraživanje kao metodologijska strategija kojom se koriste suvremeni praktičari pokazala se kao bitan segment unaprjeđenja prakse, s naglaskom na procese razvoja odgajatelja refleksivnog praktičara.The centre of this paper is a direct research of personal praxis which aims towards the understanding the ways of exploring infants and pre-school children in age- mixed groups, but also my own ways of applying self reflection and reflection while working.
Infants and pre-school children need various opportunities and possibilities to practice discovering, experimenting and exploring causal links and correlations in their own way in a highly motivating surrounding. The most important role is played by educators and their compentence to develop personal practices by documenting and researching in a reflexive way in order to contribute upgrading of working with early and pre-school aged children. Action research as a methodological strategy used by contemporary practicioners proved itself as an essential part of upgrading praxis, especially the processes of developement of an educator – reflective practitioner
How do Preschool Educators Evaluate the Contribution of Professional Development to the Acquirement of Specific Competences?
No full textCilj ovog rada bio je utvrditi doprinos u stjecanju pojedinih kompetencija različitim oblicima obrazovanja s obzirom na neke socio-demografske karakteristike
ispitanika. Cjeloživotno učenje i kontinuirani profesionalni razvoj glavni su čimbenici koji potiču osobni rast i razvoj. Kontinuirano stručno usavršavanje ima tendenciju osigurati odgajateljima stjecanje potrebnih kompetencija kojima će moći odgovoriti zahtjevima suvremenih odgojno-obrazovnih ustanova. Teorijskim pregledom dan je uvid u recentne spoznaje o obrazovanju odgajatelja i razmotrene su kompetencije odgajatelja koje podižu razinu profesionalnosti i njihova struktura. Istraživanje je provedeno anketnim ispitivanjem na uzorku od 87 odgajateljica Dječjeg vrtića Rijeka različite razine formalnog obrazovanja, radnog statusa i staža u struci. Rezultati ukazuju na to da su ispitanici uglavnom zadovoljni stručnim usavršavanjima, ali u usporedbi s drugim vrstama obrazovanja veći doprinos pridaju samostalnom učenju. Uzimajući u obzir dobivene rezultate može se reći da odgajatelji procjenjuju kako im je samostalno učenje najviše doprinijelo u ovladavanju navedenim kompetencijama, zatim stručno usavršavanje, a najmanje inicijalno obrazovanje. Odgajatelji su u prosjeku vrlo zadovoljni podrškom, izborom te ispunjavanjem osobnih i profesionalnih potreba dok organiziranjem stručnog usavršavanja izvan radnog vremena nisu zadovoljni u jednakoj mjeri.The objective of this study was to determine contribution in the acquisition of certain competencies to various forms of education with respect to certain socio-demographic characteristics of respondents. Lifelong learning and continuous professional development are the main factors that encourage personal growth and development. Continuing professional training has a tendency to ensure preschool educators acquisition of required competencies which they will be able respond to the requirements of modern educational - educational institutions. Theoretical overview is given an insight into the recent knowledge about education of teachers and discussed the competencies of educators that raise the level of professionalism and their structure. The research was conducted with a survey on a sample of 87 educators kindergarten Rijeka different levels of formal education, employment status and experience in relevant profession. Results indicate that respondents are generally satisfied with specialization, but in comparison with other types of education give greater contribution to individual study. According to the obtained results can be said that preschool educators estimate that their independent learning most contributed to mastering the mentioned competencies while in the middle is professional training, and the last place of initial training. On average educators are very satisfied with the support, selection and fulfilling personal and professional needs while organizing professional training outside working hours are not satisfied in equal measure
The Metric Properties of the Scale for Measuring the Capacity of a Kindergarten for Working with Families at Risk
No full textUzimajući u obzir važnost kapaciteta ustanova za rani i predškolski odgoj i obrazovanje za kvalitetan rad s obiteljima u riziku, ovo je istraživanje usmjereno na provjeru metrijskih svojstava Skala za mjerenje kapaciteta vrtića za rad s obiteljima u riziku, kao i na analizu kapaciteta odgajatelja za brigu o djeci iz obitelji u riziku (djeca s posebnom potrebom, djeca pripadnici romske nacionalne manjine, djeca iz sustava socijalne zaštite, djeca iz nisko stimulativnih obitelji, iz obitelji s kronično oboljelim članom, djeca čiji se roditelji rastavljaju te djeca čija majka pati od depresije).
U istraživanju je ukupno sudjelovalo 161 odgajatelja iz različitih ustanova za rani i predškolski odgoj i obrazovanje. Rezultati istraživanja pokazuju zadovoljavajuća metrijska svojstva Skala za procjenu rizičnih uvjeta za razvoj djece, povišene razine rizičnosti pojedinih uvjeta, problema djece, kompetentnosti u radu odgajatelja i onih aspekata rada u vrtiću koji su korisnu za djecu u riziku. Interpretacijom rezultata istraživanja utvrđeno je kako odgajatelji koji imaju višu razinu kompetentnosti i iskustva u radu s djecom u riziku i oni koji se procjenjuju bolje osposobljenima za isti rad, rizik uvjeta, probleme u razvoju i dobit od strane ustanove za rani i predškolski odgoj i obrazovanje za djecu iz rizičnih skupina procjenjuju većom. Također, utvrđene su značajne razlike u procjenama odgajatelja s obzirom na različite rizične faktore djece.
Doprinos ovog rada za odgojno-obrazovnu praksu leži u ukazanju potrebe za širom edukacijom postojećih i budućih odgajatelja za rad s djecom opisanih karakteristika.Considering the importance of capacity of institutions for early and pre-school education for quality work with at-risk families, this research is focused at verification of psychometric properties of scale for measuring the capacity of kindergartens for work with at risk families, as well as analysis of capacity of preschool teachers for the care of children from at-risk families which would include: children with special needs, children who belong to Roma minority, children from social care system, children from low stimulus families, children from families with chronically ill members, children whose parents are currently in the process of getting divorced and children whose mothers suffer from depression.
The study involved a total of one hundred and sixty one preschool teachers from various institutions for early and pre-school education. Results show satisfying psychometric properties of scale for assessment of risk factors in development of children, elevated levels of certain risk factors, problems with children, competence in the work of educators and aspects of kindergarten benefitial for at-risk children. Interpretation of results found that preschool teachers who have higher level of competence in working with at-risk children are also those who are deemed to be more qualified for this line of work and also those who consider the risk, the conditions, problems in development of children and gain from institutions for early and pre-school education to be far greater for at-risk children. There have also been determined significant differencies in assesments of educators in considering different risk factors in development of children.
Contribution of this research for educational practice is in showing the need for broader education of current and future preschool teachers working with children with before mentioned characteristics
The Development of Motor Skills in Preschool Children
No full textCilj ovog rada je pratiti napredak u razvoju motoričkih vještina djece rane predškolske dobi putem petnaest motoričkih zadataka. Istraživanje je provedeno na uzorku od 10-ero djece u dobi od dvije do tri godine iz dječjeg vrtića „Krijesnica“, odgojno obrazovne skupine „Delfini“. Djeca su bila praćena na početku programa inicijalnim i na kraju programa finalnim mjerenjem u periodu od tri mjeseca, od strane tri ispitivača (mjerioca). U periodu od tri mjeseca djeca su vježbala tri puta tjedno po 20 minuta. Rezultati istraživanja pokazuju da u svim varijablama postoji statistički značajna razlika te se iz tog razloga može potvrditi hipoteza koja govori da će djeca u periodu od tri mjeseca statistički značajno poboljšati svoje motoričke vještine. Jedina varijabla u kojoj nema statistički značajne razlike je varijabla bacanje lopte o tlo objema rukama i hvatanje objema (BLT) iz razloga što taj zadatak djeca nisu uspjela izvesti ni na početku ni na kraju kineziološkog programa.The goal of this thesis is to follow the progress in the development of motor skills in children in early preschool age, through 15 kinesiology tasks. The study on which the thesis is based on was conducted on a sample of 10 children at the age of 2 to 3 years from the kindergarten "Krijesnica", group "Delfini". The study lasted for 3 months, and it included the initial and final testing of children's motor skills, conducted by 3 examiners. In this 3 months period children were exercising 3 times a week per 20 minutes. The results show that the only variable where there is no statistically important difference is "Throwing the ball to the ground with both hands and catching the ball the same way". Children were not able to do this task at the beginning nor at the end of the kinesiology program. Results show that all other variables have a statistically significant difference at the end of the program, so the hypothesis of children being able to improve their motor skills in the period of 3 months is confirmed