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The Current Situation and Perspectives on Improving the Continuing Professional Education of Preschool Educators
No full textOsnovni cilj ovoga rada bio je utvrditi sadašnje stanje, probleme i perspektive u organizaciji kontinuiranog profesionalnog obrazovanja odgajatelja te njihovu percepciju postojećih obrazovnih uvjeta i mogućnosti. U istraživanju je sudjelovao 61 odgajatelj Dječjeg vrtića Rijeka. Korištena je modificirana verzija upitnika konstruiranoga za ispitivanje obrazovnih potreba, uvjeta i mogućnosti andragoških djelatnika (Čepić, 2008) te Skale percepcije uvjeta i mogućnosti za uključivanje u programe stručnih usavršavanja. Rezultati su pokazali da je većina odgajatelja posljednjih godinu dana stjecala znanja i vještine uključivanjem u neki organizirani oblik i samostalno se usavršavala te da imaju pozitivan stav prema programima stručnog usavršavanja. Najveći broj odgajatelja želi stjecati znanja i vještine sudjelovanjem u seminarima i radionicama kao preferiranim oblicima obrazovanja u okviru svoje organizacije ili u specifičnim strukovnim udrugama koji bi se realizirali u trajanju od nekoliko dana do nekoliko mjeseci. Praksu i iskustvo, samoobrazovanje te seminare i radionice smatraju oblicima obrazovanja i usavršavanja koji su najviše pridonijeli razvoju njihovih profesionalnih kompetencija u različitim područjima, pri čemu nedostatak financijskih sredstava ističu ključnom zaprekom a odgovarajuće vrednovanje njihovih kvalifikacija u ustanovi gdje rade i poticajne materijalne mogućnosti i uvjete rada najvećim poticajem. Dob i radni staž odgajatelja nisu povezani s percepcijom uvjeta i mogućnosti za uključivanje u programe stručnog usavršavanja.The main purpose of this thesis was to determine the current state, problems and perspectives of the organisation of continued professional education of preschool teachers including the perception of existing education conditions as well as possibilities. 61 preschool teachers from Kindergarten Rijeka was involved in the research. It was implemented a modified version of the questionairre, constructed for testing of educational necessities, conditions and possibilities of andragogical employees (Čepić, 2008) and Scale of perception of conditions and possibilities for inclusion in the programs of professional development. The results have shown that a large number of preschool teachers has been gaining the knowledge and skills by engaging in some form of organisation thus performing a sort of professional development and showing a positive attitude according to proffesional development programs. The largest number of preschool teachers want to gain knowledge and skills with participation in workshops and seminars as preffered forms of education in the scope of their organisation or in specific associations which would be realised within few days up to a few months. Practice and experience, self education along with seminars and workshops are considered forms of education with the greatest contribution for the development of their professional competences in different areas, with deficit of financial funds which is considered the crucial disadvantage and appropriate evaluation of their qualifications in the institution they work for, along with stimulating financial possibilities and work conditions to be the greatest incitement. Age and employment record are not related with the perception of conditions and possibilities for engaging into professional development programs
Game in Teaching Croatian Language Contents in Junior Grades of Elementary School
No full textIgra je sastavni dio života djece i odraslih. Njome se razvija kreativnost, samopouzdanje, potiču se kognitivno-spoznajni procesi. U nastavi Hrvatskoga jezika primjenjiva je u svim fazama nastavnog sata i trebala bi biti jedna od osnovnih metoda poučavanja. Kod učenika budi interes za sadržaje, unosi živost u nastavu, potiče učenikovu pažnju. Učenici se lakše i brže koncentriraju na usvajanje i primjenu nastavnih sadržaja, uče se timskom radu, poštivanju pravila te razvijaju vlastite potencijale. U radu sam navela niz igara primjenjivih za različite dobne skupine učenika razredne nastave. Često se koriste u izvannastavnim aktivnostima. Kreativan učitelj moderator je nastavnog procesa koji će u svojem radu s učenicima koristiti njihove mogućnosti, a upravo igra pokreće sve fizičke i psihičke sposobnosti učenika. Kreativnost nije samo dar, nego osobina koja se stječe, a tome pridonosi igra u nastavi.Game is a constituent part of life of both children and adults. It is used to develop creatyvity, self-confidence and it stimulates cognitive processes. When teching Croatian language a game is applicable in all the phases of lesson and should be one of the basic methods of teching. Playing a game provokes an interest among students for the teaching content, brings liveliness to classroom and arouses student ́s attention. Students conventrate on acquisition and application of the teaching content with lwss effort, they learn how to work in a team, obey rules and develop their own potencials. In this paper I have listed a number of games that can be used with students od different age in junior gardes. Those games are often used in extracurricular activities. Creative teacher is the moderator of the teching prosess who will use his/her students ́ abilities when working with them, and it is the game that will instigate all the physical and mental abilities in students. Creativity is not just a gift, but also a trait that is acquired, and plying in class contributes to that end
Mythological Figures in Fairy Tales of Ivana Brlić-Mažuranić
No full textU radu se istražuje pojava mitoloških bića u Pričama iz davnine autorice Ivane-Brlić Mažuranić. Riječ je o bićima poput: Mokoši ( Sunce djever i Neva Nevičica), Svarožića (Kako je Potjeh tražio istinu), Domaćih i Stribora ( Šuma Striborova). Bajke Ivane Brlić-Mažuranić iz klasične hrvatske dječje, a po mnogim i ne samo dječje, književnosti sadrže mnoge likove karakteristične za ovu književnu vrstu. Cilj rada je književnoteorijskom analizom istražiti ulogu mitoloških bića u svih osam bajki autorice, a radom će se i obuhvatiti pojavnost Priča iz davnine u Nastavnom planu i programu za osnovnu školu.Die vorliegende Arbeit untersucht das Phänomen mythologischer Figuren im Werk Aus Urväterzeiten, der Autorin Ivana-Brlić Mažuranić. Es handelt sich um Figuren (Kreaturen) wie Mokoši (Sonne Schwager und Neva Nevcica), Svarožić (Wie der Potjeh die Wahrheit suchte), die Einheimischen und Stribor (Stribors Wald). Die Märchen von Ivana Brlić-Mažuranić gehören zu der klassischen kroatischen Kinderliteratur (nach vielen, nicht nur zur Kinderliteratur) und beinhalten viele Figuren, die charakteristisch für diese Literaturform sind. Ziel der vorliegenden Arbeit ist es, durch eine literarisch-theoretische Analyse, die Rollen von mythologischen Kreaturen in allen acht Märchen der Autorin zu entdecken, sowie die Häufigkeit des Werks Aus Urväterzeiten im Lehrplan der Grundschule zu bestimmen
Parent's assesment of behaviour in conflicts
No full textSvrha ovog istraživanja je bila, dati doprinos u znanju o relacijama između roditeljskih i dječjih ponašanja, a aplikativna svrha je bila, dati preporuke za elemente za poželjne promjene neprihvatljivih ponašanja kod djece. Ciljevi istraživanja bili su: utvrditi stavove roditelja prema obrascima ponašanja u socijalnim sukobima, utvrditi procjene roditelja o obrascima ponašanja vlastite djece u sukobima, utvrditi povezanost stavova roditelja prema obrascima ponašanja u socijalnim sukobima i njihova procjena o obrascima ponašanja vlastite djece u sukobima. Postavljene su hipoteze prema kojima: 1) roditelji visoko prihvaćaju suradnju, a odbacuju izbjegavanje i pobjeđivanje, 2) roditelji procjenjuju da njihova djeca visoko prihvaćaju suradnju, a odbacuju izbjegavanje i pobjeđivanje, 3) postoji povezanost između stavova roditelja prema obrascima ponašanja i stavova vlastite djece u sukobima. U istraživanju su sudjelovala 404 roditelja iz dvije osnovne škole, OŠ Vladimir Gortan i OŠ Ivana Zajca, prosječne dobi 40 godina. Anonimno i dobrovoljno su ispunjavali upitnik koji sadržava podatke Skalu procjene ponašanja učenika u sukobima (Družinec i Vlah, 2015) i Skalu stavova prema obrascima ponašanja u socijalnim sukobima (Vlah, 2013). Rezultati su obrađeni deskriptivnom statistikom i Spearmanovom korelacijom.
Prema rezultatima, roditelji gotovo u potpunosti prihvaćaju obrazac suradnje u sukobima, a odbacuju obrasce izbjegavanja/prilagodbe i pobjeđivanja, također za svoju djecu smatraju da u sukobima uvijek koriste obrazac suradnje i uglavnom ne koriste obrasce izbjegavanje i pobjeđivanje. Između stavova roditelja prema obrascima ponašanja u sukobima i stavova roditelja o ponašanju vlastite djece u sukobima postoji povezanost. Autorica rada sugerira potrebu savjetovanja jednog dijela roditelja o konstruktivnim ponašanjima u sukobima, koje se može organizirati i provoditi u školskim preventivnim programima.The purpose of this paper was to contribute to knowledge about relations between parental and children's behaviour, and applied purpose was to make recommendations for elements of desirable changes unacceptable behaviour in children.
The main goals of the research were: to determine the attitudes of parents according to the patterns of behaviour in social conflicts, to determine the estimates of parents about patterns of behaviour of their own children in conflicts, to determine correlations parents opinions accordin to patterns of behaviour in social conflicts and their assesment about patterns of behaviour of their children in conflicts.
We set the hypotheses according to: 1) parents are highly accepting the cooperation and reject avoiding and wining, 2) parents estimate that their children highly accept cooperation, and reject avoiding and wining, 3) there is connection between attitudes of parents towards the paterns of behaviour and attitudes of their children in conflicts. In this research participated 404 parents from two elementary schools, Vladimir Gortan and Ivan Zajc, average age of 40 years. Anonymously and voluntarily, they completed the questionnaires containing data Scale of behaviour of students in conflict (Družinec i Vlah, 2015) and Scale of attitudes on forms of behaviour in social conflict (Vlah, 2013). The results are analysed by descriptive statistics and Spearman's correlation. According to results, parents are mostly in complete accepting the patterns of cooperation in conflict and reject patterns of avoiding and wining, also they consider about their children that they always use the pattern of cooperation and generally are not using patterns of avoiding and wining. There is connection between opinions of parents towards patterns of behaviour in conflict and parents opinions about how are their children behave in conflict. The autor gladly suggests the need of consulting one part of parents about constructive behaviour in conflicts, wich can be organized and may be carried out in preventive school programs
The Possibilities of Applying Biotic Motor Skills Work Content to Mastering Space
No full textZa razvoj djece predškolske dobi vrlo je važno tjelesno vježbanje koje treba biti prilagođeno njihovim njihovoj dobi, osobinama i sposobnostima. U tom razdoblju su prisutne stalne promjene djetetovog organizma i muskulature tijela, stoga je za pravilno provođenje tjelesne aktivnosti prilagoditi vježbe trenutnom stanju djece. Motorička znanja su algoritmi naredbi koje su smještene u središnjem živčanom sustavu i odgovorne su za strukturu gibanja. Ona se dijele na biotička, kineziološka i nekineziološka motorička znanja. Biotička motorička znanja su ona koja se koriste za uspješno svladavanje prostora, prepreka, otpora i manipuliranje objektima. Za svladavanje prostora koriste se biotička motorička znanja puzanja, provlačenja, kolutanja i kotrljanja te hodanja i trčanja. Za realizaciju ciljeva i zadaća tjelesnog vježbanja važno je da se ono detaljno planira i pravilno provodi. Tjelesno vježbanje se nikako ne smije zanemariti i izostaviti iz svakodnevnog života djeteta jer ono pozitivno utječe na njegov razvoj i poboljšava njegovo zdravlje.Physical exercise is very important for the development of pre-school children. It needs to be adapted to their age, characteristics and their skills. During this period there are permanent changes in the child's body and the body muscles, so for the proper conduct of physical activity it is necessary to adjust the exercise to the current state of child's abilities. Motor skills algorithms are commands which are located in the central nervous system and are responsible for the movement of the structure. Those skills are divided into biotic motor skills, kinesiologic motor skills and motor skills that are not kinesiologic. Biotic motor skills are those that are used for mastering space, obstacles, resistance and manipulation of objects. Biotic motor skills that are used to overcome the space are crawling, wriggling, rolling, walking and running. For the realization of the goals and tasks of physical exercise it is important that it is thoroughly planned and properly carried out. Physical exercise can not be neglected or left out of the everyday life of a child as it has a positive effect on child's development and improves the health of the child
The Use of ICT in Teaching Natural and Human Science
No full textCilj istraživanja bio je utvrditi praksu korištenja IKT-a u nastavi prirode i društva te kompetencije učitelja i studenata o korištenju IKT-a u poučavanju i učenju nastave prirode i društva u osnovnim školama. Istraživanje je provedeno na području Primorsko- goranske i Karlovačke županije. Istraživanje je uključivalo 113 ispitanika: 67 učitelja/ica razredne nastave i 46 studenata Učiteljskog fakulteta u Rijeci. Dobiveni rezultati istraživanja ukazuju na to da učitelji IKT u nastavi prirode i društva koriste vrlo rijetko, a osobito njene suvremenije komponente. Korištenje IKT-a u nastavi prirode i društva i učitelji/ce i studenti su procijenili srednjim i srednje visokim rezultatima, odnosno procjenjuju se djelomično do prilično kompetentnima. Dobiveni rezultati ukazuju na to da učitelji/ce IKT smatraju značajnom za nastavu prirode i društva, dok su studenti taj značaj procijenili srednjim i srednje visokim rezultatima.
Također su dobivene statistički značajne razlike u samoprocjenama učitelja/ica i studenata o kompetencijam za korištenje IKT-a u nastavi prirode i društva. Rezultati su ukazali na to da se studenti smatraju kompetentnijima od učitelja/ica.
Statitički značajne razlike između studenata učiteljskog fakulteta i učitelja/ica osnovnih škola utvrđene su i na varijabli samoprocjene značaja IKT-a za nastavu prirode i društva. U tom slučaju učitelji su statistički višim rezultatima procijenili značaj IKT-a u nastavi prirode i društva u odnosu na studente. Na temelju rezultata istraživanja predlažu se smjernice za unaprjeđivanje kompetencija primjene ICT- a u obrazovanju budućih učitelja i u praksi osnovnih škola.The aim of this study was to determine the practice of using ICT in teaching nature and society and competence of teachers and students on the use of ICT in teaching and learning of nature and society in primary schools. The survey was conducted in the area of Primorsko – Goranska and Karlovac County. The study included 113 participants: 67 teachers of primary school and 46 students of the Teacher Training Faculty in Rijeka. Research results suggest that teachers very rarely use ICT in teaching nature and society, and especially its modern components. The use of ICT in teaching science and society teachers and students rated with medium and medium-high scores, and are estimated partially to quite competent. The results indicate that teachers consider ICT as significant for teaching science and society, while students assess the significance with medium and medium-high results.
Statistically significant differences shown in self a- assessment of teachers and students for competence of using ICT in teaching nature and society. The results showed that the students feel more competent than the teachers.
Statistically significant differences shown at the variables of self-importance of ICT for teaching science and society between the students and the teachers in primary school. In this case, teachers assed the importance of ICT in the teaching of science and society higher that students. Based on the results of research guidelines for improving competence application of ICT i
The Childhood Poems of Dragutin Tadijanović
No full textU ovom radu pobliže se proučava ciklus Dani djetinjstva Dragutina Tadijanovića. Cilj ovog rada bio je saznati pripadaju li pjesme iz ciklusa Dani djetinjstva dječjoj poeziji ili poeziji o djetinjstvu. Istraženo je jesu li pjesme namijenjene djeci ili predstavljaju pjesnikova sjećanja na vlastito djetinjstvo. U radu se koristila metoda književnoteorijske analize i kriteriji dječje poezije koje su postavili Crnković i Težak u svojoj knjizi Povijest hrvatske dječje književnosti od početaka do 1955. godine. Analiza pjesama je pokazala kako je ovaj ciklus autobiografskog karaktera te iako opisuje pjesnikova sjećanja iz djetinjstva, većina pjesama može se koristiti u radu s djecom.In this work, I will study more closely the series Childhood days of Dragutin Tadijanović. The purpose of this work was to find out if the poems of the series Childhood days belong to children's poetry or more likely to childhood poetry. It was investigated if the poems were meant for children or they represent the poet’s memories of his childhood. In the work I used the literary-theoretical method of analysis and the criteria of childhood poetry set by Crnković and Težak in their book History of Croatian Children's Literature from the beginning to 1955. The analysis of the poems showed that these series have an autobiographical character but that they also describe the poet’s memories of his childhood. Nevertheless most of the poems can be used while working with children
Preschool Teacher's Perception of Inclusion of Children with Autism
No full textOdgajatelji imaju važnu ulogu u provedbi inkluzije, stoga tumačenje procesa inkluzije i njihovo gledište na facilitatore i prepreke tog procesa imaju velikog utjecaja kako na osobni razvoj, tako i na razvoj i napredak djece uključene u redovne, takozvaneinkluzivne skupine.
Cilj istraživanja bio je utvrditi kako odgajatelji percipiraju inkluziju djece s autizmom te utvrditi facilitatore i prepreke u provedbi inkluzije djece s autizmom. Korišten je polustrukturirani intervju o odgajateljevoj percepciji djece s autizmom proveden na uzorku od pet odgajatelja dječjeg vrtića „Maestral“ u Rijeci.
Utvrđeno je da odgajatelji gledaju na inkluziju kao proces uključivanja djece s posebnim potrebama u redovne skupine, a napredak djece smatraju produktom tog uključivanja. Rezultati istraživanja pokazali si da odgajatelji u facilitatore inkluzije izdvajaju osobni stav odgajatelja, suradnju sa roditeljima te pripremom vršnjaka. Unatoč faktorima podrške, u procesu inkluzije odgajatelji nailaze na prepreke; needuciranost odgajatelja, mali broj odgajatelja u skupini te auto/agresija djece s autizmom.Inclusion of children with autism in regular groups for preschool educators represents challenge itself in their educational work. Preschool educators have important role in a process of inclusion, therefore interpretation of inclusion and their view on support factors and barriers of inclusion have a big impact how on their personal development, also on development and progress of children who are included in regular grops or inclusive groups.
The goal of this research was to define how preschool educators regard on inclusion children with autism and establish support factors and barriers in proces of inclusion children with autism. A Halfstructured interview regarding preschool educators perception of inclusion children with autism has been carried out on a sample of five educators of kindergarten „Maestral“ in Rijeka.
It has been established that preschool educators have view on inclusion as a process of including children with special needs in regular group and a product of that including is cildren s progress. Resaults of research have shown that preschool educators selected support factors of inclusion are personal attitude, colaboration with parents and peers preparation. Despite support factors, prescool educators range on some barriers: noskilled preschool educators, small number of educators and auto/agression of children with autism
The Role of Nursery Rhymes and Games in Teaching English to Children of Preschool Age
No full textDjeca rane i predškolske dobi imaju nevjerojatnu sposobnost usvajanja i zapamćivanja velikog broja informacija. U ovoj razvojnoj fazi njihovih života, djeca najbolje uče u prirodnim situacijama, vodeći se svojom radoznalom prirodom i spontanošću te izraženom željom i potrebom za istraživanjem svojeg fizičkog okruženja. Kao ključni elementi organizacije rada sa djecom predškolske dobi u ranom poučavanju engleskog jezika, navode se stručno usavršeni odgajatelji, adekvatno pripremljen prostor te vršnjaci kao potpora u učenju stranoga jezika. Neke od najpogodnijih aktivnosti koje se sve češće spominju u sferi poučavanja engleskog jezika djece predškolske dobi jesu igre i pjesmice, čiji je pokret sastavni dio, a koje prate prirodu djetetova učenja te mu omogućavaju spontanost i zadovoljstvo pri učenju engleskog jezika. U radu će poseban naglasak biti stavljen upravo na uporabu pokreta, pjesmica i igara u poučavanju engleskog jezika u predškolskoj dobi te na pozitivne učinke koje ima na učenje djece. Rad će također uključivati i primjere određenih igara i pjesmica koje se mogu koristiti u radu s djecom, a koje imaju edukativni sadržaj namijenjen jezičnom razvoju djece.Preschool children have an incredible ability to learn and take in a large amount of information. At this stage of development, led by their curiosity and spontaneity, as well as the desire to explore their physical surrounding, children learn best through natural situations. It is important to provide this kind of environment when it comes to learning the English language in early age. A professional educator, adequately prepared work space and peers, as a support in learning foreign languages, are the key elements in this approach. In the field of teaching the English language games and songs are increasingly being discussed as the most suitable activities. Games and nursery rhymes follow the nature of child's learning abilities allowing spontaneity and pleasure in learning the language. The use of movement, music and games in teaching English to preschool children as well as the positive effects that it has on their learning will be emphasized in this paper along with examples of games and nursery rhymes that have educational content and could be used while teaching will be included
Listening to Music in Early Education as a Movement Stimulation: the Dance of Writing
No full textGlazba je sama po sebi snažan poticaj djetetu. Ona djeluje na njegov tjelesni, kognitivni i socioemocionalni razvoj. Slušanje glazbe od najranije dobi razvija djetetove glazbene sposobnosti, kod djece razvija osjećaj i smisao za lijepo u glazbi te postavlja temelje glazbenog ukusa djece. Djeca na različite načine izražavaju svoj glazbeni doživljaj nekog djela. Cilj ovog istraživanja bio je ispitati kako djeca rane dobi reagiraju na slušanje različite vrste glazbe (klasične i moderne) izražavajući se pritom pokretom, senzornim i likovnim materijalima. Također, svrha istraživanja bila je ukazati na dobrobiti metode Plesa pisanja u radu s djecom rane dobi te unaprijediti rad odgajatelja na tom području.Music itself is a powerful stimulus to the child. It operates on the physical, cognitive and socio-emotional development. Listening to music from an early age develops the child musical ability, feeling and sense of beauty in music, and sets the foundations of the musical flavor of children. Children in different ways express their musical experience of some act. The objective of this study was to investigate how young children respond to listening different types of music (classical and modern) expressing the movement, sensory and artistic materials. Also, the purpose of the study was to point out the benefits of Dance of writing method in working with children early age and improve the work of preschool teacher on this field