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The Implementation of Digital Technology in the Instruction of the Croatian Language in Junior Grades of Elementary School
No full textTehnologija kao takva unosi promjene u naše živote od samih početaka civilizacije pa sve do danas te svakodnevno mijenja svijet kakav poznajemo (Livazović, 2008). Iako bi se mnogi složili kako je ona čovjeku neophodna i korisna, činjenica je da je digitalni napredak stvorio takozvani „digitalni jaz“ između generacija. Današnje mlađe generacije učenika nazivaju se „digitalnim urođenicima“, što samo po sebi implicira drugačiji način života i pogled na svijet u odnosu na svoje prethodnike. Upravo iz tog razloga, učitelji i učenici često nailaze na prepreke i različitosti u viđenju nastave. Učenici sve više koriste digitalnu tehnologiju za stjecanje znanja te se uloga učitelja, kao primarnog izvora znanja, u tom smislu mijenja. No, digitalna tehnologija ipak može dodatno obogatiti nastavni proces i učenje materinskoga jezika učiniti zanimljivijim i dinamičnijim. Ovaj rad će govoriti upravo o utjecaju digitalne tehnologije na kvalitetu rada u nastavi Hrvatskoga jezika u nižim razredima osnovne škole, a cilj je empirijskim istraživanjem obuhvatiti stavove učitelja o toj problematici.Technology brings many changes into our lives from the very begining of civilisation to this day and it changes the world as we know it (Livazović, 2008). Even tough many of us would agree that we need technology, the fact is that digital progress has made so called „the digital divide“ between generations. Nowadays younger generations of students are called „digital natives“, which implies different lifestyle and world outlook. For this reason, teachers and students often face obstacles and differences in the vision of teaching. Students are increasingly using digital technology for acquisition of knowledge and the role of the teacher as primary source of knowledge, changes. But digital technology still can enrich the teaching process and make learning of the mother language more interesting and dynamic. This article will talk about the impact of digital technology on the quality of teaching Croatian language in primary school and empirical research to include the views of teachers on this issue
The Genre Determinants of the Children's Novels by Joanne K. Rowling
No full textKnjiževnost za djecu razvila se, prvenstveno, iz oblika narodnih priča koje su bile namijenjene svim dobnim skupinama. Kako su se narodne priče s vremenom modificirale, te se stvarale nove, suvremene priče, tako su se pojavljivali i različiti književni žanrovi i dječja se književnost počela odvajati i postajati samostalan pravac. Kao takva ima i svoje specifične žanrove kao što su dječja priča, bajka, fantastična priča… J.K.Rowling suvremena je autorica koja je kombinacijom elemenata iz nekoliko različitih žanrova napisala knjigu za djecu koju ne samo da su čitala djeca, već i veliki broj odraslih te je postala globalnim fenomenom zvanim Harry Potter. Njezini su likovi prepoznatljivi u cijelom svijetu, a djela su adaptirana i na filmsko platno. Dječja književnost je ponovno postala aktualnom temom i popela se na vrhove književnih ljestvica.Children's literature has developed, primarily, from the shape of folk tales that were meant for all age groups. As the folk tales eventually modified, and created new, contemporary stories, different literary genres and children's literature began to separate and become an independent part of literature. As such it has its own specific genres such as children's story, a fairy tale, a fantastic story ... J.K. Rowling is a modern author who's combination of elements from several different genres made a book for children but also many adults read it an it and has become global phenomenon - Harry Potter. Her characters are recognizable all over the world and are adapted to the movie screen. Children's literature has once again become a topical subject and climbed the peaks of literary charts
Creating An Innovative Educational Practice: Implications for the Professional Development of Preschool Educators
No full textOsnovni cilj ovoga rada bio je ispitati postojeće i potrebne kompetencije odgajatelja pri poticanju kreativnosti djece kao načina inovativnog doprinosa odgojno-obrazovnoj praksi, povezanost samoprocijenjenih postojećih kompetencija odgajatelja s uzrastom djece s kojom rade te stavove odgajatelja prema kreativnosti općenito i kreativnosti djece. Teorijskim pregledom dan je uvid u recentne spoznaje o ključnim čimbenicima kreiranja inovativne odgojno-obrazovne prakse i poticanja kreativnog mišljenja djece u ustanovama ranog i predškolskog odgoja i obrazovanja. Istraživanje je provedeno anketnim ispitivanjem na uzorku od 63 ispitanika Dječjeg vrtića Rijeka različite razine formalnog obrazovanja, radnog statusa i staža u struci. Rezultati ukazuju na postojanje razlika između samopercipiranih postojećih i potrebnih znanja i vještina te da odgajateljice kreativnost uglavnom vežu uz umjetnička područja, osobito likovnost i glazbu. Uzimajući u obzir dobivene teorijske i empirijske rezultate, profesionalni razvoj je više nego bitan za razvoj dječje kreativnosti.The main objective of this MA thesis was to examine the existing and required competencies of educators in promoting creativity of children as a way of innovative contributions to educational practice, connection between self-evaluated existing competencies of educators and the age of children with whom they are working, and attitudes of teachers toward creativity in general and creativity of children. Theoretical overview has given an insight into the recent findings of the key factors in creating innovative educational practices and encouraging creative thinking of children in institutions of early childhood and pre-school education. The study was based on a survey conducted on a sample of 63 respondents working in Kindergarten of Rijeka, who have different levels of formal education, employment status and years of professional service. The results indicate the existence of differences between self-perceived existing and required knowledge and skills, and that educators generally associate creativity with areas of art, especially visual arts and music. Taking into account the obtained theoretical and empirical results, professional development is more than important for the development of children's creativity
The Differences in Some Anthropological Features between Preschool Children from Poreč and Rijeka as a Result of a Healthy Diet and Physical Activity
No full textOvaj završni rad obrađuje temu kroz poveznice prehrane i tjelesnog vježbanja. U prvom dijelu su obrađene teorijske postavke na zadanu temu i naglašena neka istraživanja iz tog područja. Potom slijedi istraživački dio kojim su obuhvaćena djeca iz dječjih vrtića Poreča. Dobiveni rezultati iz DV Poreč uspoređeni su s prethodno dobivenim rezultatima1 iz DV Rijeka. Za dobivanje razlike u mjerenju varijabli korištena je ista metodologija koja je temeljito opisana u poglavlju istraživanje. Analizom istraživačkog dijela utvrđene su neznatne razlike prosječnih vrijednosti koje govore u prilog podjednakih standarda i svijesti roditelja o važnosti pravilne prehrane i redovite tjelesne aktivnosti.This final paper is dealing with the theme of food and physical exercising. The first part analyses the theoretical grounds on the given subject and emphasises some research from this field. The theoretical part is followed by the research of the preschool children of Poreč's kindergarten. The data obtained from this kindergarten were compared with previously received data from Rijeka's kindergarten. The same methodology that has been explained in detail in the chapter research, has been used to measure the difference in the variables between these kindergartens. Analysing the data we have determined minor differences in the average values which means similar standards and the acknowledgement of parents of the importance of physical activity and a well balanced diet
Organisation of the Setup of Exercises in the Function of Increasing the Physiological Load of Preschool Children
No full textCilj ovog rada je različite motoričke zadatke organizirati u različitim organizacijskim postavama vježbanja kako bismo mogli pratiti njihov utjecaj na fiziološko opterećenje djece predškolske dobi u Dječjem vrtiću "Leptirić Lu" u Zagrebu. Istraživanje se provodilo na uzorku od 16 djece u mješovitoj odgojnoj skupini u trajanju od dva tjedna. Motorički zadaci organizirani su kroz frontalni oblik rada, rad u parovima, paralelno odjeljenski oblik rada, izmjenično-odjeljenski oblik rada i poligon. Dobiveni rezultati pokazali su statistički značajne razlike u fiziološkim opterećenjima između svih ogranizacijskih postava vježbanja. Najviša fiziološka opterećenje postizala su se kod izmjenično-odjeljenskog oblika rada čime su se potvrdile hipoteze koje govore da će se fiziološko opterećenje značajno razlikovati s obzirom na metodičko-organizacijsku postavu vježbanja kao i da će biti najveće u složenijim organizacijskim postavama vježbanja.The aim of this paper is to monitor the impact of different motor tasks, in different organizational exercise setups, on physiological load of preschool children. The research that the paper is based on was conducted in kindergarten "Leptirić Lu" in Zagreb. It included 16 children, age 4 to 6, and it lasted for two weeks. The motor tasks were organized through the frontal form of work, work in pairs, parallel sections, alternate sections and training ground. The results show statistically significant differences in physiological load in all organizational exercise setups. The highest physiological load is achieved in alternate sections. This confirms the hypotheses which say that physical load will be significantly different depending on organizational exercise setups, as well as that it will be the highest in most complicated organizational exercise setups
The Benefits of Inclusion: the Parents' Perspective
No full textObitelj i institucionalni odgoj i obrazovanje su prva okruženja koja utječu na formiranje stavova radi čega je važna njihova usklađenost. Temelj kvalitetnog inkluzivnog obrazovanja su pozitivni stavovi svih njegovih sudionika. Cilj rada bio je utvrditi stavove roditelja prema inkluzivnom obrazovanju i razlike u stavovima u odnosu na sociodemografska obilježja roditelja, te njihova mišljenja o prednostima i nedostacima inkluzivnog obrazovanja za svoje dijete.
U istraživanju je sudjelovao 261 roditelj iz Primorsko-goranske, Istarske i Karlovačke županije. Korištena je skala Roditeljski stavovi prema inkluzivnom obrazovanju, s 5 dimenzija dobrih metrijskih karakteristika.
Roditelji smatraju da inkluzivno obrazovanje pozitivno utječe na djecu s teškoćama i razvoj inkluzivnih vrijednosti u zajednici i neodlučni su u procjeni negativnog utjecaja inkluzivnog obrazovanja na obitelji, djecu tipičnog razvoja i djecu s teškoćama. Na njihove stavove ne utječu sociodemografska obilježja osim spola, tako da majke imaju pozitivnije stavove da inkluzivno obrazovanje koristi djeci s teškoćama u odnosu na očeve.
Više od polovice roditelja navodi pozitivan utjecaj inkluzivnog obrazovanja na svoju djecu, osobito u mogućnosti da djeca prihvaćaju i razumiju različitost i toleranciju. Manje od petine izvještava o negativnom utjecaju inkluzivnog obrazovanja kroz akademsko i socio- emocionalno nazadovanje svoga djeteta, prisutnosti nepoželjnih ponašanja u razredu, ometanju nastave i nedovoljnoj posvećenosti tipičnim učenicima. Roditelji koji navode prednosti inkluzivnog obrazovanja imaju pozitivnije stavove o njegovoj dobrobiti za razvoj inkluzivnih vrijednosti u zajednici te izostanku negativnog utjecaja na djecu tipičnog razvoja i djecu s teškoćama.
Zaključno, dominiraju neutralni i pozitivni stavovi roditelja prema inkluzivnom obrazovanju, pri čemu više od polovice roditelja konkretno navodi njegove pozitivne učinke. Međutim, prisutni su nepovoljni učinci inkluzivnog obrazovanja na odgojno-obrazovne ishode njihove djece i razrednog kolektiva radi prisutnosti djeteta s teškoćom u razredu, prema navodima šestine roditelja.Family and institutional upbringing and education are the first environment that affect the forming of the attitudes, so their compatibility is of big importance. The base of high quality inclusive education are positive attitudes of all of its participants. The goal was to establish parents' attitudes towards inclusive education and the differences of the attitudes compared to the sociodemographic characteristics of the parents and their thoughts on advantages and disadvantages of the inclusive education for their children.
This research includes 261 participants from the counties of Primorsko-Goranska, Istarska and Karlovačka. The scale used for the research was Parental attitudes toward inclusive education, that included five dimensions of good metric characteristics.
Parents have attitudes that inclusive education has a positive effect on children with disabilities and development of the inclusive values in the community, and neutral attitudes in the assessment that inclusive education negatively affects the family, children with typical development and children with disabilities. Their attitudes are not affected by sociodemographic characteristics other than sex, so the mothers have more positive attitudes towards benefits of the inclusive education for children with disabilities than the fathers.
More than half of the parents stated the positive impact of inclusive education to their children, especially the possibility that children accept and understand the diversity and tolerance. Less than one fifth report on the negative impact of inclusive education through academic and socio-emotional regression of their child, the presence of undesirable behavior in the classroom, disrupting classes and lack of dedication to typical students. Parents that state the benefits of inclusive education have more positive attitudes about its welfare on the development of inclusive values in the community, and the absence of the negative effect on children with typical development and children with disabilities.
In conclusion, neutral and positive attitudes of parents towards inclusive education are dominating, where more than half explicitly stated its positive effects. However, there are negative effects of inclusive education on the educational outcomes of their children and class collectivity because of the presence of a child with disability, according to the one sixth parents
The Daily Physical Activity of Preschool Children Measured by a Pedometer
No full textTjelesna aktivnost u predškolskoj dobi jest osnova pravilnog rasta i razvoja djece. Smanjena tjelesna aktivnost dovodi do mnogih zdravstvenih problema već u veoma ranoj dobi. Ovim radom utvrđena je cjelodnevna razina tjelesne aktivnosti djece. Na ukupnom uzorku 15 djece (8 djevojčica i 7 dječaka) predškolske dobi tjelesna aktivnost se mjerila pedometrom te se utvrđivala vrijednost prijeđenih koraka u 24 sata u razdoblju od sedam dana. Analizom podataka i provedenim osnovnim deskriptivnim statističkim metodama utvrdilo se da ne postoji statistički značajna povezanost između statusa obrazovanja roditelja i tjelesne aktivnosti djeteta. Rezultati ukazuju kako su djeca tjelesno aktivnija (prijeđu više koraka) u vrtiću nego kod kuće te da su aktivnija u radnim danima nego u dane vikenda.Physical activity at pre-school age is fundamental to children's harmonious growth and development. Reduced physical activity can lead to many health problems even at early age. All-day level of children’s physical activity has been established by this thesis. The value of crossed steps has been identified on a twenty-four-hour basis within the period of seven days on total sample of fifteen children (eight girls and seven boys) at pre-school age and physical activity has been measured by pedometer. By analysis of data gathered, given results have confirmed that there has been a statistically significant difference in the number of crossed steps at kindergarten and at home in favour of more steps crossed at kindergarten and children have been on average physically more active during work days rather than at weekends. Further analysis has established that there has not been a statistically relevant connection between parental educational status and children’s physical activity
Nutritional Habits of Preschool Children
No full textU ovom radu se ukazuje na važnost odgoja i obrazovanja za održivi razvoj u radu s djecom u predškolskim ustanovama s naglaskom na razvoj pravilnih prehrambenih navika djece. Radom će se pokušati utvrditi prehrambene navike djece predškolske dobi, s obzirom na predškolsku ustanovu koju pohađaju, državni ili Waldorfski vrtić. Također, prema postavljenim zadacima u ovom radu, pokušati će se utvrditi mišljenja odgajatelja o prehrambenim navikama djece te o praksi odgajatelja u realizaciji različitih programa, projekata i/ili aktivnosti odgoja i obrazovanja za održivi razvoj u predškolskim ustanovama.This paper indicates the importance of education for sustainable development in daily programes with preschool children. It puts emphasis on development of proper eating habits during the preschool period. It is desired to determine preschool children's eating habits considering a preschool institution they attend, state kindergarten or Waldorf kindergarten. Also, according to tasks that are set in this paper, it is desired to determine opinions that preschool educators have about this domain, about children's eating habits and about implementation of different programs, projects and/or activities of education for sustainable development in preschool education
The Right Angle in the Instruction of Mathematics in Junior Grades of Elementary School
No full textPravi kut u nastavi matematike zauzima posebno mjesto budući da se na temelju njega shvaća problematika okomica i visina u trokutu. Iako spomenuti sadržaj nije u cijelosti propisan Nastavnim planom i programom za osnovnu školu za niže razrede, provedeno je istraživanje u kojem se nastojalo utvrditi koliko učenici nižih razreda razumiju pojam pravoga kuta i u kojoj mjeri znanje o pravom kutu mogu primijeniti u složenijoj problematici poput okomica i visina u trokutu. Istraživanje je doprinijelo utvrđivanju kako mogućnosti i sposobnosti učenika razredne nastave u nastavi matematike tako i razini njihove sposobnosti za samoevaluacijom. Dobiveni rezultati ukazuju i na važnost učitelja u razrednoj nastavi matematike i njegovoj otvorenosti suvremenim metodama i načinima podučavanja. Provedeno istraživanje pokazalo je značajne rezultate, a dinamična atmosfera u razrednim odjeljenjima dokaz je kako nastava matematike može učenicima biti izuzetno zanimljiva.Right angle in mathematics has a special place because it is based on it understands the problems of perpendicular and the height of the triangle. Although the mentioned content is not fully regulated by the Curriculum for primary schools for the lower classes, conducted research in which we attempted to determine does students in lower grades understand the concept of the right angle and what extent the knowledge of right angles can be applied to more complex issues such as perpendicular and height in the triangle. The study contributed to determining the possibilities and capabilities of primary school students in mathematics and the level of their capacity for self-evaluation. The results indicate the importance of teachers in teaching mathematics and their openness to modern methods and ways of teaching. The research showed significant results and a dynamic atmosphere in the classes showed how mathematics can be taught extremely interesting
Self-assesment of preschool teacher's interpersonal conflicts behaviour styles
No full textSukobi su neizostavan dio svih društvenih interakcija, pa tako i svakodnevne komunikacije između odgajatelja u ustanovama ranog i predškolskog odgoja i obrazovanja. Ciljevi istraživanja bili su utvrditi učestalost korištenja stilova ponašanja u sukobima te utvrditi povezanost životne dobi i korištenja stilova ponašanja u interpersonalnim sukobima odgajatelja u vrtiću. U istraživanju je sudjelovalo 46 odgajatelja iz šest podcentara Centra predškolskog odgoja Turnić Dječjeg vrtića Rijeka. Svi ispitanici bili su ženskog spola te prosječne dobi od 43,7 godina. Mjerni instrument korišten u istraživanju bila je Skala ponašanja u interpersonalnim sukobima (Kilman i Thomas, 1975) koja uključuje pet stilova ponašanja u rješavanju interpersonalnih sukoba (pobjeđivanje, izbjegavanje, prilagodba, kompromis, suradnja). Rezultati su obrađeni deskriptivnom i korelacijskom analizom. Osnovni rezultati istraživanja pokazuju da odgajatelji u interpersonalnim sukobima najčešće koriste stil suradnje, a po učestalosti slijede izbjegavanje, kompromis, prilagodba te pobjeđivanje koje koriste najrjeđe. Korelacijska analiza pokazala je kako nema povezanosti između životne dobi odgajatelja te učestalosti korištenja stilova ponašanja u interpersonalnim sukobima. Stil suradnje je pozitivno srednje povezan s kompromisom i nisko s prilagodbom. Daju se preporuke za osmišljavanje tematskih radionica za odgajatelje s ciljem unapređivanja komunikacijskih vještina.Conflicts are an essential part of all social interactions, including daily communication between preschool teachers in early and preschool institutions. The objectives in the study were to determine the frequency of usage of styles of behavior in conflicts and determine the connection between age and usage of styles of behavior in interpersonal conflicts between preschool teachers. The study included 46 preschool teachers from six sub-centers of Center of preschool education Turnić (Dječji vrtić Rijeka). All participants were female and their average age was 43.7 years. The measuring instrument used in the study was the Scale of behavior in interpersonal conflicts (Kilman and Thomas, 1975) that includes five styles of behavior in dealing with interpersonal conflicts (winning, avoidance, adaptation, compromise, cooperation). The results were analyzed using descriptive and correlation analysis. The main results of the study show that preschool teachers in interpersonal conflicts most commonly use style of cooperation followed by avoidance, compromise, adaptation and winning which is used the least. Correlation analysis showed that there was no connection between the age of preschool teachers and frequency of use of styles of behavior in interpersonal conflicts. The style of cooperation is positively moderately linked with the compromise and low with adaptation. Recommendations are made for the design of thematic workshops for preschool teachers in order to improve their communication skills