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Conducting Outdoor Classes through Thematic Workshops
No full textIzvanučionička nastava je oblik nastave kojim se planirani programski sadržaji ostvaruju izvan škole. U takvom obliku nastave dominira iskustveno učenje kojim učenici dolaze do određenih spoznaja osobnim iskustvom te do izražaja dolaze suradnički odnosi među učenicima. Brojne su mogućnosti takvog oblika nastave, a primjer je i provedba izvanučioničke nastave tematskim muzejskim radionicama u sklopu kojih se učenici kroz kreativan, praktičan rad upoznaju s lokalnom baštinom i značajkama svoga kraja. Istraživanje opisano u radu odnosi se na analizu dokumentacije i sudjelujuće promatranje provedbe radionica „Čudotvornica“ u prostoru Pomorskog i povijesnog muzeja Hrvatskoga primorja Rijeka u kojima kroz izvanučioničku nastava sudjeluju djeca sa svojim učiteljima i odgajateljima. Analizirana je provedba radioničkog oblika rada pridavanjem značenja svim etapama planiranja, provedbe i evaluacije rada.Outdoor education is a form of teaching in which planned program content is exercised outside of school. In this form of teaching the learning that dominates is experiential learning which students acquire certain knowledge by method of "own skin" or of personal experience, and also it comes to the fore collaborative relationships among students. There are many possibilities of this form of teaching, and the example is the implementation of outdoor education by themed museum workshops in the framework of which the students are, through a creative and practical work, acquainted with local heritage and characteristics of their region. The research described in the paper refers to the analysis of documents and participating observation of workshops "Čudotvornica" in the space of the Maritime and History Museum of the Croatian Littoral Rijeka where participants are, trough outdoor education, children with their teachers and educators. The implementation of the workshops is analyzed by adding an importance to all stages of planning, implementation and evaluation of work
The relationship of Preschool Teachers Perception of Counselling and Burnout
No full textNova paradigma ranog i predškolskog odgoja i obrazovanja proširuje značaj povezanosti ustanove i njezinih korisnika, te podiže očekivanja od odgajateljske profesije. Očekuje se da odgajatelji pružaju podršku roditeljima kroz različite oblike suradnje u svakodnevnom odgojno-obrazovnom procesu, osobito kroz savjetodavni rad. Stoga je cilj istraživanja bio ispitati odgajateljevu percepciju procesa savjetovanja roditelja i doživljaj profesionalnog sagorijevanja.
U istraživanju su sudjelovala 203 odgajatelja. Korišteno je pet skala koje su ispitivale odgajateljevo mišljenje prema savjetovanju roditelja, mogućnosti za pružanjem podrške roditeljima, kompetentnost i osposobljenost za savjetovanja roditelja, te doživljaj profesionalnog sagorijevanja.
Odgajatelji smatraju da su u mogućnosti pružati podršku roditeljima i percipiraju se kompetentnima i osposobljenima za savjetovanje. Doživljavaju nižu razinu profesionalnog sagorijevanja, koja je povezana s odgajateljevom percepcijom da je u mogućnosti pružiti podršku roditeljima, te s percipiranim kompetencijama i osposobljenosti.
Većina odgajatelja smatra da suradnju s roditeljima karakterizira međusobna komunikacija, koja bi se mogla unaprijediti brojnijim individualnim i roditeljskim sastancima. Temeljem iskustva rada u praksi odgajatelji navode da suradnja prerasta u savjetovanje pružanjem podrške roditeljima u izazovnim situacijama s kojima se oni suočavaju.The new paradigm of early and pre-school education creates a new dimension of preschools and it elevates the expectations of the profession. It is expected that preschool teachers provide support to parents through various forms of cooperation in the daily educational process, especially through counseling. Therefore, the aim of the study was to examine how preschool teachers perceive parents' counseling and Burnout-syndrom.
The study involved 203 teachers. Five scales were used to explore preschool teachers' opinions about counseling parents, opportunities for providing support to parents, competence and qualifications for parents' counseling, and the experience of burnout.
Preschool teachers believe that they are able to provide support to parents and perceived themselves competent and qualified for counseling. They perceived a lower level of burnout, which is associated with their perception of ability to provide support to parents and the perceived competence and qualifications.
Preschool teacher found that cooperation with parents is characterized by mutual communication, which can be improved increasing individual and group parent- teachers meetings. Based on the practice work experience, teachers report that cooperation grows into counseling in the specific in challenging situation in parenting
Development of Emotional Inteligence of Preschool Child on the Example of Listening Music
No full textEmocionalnom inteligencijom smatramo mogućnost izražavanja i kontroliranja svojih emocija, odnosno prepoznavanje, razumijevanje i shvaćanje emocija drugih ljudi. Kada govorimo o emocijama, možemo postaviti neka pitanja: zašto se emocije javljaju, kako se manifestiraju, kako ih možemo kontrolirati i, prije svega, zašto su one važne za čovjeka i njegov razvoj. U današnje vrijeme čovjek se prilagođava uvjetima okoline i razvija svoje emocionalne vještine ubrzanim tempom. Kako bismo mogli što više utjecati na njihov pravilan razvoj, moramo ih razvijati od najmlađe dobi. Tako je, primjerice, predškolsko razdoblje vrijeme najubrzanijeg razvoja emocija u svim segmentima razvoja djeteta. Pritom se ističe razvoj emocionalne inteligencije kao kompleksno područje razvoja djeteta u koje su uključeni dijete, njegova najbliža okolina i stručno okruženje, odnosno odgajatelj. Razvoj emocionalne inteligencije može se promatrati u nizu područja i aktivnosti, a jedna od njih je slušanje glazbe, za što je pozvan sustavni odgojno-obrazovni rad. Glazba utječe na razvoj emocija djeteta i uči ga kako upoznati, prepoznati, pobuditi ili smiriti vlastitu ili tuđu emociju. U glazbi i kroz glazbu dijete otkriva bogatstvo emocija koje su ključ motivacije u aktivnostima koje su sastavni dio cjelovitoga razvoja.We consider emotional intelligence to be a posibility of expressing and control your emotions respectively recognition, understanding and comprehension of other people emotions. When we talk about emotions we need to ask some questions: why emotions occur, how are they manifested, how can we control them and beyond everything, why are they so important for human being and his development. Nowdays man is adapting to environment and rapidly develops his emotional skills. If we want to have as much influence on their development we have to develop them from youngest age. For example, preschool period is the time of accelerated emotional growth in every child development segment. While development of emotional intelligence is highlighted as complexed domain of child growth where child, his nearest and professional environment, educator are included. Development of emotional intelligence can be watched as number of areas and activities and one of them is listening to music, for what is called a systematic educational work. Music affects on child emotion and it learns how to know, recognize, arouse or calm yours or other people emotion. In music and through music child reveals wealth of emotions which are the key to motivate in activities whom are the structural part of complete child development
The Contribution of Neurocognitive Research to the Application of the Principles of Designing a Stimulating Developmental Environment at Early and Preschool Age
No full textNeuroznanost je relativno mlada znanstvena disciplina koja uključuje neurologiju, psihologiju i biologiju. U posljednjih sto godina postigla je veliki napredak, posebno u razumijevanju brojnih aspekata fiziologije, biokemije, farmakologije i razvoju strukture mozga kralježnjaka. Glavna tema ovog diplomskog rada je pregled relevantnih istraživanja i literature vezane uz važnost obogaćenog okruženja i njegovog utjecaja na društveni i psihokognitivni razvoj djece rane i predškolske dobi. Moderna znanstvena zajednica smatra da nasljeđe stvara od 30 do 60% veza u mozgu, što je u suprotnosti sa desetljećima vjerojavanja i znanstvenih rasprava o utjecaju gena. Zbog niza kvalitetnih istraživanja u neuroznanosti javnost postaje svjesna važnosti primjene principa dizajniranja poticajne razvojne okoline za djecu rane i predškolske dobi.Neuroscience is a relatively young scientific discipline which involves neurology, psychology and biology. In the last hundred years it has achieved great progress, especially in the understanding of numerous aspects of physiology, biochemistry, pharmacology and brain structure development. The main subject of this thesis is an overview of relevant research and literature connected to the enriched environment and the influence on social and psycho-cognitive early and preschool childhood development. Modern scientific community considers that heritage creates from 30 to 60 percent of brain connections, which is the opposite from decades of belief and scientific debate on the importance of genetics. Because a wide array of quality research in neuroscience exists, the public has became aware on the importance of application of designed enriched environment in early and preschool development
The Social Competencies of People with Down Syndrome
No full textSocijalno razumijevanje, empatija i socijalne interaktivne vještine su snaga za djecu i odrasle osobe s Down sindromom koja se može graditi tijekom cijeloga života kako bi se poboljšala njihova socijalna uključenost i kvaliteta života. Sva djeca i osobe s Down sindromom su individualci te se široko razlikuju u svojim socijalnim vještinama, komunikacijskim sposobnosti i razumijevanju. Cilj rada je nadopuniti spoznaje o osobitosti socijalne kompetentnosti i socijalnih vještina djece, adolescenata i odraslih koji imaju Down sindrom te mogućnosti unapređivanja socijalnih usluga u zajednici za roditelje djece s Down sindromom. Cilj je realiziran proučavanjem i analizom dostupne literature na hrvatskom i engleskom jeziku i prikazom odgovora 6 majki osoba s Down sindromom na pitanja o njihovim iskustvima.Social understanding, empathy and social interactive skills are strength (power) for children and adults with Down syndrome which can be build throughout their lives in order to enhance their social inclusion and quality of life. All children and people with Down syndrome are individuals and differ widely in their social skills, communication skills and understanding. The aim of this study is to complement the knowledge about peculiarities of social competence and social skills of children, adolescents and adults with Down syndrome and possibility to improve social services for parents of children with Down syndrome in the community. The goal was realized by studying and analyzing the available literature in Croatian and English language and from the answers given by 6 mothers of people with Down syndrome on questions about their experiences
The Leadership and the Promotion of the Cooperative Culture in Early Childhood Institutions
No full textCilj je ovog rada bio pridonijeti boljem razumijevanju profesionalne uloge ravnatelja u vođenju ustanove i promicanju suradničke kulture u ustanovi ranoga i predškolskog odgoja i obrazovanja. Primjenom kvalitativnog i kvantitativnog istraživačkog pristupa, temeljno je bilo (1) istražiti stavove i mišljenja ravnatelja o misiji, viziji i vrednotama ustanove u procesu ostvarivanja i kreiranja suradničke kulture ustanove koju vode (kvalitativni pristup) te (2) utvrditi njihovu percepciju i procjenu kvalitete procesa učenja na individualnoj, timskoj i organizacijskoj razini u ustanovama ranog i predškolskog odgoja i obrazovanja (kvantitativni pristup). Kako bi se odgovorilo na zadane probleme, primijenio se polustrukturirani intervju koji sadrži 2 tematska područja te skraćena (26 čestica) A forma upitnika o dimenzijama organizacije koja uči i organizacijskih ishoda (DLOQ-Watkins i Marisick, 2003). Istraživanjem je obuhvaćen uzorak od 13 ravnatelja privatnih i javnih dječjih vrtića s područja Primorsko-Goranske Županije. Temeljem teorijskih spoznaja i dobivenih empirijskih rezultata istraživanja predložit će se smjernice koje je potrebno poduzeti da bi vrtići napredovali prema organizacijama koje uče unutar kojih se njeguje suradnička klima.The aim of this paper to contribute to a better understanding of professional role of principal in the conduct of the institution and promoting collaborative culture in the institution of an early and preschool education. By applying qualitative and quantity research approach it is basic(1) to investigate the views and opinions of the principals about a mission, vision and values of the institution they lead in the process of achieving and creating a collaborative culture in the same institution (qualitative approach) and to determine their perception and assessment of the quality of the learning process at individual, team and organizational level in the early and preschool educational institutions (quantitative approach). In order to respond to the defined problems a semi-structured interview consisting of two areas will be applied as the measuring instrument (26 items). The form of the questionnaire is based on the dimensions of a learning organization and organizational outcomes (DLOQ-Watkins and Marisick, 2003). The research will include comprise the sample of 13 headmasters of private and public kindergardens from the region of County Primorje-Gorski kotar. Based on the theoretical insights and empirical research results obtained guidelines will be suggested that are necessary to be taken so the kindergardens progress toward the learning organizations and within which a collaborative mindset is being nurtured
Luko Paljetak's Poetry for Children
No full textSuvremeni hrvatski književnik i prevoditelj, ujedno i dječji pjesnik Luko Paljetak, autor je omiljenih zbirki dječje poezije kao što su: Miševi i mačke naglavačke, Slastičar orangutan, Ledomat tata i Maštoglavice. Cilj rada je književnoteorijskom analizom istražiti osobitosti dječje poezije Luke Paljetka u kontekstu povijesti hrvatske dječje poezije, s obzirom na pjesnikovu primjenu humora, jezičnih igara i animalističkih motiva. U radu se osvrćem i na prisutnost Paljetkove dječje poezije u Nastavnom planu i programu za osnovnu školu. Interpretacijom spomenutih zbirki dječje poezije uviđamo da je Paljetak pjesnik koji teži suvremenom izričaju uz pomoć zastarjelih motiva kojima je dječja književnost prezasićena. Koristeći se upravo tim motivima, koji su djeci možda već i dosadili, Paljetak stvara novu, suvremenu poeziju i na taj način otrcanim motivima daruje novo ruho koje djeca sa zadovoljstvom čitaju.The modern Croatian writer and translator a children's poet Luko Paljetak, author of the favourite collections of children's poetry, such as Miševi i mačke naglavačke, Slastičar orangutan, Ledomat tata and Maštoglavice. The aim is to explore the literary-theoretical analysis of the characteristics of children's poetry Luke Paljetka in the context of the history of Croatian children's poetry, with regard to the implementation of the poet's humour, language games and animalistic motives. The paper also reviews the presence Paljetak children's poetry in the Curriculum for primary schools. Interpretations of the collections of children's poetry, we recognize that Paljetak is poet who aspires contemporary expression with out-dated motifs which children's literature oversaturated. Using just these motifs, which children might already be bored, Paljetak creates a new, modern poetry and so corny motifs gives new clothes that children read with pleasure
Research Activities With Infants and Toddlers: The Enviroment and the Role of a Preschool Teacher
No full textU radu se polazi od predmeta istraživanja, a to je zastupljenostistraživačkih aktivnosti u
jaslicama. Navodi se o kojim jeaktivnostima riječ, u kojoj se mjeri pojavljuju, kakvo je
okruženje tih istraživačkih aktivnosti te koja je uloga odgajatelja u istim. Za metodu je
izabrano akcijsko istraživanje s etnografskim pristupom jer se upravo takvim pristupom
može pratiti tijek u kvalitativnim pomacima unošenja promjena u samu skupinu.
Kvalitetno pripremljeno poticajno okruženje omogućuje djeci mnoštvo
samoorganiziranih istraživačkih aktivnosti koje ih u danom trenutku zanimaju.
Odgajatelj postaje promatrač i refleksivni praktičar u ovom procesu te se uključuje samo
prema potrebi. Povezivanje starije djece s mlađom obogaćuje dječji istraživački
potencijal te dijete time dobiva mogućnost za upuštanje u istraživačke aktivnosti u
ostalim odgojnim skupinama s ostalom djecom.In this work the starting point is the subject of research which refers to exploration of
presence of different research activities in nursery, which are they, how often do they
appear and what is the environment and the role of educators in them. An action
research was selected as a method along with ethnographic approach because it is the
approach through which you can follow the flow in qualitative data of the introduction
of changes into the group itself. Well prepared supportive environment enables children
a lot of self organized research activities which they are interested in at a certain
moment. An educator becomes an observer and reflexive practitioner in this process and
he or she is involved only if necessary. Connecting older children to younger ones
enriches child´s research potential and with this a child gets an opportunity to be
engaged into research activities in other educational groups along with other children
The Linguistic Expression and Understanding through Mother Tongue of Pupils in Junior Grades
No full textTema ovog diplomskog rada je jezično izražavanje u nastavi Hrvatskoga jezika. U uvodnom je dijelu prikazan cilj rada koji ističe ulogu jezičnoga izražavanja u ostvarivanju svrhe nastave Hrvatskoga jezika. Središnji dio rada obuhvaća područje jezičnog izražavanja te jezične djelatnosti - slušanje, govorenje, čitanje i pisanje. U radu će biti prikazana organizacija nastavne jedinice jezičnog izražavanja koja se temelji na načelima općeobrazovnosti i stručne usmjerenosti, praktičnosti, jezičnoga standarda, stilske i tekstovne raznovrsnosti, sadržajne kompetencije, životnosti, zavičajnosti, međuzavisnosti govorenih i pisanih vježbi, prosudbe, demokratičnosti, motivacije te oblicima izražavanja. Ukratko će biti prikazan osvrt na domene prijedloga Nacionalnoga kurikuluma nastavnoga predmeta Hrvatski jezik. Istaknut će se važnost poticanja i razvijanja učenikovih jezičnih sposobnosti i vještina putem različitih igara, pisanih i usmenih vježbi te pohađanjem različitih izvannastavnih i izvanškolskih aktivnosti. Naglasit će se važnost ispravljanja i vrednovanja učenikovih govorenih i pisanih pogrješaka koje će mu pomoći pri razvoju jezičnih vještina, ali i daljnjem sporazumijevanju na materinskom jeziku.This thesis deals with language expression in Croatian language teaching. The introduction part presents the aim of this work, which emphasizes the role of language expression in realizing the purpose of Croatian language teaching. The main part of the thesis includes the domain of language expression and language skills – listening, speaking, reading and writing. The paper will present the organization of a language expression teaching unit, which is based on the principles of general education and professional focus, practicality, language standard, style and text variety, content competency, vitality, localism, the interdependence of oral and written exercises, judgment, democraticallity, motivation and forms of expression. The domain proposal of the Nacionalni kurikulum nastavnoga predmeta Hrvatski jezik will be reviewed in short. The importance of encouraging and developing students’ language expression skills through various games, written and oral exercises and diverse extracurricular activities will be emphasized. The significance of correcting and evaluating students’ oral and written errors in order to enhance the development of their language skills, as well as their further communication in the native language, will be stressed
Games and Contents of Bouncing Balls of Different Weights and Sizes for Preschool Children
No full textOvaj završni rad naslovljen kao „Igre i sadržaji odbijanja lopte različitih težina i veličina za djecu predškolske dobi“ sadrži teorijski, akcijski i programski dio.
Prvi dio obuhvaća karakteristike rasta i razvoja predškolske djece te njihove osnovne pokazatelje (tjelesna visina i težina), strukturira motorička znanja s naglaskom na biotička motorička znanja za manipuliranje predmetima te motoričkim karakteristikama prema dobi djeteta. U nastavku kroz akcijsko istraživanje tabelarno i grafički su prikazani dobiveni rezultati i osvrt na rezultate kroz analizu i raspravu.
Temeljem dobivenih rezultata, u trećem tzv. programskom dijelu, namjera je ponuditi mogućnosti izbora niz elementarnih igara i sadržaja za razvoj manipulativnih sposobnosti odbijanja lopte većeg opsega, ali različitih težina, koje su rado prihvatljive kod djece starije predškolske dobi.This final paper named „Games and contents with bouncing balls of different weights and sizes for preschool children“ reviewedtheoretical, action research and program part.
The first part includes the characteristics of growth and development of preschool children and their basic indicators (height and weight), structured motor skills, and with an emphasis on the biotic motor skills to manipulate objects and motor characteristics by age of the child. In the following action research, tables and graphs presented the results and review the results of the analysis and discussion.
Based on the results, in the third so-called. programming work, the intention is to offer a choice of elementary games and content for the development of manipulative skills of balls on a large scale, but different weights, which are acceptable for theolder preschool children