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Primjena monološke metode pripovijedanja na poučavanje izvornih govornika padežima hrvatskoga jezika
No full textTema je ovoga specijalističkog rada primjena monološke metode pripovijedanja u poučavanju padežima hrvatskog jezika izvornim govornicima. Cilj je rada istražiti učinkovitost i mogućnosti korištenja ove metode u razumijevanju i primjeni padeža te potaknuti angažiranost i motivaciju učenika. Analizom tradicionalnih pristupa podučavanju gramatike ističu se nedostaci učenja pravila i padežnih pitanja umjesto razumijevanja i primjene padeža u govornom i pisanom okruženju. Monološka metoda pripovijedanja pruža učenicima neizravno otkrivanje jezičnih zakonitosti i praktičnu primjenu stečenog znanja, emocionalno povezivanje s pričom, pamćenje jezičnih struktura te razvoj aktivnog slušanja i kreativnog izražavanja. Stoga se glavni dio rada temelji na opisu primjene metode u praksi i obuhvaća prikaz sati s autorskim pričama o antropomorfiziranim padežima, koje su upotpunjene dramskim vježbama i aktivnostima. Analiza provedene prakse naglašava važnost pričanja priča u nastavi kao efektivnoga pedagoškog alata koji potiče angažiranost, motivaciju i uspješan razvoj učenika. Pamćenje priča pruža učenicima trajno znanje koje mogu primijeniti poslije u drugim životnim situacijama.The topic of this specialist paper is the application of the monologue method of storytelling in teaching Croatian language cases to native speakers. The aim of the paper is to explore the effectiveness and possibilities of using this method in
understanding and applying cases and to stimulate the students' engagement and motivation. An analysis of traditional approaches to teaching grammar shows the shortcomings of learning rules and case questions instead of understanding and applying cases in both spoken and written environments. The monologic storytelling method provides students with an indirect discovery of linguistic regularities and a practical application of acquired knowledge, emotional connection with the story, memorization of language structures and the development of active listening and creative expression. Therefore, the main part of the paper is based on the description of the methods' application in practice and includes a presentation of lessons with author's stories about anthropomorphized cases, which are supplemented with drama exercises and activities. The conclusions of the conducted practice emphasize the importance of storytelling in class as an effective pedagogical tool which encourages the students' engagement, motivation and successful development. Additionally, memorizing stories provides students with lasting knowledge which they can later apply in various life situations
Material working conditions in Physical and Health Education classes
No full textTema ovog diplomskog rada je utjecaj materijalnih uvjeta rada na kvalitetu nastave Tjelesne i zdravstvene kulture u osnovnim školama. Poseban naglasak stavljen je na razlike između škola u urbanim sredinama, koje često raspolažu boljim uvjetima, i onih u ruralnim područjima, gdje su materijalni resursi ograničeni. U radu se analiziraju ključni aspekti tjelesne i zdravstvene kulture, uključujući važnost rane tjelesne aktivnosti, prilagodbu nastavnih sadržaja razvojnoj dobi učenika te utjecaj socioekonomskih čimbenika na zdravlje i tjelesni razvoj djece.
Također, razmatra se uloga dodatnih aktivnosti kao što su natjecanja u razredu, zimovanja i ljetovanja, koje za učenike iz škola s lošim materijalnim uvjetima predstavljaju iznimno vrijedne prilike za stjecanje novih iskustava i širenje vidika. Ove aktivnosti pomažu u prevladavanju nedostataka u svakodnevnom školskom okruženju, potičući učenike na razvijanje samopouzdanja, socijalnih vještina i zdravih životnih navika.
Kroz analizu relevantne literature i kurikularnih zahtjeva, rad ukazuje na važnost modernizacije školske infrastrukture i kontinuirane edukacije učitelja u cilju osiguravanja ravnopravnog pristupa kvalitetnoj tjelesnoj i zdravstvenoj kulturi za sve učenike. Poseban naglasak stavljen je na potrebu za poboljšanjem uvjeta rada u školama u ruralnim područjima, gdje nedostatak osnovnih resursa može negativno utjecati na motivaciju učenika i njihove zdravstvene ishode.
Zaključak rada ističe da, unatoč izazovima, kreativni pristupi i dodatne aktivnosti mogu značajno doprinijeti kvaliteti nastave i ukupnom razvoju učenika, te daje smjernice za daljnja istraživanja i praktične preporuke za unaprjeđenje materijalnih uvjeta u školama.The topic of this thesis is the impact of material working conditions on the quality of physical and health education in primary schools. Special emphasis is placed on the differences between schools in urban areas, which often have better conditions, and those in rural areas, where material resources are limited. The thesis analyzes key aspects of physical and health education, including the importance of early physical activity, the adaptation of teaching content to the developmental age of students, and the influence of socioeconomic factors on the health and physical development of children.
The role of additional activities, such as classroom competitions, winter camps, and summer camps, is also considered, as these represent extremely valuable opportunities for students from schools with poor material conditions to gain new experiences and broaden their horizons. These activities help to overcome the shortcomings of everyday school environments, encouraging students to develop confidence, social skills, and healthy lifestyle habits.
Through the analysis of relevant literature and curricular requirements, the paper highlights the importance of modernizing school infrastructure and the continuous education of teachers to ensure equal access to quality physical and health education for all students. Special emphasis is placed on the need to improve working conditions in schools in rural areas, where the lack of basic resources can negatively affect students' motivation and health outcomes.
The conclusion emphasizes that, despite the challenges, creative approaches and additional activities can significantly contribute to the quality of teaching and the overall development of students and provides guidelines for further research and practical recommendations for improving material conditions in schools
The linguistic and didactic role of the picture book in mediating religious content
No full textJezik i jezična sposobnost čovjeka čine razliku između njega i svih drugih živih bića na Zemlji. Jezik je apstraktan sustav znakova kojemu je svrha sporazumijevanje ljudi. Kroz jezik dijete upoznaje svijet, razvija cjelokupnu ličnost te izražava svoje misli, osjećaje i želje. Djeca imaju urođenu želju i potrebu komunicirati. U ranoj dobi nisu im potrebne upute niti pomagala kako bi počeli govoriti materinskim jezikom, već samo blizina roditelja ili druge bliske osobe koja će mu služiti kao govorni model. Također, razvoju jezične sposobnosti doprinosi čitanje slikovnice. Ona predstavlja prvi susret djeteta s književnošću i pisanom riječju pa je radi toga nužno voditi brigu o kvaliteti onoga što se djetetu nudi. Dijete je zapravo svrha postojanja slikovnice. Njemu je potrebna slikovnica koja će pratiti njegov razvoj, biti u skladu s potrebama i iskustvom te ona koja će moći odgovoriti na njegove interese.
Ideja izrade slikovnice, koja će djelomično biti prikazana u posljednjem poglavlju ovoga rada, javila se tijekom animiranja djece u župnoj zajednici. Uvidjevši da djeca nemaju gdje i kako usvajati ponašanje za vrijeme svete mise, utvrđena je potreba njena nastanka. Slikovnica ima dvostruku ulogu; približiti djeci ono što se događa za vrijeme svete mise te pružiti potporu roditeljima koji sami ne znaju kako bi djetetu pomogli uvidjeti ljepotu toga sakramenta. Želja za nastankom slikovnice dugo je sazrijevala. Taj izazov prihvatila je draga ilustratorica Tea i poštovana mentorica, prof. Aladrović Slovaček. Obje su uložile svoje vrijeme i trud kako bi ta slikovnica bila dovršena. U zadnjem poglavlju teorijskoga dijela iznesen je postupak i detaljan opis izrade slikovnice.The language and linguistic ability of man make the difference between him and all other living beings on Earth. Language is an abstract system of signs whose purpose is to communicate between people. Through language, the child gets to know the world, develops his whole personality and expresses his thoughts, feelings and wishes. Children have an innate desire and need to communicate. At an early age, they do not need instructions or help to start speaking their mother tongue, but only the proximity of their parents or another close person who will serve as a speech model. Also, reading a picture book contributes to the development of language skills. It represents the child's first encounter with literature and the written word, so it is necessary to take care of the quality of what is offered to the child. The child is actually the purpose of the existence of the picture book. He needs a picture book that will follow his development, be in line with his needs and experience, and one that will be able to respond to his interests.
The idea of creating a picture book, which will be partially presented in the last chapter of this paper, came about during the animation of children in the parish community. Seeing that children have no place and no way to adopt behavior during Holy Mass, the need for its creation was established. The picture book has a double role; bring children closer to what happens during Holy Mass and provide support to parents who do not know how to help their child see the beauty of that sacrament. The desire to create a picture book took a long time to mature. That challenge was accepted by dear illustrator Tea and respected mentor, prof. Aladrovi Slovaček. Both invested their time and effort in order to complete this picture book. In the last chapter of the theoretical part, the procedure and detailed description of the creation of the picture book is presented
The impact of technology on the health and education of preschool children
No full textTehnološki napredak proteklih desetljeća imao je dubok utjecaj na sve aspekte ljudskog života, uključujući i odgoj i obrazovanje djece. Kao odgojitelj iznimno mi je važno obratiti pozornost na to kako predškolska djeca, koja se nalaze u jednoj od faza fizičkog, emocionalnog i kognitivnog razvoja, reagiraju na tehnologiju i stalan porast prisutnosti iste u njihovom okruženju. U vremenu kada su pametni telefoni, tableti, računala i drugi digitalni uređaji postali prioritetni alati u svakodnevnom životu, čak i bebe imaju pristup virtualnom svijetu, prije nego steknu osnovne motoričke i socijalne vještine. Ako se koristi na pravilan način, tehnologija može pružiti obrazovne i razvojne koristi, uključujući pristup edukativnim materijalima koji mogu promovirati ranu pismenost, kreativnost i kritičko razmišljanje. Međutim, prekomjerna ili nepropisno usmjerena uporaba tehnologije može dovesti do niza štetnih učinaka na zdravlje i razvoj djeteta, od problema s vidom i smanjene fizičke aktivnosti do otežanog predviđanja i korištenja socijalnih vještina te emocionalne labilnosti. Ovaj rad istražuje kako tehnologija utječe na odgoj predškolskog djeteta. Cilj je prikazati kako tehnologija utječe na razne aspekte razvoja predškolske djece i ulogu odgajatelja, ali i roditelja, u usmjeravanju i umjeravanju uporabe tehnologije u ranom djetinjstvu. Podržana je suvremenim istraživanjima o dječjem razvoju, zdravlju i obrazovanju, a na kraju se nude preporuke kako optimizirati uporabu tehnologije.The technological progress of the past decades has had a profound impact on all aspects of human life, including the upbringing and education of children. As an educator, it is extremely important for me to pay attention to how preschool children, who are in one of the stages of physical, emotional and cognitive development, react to technology and the constant increase in its presence in their environment. At a time when smartphones, tablets, computers and other digital devices have become priority tools in everyday life, even babies have access to the virtual world, before they acquire basic motor and social skills. If used properly, technology can provide educational and developmental benefits, including access to educational materials that can promote early literacy, creativity, and critical thinking. However, excessive or improperly directed use of technology can lead to a number of adverse effects on a child's health and development, from vision problems and reduced physical activity to difficulty predicting and using social skills and emotional lability. This paper investigates how technology affects the health and upbringing of a preschool child. The goal is to show how technology affects various aspects of preschool children's development and the role of parents and educators in guiding and moderating the use of technology in early childhood. It is supported by modern research on child development, health and education, and at the end recommendations are offered on how to optimize the use of technology
Metric characteristics of tests for measuring accuracy in preschool children
No full textTestovi za mjerenje preciznosti sa zadovoljavajućim metrijskim karakteristikama još uvijek nisu razvijeni u toj mjeri da bi bili primjenjivi za kontinuirano praćenje te motoričke sposobnosti kod djece predškolske, ali i školske dobi. Kako bi se približili standardiziranju, a kasnije i potencijalnoj primjeni takvih testova preciznosti u ovom radu ispitana su tri testa preciznosti na uzorku od 39 djece, 18 djevojčica i 21 dječaka, u dobi od 6-7 godina. Prvi test sastojao se od gađanja loptom u koš, drugi test bio je gađanje u cilj na podu, a treći gađanje u cilj na zidu. Za svaki test postojale su tri serije gađanja. Statističkom analizom, primjenom Cronbach alfa koeficijenata te korelacijskom analizom utvrđeno je da samo test gađanja loptom u zid ima zadovoljavajuće metrijske karakteristike koje ga čine potencijalno korisnim testom u mjerenju preciznosti. Ostala dva testa, gađanje loptom u koš i gađanje u cilj na podu, radi prevelike zahtjevnosti nemaju dovoljno unutarnje konzistentnosti te samim time ne zadovoljavaju sve metrijske karakteristike kako bi bili valjani.Tests for measuring accuracy with satisfactory metric characteristics have not yet been developed to the extent that they can be applied for continuous monitoring of this motor ability in preschool and school-aged children. In order to move closer to standardization and later potential application of such accuracy tests, this study examined three accuracy tests on a sample of 39 children, 18 girls and 21 boys, aged 6-7 years. The first test involved throwing a ball into a basket, the second test was aimed at hitting a target on the floor, and the third test involved hitting a target on the wall. For each test, there were three series of throws. Statistical analysis, using Cronbach alpha coefficients and correlation analysis, determined that only the ball-throwing test against the wall has satisfactory metric characteristics, making it a potentially useful test for measuring accuracy. The other two tests, throwing the ball into 2 a basket and aiming at a target on the floor, due to their inherent difficulty, do not have sufficient internal consistency and therefore do not meet all metric characteristics required for validity
Understanding the Kajkavian Dialect in Preschool Children
No full textRad se bavi proučavanjem razumijevanja kajkavskog narječja kod djece predškolske dobi u dječjem vrtiću „Ivančice“ u Ivancu. Istraživanje je provedeno na uzorku od 52 djece u dobi od 6 do 7 godina, a korišten je popis od 20 kajkavskih riječi iz dječjih pjesama. Cilj istraživanja bio je utvrditi u kojoj mjeri djeca prepoznaju i razumiju kajkavske riječi te kako se kajkavsko narječje održava u svakodnevnoj komunikaciji najmlađih. Rezultati pokazuju da djeca prepoznaju i razumiju u prosjeku 61,4% ponuđenih kajkavskih riječi, pri čemu su najprepoznatljivije riječi koje su i dalje učestale u svakodnevnom govoru. S druge strane, dio riječi, osobito one koje su rjeđe ili arhaičnog karaktera, djeca nisu prepoznala ili nisu znala njihovo značenje. Dobiveni rezultati upućuju na postojanje jezične raznolikosti među djecom, ali i na postupno smanjenje aktivnog znanja kajkavskog narječja, što potvrđuje potrebu za sustavnim uključivanjem zavičajnog govora u odgojno-obrazovni rad radi očuvanja jezične baštine.This paper examines the comprehension of the Kajkavian dialect among preschool children at the "Ivančice" kindergarten in Ivanec. The research was conducted on a sample of 52 children aged 6 to 7 years, using a list of 20 Kajkavian words taken from children's songs. The aim of the study was to determine the extent to which children recognize and understand Kajkavian words, as well as how the Kajkavian dialect is maintained in the everyday communication of the youngest generation. The results show that, on average, children recognize and understand 61.4% of the offered Kajkavian words, with the most recognizable words being those still frequently used in everyday speech. On the other hand, some words, especially those that are less common or archaic, were not recognized or understood by the children. The findings indicate the existence of linguistic diversity among the children, but also a gradual decline in active knowledge of the Kajkavian dialect. This confirms the need for systematic inclusion of local dialects in educational activities in order to preserve linguistic heritage
Language Games In Working With Children Of Early And Preschool Age
No full textIgra je najvažnija djetetova aktivnost u kojoj se dijete susreće sa svijetom, stječe nova iskustva i sposobnosti. Spoj igre i jezika djetetu omogućuje slobodu i neopterećeno učenje. Iako se govor velikim dijelom razvija spontano, djetetu je potrebna poticajna i kvalitetna okolina kako bi ovladalo svim ulogama koje ga čekaju. Predškolski period djetetova razvoja izuzetno je važan jer se tada stvaraju temelji za daljnju nadogradnju. U kratkom vremenskom periodu života dijete treba ovladati govorom, doseći određenu razinu spoznajnog, socijalnog i emocionalnog razvoja. Jedna od ključnih kompetencija prema Nacionalnom kurikulumu za rani i predškolski odgoj i obrazovanje (2015) je komunikacija na materinskom jeziku. Ostvaruje se kroz djelatnosti slušanja, govorenja, čitanja i pisanja. Odgojitelji postaju drugi najvažniji modeli i poticatelji govorno-jezičnog razvoja, najviše putem jezičnih igara. Poticanje govorno-jezičnog razvoja u vrtiću integrirano je u dječju svakodnevicu kroz izgradnju odnosa s djetetom, povjerenja i sigurnosti. Osim što dijete kroz jezične igre uči i savladava jezik, razvija se fizički, kognitivno i društveno. Cilj ovog rada bio je pobliže upoznati jezične igre te osvijestiti njihovu važnost u radu s djecom rane i predškolske dobi.Play is the more important activity in a child´s life. Through play, children engage with the world around them, gain new experiences and develop essential skills. The combination of play and language provides children with a sense of freedom and allows for relaxed, natural learning. Although speech largely develops spontaneously, a child still reguires a stimulating and supportive environment to master the various roles and skills that await them. The preschool years are a crucial period in a child´s development, as they lay the foundation for future growth. Within a short span of time, a child is expected to acquire language and reach key milestones in cognitive, social and emotional development. One of the key competencies outlined in the National Curriculum for Early Childhood and Preschool Education (2015) is communication in native language. This competency is developed through listening, speaking, reading and writing activities. Preschool educators play a central role as both role models and facilitators os speech and language development, primarily through the use of language games. Supporting speech and language development in preschool is integrated into children´s daily routines by building trusting and secure relationships. In addition to acquiring language, children also develop physically, cognitively and socially through language games. The aim of this final paper was to explore language games in more detail and to raise awareness of their importance in working with young and preschool-aged children
The Relationship Between Family Climate And Children's Emotional Development
No full textEmocionalni razvoj djece snažno je povezan s obiteljskim okruženjem. Kvaliteta međuljudskih odnosa unutar obitelji, roditeljski stilovi, prisutnost podrške i način komunikacije ključni su za oblikovanje djetetove osobnosti. U ranom, ali i srednjem djetinjstvu, obiteljska klima snažno utječe na razvoj empatije, temperamenta te emocionalne sigurnosti. Djeca koja odrastaju u toplom i sigurnom obiteljskom okruženju imaju veće izglede za zdrav emocionalni razvoj. U ovom se radu ispituje povezanost obiteljske klime i emocionalnog razvoja učenika trećih i četvrtih razreda osnovne škole. U provedenom istraživanju sudjelovalo je ukupno 113 ispitanika, pri čemu je N=59 učenika trećih razreda (52%) i N=54 učenika četvrtih razreda (48%). Istraživanje je provedeno u dvije osnovne škole na području Međimurske i Varaždinske županije. Anketnim upitnikom ispitani su dječji doživljaji emocionalne podrške, roditeljske reakcije na pogreške, prisutnosti verbalnih i neverbalnih izraza ljubavi, učestalosti obiteljskih konflikata te načini provođenja slobodnog vremena s obitelji. Rezultati su pokazali da većina djece doživljava svoju obitelj kao emocionalno toplu i sigurnu sredinu. Dobiveni nalazi potvrđuju postavljene hipoteze te dodatno naglašavaju važnost pozitivne obiteljske klime kao temelja za zdrav emocionalni razvoj djeteta. Zaključno, istraživanje potvrđuje koliko odnosi unutar obitelji, ispunjeni ljubavlju, podrškom i razumijevanjem, doprinose izgradnji emocionalne stabilne i sretne djece.Children’s emotional development is strongly connected to the family environment. The quality of interpersonal relationships within the family, parenting styles, the presence of support, and the way communication is conducted are all key factors in shaping a child's personality. During early and middle childhood, the family climate significantly influences the development of empathy, temperament, and emotional security. Children who grow up in a warm and safe family environment are more likely to develop in a healthy emotional way. This paper examines the connection between family climate and the emotional development of third- and fourth-grade primary school students. The study included a total of 113 participants, with 59 students from third grade (52%) and 54 students from fourth grade (48%). The research was conducted in two primary schools located in the Međimurje and Varaždin counties. A questionnaire was used to examine children's perceptions of emotional support, parental reactions to mistakes, the presence of verbal and non-verbal expressions of love, the frequency of family conflicts, and the ways in which families spend their free time together. The results showed that most children perceive their family as an emotionally warm and safe environment. The findings confirmed the proposed hypotheses and further emphasized the importance of a positive family climate as a foundation for healthy emotional development. In conclusion, the study highlights how family relationships, enriched with love, support, and understanding, contribute to the growth of emotionally stable and happy children
The Relationship Between Envirometnal Factors And Parental Support With Children's Physical Activity
No full textTjelesna aktivnost ima ključnu ulogu u cjelokupnom razvoju djece, a njezin nedostatak povezan je s brojnim zdravstvenim, emocionalnim i društvenim posljedicama. Prema suvremenim istraživanjima, vanjski čimbenici, poput mjesta stanovanja i dostupnosti igrališta, kao i razina roditeljske podrške, značajno utječu na navike kretanja kod djece. Cilj ovog diplomskog rada bio je ispitati povezanost okolišnih čimbenika i roditeljske podrške s razinom tjelesne aktivnosti djece u dobi od 7 do 11 godina. U istraživanju je sudjelovalo 103 roditelja djece iz triju osnovnih škola na području grada Čakovca. Podaci su prikupljeni pomoću strukturiranog anketnog upitnika, a obrađeni su deskriptivnim i analitičkim statističkim metodama. Glavni rezultati pokazuju da jedino mjesto stanovanja ima statistički značajnu povezanost s razinom tjelesne aktivnosti, točnije djeca iz urbanih sredina bila su aktivnija u odnosu na djecu iz ruralnih i prigradskih sredina. Ostali okolišni čimbenici (veličina kućnog prostora, udaljenost igrališta, percepcija sigurnosti) te razina roditeljske podrške nisu pokazali značajnu povezanost s razinom tjelesne aktivnosti djece. Iako neki rezultati nisu potvrdili prethodne pretpostavke, oni ukazuju na složenost utjecaja okoline i obiteljskih čimbenika na dječju aktivnost. Rezultati mogu poslužiti kao temelj za oblikovanje intervencija koje uključuju lokalnu zajednicu i roditelje u promicanju zdravih navika kretanja od najranije dobi.Physical activity plays a crucial role in children's overall development, while its lack is associated with numerous health, emotional, and social consequences. According to recent research, external factors such as place of residence and access to recreational areas, as well as the level of parental support, significantly affect children's movement habits. The aim of this thesis was to examine the relationship between environmental factors and parental support with the level of physical activity among children aged 7 to 11. The study included 103 parents of children attending three elementary schools in the city of Čakovec. Data were collected through a structured questionnaire and analysed using descriptive and inferential statistical methods. The main findings indicate that the only factor significantly associated with children's physical activity was place of residence. Children living in urban areas were more active than those from rural and suburban areas. Other environmental factors (housing size, distance to playgrounds, perception of safety) and parental support level showed no statistically significant correlation with activity levels. Although some findings did not confirm the initial assumptions, they emphasize the complex interplay of environmental and family factors in shaping children's physical activity. The results can serve as a foundation for developing community- and family-based interventions aimed at fostering healthy movement habits from an early age
Parents Attitudes Towards Students With ADHD
No full textInkluzivno obrazovanje polazi od načela da svako dijete, neovisno o teškoćama u razvoju, ima pravo i mogućnost sudjelovati u redovitom sustavu školovanja uz primjereno prilagođenu podršku. U tom kontekstu, učenici s poremećajem pažnje i hiperaktivnosti (ADHD) predstavljaju izazov i poticaj za razvoj inkluzivne prakse. Cilj ovoga rada bio je ispitati razinu informiranosti i stavove roditelja djece osnovnoškolske dobi prema učenicima s ADHD-om te prema njihovoj integraciji u redovne razrede. Istraživanje je provedeno kvantitativnom metodom ankete na prigodnom uzorku od 104 roditelja. Upitnik je obuhvatio demografske podatke, skalu znanja o ADHD-u i skalu stavova prema učenicima s ADHD-om te inkluziji. Podaci su analizirani deskriptivnom statistikom i korelacijskim postupcima. Rezultati su pokazali da većina roditelja posjeduje osnovno znanje o ADHD-u, no istodobno postoji jasna potreba za dodatnom edukacijom o uzrocima i simptomima poremećaja. Roditelji najčešće opisuju djecu s ADHD-om kao impulzivnu i nestrpljivu. Posebno se izdvaja nezadovoljstvo razinom stručnosti učitelja (60 % roditelja smatra da učitelji nemaju dovoljno znanja) i podijeljena mišljenja o učinkovitosti školskog sustava u podršci inkluziji. Zaključno, roditelji načelno podupiru inkluziju djece s ADHD-om, ali naglašavaju potrebu za sustavnijom edukacijom učitelja, smanjivanjem društvenih predrasuda i osiguravanjem specijalizirane podrške unutar škole, kako bi inkluzivna praksa bila uspješna i korisna za svu djeInclusive education is based on the principle that every child, regardless of developmental difficulties, has the right and opportunity to participate in the regular educational system with appropriate support. In this context, students with Attention Deficit Hyperactivity Disorder (ADHD) represent both a challenge and an incentive for the development of inclusive practices. The aim of this paper was to examine the level of awareness and the attitudes of parents of primary school children towards students with ADHD and their integration into mainstream classrooms. The research was conducted using a quantitative survey method on a convenience sample of 104 parents. The questionnaire included demographic data, a scale measuring knowledge about ADHD, and a scale assessing attitudes towards students with ADHD and their inclusion. Data were analyzed using descriptive statistics and correlation procedures. The results showed that most parents possess basic knowledge about ADHD, although there is a clear need for additional education regarding the causes and symptoms of the disorder. Parents most often described children with ADHD as impulsive and impatient. A notable finding is the dissatisfaction with teachers’ level of expertise (60% of parents believe teachers lack sufficient knowledge), as well as divided opinions about the effectiveness of the school system in supporting inclusion. In conclusion, parents generally support the inclusion of children with ADHD but emphasize the need for more systematic teacher education, the reduction of social prejudices, and the provision of specialized support within schools to ensure that inclusive practices are successfu and beneficial for all students