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Analysis Of The Availability Of Professional Support For Children With Difficiulties In Early And Preschool Age
No full textRad analizira dostupnost profesionalne podrške djeci s teškoćama u razvoju rane i predškolske dobi u Republici Hrvatskoj, ističući ključne aspekte sustava podrške. U uvodnom dijelu razmatra se važnost rane intervencije te se prikazuje klasifikacija teškoća u razvoju, s naglaskom na potrebu što ranijeg prepoznavanja i odgovarajućih oblika podrške. Nadalje, detaljno se proučava uloga stručnih suradnika, poput logopeda, edukacijskih rehabilitatora i psihologa, u pružanju podrške djeci s teškoćama te njihova suradnja s odgojiteljima i roditeljima. Prikazan je pravni okvir koji regulira predškolski odgoj i pružanje podrške djeci s teškoćama, analizirajući zakonske propise i institucionalne obveze. Također, identificirani su ključni izazovi u dostupnosti usluga, uključujući nedostatak stručnog kadra, financijske prepreke i neujednačenost podrške u urbanim i ruralnim područjima. U radu su predstavljeni primjeri dobre prakse u Hrvatskoj koji ilustriraju uspješne modele inkluzije, kao i metode rada koje omogućuju kvalitetniju prilagodbu programa individualnim potrebama djece. Na temelju analize predložene su mjere za unapređenje sustava, poput povećanja ulaganja u stručni kadar i infrastrukturu, decentralizacije usluga te smanjenja stigmatizacije kroz edukaciju javnosti i senzibilizaciju o pravima djece s teškoćama u razvoju. Dodatno, istaknuta je važnost međusektorske suradnje i integracije podrške kroz sustave odgoja, zdravstva i socijalne skrbi.The paper analyzes the availability of professional support for children with developmental difficulties in early and preschool age in the Republic of Croatia, highlighting key aspects of the support system. The introduction discusses the importance of early intervention and presents the classification of developmental difficulties, emphasizing the need for early identification and appropriate support measures. Furthermore, the role of professional associates such as speech therapists, educational rehabilitators, and psychologists in providing support to children with disabilities is examined, along with their cooperation with educators and parents. The legal framework regulating preschool education and support for children with developmental difficulties is presented, analyzing legislative provisions and institutional obligations. Key challenges in service availability are identified, including a shortage of professional staff, financial barriers, and disparities in support between urban and rural areas. The paper presents examples of best practices in Croatia, illustrating successful inclusion models and methods of adapting educational programs to the individual needs of children. Based on the analysis, measures are proposed to enhance the system, such as increasing investment in professional staff and infrastructure, decentralizing services, and reducing stigmatization through public education and awareness of the rights of children with developmental difficulties. Additionally, the importance of intersectoral cooperation and the integration of support systems through education, healthcare, and social services is emphasized
Themes And Motifs In Drawing Art Activities With Preschool Children Of Different Genders And Ages
No full textDjeca su maštovita i njihova je kreativnost spontana, što se prepoznaje i kroz njihovu likovnost. Tematika koju djeca izražavaju u svojim likovnim radovima plod je njihovog iskustva i njihove mašte. Ovaj rad istražuje različitost dječjih likovnih radova djece različite dobi, s obzirom na spol i dob. Cilj istraživanja je ispitati kako se odabir motiva u crtežima razlikuje među djecom s obzirom na spol i dob. Rezultati istraživanja pokazali su da i djevojčice i dječaci imaju različite ideje za crtanje, no također su uočene i sličnosti među njihovim radovima. Iako djeca imaju sklonost odabiru različitih motiva, ne postoje teme koje su isključivo prikladne za djevojčice ili samo za dječake. U mlađim dobnim skupinama nije bilo značajnih razlika u izboru motiva, budući da su djeca najčešće birala neutralne motive poput vozila, balona i članova obitelji. Međutim, u srednjoj skupini već su uočljive razlike – djevojčice se češće odlučuju za motive poput srca, cvijeća, obitelji, prijateljica i ljubimaca, dok dječaci češće biraju vozila, strojeve, sportove i igre. Kako djeca rastu, njihov izraz postaje složeniji i detaljniji. U mlađim dobnim skupinama (3-4 godine) crteži su jednostavni, uglavnom prikazuju bliske osobe, osnovne oblike i poznate predmete. S godinama (4,5-6 i 6-7 godina), oblici i scene postaju kompleksniji, odražavajući sve veću svijest o socijalnom okruženju i detaljima. Dječaci prelaze prema složenijim sportskim scenama i tehničkim detaljima, dok djevojčice stvaraju scene koje prikazuju obiteljske trenutke, prijateljstva i prirodu. Tijekom istraživanja korištena je olovka kao likovna tehnika, iako su neka djeca pokazala interes za raznolike materijale, pa su osim olovaka koristila drvene bojice, pa čak i flomastere, kako bi obogatila boje svojih radova.Children are imaginative and their creativity is spontaneous, which is also identified through their artistic ability. The themes that children express in their works of art are the fruit of their experience and imagination. This paper explores the diversity of children's art works in different ages, in regard to gender and age. The aim of the research is to examine how the choice of motifs in drawings differs among children considering their gender and age. The results of the study showed that both girls and boys have different ideas for drawing, but similarities were also observed between their works. Although children tend to choose different motifs, there are no themes that are exclusively suitable for girls or only for boys. In the younger age groups, there were no significant differences in the choice of motifs, as children most often chose neutral motifs such as vehicles, balloons, and family members. However, in the middle group, differences are already noticeable - girls more often opt for motifs such as hearts, flowers, family, friends, and pets, while boys more often choose vehicles, machines, sports and games. As children grow, their expression becomes more complex and detailed. In the younger age groups (3-4 years), drawings are simple, mostly depicting familiar people, basic shapes, and familiar objects. With age (4, 5-6, and 6-7 years), shapes and scenes become more complex, reflecting an increasing awareness of the social environment and details. Boys move toward more complex sports scenes and technical details, while girls create scenes depicting family moments, friendships, and nature. During the research, the pencil was used as an art technique, although some children showed interest in a variety of materials, so in addition to pencils, they used wooden crayons and even felt-tip pens to enrich the colours of their works
Differences In Physical Activity Between Children From Urban Amd Rural Areas
No full textU današnje vrijeme, kada prevladava sedentarni način života, važno je bavljenje
tjelesnom aktivnošću, kako za odrasle tako i za djecu. Odrasli bi trebali poštivati smjernice
Svjetske zdravstvene organizacije, koja preporučuje svakodnevno bavljenje tjelesnom
aktivnošću u trajanju od minimalno pola sata. Nažalost, velika većina ljudi ne vježba u svoje
slobodno vrijeme, već umorni od posla, vrijeme provode ispred televizora odmarajući. Zbog
toga ni njihova djeca nemaju relevantne uzore od kojih bi učila da je tjelesna aktivnost važna
za njihov rast i razvoj. Iako neki roditelji upisuju svoju djecu na raznorazne sportske aktivnosti
izvan vrtića, veći izbor tih aktivnosti nudi život u gradu, gdje je većina programa osmišljena
kako bi pravilno utjecala na rast i razvoj djece. Sportske školice, nogometne akademije i drugi
sportski programi provode kineziolozi ili stručno educirani treneri, a svi imaju cilj zainteresirati
i aktivirati djecu.
Cilj ovog istraživanja bio je ustanoviti postoje li razlike u tjelesnoj aktivnosti djece
predškolske dobi od 5 do 7 godina, s obzirom na to žive li u ruralnoj ili urbanoj sredini. U
istraživanju su sudjelovala djeca koja pohađaju privatni vrtić u urbanoj sredini iz Varaždinske
županije, djeca koja pohađaju općinski vrtić iz manje općine u Međimurskoj županiji, te djeca
koja pohađaju općinski vrtić u ruralnoj sredini Varaždinske županije.
Rezultati su pokazali da djeca iz urbanih područja provode značajno više minuta tjedno
u tjelesnim aktivnostima visokog intenziteta u odnosu na djecu iz ruralnih sredina. S druge
strane, nisu uočene značajne razlike u umjerenim, niskim i sedentarnim aktivnostima između
djece iz urbanih i ruralnih područja. Ovi nalazi ukazuju na to da urbanizirani uvjeti omogućuju
veću dostupnost sportskih programa i aktivnosti, dok spontane aktivnosti na otvorenom, koje
su u prošlosti bile češće u ruralnim sredinama, danas nisu toliko zastupljene.In contemporary times, characterized by a predominantly sedentary lifestyle,
participation in physical activity is essential for both adults and children. Adults should adhere
to the guidelines set by the World Health Organization, which recommend engaging in at least
thirty minutes of physical activity on a daily basis. Unfortunately, the vast majority of people
do not engage in exercise during their free time; instead, tired from work, they tend to spend
their time resting in front of the television. As a result, their children lack relevant role models
from whom they could learn the importance of physical activity for their growth and
development. Although some parents enroll their children in various extracurricular sports
activities, a greater variety of such opportunities is typically available in urban areas, where
most programs are designed to appropriately support children's growth and development. Sports
schools, football academies, and other athletic programs are conducted by kinesiologists or
professionally trained coaches, all with the aim of sparking children's interest and encouraging
their participation in physical activity.
The aim of this research was to determine whether there are differences in the physical
activity levels of preschool children aged 5 to 7, depending on whether they live in rural or
urban environments. The study included children attending a private kindergarten in an urban
area of Varaždin County, children from a municipal kindergarten in a smaller municipality in
Međimurje County, as well as children enrolled in a municipal kindergarten located in a rural
area of Varaždin County.
The results indicated that children from urban areas spend significantly more minutes
per week engaged in high-intensity physical activities compared to children from rural areas.
On the other hand, no significant differences were observed in moderate, low-intensity, or
sedentary activities between children from urban and rural environments. These findings
suggest that urban settings provide greater access to organized sports programs and activities,
whereas spontaneous outdoor play, which was more common in rural areas in the past, is now
less prevalent
Familiarity of Primary School Students from the County of Karlovac with Past and Present Members of the British Royal Family
No full textThis thesis explores the level of familiarity of seventh- and eighth-grade primary school students in Karlovac County with past and present members of the British royal family. The research is supported by a theoretical background, which gives a thorough account of the British monarchy's political structure, historical evolution, and the lives and significance of important royal figures. This basis facilitates the analysis of students' knowledge and allows for a deeper comprehension of the monarchy's place in British culture. The research aims to determine how well students recognise historical figures, royal titles, and symbolic roles associated with the monarchy, and to examine whether there is a relationship between students’ knowledge about the Royals and their overall academic achievement, as well as their achievement in English as a Foreign Language (EFL). The research is rooted in the belief that cultural content is vital in foreign language learning and intercultural competence acquisition. A total of 115 students participated in a survey. Data for the research were collected through a twenty-question questionnaire distributed to seventh and eighth graders from the primary school located in Karlovac County. The questionnaire included multiple-choice items, matching tasks, and visual identification questions, all designed to test students’ recognition of names, titles, historical periods, and symbolic associations. Outcomes indicate that students know some very popular royal figures and their impact, but their knowledge is superficial. Notably, the study was able to determine a positive correlation between the students' EFL grades, final average grade, and questionnaire scores. This confirmed the hypothesis that more competent language learners memorise cultural information better. These results highlight the importance of including engaging and significant cultural components in foreign language teaching, specifically EFL, in primary schools.Cilj ovog diplomskog rada je istražiti razinu upoznatosti učenika sedmih i osmih razreda osnovne škole u Karlovačkoj županiji s nekadašnjim i sadašnjim članovima britanske kraljevske obitelji. Istraživanje se temelji na teorijskoj podlozi koja daje temeljit prikaz političke strukture britanske monarhije, njezina povijesnog razvoja te života i značaja važnih članova kraljevske obitelji. Ta osnova omogućuje analizu znanja učenika i dublje razumijevanje uloge monarhije u britanskoj kulturi. Istraživanje ima za cilj utvrditi u kojoj mjeri učenici prepoznaju povijesne osobe, kraljevske titule i simboličke uloge povezane s monarhijom, kao i ispitati postoji li povezanost između učenikova znanja o članovima kraljevske obitelji i njihovog općeg školskog uspjeha, te uspjeha iz engleskog jezika kao stranog jezika. Ovo istraživanje polazi od pretpostavke da sadržaji vezani uz kulturu imaju važnu ulogu u učenju stranih jezika i razvoju međukulturne kompetencije. U istraživanju je sudjelovalo ukupno 115 učenika. Rezultati pokazuju da su učenici svjesni postojanja nekih vrlo poznatih članova kraljevske obitelji i njihovog utjecaja, ali njihovo je znanje općenito površno. Istraživanje je, među ostalim, utvrdilo postojanje pozitivne korelacije između ocjena iz engleskog jezika, općeg uspjeha i rezultata na upitniku. To potvrđuje hipotezu da učenici s boljim znanjem jezika ujedno bolje usvajaju kulturne informacije. Dobiveni rezultati ukazuju na važnost uključivanja zanimljivih i značajnih kulturnih sadržaja u nastavu stranih jezika, posebno engleskog jezika, u osnovnim školama
Obesity among preschool children
No full text»Quod me nutrit, me destruit«, »što me hrani, ubija me.«, napisao je Cristopher Marlowe. Svaka bi osoba trebala ljubomorno čuvati svoje zdravlje, jer je ono neprocjenjive vrijednosti koja se lako nepovratno gubi. Pretilost se definira kao bolest u kojoj se višak masnoga tkiva nakuplja u tolikoj mjeri da ugrožava zdravlje. Na pojavu bolesti utječu metabolički, genetski te čimbenici okoline. Svake godine, broj pretile djece je u porastu. Najčešće pretila djeca postaju pretili odrasli te je veći rizik za razvoj kronično nezaraznih bolesti (KNB). U društvu vrlo često nisu prihvaćena, imaju lobiji školski uspjeh te sniženo samopouzdanje. Podaci iz 2019. godine pokazuju da je tada u Hrvatskoj svako tre e dijete živjelo s prekomjernom tjelesnom masom (33% djevojčica, 37% dječaka), U 2022. procjenjuje se da je 37 milijuna djece mlađe od 5 godina imalo prekomjernu težinu. Jedan od najčešćih uzroka razvoja bolesti je sjedilački način života. Osnovni načini dijagnosticiranja pretilosti su: izražen indeksa tjelesne mase, određivanje udjela masnog tkiva, mjerenje obujma struka kao i definiranje čimbenika rizika i stanja vezanih uz pretilost. Prehrana djeca trebala bi biti redovita, bez preskakanja obroka te bi obroci morali biti raznoliki. Prvi jutarnji obrok je najvažniji te bi trebao biti sat-dva nakon buđenja, a veoma je važan u kontroli tjelesne težine.
Prema Konvenciji o pravima djeteta, svako dijete ima pravo uživati najvišu mogu u razinu zdravlja, što uključuje i pravo na odgovaraju u hranu visoke hranjive vrijednosti. U dječjoj dobi potreban je unos različitih vrsta namirnica. Tu veliku ulogu imaju roditelji. Oni uvelike određuju koja će hrana biti djetetu dostupna, imaju kontrolu nad trajanjem i veličinom obroka, određuju socijalni kontekst i emocionalni ton za vrijeme obroka te su zbog toga ključne osobe u intervencijama kontrole tjelesne težine djece.
Tjelesne aktivnosti u dječjoj dobi utječu na zdravstveno stanje u odrasloj dobi. Smanjuju stres, depresiju i anksioznost. Dječji vrtići trebali bi, prema odgojno-obrazovnim programima, provoditi tjelesne aktivnosti svakodnevno u svim dobnim skupinama. Način vježbanja i intenzitet prilagođava se odvisno o dobi djeteta. Svjetski dan debljine obilježava se 4. ožujka.»Quod me nutrit, me destruit«, 4 "What nourishes me, destroys me," wrote Christopher Marlowe. Every person should carefully guard their health, as it is of priceless value and can be easily and irretrievably lost. Obesity is defined as a disease in which excess fat tissue accumulates to such an extent that it threatens health. The development of this condition is influenced by metabolic, genetic, and environmental factors. Every year, the number of obese children is increasing. Obese children often grow into obese adults, with a higher risk of developing chronic non-communicable diseases (NCDs). In society, they are often not accepted, have poorer school performance, and lower self-esteem. Data from 2019 show that, at that time, one in three children in Croatia lived with excess body weight (33% of girls, 37% of boys). In 2022, it was estimated that 37 million children under the age of 5 had excess weight. One of the most common causes of developing obesity is a sedentary lifestyle. The primary methods for diagnosing obesity are: calculating the body mass index, determining the percentage of body fat, measuring waist circumference, and identifying risk factors and conditions related to obesity. Children9s nutrition should be regular, without skipping meals, and meals must be varied. The first morning meal is the most important and should occur one to two hours after waking up; it is crucial for weight control.
According to the Convention on the Rights of the Child, every child has the right to enjoy the highest possible standard of health, which includes the right to adequate, nutritious food. During childhood, it is important to consume a variety of food types. Parents play a significant role in this regard. They largely determine what food will be available to the child, control the duration and size of meals, set the social context and emotional tone during meals, and are therefore key in interventions aimed at controlling children9s weight.
Physical activity in childhood affects health in adulthood. It reduces stress, depression, and anxiety. Preschools should, according to educational programs, implement physical activities daily across all age groups. The type of exercise and intensity should be adjusted according to the child9s age. World Obesity Day is observed on March 4th
What children's artwork tells us - the connection between children's artistic expression and emotions
No full textLikovnom aktivnošću dijete prikazuje kako ono vidi svijet svojim očima, prenosi svoje osjećaje na papir te opisuje svoja iskustva. Tijekom djetetova odrastanja, sukladno uz razvoj motoričkih i kognitivnih sposobnosti, razvija se i djetetov likovni jezik, od jednostavnijeg prema složenom. Djeca predškolske dobi u svome likovnom izražavanju koriste materijale i tehnike koje im omogućavaju samostalno korištenje u skladu s njihovim mogućnostima. Dječji likovni radovi detaljnijom analizom mogu otkriti brojne informacije o djetetu. Iz proučavanja istih, lako se mogu iščitati pozitivne ili negativne emocije koje dijete osje a prema osobama iz bliskog života, kao i saznanja o stanju svijesti djeteta.
Ovaj diplomski rad prikazuje i analizira način na koji djeca shvaćaju emocije sreće, tuge, ljutnje, straha, ljubomore i ljubavi te ih prikazuju na crtežu koriste i drvene bojice. Prije glavne aktivnosti, djecu se pokušalo dodatno motivirati za aktivnost tako što se pročitala slikovnica na temu zadane emocije te se s djecom proveo i kratak intervju kako bi se dodatno utvrdilo njihovo poznavanje emocija. U razgovor su se uključivala sva djeca i dijelila su iskustva iz svoje okoline čime im je ova tema postala puno bliža.
Detaljnija analiza crteža, provedena nakon glavne aktivnosti pokazuje kako su djeca predškolske dobi upoznata s određenim emocijama te ih većinom vrlo dobro raspoznaju i razlikuju. U analizi, posebno se promatrao položaj likova na papiru, njihova veličina, suodnos, facijalne ekspresije i boje koje je dijete koristilo u odnosu na emociju koja je bila zadana. Odabir boja koje su djeca koristila u svojim crtežima slaže se sa zadanim emocijama što dodatno potvrđuje njihovo razumijevanje istih.Through art activities, children show how they see the world through their own eyes, transfer their feelings to paper and describe their experiences. As the child grows up, in line with the development of motor and cognitive abilities, the child's art language also develops, from simpler to more complex. In their art expression, preschool children use materials and techniques independently in accordance with their abilities. Artworks can reveal a lot of information about the children through a more detailed analysis. From studying them, it is easy to read the positive or negative emotions that the child feels towards people from their everyday life, as well as about the child's state of consciousness.
This master's thesis shows and analyzes the way in which children understand the emotions of happiness, sadness, anger, fear, jealousy and love and depict them in a drawing using crayons. Before the main activity, children were additionally motivated for it by reading a picture book on the topic of the given emotion and a short interview was conducted with them in order to further determine their knowledge of emotions. All children participated in the conversation and shared experiences from their environment and everyday life, which made this topic much closer to them.
A more detailed analysis of the drawings, conducted after the main activity, shows that preschool children are familiar with certain emotions and are mostly very good at recognizing and differentiating them. The analysis specifically focused at the position of the characters on the paper, their size, relationship, facial expressions and the colors that the child used in relation to the given emotion. The choice of colors that the children used in their drawings matches the given emotions, which further confirms their understanding of the topi
The Relationship Between Motor Competence and Exercise Motivation in 8- to 9-Year- Old Children
No full textKako se kod djece razvija tjelesna aktivnost tako se razvijaju i motoričke kompetencije koje su vrlo važne za cjelokupni razvoj djece, jer utječu na kognitivne, perceptivne i socijalne čimbenike. Postoji mnogo razloga zbog kojih se djeca bave tjelesnom aktivnošću. Neki od njih su zabava, poboljšavanje svojih vještina, vježbanje, druženje i sklapanje prijateljstva te natjecanje. Djevojčice i dječaci imaju slične motive za sudjelovanje u sportskim aktivnostima, no oni se mogu razlikovati prema važnosti za svakog pojedinca. Svrha ovog istraživanja bila je ustanoviti povezanost motoričkih kompetencija sa motivacijom za vježbanje. U istraživanju je sudjelovalo 37 djece u dobi od 8 i 9 godina. Za mjerenje motoričkih kompetencija korišten je test Movement Assessment Battery for Children, Second Edition koji se sastoji od 8 čestica, koje su podijeljene u 3 domene: fina motorika, bacanje i hvatanje te ravnoteža (Henderson, Sugden i Barnett, 2007). Motivacija za vježbanje, korišten je Upitnik motivacije za sudjelovanjem (PMQ; Gill i sur., 1983) koji se sastoji od 30 čestica podijeljenih u 6 podskala - popularnost, fitnes, opuštanje, društveni status, sportski događaji i sportska aktivnost s prijateljima. Pearsonovim koeficijentom korelacije ustanovljene su statistički značajne razlike između domene ravnoteža te skala u upitniku - fitnes, društveni status, sportski događaji i sportske aktivnosti s prijateljima. Statistički značajne razlike između domene fina motorika te bacanje i hvatanje sa skalama iz upitnika nisu pronađene. Ustanovljena je razlika u motoričkim kompetencijama između dječaka i djevojčica u domeni bacanje i hvatanje.As children's physical activity develops, so do their motor skills, which are crucial for the overall development of children because they impact cognitive, perceptual, and social factors. There are many reasons why children engage in physical activity. Some of them are fun, including improving their skills, exercising, socializing, making friends, and competing. Girls and boys have similar motives for participating in sports activities, but they may differ in importance for each individual. The purpose of this study was to determine the relationship between motor skills and motivation to exercise. The study included 37 children aged 8 and 9 years. The Movement Assessment Battery for Children, Second Edition, consists of 8 items divided into three domains: fine motor skills, throwing and catching, and balance. (Henderson i sur., 2007). The motivation for exercise was assessed using the Participation Motivation Questionnaire (PMQ; Gill et al., 1983), which consists of 30 items divided into six subscales: popularity, fitness, relaxation, social status, sporting events, and sports activities with friends. Using Pearson's correlation coefficient, statistically significant differences were found between the balance domain and the scales of fitness, social status, sporting events, and sports activities with friends. No statistically significant differences were found between the fine motor skills and throwing and catching categories with the items from the questionnaire. A difference in motor competence between boys and girls was established in the throwing and catching domain
Attitudes Of Roma Pupils Towards Education
No full textRomi predstavljaju etničku skupinu prisutnu u Hrvatskoj još od 14. stoljeća. Unatoč dugoj povijesti, u kontekstu suvremenog socioekonomskog razvoja suočavaju se s brojnim izazovima te u mnogim područjima zaostaju za većinskim stanovništvom. Jedan od ključnih problema je prostorna segregacija romskih naselja, koja dovodi do ograničene interakcije s većinskim stanovništvom, čime se dodatno produbljuju predrasude i diskriminacija, osobito među romskim učenicima u odgojno-obrazovnom sustavu. Osim diskriminacije, romska djeca suočavaju se s nizom prepreka prilikom obrazovanja. Među najvećim izazovima ističu se jezične barijere, nepovoljan socioekonomski položaj obitelji te niska obrazovanost roditelja. Sve ove prepreke utječu na slabiju uključenost i uspješnost romskih učenika u obrazovnom sustavu. Kako bismo što dublje razumjeli položaj romskih učenika i razlog njihova slabijeg školskog uspjeha, proveli smo istraživanje u kojem smo ispitali stavove učenika romske nacionalnosti o obrazovanju, njihovoj motivaciji za školovanje te razini podrške koju dobivaju od obitelji. Istraživanje je provedeno tijekom školske godine 2024./2025. u dvije osnovne škole u Međimurju (Osnovna škola Kuršanec i Osnovna škola dr. Ivana Novaka Macinec), na uzorku od 207 učenika od petog do osmog razreda. Podatci su prikupljeni anonimnim anketnim upitnikom koji se sastoji od tri dijela: prvi dio je obuhvaćao opće podatke o učenicima (škola, dob, razred), drugi dio sadržavao je Likertovu skalu s 14 tvrdnji koje su vezane uz obrazovanje, a treći dio obuhvaćao je tri pitanja otvorenog tipa. Ovim istraživanjem nastoji se pridonijeti boljem razumijevanju specifičnih obrazovnih potreba romskih učenika te potaknuti njihovu veću uključenost u srednjoškolsko i visokoškolsko obrazovanje. Rezultati ovog istraživanja pokazuju da učenici Romi imaju pozitivne stavove prema obrazovanju, iako im hrvatski jezik predstavlja temeljni problem te im otežava praćenje nastavnog plana i programa. Djelomično je potvrđeno da učenici Romi imaju podršku i potporu obitelji. Unatoč izazovima s kojima se susreću, učenici Romi pokazuju želju za nastavkom obrazovanja.The Roma are an ethnic group that has been present in Croatia since the 14th century. Despite their long history, in the context of contemporary socio-economic development, they face numerous challenges and lag behind the majority population in many areas. One of the key issues is the spatial segregation of Roma settlements, which leads to limited interaction with the majority population, further deepening prejudice and discrimination—particularly among Roma students within the educational system. In addition to discrimination, Roma children face a number of obstacles in their education. Among the most significant challenges are language barriers, the disadvantaged socio-economic status of their families, and the low educational attainment of their parents. All these factors affect the lower participation and success of Roma students in the education system. To gain a deeper understanding of the position of Roma students and the reasons behind their lower academic achievement, we conducted a study in which we examined the attitudes of Roma students towards education, their motivation for schooling, and the level of support they receive from their families. The research was conducted during the 2024/2025 school year in two primary schools in Međimurje (Kuršanec Primary School and Dr. Ivan Novak Primary School in Macinec), with a sample of 207 students from fifth to eighth grade. Data were collected through an anonymous survey questionnaire consisting of three parts: the first part included general information about the students (school, age, grade), the second part consisted of a Likert scale with 14 statements related to education, and the third part included three open-ended questions. This research aims to contribute to a better understanding of the specific educational needs of Roma students and to encourage their greater participation in secondary and higher education. The results of the research indicate that Roma students have positive attitudes toward education, although the Croatian language constitutes a fundamental challenge, making it difficult for them to follow the curriculum. It was partially confirmed that Roma students receive support and encouragement from their families. Despite the challenges they face, Roma students show a strong desire to continue their education
Constructivist Teaching in Alternative Schools
No full textU današnjem ubrzanom i kompleksnom društvu, tradicionalni obrazovni sustavi sve se više suočavaju s kritikama zbog nezadovoljavanja individualnih potreba učenika. Tijekom povijesti, mnogi su željeli uvesti promjene u odgojno-obrazovni sustav i pozornost posvetiti djetetu, odnosno učeniku, kao glavnom subjektu odgoja i obrazovanja. Konstruktivizam, kao pedagoška paradigma, temelji se na pretpostavci da učenici aktivno konstruiraju znanje kroz vlastita iskustva i interakciju s okolinom. Za razliku od tradicionalne škole, koja favorizira pasivno usvajanje sadržaja, alternativne škole nastoje implementirati nastavne pristupe koji potiču kritičko mišljenje, suradnju, samostalnost i refleksiju. Najveće su se promjene dogodile na prijelazu između 19. i 20. stoljeća kada su se pojavile alternativne škole koje su osnivali različiti stručnjaci. Među najistaknutijim osobama su: Maria Montessori, Celestin Freinet, Peter Petersen, Rudolf Steiner i Alexander Sutherland Neill čije su pedagoške i didaktičke ideje te teorije predstavljene u ovom diplomskom radu.In today's fast-paced and complex society, traditional educational systems are increasingly facing criticism for failing to meet the individual needs of students. Throughout history, many have sought to introduce changes to the educational system by focusing more attention on the child—or rather, the student—as the central subject of education and upbringing. Constructivism, as a pedagogical paradigm, is based on the assumption that students actively construct knowledge through their own experiences and interaction with the environment. In contrast to traditional schooling, which favors passive content absorption, alternative schools aim to implement teaching approaches that encourage critical thinking, collaboration, independence, and reflection. The most significant changes occurred at the turn of the 19th and 20th centuries, when alternative schools founded by various experts began to emerge. Among the most prominent figures are Maria Montessori, Célestin Freinet, Peter Petersen, Rudolf Steiner, and Alexander Sutherland Neill, whose pedagogical and didactic ideas and theories are presented in this thesis
The Role of an Assistant in Early and Preschool Education
No full textU današnje vrijeme brojna su pitanja povezana s osiguravanje pristupačnosti i dostupnosti kvalitetnog odgoja i obrazovanja sve djece pa tako i one s teškoćama u razvoju. Za što uspješnije uključivanje djece s teškoćama u odgojno-obrazovne ustanove i primjerene programa, mogu se angažirati pomoćnici i stručni komunikacijski posrednici kao važna podrška djetetu, ali i odgojiteljima. Cilj ovog završnog rada bio je istražiti njihovu ulogu, zadaće, profesionalne kompetencije te izazove s kojima se susreću u svakodnevnoj praksi, s naglaskom na analizu suradnje s roditeljima i odgojiteljima te stručnim timom. Za potrebe istraživanja kreiran je upitnik u Google obrascima, a prikupljanje podataka provedeno je online putem u travnju i svibnju 2025. godine. Ukupno se istraživanju odazvalo 127 ispitanika odgojitelja, pomoćnika i stručnih komunikacijskih posrednika iz različitih odgojno-obrazovnih ustanova u Republici Hrvatskoj. Podaci su prikazani kao relativne i apsolutne frekvencije u grafikonima i tablicama. Rezultati pokazuju kako većina ispitanika prepoznaje značajnu ulogu pomoćnika u osiguravanju kvalitete inkluzivnog obrazovanja, ali ističu i potrebu za jasnijim definiranjem njihove uloge, kao i za obaveznom edukacijom prije početka rada. Kao ključne kompetencije pomoćnika istaknute su empatija, strpljenje, fleksibilnost i spremnost na suradnju. Većina sudionika slaže se da pomoćnici doprinose boljim ishodima za djecu s teškoćama, ali i znatno olakšavaju rad odgojiteljima. Uloga pomoćnika u odgojno-obrazovnim ustanovama važan je čimbenik kvalitetne inkluzije, no da bi njihova podrška bila uistinu učinkovita, važno je dodatno ulagati u njihovo stručno osposobljavanje te jasno propisati njihove zadatke unutar sustava. Važna je timska suradnja, kvalitetne komunikacije te kontinuirane evaluacije njihovog rada. Dobiveni rezultati istraživanja mogu poslužiti kao temelj za poboljšanje postojećih praksi i unapređivanje inkluzivnosti odgojno-obrazovnih ustanova.Nowadays, numerous questions arise regarding the accessibility and availability of quality education for all children, including those with developmental disabilities. To ensure more successful inclusion of children with disabilities in educational institutions and appropriate programs, teaching assistants and professional communication mediators can be engaged as crucial support for both the child and educators. The aim of this final thesis was to explore their roles, responsibilities, professional competencies, and the challenges they encounter in everyday practice, with a particular focus on their cooperation with parents, educators, and professional teams. For the purpose of this research, a questionnaire was created using Google Forms, and data collection was conducted online in April and May 2025. A total of 127 participants, including educators, teaching assistants, and professional communication mediators from various educational institutions in the Republic of Croatia, responded to the survey. The data were presented as relative and absolute frequencies in charts and tables. The results show that most respondents recognize the important role of assistants in ensuring the quality of inclusive education but emphasize the need for clearer definitions of their role and mandatory training before starting work. The key competencies highlighted for assistants were empathy, patience, flexibility, and a willingness to cooperate. Most participants agreed that assistants contribute to better outcomes for children with disabilities and significantly ease the work of educators. The role of assistants in educational institutions is a key factor in achieving quality inclusion. However, for their support to be truly effective, it is important to invest further in their professional training and to clearly define their tasks within the system. Team collaboration, effective communication, and continuous evaluation of their work are essential. The research findings can serve as a basis for improving current practices and enhancing the inclusiveness of educational institutions