University of Zagreb Faculty of Teacher Education - Digital repository
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The influence of educators on gender (in)equality and gender stereotypes in early and preschool education
No full textCilj ovog rada bio je ispitati stajališta i mišljenja o rodnoj nejednakosti i rodnim stereotipima u predškolskim ustanovama te utjecaj odgojitelja na njih. Rezultati su uspoređeni sa sličnih istraživanjima provedenim u drugim zemljama te se tražila međusobna poveznica. Odgojiteljima je ponuđen anketni upitnik zatvorenog tipa i jedno pitanje otvorenog tipa. Osim upitnika, promatrani su odnosi odgojitelja i djece. U istraživanju je sudjelovalo 106 odgojitelja dok se promatranje odvijalo u pet skupina vrtićke i jasličke dobi.
Rezultati anketnog upitnika pokazuju da su odgojitelji rodno osviješteni te ne dijele aktivnosti prema spolu i ne koriste se rodnim stereotipima već potiču rodnu jednakost kroz svoj odgojnoobrazovni rad. Ipak, većina ih smatra da im je potrebno dodatno obrazovanje vezano za rodnu jednakost.
Unatoč navodima odgojitelja iskazanih u anketnom upitniku kako su rodno osviješteni i ne koriste se rodnim stereotipima, promatranje njihovih aktivnosti i postupaka pokazalo je suprotno. Uočeni su različiti postupci svjesnog i nesvjesnog korištenja rodnih stereotipa te izbjegavanje poticanja rodne jednakosti u odgojno-obrazovnom radu.The aim of this study was to examine the views and opinions about gender inequality and gender stereotypes in preschool institutions and the influence of educators on them. The results were compared with similar researches conducted in other countries, and a mutual link was sought. Educators were offered a questionnaire with closed questions and one open question. Except the questionnaire, the relationships between educators and children were observed. 106 educators participated in the research, while the observation took place in five groups of kindergarten.
The results of the questionnaire show that educators are gender aware and do not divide activities according to gender and do not use gender stereotypes, but promote gender equality through their educational work. However, the majority of them consider that they need additional education related to gender equality.
Despite the educators' statements in the questionnaire that they are gender aware and do not use gender stereotypes, observation of their activities and actions showed the opposite. Various practises of conscious and unconscious use of gender stereotypes and avoidance of promoting gender equality in education were observed
The Role of the Enviroment In Children's Sociemotional Development
No full textIstraživanja dječjeg razvoja započela su krajem 19. i početkom 20. stoljeća te su se zbog velikog interesa pojavile razne teorije koje pružaju različite ideje o tome kakva su djeca i kako se mijenjaju. Autori se slažu da su djeca složena bića koja se mijenjaju tjelesno, kognitivno, emocionalno i socijalno (Berk, 2015). Genetsko naslijeđe predstavlja temelj razvoja, a okolina u kojoj se razvoj odvija vrlo je složena jer ju čini višeslojan skup utjecaja koji se međusobno kombiniraju kako bi povoljno ili nepovoljno utjecali na fizičko i psihičko zdravlje. Važnost obitelji izuzetno velika jer je obitelj prvi i najdugotrajniji kontekst razvoja (Berk, 2008). Unutar obitelji razvijaju se jedinstvene veze među ljudima poput privrženosti roditeljima, braći i sestrama koja redovito traje čitav život i služi kao model za stvaranje odnosa u širem svijetu poput susjedstva, škole i zajednice. Emocionalno tople i podražavajuće obiteljske veze prediktivne su za tjelesno i psihičko zdravlje tijekom čitavog života. Nasuprot tome izolacija ili otuđenje od obitelji često su povezani s razvojnim problemima (Parke i Buriel, 1998; prema Berk, 2008). Bitno je da roditelji razgovaraju sa svojom djecom, odgovaraju na njihova pitanja te ih potiču na istraživanje u sigurnoj okolini (Berk, 2008). Sposobnost regulacije emocija razvija se u ranom djetinjstvu iz interakcije s članovima obitelji i iz dječjeg prirodnog temperamenta, a dječji socijalni razvoj obuhvaća ponašanja, stavove i afekte sjedinjene u dječjoj interakciji s odraslima i vršnjacima (Brajša- Žganec, 2003). Bronfenbrener u svojoj teoriji ekoloških sustava ističe kako i okolina izvan mikrosustava snažno utječe na razvoj. Kultura utječe na sve aspekte svakodnevnog života, na interakcije u obitelji i izvanobiteljska okruženja prisutna u zajednici (Berk, 2008).Research into child development began at the end of the 19th and the beginning of the 20th century, and due to great interest, various theories appeared that provide different ideas about what children are like and how they change. The authors agree that children are complex beings that change physically, cognitively, emotionally and socially (Berk, 2015). Genetic inheritance is the basis of development, and the environment in which development takes place is very complex because it consists of a multi-layered set of influences that combine with each other to have a favorable or unfavorable effect on physical and psychological health. The importance of the family is extremely great because the family is the first and longest-lasting context of development (Berk, 2008). Within the family, unique bonds develop between people such as attachment to parents and siblings, which regularly lasts a lifetime and serves as a model for creating relationships in the wider world such as the neighborhood, school and community. Emotionally warm and supportive family ties are predictive of physical and psychological health throughout life. In contrast, isolation or estrangement from family is often associated with developmental problems (Parke and Buriel, 1998; according to Berk, 2008). It is important that parents talk to their children, answer their questions and encourage them to explore in a safe environment (Berk, 2008). The ability to regulate emotions develops in early childhood from interaction with family members and from the child's natural temperament, and children's social development includes behaviors, attitudes and affects united in the child's interaction with other adults and peers (Brajša-Žganec, 2003). In his theory of ecological systems, Bronfenbrener points out that the environment outside the microsystem strongly influences development. Culture affects all aspects of everyday life, interactions in the family and extrafamily environments present in the community (Berk, 2008)
Physical activity of primary school students in Varaždin County
No full textIstraživanje koje je provedeno s ciljem analiziranja tjelesne aktivnosti učenika primarnog obrazovanja usredotočilo se na razumijevanje tjelesne aktivnosti djece u njihovom slobodnom vremenu i tijekom boravka u školi. Također, ispitani su i glavni utjecaji na razinu tjelesne aktivnosti učenika, kao što su okolina u kojoj žive i pohađaju školu te utjecaj ljudi s kojima su svakodnevno u kontaktu. Prilikom prikupljanja podataka, korišten je modificirani „Upitnik za procjenu razine tjelesne aktivnosti djece“ (Physical Activity Questionnaire for Children) (Kowlalski, Crocker i Donen, 2004). Klasičnom PAQ-C upitniku su nadodana pitanja kako bi se dobilo uvid u veći broj faktora koji neposredno utječu na tjelesnu aktivnost djece te dobi. U samom istraživanju su sudjelovali učenici od prvog do četvrtog razreda dviju osnovnih škola, osnovne škole s područja grada i područne škole jedne općine Varaždinske županije. Istraživanje je provedeno na uzorku od ukupno 81 sudionika, od čega 32 učenika pohađa školu u urbanoj sredini, a preostalih 49 je učenika iz ruralne sredine. Sudionici istraživanja su 43 dječaka te 38 djevojčica, svi u dobi od 7 do 11 godina starosti. Učenici su samostalno ispunjavali upitnik, vodeći računa o vlastitoj tjelesnoj aktivnosti tijekom proteklih sedam dana. Rezultati istraživanja pružaju uvid u navike tjelesne aktivnosti učenika u različitim okruženjima te pomažu u prepoznavanju faktora koji mogu utjecati na njihovu tjelesnu aktivnost. Na temelju dobivenih podataka je utvrđena tjelesna aktivnost učenika po dobi, spolu i okoline u kojoj odrastaju. Uočeno je kako najveći utjecaj na učenike imaju vršnjaci i roditelji što bi značilo da najveću ulogu u odabiru bavljenja tjelesnim aktivnostima ima djetetov najuži krug ljudi s kojima je gotovo svakodnevno u kontaktu.The research conducted with the aim of analyzing the physical activity of primary education students is focused on understanding the physical activity of children during their free time and while at school. Additionally, it examined the key factors influencing students' levels of physical activity, such as the environment in which they live and attend school, as well as the influence of individuals with whom they are in daily contact. Data was collected with a modified Physical Activity Questionnaire for Older Children (Kowlalski, Crocker and Donen, 2004), with additional questions to gain insight into a broader range of factors that directly affect children's physical activity and age. In the research participated students from the first to fourth grade of two primary schools, one from the urban area of the city and the other from the rural area one of the municipality. The study was conducted on a sample of a total of 81 participants, with 32 students attending school in an urban area,, and the remaining 49 students coming from the rural area of the municipality in Varaždin County. Participants were 43 boys and 38 girls, all aged between 7 and 11 years old. Students independently completed the questionnaire, reflecting on their own physical activity over the past seven days. The research results provide insights into the physical activity habits of students in different environments and assist in identifying factors that may influence their physical activity. Based on the data collected, students' physical activity was analyzed by age, gender, and the environment in which they are raised. It was observed that peers and parents have the greatest influence on students, indicating that the child's closest circle of people with whom they interact almost daily plays the most significant role in choosing physical activities
The connection between physical activity and participation in extracurricular activities of primary education students
No full textCilj ovog rada je istražiti povezanost tjelesne aktivnosti i sudjelovanja u izvannastavnim aktivnostima učenika primarnog obrazovanja te dobiti odgovor na pitanje koliko se učenika bavi izvannastavnim aktivnostima i jesu li izvan škole tjelesno aktivni. Istraživanje je provedeno u Osnovnoj školi Mokošica u Dubrovniku. Uzorak obuhvaća 70 učenika: 36 dječaka i 34 djevojčice od čega je samo šestero učenika iz trećega razreda. Istraživanje se provelo uz potpisanu suglasnost roditelja. Učenici su rješavali anketni upitnik za procjenu razine tjelesne aktivnosti u proteklih 7 dana. Pod tjelesnim aktivnostima se misli isključivo na sportske ili plesne aktivnosti koje rezultiraju pojavom umora, ali i igre koje obuhvaćaju kretnje kao što su puzanje, preskakanje, trčanje, penjanje. Upitnik se sastoji od 10 pitanja, a svako pitanje ima ponuđene odgovore. Učenici su dobili jasne upute prije rješavanja da upitnik nema točnih i netočnih odgovara te da na sva ponuđena pitanja odgovaraju iskreno i točno. Za sve istraživane varijable izračunati su osnovni deskriptivni parametri: aritmetička sredina (AS), standardna devijacija (SD), medijan (MED), koeficijent asimetrije (SKEW) i koeficijent zakrivljenosti (KURT). Normalnost distribucije testirana je Kolmogorov-Smirnovljevim testom. Iz rezultata Spearmanovog rank koeficijenta korelacije vidljivo je da postoji statistički značajna pozitivna povezanost u gotovo svim varijablama kojima se procjenjuje tjelesna aktivnost učenika i njihovo sudjelovanje u izvannastavnim kineziološkim aktivnostima. Najveća povezanost očituje se u varijabli tjelesna aktivnost po danima gdje postoji visoka pozitivna korelacija. Mann-Whitney U Testom utvrđeno je postojanje statistički značajnih razlika u tjelesnoj aktivnosti.The aim of this paper is to investigate the connection between physical activity and participation in extracurricular activities of primary education students and to get an answer to the question of how many students engage in extracurricular activities and whether they are physically active outside of school. The research was conducted at the Mokošica Elementary School in Dubrovnik. The sample includes 70 students: 36 boys and 34 girls, of which only six students are from the third grade. The research was conducted with the signed consent of the parents. Students completed a questionnaire to assess the level of physical activity in the past 7 days. By physical activities, we mean only sports or dance activities that result in fatigue, but also games that include movements such as crawling, jumping, running, climbing... The questionnaire consists of 10 questions, and each question has answers provided. The students were given clear instructions before solving the questionnaire that there are no right or wrong answers and that they answer all the questions offered honestly and accurately. Basic descriptive parameters were calculated for all investigated variables: arithmetic mean (AS), standard deviation (SD), median (MED), coefficient of asymmetry (SKEW) and coefficient of curvature (KURT). The normality of the distribution was tested with the Kolmogorov-Smirnov test. From the results of the Sperman's rank correlation coefficient, it is evident that there is a statistically significant positive correlation in almost all variables used to assess students' physical activity and their participation in extracurricular kinesiology activities. The greatest connection is manifested in the variable physical activity per day, where there is a high positive correlation. Mann-Whitney U Test established the existence of statistically significant differences in physical activity
Elementary and relay games in physical education
No full textAktivnost koja je od rođenja prisutna u djetetovu životu je igra. Igra se izdvaja kao najvažnija aktivnost djeteta jer se kroz nju dijete razvija, uči, zabavlja i spoznaje svijet oko sebe. Igra ga prati kroz cijeli život pa je tako i neizostavna u osnovnoškolskom obrazovanju, a i kasnije. Nastavni predmet u kojem igre zauzimaju najveći dio sata i najviše se ističu je Tjelesna i zdravstvena kultura. Primjenom elementarnih i štafetnih igara u nastavni Tjelesne i zdravstvene kulture ostvaruje se tjelesni odgoj, a njihov je cilj održavanje i razvijanje funkcionalnih i motoričkih sposobnosti te usavršavanje već naučenih motoričkih znanja. Osim tjelesnog odgoja ove igre pridonose i socijalnom, kognitivnom i emocionalnom razvoju djeteta. Što bi značilo da kroz igru dijete usvaja pravila same igre, pravila ponašanje te surađuje s drugom djecom.
U ovom radu razmatran je pojam i definicija igre, njene vrste te njena uloga i primjena na satu Tjelesne i zdravstvene kulture. Koliko djetetu znači igra u životu općenito, najviše u odgoju i obrazovanju te kako ona utječe na njegov razvoj. Rad sadrži i nekoliko primjera elementarnih i štafetnih igara koje se mogu koristiti u različitim dijelovima sata. Također, detaljnije su objašnjeni dijelovi nastavnog sata Tjelesne i zdravstvene kulture te zbog čega se pojedine igre svrstavaju u određeni dio sata. Kako bi se igre koristile na pravilan način navedene su i metodičke upute za odabir igara i provođenje istih.An activity that is present in a child's life from birth is play. Play stands out as the most important activity for a child because through it, the child develops, learns, has fun, and discovers the world around them. Play accompanies the child throughout their life and is essential in elementary education and later on. The subject in which games play the largest role and are highlighted the most is Physical Education. By incorporating elementary and relay games into physical and health education classes, physical education is achieved, with the goal of maintaining and developing functional and motor skills and improving previously learned motor knowledge. In addition to physical education, these games also contribute to a child's social, cognitive, and emotional development. This means that through play, a child acquires the rules of the game itself, behavioral rules, and learns to cooperate with other children.
This paper discusses the concept and definition of play, its types, and its role and application in Physical Education classes. It explores the significance of play in a child's life in general, especially in upbringing and education, and how it influences their development. The paper includes several examples of elementary and relay games that can be used during various parts of a lesson. Furthermore, it provides a detailed explanation of different segments of Physical Education lessons and why certain games are categorized under specific segments. To ensure the proper use of games, methodological instructions for selecting and conducting the games are also provided
Children's autism
No full textOvaj završni rad bavi se temom poremećaja iz spektra autizma (ASD) kod djece, s ciljem rasvjetljavanja izazova s kojima se susreću osobe s autizmom i zagovaranja inkluzivnih pristupa. Ispitivanjem različitih aspekata, kao što su dijagnostički kriteriji, obrasci ponašanja, potencijalni uzroci i terapijske intervencije, možemo raditi na stvaranju okruženja s više razumijevanja i podrške za autističnu djecu. Ovo istraživanje uključuje znanstvene studije, osobne narative i stručna mišljenja kako bi pružilo sveobuhvatno razumijevanje autizma kod djece.This final thesis deals with the topic of autism spectrum disorder (ASD) in children, with the aim of elucidating the challenges faced by people with autism and advocating inclusive approaches. By examining different aspects, such as diagnostic criteria, behavioral patterns, potential causes, and therapeutic interventions, we can work to create a more understanding and supportive environment for autistic children. This research incorporates scientific studies, personal narratives, and expert opinions to provide a comprehensive understanding of autism in children
Dolls in child play
No full textIgra je za dijete najvažniji dio djetinjstva. Iako postoji više različitih definicija igre, najvažnija je činjenica da djeca u igri usvajaju vještine, učvršćuju znanja te isprobavaju mogućnosti svojeg djelovanja na sve što ih okružuje. Također, igra utječe na djetetov motorički, emocionalni, socijalni i kognitivni razvoj. Važnost igre prepoznata je još u doba antike. Djeca su se već tada igrala lutkama. Lutke (dramsko-scenske i lutke igračke) utječu na dječju sliku o sebi, samostalnost te na socijalne vještine. Igra lutkama potiče rješavanje sukoba te utječe na zadovoljenje dječjih potreba. Svijet lutkarstva u kojem se koriste dramsko-scenske lutke poput marioneta, ginjola, lutka sjena i ostalih, spaja više umjetnosti u jednu. Djeca uključena u ovaj svijet uče mnogo o plesu, pjesmi i glumi – što ih obogaćuje. Lutke su od velike koristi i u psihoterapiji jer su svojevrsni most između odraslog i dječjeg svijeta. Djeca vole lutke i njima se lakše i brže povjere nego odrasloj osobi. Lutke postoje od davnina. Nekada su se izrađivale od drvenih palica, kostiju, porculana, a danas je najčešće korišteni materijal plastika. Danas se za igru koriste lutke bebe, Barbie lutke, Winx lutke, Monster High i ostale. Djeca u igri surađuju jedna s drugima te uče jedni od drugih. Često oponašaju jedni druge u vrtiću, a još češće oponašaju situacije koje vide kod kuće. U igri lutkom djeca uče sebi bitne stvari primjerice kako zakopčavati gumbe, obuti tenisice, češljati kosu. Moderne lutke potiču uključenost i prihvaćanje različitosti među djecom. Djeca uče prihvatiti različitosti s kojima će se zasigurno susresti u životu, a lutke prenose poruku kako, iako različiti, svi vrijede jednako. Zato je golema važnost lutke neupitna.Play is the most important part of childhood for a child. Although there are several different definitions of the game, the most important part of play is that children adopt skills, strengthen knowledge, and test the possibilities of their actions on everything around them during playtime. Also, play affects the child’s motor, emotional, social and cognitive development. The importance of play was recognized as early as the age of antiquity. The children were already playing with dolls at the time. Dolls (puppets and toy dolls) affect children's self-image, independence and social skills. Playing with dolls encourages conflict resolution and affects the satisfaction of children’s needs. A world of puppetry in which dramatic-stage dolls like puppets, ginjols, shadow puppets and others are used, combines more art into one. Children involved in this world learn a lot about dance, song and acting – which enriches them. Dolls are also of great use in psychotherapy because they are a connection (bridge) between the adult and children's worlds. Children love dolls and trust them more easily and faster than an adult. Dolls have existed since ancient times. They used to be made of wooden sticks, bones, porcelain, and today the most commonly used material is plastic. Today, baby dolls, Barbie dolls, Winx dolls, Monster High and others are used for playing. The children playing collaborate with each other and learn from each other. They often imitate each other in kindergarten, and even more often mimic the situations they see at home. In a doll play, children learn important things for themselves, for example, how to fasten buttons, put on sneakers or comb their hair. Modern puppets encourage the involvement and acceptance of diversity among children. Children learn to accept the diversity they are sure to encounter in life, and dolls convey the message that, although different, they are all worth equally. That is why the immense importance of the doll is unquestionable
Autism
No full textPoremećaj iz spektra autizma (skraćeno : PSA) je poremećaj koji obuhvaća skupinu složenih neurorazvojnih poremećaja. U današnje vrijeme bilježimo njegov stalni porast ( Centar za kontrolu i prevenciju bolesti, 2021). Kada govorimo o autizmu, govorimo o stanju koje traje cijeli život i utječe na mnoge aspekte života pojedinca i njegove obitelji. Kod osoba koje imaju poremećaj iz spektra autizma karakteristična su odstupanja na razini socijalne komunikacije i socijalnih interakcija uz neka neobična obilježja ponašanja, interesa i aktivnosti. Nerijetko se razvijaju pogrešne pretpostavke ili pretpostavke o osobama sa PSA-om zbog njihovog socijalno neprimjerenih ponašanja i fizičkih karakteristika (Gray, 2002). Kroz medije se javnosti također daju informacije bez selekcije izvora istih kao niti kritičko promišljanje o pročitanome, što uzrokuje protok dezinformacija (Obeid i sur., 2015). Namjera mi je bila približiti se načinu doživljavnja svijeta autističnog djeteta, ali i ukazati na neophodnost promjene perspektive odgajatelja koji rade s tom djecom upravo iz razloga što se sve češće susrećemo u radu s djecom koja imaju poremećaj iz spektra autizma. Isto tako jako je važno shvatiti poteškoće suživota različitosti djece, tj. one djece koja su u normalnom procesu razvoja i sazrijevanja i djece s poteškoćama koje obuhvaća autistični poremećaj. Ne radi se samo o dobroj volji svih sudionika nego i o nužnim uvjetima kako bi se taj zajednički život i omogućio. Kako bi stvorili uvjete promjena koje su važne trebamo ih prvo osvijestiti. Djeca s poremećajem iz autističnog spektra u pravilu trebaju i sustavnu stručnu pomoć kako bi „probudila“ svijest o drugome i naučila ponašanja koja mu omogućavaju život s drugima. U današnjem svijetu postoji značajan nedostatak stručnjaka obučenih za rad s djecom s poremećajem iz spektra autizma (PSA). Osim toga, često nekvalificirane i slabo obrazovane osobe sudjeluju u njihovoj skrbi. Ispravna dijagnoza djeteta često kasni, ustanove koje pružaju tretmane često imaju duge liste čekanja, a roditelji oklijevaju priznati dijagnozu svog djeteta, među ostalim izazovima. Nakon otkrivanja simptoma neobičnog ponašanja roditelji trebaju dijagnozu, a dijagnoza poremećaja iz spektra autizma u pravilu zahtjeva i terapiju pa tek onda se postavlja važnost odgojnog djelovanja. To je, nažalost pogrešan, ali uobičajeni put. Također, htjela sam obratiti pozornost na to kako se osobe s poremećajem spektra autizma često doživljava kao stranca. Takve osobe se u mnogo slučajeva zbog neznanja izolira iz društva, ne pruža im se dovoljno prilika da se uključe u zajednicu niti im se pruža dovoljna podrška kako bi im se olakšao život i dao poticaj za bolje sutra. Obitelji osoba sa PSA-a imaju na neki način cjeloživotni teret jer podižu „na noge“ i usmjeravaju člana obitelji kojem je tuđa pomoć od presudne važnosti za daljnji život.Uz svakodnevni veliki napor i brigu nerijetko zapostavljaju vlastite potrebe, pati društveni život jer su usmjerene na pomoć svome članu. Mi kao zajednica moramo naučiti biti jedinstveni i pomagati jedni drugima kada je to potrebno. Od malih nogu trebamo poticati svoju djecu na uvažavanje različitosti. Ne smijemo dopuštati etiketiranje osoba koje su drugačije od nas. U skupini, gdje sam matični odgojitelj, boravi petogodišnji dječak sa PSA-om. Dijagnoza je dobivena relativno kasno. Komunikacija je bila izuzetno teška jer je dječak bio potpuno neverbalan. Pri pokušaju znakovnog jezika primijetila sam da dječak nije motorički spretan niti ima razvijenu sposobnost oponašanja. Rezultat su bile pogrešno protumačene poruke i tantrumi uzrokovani nerazumijevanjem poruka. Nakon navedenog neuspjeha, odlučila sam se za pokušaj komunikacije PECS sličicama. Bila sam ustrajna u otkrivanju dječakovih mogućnosti i na ostvarivanju komunikacije. Pratila sam razvoj komunikacije putem sličica kroz period od godine dana. Započeli smo s korištenjem 2-3 sličice. Povremeno sam provjeravala da li je dječak uistinu savladao istim na način da sam umetnula pogrešnu sličicu. Dječak je pokazao izvrsnu vještinu vizualnog usvajanja tako da smo ubrzo počeli koristiti 8-10 sličica. Postignutim razultatom sam jako zadovoljna jer se pronašlo sredstvo komunikacije te se točno mogu definirati dječakove želje i potrebe. Količina tantruma, koji su se u većini pojavljivali zbog određenih potreba, se smanjila upravo iz razloga što je dječak pronašao način kako da te potrebe izrazi. Obzirom da je dječak bio neverbalan, uz korištenje PECS-a dječak se počeo verbalno izražavati (ponavlja naziv pojma sa sličice).Autism Spectrum Disorder (abbreviated as ASD) is a disorder that encompasses a group of complex neurodevelopmental disorders. In today's world, we are witnessing a continuous increase in its prevalence (Centers for Disease Control and Prevention, 2021). When we talk about autism, we are referring to a condition that lasts a lifetime and affects many aspects of an individual's life and their family. In individuals with Autism Spectrum Disorder, there are characteristic deviations in social communication and social interactions, along with some unusual behavioral, interest, and activity patterns. Misconceptions or assumptions about individuals with ASD often arise due to their socially inappropriate behaviors and physical characteristics (Gray, 2002). The media also disseminates information to the public without selecting sources or critically evaluating what is being read, leading to the spread of misinformation (Obeid et al., 2015). My intention was to provide insight into the way autistic children experience the world and to emphasize the necessity of changing the perspective of educators working with these children. This is because we are increasingly encountering children with Autism Spectrum Disorder in our work. It is also essential to understand the challenges of coexisting with the diversity of children, both typically developing and those with autistic disorders. It's not just about the goodwill of all participants, but also about the necessary conditions to facilitate this shared life. To bring about important changes, we first need to raise awareness. Children with Autism Spectrum Disorder usually require systematic professional assistance to "awaken" their awareness of others and learn behaviors that enable them to live with others. In today's world, there is a significant shortage of professionals trained to work with children with ASD. Additionally, unqualified and poorly educated individuals often participate in their care. The correct diagnosis of a child is often delayed, institutions providing treatment for children often have long waiting lists, and parents often hesitate to acknowledge their child's diagnosis, among other challenges. After recognizing the symptoms of unusual behavior, parents need a diagnosis, and a diagnosis of Autism Spectrum Disorder usually requires therapy before the importance of educational intervention is realized. Unfortunately, this is a common but mistaken path. I also wanted to draw attention to how individuals with Autism Spectrum Disorder are often perceived as outsiders. Due to ignorance, such individuals are often isolated from society, not given enough opportunities to integrate into the community, and not provided with sufficient support to make their lives easier and give them hope for abetter future. Families of individuals with ASD carry a lifelong burden as they support and guide a family member for whom external assistance is crucial for their continued life. With daily great effort and concern, they often neglect their own needs, and their social lives suffer because they are focused on helping their family member. As a community, we must learn to be united and help each other when needed. From a young age, we should encourage our children to respect diversity and not allow the labelling of individuals who are different from us. In the group where I work as the primary educator, there is a five-year-old boy with Autism Spectrum Disorder. The diagnosis was received relatively late. Communication was extremely challenging because the boy was entirely nonverbal. When attempting sign language, I noticed that the boy lacked motor skills and the ability to mimic. This led to misinterpreted messages and tantrums due to a lack of understanding. After this initial failure, I decided to try communication using Picture Exchange Communication System (PECS) cards. I was determined to discover the boy's abilities and establish communication. I monitored the development of communication through pictures over a period of one year. We began with 2-3 cards. Occasionally, I checked if the boy had truly mastered them by inserting a wrong card. The boy demonstrated excellent visual learning skills, so we soon started using 8-10 cards. I am very pleased with the results because a means of communication was found, and the boy's desires and needs can be accurately defined. The number of tantrums, which mostly occurred due to specific needs, decreased because the boy found a way to express those needs. Since the boy was nonverbal, using PECS, he started to express himself verbally (repeating the name of the concept from the card)
Principles of Logotherapy in Teaching Mother and Foreign Language
No full textU radu se obrađuje primjena logoterapijskih principa Viktora Frankla u osnovnoškolskoj nastavi, s fokusom na nastavu materinskog (hrvatskog) i stranog jezika. Polazište rada je logoterapija, takozvana treća bečka psihoterapijska škola, koju je sredinom 20. stoljeća utemeljio bečki psihijatar i neurolog Viktor E. Frankl (1905. – 1997.) Frankl logoterapiju definira kao psihoterapiju usredotočenu na smisao, a njena primjena u nastavi dovodi do pozitivnih rezultata među učenicima i učenicama. U kontekstu logoterapije u nastavi se česti koristi pojam ,,logopedagogija“. Zato što su učenici svjesni vlastite jedinstvenosti, osobnog doprinosa i uloge u zajednice, odgovorno se odnose prema sebi i drugima, poštuju autoritet, a u razredu vlada pozitivna atmosfera. Primjena logoterapijskih principa učenike1 upućuje na to da su sustvaratelji društvene stvarnosti, što ih dodatno motivira za učenje, akademski uspjeh i zalaganje u radu razredne zajednice. U ovom radu se prikazuju dva međusobno povezana načina za postizanje navedenih rezultata: primjerena ophodnja s učenicima i odabir tekstova za lektiru ili obradu na satovima materinskog ili stranog jezika. Ophodnja s učenicima obuhvaća odabir komunikacije i pogleda na učenika. Pri odabiru tekstova traže se djela dječje književnosti u kojima likovi imaju vrijednosti koje se žele pobuditi kod učenika: dobrota, skromnost, velikodušnost, odgovornost, empatija, nada. Cilj je da se učenici identificiraju s likovima koji su pronašli smisao u patnji, krizne okolnosti vidjeli kao priliku za nešto novo te unatoč okolnostima na koje nisu mogli utjecati izabrali iz situacije izaći kao junaci.This thesis deals with the application of Viktor Frankl's logotherapy principles in primary school teaching, with a focus on mother tongue (Croatian) and foreign language teaching. The starting point of the work is logotherapy, the so-called third Viennese school of psychotherapy, which was founded in the middle of the 20th century by the Viennese psychiatrist and neurologist Viktor E. Frankl (1905 - 1997). Frankl defines logotherapy as psychotherapy focused on meaning, and its application in teaching leads to positive results among the students. In the context of logotherapy in teaching is the term logopedagogy commonly used. Because students are aware of their own uniqueness, personal contribution and their role in community, they treat themselves and others responsibly, respect authority, and there is a positive atmosphere in the classroom. The application of logotherapy principles points students to the fact that they are co-creators of social reality, which additionally motivates them for learning, academic success and commitment to the work for the improvement of the community. This thesis presents two interconnected ways to achieve the stated results: proper treatment and communication with students and selecting texts for reading in mother tongue or foreign language classes. The first point includes the proper choice of communication and view of the student. When choosing texts, it is important to look for the works of children's literature in which the characters have values that are to be nurtured in the students: kindness, modesty, generosity, responsibility, empathy and hope. The goal is for students to identify with characters who found meaning in suffering, saw crisis circumstances as an opportunity for something new, and despite circumstances, they could not influence chose to come out the situation as heroes
Physical education in early and preschool education and operating conditions of associated facilities
No full textU ovom radu teorijski se prikazuje važnost i dobrobit provođenja tjelesne i zdravstvene kulture s djecom ranog i predškolskog uzrasta. Rad istražuje provođenje tjelesne i zdravstvene kulture u ranom i predškolskom odgoju i obrazovanju u dječjim vrtićima diljem Hrvatske. Cilj istraživanja je sagledati postojeće prakse i identificirati eventualne nedostatke u implementaciji tjelesne i zdravstvene kulture u vrtićima te predstaviti temelj za preporuke i smjernice u daljnjem radu na području tjelesnog vježbanja u ranom i predškolskom odgoju i obrazovanju. Provedeno istraživanje obuhvatilo je analizu provođenja tjelesnih aktivnosti u vrtićima te uvjete rada prilikom provođenja tjelesne i zdravstvene kulture. Rezultati istraživanja pokazuju da većina odgojitelja u dječjim vrtićima (92,6%) provodi tjelesnu i zdravstvenu kulturu s djecom, no provođenje se često svodi na samo jednom tjedno (38,3%). Također, 43% ispitanika radi u vrtićima bez adekvatnog unutarnjeg prostora za provođenje tjelesnih aktivnosti. Međutim, od preostalih 47% ispitanika, njih 93,6% smatra da sportska dvorana u njihovim vrtićima nije adekvatno opremljena. Većina ispitanika navodi velike nedostatke na vanjskim igralištima kao i nedostatak opće edukacije odgojiteljima za provođenje tjelesnih aktivnosti.This paper theoretically presents the importance and benefits of implementing physical and health education with children of early and preschool age. The study explores the implementation of physical and health education in early and preschool education in kindergartens across Croatia. The research aims to assess current practices and identify potential shortcomings in the implementation of physical and health education in kindergartens, providing a foundation for recommendations and guidelines for further work in the area of physical exercise in early and preschool education. The conducted research includes an analysis of the implementation of physical activities in kindergartens and the working conditions during the execution of physical and health education. Research results show that the majority of educators in kindergartens (92.6%) conduct physical and health education with children, but it often occurs only once a week (38.3%). Additionally, 43% of respondents work in kindergartens without adequate indoor space for conducting physical activities. However, among the remaining 47% of respondents, 93.6% believe that sports halls in their kindergartens are not adequately equipped. The majority of respondents point out significant deficiencies in outdoor playgrounds, as well as a lack of general education for educators regarding the implementation of physical activities