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Segments of STEM in early and preschool education
No full textOvaj rad bavi se temom STEM obrazovanja i njegovim segmentima u ranom i predškolskom odgoju i obrazovanju. Znanost, tehnologija, inženjerstvo i matematika područja su STEM-a koja se u odgoju i obrazovanju koriste integrirano jer tvore svojevrstan lanac međudjelovanjem. Cilj rada je bio vidjeti kako se STEM obrazovanje može i treba provoditi u radu s djecom rane i predškolske dobi te koji su preduvjeti kako bi se ono provodilo što kvalitetnije. Kako bi se odgojitelje potaklo da se posvete STEM-u i implementiraju ga u svoj rad s djecom istaknuto je koje su njegove prednosti, važnost i kako takav odgoj utječe na dijete. STEM ima utjecaj na djetetov fizički, emocionalni, socijalni i emocionalni razvoj stoga se smatra holističkim pristupom. Nacionalni kurikulum Republike Hrvatske sadrži vrijednosti, dobrobiti i kompetencije koje se poistovjećuju sa STEM metodom, ali se pojam STEM u njemu ne spominje niti jednom što je zabrinjavajuće s obzirom da je STEM prisutan već desetljećima, a kurikulum je objavljen, ne tako davne, 2014. godine. Istraživanja su ukazala na problem nedovoljne i nekvalitetne profesionalne edukacije odgojitelja za rad u STEM-u. Odgojitelj mora biti dobro educiran kako bi osvijestio važnost integracije STEM-a kao cjeline, a ne da koristi samo neko od područja koja ga čine. Baš tijekom predškolskog razdoblja djeca razvijaju sklonosti i pozitivan stav prema istraživanju i učenju, a STEM tome izrazito doprinosi. Odgojiteljima je potrebna edukacija i podrška kako bi mogli biti kvalitetniji inicijatori i podrška djeci u njihovom otkrivanju STEM-a.This paper deals with the topic of STEM education and its segments in early and preschool education. Science, technology, engineering and mathematics are areas of STEM that are used in an integrated manner in education because they form a kind of chain through interaction. The aim of the work was to see how STEM education can and should be implemented in work with children of early and preschool age and what are the prerequisites for it to be implemented as efficiently as possible. In order to encourage educators to dedicate themselves to STEM and implement it in their work with children, it highlighted its advantages, importance and how such education affects the child. STEM has an impact on child's physical, emotional, social and emotional development, therefore it is considered a holistic approach. The national curriculum of the Republic of Croatia contains values, benefits and competencies that are identified with the STEM method, but the term STEM is not mentioned in it even once, which is worrying considering that STEM has been present for decades, and the curriculum was published, not so long ago, in 2014. year. Research has pointed out the problem of insufficient and poor quality professional education of educators for work in STEM. The educator must be well educated to be aware of the importance of integrating STEM as a whole, and not to use only one of the areas that make it up. It is during the preschool period that children develop preferences and a positive attitude towards research and learning, and STEM significantly contributes to that. Educators need education and support so that they can be better initiators and support children in their discovery of STEM
Waldorf pedagogy - insights into research published in english
No full textWaldorfska se pedagogija, koja je danas zastupljena širom svijeta, temelji na antropozofskim načelima dr. Rudolfa Steinera. Isto tako navedena pedagogija poštuje djetetovu individualnost, a najviše razvija radne navike osnažujući volju i interes. Mašta i kreativnost pokazale su se kao bitne stavke u poučavanju djece u waldorfskim vrtićima kako bi svako dijete nesmetano moglo razvijati svoje sposobnosti. Iako se u nekim situacijama waldorfska pedagogija smatra rigidnom zbog udaljavanja djeteta od vanjskog i tehnološkog svijeta, u ovom su završnom radu na temelju analize članaka objavljenih na engleskom jeziku, uglavnom opisani pozitivni učinci ove pedagogije. Analizirani članci u ovome radu bave se waldorfskom pedagogijom i njezinim pristupom prema dječjem razvoju, ulozi odgojitelja u dječjim aktivnostima, poticanjem uloge roditelja u djetetovom razvoju te okružjem u kojemu se promiče waldorfski odgoj i obrazovanje u vrtićima. Osim navedenih tema, u analiziranim člancima prikazana je uloga dječje igre te inkluzija kao prihvaćanje i poštivanje različitosti. Kroz naveden prikaz znanstvenih članaka dolazi se do zaključka kako su samostalnost djeteta i njegova socijalizacija najbitniji za daljnji razvoj i što bolju spremnost za budući život.Waldorf pedagogy, which is today present in education institutions worldwide, is based on the anthroposophical principles proposed by Dr. Rudolf Steiner. Likewise, this pedagogy respects the child's individuality and mostly helps children develop work habits by strengthening their will and interests. Imagination and creativity have proven to be essential factors in teaching children in Waldorf kindergartens thus enabling each child to develop his or her abilities without hindrance. Although in some situations, Waldorf pedagogy is considered rigid due to the distancing of the child from the outside and technological world, in this thesis, on the basis of the analysed scholarly articles, mainly positive effects of this pedagogy are described. The articles analysed in this paper deal with Waldorf pedagogy and its approach to children's development, the role of educators in children's activities, encouraging the role of parents in child's development, and the environment in which Waldorf education is promoted in kindergartens. In addition, the analysed articles deal with the role of children's play and inclusion as acceptance and respect for diversity. The conclusion resulting from the analysis of selected articles is that the independence of a child and his or her socialization are the most important factors in child's development and their readiness for the future life
Obesity in preschool age
No full textKako bi se što bolje razumio problem pretilosti u predškolskoj dobi te kako je prevenirati i liječiti potrebno je prvo se upoznati sa značenjem pojmova pretilost, indeks tjelesne mase i pojmom predškolska dob. Cilj ovoga rada je proučiti dosadašnja istraživanja u tom području te napraviti vlastito istraživanje o udjelu pretile djece predškolske dobi u 2023. godini u Republici Hrvatskoj. U istraživanju je sudjelovalo četiri vrtića s područja kontinentalne Hrvatske te je utvrđeno kako je oko 10% djece predškolske dobi prekomjerne tjelesne mase ili pretilo gledajući samo težinu, a gledajući indeks tjelesne mase u skupinu prekomjerne tjelesne mase ili pretilih pripada 22% djece. U radu se također obrađuju teme odnosno uzroci i rizični čimbenici pretilosti u predškolskoj dobi, zatim prevencija pretilosti kroz prehrambene navike, uloga odgajatelja u prehrambenim navikama i tjelesna aktivnost predškolske djece. Uz prevenciju obrađena je i tema liječenja pretilosti djece predškolske dobi i važnost svjesnosti roditelja pretile djece o ozbiljnosti pretilosti i samom liječenju.In order to better understand obesity in preschool age and how to prevent and treat it, it is necessary to first familiarize yourself with the meanings of obesity, body mass index and the term preschool age. The aim of this paper is to study previous research in this area and to do our own research on the proportion of obese children in 2023 in the Republic of Croatia. Four kindergartens from continental Croatia participated in the research, and it was determined that about 10% of preschool children are overweight or obese, looking only at weight, and looking at the body mass index, 22% of children belong to the group of overweight or obese. The paper also deals with topics such as the causes and risk factors of obesity in preschool age, obesity prevention through eating habits, the role of educators in eating habits and physical activity of preschool children. In addition to prevention, the topic of treatment of obesity in children and their age and the importance of awareness of the parents of obese children about the seriousness of obesity and the treatment itself were also discussed
The role of storytelling in enriching the vocabulary of preschool children
No full textDijete se od rođenja susreće s jezičnim djelatnostima. Da bi se razvilo govorenje, čitanje i pisanje, potrebno je prvo razviti slušanje koje se razvija dok je dijete još u majčinoj utrobi. Slušanje možemo razvijati pričanjem i čitanjem priča primjerenim djetetovoj dobi. Čitanjem i listanjem slikovnica, dijete usvaja pojam o knjizi i onome što ona predstavlja. Na odgojiteljima je važna zadaća da se u djeteti rodi ljubav prema napisanoj riječi. Potrebno je s djecom listati slikovnice, imenovati ilustracije, razgovarati s njima o pročitanome te im postavljati poticajna pitanja kojima će provjeriti njihovo razumijevanje. Čitajući i pričajući priče potičemo razvoj govora, koncentraciju, razumijevanje tuđih i vlastitih emocija, čime utječemo na cjelokupni razvoj djeteta.
Temeljni cilj rada bio je istaknuti ulogu i važnost čitanja i pripovijedanja priča djeci od najranije dobi te utvrditi koja je uloga pričanja priča u bogaćenju rječnika predškolskog djeteta. Provedeno je istraživanje putem online ankete u kojoj je sudjelovalo 114 odgojitelja. Istraživanje je pokazalo da odgojitelji gotovo svakodnevno čitaju i pripovjedaju priče te da im je važno poticati djecu da postavljaju pitanja nakon priče, objašnjavati im nepoznate riječi i naglašavati važnost čitanja i pripovijedanja priča jer te aktivnosti znatno utječu na razvoj govora djece.A child encounters linguistic activities from birth. To develop speaking, reading, and writing, it is necessary to first develop listening, which begins while the child is still in the mother's womb. We can nurture listening skills through age-appropriate storytelling and reading. By reading and flipping through picture books, a child acquires an understanding of books and what they represent. It is the educators' important task to instill a love for the written word in children. It is necessary to browse picture books with children, name the illustrations, discuss what has been read with them, and ask them stimulating questions to assess their comprehension. By reading and telling stories, we encourage the development of speech, concentration, understanding of others' and their own emotions, thus influencing the overall development of the child.
The main goal of this work was to emphasize the role and importance of reading and storytelling to children from an early age and to determine the role of storytelling in enriching the vocabulary of preschool children. Research was conducted through an online survey in which 114 educators participated. The research showed that educators read and tell stories almost every day and that it is important for them to encourage children to ask questions after the story, explain unfamiliar words to them, and emphasize the importance of reading and storytelling because these activities significantly impact children's language development
When I am alone - Understanding preschool children at risk of social exclusion and providing support
No full textCilj ovog diplomskog rada je identificiranje faktora koji mogu dovesti do rizika od socijalne isključenosti kod djece rane i predškolske dobi i mogućnosti primjene prevencije. Istraživanje se provodilo metodom studije slučaja. Praćen je razvojni status i oblici ponašanja jednog djeteta, u šestoj godini života, tijekom jedne pedagoške godine.
Za prikupljanje podataka korištene su metode sudjelujućeg promatranja, bilješke, pedagoška dokumentacija odgojitelja i stručnog tima, foto i video zapisi djeteta u aktivnostima te polustrukturirani intervjui s djecom iz skupine u kojoj boravi promatrano dijete. Analizirani su čimbenici i nepovoljne životne okolnosti koji su značajno utjecali na razvojni status djeteta.
Rezultati istraživanja ukazuju na korelaciju između nepovoljnih životnih okolnosti, nedostatnog poticajnog obiteljskog okruženja te izostanka adekvatne podrške u zadovoljenju dječjih razvojnih potreba s iznimno visokim stupnjem rizika od socijalne isključenosti. Izloženost djeteta rane i predškolske dobi rizicima socijalne isključenosti može imati ozbiljne posljedice na njegov razvoj, prvenstveno razvoj svih njegovih potencijala i razvoj njega kao osobe, što samim time uvelike utječe na njegovu budućnost. Njegova integracija u društvo i akademski uspjeh mogu biti ugroženi ako mu obitelj i sustav ne pruže odgovarajuću podršku. Obitelj, okruženje u kojoj dijete stječe prvi osjećaj sigurnosti, ponekad pod utjecajem različitih čimbenika ne može mu osigurati zadovoljavanje svih njegovih potreba. U ovakvim okolnostima, zajednica bi trebala preuzeti odgovornost za budući razvoj djeteta.
Kako bi se osigurala optimalna podrška, neophodna je formalizirana suradnja i umreženost između odgojno-obrazovnih, socijalnih i zdravstvenih sustava. Podrška bi trebala biti sustavno organizirana, konkretnim aktivnostima primjenjiva, zakonski određeno praćena i periodično vrednovana.The aim of this thesis is to identify the factors which can cause social exclusion of prechool children and the possibility of implementing prevention. Case study method was conducted in this research. A six-year-old child's developmental status and forms of behaviour were observed during one school year. In order to collect data, the methods which were used included participant observation, taking notes, pedagogical documentation of educators and the professional team, photo and video recordings of the child while in activities, and semistructured interviews with children from the group to which the observed child belongs. Factors and unfavorable life circumstances that significantly influenced the child's developmental status were analyzed. The results of the research indicate a correlation between unfavorable life circumstances, an insufficiently stimulating family environment and the absence of adequate support in meeting the child's developmental needs with an extremely high risk of social exclusion. Exposure of a child of early and preschool age to the risks of social exclusion can have serious consequences on his development, primarily the development of all his potentials and his development as a person, which therefore greatly affects his future. His integration into society and academic success may be jeopardized if his family and system do not provide him with adequate support. The family, the environment in which the child acquires the first notion of security, sometimes under the influence of various factors cannot ensure that all his needs
are met. In these circumstances, the community should take responsibility for the future development of the child. In order to ensure optimal support, formalized cooperation and networking between educational, social and health systems are necessary. The support should be systematically organized, applicable with specific activities, legally monitored and periodically evaluated
Preschool Child Aggression
No full textSmatra se kako je predškolska dob vrijeme intenzivnog razvoja djeteta gdje se djeca upoznaju sa svojim okruženjem, ali i društveno prihvatljivim normama. To je razdoblje u kojem se događa niz promjena pod utjecajem okoline i nasljeđa. U dječjem odrastanju, ponekad se događaju situacije u kojima dolazi do odstupanja u ponašanju kod djece i onoga što se smatra društveno prihvatljivim. Pojava agresivnog ponašanja kod djece je jedan od društveno neprihvatljivih obrazaca ponašanja. Agresivnost je postala sve veći i češći problem u ponašanju koji se javlja već od rane dobi. Ovim radom je dana definicija agresivnosti, objašnjene teorije i podtipovi agresivnosti te rizični čimbenici za pojavu agresivnog ponašanja. U radu su prikazani načini prevencije i intervencije, kao i tretmani koji se mogu koristiti kao pomoć kod problemskog ponašanja. Napravljen je i uvid u razliku između spolova u pojavi agresivnog ponašanja te prikazuje prisustvo agresije u vrtićkom i obiteljskom okruženju. U radu se osvrće i na utjecaj roditeljskih odgojnih stilova i masovnih medija na pojavu problemskog ponašanja. Napravljen je Protokol praćenje djeteta u svrhu istraživanja u konkretnom primjeru zašto je do problemskog ponašanja došlo te na koji način intervenirati. Cilj ovoga rada je dati objašnjenje pojma agresivnosti, utvrditi rizične faktore za pojavu problemskog ponašanja te na koji način mi kao društvo možemo utjecati na te faktore u svrhu smanjenja pojave antisocijalnog i agresivnog ponašanja kod djece.It is considered that preschool age is a time of intensive child development where children get to know their environment, but also socially acceptable norms. It is a period in which a series of changes takes place under the influence of the environment and heredity. In children's growing up, situations sometimes occur in which there are deviations in children's behavior and what is considered socially acceptable. The appearance of aggressive behavior in children is one of the socially unacceptable patterns of behavior. Aggression has become a bigger and more common behavior problem that appears from an early age. This work provides a definition of aggressiveness, explained theories and subtypes of aggressiveness, and risk factors for the appearance of aggressive behavior. The paper presents methods of prevention and intervention, as well as treatments that can be used to help with problematic behavior. An insight into the difference between the sexes in the appearance of aggressive behavior was also made and shows the presence of aggression in the kindergarten and family environment. The paper also looks at the influence of parenting styles and mass media on the appearance of problematic behavior. A child monitoring protocol was created for the purpose of research in a specific example of why problematic behavior occurred and how to intervene. The aim of this paper is to explain the concept of aggressiveness, to determine the risk factors for the occurrence of problematic behavior, and how we as a society can influence these factors in order to reduce the occurrence of antisocial and aggressive behavior in children
The Comparasion of the Educational Systems of the Republic of Croatia and Switzerland (Canton Ticino)
No full textVelike su razlike među državama kao jediničnim sustavima pa samim time svaka država ima jedinstven obrazovni sustav. Na temelju tih spoznaja organizacija UNESCO 1997. godine prihvatila je revidiranu međunarodnu klasifikaciju obrazovanja International Standard Classification of Education – poznatiju pod kraticom ISCED kao međunarodni standard za prikaz obrazovnih sustava svake države. Ista je klasifikacija posljednju izmjenu imala 2011. godine te ima osam razina, a svaka se razina objašnjava kroz sedam različitih kategorija. Zajednička je odlika svakog obrazovnog programa ostvariti ciljeve učenja ili obrazovnih zadataka nakon kojih slijedi potvrda uspješnog završetka pojedinog programa. ISCED obuhvaća sve obrazovne programe formalnog obrazovanja, odnosno sveukupan proces obrazovanja od najranije dobi do dolaska na tržište rada, ali i obrazovanje kroz život. Ključne koncepte ISCED klasifikacije treba shvatiti kroz obrazovne aktivnosti, komunikaciju, učenje, organiziranost i trajnost. Jedinicom klasifikacije smatraju se klasifikacije koje su priznate unutar određenog obrazovnog programa. Pojam klasifikacije ISCED-u je sinonim za vjerodajnicu dok pojmovi poput svjedodžbe, stupnja ili diplome označavaju vrstu klasifikacije koje se unutar ISCED-a tretiraju jednoznačno. Namjera je ovoga rada pobliže upoznati ISCED klasifikaciju kroz obrazovni sustav Republike Hrvatske i obrazovni sustav švicarskog kantona Ticino (talijansko govorno područje). Švicarska je država posebnog ustroja samim time što ima četiri službena jezika (njemački, francuski, talijanski i retoromanski) i time što svaki kanton ima autonomiju nad obrazovnim sustavom. Republika Hrvatska svoj je obrazovni sustav unazad nekoliko godina počela mijenjati, donijela je novu dimenziju hrvatskom školstvu, no i dalje se mijenja. Analizom obrazovnog sustava Republike Hrvatske i švicarskog kantona Ticino može se zaključiti kako se ova dva sustava u znatnoj mjeri razlikuju od referentnog datuma koji određuje djetetovu dob za ulazak u školski sustav, trajanja obveznog obrazovanja, oblika održavanja nastave, nastavnih predmeta, mehanizama prijelaza iz stupnja u stupanj, načina vrednovanja, inicijalnog obrazovanja učitelja do samog uvođenja učitelja u praksu, odnosno u radni odnos.There are great differentiations between countries as unit systems, according to that each country has its own unique education system. Based on these findings the UNESCO organization accepted in 1997 the revised International Standard Classification of Education - better known by the abbreviation ISCED, as an international standard for presenting the education systems of each country. The same classification was last amended in 2011 and has eight levels and each level is explained through seven different categories. The common feature of every educational program is to achieve learning goals or educational tasks followed by confirmation of the successful completion of each program. ISCED includes all educational programs of formal education, that is, the overall educational process from an early age until entering the labor market, but also education throughout life. Key concepts of ISCED classifications should be understood through educational activities, communication, learning, organization and durability. The classification unit is considered to be the classifications that are recognized within a certain education program. The term classification to ISCED is synonymous with credential, while terms such as certificate, degrees or diplomas indicate the type of classification that is treated unambiguously within ISCED. The intention of this work is to learn more about the ISCED classification through the education system of the Republic of Croatia and the educational system of the Swiss Canton of Ticino (Italian-speaking area). Switzerland is a country with a special constitution, it has four official languages (German, French, Italian and Romansh) and by the fact that each canton has autonomy over the education system. The Republic of Croatia began to change its educational system a few years ago, and even though it brought a new dimension to Croatian education, it continues to change. Analysis of the education system of the Republic of Croatia and the Swiss Canton of Ticino it can be concluded that these two systems are significantly different from the reference of the date that determines the child's age for entering the school system, the duration of compulsory education, the form of holding classes, teaching subjects, mechanisms of transition from level to level, methods of evaluation, from initial teacher education to the very introduction of teachers into practice, that is, into employment
Postural problems in children - risks and prevention
No full textOvaj diplomski rad pruža detaljan pregled posturalnih problema kod djece, s fokusom na uzroke, rizike i prevenciju. Pravilna tjelesna postura smatra se važnim indikatorom dobrog zdravlja i pravilnog rasta i razvoja. Kralježnica igra ključnu ulogu u održavanju pravilne posture. Posturalni problemi su česti kod djece i mogu negativno utjecati na tjelesno zdravlje i samopouzdanje. Rizici za razvoj nepravilnog držanja uključuju nepravilan položaj prilikom sjedenja, nedostatak tjelesne aktivnosti i pretilost. Prevencija posturalnih problema kod djece je od velike važnosti, a vježbanje kroz igru se preporučuje kao prirodan način liječenja. U okviru istraživanja provedenog na djeci predškolske dobi, analizirana je prevalencija nepravilnog tjelesnog držanja, identificirana su područja koja su najviše pogođena i istražene su razlike pojavnosti posturalnih problema između muškog i ženskog spola. Rezultati su pokazali da 89.36% djece ima neki oblik posturalnog problema, dok samo 10.64% ima izvrsno držanje. Najveća učestalost posturalnih odstupanja zabilježena je u položaju trbuha kod 34.04% ispitanika, u položaju lopatica kod 42.55% ispitanika te u obliku svodova stopala, kod čak 48.94% ispitanika. Razlike u posturalnim odstupanjima između muškog i ženskog spola su minimalne. Rezultati pružaju temelje za daljnje intervencije i preventivne mjere.This thesis provides a detailed overview of postural problems in children, focusing on causes, risks, and prevention. Proper body posture is considered a crucial indicator of good health and proper growth and development. The spine plays a key role in maintaining correct posture. Postural problems are common in children and can have negative effects on their physical health and self-confidence. Risk factors for developing improper posture include incorrect sitting position, lack of physical activity, and obesity. Prevention of postural problems in children is of great importance, and exercise through play is recommended as a natural treatment method. The research conducted on preschool-aged children analyzed the prevalence of improper body posture, identified the most affected areas, and explored the differences in the occurrence of postural problems between male and female genders. The results showed that 89.36% of children have some form of postural problem, while only 10.64% have excellent posture. The highest frequency of postural deviations was observed in the abdominal position among 34.04% of participants, the shoulder position among 42.55% of participants, and foot arches among a significant 48.94% of participants. The differences in postural deviations between male and female genders are minimal. These results provide a foundation for further interventions and preventive measures
Kinesiological activity and feeling of satisfaction in preschool age
No full textPredmet je rada kineziološka aktivnost i osjećaj zadovoljstva djece predškolske dobi. Cilj je rada teorijski analizirati kineziološku aktivnost i osjećaj zadovoljstva djece predškolske dobi na temelju dostupne stručne literature te ispitati kineziološku aktivnost i zadovoljstvo kod djece predškolske dobi na temelju provedenog intervjua s djecom predškolske dobi. Kineziološka aktivnost podrazumijeva tjelesnu aktivnost koja se provodi u slobodno vrijeme, odnosno svaku planiranu i strukturiranu aktivnost koja se provodi s ciljem održavanja ili unapređenja zdravlja u okviru slobodnog vremena. Tjelesna aktivnost ima razne dobrobiti za djecu predškolske dobi. Tako kineziološke aktivnosti pozitivno utječu na motoričke, funkcionalne i kognitivne sposobnosti te na verbalne značajke. Isto tako, zadovoljavaju potrebe djece predškolske dobi za kretanjem, igrom i socijalizacijom. Pozitivno djeluju na tjelesno i na psihičko zdravlje, poboljšavaju raspoloženje te rezultiraju osjećajem zadovoljstva.The subject of this paper is kinesiological activity and the sense of satisfaction of preschool children. The aim of this paper is to theoretically analyze the kinesiological activity and the sense of satisfaction of preschool children based on the available professional literature and to examine the kinesiological activity and satisfaction of preschool children based on an interview with preschool children. Kinesiological activity means physical activity that is carried out in free time, that is, any planned and structured activity that is carried out with the aim of maintaining or improving health in free time. Physical activity has various benefits for preschool children. Thus, kinesiology activities have a positive effect on motor, functional and cognitive abilities and on verbal features. Likewise, they meet the needs of preschool children for movement, play and socialization. They have a positive effect on physical and mental health, improve mood and result in a feeling of satisfaction
Physical activity of students in primary education
No full textCilj rada je na temelju provedenog istraživanja dobiti uvid o participiranju u tjelesnoj aktivnosti, motivaciji, razlozima treniranja i stavu prema tjelesnoj i zdravstvenoj kulturi kod učenika u primarnom obrazovanju. Kroz rad su navedene prednosti bavljenja tjelesnom aktivnosti u osnovnoškolskoj dobi i prikazane relevantne činjenice iz dosadašnjih istraživanja o posljedicama tjelesne neaktivnosti na razvoj bolesti. 94,5% ispitanika smatra da je vježbanje bitno za zdravlje, 92,2% smatra da sport pomaže da se osoba razvija fizički, psihički i motorički te 85% djece voli trenirati i vježbati. Međutim, samo 76,2% redovito vježba. 82% ispitanika voli vježbati na satu TZK i ne smatra ga dosadnim i napornim. Unatoč razvijenoj svijesti i činjenicama iz dosadašnjih istraživanja o dobrobiti tjelesne aktivnosti ona se u praksi još uvijek nedovoljno ostvaruje. Također su pretilost i prekomjerna tjelesna težina veliki problem današnjeg vremena. Primijećene su i spolne razlike u istraživanju, no one nisu značajne kao što prikazuju rezultati hi-kvadrat testa provedenog u programu IBM SPSS. Dječaci više vole vježbati, redovitije treniraju, osjećaju se sretnije dok vježbaju i nakon vježbanja, više se bave tjelesnom aktivnošću van škole i u većem postotku treniraju zbog sebe. S druge strane, djevojčice su više motivirane za vježbanje zbog zdravlja, češće treniraju zbog roditelja, TZK smatraju važnim predmetom u školi te u većoj mjeri sport smatraju odgovornim za fizički, psihički i motorički razvoj nego dječaci. Zaključak istraživanja je da djeca u primarnom obrazovanju vole tjelesnu aktivnost, i to više dječaci nego djevojčice, ali su djevojčice svjesnije dobrobiti tjelesnog vježbanja. Također su pokazali pozitivan stav prema tjelesnoj i zdravstvenoj kulturi te ne postoji statistički značajna razlika između djevojčica i dječaka.The aim of the paper is based on the conducted research to gain insight into participation in physical activity, motivation, reasons for training and attitude towards physical education in primary education. The paper presents the benefits of physical activity in primary school age and presents relevant facts from previous research on the consequences of physical inactivity on the development of the disease. 94.5% of respondents believe that exercise is important for health, 92.2% believe that sport helps a person develop physically, mentally and motorically, and 85% of children like to train and exercise. However, only 76.2% exercise regularly. 82% of respondents like to exercise in TZK class and do not find it boring and tiring. Despite the developed awareness and facts from previous research on the well-being of physical activity, it today. Gender differences in research have also been observed, but they are not significant as is still insufficiently realized in practice. Obesity and overweight are also a big problem of shown by the results of the chi-square test conducted in the IBM SPSS program. Boys prefer to exercise, train more regularly, feel happier while exercising and after exercising, are more
engaged in physical activity outside of school and train for themselves in a higher percentage. On the other hand, girls are more motivated to exercise for health, more often train for their parents, consider TZK an important subject in school and to a greater extent consider sport responsible for physical, mental and motor development than boys. The conclusion of the study is that children in primary education prefer physical activity, and more boys than girls, but girls are more aware of the benefits of physical exercise. They have also shown a positive attitude towards physical education and there is no significant difference between girls and boys