University of Zagreb Faculty of Teacher Education - Digital repository
University of Zagreb Faculty of Teacher Education - Digital repositoryNot a member yet
4576 research outputs found
Sort by
The role of language games in encouraging listening in kids of kindergarten age
No full textSlušanje je jedan od ključnih aspekata jezičnog razvoja. Slušanje omogućava djeci da razumiju, interpretiraju i odgovaraju na verbalne poruke u svakodnevnoj komunikaciji. Jezične igre jedne su od glavnih pomagača u razvoju govora kod djece vrtićke i predškolske dobi. Prema Peti-Stantić i Velički (2008) definiramo ih kao sve igre kojima je izražajno sredstvo jezik u svim svojim pojavnostima. Osim odgojiteljima, jezične igre uvelike mogu pomoći i roditeljima jer su jednostavne za provođenje. Uz njih dijete ne mora imati osjećaj kao da nešto prisilno uči, jer se one većinom igraju u društvu. Dijete nije fokusirano samo na jednu određenu stvar, a ponavljanje može biti zabavno, a ne zamorno, jer su uvijek prisutni određeni elementi igre.
Sukladno tome, jezične igre imaju značajnu ulogu u poticanju slušanja kod djece predškolske dobi. One, ne samo da čine učenje jezika zabavnim, već i razvijaju vještine slušanja na interaktivan način (Peti-Stantić i Velički, 2009). Isto tako, jezične igre koriste različite tehnike kako bi potaknule djecu na aktivno slušanje i sudjelovanje u svakodnevnom životu s odraslima i vršnjacima.
Istraživanje je provedeno u starijoj vrtićkoj skupini kroz jedno tromjesečje u pedagoškoj godini. Cilj rada je istražiti kako jezične igre utječu na razvoj vještine slušanja kod djece predškolske dobi. Rezultati istraživanja pokazuju kako su djeca unutar skupine ostvarila napredak u jezičnoj djelatnosti slušanja. Kod sve djece u skupini je ostvaren napredak, ali to nije jedina pozitivna stvar proizašla iz ovog istraživanja. Naime, kod većine djece se javio veliki interes za jezik, slova i glasovnu sintezu i analizu što je pretkorak u stjecanju vještine čitanja i pisanja.Listening is one of the key aspects of language development. Listening enables children to understand, interpret and respond to verbal messages in everyday communication. Language games are one of the main helpers in the development of speech in preschool education. According to Peti-Stantić and Velički (2008), we define them as all games in which the means of expression is language in all its manifestations. In addition to educators, language games can also greatly help parents because they are easy to implement. With them, the child does not have to feel as if he is being forced to learn something, because they are mostly played in society. The child is not focused only on one particular thing, and repetition can be fun, not tiring, because certain elements of the game are always present.
Accordingly, language games play a significant role in encouraging listening in preschool children. They not only make language learning fun, but also develop listening skills in an interactive way (Peti-Stantić and Velički, 2009). Likewise, language games use different techniques to encourage children to actively listen and participate in everyday life with adults and peers.
The research was conducted in the older kindergarten group during one quarter of the pedagogical year. The aim of the paper is to investigate how language games affect the development of listening skills of preschool child. The results of research show that the children within the group made progress in the linguistic activity of listening. All the children in the group made progress, but that is not the only positive thing that came out of this research. Most children showed interest in language, letters and voice synthesis and analysis, which is a first step in acquiring reading and writing skills
Metric characteristics of motor ability tests of preschool children
No full textCilj ovoga rada je ispitati metrijske karakteristike mjernog instrumenta za mjerenje motoričkih sposobnosti djece predškolske dobi te istražiti postoji li značajna razlika između prvog, drugog i trećeg mjerenja svake od motoričkih sposobnosti.
Kineziološka aktivnost važan je aspekt života svakog čovjeka, a osobito djeteta jer ono raste i razvija se. Upravo je djetinjstvo ključno razdoblje za utjecaj na razvoj motoričkih sposobnosti, motoričkih znanja, ali i usvajanje zdravih navika koje će djetetu ostati za cijeli život. Motorika je jedna od važnijih područja razvoja djeteta te se često povezuje s razvojem ostalih područja, kao na primjer govora.
Istraživanje je provedeno na 98 djece u dobi od 4 do 6 godina od kojih 51 dijete pohađa redoviti program tjelesne i zdravstvene kulture u vrtiću, dok ostalih 47 uz redoviti program pohađaju i školu sporta. Mjerenja su provedena u tri vrtića grada Zagreba, u proljeće 2020. godine.
U svrhu istraživanja mjerene su četiri motoričke sposobnosti, brzina, snaga, fleksibilnost i ravnoteža, pomoću četiri testa, trčanje četveronoške oko čunjeva (KRČ), skok u dalj iz mjesta (SDM), pretklon u sjedu (PRS) i stajanje na jednoj nozi (SJN). Svaki test provodio se tri puta.
Na temelju rezultata metrijskih karakteristika može se zaključiti da su provedeni testovi prilagođeni djeci u dobi od 4 do 6 godina te da su dovoljno osjetljivi, pouzdani i homogeni, dok je korelacija između čestica, dobivena Inter-Item korelacijom, vrlo visoka.The aim of this paper is to examine the metric characteristic of a measuring instrument for measuring the motor skills of preschool children and to investigate whether there is a significant difference between first, second and third measuring of each of the motor skills.
Kinesiological activity is an important aspect of every person's life, especially a child's because it grows and develops. Childhood is the key period for influencing on development of motor skills but also the adoption of healthy habits that will remain with the child for life. Motor skills are one of the most important areas of child's development and are often linked to the develompent of other areas, such as speech.
The research was conducted on 98 children between the ages of 4 and 6, of which 51 children attend regular program of physical education in kindergarten, while the other 47 attend a sports program in addition to the regular program in kindergarten. The measurements were carried out in three kindergartens in the city of Zagreb, in the spring of 2020.
For the purpose of this research, four motor abilities, speed, strength, flexibility and balance, were measured using four tests, running on all four around cones (KRČ), standing long jump (SDM), sitting forward bend (PRS) and standing on one leg (SJN). Each test was performed three times.
Based on the results of the metric characteristic, it can be concluded that the performed tests are suitable for children age 4 to 6 and that they are sufficiently sensitive, reliable and homogenic, while the correlation between particles, obtained by Inter-Item correlation, is very high
The role of parents in the process of the child's adaptation to kindergarten
No full textPrilagodba na dječji vrtić proces je koji prolazi svako dijete koje kreće u odgojnoobrazovnu ustanovu. Polaskom u vrtić dijete se susreće s mnogim njemu velikim problemima, ali tu su i roditelji i odgojitelji koji znatno utječu na taj proces. Postoje određeni čimbenici koji utječu na djetetovo odvajanje od roditelja kao što su karakter roditelja i njihovo ponašanje te značajke odgojitelja i odgojno-obrazovne ustanove. Dijete u periodu adaptacije ispoljava različita ponašanja, kako fizička tako i emocionalna. Osim toga tu su još i privrženost te separacijska anksioznost koje igraju veliku ulogu u procesu adaptacije te mogu utjecati na njeno trajanje. Roditelji i način roditeljstva koji oni koriste također utječu na djecu, njihov karakter i ponašanje te samim time i na reakciju djeteta kod odvajanja pri dolasku u vrtić. Komunikacija i suradnja između roditelja i odgojitelja definitivno predstavlja najveći udio kod prilagodbe jer sve ovisi o odnosu kojeg imaju osobe koje su konstantno u djetetovu okruženju i životu. Uključivanjem odgojitelja u život djeteta dosta se stvari mijenja i u roditeljevom životu, ali to nije ništa loše te bi roditelji trebali dozvoliti odgojitelju pristup i prema djetetu i prema njima samima. Uključivanje roditelja u aktivnosti u vrtićkoj ustanovi je također bitan čimbenik uz pomoć kojeg dijete lakše prolazi kroz proces odvajanja i prilagodbe na novi prostor i ljude oko sebe.Adaptation to kindergarten is a process that every child goes through when he starts an educational institution. When a child starts kindergarten, he faces many big problems, but there are also parents and educators who significantly influence this process. There are certain factors that influence a child's separation from their parents, such as the character of the parents and their behavior, as well as the features of the educators and educational institutions. During the period of adaptation, the child exhibits different behaviors, both physical and emotional. In addition, there is also attachment and separation anxiety, which play a big role in the adaptation process and can affect its duration. Parents and the parenting style they use also influence children, their character and behavior, and thus the child's reaction to separation upon arrival at kindergarten. Communication and cooperation between parents and educators definitely represents the biggest part of adaptation, because everything depends on the relationship between the people who are constantly in the child's environment and life. By involving a teacher in the child's life, a lot of things change in the parent's life as well, but that is not a bad thing, and parents should allow the teacher access to both the child and themselves. Involvement of parents in activities in the kindergarten is also an important factor, with the help of which the child goes through the process of separation and adaptation to the new space and people around him more easily
The concept of triangle understood by children
No full textU ovom završnom radu govori se na koji način djeca predškolske dobi razumiju koncept geometrijskih oblika s naglaskom na oblik trokuta. Za konkretan rad s djecom potrebno je poznavanje zakonitosti njihova razvoja, točnije poznavati način na koji djeca upoznavaju svijet oko sebe, a to je igra. Igrom djeca usvajaju i matematičke pojmove i vještine. Usvajanjem osnovnih matematičkih pojmova utječe se na razvoj svih psihičkih funkcija, najviše na proces mišljenja, na misaone procese, na svojstva mišljenja te na oblike mišljenja. U nastavku spominju se pedagogije Marie Montessori, Jeana Piaga, Jeroma Brunera te Lava Vygotskog. Za učenje geometrije opisuju se teorije o razinama mišljenja P. van Hielea i teorija prototipa E. Roscha te istraživanje koje dokazuje navedene teorije. Prema teoriji o razinama mišljenja djeca predškolske dobi nalaze se na razini vizualizacije, a prema teoriji prototipa djeca najlakše prepoznaju trokut koji je prototip, to jest jednakostraničan trokut kojem je jedna baza horizontalna, a nasuprotan vrh iznad baze, ne ispod. U nastavku završnog rada navedene su aktivnosti koje potiču brži prelazak iz jedne faze razumijevanja geometrijskih oblika s naglaskom na trokute u drugu fazu. Aktivnosti su podijeljene na igre, rješavanje problemskih zadataka, rješavanje konkretnih matematičkih problema, radne listove te je opisana knjiga Leo i trokuti koja služi za upoznavanjem sa STEAM područjem.In this work, we discuss the children’s comprehension of the concept of geometric shapes with an emphasis on the shape of a triangle. To be working with children concretely it is necessary to know what constitutes their development, more precisely, to know how children get to know the world around them, which is by play. Through play, children learn mathematical concepts and skills. Adopting basic mathematical concepts affects the development of all psychological functions, thought processes, properties of thinking and forms of thinking. The pedagogies of Maria Montessori, Jean Piaget, Jerome Bruner and Lev Vygotsky are also referred to. For learning geometry, P. van Hiele’s model of geometric thinking and E. Rosch’s prototype theory are described, as well as the research that proves these theories. According to the model of geometric thinking, preschool children are at the level of visualization, and according to the prototype theory, children can most easily recognize a triangle that is a prototype, that is, an equilateral triangle with one base horizontal and the opposite vertex above the base, not below. In the continuation of the work, there are activities listed to encourage a faster transition from one phase of understanding geometric shapes with an emphasis on triangles to another phase. The activities are divided into games, problem-solving and specific mathematical problem-solving exercises, worksheets, and the book Leo and Triangles is cited, which serves to introduce the STEAM area
The Aquisition of Language in Children with Autism Spectrum Disorder and Specific Language Impairment
No full textJezik je kljuĉna prekretnica u razvoju djece, ali postoji iznimka - djeca s specifiĉnim jeziĉnim poteškoćama pokazuju znaĉajan nedostatak jeziĉnih sposobnosti koji nije povezan s oštećenjima sluha, intelekta ili neurološkim teškoćama. Postoje dvije suprotstavljene teorije koje pokušavaju objasniti temeljna oštećenja kod specifiĉnih jeziĉnih poteškoća. Jedna teorija se fokusira na jeziĉne aspekte specifiĉnih jeziĉnih poteškoća, posebno specifiĉne gramatiĉke strukture koje mogu biti pogoĊene. Druga teorija objašnjava teškoće kod specifiĉnih jeziĉnih poteškoća kao kognitivna i perceptivna ograniĉenja koja utjeĉu na uĉenje jezika.
Istraživanja su se uglavnom usredotoĉila na osobe s poremećajem iz spektra autizma (PSA) koje imaju jeziĉne sposobnosti primjerene dobi, dok su osobe s PSA-om i jeziĉnim poteškoćama manje istražene. Postoje istraživanja koja ukazuju na sliĉnosti u jeziĉnom oštećenju kod osoba s PSA-om i osobama sa specifiĉnim jeziĉnim poteškoćama, implicirajući zajedniĉku etiologiju. MeĊutim, druga istraživanja tvrde da su sliĉnosti samo površne i ne odražavaju nužno zajedniĉke uzroke na kognitivnoj, neurobiološkoj ili etiološkoj razini.
Važno je razumjeti jeziĉne i kognitivne profile koji leže u osnovi jeziĉnih oštećenja kod PSA-a i SJP-a. Iako postoji preklapanje u jeziĉnom profilu, moguće je da su osnovni uzroci razliĉiti. Obrazovanje igra kljuĉnu ulogu u pružanju podrške djeci s PSA-om i SJP-om, a struĉno usavršavanje u podruĉju terapije i metoda rada s tim djecom kljuĉno je za poboljšanje kvalitete njihovog života i obrazovanja.Language is a crucial milestone in children's development, but there is an exception - children with specific language impairments show a significant deficit in language abilities that is not related to hearing impairments, intellectual disabilities, or neurological difficulties. There are two opposing theories attempting to explain the underlying impairments in specific language impairments. One theory focuses on the linguistic aspects of specific language impairments, particularly specific grammatical structures that may be affected. The other theory explains difficulties in specific language impairments as cognitive and perceptual limitations that impact language learning.
Research has mostly focused on individuals with Autism Spectrum Disorder (ASD) who have age-appropriate language abilities, while individuals with ASD and language impairments have been less explored. There are studies indicating similarities in language impairment between individuals with ASD and those with specific language impairments, implying a common etiology. However, other research argues that the similarities are superficial and do not necessarily reflect shared causes at a cognitive, neurobiological, or etiological level.
Understanding the language and cognitive profiles underlying language impairments in ASD and specific language impairments is important. Although there is overlap in the language profile, it is possible that the underlying causes are different. Education plays a crucial role in providing support to children with ASD and specific language impairments, and professional training in therapy and working methods with these children is essential for improving the quality of their lives and education
Helicopter Stories in Kindergarten
No full textDjeca su cijeli svoj život okružena pričama, kroz slušanje i pričanje istih, ali i kroz igru. Maštovitom igrom djeca priču pretvaraju u stvarnost. Zamišljaju svakojake fantastične likove iz priča i bajki, ali i vlastite mašte te ih igrom oživljavaju. Pristup helikopterske priče aktivnost je koja spaja dječju maštovitu igru i pričanje priča i donosi razne koristi. U ovom radu objašnjava se tijek izvođenja takvih priča u dječjem vrtiću. Taj pristup temelji se na Kurikulu pričanja priča američke odgojiteljice Vivian Gussin Paley, a ime mu je dala Trisha Lee, njena suradnica. Helikopterske priče sastoje se od dječjeg pričanja priča koje odgojitelj zapisuje i kasnijeg dramskog izvođenja istih. Brojna istraživanja potvrđuju utjecaj helikopterskih priča na dječji socijalni, kognitivni i emocionalni razvoj. Postoje dokazi o tome da takve aktivnosti potiču razvoj govora i rane pismenosti, kreativnosti, samopouzdanja, socijalnih vještina, kontrole emocija, ali i razvoj osjećaja zajednice među djecom. U ovom radu bit će objašnjene i daljnje koristi ovog pristupa.Children are surrounded by stories their whole lives through listening to or telling them, but also through play. Trough fantasy play, children turn stories to reality. They imagine all sorts of fantastic characters from fairytales and their own imagination and bring them to life trough play. Helicopter Stories approach is an activity that connects children’s fantasy play with storytelling and brings various benefits. Execution process of performing this kind of stories is explained in this paper. This approach is based on The Storytelling Curriculum by an American kindergarten teacher Vivian Gussin Paley and was given its name by her colleague Trisha Lee. Helicopter stories consists of storytelling and story acting. Numerous studies confirm positive influence of Helicopter Stories on children’s social, cognitive and emotional development. There is proof of that kind of activities affecting speech development, early literacy and development of creativity, self-confidence, social skills and emotional control, also they develop a sense of community. In this paper further benefits of this approach will be explained
Storytelling as a performance technique
No full textSvrha ovog diplomskog rada bila je stvaranje teorijske podloge za provođenje pripovijedanja u razredu. Rad ne sadrži istraživački dio jer je potreban duži vremenski okvir u kojem bi se provodilo pripovijedanje u razredu, kako bi se uspjeli vidjeti rezultati i pozitivne strane pripovijedanje s učenicima. Analiza stručne literature i sumiranje raznih autora je teorijsko i povijesno objasnila pojam pripovijedanja. Za stvaranje teorijskog okvira pripovijedanja, bilo je potrebno razgraničiti i jasno odrediti pojmove koji se u često u svakodnevici poistovjećuju i svrstavaju u kategoriju sinonima, termini poput pričanje, prepričavanje, priča, pripovijest i pripovijetke. Promatrajući povijest teorijskog određenja pripovijedanja, različiti autori su imali svoje poglede na svijet te je bilo važno jasno odrediti i naglasiti stav prema pripovijedanju svakog navedenog teoretičara. Priča, pripovijest i pripovijetka su termini koji se u svakodnevnog govorom jasno ne razlikuju, a za razumijevanje daljnjeg rada, značajno je istaknuti razliku između ta tri pojma. Nastanak ljudske povijest povezan je s pričom, otkad postoji čovjek, od tad postoji i pripovijedanje. U radu su detaljno opisani i dočarani počeci pripovijedanja i načini na koji su naši preci izvodili pripovijedanje. Pripovijedanje priča je nešto što prati čovjeka od početka njegova života, pa sve do njegove smrti, to je nešto što čini dio njegove svakodnevice te je u radu objedinjena važnost i posebnost pripovijedanja u životu odraslih i djece. Termin pripovijedanja je kao pojam prisutan u književnosti i dramskom izražavanju. U ovom radu naglasak je stavljen na samu izvedbu pripovijedanja, odnosno načine na koje možemo i trebamo provoditi pripovijedanje u razredu. U radu su objašnjeni ključni segmenti na koje trebamo pripaziti kada kreiramo pripovijedanje u razredu. Važan element procesa pripovijedanja je pripovjedač/izvođač te je stoga važno znati ključne karakteristike nas kao pripovjedača. Kraj ovog rada obuhvaća teorijski pregled literature i stvaranje teorijske podloge za provođenje pripovijedanja u razredu. Detaljnije su objašnjeni načini na koje bismo trebali pristupati s učenicima prilikom pripovijedanje te na što bi se trebali usredotočiti prvi sati pripovijedanja. Na kraju rada je objašnjen moj stav prema pripovijedanju i njegovoj važnosti koja je proizašla iz teorije, što ću moći potkrijepiti kada uđem u nastavni proces.The purpose of this master's thesis was to create a theoretical foundation for conducting storytelling in the classroom. The thesis does not include a research component because a longer timeframe would be needed to carry out storytelling in the classroom in order to observe results and the positive aspects of storytelling with students. The analysis of professional literature and the synthesis of various authors provided a theoretical and historical explanation of the concept of storytelling. In order to establish a theoretical framework for storytelling, it was necessary to differentiate and clearly define terms that are often equated and categorized as synonyms in everyday language, such as telling, retelling, story, narrative, and short stories. Examining the history of the theoretical determination of storytelling, different authors had their own worldviews, so it was important to clearly determine and emphasise the stance of each mentioned theorist regarding storytelling. Story, narrative, and short story are terms that are not clearly distinguishable in everyday speech, but it is important to highlight the difference between these three concepts for the understanding of the further work. The emergence of human history is connected with storytelling; as long as there have been people, storytelling has existed. The thesis provides a detailed description and depiction of the beginnings of storytelling and the ways in which our ancestors engaged in storytelling. Storytelling is something that accompanies a person from the beginning of their life until their death; it is an integral part of their everyday life. The importance and uniqueness of storytelling in the lives of adults and children are unified in the thesis. The term storytelling is present in literature and dramatic expression. This thesis emphasises the execution of storytelling, specifically the methods by which we can and should implement storytelling in the classroom. The thesis explains the key aspects to consider when creating storytelling in the classroom. An important element of the storytelling process is the narrator/performer, so it is crucial to understand the key characteristics of ourselves as storytellers. The end of this thesis includes a theoretical review of the literature and the establishment of a theoretical foundation for implementing storytelling in the classroom. It provides a detailed explanation of the approaches we should take with students during storytelling and what we should focus on during the initial storytelling sessions. The end of the thesis explains my personal stance on storytelling and its importance, which is derived from the theory and will be supported when I enter the teaching process
Dance activities in primary education
No full textOvaj diplomski rad bavi se primjenom plesa i plesne umjetnosti u primarnom obrazovanju. Teorijski okvir ovoga rada navodi značajne pojmove za razumijevanje i primjenu plesnih aktivnosti u primarnom obrazovanju kao što je plesna umjetnost, elementi plesa (plesna improvizacija, plesni eforti, ritmika) i načini temeljem kojih se ples prepoznaje kao stvaralačka i spoznajna djelatnost. Navode se utjecaji plesa na djecu i kompetencije koje djeca ostvaruju bavljenjem plesnom umjetnosti. Uočavaju se i razrađuju elementi plesa unutar kurikuluma Glazbene kulture i Tjelesne i zdravstvene kulture te unutar izvannastavnih aktivnosti koje se provode u primarnom obrazovanju. Ističe se i važnost obrazovanja učitelja. Analizom studijskih programa za obrazovanje učitelja navode se obvezni i izborni kolegiji u sklopu kojih se usvajaju sadržaji o plesu i metodici plesa. Objašnjava se i uloga samoga učitelja u nastavi te se navode kompetencije koje bi trebao steći kako bi uspješno prenio znanje i vještine o plesnoj umjetnosti učenicima.
Drugi dio rada prikazuje rezultate empirijskog istraživanja provedenog metodom online-upitnika na uzorku (N=52) učitelja primarnog obrazovanja u Republici Hrvatskoj. Cilj istraživanja bio je ispitati upoznatost učitelja s plesnom umjetnošću i utjecajem plesne umjetnosti na učenike, s obzirom na fakultetsko i slobodno obrazovanje te ispitati mogućnost primjene plesnih aktivnosti u primarnom obrazovanju u sklopu nastavnog predmeta Glazbene kulture. Anketa se sastojala od pitanja vezanih za poznavanje plesne umjetnosti i njezinih elemenata, poznavanje utjecaja plesa na razvoj djeteta, obrazovanje učitelja ispitanika na plesnoj razini te mogućnost primjene plesnih aktivnosti u nastavi glazbene kulture. Provedeno istraživanje ukazuje na potrebe primjene plesnih aktivnosti u glazbenom odgoju i obrazovanju počevši od obrazovanja samih učitelja. Potiče se kreativniji i slobodniji pristup poučavanju glazbenih sadržaja.This paper addresses the use of dance and dance arts in primary education. The theoretical framework of this work lists important terms for understanding and using dance activities in primary education, such as dance art, elements of dance (dance improvisation, dance efforts, rhythmics) and the way dance is recognised as a creative and cognitive activity. Listed are the effects of dance on children and the competencies children gain through the practice of dance arts. Elements of dance are observed and elaborated upon in the curriculum for music culture and physical and health culture, as well as in extracurricular activities in primary education. The importance of teacher studies is also emphasised. The analysis of teacher studies lists the compulsory and optional subjects that include dance-related and dance-methodological content. The role of the teacher as such in the classroom is also explained and the competences that should be acquired in order to successfully impart knowledge and skills related to the art of dance to students are listed.
The second part of the paper presents the results of empirical research conducted using the online questionnaire method on a sample (N=52) of primary school teachers in the Republic of Croatia. The aim of the research was to investigate teachers' familiarity with dance arts and the influence of dance arts on students in terms of higher and liberal education, as well as the possibility of using dance activities in primary school as part of the subject of music culture . The survey consisted of questions about the knowledge of dance art and its elements, the knowledge of the influence of dance on child development, the education of the respondents' teachers at dance level and the possibility of applying dance activities in the teaching of music culture. The research conducted suggests the need to use dance activities in music education, starting with the training of the teachers themselves. A more creative and free approach to teaching musical content is encouraged
Speech and speech heritage of the Vrbovec area as a project in primary education
No full textPodručje vrbovečkog kraja obilježeno je specifičnim mjesnim govorima koji se i dan- danas dobro čuvaju u svakodnevnom govoru njegovih žitelja. Tradicija i običaji još uvijek nisu u potpunosti izgubljeni. Kako bi se učenicima prikazala važnost i vrijednost navedenoga, osmišljen je i proveden u razrednoj nastavi projekt „Govorna baština vrbovečkog kraja“. Sadržaji propisani ishodima predmetnih kurikuluma bili su prošireni i međusobno povezani, upravo na način kako i pretpostavlja praksa integriranog poučavanja. Projekt se provodio kroz nastavne predmete Hrvatskog jezika, Likovne kulture, Glazbene kulture te Prirode i društva. Cilj je bio osvijestiti učenike o razlici između standardnog hrvatskog jezika i kajkavskog narječja te o razlikama između samih kajkavskih govora i govora pojedinih mjesta na području Vrbovca. Također se željelo ispitati u kojoj je mjeri učenicima važno očuvanje govorne baštine zavičaja te bi li htjeli u školi više učiti o govoru i govornoj baštini njihova kraja.
U teorijskom dijelu ovoga rada najprije se predstavlja regionalna raslojenost hrvatskoga jezika na narječja, dijalekte i mjesne govore. Potom se opisuje vrbovečki kraj, govor i pripadna mu govorna baština. Na kraju se prikazuje i sam projekt. Provedba projekta bila je podijeljena na 4 dana, s 4 različite teme: dječje igre vrbovečkog kraja, djeca u običajima vrbovečkog kraja, vrbovečke priče i pripovijetke te pisanje zajedničke pjesme kajkavskim vrbovečkim dijalektom.
Ovim projektom učenici su ostvarili sve očekivane ishode, osvijestili su važnost govora i govorne baštine Vrbovca te su uočili razliku između standardnog hrvatskog jezika i mjesnih govora. Pokazalo se da je učenicima izuzetno važna govorna baština zavičaja te bi o njoj htjeli više učiti u školi. Kao jedan od rezultata projekta nastala je i zajednička učenička pjesma o važnosti i očuvanju kajkavskoga dijalektnoga govora i samoga vrbovečkog kraja, nazvana „Kaj je naš zavičaj“.The area of Vrbovec is marked by specific local speeches that are still well preserved in the daily speech of its inhabitants. Tradition and customs are still not completely lost. In order to show students the importance and value of the above, the project „Speech Heritage of Vrbovec“ was designed and implemented in class teaching. The contents prescribed by the outcomes of the curricula in question were expanded and interconnected, precisely in the way that the practice of integrated teaching presupposes. The project was implemented through teaching subjects of the Croatian language, Fine Culture, Music Culture and Nature and Society. The aim was to make the students aware of the difference between the standard Croatian language and the kajkavian dialect, as well as the differences between the kajkavian speeches themselves and the speeches of individual places in the Vrbovac area. It was also desired to examine the extent to which students are important to preserve the spoken heritage of the homeland and whether they would like to learn more about the speech and speech heritage of their region in school.
In the theoretical part of this work, the regional stratification of the Croatian language into dialects, dialects and local speeches is first presented. Then it describes Vrbovec, the speech and its speaking heritage. Finally, the project itself is displayed. The implementation of the project was divided into 4 days, with 4 different themes: children's games of Vrbovec, children in the customs of Vrbovec, Vrbovec short and long stories, and writing a joint poem in the Vrbovec's Kajkavian dialect.
With this project, students achieved all the expected outcomes, became aware of the importance of Vrbovec's speech and speech heritage, and noticed the difference between standard Croatian language and local speeches. It turned out that students have found out how extremely important spoken heritage of homeland is and that they would like to learn more about it in school. As one of the results of the project, a joint student song was created about the importance and preservation of the Kajkavian dialect speech and Vrbovec itself, called „Kaj is our homeland“
Engaging in sports activities of preschool age children
No full textTjelesna aktivnost označuje mišićni rad s povećanom energijskom potrošnjom u slobodnom vremenu, rekreaciji i sportu, u profesionalnoj djelatnosti i uobičajenim dnevnim aktivnostima. Dijete danas gledamo kao cjelovito biće. Njegov razvoj je složena pojava kroz pojedine aspekte razvoja te je, kao takva, bitno saznanje djetetovih razvojnih osobina i sposobnosti. Kineziološka aktivnost najvažnija je u ranoj fazi razvoja. Ona može utjecati na tjelesni razvoj i na stvaranje zdravog načina življenja.
Cilj ovog diplomskog rada je uvid u čimbenike koji utječu, odnosno ne utječu na nisku razinu tjelesne aktivnosti djece predškolske dobi. Roditelji odlučuju o uključivanju djece u sportske aktivnosti izvan ili unutar vrtićkog programa stoga su ispitani njihovi stavovi o tjelesnoj aktivnosti djece tijekom slobodnog vremena. Za potrebe istraživanja kreiran je anonimni online anketni upitnik sastavljen od 12 pitanja. Istraživanje je obuhvatilo 35 roditelja djece predškolske dobi od čega se 8 (23%) odgovora odnosilo na djecu muškog spola, a ostalih 27 (77%) na djecu ženskog spola. Prema podatcima prikupljenim u istraživanju 94% djece uključeno je u sportske aktivnosti. Dječaci najviše biraju nogomet i neki oblik sportskog programa, dok djevojčice biraju ritmiku i balet. Dobiveni rezultati pokazuju da su roditelji svjesni važnosti bavljenja sportskim aktivnostima svoje djece te ih uključuju u izvan vrtićke ili vrtićke programe sportskih aktivnosti.Physical activity refers to muscular work with increased energy expenditure during free time, recreation, and sports, in professional activities, and in daily routine activities. Today, we view a child as a holistic being. Their development is a complex phenomenon through various aspects of development, and as such, it is crucial to understand the child's developmental characteristics and abilities. Kinesiological activity is most important in the early stage of development. It can influence physical development and the establishment of a healthy lifestyle. The aim of this thesis is to gain insight into the factors that influence, or do not influence, low levels of physical activity in preschool children. Parents make decisions regarding their children's involvement in sports activities outside or within the kindergarten program; therefore, their attitudes towards children's physical activity during free time were examined. For the purposes of the research, an anonymous online questionnaire was created, consisting of 12 questions. The study involved 35 parents of preschool children, with 8 (23%) responses relating to male children and the remaining 27 (77%) relating to female children. According to the data collected in the research, 94% of the children were involved in sports activities. Boys mostly choose soccer and some form of sports program, while girls choose rhythmic gymnastics and ballet. The obtained results show that parents are aware of the importance of their children engaging in sports activities and involve them in extracurricular or kindergarten sports activity programs