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Competences of primary education teachers in teaching and developing critical thinking in students
No full textCilj ovog istraživanja i rada je utvrditi koje su kompetencije potrebne za poučavanje i razvoj kritičkog mišljenja učenika i koliko su učitelji primarnog obrazovanja u tomu kompetentni. U istraživanju se ispituje 8 temeljnih pedagoških kompetencija koje su potrebne za uspješnu implementaciju kritičkoga mišljenja u odgoj i obrazovanje. Provedeno je na 124 učitelja primarnog obrazovanja različitih godina radnoga staža (0-5; 6-10; 11-20 i >20) uz pomoć anketnog upitnika koji je sadržavao 49 tvrdnji i pitanja. Rezultati istraživanja su prikazani i interpretirani s obzirom na istraživačka pitanja, a ona su: postoji li značajna razlika u kompetentnosti učitelja u poučavanju kritičkog mišljenja s obzirom na godine staža i koliko su učitelji primarnog obrazovanja kompetentni u poučavanju i razvoju kritičkoga mišljenja. Analizom rezultata dolazi se do zaključka da su učitelji s duljim radnim stažem ostvareniji u kompetencijama koje se mogu poboljšati jedino iskustvom i neprestanim radom, dok su učitelji s kraćim radnim stažem postigli bolje rezultate u vještinama koje se smatra imperativom suvremenoga društva, kao što su emotivna kompetencija i vještine u rješavanju problema. Rezultati upućuju na to da su mlađe generacije učitelja svjesnije potreba modernoga društva, dok su učitelji s više iskustva uspješniji u kompetencijama koje se općenito odnose na njihov pristup radu i učenicima. Zaključno, utvrđeno je da su učitelji primarnog obrazovanja u većini slučajeva pripremljeni za poučavanje i razvoj kritičkog mišljenja kod učenika i kompetentni za to, te da su podosta svjesni značenja kritičkoga načina razmišljanja u suvremenome društvu.The goal of this research and work is to determine the critical thinking competencies of primary school teachers and to what extent they are competent in teaching and developing critical thinking. The study is based on the examination of 8 competencies that are necessary for the successful implementation of critical thinking in education and was conducted on 124 primary education teachers with different years of work experience (0-5; 6-10; 11-20 and >20) with the help of a questionnaire that contained 49 statements and questions. The results of the research are presented and interpreted with regard to the research questions, which are: is there a significant difference in the competence of teachers in teaching critical thinking with regard to years of experience, and how competent primary education teachers are in teaching and developing critical thinking. The analysis of the results leads to the conclusion that teachers with longer working experience are more accomplished in competencies that can only be improved through experience and constant work, while teachers with less working experience achieved better results in skills that are considered imperative in modern society, such as emotional competence and skills in solving problems. Furthermore, the results indicate that younger generations of teachers are more aware of the needs of modern society, while teachers with more experience are certainly more successful in the competencies related to their approach to work and students in general. In conclusion, it was determined that primary education teachers are in most cases prepared and competent for teaching and developing critical thinking in students, and that they are mostly aware of the importance of critical thinking in modern society
Teacher perception of principal competencies
No full textU suvremenom svijetu upravljanje odgojno-obrazovnom ustanovom podrazumijeva odgovorno i kompetentno vodstvo. Ravnateljska struka kao rukovodeća uloga u školi treba zadovoljavati određene uvjete za dobro i kvalitetno vodstvo škole u današnjem modernom društvu. Zaduženi su za upravljanje odgojno-obrazovne ustanove te upravljanje svim njenim zaposlenicima. Problem neadekvatnog vodstva proizlazi iz nepravilnog stručnog osposobljavanja i usavršavanja te neposjedovanja ključnih kompetencija. U radu se prikazuju podaci empirijskog istraživanja kojemu je cilj istražiti razmišljanja, stavove i iskustvo učitelja o važnosti ravnateljskih kompetencija i sveopćoj profesionalizaciji ravnateljske struke s obzirom na radni staž učitelja, duljinu mandata trenutnog ravnatelja te veličinu škole u kojoj trenutno rade. U istraživanju je sudjelovalo 175 učitelja osnovnih škola na području Republike Hrvatske. Istraživanje se provelo anonimno, putem online anketnog upitnika. Upitnik je sadržavao Instrument za ispitivanje razvijenosti kompetencija ravnatelja (izrađeno prema Staničićevoj (2006) podjeli kompetencija) i pitanja za procjenjivanje važnosti profesionalizacije ravnateljske struke (izrađeno za potrebe istraživanja). Rezultati istraživanja pokazuju kako učitelji visoko procjenjuju sve ravnateljske kompetencije, s posebnim naglaskom na osobnu kompetenciju kao najviše potrebnu, najviše korištenu te najviše razvijeniju. S druge strane, razvojnu kompetenciju ocjenjuju kao najmanje potrebnom, a socijalnu kompetenciju kao najmanje razvijenu od svih ponuđenih kompetencija. Utvrđena je razlika u percepciji o ravnateljskim kompetencijama između učitelja koji imaju između 10 i 25 godina radnoga staža (M=4,6971; SD=0,73168) te onih koji imaju preko 25 godina radnoga staža (M=4,5692: SD=0,63335). Velika većina ispitanika procjenjuje da je potrebna profesionalizacija ravnateljske struke. Također je utvrđeno da postoji lagana povezanost između duljine radnoga staža i percepcije učitelja o važnosti kompetencija za profesionalizaciju ravnateljske struke (R=0,007, p<0.05).In the modern world, the management of an educational institution implies responsible and competent leadership. The principal profession as the leading role in school needs to meet certain conditions for good and quality school leadership in today's modern society. They are in charge of managing the educational institution and all of its employees. The problem of inadequate leadership stems from incorrect vocational training and the lack of key competencies. The paper presents data from empirical research aimed at exploring the views, attitudes and experience of teachers on the importance of principal competencies and the overall professionalization of the principal profession with regard to the working experience of teachers, the length of the term of office of the current principal and the size of the school in which they currently work. 175 elementary school teachers from Croatia participated in the survey. The survey was conducted anonymously, via an online questionnaire. The questionnaire included the Instrument for testing the competence development of the school principals (made according to Staničić's (2006) division of competencies) and questions for assessing the importance of the professionalization of the principal profession (made for research purposes). Research results show that teachers highly assess all principal competencies, with special emphasis on personal competency as the most needed, most used and most developed. On the other hand, they assess development competence as least necessary and social competence as least developed of all competencies offered. There was a difference in the perception of principal competencies between teachers who have between 10 and 25 years of working experience (M = 4,6971; SD = 0,73168) and those who have over 25 years of working experience (M = 4,5692: SD = 0,6335). The vast majority of respondents believe that professionalization of the principal profession is necessary. It was also found that there is a slight correlation between the length of work experience and teachers' perception of the importance of competencies for the professionalization of the principal profession (R = 0.007, p < 0.05)
Art Activities in Nurseries
No full textDječji je likovni izraz cijeli jedan svijet prepun mogućnosti. Likovnost je prisutna kod djece već od najranije dobi i poželjno je djeci omogućiti pristup različitim likovnim materijalima i tehnikama kako bi ju razvijali sukladno dobi. Stalnim radom treba početi već od rane dobi kako bi djeca usvojenim navikama i radom uz pomoć raznovrsnih sredstava mogla samostalno i svrhovito koristiti raznovrsne likovne tehnike i alate i u starijoj dobi. Likovne aktivnosti trebaju biti slobodne i provoditi se bez pravila i zabrana. Pravilnim poticanjem dječjeg likovnog razvoja dobivamo razne pozitivne učinke na razvoj mišljenja, samopouzdanja i odnosa prema radu. Poticanje likovnog razvoj kod male djece donosi mnoge pozitivne učinke na razvoj djece u drugim aspektima života kao što su učenje, samostalnost u radu, samopouzdanje i dobre radne navike. Slobodno likovno stvaralaštvo može, također, imati i terapeutsko djelovanje kod različitih vrsta poremećaja. Bezbrojne su mogućnosti za likovne aktivnosti koje se mogu provoditi s djecom jasličke dobi. Najbolje se pokazuju likovne aktivnosti koje spajaju stimulaciju više osjetila istodobno, odnosno multisenzoričke aktivnosti. Kod male djece, takve aktivnosti potiču pojačani interes za rad i produljuju vrijeme trajanja aktivnosti i dječje koncentracije. Mogućnosti u likovnom odgoju djece gotovo su neograničene, a na nama je kao odgajateljima da djecu usmjeravamo uvijek imajući na umu njihovu dobrobit i kvalitetu življenja. Cilj je ovog rada predstaviti neke od njih i opisati na koji se način mogu sigurno provoditi s malenom djecom u jasličkim skupinama. U radu s malom djecom najbolje se pokazuju različite alternativne likovne tehnike jer pružaju multisenzoričnost i bude pojačani interes za rad i sudjelovanje u aktivnostima.Children expression through art opens up an entire world full of possibilities. Children are able to express themselves through art from an early age and it is therefore desirable to give them access to various art materials and techniques so they could develop them in accordance with their age. Constant work should start from an early age so that children could, based on adopted habits and through constant work, use various art techniques and tools independently and purposefully even later in life. Art activities should be relaxed and carried out without rules and restrictions. Proper encouragement of children's artistic development affects the development of thinking, self-confidence and attitude towards work. Encouraging artistic development in young children brings many positive effects on children's development in other aspects of life, such as learning, independence in work, self-confidence and good work habits. Artistic creation without constraints can also have a therapeutic effect in various types of disorders. There are countless possibilities for art activities that can be carried out with children of nursery age. Art activities that combine the stimulation of several senses at the same time, i.e. multisensory activities, are proven to be the most effective. In young children, such activities encourage increased interest in work and prolong the duration of the activity and children's concentration. The possibilities in the art education of children are almost unlimited, and it is up to us as childcare workers to guide children, always keeping in mind their well-being and quality of life. The aim of this paper is to present some of them and to describe how to implement them safely in nursery care groups with small children. When working with small children, different alternative art techniques are proven to be the best because they are multisensory, and they encourage increased interest in work and participation in activities
Physical activity for preschool-aged children
No full textPredmet je diplomskog rada tjelesno vježbanje djece u predškolskoj dobi. Cilj istraţivanja bio je istražiti učinke tjelesne aktivnosti na djecu predškolske dobi. Također je cilj bio ispitati u kojoj su mjeri djeca uključena u tjelesne aktivnosti u slobodno vrijeme. Tjelesna aktivnost je svaki pokret tijela koji pojedinac čini aktiviranjem skeletnih mišića i koji dovodi do potrošnje energije. Postoji više oblika tjelesne aktivnosti, a u diplomskom radu naglasak je na tjelesnoj aktivnosti koja se rekreativno provodi s djecom predškolske dobi. Tjelesna aktivnost djece predškolske dobi važna je za njihov rast i razvoj, očuvanje zdravlja, zadovoljavanje njihovih temeljnih potreba, poboljšanje raspoloženja, izgradnju karaktera itd. Upravo zbog tih pozitivnih utjecaja tjelesne aktivnosti na djecu predškolske dobi, važno je da odgajatelji u predškolskim ustanovama motiviraju djecu predškolske dobi na bavljenje raznim tjelesnim aktivnostima. Pritom odgajatelji trebaju biti upoznati s rastom i razvojem djece u predškolskoj dobi i važnosti sudjelovanja djece u različitim tjelesnim aktivnostima. Za potrebe istraživanja putem online anketnog upitnika ispitana su 100 roditelja i 33 odgajatelja djece predškolske dobi. Rezultati dijela istraživanja u kojem su sudjelovali odgajatelji pokazali su da se veći dio djece predškolske dobi bavi tjelesnim aktivnostima i vrijeme provodi u aktivnoj igri. Anketa koja je bila usmjerena prema roditeljima pokazala je da čak 85,3 % ispitanih roditelja svoje dijete svakodnevno vozi u vrtić neovisno o udaljenosti od mjesta stanovanja. Nadalje, 57,6 % roditelja navelo je da se njihovo dijete sportom bavi jednom do dva puta tjedno, dok je 42,4 % roditelja odgovorilo da im se dijete ne bavi nikakvim sportskim aktivnostima. Polovica roditelja istaknula je da njihovo dijete svakodnevno provodi pola sata, odnosno između jedan i dva sata pred ekranom. Međutim, 93,9 % roditelja smatra da njihovo dijete kvalitetno provodi slobodno vrijeme.The main focus of this paper is physical exercise for preschool children. The aim of the research was to examine the effects of physical activity on preschool children. The aim was also to examine the extent to which children are involved in physical activities in their free time. Physical activity is any body movement that an individual makes by activating skeletal muscles and that leads to energy consumption. There are several forms of physical activity, and in this thesis the emphasis is on physical activity that is carried out recreationally with preschool children. Physical activity of preschool children is important for their growth and development, maintaining their health, meeting their basic needs, improving mood, building character, etc. Precisely because of these positive effects of physical activity on preschool children, it is important that preschool teacher in preschool institutions motivate preschool children to engage in various physical activities. At the same time, educators should have knowledge of the growth and development of preschool children and the importance of children's participation in various physical activities. For the purposes of the research, 100 parents and 33 educators of preschool children were interviewed through an online questionnaire. The results of the part of the research in which educators participated showed that the majority of preschool children engage in physical activities and spend time in active play. The survey, which was aimed at parents, showed that as many as 85.3% of the surveyed parents take their child to kindergarten every day, regardless of the distance from their place of residence. Furthermore, 57.6% of parents stated that their child plays sports once or twice a week, while 42.4% of parents answered that their child does not do any sports activities. Half of the parents pointed out that their child spends half an hour every day, or between one and two hours in front of the screen. However, 93.9% of parents believe that their child spends quality free time
Parents and kinesiological activity in preschool age
No full textKineziološka aktivnost utječe na zdrav rast i razvoj djeteta rane i predškolske dobi i treba ju uključiti u život djece od najranije dobi kako bi stvorili dobre temelje motoričke pismenosti. Sudjelujući u kineziološkim aktivnostima dijete se razvija fizički, mentalno, socijalno i emocionalno.
Tjelesni odgoj smatra se najvažnijom kineziološkom aktivnosti u predškolskom odgoju. Obuhvaća cjelokupno djetetovo biće u kojem se isprepliću misaone i fizičke radnje. Dostupan je svoj djeci i može se provoditi u svim prilikama. Cilj tjelesnog odgoja je unaprijediti djetetove motoričke sposobnosti i zdravlje. Tjelesni odgoj treba biti zabavan i zanimljiv, kako djeca ne bi izgubila interes za njega.
Važnu ulogu u kreiranju kineziološke aktivnosti ima odgajatelj, koji poziva djecu na aktivnost i usmjerava energiju na konkretne sadržaje. Odgajatelj u izvršavanju svojih obaveza mora biti uredan, točan, discipliniran, glasan, čovjek čvrste volje, otvoren i pun druželjublja.
Na satu tjelesne i zdravstvene kulture važno je održavati ugodnu atmosferu u radu s djecom. Važno je da odgajatelj poštuje kodeks sportskog pedagoga da sudjeluje i doprinosi oblikovanju zdravih i radno sposobnih i naprednih mladih ljudi. Pravno je i moralno odgovoran za sigurnost djece.
Roditelji su glavni motivatori i imaju važnu ulogu pri odabiru i uključivanju djece u kineziološke aktivnosti. Oni su ti koji su djeci uzor i djeca ih oponašaju. Zato se djeca, čiji se roditelji bave kineziološkim aktivnostima, i sama žele okušati u kineziološkim aktivnostima i uvoditi zdrave navike u budućnosti.
Brojna istraživanja ukazuju na dobrobiti kineziološke aktivnosti i njezin utjecaj na opći razvoj djece predškolske dobi koja će biti u ovom radu opisana.Kinesiological activity affects the healthy growth and development of children of early and preschool age and should be included in the life of children from an early age in order to create a good foundation for motor literacy. By participating in kinesiology activities, the child develops physically, mentally, socially and emotionally.
Physical education is considered the most important kinesiology activity in preschool education. It encompasses the child's entire being, in which mental and physical actions are intertwined. It is available to all children and can be carried out on all occasions. The goal of physical education is to improve the child's motor skills and health. Physical education should be fun and interesting, so that children do not lose interest in it.
An important role in the creation of a kinesiology activity is played by the educator, who invites children to the activity and directs energy to specific contents. In carrying out his duties, the educator must be orderly, punctual, disciplined, loud, a man of strong will, open and full of sociability.
It is important to maintain a pleasant atmosphere when working with children in the physical and health education class. It is important that the educator respects the sports pedagogue's code to participate and contribute to the formation of healthy, able-bodied and advanced young people. He is legally and morally responsible for the safety of children.
Parents are the main motivators and have an important role in selecting and involving children in kinesiology activities. They are the ones who are the children's role model and the children imitate them. That is why children, whose parents are engaged in kinesiology activities, want to try themselves in kinesiology activities and introduce healthy habits in the future.
Numerous studies indicate the benefits of kinesiology activity and its impact on the general development of preschool children, which will be described in this paper
Socioeconomic status of parents and obesity of children
No full textCilj ovog diplomskog rada je ispitati roditelje utječe li socioekonomski status roditelja na stanje uhranjenosti djeteta predškolske dobi. Također, ispitalo se provode li roditelji svoje slobodno vrijeme s djecom baveći se tjelesnim aktivnostima te koliko često.
Prekomjerna težina u dječjoj dobi povezana je s većom mogućnosti pretilosti u odrasloj dobi, prerane smrti i drugih zdravstvenih problema poput poteškoća s disanjem, hipertenzije, ranog pokazatelja kardiovaskularnih bolesti, inzulinsku rezistenciju te psihološke učinke.
Djeca s nižim socioekonomskim statusom često se suočavaju s ekstremima u pogledu svog prehrambenog statusa, uključujući i probleme s pretilošću i pothranjenošću, te općim zdravstvenim stanjem. Također, ta su djeca izložena prehrani s visokim udjelom masti, šećera, energetski bogatom i siromašnom makronutrijentima koja ima tendenciju niže cijene, ali i niže kvalitete hranjivih tvari. Ovi prehrambeni faktori u kombinaciji s nižom razinom tjelesne aktivnosti rezultiraju naglim povećanjem pretilosti u dječjoj dobi.The aim of this master'thesis is to examine the influence of parents' socioeconomic status on the nutritional status of preschool children. Also, it was examined whether parents spend their free time with their children engaging in physical activities and also how often.
Being overweight in childhood is associated with a greater chance of obesity in adulthood, premature death and other health problems such as breathing difficulties, hypertension, early indicators of cardiovascular disease, insulin resistance and psychological effects.
Children of lower socioeconomic status often face extremes in their nutritional status, including problems with obesity and malnutrition, and general health. Also, these children are exposed to a diet with a high content of fat, sugar, energy rich and poor macronutrients, which tends to have a lower price, but also a lower quality of nutrients. These dietary factors combined with a lower level of physical activity result in a sharp increase in childhood obesity
Benefits of outdoor play on the development of early and preschool aged children
No full textCilj je ovoga rada isticanje razvojnih dobrobiti koje igra na otvorenome pruža djetetu rane i predškolske dobi te njihovo teorijsko približavanje i definiranje. Rad sadrži osam poglavlja, započinje definiranjem uloga dječje igre i njezine podjele prema socijalnoj i spoznajnoj složenosti, odnosno procesom njezina razvoja tijekom najranijih godina života te utjecajem stimulativnoga, poticajnog okružja na istu. Ono obuhvaća socijalno, ali i prostornomaterijalno okružje koje djetetu obogaćuje iskustvo igranja. Poticajni materijali od iznimne su važnosti te imaju veliku ulogu u njihovoj nadogradnji učenja i istraživanja svijeta oko sebe. Neoblikovani materijali koji se nalaze na otvorenome prostoru, širina vanjskog prostora i mogućnosti koje ona pruža, izravno utječu na sve segmente dječjega rasta i razvoja. Počevši od tjelesnih, socijalnih, emocionalnih dobrobiti pa sve do kognitivnih, navedene su sve prednosti otvorenoga prostora kao mjesta dječje igre. Nadalje, bitan su činitelj stimulativnoga, kvalitetnog okružja osobe koje dolaze u interakciju s djetetom. Tijekom tog procesa dijete promatranjem ponašanja i reakcija roditelja, odgajatelja, ali i vršnjaka, uči pravila prihvatljivog ponašanja, stječe socijalne kompetencije te znanja o socijalnim odnosima i načinima na koje društvo funkcionira u zajednici. Kako bi se sve razvojne dobrobiti ostvarile, odnosno kako bi se iskoristio ukupan potencijal kvalitetnoga procesa odgoja i obrazovanja, bitna je uloga odgojitelja. Odgojitelj kao važan model u djetetovu odrastanju mora preuzimati ulogu suigrača, usmjeravati ga i ne ograničavati. Usmjeravanjem djeteta na što češći boravak na otvorenome prostoru dječjega vrtića, stvara se određena rutina, planiraju se aktivnosti na otvorenom i omogućava boravak na svježem zraku u svim vremenskim prilikama.The aim of this work is to highlight the developmental benefits that outdoor play provides to children of early and preschool age and to theoretically approach and define them. The paper contains eight chapters, beginning with defining the roles of children's play and its division according to social and cognitive complexity, that is, the process of its development during the earliest years of life and the impact of a stimulating, stimulating environment on it. It encompasses the social, but also the spatial and material environment that enriches the child's playing experience. Incentive materials are extremely important and play a big role in their learning and exploration of the world around them. Unformed materials found in the open space, the width of the outdoor space and the opportunities it provides, directly affect all segments of children's growth and development. Starting with physical, social, emotional benefits and ending with cognitive benefits, all the advantages of open space as a place for children's play are listed. Furthermore, an important factor in a stimulating, high quality environment is the people who interact with the child. During this process, by observing the behaviour and reactions of parents, educators, and peers, the child learns the rules of acceptable behaviour, acquires social competences and knowledge about social relations and the ways in which society functions in the community. In order to realize all the developmental benefits, that is, in order to use the total potential of the quality process of upbringing and education, the role of educators is important. The educator, as an important model in the child's growth, must assume the role of a teammate, guide him and not limit him. By directing the child to stay in the open space of the kindergarten as often as possible, a certain routine is created, outdoor activities are planned and it is possible to stay in the fresh air in all weather conditions
Gender differences in the nutritional status of preschool children
No full textSvrha pisanja ovog rada je istražiti razlike u stupnju uhranjenosti uvjetovane spolnim predispozicijama na uzorku određenog broja predškolske djece, naravno, ako one stvarno postoje. Istraživanje se provodi kako bi se upoznalo širu javnost sa problemima pothranjenosti i pretilosti, a sa kojima visok dio zajednice možda nije upoznat.
Važno je napomenuti kako je predškolska dob osobito važna za razvoj djeteta pa je samim time važno djetetu osigurati zdravu i uravnoteženu prehranu koja ne naginje u nezdrave strane na spektru tipova prehrane. Budući da je pothranjenost, odnosno pretilost djece sve češća pojava u današnjem društvu i načinu života, ovim radom želi se istražiti postoji li razlika u spomenutim ekstremnim stanjima kod muške i ženske djece, odnosno jesu li te pojave spolno uvjetovane.
Ovaj rad pokazati će jesu li te pojave stvarna pojava ili neutemeljena nagađanja. Ukoliko rezultati istraživanja pokažu da uistinu postoje spolne razlike u pothranjenosti, to jest pretilosti djece, potrebno je u skladu s tim rezultatima i urgentno reagirati. U konačnici, rezultati ovog rada sugerirati će kako postupati dalje u odgoju i stvaranju najzdravije moguće prehrane i stila života za djecu kako bi im se osigurao što zdraviji i ugodniji život u njihovim nadolazećim godinama.The purpose of writing this paper is to investigate differences in the level of nutrition conditioned by gender predispositions on a sample of a certain number of preschool children, of course, if they really do exist. The research is conducted in order to familiarize the general public with the problems of malnutrition and obesity, with which a large part of the community may not be familiar. It is important to note that the preschool age is particularly important for a child's development, so it is therefore crucial to provide the child with a healthy and balanced diet that does not lean towards unhealthy sides on the spectrum of types of nutrition. Since malnutrition and obesity in children, respectively, is an increasingly common phenomenon in today's society and lifestyle, this work aims to investigate whether there is a difference in the mentioned extreme conditions in male and female children, or whether these phenomena are gender-based.
This paper will show whether these phenomena are real or unfounded speculations. If the results of the research show that there really are gender differences in malnutrition, that is, obesity in children, it is necessary to react urgently in accordance with these results. Ultimately, the results of this work will suggest how to proceed in the education and creation of the healthiest possible diet and lifestyle for children in order to ensure a healthier and more pleasant life for them in their coming years
Age differences in the nutritional status of preschool children
No full textCilj ovog rada i istraživanja bio je utvrditi dobne razlike u statusu uhranjenosti djece predškolske dobi. Zadatak ovog završnog rada je također bio uočiti i razjasniti razlike između normalne tjelesne težine, prekomjerne tjelesne težine, pretilosti i pothranjenost. Za pravilan razvoj djeteta, važno je djetetu omogućiti svakodnevnu tjelesnu aktivnost, boravak na otvorenom, kao i pravilnu prehranu. Također podići i svijest o trenutnoj situaciji, gdje su istraživanja dokazala da je svako treće dijete prekomjernu tjelesnu težinu.
Kako bi samo istraživanje moglo biti moguće, potrebni su bili podatci vezani za tjelesnu visinu(TV) i tjelesnoj težini (TT) djece. Pomoću tih vrijednosti se računa indeks tjelesne mase (ITM), a zatim i određujemo indeks tjelesne mase u percentilima. Istraživanje je provedeno u dječjem vrtiću ,,Didi“, koji se nalazi u okolici Zagreba. Istraživanje je odrađeno na uzorku od 22 djece od toga 12-ero djece u dobi od 5 godina i 10-ero djece u dobi od 6 godina.
Rezultati su dokazali kako je većinski dio ispitanika normalne uhranjenosti, ali zato i broj pretile djece je znatno veći od broja prekomjerne uhranjenosti i pothranjenosti. Bitno je podizanje svijesti na ovu temu te provedba više istraživanja za napredak odgojno-obrazovnih ustanova i za zdrav i kvalitetan djetetov život.The goal of this work and research was to determine age differences in the nutritional status of preschool children. The task of this final paper was also to observe and clarify the differences between normal body weight, overweight, obesity and malnutrition. For the proper growth and development of the child, it is important to allow the child daily physical activity, being outdoors, as well as proper nutrition. Also raise awareness of the current situation, where research has shown that every third child is overweight.
In order for the research itself to be possible, data on body height (HW) and body weight (WW) of children were needed. Using these values, we calculate the body mass index (BMI), and then determine the body mass index in percentiles. The research was conducted in the "Didi" kindergarten, which is located in the vicinity of Zagreb. The research was conducted on a sample of 22 children, of which 12 were 5 years old and 10 were 6 years old.
The results proved that the majority of respondents were of normal nutrition, but that is why the number of obese children is significantly higher than the number of overnourished and undernourished children. It is important to raise awareness on this topic and to conduct more research for the progress of educational institutions and the proper growth and development of children
Symptoms of Depression and Anxiety in Children
No full textSvrha ovog rada je objasniti dva najčešća psihička poremećaja u životu ljudi, a to su depresija i anksioznost. Depresija i anksioznost su sve zastupljeniji psihički poremećaji u životu ljudi. Donedavno se smatralo da od depresije mogu bolovati samo odrasle osobe, no istraživanja su pokazala da od depresije pati sve veći broj djece. Simptomi depresije dijele se u četiri skupine, a to su: emocionalni, tjelesni, kognitivni i bihevioralni, a neki od najčešćih simptoma su tuga, neraspoloženje, žalost, utučenost, bespomoćnost i suicidalne misli. Depresija se javlja u komorbiditetu s drugim psihičkim poremećajima, najčešće anksioznosti.
Anksioznost ima adaptivnu svrhu, no ukoliko se javlja svakodnevno u životu neke osobe i ometa normalno funkcioniranje, tada postaje poremećaj. Anksioznost karakteriziraju tjeskoba, strah, nelagoda, uznemirenost i tjelesni simptomi kao što su: ubrzan rad srca, otežano disanje, mučnina i sl. Kada se depresija i anksioznost prepoznaju na vrijeme, moguće ih je izliječiti ili spriječiti
njihov daljnji razvoj.The purpose of this paper is to explain the two most common psychological disorders in people's lives, namely depression and anxiety. Depression and anxiety are increasingly common psychological disorders in people's lives. Until recently, it was thought that only adults could suffer from depression, but research has shown that an increasing number of children suffer from depression.Symptoms of depression are divided into four groups, namely: emotional, physical, cognitive and behavioral, and some of the most common symptoms are sadness, low mood, grief, depression, helplessness and suicidal thoughts. Depression occurs in comorbidity with other psychological disorders, most often anxiety. Anxiety has an adaptive purpose, but if it occurs daily in a person's life and interferes with normal functioning, then it becomes a disorder. Anxiety is characterized by anxiety, fear, discomfort, restlessness and physical symptoms such as: rapid heartbeat, difficulty breathing, nausea, etc.When depression and anxiety are recognized in time, it is possible to cure them or prevent their further development