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Allergies in preschool children
No full textPojam „alergija“ prvi upotrebljava austrijski liječnik i pedijatar Clemens von Pirquet početkom 20. stoljeća, odnosno 1906. godine. Pojam alergija dolazi od dviju grčkih riječi, a to su allos (izmijenjen) i ergon (reaktivnost). U pojedinoj literaturi spominje se i u inačici allon ergo, što znači drugačije reagiram. U kliničkoj medicini reakcije neposredna preosjetljivost i reakcija kasne faze zajednički se nazivaju alergija ili atopija. Njima pridružene bolesti nazivaju se alergijske, atopijske ili bolesti neposredne preosjetljivosti. Ako se reakcije tih napada ponavljaju, dovode do razvoja kroničnih alergijskih bolesti pri kojima dolazi do oštećenja tkiva i njegova preoblikovanja. Alergeni su antigeni koji izazivaju reakcije neposredne osjetljivosti, a to su bjelančevine ili kemijske tvari vezane za bjelančevine. Alergeni uzrokuju alergijsku reakciju. Oni su svuda oko nas i nekima smo izloženi cijelu godinu, a nekima tek određeni dio godine. Alergene dijelimo na inhalacijske, probavne, kontaktne i ubrizgane, a u naše tijelo ulaze na razne načine. Alergijske bolesti definiraju se kao nezarazne kronične bolesti. One značajno utječu na radnu sposobnost, ali i na kvalitetu života od najranije dobi pa do starosti. Alergijske bolesti mogu se podijeliti na alergijske bolesti dišnog sustava (alergijski rinitis, alergijski konjunktivitis, astma), alergijske bolesti kože (urtikarija, angioedem, atopijski dermatitis), ostale alergijske bolesti (alergija na hranu, alergija na ubode i ugrize insekata, alergija na lijekove i cjepiva) te anafilaksiju. Najčešće alergijska bolest ovisi o dobi osobe. Tako su u ranoj dojenačkoj dobi česte gastrointestinalne alergije s preosjetljivošću na jaja, mlijeko ili neke druge alergene iz hrane. Zatim u dobi od tri do četiri mjeseca pa do godinu dana starosti najčešći je alergijski dermatitis koji se manifestira crvenilom, svrbežom i hrapavošću kože (obrazi, iza ušiju, pregib laktova, koljena, šaka i stopala). Astma se najčešće pojavljuje u dobi između druge i treće godine života. U pubertetu najčešći je alergijski rinitis. Alergijske bolesti u djetinjstvu češće zahvaćaju dječake, dok su u odrasloj dobi osjetljivije žene. Alergijska reakcija je odgovor imunološkog sustava koja oštećuje organizam i stvara nepotrebne i neželjene simptome. Postoje četiri tipa alergijskih reakcija. Dijagnosticiranje alergija započinje osobnom i obiteljskom anamnezom, a zatim se rade dijagnostički postupci, odnosno testiranja od kojih postoje kožna testiranja (prick, scratch, patch, intradermalni testovi), krvne pretrage (RIST, RAST, eozinofilija) i provokacijski testovi. Alergije nisu izlječive pa je kod alergijskih bolesti nužna prevencija koja se dijeli na primarnu, sekundarnu i tercijarnu. Liječenje alergija podrazumijeva: izbjegavanje alergena ukoliko je moguće, primjenu lijekova, specifičnu imunoterapiju te edukaciju. Uloga odgojitelja kod alergija je u prevenciji, edukaciji i liječenjualergijskih bolesti. Važni su i postupci pružanja pomoći kod alergijskih reakcija. Kroz istraživanje odgovoreno je na nekoliko pitanja kao što su rasprostranjenost alergijskih bolesti u vrtićkim skupinama te jesu li ta djeca svjesna svojih alergija, te jesu li sami odgojitelji dovoljno upoznati s alergijskim bolestima i njihovim ulogama kod djece „alergičara“. Osim toga, cilj istraživanja je bio potvrditi (ili odbaciti) postavljene hipoteze.The term "allergy" was first used by the Austrian doctor and pediatrician Clemens von Pirquet at the beginning of the 20th century, i.e. in 1906. The term allergy comes from two Greek words, allos (changed) and ergon (reactivity). In some literature, it is also mentioned in the version allon ergo, which means I react differently. In clinical medicine, immediate hypersensitivity reactions and late phase reactions are collectively called allergy or atopy. The diseases associated with them are called allergic, atopic or immediate hypersensitivity diseases. If the reactions of these attacks are repeated, they lead to the development of chronic allergic diseases in which tissue is damaged and reshaped. Allergens are antigens that cause immediate sensitivity reactions, which are proteins or chemical substances related to proteins. Allergens cause an allergic reaction. They are all around us and we are exposed to some of them all year, and some only for a certain part of the year. We divide allergens into inhaled, digestive, contact and injected, and enter our body in various ways. Allergic diseases are defined as noninfectious chronic diseases. They significantly affect the ability to work, but also the quality of life from an early age to old age. Allergic diseases can be divided into allergic diseases of the respiratory system (allergic rhinitis, allergic conjunctivitis, asthma), allergic skin diseases (urticaria, angioedema, atopic dermatitis), other allergic diseases (food allergy, allergy to stings and insect bites, allergy to medicines and vaccines) and anaphylaxis. The most common allergic disease depends on the age of the person. Thus, in early infancy, gastrointestinal allergies with hypersensitivity to eggs, milk or some other food allergens are common. Then, at the age of three to four months and up to one year of age, the most common is allergic dermatitis, which is manifested by redness, itching and roughness of the skin (cheeks, behind the ears, bends of the elbows, knees, hands and feet). Asthma most often appears between the ages of two and three. Allergic rhinitis is the most common in puberty. Allergic diseases in childhood affect boys more often, while women are more susceptible in adulthood. An allergic reaction is a response of the immune system that damages the body and creates unnecessary and unwanted symptoms. There are four types of allergic reactions. Diagnosing allergies begins with personal and family history, followed by diagnostic procedures, i.e. tests, which include skin tests (prick, scratch, patch, intradermal tests), blood tests (RIST, RAST, eosinophilia) and provocation tests. Allergies are not curable, so in the case of allergic diseases, prevention is necessary, which is divided into primary, secondary and tertiary. Treatment of allergies includes: avoiding allergens if possible, medication, specific immunotherapy and education. The role of allergy educators is in the prevention, education and treatment of allergic diseases. Procedures for providing helpin case of allergic reactions are also important. Several questions were answered through the research, such as the prevalence of allergic diseases in kindergarten groups and whether these children are aware of their allergies, and whether the educators themselves are sufficiently familiar with allergic diseases and their roles in "allergic" children. In addition, the goal of the research was to confirm (or reject) the set hypotheses
Procedures of Teacher's Work with Students with ADHD
No full textADHD je teškoća u razvoju koja pogađa 3-5% djece što implicira da svaki razred pohađa barem jedno dijete s ovim poremećajem. Ovaj podatak ukazuje na činjenicu kako se svaki učitelj u svojem radu susreće s djecom s ADHD-om, što zahtjeva educiranost o samoj teškoći i prilagodbu načina podučavanja. Educiranost uključuje znanja o simptomatologiji, etiologiji i terapiji ADHD-a koji pomažu učitelju da razumije poremećaj i uskladi svoja očekivanja s djetetovim mogućnostima. Nadalje, učitelju su potrebna saznanja o postupcima u nastavi koji pomažu djetetu da prevlada svoje teškoće izazvane poremećajem i ostvari svoj obrazovni potencijal.
Cilj ovoga rada je istražiti kako učitelji u nastavi postupaju s djecom s ADHD-om te ispitati s kojim se poteškoćama ova djeca susreću tijekom svojeg školovanja. U istraživanju se koristila metoda polustrukturiranog intervjua s petnaestogodišnjim dječakom koji se prisjećao kako je izgledalo njegovo funkcioniranje u nastavi od prvog do četvrtog razreda osnovne škole te postupaka svojih učiteljica razredne nastave.
Rezultati istraživanja pokazuju da dijete s ADHD-om slabije funkcionira u nastavi u odnosu na svoje vršnjake. To se odnosi na teže praćenje nastave s obzirom na ometajuće učinke simptoma nepažnje koji uključuju nemogućnost koncentracije, nerazumijevanje zadataka i „zabavljanje“ vlastitim mislima tijekom sata. Nadalje, dijete je ometeno simptomima hiperaktivnosti kroz osjećaj fizičkog nemira koji ga preplavljuje i onemogućuje mu da se bavi ičime osim stišavanjem tog nemira što utječe na njegovo praćenje nastave. Odnosi djeteta s vršnjacima su oskudni i svode se na jednog do dva prijatelja iz razreda s kojima interakcija traje jedino dok traje i nastava te se ne nastavlja izvan škole. Kako je dijete spletom okolnosti u razrednoj nastavi imalo tri učiteljice, može se uočiti razlika u postupcima u nastavi i načinu ophođenja s djetetom. Postupci učiteljica utječu na djetetov osjećaj prihvaćanja i motiviranost za pohađanjem nastave.
Zaključak koji proizlazi iz istraživanja je kako postupci učitelja u nastavi utječu na djetetovo praćenje nastave i rad, a izostanak učinkovitih postupaka individualizacije nastave dovodi do djetetovog osjećaja neuspjeha i niskog samopouzdanja.ADHD is a developmental disability that affects 3-5% of children, which suggests that every class has at least one child with this disorder. The data suggests that every teacher will encounter children with ADHD in their work. For the teachers, dealing with ADHD requires education and adaptability in their teaching procedures. Education includes knowledge about the symptomatology, etiology and therapy of ADHD, and it may help the teachers achieve a fuller understanding of the disorder and align their expectations with the child's capabilities. Furthermore, teachers need knowledge about teaching methods that help the child overcome the difficulties caused by the disorder and achieve their educational potential.
The aim of this paper is to investigate how teachers deal with children with ADHD in the context of the classroom, as well as to examine what are the difficulties these children encounter throughout their education. The research used the method of a semi-structured interview with a fifteen-year-old boy who recalled his own experiences, as well as the methods employed by his teachers in the context of classroom, from the first to the fourth grade of elementary school.
The results of the research shows that compared to his peers a child with ADHD functions less well in a class context. This refers to difficulties in following lessons, caused by the disruptive effects of symptoms of inattention. These symptoms include inabilities to concentrate, to understand tasks and being lost in his own thoughts during the lessons. Furthermore, the child’s attention is disrupted by symptoms of hyperactivity which manifest as feelings of physical restlessness that overwhelm the child and prevent him from doing anything other than working to quiet that restlessness. The child’s relationship with his peers is scarce – limited to one or two friends from his class. Even when the social interactions are present, they last only while classes are in progress and do not continue outside of school. Due to a combination of circumstances, the child had three different female teachers during his time in elementary school. This means that observations can be made about the different procedures of teaching and interacting with the child. The teacher's actions
have a significant impact on the child's feeling of acceptance and his motivation to attend classes.
The conclusion that emerges from this research is that the teacher's actions in class affect both the child's monitoring of lessons and his work. The absence of effective procedures of individualized teaching leads to feelings of failure as well as a low level of self-confidence
Group guitar lessons as an extracurricular activity in primary education
No full textVažnost glazbe i njezin utjecaj na ljude prepoznata je još od antičkih vremena i od tada se promišlja njezina uloga i zastupljenost u odgoju i obrazovanju. U hrvatskom obrazovnom sustavu u prva tri razreda osnovne škole, nastavni predmet Glazbena kultura povjerena je učiteljima primarnog obrazovanja. Osim redovne nastave, učitelji provode i razne izvannastavne glazbene aktivnosti. Glazbeno obrazovanje stječe se na učiteljskom studiju u obliku teorijskog, praktičnog i metodičkog znanja, no u recentnim istraživanjima brojni učitelji navode problem nedostatka stručnog obrazovanja u području izvođenja izvannastavnih glazbenih aktivnosti. Područje sviranja u nastavi glazbe, prema kurikulu, odnosi se na sviranje tjeloglazbom ili udaraljkama iz Orffovog instrumentarija koje većina hrvatskih škola ne posjeduje, stoga su učitelji primorani na izrađivanje vlastitih instrumenata. Međutim, u povijesti hrvatskog školstva njegovalo se sviranje raznih instrumenata (tambura, melodika, usna harmonika, gitara i mandolina) u redovnoj nastavi. No, u današnje vrijeme sviranje navedenih instrumenata ne izvodi se u redovnoj nastavi, već se proširuje u izvannastavnim aktivnostima. U radu se primjenjuje komparativna analiza zastupljenosti izvannastavnih glazbenih aktivnosti u europskim i hrvatskim školama. Primjećuje se nedostatak izvannastavnih glazbenih aktivnosti koje uključuju skupno sviranje gitare. Gitara je jedan od najpopularnijih instrumenata današnjice koji je zbog svojih izražajnih mogućnosti privlačan učenicima rane školske dobi. Stoga je cilj ovog rada razmotriti mogućnost uvođenja izvannastavne glazbene aktivnosti Skupna nastava gitare u hrvatske općeobrazovne škole kao i ponuditi mogući oblik organizacije i provedbe takve vrste aktivnosti. Postupno uvođenje cjelodnevne škole otvara mogućnost za provođenje navedene aktivnosti. Vrijeme koje učenici provode u školskoj ustanovi zahtijeva detaljnu organizaciju te ispunjenost izvannastavnim aktivnostima čiji je cilj razvoj učeničkih sposobnosti i vještina. Uključenost učenika u izvannastavne aktivnosti u konačnici bi vodila k većem dostupnom raspoloživom izvanškolskom vremenu za učenike i njihove roditelje.The importance of music and its influence on people has been recognized since ancient times, and since then, its role and presence in education have been contemplated. In the Croatian education system, in the first three grades of elementary school, Music Culture as subject has been entrusted to primary education teachers. In addition to regular classes, teachers also conduct various extracurricular music activities. Music education is acquired in teacher training through theoretical, practical, and methodological knowledge. However, recent research indicates that many teachers highlight the lack of specialized education in the field of extracurricular musical activities. The area of playing instruments in music education, according to the curriculum, refers to playing instruments such as Orff's instruments, which most Croatian schools do not possess. Consequently, teachers are compelled to create their own instruments. Nevertheless, in the history of Croatian education, playing various instruments (tamburitza, melodica, harmonica, guitar, and mandolin) was nurtured in regular classes. However, nowadays, playing these instruments is not part of the regular curriculum but has been extended to extracurricular activities. This paper applies a comparative analysis of the representation of extracurricular music activities in European and Croatian schools. There is an observed lack of extracurricular music activities that involve group guitar playing. The guitar is one of the most popular instruments today due to its expressive capabilities, which attracts students of early school age. Therefore, the aim of this paper is to consider the possibility of introducing the extracurricular music activity "Group Guitar Class" in Croatian general education schools, as well as to offer a potential form of organization and implementation of such activities. The gradual introduction of all-day school provides an opportunity for conducting this activity. The time that students spend in school requires careful organization and fulfillment with extracurricular activities aimed at developing students' abilities and skills. Student involvement in extracurricular activities would ultimately lead to more available after-school time for students and their parents
ADHD in preschool children
No full textADHD je jedan od najčešćih poremećaja koji se javljaju kod djece i adolescenata. Uzrok nastanka ovog poremećaja još je uvijek nepoznat i nedovoljno istražen, ali se raznim istraživanjima otkrilo koji bi čimbenici možda mogli utjecati na razvoj ovog poremećaja. Glavni simptomi ovog poremećaja koji se javljaju su nepažnja, hiperaktivnost i impulzivnost. To troje su najvidljiviji simptomi ADHD-a i oni se uvijek nekako isprepliću jedno s drugim. Kako bi se ADHD dijagnosticirao, potrebno je da su zadovoljeni uvjeti iz Dijagnostičkog i statističkog priručnika za mentalne poremećaje (DSM-5). Da bi se ADHD dijagnosticirao, simptomi moraju biti prisutni prije sedme godine djetetova života, moraju trajati najmanje šest mjeseci i moraju se pojavljivati u dva različita okruženja, bilo u vrtiću, bilo kod kuće. Dijagnostičkim postupkom se želi prikupiti što veći broj informacija o djetetu iz više različitih izvora. U dijagnosticiranju sudjeluje tim koji se sastoji od pedijatra, neuropedijatra, logopeda, psihologa, a informacije dobivaju od roditelja i odgojitelja. Kada se dijagnoza uspostavi kreće se sa liječenjem. Tretmanom se samo žele ublažiti simptomi i umanjiti specifične teškoće. Prvi korak u liječenju je psihoedukacija, a zatim medikamentozna terapija. Postoje još i ostali oblici liječenja kao primjerice neurofeedback. Kako su tijekom odrastanja djeca s ADHD-om uglavnom neshvaćena, ignoriranje ovog poremećaja nikako nije dobro jer to može imati razarajuće posljedice za dijete. Bitno je da djetetova bliža okolina, posebice roditelji i odgojitelji, prihvate da dijete ima poremećaj, krenu s liječenjem na vrijeme te da budu puni razumijevanja i podrške za dijete kako bi se ono moglo bez problema uklopiti u svakodnevni život.ADHD is one of the most common disorders that occur in children and adolescents. The cause of this disorder is still unknown and insufficiently researched, but various researches revealed which factors could possibly influence the development of this disorder. The main symptoms of this disorder are inattention, hyperactivity and impulsivity. Those three are the most visible symptoms of ADHD and they always somehow intertwine with each other. In order to diagnose ADHD, it is necessary that the conditions from the Diagnostic and Statistical Manual for Mental Disorders are met. In order to be diagnosed ADHD, symptoms must be present before the child is seven years old, they must last at least six months and must appear in two different environments, either in kindergarten or at home. The diagnostic procedure aims to gather as much information as possible about the child from many different sources. A team consisting of pediatricians, neuropediatricians, speech therapists, and psychologists participates in the diagnosis, and they receive information from parents and educators. Once the diagnosis is established, the treatment begins. Treatment is only intended to alleviate symptoms and reduce specific difficulties. The first step in treatment is psychoeducation, followed by drug therapy. There are also other forms of treatment, such as neurofeedback. As children with ADHD are mostly misunderstood while growing up, ignoring this disorder is not good because it can have devastating consequences for the child. It is essential that the child's immediate environment, especially the parents and educators, accept that the child has a disorder, start treatment on time, and be full of understanding and support for the child so that he can fit into everyday life without any problems
The influence of physical activities and healthy nutrition on the nutritional status of preschool children
No full textU ovom je istraživanju napravljena analiza utjecaja tjelesnih aktivnosti i zdrave prehrane na stanje uhranjenosti djece ranog i predškolskog uzrasta. U radu su obrađene teme tjelesnih aktivnosti i njihovog pozitivnog utjecaja na zdravlje, zdrave prehrane, prehrane u dječjem vrtiću, pretilosti i pothranjenosti. Ističe se važnost utjecaja roditelja, odgojitelja i drugih osoba koje sudjeluju u odgoju djeteta na zdrave navike, zdravu i kvalitetnu prehranu te na tjelesne aktivnosti u količini koja je adekvatna djetetovoj dobi. Rezultati prethodnih istraživanja pokazali su da je većinski dio djece normalno uhranjen. Međutim, zadnjih godina jasan je porast pretilosti.
Ovim se istraživanjem nastojalo ustanoviti stanje uhranjenosti pomoću izmjerenih antropometrijskih mjera djece i usporediti s njihovim prehrambenim navikama te kretanjem i količinom fizičkih aktivnosti. Istraživanje se izvršilo u dječjem vrtiću „Zapruđe“ tijekom srpnja 2023. godine. U njemu je sudjelovalo sveukupno 23 djece u dobi između treće i šeste godine. Ostvareni su sljedeći rezultati: većina djece pripada kategoriji normalne uhranjenosti, fizičke aktivnosti djece adekvatne su njihovoj dobi, s obzirom na stupanj uhranjenosti ne postoje značajna odstupanja, također nema razlike prema spolu djece u tjelesnim aktivnostima, prehrambenim obrascima i antropometrijskim karakteristikama. Nadalje, zabilježena je statistički značajna veza među varijablama tjelesne težine, visine te prehrane. Djeca s većom tjelesnom težinom često konzumiraju veći broj obroka tijekom dana i u većoj mjeri unose brzu hranu. Prehrambene navike i tjelesne aktivnosti djece većinom su zadovoljavajuće jer sva djeca svaki dan imaju kuhani obrok za ručak, većina djece konzumira četiri ili pet obroka dnevno, većina svakodnevno jede voće i povrće te provode slobodno vrijeme između dva i tri sata dnevno vani na svježem zraku.This research aimed to analyze the impact of physical activities and healthy nutrition on the nutritional status of children in early and preschool ages. The study covered subjects like physical activities and their positive influence on health, healthy nutrition, nutrition in childcare centers, obesity, and malnutrition. The importance of parental, educator, and caregiver influence on instilling healthy habits, nutritious and quality diet, as well as appropriate physical activity for a child's age, was emphasized. Previous research has established that the majority of children are within the normal weight range. However, a
noticeable increase in obesity has been observed in recent years.
This study aimed to assess nutritional status through measured anthropometric indicators in children, and compare them with their dietary habits, physical activities, and movements. The research was conducted at the „Zapruđe“ kindergarten in July 2023, involving a total of 23 children aged between three and six years. The results revealed that most children fall into the category of normal nutritional status, and their physical activities are appropriate for their age. There were no significant deviations regarding nutritional status, and no gender differences were noted in terms of physical activities, dietary patterns, and anthropometric characteristics. Additionally, a statistically significant connection among variables such as body weight, height and nutrition was identified. Children with higher body weight tend to consume a greater number of meals throughout the day and show a higher preference for fast food consumption. Overall, the dietary habits and physical activities of children were mostly satisfactory, with each child having cooked lunch every day, and the majority consuming four to five meals daily, eating fruits and vegetables regularly, and spending two to three hours outdoors in fresh air
Educator's spoken interpretation of a literary and artistic text as a stimulus to children's language development
No full textDječji jezični razvoj kompleksna je pojava na koju utječu biološki i okolinski čimbenici. Jezični razvoj pojedinca najintenzivniji je u ranom djetinjstvu jer je tada osjetljivo razdoblje za razvoj jezika, ali on nikada ne prestaje. Jezik je nužan za ostvarivanje svakodnevne komunikacije s okolinom. Okolinski čimbenici koji imaju najveći utjecaj na jezični razvoj djeteta jesu govorni modeli kojima je dijete izloženo, a to su roditelji i odgojitelji. Oni djeci posreduju različite stilove komunikacije i različite sadržaje te tako potiču dječje ovladavanje jezikom i jezičnim sposobnostima. Govorna interpretacija književnoumjetničkog teksta jedan je od najvrjednijih poticaja u tom kontekstu, posebno za leksičku sastavnicu dječjega jezičnog razvoja.
U ovom radu detaljnije se progovara o temi poticanja dječjeg jezičnog razvoja posredovanjem književnoumjetničkog teksta. Opisano je i istraživanje usmjereno na uočavanje dobrobiti govorne interpretacije na dječji jezični razvoj, dječjeg stava prema različitim oblicima slušanja teksta, dječjih reakcija na tekst te utjecaja slušanoga umjetniĉkoga teksta na igru djeteta. Istraživanje je pokazalo kako je dječja izloženost slušanju govorne interpretacij književnoumjetničkom tekstu značajno poticajna za dječje bogaćenje rječnika, komunikaciju s djecom i odgojiteljima, govorne reprodukcije riječi i izraza u tekstu i razumijevanja cjelovitog teksta. Primijećeno je kako je znatno manja zainteresiranost djece za čitanje teksta bez upotrebe govornih vrednota i za slušanje audiozapisa teksta. Ti zaključci mogu biti vrijedni za odgojiteljsku praksu i za daljnja promišljanja o mogućnostima poticanja dječjega jezičnoga razvoja u dječjem vrtiću.Children's language development is a complex phenomenon that is influenced by biological and environmental factors. An individual's language development is most intense in early childhood because it is a sensitive period for language development, but it never stops. Language is necessary for everyday communication with the environment. The environmental factors that have the greatest influence on a child's language development are the speech models to which the child is exposed, namely parents and educators. They provide children with different styles of communication and different contents, thus encouraging children's mastery of language and linguistic abilities. Oral interpretation of a literary and artistic text is one of the most valuable incentives in this context, especially for the lexical component of children's language development.
This paper discusses in more detail the topic of encouraging children's language development through the mediation of a literary and artistic text. Also described is research aimed at observing the benefit of spoken interpretation on children's language development, children's attitude towards different forms of listening to a text, children's reactions to the text, and the influence of the listened artistic text on the child's play. Research has shown that children's exposure to listening to spoken interpretations of literary and artistic texts is a significant stimulus for children's vocabulary enrichment, communication with children and teachers, spoken reproduction of words and expressions in the text, and understanding of the entire text. It was noticed that children are significantly less interested in reading the text without using speech values and in listening to the audio recording of the text. These conclusions can be valuable for educational practice and for further reflection on the possibilities of encouraging children's language development in kindergarten
Obesity of children in facilities for early childhood care and education
No full textU današnje vrijeme pretilost kod djece predškolske i školske dobi predstavlja sve veću ugrozu zdravom razvoju i odrastanju djece. Pretilost ne nastaje sama od sebe, njoj prethode različiti uzroci i čimbenici koji na nju utječu, bilo da se radi o genetskim ili okolinskim čimbenicima. Također, nije svako dijete koje je pretilo pretilo samo zato što jede previše nezdrave i visokokalorične hrane, nego postoji i pretilost do koje je došlo uslijed određenih zdravstvenih problema, stoga kada se govori o klasifikaciji pretilosti, postoje primarna i sekundarna. Nadalje, kroz rad su prikazani i rezultati dosadašnjih istraživanja provedenih u Hrvatskoj koja se odnose na pretilost, kao i posljedice koje pretilost izaziva, bilo da se misli na duševne (manjak samopouzdanja, osjećaj srama i dr.) ili zdravstvene (jer pretilost dovodi do pojave određenih bolesti kao što su primjerice, bolesti kardiovaskularnog sustava, dijabetesa i dr.). Pretilost se, kao i druge određene bolesti, može prevenirati, a ključnu ulogu u preveniranju pretilosti (postoje četiri načina: primarna, sekundarna, tercijarna i kvartarna prevencija) odigravaju roditelji, djelatnici odgojno-obrazovnih ustanova, te u konačnici, i samo dijete, koje treba uz pomoć roditelja, biti svjesno da se treba hraniti zdravo (ne samo s ciljem gubitka kilograma, nego i radi zdravijeg života), kretati se i biti aktivno. Dakle, može se reći kako je prije svega, pravilna prehrana ključ djetetovog zdravog rasta i razvoja, a roditelji su ti, koji trebaju pružiti podršku svom djetetu ukoliko je pretilo, razumjeti ga i nastojati mu pomoći u borbi s kilogramima.Nowadays obesity amongst children of preschool and school age raises concerns in forms of healthy growth and development of a child. Obesity does not arise by itself, it is preceded by various causes and factors that influence it, whether it is genetic or environmental factors. Also, not every child who is obese is obese just because they eat too much unhealthy and high-calorie food, but there is also obesity that occurred due to certain health problems, so when talking about the classification of obesity, there are primary and secondary. Furthermore, the paper presents the results of previous research conducted in Croatia related to obesity, as well as the consequences that obesity causes, whether it is mental (lack of self-confidence, feeling of shame, etc.) or health (because obesity leads to occurrence of certain diseases such as, for example, diseases of the cardiovascular system, diabetes, etc.). Obesity, like other certain diseases, can be prevented, and the key role in obesity prevention (there are four ways: primary, secondary, tertiary and quaternary prevention) is played by parents, employees of educational institutions, and ultimately, the child himself, who with the help of parents, you should be aware that you should eat healthy (not only with the goal of losing weight, but also for a healthier life), move and be active. So, it can be said that first of all, proper nutrition is the key to a child's healthy growth and development, and parents are the ones who should support their child if he is overweight, understand him and try to help him in the fight with pounds
Central and District Elementary School: Teaching in Regular and Combined Classes
No full textIz godine u godinu sve je manji broj djece u školskim klupama. Taj problem sa sobom povlači činjenicu kako sve veći broj djece svoje primarno obrazovanje započinje u kombiniranim razrednim odjeljenjima koja su zastupljena u područnim školama koje se nalaze u manjim seoskim sredinama, otocima i planinskim prostorima. Takva razredna odjeljenja mogu biti kombinirana na različite načine. Kombiniraju se najmanje dva, a najviše četiri razredna odjeljenja zajedno. Provođenje odgojno-obrazovnog procesa u kombiniranom razrednom odjeljenju puno je složenije i zahtjevnije u odnosu na provođenje istog u redovitom razrednom odjeljenju koja se nalaze u matičnim školama. Svako od njih ima svoje prednosti i nedostatke. Jedan od najjednostavnijih primjera prednosti koje kombinirano razredno odjeljenje nosi je međusobna suradnja između učenika te njihova samostalnost. Učenici rade na području međusobnog pomaganja zbog uvjeta i načina provođenja samog nastavnog procesa, a samostalnost je jedan od faktora koji je za rad u kombiniranom razrednom odjeljenju neizostavan. Kao nedostatak, koji gotovo svako kombinirano razredno odjeljenje ima, je teže postizanje koncentracije učenicima kojima je za rad potreban mir te češća prilagodba i promjena metoda rada koje su već unaprijed isplanirane. Ovaj rad temelji se na uočavanju razlika u izvođenju nastavnog odgojno-obrazovnog procesa u redovitim i kombiniranim razrednim odjelima, te kako razlike utječu na obrazovanje učenika. Rezultati su prikupljani metodom kvalitativnog istraživanja u obliku polustrukturiranog intervjua provedenog na dvoje ispitanika. Rezultati intervjuiranja prikazuju stavove ispitanika koji rade u primarnom obrazovanju matične Osnovne škole Izidora Poljaka Višnjica, te njezinog područnog odjela Julijane E. Drašković Cvetlin.From year to year, number of children is classrooms is decreasing. That problem draws the fact that increasing number of children start their primary education in combined classrooms which are represented in district schools who are located in smaller rural areas, islands and mountainous areas. Such classes can be combined on different ways. At least two but maximum four classes are combined together. It is more complicated and harder to pursuit educational process in comparison to educational process in regular classes in central schools. Each of it has its advantages and disadvantages. One of the simplest advantages of a combined class has is mutual cooperation between students and their independence. Students work in the field of mutual help due to the conditions and methods of educational process, and independence is one of the essential factors which is needed for in combined classroom. As a disadvantages, which almost every combined classroom has, it is harder to achieve concentration of students who need peace for work and also frequent adaptations and changes of methods of work which are planned in advance. This thesis is based on observation on differences in the execution of educational process of students in combined and regular classes, and how those differences affect the education of students. Results are collected with the help of qualitative research in the form of a semi-structured interview conducted on two subjects. Results of the interview show the views of respondents who work in primary education of central elementary school Izidora Poljaka Višnjica and its district school Julijane E. Drašković Cvetlin
Sport at preschool age
No full textU ranoj i predškolskoj dobi veliki utjecaj na rast i razvoj djece imaju tjelesne aktivnosti. Sport je tjelesna aktivnost koja uključuje razvoj novih vještina, ali i natjecanje. Cilj bavljenja sportom je razvoj motoričkih sposobnosti kod djece, unapređivanje zdravlja te poboljšanje emocionalnog i socijalnog stanja djeteta. Stoga, uvođenje sporta od najranije dobi ima pozitivan utjecaj na rast i razvoj djeteta. Sportske aktivnosti utječu na razvoj motoričkih sposobnosti, kao što su: snaga, koordinacija, brzina, izdržljivost, agilnost, fleksibilnost i ravnoteža. Osim toga, djeca uče o suradnji s drugima, poštivanju pravila, usvajaju zdravstveno-higijenske navike te uče o upravljanju emocijama. Kroz satove kinezioloških aktivnosti, djeca su fizički aktivna u vrtiću, no često sudjeluju u raznim individualnim i ekipnim sportovima izvan vrtića. Veliku ulogu u odabiru sportu, te bavljenje istim, imaju roditelji. Oni, prema djetetovim interesima, odabiru sport zajedno s djetetom. Važno je da pružaju podršku i ohrabruju dijete kako ne bi odmah odustalo. Također, roditelji su ti koji financiraju sport i potrebnu opremu, brinu o prijevozu i ostalim stvarima. Osim roditelja, veliku ulogu imaju i treneri (odgojitelji) koji moraju motivirati dijete tijekom svakog treninga. U toj dobi, sport se treba svoditi na igru, zabavu i druženje, a ne na natjecanje i pobjedu, kako bi dijete ostalo motivirano i željelo nastaviti s treniranjem. Jedan od projekata koji potiče zabavu i igru kroz sport je UEFA Playmakers. Ovaj projekt je osmišljen tako da kroz crtane filmove djeca uče nogometne vještine, odnosno kroz zabavu i igru tjelesno su aktivni. Poticanje sporta od najranije dobi ima pozitivan učinak na dijete jer mu to, osim rasta i razvoja, pruža zadovoljstvo i sreću.In the early and preschool age, physical activities have a great influence on the growth and development of children. Sport is a physical activity that includes the development of new skills, as well as competition. The goal of playing sports is the development of motor skills in children, improvement of health and improvement of the child's emotional and social state. Therefore, the introduction of sports from an early age has a positive impact on the growth and development of the child. Sports activities affect the development of motor skills, such as: strength, coordination, speed, endurance, agility, flexibility and balance. In addition, children learn to cooperate with others, respect rules, adopt health and hygiene habits and learn to manage emotions. Through kinesiology activities, children are physically active in kindergarten, but they often participate in various individual and team sports outside of kindergarten. Parents play a big role in choosing a sport and playing it. According to the child's interests, they choose the sport together with the child. It is important that they provide support and encourage the child so that he does not give up immediately. Also, parents are the ones who finance sports and the necessary equipment, take care of transportation and other things. In addition to parents, coaches (educators) play a big role as well, who must motivate the child during each training session. At that age, sports should be about playing, having fun and socializing, not competing and winning, so that the child stays motivated and wants to continue training. One of the projects that encourages fun and play through sports is UEFA Playmakers. This project is designed so that children learn soccer skills through cartoons, that is, they are physically active through fun and games. Encouraging sports from an early age has a positive effect on the child because, in addition to growth and development, it provides him with satisfaction and happiness
Children's film Sinji galeb as an adaptation of the novel The Sinji Galeb Brotherhood
No full textU radu je prikazan dječji roman Tone Seliškara Bratovština Sinjega galeba i njegova adaptacija u dječjem filmu Branka Bauera Sinji galeb. Ukazala se potreba za usporedbom inačica romana napisanih prije i poslije 1945. godine. Obje inačice promatrane su u odnosu na društveno-povijesne okolnosti u kojima su nastale. Također, sagledana je i šira slika dječje književnosti i kulture (naročito medija) u tim povijesnim okolnostima.
U prvom dijelu rada detaljno su predstavljeni pisac Tone Seliškar i redatelj Branko Bauer te je dan osvrt na ostala njihova djela i kreativna dostignuća. Rad je usredotočen na usporedbu romana Bratovština Sinjega galeba i Družina Sinjega galeba, gdje je poseban naglasak stavljen na ideološke i vjerske promjene do kojih dolazi u poslijeratnim izdanjima. Uz to je analizirano poslijeratno izdanje romana Družina Sinjega galeba i njegova adaptacija u filmu Sinji galeb. Iz čitaonice Hrvatskoga filmskog arhiva saznaje se više o vremenu i načinu na koji je film sniman.
Poseban naglasak stavljen je na definiranje paradigme djeteta udarnika i djeteta ratnika koja proizlazi iz društveno-političkih događanja i potreba vremena u kojem je adaptacija filma nastala. Kroz analizu ovih elemenata prikazano je kako su oba dijela odražavala i oblikovala kulturne i društvene norme svojeg vremena te kako su se prilagodila promjenama koje su nastale nakon Drugoga svjetskog rata.The paper presents The Brotherhood of the Sinji Galeb, a children's novel by Tone Seliškar and its adaptation into a children's film, The Sinji Galeb, by Branko Bauer. There was a need to compare the versions of the novel written before and after 1945. Both versions were analysed within the social and historical context in which they were written. Also, a broader perspective of children's literature and culture (especially the media) in these historical circumstances is considered.
In the first part of the paper, the writer Tone Seliškar and the director Branko Bauer are presented, and an overview of their other works and creative achievements is given. The paper is focused on the comparison of the novels The Brotherhood of the Sinji Galeb and The Company of the Sinji Galeb, where special emphasis is placed on the ideological and religious changes that occured in the post- war editions of the novel. In addition, the post-war edition of the novel The Company of the Sinji Galeb and its adaptation into a film, The Sinji Galeb, were analysed. From the materials in the Croatian Film Archive, we found out more about the time and the way in which the film was shot. Special emphasis has been placed on defining the paradigms of the child worker and the child warrior, which stem from social and political events and the needs of the time in which the film adaptation was created. Through the analysis of these elements, it is shown how both parts reflected and shaped the cultural and social norms of that time and how they adapted to the changes that occurred after the Second World War