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Kinesiological content in the game of preschool age
No full textSastavni dio odgoja i obrazovanja djece predškolske dobi jest igra odnosno neprestana potreba za kretanjem. Kroz igru dijete se najbolje razvija i uči. Igrom dijete razvija svoje kognitivne, socijalne, emocionalne i fizičke sposobnosti, ali i govor. Što raznovrsnijom ponudom igara u predškolskoj dobi djeci se osigurava motorički razvoj, samopouzdanje, optimizam, zadovoljstvo te se obogaćuje njegov emocionalni razvoj prihvaćanjem uspjeha odnosno neuspjeha. Značajan doprinos razvoju njihovih motoričkih sposobnosti daju roditelji/skrbnici odnosno odgojitelji u predškolskim ustanovama. U diplomskom radu obrađene su kineziološke igre koje utječu na razvoj motorike, a to su igre stvaranja, igre pretvaranja igre s jednostavnim pravilima, igre sa složenim pravilima te biotička igra. Poseban naglasak u radu stavljen je na kineziološke sadržaje u igri po vrtićkim grupama i to u mlađoj, srednjoj i starijoj predškolskoj dobi. Tom prilikom analizirane su igre primjerene za navedenu dob te su istaknuti kineziološki sadržaji u svakoj igri.An integral part of the up bringing and education of preschool children is play, that is, the constant need to move. A child develops and learns best through play. Through play, the child develops his cognitive, social, emotional and physical abilities, as well as speech. By offering as many games as possible in preschool age, children are provided with motor development, self-confidence, optimism, satisfaction, and their emotional development is en ric ed by accepting success and failure. A significant contribution to the development of motor skills is made by parents/caregivers or educators in preschool institutions. Kinesiology games that affect the development of motor skills are discussed in the thesis, namely creation games, pretend games, games with simple rules, games with complex rules and biotic games. Special emphasis in the work is placed on kinesiology content in games by kindergarten groups, in younger, middle and older preschool age. On this occasion, games suitable for the specified age were analyzed and the kinesiology content in each game was high lighted
The connection between the level of education of educators and by conducting kinesiology activities in early and preschool education
No full textU ovom radu se nastoji opisati zašto je tjelesna aktivnost važna za predškolsku djecu i koje kineziološke aktivnosti se provode u dječjim vrtićima. Cilj rada je istražiti postoji li razlika u provođenju kinezioloških aktivnosti s obzirom na razinu obrazovanja odgojitelja. Tjelesna aktivnost ima brojne pozitivne učinke na zdravlje djeteta i njegov rast i razvoj. Djeca u ranoj i predškolskoj dobi kroz tjelesnu aktivnost razvijaju pozitivne moralne osobine, te se poboljšava kognitivni i spoznajni razvoj. Treba biti svjestan da se tjelesna neaktivnost ne može nadoknaditi u kasnijem razdoblju i ona dovodi do brojnih negativnih posljedica koje se odražavaju na zdravlje djeteta. Osim što može negativno utjecati na psihičko zdravlje djeteta, tjelesna neaktivnost može povećati mogućnost nastanka pretilosti. Odgojitelji su dužni upotrijebiti sva svoja znanja i materijalne uvjete kako bi provodili kineziološke aktivnosti. To podrazumijeva poznavanje ciljeva pojedinih aktivnosti, mogućnosti njihove organizacije i provođenja i sposobnost prilagodbe svih aktivnosti dobi djece kako bi utjecali na razvoj djeteta. Kineziološke aktivnosti se mogu definirati kao aktivnosti u kojima djeca uče kroz iskustvo, unaprjeđuju vlastite vještine i pritom učvršćuju zdravlje. To podrazumijeva primjenu jutarnje tjelovježbe, sata kineziološke kulture, izleta, priredbe, ljetovanja i zimovanja. Kroz rad se opisuje istraživanje u kojem je sudjelovalo 78 odgojitelja, a rezultati pokazuju da nema razlika u stavovima o važnosti provođenja kinezioloških aktivnosti s obzirom na razinu obrazovanja. Važno je istaknuti kako odgojitelji koji su završili srednju školu ili pedagošku akademiju češće provode zimovanje u usporedbi s odgojiteljima s preddiplomskim studijem, a odgojitelji s diplomskim studijem češće provode ljetovanje u usporedbi s odgojiteljima s preddiplomskim studijem.This paper tries to describe why physical activity is important for preschool children and which kinesiology activities are carried out in kindergartens. The aim of the paper is to investigate whether there is a difference in the implementation of kinesiology activities with regard to the level of education of the educators. Physical activity has numerous positive effects on a child's health and growth and development. Through physical activity, children in early and preschool age develop positive moral qualities, and cognitive and cognitive development improves. One should be aware that physical inactivity cannot be compensated for in a later period and it leads to numerous negative consequences that affect the child's health. In addition to having a negative impact on a child's psychological health, physical inactivity can increase the possibility of obesity. Educators are obliged to use all their knowledge and material conditions in order to carry out kinesiology activities. This implies knowledge of the goals of individual activities, the possibilities of their organization and
implementation, and the ability to adapt all activities to the children's age in order to influence the child's development. Kinesiological activities can be defined as activities in which children learn through experience, improve their own skills and at the same time strengthen their health. This implies the application of morning exercise, kinesiology culture class, excursions, performances, summer and winter vacations. The paper describes a research in which 78 educators participated, and the results show that there are no differences in attitudes about the importance of conducting kinesiology activities with regard to the level of education. It is important to point out that educators who have graduated from high school or pedagogical academy spend the winter more often compared to educators with an undergraduate degree, and educators with a graduate degree spend more often summer vacations compared to educators with an undergraduate degree
"Vertical bilngualism in preschool children in the town of Zabok"
No full textTema ovog završnog rada je „Vertikalni bilingvizam kod predškolske djece u gradu Zaboku“. Govorit će se o bilingvizmu, a bit će riječi i o provedenom istraživanju u gradu Zaboku. U istraživanju je sudjelovalo 106 roditelja čija djeca polaze dječji vrtić, a žive na
području grada Zaboka. U prvom dijelu rada, bit će prikazana teorija bilingvizma, njegove vrste i utjecaj bilingvizma na predškolsku djecu, dok će u drugom djelu rada biti prikazani rezultati i metodologija provedenog istraživanja.The title of this final thesis is "Vertical Bilingualism in Preschool Children in the Town of Zabok“. There will be information about research that was conducted in the town of Zabok. 106 parents whose children attend kindergarten and live in the area of the town of Zabok participated in the research. In the first part of the paper, the theory of bilingualism will be presented, its types will be described as well as the impact of bilingualism on preschool children, whereas in the second part of the paper, the results and methodology of the conducted research will be presented
The Teacher Profession in Croatia From 1874 to the Present day
No full textU Hrvatskoj je 1874. godine donesen Prvi školski zakon prema kojemu su učitelji dobili status državnih službenika. Tim im je zakonom osigurana plaća, imali su pravo koristiti stan u školskoj zgradi te su nakon trideset godina rada u učiteljskoj službi mogli u mirovinu. Drugi školski zakon,iz 1888. godine, smanjio je stečena prava učitelja. Novim zakonom plaće su im smanjene, radni je vijek produžen s trideset na četrdeset godina, a učiteljice, za razliku od učitelja, nisu smjele stupati u brak. Krajem 19. stoljeća učitelji osnivaju Hrvatski pedagoško-književni zbor koji se bavio pedagoškim radom. Na početku 20. stoljeća učitelji se bore za bolji položaj u društvu te za kvalitetnije obrazovanje. Crkva i politika i dalje su se miješale u školstvo te nametale svoje ideologije. Unatoč velikim očekivanjima i nadanjima do poboljšanja materijalnih uvjeta učitelja u novoj državi Kraljevini Jugoslaviji nije došlo. Početkom Drugoga svjetskog rata pred učitelje su stavljeni novi izazovi. Ratni neprijatelji često su upadali u škole te ih palili i uništavali, stoga su učitelji morali izvoditi nastavu u prirodi, šumi ili voćnjaku jer su školske učionice bile uništene. Brojni učitelji sudjelovali su u ratnim borbama i dijelili ratne strahote s narodom, a mnogi su i poginuli. Krajem Drugoga svjetskog rata formira se Federativna Narodna Republika Jugoslavija u kojoj je došlo do razvoja školstva, a uvedeno je i obvezno osmogodišnje obrazovanje. U tom je razdoblju, točnije 1945. godine, osnovan Sindikat prosvjetnih radnika. Učitelji su se osposobljavali u učiteljskim školama, na učiteljskim tečajevima te u višim pedagoškim školama, a danas se školuju na učiteljskim fakultetima diljem Republike Hrvatske te im studij traje pet godina. Iako je prošlo gotovo 150 godina od donošenja Prvoga školskog zakona, učitelji se i danas suočavaju s mnogim problemima. Niska plaća, preopterećenost administracijom, visoka očekivanja i pritisak od strane roditelja, premala sloboda u nastavi te velik broj učenika u razredu tek su neki od izazova učiteljske profesije. Standard učitelja znatno je niži u usporedbi sa standardom drugih zanimanja.Iako učitelji imaju važnu ulogu u društvu, njihov je društveni ugled vrlo nizak te se, uzimajući u obzir odgovornost koju snose, može zaključiti da su podcijenjeni.The First School Law in Croatia was passed in 1874. According to it, the teachers were given the status of state officials, their salary was guaranteed, they had the right to use the apartment in the school building and after 30 years of service as teachers, they had the right to retire. The Second School Law from 1888. reduced some of the teacher's rights. The new law reduced their salary, their working period was extended from 30 to 40 years, and unlike the male teachers, female teachers weren' t allowed to get married. At the end of the 19th century, the teachers founded the Croatian Pedagogical Literary Choir which was engaged in pedagogical work. At the beginning of the 20th century, the teachers were fighting for a better financial status in society and for better education. The church and politics were still interfeering in education and imposing their ideologies. Despite great expectations and hopes, the financial status of the teachers did not improve in the new state of the Kingdom of Yugoslavia. At the begining of the Second World War, the teachers were faced with new challenges. The enemies often broke into schools, burnt and destroyed them, so the teachers had to have classes in the nature, forests or orchards, because their classrooms were destroyed. Many teachers took part in war combats, shared the horros of war with the people and a loto f them died. At the end of the Second World War, The Federative People' s Republic of Yugoslavia was formed and the educational system was developed. A compulsory eight – year education was introduced. In that period, in 1945, the Union of Educational Workers was founded. Teachers were trained in teacher schools, courses and higher pedagogic schools. Today they are trained at colleges throughout the Republic of Croatia for the duration of 5 years. Although almost 150 years have passed from the First Educational Law, teachers are still facing many problems. Low salaries, administration overload, high expectations and parent pressure, too little freedom in teaching, a large number of students in classrooms, are just some of the challenges the teachers are faced with. The standard of this profession is far away from the standard of other professions. Although the teachers have a great role in society, their reputation in society is very low and underestimated in comparison with the responsability they carry
Fairy-tale in the collection of short stories "Little, little fairy" by Vladimira Velički
No full textZbirka pripovjedaka „Mala, mala vila“ sastoji se od jedanaest priča od kojih devet pripadaju bajkama i fantastičnim pričama. Svaka priča je tematski orjentirana prema dobru, a za svaki problem navodi se rješenje. U pričama se nalaze čudesna bića, djevojčice i dječaci iz svakodnevnog života koji se susreću s različitim problemima. U pričama se iznosi različitost među djecom, navode se putevi prema prihvaćanju, pomoći jednih prema drugima. Bajke u zbirci „Mala, mala vila“ su suvremene i prate probleme današnje djece. Imaju karakter pravih bajka, što znači da su u njima opisani stvarni i bajkoviti likovi (patuljci, vile, čarobna bića...), žive u bajkovitim i fantastičnim eksterijerima i interijerima (vilinska sela, nebeska kuća, meki oblaci) koji su često povezani sa stvarnim svijetom. Bajkovitost fantastičnih priča dočaraju različita stilska sredstva. U bajkama se navode različite pouke koje su vrlojednostavne, motivirajuće i razumljive djeci, a u skladu su s današnjim problemima s kojima se svakodnevno susreću.The collection of short stories „Little, little fairy“ consists of eleven stories, nine of which belong to fairy tales and fantastic stories. Each story is thematically oriented towards the good, and a solution is given for each problem. In the stories, there are miraculous creatures, girls and boys from everyday life who face different problems. In the stories, differences between children are presented, paths towards acceptance and helping each other are indicated. The fairy tales in the „Little, little fairy“ collection are contemporary and follow the problems of today's children. They have the character of real fairy tales, which means that they describe real and fairy-tale characters (dwarfs, fairies, magical creatures...), who live in fairy-tale and fantastic exteriors and interiors (fairy villages, heavenly houses, soft clouds) that are often connected with the real world. The fairy-tale of fantastic stories is evoked by various stylistic devices. In fairy tales, various lessons are given that are very simple, motivating and understandable for children, and are in line with today's problems that they face every day
Autism
No full textPredmet je rada autizam. Cilj je rada analizirati autizam kod djece, odnosno utvrditi uzroke tog poremećaja, analizirati dijagnostiĉke kriterije i postupak dijagnosticiranja, manifestiranje poremećaja, terapijske postupke i njegovu prognozu. Osim toga, cilj je rada analizirati zakonske odrednice ranog i predškolskog odgoja i obrazovanja djece s autistiĉnim poremećajem. Rijeĉ je o primarnom poremećaju iz autistiĉnog spektra koji se javlja kod male djece i koji karakteriziraju poremećaji (ne)verbalne komunikacije i socijalne interakcije te ograniĉene aktivnosti i interesi. Iako nije dijagnostiĉki kriterij, ĉesta su i intelektualna oštećenja kod djece s autizmom. Javljaju se i motoriĉke smetnje, osjetni poremećaji, poremećaji u jedenju, spavanju, fobije, (auto)agresija itd. Pretpostavlja se da je autizam multifaktorski poremećaj. Poremećaj se javlja u ĉetvero do petero djece na 10 000 sluĉajeva te se ĉešće javlja meĊu djeĉacima. Primjenjuju se razliĉiti terapijski postupci kako bi se minimalizirala oštećenja, ali je za djecu s intelektualnim oštećenjima i zaostajanju u razvoju govora prognoza loša. Djeca s autizmom sudjeluju u procesu odgojno-obrazovne inkluzije te se ukljuĉuju u predškolske ustanove u što većoj mjeri s obzirom na to da uspješno provedena inkluzija pozitivno utjeĉe na njihov razvoj. Kako bi proces bio uspješan, vaţne su kompetencije odgojitelja za rad s tom djecom, njihov pozitivan stav prema procesu te pozitivan stav djece bez teškoća u razvoju, kao i njihova priprema. U tom je kontekstu nuţno poboljšati kompetencije odgojitelja za rad s djecom s teškoćama u razvoju.The subject of this paper is autism. The aim of the paper is to analyze autism in children, that is, to determine the causes of this disorder, to analyze the diagnostic criteria and the diagnosis procedure, the manifestation of the disorder, therapeutic procedures and its prognosis. In addition, the aim of the paper is to analyze the legal determinants of early and preschool education of children with autistic disorder. It is a primary disorder from the autistic spectrum that occurs in young children and is characterized by disorders of (non)verbal communication and social interaction, as well as limited activities and interests. Although it is not a diagnostic criterion, intellectual impairments are also common in children with autism. There are also motor disorders, sensory disorders, eating and sleeping disorders, phobias, (auto)aggression, etc. It is assumed that autism is a multifactorial disorder. The disorder occurs in four to five children per 10,000 cases and occurs more often among boys. Various therapeutic procedures are applied to minimize damage, but the prognosis is poor for children with intellectual disabilities and delays in speech development. Children with autism participate in the process of educational inclusion and are included in preschool institutions to the greatest extent possible, considering that successfully implemented inclusion has a positive effect on their development. In order for the process to be successful, the competence of educators to work with these children, their positive attitude towards the process and the positive attitude of children without developmental difficulties, as well as their preparation, are important. In this context, it is necessary to improve the competencies of educators for working with children with developmental disabilities
Possibilities of a professional teacher within a framework of the childcare trade
No full textDjetinjstvo je ključno razdoblje u kojem se temelji budući životni put svakog pojedinca. U tom razdoblju, vrtići i čuvališta zauzimaju izuzetno važno mjesto kao okruženja u kojima se oblikuje dječji karakter, kompetencije i potencijali. Njihova uloga seže daleko izvan puke brige o djeci; oni su pravo obličje početnog obrazovanja i društvenog učenja.
Ovaj završni rad istražuje ključne mogućnosti koje odgojitelji profesionalci imaju u kontekstu obrta za čuvanje djece i u vrtićima. S naglaskom na razvoj dječjih kompetencija i dobrobiti, istraživanje se temelji na analizi uloge odgojitelja kako u privatnim i organiziranim dječjim ustanovama, tako i u vrtićima. Metodologija uključuje analizu literature, ankete s iskusnim odgojiteljima te studije slučaja. U radu se istražuju ključni aspekti profesionalne obuke, komunikacije s roditeljima, prilagodbe nastavnog plana i programa te kreativne metode poticanja dječjeg razvoja. Rezultati ukazuju na važnost kontinuirane edukacije odgojitelja, stvaranja poticajnog okruženja te suradnje s roditeljima u cilju postizanja optimalnih rezultata u dječjem razvoju.
Ovo istraživanje doprinosi boljem razumijevanju uloge odgojitelja u obrtu za čuvanje djece te ističe ključne faktore koji doprinose uspješnom vođenju takvog posla. Implikacije rada ukazuju na potrebu za kontinuiranim profesionalnim usavršavanjem, podrškom od strane nadležnih institucija te promicanjem važnosti ranog dječjeg odgoja i obrazovanja.Childhood is a crucial period during which the foundation for an individual's future life is laid. In this phase, preschools and daycare centers hold an exceptionally important role as environments where children's character, competencies, and potentials are shaped. Their significance extends far beyond mere childcare; they embody the true essence of early education and social learning.
This final paper explores the key possibilities that professional educators have in the context of childcare businesses and preschools. With an emphasis on fostering children's competencies and well-being, the research is grounded in an analysis of educators' roles both in private and organized childcare institutions, as well as in preschools. The methodology encompasses literature analysis, surveys conducted with experienced educators, and case studies. The paper investigates essential aspects of professional training, parent communication, adaptation of curricula, and creative methods of stimulating child development. The results underscore the importance of continuous educator training, the creation of conducive environments, and collaboration with parents to achieve optimal outcomes in child development.
This research contributes to a better understanding of the educator's role in childcare businesses and highlights key factors that contribute to successful management of such roles. The implications of the study emphasize the necessity for ongoing professional development, support from relevant institutions, and the promotion of the significance of early childhood
education
The impact of spatial-material environment on creativity development in early childhood and during the preschool years
No full textProstorno-materijalno okruženje ima značajan utjecaj na razvoj kreativnosti kod djece rane i predškolske dobi. Ono treba biti koncipirano tako da pobuđuje dječju znatiželju, omogućava im da kroz eksperimentiranje i istraživanje, surađujući s odgojiteljima i s drugom djecom, bude izvor novih znanja i iskustva koje će djeca usvojiti. Djetetova radoznalost i komunikativnost omogućuju mu stupanje u različite interakcije s prostornim, materijalnim i socijalnim okruženjem. Istraživački nagon i radoznalost predškolsko dijete potiču na konstruiranje i sukonstruiranje vlastitih znanja, vrijednosti i pripadnosti. Različiti centri aktivnosti omogućavaju bavljenje različitim aktivnostima poput umjetnosti, konstrukcije, manipulacije i igre uloga. Adekvatan raspored centara i materijala te kontinuirane promjene unutar njih, potiču dječju kreativnost, interakciju s drugom djecom i stvaranje novih ideja. Materijali trebaju biti prilagođeni njihovoj dobi i razvojnim značajkama kako bi se potaknulo istraživanje i kreativnost, ali istovremeno i osigurala sigurnost djece.
U alternativnim pedagoškim koncepcijama kao što su Waldorf, Montessori i Reggio. stavlja se značajan naglasak na njegovanje kreativnosti. Svaka od ovih pedagoških koncepcija ima svoje specifične metode i strategije za razvoj kreativnosti kod djece. Sva tri pedagoška pristupa naglašavaju važnost okruženja i materijala u poticanju kreativnosti. Prirodni materijali, umjetnički materijali i raznovrsni mediji omogućuju djeci istraživanje, izražavanje i potiču razvoj kreativnosti. Osim toga, uloga odgojitelja je podržavanje dječjih ideja, poticanje njihove znatiželje i pružanje podrške u razvijanju njihovih kreativnih vještina. U konačnici, alternativne koncepcije vrtića poput Waldorf, Montessori i Reggio koncepcije, nude stimulativno okruženje koje podržava razvoj kreativnosti kod djece. Kroz umjetničke aktivnosti, slobodnu igru, istraživanje i samostalno učenje, djeca imaju priliku izraziti svoje ideje na različite načine.
Poticanje kreativnosti u obiteljskom domu zahtijeva balans između pružanja podrške i slobode djetetu te izbjegavanja pritisaka i kontroliranja zbog kojih može doći do nesvjesnog sputavanja razvoja kreativnosti. Roditelji imaju mogućnost stvaranja inspirativnog okruženja i poticanja djetetove kreativnosti, ali i mašte, inovativnosti i samopouzdanja.
Odgojiteljeva uloga je osmišljavanje okruženja koje će djetetu pružiti raznolike materijale, fleksibilnost te poticati dječju maštu, potencirati kreativno razmišljanje i podržati njihov cjelokupni razvoj.Cilj ovog diplomskog rada je ispitati stajališta odgojitelja potiče li unaprijed kreirano prostorno-materijalno okruženje kreativnost kod djece rane i predškolske dobi.The spatial-material environment significantly influences the development of creativity in young children, particularly those in early and preschool stages. This environment should be meticulously crafted to provoke children's curiosity, enabling them to experiment, collaborate with both educators and peers, explore novel concepts, and accumulate valuable experiences. The inherent inquisitiveness and communicative nature of preschool children allow them to engage with the spatial, material, and social surroundings in multifaceted ways. This, in turn, propels them to construct their own knowledge, establish values, and forge a sense of belonging. Various activity centers within the environment facilitate a range of engagements such as art, construction, manipulation, and imaginative play. To optimize creativity, it is crucial to adeptly organize these centers and materials, consistently introducing changes to stimulate new ideas and interactions among children. These materials should be aptly tailored to the age and developmental stage of the children, striking a balance between encouraging exploration and ensuring safety.
Alternative educational philosophies like Waldorf, Montessori, and Reggio place a significant emphasis on nurturing creativity. Each approach brings forth distinct methodologies to cultivate creativity, underlining the pivotal role of environment and materials in this process. Employing natural elements, artistic resources, and diverse media permits children to explore, communicate, and bolster their creative growth. Furthermore, educators play a pivotal role in supporting children's notions, invigorating their curiosity, and aiding the development of creative skills. The amalgamation of artistic endeavors, unstructured play, discovery, and autonomous learning in these alternative approaches provides an environment conducive to creativity.
While within the family home, promoting creativity necessitates a delicate equilibrium between offering guidance and granting autonomy. Parents possess the power to curate an inspirational milieu, nurturing their child's creativity, imagination, innovation, and selfassurance. Within the context of this thesis, the focus is to elucidate the concept of creativity and underscore the significance of nurturing it from an early age through a thoughtfully devised spatial-material environment. Both educators and parents share an equally pivotal role in this endeavor. Moreover, the study endeavors to analyze the viewpoints of preschool educators and parents concerning the importance of fostering creativity in children
Procedular drama in insuarance of well- being in preschool children
No full textU radu se razmatraju primjena dramskopedagoške metode procesne drame u kontekstu jačanja socijalnih kompetencija djece predškolske dobi. Socijalni razvoj ključan je aspekt dječjeg razvoja, koji oblikuje njihove interakcije s drugima, komunikacijske vještine, empatiju i sposobnost suradnje. Procesna drama, kao jedna od dramskih metoda, pruža djetetu siguran prostor za istraživanje socijalnih situacija, razumijevanje uloga i razvijanje socijalnih vještina. (Gruić, 2002.) Sudjelovanjem u procesnoj drami, djeca imaju priliku razvijati socijalne vještine poput komunikacije, suradnje, slušanja i izražavanja svojih misli i osjećaja. Igra uloga omogućuje im razumijevanje perspektiva drugih ljudi i razvijanje empatije. Procesna drama također potiče timski rad i suradnju među djecom, pružajući im iskustva dijeljenja ideja, rješavanja problema i postizanja zajedničkih ciljeva. Sudjelovanjem u procesnoj drami, djeca imaju priliku istražiti socijalne norme, vrijednosti i uloge u društvu. Štoviše, oni razvijaju svijest o društvenim ulogama, normama i očekivanjima te stječu sposobnost razmišljanja o moralnim dilemama i društvenoj pravdi. Razvijajući socijalne vještine, empatiju, suradnju i samopouzdanje procesna drama djeci pruža siguran prostor za eksperimentiranje, učenje i rast socijalne svijesti. Integracija procesne drame u pedagoški pristup predškolskog odgoja može imati duboki i pozitivan utjecaj na dječji socijalni razvoj, stvarajući temelje za njihov budući uspjeh u društvu. Ovim se radom naglašava važnost procesne drame kao mogućeg metodičkog pristupa za poticanje socijalnog razvoja djece predškolske dobi i njihovu pripremu za buduće socijalne interakcije i uspješno funkcioniranje u društvuThe paper examines the application of the drama-pedagogical process drama method in the context of strengthening the social competences of preschool children. Social development is a key aspect of children's development, shaping their interactions with others, communication skills, empathy and the ability to cooperate. Process drama, as one of the dramatic methods, provides the child with a safe space for exploring social situations, understanding roles and developing social skills. (Gruić, 2002) By participating in process drama, children have the opportunity to develop social skills such as communication, cooperation, listening and expressing their thoughts and feelings. Role play allows them to understand other people's perspectives and develop empathy. Process drama also encourages teamwork and cooperation among children, providing them with experiences of sharing ideas, solving problems and achieving common goals. By participating in process drama, children have the opportunity to explore social norms, values and roles in society. Moreover, they develop an awareness of social roles, norms and expectations and acquire the ability to think about moral dilemmas and social justice. By developing social skills, empathy, cooperation and self-confidence, procedural drama provides children with a safe space for experimentation, learning and the growth of social awareness. The integration of procedural drama into the pedagogical approach of preschool education can have a profound and positive impact on children's social development, creating the foundations for their future success in society. This paper emphasizes the importance of procedural drama as a possible methodical approach for encouraging the social development of preschool children and their preparation for future social interactions and successful functioning in society
Parent's life habits and children's involment in kinesiology activities
No full textCilj je ovog diplomskog rada ispitati utječu li životne navike roditelja na uključenost djece rane i predškolske dobi u kineziološke aktivnosti. Nadalje, ispitalo se bave li se roditelji kineziološkim aktivnostima, bave li se njihova djeca kineziološkim aktivnostima, potiču li djecu na uključenost u kineziološke aktivnosti bez obzira bave li se roditelji istima ili ne te provode li neke oblike kinezioloških aktivnosti zajedno s djecom i koliko često.
Za razvoj djece rane i predškolske dobi nužna je uključenost u razne oblike kinezioloških aktivnosti. Kineziološkim aktivnostima razvijaju se motorička znanja i vještine, zdrave navike, pozitivna slika o sebi, empatija, želja za sudjelovanjem i timskim radom te se smanjuje rizik od pretilosti, bolesti krvnih žila, tlaka, agresivnog ponašanja i stresa.
Rezultati ovog rada pokazali su da svi roditelji smatraju kineziološku aktivnost važnom za cjeloviti razvoj djece rane i predškolske dobi. Također, roditelji koji se i sami bave kineziološkim aktivnostima više potiču djecu na bavljenjem te su njihova djeca više uključena bilo u organizirane ili u neorganizirane kineziološke aktivnosti.The aim of this thesis is to examine whether the lifestyle habits of parents influence the involvement of early and preschool children in kinesiology activities. Furthermore, it was examined whether parents engage in kinesiology activities, whether their children engage in kinesiology activities, whether they encourage children to be involved in kinesiology activities regardless of whether parents engage in them or not, and whether they carry out some forms of kinesiology activities together with children and how often.
For the development of children of early and preschool age, involvement in various forms of kinesiology activities is necessary. Kinesiology activities develop motor knowledge and skills, healthy habits, positive self-image, empathy, desire for participation and teamwork, and reduce the risk of obesity, blood vessel disease, pressure, aggressive behavior and stress.
The results of this work showed that all parents consider kinesiological activity important for the overall development of children of early and preschool age. Also, parents who themselves engage in kinesiology activities encourage their children to do more, and their children are more involved in either organized or unorganized kinesiology activities