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The application of art therapy in kindergarten
No full textU ovome radu govorit će se o važnosti djetetova izražavanja različitim tehnikama te koje prednosti art terapija donosi. Rad je podijeljen na teorijsku i praktičnu cjelinu. Prvi dio rada obuhvaća likovne i ekspresivne načine djetetova izražavanja u predškolskoj dobi te prikazuje detaljan uvid u art terapiju kao komunikacijsko sredstvo između djece i odraslih. Art terapija koristan je alat čije elemente mogu provoditi odgojitelji u odgojno-obrazovnim skupinama i potiče na umjetničko izražavanje primarno kroz likovnost, ali i glazbom, pokretom te dramskim izričajem.
Drugi dio rada sastoji se od praktičnog dijela odrađenog u dječjem vrtiću Malešnica. Provedene su dvije aktivnosti različitim likovnim tehnikama u istoj odgojno-obrazovnoj skupini te su sakupljeni radovi djece od 4 do 6 godina. Aktivnosti su se sastojale od slušanja glazbe, čitanje slikovnica i naposlijetku vlastiti dojam i stvaralaštvo prikazano likovnim tehnikama crtanja i slikanja.
Cilj rada je teorijski prikazati tehnike art terapije i stvaranje fraktala te praktično istražiti načine njihove izvedbe kako bi ih odgojitelji mogli koristiti kao kreativno sredstvo u radu s djecom.This paper will discuss the importance of the child's expression using different techniques and the advantages of art therapy. The work is divided into a theoretical and a practical part. The first part of the paper covers the artistic and expressive ways of the child's expression in preschool age and shows a detailed insight into art therapy as a means of communication between children and adults. Art therapy is a useful tool whose elements can be implemented by educators in educational groups and encourages artistic expression primarily through art, but also through music, movement and dramatic expression.
The second part of the work consists of a practical part done in the Malešnica kindergarten. Two activities were carried out using different art techniques in the same educational group, and the works of children aged 4 to 6 were collected. The activities consisted of listening to music, reading picture books and, finally, showing one's own impression and creativity through art techniques of drawing and painting.
The aim of the paper is to theoretically present the techniques of art therapy and the creation of fractals, and to practically investigate the ways of their performance so that educators can use them as a creative tool in working with children
Associations between parental psychological control and students' internalised difficulties
No full textGlavni cilj provedenog istraživanja bio je ispitati povezanost restriktivne kontrole roditelja i internaliziranih teškoća studenata, kao i ispitati jesu li restriktivna kontrola, intruzivnost i kažnjavanje kao aspekti roditeljskog ponašanja prediktori internaliziranih teškoća, konkretno simptoma depresivnosti i anksioznosti studenata. U istraživanju je sudjelovalo 157 studenata različitih sveučilišta u Republici Hrvatskoj koji su ispunili online upitnik u kojem su se koristili sljedeći instrumenti: Upitnik roditeljskog ponašanja (URP-29, Keresteš i sur., 2012) kojim se ispitalo roditeljsko ponašanje (posebno za majku, posebno za oca) i Skala depresivnosti, anksioznosti i stresa (Lovibond i Lovibond, 1995) za ispitivanje internaliziranih teškoća studenata, odnosno simptoma depresivnosti i anksioznosti. Sudionici su uz to ispunili i podatke o svom spolu, dobi, fakultetu te godini studija. Rezultati su pokazali da studenti procjenjuju majke intruzivnijima i sklonijima kažnjavanju od očeva te da su intruzivnost majke i oca pozitivno povezani s depresivnosti studenata, dok su intruzivnost majke i oca, kao i očevo kažnjavanje pozitivno povezani s anksioznosti studenata. U skladu s očekivanim, majčino i očevo kažnjavanje nije se pokazalo povezanim s depresivnim teškoćama studenata obuhvaćenih ovim istraživanjem. Nadalje, rezultati istraživanja ukazuju da su majčina i očeva intruzivnost statistički značajni prediktori depresivnih i anksioznih teškoća studenata. Najznačajnijim prediktorom depresivnosti studenata pokazala se očeva intruzivnost dok je najznačajniji prediktor anksioznosti studenata majčina intruzivnost.The aim of this research was to determine the correlation between parental restrictive control and students’ internalized difficulties and to examine whether aspects of maternal and paternal restrictive control, intrusiveness and punishing behaviours, are predictors of students internalized difficulties, specifically depression and anxiety. 157 students majoring in different universities in Croatia participated in this research. Participants filled out an online questionnaire that included Parental Behaviour Questionnaire (URP-29, Keresteš et al.., 2012), which examined parental behaviour (separately for the mother, and separately for the father) and the Depression, Anxiety and Stress Scale (Lovibond and Lovibond, 1995) for examining students' internalized difficulties, i.e. symptoms of depression and anxiety. The participants also provided information about their gender, age, university, and the year of study. The results indicated that students evaluate mothers as more intrusive and prone to punishment than fathers, that mother's and father's intrusiveness are positively related to students' depression, while mother's and father's intrusiveness, as well as father's punishment are positively related to students' anxiety. Mother's and father's punishment were not related to depressive symptoms of the students included in this research which was in line with the expectations. Furthermore, the results of this research indicated that mother's and father's intrusiveness are statistically significant predictors of students’ depressive and anxiety symptoms. Father's intrusiveness proved to be the most significant predictor of students' depression, while mother's intrusiveness was the most significant predictor of students' anxiety
Inclusion of children with developmental disabilities in the kinesiology culture class in early childhood and preschool education institutions
No full textKineziološke aktivnosti pozivno utječu na djetetov rast i razvoj te je upravo zbog toga inkluzija djece s teškoćama u razvoju u sat kineziološke kulture od velike važnosti. Cilj ovog rada bio je identificirati načine na koje odgojitelji uključuju djecu s teškoćama u razvoju u sat kineziološke kulture. Rad se sastoji od dvaju dijelova. Prvi dio sadrži teorijsku podlogu o djeci s teškoćama u razvoju te o satu kineziološke kulture. Drugi dio rada sadrži istraživanje koje je podijeljeno u dva dijela. Prvi dio istraživanja sadrži sociodemografske podatke o ispitanicima koji su sudjelovali u istraživanju. Drugi dio istraživanja sadrži podatke o djeci s teškoćama s kojima su ispitanici radili, primjerice, teškoća koju je dijete imalo, učestalost uključivanja u sat kineziološke kulture te prisustvo asistenta. Nakon toga slijede odgovori ispitanika iz kojih su vidljivi primjeri odnosno načini na koje ispitanici prilagođavaju određene dijelove sata djeci s teškoćama te što im u tome najviše predstavlja poteškoće, kao i što smatraju da bi se trebalo promijeniti. Iz istraživanja je zaključeno kako je ispitanicama za kvalitetnu provedbu sata kineziološke kulture s djecom s teškoćama potreban asistent i bolji materijalni uvjeti, ali i da unatoč nedostatku pomoći uspijevaju uključiti djecu s teškoćama u razvoju u sat kineziološke kulture.Kinesiological activities have a positive impact on a child's growth and development, which is why the inclusion of children with developmental disabilities in physical education classes is of great importance. The aim of this study was to identify the ways in which educators include children with developmental disabilities in physical education classes. The study consisted of two parts, with the first part providing a theoretical background on children with developmental disabilities and physical education classes. The second part of the study included research divided into two sections. The first section contained sociodemographic data of the participants involved in the study. The second section provided data on children with disabilities, including the specific difficulties they faced, the frequency of their inclusion in physical education classes, and the presence of an assistant. Following that, the responses of the participants are presented, highlighting examples of how they adapt specific parts of the class for children with disabilities, the challenges they face, and their suggestions for improvement. The research concluded that the participants require an assistant and better material conditions for the successful implementation of inclusive physical education classes with children with disabilities. Despite the lack of support, they have managed to include children with developmental disabilities in physical education classes
Analysis of tasks in competition "Mathematical Kangaroo"
No full textU ovom radu objašnjen je pojam darovitosti te posebno matematička darovitost. Daroviti učenici sudjeluju i na dodatnoj nastavi matematike koja je u posebnom fokusu ovog rada. Velik broj učenika sudjeluje na različitim matematičkima natjecanjima za koja se pripremaju sa svojim učiteljima u sklopu dodatne nastave matematike. U Hrvatskoj se organiziraju razna matematička natjecanja, a neka od njih detaljno su opisana u ovom radu.
Tema istraživanja ovog diplomskog rada je analiza zadataka u matematičkom natjecanju Klokan bez granica. Klokan bez granica međunarodno je natjecanje koje se organizira od 1980-ih godina, a u Hrvatskoj je prvi put provedeno 1999. godine. Organizira se u mnogim zemljama diljem svijeta te postoje različite kategorije raspoređene prema uzrastu učenika odnosno razredu. Cilj natjecanja je popularizacija matematike izvan školskih okvira te razvijanje interesa kod darovitih i zainteresiranih učenika.
Cilj rada je analizirati zadatke u matematičkom natjecanju Klokan bez granica s obzirom na vrstu zadatka, omjer zadataka sa slikovnim prikazom i bez njega te s obzirom na kurikulumsku domenu. Na kraju rada prikazana je analiza zadataka u matematičkom natjecanju Klokan bez granica. Rezultati pokazuju da su prema aktivnosti najzastupljeniji zadatci interpretiranja. Gledano prema složenosti, najčešći su zadatci povezivanja, a kod kriterija prema kontekstu najčešće se mogu pronaći realistični zadatci. Uz većinu zadataka nalazi se i slika ili slikovni prikaz. Kurikulumska domena koja je najzastupljenija u zadatcima je domena C-Oblik i prostor.In this thesis, the concept of giftedness, especially mathematical giftedness is explained. Gifted students also participate in math enrichment program which is the special focus of this thesis. A large number of students go to various mathematical competitions for which they prepare with their teachers as a part of math enrichment program. Various mathematical competitions are organized in Croatia, and some of them are described in detail in this thesis.
The research topic of this thesis is the analysis of the tasks in the mathematical competition called “Mathematical Kangaroo.” Mathematical Kangaroo is an international competition that has been organized since the 1980s, and was first held in Croatia in 1999. It is organized in many countries around the world and there are different categories allocated according to the age of the students or the class they attend. This competition aims to popularize mathematics outside the school framework, along with developing interest among gifted and interested students.
The aim of this thesis is to analyze the tasks in the mathematical competition Mathematical Kangaroo according to the task type, the proportion of tasks with and without a picture or visual representation, and according to the curriculum domain. At the end of the paper, an analysis of the tasks in the mathematical competition Mathematical Kangaroo is presented. The results indicate that, in terms of activity, the most represented tasks are the interpretative ones. According to complexity, the most common are connecting tasks, and according to context, realistic tasks are most often found. Most tasks contain a picture or a visual representation. The curriculum domain that is most represented in the tasks is the domain C-Shape and Space
Interpretive reading in early and preschool educational work
No full textMisao vodilja ovog rada bila je približiti i detaljnije predstaviti važnost čitanja i govorne interpretacije književnoumjetničkoga teksta u odgojiteljskom radu te pojasniti ulogu koju te aktivnosti imaju u radu s djecom predškolske dobi.
U radu se donose teorijska promišljanja govorne interpretacije putem kojih se razrađuje sama tema interpretativnog čitanja. Zatim slijedi pojašnjenje vrsta čitanja, njihove funkcije, namjene i povezanosti s prozodijskim sredstvima. Detaljno su objašnjene govorne vrednote te njihov utjecaj na govornu interpretaciju teksta i na odnos povezanosti govornika i publike. Posebna je pozornost usmjerena na važnost primjerene uporabe govornih vrednota, uzimajući u obzir vrstu književnog teksta, publiku i namjenu za koju se priprema čin interpretacije.
Opisano je suvremeno razumijevanje čitanja te kako ono utječe na razvoj djeteta predškolske dobi. Navedena su opća poimanja čitanja koja se potom povezuju s aktivnostima i odnosom odgojitelja i djeteta. Opisana je važnost i uloga čitanja u djetinjstvu za daljnji razvoj djeteta i rast njegove spoznaje, kako životne tako i one o književnoumjetničkom izražavanju. Pozornost je usmjerena i na odgojiteljev rad na razvoju kvalitetnih predčitačkih i govornih vještina djeteta, s posebnim osmišljavanjem okoline u kojoj se dijete nalazi, kako bi ona bila poticajna za djetetov razvoj.
Na kraju se pozornost usmjerava na same aktivnosti čitanja i govornog interpretiranja književnoumjetničkog teksta u odgojiteljskom radu – uloga odgojitelja u tim aktivnostima i priprema odgojitelja za te aktivnosti. Drugim riječima, kako se pripremiti za interpretaciju, odabrati literaturu, paziti na govorne vrednote i njegovati glas. Pojašnjeni su i navedeni primjeri za razvoj vještine zadržavanja pozornosti djece prilikom aktivnosti čitanja, istaknute su dobrobiti zajedničkog čitanja s djecom te mogućnosti primjene tehnike dijaloškog čitanja.The guiding thought of this paper work was to bring closer and present in more detail the importance of reading and oral interpretation of literary and artistic text in educational work, and to clarify the role these activities play in working with preschool children.
The paper presents theoretical considerations of spoken interpretation through which the very topic of interpretive reading is elaborated. This is followed by an explanation of the types of reading, their function, purpose and connection with prosodic means. Speech values and their influence on the speech interpretation of the text and on the relationship between the speaker and the audience are explained in detail. Special attention is focused on the importance of the appropriate use of speech values, taking into account the type of literary text, the audience and the purpose for which the act of interpretation is being prepared.
The modern understanding of reading and how it affects the development of a preschool child is described. General concepts of reading are listed, which are then connected to activities and the relationship between the teacher and the child. The importance and role of reading in childhood for the further development of the child and the growth of his knowledge, both about life and about literary and artistic expression, are described. Attention is also focused on the educator's work on the development of high-quality pre-reading and speaking skills of the child, with a special design of the enviroment in which child is located, so that it is stimulating for the child's development.
In the end, attention is focused on the very activities of reading and oral interpretation of the literary and artistic text in the teacher's work - the teacher's role in these activities and the teacher's preparation for these activities. In other words, how to prepare for interpretation, choose literature, pay attention to speech values and nurture your voice. Examples for the development of the skill of keeping children's attention during reading actvities are clarified and given, the benefits of joint reading with children and the possibility of applying the dialogic reading technique are highlighted
Children's reception of theatre performances
No full textU diplomskom radu istražujem dječju recepciju kazališne predstave. Glas dječje publike rijetko se čuje, a budući da su upravo djeca ciljana publika kazališta za djecu mislim da je navedeno važno istražiti. U teorijskom dijelu rada predstavljam povijesni pregled kazališta, kao i povijesni pregled kazališta za djecu, objašnjavam brojne zablude koje se vežu uz isto, te pružam pregled provedenih istraživanja publika kako u kazalištu za odrasle tako i u kazalištu za djecu. U istraživanju koristim model koji je osmislila Rimac Jurinović (2022), a prikupljene podatke kvalitativno analiziram kako bih odgovorila na temeljno istraživačko pitanje Kako ispitanici doživljavaju kazališnu predstavu namijenjenu djeci kao ciljanoj publici te što nakon gledanja pamte? i dodatna istraživačka pitanja: Što ispitanici očekuju od predstave (horizont očekivanja)?, Postoji li estetska distanca kod ispitanika i kako se očituje?, Koje kazališne konvencije djeca u dobi od 10 i 11 godina (učenici 4. razreda osnovne škole) razumiju?, Koje
osobitosti ispitanici opisuju? i Koje informacije ispitanici primaju tijekom gledanja predstave?. Djeca u dobi od 10 i 11 godina (učenici 4. razreda osnovne škole) razumiju kazalište kao sustav simbola te imaju potrebna znanja za sudjelovanje u procesu stvaranja predstave. Smatram kako je nužno da kazališni profesionalci uvažavaju ideje djece kao ciljane publike te
stvaraju kazališni sadržaj prvenstveno namijenjen djeci. Ovim diplomskim radom želim potaknuti kazališne, ali i pedagoške stručnjake na daljnja istraživanja dječjih publika te ukazati na važnost odgoja nove kazališne publike. U literaturi se dječje publike opisuje kao otetu ili zarobljenu publiku budući da djeca ovise o odlukama odraslih. U ovom radu naglasak je stavljen upravo na djecu i njihovu recepciju kazališnog događaja.This master's thesis is focused on researching children's reception of theatre plays. The voice of children audience is rarely heard and, given the fact that children are the target audience of children's theatres, I believe that this subject is worth expanding on. In the theory section, I discuss a historical overview of both adult and children's theatre and explain many
misconceptions related to it. I also create an overview of already conducted research of audiences, in both adult and children's theatres. In my own conducted research I use a model created by Rimac Jurinović (2022). By interpreting the results obtained by qualitative analysis I answer the main research question How do the examinees experience a theatre play intended for children as the target audience and what do they recall after seeing the play? and additional research questions What do the examinees expect from a play (horizon of expectations )?, Do the examinees exhibit an aesthetic distance and how does it manifest?, Which theatre conventions do children at the age 10 and 11 (children in primary education) comprehend?, Which peculiarities do they describe? and Which information do the examinees receive during
the play?. Children at the age 10 and 11 (children in primary education) understand theatre as a system of symbols and have the necessary knowledge to partake in the process of creating a play. I believe theatre professionals are obligated to recognize children's ideas and to create theatre related content that is first and foremost made with children in mind.
With the master’s thesis, I wish to encourage theatre and education experts to further explore children audience and to point out the importance of raising new theatre audiences. The literature refers to children audiences as the kidnapped or captive audience since children depend on the adults decisions. The focus of the thesis is precisely on children and their
reception of theatrical events
Emotions in children's visual art creativity
No full textLikovna kultura služi kako bi učenici izražavali svoje misli, doživljaje i osjećaje. Utječe na cjeloviti razvoj učenika (spoznajni, emocionalni, društveni, kritični i kreativni). Njeguju se individualne sposobnosti učenika i njegove potrebe za izražavanjem. Zbog toga je likovni odgoj vrlo bitan za učenike. Emocije su prisutne od samog rođenja djeteta. Djeca ih iskazuju na različite načine tijekom odrastanja i osjećaju ih sve više. Postoje primarne, sekundarne i pozadinske emocije. Djeca ne znaju uvijek izraziti svoje emocije zbog vanjskih podražaja, okoline ili samog temperamenta. Tu je vrlo bitan likovni izražaj. Učenike treba poticati na likovno izražavanje emocija kroz vizualne i nevizualne motive. Njihove osjećaje najbolje vidimo simbolikom i psihologijom boja, crta, neproporcionalnosti, preuveličavanjem motiva i oblika tijekom razvojnih faza izražavanja koje dijete prolazi. Tu je vrlo bitno znati kojom se temom dijete može najbolje izraziti. Pri odabiru tema nude se emocionalno bliske teme i one kojima mogu izraziti svoje emocionalne doživljaje. Nakon samog likovnog izražaja treba s djetetom razgovarati o radu, njegovu značenju te koliko je
dijete zadovoljno svojim radom i kako se zbog njega osjeća. Tim oblikom izražavanja djeca stječu više samopouzdanja, otvorenije izražavaju emocije i imaju bolju sliku o sebi i svijetu. U ovom radu govori se o emocionalnom i likovnom razvoju djece te njihovoj povezanosti. Pokušat će se dokazati kako je kod učenika 1. i 2. razreda naglašeniji emocionalni odnos prikazanog sadržaja u odnosu na boje, crte i proporcije nego kod učenika 3. i 4. razreda.Art culture serves students to express their thoughts, experiences and feelings. It affects the overall development of students (cognitive, emotional, social, critical and creative). The individual abilities of students and their needs for expression are nurtured. This is why art education is especially important for students. Emotions are present from the
very birth of a child. Children express them in different ways as they grow up and feel them increasingly. There are primary, secondary and background emotions. Children do not always know how to express their emotions, either because of external stimuli, the environment, or their own temperament. Artistic expression is very important here. Students should be encouraged to express their emotions through visual and non-visual motives. Their feelings are best seen through the symbolism and psychology of colors, lines, disproportion, exaggeration of motives and shapes during the developmental stages of artistic expression that the child goes through. It is particularly important to know through which topic the child
can express himself best. In the selection of topics, emotionally close topics and those with which they can express their emotional experiences are offered. After the artistic expression itself, you should talk with the child about the work, its meaning and how satisfied the child is with his work and how it makes him feel. Through this form of expression, children gain more self-confidence, express their emotions more openly and have a better image of themselves and the world. This paper discusses the emotional and artistic development of children and their connection. An attempt will be made to prove that the emotional relationship of the presented content in relation to colors, lines and proportions is more emphasized in the students of the 1st and 2nd grades than in the students of the 3rd and 4th grades
Digital media in art activities of preschool children
No full textTema ovog završnog rada su digitalni mediji i njihov utjecaj na aktivnosti djece predškolske dobi. Preciznije, fokus ovog rada bile su likovne aktivnosti koji se provode s djecom u odgojno-obrazovnim ustanovama. Digitalni mediji sveprisutna su tema u znanstvenoj zajednici, a osobito se obrađuju u kontekstu odgoja i obrazovanja. Paradigme o digitalnim medijima su raznolike. Znanstvena zajednica svjesna je dobrobiti, ali i mana digitalnih medija. Zgrabljić i Rotar (2020) navode kako je bitno približiti medijsku pismenost budućim generacijama jer su digitalni mediji neizbježni te će se putem njih oblikovati, na neki način, buduće generacije. Djecu je potrebno približiti tradicionalnim i modernim digitalnim medijima. Približavanje također donosi i pitanja o tome koliko je kontrole potrebno te kakva je suradnja potrebna između roditelja i odgojitelja. Ovaj završni rad temeljen je na pretpostavci da digitalni mediji mogu biti korisni, u slučaju da su kontrolirani, u dječjem likovnom izražavanju. Cilj rada bio je pokazati dobrobiti koje digitalni mediji mogu ponuditi u razvijanju dječje kreativnosti. Za potrebe rada odrađen je praktični dio u Dječjem vrtiću Špansko. Praktičnim radom obuhvaćena su djeca u dobi od 5 godina i 6 mjeseci do 7 godina. Skupina je bila mješovitog karaktera, starija skupina djece bila je spojena s predškolskom djecom. Djeca su bila podijeljena u skupine te su odrađivala zadatak izrade animiranog filma putem tehnike stop animacije. U izradi animiranog filma sudjelovalo je šesnaestero djece. Temeljem dobivenog završnog filma, može se reći kako su djeca bila zadovoljna iskustvom korištenja digitalnih medija u svojim likovnim aktivnostima. Isto tako, djeca su se radovala završnom filmu te su razvili osjećaj svrhe i zadovoljstva jer su sudjelovala u procesu.The topic of this thesis is digital media and their influence on the activities of preschool children. More precisely, the focus of this work was art activities that are carried out with children in educational institutions. Digital media is a ubiquitous topic in the scientific community, and it is particularly discussed in the context of education. Paradigms about digital media are diverse. The scientific community is aware of the benefits, but also the disadvantages, of digital media. Zgrabljić and Rotar (2020) state that it is important to bring media literacy closer to future generations because digital media are inevitable and future generations will be shaped, in some way, through them. It is necessary to bring children closer to traditional and modern digital media. The rapprochement also brings questions about how much control is needed and what kind of cooperation is needed between parents and educators. This thesis is based on the assumption that digital media can be useful, if controlled, in children's artistic expression. The aim of the work was to show the benefits that digital media can offer in developing children's creativity. For the purposes of the work, the practical part was completed in the Špansko Kindergarten. Practical work includes children aged 5 years and 6 months to 7 years. The group was of mixed character, the older group of children was combined with preschool children. The children were divided into groups and worked on the task of making an animated film using the stop animation technique. Sixteen children participated in the making of the animated film. Based on the obtained executive film, it can be said that the children were satisfied with the experience of using digital media in their art activities. Likewise, the children looked forward to the final film and developed a sense of purpose and satisfaction from participating in the process
New media as stimuli to artistic creativity in children
No full textRad se bavi metodikom likovne kulture, likovnim aktivnostima u predškolskom odgoju i obrazovanju, te o medijima i njihovom utjecaju ponajprije na dječje likovne aktivnosti. Obrađene su i teme vezane uz medije s posebnim naglaskom na nove medije te njihov utjecaj na dječje likovne aktivnosti u odgoju i obrazovanju. U radu je definiran pojam i značaj termina medijske pismenosti.
U sklopu rada provedeno je istraživanje putem anketnog upitnika čiji je primarni cilj bio ispitati u kolikoj mjeri i na koji način odgojitelji u Republici Hrvatskoj koriste nove medije u svakodnevnom radu, kako i koliko ih primjenjuju na likovne aktivnosti te utječu li određeni parametri (dob, stručna sprema, mjesto rada, godine iskustva) na korištenje novih medija i u kojom mjeri. U provedenoj anketi sudjelovalo je 85 odgojitelja diljem Hrvatske koji su odgovarali na 20 pitanja višestrukog izbora. U radu je provedena i statistička analiza odgovora ispitanika.This paper deals with Art methodology teaching, with art activities during the early and pre-school age, as well as with the term of new media and its impact which is mainly focused on the children's art activities. Additionally, in this paper can be found a brief definition of the term media literacy.
Furthermore, the paper includes a survey that was conducted through a questionnaire whose primary aim was to analyze in what way and to what extent preschool teachers in Croatia use new media in their everyday educational work. Also, one of the questions we try to answer in this research is - does the parameters such as age, professional qualifications, place of employment, and work experience have any impact on implementing and using new media in the educational process with a focus on art activities in early and preschool education.
In this survey participated 85 preschool teachers from Croatia who answered 20 questions of a multi-choice type. The paper also carries out a detailed analysis of the respondents' replie
Picture book as a learning aid
No full textSlikovnica je knjiga s kojom se dijete susreće već u prvoj godini života. Ona označava početak razvoja pismenosti jer dijete u njoj prvi puta vidi i upoznaje slova. Pomoću nje dijete usvaja osnovne simbole, uči o novim stvarima, pojavama i upoznaje svijet koji ga okružuje. Slikovnice su stvarane s određenim ciljevima – poticanje razvoja, učenje ili zabava. One trebaju imati dobre i kvalitetne ilustracije te primjeren tekst. Važne su i za razvoj mašte i kreativnosti jer dijete čitajući slikovnicu ulazi u svijet mašte, poistovjećuje se s likovima i uči na njihovim pogreškama.
Rad obuhvaća teorijski dio u kojem se objašnjava pojam, razvoj, povijest i vrste slikovnice te primjena slikovnice u odgojnoj i obrazovnoj praksi. Budući da je slikovnica kombinacija likovnog i književnog izraza, njezino stvaranje podrazumijeva suradnju pisca i ilustratora. Ako su pisac i ilustrator jedna osoba, tada govorimo o autorskoj slikovnici.
Osim teorijskog dijela, ovaj rad sadrži autorsku slikovnicu Jura i ura koja je namijenjena za korištenje u razrednoj nastavi. Prikazan je i objašnjen praktični dio rada koji uključuje proces kreiranja priče, izradu storyboarda, razvojni put ilustracija te opis tehnike u kojoj je izrađena slikovnica.A picture book is a book that a child encounters already in the first year of life. It marks the beginning of the development of literacy because it is in it that the child sees and gets to know letters for the first time. With it, the child learns basic symbols, learns about new things, phenomena and gets to know the world around him. Picture books are created with a specific purpose, which is to encourage development, learning or entertainment. They should have good and high-quality illustrations and appropriate text. They are also important for the development of imagination and creativity, because when reading a picture book, a child enters the world of imagination, identifies with the characters and learns from their mistakes.
The paper includes a theoretical part in which the concept, development, history and types of picture books are explained, as well as the application of picture books in educational practice. Since a picture book is a combination of artistic and literary expression, its creation implies the cooperation of a writer and an illustrator. If the writer and the illustrator are one person, then we are talking about an author's picture book.
In addition to the theoretical part, this work contains the author's picture book Jura i ura, which is intended for use in classroom teaching. The practical part of the work is presented and explained, which includes the process of creating a story, making a storyboard, the development path of illustrations and a description of the technique used to create a picture book