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Importance of drama education for preschool teachers
No full textDramski odgoj u Hrvatskoj ima svoju dugu povijest, još tamo u 19. stoljeću pojavljuju se pojedinci koji prepoznaju da dramskopedagoški pristup donosi razne dobrobiti odgojnoobrazovnome procesu. No, unatoč tome do danas nemamo puno publikacija koje se bave dramskim odgojem i u kojima refleksivni praktičari opisuju svoju praksu. Odgojno-obrazovni proces usmjeren je na dobrobit djece i usredotočen je na ostvarivanje načela, vrijednosti i ciljeva Nacionalnog kurikuluma za rani i predškolski odgoj i obrazovanje. Jedna svrha ovog dokumenta je utjecati na djetetov razvoj ključnih kompetencija, od kojih je za ovaj rad važno spomenuti kompetenciju Kulturna svijest i izražavanje, u koju ubrajamo umjetnička područja poput kazališne umjetnosti. Dramski odgoj možemo povezati s Nacionalnim kurikulumom za rani i predškolski odgoj i obrazovanje jer dijele gotovo jednake ciljeve, koji doprinose dugoročnoj dobrobiti djeteta i njegovom cjelovitom razvoju. Cilj ovog istraživanja bio je utvrditi povezanost između dramskopedagoškog obrazovanja i implementacije dramskih metoda u odgojno-obrazovni rad. Zbog širine pojma dramskog odgoja odabrana je jedna od složenijih dramskih metoda – procesna drama, a istraživačka su pitanja usko vezana za planiranje i provođenje ove metode u odgojno-obrazovnom radu. Istraživanje je pokazalo da se ispitanica sa završenim višim stupnjem dramskopedagoškog obrazovanja (pod time se govori o Poslijediplomskom specijalističkom studiju Dramske pedagogije) osjeća kompetentnije u planiranju i provedbi dramske metode procesne drame u odgojno-obrazovnoj praksi te da je kroz svoje dramskopedagoško obrazovanje stekla saznanja o raznolikom spektru primjenjivosti ove dramske metode u odgojno-obrazovnom procesu u odnosu na ostale ispitanike.Drama education in Croatia has a long history, considering that there were individuals who recognized in the 19th century already that drama pedagogy brings various benefits to the educational process. However, despite this fact, there are still not many publications dealing with drama education in which reflective practitioners describe their practice. The educational process is aimed at the well-being of children and is focused on realizing the principles, values and goals of National Curriculum for Early and Preschool education. One purpose of this document is to influence the child's development of key competencies, and for this thesis it is important to mention the competency of Cultural awareness and expression, which includes artistic fields such as theater art. Drama education can be linked to National Curriculum for Early and Preschool education, because both share almost the same goals that affect the longterm well-being of the child and their overall development. The goal of this research was to determine the connection between drama-pedagogical education and the implementation of dramatic methods in educational work. Due to the scope of the concept of dramatic education, one of the more complex dramatic methods was chosen - process drama, where the research questions are closely related to the planning and implementation of this method in educational work. The research showed that the respondent who completed a higher degree in drama pedagogy (this means Postgraduate Specialist Studies in Drama Pedagogy) feels more competent in planning and implementing the dramatic method of procedural drama in educational practice, in relation to the other respondents. Moreover, through her drama pedagogy education, the respondent gained knowledge about diverse spectrum of applicability of this dramatic method in the educational process, in relation to the other respondents
Graphic techniques in working with children of preschool age
No full textDjeca počinju stvarati svoje prve umjetničke radove i likovno se izražavati već od prve godine života. Vesele se crtama koje sami stvaraju koriste i razne predmete, istražujući mogućnosti, razvijaju i percepciju i motoriku te, najvažnije, zadovoljavaju i svoju unutarnju potrebu za izražavanjem. Kroz crteže, djeca izražavaju svoje misli i doživljaje iz okoline te tumače svijet koji ih okružuje. Njihovi crteži pružaju uvid u njihov razvoj i emocije. S rastom djeteta, crteži postaju složeniji i detaljniji. Likovne aktivnosti ključni su dio svih aktivnosti u dječjem vrtiću. One potiču cjelokupni razvoj djeteta, posebno kreativnost, inovativnost i maštu. Važno je da odgajatelji poznaju materijale i znaju kako ih koristiti. Također, prilikom odabira likovnih tehnika, važno je da alati i materijali budu sigurni za djecu. Likovne tehnike uključuju crtanje, slikanje, grafiku i trodimenzionalne tehnike, a svaka se može podijeliti prema korištenim materijalima ili metodama. Da bi odgajatelj uspješno provodio likovne aktivnosti, treba dobro poznavati ponuđene tehnike, prilagoditi ih mogućnostima djece i stvoriti poticajno okruženje. Potrebno je osigurati pažljivo osmišljene poticaje i razne materijale, uvažavati individualnost i interese djece, te im omogućiti slobodu i izbor.
Ovaj završni rad obuhvaća sedam poglavlja. Uvodno poglavlje upoznaje čitatelje s temom rada. U drugom poglavlju kratko je prikazano dječje likovno stvaralaštvo. Treće poglavlje donosi pregled i opis likovnih tehnika te njihove razlike. Četvrto poglavlje se posvećuje grafičkim likovnim tehnikama. Peto poglavlje razmatra grafičke tehnike prikladne za rad s djecom rane i predškolske dobi, detaljno ih opisuje i uključuje primjere praktičnih radova. Na kraju rada nalaze se zaključak, popis literature i prilozi.Children begin creating their first artworks and expressing themselves visually as early as their first year of life. They delight in the lines they create using various objects, exploring possibilities, developing perception and motor skills, and, most importantly, fulfilling their internal need for expression. Through drawings, children convey their thoughts and experiences from their surroundings and interpret the world around them. Their drawings provide insight into their development and emotions. As the child grows, their drawings become more complex and detailed. Artistic activities are a crucial part of all activities in a preschool. They promote the overall development of the child, especially creativity, innovation, and imagination. It is important for educators to be familiar with materials and know how to use them. Additionally, when selecting artistic techniques, it is crucial that the tools and materials are safe for children. Artistic techniques include drawing, painting, graphics, and three-dimensional techniques, each of which can be categorized according to the materials or methods used. For an educator to effectively conduct artistic activities, they need to have a good understanding of the available techniques, adapt them to the children's capabilities, and create a stimulating environment. It is necessary to provide carefully designed stimuli and various materials, respect the individuality and interests of the children, and allow them freedom and choice.
This thesis encompasses seven chapters. The introductory chapter familiarizes readers with the topic of the paper. The second chapter briefly presents children's artistic creation. The third chapter provides an overview and description of artistic techniques and their differences. The fourth chapter is dedicated to graphic artistic techniques. The fifth chapter examines graphic techniques suitable for working with young children and preschoolers, describes them in detail, and includes examples of practical works. The conclusion, bibliography, and appendices are found at the end of the paper
The contribution of pedagogically unstructured materials to the development of children´s play
No full textOvaj rad istražuje utjecaj pedagoški neoblikovanih materijala na razvoj dječje igre i cjelokupni razvoj djece u dobi od 2 do 6 godina. Teorijska polazišta uključuju Piagetovu teoriju kognitivnog razvoja, Vygotskyjevu teoriju socijalnog učenja, Gardnerovu teoriju višestrukih inteligencija te Csikszentmihalyijev koncept flowa. Svi oni zajedno ističu važnost slobodnog istraživanja, kreativnosti i prilagođenog učenja u skladu s individualnim interesima i sposobnostima djece. Cilj rada bio je istražiti kako neoblikovani materijali doprinose razvoju dječjih kognitivnih, socijalnih, motoričkih, jezičnih i emocionalnih vještina. Istraživanje provedeno u dječjem vrtiću Zvončić u Zagrebu pokazalo je da ovi materijali omogućuju djeci slobodno istraživanje, rješavanje problema i suradnju s vršnjacima, a time se potiče njihov holistički razvoj. Istraživanje je pokazalo da pedagoški neoblikovani materijali predstavljaju neprocjenjiv alat u oblikovanju dječje igre, potiču razvoj niza vještina neophodnih za uspješno odrastanje. Kroz igru i istraživanje neoblikovanim materijalima djeca razvijaju maštu, kreativnost, fine i grube motoričke vještine te sposobnost rješavanja problema. Ovi nalazi potvrđuju važnost slobodne igre i neoblikovanih materijala u kontekstu ranog odgoja i obrazovanja nadopunjujući postojeća teorijska stajališta i empirijska istraživanja. Kako bi se maksimalno iskoristili potencijali neoblikovanih materijala, važno je osigurati podržavajuće okruženje u suradnji s roditeljima, zajednicom i stručnjacima.This paper explores the impact of unstructured pedagogical materials on the development of children's play and overall development in children aged 2 to 6. The theoretical foundations include Piaget's theory of cognitive development, Vygotsky's social learning theory, Gardner's theory of multiple intelligences, and Csikszentmihalyi's concept of flow, all of which emphasize the importance of free exploration, creativity, and tailored learning in line with children's individual interests and abilities. The aim of the paper was to investigate how unstructured materials contribute to the development of children's cognitive, social, motor, linguistic, and emotional skills. Research conducted at the Zvončić kindergarten showed that these materials allow children to explore freely, solve problems, and collaborate with peers, thereby fostering their holistic development. The research revealed that unstructured pedagogical materials serve as invaluable tools in shaping children's play, encouraging the development of a range of skills essential for successful growth. Through play and exploration with unstructured materials, children develop imagination, creativity, fine and gross motor skills, and problem-solving abilities. These findings confirm the importance of free play and unstructured materials in the context of early childhood education, complementing existing theoretical perspectives and empirical research. To fully harness the potential of unstructured materials, it is important to ensure a supportive environment in collaboration with parents, the community, and professionals
The intrinsic value and diversity of drama play in preschool age
No full textOvaj rad prikazuje dramsku raznolikost i izvedbeno bogatstvo metodologije dječje igre u predškolskoj dobi, naglašavajući važnost akademskog prepoznavanja estetičke i etičke vrijednosti igre pri analitičkom i kritičkom pristupu. U početnim poglavljima navode se razlike između tradicionalne i suvremene paradigme djetinjstva, teorijski se definiraju pojmovi igre, dramske spontane i organizirane igre, simboličke igre, te se propituje odnos igre i pedagogije. Vrlo bitan dio rada su primjeri iz prakse – tipovi i vrste dječjih igara iz opservacijskog iskustva, kroz koje se razmatraju prostorna i vremenska dimenzija igre u dječjoj spontanoj igri te odnos prema digitalnim tehnologijama.
S obzirom na to da je igra dječja temeljna aktivnost, rad donosi promišljanja o ulozi odgojitelja. Budući da je igra intrinzično motivirana i usredotočena je na proces, a ne na produkt, tj. sama sebi je svrha, u radu se razmatra u kojoj mjeri odgojitelji mogu i trebaju usmjeravati dječju igru, a da ona ostane autonomna dječja aktivnost, ono što ona ustvari jest i što bi uvijek trebala biti. Od odgojitelja se očekuje da budu profesionalci koji razumiju teoriju i praksu te da se u svom svakodnevnom odgojno-obrazovnom radu oslanjaju na suvremene spoznaje, što je povezano s osvještavanjem vlastite implicitne pedagogije i skrivenog kurikuluma. Kako odgojitelj vidi dijete i djetinjstvo te koju teoriju učenja i poučavanja zastupa, vidi se kroz njegove intervencije u dječjoj igri.
Nadalje, u radu se razmatra zašto i kako odgojitelji ponekad instrumentaliziraju igru te se navode posljedice takvog pristupa dječjoj igri u svakodnevnom odgojno-obrazovnom radu.This paper presents the dramatic diversity and performative richness of the methodology of children's play in preschool age, emphasizing the importance of academic recognition of the aesthetic and ethical value of play through an analytical and critical approach. The initial chapters outline the differences between traditional and contemporary paradigms of childhood, theoretically define the concepts of play, dramatic spontaneous and organized play, symbolic play, and examine the relationship between play and pedagogy. A very important part of the paper includes practical examples: types and kinds ofchildren's games from observational experience, through which the spatial and temporal dimensions of play in children's spontaneous play and the relationship with digital technologies are considered.
Given that play is a fundamental children's activity, the paper offers reflections on the role of educators. Since play is intrinsically motivated and focused on the process rather than the product, i.e., it is an end in itself, the paper examines to what extent educators can and should guide children's play while ensuring it remains an autonomous children's activity, what it essentially is and should always be. Educators are expected to be professionals who understand theory and practice and to rely on contemporary knowledge in their daily educational work, which is connected to the awareness of their own implicit pedagogy and hidden curriculum. How the educator views the child and childhood and which theory of learning and teaching they support is reflected through their interventions in children's play.
Furthermore, the paper discusses why and how educators sometimes instrumentalize play and outlines the consequences of such an approach to children's play in everyday educational work
Different perspectives on the quality of Early and Preschool Education
No full textU ovome radu predstavit će se tema kvalitete ranog i predškolskog odgoja i obrazovanja i prikazat će se rezultati provedenog kvalitativnog istraživanja iste teme. Istraživanje se provelo metodom intervjua, sa roditeljima, odgojiteljima i ravnateljima. Pitanja su se podijelila u pet kategorija: općenito o kvaliteti, broj djece i odgojitelja u skupini, individualizacija i inkluzija djece s teškoćama u razvoju, suradnja s obitelji i lokalnom zajednicom te profesionalni razvoj stručnog osoblja. Cilj istraživanja bio je objasniti perspektive roditelja, odgojitelja i ravnatelja o odrednicama kvalitete odgojno-obrazovnog sustava. Prikupljeni podaci prikazali su različite stavove skupina ispitanika o temi. Odgovori se razlikuju ovisno o iskustvu, znanjima i vrijednostima, pa se odgovori roditelja uvelike razlikuju od odgovora ravnatelja i odgojitelja. Ravnatelji i odgojitelji smatraju da je profesionalni razvoj jedan od najbitnijih aspekata kvalitete, dok ga roditelji ne smatraju bitnim. Još jedan aspekt kojeg roditelji ne bi svrstali pod važne za kvalitetu je suradnja, dok ga stručni djelatnici smatraju iznimno bitnim. Aspekt oko kojeg su se svi ispitanici složili je broj djece u skupinama, odnosno svi su istaknuli kako bi se taj broj trebao smanjiti kako bi se kvaliteta rada poboljšala.This paper will present the topic of the quality of early and preschool education and the results of qualitative research on the same topic. The research was conducted using the interview method, with parents, educators and principals. The questions were divided into five categories: quality in general, number of children and educators in the group, individualization and inclusion of children with disabilities, cooperation with the family and local community, and professional development of professional staff. The goal of the research was to explain the perspectives of parents, educators and principals on the aspects of the quality of the educational system. The collected data showed different views of the groups of respondents on the topic. Answers differ depending on experience, knowledge and values, so the answers of parents differ greatly from the answers of principals and educators. Principals and educators believe that professional development is one of the most important aspects of quality, while parents do not consider it important. Another aspect that parents would not classify as important for quality is cooperation, while professionals consider it extremely important. The aspect on which all respondents agreed was the number of children in the group, they all pointed out that this number should be reduced in order to improve the quality of the wor
The role of parents in the process of adjustment of nursery age children in an educational institution
No full textRođenjem dijete započinje upoznavati svijet koji ga okružje. Prvo je obiteljsko okružje, roditelji, šira obitelj te prostor i predmeti iz neposredne okoline. Svaki taj segment važan je dio djetetova života koji se novim iskustvima i spoznajama dopunjava i proširuje. Odrastanjem dijete uz vlastitu obitelj upoznaje nove ljude u različitim socijalnim sredinama. Jedna od njih je polazak u ustanovu za rani i predškolski odgoj i obrazovanje. U radu će se detaljnije razraditi prilagodba djeteta na jaslice te dati uvid u značenje i uloge određenih profesionalaca u tom procesu. Započet će se s tumačenjem svih sastavnica ustanove za rani i predškolski odgoj i obrazovanje te komponente prilagodbe. Dječji vrtić je potpuna nepoznanica djetetu rane i predškolske dobi pa mu treba pružiti svu potrebnu podršku i olakšati proces prilagodbe na novu sredinu. Polazak u dječji vrtić djetetu predstavlja veliki stres te je prilagodba ključna za razvoj djeteta jer olakšava promjene koje dovode do mijenjanja djetetove perspektive i života općenito. U tom procesu svako dijete različito reagira; od plača, straha izazvanog odvajanjem od roditelja, agresije i slično. Može doći do povlačenje u sebe, introvertiranosti te odbijanja socijalizacije i interakcije s drugima. Umanjivanjem stresnih faktora u vrijeme prilagodbe djetetu se omogućava bezbolniji prijelaz iz obiteljskog u vrtićko okružje. U tom procesu ključnu ulogu uz roditelje imaju odgojitelji koji ostvarivanjem iskrene, dobre komunikacije i suradnje zajedničkim snagama djetetu olakšavaju prilagodbu na vrtić. Od iznimne važnosti je razmjena informacija o djetetu između roditelja i odgojitelja, što pridonosi boljem razumijevanju djetetovih potreba i njihovog zadovoljavanja. Roditelji tijekom prilagodbe imaju značajnu ulogu te i sami prolaze određeni proces prilagodbe na nove segmente u roditeljstvu. Svakodnevno se suočavaju s promjenama u ponašanju djeteta, emotivnih, ali i tjelesnih, što od roditelja zahtijeva pronalaženje načina kako da olakšaju djetetu prilagodbu i da što brže prihvate novu svakodnevicu. Sam proces prilagodbe djeteta na dječji vrtić olakšava se dobrom pripremom ustanove da odgovori na sve djetetove potrebe te razvije osjećaj prihvaćenosti u novoj sredini. Upravo odgajatelji, kao profesionalci sa svim potrebnim kompetencijama za rad s djecom rane i predškolske dobi, najbolje znaju kako djetetu olakšati proces prilagodbe.When a child is born, he begins to get to know the world around him. The first is the family environment, parents, extended family, space and objects from the immediate surroundings. Each of these segments i san important parto f the child's life, which is supplemented and expanded with new experiences and knowledge. Growing up, the child meets people in different social environments with his own family. One of them is going to an institution for early and preschool education. The paper will look at the child's adaption to the nursery and provide an insight into the meaning and roles of certain professionals in that process. Initially, all components of the institution for early and preschool education and adaption components are explained. Kindergarten is a complete stranger to a child of early and preschool age, so it is required to provide him with all the necessary support and facilitate the process of adaption to the new environment. Going to kindergarten represents a great stress for the child, and adaption is crutial for the child's development because it relieves changes that lead to changing the child's perspective and life in general. In this process, each child reacts differently; from crying, fear caused by separation from parents, aggression and similarly. There may be withdrael, introversion and refusal to socialize and interact with others. By reducing stress factors during the adjustment period, a painless transition from the family environment to the kindergarten environment is enabled for the child. In this process, educators play a key role alongside parents, who facilitate the child's adaption to kindergarten through sincere, good communication and joint cooperation. The exchange of information about the child between parents and educators is extremely important, which contributes to a better understanding of the child's needs and their satisfaction. Parents play an important role during adaption and they themselves go through a certain process of adaption to new segment sin parenting. Every day they are faced with changes in the child's behavior, emotional as well as physical, which requires the parents to find a way to make it easier for the child to adapt and to accept the new everyday life as quickly as possible.The very process of the child's adaption to the kindergarten is facilitated by the good preparation of the institution to respond to all the child's needs and develop a sense of acceptance in the new environment. Educators, as professionals with all the necessary competents for working with children of early and preschool age, know best how to facilitate the adaption process for the child
The role of teachers in classroom management: Challenges and opportunities
No full textVođenje ili upravljanje razredom predstavlja usmjeravanje prema postavljenim ciljevima na brži i učinkovitiji način. Upravljanje razredom predvodi učitelj koji svoje kompetencije stječe u dvjema etapama profesionalnoga razvoja. Prva etapa podrazumijeva pohađanje i završetak učiteljskoga studija. Druga etapa započinje položenim stručnim ispitom i uključivanjem na tržište rada. U drugu etapu pripada pohađanje seminara, predavanja, tečajeva, savjetovanja, sudjelovanje na radionicama i poslijediplomski studij. Poslovi učitelja dijele se na godišnja, tjedna i ostala zaduženja.
Upravljanje razredom jedno je od redovitih zaduženja, a njegov temelj čini odnos učitelja i učenika, unutar kojega može prevladavati pozitivna i negativna interakcija. Pozitivna interakcija podrazumijeva podršku, a negativna interakcija oslanja se na kažnjavanja i visoke kontrole. Odnos učitelja i učenika ima ulogu u uspjehu učenika jer utječe na motivaciju i zalaganje na satu. Dobro upravljanje razredom dovodi do pozitivnoga razrednoga ozračja. Učenici ostvaruju bolje rezultate, ovladavaju svojim ponašanjem, veća je kvaliteta rada. S druge strane loše upravljanje razredom dovodi do gubitka kvalitete rada i okruženja koje nije poticajno za učenikov razvoj. Rezultati različitih istraživanja pokazuju kako se učitelji ne osjećaju kompetentno za upravljanje razredom nakon formalnog obrazovanja, a velik dio učitelja ima potrebu za dodatnim stručnim usavršavanjem u tom području. Za upravljanje razredom potreban je dogovor između učitelja i učenika. Taj dogovor podrazumijeva razredna pravila. Ona moraju biti jasna, kratka i afirmativna. Poželjno je da pri donošenju pravila sudjeluju učenici jer se povećava vjerojatnost da će ih se pridržavati. Za niže je razrede najbolje postaviti do osam razrednih pravila.
Proveden je intervju s trima učiteljicama razredne nastave. Dobiveni rezultati pokazuju da je ponavljanje pravila ponašanja i zadataka glavni izvor nezadovoljstva pri upravljanju razredom. S druge strane sudionici intervjua ističu kako je važno koristiti se humorom. Njime se otklanja stres i nastavno gradivo čini zanimljivijim. Učiteljski fakulteti trebali bi uvesti kolegij koji bi se bavio upravljanjem razredom i na taj način omogućio bolju pripremu budućih učitelja za taj proces i izazov.Leading or managing a class means directing toward set goals in a quicker and more efficient manner. Class management is led by a teacher who acquires his competences in two stages of professional development. The first stage involves attending and completing teacher studies. The second stage starts with passing the professional exam and entering the labor market. The second stage includes attending seminars, lectures, courses, counseling, participating in workshops, and postgraduate studies. Teacher jobs are divided into annual, weekly, and other responsibilities.
Class management is one of the regular responsibilities, and it is founded on the relationship between teacher and pupil, within which positive and negative interaction can prevail. Positive interaction involves support, whereas negative interaction relies on punishment and high control. The relationship between teacher and pupil plays a role in the pupil's success because it impacts his motivation and effort in class. Good class management leads to a positive classroom atmosphere. Pupils achieve better results, master their behavior and the quality of their work is higher. On the other hand, poor class management leads to a decrease in work quality and an environment that does not stimulate pupil development. The results of various researches show that teachers do not feel competent to manage a class after formal education, and a large number of teachers has a need for additional professional training in the area. Class management requires an agreement between teacher and pupil. This agreement implies class rules. They must be clear, short, and affirmative. It is desirable that the pupils participate in making the rules because it increases the likelihood that they will follow them. For lower grades, it is best to set up to eight class rules.
An interview was conducted with three classroom teachers. The obtained results show that the repetition of behavior rules and tasks is the main source of dissatisfaction in class management. On the other hand, interview participants point out that it is important to use humor. It relieves stress and makes the teaching material more interesting. The faculties of teachers education should implement a course dealing with class management, and that way prepare teachers better for this process and challenge
The connection between learning a foreign language and vocabulary development in the native language
No full textProces usvajanja jezika je kompleksan proces i zahtijeva sveobuhvatno ispitivanje različitih disciplina kako bi se razumio. Napredak u teoriji usvajanja govora i jezika u proteklom stoljeću značajno je pridonio našem razumijevanju usvajanja jezika kao procesa i omogućio nove uvide u dječji razvoj i djetinjstvo. Ovaj rad ima za cilj pobliže objasniti usvajanje materinskoga i stranog jezika te kako su povezani. Također će se istaknuti uloga vrtića u poticanju usvajanja jezika kroz ulogu vršnjaka, dobi, odgojitelja, pjesmica, igara i prostorno-materijalnog okruženja. Isto tako rad istražuje povezanost učenja stranog jezika te na koji se način povećava rječnik materinskog jezika ako dijete po ne usvajati strani jezik.The process of language acquisition is a complex process and requires a comprehensive examination of various disciplines in order to be understood. Advances in the theory of speech and language acquisition over the past century have significantly contributed to our understanding of language acquisition as a process and provided new insights into child development and childhood. This paper aims to closely explain the acquisition of the mother tongue and foreign languages and how they are related. It will also highlight the role of kindergartens in promoting language acquisition through the role of peers, age, educators, songs, games, and the spatial-material environment. Additionally, the paper explores the connection between learning a foreign language and how the vocabulary of the mother tongue increases when a child starts learning a foreign language
Physical Activity of Preschool Children and their Parents
No full textTjelesna aktivnost je svaki pokret tijela koji se izvodi aktivacijom skeletnih mišića i koji zahtijeva potrošnju energije, a obuhvaća aktivnosti na poslu, aktivnosti vezane uz transport, aktivnosti vezane uz održavanje kućanstva i aktivnosti u slobodno vrijeme. Poticanje tjelesne aktivnosti potrebno je početi od najranije dobi. Kako je tjelesna aktivnost sve važnija, pogotovo u današnje vrijeme kada se sve manje krećemo, cilj ovog istraživanja bio je ispitati povezanost tjelesne aktivnosti roditelja i djece predškolske dobi. U istraživanju je sudjelovalo 155 ispitanika (N=155). Tjelesna aktivnost roditelja ili staratelja ispitana je putem skraćene verzije The International Physical Activity Questionnaire (IPAQ), a tjelesna aktivnost djece upitnikom The Children's Physical Activity Questionnaire (CPAQ). Rezultati su pokazali kako 67,1% djece zadovoljava smjernice Svjetske zdravstvene organizacije za djecu od 5 do 17 godina o minimalno 60 minuta dnevno u tjelesnim aktivnostima umjerenog do visokog intenziteta. S druge strane, 60% roditelja ili staratelja zadovoljava smjernice za odrasle o minimalno 30 minuta dnevno tjelesne aktivnosti umjerenog intenziteta. Značajni koeficijenti povezanosti stambenog prostora dobiveni su u varijablama WHO roditelj (r=,140) što ukazuje da oni koji žive u stanu značajno više zadovoljavaju preporuke WHO za odrasle, zatim smjer povezanost UTA djeca (r=,-173) pokazuje značajno manju tjednu tjelesnu aktivnost djece, a koeficijent pozitivnog smjera s varijablom SED roditelj (r=,216) navodi da je sedentarna dnevna tjelesna aktivnost značajno viša kod roditelja koji žive u stanu. Nadalje, djeca čiji roditelji zadovoljavaju preporuke WHO-a provode značajno manje minuta tjedno u tjelesnim aktivnostima visokog intenziteta (r=-,186) te više minuta tjedno u tjelesnim aktivnostima niskog intenziteta (r=,147). Značajan pozitivni koeficijent korelacije dobiven je između visoke tjelesne aktivnosti roditelja i djece (r=,183). Negativna povezanost između umjerene i niske tjelesne aktivnosti djece (r=-,137) kao i sedentarne aktivnosti djece (r=-,166) pokazuje da djeca koja provode više minuta tjedno u umjerenim aktivnostima, značajno manje vremena provode u niskima i sedentarnima. Koeficijenti korelacije varijable umjerena tjelesna aktivnost djece s varijablom visoka tjelesna aktivnost roditelja (r=,144), umjerena tjelesna aktivnost roditelja (r=,226) i hodanje roditelja (r=,149) pokazuju kako djeca čiji roditelji provode više minuta tjedno u visokim, umjerenim i hodanju, provode značajno više minuta tjedno u tjelesnim aktivnostima umjerenog intenziteta. S druge strane, negativni koeficijenti korelacija između niske tjelesne aktivnosti djece i umjerene tjelesne aktivnosti roditelja (r=-,133) i hodanje roditelja (r=-152) pokazuju kako djeca čiji roditelji provode više minuta u tjednim umjerenim aktivnostima i hodanju, provode značajno manje minuta tjedno u tjelesnim aktivnostima niskog intenziteta. Nije dobivena značajna povezanost između sedentarne aktivnosti roditelja i djece (r=-,060). Rezultati ovog istraživanja pokazali su kako je ponašanje roditelja značajno povezano s ponašanjem djece. Značajne povezanosti dobivene su u umjerenoj i visokoj tjelesnoj aktivnosti roditelja i djece. Nadalje, djeca koja žive u stanovima provode značajno manje minuta tjedno u aktivnostima umjerenog intenziteta. Stvaranjem zdravih sportskih navika djeca će od najranijih dana isto ponavljati kroz cijeli život. Na taj će način smanjiti vjerojatnosti nastanka određenih kroničnih nezaraznih bolesti kao što su visoki krvni tlak, dijabetes, pretilost i sl.Physical activity is any body movement that is performed by activating skeletal muscles and that requires energy consumption and includes work activities, transport activities, household and free time activities. Encouraging physical activity should start from the earliest age. As physical activity is more and more important, especially nowadays when we are less active, the aim of this research was to examine the connection between physical activity of parents and preschool age. 155 respondents participated in the research (N=155). The physical activity of parents or guardians was examined using a shortened version of “The International Physical Activity Questionnaire” (IPAQ), and the physical activity of children using “The Children's Physical Activity Questionnaire” (CPAQ). The results showed that 67.1% of children meet the WHO guidelines for children aged 5 to 17 years about a minimum of 60 minutes a day in physical activities of moderate to high intensity. On the other hand, 60% of parents or guardians meet the guidelines for adults of a minimum of 30 minutes a day of moderate-intensity physical activity. Significant housing space correlation coefficients were obtained in the WHO parent variables (r=,140), which indicates that those who live in an apartment meet the WHO recommendations for adults significantly more. Next, the direction of the association UTA children (r=.173) shows a significantly lower weekly physical children activity of the children, and the positive direction coefficient with the SED parent variable (r=.216) indicates that sedentary daily physical activity is significantly higher among parents who live in an apartment. Furthermore, children whose parents meet WHO recommendations spend significantly fewer minutes per week in high intensity physical activities (r=-.186) and more minutes per week in low-intensity physical
activities (r=.147). A significant positive correlation coefficient was obtained between high physical activity of parents and children (r=.183). The negative correlation between moderate and low physical activity of children (r=-,137) as well as sedentary activity of children (r=- ,166) shows that children who spend more minutes per week in moderate activities, spend significantly less time in low and sedentary activities. The variable correlation coefficients for moderate physical activity of children with the high physical activity of parents variable (r=.144), moderate physical activity of parents (r=.226) and walking of parents (r=.149) show that children whose parents spend more minutes per week in high, moderate and walking activities, spend significantly more minutes per week in physical activities of moderate intensity. On the other hand, the negative correlation coefficients between children's low physical activity and parents' moderate physical activity (r=-.133) as well as parents' walking (r=-152) show that children whose parents spend more minutes in weekly moderate activities and walking spend significantly fewer minutes per week in low-intensity physical activities. No significant correlation was obtained between the sedentary activity of parents and children (r=-.060). The results of this research showed that the behaviour of parents is significantly related to the behaviour of children. Significant associations were obtained in moderate and high physical activity of parents and children. Furthermore, children who live in apartments spend significantly fewer minutes per week in activities of moderate intensity. By creating healthy sports habits, children will repeat the same throughout their lives from the earliest days. In this way, it will reduce the probability of certain chronic non-communicable diseases such as high blood pressure, diabetes, obesity, etc
Analysis Of Structured And Semi-Structured Programs For Children With Autism Spectrum Disorders
No full textPoremećaji iz spektra autizma, odnosno PSA pripadaju u skupinu neuroloških razvojnih poremećaja koji se očituju na jedinstvenosti i odstupanju od socijalne interakcije, ponašajnih, komunikacijskih, interesnih mogućnosti djeteta, a kasnije i odrasle osobe. Osobe s PSA imaju poteškoće u razumijevanju socijalnih interakcija, a otežane situacije se pojavljuju kod pojedinaca s izraženom neverbalnom komunikacijom i otežanim održavanjem međuljudskih odnosa. Osim poteškoća u iskazivanju vlastitih emocija, osobe imaju poteškoće razumijevanja emocija drugih osoba. Funkcioniranje u skupini je narušeno posjedovanjem restriktivnih interesa i opsesija jednom temom. Često je prisutno repetitivno ponašanje pri čemu osoba neprestano ponavlja određene radnje poput tapkanja, hodanja u krug ili okretanje istog predmeta. Također, moguća je smanjena ili povećana osjetljivost na senzorne podražaje kao što su okusi, dodiri, mirisi, svjetlo ili zvukovi. Iznimna razlika je prisutna i u reakcijama senzorne obrade u rasponu od hiposenzitivnosti do hipersenzitivnosti. Temeljem zakona, moguća je inkluzija djece s PSA u sustav redovnog ranog i predškolskog obrazovanja pri čemu ključnu ulogu imaju odgojitelji. Svakodnevnim radom s djecom nastoji se pravilno pristupiti teškoćama i usmjeriti na interakcije s vršnjacima i učenje vještina korisnih za svakodnevni samostalni i život u zajednici. Cilj završnog rada je prikazati dijagnozu poremećaja iz spektra autizma te opisati korištene strukturiranih i polustrukturiranih programa implementiranih u radu područja rane i predškolske dobi djeteta. Informacije se temelje na pretrazi znanstvenih baza korištenjem metode sustavnog pregleda. Upravo su odgojitelji zaduženi za stvaranje najboljeg okruženja, pomažu pri usvajanju rutina i predvidljivih aktivnosti. Pristup svakom djetetu je individualan i ovisi o zasebnim potrebama djeteta. Primjenom stručnog znanja nastoji se postupati u skladu s maksimalnim interesom djeteta i uspostaviti verbalnu komunikaciju, ali i svladavanje socijalnih vještina potrebnih za interakciju s vršnjacima.Disorders from the spectrum of autism, that is, PSA belong to a group of neurological developmental disorders that are manifested in the uniqueness and deviation from social interaction, behavioral, communication, interest possibilities of the child, and later of the adult. People with PSA have difficulties in understanding social interactions, and difficult situations occur in individuals with pronounced non-verbal communication and difficulties in maintaining interpersonal relationships. In addition to difficulties in expressing their own emotions, people have difficulties understanding the emotions of other people. Group functioning is impaired by having restrictive interests and obsessions with one topic. Repetitive behavior is often present, where the person constantly repeats certain actions such as tapping, walking in circles or turning the same object. Also, reduced or increased sensitivity to sensory stimuli such as tastes, touches, smells, light or sounds is possible. An exceptional difference is also present in the reactions of sensory processing ranging from hyposensitivity to hypersensitivity. Based on the law, it is possible to include children with PSA in the system of regular early and preschool education, in which educators play a key role. Everyday work with children tries to properly approach difficulties and focus on interactions with peers and learning skills useful for everyday independent and community life. The goal of the final paper is to present the diagnosis of disorders from the autism spectrum and to describe the used structured and semi-structured programs implemented in the field of early and preschool children. The information is based on a search of scientific databases using the systematic review method. It is the teachers who are in charge of creating the best environment, helping to adopt routines and predictable activities. The approach to each child is individual and depends on the individual needs of the child. By applying professional knowledge, one tries to act in accordance with the maximum interest of the child and to establish verbal communication, but also to master the social skills necessary for interaction with peers