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Land Art as Inspiration for the Artistic Expression of Preschool Children
No full textRad je rezultat likovnih istraživačko/stvaralačkih aktivnosti u dječjem vrtiću „Medveščak“ odgojno obrazovna skupina „Ribice“ te na dvorištu vrtića. Prikazuje razvoj Land Arta kao novog koncepta u dvadesetom stoljeću i djelovanje umjetnika u tom području i u ovom stoljeću, novijeg vremena. Dolazak ove umjetnosti, najavljuje i proširuje neke nove koncepte i procese. Zadaća ove umjetnosti je da zove natrag u prirodu i ohrabruje svakog da stvori nešto. Njegov koncept i promišljanja tog vremena potiče umjetnike i gledatelje da umjetnost izađe van okvira. Umjetnici i gledatelji mogu koristiti priliku da češće izlaze u prirodu, te stvaraju u njoj i sa njom. To je izvrsna prilika za aktiviranje i buđenje svoje kreativnosti i produbljenje iskustva sa naglaskom na proces. Stvarajući velike i instalacije u jezerima, planinama poljima ili kanjonima koriste priliku da se izraze. Izražavaju mišljenje o protivljenju protiv komercijalizma i materijalizma izlažući djela koje je nemoguće staviti u galeriju ili kupiti i odnijeti doma. Dokazni materijali koji potvrđuju nastajanje i postojanje tih djela su fotografija, videozapisi i ostali materijali. Osjećaji koji su potaknuti nakon doživljaja takve umjetnosti su dio nematerijalnog doživljaja i samim time vrlo vrijedni.
Povezujući unutarnji i vanjski prostor i nudeći prirodne i raznovrsne materijale djeci potičemo kreativnost i stvaramo umjetnička djela. Stvarajući umjetnička djela koja mogu nestati ili u sobi dnevnog boravka nakon nekog vremena pospremimo, tražimo načine kako da ih sačuvamo. To daje mogućnost da širi granice svoje kreativnosti i novih spoznaja u susretu sa prirodom i svijetom oko sebe kroz djelovanje na sva razvojna područja djeteta te potičući cjelovitost. Umjetnost se isprepliće sa ostalim dijelovima i interesima našeg života kroz materijalno i nematerijalno dobro.The work is the result of artistic research/creative activities in the kindergarten "Medveščak", educational group "Ribice" and in the yard of the kindergarten. It shows the development of Land Art as a new concept in the twentieth century and the activity of artists in that area and in this century, more recent times. The arrival of this art heralds and expands some new concepts and processes. The task of this art is to call back to nature and encourage everyone to create something. His concept and reflections of that time encourage artists and viewers to make art go outside the box. Artists and spectators can use the opportunity to go out into nature more often, and create in it and with it. It is an excellent opportunity to activate and awaken your creativity and deepen the experience with an emphasis on the process. By creating large installations in lakes, mountains, fields or canyons, they use the opportunity to express themselves. They express an opinion about the opposition against commercialism and materialism by exhibiting works that are impossible to put in a gallery or buy and take home. Evidence materials that confirm the creation and existence of these works are photographs, videos and other materials. The feelings that are evoked after experiencing such art are part of the intangible experience and therefore very valuable.
Connecting indoor and outdoor space and offering natural and diverse materials to children, we encourage creativity and create works of art. Creating works of art that may disappear or tidy up the living room after a while, we look for ways to preserve them. This gives the opportunity to expand the boundaries of his creativity and new knowledge in the encounter with nature and the world around him by acting on all areas of the child's development and encouraging wholeness. Art is intertwined with other parts and interests of our life through material and immaterial goods
Types of physical exercise and the importance of anthropometric measurement in kindergarten
No full textCilj ovog rada je definiranje različitih oblika tjelesnog vježbanja te njihova važnost za cjelokupni dječji razvoj. Kako bi se tjelesno vježbanje s djecom predškolskog uzrasta kvalitetno provelo od iznimne je važnosti da aktivnosti budu prilagođene njihovim dobnim i razvojnim mogućnostima te individualnim karakteristikama što od odgojitelja zahtjeva kvalitetnu pripremljenost i predanost radu. Također, važnost tjelesnog vježbanja može se dovesti u korelaciju s antropometrijskim karakteristikama djeteta jer održavanje djece aktivnim pozitivno utječe na njihovo zdravstveno stanje. Antropometrijskim mjerenjima procjenjuje se stanje uhranjenosti pojedinog djeteta te ono služi kao alarm ako neko dijete pokazuje znakove prekomjerne težine i pretilosti, odnosno, pothranjenosti i omogućuje pravovremeno reagiranje.
U sklopu rada prikupljeni su podaci o visini i težini djece dobiveni iz antropometrijskih mjerenja. Na temelju tih podataka izračunat je indeks tjelesne mase, a zatim je iz grafa iščitan u centilima. Podaci su obuhvaćali sveukupno 49 djece u dobi od 5 do 7 godina, od čega je bilo 25 dječaka te 24 djevojčica. U sklopu istraživanja učinjena je deskriptivna statistika podataka te provedena t-test analiza iz čega je dobivena razina značajnosti s ciljem utvrđivanja razlika među djecom koja vježbaju 1x tjedno i onih koja vježbaju 2-3x tjedno. Sekundarni cilj rada je utvrđivanje stanja uhranjenosti djece na temelju indeksa tjelesne mase, odnosno koji postotak djece pripada kategoriji normalne težine, pothranjenosti, prekomjerne težine ili pretilosti. Provedenim istraživanjem, u kojem su se ispitivale razlike u antropometrijskim karakteristikama i stanju uhranjenosti s obzirom na dob i učestalost vježbanja, nisu dobivene značajnije razlike što je moguće pripisati tome da se njihov rast i razvoj slično odvija.This final paper seeks to define different forms of physical exercise and their importance for the overall development of children. To conduct quality physical exercise with preschool children, it is extremely important that the activities are adapted to their age and developmental abilities and individual characteristics, which requires quality preparation and dedication from the educator. Also, the importance of physical exercise can be correlated with the Anthropometric characteristics of the child because keeping children active has a positive effect on their health. Anthropometric measurements assess the nutritional status of an individual child, and it serves as an alarm if a child shows signs of overweight and obesity, or malnutrition and allows us to respond in a timely manner. As part of the paper, data on the height and weight of children obtained from Anthropometric measurements were collected. Based on these data, the body mass index was calculated and then read from the graphs by centile. The data included a total of 49 children aged 5 to 7 years, of whom 25 were boys and 24 girls. As part of the research, descriptive data statistics were performed and t-test analysis was performed, from which the level of significance was obtained to determine whether there are differences between children who exercise 1x in a week and those who exercise 2-3x in a week. The secondary purpose of this paper is to determine the nutritional status of children based on body mass index, apropos what percentage of children belong to the category of normal weight, malnutrition, overweight or obesity. The conducted research, which examined the differences in Anthropometric characteristics and nutritional status with regard to age and frequency of exercise, did not show any significant differences, which can be attributed to the fact that their growth and development take place similarly
Differences in the motor competence betwen the children in the age of three and four years
No full textMotorička kompetencija djeteta vrlo je važna za pravilan rast i razvoj, a ovo istraživanje bavi se razlikama između kompetencija djece u dobi od tri i četiri godine. U istraživanju je sudjelovalo 70ero djece, od kojih 25 trogodišnjaka i 45 četverogodišnjaka. Djeca su također bila podijeljena prema spolu, pa su tako u istraživanju sudjelovale 33 djevojčice i 37 dječaka.
Za mjerenje motoričkih kompetencija korišteno je 8 čestica iz testa Movement ABC-2 (Henderson i sur., 2007), a to su stavljanje novčića u kutiju, „nizanje“, crtanje po tragu, hvatanje, bacanje, ravnoteža nogu, hodanje s podignutim petama i skakanje po strunjačama. Istraživanje je pokazalo da se djeca u dobi od tri godine ne razlikuju u motoričkom kompetencijama od djece u dobi od četiri godine.A child's motor competence is essential for proper growth and development, and this research examines the differences between the competencies of children aged three and four.
In the study, seventy children participated, of which 25 were three-year-olds and 45 were four-yearolds. Aaccording to the gender, 33 girls and 37 boys participated in the research. Eight items from Movement ABC-2 (Hendersom et.al., 2007) battery were used to measure motor competence and those are posting coins, threading beads, drawing trail, catching beanbag, throwing beanbag, one-leg balance, walking heels raised and jumping on mats.
Research has shown that there is no significant differences between three and four years old children in motor competence
Communicative Approaches to the Criteria for Choosing Toys from Parent´s and Children´s Perspective
No full textNajvažnija i najobuhvatnija aktivnost svakog djeteta je igra. Bogata i raznolika, uveseljavajuća i dinamična, nezaobilazno je iskustvo svakog djetinjstva. Kada pitate suvremeno dijete koje igre voli, često ćete čuti odgovor da se dijete voli igrati ovom ili onom igračkom. Igra se sve više veže uz određeni predmet, a ne temu ili način aktivnosti. Iako je igra moguća i običnim, svakodnevnim predmetima iz kućanstva ili drugog dječjeg okruženja (prirodnog materijala, neoblikovanog i sl.) trend kupovine specijaliziranih igračaka iz godine u godinu samo raste. Usporedno s time, raste i oglašivačka industrija usmjerena na djecu i igračke, a potom i dječje želje za određenim igračkama. Cilj ovog rada bio je utvrditi nesrazmjer roditeljskih i dječjih želja u pogledu karakteristika igračaka te utvrditi koji komunikacijski procesi i kanali utječu na krajnji odabir i kupnju igračaka za djecu. Kako bi se ciljevi rada ostvarili provedeno je preliminarno kvalitativno istraživanje intervjuiranjem 12 ispitanika. Rezultati pokazuju kako djeca i roditelji nemaju iste kriterije za odabir igračaka. Djeca svoje kriterije postavljaju prvenstveno na temelju vlastitog igrovnog iskustva, a roditelji se služe raznim komunikacijskim kanalima kako bi donijeli informiranu odluku o kupnji koja je u skladu s njima poželjnim karakteristikama igračke.The most important and comprehensive activity of every child is play. Rich and diverse, exhilarating and dynamic, it is an inevitable experience of every childhood. If you ask a modern child what kind of play he/she likes, you will often hear the answer that he likes to play with this or that toy. The activity of playing is more and more tied to a specific object than to a theme or method of play. Although playing is also possible with ordinary, everyday objects from the child's household or environment (natural material, unshaped, etc.), the trend of buying special toys is increasing every year. In parallel, the advertising industry focused on children and toys is also growing, along with children's desires for specific toys. The first objective of this thesis was to determine the discrepancy between the desires of parents and children regarding the characteristics of toys. The second objective was to determine which communication processes and channels influence the final decision and purchase of children's toys. In order to achieve the objectives of this paper, 12 people were interviewed. The results show that children and parents do not have the same criteria for selecting toys. Children primarily set their criteria based on their own play experiences, while parents use different communication channels to make an informed purchase decision that is consistent with the toy characteristics they desire
Attitudes of mothers of preschool children about the duration of breastfeeding
No full textDojenje je proces kojim dijete dobiva sve potrebno za zdrav rast i razvoj. Svjetska zdravstvena organizacija i UNICEF preporučuju isključivo dojenje prvih 6 mjeseci djetetovog života te nastavak dojenja uz dohranu do dvije godine ili dulje ako to majka i dijete žele. Ovo istraživanje imalo je za cilj ispitati stavove majki predškolske djece o trajanju dojenja. U istraživanju je sudjelovalo 129 majki predškolske djece koja pohađaju jednu predškolsku ustanovu u Zadarskoj županiji. Online anketom prikupljeni su podaci o sociodemografskim obilježjima ispitanica, podatci o dojenju te stavovi majki o dojenju za koje je korišten Upitnik ponašanja, stavova i znanja za roditelje (BBAKQ). Rezultati su pokazali da je većina ispitanica imala pozitivne stavove o dojenju. Majke su na ljestvici stavova BBAKQ ostvarile prosječnu srednju vrijednost bodova od 4,26. Četrdeset i tri posto ispitanica smatralo je da bi dijete trebalo dojiti od 12 do 24 mjeseca, a 11% je smatralo da bi trebalo dojiti dulje od 24 mjeseca. Četrdeset i sedam posto ispitanica dojilo je sadašnje dijete 12 i više mjeseci. Članovi obitelji podržavali su dojenje dulje od 12 mjeseci i to supruzi/partneri ispitanica u većem postotku nego majke i prijateljice ispitanica. Dob majke, broj djece, kao i to podržava li suprug/partner dojenje dulje od 12 mjeseci nisu bili statistički značajno povezani sa stavovima ispitanica o duljini dojenja.Breastfeeding is the process by which the child gets everything it needs for healthy growth and development. The World Health Organization and UNICEF recommend exclusive breastfeeding for the first 6 months of a child's life, and continued breastfeeding with complementary feeding for up to two years or longer if the mother and child so desire. The aim of this research was to examine the attitudes of mothers of preschool children about the duration of breastfeeding. 129 mothers of preschool children attending one preschool in Zadar County participated in the research. An online survey collected data on the sociodemographic characteristics of the respondents, data on breastfeeding and mothers' attitudes about breastfeeding, for which the Behavior, Attitudes and Knowledge Questionnaire for Parents (BBAKQ) was used. The results showed that the majority of respondents had positive attitudes about breastfeeding. Mothers achieved an average score of 4.26 on the BBAKQ attitude scale. Forty-three percent of respondents believed that a child should be breastfed from 12 to 24 months, and 11% believed that it should be breastfed for longer than 24 months. Forty-seven percent of the respondents breastfed their current child for 12 months or more. Family members supported breastfeeding for longer than 12 months, and the wives/partners of the respondents in a higher percentage than the mothers and friends of the respondents. The age of the mother, the number of children, as well as whether the husband/partner supports breastfeeding for longer than 12 months were not statistically significantly related to the respondents' attitudes about the duration of breastfeeding
The role of a kindergarten teacher's assistant in working with children with disabilities
No full textOdgojno-obrazovna inkluzija djece s teškoćama u razvoju zahtijeva planiranje, vrijeme i educiranje stručnjaka. Danas je sve više djece s teškoćama u razvoju uključeno u redovne grupe predškolskih ustanova sa svojim vršnjacima, a kako bi im se omogućila podrška koja je prikladna te ostvario njihov pun potencijal, uključuju se pomoćnici. Pomoćnici, kao djelatnici ustanove za rani i predškolski odgoj i obrazovanje, pružaju podršku koja se odnosi na djetetovu socijalizaciju s vršnjacima te odgojiteljima, postizanje samostalnosti u svakodnevnim aktivnostima te pomoć pri osnovnim odgojno-obrazovnim potrebama. Osim navedenog, pomoćnici surađuju s ostalim djelatnicima vrtićima, odnosno odgojiteljima te stručnim suradnicima, ali i roditeljima djece s teškoćama u razvoju razmjenjujući informacije koje su potrebne kako bi se ostvario napredak djeteta. Ovaj rad ima za cilj analizirati i ispitati ulogu pomoćnika u dječjim vrtićima u radu s djecom s teškoćama u razvoju. Istraživanje je provedeno u obliku on-line upitnika na temu „Uloga pomoćnika u dječjim vrtićima u radu s djecom s teškoćama u razvoju“, a bilo je namijenjeno odgojiteljima djece rane i predškolske dobi s različitom razinom iskustva u predškolskom sustavu odgoja i obrazovanja. Prema rezultatima istraživanja sudionici smatraju kako je pomoćnik bitan djetetu s teškoćama u razvoju te kako ima velik doprinos pri praćenju napretka djeteta i kreiranju ciljeva koje dijete može ostvariti, ali i kako bi svako dijete s teškoćama u razvoju trebalo imati svog pomoćnika. Isto tako, sudionici smatraju i slažu se kako bi pomoćnik trebao biti iz odgojiteljske prakse, odnosno kako poslove pomoćnika ne može obavljati svatko te kako je važna edukacija pomoćnika za njegov daljnji rad.The educational inclusion of children with developmental disabilities requires planning, time and educating experts. Today, more and more children with developmental disabilities are included in regular groups of preschool institutions with their peers, and in order to provide them with appropriate support and realize their full potential, assistants are included. Assistants, as employees of an institution for early and preschool upbringing and education, provide support related to the child's socialization with peers and teachers, achieving independence in daily activities and help with basic educational needs. In addition to the above, the assistants cooperate with other employees of kindergartens, that is, educators and professional associates, but also with parents of children with developmental difficulties, exchanging information that is necessary to achieve the child's progress. This work aims to analyze and examine the role of assistants in kindergartens in working with children with developmental disabilities. The research was conducted in the form of an online questionnaire on the topic "The role of assistants in kindergartens in working with children with developmental disabilities", and it was intended for educators of early and preschool children with different levels of experience in the preschool education system. According to the results of the research, the participants believe that an assistant is important for a child with developmental disabilities and that it has a great contribution in monitoring the child's progress and creating goals that the child can achieve, but also that every child with developmental disabilities should have their own assistant. In the same way, the participants believe and agree that the assistant should be from educational practice, that is, that not everyone can perform the work of an assistant and that the education of the assistant is important for his further work
Kinesiological activity: a content of spare time
No full textCilj ovog diplomskog rada bio je istražiti kako učenici mlađe školske dobi provode svoje slobodno vrijeme i u kojoj mjeri se bave kineziološkim aktivnostima. Istraživanje je provedeno metodom anketnog upitnika na uzorku od 60 učenika u četiri treća razreda Osnovne škole Petra Zrinskog. U istraživanju je sudjelovalo 34 učenice i 26 učenika. Putem upitnika ispitani su njihovi stavovi o kineziološkim aktivnostima i slobodnom vremenu. Rezultati istraživanja pokazali su da se samo 30% učenika najčešće bavi sportom u slobodno vrijeme, pri čemu je podjednak broj dječaka i djevojčica zainteresiran za sportske aktivnosti. Učenika koji su izjavili da se najčešće druže s prijateljima u slobodno vrijeme bilo je 35%. Oko 29% ispitanika provodi sjedilačke aktivnosti u svoje slobodno vrijeme. Kada je riječ o izvannastavnim aktivnostima, sportske aktivnosti su najpopularnije. Učenika koji se bave nekom sportskom aktivnosti je 60%, dok 23% učenika pohađa glazbene aktivnosti. Značajan broj učenika, njih 96%, svjestan je važnosti bavljenja sportom, dok 4% ne dijeli to mišljenje. Većina učenika koji se trenutno bave sportom želi nastaviti baviti se sportom i u budućnosti, dok je od onih koji nisu u to sigurni većina dječaka. Razlike između dječaka i djevojčica u pogledu sudjelovanja u sportskim aktivnostima nisu značajne. Ipak, primjećuje se razlika u odabiru sportskih aktivnosti, pri čemu su dječaci skloniji nogometu i borilačkom sportu, a djevojčice se češće odlučuju za ples. Unatoč modernom svijetu i provođenju vremena na računalima ili pametnim telefonima, rezultati istraživanja ukazuju da su kineziološke aktivnosti dominantnije u odnosu na ne kineziološke sadržaje.The aim of this graduate paper was to research how younger elementary school students spend their spare time and to which measure they engage in kinesiological activities. The research was conducted by the method of survey questionnaire on a sample of 60 students from four third grades of the Petar Zrinski Elementary School. The research involved 34 female and 26 male students. The survey questionnaire examined their views on kinesiological activities and spare time. The results of the research showed that only about 30% of the students most often engage in sports during their spare time, with approximately equal numbers of boys and girls interested in sports activities. There were 35% of the students who stated that they spend most of their spare time hanging out with their friends. Approximately 29% of the students carry out sedentary activities during their spare time. When it comes to extracurricular activities, sports activities are the most popular choice. There were 60% of students that stated that they engage in some sort of a sports activity as their extracurricular activity, while 23% of students engage in some sort of a musical activity. A significant number of students, 96% of them, is aware of the importance of engaging in sports activities, while 4% does not share that opinion. Most of the students who engaged in sports at the time of the research stated that they would like to continue doing sports in the future, while most of those who were not certain of that were boys. The differences between boys and girls in regard to participating in sports activities are not significant. Still, there is a noticeable difference in the choice of sports activities, with the boys being more prone to engaging in football and martial arts, while the girls more often choose dance. In spite of the modern world and spending time on computers or smartphones, the results of this research show that kinesiological activities are more dominant when compared to non-kinesiological ones
Puppet and fairytale as a stimulus for children's creativity
No full textScenska lutka ginjol je najjednostavnija lutkarska forma. Sastoji se od ruku, glave i haljine koja predstavlja tijelo lutke a navlači se direktno na ruku lutkara poput rukavice. Lutka se animira pokretima ruke lutkara i pomicanjem prstiju na kojima su postavljeni prsti ruke lutke i glava lutke. Osebujan karakter i izgled lutke poznati su još od prošlosti, točnije na prijelazu iz 18. u 19. stoljeće. Lutka ginjol je u različitim dijelovima Europe imala različite nazive. Često su je koristili putujući lutkari u svojim predstavama po Europi i predstavljala je glas naroda, običnog puka. Bajka je u ovom radu bila poticajno sredstvo za izradu određenih likova iz
priče a djeci nit vodilja za animaciju lutaka odnosno likova iz bajke. Bajka je kod djece stvorila radost i potaknula ih na stvaralačko izražavanje.
Ovim radom cilj je bio potaknuti dječje stvaralaštvo čitanjem bajki, izradom i animacijom scenske lutke ginjol. Djeca su od ponuđenih materijala za izradu scenske lutke samostalno izradila lutku ginjol. Motivirani čitanjem i upoznavanjem s bajkama i svojom unutarnjom motivacijom, stvorila su mnoštvo igrokaza i improvizacija u vrtićkoj skupini. Često su igrokazi bili prikaz dječjeg iskustva iz života isprepleteni događajima i likovima iz bajke.
Tijekom izrade lutaka i igrokaza razvijala se suradnja među djecom, izražavali su svoje emocije, pokazivali doživljeno i bogatili svoj rječnik novim riječima i izrazima. Upoznavanjem sa scenskom lutkom ginjol, njezinom izradom i animacijom, djeca su
razvijala, otkrivala i pokazala svoju kreativnost, maštu i stvaralački potencijal. Zaključak ovog rada je da poticana kvalitetnim poticajima kao što su bajke i bogatstvo raznolikog materijala za izradu scenskih lutaka ginjol te animacijom ginjol lutke, djeca imaju mogućnost od najranije dobi razvijati i ostvariti svoju kreativnost i stvaralaštvo.The ginjol stage puppet is the simplest form of puppetry. It consists of hands, a head and a dress that represent the puppet's body. To animate the doll, a puppeteer places it on their hand. The puppet is animated by the puppeteer's hand movements and by moving the fingers on which the puppet's fingers and head are placed. The distinctive character and appearance of the doll have been known since the past, more precisely since the late 18th and early 19th centuries. The ginjol doll had different names in different parts of Europe. She travelled together with travelling puppeteers in Europe and represented the voice of the common people. This paper shows how the fairy tale was a stimulating tool for children creating the dolls based on certain characters from the story. It was also a guiding thread for children animating the characters. The fairy tale created joy in children and encouraged creative language and innovation.
The goal of the work described in this paper was to encourage creativity in children of early and preschool age by reading a fairy tale, making a ginjol stage doll and animating it. The children independently made a ginjol doll from the offered material for making a stage doll. Motivated by reading and learning about fairy tales and their inner motivation, the children created many plays and improvisations in the kindergarten group. In making puppets and plays they developed cooperation, expressed emotions and enriched their vocabulary. By getting to know the ginjol stage doll, its creation and animation, children developed, discovered and showed their creativity and imagination. The conclusion of this paper is that children are encouraged by quality incentives such as fairy tales and the wealth of materials for making ginjol stage dolls and doll animation. They have the opportunity from an early age to develop and achieve their creative potential
Izlazak iz ‘novog normalnog’: suočavanje međunarodne zajednice s pandemijom i potresima
No full textThe word pandemic, by one of its many definitions, derives from the Greek pan, which means “all”, and the word demos, which means “the people”, therefore it often refers to “a widespread epidemic of contagious disease throughout the whole of a country or one or more continents at the same time.” (Honigsbaum, 2009, Perspectives, p. 1939) “An earthquake is a shaking of the earth. It may vary in intensity from a shaking so feeble that it requires the use of a delicate instrument to detect it, to a shaking violent enough to overthrow heavy buildings, and even to make great rents or fissures in the crust.” (Huston, 1907, p. 219) A pandemic and an earthquake are two phenomena that, when occurring separately, have a big impact on humanity, let alone when they come about at the same time.
The aim of this study was to investigate how can an international community find its way out of the ‘new normal’ that was caused by the COVID-19 pandemic and two earthquakes that hit Croatia in the year 2020. The focus of the study was to find out how the American International School of Zagreb (hereinafter AISZ) deals with the situation of the virus pandemic, and what steps have been put in place to prepare the AISZ community for an earthquake.
The participants involved in this study were the school admin and teaching staff who participated in semi-structured interviews.
The results show that AISZ managed to navigate through these difficult times successfully thanks to many different factors. Some of those were: having a crisis team that was able to make quick decisions based on local and global connectedness; adjusting existing and creating new health and safety guidelines that would best suit the current situation; maintaining transparent and timely communication with both staff and parents; uninterrupted program delivery, and other.
The main conclusion of the study is that we are all in this together; therefore, we can navigate through difficult times if we stay connected, supportive, and adaptable.Riječ pandemija, prema jednoj od mnogih definicija, potječe od grčke riječi pan, što znači “sve”, i riječi demos, što znači “narod”, pa se često odnosi na “rasprostranjenu epidemiju zarazne bolesti u nekoj zemlje ili na jednom ili više kontinenata u isto vrijeme.” (Honigsbaum, 2009, Perspectives, p. 1939) “Potres je podrhtavanje zemlje. Može varirati u intenzitetu od toliko slabog podrhtavanja da zahtijeva upotrebu osjetljivog instrumenta da ga se otkrije do podrhtavanja dovoljno snažnog da sruši teške zgrade, pa čak i da napravi velike rupe ili pukotine u kori.” (Huston, 1907, str. 219) Pandemija i potres dvije su pojave koje, kada se dogode odvojeno, imaju veliki utjecaj na čovječanstvo, a kamoli kada se dogode u isto vrijeme.
Cilj ovog istraživanja bio je ispitati kako međunarodna zajednica može pronaći izlaz iz 'novog normalnog' koje su uzrokovale pandemija COVID-19 i dva potresa koja su pogodila Hrvatsku 2020. godine. Fokus istraživanja bio je proučiti kako se Američka međunarodna škola u Zagrebu (u daljnjem tekstu „AISZ“) suočava s pandemijom te koji koraci su poduzeti kako bi se AISZ zajednica pripremila za potres.
Sudionici ovog istraživanja bili su članovi školske uprave te odgojitelji i učitelji koji su sudjelovali u polustrukturiranim intervjuima.
Rezultati istraživanja pokazuju da je AISZ uspio uspješno upravljati izazovima pred kojima se našao, a sve to zahvaljujući sljedećem: posjedovanju tima za krizne situacije koji je donosio brze odluke zbog dobre lokalne i globalne povezanosti, prilagodbi postojećih i izradi novih zdravstvenih i sigurnosnih smjernica koje su najbolje odgovarale trenutnoj situaciji, održavanju transparentne i pravovremene komunikacije sa školskim osobljem i roditeljima, nesmetanom održavanju nastave te ostalom.
Glavni zaključak istraživanja je da smo svi ranjivi kada smo izloženi teškim vremenima i situacijama te, kako bismo što bezbolnije izašli iz takvih situacija, važno je ostati povezan s drugima, međusobno si pružati podršku te biti prilagodljiv
Parents' views on the importance of art activites at an early age
No full textRazvoj likovnosti vrlo je važan za dječji opći razvoj, a djeca u likovnim aktivnostima neizmjerno uživaju. Svako dijete je individua, pa je tako i njihov likovni razvoj i stvaralaštvo potrebno promatrati individualno. S obzirom na to da su roditelji prvi djetetov kontakt s okolinom i vanjskim svijetom, potrebno je da i oni sami shvaćaju važnost likovnih aktivnosti za djetetov rani razvoj. S obzirom na to da su djeca prirodno istraživači, jasno je da će se tako roditi i potreba za istraživanjem različitih tekstura, materijala, alata kako bi izrazili svoj unutarnji svijet, a istu potrebu mogu zadovoljiti njegovanjem likovnih aktivnosti. Upravo su roditelji prva stepenica u dječjem doživljaju i postupku uživanja u likovnim aktivnostima i vrlo je važno da sa svojom djecom provode razne likovne aktivnosti, cijene dječji likovni proces i rad te da mu prilaze s razumijevanjem. S obzirom na pogled na kreativnost kao značajnu karakteristiku pojedinca, potrebno je snažno isticati povezanost likovnih aktivnosti s razvojem kreativnosti jer se ona, između ostalog, očituje u divergentnosti u razmišljanju, originalnosti rješenja i autentičnosti individualca.The development of art is extremely important for children's general development, and children immensely enjoy art activities. Each child is an individual, so their artistic development and creativity must be observed individually. Given that parents are the child's first contact with the environment and the outside world, it is necessary that the parents themselves understand the importance of art activities for the child's early development. Considering that children are natural explorers, the need to explore different textures, materials, and tools will be born to express their inner world, and the same need can be satisfied through nurturing art activities. Precisely, parents are the first step in children's experience and process of enjoying art activities, and it is of great importance that they carry out various art activities with their children, appreciate children's art process and work, and approach them with understanding. Regarding the view of creativity as a very important characteristic of an individua, it is necessary to strongly emphasize the connection between artistic activities and thedevelopment of creativity, since it is manifested, among other things, in divergent thinking, originality of solutions and authenticity of the individual