University of Zagreb Faculty of Teacher Education - Digital repository
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Designing a picture book in the watercolor technique
No full textTema ovog završnog rada je oblikovanje slikovnice akvarel tehnikom. Rad se sastoji od dva dijela. Prvi dio je teorijski, a drugi je praktični. U teorijskom dijelu rada prikazan je akvarel kao slikarska tehnika. Ovaj dio rada sadržava osnovne informacije o akvarelu, kako teorijski tako i praktični dio. Obuhvaća poglavlja koja izlažu kratku povijest akvarela, materijal i pribor koji se koristi pri slikanju akvarelom. Nakon toga slijede koraci pripreme za dobivanje što kvalitetne ilustracije, koji se očituju kroz perspektivu i kompoziciju, te su na kraju predstavljeni načina slikanja akvarelom. Zatim slijedi poglavlje o slikovnici, u kojem su izložene opća obilježja slikovnice, kao i njezine funkcije i vrste s obzirom na određeni kriterij. Spominju se i drugi važni aspekti oblikovanja slikovnice poput oblika, izgleda teksta, sadržaja, likovno vizualnog oblikovanja slikovnice, kao i stila koji je primjenjiv i primjeren. Nadalje, u ovom radu se nalazi poglavlje koje progovara o važnosti slikovnice za dječji razvoj, te utjecaju i ulozi koju slikovnica ima u životu djeteta. Pri tom se misli na odgojno obrazovnu ulogu slikovnice, kao i na činjenicu da je ona predmet koji je prisutan u dječjem životu od samih početaka. U praktičnom dijelu završnoga rada nalazi se kratki opis slikovnice uz navedene glavne likove, temom i ciljem slikovnice. Nakon spomenutog, izložen je storyboard slikovnice, kao i njegov značaj za nastanak slikovnice. U zadnjem dijelu se nalazi opis nastanka ilustracija, tehnika, materijali koji su korišteni, dodatno uređenje ilustracija, te same ilustracije slikovnice. Dio ilustracija je nastao u okviru kolegija Metodika likovne kulture 2 u sklopu zadatka izrade slikovnice s temom „Predmet iz djetinjstva“, dok je drugi dio slikovnice nastao u svrhu potreba ovog rada. Cilj ovog rada je istaknuti važnost primjerenih materijala koji okružuju djecu, te kakav utjecaj ostavljaju na njih za daljnji život.The topic of this final work is the design of a picture book using the watercolor technique. The paper consists of two parts. The first part is theoretical, and the second is practical. In the theoretical part of the work, watercolor is presented as a painting technique. This part of the paper contains basic information about watercolor, both theoretical and practical. It includes chapters that outline a brief history of watercolor, the materials and supplies used in watercolor painting. After that, there are preparation steps for obtaining the best possible illustration, which are manifested through perspective and composition, and at the end, watercolor painting methods are presented. Then follows the chapter on the picture book, in which the general characteristics of the picture book are presented, as well as its functions and types with regard to a certain criterion. Other important aspects of the design of the picture book are also mentioned, such as the shape, appearance of the text, content, artistic visual design of the picture book, as well as the style that is applicable and appropriate. Furthermore, this paper contains a chapter that talks about the importance of picture books for children's development, and the influence and role that picture books have in a child's life. This refers to the educational role of the picture book, as well as the fact that it is an object that is present in children's lives from the very beginning. In the practical part of the final paper, there is a short description of the picture book along with the mentioned main characters, the theme and the goal of the picture book. After the aforementioned, the storyboard of the picture book is exhibited, as well as its significance for the creation of the picture book. In the last part, there is a description of the creation of the illustrations, techniques, materials that were used, additional arrangement of the illustrations, and the illustrations of the picture book themselves. Part of the illustrations was created within the framework of the Art Methodology 2 course as part of the task of creating a picture book with the theme "Subject from childhood", while the other part of the picture book was created for the purpose of this work. The aim of this work is to highlight the importance of appropriate materials surrounding children, and what impact they leave on them for further life
Comparsion of physical activity of preschool children attending sports kindergarten program and regular kindergarten program
No full textProblematika ovog diplomskog rada jest utvrditi razliku u motivaciji, angažmanu i disciplini djece predškolske dobi, polaznika redovnog vrtićkog programa u sklopu kojeg tjedno imaju dva sata izdvojeno za organizirani sat tjelesne i zdravstvene kulture te polaznika sportskog vrtićkog programa, gdje svakodnevno jedan sat i petnaest minuta provode u dvorani na organiziranoj tjelesnoj aktivnosti u Velikomlačkom dječjem vrtiću. Kako bi se došlo do rješenja, potrebno je utvrditi razliku u fiziološkom opterećenju djece na satu tjelesne i zdravstvene kulture, a to je ujedno i cilj ovog završnog rada. U radu su navedena temeljna obilježja tjelesnog vježbanja djece te važnost istog za uspješan rast i razvoj. Nadalje, tumači se i važnost tjelesne aktivnosti za svakog čovjeka, a osobito za djecu. Nužno je poticati dijete na vježbanje od najranijih godina života kako bi ono razvilo pozitivan stav o vježbanju koje bi mu kasnije prešlo u naviku pa čak i potrebu. Veliku ulogu u tome imaju odgojitelji jer su upravo oni ti s kojima dijete provede najveći dio svog dana. Prilikom naobrazbe odgojitelja na fakultetu, veliku se važnost pridaje upravo kineziologiji. Gotovo se u svakom semestru jedan kolegij dotiče zdravlja djeteta ili kineziologije, stoga odgojitelji danas imaju jako dobru podstavu o samom provođenju tjelesnog vježbanja s predškolskom djecom što bi trebali oplemeniti u svojoj praksi. U provedenom istraživanju sudjelovalo je dvadesetero djece iz dvije mješovite vrtićke skupine, desetero njih pohađa sportski program vrtića, a ostalih deset polaznici su redovnog vrtićkog programa. Njihov se angažman mjerio uz pomoć pulsa tijekom sata tjelesne i zdravstvene kulture. S obje skupine proveden je identičan sat tjelesne i zdravstvene kulture, a istraživanje je nedvojbeno pokazalo da su djeca polaznici sportskog programa na satu tjelesne i zdravstvene kulture bila više zainteresirana i predana zadacima, uspješnije su izvodila zadatke i bila koncentrirana na upute voditelja sata. S druge strane, polaznici redovnog programa utrošili su više energije prilikom obavljanja istih u istom vremenskom periodu, teže im je bilo pratiti voditelja te određene zadatke nisu znali provesti bez pomoći i dodatnih uputa.The concern of this final paper is to establish the difference in motivation, engagement and discipline of the preschool children who are participant in sports program, where they have every day one and a half hour for programmed physical activites, and regular program who are supposed to have twice a week physical activities. To get the wanted results, it is necessary to discover the difference in the child's level of physical load in a physical education class, which is also the aim of this final research. Importance of physical activity for people, especially children, is explained in this work. It is essential to encourage the child to exercise since the earliest age so they could develop a positive attitude towards working out, which will later become a habit or even the need. The most inportant role in that have preeschol educators, because children spend the most of their time in kindergarten. During the education at the preeschol university, great importance is attached to kinesiology, almost every semester one course is about child health or kinesiology. Therefore educators today have a very good understanding of the actual implementation of physical exercise with preschool children, which they should refine in their practice. In this research, twenty children from the mixed preschool group, then of them are included in the kindergarten sports programs and other ten are participants of the regular program. Their engagement was measured, based on their pulses during the physical education class, separatly with one group and the other group, and the content of the exercise was the same in both cases. Likewise, the time requierd for the excercise was the same for both groups. The research undoubtedly showed that the children who participated in sports program were more interested and engaged in tasks and they had easily manage with every exercise. Other children who are participants in regular program showed some problems during exercising, and they have spend more energy on the same tasks
Assessment of student achievement in learning of science
No full textTema ovog rada jest vrednovanje učeničkih postignuća u nastavi Prirode i društva. U prvom dijelu rada objašnjavaju se pojmovi koji su važni za razumijevanje procesa vrednovanja, navode se vrste, oblici i pristupi vrednovanju te primjeri postupaka i tehnika vrednovanja koje je poželjno koristiti u nastavi Prirode i društva. Također, iznose se rezultati dosadašnjih istraživanja koja su se bavila temom vrednovanja, s posebnim naglaskom na studije koje su detaljnije analizirale proces vrednovanja u nastavi Prirode i društva i drugim srodnim nastavnim predmetima te kompetencije učitelja potrebne za provedbu toga složenoga procesa.
U drugom dijelu rada izloženi su i analizirani rezultati istraživanja na temu vrednovanje u nastavi Prirode i društva koje je provedeno u svibnju i lipnju 2022. godine među učiteljima razredne nastave u Republici Hrvatskoj. Cilj istraživanja bio je ispitati samoprocjenu kompetencija (znanja, sposobnosti i mišljenja) učitelja za provođenje vrednovanja u nastavi Prirode i društva. Za potrebe istraživanja konstruiran je anketni upitnik koji se sastojao od 5 dijelova. Najprije su prikupljeni sociodemografski podaci o učiteljima, a zatim je ispitano kako učitelji samoprocjenjuju svoje poznavanje načina, postupaka i tehnika vrednovanja, koliko ih često koriste, kakvo je znanje i mišljenje učitelja o vrednovanju u nastavi Prirode i društva te kakvim učitelji procjenjuju svoje sposobnosti za vrednovanje. U istraživanju su sudjelovala sveukupno 102 učitelja razredne nastave. Na temelju dobivenih rezultata može se zaključiti da učitelji samoprocjenjuju da poznaju različite načine, postupke i tehnike vrednovanja, ali su neki postupci, načini i tehnike zastupljeniji u nastavi nego drugi. Naprimjer, učitelji su naveli da najčešće koriste usmenu povratnu informaciju, formativno vrednovanje i vrednovanje naučenoga, a najrjeđe koriste hibridno vrednovanje, učenički portfolio i anegdotske zabilješke. Znanje o vrednovanju pokazalo se na granici dobrog i vrlo dobrog. Također, rezultati su pokazali da učitelji imaju uglavnom pozitivno mišljenje o vrednovanju, a svoje kompetencije za vrednovanje procjenjuju uglavnom razvijenima. Na temelju dobivenih rezultata može se zaključiti da učitelji imaju poprilično dobro znanje i mišljenje o vrednovanju, ali postoji potreba za dodatnim edukacijama učitelja o procesu vrednovanja u nastavi Prirode i društva, kako bi bili sigurniji u svoje znanje te sa što manje izazova i nesigurnosti pristupili procesu vrednovanja.This paper is about the assessment of student achievements in the teaching of Science and Social studies classes. In the first part, there is an explanation of terms that are important for understanding the assessment process, a list of assessment types, forms, and approaches, as well as examples of assessment methods, procedures, and techniques that should be used in the teaching of a Science and Social studies classes. Also, the results of previous research on the topic of assessment are presented, with an emphasis on studies that analyzed in more detail the assessment process in the teaching of Science and Social studies classes and other related subjects, as well as the competencies of teachers needed to implement this complex process.
The second part is a presentation and analysis of the research results on the topic "Assessment in the Teaching of Science and Social Studies classes." The research was conducted in May and June 2022 among teachers in the Republic of Croatia. The research aimed to examine the knowledge, opinion, and teachers' skills for conducting an assessment on the teaching of Science and Social studies classes. Because of the research, a questionnaire consisting of 5 parts was constructed. A questionnaire examined teachers' socio-demographic data, teachers' assessment methods, procedures, and techniques, their knowledge and opinion about assessment in the teaching of Science and Social studies classes, and their self-assessment. In the research have participated 102 classroom teachers. Based on the obtained results, it can be concluded that teachers know different assessment methods, procedures, and techniques, but some of them are used more often than others. For instance, the teachers indicated that they most often use oral feedback, formative assessment, and assessment of learning, and rarely use hybrid evaluation, student portfolio, and anecdotal records. Teachers' knowledge about assessment was found to be on the border between good and very good. Also, the results showed that teachers have a positive opinion about assessment and they consider their assessment competencies mostly developed. There is a need for additional education for teachers so they could be more confident in their knowledge and approach the assessment in Science and Social studies classes with no challenges and uncertainties
Interpretive reading and storytelling as a stimulus for speech development of preschool-aged children
No full textInterpretativno čitanje i kazivanje priče svakodnevna je aktivnost u vrtićima koja pridonosi govornom razvoju djece predškolske dobi. Važno je poznavati osnovno značenje pojma interpretativno, a to je čitanje ili pričanje koje se temelji na vrednotama govorenoga jezika. One su podijeljene na auditivne i vizualne te ih je u radu s djecom potrebno neprestano koristiti. No, istraživanja su pokazala kako ih odgojitelji ne koriste u odgovarajućoj mjeri. Svaka je od njih na svojevrstan način značajna za razvoj govora. Na početku je potrebno sagledati psihološku stranu koja se odnosi na povezanost motorike i govora, a riječ je zapravo o zrcalnim neuronima koji ovise jedni o drugima. Odgojitelj mora poznavati osnovne karakteristike razvoja predškolskog djeteta kako bi mogao uočiti moguća odstupanja. On je odgovorna osoba koja svojim pravilnim govornim uzorom pažljivo sluša svako dijete u skupini, stvara prostor koji potiče za slušanjem priča. Upoznaje djecu s raznovrsnim pričama, bajkama i slikovnicama. Svaka od njih ima svoje karakteristike po kojima se međusobno razlikuju. Slikovnica je karakteristična po ilustracijama, bajka po elementima čarolije, a priča može biti basna u kojoj su likovi životinje. Ključni pojmovi vezani uz čitanje slikovnice su monološko i dijaloško čitanje. Suvremena paradigma dijete gleda kao ravnopravno biće stoga je dijaloško čitanje slikovnice uzajaman proces. Ono se kao i kazivanje priče odvija u prostoru koji je opremljen raznim pomagalima koji obogaćuju pričanje priča. Odgojitelj treba promisliti kako predstaviti priču djeci, tj. prenijeti svoj doživljaj priče. Ponekad se pričanje, pripovijedanje i prepričavanje gledaju kao sinonimi, no potrebno ih je razlikovati. Kompetentan pripovjedač mora posjedovati određene kompetencije kao što su: držanje kontakta očima, ostvarivanje toplog odnosa s djecom, poticanje djece na govorno izražavanja, korištenje vrednota itd. Kako bi priča bila kvalitetno ispričana, temelj njezine kvalitete jest priprema za pričanje. Na kraju je najvažnije svakodnevno raditi na poticanju govornoga razvoja djece.Interpretive reading and storytelling are daily activities in kindergartens that contribute to the speech development of preschool children. It is important to understand the basic meaning of the term "interpretively" which refers to reading or speaking based on the nuances of spoken language. These activities can be categorized into auditory and visual forms, and they should be consistently integrated into interactions with children. However, research has shown that educators do not always utilize these techniques to their full potential, even though each of them plays an important role in speech development. To begin with, it is essential to consider the psychological aspect of the connection between motor skills and speech, particularly the role of mirror neurons, which are interdependent. Educators should be familiar with the fundamental characteristics of preschool child development to detect any possible deviations. They play a responsible role by attentively listening to every child in the group, serving as a model for regular speech and creating an environment that encourages active listening during storytelling sessions. Educators introduce children to a variety of stories, including fairy tales, picture books, and fables with animal characters, each with its distinct features. Picture books are known for their illustrations, fairy tales often include elements of magic, and stories can be in the form of fables with animal protagonists. Key concepts related to reading picture books include monologue and dialogic reading. In the modern paradigm, children are viewed as equal participants, making dialogical reading of picture books a collaborative process. These activities take place in an environment equipped with various resources that enhance the storytelling experience. Educators must carefully consider how to present stories to children and convey their own engagement with the narrative. While telling, storytelling, and retelling are sometimes used interchangeably, they have distinct meanings. Competent narrators should possess certain skills, including maintaining eye contact, fostering warm relationships with children, encouraging children to express themselves verbally, and instilling values. Ultimately, the foundation for a well-told story lies in thorough preparation. It is crucial to work consistently each day to promote the speech development of children
The story as an incentive for the development of literary communication for children of early and preschool age
No full textOvaj je rad usmjeren na govor kao osnovno sredstvo komunikacije te važnost razvoja govora od djetetove najranije dobi, kao i razvijanja literarne komunikacije. Djetetov jezični razvoj može se poticati na različite načine i različitim sredstvima. Jedan od njih je čitanje i pričanje priče uz pomoć kamišibaj slikovnice.
Osim na govor, pričanjem i čitanjem priča utječemo na sva djetetova razvojna područja kao što su socioemocionalno, motoričko i spoznajno razvojno područje. Kako bi se dijete moglo razvijati na svim razvojnim područjima, važna je suradnja odgojitelja i roditelja koji će zajedno bogatiti djetetov govor svakodnevnim pričanjem priča i drugih književnih tekstova koji su primjereni djetetovoj dobi i njegovim interesima. Na ove i mnoge druge načine potiče se i razvoj literarne komunikacije. U radu s djecom rane i predškolske dobi ona proizlazi iz neposredne interakcije odgajatelja i djeteta kojom se djeca aktivno uključuju u zajedničko komuniciranje s književnim tekstom. Među mnogim književnim vrstama, kojima je moguće uspostaviti literarnu komunikaciju, u radu se govori o čitanju kamišibaj slikovnice. Rad s ovom vrstom slikovnice zanimljiv je zbog dinamike izmjenjivanja slika čime se potiče i zadržava djetetova pozornost na sadržaj i način pričanja priče te se ostvaruje višesmjerna interaktivnost: dijete-literarni sadržaj-odgojitelj. U radu su također opisane provedene aktivnosti u neposrednoj metodičkoj praksi.This work is focused on speech as a basic means of communication and the importance of speech development from a child's earliest age, as well as the development of literary communication. A child's language development can be encouraged in different ways and with different means. One of them is reading and telling a story with the help of a kamishibai picture book.
In addition to speech, by telling and reading stories we influence all areas of the child's development, such as socio-emotional, motor and cognitive development. In order for the child to be able to develop in all areas of development, it is important to cooperate with educators and parents, who will together enrich the child's speech with daily storytelling and other literary texts that are appropriate for the child's age and interests. In these and many other ways, the development of literary communication is encouraged. In working with children of early and preschool age, it results from the direct interaction between the educator and the child, by which the children are actively involved in joint communication with the literary text. Among the many types of literature with which it is possible to establish literary communication, the paper talks about reading a kamishibai picture book. Working with this type of picture book is interesting because of the dynamics of alternating pictures, which encourages and maintains the child's attention to the content and way of telling the story, and multidirectional interactivity is realized: child- literary content-educator
On the way to a partnership between families and kindergartens
No full textU okviru ovoga rada obrađuje se tema partnerstva obitelji i vrtića kao odgojno-obrazovne ustanove. Obitelj kao primarno okruženje djeteta uvelike utječe na djetetov razvoj kroz prve tri godine života, a zatim ulaskom u sustav odgoja i obrazovanja vrtić postaje jednako važan faktor. Iz tog razloga neophodno je kreirati uspješan partnerski odnos između obitelji i vrtića kao odgojno-obrazovne ustanove. Unutar ovog rada objašnjava se uloga i zadaća vrtića u razvoju partnerstva s roditeljima, kao i uloga samog odgajatelja kao stručno osposobljene osobe. Uz ulogu vrtića, obrađuje se uloga i zadaća obitelji, odnosno roditelja u okviru partnerskog odnosa s odgojno-obrazovnom ustanovom, s naglaskom na odgojne stilove roditeljstva. Također, objašnjava se slika djeteta kao takvog u okviru suvremene paradigme odgoja i obrazovanja. U konačnici, uspoređuju se temeljne razlike između pojmova suradnje i partnerstva obitelji i vrtića, predstavljaju se različiti tradicionalni i suvremeni oblici komunikacije između obitelji i vrtića te se obrađuje tematika prijelaza suradnje u partnerstvo u navedenom odnosu putem izravnih i neizravnih strategija.Within the framework of this work, the topic of partnership between families and kindergartens as an educational institution is discussed. The family, as the child's primary environment, greatly influences the child's development during the first three years of life, and then, upon entering the education system, kindergarten becomes an equally important factor. For this reason, it is necessary to create a successful partnership between the family and the kindergarten as an educational institution. This paper explains the role and tasks of kindergartens in the development of partnership with parents, as well as the role of the educator himself as a professionally trained person. In addition to the role of the kindergarten, the role and task of the family, i.e. parents within the partnership relationship with the educational institution, is discussed, with an emphasis on parenting styles. It also explains the image of the child as such within the modern paradigm of upbringing and education. Finally, the fundamental differences between the concepts of cooperation and partnership between families and kindergartens are compared, different traditional and modern forms of communication between families and kindergartens are presented, and the subject of the transition of cooperation to partnership in the aforementioned relationship through direct and indirect strategies is discussed
Coordinated movement in the rhythm of preschool children
No full textOdnos između pokreta i ritma za djecu u razvojnoj dobi od iznimne je važnosti. Ritmički kapacitet dovodi do smanjenja mišićnog umora, oslobađa od nepotrebnog napora i optimizira kretanje smanjenjem potrošnje energije. Također, ritmičnost pomaže u razvijanju većine motoričkih i kognitivnih vještina. Ulaskom u razdoblje predškolske dobi, dijete počinje brže usvajati niz različitih vještina, a među njima i koordinirano gibanje u ritmu. Za potrebe ovoga rada istraživanje je provedeno u dječjem vrtiću u dva navrata u razmaku od mjesec dana. Provedeno je na uzorku od tridesetoro djece predškolske dobi sa dvije istodobne vrtićke skupine različitih naziva („Ježići“ i „Krijesnice“). Cilj istraživanja bio je uvid u sposobnost usvajanja vještine koordiniranog gibanja u ritmu djece predškolske dobi i provjera mogućih razlika u brzini usvajanja osjećaja za ritam s obzirom na spol. Postavljene su dvije hipoteze, prva da će rezultati finalnih mjerenja biti značajno bolji i druga da neće biti značajnih razlika u ritmičkoj koordinaciji djece na temelju spola.The relationship between movement and rhythm is extremely important for developing children. Rhythmic capacity leads to a reduction in muscle fatigue, frees from unnecessary effort and optimizes movement by reducing energy consumption. Also, rhythmicity helps in developing most motor and cognitive skills. Upon entering the preschool age, the child begins to acquire a number of different skills more quickly, among them coordinated movement in rhythm. For the purposes of this work, the research was conducted in a kindergarten on two occasions, one month apart. It was conducted on a sample of thirty children of preschool age with two simultaneous kindergarten groups with different names ("Ježići" and "Krijesnice"). The goal of the research was to gain insight into the ability to acquire the skill of coordinated movement in the rhythm of preschool age children and to check possible differences in the speed of acquiring a sense of rhythm with regard to gender. Two hypotheses were set, the first that the results of the final measurements will be significantly better and the second that there will be no significant differences in the rhythmic coordination of children based on gender
Competences of educators in the identification of a gifted child
No full textDarovitim djetetom predškolske dobi, smatra se ono dijete koje aktivnosti u vrtiću provodi bolje, brže, učinkovitije, uspješnije i drugačije u odnosu na svoje vršnjake te dijete čija su postignuća u vrtiću bolja i viša. Samu darovitost nije moguće definirati kao jednoznačnu posebnu potrebu već se ju opisuje mnogim raznovrsnim definicijama. Darovitost djeteta, može se iskazivati unutar jednog ili unutar više područja. Potrebno ju je uočiti u što ranijoj dobi kako bi se djetetu pravovremeno osigurao odgovarajući odgoj i obrazovanje. Potičući razvijanje posebnih sposobnosti stvaraju se uvjeti za maksimalan razvoj djetetovih potencijala. Odgojitelj ima veliku ulogu u identifikaciji darovitosti jer on uočava i prepoznaje karakteristične oblike ponašanja koji mogu upućivati na potencijalnu darovitost, prilikom igre ili provođenja aktivnosti. Kako bi odgojitelj mogao prepoznati darovito dijete, ključno je teorijsko znanje o darovitosti, ali i razumijevanje potreba i mogućnosti takvog djeteta kako bi se njegove visoke sposobnosti mogle razvijati. Darovitoj je djeci potrebno nuditi fleksibilne i otvorene aktivnosti koje će ih razvojno usmjeravati. Rana se identifikacija smatra temeljem za ostvarenje daljnjeg uspjeha samim time što tijekom tog razdoblja dijete iskazuje potencijale koji se mogu smatrati preduvjetom za ostvarenje darovitosti. Stoga je potrebno svako dijete gledati kao potencijalno darovito dok se ne dokaže suprotno. Pri samoj identifikaciji darovitosti važna je suradnja roditelja i odgojitelja te stručnih suradnika.A gifted child of preschool age is considered to be a child who performs activities in kindergarten better, faster, more efficient, more successful and differently compared to his peers and child whose achievements in kindergarten are better and higher. Talent itself cannot be defined as unambiguous special need, but is described by many different definitions. The giftedness of the child can be expressed within one or within several areas. It is necessary to notice it at the earliest age in order to provide the child with adequate upbringing and education in a timely manner. Encouraging the development of special abilities creates conditions for the maximum development of the child's potential. The educator has a major role in identifying giftedness because he perceives and recognizes characteristic forms of behavior that may indicate potential giftedness when playing or conducting activities. In order for an educator to recognize a gifted child, theoretical knowledge of giftedness is crucial, but also an understanding of the needs and possibilities of such a child so that his high abilities can develop. It is necessary to offer gifted children flexible and open activities that will guide them developmentally. Early identification is considered the basis for achieving further success by the fact that during this period the child shows potentials that can be considered a prerequisite for the realization of giftedness. Therefore, it is necessary to look at every child as a potentially gifted until proven otherwise. In the identification of giftedness, cooperation between parents and educators and professional associates is important
Inclusion of children with autism spectrum disorders in the regular kindergarten program
No full textInkluzija djece s poremećajem iz spektra autizma u redovne vrtićke programe iznimno je važna i složena tema. Ovaj sažetak istražuje ključne aspekte tog procesa. Inkluzija se temelji na pružanju svakom djetetu, bez obzira na njegove različitosti, pravo na obrazovanje i participaciju u zajednici. Djeca s poremećajem iz spektra autizma susreću specifične izazove, ali kroz inkluzivni pristup dobivaju priliku razvijati socijalne, komunikacijske i akademske vještine unutar redovnog okruženja. U ovom radu, istražit ćemo ključne principe i povijest inkluzije, razmatrati ulogu odgojitelja i roditelja te analizirati koristi koje inkluzija donosi ne samo djeci s poremećajem iz spektra autizma, već i njihovim vršnjacima i širem društvu. Također, teorijski će se objasniti što je to autizam i njegova podjela. Osim toga, navode se i metode koje mogu osigurati uspješno uključivanje djece s poremećajem iz spektra autizma u redovne vrtićke programe.Inclusion of children with Autism Spectrum Disorder (ASD) in regular preschool programs is an exceptionally important and complex topic. This summary explores key aspects of this process. Inclusion is based on providing every child, regardless of their differences, the right to education and participation in the community. Children with ASD face specific challenges, but through an inclusive approach, they have the opportunity to develop social, communication, and academic skills within the regular environment. In this paper, we will explore the key principles and history of inclusion, consider the roles of educators and parents, and analyse the benefits that inclusion brings not only to children with ASD but also to their peers and society at large. Furthermore, the theoretical explanation of autism and its classification will be provided. Additionally, methods to ensure the successful integration of children with ASD into regular preschool programs are outlined
The role of the teacher in raising children of early and preschool age with allergies
No full textAlergija je neuobičajeni i neprimjereni odgovor našeg imunološkog sustava na različite čimbenike okoliša. Nastaju kao reakcija na alergene koji se nalaz svugdje oko nas. Najčešći alergeni produkti su grinja kućne prašine, kućnih životinja (sastojci kože, dlake ili žljezdanih izlučevina), pelud, hrana (školjke, račići, kikiriki i sl.), lijekovi, konzervansi, aditivi hrani i pićima, plijesni, otrovi insekata i sl. Tom reakcijom dolazi do senzibilizacije tijela na određeni alergen te se javljaju simptomi na koži, disajnim organima i gastrointestinalnom traktu. U današnje je vrijeme sve veći postotak djece i odraslih sa nekom od alergija. Razlog tome su
izmijenjen nutritivni status hrane uz trovanje hrane pesticidima i aditivima, , česte kronične infekcije koje iscrpljuju imunitet, stres, manjak fizičke aktivnosti, konzumacija loše vode, opterećenje našeg elektromagnetnog polja elektro smogom (računari, mobilni telefoni, Wi-Fi) i dr. Najčešće alergijske bolesti su alergijske bolesti dišnog sustava, alergijski konjunktivitis, alergijske bolesti kože, probavne alergijske bolesti, alergijske reakcije na lijekove te anafilaktičke reakcije, osobito preosjetljivost na otrove insekata. Simptomi alergijske reakcije mogu biti opći (sustavni) ili lokalizirani na organ ili organski sustav putem kojeg je alergen ušao u tijelo (koža i sluznice, probavni ili dišni sustav). Alergija nije nasljedna no sklonost alergiji je. Naslijeđena sklonost alergiji (atopija) ne mora značiti da će se neka od alergijskih bolesti i razviti. S obzirom da su alergije najčešće u dječjoj dobi odgojitelji trebaju biti educirani o alergiji i o tome kako reagirati ukoliko dođe don alergijske reakcije u djeteta.An allergy is an abnormal and inappropriate response of our immune system to various environmental factors. They are a reaction to allergens found all around us. The most common allergenic products are household dust mites, household pets (components of skin, hair, or glandular secretions), pollen, food (shellfish, crustaceans, peanuts, etc.), medicines,
preservatives, food and beverage additives, molds, insect poisons, etc. This reaction sensitizes the body to a particular allergen and causes symptoms in the skin, respiratory system, and gastrointestinal tract. Nowadays, a growing percentage of children and adults have some form of allergy. The reasons for this are the altered nutritional status of food with food poisoning by pesticides and additives, the prevalence of chronic infections that deplete immunity, stress, lack of physical activity, consumption of bad water, the burden of our electromagnetic field with electro smog (computers, mobile phones, Wi-Fi) and so on. The most common allergic diseases are allergic respiratory diseases, allergic conjunctivitis, allergic skin diseases, digestive allergic diseases, allergic reactions to medicines and anaphylactic reactions, especially hypersensitivity to insect poisons. Symptoms of an allergic reaction may be general (systemic) or localized to the organ or organ system through which the allergen has entered the body (skin and mucous membranes, digestive or respiratory system). Allergies are not hereditary, but a predisposition to allergies is. An inherited tendency to allergy (atopia) does not necessarily mean that one of the allergic diseases will develop. Since allergies are most common in childhood, educators need to be educated about allergies and how to respond if a child develops an allergic reaction