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Expressive possibilities of clay in working with children of early and preschool age
No full textPotreba za likovnim izražavanjem kod djece rane i predškolske dobi javlja se prirodno. Jedna od kiparskih tehnika koja djeci omogućuje da se likovno izraze jest glina. Oblikovanje glinom prisutno je još od najranijih civilizacija koje su od tog materijala izrađivale razne funkcionalne i umjetničke predmete. Cilj je ovog rada naglasiti važnost i blagodati oblikovanja glinom u radu s djecom ranog i predškolskog uzrasta. Poticanje dječjeg cjelovitog razvoja od velike je važnosti, a na njega, između ostaloga, utječe djetetova subjektivna dobrobit i razvoj senzomotorike, na što glina ima pozitivan utjecaj. Osim kao likovno sredstvo, glina se koristi i kao ekspresivni medij u terapeutske svrhe. Njezina podatna struktura omogućuje bogata taktilna iskustva koja pomažu ojačati vezu između djetetovih osjetila i osjećaja. U ovom su radu opisna svojstva gline te kako ju pripremiti da bude pogodna za rad s djecom. Glinu je moguće modelirati na razne načine. Bitno je naglasiti da kod djece ranog i predškolskog uzrasta razlikujemo faze oblikovanja gline ovisno o dobi te način na koji djeca pristupaju oblikovanju gline. U cijelom procesu likovnog izražavanja ključna je uloga odgojitelja koji promišljeno planira i stvara sigurno i poticajno okruženje za učenje. Odgojiteljeve intervencije trebaju biti povremene i poticajne, pristup individualiziran, a njegova komunikacija s djecom dvosmjerna. U radu su predstavljene i opisane tri likovne aktivnosti s glinom provedene u dječjem vrtiću Grigor Vitez u Zagrebu.The need for artistic expression in children of early and preschool age arises naturally. One of the sculpting techniques that allows children to express themselves artistically is clay. Molding with clay has been present since the earliest civilizations, which made various functional and artistic objects from this material. This paper aims to emphasize the importance and benefits of modeling with clay when working with children of early and preschool age. Encouraging a child's overall development is of great importance, and it is, among other things, influenced by the child's subjective well-being and sensorimotor development, on which clay has a positive influence. In addition to being an art medium, clay is also used as an expressive medium for therapeutic purposes. Its flexible structure enables rich tactile experiences that help strengthen the connection between the child's senses and feelings. This paper describes the properties of clay and how to prepare it to be suitable for working with children. Clay can be modeled in various ways. It is important to emphasize that with children of early and preschool age, we distinguish the stages of clay molding depending on age and how children approach it. In the entire process of artistic expression, the role of the teacher, who thoughtfully plans and creates a safe and stimulating learning environment, is crucial. The educator's interventions should be occasional and stimulating, his approach individualized, and his communication with the children two-way. The paper presents and describes three art activities with clay conducted in the Grigor Vitez kindergarten in Zagreb
Correlation between reading for pleasure and reading as an educational tool in the work of Croatian preschool educators
No full textŽivimo u dobu u kojem nam je tehnologija bliža nego ikada, a knjiga nikada dalja. Unatoč tome što neki pojedinci čitaju više, a neki manje, nemoguće je zanemariti bogatstvo koje čitanje donosi. Čitanje je aktivnost koja ostavlja veliki trag, kako na djeci, tako i na odraslim osobama. Kroz čitanje možemo učiti, zabavljati se, maštati, upijati, mijenjati stavove, opuštati se, osjećati različite osjećaje i još mnogo toga, a sve to uz jednostavne listove papira koji čine knjigu.
Motiv za pisanje rada bio je prikazati važnost čitanja i njegovog, često neprimjetnog, utjecaja na sve aspekte života. Glavni cilj bio je istaknuti važnost čitanja djeci i s djecom predškolske dobi i utjecaj čitanja na cjelokupan razvoj kao i razvoj ljubavi prema knjigama. Posebna pažnja usmjerena je na isticanje važnosti okruženja u kojem dijete odrasta kao mjestu u kojem dijete razvija svoje sposobnosti, interese i mogućnosti.
Cilj istraživanja bio je ispitati postoji li povezanost čitanja iz užitka i čitanja u neposrednoj odgojno-obrazovnoj praksi hrvatskih odgojitelja. U svrhu istraživanja koristila se online anketa te je u njemu sudjelovalo 65 odgojitelja (N=65). U prvom dijelu upitnika prikupljeni su opći podaci o odgojiteljima kao što su spol, dob, radni staž i županija u kojoj žive, dok su u drugom dijelu upitnika prikupljeni podaci o čitalačkim navikama odgojitelja. Rezultati su pokazali da odgojitelji imaju razvijene čitalačke navike, shvaćaju važnost čitanja i svoju ljubav prema knjigama prenose prema djeci.We live in an age where technology is closer than ever, and books are never further away. Despite the fact that some individuals read more, and some less, it is impossible to ignore the wealth that reading brings. Reading is an activity that leaves a big mark on both children and adults. Through reading, we can learn, have fun, imagine, absorb, change attitudes, relax, feel different feelings and much more, all with simple sheets of paper that are called books.
The motive for writing this paper was to show the importance of reading and its often imperceptible influence on all aspects of life. The main goal was to emphasize the importance of reading to and with children of preschool age and the influence od reading on the overall development as well as the development of love for books. Special attention is focused on emphasizing the importance of the enviroment in which the child grows up as a place where he develops his abilities, interests and possibilities.
The goal of the research was to examine whether there is a connection between reading for pleasure and reading in the immediate educational practice of Croatian educators. For the purpose of the research, an online survey was used and 65 preschool educators (N=65) participated in it. In the first part of the questionnaire, general informations about educators were collected, such as gender, age, length od service and county they live in. In the second part of the questionnaire, data was collected on the reading habits of educators. The results have shown that educators have developed reading habits, that they understand the importance of reading and that they easily share their love for books to kids
Reading, telling and digital story reproduction in the development of children's listening and storytelling skills
No full textOvaj rad teorijski obrađuje slikovnice, bajke i priče za djecu te mogućnost njihove uporabe u poticanju dječjega jezičnoga razvoja, ali i razvoja u drugim područjima (emocionalno, kognitivno, socijalno). Obrađena su tri različita načina prezentacija priča djeci: dijaloško čitanje, pričanje te digitalna reprodukcija priče. Provedeno je etnografsko istraživanje kojemu je cilj bio doći do saznanja o dječjim stavovima za svaki od tih načina predstavljanja književnog teksta, o privilegiranju kojega od tih načina te o tome utječu li dob i spol djeteta na odabir načina predstavljanja priče. Ispitanici su djeca triju odgojno-obrazovnih skupina dječjeg vrtića u Zagrebu u dobi od tri do pet godina. Proučavanjem rezultata istraživanja zaključuje se kako spol nije presudan kod odabira načina prezentacije priče dok veći broj trogodišnje djece bira dijaloško čitanje, a starija djeca biraju pričanje priče kao omiljeni način prezentacije.This paper theoretically deals with picture books, fairy tales and stories for children and the possibility of their use in encouraging children's language development, but also development in other areas (emotional, cognitive, social). Three different ways of presenting stories to children are covered: dialogic reading, storytelling and digital reproduction of the story. Ethnographic research was conducted, the aim of which was to find out about children's attitudes towards each of these ways of presenting a literary text, about the privileging of which of these ways, and whether the child's age and gender influence the choice of the way of presenting the story. The respondents are children from three educational groups of a kindergarten in Zagreb aged three to five. By studying the results of the research, it is concluded that gender is not decisive when choosing the way of presentation of the story, while a greater number of three-year-old children choose dialogic reading, and older children choose telling a story as their favorite way of presentation
Ways of encouraging children's creativity/motivation in artistic activities and the influence of motivation in children's artistic expression
No full textCilj je rada prikazati na koje sve načine možemo poticati dječje stvaralaštvo kroz igru, kvalitetno oblikovano prostorno-materijalno okruženje te razne umjetničke aktivnosti. Uz sve navedeno u tom je procesu iznimno važna i uloga odgojitelja, odnosno njegova stručnost, okruženje u kojem se nalazi te likovne sposobnosti. Brojni su načini poticanja dječjeg stvaralaštva, no jednako tako postoje i mnogi načini kojima možemo omesti djetetovo stvaralaštvo. Trebali bismo ih neprestano imati na umu jer ni na koji način ne pridonose djetetovom razvoju. U radu se ističe važnost kvalitetne motivacije koja treba potaknuti djecu na slobodan likovni izraz u kojem dijete može iskazati svoje ideje i vizije bez zadrške. Rad daje pregled motiva koje možemo koristiti u radu s djecom rane i predškolske dobi te dijeli motive u tri kategorije: vizualne, nevizualne i likovno-kompozicijske elemente. Nevizualni motivi se posebno ističu jer njima dobivamo uvid u emocionalna stanja djeteta, bolje upoznajemo dijete, a razgovorom o emocijama razvijamo emocionalnu inteligenciju. Likovno izražavanje djetetu dolazi spontano, dijete često ni ne treba motivirati kako bi se potaknuo likovni izričaj, no zato je važno da odgojitelj pažljivo prati preferencije i mogućnosti djeteta te tako unaprijedi buduće aktivnosti. Pri kraju rada spominje se napredak u provođenju likovnih aktivnosti u vrtiću te se naglašava da je važan proces, a ne svladavanje motoričkih vještina. Provedena je podjela likovnih aktivnosti na aktivnosti koje je iniciralo dijete te aktivnosti isplanirane i potaknute od strane odgojitelja. Popisane su i brojne igre za opuštanje i relaksaciju koje potiču likovni izraz djece. Na kraju je istaknut utjecaj motivacije na samopouzdanje djeteta i na originalnost koju ono postiže u likovnom izražavanju.The aim of this work is to show in what kind of ways we can encourage children’s creativity through play, a well-designed spatial and material environment and various artistic activities. In addition, the role of the educator in the whole process is extremely important, i.e. his beliefs, the environment in which he finds himself and his artistic abilities. In addition to numerous ways of stimulating children’s creativity there are also many ways in which we can disrupt child’s creativity. We should constantly keep them in mind because they don’t contribute to child’s development at all. Also, the paper emphasizes the importance of quality motivation, which should encourage children to free artistic expression in which child can express his ideas and visions without restraint. Moreover, this paper provides an overview of possible motives that we can use in working with children of early and preschool age and divides motives into three categories: visual, non-visual and art-compositional elements. Non-visual motives stand out in particular because with them we get an insight into the emotional states of the child, we get to know the child better and by talking about emotions we develop emotional intelligence. Artistic expression comes to the child spontaneously, it often does not even need to be motivated in order to encourage artistic expression, but that is why it is important for educator to carefully monitor the preferences and possibilities of the child and thus improve future activities. At the end of paper, the progress in the implement of art activities in kindergarten is highlighted in the form of emphasizing the importance of the process, rather than simply mastering motor skills. Also, art activities were divided into: activities initiated by the child and activities planned and encouraged by the educator. There are also numerous games for relaxation that encourage children’s artistic expression. At the end, the influence of motivation on child’s self-confidence and, ultimately, the originality that he achieves in his artistic expression are highlighted
Teaching and gifted students
No full textDaroviti pojedinci su osobe s određenim sklopom osobina, visokih općih ili specifičnih sposobnosti koje im omogućuju postizanje velikih postignuća u jednom ili više područja. Njihove početne sposobnosti i visok potencijal ne jamče im uspjeh u životu, no razvojem vlastitih sposobnosti, ustrajnim vježbanjem i podrškom poticajne okoline svoj početni potencijal mogu razviti u talent. Zato roditelji, odgojitelji i učitelji imaju bitnu ulogu u njihovom cjelovitom razvoju. Učiteljev je zadatak uočiti učenikovu darovitost, pokrenuti proces njihove identifikacije te na temelju dobivenih rezultata osmisliti primjerenu odgojnoobrazovnu podršku.
Dobar primjer odgovarajuće odgojno-obrazovne podrške darovitim učenicima dale su učiteljice dviju osnovnih škola na području Grada Zagreba. Učiteljice su darovite učenike uključile u izvannastavne aktivnosti, pripremale ih za natjecanja, provodile izvanučioničku nastavu u suradnji s fakultetima, pružale socioemocionalnu podršku učenicima i redovito pratile njihov napredak. U redovitoj nastavi primjenjivale su individualizirani pristup rada koristeći se dodatnim zadacima, potom su omogućile učenicima da održavaju dijelove nastavnog sata (u predmetima iz svojeg područja darovitosti) te donosile učenicima različite igre za razvoj kreativnog mišljenja. U neposrednom radu učiteljice su prakticirale suvremene oblike nastave. Projektnu nastavu ostvarile su kroz projektni dan na temu STEM područja, istraživačku nastavu koristile su za stvaranje ideje s kojom će se predstaviti na natjecanju, a problemsku nastavu za rješavanje problemskih situacija u slobodnom vremenu. Svojim primjerom pokazale su kako se voljom, trudom i otvorenošću mogu osmisliti kvalitetni oblici odgojno-obrazovne podrške.Gifted individuals are people with a specific set of characteristics, high general or specific abilities that enable them to achieve significant accomplishments in one or more areas. Their initial abilities and high potential do not guarantee success in life, but by developing their own skills, persistent practice, and the support of an encouraging environment, they can develop their initial potential into talent. Therefore, parents, caregivers, and teachers play a crucial role in their overall development. The teacher's task is to recognize the student's giftedness, initiate the process of their identification, and based on the obtained results, design appropriate educational support.
A good example of appropriate educational support for gifted students was provided by teachers from two elementary schools in the Zagreb area. The teachers included gifted students in extracurricular activities, prepared them for competitions, conducted extracurricular lessons in collaboration with faculties, provided socioemotional support to students, and regularly monitored their progress. In everyday classes, they applied an individualized approach to work, using additional tasks. They allowed students to give parts of the lesson in class (in subjects related to their area of giftedness) and provided students with various games to develop creative thinking. In their direct work, the teachers practiced modern teaching methods. They implemented project-based learning through a STEM-themed project day, used inquiry-based learning to generate ideas to be presented in the competition, and utilized problem-based learning to solve challenging situations in their free time. Through their example, they demonstrated how high-quality forms of educational support can be developed through determination, effort, and openness
The role of media content in the process of language learning/acquisition
No full textOvaj rad govori o ulozi medijskih sadržaja u procesu učenja, odnosno usvajanja jezika. Jezik je osnovno sredstvo za komunikaciju među ljudima. Glavna mu je uloga komunikacija, no jezik djetetu daje i mnoge druge mogućnosti. Rano se djetinjstvo smatra vrlo pogodnim razdobljem za jezični razvoj. U toj se dobi stvaraju temelji za cijeli život. Znanstvenici su objasnili proces učenja/usvajanja jezika različitim teorijama, a neke od njih su bihevioristička, kognitivistička i nativistička koje su ukratko objašnjene u radu. Da bi dijete ovladalo jezikom, mora usvojiti ili naučiti jezične djelatnosti slušanja, govorenja, čitanja i pisanja. Na jezik utječu različiti čimbenici, a jedan od njih su i mediji ili medijski sadržaji.
Mediji služe za prenošenje informacija i komunikaciju, a dio su djetetove okoline već od najranije dobi. Medije je u današnjem svijetu nemoguće izbjeći, ali važno je medijski se opismeniti kako bi razumjeli medijske sadržaje. Medijska pismenost pomaže djeci razumjeti medijske sadržaje. To je važno jer osim pozitivnih utjecaja, poznato je da mediji mogu i negativno utjecati na djecu.
Cilj je ovog rada ispitati ulogu medijskih sadržaja u procesu učenja, odnosno usvajanja jezika prema mišljenjima odgojitelja koji su zaposleni u dječjim vrtićima. Cilj je i saznati koji se medijski sadržaji koriste u odgojno-obrazovnom radu s djecom, kakav je njihov utjecaj na učenje jezika i učenje općenito. Postavljene su tri hipoteze koje su provjerene istraživanjem. Potvrđena je jedino hipoteza da medijski sadržaji pozitivno utječu na proces učenja/usvajanja jezika, a hipoteze da su odgojitelji visoke stručne spreme i mlađe životne dobi skloniji korištenju medijskih sadržaja u radu s djecom i da su uvjeti za korištenje medijskih sadržaja bolji u gradskim vrtićima odbačene su.This paper talks about the role of media content in the process of language learning, i.e., language acquisition. Language is the basic means of communication between people. Its main role is communication, but language also gives many other possibilities to the child. Early childhood is considered a very favorable period for language development. At that age, the foundations for the whole life are created. Scientists have explained the process of language learning/acquisition with different theories, and some of them are behaviorist, cognitivist and nativist, which are briefly explained in the paper. For a child to master a language, he must acquire or learn the language activities of listening, speaking, reading, and writing. Language is influenced by various factors, and one of them is the media or media content.
The media are used to transmit information and communicate and are part of the child's environment from the earliest age. It is impossible to avoid the media in today's world, but it is important to become media literate to understand media content. Media literacy helps children understand media content. This is important because in addition to positive influences, it is known that the media can also have a negative influence on children.
The aim of this paper is to examine the role of media content in the learning process, i.e., language acquisition according to the opinions of preschool teachers. The goal is also to find out what media content is used in educational work with children, what is their influence on language learning and learning in general. Three hypotheses were put forward and verified by the research. The first hypothesis that media content has a positive effect on the process of language learning/acquisition is confirmed, but the hypotheses that preschool teachers with a higher education and who are younger are more inclined to use media content in their work with children and that the conditions for using media content are better in city kindergartens are rejected
Dance structures in the methodology of physical health culture
No full textU ovom radu istraživalo se koriste li odgojitelji plesne strukture kao sadržaj rada u svom odgojno obrazovnom radu. Istraživanje se provodilo putem anketnog upitnika koji je bio namijenjen odgojiteljima. U istraživanju je sudjelovalo 51 ispitanika te su rezultati anketnog upitnika prikazali kako su svi ispitanici ženskog spola. U istraživanju smo postavili dvije hipoteze, a to su: hipoteza 1.“Primjenjuju li odgojitelji plesne strukture u svom odgojno obrazovnom radu?“ i hipoteza 2.“Najčešće korištene plesne strukture su glazbene igre s pjevanjem.Prema dobivenim rezultatima u analizi anketnog upitnika, obje hipoteze su potvrđene.
54,9 % ispitanika navodi kako primjenjuju plesne strukture kao sadržaj rada u svom odgojno obrazovnom radu što potvrđuje našu hipotezu.
U drugoj hipotezi potvrđeno je kako su glazbene igre s pjevanjem najčešće korištene plesne strukture u odgojno obrazovnom radu. 12,5 % ispitanika navodi kako koriste glazbene igre s pjevanjem. Smatram da je razlog tome što su odgojitelji upoznati s glazbenim igrama s pjevanjem već od najranije djetetove dobi kada se već mogu početi primjenjivati te se mogu koristiti kao samostalna plesna aktivnost.In this paper, it was investigated whether teachers use dance structures as the content of their work in their educational work. The research was conducted through a survey questionnaire intended for educators. 51 respondents participated in the research, and the results of the questionnaire showed that all respondents were female. In the research, we put forward two hypotheses, namely: hypothesis 1. "Do educators apply dance structures in their educational work?" and hypothesis 2. "The most frequently used dance structures are musical games with singing. According to the results obtained in the analysis of the survey questionnaire, both hypotheses were confirmed. 54.9% of the respondents state that they apply dance structures as content of work in their educational work, which confirms our hypothesis. In the second hypothesis, it was confirmed that musical games with singing are the most frequently used dance structures in educational work. 12.5% of respondents state that they use music games with singing. I believe that the reason for this is that educators are familiar with musical games with singing already from the earliest age of the child when they can already start applying them and can be used as an independent dance activity
Kinesitherapy exercises for correcting postural problems of preschool children
No full textU radu se definira pojam kineziterapije te ističe važnost primjene kineziterapijskog programa u svrhu prevencije i liječenja posturalnih problema kod djece predškolske dobi. Također, navodi se kako roditelji i odgojitelji mogu sami prepoznati i razlikovati pravilnu od nepravilne posture prema vanjskim obilježjima. Navedeni su i opisani najčešći posturalni problemi koje roditelji mogu prepoznati već od najranije dobi djeteta, a to su tortikolis, odnosno krivi vrat te anomalije ramenog obruča kao što su izbočena i ljevkasta prsa. Opisuju se česte i abnormalne zakrivljenosti kralježnice koje mogu biti prirođene ili nastaju kasnije tijekom života, primjerice, kifotično držanje koje prelazi u kifozu, skoliotično držanje koje prelazi u skoliozu te lordotično držanje koje prelazi u lordozu ukoliko ih se ne prevenira. U ovom su radu navedeni uzroci i posljedice nepravilna držanja te primjeri kineziterapijskih vježbi koje roditelji i odgojitelji mogu primjenjivati u radu s djecom predškolske dobi u svrhu prevencije i liječenja posturalnih problema. Važno je prije samostalne primjene takvih vježbi zatražiti savjet od kineziterapeuta.This research paper is giving insight into kinesitherapy and the importance of kinesitherapy programme with focusing on prevention and treatment of preschool children with postural problems. It is also presented how parents and kindergarten teachers can see and differentiate these problems themselves. Postural problems in preschool children are described together with the ways they can be identified from the earliest age such as a torticolis or crocked neck, as well as shoulder strap anomalies as proturding and funnel-shaped chest. Abnormal spine curvings are either congenital or can appear later in life. For example kyphotic posture that turns into kyphosis, scoliotic posture that turns into scoliosis, and lordotic posture that turns into lordosis if not prevented. Case study presented here is about consequenses of such positions together with examples of kinesitherapy excercises that can be implemented by parents and educators who work with children. Prevention and further treatment of postural problems in the population of preschool children is needed, but before these exercises advice should be obtained by professional kinesitherapist
Specific Learning Difficulties - dyslexia and dysgraphia
No full textU radu (Specifične teškoće učenja – disleksija i disgrafija) se predstavljaju promišljanja i činjenice u kontekstu disleksije i disgrafije u djece mlađe školske dobi. Definiraju se jezične teškoće i individualizacijski postupci u njihovu olakšavanju te se razmatraju suprotstavljene strane njihovih obilježja. Disleksija i disgrafija sve su prisutniji problem u zajednici te se one češće i prepoznaju, posebice u mlađoj školskoj dobi, stoga je neophodna educiranost učitelja, prihvaćanje djetetove specifične teškoće, suradnja svih sudionika nastavnog procesa te poticanje i motiviranje učenika. Također se promišlja o pojavnosti disleksije i disgrafije u populaciji te o posljedicama ukoliko one nisu prepoznate i liječene na vrijeme. Objašnjavaju se pedagoški postupci te savjeti roditeljima i učiteljima kako pomoći djeci s teškoćama čitanja i pisanja. Navedene se teškoće promatraju i u odnosu s darovitosti i nadarenosti. Potrebne promjene koje se ističu su zapošljavanje više stručnih suradnika, posebice logopeda, te njihova bolja suradnja s učiteljima i roditeljima. Djeca s disleksijom i disgrafijom uz pomoć roditelja, skrbnika, učitelja, vršnjaka i stručnih suradnika mogu uspješno prevladati svoje teškoće čitanja i pisanja ako se one pravovremeno otkriju.The paper (Specific learning difficulties – dyslexia and dysgraphia) presents reflections and facts in the context of dyslexia and dysgraphia in children of younger school age. Language difficulties and individualization procedures to facilitate them are defined, and the opposing sides of their characteristics are considered. Dyslexia and dysgraphia are an increasingly present problem in the community, and they are recognized more often, especially at younger school age, therefore it is necessary for teachers to be educated, to accept the child's specific difficulties, to cooperate with all participants in the teaching process, and to encourage and motivate students. It also reflects on the occurrence of dyslexia and dysgraphia in the population and on the consequences if they are not recognized and treated in time. Pedagogical procedures and advice to parents and teachers on how to help children with reading and writing difficulties are explained. The mentioned difficulties are also observed in relation to giftedness and talent. The necessary changes that stand out are the hiring of more professional associates, especially speech therapists, and their better cooperation with teachers and parents. Children with dyslexia and dysgraphia, with the help of parents, guardians, teachers, peers, and professional associates, can successfully overcome their reading and writing difficulties if they are detected in time
Features of dialect in the speech of educators in the immediate educational work
No full textDjeca usvajaju jezik kroz proces usvajanja govora, a govorni razvoj počinje prije nego što dijete izgovori prvu riječ. Tijekom ranog jezičnog razvoja, iznimno je bitno da djeca u okolini imaju adekvatne govorne modele, zbog toga što većinom uče oponašajući. U hrvatskome jeziku isprepliću se različiti jezični idiomi – standard, narječja, dijalekti i mjesni govori. Autorica Pavličević-Franić (2005) navodi da istančano jezično izražavanje podrazumijeva sposobnost odabira primjerenog jezičnog idioma pa ovaj diplomski rad za cilj ima utvrditi koliko i na koji način odgojitelji koriste dijalekt u neposrednom odgojno-obrazovnom radu. Istraživanje je provedeno na uzorku od 232 odgojitelja iz cijele Hrvatske, izuzev Požeškoslavonske i Brodsko-posavske županije. Instrument istraživanja bio je anonimni anketni upitnik izrađen pomoću Google forms alata te je distribuiran putem elektroničke pošte svim registriranim predškolskim ustanovama u Republici Hrvatskoj. Provedeno istraživanje pokazuje da, iako većina odgojitelja izjavljuje da preferira korištenje standardnog jezika, stvarna komunikacija često uključuje kombinaciju dijalekta i standardnog jezika. Utvrđeno je i da odgojitelji smatraju prihvatljivim korištenje dijalekta u radu te da potiču različitost u dijalektima između djece i ne ispravljaju dijalektalni govor. Također, pokazalo se da se odgojitelji osjećaju dovoljno kompetentnima za svakodnevno korištenje standardnoga jezika u radu, ali i da smatraju kako bi bilo korisno imati edukaciju o korištenju istoga.Children acquire language through the process of speech acquisition, and their speech development begins before they utter their first word. During early language development, it is crucial for children to have adequate speech models in their environment since they mostly learn by imitation. In the Croatian language, various linguistic idioms intertwine – standard language, dialects, regional dialects, and local speech. The author Pavličević-Franić (2005) states that refined linguistic expression entails the ability to choose an appropriate linguistic idiom. Therefore, the aim of this thesis is to determine to what extent and in what manner educators use dialect in direct educational work. The research was conducted on a sample of 232 educators from all over Croatia, except the Požeško-slavonska and Brodsko-posavska counties. The research instrument was an anonymous questionnaire created using the Google Forms tool and distributed via email to all registered preschool institutions in the Republic of Croatia. The conducted research shows that, although most educators claim to prefer the use of standard language, actual communication often involves a combination of dialect and standard language. The research found that educators consider the use of dialect in their work acceptable and encourage diversity in dialects among children without correcting dialectal speech. Additionally, it was revealed that educators feel competent enough to use the standard language in their work, but they also believe that it would be beneficial to have education on its usage