University of Zagreb Faculty of Teacher Education - Digital repository
University of Zagreb Faculty of Teacher Education - Digital repositoryNot a member yet
4576 research outputs found
Sort by
Speech and speech heritage of the Pregrada area as a project in elementary education
No full textRad na samom početku objašnjava važnost jezika i jezičnog izražavanja u razrednoj nastavi, s posebnim osvrtom na regionalnu i funkcionalnu raslojenost hrvatskoga jezika. Potom se donosi uvid u to kako hrvatski nacionalni kurikulum otvara mjesto dijalektu. U drugom dijelu rada predstavlja se govor pregradskoga kraja i njegove osnovne značajke. Objašnjavaju se fenomeni dijalekta i narječja, razgovornog jezika i standardnoga jezika, kao i njihove uloge u komunikaciji. U radu su prikazane osnovne karakteristike kajkavskog narječja i govora pregradskoga kraja. Mijo Lončarić objedinio je najvažnije karakteristike kajkavskog narječja, njegove specifičnosti, leksik i razvoj kroz povijest što je prikazano u radu. Spominje se podloženost kajkavskog narječja promjenama i približavanje standardnom jeziku i štokavskom narječju, zbog društvenih promjena i utjecaja standardnog hrvatskog jezika, ponajviše putem školskoga odgoja i obrazovanja te putem medija. Također, spominje se i nerijetka pojava potiskivanje kajkavskog govora od strane samih govornika kajkavaca te se donose mogući razlozi za to, ali i potreba jačanja svijesti o jednakovrijednosti svakoga jezičnoga idioma. Na kraju se donosi prikaz projekta s temom pregradskoga govora i govorne baštine. Cilj rada, ali i projekta provedenog u razrednoj nastavi, jest očuvanja govora i govorne baštine pregradskoga kraja. Cilj provođenja projekta bio je upoznati učenike s ljepotama govornoga blaga koje posjeduje pregradski kraj, potaknuti kod učenika brigu za očuvanjem izvornoga govora, ali i za očuvanjem običaja na kajkavskom narječju. Učenici su kroz razne aktivnosti u projektnoj nastavi istraživali kajkavsko narječje, upoznali govor pregradskoga kraja pomoću izvornoga govornika u filmu, igrali tradicionalne kajkavske igre i, kao završni rezultat projekta, napravili Mali kajkavski rječnik pregradskoga kraja te snimali scene iz života Zagoraca. Na kraju projekta provedena je anketa koja pokazuje kako su učenici izuzetno zadovoljni upoznavanjem govorne baštine i kako bi željeli više nastavnih sadržaja povezanih s govornom baštinom što ostavlja temelj za poticanje istraživanja hrvatskih narječja ili dijalekata u razrednoj nastavi. Iako znani sve manjem broju ljudi, govor pregradskoga kraja i drugi kajkavski govori vrijedni su istraživanja i čuvanja.Work at the very beginning explains the importance of language and linguistic expression in elementary education with a special focus on the regional and functional stratification of the Croatian language. It then provides an insight into how the Croatian national curriculum recognizes the place of dialect. The second part of the work presents the speech of the Pregrada region and its basic features. It explains the phenomena of dialects and vernaculars, spoken language, and standard language, as well as their roles in communication. The work showcases the basic characteristics of the Kajkavian dialect and the speech of the Pregrada region. Mijo Lončarić has combined the most important characteristics of the Kajkavian dialect, its specificities, vocabulary, and historical development, which are presented in the work. The susceptibility of the Kajkavian dialect to changes and its convergence with the standard language and the Štokavian dialect are mentioned, due to social changes and the influence of the standard Croatian language, primarily through education in schools and the media. The work also mentions the not uncommon occurrence of suppression of Kajkavian speech by Kajkavian speakers themselves, and provides possible reasons for it, as well as the need to strengthen awareness of the equal value of every linguistic idiom. In the end, a project on the topic of the speech and linguistic heritage of the Pregrada region is presented. The aim of the work, as well as the project conducted in classroom teaching, is to preserve the speech and linguistic heritage of the Pregrada region. The goal of the project was to familiarize students with the beauty of the linguistic treasure possessed by the Pregrada region, to encourage students to care for the preservation of the authentic speech and customs in the Kajkavian dialect. Through various activities in project-based teaching, students explored the Kajkavian dialect, got to know the speech of the Pregrada region through native speakers in a film, played traditional Kajkavian games, and as the final result of the project, created a Small Kajkavian Dictionary of the Pregrada region and filmed scenes from the lives of people from Zagorje. At the end of the project, a survey was conducted, which shows that students are extremely satisfied with getting to know the linguistic heritage and that they would like more educational content related to the linguistic heritage, laying the foundation for promoting the exploration of Croatian dialects in classroom teaching. Although known to fewer and fewer people the speech of the Pregrada region and other Kajkavian dialects are worthy of research and preservation
Individual and Contextual Factors of Student's Proactive Engagement in Teacher Education
No full textModeli uključenosti učenika uglavnom se sastoje od tri osnovna aspekta uključenosti: emocionalne, kognitivne i bihevioralne uključenosti. Neki autori navode i četvrti oblik uključenosti, proaktivnu uključenost koju karakterizira konstruktivan i namjeran doprinos vlastitoj aktivnosti učenja pomoću kojeg se proces učenja obogaćuje. Do sada su provedena brojna istraživanja koja su usredotočena na odrednice proaktivne uključenosti učenika, ali ne i studenata koji će postati učitelji ili nastavnici. Iz navedenog razloga cilj ovog istraživanja bio je utvrditi koje individualne i kontekstualne odrednice proaktivne uključenosti utječu na uključenost studenata nastavničkih i učiteljskih usmjerenja u učenje tijekom njihovog studija. Provedeno je 14 polustrukturiranih intervjua sa studentima učiteljskih i nastavničkih studija. Na temelju transkripata intervjua provedena je tematska analiza. Dobiveni rezultati ukazuju da, prema mišljenju studenata, od kontekstualnih odrednica najveći utjecaj na proaktivnu uključenost studenata ima nastavnik sa svim svojim karakteristikama i odnosom koji je stvorio sa studentima, a nakon njega okružje, kolege sa studija, obitelj, studenti sa srodnih fakulteta, koncepcija kolegija te stručnjaci srodnih zanimanja. Od individualnih odrednica najistaknutije su trenutno stanje studenta koje se odnosi na trenutno raspoloženje, fizičko i psihičko zdravlje koje može umanjiti proaktivnu uključenost. Ostale individualne odrednice za koje studenti navode da utječu na to u kolikoj mjeri će studenti izraziti svoju proaktivnost su motivacija, interes za sadržaj učenja, osobine ličnosti te predznanje. Dobiveni rezultati temelje se na vlastitom iskustvu i mišljenjima ispitanih studenata, budućih učitelja i nastavnika te mogu biti vodilja njima i sadašnjim učiteljima, ali i sveučilišnim nastavnicima u budućem radu s učenicima i studentima kako bi potakli njihovu proaktivnu uključenost.Student engagement models predominantly encompass three primary aspects: emotional, cognitive, and behavioral engagement. Certain authors propose a fourth aspect of engagememt, proactive engagement, representing a deliberate and constructive contribution to personal learning activities, which in turn enriches the learning process. There are many previous studies on determinants of proactive engagement among students, however, there is a notable lack of research of pre-service teachers’ engagement. This research gap forms the basis for this study, which intends to identify the individual and contextual determinants of proactive engagement of pre-service teachers during their studies. To answer research questions, 14 semi-structured interviews were conducted with pre-service primary school teachers and subject teachers. The interviews were transcribed and a thematic analysis was performed. The results suggest that from the pre-service teachers’ perspective, contextual determinants that have the most substantial impact on students' proactive engagement were the teachers' characteristics and their relationship with the students . Other influential factors include the physical environment, the course's conception, fellow students, family, peers from different study programs, and professionals from related fields. On the individual level, the students report that current state — including their mood and their physical and mental health — can significantly influence proactive engagement. Additional individual determinants reported by students include motivation, interest in the learning content, personality traits, and prior knowledge. These findings are based on the personal experiences and opinions of the pre-service teachers. The results can thus guide not only them but also current teachers and university professors in their future interactions with students, with the goal of encouraging proactive engagement
Aggressive behavior of kindergarten age children from parents perspective
No full textAgresivnost i agresivno ponašanje djece predškolske dobi predstavlja veliki izazov roditeljima, ali i odgojiteljima. O povezanostima roditeljskog ponašanja i agresivnog ponašanja djece dosta se zna iz prijašnjih istraživanja, no manje se zna o roditeljskim doživljajima agresivnog ponašanja svoje djece. Agresivnost djece vrtićke dobi iz perspektive roditelja važna je tema koju je potrebno istraživati kako bi se bolje razumjeli roditelji. Razumijevanje roditelja može pomoći odgojiteljima kako bi njihova suradnja bila kvalitetnija te kako bi zajedničkim snagama mogli pomoći djetetu koje pokazuje agresivno ponašanje. Stoga je cilj ovog istraživanja bio ispitati kako roditelji opisuju i doživljavaju agresivna ponašanja djece vrtićke dobi. U okviru istraživanja primijenjena je kvalitativna metodologija. Prikupljena su i analizirana iskustva roditelja s internetske stranice Cybermed po dobi djece (od 1. do 6. godine). Rezultati su pokazali da djeca u svim dobnim skupinama pokazuju agresivna ponašanja, no na drugačije načine. Roditelji svih dobnih skupina djece su nesigurni te ne znaju način na koji bi pristupili djetetu te najviše osjećaju nemoć. Oni traže pomoć stručnjaka jer metode koje su primjenjivali kako bi se pokušali nositi s takvim ponašanjem nisu imale učinka. U tom pogledu odgojitelj ima važnu ulogu jer neizostavno surađuje s roditeljima. Boljim razumijevanjem roditelja odgojitelj može biti velika podrška roditeljima u konačnom cilju postizanja boljih ishoda u radu s djecom.Aggressiveness and aggressive behavior of pre-school children is a great challenge for parents and educators. A lot is known about the relationship between parental behaviour and aggressive behaviour of children from previous research, but less is known about parental experiences and expectations of their children’s aggressive behavior. The aggression of kindergarten children from the perspective of parents is an important topic that needs to be researched in order to better understand parents. Understanding parents can help educators so that their cooperation is of a better quality and that they can help a child who shows aggressive behavior with joint efforts. Therefore, the aim of this research was to examine how parents describe and experience the aggressive behavior of kindergarten-aged children. Qualitative methodology was used for this research. The experiences of parents from the Cybermed website were collected and analyzed according to the age of the children (from 1 to 6 years old). The results showed that children in all age groups show aggressive behavior, but in different ways. Parents of all age groups are insecure and don't know how to approach their child, and feel powerless. They seek professional help because the methods they have been using to deal with this behavior were not successful. In this regard, the educator has an important role because he inevitably cooperates with parents. With a better understanding of parents, the educator can be a great support to parents in the ultimate goal of achieving better outcomes when working with children
Student's difficulties in computations
No full textU početnoj nastavi matematike mogu se detektirati teškoće u računanju. Teškoće mogu biti posljedica mnogih faktora, a često se javlja međudjelovanje različitih teškoća ili su povezane s drugim specifičnim teškoćama, kao što je primjerice disleksija. U prvome razredu osnovne škole kod učenika se mogu javiti teškoće u usvajanju pojma broja, zbrajanju i oduzimanju do 10, shvaćanju mjesne vrijednosti te u zbrajanju i oduzimanju brojeva do 20, posebice s prijelazom desetice. U otklanjanju i smanjivanju tih teškoća mogu pomoći učitelji, stručni suradnici i roditelji kroz međusobnu suradnju i uzajamni trud. U sklopu ovog rada provedeno je kvalitativno istraživanje (studija slučaja) koje ispituje iskustva i stavove jedne učiteljice o njenom radu s učenicima s teškoćama u računanju te o odnosu s roditeljima takvih učenika. Cilj istraživanja bio je odgovoriti na dva istraživačka pitanja, a to su s kojim se izazovima učitelji nose u susretu i radu s učenicima s teškoćama u računanju te kako rješavaju te izazove. Rezultati su pokazali da je ispitana učiteljica kao najveći izazov istaknula nedostatak stručne pomoći u radu s učenicima s teškoćama u računanju te za njih pronalazi rješenja koja ona smatra korisnima i efikasnima, a to su primjerice korištenje didaktičkih materijala koja učenici imaju kod sebe, upotreba različitih modela aritmetike pri objašnjavanju matematičkog sadržaja i još druga rješenja koja će biti spomenuta u nastavku ovog rada.Difficulties in calculation can be detected in initial mathematics classes. Difficulties can be the result of many factors, and often there is an interaction of different difficulties or a relation to other specific difficulties, such as dyslexia. In the first grade of elementary school, students may have difficulties acquiring the concept of numbers, adding and subtracting up to 10, understanding place values, and adding and subtracting numbers up to 20, especially with the transition to ten. In eliminating and reducing these difficulties, teachers, professional associates, and parents can help through cooperation and mutual effort. As part of this work, qualitative research (a case study) was conducted. It examines the experiences and attitudes of one teacher and her work with students who have difficulties with calculation, as well as the relationship with the parents of such students. The goal of the research was to explore the challenges that teachers face when working with students who have difficulties with calculation and also to explore ways to solve these challenges. The results showed that the lack of professional help in working with these students was the biggest challenge for the teacher. Because of this, the teacher had to come up with different solutions that she found useful and efficient. Some of these solutions are didactic materials, the use of different models of arithmetic to help explain mathematical content, and others that will be mentioned in this paper
Reggio pedagogy
No full textPočetkom dvadesetog stoljeća dolazi do reforme pedagogije pa nastaju brojni alternativni pedagoški pravci. Najznačajniji među njima su Montessori, Waldorf, Agazzi i Reggio pedagogija. Za razliku od tradicionalnih metoda odgoja, alternativne pedagogije u svojem pristupu daju drukčiju viziju odgoja djeteta. Nove pedagogije pružaju djeci slobodu, samostalnost i istraživački duh. Jedna od najsuvremenijih metoda alternativne pedagogije jest Reggio pedagogija koja je razvijena u talijanskoj pokrajini Reggio Emilia. U svojem pristupu Reggio pedagogija poštuje pravo djeteta na samostalno razvijanje spoznaja o sebi i o okolini koja ga okružuje. Daje mu potpunu slobodu u izboru načina na koji želi učiti. Može istraživati samostalno ili u grupi tijekom provedbe različitih projekata u kojima istražujući dolazi do rješenja problema što potiče razvijanje verbalnih i izražajnih sposobnosti. Posebnu važnost daje razvijanju kreativnosti i izražavanja kroz stotinu jezika. Ističe se važnost okoline i prostora koji trebaju biti poticajni kako bi dijete usmjerili na istraživanje i otkrivanje. U Reggio pedagogiji prostor se smatra trećim odgojiteljem. Odgojitelj treba biti istraživač koji će djetetu pružiti mogućnost izražavanja onoga o čemu razmišlja, ali i partner u stalnom procesu učenja. Ne smije samo promatrati njegovu aktivnost nego i prikupljati dokumentaciju koja će mu pomoći u njegovu boljem razumijevanju djeteta i njegova učenja. Prikupljena će dokumentacija djetetu omogućiti uvid u vlastito učenje i dati mu osjećaj vrijednosti, a roditeljima uvid u dječje aktivnosti, interese i sposobnosti. Cilj ovog rada jest prikazati temeljne karakteristike Reggio pedagogije, objasniti ulogu roditelja, odgojitelja, prostornog okruženja u kojem se djeca nalaze i važnost dokumentacije za odgojno-obrazovni rad.At the beginning of the 20th century, there was a reform of pedagogy, and numerous alternative pedagogical branches have originated. The most significant of those are the Montessori, Waldorf, Agazzi and Reggio pedagogy. Unlike traditional methods of education, alternative pedagogies provide a different vision of children’s education in their approaches. New pedagogies provide children with freedom and independence in exploration. One of the most modern methods of alternative pedagogy is Reggio pedagogy, which was developed in the Italian Province of Reggio Emilia. In its approach, the Reggio pedagogy respects the child’s right to independently develop their knowledge about themselves and their environment. It gives the child complete freedom of choice regarding ways of learning. The child can explore on their own or in a group
during various projects, in which it is being guided towards the solution to the problem, which encourages the development of verbal and expressive abilities. Special value is given to the development of creativity and expression through a hundred languages. The emphasis is on the environment and the learning space which must be positive and supportive, in order to encourage the child to explore and discover. In Reggio pedagogy, the space is considered to be the third educator. The educator must be an explorer, who will provide the child with the possibility of expressing their thoughts, but also a partner
in the continuous learning process. He should not only observe the child’s activity, but also collect the documentation which will help him understand the child better. This will give the child a sense of importance, and an insight in the child’s activities to the parents. The aim of this paper is to present the fundamental characteristics of Reggio pedagogy, to explain the role of the parent, the educator, the learning environment in which the children are placed, and the importance of documentation for educational work
Stimulating speech development in toddlers
No full textProteklih nekoliko desetljeća saznanja o razvoju djece su se promijenila i proširila. Prethodna mišljenja da tek rođena djeca nemaju nikakvih znanja, odnosno predispozicija, promijenila su se te su znanstvenici istražujući djetetov razvoj od rođenja došli do novih spoznaja. Na dijete utječe njegova okolina te ono usvaja nova znanja i stječe iskustva. Svaki dan dijete iskazuje aktivnosti i reagira prema tome kako se i kojim tempom razvija. Dijete jasličke dobi aktivno istražuje svoju okolinu te ju svim svojim osjetilima doživljava i uspostavlja kontakt s njom. Važnost komunikacije s okolinom leži prvenstveno u činjenici da dijete stjecanjem komunikacijske kompetencije postaje sposobno izraziti svoje osjećaje, želje i potrebe. Okolina osjetljiva na te potrebe pomaže djetetu u napredovanju i stjecanju znanja i vještina za samostalan život. Komunikacija govorom je prevladavajuća i omogućava djetetu nebrojene načine da se izrazi. Iako se često misli kako je odgoj djece jasličke dobi lak zadatak roditelja, odgojitelja i ostalih osoba koje se brinu o njima, mnogi su znanstvenici dokazali kako su djeca te dobi u osjetljivom razdoblju svoga života i stoga im je potrebno posvetiti osobitu pozornost. S aspekta odgojitelja iznimno je zahtjevno svako dijete promatrati i posebno procjenjivati, a onda pripremati i provoditi aktivnosti kojima se djetetu pristupa individualno i na primjeren način. U ovom se radu prikazuje razvoj djetetova govora u jasličkoj dobi te načini na koje se može isti poticati. Roditelji, odgojitelji i ostali koji mogu utjecati na djetetov govor trebaju biti upućeni u načine na koje se pravovremeno i učinkovito može poticati razvoj govora. Također, provedeno je anonimno interno istraživanje među odgojiteljima kako bi se uvidjelo koje su to aktivnosti i načini koje odgojitelji smatraju najučinkovitijima u procesu poticanja govornoga razvoja.In a past few decades, knowledge about child´s development is changed and extended. Previous opinions, that children who are just born do not have any knowledge or predisposition, is changed. Scientists, who were researching child´s development since it was born, came to new conclusions. Children´s environment affects them so they adopt new knowledge and gain experience. Every day child expresses the activities and reacts according to way and pace of its growth. Toddler actively investigates its environment and, with all its senses, experiences it to establish the connection. The importance of communication with environment in the first place lies in the fact that child who obtain of communication skills become able to express its feelings, wishes and needs. The environment, which is sensitive to these needs, helps to child to advance and obtain knowledge and skills for being independent. Speech communication is dominant and provides myriad of ways to express yourself. Though the nurturing of toddlers is often thought of as easy task for the parents, preschool teachers or others who are taking care of them, many scientists established that children in nursery age are in sensitive period of life, hence it is necessary to receive special attention. From the perspective of preschool teachers, it is extremely demanding to observe and assess each child separately than prepare and conduct activities for individual and appropriate way. This thesis represents speech development of child in nursery age as well as the stimulates of it. The parents, preschool teachers and others who have influence on child have to be informed about methods which are good to be prompt and effectively used for speech development. In addition, an anonymous internal survey was conducted among preschool teachers to gain insight into the activities and ways that educators consider most effective in the process of encouraging speech development
Traditional and modern forms of cooperation between families and educational institutions
No full textSuradnja između obitelji i odgojno-obrazovnih ustanova od ključne je važnosti za uspješan razvoj djece i njihovih potencijala. Cilj je razumjeti važnost te suradnje i identificirati najbolje prakse za ostvarivanje uspješne i produktivne suradnje, odnosno ostvarivanje sinergije između obiteljskog okruženja i formalnog obrazovnog sustava. Tradicionalno, ta suradnja uključivala je redovnu komunikaciju između roditelja i odgojitelja. Ti oblici su i dalje važni jer omogućuju direktan kontakt i razmjenu informacija. No, u današnjem dinamičnom svijetu, suvremeni pristupi postaju sve značajniji. Suvremeni su pristupi proširili koncept suradnje na aktivno sudjelovanje roditelja u obrazovnom procesu. To znači da roditelji nisu samo primatelji informacija o djetetovom napretku, već su aktivni sudionici u planiranju i provedbi aktivnosti u vrtiću. Također, suradnja se proširuje na korištenje modernih tehnoloških alata kao što su e-mail, internetske platforme i mobilne aplikacije, koje olakšavaju komunikaciju. Ova zajednička suradnja stvara sinergiju između obitelji i odgojno-obrazovnih ustanova te ima pozitivan utjecaj na motivaciju, samopouzdanje i akademski uspjeh djece. Ovaj rad proučava kako se tradicionalni i suvremeni oblici suradnje međusobno razlikuju i kako su utjecali na odgojno-obrazovni sustav. Analiziraju se različiti načini komunikacije i suradnje, uključujući uključivanje roditelja u planiranje aktivnosti, dijeljenje vlastitog znanja i korištenje tehnologije za olakšavanje komunikacije. Istražuje se važnost suradnje između roditelja i odgojno-obrazovnih ustanova za djetetov razvoj, postizanje uspjeha i stvaranje podržavajućeg okruženja. Sinergija između obiteljskog okruženja i formalnog obrazovnog sustava pruža potporu i poticaj djetetu u ostvarivanju punog potencijala. Ovakvo partnerstvo ima dugoročne koristi i stvara temelje za cjeloživotno učenje i uspjeh djeteta. Ovaj rad pruža važne informacije o bitnim aspektima suradnje između obitelji i odgojno-obrazovnih ustanova te potiče daljnji razvoj i istraživanje na ovom području.Collaboration between families and educational institutions is of crucial importance for the successful development of children and their potentials. The aim is to understand the significance of this collaboration and identify best practices for achieving successful and productive cooperation, thus achieving synergy between the family environment and the formal educational system. Traditionally, this collaboration involved regular communication between parents and educators. These forms are still important as they allow direct contact and information exchange. However, in today's dynamic world, modern approaches are becoming increasingly significant. Modern approaches have expanded the concept of collaboration to include active parental involvement in the educational process. This means that parents are not just recipients of information about their child's progress, but active participants in planning and implementing activities in the educational institution. Additionally, collaboration extends to the use of modern technological tools such as email, online platforms, and mobile applications, which facilitate communication. This collaborative partnership creates synergy between families and educational institutions and has a positive impact on children's motivation, self-confidence, and academic achievement. This paper examines how traditional and modern forms of collaboration differ from each other and how they have influenced the educational system. Various methods of communication and collaboration are analyzed, including parental involvement in activity planning, sharing their own knowledge, and using technology to facilitate communication. The importance of collaboration between parents and educational institutions for child development, success, and the creation of a supportive environment is examined. The synergy between the family environment and the formal educational system provides support and encouragement for children to reach their full potential. This partnership has long-term benefits and lays the foundation for lifelong learning and success for the child. This paper provides valuable information on key aspects of collaboration between families and educational institutions and encourages further development and research in this field
Methodical organizational forms of work in preschool age
No full textPri uvođenju nekog metodički organizacijskog oblika rada u proces vježbanja s djecom određene dobi treba obratiti pozornost na somatske i motoričke karakteristike djece određene dobi. U radu s djecom u mlađoj dobnoj skupini postupno se uvode jednostavni metodički organizacijski oblik rada ovisno o stupnju njihove složenosti, a počinje se sa frontalnim oblikom rada. Osim frontalnog oblika rada, s djecom mlađe predškolske dobi mogu se koristiti i rad u parovima te poligon prepreka. U srednjoj i starijoj dobi s djecom mogu se provoditi i ostali grupni oblici rada, a to su rad u trojkama, rad u četvorkama, paralelan oblik rada i paralelno odjeljenski oblik rada. Svaki metodički organizacijski oblik rada ima važnu ulogu u razvoju motoričkih sposobnosti i vještina djeteta vrtićke dobi. Dok se kroz frontalni oblik rada kod djece potiče lakše snalaženje u prostoru, u grupnim oblicima rada kod djece se razvija međusobna suradnja, uvažavanje i pomaganje. Osim gore navedenih oblika rada, u vrtiću se primjenjuju poligon prepreka i individualizirani oblik rada. Poligon prepreka koristi se u radu s djecom u svim dobnim skupinama, dok je individualizirani oblik rada teško provediv zbog većeg broja djece u skupinama, ali ga treba primjenjivati sukladno organizacijskim mogućnostima.When introducing a methodical organizational form of work into the process of exercising with children of a specific age, attention should be paid to the somatic and motor characteristics of children of that age. When working with children in a younger age group, simple methodical organizational forms of work are gradually introduced, depending on their level of complexity, starting with the frontal form of work. In addition to the frontal form of work, with younger preschool-age children, pair work and obstacle courses can also be used. In middle and older age groups, various group forms of work can be implemented with children, including working in threes, working in fours, parallel work, and parallel-classroom work. Each methodical organizational form of work plays an important role in the development of motor skills and abilities in preschool-aged children. While the frontal form of work encourages children to navigate space more easily, group forms of work promote cooperation, respect, and assistance among children. In addition to the aforementioned forms of work, obstacle courses and individualized forms of work are also applied in kindergarten. Obstacle courses are used in working with children of all age groups, while implementing individualized forms of work can be challenging due to the larger number of children in groups but should be applied according to organizational possibilities
Eating disorders in children of early and preschool age
No full textDjeca rane i predškolske dobi ubrzano rastu i razvijaju se, stoga su poremećaji prehrane bilo koje vrste vrlo opasni. S obzirom da se radi o djeci rane i predškolske dobi, glavnu ulogu u oblikovanju prehrambenih navika imaju roditelji, a zatim odgojitelji. Djeca u toj dobnoj skupini najčešće pate od atipičnih poremećaja prehrane kao što su selektivno jedenje, emocionalni poremećaj izbjegavanja hrane, disfagija i slično. Treba izdvojiti i djecu koja su alergična na neke namirnice (nutrijente) pa ih stoga izbjegavaju ili uopće ne konzumiraju. Akutni poremećaji gastrointestinalnog trakta poput proljeva, povraćanja i posljedično dehidracije, mogu dovesti do pothranjenosti, stoga je potrebno potražiti liječničku pomoć. Pretilost je također vrlo rasprostranjen poremećaj kod djece i može izazvati niz komplikacija poput povišenog krvnog tlaka, bolesti srca i krvnih žila, bolesti mišića i kostiju, šećernu bolest, psihičke probleme i probleme u ponašanju. Nedostatak određenih nutrijenata u prehrani poput željeza ili cinka mogu dovesti do pojave određenih bolesti, ali i mogu dovesti do žudnje za jedenjem nejestivih stvari (pika poremećaj). Neka djeca ne podnose gluten u prehrani tj. alergična su, odnosno imaju celijakiju, a temelj liječenja je potpuno isključenje pojedinih žitarica iz prehrane. Veliku važnost u prehrani i mogućim poremećajima imaju roditelji i odgojitelji, osobito da se pravovremeno educiraju o mogućim poremećajima prehrane, kako bi mogli pomoći djeci i usmjeriti ih prema pravilnoj prehrani.Children of early and preschool age grow and develop rapidly, therefore, eating disorders of any kind are very dangerous. Considering that these are children of early and preschool age, the main role in shaping eating habits is played by parents, followed by educators. Children in this age group most often suffer from atypical eating disorders such as selective eating, emotional food avoidance disorder, dysphagia and the like. Children who are allergic to some foods (nutrients) and therefore avoid them or do not consume them at all should be singled out. Acute disorders of the gastrointestinal tract, such as diarrhea, vomiting and consequent dehydration, can lead to malnutrition, so it is necessary to seek medical help. Obesity is also a widespread disorder in children and can cause a number of complications such as high blood pressure, heart and blood vessel disease, muscle and bone disease, diabetes, psychological and behavioral problems. The lack of certain nutrients in the diet, such as iron or zinc, can lead to the appearance of certain diseases, but can also lead to the desire to eat inedible things (pica disorder). Some children cannot tolerate gluten in their diet, i.e. they are allergic or have celiac disease, and the basic of treatment is the complete exclusion of certain grains from their diet. Parents and educators have great importance in nutrition and possible disorders, especially to educate themselves in a timely manner about possible nutritional disorders, so that they know how to help children and guide them towards proper nutrition
Encouraging children speech expression with a stage puppet
No full textU radu se objašnjava uloga scenske lutke u govornom izražavanju djece rane i predškolske dobi. Dijete se, od najranije dobi, u igri izražava govorom kroz lutku, što snažno i pozitivno utječe na njegov govorni izražaj, pomažući mu da se oslobodi i progovori te podijeli svoje osjećaje, kao i sve ono što ga muči u tom trenutku. Uz to, pomaže djetetu i u razvoju bogatog vokabulara. Također, u radu je objašnjen pojam lutkarstva i vrste lutaka, dok je za praktičan dio izabrana scenska lutka zijevalica kao posrednik u komunikaciji i govornom izražavanju. Stoga je drugi dio rada posvećen izvedbi lutkarske predstave u Dječjem vrtiću Vrbovec u Vrbovcu koja se održala u odgojnoj skupini Ružice. Predstavu sam izvela samostalno, a trajala je pet minuta i sastojala se od jedne scene. Lutku miša i štapnu lutku gljive također sam sama izradila. Za izvođenje predstave korišten je paravan u visini djece kako bi se mogli služiti istim paravanom i za izvođenje vlastite predstave. Predstava je kod djece izazvala pozitivnu reakciju te ih potaknula na stvaranje vlastite predstave.
Cilj je rada prikazati važnost scenske lutke u poticaju govornog izražavanja djece rane i predškolske dobi, odnosno predočiti kako korištenje lutaka pomaže djeci da se lakše jezično izraze pred drugim vršnjacima ili okolinom.The paper explains the role of stage puppets in the speech expression of children of early and preschool age. The child expresses himself in the game by speaking through the doll from an early age, the influence of the doll on the child's speech expression has a positive and strong influence, helping the child to free himself and speak and share what is bothering him, how he feels at a given moment. It helps the child to develop a vocabulary and a rich vocabulary. The paper explains the concept of puppetry and the types of puppets, while for the practical part a yawning stage puppet was chosen as a mediator in communication and speech expression. The aim of the paper is to show the importance of stage puppets in stimulating speech expression of children of early and preschool age. The second part of the work is devoted to the performance of a puppet show in the kindergarten "Vrbovec" in Vrbovec. The performance of the play took place in the "Ružice" educational group, where I performed the play independently with the personal creation of a mouse puppet and a mushroom stick puppet. The performance lasted 5 minutes, consisted of one scene. To perform the play, a screen was used at the height of the children so that the children could also use the screen to perform their own play.
The play caused a positive reaction among the children and encouraged them to create their own play. The use of dolls by a child helps children to express themselves more easily in front of other peers or the environment