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
Kinesiological activity and obesity of preschool children in the area of Rugvica
No full textU ovom radu bit će istraženi uzroci pretilosti te metode prevencije, uz to će biti objašnjen pojam kineziološke aktivnosti te predstavljeni neki od na ina njezinog provođenja. Pretilost je stanje u kojem osoba ima prekomjernu tjelesnu težinu uzrokovanu nakupljanjem masnog tkiva. Mjeri se indeksom tjelesne mase (BMI), gdje je BMI veći od 30 klasificiran kao pretilost. Prisutnost pretilosti povećava rizik za različite zdravstvene probleme, a ubrzan način života, nezdrava prehrana i nedovoljna tjelesna aktivnost glavni su uzroci pretilosti kod djece. Poticanje zdrave prehrane i redovite tjelesne aktivnosti trebalo bi biti neizostavni dio predškolskog obrazovanja i vrtićkih programa. Uz to, važno je ograničiti izloženost djece reklamama nezdrave hrane i motivirati obitelji da zajednički sudjeluju u aktivnostima koje promiču kretanje.
Cilj i svrha ovog rada s temom „Kineziološka aktivnost i pretilost djece predškolske dobi na području Općine Rugvica“ je utvrditi postoji li pretilost djece predškolske dobi i postoji li razlika u postotku pretilosti kod djece predškolske dobi s obzirom na spol u Dječjem vrtiću Medvjedi i Rugvica. Početna točka istraživanja bila su antropometrijska mjerenja (tjelesna masa i tjelesna visina). Rezultati istraživanja otkrivaju da većina djece pripada kategoriji normalne tjelesne težine. Međutim, među izmjerenim djevojčicama i dječacima predškolske dobi pojavili su se pojedinci čiji izračunati indeksi tjelesne težine ukazuju na prekomjernu tjelesnu težinu, a kod nekih je zabilježena i pretilost.This paper will explore the causes of obesity and methods of prevention, along with explaining the concept of kinesiology activities and presenting some ways of implementing them. Obesity is a condition in which a person has excessive body weight caused by the accumulation of fat tissue. It is measured by the body mass index (BMI), where a BMI greater than 30 is classified as obesity. The presence of obesity increases the risk of various health problems, and a fast-paced lifestyle, unhealthy diet, and insufficient physical activity are the main causes of obesity in children. Encouraging healthy eating and regular physical activity should be an integral part of preschool education and daycare programs. Additionally, it is important to limit children's exposure to unhealthy food advertisements and to motivate families to participate together in activities that promote physical movement.
The aim and purpose of this paper, titled "Kinesiological activity and obesity of preschool children in the area of Rugvica," is to determine whether there is obesity among preschool children and whether there is a difference in the percentage of obesity based on gender in the Medvjedi i Rugvica Kindergarten. The starting point of the research was anthropometric measurements (body weight and height). The research results reveal that the majority of children fall into the category of normal body weight. However, among the measured preschool boys and girls, there were individuals whose calculated body mass indices indicate overweight, and some were found to be obese
WE ARE HAPPY CHILDREN - folklore as a tradition and musical play in an institution of early and preschool education
No full textU radu je prikazano bogatstvo tradicijske glazbe i hrvatskih narodnih nošnji, kao i utjecaj dječjeg narodnog stvaralaštva na poticanje kreativnog izražavanja kod djece predškolske dobi. Poznato je da su djeca po prirodi znatiželjna i kreativna te da svijet doživljavaju svim osjetilima. Zbog toga je važno u njihovom razvoju nuditi sadržaje koji su zanimljivi i izazovni, a istovremeno prikladni njihovoj dobi. Na taj način djeca upoznaju i usvajaju svijet oko sebe. S obzirom na sve navedeno, pred odgajatelje se postavlja veliki izazov: kako omogućiti djetetov rast, proširiti njegove spoznaje i znanja te koje metode koristiti za poticanje znatiželje i kreativnosti.
Navedenim vrijednostima osobito pridonosi projektni pristup u radu s djecom rane i predškolske dobi. Projekt „Mi smo djeca vesela (u zelenoj bašti)“ proveden je u dječjem vrtiću u Zagrebu kroz jednu pedagošku godinu u prostoru sobe dječjeg boravka, sportskoj dvorani, u garderobnom prostoru te na prostoru dvorišta. Kroz provedene planirane i spontane aktivnosti djeca su imala priliku upoznati tradiciju, pjesme, ples, običaje, igre i slično, a ujedno razvijati svoje socijalne kompetencije te proširivati znanja i vještine. Ponuđeni sadržaji omogućili su također i spontane igre i improvizacije već prethodno usvojenih sadržaja, proigravanja uloga u simboličkoj igri te stvaranju zajedničke tople i ugodne atmosfere.
Valorizacijom provedenog projekta možemo uvidjeti kako su djeca tijekom cijele pedagoške godine bila izrazito uključena i fokusirana na usvajanje novih znanja i vještina, a ujedno neprestano potraživala nova iskustva i poticaje. Tijekom integriranih aktivnosti djeca su imala priliku upoznati i usvojiti osjećaj za ritam i metar, plesni korak, intonaciju, riječi pjesme, finu i krupnu
motoriku, a najviše od svega, upoznati samoga sebe, svojeg bližnjeg te okolinu u kojoj živi.The paper presents the wealth of traditional music and Croatian folk costumes, as well as the influence of children's folk art on encouraging creative expression in preschool children. It is known that children are naturally curious and creative and that they experience the world with all their senses. That is why it is important in their development to offer contents that are interesting and challenging and at the same time suitable for their age. In this way, children get to know and accept the world around them. Considering all of the above, educators face a big challenge: how to enable the child's growth, expand his knowledge and what methods to use to stimulate curiosity and creativity.
The project approach in working with children of early and preschool age especially contributes to the above values. The project "We are happy children (in the green garden)" was implemented in a kindergarten in Zagreb for one pedagogical year in the children's room, the sports hall, the dressing room and the yard. Through planned and spontaneous activities, children had the opportunity to learn about traditions, songs, dances, customs, games and the like and at the same time develop their social competences and expand their knowledge and skills. The offered contents also enabled spontaneous games and improvisations of previously adopted contents, playing roles in a symbolic game, and creating a shared warm and pleasant atmosphere.
Valorizing the implemented project, we can see how the children were extremely involved and focused on acquiring new knowledge and skills during the entire pedagogical year, and at the same time they were constantly looking for new experiences and incentives. During the integrated activities, the children had the opportunity to get to know and adopt a sense of rhythm and meter, dance step, intonation, song lyrics, fine and gross motor skills and most of all, to get to know themselves, their neighbors and the environment in which they live
Use of digital tools for visual and audiovisual creation in early preschool education
No full textU današnjem modernom svijetu stalni tehnološki napredak je zahvatio sve sfere našeg svakodnevnog života, pa tako ni rani i predškolski odgoj i obrazovanje nije iznimka pred vremenom stalnih promjena. Potreba za cjeloživotnim učenjem nikad nije bila izraženija, a do informacija i novih znanja nikada nije bilo lakše doći. Za biti u korak s vremenom, potrebno je sagledati trenutno stanje ispod površine postojećeg odgojno-obrazovnog procesa te primijetiti da je nemoguće oduprijeti se transformaciji današnjeg društva. Pravilan razvoj digitalnih, ali i ostalih kompetencija mogu je samo u okruženju koje prati multidisciplinaran i sveobuhvatan način učenja, a važnu ulogu u tom procesu imaju odgojitelji. Cilj rada bio je istražiti koriste li odgojitelji digitalne alate za vizualno i audiovizualno stvaranje u radu skupine, imaju li podršku sustava u svojem profesionalnom razvoju te je li im omogućen pristup kvalitetnim i primjerenim materijalima. Većina odgojitelja koja je sudjelovala u istraživanju u sklopu ovog rada koristi digitalne alate, no ne promiče razvoj digitalne kompetencije kod djece u jednakoj mjeri. Najveći broj odgojitelja je samouk u korištenju digitalnih alata, a mnogo ih pohađa edukacije u osobnom angažmanu. Manjak potpore od strane odgojno-obrazovnih ustanova, nedovoljno organiziranih edukacija od strane istih te neadekvatni materijalni uvjeti doprinose nezadovoljstvu odgojitelja te uvjetno smanjuje njihovu želju i motivaciju za implementaciju digitalnih alata u odgojno-obrazovni rad. Većina odgojitelja smatra da su digitalni alati u ranom i predškolskom odgoju i obrazovanju potrebni te da podižu kvalitetu rada, a uvođenjem promjena u organizaciji postojećeg obrazovnog sustava, ulaganjima i suradnjom između ustanova otvaraju se mogućnosti približavanja poželjnim promjenama koje nas pripremaju za budućnost.In today's modern world, constant technological progress has affected all spheres of our everyday life, and early and preschool education is no exception to the ever-changing times. The need for lifelong learning has never been more pronounced, and it has never been easier to access information and aquire new knowledge. To keep up with the times, it is necessary to examine the current state beneath the surface od the existing educational process and to notice that it is impossible to resist the transformation of today's society. Proper development of digital, as well as other competencies, is only possible in an environment that follows a multidisciplinary and comprehensive approach to learning, and educators play an important role in this process. The aim of this study was to investigate whether educators use digital tools for visual and audiovisual creation in group work, whether they have support from the system in their professional development, and whether they have access to quality and appropriate materials. Most educators who participated in the research as part of this study use digital tools, but they do not equally promote the development of digital competence in children. The majority of educators are self-taught in using digital tools, and many attend personal engagement education. Lack of support from educational institutions, insufficiently organized education by the same institutions, and inadequate material conditions contribute to educators' dissatisfaction and conditionally reduce their desire and motivation to implement digital tools in educational work. Most educators believe that digital tools are necessary in early and preschool education and that they improve the quality of work. By introducing changes in the organization of the existing educational system, investments, and collaboration between institutions, opportunities are opened for approaching desirable changes that prepare us for the future
The impact of learning German as a foreign language on the cognitive development of children in early and preschool age
No full textUčenje stranog jezika, osim materinskog, postaje sve važnije u 21. stoljeću, a rana i predškolska dob prepoznata je kao optimalno razdoblje za njegovo usvajanje. Djeca u toj dobi brzo usvajaju jezične vještine, posebno izgovor, što im kasnije omogućuje da govore poput izvornih govornika. U ranom djetinjstvu učenje jezika poti e cjelokupni razvoj, uključuju i kognitivne sposobnosti, a istraživanja potvrđuju da učenje stranog jezika poboljšava proces obrade informacija i razvijanje jezičnih struktura. Osim toga, interakcija s novim jezicima i kulturama doprinosi oblikovanju osobnog identiteta i osjetljivosti prema drugima. Metode učenja kao što su igre, pjesme i društvene interakcije ključne su za poticanje interesa i motivacije djece.
Uvođenje njemačkog jezika u programe vrtića u Hrvatskoj sve je češće, a roditelji pokazuju povećani interes za dvojezično obrazovanje. Različiti modeli učenja njemačkog jezika imaju pozitivan utjecaj na kognitivni razvoj djece, poti u i njihovu kreativnost, fleksibilnost mišljenja i interkulturalnu svijest. Učenje jezika kroz interaktivne i kreativne aktivnosti dodatno obogaćuje iskustvo, no važno je prilagoditi metode individualnim potrebama djece kako bi se maksimalno iskoristile prednosti ranog jezi nog obrazovanja.Learning a foreign language, in addition to the mother tongue, is becoming increasingly important in the 21st century, with early childhood recognized as an optimal period for language acquisition. Children at this age quickly absorb language skills, particularly pronunciation, enabling them to later speak like native speakers. Early language learning supports overall development, including cognitive abilities, and research confirms that learning a foreign language enhances information processing and the development of linguistic structures. Additionally, interaction with new languages and cultures contributes to shaping personal identity and fostering sensitivity toward others. Learning methods such as games, songs, and social interaction are key to encouraging children's interest and motivation.
The introduction of German language programs in Croatian kindergartens is becoming more common, and parents are showing increased interest in bilingual education. Different models of German language learning have a positive impact on children's cognitive development, fostering their creativity, flexibility in thinking, and intercultural awareness. Learning a language through interactive and creative activities further enriches the experience, but it is important to adapt methods to the individual needs of children to maximize the benefits of early language education
Encouraging childrens language expression by using picture books
No full textTema je ovoga rada uloga slikovnice u poticanju dječjega jezičnog razvoja. Cilj je rada analizirati kako korištenje kvalitetnih slikovnica utječe na proces usvajanja jezika kod djece predškolske dobi. Kako bi se razumio put usvajanja jezika, ovaj rad daje uvid u literaturu o teorijskom tumačenju dječjeg jezičnog razvoja. U teorijskom dijelu rada još su objašnjeni pojmovi dječjeg jezičnog razvoja, jezičnih sposobnosti i važnost rane pismenosti. U radu se potom donosi uvid u povijest slikovnice i njezinu ulogu u dječjem razvoju u cjelini, a napose u jezičnom razvoju. Detaljno će se prikazati karakteristike kvalitetne slikovnice, uloga i važnost aktivnog čitanja djeci, okruženost slikovnicama od najranije dobi kako bi se razvijala ljubav prema knjizi. Slikovnica doprinosi jezičnom razvoju djeteta, ali i njegovom cjelokupnom napretku. Empirijski dio rada obuhvaća istraživanje provedeno u vrtiću uz sudjelovanje u projektu Naša mala knjižnica. Rezultati istraživanja pokazuju da redovito čitanje slikovnica poboljšava dječji rječnik i sposobnost izražavanja, no naravno, valja pri zaključcima uzeti u obzir i različite individualne odlike djece, dječje sazrijevanje tijekom trajanja projekta (četiri mjeseca) itd. Rezultati u svakom slučaju upućuju na vrijednost i važnost svakodnevnog čitanja i odabir kvalitetnih slikovnica u poticanju dječjega jezičnog razvoja. Ovaj rad doprinosi boljem razumijevanju važnosti uporabe slikovnica u ranom djetinjstvu te pruža smjernice za učinkovitije poticanje dječjega jezičnog razvoja upravo slikovnicom.The topic of this papir is the role of picture books in encouraging children's language development. The aim of the paper is to analyze how the use of quality picture books affects the process of language acquisition in preschool children. In order to understand the path of language acquisition, this paper provides an insight into the literature on the theoretical interpretation of children's language development. In the theoretical part of the paper, the concepts of children's language development, language abilities and the importance of early literacy are also explained. The paper then provides an insight into the history of the picture bok and its role in children's development as a whole, and especially in language development. The characteristics of a quality picture book, the role and importance of active reading for children, being surrounded by picture books from an early age in order to develop a love for books will be presented in detail. The picture book contributes to the language development of the child, but also to his overall progress. The empirical part of the work includes research conducted in kindergarten with participation in the project Our Litttle Library. The research results show that regular reading of picture books improves children's vocabulary and ability to express themselves, but of course, when drawing conclusions, it is necessary to take into account different individual characteristics of children, children's maturation during the duration of the project ( four months), etc. The results in any case point to the value and importance of everyday reading and choosing quality picture books to encourage children's language development. This paper contributes to a better understanding of the impotance of using picture books in early childhood and provides guidelines for more effective stimulation of children's language development through picture books
Risky behaviors of preschool children
No full textLjudsko biće od najranije dobi usvaja i razvija socijalne i emocionalne vještine koje su izuzetno važne kako bi se čovjek jednog dana razvio u svom punom potencijalu. Upravo te vještine pomažu nam kroz život stvoriti prijateljstva, otvoriti vrata za zaposlenje, omogućiti nam niz novih znanja i prilika kako bismo svoj život učinili bogatijim.
U predškolskoj dobi djeca su izuzetno znatiželjna, žele upiti što više informacija i podražaja iz svoje uže i široke okoline, no još nisu dovoljno razvijena kako bi mogla protumačiti sve te silne podražaje. Važni sudionici koji djeci pomažu rastumačiti sve te podražaje, koji su im potpora kroz život, koji ih usmjeravaju jesu obitelj, vrtić i ostale odgojno-obrazovne ustanove te zajednica u kojoj se nalaze. Svi ti čimbenici mogu im biti potpora za uspješno koračanje kroz život, no u nekim situacijama ti isti čimbenici mogu negativno utjecati na njihov razvoj što može dovesti do razvoja rizičnih ponašanja. Upravo je uloga obitelji, vrtića i zajednice da sudjeluju, zajednički i individualno, u prevenciji tih ponašanja. Kako bi se spriječila pojava rizičnog ponašanja ili kako bi se umanjilo već postojeće ponašanje, važna je pravovremena i pravodobna reakcija na neželjena ponašanja
Svrha ovog rada je pojasniti koja su to rizična ponašanja kod djece rane i predškolske dobi, što sve na njih utječe te na koji se način može spriječiti pojava tih ponašanja.From an early age, a human being acquires and develops social and emotional skills that are extremely important in order for a person to one day develop to their full potential. It is these skills that help us create friendships through life, open doors for employment, and provide us with a series of new knowledge and opportunities to make our lives richer. At preschool age, children are inquisitive, they want to absorb as much information and stimuli as possible from their narrower and wider environment, but they are not yet developed enough to interpret all these powerful stimuli. Important participants who help children interpret all these stimuli, who are their support through life, and who guide them are family, preschool and other educational institutions and the community in which they live. All these factors can support them to successfully walk through life, but in some situations, these same factors can negatively affect their development, which can lead to the development of risky behavior. It is precisely the role of families, preschool and community to participate, jointed and individually, to act in the prevention of these behaviors. To prevent the occurrence of risky behavior or to reduce already existing behavior, a timely reaction to unwanted behavior is important. The purpose of this work is to clarify what and which are the risky behaviors in preschool children, what affects them and how risky behaviors can be prevented
Autism in early and preschool education
No full textOvaj završni rad istražuje različite aspekte autizma u kontekstu ranog i predškolskog odgoja. Rad se sastoji od nekoliko ključnih tema koje pružaju sveobuhvatan pregled povijesti, dijagnostike i tretmana autizma, kao i specifičnih izazova i prilagodbi potrebnih za kvalitetnu inkluziju djece s autizmom u predškolske ustanove. Povijest autizma obuhvaća pregled razvoja razumijevanja ovog poremećaja kroz povijest, od prvih opažanja do suvremenih klasifikacija. Definiranje autizma uključuje opis autističnog spektra, koji obuhvaća raznolike simptome i stupnjeve manifestacije, uključujući atipični autizam, dezintegrativne poremećaje u djetinjstvu, Rettov sindrom i Aspergerov sindrom. Rano otkrivanje autizma ključno je za pravovremenu intervenciju i uključuje prepoznavanje ranih znakova i simptoma, poput poteškoća u socijalnoj interakciji, komunikaciji i specifičnih obrazaca ponašanja. Posebne sposobnosti osoba s autizmom, kao što su iznimne vještine u određenim područjima, također su razmatrane, uz naglasak na važnost prepoznavanja i poticanja tih sposobnosti. Rehabilitacija uključuje različite terapijske pristupe kao što su terapija lijekovima, terapija igrom, likovna terapija, kineziterapija. Svaka od ovih metoda ima specifične ciljeve i koristi u podršci razvoju djeteta s autizmom. Stereotipije i poremećaji iz autističnog spektra obuhvaćaju analizu specifičnih ponašanja koja se često pojavljuju kod djece s autizmom, poput ponavljajućih pokreta ili rituala, te se istražuju strategije za njihovo upravljanje. Rad također obrađuje inkluziju u predškolskoj ustanovi, gdje se razmatraju prilagodbe okoline vrtića, vještine odgajatelja potrebne za rad s djecom s autizmom, te opservacija i procjena različitih aspekata razvoja kao što su komunikacija i govor, socio-emoconalni razvoj, motorika, pažnja i koncentracija, spoznajni razvoj te briga o sebi. Rana intervencija i inkluzivno obrazovanje ključno je za podršku djeci s autizmom, pružajući im priliku za optimalan razvoj i socijalizaciju u skladu s njihovim individualnim potrebama. Rad naglašava važnost kontinuiranog obrazovanja i usavršavanja odgajatelja, kao i suradnje s roditeljima i stručnjacima iz različitih područja.This paper explores various aspects of autism in the context of early childhood and preschool education. It consists of several key topics that provide a comprehensive overview of the history, diagnosis, and treatment of autism, as well as the specific challenges and adaptations required for the effective inclusion of children with autism in preschool settings. The history of autism covers the development of understanding this disorder from the first observations to modern classifications. Defining autism includes a description of the autism spectrum, which encompasses diverse symptoms and degrees of manifestation, including atypical autism, childhood disintegrative disorder, Rett syndrome, and Asperger's syndrome. Early detection of autism is crucial for timely intervention and involves recognizing early signs and symptoms, such as difficulties in social interaction, communication, and specific behavioral patterns. Special abilities of individuals with autism, such as exceptional skills in certain areas, are also discussed, with an emphasis on recognizing and fostering these talents. Rehabilitation includes various therapeutic approaches such as medication therapy, play therapy, art therapy, music therapy, kinesiotherapy, and behavioral approaches. Each of these methods has specific goals and benefits in supporting the development of a child with autism. Stereotypies and disorders on the autism spectrum include an analysis of specific behaviors often observed in children with autism, such as repetitive movements or rituals, and strategies for managing them. The paper also addresses inclusion in preschool settings, discussing environmental adaptations in kindergartens, skills required of educators working with children with autism, and observation and assessment of various developmental aspects such as communication and speech, socioemotional development, motor skills, attention and concentration, cognitive development, and self-care. The conclusion emphasizes that early intervention and inclusive education are crucial for supporting children with autism, providing them with opportunities for optimal development and socialization according to their individual needs. The paper highlights the importance of continuous education and professional development for educators, as well as collaboration with parents and professionals from various field
Dance as an incentive for the artistic expression of preschool children
No full textDjeca se likovno izražavaju kako bi zadovoljila unutarnju potrebu, ali i prikazala ono što ih zanima. Tako već u najranijoj dobi djeca imaju sposobnost izražavanja, komuniciranja i oblikovanja. Djetetov se likovni izraz razvija u interakciji s okolinom, a djeca likovnim oblicima izražavaju svoja unutarnja stanja te jačaju vlastite mogućnosti percepcije, predodžbe i shvaćanja svijeta. Poticanje dječje individualnosti dovodi do pronalaska i stvaranja vlastitih dječjih oblika. Likovni izraz djece način je na koji djeca izražavaju svoje misli, osjećaje i iskustva te postoje različite faze s obzirom na djetetovu dob i razvoj: faza izražavanja primarnim simbolima (faza šaranja), faza izražavanja složenim simbolima (faza sheme), faza intelektualnog realizma, vizualni realizam.
Kako bi se određene ideje vizualizirale, rabe se likovne tehnike. Prema podru ju rada tehnike se mogu podijeliti na tehnike plošnog oblikovanja i tehnike prostorno-plastičnog oblikovanja. Crtačke, slikarske i grafičke tehnike ubrajaju se u tehnike plošnog oblikovanja (olovka, kreda, ugljen, flomaster, tuš-pero, tuš-drvce, tuš-trska, tuš-kist, lavirani tuš, pastel, tempera i kolaž), dok tehnikama prostorno-plastičnog oblikovanja pripadaju tehnike modeliranja i građenja (glina, glinamol, plastelin).
Plesom i pokretom ljudi izražavaju vlastite osjećaje i događaje, a za djecu ples je poželjno sredstvo izražavanja igrom. Djetetov emocionalni doživljaj može se potaknuti plesom, ali i kombiniranjem više umjetnosti. Od plesova se u odgojno-obrazovnim ustanovama mogu rabiti dječje igre s pjevanjem, argentinski tango, ples i pokret potaknut umjetni kom skladbom, linđo, jive, cha cha cha i lindy hop. Navedeni plesovi mogu se rabiti u sinergiji s likovnom umjetnošću da bi se djecu potaknulo na likovni izraz.
Cilj je rada dati teorijsku osnovu plesova te kratak opis pojedinih plesova koji se mogu u kombinaciji s likovnom umjetnošću rabiti za likovni izraz djece. U ovom radu korištena je kvalitativna metoda istraživanja.Children use artistic expression to satisfy an inner need and to depict what interests them. From a very early age, children have the ability to express, communicate, and shape their ideas. A child's artistic expression develops through interaction
with their environment, allowing them to express their inner states through visual forms and to enhance their abilities of perception, imagination, and understanding of the world. By encouraging children's individuality, they discover and
create their unique artistic forms. Children's artistic expression is a way for them to convey their thoughts, feelings, and experiences, progressing through different stages depending on age and development: the stage of expressing with primary symbols (scribbling stage), the stage of expressing with complex symbols (schema stage), the stage of intellectual realism, visual realism.
Various artistic techniques are used to visualize specific ideas. These techniques can be divided into flat shaping techniques and spatial-plastic shaping techniques. Drawing, painting, and graphic techniques are part of flat shaping techniques (pencil, chalk, charcoal, marker, pen and ink, brush and ink, washed ink, pastel, tempera, and collage), while modeling and building techniques belong to spatial-plastic shaping techniques (clay, modeling clay, plasticine).
Through dance and movement, people express their feelings and events, and for children, dance is a desirable means of expression through play. Children's emotional experiences can be stimulated by dance, as well as by combining various art forms. In educational institutions, dances such as children's singing games, Argentine tango, dance and movement inspired by artistic compositions, linđo, jive, cha-cha-cha, and lindy hop can be used. These dances can be combined with visual arts to encourage children's artistic expression.
The goal of this paper is to provide a theoretical basis for dances and a brief description of individual dances that can be used in combination with visual arts for children's artistic expression.. The research method used in the paper is qualitative
Down syndrome in preschool-aged children
No full textRad se bavi Down sindromom kod djece predškolske dobi, fokusirajući se na teorijske aspekte, vrste, dijagnostiku i specifične zdravstvene teškoće povezane s ovim stanjem. Down sindrom je genetski poremećaj uzrokovan prisutnošću viška 21. kromosoma, što dovodi do niza fizičkih i kognitivnih poteškoća. U radu se objašnjavaju različite vrste Down sindroma, uključujući trisomiju 21, translokacijski i mozaički tip, te se naglašava kako svaka od ovih varijanti ima specifične implikacije na razvoj djeteta.
Cilj rada je pružiti sveobuhvatan pregled Down sindroma s naglaskom na djecu predškolske dobi, uključujući povijest otkrića sindroma, genetske uzroke, učestalost u populaciji te metode dijagnostike. Poseban naglasak stavljen je na važnost rane intervencije, koja uključuje strukturirane aktivnosti i prilagodbu okoline kako bi se maksimalno potaknuo razvoj djece s Down sindromom. Raspravljaju se i razlike između integracije i inkluzije, pri čemu je inkluzija istaknuta kao poželjniji pristup jer prilagođava obrazovni sustav potrebama svakog djeteta, a ne obrnuto.
Rad također detaljno razmatra specifične zdravstvene poteškoće koje često prate djecu s Down sindromom, kao što su srčane mane, problemi s probavnim sustavom, neurološke poteškoće te problemi sa sluhom i vidom. U tom kontekstu, važna je uloga interdisciplinarnog pristupa u pružanju skrbi i podrške djeci.
Zaključuje se da je rani početak intervencija ključan za poboljšanje kvalitete života djece s Down sindromom. Također, naglašava se važnost kontinuirane edukacije odgajatelja i njihove suradnje s roditeljima, kako bi se osigurao što bolji razvoj djeteta te njegova integracija u društvo i obrazovni sustav. Ovaj pristup omogućuje djeci s Down sindromom da dosegnu svoj maksimalni potencijal i vode ispunjen život unatoč izazovima s kojima se suočavaju.The paper focuses on Down syndrome in preschool-aged children, emphasizing theoretical aspects, types, diagnosis, and specific health challenges associated with this condition. Down syndrome is a genetic disorder caused by the presence of an extra 21st chromosome, leading to various physical and cognitive difficulties. The paper explains the different types of Down syndrome, including trisomy 21, translocation, and mosaic types, highlighting that each variant has specific implications for the child's development.
The goal of the paper is to provide a comprehensive overview of Down syndrome with a focus on preschool-aged children, including the history of its discovery, genetic causes, prevalence in the population, and diagnostic methods. Special emphasis is placed on the importance of early intervention, which involves structured activities and environmental adaptations to maximize the development of children with Down syndrome. The paper also discusses the differences between integration and inclusion, with inclusion being highlighted as the preferable approach because it adapts the educational system to meet the needs of each child, rather than the other way around.
The paper also examines the specific health challenges that often accompany children with Down syndrome, such as congenital heart defects, digestive system problems, neurological difficulties, and hearing and vision impairments. In this context, the role of an interdisciplinary approach in providing care and support to these children is emphasized.
The conclusion emphasizes that early intervention is crucial for improving the quality of life for children with Down syndrome. Additionally, the paper highlights the importance of continuous education for educators and their collaboration with parents to ensure the best possible development for the child and their integration into society and the educational system. This approach enables children with Down syndrome to reach their full potential and lead fulfilling lives despite the challenges they face
Music therapy in preschool age
No full textOvaj završni rad pruža detaljan pregled muzikoterapije i njenog utjecaja na djecu predškolske dobi. Fokusira se na povijesne aspekte, teorijske temelje, razvojne prednosti i specifične primjene u radu s djecom koja imaju različite razvojne poteškoće. Rad započinje analizom povijesti muzikoterapije, istražujući kako su drevne civilizacije poput Egipćana, Grka i Rimljana koristile muziku u terapeutske svrhe. Ova praksa, koja je imala važnu ulogu u liječenju i emocionalnoj podršci, postavila je temelje za modernu muzikoterapiju. Razumijevanje povijesnog razvoja pomaže u shvaćanju suvremenih pristupa i tehnika koje se koriste u muzikoterapiji. Nakon toga, rad se usredotočuje na karakteristike djece predškolske dobi, uključujući njihove kognitivne, emocionalne i socijalne sposobnosti. Objašnjava se kako muzikoterapija može biti prilagođena potrebama djece tog uzrasta, s ciljem poticanja razvoja jezika, poboljšanja socijalnih vještina i regulacije emocija. Ovi ciljevi su ključni za razumijevanje kako muzikoterapija može pozitivno utjecati na predškolski razvoj. Sljedeći dio rada analizira razvojne prednosti muzikoterapije za predškolsku djecu. Muzikoterapija je pokazala značajan utjecaj na kognitivni razvoj, uključujući poboljšanje pažnje i memorije. Također doprinosi razvoju govora i jezika, potičući djecu na bolje izražavanje i komunikaciju. Osim toga, muzikoterapija podržava tjelesni razvoj kroz ritmičke i motoričke aktivnosti, koje pomažu u poboljšanju koordinacije i motoričkih vještina. Rad zatim istražuje utjecaj muzikoterapije na specifične razvojne poteškoće. Analizirani su učinci muzikoterapije na djecu s poremećajem iz spektra autizma, govornim i jezičnim poteškoćama, ADHD-om i emocionalnim poteškoćama. Muzikoterapija može poboljšati socijalne vještine i komunikaciju kod djece s autizmom, unaprijediti govorne vještine kod djece s jezičnim poteškoćama, te pomoći u smanjenju simptoma ADHD-a. Također, pruža emocionalnu podršku djeci koja se suočavaju s anksioznošću, stresom i depresijom. Ovaj rad nudi sveobuhvatan pregled kako muzikoterapija može značajno doprinijeti razvoju predškolske djece i pružiti učinkovita rješenja za različite razvojne izazove. Kroz povijesni kontekst, teorijske osnove i praktične primjene, rad prikazuje vrijednost muzikoterapije kao važnog alata u podršci djeci predškolske dobiThis thesis provides a detailed overview of music therapy and its impact on preschoolaged children. It focuses on the historical aspects, theoretical foundations, developmental benefits and specific applications in working with children who have various developmental difficulties. The thesis begins with an analysis of the history of music therapy, exploring how ancient civilizations such as the Egyptians, Greeks, and Romans used music for therapeutic purposes. This practice, which played an important role in healing and emotional support, laid the groundwork for modern music therapy. Understanding the historical development helps in comprehending contemporary approaches and techniques used in music therapy. The focus then shifts to the characteristics of preschool-aged children, including their cognitive, emotional, and social abilities. It explains how music therapy can be tailored to meet the needs of children in this age group, aiming to encourage language development, improve social skills, and regulate emotions. These goals are essential for understanding how music therapy can positively impact preschool development. The next section of the thesis analyzes the developmental benefits of music therapy for preschool children. Music therapy has shown significant effects on cognitive development, including improvements in attention and memory. It also contributes to the development of speech and language by encouraging better expression and communication. Additionally, music therapy supports physical development through rhythmic and motor activities, which help enhance coordination and motor skills. The thesis then explores the impact of music therapy on specific developmental difficulties. It examines the effects of music therapy on children with autism spectrum disorders, speech and language difficulties, ADHD, and emotional problems. Music therapy can improve social skills and communication in children with autism, enhance speech skills in children with language difficulties, and help reduce symptoms of ADHD. It also provides emotional support to children facing anxiety, stress and depression. This work offers a comprehensive overview of how music therapy can significantly contribute to the development of preschool children and provide effective solutions for various developmental challenges. Through historical context, theoretical foundations and practical applications, the thesis demonstrates the value of music therapy as an important tool in supporting preschool children