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The importance of emotions in primary education teaching
No full textOvaj teorijski rad bavi se ulogom i značajem emocija u učenju i poučavanju u nižim razredima osnovne škole. Istraživanja su pokazala da pozitivne emocije imaju poželjan učinak na zdravlje učenika i, što je bitno za ovaj rad, njegovo učenje te školski uspjeh.
Ističe se važnost emocionalnog razvoja u kontekstu školstva, jer se često previše pažnje posvećuje isključivo kognitivnom razvoju učenika, zanemarujući njihove emocionalne i psihomotorne sposobnosti. Veća pažnja trebala bi biti usmjerena na integraciju emocija u proces obrazovanja kako bi se potaknuo razvoj emocionalne inteligencije učenika.
Nadalje, emocije često nisu dovoljno cijenjene u školama, unatoč ključnoj ulozi koju imaju u svim fazama učenja i poučavanja. Pozitivne emocije trebaju prevladavati kako bi se postigao uspjeh, dok se negativne emocije trebaju smanjiti na najmanju moguću mjeru.
Negativne emocije u školi, poput stresa i straha, svakodnevno su prisutne, a kritike učitelja mogu negativno utjecati na učenike. Valja staviti veći naglasak na pohvale i podršku učenicima kako bi se izbalansirali negativni učinci.
Konačno, ciljevi rada su objašnjenje važnosti emocija u obrazovnom procesu, definiranje pojma emocija te emocionalne inteligencije, razmatranje emocionalnog razvoja kod djece, identificiranje čimbenika koji utječu na emocije i akademske rezultate te načine poticanja pozitivnih emocija u nastavi.
U cjelini, emocije igraju ključnu ulogu u procesu učenja te bi trebale biti integrirani dio obrazovnog sustava kako bi se postigao cjelovit razvoj učenika, a emocionalnom razvoju bi se trebalo pridavati više pažnje kako bi se osigurala bolja kvaliteta obrazovanja i bolji školski uspjesi učenika.This theoretical paper examines the role and significance of emotions in learning and teaching in the lower grades of elementary school. Research has shown that positive emotions have a desirable impact on students' well-being and, significantly for this paper, their learning and academic success.
The importance of emotional development in the context of education is emphasized because there is often an excessive focus solely on students' cognitive development, neglecting their emotional and psychomotor abilities. Greater attention should be directed toward integrating emotions into the educational process to stimulate the development of students' emotional intelligence.
Furthermore, emotions are frequently undervalued in schools, despite their pivotal role in all phases of learning and teaching. Positive emotions should prevail to achieve success, while negative emotions should be minimized.
Negative emotions in school, such as stress and fear, are present on a daily basis, and teacher criticism can negatively affect students. Placing a greater emphasis on praise and support for students is important to balance the negative effects.
Finally, the objectives of this work include explaining the importance of emotions in the educational process, defining the concept of emotions and emotional intelligence, considering emotional development in children, identifying factors influencing emotions and academic results, and exploring ways to encourage positive emotions in teaching.
In summary, emotions play a crucial role in the learning process and should be an integrated part of the educational system to facilitate the comprehensive development of students. More attention should be given to emotional development to ensure better educational quality and improved academic achievements for students
The development of cartographic literacy in primary school science classes
No full textJedna od primarnih zadaća nastave prirode i društva jest uvođenje učenika u snalaženje u prostoru i kartografsku pismenost. Vještine čitanja, razumijevanja i interpretiranja geografskih karata iznimno su važne za suvremenog čovjeka, stoga je bitno razvijati ih od samog početka školovanja.
U prvome dijelu diplomskog rada opisan je proces uvođenja učenika u snalaženje u prostoru i kartografsku pismenost, a u drugome dijelu prikazani su i objašnjeni rezultati istraživanja, čiji su ciljevi bili ispitati: opremljenost učionica (škola) adekvatnim nastavnim sredstvima i pomagalima za kartografsko opismenjavanje učenika, učestalost primjenjivanja prikladnih nastavnih strategija i metoda za razvoj kartografske pismenosti učenika te samoprocjenu kartografskih vještina učitelja i učiteljica. Istraživanje je provedeno online anketiranjem 273 ispitanika – učitelja i učiteljica razredne nastave u Republici Hrvatskoj.
Rezultati istraživanja pokazuju da su osnovne škole u Republici Hrvatskoj dobro opremljene digitalnom tehnologijom, no tradicionalnijim sredstvima i pomagalima za kartografsko opismenjavane učenika, poput globusa, geografskih karata županija, planova mjesta i sl., znatno manje. Nadalje, učitelji i učiteljice osjećaju se kompetentnima za poučavanje kartografskih sadržaja u nastavi prirode i društva te često primjenjuju prikladne nastavne strategije i metode za razvoj kartografske pismenosti učenikaOne of the primary tasks of primary school science classes is to introduce students to spacial orientation and cartographic literacy. The skills of reading, comprehending, and interpreting geographical maps are of utmost importance for the modern individual, so it is essential to develop them from the very beginning of school education.
The first part of the master's thesis describes the process of introducing students to spatial orientation and cartographic literacy, while the second part presents and explains the research results, which aimed to examine: the equippedness of classrooms (schools) with adequate teaching resources and aids for developing students' cartographic literacy, the frequency of applying suitable teaching strategies and methods for developing students' cartographic literacy, and self-assessment of teachers' cartographic skills. The research was conducted on 273 participants – primary school teachers in the Republic of Croatia, using an online questionnaire.
The research results indicate that primary schools in the Republic of Croatia are wellequipped with digital technology; however, they are significantly less equipped with traditional tools and aids for developing students' cartographic literacy, such as globes, geographical maps of counties, town plans, etc. Furthermore, teachers feel competent to teach cartographic content in primary school science classes and often apply appropriate teaching strategies and methods to develop students' cartographic literacy
Preschool children with ADHD
No full textADHD (od engl. Attention Deficit Hyperactivity Disorder) - Deficit pažnje/hiperaktivni poremećaj jedan je od najčešćih neurorazvojnih poremećaja dječje i adolescentne dobi. To je poremećaj kojeg karakteriziraju hiperaktivnost, impulzivnost i nedostatak pažnje. Uzrok poremećaja još nije otkriven, ali poznato je da veliku ulogu ima utjecaj nasljeđa. Dijagnoza se postavlja na temelju preporuka Dijagnostičkog i statističkog priručnika za mentalne poremećaje (DSM-V) i Međunarodne klasifikacije bolesti i srodnih zdravstvenih problema (MKB-10). Da bi se poremećaj dijagnosticirao simptomi se trebaju pojaviti prije sedme godine djetetova života i trajati najmanje šest mjeseci te trebaju biti jačeg intenziteta nego kod djece iste dobi i razvojne razine. U dijagnosticiranju i terapiji ADHD-a sudjeluju mnogi stručnjaci uz suradnju roditelja, učitelja ili odgojitelja. Najbolji rezultati u liječenju djece s ADHD-om postižu se istodobnom primjenom odgovarajućih lijekova i različitih psihosocijalnih i psihoedukacijskih pristupa. U ovom završnom radu se opisuju i objašnjavaju postupci u liječenju i naglašava važnost edukacije roditelja i okoline o prirodi bolesti, kako bi se što bolje prilagodili djetetu. Ignoriranje ovog poremećaja kao i izostanak optimalnog liječenja ima razarajuće posljedice na djetetov razvoj, kočeći ga u njegovom školovanju i formiranju u zdravo društveno biće. Osiguravanjem adekvatne pomoći te vodeći računa o djetetovim jakim i slabim stranama, obitelj, odgojitelji i stručnjaci mogu zajedno osigurati da dijete s hiperaktivnim poremećajem bude u mogućnosti voditi sretan i uspješan život.ADHD - Attention deficit/hyperactivity disorder is one of the most common neurodevelopmental disorders of childhood and adolescence. It is a disorder characterized by hyperactivity, impulsivity and lack of attention. The cause of the disorder has not yet been discovered, but it is known that the heredity influence plays a major role. The diagnosis is made based on the recommendations of the Diagnostic and Statistical Manual of Mental Disorders (DSM-V) and the International Classification of Diseases and Related Health Problems (ICD-10). In order for the disorder to be diagnosed, the symptoms must appear before the child's seventh year of life and last at least six months. They must also be more intense than in children of the same age and developmental level. Many specialists participate in diagnosing and treating ADHD with the cooperation of parents, teachers or educators. The best results in the treatment of children with ADHD are achieved with the simultaneous use of appropriate drugs and various psychosocial and psychoeducational approaches. The paper describes and explains treatment procedures and emphasizes the importance of educating parents and the environment about the nature of the disease, in order to adapt better to the child. Ignoring this disorder, as well as the absence of optimal treatment, has devastating consequences on the child's development, hindering his education and formation into a healthy social being. By providing adequate help and taking into account the child's strengths and weaknesses, family, educators and experts can together ensure that a child with hyperactivity disorder is able to lead a happy and successful life
Kinesiological Activities and Free Time of Children of Early and Pre-School Age Before and During the Covid-19 Pandemic
No full textCilj ovog istraživanja je identificirati razlike u fizičkoj aktivnosti prije i tijekom pandemije COVID-19 te uočiti kojim su se kineziološkim aktivnostima djeca rane i predškolske dobi bavila. Za potrebe istraživanja korištena je metoda online upitnika kojim su se prikupljali rezultati. Upitnik se sastojao od 25 pitanja u kojem su korištena pitanja zatvorenog tipa, Likertova ljestvica za ispitivanje stavova i frekvencija. Uzorak su bili roditelji djece rane i predškolske dobi koji pohađaju predškolske ustanove na području grada Zagreba, a u istraživanju je sudjelovalo 100 ispitanika. U rezultatima istraživanja vidljiva je roditeljska svjesnost o tjelesnoj aktivnosti gdje su istaknuli glavne čimbenike koji utječu na nju: obitelj, predškolsku ustanovu te lokalnu zajednicu. Djeca se kineziološkim aktivnostima bave većinom u svoje slobodno vrijeme ili u sklopu predškolske ustanove pohađajući sportske programe te izvanvrtićke aktivnosti poput sportova i plesa. Najčešći sportovi kojima se djeca bave su: ples, gimnastika, nogomet, plivanje te borilački sportovi. Prije pandemije djeca i roditelji su odlazili u parkove i na igrališta, u šetnje te su plesali kako bi održali razinu tjelesne aktivnosti tijekom svojeg slobodnog vremena. Analiza istraživanja pokazuje da pandemija COVID-19 nije utjecala u velikoj mjeri na fizičku aktivnost djece, odnosno promjene u tjelesnoj aktivnosti i motiviranosti bavljenja istom ostale su nepromijenjene. Roditelji su uspjeli održati razinu fizičke aktivnosti unatoč pandemiji i mjerama zaštite koje su ograničile kretanje i dostupnost kinezioloških sadržaja.The aim of this study was to identify differences in physical activity before and during the COVID-19 pandemic and to identify which kinesiological activities children of early and preschool age engaged in. For the purposes of the research, the method of an online questionnaire was used to collect the research results. The questionnaire consisted of 25 questions using closed-ended questions, the Likert scale for examining attitudes and frequencies. The sample were the parents of children of early and preschool age who attend preschool institutions in the city of Zagreb, 100 respondents participated in this study. The results of the research show parental awareness of physical activity, where they highlight the main factors that affect it: family, preschool, and the local community. Children engage in kinesiological activities mostly in their free time or as part of a preschool institution, attending sports programs and extracurricular activities such as sports and dance. The most common sports for children are: dancing, gymnastics, football, swimming and martial arts. Before the pandemic, children and parents went to parks and playgrounds, went for walks and danced to maintain the level of physical activity during their free time. The analysis of the research shows that the COVID-19 pandemic did not significantly affect the physical activity of children; i.e. changes in physical activity and motivation to engage in it remained unchanged. Parents were able to maintain a level of physical activity despite the pandemic and conservation measures that limited movement and the availability of kinesiology facilities
Poticajno prostorno materijalno pedagoško okruženje od prve do treće godine života
No full textPoticajno prostorno-materijalno okruženje nosi ulogu komunikatora jer djeci govori koju sliku o djetetu ima odgajatelj te o kvaliteti odgojno obrazovne prakse vrtića. Djetinjstvu se pristupa kao važnom životnom razdoblju, odnosno procesu socijalizacije koji se ostvaruje u odnosu s prostorom, vremenom i kulturom. U institucijskom kontekstu ranoga odgoja i razvoja djece prestaje se gledati kao na davanje usluge korisnicima, već se gleda na društvenu ustanovu koja ima kulturalnu i simboličku solidarnost. Ustanova pojačava odnose među djecom i djece s materijalima, a ističe odnos prostora, cjelokupnu mekoću, osmozu s vanjskim svijetom, multisenzorijalnost, poticanje društvenosti i zajedništva, konstruktivnost, narativnost i harmoničnost kao neizostavne kriterije organizacije poticajnog prostorno-materijalnog pedagoškog okruženja. Učenje djeteta karakterizira neumornost, ali i način koji je prirodan i znatiželjan te se provodi putem stalnih interakcija s vlastitim okruženjem. Shodno tome, odnosi djeteta i socijalne okoline u njegovoj obitelji te ustanovi odgoja i obrazovanja predstavljaju nepobitan uvjet kako bi dijete odraslo u odraslog čovjeka sa socijalnim vještinama. Fizičko okruženje djece predstavlja raspored, struktura, namjena i općenita organizacija prostora i opreme, materijala i igračaka koji su djeci na raspolaganju te ujedno predstavljaju i učestalost i kvalitetu socijalne interakcije te imaju utjecaj na ukupno okruženje u kojem se djeca nalaze.The stimulating spatial-material environment plays the role of a communicator because it tells the children what image the educator has of the child and about the quality of the educational practices of the kindergarten. Childhood is approached as an important life period, that is, a process of socialization that takes place in relation to space, time and culture. In the institutional context of early childhood education and development, it is no longer seen as providing services to users, but rather as a social institution that has cultural and symbolic solidarity. The institution strengthens relationships between children and also children with materials, and emphasizes the relationship of space, overall softness, osmosis with the outside world, multisensoriality, encouragement of sociability and togetherness, constructiveness, narrative and harmony as indispensable criteria for the organization of a stimulating spatial-material pedagogical environment. A child's learning is characterized by tirelessness, but also a way that is natural and curious and is carried out through constant interactions with their own environment. Accordingly, the relationship between the child and the social environment in their family and educational institution is an undeniable condition for the child to grow into an adult with social skills. The physical environment of children represents the arrangement, structure, purpose and general organization of space and equipment, materials and toys available to children, and at the same time they represent the frequency and quality of social interaction and have an impact on the overall environment which children are found in
Comparative overview of the implementation of kinesiological culture in kindergartens of the City of Zagreb
No full textOdgojitelj uz roditelja ima najveći utjecaj na dijete te je njegova zadaća kvalitetno utjecati na razvoj zdravih navika u djeteta. Temelj razvoja postavlja se u ranom djetinjstvu te je potrebno da djeca razviju pozitivan stav o tjelesnom vježbanju čime se utječe na socijalni i psihofizički segment djetetova razvoja. U ovom radu predstavlja se istraživanje kojemu je glavni cilj istražiti i utvrditi stavove odgojitelja Grada Zagreba te usporediti koliko odgojitelja provodi sate kineziološke kulture u dječjem vrtiću s obzirom na dostupne materijalne i prostorne uvjete. Istraživanje je provedeno u vrtićima Grada Zagreba te je u istraživanju sudjelovalo 30 odgojitelja. Anketni upitnik sadržavao je pitanja koja daju uvid u osnovnu statističku analizu te pitanja koja daju uvid u kvalitetu provedbe sata kineziološke kulture u vrtićima Grada Zagreba. Rezultati istraživanja pokazali su da odgojitelji, koji su sudjelovali u istraživanju, imaju potrebne materijalne i prostorne uvjete za kvalitetno provođenje sata kineziološke kulture u dječjem vrtiću. S obzirom da su odgojiteljima dostupni potrebni materijalni i prostorni uvjeti za provođenje sata kineziološke kulture u vrtiću te da odgojitelji redovno, barem jednom tjedno, provode sat kineziološke kulture može se zaključiti da se sat kineziološke kulture u vrtićima obuhvaćenim istraživanjem može kvalitetno provoditi.The educator along parent has the greatest influence on the child, and his tasks is to influence the development of healthy habits of the child. The foundation of development is laid in early childhood, and it is necessary for children to develop a positive attitude about physical exercise, which affects the social and psychophysical segment of the child’s development. This paper presents research whose mail goal is to explore and determine the attitudes of educators in the City of Zagreb and to compare how many educators conduct kinesiology classes in kindergartens regarding to the available material and spatial conditions. The research was conducted in kindergartens in the City of Zagreb. 30 educators participated in the research. The questionnaire contained questions that give insight into the basic statistical analysis and questions that give insight into the quality of the implementation of kinesiology culture class in the kindergartens of the City of Zagreb. The results of research showed that educators, who participated in the research, have the necessary material and spatial conditions for quality implementation of the kinesiology culture lesson in kindergarten. Considering that the educators have necessary material and spatial conditions for conducting the kinesiology lesson in the kindergarten and that the educators conduct kinesiology lesson regularly, at least once a week, we can conclude that kinesiology lesson in the kindergartens included in the research can be conducted well
Use of pattern blocks in primary mathematics education
No full textU ovom diplomskom radu opisuje se primjena didaktičkog materijala odnosno geometrijskih pločica u razrednoj nastavi matematike. U radu se daje kratak opis pojma didaktički materijal te se navodi podjela didaktičkog materijala u nastavi. Ukratko se navode i opisuju didaktički materijali za nastavu matematike koji se koriste u nižim razredima osnovne škole poput računske gusjenice, Cuisenaireovih štapića, unifix kocaka te Stern blokova, a koji učeniku pomažu u konkretizaciji apstraktnih matematičkih pojmova. Geometrijske pločice također predstavljaju didaktički materijal za nastavu matematike i fokus ovog rada je stavljen na njih. U radu se opisuju aktivnosti s geometrijskim pločicama koje se mogu provoditi u razrednoj nastavi, s posebnim naglaskom na dodatnu nastavu, odnosno aktivnosti za domene Brojevi, Oblik i prostor, Mjerenje te Podaci, statistika i vjerojatnost. Rad također obuhvaća istraživanje koje je provedeno s učenicima četvrtog razreda osnovne škole na dodatnoj nastavi matematike. Cilj istraživanja bio je ispitati na koji način učitelj može iskoristiti geometrijske pločice na dodatnoj nastavi matematike kroz zadatke i različite aktivnosti. Osim toga, cilj istraživanja je ispitati kako učenici reagiraju na korištenje geometrijskih pločica na dodatnoj nastavi matematike, je li im takav didaktički materijal olakšava razumijevanje zahtjevnijih matematičkih sadržaja te kako se snalaze u određenim zadacima s geometrijskim pločicama. Rezultati pokazuju da učenici uspješno rješavaju zadatke s geometrijskim pločicama te da pokazuju veliki interes za rad s njima.This diploma thesis describes the application of teaching material, pattern blocks, in the primary mathematics education. A brief description of the term teaching material and the division of teaching material used in primary school classes are presented. Manipulative materials for teaching mathematics used in the primary education that help the student to concretize abstract mathematical concept, such as the calculation caterpillar, Cuisenaire sticks, Unifix cubes and Stern blocks, are briefly listed and described. Pattern blocks also represent a material for teaching mathematics and they are the focus of this thesis. The thesis describes activities with pattern blocks used in class, with a special emphasis in math enrichment program, namely activities for the domains of numbers, shape and space, measurement and data, statistics and probability. The thesis also includes research conducted with fourth-grade primary school students in math enrichment program. The goal of the research was to examine how a teacher can use pattern blocks in math enrichment program through tasks and various activities. In addition, the goal of the research is to examine how students react to the use of pattern blocks in math enrichment program, whether such material facilitates their understanding of more demanding mathematical content, and how they deal with certain tasks with pattern blocks. The results show that students successfully solve problems with pattern blocks and that they are interested in work with pattern blocks
Implementation of play therapy for children with developmental disabilities
No full textRazdoblje djetetovog života u kojem ono najviše uči, razvija se i raste je rano djetinjstvo, a ujedno je i najvažnije. Djeca, kao i odrasli imaju svoj način komunikacije u kojem se osjećaju sigurno i slobodno, a to je igra. Cilj ovog rada je prikazati kako terapeutski pristup igrom pomaže djeci s teškoćama u razvoju uz kvalificiranog terapeuta koji ima duboko razumijevanje i znanje za djetetove teškoće. U radu se opisuje povijest terapije igrom, a također i način terapeutskog pristupa djeci iz autističnog spektra, djeci s problemima u ponašanju i sa poremećajem pažnje s hiperaktivnošću (ADHD). Osim verificiranog i empatičnog terapeuta i njegovog odnosa s djetetom, važnu ulogu za promjenu u ponašanju djeteta ima uska suradnja i povezanost roditelja, odgojitelja i terapeuta u procesu terapije igrom.The period of child's life in which he learns, develops and grows the most is early childhood, and it is also the most important period of his life. Children, like adults have their own way of communication in which they feel safe and free, and that is play. The aim of this thesis is to show a therapeutic approach to play helps children with developmental disabilities with a qualified therapist who has a deep understanding and knowledge of the child's difficulties. The thesis lists the main dimensions of play therapy and the corresponding quadrants. Also the way of the therapeutic approach to a children from the autistic spectrum children, children with behavioral problems and attention deficit disorder (ADHD). In additon to the verified and empathetic therapist and his relationship with the child, an important role for the change in the child's behaviour is played by the close cooperation and connection of parents, educators and therapists in the process of play therapy
Pedagogical and didactical-methodical organisation of district cchool: Case study
No full textU ovom će radu biti prikazana pedagoška i didaktičko-metodička organizacija rada područnih škola. Najprije je riječ o samoj definiciji područne škole te o tome kako izgleda nastava u područnoj školi. Nastavu na neki način valja planirati te su stoga opisani načini kod pojedinih predmeta. Ako se u nastavi izuzme redoviti i dopunski rad, učenici također pohađaju i neke izvannastavne aktivnosti koje se u područnoj školi razlikuju od onih u matičnoj.
Područna se škola obično nalazi u nekoj seoskoj sredini te je vrlo bitna suradnja roditelja, ali i lokalne zajednice. Lokalna zajednica i roditelji mogu doprinijeti uređenju školskog prostora i školskog okoliša o čemu je isto riječ u prvom poglavlju. Spominju se također oblici rasporeda sati, didaktičke strategije i nastava koja svakako mora biti drugačija od matične škole. Isto tako navodi se kako je bitan izgled učionice i školskog dvorišta te se govori o razmještaju klupa i namještaja u učionicama koje koriste kombinirani odjeli. Uz sve to navedene su i dobre i loše strane nastave u područnoj školi. Uz sveukupnu teoriju koja je navedena prikazati će se zanimljivosti vezane uz Područnu školu Velika Horvatska kojoj je matična škola Osnovna škola Đure Prejca Desinić. Naime, proveden je intervju s učiteljicom koja radi u područnoj školi u kombiniranom odjelu. Pitanja su vezana uz izvannastavne aktivnosti, didaktičke strategije, uređenje učionica i okoliša, te suradnju s matičnom školom, roditeljima i lokalnom zajednicom Intervjuom je ustvrđeno da je nastava u Područnoj školi Velika Horvatska dobro organizirana te da se zbog opremljenosti škole i didaktičkog materijala može kvalitetno provoditi. Suradnja s matičnom školom, roditeljima i lokalnom zajednicom pridonosi jednom ugodnom okruženju za rad.This paper will demonstrate methodical, didactical and pedagogical work practices in district schools. It is primarily concerned with the very definition of a district school and the preconception of a district school curriculum. Since education is a planned activity, this paper describes planning methods of certain subjects. Apart from regular end supplementary classes, students also have extracurricular activities which differ in district and primary schools. A
district school is usually found in villages and superimposes the importance of local community and parent involvement. Both parents and the local community can contribute to educational space and school environment makeup, which is touched upon in chapter one. Furthermore, it mentions curricular forms, didactic strategies and education which should separate themselves from those of a primary school. It also speaks of the importance of classroom and school yard image, concerning desk and furniture arrangements in classrooms used by various subjects. In addition to these topics, the paper compares the positive and negative aspects of district school education.
Alongside the aforementioned theoretical content, the paper will demonstrate peculiarities concerning the Velika Horvatska district school, the primary unit of which is the Đuro Prejac elementary school in Desinić. An interview was conducted with a district school teacher who works in a combined department. The questions asked are concerned with extracurricular activities, didactic strategies, the makeup of the school’s classrooms and environment, as well as levels of cooperation between the school, parents and the local community. The interview itself concludes that the curriculum in the Velika Horvatska district school is well organised and is easily conducive due to the school’s available equipment and the quality of its didactic programme. Further cooperation with the primary school, the parents and the community greatly contribute to a pleasant work environment
Folk games in physical and health education
No full textSvaki narod ima svoju tradiciju, kulturnu baštinu i narodne običaje koje njeguje i prenosi s generacije na generaciju usmenom predajom, a njeguje kroz ples i glazbu. Narodne igre i plesovi jedni su od najznačajnijih folklornih bogatstava koje svaki narod posjeduje. Najčešće ih plešu odrasli, ali ih djeca iz znatiželje oponašaju i stvaraju svoje kreativne plesne izvedbe. Dječje narodno stvaralaštvo obuhvaća uspavanke, brojalice i rugalice, tradicijske igre i narodne pjesme i plesove. Djeca kroz narodne igre i ples stvaraju osjećaj jedinstva i međusobno se povezuju, a to im čini veliko zadovoljstvo i zabavu. Ples uvelike utječe na motorički i intelektualni razvoj djeteta, ali i na socijalne vještine. Kroz pokret i ples zadovoljene su sve potrebe djeteta, jer kroz ples i glazbu djeca imaju mogućnost kontrolirati svoj pokret, ali i spoznati sve svoje mogućnosti. U ovom radu govorit će se o narodnom plesu i njegovoj uporabi u nastavi Tjelesne i zdravstvene kulture. U današnjem vremenu, iznimno je važno upoznati djecu s narodnim igrama i plesovima kako hrvatska tradicija i običaji ne bi ostali zaboravljeni. Kroz rast i razvoj, u nastavi Tjelesne i zdravstvene kulture potrebno je kvalitetno izabrati narodne igre i plesove kojima će dijete razvijati svoju motoriku, ali i naučiti o našoj kulturi i tradiciji kroz pjesmu, ples, igru i glazbu. Najbitniju ulogu ima učitelj koji poučava, usmjerava i stvara mlade folkloraše. U radu je opisana povijest tradicijskih plesova, etnografske zone u Hrvatskoj te su detaljno opisani elementi dječjeg folklora. Cilj rada bio je prikazati koliki udio djece u urbanoj i ruralnoj sredini uopće ima iskustva s narodnim igrama i plesovima, ali i prikazati koji spol izražava veći interes za narodne igre i plesove.Every nation has its own traditions, cultural heritage and folk customs that it cherishes and transmits from generation to generation through word-of-mouth, and nurtures it through dance and music. Folk games and dances are one of the most significant folklore treasures that every nation possesses. They are most often danced by adults, but children regularly imitate them out of curiosity and create their own creative dance performances. Children's folk art includes lullabies, nursery rhymes and mocking games, traditional games and folk songs and dances. Through folk games and dance, children create a sense of unity and connect with each other, which gives them great pleasure and fun. Dancing greatly affects the motor skills and intellectual development of a child, but also social skills. Through movement and dance, all of the child's needs are met. By expressing themselves through dance and music, children have the opportunity to control their bodies, but also realize all their abilities. The subject of this paper is about folk dance and its use in Physical and Health Education classes. In today's time, it is extremely important to introduce children to folk games and dances so that Croatian traditions and customs are not forgotten. Through child’s growth and development, in the Physical and Health Education classes, it is necessary to choose high-quality folk games and dances which will enable a child to develop its motor skills, but also learn about our culture and traditions through songs, dances, games and music. The most important role is played by the teacher who teaches, directs and creates young folklorists. The paper describes the history of traditional dances, ethnographic zones in Croatia with detailed analyses of the elements of children's folklore. The goal of this paper is to show how many children in urban and rural areas have experience with folk games and dances, but also to show which gender expresses a greater interest in traditional folk games and dances