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Nutritional status of children and prevalence
No full textOvaj rad se temelji na utvrđivanju stanja uhranjenosti te važnosti zdrave i pravilne prehrane i svakodnevne tjelesne aktivnosti za djecu predškolske dobi. Cilj i svrha ovoga rada jest pokušati svijestiti problem koji je danas sve prisutniji kod ljudi, posebice djece. Zbog suvremenog načina prehrane, odnosno konzumiranja nezdrave hrane i nedovoljne tjelesne aktivnosti sve je brojnija pretilost kod djece koja je uzrok i moguća podloga za razvoj drugih bolesti. Zbog toga kako bi dječji rast i razvoj bio pravilniji, već od najranije dobi se potiče spoznaja o važnosti opskrbe što optimalnijih uvjeta za rast i razvoj te se stavlja naglasak na očuvanje zdravlja. Zato je važno provoditi antropološka mjerenja kako bismo mogli što bolje pratiti dječji rast i razvoj i prepoznati simptome bolesti ili poremećaja te pravovremeno reagirati na njih. Vrlo je važno već od najranijeg djetinjstva poticati i razvijati zdrave prehrambene navike kod djece kao i njihovu svakodnevnu tjelesnu aktivnost. U tome najvažniju ulogu imaju roditelji, odgojitelji, zdravstveni djelatnici i ostalo stručno osoblje predškolske ustanove.
U svrhu utvrđivanja stanja uhranjenosti, istraživanje je provedeno u dječjem vrtiću Križić-kružić u mjestu Križ. Istraživanje se provelo u dvije odgojne skupine, a sudjelovalo je 35 ispitanika (17 dječaka i 16 djevojčica). Za procjenu stanja uhranjenosti potrebni su podaci o dobi djece i njihova tjelesna težina i tjelesna visina, iz kojih je izračunat njihov indeks tjelesne mase (ITM) i njegov percentil (ITMper).
Rezultati provedenog istraživanja pokazuju kako 64% ispitanika od ukupnog uzorka (Br. 33) ima normalnu tjelesnu težinu, 9% je pothranjeno, 9% ima prekomjernu tjelesnu težinu, a 18% je pretilo. Iako rezultati prikazuju da veći postotak djece ima normalnu tjelesnu težinu, još uvijek postoji odstupanje od 36% djece koja su u stanju loše uhranjenosti. To je na ovoliko malom uzorku zabrinjavajuće. Zbog suvremenog načina života djeca konzumiraju nezdravu i nekvalitetnu hranu te nisu dovoljno uključena u tjelesne aktivnosti. To sve dovodi do razvoja nezdravih životnih navika koje će kasnije imati loš odraz na njihovo zdravlje u budućnosti.This paper is based on determining the state of nutrition and the importance of healthy and proper nutrition and daily physical activity for preschool children. The aim and purpose of this paper is to try to raise awareness of a problem that is becoming more and more popular and present in people and children today. Due to today's diet, i.e. consumption of unhealthy food and insufficient physical activity, obesity is present in children, which causes and can be the basis for the development of other diseases. For this reason, in order for children's growth and development to be more regular, from an early age, the knowledge of the importance of providing children with the most optimal conditions for growth and development is encouraged and emphasis is placed on preserving health. That is why it is important to carry out anthropological measurements so that we can better monitor children's growth and development and recognize the symptoms of diseases or disorders and react to them in a timely manner. That is why it is very important from early childhood in children to encourage and develop healthy eating habits and engage in daily physical activity. Parents, educators, health professionals and other professional staff of the preschool institution play the most important role in this.
In order to determine the state of nutrition, the research was conducted in the kindergarten Križić-kružić in Križ. The study was conducted in two educational groups, and 33 participants (19 boys and 14 girls). To assess the nutritional status, data are needed on the age of children and their body weight and body height of the child from which their body mass index (BMI) and its percentile (BMI percentile) were calculated.
The results of the conducted research show that 64% of the respondents of the total sample (N33) belong to the category of normal body weight, 9% are in the category of malnourished then 9% in the category of overweight and 18% belong to the category of obese. We still observe significant deviations as 36% of children have poor nutritional status. It is concerning to have such a small sample size highlighting this issue. Due to the modern way of life, children consume unhealthy and poor-quality food and are not sufficiently engaged in physical activities. All of this leads to the development of unhealthy habits, which will have a negative impact on their health in the future
Reading comprehension in primary education
No full textGlavna tema ovoga rada je čitanje s razumijevanjem. Rad nudi pregled razvoja čitanja i čitateljskih sposobnosti od najranijih početaka svijesti o pisanom jeziku do vrhunca čitateljske sposobnosti, odnosno čitanja s razumijevanjem. Detaljnije se opisuje što je zapravo čitanje s razumijevanjem te zašto je za razumijevanje potrebna automatizacija i povezivanje znanja o svijetu s pročitanim. Naglasak je stavljen na neknjiževne tekstove jer su upravo takvi tekstovi najslabije zastupljeni u školama, a s njima se djeca u današnje doba najčešće susreću u svoje slobodno vrijeme. Takvi tekstovi iznimno su važni jer sadrže bitne informacije i znanja koja utječu na osobni život. Dakle, upravo zato je za istraživanje odabran neknjiževni tekst koji poučava o funkcijama i važnosti mozga te o načinima kako vježbati mozak da bi pamćenje bilo dugotrajnije.
Na tom predlošku provedeno je istraživanje s ciljem provjere koliko učenici četvrtih razreda uistinu razumiju ono što čitaju. U istraživanju je sudjelovalo 80 učenika četvrtih razreda iz dviju osnovnih škola (7 razrednih odjela). Prvi dio upitnika sastojao se od pitanja na koja su učenici morali samostalno odgovoriti, a drugi dio od zadataka dopunjavanja rečenica. Učenicima je prije početka dana uputa da se svaki odgovor može pronaći u tekstu. Unatoč tomu, rezultat prvog dijela ankete ukazao je na to da učenicima razumijevanje neknjiževnih tekstova uistinu stvara problem.
Najutemeljeniji i najvažniji zaključak dobiven iz istraživanja je potvrda da su učenici koji imaju braću i sestre uspješniji čitači, tj. imaju razvijeniju sposobnost čitanja s razumijevanjem od učenika koji su djeca jedinci. Dakle, obiteljska sredina svakako utječe na razvoj čitanja.The main topic of this paper is reading comprehension. The paper offers an overview of reading development and reader's skills from the earliest beginnings of print awareness until the pinnacle of reading skill that is reading comprehension. The paper describes in detail what exactly reading comprehension is and why it requires automaticity and the ability to connect knowledge about the world with what has been read. Emphasis is put on non-literary texts because they are the least represented types of texts in school. Furthermore, children most often encounter exactly those types of texts in their free time, and they are incredibly important because they contain fundamental information and knowledge that affect personal life. Thus, a non-literary text was selected for this research. The text teaches about the functions and importance of the brain and how to train it to improve long-term memory.
A research was conducted on that text with the purpose of checking reading comprehension in fourth graders. In total, 80 students from 2 primary schools (7 fourth grade classes) participated in the study. The first part of the questionnaire contained questions for which students had to write answers on their own, while in the second part they needed to complete the sentences. Before starting, an instruction was given that all the answers could be found within the text. In spite of given instructions, the result of the first part of the questionnaire has shown that non-literary texts truly do cause comprehension problems.
The most highly corroborated and important conclusion of the research is a confirmation that students with siblings have a better developed reading comprehension than students who are the only child in their family. Therefore, family environment surely affects reading development
Nutrition state of children and prevalence
No full textCilj ovog istraživanja bio je utvrditi razlike u stanju uhranjenosti djece u starosnoj dobi od 5 i 6 godina, ali i razlike u uhranjenosti između dječaka i djevojčica koja borave u Dječjem vrtiću Markuševec, područnom objektu u Sesvetama. Za ovo istraživanje bili su potrebni podatci o tjelesnoj masi (TM) i tjelesnoj visini (TV) djece, a slijedom prikupljenih vrijednosti izračunat je indeks tjelesne mase (ITM), a potom određen i njegov percentil (ITM perc.) kako bi se došlo do uvida u stanje uhranjenosti djece. U istraživanju je sudjelovalo 75 ispitanika, 31 dijete u starosnoj dobi od 5 godina, a 44 djece u dobi od 6 godina. Skupinu od 75 ispitanika činilo je 38 djevojčica i 37 dječaka u starosnoj dobi od 5 i 6 godina. Nakon provedenog istraživanja ustanovljeno je da postoje razlike u stanju uhranjenosti među djecom u dobi od 5 i od onih u dobi od 6 godina, kao i među dječacima i djevojčicama tih istih starosnih skupina.
U radu će se razmatrati i prehrana djece predškolske dobi koja je u posljednje vrijeme sve veći izazov jer je život postao užurbaniji te se sve više konzumira „brza“ i nezdrava hrana koja ima negativan učinak na zdravi razvitak djece. Također, tjelesna aktivnost djece se smanjuje zbog prelaska na moderniji način života u kojem djeca nemaju dovoljno vremena i prostora za tjelesnu aktivnost i igru na otvorenom.
Osnovna ideja od koje se polazi pri pisanju na ovu temu je edukacija o važnosti zdrave prehrane i aktivnosti djece kao i poticanje na rješavanje problema koji je sve češće zastupljen kod mladih osoba. U svrhu razvitka svakog pojedinog djeteta u zdravu odraslu osobu i provođenja što kvalitetnijeg života, potrebno je uvesti zdravu prehranu i aktivnost u svakodnevicu, ali i učestalo vršiti antropometrijska mjerenja u dječjim vrtićima s ciljem pravovremenog reagiranja na eventualna uočena odudaranja.The aim of this research was to determine the differences in the nutritional status of children aged 5 and 6, as well as the differences in the nutritional status of boys and girls staying in the kindergarten Markuševec, regional facility in Sesvete. For this research, data on body mass (BM) and body height (BH) of children were needed, and then the body mass index (BMI) was calculated from the collected values, and then its percentage (BMI perc.) was determined in order to arrive at nutritional status. children. 75 respondents participated in the research, 31 children aged 5 and 44 children aged 6. The group of 75 respondents consisted of 38 girls and 37 boys aged 5 and 6. After the research, it was determined that there are differences in the state of nutrition among children aged 5 and 6, as well as between boys and girls of the same age.
The paper will also consider the nutrition of preschool children, which has recently become an increasing challenge because life has become more hectic and more and more time is spent consuming 'fast' and unhealthy food, which has a negative effect on the healthy development of children. Also, children's physical activity is decreasing due to the transition to a more modern lifestyle in which children do not have enough time and space for physical activity and outdoor play.
The basic idea that starts when writing on this topic is education about the importance of healthy nutrition and activities for children, as well as encouraging them to solve a problem that is increasingly common among young people. In order to develop each individual child into a healthy adult and provide the highest possible quality of life, it is necessary to introduce healthy nutrition and activity into everyday life, but also to frequently perform anthropometric measurements in kindergartens with the aim of timely responding to misbehavior
Teachers' strategies towards students' misbehavior in elementary school
No full textUčiteljska profesija jedna je od najljepših, kažu mnogi. Osim što rad s djecom pruža iznimno zadovoljstvo, nekada dječja razigranost, buntovnost i različiti oblici neprimjerenog ponašanja otežavaju rad u razredu. Učitelji tada moraju biti staloženi, empatični i ponajprije sposobni pronaći odgovarajući način kako primiriti situaciju bez većeg prekida nastavnog procesa. Cilj ovog istraživanja bio je ispitati koje najčešće postupke i strategije koriste učitelji u osnovnim školama u suočavanju s neprimjerenim ponašanjem učenika. Prilikom ispitivanja uzete su u obzir procjene učitelja o ozbiljnosti određenog neprimjerenog ponašanja učenika, rade li u razrednoj ili predmetnoj nastavi te godine njihova radnog iskustva. U istraživanju je sudjelovalo 230 učitelja osnovnih škola iz svih županija Republike Hrvatske. Za istraživanje je korišten Upitnik procjene neprimjerenih ponašanja učenika koji se sastoji od 30 postupaka učitelja. Rezultati su pokazali kako postoje statistički značajne razlike u primjeni postupaka i strategija ovisno o obliku neprimjerenog ponašanja, radnom mjestu učitelja (razredna ili predmetna nastava) i njihovim godinama staža.
Učitelji razredne nastave skloniji su primjeni pozitivnih mjera i aktivnosti te dogovoru s učenicima u reguliranju njihova neprimjerenog ponašanja od učitelja predmetne nastave. Postupci kažnjavanja i udaljavanja učenika se i u razrednoj i u predmetnoj nastavi rijetko pojavljuju. Isto tako, mlađi učitelji češće primjenjuju opomene i prijetnje, uključivanje vršnjaka i savjetovanje s drugim učiteljima i stručnim suradnicima negoli učitelji koji imaju 15 i više godina radnoga iskustva.Many say that teaching is one of the most beautiful professions. Even though working with children brings great satisfaction, sometimes children’s playfulness, rebelliousness and problematic behavior can make working in a classroom more difficult. Teachers must then be calm, empathetic and, most importantly, competent in finding an appropriate way to de-escalate the situation without mayor interruption of the teaching process. The aim of this research was to examine the most common procedures and strategies used by teachers in elementary schools in dealing with inappropriate student behavior. While conducting the research, teachers' assessments of the seriousness of certain inappropriate student behavior, whether they work in classroom or subject teaching, and their work experience were taken into account. There were 230 elementary school teachers from all counties of the Republic of Croatia that participated in the research. For this research Physical Education Classroom Management Instrument – PECMI, which consists of 30 teacher’s strategies and procedures, was used. The results showed that there are statistically significant differences in the application of procedures and strategies depending on the type of inappropriate behavior, the teacher's workplace (classroom or subject teaching) and their years of experience.
Classroom teachers are more inclined to apply positive measures and activities and agree with students to regulate their inappropriate behavior than subject teachers. Punishment procedures and removing students from class rarely occur in both classroom and subject teaching. Likewise, younger teachers more often use warnings and threats, involve peers and consult with other teachers and professional associates, than teachers with 15 or more years of work experience
Development of social interaction in the forest kindergarten
No full textOd svojih početaka čovjek je dio prirode. Prirodni svijet, koji čine biljke, životinje, tlo, zrak i voda te sav okoliš koji nas okružuje omogućuje nam sve potrebno za život. Davno prije, ljudi su živjeli u skladu s prirodom, no dolaskom novog doba, povećanjem populacije i razvojem znanosti i tehnologije čovjek je prirodu mijenjao i prilagođavao ju sebi. Užurbani način života, količina svakodnevnih obveza i nepoznavanje tehnologije narušava djetetov razvoj. Kako bi se dijete razvilo, potrebna mu je priroda koja je u današnje vrijeme znatno zapostavljena. Stoga je potrebno vratiti ravnotežu između prirode i čovjeka te naučiti živjeti u skladu s njom. Ono što šumsku pedagogiju čini jedinstvenom je sloboda djeteta i njegov boravak u prirodi tijekom cijelog dana, neovisno o vremenu. U ovom radu prikazan je način funkcioniranja šumskog vrtića te primjena šumske pedagogije u razvoju socijalne interakcije između djece međusobno i u vezi s prirodom. Rad također govori o pomanjkanju prirode u dječjem rastu i razvoju te posljedicama koje ono ima na novije generacije. U sklopu rada provedeno je istraživanje o tome koliko su roditelji upoznati s pojmom šumskog vrtića i šumskom pedagogijom te kakvo je njihovo mišljenje o utjecaju iste na dječji rast i razvoj. Navedena su nastojanja i očekivanja primjene šumske pedagogije u području rada odgojno-obrazovnih ustanova, te nastojanja da se ostvari vrhunski cilj – povratak djeteta u prirodno okruženje. Takav cilj usredotočen je na budućnost čovječanstva i usmjerenju ka budućnosti kakvu želimo da žive naša djeca.Since the beginning, man has been a part of nature. The natural world, which consists of plants, animals, soil, air and water and all the environment that surrounds us, provides us with everything we need for life. A long time ago, people lived in harmony with nature, but with the arrival of a new age, the increase in population and the development of science and technology, man changed nature and adapted it to himself. A busy lifestyle, the amount of daily obligations and ignorance of technology impairs the child's development. In order for a child to develop, he needs nature, which nowadays is considerably neglected. Therefore, it is necessary to restore the balance between nature and man and learn to live in harmony with it. What makes forest pedagogy unique is the child's freedom and his stay in nature throughout the day, regardless of the weather. This thesis presents the functioning of a forest kindergarten and the application of forest pedagogy in the development of social interaction between children with each other and in relation to nature. Thesis also talks about the lack of nature in children's growth and development and the consequences it has on newer generations. As part of the thesis, research was conducted on how familiar parents are with the concept of forest kindergarten and forest pedagogy, and what their opinion is about its impact on children's growth and development. The efforts and expectations of the application of forest pedagogy in the field of work of educational institutions, as well as the efforts to achieve the highest goal – the return of the child to the natural environment, are stated. Such a goal is focused on the future of humanity and the direction towards the future we want our children to live
Gender differences in basic motor knowledge of object manipulation in preschool children
No full textPrimarni cilj ovog istraživanja je utvrditi postoje li statistički značajne razlike između dječaka i djevojčica predškolske dobi u znanjima manipuliranja predmetima. Hipoteza je glasila kako ne postoje statistički značajne razlike po spolu između djevojčica i dječaka predškolske dobi u znanjima manipuliranja predmetima. U istraživanju je sveukupno sudjelovalo 28 djece iz dječjeg vrtića „Potočnica“ u gradu Zagrebu, od kojih 13 dječaka i 15 djevojčica u dobi od 4,5 do 7 godina. Za istraživanje je korišten valorizirani test pod nazivom Test of Gross Motor Development – Second edition (TGMD – 2), točnije šest testova manipulativnih znanja. Dobiveni rezultati analizirani su putem t – test analize te standardiziranih vrijednosti po normama TGDM – 2 valoriziranog testa. Istraživanje je opovrgnulo hipotezu, pri čemu su dobivene statistički značajne razlike u testovima manipulativnih znanja u korist dječaka. Ovim radom otvorene su mogućnosti za daljnja istraživanja na temu, uzimajući u obzir više faktora od spola koji potencijalno utječu na razvoj motoričkih znanja djece.The primary goal of this research was to determine whether there are statistically significant differences between boys and girls of preschool age in the knowledge of manipulating objects. The hypothesis was that there are no statistically significant differences between boys and girls of preschool age in the knowledge of manipulating objects. A total of 28 children from the "Potočnica" kindergarten in the city of Zagreb participated in the research, of which 15 were boys and 13 were girls, aged 4.5 to 7 years. The valorized test called Test of Gross Motor Development – Second edition (TGMD – 2) was used for the research, specifically six tests of manipulative knowledge. The obtained results were analyzed by means of t-test analysis and standardized values according to the norms of the TGDM-2 valorized test. The research disproved the hypothesis, whereby statistically significant differences were obtained in manipulative knowledge tests in favor of boys. This paper opens up opportunities for further research on the topic, taking into account far more factors than gender, that potentially influence the development of children's motor skills
Emotional competence and school performance of children in primary education
No full textEmocionalna kompetencija kao sposobnost razumijevanja vlastitih emocija, slušanja drugih, empatije i izražavanja emocija uključuje sposobnost samorazumijevanja, izražavanja i kontrole emocija te razumijevanja društvenog okruženja. Dodatno, uloga emocionalne inteligencije navodi se kao ključni čimbenika koji pridonosi emocionalnoj kompetenciji. Naglašavajući vezu između emocionalne kompetencije i školskog uspjeha, vidljiv je utjecaj emocionalne kompetencije na prosocijalno i agresivno ponašanje učenika, kao i njezin utjecaj na razrednu atmosferu i akademski uspjeh. Ostali čimbenici koji utječu na školski uspjeh, uključuju ulogu obitelji, škole, vršnjaka i karakteristike učenika. Istraživanja provedena u Republici Hrvatskoj na ovu temu nisu mnogobrojna te daju različite rezultate vezanu uz odnos emocionalne kompetencije i akademskih ishoda. Nadalje, važna je uloga obitelji u poticanju emocionalnog rasta, kao i važnost učitelja u olakšavanju emocionalnog razvoja učenika, uključujući njihovu vlastitu emocionalnu kompetenciju te provedbu programa osmišljenih za poboljšanje emocionalne kompetencije. Razmatrajući determinante emocionalne kompetencije, čimbenike koji utječu na školski uspjeh te utjecaj emocionalne kompetencije na različite aspekte učeničkog života, ovaj rad ističe važnost emocionalne kompetencije u obrazovnom kontekstu. Ističe potrebu davanja prioriteta razvoju emocionalne kompetencije kod učenika, uz uključivanje obitelji i učitelja koji igraju ključnu ulogu. Dodatno, naglašava važnost provedbe učinkovitih programa i strategija za poticanje emocionalne kompetencije, što u konačnici dovodi do poboljšanih akademskih rezultata i općeg blagostanja učenika. Glavni cilj ovog rada je ukazati na značaj emocionalne kompetencije u školskom uspjehu i dati uvid u to kako različite determinante i čimbenici utječu na taj odnos. Razumijevanjem ove dinamike, učitelji mogu implementirati učinkovite strategije promicanja emocionalne kompetencije i posljedično poboljšati sveukupni uspjeh učenika u školi.Emotional competence as the ability to understand one's own emotions, empathize and express emotions, includes the ability to self-understand, express and control emotions and understand the social environment. Additionally, the role of emotional intelligence is cited as a key factor contributing to emotional competence. Emphasizing the connection between emotional competence and school performance, the influence of emotional competence on the prosocial and aggressive behaviour of students, as well as its influence on the classroom atmosphere and academic success, is visible. Other factors influencing school performance include the role of family, school, peers, and student characteristics itself. Research conducted in the Republic of Croatia on this topic is not numerous and gives different results related to the relationship between emotional competences and academic outcomes. Furthermore, the role of the family in encouraging emotional growth is important, as well as the importance of teachers in facilitating the emotional development of students, including their own emotional competence and the implementation of programs designed to improve emotional competence. Considering the determinants of emotional competence, factors affecting school success and the impact of emotional competence on various aspects of student life, this paper highlights the importance of emotional competence in the educational context. It emphasizes the need to prioritize the development of emotional competence in students, with the involvement of families and teachers who play a key role. Additionally, it emphasizes the importance of proven effective strategies for fostering emotional competence, which ultimately leads to improved academic performance and overall student well-being. The main goal of this paper is to point out the importance of emotional competence in school performance and to give insight into how different determinants and factors influence this relationship. By understanding these dynamics, teachers can implement effective strategies to promote emotional competence and consequently improve students' overall performance in school
Creativity in early and preschool age
No full textU radu se pokušava ukazati koliko je za cjelovit razvoj djeteta važno od najranije dobi poticati i razvijati njegovu kreativnost. Djeca su spontana, znatiželjna, zaigrana, sposobna da u svojoj igri kombiniraju i otkrivaju, imaju bogatu maštu. Dječja kreativnost će se javiti na način koji odgovara stupnju njihovog razvoja. Ona nije produktivna, ali pravilnim poticanjem ima mogućnosti razviti se. Da je kreativnost važna, pokazuju i mnogobrojna istraživanja u kojima Guilfordovo divergentno mišljenje, kao važan faktor koji određuje kreativno ponašanje, ima veliko značenje za daljnja istraživanja. Iz različitog shvaćanja prirode kreativnosti proizaći će i različiti programi razvoja kreativnosti. Danas se većina istraživača slaže da programi za razvoj kreativnosti moraju, osim razvijanja kreativnog mišljenja, njegove upotrebe u specifičnim, konkretnim zadacima i širenju znanja, obuhvatiti i emocionalni odgoj kao potporu razvijanja samopouzdanja i kreativne mašte. Budući da je upravo kreativnost ono što razlikuje produktivnu darovitost od potencijalne, većina programa za darovite uključuje komponente razvoja kreativnosti. Darovitost se danas uglavnom određuje kao područno - specifična darovitost po kojoj daroviti pojedinac, uz razvijene opće intelektualne sposobnosti, ima visoke sposobnosti za jedno specifično područje za koje pokazuje visoku motivaciju, predanost i posvećenost, a nju obično nazivamo talent. Za svaku talentiranost, pored općih, potrebne su i specifične sposobnosti, kreativnost i motivacija, a za likovnu talentiranost najvažnija je likovna kreativnost. U razvijanju likovne kreativnosti veliku ulogu imaju kreativni odgajatelji.The paper tries to show how important it is for the complete development of a child to encourage and develop his creativity from an early age. Children are spontaneous, curious, playful, capable of combining and discovering in their play, and have a rich imagination. Children's creativity will appear in a way that corresponds to their level of development. It is not productive, but with proper encouragement it has the possibility to develop. That creativity is important is also shown by numerous studies in which Guilford's divergent opinion, as an important factor that determines creative behavior, has great significance for further research. Different understanding of the nature of creativity will result in different creativity development programs. Today, most researchers agree that programs for the development of creativity must, in addition to developing creative thinking, its use in specific, concrete tasks and spreading knowledge, also include emotional education to support the development of self-confidence and creative imagination. Since creativity is what distinguishes productive giftedness from potential giftedness, most gifted programs include creativity development components. Today, giftedness is mostly defined as area-specific giftedness, according to which a gifted individual, in addition to developed general intellectual abilities, has high abilities in one specific area, for which he shows high motivation, commitment and dedication, and we usually call it talent. For any talent, in addition to general and specific abilities, creativity and motivation are needed, and for artistic talent, artistic creativity is the most important. Creative educators play a big role in developing artistic creativity
Physical exercise with children with special needs
No full textGlavna tema razmatrana u ovom završnom radu bila je tjelesno vježbanje s djecom s posebnim potrebama. Djecom s posebnim potrebama smatraju se ona koja imaju poteškoće u razvoju, ali i darovita djeca koja se ističu po određenim sposobnostima i vještinama. Vrlo je važno prilagoditi metode, sadržaje i okolinu rada jednima i drugima, u svrhu napretka i poticanja razvoja djece. Prilagodba u tjelesnom i zdravstvenom odgojno obrazovnom području podrazumijeva prilagodbu sadržaja vježbanja, sprava, rekvizita, materijala, prostora, vremena i načina izvođenja. Uloga odgajatelja u planiranju i provođenju kinezioloških aktivnosti i kod jednih i drugih je iznimno važna pri čemu mora imati podršku kolega, stručnih suradnika, vanjskih stručnih suradnika kao i roditelja djeteta s posebnim potrebama.The main topic discussed in this final paper was physical exercise with children with special needs. Children with special needs are considered to be those who have difficulties in development, but also gifted children who stand out for certain abilities and skills. It is very important to adapt the methods, content and environment of work to each other, in order to advance and encourage the development of children. Adaptation in the physical and health educational field involves adapting the content of exercise, device, props, materials, space, time, and the way of performing itself. The role of educators in the planning and implementation of kinesiology activities in both of them is extremely important, with the support of colleagues, professional associates, external professional associates as well as parents of a child with special needs
The effect of NTC learning system on the cognitive development of preschool children
No full textZavršni rad opisuje teorijsku podlogu bitnu za razumijevanje kognitivnog razvoja predškolskog djeteta te NTC sustav učenja koji je fokusiran na ostvarivanje svih djetetovih bioloških potencijala.
Prvi dio rada pomaže nam u razumijevanju kognitivnog razvoja pomno donoseći činjenice o važnim procesima do kojih dolazi u procesu razvoja. Rad je prvotno fokusiran na razvoj neurona i sinapsi u mozgu, potom se osvrće na uloge dviju moždanih hemisfera. U radu je ukratko opisana MacLeanova teorija trojstvenog mozga te teorija kognitivnog razvoja Jeana Piageta koje predstavljaju važnu sastavnicu u razumijevanju razvoja mozga. Na kraju prvog dijela rada definiran je kognitivni razvoj i njegove bitne značajke.
Drugi dio rada predstavlja NTC sustav učenja osmišljen od strane dr. Ranka Rajovića. Opisan je proces nastanka samog programa, njegovi ciljevi i značajke te metode rada i realizacija programa. Na kraju drugog dijela rada opisane su uloge odgojitelja i roditelja u kognitivnom razvoju djeteta i promicanju NTC metode učenja.
U posljednjem dijelu rada predstavljene su neke od aktivnosti u sklopu NTC sustava učenja koje su provedene u jednoj od predškolskih ustanova u Zagrebu.
Kroz cijeli rad naglašena je važnost rane stimulacije i socijalne podrške za kognitivni, ali i cjelokupni, razvoj djeteta.The final paper describes the theoretical background essential for understanding the cognitive development of a preschool child and the NTC learning system, which is focused on the realization of all the child's biological potential.
The first part of the paper helps us to understand cognitive development by carefully bringing facts about the important processes that occur in the process of development. The paper is initially focused on the development of neurons and synapses in the brain, then looks at the roles of the two brain hemispheres. The paper briefly describes MacLean's triune brain theory and Jean Piaget's theory of cognitive development, which represent an important component in understanding brain development. At the end of the first part of the paper, cognitive development and its essential features are defined.
The second part of the paper presents the NTC learning system designed by Dr. Ranko Rajović. The process of the creation of the program itself, its goals and features, as well as the methods of work and realization of the program are described. The end of the second part of the paper defines the roles of educators and parents in the cognitive development and in he NTC learning method promotion of the child and the promotion.
The last part of the paper presents some of the activities within the NTC learning system that were carried out in one of the Zagreb kindergartens.
Throughout the paper, an emphasis in put on the the importance of early stimulation and social support for not only child's cognitive, but also overall development