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Gender as a predictor of motor skills in children of early and preschool age in Petrinja
No full textU ovom diplomskom radu opisano je istraživanje koje je temeljeno hipotezama postoji li razlika u motoričkim sposobnostima djece rane i predškolske dobi s obzirom na spol. Ispitane su četiri vrtićke skupine Dječjeg vrtića Petrinjčica (objekt Izvor). Uz to, opisane su važnosti tjelesnog vježbanja, spol, motorika i motoričke sposobnosti. Svakodnevnom tjelesnom aktivnošću možemo utjecati na motoričke sposobnosti. Važno je da odgojitelji djeci „usade“ naviku svakodnevnog vježbanja jer će djeca tako smanjiti rizik bolesti i dobiti bolju sliku o sebi. Rezultati istraživanja prikazuju razlike kod motoričkih sposobnosti obzirom na spol djeteta.This graduation thesis describes a research based on hypotheses as to whether there is a difference in the motor abilities of children of early and preschool age with regard to gender. Four kindergarten groups of Petrinjčica Kindergarten (Izvor facility) were examined. In addition, the importance of physical exercise, gender, motor skills and motor skills are described. Daily physical activity can affect motor skills. It is important for educators to "instill" in children the habit of daily exercise, because this way children will reduce the risk of disease and get a better self-image. The results of the research show differences in motor skills with regard to the gender of the child
Art activities in the natural environment - Land art
No full textU igri dijete nesvjesno razvija sve svoje potencijale. Igra u prirodi utječe na djetetovo intelektualno, psihomotoričko, emocionalno i socijalno područje razvoja. Priroda djetetu pruža neograničene mogućnosti za slobodno kretanje i istraživanje. Isto kao što dijete ima potrebu istraživati svijet oko sebe, tako ima potrebu i za likovnim izražavanjem. U prvom dijelu rada teoretski se obrađuje važnost prirodnog okruženja i igre u prirodi. U radu se ističe i uloga odgojitelja, koji je pažljivi promatrač djetetovih aktivnosti, a svojim raznim ulogama doprinosi planiranju i oblikovanju daljnjih dječjih iskustava. Međutim, odgojitelj nije sam u interakciji s djetetom, zato je važno i djetetovo socijalno okruženje. Okosnica je ovog rada Land art, pravac suvremene umjetnosti koji potiče umjetničke intervencije unutar prirodnog okoliša, a pri tome se koriste prirodni materijali, većinom pronađeni na mjestu gdje se umjetničko djelo stvara. Drugi dio rada predstavlja istraživanje koje je provedeno u DV „Sisak Stari“, u objektima „Bubamara“ i „Pčelica“, s djecom različite dobi. Spojili smo dvije dječje potrebe – potrebu za istraživanjem svijeta oko sebe te potrebu za likovnim izražavanjem. Promatrali smo i istraživali kako prirodno okruženje utječe na dječje likovno izražavanje te u kojoj mjeri je stvaranje u prirodi, s prirodnim materijalima, poticalo dječju maštu i kreativnost. Istraživački dio rada u konačnici je pokazao da se djeca do sada nisu susrela s Land art aktivnostima, a one su ih potaknule na iskazivanje mašte i kreativnosti, što je vidljivo u trenucima kada su svoja prvotna djela nadograđivali.In the game, the child unconsciously develops all his potentials. Playing in nature affects the child's intellectual, psychomotor, emotional and social areas of development. Nature provides the child with unlimited opportunities for free movement and exploration. Just as a child has a need to explore the world around him, he also has a need for artistic expression. In the first part of the paper, the importance of the natural environment and play in nature is theoretically addressed. The paper also emphasizes the role of the educator, who is a careful observer of the child's activities, and with his various roles contributes to the planning and shaping of further children's experiences. However, the educator is not the only one interacting with the child, that is why the child's social environment is also important. The backbone of this work is Land art, a direction of contemporary art that encourages artistic interventions within the natural environment, while using natural materials, mostly found in the place where the work of art is created. The second part of the paper presents research that was carried out in the DV "Sisak Stari", in the facilities "Bubamara" and "Pčelica", with children of different ages. We combined two children's needs - the need to explore the world around them and the need for artistic expression. We observed and researched how the natural environment affects children's artistic expression and to what extent creation in nature, with natural materials, stimulated children's imagination and creativity. The research part of the work ultimately showed that the children had not encountered Land art activities until now, and they encouraged them to express their imagination and creativity, which is visible in the moments when their original works were upgraded
Obesity in preschool children
No full textRad se bavi aktualnom temom pretilost kod djece rane i predškolske dobi. Pretilost je postala globalni problem koji ima veliki utjecaj na zdravlje i dobrobit ljudi u svijetu. Ona se definira kao stanje prekomjernog nakupljanja masnog tkiva u organizmu, što može negativno utjecati na zdravlje. Ovaj izazov ima veliki značaj, jer prekomjerna tjelesna težina kod djece može izazvati dugotrajne posljedice po zdravlje djeteta te se samim time povećava vjerojatnost za razvoj kroničnih bolesti tokom cijelog života. Posebno uznemirujuća činjenica je da prekomjerna tjelesna težina dovodi do zdravstvenih teškoća u dječjoj dobi, a koje su nekad bile povezane s problemima karakterističnim za odraslu dob. Navike koje doprinose povećanju incidencije pretilosti su konzumacija hrane bogate kalorijama, unos hrane i pića bez značajne nutritivne vrijednosti, nedostatak tjelesne aktivnosti, sjedilački način života i slično. Globalno je uobičajeno da ljudi vode pasivan životni stil, što direktno dovodi do smanjenja potrošnje energije i posljedičnog porasta tjelesne mase. Djeca koja se bore s izazovom prekomjerne težine suočavaju se s različitim poteškoćama i izvorima pritiska koji mogu imati utjecaj na njihov osjećaj vlastite vrijednosti, emocionalno stanje i međuljudske odnose. Zbog toga je vrlo važno da u liječenju pretilosti djetetu omogućimo psihološku potporu i motivaciju te da u cijeli proces bude uključena obitelj, ali i predškolska ustanova.The paper deals with the current topic of obesity in children of early and preschool age. Obesity became a global problem that has a major impact on the health and well-being of people around the world. It is defined as a state of excessive accumulation of body mass, which can negatively affect people´s health. This challenge is of great importance because obesity in children can cause long-term consequences for their health, thus increasing the likelihood of developing chronic diseases throughout life. A particularly disturbing fact is that being overweight leads to health problems among children that were associated only with older age. Habits that contribute to obesity are the consumption of food rich in calories, intake of food and drinks without significant nutritional value, lack of physical activity, and sedentary lifestyle. Globally, it is common for people to have an inactive lifestyle, which directly leads to a decrease in energy consumption and an increase in body mass. Children struggling with the challenge of being overweight face a variety of difficulties and sources of pressure that can have an impact on their sense of self-esteem, emotional state and interpersonal relationships. Consequently, it is very important to provide the child with psychological support and motivation in the treatment of obesity which involves the family and kindergarten in the entire process
Folklore games in early and preschool age
No full textDječje tradicijsko stvaralaštvo u Hrvatskoj vrlo je bogato, raznovrsno i autentično. Njegovo ustrojstvo zadire u više znanstvenih disciplina. Nedvojbeno najčešći, najmiliji i jako bogat oblik dječjeg tradicijskog stvaralaštva su folklorne igre. One svojom strukturom, sadržajem i načinom izvođenja predstavljaju primjerenu aktivnost u radu s djecom rane i predškolske dobi, a isto tako dio su dječjeg tradicijskog stvaralaštva putem kojeg možemo prenijeti ljubav i poštovanje prema hrvatskoj tradicijskoj kulturi već u najranijoj dobi djeteta. Prilikom njihova izvođenja djeca istodobno pjevaju, izvode pokrete i korake, kreću se po prostoru, ponašaju se u skladu s pravilima igre i sve to čine uz veliku dozu veselja i uživljenosti. Također, kroz njih djeca razvijaju čitav niz kinestetičkih, glazbenih, društvenih i estetskih vrijednost. Veliku ulogu ima odgajatelj, koji je dužan izabrati primjerene igre prema mogućnostima određene grupe djece, jer o tome najviše ovisi hoće li djeca uspjeti svladati građu određene folklorne igre i na taj način ih zadržati u svijetu folklora.The Children's traditional creativity in Croatia is very rich, diverse and authentic. Its organization extends into multiple scientific disciplines. Undoubtedly, the most common, favorite and very rich form of children's traditional creativity are folklore games. With their structure, content and methods of execution, they represent an appropriate activity for working with children of early and preschool age and they are also part of children's traditional creativity through which we can convey love and respect for Croatian culture already at the earliest age of the child. During their performance, the children simultaneously sing, perform movements and steps, move around the space, behave in accordance with the rules of the game and do all this with a great deal of joy and excitement. Also, through them children develop a whole range of kinesthetic, musical, social and aesthetic values. A great role is played by the educator, who is obliged to choose suitable games according to the capabilities of a certain group of children, because it mostly depends on this whether the children will be able to master the structure of a certain folklore game and thus keep them in the world of folklore
Non-verbal communication and its importance on language development
No full textKomunikacija je važan faktor u djetetovom razvoju. Komunikacija djeteta započinje u trenutku djetetova rođenja. Ukoliko želimo razviti dobre komunikacijske vještine kod djeteta moramo komunicirati s djetetom od rođenja i verbalno i neverbalno. Slanje signala, pokreti tijela, različiti zvukovi i reagiranja pripadaju u komunikaciju i s obzirom na to, komunikaciju možemo definirati na različite načine. U svakom trenutku komuniciramo, bilo to riječima, pogledima, pokretima. Čak i kada šutimo na neki način komuniciramo jer šaljemo poruku primatelju. Svako dijete drugačije komunicira te je potrebno naučiti uočavati razlike i u verbalnoj i u neverbalnoj komunikaciji kod djece. Neverbalna komunikacija je prisutna mnogo više od verbalne komunikacije. Pojedina djeca izražavaju se samo neverbalnom komunikacijom stoga je bitno biti prilagodljiv. U pojedinim situacijama verbalna i neverbalna komunikacija neće se podudarati. Tada je važno znati da trebamo više vjerovati neverbalnoj komunikaciji nego verbalnoj. Neverbalna komunikacija pridonosi procesu usvajanja jezika te ću u završnome radu objasniti kako i na koji način najviše pridonosi.
Provedenim istraživanjem dobili smo velik uvid u to kako i na koji način djeca najčešće komuniciraju. Osim toga, možemo primijetiti i razlike u komunikaciji s obzirom na dob djeteta. Promatranjem djece došla sam do mnogo zaključaka. Svojim radom želim prikazati komunikaciju općenito, razlike u verbalnoj i neverbalnoj komunikaciji te kroz istraživanje prikazati razlike u komunikaciji kod djece .Communication is an important factor in a child's development. A child's communication begins at the moment of the child's birth. If we want to develop good communication skills in a child, we must communicate with the child both verbally and non-verbally from birth. Sending signals, body movements, different sounds and reactions belong to communication, and with that in mind, we can define communication in different ways. We communicate at every moment, be it with words, looks or movements. Even when we are silent we are communicating in a way because we are sending a message to the recipient. Each child communicates differently, therefore it is necessary to learn to notice the differences in both verbal and non-verbal communication in children. Non-verbal communication is present a lot more than verbal communication. Some children express themselves only through non-verbal communication, therefore it is important to be adaptable. In certain situations, verbal and non-verbal communication will not match. Then it is of great importance to know that we should trust non-verbal communication more than verbal. Non-verbal communication contributes to the language acquisition process, and in the final paper I will explain how and in what way it contributes the most. Through the conducted research, we gained a great insight into how and in which way children communicate the most. In addition, we can also notice the differences in communication considering the age of a child. By observing children, I came to many conclusions. With my work, I want to present communication in general, the differences in verbal and non-verbal communication, and through research show the differences in children' communication
The role of the media in the language acquisition process
No full textU radu je definiran pojam medija. Brojnim istraživanjima dokazano je da djeca sve više vremena provode izložena medijskom sadržaju. U suvremenom društvu mediji ostavljaju značajan utjecaj na odrasle, ali najugroženija su djeca. Kroz ovaj rad nastoji se prikazati kako mediji utječu na razvoj djece, a prije svega kritički se analizira kakva je uloga medija u procesu usvajanja jezika. U odabiru medijskog sadržaja kojima su djeca izložena ključnu ulogu imaju odrasli.
Mediji mogu povoljno i nepovoljno utjecati na cjelokupni dječji razvoj, pa tako i na jezični razvoj i razvoj govora. Same po sebi ne može ih se definirati ni kao dobre ni kao loše. Njihov utjecaj ovisi o pojedincu, kakvim će on medijima biti izložen i u kolikoj mjeri. Prve tri godine života ključne su u govorno-jezičnom razvoju djece i stoga je od velike važnosti birati kvalitetan sadržaj i sadržaj primjeren dobi djece.
Mediji se na različite načine koriste u odgojno-obrazovnom procesu. Tako se djeci putem medija i medijskog sadržaja pruža mogućnost usvajanja, kako materinskoga, tako i stranog jezika.
U svrhu rada provedeno je istraživanje o utjecaju medija na govorno-jezični razvoj djece s roditeljskog gledišta. Na temelju analize upitnika donose se zaključci o vrstama medija kojima su djeca izložena, vremenu koje provedu izloženi medijima, o širenju dječjeg rječnika kroz medijski sadržaj i o sudjelovanju roditelja u interakciji djece i medija. Kroz istraživanje, uvidjelo se da djeca u velikoj mjeri koriste elektroničke medije, a najčešće televiziju.
Nekolicina ispitanih se ne slaže s tvrdnjom da mediji utječu na jezični razvoj djece i smatraju da njihova djeca nisu usvojila nove riječi i izraze koristeći se medijskim sadržajima. Potrebno je sustavno jačati roditeljsku svijest o utjecaju medija na govorno-jezični razvoj djece.The paper defines the concept of media. Many researchs have proven that children spend more and more time exposed to media content. In modern society, the media has, a significant impact on adults, but the most vulnerable are children. Through this paper, it is attempted to show how the media influences the development of children, and above all to critically analyze the role of the media in the process of language acquisition. In selecting the media content to which children are exposed the key role have adults.
The media can have a positive and negative impact on the overall development of children, including language and speech development. In itself, they cannot be defined as good or bad. Their influence depends on the individual, what kind of media they will be exposed to, and to what extent. The first three years of life are crucial in the linguistic development of children and it is therefore of great importance to choose quality content and content appropriate to the age of children.
The media is used in different ways in the educational process. Thus, through media and media content, children are given the opportunity to adopt both mother tongue and foreign language.
For the purpose of the paper, a research was conducted on the influence of the media on the speech-language development of children from a parental point of view. Based on the analysis of the questionnaire, conclusions are given on the types of media to which children are exposed, the time they spend exposed to the media, the expansion of the children's dictionary through media content and the participation of parents in the interaction between children and media. Research has shown that children use electronic media to a large extent, and most often television. Several respondents disagree with the statement that the medai influences the language development of children and they consider that their children have not acquired new worlds and expressions using media content. It is necessary to systematically strengthen parental awareness of the impact of the media on the children's speech-linguistic development
Djeca rane i predškolske dobi s posebnim odgojno-obrazovnim potrebama - analiza istraživanja
No full textEarly childhood and preschool-aged children with special educational needs are part of the early childhood and preschool education system. International and national legal provisions define equal rights of all children. Kindergarten teachers working in early childhood and preschool education institutions are expected to implement these provisions and promote equality for all. They are also expected to continually expand their knowledge and be informed about all the findings relevant for their profession. Therefore, the focus of this thesis is on research with children with special educational needs, their parents and kindergarten teachers. The analyzed studies include ADHD, autism spectrum disorder, giftedness, Down syndrome, visual and hearing impairment, behavioral problems, inclusion, stuttering and chronic conditions.Djeca rane i predškolske dobi s posebnim odgojno-obrazovnim potrebama dio su sustava ranoga i predškolskoga odgoja i obrazovanja. Međunarodnim i nacionalnim zakonskim odredbama definirana su jednaka prava sve djece. Od odgajatelja u ustanovama ranoga i predškolskoga odgoja i obrazovanja očekuje se da primjenjuju navedene zakonske odredbe i potiču jednakost i ravnopravnost. Također je važno da se odgajatelji educiraju i upoznaju relevantne spoznaje neophodne za njihov rad s djecom. Stoga okosnicu ovoga rada čini analiza istraživanja koja su provedena s djecom s posebnim odgojno-obrazovnim potrebama, roditeljima i odgajateljima. Istraživanja obrađuju teme deficita pažnje, autizma, darovitosti, Down sindroma, problema vida i sluha, problema u ponašanju, inkluziju, mucanje i kronične bolesti
Associations and difference in indicators of aerobic capacity and quality of life of primary education students in macro-regions of the Republic of Croatia
No full textNa kvalitetu života utjecaj imaju različiti čimbenici koji su povezani s tjelesnom spremom, sastavom tijela i tjelesnim aktivitetom. Cilj ovoga istraživanja jest utvrđivanje povezanosti kvalitete života s aerobnom funkcionalnom sposobnosti te utvrditi razlike s obzirom na stupanj uhranjenosti kod učenika primarnoga obrazovanja. Istraživanjem je obuhvaćen stratificirani uzorak učenika podijeljen prema tri makroregije Republike Hrvatske (Kontinentalna, Grad Zagreb, Jadranska). U istraživanju je sudjelovalo ukupno 651 učenik četvrtih razreda osnovnih škola u Republici Hrvatskoj dobi 10,30±0,47 godina. Za procjenu subjektivnoga zdravlja i dobrobiti djece, koristila se hrvatska verzija Upitnika kvalitete života KIDSCREEN-10. Aerobni kapacitet procijenjen višestupanjskim testom trčanje 20 metara (20MSRT Shutlle run test). Visina tijela mjerena je visinometrom, a sastav tijela pomoću dvofrekventnoga analizatora sastava tijela (TANITA DC-360P). Najviše procjene kvalitete života odnose se na dimenziju odnosa roditelja, obitelji te zabave s prijateljima kao i komponenta usamljenosti. Najniže vrijednosti vidljive su kod dimenzija školskoga uspjeha, slobodnoga vremena te lošega raspoloženja. Između varijabli kvalitete života i aerobne sposobnosti utvrđena je značajna povezanost. Od ukupnoga uzorka 79,11 % učenika ima normalan stupanj uhranjenosti, dok ih je 20,89 prekomjerno teško ili pretilo. Rezultati pokazuju da kod učenika normalnoga stupnja uhranjenosti i učenika s prekomjernom tjelesnom masom te pretilih postoji značajna razlika u razini aerobne sposobnosti. Utvrđena je značajna razlika u samoprocjeni kvalitete života između učenika koji imaju normalan stupanj uhranjenosti i onih prekomjerno teških odnosno pretilih učenika. Učenici koji žive u Kontinentalnoj makroregiji imaju značajno nižu razinu aerobne sposobnosti od učenika koji žive u gradu Zagrebu i Jadranskoj makroregiji. Nije uočena statistički značajna razlika u kvaliteti života, iako nominalno bolje rezultate imaju učenici koji žive u Jadranskoj makroregiji. Dječaci imaju statistički značajno bolje rezultate u aerobnoj sposobnosti od djevojčica, a nije utvrđena značajna razlika između poduzoraka definiranih prema spolu u samoprocjeni kvalitete života. Nizak stupanj tjelesne spremnosti i aerobnoga kapaciteta, uz loše komponente sastava tijela i slabiju kvalitetu života, mogu se okarakterizirati kao reverzibilno stanje koje se kroz odgovarajuće intervencije u načinu života mogu poboljšati što uključuje zdravu prehranu i povećanu količinu tjelesne aktivnosti. Promjenom načina života može se utjecati i na stvaranje kvalitetnoga životnog stila u odrasloj dobi. Korištenjem vježbi kojima se potiče razvoj aerobnoga kapaciteta kod djece,moglo bi se utjecati na prevenciju pretilosti te poboljšati druge čimbenike
kardiovaskularnoga rizika i tako biti važan čimbenik u poboljšanju zdravlja.The fundamental components that contribute to a high level of life quality refer to the aerobic capacities in correlation with a high level of physical activity. Physical activity is considered one of the basic human functions and its relevance is reflected in health benefits. High quality of life is influenced by factors that relate to physical readiness, body composition and physical activity. The goal of this research is to determine the relationship between the quality of life and aerobic functional capacity as well as their differences considering primary education students’ nutritional status. The partial goal of this research is to determine primary education students’ level of aerobic capacity and the quality of life indicators considering the macro-regional characteristics of the Republic of Croatia, as well as to ascertain possible differences in the aerobic capacity in subsamples defined by gender. The research involves a stratified sample of students categorized according to three Croatian macro-regions (Continental, the City of Zagreb, Adriatic). Research participants were 651 fourth grade students (48.54 % girls and 51.46 % boys). Students’ age was 10.30 ± 0.47 years. The research was conducted in the second term of 2021/2022 school year in May and June. The research was conducted in accordance with the ethical principles prescribed by the Code of Ethics of the University of Zagreb and the Code of Ethics in Research with children in accordance with the Decision by the Ethics committee of the Faculty of Teacher Education University of Zagreb. The Croatian version of the Quality of life questionnaire KIDSCREEN-10 was used to ascertain children’s subjective health
and well-being. Aerobic capacity was evaluated using a 20 m multistage run test (20 m MSRT Shuttle run test). Body height was measured with a stadiometer while the body mass, BMI, fat percentage, degree of obesity (%) and muscle mass (kg) were all measured using a dual frequency full-body composition analyser (TANITA DC-360P). Waist and hip circumference was measured using a centimetre tape, and the waist-to-hip ratio (WHR index) was calculated. The classification of the participants according to the fat percentage was done according to McCarthy, Cole, Fry, Jebb, and Prentice 2006) with
predefined centile curve specific to children, considering gender and age along with the division based on body mass – normal body mass (2-85 centile), high body mass (85-95 centile) and obesity (over 95 centile).A simple linear regression analysis was done to determine the relationship between the students’ quality of life as a predictor and their aerobic capacity as the criterion. Furthermore, the significance of the differences between the formed subsamples considering the nutritional status (normal body mass, high body mass, obesity) and aerobic capacity, as well as the quality of life in primary education students was tested using a univariate analysis of variance - ANOVA. The significance of differences in aerobic capacity and the quality of life according to gender and quality of life and aerobic capacity with regard to macro-region was also tested by univariate analysis of variance - ANOVA. The statistical significance level was set at p < 0.05. Data processing was done by STATISTICA software version 14.0.0.15., TIBCO Software Inc.The results show that the participants perceive their quality of life as relatively high with a mean score of 4.33±0.48. The highest quality of life assessments refer to the category of relationship with parents or family, as well as having fun with friends, and loneliness.
The lowest values are visible in the dimensions of success in school, free time, and bad mood. Using linear regression analysis, a positive correlation between the students’ quality of life and aerobic capacity was determined and therefore it may be proposed that increasing the aerobic capacity can significantly affect the students’ quality of life. The results of the variable for estimating the maximal oxygen uptake (VO2max mL/kg/min) used in estimating aerobic capacity in boys is 45.79 while in girls it is 44.50 The results of the maximal oxygen uptake (VO2max mL/kg/min) in the total sample is 45.16. Within the test sample, 79.11% of students had a normal nutritional status while 12.60 % were overweight and 8.29 % were obese. The results show that there is a significant difference in the aerobic capacity between the students belonging to these three nutritional status groups. When determining individual differences, it is apparent that there is considerable difference between the students who have a normal nutritional status (45.74) and those with excessive body weight (43.26). It is also apparent, that students with a normal nutritional status have significantly better values of aerobic capacity than those who are obese (42.25). Furthermore, a significant difference in the self-evaluation of the quality of life has been determined between students who have a normal nutritional status and those who are overweight or obese. Observing the differences concerning the aerobic capacity, it is evident that the students who live in economically better developed regions of the country, primarily in the City of Zagreb and the Adriatic region, have better results than those living in the Continental
region of Croatia. Also, even though it was determined that the quality of life does not differ significantly across the regions, students living in the Adriatic macro-region have nominally better results. Statistically, boys have significantly better results when it comes to aerobic capacity than girls do, but the self-evaluation of the quality of life does not differ much across genders. A low level of physical fitness and aerobic capacity, along with a poor quality of body composition and a low quality of life can be characterized as a reversible condition that can be amended through certain changes in lifestyle, which involve a healthy diet and increased physical activity. Changing one’s lifestyle can also contribute to a higher quality lifestyle in adulthood. Using exercises that induce the development of aerobic capacity in children and young people can prevent obesity and reduce other factors of cardiovascular risk and can therefore be an important factor in improving one’s health. This research could be used as a basis for planning future preventive programs for students in primary education, that would have increasing aerobic capacity as its goal. Schools as educational institutions have the ability to implement physical activity intervention programs into their curriculum with the purpose of increasing students’ aerobic capacity, which can have numerous health benefits. These intervention programs could have a positive effect on the development of aerobic capacity in children in their present lives, but also in their adulthood, where the negative impact on general health can be significantly minimized
Storrytelling - a cross-curricular approach
No full textTema ovog diplomskog rada je Pripovijedanje – kroskurikularni pristup. Objašnjen je pojam pripovijedanje te načini na koje ga možemo koristiti u nastavi. Pripovijedanje se smatra umjetnošću prenošenja priča, događaja ili situacija usmenim ili pismenim putem. Pripovijedati možemo na više načina. U radu su navedena i objašnjena dva načina pripovijedanja u nastavi, a to su tradicionalno i digitalno pripovijedanje. Svaki način zasebno je objašnjen i potkrijepljen primjerima. Tradicionalno pripovijedanje u nastavi se odnosi na prenošenje priča ili događaja pri čemu se koriste pripovjedne tehnike (pripovijedanje, opisivanje, dijalog i monolog). Digitalno pripovijedanje se odnosi na pripovijedanje uz pomoć digitalnih alata. Digitalno pripovijedanje je sve prisutnije i prihvatljivije u razrednoj nastavi. Navodi se i objašnjava važnost pripovijedanja kao sadržaja za ostvarivanje odgojno-obrazovnih ishoda u predmetu Hrvatski jezik. Također, navodi se i objašnjava uloga i cilj pripovijedanja u svim ostalim nastavnim predmetima. U središte se stavlja pripovijedanje u razredu pa je sukladno tome objašnjena uloga učitelja kao pripovjedača koji prenosi učenicima priču, događaj ili doživljaj. Učitelj ima važnu i ključnu ulogu u pripovijedanju. On je taj koji odabire priču ili događaj koji prenosi učenicima. Njegova uloga je prezentirati određeni sadržaj s puno kreativnosti i ljubavi.
Cilj ovoga rada je objasniti važnost pripovijedanja u osnovnoškolskom obrazovanju, naglasiti moć i ulogu pripovjedača i potaknuti na što kreativniji pristup priči. Pripovijedanjem nudimo učenicima odmak od stvarnosti i mogućnost uplovljavanja u svijet mašte. Uključivanjem pripovijedanja u nastavu učenici imaju mogućnost na lakši i zanimljiviji način usvojiti nastavni sadržaj. Pripovijedanje doprinosi razvijanju motivacije i znatiželje kod učenika. Ono ima moć stvoriti ugodno razredno ozračje i pozitivnu atmosferu.The theme of this thesis is storytelling – Croscurricular approach. The concept of storytelling and how we can use it in teaching are explained. Storytelling is considered an art of communicating stories, events or situations orally or in writing. We can tell stories in a number of ways. The paper presents two ways of storytelling in teaching, namely traditional and digital storytelling. Each method is explained separately and supported by examples. Traditional storytelling in teaching refers to the transmission of stories or events using narrative techniques (storytelling, description, dialogue and monologue). Digital storytelling refers to storytelling using digital tools. Digital storytelling is increasingly present and acceptable in class. The paper cites and explains the importance of storytelling as content for achieving educational outcomes in the Croatian language case. The role and objective of storytelling in all other teaching courses are also mentioned and explained. The focus is on storytelling in the classroom, so the role of the teacher as a storyteller conveys a story, event or experience to the students is explained accordingly. The teacher plays an important and crucial role in storytelling. He´s the one who picks the story or event that he passes on to the students. Its role is to present certain content with a lot of creativity and love.
The aim of this paper is to explain the importance of storytelling in primary school education, to emphasize the power and role of storytellers and to encourage the most creative approach to the story. By storytelling, we offer students a break from reality and the possibility to enter the world of imagination. By including storytelling in classes, students have the opportunity to adopt teaching content in an easier and more interesting way. Narration contributes to the development of motivation and curiosity among students. It has the power to create a pleasant classroom atmosphere and a positive atmosphere
Landmarks of Turopolje and its usability in extracurricular science and social studies lessons
No full textIzvanučionička nastava je vrsta nastave koja se odvija izvan učionica škole. U ovom radu objašnjen je svaki od oblika takve vrste nastave. Opisana je važnost, zadaće te prednosti i nedostatci provođenja iste. Opisan je geografski položaj i reljef Turopolja te turopoljska bogata povijest. Izdvojene su najvažnije značajke Turopolja koje se zaista mogu iskoristiti za izvanučioničku nastavu na tom području, a to su kulturne ustanove, kulturnopovijesne znamenitosti te prirodne znamenitosti na kojima se bazira ovaj rad. Izdvojene su prirodne znamenitosti koje bi učenici u Turopolju mogli vidjeti. Od biljaka i životinja od kojih je velik broj onih koje su zaštićene ili ugrožene, tu se mogu uvrstiti vode tekućice i stajaćice ili općenita obilježja nizinskog ili brežuljkastog zavičaja. Korišten je Kurikulum nastavnog predmeta Priroda i društvo te su izdvojeni svi ishodi i razrade ishoda koji bi se mogli ostvariti u sklopu izvanučioničke nastave Prirode i društva na području Turopolja od prvog do četvrtog razreda osnovne škole. Svaki izdvojeni ishod i razrada potkrepljeni su primjerom. Primjerom se opisuju sadržaji koji bi se zaista mogli vidjeti i istražiti na izvanučioničkoj nastavi u Turopolju te kojima bi se ishodi i razrada zaista i ostvarili. Također, uvršteni su primjeri radnih listića koji bi se mogli koristiti nakon provedene nastave na analizi iste.Outdoor teaching is type of teaching that takes place outside the classroom of the school. This paper explains each of the forms of this type of teaching. The importance, tasks, advantages and disadvantages are described. The geographical location and relief of Turopolje and its rich history are described. The most important features of Turopolje that can really be used for outdoor teaching in this area are highlighted and that are cultural institutions, cultural-historical and natural landmarks on which this paper is based. Natural landmarks that students in Turopolje could see are singled out. Of the plants and animals, of which there are a large number that are protected or endangered, there can be included flowing and stagnant water or general features of the lowland or hilly homeland. The Curriculum of the subject Nature and Society was used, and all outcomes and elaborations of outcomes that could be achieved as a part of the outdoor education of subject Nature and Society in the area of Turopolje from the first to the fourth grade of elementary school. Each outcome and elaboration of outcome are supported by an example. The example describes the contents that could really be seen and explored at outdoor classes in Turopolje and with which the results and elaboration would actually be realised. There are also examples of worksheets that could be used after outdoor class on the analysis of the class