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Names in Croatian translations of Julia Donaldson's picturebooks
No full textTranslation of proper names in children’s literature poses a challenge to many translators who have to consider different aspects when translating them.
The first, theoretical part of this paper, will attempt to define children’s literature and children’s literature translation (ChLT) and also mention some implications given by different theorists and researchers. Special focus will also be given to picturebooks, including its definitions, importance in early childhood and some of their specific features such as intertextuality, intermediality and interculturality. The focus will then shift to proper names, their role in literary texts, and different strategies and challenges that the translators use and encounter when translating proper names. Lastly there will be mention of the translator’s freedom and possible restrictions he or she encounters in the translating process. In the second, analytical part of this thesis, the Croatian translations of five different picturebooks: Tabby McTat, The Giant Jumperee, Zog and the Flying Doctors, The Hospital Dog and The Detective Dog by the English author Julia Donaldson are analyzed with special focus on translations of proper names. At the end of this thesis, the findings are compared in order to see which translation strategies are most frequently used and what are the possible reasons behind them.Prijevod vlastitih imena u dječjoj književnosti predstavlja izazov za mnoge prevoditelje koji prilikom prevođenja moraju u obzir uzeti mnoge različite značajke.
U prvome, teorijskom dijelu ovoga diplomskog rada definirat će se područje dječje književnosti i prijevoda dječje književnosti prilikom čega će se spomenuti stavovi različitih teoretičara i istraživača. Posebna pozornost će zatim biti usmjerena na slikovnice, uključujući njihovo definiranje, važnost u ranom djetinjstvu te osobitosti poput intertekstualnosti, intermedijalnosti i interkulturalnosti. Fokus će zatim biti usmjeren na vlastita imena, njihovu ulogu u književnim tekstovima te strategije i izazove s kojima se susreću prevoditelji prilikom njihovog prevođenja. Naposljetku će se reći nešto više o slobodi prevoditelja i mogućim ograničenjima s kojima se susreću u procesu prevođenja. U drugom, istraživačkom dijelu ovoga rada, analizirat će se hrvatski prijevodi slikovnica Julie Donaldson: Tim Tigran, Divovsko Skakutalo, Zog i leteći liječnici, Piknja u bolnici te Detektivka Neli, s posebnim naglaskom na prijevod vlastitih imena. Na samome kraju ovoga diplomskog rada, prikupljeni podaci će se usporediti kako bi se vidjelo koje strategije su najučestalije korištene te koji su mogući razlozi iza toga
Experiences of teachers of educational institutions that implement traditional and alternative educational programs
No full textPrema Mijatoviću (1999) škola je mjesto, institucija, ustanova i središte učenja, a čine ju određeni elementi pomoću kojih se ostvaruje odgojno-obrazovni proces. To su: učenici, učitelji/nastavnici, ravnatelj, nastavni plan i program, kurikulum, evaluacija i ocjenjivanje, učionice i školski prostori, školski materijali, roditelji i zajednica te administrativno osoblje. Danas u Republici Hrvatskoj razlikujemo formalni (tradicionalni) i alternativni tip škole. Tradicionalni tip je oblik škole u kojoj se provodi formalno obrazovanje. Ono se stječe u okviru formalnog školskog sustava koji se temelji na Nacionalnom okvirnom kurikulumu te se njime postiže određeni stupanj školovanosti i kvalifikacija (Mijatović, 1999). Nezadovoljstvo određenim karakteristikama formalnog obrazovanja kao što je razredno-predmetno-satni sustav, rezultiralo je razvojem privatnog i alternativnog obrazovanja. Ovaj diplomski rad razmatra alternativne koncepte predviđene svima koji žele i imaju priliku iskusiti različit pristup učenju od onoga što nudi tradicionalni sustav. Takve alternativne škole u prvi plan stavljaju učenike kao aktivne sudionike odgojno-obrazovnog procesa, razvijaju partnerski pristup prema učenicima i uvažavaju njihove individualne percepcije (Kovačić, 2017; prema Milutinović i Zuković, 2012). Alternativne škole uglavnom u svome radu prate ideje pedagoga kao što su Freinet, Petersen, Maria Montessori, Steiner i dr., te se temelje na raznim internacionalnim kurikulumima. Kao svoje glavne karakteristike navode: individualni rad učenika, demokratizaciju, učenje istraživanjem, učenje iskustvom, praktično učenje i rad na projektima, slobodnu igru i kreativnost, interdisciplinarno učenje te pridavanje važnosti emocionalnom razvoju (Matijević, 1996). Svrha ovog istraživanja je ispitati iskustva učitelja nižih razreda osnovnog osmogodišnjeg obrazovanja u školama koji provode tradicionalni oblik nastave te u alternativnim školama. Nastoji se uočiti razlike u iskustvu učitelja, razlike između korištenih metoda i oblika rada u alternativnim i formalnim školama te usporediti u kojoj mjeri one zadržavaju svoje glavne karakteristike. Rezultati pokazuju da su glavne vrijednosti alternativnih škola zastupljene i u formalnim školama, no u manjoj mjeri.According to Mijatović (1999), a school is a place, institution, establishment, and centre of learning, consisting of specific elements that facilitate the educational process. These elements include students, teachers, principals, curriculum, evaluation and assessment, classrooms and school spaces, school materials, parents, the community, and administrative staff. In today's Republic of Croatia, we differentiate between formal (traditional) and alternative types of schools. The traditional type is a form of school where formal education is provided. It is obtained within the framework of the formal school system based on the National Curriculum Framework, leading to a specific level of education and qualifications (Mijatović, 1999). Dissatisfaction with certain characteristics of formal education, such as the grade-subject-hour system, has resulted in the development of private and alternative education. This graduate thesis explores alternative concepts designed for those who want and have the opportunity to experience a different approach to learning than what the traditional system offers. Such alternative schools place students at the forefront as active participants in the educational process, develop a collaborative approach to students, and respect their individual perceptions (Kovačić, 2017; according to Milutinović and Zuković, 2012). Alternative schools generally follow the ideas of educators such as Freinet, Petersen, Maria Montessori, and Steiner, and others, and therefore are based on various international curricula. Their main characteristics include individual student work, democratization, learning through exploration and experience, practical learning and project work, free play and creativity, interdisciplinary learning, and an emphasis on emotional development (Matijević, 1996). The purpose of this research is to examine the experiences of lower primary school teachers in schools that follow a traditional teaching approach and those in alternative schools. The aim is to identify differences in teachers' experiences, differences in the methods and approaches used in alternative and formal schools, and to compare the extent to which they retain their main characteristics. The results show that the main values of alternative schools are present in formal schools as well, but to a lesser extent
Recognition of the expressive means of sound in the animated cycle of Pocoyo in preschool children
No full textOvaj rad govori o animiranom filmu te važnosti zvuka u animiranom filmu Pocoyo. Započinje pojašnjenjem djece u predškolskoj dobi te zvuku. Objašnjen je pojam animiranog filma, njegov nastanak i podjela te prvi i ostali vrlo bitni animirani filmovi u Hrvatskoj. Naglašava se važnost zvuka u animiranom filmu te na što se dijeli. Pojašnjene su definicije šuma, govora, glazbe i tišine te njihova uloga u filmu. Najvažniji dio rada je istraživanje provedeno u dječjem vrtiću u Zagrebu. Provedeno istraživanje je o animiranim filmovima Pocoyo te važnosti zvuka u spomenutim filmovima. Spominje se Pocoyo i njegovi prijatelji te na koji način i zašto su bliski djeci. Zašto spada u žanr obrazovanja, djeca ga vole gledati, a ujedno i nauče važne lekcije koje mogu primjeniti u svakodnevici. U istraživanju saznajemo o mišljenju predškolske djece koliko je bitan zvuk u animiranim filmovima Pocoyo i zašto. Smatraju li da je uopće bitan i da se može gledati animirane filmove bez zvuka. Naglašena su dječja mišljenja o animiranom filmu Pocoyo, ali i mišljenja djece koja su gledala Pocoya sa zvukom, a i one koja su gledala bez. Može li se doći do iste pouke na kraju filma gledajući Pocoya sa zvukom i gledajući ga bez.This paper discusses animated film and the importance of sound in Pocoyo animated film. It starts with explaining the children in pre-school age and the sound. The concept of animated film, its creation and distribution, as well as the first and other very important animated films in Croatia, were explained. It emphasizes the importance of sound in animated film and what it is divided into. Definitions of noises, speech, music and silence and their role in the film have been clarified. The most important part of the paper is research conducted in kindergarten in Zagreb. Research was conducted on Pocoyo animated films and the importance of sound in the mentioned films. Pocoyo and his friends are mentioned and how and why they are close to the children. Why it is a genre of education, children like to watch it and also learn important lessons that they can apply in everyday life. The research reveals the opinion of preschool children about the importance of sound in Pocoyo animated films and why. Do they feel that it is important at all and that animated films without sound can be watched? Children's opinions about Pocoyo animated film were emphasized, as well as those of children who watched Pocoy with sound and those who watched without sound. Can you get the same lesson at the end of the movie watching Pocoy with a sound and watching him without
Physical activity, eating habits and obesity
No full textPretilost je jedna od glavnih tema svih vijesti, portala i razgovora. Ona je usko povezana s mnogim bolestima koje upravo i nastaju zbog vođenja nezdravog načina života i nedovoljno tjelesne aktivnosti. Podaci koji su izneseni u istraživanjima ovog diplomskog rada su zabrinjavajući upravo jer se radi o djeci. Oko sebe svaki dan možemo vidjeti koliko se ta bolest širi. Sve je više pretile djece već u razrednoj nastavi. Za nezdrav način prehrane i manjak tjelesne aktivnost uporno se krive nedostatak vremena i umor, a zapravo je sve u posloženosti vremena i planiranju obroka i aktivnosti. Već samo hodanje je odlična aktivnost za održanje tjelesne težine pod kontrolom ili gubitak iste kada je to potrebno. Osim hodanja može se i biciklirati, rolati, plivati... Svima su nam dostupne i vrlo lako „iskoristive“ te opcije, a najlakše je hodati. Trčanje je jedna od aktivnosti kojom se mogu ostaviti odlični rezultati. Bitno je uz bavljenje aktivnosti i jesti raznoliku hranu te izbaciti onu koja nam šteti ili ju bar jesti umjereno. Koliko god se o ovim temama priča i dalje je nedovoljno. Ljudi i dalje ne vjeruju i ne zanima ih to što im se govori koliko si narušavaju zdravlje dok ne dođe do toga.Obesity is one of the main topics of all news, portals and conversations. It is closely related to many diseases that arise precisely because of leading an unhealthy lifestyle and insufficient physical activity. The data presented in the research of this thesis are worrying precisely because it concerns children. We can see around us every day how much this disease is spreading. There is more and more obese children already in lower grades. Lack of time and fatigue are persistently blamed for an unhealthy diet and lack of physical activity, but in fact it's all about timing and planning meals and activities. Walking ais a great activity for keeping body weight under control or losing it when necessary. In addition to walking, you can also bike, rollerblade, swim... All of these options are available and very easy to "use", and the easiest is to walk. Running is one of the activities that can leave excellent results. It is important to be active and eat a variety of foods and to eliminate those that harm us or at least eat them in moderation. No matter how much we talk about these topics, it is still not enough. People still don't believe and don't care about being told how damaging they are to their health until it happens
Organization of extra-curricular activities in elementary school
No full textUčenici svoje slobodno vrijeme žele provesti u zabavi i druženju. Stoga, škola ima obavezu ponuditi učenicima sadržaje kojima će na kvalitetan način upotpuniti svoje vrijeme. Kako bi se obogatilo učeničko slobodno vrijeme provedeno u školi, ponuđene su im slobodne aktivnosti. S ciljem uključenja učenika u određenu izvannastavnu aktivnost, potrebno je uskladiti njihove želje i interese. Također, da bi izvannastavna aktivnost bila kvalitetnija i interesantnija, učitelj je dužan stručno se usavršavati za učinkovitiju provedbu istih.
Kako bi se utvrdilo mišljenje učitelja i učenika o organizaciji njihovih izvannastavnih aktivnosti, provedeno je istraživanje o organizaciji izvannastavnih aktivnosti na području cijele Republike Hrvatske. Istraživanje je provedeno na uzorku od 177 (N = 177) učitelja s područja cijele Hrvatske i 192 učenika (N = 192). Na temelju istraživanja, može se zaključiti kako su učenici osnovnih škola upisani u raznolike izvannastavne aktivnosti te su zadovoljni na koji način učiteljvoditelj provodi izvannastavne aktivnosti. Također, rezultati pokazuju kako učitelji prihvaćaju učeničke prijedloge u izvannastavnoj aktivnosti te se izvannastavne aktivnosti provode u različitim prostornim mogućnostima.Students want to spend their free time having fun and socializing. With that, the school has an obligation to offer students content that will complement their time in a quality way. To cover all the students' free time spent at school, they were offered extracurricular activities. To involve students in a certain extracurricular activity, it is necessary to harmonize their wishes and interests. Also, in order for the extracurricular activity to be of higher quality and more interesting, the teacher is obliged to improve his skills in order to implement them more effectively. To determine the opinion of teachers and students on the organization of their extracurricular activities, a survey was conducted on the organization of extracurricular activities throughout the Republic of Croatia. The research was conducted on a sample of 177 (N = 177) teachers from all over Croatia and 192 students (N = 192). Based on the research, it can be concluded that Elementary School students are enrolled in a variety of extracurricular activities and are satisfied with the way the teacher-leader conducts extracurricular activities. Also, the results show that teachers accept student suggestions in extracurricular activities and that extracurricular activities are carried out in different spatial possibilities
Ensuring conditions and quality support system for children of preschool age with developmental disabilities
No full textRana intervencija može vrlo pozitivno utjecati na napredak djeteta s teškoćama u razvoju, stoga je potrebno kvalitetno procijeniti njegove potrebe i mogućnosti. Važno je prihvatiti djetetove teškoće, poticati ga i pomoći mu da razvije strategije za uspjeh te da se i dijete, ali i roditelji i odgojitelji prilagode očekivanjima. Odgojno-obrazovna podrška može se nazvati zaštitnim činiteljem, a ona uključuje podršku najbližih članova obitelji, neformalnu podršku iz okoline i formalnu podršku odgojitelja i stručnih suradnika. U svrhu pisanja ovoga rada provedeno je istraživanje u predškolskim odgojno-obrazovnim ustanovama s područja Krapinsko – zagorske županije, Zagrebačke županije i Grada Zagreba. Cilj ovoga istraživanja bio je ispitati samoprocjenu odgojitelja u redovnim ustanovama za rani i predškolski odgoj i obrazovanje o sustavu podrške djeci s teškoćama u razvoju s naglaskom na kompetencije odgojitelja, strategije podrške koje koriste, prihvaćanju djece s teškoćama u razvoju kao i o individualiziranom pristupu, kada je dijete s teškoćama u razvoju uključeno u redovnu odgojnu skupinu. Rezultati pokazuju da odgojitelji žele uključiti djecu s teškoćama u razvoju u redovne skupine te im omogućiti sudjelovanje u različitim aktivnostima, no sustav u kojem rade ih konstantno koči te im nisu omogućena sredstva i materijali kojima bi mogli isto ostvariti. Također, rezultati su pokazali da su odgojitelji nezadovoljni prilagođenošću prostora, brojem djece u jednoj skupini u kojima su uključena djeca s teškoćama u razvoju, nedostatkom pomoćnika odnosno trećeg odgojitelja te nedostatkom vremena za individualizirani pristup u radu s djecom s teškoćama u razvoju. Zaključno, važno je da se zajedničkom suradnjom svih profesionalaca u dječjem vrtiću povećaju kvaliteta kao i uvjeti rada u odgojnim skupinama, da stručni suradnici pružaju pravodobnu i pravilnu pomoć i podršku, da odgojne skupine budu sastavljene od manjeg broja djece te da dijete s teškoćom u razvoju ima pomoćnika, to jest trećeg odgojitelja. Također, važno je da odgojitelji budu dovoljno educirani i kompetentni za rad s djecom s teškoćama u razvoju kako isto ne bi predstavljalo poteškoće u njihovom radu.Early intervention can have a very positive impact on the progress of a child with developmental difficulties, therefore it is necessary to assess their needs and possibilities. It is important to accept the child's challenges, encourage them, and help them develop strategies for success, as well as for the child, parents and preschool teachers need to adjust their expectations too. Educational support can be referred to as a protective factor, encompassing the support of close family members, informal support from the surroundings, and formal support from educators and professional collaborators. For the purpose of writing this paper, research was conducted in preschool educational institutions in the areas of Krapina-Zagorje County, Zagreb County, and the City of Zagreb. The aim of this research was to examine the self-assessment of preschool teachers in regular institutions for early and preschool education regarding the system of support for children with developmental difficulties, with an emphasis on educators' competencies, support strategies used, acceptance of children with developmental difficulties and individualized approach when a child with developmental difficulties is included in a regular educational group. The results show that preschool teachers want to include children with developmental difficulties in regular groups and enable their participation in various activities, but the system in which they work consistently hinders them and does not provide them with the means and materials to achieve the same. Additionally, the results have shown that preschool teachers are dissatisfied with the adaptability of the space, the number of children in a single group where children with developmental difficulties are included, the lack of assistants or third educators, and the lack of time for an individualized approach when working with children with developmental difficulties. In conclusion, it is important for the quality and working conditions in educational groups to improve through the collaborative efforts of all professionals in the daycare center. Professional collaborators should provide timely and proper assistance and support, educational groups should consist of a smaller number of children, and a children with developmental difficulties should have an assistant, namely a third educator. Furthermore, it is essential for educators to be adequately educated and competent to work with children with developmental difficulties in order for it not to present difficulties in their work
The Impact of Physical Activity on the Socio-emotional Development of Children
No full textTjelesna aktivnost vrlo je važna za rast i razvoj djece, ali i za socio-emocionalni razvoj. Socio-emocionalni razvoj jedan je od najvažnijih razvojnih zadataka u životu djeteta. Odnosi se na uspješno prepoznavanje i nošenje s vlastitim i tuđim emocijama u socijalnom kontekstu. Na socio-emocionalni razvoj djeteta utječu brojni faktori tijekom njegova odrastanja poput obiteljske situacije, socio-ekonomskog statusa, prehrane, okoline u kojoj živi i brojnih drugih. Pretpostavka je da tjelesna aktivnost, zbog brojnih blagodati koje ima na ljudski organizam, može pozitivno utjecati na socio-emocionalni razvoj. Cilj ovoga rada bio je prikazati rezultate istraživanja koja dokazuju pozitivan utjecaj tjelesne aktivnosti na socio-emocionalni razvoj djece. Istraživanja obuhvaćena u ovome radu pokazala su da tjelesna aktivnost može pomoći pravilnom socio-emocionalnom razvoju djeteta zbog brojnih pozitivnih djelovanja na čovjekovo fizičko i psihičko zdravlje. Uključivanjem djeteta u sport ili neku drugu tjelesnu aktivnost poboljšava se njegovo emocionalno stanje, smanjuju anksiozni osjećaji, jača samopouzdanje i pomaže se uspostaviti socijalizacija. Djeca koja su tjelesno aktivna lakše ostvaruju socijalne kontakte te imaju više razvijene oblike prosocijalnog ponašanja, poput suosjećanja, želje da se drugome pomogne, spremnosti na zajednički rad, osjećaja odgovornosti za momčad i uklapanja u skupinu. Mnoga istraživanja koja povezuju socio-emocionalni razvoj s tjelesnom aktivnosti naglasak stavljaju na socijalne varijable, posebice utjecaj roditelja ili drugih značajnih odraslih osoba u djetetovu životu. Stručnjaci tvrde da bi roditelji ili skrbnici trebali biti primjer djeci u sudjelovanju u tjelesnim aktivnostima, ili još bolje, zajedno s djecom pohađati tjelesne aktivnosti. Također, škola kao odgojno-obrazovna institucija trebala bi djeci osigurati sve moguće uvjete kojima bi ostvarili razvoj socio-emocionalnih kompetencija kroz tjelesnu aktivnost.Physical activity is very important for the growth and development of children, as well as for socio-emotional development. Socio-emotional development is one of the most important developmental tasks in a child's life. It refers to successfully recognizing and dealing with one’s own and others ’emotions in a social context. The socio-emotional development of a child is influenced by numerous factors during his or her growing up such as the family situation, socioeconomic status, nutrition, the environment in which he or she lives and many others. The assumption is that physical activity, due to the many benefits it has on the human body, can also have a positive effect on socio-emotional developement. The aim of this paper was to show the results of research that prove the positive impact of physical activity on the socio-emotional development of children. Research covered in this paper has shown that physical activity can help the proper socio emotional development of a child due to the numerous positive actions on human physical and mental health. By including a child into a sport or other physical activity, it may improve his emotional state, reduce anxiety feelings, strengthen self confidence, and help establish socialization. Children who are physically active find it easier to make social contacts and have more developed forms of prosocial behavior, such as compassion, the desire to help others, the willingness to work together, feelings of responsibility for the team and fitting into the group. Many research which connect socio-emotional development with physical activity place emphasis on social variables, especially the impact of parents or other significant adults in a child’s life. Experts argue that parents or guardians should be an example to their children in participation in physical activities, or better yet, attend physical activities with children. Also, the school as a educational institution should provide children with all possible conditions to achieve the development of socio-emotional competencies through physical activity
Kinesiological activities in the leisure od children
No full textSlobodno vrijeme ima ključnu ulogu u razvoju djeteta. Dijete je po svojoj prirodi aktivno i ima urođenu potrebu za kretanjem. Kako bi bilo uspješno u obavljanju svojih zadataka, bitno je da bude zdravo i spretno. Utjecaj na sveukupni razvoj, posebno na motorički, najefikasnije se ostvaruje tijekom najranijih faza djetetovog razvoja kroz različite kineziološke aktivnosti. Redovito prakticiranje kinezioloških aktivnosti u obliku raznolikih igara i bavljenja sportom ima pozitivan utjecaj na razvoj i rast djece, sprječavanje pretilosti i unapređenje motoričkih i funkcionalnih sposobnosti. Važno je da su roditelji svjesni svih dobrobiti koje djeci donosi aktivno provedeno slobodno vrijeme. Prvi odgojni procesi odvijaju se unutar obitelji, a roditelji su prvi uzori djetetu. Presudno je da aktivnosti koje obitelj odabire za slobodno vrijeme budu osmišljene kako bi pružile djetetu priliku za vrijedne i kreativne aktivnosti koje će podržati njegov razvoj i samopouzdanje. U radu će se nastojati prikazati sve dobrobiti koje donosi kvalitetno osmišljeno slobodno vrijeme i kineziološke aktivnosti u njemu. Provedeno je i istraživanje u kojem je ispitano u kakvim aktivnostima djeca najčešće provode svoje slobodno vrijeme, stav roditelja o aktivno provedenom slobodnom vremenu njihove djece te jesu li roditelji aktivni.Free time plays a key role in a child's development. Children are naturally active and have an innate need to move. In order for them to perform their tasks successfully, it is important that they are healthy and dexterous. The impact on overall development, especially motor development, is most effectively realized in the earliest stages of a child's development through various kinesiological activities. Regularly engaging in kinesiological activities in the form of games and sports has a positive effect on children's development and growth, helps prevent obesity, and improves their motor and functional abilities. It is important for parents to be familiar with all the benefits that active free time brings to children. The first educational processes take place within the family, and parents serve as the first role models for their children. It is crucial that the activities the family chooses for free time are designed to provide children with opportunities for valuable and creative activities that will support their development and self-confidence. This paper aims to demonstrate all the benefits of welldesigned free time and the inclusion of kinesiological activities. Additionally, a survey was conducted to examine the activities in which children most frequently spend their free time, assess parents' attitudes toward their children's active free time, and determine whether parents themselves engage in active pursuits
Analysis of the Representation of Mathematical Textual Problems in Textbooks for 4th Grade of Primary School
No full textTema ovog diplomskog rada je Analiza zastupljenosti matematičkih tekstualnih zadataka u udžbenicima za 4. razred osnovne škole. Rad nudi detaljno objašnjenje vrsta tekstualnih zadataka te različite podjele zadataka. Nastava matematike obuhvaća kontinuirani rad što podrazumijeva redovito rješavanje raznih vrsta zadataka. Rješavanjem matematičkih zadataka učenici uče matematičke sadržaje, matematičke pojmove, a i samim time primjenu matematike u svakodnevnim životnim situacijama. Važnost rješavanja zadatka je upravo u tome da učenici steknu sposobnost razumijevanja, logičkog zaključivanja i povezivanja, no o tome svemu ovisi vrsta te kontekst zadatka. Matematički tekstualni zadatci imaju nekoliko podjela, a njihova zastupljenost u udžbenicima se razlikuje od izdavača do izdavača. Ovim radom analizirani su matematički udžbenici te zastupljenost matematičkih tekstualnih zadataka triju različitih izdavača. Analizirana je zastupljenost unutarmatematičkih, realističnih, autentičnih zadataka, zadataka s kontekstom i bez konteksta, te zadataka matematičkog modeliranja. Analiziranjem udžbenika triju izdavača dobiven je udio zastupljenosti svake vrste tekstualnih zadataka u udžbenicima za 4. razred osnovne škole. Istraživanje je pokazalo najveću zastupljenost tekstualnih zadataka bez konteksta i unutarmatematičkih zadataka, dok realističnih, autentičnih i tekstualnih zadataka s kontekstom ima u nešto manjem broju. Matematičko modeliranje nije zastupljeno u analiziranim udžbenicima za razrednu nastavu.The topic of this diploma thesis is the analysis of the representation of mathematical textual problems in textbooks for the 4th grade of elementary school. The paper offers a detailed explanation of the types of text tasks and the different division of tasks. Teaching mathematics includes continuous work, which includes regular solving of various types of problems. By solving mathematical problems, students learn mathematical content, mathematical concepts, and thus apply mathematics in everyday life situations. The importance of solving the task is precisely that the students acquire the ability to understand, make logical conclusions and make connections, but this all depends on the type and context of the task. Mathematical text problems have several divisions, and their representation in textbooks varies from publisher to publisher. This work analyzed mathematics textbooks and the representation of mathematical text problems from three different publishers. The representation of intra-mathematical, realistic, authentic tasks, tasks with and without context, and mathematical modeling tasks was analyzed. By analyzing the textbooks of three publishers, the percentage of representation of each type of text task in textbooks for the 4th grade of elementary school was obtained. The research showed the highest prevalence of textual tasks without context and intra-mathematical tasks, while realistic, authentic and textual tasks with context are in a slightly smaller number. Mathematical modeling is not represented in the analyzed textbooks for primary school
Drama techniques in early and preschool education
No full textRad započinje opisom igre kao značajne aktivnost u djetetovom životu. Iz nje sve potječe, pa tako i drama. Navodim simboličku igru kao djetetov prvi susret s dramatiziranjem već od malih nogu i važnost koju kreativnost ima za dječji razvoj. Nadalje, u radu spominjem jednu od primjerenijih dramskih metoda u radu s djecom, a to je procesna drama. U radu je opisan pojam procesne drame, kako se ta procesna drama kao dramska metoda razvila i što je zapravo njezin cilj. Uz navođenje tijeka procesne drame, u radu je također razjašnjeno koje su uloge sudionika, a koje su uloge voditelja u procesnoj drami te kako koja uloga u drami djeluje i na koji način se može primijeniti. Rad se dalje nastavlja na poglavlje o dramskim tehnikama u kojem je najprije opisana definicija istih, zatim njihova primjena u radu s djecom te konačno i sama podjela dramskih tehnika. Dramske tehnike isprva su podijeljene u dvije vrste, uzimajući u obzir način na koji se odigrava ili obrađuje neki trenutak u razvoju radnje u pojedinoj dramskoj tehnici, a kasnije se prva vrsta grana u još dvije kako bi se olakšalo njihovo planiranje prije samog izvođenja. Sve tehnike su podijeljene po vrsti u koju pripadaju, svaka je zasebno objašnjena te su uz određene tehnike navedeni i primjeri provedbe. U posljednjem poglavlju nalazi se analiza dramskih tehnika iz triju provedenih procesnih drama : Princeza Pif, autora Želimira Hercigonje, Kralj koji je zabranio mrak, autorice Emily Haworth-Booth te Maca Papučarica, autorice Ele Peroci. Procesne drame proveli su redoviti studenti 3.godine Učiteljskog fakulteta u Zagrebu 2022./2023. akademske godine. Analiza služi kako bi se detaljnije i jasnije prikazala provedba dramskih tehnika u procesnoj drami, njihov utjecaj na razmišljanja djece te reakcije koje su djeca imala na iste.The work begins with a description of play as a significant activity in a child's life. Everything originates from it, including drama. I mention symbolic play as a child's first encounter with dramatization from an early age and the importance that creativity holds for a child's development. Furthermore, in the paper, I discuss one of the more suitable dramatic methods in working with children, which is process drama. The paper defines the concept of process drama, how this dramatic method has evolved, and what its actual goal is. Along with outlining the course of process drama, the paper also clarifies the roles of participants and facilitators in process drama and how each role in the drama affects and can be applied. The paper then continues to a chapter on dramatic techniques, in which their definition is first described, followed by their application in working with children, and finally, the division of dramatic techniques itself. Initially, dramatic techniques are divided into two types, taking into account the way a moment in the development of the plot is played out or processed in each dramatic technique. Later, the first type branches into two more to facilitate their planning before actual execution. All techniques are categorized according to their type, each is individually explained, and specific implementation examples are provided. The last chapter contains an analysis of dramatic techniques from three conducted process dramas: "Princess Pif" by Želimir Hercigonja, "The King Who Banned the Dark" by Emily Haworth-Booth, and "Maca Papučarica" by Ele Peroci. Process dramas were conducted by regular students in the third year of the Teacher Education Faculty in Zagreb during the 2022/2023 academic year. The analysis aims to provide a more detailed and clearer presentation of the implementation of dramatic techniques in process drama, their impact on children's thinking, and the reactions that children had to them