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Comparison of encouraging literacy approaches in regular and Montessori preschool program
No full textPredvještine čitanja i pisanja nužan su preduvjet za razvoj vještina čitanja i pisanja kojima dijete ovladava u školi. Njihov razvoj započinje od najranije dobi djeteta. Aktivnosti i sadržaj vezani uz razvoj vještina početnog čitanja i pisanja ne provode se nužno samo u centru početnog čitanja i pisanja, već su podjednako zastupljene i u svim ostalim centrima sobe dnevnog boravka djece rane i predškolske dobi, a usvajaju se i nesvjesno, kroz igru. Poticajna okolina uvelike doprinosi cjelokupnom razvoju djeteta, pa tako i razvoju predvještina čitanja i pisanja. Zahvaljujući suvremenim metodama učenja, poput metode Brain Gym i metode Ples pisanja, djeci je omogućeno zabavno i jednostavno učenje kroz igru, stimulirajući pritom razvoj mozga. Osim dominantne pedagoške koncepcije, u ranom i predškolskom odgoju i obrazovanju u hrvatskoj omogućen je rad i po alternativnim pedagoškim koncepcijama. Jedna od najzastupljenijih alternativnih pedagoških koncepcija je Montessori , a ona se ostvaruje u Montessori vrtićima ili kao posebni program u redovnim odgojno obrazovnim ustanovama. Cilj ovog diplomskog rada je uvidjeti važnost predvještina čitanja i pisanja za razvoj djeteta te prikazati njihove značajke i doprinose u radu s djecom rane i predškolske dobi. U svrhu pisanja ovog rada provedeno je kvalitativno istraživanje metodom intervjuiranja na uzorku od pet odgojiteljica rane i predškolske dobi. Provedeno istraživanje potvrdilo je kako u praksi odgojitelji ovom području poklanjaju mnogo pažnje. Rezultati provedenog istraživanja prikazali su i spremnost odgojitelja na usavršavanje i učenje te primjenu elemenata raznih pedagoških koncepcija u njihovu radu kako bi djeci omogućili što više načina za razvoj početne pismenosti. Nadalje, rezultati potvrđuju da odgojitelji uočavaju važnost vještina početnog čitanja i pisanja te da su svjesni svoje uloge u razvoju početne pismenosti ističući ulogu opskrbljivača materijalima i ulogu govorno-jezičnog modela.The pre-skills of reading and writing are a necessary prerequisite for the development of the reading and writing skills that a child masters in school. Their development starts from the child's earliest age. Activities and content related to the development of early reading and writing skills are not necessarily carried out only in the early reading and writing center, but are also equally represented in all other living room centers for early and preschool age children, and they are acquired unconsciously, through play. A stimulating environment greatly contributes to the overall child's development, including the development of reading and writing pre-skills. Thanks to modern learning methods, such as the Brain Gym method and the Write Dance method, children are enabled to learn at the fun and simple way through play, while stimulating brain development. In addition to the dominant pedagogical concept, in early and preschool education in Croatia, it is possible to work with alternative pedagogical concepts. One of the most represented alternative pedagogical concepts is Montessori, and it is implemented in Montessori kindergartens or as a special program in regular educational institutions. The aim of this thesis is to see the importance of reading and writing pre-skills in the child's development and to show their features and contributions in working with early and preschool age children. For the purpose of writing this paper was conducted qualitative research using the interview method on the sample of five early childhood and preschool teachers. The conducted research confirmed that in practice preschool teachers pay a lot of attention to this area. The results of the conducted research also showed the willingness of preschool teachers to improve, learn and apply elements of various pedagogical concepts in their work in order to provide children with as many ways as possible to develop initial literacy. Furthermore, the results confirm that preschool teachers perceive the importance of initial reading and writing skills and that they are aware of their role in the development of initial literacy, highlighting the role of a provider of materials and the role of a speech-language model
Application of puppet in work with children with disabilities in early and preschool education
No full textPrimjena lutke u radu s djecom s teškoćama je široka jer ona, kao sva druga djeca, gaje interes i ljubav prema lutkama kroz cijelo djetinjstvo, a i kasnije. Lutka pokreće djetetove emocije, olakšava mu da ih izrazi i da verbalizira ono što mu je na srcu. U ovom radu, koji je podijeljen na dva dijela, pokušat će se približiti primjena lutke u radu s djecu s teškoćama u ranom i predškolskom odgoju i obrazovanju. Prvi (teorijski) dio daje kratki presjek razvoja lutkarstva, zatim pojma lutke te njene vrste i primjene. Slijedi dio koji navodi upotrebu lutke u ranom i predškolskom odgoju i obrazovanju općenito, a zatim i dio koji se sužava i govori o konkretnoj primjeni lutke u radu s djecom s teškoćama. U zadnjem dijelu teorijskog dijela izdvojeno je poglavlje o Lutki osobi (Persona Doll), a slijedi ga i kratki presjek art ekspresivne terapije i njezinih metoda. U drugom djelu rada prikazano je istraživanje čiji je cilj bio utvrditi stavove i znanja odgojitelja prema inkluziji djece s teškoćama te o upotrebi lutke u njihovom odgojno-obrazovnom radu.Application of puppet in work with children with disabilities is wide because they, like all other children, have an interest and love for puppets throughout their childhood as well as in their adult years. The puppet triggers the child's emotions, makes it easier for him to express them and to verbalize what is in his heart. In this paper, which is divided into two parts, an attempt will be made to approach the application of puppet when working with children with disabilities in early and preschool education. The first (theoretical) part gives a short overview of the development of puppetry, then the concept of a puppet and its types and applications. This is followed by a section that states the use of the puppet in early and preschool education in general, and then a section that narrows down and talks about the specific application of the puppet in working with children with disabilities. In the last part of the theoretical part, there is a chapter on the Persona Doll, followed by a short section on expressive art therapy and its methods. In the second part of the paper, research was presented, the aim of which was to determine the attitudes and knowledge of educators towards the inclusion of children with disabilities and the use of puppets in their educational work
Croatian Traditional Creativity In The Artistic Expression Of Preschool Children
No full textIzgradnja identiteta kod djece, povezanost s lokalnim običajima, djelovanje pojedinca i grupe kao čuvara vrednota nekoga naroda tema su ovoga rada. Aktivnosti vezane uz tradicijsko stvaralaštvo u sustavu ranoga i predškolskoga odgoja i obrazovanja važan su dio kulture i temeljnih posebitosti nekoga kraja. Izgradnja kulture življenja, u kojoj se očituje ljubav prema zavičaju i običajima, velika je odgovornost za odgojitelja. U današnje moderno vrijeme, u životu punome brzine i promjena, kulturu i tradiciju nepravedno se zanemaruje. Komunikacija djece s kulturom i tradicijskim stvaralaštvom događa se u DV Cvrčak, PO Stonoga, Novo Selo Rok provodeći aktivnosti s temom tradicijskih vrijednosti. Očuvanje tradicije važno je mnogim kulturama i nacijama. Potrebno je uvesti djecu u proces otkrivanja baštine i istraživanja s poštovanjem. Otkrivanje likovne kreativnosti djece, poticanje djece da se s poštovanjem odnose prema temi tradicijske kulture, istraživanje različitih tradicionalnih i implementacija modernih tehnika u provođenje aktivnosti s djecom, najbolji su način da zaštitimo i očuvamo narodnu baštinu u budućnosti. U ovome su radu opisane mnoge likovne aktivnosti tijekom kojih su djeca upoznavala tradicijsku kulturu Međimurja. Istraživali su licitarska srca, tradicijske maske, tradicijske igračke, marame, čipku i tkanice. Motivirati djecu rane i predškolske dobi za ljubav prema zavičaju i daljnjemu istraživanju tradicijskih motiva i običaja cilj je koji je ispunjen provođenjem likovnih aktivnosti i zaokružen posjetima Riznici Međimurja i plesnoj predstavi ,,Gda pozoj spi”. Iskustva koja su djeca stekla najbolji je put za daljnji razvoj kreativnosti i očuvanja kulturne baštine Međimurja.The raising of identity in children, the connection with local customs, the actions of individuals and groups as guardians of the values of a nation are the topics of this graduation thesis. Activities related to traditional creativity in the system of early and preschool upbringing and education are an important part of the culture and fundamental peculiarities of a region. Building a culture of living in which love for the homeland and customs is manifested is a great responsibility for the educator. Modern times, life full of speed and changes, culture and tradition are unfairly neglected. Children's communication with culture and traditional creativity takes place in DV Cvrčak, PO Stonoga, Novo Selo Rok through the topic of traditional values. Preserving traditions is important to many cultures and nations. Children need to be introduced to the process of heritage discovery and research with respect. Discovering the artistic creativity of children, encouraging them with respect to the topic of traditional culture, researching with children different traditional and implementing modern techniques in carrying out activities with children, are the best way to protect and preserve national heritage in the future. This paper describes many art activities with various materials through which children got to know the traditional culture of Međimurje. They researched licitar hearts, traditional masks, traditional toys, scarves, lace and fabrics. Motivating children
of early and preschool age to love their homeland and to further explore traditional motifs and customs is the goal, which is fulfilled through art and rounded off by visits to the Međimurje Treasury and the Dance performance Gda pozoj spi. The experiences gained by the children are the best way to further develop creativity and preserve the cultural heritage of Međimurje
The influence of spatial and material conditions on the implementation of physical activities in preschool institution
No full textKineziološke aktivnosti važne su za pravilan rast i razvoj djece. Prilikom odabira kinezioloških aktivnosti važno je osigurati adekvatan prostor i opremu jer utječu na kvalitetnu provedbu kinezioloških aktivnosti u dječjim vrtićima. Cilj ovog rada bio je utvrditi prostorno materijalne uvjete i istražiti njihov utjecaj na stavove i motiviranost odgajatelja za provedbu kinezioloških aktivnosti u predškolskim ustanovama. Istraživanje je provedeno putem anonimnog online upitnika na uzorku od 70 odgojitelja zaposlenih u 36 različitih dječjih vrtića. Rezultati istraživanja prikazuju stanje materijalnih uvjeta koji i dalje predstavljaju problem u realizaciji kinezioloških aktivnosti. Dječji vrtići nemaju adekvatan prostor za provedbu kinezioloških aktivnosti i prepoznata je loša opremljenost spravama u većini dječjih vrtića. Odluka o provođenju kinezioloških aktivnosti ovisi najviše o stavovima i uvjerenjima odgojitelja, zatim i o materijalnim uvjetima u ustanovi. Nedostatak prostora, opreme, i strah od ozljede najčešće su prepreke za provedbu kinezioloških aktivnosti u unutarnjem prostoru, dok su nedostatak opreme, vremenski uvjeti i nedostatak prostora najčešće prepreke za provedbu na otvorenom.Kinesiological activities are important for the proper growth and development of children. When choosing kinesiological activities, it is important to provide adequate space and equipment because they affect the quality implementation of kinesiological activities in preschool institutions. The aim of this paper was to determine the spatial and material conditions and investigate their impact on the attitudes and motivation of educators to implement kinesiological activities in preschool institutions. The research was conducted through an anonymous online questionnaire/survey on a sample of 70 educators employed in 36 different preschool institutions. The results of the research show the state of material conditions that still represent a problem in the realization of kinesiological activities. Preschool institutions do not have adequate space for the implementation of kinesiological activities and poor equipment or the lack of it has been recognized as a problem in most preschool institutions. The decision to carry out kinesiological activities depends mostly on the attitudes and beliefs of educators, as well as on the material conditions in the preschool institution. The lack of space, equipment, and fear of injury are the most common obstacles to carrying out kinesiological activities indoors, while lack of equipment, weather conditions, and lack of space are the most common obstacles to outdoor implementation
Children with Down syndrome in preschool
No full textOvaj završni rad se odnosi na položaj djece s Down sindromom u predškolskim ustanovama. Kroz rad se obrađuju različiti termini i činjenice vezane uz navedeni sindrom. Down sindrom nastaje prilikom grešaka kod prenošenja kromosoma za vrijeme diobe spolnih stanica kada se unutar jedne stanice nađe višak dijela ili jednog čitavog kromosoma. Ovaj sindrom uzrokuje različite zdravstvene poteškoće s kojima se susreću i djeca i odrasli, a spomenute poteškoće će biti obrađene u nastavku ovog rada.
Budući da se sama tema rada odnosi na položaj djece s navedenim sindromom u predškolskim ustanovama, kroz rad će se nastojati analizirati kako se djeca s istim sindromom uključuju u redovne vrtiće na području Republike Hrvatske, koja je uloga odgojitelja i roditelja u tom procesu, kako igra i različite druge aktivnosti unutar vrtića utječu na razvoj djece s Down sindromom i sl. Kada se govori o ulozi roditelja u procesu uključivanja njihovog djeteta s Down sindromom u redovne sustave obrazovanja, valja reći kako su upravo oni ti, koji su uz odgojitelje, zaslužni za to da njihovo dijete normalno funkcionira, druži se s vršnjacima i obrazuje se. Zbog toga postoje različiti sustavi podrške roditeljima i obiteljima djece s Down sindromom, kako bi im se omogućila uspješna inkluzija njihove djece.
Činjenica je da se nastanak Down sindroma ne može spriječiti, i da on ne bira rasu, spol, financijska sredstva obitelji iz kojih dijete potječe, stoga je vrlo važno upoznati čitav svijet s ovim sindromom, omogućiti poštivanje i uvažavanje prava osoba s Down sindromom. Povodom toga se 21. ožujka svake godine obilježava Međunarodni dan osoba s Down sindromom.This final paper refers to the position of children with Down's syndrome in preschool institutions, therefore, the paper deals with various terms and facts related to Down's syndrome. First of all, Down's syndrome occurs when there is an incorrect transfer of chromosomes during the division of external cells, when an excess of one whole or part of a chromosome is found inside one cell. As such, this syndrome causes various health problems that both children and adults face, which will be discussed in the rest of the paper.
Furthermore, since the topic of the paper is the position of children with Down syndrome in preschool institutions, the paper will try to analyze how children with Down syndrome are included in regular kindergartens in the Republic of Croatia, what is the role of educators and parents in this process, how does it play and various other activities within the kindergarten affect the development of children with Down syndrome, etc. When talking about the role of parents in the process of including their child with Down syndrome in regular education systems, it should be said that it is they who, along with the educators, are responsible for this that their child functions normally, socializes with peers and gets an education. For this reason, there are various support systems for parents and families of children with Down syndrome, in order to enable them to successfully include their children.
The fact is that the occurrence of Down's syndrome cannot be prevented, and that it does not choose the race, gender, financial means of the family from which the child originates, therefore it is very important to introduce the whole world to this syndrome, to enable the respect and appreciation of the rights of people with Down's syndrome, for of which March 21 is celebrated every year as the International Day of People with Down Syndrome
Implementation of the winter program in preschool children
No full textKroz rad se obrađuje pojam zimovanja i njegova važnost, te utjecaj na rast i razvoj djece, kao i na njegov utjecaj na socioemocionalni razvoj. Priprema zimovanja jedan je od važnijih elemenata u organizaciji zimovanja, a ovim radom pobliže su objašnjene smjernice kvalitetne organizacije programa zimovanja. Provedeno je istraživanje u kojem je svrha bila saznati koliko vrtića u Republici Hrvatskoj provodi program zimovanja i koji su stavovi vrtića o provođenju izvanvrtićkih aktivnosti, odnosno uviđaju li važnost istih. U anketnom su upitniku mogli sudjelovati svi odgojitelji i ostali pedagoški radnici u Republici Hrvatskoj.The paper deals with the concept of winter program and it's importance, as well as it's impact on the growth and development of children, and it's impact on socio-emotional development. Winter program preparation is one of the most important elements in the organization of winter program, and this paper provide a more detailed explanation of the guidelines for the quality organization of the winter program. Research was conducted, the purpose of which was to find out how many kindergartens in the Republic of Croatia implement the winter program and what are the attitudes of kindergartens regarding the implementation of extracurricular activities, whether they see the importance of them. All educators and other pedagogical workers in the Republic of Croatia could participate in the research
Elements of dance in primary education
No full textCilj ovog rada bio je objasniti pojam plesa, promotriti plesne podijele, te pregledati na koji način se ples mijenjao kroz povijest, ali i na koji način je utjecao na život ljudi. Ples je neizbježan te vrlo važan dio društvene zajednice od početka čovjekovog postojanja. U radu će biti objašnjena važnost plesa u različitim dijelovima povijesti. Također, ples je jako važan dio odgoja i obrazovanja. Od čovjekove mlađe dobi ima značaj utjecaj na pojedinca. U radu je objašnjenje tih pozitivnih utjecaja, čija je teorija potkrepljena raznim istraživanjima koja su se dogodila kroz povijest. Pozitivan utjecaj ples ima i na motoričke sposobnosti, kognitivne sposobnosti, morfološke karakteristike, konativne osobine ličnosti i socijalni aspekt života pojedinca. Pojašnjeno je kakvu poveznicu dijele glazba i pokret te na koji način zajedno funkcioniraju za dobrobit pojedinca. Nadalje, rad sadržava pregled propisanog kurikuluma za tjelesnu i zdravstvenu kulturu u osnovnoj školi. Sadržane su također i plesne strukture koje se najčešće koriste u nastavi sa učenicima primarne edukacije. Na kraju, prikazano je istraživanje o stavovima učenika o korištenju elemenata plesa na satima tjelesne i zdravstvene kulture i naveden je primjer sata te kako i na koji način uvesti neke elemente plesa u nastavu na učenicima primjeren i zanimljiv način.The aim of this paper was to explain the concept of dance, to observe the types of dance, and to review how dance has changed throughout history, but also how it has influencal on people's lives. Dance has been an inevitable and very important part of the social community since the beginning of human existence. The paper will explain the importance of dance in different parts of history. Also, dance is a very important part of children's education. Since a one's young age, dancing has a significant influence on the individual. The paper contains an explanation of these positive influences, many theories which are supported by various researches that have taken place throughout history. Furthermore, dance also has a positive influence on motor abilities, cognitive abilities, morphological characteristics, conative personality traits and the social aspect of an individual's life. It is explained what kind of link music and movement share and how they work together for the benefit of the individual. Moreover, the paper contains an overview of the curriculum for physical education in elementary schools. Also, this work contains dance structures that are most often used in classes with primary education students. At the end, research on students' attitudes about the use of dance elements in physical education classes is presented, and an example of a lesson plan is given, as well as how and in what way to introduce some elements of dance into classes for students in an appropriate and interesting way
Types of materials in working with preschool children
No full textCilj rada jest otkriti koje likovne materijale i tehnike odgojitelji najčešće koriste u radu s djecom rane i predškolske dobi i koliko ih smatraju važnima u likovnom izražavanju djeteta. Likovne tehnike koje se koriste u radu s djecom rane i predškolske dobi dijele se na nekoliko područja, a to su: crtačke tehnike, slikarske tehnike, kiparske tehnike, grafičke tehnike, arhitektonske tehnike, primijenjena umjetnost, dizajn i novi mediji. Likovne materijale djeca koriste u svom likovnom razvoju koji se dijeli na četiri razvojne faze, a to su: faza šaranja, faza sheme, faza razvijene sheme te faza oblika i pojava. Kako bi djeca razvijala svoje likovno izražavanje, treba im se omogućiti upoznavanje s raznovrsnim likovnim materijalima i tehnikama, a važnu ulogu u tome imaju odgojitelji, koji im to omogućavaju. Stoga je provedeno istraživanje u kojemu je sudjelovao 21 odgojitelj/ica koji su ispunili anonimni upitnik od 11 pitanja. Rezultati istraživanja pokazali su da odgojitelji najčešće koriste slikarske tehnike u radu s djecom, a sredstva koja najčešće koriste u slikarskim tehnikama su tempere i vodene boje. Slikarske tehnike odgojitelji smatraju najprikladnijima za rad s djecom predškolske dobi zbog toga što se djeca vole izražavati bojama te vole istraživati sve njihove mogućnosti. Odgojitelji su svjesni koliko je važno ponuditi djeci što više različitih materijala i tehnika, ali gotovo polovica odgojitelja nema potporu dječjeg vrtića u nabavi raznovrsnog materijala te su uglavnom prepušteni sami sebi. Zbog toga je važno osvijestiti koliko je potpora odgojiteljima važna u radu te koliko obogaćujemo dječji likovni razvoj raznovrsnim likovnim tehnikama i materijalima.The aim of the work is to find out which art materials and techniques preschool teachers use most often in working with children of early and preschool age and how important they consider them to be in the artistic expression of the child. Art techniques, which are used in working with children of early and preschool age, are divided into several areas and those are: drawing techniques, painting techniques, sculptural techniques, graphic techniques, architectural techniques, applied art, design and new media. Art materials are used by children in their artistic development, which is divided into four developmental phases, and those are: the drawing phase, the schema phase, the developed schema phase, and the shape and appearance phase. In order for children to develop their artistic expression, they should be given the opportunity to familiarize themselves with a variety of art materials and techniques, and the preschool teachers who enable them to do so play an important role in this. Therefore, a research was conducted in which 21 preschool teachers participated who filled out an anonymous questionnaire of 11 questions. The results of the research showed that preschool teachers most often use painting techniques when working with children, and the tools they most often use in painting techniques are tempera and water colors. Preschool teachers consider painting techniques to be the most suitable for working with children of preschool age because children like to express themselves with colors and like to explore all their possibilities. Preschool teachers are aware of how important it is to offer children as many different materials and techniques as possible, but almost half of the preschool teachers do not have the support of the kindergarten in procuring a variety of materials and are mostly left to their own devices. That is why it is important to raise awareness of how important is support for preschool teachers in their work and how much we enrich children's artistic development with various art techniques and materials
Encouraging children's musical creativity in early and preschool age
No full textGlazba je od najranije dobi prisutna u dječjem životu i pridonosi sveukupnom razvoju djeteta. Djeca se rađaju s određenim predispozicijama za razvoj glazbenih sposobnosti. Na razvoj tih sposobnosti utječe i djetetova okolina. Glazba pridonosi djetetovom intelektualnom, emocionalnom i socijalnom razvoju. Razvoj glazbenih sposobnosti trebao bi početi već u djetetovom domu kroz dnevne aktivnosti i igru. Kasnije se te aktivnosti nastavljaju u vrtiću gdje su odgajatelji zaduženi za kreiranje aktivnosti primjerenih dječjoj dobi i interesu. Glazba utječe i na dječju kreativnost, pomaže uspostaviti ravnotežu između logičnije lijeve i intuitivnije desne polutke, odnos koji se smatra temeljem kreativnosti. Odgojitelji djecu potiču na istraživanje neobičnih ideja i oslobađaju dječju maštu kroz umjetničke aktivnosti koje potiču kreativnost kod djece.
Kroz glazbene aktivnosti u vrtiću kao što su slušanje, igre s pjevanjem, obrade pjesme ili brojalice dijete nesvjesno usvaja različite glazbene sadržaje. Glazba obogaćuje dječje emocije, razvija smisao za lijepo utječe na razvoj dječjih glazbenih, intelektualnih i tjelesnih sposobnosti. Glazbeni odgoj podrazumijeva i razvoj glazbenog sluha, razvoj ritamskog umijeća, sviranje udaraljki, njegovanje i razvoj dječjeg glasa i sl. Igra u dječjem životu ima posebnu ulogu, djeca u njoj uživaju i rado joj se vraćaju. Važan element dječje igre je i mašta.
Najčešće igre u prvoj i drugoj godini su igre prstićima, cupkalice i tapšalice. Kasnije se s dječjim razvojem mijenjaju i igre. Od brojalice koja je najraniji oblik kreativne igre s riječima do igre s pjevanjem koje su spoj igre i pjesme koje su nastale spontano iz dječjeg igranja. Riječ igra ne spominje se u svim glazbenim aktivnostima, ali svi oblici aktivnosti koje provodimo s djecom su za njih igra kroz koje odgojitelj može poticati dječje glazbeno stvaralaštvo.Music is present in children's lives from an early age and contributes to the child's overall development. Children are born with certain predispositions for the development of musical abilities. The development of these abilities is also influenced by the child's environment. Music contributes to the child's intellectual, emotional and social development. The development of musical abilities should start in the child's home through daily activities and play. Later, these activities continue in the kindergarten, where preschool teachers create activities appropriate to the children's age and interests. Music also affects children's creativity, helping to establish a balance between the more logical left and intuitive right hemispheres, a relationship that is considered the basis of creativity. Preschool teachers encourage children to explore unusual ideas and unleash children's imaginations through artistic activities that stimulate children's creativity.
Through musical activities in kindergarten such as listening, singing games, songs or nursery rhymes, the child unconsciously acquires different musical content. Music enriches children's emotions, develops a sense of beauty and influences the development of children's musical, intellectual and physical abilities. Musical education also includes the development of musical hearing, development of rhythmic skills, playing percussion, nurturing and developing children's voice, etc. Play has a special role in children's lives, children enjoy it and are happy to return to it. An important element of children's play is imagination.
The most common games in the first and second year are games with fingers, thumbtacks and clappers. Later, with children's development, games also change. From nursery rhymes, which are the earliest form of creative word play, to singing games, which are a combination of games and songs that arose spontaneously from children's play. The word game is not mentioned in all musical activities, but all forms of activities that we carry out with children are games for them through which preschool teachers can encourage children's musical creativity
Puna svjesnost za nastavnike engleskoga jezika
No full textMindfulness, along with embodied behaviors in the classroom such as calmness, clarity of form and mind, kindness, compassion, and forgiveness, still represents an unnamed domain of teacher expertise. The aim of this diploma thesis is to present the analysis of recent studies on mindfulness, a technique that has aroused interest in school communities because of its positive impact on stress reduction for both teachers and students. In order to introduce research on benefits of mindfulness to broader groups of English language teachers, examples of good practice along with three effective programs (Mindfulness-Based Emotional Balance, Community Approach to Learning Mindfully, and Cultivating Awareness and Resilience in Education) used for cultivating mindful skills have been described briefly.Puna svjesnost (eng. mindfulness), zajedno s ponašanjima kao što su smirenost, jasnoća u izražavanju i mislima, ljubaznost, suosjećanje i opraštanje koji je prate u učionici, još uvijek predstavlja neistraženo područje stručnosti učiteljskog poziva. Cilj je ovog diplomskog rada predstaviti analizu novijih studija na temu pune svjesnosti, tehnike koja je pobudila interes u školskim zajednicama zbog pozitivnog utjecaja koji ima na smanjenje osjećaja stresa i nastavnika i kod učenika. Kako bi se predstavilo istraživanje o prednostima pune svjesnosti širim skupinama nastavnika engleskoga jezika, sažeto su opisani primjeri dobre prakse zajedno s tri dokazano učinkovita programa (“Emocionalna ravnoteža temeljena na punoj svjesnosti”, „Pristup zajednice punosvjesnom učenju“ i „Razvoj svijesti i otpornosti u obrazovanju“) koja se koriste za razvoj vještina pune svjesnosti