University of Zagreb Faculty of Teacher Education - Digital repository
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The Contribution of Music to the Socio - emotional Development of Preschool Children
No full textSvrha ovog rada je istražiti doprinos glazbenih aktivnosti socijalnom i emocionalnom razvoju djece predškolske dobi. Donosi se teorijski pregled o razvoju socijalnih i emocionalnih kompetencija te utjecaju programa socio-emocionalnog učenja na akademska postignuća. Istraženo je kako različiti oblici i načini provođenja glazbenih aktivnosti doprinose razvoju socio-emocionalnih kompetencija djece predškolske dobi.
Akcijsko istraživanje (AI) je stavljeno u kontekst starije predškolske skupine dječjeg vrtića u kojem je provedeno istraživanje. Temeljni cilj istraživanja bio je glazbenim aktivnostima pridonijeti razvoju socio-emocionalnih kompetencija djece u grupi.
Istraživanje je trajalo u razdoblju od listopada 2020. do lipnja 2021. tijekom kojeg su provedene različite glazbene i plesne aktivnosti. Aktivnosti su uz video zapise praćene te bilježene putem istraživačkog - refleksivnog dnevnika. Istraživanje je provedeno u tri etape pri čemu su se uz različite oblike i vrste glazbenih aktivnosti koje su bile provedene u prvoj etapi istraživanja, u drugoj etapi više temeljile na djetetovom slobodnom stvaralačkom izrazu putem pokreta uz glazbu različitih žanrova dok se treća etapa istraživanja, sukladno djetetovim interesima temeljila na kreativnom izrazu djece putem glazbeno-dramske improvizacije
Temeljem provedenog istraživanja zaključeno je da su provedene glazbene aktivnosti doprinijele razvoju socio-emocionalnih kompetencija djece što se očituje u reguliranju emocija, razvoju pojma o sebi, razvoju empatije i brige o drugima, prihvaćanju i podržavanju različitosti, inkluziji djece s teškoćama, grupnoj koheziji i suradnji te razvoju kreativnosti i slobodnog izražavanja putem različitih umjetničkih medija.The purpose of this paper is to investigate the contribution of music activities to the socio-emotional development of preschool children.
A theoretical overview of social and emotional development and competencies is provided, as well as the importance of socio-emotional learning and its impact on academic achievement. It is investigated how music activities contribute to socio-emotional learning and the development of socio-emotional competences.
The action research was placed in the context of the preschool group in the kindergarten where the research was conducted. The research lasted from October 2020 to June 2021 and it was divided into three stages during which various music and dance activities were conducted.
During the duration of the research, data was collected by observing and recording children's behavior in a research diary.
The contribution to the regulation of emotions, the development of social skills, the influence on group cohesion and relationships, and the acceptance of diversity and empathy were investigated.
The obtained observations show an increase in socio-emotional competencies and are in line with research and theories about the overall impact and benefits of music on children's development
Discipline in the preventive educational system of don Bosco's pedagogy
No full textDiscipliniranje zahtijeva korištenje određenih tehnika i metoda. Neke tehnike i metode imaju bolje učinke od drugih. Preventivni sustav predstavlja odgajanje, discipliniranje mladih bez korištenja kazne. Don Bosco metodama preventivnog sustava stavlja naglasak na izgradnju i cjelovitii razvoj pojedinca i njegove osobnosti. Temeljni cilj ovoga rada bio je ispitati mišljenja učitelja o tome kako preventivni odgojni sustav pedagogije don Bosca utječe na disciplinu učenika Salezijanske osnovne škole u Zagrebu. Konkretnije, kako se provođenje preventivnog odgojnog sustava odražava na učenike i njihov odnos prema izvršavanju obveza, učiteljicama, drugim učenicima i drugome školskom osoblju. Teorijski dio bavi se objašnjavanjem pojma discipline i pozitivne discipline, navođenjem nekih tehnika discipliniranja i osvrće se na stilove vođenja razreda i održavanje discipline u razredu. Objašnjava se odgojni sustav pedagogije don Bosca i predstavlja životopis don Bosca i preventivni sustav kojega je on utemeljio. Objašnjava se što je to oratorij, kako je funkcionirao prije a kako funkcionira danas. U empirijskom dijelu rada iznose se rezultati istraživanja čiji je cilj bio ispitati stavove i mišljenja učitelja o provođenju preventivnog sustava i kako se on odražava na disciplinu učenika Salezijanske osnovne škole u Zagrebu. Ispitane su dvije učiteljice koje rade u produženom boravku u Salezijanskoj osnovnoj školi u Zagrebu. Podaci su prikupljeni metodom intervjuiranja, odnosno polustrukturiranim intervjuom s unaprijed određenim pitanjima ali i mogućnošću manjeg odstupanja od zadane teme. Rezultati ovog istraživanja pokazali su da učiteljice imaju slično objašnjenje pojma discipline, koriste slične tehnike discipliniranja u situacijama kada treba primiriti učenike i smatraju kako kazne nemaju dobar učinak na disciplinu učenika i odgoj općenito. Rezultati pokazuju da učenici odgajani preventivnim sustavom imaju dobro razvijen osjećaj za potrebe drugoga i poštivanje postavljenih granica. Istraživanjem se došlo do zaključka kako metode preventivnog sustava imaju pozitivan učinak na disciplinu učenika ove škole.Disciplining requires the use of certain techniques and methods. Some techniques and methods are more efficient than the others. The preventive system represents education and disciplining of young people without the use of punishment. Don Bosco emphasizes the upbringing and integral development of the individual and his personality with the methods of the preventive system. The main goal of this work was to examine the teachers' opinions about how the preventive educational system of Don Bosco's pedagogy affects the discipline of the students of the Salesian Elementary School in Zagreb. More specifically, how the implementation of the preventive educational system reflects on the students and their attitude and behaviour towards fulfilling their obligations, towards their teachers, colleague students and other school staff. The theoretical part of the work deals with explaining the concept of discipline and positive discipline, specifying some disciplining techniques, and explains class management styles and ways of maintaining discipline in the class. Don Bosco's educational system of pedagogy is explained and Don Bosco's biography and the preventive system he founded are presented. It explains what an oratory is, how it functioned before and how it functions today. The empirical part of the paper presents the results of the research, the aim of which was to examine the attitudes and opinions of teachers about the implementation of the preventive system and how it affects the discipline of students at the Salesian Elementary School in Zagreb. Two teachers who work in an extended stay at the Salesian Elementary School in Zagreb were interviewed. The data was collected using the interview method, that is, a semi-structured interview with pre-determined questions, but also the possibility of minor deviations from the given topic. The results of this research showed that the teachers have a similar explanation of the concept of discipline, use similar disciplining techniques in situations where students need to be appeased, and believe that punishments do not have a good effect on student discipline and education in general. The results show that students raised in the preventive system have a well-developed sense of the needs of others and respect for set boundaries. The research came to the conclusion that the methods of the preventive system have a positive effect on students' discipline in the Salesian Elementary School in Zagreb
The importance of implementing language games in the initial literacy process
No full textIgra je jedna od temeljnih aktivnosti svakog djeteta. Različitim vrstama igre dijete uči i spoznaje nove stvari. Jedne od njih su i jezične igre. Ovaj diplomski rad bavi se pitanjem jesu li jezične igre važne u procesu početnog opismenjavanja djece, odnosno za jezične djelatnosti čitanja i pisanja. Jezične igre su jedno od glavnih motivacijskih sredstava koje pomažu odgojitelju u poticanju početnog opismenjavanja djece rane i predškolske dobi. Za potrebe ovog rada provedeno je istraživanje kojemu je cilj bio ispitati mišljenje odgojitelja o važnosti provedbe jezičnih igara u procesu početnog opismenjevanja. U istraživanju je sudjelovalo 76 odgojitelja iz cijele Hrvatske putem online obrasca-ankete. Očekuje se da će odgojitelji često u svom radu provoditi jezične igre te da će im one pomoći u procesu početnog opismenjevanja djece. Rezultati istraživanja upućuju na to da su jezične igre dobro sredstvo za rad, utječu pozitivno na djecu i njihov jezično-govorni razvoj te su dobra osnova za formalno učenje djelatnosti čitanja i pisanja.Play is one of the fundamental activities of every child. With different types of play, the child learns and learns new things. One of them are language games. This paper deals with the question of whether language games are important in the process of children's initial literacy, that is, for the language activities of reading and writing. Language games are one of the main motivational tools that help the educator in encouraging the initial literacy of children of early and preschool age. For the purposes of this paper, a research was conducted, the goal of which was to examine the opinion of educators about the importance of implementing language games in the process of initial literacy. 76 educators from all over Croatia participated in the research through an online form-survey. It is expected that educators will often implement language games in their work and that they will help them in the process of initial literacy of children.The results of the research indicate that language games are a good tool for work, have a positive effect on children and their language and speech development, and they are a good basis for formal learning of reading and writing
The role of educators in conducting physical activities with preschool children
No full textU 21. stoljeću odgoj djeteta predstavlja veliki izazov, kako za odgoj roditeljima tako i za odgoj stručnim osobama poput odgojitelja gdje je prijeko potrebno neprestano raditi na odgojno-obrazovnoj praksi i pratiti različite interese svakog pojedinog djeteta. Kroz završni rad ˝Uloga odgojitelja u provođenju tjelesnih aktivnosti s djecom rane i predškolske dobi˝ objašnjen je pojam kineziološke aktivnosti i njegov utjecaj na zdravlje djece. Također su navedene igre i aktivnosti u ustanovama ranog i predškolskog odgoja, kompetencije i struka odgojitelja te adekvatan odnos roditelja i odgojitelja. Tjelesne aktivnosti treba planirati u vrtićima, kod kuće i oko kuće, kroz slobodno vrijeme te s odgojiteljima i/ili roditeljima. U vrtićima je provođenje tjelesnih aktivnosti isključivo pod stručnim nadzorom, odnosno pod nadzorom odgojitelja te je za provedbu istih vrlo bitno znanje odgojitelja te dobra priprema za sat tjelesne i zdravstvene kulture. Kroz razne igre djeca uče samostalno donositi odluke, sudjelovati u raspravama i raznim aktivnostima s drugom djecom. U radu su navedene odgojiteljeve glavne uloge u dječjoj igri, a to su pasivni ili zainteresirani promatrač i suigrač ili voditelj i kontrolor aktivnosti. Njegova uloga se može mijenjati na način da potiče i usmjerava dječje igre kao i samo uključivanje u igru. Odgojitelj bi trebao težiti ulozi zaintrigiranog motritelja kojemu je cilj usavršavanje dječje igre i mnogih vrijednosti u ranoj i predškolskoj dobi.In the 21st century, raising a child is a big challenge, both for parenting and for professional people such as educators, where it is very necessary to constantly work on educational practice and follow the different interests of each individual child. The term kinesiological activity and its impact on children's health is explained through the final paper entitled ˝The role of educators in conducting physical activities with preschool children˝. The games and activities in early and preschool education institutions, the competencies and professions of educators, and the adequate relationship between parents and educators are also listed. Physical activities should be planned in kindergartens, in and around the house, during children’s free time, either with educators and/or parents. In kindergartens, the implementation of physical activities is exclusively under professional supervision – educators. The educator's knowledge and good preparation for the physical and health education class are very important for their implementation. Through various games, children learn to make decisions independently, participate in discussions and various activities with other children. The paper also mentions the main roles of educators in children's play, which are passive or interested observers and teammates or leaders and controllers of activities. Their role can be changed in such a way as to encourage and direct children's games as well as to engage in play itself. The educator should strive for the role of an intrigued observer with the aim of enriching children's play and various activities in early and preschool age
The difference in motor skills of children who attend a sports program and those who do not
No full textTjelesna aktivnost bitna je u svim razdobljima života, a posebno se ističe njena važnost u predškolskom uzrastu djece. Diplomski rad traži odgovor na pitanje o prednosti i razlikama koje nastaju kod djece koja pohađaju sportski program od regularnog vrtićkog programa. Za provedbu istraživanja provedeno je mjerenje na uzorku od 52 djece. Od njih 52, ukupno 30 ih je bilo u redovitom programu, a drugih 22 je sudjelovalo u sportskim aktivnostima tri puta tjedno. Prvih 30 djece se istraživalo kao kontrolna skupina, a drugih 22 je promatrano kao eksperimentalna skupina. Istraživanje je obuhvaćalo mjerenja koja mjere njihove motoričke sposobnosti: ravnoteža, koordinacija, repetitivna snaga, koordinacija, brzina, eksplozivna snaga, gibljivost te izdržljivost. Rezultati mjerenja su obrađeni metodama deskriptivne statistike, a razlike između skupina su ispitane t – testom za nezavisne uzorke. Rezultati istraživanja pokazali su da postoji razlika u korist djece koja pohađaju sportski program u odnosu na djecu koja su u regularnom programu.Physical activity is important at all ages of life, and its importance is particularly emphasized in children of preschool age. The diploma thesis seeks an answer to the question about the advantages and differences that arise in children who attend a sports program compared to a regular kindergarten program. To carry out the research, a sample of 52 children was measured. Of these 52, a total of 30 were in the regular program, and the other 22 participated in sports activities three times together. The first 30 children were investigated as a control group, and the other 22 were observed as an experimental group. The research included measurements that measure their motor skills: balance, coordination, repetitive strength, coordination, speed, explosive strength, mobility and endurance. The results of the measurements were processed using the methods of descriptive statistics, and the differences between the groups were examined using the t-test for independent samples. The results of the research show that there is a difference in favor of children who attend the sports program compared to children who are in the regular program
Social networks in the function of constructing youth self-image and perceptions of life
No full textRadi boljeg razumijevanja koliko su društvene mreže utjecale na život mladih, u ovom radu kreće se od pojašnjavanja teorije koja se veže uz društvene mreže, zatim se prelazi na povijesni prikaz istih. Pojašnjava se kako su nastale pojedine društvene mreže te što je prethodilo njihovom razvoju. Sukladno tome, u idućem poglavlju nadovezuje se na najkorištenije platforme danas, a naglasak će se staviti na društvene mreže koje su favorit kod mladih. Kao i sve, tako i socijalne mreže imaju dobre i loše strane koje je bitno istaknuti jer se na temelju njih kreira stav o istima. U sljedećem poglavlju društvene mreže promatraju se u kontekstu djece. Prolazi se kroz moguće sigurnosne rizike, objašnjava se sve rašireniji pojam cyberbullying-a te se prikazuju podaci dosadašnjih istraživanja na temu mladih i društvenih mreža. U ovom radu naglasak se stavlja na utjecaj društvenih mreža život djece. Ispitat će se s koliko su godina ih počeli koristiti, koliko često provjeravaju svoje profile i koliko vremena troše na spomenute.. Cilj istraživanja je utvrditi utječu li društvene mreže na kreiranje mišljenja, pogleda, stavove, uzore i odluka kod učenika. Nastoji se ispitati stvara li sadržaj koji se svakodnevno dijeli na platformama krivu predodžbu u životu u kojem je sve lako. Na kraju se ispituje koliko mreže utječu na doživljavanje samog sebe kod djece.In order to better understand the extent to which social networks have influenced the lives of young people, this thesis begins with the clarification of the theory related to social networks, then moves on to a historical review of them. Then, it is explained how certain social networks were created and what preceded their development. Accordingly, the next chapter builds on the most used platforms today, and the emphasis will be placed on social networks that are a favourite among young people. Like everything, social networks have their good and bad sides, which are important to point out because they form the basis of an attitude about them. In the next chapter, social networks are considered in the context of children. It goes through possible security risks, explains the increasingly widespread concept of cyberbullying, and presents the data of previous research on the topic of youth and social networks. In this paper, emphasis is placed on the impact of social networks on children's lives. It will be examined at what age they started using them, how often they check their profiles and how much time they spend on them. The aim of the research is to determine whether social networks influence the creation of opinions, views, attitudes, role models and decisions among students. It seeks to examine whether the content shared daily on platforms creates a false impression of a life where everything is easy. At the end, it is examined to what extent networks influence children's perception of themselves
The phenomenon of love in Plato's Symposium
No full textU ovom radu planiram se baviti antičkim poimanjem ljubavi kod starih Grka. Platonov koncept ljubavi i moderna definicija ljubavi se uvelike razlikuju. Pokušat ću dočarati svu ljepotu Platonove ideje ljubavi. Kao glavne izvore koristila sam Platonov „Simpozij ili o ljubavi“, te Podrugov „Platonov simpozij- Eros kao počelo filozofije“. Struktura rada je podijeljena na sedam poglavlja u kojima pokušavam iznijeti ideje ljubavi o kojima su govorili Platonovi govornici. Kroz ta poglavlja pokušavam shvatiti antičku misao, Platonov koncept ideja, dogmatsko razmišljanje, mitologiju i religijsko poimanje ljubavi te dati svoju kritiku i osvrt iz suvremene perspektive.
Objašnjavam Platonov i Sokratov značaj, oblik i strukturu Simpozija koja nije slučajna, već ima svoj početak, sredinu i završetak. Govornici su poredani tako da svaki sljedeći nadopunjuje prethodnog i dodaje novu perspektivu, a Sokratov govor je s razlogom u sredini. Dotičem se mitoloških elemenata u djelu kojima antički likovi opravdavaju svoje teorije i ideje. Izdvajam tri vrste ljubavi kao bazu Platonove misli o ljubavi te propitujem Platonov doprinos za napredak suvremenog društva, istinitost njegovog svijeta ideja i problematiku temeljnih postavki Platonove filozofije i dijalektike.
U današnje vrijeme ljubav je često trivijalizirana i banalizirana, a s druge strane doživljava se nedostižnom, lišena je duhovne dimenzije i promatra se kao sredstvo postizanja vlastitog zadovoljstva. Ovim radom želim osvjestiti čitatelju značaj ljubavi u ljudskoj kulturi i tradiciji, nužnost govora o ljubavi kao formi preispitivanja samoga sebe i postizanje osobne sreće.In this paper, I plan to deal with the ancient concept of love among the ancient Greeks. Plato’s concept of love and the modern definition of love differ greatly. I will try to convey all the beauty of Plato’s idea of love. I used Plato’s “Symposium” and Podrug’s “ Plato’s Symposium, Eros as the beginning of Philosophy” as the main sources. The structure of the work is divided into seven chapters in which I try to present the ideas of love that Plato’s speakers spoke about. Through these chapters, I try to understand ancient thought, Plato’s concept of ideas, dogmatic thinking, mythology, the religious concept of love, and give my criticism and review from modern perspective.
I am explaining Plato’s and Socrates’ significance, form and structure of the Symposium, which is not accidental, but has its own beginning, middle and end. The speakers are arranged so that each one complements the previous one and adds a new perspective and Socrates’ speech is in the middle for a reason. I touch the mythological elements in the Symposium with which ancient characters justify their theories and ideas. I have singled out three types of love as the basis of Plato’s thought on love, and I question Plato’s contribution to the progress of modern society, the truth of his world of ideas, and the problematic of the fundamental assumptions of Plato’s philosophy.
Nowadays, love is often trivialized, and on the other hand, it is perceived as unattainable, devoid of a spiritual dimension and viewed as means of achieving one’s own satisfaction. With this work, I want to make the reader aware of the importance of love in human culture and tradition, the necessity of talking about love as a form of self-examination and achieving personal happiness
Experiments In Science Teaching
No full textNastava Prirode i društva često je svedena na predavački tip nastave. No, osim toga ona je puno više – nastava prirode i društva osim kroz teoriju, mnogo toga može prikazati i praktično. Upravo praktičnom nastavnom metodom moguće je učenike uvesti u svijet istraživanja i olakšati im razumijevanje pojedinih nastavnih cjelina. Osim olakšanja u učenju, udaljavamo se i od tradicionalnog pristupa nastavi gdje je učenik pasivna figura. Praktičnim radovima u nastavi Prirode i društva učenike uvodimo u nastavu suvremenog pristupa, gdje ga postavljamo u središte te mu pomažemo i usmjeravamo ga ka samostalnom istraživanju i
otkrivanju svijeta oko sebe. Praktični radovi o kojima će ovaj rad najviše govoriti su eksperimenti u nastavi Prirode i društva. Eksperimenti ili pokusi su umjetna izazivanja prirodnih promjena radi njihova proučavanja. Oni su izrazito važni, osim što učenika potiču na samostalno istraživanje i otkrivanje, pomažu mu da na lakši način uključiti sva svoja osjetila, potiču ga na što više razmišljanja, pronalaženja problema i rješenja za isti, razvoja logičkog i kreativnog mišljenja te na razvijanje sposobnosti za cijeli život. Ovim se radom istraživao upravo utjecaj praktičnih radova na učenike. Sudjelovala su 83 učenika, odnosno dva treća i dva četvrta razreda. Promatrala su se i uspoređivala znanja, motiviranost, aktivnost i reakcije učenika koji su izvođenje odabranih eksperimenata promatrali uživo (eksperimentalna skupina) i onih koji su iste eksperimente gledali preko audiovizualnih zapisa (kontrolna skupina). Prije i nakon izvođenja, odnosno gledanja audiovizualnih zapisa eksperimenata obje su skupine učenika, kontrolna i eksperimentalna, pisale istu inicijalnu provjeru znanja s istim pitanjima kako bi se vidjelo postoji li razlika u učeničkom znanju i kolika je prije i nakon izvedenih, tj. odgledanih pokusa. Različitim analizama, dokazano je kako su učenici eksperimentalne skupine imali znatno bolje rezultate inicijalne provjere znanja od kontrolne skupine. Izvođenje pokusa uživo, kao i sudjelovanje u izvođenju u nekima od njih omogućilo im je da što bolje uoče mnogo više detalja. Zbog toga
su im opažanja i zaključci bili znatno bogatiji i točniji, a riješenost iste provjere znanja nakon viđenih blizu stopostotne u odnosu na kontrolnu skupinu koja je imala mogućnost iste pokuse gledati samo preko audiovizualnih zapisa. Stoga bi eksperimenti u osnovnoškolskom obrazovanju trebali biti zastupljeni što više, a učitelji koji su kvalitetno osposobljeni za provođenje pokusa znat će na pravi način i prikazati to te prenijeti na učenike određenu dozu želje za istraživanjem. Osim kvalitetne pripreme učitelja, vrlo veliku ulogu ovdje ima i opremljenost škole, odnosno adekvatnog radnog mjesta za provođenja pokusa, kao i sva potreban pribor i materijali. No, ako učitelj nema određenu potporu škole, kolega i ravnatelja, provođenje pokusa bit će otežano, ponekad čak i nemoguće zbog čega će učenici ostati zakinuti za jedno novo, vrlo zanimljivo i bogato iskustvo učenja i istraživanja.Class of „Nature and Society“ is often reduced to the teaching type of class. But, apart from that, it is much more - the class of „Nature and Society“, other than through theory, can also show a lot of things in a practical way. It is through a practical teaching method that it is possible to introduce students to the world of research and make it easier for them to understand each individual subject unit. In addition to facilitating learning, we are moving away from the traditional approach to teaching where the student is a passive figure. Through practical work in “Nature and Society”, we introduce students to a class of a modern approach, where we place them at the center and help and direct them towards independent research and discovery of the world around them. The practical works that this thesis will talk about the most are experiments in the
class of „Nature and Society“. Experiments are artificial inductions of natural changes for the purpose of their study. They are extremely important, in addition to encouraging the student to independently explore and discover, help him to involve all his senses easier, encourage him to think more, find problems and solutions to the problem, develop logical and creative
opinion and develop the capabilities for life. This thesis investigated the impact of practical work on students. There were 83
students that participated, i.e. two third grades and two fourth grades. Knowledge, motivation, activity and reactions of students who watched the performance of the selected experiments live (experimental group) and those who watched the same experiments via audiovisual recordings (control group) were observed and compared. Before and after performing, i.e. watching the audiovisual recordings of the experiments, both groups of students, control and experimental, wrote the same initial knowledge test with the same questions in order to see if there is a difference in student knowledge and how big it is before and after the performed, i.e. watched, experiments. Through various analyses, it was proven that the students of the experimental group had significantly better results on the initial knowledge test than the control group. Carrying out live experiments, as well as participating in the execution of some, allowed them to better see more detail. Because of this, their observations and conclusions were significantly richer and more accurate, and the results of the initial
knowledge check after the witnessed experiments were close to 100% compared to the control group that had the opportunity to watch the same experiments only through audiovisual recordings.Therefore, experiments in primary school education should be represented as much as possible, and teachers who are well trained to conduct experiments will know the right way to show them and pass on a certain dose of desire for research to students. In addition to quality teacher preparation, a very important role here is played by the equipment of the school, ie an adequate workplace for conducting experiments, as well as all the necessary accessories and materials. But if the teacher does not have certain support from the school, colleagues and the principal, conducting experiments will be more difficult, sometimes even impossible, which
will leave students deprived of a new, very interesting and rich learning and research experience
Spinal deformities in children of early school age
No full textKralježnica nosi glavu, podupire trup, okružuje i štiti kralježničnu moždinu i zaslužna je za ukupno pokretanje tijela. Deformacijom kralježnice narušava se sklad tih funkcija. Loše držanje predstavlja prvi znak deformacije kralježnice. U populaciji školske djece javljaju se deformacije kralježnice zbog suvremenog načina života i nedostatka tjelesne aktivnosti. Važno je naglašavati potrebu za fizičkom aktivnošću kod djece radi jačanja muskulature leđa i cijelog tijela. Određenim ciljanim vježbama držanja može se utjecati na pravilniji razvoj mišića i poboljšanje cirkulacije. Vježbe se mogu provoditi na nastavnom satu tjelesne i zdravstvene kulture. U najčešće deformacije kralježnice ubrajamo kifozu, lordozu i skoliozu. Svaka od navedenih deformacija ima određeni stupanj napredovanja, a ovisno o tom stupnju daje se i ciljana terapija.
Cilj ovog rada bio je objasniti svaku od deformacija kralježnice, predložiti vježbe kojima se može ublažiti svaka od deformacija kralježnice te provesti istraživanje kojim se utvrdio postotak učenika mlađe školske dobi koji imaju deformaciju kralježnice , a pohađaju osnovnu školu u Zaprešiću, utvrditi postoji li razlika u spolu kod pojave deformacije kralježnice te provjeriti postoji li utjecaj tjelesne težine i visine na deformaciju kralježnice. Istraživanjem koje je provedeno na uzorku od 52 učenika osnovne škole u Zaprešiću, dobi između 6 i 7 godina, dobiven je postotak učenika koji imaju deformaciju kralježnice, a iznosio je 11,53%. Istraživanjem je utvrđeno da ne postoji razlika u spolu kod pojave deformacije kralježnice. Rezultati su pokazali da ne postoji statistički značajna korelacija tjelesne visine i tjelesne težine i deformacije kralježnice.The spine carries the head, supports the torso, surrounds and protects the spinal cord and is responsible for the overall movement of the body. Spinal deformity disrupts the harmony of these functions. Poor posture is the first sign of spinal deformity. In the population of school children, spinal deformities occur due to the modern way of life and lack of physical activity. It is important to emphasize the need for physical activity in children to strengthen the muscles of the back and the whole body. Certain targeted posture exercises can affect more proper muscle development and improve circulation. Exercises can be conducted in a physical education class. The most common spinal deformities include kyphosis, lordosis and scoliosis. Each of these deformities has a certain degree of progression, and depending on this degree, targeted therapy is given.
The aim of this paper was to explain each of the spinal deformities, to suggest exercises that can alleviate each of the spinal deformities and to conduct a study to determine the percentage of younger school age students with spinal deformities attending primary school in Zaprešić, to determine whether there is a gender difference and to vertify whether there is an effect of body weight and height on the spinal deformity. The research, which was conducted on a sample of 52 elementary school students in Zaprešić, aged between 6 and 7, obtained a percentage of students with spinal deformities, amounting to 11.53%. Research has shown that there is not a difference in gender in the occurrence of spinal deformities. The results showed that there was no statistically significant correlation between body height and body weight with spinal deformity
Parents as promoters of children's language development
No full textPrve tri godine života najintezivnije su za jezično-govorni razvoj djeteta. Upravo u tom periodu ali i kroz cijelo djetinjstvo, cjelokupni razvoj djeteta uz što se veže i razvoj govora treba se odvijati kroz igru. Igra je jedna od osnovnih ljudskih aktivnosti u kojoj se čovjek razvija tjelesno,intelektualno, emocionalno, duhovno i socijalno (Šego, 2009). Roditelji mogu na razne načine sudjelovati u igri s djetetom. Međutim, najvažnije od svega je djetetu pružiti dovoljno ljubavi, podrške i ohrabrenja te dobrih poticaja za razvoj. Uvidom u literaturu može se doći do mnogih podataka koji mogu roditeljima pomoći pri stvaranju poticajne okoline za dijete, u svim segmentima njegova razvoja, pa i u jezično-komunikacijskom. Temelj kvalitetnog razvoja djeteta je slušanje djeteta i razgovor s djetetom. Za razvoj govora poželjno je razgovarati i čitati s djetetom, upoznavati nove riječi, poticati dijete na izgovor novih, nepoznatih riječi i ostvarivati obostranu komunikaciju. Također, dijete će slušanjem obogaćivati i širiti razumijevanje i govor (Čudina-Obradović, 2005). Dokazano je da razina razvoja govora u djece izravno ovisi o stupnju formiranosti finih pokreta prstiju. Kada razvoj prstiju odgovara dobi, razvoj govora je također uredan (Poskhova,1999). U intelektualno motivirajućoj i emocionalno zdravoj okolini, gdje se iskazuje ljubav i razumijevanje, dijete će uspješno realizirati svoje potencijale (Šego, 2009). Od svih okolinskih utjecaja na dječji komunikacijski, jezični i govorni razvoj, ističe se utjecaj
roditelja, posebno djetetove majke. U interakciji s roditeljima, koji su djetetova primarna socijalna okolina, dijete izgrađuje svoju osobnost, razvija sve svoje potencijale, spoznaje svijet oko sebe, uči i raste. Rezultati istraživanja roditeljskog poticanja dječjega jezičnoga razvoja, provedenog za potrebe ovog rada, pokazuju da roditelji koji imaju više znanja imaju izraženiju naviku poticanja dječjeg jezičnog razvoja, a roditelji višeg obrazovanja pokazuju više znanja.The first three years of life are the most intensive for a child's language and speech development. It is precisely in this period, but also throughout childhood, that the overall development of the child, which includes the development of speech, should take place through play. Play is one of the basic human activities in which a person develops physically, intellectually, emotionally, spiritually and socially (Šego, 2009). Parents can participate in the game with their child in various ways. However, the most important thing is to provide the child with enough love, support and encouragement, as well as good incentives for development. By looking at the literature, you can find a lot of information that can help parents create a
stimulating environment for the child, in all segments of his development, including language and communication. The basis of quality child development is listening to the child and talking with the child. For the development of speech, it is desirable to talk and read with the child, learn new words, encourage the child to pronounce new, unknown words and achieve mutual communication. Thus, listening will enrich and expand understanding and speech of the child (Čudina-Obradović, 2005). It has been proven that the level of speech development in children directly depends on the degree of formation of fine finger movements. When finger development corresponds to age, speech development is also orderly (Po-skhova, 1999). In an intellectually motivating and emotionally healthy environment, where love and understanding are
expressed, the child will successfully realize his potential (Šego, 2009). Of all environmental influences on children's communication, language and speech development, the influence of parents, especially the child's mother, stands out. In interaction with parents, who are the child's primary social environment, the child builds his personality, develops
all his potentials, gets to know the world around him, learns and grows. The results of the research on parental encouragement of children's language development, conducted for the purposes of this paper, show that parents who have more knowledge have a more pronounced habit of encouraging children's language development, and parents with higher education show more knowledge