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Procedures of educators with children of early and preschool age with changes in the state of consciousness
No full textTema ovog završnog rada odnosi se na postupke odgojitelja kod promjena stanja svijesti sa djecom predškolske dobi. Cilj rada je objasniti promjene stanja svijesti kao što su sinkopa, epilepsija i febrilne konvulzije kod djece. U ovom radu bit će definirano što je sinkopa, etiologija i patogeneza sinkope, klinička slika, dijagnostika te terapija iste, što je epilepsija, podtipovi epilepsije, pojmovi epileptičkog napada te zašto i kada do istih dolazi i na koji se način liječi epilepsija, definirat ću i pojam febrilne konvulzije, vrste febrilnih konvulzija, kada se javljaju te koliko traju i na koji način možemo pomoći djetetu koje doživi napadaj. Kroz vlastiti primjer prikazat ću kako izgleda rad sa djetetom koje ima epilepsiju u predškolskoj ustanovi, te ću navesti primjere postupanja sa djecom kod promjena stanja svijesti. Smatram da je izrazito bitno poznavati postupke kojima možemo pomoći djeci kada dođe do promjena stanja svijesti.The topic of this final paper refers to the teacher's actions regarding the changes in the state of consciousness with children of preschool age. The aim of the paper is to explain changes in the state of consciousness such as syncope, epilepsy and febrile convulsions in children. In this paper we will define what syncope is, the etiology and pathogenesis of syncope, the clinical picture, its diagnosis and therapy; what epilepsy is, subtypes of epilepsy, terms that are connected to epileptic attacks and why and when they occur, also, how epilepsy is treated. I will define the concept of febrile convulsions, types, when they occur and how long they last; also, how we can help a child experiencing a seizure. Through my own experience, I will explain how working with a child who has epilepsy looks like in a preschool institution and I will present examples of dealing with children with changes in their state of consciousness. I believe it is very important to know the procedures we can use to help children who experience changes in their state of consciousness
Emotions in children´ s art
No full textEmocionalni dio razvoja intenzivno počinje u dobi od 5 godina te se u dobi pred polazak u školu značajnije intenzivira. Ipak, emocionalni razvoj te prvo iskazivanje i doživljavanje emocija počinje već po rođenju. Emocionalni aspekt pojedinca razvija se sve do njegovih dvadesetih godina. U ranom i predškolskom periodu djetetu je još uvijek izazovno verbalizirati svoja emocionalna stanja i promjene, a ona se u tom periodu naglo i brzo izmjenjuju. Ponekad ni dijete samo nije svjesno o kojoj emociji je riječ i teško to prihvaća. U tome je ključna uloga odraslih, posebice stručnih. Dodatno je naglašena uloga odgojitelja u predškolskim ustanovama čija zadaća je prepoznati razvojne faze te omogućiti djetetu da se adekvatno izrazi.
S obzirom da se u ovom razdoblju odvija i intenzivan razvoj govora, važno je osigurati djeci različite mogućnosti za izražavanje. U ovom radu opisuje se likovna umjetnost kao način komunikacije odnosno izražavanja emocija. Naime, djeca svoje emocije prenose i izražavaju u likovnom stvaralaštvu.
U radu se opisuje istraživanje provedeno u mješovitoj starijoj vrtićkoj skupini jednog zagrebačkog vrtića. Istraživanje je provedeno u svrhu pisanja diplomskog rada. Cilj istraživanja bio je utvrditi doživljaje emocija kod djece nakon što su poslušala zadanu skladbu. U drugom dijelu istraživanja djeca su likovno prikazala događaj ili situaciju koja kod njih evocira određene osjećaje. Opisi su temeljeni na dječjim verbalnim iskazima i interpretacijama radova od strane autorice ovog rada.
Analiza dječjih radova pokazala je da djeca lakše i u većoj mjeri prepoznaju emociju sreće, potom tuge, a u puno manjoj mjeri ljutnje. Radovi koji su povezani sa slušanjem skladbi su apstraktni. Radovi su odraz dječjih reakcija na skladbu. U radovima djeca emociju tuge povezuju s vremenskim pilikama.
Prikazi događaja i opisi sugeriraju kako djeca povezuju emociju ljutnje s emocijom tuge te su motivi i opisi na crtežima stoga slični. Djeca emocije na ovim crtežima prikazuju kroz izraz lica. Karakter crta u radovima odražava određenu emociju koja je kod djeteta evocirana.The emotional part of development begins intensively at the age of 5 and intensifies significantly at the age before starting school. However, emotional development and the first expression and experience of emotions begin at birth. The emotional aspect of an individual develops until his twenties. In the early and preschool period, it is still challenging for the child to verbalize his emotional states and changes, and they change suddenly and quickly in that period. Sometimes even the child is not aware of which emotion it is and has a hard time accepting it. Adults, especially professionals, play a key role in this.The role of educators in preschool institutions is additionally emphasized, whose task is to recognize developmental stages and enable the child to adequately express himself.
Given that intensive speech development takes place during this period, it is important to provide children with various opportunities for expression. In this paper, fine art is described as a way of communication or expression of emotions. Namely, children convey and express their emotions in art.
The paper describes the research conducted in a mixed older kindergarten group in a kindergarten in Zagreb. The research was conducted for the purpose of writing a diploma thesis. The aim of the research was to determine the emotional experiences of children after they listened to a given composition. In the second part of the research, the children depicted an event or situation that evokes certain feelings in them. The descriptions are based on children's verbal statements and interpretations of the works by the author of this paper.
The analysis of children's works showed that children recognize the emotion of happiness more easily and to a greater extent, then sadness, and to a much lesser extent anger. Works related to listening to compositions are abstract. The works are a reflection of children's reactions to the composition. In the works, the children associate the emotion of sadness with the weather.
The depictions of events and descriptions suggest that children associate the emotion of anger with the emotion of sadness, and the motifs and descriptions in the drawings are therefore similar. Children show emotions in these drawings through facial expressions. The character of the lines in the works reflects a certain emotion that is evoked in the child
Childhood as pedagogic and socio-cultural concept
No full textOvaj rad pokušava pokazati način na koji se djetinjstvo konstruiralo u određenoj povijesnoj paradigmi, ovisno o prilikama u društvenom kontekstu. Predodžba koju imamo o djetetu i djetinjstvu mijenjala se ovisno o socio-kulturnom kontekstu kroz vrijeme. Da bi se razumjela promjena predodžbi o djetetu i djetinjstvu, potrebno je krenuti od duha vremena određenih povijesnih razdoblja. Antičko doba donosi prve refleksije o odgoju, prva teorijska uobličenja prakse odgojne djelatnosti. Ovisno o društvenom staležu, djeca su se obrazovala, rimski odgoj razvio se na grčkim temeljima, ali tjelesno kažnjavanje djece bilo je uobičajeno. U feudalnom dobu dijete je doživljavano kao odrasli u malom ili minijaturni odrasli. Djeca su nakon završetka dojenačkog razdoblja zajedno s odraslima podnosila teret života, nisu se ni po čemu izdvajala od neobrazovanih odraslih. Tek je izum tiskarskog stroja u 15. stoljeću počeo činiti razliku između odraslih i djece. Renesansa je vrijeme kada se javlja organizirana skrb za siročad i općenito podiže svijest o važnosti brige za nejaku i nezaštićenu djecu. 18. stoljeće kao prosvjetiteljstvo ili pedagogijsko stoljeće donosi ideje slobode, bratstva i jednakosti, tiskaju se knjige o odgoju kao i knjige namijenjene mladim čitateljima. Industrijalizacija je vrijeme velike bijede proletarijata, djeca su izrabljivana teškim radom u tvornicama, rudnicima i sličnim mjestima i po 18 sati na dan. Općom deklaracijom Ujedinjenih naroda iz 1948. obrazovanje dobiva status temeljnog prava čovjeka, a u suvremenoj paradigmi dijete je subjekt koji konstruira vlastito znanje, a djetinjstvo koje nije samo prolazna faza za „budući život“.This paper attempts to show the way in which childhood was constructed in a particular historical paradigm, depending on the circumstances in the social context. The image we have of the child and childhood has changed depending on the socio-cultural context over time. In order to understand the changing notions of the child and childhood, it is necessary to start from the spirit of the time of certain historical periods. Ancient times bring the first reflections on education, the first theoretical forms of the practice of educational activities. Depending on the social class, children were educated, Roman upbringing developed on Greek foundations, but corporal punishment of children was common. In the feudal age, the child was perceived as an adult in small or miniature adults. After the end of infancy, children, together with adults, bore the burden of life, they did not stand out from uneducated adults in any way. Only the invention of the printing press in the 15th century began to distinguish between adults and children. The Renaissance is a time when organized care for orphans occurs and generally raises awareness of the importance of caring for weak and unprotected children. The 18th century as an enlightenment or pedagogical century brings the ideas of freedom, brotherhood and equality, books on education are printed as well as books intended for young readers. Industrialization is a time of great misery for the proletariat, children are exploited by hard work in factories, mines and similar places for 18 hours a day. With the United Nations Universal Declaration of 1948, education is given the status of a fundamental human right, and in the modern paradigm the child is a subject who constructs his own knowledge, and a childhood that is not just a transitional phase for "future life"
Epilepsy and febrile convulsions in preschool children
No full textTema ovog završnog rada jest epilepsija i febrilne konvulzije u djece predškolske dobi. Na samom početku cilj je definirati pojam epilepsije i febrilnih konvulzija, utvrditi uzroke, objasniti povezanost genetike s navedenim bolestima te klasificirati moguće napadaje. Upoznati se s glavnim obilježjima febrilnih konvulzija i epilepsije, naučiti prepoznati simptome bolesti te kako ih na vrijeme otkriti i pravilno liječiti. Nekada bezazlena povišena temperatura može dovesti do ozbiljnih komplikacija ako okolina djeteta nije upućena u moguće ishode povišene temperature.
Kako bi život djece s epilepsijom i febrilnim konvulzijama bio kvalitetan i ispunjen, odgojno-obrazovne ustanove i odgojitelji trebaju biti spremni na cijelo-životno učenje i prilagodbu. Vršnjačko prihvaćanje, međusobno poštovanje različitosti, suradnja, socijalizacija se razvijaju od samog polaska djeteta u odgojno-obrazovnu ustanovu kroz koje ih usmjerava i vodi odgojitelj. Upravo zbog toga, odgojitelj kao osoba koja svakodnevno provodi vrijeme s djecom valja osigurati uključivanje djeteta s navedenim bolestima u svakodnevne aktivnosti i kolektiv. Edukacija i upoznavanje obitelji, odgajatelja, samog djeteta ili bolesnika te njegove šire okoline jedan je od važnijih faktora za uspješno kontroliranje i liječenje bolesti.The topic of this final paper is epilepsy and febrile convulsions in preschool children. At the very beginning, the goal is to define the concept of epilepsy and febrile convulsions, determine the causes, explain the link between genetics and the aforementioned diseases, and classify possible seizures. Get acquainted with the main features of febrile convulsions and epilepsy, learn to recognize the symptoms of the disease and how to detect them in time and treat them properly. A sometimes harmless elevated temperature can lead to serious complications if the child's environment is not informed about the possible outcomes of an elevated temperature.
In order for children with epilepsy and febrile convulsions to have a quality and fulfilling life, educational institutions and teachers should be prepared for lifelong learning and adaptation. Peer acceptance, mutual respect for differences, cooperation, and socialization develop from the very moment a child enters an educational institution, through which they are directed and guided by a teacher. Precisely because of this, the educator, as a person who spends time with children every day, should ensure the inclusion of the child with the mentioned diseases in daily activities and the team. Education and getting to know the family, educators, the child or patient himself and his wider environment is one of the most important factors for successful disease control and treatment
Elements of handball in primary education
No full textTjelesna aktivnost ima velik utjecaj na psihičko i fizičko zdravlje čovjeka te čovjekova neaktivnost dovodi do mnogobrojnih neželjenih posljedica. Igra je oblik tjelesne aktivnosti koja pozitivno utječe na cjelokupan djetetov rast i razvoj. Kroz igru se dijele razvija fizički, ali i u emotivnom, socijalnom i psihološkom smislu. Dijete kroz igru uči pravila, uči kako se nositi s pobjedom i porazom, poštuje svoje protivnike i suigrače te uči kako biti timski igrač i surađivati s drugima. U razrednoj nastavi postoji niz aktivnosti kojima se djeca mogu baviti, a rukomet je jedna od aktivnosti. Rukomet je najčešće izvanškolska aktivnost, ali se elementi rukometa provode u sklopu predmeta Tjelesne i zdravstvene kulture. Kurikulumom za nastavni predmet Tjelesna i zdravstvena kultura učiteljima razredne nastave dana je velika autonomija kako će oni rasporediti sadržaje koje će poučavati svoje učenike, a istovremeno kako će oblikovati satove, kako će poučavati i kako će usmjeravati svoje učenike. Cilj ovog diplomskog rada bio je ispitati učitelje razredne nastave održavaju li sve satove nastavnog predmeta Tjelesna i zdravstvena kultura, kolika je frekvencija nastavnih tema elemenata rukometa, igraju li često igre koje imaju elemente rukometa, hoće li učitelji koji su se bavili u svojoj prošlosti imati veću frekvenciju elemenata rukometa u radu i hoće li biti više učenika koji se bave rukometom u čijim se razredima češće provode igre s elementima rukometa nego u razredima u kojima se manje igra. Anketni upitnik je ispunilo 28 učitelja razredne nastave iz škola diljem Republike Hrvatske. Rezultati su pokazali da učitelji uglavnom provode sve satove Tjelesne i zdravstvene kulture, da je frekvencija nastavnih tema elemenata rukometa iznad 15 puta godišnje, ali isto tako visina frekvencije nije viša kod učitelja koji su se bavili rukometom. Većina učitelja često provodi igre koje imaju elemente rukometa te u razredima u kojima se često igraju igre s elementima rukometa ima više učenika koji se bave rukometom nego u onima gdje se igre ne provode često.Physical activity has a great impact on a person's mental and physical health, and a person's inactivity leads to numerous unwanted consequences. Play is a form of physical activity that positively affects a child's overall growth and development. It is an indispensable need of children's development. Through the game of sharing, they develop physically, but also in an emotional, social and psychological sense. Through play, the child learns the rules, learns how to deal with victory and defeat, respects his opponents and teammates, and learns how to be a team player and cooperate with others. In school, there are a number of activities that children can engage in, and handball is one of the activities. Handball is most often an extracurricular activity, but elements of handball are implemented as part of the Physical and Health Education course. The Curriculum for the subject Physical and Health Culture gives classroom teachers a great deal of autonomy in how they will arrange the contents they will teach their students, and at the same time how they will design lessons, how they will teach and how they will direct their students. The aim of this thesis was to examine classroom teachers about the frequency of teaching the subject Physical and Health Culture, the frequency of teaching topics of handball elements, whether they often conduct games that have elements of handball, whether teachers who have played handball in their past have a higher frequency of handball elements in work and whether there will be more students who play handball in whose classes games with elements of handball are played more often than in classes where less games are played. The questionnaire was filled out by 28 classroom teachers from schools all over the Republic of Croatia. The results showed that teachers mostly conduct all Physical and Health Education lessons, that the frequency of teaching topics of handball elements is over 15 times a year, but also that the frequency is not higher for teachers who practiced handball. Most teachers often conduct games that have elements of handball, and in classes where games with elements of handball are often played, there are more students who play handball than in those where games are not often conducted
Change in the women's social position by entering the teaching profession at the turn of the 19th and 20th centuries in Croatia
No full textRad počinje razlaganjem društvenih i obrazovnih prilika u Hrvatskoj na prijelazu iz 9. u 20. stoljeće. Ovo je razdoblje odabrano kao polazište jer je kraj 19. stoljeća za hrvatsko školstvo označio početak modernijeg obrazovanja. Osim toga, u navedenom je razdoblju društveni status žena doživio velik napredak te su one sve više počele sudjelovati u javnom životu. Naime, na prijelazu iz 19. stoljeća u 20. stoljeće hrvatsko je društvo bilo patrijarhalno ustrojeno i još je uvijek uvelike zaostajalo u kulturnom i gospodarskom razvoju za ostatkom Austro-Ugarske Monarhije. Položaj žena bio je nepovoljan, a obrazovne prilike su za njih bile iznimno loše. Školski je sustav provodio „spolnu politiku“ koja je diskriminirala žene unutar obrazovnog sustava i onemogućavala im kvalitetno i ravnopravno obrazovanje. Ona ih je nastojala odgajati u buduće majke, supruge i domaćice u skladu s onim što se smatralo njihovim prirodnim mjestom i karakteristikama. Zbog takvog se nepovoljnog položaja javila želja za unapređenjem ženskog obrazovanja i jačanjem njihovog statusa. S obzirom na to, počele su se donositi razne reforme koje su ženama namjeravale osigurati emancipaciju i bolje obrazovanje. Otvaranje Privremenog ženskog liceja kao prve ženske srednje škole, obavezno školstvo za svu djecu bez obzira na spol, izjednačavanje učiteljskih plaća, osnivanje Hrvatskog pedagoško-književnog zbora, održavanje učiteljskih skupština i osnivanje prvog ženskog časopisa samo su neke od značajnih promjena koje su se dogodile u ovom razdoblju i omogućile barem dijelu žena uzlazak u javnu sferu. Marija Jambrišak, Marija Fabković i Jagoda Truhelka bit će spomenute u ovom radu kao značajne žene koje su svojim pedagoškim radom i iznimnim zalaganjem unaprijedile žensko obrazovanje i predstavljale uzor ženama u borbi za njihovu ravnopravnost. Naposlijetku, spomenut će se ulazak žena u učiteljsku profesiju u kojoj je došlo do naglog rasta broja učiteljica, a društveni se status profesije počeo mijenjati.At the beginning, it is explained what the social and educational conditions were in Croatia at the turn of the 19th century. This period was chosen as a starting point because the end of that century marked the beginning of modern education in Croatia. In addition, the social status of women was experiencing great progress and they were increasingly beginning to participate in public social life. Namely, at the turn of the 19th century into the 20th century, Croatian society was patriarchal and was far behind in cultural and economic development. The social position of women was unfavorable, and educational opportunities were extremely poor. The school system pursued a “gender policy” that discriminated against women within the education system and prevented them from having an equal and quality education. Gender policy sought to raise women into future mothers, wives and housewives in accordance with their natural "feminine" characteristics. Due to such social position, there was a desire to improve women's education and create better opportunities. With this in mind, various reforms were enacted which ensured women’s social emancipation and better education. The opening of the Temporary Women's Lyceum as the first women's high school, compulsory schooling for all children regardless of gender, equalization of teachers 'salaries, the establishment of the Croatian Pedagogical and Literary Association, teachers' assemblies and the first women's magazine are just some of the significant changes that have made progress. Marija Jambrišak, Marija Fabković and Jagoda Truhelka will be mentioned as significant women who, with their pedagogical work and exceptional social commitment, improved women's education and served as a role model for all women in the fight for their equality. In the end, this paper will describe the entry of women into the teaching profession. It is important to mention that in this period the teaching profession experienced feminization. The number of female teachers began to grow, and the social status of the profession began to change
Antropomorfizacija i intertekstualnost u slikovnicama Anthonyja Brownea
No full textThis thesis aims to identify the interconnection of anthropomorphization and intertextuality in Anthony Browne’s picturebooks. The thesis examines how this connection between anthropomorphization and intertextuality is achieved in Browne’s picturebooks, and what implications each has for the other. The analysis of anthropomorphization focuses on ape-like characters in Browne’s picturebooks, while the analysis of intertextuality closely inspects intervisual references. The thesis outlines how Browne’s remarkable way of incorporating anthropomorphic characters with intertextual and intervisual references, in two of his highly esteemed picturebooks: Willy the Dreamer (1997) and Voices in the Park (1998), contributes to creating counterpoints. The thesis aims to identify the varieties of counterpoints used in the analysed picturebooks based on terminology adopted from Nikolajeva and Scott (2001). The most important features of anthropomorphic characters and intertextual and intervisual references present in both picturebooks are investigated. The thesis identifies the role of anthropomorphization and intertextuality in creating counterpoint and producing ambiguity and indeterminacy while positioning the reader in a co-authoring role. This thesis shows that Browne replaces characters included in intervisual references to paintings, literary works and other artefacts (e.g. scenes from films, advertisements, etc.) with anthropomorphic ape-like characters or symbols associated with them (e.g. bananas), thus linking anthropomorphization and intertextuality.Cilj je ovoga diplomskoga rada ustanoviti osobine suodnosa postupaka antropomorfizacije i intertekstualnosti u slikovnicama Anthonyja Brownea te odrediti kako se taj suodnos ostvaruje i koje implikacije podrazumijeva. Uporište za analizu antropomorfizacije u Browneovim slikovnicama su majmunoliki likovi, dok intervizualne referencije služe kao uporište za analizu intertekstualnosti. Ovaj rad daje uvid u osobit način na koji Browne uključuje antropomorfizirane likove, intertekstualne i intervizualne referencije, u dvama slikovnicama Willy the Dreamer (1997) i Voices in the Park (1998), pritom stvarajući kontrapunkt. Vrste kontrapunkta koje se pojavljuju u analiziranim slikovnicama određuju se prema terminologiji koju predlažu Nikolajeva i Scott (2001). Navode se najvažnije odlike antropomorfiziranih likova, kao i intertekstualnih i intervizualnih referencija. Utvrđuje se uloga antropomorfizacije i intertekstualnosti u stvaranju kontrasta, dvosmislenosti i proizvoljnosti koji omogućuju čitateljima preuzimanje uloge suautora. Ustanovljuje se da Browne zamjenjuje likove prikazane intervizualnim referencijama na književna djela, slike i druge tvorevine (npr. scene iz filmova, reklama itd.) antropomorfiziranim, majmunolikim likovima, tako povezujući antropomorfizaciju i intertekstualnost
Families - structurally heterogeneous communities
No full textTijekom povijesti mijenjalo se društvo, a paralelno s njim i obitelj, odnosno njezina struktura i funkcija. Tradicionalna obiteljska struktura podrazumijevala je oca, majku i djecu, te djedove i bake.
U suvremenom društvu obitelj dobiva neke nove uloge, mijenjaju se odnosi i između članova obitelji te se sama obitelj mijenja i po svojoj strukturi.
Danas, uz tradicionalno poimanje obitelji (otac, majka i djeca) sve je više jednoroditeljskih obitelji kao i obitelji s posvojenom djecom.
Cilj rada je pokušati opisati izazove s kojima se suočavaju navedene obiteljske strukture.Throught history, society has changed and in parallel with it, the family, i.e, its structure and function. The traditional family structure included father, mother and children, as well as grandparents.
In modern society, the family acquires some new roles, the relationship between family members change and the family itself changes in its structure.
Today, along with the traditional concept of family (father, mother and children), there are more and more single – parent families as well as families with adopted children.
The aim of the paper is to try to describe the challenges faced by the mentioned family structures
Representation of the family through the developmental stages of the child
No full textRad nastoji prikazati likovni izričaj preko motiva obitelji s pomoću različitih razvojnih faza u djetetovu likovnom stvaralaštvu. U početnom se dijelu rada razrađuje sam likovni izraz, čime je on potaknut, što on predstavlja djetetu i za dijete te različiti pogledi na razloge dječjeg likovnog stvaranja. Nakon toga slijede faze izražavanja djeteta i karakteristični načini izražavanja za svaku od faza. U nastavku, obrađuju se likovne tehnike općenito te njihova podjela i raščlamba. Sljedeće poglavlje odnosi se isključivo na proces evoluiranja dječjeg prikaza ljudskog lika s godinama, a povezano je s fazama razvoja dječjeg likovnog stvaralaštva te utjecaj odraslih osoba na dječju kreativnost. U zadnjem se poglavlju analiziraju likovni radovi djece iz jedne mješovite odgojne skupine koji su nastali na temelju prethodno odrađene aktivnosti koja je služila kao poticaj i inspiracija za daljnje likovno stvaranje. Djeca su pritom imala potpunu slobodu izražavanja u vidu upotrebe različitih likovnih tehnika. Na kraju aktivnosti dobiveni su radovi koji su jedinstveni za svako dijete i odaju njegovu osobnost i emocionalno stajalište o nacrtanom.The paper-works main cause is to represent children's artistic expression through the motive of family and through different developmental stages of children's artistic creativeness. The initial part of the work elaborates on the expression itself, the inspiration behind it, what it represents for the child and to the child and various views on the reasons for artistic creation. This is followed by the stages of the child's expression and the characteristic ways of expression for each of the stages. Hereafter, art techniques in general and their division and analysis are discussed. The next chapter refers exclusively to the process of evolving children's portrayal of the human figure over the years, and is connected to the stages of development of children's artistic creativity and the influence of adults on children's creativeness. In the last chapter, the art works of children from a mixed educational group are analyzed, which were created on the basis of a previously completed activity that served as a stimulus and inspiration for further art creation. The children had complete freedom of expression in the form of using different art techniques. At the end of the activity, works were obtained that are unique for each child and reveal their personality and emotional point of view about the drawing
Online Extracurricular Educational Materials Available in Croatian for Children of Primary School Age: An Axiological Approach
No full textInternetske odgojno-obrazovne stranice za djecu primarno-školske dobi neki danas smatraju neizostavnim dijelom edukacije i to ponajviše zato što djeca sve više vremena provode na internetu. Zato se povećava i ponuda internetskih stranica sadržaja prilagođenih djeci. Internetski sadržaji koji djeca posjećuju za njih imaju određenu vrijednost, no želi se ostvariti i to da oni imaju stvarnu vrijednost s pozicija edukativne koristi. Prema Beziću u knjizi: Biti čovjek! Ali kako? postoji ljestvica vrijednosti koja sadrži biološke (život, zdravlje), ekonomske (materijalne), društvene (zajednička dobra), estetske (ljepota), intelektualne (istina), moralne (dobrota) i religijske vrijednosti (Bezić, 1990., str. 148-150). Kroz ovaj rad su analizirani odabrani internetski sadržaj: Wordwall, Hlapićev portal, Bioteka, Mali genijalci i Čovječe ispravi se i to pod vidikom koje bi vrijednosti takvi sadržaji mogli sadržavati za djecu primarno-školske dobi. Te vrijednosti su ekonomske, društvene, estetske i intelektualne. Uz vrijednosti koje posreduju internetski sadržaji, analiziraju se i vrijednosti kroz 4A okvir prema Ortiz, Kelsey R. i Rice, Mary F. Njihov 4A okvir sastoji se od pristupačnosti (accessibility), aktivnog angažmana (active engagement), zagovaranje inkluzije (advocacy for inclusion) te odgovornost (accountability) internetskih stranica. Pri tome su pronađene ove vrijednosti internetskih stranica u okviru ocjena od 1 do 10. Kod pristupačnosti svaka internetska stranica dobiva ocjenu 10, osim Mali genijalci koji dobivaju 7. Kod aktivnog angažmana Čovječe ispravi sei Mali genijalci dobivaju ocjenu 9, Wordwall 7, dok Hlapićev portal i Bioteka dobivaju ocjenu 3. Kod zagovaranja inkluzije sve stranice osim Čovječe ispravi se dobivaju ocjenu 5, dok Čovječe ispravi se dobiva ocjenu 10. Za odgovornost svaka od internetskih stranica dobiva ocjenu 10. Svaki od tih okvira važan je kako bi internetski sadržaji bili što kvalitetniji i primijenjeni djeci primarno školske dobi.Online educational sites for primary school children are now considered by some to be an indispensable part of education, mainly because children are increasingly spending time online. That is why the offer of child-friendly content websites is increasing. The Internet content that children visit has a certain value for them, but it also wants to achieve that they have a real value from the standpoint of educational benefits. According to Bezić in the book: To be a man! But how? there is a scale of values that contains biological (life, health), economic (material), social (common goods), aesthetic (beauty), intellectual (truth), moral (goodness) and religious values (Bezić, 1990, p.148- 150.). Through this paper, selected Internet content was analyzed: Wordwall, Hlapić's portal, Bioteka, Mali genijalci and Čovječe ispravi se in terms of the value that such content could contain for children of primary school age. These values are economic, social, aesthetic and intellectual. In addition to the values mediated by Internet content, it is also analyzed through the 4A framework according to Ortiz, Kelsey R. and Rice, Mary F. Their 4A framework consists of accessibility, active engagement, advocacy for inclusion and the accountability of the websites. These values of web pages were found in the range from 1 to 10. In terms of accessibility, each website gets a grade of 10, except for Mali genijalci who get 7. In active engagement Čovječe ispravi se and Mali genijalci get a grade of 9, Wordwall 7, while Hlapić's portal and Bioteka get a grade of 3. When advocating for inclusion, all pages except the Čovječe ispravi se are given a grade of 5, while the Čovječe ispravi se is given a grade of 10. For responsibility, each of the websites receives a grade of 10. Each of these frameworks is important for online educational sites to be better quality and applied to children of primary school age