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Planning and monitoring in a project approach to learning
No full textOdgojitelji nastoje prepoznati individualne potrebe djece kako bi mogli svoj rad prilagoditi njihovim potrebama i željama. Takva atmosfera u vrtiću potiče dječju kreativnost i sposobnost, a usmjerenost na njih podrazumijeva razvoj i odgoj autonomije i slobode svakog djeteta. Integriranost kurikuluma je bitna značajka koja uključuje cjeloviti odgoj i obrazovanje usklađen s integriranim načinom prirodnog učenja djeteta. Odgojitelj u vrtiću nema ulogu izravnog poučavatelja već neizravnog vođe koji organizira okolinu i materijale za rad kako bi djecu naučio samostalnosti i stjecanju znanja. Također je vrlo bitno da dijete samostalno shvati jesu li njegovi postupci u redu ili ne jer se u suprotnom može razvijati kao biće koje je ovisno o mišljenju drugih. Odgojitelji također trebaju graditi povjerenje u djecu i njihove sposobnosti te trebaju poticati njihove ideje i samostalnost. Cilj je postići da djeca samostalno iniciraju aktivnosti, dolaze do zaključka te nauče preuzeti odgovornost za vlastite postupke. S obzirom na način provođenja projektnih aktivnosti, postoje različite koncepcije rada pa sam tako opisala značajke Katz i Chard, Reggio, Cvetković Lay i Korak po korak koncepcije rada kroz naglasak na njihove sličnost i osnovne razlike. Dječje aktivnosti mogu se pratiti kroz likovne radove, plakate, makete, fotografije, video zapise i slične tragove koji ostaju iza samostalnoga ili grupnoga rada djece što čini dokumentaciju. U radu je kroz fotografije prikazana projektna aktivnost i dio dokumentacije na temu „Životinje“ u jednom zagrebačkom vrtiću. Roditelji i odgojitelji kroz praćenje aktivnosti i putem dokumentiranja bolje upoznaju dijete i njegove interese, a to razvija partnerski odnos koji je važan za kvalitetan rad odgojno-obrazovne ustanove.Educators try to recognize the individual children's needs so they adapt their works towards their needs and wishes. Such atmosphere in the kindergarten encourages children's creativity and ability, and the focus on them implies the development, upbringing of autonomy and freedom of each child. Curriculum integration is an essential feature that includes comprehensive upbringing and education aligned with the integrated way of natural learning of the child. Kindergarten educator does not have the role of a direct teacher, but as an indirect leader who organizes the environment and materials for work in order to teach children independence and knowledge gaining. It is also very important for a child to independently figure it out whether his/hers actions are right or not, because otherwise, a child can develop as a human being who is dependent on the opinion of others. Educators should also build confidence in children and their abilities, and should also encourage their ideas and independence. The goal is to achieve that children independently initiate activities, come to the conclusion, and learn to take responsibility for their own actions. Depending on the way project activities are carried out, there are different conceptions of work, so I have described the features of Katz and Chard, Reggio, Cvetković Lay and Step-by-step conception of work by emphasizing their similiarities and basic differences. Children's activities can be followed through artworks, posters, models, photographs, videos and similar traces that stay behind from children's independent or group work, and that makes documentation. In one of the kindergarten in Zagreb, project activity and part of the documentation on the subject of 'Animals' were shown through photographs. Through monitoring activities and documentation, parents and educators get to know the child and child's interests better, and this develops a partnership relationship that is important for the high-quality work of the educational institution
Early education teachers' approach to supporting a child in crisis
No full textU ranom i predškolskom uzrastu, djeca su vrlo ranjiva skupina u društvu posebice kada je riječ proživljavanje kriznih situacija. U tom uzrastu ona nemaju kognitivne sposobnosti razumjeti da proživljavaju krizne situacije, niti se od njih znaju obraniti. S obzirom da je danas velika većina djece ranog i predškolskog uzrasta upisana u neki od programa ranog i predškolskog odgoja i obrazovanja, veliku ulogu u proživljavanju kriznih situacija imaju odgojitelji. Odgojitelji mogu svojim pristupom unutar odgojno-obrazovnog rada pružiti određenu količinu podrške djetetu u krizi i na taj način pomoći djetetu da se osjeća sigurno te da ponovno uspostavi kontrolu nad vlastitim osjećajima i ponašanjima. Stoga je cilj ovog rada bio istražiti na koje načine odgojitelji u ustanovi ranog i predškolskog odgoja pristupaju djetetu u krizi. Konkretno, od odgojitelja se pokušalo dobiti što više informacija o tome kako prepoznaju znakove krize, kakav je početni, a kakav daljnji kontinuirani pristup prema djetetu u krizi, može li se dijete unaprijed pripremiti za suočavanje s kriznom situacijom te koje odgojiteljeve kompetencije su potrebne za pružanje podrške i kako se one stječu. Provedeno je kvalitativno istraživanje u kojem je primijenjena tehnika polustrukturiranog intervjua. U istraživanju je sudjelovalo 12 odgojiteljica. Provedenim istraživanjem pokazalo se da odgojitelji djecu u krizi prepoznaju na temelju znakova poput depresivnosti, emocionalne uznemirenosti, problema u ponašanju, anksioznosti i drugih te im nastoje pomoći pružanjem emocionalne podrške, kroz fizički kontakt, osnaživanjem djeteta te konzultacijama s roditeljima i kolegama unutar kolektiva. Odgojitelji ističu iskustveno učenje kao jedan od najvažnijih utjecaja na njihov pristup pružanju podrške djetetu u krizi.Children at their early and preschool age are very vulnerable group in society, especially when it comes to experiencing crisis situations. At that age they do not have cognitive abilities to understand what they're going through, nor do they know how to defend themselves. Today, majority of children are enrolled in some sort of early and preschool education, so early education teachers can play a major role in their crisis experience. Within their educational work and approach, educators can provide a certain amount of support to a child in crisis and thus help the child to feel safe and to re-establish control over his own feelings and behaviours. Therefore, the aim of this thesis was to investigate the ways in which early education teachers approach a child in crisis. Specifically, we tried to get as much information possible from the early education teachers about how they recognize the signs of crisis, what is the initial and what is the further continuous approach towards the child, whether the child can be prepared in advance to cope with the crisis situation, and what competences of the preschool teacher are needed to provide support and how they are acquired. Qualitative research was conducted in which the semi-structured interview technique was applied. Twelve teachers participated in this research. The research results showed that preschool teachers recognize children in crisis based on signs such as depression, emotional distress, behavioural problems, anxiety, etc., and try to help them by providing emotional support, through physical contact, empowering the child and consulting with parents and colleagues. Preschool teachers highlight experiential learning as one of the most important influences on their approach to supporting a child in crisis
Physical exercise of childeren with developmental disabilities
No full textU radu se analizira tjelesno vježbanje djece s teškoćama u razvoju. Cilj je rada utvrditi koje su prednosti tjelesnog vježbanja za djecu s teškoćama u razvoju te kako se tjelesna i zdravstvena kultura može prilagoditi djeci s teškoćama u razvoju u predškolskim ustanovama. Djeca s teškoćama u razvoju jesu djeca s utvrđenim određenim teškoćama koja ne mogu dosegnuti ili održati potrebnu razinu razvoja i zdravlja i koja imaju posebne potrebe. Tjelesno vježbanje pozitivno utječe na fizičko i psihičko zdravlje sve djece, pa tako i djece s teškoćama u razvoju. Osim toga, tjelesno vježbanje kod djece s teškoćama u razvoju omogućuje njihovu socijalnu prilagodbu, poboljšanje njihova ponašanja, razvijanje samopouzdanja te odgađanje ili barem ublažavanje komplikacija uzrokovanih njihovim zdravstvenim stanjem. Stoga se preporučuje da djeca s teškoćama u razvoju umjereno vježbaju jednako koliko i djeca bez teškoća, točnije barem 30 minuta dnevno. U predškolskim ustanovama djeca s teškoćama u razvoju uključuju se u satove tjelesne i zdravstvene kulture kako bi se uspješno provodio proces inkluzije u predškolskim ustanovama i kako bi se toj djeci omogućilo uživanje u koristima redovitih tjelesnih aktivnosti. Pritom je djeci s teškoćama u razvoju ovisno o njihovim potrebama, željama i teškoćama nužno prilagoditi tjelesne aktivnosti, prostor u kojem se ona provodi te opremu i sredstva koja se koriste.The paper analyzes the physical exercise of children with developmental disabilities. The aim of the paper is to determine the benefits of physical exercise for children with developmental disabilities and how physical and health culture can be adapted to children with developmental disabilities in preschools. Children with developmental disabilities are children with established specific disabilities who cannot reach or maintain the required level of development and health and who have special needs. Physical exercise has a positive effect on the physical and mental health of all children, including children with developmental disabilities. In addition, physical exercise for children with developmental disabilities enables their social adaptation, improvement of their behavior, development of self-confidence and postponement or at least mitigation of complications caused by their health condition. Therefore, it is recommended that children with developmental disabilities exercise moderately as much as children without disabilities, or rather at least 30 minutes a day. In preschools children with developmental disabilities are included in physical and health education classes in order to successfully implement the inclusion process in preschools and to enable these children to enjoy the benefits of regular physical activities. At the same time, depending on their needs, wishes and difficulties, it is necessary to adapt physical activities, the space in which they are carried out, and the equipment and tools that children with developmental disabilities use
Organizational forms of work in teaching physical and health education
No full textCilj ovog rada je iznijeti glavna obilježja organizacijskih oblika rada u nastavi tjelesne i zdravstvene kulture u osnovnoj školi, važnost, ciljeve i zadaće sata tjelesne i zdravstvene kulture, te ispitati utjecaj COVID-19 pandemije na zastupljenost organizacijskih oblika rada u razrednoj nastavi predmeta tjelesne i zdravstvene kulture. Teorijski dio rada iznosi definiciju, ciljeve i zadaće metodike tjelesne i zdravstvene kulture, osnovne značajke djeteta osnovnoškolske dobi, strukturu, te plan i program sata tjelesne i zdravstvene kulture. Sat tjelesne i zdravstvene kulture, kao osnovni organizacijski oblik rada, mora svojim zadaćama, sredstvima i organizacijom osigurati povoljne uvjete za uvođenje učenika u ostale i složenije organizacijske oblike rada. Mikropauze, makropauze, izleti, zimovanja i ljetovanja, kao izvannastavni i izvanškolski organizacijski oblici rada detaljno su opisani u radu. Izvannastavni i izvanškolski organizacijski oblici rada provode se s ciljem zadovoljavanja autentičnih potreba učenika i njihovih interesa, u svrhu doprinosa razvoja antropološkog statusa učenika. Usvajanje i usavršavanje učeničkih motoričkih znanja i postignuća s ciljem unapređivanja zdravlja učenika, također je vrlo važna zadaća ovih organizacijskih oblika rada. Za potrebe istraživačkog djela rada korišten je anketni upitnik s ukupno 23 pitanja u kojem je sudjelovalo 94 ispitanika, odnosno učitelja i učiteljica razredne nastave. Cilj istraživanja bio je ispitati utjecaj COVID-19 pandemije na zastupljenost organizacijskih oblika rada u razrednoj nastavi predmeta tjelesne i zdravstvene kulture, te stavove učitelja i učiteljica razredne nastave o poučavanju tjelesne i zdravstvene kulture za vrijeme pandemije. Analizom istraživanja, rezultati pokazuju kako je COVID-19 pandemija uglavnom utjecala na zastupljenost izvanškolskih i izvannastavnih organizacijskih oblika rada, odnosno na organizaciju te provedbu izleta, zimovanja i ljetovanja.The aim of this paper is to present the main features of organizational forms of physical education, and the importance, aims, and objectives of physical education in primary school. Furthermore, the purpose of this paper is to examine the impact of the COVID-19 pandemic on the representation of organizational forms in physical education. The theoretical part of the paper presents the definition, aims, and tasks of the methodology of physical education, the basic characteristics of the child of primary school age, as well as the structure and the curriculum of the physical education. The class of physical education, as the basic organizational form, must, with its tasks, resources, and organization, provide favorable conditions for introducing students to other more complex organizational forms. Micropauses, macropauses, excursions, and winter and summer vacations are described in detail in the paper. Extracurricular organizational forms of work are carried out with the aim of meeting the authentic needs of students and their interests, in order to contribute to the development of students' anthropological status. Adoption and improvement of students' motor achievements with the aim of improving students' health, is also a very important task of these organizational forms of work. For the needs of the research work, a questionnaire with a total of 23 questions was used, in which 94 respondents participated, The research aimed to examine the impact of the COVID-19 pandemic on the representation of organizational forms of work in teaching physical education, and the attitudes of primary school teachers about teaching physical education during the pandemic. The analysis of the research shows that the COVID-19 pandemic mainly affected the representation of extracurricular organizational forms of work, meaning the organization and the implementation of excursions, wintering, and summer vacations
Competence of kindergarten teachers to provide first aid in kindergarten
No full textDjeca rane i predškolske dobi svoj dan provode aktivno, u igri i istraživanju. U takvoj svakodnevici, bilo u kući, vrtiću ili na igralištu, neizbježne su povrede, a s njima dolazi i pitanje kako u ovakvim situacijama reagirati kako bi djeci osigurali zdravlje i sigurnost. Za djecu rane i predškolske dobi, nakon obitelji, dječji vrtić je druga najvažnija sredina za dijete, a odgojno-obrazovni djelatnici, posebno odgojitelji, odgovorni su za organizacijske i materijalne uvjete u kojima djeca borave u vrtiću, i to tako da im prije svega budu osigurani zaštita i sigurnost. Zdravlje i sigurnost djece mora biti primarni zadatak svima, a pravovremeno i sustavno moraju reagirati svi subjekti društva. Stoga je važno da upoznaju i svladaju tehnike pružanja prve pomoći i reagiranja u nepredvidivim situacijama. Upravo poznavanje osnovnih tehnika pružanja prve pomoći, njihova pravovremena i pravilna primjena, doprinose sprječavanju zdravstvenih komplikacija i neželjenih ishoda.
Cilj ovoga istraživanja bio je utvrditi koliko su odgojitelji spremni na pružanje prve pomoći u dječjem vrtiću, steći uvid u poznavanje tehnika pružanja prve pomoći te njihova pravilna i pravovremena primjena. Za potrebe ovog istraživanja korišten je online anketni upitnik u kojem je sudjelovalo 125 odgojitelja, a provedeno je tijekom svibnja 2022. godine. Unatoč nedovoljnoj edukaciji u ovom području, odgojitelji su pokazali dovoljno stečenog znanja o pružanju prve pomoći u dječjem vrtiću.Preschool children spend their day actively playing and exploring. In everyday life, injuries are inevitable: whether at home, in kindergarten, or in the playground. How to react in such situations to ensure the health and safety of children? After the family, the second most important environment for preschool children is kindergarten, and educators, especially preschool teachers, are responsible for providing the organizational and material conditions which would, above all, assure safety and protection. Health and safety of children must be a number one priority, and all members of society must respond in a timely and systemic manner. Therefore, it is important to learn and master first aid, and know how to react in unpredictable situations. It is the knowledge of basic first aid, and its timely and proper application that contributes to the detection of health issues and preventing unwanted outcomes.
The aim of this research was to determine how ready, and if properly educated, the preschool teachers are to provide first aid in a timely manner, and to gain insight into their knowledge of the specific first aid techniques. This research was based on an online questionnaire. 125 preschool teachers participated, and it was conducted in May, 2022. Despite the insufficient education in this area, preschool teachers demonstrated enough acquired knowledge about providing first aid in kindergarten
Teachers´ Perception on Realization of the Learning Outcomes During the Fourth Year od Primary School
No full textIstraživanje u ovom radu Mišljenja učitelja o ishodima koje učenici trebaju ostvariti u 4. razredu u nastavnom predmetu Hrvatski jezik provedeno je s namjerom da se empirijski prikaže na kojoj razini učitelji razredne nastave važnima smatraju odgojno-obrazovne ishode Kurikuluma za nastavni predmet Hrvatski jezik za osnovne škole i gimnazije (NN 10/2019).
U ovom su radu sudjelovale učiteljice razredne nastave (N=94), a istraživalo se njihovo mišljenje o odgojno-obrazovnih ishoda u nastavnom predmetu Hrvatski jezik u domeni Hrvatski jezik i komunikacija. Nadalje, istraživalo se i mišljenje ispitanica o sadržajima i ishodima koji nisu obuhvaćeni Kurikulumom za nastavni predmet Hrvatski jezik za osnovne škole i gimnazije (NN 10/2019), a važni su za prelazak u 5. razred.
Istraživanjem mišljenja učitelja je potvrđena potreba za uvrštavanjem dodatnih sadržaja i ishoda u revidirani dokument Kurikulum za nastavni predmet Hrvatski jezik za osnovne škole i gimnazije (NN 10/2019).This paper, named ‘Teachers’ Perception on Outcomes That Should Be Achieved by the End of Fourth Grade’, is based on empirical research. The aim of the research is to showcase primary school teachers’ attitudes on the importance of achieving the outcomes from the National curriculum for Croatian language for primary and grammar schools (NN 10/2019).
The participants of this research were primary school teachers (N=94), and the focus was on their views on educational aims related to Croatian language classes, the domain is named Croatian Language and Communication. Furthermore, the participants were able to express their opinions on outcomes that are not included in the National curriculum for Croatian language for primary and grammar schools (NN 10/2019), but are important for fifth grade.
This research has shown that there is a need for additional content, and outcomes related to the revised document National curriculum for Croatian language for primary and grammar schools. (NN 10/2019)
Satisfaction of preschool children with rhythmic dance content within certain parts of the class
No full textOvim istraživanjem sam željela dobiti uvid u probleme koji se pojavljuju na satovima ritmike i plesa, ali i otkriti u čemu djeca uživaju, kako bi pomogla djeci, ali i samom voditelju u razvoju i radu. Stoga je namjera ovoga rada da se pridonese daljnjem istraživanju ove teme, te podigne kvaliteta rada u predškolskim ustanovama na području dodatnog programa ritmike i plesa. Cilj rada je dobiti uvid u sami nastavni proces, nastavne plesne sadržaje kroz dječje promišljanje. Jednostavnije, namjera je bila utvrditi koliko su predškolska djeca zadovoljna ritmičko plesnim sadržajem na satu ritmike i plesa putem intervjua sa djecom koja sudjeluju u programu.With this research, I wanted to get an insight into the problems that arise in rhythm and dance classes. I also wanted to explore what is it that brings joy to the children and issues that they, ight have, as well as help the trainer in the further professional growth and work. Therefore, the intention of this paper is to contribute to further researh on this topic, and to raise the quality of work in preschool institutions in the field of rhythmic and dance program. The aim of this research is to gain insight into the teaching process itself and curriculum through children eyes and thought process. To simplify, the intention was to determine how satisfield preschool children are with the content and curriculum of rhythm and dance class. Results would be obtained through interviews with children participiating in the program
Spontaneous outdoor games
No full textBrojna istraživanja potvrđuju značaj igre na otvorenom za psihofizički razvoj djeteta rane predškolske dobi, naglašavaju razvoj motoričkih vještina i sposobnosti,socijalnih odnosa, kreativnosti, koncentracije, samopouzdanja i emocionalnih kompetencija itd. Dijete u prirodnom okruženju nalazi mnoštvo multisenzornih poticaja za istraživanje, zadovoljava svoju prirodnu potrebu za kretanjem, koja je temelj cjelovitog razvoja djeteta. Spontane igre na otvorenom omogućavaju djetetu zadovoljenje temeljnih životnih potreba a to su moć, sloboda, nepredvidivost, zabava, samoaktualizacija koje intrinzično potiču dijete na sudjelovanje.
U ovom radu se nastojala prikazati važnost boravka djeteta na otvorenom, doprinos spontanih motoričkih igara cjelokupnom razvoju djeteta. Obilježje suvremenog djetinjstva su između ostalog prezaštićivanje djeteta u svim segmentima, smanjeno kretanje djece, sputavanje djece u motoričkim igrama, te institualizacija djetinjstva. Upravo ta povećana potreba za boravkom djeteta u ustanovama ranog razvoja stavlja veliku odgovornost na odgojitelje i pomno planiranje boravka djece na otvorenom.
Cilj istraživanja u ovom radu je bio ispitati stav i mišljenje odgojitelja o spontanim igrama na otvorenom prilikom boravka na zraku. Istraživanjem se nastojalo saznati kakvi su uvjeti boravka na zraku u ustanovama za rani razvoj i odgoj djece. Koje igre djeca najčešće spontano biraju, te stav odgojitelja naspram njih. Koliko zapravo odgojitelji podržavaju takve igre ili zbog straha za sigurnost sputavaju djecu u spontanim igrama.Numerous studies confirm the importance of outdoor play for the psychophysical development of an early preschool child, emphasizing the development of motor skills and abilities, social relationships, creativity, concentration, self-confidence and emotional competencies, etc. The child, in his natural environment, finds many multisensory stimuli for exploring and satisfies his need for movement, which is the foundation of a child’s holistic development. Spontaneous outdoor games enable the child to meet the basic needs of life, which are power, freedom, unpredictability, fun, self-actualization that intrinsically encourage the child to participate.
This paper tried to show the importance of the child's outdoor stay and the contribution of spontaneous motor games to the overall development of the child. Characteristic of modern childhood are, among other things, overprotection of the child in all segments, reduced movement of children, restraint of children in motor games, and the institutionalization of childhood. It is this increased need for a child's stay in an early development institution that places a great responsibility on educators and the obligation to carefully plan children's outdoor stay.
The aim of the research in this paper was to examine the stand and opinion of educators about spontaneous outdoor games during their outdoor stay. The research sought to find out what are the conditions for outdoor stay in institutions for early development and upbringing of children. Which games do children most often choose spontaneously, and educators view towards them, how much do educators actually support such games or do they restrain the children in spontaneous games in fear for their safety
Tolerance and respect for diversity as topics of contemporary problem picturebooks
No full textSlikovnica se smatra vrlo značajnim književnim djelom jer uvodi dijete u svijet književnosti. Slikovnica tematski može biti vrlo raznolika, a njezine različite funkcije određuju daljnju podjelu i vrste. U slikovnici je glavni naglasak na slikovnom diskursu jer se njime posreduje glavnina priče. No većina slikovnica određena je dvama iskazima – jezičnim i slikovnim, gdje se priča posreduje tekstom i slikom.
Problemska slikovnica vrsta je slikovnice koja se bavi problemom međuljudskih odnosa, s djetetom u primarnom fokusu. Temeljna svrha problemskih slikovnica je pružiti pomoć djeci i njihovim roditeljima u prepoznavanju i rješavanju različitih problemskih situacija. Problemske se slikovnice također smatraju i vrlo dragocjenim materijalom u promicanju inkluzivnih vrijednosti.
Tolerancija i uvažavanje različitosti kao teme suvremenih problemskih slikovnica uče djecu važnosti prihvaćanja svih osoba, bez obzira na prirodu međusobne različitosti. Slikovnice koje djecu upoznaju s različitim aspektima tolerancije i prihvaćanja različitosti uvelike utječu na razvoj dječje samosvijesti i identiteta, potiču socijalni i emocionalni razvoj djece te im nude različite strategije za razvoj pozitivne slike o sebi.
Suvremene problemske slikovnice Elmer, Figaro, mačak koji je hrkao, Gospodin Nosko nalazi prijatelja, Izgubio se jedan zeleni pas i Tibor, paun bez repa potiču najmlađe čitatelje na promišljanje i razgovor o glavnim likovima, različitim problemskim situacijama, inkluzivnim vrijednostima te raznim motivima tolerancije i uvažavanje različitosti. Ovaj diplomski rad rezultat je pobližeg proučavanja i analize navedenih suvremenih problemskih slikovnica i pristupa obradi različitih motiva tolerancije i uvažavanja različitosti. Teme tolerancije i uvažavanja različitosti, koje se mogu pronaći u navedenim književnim djelima, daju priliku svakom djetetu da bolje i dublje razumije što znači uistinu prihvatiti neku osobu onakvom kakva ona jest.The picturebook is considered to be a very significant literary work because it introduces a child to the world of literature. The picturebook can be very thematically diverse, and its various functions determine a further division and types. In the picturebook, the main emphasis is on the pictorial discourse because it mediates the majority of the story. However, most picturebooks are determined by two expressions – language and pictorial, where the story is mediated by text and picture.
A problem picturebook is a type of picturebook that deals with interpersonal relationships, with the child in the primary focus. The main purpose of problem picturebooks is to help children and their parents in identifying and solving various problematic situations. Problem picturebooks are also considered to be very valuable material in promoting inclusive values.
Tolerance and respect for diversity as topics of contemporary problem picturebooks teach children the importance of accepting all people, regardless of the nature of their differences. Picturebooks that introduce children to different aspects of tolerance and acceptance of diversity greatly affect the development of children's self-consciousness and identity, encourage social and emotional development of children and offer them different strategies for developing a positive self-image.
Contemporary problem picturebooks Elmer, Figaro, mačak koji je hrkao, Gospodin Nosko nalazi prijatelja, Izgubio se jedan zeleni pas and Tibor, paun bez repa encourage the youngest readers to think and talk about the main characters, different problematic situations, inclusive values and various motives of tolerance and respect for diversity. This master's thesis is the result of a closer study and analysis of these contemporary problem picturebooks and the approaches to the elaboration of various motives of tolerance and respect for diversity. The topics of tolerance and respect for diversity, which can be found in these literary works, give each child an opportunity to better and deeper understand what it means to truly accept a person as he or she is
The knowledge of vocabulary belonging to Dubrovnik idiom among primary school students
No full textJezik je iznimno dinamična i fleksibilna tvorevina koja je s obzirom na suvremeni način življenja, tehnološki napredak i kulturološko miješanje, izložena stalnim gotovo svakodnevnim promjenama. Te se promjene ne zadržavaju na razini jezika kao standarda, one se proširuju i na područja narječja, dijalekata i mjesnih govora, a njihovo se djelovanje najprije uočava u govoru. Promjene u standardnom jeziku, zbog sociolingvističkih okolnosti i pozicije koju ta varijanta jezika ima u društvu, u velikoj mjeri zaokupljaju pozornost kako javnosti tako i znanstvene zajednice, a u drugom planu ostaju promjene zavičajnih govora i problematika nestajanja dijalektne raznolikosti. Istodobno je primjećivanje sve većeg desetkovanja i zaboravljanja mjesnih govora i njihova bogatstva dovelo do sve većeg zanimanja za prikupljanje leksičke građe i objavljivanje dijalektoloških rječnika. Cjelokupnom procesu osvještavanja važnosti govorne baštine i leksičke raznolikosti pridružio se i Dubrovnik. Brojni Dubrovčani, i oni koji se tako osjećaju ili samo pak vole Dubrovnik i njegovu kulturno-povijesnu baštinu, započeli su s aktivnim objavljivanjem djela o dubrovačkome govoru i osmišljavanjem obrazovnih aktivnosti, kako u školama tako na televiziji i radiju, a sve u svrhu očuvanja ove nematerijalne baštine. Međutim, cilj osvještavanja i njegovanja zavičajnoga govora, pa tako i dubrovačkoga, ostat će samo to – osvijestiti ljude o promjenama i nestajanju – no neće spriječiti promjene niti vratiti zaboravljeno. Stoga se postavlja pitanje u kojoj su mjeri suvremene promjene svakodnevnice te utjecaj i komunikacijska dominacija jezičnoga standarda doveli do promjena u dubrovačkom govoru, posebno u području leksika. U radu se pokušava osvijetliti ta problematika te se donosi prikaz istraživanja dubrovačkoga leksičkoga znanja kod djece školske dobi. Rezultati tog istraživanja ukazuju na sve manje poznavanje leksičkoga bogatstva zavičajnoga govora mlađe populacije grada Dubrovnika. Svi podaci prikazani ovim radom temeljeni su na rezultatima provedenog ispita znanja kod učenika četvrtih i šestih razreda. Rezultati su uspoređivani s obzirom na spol, razred (dob) i obiteljsku strukturu suživota sa starijom populacijom. Utvrđeno je da postoji razlika u poznavanju leksika dubrovačkoga govora s obzirom na spol i razred, dok se razlike među ispitanicima s obzirom na obiteljsku strukturu nisu pokazale značajnima.Language is a very dynamic and flexible creation which is exposed to constant, almost everyday changes due to the modern way of life, technological developments, and culture mixing. These changes are not limited to the language as a standard but extend to the notion of supradialect, dialect and local dialect. Their impact can mainly be observed in spoken language. Changes in standard language capture the attention of both scientific community and wider public to a large extent due to sociolinguistic factors and the position held by said language variant in society. As a result, changes in native dialects and the issue of disappearance of dialectal variety are pushed into the background. At the same time, the ever-growing decimation and obliteration of local dialects and their value resulted in an increased interest in collecting lexical materials and publishing dialect dictionaries. The city of Dubrovnik also joined the process of raising awareness of the spoken heritage and lexical diversity. Numerous citizens of Dubrovnik, including those who feel like its citizens or simply love Dubrovnik and its cultural and historic heritage, have started to actively publish works on the Dubrovnik dialect. In addition, they started creating educational activities, for both school and TV/radio, all for the purpose of preserving the intangible cultural heritage.
However, the goal of raising awareness and of nurturing native dialects, including the Dubrovnik dialect, will not become anything more; it will raise people's awareness of changes and disappearance, but it will not prevent these changes from happening or bring back what was forgotten. Therefore, the question arises as to which extent have the developments in everyday life, and the influence and dominance of the language standard in communication, changed the Dubrovnik dialect, especially in terms of its lexicon. The aim of this thesis was to highlight the abovementioned issues and to provide an overview of the Dubrovnik dialect knowledge testing carried out among the school-age children. The results of the testing showed a decline in knowledge of lexical richness of the native dialect among the younger generation of the city of Dubrovnik. All the data presented in this thesis are based on the findings of the knowledge examinations carried out among fourth- and sixth-grade students. The findings were analysed with respect to the sex, the grade (age) and the family structure/cohabitation with the elderly population. It has been established that there is a difference in knowledge of the Dubrovnik dialect lexicon with respect to the sex and grade, whereas the differences among the respondents with respect to the family structure did not turn out to be significant