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Music therapy for children of preschool age
No full textGlazba i pjevanje imaju važnu ulogu u našim životima, a njihova prisutnost u svakodnevici najsnažnija je u aspektima obrazovanja i medija. U obrazovnoj vertikali od predškolske pa sukcesivno do viših razina obrazovanja susrećemo se s glazbom i različitim glazbenim aktivnostima, kao i u medijima poput televizije, radija i interneta, te u kulturnim institucijama poput kazališta, koncertnih dvorana i slično. Uzimajući u obzir činjenicu da glazba može utjecati na naše osjećaje, raspoloženje i ponašanje, mnoge su društvene zajednice tijekom povijesti na različite načine pokušavale nadzirati primjenu glazbe i nerijetko su je iskorištavali za političku, vjersku, edukacijsku i iscjeliteljsku nakanu. Učinak glazbe na pojedinca nije jednostavno precizno odrediti, jer mozak procesuira glazbu na različite načine, ali dosadašnja su istraživanja pokazala da glazba može prouzročiti emocionalne, kognitivne, psihološke i biheviorističke reakcije. U navedenom kontekstu posebno je značajna činjenica da rana izloženost glazbi donosi korisne efekte u razvoju djeteta. Tako je pola sata aktivne izloženosti glazbi dovoljno da se poveća protok krvi u lijevoj moždanoj polutci, što donosi značajan učinak na razvoj mozga kod djece u ranoj dobi. Aktivnim sudjelovanjem djeteta u različitim glazbenim aktivnostima dolazi do razvoja auditivne i vizualne percepcije, razvijaju se komunikacijske i motoričke vještine, a također dolazi i do usavršavanja kognitivnih procesa poput mišljenja, pamćenja, opažanja, razvoja apstraktnog mišljenja i kreativnosti. Stoga se može zaključiti da glazba utječe na cjelokupan razvoj djeteta, poglavito na razvoj njegovih psihičkih funkcija. Značajan segment primjene glazbe očituje se u području muzikoterapije, čija će se povijest, razvoj i primjena razmatrati u ovom diplomskom radu. Muzikoterapija je metoda implementacije glazbe primarno u terapijske svrhe, a poseban učinak ima na djecu s posebnim potrebama pa će i cilj ovoga diplomskog rada zapravo biti prikaz primjene muzikoterapije kod djece s teškoćama u razvoju.Music and singing play an important role in our lives, and their daily presence is particularly noticeable in the aspects of education and media. In the educational vertical from preschool to higher levels of education, we encounter music and various musical activities, as well as in media – television, radio and the Internet, and in cultural institutions such as theatres and concert halls. Because music can affect our feelings, mood and behaviour, various communities throughout history tried to control its usage and often utilized it for political, religious, educational and healing purposes. The effect of music on an individual is not easy to estimate, because the brain processes music in different ways, but previous research have shown that music causes emotional, cognitive, psychological and behavioural reactions. In the aforementioned context, the fact that early exposure to music brings beneficial effects on a child's development is particularly significant. Thus, half an hour of active exposure to music is enough to increase blood flow in the left cerebral hemisphere, which produces a significant effect on brain development in children at an early age. The active participation of the child in musical activities leads to the development of auditory and visual perception, communication and motor skills, and also improves cognitive processes as thinking, memory, observation, development of abstract thinking and creativity. Therefore, music affects the overall development of the child, especially the development of its psychological functions. A significant segment of the application of music is manifested in the field of music therapy, whose history, development and application will be presented in this master's thesis. Music therapy is a method of implementing music primarily for therapeutic purposes, and it has a certain effect on children with special needs, so the goal of this master's thesis will be to present the application of music therapy in children with developmental disabilities
Implementation and Effects of Humour in the Language Classroom
No full textIn the English language, humour is defined as the ability to find things funny, the way in which people see that some things are funny or the quality of being funny, but the notion of humour encompasses much more than that.
This thesis combines theoretical knowledge of humour, the application of humour in the language classroom and its effects on the students who learn with the help of humour or learn about humour. From a brief history of how the theories of humour evolved, we are able to see a positive shift in the philosophical approaches towards humour. From being thought of as irrational and aggressive, during the eighteenth century, humour and laughter began to be regarded as a rational way of enjoying incongruity. From an evolutionary point of view, comparing humour to a kind of play describes it as a way for our cognitive functions to deviate from practical thinking, while remaining rational. Since theories prove how relevant humour is, we can presume that it would have positive effects in the school environment, and also in the language classroom, which is the focus of our interest. Humour can be introduced in the classroom in two ways: as an aid of achieving certain learning and management objectives, and as the subject of teaching. The effects of using humour in the classroom are various (intellectual, physiological, psychological, educational) and beneficial. The effects of humour in the classroom were examined and confirmed in a study which was carried out in the Ksaver Šandor Gjalski primary school in Zabok on the sample of more than a hundred participants. The results of the study show us that the students have a positive attitude towards the use of humour in the classroom and that humour has a positive effect on their mood, attitude and learning in general.U engleskom jeziku, humor se definira kao sposobnost da nešto smatramo smiješnim, način na koji ljudi protumače da je nešto smiješno ili karakteristika osobe ili stvari da bude smiješna, ali pojam humora obuhvaća mnogo više od toga.
Ovaj rad donosi teorijska znanja o humoru, način uporabe humora u jezičnoj nastavi i utjecaje koje humor ima na učenike, koji uče uz pomoć humora ili o humoru. Iz kratke povijesti o tome kako su se teorije humora razvijale možemo primijetiti pozitivnu promjenu u filozofskom stavu prema humoru. Od toga da je humor smatran iracionalnim i agresivnim, tijekom 18. stoljeća humor i smijeh se počinju percipirati kao racionalan način uživanja u neskladu. S evolucijskog stajališta, uspoređivanje humora s igrom opisuje ga kao način da naše kognitivne funkcije odstupaju od praktičnog razmišljanja, ali da pri tome ostaju racionalne. S obzirom da teorije potvrđuju koliko je humor bitan, možemo pretpostaviti da će imati i pozitivne utjecaje na školsko okruženje te isto tako i na jezičnu nastavu koja je fokus našeg interesa. Humor se u nastavu može integrirati na dva načina: kao pomagalo pri postizanju pojedinih ishoda učenja i upravljanju razreda te kao predmet poučavanja. Utjecaji korištenja humora u nastavi su različiti (intelektualni, fizički, psihički, edukativni) i djelotvorni. Njih je proučavalo i potvrdilo istraživanje koje je provedeno u osnovnoj školi Ksavera Šandora Gjalskog u Zaboku na uzorku od više od 100 učenika. Rezultati istraživanja pokazuju da učenici imaju pozitivan stav prema uporabi humora tijekom nastave i da humor ima pozitivne utjecaje na njihovo raspoloženje, stav i učenje općenito
Assessment of educators knowledge of diabetes in preschool children
No full textU ovom diplomskom radu govori se o šećernoj bolesti kod djece predškolske dobi. Rad je podijeljen na dva dijela, teorijski i empirijski dio. U teorijskom dijelu rada riječ je o samom poremećaju rada gušterače koji se očituje u smanjenom lučenju ili nedostatku hormona inzulina. Poznato je da se bolest javlja zbog nedostatka inzulina, a to dovodi do poremećaja u metabolizmu ugljikohidrata, masti i bjelančevina. Nadalje, naglašava se važnost ranog otkrivanja i kvalitetnog liječenja bolesti u djetinjstvu u svrhu poboljšanja kvalitete života, kao i sprječavanja nastanka kroničnih komplikacija. S obzirom na usmjerenost na djecu, u radu se pridaje veći značaj oblicima liječenja šećerne bolesti tipa 1, i to primjenom terapije inzulinom ili putem inzulinske pumpice. U teorijskom dijelu objasnit će se i mogućnost pojave komplikacija kod dugogodišnjih bolesnika te prikazati podjela na akutne komplikacije koje nastaju naglo i oboljelome mogu trenutačno ugroziti život te kronične komplikacije koje se razvijaju dugo i uzrokuju oštećenja na ostalim organima.
U drugom dijelu rada prikazani su i razmotreni rezultati istraživanja s odgojiteljima koji su zaposleni u dječjim vrtićima diljem Republike Hrvatske. Istraživanje je provedeno u obliku online upitnika. Cilj istraživanja bio je utvrditi upoznatost odgojitelja sa šećernom bolesti kod djece predškolske dobi te ispitati njihove stavove i iskustva u svakodnevnom radu s oboljelom djecom. Na temelju dobivenih rezultata istraživanja može se zaključiti kako je većina odgojitelja upoznata sa šećernom bolesti kod djece, njezinim mogućim komplikacijama te važnosti kontroliranja vrijednosti glukoze u krvi i redovite primjene inzulina kod djece oboljele od šećerne bolesti. Također, utvrđen je nedostatak stručnog osposobljavanja odnosno dodatnih edukacija na temu šećerne bolesti kod djece predškolske dobi kod većine odgojitelja, kao i nedovoljan osjećaj kompetentnosti za rad s takvom djecom. Isto tako, navedeni su brojni simptomi karakteristični kod djece oboljele od šećerne bolesti, među kojima se ističu suhoća usta te učestala potreba za mokrenjem.This paper discusses diabetes of children in preschool education. The paper is divided into two parts, theoretical and empirical. The theoretical part of the paper deals with the pancreatic dysfunction itself, which is manifested in reduced secretion or lack of the hormone insulin. It is known that the disease occurs due to lack of insulin, which leads to disorders in the metabolism of carbohydrates, fats and proteins. Furthermore, the importance of early detection and quality treatment of childhood diseases is emphasized in order to improve the quality of life as well as prevent the occurrence of chronic complications. Due to the focus on children, the paper attaches greater importance to forms of treatment of type 1 diabetes, using insulin therapy or through an insulin pump. The theoretical part will explain the possibility of complications in long-term patients and show the division into acute complications that occur suddenly and can be life-threatening and chronic complications that develop over time and cause damage to other organs.
The second part of the paper presents and discusses the results of research with educators employed in kindergartens throughout the Republic of Croatia. The research was conducted in the form of an online questionnaire. The aim of the research was to determine the awareness of educators with diabetes in preschool education and to examine their attitudes and experiences in everyday work with sick children. Based on the results of the research, it can be concluded that most educators are aware of diabetes in children, possible complications and the importance of controlling blood glucose levels and regular use of insulin in children with diabetes. Also, a lack of professional training or additional education on the topic of diabetes in preschool children was found in most educators, as well as an insufficient sense of competence to work with the same children. Also, a number of symptoms characteristic of children with diabetes are listed, of which dry mouth and frequent need to urinate stand out
Aggression and conflict resolution in preschool
No full textAgresivno ponašanje je sve veća pojava u današnjem svijetu. Mnogi autori koji su se bavili i koji se još bave pojmom agresivnosti slažu se kako agresivnost predstavlja nanošenje štete nekoj osobi. Agresivno ponašanje je prirodna pojava koja se javlja kod svakog čovjeka. U ovom radu govorit će se općenito o agresivnosti, njenom nastanku, uzrocima te o rješavanju sukoba do kojih dolazi u dječjem vrtiću. Agresivnost nije jednoznačni pojam, već se grana u različite vrste. Prema tome postoje otvoreni i prikriveni oblici agresivnosti, reaktivna i proaktivna agresivnost, relacijska, instrumentalna i neprijateljska agresivnost, verbalna i fizička, socijalna te normalna i abnormalna agresivnost. Uzroci nastanka agresivnosti su različiti, ali se većinom dijele na biološke, socijalne i psihološke čimbenike. Kao što je već poznato, sva djeca mogu biti agresivna bez obzira na dob i spol. Međutim, većinom su dječaci ti koji su agresivniji te oni koriste najčešće fizičku agresivnost, dok djevojčice koriste više verbalnu. Agresivnost u dječjem vrtiću je vrlo česta pojava. Djeca najčešće agresivno reagiraju oko neke igračke koju žele na način da se svađaju, čupaju za kosu, grizu i tako dalje. Sukobi među djecom vrlo su česta pojava u vrtiću. Oni s jedne strane mogu biti pozitivni jer pomažu djeci u rješavanju problema, a s druge strane negativni jer mogu dovesti do agresivnosti. Vrste sukoba dijele se prema uzrocima, sudionicima i posljedicama. Sukobi se mogu riješiti na različite načine, nenasilno i konstruktivno, pregovaranjem, posredovanjem, arbitražom i slično. Isto tako vrlo je važno sukobe na vrijeme uočiti i na pravilan način prevenirati.Aggressive behavior is a growing phenomenon in today's world. Many authors who dealt with and still deal with the concept of aggressiveness agree that aggressiveness represents harming a person. Aggressive behavior is a natural phenomenon that occurs in every human being. In this paper, we will talk about aggressiveness in general, its origin, patterns, and the resolution of conflicts that occur in kindergarten. Aggressiveness is not a one-size-fits-all concept, but branches into different types. Accordingly, there are open and covert forms of aggressiveness, reactive and proactive aggressiveness, relational, instrumental and hostile aggressiveness, verbal and physical, social and normal and abnormal aggressiveness. The patterns of the emergence of aggressiveness are different, but they are mostly divided into biological, social and psychological factors. As is already known, all children can be aggressive regardless of age and gender. However, mostly boys are the ones who are more aggressive and they usually use physical aggression, while girls use more verbal aggression. Aggression in kindergarten is a very common phenomenon. Most often, children react aggressively around some toy they want by fighting, pulling their hair, biting and so on. Conflicts between children are a very common occurrence in kindergarten. On the one hand, they can be positive because they help children solve problems, and on the other hand, they can be negative because they can lead to aggression. Types of conflicts are divided according to causes, participants and consequences. Conflicts can be resolved in different ways, non-violently and constructively, through negotiation, mediation, arbitration and the like. It is also very important to spot conflicts in time and prevent them properly
Parent-teacher coollaboration
No full textSuradnja učitelja i roditelja je proces čiji je cilj razvoj djeteta. Suradnja utječe na uspjeh učenika i poboljšava ponašanje učenika u školi. Ovim radom se istražuje suradnja učitelja i roditelja s ciljem davanja preporuka za unapređenje njezine kvalitete. U radu su prikazane kompetencije učitelja za suradnju s roditeljima, opisane su karakteristike suradnje učitelja i roditelja i opisana su prijašnja istraživanja provedena na ovu temu. Provedeno je istraživanje u kojem se željelo utvrditi na koji način surađuju učitelji i roditelji, utvrditi primjere dobre prakse i ključne prepreke suradnje učitelja i roditelja, te kompetencije potrebne učiteljima za suradnju s roditeljima. Intervjuirana su četiri učitelja i četiri roditelja četvrtih razreda osnovne škole. Rezultati pokazuju kako roditelji žele surađivati, ali kako nisu dovoljno uključeni u školske aktivnosti. Pokazalo se i kako je moguće ostvariti dobru suradnju učitelja i roditelja i premostiti prepreke koje se pojavljuju.Cooperation between teachers and parents is the process whose main aim is child's development. Such collaboration affects pupil's achievement and improve their behaviour in school. This paper explore this relation in order to give recommendations to enhance its quality. Certain inevitable competencies teachers must have when they work with parents are presented in this research as well as characteristics of such cooperation and previous reaserch on this topic. With this conducted research it was planned to determine the way teachers and parents cooperate, examples of good practice, key barriers that may occur and core competencies teachers must have for this kind of a teamwork. There were four theachers and four parents of the fourth graders who were interviewed. The results show that parents want to cooperate, but they are not included enough in school activities. It has also been shown that it is possibe to achieve good teacher-parent cooperation and bridge the obtacles that arise
Professional educational support to children with chronic illness
No full textU svijetu u kojem se gube nekadašnje društvene vrijednosti u smislu prihvaćanja i poštivanja, osobito rizičnih skupina, iznimno je teško pronaći način kako pružiti podršku onim najosjetljivijima. To su djeca. Još veći izazov u tome predstavlja ako je dijete bolesno. Kronične bolesti su u suvremenom svijetu postale uobičajena pojava. Češće se s kroničnim bolestima susrećemo kod odraslih, međutim prevalencija kroničnih bolesti u djece je danas sve veća. Djeca oboljela od kroničnih bolesti se susreću s velikom količinom stresa. Sa stresom se susreću svakodnevno u borbi za prilagođavanje u društvu zbog svojih različitosti. Također se sa stresom susreću i pri dijagnosticiranju bolesti, pa tako stres donose i invazivne, ali i neinvazivne dijagnostičke metode koje se ponekad ne mogu izbjeći, kao i hospitalizacija i odvajanje od roditelja i okoline. Uz to, neizvjestan je i ishod bolesti jer se često ne zna kako će se bolest dalje razvijati. Stoga je kod uključivanja djeteta s kroničnom bolešću iznimno važna odgojno- obrazovna podrška, individualizirani pristup te planiranje odgovarajućih metoda rada. Ključno u ulozi odgojitelja je posjedovanje primjerenog znanja i vještina vezanih za kronične bolesti i intervencije koje one iziskuju jer su nerijetko prvi koju moraju primjereno reagirati na komplikacije kroničnih bolesti. Neovisno o tome koju kroničnu bolest dijete imalo, ono ima pravo biti uključeno u redovne programe dječjih vrtića. Odgojitelji predstavljaju model ponašanja koji potiče socijalnu interakciju s vršnjacima. Odgojitelji pritom prikupljaju informacije od roditelja i stručnih suradnika kako bi mogli izraditi individualizirani program rada prema potrebi djeteta. Česta komplikacija kod kroničnih bolesti je i depresija.
Preduvjet da se dijete lakše suoči s kroničnom bolešću jest da ima visoko samopouzdanje i samopoštovanje. To je najbolji način da se dijete lakše snađe u svojoj okolini i da lakše prihvati bolest. Kako oboljelo dijete treba biti uspješno uključeno, tako treba i educirati vršnjake koji se nalaze u okruženju oboljelog djeteta. Osim u sustavu odgoja i obrazovanja, oboljelom djetetu osim profesionalne podrške, bitna je i podrška roditelja i obitelji.In a world where all former values, like acceptance and respect, especially of risk groups, are being lost, it is extremely important to find a way to protect the most sensitive group. These are the children. It is even more tempting if a child is ill. In a modern world, chronic illnesses have become common. Even though chronic illnesses are more common in adults, the prevalence of chronic illnesses in children has been rising. The children dealing with chronic illnesses experience a great amount of stress. They deal with stress daily and fight to adjust to society due to their differences. They also experience stress during the diagnosis, while going through different invasive and less invasive diagnostic methods which sometimes cannot be avoided, and during hospitalisation and being apart from parents and close ones. Beside all that, the outcome of the illness is uncertain since the development of the illness is often unknown. Therefore, the professional and educational support, while including the children with chronic illness, is extremely important. An individual approach and planning adequate work methods is also very important. It is crucial that the pre-school teachers possess the adequate knowledge and skills connected with chronic illnesses and interventions since, often, they are the first who must react in case of complications. Regardless of the type of chronic illness the child is entitled to be included in kindergarten regular programs. Pre-school teachers present a behaviour model which encourages a social interaction with peers. The preschool teacher collects information from parents and professional associates in order to compose an individualised work program according to children needs. Depression is a common complication with chronic illnesses.
A precondition for a child to face a chronic illness is strong confidence and self-respect. That is the best way for a child to manage within the environment more successfully and accept the illness more easily. It is equally important to include a child with chronic illness successfully and to educate peers in the child’s environment. Besides the professional support in educational system the support of parents and family is also important to a child with illness
Kinesiological activity and diabetes in preschool children
No full textDjeca oboljela od kroničnih bolesti se već od ranih dobi susreću sa strahovima koje te bolesti donose. Najčešći oblik dijabetesa, koji se javlja kod djece rane i predškolske dobi je šećerna bolest ili dijabetes melitus tipa I. Zbog nemogućnosti gušterače da proizvede inzulin, javlja se ovaj oblik šećerne bolesti. Budući da liječenje samo dijetom i prehranom nije dovoljno, neizbježna je ovisnost o inzulinu. Liječenje šećerne bolesti je zahtjevno, posebno za djecu, dnevna doza inzulina se ne smije preskakati. Isto kao inzulin i prehrana jedan od najvažnijih segmenata liječenja i reguliranja dijabetesa je tjelesna aktivnost. Tjelesna aktivnost utječe na kompletan djetetov organizam te daje pozitivne učinke u pozitivnom fizičkom i psihičkom smislu. Pet je temeljnih načela u liječenju šećerne bolesti: edukacija, pravilna inzulinska terapija, pravilna prehrana, tjelesna aktivnost te samokontrola GUK-a (glukoze u krvi). Tjelesna aktivnost jedna je od tih stavki koja značajno utječe na regulaciju glukoze. Osoba oboljela od dijabetesa mora sama procijeniti koja vrsta tjelovježbe joj najbolje odgovara. Bila to anaerobna, aerobna, intervalna ili kombinirana, važno je provoditi je redovito. Kod djece vrstu tjelovježbe trebaju odrediti i prilagoditi roditelji i odgajatelji, slušajući i promatrajući dijete, kakve vježbe mu odgovaraju, u kojima se osjeća ugodno itd. Različite aktivnosti drugačije utječu na glukozu, a time i na samu regulaciju bolesti, ali sve vrste pozitivno utječu na smanjenje GUK-a, smanjenje unosa inzulina te smanjenje HbA1c (prosjek tromjesečne glukoze GUK-a). Tjelovježba je sastavni dio liječenja dijabetesa. Cilj ovog završnog rada je osvijestiti i pobliže prikazati koliko je zapravo tjelesna aktivnost važna za dijete, ali i za odraslu osobu te koliko ona sama utječe na vrlo razvijenu bolest današnjice, a to je dijabetes. Također, cilj je prikazati u širem spektru što je zapravo šećerna bolest i koliko je ona učestala, a koliko se o njoj malo priča i educira.Children suffering from chronic diseases have already met with the fears they bring from their early age. Type I diabetes mellitus or diabetes is the most common form of diabetes that occurs in children of early and pre-school age. It appears because of the inability of the pancreas to produce insulin. Insulin addiction is absolute and treatment with diet and diet alone is not sufficient. Treatment of diabetes is complex, especially for the child, the daily insulin dose should not be skipped. The same as insulin and nutrition, one of the most important segments of diabetes treatment and Regulation is physical activity. Physical activity affects the complete child's body and gives positive effects in the positive physical and psychological sense. Five basic principles in the treatment of diabetes are: education, proper insulin therapy, proper nutrition, physical activity and self-control of GUK (blood glucose). Physical activity is one of these items that significantly affects glucose Regulation. A person with diabetes needs to assess the type of exercise that suits her best. Whether it is anaerobic, aerobic, interval or combined, it is important to conduct it regularly. In children, the type of exercise should be determined and adapted by parents and educators, listening to and watching the child, what exercises suit him, in which he feels comfortable, etc. Each activity has a different effect on glucose and disease control itself, but all species have a positive effect on the reduction of GUC, reduction of insulin intake, reduction of HbA1c (average 3-month glucose of GUC). Exercise is an integral part of diabetes treatment. The aim of this final work is to embrace and to detail how important physical activity is for the child, but also for the adult, and how much it affects the very developed disease of today, which is diabetes. The aim is also to show in the broader spectrum what is actually diabetes and how often it is, and how little is said and educated about it
The Role of Primary Education Teachers in Teaching Music and Developing the Musical Skills of 1st-grade Elementary School Students
No full textGlazba je od davnih vremena bitan segment u životu svakog pojedinca. Njezinu univerzalnu prirodu naglašava američki pjesnik Henry Hadsworth Longfellow izrekom kako je glazba zapravo univerzalni jezik čovječanstva. Poznata je činjenica da glazba pozitivno utječe na prenatalni razvoj djeteta te da dijete reagira na glazbu već u najranijoj fazi svoga života. S obzirom da na razvoj glazbenih vještina djeteta bitno utječe djetetova okolina, potrebno je s njihovim razvijanjem, započeti čim ranije. Uz roditelje i odgojitelje ključnu ulogu u tom procesu imaju učitelji primarnog obrazovanja.
U ovom radu govori se o glazbi kao umjetnosti te o važnom značaju predmeta Glazbena kultura u odgojno-obrazovnom procesu. Nadalje, navodi se da učitelj primarnog obrazovanja treba posjedovati kompetencije usmjerene na pjevanje, sviranje, slušanje glazbe, glazbenu kreativnost te glazbene igre. Uloga učitelja primarnog obrazovanja jest da uvede učenike u glazbenu kulturu te da potiče i utječe na razvoj glazbenih vještina učenika. Kako bi sat glazbene kulture bio dinamičan i kreativan, potrebno je pomno odabrati metodičke postupke. Metodički postupci u nižim razredima osnovne škole u nastavi glazbene kulture su postupci pri pjevanju u razredu, postupci pri sviranju u razredu, postupci pri slušanju i upoznavanju glazbe u razredu i postupci pri izvođenju glazbenih igara i plesanja u razredu. Koristeći različite metodičke postupke na satu glazbene kulture u nižim razredima osnovne škole doprinosi se kvalitetnijem usvajanju glazbenog sadržaja.
Ovim radom nastojala se je prikazati važnost koju uloga učitelja u primarnom obrazovanju nosi tijekom poučavanja glazbe i razvoja glazbenih vještina učenika prvog razreda primarnog obrazovanja. Eksperimentalno istraživanje koje je provedeno, odgovara upravo na pitanje utječe li učitelj primarnog obrazovanja na poučavanje glazbe i razvoj glazbenih vještina učenika prvog razreda primarnog obrazovanja i na koji način.Music has been an important segment in life of every individual since ancient times. Its universal nature is emphasized by the American poet Henry Hadsworth Longfellow, who says that music is in fact the universal language of mankind. It is a well-known fact that music has a positive effect on a child's prenatal development and that a child reacts to music at the earliest stage of his life. Since the child's environment plays an important role in the development of a child's musical skills, it is necessary to start developing the child's musical skills as early as possible. In addition to parents and educators, primary education teachers have a key role to play in developing musical skills. Therefore, the framework of this paper is the role of primary education teachers in teaching music and developing the musical skills of first grade students.
This paper discusses music as art and the important role of the subject Musical culture in the educational process. Furthermore, it is stated that the teacher of primary education should possess competencies focused on singing, playing, listening to music, musical creativity and musical games. The primary education teacher's role is to introduce students to musical culture and to encourage and influence the development of students' musical skills. In order for the musical culture to be dynamic and creative, it is necessary to carefully select methodological procedures. Methodical procedures in the lower grades of elementary school in the music culture setting are procedures for singing in class, procedures for playing instruments in class, procedures for listening to and getting to know music in class, and procedures for performing musical games and dancing in class. Using different methodological procedures in the musical culture class in the lower grades of primary school contributes to a better acquisition of musical content.
This paper seeks to show the importance of the role which teachers in primary education have during music teaching and development of musical skills of first grade students and a experimental research was conducted in the first grade of a primary school that puts the role of primary education teachers at the center of musical skills development
Relation to kinesiological activities between kindergartens in rural and urban areas in Karlovac county
No full textCilj ovog rada je prikazati odnos između kinezioloških aktivnosti urbanog i ruralnog područja Karlovačke županije te zadovoljstvo odgajatelja prostorom i opremom namijenjene za provedbu tjelesne i zdravstvene kulture. U radu će biti prikazano koliko puta tjedno djeca imaju tjelesnu i zdravstvenu kulturu u urbanom, a koliko u ruralnom području, koje su temeljne razlike u trajanju samog sata te istaknuti stavove ispitanika o važnosti tjelesne i zdravstvene kulture u odnosu na ostale razvojne segmente djece. U istraživanju je sudjelovalo ukupno 12 vrtića, od toga 6 s urbanog područja, a 6 s ruralnog područja Karlovačke županije. Anketa je ispunjena od strane 36 ispitanika. Podaci su prikupljeni i analizirani uz pomoć anketnog istraživanja, a anketni upitnik je u elektronskom obliku distribuiran prema relevantnim ciljanim skupinama. Istraživanje je bilo provedeno kroz anketni upitnik koji je sadržavao 11 pitanja zatvorenog i otvorenog tipa. Dobiveni podaci su obrađeni deskriptivno kroz postotke te grafički prikazani. Na temelju provedenog istraživanja konstatirano je da se i u urbanom i u ruralnom području Karlovačke županije provodi sat tjelesne i zdravstvene kulture, ali da postoji razlika u kvaliteti i zadovoljstvu odgajatelja. Temeljne razlike su u kvaliteti opreme, rekvizita i sprava za provođenje sata tjelesne i zdravstvene kulture, ali i u trajanju i strukturi samog sata. Većina odgajatelja ističe kako je sat tjelesne i zdravstvene kulture jednako važan u dječjem razvoju, kao i ostali razvojni segmenti. U današnje vrijeme, vrlo je važan sat tjelesne i zdravstvene kulture radi sve veće prisutnosti sjedilačkog načina života i utjecaja tehnologije. Tjelesna aktivnost čini važan segment djetetovog pravilnog rasta i razvoja te redovito provođenje stvara dobre životne navike i doprinosi cjelokupnom razvoju organizma.The aim of this paper is to show the relationship between kinesiological activities in urban and rural areas of Karlovac County and the satisfaction of educators with space and equipment intended for the implementation of physical education and health. The paper will show how many times a week children have physical and health culture in urban and how many in rural areas, what are the fundamental differences in the duration of the lesson and highlight the attitudes of respondents about the importance of physical education in relation to other developmental segments of children. A total of 12 kindergartens participated in the research, of which 6 from the urban and 6 from the rural area of Karlovac County. The survey was completed by 36 respondents. Data were collected and analyzed with the help of a survey, and the survey questionnaire was electronically distributed to relevant target groups. The research was conducted through a questionnaire containing 11 closed and open questions. The obtained data were processed descriptively through percentages and graphically presented. Based on the conducted research, it was concluded that in both urban and rural areas of Karlovac County, a physical education class is held, but that there is a difference in the quality and satisfaction of educators. The fundamental differences are in the quality of equipment, props and devices for teaching physical education and health, but also in the duration and structure of the class itself. Most educators point out that physical education class is just as important in children's development as other developmental segments. Today, the physical education class is very important due to the growing presence of a sedentary lifestyle and the influence of technology. Physical activity is an important segment of the proper growth and development of the child, and regular exercise creates good life habits and contributes to the overall development of the organism
Educators' perception of the importance of emotional intelligence in early and preschool education
No full textRano djetinjstvo jedno je od najvažnijih faza za razvoj vještina emocionalne inteligencije. Goleman (2019) emocionalnu inteligenciju definira kao sposobnost upoznavanja vlastitih emocija, prepoznavanja vlastitih i tuđih osjećaja, samomotivacije, upravljanje unutrašnjim emocijama te snalaženje u vezama. Emocije imaju aktivnu ulogu u našem svakodnevnom životu te snažno određuju naše ponašanja i često nadjačavaju naš razum i logiku. Učenjem i razvijanjem emocionalnih vještina, poticanje sposobnosti identifikacije, promatranjem i regulacijom vlastitih emocija djeci postajemo model. Osviještenost emocionalnih stanja i emocija, uočavanja tuđih emocija, uživljavanje i suosjećanje s tuđim emocionalnim iskustvima, primjene vokabulara emocija umijeća su emocionalne kompetencije. U ovom radu opisan je dječji emocionalni razvoj, koncept emocionalne inteligencije te važnost i strategije za razvoj emocionalne inteligencije. Percepcija odgojitelja o važnosti emocionalne inteligencije u ranom i predškolskom odgoju i obrazovanju ispitana je pomoću upitnika kojim se željelo uvidjeti znanja odgojitelja i odgojiteljica o obilježjima emocionalne kompetencije, njihovu ulogu i strategije koje koriste za poticanje razvoja EQ u odgojno-obrazovnom procesu. Rezultati ankete pokazuju da odgojitelji prepoznaju sva bitna obilježja emocionalne inteligencije, stavljaju se u uloge odgojitelja i stvaraju okruženje u kojem nude aktivnosti koje omogućavaju poticanje razvoja emocionalne inteligencije.Early childhood is one of the most important stages in the development of emotional intelligence skills. Goleman (2019) defines emotional intelligence as the ability to get to know one's own emotions, recognize one's own and others' feelings, self-motivate, manage inner emotions and manage relationships. Emotions play an active role in our daily lives and strongly determine our behavior and often overpower our reason and logic. By learning and developing emotional skills, fostering the ability to identify, observing and regulating children’s own emotions, we become a model. Awareness of emotional states and emotions, perception of other people's emotions, empathy and empathy with other people's emotional experiences, application of vocabulary of emotional skills are emotional competencies. This paper describes children's emotional development, the concept of emotional intelligence and the importance and strategies for the development of emotional intelligence. Educators' perception of the importance of emotional intelligence in early and preschool education was examined using a questionnaire to find out the knowledge of educators about the characteristics of emotional competence, their role and strategies used to encourage the development of EQ in the educational process. The results of the survey show that educators recognize all the essential features of emotional intelligence, put themselves in the roles of educators and create an environment in which they offer activities that encourage the development of emotional intelligence