University of Zagreb Faculty of Teacher Education - Digital repository
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Conditionality Of Management Of The National Pedagogical Standard For Preschool Education In Republic Of Croatia
No full textUstroj i provedba odgojno-obrazovnog rada u dječjim vrtićima provodi se na temelju Državnog pedagoškog standarda predškolskog odgoja i naobrazbe (NN 63/08 i 90/10) koji navodi skup normativa i mjerila koja određuju rani i predškolski odgoj, a čija je svrha da temeljem propisanih kriterija unaprijede sveukupnu predškolsku djelatnost. Na makro razini glavni su nositelji obrazovne politike Državni parlament, odnosno Hrvatski sabor te resorno Ministarstvo znanosti i obrazovanja, dok mikro razina odlučivanja u odgoju i obrazovanju uključuje niže ustrojbene teritorijalne jedinice, one područne (regionalne) samouprave (županije) te jedinice lokalne samouprave (gradove i općine). Upravo o njima u velikoj mjeri ovisi kako će se upravljati pedagoškim standardom, odnosno hoće li se zadovoljiti mjerila i kriteriji koji su propisani temeljnim dokumentom. Pitanje razine decentralizacije u upravljanju obrazovnim sustavom konstantno je neuralgična točka prijepora različitih dionika sustava. Razlog je tome financiranje sustava RPOO-a u Republici Hrvatskoj koji je gotovo isključivo u nadležnosti jedinica lokalne samouprave (od kapitalnih ulaganja u infrastrukturu do financiranja tekućih troškova održavanja, režija, opreme i ljudskih resursa) koje snose više od 99 % javnih izdataka (Dobrotić, Matković i Menger, 2018). Upravo su ljudski resursi prijeporna točka financiranja, iz razloga što jedinice lokalne samouprave (gradovi i općine) ne izdvajaju dostatna sredstva za redovno poslovanje vrtića u svrhu zadovoljavanja pedagoškog standarda. Uz osnivača vrtića, u upravljačkim procesima i procesima vođenja sudjeluju upravno vijeće (upravno tijelo), ravnatelj (poslovodni i stručni voditelj dječjeg vrtića), odgojiteljsko-zdravstveno vijeće (stručno tijelo) i stručni tim vrtića (pedagog, psiholog, edukacijski-rehabilitator), dok podršku u izvođenju odgojno-obrazovnih procesa daju administrativno osoblje, službe lokalne samouprave i društvena sredina. Razmatranjem broja, strukture, ovlasti i načina odlučivanja upravnih i stručnih tijela koja djeluju u radu predškolske ustanove, može se uočiti značajna uključenost različitih dionika u procese donošenja odluka o različitim pitanjima koja se odnose na predškolsku ustanovu. Takvo stanje može navesti na zaključak o tome, kako je u predškolskim ustanovama zastupljen formalni i kolegijalni model upravljanja.The organization and implementation of educational work in kindergartens is carried out on the basis of the State pedagogical standard of pre-school education (OG 63/08 and 90/10) which states a set of norms and criteria that determine early and pre-school education, and whose purpose is to improve the overall preschool activity based on the prescribed criteria. At the macro level, the main bearers of education policy are the National Parliament, apropos the Croatian Parliament and the relevant Ministry of Science and Education, while the micro level of decision-making in education includes lower organizational territorial units, those of regional self-government (counties) and units local governments (cities and municipalities). It is up to them to a large extent how the pedagogical standard will be managed, apropos whether the criteria prescribed by the basic document will be met. The issue of the level of decentralization in the management of the education system is a constant neuralgic point of contention of various stakeholders in the system. The reason is the financing of the RPOO system in the Republic of Croatia, which is almost exclusively the responsibility of local self-government units (from capital investments in infrastructure to financing current maintenance costs, utilities, equipment
and human resources) which account for more than 99% of public expenditures. Matković and Menger, 2018). Human resources are a controversial point of financing, due to the fact that local self-government units (cities and municipalities) do not allocate sufficient funds for the regular operation of kindergartens in order to meet the pedagogical standard. In addition to the founder of the kindergarten, the administrative council (administrative body), the director (managerial and professional manager of the kindergarten), the educational-health council (professional body) and the professional team of the kindergarten (pedagogue, psychologist, educational rehabilitator) participate in management and leadership processes. while support in the implementation of educational processes is provided by administrative staff, local selfgovernment services and the social environment. Considering the number, structure, powers and decision-making of administrative and professional bodies operating in the preschool institution, one can see the significant involvement of various stakeholders in decision-making processes on various issues related to the preschool institution. Such a situation may lead to the conclusion of how the formal and collegial management model is represented in preschool institutions
Physical activity and obesity in children of early and preschool age
No full textKretanje je evolucijski postalo jedna od osnovnih ljudska potreba, međutim danas je kretanje postalo radnja koju malo tko obavlja onoliko koliko je potrebno. Osnovne motoričke sposobnosti čovjeka te njegov rast i razvoj ovise o tjelesnoj aktivnosti koja bi trebala u različitim oblicima započeti od najranije dobi. Nedostatak tjelesne aktivnosti u djetinjstvu dovodi do zakašnjelog rasta i razvoja te se kasnije povećava rizik za razvoj raznih bolesti poput osteoporoze, raka i pretilosti. U prošlosti su djeca bila aktivnija, više su vremena provodila na otvorenom, a danas se djeca manje kreću, a igra djece često uključuje igru pred ekranima što znači da djeca sjede i dok se igraju. Sa smanjenim brojem djece koja su tjelesno aktivna povećava se broj pretile djece rane i predškolske dobi.
U ovom radu pokušat ću objasniti koji je utjecaj tjelesne aktivnosti na djecu rane i predškolske dobi te na koje se načine u vrtiću mogu provoditi različiti organizacijski oblici tjelesnih aktivnosti. Osvrnut ću se na utjecaj roditelja i njihove razine tjelesne aktivnosti koja itekako utječe na razinu tjelesne aktivnosti djece. Objasnit ću što je to pretilost, kako se mjeri, koji su simptomi i uzroci pretilosti, kako se pretilost liječi i kako djelovati preventivno kako ne bi došlo do pretilosti djece.
Najbolji način za borbu protiv dječje pretilosti je prevencija. Roditelji za svoju djecu od najranije dobi trebaju birati zdrave namirnice koje će pripremati na zdrav način. Prehrana bi trebala biti uravnotežena, a ne smije se zanemariti količina vode koju dijete treba piti. Kako bi tjelesna aktivnost ušla u naviku djeteta potrebno je da im roditelji na svojem primjeru pokažu što znači biti tjelesno aktivan.Movement has evolved to become one of the basic human needs, however today movement has become an action that few people perform as much as necessary. A person's basic motor skills, his growth and development depend on physical activity, which should begin in various forms from an early age. Lack of physical activity in childhood leads to delayed growth and development and later increases the risk of developing various diseases such as osteoporosis, cancer and obesity. In the past, children were more active, they spent more time outdoors, and today children move less and children's play often includes playing in front of screens, which means that children sit even while they are playing games. With the reduced number of children who are physically active, the number of obese children of early and preschool age is increasing.
In this paper I will try to explain the impact of physical activity on children of early and preschool age and in what ways different organizational forms of physical activity can be implemented in kindergarten. I will refer to the influence of parents and their level of physical activity, which greatly affects the level of physical activity of children. I will explain what obesity is, how it is measured, what the symptoms and causes of obesity are, how obesity is treated and how to act to prevent childhood obesity.
The best way to fight childhood obesity is prevention. Parents should choose healthy foods for their children from an early age, which they should prepare in a healthy way. The diet should be balanced, and the amount of water that the child should drink should not be neglected. In order for physical activity to become a child's habit, parents need to show them by example what it means to be physically active
Managing Personal Data And Digital Content In Online Environment
No full textU početku ovog diplomskog rada definirani su osobni podaci te upravljanje istima, informacijama i digitalnim sadržajima. Opisano je na koji način organizirati digitalne sadržaje na računalu i u oblaku te kako preuzimati i pohranjivati sadržaje. Nadalje, spomenute su i lozinke, kako o njima voditi brigu te je opisana, sve češće korištena u današnje vrijeme, autentifikacija u dva koraka. Također, govori se o kopijama, koliko su nam one važne, gdje se pohranjuju i kako o njima voditi brigu. U nastavku diplomskog rada opisani su alati za objavu i dijeljenje sadržaja te se opisuje na koji način i u kojoj mjeri dijeliti vlastiti digitalni sadržaj. Nadalje, kratko je opisan portfolio kao mapa učeničkih radova, a nakon toga je opisan e-portfolio. Kod e-portfolija govori se o njegovoj svrhi i vrstama te su kratko opisani alati za njegovu izradu. Vrlo je važna organizacija e-portfolia, odnosno organizacija svojih digitalnih sadržaja, što je opisano u nastavku. Nadalje, rad je posebno fokusiran na alat za izradu e-portfolija Merlin e-portfolio te je u nastavku prikazan proces izrade e-portfolija u istom sustavu. Budući da je u današnje doba računalna tehnologija vrlo zastupljena u obrazovanju, tema e-portfolio nalazi se i u Kurikulum nastavnog predmeta infomatike za osnovne škole u kojem se navodi da je e-portfolio zbirka digitalnih radova koju učenik izrađuje tijekom školovanja sa svrhom praćenja napretka. Iz tog razloga na kraju ovog diplomskog rada navedni su primjeri iz kurikuluma i udžbenika te načini na koji učenici uče i izrađuju svoj e-portfolio.t the beginning of this master's thesis, personal data and the management of personal data, as well as information and digital content are defined. It describes how to organize digital content on your computer and in the cloud, and how to download and store content. Furthermore, passwords are mentioned, how to take care of them and it describes, more frequently used nowadays, two-step authentication. Also, there is talk about copies, how important they are to us, where they are stored and how to take care of them. The follow-up to the master's thesis describes the publishing and sharing content tools and describes how and to what extent to share your own digital content. Furthermore, the portfolio was briefly described as a map of student papers, and after that the e-portfolio was presented. E-portfolio talks about its purpose and types and briefly describes the tools for its development. The organization of e-portfolios, that is, the organization of its digital content, is very important, as described below. Furthermore, the work is particularly focuse on the tools necessary to build up Merlin e-portfolio. The process of making e-portfolios in the same system is shown below. Since in this age computer technology is very prevalent in education, the topic of e-portfolio is also found in the Curriculum of the Subject of Informatics for Elementary Schools, which states that the e-portfolio is a collection of digital works that the student produces during schooling with the purpose of monitoring progress. For that reason, at the end of this master's thesis, examples from the curriculum and textbooks, as well the ways in which students learn and create their own e-portfolio are listed
Educational Inclusion of Students on the Autism Spectrum Disorder and the Role of the Teacher
No full textUčenici s poremećajima iz spektra autizma se svakodnevno susreću s brojnim poteškoćama. Njihovo obrazovanje, kao i svakodnevni život odlikuju različite komunikacijske, jezične i socijalne prepreke. Kako bi učenici s poremećajima iz spektra autizma imali adekvatno osnovnoškolsko obrazovanje potrebno ih je za to pripremati već od vrtićkog uzrasta. Jednako tako, učitelji moraju imati određene kompetencije kako bi nastavu mogli prilagoditi svakom učeniku. Učiteljeva uloga je da otkrije na koji način dijete doživljava svijet oko sebe te da mu shodno tome, individualnim i promišljenim metodičkim postupcima pomogne pri otklanjanju prepreka koje se nalaze na putu njegovoj inkluziji. Nastava za učenike s poremećajima iz spektra autizma može se prilagoditi razvojem individualiziranog kurikuluma čijom će izvedbom učenik postati punopravni član jednog razreda jer će moći na prilagođeni način sudjelovati u svim njegovim aktivnostima. Učenici s teškoćama u razvoju, a tako i učenici s poremećajima iz spektra autizma imaju pravo na prilagodbe u vrednovanju kako bi mogli pokazati svoja znanja, vještine i stavove koje su stekli u odgojno-obrazovnom procesu. U radu su definirana istraživačka pitanja koja se odnose na mišljenja učitelja o uključivanju učenika s poremećajima iz spektra autizma u redoviti sustav odgoja i obrazovanja te mišljenja učitelja o provođenju određenih strategija podrške za učenike s poremećajima iz spektra autizma. Cilj ovog istraživanja je ispitati mišljenja učitelja razredne i predmetne nastave u redovitim osnovnim školama o odgojno-obrazovnoj inkluziji, kao i o strategijama podrške u radu s učenika s poremećajima iz spektra autizma.Students with autism spectrum disorders face numerous difficulties every day. Their education, as well as their daily life, is characterized by various communication, language and social barriers. In order for students with disorders from the autism spectrum to have an adequate primary school education, it is necessary to prepare them for this from the kindergarten age. Equally, teachers must have certain competencies in order to be able to adapt the lessons to each student. The teacher's role is to find out how the child perceives the world around him and, accordingly, to help him with individual and well-thought-out methodical procedures in removing the obstacles that stand in the way of his inclusion. Teaching for students with disorders on the autism spectrum can be adapted by developing an individualized curriculum, the implementation of which will make the student a full member of a class because he or she will be able to participate in all its activities in an adapted way. Students with developmental disabilities, as well as students with disorders on the autism spectrum, have the right to adjustments in the assessment in order to be able to demonstrate their knowledge, skills and attitudes that they have acquired in the educational process. This paper defines research questions related to teachers' opinions on the inclusion of students with autism spectrum disorders in the regular education system and teachers' opinions on the implementation of certain support strategies for students with autism spectrum disorders. The aim of this research is to examine the opinions of class and subject teachers in regular elementary schools about educational inclusion, as well as about support strategies in working with students with autism spectrum disorders
Mannerist artists as incentives for art activities with children of preschool age
No full textManiristički pokret je nastao u kasnom razdoblju visoke renesanse u umjetnosti. Pojavio se u Italiji i trajao između 1520. do 1580. Često ga se nazivalo „anti klasisičnim“ pokretom, a istaknuo se idealizacijama tema, isceniranim i preuveličanim prikazima. U umjetničkom kontekstu pojam manirizma potječe od Vasarija, a u uobičajenoj je uporabi i mnogo ranije u književnim i društvenim kontekstima. Vasari rabi „maniera” kao ekvivalent za „stil”. Osobine manirizma zahtijevaju staloženost, profinjenost, sofisticiranost, istančanost i umjetnička djela koja su selektivna i idealizirana. Istaknuti slikari koji su djelovali u razdoblju manirizma i koji su u ovome radu predstavljeni djeci predškolskoga uzrasta kroz likovne aktivnosti su Hieronymus Bosch, Jacopo de Pontormo, Sofonisba Anguissola i Giuseppe Arcimboldo. Hieronymus Bosch je poznat po djelima u kojima je prevladavao „horor vacui“ ili „strah od praznog prostora“. Jacopo de Pontormo je u svome slikarstvu napravio prijelaz iz klasičnog uobičajenog izraza manirizma do novog stila senzibilnosti manirizma. Sofonisba Anguissola je bila najveća žena koja je stvarala u razdoblju manirizma i bila je netipična u svome probijanju do slave jer nije dolazila iz obitelji umjetnika, a ženama je tada u tom slučaju bilo zabranjeno da postanu šegrti majstora umjetnika. Ona je bila poznata po portretnome i autoportretnome slikarstvu. Giuseppe Arcimboldo je bio obožavan među svojim suvremenicima te je imao čudesan pristup portretnome slikarstvu, prilazio mu je alegorijski. Najpoznatiji je po svoja dva opusa slika „Četiri godišnja doba“ i „Četiri elementa“ u kojima je alegorično prikazao suverenike carskog habsburškog dvora. Djeca predškolske dobi su se upoznala s pokretim manirizma i njegovim osobinama, promatrala umjetnička djela od navedenih umjetnika, te bila inspirirana da se likovno izraze.The Mannerist movement arose in the late period of the High Renaissance in art. It appeared in Italy and lasted between 1520. and 1580. It was often called the "anti-classical" movement, and it stood out for its idealization of themes, staged and exaggerated depictions. In an artistic context, the term mannerism originates from Vasari, and it was in common use much earlier in literary and social contexts. Vasari uses "manner" as an equivalent for "style". The characteristics of Mannerism require poise, refinement, sophistication, refinement, and works of art that are selective and idealized. Prominent painters who worked in the Mannerism period and who are presented to preschool children through art activities in this work are Hieronymus Bosch, Jacopo de Pontormo, Sofonisba Anguissola and Giuseppe Arcimboldo. Hieronymus Bosch is known for works in which "horror vacui" or "fear of empty space" prevailed. In his paintings, Jacopo de Pontormo made a transition from the classic, common expression of Mannerism to a new style of Mannerism sensibility. Sofonisba Anguissola was the greatest woman who created during the Mannerism period and was atypical in her rise to fame because she did not come from a family of artists, and women were then forbidden to become apprentices to master artists in such cases. She was known for portrait and self-portrait paintings. Giuseppe Arcimboldo was adored among his contemporaries and had a wonderful approach to portrait painting, he approached it allegorically. He is best known for his two works of paintings "Four Seasons" and "Four Elements" in which he allegorically depicted the sovereigns of the Imperial Habsburg court. The preschool children were introduced to the Mannerism movement and its characteristics, observed works of art by the aforementioned artists, and were inspired to express themselves artistically
Effect of Traditional Dance Elements on Motor Abilities in Children from 1st to 4th Grade
No full textPles, kao i brojni sportovi, utječe na razvoj raznih sposobnosti kod čovjeka. Između ostalog, plesni elementi potiču razvitak motoričkih sposobnosti, no nedovoljno je istraženo kako tradicijski plesni elementi utječu na njih. Zato je cilj ovog rada bio utvrditi u kolikoj mjeri tradicijski plesni elementi utječu na motoričke sposobnosti djece od 1. do 4. razreda. U radu se pobliže objašnjavaju antropološka obilježja te motoričke sposobnosti, ples i tradicijski plesni elementi te su navedena istraživanja u kojima se povezuju ples i motoričke sposobnosti. Istraživanje je provedeno u jednoj zagrebačkoj osnovnoj školi te u jednom kulturno umjetničkom društvu iz Hrvatskog Zagorja. Sudjelovalo je 49 učenika u dobi od 7 do 10 godina od čega je bilo 16 dječaka i 33 djevojčice. Ispitanici su testirani u dvije skupine. Prva skupina koja se sastojala od 17 ispitanika predstavljala je djecu koja plešu tradicijske plesove, dok je u skupini u kojoj ispitanici ne plešu tradicijske plesove bilo 32 ispitanika. Testirale su se tri motoričke sposobnosti: koordinacija, eksplozivna snaga te realizacija ritmičkih struktura. Za ispitivanje koordinacije korišten je test MAGKUS - koraci u stranu, za ispitivanje eksplozivne snage korišten je test MFESVM - skok u vis s mjesta te za ispitivanje realizacije ritmičkih struktura korišten je test MKRBUB - neritmičko bubanje. Rezultati istraživanja pokazali su da postoji statistički značajna razlika u koordinaciji između djece koja plešu tradicijske plesove i one koja ne plešu. Kod ostala dva testa razlika nije statistički značajna, no djeca koja plešu tradicijske plesove ostvarila su nešto bolje rezultate od one koja ne plešu.Dance, like many sports, affects the development of various human abilities. Among other things, dance elements stimulate the development of motor skills, but the effects that the traditional dance elements have has not been sufficiently investigated. Therefore, the goal of this research was to determine to what extent traditional dance elements affect the motor skills of children from 1st to 4th grade. The paper explains in more detail the anthropological characteristics and motor skills, dance and traditional dance elements, and research in which dance and motor skills are mentioned in. The research was conducted in an elementary school in Zagreb and in a folklore group from Hrvatsko Zagorje. 49 students between the ages of 7 and 10 participated, of which 16 were boys and 33 were girls. The respondents were tested in two groups. The first group consisting of 17 respondents represented children who dance traditional dances, while the other group that consisted of children which do not dance traditional dances, consistent of 32 respondents. Three motor abilities were tested: coordination, explosive power, and realization of rhythmic structures. The MAGKUS test via side steps was used to test coordination, the MFESVM test was used to test explosive power via standing high jump, and the MKRBUB test - non-rhythmic drumming was used to test the realization of rhythmic structures. The results of the research showed that there is a statistically significant difference in coordination between children who dance traditional dances and those who do not. In the other two tests, the difference was not statistically significant, but children who dance traditional dances achieved somewhat better results than those who do not dance
Application of research cognitive activities in preschool education
No full textDjeca su u današnjem svijetu sve više okružena računalima, mobitelima, raznim igricama i svime ostalim što moderna tehnologija donosi. U najranijoj dobi djeca imaju kontakt s nečim od ranije navedenog. Većina roditelja preferira dati djeci mobilni telefon samo kako bi bili bezbrižni. Na taj način dječja mašta i potreba za istraživanjem izostaje. Iz tog razloga bi u vrtiće trebalo uvesti što više istraživačko – spoznajnih aktivnosti o kojima će se pisati u ovome radu. Odgajatelji moraju dobro osmisliti razne aktivnosti kroz koje će se djeci pristupiti na što bolji način. Širok je spektar materijala koji odgajatelji mogu koristiti prilikom ovih aktivnosti. Potrebno je da odgajatelj ima puno znanja te iskustva kako bi djeci omogućio što bolji pristup istraživačko spoznajnim aktivnosti. Niz je prednosti koje ovakve aktivnosti donose. Uz aktivnosti se može vježbati i jezično izražavanje, matematika, fizika te mnoge druge znanosti koje djeci mogu poslužiti u kasnijem životu te školovanju.Također je potrebno organizirati što bolje okruženje koje će privući djecu svih uzrasta: Od najmanjeg uzrasta pa do djece starije dobi.Rad je napisan na temelju različitih istraživanja koja su provedena u različitim predškolskim ustanovama te vrtićima, a rezultati su napisani kroz čitav rad.In today's world, children are increasingly surrounded by computers, mobile phones, various games and everything else that modern technology brings. At the earliest age, children have contact with something from the above. Most parents prefers give children mobile phone just to be carefree. In this way, children's imagination and the need for research are absent. For this reason, as many research-cognitive activities as possible should be introduced into kindergartens, which will be written about in this paper. Educators must carefully design various activities through which children will be approached in the best possible way. There is a wide spectrum of materials that educators can use during these activities. It is necessary for the educator to have a lot of knowledge and experience in order to provide children with the best possible access to research and cognitive activities. There are a number of advantages that such activities bring. In addition to the activities, language expression, mathematics, physics and many other sciences can be practiced, which can be useful to children in later life and education. It is also necessary to organize the best possible environment that will attract children of all ages: from the youngest to older children. The paper was written on the basis of various research conducted in different preschool institutions and kindergartens, and the results are written throughout the paper
Kinesiological activities of preschool children in their free time
No full textCilj ovog završnog rada bio je saznati što djeca predškolske dobi rade u svoje slobodno vrijeme te bave li se kakvim kineziološkim aktivnostima. Za potrebe istraživanja proveden je anketni upitnik kojim se ispitalo 80 roditelja predškolske djece. Rezultati istraživanja pokazuju kako se 65% ispitane djece bavi jednom ili više tjelesnom aktivnošću dok se čak 35% njih ne bavi ničime u slobodno vrijeme. Budući da su u istraživanje uključena i djeca koja još nemaju navršene tri godine, to nije toliko iznenađujuće jer u većini slučajeva djeca u toj dobi ne pohađaju nijednu organiziranu kineziološku aktivnost. Najveći udio ispitane djece svoje slobodno vrijeme provodi baveći se plesom (14%), zatim nogometom, plivanjem i borilačkim vještinama. Istraživanje prikazuje kako su djeca predškolske dobi kineziološkim aktivnostima najčešće zauzeta dva puta tjedno, dok neki od njih pohađaju aktivnosti čak i više puta tjedno (3-4 puta), s vremenskim periodom od najmanje 45 minuta do sat vremena ili više. Roditelji su potvrdili kako njih 89% smatra kako su aktivnosti financijski isplative, dok 11% ispitanika tvrdi kako su u njihovom gradu aktivnosti preskupe. Isto tako, ponuda aktivnosti varira od grada do grada, stoga je polovica ispitanika zadovoljna ponudom, dok drugi kažu da njihov grad nema aktivnosti primjerenu za predškolsku dob. Podaci u istraživanju prikazuju kako velik broj pasivnih sadržaja ima velik utjecaj na djecu i na njihovu tjelesnu neaktivnost (hipokinezija). Najveći postotak roditelja kaže kako ih gledanje TV-a i korištenje mobilnih telefona sprječava u bavljenju tjelesnih aktivnosti (63%), dok se nekolicina roditelja složila kako je problem i u odraslima, koji su često zauzeti poslom i ne stignu provesti dovoljno kvalitetnog vremena s djecom u aktivnosti. Iako su današnji roditelji podijeljeni između raznih obaveza, istraživanje pokazuje kako roditelji, koliko su u mogućnosti, u svoje se slobodno vrijeme pridružuju djeci u njihovim aktivnostima te ih izvode u parkove, šetnje ili ih vode u vožnju biciklima i romobilima.The goal of this final paper was to find out what preschool children do in their free time and whether they engage in any kinesiology activities. For the purposes of the research, a questionnaire was conducted, which examined eighty parents of preschool children. The results of the research show that 65% of the examined children engage in one or more physical activities, while as many as 35% of them do nothing in their free time. Since children under the age of three are also included in the research, this is not so surprising because in most cases children at that age do not attend any organized kinesiological activity. The largest share of the surveyed children spends their free time engaged in dancing (14%), followed by football, swimming and martial arts. Research shows that children of preschool age are usually engaged in kinesiology activities twice a week, while some of them attend activities even more than once a week (3-4 times), with a time period of at least 45 minutes to an hour or more. Parents confirmed that 89% of them believe that the activities are financially profitable, while 11% of parents claim that the activities are too expensive in their city. Likewise, the offer of activities varies from city to city, so half of the respondents are satisfied with the offer, while others say that their city does not have activities suitable for preschool age. The research data show that a large number of passive content has a great impact on children and their physical inactivity (hypokinesia). The largest percentage of parents say that watching TV and using mobile phones prevents them from engaging in physical activities (63%), while a few parents agreed that the problem is also with adults, who are often busy with work and do not manage to spend enough quality time with their children in activities. Although today's parents are divided between various responsibilities, research shows that parents, as far as they are able, in their free time join their children in their activities and take them out to parks, walks or take them riding bikes and strollers
Sensory and experientially learning of Nature and Society
No full textCilj ovog diplomskog rada bio je sadržajnom analizom kurikuluma Prirode i društva Republike Hrvatske i Republike Slovenije dati pregled ishoda učenja koji se mogu realizirati osjetilnim i iskustvenim učenjem u trećem i četvrtom razredu osnovne škole. Sadržajna analiza obuhvaća odgojno-obrazovne ishode u Republici Hrvatskoj i operativne ciljeve u Republici Sloveniji, broj tjednih i godišnjih sati predmeta, te nazive predmeta u svakoj državi. Iz hrvatskog Kurikuluma nastavnog predmeta Priroda i društvo za osnovne škole, također je dat i prijedlog realizacije osjetilnim i iskustvenim učenjem, u obliku ishoda aktivnosti izvedenih ih razrada ishoda za treći i četvrti razred. Analizirani ishodi učenja i operativni ciljevi iz kurikuluma dviju država upućuju na to da osjetilno i iskustveno učenje imaju važno mjesto u spoznavanju sadržaja prirode i društva. Veliku ulogu u hrvatskom i slovenskom obrazovnom sustavu ima nastavni predmet Priroda i društvo jer smještaju učenika u središte učenja, potiču ga na aktivno usvajanje znanja promatranjem, otkrivanjem i istraživanjem, a to je i ideja suvremene nastave Prirode i društva.The aim of this thesis was to provide an overwiew of the learning outcomes that can be realized through sensory and experiential learning in the third and fourth grade od elementary school, through a content analysis of the Nature and Society curriculum of the Republic of Croatia and the Republic of Slovenia. The content analysis includes educational outcomes in the Republic of Croatia and operational goals in the Republic of Slovenia, the number of hours of subject Nature and Society in the total annual and weekly lessons, and also the subject names in each country. From the Croatian Curriculum of the teaching subject Nature and Society for elementary schools, a proposal for realization through sensory and experiential learning was also given in the form of a activity outcomes, which were derived from the elaboration of outcomes for the third and fourth grades. The analysed learning outcomes and operation goals from the curriculums of the two countries indicate that sensory and eperiential learning have an important place in learning about the content of Nature and Society. The subject Nature and Society plays a major role in the Croatian and Slovenian educational system, because they place the student at the center of learning, encouraging him to actively acquire knowledge through observation, discovery and research, and this is also the idea of modern teaching of Nature and Society
Nursery Rhymes and Phonological Awereness
No full textU ovom se radu govori o povezanosti malešnica s razvojem fonološke svijesti predškolske djece. Prvi je dio posvećen teorijskim spoznajama vezanima uz malešnice, rani govorno-jezični razvoj i fonološku svijest, dok je drugi dio istraživački.
Fonološka svijest često se istražuje u kontekstu govorno-jezičnoga razvoja u ranoj dječjoj dobi. Za razvoj fonološke svijesti važna je sposobnost razdiobe riječi na manje jedinice ˗ slogove, prepoznavanje rime i dijeljenje riječi na foneme. Dokazano je da malešnice obiluju poticajima koji djeci omogućuju razvoj tih sposobnosti, i to spontano kroz igru. Malešnice su pučke dječje pjesmice koje postoje u svim jezicima, a prenose se usmenim putem. Imaju karakteristike igara u kojima dijete aktivno sudjeluje, pri čemu usvaja materinski jezik i kulturu. Istraživanja pokazuju da se primjenom malešnica potiče razvoj fonološke svijesti koja je jedan od temeljnih preduvjeta za početak ovladavanja čitanjem.
Glavni je cilj ovoga rada ispitati percepciju odgojitelja predškolske djece i studenata Ranog i predškolskog odgoja i obrazovanja o ulozi malešnica u govorno-jezičnom razvoju djece te njihovu upoznatost s ključnim pojmovima, stručnom literaturom i obrazovnim materijalima. Za potrebe istraživanja izrađen je upitnik kojemu su ispitanici pristupili putem poveznice. Rezultati ukazuju na relativno dobru upoznatost ispitanika s pojmovima fonološka svijest i malešnice. Većina se služi malešnicama u svakodnevnom radu, no svjesni su potrebe za intenzivnijom primjenom malešnica kako bi se potaknuo pravilan govorno-jezični razvoj djece. Dio ispitanika uviđa potrebu za intenzivnijim didaktičko-metodičkim osposobljavanjem tijekom studija i putem stručnih usavršavanja za zaposlene odgojitelje. Zbirke malešnica nisu jednako dostupne svim ispitanicima i stoga se neki umrežuju i međusobno dijele nastavne materijale.This paper focuses on the connection between nursery rhymes and the development of phonological awareness in preschool children. The first part is dedicated to theoretical knowledge related to early speech-language development, phonological awareness and nursery rhymes, while the second part is research.
Phonological awareness is often investigated in the context of speech-language development in early childhood. For the development of phonological awareness, the ability to divide words into smaller units - syllables, recognize rhymes and divide words into phonemes is important. It has been proven that nursery rhymes are full of incentives that enable children to develop these abilities spontaneously through play. Nursery rhymes are children’s verses, mostly of anonymous origin, that exist in every language and are transmitted orally. They have the characteristics of games in which the child actively participates, adopting the native language and culture. Research has shown that the use of nursery rhymes encourages the development of phonological awareness, which is one of the basic prerequisites for reading abilities in further stages of cognitive development.
The main goal of this thesis is to examine the perception of pre-school teachers and students of Early and Pre-School Education about the role of nursery rhymes in children's speech and language development and their familiarity with key concepts, professional literature and educational materials. For the purposes of this study, a questionnaire was created, which the participants accessed by a link. The results indicate a relatively high familiarity of the participants with the terms phonological awareness and nursery rhymes. Most of them use nursery rhymes in their daily work, but they are aware of the need for a more intensive use of these verses and songs in order to encourage the proper speech and language development of children. Some of the participants see the need for a more intensive didactic training during their studies and through professional training for employed educators. Collections of nursery rhymes are not equally accessible to all respondents so they share materials with each other