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Student's Cooperative: A Case Study Of An Elementary School
No full textZadruga je dragovoljno, otvoreno, te samostalno i neovisno društvo kojim upravljaju njezini članovi, a svojim radom i aktivnostima, koje se temelje na zajedništvu i uzajamnoj pomoći, ostvaruju, unapređuju i zaštićuju svoje pojedinačne i zajedničke interese (gospodarske, ekonomske, socijalne, obrazovne i kulturne) te ostvaruju ciljeve zbog kojih je zadruga i osnovana. (Zakon o zadrugama, članak 1., Narodne novine, 34/11, 125/13, 76/14). Učeničke zadruge nastale su po uzoru na zadruge odraslih i važan su oblik odgojno – obrazovnog rada u školama, prvenstveno zbog razvoja poduzetničkih znanja i vještina, potencijala i radnih navika učenika, a istovremeno upoznaju učenike sa radnim i proizvodnim procesima, te jačaju samopouzdanje i svijest o vlastitim interesima i mogućnostima, što im kasnije olakšava opredjeljenje za buduće zanimanje. U radu je korištena studija slučaja, a cilj joj je dobiti bolji uvid u funkcije zadruge te prepoznati posebnosti po kojima se učenička zadruga „Korpica“ razlikuje od ostalih učeničkih zadruga.The cooperative is a voluntary, open, and independent society governed by its members, and its work and activities, based on community and mutual assistance, achieve, promote and protect their individual and common interests (economic, economic, social, educational and cultural) and achieve the goals for which the cooperative was founded. (Law on Cooperatives, Article 1, Official Gazette, 34/11, 125/13, 76/14). Student cooperatives are modeled on adult cooperatives and are an mportant form of educational work in schools, primarily due to the development of entrepreneurial knowledge and skills, potential and work habits of students, and at the same time introduce students to work and production processes, and strengthen selfconfidence and awareness of their own interests and possibilities, which later makes it easier for them to decide on a future profession. The paper uses a case study, and its goal is to gain a better insight into the functions of the cooperative and identify the specifics by which the student cooperative "Korpica" differs from other student cooperatives
Immediate Effect Of Aerobic Exercise On The Language Tasks Performace In Preschool Children
No full textMnoga suvremena istraživanja i dokazi ističu da vježbanje i tjelesna aktivnost generalno pozitivno utječu na uspješnije učenje, motivaciju, koncentraciju i rješavanje zadataka kod odraslih osoba. Intencija ovog istraživanja bila je razmotriti utječe li izravna aerobna tjelovježba na postizanje jezičnih zadataka kod predškolske djece. Dio ovog testiranja bila su petogodišnja djeca (N = 43). Efekti aerobnog treninga na postignuće jezičnih zadataka ispitani su korištenjem standardnih učinkovitih protokola jezičnih zadataka i plana aerobnih vježbi. Prema rezultatima istraživanja utvrđeno je kako su u posljednja dva ispitivanja od ukupno četiri, krajnji rezultati bili bolji kod eksperimentalne skupine u odnosu na kontrolnu: treće testiranje (t= -4.69, df= 41, p= 0.00); četvrto testiranje (t= -6.84, df= 28, p= 0.00).Many current studies and evidence point out that exercise and physical activity generally have a positive effect on more successful learning, motivation, concentration, and task solving in adults. The intention of this study was to consider whether direct aerobic exercise affects the achievement of language tasks in preschool children. Five year old children (N = 43) were part of this test. The effects of aerobic training on the achievement of language tasks were examined using standard effective language task protocols and an aerobic exercise plan. According to the results of the research, it was determined that in the last two trials out of four, the final results were better in the experimental group compared to the control group: third testing (t= -4.69, df= 41, p= 0.00); (fourth testing t= -6.84, df= 28, p= 0.00)
The role of educators in the adoption of languages in children of kindergarten and preschool age
No full textGovor kao jezičnu djelatnost djeca počinju usvajati od svoje najranije dobi. Razvoj govora je spontan i prirodan razvojni proces, ali za taj je razvoj potreban utjecaj okoline. Roditelj je prvi model koja komunicira s djetetom te ima velik i važan utjecaj na njega. Nakon obiteljskog okruženja, dijete dolazi u vrtić te odgojitelji postaji drugi najvažniji modeli i poticatelji dječjeg govornog razvoja.
Govorni razvoj je spontan proces te postoje jasno određene razvojne faze, međutim treba imati na umu kako je to individualan proces u kojem svako dijete određenim tempom i dinamikom usvaja jezik. Kod većine djece proces usvajanja jezika odvija se bez poteškoća, ali u nekom slučajevima može doći do određenih fizioloških zaostajanja. Dok se kod neke djece javljaju teže poteškoće koje rezultiraju jezično-govornim poteškoćama.
U prvom dijelu rada opisan je govorno jezični razvoj djeteta, te poteškoće koje se mogu javiti u njemu. Također je opisan i utjecaj odgojitelja na govorno jezični razvoj te aktivnosti i poticaji koje odgojitelji provode s djecom. U drugom dijelu rada provedeno je istraživanje u obliku ankete koja sadrži 15 pitanja. Rezultati su pokazali kako odgojitelji imaju vrlo važnu ulogu u razvoju govora kod djece vrtićke i predškolske dobi te kako se poneki odgojitelji ne smatraju dovoljno kompetentni i educirani za provođene aktivnosti vezanih za poticanje govorno jezičnog razvoja s djecom s govornim poteškoćama.Children start acquiring speech as a language activity from an early age. Speech development is a spontaneous and natural developmental process, but this development requires the influence of the environment. The parent is the first model that communicates with the child and has a great and important influence on him. After the family environment, the child comes to kindergarten and educators become the second most important models and promoters of children's speech development.
Speech development is a spontaneous process and there are clearly defined developmental stages, however, it should be kept in mind that it is an individual process in which each child acquires language at a certain pace and dynamics. In most children, the language acquisition process takes place without difficulty, but in some cases, there may be certain physiological delays. While some children have more severe difficulties that result in language and speech difficulties.
In the first part of the paper, the speech and language development of the child is described, as well as the difficulties that may arise in it. It also describes the influence of educators on speech and language development, as well as the activities and incentives that educators carry out with children. In the second part of the paper, research was conducted in the form of a survey containing 15 questions. The results showed that educators play a very important role in the development of speech in kindergarten and preschool children and that some educators are not considered sufficiently competent and educated for the conducted activities related to the stimulation of speech and language development with children with speech difficulties
The Notion Of The Collective In Mate Lovrak's Children's Novels
No full textMato Lovrak jedan je od najpoznatijih hrvatskih dječjih pisaca. Radnje njegovih djela često su inspirirane istinitim događajima. Dobro je upoznat sa životnom stvarnošću i psihološkom karakterizacijom likova. U njegovim su djelima dječji dijalozi jednostavni, spontani i pristupačni čitatelju. Pojavljuju se dječje družine, a radnje romana najčešće se odvijaju na selu.
U ovom diplomskom radu proučavaju se i analiziraju dječji romani Mate Lovraka Družba Pere Kvržice, Vlak u snijegu, Devetorica hrabrih te Neprijatelj br.1. Naglasak je na pojmu i funkciji kolektiva, razlikama u formiranju dječjih družina, postupcima i osobinama vođa družina, likovima izdajica unutar družina te ulozi učitelja u dječjim družinama.
Iz proučavanja i analize navedenih romana može se zaključiti da postoje razlike u formiranju dječjih družina i njihovih vođa u pojedinim Lovrakovim romanima. Formiranje družbe u romanu Družba Pere Kvržice odvija se spontano. U djelu Vlak u snijegu ideju za osnivanjem zadruge daje učitelj. Milan iz romana Devetorica hrabrih ideju o izletu, ali i formiranju družine, dobiva nakon pročitanih knjiga. U djelu Neprijatelj br. 1 može se zaključiti da je vođu Zvonka izabrala i sama situacija zato što se sve počelo odvijati u stambenoj zgradi u kojoj on živi. Naime, u njegovu su se stambenu zgradu doselili mali Bosanci koje Milostiva nije mogla podnijeti i on je odlučio reagirati. Svoje je zamisli rekao prijateljima pa su se oni odlučili udružiti i nešto poduzeti. Zadaci družina se razlikuju, a neke si družine postavljaju više zadataka. U romanu Vlak u snijegu družina oslobađa vlak iz snijega. Družba Pere Kvržice uređuje stari mlin. Na izletu se Devetorica hrabrih susreću sa seoskim dječacima te je njihov glavni zadatak obrana od seoskih dječaka. U romanu Neprijatelj br. 1 pojavljuje se mnogo neriješenih pitanja, a družina je izabrala tri najvažnija. U spomenutim romanima djeca djeluju samostalno, ali uz svjesnu ili nesvjesnu prisutnost učitelja.Mato Lovrak is one of famous Croatian child writers. His literary works are inspired by true events. He knows well real life situations and psychological characterization of characters. In his literary works, dialogue between child characters is non complex, spontaneous and easy to understand. His works usually contain children groups with countryside action.
This master thesis studies child novels from Mato Lovrak: Družba Pere Kvržice, Vlak u snijegu, Devetorica hrabrih and Neprijatelj br.1. Main goal of this thesis is to analyze and study formation of child groups and actions and behaviour of leading characters among groups. Furthermore, occurence of traitor charachters and wisdom characters is allso studied.
Form study and analysis of previously mentioned novels is to conclude that there is a difference between forming of children groups and group leaders in each of his novels. Formation of a group in the novel Družba Pere Kvržice is spontain. In novel Vlak u snijegu, formation of a group is initiated by teacher. Character Milan from novel Devetorica hrabrih, has idea of groups after reading of several books. In novel Neprijatelj br. 1, character Zvonko becomes leader because of situation in his apartment building. Thus his apartment building is occupied by mali Bosanci that Milostiva can't bear. So he must react. He shares his ideas with his friends and they decide to act together. Group tasks in novels differ. Some groups have more different tasks. In novel Vlak u snijegu group has task to free in snow traped train. Družba Pere Kvržice rebuilds old water mill. During vacation Devetorica hrabrih meet village boys and have main goal to defend from them. In novel Neprijatelj br. 1 there is a lot of unsolved questions and group chose to deal with only three. In all above mentioned novels children act on their own but nevertheless teacher is present spiritually or physically
The influence of the family climate on the emotional development of child in preschool age
No full textDanas, kao i u povijesti, najvažnija komponenta djetetova optimalnog razvoja potječe iz zajednice, poznate kao obitelj. Postoji velik broj teorija o biti obitelji i obiteljskim odnosima. Različiti obiteljski odnosi imaju značajan utjecaj na dijete, kao što i dijete djeluje na ostale članove obitelji. Članovi obitelji su pokretači djetetove emocionalne i socijalne kompetencije, a osim toga utječu i na daljnji djetetov optimalni rast i razvoj. Obitelj je ta koja je uz pojedinca u kriznim životnim situacijama, kada roditelji pomažu djetetu u pronalaženju optimalnoga rješenja problema. Emocionalni razvoj kod djeteta započinje od najranije dobi, dijete već od rođenja pokazuje ugodne i neugodne emocije. Naime, postoje neke emocije koje su kod djece urođene, a pojedine se stječu učenjem od oponašanja starijih. Odrasle osobe utječu na razvoj djetetova pogleda na svijet. Također, obiteljsko okruženje kod djeteta razvija sigurnost i toplinu. Obitelj razvija pozitivnu sliku o svijetu kao lijepom i sigurnom mjestu za život. Omogućuje djetetu da se otvori drugim ljudima te razumije druge, odnosno njihove probleme i razmišljanja. Ukoliko roditelji djetetu ne pružaju pozitivno okruženje može doći do raznih emocionalnih poteškoća u razvoju. Pojedine reakcije i emocije kod djeteta su posljedica utjecaja obiteljske klime na odgoj djeteta. Obiteljska klima pod velikim je utjecajem vanjskog svijeta. U današnje vrijeme teško je živjeti u skladu i miru. Naime, sve veći je broj sukoba, nasilja te siromaštva unutar obitelji. Sve te sastavnice na određen način utječu na djetetov optimalni razvoj.Today, as in history, the most important component of a child's optimal development comes from the community, known as the family. There are a numerous theories about the essence of family and family relations. Different family relationships have a significant impact on a child, just as the child affects other family members. Family members are the initiators of the child's emotional and social competence, and they also influence the child's further optimal growth and development. It is the family that stands by the individual in life crisis situations, when parents help the child to find the optimal solution to the problem. Emotional development in a child starts from an early age, the child shows pleasant and unpleasant emotions from birth. Namely, there are some emotions that are innate in children, and some are acquired by learning from imitating their elders. Adults influence the development of a child's view of the world. Also, the family environment develops security and warmth in the child’s mind . The family develops a positive image of the world as a beautiful and safe place to live. It enables the child to open up to other people and understand others, i.e. their problems and thoughts. If the parents do not provide the child a positive environment, various emotional difficulties in development may occur. Certain reactions and emotions in a child are the result of the influence of family climate on the upbringing of the child. The family climate is greatly influenced by the outside world. Nowadays it is difficult to live in harmony and peace. Namely, the number of conflicts, violence and poverty within the family is increasing. All these components affect the child's optimal development in a certain way
Intercultural competencies of preschool teachers
No full textRazvoj interkulturalnih kompetencija je cjeloživotni proces. Interkulturalne kompetencije temelje se na stranom jeziku, matematičkim, digitalnim i socijalnim interkulturalnim kompetencijama. Interkulturalna kompetencija odgojitelja uključuje širok spektar znanja, vještina i stavova. Odgojiteljima je zadatak interkulturalne kompetencije prenositi na djecu u odgojno- obrazovnom procesu. Ključni stav za navedenu interkulturalnu kompetenciju je spremnost da se prevladaju stereotipi i predrasude.
Cilj istraživanja je utvrditi interkulturalne kompetencije odgojitelja djece rane i predškolske dobi. Radom su se nastojale ispitati interkulturalne kompetencije odgojitelja s obzirom na iskustvo, na dob odgojitelja te radni staž odgojitelja u Republici Hrvatskoj. Da bi se utvrdile razlike i povezanost interkulturalnih kompetencija odgojitelja, korišten je upitnik: “Samoprocjena interkulturalne kompetencije odgojitelja ranog i predškolskog odgoja i obrazovanja”. Upitnikom je obuhvaćeno 102 ispitanika s područja Republike Hrvatske. Rezultati istraživanja pokazuju da kako je dob prediktor procjeneinterkulturalnih kompetencija, i korištenja strategija interkulturalnih kompetencija.The aim of this research is to determine the intercultural competencies of early childhood and preschool teachers. The work sought to examine intercultural competencies of the teachers regarding their experience, age and the length of service in Republic of Croatia. To determine the differences and connections of intercultural competence of teachers, we used the questionnaire: “Self-assessment of intercultural competencies of early and preschool teachers”. Questionnaire included 102 respondents from the territory of the Republic of Croatia. Research results show that respondents aged 20 to 30 have more intercultural competence, than respondents aged 31 to 40 years, while respondents aged 41 to 50 years show a higher level of use of intercultural competence strategies.
The development of intercultural competencies is a lifelong process. Intercultural competencies are based on foreign language, mathematical, digital and social intercultural competencies. Intercultural competence of teachers includes a wide range of knowledge, skills and attitudes. It is a task for teachers to transfer intercultural competencies to children in the educational process. The most important attitude for the mentioned intercultural competence is the readiness to overcome stereotypes and prejudices
The impact of urban dance on the development of coordination and strength of preschool children
No full textCilj ovog istraživanja bio je utvrditi kakav utjecaj ima program urbanih plesova na razvoj motoričkih sposobnosti djece predškolske dobi. Ples je jezik koji pričaju svi, neovisno o materinskom jezik i podrijetlu. Nije potrebno puno, a mogu se otkriti osjećaji, želje i prema čemu se teži. Zato je ples specifičan. Djeca su neopterećena brigama i ljudima, pa plesom reagiraju na svaki ritam. Odrastanjem strah preuzme život i stvaraju se blokade.
Veliki interes za urbanim plesom u Hrvatskoj je izazvao priznavanjem break dance kao nova disciplina na Olimpijskim igrama. Otvoreni su novi programi osposobljavanja na Hrvatskom institutu za kineziologiju u suradnji s Hrvatskim sportskim plesnim savezom. Urbani ples uključuje hip hop, brake dance, house, vogue, waacking, popping, dancehall i locking. Kroz specifične pokrete svakog stila, praćena tipičnom glazbom istražuje se tijelo i mijenja se emocionalni i tjelesni razvoj. Upravo zato se na uzorku od 19 ispitanika želio ispitati napredak mjerenjem kondicije i snage trupa i nogu.
Razlike između inicijalnog i finalnog mjerenja su bile uočljive na razini cijele grupe, iako su kod neke djece bila manje značajna, a kod neke jako. Ovisno o predanosti, motivaciji, ali i zdravstvenim prilikama promijene su kod djece bile različite, ali uočljive. To je najbolji pokazatelj koliko motivacija utječe na sami napredak.
Potaknuti spoznajama iz ostalih istraživanja koja prate ples i utjecaj na motoričke sposobnosti potvrđuje se važnost plesa za djecu. Ovo istraživanje proširenje je vidika istraživanja iz 2020. godine gdje se gledao samo utjecaj hip hopa. Novi je korak prema spoznaji da postoji novo poglavlje u plesu koji je moderan, a itekako povoljno utječe na emocionalni, socijalni i motorički razvoj djece.The aim of this study was to determine how the urban dance curriculum affects the development of coordination and strength in children attending preschool. Dance is a language spoken by everyone, regardless of our mother tongue and where we come from. It doesn't take much to find out how we feel, what we want, and what we strive for. That is why dancing is specific. As children we are unencumbered by worries and people, so we dance to every beat. As we grow up, fear takes over our lives and we create blockages. Recognizing break dance as a new discipline at the Olympic Games caused a great interest in urban dance in Croatia. New training programs have been opened at the Croatian Institute of Kinesiology in cooperation with the Croatian Sports Dance Association. Urban dance includes hip hop, break dance, house, vogue, waacking, popping, dancehall, and locking. The body is explored through the specific movements of each style, accompanied by typical music, the body is explored, and emotional and physical development is changed. That is why this research wanted to see how much progress was made, on a sample of 19 subjects through the tests for coordination, and strength of the torso and legs. The differences between the initial and final measurements were noticeable at the level of the whole group, although in some children they were less significant, and in some were strongly significant. Depending on the commitment, motivation, but also health conditions, the changes in children were different but noticeable. It is the best indicator of how much motivation affects progress itself.
Encouraged by knowledge from other research that follows dance and the impact on motor skills it has confirmed the importance of dance for children. This research is an extension of the 2020 research perspective where only the impact of hip hop was looked at. It is a new step towards the realization that there is a new chapter in dance that is modern and has a very positive effect on the emotional, social, and motor development of children
The influence of media on childrens capabilities of creating art
No full textU životima djece predškolske dobi prisutni su razni mediji kao što su: mobiteli, televizija, tableti... Gotovo od rođenja u suvremenom društvu, djeca se susreću s medijima. U djetetovim prvim godinama života mediji nisu potrebni za kvalitetan rast i razvoj. Međutim, djeca jako vole televizijske programe namijenjene njima, videoigre te druge medijske sadržaje. Zato je odgovornost na odraslima da kontroliraju dječju konzumaciju medija, primijenjenost medija dječjem uzrastu te da vlastitim primjerom oblikuju dječje navike korištenja medija. Što je dijete mlađe njegova izloženost medijima trebala bi biti kraća, djetetu smislenija i smirenija ili, najbolja, nepostojeća. Prve dvije godine djetetova života kritične su za razvoj mozga te je iznimno važno da dijete do šeste godine što više uči kroz vlastitu aktivnost.
Razvoj djetetova mozga usko je povezan s motoričkim razvojem što podrazumijeva sposobnost korištenja djetetova vlastitog tijela, baratanje pokretima i korištenjem pokreta za postizanje nekog cilja. Za razvoj likovnih sposobnosti kod djece uvjet je fina motorika.
U novijem vremenu, ulogu trenera razvoja fine motorike preuzela je i ICT tehnologija, korištenje mobitela, tableta i ostale moderne tehnologije. Djetetova sposobnost likovnog izražavanja urođena je te se dijete samo od sebe spontano počinje izražavati. Kroz rast i razvoj očekuje se da dijete prolazi kroz četiri razvojne faze likovnog izražavanja.
Kada se govori o medijskom utjecaju na djecu, najčešće se misli o lošim i negativnim utjecajima kao što su preopterećenost i velika izloženost djece šablonama, serviranje djeci ono što sami požele čime nemaju potrebu kreirati vlastite ideje te postaju stvaralački pasivna.
No, nemaju mediji samo negativne karakteristike. Nalazimo, ipak, i one pozitivne: utjecaj na djetetov likovni izražaj u sociokulturnom, multimedijalnom i multikulturalnom kontekstu. Djeci je pružena mogućnost korištenja više od jednostavnog načina crtanja kroz integriranje pisanog teksta, umetanje snimljenih zvukova i govora, te umetanje fotografija i video isječaka u djetetov rad. Takav način izražavanja proširio je granice tradicionalnog crtanja.Various media are present in the lives of preschool children, such as: mobile phones, television, tablets... Almost from birth in modern society, children encounter the media. In the child's first years of life, the media is not necessary for quality growth and development. However, children really like television programs aimed at them, video games and other media content. That is why it is the responsibility of adults to control children's media consumption, the application of media to children's age, and to shape children's media usage habits by their own example. The younger the child, his exposure to the media should be shorter, more meaningful and calmer for the child or, at best, non-existent. The first two years of a child's life are critical for the development of the brain, and it is extremely important that the child learns as much as possible through his own activities until the age of six.
The development of the child's brain is closely related to motor development, which implies the ability to use the child's own body, handling movements and using movements to achieve a goal. Fine motor skills are a prerequisite for the development of artistic abilities in children.
In recent times, ICT technology, the use of mobile phones, tablets and other modern technologies have also taken over the role of fine motor skills development coach. The child's ability to express himself in art is innate and the child begins to express himself spontaneously. Through growth and development, the child is expected to go through four developmental stages of artistic expression. When we talk about the influence of the media on children, we usually think of bad and negative influences such as overloading and high exposure of children to templates, serving children what they want so that they do not have the need to create their own ideas and become creatively passive.
However, the media do not have only negative characteristics. However, we also find positive ones: the influence on the child's artistic expression in a sociocultural, multimedia and multicultural context. Children are given the opportunity to use more than a simple drawing method by integrating written text, inserting recorded sounds and speech, and inserting photos and video clips into the child's work. Such a way of expression expanded the boundaries of traditional drawing
Children's drawing development through children's artistic creation stages
No full textLikovni izraz djeteta jedinstven je odraz njegova mišljenja, odnosa s okolinom, njegovih interesa i osobnosti, zbog toga je dječje likovno izražavanje područje interesa mnogih autora. Brojni su autori proučavali razvoj likovnog izražavanja kod djece, stoga postoje različite podjele. Većina podjela sadrži osnovni Liquetov model, a u ovom je radu korištena podjela autora Grgurić i Jakubin (1996). Razvoj likovnog izražavanja opisan je kroz četiri faze te se navode karakteristike dječjeg crteža u pojedinoj fazi. Faze se međusobno nadopunjuju te se nijedna ne preskače, sva djeca prolaze kroz faze dječjeg likovnog izražavanja samo različitim tempom. Prva faza je faza izražavanja primarnim simbolima, koja se još naziva fazom šaranja. Faza primarnih simbola ima nekoliko razdoblja te se crteži dvogodišnjaka, trogodišnjaka i četverogodišnjaka razlikuju. U fazi izražavanja složenim simbolima dijete počinje koristiti simbole, a najveća promjena u tom razdoblju događa se u prikazu ljudskog lika na crtežu. Za fazu intelektualnog realizma karakteristična je pojava različitih osobina dječjeg likovnog izražavanja, dok u fazi vizualnog realizma dijete počinje crtati poput odraslih te propada pravi dječji crtež. Osim faza dječjeg likovnog izražavanja, u ovom se radu navode postupci kojima odgojitelj može poticati dječje likovno izražavanje, kao i postupci koje treba izbjegavati kako se likovni razvoj djeteta ne bi ometao. Također se opisuje kreativnost te načini putem kojih odgojitelj može poticati kreativni proces. Uz kreativnost opisuje se i osjećaj zanesenosti koji se može javiti tijekom likovnog stvaranja djeteta. Na samom kraju, prije zaključka, ovaj rad sadrži analizu dječjih crteža prema karakteristikama faza dječjeg likovnog izražavanja. Cilj je rada u teorijskom dijelu opisati razvoj dječjeg crteža kroz faze likovnog izražavanja te nadopuniti teoriju analizom crteža u praktičnom dijelu rada. U praktičnom dijelu provedene su aktivnosti u dječjem vrtiću „Pušlek“, tri različite dobne skupine sudjelovale su u likovnoj aktivnosti s temama: obitelj, autoportret i ples. Tehnika kojom su se koristili bila je olovka.Child artistic expression is unique reflection of his opinion, relationship with the environment, his interests and personality, which is why children's artistic expression is an area of interest for many authors. Numerous authors have studied children’s artistic expression development, so there are different classifications. Most of the classifications contain the basic Liquet model. In this paper Grgurić and Jakubin’s (1996) classification was used. Artistic expression development is described through four phases and the children's drawing characteristics in each phase are stated. Phases complement each other, and none of them are skipped, all children go through the children’s artistic expression phases only with different pace. The first phase is expression with primary symbols, which is also called the pattern phase. The primary symbols phase has several periods and the drawings of two-year-olds, three-year-olds and four-year-olds differ. In the expression with complex symbols, child begins to use symbols, and the biggest change in that period occurs in the depiction of a human figure in a drawing. The intellectual realism phase is characterized by the appearance of various features of children's artistic expression, while in the visual realism phase child begins to draw like adults and the real children's drawing fails. In addition to the children's artistic expression phases, this paper lists the procedures which the educator can use to encourage children's artistic expression, as well as procedures that should be avoided so that the child's artistic development is not interfered. It also describes creativity and the ways an educator can encourage the creative process. In addition to creativity, flow activity that can occur during a child's artistic creation is also described. At the very end, before the conclusion, this paper contains an analysis of children's drawings according to the characteristics of children's artistic expression phases. The aim of this paper is to describe the development of children's drawing through the artistic expression stages and to complement the theory with the drawing analysis in the practical part of the paper. Activities for practical part were carried out in preschool “Pušlek”. Three different age groups participated in art activity with themes: family, self-portrait and dance. Technique they used was a pencil
Art design and technology of making a hand yawning puppet
No full textLutka je temelj lutkarstva, glavno sredstvo kojim se lutkar izražava. Sama pomisao na lutku asocira nas na djetinjstvo. U radu s djecom upotrebljavaju se razne vrste lutaka, no ovaj rad temelji se na lutki zijevalici. Kod lutke zijevalice najizraženija su usta, odnosno govor. Zijevalica može prikazati bilo koji životinjski ili ljudski lik, čak i izmišljene likove. Raspon složenosti lutke zijevalice je velik. Zijevalicu možemo dobiti već samim stavljanjem čarape na ruku, kojoj možemo dodati par očiju. Također ju je moguće izraditi i od papira. Globalno poznate zijevalice su Muppeti, lutke Jima Hensona, koje potječu iz Amerike. Lutke zijevalice karakteriziraju velika usta, pa tijelo lutke nije toliko važno, no složenije zijevalice imaju i tijelo. U tom slučaju, za animaciju su potrebna najmanje dva animatora. Uz sve navedeno, zijevalica ima ogroman pedagoški potencijal i djeluje na sve aspekte razvoja djeteta. Koristeći se lutkom u radu s djecom u dječjim vrtićima, odgojitelj ostavlja pozitivan trag na djeci. Osim što djeluje na emocionalni i misaoni svijet djece, ona također u njima pokreće kreativnost i maštu. Djeca se pomoću lutaka osamostaljuju, grade samopouzdanje, a u igri s lutkom razvijaju govor i socijaliziraju se. Također, kod djece se potiče stvaralaštvo, a za odgojitelja je važno da djeci pruži poticajnu okolinu. Zijevalica je i više nego pogodna za pozivanje djece na razne aktivnosti kao i za rješavanje problema među njima. O samome odgojitelju ovisi u kolikoj će mjeri i na koji način upotrebljavati lutku u svom radu, te kako će je ponuditi djeci. Sama izrada lutke zijevalice zahtjevan je proces. Naposljetku, a prije zaključka, ovaj rad sadrži detaljan prikaz izrade lutke zijevalice i njezino oblikovanje.The puppet is the foundation of puppetry, the main asset by which the puppeteer expresses himself. The very thought of a puppet reminds us of childhood. Various types of puppets are used in working with children, but this work is based on a yawning puppet. The most pronounced characteristic of a yawning puppet is its mouth, relatively, speech. The yawning puppet can portray any animal or human character, even fictional characters. The range of complexity of the yawning puppet is large. We can get a yawning puppet by putting a sock on our hand, to which we can add a pair of eyes. The yawn can also be made of paper. Globally known, yawning puppets are the Muppets, Jim Henson’s dolls that came from America. Yawning puppets are characterized by their large mouths, so the doll's body is not so important, but more complex yawning puppets also have a body. In that case, at least two animators are needed for the animation. In addition to all the above, the yawning puppet has a huge pedagogical potential and affects all aspects of child’s development. By using a puppet working with children in kindergartens, the educator leaves a positive mark on the children. In addition, except acting on the emotional and mental world of children, it also stimulates creativity and imagination in them. With the help of puppets, children become independent, build self-confidence, develop speech, and socialize by playing with them. Also, children's creativity is encouraged, and it is important for the educator to provide children with a stimulating environment. The yawning puppet is more than suitable for inviting children to various activities, as well as for solving problems among children. It depends on the educator himself to what extent and in what way he will use the doll in his work, and how he will offer it to the children. Finally, and before concluding, this work contains a detailed presentation of the making of a yawning doll and its design