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Loose Materials in Kindergarten
No full textRastresiti materijali lako su pristupačni i jednostavni materijali za korištenje u vrtiću. Široko su primjenjivi i djeca se njima mogu koristiti svakodnevno, na različite načine. Materijale kao što su voda, pijesak, brašno, kukuruz i slično, lako su dostupni. Igre neoblikovanim materijalima kod djece potiču kreativnost te su djeca u igri s rastresitim materijalima gotovo uvijek uspješna što pozitivno utječe na njihovo samopouzdanje. Igra je odlična za razvijanje senzorne integracije, odnosno organiziranje podražaja u mozgu i njihova interpretaciju, jer potiče rad svih osjetila – svaki se materijal može vidjeti, namirisati, dodirnuti i stvara različiti zvuk, a oni jestivi se mogu i okusiti. Centar za igru pijeskom i vodom mora biti kvalitetno osmišljen, a prilikom odabira samih materijala moramo pripaziti na interes djece, njihovu dob i mogućnosti. Igra rastresitim materijalima se treba konstantno nadograđivati i biti zanimljiva i drugačija. Aktivnosti su nebrojene, a ključ uspješne aktivnosti neoblikovanim materijalima je točno određen cilj i ideja te kvalitetna organizacija. Igra u centru za igru pijeskom i vodom kod djece će potaknuti sve vrste igre, funkcionalnu, konstruktivnu, ali i simboličku. Zahtjeva međusobnu komunikaciju i suradnju pri čemu djeca razvijaju socijalne vještine. Neoblikovani materijali često se koriste i u radu s djecom s teškoćama u razvoju jer im ova vrsta igre pruža utjehu, opušta ih i omogućuje im da u igri budu uspješni. Istraživanje provedeno u ovom radu pokazat će koliko često odgojitelji koriste neoblikovane materijale u vrtiću, kakva su njihova iskustva s rastresitim materijalima u radu s djecom kao i prikazati glavne probleme vezane za rad s rastresitim materijalima.Loose materials are easily affordable and simple materials to use in kindergarten. Children can use loose materials in many different ways, and everyday they create new play with them. Materials like water, sand, flour and similar are easily accessible. Loose parts play instigates creativity in children and children are almost always successful in this type of play which helps them feel confident. Loose parts play is great for development of sensory integration, or the organisation of sensors in the brain and their interpretation. It prompts all sensors – children can smell, look at, touch, or even hear every material they use, and those edible ones can be tasted. The loose materials center needs to be well organised, and while choosing materials teachers need to take care of the interests of children, their age, and needs. Loose materials play should always be different and more complex, so it is always fun and interesting. There is a lot of activities that can be conducted, and the key is organisation and precisely decided goal that wants to be achieved. Loose parts play can be of all kinds – functional, constructive, or symbolic. It demands communication and partnership between children which develops social skills. Loose parts, specifically sand and water play can be a great version of therapy for children with developmental disorders because it provides them comfort and relaxes them, while giving them play they can be successful. Research conducted for this paper will explain how much loose play teachers use while working with children, what is their experience with loose parts, and discover problems in using loose materials while in kindergarten
Educational Robots and Their Application in Primary Education
No full textTema ovog diplomskog rada su edukativni roboti i njihova primjena u primarnom obrazovanju. Početak rada obuhvaća pojam digitalizacije i njen proboj u suvremeni svijet kao i inovacije digitalnih tehnologija i njihovo implementiranje u obrazovni sustav, ali i uvođenje informatike kao nastavnog predmeta u škole. Sljedeće poglavlje obuhvaća kratki pregled kurikuluma za nastavu informatike u osnovnim školama te prikaz odgojno-obrazovnih ishoda prema domenama i razredima. Unutar poglavlja se naglašava cilj kurikuluma, pristup učenju, ali i pozicija učenika u istom. Četvrto poglavlje obrađuje temu programiranja i njegovu integraciju u primarno obrazovanje, a poglavlje nakon se govori o vrlo inovativnom načinu učenja programiranja za djecu primarnog obrazovanja, a to je programski jezik Scratch. Šesto poglavlje govori o robotici u obrazovanju, interesu nastavnika i učenika te utjecaju robotike na učenike i na ostale odgojno-obrazovne predmete. U sljedećem su poglavlju tema edukativni roboti u obrazovanju, na koje načine, kad i gdje ih se može koristiti i koje dobrobiti edukativni roboti donose učeniku, ali i nastavniku. Osmo poglavlje govori o konkretnom edukativnom robotu pod nazivom mBot. Prikazan je izgled mBot-a, njegovi dijelovi te je opisan program mBlock u kojem se mBot programira. U sljedećem poglavlju prikazani su primjeri za korištenje mBot-a u nastavi te primjer priprave za izvođenje nastavnog sata informatike kojom učenici imaju priliku upoznati robota mBot-a.This paper is about educational robots and their use in primary education. The beginning of the paper is about digitalization and its breach into the modern world. Besides that, it is also about digital technology innovations, their implementation into educational systems and introducing informatics as a school subject. The next chapter covers a short curriculum review for informatics in elementary schools, as well as a presentation of educational outcomes by domains and classes. It also explains the curriculum aims, learning approach, and position of a student in the curriculum. The fourth chapter includes programming and its integration into primary education, while the fifth chapter covers the programming language Scratch, an innovative way of teaching programming in primary education. The main subject in the next chapter is educational robots in education. It explains how, when, and where they can be used and which benefits they bring to both, students and teachers. The eighth chapter presents a specific educational robot called mBot, its parts, and the way it looks. The robot is described using a program called mBlock in which mBot is programmed. The next chapter covers different examples of using mBot while teaching and an example of an informatics lesson plan for introducing mBot to the students
Matchematical concepts in primary school
No full textSvaki pojam ima svoj opseg i sadržaj. Sadržaj pojma određuje se definicijom, a opseg pojma metodom divizije. U matematici se pojmovi najčešće formiraju uz pomoć definicije, što nije primjereno za razrednu nastavu. Formiranje pojma složen je proces kojim se do apstraktnih pojmova dolazi promatranjem konkretnih objekata, a obuhvaća znanstvene metode analize, sinteze, apstrakcije i generalizacije. Cilj ovoga rada bio je analizirati na koji se način u školskim udžbenicima formiraju pojmovi te poštuju li udžbenici Kurikulum za nastavni predmet Matematika, temeljni dokument za izvođenje nastave Matematike u školi. Osim s kurikulumom, udžbenici su u radu uspoređivani s preporukama stručno-znanstvene metodičke literature. Formiranje pojmova analiziralo se na primjerima formiranja pojma o prirodnim brojevima do deset, formiranja pojmova množenja i dijeljenja te na primjeru formiranja pojma trokuta. Izvršenom analizom utvrđeno je da udžbenici slijede postupke koje predlaže metodička literatura kao i da se poštuju zahtjevi kurikuluma. Udžbenici uvelike služe učiteljima kao pomoć prilikom planiranja i izvođenja nastave, ali ipak su učitelji ti koji su ključan faktor u nastavnom procesu i daju učenicima ono što udžbenici ne mogu ponuditi.Each concept has its own extent and content. The content of the concept is determined by the definition, and the extent of the concept is determined by the method of division. In mathematics, concepts are most often formed with the help of definitions, which is not appropriate for early education. Concept forming is a complex process by which abstract concepts are arrived at by observing specific objects, and it includes scientific methods of analysis, synthesis, abstraction, and generalization. The aim of this thesis was to analyse how concepts are formed in school textbooks and whether the textbooks follow the Mathematics Curriculum, the basic document for teaching Mathematics in school. In addition to the curriculum, the textbooks were compared with the recommendations of mathematics education research literature. The forming of concepts was analysed on examples of the forming of the concepts of natural numbers up to ten, the forming of the concepts of multiplication and division, and on the example of the forming of the concept of a triangle. Based on the analysis, it was determined that the textbooks follow the procedures suggested by the literature, as well as that the curriculum requirements are respected. Textbooks greatly help teachers in planning and conducting lessons, but it is still teachers who are the key factor in the teaching process and give students what textbooks cannot offer
The impact of physical activity on stress reduction in preschool children
No full textVećina djece predškolske dobi svakodnevno se susreće sa stresnim situacijama. Izvori stresa kod djece
mijenjaju se kako djeca rastu i sazrijevaju. Iako postoji mnogo izvora stresa, stresne situacije zajedničke
su većini djece. Istraživanja pokazuju pozitivnu povezanost mentalnog zdravlja i bavljenja tjelesnom
aktivnosti. Tjelesna aktivnost utječe na mnoge aspekte kvalitete života kod djece te se njome ostvaruje
pozitivan utjecaj na zdravlje, ali isto tako i psihološki, socijalni i kognitivni razvoj djece. Tjelesna
aktivnost ima važnu razvojnu ulogu te pruža mogućnost učenja regulacije emocija, interpersonalnih
vještina i izgrađivanja međuvršnjačkih odnosa. Osim što ima razvojnu ulogu tjelesna aktivnost
pozitivno utječe i na psihološki razvoj djece jer podiže samopoštovanje i poboljšava sliku o sebi te
umanjuje stres i anksioznost. Cilj ovoga rada je analizirati spoznaje iz literature i ispitati stavove i
gledišta roditelja o utjecaju tjelesne aktivnosti na smanjenje stresa kod djece predškolske dobi.In today's world majority of children are affected by stressful situations on a daily basis. The source
of stress in childeren changes as the grow and mature. Even though there are many causes for stress
in childeren, some stressful situations are common for most of them. Research shows positive
association between mental health and physical activity. Physical activity impacts many aspects of a
children's life and include benefits to the health, but also psychological, social and cognitive
development in children. Physical activity has an importan developmental role and provides
possibilities of studying emotional regulation, interpersonal skills and building better relationships
between children of the same age. Beside the fact that physical activity has developmental role it also
has a positive impact on the psychological developmenent of children as it elevates self-esteem and
reduces stress and anxiety. The purpose of this paper is to analize current literature and to examine
the views of parents on impact of physical activities in the reduction of stress in preschool children
Pop Art
No full textUmjetnost je individualni i kreativni pristup stvarnosti dostupan svim generacijama. Nepregledan izvor umjetnosti kroz znakove, oblike, boje izražavaju nevidljivo i duboko u čovjeku, a pogotovo u djetetu. Dijete kroz umjetničko stvaranje i izražavanje upoznaje sebe i svoje mogućnosti, emocionalno sazrijeva, budi kreativnost jezika, razvija slobodu mišljenja i doprinosi kulturi društva. Stoga je važno djetetu prezentirati razne vrste umjetničkog stvaranja jer mu je umjetnost 'prozor u svijet'. U ovom ćemo radu naglasak staviti na pop-art umjetnost koja je, iako suvremenog datuma, ipak malo zapostavljena. Budući da se radi o američkom pogledu na svakodnevno, pop-art umjetnost ima mjesta u hrvatskom odgojno-obrazovnom procesu, čak je i poželjna.Art is an individual and creative approach to reality available to all generations. The endless source of art through signs, shapes, colors is expressed invisibly and deeply in man, and especially in the child. Through artistic creation and expression, the child gets to know himself and his possibilities, matures emotionally, awakens the creativity of language, develops freedom of thought and contributes to the culture of society. Therefore, it is important to present various types of artistic creation to the child because art is his 'window to the world'. In this paper, we will focus on pop art, which, although contemporary, is still a bit neglected. Since it is an American view of everyday life, pop art has a place in the Croatian educational process, it is even desirable
Language Learning Challenges of Teacher Education Students in Remote Learning during COVID-19 Pandemic
No full textU ožujku 2020. godine Vlada Republike Hrvatske donijela je Odluku o obustavi izvođenja nastave u visokim učilištima, srednjim i osnovnim školama što je prouzročeno pojavom pandemije virusa COVID-19. Tom se odlukom reorganizirao dotadašnji način rada odgojno-obrazovnih ustanova, a svi sudionici odgojno-obrazovnoga procesa morali su se prilagoditi novonastaloj situaciji, pa tako i nastavi na daljinu. Nastava na daljinu je oblik učenja i poučavanja bez fizičke prisutnosti i kontakta odgojno-obrazovnih sudionika koji se odvija u virtualnom okruženju uz podršku digitalnih tehnologija. Postoje dva oblika, a to su sinkroni i asinkroni oblik nastave na daljinu. Sinkrona se nastava odvija u realnome vremenu, a učenici i nastavnik nalaze se u virtualnoj učionici. Asinkrona se nastava ne odvija u realnome vremenu te često uključuje kratku, prethodno snimljenu poduku nastavnika. Nastavom na daljinu promijenio se način vrednovanja, odnosno način sustavnoga prikupljanja podataka u procesu učenja radi praćenja ostvarenosti odgojno-obrazovnih ishoda.
Istraživanjem koje je provedeno među studentima smjerova engleski i njemački jezik te modula hrvatski jezik Učiteljskoga fakulteta Sveučilišta u Zagrebu željelo se ispitati zadovoljstvo provedbom i oblicima nastave te vrednovanjem znanja, željelo se dobiti uvid u prednosti i nedostatke učenja na daljinu, a ujedno i skrenuti pozornost na njih, te istražiti izazove i prepreke e-učenja tijekom krize COVID-19 na Učiteljskome fakultetu. Korištena je metoda ankete, a upitnik je konstruiran posredstvom digitalnog alata Google Forms. Istraživanjem su potvrđene hipoteze postavljene na početku istraživanja da su studenti tijekom nastave na daljinu stekli manje znanja nego što bi ga stekli izvođenjem nastave uživo na Učiteljskome fakultetu, da učenje jezika nastavom na daljinu studente ne čini više angažiranima i motiviranima te da je učenje jezika učinkovitije izvođenjem nastave uživo na Fakultetu. Hipoteza da su studenti teško dolazili do materijala za učenje je odbačena.In March of 2020, the Government of the Republic of Croatia made the decision to halt all educational activities in primary, secondary and tertiary educational institutions due to the appearance of the pandemic caused by the COVID-19 virus. The decision caused a reorganization of the educational system with all participants needing to adjust to the newly found situation, including distance learning. Distance learning is a form of education without physical presence and contact of its participants which takes place in a virtual surrounding with the aid of digital technologies. There are two modes of distance learning – the synchronous mode and the asynchronous mode. Synchronous distance learning takes place in real-time with students and lecturers being present in a virtual classroom. Asynchronous distance learning does not take place in real-time and often involves a short, pre-recorded lesson by the educator. Distance learning changed the evaluation process, which is the way by which data is collected during the process of learning to evaluate the accomplishment of educational outcomes.
The research carried out among the students of the English and German programs and the students of the Croatian module of the Faculty of Teacher Education sought to gain insight into the satisfaction with the implementation and forms of teaching as well as the evaluation of gained knowledge, to gain insight into and point at the benefits and shortcomings of distance learning and to explore the challenges and obstacles of e-learning during the Covid-19 crisis at the faculty of teacher education. The poll method was used with the questionnaire being constructed using the digital Google forms tool. Using hypotheses, it was confirmed that students gained less knowledge than they would have with in-person learning, that long distance language learning does not improve the engagement and motivation of students and that language learning is more effectively done using live lectures. The hypothesis that students found it hard to obtain learning materials was rejected
Early childhood and preschool education students' attitudes about the importance of knowing the legal components of the teaching profession
No full textCilj ovog rada je ustanoviti razlike, između redovnih i izvanrednih studenata prve i druge godine diplomskog studija ranog i predškolskog odgoja i obrazovanja u Republici Hrvatskoj, u poznavanju i susretanju sa zakonskim sastavnicama djelatnosti odgojiteljske profesije tijekom fakultetskog obrazovanja. Nadalje, nastojalo se utvrditi povezanost između znanja stečenog na fakultetu o zakonskim sastavnicama djelatnosti odgojiteljske profesije i kompetentnosti za ulazak u odgojno obrazovnu profesiju. Za potrebe testiranja postavljene su tri hipoteze za koje su se koristili Mann Whitney U test i Spearmanov rho koeficijent rang korelacije. Rezultati provedenog istraživanja, u kojem je sudjelovalo 125 (N = 125) studenata ranog i predškolskog odgoja i obrazovanja s četiri sveučilišta u Republici Hrvatskoj, ukazuju da ne postoji statistički značajna razlika između redovnih i izvanrednih studenata ranog i predškolskog odgoja i obrazovanja s obzirom na razinu poznavanja zakonskih sastavnica djelatnosti odgojiteljske profesije, ali je testiranjem potvrđeno kako se izvanredni studenti ranog i predškolskog odgoja i obrazovanja ipak nisu u jednakoj mjeri kao redovni studenti, tijekom fakultetskog obrazovanja, susretali sa zakonskim sastavnicama djelatnosti odgojiteljske profesije. Izvanredni studenti rjeđe su se susretali sa zakonskim sastavnicama djelatnosti odgojiteljske profesije kroz fakultetsko obrazovanje. Nadalje, potvrdilo se kako poznavanje zakonskih sastavnica djelatnosti odgojiteljske profesije, studenata ranog i predškolskog odgoja i obrazovanja, ne utječe na razinu kompetentnosti studenata za ulazak u profesiju.The aim of this paper is to establish the differences between full-time and part-time students of the first and second year graduate study program of early childhood and preschool education in the Republic of Croatia, in knowledge and encounter with legal components of the early childhood and preschool education profession through university education. Furthermore, an attempt was made to establish the connection between the knowledge acquired at the college about the legal components of the early childhood and preschool education profession and the competence to enter the early childhood and preschool educational profession. For the purposes of testing the three hypotheses, the Mann Whitney U test and Spearman's rho coefficient rank correlation were used. The results involving 125 (N = 125) students of early childhood and preschool education at different universities in the Republic of Croatia indicate that there is no statistically significant difference between full-time and part-time students of early childhood and preschool education with regard to knowledge of legal component of early childhood and preschool education profession. Testing confirmed that part-time students of early childhood and preschool education did not meet the legal components of the educational profession to the same extent as full-time students during university education. Part-time students were less likely to encounter the legal components of the early childhood and preschool profession through college education. Furthermore, it was confirmed that knowledge of the legal components of the activities of the early childhood and preschool profession does not affect the level of competence of students to enter the early childhood and preschool profession
Obesity in primary education
No full textTema ovog rada je pretilost u primarnom obrazovanju. Prije samog istraživanja, detaljno će biti opisana pretilost kroz njezinu definiciju, kako se dijagnosticira i mjeri pretilost, njezini uzroci i posljedice te ono najvažnije, njezina prevencija. Osim toga, provedeno je istraživanje pretilosti učenika i učenica u primarnom obrazovanju. Istraživanje se odvilo na učenicima drugih razreda u Osnovnoj školi Luka u Sesvetama. Uzorak se sastojao od 62 učenika u dobi od 7 do 9 godina. Cilj istraživanja bio je utvrditi postoji li pretilost učenika učenica u primarnom obrazovanju te postoji li prevlast pretilosti s obzirom na spol. Za dobivanje rezultata izmjerene su tjelesna težina i tjelesna visina učenika koje su poslužile za mjerenje indeksa tjelesne mase. Pomoću njega, dobiveni su rezultati samog istraživanja na temelju kojih su hipoteze potvrđene. Rezultati istraživanja pokazali su kako najveći broj učenika i učenica spada u skupinu normalno uhranjenih, kojih je 20,97% i pothranjenih, kojih je 72,58%. Ovaj rezultat malo je začudio s obzirom da se očekivalo da će biti više učenika s prekomjernom tjelesnom težinom ili pretilošću. Što se tiče učenika i učenica s prekomjernom tjelesnom težinom, njih 3,2% spada u tu kategoriju. Pretilih je također 3,2%, što nasreću i nije tako veliki postotak, no i dalje pokazuje da je pretilost prisutna. Druga hipoteza koja je istraživana odnosila se na prevlast s obzirom na spol. Nakon provođenja T-testa, rezultati koji su dobiveni pokazali su kako prevlast postoji i to na strani djevojčica. Od ispitanih učenika niti jedan nije pripao kategoriji pretilih, dok je kod učenica njih čak 2 u toj kategoriji, što iznosi 5,88% ukupno ispitanih učenica.The subject of this paper is obesity in primary education. Prior to the actual study, there will be an explanation of what obesity is, its diagnosis, types of measurements, its causes and consequences and its prevention. The aim of the study was to establish whether there is obesity in primary education and prevalence with regard to gender. The sample consisted of 62 students of both genders, from 7 to 9 years old from elementary school Luka in Sesvete. For the purpose of the study, body weight and body height were measured in order to calculate Body Mass Index for each student. Using BMI of the students, the results were obtained. The results demonstrated that a great majority of the students were in the normal weight range (20,97%) and even more were underweight (72,58%). 3,2% of the students were in the overweight range and 3,2% of the students were obese. These results demonstrated that there is obesity in primary education, which approves our first hypothesis. Our second hypothesis referred to the prevalence with regard to gender. The results after conducting T-test showed that there is prevalence on the side of female students. There was not even one male student who was obese, while there were 2 obese female students which is 5,88% total of all female students
Contemporary childhood: The perspective of preschool teacher
No full textBrojne društvene promjene utjecale su na današnje shvaćanje djeteta i djetinjstva, obitelji te važnosti odgojno-obrazovne ustanove. Proces djetetova odrastanja postaje intenzivniji i obiluje mnogobrojnim informacijama koje konstantno napreduju. Suvremeni način života donosi znatan broj raznovrsnih masovnih medija koji se pojavljuju već u najranijim danima života djeteta što iziskuje nužnu informiranost roditelja i odgojitelja i svih onih koji sudjeluju u odgoju djeteta. Cilj ovoga rada je opisati značaj djetinjstva te usporediti tradicionalno i suvremeno poimanje djeteta, roditeljstva i profesije odgojitelja stavljajući naglasak na kontinuirane promjene i izazove suvremenog načina života. Iz tih razloga u ovom radu govori se o položaju djeteta u nekim povijesnim razdobljima i njihovom povezanošću s daljnjim razumijevanjem važnosti institucionalnog ranog i predškolskog odgoja kao i profesionalnog obrazovanja odgojitelja. Napredak i razvoj odgojno-obrazovnih ustanova i profesije odgojitelja događao se usporedno sa sve većom svjesnošću o djetetu kao aktivnom, kreativnom i kompetentnom biću. Stoga se u tekstu ovoga rada daje usporedba tradicionalnih uvjerenja i shvaćanja o djetetu i djetinjstvu s novim paradigmama suvremenog djetinjstva pri čemu je naglasak na kompetencijama djeteta. Nadalje, govorit će se o važnosti autoriteta, odgovornosti, vodstva i empatije koji omogućuju skladno funkcioniranje obiteljske zajednice i prevladavanje nekih životnih teškoća. Posebno se naglašava utjecaj masovnih medija u najranijim danima života djeteta. Uz navedeno, govori se o kompetencijama roditelja s ciljem zaštite djece od nekih sadržaja, ali i pronalaženja korisnosti i pozitivnih utjecaja medija za dijete. Zaključno, ističe se važnost partnerstva obitelji i odgojno-obrazovne ustanove koji zajedničkim sudjelovanjem i interakcijom mogu doprinijeti kvalitetnijem razvoju i odgoju djeteta. Iz svega navedenog, proizlazi potreba za propitivanjem perspektive odgojitelja i njegovog shvaćanja suvremenog djetinjstva.Numerous social changes have affected present understanding of the child and childhood, the family and the importance of the early educational and care institution. The process of a child's growing up becomes more intense and abounds in many information that is constantly advancing. The modern way of life brings a considerable number of diverse mass media that appear in the earliest days of a child’s life which requires awareness of parents, preschool teachers and all those involved in the upbringing of the child. The aim of this study is to describe the significance of childhood and compare the traditional and modern understanding of the child, parenthood and the profession of preschool teacher, emphasizing the continuous changes and challenges of the modern way of life. For these reasons, this paper discusses the position of the child in some historical periods and their connection with the further understanding of the importance of institutional early and preschool education as well as the professional education of educators. The progress and development of educational institutions and the profession of preschool teachers took place in conjunction with the growing awareness of the child as an active, creative and competent being. Therefore, the text of this paper compares traditional beliefs and understandings about the child and childhood with the new paradigms of modern childhood, with an emphasis on the child's competencies. Furthermore, the importance of authority, responsibility, leadership and empathy that allows the harmonious functioning of the family community and overcoming some of life's difficulties will be discussed. The influence of the mass media in the earliest days of a child's life is especially emphasized. In addition to the above, the competencies of parents are discussed in order to protect children from some content, but also to find the usefulness and positive influences of the media on the child. In conclusion, the importance of partnerships between families and early educational and care institutions is emphasized, which through mutual participation and interaction can contribute to better development and upbringing of the child. From all the above, there is a need to question the perspective of the preschool teacher and his understanding of modern childhood
The importance of artistic expression in preschool education
No full textCilj ovoga završnog rada bio je uvidjeti i istaknuti prednosti koje likovna aktivnost, tj. dječje likovno stvaralaštvo potiče kod djece rane i predškolske dobi. U likovnoj aktivnosti djeca se nalaze od malih nogu, u njoj uživaju te im ona dolazi spontano. Kako bi ostvarili dječju pažnju, potaknuli njihovo učenje i samostalnost u likovnom radu, potrebno ih je upoznati sa što više likovnih tehnika i raznovrsnih materijala. Likovnim tehnikama i materijalima koji se u tim tehnikama koriste dijete se izražava na njemu jedinstven način i pritom prikazuje sebe kakvo ono zapravo jest. Oni djetetu pružaju beskrajne mogućnosti za istraživanje i slobodu njegova stvaralaštva. Potrebno je znati da se djetetove likovne sposobnosti mijenjaju po fazama. Kako se mijenja djetetov psihološki razvoj tako se mijenjaju i faze djetetova likovnog razvoja. Tako djeca do otprilike jedne godine starosti nemaju potrebu za likovnim izražavanjem, djeca od jedne do tri godine starosti šaraju i crtaju jednostavne oblike linijama i drugim osnovnim simbolima, djeca od četiri ili pet godina starosti počinju imenovati svoje crteže i zamišljati ideje koje će realizirati, za djecu u kasnom djetinjstvu govori se da se nalaze u fazi „zlatnog doba dječjeg likovnog stvaralaštva“ te daljnjim razvojem dječji crtež počinje dosezati razinu odraslih osoba. Utvrđeno je da česta likovna aktivnost uvelike pozitivno utječe na djetetov cjelokupni razvoj, na razvoj njegovih pozitivnih emocija, samostalnosti, jačanje kognitivnih procesa gdje je dijete potaknuto na razmišljanje, korištenje mašte i pamćenja. Također uči djecu stvaranju asocijacija i koncentracije koje im olakšavaju svako buduće učenje. Mnogo likovnih aktivnosti utječe i na razvoj djetetove motorike, spretnosti, bogaćenju rječnika i izražavanju vlastitih emocija te sa sobom nosi brojne trajne dobrobiti za dijete koje će mu pomoći da izraste u samoostvarenu i kreativnu osobu.The goal of this final work was to see and point out the advantages that art activity, i.e. children's art creativity, encourage in children preschool age. Children are involved in art activities from a young age, which they enjoy and it comes them spontaneously. In order to achieve children's attention, encourage their learning and independence in art activity, it is necessary to introduce them to as many art techniques and various materials as possible. With art techniques and the materials used in these techniques, the child expresses itself in a unique way and presents himself how he really is. They provide endless possibilities for exploration and the freedom of creativity. It is necessary to know that the child's artistic abilities change in stages. As the child's psychological development changes, the stages of child's artistic development change as well. Thus, children up to about one year have no need for artistic expression, children from one to three years of age doodle and draw simple shapes using lines and other basic symbols, children of four or five years begin to name their drawings and imagine ideas that they will implement, children in late childhood are said to be in the phase of the "golden age of children's artistic creativity" and with further development children's drawing begins to reach the level of adults. It has been established that frequent artistic activity affects the child's overall development, the development of his positive emotions, independence and strengthening of cognitive processes where the child is encouraged to think, use imagination and memory. It also teaches children how to make associations and better concentration that facilitate any future learning. Many art activities also affect the development of child's motor skills, dexterity, vocabulary enrichment and the expression of their own emotions, and bring other numerous lasting benefits for the child that will help it grow into a self-realized and creative person