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Exercise with hypotonic children
No full textDjeca urednog razvoja razvijaju se pravilno. Oko drugog mjeseca života prestaju refleksne radnje i počinju se javljati voljni pokreti. Jedan od prvih pokreta djeteta je kada ono traži maminu dojku. Oko trećeg se mjeseca razvijaju facijalni mišići pa se javlja prvi tzv. socijalni smiješak. Oko šestog mjeseca se dijete okreće na bok, a do osmog bi se mjeseca trebalo moći samostalno posjesti. S navršenom godinom dana djeca urednog razvoja već ustaju i drže se za namještaj dok se kreću percipirajući prostor koji ih okružuje. Stajanje je zadnja stepenica do hodanja. Nakon što nauči hodati se počinje penjati te oponaša pokrete odraslih. Kasnije se razvija fina motorika prstiju i šaka pa djeca počinju crtati, rezati i sl. Što se pak djece koja su hipotona tiče, njihov razvoj kasni. Razlozi za ovaj poremećaj su razni, a dječak s kojim je autorica vježbala imao je cistu na mozgu i preveliku glavu u odnosu na sitno tijelo. Redovito je išao na vježbe kod fizioterapeutkinje, a vježbao je i kod kuće. Kod kuće je vježbao samo bobath, a kod fizioterapeutkinje i bobath i vojtu. S obzirom na veličinu njegove glave, udovi i kralježnica su se stalno naprezali te je dijete naučilo krive pokrete tijela. Na primjer, šake su mu previše dugo bile zatvorene, a pogotovo dok bi se oslanjao na ruke, nije imao obrambene mehanizme dočekivanja na ruke pri padovima, nepravilno bi čučnuo tako da je koljena skvrčio u iks umjesto da su noge ravne itd. Bio je nesiguran u društvu svojih vršnjaka jer nije bio motorički na istoj razini pa je njegov socijalni život trpio. Više se držao odraslih. Zahvaljujući vježbama se sve to popravilo.Children with regular development develop properly. Around the second month of life, reflex actions stop and voluntary movements begin to appear. One of the first movements of a child is when he is looking for his mother's breast. Around the third month, the facial muscles develop, so the first so-called social smile appear. Around the sixth month, the child will turn on its side, and by the eighth month it should be able to sit up independently. At the age of one year, well-developed children already stand up and hold on to the furniture while they move, perceiving the space that surrounds them. Standing is the last step to walking. After he learns to walk, he starts to climb and imitates the movements of adults. Later, the fine motor skills of fingers and hands develop, so children begin to draw, cut, etc. As for children who are hypotonic, their development is delayed. The reasons for this disorder are different, and the boy with whom the author practiced had a brain cyst and a head that was too big for his small body. He regularly went to exercises with a physiotherapist, and he also practiced at home. At home he practiced only bobath, and at the physiotherapist both bobath and vojta. Given the size of his head, his limbs and spine were constantly strained and the child learned wrong body movements. For example, his fists were closed for too long, and especially while leaning on his hands, he didn't have a defense mechanism to catch his hands when falling, he would squat improperly with his knees curled into an X instead of his legs being straight, etc. He was insecure in the company of his peers because his motor skills were not at the same level, so his social life suffered. He leaned more towards the adults. Thanks to the exercises, it all improved
Immediate Effect Of Aerobic Exercise On Preschool Children Mathematics Performance
No full textPostoje brojna istraživanja i dokazi o tome kako vježbanje i općenito tjelesne aktivnosti utječu na uspješnije učenje, koncentraciju te rješavanje zadataka kod odraslih osoba. Svrha ovog istraživanja bila je ispitati postoji li utjecaj neposrednog aerobnog vježbanja u realizaciji matematičkih zadataka kod djece predškolske dobi. U istraživanju su sudjelovala djeca u dobi od četiri do pet godina (N=43). Za ispitivanje utjecaja aerobnog vježbanja na realizaciju matematičkih zadataka korištene su skupine matematičkih zadataka te plan aerobnih vježbi. Prema rezultatima istraživanja ustanovljeno je da su u trećem (t=-1.92, df= 41, p=0.06 ) i četvrtom (t=-0.40, df=28, p=0.07) testiranju ispitanici eksperimentalne skupine ostvarili bolje rezultate u odnosu na kontrolnu skupinu.There are researches and evidence on how exercise and any physical activity in general affect more successful on learning, concentration and task solving in adults. The purpose of this study was to examine whether there is an impact of aerobic exercise immediate effect of aerobic exercise on preschool children mathematics performance. The subjects were children
aged four to five years (N=43). Mathematical group tasks and an aerobic exercise plan were used to examine the impact of aerobic exercise on preschool children mathematics performance. According to the results of the research, it was found that in the third (t = -1.92, df = 41, p = 0.06) and fourth (t = -0.40, df = 28, p = 0.07) tests, the subjects of the experimental group achieved better results compared to the control group
Preventing The Influence Of Excessive Advertising On Children And Youth
No full textOvaj rad bavi se u prvom redu zaštitom djece i mladih od pretjeranog oglašavanja. Djeca su od svoje najranije dobi izložena utjecaju medija. Najveći utjecaj vrši se putem oglašavanja na televiziji koja različitim tehnikama privlači dječju pažnju. Oglašavanje osim na djecu ima veliki utjecaj na roditelje, oni kupuju proizvode koje su djeca vidjela na reklami. Oglašavanje sa sobom nosi određene prednosti i nedostatke, vrši veliki utjecaj na djecu. U ovom diplomskom radu napravljen je mali dnevnik praćenja reklama u jutarnjem terminu kada djeca najčešće gledaju televiziju. Uz crtane filmove na televiziji se prikazuje najviše reklama za igračke, društvene igre i sl. Potrebno je izbjeći negativan utjecaj oglašavanja na djecu. Kako bi djeca bila zaštićena doneseni su zakoni i propisi. Veliku ulogu u zaštiti djece i mladih imaju roditelji i njihova medijska pismenost. Njihov je zadatak naučiti djecu o
oglašavanju i pravilnom korištenju medija. Cilj ovog rada je pokazati koji su najčešći marketinški izazovi za djecu i kako onemogućiti utjecaj negativnih aspekata oglašavanja na djecu.This paper deals primarily with the protection of the children and youth from excessive advertising. Children are from their early age exposed to the influence of media. The biggest amount of influence is being exerted through advertisements on the television which attract child’s attention through various techniques. Advertising apart from children has a big influence on the parents, they buy the products that the children see on the commercial. Advertising carries certain advantages and disadvantages, it has an immense impact on children. In this master’s thesis there has been made a small journal for tracking commercials in the morning when children most frequently watch television. Besides cartoons on the television the most shown are commercials for toys, board games, etc. It is necessary to avoid the negative influence of advertising on children. For children to be safe laws and regulations have been made. A big role in the protection of children and youth play parents and their media literacy. Their task is to teach the children about advertising and proper use of media.The objective of this paper is to show which are the most common marketing challenges for the children and how to preclude the influence of negative advertising aspects on children
Asthma in preschool children
No full textAstma danas predstavlja najčešću kroničnu bolest u djece koju obilježavaju sipnja, kašalj, zadusi i osjećaj stezanja u prsima. Astma je iznimno dobar primjer multifaktorski uzrokovane bolesti u kojoj zajednički djeluje više zasebnih činitelja koji mogu biti otponac za astmatski napad i kliničku manifestaciju bolesti.
Na razvoj ekstrinzične astme najčešće utječu različiti vanjski čimbenici, poput nutritivnih i inhalacijskih alergena, pušenja i duhanskog dima, hladnoće, zagađenog zraka koji, u osoba s genetskom predispozicijom, mogu izazvati bolest. Izloženost infekcijama može izazvati sipnju, no u tome slučaju se većinom govori o virusima induciranoj bronhoopstrukciji, a ne o astmi. U etiologiji alergijske (ekstrinzične) astme, važnu ulogu ima atopija u kojoj postoji i genetska predispozicija te dolazi do stvaranja velike količine protutijela koja se nazivaju imunoglobulini E (reagini).
Liječenje djeteta, koje za cilj ima smanjenje upale i kontrolu povećane reaktivnosti dišnih putova, omogućit će mu normalan život sa što manje astmatskih napada, uz održavanje normalne plućne funkcije.
Iznimno je važna edukacija roditelja, djeteta i odgojitelja u vrtiću kako bi se napad bolesti prevenirao, a kada napad astme počne, educirane osobe će znati pravovremeno i učinkovito reagirati, kako ne bi došlo do pogoršanja bolesti. Važno je osigurati emocionalnu stabilnost i smirenost tijekom početka napada astme, što će djetetu dati osjećaj sigurnosti.Asthma is the most common chronic disease in children characterized by wheezing, cough, shortness of breath and a feeling of tightness in the chest. Asthma is a good example of a multifactorial disease in which several separate factors which may be responsible for an asthma attack and the clinical manifestations of the disease act together. The development of extrinsic asthma is most often influenced by various external factors, such as nutritional and inhalation allergens, smoking and tobacco smoke, cold, polluted air, which can cause the disease in individuals with a genetic predisposition. Exposure to infections can cause wheezing, which may be manifestation of so called virus-induced broncho-obstruction, which is different entity than asthma. In the etiology of allergic (extrinsic) asthma, atopy has an important role appearing mostly in individuals with a genetic predisposition. Result of atopy is creation of a large amount of immunoglobulin E antibodies also called reagins. Treatment of the child aimed at reducing inflammation and controlling the increased reactivity of the airways aiming to live a normal life with as few asthmatic attacks as possible, while maintaining normal lung function and the quality of life. It is important to educate parents, children, and kindergarten teachers on how to prevent an attack of the disease, and when an asthma attack begins, educated people will know and react effectively on time so that the disease does not worsen. It is important to ensure emotional stability and calm down the child during the onset of an asthma attack, which will give the child a sense of security
The role and competencies of teachers in the implementation of art classes
No full textPredmet Likovna kultura provodi se u svrhu oblikovanja učenikovog identiteta, spoznavanja sebe i svijeta oko sebe, buđenja učenikovog kreativnog i kritičkog mišljenja. Prije svega, svrha nastave likovne kulture je učenika likovno opismeniti i najvažnije naučiti ga da gleda. Iza svakog uspješno provedenog nastavnog sata likovne kulture stoji kompetentan učitelj koji zna svoju ulogu. Učitelj nikada nije previše kompetentan, uvijek ima prostora za napredak i daljnje usavršavanje.
Rad se sastoji od teorijskog i istraživačkog djela. U teorijskom djelu upoznaju se karakteristike učitelja 21. stoljeća, likovna kultura u nastavnom kurikulumu, kompetencije učitelja te uloga učitelja u provedbi nastave likovne kulture. Istraživanje je provedeno temeljem anketnog upitnika u kojem se ispituje samoprocjena kompetencija i uloge učitelja u provedbi nastave likovne kulture.The subject of Art Education is carried out with the purpose of forming the pupil's identity, understanding yourself and the world around you, awakening of the pupil's creative and critical thinking. First and foremost, the purpose of Art Educationis to teach the pupils how to beartistically literate and how to see the world from many different perspectives. Behind every successful Art Educationclass, thereis a competent teacher who knows his role. A teacher can never be too competent, there is always room for improvement and further advancement.
This paper consists of two parts, the theoretical and the research part. In the theoretical part shows the characteristics of the 21. century teacher, Art Education in the curriculum, the competencies of the teacher and the teachers role in the implementation of Art Education classes. There search was conducted by a survey questionnaire which examined the self evaluation of competencies and the teacher's role in the implentation of Art Education classes
Montessori pedagogy in a preschool institution
No full textMontessori pedagogija je pedagoška koncepcija koja ima dugu tradiciju u cijelom svijetu. Njezina začetnica je Maria Montessori, prva žena liječnica u Italiji i istaknuta pedagoginja. Montessori pedagogija orijentirana je na dijete. Ova pedagogija uvažava potrebe, interese i sklonosti djeteta. Njezina temeljna pedagoška načela su: poštovanje djeteta, osposobljavanje osjetila i kretanje, kako mišići pamte, polarizacija pažnje, slobodan izbor, pomozi mi da to učinim sam i pripremljena okolina. Poseban element Montessori pedagogije je didaktički oblikovan materijal kojeg je osmislila sama Maria Montessori a čija je funkcija razvoj određenog dječjeg područja i dječje samostalnosti. Posebnu ulogu u Montessori pedagogiji ima i prostor koji je oblikovan da potiče dječje istraživanje. Uloge Montessori odgojitelja su mnogobrojne. Trebao bi poznavati kronološku strukturu skupine, psihofizičke osobine svakog djeteta, pribor za rad, ciljeve i zadaće aktivnosti, tijek aktivnosti i kontrolu pogreške.
Cilj ovog rada je objasniti i pobliže opisati Montessori pedagogiju koja uvažava dječju osobnost te potiče cjelovit dječji razvoj.Montessory pedagogy is a pedagogical concept that has long tradition throughout the world. It's originator is Maria Montessori, the first female doctor in Italy and a prominent educator. Montessori pedagogy is child – oriented. This pedagogy respects the needs, interests and preferences od each child.
Her basic pedagogical principles are: respect for the chilldren, training of senses and movement, muscle memory, polarization of attention, free choice, „help me do it myself“ and a prepared environment. A special part of Montessori pedagogy is the didactically designed material created by Maria Montessori herself, whose function is the development of a specific area and children's exploration. The roles of Montessori educator should know the chronological structure of the group, the psychophysical psychophysical characteristics of each child, the work equipment, the goals and tasks of the activity, the flow of the activity and how to control errors. The aim of this paper is to explain and describe in more detail the Montessori pedagogy, which respects the child's personality and encourages the child's overall development
Attitudes Of Students Pursuing A Degree In Early Childhood And Preschool Education And Qualified Educators Towards The Inclusion Of Children With Special Needs In Early Childhood And Preschool Education Programs And Institutions
No full textU inkluziji se kao dinamičnom društvenom procesu od ranog djetinjstva stavlja naglasak na zajedništvo, vrijednosti i postupanja, ali i na praksu kojom se, neovisno o sposobnostima, podržava pravo djeteta i njegove obitelji na uključenost i participaciju. U tom procesu inkluzije važno je da se osiguraju uvjeti koji su prikladni za djetetov rast i razvoj njegovih sposobnosti te u kojem se zadovoljavaju sve djetetove potrebe i interesi u najvećoj mjeri. Važnu ulogu u kontekstu odgojno-obrazovne i društvene inkluzije imaju stavovi, pristupi i način rada u odnosu na djecu s teškoćama koji se primjenjuju u ustanovama ranog i predškolskog odgoja i obrazovanja. Prema tome, osim promicanja inkluzivnih vrijednosti i kreiranja kulture, profesionalna potpora koju pružaju odgojitelji su ključni aspekt za ostvarenje i postizanje inkluzije u odgoju i obrazovanju. Cilj ovog istraživanja bio je ispitati mišljenja studenata Ranog i predškolskog odgoja i obrazovanja i zaposlenih odgojitelja o uključivanju djece s teškoćama u programe/ustanove ranog i predškolskog odgoja. Nekoliko je pretpostavka postavljeno sukladno cilju ovog istraživanja, a koja su povezana s aktualnim interesima akademske i praktične javnosti. Pretpostavke su da ispitanici smatraju kako tijekom školovanja nisu stekli znanje potrebno za rad s djecom s teškoćama u razvoju, da smatraju da svu djecu, bez obzira na teškoću, treba uključiti u ustanove ranog i predškolskog odgoja, da uključivanje djece s teškoćama u redovne programe ranog i predškolskog
odgoja negativno utječe na ostalu djecu tipičnog razvoja koja su u skupini, da odgojitelj mora uložiti dodatan trud i napor za rad s djetetom s teškoćama u razvoju i na kraju da ispitanici smatraju kako je nužno imati stručne suradnike koji se brinu za dobrobit djece s teškoćama u razvoju.
Istraživanjem smo došli do korisnih rezultata koji itekako mogu utjecati na poboljšanje svijesti o inkluziji, ali i na samu inkluzijuWhen dealing with early childhood inclusion, emphasis is placed on community, values and actions as well as practices supporting the right of a child and their family to inclusion and participation, regardles of the child’s abilities. In the process of inclusion, it is important to ensure conditions that are appropriate for the child's growth and development of their abilities as well as to meet their needs and interests as much as possible. The idea is to change the attitudes, approach and way of working with children with developmental disabilities. Institutions for early and preschool education play an important role in the inclusion of children with disabilities. Educators are the first ones to work wth children with disabilities in the beginning of their education, which is why they play a crucial role in the inclusion system. They need to help these children master basic skills and overcome certain difficulties they face on a daily basis. Just like all other children, children with disabilities should be included in standard preschool programs.
The aim of this research was to review the attitudes of students pursuing a degree in Early Childhood and Preschool Education and qualified educators towards the inclusion of children with special needs in early childhood and preschool education programs/institutions. Several assumptions were made in line with the goal of the research, as follows: respondents believe that they did not acquire in their university courses the knowledge necessary to work with children with
disabilities; they consider that all children should be included in early and preschool education regardless of their disabilities; they think that the inclusion of children with disabilities in standard early childhood programs and preschool education negatively affects other children of typical development within the group in question; they believe the educators need to apply themselves especially and make an extra effort to work with a child with disabilities; respondents think it is
necessary to have professional associates who care for the welfare of children with disabilities. The research has led to useful results that can have a significant impact on improving awareness about inclusion, and, by extension, on inclusion itself
Environmental impact on the selection of dance activities of preschool children
No full textCilj ovog završnog rada bio je saznati kako okolina može utjecati na odabir plesnih aktivnosti djece predškolske dobi. Kako bi se moglo utjecati na dijete na bilo koji način, važno je znati kako se dijete razvija. Koje faze razvoja postoje i za što je dijete sve spremno i u stanju fizički napraviti u kojem razdoblju. Odgojitelj mora posjedovati one kompetencije kojima može pravilno i pozitivno utjecati na sve aspekte razvoja djeteta. Osim kompetencija odgojitelja, dijete se mora nalaziti u motivirajućoj okolini, s puno poticaja za vlastiti razvoj. Roditelji mogu pozitivno utjecati ako pružaju puno podrške i ljubavi djetetu, ali i negativno ako zanemare djetetove želje i interese i na prvo mjesto stave svoje želje i prevelika očekivanja. Predškolska djeca provode puno vremena sa svojim vršnjacima koji također imaju utjecaj hoće li se to dijete baviti plesnom aktivnosti ili ne. Mišljenje prijatelja iznimno je važno djetetu ovog razdoblja. Živimo u 21. stoljeću gdje mediji imaju jako veliki utjecaj na ljude i počinju imati sve veći utjecaj na predškolsku djecu. Koji god ples dijete upisalo, pozitivno će utjecati na sve aspekte razvoja, od motoričkih pa sve do socijalnih kompetencija.The aim of this final paper was to find out how the environment can influence a preschool child and his choice of an activity, in this case dance activities. In order to be able to influence the child in any way, it is important to know how the child develops. What stages of development exist and what is the child physically ready and able to do in which period. The educator must possess those competencies with which he can properly and positively influence all aspects of the child's development. In addition to the competence of the educator, the child must be in a motivating environment, with plenty of incentives for his own development. Parents can have a positive influence if they provide a lot of support and love to the child, but also a negative influence if they ignore the child's wishes and interests and put their own wishes and excessive expectations first. Preschool children spend a lot of time with their peers, which also has an influence on whether that child will engage in dance activities or not. The opinion of friends is extremely important to a child in this period. We live in the 21st century where the media has a very large influence on people and is beginning to have an increasing influence on preschool children. Whichever dance a child enrols in will have a positive impact on all aspects of development, from motor to social competence
"Train In The Snow" - In A Novel And In A Movie
No full textSvrha ovog diplomskog rada jest usporediti roman Mate Lovraka Vlak u snijegu te istoimeni film redatelja Mate Relje iz 1976. godine. Roman Vlak u snijegu jedan je od najpoznatijih romana Mate Lovraka, a još je veću popularnost stekao kad je 1976. filmski adaptiran, za što je zaslužan redatelj Mate Relja. Film je iste godine na Filmskom festivalu u Puli osvojio nagradu publike „Jelen“ te je time odnio i titulu prvog filma za djecu kojemu je ta nagrada pripala. U romanu prevladava crno-bijela postava likova koja se jasno vidi i na filmu. Ljuban, dječak iz siromašne obitelji, okarakteriziran je kao junak, pošten, radišan, iskren i spreman pomoći svima. S druge strane tu je Pero, dječak iz bogataške obitelji, čiji je karakter čista suprotnost Ljubanovu. Roman ipak ne prati samo dvojicu dječaka, tu je, među glavnim likovima i Draga. Osim ovo troje đaka, roman prati cijeli njihov razred koji se, na prijedlog učitelja, pretvara u Zadrugu. Ista postava likova je i u filmu. Glavne ideje romana također su pronašle svoje mjesto i u filmu, a Vlak u snijegu postao je neizostavan dio školske lektire.The purpose of this thesis is to compare Mate Lovrak's novel Train in the Snow and the 1976 film of the same name by director Mate Relja. The novel Train in the Snow is one of Mate Lovrak's most famous novels and it gained even more popularity when it was adapted into a film in 1976, thanks to director Mate Relja. In the same year, the film won the „Jelen“ audience award at the Pula Film Festival, thus taking the title of the first children's film to which the award went. The novel is dominated by a black and white cast of characters that is clearly seen in the film. Ljuban, a boy from a poor family, is characterized as a hero, honest, hardworking and ready to help everyone. On the other hand, there is Pero, a boy from a rich family, whose character is the complete opposite of Ljuban's. The novel, however, does not follow only two boys, there is, among the main characters, Draga. In addition to these three students, the novel follows theis entire class, which, at the suggestion of the teacher, turns into a Cooperative. The same set of characters i sin the film. The main ideas of the novel also found their place in the film, and Train in the Snow become an indispensable part of school reading
Exercise contents in forest kindergartens
No full textCilj rada je upoznati širu populaciju s konceptom šumskih vrtića, dobrobiti prirode i važnosti tjelesne aktivnosti za djecu predškolske dobi te osviješćivanju dobrobiti aktivnosti na otvorenome za djecu u razvoju. Sve veća neaktivnost djece ima za posljedicu mnoge zdravstvene poteškoće, a između ostalog i usporeni motorički razvoj. Boravak u prirodi ima pozitivan utjecaj na djecu, što je prepoznato u skandinavskim državama te se takvo vjerovanje širi diljem svijeta. Dokaz tome je broj šumskih vrtića koji je svake godine u porastu. Važnost slobode u igri i odabiru aktivnosti u prirodi koju djeca imaju u šumskim vrtićima, za naše podneblje je još uvijek nedovoljno poznato. Uz istraživanja i proučavanje koncepta šumskih vrtića, u ovome radu nalazi se prijedlog plana i programa rada imaginarnog šumskog vrtića u Hrvatskoj od strane autorice temeljen na teorijskim osnovama, dosadašnjim znanjima i načinu provođenja rada s djecom rane i predškolske dobi.The goal of this paper is to familiarize the wider population with the concept of forest kindergartens, the benefits of nature and the importance of physical activity for preschool children, and to raise awareness of the benefits of outdoor activities for children in development. The increasing inactivity of children results in many health problems, including slowed motor development. Being in nature has a positive influence on children, which is mostly recognized in the scandinavian countries, and such a belief is spreading all over the world. Proof of this is the number of forest kindergartens, which is increasing every year. The importance of freedom in play and choosing activities in nature that children have in forest kindergartens is still insufficiently known for our climate. In addition to the research and study of the concept of forest kindergartens, this work contains a proposal of the plan and program of work of an imaginary forest kindergarten in Croatia by the author, based on theoretical foundations, previous knowledge and the way of working with children of early and preschool age