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Influence of dance activity on the short-term memory of primary education students
No full textPles je neizostavni dio života čovjeka, a ples i glazba sa školskim kurikulumom u velikoj su mjeri integrirani u primarno obrazovanje. Tjelesni pokret može pomoći pri pažnji, brzini i koncentraciji, a plesni pokret može ojačati i matematiku i logiku učenika kroz metričke, ritamske i plesne obrasce. Ples može razvijati tjelesnu svijest, osobni identitet i samokontrolu, a djeca kroz njega mogu izraziti svoje osjećaje i generalnu ekspresiju. Njegov utjecaj na kognitivni razvoj djece je značajan pa bi trebao biti dio glazbene naobrazbe učenika osnovnih škola kao važan dio mozaika stjecanja glazbene kulture, samokontrole, razvoja motorike, muzikalnosti i tolerancije prema različitostima bilo koje vrste. Cilj ovog istraživanja bio ispitati kratkoročno pamćenje učenika prije i nakon kontinuirane plesne aktivnosti. Istraživanje je provedeno u ljetnom semestru akademske godine 2021./2022., a sudjelovalo je ukupno 40 učenika 3. i 4. razreda OŠ Augusta Cesarca u Krapini. Na početku i na kraju istraživanja, testiralo se kratkoročno pamćenje učenika igrom Memory. U međuvremenu, učenici su sudjelovali u dvanaest plesnih radionica u vremenskom periodu od dva i pol mjeseca. Na kraju istraživanja ponovno je provedeno testiranje kratkoročnog pamćenja, na isti način kao i na početku istraživanja. Rezultati testiranja pokazali su da je kratkoročno pamćenje učenika, na kraju istraživanja, uistinu bolje, nego na početku.Dance is an indispensable part of a person's life, and dance and music with the school curriculum are largely integrated into primary education. Physical movement can help with attention, speed and concentration, and dance movement can strengthen students' math and logic through metrical, rhythmic and dance patterns. Dance can develop body awareness, personal identity and self-control, and children can express their feelings and general expression through it. Its influence on the cognitive development of children is significant, so it should be part of the musical education of primary school students as an important part of the mosaic of acquiring musical culture, self-control, motor development, musicality and tolerance towards differences of any kind. The aim of this research was to examine the short-term memory of students before and after a continuous dance activity. The research was conducted in the summer semester of the academic year 2021/2022, and a total of 40 students of the 3rd and 4th grade of the Augusta Cesarca Primary School in Krapina participated. At the beginning and at the end of the research, students' short-term memory was tested with the Memory game. In the meantime, the students participated in twelve dance workshops over a period of two and a half months. At the end of the research, short-term memory testing was conducted again, in the same way as at the beginning of the research. The test results showed that the students' short-term memory, at the end of the research, was truly better than at the beginning
Some determinants of early child educator's self-efficacy for the prevention of risky behavior in pre-school institutions
No full textPrema nekim istraživanjima 3-10% djece u vrtićima pokazuje trajno odstupanje u ponašanju koja prelaze okvire razvojne faze ili manifestiraju ozbiljne oblike emocionalnih i ponašajnih problema što može imati utjecaj na budući psihosocijalni razvoj djeteta. Stoga je važno raditi na prevenciji emocionalnih i ponašajnih problema, a u tome značajnu ulogu ima i odgojitelj.
Istraživanja također pokazuju da uvjerenje o vlastitoj učinkovitosti u radu (samoefikasnost) ima brojne pozitivne ishode poput radne učinkovitosti. Stoga je cilj ovog rada bio ispitati procjenu samoefikasnosti odgojitelja za rad s djecom rizičnih ponašanja kao i neke od odrednica odgojiteljeve samoefikasnosti za rad s djecom rizičnog ponašanja poput znanja o rizičnom ponašanju djece, iskustva, uloge roditelja, kvalitete suradnje s kolegama i suradnje sa stručnim timom. Istraživanje je provedeno online upitnikom na području Republike Hrvatske na uzorku od 184 odgojitelja tijekom srpnja i kolovoza 2022. godine. U upitniku su primijenjene skale samoprocjene. Rezultati istraživanja pokazali su da odgojitelji visoko procjenjuju specifičnu samoefikasnost za rad s djecom rizičnih ponašanja, pri čemu višu samoefikasnost procjenjuju odgojitelji koji imaju dulji staž. Rezultati hijerarhijske regresijske analize pokazali su da samoefikasnosti za rad s djecom rizičnih ponašanja pozitivno pridonose znanje o rizičnim ponašanjima, duljina staža, percepcija uloge roditelja i kvaliteta suradnje s odgojiteljem u skupini, a povrh toga i kvaliteta suradnje sa stručnim timom.According to some research 3-10% of children in pre-school education show premanent deviations in behavior that go beyond the limits of the developmental phase or manifest serious forms of emotional and behavioral problems which can have an impact on the child’s future psychosocial development. Therefore, it is important to work on the prevention of emotional and behavioral problems, in which the educator has a significant role. Research also shows that the belief about one’s own effectiveness at work (self-efficacy) has numerous positive outcomes such as work efficiency. Thus the aim of this research was to examine the self-efficacy of educators who work with children who are showing risky behavior, as well as some determinants of the educator’s self-efficacy for working with children with risky behavior, such as knowledge about children’s risky behavior, experience, the role of parents, the quality of cooperation with colleagues and the professional team. The research was conducted using an online questionnaire in Croatia on a sample of 184 educators during July and August of 2022. Self-assessment scales were used. The results of the research showed that educators highly estimate the specific self-efficacy for working with children with risky behaviors, whereby higher self-efficacy is estimated by educators who have a longer experience. The results of the hierarchical regression analysis showed that knowledge about risky behaviors, work experience, perception of the role of parents and the quality of cooperation with other educators in the group were positive predictors of self-efficacy for working with children who show risky behaviors. Also, the quality of cooperation with the professional team additionally positively predicted the self-efficacy of educators for working with children with risky behavior
Public attitude towards the profession of preschool education teacher
No full textBiti odgojitelj nije samo posao. To je profesija koja zahtjeva sustavno i kontinuirano educiranje i usavršavanje u radu. Nakon roditelja, odgojitelji su prvi koji djetetu pružaju utjehu, zabavu i odgoj, pri čemu ih educiraju i u velikoj mjeri doprinose njihovom ranom obrazovanju. Odgojitelji nisu tete ili stričeki kako ih se od milja zove, oni su profesionalci višeg ili visokog stupnja obrazovanja koji su jednako kao liječnici, ekonomisti, inženjeri, pravnici, arhitekti i ostali stručnjaci studirali, položili državni stručni ispit i samim time se kvalificirali za rad s djecom. Odnos javnosti prema profesiji odgojitelja u korelaciji s razinom poštovanja same profesije upitna je. Kroz teorijski dio rada prikazano je istraživanje literature iz područja odnosa s javnošću i odgojiteljske profesije. Objašnjeni su osnovni pojmovi potrebni za razumijevanje istraživanja kao što su odnosi, javnost i profesija te je napravljen pregled povijesnog razvoja sustava obrazovanja odgojitelja. U svrhu pisanja rada, provedeno je istraživanje s ciljem ispitivanja mišljenja javnosti o poštivanju odgojiteljske profesije te postoje li predrasude vezane uz oslovljavanje odgojitelja. Istraživanje je provedeno na dvije skupine ispitanika, prvu skupinu čine oni koji su budući i sadašnji radnici odgojno – obrazovnog sustava, a drugu skupinu čine oni koji to nisu. Ispitivanje je provedeno anonimnim online upitnikom.Being a preschool education teacher is not just about work. It is a profession that requires systematic and continuous education and improvement in work. After parents, educators are the first to provide comfort, fun and upbringing to the child, educating them and contributing greatly to their early education. Educators are not aunts or uncles as they are affectionately called, they are professionals of higher level of education who, as much as doctors, economists, engineers, lawyers, architects, and other experts studied, passed the state professional exam, and therefore qualified to work with children. The public's attitude towards the profession of educator correlates with the level of respect for the profession itself is questionable. Through the theoretical part of the paper, the research of literature in the field of public relations and the educational profession is presented. The basic concepts needed to understand research such as relationships, the public and the profession are explained and an overview of the historical development of the educator education system has been made. For the purpose of writing the paper, a study was carried out with the aim of examining public opinions about respect for the educational profession and whether there are prejudices related to the salutation of educators. The survey was conducted on two groups of respondents, the first group consists of those who are future and current workers of the educational system, and the second group consists of those who are not. The examination was conducted with an anonymous online questionnaire
Musical motivation in the first grade of primary school
No full textGlazba kao umjetnost razvijala se uporedno s razvojem čovjeka. Još u davnoj povijesti, glazba je imala izuzetno značenje za čovjeka. Glazbeni izražajni elementi: ton, mjera ili takt, ritam, melodija, harmonija, tempo, dinamika, agogika i oblik skladbe sustav su znakova, odnosno jezik ostvaren ovim elementima. Nebrojene dobrobiti glazbe se kontinuirano znanstveno dokazuju, a utjecaj na razvoj psihičkih i fizičkih sposobnosti samo su neki. Motivacija, kao pokretač ljudskih ponašanja, povezana je s bilo kojim oblikom rada i zalaganja. Ona je osnovno polazište za daljnji rad. Glazbena motivacija i glazbene aktivnosti u okviru neglazbenih predmeta ukazuju na interdisciplinarnost glazbe kao umjetnosti te su, poput muzikoterapije, plodonosne za razvoj i školski uspijeh učenika osnovne, ali i srednje škole. Kurikuli za nastavne predmete: Hrvatski jezik, Matematika, Priroda i društvo, Tjelesna i zdravstvena kultura, Likovna kultura i Glazbena kultura te međupredmetne teme, razmatrani su u radu za razumijevanje strukture i metoda nastavnih predmeta.
Cilj ovog rada je ukazati na mogućnost uvođenja glazbene motivacije u nastavu svih nastavnih predmeta u primarnom obrazovanju te objasniti način njezine implementacije i djelovanja. Za potrebe ovoga rada posebno su uglazbljeni tekstovi za usvajanje ili ponavljanje ciljanih nastavnih jedinica odabranih za svaki nastavni predmet u primarnom obrazovanju. Time se donose pojedinačni primjeri moguće glazbene motivacije u prvom razredu osnovne škole za nastavne predmete: Hrvatski jezik, Matematika, Priroda i društvo, Tjelesna i zdravstvena kultura, Likovna kultura te Glazbena kultura.Music as an art has developed along with the development of man. Even in ancient history, music had an exceptional meaning for humans. The musical expressive elements: tone, measure or tact, rhythm, melody, harmony, tempo, dynamics, agogics and the form of the composition are a system of signs, that is, a language created by these elements. The benefits of music are numerous, and the impact on the development of mental and physical abilities are just a few. Motivation, as an initiator of human behaviour, is related to any form of work and commitment. It is the basic starting point for further work. Musical motivation and musical activities in the form of non-musical subjects indicate the interdisciplinary nature of music as an art and, like music therapy, are fruitful for the development and academic success of elementary and high school students. Curriculum for subjects: Croatian language, Mathematics, Science and social studies, Physical education, Art and Music, as well as cross-curricular topics, are described in this paper for a better understanding of structure and methods of these subjects.
The aim of this paper is to indicate the possibility of introducing musical motivation and to explain the way of its implementation and action. For the purposes of this paper, the texts for the acquisition or repetition of targeted teaching units selected for each subject in primary education were specially set to music. This provides individual examples of possible musical motivation in the first grade of elementary school for the following subjects: Croatian language, Mathematics, Science and social studies, Physical education, Art and Music
State of nutrition and eating habits of preschool children
No full textPraćenje stanja uhranjenosti djece i njihovih prehrambenih navika veoma je važno kako za pravilan rast i razvoj djeteta tako i za procjenu i sprječavanje rizika za zdravlje u kasnijoj životnoj dobi. Stanje uhranjenosti i prehrambene navike usko su povezane tijekom cijelog života no ta je povezanost najizraženija u periodu rasta i razvoja djeteta i zato je jako važno znati što, koliko,zašto, kako i na koji način valja provoditi prehranu djeteta u toj dobi.
Cilj ovog istraživanja bio je procijeniti stanje uhranjenosti djece predškolske dobi od 2 do 7 godina , utvrditi postoji li razlika po dobi i spolu u stupnju uhranjenosti te analizirati prehrambene navike djece prema Prehrambenim standardima te iste analizirati po dobi. Za potrebe ovog istraživanja proveden je anketni upitnik putem Google Obrasca koji je obuhvatio 89-oro roditelja djece u dobi od 2 do 7 godina, od čega je bilo 56,18 % dječaka 43,82 % djevojčica.
Rezultati su pokazali da 66% djece ima normalnu uhranjenost, 12% pretilih. 6% prekomjerne tjelesne težine i 16% pothranjenih. Analizom rezultata po dobi najveći postotak normalno uhranjene djece je u dobi od 4 i 5 godina, ali isto tako i najveći postotak pretilosti, dok najveći postotak pothranjenosti je u mlađoj dobnoj skupini od 2 i 3 godine. Analizom rezultata po spolu pokazao se veći postotak pretilosti kod dječaka, a djevojčice su u postotku više pothranjene. U ovome radu analiziran je unos glavnih skupina namirnica , njihova učestalost i zastupljenost po dobi te uočile njegove nepravilnosti i nedostatnosti. Analizom prehrambenih navika saznajemo da veliki postotak djece (52%) svakodnevno konzumira slatkiše i grickalice kao i 55% roditelja koji imaju istu naviku konzumiranja grickalica ispred televizora.
Prehrambene navike se uče i usvajaju, a roditelji su prvi i najvažniji učitelji svoga djeteta.Monitoring the state of nutrition of children and their eating habits is very important both for the proper growth and development of the child and for the assessment and prevention of health risks in later life. The state of nutrition and eating habits are closely related throughout life, but this connection is most pronounced in the period of growth and development of the child, and that is why it is very important to know what, how much, why, how and in what way the diet of the child should be carried out at that age.
The aim of this study was to assess the state of nutrition of preschool children from 2 to 7 years of age, to determine whether there is a difference in age and sex in the degree of nutrition, and to analyze the eating habits of children according to nutritional standards and analyze them by age. For the purposes of this survey, a survey questionnaire was conducted through the Google Form, which included 89 parents of children aged 2 to 7 years, of which 56.18 % of boys were 43.82 % of girls.
The results showed that 66% of children have normal nutrition, 12% obese, 6% overweight and 16% malnourished. By analyzing the results by age, the highest percentage of normally nourished children is between the ages of 4 and 5, but also the highest percentage of obesity, while the highest percentage of malnutrition is in the younger age group of 2 and 3 years. Analysis of the results by gender showed a higher percentage of obesity in boys, and girls were more malnourished. This paper analyzes the intake of the main groups of foods , their frequency and representation by age and noted its irregularities and inadequacies. By analyzing eating habits, we learn that a large percentage of children (52%) consume sweets and snacks every day as do 55% of parents who have the same habit of consuming snacks in front of the TV.
Eating habits are taught and adopted, and parents are the first and most important teachers of their child
The Process of Standardizing the Croatina Language up until the 20th century
No full textU ovome diplomskome radu bit će prikazan povijesni pregled normiranja hrvatskoga jezika do 20. stoljeća. Na poĉetku rada bit će objašnjena prostorna obilježja hrvatskoga jezika, odnosno triju njegovih narječja: štokavskoga, kajkavskoga i čakavskoga, kako bi se bolje razumijela povijesna kretanja vezana uz proces normiranja i odabir štokavske osnovice hrvatskoga standardnoga jezika. Kultura na prostorima današnje Republike Hrvatske leţi na temeljima triju pisama: glagoljice, ćirilice i latinice. U radu se stoga opisuju pisani tragovi koji su pronađeni i svjedoče o tim trima pismima koja su obogatila povijest hrvatskoga jezika i kulturu hrvatskoga naroda u cjelini. U drugome dijelu ovoga rada bit će prikazana periodizacija hrvatskoga jezika prema Brozoviću (1978.) koja prati njegov razvoj u šest razdoblja. Zatim slijedi prikaz hrvatske leksikografije, gramatike i rječnika 16., 17. i 18. stoljeća. Rječnicima i gramatikama normiran je hrvatski jezik toga vremena, što utjecalo na daljnje aktivnosti vezane uz normiranje hrvatskoga jezika do njegova završetka na početku 20. stoljeća. U radu se objašnjava i hrvatski narodni preporod zajedno s prvim novinama pisanima na hrvatskome jeziku, jeziĉnim pitanjima u ilirskim provincijama, grafijskim pitanjima u Dalmaciji u 19. stoljeću, ali i pitanjem štokavštine u Slavoniji te kajkavskoga uoči hrvatskoga narodnoga preporoda. Uz hrvatski se narodni preporod veže i ilirski pokret koji zajedno s filološkim školama ostavlja traga u hrvatskome jeziku i bez kojih današnji hrvatski standardni jezik ne bi postojao u ovom obliku.This thesis will present a historical overview of the standardization of the Croatian language up to the 20th century. At first, spatial characteristics of the Croatian language will be explained, namely all three of its dialects: Štokavian, Kajkavian and Chakavian, in order to better understand the historical developments related to the standardization process and the selection of the Štokavian basis of the Croatian standard language. Culture in today's Republic of Croatia rests on the foundations of three scripts: Glagolitic, Cyrillic and Latin. Thesis describes the written traces that were found and testify to these three letters that enriched the history of the Croatian language and the culture of the Croatian people as a whole. In the second part of this paper, the periodization of the Croatian language according to Brozović (1978) will be presented, which follows its development in six periods. This is followed by a presentation of Croatian lexicography, grammar and dictionaries of the 16th, 17th and 18th centuries. Dictionaries and grammars standardized the Croatian language of that time, which influenced further activities related to the standardization of the Croatian language until its completion at the beginning of the 20th century. The paper also explains the Croatian national revival together with the first newspapers written in the Croatian language, language issues in the Illyrian provinces, graphic issues in Dalmatia in the 19th century, but also the issue of Štokavian in Slavonia and Kajkavian on the eve of the Croatian national revival. The Illyrian movement, which together with the philological schools left its mark on the Croatian language and without which today's standard Croatian language would not exist in this form, is also connected with the Croatian national revival
Therapeutic Stories for Children by Susan Perrow
No full textCilj ovog završnog rada je prikazati važnost terapeutskih priča u djetetovom životu te istražiti koje sve blagodati one pružaju i nude. Priče imaju nevjerojatnu moć u iscjeljenju i ozdravljenju djetetovog izazovnog i problematičnog ponašanja te vraćanju izgubljenog sklada i ravnoteže u djetetov život.
U uvodnom dijelu rada naglasak je stavljen na definiranje priče i njezinu podjelu te na promišljanje o tome koje mjesto priča zauzima u cjelokupnoj dječjoj književnosti. U nastavku će biti opisan proces pripovijedanja i interpretacije priče. U poglavlju Kako odabrati pravu priču navest će se važnost kvalitetnog i prikladnog odabira priče koja će pratiti djetetov interes, potrebe i dob djeteta. Nadalje, govorit će se o kompetencijama pripovjedača te kako kvalitetno i uspješno savladati umijeće pripovijedanja. Zatim će se istraživati položaj priče u dječjem vrtiću te značaj atmosfere i ozračja kao bitnog sudionika u pričanju priča. Prostor i kutak za pričanje priča, vizualno uređenje, upotreba instrumenata, mirisa i okusa te, na kraju, korištenje rekvizita i stvaranje pripovjedačkih rituala, neizostavni su pomagači u pripovijedanju priča.
Središnji dio rada započinje definiranjem biblioterapije kao terapijskog procesa liječenja knjigom koji pomaže pojedincu razumjeti i osvijestiti vlastite emocije i problem. Biblioterapija poboljšava zdravlje i kvalitetu života. Zatim slijedi definiranje i struktura terapeutskih priča za djecu. Upotrebom misterioznih metafora i stvaranjem napetih putovanja koje dovode sretnom raspletu i pozitivnim rješenjima, autori terapeutskih priča odvode djecu u imaginativnu stvarnost i predlažu djeci pozitivne, afirmativne načine rješavanja određenog problema. Jedna od takvih autora je i autorica Susan Perrow. U narednim poglavljima iznosi se njezina biografija i bogat doprinos svijetu pripovijedanja i stvaranja terapeutskih priča za djecu i mlade. Njezine dvije zbirke, Bajke i priče za laku noć i Iscjeljujuće priče II, nude bogat izbor terapeutskih priča za specifične dječje izazove u ponašanju.
U završnom će se dijelu rada provesti pregled i kratka analiza četiri terapeutske priče autorice Susan Perrow namijenjene određenim izazovnim i problematičnim ponašanjima djece te će, na kraju, biti predložen primjer metodičke interpretacije jedne terapeutske priče.The aim of this final paper is to show the importance of therapeutic stories play in a child's life and to explore all the benefits that they bring. Stories have incredible power in healing a child’s challenging and problematic behaviors and restoring lost harmony and balance in a child’s life.
In the introduction, the emphasis is placed on defining the story and its structure, as well as the place the story occupies in the entire children's literature. The whole process of storytelling and interpretation will be described below. The chapter How to choose the right story will state the importance of selecting a high-quality and appropriate story that will follow the child's interest, needs and age. Furthermore, this paper will comment on the narrator's competencies and how one can successfully master the art of storytelling. The following explains the position stories have in kindergarten and the importance of the atmosphere as a crucial participant in storytelling. The space and corner for telling stories, visual arrangement, use of instruments, smells and tastes, and, finally, the use of props and the creation of storytelling rituals, are indispensable helpers in storytelling.
The body of the paper begins by defining bibliotherapy as a therapeutic book healing process that helps an individual understand and become aware of their own emotions and problem. Bibliotherapy improves health and quality of life. This is followed by the definition and structure of therapeutic stories for children. By using mysterious metaphors and creating tense journeys that lead to happy endings and positive solutions, the authors of therapeutic stories take children into imaginative reality and propose positive and affirmative ways of solving a particular problem. One such author is author Susan Perrow. The following chapters will describe her biography and her rich contribution to the world of storytelling and the creation of therapeutic stories for children and young people. Her two collections, Bedtime Fairytales and Stories and Goodnight Stories and Therapeutic Storytelling: 101 Healing Stories for Children, offer a rich selection of therapeutic stories for specific children’s behavioural challenges.
The final part will review and briefly analyze four therapeutic stories by Susan Perrow intended for certain challenging and problematic behaviors of children. Lastly, an example of methodical interpretation of a therapeutic story will be proposed
Socio-emotional development in a preschool environment, Implementation of mindfulness activities with children
No full textOsjećaji su dio ljudske prirode, socijalne i emotivne inteligencije. Kod zdrave osobe razvijen je izrazito širok spektar emocija, a samo osnovu čine opće poznate kao što su sreća, tuga, ljutnja, gađenje, znatiželja i strah. Ipak, obzirom da živimo u vrijeme kada se važnost mentalnog zdravlja prepoznaje o njemu se može i želi javno i slobodno govoriti i pisati te o istome poučavati. Izloženi velikim mentalnim izazovima, ljudi se sve više susreću sa anksioznošću i depresijom. Ovaj rad fokusirati će se na jednu od mogućih tehnika koje mogu svim uzrastima pridonijeti mentalnoj dobrobiti u svakodnevnici, a naročito u emotivnom i socijalnom aspektu. Prema Kabat Zinn-u (1994) mindfulness ili svjesna usredotočenost, najčešće se definira kao stupanj svjesnosti koji se postiže svrhovitim obraćanjem pažnje na sadašnji trenutak, bez prosuđivanja istog. Za potrebe ovog rada u vrtićkom okruženju, sa djecom predškolskog uzrasta, provedeno je nekoliko mindfulness aktivnosti. Biti će opisana provedba nekoliko vježbi mindfulnessa koje su usmjerene na pažnju i koncentraciju u sadašnjem trenutku. Vježbe su uključivale vođeno disanje, fokusiranje na specifična osjetila (sluh), igre zamišljanja, vježbe pokazivanja i prepoznavanja emocija, vježbe koje uključuju fokus na disanje i vježbe koje su usredotočene na koordinaciju tijela s umom. Donijet je zaključak da su iste doprinijele emocionalnoj smirenosti i pospješile koncentraciju na sadašnji trenutak. Također zaključak je da djeca mogu sudjelovati u mindfulness aktivnostima te da spomenute aktivnosti trenutno djeluju u skladu sa svojim ciljevima, a to su: smirenost, svjesna i aktivna usredotočenost na trenutak, te osvještavanje veze između fizičkog i mentalnog stanja.A healthy person has developed an extremely wide range of emotions, and we all can recognize such ones as happiness, sadness, anger, disgust, curiosity and fear. However, we live in a time when the importance of mental health is recognized, it is possible and desirable to speak and write about it publicly and freely, and to teach about it. Exposed to great mental challenges, people increasingly encounter anxiety and depression. This content will focus on one of the possible techniques that can contribute to mental well-being in everyday life at all ages, especially in the emotional and social aspect. According to Kabat Zinn (1994), mindfulness or conscious concentration is most often defined as a degree of awareness achieved by purposefully paying attention to the present moment, without judging it. For the purposes of this work, several mindfulness activities were conducted in a kindergarten environment, with children of preschool. The implementation of several mindfulness exercises focused on attention and concentration in the present moment will be written. The exercises included guided breathing, focusing on specific senses (hearing), imagination games, pointing exercises and recognizing emotions, exercises involving a focus on breathing, and exercises focusing on body-mind coordination. It was concluded that they contributed to emotional calmness and improved concentration on the present moment. Also, the conclusion is that children can participate in mindfulness activities and that the aforementioned activities imediatly affect in accordance with their goals: calmness, conscious and active focus on the moment, and awareness of the connection between physical and mental state
Works Of Art In The Eyes Of Young Children
No full textLikovno stvaralaštvo je jedna od omiljenih aktivnosti kod djece predškolske dobi. Tome pridonosi poticajna materijalna okolina kao i odgojitelj refleksivni praktičar. U predškolskoj ustanovi važno je da odgojitelj pruži jednake mogućnosti djeci da izraze svoje umjetničke sposobnosti. Kada dijete aktivno, slobodno i samostalno otkriva svijet oko sebe, istražuje i sudjeluje u kreiranju svakodnevnih aktivnosti i okruženja, ono zapravo radi na svom cjelokupnom razvoju. Odgojitelji kao su-kreatori procesa učenja u predškolskim ustanovama nude djeci poticajnu okolinu i materijale, ali nikako ne kritiziraju dječji rad, jer na taj način utječu na dječju kreativnost, samopouzdanje djeteta i razvoj njegove potrebe za istraživanjem i radoznalošću. U ovom radu provođene su likovne aktivnosti kojima su poticaj bila umjetnička djela slikara Gustava Klimta iz umjetničkog pravca secesije i Jacksona Pollocka iz umjetničkog pravca apstraktnog ekspresionizma. Aktivnosti su se provodile u Dječjem vrtiću Cvrčak u Čakovcu. Cilj ovih aktivnosti bio je usmjeravanje opažanja i poticanje na osobni doživljaj umjetničkog djela i stvaranje mogućnosti za njihovo adekvatno doživljavanje kod djece. Djeca koja su sudjelovala u aktivnostima su sve zadatke dobro prihvatila, a najviše ih je zaokupilo akcijsko slikanje. U likovnim radovima kod kojih su poticaji bila djela Gustava Klimta pokušali su imitirati boje i motive, dok su u likovnim radovima kod kojih su poticaji bila djela Jacksona Pollocka pokušali imitirati način slikanja, akcijsko slikarstvo, što je vidljivo i u rezultatima njihovih radova. Iako su poticajna umjetnička djela bila različita po motivima i načinu slikanja, djeca su u svim aktivnostima sudjelovala jednako koncentrirano i uspješno.Art creation is one of the favourite activities of preschool children. A stimulating material environment as well as a reflective practitioner educator contribute to this. In a preschool institution, it is important that the educator provides equal opportunities for children to express their artistic abilities. When a child actively, freely and independently discovers the
world around him, explores and participates in the creation of everyday activities and environments, he is actually working on his overall development. Educators, as co-creators of the learning process in preschool institutions, offer children a stimulating environment and materials, but they do not criticize children's work, because in this way they influence children's creativity, self-confidence and the development of their need for research and curiosity. In this paper, artistic activities were carried out, which were inspired by the works of art of the painter Gustav Klimt from the art direction of art nouveau and Jackson Pollock, the art direction of abstract expressionism. The activities were carried out in the Cvrčak Kindergarten in Čakovec. The goal of these activities was to guide observations and encourage a personal experience of the work of art and create opportunities for children to experience it adequately. The children who participated in the activities accepted all the tasks well, and they were most occupied with action painting. In the works of art inspired by the work of Gustav Klimt, they tried to imitate colours and motifs, while in the art works inspired by the work of Jackson Pollock, they tried to imitate the way of painting, action painting, which is also visible in the results of their artworks. Although the stimulating works of art were different in terms of motives and methods of painting, the children participated in all activities with equal concentration and success
Pedagogical And Didactic Function Of School Gardens And Orchards In Primary Schools
No full textUčitelj je jedan od glavnih aktera koji potiče učenike prema cilju. Osnovni značaj školskog vrta je zorna nastava koja omogućuje učenicima da samostalno i aktivno sudjeluju u nastavnom procesu. Školski vrtovi važni su za proučavanje brojnih sadržaja vezanih uz nastavu i izvannastavne aktivnosti. Važno je da se tijekom boravka u školskom vrtu i voćnjaku usvajaju znanja i vještine u prirodnom okruženju i razvijaju pozitivne psihofizičke osobine kod učenika. Učenici ne samo da borave na svježem zraku, već se kroz različite aktivnosti uče uzajamnom poštivanju i toleranciji, razvijanju međusobnog prijateljstva, samostalnosti i urednosti.
Cilj ovog rada je razmotriti pedagošku i didaktičku funkciju školskog vrta i voćnjaka kroz teorijski i empirijski dio. Za potrebe istraživanja proveden je anketni upitnik na 38 (N=38) učenika. Rezultati istraživanja pokazuju da velika većina učenika smatra školski vrt i voćnjak važnim u nastavi. Samostalnim uključivanjem u zadrugu učenici su stekli više prijatelja, postali su spretniji u korištenju vrtnog alata, samostalniji su i uredniji te su razvili svijest o očuvanju prirodne baštine.The teacher is one of the main actors who encourages students towards the goal. Basic importance school garden is a visual teaching that allows students to independently and actively participate in teaching process. School gardens are important for studying a number of related content teaching and extracurricular activities. It is important that during your stay in the school garden and orchards acquire knowledge and skills in the natural environment and develop positive psychophysical traits in students. Students not only stay in the fresh air, but go through different ones activities teach mutual respect and tolerance, developing mutual friendship, independence and orderliness. The aim of this paper is to consider the pedagogical and didactic function of the school garden and orchard through the theoretical and empirical part. For the purposes of the research,
a survey questionnaire was conducted at 38 (N = 38) students.
The results of the research show that the vast majority of students consider the school garden and orchard important in teaching. By joining the cooperative on their own, the students made more friends, they became more adept at using garden tools, were more independent and tidy, and developed an awareness of preservation of natural heritage