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Ekranizacija Dr. Seussa
No full textThe aim of this thesis is to demonstrate the ways in which the picturebook How the Grinch Stole Christmas! (1957) by Dr. Seuss was adapted into the animated film The Grinch (2018) sixty years later. Adaptation is a process in which one medium becomes another, in this case from a picturebook to the movie screen. Many aspects change in the process of adaptation, depending on the structure of the original and the target type of the medium. The goal of this study is to establish how the plot of the picturebook has been changed to fit the length of the movie. Next, the characters and their roles in the picturebook and in the movie are analyzed, the settings are compared, as well as the transfer of poetic elements from the picturebook into the film. The way in which humour has been added to the adaptation is also considered. Because of the length of the movie, the plot has been expanded and scenes which enrich the story have been added.Cilj ovoga diplomskoga rada jest demonstrirati na koji je način slikovnica How the Grinch Stole Christmas! (Kako je Grinch ukrao Božić, 1957) autora poznatoga pod imenom Dr. Seuss adaptirana u animirani film The Grinch (2018) šezdeset godina kasnije. Adaptacija je proces u kojem se jedan oblik medija pretače u drugi, ovdje iz slikovnice na filmsko platno. Tijekom adaptacije, mnogi se aspekti pripovijedanja mijenjaju ovisno o strukturi početnoga i završnoga oblika medija. U radu se proučava način na koji je radnja izmjenjena kako bi odgovarala trajanju animiranoga filma. Zatim se razmatraju likovi i njihove uloge u slikovnici, odnosno u filmu, te se uspoređuje mjesto radnje i prijenos stihova iz slikovnice, a proučava se i na koji su način u filmskoj adaptaciji dodani elementi humora
Expression and contents of outdoor kinesiological activities
No full textNovonastala situacija u svijetu, pandemija Covid-19 i potpuno zatvaranje, doveli su do zatvaranja mnogih teretana i sportskih klubova, a čovjekova biološka potreba za kretanjem nije se umanjila i nestala. Suvremeni način života ostavlja negativan utjecaj na čovjeka i njegovo zdravlje pa sve češće suvremeni čovjek relaksaciju traži u prirodi. Višesatni rad, umor, sjedalački način života, neprimjerena prehrana i nedostatak tjelesne aktivnosti potiču mnoge na aktivan oblik odmora. Želja za relaksacijom, rekreacijom, tjelesnom aktivnošću, ispunjenje i zadovoljenje osobnih potreba, čovjek pronalazi u aktivnostima koje se izvode u prirodnom okruženju na čistom zraku. U svijetu se bilježi pozitivan trend izvođenja kinezioloških aktivnosti tzv. outdoor aktivnosti. Mnogi pojam outdoor aktivnosti prevode kao aktivnosti na otvorenome ili vanjske aktivnosti, što u potpunosti ne odgovara njegovu značenju. Izraz outdoor podrijetlom je iz engleskoga jezika, a u hrvatski je jezik i stručnu uporabu ušao kao tuđica, odnosno nije se prilagodio hrvatskome jezičnom sustavu. Cilj je ovoga rada objasniti značenje i važnost outdoor kinezioloških aktivnosti, ali i ponuditi odgovarajući zamjenski termin za engleski naziv outdoor (kineziološke aktivnosti).The new situation in the world, the Covid-19 pandemic and the complete lockdown, led to the closure of many gyms and sports clubs, and the human biological need to move has not diminished or disappeared. The modern way of life leaves a negative impact on man and his health, so more and more the modern man looks for relaxation in nature. Long hours of work, fatigue, sedentary lifestyle, inappropriate diet and lack of physical activity motivate many to take an active form of rest. A person finds the desire for relaxation, recreation, physical activity, fulfillment and satisfaction of personal needs in activities that are performed in a natural environment in the fresh air. There is a positive trend of performing kinesiology activities in the world so to say outdoor activities. Many translate the term outdoor activities as outdoor or outdoor activities, which does not fully correspond to its meaning. The term outdoor has its origins in the English language, and entered the Croatian language and professional usage as a loanword, that is, it did not adapt to the Croatian language system. The aim of this paper is to explain the meaning and importance of outdoor kinesiological activities, but also to offer a suitable replacement term for the English name outdoor (kinesiological activities)
Fitness for Preschool Children
No full textTema ovog završnog rada je fitness u okviru animacije za djecu. Fitness program obuhvaća niz atraktivnih tjelesnih vježbi za dobrobit zdravlja djeteta. Shodno tome, fitness se može primjenjivati u mnogim okružjima, obiteljskim i izvanobiteljskim, odgojnim ustanovama, dječjim klubovima, u turističkoj animaciji, ljetnim kampovima i dr. U završnom radu opisuje se poveznica između fitnessa i animacije. Zadnjih godina, turističke tvrtke uvidjele su potrebu i želju ljudi za bavljenjem tjelesnim aktivnostima i na godišnjim odmorima stoga osmišljavaju cijeli novi sektor, animaciju. To je sektor koji se brine za društveno-zabavne aktivnosti, kulturno-umjetničke te sportske aktivnosti. Sportsko-rekreativni programi u animaciji bivaju sve popularniji iz dana u dan. Neki od najtraženijih aktivnosti su: nogometni turniri, stolni tenis, aerobik, aqua aerobik, zumba, aqua zumba, stretching, jogging, biciklizam, nordic walking i ostali. Dječjoj populaciji su najprimamljivije plesno-sportske aktivnosti poput aqua aerobika, zumbe, aqua zumbe i mini disca čija koreografija nerijetko obuhvaća latino i pop glazbu. U ovom završnom radu, cilj je predstaviti i upoznati roditelje, odgojitelje i širu publiku s dobrobitima fitnessa za djecu te programima koji se provode u sklopu fitnessa. Važno je ohrabriti roditelje i odgojitelje da uvide dobrobiti fitness aktivnosti dok se zajedno s djecom igraju, plivaju, šetaju, bicikliraju, plešu i dr. Nadalje, u radu se detaljnije opisuju aerobik i zumba za djecu rane i predškolske dobi te se naglašava kako bi treninzi za djecu trebali biti osmišljeni uzimajući u obzir prethodno usvojene motoričke sposobnosti. Tijekom ljeta, djeca imaju priliku pohađati aerobik i zumbu u bazenu ili moru. Vježbanje u vodi ima brojne prednosti. Osim što je djeci zabavno, pojedine vježbe im je puno lakše izvoditi u vodi. Da bi se roditelje, odgojitelje i sve ostale koji su u svakodnevnom kontaktu s djecom upoznalo s važnošću fitnessa za djecu, trebalo bi ih pobliže upoznati s fitnessom. Kao poticaj za roditelje i odgojitelje, završni rad sadrži primjer zumbe za djecu potkrepljenu vizualnim materijalima.The topic of this final work is fitness in the framework of animation for children. The fitness program includes a series of attractive physical exercises for the benefit of the child's health. Accordingly, fitness can be applied in many environments, family and non-family, educational institutions, children's clubs, in tourist animation, summer camps, etc. The connection between fitness and animation is described in the final work. In recent years, tourism companies have seen the need and desire of people to engage in physical activities, and therefore they are creating a whole new sector, animation. It is a sector that takes care of social and entertainment activities, cultural and artistic and sports activities. Day by day, sports and recreational programs in animation are becoming more and more popular. Some of the most popular activities are: football tournaments, table tennis, aerobics, aqua aerobics, zumba, aqua zumba, stretching, jogging, cycling, Nordic walking and others. The children's population is most attracted to dance and sports activities such as aqua aerobics, zumba, aqua zumba and mini disco, whose choreography often includes latin and pop music. In this final work, the aim is to present and familiarize parents, educators and the general public with the benefits of fitness for children and the programs implemented as part of fitness. It is important to encourage parents and educators to see the benefits of fitness activities while playing, swimming, walking, cycling and dancing together with their children. Furthermore, the final work describes aerobics and zumba for children of early and preschool age in more detail, and emphasizes that training for children should be designed taking into account previously acquired motor skills. During the summer, children have the opportunity to attend aerobics and zumba in the pool or the sea. Exercising in water has numerous benefits. Apart from the fact that it is fun for children, certain exercises are much easier for them to perform in water. In order to make parents, educators and everyone else who is in daily contact with children aware of the importance of fitness for children, they should be introduced to fitness in more detail. As an incentive for parents and educators, the final paper contains an example of Zumba for children supported by visual materials
Training of non-swimmers in primary education
No full textPlivanje je jedan od najpopularnijih sportova na svijetu, a učenje plivanja u predškolskoj dobi ima brojne dobrobiti za kasniji psihofizički razvoj. Sam proces plivanja ima brojne pozitivne utjecaje na ljudski organizam, kao što su poboljšanje mentalnog stanja, fizičkog stanja ili poboljšanje određenih bolesti. Edukacija u primarnom obrazovanju treba se temeljiti na različitim pristupima i metodama koje su prilagođene djeci tog uzrasta. Djeci se treba pružiti nekoliko tehnika koje počinju privikavanjem djece na vodu i vježbama kako izvan, tako i unutar vode. Brojne vježbe i igre mogu pomoći djeci u savladavanju tehnika plivanja, ali i savladavanju straha od vode.
Svaki polaznik obuke plivanja je individualan što znači da će se konačan uspjeh kod svakog polaznika ovisiti ponajprije o njihovim mogućnostima, a zatim i o stupnju motivacije i zainteresiranosti za suradnju. Nastavnici moraju imati sve potrebne kompetencije i biti stručnjaci u svome poslu jer je boravak u vodi za polaznike škole plivanja nova specifična sredina koja može predstavljati opasnost i životnu ugroženost. Raznovrsne didaktičke igre koje postoje u metodici rada obuke plivanja su svakako najbolji izbor kada su u pitanju djeca jer ona najbolje uče kroz igru. Strah od vode koji se nerijetko javlja kod polaznika mlađe životne dobi je jedan mnogih prepreka koje su postavljene pred stručnim kadrom, stoga kombinacijom zanimljivih igara djeca dobivaju pozitivno mišljenje prema vodi i lakše prebrođuju strah.
Sigurnost djece je svakako na prvom mjestu pa se očekuje od odgovorne osobe da poznaje i ovladava i postupa u skladu s postupkom spašavanja kao i postupkom pružanja prve pomoći ako se obuka plivanja provodi na mjestima gdje nije prisutan spasilac.Swimming is one of the most popular sports in the world, and learning to swim in preschool age has numerous benefits for later psychophysical development. The process of swimming has numerous positive effects on the human body, such as improving the mental state, physical state or improving certain diseases. Education in primary education should be based on different approaches and methods adapted to children age. Children should be provided with several techniques that begin with accustoming children to the water and exercises both outside and inside the water. Numerous exercises and games can help children master swimming techniques, but also overcome their fear of water.
Each participant of swimming training is individual, which means that the final success of each participant will depend first of all on their capabilities, and then on the degree of motivation and interest in cooperation. Teachers must have all the necessary competences and be experts in their work, because being in the water for swimming school participants is a new specific environment that can represent danger and endanger life. The various didactic games that exist in the working methodology of swimming training are certainly the best choice when it comes to children, because they learn best through play. The fear of water, which often occurs in younger participants, is one of the many obstacles that are placed in front of the professional staff, therefore, with a combination of interesting games, children gain a positive attitude towards water and overcome their fear more easily. Children's safety is definitely the first priority, so the responsible person is expected to know and master and act in accordance with the rescue procedure as well as the procedure for providing first aid if swimming training is carried out in places where there is no lifeguard presence
Analysis of the film adaptation of two fairy tales by Hans Christian Andersen and two fairy tales by the Brothers Grimm
No full textU ovom su radu predstavljene i analizirane bajke braće Grimm i Hansa Christiana Andersena te njihove animirane ekranizacije. Predstavljene su bajke Ukleti kraljević i Čelik Henrik i Pepeljuga braće Grimm te bajke Mala sirena i Palčica Hansa Christiana Andersena.
Prvi dio rada iznosi opća obilježja bajke. Prikazuje povijesni pregled bajke, njenu podjelu s obzirom na odnos prema tradiciji te predstavlja neke od njenih najznačajnijih autora kao što su braća Grimm, Hans Christian Andersen, Oscar Wilde i Ivana Brlić-Mažuranić. Također, objašnjena je i uloga bajke u životu djeteta. U drugom se dijelu iznose opće informacije o filmu, s naglaskom na animirani film. Prikazana je povijest animiranoga filma, predstavljena Zagrebačka škola crtanog filma, objašnjena je razlika između adaptacije i ekranizacije te su spomenuti odgojno-obrazovni aspekti filma. U sljedećim poglavljima analiziraju se bajke i njihove ekranizacije te je u konačnici izvršena i usporedba bajki s njihovim ekranizacijama. U završnom dijelu svakog poglavlja analize predstavljeni su primjeri metodičkoga pristupa u radu s djecom na temu određene bajke i njene ekranizacije.The fairy tales of the Brothers Grimm and Hans Christian Andersen and their animated screen adaptations are presented and then analyzed in this paper. There are four presented fairy tales: The Frog Prince and Cinderella by the Brothers Grimm and The Little Mermaid and Thumbelina by Hans Christian Andersen .
General information about the fairy tale is presented in the first part of the paper, such as a historical overview of fairy tales, the division of fairy tales with respect to tradition, some of the most important authors of fairy tales such as Brothers Grimm, Hans Christian Andersen, Oscar Wilde and Ivana Brlić-Mažuranić and the role of fairy tales in a child's life. With an emphasis on the animated film, the second part presents general information about the film: the history of animated film, the Zagreb School of Cartoon Film, the difference between adaptation and ecranisation and the educational aspects of the film. The following chapters contain the analysis and comparison of fairy tales and their screen adaptation. In the last part of each chapter of the analysis, there are presented examples of a methodical approach in working with children on the topic of a certain fairy tale and its screen adaptation
Developing early literacy through Dance of writing
No full textPismenost u užem smislu označava sposobnost pisanja i čitanja. To je jedna od najvažnijih kompetencija koju čovjek stječe jer predstavlja temelj za daljnje stjecanje znanja i razvoj mnogih drugih važnih umijeća. Na razvoj pismenosti važno je usredotočiti se u najranijoj dobi djetetova života. Premda uloga vrtića nije –opismenjavanje- djece ,vrtić ipak ima važnu ulogu u poticanju tog procesa. Rana pismenost obuhvaća mnogo više od poznavanja i korištenja standardnih znakova, poput slova i brojeva. U predškolskoj dobi ona se očituje kao mnoštvo simboličkih prezentacija djece u namjeri da zabilježe vlastite poruke, različite doživljaje i ideje. Sve to djeca čine kroz igru.
Ples pisanja je poput umjetnosti i nudi bezbroj prilika i različitih pokreta za izražavanje. Ples pisanja je metoda početnog pisanja koja je usredotočena na pokret, a ne produkt; na proces, a ne konačan oblik. Neodvojiva je od ritma i glazbe, pjesama i igara. Od primarne je važnosti da djeca stvaraju pokret iz vlastitih emocija osjećajući se pritom sretno i ugodno u svom tijelu.
U radu se najprije govori o ranoj pismenosti, potom o važnosti poticanja pismenosti kod djece od najranije dobi kao i o načinima kojima se pismenost potiče i razvija. Nakon toga se detaljnije predstavlja Ples pisanja kao metoda početnog pisanja te njezin utjecaj na razvoj rane pismenosti.Literacy in the narrow sense means the ability to write and read. It is one of the most important competences that a person acquires because it represents the foundation for further knowledge acquisition and the development of many other important skills. It is important to focus on the development of literacy at the earliest age of a child's life. Although the role of the kindergarten is not to -literate- the children, the kindergarten still has an important role in encouraging this process. Early literacy encompasses much more than knowing and using standard signs, such as letters and numbers. In preschool age, it manifests itself as a multitude of symbolic presentations by children in order to record their own messages, different experiences and ideas. Children do all this through play.
The dance of writing is like art and offers countless opportunities and different movements for expression. The writing dance is a method of initial writing that focuses on movement rather than product; to the process, not the final form. It is inseparable from rhythm and music, songs and games. It is of primary importance that children create movement from their own emotions while feeling happy and comfortable in their bodies.
The paper first talks about early literacy, then the importance of encouraging literacy in children from an early age, as well as the ways in which literacy is encouraged and developed. After that, the Dance of Writing is presented in more detail as a method of initial writing and its impact on the development of early literacy
Anthropological features and sexual dimorphism
No full textTijekom rasta i razvoja organizam je osjetljiv na utjecaj različitih tjelesnih aktivnosti koje uzrokuju promjene morfoloških obilježja i pozitivno utječu na funkcionalne sposobnosti. Antropološka obilježja su organizirani sustavi svih osobina, sposobnosti i motoričkih informacija te njihove međusobne relacije. Dijele se na antropometrijske karakteristike, motoričke, funkcionalne i kognitivne sposobnosti, konativne osobine i socijalni status. Cilj ovog istraživanja bio je utvrditi postoje li razlike u motoričkim sposobnostima između dječaka i djevojčica u dobi od 5 godina. Istraživanje je provedeno na uzorku od 40 djece koja su polaznici Dječjeg vrtića „Poletarac“ u Zagrebu. Tijekom istraživanja provedeno je mjerenje u antropometrijskim karakteristikama (tjelesna visina, tjelesna težina i indeks tjelesna mase) te u šest motoričkih sposobnosti (ravnoteža-stajanje na jednoj nozi, snaga-skok u dalj iz mjesta, brzina-taping rukom, fleksibilnost- pretklon trupa, preciznost- gađanje u okvir sanduka i koordinacija- poligon natraške). Rezultati nakon deskriptivne analize i t-testa pokazali su kako postoji statistički značajna razlika između dječaka i djevojčica u dobi od 5 – 6 godina u testovima snage, koordinacije i fleksibilnosti. Dječaci su bili bolju u testovima skoka u dalj (snaga) i poligona natraške (koordinacija), a djevojčice u testu pretklona trupa (fleksibilnost). Kod djece predškolske dobi spolne razlike u motoričkim sposobnostima često su manje izražene, no prema istraživanjima one postoje. Sami spol određuje koje igračke se kupuju djeci (dječaci lopte, djevojčice lutke), kojim sportom će se dijete baviti. Uz takvo tipiziranje djece ne čudi činjenica da su dječaci češće bolji testovima snage, a djevojčice u testovima fleksibilnosti.During growth and development, the organism is sensitive to the influence of various physical activities that cause changes in morphological characteristics and positively affect functional abilities. Anthropological features are organized systems of all characteristics, abilities and motor information and their mutual relations. They are divided into anthropometric characteristic, motor, functional and cognitive abilities, conative traits and social status. The aim of this study was to determine whather there are differences in motor skills between boys and girls at the age of 5 years. The research was conducted on a sample of 40 children who are students of the Kindergarten „Poletarac“ in Zagreb. During the research, measurements were performed in anthropometric characteristic (body height, body weigh tand body mass index) and in six motor abilities (balance- standing on one leg, strength- long jump from a place, speed- taping with the hand, flexibility- torso flexion, precision- shooting in the box and coordination- polygon backwards). The results after descriptive analysis and t-test showed that there are a statistically significant difference between boys and girls aged 5 -6 years in the tests of strength, coordination and flexibility. The boys were better in long jump (strength) and polygon backwards (coordination) tests, and the girls in the torso forward flexibility test. In preschool children, sexual differences in motor skills are often less pronounced, but according to research, they do exist. Gender itself determines which toys are bought for children (ball for boys and doll for girls), which sport the child will play. With such typing of children, it is not surprising that boys are more often better in strength tests and girls in flexibility tests
Spontaneous games of preschool children
No full textIgra je bit dječjeg odrastanja. Dijete kroz igru uživa, razvija se i zabavlja. Igra proizlazi iz unutrašnje djetetove potrebe, a u ovom radu prikazana je važnost dječje igre u tjelesnom, spoznajnom, emocionalnom i socijalnom razvojnom području. Kroz igru dijete uči i zadovoljava glavnu potrebu, a to je potreba za kretanjem. Opisane su vrste igara za djecu s obzirom na spoznajnu i socijalnu razinu. Spontanost dječje igre je uvijek slobodna i bez pravila, a početak simboličke igre smatra se oko druge godine života kada dijete na maštovit način transformira značenje nekog objekta koji postaje zamjena za realni objekt.
Spontane igre su prisutne u kineziološkim aktivnostima te su navedene osnovne vrste spontanih igara koje služe kao kineziološki sadržaj za djecu starije dobi. U ranom učenju jezika i govora, igra se pokazala kao dobra metoda za učenje jezičnog sadržaja. Kroz rad su prikazane poticajne igre u kojima djeca razvijaju sposobnosti slušanja, govorenja, čitanja i pisanja. Igra je prisutna u tjelesnom vježbanju i tjelesnim aktivnostima, a pokazalo se da motoričke aktivnosti pridonose učenju i školskom uspjehu. Dječja igrališta još su uvijek najpovoljnija mjesta za kretanje te se kroz igru motorički razvoj djece događa prirodno u obogaćenom i poticajnom okruženju, a u radu se mogu pronaći igre koje djeca mogu igrati na otvorenome.
U radu je prikazano anketno istraživanje kojim se željelo ispitati utjecaj odgojitelja na spontanost dječje igre. Nekada se inzistiralo na prevelikom utjecaju na dječju igru, a danas se više potiče dječja sloboda i spontanost i ne uplitanje od strane odgojitelja. Uloga odgojitelja u simboličkoj igri djece ovisi o konkretnoj situaciji, a kvaliteta igre o odnosu odgojitelj-dijete. U istraživanju je sudjelovalo 108 odgojitelja, a metodom odabira slaganja i ne slaganja s određenim tvrdnjama o dječjoj igri, odgojitelji su iznijeli svoja mišljenja. Anketno ispitivanje završava određivanjem vlastite uloge odgojitelja u spontanoj igri djece predškolske dobi.The game is a bit of a child's growing up. A child enjoys, develops and has fun through play. Play arises from the child's inner needs, and this paper shows the importance of children's games in the physical, cognitive, emotional and social development areas. Through play, the child learns and satisfies the main need, which is the need to move. The types of games for children are described with regard to the cognitive and social level. The spontaneity of children's play is always spontaneous, without rules and free, and the beginning of symbolic play is considered around the second year of life, when the child imaginatively transforms the meaning of an object that becomes a substitute for a real object.
Spontaneous games are present in kinesiology activities, and the basic types of spontaneous games that serve as kinesiology content for older children are listed. In early language and speech learning, play has proven to be a good method for learning language content. The work presents stimulating games in which children develop listening, speaking, reading and writing skills. The game is present in physical exercise and physical activities, and motor activities have been shown to contribute to learning and school success. Children's playgrounds are still the most favorable places for movement, and through play the motor development of children occurs naturally in an enriched and stimulating environment, and in the work you can find games that children can play outdoors.
The paper presents a survey which aimed to examine the influence of educators on the spontaneity of children's games. In the past, there was an insistence on too much influence on children's play, but today children's freedom and spontaneity and non-interference by educators are more encouraged. The role of the teacher in the children's symbolic game depends on the specific situation, and the quality of the game depends on the relationship between the teacher and the child. 108 educators participated in the research, and the educators expressed their opinions using the method of selecting agreement and disagreement with certain statements about children's play. The survey ends with determining the educator's own role in the spontaneous play of preschool children
Fear And Anxiety In Primary School Children
No full textU ovom radu pokušat ću objasniti pojmove strah i anksioznost. U radu ću prikazati podjelu strahova i anksioznih poremećaja. Poseban naglasak stavlja se na istraživanje strahova i anksioznih poremećaja koji se pojavljuju kod djece u osnovnim školama. Cilj istraživanja je uvidjeti kako strah i anksioznost utječu na svakodnevni život djece osnovnoškolske dobi, te istražiti dolazi li zbog straha i anksioznosti do smetnji u socijalnom, emocionalnom i školskom funkcioniranju u usporedbi s djecom koja nemaju strah i anksioznost. U istraživanju je sudjelovalo 20 učenika jednog četvrtog razreda. Rezultati istraživanja pokazuju da strah kod nekih učenika u velikoj mjeri utječe na funkcioniranje u školi, međutim kod nekih učenika izražen je u vrlo maloj mjeri ili ga uopće nema. Rezultati pokazuju da su socijalna fobija i školska fobija izražene u velikoj mjeri kod ispitanika, no specifična fobija i generalizirani anksiozni poremećaj nisu toliko izraženi.In this thesis, I will try to explain the concepts of fear and anxiety. In this thesis, I will present the division between fears and anxiety disorders. Special emphasis is put on research into fears and anxiety disorders that occur in children in primary schools. The main goal of the research is to see how fear and anxiety affect the daily lives of primary school children and to invest whether fear and anxiety lead to disturbances in social, emotional and school functioning compared to children without fear and anxiety. The study involved 20 students in one-fourth grade. The results of the research show that fear in some students greatly affects the functioning of the school, but in some students it is expressed to a very small extent or not at all. The results show that social phobia and school phobia are expressed to a large extent in the respondents, but specific phobia and generalized anxiety disorder are not so pronounced
Children with difficulties in the early childhood education and care system: support for preschool teachers
No full textDjeca s teškoćama u razvoju posebno su osjetljiva skupina djece čije su potrebe u društvu još uvijek pogrešno definirane i shvaćene, a na čijoj zaštiti i uvažavanju prava treba aktivno djelovati. Institucije ranog i predškolskog odgoja i obrazovanja (RPOO) imaju značajno mjesto u procesu socijalizacije djece s teškoćama u razvoju jer je socijalizacija karakterizirana razvojnim specifičnostima djece i odgojnim kontekstom (kvalitetom okoline) u kojem dijete odrasta. Odgoj i obrazovanje temeljeno na načelima inkluzivnog obrazovanja uz individualizirani pristup djetetu s teškoćama u razvoju te brigu za njegove potrebe garancija su prevencije nepovoljnih razvojnih ishoda u ustavu RPOO. Ključni nositelji tog procesa su odgojitelji, uz sudjelovanje djece, roditelja/skrbnika i stručnih suradnika.
Cilj ovog rada je analizirati iskustva odgojitelja u odgoju i obrazovanju djece s teškoćama u razvoju i temeljem te analize utvrditi mogućnosti i ograničenja primjerenog RPOO te djece. Radi postizanja ovog cilja, provedeno je istraživanje u sklopu znanstvenog projekta „Modeli odgovora na odgojno-obrazovne potrebe djece izložene riziku socijalne isključenosti u ustanovama RPOO“ (skraćeno: MORENEC). Iz Upitnika o etiološkim i fenomenološkim aspektima rizika socijalne isključenosti djece rane i predškolske dobi: verzija za odgojitelje korišteno je devet varijabli koje se odnose na područja razvoja funkcije tijela i tjelesnu strukturu. Podaci su analizirani za 283 djece za koju je prethodno utvrđeno da imaju vidljiva odstupanja u razvoju.
Potvrđena je hipoteza da među odgojiteljima postoje razlike u procjenama potrebe, dostupnosti i zadovoljstva podrškom koju dobivaju od različitih sudionika sustava RPOO. Rezultati istraživanja upućuju na zaključak da se odgojitelji međusobno znatno razlikuju u svojim potrebama za podrškom u odgoju i obrazovanju djece s teškoćama u razvoju. razvoju. Rezultati potvrđuju potrebu obraćanja više pozornosti u inicijalnom i cjeloživotnom obrazovanju odgojitelja pitanjima inkluzivnog obrazovanja i neposrednog odgojno-obrazovnog rada s djecom s s teškoćama u razvoju.Children with difficulties are a particularly sensitive group of children whose needs are still incorrectly defined and understood in society, and whose protection and respect for rights should be actively worked on. The Early Childhood Education and Care System (ECEC) have a significant place in the process of socialization of children with difficulties, because socialization is characterized by the developmental specifics of children and the educational context (quality of the environment) in which the child grows. Education and training based on the principles of inclusive education with an individualized approach to a child with difficulties and care for his needs are a guarantee of the prevention of unfavorable developmental outcomes in the ECEC constitution. The key bearers of this process are preschool teachers, with the participation of children, parents/guardians and professional associates.
The aim of this paper is to analyze the experiences of preschool teachers in the upbringing and education of children with difficulties and the foundations of the analysis, and to determine the possibilities and limitations of appropriate ECEC for these children. In order to achieve this goal, research was carried out as part of the scientific project "Models of responding to the educational needs of children at risk of social exclusion in ECEC institutions". From the Questionnaire on etiological and phenomenological aspects of the risk of social exclusion of children of early and preschool age: version for preschool teachers, nine variables related to the areas of development of body functions and body structure were used. Data were analyzed for 283 children who were previously found to have visible deviations in development.
The hypothesis that there are differences among preschool teachers in their assessment of the need for, availability of, and satisfaction with the support they receive from various participants in the ECEC system was confirmed. The results of the research point to the conclusion that preschool teachers differ considerably in their needs for support in the upbringing and education of children with difficulties. The results confirm the need to pay more attention in the initial and lifelong education of preschool teachers to issues of inclusive education and direct educational work with children with difficulties