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Musical - Didactic Games in Work with Children of Early and Preschool Education
No full textGlazbene igre važan su dio odgojno - obrazovnog rada jer kroz igru dijete uči i spoznaje svijet oko sebe. Maštoviti glazbeni sadržaj učinkovit je način kako djecu zainteresirati za glazbu i potaknuti ih na glazbenu suradnju. Glazbeno - didaktička igra je planirana, strukturirana i usmjerena aktivnost koja potiče razvoj glazbenih sposobnosti. Za odgajatelja je važno pripremiti igre koje će sadržajem biti primjerene za svu djecu, uzimajući u obzir dob skupine, različite sposobnosti, vještine i mogućnosti djece.
U ovome radu bit će prikazan značaj igre i glazbe u razvoju djeteta s naglaskom na glazbeno-didaktičke igre gdje će biti prikazani elementi, izvođenje i klasifikacija glazbeno-didaktičkih igara sa primjerima. Na kraju bit će navedene kompetencije i uloga odgajatelja u provođenju glazbeno-didaktičkih igara.Musical games are an important part of educational work, because through play a child learns and comprehends the world around him. Imaginative musical content is an effective way to get children interested in music and encourage them to collaborate musically. A musical-didactic game is a planned, structured and directed activity that encourages the development of musical abilities. For a preschool teacher, it is important to prepare games whose content will be appropriate for all children, taking into account the age of the group, different abilities, skills and opportunities of the children.
In this paper will be listed the importance of play and music in child development, with an emphasis on musical-didactic games, where elements, performance and classification of musical-didactic games will be presented with examples. At the end will be presented the competences and role of preschool teacher in the implementation of musical-didactic games
Attitudes of educators and parents towards physical exercise and kinesiological play
No full textTjelesna aktivnost pomaže u motoričkom, spoznajnom, socijalnom i emocionalnom razvoju djece. Ona ima brojne pozitivne učinke, od pomaganja djeci u socijalizaciji (stvaranju prijateljstva) i razvijanju dječjeg samopoštovanja do pozitivnog djelovanja na dječji mozak. U radu su objašnjenje razvojne karakteristike djece predškolske dobi koje svaki odgojitelj mora dobro poznavati prije provođenja odgojno-obrazovnog rada u predškolskoj ustanovi. Objašnjeno je što je kineziološka igra i zašto je važna uloga odgojitelja u njoj te su prikazana neka dosadašnja istraživanja na temu tjelesnog vježbanja i kineziološke igre. Također, opisane
su pozitivne strane, to jest, dobrobiti tjelesne aktivnosti, u zdravstvenom, spoznajnom i psihološkom smislu. Cilj ovog istraživanja je bio utvrditi postoje li razlike u stavovima prema tjelesnom vježbanju kod odgojitelja koji rade u predškolskim ustanovama i roditeljima djece predškolske dobi. Istraživanje je provedeno pomoću anketnog upitnika na uzorku od 41 odgojitelja te 23 roditelja
predškolske djece. Upitnik se sastojao od 13 čestica o tjelesnom vježbanju i kineziološkoj igri. Deskriptivnom analizom rezultata i vrijednosti t-testa vidljivo je da su stavovi odgojitelja i roditelja prema tjelesnom vježbanju prilično slični. Hipoteza je bila da ne postoji statistički značajna razlika u stavovima te je na kraju djelomično i potvrđena.Physical activity helps children's motor, cognitive, social and emotional development. It has numerous positive effects, from helping children socialize (creating friendships) and developing children's self-esteem to having a positive effect on children's brains. This research explains the developmental characteristics of preschool children, which every educator must know well before carrying out educational work in a preschool institution. In this research work is explained what a kinesiology game is and why the role of educators is important in it, and some previous research on the topic of physical exercise and kinesiology games was presented. Also, the positive sides, that is, the benefits of physical activity, in terms of health, cognition and psychology, are described.
The aim of this research was to determine whether there are differences in the attitudes towards physical exercise among educators who work in preschool institutions and parents of preschool children. The research was conducted using a questionnaire on a sample of 41 educators and 23 parents of preschool children. The questionnaire consisted of 13 questions about physical exercise and kinesiology play. Descriptive analysis of the results and values of the t-test shows that the attitudes of teachers and parents towards physical exercise are quite similar. The hypothesis was that there is no statistically significant difference in attitudes, and in the end it was partially confirmed
Croatian War of Independence in the works of Mladen Kušec
No full textU ovom diplomskom radu govori se o djelima Mladena Kušeca koja su nastala u vrijeme rata koji je 1991. godine započeo na području Republike Hrvatske. S početkom Domovinskog rata u Hrvatskoj pojavljuje se edicija Ratna vjeverica zagrebačkog nakladnika Mladost. Prva knjiga u navedenoj biblioteci bio je dokumentaristički projekt Mladena Kušeca Ubili su mi kuću. Riječ o knjizi dječjih zapisa u kojima djeca iznose vlastito viđenje rata i izbjeglištva, a molitvama i pjesmama pokušavaju dočarati strahotu kao posljedicu navedenoga. Knjiga je karakteristična zbog autorovih komentara dječjih zapisa i ilustracija te priloga. Naime, knjiga sadrži službene dokumente o stradaloj djeci Domovinskog rata do 1991. godine, te vrijeme i okolnosti njihova stradavanja. S obzirom na to da se djelo Ubili su mi kuću radi svoje neobične forme može analizirati iz više različitih perspektiva, promatrat će se uloga i važnost različitih medija u ratnom periodu. Bilo da se radilo o radiju, televiziji ili tiskanom mediju, jedno je sigurno: svi oni imaju velik utjecaj na samu percepciju javnosti. Osim toga, zbog bogatog opusa koji je Mladen Kušec iza sebe ostavio, spomenut će se i njegove emisije za djecu, s posebnim naglaskom na emisiju Patuljci pojma nemaju snimanu 1994. godine s djecom prognanicima.
Mladen Kušec je najveću važnost u svom stvaralaštvu pridavao upravo djeci, stoga je najveći naglasak u ovom radu stavljen na djecu pripovjedače i njihove zapise, njihova traumatska iskustva i posljedice koje ona ostavljaju iza sebe.This master thesis discusses the works of Mladen Kušec, which were created during the war that began in 1991 on the territory of the Republic of Croatia. With the beginning of the Homeland War in Croatia, the War Squirrel edition of the Zagreb publisher Mladost appeared. The first book in the aforementioned library was Mladen Kušec's documentary project They Killed My House. It is a book of children's writings in which children express their own view of war and refugees, and with prayers and songs they try to convey the horror as a result of the aforementioned. The book is distinctive because of the author's comments on children's notes and illustrations, as well as attachments. Namely, the book contains official documents about the victims of the Homeland War until 1991, as well as the time and circumstances of their deaths. Because They Killed My House can be analyzed from several different perspectives because of its unusual form, the role and importance of different media in the war period will be observed. Whether it was radio, television or print media, one thing is certain: they all have a great influence on the perception of the public. In addition, due to the rich oeuvre that Mladen Kušec left behind, his shows for children will also be mentioned, with a special emphasis on the show Dwarves have no idea, recorded in 1994 with refugee children.
Mladen Kušec attached the greatest importance in his work to children, therefore the greatest emphasis in this work is placed on child storytellers and their records, their traumatic experiences and the consequences that stay behind
Comparative Analysis Of Inclusive Education In Croatia And Slovenia
No full textInkluzija je dugotrajan i kompleksan proces koji potiče razvoj društva u kojem se prihvaćaju i uvažavaju različitosti svake osobe. Odnos prema djeci s teškoćama mijenjao se kroz povijest. Djeca s teškoćama bila su odbačena, segregirana od ostale djece čime su se kršila temeljna ljudska prava i sloboda. Pojavom socijalnog modela društva i nacionalnih dokumenata koji osiguravaju temeljna ljudska prava, popravlja se sveobuhvatna slika odnosa prema osobama s invaliditetom u društvu, samim time i njihovom položaju unutar odgojno-obrazovnog sustava.Zemlje Europe, među kojima su i Hrvatska i Slovenija, krajem 20. st. počinju aktivno promišljati o implementiranju inkluzivnog obrazovanja u odgojno-obrazovni sustav na svim razinama osiguravajući djeci i učenicima s teškoćama jednake mogućnosti za sudjelovanje u odgojno-obrazovnom procesu u skladu s njihovim mogućnostima. U ovom radu prikazana jeobrazovna inkluzija Hrvatske i Slovenije te je analizirana potpora učenicima s teškoćama unutar ta dva sustava obrazovanja. Nacionalni okvirni kurikuli predstavljaju temelj za izradu individualiziranog kurikula učenicima s teškoćama te pridonose mogućnosti praćenja posebnih, prilagođenih i redovitih programa, ali i drugih oblika podrške unutar odgojno-obrazovnih sustava. Za planiranje kurikula za rad s djecom s teškoćama nužna je i edukacija i suradnja nositelja odgojno-obrazovnog procesa i roditelja. U Sloveniji je utemeljena potpora u obliku mobilnih stručnih timova čija je podrška usmjerena upravo prema nositeljima odgojnoobrazovnog procesa koji su u neposrednom dodiru s učenicima. Uvođenje pedagoškog asistenta ili pomoćnika u nastavi učenicima s teškoćama postala je uobičajena praksa u hrvatskom obrazovnom sustavu. Ukoliko podrška učeniku nije dostatna u školi koju polazi, on u Sloveniji može polaziti tzv. specijalnu školu ili stručnu ustanovu koja je prostorno i kadrovski specijalizirana za pojedinu vrstu teškoća, a što je organizacijski podjednako Hrvatskim centrima za odgoj i obrazovanje koji su nadležnim zakonom okarakterizirani kao ustanove koje provode posebne kurikulume. Kako bi obrazovanje bilo omogućeno svim učenicima s teškoćama, u Sloveniji i Hrvatskoj je osiguran prijevoz za učenike s teškoćama bez obzira na udaljenost škole u koju se učenik s teškoćom upiše. Razlika je što u Sloveniji trošak snosi pripadajuća općina odnosno mjesto gdje učenik prebiva, a u Hrvatskoj općine i gradovi u tome ne sudjeluju. Hrvatska i Slovenija države su u kojima se zagovara inkluzivno obrazovanje, ali ono ima prostora za unapređivanje. Prema statističkim podacima vidljiv je godišnji porast broja učenika s teškoćama uključenih u ustanove koje provode redovite ili posebne kurikulume.Inclusion is a long-term and complex process that encourages the development of a society in which the differences of each person are accepted and respected. The attitude towards children with disabilities has changed throughout history. Children with disabilities were rejected, segregated from other children, which violated fundamental human rights and freedom. With
the emergence of the social model of society and national documents that ensure fundamental human rights, the comprehensive picture of the relationship towards people with disabilities in society, and thus their position within the educational system, is improved. At the end of the 20th century, European countries, including Croatia and Slovenia, began to actively think about implementing inclusive education in the educational system at all levels, ensuring equal opportunities for children and students with disabilities to participate in the educational process in accordance with their possibilities. This paper presents the educational inclusion of Croatia and Slovenia and analyzes the support for students with disabilities within these two education systems. The national framework curricula represent the basis for creating an individualized curriculum for students with disabilities and contribute to the possibility of following special, adapted and regular programs, as well as other forms of support within the educational system. To plan a curriculum for working with children with disabilities, the education and cooperation of the educational process and parents is necessary. In Slovenia, support has been established in the form of mobile expert teams, whose support is directed precisely at those responsible for the educational process. The introduction of a pedagogical assistant for students with disabilities has become a common practice in the Croatian education system. If the support for the student is not sufficient in the school he attends, he can attend the special school or professional institution that is spatially and staff-specialized for a particular type of difficulty, and which is organizationally the same as Croatian education centers, which are characterized by the relevant law as institutions that implement special curricula. In order to make education possible for all students with disabilities, transportation for students with disabilities is provided in Slovenia and Croatia, regardless of the distance from the school where the student with disabilities enrolls. The difference is that in Slovenia the cost is borne by the municipality or the place where the student lives, while in Croatia do not participate. Croatia and Slovenia are countries where inclusive education is advocated, but it has room for improvement
Educators' perception of language development and language difficulties of early and preschool children
No full textU ovom radu obrađuje se tema usvajanja jezika, karakteristike usvajanja materinskog jezika te određene specifičnosti usvajanja jezika koje su okarakterizirane prema dobi. Usvajanje jezika dugotrajan je i dug proces koji zahtjeva usvajanje određenih komponenti kako bi jezik bio pravilno usvojen. Odgojitelj kao i roditelj ima nemjerljivu ulogu u razvoju govorno jezičnih vještina djeteta. Okolina u kojem dijete boravi mora biti pozitivno poticajno opremljena kako bi dijete što lakše usvojilo jezik. Također, odgojitelj je dužan govoriti isključivo hrvatskim standardnim jezikom jer govor odgojitelja je model koji djeca slijede. Postoji više vrsta jezičnih teškoća, no u današnje vrijeme najčešćom se smatra mucanje. Osim mucanja u ovom radu spominje se i bradilalija, dislalija, afazija, difazija i ostale. Odgojitelj je dužan primijetiti i reagirati na sve vrste govorno jezičnih poteškoća kod djeteta, jer samo pravovremenom reakcijom dijete se može pravilno usmjeriti. Osim toga, odgojitelj je dužan planirati i provoditi različite poticajne aktivnosti što potiču i razvijaju dječji govor kao što su jezične igre. Provedeno istraživanje prikazuje trenutnu situaciju percepcije odgojitelja na govorno jezične poteškoće.This paper deals with the topic of language acquisition, the characteristics of mother tongue acquisition and certain specificities of language acquisition that are characterized by age. Language acquisition is a lengthy and lengthy process that requires the acquisition of certain components in order for the language to be properly acquired. An educator, like a parent, has an immeasurable role in the development of a child's speech and language skills. The environment in which the child resides must be equipped with positive stimulation in order for the child to acquire the language as easily as possible. Also, the teacher is obliged to speak exclusively in the standard Croatian language, because the speech of the teacher is the model that the children follow. There are several types of language difficulties, but nowadays stuttering is considered the most common. In addition to stuttering, bradylalia, dyslalia, aphasia, diphasia and others are also mentioned. The educator is obliged to notice and react to all kinds of speech and language difficulties in the child, because only with a timely reaction can the child be properly guided. In addition, the educator is obliged to plan and implement various stimulating activities that encourage and develop children's speech, such as language games. The conducted research shows the current situation of educators' perception of speech-language difficulties
The Role of Preschool Teachers in Creating a Stimulating lEnvironment in Early English Language Learning
No full textCilj ovog rada je prikazati kompleksnost vrtićkog konteksta u ranom učenju stranog (engleskog) jezika. Polazeći od zahtjeva suvremenog društva, shvaćanja nove slike djeteta, teorija te razvoju kompetencija na materinjem i stranom jeziku, uloga odgajatelja u kreiranju poticajnog okruženja od iznimne je važnosti kao modela i su-kreatora toga procesa. Fleksibilnost, otvorenost za promjene, humanistički pristup djetetu kao cjelovitom biću, situacijski pristup učenju jezika te spremnost na mijenjanje vlastite odgojno-obrazovne prakse i profesionalni razvoj trebaju predstavljati temelje našeg odgojno-obrazovnog rada. Na početku rada prikazan je jezični razvoj djeteta na materinjem i stranom jeziku. Važnost poticajnog prostorno-materijalnog i socijalnog okruženja te uloga odgajatelja u učenju stranog jezika prikazana je u drugom dijelu rada s nekim primjerima odgojno-obrazovne prakse autorice ovog rada.The aim of this paper is to represent the complexity of the kindergarten context in early language learning. Requirements of modern society, understanding the new image of the child, theories and the development of competences in the mother tongue and foreign languages, makes the role of preschool teachers, in creating a stimulating environment, very important as models and co-creators of this process. Flexibility, openness to change, a humanistic approach to the child as a complete being, a situational approach to early language learning and willingness to change our own educational practice and professional development should represent the foundations of our educational work. The first part of the paper attempts to present the linguistic development of the child in their native language and foreign languages. The importance of a stimulating spatial, material and social environment and the role of preschool teachers in early language learning, is presented in the second part of the paper with some examples from the author's practice
Educational impact of the family on child´s well-being
No full textObitelj je temeljna jedinica društva. Jedinstvena je zajednica u kojoj bi se dijete trebalo osjećati sigurno i voljeno. Odnosi među članovima obitelji su složeniji, bliži i intenzivniji nego u drugim zajednicama. Djeca u obitelji stječu razna iskustva koja su im potrebna za razvoj slike o sebi i drugima.
Roditeljstvo ima najznačajniju ulogu u životu svakog djeteta. Podrazumijeva niz vještina, sposobnosti i postupaka koji su potrebni kako bi dijete upoznalo sebe i svijet oko sebe te je uzor prikladnog ponašanja i izražavanja emocija. Uloga roditelja u životu djeteta ima jedinstveno značenje za njegov rast i razvoj, odgoj, emocionalnu sigurnost, socijalnu kompetenciju i intelektualno postignuće. U kontekstu obitelji odvija se djetetova socijalizacija tijekom koje se ono razvija u samostalnu osobu. Zadatak je obitelji stvoriti samostalno i samopouzdano dijete, a upravo samouvjerenost nastaje kao rezultat djetetove spoznaje da je važno roditeljima te da zaslužuje najbolje. Uz osjećaj da je voljeno i zbrinuto, tijekom djetetova odrastanja, roditelj treba postaviti jasna pravila i granice djetetovu ponašanju te ih se pridržavati.
Kroz ovaj rad biti će opisani i stilovi odgoja te kako pojedini stil utječe na dijete. Oni su kombinacija emocionalne topline i brige dok drugi faktor čini stupanj zahtjevnosti i kontrola djetetova ponašanja. Njihovo poznavanje olakšava razumijevanje ponašanja djece, ali i odraslih. Sve što se nauči u djetinjstvu, nosi se u odraslo doba jer obitelj je ta koja djetetu pruža temelje za razvoj vlastitog identiteta. Tu dijete uči vrijednosti, njeguje odnose i komunikaciju te razvija sliku o sebi, drugima i svijetu. Na taj način dijete razvija socijalne kompetencije.
Donošenje odluka o dobrobiti djeteta te djelovanje u skladu s time nije jednostavan i linearan proces. Upravo iz njegove složenosti proizlazi važnost uvida u dječje mišljenje koje nikako ne smije ostati podređeno mišljenju odraslih i koje dijete treba imati priliku izraziti. Dječji pogled i mišljenje ključni su za bolju budućnost odgoja i obrazovanja djeteta gdje ono neće biti objekt kojim se upravlja u procesu, već aktivni dionik i prije svega slobodna i samosvjesna osoba.The family is the basic unit of society. It is a unique community in which a child should be felt safe and loved. Relationships between family members are more complex, closer and more intense than in other communities. Children gain various experiences through family, which are crucial for development of the image of oneself and others.
Parenting plays the most important role in every child's life. It involves a range of skills, abilities and procedures that are necessary for the child to get to know himself and the world around him a model of appropriate behavior and expression of emotions. The role of parents in a child's life has a unique meaning for his growth and development, education, emotional security, social competence and intellectual achievement. In the context of the family, the child's socialization takes place during which it develops into an independent person. The task of the family is to create an independent and self-confident child, and it is self-confidence that arises as a result of the child's knowledge that he is important to parents and that he deserves the best. With the feeling of being loved and taken care of, during a child's growth, the parent should set clear rules and boundaries for the child's behavior and follow them adhere to.
Through this paper, the styles of upbringing and how each style affects the child will be described. They are a combination of emotional warmth and care while the second factor is the degree of demandingness and control of a child's behavior. Knowing them makes it easier to understand children's behavior, but also adults. Everything that is learned in childhood is carried into adulthood because it is the family that provides to the child the foundations for the development of one's own identity. This is where the child learns values, nurtures relationships and communication and develops an image of oneself, others and the world. In this way, the child develops social skills and competences.
Making decisions about a child's well-being and acting accordingly is not a simple and linear process. It is precisely from its complexity that the importance of insight into children's thinking arises, which by no means should remain subordinate to the opinion of adults and which the child should have the opportunity to express. Children's view and opinion are key for a better future of child upbringing and education where he will not be an object that is managed in the process, but an active stakeholder and above all a free self-aware person
Implications of COVID-19 on early and preschool education - challenges for practice
No full textUstanove ranog i predškolskog odgoja i obrazovanja u Republici Hrvatskoj početkom 2020. godine doživljavaju velike promjene u organizaciji rada. Prekida se redovni odgojno-obrazovni rad zbog COVID-19, pa vrtići počinju s radom na daljinu, tj. nastaju vrtići kod kuće. Preporuke koje su donijete obuhvaćale su cijeli obrazovni sustav, a u predškolskim ustanovama su epidemiološke mjere bile gotovo nemoguće za provesti. Djeca rane i predškolske dobi ostala su bez svakodnevne vrtićke rutine. Međutim, roditelji su imali priliku osvjestiti svoje roditeljstvo, upoznati svoju djecu još bolje i kvalitetnije provoditi vrijeme s njima. Dječji vrtići su prebacili odgojno-obrazovni rad na virtualne platforme, web stranice vrtića te društvene mreže. Iako je to mnogim ustanovama predstavljalo novitet, aktivnosti su se svakodnevno dijelile i omogućavale su djeci sudjelovanje iako fizički nisu pohađala vrtić. Takvim načinom rada u pitanje su dovedeni utjecaji medija na djecu i velika izloženost ekranima. Život u predškolskoj ustanovi se promijenio, a odgojitelji su postali još značajniji. Roditelji su shvatili važnost vrtića, ne kao čuvališta, već kao mjesta odgoja i obrazovanja, mjesta druženja, aktivnog istraživanja i mjesta učenja. Ono što je ostalo nepromijenjeno u većini vrtića, a predstavlja neizmjerno važan dio rada svakog odgojitelja je partnerski odnos s roditeljima koji se nije narušio čak ni u vrijeme zatvaranja vrtića. Pandemija je dovela do značajnih promjena, a poštivanjem epidemioloških mjera narušen je sklad i atmosfera u vrtiću – dječjoj kući. Postoji vrlo mali broj istraživanja na temu COVID-19 u ranom i predškolskom sustavu. U kojoj mjeri su implikacije koronavirusa utjecale na djecu i na rad odgojitelja ostaje tek za istražiti.In early 2020, the institutions of early childhood education and care in the Republic of Croatia are undergoing major changes in the organization of work. Regular educational work is interrupted due to COVID-19, so kindergartens start working remotely, i. e. kindergartens are formed online. The recommendations covered the entire education system and in preschools epidemiological measures were almost impossible to implement. Children of early and preschool age were left without a daily kindergarten routine. However, parents had the opportunity to raise awareness of their parenting, get to know their children even better and spend more quality time with them. Kindergartens have transferred educational work to virtual platforms, kindergarten websites and social networks. Although this was a novelty for many institutions, activities were distributed daily and allowed children to participate even though they did not physically attend kindergarten. This way of working put into question the influences of the media on children and high exposure to screens. Life in preschool has changed, and educators have become even more significant. Parents understood the importance of kindergarten, not as a guardhouse, but as a place of education, a place of socializing, active research and a place of learning. What remains unchanged in most kindergartens, and is an immensely important part of the work of each educator, is the partnership relationship with the parents that did not break down even at the time of the kindergarten closure. The pandemic has led to significant changes, and the observance of epidemiological measures has damaged the harmony and atmosphere in the kindergarten – the children's house. There are very few studies on COVID-19 in the early and preschool system. The extent to which the implications of the coronavirus have affected children and the work of educators remains to be explored
Transition Of Children From Kindergarten To Elementary School
No full textPrijelazi djeteta iz dječjeg vrtića u osnovnu školu predstavlja značajan događaj kako u
životu djece, tako i u životu njihovih obitelji. Kroz ovaj rad, nastoji se prikazati na koji način
odgojitelji i obitelj djetetu mogu olakšati prijelaz iz dječjeg vrtića u osnovnu školu te koliko je
njihova suradnja važna.
Ovaj rad kroz polustrukturirani intervju, nastojao je istražiti mišljenja djece predškolske
dobi o prelasku iz dječjeg vrtića u osnovnu školu. Glavni cilj ovog istraživanja bio je doznati
koliko su djeca predškolske dobi spremna za polazak u osnovnu školu, koliko znaju o osnovnoj
školi i o tome što će u njoj raditi, kome se mogu obratiti za pomoć ako nešto ne znaju, da li su
se u dječjem vrtiću u pripremala za polazak u osnovnu školu te da li su spremni za procjenu
zrelosti za upis u prvi razred osnovne škole. U istraživanju sudjelovala su djeca u dobi od šeste
do sedme godine života, odgojno-obrazovne skupine „Žabice“. Intervju se provodio u Dječjem
vrtiću „Proljeće“, Sveti Ivan Zelina u sklopu stručno-pedagoške prakse u trajanju od 5 radnih
dana u ovoj odgojno-obrazovnoj skupini. Prije istraživanja, roditeljima je podijeljena izjava o
davanju pristanka za sudjelovanje djeteta u istraživanju, a djeca su samostalno odlučivala o
sudjelovanju u istraživanju te su se u bilo kojem trenutku mogla prekinuti ili se uključiti u
istraživanje.
Tijekom istraživanja, ispitanici su pokazali veliki interes na postavljena pitanja. Uzorak
čini devetero djece školskih obveznika u dobi od šeste do sedme godine života i jedno dijete
koje nije školski obveznik u dobi od 5,5 godina.. Kroz istraživanje, istraživačica je uvidjela
kako su djeca spremna na sam polazak u osnovnu školu, da se odgojiteljice kroz brojne
radionice trude olakšati roditeljima, ali i djeci da prelazak u osnovnu školu bude što manje
stresan, da roditelji u bilo kojem trenutku znaju kako pomoći svome djetetu da mu prelazak u
osnovnu školu bude zabavan i manje stresan.The transition of a child from kindergarten to primary school is a significant event in
the lives of children as well as in the lives of their families. Through this paper, we try to show
how educators and family can facilitate the transition of a child from kindergarten to primary
school and how important their cooperation is.
This work, through a semi-structured interview, sought to explore the opinions of
preschool children about the transition from kindergarten to elementary school. The main goal
of this research was to find out how ready preschool children are to start primary school, how
much they know about primary school and what they will do in it, who they can turn to for help
if they don't know something, whether they are in kindergarten in preparation for starting
primary school and whether they are ready to assess the maturity for enrollment in the first
grade of primary school. The research involved children aged six to seven, the educational
group "Frogs". The interview was conducted in the Kindergarten "Spring", St. Ivan Zelina as
part of professional and pedagogical practice lasting 5 working days in this educational group.
Prior to the research, parents were given a statement of consent for the child's participation in
the research, and the children independently decided to participate in the research and could be
interrupted or included in the research at any time.
During the research, respondents showed great interest in the questions asked. The
sample consists of nine children of schoolchildren aged six to seven and one child who is not a
schoolboy aged 5.5. Throughout the research, the researcher found that children are ready to
start primary school. through numerous workshops they try to make it easier for parents and
children to make the transition to primary school as stress-free as possible, for parents to know
at any time how to help their child make the transition to primary school fun and less stressful
Attachment In Childhood
No full textOvaj rad daje pregled dosadašnjih teorija i istraživanja iz područja razvoja
privrženosti.
Na razvoj privrženosti utječu karakteristike samog djeteta, i to u prvom redu
temperament te karakteristike okoline. U okviru djetetove okoline obitelj predstavlja
mikrosustav, prvu i najvažniju zajednicu u kojoj dijete odrasta, zadovoljava svoje potrebe te
stječe najranija iskustva koja prenosi na vlastiti život tijekom odrastanja. Uz obitelj vežemo i
kvalitetu skrbi te brigu o djetetu, što uvelike utječe na razvoj privrženosti. Ponašanja i odnosi
koje će dijete izgraditi tijekom djetinjstva također ovise o obliku privrženosti koji je ono
razvilo. Djeca početkom ranog djetinjstva kreiraju bliske odnose sa svojim vršnjacima i
oblikuju prijateljstva koja uključuju druženja, igru, složene interakcije i razmjenu emocija, a
to je zapravo temelj prijateljstava koja se oblikuju u kasnijem djetinjstvu i tijekom života.This paper provides an overview of previous theories and research in the field of
attachment development.
The development of attachment is influenced by the characteristics of the child himself,
primarily temperament and the characteristics of the environment. Within the child's
environment, the family represents the microsystem, the first and most important community
in which the child grows up, meets his needs and acquires the earliest experiences that he
transfers to his own life during growing up. We also associate the quality of care and child
care with the family, which greatly influences the development of attachment. The behaviors
and relationships that a child will build during childhood also depend on the form of
attachment he or she has developed. Children in early childhood create close relationships
with their peers and form friendships that include socializing, playing, complex interactions,
exchanging emotions, and this is actually the foundation of friendships that are formed in later
childhood and throughout life