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Work orientations and well-being of teachers in music schools : mediating role of flow at work
No full textCilj ovog rada bio je provjeriti teorijske postavke o povezanosti radnih orijentacija (posao kao izvor prihoda, posao kao karijera i posao kao životni poziv) s dobrobiti i zadovoljstvom poslom učitelja glazbe i učitelja predmetne nastave. Naglasak je bio na ispitivanju uloge zanesenosti kao moguće posredujuće varijable u ovom odnosu i to posebno za predmetne učitelje i posebno za učitelje u glazbenim osnovnim školama. Očekivalo se da će učitelji glazbe imati više rezultate na radnoj orijentaciji na životni poziv, zanesenosti, životnom zadovoljstvu, psihološkom procvatu i zadovoljstvu poslom.
U istraživanju je sudjelovalo 209 predmetnih učitelja (različitih predmeta) u osnovnoj školi i 173 učitelja iz osnovnih glazbenih škola. Korišteni su sljedeći instrumenti: upitnik radnih orijentacija, upitnik zanesenosti u poučavanju, skala životnog zadovoljstva, skala psihološkog procvata i jedna čestica za mjerenje zadovoljstva poslom.
Rezultati su pokazali da se dvije grupe učitelja međusobno statistički značajno ne razlikuju ni u jednoj ispitivanoj varijabli osim u zanesenosti. Međutim, suprotno očekivanjima veću zanesenost u poslu imali su predmetni učitelji. Orijentacija na životni poziv bila je pozitivni prediktor zanesenosti, zadovoljstva životom, psihološkog procvata i zadovoljstva poslom kod predmetnih učitelja, ali samo zanesenosti i zadovoljstva poslom učitelja glazbe. U obje skupine učitelja orijentacija na posao kao izvor prihoda bila je negativno povezana sa svim navedenim varijablama. Orijentacija na karijeru nije bila značajno povezana ni s jednom varijablom. Očekivano, zanesenost je bila posredujuća varijabla u negativnom odnosu između radne orijentacije na posao kao izvor prihoda i zavisnih varijabli i u pozitivnom odnosu između radne orijentacije na životni poziv i zavisnih varijabli.
Teorijski doprinos ovog rada je u objašnjenju veze između radnih orijentacija i dobrobiti i zadovoljstva poslom u dva različita konteksta: kod predmetnih učitelja i učitelja u glazbenim školama.Introduction
Teachers' well-being has a significant positive impact upon teachers' motivation (Moe, 2016). If teachers' well-being plays such an important role in students' success as well as in other educating outcomes, it is essential to determine factors which contribute to their well-being. Among various factors attitudes take an outstanding place that teachers have about their job and are also called work orientations.
Researches have shown that employees who experience their job as a life calling , generally have greater job and life satisfaction in relation to those who look upon their job only as a source of income or career which was also confirmed in elementary school teachers (Jurčec and Rijavec, 2015). Since there is a proven correlation betweeen work orientations and life-satisfaction, certain researches tried to discover possible mediators in this correlation and it was found out that teachers who experience their job as a life calling, have a greater well-being as their fundamental psychological needs are better satisfied and they also have a greater sense of job meaningfulness and sense of life (Jurčec, 2014; Miljković et al, 2016). In this paper it is assumed that a mediator between work orientations and well-being could be also feeling of the flow at work; whereby theory of work orientations and theory of the flow as theoretical frame of the research of predictors of teachers' well-being are integrated. One of the reasons of correlation of work orientation upon a life calling and life and job satisfaction may lie in that teachers who experience their job as a life calling, experience the state of flow at work more frequently. Flow is emphatically pleasant psychogical state that people experience when they are in such an extent oriented upon activity that they are momentarily dealing with that they are completely absorbed with it (Csikszentmihalyi, 2000). This paper assumes that attitude towards job as a life calling encourages teachers to improve themselves, increase their competences and thus increase probability to experience the state of flow that contributes to well-being. It would be significant to examine work orientations of teachers in music schools as it is possible that they will experience their job as a life calling more frequently since Csikszentmihalyi (1990) discovered that artists and sportsmen are especially prone to feel the flow. As it was shown that well-being is correlated with the flow (Asakawa, 2010; Bryce and Haworth 2002) ,it would be significant to check whether the flow is more expressed in teachers in music schools and whether it has a mediating role in relation to work orientations and well-being.
Aim and problems of the research
The aim of this paper is to check theoretical precepts of correlation of work orientations (job as a source of income, job as a career and job as a life calling) and well-being and life satisfaction of music teachers and elementary school teachers. The main goal of the paper is to examine the role of flow as a possible mediating variable in this correlation and it applies especially to elementary school teachers and teachers in elementary music schools.
Methodology
The sample encompassed two groups of examinees. The first group was comprised of 209 elementary school teachers of different subjects and the second group consisted of 173 teachers in elementary music schools. In the paper the following questionnaires were used: Questionnaire of work orientations (eng. Modified University of Pennsylvania Work-Life Questionnaire, Wrzesniewski et al., 1997), Questionnaire of the flow in teaching, which is modified by means of Scale for measurement of work flow (eng.Work Related Flow Inventory WOLF, Bakker, 2008), Scale of psychological flourishing (eng. Flourishing Scale, Diener et al, 2010), Measurement of job satisfaction (eng. Job Satisfaction-JS-Single Item Scale, Scarpello and Campbell, 1983).
Results and discussion
The obtained results did not confirm hypothesis according to which teachers in music schools experience their job as a life calling more often and more rarely as a career or source of income. Generally it can be concluded that between the group of teachers in music schools and elementary school teachers there is no significant statistical difference in work orientations, that is the way, how they experience their job, that may be interpreted by means of comprehension of identity of music teachers as musicians or music pedagogue, (Ballantye and Grootenboer, 2012; Ballantye and Zhukov, 2017; Pellegrino, 2009).
It was also shown that between the group of teachers in music schools and elementary school teachers there is no significant statistical difference either in well-being or in job satisfaction, except for the fact that a difference was found in the flow of teaching, but contrary to the hypothesis the results show that elementary school teachers experience the flow in teaching more frequently than teachers in music schools. Results connected with the flow in
teaching are not in accordance with assumed hypotheses that were based on the past researches in which it was confirmed that artists and musicians experience the state of flow more frequently (Csikszentmihayli, 1990: Delgado, 2017) and it seems that music teaching on the level of elemenatry school does not differ from teaching of other subjects when in question are conditions that lead to the flow, that is, it is possible that challenges and skills that are required for phenomenon of the state of flow are greater in elementary school teachers.
Regression analysis on the sample of elementary school teachers and teachers in music schools with the flow in teaching and job satisfaction as a criterion variable showed that essential predictors are job as a source of income and job as a life calling, whereas orientation on job as a career contrary to the presumption did not prove connected either with the flow in teaching or in job satisfaction. Such results are in accordance with past researches that proved positive correlation of work orientation on life calling with flow at work (Tavčar and Arzenšek, 2019) and negative connection between orientation on job as a source of income and flow at work (Jurčec, 2019). In conformity with past researches results are connected with positive correlation of orientation on job as a life calling and positive results at work with job satisfaction (Lobene and Meade, 2013; Wrzesniewski et al., 1997) and negative connection of orientation on job as a source of income and job satisfaction (Gradišek et al., 2020; Jurčec and Rijavec, 2015). Regression analysis on the sample of elementary school teachers with well-being (psychological flourishing and life satisfaction) as a criterion variable showed that significant predictors proved to be job as a source of income that is negatively correlated with well-being and job as a life calling that is positively connected with psychological flourishing, whereas orientation on work as a career contrary to the presumption did not prove connected with psychological flourishing. On the sample of teachers in music schools as a significant predictor proved to be only job as a source of income that is negatively correlated with life satisfaction and psychological flourishing, whereas orientation on work as a life calling was not a significant predictor of well-being in any dimension as well as it was with orientation on work as a career. In accordance with past researches it was confirmed that orientation on a life calling proved to be positively and orientation on work as a source of income negatively correlated with well-being (Peterson et al., 2009; Wrzesniewski et al. 1997).
In the paper was shown a mediating role of the flow at work in relation between work orientations on a life calling and source of income, well-being and job satisfaction, whereas mediating role in work orientation on a career did not prove to be significant. It was also
confirmed that mediating role of the flow between elementary school teachers and teachers in music schools is not significant.
In theoretical sense the greatest contribution of this research is the mediating role of flow between work orientation on a life calling and well-being in elementary school teachers and teachers in elementary music schools
Comparasion Of Teachers' Opinions On Inclusive Education Of Students With Autism And ADHD
No full textInkluzivno obrazovanje predstavlja jedan segment društvene inkluzije s naznakom međusobne
jednakosti i prihvatljivosti. Ono je usmjereno na obrazovne zahtjeve i potrebe svih, djece i odraslih
s posebnom usmjerenošću na one koji su podložni društvenoj segregaciji i društvenoj
marginalizaciji. Uvjetuje kreiranje škola i odgojno-obrazovnih ustanova koje su namijenjene za
učenje djece sa i bez posebnih odgojno-obrazovnih potreba. Učenici s posebno odgojnoobrazovnim potrebama su učenici s teškoćama u razvoju i daroviti učenici.
Tema rada vezana je za mišljenja učitelja o inkluziji djece s posebnim odgojno-obrazovnim
potrebama s naglaskom na djecu s teškoćama u razvoju u redovnim školama. Odnos prema djeci s
teškoćama u razvoju kroz povijest se često mijenjao. Danas su djeca s teškoćama u razvoju
prihvaćena u društvu i imaju svoja prava u koje se ubraja i pravo na obrazovanje. U radu se daje
uvid u teorijska polazišta o djeci s posebnim potrebama gdje su se odijelili pojmovi djeca s
teškoćama u razvoju i darovita djeca, pojmovi integracije i inkluzije djece s teškoćama u odgojnoobrazovni proces, obilježja funkcioniranja i obrazovanja učenika s poremećajem iz spektra autizma
i hiperaktivnog poremećaja te kompetencije učitelja. Učenici s teškoćama u razvoju jesu učenici s
oštećenjima vida, oštećenjima sluha, oštećenjima jezično-govorne-glasovne komunikacije,
specifičnim teškoćama u učenju, oštećenjima organa i organskih sustava, intelektualnim
teškoćama, poremećajima u ponašanju i oštećenjima mentalnog zdravlja te postojanje više vrsta
teškoća u psihofizičkom razvoju. Praktični dio rada daje uvid u rezultate provedenog istraživanja
o mišljenjima učitelja o inkluziji djece s teškoćama u razvoju u redovite razredne odjele. Za
prikupljanje potrebnih podataka korištena je kombinacija kvantitativnog i kvalitativnog
istraživanja u periodu od svibnja do lipnja 2022. Anketni upitnik proveden je online, a kvalitativni
dio istraživanja primjenom intervjua uživo.Inclusive education represents one part of social inclusion with the stress on mutual equality and
acceptance. It is directed towards educational demands and needs of all children and adults likewise
with special focus on those who could be subjected to social segregation as well as marginalisation
in the society. It is the basis for the creation of schools and other educational institutions that are
intended for teaching children with or without special counceling needs. Pupils and students with
such educational needs are the ones with handicaps in their progress as well as the gifted
individuals. The topic of this thesis is in close connection with teachers opinion concerning the
inclusion of children with special needs in particular focused on those with difficulties in their
development in regular schools. The relationship with handicapped children during their
development has been changed very often over the years throughout history. Nowadays children
with difficulties in their progress are accepted in the society and they posses their rights among
which is the right to education. In this thesis the insight in the theoretical principles for such
individuals is presented where terms such as handicapped children, talented students, integration
and their inclusion have been separated. Further the characteristics of functioning and education of
students with problems in the autism spectrum and hyperactive behaviour as well as teachers
competences. The students with difficulties are persons with sight deprivation, hearing problems,
difficulties in language, speaking and sound communication, and specific issues in learning and
studying, or damages in some body parts or organ systems, mental health issues, behaviour
discrepancies and mental health disorder and the cases where more than one of these difficulties
are present in their psychophysical growth. The practical part of this thesis sheds lihgt o the results
of the teachers opinion survey that was conducted upon the topic of students inclusion into the
regular schools. To collect the necessary dana, a combination of quantitative and qualitative
research was used in the period from May to June 2022. The survey questionnaire was conducted
online, and the qualitative part of the research was conducted using live interviews
Reflection of the practise of educators
No full textRad se bavi i temelji na jednoj nadasve zanimljivoj temi koja se tiče i odnosi na cijelo suvremeno društvo. Riječ je o pojmu refleksije i posljedicama iste. Činjenica je da je čovjek intelektualno i misaono biće te mu je u prirodi da razmišlja o različitim aktivnostima, procesima, svojim odlukama kojima utječe, kako na sebe, tako i na druge oko sebe. Zbog toga je izuzetno važno da svaki pojedinac radi na sebi, ali i odnosu s drugima, osobito ako je riječ osobama koji svoje znanje prenose na djecu. Prije svega, misli se na odgojitelje koji svojim radom, ponašanjem snažno utječu na djecu. Oni se, kao stručnjaci, trebaju razvijati u profesionalnom, ali i osobnom smislu. Jedino na taj način refleksija, tj. samorefleksija može ostvariti svoj cilj. Upravo je ona jedan od temelja u odnosu odgojitelj – dijete. Prvi se dio rada odnosi na teorijski aspekt (samo)refleksije, a u središnjem je dijelu rada naglasak na refleksiji u radu odgojitelja. Naposljetku su istaknuti modeli te etape refleksivne prakse uz konkretan primjer. U cijelome je radu fokus na refleksiji, pojmu koji je u društvu prisutan od samoga početka čovječanstva, no u današnje je vrijeme dodatno aktualan zbog kompleksnosti odnosa različitih generacija, ali i suvremenog načina života te rada koji iziskuje brzu i kvalitetnu reakciju u određenom trenutku.The work deals with and is based on a particularly interesting topic that concerns and relates to the entire contemporary society. It is about the concept of reflection and its consequences. The fact is that man is an intellectual and thinking being, and it is in his nature to think about different activities, processes, and his decisions, which affect both himself and others around him. For this reason, it is extremely important that each individual works on himself, but also on his relationship with others, especially when it comes to people who pass on their knowledge to children. First of all, we mean educators who strongly influence children with their work and behavior. As experts, they need to develop professionally, but also personally. Only in this way can reflection, i.e. self reflection, achieve its goal. It is precisely one of the foundations of the educator-child relationship. The first part of the paper refers to the theoretical aspect of (self) reflection, and the central part of the paper focuses on reflection in the work of educators. Finally, the models of that stage of reflective practice are highlighted with a concrete example. Throughout the work, the focus is on reflection, a concept that has been present in society since the very beginning of humanity, but nowadays it is even more relevant due to the complexity of relationships between different generations, as well as the modern way of life and work, which requires a quick and high-quality reaction at a certain moment
Gender predictor of attitude toward physical exercise
No full textCilj istraživanja bio je utvrditi razlike između djevojčica i dječaka nižih razreda osnovne škole pri odabiru tjelesnih aktivnosti. Također, utvrđivao se i njihov stav prema istim. U istraživanju je sudjelovalo 52 učenika, 27 dječaka i 25 djevojčica dviju osnovnih škola u Hrvatskoj. Rezultati su poprilično ujednačeni te ukazuju na to da se oba spola najčešće bave tjelesnim aktivnostima u svoje slobodno vrijeme te da to rade vrlo često. Dječaci su nogomet svrstali kao aktivnost koju najčešće upražnjavaju, a djevojčice ples. Vrlo je pozitivno to da gledanje televizije i rad na računalu nisu visoko na listi najčešćih aktivnosti. No, prema rezultatima je vidljivo da su velika većina djece koja se odlučuju za takve aktivnosti dječaci. Djeca uživaju u tjelesnim aktivnostima i shvaćaju važnost istih u njihovom životu što je vidljivo da su se sva ispitana djeca izjasnila da bi u budućnosti nastavila ili možda nastavila baviti se njima. Tjelesna aktivnost važna je u očuvanju mentalnog i tjelesnog zdravlja te je od izrazite važnosti da djeca već u najranijoj dobi dođu u kontakt i stvore interes za njom. Budući da je Tjelesna i zdravstvena kultura, kao dio obaveznog obrazovanja u osnovnim školama, možda nekoj djeci prvi i jedini doticaj s tjelesnom aktivnosti nastava bi trebala biti dobro organizirana i prilagođena interesu učenika kako bi postali tjelesno aktivni kroz čitavi svoj život. Vidljiv je napredak u tom pogledu s obzirom da su uvedene promjene u Nacionalnom kurikulumu i samom obrazovanju učitelja.The aim of this study was to determine the differences between the preferences boys and girls in early primary have towards physical activites. Also, their attitude towards physical activities was examined aswell. 52 students of two Primary schools in Croatia, 27 boys and 25 girls, were involved in this study. The results show that both genders in their leisure time preferably do physical activites and they do it at a frequent rate. Boys ranked football as the activity they mostly do and girls listed dance. It is positive to know that this group of young students do not spend most of their time watching tv and in front of the computer since those were not the activities listed at the top. But it is noticeable that the vast majority of the children who do spend their leisure time doing so are boys. Children do enjoy physical activities and do understand the value of it which is visible in the fact that all of them are or will probably continue to do them in the future. Physical activity is very important for keeping good mental and physical health. It should be substantial to involve the children and spark their interest in those kinds of activities from an early age in order for them to become phyisically active throughout their entire life. Since Physical Education in schools is the first and probably the only contact with physical activities that the children have so it should be organized to suit the student's needs and preferences. There has been progress in making that happen with the change of the National Curriculum and better teacher training
The development of artistic sensibility in children of early and preschool age
No full textLikovni senzibilitet kod djece razvija se u ranoj razvojnoj dobi. Za likovni razvoj potrebna je dječja igra, kvalitetno okruženje, različiti materijali te motivacija u čemu veliku ulogu ima odgojitelj. Cilj ovog istraživanja bio je uvidjeti koliko djeca rane i predškolske dobi u jednom vrtiću Brodsko – posavske županije imaju razvijen likovni senzibilitet. Prikazana je važnost dječje igre i poticajnog okruženja u likovnom razvoju, likovni razvoj djeteta, uloga odgojitelja u dječjem izričaju te analiza dječjih radova podijeljenih u nekoliko kategorija.Artistic sensibility in children develops in early developmental age. Children's play, quality environment, various material and motivation are needed for artistic development, in which the preeschool teacher plays a major role. The goal of this research is to find out how well children of early and preschool age in one kindergarten in Brod-Posavina County have developed artistic sensibility. The importance of children's play and a stimulating environment in artistic development, artistic development of children, the role of preschool teachers in children's expression and the analysis of children's art work divided into several categories are presented
Drawing techniques in children's art work
No full textCrtež je likovno djelo nastalo pisaljkama, tj. materijalima čija je glavna odlika da za sobom ostavljaju linijski trag i koji se uglavnom koriste kao za zapisivanje teksta. Crtež je najstariji način ljudskog izražavanja, koji prethodi pismenom komuniciranju. Likovni elementi koji se koriste svim vrstama likovnog izražavanja pa tako i u crtežu. Elementi crteža su točka, linija, tekstura, ton, ploha, prostor, volumen i boja. Materijali koji se koriste u crtežu su razne vrste pisaljki koje, kada se koriste za likovno izražavanje postaju određena crtaća tehnika. Prema prirodi materijala, crtačke tehnike se dijele na suhe i mokre tehnike. Suhe tehnike su: olovka, ugljen, kreda. Mokre tehnike su: kemijska olovka, flomaster te sve tehnike rada tušem i ostalim tekućim sredstvima. Iako je crtež dvodimenzionalan, može se i drugim načinima postići plastičnost (trodimenzionalnosti) crteža. Praćenje razvoja likovnosti kod djece, otkriva da nam već prvi pokušaji likovnog izražavanja donose poruke koje nam djeca šalju. Crtež nam može otkriti mnoštvo informacija o unutrašnjem svijetu neke osobe, pa isto tako i djeteta. Cilj ovoga diplomskog rada je istražiti, proučiti crtež, istražiti njegovu povijest, likovne elemente, karakteristike dječjeg crteža i razvojne faze, analizirati crtačke tehnike, kao i osvijestiti crtež kao likovno-vizualno sredstvo i informirati se o njegovoj važnosti.A drawing is a work of art created with pens, i.e. materials whose main characteristic is that they leave behind a linear trace and which are mainly used for writing down text. Drawing is the oldest way of human expression, which precedes written communication. Artistic elements that are used in all kinds of artistic expression, including in drawing. Elements of drawing are point, line, texture, tone, surface, space, volume and color. The materials used in drawing are various types of pens which, when used for artistic expression, become a certain drawing technique. According to the nature of the material, drawing techniques are divided into dry and wet techniques. Dry techniques are: pencil, charcoal, chalk. Wet techniques are: ballpoint pen, felt-tip pen and all techniques of working with ink and other liquid media. Although the drawing is two-dimensional, plasticity (three-dimensionality) of the drawing can be achieved in other ways. Monitoring the development of children's art reveals that the very first attempts at artistic expression bring us messages that children send us. A drawing can reveal a lot of information about the inner world of a person, including a child. The aim of this thesis is to investigate, study drawing, explore its history, artistic elements, characteristics of children's drawing and developmental stages, analyze drawing techniques, as well as raise awareness of drawing as an art-visual tool and get information about its importance
Relationship between the level of exposure to television content and the level of aggressive behavior among preschool children
No full textAgresivni oblici ponašanja među djecom predškolske dobi, između ostalih faktora, mogu biti potaknuti agresivnim (nasilnim) televizijskim sadržajima. Obzirom da su djeca predškolske dobi vrlo rano izložena televizijskim sadržajima te obzirom da televizijski sadržaji općenito, baš kao i sadržaji namijenjeni djeci, obiluju nasilnim sadržajima, ključnu ulogu u prevenciji, neutralizaciji ili korekciji agresivnih ponašanja među djecom predškolske dobi potaknutom agresivnim televizijskim sadržajima, imaju primarni skrbnici djece, najčešće roditelji, koji primjenom raznih strategija kojima kontroliraju, nadgledaju ili interpretiraju televizijski sadržaj kojem su djeca izložena, mogu na adekvatan način posredovati televizijske sadržaje djeci predškolske dobi.
U skladu s navedenim, tijekom ožujka 2022. godine provedeno je empirijsko anketno ispitivanje kojim su na prigodnom uzorku prikupljeni podaci o 126 vrtićke djece predškolske dobi, koja su u trenutku provođenja ispitivanja pohađala jedan dječji vrtić u Gradu Zagrebu. Ispitivanje je provedeno sa svrhom utvrđivanja najučinkovitije roditeljske strategije, kao one koja rezultira najmanjom razinom agresivnih oblika ponašanja među djecom predškolske dobi izloženoj televizijskim sadržajima.
Podaci su prikupljeni od 126 roditelja te 11 institucionalnih odgajateljica uzorkom obuhvaćene vrtićke djece predškolske dobi.
Prema rezultatima provedenog ispitivanja, niti jedan oblik roditeljske medijske strategije nije se pokazao statistički značajno povezan s razinom dječjih agresivnih ponašanja. S druge pak strane, utvrđeno je kako agresivna ponašanja u većoj mjeri manifestiraju djeca koja su u tipičnom danu duže izložena televizijskim sadržajima. Naime, vrtićka djeca predškolske dobi koja su u većoj mjeri izložena televizijskim sadržajima, odnosno, djeca koja u tipičnom danu duže gledaju televizijske sadržaje, u većoj mjeri manifestiraju sva tri ispitivana oblika agresivnog ponašanja, dok vrtićka djeca predškolske dobi koja su u manjoj mjeri izložena televizijskim sadržajima, odnosno, djeca koja u tipičnom danu kraće gledaju televizijske sadržaje, u manjoj mjeri manifestiraju sva tri ispitivana oblika agresivnog ponašanja.Aggressive forms of behavior among preschool children, amidst other factors, can be encouraged by aggressive (violent) television content. Given that preschool children are exposed to television content very early on and that television content in general, as well as content intended for children, is rich in violent content, a key role in preventing, neutralizing or correcting aggressive behavior among preschool children encouraged by aggressive television content has caregivers of children, most often parents, who, through various strategies with which they control, monitor or interpret the television content to which children are exposed, can adequately communicate television content to preschool children.
In accordance with the above, in March 2022 an empirical survey was conducted on a convenient sample which collected data on 126 preschool children, who at the time of the survey attended one kindergarten in the City of Zagreb. The research was conducted with the aim of determining the most effective parenting strategy, as the one that results in the lowest level of aggressive forms of behavior among preschool children exposed to television content.
Data were collected from 126 parents and 11 institutional educators from the sampled pre-school kindergarten children.
According to the results of the research, no form of parenting media strategy was statistically significantly associated with the level of children's aggressive behavior. On the other hand, it was found that aggressive behaviors are more pronounced in children who are more exposed to television content on a typical day. Namely, kindergarten children of preschool age who are more exposed to television content, ie children who watch television content for a longer time on a typical day, manifest all three examined forms of aggressive behavior to a greater extent, while kindergarten children of preschool age who are less exposed to television content, that is, children who watch television content for a shorter time on a typical day, to a lesser extent manifest all three examined forms of aggressive behavior
The specifics of socialization of children with autism spectrum disorders in early and preschool education
No full textPoremećaji iz spektra autizma (PSA) su pervazivni razvojni poremećaji koji se javljaju u ranom djetinjstvu i traju cijeli život, a očituju se u teškoćama u socijalnoj interakciji i komunikaciji te ograničenim i repetitivnim obrascima ponašanja, interesa ili aktivnosti. Sposobnost uspostavljanja odnosa s drugima i njihovo održavanje, sudjelovanje u zajednici i izgradnja prijateljstava karakteristični su za socijalnu kompetenciju, dok se pojmom socijalizacija misli na proces u kojemu se djeca i mladi uvode u neku kulturu, stječu stavove, uče i razvijaju prihvatljivo društveno ponašanje. Socijalizacija djece PSA razlikuje se od djeteta do djeteta i ovisi o dječjem razvoju, a važnu ulogu u razvoju socijalne kompetencije imaju vršnjaci i odgojitelji. Uloga odgojitelja je razumijevanje utjecaja teškoće u razvoju na odgoj i obrazovanje djece, uočavanje jakih strana, interesa i mogućnosti te djece te osiguravanje razumne prilagodbe i učinkovitih mjera podrške toj djeci.
Djeca s PSA manifestiraju teškoće u tri područja – socijalna interakcija, komunikacija i ponašanje, što je objašnjeno u teorijskom dijelu ovog rada. U radu su prikazani i rezultati dobiveni u sklopu znanstvenog projekta Hrvatske zaklade za znanost „Modeli odgovora na odgojno-obrazovne potrebe djece izložene riziku socijalne isključenosti u ustanovama ranog i predškolskog odgoja i obrazovanja“ (MORENEC). Izdvojeni su podaci o procjenama ponašanja djece koja su prema Listi djetetovih ponašanja i Obrascu za odgojitelja (Achenbach, 2000) na kriteriju za PSA ostvarili iznadprosječne rezultate. Prema procjenama roditelja, radi se o 17 (0,5%), a prema procjenama odgojitelja 33 (0,9%) od 3.500 djece u dobi od 5 do 7 godina iz 66 hrvatskih dječjih vrtića.
Cilj istraživanja je ustanoviti udio djece s PSA koja su uključena u redovne programe ranog i predškolskog odgoja i obrazovanja te usporediti načine na koje njihova ponašanja procjenjuju roditelji i odgojitelji. Ponašanja djece procjenjivali su odgojitelji i roditelji temeljem Upitnika za procjenu etioloških i fenomenoloških aspekata rizika socijalne isključenosti djece rane i predškolske dobi (verzija za odgojitelje) te Upitnika za procjenu etioloških i fenomenoloških aspekata razvoja djece rane i predškolske dobi (verzija za roditelje). Oba su mjerna instrumenta razvijena za potrebe projekta MORENEC.
Rezultati istraživanja pokazali su da su procjene ponašanja djece s PSA odgojitelja i roditelja uglavnom ujednačene posebno kada je riječ o internaliziranim problemima u ponašanju koja su karakteristična za djecu s PSA (nezainteresiranost za vršnjake i/ili grupne
aktivnosti, nelagoda kod prilaženja drugoj djeci ili odraslim osobama, strah zbog govora u većoj grupi djece ili odraslih osoba, potreba za osamljivanjem, strah od sudjelovanja u grupnim aktivnostima ili nekih događaja te teškoće s održavanjem pažnje). S druge strane, odgojitelji i roditelji različito procjenjuju ponašanja djece koja su uvjetovana okruženjem, pa odgojitelji češće primjećuju ponašanja vezana uz interakciju i odnos s vršnjacima, a roditelji ponašanja koja nisu uvijek vezana uz funkcioniranje i rad u većoj grupi djece, već se njihova pojavnost može uočiti i kod kuće (npr. impulzivnost).
Iz podataka proizlazi zaključak da su simptome PSA odgojitelji prepoznali kod znatno većeg broja djece, nego što je to slučaj s roditeljima. Osim toga, zaključno je moguće istaknuti da većina djece s PSA ne manifestira probleme u ponašanju, osobito kada je riječ o eksternaliziranim problemima. Prema tome, ukoliko odgojitelji i roditelji primjereno odgovaraju na socijalizacijske potrebe djece s PSA te na odgojno-obrazovne potrebe, oni će uspješno razviti socijalne kompetencije i vještine.Autism spectrum disorder (ASD) are pervasive developmental disorders that occur in early childhood and last a lifetime and they are menifested in difficulties in social interaction and communication and limited and repetitive pattern of behavior, interests or activities. The ability to establish relationships with others and maintain them, participation in community and building friendships are characteristic of social competence, while the term socialization refers to the process in which children and young people are introduced to a culture, acquire attitudes, learn and develop acceptable social behavior. The socialization of children with disabilities varies from child to child and depends on the child's development, and peers and preschool teachers play an important role in the development of social competence. The role of preschool teachers is to understand the impact of developmental disabilities on the upbringing and education of children, to identify the strengths, interests and opportunities of these children and to ensure reasonable accommodation and effective measures to support these children.
Children with ASD manifest difficulties in three areas – social interaction, communication and behavior which is explained in the theoretical part of this paper. The paper also presents the results obtained within the scientific project of the Croatian Science Foundation „Models of Response to Educational Needs of Children at Risk of Social Exclusion in ECEC Institutions“ (MORENEC). Data on assessments of children's behavior that achieved above-average results according to the List of Children's behavior and the Form for preschool teachers according to the ASD criteria were singled out. According to parents 'estimates there are 17, and according to preschool teachers 'estimates 33 out of 3.500 children aged 5 to 7 from 66 Croatian kindergartens.
Thea im of the research is to determine the share of children with ASD who are included in regular programs of early and preschool education and to compare the ways in which their behaviors are assessed by parents and preschool teachers.Children's behavior was assessed bj preschool teachers and parents based on the Questionnaire for assessing the etiological and phenomenological aspects of the risk of social exclusion of children of early and preschool age (version for preschool teachers) and Questionnaire for assessing the etiological and phenomenological aspects of the development of children of early and preschool age (version
for parents). Both measuring instruments were developed fot the needs of the MORENEC project.
The results of the research showed that the assessments of preschool teachers and parents are mostly uniform, especially when it comes to internalized behavioral problems that are characteristic of children with PSA (disinterest in peers and/or group activities, discomfort when approaching other children or adults, fear of speaking in a larger group of children or adults, need for solitude, fear of participating in group activities or some events and difficulty maintaining attention). On the other hand, preschool teachers and parents differently assess children's behaviors that are conditioned by the environment, so preschool teachers more often notice behaviors related to interaction and relationships with peers, and parents notice behaviors that are not always related to functioning and working in a larger group of children, because their appearance can be seen at home (e.g. impulsivity).
The data conclude that ASD symptoms were recognized by preschool teachers in a significantly larger number of children than in the case of parents. In addition, it can be concluded that most children with ASD do not manifest behavioral problems, especially when it comes to externalized problems. Therefore, if preschool teachers and parents respond appropriately to the social needs of children with ASD and to the educational needs, they will successfully develop their social competencies and skills
Children's artistic creativity inspired by the work of Gustav Klimt
No full textSvrha secesije bila je pružiti priliku svakoj osobi da percipira djelo kako njemu odgovara, u skladu s njegovom prirodom življenja i prihvaćanja svijeta oko sebe. Poticala je svakoga na slobodu izražavanja svojih misli i osjećaja. Upravo je ta sloboda bila velika motivacija i inspiracija pojedincima u stvaranju svojih velikih umijeća. Brojni su se susreli s kritikama tadašnjeg društva, ali usprkos valovima neshvaćanja, njihova djela danas žive i bude nove umjetnike. Najistaknutiji umjetnik toga doba bio je Gustav Klimt. Rođen je 14. srpnja 1862. Sa 14 godina dobio je državnu stipendiju za studiranje u Bečkoj umjetničkoj školi. U Visokoj školi za umjetnost i obrt pokazao je svoju darovitost koja mu je omogućila prve narudžbe za ukrašavanje velikih javnih zgrada koje su se gradile tijekom 1880-ih i 1890-ih godina. Njegove dekoracije izazvale su oštre kritike konzervativnog Beča, ali je on slikanjem veličanstvenih portreta žena iz otmjenog društva mogao dovoljno ugodno živjeti, oslobođen narudžbi. Klimt nije bio buntovnik. Klonio se javnosti, a privatni život držao je za sebe. Iz njegovih slika zrcali se unutarnji svijet i ljepota puna senzualnosti. Unatoč preprekama društva, dopustio je svijetu da upozna njegov unutarnji svijet. Poput svakog umjetnika i on je tragao za sredstvom izražavanja. Koristio je razne geometrijske oblike i razne boje, najviše zlatnu, kako bi svoje misli, osjećaje i svijet koji je oslikavao pretočio u stvarnost i dočarao ih publici. Svatko od nas je poput umjetnika čija djela danas gledamo. Umjetnik s vlastitim izričajem.
Dijete dolaskom na svijet neprestano istražuje, isprobava i kroz interakciju s okolinom ono uči i pronalazi alate vlastitog stvaralaštva. Upoznavajući ga s ranim djelima i likovnim alatima, dijete razvija kritičko mišljenje što ima višestruko značenje za njegov psihički razvoj. Dijete stvara kreativan odnos u interakciji s okolinom. Tada okolinu mijenja u skladu s osobnim rastom i razvojem.The purpose of secession was to provide an opportunity for each person to perceive the work as he sees fit, in accordance with his nature of living and accepting the world around him. She encouraged everyone to express their thoughts and feelings freely. It was this freedom that was a great motivation and inspiration to individuals in creating their great skills. Many have met with criticism from the society of the time, but despite waves of misunderstanding, their works live on today and awaken new artists. The most prominent artist of the time was Gustav Klimt. He was born on July 14, 1862. At the age of 14 he received a state scholarship to study at the Vienna School of the Arts. At the College of Arts and Crafts he demonstrated his talent which enabled him to make the first orders to decorate large public buildings that were built during the 1880s and 1890s. His decorations provoked harsh criticism from conservative Vienna, but he was able to live comfortably enough, free of orders, by painting magnificent portraits of women from posh society. Klimt was not a rebel. He shunned the public and kept his private life to himself. His paintings reflect the inner world and beauty full of sensuality. Despite the obstacles of society, he allowed the world to get to know his inner world. Like any artist, he sought a means of expression. He used various geometric shapes and various colors, mostly gold, to turn his thoughts, feelings and the world he painted into reality and convey them to the audience. Each of us is like the artist whose works we see today. An artist with his own expression.
When a child is born, he constantly explores, tries and through interaction with the environment he learns and finds the tools of his own creativity. By introducing him to early works and art tools, the child develops critical thinking which has multiple meanings for his mental development. The child creates a creative relationship in interaction with the environment. Then the environment changes according to personal growth and development
Correlation between emotional competence and the quality of close relationships among university students
No full textEmocionalna kompetencija je sposobnost praćenja vlastitih i tuđih emocija te njihovo korištenje u regulaciji ponašanja. Ovim istraživanjem željelo se utvrditi postoji li povezanost emocionalne kompetentnosti i kvalitete privrženosti u bliskim odnosima, kao i ispitati jesu li dimenzije emocionalne kompetentnosti i privrženosti u bliskom odnosu prediktori zadovoljstva životom. U istraživanju je sudjelovalo 248 studenata u dobi od 19 do 42 godine (prosječna dob iznosila je 22,8 godina). U svrhu istraživanja korišteni su instrumenti Upitnik emocionalne kompetentnosti (Takšić, 2002) kojim se ispitivala razina emocionalne kompetencije, Brennanov Inventar iskustava u bliskim vezama (Kamenov i Jelić, 2003) kojim se ispitivala privrženost u prijateljskom i partnerskom odnosu te Skala zadovoljstva životom (SWLS, Diener i sur., 1985) kojom se ispitivalo zadovoljstvo životom. Rezultati ukazuju na to da je emocionalna kompetentnost povezana s kvalitetom privrženosti u bliskom odnosu, pri čemu studenti s višom razinom emocionalne kompetentnosti izražavaju nižu razinu izbjegavanja i anksioznosti u prijateljskom odnosu. Nadalje, među sudionicima koji imaju višu razinu emocionalne kompetencije više je onih čija se privrženost najboljem prijatelju/prijateljici može opisati kao sigurna, a manje onih s nesigurnim oblicima privrženosti, dok je među sudionicima s nižom razinom emocionalne kompetencije više onih čiji bi se stil privrženosti mogao opisati kao nesiguran. Kad je riječ o zadovoljstvu životom, dobiveni rezultati su pokazali da su sposobnost izražavanja i imenovanja emocija te sposobnost regulacije i upravljanja emocijama pozitivni prediktori zadovoljstva životom studenata, dok je anksioznost u prijateljskom odnosu negativan prediktor zadovoljstva životom.Emotional competence is the ability to monitor one's and others' emotions and their use in behavioural regulation. The aim of this research was to explore the association between emotional competence and the quality of attachment in close relationships and to examine whether dimensions of emotional competence and attachment in close relationships are predictors of life satisfaction. 248 students participated in this research from 19 until 42 years of age (the average age was 22.8). The Emotional Competence Questionnaire (Takšić, 2002) was used to measure participants’ emotional competence, and Brennan's Inventory of Experiences in Close Relationships (Kamenov & Jelić, 2003) examined the quality of attachment in friendship and romantic relationships. Finally, the Life Satisfaction Scale (SWLS, Diener et al., 1985) was used to measure participants’ life satisfaction. The results indicated that emotional competence is associated with the quality of attachment in close relationships. Students with a higher level of emotional competence express a lower level of avoidance and anxiety in close friendships. Also, among students with a higher level of emotional competence, there are more students whose attachment to a best friend can be described as secure and fewer with insecure attachment types. Accordingly, among students with a lower level of emotional competence, there are more students whose attachment style can be described as insecure. Concerning life satisfaction, the results indicated that the ability to express and label emotions and the ability to regulate and manage emotions are positive predictors of students’ life satisfaction, whereby anxiety in a friendship is a negative predictor of life satisfaction