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Developing Socioemotional Competencies with Problem Picturebooks
No full textSlikovnica je prva knjiga s kojom se djeca susreću već u ranome djetinjstvu. Ona čini vrlo važan dio dječje književnosti kojom djeca razvijaju ljubav prema čitanju i književnosti općenito. Slikovnica je često opisivana kao dvomodalni medij jer se sastoji od vizualne i verbalne komponente, to jest ilustracija i teksta koji se međusobno nadopunjuju. Usklađenost dvaju izraza i namijenjenost slikovnice djeci i njihovim razvojnim osobitostima predstavljaju uvjete za ostvarenje svih funkcija slikovnice. Slikovnice nude širok spektar tema uz pomoć kojih djeca usvajaju nove spoznaje, bolje razumiju svijet i okolinu te razvijaju kreativnost, znatiželju, a zadovoljavaju i svoje emotivne potrebe.
Problemska slikovnica podrazumijeva vrstu slikovnice koja prikazuje teme i problemske situacije u kojima je većinom dijete središnji lik. Problemske slikovnice umjetnički oblikovanim tekstom i pomno osmišljenim ilustracijama prikazuju različite situacije u kojima se djeca mogu pronaći, a s kojima nisu upoznata ili se s njima ne znaju nositi. Problemske slikovnice tematski se bave sadržajima koji su djeci zanimljivi i bliski, a kako bi se djeca zainteresirala za priču i uočila koji problem i rješenje slikovnica nudi. S obzirom da problemske slikovnice vrlo često govore o emocijama i odnosima s drugima, one mogu biti korištene kao sredstvo za unapređenje socijalnih i emocionalnih vještina.
Socioemocionalne kompetencije izuzetno su važne kompetencije koje dijete stječe kroz život, a na njihov razvoj najviše utječe okolina – obitelj i prijatelji. Učenici ih usvajaju i uvježbavaju tijekom druženja sa svojim vršnjacima i obitelji, a mogu se poučavati i kroz problemsku slikovnicu. Djeca se s likovima iz slikovnica poistovjećuju, a pošto određene problemske slikovnice progovaraju o socioemocionalnim kompetencijama, djeca će s lakoćom internalizirati socioemocionalne vještine koje su primijetili u slikovnicama.The picturebook is the first book that children encounter in early childhood. It forms a very important part of children’s literature by which children develop love for reading and literature in general. A picturebook is often described as a bimodal medium because it consists of a visual and verbal component, an illustration and a text, which complement each other. The harmony of two expressions and the purpose of the picturebook for children and their developmental peculiarities are the conditions for the realization of all picturebook’s functions. The picturebooks offer a wide range of topics through which children acquire new knowledge, better understanding of the world and the environment, and develop creativity, curiosity, and satisfy their emotional needs.
A problem picturebook is a type of picturebook that depicts topics and problem situations in which the child is mostly the central character. Problem picturebooks with artistically designed text and carefully designed illustrations show diverse situations in which children can find themselves, and with which they are not familiar ordo not know how to deal with them. Problem picturebooks thematically deal with the content that is interesting and close to children in order for children to be interested in the story and notice what problem and solution the picturebook offers. Since problem picturebooks very often talk about emotions and relationships with others, they can be used as a means to improve social and emotional skills.
Socioemotional competencies are very important competencies that a child acquires through life, and their development is most influenced by the environment - family and friends. Children adopt and practice them while socializing with their friends and families, and they can also be taught through a problem picturebook. Children identify with the characters in the picturebooks, and since certain problem picturebooks talk about socioemotional competencies, children will easily internalize the socioemotional skills they noticed in the picturebooks
Digital parenthood- Sharenting
No full textZadnjim desetljećem te ulaskom u internetsko doba gotovo svakodnevno nastaju novi trendovi, tako je nastao i trend sharenting. Ovim radom prikupljena su relevantna istraživanja i objašnjenja ovog trenda te su se obuhvatile neke zakonske odredbe koje štite dječju privatnost ugroženu sharentingom. Također je provedeno istraživanje kojim se nastojalo ispitati stavove roditelja i njihovu informiranost o opasnostima objavljivanja dječjih informacija, fotografija i videozapisa na društvenim mrežama te o poznavanju spomenutog termina. Istraživanjem je obuhvaćeno 309 roditelja djece rane, predškolske i osnovnoškolske dobi. Konstruiran je online anketni instrument koji se sastoji od pet dijelova. Prvi dio pitanja odnosio se na sociodemografske podatke. U drugom dijelu ispitanici su odgovarali na pitanja koja se odnose na njihove navike vezane uz korištenje društvenih mreža. Treći dio odnosio se na aktivnosti sudionika istraživanja na društvenim mrežama povezane s njihovim roditeljstvom. Četvrti dio upitnika odnosio se na procjenu tvrdnji o digitalnim tragovima koje roditelji ostavljaju o svojoj djeci dok se peti dio upitnika odnosio se na poznavanje pojma sharenting.
Istraživanjem su potvrđene sve tri postavljene hipoteze, a one glase: postoji statistički značajna razlika u procjenama sudionika s obzirom na korištenje društvenih mreža, postoji statistički značajna razlika u procjenama sudionika s obzirom na objavljivanje dječjih fotografija i/ili videozapisa na društvenim mrežama te da postoji statistički značajna povezanost procjenama sudionika s obzirom na njihovu dob.
Pronađene su statistički značajne razlike između ispitanika koji koriste društvene mreže i onih koji ih ne koriste i slaganja/neslaganja s tvrdnjama, također je isto pronađeno i između ispitanika koji objavljuju fotografije i/ili videozapise svoje djece na društvenim mrežama i onih koji ne objavljuju i slaganja/neslaganja s tvrdnjama te između dobi ispitanika i slaganja/neslaganja s tvrdnjama.Last decade, during the increase of time of Internet, every day new trends arise. The same way a new trend called sharenting arised. In this thesis are collected relevant researches and explanations of this trend, as well as the new law enforcements which protect children privacy endangered with sharenting. Furthermore, this thesis contains a research which main theme was to question parent's attitudes and how well are they informed about danger of publishing information about children, photographs and videos on social media and do they know previously mentioned term sharenting. Research included 309 parents of children early, preschool and elementary school age. For this purposes was constructed online questionnaire instrument which included 5 parts. First part of questions was about sociodemographic data. Second about habits of using social media. Third contained questions regarding activities on social media connected with their parenting. Forth was about estimation of digital trails which parents leave about their children and the last about familiarity of term sharenting.
Research confirmed all hypothesis. Hypothesis are: it exists statistical relevant divergence in estimations of participants regarding publishing children's photographs/videos on social media and there is statistically relevant connection regarding estimations and participant's age.
In this research, statistically relevant diversities are found between participants who use social media and those who doesn't, between those who publish photos and/or videos of their children on social media and those who doesn't, as well as those who (dis)agree with claims and their age
Painting and drawing in kindergarten as a support of motor skills development
No full textU radu se istražuje crtanje i slikanje kao podrška razvoja motorike kod djece rane i
predškolske dobi. Analiziraju se likovne tehnike i likovna područja, faze crtanja prema
dobi djece i važnost likovnog odgoja.
Naglasak ovog rada je na važnosti crtanja i slikanja kao podrška motoričkom razvoju
kroz znakove, simbole i piktograme kao jedinstven aspekt dječjeg likovnog izraza.
Motorika kod djece usko je povezana s dječjim psihičkim razvojem kao i likovnim
izričajem. U radu se istražuje dječji crtež kao izraz dječje kreativnosti likovne tehnike
prema područjima, faze crtanja i slikanja kod djece predškolske dobi i važnost
likovnog razvoja djece.
Praktični dio rada odnosi se na analizu dječjih radova od faze šaranja, držanja olovke
cijelom rukom, crtanja bez šablone, faza dodavanja detalja do crtanja po šabloni i priči.The paper investigates drawing and painting as a support for the development of motor
skills in children of early and preschool age. Art techniques, art areas, stages of drawing
according to the age of children and the importance of art education are analyzed.
The emphasis of this paper is on the importance of drawing and painting as a support
to motor development through signs, symbols and pictograms as a unique aspect of
children's artistic expression.
Motor skills in children are closely related to children's mental development as well as
artistic expression. The paper investigates children's drawing as an expression of children's
creativity in art techniques according to areas, stages of drawing and painting in
preschool children and the importance of children's artistic development.
The practical part of the paper refers to the analysis of children's works from the phase
of drawing, holding a pencil with the whole hand, drawing without a template, the
phase of adding details to drawing according to the drawing according to template and
story
Methodical templates for initial literacy in the first and second grade of primary school
No full textPočetno čitanje i pisanje, kao odgojno-obrazovni ishod Kurikuluma nastavnog predmeta Hrvatski jezik (NN 10/2019), pojavljuje se u sva tri nastavna područja Hrvatskoga jezika (Hrvatski jezik i komunikacija, Književnost i stvaralaštvo, Kultura i medij). Početno opismenjavanje je zbog svoje složenosti i interdisciplinarnosti posebno zahtjevan proces izvođenja u nastavi. Ono se može posebno izdvojiti u svakome području nastavnog predmeta Hrvatski jezik jer je svojom pojavom temelj za razvijanje i napredak pojedinaca u cjelokupnom budućem obrazovanju. Posebno značajnu ulogu u motiviranju učenika za učenje i sudjelovanje u odgojno-obrazovnom činu početnog čitanja i pisanja ima učitelj. Učitelj, radi znanja i poznavanja metodike početnog čitanja i pisanja, može odabrati odgovarajuće i prikladne metodičke sustave, metode, strategije i postupke, sredstva i izvore poučavanja za praćenje i vrednovanje rada pojedinaca. Odgovarajući i prikladan izbor sredstava i izvora u poučavanju početnog čitanja i pisanja također djeluje na usvajanje osnovnih jezičnih djelatnosti. Proučavanjem i analizom metodičkih predložaka, koji su iznimno važni elementi za poticanje učenika na zainteresiranost u nastavnom području početnog opismenjavanja, ostvaruju se kognitivni ciljevi i pojmovi nastavnog programa. Metodički predlošci u početnicama i u udžbenicima primarnoga obrazovanja trebali bi biti u skladu s razvojnim sposobnostima učenika, njihovim jezičnim predznanjem te razvojnoj pismenosti. Sadržaj učenja i poučavanja početnog čitanja i pisanja nalazi se i objedinjen je upravo u metodičkim predlošcima i glavno je nastavno sredstvo usvajanja vještina čitanja i pisanja. Pri odabiru udžbenika i početnica važno je proučiti njihove sadržaje i provjeriti jesu li oni u skladu s načelom teksta, sadržajne, tekstovne i stilske raznovrsnosti. Uz navedeno, važno je analizirati i njihovo metodičko i likovno-grafičko oblikovanje. Upravo je zato zastupljenost metodičkih predložaka u udžbenicima s obzirom na vrstu metodičkog metateksta, temu te funkcionalne stilove predmet istraživanja ovoga rada.Initial reading and writing is appearing as an educational outcome of the Croatian Language Curriculum (NN 10/2019) in all three teaching areas of the Croatian Language (Croatian Language and Communication, Literature and Creativity, Culture and Media). Due to its complexity and interdisciplinarity, initial description is a particularly demanding teaching process. It can be singled out in each area of the subject Croatian language because its appearance is the basis for the development and progress of individuals in the overall future education. Mastering the skills of reading and writing that communicate in the native language is also the acquisition of basic linguistic competences. The teacher has a particularly important role in motivating students to learn and participate in the educational act of initial reading and writing. Combining knowledge of Croatian language methodology and initial reading and writing methodology, the teacher can and is able to select appropriate systems, methods, strategies and procedures, teaching aids and resources for evaluating the work of individuals. Appropriate choice of teaching aids and resources facilitates and makes the acquisition of basic language skills interesting for students who analyze them. By studying and analyzing methodological templates, which are extremely important elements in encouraging students to be interested in the teaching area of initial literacy, cognitive goals and concepts of the curriculum are achieved. Methodological templates in textbooks should be in accordance with student’s developmental abilities, prior language skills and developmental literacy. The content of learning initial reading and writing is found and united in methodological templates and is the main teaching tool for acquiring reading and writing skills. When choosing textbooks, it is important to study their contents and check whether they are adjusted with the principle of text, content, textual and stylistic diversity. It is also important to analyze their methodological and graphic design. That is why the representation of methodological templates in textbooks with regard to the type of methodological metatext, topic and functional styles is the subject of research in this paper
The Choice of the Dance as an Extracurricular Activity
No full textProtekom vremena i pod utjecajem raznih vanjskih čimbenika društvo se mijenja. Te
promjene prati i odgojno-obrazovni sustav čiji je zadatak priprema djece za proces
socijalizacije i njihovu ulogu u društvu. Radi preraspodjele radnog vremena roditelja pojavila
se potreba za dodatnim aktivnostima kojima se učenici bave nakon nastave. Naime, u ranijim
povijesnim razdobljima žene su pretežito obavljale poslove vođenja domaćinstva i ostajale
kod kuće, zbog čega nije bilo potrebe za dodatnim aktivnostima djece. Danas se razlikuju
izvannastavne i izvanškolske aktivnosti, ovisno o načinu održavanja, ali zajednički im je
zadatak poticati socijalni razvoj učenika, razvijati njihovu kreativnost te otkrivati talente.
Najčešći odabir izvannastavnih i izvanškolskih aktivnosti je bavljenje određenom vrstom
sporta, a odmah na drugom mjestu je upravo ples. Ples kao dodatna aktivnost ima brojne
pozitivne učinke na socijalizacijski i fizički aspekt razvoja djece čime pridonosi razvoju
ličnosti u cjelini.Over time and under the influence of various external factors, society changes. These changes
are accompanied by the educational system whose task is to prepare children for the process
of socialization and their role in society. Due to the redistribution of working hours of parents,
there is a need for additional activities that students engage in after school. Namely, in earlier
historical periods, women mostly did housework and stayed at home, which is why there was
no need for additional activities for children. Today, there are different extracurricular
activities, depending on the way they are held, but their common task is to encourage the
social development of students, develop their creativity and discover talents. The most
common choice of extracurricular activities is engaging in a certain type of sport, followed by
dance. Dance as an additional activity has numerous positive effects on the socialization and
physical aspects of children's development, thus contributing to the development of the
personality as a whole
Art activities (or techniques) of preschool children inspired by Gustav Klimt
No full textCilj ovog završnog rada je prikazati kako upoznavanje djece s umjetničkim djelima utječe
na njihovu inspiraciju i motivaciju u likovnom stvaralaštvu. Kroz osmišljene likovne aktivnosti
provedene u vrtiću kao poticaj su korištena djela Gustava Klimta.
Klimt je svojom umjetničkom svestranošću kroz životno stvaralaštvo pružio različite
motive i tehnike koje smo lako mogli uklopiti u likovnu interakciju s djecom. U početnoj cjelini
rada opisan je njegov osebujan život i umjetničko sazrijevanje. Objašnjena je definicija i podjela
likovnih tehnika, te nabrojene i detaljnije opisane tehnike korištene pri praktičnom djelu rada s
djecom.
U nastavku je istaknuta važnost dječjeg crteža i stvaralaštva. Osvještavaju se postupci koji
mogu djelovati poticajno na stvaralaštvo djeteta te oni koji imaju ometajuće djelovanje.
Naglašeno je poštivanje osobnosti i slobode djeteta, te prepoznavanje i podupiranje njegove
kreativnosti. Objašnjeni su značenje i dobrobiti odvijanja likovnih aktivnosti u vrtiću, te važnost
uloge odgajatelja. Od velike je važnosti njegova ulogu i u upoznavanju djece s umjetničkim
djelima. Prezentirali smo kroz tekst vrednovanje umjetničkih i dječjih radova, te dobrobiti
djetetove interakcije s umjetnosti.
U završnoj cjelini prikazana je provedba praktičnog dijela; tijek i rezultati likovnih
aktivnosti djece rane i predškolske dobi inspirirane djelima Gustava Klimta. Pri metodičkom
postupku korišteno je usmeno izlaganje odgojitelja, razgovor i demonstracija, a tehnike izrade
su bile kombinirane. Djela koja su korištena kao motivacija su Poljubac, Portret Adele Bloch-
Bauer, Seoski vrt sa suncokretima i Seoski vrt (Cvjetnjak), Stocletov friz i Drvo života.The aim of this final paper is to show how introducing children to works of art affects
their inspiration and motivation in making art. The works of Gustav Klimt were used as a
stimulus through the designed art activities carried out in the kindergarten.
With his artistic versatility, Klimt provided various motives and techniques through his
life's work, which we could easily fit into the artistic interaction with children. In the initial
part of the paper, his distinctive life and artistic maturation are described. The definition and
division of art techniques are explained, as well.
The importance of children's drawings and creativity is emphasized below. Awareness is
raised about actions that can stimulate the child's creativity and those that have a disruptive
effect. Respect for the child's personality and freedom, as well as recognizing and supporting
creativity, was emphasized. The meaning and benefits of conducting art activities in
kindergarten, and the importance of the role of educators are explained. His role in
introducing children to works of art is also of great importance. Through the text, we
presented the evaluation of art and children's works, and the benefits of the child's interaction
with art.
The implementation of the practical part is presented in the final part; the course and
results of art activities of early and preschool aged children inspired by the works of Gustav
Klimt. During the methodical procedure, the oral presentation of the educator, conversation
and demonstration were used, and the making techniques were combined. The works used as
motivation, The Kiss and Portrait of Adele Bloch-Bauer, The Country Garden with
Sunflowers and The Country Garden (Flower Garden), The Stoclet's Frieze and The Tree of
Life
Teaching English and German Foreign Language in Primary School During the COVID - 19 Pandemic - Implications for Foreign Language Teaching Methodology
No full textDer Ausbruch der Pandemie COVID-19 und der daraus erfolgende Lockdown im Jahre 2020 hatte massive Folgen auf alle Ebenen des menschlichen Lebens. Die Bildungssysteme wurden stark betroffen und mussten sich schnell der neuerstandenen Situation anpassen. So musste man eine neue Alternative für den Unterricht finden: Online-Unterricht. Dies setzte voraus, dass sowohl die Lehrkräfte als auch die Schülerinnen und Schüler bestimmte Kompetenzen beim Umgang mit digitaler Technologie besitzen. Besonders für die Lehrkräfte war das herausfordernd, denn nun mussten sie den Unterricht in einer, für sie meistens ungewohnten, digitalen Umgebung organisieren und durchführen. Daher hat sich die vorliegende Diplomarbeit mit dem Online-Fremdsprachenunterricht aus der Perspektive der Lehrkräfte beschäftigt.
Das Ziel der Untersuchung war es die Erfahrungen und die Unterrichtspraxis der Englisch- und Deutschlehrkräfte in kroatischen Grundschulen während des Online-Unterrichts in Zeiten von COVID-19 sowie ihre Kompetenzen für die Umsetzung solchen Unterrichts zu erforschen. Die Untersuchung wurde mittels einer Online-Umfrage durchgeführt, an der 209 Probanden teilgenommen haben. Die Ergebnisse haben gezeigt, dass die meisten Lehrkräfte vor dem Lockdown keine Erfahrung mit Online-Unterricht gemacht haben und die Mehrheit fühlte Unsicherheit in der Vorbereitungsphase. Wenn es um die Organisation des Unterrichtsgeschehens geht, führen die Probanden ein breites Repertoire unterschiedlicher Kommunikationskanäle und digitaler Werkzeuge sowie Verfahren beim Vermitteln, Einüben und Bewerten der Inhalte an. Jedoch verlangen diese oft keine hohe oder sogar überhaupt keine digitale Kompetenz von den Lehrkräften (z. B. E-Mail und Telefonate, Anweisungen in Worddokumenten, Fotos von gelösten Aufgaben etc.). Darüber hinaus sind die Befragten der Meinung, dass man die sprachlichen Kenntnisse und Fertigkeiten im Online-Unterricht nur begrenzt entwickeln kann. Außerdem sind sie mehr auf die negativen als auf die positiven Aspekte solcher Art des Unterrichtens fokussiert. Dies könnte mit bestimmten Defiziten im Bereich ihrer digitalen Kompetenzen verbunden sein, obwohl die meisten ihre digitalen Kompetenzen auf die mittlere Kategorie einstufen.The outbreak of the COVID-19 pandemic and the resulting lockdown in 2020 had massive consequences on all levels of human life. The education systems were severely affected and had to adapt quickly to the new situation. So, a new alternative for teaching had to be found: online teaching. This required that both teachers and pupils had to own certain competences in dealing with digital technologies. This was particularly challenging for the teachers, because now they had to organize and conduct the lessons in a digital environment that was mostly unfamiliar to them. Therefore, this thesis has focused on online foreign language teaching from the perspective of the teachers.
The aim of the research was to explore the experiences and teaching practice of English and German teachers in Croatian elementary schools during online teaching in times of COVID-19, as well as their competences for the implementation of such teaching. The study was conducted via an online survey in which 209 participants took part. The results showed that most teachers had no experience with online teaching prior to the lockdown and the majority felt uncertainty in the preparation phase. When it comes to organizing the teaching process, participants name a wide repertoire of different communication channels and digital tools, as well as methods of teaching, practicing, and evaluating the content. However, these often do not require high or even any digital competence from the teachers (e. g. e-mail and telephone calls, instructions in Word documents, photos of solved tasks, etc.). In addition, respondents believe that there is limited development of language knowledge and skills in online classes. Also, they are more focused on the negative than on the positive aspects of such kind of teaching. This could be linked to certain deficits in their digital skills, although most of them evaluate their digital competences on the medium level.Izbijanje pandemije COVID-19 u godini 2020. koja je rezultirala izolacijom imala je velike posljedice na svim razinama ljudskoga života. Obrazovni su sustavi njome bili ozbiljno pogođeni te su se brzo morali prilagoditi novonastaloj situaciji. Shodno tome trebalo je pronaći novu alternativu za poučavanje što je zahtijevalo posjedovanje određenih kompetencija u radu s digitalnom tehnologijom od strane učitelja pa tako i učenica i učenika. To je posebice predstavljalo izazov za učitelje koji su sada morali organizirati i provoditi nastavu u digitalnome okruženju koje im je bilo uglavnom nepoznato. Stoga se ovaj diplomski rad bavi online nastavom stranoga jezika iz perspektive učitelja.
Cilj istraživanja bio je istražiti iskustva i nastavnu praksu učitelja engleskog i njemačkog jezika u hrvatskim osnovnim školama za vrijeme pandemije COVID-19 kao i njihove kompetencije za provedbu takve nastave. Istraživanje je provedeno putem online ankete u kojoj je sudjelovalo 209 ispitanika. Rezultati su pokazali da većina učitelja nije imala iskustva s online nastavom prije izolacije, a većina ih se u fazi pripreme osjećala nesigurno. Kada je riječ o organizaciji nastavnog procesa, ispitanici navode veliki repertoar različitih komunikacijskih kanala i digitalnih alata te metoda poučavanja, uvježbavanja i evaluacije sadržaja. Međutim, to često ne zahtijeva visoku ili čak nikakvu digitalnu kompetenciju od strane učitelja (npr. e-mail ili telefonski pozivi, upute u Word dokumentima, fotografije riješenih zadataka itd.). Obzirom na to, ispitanici su mišljenja da se jezična znanja i vještine u online nastavi mogu razvijati samo u ograničenoj mjeri. Također, više su usmjereni na negativne nego na pozitivne aspekte takve nastave. To bi moglo biti povezano određenim deficitom u području njihovih digitalnih kompetencija, iako većina ispitanika svoje digitalne kompetencije rangira u srednju kategoriju
Opportunities for the Use of Information and Communication Technology in Teaching Advanced Mathematics
No full textNema dvojbe o tome da je danas informacijsko-komunikacijska tehnologija (IKT) dio čovjekove svakodnevice te da je bez nje teško zamisliti suvremeni život. Sve se češće tehnologijom koriste i djeca, stoga je od velike važnosti omogućiti učenicima od najranije dobi prikladno obrazovanje koje će im omogućiti razvoj digitalne kompetencije. Matematika je jedno od područja u koje je lako uključiti IKT, a u dodatnoj nastavi mogućnosti učitelja još su veće jer ima priliku raditi s manjim brojem učenika. Danas postoji velik broj matematičkih aplikacija i programa, a u kombinaciji s alatima za izradu kvizova i drugim softverskim uslugama, dodatna nastava matematike u nižim razredima osnovne škole postaje kreativno okružje za učenike koji ju pohađaju. Oni će zahvaljujući tehnologiji biti visokomotivirani te će uz primjereno vodstvo učitelja imati priliku učiti pomoću raznovrsnih nastavnih metoda i sredstava. Daroviti ili samo vrlo zainteresirani, učenici IKT mogu upotrebljavati u svojem tempu i na način koji najbolje odgovara njihovim sposobnostima. Anketno istraživanje provedeno nad učiteljima razredne nastave u Gradu Zagrebu i Zagrebačkoj županiji pokazuje da učitelji rado upotrebljavaju IKT u svojoj nastavi. Prilike za uporabu IKT u dodatnoj nastavi matematike još su dijelom neiskorištene. Matematički programi i aplikacije u većini slučajeva još se ne upotrebljavaju, no interes učitelja svakako postoji. Istraživanjem se, osim određivanja navika korištenja IKT u nastavi, nastojalo upoznati učitelje s nekim programima i alatima za matematiku, kao što je GeoGebra, te potaknuti ih na uključivanje različitih oblika IKT u nastavu, osobito u dodatnu nastavu matematike. Učitelji se susreću s preprekama kao što su nedostatak uređaja i stabilne internetske veze, a kod dijela učitelja problem je i nedovoljna educiranost za primjenu IKT u nastavi. Ipak, sve je više učitelja svjesno sve veće dostupnosti digitalnih sadržaja te ih učestalije i upotrebljavaju, a pojedini uspješno kreiraju i vlastite sadržaje.There is no doubt that today information and communication technology (ICT) is part of everyday life and that it is difficult to imagine modern life without it. Children increasingly use technology as well, so it is very important to provide students with an appropriate education from an early age that will enable them to develop digital competence. Mathematics is one of the areas in which it is easy to include ICT, and in advanced classes the possibilities that teachers have are even greater because they have the opportunity to work with a smaller number of students. Today, there are many math applications and programs, and combined with quiz tools and other software services, advanced math classes in elementary school become a creative environment for students who attend it. They will be highly motivated by technology and, with appropriate teacher guidance, they will be able to learn by using a variety of teaching methods and tools. Gifted or just very interested, students can use ICT at their own pace and in a way that best suits their abilities. A survey conducted on primary school teachers in the City of Zagreb and Zagreb County shows that teachers are happy to use ICT in their teaching. Opportunities for the use of ICT in teaching advanced mathematics are still partly untapped. Math programs and applications are not yet used in most cases, but the teachers' interest teachers certainly exists. In addition to determining habits of the use of ICT in teaching, the research sought to introduce teachers to some programs and tools for mathematics, such as GeoGebra, and encourage them to include various forms of ICT in teaching, especially in advanced mathematics teaching. Teachers face obstacles such as the lack of devices and stable internet connections, and for some teachers the problem is insufficient education for the application of ICT in teaching. However, more and more teachers are aware of the increasing availability of digital content and they use it more often, and some are even successfully creating their own content
Emotional Development Of The Child
No full textU ovom radu govori se o razvoju djetetovih emocija, njihovom mijenjanju u određenom
vremenskom razdoblju te kako djeca polako postaju svjesna svojih i tuđih osjećaja.
Emocije predstavljaju jedan od najvažnijih činitelja u funkcioniranju pojedinca, a mnoge
se počinju kod djeteta razvijati već u najranijoj dobi. U emocionalnom razvoju dijete prolazi
stadije emocionalnog izražavanja, emocionalnog razumijevanja, razvoj empatije, razvoj
emocija samosvijesti, razvoj privrženosti i socio-spoznajni razvoj koji uključuje pojam o sebi,
samoopis i samovrednovanje, svijest o drugima te samoregulaciju. Ovisno o djetetovom
temperamentu koji nije u potpunosti stabilan te se mijenja uz pomoć vanjskih čimbenika, dijete
će lakše ili teže usvajati pojedine stadije emocionalnog razvoja. Kako bismo bili sposobni
razumjeti emocije potrebna nam je emocionalna inteligencija koja pokazuje razinu
emocionalnog i intelektualnog rasta.This paper discusses the development of children's emotions, over time changes and how
are they slowly becoming aware of their own and others' feelings.
Emotions are one of the most important factors in the functioning of an individual. Many
emotions start to develop in a very early age. Trough emotional development, the child goes
through stages of emotional expression, emotional understanding, empathy development,
development of self-awareness emotions, attachment and socio-cognitive development which
includes self-concept, self-description, self-evaluation, awareness of others and self-regulation.
Depending on the child's temperament, which is not completely stable and changes because of
an external factor, the child will, in a hard or easy way, adopt certain stages of emotional
development. To be able to understand emotions, we need emotional intelligence that shows
emotional and intellectual growth level
The Relathionship Between Physical Activity And Motor Ability In Children Who Play Volleyball
No full textCilj istraživanja bio je utvrditi povezanost tjelesne aktivnosti i motoričkih sposobnosti kod
djevojčica koje se bave odbojkom. Istraživanje je provedeno na uzorku od 40 učenica od drugog
do četvrtog razreda osnovne škole, dobi od 8 do 11 godina koje treniraju odbojku u Ženskom
odbojkaškom klubu Ivanec. Uzorak varijabli za procjenu uključivao je mjerenje
antropometrijskih karakteristika (tjelesne visine, tjelesne težine, indeksa tjelesne mase,
percentila vrijednosti tjelesne mase), zatim motoričkih sposobnosti (skok u dalj s mjesta,
pretklon raznožno, prenošenje pretrčavanjem, podizanje trupa u 30 sekundi) te funkcionalne
sposobnosti (trčanje 3 minute). Upitnikom „Fels physical activity questionnaire for children“,
kojeg su ispunjavale djevojčice, ispitana je tjelesna aktivnost. Dobiveni rezultati pokazali su
kako većina djevojčica zadovoljava preporuke tjelesne aktivnosti, 70% njih, dok manji udio
djevojčica, 30% ne zadovoljava preporuke. Utvrđeno je i kako ne postoji značajna povezanost
tjelesne aktivnosti i antropoloških obilježja. Povezanost sedentarnih aktivnosti kao što su
čitanje knjige i gledanje televizije, s antropološkim obilježjima, ukazuje na negativnu
povezanost, točnije djevojčice koje češće sudjeluju u sedentarnim aktivnostima imaju slabiji
rezultat u testu podizanja trupa u 30 sekundi. Ostatak rezultata pokazao je kako nema značajne
povezanosti između tjelesne aktivnosti i antropoloških obilježja, točnije hipoteze koje ukazuju
na povezanost tjelesne aktivnosti i motoričkih sposobnosti se ne prihvaćaju.The goal of the research was to determine the correlation between physical activity and motor
functions in girls practising volleyball. The research has been conducted on a sample of 40
pupils ranging from the second to the fourth grade of elementary school, aged from 8 to 11,
who practise volleyball at the Womens' Volleyball Club Ivanec. The variables sample for
evaluation included the measurement of anthropometric characteristics (body height, body
weight, body mass index, body mass percentile value), followed by motor functions (standing
long jump, forward bend with legs slightly spread, shuttle run, sit-ups in 30 seconds) and
functional limitations (running for 3 minutes). The physical activity was tested through a
questionnaire, "Fels physical activity questionnaire for children", that was completed by girls.
Results obtained have shown that most girls meet the physical activity recommendations, i.e.,
70% of them, while a smaller share of girls, 30%, do not meet the recommendations. It has also
been established that there is no significant correlation between physical activity and
anthropological features. The correlation between sedentary activities, such as reading books
and watching the TV, and anthropological features indicates a negative correlation. To be more
precise, girls who participate more in sedentary activities have worse results on the test of situps in 30 seconds. The remainder of the results has shown that there is no significant correlation
between physical activity and anthropological features, more specifically, the hypotheses that
indicate a correlation between physical activity and motor functions are not accepted