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Comparison Of The Views Of IT Teachers On The Curriculum Of The Subject Informatics In Primary Education In The Republic Of Croatia And The Czech Republic
No full textSvijet se oko nas iz dana u dan snažno mijenja, a razvojem računalne znanosti omogućeno je stvaranje informacijsko-komunikacijske tehnologije. Danas je svakom pojedincu potrebno poznavanje digitalne pismenosti za obavljanje svakodnevnih obaveza na računalu i različitim računalnim sustavima. Stoga je reformom školstva, 2018. godine izdan kurikulum za nastavni predmet Informatike za osnovne i srednje škole u Republici Hrvatskoj. Kako je u Republici Hrvatskoj došlo do reforme školstva, tako je i u Češkoj Republici Ministarstvo školstva, mladeži i sporta donijelo 2021. godine revidirani Okvirni obrazovni program za osnovno obrazovanje. Svrha revizije je prilagoditi obrazovne sadržaje prema potrebama i dinamici 21. stoljeća. Naime, ideja diplomskog rada bila je saznati što učitelji informatike osnovnih škola iz Republike Hrvatske i Češke Republike misle upravo o spomenutim kurikulumima. Diplomski rad Usporedba stavova učitelja informatike o nastavnom planu i programu predmeta Informatike u osnovnom obrazovanju Republike Hrvatske i Češke Republike temelji se na istraživanju stavova učitelja informatike osnovnih škola o ostvarenosti kurikuluma u Republici Hrvatskoj i Češkoj Republici. Glavna ideja ovog rada je analizirati obrazovne sustave dviju država Europe, definirati očekivane ishode i osnovne kompetencije učenika te istraživanjem usporediti koji su prednost, a koji nedostatci nastavnih kurikuluma Informatike iz obje države. Rezultati istraživanja pokazuju kako su učitelji informatike iz obje države podjednako zadovoljni kurikulumom nastavnog predmeta Informatike te se žele dodatno educirati o tome. Nadalje, istraživanja pokazuju kako dob ne utječe na vrijeme pripreme nastavnog predmeta, a da kompetencije učitelja neće varirati s obzirom na radni staž učitelja. Spol isto tako ne utječe na bolje snalaženje u kurikulumu nastavnog predmeta Informatike.The world around us is changing rapidly day by day, and the development of computer science has enabled the creation of information and communication technology. Nowadays, every individual needs knowledge of digital literacy to perform everyday tasks on the computer and various computer systems. In 2018, during the education reform curriculum for the subject of Informatics for primary and secondary schools in the Republic of Croatia was issued. As the education reform took place in the Republic of Croatia, so in the Czech Republic in 2021 the Ministry of Education, Youth and Sports adopted a revised Framework Education Program for Primary Education. The purpose of the audit is to adapt educational content to the needs and dynamics of the 21st century. Namely, the idea of the diploma thesis was to find out what primary school computer science teachers from the Republic of Croatia and the Czech Republic think about the mentioned curricula.Thesis Comparison of attitudes of IT teachers on the curriculum of Informatics in primary education in Croatia and the Czech Republic is based on a survey of attitudes of IT teachers in primary schools in the Republic of Croatia and the Czech Republic. The main idea of this paper is to analyze the educational systems of the two European countries, define the expected outcomes and basic competencies of students and compare the advantages and disadvantages of the curricula of Informatics from both countries. The results of the research show that IT teachers from both countries are equally satisfied with the curriculum of the subject Informatics and want to be further educated about it. Furthermore, research shows that age does not affect the time of preparation for a subject, and that the competencies of teachers will not vary depending on their work experience. Gender also does not affect better coping in the curriculum of the subject of Informatics
Comparison of the use of the printed picture book as a classical medium and animated film as a new medium in early and preschool education
No full textCilj ovog rada bila je usporedba korištenja tiskane slikovnice kao klasičnog medija i animiranog filma kao novog medija u ustanovama ranog i predškolskog odgoja i obrazovanja. Hipoteza istraživanja bila je da se u većem broju upotrebljavaju tiskane slikovnice zbog njihove jednostavnosti, dostupnosti i raznovrsnosti i zato što su pogodniji pomoćni materijal tijekom obrade različitih odgojno-obrazovnih tema.
Prvo se navode teorijski podaci o tiskanoj slikovnici i animiranom filmu, povijest, vrste i upotreba tih medija u ustanovama ranog i predškolskog odgoja i obrazovanja. Nakon toga je navedena metodologija istraživanja. Istraživanje je provedeno pomoću mrežnog anketnog upitnika koji je ispunio 41 odgojitelj zaposlen u ustanovama ranog i predškolskog odgoja i obrazovanja u Gradu Zagrebu. Sljedeće je navedena analiza odgovora, to jest rezultata ankete i rasprava. Nakon toga slijedi zaključak koji se temelji na cjelokupnom radu.
Hipoteza istraživanja potvrđena je, ali uz nju su se dobili i drugi važni podaci o upotrebi tiskanih slikovnica i animiranih filmova. Na temelju dobivenih podataka i rezultata na kraju rada navedeno je i nekoliko primjera aktivnosti koje se mogu provesti u institucijama ranog i predškolskog odgoja na temelju čitanja tiskane slikovnice ili prikazivanja animiranog filma djeci.The purpose of this work is a comparison of the use of printed picture books as a classic medium and animated films as a new medium in institutions of early and preschool education. The hypothesis of this research is that printed picture books are more often used due to their simplicity, availability and versatility, as well as because they are a suitable additional tool when tackling various educational themes.
The beginning of the work outlines the theoretical data on the printed picture book and the animated film, as well as history, types and use of these types of media in early and preschool education institutions. After this, the methodology of the research is presented. The research was carried out through an online questionnaire that was completed by 41 kindergarten teachers who work in early and preschool education institutions in Zagreb. This is followed by the analysis of the answers, that is, the results of the questionnaires. The discussion chapter is followed by a conclusion.
The hypothesis of the research has been confirmed, but the research also resulted in obtaining other relevant data on the use of printed picture books and animated films. Based on the obtained data and results, this paper is completed with a couple examples of activities that can be carried out in early and preschool education institutions based on reading printed picture books and showing animated films to children
Identification of animal-related stereotypes and prejudices in lower school education
No full textStereotipi i predrasude prate čovjeka u svakom dijelu života pa tako i oni koji se tiču životinja te time utječu na odnos koji ljudi ostvaruju s njima. Utjecajem stereotipa i predrasude neke su životinje veličane i shvaćene kao „čovjekov najbolji prijatelj“ dok su druge označene kao manje vrijedne, odbojne, nezanimljive i time diskriminirane. Stereotipi i predrasude nastaju utjecajem društva, kulture i mogu biti čvrsto ukorijenjene u čovjeku. Međutim, mogu se prevenirati ili promijeniti edukacijom, a s takvom je edukacijom najbolje započeti još u primarnom stupnju odgoja i obrazovanja. Istraživanje koje je provedeno i prikazano u ovom radu imalo je za cilj identificirati stereotipe i predrasude koje učenici u primarnom obrazovanju vežu za životinje i zbog čega smatraju da su neke životinje opasne, dok druge smatraju bezopasnima. Istraživanje je provedeno na 189 učenika od 1. do 4. razreda u tri osnovne škole grada Zagreba. Analizom podataka dobivenih istraživanjem dolazi se do spoznaje da se učenici u velikoj mjeri boje životinja koje im se izgledom ne sviđaju, da dječaci osjećaju manji strah od životinja u odnosu na djevojčice te da ne postoji velika razlika u strahu od životinja u četvrtom u odnosu na prvi razred. Također, predloženi su metodički postupci kojima u nastavi Prirode i društva možemo educirati učenike i spriječiti pojavu ili izmijeniti eventualne postojeće stereotipe i predrasude o životinjama među učenicima.Stereotypes and prejudices have followed mankind in each and every part of the life cycle. Certain types of stereotypes and prejudices, in this case the ones closely related to animals that people meet, largely affect the relationship between men and animals. Therefore, some stereotypes and prejudices have made some animal species ‘glorified’ and referred to as “human’s best friend’, while some other, less lucky species, have been thought of as less worthy, repulsive, unattractive and discriminated. These stereotypes and prejudices come to existence thanks to influence of the society, culture and could be deeply rooted in humans. However, the same stereotypes can be prevented and are changeable through education, which is best started in the early learning stages of life. A research carried out and shown in this thesis had a goal of identifying those stereotypes and prejudices that students in the primary education associate with animals and because of those find some animals dangerous and others harmless. This research was conducted on 189 elementary school students, from grades 1 - 4 in three different schools in Zagreb. Through the analysis of data obtained through the research it is acknowledged that students were more afraid of the animals whose appearance they dislike, that boys tend to face less fear from animals than the girls and that there is not a significant difference in fear towards an animal present in grade one students than in grade four students. Additionally, in the thesis specific methods are shown that explain how to educate students and reduce the frequency or change already existing patterns of appearing stereotypes and prejudices on animals among lower primary students
Cooperation with parents in early childhood education and care institutions
No full textKvalitetna suradnja roditelja i odgojitelja ima veliku važnost u svakodnevnom životu djeteta. Dijete raste i razvija se pod utjecajem obitelji i odgojno-obrazovne ustanove. Osim što je jedno od načela Nacionalnog kurikuluma za rani i predškolski odgoj i obrazovanje, suradnja roditelja i odgojitelja višestruko utječe na djetetov socijalni, emocionalni i kognitivni razvoj te osjećaj sigurnosti. Kako bi suradnja bila kvalitetna, komunikacija roditelja i odgojitelja mora biti učestala te sadržavati različite oblike. Tradicionalni oblici komunikacije i dalje su prisutni u odgojno-obrazovnim ustanovama međutim zamjenjuju ih suvremeni oblici komunikacije koji pružaju bržu izmjenu informacija.
Opći cilj ovog istraživanja bio je ispitati oblike suradnje roditelja i odgojitelja. Iz općeg cilja proizašli su sporedni ciljevi, a to su: ispitati načine komunikacije između odgojitelja i roditelja, ispitati razinu učestalosti razmjene informacija između odgojitelja i roditelja te ispitati razinu roditeljskog zadovoljstva suradnjom s odgojiteljima. Ispitano je 608 roditelja, djece vrtićke dobi pomoću online anketnog upitnika. Upitnik je sadržavao: 6 pitanja koja su se odnosila na sociodemografske karakteristike ispitanika, 19 tvrdnji koje su ispitanici trebali procijeniti na skali Likertova tipa od pet stupnjeva ovisno o tome koliko se slažu ili ne slažu s navedenom tvrdnjom, 10 tvrdnji na koje se moglo odgovoriti s jednim ili više odgovora koje su se odnosile na učestalost tradicionalnih i suvremenih oblika komunikacije u suradnji roditelja i odgojitelja te 4 pitanja na koja se moglo dati kratak odgovor vezan uz zapreke suradnji i sugestije za poboljšanje suradnje roditelja i odgojitelja.
Rezultati istraživanja pokazali su kako roditelji i dalje najviše koriste tradicionalne oblike komunikacije za saznavanje informacija o djetetu ili skupini koju dijete polazi. Iako većina roditelja informacije o djetetu dobiva svakodnevno, roditelji tek jednom ili dva puta godišnje imaju priliku sudjelovati na individualnim i roditeljskim sastancima te zajedničkih druženjima. Roditelji su bez obzira na manjak komunikacije zadovoljni suradnjom s odgojitelja, a komunikaciju i djetetovo zadovoljstvo smatraju najvažnijim čimbenicima koji utječu na njihovo zadovoljstvo suradnjom.Quality collaboration between parents and preschool teachers is very important in child's every day life. The child develops under the influence of family and educational institutions. Except that it is one of the principle of National curriculum for early and preschool education, collaboration of parents and preschool teachers has impact on children's social, emotional and cognitive development, but also on feeling of safety. Communication between parents and preschool teachers needs to be frequent and it needs to contain several forms if we want successfull collaboration. Traditional forms of communication are still present in educational institutions but they are being replaced by modern form of communication which provide faster information exchange.
General objective of this research was to examine forms of collaboration between parents and preschool teachers. From general objectives we come to secondary objectives, which are: examine way of communication between parents and preschool teachers, examine a frequency of information exchange and to examine the level of parent's satisfaction with collaboration. There were 608 parents tested by online survey. Online survey contained: 6 questions which were refering to socio- demographic characteristics of examinee, 19 statements which needed to be estimated on Likert - type format with a scale ranging from one to five, and participants were asked to circle the degree to which they agree or disagree with any of the following statements, 10 statements which they could respond with one or more answers - they were refering on frequency of traditional and modern forms of communication between parents and preschool teachers, there were 4 questions about obstacles in collaboration and about suggestions for improving collaboration between parents and preschool teachers, these questions required short answers.
Results showed that parents still mostly use traditional form of communication to discover information about the child and about the group the child is in. Even though most of parents get information about the child on a daily basis, parents get the opportunity only once a year to participate on individual conversation parent - teacher conference and gatherings. Parents are satisfied with collaboration with preschool teachers despite low communication. They consider communication and child's satisfaction the most important factors that influence on their satisfaction with collaboration
Application of Persona Doll in Work with Preschool Children
No full textPrimjena Persona Doll u radu s djecom predškolske dobi relativno je nova metoda u odgoju i obrazovanju. Ovu metodu razvila je Kay Taus pedesetih godina prošlog stoljeća da bi se početkom 21. stoljeća počele održavati edukacije o njezinoj primjeni. Lutka osoba primjenjuje se u radu s djecom s namjerom sprječavanja diskriminacije i razvijanja osjećaja osjetljivosti na nepravdu. Cilj je ove metode prevencija bilo kakvog oblika diskriminacije među djecom tako da ih naučimo prihvaćati i poštivati različitosti. U ovom radu navodi se kratki pregled lutkarstva kao umjetnosti, kako se ono odnosi na dijete te kako utječe na djetetov emocionalni razvoj i kreativnost. Također navodi se razlika između scenskih lutaka koje imamo priliku svakodnevno vidjeti u vrtićkim skupinama i između lutke osobe. Ključna razlika između ovih lutaka je ta da je scenska lutka prvenstveno namijenjena za izvođenje na sceni, služi za izvođenje predstava i pruža užitak stvaranja dok se lutka osoba koristi isključivo u odgojno-obrazovne svrhe. Ona nije lutka za igranje koja stoji u ormaru i čeka da ju netko izvadi, ona je dio skupine, ravnopravan član koji ima svoju obitelj, prijatelje, životnu priču i brige koje more većinu djece. U radu je detaljno opisan proces osmišljavanja lutke sa svim smjernicama, način primjene lutke te nekoliko scenarija primjenjivih u praksi. Svakodnevni sukobi među djecom mogu se riješiti na lakši način uz pomoć lutke osobe. Učenje o novim kulturama, širenje vlastitih i dječjih vidika i spoznaja te prihvaćanje međusobnih različitosti, ono je što kao odgojitelji nastojimo postići svojim radom. Lutka osoba je pomagač odgojitelju, a prijatelj djeci te kroz svoje zanimljive i zabavne priče olakšava međusobnu komunikaciju.The use of a Persona Doll in working with preschool children is a relatively new method in upbringing and education. This method was developed by Kay Taus in the fifties of the last century, but education about its application began at the beginning of the 21st century. The Persona Doll is used in work with children with the intention of preventing discrimination and developing a sense of sensitivity to injustice. The goal of this method is to prevent any form of discrimination among children in a way that teaches them to accept and respect differences. This paper provides a brief overview of puppetry as an art, how it relates to the child and how it affects the child's emotional development and creativity. It also states the difference between stage puppets that we have the opportunity to see every day in kindergarten groups and between a Persona Doll. The key difference between these puppets is that a stage puppet is primarily intended for performing on stage, it serves to perform plays and provides the pleasure of creation, while a Persona Doll is used exclusively for educational purposes. She is not a toy doll sitting in the closet waiting for someone to take her out, she is part of the group, an equal member who has her own family, friends, life story and worries that plague most children. The paper describes in detail the process of designing the doll with all the guidelines, the way of applying the doll and several scenarios applicable in practice. Everyday conflicts between children can be solved in an easier way with the help of a Persona Doll. Learning about new cultures, expanding our own and children's perspectives and knowledge, and accepting mutual differences, is what we as educators strive to achieve with our work. Persona Doll is a helper for the teacher and a friend for the children, and through its interesting and entertaining stories, it facilitates mutual communication
Wet painting techniques in working with preschool children
No full textLikovni izraz proces je istraživačkog učenja i kreativnog stvaralaštva djeteta. Likovna kultura za cilj ima psihomotorički razvitak, intelektualni razvitak i razvijanje osjećaja za estetiku. Upoznavanjem s bojama, oblicima, umjetničkim djelima i samostalnim stvaralaštvom dijete upoznaje i razvija maštu, vizualnu percepciju, kreativnost, ali i svoj jedinstveni likovni izraz. U tom smislu, ovaj rad fokusiran je na primjenu slikarskih tehnika u radu s djecom predškolske dobi. Cilj rada je proučiti slikarske tehnike i glavne elemente, te njihovu primjenu u radu s djecom. Svako dijete je jedinstveno i drugačije doživljava okolinu, stoga je i svaki djetetov crtež jedinstven i originalan.Artistic expression is a process of exploratory learning and creativity of a child. Art culture aims at psychomotor development, intellectual development, and the development of a sense of aesthetics. By getting to know colours, shapes, works of art and independent creativity, a child gets to know and develop imagination, visual perception, creativity, but also its unique artistic expression. In this sense, this work is focused on the application of painting techniques in working with children of preschool age. The aim of this paper is to examine painting techniques, their main elements and their application in working with children. Each child is unique and perceives the environment differently, therefore each child's drawing is unique and original
Abstract expressionism influenced by music
No full textUmjetnost kao i pouka koja proizlazi iz umjetničkog djela provocira čovjekovu maštu, obogaćuje i razvija čovjekove osobne kompetencije, samopouzdanje te pozitivnu sliku o sebi.
Glavna dva cilja diplomskog rada su istražiti mogućnost povezivanja likovne, glazbene i plesne umjetnosti te potaknuti djecu na istraživanje ugljenom. Sučić (2013) naglašava da proces povezivanja sadržaja u umjetnosti ne smije zanemariti i zapostaviti autonomnost bilo koje umjetnosti. Isto tako tvrdi da svaki od njih zahtjeva odvojen pristup, no spoj se traži u dodirnim točkama zbog kvalitetnijeg doživljaja.
Struktura rada započinje uvidom u povijest likovne umjetnosti 20. stoljeća uz priložene primjere umjetničkih djela s naglaskom na razdoblje apstraktne umjetnosti i apstraktnog ekspresionizma. U drugom dijelu rada radi se o suvremenom i modernom plesu. Nadalje, izdvaja se novi pristup likovnom stvaralaštvu povezivanjem likovne, glazbene i plesne umjetnosti te se nastavlja o podtemi pod nazivom terapijski učinak umjetnosti na čovjeka. Inspiracija dolazi iz zanimljivog rada umjetnice suvremenog doba Heather Hansen. U završnom dijelu je dokumentirano akcijsko istraživanje, odnosno praktična primjena interdisciplinarne aktivnosti s djecom predškolske dobi uz pregled i osvrt na dječje radove.Art, as well as the message artwork sends, provokes one's imagination, enriches and develops personal competencies, builds self-esteem and a positive self-image. Two main goals of the thesis are to research the possibility of connecting art, music and dance, and to encourage kids to explore charcoal art. Sucic (2013) emphasizes that the process of connecting different art content should not ignore the autonomy of any type of art. He also suggests that each type of art requires separate approach, thus the connection is sought after in the common ground to achieve quality experience.
The thesis starts with an overview of the history of art of the 20th century, along with the examples of artwork with an emphasis on the area of abstract art and expressionism.
The second part of the thesis discusses contemporary dance. A new approach to art creation is presented by connecting art, music and dance, followed by a subtopic named 'Therapeutic benefits of art'. The inspiration comes from a very interesting work of art made by Heather Hansen, a contemporary artist.
The final part of the thesis documents an action research, i.e. practical use of an interdisciplinary activity with children of pre-school age, along with an overview of children's artwork
Factors of collaboration between preschool teachers and parents of children with an autism spectrum disorder
No full textPoremećaj iz spektra autizma je neurorazvojni poremećaj koji traje cijeli život, a karakteriziran je odstupanjima u području komunikacije i socijalnih interakcija te stereotipnim ponašanjem i ograničenim interesima. Specifičan uzrok ovog poremećaja još uvijek je nepoznat, a javlja se u ranom djetinjstvu i traje cijeli život. Dokazano je da rano otkrivanje i rana intervencija doprinose boljim razvojnim ishodima djece s poremećajem iz spektra autizma. Sve veći broj djece s poremećajem iz spektra autizma uključuje se u ustanove ranog i predškolskog odgoja i obrazovanja. Odgojitelji su oni, koji uz roditelje, preuzimaju brigu za djecu i njihova suradnja je vrlo važna. Cilj ovog rada je istražiti čimbenike suradnje odgojitelja i roditelja djece s poremećajem iz spektra autizma te naglasiti važnost njihove kvalitetne suradnje. U svrhu ovog istraživanja proveli smo intervjue s roditeljima i odgojiteljima troje djece s poremećajem iz spektra autizma. Kao što je djetetu s ovim poremećajem potrebna pomoć, tako je potrebna i roditeljima i odgojiteljima. Roditelju je potrebno pružiti podršku i savjet, ali je isto tako važno da roditelji surađuju sa odgojiteljima, jer oni najbolje poznaju svoje dijete i mogu dati potrebne informacije o djetetu i njegovim potrebama.Autism spectrum disorder is neurological and developmental disorder, which is characterised with deviation in the field of communication and social interaction, together with stereotypical behaviour and limited interests. Specific cause of this disorder is still unknown, but it is first noticed in early childhood and lasts throughout whole lifespan. It is proved that early diagnostic and intervention lead to better developmental outcomes in children with autism spectrum disorder. Number of children with this disorder, which enrol in facilities for early and preschool upbringing and education, is increasing. Preschool teachers are the ones that, together with parents, take care of children and their mutual collaboration is extremely important. Purpose of this paper is to investigate elements of collaboration between preschool teachers and parents of children with autism spectrum disorder, together with emphasizing importance of their collaboration. In order to do this investigation we interviewed parents and preschool teachers of three different children with autism spectrum disorder. As well as children with this disorder require help, so do preschool teachers and parents. Parents require advising and support, but it is also important that they collaborate with preschool teachers, because they know their child the best and can provide information about child and his needs
Encouraging Children´s Musical Creativity in the Context of an Integrated Preschool Curriculum
No full textOdgojno-obrazovne ustanove kao jedan od glavnih oblika djetetovog izvanobiteljskog života bi trebale pridavati jednaku važnost svim područjima djetetova razvoja, što je glavna značajka integriranog predškolskog kurikuluma. Svaka aktivnost koja potiče razvoj jedne dimenzije utječe i na ostale dimenzije.
S obzirom na brojne dobrobiti koje glazba unosi u život djeteta, važno je već u prvim danima djetetova života omogućiti mu susret s raznovrsnim glazbenim sadržajima. Dijete kao aktivno biće i subjekt vlastitog razvoja već u prvim danima života na sebi svojstven način pokazuje interes prema glazbi i glazbenim elementima. Glazbeni razvoj djeteta je dio njegova općeg razvoja. Osim urođenih predispozicija s kojima se dijete rađa, važan čimbenik je i okolina u kojoj dijete živi.
U radu su prikazane razlike u shvaćanju fenomena djeteta i djetinjstva u prošlosti i danas, važnost glazbe u čovjekovom životu te neki od alternativnih glazbeno-pedagoških koncepata 20. stoljeća koji polaze od stajališta da bi osnovno glazbeno obrazovanje trebalo biti dostupno svima. Navedeni glazbeno pedagoški koncepti 20. stoljeća u kontekstu integriranog predškolskog kurikuluma dječje glazbeno stvaralaštvo shvaćaju kao aktivni i prirodni proces, s naglaskom na poštivanje individualnosti i podržavanju kreativnosti s ciljem cjelovitog razvoja djeteta. Važnost se pridaje samom djetetovom stvaralaštvu a ne produktima stvaralaštva. Kao primjer dobre prakse, u radu je prikazan primjer integriranih aktivnosti dječjeg glazbenog stvaralaštva u ustanovi ranog i predškolskog odgoja i obrazovanja.Educational institutions, as one of the main forms of a child's life outside the family, should give equal importance to all areas of the child's development, which is the main feature of the integrated preschool curriculum. Any activity that promotes the development of one dimension affects other dimensions as well.
Considering the numerous benefits that music brings to a child's life, it is important to enable him to meet a variety of musical contents already in the first days of his life. As an active being and the subject of his own development, the child shows interest in music and musical elements in his own way already in the first days of life. A child's musical development is part of his general development. In addition to the innate predispositions with which a child is born, the environment in which the child lives is also an important factor.
The paper presents the differences in the understanding of the phenomenon of children and childhood in the past and today, the importance of music in human life, and some of the alternative music-pedagogical concepts of the 20th century that start from the point of view that basic music education should be available to everyone. The aforementioned musical pedagogical concepts of the 20th century in the context of an integrated preschool curriculum understand children's musical creativity as an active and natural process, with an emphasis on respecting individuality and supporting creativity with the aim of the child's overall development. Importance is given to the child's creativity itself and not to the products of creativity. As an example of good practice, the paper presents an example of integrated activities of children's musical creativity in an institution of early and preschool education
The role of parental lifestyle on eating habits and physical activity of preschool children
No full textRoditelji su djetetov najveći uzor, sve one vrijednosti koje žele da njihovo dijete usvoji trebaju pokazati vlastitim primjerom. To je posebno izazovno u modernom, užurbanom društvu. Ovaj rad za cilj ima utvrditi utječe li roditeljski stil života, točnije njihove prehrambene navike i učestalost bavljenja tjelesnom aktivnošću na iste te navike kod djece. Želi se saznati omogućuju li roditelji uravnoteženu prehranu i dovoljno prilika za tjelesnu aktivnost djeci predškolske dobi. Istraživanje je provedeno na uzorku od 200 roditelja, a kao mjerni instrument korišten je anketni upitnik. Sadržavao je ukupno 37 pitanja kojima se stekao uvid u prehrambene navike i razinu tjelesne aktivnosti roditelja i djece.
Istraživanje je pokazalo da se većina djece pravilno hrani, gotovo svi ispitanici imaju četiri do pet obroka u danu. Iako svojoj djeci osiguravaju dovoljan broj obroka u danu, roditelji nisu konzistentni kada su njihovi obroci u pitanju. Pozitivno je to što niti jedno dijete ne konzumira brzu hranu svakodnevno, no zabrinjavajuće je što su slatkiši i grickalice dio svakodnevne prehrane većine, dok nekima voće i povrće nisu svakodnevno u jelovniku. Gotovo svi roditelji svjesni su dobrobiti koju tjelesna aktivnost ima na cjelokupni razvoj djece, potiču ih na tjelesnu aktivnost, pružaju im podršku zajedničkim sudjelovanjem u aktivnostima, boravkom u prirodi, aktivnim provođenjem praznika i godišnjih odmora. Međutim, razina tjelesne aktivnosti većine djece i roditelja nije na zadovoljavajućoj razini. Stoga treba podići svijest odraslih o važnosti tjelesne aktivnosti i uravnotežene prehrane, kako bi zdrave navike mogli prenijeti svome djetetu.Parents are child's greatest role model, they should be example for all good values they want their child to adopt. That is especially challenging in modern society. The aim of this paper is to determine whether the parents' lifestyle, specifically their eating habits and the frequency of physical activity, affects the same habits in children. Also, goal is to find out if parents provide a balanced diet and enough opportunities for physical activity to preschool children. The research was studied on a sample of 200 parents, and a questionnaire was used as a measuring instrument. It contained a total of 37 questions which collected information about parents' and children's eating habits and level of physical activity.
The research showed that majority of children eat properly, almost all respondents have four to five meals per day. Even though parents provide for a sufficient number of meals for their children, they are not so consistent when it comes to their own meals. It is positive that children do not consume fast food every day, but it is worrying that sweets and snacks are part of the daily diet of the majority, while for some, fruits and vegetables are not on the menu every day. Almost all parents are aware of the benefits that physical activity has on child's overall development, they encourage them to be physically active, they support them by participating in activities together, spending time in nature, and by spending holidays actively. However, the frequency of physical activity of most children and parents is not on acceptable level. Therefore, it is necessary to raise adult awareness about the importance of physical activity and balanced diet, so that they can pass on healthy habits to their children