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Differences In Anthropological Characteristics Between 5th Grade Students Of The School Year 2011/2012 And 2021/2022
No full textCilj ovog istraživanja bio je utvrditi postoje li razlike u antropološkim
karakteristikama između učenika 5. razreda školske godine 2011./2012. i
2021./2022.
Istraživanje je provedeno na 40 učenika (22 dječaka i 18 djevojčica) 5.
razreda Osnovne škole Mursko Središće u dobi od 11 do 13 godina. Uzorak varijabli
za procjenu antropoloških karakteristika činile su četiri antropometrijske mjere
(tjelesna težina, tjelesna visina, indeks tjelesne mase, percentilna vrijednost indeksa
tjelesne mase), šest testova za procjenu motoričkih sposobnosti (taping rukom, skok
u dalj iz mjesta, pretklon raznožno, izdržaj u visu zgibom, poligon natraške i
podizanje trupa) i jedan test za procjenu funkcionalne sposobnosti (trčanje 6
minuta).
Normalnost distribucija provjerena je Kolmogorov – Smirnovljevim testom,
a razlike između dviju generacija Studentovim T-testom za nezavisne uzorke. Za
varijable koje nisu normalno distribuirane, značajnost je provjerena
neparametrijskim Mann Whitney U testom.
Rezultati testiranja pokazali su da postoji djelomična razlika u
antropometrijskim karakteristikama na način da je vidljiva značajna razlika u
tjelesnoj težini, točnije generacija 2021./2022. ima veću tjelesnu masu u odnosu na
2011./2012. Nadalje, u usporedbi tjelesne visine i indeksa tjelesne mase nije
utvrđena statistički značajna razlika. U prostoru motoričkih sposobnosti uočena je
djelomična razlika. Kod testova taping rukom, skok u dalj s mjesta i pretklon
raznožno nisu dobivene značajne razlike, ali kod testova izdržaj u visu zgibom,
poligon natraške i podizanje trupa iz sjeda generacija 2011./2012. postigla je
značajno bolje rezultate. U testu funkcionalne sposobnosti, trčanje 6 minuta, također
je vidljiva značajna razlika na način da je generacija 2011./2012. postigla bolje
rezultate.
Zaključno, antropološke karakteristike učenika s vremenom opadaju što
potvrđuju i rezultati brojnih longitudinalnih istraživanja.The aim of this research was to determine whether there are differences in
anthropological characteristics between 5th grade students in the school year
2011/2012 and 2021/2022.
The research was conducted on 40 students (22 boys and 18 girls) of the
5th grade of the Elementary School Mursko Središće aged 11 to 13 years. The sample
of variables for the assessment of anthropological characteristics consisted of four
anthropometric measures (body weight, body height, body mass index, percentile
value of body mass index), six tests to assess motor skills (taping with the hand,
long jump from a place, leaning forward, endurance in the height of the joint,
polygon backwards and torso lift) and one test to assess functional ability (running
6 minutes).
The normality of the distribution was checked by Kolmogorov - Smirnov
test, and the difference between the two generations by Student 's T - test for
independent samples. For variables that were not normally distributed, significance
was checked by a nonparametric Mann Whitney U test.
The test results showed that there is a partial difference in anthropometric
characteristics in such a way that a significant difference in body weight is visible,
more precisely the 2021/2022 generation has a higher body weight compared to
2011/2012. Furthermore, no statistically significant difference was found in the
comparison of body height and body mass index. A partial difference was observed
in the area of motor abilities. In the tests of hand taping, long jump from the place
and forward bend, no significant differences were obtained, but in the tests the
endurance in the height of the joint, the polygon backwards and the lifting of the
hull from the seat of the 2011/2012 generation achieved significantly better results.
In conclusion, the anthropological characteristics of students decline over
time, which is confirmed by the results of numerous longitudinal studie
Music Tale in the music teaching in primary education
No full textGlavni cilj ovoga rada bit će raspraviti što je glazbena priča te treba li se ona koristiti u nastavi Glazbene kulture u hrvatskim osnovnim školama, točnije u primarnom obrazovanju. Rad je teorijskog tipa, a može se podijeliti na četiri dijela rasprava. U radu su navedena razmišljanja i istraživanja mnogih autora koji su istaknuli važnost glazbe za razvoj djece, na svim područjima, a posebno u emocionalnom razvoju. Također, utvrđeno je da je glazbena priča izrazito (čak skoro u potpunosti) zanemarena u glazbenom obrazovanju u hrvatskom obrazovnom procesu a da je slična situacija i u nekim europskim zemljama. Ipak, neke europske zemlje, u svojim kurikulima, ostavljaju prostora za korištenje glazbenih priča u nastavi, a neke čak i potiču djecu na glazbeno stvaralaštvo, te u tome kontekstu potiču i na stvaranje glazbene priče. Kako bi učenici to mogli osmisliti i ostvariti, naglašava se važnost poticajne okoline i improviziranja kojim razvijaju svoje sposobnosti. U raspravi o glazbenoj priči ponudila se i moguća raspodjela na vrste glazbene priče, s obzirom da do sada takva podjela nije osmišljena. Tako se navode tri moguća oblika, a to su 1. glazbena priča, 2. ozvučena priča i 3. ispričana skladba. Kao primjer ozvučene priče, radu se prilaže već postojeća pod nazivom Labud, autorice Desanke Maksimović, na istoimenu skladbu Camille Saint-Saënsa. Kako bi se pokazalo da se takve priče mogu i samostalno osmisliti, drugi prilog radu predstavlja ozvučena priča pod nazivom Pijanisti, također uz istoimenu skladbu istoga autora, a tekst je osmislila autorica ovog rada. Zaključno, korištenje glazbene priče ima više pozitivnih strana, nego li negativnih, a dobro osmišljena glazbena priča može predstavljati metodički artefakt prikladan za usvajanje glazbenih pojmova ili barem u motivacijske svrhe, kako bi se kod djece i učenika pobudila ljubav za glazbom.The main goal of this paper will be to discuss what a musical tale is and whether it should be used in the teaching of Musical Culture in Croatian elementary schools, more precisely in primary education. The paper is of a theoretical type and can be divided into four parts of the discussion. The paper contains the thoughts and research of many authors who emphasized the importance of music for children's development, in all areas, especially in emotional development. Also, it was established that the musical story is very (almost completely) neglected in music education in Croatian schools, and that the situation is similar in some European countries. Nevertheless, some European countries, in their curricula, leave room for the use of musical stories in lessons, and some even encourage children to create music, and in this context encourage the creation of musical stories. In order for students to be able to design and realize this, the importance of environmental stimulation and improvisation to develop their abilities is emphasized. In the discussion about the musical story, a possible division into types of musical story was offered, given that no such division has been devised so far. Thus, three possible forms are listed, namely 1. musical story, 2. voiced story and 3. narrated composition. As an example of a sound story, the work is accompanied by an already existing one called Labud, written by Desanka Maksimović, to the composition of the same name by Camille Saint-Saens. In order to show that such stories can also be created independently, the second part of the work is a voiced story called Pianists, also with the composition of the same name by the same author, and the text was created by the author of this work. In conclusion, the use of musical stories has more positive sides than negative ones, and a well-designed musical story can represent a methodical artifact suitable for acquiring musical concepts or at least for motivational purposes, in order to arouse children's love for music
Allergies in children of early and preschool age
No full textSuvremeni način života, razvoj tehnologije i civilizacije odražava se na zdravlju čovjeka. Zdravlje nije samo odsustvo bolesti, nego je skup psihičkog, fizičkog, duhovnog i duševnog stanja čovjeka koji treba biti u ravnoteži. Imunosni sustav čovjeka štiti od potencijalno štetnih tvari, utjecaja i organizama. Ukoliko imunosni sustav prekomjerno reagira na inače bezopasne tvari radi se o alergiji. Alergije nastaju zbog alergena koji se nalaze posvuda. Alergeni u organizam mogu ući na različite načine. Alergeni koji uzrokuju najveći broj alergija su pelud, grinje i hrana. Tijelo reagira na alergen pojavom alergijske reakcije, koja može biti lokalna, a
može biti i generalizirana. Generalizirana ili anafilaktička reakcija najčešće nastaje ubodom, hranom i lijekovima. Ova reakcija je izuzetno opasna jer može doći do smrtnog ishoda. Najčešće alergijske bolesti koje narušavaju kvalitetu života pojedinca su alergijski rinitis, astma i atopijski dermatitis. Alergije nisu izlječive, ali je medicina uvelike napredovala i smanjila simptome
alergijske bolesti. Primarna prevencija, edukacija, medikamentozno liječenje i specifična imunoterapija jedina su mogućnost za borbu s alergijama. Znamo da su alergije najčešće u dječjoj dobi. Odgojitelji koji provode odgoj i obrazovanje djece rane i predškolske dobi trebaju biti educirani o ovoj modernoj epidemiji.The modern way of life, the development of technology and civilization reflects on human health. Health is not only the absence of disease, but a set of psychological, physical, spiritual and mental conditions of a person that should be in balance. The human immune system is a system that protects against potentially harmful substances. If the immune system overreacts to otherwise harmless substances it is an allergy. Allergies are caused by allergens that are found everywhere. Allergens can enter the body in different ways. Allergens that cause the greatest number of allergies are pollen, dust mites and food. The body reacts to the allergen with the appearance of an allergic reaction. Appearance can be local or generalized. A generalized or anaphylactic reaction is most often caused by a sting, food and medication. This reaction is extremely dangerous as it can be fatal. Allergic diseases that impair an individual’s quality of life are allergic rhinitis, asthma and atopic dermatitis. Allergies are not curable, but medicine has greatly advanced and made allergic diseases easier. Primary prevention, education, medical
treatment and specific immunotherapy are the only options for fighting allergies. We know that allergies are most common in childhood. Educators who carry out the upbringing and education of children of early and preschool age must be educated about the modern epidemic called allergies
Adoption of dance structures with preschool children
No full textCilj ovoga završnoga rada bio je uvidjeti poveznicu između dviju umjetnosti glazbe i plesa te kako one zajedno funkcioniraju putem plesnih struktura u radu s djecom rane i predškolske dobi. Glazba je svakoga dana prisutna u čovjekovu životu u raznim situacijama i okolnostima. Isto je tako prisutna i u životu djeteta pa čak i prije nego se rodi. Glazba dijete uveseljava i pobuđuje u njemu potrebu za pokretom i plesom. Ples kao i glazba ima veliki utjecaj na djecu rane i predškolske dobi. Omogućava im da se izraze i da razvijaju kreativnost. Ples se u radu s djecom primjenjuje kroz plesne strukture u različitim prirodnim oblicima kretanja. Da bi se u radu s djecom rane i predškolske dobi mogle primjenjivati plesne strukture, djeca prvo trebaju ovladati strukturama pokreta, a zatim temeljnim strukturama glazbe poput ritma, dinamike, tempa i melodije. Upravo se kroz plesne strukture očituje ta poveznica između glazbe i plesa. Da bi odgajatelj mogao primijeniti plesne strukture u raznim plesnim i glazbenim aktivnostima s djecom rane i predškolske dobi mora djecu zainteresirati i privući ih da uđu u aktivnost svojim domišljatim, kreativnim i spontanim načinom. Ples i glazba su zapravo dvije umjetnosti koje djeci pružaju radost i veselje te djeluju kao odgojna sredstva. Također sudjeluju i u oblikovanju ličnosti djeteta te djeluju na njegov cjelokupni rast i razvoj.The goal of this final work was to find the connection between two forms of arts, music and dance as well as to see how they function together within dance structures in a work with preeschool children. Music is present in human's everyday life in many situations and circumstances. It is also present in a child's life even before it is born. Music amuses children and wakes up the need for movement and dance inside them. Just like music the dance has powerful influence on preschool children. It enables them to express themselves and develop cretivity. When working with children the dance is applied through dance structures in different natural forms of movement. To be able to apply dance structures when working with children, they first have to master movement structures and then with fundamental structures of music such as rhythm, dynamics, tempo and melody. It is precisely through these structures that the connection between music and dance can be seen. In order for a preschool teacher to be able to apply these dance structures they have to intrigue and attract the children so they can join these activities in their ingenious, creative and spontanious way. Dance and music are actually two forms of arts that provide children joy and happiness and act as educational resources. They have an effect on shaping the children personality and overall growth and development
Art therapy in art activities in primary education
No full textDiplomski rad pod nazivom „Art terapija u likovnim aktivnostima u primarnom obrazovanju“ započinje definiranjem art terapije kao psihoterapije koja koristi kreativne metode kao osnovni element komunikacije. Art terapija temelji se na likovnom, tjelesnom, glazbenom i dramskom izražavanju koje se koristi kao sredstvo za izražavanje emocija i misli. Metode art terapije koriste se u specijaliziranim ustanovama poput bolnica ili klinika kako bi se pojedincu omogućilo da kroz različite vrste umjetnosti izrazi svoje misli i osjećaje. Metode art terapije također se mogu primjenjivati u nastavnom procesu u svrhu da učenici osvijeste svoje misli i osjećaje, te da im se kroz različite vrste umjetnosti pomogne u izražavanju emocije koje osjećaju.
Cilj ovog istraživanja bio je utvrditi jesu li učitelji/ce razredne nastave u Republici Hrvatskoj upoznate s pojmom art terapija te koriste li se metodama art terapije u nastavi Likovne kulture. Isto tako, u sklopu istraživanja ispitivala se i samoprocjena vlastite kreativnosti učitelja/ica, prisutnost kreativnosti u nastavnom procesu, stavovi o uključivanju art terapije u nastavni proces, a posebno u nastavu Likovne kulture.
Istraživanje je provedeno na uzorku od 135 (Ž = 131, M = 4) učitelja razredne nastave u Republici Hrvatskoj na području 18 županija. Instrument istraživanja bio je anketni upitnik kreiran pomoću Google obrasca, distribuiran putem društvenih mreža te su ga sudionici ispunjavali online. Rezultati su obrađeni u programu Microsoft Excel, a priloženi su u obliku tablica i slika s prikazom grafikona.
Istraživanjem je utvrđeno da je veliki broj učitelja/ica razredne nastave u Republici Hrvatskoj upoznata s pojmom art terapija ali manji dio ispitanika se služi s metodama art terapije u nastavi Likovne kulture. Isto tako, bez obzira na to što se samo manji dio ispitanika služi art terapijom u nastavi, gotovi svi ispitanici su se kroz anketni upitnik izjasnili kako bi htjeli znati više o art terapiji i uključivanju art terapijskih metoda u nastavu."Art therapy in art activities in primary education" thesis starts with defining art therapy as psychotherapy that uses creative methods as a basic element of communication. Art therapy is based on the use of artistic, physical, musical and dramatic expression as a means of expressing emotions and thoughts. Art therapy methods are used in specialized institutions such as hospitals or clinics to allow an individual to express their thoughts and feelings through different types of art. Art therapy methods can also be applied in the teaching process in order to make students aware of their thoughts and feelings, and to help them to express the emotions they feel.
The aim of this research was to determine whether primary school teachers in Croatia are familiar with the concept of art therapy and whether they use art therapy methods in Art class. Also, the research examined the self-assessment of teachers own creativity, the presence of creativity in the teaching process, attitudes about the inclusion of art therapy in the teaching process, and especially in Art class.
The research was conducted on a sample of 135 (F = 131, M = 4) primary school teachers in Croatia in 18 counties. The research instrument was a survey questionnaire created using a Google form, distributed through social networks and completed by participants online. The results were processed in Microsoft Excel, and are attached in the form of tables and figures with graphs.
The research established that the majority of primary school teachers in Croatia are familiar with the concept of art therapy, but a smaller amount of the respondents use the methods of art therapy in Art classes. Also, despite the fact that only a small amount of the respondents use art therapy in teaching, almost all respondents said through a questionnaire that they would like to know more about art therapy and the inclusion of art therapeutic methods in teaching
Gender as a predictor of attitude towards physical exercise
No full textCilj istraživanja ovog diplomskog rada bio je ustanoviti razlike između dječaka i djevojčica, polaznika drugog i četvrtog razreda osnovne škole, o stavu prema tjelesnoj aktivnosti te provođenju iste u slobodno vrijeme. U istraživanju je sudjelovalo 66 učenika, a uzorak se sastojao od 34 djevojčice i 32 dječaka. Istraživanje je provedeno u osnovnoj školi u Hrvatskoj. Rezultati istraživanja ukazuju kako nema značajnih spolnih razlika pri učestalosti tjelesne aktivnosti u slobodnom vremenu učenika te učeničkog stava prema istom. Istraživanje prikazuje vrlo povoljnu situaciju u kojoj učenici većinski svoje slobodno vrijeme provode baveći se sportom. Učenici drugih i četvrtih razreda naklonjeni su tjelesnim aktivnostima te ih upražnjavaju u velikoj mjeri. Vidljivo je kako su učenici osviješteni u smislu važnosti fizičke aktivnosti za njihovo zdravlje te kako su joj pozitivno naklonjeni. Uzimajući u obzir da današnji svijet postaje sve pasivniji, vrlo je važno poticati razvitak tjelesno aktivnog života već u djetinjstvu te tako djetetu osigurati uvelike povećanu šansu za dugoročno održavanje istog.The aim of this study was to establish the differences between the preferences of boys and girls, students of the second and fourth grade of primary school, on the attitude towards physical activity and it's conduction in their leisure time. The study involved 66 students, of which the sample included 34 girls and 32 boys. The research was conducted in a primary school in Croatia. The results of the research indicate that there are no significant gender differences in the frequency of physical activity in students' leisure time and their attitude towards it. The research shows a very favorable situation in which students spend most of their leisure time playing sports. Second and fourth graders are prone to physical activities and practice them to a large extent. It is evident that students are aware of the importance of physical activity for their health and how they are positively inclined to it. Given that today's world is becoming more and more passive, it is very important to encourage the development of active physical life in childhood and thus ensure increased chance of long-term maintenance of the same
Problem topics in Steve Smallman's "Fairytales gone wrong" picture book series
No full textČitajući priču dijete otvara svoje srce i um, upušta se u svijet mašte gdje se poistovjećuju s junakom i zajedno kreću u nove pustolovine. Taj čudesan svijet djetetu daje siguran prostor u kojem može tražiti odgovore, stjecati nova znanja i iskustva znajući da postoji sretan završetak. Priča djetetu pruža umjetničke, psihološke, pedagoške i jezične dobrobiti i vještine važne za njegov cjelovit rast i razvoj. Slikovnica, kao prvi književni oblik s kojim se dijete susreće, nadilazi sve jezične i kulturne razlike. Slikovnica je književni oblik u kojem ilustracije i riječi zajedno čine cjelinu. Bajka uvodi čitatelja u svijet gdje likovi dobivaju moći, gdje je čarolija sveprisutna te gdje na zabavan i poučan način dobro pobjeđuje zlo. Bezvremenost i neodređenost mjesta radnja bajke, olakšano je smještanje u suvremeni kontekst te pridavanje humorističnih elemenata. Suvremene bajke zadržavaju istu pozadinsku priču s poznatim motivima i strukturu koja predstavlja vezu s tradicionalnim bajkama. Bajke moraju biti dobno prilagođene djetetu, jer je potrebna određena razina zrelosti za primjećivanje i razumijevanje složenijih emocija. Likovi otvoreno prikazuju svoje emocije te prihvatljive načine nošenja s osjećajima, dajući djetetu pozitivan primjer samoregulacije. Kroz priču djetetu se šalje poruka kako se mora zauzeti za sebe i prepoznati kada netko ugrožava njegovu sigurnost. Problemske teme sve češće su prisutne u dječjoj literaturi pri čemu je naglasak na problematiku u društvenim i obiteljskim odnosima. Prikazivanjem problemskih tema kroz priču, autor djetetu nudi način nošenja s teškim životnim situacijama. Uvođenjem problemskih tema u svakodnevicu kod djeteta se potiče na razumijevanje i prihvaćanje djece koja su fizički ili ponašajno drugačija.While reading the story, the child opens its heart and mind, enters the world of imagination where they identify with the hero and start new adventures together. This wonderful world gives a child a safe place in which it can look for answers, gain new knowledge and experiences, knowing that there is a happy ending. The story provides the child with artistic, psychological, pedagogical, and linguistic benefits and skills important for his or her overall growth and development. The picture book, as the first literary form that a child encounters, transcends all linguistic and cultural differences. A picture book is a form in which illustrations and words together form a unit, where the pictures faithfully follow the course of the story. The fairy tale introduces the reader to a world where characters gain power, where magic is ubiquitous, and where good defeats evil in a fun and instructive way. The timelessness and uncertainty of the place where the fairy tale takes place are simplified by placing it in a modern context and by adding humorous elements. Modern fairy tales retain the same background story with familiar motifs and structure that represents a connection to traditional fairy tales. Fairy tales must be well adapted to a mature child because a certain level is needed to perceive and understand more complex emotions. The characters openly show their emotions and acceptable ways of dealing with feelings, giving the child a positive example of self-regulation. Through the story, the message has been sent to the child, that it must stand up for itself and recognize when someone is endangering its safety. Problematic topics are increasingly present in children's literature, with an emphasis on issues in social and family relations. By presenting the problematic topic through the story, the author offers the child a way to deal with difficult life situations. Introducing problem topics into a child's everyday life encourage acceptance and understanding for children who are physically or behaviorally different
Presentation of emotions through children's art
No full textU ovome radu govorit će se o povezanosti emocija s dječjim likovnom stvaralaštvom. Rad je podijeljen na dvije cjeline: prva cjelina teorijski obrađuje emocije, prikazuje njihovu podjelu, objašnjava dječje likovno stvaralaštvo, vrste motivacije te objašnjava kako se umjetničkom terapijom može pomoći djeci s određenim teškoćama u razvoju.
Druga se cjelina sastoji od praktičnoga rada obavljenog u Dječjem vrtiću Gajnice datuma 10. svibnja i 13. svibnja 2022. Kako bi povezanost emocija s dječjim likovnim stvaralaštvom bila što jasnija, prikupljeni su radovi djece iz triju mješovitih odgojnih skupina, od kojih su u jednoj djeca od 2 do 4 godine, dok su u drugim dvjema djeca od 3 do 7 godina. Radovi su rezultat dječjeg likovnog stvaranja koji je u svakoj odgojnoj skupini sadržavao drugu temu. Sva su djeca bila motivirana razgovorom, no i čitanjem slikovnice, glazbom te razgovorom tijekom boravka u dvorištu vrtića. Svaki priloženi crtež izabran je zbog svoje originalnosti, posebnosti načina pristupa radu i prenošenja poruke koja je ispisana ispod svakoga rada. Tijekom odabira dječjih radova važna je bila priča kojom je svako dijete opisalo svoj rad kako bismo radu dodijelili određene emocije pobuđene u tome trenutku.
Crtež jest rezultat djetetova truda, posvećenosti i prikaza onoga što ne može biti izgovoreno. Poželjno je djeci davati što više prilika za slobodno izražavanje crtežom kako bismo uvidjeli kako njegov razvoj teče te je li sposobno samo sebe predstaviti na isti način. Slobodu stvaranja potrebno je prekinuti i ponuditi pravu raznolikost materijala kako bismo uočili jasan djetetov napredak, njegove mogućnosti i sposobnosti.This paper will discuss the connection between emotions and children's artistic creativity. The work is divided into two parts - the first part theoretically deals with emotions, how we share them, explains children's artistic creativity, types of motivation and how art therapy can help children with certain developmental difficulties.
The second part consists of practical work carried out in the Kindergarten Gajnice on May 10 and May 13, 2022. In order to make the connection between emotions and children's artistic creation as clear as possible, the works of children from three mixed educational groups were collected, one of which includes children from 2 to 4 years old, while in the other two there are children from 3 to 7 years old. The works are the result of children's artistic creation, which contained a different theme in each educational group. All children were motivated by conversation, but also by reading picture books, music and conversation during their stay in the kindergarten yard. Each attached drawing was chosen for its originality, the special way of approaching the artwork and conveying the message that is written under each work. During the selection of children's artwork, the story that each child used to describe their artwork was important in order to assign certain emotions to the artwork that were evoked at that moment.
The drawing is the result of the child's effort, dedication and representation of what cannot be spoken. It is desirable to give children as many opportunities as possible to freely express themselves through drawing in order to see how their development is progressing and whether they are capable of presenting themselves in the same way. The freedom of creation needs to be interrupted and a real variety of materials must be offered in order to clearly see the child's progress, his possibilities and abilities
The process of making an original comic-picture book and the comparison of traditional and modern storytelling with preschool children
No full textDijete uči govor koristeći ga, upoznajući nove riječi, te kroz razne praktične aktivnosti u interakciji s roditeljima, odgojiteljima i s ostalima. Stvaranje raznih situacija u kojima dijete imati mogućnost razvijati svoju komunikaciju, bogatiti svoj rječnik, pomoći će mu ovladati i ostalim aktivnostima, te pozitivno utjecati na njegov razvoj. Upravo nam aktivnost zajedničkog slušanja i promatranja slikovnice, slike kao vizualnog medija, omogućava poticanje dječjeg razvoja. Ona ima mogućnost povezivanja poznate stvarnosti, a kasnije, kako dijete raste, ono otkriva i ono što je u realnosti nedokučivo. Kroz provedeno istraživanje sa djecom predškolske dobi o usporedbi tradicionalnog i modernog pripovijedanja na primjeru autorske strip-slikovnice može se zaključiti da je potrebno primjenjivati oba načina podjednako, jer kroz razne aktivnosti motiviramo djecu da zavole dječju književnost, prvenstveno slikovnice. One su poticaj za stvaranje budućeg aktivnog čitatelja, a možda i pisca ili ilustratora. Posebnost u stvaranju strip-slikovnice je odnos između slike i teksta, koje govore u isto vrijeme. Tijekom istraživanja se pokazalo da je takav odnos djeci bliži, pristupačniji. Njihova pozitivna reakcija i doživljaj strip-slikovnice kao, u početku, slike bez teksta, gdje su morali slušati i pratiti priču, važna je i zbog razvoja koncentracije i motivacije za dovršetkom priče. Važnost slikovnice, kao djetetove prve knjige, njena svrha i ciljevi koju ona može imati, postavlja visoke kriterije u stvaranju autorskog rada. Osim važnosti u razvoju dječjeg rječnika do izraza dolazi i njena estetska i likovna vrijednost. Stoga možemo reći da je dobra slikovnica ona koja oplemenjuje djetetov razvoj, ima usklađenu tekstualnu i likovnu komponentu, te je primjerena dječjem uzrastu, razvija maštu i osjećaj za dobro.A child learns speech by using it, learning new words and through many different activities with parents, teachers and others. Creating various and varied situations in which children have the opportunity to develop their communication, enrich their vocabulary, will help them master other activities, and positively affect their development. The activity of listening and observing picture books together through the picture as a visual medium enables children's development. It is the activity of listening and observing the picture book together, the image as a visual medium, that enables us to encourage children's development. It has the ability to connect a known reality, and later, as the child grows, he discovers what is incomprehensible in reality. Through research with preschool children on the comparison of traditional and modern storytelling on the example of the author's comic book, it can be concluded that it is necessary to apply both methods equally, because through various activities we motivate children to love children's literature, primarily picture books. They are an incentive to create a future active reader, and perhaps a writer or an illustrator. A special feature in creating a comic book is the relationship between the image and the text, which are intertwined. Research has shown that such an approach is closer and more accessible to children. Their positive reaction and experience of a comic book picture book as textless pictures at the start where they had to listen and follow the story is also important because of the development of concentration and motivation to complete the story. The importance of a picture book, as a child's first book, its purpose and the goals it can have, sets high criteria in the creation of an author's work. Apart from its importance in the development of children's vocabulary, its aesthetic and artistic value also proves important. Therefore, we can say that a good picture book is one that enriches a child's development, has a harmonized textual and artistic component, is appropriate for children's age and develops imagination and a sense of good
Using Dance Structures to work with preschool children
No full textPles je jedna od najprikladnijih aktivnosti za djecu jer se temelji na prirodnim oblicima kretanja. Dok u svakodnevnom životu koriste tijelo za uobičajene radnje i svladavanje prostora i prepreka, u plesu ga osjećaju u drugačijem, čarobnom svjetlu koje im omogućuje spoznaju sebe, svog tijela i njegovih mogućnosti
Plesne strukture u odgojno-obrazovnom smislu pripadaju programskim sadržajima tjelesne i zdravstvene kulture djece predškolske dobi. Uvođenjem plesnih elemenata u rad s djecom predškolske dobi, obogaćuje se stvaralačko izražavanje, estetika pokreta te pravilno držanje tijela. Zadovoljava se i dječja potreba za igrom i zabavom, a glazba koja prati ples pomaže djetetu da kontolira kretanje svog tijela u prostoru.
U prvom dijelu rada je prikazan povijesni razvoj plesa, teorija Rudolfa Labana o umjetnosti pokreta te dosadašnja istraživanja utjecaja plesa na razvoj djeteta. Brojna istraživanja u Hrvatskoj i svijetu dokazuju da plesni sadržaji pozitivno utječu na cjelokupan razvoj djece te spoznaju o vlastitom tijelu i njegovim mogućnostima. Ples također razvija glazbeni sluh, ritmičnost, fleksibilnost, snagu, brzinu, spretnost i koordinaciju pokreta.
U radu su navedene plesne strukture uključene u kurikul tjelesne i zdravstvene kulture u predškolskoj ustanovi. Provedeno je akcijsko istraživanje tijekom tromjesečnog razdoblja, od listopada do kraja prosinca 2021. godine. Cilj istraživanja bio je ispitati kako uvođenje plesnih struktura u program tjelesne i zdravstvene kulture utječe na kvalitetu rada i zadovoljstvo djece. Istraživanje je provedeno na uzorku mješovite grupe od 23 djece u dobi od 4 do 7 godina. Tijekom istraživanja ostvareno je ukupno 24 sata tjelesne i zdravstvene kulture, obogaćenih plesnim sadržajima. Nakon provođenja programa obogaćenog plesnim strukturama izvršeno je ispitivanje zadovoljstva djece provedenim. Analizom prikupljenih podataka ustanovljeno je zadovoljstvo djece uvedenim promjenama.Dancing is one of the most appropriate activities for children because it is based on natural forms of movement. While in everyday life they use their body for everyday actions and overcoming space and obstacles, in dance they feel it in a different, magical light that allows them to know themselves, their body and its possibilities.
Dance structures are the part of physical education curriculum of preschool children. By introducing dance elements to preschool children, it enriches their creative expression, aesthetics of movement and proper posture and by practicing these structures, the adoption of dance elements with music, student develop proper posture, rhythm, dynamism, expressiveness of movement and creativity. The child's need for play and fun is also satisfied, and the music that accompanies the dance helps the child to control the movement of his body in space.
The first part of the research paper presents the historical development of dance, Rudolf Laban's theory of the Art of movement and previous research on the impact of dance on child development. Numerous studies in Croatia and around the world prove that dance has a positive effect on the child's development and his knowledge about their own body and its capabilities. Dance also develops musicality, rhythmicity, flexibility, strength, speed, dexterity and coordination of movements.
This research paper investigates the impact of dance structures involved in physical education activities in the preschool institution. An action study was conducted during the three-month period from October to the end of December 2021. The aim of the study was to examine how use of dance structures in the physical education curriculum affects the quality of education and children's satisfaction. The study was conducted in a mixed group of 23 children aged 4 to 7 years. During the research, there were a total of 24 teaching hours of physical education, enriched with dance content. After the implementation of the program enriched with dance structures, a survey of children's satisfaction was conducted. The analysis of the collected data established satisfaction of children with all the changes