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Obesity of male and female students in primary education
No full textPretilost kod učenika u primarnom obrazovanju, odnosno kod školske djece sve se više primjećuje s promjenom stila života obitelji s povećanom kupovnom moći, povećanjem broja sati neaktivnosti zbog televizije, videoigara i računala, koji zamjenjuju igre na otvorenom i druge društvene aktivnosti Svjetska zdravstvena organizacija opisala je pretilost kao jedan od najzanemarenijih javnozdravstvenih problema današnjice. Prateći porast pretilosti kod odraslih, povećava se i udio djece i adolescenata koji imaju prekomjernu tjelesnu težinu i pretilo. Veličina prekomjerne težine kreće se prosječno od 9% - 27,5%, a pretilost se kreće od 1% - 12,9% među indijskom djecom.
Rastući problem pretilosti u učeničkoj dobi može se usporiti ako se društvo usredotoči na uzroke. Postoje mnoge komponente koje utječu na pretilost u dječjoj dobi, a neke su presudnije od drugih. Intervencija kombinirane prehrane i tjelesne aktivnosti koja se provodi u zajednici sa školskom komponentom učinkovitija je u sprječavanju pretilosti ili prekomjerne težine. Štoviše, ako roditelji kod kuće provode zdraviji način života, mnogi problemi s pretilošću mogli bi se izbjeći. Ono što djeca kod kuće nauče o zdravoj prehrani, vježbanju i pravilnom odabiru prehrane s vremenom će se preliti na druge aspekte njihova života. To će imati najveći utjecaj na izbore koje će djeca napraviti pri odabiru hrane koju će konzumirati u školi i restoranima brze hrane te odabiru aktivnosti. U radu su prikazane najvažnije odrednice, uzroci i posljedice pretilosti koje nam omogućuju bolji pogled na situaciju u primarnom obrazovanju. Ovaj važan zdravstveni problem prikazan je statistički te na razini oba spola kako dječaka tako i djevojčica.Obesity in students in primary education, i.e. in school children, is increasingly observed with the change in the lifestyle of families with increased purchasing power, an increase in the number of hours of inactivity due to television, video games and computers, which replace outdoor games and other social activities. The World Health Organization described obesity as one of the most neglected public health problems today. Along with the increase in obesity in adults, the proportion of children and adolescents who are overweight and obese is also increasing. The amount of overweight starts on average from 9%. 27.5%, and obesity ranges from 1%. 12.9% among Indian children.
The growing problem of school-age obesity can be slowed if society focuses on the causes. There are many components that influence childhood obesity, and some are more crucial than others. A combined diet and physical activity intervention implemented in the community with a school component is more effective in preventing obesity or overweight. Moreover, if parents lead a healthier lifestyle at home, many obesity problems could be avoided. What children learn at home about healthy eating, exercise and making good food choices will eventually spill over into other aspects of their lives. This will have the greatest impact on the choices that children will make when choosing the food, they will consume at school and fast-food restaurants and choosing activities. The paper presents the most important determinants, causes and consequences of obesity, which enable us to have a better view of the situation in primary education. This important health problem is shown statistically and at the level of both sexes, both boys and girls
Physical development of children early and preschool age with cerebral palsy
No full textCerebralna paraliza je pojam koji se odnosi na skupinu neprogresivnih sindroma poremećaja kretanja koji su rezultat oštećenja mozga ili abnormalnosti u ranoj fazi razvoja. Ovo stanje prvenstveno je povezano s posturalnim poremećajima i poremećajima kretanja, ali je praćeno brojnim dodatnim smetnjama i sekundarnim problemima koji mogu značajno utjecati na zdravlje i kvalitetu života djeteta. U zdravlju djece s cerebralnom paralizom treba izdvojiti neke komponente zdravlja na koje se tjelesnom aktivnošću može povoljno djelovati kako bi se moglo govoriti o zdravlju te djece. Današnja suvremena medicina, kineziologija i rehabilitacijske znanosti pružaju mogućnosti korištenja odabranih koncepata, programa i postupaka za prevenciju, održavanje ili poboljšanje zdravlja djece i osoba s cerebralnom paralizom. Stoga ovaj pregled ističe neke specifične morfološke, mišićne, motoričke i kardiovaskularne determinante zdravstvenog stanja djece s cerebralnom paralizom. Odabrani su i terapeutski i kineziološki usmjereni programi tjelesne aktivnosti koji mogu utjecati na promjene navedenih parametara kod djece s cerebralnom paralizom te će im također pomoći u postizanju optimalne razine samostalnosti i aktivnog sudjelovanja u svakodnevnom životu.Cerebral palsy is a term that refers to a group of non-progressive movement disorder syndromes that are the result of brain damage or abnormalities at an early stage of development. This condition is primarily associated with postural disorders and movement disorders, but is accompanied by numerous additional disorders and secondary problems that can significantly affect the child's health and quality of life. In the health of children with cerebral palsy, some components of health that can be positively influenced by physical activity should be singled out in order to be able to talk about the health of these children. Today's modern medicine, kinesiology and rehabilitation sciences provide opportunities to use selected concepts, programs and procedures to prevent, maintain or improve the health of children and people with cerebral palsy. Therefore, this review highlights some specific morphological, muscular, motor and cardiovascular determinants of the health status of children with cerebral palsy. Therapeutic and kinesiology-oriented physical activity programs were selected that can influence changes in the mentioned parameters in children with cerebral palsy and will also help them achieve an optimal level of independence and active participation in everyday life
Nursery picture book
No full textSukladno temi koju obrađuje, ovaj se rad kroz nekoliko poglavlja usmjeruje na slikovnicu, njen razvoj i uporabu kroz povijest pa da danas.
Prvi korak tome je promišljanje o cjelovitom razvoju primatelja slikovnice, a u ovom slučaju to je dijete jasličke dobi. Njegov odnos prema slikovnici bitno ovisi o odnosu prema likovnosti. Naglasak rada potom se premješta na samu slikovnicu, donoseći presjek njenog povijesnog razvoja. S razvojem slikovnice, razvile su se i različite funkcije koje obuhvaća te različite vrste slikovnice. Njeno cjeloukupno oblikovanje ovisi o stilu, stručnosti i mašti autora, ali i o zahtjevima koji su pred njih postavljeni. Značajan dio rada čini i zasebni govor o ilustraciji te njenom povijesnom putu. Posljednje poglavlje obuhvaća praktični dio rada – izradu slikovnice za djecu jasličke dobi te njenu uporabu kroz različite likovne igre.In accordance with the pertinent topic, this work in several chapters focuses on the picture book, its development and use throughout history and present times.
The first step is to take in the consideration the complete development of the recipient of the picture book, and in this case it is a child of nursery age. His relationship to the picture book depends essentially on his relationship to the fine art. The emphasis of the work then shifts to the picture book itself, bringing an analysis of its historical development. With the development of the picture book, the different functions that comprise these different types of picture books have also developed. Its overall design depends on the style, expertise and imagination of the author, but also on the demands placed before them. A significant part of the work is a separate topic about illustration and its historical path. The last chapter includes the practical part of the work - the creation of a picture book for children of nursery age and its use through various art games
Pets as mediators in the development of values in early childhood and preschool-aged children
No full textSimbioza odnosa ljudi i životinja postoji oduvijek što potvrđuju prikazana istraživanja koja ukazuju da se radi o odnosu koji može uključivati emocionalnu i socijalnu komponentu. Suvremeni način života mijenja percepciju ljudi prema životinjama te je u današnje vrijeme uloga kućnog ljubimca upravo jedna od najčešćih uloga životinja. Kućnim ljubimcima se daje velika važnost, a to se posebno odnosi na djecu koja uz kućne ljubimce uče kako biti odgovorni i pokazati empatiju prema drugom živom biću. Kućni ljubimci imaju važnu ulogu u razvoju samostalnosti, samopouzdanja, poštovanju granica i razvijanju empatije kod djece što se postiže kroz druženje djece sa životinjama koja na taj način ostvaruju socijalnu interakciju. Također veoma je važno pravilno ophođenje prema životinjama i pravilna komunikacija s njima te podučavanje djece pri prepoznavanju terapijskih pasa i pasa pomagača u čemu glavnu ulogu imaju roditelji i odgajatelji. Rad daje prikaz načina uključivanja životinja, konkretno pasa u djelatnosti usmjerene na pomoć ljudima u obliku terapije i pomoći kod određenih teškoća poput oštećenja vida, autizma, motoričkih poremećaja i govornih teškoća. Ujedno kroz rad se želi ukazati na probleme koji se pojavljuju u tom procesu i prijedlog mogućih rješenja.The symbiosis relationship between humans and animals exists since their beginnings as confirmed by the presented research, which indicates that it is a relationship that can include an emotional and social component. The modern way of life changes people's perception of animals, and nowadays the role of a pet is one of the most common roles of animals. Pets are given great importance, and this especially applies to children who, with pets, learn how to be responsible and show empathy towards another living being. Pets play an important role in the development of independence, self-confidence, respect for boundaries and the development of empathy in children, which is achieved through the association of children with animals, which in this way achieve social interaction. It is also very important to properly treat animals and properly communicate with them, as well as teaching children to recognize therapy dogs and assistance dogs, in which parents and educators play the main role. The thesis also explores the way of including animals, specifically dogs, into activities aimed at helping people in the form of therapy and help with certain difficulties such as visual impairment, autism, motor disorders and speech difficulties. At the same time, the thesis aims to point out the problems that appear in that process and propose possible solutions
Spontaneous games of urban and rural environments
No full textU ovom radu pisati ću kako se djeca igraju u urbanim a kako u ruralnim sredinama. Uvodno ću navesti opće definicije igre te pojasniti kakav utjecaj igra ima na različite vrste dječjeg razvoja te objasniti njezine vrste i osnovne podjele. U idućem poglavlju definirati ću urbane sredine, načine na koje se djeca u gradovima igraju i navesti nekoliko primjera igara s objašnjenjima. Nakon urbane sredine, definirati ću ruralne sredine, objasniti način života na selu te također navesti primjere igara s objašnjenjima. Na kraju rada istaknuti ću usporedbu na temelju vlastitog promišljanja o dvije navedene sredine i prikazati njihove pozitivne i negativne strane. Svrha i cilj rada je uočiti razlike u načinu života i načinu igre tih dviju sredina.Firstly, the author will define the play and explain what kind of an impact it has on different levels on children's development, and also talk about it's basic divisions. Next chapter is reserved for defining urban middles, the ways children play in the cities and mention a few examples of games. After that, the author will talk about rural places and games children play in them. Finally, rual and urban middles will be compared by their positive and negative aspects. This paper's purpose and goal are to look into differences of lifestyle and ways of playing of children living in both rural and urban areas
The role of reflective practice in the professional development of educators
No full textU svrhu profesionalizacije zanimanja odgojitelja potreban je konstantan rad, istraživanja i mijenjanje prakse. Profesionalni razvoj odgojitelja mora biti definiran sustavnim i kontinuiranim aktivnostima, usmjerenih na osobni i kolektivni razvoj odgojno-obrazovne ustanove, ali i cijelog odgojno-obrazovnog sustava.
Ovaj rad ima za cilj prikazati značaj uloge refleksivne prakse u profesionalnom razvoju odgojitelja. U prvom dijelu rada govorit će se o odgojiteljskoj profesiji u povijesti. Nadalje se govori o odgojiteljskoj profesiji i profesionalnom razvoju odgojitelja, te na posljetku o refleksivnoj praksi kao jednom od iznimno važnih čimbenika za profesionalni razvoj odgojitelja.
Mnogi autori (Hammerslay, 2002; Schön, 1990; Young i Lucas, 1999 i mnogi drugi) naglašavaju važnost refleksivne prakse i cjeloživotnog obrazovanja u svrhu profesionalnog usavršavanja. Uz formalno obrazovanje, vrlo je važno ići u korak s vremenom, novim saznanjima na području odgoja i obrazovanja predškolske djece. Autori (Schon, 1990; Bolton, 2001; Elliott, 1990; Young i Lucas, 1999; Bleakly, 1999 i mnogi drugi) govore o važnosti holističkog pristupa u razvoju i usavršavanju odgojitelja. S godinama se mijenjala odgojno-obrazovna praksa pa se isto tako mijenjaju načini učenja i obrazovanja odgojitelja. Kako odgojitelj sam, tako i cijela odgojno-obrazovna institucija moraju propitivati, promišljati, mijenjati ono što nije dobro te razvijati ono što je dobro, a sve u svrhu kvalitetnijeg rada odgojno-obrazovne ustanove i što je najvažnije, kvalitetnijeg „življenja“ djece u dječjim vrtićima. Na prvom je mjestu dijete, stoga je nužno obrazovanje, kontinuirani rad i učenje, te (samo)refleksija kako bismo djetetu pružili najbolje što možemo kako bi se razvilo u samosvjesnu i samopouzdanu osobu. Odgojitelj ima mnoge uloge u vrtiću, a jedna od njih je omogućiti djeci da žive učeći i učeći žive.
Uz inicijalno obrazovanje odgojitelja, za njegov profesionalni razvoj važna je, dakle, refleksivna praksa, time jačanje profesionalnih kompetencija, cjeloživotno obrazovanje (formalno i/ili neformalno), provođenje akcijskih istraživanja i suradnja sa stručnjacima (kako u ustanovi, tako i izvan ustanove) te s roditeljima djece.In order to professionalize the profession of educator, constant work, research and changing practice are needed. The professional development of educators must be defined by systematic and continuous activities, aimed at the personal and collective development of the educational institution, but also of the entire educational system.
This paper aims to show the significance of the role of reflective practice in the professional development of educators. The first part of the paper will talk about the teaching profession in history. Furthermore, the teacher's profession and the professional development of educators are discussed, and finally, reflective practice is discussed as one of the extremely important factors for the professional development of educators.
Many authors (Hammerslay, 2002; Schön, 1990; Young and Lucas, 1999 and many others) emphasize the importance of reflective practice and lifelong learning for the purpose of professional development. In addition to formal education, it is very important to keep up with the times, with new knowledge in the field of upbringing and education of preschool children. Authors (Schon, 1990; Bolton, 2001; Elliott, 1990; Young and Lucas, 1999; Bleakly, 1999 and many others) talk about the importance of a holistic approach in the development and training of educators. Educational practice has changed over the years, so the ways of learning and educating educators have also changed. Just as the educator himself, so the entire educational institution must question, reflect, change what is not good and develop what is good, all for the purpose of better quality work of the educational institution and, most importantly, better "life" of children in children's kindergartens. The child comes first, therefore education, continuous work and learning, and (self)reflection are necessary in order to give the child the best we can so that it develops into a self-aware and self-reliant person. The educator has many roles in the kindergarten, and one of them is to enable the children to live by learning and by learning to live.
In addition to the initial education of educators, reflective practice is important for his professional development, thereby strengthening professional competences, lifelong education (formal and/or informal), conducting action research and cooperation with experts (both in the institution and outside the institution) and with the parents of the children
Topics of upbringing and education according to Tomislav Ivančić
No full textRad prof. dr. Tomislava Ivančića prepoznat je širom svijeta, ali je blago hrvatskog naroda jer je utjecalo na razvoj i duhovni rast naroda. Knjige koje je objavio su plod četrdesetogodišnje ostavštine. Utemeljio je metodu hagioterapije. Liječenje duhovne duše i osvještavanje što duhovna duša jest Ivančićev je životni poziv. Njegov utjecaj na mlade od sedamdesetih godina prošlog stoljeća je stvarno novi mentalitet naroda. Trudio se odgojiti ljude kojima ide u susret na prigodnim susretima. Ivančić je ostavio dubok trag i u inozemstvu. Njegove knjige su preveden na više jezika.
U ovom radu su pobrojana neka od djela u kojima Ivančić piše o odgoju i obrazovanju. Njegovo pisanje o ovoj tematici je uvijek u nekom kontekstu, najčešće u kontekstu braka i obitelji, te u religijskim kontekstima u kojima piše o čovjeku kao djetetu Božjemu. Brojne religijski sadržaji njegovih tekstova ovdje su ostavljeni po strani, ali bi svakako mogli biti zanimljivi onima koji na taj način žele sagledati djelo prof. dr. Tomislava Ivančića.The work of professor dr. Tomislav Ivančić is recognised all around the world, but is also a treasure of the Croatian nation because it influenced the development and spiritual growth of the nation itself. The books that he published are the roots of a forty-year legacy. He founded the method of hagiotherapy. The healing of the spiritual soul and awareness of what the spiritual soul is is Ivančić’s calling in life. His influence on young people since the seventies has been a new mentality of the nation. He tried to educate people he meets at the occasional meetings. Ivančić has left a great mark abroad. His books have been translated into several languages. This paper lists some of Ivančić’s works in which he writes about nurture and education. His writing on this topic is always in some context, most often in the context of marriage and family, and also in religious contexts in which he writes about men as God’s children. Numerous religious contexts of his writings have been left aside here, however they could certainly be interesting to those who wish to have a look into the work of professor dr. Tomislav Ivančić
Relationships between functional capacity and obesity at students
No full textOvaj se diplomski rad temelji na proučavanju i iščitavanju stručne literature te brojnih znanstvenih istraživanja koja se odnose na relacije funkcionalnog kapaciteta i indikatora pretilosti. Cilj ovog rada je utvrditi postoji li povezanost funkcionalnog kapaciteta i pretilosti kod djece u osnovnoškolskoj dobi.
Funkcionalne sposobnosti odnose se na učinkovitost osnovnih funkcionalnih mehanizama, a to su aerobni kapacitet i anaerobni kapacitet. Aerobni kapacitet i anaerobni kapacitet važni su mehanizmi za izdržljivost organizma. Potaknuti su tjelesnom aktivnošću pojedinca te su dijelom urođeni, no funkcionalne sposobnosti se mogu trenirati, uvježbavati kako bi izdržljivost postala bolja. Testovi kojima možemo testirati funkcionalni kapacitet kod učenika mogu biti terenski i laboratorijski.
Pretilost je bolest koja uključuje pretjeranu količinu tjelesne masti, a određuje se brojnim antropometrijskim mjerenjima. Pretilost ustanovljujemo mjerenjem indeksa tjelesne mase (ITM), mjerenjem opsegom struka te omjerom opsega struka i opsega bokova. Kod učenika je pretilost sve češća pojava koja je dokazana brojnim istraživanjima i mjerenjima indikatora pretilosti. Pretilost je složena bolest koja sa sobom ukoliko je ona dijagnosticirano u djetinjstvu može nositi i breme bolesti u odrasloj dobi.
Radi povećanja trenda pretilosti koja ujedno i smanjuje funkcionalne sposobnosti osmišljeni su brojni programi i strategije u svrhu intervencije širenja bolesti ne samo u Republici Hrvatskoj već na razini Europe. U Republici Hrvatskoj 2016. godine pokrenut je program ‘’Živjeti zdravo’’ kako bi se poboljšalo zdravlje populacije.
Budući da je današnji sjedilački način života pomogao u napredovanju smanjenja funkcionalnih sposobnosti i razvitku pretilosti, osnovno polazište u prevenciji problema jest tjelesna aktivnost i pravilna prehrana. Potreba za kretanjem i tjelesnom aktivnosti je neizbježna za održavanje kako zdravlja organizma tako i funkcionalnih kapaciteta koji mogu samo napredovati.This graduation paper is based on the study and reading of professional literature and numerous scientific researches related to the relationship between functional capacity and obesity indicators. The aim of this paper is to determine, by analyzing the collected data, whether there is a correlation between functional capacity and obesity.
Functional abilities refer to the efficiency of basic functional mechanisms, namely aerobic capacity and anaerobic capacity. Aerobic capacities and anaerobic capacities are important mechanisms for the organism's endurance. They are stimulated by the individual's physical activity and are partly innate, but functional abilities can be trained and practiced in order to improve endurance. Tests with which we can test students' functional capacities can be on field or laboratory.
Obesity is a disease that includes an excessive amount of body fat, and is determined by numerous anthropometric measurements. Obesity is determined by measuring body mass index (BMI), measuring waist circumference and the ratio of waist circumference to hip circumference. Among students, obesity is an increasingly common phenomenon, which has been proven by numerous researches and measurements of obesity indicators. Obesity is a complex disease that, if diagnosed in childhood, can carry the burden of disease in adulthood.
In order to increase the trend of obesity, which at the same time reduces functional abilities, numerous programs and strategies have been organized for the purpose of intervention in the spread of the disease, not only in the Republic of Croatia, but at level of Europe. In the Republic of Croatia, in 2016, the program "Live healthy" was launched in order to improve the health of the population.
Since today's sedentary lifestyle has helped in the progression of the reduction of functional abilities and the development of obesity, the basic starting point in the prevention of problems is physical activity and proper nutrition. The need for movement and physical activity is inevitable for maintaining both the health of the organism and functional capacities that can only progress
The role of language games and storytelling in encouraging language acquisition in kindergarten children
No full textGovor je viša psihička aktivnost čovjeka koja mu omogućuje da pomoću sustava znakova i simbola priopćava svoja znanja, osjećaje, potrebe i mišljenje drugim ljudima. Osnovni simboli u ljudskom govoru su riječi, a njegova najvažnija funkcija je komunikacija. Govor se razvija sustavno i predvidivim redoslijedom (Starc i sur., 2004: 26).
Kako bi se kod djeteta govor uredno razvijao, djetetova okolina treba biti kvalitetan uzor djetetu. Potrebno je poticati govor kod djeteta, pratiti ga i kontinuirano sudjelovati u dječjim aktivnostima koja potiču govor. Ako se govor u predškolskom razdoblju usvoji na pravilan način dijete će biti spremno početi s aktivnostima čitanja i pisanja što je bitno u starijoj dobi. Djecu je potrebno osvijestiti o važnosti jezika i na njima najprihvatljiviji način, kroz igru, pokazati im što sve s njim možemo. Zato danas u predškolskim ustanovama odgojitelji sve više posežu za jezičnim igrama kao jedne od aktivnosti za učenje i usvajanje jezika. Također uz jezične igre djeci se kao aktivnost nudi i pripovijedanje uz razna pomagala uz koja djeca uče nove pojmove, riječi i priče.
Temeljni cilj ovog rada bio je istražiti koriste li ispitanici, odnosno, odgojitelji, na koji način, u kojoj mjeri jezične igre i pripovijedanje u aktivnostima s djecom. Istraživanje je pokazalo da odgojitelji koriste jezične igre i pripovijedanje u svojim aktivnostima, te da djeca vole i dobro prihvaćaju takve aktivnosti koje su odlično sredstvo za rad.Speech is a higher psychological activity of humans that enables them to communicate their knowledge, feelings, needs and opinions to other people using a system of signs and symbols. The basic symbols in human speech are words, and its most important function is communication. Speech develops systematically and in a predictable order (Starc et al., 2004: 26).
In order for a child's speech to develop properly, the child's environment should be a quality role model for the child. It is necessary to encourage the child's speech, monitor him and continuously participate in children's activities that encourage speech. If speech is adopted in the preschool period in a proper way, the child will be ready to start reading and writing activities, which is important at an older age. Children need to be made aware of the importance of language and, in the most acceptable way, through play, to show them what they can do with it. For that reason, today in preschool institutions, educators are increasingly reaching for language games as one of the activities for learning and acquiring the language. In addition to language games, children are also offered storytelling with various aids. With it, children learn new concepts, words and stories.
The main goal of this paper was to investigate whether the participants, that is, educators, in what way and to what extent, use language games and storytelling in activities with children. Research has shown that educators use language games and storytelling in their activities. Also, children love and accept such activities, which are excellent tools for work
Predškolsko stjecanje EFL-a i "outdoor" kurikulum
No full textThe importance of teaching a foreign language to preschool children has been recognized by the National Curriculum for Early Childhood and Preschool Education. The teaching methodology for early childhood and preschool FL teaching has not been prescribed in the sense that it favors one specially designed teaching methodology procedure, rather the foreign language is woven into children’s everyday activities (Nacionalni kurikulum za rani i predškolski odgoj i obrazovanje, 2015). Since the usage of the English language has spread to every continent, it is beneficial for children to start learning it from an early age. Also, age is believed to be one of the factors influencing foreign language acquisition, i.e., children are considered more adept at learning foreign languages than adults. One of the important areas of language development, especially in the early childhood is vocabulary, which children can, if appropriate teaching procedures and materials are used, acquire quite easily.
Learning that happens "in", "about" and "for" the outside space is referred to as the outdoor curriculum or forest kindergarten. The goal of the forest kindergarten is to help children become more active, confident, creative and to develop critical thinking. In today's world, there is more pollution and destruction of nature, and people in general are becoming alienated from the nature. However, children who experience nature as a calming environment as they grow up are more likely to love and appreciate it in the future.
The main objective of this thesis was to gain insight into EFL acquisition of children enrolled in the programs of early EFL acquisition and outdoor curriculum. The sample included 21 children aged four to seven. The first phase of the research was based on the recordings and notes of everyday activities and the children's conversations with the kindergarten teacher. The second phase was the interview with some of the children. There was a total of 11 interviews and participants were aged five to seven. The obtained data were analyzed qualitatively.U Nacionalnom kurikulumu za rani i predškolski odgoj i obrazovanje prepoznata je važnost poučavanja stranih jezika za djecu rane i predškolske dobi. Metodologija poučavanja stranoga jezika nije propisana na način da se preporučuje primjena jednog posebno oblikovanog metodičkog postupka, već je strani jezik utkan u svakidašnje odgojno-obrazovne aktivnosti u vrtiću (Nacionalni kurikulum za rani i predškolski odgoj i obrazovanje, 2015). Budući da se engleski jezik jako proširio i govore ga brojni stanovnici svih kontinenata, korisno je da se s učenjem engleskoga jezika krene od najranije dobi. Isto tako, smatra se da su godine jedan od čimbenika koji utječe na usvajanje stranoga jezika, odnosno da djeca bolje savladaju usvajanje stranoga jezika nego odrasle osobe. Jedno od značajnih područja usvajanja jezika, naročito u ranom djetinjstvu, je i rječnik, koji djeca uz primjenu odgovarajućih postupaka i materijala mogu svladati relativno lako. Učenje koje se odvija „u”, „oko” i „za” vanjski prostor naziva se outdoor kurikulum ili šumski vrtić. Cilj šumskoga vrtića je pomoći djeci da postanu aktivna, samopouzdana, i kreativna, te da razviju kritičko mišljenje. U današnjem svijetu čovjek sve više zagađuje te svakodnevno uništava prirodu. Međutim, djeca koja doživljavaju prirodu kao mirno mjesto više će ju voljeti i cijeniti u budućnosti.
Ovaj završni rad prikazuje rezultate istraživanja provedenog u cilju da se dobije uvid u usvajanje engleskoga kao stranoga jezika među djecom koja pohađaju programe ranoga usvajanja stranoga jezika i outdoor kurikuluma. Sudionici ovog istraživanja bila su djeca od četiri do sedam godina, ukupno njih 21. Djeca su upisana u cjelodnevni posebni program ranog učenja engleskog jezika. U prvoj fazi istraživanja na temelju snimaka i bilježaka prikupljeni podaci o svakodnevnim organiziranim aktivnostima u vrtiću i razgovorima između odgajateljica i djece. U drugom je dijelu obavljen intervjua s nekolicinom djece. Sveukupno je bilo 11 djece u dobi od pete do sedme godine. Podaci su odrađeni kvalitativno