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Realization of the interdisciplinary topic Sustainable development in the teaching of Science and social studies
No full textPojam održivog razvoja, kojega danas poznajemo, pojavio se u drugoj polovici 20. stoljeća kada ga je prvi put odredila norveška predsjednica Harlem Brundtland. Taj su pojam usvojile skoro sve internacionalne agencije, institucije i civilne udruge te zbog toga pojam održivi razvoj postaje neizostavan dio međunarodne ekološke politike. Nakon toga, održane su razne konferencije kako bi se postavili temelji ekološke politike. Prvi temelji položeni su 1992. godine na Konferenciji za okoliš i razvoj Ujedinjenih naroda u Rio de Janeiru gdje je nastao dokument Agenda 21. Tim je dokumentom propisana strategija za globalno provođenje održivog razvoja. Održivi razvoj definiran je kao razvitak koji ispunjava potrebe današnjice, a istovremeno ne narušava sposobnost daljnjih naraštaja da ispune svoje potrebe. Sastoji se od triju odrednica: društvo, gospodarstvo i okoliš. Ovaj rad se bavi ostvarivanjem međupredmetne teme Održivi razvoj u udžbenicima Prirode i društva. U tu su svrhu analizirani Kurikulum međupredmetne teme Održivi razvoj i udžbenici Prirode i društva od 1. do 4. razreda (Istražujemo naš svijet i Pogled u svijet). Kurikulum za međupredmetnu temu Održivi razvoj sastoji se od tri domene: Povezanost, Djelovanje i Dobrobit. Prema rezultatima analize, Povezanost je najzastupljenija domena u oba udžbenika Prirode i društva u sva četiri razreda osnovne škola. Također, pokazalo se da su ishodi međupredmetne teme odr. A.1.2. u prvom odgojno-obrazovnom ciklusu i odr. A.2.2. u drugom odgojno-obrazovnom ciklusu najzastupljeniji ishodi u analiziranim udžbenicima. Daljnjom analizom udžbenika utvrdilo se koliko je sadržaja o održivom razvoju zastupljeno u određenom razredu i udžbeniku. Analiza je pokazala kako je u oba udžbenika najviše sadržaja vezano uz zajednicu (društvo), a najmanje za očuvanje okoliša.The concept of sustainable development, as we know it today, appeared in the second half of the 20th century when it was first defined by Norwegian President Harlem Brundtland. This concept has been adopted by almost all international agencies, institutions and civil associations, and because of this, the concept of sustainable development is becoming an indispensable part of international environmental policy. After that, various conferences were held to lay the foundations of environmental policy. The first foundations were laid in 1992 at the United Nations Conference on Environment and Development in Rio de Janeiro, where the Agenda 21 document was created. This document prescribes a strategy for the global implementation of sustainable development. Sustainable development is defined as development that meets the needs of today, and at the same time does not impair the ability of future generations to meet their needs. It consists of three determinants: society, economy and environment. This paper deals with the implementation of the inter-subject theme Sustainable Development in Science and Social Studies textbooks. For this purpose, the Curriculum of the cross-curricular theme Sustainable Development and the Science and Social Studies textbooks from 1st to 4th grade (Exploring our world and View of the world) were analyzed. The curriculum for the cross-curricular theme Sustainable Development consists of three domains: Connection, Action and Well-Being. According to the results of the analysis, Connection is the most represented domain in both Science and Social Studies textbooks in all four grades of primary schools. Also, it turned out that the results of the inter-subject topic of A.1.2. in the first educational cycle and others. A.2.2. in the second educational cycle, the most represented outcomes in the analyzed textbooks. Further analysis of the textbooks determined how much content on sustainable development is represented in a certain class and textbook. The analysis showed that in both textbooks, the most content is related to the community (society), and the least is to the preservation of the environment
The child at the center of the divorce - (un)desirable behavior of the parents
No full textU ovom radu naglasak se stavlja na utjecaj razvoda roditelja na dijete te njegovo prilagođavanje novom načinu života. Također, u radu su istaknuti brojni rizični čimbenici koji dovode do razvoda braka kao i moderatori koji povoljno utječu na prihvaćanje ove sve prisutnije obiteljske problematike. Cilj rada je prikazati kako ljubav, kompromis, poštovanje i komunikacija, koje su temeljne odrednice kvalitetnog braka i zdravog funkcioniranja obitelji, pomažu u djetetovom prilagođavanju na razvod roditelja s obzirom na dob i spol. Istaknuta su poželjna i nepoželjna ponašanja roditelja u odnosu na dijete tijekom procesa razvoda braka. U radu se naglašavaju reakcije djeteta na razvod roditelja, moguće promjene u djetetovu ponašanju i razvoju kao i načini na koje se djeca nose s problemima rastave roditelja. Cilj je također prikazati prihvatljive postupke poticajne okoline koja okružuje dijete u njegovom savladavanju problema kao i pružanje podrške roditeljima. Uz to, navedeni su pristupi rada odgojno-obrazovne ustanove, odnosno odgajatelja koji povoljno utječu na prilagodbu djece i roditelja u novim životnim okolnostima.In this thesis, the emphasis is placed on the impact of parental divorce on the child and his adaptation to a new way of life. Also, the thesis highlights numerous risk factors that lead to divorce, as well as moderators that favorably influence the acceptance of this increasingly prevalent situation in families. The aim of the thesis is to show how love, compromise, respect and communication, which are the fundamental determinants of a quality marriage and healthy functioning of the family, help in the child's adaptation to the divorce of their parents, with regard to age and gender. Desirable and undesirable behaviors of parents in relation to their children during the divorce process are highlighted. The thesis emphasizes the child's reactions to parental divorce, possible changes in the child's behavior and development, as well as the ways in which children cope with the problems of parental separation. The goal is also to show acceptable procedures of the stimulating environment that surrounds the child in overcoming problems, as well as providing support to parents. In addition, the approaches to the work of the educational institution, that is, educators, which favorably influence the adaptation of children and parents in new life circumstances, are listed
Reception of a work of art in the third and fourth grades of primary school
No full textRad predstavlja istraživanje u kojemu smo pratili sposobnost percepcije i recepcije umjetničkoga djela učenika školske dobi. Naglasak se stavlja na recepciju učenika trećih i četvrtih razreda osnovne škole. Kada se govori o percepciji i recepciji, postavlja se pitanje kako ju valjano mjeriti. U istraživanju se koriste kvalitativne i kvantitativne metode i tehnike prikupljanja podataka. Kao kvantitativnu tehniku prikupljanja podataka koristili smo AP test kojim se mjere likovne sposobnosti. Pitanja koja smo upotrijebili u testu likovnih sposobnosti (likovne kreativnosti i likovne percepcije i recepcije) u praksi su pokazala svoju valjanost, pouzdanost i objektivnost (Duh, 2004; Karlavaris i Krguljac, 1981). Također smo koristili i kvalitativnu metodu prikupljanja podataka. Proveli smo polustrukturirani intervju, kojim smo ispitivali učitelje/ učiteljice trećih i četvrtih razreda. Istraživanje se provodi od ožujka do lipnja, 2022. godine.
Cilj istraživanja je utvrditi kako učenici trećih i četvrtih razreda prihvaćaju i doživljavaju likovno-umjetničko djelo. Provođenjem polustrukturiranog intervjua željeli smo istražiti kada, u kojem dijelu sata i koja djela učitelji prikazuju učenicima. U istraživanju su sudjelovala 203 učenika trećih i četvrtih razreda osnovne škole. Test se temelji na pitanjima zatvorenoga i otvorenoga tipa te se njime željela utvrditi percepcija i recepcija umjetničkoga djela. Nakon što su učenici odgovorili na pitanja, test smo bodovali. Na temelju obrade rezultata donijeli smo zaključke.The paper is a research in which we monitored the ability to perceive and receive artwork of school-age students. Emphasis is placed on the reception of third and fourth grade elementary school students. When it comes to perception and reception, the question arises as to how to properly measure it. Qualitative and quantitative data collection methods and techniques are used in the research. As a quantitative data collection technique, we used the AP test to measure artistic ability. The questions we used in the test of artistic abilities (artistic creativity and artistic perception and reception) in practice have shown their validity, reliability and objectivity (Duh, 2004; Karlavaris and Krguljac, 1981). We also used a qualitative method of data collection. We conducted a semi-structured interview, which interviewed third and fourth grade teachers. The survey is conducted from March to June, 2022.
The aim of the research is to determine how third and fourth grade students accept and experience a work of art. By conducting a semi-structured interview, we wanted to explore when, in what part of the lesson, and which works teachers show to students. 203 third and fourth grade elementary school students participated in the research. The test is based on closed-ended and open-ended questions, and it was intended to determine the perception and reception of a work of art. After the students answered the questions, we scored the test. Based on the processing of the results, we came to conclusions
Multilingualism as a stimulus for early language development
No full textJezik je apstraktan sustav znakova koji služi za sporazumijevanje među ljudima. Usvajanje jezika započinje od najranije djetetove dobi i uključuje sve svjesne i nesvjesne procese koji sudjeluju u svladavanju jezika. Do pojave prve riječi najčešće dolazi u prvoj godini djetetova života. Usvajanje materinskog i stranog jezika ponešto se razlikuje. Djeca materinski jezik usvajaju od rođenja dok se usvajanje odnosno učenje stranog jezika odvija u školi ili specijaliziranim ustanovama. Učenje stranog jezika pozitivno utječe na kasniji jezični razvoj. Dvojezičnost je sposobnost usporedne upotrebe dvaju različitih jezika. Višejezičnost je sposobnost osobe da govori dva, tri, četiri ili čak više jezika. Do pojave dvojezičnosti odnosno višejezičnosti dolazi zbog osobnih, društvenih ili političkih razloga. Naime, dvojezičnost i višejezičnost imaju svoje prednosti, ali ponekad i neke nedostatke. Uz mnoge sadržaje koji se mogu pronaći putem medija ili koje nam mediji nude, motivaciju za usvajanje jezika kod djece uz roditelje čine i odgojitelji, poticajna okruženja, pjesmice, brojalice, slikovnice, jezične igre, ali i vršnjaci. Temeljni cilj ovog rada bio je ispitati kako usvajanje dvaju ili više jezika utječe na jezični razvoj kod djece. Istraživanje je provedeno u obliku intervjua s roditeljima jedne hrvatsko – francuske
obitelji. Dobiveni rezultati u skladu su s očekivanim te je potvrđeno kako dvojezičnost odnosno višejezičnost kod djece pozitivno utječe na jezični, ali i cjelokupni razvoj djeteta.Language is an abstract system of signs that serves for the communication between people. Language acquisition begins in the critical period of childhood and it involves all conscious and unconscious processes involved in language acquisition. The appearance of the first word most often occurs in the first year of a child's life. The acquisition of native language and foreign language is different in few areas. Children learn their native language from birth, while learning a foreign language takes place in school or specialized institutions. Learning a foreign language has a positive effect on post language development. Bilingualism is the ability to use two different languages simultaneously. Multilingualism is the ability of a person to speak two, three, four or even more languages. The emergence of bilingualism or multilingualism occurs for
personal, social or political reasons. Namely, bilingualism and multilingualism have their advantages but also sometimes some disadvantages. In addition to many contents that can be found through the media or offered by the media, the motivation for language acquisition in children, together with parents are educators, stimulating environments, songs, counters, picture books, language games, but also peers. The basic aim of this paper was to examine how acquistions of two or more languages affects language development in children. The research was conducted in the form of an interview with the parents of a Croatian-French family. The obtained results are in line with expectations and it was confirmed that bilingualism or multilingualism in children has a positive effect on language, but also on the overall development of the child
Obesity in preschool children
No full textTemu „Pretilost kod djece predškolske dobi“ odabrala sam zbog učestalog pojavljivanja u medijima kao vodećeg problema modernoga svijeta. Pretilost se s tim razlogom naziva i „globalnom pandemijom“, a glavni uzroci su nepravilna prehrana i nedovoljno tjelesne aktivnosti. Cilj ovog završnog rada je osvještavanje svih onih ljudi koji sudjeluju u odgojno-obrazovnom radu djeteta o opasnostima koje slijede kao komplikacijama pretilosti, odnosno o narušenoj kvaliteti života i skraćenje trajanja života. Pretilost se javlja već u ranoj životnoj dobi, stoga sam napravila istraživanje kojim dokazujem da se ona može rano otkriti ali i pravovremeno djelovati kako bismo na vrijeme počeli djelovati i smanjiti mogućnost nepotrebnih oboljenja.
Razlog odabira ove teme je i to što sam po struci medicinska sestra i svojim prethodnim obrazovanjem sam stekla teoretsko i praktično znanje koje me dodatno motiviraju da ukažem na glavni problem debljine i težnjom za mijenjanjem stila života.I chose the topic „Obesity of children in preschool age“ because often the media says it is the leading problem of modern world. The obesity is called a global pandemic and the main causes are unhealthy diet and inactivity. The aim of this paper is to make people who work in school and preschool aware of its dangers on childrens health. The obesity occurs in early age so I make reasurche which I prove that if we recognize it, we can protect healty and prevent many diseases.
The rason that I chose this topic is also that I am a nurse and my secondary education have gined me theoretically and practical experience that motivated me to tell about main problems of obesity and change a lifestyle
Challenges of inclusive upbringing and education in the kindergarten of the 21st century
No full textNa dijete se gleda kao na snažno, kompetentno i puno potencijala od samog rođenja, a na nama je da stvorimo uvijete u okruženju kako bi ono doseglo svoj maksimum. Inkluzija koju odgojnoobrazovne ustanove potiču je integracijski put gdje se djeca s odgojno-obrazovnim teškoćama odgajaju i usmjeravaju u poznatom okruženju sa svojim vršnjacima. Primarni cilj inkluzije je
izgradnja tolerancije, poštivanje različitosti i čuvanje dostojanstva svakog pojedinca. Odgojitelj je temeljni nositelj odgojno-obrazovnog procesa koji kreira i provodi programe te prilagođava uvjete rada različitim potrebama i interesima djece. Odgojitelji se susreću s izazovima za koje je unaprijed potrebno planirati proces odgojno-obrazovnog rada u skupini. Uključivanje djece
s teškoćama u razvoju u odgojno-obrazovnu ustanovu aktivno utječe na kvalitetu rada u odgojno-obrazovnoj ustanovi i djece koja borave u skupini zbog prekomjernog broja djece te potrebnog broja odgojitelja i podrške stručnih suradnika odgojno-obrazovne ustanove. U svrhu ovoga rada provedeno je istraživanje kojem je cilj bio prikazati izazove inkluzivnog odgoja i obrazovanja iz perspektive odgojitelja. Cilj ovoga rada bio je istražiti važnost pripremljenog prostora i okoline u odgojno-obrazovnoj skupini, odnosno jesu li poštovana načela inkluzivnog okružja, kao i imaju li odgojitelji potrebne kompetencije u radu s djecom s teškoćama u razvoju za uspješnost i kvalitetnu provedbu odgojno-obrazovne inkluzije u 21. stoljeću. U radu je korištena kvalitativna metodologija, a prikupljanje podataka se vršilo putem strukturiranog obrasca kojeg je ispunilo 146 ispitanika odnosno odgojitelja. Rezultati istraživanja su pokazali da odgojitelji u većoj mjeri nisu imali iskustva s djecom s teškoćama u razvoju te da im u skupinu većinom nije uključen treći odgojitelj, kao i da nisu imali dostatnu pomoć i podršku stručnih suradnika. Rezultati također pokazuju da većina odgojno-obrazovnih ustanova nema niti dovoljan raznolik didaktički materijal u radu s djecom s teškoćama u razvoju, što implicira kako se Državni pedagoški standard u dječjim vrtićima ne poštuje.A child is seen as strong, competent and full of potential from the moment of birth, and it is up to us to create the conditions in the environment so that it reaches its maximum. The inclusion that educational institutions encourage is an integration path where children with educational difficulties are brought up and guided in a familiar environment with their peers. The primary goal of inclusion is building tolerance, respecting diversity and preserving the dignity of each individual. The educator is the fundamental bearer of the educational process who creates and implements programs and adapts working conditions to the different needs and interests of children. Educators face challenges for which it is necessary to plan the process of educational work in the group in advance. The inclusion of children with developmental disabilities in an
educational institution actively affects the quality of work in the educational institution and children staying in the group due to the excessive number of children and the required number of teachers and support of professional associates of the educational institution. For the purpose of this work, research was conducted, the goal of which was to show the challenges of inclusive upbringing and education from the perspective of educators. The aim of this paper was to investigate the importance of the prepared space and environment in the educational group, i.e. whether the principles of an inclusive environment are respected, as well as whether educators have the necessary competences in working with children with developmental disabilities for the success and quality implementation of educational inclusion in 21st century. Qualitative
methodology was used in the work, and data collection was done through a structured form that was filled out by 146 respondents or educators. The results of the research showed that the educators mostly had no experience with children with developmental disabilities and that most of them did not include a third educator in their group, as well as that they did not have enough help and support from professional associates. The results also show that the majority of educational institutions do not even have enough diverse didactic material for working with children with developmental disabilities, which implies that the National Pedagogical Standard in kindergartens is not respected
Parents Opinions On The Impact Of Grades On Student Motivation In Primary School
No full textOvaj rad se temelji na istraživanju povezanosti školske ocjene i učenikove motivacije. Teorijski dio rada podlogu nalazi u psihologiji poučavanja i obrazovanja te u dokimologiji. Cilj rada je istražiti roditeljsko mišljenje o utjecaju ocjene na motivaciju učenika te utvrditi postoji li povezanost između školske ocjene i motivacije učenika. Rezultati istraživanja mogu se iskoristiti za unaprjeđenje struke te buđenje svijesti o utjecaju ocjene na motivaciju učenika. Ispitanici ovog istraživanja su roditelji učenika razredne nastave osnovne škole (N=109). Podatci su prikupljani upitnikom koji je konstruiran za potrebe ovog istraživanja, a temelji se na teorijama motivacije. Rezultati istraživanja prikazali su očekivane i neočekivane rezultate. Uspoređivana su roditeljska mišljenja s obzirom na školu, razred i spol djeteta. Uz to, cilj je bio otkriti zbog čega učenici uče u školi i što ih najviše potiče na učenje. U radu nisu potvrđene
hipoteze da postoji statistički značajna razlika u rezultatima na upitniku mišljenje roditelja o utjecaju ucjene na motivaciju učenika u razrednoj nastavi s obzirom na školu, spol i razred u koji učenik polazi. Međutim, kvalitativnom analizom rezultati su pokazali da učenici u školi uče zbog ocjene, ali uz to i zbog budućeg zanimanja i dugoročne ambicije. U budućim istraživanjima bilo bi dobro ispitati u kojoj mjeri učitelji imaju utjecaj na motivaciju učenika razredne nastave.This paper is based on research into the relation between school grades and student motivation. The theoretical part of the paper is based on the psychology of learning and education and docimology. The aim of this paper is to investigate parents' opinion on the impact of assessment on student motivation and to determine whether there is a connection between school and student motivation. The results of the research can be used to improve the profession and raise awareness of the impact on student motivation. The respondents of this research were the parents of students in the first, second, third and fourth grades of primary school (N = 109).
Data was collected by a questionnaire, which was constructed for the purposes of this research, and is based on theories of motivation. The results of the research showed both expected and unexpected results. Parental opinions were compared with regard to the school, grade and gender of the child. In addition, there was an analysis of reasons why students learn in school and what motivates them the most to learn. This paper does not confirm the hypotheses that there is a statistically significant difference in the results od the questionnaire in which parents gave their opinions on the impact of learning on student motivation in the classroom whit regard to school, gender and grade in which the student attends. However, qualitative analysis of the results showed that students in school learn because of grades, but also because of future occupation and long-term ambition. In future research it would be good to examine in which measure teachers influence motivation in primary school students
Interdisciplinary connection of math and other subjects in lower classes of primary school
No full textMatematika je neizostavan dio naših života, a matematičko je znanje nužno i u razumijevanju koncepata drugih područja poput društvenih studija, glazbe i umjetnosti. Važnost međupredmetnog povezivanja, osim u samoj vezi matematike s ostalim nastavnim područjima, očituje se i u načinu na koji učenici primaju i zadržavaju informacije. Primjenom interdisciplinarnosti u nastavi zadovoljavaju se koraci ostvarenja optimalnog učenja i učenicima se pružaju zaokružena cjelina i razumijevanje sadržaja na dubljoj razini. Pregledom kurikula nastavnih predmeta za osnovne škole i gimnazije donesenih 2019. godine mogu se pronaći poticaji za korelaciju u razradama odgojno-obrazovnih ishoda. U ovom su radu prikazani neki od načina na koje se međupredmetno povezivanje s Matematikom može provesti u praksi, a provedena je i analiza kurikula koja je, među ostalim, pokazala da se Matematika malo ili uopće ne spominje u kurikulima ostalih premeta, dok Kurikulum nastavnoga predmeta Matematika za osnovne škole i gimnazije navodi mogućnosti korelacije matematičkih sadržaja sa sadržajima ostalih predmeta u gotovo polovici ukupnoga broja odgojno-obrazovnih ishoda obuhvaćenih razrednom nastavom. Hrvatski jezik i Priroda i društvo nastavni su predmeti koji se, prema kurikulu, mogu povezati s matematičkim sadržajem u najvećoj mjeri, a sadržaji domene D-Mjerenje u tome su najzastupljeniji. Donošenjem novog kurikula nastavlja se vrlo potrebna preobrazba tradicionalne nastave u suvremenu koja ispunjava zahtjeve modernoga društva, kojega je matematika neizostavan dio, no učitelji i nastavnici ne bi se u provedbi interdisciplinarnoga pristupa u nastavi trebali oslanjati isključivo na smjernice iz kurikula. Mogućnost međupredmetnog povezivanja mnogo je veća od one izravno navedene kurikulom pa je dužnost svakog učitelja i nastavnika samostalno se informirati i usavršavati svoje nastavničke kompetencije sa svrhom pružanja sveobuhvatne i kvalitetne nastave.Mathematics is an indispensable part of our lives, and mathematical knowledge is also necessary in understanding the concepts of other fields such as social studies, music and art. The importance of cross-curricular connection, apart from the connection of mathematics with other teaching areas, is also evident in the way students receive and store information. By applying interdisciplinarity in teaching, the steps to achieving optimal learning are met and students are provided with a well rounded unit and understanding of the content on a deeper level. By reviewing the curriculum of teaching subjects for elementary schools and high schools adopted in 2019, incentives for correlation can be found in the elaboration of educational outcomes section. This paper aims to present some of the ways in which cross-curricular connections with Mathematics can be implemented in practice, and also discusses results of curriculum analysis, which showed, among other things, that Mathematics is little or not mentioned at all in the curricula of other subjects, while the Curriculum of the subject Mathematics for elementary schools and high schools lists the possibilities of correlation of mathematical contents with the contents of other subjects in almost half of the total number of educational outcomes included in early middle school teaching. The Croatian language and Nature and society are the subjects that, according to the curriculum, can be connected with the mathematical content to the greatest extent, and the contents of the domain D-Measurement are the most represented in this. Implementation of the new curriculum continues the much-needed transformation of traditional teaching into a present day one that meets the demands of modern society, of which mathematics is a vital part. However, teachers should not rely exclusively on guidelines from the curriculum in implementing an interdisciplinary approach in teaching. The possibility of cross-curricular connection is much greater than that directly stated in curriculum, and it is the duty of every teacher to autonomously inform and improve their teaching competencies with the aim of providing comprehensive and high-quality teaching
Adopting independence from the perspective of Montessori pedagogy
No full textMaria Montessori jedno je od najpopularnijih imena u povijesti predškolskog odgoja čije naslijeđe ne samo da mijenja ophođenje prema djetetu, već i samo viđenje djeteta kao takvog. Njoj je dijete bilo uzor, a izravnu poduku gledala je više kao prepreku, nego pomoć prirodnom razvoju ljudskog bića. Stoga je svoj život posvetila zastupanju dječjih prava i dokazivanju njegovih intelektualnih sposobnosti, smatrajući da su prve godine djetetova života temeljne za razvoj. Dijete tada polako postaje neovisno, uči manipulirati, hodati, govoriti, misliti i upravljati vlastitom voljom. Kako bi dokazala svoje teze, začela je posebni oblik pedagogije – Montessori pedagogiju čija je temeljna misao „Pomozi mi da to učinim sam.“. U ovoj pedagoškoj koncepciji, sve je podređeno djetetu, a u skladu s tim, pedagoška načela potiču dječju neovisnost. U svemu tome važnu ulogu igra i okolina, koja ne samo da nudi sredstva za rad, već potiče samostalnost, slobodu i kreativnost. Dio te okoline je i odgojitelj koji se prilagođava dječjim potrebama, trudeći se na njih odgovoriti, ali prije svega, dopustiti djetetu da samostalno gradi ličnost, samostalno odlučuje, nađe vlastiti ritam i postane neovisno. U skladu s karakteristikama Montessori pedagogije, u ovom radu dodatno se produbljuje usvajanje dječje samostalnosti u provođenju životno-praktičnih aktivnosti.Maria Montessori is one of the most popular names in the history of preschool education whose legacy not only changes the treatment of the child, but also just seeing the child as such. To her, the child was a role model, and she saw direct instruction more as an obstacle than an aid to the natural development of the human being. Therefore, she dedicated her life to advocating for children's rights and proving their intellectual abilities, believing that the first years of a child's life are fundamental to development. The child then slowly becomes independent, learning to manipulate, walk, speak, think and control his own will. In order to prove her theses, she started a special form of pedagogy - Montessori pedagogy, whose basic thought is "Help me to do it myself." In this pedagogical conception, everything is subordinate to the child, and accordingly, pedagogical principles encourage children’s independence. The environment also plays an important role in all this, which not only offers the means to work, but also encourages creativity, independence and freedom. Part of that environment is the educator who adapts to children's needs, trying to respond to them, but above all, to allow the child to build a personality, decide independently, find their own rhythm and become independent. In accordance with the characteristics of Montessori pedagogy, this paper further deepens the adoption of children's independence in the implementation of life-practical activities
Philosophy of movement in Montessori pedagogy
No full textRad prikazuje istraživanje Marije Montessori o odnosu pokreta i razvoja djeteta. Već iz same
biografije Marije Montessori potpuno je jasno da se radi o osobi koja je postavila potpuno
nove, nezaobilazne paradigme ne samo na razini filozofije odgoja, nego i na antropološkoj
razini. Imajući pred očima stotine djece, autorica je razvila odgojni sustav koji u svom
središtu ima dijete kao temeljni početak i cilj svakog odgoja. Promatranjem i opisivanjem faza
djetetova života, autorica je uočila kako pokret ima krucijalni značaj ne samo za motorički,
nego i za psiho-socijalni razvoj djeteta. U tom je kontekstu potrebno prilagoditi cijelu
djetetovu okolinu pa i samog odgojitelja na način da se što kvalitetnije stimulira pokret kao
posebno mjesto djetetova razvoja.The paper presents Maria Montessori's research on the relationship between movement and
child development. From the very biography of Maria Montessori it is quite clear that this is a
person who has set completely new, unavoidable paradigms not only at the level of
philosophy of education, but also at the anthropological level. Having in front of the eyes
hundreds of children, the author has developed an educational system that has the child at its
center as the fundamental beginning and goal of all education. Observing and describing the
phase of a child's life, the author noticed that movement is crucial not only for motor, but also
for the psycho-social development of the child. In this context, it is necessary to adapt the
entire child's environment, including the educator himself, in such a way as to stimulate
movement as well as possible as a special place for the child's development