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Teacher's views on the introduction of the subject Domestic Science in primary school
No full textPraktičan rad u nastavi metoda je rada koja zahtijeva od učitelja odličnu pripremljenost i razradu cijele nastave. On se može odvijati unutar, ali i izvan škole. Učenici primjenom praktičnoga rada u nastavi uče radom, igrom, istraživanjem i iskustvom. Osim spoznajnog područja, učenici kroz praktičan rad razvijaju i motoričko i afektivno područje te stječu životno-praktične vještine korisne za svakodnevni život.
Praktičan rad nekada je bio više zastupljen u odgojno-obrazovnom sustavu. Tako je npr. nastavni predmet Domaćinstvo, koji je nekada u školama bio obvezan, sadržavao brojne teme i aktivnosti kojima su se učenici bavili, a koje su im bile korisne u svakodnevnim životnim situacijama. Danas se navedeni predmet zadržao tek u nekim školama i to kao izvannastavna aktivnost.
Cilj ovog rada bio je ispitati stavove budućih i sadašnjih učitelja o ponovnom uvođenju nastavnog predmeta Domaćinstvo u osnovne škole. Prema rezultatima istraživanja, utvrđeno je kako sadašnji, ali i budući učitelji, imaju pozitivne stavove o uvođenju navedenog predmeta te njegove sadržaje smatraju vrlo korisnim.Practical work approach in a classroom, which can take place inside as well as outside of the school facility, is a method that requires a well prepared teacher and the curriculum to be very detailed. It is taught by means of work, play, exploration and experience. With this approach students gain the knowledge of know-how and they develop motor skills and affective area, but also acquire practical life skills.
Practical work was a part of the educational system in the form of a mandatory subject called Domestic Science and it contained many topics and activities useful for various life situations. Today, this subject is taught only in a several schools as an extracurricular activity.
The goal of this work was to look into the stance of current and future teachers about reintroducing Domestic Science as a mandatory subject in elementary schools. The results show that both, current and future teachers would like the return of Domestic Science since they consider it is curriculum to be of great importance for children
DanceSport in primary education
No full textU ovom se radu govori o plesu kao jednom od čovjeku najprirodnijih načina izražavanja, koji na mnogo načina te iz mnogih aspekata pozitivno utječe na razvoj čovjeka tijekom života.
Sportski ples se razvio od društvenih plesova, koji su svrstani u dvije kategorije: standardne plesove i latinsko-američke plesove. Standardni plesovi su engleski valcer, tango, bečki valcer, slowfox i quickstep, a latinsko-američki su samba, cha-cha-cha, rumba, paso doble i jive.
Rad je podijeljen na tri glavna dijela. Prvi dio definira i objašnjava sportski ples kao tjelesnu aktivnost, prati njegov povijesni razvoj te objašnjava karakteristike plesova. Drugi dio objašnjava kineziološke aspekte sportskog plesa te njegove benefite za zdravlje u cijelosti. Posljednji dio fokusiran je na povezanost sportskog plesa i primarnog obrazovanja, tako što objašnjava neka od provedenih istraživanja u školama, govori o dosad korištenim plesnim strukturama u nastavi Tjelesne i zdravstvene kulture te predlaže neke od plesova i njihove figure, uz pomoć tabličnih prikaza izvedbe istih.This paper discusses dance as one of the most natural ways of human expression, which in many ways, and from many different viewpoints has a positive effect on human development.
DanceSport developed from social dances, which are classified into two categories: standard (ballroom) dances, and Latin American dances. Standard dances are Slow Waltz, Tango, Viennese Waltz, Slowfox and Quickstep, and Latin American dances are Samba, Cha-cha-cha, Rumba, Paso doble and Jive.
The paper is divided into three main parts. The first part defines and explains DanceSport as a physical activity, follows its historical development, and explains features of mentioned dances. The second part explains the general health benefits as a result of DanceSport practice. The last part focuses on the connection between DanceSport and primary education by explaining some of the conducted research in schools, describing dance structures that have been used in Physical Education so far, and suggests some of the dances and their elements, with tabular instructions on how to perform them
Ivana Brlić Mažuranić's Croatian Tales of Long Ago in Early and Preschool Education
No full textZbirka Priče iz davnine hrvatske spisateljice Ivane Brlić-Mažuranić slovi kao jedno od najznačajnijih djela hrvatske dječje književnosti. U ovom se radu spomenuta zbirka promatra u kontekstu bajki i njihove primjene u radu s djecom rane i predškolske dobi.
U prvom dijelu rada proučava se bajka kao specifična književna vrsta, kratko se navode obilježja narodne i umjetničke bajke te se sagledava utjecaj mitologije na bajke. U tom se kontekstu zatim promatraju i Priče iz davnine. U radu se, nakon kratke biografije i bibliografije autorice, donosi kratki sadržaj i analiza Priča iz davnine s naglaskom na ideje i pouke koje u ovim pričama može prepoznati dijete predškolske dobi. U konačnici, promišlja se o teorijama i spoznajama o pozitivnim utjecajima bajki na djecu te se izvodi zaključak o tome mogu li se bajke, a posebice bajke iz spomenute zbirke, upotrijebiti u radu s djecom rane i predškolske dobi.The collection of Croatian Tales of Long Ago by Ivana Brlić-Mažuranić has the reputation as one of the most significant literary work of Croatian children's literature. In this paper the mentioned collection is considered in the context of fairytales and their application in work with children of the early age and the preschool children.
The first past of the paper studies fairytale as a specific literary genre, shortly mentions the characteristics of folk and artistic fairytale and observes the influence of mythology on fairytales. Croatian Tales of Long Ago are therefore observed in that context. Following the short biography and the author's bibliography, the paper also delivers a short content and analyses of Croatian Tales of Long Ago emphasizing the ideas and messages which can be recognized by a pre-school child. Finally, the paper also reasons theories and cognition about the positive influence of fairytales on children and it draws a conclusion on weather fairytales, and in particular the fairytales from the mentioned collection, can be used when working with children of the early age and pre-school children
Dysfunctional family in institution for early and pre-school upbringing and education
No full textZavršni rad prikazuje oblike disfunkcionalnih obitelji, njezin utjecaj na dijete te suradnju odgojno-obrazovne ustanove i roditelja iz disfunkcionalnih obitelji. Obitelj je temeljna društvena zajednica te je bila i ostala jedinstvena skupina u kojoj članovi zadovoljavaju svoje biološke, psihološke i socijalne potrebe. Tradicionalna obitelj sastoji se od majke, oca te njihove djece. Društvene promjene posljednjih godina uzrokovale su promjene u obiteljskoj strukturi. Sve više dolazi do samohranog roditeljstva te razvoda braka. Takve promjene stvaraju disfunkcionalne obitelji u kojima se javljaju problemi poput ovisnosti, materijalne neimaštine te nasilja. Iz navedenih razloga dolazi do frustracije pojedinih članova obitelji te se javlja nasilje, zanemarivanje i zlostavljanje djece, nakon čega, kao krajnji oblik nestabilnosti, dolazi do razvoda. Disfunkcionalna obitelj utječe na djetetov emocionalni, kognitivni i tjelesni razvoj kako u djetinjstvu tako i u odrasloj dobi. U radu je objašnjena važnost jačanja kompetencija i roditelja i odgojitelja kako bi se stvorila kvalitetna suradnja između njih, a koja za rezultat ima utjecaj na dobrobit djeteta. Prikazani su i načini pružanja podrške obiteljima i djeci kroz različite programe i radionice, te je uloga odgojno-obrazovne ustanove poticati sudjelovanja u istima kako bi se što ranije spriječilo negativne posljedice disfunkcionalnih obitelji na dijete.Final paper shows the types of dysfunctional families and their effects on the child. It also shows the cooperation between educational institutions and parents from dysfunctional families. A family is an elementary social community and has always been unique in the way that its members can satisfy their biological, psychological and social needs. A traditional family consists of a father, a mother and their children. Recent changes in the social climate caused changes in family structure. Single parents and divorces are all the more common. Those changes can create dysfunctional families in which problems like addiction, poverty and domestic violence can occur, leading to more violence, neglect and violence towards children after which, as a peak level of instability, comes divorce. A dysfunctional family affects a childs emotional, cognitive and physical development both in childhood and adulthood. This paper explains the importance of raising the level of competence of both the parents and the teachers in order to create quality cooperation between them, resulting in the childs wellbeing. Also shown are the ways of supoorting families and children through different programs and activities. That is the role of educational institutions, to encourage participation in those same programs and activities with the goal of stopping the negative effects of dysfunctional families on the children as early as possible
Contribution of music activities in the inclusive approach of educators
No full textRad ne sadrži sažetak.Music is media, which is always avaliable to people and have big influence for development of every individual including children. Preschool educational institutions are just one of the institutions which childrens come across in their lives. There, children are exposed to new challanges, for example meeting new people, accepting and respecting dissimilarity, co-operatin with each other, etc.
Children with disabilities benefit from inclusive education, but it also beneficial to children without disabilities. A child which takes part in inclusive education is given the opportunity to socialize with peers who can give them example for skills and behaviors. Also, the child with disability has higher self-esteem due to being in a regular group and participating in age-level activities in which it does not have disability.
In this paper there are description of music therapy with children with disabilities, the contribution of music activities to inclusive approach in education and other benefits of music to children. Disabilities described in this paper are autism, mental retardation, hyperactive , speech , behavioural , and motor disorders. The role of the educational institution and the educator competences in this area are also presented. In paper are explained methods of music therapy for stated difficulties and disorders. It also presents activities that can be applied at the group level or individually which have a particularly important role in working with children with disabilities
Dramatic expression of children in kindergarten
No full textGovorit će se o kreativnosti i stvaralaštvu općenito te o ponašanjima odraslih koji mogu
spriječiti razvoj kreativnosti kod djece. Napravit će se poveznica između dramskog izražavanja
i dječje igre te će se istaknuti važnost i uloga odgojitelja prilikom provođenja dramskih
aktivnosti u dječjem vrtiću. Predstavit će se dobrobiti koje dramsko izražavanje nosi sa sobom
te što o dramskom izražavanju djece u dječjem vrtiću piše u Nacionalnom kurikulumu za rani i
predškolski odgoj i obrazovanje, temeljnom dokumentu za rad u okviru ranog i predškolskog
odgoja i obrazovanja, izdanom 2014. godine (Ministarstvo znanosti, obrazovanja i sporta).
Također, razmatrat će se koliku podršku odgojiteljima daje spomenuti dokument. Naposlijetku
će biti predstavljene dramske radionice koje sadrže dramske igre i dramske tehnike koje mogu
pomoći kod poticanja dječje kreativnosti, ali i za ostvarivanje dobrobiti propisanih
dokumentima. Budući da su neke od priloženih dramskih radionica provedene u dječjem vrtiću
sa šestogodišnjom djecom, rad donosi i evaluaciju na provedene dramske aktivnosti.
Provođenjem dramskih aktivnosti te poticanjem dramskog izražavanja djece u dječjem vrtiću,
ostvaruju se ciljevi odgojno-obrazovnoga rada na jedan kreativniji način, djeci blizak kao jedan
od načina poticanja dječje kreativnosti u svim aspektima dječjeg rasta i razvoja.In this study it will be present the topic of the importance of dramatic expression of children in
kindergarten. Creativity and creativity in general will be discussed, as well as adult behaviors
that can prevent the development of creativity in children. A link will be made between dramatic
expression and children's play, and the importance and role of educators in conducting dramatic
activities in kindergarten will be emphasized. The benefits of dramatic expression and what is
written about the dramatic expression of children in kindergarten in the National Curriculum
for Early and Preschool Education, the basic document for work in early and preschool
education, issued in 2014 by Ministry of Science, Education and Sports. Also, it will be
considered how much support the document provides to educators. Finally, drama workshops
will be presented that contain drama games and drama techniques that can help encourage
children's creativity. Since some of the attached drama workshops were conducted in a
kindergarten with six-year-old children, the paper also brings an evaluation of the implemented
drama activities. By conducting drama games and techniques and encouraging dramatic
expression of children in kindergarten, the thesis was confirmed that dramatic activities of this
type really encourage children's creativity and also encourage them to think, develop critical
thinking, enrich vocabulary, teamwork, develop prosocial behavior and with themselves they
bring many other benefits that encourage the child to become an independent individual
Stage puppet as a co-educator in working with kindergarten children age
No full textLutka kao suodgojitelj ima jako važnu ulogu u odgoju i razvoju predškolskog djeteta. Pomoću lutke dijete ulazi u neki novi i drugačiji svijet te budi i razvija svoju maštu, talente i interese. Također, lutka pomaže djetetu da pobjegne u imaginarni dramski svijet i na taj način isproba, u sigurnim uvjetima, neke životne situacije. Upravo simbolička igra s lutkom u djeci budi kreativnost što je bitno za razvoj njihovih emocija i sposobnosti. Djeca uz lutku, ako je kvalitetno korištena, mogu razvijati i osnaživati razne kompetencije kao što su: samostalnost, samopouzdanje, poticanje mašte, kreativnosti itd. (Ivon 2005, 2010). Predmet ovog istraživanja je ispitivanje učestalosti i važnosti korištenja lutke u svakodnevnom radu odgojitelja. Ispitanici su odgojitelji više županija Hrvatske, a rezultati istraživanja su pokazali koliko su odgojitelji svjesni važnosti lutke u odgoju i obrazovanju djece predškolske dobi i ostvarivanju svojih ciljeva s djecom. Lutka u radu s djecom može pomoći pri lakšoj komunikaciji, njihovom bržem i lakšem otvaranju odgojiteljicama, drugoj djeci i svijetu općenito, smatraju ispitanici. Lutke kojima se odgojitelji najčešće koriste su ginjol lutke i stolne lutke, a koriste ih upravo kao pomoćno sredstvo za bolju i lakšu komunikaciju s djecom i za podizanje kulturne svijesti djece. Također, istraživanje je pokazalo kako lutka u radu s djecom uvelike pomaže razvoju njihovog govora i izražavanja emocija. Prema rezultatima istraživanja odgojitelji se lutkom koriste u radu s djecom čak više puta tjedno, što nam pokazuje da odgojitelji smatraju da je lutka bitan dio njihovog rada sa djecom i od velike pomoći, a možemo čak i zaključiti da ju smatraju suodgojiteljem.As a co-educator, the puppet has a very important role in the upbringing and development of the preschool child. With the help of a puppet, the child enters another world and awakens and develops his imagination, talents and interests. Also, the puppet helps the child to escape into the imaginary dramatic world and thus get through some life situations more easily. It is the symbolic play with a puppet that awakens creativity in children, which is important for the development of their emotions and abilities. Children with a puppet, if used properly, can work on the development of various competencies such as: independence, self-confidence, stimulating imagination and creativity, a positive image of themselves and many others. How well the puppet will be presented and revived on stage depends on how it will be animated, so it is important that the adult animator revives the puppet and presents it in the best possible light. The subject of this research is to examine the frequency and importance of using a puppet in the daily work of educators. The respondents are educators from Zagreb County, and the results of the research showed how much educators are aware of the importance of the doll in the upbringing and education of preschool children and achieving their goals with children. Research has shown that educators make extensive use of puppets in their work. A puppet in working with children can help in easier communication with children and their faster and easier opening, both to other children and to the world in general. According to the research, puppets that educators most often choose are guinol dolls and table dolls, and they use them as an aid for better and easier communication with children and for raising children's cultural awareness. Also research has shown that a doll in working with children greatly helps to develop their speech and expression of emotions. The research is showing us that educators use the doll to work with children several times a week, which shows that educators consider the doll an important part of their work with children and very helpful, and we can even say that they consider it a co-educator
Vocabulary games as stimuli for tell a storytelling in kindergarten and preschool
No full textIgra je djetetu urođena potreba kojom spoznaje svijet oko sebe i uči kako se prilagoditi i procesuirati događaje koji su pred njim i iza njega. Igrom se djeca pripremaju za život i njegove izazove. Igra ima visoku razvojnu vrijednost kod djeteta. Vrlo je važno djeci pružiti kvalitetan sadržaj za igru kako bi njihov razvoj bio kompletan. Dijete kroz igru isto tako uči i govor koji je zvučno ostvarenje jezika u najpotpunijem smislu. Na odgojiteljima i skrbnicima je najveći zadatak; kako djetetu najbolje moguće pružiti sve sadržaje koji su mu potrebni kako bi ga pravilno usmjerili u svijet jezika i svih njegovih čari. Uz mnogo sadržaja koji se pružaju u današnje vrijeme tehnologije, vrlo važnu ulogu imaju jezične igre kao aktivnost kojom djeci pomažemo u usvajanju jezika i gramatike na zabavan i poučan način. Isto tako, jezične igre, kako stoji i u naslovu ovoga rada, mogu potaknuti djecu na razvoj mašte te ih navesti na pričanje vlastitih priča, ma koliko jednostavne i kratke bile.
Priča je snažan odgojni poticaj. Uz pomoć priče dijete upoznaje osnovne norme ponašanja, raznovrsna ljudska obilježja te humane vrednote. Pozitivni likovi će stvarati uzore, jer se djeca žele identificirati s pozitivnim likom. Žele biti upravo onakva kakav je taj lik. Kritički osuđuju nepravdu, nebrigu, vole pravdu, prijateljstvo, pozdravljaju pomoć, suradnju, suosjećaju s ugroženim likovima...(Peteh, 2018)
Temeljni cilj ovog rada bio je istražiti mogu li jezične igre biti poticaj za pričanje priča djeci u vrtićkoj i predškolskoj dobi. Provedena je online anketa s 34 odgojitelja iz cijele Republike Hrvatske te je rezultatima utvrđeno kako jezične igre imaju veliku ulogu u motivaciji djece za pričanje priča i da je važno poticati djecu da pričaju i izražavaju se u svrhu razvijanja govora i jezika.Play is a child's innate need to learn about the world around him and learn how to adapt and process the events ahead and behind him. Through play, children prepare for life and its challenges. Playing has a high developmental value in a child. It is very important to provide children with quality content for play so that their development is complete. Through play, a child also learns speech, which is the sound realization of language in the fullest sense. Educators and caregivers have the biggest task; how to best provide the child with all the content he or she needs to guide him or her properly into the world of language and all its charms. In addition to the many content provided in today's technology, language games play a very important role as an activity that helps children learn language and grammar in a fun and educational way. Likewise, language games, as stated in the title of this paper, can encourage children to develop imagination and lead them to tell their own stories, no matter how simple and short they are.
The story is a powerful educational stimulus. With the help of the story, a child learns the basic norms of behavior, various human characteristics and human values. Positive characters will create role models because children want to identify with a positive character. They want to be exactly what that character is. Critically condemn injustice, carelessness, love justice, friendship, welcome help, cooperation, sympathize with endangered characters ... (Peteh, 2018)
The basic aim of this paper was to investigate whether language games can be an incentive to tell stories to children in kindergarten and preschool age. An online survey was conducted with 34 educators from all over Republic of Croatia and found that language games play a major role in motivating children to tell stories and that it is important to encourage children to speak and express themselves in order to develop speech and language
Animated crime films produced within Zagreb School of Animated Films
No full textU fokusu ovoga rada su filmovi kriminalističkog žanra koji su nastali u relativno kratkom vremenskom razdoblju (1958. – 1963.) unutar zagrebačke škole crtanog filma. Riječ je o filmovima Koncert za mašinsku pušku (1958.), Inspektor se vratio kući (1959.) i Inspektor Maska (1962.). Razdoblje u kojem su filmovi nastali često se naziva i zlatno razdoblje zagrebačke škole crtanog filma, pa se radom željelo istražiti i kontekst njihova nastanka. Zagrebačka škola crtanog filma iz gradila je specifičnu i prepoznatljivu poetiku izrade crtanih filmova pa se kroz tu prizmu razmatraju i izdvojeni filmovi.
Filmovi se analiziraju i interpretiraju u ključu kriminalističkog žanra s teorijskim uporištem u književnoteorijskim i filmološkim studijima. Prije svega, distinkcija se uspostavlja s obzirom na podvrste kriminalističkog žanra: detektivski i gangsterski film. Svaki je film analiziran zasebno, ali i u usporedbi s ostalima.
Za građu rada poslužili su animirani filmovi Koncert za mašinsku pušku i Inspektor se vratio kući te dvije epizode Inspektora Maske – Električna stolica je nestala i Obračun u muzeju voštanih figura.The focus of this paper is on films of the crime genre that were made in a relatively short period of time (1958. – 1963.) within the Zagreb School of Cartoon Film. These are movies Concerto For Sub-Machine Gun (1958), Inspector Returns Home (1959) and Inspector Mask (1962). The period in which the films were made is often called the golden period of the Zagreb School of Cartoon Film, so the paper sought to explore the context of their creation. The Zagreb School of Cartoon Film has built a specific and recognizable poetics of making cartoons, so selected films are considered through this prism.
The films made within the Zagreb School of Cartoon Film are not intended for children, although this does not mean that the children did not watch them.
The films are analyzed and interpreted in the key of the crime genre with a theoretical foothold in literary theory and film studies. First of all, the distinction is established with regard to the subtypes of the crime genre: detective and gangster film. Each film was analyzed separately, but also in comparison with the others.
The material for the work was the animated films Concerto For Sub-Machine Gun, Inspector Returns Home and two episodes of Inspector Mask – The Electric Chair Disappeared and The Showdown in the Wax Museum
The safety of preschool children in a digital environment
No full textPrema pričama naših roditeljima, djedovima i bakama, svako doba života ima svoje dobre i loše strane. Život nekada i sada jako se razlikuje, a 21. stoljeće je stoljeće modernog, digitalnog doba. Doba tehnologije, pametnih telefona, video igara i interneta. Svaki čovjek ima pravo na sigurnost i zaštitu te se samim time nameće i pitanje sigurnosti i zaštite na mreži, odnosno internetu. U ovom završnom radu napravljen je teorijski pregled sigurnosti djece rane i predškolske dobi u digitalnom okruženju. U prvom poglavlju govori se upravo o tehnologiji, medijskom napretku i njezinoj uključenosti u dječji život. Sljedeće poglavlje ima naglasak na sigurnosti i privatnosti. Objašnjeno je zašto je važno za roditelje biti svjestan interneta i njegovih mogućnosti i samim time opasnosti te su spomenuti zakoni o očuvanju sigurnosti. U trećem poglavlju prikazano je istraživanje „Mala djeca pred malim ekranima„ u kojem rezultati pokazuju stvarnu zasićenost i dostupnost elektroničkih uređaja kod djece što je vrlo relevantno za ovaj rad. U četvrtom poglavlju izdvojeno je pet najboljih roditeljskih aplikacija za zaštitu djece pri uporabi elektroničkih uređaja. Aplikacije su detaljnije objašnjene te su istaknute njihove prednosti. Peto poglavlje stavlja fokus na video igre. Skreće se pažnja na odabir video igara za djecu te su prikazana dva sustava za klasifikaciju sadržaja PEGI i ESRB čije poznavanje može uvelike pomoći roditeljima u krajnjem odabiru. Šesto, ali ne i manje važno poglavlje govori o vrlo važnoj temi – elektroničkom nasilju tzv. Cyberbullyingu. Objašnjen je sami pojam i značaj cyberbullyinga, predstavljeni su njegovi oblici te hrvatska kampanja "Prekini lanac" za sprječavanje zlostavljanja putem mobitela i interneta. Posljednje poglavlje govori o medijskoj pismenosti čije je stjecanje vrlo važno već od najranijeg djetinjstva jer omogućuje djetetu sigurnije i odgovornije korištenje medijima.According to the stories of our parents and grandparents every age of life has its pros and cons. The 21st century is the century of the new digital age. The age of technology, smartphones, video games, and the Internet. Everyone has their right on safety and protection, which alone begs the question of safety and protection online, on the Internet. This final thesis presents a theoretical overview of the safety of early and preschool children in the digital environment. The first chapter discusses technology, media progress, and its involvement in children's lives. The next chapter focuses on security and privacy. It is explained why parents must be aware of the Internet and its possibilities. Thus the dangers and the laws on maintaining safety are mentioned. The research "Small children in front of screens: Croatia in relation to Europe and the world" is shown in the third chapter. Its results show the actual saturation and availability of electronic devices in children, which is very relevant for this paper. The fourth chapter highlights the five best parenting applications for child protection when using electronic devices. The applications are explained in more detail, and their advantages are highlighted. Chapter five puts its focus on video games. Attention is drawn to the selection of video games for children, and two systems for classifying the content of PEGI and ESRB are presented, the knowledge of which can significantly help parents in the final selection. The sixth but not less imperative chapter discusses a significant subject - cyberbullying. The concept and importance of cyberbullying and its forms were explained and presented the Croatian campaign "Break the Chain" to prevent abuse via mobile phones and the Internet was explained. The last chapter talks about media literacy, the acquisition of which is significant from the earliest childhood because it enables the child to use the media more safely and responsibly