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Methodological approach to the picture book in the creative problem-solving system
No full textU radu se polazi od teze da je slikovnicu potrebno koristiti u svim razredima primarnog obrazovanja, a ne samo u 1. i 2. razredu što se često dogaĎa u odgojno-obrazovnoj praksi. Cilj ovoga rada jest prikazati metodičke modele za primjenu odabranih slikovnica u nastavi Hrvatskog jezika u problemsko-stvaralačkom sustavu. Problemsko-stvaralački sustav jest sustav u kojem učenik treba prepoznati problemsku situaciju te njenim rješavanjem doći do nove spoznaje. Rješavanjem problema učenik stječe znanja, iskustva i vještine na način da primjenjuje i angaţira svoja prethodna znanja i vještine u rješavanju novonastalih situacija u vlastitom spoznajnom prostoru. U tu svrhu napisani su prijedlozi metodičkih modela koji mogu posluţiti kao poticaj za primjenu slikovnice kao sredstvo učenja i poučavanja od 1. do 4. razreda osnovne škole.This work is about the thesis that a picture book should be used at all ages throughout primary education, and not just in the first and second grade, which often happens in the educational system. The aim of this work is to present methodic models how to use certain picture books in the Croatian language classes in the problem-creating system. That is the system in which a student needs to recognize a problematic situation and by solving it, reach a new conclusion. By solving problems, a student gains new knowledge, experience and skills in the way that he uses and applies his previous knowledge and skills in solving new problem situations in his environment. Such suggestions of methodical models, that can serve as motivation to apply picture books as means of studying and teaching from the first to the fourth grade in elementary school, have been written for this purpose
Approach To Kajkavian Literature In Kindergarten
No full textDjetetov je mozak sposoban od najranije dobi upijati sva bogatstva i sve odrednice jezika
i govora. Taj se govor proteže kroz dva glavna razdoblja – predverbalno i verbalno. Nakon
kvalitetnog razvoja jezika i govora, dijete je sposobno provoditi dobru komunikaciju. S obzirom
na to da se čovjek svakodnevno nalazi u različitim komunikacijskim situacijama, važno je
spomenuti glavne sastavnice hrvatskog jezika: standard, supstandard, narječja i žargoni. U
geografskom kraju u kojemu je govorno narječje kajkavsko, valja ga posebno naglasiti jer su na
njemu nastala mnogobrojna djela za djecu i odrasle i na kojem se razvijaju bogata kultura i
baština. Uloga je svakog odgojitelja da potiče govorno izražavanje kod djece, obogaćuje njihov
rječnik, produbljuje spoznaju kroz literalna djela, osmišljava aktivnosti koje će kod djeteta
razvijati identitet i pripadnost zajednici. Komunikacijom na materinskom jeziku, u ovom slučaju
kajkavskom, potiče se izražavanje vlastitih osjećaja, želja i strahova, potiče na upotrebu jezika u
igri ili aktivnostima s drugom djecom.The child’s brain is able to absorb all the riches and all the determinants of language and
speech from the earliest age. This speech spans from two main periods – preverbal and verbal.
After quality development of language and speech, the child is able to conduct good
communication. Given that people are in different communication situations every day, it is
important to mention the main components of Croatian language: standard, substandard, dialects
and jargons. The Kajkavian dialect should be especially emphasized in the geographical area in
which it is used, because on it were created many works for children and adults and on which
rich culture and heritage are developed. The role of every educator is to encourage speech
expression in children, enrich their vocabulary, deepen comprehension through literary works,
devise activities that will develop the child’s identity and community belonging. With the
communication in their mother tongue, in this case on the Kajkavian dialect, encourages the
expression of their own feelings, desires and fears and encourages the use of language in play or
activities with other children
The Correlation Between Self-Concept and School Success In The Lower Grades of Primary School
No full textSamopoimanje utječe na brojna područja čovjekova života pa tako i na područje obrazovanja, te je ono tema kojom se bavi i ovaj rad. Brojni autori u svojim radovima predlažu definicije samopoimanja iz kojih proizlazi kako se samopoimanje spoznaje odgovorima na pitanja o tome tko smo i kakvi smo. Usvojenost pozitivnog ili negativnog pojma o sebi će tako utjecati i na razvoj samopoštovanja koje će omogućiti učeniku bolji akademski uspjeh, veću motivaciju za djelovanjem te potaknuti razvoj interesa i vjeru u sebe. Cilj ovog istraživanja bio je ispitati povezanost akademskog samopoimanja, samopoštovanja i zadovoljenosti osnovne psihološke potrebe povezanosti s drugima (učenicima u razredu) te školskog uspjeha učenika četvrtog razreda osnovne škole. Dodatno se provjerilo postoji li razlika u akademskom samopoimanju, samopoštovanju i povezanosti s drugim učenicima u razredu s obzirom na školski uspjeh učenika. Istraživanje je provedeno u četvrtim razredima jedne osnovne škole u Županji na uzorku od 51 učenika, od čega je bilo 28 djevojčica (54,9%) i 23 dječaka (45,1%). Prosječna dob učenika je M=10,1 godina (SD=0,300).
Rezultati su pokazali da nema statistički značajnih razlika u akademskom samopoimanju, samopoštovanju te povezanosti s drugima s obzirom na to imaju li učenici bolje ili lošije školske ocjene. Nadalje, istraživanje je pokazalo da postoji statistički značajna pozitivna korelacija između akademskog samopoimanja, samopoštovanja i osjećaja povezanosti s drugima, odnosno učenici čiji je akademsko samopoimanje bolje ujedno imaju i veće opće samopoštovanje, te se osjećaju povezanijima s ostalim učenicima u razredu. Polazna hipoteza je djelomično potvrđena, a pri interpretaciji dobivenih rezultata treba u obzir uzeti da je istraživanje provedeno na relativno malenom broju sudionika te da je riječ o učenicima nižih razreda osnovne škole.Self-concept affects numerous parts of one’s life, including the educational aspect, and this study is also focused on this construct. Numerous authors suggest the definitions of self-concept, which imply that we develop self-concept by answering questions about who we are and what we are like. This implies that by acquiring a positive or negative image of ourselves, we affect the level of self-esteem, which is related to academic success, motivation, interests and belief in oneself. The aim of this research was to explore the association between academic self-concept, self-esteem and level of satisfaction of basic psychological need for relatedness with others (classmates) and academic achievement of 4th-grade primary school pupils. Additionally, it is tested whether there is a difference in academic self-concept, self-esteem and relatedness with classmates concerning pupils’ academic achievement. The research was carried out in fourth grades of one primary school in Županja on a sample of 51 pupils, 28% females (54,9%) and 23 males (45,1%). The average age of pupils was is M=10,1 years (SD=0,300).
The results have shown that there was no statistically significant difference in academic self-concept, self-esteem and relatedness with others between pupils with higher and lower grades. Furthermore, results revealed a statistically significant positive correlation between academic self-concept, self-esteem and the feeling of relatedness with others, i.e., classmates. The starting hypothesis is partially confirmed, although, when interpreting obtained results, a relatively small sample, and the educational level (lower primary), should be considered
Mother and student: Conflicting requirements of two different ro
No full textS obzirom da čovjek često igra više različitih uloga istovremeno, uloge mogu biti međusobno nedosljedne, kontradiktorne ili međusobno isključive. U određenim situacijama dolazi do sukoba uloga. Pojedinac ne može realno postupati u skladu s očekivanjima koja iz različitih uloga proizlaze. Prisiljen je odabrati jednu od nekoliko alternativa: može napustiti jednu ulogu i prionuti na drugu, može pokušati ostvariti kompromis između uloga ili se može povući fizički i/ili psihički iz uloga uopće. U svakom slučaju, tijekom bilo kojeg dugotrajnog razdoblja, ako pojedinac ne može u potpunosti ispuniti očekivanja svih uloga, smatra se neučinkovitim u upravljanju jednom od uloga koju definiraju grupe (Getzels J.W. & Guba E.G, 1954). Majke studentice često se alaze u snažnom konfliktu uloga te nailaze na prepreke u ispunjavanju očekivanja koja su povezana s ulogom majke ili studentice. Zadaća ovog diplomskog rada je ispitati iskustva majki studentica i ustanoviti najčešće probleme s kojima se susreću. Provedeno je kvalitativno istraživanje u kojem se kao istraživačka metoda koristio polustrukturirani intervju. U individualnim intervjuima sudjelovalo je ukupno 17 ispitanica sa iskustvom istovremenog majčinstva i studiranja. Nalazi istraživanja pružaju detaljan uvid u iskustva majki studentica. Rezultati pokazuju da su iskustva majki studentica uglavnom pozitivna, ali ispitanice su isticale i probleme na koje nailaze. Najčešći problemi majki studentica su nedostatak vremena za kontinuirano pohađanje fakulteta i obavljanje studentskih obveza, tj. teškoće s organizacijom vremena, zakonske odredbe koje se tiču upisa djece (čiji su roditelj/i izvanredni studenti) u vrtić, nepredvidive situacije (npr. bolest djeteta i sl.) zbog kojih moraju pravdati izostanke na fakultetu češće od ostalih studenata/ica i ne nailaze uvijek na razumijevanje profesora te nedovoljna potpora supruga ili drugih članova obitelji. U radu se raspravlja o načinima na koje obrazovne institucije mogu doprinijeti boljem položaju majki studentica.Given that a person often plays several different roles at the same time, the roles can be mutually inconsistent, contradictory, or mutually exclusive. In certain situations, there comes to a conflict of roles. An individual cannot realistically act in accordance with the expectations arising from different roles. He is forced to choose one of several alternatives: he can leave one role and take on another, he can try to reach some compromise between the roles, or he can withdraw physically and/or mentally from the roles altogether. In any case, over any long-term period, if he cannot fully fulfill the expectations of all roles, he is considered ineffective in managing one of the roles defined by the groups (Getzels J.W. & Guba E.G, 1954) Student mothers often find themselves in a strong role conflict and encounter obstacles in fulfilling the expectations associated with the role of mother or student. The task of this thesis is to examine the experiences of student mothers and to establish the most common problems they face. In qualitative research that was conducted, as a research method it was used a semi-structured interview. A total of 17 respondents with the experience of simultaneous motherhood and studies participated in the individual interviews. The research findings provide a detailed insight into the experiences of student mothers. The results show that the experiences of student mothers are mostly positive, but the respondents also pointed out the numerous challenges they face. The most common problems faced by student mothers are the lack of time to continuously attend college and to perform student duties, i.e. difficulties with organizing time, legal provisions regarding the enrollment of children (whose parent/s are part-time students) in kindergarten, unpredictable situations (e.g. illness of a child, etc.) due to which they have to justify absences at the university more often than other students and insufficient support from their husbands or other family members. The paper discusses ways in which educational institutions can contribute to a better position of student mothers
Yoga in the context of kinesiological culture for preschool children
No full textVažnost tjelesnog vježbanja i usvajanje njegove navike razvija se od najranije dobi. Od neizmjerne je važnosti da se s djecom predškolske dobi u odgojno-obrazovnim ustanovama provodi organizirano tjelesno vježbanje. S porastom društvenih očekivanja, sve bržeg načina života i rastućeg trenda, tzv. „skraćivanja djetinjstva”, i djeca se sve češće nalaze pod utjecajem stresnih okolnosti. Promatrajući dijete kao holističko biće, važno je poticati svaki dio njegova bića i osigurati mu uvjete za pravilan rast i razvoj. Stoga je djeci potrebno nuditi tehnike koje će im omogućiti da se lakše nose s vlastitim emocijama, da reguliraju svoje ponašanje i da ostvare zdrave odnose. Integracijom elemenata iz joga prakse djeci se nude novi oblici vježbanja koji uvelike mogu pomoći pri pravilnom držanju i kontroli i regulaciji disanja. Upravo je kretanje jedna od glavnih dječjih odlika, pokretača, ali i učitelja djeteta. Ideja je da se putem joga prakse osvijesti disanje za vrijeme kretanja. Joga za djecu u kontekstu sata kineziološke kulture može ponuditi tehnike za navedene zahtjeve. S obzirom na to da joga za djecu u Hrvatskoj nije toliko raširena, postavljaju se brojna pitanja o primjerenosti i dobrobiti joge za djecu. U ovome se radu razmatraju upravo ta pitanja, utjecaj joge za djecu na smanjenje razine stresa i samoregulaciju emocija te dobrobiti prakticiranja joge za djecu s teškoćama u razvoju. Joga za djecu stavlja se u kontekst sata kineziološke kulture, uspoređuju se određeni dijelovi sata i daju prijedlozi za integraciju joge za djecu u sat kineziološke kulture. Provedeno je istraživanje na uzorku roditelja predškolske djece i stručnih zaposlenika dječjih vrtića o stavovima, zainteresiranosti ili mogućim predrasudama prema provođenju joge za djecu u kontekstu sata kineziološke kulture u dječjim vrtićima. Rezultati istraživanja pokazuju da nema značajne statističke razlike u stavovima stručnih zaposlenika dječjih vrtića i roditelja predškolske djece.The importance of physical exercise and the adoption of exercise habits is developed from the earliest age. Therefore, it is especially important that organized physical exercise be conducted with preschool children in educational institutions. With the rise of social expectations, a faster lifestyle and a growing trend of the so-called “childhood shortening”, children are increasingly under the influence of stressful circumstances. Looking at a child as a holistic being, it is important that every part of their being be stimulated and provided conditions for proper growth and development. Therefore, it is necessary to offer children techniques that will make it easier for them to cope with their emotions, to regulate their behaviour and to develop healthy relationships. Integrating elements from yoga practice offers children new forms of exercise that can greatly help with posture, as well as controlling and regulating proper breathing. It is precisely movement that is one of the main characteristic, drivers and teachers of the child, and the idea is for children to experience breathing during movement in yoga practice. Yoga for children in the context of the physical education class can provide techniques for the above mentioned requirements. Since the implementation of yoga for children in Croatia is still not a widespread and common practice, many questions are raised about the suitability and well-being of yoga for children. This paper discusses precisely these issues, as well as the impact of yoga for children on the reduction of stress levels and selfregulation of emotions, as well as the benefits of yoga practice for children with developmental difficulties. Yoga for children is placed in the context of the physical education class and elements of the class are compared, suggestions are made for the integration of yoga for children into the physical education class. A survey was carried out on a sample of parents of preschool children and professional kindergarten employees on attitudes, interest or possible prejudices towards the implementation of yoga for children into the physical education class in kindergarten. Research results show that there is no significant statistical difference in attitudes of professional kindergarten employees and parents of preschool children
Family and kindergarten - from cooperation to partnership
No full textOvaj diplomski rad bavi se obradom teme Obitelj i vrtić-od suradnje do partnerstva. Poznato nam je da je obitelj temeljna društvena zajednica i najsnažija odgojna sredina djeteta. Mijenja se zajedno s društvom kojega je dio. Roditeljstvo je zahtjevan posao koji zahtjeva kompetentnog roditelja koji promišlja o svojim postupcima te unapređuje svoja znanja o djetetu. U tome mu može pomoći i dječji vrtić koji potiče djecu i odrasle da postanu otvorenog uma- u okruženju koje ih ohrabruje na istraživanje i izražavanje svojih ideja, na otkrivanje drukčijih mogućnosti, drukčijih gledanja na stvari i novo razumijevanje svijeta i sebe samih. U takvom okruženju, djeca i odrasli iznose svoje pretpostavke te otvoreno postavljaju pitanja. Partnerski odnosi između obitelji i vrtića važni su za razvoj djeteta i preduvjet su budućeg uspjeha djece. Da bi partnerski odnos bio ostvaren potrebno je međusobno poštovanje i uvažavanje, ravnopravnost, aktivno slušanje, dvosmjerna komunikacija za postizanje istog cilja- zdravo, samopouzdano, kompetentno, odgojeno i obrazovano dijete. Komunikacija s roditeljima na način da potiče njihovo uključivanje je presudna za uspješnu integraciju djece. Obitelj i dječji vrtić su u usko povezanoj vezi te su usmjeri jedno na drugo. U interesu i roditelja i odgojitelja je građenje kvalitetnog odnosa te unapređivanje partnerstva između odgojnoobrazovne ustanove i djetetova doma.This graduation thesis deals with the topic Family and Kindergarten - from cooperation to partnership. We know that the family is the fundamental social community and the strongest educational environment for a child. It changes along with the society of which it is a part. Parenting is a demanding job that requires a competent parent who thinks about his actions and improves his knowledge about the child. Kindergarten can help him in this, which encourages children and adults to become open-minded - in an environment that encourages them to explore and express their ideas, to discover
different possibilities, different ways of looking at things and a new understanding of the world and themselves. In such an environment, children and adults present their assumptions and openly ask questions. Partnerships between families and kindergartens are important for child development and are a prerequisite for children's future success. Mutual respect and appreciation, equality, active listening, two-way communication to achieve the same goal - a healthy, self-confident, competent, well-mannered and educated child are necessary for a partnership relationship to be realized. Communication with parents in a way that encourages their involvement is crucial for the successful integration of children. The family and the kindergarten are in a closely connected relationship and are directed towards each other. It is in the interest of both parents and educators to build a quality relationship and improve the partnership between the educational institution and the child's home
Creative Approach to Poetry in Croatian Language Teaching
No full textU radu se prikazuje način obrade poezije u nastavi Hrvatskoga jezika i predlažu se metodičke promjene kojima se nastoji istaknuti prednost proučavanja poezije u obrazovanju i njezine uloge u poticanju kreativnosti. Teoretskim određenjem kreativnosti i nastave Hrvatskoga jezika razjašnjava se pojam kreativnog pristupa u nastavi. Proučavanjem i uspoređivanjem pozicije koju poezija ima u predmetnom kurikulu i dječjoj svakodnevnici dolazi se do pobližeg definiranja i isticanja važnosti koju poezija ima za razvoj i život djeteta. Donosi se pregled nastavne prakse obrade poezije i uspoređuje se najčešći način obrade poezije sa suvremenim spoznajama i težnjama u metodici Hrvatskoga jezika. Ističe se važnost igre, istraživanja dječjeg pjesništva i metodičkih sustava za kreativni pristup poeziji u nastavi Hrvatskog jezika.In this paper, the method of learning poetry in the teaching of the Croatian language is presented and methodical changes are proposed, which aim to highlight the advantage of studying poetry in education and its role in stimulating creativity. The theoretical determination of creativity and the teaching of the Croatian language clarifies the concept of a creative approach in teaching. By studying and comparing the position that poetry has in the subject curriculum and children's everyday life, it is possible to more closely define and emphasize the importance that poetry has for the development and life of the child. An overview of the teaching practice of learning poetry is presented and the most common way of processing poetry is compared with contemporary knowledge and aspirations in the methodology of the Croatian language. The importance of play, research of children's poetry and methodical systems for a creative approach to poetry in the teaching of the Croatian language is emphasized
The impact of the Covid-19 pandemic on the morphological characteristics of preschool children
No full textPandemija virusa Covid-19 izazvala je velike promjene u svakodnevnom životu ljudi, a cijela situacija najviše se odrazila na djecu predškolske dobi i prouzrokovala značajne promjene u njihovim životnim rutinama. Ovaj rad detaljnije objašnjava morfološke (antropometrijske) karakteristike i njihove dimenzije. Poseban naglasak stavljen je na važnosti provođenja antropometrijskih mjerenja, pozitivnim učincima pravilne prehrane i tjelesne aktivnosti u predškolskoj dobi. Sve je veća prisutnost pretilosti kao suvremenog problema s kojim se svakodnevno suočava sve veći broj djece i odraslih, a broj osoba s prekomjernom tjelesnom težinom drastično se povećava.
U svrhu utvrđivanja utjecaja pandemije virusa Covid-19 na morfološke karakteristike djece provedeno je istraživanje u dječjem vrtiću u dvije predškolske skupine. Glavni cilj provedenog istraživanja bio je utvrditi postoji li statistički značajna razlika u rezultatima indeksa tjelesne mase između mjerenja provedenog prije i nakon razdoblja pandemije te prevalenciju prekomjerne tjelesne težine i pretilosti na uzorku djece predškolske dobi. Prvo istraživanje provedeno je prije razdoblja pandemije virusa Covid-19 na uzorku od ukupno 38 djece, a drugo istraživanje provedeno je nakon razdoblja pandemije na uzorku od ukupno 39 djece. Za procjenu morfoloških karakteristika korišteni su rezultati provedenih antropometrijskih mjerenja tjelesne mase i tjelesne visine iz čega je izračunat indeks tjelesne mase prema kojem je određen stupanj uhranjenosti ispitanika. Statističkom obradom podataka prikazani su osnovni deskriptivni parametri te je korišten t-test za utvrđivanje razlika mjerenja prije i nakon pandemije.
Rezultati provedenog istraživanja pokazali da ne postoje statistički značajne razlike u rezultatima indeksa tjelesne mase između mjerenja provedenog prije i nakon razdoblja pandemije virusa Covid-19 na uzorku djece predškolske dobi. Također, promjene rezultata po kategorijama uhranjenosti potvrdile su da se nakon pandemije virusa Covid-19, prevalencija pretilosti na uzorku djece predškolske dobi povećala, dok se prevalencija prekomjerne tjelesne težine smanjila.The pandemic of the Covid-19 virus caused major changes in people's daily lives, and the whole situation had the greatest impact on preschool children and caused significant changes in their daily routines. This paper explains in more detail the morphological (anthropometric) characteristics and their dimensions. Special emphasis is placed on the importance of conducting anthropometric measurements, the positive effects of proper nutrition and physical activity in preschool age. There's an ever-greater incidence of obesity as a contemporary problem that an increasing number of children and adults have to face, and the number of overweight people is drastically increasing.
In order to determine the impact of the Covid-19 virus pandemic on the morphological characteristics of children, the research has been conducted in a kindergarten in two preschool groups. The aim of this research was to determine whether there is a statistically significant difference in the body mass index between the measurements taken before and after the pandemic period and the prevalence of overweight and obesity in a sample of preschool children. The first study was conducted before the period of the Covid-19 pandemic on a sample of a total of 38 children, and the second study was conducted after the period of the pandemic on a sample of a total of 39 children. The results of anthropometric measurements of body mass and body height, from which the body-mass index was calculated were used to determine the morphological characteristics and nutritional grade of the children involved. The statistical processing of the data showed the basic descriptive parameters and the t-test was used to determine the differences between the measurements before and after the pandemic.
The results of the conducted research showed that there are no statistically significant differences in the results of the body mass index between the measurements carried out before and after the period of the Covid-19 virus pandemic on a sample of preschool children. Also, changes in the results by nutritional categories confirmed that after the Covid-19 virus pandemic, the prevalence of obesity in a sample of preschool children increased, while the prevalence of overweight decreased
Aggression and reticence of early and preschool children
No full textAgresivno ponašanje i povučenost djece i mladih u stalnom je porastu. S obzirom na negativne učinke navedenih ponašanja potrebno je pronalaziti zaštitne čimbenike koji sprečavaju ili smanjuju njihov napredak u ranom razvoju prije nego što se problemi intenziviraju. Senzitivan pristup odgojitelja prema djetetu koji je prožet razumijevanjem, toplinom kao i autentičnost u socijalnim odnosima s djecom put je njihovog razvoja i napredovanja. Cilj ovog završnog rada je pregledom stručne i znanstvene literature opisati razvoj djeteta, naglasiti, približiti i objasniti probleme u socijalizaciji te značaj kvalitetnog vrtićkog okruženja kako bi se pospješio pozitivan i cjelovit razvoj djece.Aggressive behavior and withdrawal of children and young people is constantly increasing. Considering the negative effects of the mentioned behaviors, it is necessary to find protective factors that prevent or reduce their progress in early development before the problems intensify. The educator's sensitive approach towards the child, which is imbued with understanding , warmth , as well as authenticity in social relations with children , is the path to their development and advancement. The aim of this final paper is to describe the development of the child through a review of professional and scientific literature, to emphasize, approach and explain the problems in socialization and the importance of a quality kindergarten environment in order to promote the positive and complete development of children
Rano usvajanje stranog jezika: pregled teorije i istraživanja
No full textThe main purpose of this thesis is to present the theoretical framework and several examples of relevant studies regarding early foreign language acquisition in the world and in Croatia with the intention to raise awareness of the positive effects of learning English in preschool that could improve the future education regarding English as a second or foreign language. Firstly, the neurological and educational levels of child development are presented. Further theoretical background for early foreign language learning and acquisition is provided by examining the relevant literature on the commonly known concepts such as the Critical Period Hypothesis, the Total Physical Response method, Content and Language Integrated Learning, Project-Based Learning, etc. Next, contemporary teaching methods based on learning through play, environment, literature, and culture are explained. To complete the theoretical part of the thesis, a chronological summary of early EFL in Croatia is given.
Secondly, an overview of foreign research is provided, and it comprises eight recent studies of early language acquisition in pre-primary education. The main objective is to look into the participants, research methodology, and findings. The studies are chosen according to their relevance to the language learning areas described in the theoretical part of the thesis. The analysis reveals that researchers combine quantitative and qualitative methods that are age-appropriate and child-friendly. Even though none of the studies can ensure generalization due to small samples, their results show a positive effect of TPR, music, literature, integrated and project-based learning, as well as digitalization on vocabulary acquisition and emergent literacy skills of pre-primary children.Glavni je cilj ovoga diplomskog rada dati pregled teorije i istraživanja u području ranoga usvajanja i učenja engleskoga jezika, u svijetu i u Hrvatskoj, s namjerom da se istaknu pozitivni učinci učenja engleskoga jezika u predškolskoj dobi koje će poboljšati uvjete budućeg obrazovanja učenika na tom polju. Na početku se govori o neurološkim procesima vezanima uz dječji razvoj te o djetetovom razvoju kroz odgojno-obrazovna razdoblja. U nastavku se govori o poznatim pojmovima vezanima uz rano učenje i poučavanje jezika: teza o kritičkom periodu za usvajanje stranoga jezika, metoda učenja kroz pokret, integrirano i projektno učenje i sl.
Slijedi opis suvremenih metoda poučavanja kao što su učenje kroz igru, učenje iz okoline, učenje uz pomoć sadržaja iz književnosti i kulture. Teorijski dio završava kratkim kronološkim pregledom zbivanja u Hrvatskoj vezanih uz uvođenje engleskoga kao stranoga jezika u niže razrede osnovne škole te u rani i predškolski odgoj i obrazovanje.
U drugome dijelu obrađuje se sedam novijih znanstvenih radova koji se bave proučavanjem predškolske djece u kontekstu ovladavanja engleskim kao stranim jezikom. Najvažniji kriterij za odabir radova bila je tematska povezanost s teorijskim dijelom rada. Svrha je ove analize prikazati metodologiju istraživanja te izdvojiti istraživačke instrumente koji se smatraju najprimjerenijima prikupljanje podataka u ranoj dobi te navesti najvažnije spoznaje proizašle iz analiziranih istraživanja. Analiza je pokazala da se u istraživanjima često kombiniraju kvantitativni i kvalitativni podatci dobiveni promatranjem, kratkim polustrukturiranim upitnicima, analizom dječjih radova i mapa s raznim materijalima, fotografiranjem te snimanjem audio i video sadržaja, vođenjem dnevnika i bilježaka. Uzorci ispitanika u ovim istraživanjima nisu dostatni za uopćavanje, no rezultati pokazuju pretežno pozitivne učinke poučavanja uz glazbu, pokret i književnost na usvajanje vokabulara. Uz navedeno, zabilježeno je pozitivno i poticajno djelovanje integrirane i projektne nastave na ranu pismenost i usvajanje vokabulara