University of Zagreb Faculty of Teacher Education - Digital repository
University of Zagreb Faculty of Teacher Education - Digital repositoryNot a member yet
4576 research outputs found
Sort by
Philosophy of education in the Republic of Croatia - the legacy of the traditional in the contemporary
No full textPredmet ovog rada je kroz oči filozofije doživjeti odgoj, njegovu dubinu i širinu koje definiraju put kojim će dijete kročiti kada stasa u odraslu osobu. Paralela između prošlosti i sadašnjosti provučena kroz niti filozofijskog razmatranja dopušta nam da uvidimo odgoj na drugi način.
Prikazan je kratak pregled filozofskih misli o odgoju kroz djela najpoznatijih imena u hrvatskoj povijesti. Počevši od Marka Marulića, preko Nikole Gučetića do nezaobilaznog utemeljitelja filozofije odgoja kod nas Pavla Vuk-Pavlovića. Njegovi stavovi i danas u potpunosti odgovaraju poimanju suvremene filozofije odgoja pa se stručnjaci iz područja odgoja i obrazovanja u svojim tekstovima u velikoj mjeri pozivaju na misli i djela VukPavlovića.
Osvrtom na filozofiju odgoja u Hrvatskoj kroz povijest te suvremeni i tzv. moderni odgoj, ukratko se prikazuje promjena ciljeva odgoja, od tradicionalnog odgoja kao očuvanja vrijednosti do progresivnog odgoja kada puno različitih faktora utječe na odgoj te nužne potrebe odgoja za promjenom i razvijanjem kritičkog mišljenja. Ukazuje se na manipulaciju i na upotrebu manipulacije putem odgoja, medija, društvenih mreža, politike i sl.
Čovjek kao praktičko i stvaralačko biće smisao svoga postojanja nalazi u slobodi. Dakle, do čovjekove je emancipacije moguće doći jedino slobodnim stvaralaštvom, pa stoga i odgoj, da bi bio istinski emancipacijski odgoj mora biti utemeljen na slobodnom stvaralaštvu. Jednako tako, važno je paralelno razvijati sposobnost mišljenja kod djece kako bi u budućnosti mogli primijeniti kritičko mišljenje. Prvi korak ka tome je odgovorno roditeljstvo, odgoj koji poštuje slobode drugih, njeguje različitosti, empatiju, moral i etičnost, ukazuje na stvarne vrijednosti. Drugi korak je institucionalni odgoj koji bi trebao što više njegovati individualni pristup djetetu, prepoznati njegove stvaralačke snage te izbjegavati manipulaciju putem odgoja i u svim drugim segmentima života.The subject of this work is to experience education, its depth, and breadth, which define the path a child will follow when he becomes an adult through the eyes of philosophy. The parallel between the past and the present drawn through threads of philosophical consideration, allows us to see education differently.
A brief overview of philosophical thoughts on education is presented through the works of the most famous names in Croatian history. Starting with Marko Marulić, through Nikola Gučetić, and to the inevitable founder of our philosophy of education, Pavel Vuk- Pavlović. Even today, his views fully correspond to the understanding of contemporary philosophy of education, so experts in the field of education refer to Vuk-Pavlović's thoughts and work in their texts. Looking back at the philosophy of education in Croatia through history and the contemporary and so-called modern education, the change in the goals of education is briefly presented, from traditional education as preservation of values to progressive education when many different factors influence education and the necessary needs of education to change and develop critical thinking. It refers to the manipulation and the use of manipulation through education, media, social networks, politics, etc.
As a practical and creative being, a person finds the meaning of his existence in freedom. Therefore, human emancipation can only be achieved through free creativity, and therefore education, to be truly emancipatory, must be based on free creativity. Equally, it is essential to simultaneously develop thinking ability in children to apply critical thinking in the future. The first step towards this is responsible parenting, and education that respects the freedom of others, nurtures diversity, empathy, morality, ethics, and points to real values. The second step is institutional education, which should foster an individual approach to the child as much as possible, recognize his creative strengths, and avoid manipulation through education and all other life segments
Obesity and body posture of preschool children
No full textPrekomjerna tjelesna težina i pretilost posljednjih su godina u neprekidnom porastu što postaje sve veći globalni zdravstveni problem modernog društva. U Sjedinjenim Američkim Državama pojam pretilosti naziva se i "kugom novog doba" koja osim odrasle populacije sve češće zahvaća i najmlađe-djecu predškolskog uzrasta. Osamdesetih godina prošlog stoljeća pretilost se počela masovno širiti diljem svijeta te je do danas poprimila epidemijske razmjere. Zbog nesrazmjera između povećanog unosa energije hranom te smanjene potrošnje tjelesnim aktivnostima dolazi do viška energije koja se pohranjuje u tijelu u obliku masti. Pretilost je multifaktorska bolest nastala najčešće zbog loših životnih navika vezanih uz prehranu i tjelesne aktivnosti. Zabrinjava podatak da je sve više djece s povećanom tjelesnom masom i da postotak pretile djece konstantno raste. Dijagnosticiranje visine i težine, a time i moguće pretilosti obavlja se redovitim mjerenjem visine i vaganjem te procjenom indeksa tjelesne mase. Dobiveni rezultat izračuna indeksa tjelesne mase uspoređuje se s preporučenim referentnim vrijednostima. Kod mjerenja djece treba imati na umu postojanje varijabli preporučenih vrijednosti za određenu dob i spol, obzirom da postoje manje razlike u rastu između dječaka i djevojčica. Djeca s prekomjernom tjelesnom masom, izazvanom lošim životnim navikama s vremenom razviju određena stanja u organizmu i uzročnik su : kardiovaskularnih bolesti, metaboličkih bolesti, promjena na lokomotornom sustavu te držanju tijela. Poremećaji u lokomotornom sustavu prvenstveno se odnose na postepeno spuštanje stopala, iskrivljavanje nogu u obliku slova "X" ili "O", kao i razne napravilnosti držanja kralježnice. Edukacija kao značajna sastavnica prevencije, prvenstveno se sastoji od informiranja i osvješćivanja roditelja, koji su modeli po kojem djeca preuzimanju životne navike.Velika je odgovornost na pedijatrima, zdravstvenim voditeljima dječjih vrtića te odgojiteljima zbog svakodnevnog neposrednog kontakta i utjecaja na dijete. Pomnim odabirom namirnica, što češćim boravkom na zraku baveći se različitim aktivnostima, smanjuje se rizik pojave pretilosti. Pojavi li se ipak, moguće ju je jednostavnije pobijediti. metabolički, utjecaj socijalno-kulturne sredine i okoliš. Liječenje pretilosti i njome izazvanih posljedica, izazovno je, kompleksno i često dugotrajno, stoga je najbolje prevenirati pojavu ili kad se već pojavi započeti što prije s liječenjem. Posljedice zanemarene i neliječenje pretilosti, posebice javi li se već u ranom djetinjstvu vidljive su u razvitku različitih stanja i bolesti koji utječu na kvalitetu i dužinu života. Ostali čimbenici koji su usko vezani za pojavu pretilosti su genetski čimbenici.Excessive body weight and obesity have been increasing continuously in recent years, becoming a growing global health problem of modern society. In the USA, obesity is also called the “modern-day plague”, which, in addition to the adult population, increasingly affects the youngest – preschool children. In the 1980s, obesity began to spread massively throughout the world and has reached epidemic proportions today. Due to the disparity between the increased intake of energy through food and the reduced consumption of energy through physical activities, there is an excess of energy that is stored in the body as fat. Obesity is a multifactorial disease most often caused by bad habits related to diet and physical activity. It is worrying that the number of children with increased body weight is increasing and the percentage of obese
children is constantly growing. Diagnosing height and weight, and thus potential obesity, is done through regular height measurement and weighing, as well as measuring the body mass index. The result of the body mass index measurement is compared with the recommended reference values. When measuring children, it is important to keep in mind that the recommended values include variables for a certain age and gender due to minor differences in growth between boys and girls. Children with excessive body weight, caused by bad habits, over time develop certain conditions in the body which cause: cardiovascular diseases, metabolic diseases, changes in the locomotor system and body posture. The locomotor disorders are primarily related to the gradual flattening of the feet, the X-shaped and O-shaped leg deformities, as well as various spinal curvature deformities. Education, as a significant component of prevention, primarily consists of informing the parents and raising awareness in them, as they are the models from whom children adopt life habits. A great responsibility lies with pediatricians, kindergarten health managers and kindergarten teachers due to their everyday direct contact with and influence on the child. By carefully selecting foods, spending time outdoors as often as possible and engaging in different activities, the risk of obesity is reduced. Should obesity still occur, this makes it easier to overcome it. Other factors that are closely related to the occurrence of obesity are genetic factors, metabolic factors, the influence of the socio-cultural environment, and natural environment. Treatment of obesity and of the consequences caused by it is challenging, complex, and often long lasting, therefore it is best to prevent its occurrence, or once it has occurred, start with treatment as soon as possible. When obesity is neglected and left untreated, especially if it occurs already in early childhood, the consequences can be seen in the development of various conditions and diseases affecting life quality and expectancy
Aktivnosti i tehnike vokabulara u podučavanju engleskog jezika za mlade učenike
No full textWhen children start primary school, they encounter learning a foreign language, which they learn in instructional settings, as opposed to their mother tongue, which they acquire in communicative situations. In schools, teachers use textbooks and workbooks to teach the language, using different methods, techniques and activities, which they find appropriate for the learners, their age and cognitive developmental stage.
The first part of this thesis is theoretical and aims to present and describe various activities and techniques that can be used in teaching vocabulary to young learners, i.e. from the first to the fourth grade of primary school. The activities and techniques mentioned in the thesis make learning more efficient, accessible and easier for students, enhance adoption of vocabulary, prevent monotony and increase motivation and interest of the students.
The second part of the thesis investigates vocabulary activities in four textbook sets intended for learning English as a foreign language in the second and the third grade of primary school, published by two different publishing houses, a domestic and a foreign one.
The frequency of different categories of vocabulary activities is presented and discussed, followed by an analysis of the sequence of acquiring language skills through vocabulary activities. The textbook sets published by domestic and foreign publishers are also compared. Finally, the same activities are analysed in relation to the outcomes prescribed by the National Curriculum.
The analysis shows a wide variety of activity types which enable the learners to acquire the target vocabulary. While acquiring the vocabulary, the sequence of acquiring skills (listening, speaking, reading and writing) is appropriate and the outcomes from the Curriculum for the subject the English language can be achieved through the activities in the mentioned textbooks and workbooks.Kada djeca krenu u osnovnu školu susreću se s učenjem stranoga jezika koji uče u formalnom okruženju, za razliku od njihovog materinskog jezika, koji usvajaju u komunikaciji. U školama učitelji koriste udžbenike i radne bilježnice za poučavanje jezika, koristeći razne metode, tehnike i aktivnosti koje smatraju primjerenima za učenike, njihovu dob i fazu kognitivnog razvoja.
Prvi dio ovog rada jest teorijski i cilj mu je predstaviti i opisati razne aktivnosti i tehnike koje se mogu koristiti u poučavanju vokabulara mladih učenika, od prvog do četvrtog razreda osnovne škole. Aktivnosti i tehnike spomenute u ovom radu čine učenje učinkovitijim, pristupačnijim i jednostavnijim za učenike, poboljšavaju usvajanje vokabulara, sprječavaju monotoniju i povećavaju motivaciju i interes učenika.
U drugom dijelu rada istražene su aktivnosti iz četiri seta udžbenika i radnih bilježnica namijenjenih učenju engleskog kao stranog jezika u drugom i trećem razredu osnovne škole, objavljenih od strane dviju izdavačkih kuća, domaće i strane.
Predstavljena je i razmotrena učestalost različitih kategorija aktivnosti za usvajanje vokabulara, popraćena analizom redoslijeda usvajanja jezičnih vještina kroz same aktivnosti. Također se uspoređuju udžbenici i radne bilježnice izdani od strane domaće i strane izdavačke kuće.
Na kraju, iste aktivnosti se analiziraju u odnosu na ishode propisane Nacionalnim kurikulumom.
Analiza pokazuje raznolikost vrsta aktivnosti koje učenicima omogućuju usvajanje vokabulara. Tijekom usvajanja vokabulara poštuje se redoslijed usvajanja jezičnih vještina (slušanje, govorenje, čitanje i pisanje), a ishode za predmet Engleski jezik propisane kurikulumom moguće je ostvariti kroz aktivnosti u spomenutim udžbenicima i radnim bilježnicama
Teaching the skills of a preschool child with Asperger's syndrome
No full textAspergerov sindrom je poremećaj iz spektra autizma koji opisuje podskupinu djece s tendencijom problema s ponašanjem, što je dovelo do njihovog isključenja iz škole te je bilo jedan od glavnih razloga zašto su djeca kojoj je naknadno dijagnosticiran autistični poremećaj osobnosti upućena u njegovu kliniku u Beču. Ponekad se djeca s Aspergerovim sindromom doživljavaju više odraslima nego djetetom. Doista, takva djeca mogu djelovati u razredu kao pomoćnici učitelju, ispravljajući i disciplinirajući drugu djecu. U situacijama sukoba, manje je vjerojatno da će se obratiti odrasloj osobi da djeluje kao sudac, te su skloni 'uzeti zakon u svoje ruke'. Ova djeca također mogu naučiti da činovi agresije mogu odbiti drugu djecu, osiguravajući neprekidnu samoću. Sukob i konfrontacija s odraslima mogu se pogoršati nepoštivanjem, negativizmom i teškoćama u uočavanju razlika u društvenom statusu ili hijerarhiji, što rezultira nepoštivanjem autoriteta ili zrelosti. Dijete s Aspergerovim sindromom često je nezrelo u umijeću pregovaranja i kompromisa i možda ne zna kada treba povući se i ispričati se. On ili ona neće prihvatiti određeno školsko pravilo ako se čini nelogičnim i nastavit će s nekom točkom ili argumentom kao načelnim pitanjem. To može dovesti do povijesti značajnog sukoba s učiteljima i školskim vlastima.
Danas je Aspergerov sindrom sve važniji problem u suvremenoj dječjoj i adolescentskoj psihologiji te se procjenjuje kako sve više djece ima ovaj sindrom. U tom kontekstu istraživači, psiholozi i pedijatri nastoje poboljšati razumijevanje Aspergerovog sindroma i razumijevanje poteškoća sa kojima se susreću djeca s ovom dijagnozom.
U ovom radu fokus je stavljen na dijagnosticiranje, tijek stanja i mogućnost poboljšanja socijalnih kompetencija i razumijevanja emocija kod djece s Aspergerovim sindromom, najvećom poteškoćom s kojom se osobe s Aspergerovim sindromom susreću u svojem životu te koja značajno otežava kvalitetu njihova života.Asperger's syndrome is an autism spectrum disorder that describes a subgroup of children with a tendency for behavioral problems, which led to their exclusion from school and was one of the main reasons why children subsequently diagnosed with autistic personality disorder were referred to his clinic in Vienna. Sometimes children with Asperger's syndrome are seen more as adults than as children. Indeed, such children can act in the classroom as assistants to the teacher, correcting and disciplining other children. In conflict situations, they are less likely to turn to an adult to act as a judge, and tend to 'take the law into their own hands'. These children may also learn that acts of aggression can repel other children, ensuring continued solitude. Conflict and confrontation with adults can be exacerbated by disrespect, negativism, and difficulty seeing differences in social status or hierarchy, resulting in disrespect for authority or maturity. A child with Asperger syndrome is often immature in the art of negotiation and compromise and may not know when to back down and apologize. He or she will not accept a particular school rule if it seems illogical and will proceed with a point or argument as a matter of principle. This can lead to a history of significant conflict with teachers and school authorities.
Today, Asperger's syndrome is an increasingly important problem in modern child and adolescent psychology, and it is estimated that more and more children have this syndrome. In this context, researchers, psychologists and pediatricians strive to improve the understanding of Asperger's syndrome and the difficulties faced by children with this diagnosis.
In this thesis, the focus is on diagnosing, the course of the disease and the possibility of improving social competence and understanding emotions in children with Asperger's syndrome, the biggest difficulty that people with Asperger's syndrome face in their lives and which significantly hinders their quality of life
Pronunciation Development in German Classes in Compulsory Education in Croatia
No full textAufgrund des zunehmenden Grades der Globalisierung hat die mündliche Kommunikation immer größere Bedeutung. Die mündliche Kommunikation beinhaltet zwei Aspekte ‒ den Gesprächspartner zu verstehen und von ihm verstanden zu werden. Angesichts der Kommunikation in der fremden Sprache, müssen der fremdsprachige Wortschatz und Grammatik erlernt werden, um die eigenen Meinungen, Wünsche und Absichten in der Fremdsprache ausdrücken zu können. Nichtsdestotrotz nutzt das Beherrschen dieser zwei Bereiche nicht viel, wenn man anhand der akzentbeladenen Aussprache nicht verstanden werden kann (Dahmen, Hirschfeld, 2016.). Weil Abweichungen in der Aussprache zu Verständnisproblemen führen können, ist es sehr wichtig, zunehmenden Wert im Unterricht an die Entwicklung und Schulung korrekter Aussprache zu legen.
Das Hauptziel dieser Untersuchung war, die Stellung der Aussprache in Bezug auf andere Sprachbereiche (Grammatik, Wortschatz und Rechtschreibung) zu untersuchen. Gegenstand der Recherche war auch zu ermitteln, wann, wie oft und auf welche Art und Weise die Deutschlehrkräfte im grundschulischen DaF-Unterricht der Aussprache Aufmerksamkeit schenken. Die Recherche wurde mit zwei Instrumenten durchgeführt: Online-Fragebögen und Unterrichtsbeobachtung nach bestimmten Kriterien. Die Ergebnisse zeigen, dass sich der Stellenwert der Aussprache im Deutschunterricht mit der Zeit verbessert hat. Lehrkräfte erkennen die Bedeutung der Aussprache immer mehr und integrieren sie in ihren Unterricht.
Es stellte sich heraus, dass sich die Aussprache auf dem zweiten Platz, hinsichtlich der Wichtigkeit sowie des Schwierigkeitsgrads des Erwerbs, befindet. Es wurde auch festgestellt, dass die Aussprachevermittlung in der Regel gleichzeitig mit dem Erlernen neuer Vokabeln stattfindet. Basierend auf den Ergebnissen der Untersuchung wurde der Schluss gezogen, dass Lehrer bei der Ausspracheschulung meistens schon vorhandene Aufgaben aus Lehrbüchern verwenden und dass sich Aktivitäten im DaF-Unterricht weitgehend auf der Korrektur von Aussprachefehlern basieren. Die Resultate weisen auf die Notwendigkeit hin, vielfältigere Aufgabentypen in den Unterricht umzusetzen, um die Wiederholung immer gleicher Aktivitäten zu vermeiden.Due to the expanding degree of globalization, verbally communication is becoming increasingly important. Oral communication consists of two aspects - understanding and being understood by the interlocutor. As far as communication in the foreign language is concerned, the vocabulary and grammar of foreign language must be learned, in order to be able to express one's wishes and intentions in the foreign language. But mastering these two sub-areas is of no use if you cannot be understood because of the accent-laden pronunciation (Dahmen, Hirschfeld, 2016). Because the differences in pronunciation can lead to comprehension problems, it is very important to place increasing emphasis on developing correct pronunciation in the classroom.
The main goal of this research was to examine the position of pronunciation in relation to other language areas (grammar, vocabulary and spelling). The subject of the research was also to determine when, how much and in what way teachers pay attention to pronunciation in their teaching. The research was conducted using two instruments: online questionnaires and observation of teaching classes according to certain criteria. The results show that the position of pronunciation in German language teaching has improved over time. Teachers are increasingly recognizing the importance of pronunciation and integrating it into their teaching.
The pronunciation turned out to be in second place in terms of importance, but also the difficulty of adoption. It was also found that the teaching of pronunciation usually takes place simultaneously with the learning of new vocabulary. Based on the obtained results, it was concluded that teachers most often use existing tasks from textbooks when teaching pronunciation, and that the activities are based on correcting pronunciation mistakes. The research points to the need of implementation more diverse types of tasks in teaching and avoiding always the same activities.Obzirom na sve veći stupanj globalizacije usmena komunikacija postaje sve važnija. Usmena komunikacija podrazumijeva dva aspekta - shvatiti govornika i biti shvaćen od strane sugovornika. Što se tiče komunikacije na stranom jeziku, potrebno je usvojiti vokabular i gramatiku stranog jezika, kako bi se na stranom jeziku mogle izraziti vlastite misli, želje i namjere. Usprkos tomu, svladavanje ovih dvaju područja ne služi svrsi, ukoliko vas sugovornik zbog neispravnog izgovora ne može razumjeti (Dahmen, Hirschfeld, 2016). Budući da odstupanja od točnog izgovora mogu dovesti do problema u razumijevanju, vrlo je važno staviti veći naglasak na razvoj i poučavanje ispravnog izgovora u nastavi.
Glavni cilj ovog istraživanja bio je ispitati položaj izgovora u odnosu na ostala jezična područja (gramatiku, vokabular i pravopis) u osnovnoškolskoj nastavi njemačkog jezika. Predmet istraživanja također je bio utvrditi kada, koliko i na koji način učitelji obraćaju pažnju na izgovor u svojoj nastavi. Istraživanje je provedeno pomoću dva instrumenta: online upitnika i promatranja nastave prema određenim kriterijima. Rezultati pokazuju da se položaj izgovora u nastavi njemačkog jezika s vremenom poboljšao. Učitelji sve više prepoznaju važnost izgovora i integriraju ga u svoju nastavu.
Pokazalo se da se izgovor nalazi na drugom mjestu s obzirom na važnost, ali i na težinu usvajanja. Utvrđeno je također, da se poučavanje izgovora najčešće odvija istovremeno s učenjem novog vokabulara. Na temelju dobivenih rezultata donesen je zaključak da učitelji prilikom poučavanja izgovora najčešće koriste već postojeće zadatke iz udžbenika, te se aktivnosti za razvoj pravilnog izgovora najčešće baziraju na ispravljanju pogrešaka u izgovoru. Istraživanje ukazuje na potrebu implementiranja raznovrsnijih tipova zadataka u nastavu te izbjegavanja uvijek istih aktivnosti
The cooperation between a preschool and a family - a premise of the actualization of the welfare of a child
No full textRoditeljski dom smatra se mjestom u kojemu djeca stječu prva iskustva, znanja i vještine, te se razvijaju uz stavove i uvjerenja svojih roditelja, pa je sasvim normalno da će im vrtić biti potpuno novo i nepoznato okruženje. Stoga je vrlo bitno da roditelj i odgojitelj razviju partnerski odnos i pokušaju uspostaviti što kvalitetniju i uvažavajuću komunikaciju.
Kvalitetan suradnički odnos između roditelja i odgojitelja, odnosno između obitelji i vrtića ključan je za djetetov razvoj i daljnji napredak. Zadaća odgojno-obrazovne ustanove je osiguravanje najboljih mogućih uvjeta za dječji razvoj, a roditeljska uloga se očituje u poznavanju vlastitog djeteta. Svakako obje strane kao zadaću imaju pokušati uspostaviti što bolji suradnički odnos sa drugom stranom, jer naravno, i jedna i druga strana imaju zajednički cilj, a to je dobrobit djeteta.The family home is considered the place where children gain their first experiences, knowledge and skills, and develop according to their parents' attitudes and beliefs, so it is not unusal for kindergarten to represent a completely new and unfamiliar environment for them. Therefore, it is very important that the parent and the kindergarten teacher develop a partnership and try to establish a respectful communication of as high a guality as possible.
A high-quality partnership between a parent and a preschool teacher, i.e., between family and kindergarten, plays a key role in a child's development and further growth. The task of an educational institution is to ensure the best possible conditions for child development and the parents' role is displaye din their knowledge of their own child. The task of both parties is to try to establish the best possible partnership with each other, because naturally, both share a common goal, that of a child's well-being
Process drama as a methodological approach in a correlation-integration methodological system
No full textU novije doba, središte poučavanja usmjereno je na učenika i oko njega se nastoji formirati nastava te istovremeno omogućiti više slobode u iznošenju stavova i mišljenja. Različiti metodički sustavi koriste se u formiranju nastave i svaki od njih učeniku daje drugačiji položaj u metodičkom činu. Korelacijsko-integracijski sustav stavlja učenika u aktivan i neuvjetovan položaj koji ga priprema za stvarne životne situacije i omogućava slobodno izražavanje. Povezivanje i spajanje nastavnih sadržaja sve je češće jer učenici dobivaju mnoštvo informacija iz različitih područja putem modrenih medija i teško ih je zainteresirati tradicionalnim načinom poučavanja. Djeca žele kreativni pristup nastavi i žude za igrom i glumom u kojima mogu stjecati iskustvo i učiti, a u nastavi im to mogu omogućiti dramske aktivnosti, metode i tehnike. Jedan od takvih pristupa je procesna drama koja je definirana kao „drama u nastajanju, drama koja raste, izrasta“ (Gruić, 2002, str. 18). To je dramski pristup u kojem djeca aktivno sudjeluju i usvajaju znanja, vještine, stavove, logičko mišljenje i zaključivanje i služi se glumom i igrom u svome nastajanju. Učiteljima predstavlja izazov jer iziskuje mnogo pripreme i planiranja prije realizacije u nastavnom procesu, a samim time i visok stupanj metodičke sposobnosti kako bi osmišljeni proces bio što kreativniji i uspješniji. Njezin tijek je unaprijed određen, no podložan je promjena koje su rezultat samovoljnog djelovanja učenika koji zajedno s učiteljem sudjeluju u stvaranju zamišljenog svijeta u kojem traže odgovore i preuzimaju uloge. U ovome radu želi se istražiti mišljenje učenika o procesnoj drami kao pristupu u nastavi. Dobiveni rezultati pokazali su da učenici nisu upoznati s procesnom dramom te su na nju pozitivno reagirali. Doprinijeli su stvaranju zamišljenog svijeta i ostvarenju cilja procesne drame, a većinu aktivnosti su uspješno savladali. Povezivanjem igre, glume i sadržaja iz različitih nastavnih predmeta želi se pozitivno utjecati na učenike i dokazati da djeci igra u školi ne treba biti uskraćena. Igra je najprirodniji oblik učenja, a procesna drama kroz svoju strukturu omogućava njezinu primjernu u nastavi s ciljem ostvarivanja odgojno-obrazovnih sadržaja. Učenicima su omogućeni različiti izvori znanja i izrađeni materijali koji ih vode kroz proces usvajanja znanja i dolaska do cilja procesne drame.In recent times the cornerstone of teaching has changed by focusing more on the student and it aims to be formulated around him to allow for more freedom in the expression of his views and opinions. Different methodical systems are used in the formation of schooling and each of them gives the student a different position in the methodical act. The correlation-integration system puts the student in an active and unconditional position that prepares him for real life situations and enables free expression. Connecting and combining teaching subjects is getting increasingly popular because students are getting a lot of information from different fields throughout modern media and it is difficult to get them interested using the traditional way of teaching.
Children want a creative approach to teaching and they crave for an environment in which they can get alot of experience and learn different things through playing and acting, and with drama activities, methods and techniques they are able to do so in class. One of these approaches is process drama, which is defined as "a drama in the making, a drama that grows, growing" (Gruić, 2002, p. 18). It is a dramatic approach in which children actively participate and acquire knowledge, skills, attitudes, logical thinking and conclusion and it uses acting and playing in its creation. It presents a challenge to teachers because it requires a lot of preparation and planning before implementation in the teaching process, and therefore a high stage of methodical ability in order to make the designed process as creative and successful as possible. Its course is predetermined, but it is subject to changes that are results of the arbitrary actions of students who, together with the teacher, participate in the creation of an imaginary world in which they search for answers and assume roles.
In this paper, we want to explore the opinion of students on process drama as an approach in teaching. The obtained results showed that the students were not familiar with the process drama and they reacted positively to it. They contributed to the creation of the imaginary world and the realization of the goal of the procedural drama, and they successfully mastered most of the activities.
By connecting playing, acting and content from different teaching subjects, the goal is to achieve a positive effect on students and prove that children should not be deprived of playing at
school. Playing is the most natural form of learning, and process drama, through its structure and dramatic techniques, enables its exemplary use in teaching with the aim of mastering educational content. Students are provided with various sources of knowledge and created materials that guide them through the process of acquiring knowledge and reaching the aim of the process drama
Coherence of pupils' physical activity and academic achievement
No full textTjelesna se aktivnost definira kao svaki pokret koji se ostvaruje suodnosom skeletnoga i mišićnoga organskog sustava. Pored općenite odrednice, tjelesna se aktivnost može sagledati u nizu svakodnevnih djelatnosti pa i u kineziološkim u pogledu sporta. Pozitivan se utjecaj tjelesne aktivnosti može aplicirati na cjelokupan organizam svakoga pojedinca. Od niza benefita u područjima fizičkoga stanja pa sve do psihičkoga i kognitivnoga aspekta. Kognitivan je mehanizam funkcioniranja osobe od znatne važnosti u percipiranju, preradi, integraciji i pohrani različitih informacija čija se najveća izloženost događa u razdoblju pohađanja obveznoga odgojno-obrazovnoga programa. Učenici i njihove spoznaje na kraju nastavnoga ciklusa bivaju vrednovani što rezultira dobivanjem određene ocjene. Dobivena ocjena zapravo predstavlja školsko postignuće koje je učenik realizirao nakon procesa učenja. Naime, cilj je ovoga istraživanja ustanoviti je li bavljenje sportom povezano sa školskim uspjehom učenika četvrtih razreda osnovnoškolskoga obrazovanja. Tjelesna se aktivnost učenika odnosi na bavljenje sportom dok se školski uspjeh odnosi na njihove zaključne ocjene iz nastavnih predmeta prethodno završenoga razreda. Uzeti su u obzir predmeti iz obrazovnoga područja odgojno-obrazovnoga procesa jer se htjela utvrditi međuovisnost tjelesne aktivnosti i kognitivnih procesa spoznaje informacija iz nastavnoga sadržaja u kontekstu predmeta obrazovnoga područja - Hrvatski jezik, Matematika te Priroda i društvo. Prema provedenome su istraživanju predstavljeni prikupljeni podatci te rezultati u tabličnome i grafičkome prikazu. Međutim, nije pronađena statistički značajna razlika u školskome uspjehu učenika koji se bave sportom i onih koji ga ne prakticiraju u slobodno vrijeme. Dodatna bi istraživanja i proučavanja uvelike doprinijela multidisciplinarnome području struke, a samim time i dala odgovor na određena pitanja koja još nisu u potpunosti zaključena glede međuovisnosti tjelesne aktivnosti i školskoga postignuća.Physical activity is defined as any movement that is realized by the ratio of the skeletal and muscular organic system. In addition to the general definition, physical activity can be seen in a series of everyday activities, including kinesiology activities in terms of sports. The positive impact of physical activity can be applied to the entire organism of each individual, from a series of benefits in the areas of physical condition to psychological and cognitive aspects. The cognitive mechanism of a person's functioning is of considerable importance in perceiving, processing, integrating and storing different information of the greatest exposure, which occurs during the period of attendance at the compulsory educational program. Pupils and their knowledge are evaluated at the end of the learning cycle, which results in receiving a certain grade. The obtained grade actually represents the academic achievement realized by the student after the learning process. Namely, the aim of this research is to establish whether playing sports is related to the academic success of students in the fourth grade of primary school education. Physical activity of students refers to playing sports, while school success refers to their final grades in the subjects of the previous class. Subjects from the educational area were taken into account because of determination of the interdependence of physical activity and cognitive processes of knowing information in the context of the subjects of the educational area which refers to Croatian language, mathematics and science. According to the conducted research, the collected data and results were presented in tabular and graphic form. However, no statistically significant difference was found in the school success of students who practice sports and those who do not practice it in their free time. Additional research and studies would greatly contribute to the multidisciplinary field of the profession, and thus provide an answer to certain questions that have not yet been fully concluded regarding the interdependence of physical activity and school achievement
Expressing Children's Emotions In Art Of Early Childhood Education And Care
No full textU radu su objašnjeni pojmovi likovno stvaralaštvo i kreativnost te njihova povezanost s izražavanjem dječjih emocija prilikom stvaranja likovnih radova. U današnjem vremenu, djeci je sve teže izraziti svoje emocije riječju pa se u ovom radu željelo naglasiti da likovni crtež može poslužiti kao sredstvo komunikacije. Pokušalo se ukazati na važnost poticanja dječje kreativnosti i opisati razvojne faze dječjeg likovnog izražavanja. U radu se željela naglasiti važna uloga odgojitelja u poticanju dječjeg likovnog stvaralaštva. Okolina bi trebala pružati odgovarajuće poticaje i biti spremna prihvatiti promjene, a samim time i dječje radove ako su drugačiji od očekivanog. Objašnjen je pojam art terapija i njezino provođenje u Republici Hrvatskoj. Terapija koja je specifična od drugih terapija po tome što uključuje izražavanje emocija, interesa i briga kroz različite kreativne medije (glazba, ples, gluma, crtež...). U likovnim aktivnostima u ustanovi ranog i predškolskog odgoja i obrazovanja prikupljeno je mnoštvo dječjih radova kako bi uvidjeli korelaciju između izražavanja emocija i likovnog stvaralaštva. Željelo se utvrditi postoji li povezanost boja i linija s izražavanjem dječjih emocija. Glazba, fotografije umjetničkih slika i slikovnica - koristile su kao poticaj za izražavanje dječjih emocija pomoću likovnih tehnika (flomasteri, tempere, pastele). U likovnim aktivnostima sudjelovalo je šest odgojiteljica i tri odgojne obrazovne skupine. Radove su izradila djeca u dobi od četiri do sedam godina koji su kasnije analizirani i popraćeni komentarima djece.Paper explains the concepts of art creation and creativity and their connection with the expression of children's emotions while creating art works. In today's time, it is increasingly difficult for children to express their emotions in words, so in this paper the goal was to emphasize that art drawing can be used as a means of communication. An attempt was made to point out the importance of encouraging children's creativity and to describe the developmental stages of children's artistic expression. The paper wanted to emphasize the important role of educators in encouraging children's artistic creativity. The environment should provide appropriate incentives and be ready to accept changes, and therefore children's works if they are different from what was expected. The concept of art therapy and its implementation in the Republic of Croatia are explained. A therapy that is specific from other therapies in that it includes the expression of emotions, interests and concerns through various creative media (music, dance, acting, drawing ...). In the art activities in the institution of early and preschool upbringing and education, a lot of children's works were collected in order to see the correlation between the expression of emotions and artistic creativity. We wanted to determine whether there is a connection between colors and lines and the expression of children's emotions. Music, photos of artistic paintings and picture books were used as an incentive to express children's emotions using art techniques (felt pens, tempera, pastels). Six teachers and three educational groups participated in art activities. The art works were created by children between the ages of four and seven, which were later analyzed and accompanied by the children's comments
Accessibility and use of digital media in activities with pre-school children in the kindergartens of the City of Osijek
No full textDigitalni su mediji postali sastavni dio čovjekova života. Uza sve prednosti i nedostatke koje pružaju, ovaj se rad usmjerava na njihovu dostupnost i uporabu u aktivnostima s djecom predškolske dobi. Cilj je ovoga rada utvrditi dostupnost digitalnih medija u predškolskim ustanovama Grada Osijeka te koriste li odgojitelji digitalne medije pri provođenju aktivnosti s djecom predškolske dobi. Istraživanje je provedeno online anketnim upitnikom s 40 odgojitelja predškolske dobi, zaposlenih u dječjim vrtićima Grada Osijeka. Pretpostavka je ovoga istraživanja bila da su dječji vrtići materijalno opremljeni za provođenje aktivnosti s djecom uporabom digitalnih medija te da odgojitelji imaju pozitivne stavove o njihovoj uporabi, da ih rabe u svome radu s djecom te da su svjesni prednosti i nedostataka digitalnih medija. Rezultati pokazuju kako na razini dječjega vrtića odgojitelji nemaju uvjete za provedbu aktivnosti uporabom digitalnih medija, ali da ih ipak rabe u manjoj mjeri, ovisno o tome posjeduju li privatno neke uređaje koje mogu iskoristiti u radu s djecom. Iako digitalni mediji nisu u velikoj mjeri primijenjeni u praksi odgojitelja, ispitani odgojitelji imaju pozitivne stavove o uporabi digitalnih medija te pokazuju osviještenost o njihovim prednostima i nedostatcima.Digital media form an integral part of the day in people's lives. With all the advantages and disadvantages they provide, this paper focuses on their availability and use in activities with preschool children. The aim of this paper is to determine the availability of digital media in preschool institutions of the City of Osijek and wheter preschool teachers use digital media in activities with preschool children. The research was conducted using an online questionnaire with 40 preschool teachers employed in kindergartens in the City of Osijek. The premise of this research was that kindergartens have all neccessary working conditions to perform activities using digital media, and that preschool teachers positively value the use of digital media and show an awarness of its advantages and disadvantages. The results of the research have demonstrated that at the institution level, preschool teachers do not have the contidions to implement activities using digital media, but that they still use them to a lesser extent, depending on whether they privately own some devices that they can use in activities with children. Although digital media have not been implemented to a large extent in the practice of preschool teachers, the examined preschool teachers positively value the use of digital media and show awareness of its advantages and disadvantages