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Educators opinions on media literacy in early and preschool education
No full textCilj je ovog rada istražiti mišljenja odgojitelja o važnosti medijske pismenosti u ranom i predškolskom odgoju i obrazovanju, ali i utvrditi znanja, vještine, upotrebu te primjenu medija i medijskih sadržaja u odgojno obrazovnim skupinama. Odgojitelji su itekako svjesni važnosti medijske pismenosti za djecu koja odrastaju u modernom i suvremenom društvu. Također su svjesni činjenice da način na koji će mediji utjecati na dijete i njegove stavove ovisi o njegovoj dobi, što odgojitelju daje priliku kako raznim aktivnostima utjecati i oblikovati dječje navike, razjasniti funkciju medija i oblikovati kritičko mišljenje prema informacijama koje im mediji pružaju. Ovim radom želi se istražiti koliko odgojitelji imaju znanja o medijskoj pismenosti, koliko je zastupljena u njihovu radu, koji su im mediji dostupni na radnim mjestima te propituju li i sami sadržaj koji im se prikazuje na medijima koje rabe. Među odgojiteljima provedeno je istraživanje elektroničkim putem u obliku anketnog upitnika. Sudjelovanje je bilo dobrovoljno i anonimno. Rezultati upitnika upućuju na to da odgojitelji imaju potrebu za kontinuiranim stručnim usavršavanjem o medijima i medijskoj pismenosti. Osim razgovora o negativnim utjecajima medija, ne provode u velikoj mjeri aktivnosti koje se odnose na medijsku pismenost. Uglavnom samostalno propituju sadržaj koji im se prikazuje, a u vrtićima imaju dostupne neke od medija. Ovo istraživanje samo je početak i prijedlog za daljnja istraživanja na jednom zapostavljenom području medija i medijske pismenosti u ranom i predškolskom odgoju i obrazovanju.The aim of this paper is to investigate the opinions of educators about the importance of media literacy in early and preschool education. Determine knowledge, skills, use, application of media and media content in educational groups. Educators are well aware of the importance of media literacy for children growing up in a modern and contemporary society. They are also aware of the fact that the way the media will influence the child and his attitudes depends on his age, which gives the educator the opportunity to influence and shape children's habits with various activities, to clarify the function of the media and to form a critical opinion according to the information the media provides. With this work, we wanted to investigate how much knowledge educators have about media literacy, how much they use it in their work, what media are available to them at their workplaces, and whether they themselves question the content shown to them on the media they use. A survey was conducted among educators using a questionnaire. The questionnaire was sent electronically, and participation in the research was voluntary and anonymous. The results of the questionnaire indicate that educators have a need for continuous professional training on media and media literacy. Apart from talking about the negative influences of the media, they do not carry out activities related to media literacy to a large extent. They mostly independently question the content that is shown to them, and in kindergartens they generally have access to some of the media. This research is just the beginning and a proposal for further research in a neglected area of media and media literacy in early and preschool education
The potential of animated film in activities with preschool children
No full textAnimirani film u današnje se vrijeme definira na mnogo načina, a jedno ga tumačenje određuje kao filmsku vrstu u kojoj se percepcija prizornog kretanja uvjetuje animacijom. Animirani film nastaje tehnikom snimanja ,,sličica po sličica“, koje zatim bivaju oživljene tehnikom filmske projekcije. Djeca animirane filmove susreću u najranijoj dobi i to je faza djetinjstva u kojoj se vrlo brzo ,,zaljubljuju“ u svijet animiranog, no ne vesele im se samo najmlađi i to je nešto što nas ne bi trebalo iznenaditi s obzirom na to da se u posljednje vrijeme susrećemo s puno animiranih filmova koji prikazuju svijet odraslih i sve probleme s kojima se odrasli ljudi suočavaju. Iako animirani film djeci i odraslima pruža sreću, odmor i zabavu, u današnje se vrijeme sve više rabi i u obrazovne svrhe i za širenje svijesti o određenim temama u svijetu. Podučavanje danas nije nimalo lako te se stalno osmišljavaju nove strategije, tehnologije, ideje i načini kako sam proces usvajanja novog učiniti zanimljivijim, ali i razumljivijim djeci. U radu s djecom postoji mnogo tema koje djeca ne mogu razumjeti kao teoriju, nego im je potreban primjer neke situacije ili iskustvo iz vlastita života. Upravo u tim trenutcima nastupa animacija kao privlačna strategija za djecu, gdje se animiranim filmovima prikazuju primjeri na zabavan i lako pamtljiv način. Korištenje animiranog filma u predškoli ili školi ne zahtijeva puno, ali pritom bi odgojitelj ili učitelj trebao biti prijatelj i učeniku i filmu. To znači da bi učitelj ili, u našem slučaju, odgojitelj trebao imati filmsku naobrazbu koja nadilazi okvire općeg obrazovanja kako bi u skladu s potrebama svojega zvanja mogao uspješno realizirati aktivnost i filmski program.Animated film is defined in many ways nowadays and one interpretation defines animated film as a film type in which the perception of visual movement is conditioned by animation. Animated film is created using the technique of shooting “frame by frame”, which are then revived by the technique of film projection. Children encounter animated films at the earliest age and this is the phase of childhood in which they very quickly “fall in love” with the world of animated but not only the youngest are happy and it is something that should not surprise us considering that lately we come across a lot of animated films depicting the world of adults and all the problems that adults face. Although animated film provides children and adults with happiness, relaxing and entertainment, nowadays it is increasingly used for the purposes of education and awareness-raising on certain topics in the world. Teaching today is not easy at all, and new strategies, technologies, ideas and ways are constantly being devised to make the process of adopting something new more interesting, but also more understandable for children. We encounter many topics that children cannot understand as a theory but need an example of a situation or experience from their own lives. It is in these moments that animation emerges as an attractive strategy for children, where examples are shown in an entertaining and easy-to-remember way through animated films. Using an animated film in preschool or school doesn’t require much, but what it does require is that the educator or teacher must be a friend to both the student and the film. This would mean that a teacher or, in our case, an educator should have a film education that goes beyond general education in order to be able to successfully realize the activity and film program in accordance with the needs of his profession
Children's oral health
No full textU ovome radu prikazat će se razvoj zuba od razvoja osnove zuba u ploda preko mliječnih zuba do trajnih zuba. Također će se prikazati rizični činitelji za razvoj poremećaja oralnog zdravlja djece koji uključuju prehranu u dojenačkom razdoblju, loše prehrambene navike i utjecaj neliječenja i neprovođenja mjera za očuvanje oralnog zdravlja djeteta. Uz to, navest će se najčešći poremećaji oralnog zagriza u djece, kao i njihovi uzroci, posljedice i prevencija. Čest problem u djetinjstvu su i traumatske ozljede u djece, koje će se u radu posebno prikazati zbog njihova utjecaja na oralno zdravlje djece. Mnoge navike koje djeca stvaraju već od najranije dobi imaju negativne posljedice za oralno zdravlje. U radu će se te navike opisati i prikazati njihov utjecaj na oralno zdravlje. Uz navike, opisat će se i mogući neurorazvojni poremećaji koji imaju neke simptome vezane uz oralno zdravlje. S obzirom na to da je oralno zdravlje u ranom djetinjstvu povezano s oralnim zdravljem u odrasloj dobi, vrlo je važno brinuti se o njemu te provoditi mjere liječenja i prevencije o kojima će također biti riječi u radu. Roditelji i odgojitelji u vrtiću imaju važnu ulogu u brizi za očuvanje djetetova oralna zdravlja, što će se podrobno prikazati u radu.
Cilj ovoga rada jest prikazati važnost skrbi o oralnom zdravlju djeteta te utjecaj skrbi na oralno zdravlje u odrasloj dobi.In this final paper, the development of the teeth from the development of the base of the teeth in the fetus through deciduous teeth to permanent teeth will be presented. Risk factors for the development of oral health disorders in children will be mentioned including nutrition during infancy, unacceptable eating habits, and the impact of non-treatment and non-implementation of measures to preserve the child's oral health. In addition, the most common malocclusion of teeth in children will be described, as well as their causes, consequences and prevention. Traumatic injuries of teeth in children are also a common problem in childhood, which will be discussed in the paper because of their impact on children's oral health. Many habits that children develop from an early age have negative consequences for oral health. The paper will describe these habits and explain their impact on oral health. In addition to habits, possible neurodevelopmental disorders that have some symptoms related to oral health will be presented. Given that oral health in early childhood is related to oral health in adulthood, it is very important to take care of oral health in children and implement treatment and prevention measures, which will also be discussed in the paper. Parents and kindergarten teachers have an important role in caring for the child's oral health, which will be reviewed in the paper.
The aim of this paper is to show the importance of taking care of a child's oral health and it might impact oral health in adulthood
The importance of healthy nutrition and physical activity of preschool children
No full textPredmet ovog rada je važnost i uloga tjelesne aktivnosti i zdrave prehrane kod djece predškolske dobi. Ova se tema ističe kao sastavni faktor u predškolskom odgoju djece zbog iznimnog utjecaja na budući psihofizički razvoj djece. Cilj rada bio je na strukturiran način analizirati ulogu prehrane i redovite tjelesne aktivnosti kod djece predškolske dobi te je istaknuta uloga odgojitelja, roditelja i drugih stručnjaka. Na temelju relevantnih istraživanja i znanstvenih radova stvara se zaključak da pravilna prehrana i bavljenje primjerenom tjelesnom aktivnošću u predškolsko doba mogu djelovati preventivno na pojavu kroničnih bolesti i problema u rastu i razvoju djece, a istovremeno su potrebni za pravilan psihofizički rast i razvoj. Autorica rada je analizirala i sumirala dosadašnja istraživanja i zaključke koji u prvi plan stavljaju pretilost i druge bolesti kao realnu i sveprisutnu opasnost koja prijeti djeci u ovo doba koje je po mnogočemu ključno za njihov razvoj. U radu su tako prikazane osnovne informacije o nužnom unosu i vrsti hranjivih tvari i energije kod djece u dobi do šest godina te je prikazana problematika nezdrave hrane i neaktivnosti. Drugi dio rada analizira ulogu tjelesne aktivnosti kao drugog važnog čimbenika kod razvoja djece. Autorica je opisala ulogu tjelovježbe i bavljenja sportom kod djece predškolske dobi te na koji način motoričke vježbe doprinose psihofizičkom i socijalnom razvoju djece. Naglašen je i problem nejednakih mogućnosti koje djeca imaju po pitanju pristupa bavljenju sportom i tjelesnom aktivnošću, a istaknuti su i primjeri dobre prakse u promociji tjelesne aktivnosti na nacionalnoj razini.The subject of this final work is the importance and role of physical activity and healthy nutrition in preschool children. This topic stands out as an important factor in the upbringing and education of children due to its exceptional influence on the future psychophysical development of children. The aim of the work was to analyze the role of nutrition and regular physical activity in preschool children. Highlighted is the role of educators, parents and other experts. On the basis of relevant research and scientific papers, it is concluded that proper nutrition and engaging in appropriate physical activity in preschool age can have a preventive effect on the occurrence of chronic diseases and problems in the growth and development of children, and at the same time are necessary for proper psychophysical growth and development. The author of the paper analyzed and summarized previous research and conclusions that put obesity and other diseases in the foreground as a real and ubiquitous danger that threatens children at this age, which is in many ways crucial for their development. The paper presents basic information on the necessary intake and type of nutrients and energy for children up to the age of six, and presents the issue of unhealthy food and inactivity. The last part of the paper analyzes the role of physical activity as another important factor in children's development. The author described the role of exercise and playing sports in preschool children and how motor exercises contribute to the psychophysical and social development of children. The problem of unequal opportunities that children have in terms of access to sports and physical activity was highlighted, and examples of good practice at the national level were highlighted
Folk dances in preschool
No full textCilj ovoga rada je osvijestiti narod kako je folklor i danas temelj svake novonastale kulture, ali posebno koliki utjecaj može imati u svakodnevnom razvoju djeteta. Bezbrižnom razvoju kroz igru, pjesmu i ples.
Folklor, kao pojam, osim narodnih plesova obuhvaća tradiciju, običaje, kulturu te zastarjeli način života. Razvojem čovječanstva razvijale su se razne kulture, razne vrste narodnih plesova i običaja. Narodni ples je najstarija vrsta plesa, ono je karakteristika razvoja svih naroda. Kroz narodne plesove danas su prikazani prijašnji načini života na selu. Danas se isti smatraju kulturnom baštinom koja je na pragu izumiranja. Dječji folklor ili narodni plesovi koriste se i danas u prilagođenom, moglo bi se reći i moderniziranom, obliku.
U odraslom svijetu narodni plesovi se ne upotrebljavaju osim u slučaju profesionalnog bavljenja istim. Stoga se narodni običaji, narodni plesovi i pjesme upoznavaju te održavaju na životu kroz međunarodne smotre folklora, na kojima brojna kulturno-umjetnička društva i druge organizacije predstavljaju povijest svoga naroda. Narodni plesovi, narodne nošnje, pjesme, običaji razlikuju se u svakom narodu. Svaki je karakterističan sam po sebi te, iako su ponekad razlike vrlo male, nam ono predstavlja veliko bogatstvo.
U najmlađem životnom razdoblju, vrtiću, koriste se narodne igre iako ljudi nekada nisu ni svjesni da su iste dio folklora, kulturne baštine. Svakodnevno se u vrtiću koriste brojalice te igre s pjevanjem koje pridonose razvoju djeteta s više aspekata, glazbenog, kineziološkog te onog najbitnijeg, odgojnog aspekta razvoja djeteta u samostalnu osobu. Djeca recitiranjem brojalica i pjevanjem pjesmica razvijaju pojam o vremenskim mjerama, kao što su metar i ritam, melodija itd. S kineziološke strane dijete, kroz igre s pjevanjem, uči razne pokrete, od osnovnih do složenijih.The aim of this work is to make the people aware that folklore is still the basis of every new culture, but especially how much influence it can have in the daily development of a child. Carefree development through play, song and dance.
Folklore, as a term, includes, in addition to folk dances, traditions, customs, culture and an outdated way of life. With the development of humanity, various cultures, various types of folk dances and customs developed. Folk dance is the oldest type of dance, it is a characteristic of the development of all nations. Through folk dances today, former ways of life in the countryside are shown. Today, they are considered a cultural heritage that is on the verge of extinction. Children's folklore or folk dances are still used today in an adapted, one could even say modernized, form.
In the adult world, folk dances are not used except in the case of professional practice. Therefore, folk customs, folk dances and songs are introduced and kept alive through international folklore fairs, where numerous cultural and artistic societies and other organizations present the history of their people. Folk dances, folk costumes, songs, customs differ in every nation. Each is characteristic in itself and, although sometimes the differences are very small, they represent a great wealth to us.
Folk games are used in the youngest period of life, kindergarten, even though people are sometimes not even aware that they are part of folklore, cultural heritage. Counting machines and singing games are used every day in the kindergarten, which contribute to the development of the child in several aspects, musical, kinesiology and the most important, educational aspect of the child's development into an independent person. By reciting counters and singing songs, children develop the concept of time measures, such as meter and rhythm, melody, etc. From the kinesiology side, the child learns various movements, from basic to more complex, through singing games
Curricular Characteristics Of Creativity In Teaching Croatian Language And Reading In 2nd Grade Of Primary School
No full textŠkolska lektira sastavni je dio nastave književnosti u nastavnom predmetu Hrvatski jezik. Zadaća školske lektire jest razvijati učenikovu kulturu čitanja, književni ukus i čitalačke sposobnosti te ga upoznati s nacionalnom i svjetskom književnosti. Danas učenici sve češće razvijaju negativan odnos prema školskoj lektiri. Razlog tome leži u njenom ocjenjivanju i zastarjelim, nezanimljivim i nemotivirajućim pristupima samoj nastavi. Učitelji često nemaju vremena, prostora, materijala, ali i motivacije za osmišljavanje drugačije i kreativnije nastave. Cilj ovog rada je istražiti u kojoj mjeri aktualni kurikulum potiče kreativnost i kreativno izražavanje učenika i učitelja na satovima lektire i imaju li uopće učitelji prostora za ostvarivanje propisanih ishoda na kreativniji i zanimljiviji način. Također, u radu su prikazane aktivnosti za poticanje kreativnosti na nastavi lektire, a prilagođene su željama, interesima i mogućnostima učenika. U radu su navedene i dvije pripreme za izvođenje nastavnog sata lektire u kojem učenici nisu samo pasivni promatrači, već aktivno sudjeluju u nastavi i razvijaju svoje potencijale. Došlo se do zaključka da suvremeni kurikulum potiče kreativnost i daje kvalitetne preporuke za ostvarivanje odgojno-obrazovnih ishoda u skladu sa željama i mogućnostima učenika uz njihovo aktivno sudjelovanje u nastavnom procesu.School reading is an integral part of teaching literature in teaching subject "Croatian language". The task of the school reading is to develop the students reading culture, literary taste and reading skills, and to meet the reader with national and world literature. Today students are developing a negative attitude towards school reading more often. The reason for that lies in her assessment and outdated, uninteresting and unmotivating approaches to teaching itself. Teachers often don't have the time, space and most important the motivation for designing different and more creative teaching. The aim of this paper is to investigate the extent to which the current curriculum encourages creativity and creative expressions of students and teachers in reading classes and whether teachers have the space to achieve the prescribed outcomes in a more creative way. Also, the paper presents activities to encourage creativity in school reading, and they're adapted to students wishes, intrests and abilities. The paper also lists two ways of preparations for conducting a lesson of school reading in which students aren't only passive observers, but actively participate in teaching lesson and develop their potential. It was concluded that the modern curriculum encourages creativity and provides quality recommendations for achieving educational outcomes in accordance with the wishes and abilities of students with their active participation in the teaching process
Education for beauty - myth or possibility
No full textLjepota kao pojam može se tumačiti na više različitih načina. Prije svega, možemo govoriti o fizičkom izgledu osobe, njenim vanjskim karakteristikama, ali i o njezinu karakteru te manama i vrlinama koje osoba sadrži. U radu se prije svega ciljano želim osvrnuti na utjecaj same estetike na život djece i odraslih te na sagledavanje ljepote iz dječjih očiju. Nadalje, važno je spomenuti i razmišljanja jednog od najpoznatijih filozofa – Kanta te se osvrnuti na njegovo gledište estetike. Rad će jednako tako sadržavati značaj i mogućnost estetskog odgoja, umjetnički odgoj i koncept odgoja u Reggio pedagogiji, dotaknut ću se i poznatog filozofa Arthura C. Dantoa te kako on tumači ljepotu. Nadovezat ćemo se i na ulogu medija u odgoju djece te na prikazivanje pojma ljepote u medijskom, ponajviše reklamnom svijetu. Zaključno, nastojat ću odgovoriti na pitanje radi li se zaista o mitu ili je moguće podučiti osobu u njenoj najranijoj dobi, usaditi joj određena uvjerenja i poglede na svijet ljepote, njeno shvaćanje i svakodnevnu primjenu u životu. Dotaknut ću se i teme k filozofiji odgoja koja je uvodno primjer toga kako se o ljepoti odnosno estetici ne može govoriti bez da se dotakne teme filozofije. To ćemo jednako tako primjetiti i na temelju raznih filozofa koji su spomenuti u radu koji su dio odgoja djece te njihovog pogleda na temu ljepote.Beauty as a concept can be interpreted in many different ways. First of all, we can talk about a person's physical appearance, their external characteristics, but also about their character and the flaws and virtues that a person contains. In this paper, I first of all want to focus on the influence of aesthetics itself on the lives of children and adults and on seeing beauty through children's eyes. Furthermore, it is important to mention the thoughts of one of the most famous philosophers - Kant, and look back on his view of aesthetics. The paper will also contain the importance and possibility of aesthetic education, artistic education and the concept of education in Reggio pedagogy, I will also touch on the famous philosopher Arthur C. Danto and how he interprets beauty. We will follow up on the role of the media in raising children and on the presentation of the concept of beauty in the media, especially in the advertising world. In conclusion, I will try to answer the question of whether it is really a myth or whether it is possible to teach a person at an early age, to instill in him certain beliefs and views on the world of beauty, its understanding and everyday application in life. I will also touch on the topic of the philosophy of education, which is an introductory example of how one cannot talk about beauty or aesthetics without touching on the topic of philosophy. We will also notice this on the basis of the various philosophers mentioned in the paper who are part of the upbringing of children and their view on the topic of beauty
Comparison Of Painting Techniques - Collage And Tempera In The Artistic Expression Of Preschool Children
No full textTema ovog rada je usporedba slikarskih tehnika kolaža i tempere u likovnom izričaju djece predškolske dobi. U dječjem vrtiću, ali i kod kuće, djeca svakodnevno sudjeluju u različitim likovnim aktivnostima. S nekim se tehnikama susreću češće pa se u radu s njima i bolje snalaze dok se s nekima rjeđe susreću pa im njihovo korištenje predstavlja izazov. U prvom dijelu rada govori se o likovnim tehnikama s posebnim naglaskom na dvije slikarske tehnike – kolaž i temperu, o razvojnim fazama likovnog stvaralaštva kroz koje djeca prolaze te o prikazima životinja u dječjem likovnom stvaralaštvu, odnosno o motivima kameleona i papige.
U drugom dijelu rada prikazane su četiri aktivnosti provedene u jednom dječjem vrtiću u Varaždinskoj županiji. Po dvije aktivnosti održane su u dvije vrtićke skupine, skupini djece u dobi od 5 do 6 godina i u skupini djece u dobi od 6 do 7 godina. Na početku je opisana motivacija prije aktivnosti, zatim sam tijek aktivnosti te su na kraju prikazani i analizirani dječji radovi.
Cilj provedenih likovnih aktivnosti bio je usporediti kako se djeca snalaze u likovnim tehnikama kolaža i tempere, kojom se tehnikom radije služe, u kojoj tehnici više uživaju stvarati i posvećuju joj veću pažnju, u radu s kojom tehnikom na sliku dodaju više detalja, koriste veći raspon boja, u kojoj tehnici ostavljaju manje praznog polja na papiru itd.The topic of this paper is the comparison of collage and tempera painting techniques in the artistic expression of preschool children. In kindergarten, but also at home, children participate in various art activities every day. Some techniques are encountered more often, so they are better able to work with them, while some are less common, so their use is a challenge. The first part of the paper discusses art techniques with special emphasis on two painting techniques - collage and tempera, the developmental stages of art that children go through and the depiction of animals in children's art, and the motifs of chameleons and parrots.
The second part of the paper presents four activities carried out in one kindergarten in Varaždin county. Two activities were held in two kindergarten groups, groups of children aged 5 to 6 years and in the group of children aged 6 to 7 years. At the beginning, the motivation before the activity is described, then the course of the activity itself, and finally the children's works are presented and analyzed.
The aim of the art activities was to compare how children cope with collage and tempera art techniques, which technique they prefer to use, which techniques they enjoy creating and pay more attention to, which technique they use to add more detail to the picture, use a wider range color, in which techniques leave less blank space on paper, etc
Curricular And Didactic Characteristics Of Montessori Pedagogy
No full textMaria Montessori najpopularnije je ime u povijesti predškolskog odgoja i jedna je od najvažnijih osoba modernog odgoja. Bila je liječnica, učiteljica i filozofkinja, a najpoznatija je po svojoj Montessori metodi podučavanja djece od rođenja do adolescencije. Njezina se metoda i danas koristi u školama diljem svijeta, a nastala je promatranjem djece u igri. Radi u tišini, govori tiho ili šapatom. Temelj njezine metode i učenja su senzorna pomagala. Djeca svoje znanje grade na greškama i eksperimentima. Materijali koji djeca koriste izrađeni su tako da djetetu ne treba prisustvo učitelja radi kontrole. Djetetu treba dozvoliti da radi samo i tako mu omogućiti da upoznaje svijet i izgrađuje samostalnost. Kako bi se Montessori pedagogija što bolje implementirala, Maria Montessori u svojoj metodi njeguje sedam načela, a to su: poštivanje djeteta, osposobljavanje osjetila i kretanja, polarizacija pažnje, slobodan izbor, pripremljena okolina, uloga odgojitelja, „pomozi mi da učinim sam“. Suvremeni kurikulumski pristup odgoju i obrazovanju ima sličnosti s pedagoškom koncepcijom Marije Montessori. Iako je nastanak Montessori pedagogije od moderne obrazovne teorije odvojeno cijelo stoljeće, još uvijek postoji bezbroj sličnosti između Montessori nastavnih načela i moderne obrazovne teorije. Brojne su sličnosti i u teorijskim polazištima obrazovanja. U ustanovi Montessori prostor je posebno uređen posebnim Montessori priborom koje je izradila sama Maria Montessori. Odgojitelji i učitelji moraju steći Montessori obrazovanje kako bi dobili vještine i kompetencije potrebne za rad u Montessori ustanovama.Maria Montessori is the most popular name in the history of preschool education and is one of the most important figures in modern education. She was a doctor, teacher and philosopher.She is best known for her Montessori Method of teaching children from birth to adolescence. Her method is still used today in school around the world and was created by observing children while there were playing. They work in silence, speak softly or in whispers. The basis of her method and learning are sensory working tools. Children evaluate their knowledge through mistakes and experiments. The materials used by the children are made so that the child does not need to be attended by a teacher for control. The child should be allowed to work alone and on that way enable him to get to know the world and build independence. In order to better implement Montessori pedagogy, Maria Montessori has seven principles in her method: respect for the child, training the senses and movement, polarization of attention, free choice, prepared environment, the role of educator, “help me do it myself”.The modern curriculum approach to upbringing and education has similarities with the pedagogical conception of Maria Montessori. Although the origins of Montessori pedagogy have been separated from modern educational theory for the century, there are still countless similarities between Montessori teaching principles and modern educational theory. There are many similarities in the theoretical starting points of education. In the Montessori facility, the space is specially decorated with special Montessori accessories made by Maria Montessori herself.Educators and teachers must acquire Montessori education in order to get necessary skills and competences needed to work in Montessori institutions
Values in Family Upbringing
No full textVrijednosti su temelj života u obitelji i dijete od najranije dobi promatra svoje roditelje i na taj način usvaja vrijednosti. Stoga je iznimno važno da dijete ima pozitivan primjer koji će ga usmjeriti. Vrijednosti današnjeg društva se mijenjaju, kao i shvaćanje samih vrijednosti. Roditelji se neće podjednako slagati oko temeljnih vrijednosti i načina njihove realizacije u odgoju, ali bi se trebali međusobno nadahnjivati i zajedno razvijati način djelovanja, dok će im motivi zbog kojih djeluju otkriti slaže li se nešto s općom slikom vrijednosti. Cilj istraživanja ovog diplomskog rada bio je ispitati i utvrditi vrijednosne orijentacije i vrijednosne prioritete majki i očeva na području Republike Hrvatske kako bi se ukazalo na (ne)postojanje razlika u vrijednosnim orijentacijama majki i očeva prema 10 motivacijskih tipova vrijednosti koji proizlaze iz Schwartzove teorije univerzalnog sadržaja i strukture vrijednosti. Rezultati pokazuju da su vrijednosni prioriteti i majki i očeva dobrohotnost, nezavisnost i sigurnost, dok su im dvije najniže rangirane vrijednosti moć i hedonizam. Rezultati t-testova pokazuju da majke motivacijskom tipu vrijednosti dobrohotnost pridaju veću važnost nego očevi, dok očevi pridaju veći značaj motivacijskim tipovima vrijednosti postignuće, poticaj, hedonizam i moć, premda su moć i hedonizam najniže rangirane vrijednosti i majkama i očevima.Values are the basis of a life in a family, and a child observes his parents from an early age and thus adopts values. Therefore, it is extremely important that the child has a positive example that will guide him. The values of today's society are changing, as well as the understanding of the values themselves. Parents will not agree equally on the fundamental values and the way of realizing them in the upbringing, but they should inspire each other and develop a way of acting together, while the motives for which they act will reveal to them whether something agrees with the general picture of values. The aim of the research of this diploma thesis was to examine and determine the value orientations and value priorities of mothers and fathers in the Republic of Croatia, in order to point out the (non) existence of differences in the value orientations of mothers and fathers according to the ten motivational types of values that derive from the Schwartz's theory of universal content and structure of values. The results show that the value priorities of both mothers and fathers are benevolence, self-direction and security, while their two lowest ranked values are power and hedonism. The results of t-tests show that mothers attach more importance to the motivational value type benevolence than fathers, while fathers attach more importance to the motivational value types achievement, stimulation, hedonism and power, although power and hedonism are the lowest ranked values for both mothers and fathers