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Kinesiology activities and childrens free time
No full textDjeca predškolske dobi imaju urođenu potrebu za kretanjem, ali zbog nedovoljnog poticaja odraslih osoba na tjelesnu aktivnost, ona se sve manje kreću. Djeca rane i predškolske dobi iznimno se brzo razvijaju pa je potrebno osmisliti, izraditi i provesti u djelo kvalitetan plan i program koji bi zadovoljio njihove mogućnosti, interese i potrebe. Navedeni plan i program trebao bi sadržati sat tjelesne i zdravstvene kulture, jutarnje vježbanje te šetnje. Od krucijalne je važnosti razmisliti o izboru sadržaja kad je u pitanju kineziološka aktivnost i osmišljavanje slobodnog vremena djece. Kretanja i tjelesne aktivnosti iznimno su bitne kod djece predškolske dobi jer su ključne za pravilan rast i razvoj djece. Djeca predškolske dobi imaju veliku pokretljivost, ali su ti pokreti dosta nesigurni i neprecizni jer djeca imaju malu mišićnu masu i središnji živčani sustav još uvijek nije dovoljno razvijen. Odgojitelji i odgojiteljice trebaju dobro poznavati psihofizičke mogućnosti svakog djeteta kako bi rad s njima imao optimalnu uspješnost (Ivanković, 1973). Kretanje ima pozitivan utjecaj na rast i razvoj svakog djeteta. Velik broj djece provodi mnogo vremena u ustanovama ranog i predškolskog odgoja i obrazovanja, stoga je bitno da odgojitelji osmisle kvalitetne kineziološke aktivnosti. Odgojitelji i odgojiteljice trebaju poticati djecu na bilo kakav oblik kretanja kako bi ona stekla zdrave navike. Djeca predškolske dobi vole, žele i u konačnici trebaju igru i svojevrsne oblike tjelesne aktivnosti, a odgajateljeva zadaća je, između ostalog, da omogući igranje i kretanje na adekvatan i koristan način. Pošto je igra prirodna potreba djeteta, ona je najprimjereniji način provođenja tjelesnih aktivnosti s djecom predškolske dobi. Upravo kroz igru djeca otkrivaju svijet oko sebe, uče nove stvari, stvaraju prijateljstva i socijalne odnose s vršnjacima te ih ona ispunjava i fizički i duševno. Diplomski rad nastojat će prikazati razne kineziološke aktivnosti kojima bi se djeca predškolske dobi trebala baviti kako bi im se osigurao pravilan rast i razvoj.Preschool children have an inborn urge to move, but because of inadequate motivation from elders to do some physical activity, they move less and less. Preschool children devolop quickly, so it's necessary to think of, compose and to implement a plan of good quality and a programe to match their abilities, intrests and needs. Said plan and programe should compose a class of physical education, morning workouts and walks. It is of crucial importance to think of good content when it comes to kinesiological activity and planning of these activities for children. Moving and physical activity are extremely important in preschool children lives, because they are responsible for a normal physical development. Preschool children have incredible mobility, but those movements are often imprecise and uncertain, because kids have small muscle mass and their central nervous system is not yet completely developed. Educators should be well aware of psychophysical abilities, so that they could have an optimal success in working with children. Movement has a positive influence of every child's development. Great number of children spend a lot of time in institutions for preschool education, so it's important that educators come up with physical activities of good quality. Educators should encourage children to any type of movement so they acquire healthy habits. Preschool schildren love, want and need games and some sorts of physical activities, and it's educator's task, beside everything else, to enable playing and moving in adequate and useful way. Game is a natural child's need, so it's the most appropriate way of carrying out a physical activity for preschool children. Right through the game kids discover the world around them, they learn new things, make new friendships, they socially interact with their peers and the game fulfills both their physical and psychological needs. This graduation thesis strive to show a variety of kinesiological activities that preschool children should perform so they get a proper development and growth
Early Childhood Mental Health
No full textRano djetinjstvo je vrijeme intenzivnih i brzih promjena. Razvoj arhitekture mozga u ranom periodu djetetovog života najpodložniji je utjecaju odnosa i iskustava. Rana iskustva ugrađena su u naša tijela s trajnim učincima na učenje, ponašanje te fizičko i mentalno zdravlje. Rana dob je tako kritično razdoblje i za emocionalni razvoj i razvoj temeljnih socijalnih kompetencija na kojima dijete tijekom života izgrađuje odnose i vlastito emocionalno blagostanje. Usprkos ovoj znanstveno dokazanoj činjenici, emocionalni razvoj djeteta ne dobiva odgovarajuće priznanje i brigu društva na razini odgojno-obrazovnog sustava i obrazovne politike. Rezultat zanemarivanja važnosti perioda ranog emocionalnog razvoja su djeca rane dobi s psihičkim problemima koji rastu kako raste i dijete, a prilike za ranu prevenciju i intervenciju su propuštene. Značajni nedostaci u kvaliteti okruženja u tom periodu, obiteljskog i institucionalnog, mogu potkopati djetetov razvoj, ugrožavaju njihovu osobnu ekonomsku i društvenu mobilnost u budućnosti, a posljedično se time narušava održivost i, ne manje važna, produktivnost cijelog društva. Cilj ovog rada je prikazati neke od najbolje potvrđenih teorija, kao i rezultate nekih novijih istraživanja u području mentalnog zdravlja djece rane dobi.Early childhood is a time of intense and rapid changes. The development of brain architecture in the early period of a child's life is most susceptible to the influence of relationships and experiences. Early experiences are embedded in our bodies, with lasting effects on learning, behavior, physical and mental health. Early age is, therefor, a critical period for emotional development and the development of basic social competences upon which the child builds relationships and his own emotional well-being throughout his entire life. Despite this scientifically proven fact, the emotional development of a child does not receive adequate recognition and care from society at the level of the educational system and education policy. The result of neglecting the importance of the period of early emotional development is children at an early age with psychological problems that grow as the child grows, and opportunities for early prevention and intervention are missed. Significant shortcomings in the quality of the environment during that period, both family and institutional, can undermine the child's development, threaten their personal economic and social mobility in the future, and consequently undermine the sustainability and, no less important, the productivity of the entire society. The aim of this paper is to present some of the best confirmed theories, as well as the results of some recent research in the field of mental health of children at an early age
Education in accordance with nature-forest kindergarten
No full textSuvremeni način života doveo je do smanjenja fizičkog kontakta djece i odraslih s prirodom i okolišem. Otuđenje i materijalizam modernog društva utjecao je na senzibiliziranje potrebe za povratak djece u kontekst otvorenog prostora i reflektiranje nematerijalnih vrijednosti, podizanje ekološke svijesti i suživot s prirodom. Skandinavski pristup korištenja prirode u svakodnevnom životu potaknuo je danske pedagoge na pokretanje sustava vrtića koji uključuju prirodna okruženja i pružaju mogućnost za odgoj i obrazovanje djece na otvorenom. Holistički pristup djetinjstvu zastupljen u šumskom vrtiću, usmjeren je na dijete i njegove potrebe. Sagledavanjem istraživanja koja su provedena u Danskoj, Njemačkoj i Finskoj dokazuju se višestruki pozitivni učinci odgoja i obrazovanja u prirodi na rast i razvoj djece. Iskustveno učenje i metode istraživanja u kontekstu otvorenog prostora unapređuju dječju kreativnost, autonomiju, socio-emocionalni razvoj, učenje, motoriku i zdravlje.
U radu se prikazuju elementi kurikuluma skandinavskih zemalja i njihova praksa šumskih vrtića. Usporedba kurikuluma Danske, Švedske, Norveške i Finske sa hrvatskim kurikulumom ukazuje na razlike u pristupima odgoju i obrazovanju djece predškolske dobi. Hrvatski koncept temelji se na usvajanju kompetencija djece, a skandinavski model je orijentiran na demokratski pristup odgoju djece putem igre uz naglasak važnosti prirodnog okruženja, ekologiju i održivost.
Intencija rada bila je istražiti koje su dobrobiti odgoja u skladu s prirodom za rast i razvoj djece. Intervjuom s osnivačicom prvog vrtića koji djeluje u kontekstu prirode Šumska djeca prikupljene su informacije o ustanovi i specifičnostima odgoja i obrazovanja na otvorenom prostoru. U istraživačkom dijelu se prikazuje analiza rezultata prikupljenih online anketom kojom su ispitani roditelji djece uključene u vrtić Šumska djeca, Pula. Istraživanje se temelji na utvrđivanju dobrobiti koje su uočili roditelji djece, polaznika šumskog vrtića. Također se analizira zadovoljstvo roditelja ovakvim pristupom odgoju i obrazovanju.
Obzirom da se koncepcija odgoja u prirodi prepoznaje kao kvalitetan oblik dječjeg odrastanja ovaj rad ima za cilj potaknuti promišljanja o potrebi osnivanja šumskih vrtića kao alternativnog oblika odgoja i obrazovanja u Republici Hrvatskoj.The modern way of life has led to a decrease in the physical contact of children and adults with nature and the environment. The alienation and materialism of modern society influenced the sensitizing of the need for children to return to the context of open space and reflect on intangible values, raising environmental awareness and coexistence with nature. The Scandinavian approach of using nature in everyday life encouraged Danish educators to start a system of kindergartens that include natural environments and provide the opportunity for children to be raised and educated outdoors. The holistic approach to childhood represented in the forest kindergarten is focused on the child and his needs. Looking at the research conducted in Denmark, Germany and Finland, the multiple positive effects of education in nature on the growth and development of children are proven. Experiential learning and research methods in the context of open space improve children's creativity, autonomy, socio-emotional development, learning, motor skills and health.
The paper presents the curriculum elements of Scandinavian countries and their practice of forest kindergartens. A comparison of the curriculum of Denmark, Sweden, Norway and Finland with the Croatian curriculum indicates differences in approaches to the upbringing and education of preschool children. The Croatian concept is based on the adoption of children's competencies, while the Scandinavian model is oriented towards a democratic approach to raising children through play, emphasizing the importance of the natural environment, ecology and sustainability. The intention of the work was to investigate the benefits of upbringing in accordance with nature for the growth and development of children. Through an interview with the founder of the first kindergarten that operates in the context of nature, Forest Children, information was collected about the institution and the specifics of upbringing and education in open space. The research part presents an analysis of the results collected through an online survey that examined the parents of children enrolled in the Šumska djeca kindergarten, Pula. The research is based on the determination of the benefits observed by the parents of the children attending the forest kindergarten. The satisfaction of parents with this approach to education is also analyzed.
Given that the concept of education in nature is recognized as a quality form of children's upbringing, this paper aims to encourage reflection on the need to establish forest kindergartens as an alternative form of education in the Republic of Croatia
Dialogical reading for kindergarten and preschool age
No full textDjetetov govorni razvoj započinje još u najranijoj dobi njegova života. Kako bi se jezik razvijao u cijelosti, potrebno je poticati razvoj svih jezičnih djelatnosti. Jedna od važnih aktivnosti kroz koju razvijamo djetetov sluh, govor, predčitalačke i predpisalačke sposobnosti je dijaloško čitanje. Dijaloško čitanje je oblik čitanja djetetu u kojem kroz dijalog i komunikaciju budimo njegov cjelokupni razvoj, a posebice razvoj jezika. Cilj ovog rada je bio uvidjeti na koji način aktivnost dijaloškog čitanja utječe na bogaćenje dječjeg rječnika i usvajanje novih riječi kod djece vrtićke i predškolske dobi. Istraživanje je provedeno u tri dobne skupini u Dječjem vrtiću „Koko“. Rezultati istraživanja pokazali su kako je aktivnost dijaloškog čitanja vrlo poticajna i važna. Nakon provedbe istraživanja skoro su sva djeca usvojila nove riječi iz priča koje smo dijaloški čitali. Jedna od hipoteza u istraživanju se odnosila na uspješnost u usvajanju novih riječi s obzirom na dob i spol djece. Rezultati istraživanja su pokazali kako djevojčice i dječaci jednako uspješno usvajaju nove riječi dok su mlađa i starija djeca također podjednako uspješna.A child's speech development begins at the earliest age of his life. In order for the language to develop in its entirety, it is necessary to encourage the development of all linguistic activities. One of the important activities through which we develop the child's hearing, speech, pre-reading and pre-writing abilities is dialogic reading. Dialogic reading is a form of reading to a child in which, through dialogue and communication, we encourage his overall development, especially language development. The goal of this work was to see how the activity of dialogic reading influences the enrichment of children's vocabulary and the acquisition of new words by children of kindergarten and preschool age. The research was conducted in three age groups from the "Koko" kindergarten. The results of the research showed that the activity of dialogic reading is a very stimulating and important activity. After conducting the research, almost all children adopted new words from the stories that we read theologically. One of the hypotheses in the research was related to the success in acquiring new words with regard to the age and gender of the children. Namely, the results of the research showed that girls and boys are equally successful in acquiring new words, while younger and older children are also equally successful
Children's folklore games and dances of Posavina
No full textHrvatska je zemlja s vrlo bogatom kulturom i narodnim običajima. Jedan mali dio tih običaja čine i dječje folklorne igre i plesovi Posavine. Posavinom se naziva nizinsko područje uz srednji i donji tok rijeke Save i njezinih pritoka. Djeca u Posavini od malih su nogu pomagala u radu, čuvajući stoku na pašnjaku. Tijekom ispaše smišljala su različite igre kako bi se zabavila. Igre koje su nastale spontano prenosile su se s generacije na generaciju i tako postale tradicija Posavine. Tradicionalne igre i plesovi u odgoju djece predškolske dobi jako su važni zbog toga što djeca igrom i folklornim plesovima izvode pokrete i korake uz pjevanje te se upoznaju s tradicijom i nošnjama određenog kraja Hrvatske. Primjenom različitih folklornih igara i plesova u vrtiću kod djece se potiče kreativnost i ljubav prema kulturnoj baštini. Cilj ovoga rada je sačuvati zapise o folklornim igrama i plesovima djece u Posavini te prikazati njihovu važnost s aspekta tjelesne i zdravstvene kulture. U ovom radu predstavljen je veći broj dječjih plesova i folklornih igara iz okolice Martinske Vesi koji se mogu primijeniti u radu s djecom vrtićke dobi.Croatia is a country that has very rich culture and folk customs. Children folklore games and dances of Posavina also form a small part of these customs. Posavina is the lowland area along the middle and lower banks of the Sava River and its tributaries. Children in Posavina have been helping with the chores from an early age, looking after the cattle in the pasture. They invented games during grazing to have fun.. The games that arose spontaneously on the pastures of Posavina were passed down from generation to generation and thus became a tradition of Posavina. Traditional games and dances in the education of preschool children are very important because children perform movements and steps with singing through games and folklore dances and get to know the traditions and costumes of a particular part of Croatia. Children's creativity and love for cultural heritage is encouraged by the example of different folklore games and dances in the preschool. The aim of this work is to preserve records of children's folklore games and dances in Posavina and to show their importance from the aspect of physical and health culture. In this thesis greater number of children dances and folk games from Martinska Ves is presented, which can be applied in working with preschool children
Curriculum of physical and health education
No full textNacionalni kurikul za rani i predškolski odgoj i obrazovanje, dokument je, kojim se utvrđuju vrijednosti, načela, opći obrazovni ciljevi i sadržaji svih aktivnosti i programa, kao i pristupi i načini rada s djecom rane i predškolske dobi i obrazovanja, a donosi ga ministar nadležan za navedeno područje odgoja i obrazovanja. Kurikul nastavnog predmeta određuje svrhu i ciljeve učenja i poučavanja određenog nastavnog predmeta, njegovu strukturu u svim odgojno – obrazovnim područjima, odgojno – obrazovne ishode i sadržaje, kao i pripadajuću razradu i opise razina usvojenosti navedenih ishoda i sadržaja, a donosi se odlukom ministra nadležnog za obrazovanje. Cilj kurikula tjelesnog i zdravstvenog odgojno – obrazovnog područja jest zadovoljavanje biotičkih potreba djece za kretanjem i igrom, stvaranje navika svakodnevnog tjelesnog vježbanja kojima potičemo razvoj i transformaciju sposobnosti i osobina (motoričkih, funkcionalnih i morfoloških), usavršavanje prirodnih oblika kretanja, mogućnosti vlastitog tijela, izražavanja i stvaranja pokretom, osjećaja prijateljstva, druženja i pripadnosti grupi, ustrajnost te ponos postignutim rezultatom. Kvaliteta je rezultat promišljenog djelovanja i svakodnevne analize i međusobne interakcije svih čimbenika – djece, odgojitelja, stručnih suradnika i roditelja.The National curriculum for early childhood education and education is a document setting values, principles, general educational goals and content of all activities and programmes, as well as approaches and ways of working with early and pre-school age and education, and is adopted by the Minister responsible for this field of education and education. Curriculum curriculum identifies the purpose and objectives of learning and teaching a particular course, its structure in all educational - educational areas, educational outcomes and content, as well as its elaboration and descriptions of the levels of adoption of these outcomes and content, and is adopted by a decision of the Minister responsible for Education. The curriculum goal of physical and health education - the education area is to meet the biotics needs of children to move and play, to create habits of everyday physical exercise that encourage the development and transformation of abilities and characteristics (motor, functional and morphological), perfecting natural forms of movement, ability to form friendships, socializing, and belonging to a group, endurance, and pride achieved. Quality is the result of thoughtful action and daily analysis and interaction of all factors - children, educators, professional collaborators and parents
Application of walking folklore circle in preeschole age
No full textHrvatski folklorni izričaj i tradicija koja se prenosi sa generacije na generaciju dio je kulture našega naroda. Različiti plesovi koje su plesale naše prabake, pradjedovi, bake i djedovi past će u zaborav ako ne prenosimo naša znanja na najmlađe. Upravo su djeca spremna učiti i slušati o tradiciji i običajima našega naroda ako im znamo učiniti prenošenje našeg znanja o tome
zanimljivim. Zbog toga se ples ističe kao ključna sastavnica koju djeca izrazito vole. Tako djeca kroz folklorni ples i pjevanje upoznaju tradiciju drugih krajeva Hrvatske. Od najranije dobi djeca su okružena glazbom čije slušanje u njima budi potrebu za pokretom. Pokret je sastavni dio svakog plesa pa samim tim djeca slušajući glazbu i gibajući se u njezinom ritmu plešu. Tako djeca u vrlo ranoj dobi mogu plesati, a da toga nisu svjesna. Osim što ples nastaje kao spontana reakcija djece kada se glazba pusti, može se reći da je ples jedna i od aktivnosti koja kod djece budi sreću i zainteresiranost. Uz to što je djeci zabavan, ples vrlo dobro utječe na njihov motorički i kognitivni razvoj. Ples i pokret utječu na razvijanje mašte te upoznavanje i kontroliranje vlastitoga tijela. U današnjem vremenu postoji puno vrsta različitih plesova, a tema ovoga rada jesu folklorni plesovi, točnije šetana kola. Cilj ovog rada je poticanje odgajatelja da kroz elemente folklornih plesova upoznaju djecu sa bogatom hrvatskom folklornom tradicijom i da njene elemente primjenjuju u radu s djecom, posebice tijekom sati Tjelesne i zdravstvene kulture.Croatian folklore expressions and traditions that are passed down from generation to generation are part of the culture of our people. The various dances that our great-grandmothers, greatgrandfathers and grandparents danced will fall into oblivion if we do not pass on our knowledge to the youngest. It is the children who are ready to learn and listen to the traditions and customs of our people if we know how to make the transfer of our knowledge about it interesting to
them. This is why dance stands out as a key component that children love very much. Therefore, children learn about the traditions of other parts of Croatia through folklore dancing and singing. From an early age, children are surrounded by music, listening to which awakens in them the need to move. Movement is an integral part of every dance, so children dance by listening to music and moving to its rhythm. Therefore, children at a very early age can dance without being
aware of it. Apart from the fact that dancing is a spontaneous reaction of children when music is played, it can be said that dancing is one of the activities that arouses happiness and interest in children. In addition to being fun for children, dancing has a very good effect on their motor and cognitive development. Dance and movement influence the development of imagination and familiarity with and control of one's own body. Nowadays, there are many types of different dances, and the topic of this work is folklore dances, more precisely the walking cart. The goal of this work is to encourage educators to introduce children to the rich Croatian folklore tradition through the elements of folklore dances and to apply its elements in working with children, especially during Physical and Health Education classes
Gender as a predictor of spontaneous play
No full textIgra je najvažnija aktivnost djeteta i osnovni način učenja o životu i svijetu oko sebe. Dijete u spontanoj, slobodnoj igri preuzima razne uloge i svakodnevno se nosi s mnoštvom novih emocija i situacija. Dječaci i djevojčice od najranije dobi ulaze u rodne uloge svog spola te kroz igru uče načine ponašanja i komunikacije svojstvene svom spolu. Važno je napomenuti da uče funkcionirati i u miješanom društvu te tako i prilagoĎavati svoje rodne uloge onima suprotnog spola. Na dječju spontanu igru uvelike utječu i medijski sadržaji, primarno crtani filmovi, kojima su djeca izložena.Playing is children's most important activity in which they learn the basics of life and world around them. In free, spontaneous play, children take over numerous parts and everyday are encountered with many new emotions and situations. Since the most early age, boys and girls enter gender specific roles and through playing they learn how to act and communicate like their gender. It is important to note that children also learn to behave in mixed society and to adapt their gender specific roles to those from opposite gender. Media contents, especially cartoons, have an enormous impact on children's free play
The contribution of musical activities and music therapy to the mental health of preschool children during the COVID-19 pandemic
No full textU radu je prikazan doprinos glazbenih aktivnosti i terapije glazbom u kontekstu pandemije COVID-19. Uz muzikoterapiju opisane su dobrobiti Mozart efekta i Tomatis metode kao i doprinos glazbe i glazbenih aktivnosti različitim aspektima čovjekova života. Posebna pozornost u radu je usmjerena na glazbene aktivnosti te razvoj djetetovih glazbenih sposobnosti u kontekstu
ustanova za rani i predškolski odgoj i obrazovanje pri čemu je istaknuta važna uloga odgojitelja pri provođenju glazbenih aktivnosti u radu s djecom. Provođenje glazbenih aktivnosti tijekom pandemije COVID-19 predstavljalo je poseban izazov za
odgojitelje koji su u vrijeme lockdown-a glazbene aktivnosti mogli provoditi putem različitih platformi. Takav način provođenja bio je moguć samo uz suradnju s roditeljima koji su se na taj način i sami uključivali u glazbene aktivnosti koje su bile poticajne i vođene od strane odgojitelja. Uz glazbene, odgojitelj je pritom trebao imati i određene digitalne kompetencije. Na koje to načine glazba može pomagati i na koji je način glazba pomogla u povezivanju i približavanju roditelja s djecom, odgojitelja s djecom i na kraju djece s djecom tijekom trajanja pandemije COVID-19. U radu se spominje uloga odgojitelja u upoznavanju djece s glazbom, koji je to pravilan način kako djeci približiti i zainteresirati ih za glazbu. Koje su to glazbene aktivnosti i koji je pravilan način pripreme za njihovo što bolje i kvalitetnije izvođenje. Također ćemo vidjeti na koji način je pandemija uspjela promijeniti način rada u vrtićima i kako su se odgojitelji za to trebali prilagoditi. Kakve je probleme izazvala pandemija u prilagodbi na novi način života u obiteljskim domovima. Što je to mentalno zdravlje i koji je najbolji način da ga sačuvamo, te na koji način je teklo glazbeno obrazovanje u domovima tijekom lockdown-a.The paper presents the contribution of musical activities and music therapy in the context of the COVID-19 pandemic. Along with music therapy, the benefits of the Mozart effect and the Tomatis method are described, as well as the contribution of music and musical activities to various aspects of a person's life. Special attention in the paper is focused on musical activities and the development of children's musical abilities in the context of institutions for early and preschool
education, where the important role of educators in conducting musical activities in working with children is highlighted.
Conducting musical activities during the COVID-19 pandemic represented a special challenge for educators who, during the lockdown, could conduct musical activities through different platforms. Such a way of implementation was only possible with the cooperation of parents, who in that way also got involved in musical activities that were stimulating and led by educators. In addition to musical skills, the educator should also have certain digital competencies. In what ways can music help and in what way has music helped connect and bring parents and children closer, educators and children and finally children to children during the COVID-19 pandemic. The paper mentions the role of educators in introducing children to music, which is the proper way to bring children closer to and interest them in music. What are these musical activities
and what is the proper way of preparation for their best and highest quality performance. We will also see how the pandemic managed to change the way kindergartens work and how educators had to adapt to it. What problems did the pandemic cause in adapting to a new way of life in family homes. What is mental health and what is the best way to preserve it, and how was music education in homes during the lockdown
Didactic games and materials for encouraging children's art creation
No full textU sklopu ovog završnog rada istražen je odaziv djece na likovno stvaralaštvo temeljeno na različitim poticajima kroz igre i didaktičke materijale koji prethode likovnom stvaralaštvu djece.
Rad na samom početku opisuje utjecaj igre na opuštenost, osjećaj sigurnosti i razvoj djece te podjelu i vrste igara. Također, opisuje didaktički oblik igara, njihov utjecaj na vizualne i osjetilne sposobnosti djeteta, a navedeni su i njihova podjela i ciljevi s naglaskom na didaktički oblik igre za razvoj likovnih aktivnosti. Rad objašnjava i o čemu sve, osim o samom potencijalu djeteta, ovisi dječji potencijal. S obzirom na to da se igra i različiti didaktički materijali vrlo često koriste prilikom uvođenja djece u stvaralački proces, oni su u sklopu ovog završnog rada promatrani kao pomoć u motivaciji prilikom izrade likovnih radova.
Samo istraživanje, tj. empirijski dio rada, provedeno je u predškolskoj skupini Dječjeg vrtića Varaždin (Varaždin) i starijoj dobnoj skupini Dječjeg vrtića Petrinjčica (Petrinja). Djeca su imala priliku susreti se s raznovrsnim motivima, poticajima i likovnim tehnikama. Kao poticaji korišteni su igra memory, igra nizanja različitih boja, zagonetke, slike i fotografije. Motiv prve aktivnosti bio je vizualan, a tehnika uleknuti reljef i slikanje.
Na samom kraju rada izloženi su rezultati istraživanja uz analizu i osvrt. U drugoj likovnoj aktivnosti motiv životinja predstavljen je grafičkom i slikarskom tehnikom.As a part of this thesis, children's response to art creation has been based on different incentives through games and didactic materials that precede children's art creation.
The thesis at the very beginning describes the influence of games on relaxation, feeling of security and child's development, as well as the division and types of games. It also describes the didactic form of games, their influence on the child's visual and sensory abilities. Their distribution and didactic part of games were alos described. The thesis also explains what everything, apart from the child's potential, depends on the child's potential. Considering that the game and different didactic materials are often used when introducing children to the creative process, they were considered as part of this final thesis as a motivational aid when creating artworks.
The research itself, i.e. the empirical part of the thesis, was conducted in the preschool group of Kindergarten Varaždin (Varaždin) and the older age group of Kindergarten Petrinjčica (Petrinja). The children had the opportunity to meet various motifs, incentives and art techniques. The memory game, the game of stringing different colors, puzzles, pictures and photos were used as incentives. The theme of the works of the preschool group (from 6 to 7 years old) was faces that had to be made using the technique of sketching on saucers and using pastels, while the theme of the older age group (from 5 to 6 years old) was animals that had to be painted using pastels and monotypes.
At the very end of the paper, the results of the research are presented with an analysis and review. The motif of the first activity was visual, and the technique was sunken relief and painting. In the second art activity, the motif of animals was presented by using graphic and painting techniques