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Single parent families
No full textJednoroditeljske obitelji podrazumijevaju obitelji u kojima samo jedan roditelj skrbi o djetetu ili djeci. Brojni su uzroci nastanka jednoroditeljskih obitelji. U znanstvenoj literaturi, kao najučestaliji navode se: rastava braka, smrt majke ili oca, jedan od roditelja je napustio svoju obitelj iz različitih razloga ili se jednostavno majke odlučuju same imati djecu i odgajati ih bez oca. Bez obzira na uzrok nastanka, takve obitelji svakodnevno se nalaze pred brojnim izazovima i problemima koji mogu biti socijalni, financijski i ekonomski. Zbog niza problema na koje jednoroditeljske obitelji nailaze teže im je odgajati djecu, a često nailaze i na osude i
nerazumijevanje od strane okoline u kojoj se nalaze. Prema rezultatima nekih znanstvenih istraživanja djeca koja odrastaju u jednoroditeljskim obiteljima u usporedbi s djecom koja odrastaju u dvoroditeljskim učestalije manifestiraju društveno neprihvatljiva ponašanja, lošija su u psihološkoj prilagodbi i imaju niže samopoštovanje. Ovim radom se želi ukazati na brojne izazove s kojima se susreću roditelji i djeca iz jednoroditeljskih obitelji te senzibilizirati javnost za njihove probleme.Single-parent families refer to families which have one parent who is taking full responsibility for their child/children. There are countless reasons why such families only have one parent. The most recurring reasons, which are specified in scientific studies and literature, are: divorce, death of a parent, a parent had left the family ages ago for countless of reasons or mothers want children for themselves and want to raise the child on their own. Whatever the reason is, such families live through countless problems and challenges that may be social, financial and economic. With those problems, it is hard for them to raise children and they are constantly judged and misunderstood by others. According to research results done by scientists, children growing up in single-parent families more often manifest bad behaviour, they are worse in psychological adjustment and have lesser self-worth. This final paper aims to show numerous challenges which single parents and children fight on a daily basis. Moreover, it also aims at sensitizing the public with single-parent problems
Montessori pedagogy
No full textOvaj rad ima za cilj dati prikaz o Montessori pedagogiji, a ona se definira kao alternativna pedagogija koja nastoji osamostaliti dijete te ga postavlja u primarni plan. U radu se navode glavna Montessori načela koja predstavljaju glavne pravce, čimbenike i metode za razvoj i širenje prethodno definirane pedagogije. Značajna načela koja navodi osnivačica teorije Maria Montessori su: poštovanje djeteta, osposobljavanje kretanja i osjetila, kako mišići pamte, polarizacija pažnje, slobodan izbor, pripremljena okolina, rad s materijalom, uloga odgojitelja i glavno načelo pedagogije Pomozi mi da to uradim sam. Također, u radu se ističu elementi koji čine Montessori metodu aktivnom i stvarnom, a to su: dijete i njegov razvoj, pripremljena okolina te uloga odgojitelja. Naime, opisuju se pojedina razdoblja tijekom kojeg se dijete razvija i izrasta te njegovo opažanje i djelovanje u okolini. U drugom dijelu rada govori se o važnosti djetetove okoline koja se treba kvalitetno i dobro opskrbiti i nadopuni kako bi dijete moglo samostalno i pažljivo učiti i razvijati se. Dijete se razvija i samostalno uči u pripremljenoj okolini uz pomoć odgojitelja koji je uvijek nazočan i aktivan. U radu se naglašava uloga odgojitelja, koja je općenito značajna u životu djeteta za njegov razvoj i učenje, a posebno u Montessori pedagogiji dodjeljuje značaj zato što je odgojitelj usmjerivač i pruža indirektnu pomoć. Montessori odgojitelji su važni u razvoju samostalnosti djeteta te imaju ulogu da opažaju razvoj i kvalitetno pripreme okolinu unutar koje se razvija samoučenje i samodjelovanje.This paper aims to give an account of Montessori pedagogy and it is defined as an alternative pedagogy that seeks to independent the child and places it in the primary plan. The child is in the foreground and respects it in its entirety, and during the implementation of Montessori work, independence and discipline develops, which are important for the entire
procedure. The paper lists the main Montessori principles that represent the main directions, factors and methods for the development and expansion of predefined pedagogy. Significant principles stated by the founder of the theory Maria Montessori are: respect for the child, training of movement and senses, how muscles remember, polarization of attention, free choice, prepared environment, work with material, the role of educators and the main principle of pedagogy Help me to do it myself. Also, the paper highlights the elements that make the Montessori method active and real, namely: the child and his development, the prepared environment and the role of the educator. Namely, it describes the individual periods during
which the child develops and grows and his perception and action in the environment. In the second part of the work, we talk about the importins of the child's environment, which needs to be well and well supplied to you and supplemented so that the child can learn and develop independently and carefully. The child develops and independently learns in the prepared environment with the help of an educator who is always present and active. The paper emphasizes in the logo of the educator, which is generally significant in the life of the child for his development and learning, and especially in Montessori pedagogy assigns significance because the educator is a router and provides indirect assistance. Montessori educators are important in the development of the independence of the child and have a role to observe the development and quality of preparing the environment within which self-learning and selfparticipation develops
Body percussion in the teaching of musical culture in the first three grades of primary education
No full textSvrha ovog diplomskog rada je istražiti mogućnost upotrebe tjeloglazbe u nastavi Glazbene kulture i njezinog djelovanja na učenika u prva tri razreda primarnog obrazovanja. Rad se bavi sadržajem službenog dokumenta Kurikuluma (2019) za predmet Glazbena kultura unutar kojega je jedan segment glazbenog obrazovanja prakticiranje tjeloglazbe u školi. Općenito, objašnjava se pojam otvorenog kurikuluma i važnost učiteljevih predispozicija u vođenju nastave glazbene kulture što uključuje upoznavanje glazbenih pojmova poput brojalice, pjesme i slušanje skladbe uz koje se tjeloglazba izvodi. Tjeloglazba (engl. body percussion) je aktivnost proizvodnje zvukova koristeći se tijelom. U radu je naglasak stavljen na primjenu tjeloglazbe u radu s djecom te se navode mogućnosti i daju konkretni primjeri načina muziciranja tjeloglazbom u nastavi Glazbene kulture. Tjeloglazba se pokazala kao odličan motivator za usvajanje i ponavljanje gradiva na zanimljiv i interesantan način. Njezinom uporabom učenici upoznaju svoje tijelo i mogućnosti te stvaraju pozitivnu sliku o sebi, svom tijelu i uživaju u muziciranju. Prednost tjeloglazbe je u tome što se može koristiti u raznim socijalnim oblicima rada, bilo individualno, u paru ili u grupi, a to omogućava prilagođavanje svakome pojedincu na njegovoj tjelesnoj i mentalnoj razini. Iz tog razloga često se koristi i s učenicima koji imaju neku vrstu poteškoće u razvoju.The purpose of this thesis is to investigate the possibility of using body percussion in the teaching of Musical Culture and its effect on students in the first three grades of primary education. The paper deals with the content of the official Curriculum document (2019) for the subject Music culture, within which one segment of music education is the practice of body percussion at school. In general, the concept of an open curriculum and the importance of the teacher's predispositions in teaching music culture are explained, which includes getting to know musical concepts such as rhymes, songs and listening to music accompanied by body percussion. Body percussion is the activity of producing sounds using the body. In the paper, emphasis is placed on the application of body percussion in work with children. In one chapter are given concrete examples of using body percussion in the teaching of Musical Culture. Body percussion is proved to be an excellent motivator for acquiring and repeating material in an interesting way. By using it, students get to know their body and its possibilities, create a positive image of themselves and their body. The advantage of body percussion is that it can be used in various social forms of work, either individually, in a couple or in a group, and this enables adaptation to each individual on his physical and mental level. For this reason, it is often used with students who have some kind of developmental difficulty
The development of critical thinking in primary school children
No full textKritičko mišljenje primarna je vještina naglašena u osnovnom, srednjem i visokom obrazovanju kao neophodna za život. Međutim, ne radi se o procesu „pročitaj i zapamti“, već o vještini koja se mora naučiti kroz praksu kako bi postala produktivna navika. Izazov za učitelja je to što podučavanje zahtijeva više od površnog objašnjenja i izdavanja direktive za njegovu upotrebu. Prije ulaska u formalno razredno okruženje, djeca su poučena prihvatiti ono što je prezentirano u vijestima, medijima ili od strane roditelja bez pitanja osobito kad osobe od autoriteta iznose informacije. Stoga je bitno postepeno implementirati i osvijestiti kritičko mišljenje na svakom nastavnom satu i nastavnoj situaciji. Sam način poučavanja kritičkog mišljenja i način na koji ga učenici koriste određuje njegovu učinkovitost kao cjeloživotne vještine. Učenike se mora poticati da ga svrsishodno koriste, uz pružanje smjernica u procesu učenja i provedbe. Treba težiti učenju postavljanja pitanja i nikada ništa ne prihvatiti ili pretpostaviti bez dokaza. Međutim, postavljanje pitanja samo je početak jer za korištenje mora postojati jasno definirana svrha. Kao kritički mislioci, učenici pretvaraju obične i površne odgovore i radove u dobro razrađene i svrhovite odgovore. To je neprocjenjiva vještina koja se može naučiti kroz objašnjenje, praksu i izravnu primjenu. A kad učenici prevladaju izazove za razvoj i korištenje kritičkog mišljenja, uvidjet će i širinu koju ova vještina pruža. Shodno tome, od krucijalne važnosti je učenike od prvog do četvrtog razreda osnovne škole učiti kako misliti o tome što mislimo, a u tome su nam od pomoći neke filozofske metode razvijanja kritičkog mišljenja, poput Lipmanove metode, demoktarsko-filozofske metode, metode Jacques Levineova i Sokratove metode.Critical thinking is a primary skill emphasized in primary, secondary and higher education as a necessary life skill. However, this is not a process „to read and to remember “, but a skill that must be learned through practice in order to become a productive habit. The challenge for the teacher is that teaching requires more than a superficial explanation and the issuance of a directive for its use. It is a skill that is used daily without awareness. Prior to entering a formal classroom environment, children are taught to accept what is presented in the news, the media, or by parents without question, especially when persons of authority present information. Therefore, it is important to gradually implement and raise awareness of critical thinking in each lesson and teaching situation. The very way in which critical thinking is taught and the way students use it determines its effectiveness as a lifelong skill. They must be encouraged to use it purposefully, while providing guidance in the learning and implementation process. Students must be taught to ask questions and never accept or assume anything without evidence. However, asking questions is just the beginning because there must be a clearly defined purpose to use. As critical thinkers, students turn ordinary and superficial answers and papers into well-crafted and purposeful answers. It is an invaluable skill that can be learned through explanation, practice and direct application. And as students overcome the challenges of developing and using critical thinking, they will also see the breadth that this skill provides. Consequently, it is crucial to teach students from the first to the fourth grade of primary school how to think about what we think, and in this we are helped by philosophical methods of developing critical thinking
Media literacy of parents and children
No full textU vremenu ubrzanog razvoja medija, njihova uloga u životu djeteta postaje sve značajnija. Djeca su izložena medijskom sadržaju već od najranije dobi, a upravo ih dob čini najranjivijim segmentom društva. Većom izloženosti djece medijima potiče se na učestalije diskusije o pozitivnim, odnosno negativnim posljedicama na cjelokupan razvoj djeteta. Cilj ovoga rada je objasniti ulogu medija te značenje i važnost medijske pismenost i medijskog odgoja roditelja i djece. U radu je dan pregled pozitivnih i negativnih teorijskih polazišta o medijskom utjecaju na djecu te koja je uloga roditelja i odgajatelja u medijskom opismenjavanju djeteta. Cilj medijskog opismenjavanja djece od najranije dobi usmjeren je na odgovorno korištenje digitalne tehnologije pri čemu je važan kritički pristup sadržajima. Proces medijskog opismenjavanja djece kreće od roditelja jer su upravo oni odgovorni za stvaranje sigurnog medijskog okruženja u obitelji. Razvijenim vlastitim znanjima i vještinama, roditelji pridonose stvaranju pozitivnog medijskog okruženja u kojem će djeca biti sigurna i potaknuta na proces učenja i razvoja vlastitih digitalnih kompetencija i medijske pismenosti.In a time of rapid media development, their role in a child’s life is becoming increasingly important. Children are exposed to media content from an early age, and it is their age that makes them the most vulnerable segment of society. As the influence of media on children grows, there is a growing debate as to whether this influence leaves more positive or negative consequences on child's development. The aim of this paper was to explain a strong role of the media and meaning and importance of media literacy and media education of children. Also, the paper tries to explain the positive and negative influences of the media on children and the role of parents and educators in media literacy of children. The goal of media literacy of children is to teach a child how to approach any media content responsibly and critically with the help of acquired competencies. The process of children’s media literacy starts with the parents because they are responsible for creating a safe media environment in the family. With their own developed knowledge and skills, parents contribute to creating a positive media environment in which children will be safe and encouraged to learn and develop their own digital competencies and media literacy
The connection of eye-hand coordination with children graphomotor skills
No full textNajvažniji period djetetovog života je predškolsko razdoblje. Ubrzani rast i razvoj koji se događa u tom periodu djetetova života najviše može utjecati na promjene osobina, sposobnosti i znanja. Djetetov rast prati se od rođenja redovitim mjerenjem. Glavni cilj tjelesne i zdravstvene kulture je promicanje zdravlja kao nezamjenjivog čimbenika svih ljudskih aktivnosti. Zbog ubrzanog tempa i sjedilačkog načina života dolazi do sve češće pojave pretilosti kod djece zbog manjka kretanja.
Glavni cilj ovog istraživanja je bio utvrditi postoji li povezanost koordinacije oko – ruka i grafomotorike s obzirom na program koji polaze djeca u odgojno – obrazovnoj ustanovi. U istraživanju je sudjelovalo ukupno 58 djece iz tri dječja vrtića u Karlovcu. Za potrebe istraživanja izmjerena su dva testa za provjeru koordinacije oko – ruka i to soda pop test koji je mjeren s lijevom i desnom rukom i test bacanje i hvatanje lopte s pljeskom. Provjera grafomotorike temeljena je na opservaciji nacrtanih detalja dječjeg crteža. Motiv crteža koji je zadan djeci bio je lik majke. Za utvrđivanje statistički značajne razlike između skupina koje pohađaju različite programe u vrtiću korišten je t – test za nezavisne uzorke. Dobiveni rezultati su pokazali da se ispitanici iz sportskog programa razlikuju u svim testovima u odnosu na djecu iz redovnog i programa predškole. Provjera značajnosti razlika u rezultatima ispitanika na temelju spola, nije pokazala značajne razlike ni u jednom mjerenju.The most important period of a child's life is the preschool period. The accelerated growth and development that occurs during that period of a child's life can have the greatest impact on changes in traits, abilities and knowledge. The child's growth is monitored from birth with regular measurements. The main goal of physical and health culture is to promote health as an irreplaceable factor in all human activities. Due to the fast pace and sedentary lifestyle, obesity in children is becoming more common due to the lack of movement.
The main goal of this research was to determine whether there is a connection between eye-hand coordination and graphomotor skills with regard to the program that children attend in an educational institution. A total of 58 children from three kindergartens in Karlovac participated in the research. For the purposes of the research, two hand-eye coordination tests were measured: the soda pop test, which was measured with the left and right hand, and the ball throwing and catching test with clapping. The check of graphomotor skills is based on the observation of the drawn details of a child's drawing. The motif of the drawing given to the children was the figure of the mother. A t-test for independent samples was used to determine statistically significant differences between groups attending different programs in kindergarten. The obtained results showed that the respondents from the sports program differ in all tests compared to children from the regular and preschool programs. Checking the significance of the differences in the results of the respondents based on gender, did not show significant differences in any measurement
The role of language games in stimulating the linguistic activity of listening
No full textUsvajanje jezika odvija se pomoću 4 osnovne jezične djelatnosti: govorenja, slušanja, čitanja i pisanja. Jezična djelatnost slušanja je prva djelatnost s kojom se dijete susreće odmah nakon rođenja. Slušajući glasova iz okoline, dijete počinje usvajati jezik i komunicirati s drugima. Razvijena vještina slušanja omogućuje bolju komunikaciju s drugima, bolje rezultate i uspjehe. Mnoga istraživanja Velički i Peti Stantić, 2009; Aladrović Slovaček, 2011; PavličevićFranić, Aladrović Slovaček i Ivanković, 2011) pokazala su kako djeca uče igrajući se, te stvaraju pozitivan stav prema hrvatskom jeziku. Stoga, svrha ovog rada je ispitati utjecaj jezičnih igara na jezičnu djelatnost slušanja. Jezična igra jest igra čiji cilj ovladavanje jezika i njegovog sadržaja, na zanimljiv i kreativan način. U skladu s istraživanjem postavljeni su problemi koja se odnose na uspjeh i utjecaj jezičnih igara učenika 3. razreda osnovne škole. Rezultati istraživanja pokazali su jezične igre utjecale na jezičnu aktivnost slušanja te tako pokazale statistički značajan uspjeh eksperimentalne skupine u odnosu na kontrolnu skupinu u jezičnoj djelatnosti slušanja.Language acquisition takes place through four basic language activities: speaking, listening, reading and writing. The language activity of listening is the first activity that a child encounters immediately after birth. The child begins to acquire language and communicate with others through the listening to voices from the environment. A developed listening skill enables better communication with others, better results and successes. Many researches (Velički and Peti Stantić, 2009; Aladrović Slovaček, 2011; Pavličević-Franić, Aladrović Slovaček and Ivanković, 2011) showed that children learn by playing and create a positive attitude towards the Croatian language. Therefore, the purpose of this paper is to examine the influence of language games on the linguistic activity of listening. A language game is a game whose goal is to improve the language and its content in an interesting and creative way. Problems related to the success and impact of language games of 3rd grade elementary school students were set in accordance with the research. The results of the research showed that the language games influenced the linguistic activity of listening and thus showed a statistically significant success of the experimental group compared to the control group in the linguistic activity of listening
Implementation of Kinesiology classes for children with developmental disabilities
No full textDjeca s teškoćama u razvoju uključuju se u redovne predškolske programe, odgojno-obrazovne skupine s posebnim programom ili posebne ustanove. Shodno tome, potrebno je pripremiti odgojitelje i okolinu na sve izazove koji se pri inkluziji mogu dogoditi.. Izuzetna je važnost u sudjelovanju u kineziološkim aktivnostima, s obzirom na to da tjelesna aktivnost donosi mnoge dobrobiti. Redovna tjelesna aktivnost pridonosi očuvanju te poboljšanju fizičkog zdravlja, ali također pridonosi održavanju mentalnog zdravlja. Određena odstupanja mogu ukazati na razvojne teškoće te je važno pravovremeno reagirati. Odstupanja kao što su agresivno ponašanje, otežan hod, nerazumijevanje dobivenih informacija, dekoncentriranost odgojitelji mogu primijetiti tijekom svakodnevnih aktivnosti.. S obzirom na to da je igra djetetov najprirodniji oblik učenja, postoje različite igre za razvoj motorike. Prilagodbama prostora, materijala i ponašanja odgojitelji omogućavaju uključivanje djece s teškoćama u kineziološke aktivnosti.
Provedeno je istraživanje u obliku Google forms obrasca. Tema istraživanja su kineziološke aktivnosti kod djece s teškočama u razvoju. U istraživanju su odgojiteljima postavljena četiri ista pitanja uz mogućnost kratkog odgovora. Odgovarali su odgojitelji s najmanje tri godine radnog iskustva u predškolskoj ustanovi iz tri različita vrtića s ciljem dobivanja šireg spektra odgovora. Kroz istraživanje su odgojitelji izrazili svoje stavove o kvaliteti provedbe kineziološke kulture te su iznesli prijedloge za podizanje kvalitete iste. Odgojitelji su također imali priliku navesti prepreke koje ih sprječavaju u češćem provođenju kinezioloških aktivnosti. Dobiveni rezultati istraživanja uspoređeni su s već ranije provedenim istraživanjima. Rezultati prikazuju da su prepreke za češće provođenje kinezioloških aktivnosti uglavnom nedostatak prostora, materijala i vremena. Također, prijedlozi odgojitelja za poboljšanje kvalitete provođenja kinezioloških aktivnosti baziraju se na dodatnim edukacijama i usavršavanjima odgojitelja te opremljenost potrebnim rekvizitima.Children with disabilities are joining in regular preschool programs, educational groups with special programs or special institutions. Accordingly, it's required to prepare preschool teachers and environment on every challenge that might happen while including child with disabilities in regular preschool program. Inclusion of children with disabilites in regular preschool program, requires individualization of kinesiological activities. It's extremly important that children with disabilities participate in kinesiology activities due to great benefits. Regular physical activity contributes in preservation of physical health and also contributes in maintaining mental health. Certain deviations can point on developmental difficulties and it is extremely important to respond on it as soon as possible. Deviations such as aggressive behavior, difficulty walking, missunderstanding of obtained informations, deconcentration preschool teachers can recognize during everyday activities.. Game is the most natural way for children to learn and there are many games for encouraging motorical development. By adjusting the space, materials and behavior, preschool teachers enable the inclusion of children with disabilities in kinesiology activities.
It is counducted a short research with form from Google forms. All preschool teachers got same four questions with possibility of short answering. On the research were answering preschool teacher from three different kindergartens in order to obtain a wider range of answers. Through research, preschool teachers expressed their views about quality of kinesiology activities and had a chance to give their opinion about improvement of kinesiology activities. The results show that the obstacles to more frequent implementation of activities are mainly the lack of space, materials and time. Also, the preschool teacher's suggestions for improving the quality of conducting kinesiology activities are based on additional education and equipping with necessary props
Creativity in the teaching process of visual arts
No full textKreativnost je ljudska sposobnost čija se važnost sve više uviđa. Sukladno tomu, nastoji ju se intenzivnije uključiti u odgojno-obrazovnom procesu.
U ovom radu se na kreativnost gleda kao na sposobnost koju svatko posjeduje, ali i kao potencijal koji se može razviti i ostvariti. U teorijskom dijelu rada nastojalo se objediniti savjete stručnjaka za provođenje kreativne nastave likovne kulture i nastave općenito. Ideja je bila oslikati kreativnog učitelja koji zna kako izvući kreativni potencijal iz svakog učenika. Premda je vrlo važno prepoznati darovite učenike, ovoj rad fokus stavlja na učenike prosječnih sposobnosti.
U istraţivačkom dijelu rada nastojalo se odgovoriti na pitanja koliko su učitelji zainteresirani za kreativnu nastavu, jesu li sami kreativni, potiču li kreativnost u nastavi likovne kulture, ali i u nastavi općenito te razumiju li što je kreativnost. Istraživanje je provedeno na uzorku od 121 učitelja (Ž=191, M=2) razredne nastave na području Republike Hrvatske. Instrument istraživanja bio je anketni upitnik kreiran putem Google obrasca, a istraživanje je provedeno u kolovozu 2022. godine. Podaci su obrađeni deskriptivnom statističkom analizom pomoću programa Google tablica. Izračunate su maksimalne, minimalne i prosječne vrijednosti za dob kao i aritmetička sredina i standardna devijacija za odgovore procjena na Likertovoj skali.
Istraživanjem je utvrđeno kako učitelji žele i nastoje potaknuti kreativnost u nastavi likovne kulture i nastavi općenito. Većina ispitanika smatra sebe kreativnom osobom, a svoju nastavu kreativnom. Nadalje, ispitanici tvrde kako su spremni uložiti dodatan trud za provođenje kreativne nastave te dopuštaju i učenicima da doprinose svojim idejama. Većina učitelja smatra da potiče kreativnost kod učenika.Creativity is a human ability whose importance is increasingly recognized. Accordingly, efforts are being made to involve her more intensively in the educational process.
In this paper, creativity is seen as an ability that everyone possesses, but also as a potential that can be developed and realized. In the theoretical part of the paper, an attempt was made to consolidate the advice of experts for the implementation of creative teaching of art and teaching in general. The idea was to portray a creative teacher who knows how to bring out the creative potential of every student. Although it is very important to recognize gifted students, this paper focuses on students of average abilities.
In the research part of the paper, an attempt was made to answer the questions of how interested the teachers are in creative teaching, whether they are creative themselves, whether they encourage creativity in art classes, but also in classes in general, and whether they understand what creativity is. The research was conducted on a sample of 121 teachers (Female=191, Male=2) of classroom teaching in the Republic of Croatia. The research instrument was a questionnaire created through a Google form, and the research was conducted in August 2022. The data were processed by descriptive statistical analysis using the Google Sheets program. The maximum, minimum and average values for age were calculated, as well as the arithmetic mean and standard deviation for the Likert scale responses.
The research determined how teachers want and strive to encourage creativity in art and teaching in general. Most respondents consider themselves a creative person, and their teaching creative. Furthermore, the respondents claim that they are ready to put in extra effort to carry out creative classes and allow students to contribute their ideas. Most teachers believe that it encourages creativity in students
Grafic techniques in working with children of early and preschool age
No full textDiplomski rad Grafičke tehnike u radu s djecom rane i predškolske dobi koncipiran je i podijeljen u četiri dijela. Prvi dio rada daje uvid u umjetničku grafiku kao granu likovne umjetnosti. Definiraju se i objašnjavaju najznačajniji pojmovi iz područja umjetničke grafike, a opisuju se i osnovne grafičke tehnike. U drugom dijelu rada govori se o realizaciji likovne kulture u predškolskim ustanovama te preduvjetima same realizacije. Među preduvjetima za provedbu likovnih aktivnosti s djecom rane i predškolske dobi ističe se uloga odgojitelja te prostorno- materijalni kontekst. Treći dio rada govori o grafičkim tehnikama primjerenim za rad s djecom rane i predškolske dobi. To su: frotaž, pečatni tisak, monotipija, gipsorez, kolažni i kartonski tisak, kolagrafija te računalna grafika. Tehnike se detaljno opisuju i daju se praktični savjeti za njihovo provođenje. U četvrtom dijelu rada fokus je na istraživanju razine poznavanja i učestalosti provođenja grafičkih aktivnosti u predškolskim ustanovama od strane odgojitelja. Cilj istraživanja bio je ispitati koliko su odgojitelji upoznati s mogućnostima i prednostima grafičkog izražavanja, koliko dobro odgojitelji poznaju određene grafičke tehnike te koliko često iste primjenjuju u svom radu. Izneseni su i interpretirani rezultati prikupljeni anketnim upitnikom.The master's thesis Grafic techniques in working with children of early and preschool age is conceived and divided into four parts. The first part of the work gives an insight into graphic art as a branch of fine art. The most important terms in the field of graphic art are defined and explained, and basic graphic techniques are also described. The second part of the paper discusses the implementation of art in preschool institutions and the prerequisites for its implementation. Among the prerequisites for the implementation of art activities with children of early and preschool age, the role of educators and the spatial-material context is emphasized. The third part of the paper talks about graphic techniques suitable for working with children of early and preschool age. These are: frottage, stamp printing, monotypy, plaster cutting, collage and cardboard printing, collagraphy and computer graphics. The techniques are described in detail and practical advice is given for their implementation. In the fourth part of the paper, the focus is on researching the level of familiarity and frequency of implementation of graphic activities in preschool institutions by educators. The goal of the research was to examine how familiar educators are with the possibilities and advantages of graphic expression, how well
educators know certain graphic techniques and how often they apply them in their work. The results collected by the questionnaire were presented and interpreted