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Differences of leading preschool institutions between rural and urban environment
No full textVođenje je jedna od glavnih funkcija menadžmenta. O njoj ovisi uspjeh i budućnost poslovanja svake organizacije pa tako i odgojno-obrazovne ustanove, u ovom slučaju dječjeg vrtića. Cilj ovog diplomskog rada bio je istražiti razlike u stilovima vođenja predškolskih ustanova u ruralnim i urbanim sredinama. Vođe dječjih vrtića su ravnatelji koji svojim stilom vođenja direktno utječu na stvaranje odnosa unutar i izvan predškolske ustanove. S obzirom na to da se percepcija o vođenju ustanove može razlikovati između ravnatelja i odgojitelja, u istraživačkom dijelu rada bili su odvojeno ispitani ravnatelji i odgajatelji iz urbanih i ruralnih područja pomoću anketnog upitnika. Postavljena je temeljna hipoteza H0 – Ravnatelji i odgojitelji u urbanim sredinama različito percipiraju vođenje predškolske ustanove s obzirom na ravnatelje i odgojitelje u ruralnim sredinama, sukladno Blake and Mouton menadžerskoj mreži. Rezultati su dobiveni pomoću online ankete koja je samostalno sastavljena i podijeljena na Ankete za ravnatelje i Ankete za odgojitelje. Obrada rezultata i njihov prikaz predstavljeni su pomoću grafikona. Odabrana tema je potkrijepljena literaturom.Leadership is one of the main functions of management. The success and future of every organization's business, including educational institutions, in this case kindergarten, depends on it. The aim of this thesis was to investigate the differencies in the leadership styles of preschool institutions in rural and urban areas. Kindergarten leaders are principals who have direct influence on interpersonal relations inside and outside the preschool instutions with their leadership style. Perception of running an institution can differ between principals and educators. That is why principals and educators from urban and rural areas were examined separately in the research part of the work using survey questionnaire. The basic hypothesis H0 was put forward – Principals and educators in urban areas perceive the management of preschool institutions differently compared to principals and educators in rural areas, according to the Blake and Mouton managerial network. The results were obtained using an online survey that was compiled independently and divided into Surveys for principals and Surveys for educators. The processing of the results and their display are presented using graphs. The chosen topic is supported by literature
Educators´ support strategies in working with children with disabilities
No full textInkluzivan rani i predškolski odgoj i obrazovanje podrazumijeva uključivanje djece s teškoćama u redovne vrtićke programe, uz različite čimbenike podrške o kojima ovisi kvaliteta inkluzivnog odgoja i obrazovanja (Rudelić i sur., 2013). Ona se temelji na individualnom pristupu djetetu, uključenosti djetetu svih važnih osoba, suradnji stručnog tima i odgojitelja, inkluzivnom okruženju te evaluaciji kvalitete inkluzije. Za djecu s teškoćama inkluzija ne znači samo uključivanje, već im se njome omogućuje zajedničko učenje koje ojačava njihovo sudjelovanje u učenju i kulturi zajednice. Naglasak se stavlja na osiguravanje primjerene podrške i zadovoljavanje djetetovih individualnih odgojno-obrazovnih potreba (Bouillet, 2010). Da bi postigli određene ciljeve u radu s djecom s teškoćama, odgojitelji bi trebali primjenjivati odgojne strategije i kroz njih uspostaviti svoj odnos s djecom. Prema tome, svrha ovog rada bila je ispitati kakve strategije podrške odgojitelji koriste u radu s djecom s teškoćama. Isto tako, ispitivalo se koliko su odgojitelji upoznati s metodama rada s djecom s teškoćama, kakvu podršku dobivaju od stručnog tima, kakvi su prostorni i materijalni uvjeti te koliko često se stručno usavršavaju. Istraživanje se provodilo od ožujka do lipnja 2022. godine, a u istraživanju je sudjelovalo 202 odgojitelja s područja Republike Hrvatske. Rezultati istraživanja pokazali su da veći dio odgojitelja nema dovoljno didaktičkih sredstava i pomagala za rad, često ne dobivaju informacije o djeci s teškoćama u skupini, rijetko dobivaju podršku stručnog tima, a veći dio njih smatra da nije kompetentan za rad s djecom s teškoćama. Unatoč tome, rezultati su pokazali da većina odgojitelja pruža odgojno-obrazovnu podršku djeci s teškoćama. Često pripremaju prostor i prilagođavaju poticaje te izrađuju i pripremaju individualizirana sredstva za rad da bi djeca s teškoćama mogla sudjelovati u svim aktivnostima.Early childhood and preschool inclusive education refer to the inclusion of children with disabilities in regular kindergarten programs using different supporting factors, on which the quality of inclusive education varies. (Rudelić i sur., 2013). It is based on an individual approach to the child and includes the involvement of the child’s important life figures, cooperation of expert team and educators, inclusive surroundings, and evaluation of inclusion quality. For children with disabilities inclusive education not only focuses on inclusion, but also enables them to experience joint learning which strengthens their participation in studying and community culture. Emphasis is placed on ensuring adequate support and satisfying the child’s individual educational needs. (Bouillet, 2010). To achieve certain goals when working with children with disabilities, educators should apply educational strategies and obtain through them established relationships with children. The main object of this theses was to examine which support strategies educators use working with children with disabilities. The thesis also examined how well educators are acquainted with methods when working with children with disabilities, of the level of support they receive from expert teams, whether they have appropriate spatial and material conditions and how often educators receive professional development courses. Research was conducted from March to June 2022and included 202 participants with an education background from Republic of Croatia. Results showed that the greater part of educators don’t have enough didactic means and aids for work. In addition, they often don’t get necessary information about children with disabilities in their groups, and rarely obtain assistance from their expert team. Majority of educators consider themselves not capable to work with children with disabilities. Despite this, the results showed that most educators did provide educational support for children with disabilities, and that they often prepare the surroundings and adapt stimuluses, make individual means for work, so children with disabilities could participate in all activities
Language awareness in preschool children
No full textOvaj rad sastoji se od više dijelova, a bavi se proučavanjem jezične svjesnosti i njezina utjecaja na holistički razvoj djeteta. U prvom dijelu opisan je govorno-jezični razvoj koji započinje prije samog rođenja djeteta, onda kad dijete osluškuje zvukove u majčinoj utrobi, a najveći razvitak doseže u prve tri godine djetetova života. Smatra se kako su upravo „prve tri“ najvažnije za razvoj govora. Govorom opisujemo sve ono što vidimo oko sebe, iskazujemo naše potrebe i želje, mišljenje i stavove te nam je zdrav razvoj bitan za svakodnevno funkcioniranje. Važnost poticanja govorno-jezičnog razvoja sve je veća jer su teškoće u tom području sve češće, a one otežavaju svakodnevno funkcioniranje. U poticanju dječjega jezičnoga razvoja veliku važnost ima i jezično osvješćivanje djece za jezik kao zaseban fenomen kojim se ljudi koriste u komunikaciji.
Cilj rada bio je istražiti jesu li djeca svjesna jezika kao takvog; jesu li, i u kojoj mjeri, svjesna različitosti svoga dijalekta hrvatskoga jezika (viške cakavice, lokacija otok Vis) u odnosu na hrvatski jezik koji čuju u medijima i u vrtiću; te jesu li svjesna drugih (stranih jezika). Prije prikaza istraživanja i rezultata do kojih se došlo, u radu je opisan pojam jezične svjesnosti i njegov povijesni razvoj. Jezična svjesnost pojedinca njegova je svijest o jeziku kao zasebnom fenomenu te svijest o ustrojstvu i uporabi jezika (prema Vignjević, Bašić, Korenika i Lakić, 2020). Zadatak je odgojitelja i učitelja da izlažu djecu jezicima, a ne da ih izravno podučavaju, te da rade na što većem obraćanju pozornosti na jezika, bilo to kroz razgovor, čitanje priča, slušanje... Sve je više u ustanovama za rani i predškolski odgoj i one djece koja se koriste hrvatskim jezikom (jezikom odgoja i obrazovanja) kao stranim jezikom, odnosno kojima hrvatski nije materinski ili prvi jezik. Prilika je to za svu djecu da osvješćuju jezik i jezične različitosti, da uvažavaju različitosti, da obogaćuju svoje jezično znanje i znanje o svijetu te da upoznaju drugačije kulture i jezike. Zato je u radu donesen i opis dvojezičnog razvoja djece. Dvojezičnost se smatra kompleksnom pojavom koja postaje sve značajnija u današnje vrijeme kada, u europskom društvu, više gotovo i nema jednojezičnih govornika.
Aktivnostima koje su u dječjem vrtiću u Visu provedene za potrebe pisanja ovoga rada htjelo se potaknuti djecu, ali i odgojitelje, na razvijanje jezične svjesnosti na način da se djecu izlaže drugim dijalektima i jezicima. Tako su djeca upoznata s kajkavskim narječjem, viškom cakavicom te engleskim jezikom.
Jezična svjesnost djece provjeravala se u razgovoru s njima, postavljanjem pitanja o jeziku kojim se koriste, o drugim jezicima, o razlici između njihova govora i govora na televiziji ili pak jezika u slikovnicama. Analiza dječjih odgovora pokazala je kako gotovo sva ispitana djeca znaju imenovati jezik kojim govore, ali da ne prepoznaju kajkavsko narječje kao dio hrvatskog jezika već ga smatraju i prema njemu se odnose kao prema stranom jeziku, te da ne prepoznaju svoj govor kao poseban dijalekt hrvatskoga jezika. Uz to, pokazalo se kako sve manji broj djece rabi otočki viški dijalekt (višku cakavicu) i sve manji broj djece razumije riječi viškog rječnika.This paper consists of several parts, and deals with the study of language awareness and its influence on the holistic development of a child. In the first part, speech and language development is described, which begins before the birth of the child, when the child listens to the sounds in the mother's womb, and the greatest development is reached in the first three years of the child's life. It is considered that the "first three" are the most important for the development of speech. We use speech to describe everything we see around us, express our needs and desires, opinions and attitudes, and normal development is essential for our daily functioning. The importance of encouraging speech and language development is increasing because children with special needs in this area are more and more common, and they make everyday functioning difficult. The aim of the work was to investigate whether children (of different ages) are aware of the existence of language as such and to what extent they distinguish the dialects of the Croatian language, the dialect of the local area (Viška cokavica, location on the island of Vis) and foreign languages. Before we touched on the research and the results we obtained, we described the concept of language awareness and showed how it was created throughout history. An individual's linguistic awareness is his awareness of language as a separate phenomenon and awareness of the organization and use of language (Vignjević, Bašić, Korenika i Lakić, 2020). The term originated in the United Kingdom in the second half of the 20th century, while in Croatia, it appeared a little later. However, in the last ten years, it has been used and researched more and more often, and the reason for this is the increasing internationalization of the country in which we live. The task of educators and preschool teachers is to expose children to languages, not to teach them directly, and to work on the maximum use of language, be it through conversation, reading stories, listening... Nowadays, in every preschool class, we have at least one child who speaks a foreign language , whether it was taught by teachers, guardians, parents or educators. In order for children to respect differences, they must be linguistically aware and know different cultures and languages. This is precisely why we theoretically described bilingual development in children. Bilingualism is considered a complex phenomenon that is becoming more and more important nowadays when there are almost no monolingual speakers. With the activities we carried out for the purposes of writing the thesis, we wanted to encourage children, as well as educators, to develop language awareness by exposing them to different dialects and languages. We have chosen the Kajkavian dialect, the Viška Cokavica and the English language, and the described activities can be found in the corresponding chapters. Analysis of the children's responses showed that almost all of them know how to name the language they speak, but that they do not recognize the Kajkavian dialect as part of the Croatian language, but consider it and treat it as a foreign language. In addition, the number of children who are aware of the existence of the island dialect, the so-called Viške cokavice (part of the Čakavian dialect), and the number of children who even understand the words of the vocabulary from island of Vis, is decreasing. Children's awareness of linguistic diversity can be much higher and work should be done on it
Designing an educative game - Write it, draw it, act it out
No full textIgra je aktivnost koja je prisutna u našim životima od najranije dobi, a vremenom se počinje povezivati i s učenjem. Mnogi znanstvenici i pedagozi navode kako je učenje uz igru kvalitetnije i učinkovitije te ima pozitivne utjecaje i na razvoj društva. U današnje doba, kada je teže pridobiti koncentraciju i aktivnost učenika na nastavi zbog većeg korištenja tehnologije i novih medija, edukativne igre preuzimaju sve veću ulogu. Igra privuče i osvoji učenike svojom zabavnom i slobodnijom stranom do te mjere da nisu niti svjesni kako usvajaju nova znanja. Njihova upotreba kod učenika povećava znatiželju i razvija interaktivni rad. Učiteljima edukativne igre omogućavaju slobodu, kreativnost, isprobavanje novih ideja, rješavanje izazova i stjecanje iskustava. Kao takve, češće bi se trebale upotrebljavati u nastavi.
U ovome radu predstavljena je edukativna igra pod nazivom „Piši, riši, glumi“. Igra omogućuje igračima obradu dječjih romana na zanimljiv, kreativan i dječjim interesima blizak način. Utječe na razvoj čitanja, kritičkog i problemskog učenja te stvara pozitivno i opušteno razredno ozračje. Navedene su teorijske osnove na temelju kojeg je izrađena igra i sam proces izrade.Play is an activity that is present in our lives from an early age, and over time it begins to be associated with learning. Many scientists and educators state that learning through play is better and more effective and has a positive impact on the development of society. In today's time, in which the increased use of technology and new media makes it more difficult to achieve the concentration and activity of the students in the classroom, educational games are playing an increasingly important role. The game attracts and captivates students with its fun and freer side to the extent that they are not even aware of acquiring new knowledge. Their use among students increases curiosity and develops interactive work. For teachers, educational games enable freedom, creativity, trying out new ideas, solving challenges and gaining experience. As such, they should be used more often in classes.
This paper presents an educational game called “Write it, draw it, act it out”. The game allows players to process children's novels in an interesting, creative way that is close to children's interests. It influences the development of reading, critical and problem-based learning and creates a positive and relaxed class atmosphere. The theoretical foundations on which the game was created and the creation process itself are presented
Vertical Billingualism And Code-Switching In Koprivnica
No full textOvaj diplomski rad podijeljen je na tri cjeline kojima je cilj što bolje objasniti i istražiti vertikalni bilingvizam i prebacivanje kodova u gradu Koprivnici.
Prvi dio rada govori o teoriji bilingvizma, podjeli na horizontalni i vertikalni bilingvizam, prednostima i nedostacima te podrijetlu i rasprostranjenosti bilingvizma, vrstama bilingvalnih obitelji i prebacivanju kodova.
U nastavku rada proučavaju se geografski položaj i stanovništvo, povijest, kulturni spomenici i manifestacije te jezik i govor grada Koprivnice.
Posljednji dio rada govori o metodologiji, analizi i rezultatima provedenog istraživanja koje ispituje jesu li građani Koprivnice vertikalni bilingvalni govornici. Za potrebe istraživanja korišten je upitnik Vladimira Legca (Legac, 2015) koji se temelji na Fishmanovoj ljestvici nužnih čimbenika za održavanje dvojezičnosti.This paper is divided into three parts and each of them aims to better explain and explore vertical bilingualism and code switching in the city of Koprivnica.
The first part of the paper discusses the theory of bilingualism, its division into horizontal and vertical, advantages and disadvantages, origin and distribution, types of bilingual families and code transfer itself.
In the following part paper deals with the geographical position and population, history, cultural monuments and events, language and speech of the city Koprivnica.
The last part of the paper tells us about the methodology, analysis and results of the research that examines whether the citizens of Koprivnica are vertical bilingual speakers. Vladimir Legac's questionnaire (Legac, 2015) was used for the research, which is based on Fishman's scale of necessary factors for maintaining bilingualism
Using death themed picture books in working with preschool aged children
No full textSlikovnica se smatra prvom knjigom s kojom se dijete susreće u životu. Njena uloga je edukacijska te omogućuje djeci učenje o novim pojmovima, proširivanje njihova znanja, jačanje kognitivnih sposobnosti, razvijanje mašte na zabavan način.
Problemska slikovnica je jedna od vrsti slikovnica koja govori o pojmovima i odnosima koje dijete može iskusiti ili doživjeti u svome djetinjstvu. Govore o teškim situacijama ili gubitcima te usmjeravaju djecu u rješavanju njihovih problema. Na edukativan i kreativan način pokazuju kako ni jedna tema nije neugodna da se o njoj ne bi moglo pričati. Upravo o tome govore slikovnice s temom smrti.
Iako se smrt oduvijek smatrala teškom temom i nešto s čime ne bi trebalo opterećivati djecu, tijekom godina događa se veliki porast broja slikovnica s temom smrti. Na nježan i prihvatljiv način nude rješenja i odgovore na dječja pitanja vezana uz smrt. Također, pomažu im nositi se s tugom i gubitkom voljene osobe te razvijaju empatiju prema drugima koji proživljavaju teške trenutke.
U zadnjem dijelu rada opisane su i analizirane slikovnice čije su tema smrt.The picture book is considered to be the first book a child encounters in his life. It's role is educational and enables children to learn about new concepts, expand their knowledge, strengthen their cognitive abilities and develops their imagination in a fun way.
Problem picture book is the type of picture book that talks about concepts and relationships that children can undergo or experience in their childhood. They talk about difficult situations or losses and guide children in solving their problems. In an educational and creative way, they show that no topics is unpleasant that it cannot be talked about. This is exactly what death – themed picture books are about.
Although death has always been considered a taboo subject and something that children should not be burdened with, over the years there has been a huge increase in the number of death – themed picture books. In a gentle and friendly way, they offer solution and answers to numerous children's questions related to death. Also, they help them deal with grief and the loss of a loved one and develop empathy for others who are going through difficult times.
In the last part of the paper, picture books whose theme is death are described and analysed
Dance movement therapy for children with developmental disabilities
No full textCilj ovog završnog rada je analizirati na koji način ples i pokret terapijski djeluju na djecu s teškoćama u razvoju. U prvom dijelu objašnjen je pojam djece s teškoćama u razvoju, kakav je bio njihov status u povijesti te su navedene i objašnjene neke od teškoća. Nadalje, spominju se njihove socijalne i motoričke vještine čiji razvoj je ključan za kognitivni i perceptualni razvoj te za kvalitetnije sudjelovanje u društvu. Kako bi se postigao što kvalitetniji socijalni razvoj djece s teškoćama u razvoju bitno je stvoriti inkluzivno okruženje unutar odgojno-obrazovnih ustanova u kojem će se uvažavati njihove individualne potrebe te u kojem će sudjelovati u svim zajedničkim aktivnostima. Motorički razvoj potrebno je poticati što ranijim uključivanjem djece u sportsko-rekreativne programe u kojima će razvijati pokretljivost tijela, koordinaciju, motoričko planiranje te razvoj sukcesivnih sposobnosti. Terapija plesom i pokretom primjenjuje pokret i ples u kreativnom procesu kako bi se kod pojedinca razvile vještine neverbalne komunikacije, raspon i kvaliteta emocionalnih doživljaja te bolja predodžba o sebi. Plesni terapeut prilagođava se potrebama svakog djeteta te stvara odnos pun empatije i povjerenja, što kasnije omogućava bolju komunikaciju. On utvrđuje razvojne probleme te prema tome stvara individualni plan za svako dijete kojim će se razvijati puni potencijal djeteta. U zadnjem dijelu spominju se neka od provedenih istraživanja koji opisuju utjecaj terapije plesom i pokretom na djecu s teškoćama u razvoju te su navedene neke od mogućnosti njene primjene.The goal of this paper is to analyze how dance and movement have a therapeutic effect on children with developmental disabilities. The first part explains the concept of children with developmental disabilities, their status through history, and some of the disabilities are listed and explained. Furthermore, the paper describes their social and motor skills, which development is crucial for cognitive and perceptual development and for better participation in society. In order to achieve the highest quality social development of children with developmental disabilities, it is essential to create an inclusive environment within educational institutions, in which their individual needs will be respected and in which they will participate in all joint activities. Motor development should be encouraged by involving children as early as possible in sports and recreational programs in which they will develop body mobility, coordination, motor planning and the development of successive abilities. Dance and movement therapy applies movement and dance in the creative process in order to develop the individual's non-verbal communication skills, the range and quality of emotional experiences and a better self-image. The dance therapist adapts to the needs of each child and creates a relationship full of empathy and trust, which later enables better communication. He determines developmental problems and accordingly creates an individual plan for each child that will develop the child's full potential. The last part mentions some of the conducted research that describes the impact of dance movement therapy on children with developmental disabilities, and some of the possibilities of its application are listed
Psychological Resilience of Preschool Children depending on Family Structure
No full textU ovom radu je provedeno istraživanje psihološke otpornosti djece s obzirom na strukturu obitelji. Cilj istraživanja bio je provjeriti postoje li razlike u psihološkoj otpornosti djece s obzirom na spol i broj djece u obitelji. Istraživanje je provedeno anketnim upitnikom koji je ispunilo 615 roditelja djece u dobi od 4 do 7 godina. Analizom varijance (ANOVA) potvrđena je značajna razlika u otpornosti između djevojčica i dječaka, dok je izostala razlika u otpornosti između djece s različitim brojem braće/sestara. Djevojčice predškolske dobi pokazale su veću otpornost nego dječaci u subskalama Asertivnost i Emocionalna stabilnost. Uspoređujući rezultate djece s različitim brojem braće i sestara utvrđena je najviša razina otpornosti djece s jednim bratom/sestrom na subskali Samokontrola. Otpornost djece bi se trebala i dalje istraživati kako bi se pronašli načini kako ojačati psihičko zdravlje djece.The aim of the study was to check if there were differences in the psychological resilience of children depending upon gender and number of children in the family. The survey was conducted with a questionnaire completed by 615 parents of children aged 4 to 7 years. The Analysis of variance (ANOVA) confirmed a significant difference in resistance between girls and boys, while there was no difference in resilience between children with different number of siblings. Preschool girls showed greater resilience than boys in the subscales Assertiveness and Emotional Stability. Comparing the results of children with a different number of siblings, the highest level of resistance of children with one sibling was established on the Self-control subscale. Children's resilience should continue to be explored to find ways to strengthen children's mental health
Charateristics Of Single Father Role In Students Primary Education
No full textTemelj svake obitelji, brigu i skrb o djetetu te njegov odgoj i obrazovanje, zauzelo je roditeljstvo. U tradicionalnom shvaćanju obitelji, vodeću je ulogu zauzela nuklearna obitelj koja podrazumijeva oba roditelja i dijete, dok je svu brigu u odgoju, razvoju socijalnih, emocionalnih, društvenih kao i intelektualnih sposobnosti te uključivanje u nastavu i školstvo preuzela majka, a otac je isključivo bio zadužen za fizički rad i materijalnu sigurnost vlastite obitelji. Otac kao takav, malo je vremena provodio s djecom te se njegov interes i sama privrženost s djetetom rijetko razvijala. U današnjem svijetu vidljiv je odmak od same definicije obitelji kao i očeve uloge u djetetovu životu. Danas su sve češći razvodi kao i samohrano roditeljstvo u kojima suvodeća zakonska prava dodijeljena majkama, gdje su očevi u neravnopravnom položaju te nerijetko i zakinuta za sam odgoj i razvoj vlastitog djeteta. No, uzroci nastanka jednoroditeljskih obitelji mogu biti subjektivni i objektivni, a na neke od njih ne možemo utjecati kao na primjer, gubitak bračnog partnera. Samohrani očevi, na koje se stavlja naglasak u ovom radu, danas su sve češći slučaj te se njihova uloga znatno promijenila. Oni su spremni preuzeti svu brigu i skrb nad svojim djetetom te su spremni sudjelovati u svim fazama njegova odrastanja kao i samu nastavu i obrazovanje. Potiču, motiviraju i pomažu u nastavi djeteta te se sve više uključuju u školovanje i suradnju sa školom te nastavnicima, savjetnicima kao i stručnim suradnicima. Samohrani očevi nerijetko se nađu u situaciji u kojoj sami smatraju da nisu adekvatni te im je potrebna stalna podrška društva kao i obvezna savjetovanja.The foundation of every family,child care and nursing and his upbringing and education,occupied parenthood. In the tradicional sense of family, the leading role was played by the nuclear family which involves both parent and child, while all care is in upbringing, social development and emotional development and intellectual abilities and involvment in teaching and education were taken over by the mother and the father was exclusively in charge for physical labor and material responsaibility of his own family. Father as such, spent little time with the children and his interest and divotion itself with the child itself rarely developed. In today’s world, there is a visible departure from the very definition of family such as father role in child ’s life.¸divorces are becoming more common today, as is single parenthood, in which leading legal rights are granted to mothers, where fathers are in an unequal position and often deprived of the upbringing and development of their own child. However, the causes of single-parent families can be subjective and objective, and some of them cannot be influenced, such as the loss of a spouse.Single fathers, which are emohasized in this paper, are an increasingly common case today and their role has changed significantly. They are ready to take all the care and attention of their child and are ready to participate in all stages of their upbringing as well as teaching and education itself. Encourage, motivate and help in the child ’s teaching and are increasingly ingolved in schooling and cooperation with the school and teachers, counselors and professional associates. Single fathers often find themselves in a situation where they consider themselfs inadeqate and need the constant support of society as well as mandatory counseling
Puppets in school - teachers´ opinions on the use of puppets in the educational system and their effects on children´s development
No full textLutkarstvo je umjetnost lutke i lutkara. Lutkar je taj koji oživljava lutku. Ona je od davnina prisutna u ljudskim životima i dio je tradicije gotovo svih naroda. Uključena je u mnoge životne sfere, a pogotovo u život djece. S obzirom na to da djeca odlično funkcioniraju s lutkama, poželjno ih je koristiti u odgojno-obrazovnom procesu. Korištenje lutke u primarnom obrazovanju pospješuje kvalitetu nastave, potiče stvaranje pozitivne atmosfere i osigurava bolju komunikaciju u razrednom odjelu. Isto tako, ima pozitivan učinak na emocionalni i socijalni razvoj učenika te na razvoj njihove kreativnosti i motorike. Kako bi učitelji razredne nastave bili spremni za ovakav način rada s učenicima, potrebna im je obučenost za izradu lutke i za njezinu primjenu u nastavnom procesu.
Cilj ovog istraživanja bio je utvrditi primjenjuju li učitelji razredne nastave lutku u svom radu s djecom i kakvi su njihovi stavovi o utjecaju lutke na razvoj djece te na kvalitetu nastavnog procesa. Vrsta ovog istraživanja bilo je kvantitativno istraživanje i korištena je deskriptivna metoda. Istraživanje je provedeno na uzorku od 120 ispitanika. Ispitanici su bili učitelji razredne nastave, a instrument istraživanja bio je anketni upitnik.
Rezultati istraživanja pokazali su da većina ispitanika primjenjuje lutku u svom nastavnom radu. Isto tako, pokazali su da su učitelji svjesni da lutka potiče stvaranje dobre atmosfere u razredu te da utječe na bolju komunikaciju. Također, složili su se da je lutka vrijedno edukativno-didaktičko sredstvo te sredstvo s kojim se može potaknuti emocionalni i socijalni razvoj djece te razvoj kreativnosti i motorike. No važno je istaknuti kako su rezultati pokazali i da učitelji smatraju da lutka nije dovoljno zastupljena u primarnom obrazovanju te da je buduće učitelje potrebno bolje educirati o primjeni lutke u nastavnom radu. Iz svega navedenog, može se zaključiti kako je većina učitelja svjesna svih dobrobiti lutke, no i dalje se dovoljno ne upuštaju u korištenje iste jer su im potrebne bolje lutkarske kompetencije.Puppetry is an art form focused on puppets and puppeteers. A puppeteer is the one who gives life to the puppet. This art form has been present in everyday lives of people in addition to being a part of the cultural tradition of almost all nations. It is involved in many areas of everyday life, especially for children. Being that children react very well to the puppets, it would be best to integrate them when educating young learners. The usage of a puppet in primary education enhances the quality of the classroom experience, helps create a positive atmosphere in the classroom and ensures a positive impact on social and emotional development of young learners by helping them develop their creativity and motor skills. In order for teachers to be ready for kind of work with young learners, they need to be acquainted with the process of making a puppet and to be trained in how they can be used in education.
The aim of this research is to determine if teachers use puppets when working with young learners and what are their thoughts on the impact that puppets can have on the development of children and the quality of the learning process. This type of research is quantitative and descriptive. The research was conducted by questioning 120 participants who were primary school teachers and the method used was a questionnaire.
The results show that most of the participants use puppets in the classroom. They also showed that the teachers are aware that puppets help in creating a positive atmosphere in the classroom and that they influence better communication. Additionally, they agreed that the puppet is a valuable educational and didactic tool which can influence social and emotional development, creative development and the development of motor skills. It is important to highlight that the results show that teachers find that the puppets are not represented as much as they should be in primary education and that the future generations of teachers need to be better educated in how they can use puppets in their classrooms. From all of the above, it can be concluded that most of the teachers are aware of the benefits of using puppets in the classroom, but they still do not use it as much as they could because they need to be more educated in how they can be used