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School Gardens In Međimurje
No full textŠkolski vrtovi u Hrvatskoj sežu još iz 11. stoljeća te se njihova uloga kroz povijest mijenjala. Najprije su imali ulogu obučiti učenike poljoprivrednim i vrtlarskim znanjima kako bi ista koristili kroz čitav život. Tek kasnije u 19. i 20. stoljeću, školski vrtovi počinju dobivati odgojno-obrazovnu ulogu u nastavi. Osim toga, tada počinje popularizacija školskih vrtova u Hrvatskoj jer su bili obvezni u školama, propisani zakonom te nastavnim planovima i programima. Ti zakoni vrijedili su i za Međimurje, gdje je osnivanje školskih vrtova bilo lakše i uspješnije nego li u drugim krajevima Hrvatske, zbog plodnog tla i dobro razvijene poljoprivrede. Tome svjedoči i podatak iz 1934. godine koji govori da su 28 od 33 škole u Međimurju imale školski vrt. Cilj ovog istraživanja, provedenog 2022. godine, bio je utvrditi koliko osnovnih škola u Međimurju ima školski vrt i/ili voćnjak. Osim toga istraživanjem se još trebalo utvrditi koliko dugo škole u Međimurju imaju školski vrt i/ili voćnjak, zatim utvrditi način organizacije rada i aktivnosti učenika u školskom vrtu, odnosno koliko često borave u školskom vrtu i/ili voćnjaku. Trebalo se utvrditi povezuju li učitelji nastavu sa školskim vrtom i/ili voćnjakom te koje nastavne predmete i sadržaje najčešće povezuju, zatim koliko škola koristi voće, povrće, bilje koje uzgajaju za prehranu učenika. Još jedan od zadataka je bio utvrditi postoji li povezanost učeničke zadruge i školskog vrta i/ili voćnjaka ako škola ima zadrugu, te postoji li povezanost lokalne zajednice, roditelja i škole u vidu potpore školskom vrtu. Na kraju je bilo potrebno zabilježiti koje biljne vrste se uzgajaju u školama. Instrument istraživanja je bio intervju polustrukturiranog tipa, a podaci su prikupljeni terenskim istraživanjem. Rezultati istraživanja su pokazali da čak 15 od 30 osnovnih škola u Međimurju ima aktivnosti kao što je školski vrt i/ili voćnjak. U većini škola rad u školskom vrtu je organiziran kroz izvannastavne aktivnosti, učenici najčešće jednom tjedno borave u školskom vrtu i/ili voćnjaku. Zatim u gotovo svim školama nastava se povezuje sa školskim vrtim i/ili voćnjakom, a predmet koji se najviše povezuje je priroda i društvo. Pokazalo se da većina škola koristi voće i povrće iz svojih vrtova i voćnjaka za prehranu učenika te da je školski vrt i/ili voćnjak kod većine škola najpogodniji oblik djelovanja učeničkih zadruga. Također, utvrđeno je da lokalne zajednice i roditelji u Međimurju rado podupiru rad školskih vrtova i/ili voćnjaka, a što se tiče uzgoja, u Međimurskim školama najviše se uzgaja cvijeće te ljekovito i začinsko bilje.School gardens in Croatia date back from the 11th century and their role has changed throughout history. First, they had the role of training students in agricultural and horticultural skills so that they could use them throughout their lives. It was not until later in the 19th and 20th centuries that school gardens began to gain an educational role in teaching. The popularization of school gardens in Croatia began at that time because they were compulsory in schools, prescribed by law. These laws were also valid for Međimurje, where the establishment of school gardens was easier and more successful than in other parts of Croatia, due to the fertile soil and well-developed agriculture. Evidence of this is visible by the data from 1934. which shows that 28 out of 33 schools in Međimurje had a school garden.The aim of this research, conducted in 2022, was to determine how many primary schools in Međimurje have a school garden and/or orchard. The research was to determine how long schools in Međimurje have a school garden and/or orchard, determine the organization of work and activities of students in the school garden It was necessary to determine whether teachers connect school subjects with the school garden and/or orchard and which subjects they most often connect, then what number of schools uses fruits, vegetables and herbs that they grow to use in school feeding. Another task was to determine whether there is a connection
between the student cooperative and the school garden and/or orchard if the school has a cooperative, and whether it is cooperation between the local community, parents and the school in the form of support for the school garden. In the end, it was necessary to note which plant species are grown in schools. The research instrument was a semi-structured interview, and data were collected through field research. The results of the research showed that 15 out of 30 primary schools in Međimurje have activities such as a school garden and/or orchard. In most schools, work in the school garden is organized through extracurricular activities, students usually come to the school garden and/or orchard once a week. Then, in almost all schools, teaching is connected with the school garden and/or orchard, and the subject that is most connected is nature and society. It turned out that most schools use fruits and vegetables from their gardens and orchards in school feeding, and that the school garden and/or orchard in most schools is the most suitable form of student cooperatives. Also, it was found that local communities and parents in Međimurje are happy to support the work of school gardens and/or
orchards, flowers, herbs and medicinal herbs are mostly grown in schools of Međimurje
Educator as communicator
No full textTemelj svih međuljudskih odnosa, pa tako i odnosa koje odrasli uspostavljaju i grade s djecom, jest komunikacija. U ustanovama za rani i predškolski odgoj i obrazovanje svaka odrasla osoba koja je u interakciji s djetetom, a napose pak odgojitelji, trebaju biti svjesni uloge koju komunikacija ima, primjerenog načina kojim trebaju s djetetom komunicirati te činjenice da je njihova komunikacija uzor djeci za oblikovanje vlastite komunikacije. Ispravan način komunikacije s djetetom važna je obaveza kako roditelja tako i odgajatelja, kao bitnih karika u obrazovanju i odgoju predškolske djece. Uspješna komunikacija vidljiva je u načinu prenošenja poruke koji podrazumijeva da je primatelj, kao i pošiljatelj, dobro upoznat s njezinim značenjem. To je razlog zbog čega bi se komunikacija trebala prilagoditi razvojnoj fazi djeteta, a što je i osnova učinkovite i uspješne komunikacije.
Primjerena komunikacija važna je i u pripremi djeteta za daljnje obrazovanje i život, što je zadaća svih sudionika predškolskog odgoja i obrazovanja. Tijekom predškolskog obrazovanja i odgoja djeci je potrebno pružiti što više informacija i omogućiti im razvoj svih potencijala. Djeca će svoje potencijale razvijati prema uputama koje dobivaju iz okoline, od roditelja, odgajatelja te drugih sudionika u njihovoj okolini. U vrtićkim ustanovama postoji niz prednosti koje djeca mogu ostvariti uključivši interakciju s vršnjacima i kompetentnim odgajateljima koji pružaju optimalnu razinu odgoja, njege i obrazovanja.
Također, za dijete je ključan dio obrazovanja i odgoja obiteljski kontekst te komunikacija s roditeljima i s drugim članovima obitelji i primarne okoline. Skladna komunikacija u obiteljskom okruženju, kao i u onomu institucijskomu, ključna je za ukupan djetetov razvoj, a napose pak za razvoj njegovih komunikacijskih i jezičnih sposobnosti.The base of every communication in preschool period is a every person who is in interaction with a child. In institutions for preschool education each person, who is in interaction with a child, especially educators, need to be aware that their communication represents a role model of communication for children in shaping their own communication.The use of correct form of communication with a child is important duty for their parents, eduacators as well as every important link in education of preschool children. Succesfull comunication is visible in a way of sending the message which confirms the fact that the recipient, as well as the sender, is familiar with the meaning of the message. This explains why should communication be adapted to developmental stage of the child to be efficient and succesfull. The main task for all participants in preschool education is to prepare a child for further education and life, wherefore the proper form and usage of communication is crucial. During the preschool education it is important to give children as many informations as possible and enable development of all potentials. Furthermore, for a child, main part of education includes family context and communication with parents. It must not be ignored that children in a play can adopt everything they need to know at their age. Children will be able to develop their potentials from the instructions from their environment, educators and other participants in their surroundings. In kindergartens there are so many waya and advantages that children can achieve, including interaction with peers as well as competent educators who can provide them optimal level of nurture, education and care
Clay Shaping in Art Classes
No full textOblikovanje glinom prisutno je u životima ljudi od prahistorije. Keramički su predmeti imali razne namjene, a u ovom radu ćemo se fokusirati na oblikovanje, odnosno modeliranje glinom. Tema pod nazivom „Oblikovanje glinom u nastavi likovne kulture“ utvrđuje važnost i dobrobit oblikovanja glinom u nastavi likovne kulture. U radu se govori o likovnom izražavanju djece te
potrebom za likovnim izražavanjem koja se javlja prirodno. Navode se koraci oblikovanja kako bi se proces izrade približio nastavnicima te smjernice kako bi se oblikovanje odvijalo što sigurnije. Isto tako, radom se želi pokazati kako je uz prilagodbe, bez obzira na uvjete u školama, moguće organizirati sat likovne kulture na kojemu se oblikuje glinom. Uloga nastavnika je vrlo važna jer on potiče učenike na kreativnost i samostalnost te originalnost. Navodi se značaj prikazivanja i analiziranja reprodukcija i umjetničkih djela te se spominju neke od umjetnosti raznih kultura koje su značajne i s kojima je važno upoznati učenike. Učenici na taj način dobivaju inspiraciju za daljnji rad. U izvannastavnim aktivnostima učenici, koji su zainteresirani znati više, mogu naučiti druge tehnike i postupke izrade. Oblikovanje glinom je važno za djetetov psihomotorički razvoj koji je vrlo bitan za razvoj pisanja. Provedena su istraživanja vezana uz dječje izražavanje te razvoj motoričkih vještina. Ta istraživanja pokazuju napredak u izražavanju djece s obzirom na dob te kako sve veći broj djece ima poremećaj fine motorike i koordinacije oko-ruka.
Cilj rada je približiti uporabu gline nastavnicima kako bi oblikovanje glinom bilo više zastupljeno u školama te prikazati dobrobiti koje ono donosi za djecu i njihov razvoj.Clay has been modeled and used from prehistory. Ceramic pieces have had different purposes, but in this work, we will be focusing on the process of modeling clay.
The topic under the name “Modeling clay in art classes” establishes the importance and the positive aspects of modeling clay in art classes. In this work, it is talked about the children’s artistic expression and the need of it that comes naturally to them. Steps of the modeling process and guidelines for safe using of clay are elaborated with the aim to familiarize it to the teachers. In this work, it can be seen how, with some adjustments, it is possible to organize a class where students can work with clay, even if the conditions are not ideal. A teacher has an important role in the students’ lives and he influences students’ creativity and independence. Showing and analyzing reproductions and works of art is an important part of the process. Some meaningful art pieces from different cultures and times are mentioned, which are important for inspiring children in their own work. Children who are interested to know and do more, can go to extracurricular activities and learn more different techniques and processes of making ceramics. Clay modeling has an important role for the child’s psychomotor development, which is important for writing development. There has been some research on children’s expression and development of motor skills. Those studies showed progress in children’s expressions with age and that more and more children have fine motor disorders and disorders with eye-hand coordination.
The aim of this paper is to encourage teachers to use clay in their classrooms more and to show the positive aspects modeling has on children and their development
Internship, the path to independent professional work
No full textPripravnički je staž period koji slijedi nakon inicijalnog obrazovanja te je namjenjen uvođenju budućih odgojitelja u njihovo profesionalno djelovanje unutar ustanove za rani i predškolski odgoj i obrazovanje. U tom periodu odgojitelji pripravnici imaju mogućnost razvijanja kompetencija i otkrivanja mnoštva načina na koji se mogu ostvariti kao profesionalci. Uz navedeno, svojim djelovanjem unutar ustanove u mogućnosti su oplemenjivanja djece i čitave zajednice koristeći se vještinama koje posjeduju. Profesionalni razvoj pripravnika prati Povjerenstvo za stažiranje. Na samom početku profesionalnog djelovanja, osim podrške unutar ustanove, podrška sustava, zajednice i obitelji ima značajnu ulogu pri oblikovanju današnjeg pripravnika u budućeg profesionalca. Ovaj rad daje uvid u zakonske okvire unutar kojih pripravnički staž biva organiziran te izvršen. Uz navedeno, rad iznosi temelje na kojima počiva odgojiteljska profesija te donosi presliku profesionalnog razvoja odgojitelja i pripravnika. Radom se upućuje na postojanje etapa pripravničkog staža te se pobliže objašnjava mentorova uloga tijekom procesa pripravnikova profesionalnog razvoja. Uz navedene teorijske tvrdnje, rad donosi uvid u pripravnikovo sagledavanje situacije s kojima se suočava tijekom pripravničkog staža unutar odgojno-obrazovne ustanove. Uvid u pripravnikovo iskustvo tijekom pripravničkog staža te pregled njegovih interakcija sa sustručnjacima unutar ustanove omogućeno je provedbom intervjua s pripravnicima. Provođenjem intervjua uočena je znatna različitost u iskustvima koje pripravnici zadobivaju tijekom pripravničkog staža. Njihov se boravak unutar ustanove ponajviše razlikuje po načinima njihove interakcije sa sustručnjacima te po dobnim skupinama u kojima provode odgojno-obrazovni proces. Provedbom analize istraživanja, uočena je razlika u motiviranosti pripravnika, što znatno utječe na kvalitetu njihova odgojiteljskog djelovanja. Pripravnički je staž moguće sagledati kao put prema samostalnom profesionalnom radu ukoliko on biva prožet podrškom pruženom pripravniku te ukoliko se tijekom tog procesa pripravniku pristupa kao sposobnom projedincu potičući njegovo cjeloživotno učenje.Internship is the period that follows the initial education of future educators and is intended to introduce them to their professional activities within the institution for early and preschool education. During this period, trainee educators have the opportunity to develop their competencies and discover many ways in which they can grow as professionals. In addition, through their activities within the institution, they can enrich children and the entire community by using the skills they possess. Professional development of interns is monitored by the Internship Committee. At the very beginning of the professional activity, the support of the system, community and family is just as significant in shaping today's intern into a future professional. This paper provides an insight into the legal framework within which the internship is organized and carried out in the Croatian context. Furthermore, this paper presents the foundations on which the education profession rests and provides an overview of the professional development of educators and trainees. The paper refers to the existence of stages of internship and explains in more detail the mentor's role during the process of the intern's professional development. In addition to the stated theoretical claims, the paper provides insight into the intern's perception of the situation they face during their internship in an institution of education. An insight into the intern's experience during the internship and an overview of his interactions with fellow experts within the institution was done by conducting interviews with interns. By conducting interviews, considerable diversity was observed in the experiences that interns gain during their internship. Their stay within the institution differs mainly in the way they interact with fellow experts, as well as the age groups in which they carry out the educational process. During the research analysis, a difference in the motivation of trainees was observed, which significantly affects the quality of their educational activities. Internship can be viewed as a path to independent professional work if it is encouraged by the support provided to the intern. It is also important that during this process the intern be approached as a capable individual, which further encourages the lifelong learning
Artistic symbols in Children's artistic expression in four-year-olds
No full textU ovom radu pokušavam se približiti djetetu i razumjeti ga kroz njegovo likovno stvaralaštvo. Cilj ovog rada jest prikazati značaj likovnih simbola i protumačiti ih uz pomoću odabrane literature i dječjih radova. Iz razloga što je dijete toliko kompleksno i toliko se brzo razvija iz godine u godinu, odlučila sam se usredotočiti na dob djeteta od 4 do 5 godina. Djeca u svom likovnom stvaralaštvu često ponavljaju simbole koje za njih predstavljaju određeno značenje. Ovaj rad prikazuje najčešće oblike i predmete iz stvarnosti koje djeca koriste u svojim likovnim radovima. Neke od teorija potvrđene su i primjerima. Djeca likovno stvaralaštvo smatraju igrom te je bitno kod njih poticati tu igru jer kroz nju dijete također izražava svoje misli, želje i svijet oko sebe. Roditelji i osobe u odgojno-obrazovnim ustanovama nikako ne smiju dijete sprječavati u njegovoj želji i namjeri da se izrazi. Pravilna motivacija djeteta u vrtiću će doprinijeti njegovom boljem razvoju kreativnosti i mašte.In this thesis I am trying to get closer to the child and understand him in his artistic creation. The aim of this work is to show significance of artistic symbols and interpret them using selected literature and children's works. Because the child is so complex and develops so quickly, I decided to focus on the age of the child from 4 to 5 years. In their art, children often repeat symbols that represent a certain meaning for them. This work shows the most common shapes and objects from reality that children use in their artwork. Some of the theories are confirmed with examples. Children consider artistic creation as a game, and it is important to encourage this game because through it the child also expresses his thoughts, wishes and the world around him. Parents and people in educational institutions must never prevent a child from his desire and intention to express himself. Proper motivation of the child in kindergarten will contribute to his better development of creativity and imagination
The role of language games in encouraging early literacy
No full textNajprirodnija i najpoznatija aktivnost djeteta je igra. Ona je sastavni dio djetetova života. Od iznimne je važnosti znati kako za dijete nema „prave“ i „krive“ igre kao niti „dobre“ i „loše“ igre. Svaka igra, koju dijete odabire, za njega/nju je prava i dobra, ali i ono najvažnije, takva igra nije nametnuta. Želja za igrom dolazi iz djetetove unutarnje potrebe za akcijom i istraživanjem. U igri dijete spontano vježba i razvija svoje kognitivne, motoričke, socijalne, komunikacijske i jezične sposobnosti.
Jezične sposobnosti kod djece razvijaju se korištenjem jezika. Tako su jezične igre motivatori za poticanje rane pismenosti kod djece predškolske dobi. Peti-Stantić i Velički (2008) jezičnim igrama smatraju sve one igre kojima je izražajno sredstvo jezik u svim svojim pojavnostima. Neke od jezičnih igara su: igre riječima, slogovima, morfološkim oblicima, rečenicama i dr. Peti-Stantić i Velički (2008) smatraju kako je igra jezikom djetetova najvažnija funkcija. Jezične igre djetetu nude mogućnost ulaska u svijet kreativnosti i inovativnosti te stjecanju novih znanja spontano i kroz igru. Bitna stavka jezičnih igara je ta da su one zaista jednostavne za korištenje u odgojno-obrazovnom radu s djecom.
Cilj ovog rada bio je ispitati utjecaj i ulogu jezičnih igara na razvoj rane pismenosti kod djece. Tako je u istraživanju sudjelovala grupica predškolske djece. Točnije, njih dvadeset četiri. Anketa je provedena dva puta u pedagoškoj godini 2021./2022. Usporedbom rezultata uočava se iznimno velik utjecaj i svrha korištenja jezičnih igara u odgojno-obrazovnim ustanovama, a sve s ciljem razvoja i buđenja svijesti o vaţžosti poticanja rane pismenosti kod djece.The most natural and well-known activity of a child is play. As such, it is an integral part of a child's life. It is extremely important to know that for a child there is no "right" and "wrong" game, nor "good" and "bad" game. Any game chosen by the child is right and good for him/her, but most importantly, such game is not imposed by adults. The desire to play comes from the child's inner need for action and exploration. In the game, the child spontaneously exercises and develops their cognitive, motor, social, communication and language skills. Language abilities in children are developed through the use of language. Thus, language games are motivators for encouraging early literacy in preschool children. Peti-Stantić and Veliĉki (2008) consider language games to be all those games whose means of expression is language in all its manifestations. Some of the language games are: games with words, syllables, morphological forms, sentences, etc. Peti-Stantić and Veliĉki (2008) believe that language play is a child's most important function. Language games offer the child the opportunity to enter the world of creativity and innovation and to acquire new knowledge spontaneously and through play. The important thing about language games is that they are really easy to use in educational work with children. The aim of this work was to examine the influence and role of language games on the development of early literacy in children. Thus, a group of preschool children participated in the research. More precisely, twenty-four of them. The survey was conducted twice in the 2021/2022 academic year. A comparison of the results shows an extremely large impact and purpose of using language games in educational institutions, all with the aim of developing and raising awareness of the importance of encouraging early literacy in children
New media and creative expression of children in early childhood and preschool education
No full textCilj je ovog rada istražiti povezanost novih medija i razvoja kreativnosti u ranom i predškolskom odgoju i obrazovanju kroz sustavni pregled literature. U početku su navedene najvažnije spoznaje o konceptima estetskog odgoja i kreativnosti te pojmovima digitalne pismenosti i digitalne kompetencije. Razmatraju se poticajni i ometajući faktori koji utječu na dječje kreativno izražavanje. Govori se o prednostima i nedostacima integracije ICT-a u dječjim vrtićima te se raspravlja o ulogama i stavovima stručnjaka, odgojitelja i roditelja o dječjoj izloženosti zaslonima. Predstavljaju se značajnija suvremena istraživanja koja se dotiču triju aspekata uporabe tehnologije u radu s djecom – novi mediji kao pomoć u poučavanju i učenju, kao metode prikupljanja podataka u istraživanjima s djecom te kao likovne tehnike, kreativna sredstva i alati. Nabrajaju se područja učenja u kojima tehnologija može pomoći djeci – stjecanje operativnih vještina, proširivanje znanja i razumijevanja svijeta, razvijanje sklonosti za učenje te razumijevanje uloge tehnologije u svakodnevnom životu. Novih mediji pokazali su se i kao izvrsno pomagalo u istraživanjima s djecom jer odraslima pružaju nove načine da steknu uvid u dječja razmišljanja i interese. Ne samo da djeci omogućuju prikupljanje podataka u stvarnom vremenu, već nam doslovce nude pogled iz dječje perspektive, istodobno osiguravajući fleksibilnost, personalizaciju i mogućnost izbora u procesu dokumentiranja aktivnosti. Spominju se primjeri kvalitetnijih aplikacija za poticanje kreativnosti i suradnje koje odgovaraju načelima za određivanje razvojne primjerenosti aplikacija u ranom djetinjstvu. Primijećeni su i izazovi i ograničenja koji se javljaju pri korištenju novih medija u predškolskim ustanovama. U svim opisanim istraživanjima zaključeno je da su informacijske tehnologije vrijedan resurs u poticanju temeljnih kompetencija za cjeloživotno učenje te ih je u 21. stoljeću neophodno integrirati u redoviti odgojno-obrazovni plan i program tijekom cijele pedagoške godine.The aim of this literature review is to examine the connection between new media and the development of creativity in early childhood and preschool education. The most important theories on the concepts of aesthetic education and creativity are provided, as well as the notions of digital literacy and digital competence. Stimulating and hindering factors affecting children's creative expression are listed. The advantages and disadvantages of ICT integration in kindergartens are discussed, along with the roles and attitudes of experts, preschool teachers and parents regarding children's exposure to screens. Significant contemporary research is presented, including three aspects of the use of technology in working with children – new media as an aid in teaching and learning, as a method of data collection in research with children, and as art techniques and creative tools. Areas of learning in which technology can help children are outlined. These contain acquiring operational skills, extending knowledge and understanding of the world, developing dispositions to learn and understanding the role of technology in everyday life. New media have also proven to be an excellent aid in research with children, as they provide adults with new ways to gain insight into children's thoughts and interests. Not only do they allow children to collect data in real time, but they literally offer us a view from a child's perspective, while ensuring flexibility, personalization, and choice in the process of documenting activities. Examples of quality apps for encouraging creativity and collaboration that match the standards of DATEC (Developmentally Appropriate Technology in Early Childhood) are mentioned. The challenges and limitations that arise when using new media in preschool are also observed. In all the aforementioned research, it was concluded that ICT is a valuable resource in encouraging the key competences for lifelong learning, and in the 21st century it is necessary to integrate it into the regular educational plan and program throughout the entire school year
Involvement of early and preschool children in organized kinesiological activities in free time
No full textCilj ovog rada je ispitati stavove i iskustva roditelja djece rane i predškolske dobi u području uključenosti djece u organizirane kineziološke aktivnosti i njihov utjecaj na cjelokupan dječji razvoj. Istraživanje je provedeno na uzorku od 92 roditelja u razdoblju od 1.8.2022. do 11.8.2022. Rezultati su pokazali kako dječaci većinom treniraju nogomet, djevojčice ples i gimnastiku, a prosječna dob prvog upisa djeteta na neku organiziranu sportsku aktivnost je 4,4 godine. Roditelje na upis djece u organizirane sportske programe pokreću različiti ciljevi i motivi, međutim, pokazalo se kako je glavni cilj umjeren na zdrav psihofizički razvoj djece. Najveći benefiti koje sportski programi sa sobom nose su utjecaj na motorički razvoj i socijalnu uključenost. Što se tiče cijene i kvalitete sportskih programa, većina roditelja potvrdila je kako se slaže da je cijena sportskog programa pristupačna i većinom su zadovoljni profesionalnošću sportskog osoblja i načinom organizacije sportskih treninga.The aim of this thesis is to examine the attitudes and experiences of parents of early and preschool children in the area of children's involvement in organized kinesiology activities and their impact on overall child development. The research was conducted on a sample of 92 parents in the period from August 1, 2022. until 11.8.2022. The results showed that boys mostly train football, girls train dance and gymnastics, and the average age of a child's first enrollment in an organized sports activity is 4.4 years. Parents enrolling their children in organized sports programs are motivated by various goals and motives, however, it has been shown that the main goal is a moderate healthy psychophysical development of children. The greatest benefits that sports programs bring with them are the impact on motor development and social inclusion. Regarding the price and quality of the sports programs, most parents confirmed they agree that the price of the sports program is affordable and they are mostly satisfied with the professionalism of the sports staff and the way sports training is organized
Nonverbal communication of children from 2 to 3 years old
No full textOdrastanje je period obilježen velikim brojem izazova i promjena. Od rođenja do treće godine života dijete prolazi razbolje koje je obilježeno najvećim razvojnim promjenama. Kako bi se djetetove potrebe mogle pravovremeno i pravilno zadovoljiti, potrebno je promatrati dijete te pažljivo osluškivati poruke koje ono želi prenijeti. Djeca se od rođenja koriste neverbalnom komunikacijom kao sredstvom za izražavanje emocija, potreba i želja. S razvojem govora sve se više poruka prenosi verbalno uz potporu neverbalne komunikacije. Jedna od funkcija neverbalne komunikacije je izražavanje prihvatljivih emocionalnih reakcija i usvajanje poželjnih interakcija s vršnjacima ili obitelji. Razvijanjem svih oblika komunikacije usavršavaju se socijalne kompetencije djeteta.
Dijete, osim što koristi već prepoznatljive neverbalne znakove koji se vežu uz izražavanje osnovnih emocija, ono promatra i ponašanje drugih te oponaša i koristi njihove neverbalne znakove. Navedeno potiče na razmišljanje o tome koliko se uopće prepoznaju i uvažavaju djetetovi neverbalni znakovi u dobi od druge do treće godine. Prilikom razvoja verbalne komunikacije u djece rane dobi, okolina se sve više oslanja na verbalni izraz i potiče razvoj govora, a posljedica toga je zanemarivanje neverbalne komunikacije.
Teorijsko polazište rada usmjereno je na komunikaciju općenito, elemente neverbalne komunikacije, razvojne karakteristike djeteta u dobi od druge do treće godine, kao i na način dječjih interakcija unutar igre. Istraživanje se temeljilo na praćenju dječje igre te utvrđivanju zastupljenosti neverbalne komunikacije u djeteta u dobi od druge do treće godine. S obzirom na važnost teme, ovo inicijalno istraživanje može biti polazište za buduća istraživanja koja će se usmjeriti prema neverbalnoj komunikaciji kao važnom elementu cjelokupnog razvoja djeteta.Growing up is a period marked by a large number of challenges and changes. From birth to the age of three, a child goes through an period that is characterized by the greatest developmental changes. In order to meet the child's needs in a timely and proper manner, it is necessary to observe the child and carefully listen to the messages he wants to convey. From birth, children use non-verbal communication as a means of expressing emotions, needs and desires. With the development of speech, more and more messages are conveyed verbally with the support of non-verbal communication. One of the functions of nonverbal communication is expressing acceptable emotional reactions and adopting desirable interactions with peers or family. By developing all forms of communication, the child's social competences are improved. In addition to using recognizable non-verbal signs that are related to the expression of basic emotions, the child also observes the behavior of others and imitates and uses their non-verbal signs. The stated encourages us to think about the extent to which a child's non-verbal signs are recognized and appreciated at the age of 2 to 3 years. During the development of verbal communication in children of an early age, the environment relies more and more on verbal expression and encourages the development of speech, and the consequence is the neglect of non-verbal communication.
The theoretical starting point of the work is focused on communication in general, elements of non-verbal communication, developmental characteristics of a child between the ages of two and three, as well as the way children interact within the game. The research was based on monitoring children's play and determining the representation of non-verbal communication in children between the ages of two and three. Given the importance of the topic, this initial research can be a starting point for future research that will focus on non-verbal communication as an important element of the child's overall development
Diversity of lexical games and their role in language acquisition of kindergarten and preschool children
No full textDjeca počinju usvajati jezik i prije izgovorene prve riječ. Iako je to složen proces, djeca usvajaju jezik s nevjerojatnom lakoćom. Jedan od načina usvajanja jezika kod djece je i kroz jezične igre. Igra je djeci prirodna aktivnost u kojoj uživaju, pa su jezične igre, kao spoj jezika i igre, dobar način za jezični razvoj. Uz roditelje i obitelj, veliku ulogu u jezičnome razvoju imaju i odgojitelji. Pričanje priča, čitanje slikovnica, jezične igre i svakodnevni razgovori neki su od načina kojima djeca usvajaju jezik. U radu su prikazana dva istraživanja. Cilj prvog istraživanja bio je ispitati koliko jezične igre utječu na usvajanje jezika kod djece vrtićke i
predškolske dobi. Istraživanje je provedeno u dječjem vrtiću u mješovitoj vrtićkoj skupini koja broji 25 djece od tri do sedam godina. Istraživalo se hoće li djeca bolje usvojiti određene prijedloge, boje, brojeve, imenice i zanimanja ukoliko se s njima tijekom mjesec dana provodi 12 jezičnih igara. Istraživanje je pokazalo da jezične igre imaju veliku ulogu kod usvajanja
jezika kod djece jer su djeca iz skupine pokazala velik napredak. Cilj drugog istraživanja bio je ispitati provode li odgojitelji jezične igre i koji je njihov utjecaj na usvajanje jezika kod djece vrtićke i predškolske dobi. Istraživanje je pokazalo da odgojitelji u svojim skupinama često provode jezične igre, smatraju da su one važne za poticanje usvajanja jezika te da kod djece vide napredak u usvajanju jezika. Zaključno, jezične igre imaju velik utjecaj na usvajanje jezika kod djece. Za jezični, ali i cjelokupni razvoj djece potrebno je s njima puno razgovarati, pružiti im dobre uzore, poticajno okruženje te puno podrške, razumijevanja i ljubavi.Children begin to acquire language even before the first word is spoken. Although it is a complex process, children acquire language with incredible ease. One of the ways of language acquisition in children is language games. Play is a natural activity that children enjoy, so language games, as a combination of language and games, are a good way for language
development. Along with parents and family, teachers also play a big role in language development. Telling stories, reading picture books, language games and everyday conversations are some of the ways children acquire language. The paper presents two studies. The aim of the first study was to examine how language games affect language acquisition in
kindergarten and preschool children. The research was conducted in a kindergarten in a mixed kindergarten group of 25 children from three to seven years old. It was investigated whether children will learn better certain prepositions, colors, numbers, nouns and occupations if 12 language games are played with them over the course of a month. Research has shown that language games play a major role in children's language acquisition, as children from the group showed great progress. The aim of the second study was to examine whether teachers conduct language games and what their influence is on language acquisition in kindergarten and preschool children. The research showed that educators often conduct language games in their groups, they consider them important for encouraging language acquisition and that they see
progress in language acquisition in children. In conclusion, language games have a great impact on children's language acquisition. For the linguistic and overall development of children, it is necessary to talk to them a lot, provide them with good role models, a stimulating environment and a lot of support, understanding and love