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The impact of kinesiological activity on the development of preschool children
No full textDjeca imaju prirodno urođenu potrebu za istraživanjem svijeta oko sebe i sebe samog u tom svijetu. Oni uče istražujući, promatrajući i propitkivajući okolinu te pokušavaju svemu što vide oko sebe naći neki smisao. Jedna od osnovnih djetetovih potreba jest kretanje. Od najranijeg djetinjstva djeca se susreću s raznim preprekama u životu koje uspješno svladavaju konstantnim ponavljanjem. Njihova slobodna igra spontano prelazi u složenije motoričke pokrete koji se mogu usmjeriti k nekoj vođenoj kineziološkoj aktivnosti. Kineziološka aktivnost nesumnjivo je neophodna za normalno funkcioniranje organizma djece kao i za njihov razvoj. Glavni predmet istraživanja u ovom radu bio je utvrditi utječe li kineziološka aktivnost na razvoj djece predškolske dobi, odnosno postoje li razlike između dvije grupe, djeca sportaši i djeca nesportaši, koje se mogu pripisati vježbanju. Za potrebe istraživanja, djeci su uzete antropometrijske mjere dok su motoričke sposobnosti ispitane pomoću pet različitih motoričkih testova kojima je mjerena fleksibilnost, ravnoteža, brzina oka i ruke, eksplozivna snaga nogu i repetitivna snaga. Rezultati su obrađeni diskriminacijskom analizom i t-testom, a pokazali su statistički značajnu razliku samo u jednom testu, skok u dalj s mjesta, u korist grupe sportaša.Children have a naturally innate need to explore the world around them and themselves in that world. They learn by exploring, observing and questioning their surroundings and try to find meaning in everything they see around them. One of the basic needs of a child is movement. From the earliest childhood, children encounter various obstacles in life, which they successfully overcome through constant repetition. Their free play spontaneously turns into more complex motor movements that can be directed towards some guided kinesiology activity. Kinesiological activity is undoubtedly necessary for the normal functioning of children's bodies as well as for their development. The main subject of the research in this paper was to determine whether kinesiology activity affects the development of preschool children, that is, whether there are differences between the two groups, sports children and non-athletes, that can be attributed to exercise. For the purposes of the research, anthropometric measurements were taken of the children, while their motor skills were tested using five different motor tests that measured flexibility, balance, eye and hand speed, explosive leg strength and repetitive strength. The results were processed with discriminant analysis and t-test, and they showed a statistically significant difference in only one test, standing long jump, in favor of the group of athletes
Additional music education in the work of educators
No full textPrema Nacionalnom kurikulumu za rani i predškolski odgoj i obrazovanje odgojitelji u radu s djecom redovito bi trebali provoditi glazbene aktivnosti. Glazba se uz druge aktivnosti navodi u 8. kompetenciji „Kulturna svijest i izražavanje“. Kulturna svijest i izražavanje razvijaju se poticanjem djece da kreativno izražavaju svoje ideje, iskustva i emocije u mnogim umjetničkim područjima uključujući glazbu, ples, dramu, književnost i likovnu umjetnost. Osnažuju se i razvijanjem svijesti djece o lokalnoj, nacionalnoj i europskoj kulturnoj baštini i njezinu mjestu u svijetu. Također je važno razvijati svijest djece o kulturnoj i jezičnoj raznolikosti Europe i svijeta, kao i razvijati svijest djece o važnosti estetskih čimbenika u aktivnostima vrtića i u svakodnevnom životu. Ove se kompetencije razvijaju u vrtiću u okruženju koje zadovoljava visoke estetske standarde, a djecu se potiče na različite oblike kreativne obrade vlastitih iskustava u mnogim umjetničkim područjima i izražajnim medijima (NKRPOO, 2015).
Sve više odgojitelja nakon završetka fakultetskog obrazovanja zanemari glazbene kompetencije koje su neki stekli dodatnim glazbenim obrazovanjem u glazbenoj školi, neki tijekom općeg srednjoškolskog obrazovanja, a neki tek tijekom studija na Učiteljskom fakultetu. Cilj ovog rada jest dotaknuti se glazbenih kompetencija u radu odgojitelja. Glazbene kompetencije nužno su potrebne za izvođenje glazbenih aktivnosti u odgojnim skupinama. Osim što su primarne za izvođenje, pomoću njih odgojitelji također prepoznaju glazbeno darovitu djecu te ih usmjeravaju na daljnje glazbeno obrazovanje. Osim kompetencija koje su stečene na fakultetu, dio odgojitelja posjeduje i dodatne glazbene kompetencije. U radu se razmatra doprinos dodatnog glazbenog obrazovanja u odnosu na glazbene kompetencije odgojitelja koje su stečene u okviru općeg srednjoškolskog obrazovanja i glazbenih kolegija na Učiteljskom fakultetu.According to the National Curriculum for Early and Preschool Education, educators should regularly conduct musical activities when working with children. Music, along with other activities, is listed in the 8th competence "Cultural awareness and expression". Cultural awareness and expression is developed by encouraging children to creatively express their ideas, experiences and emotions in many artistic areas including music, dance, drama, literature and visual arts. They are also strengthened by developing children's awareness of local, national and European cultural heritage and its place in the world. It is also important to develop children's awareness of the cultural and linguistic diversity of Europe and the world, as well as to develop children's awareness of the importance of aesthetic factors in kindergarten activities and in everyday life. These competencies are developed in kindergarten in an environment that meets high aesthetic standards, and children are encouraged to use various forms of creative processing of their own experiences in many artistic fields and expressive media (NKRPOO, 2015).
More and more teachers after completing their college education ignore the musical competences that some acquired through additional music education in a music school, some during general high school education, and some only during studies at the Faculty of Teachers. The aim of this paper is to touch upon musical competences in the work of educators. Musical competences are necessary for performing musical activities in educational groups. In addition to being primary for performance, teachers also use them to recognize musically gifted children and direct them to further musical education. In addition to the competencies acquired at the university, some of the teachers have additional musical competencies. The paper examines the contribution of additional music education in relation to the musical competences of teachers acquired within the framework of general high school education and music courses at the Faculty of Teachers
Transition from kindergarten to primary school on examples from Croatian language
No full textVrtić i osnovna škola predstavljaju temeljne odgojno-obrazovne institucije u Hrvatskoj i u svijetu. Međutim, često se može uočiti diskrepancija između institucije vrtića i institucije škole te se razilaženje u odgojno-obrazovnim sustavima najviše može primijetiti na fenomenu prijelaza djeteta iz vrtića u osnovnu školu. Kada se dijete rastaje od vrtića te kreće u osnovnu školu, treba se procijeniti njegova fizička, psihomotorna, intelektualna i socio-emocionalna zrelost. Kako bi se dijete moglo adekvatno pripremiti na prelazak iz vrtića u osnovnu školu, većina vrtića provodi program predškole, u kojoj dijete usvaja temeljne vještine, koje su mu potrebne za snalaženje u zahtjevnoj okolini vrtića. Postoje dva modela koja objašnjavaju prelazak djeteta iz vrtića u osnovnu školu: model dijete spremno za školu i model škola spremna za dijete. Model dijete spremno za školu ne inzistira na dovoljnoj komunikaciji između vrtića i osnovne škole, dok se model škola spremna za dijete zasniva na suradnji dvije navedene institucije. Utjecaj i karakteristike prijelaza djeteta iz vrtića u školu posebice su vidljivi na različitim vještinama, koje dijete usvaja, a neke od najvažnijih vještina su komunikacijske vještine i vještine jezičnog izražavanja, koje uključuju slušanje, govorenje, čitanje i pisanje. Važno je inzistirati da i vrtić i škola budu jezično prilagođene djetetu te da se u obje institucije razvijaju predčitačke vještine, govorne vještine i predpisačke vještine. Provedeno istraživanje pokazalo je kako odgojitelji i učitelji nemaju dovoljno izraženu svijest o važnosti suradnje između vrtića i osnovne škole pri prijelazu djeteta iz jednog odgojno-obrazovnog sistema u drugi, što se može povezati s time da ne postoji dovoljna edukacija o ovoj temi u sustavu visokog obrazovanja.Kindergarten and primary school represent fundamental educational institutions in Croatia and in the world. However, a discrepancy can often be observed between the institution of kindergarten and the institution of school, and the divergence in educational systems can be observed most in the phenomenon of a child's transition from kindergarten to primary school. When a child leaves kindergarten and starts elementary school, his physical, psychomotor, intellectual and socio-emotional maturity should be assessed. In order for the child to be adequately prepared for the transition from kindergarten to primary school, most kindergartens run a preschool program, in which the child acquires the basic skills he needs to navigate the demanding environment of the kindergarten. There are two models that explain a child's transition from kindergarten to primary school: the child-ready-for-school model and the school-ready-for-child model. The child-ready-for-school model does not insist on sufficient communication between kindergarten and primary school, while the school-ready-for-child model is based on the cooperation of the two mentioned institutions. The influence and characteristics of a child's transition from kindergarten to school are particularly visible in the various skills that the child acquires, and some of the most important skills are communication skills and language skills, which include listening, speaking, reading and writing. It is important to insist that both kindergarten and school are linguistically adapted to the child, and that pre-reading skills, speaking skills and pre-writing skills are developed in both institutions. The conducted research has shown that educators and teachers do not have a sufficiently pronounced awareness of the importance of cooperation between kindergarten and primary school when a child transitions from one educational system to another, and this can be connected to the fact that there is not enough education on this topic in the system of higher education
Preschool Teachers' Competences for Working with Children with Autism Spectrum Disorders
No full textPoremećaji iz spektra autizma (PSA) ili ASD (engl: Autistic Spectrum Disorders) složeni su neurorazvojni poremećaji iz kategorije pervazivnih razvojnih poremećaja koji se javljaju u ranom djetinjstvu (većinom u prve tri godine života) i traju cijeli život. Uzrok ovim poremećajima još uvijek nije poznat, a budući da se radi o različitim i vrlo složenim poremećajima (govor, motorika, ponašanje, učenje), mogu biti pogrešno dijagnosticirani odnosno zamijenjeni s drugim poremećajima sličnih simptoma. Osnovni je problem djece s ovim poremećajima: nekomunikativnost, nemogućnost uspostavljanja socijalne interakcije te ograničeni, repetitivni i stereotipni obrasci ponašanja, interesa i aktivnosti. U prošlosti se smatralo da su djeca s poremećajima iz spektra autizma nesposobna za obrazovanje dok se danas zastupa inkluzivno stajalište pa se ona uključuju u redovne odgojno-obrazovne skupine. Kod ovih poremećaja najvažnija je pravodobna i točna dijagnostika. Dokazano je da odgovarajućim individualnim pristupom te ranom intervencijom u domu djeteta i u dječjem vrtiću, već predškolska djeca s poremećajima iz spektra autizma mogu uspješno učiti i napredovati. Odgojitelji svojim obrazovanjem stječu temeljne kompetencije za rad s djecom s PSA, ali postaju kompetentni tek u praksi, u neposrednom kontaktu s ovom djecom. Motiviranost odgojitelja, njihov pozitivan stav prema inkluziji, dodatna edukacija i podrška cjelokupne zajednice, uvelike utječu na spremnost odgojitelja da se u svakodnevnom radu nose sa svim izazovima koje donosi rad u vrtićkim skupinama koje pohađaju djeca s teškoćama. Zato je u ovome radu cilj istraživanja bio ispitati mišljenja odgojitelja o uključivanju djece s PSA u redovne programe predškolskih ustanova te ispitati samoprocjenu kompetencija odgojitelja za rad s djecom s PSA. U skladu s ciljem definirana su istraživačka pitanja kojima se ustanovilo u kojoj mjeri odgojitelji smatraju da djeca s PSA trebaju biti uključena u redovne odgojno-obrazovne skupine i u kojoj mjeri se odgojitelji osjećaju kompetentnima za rad s djecom s PSA.Autistic Spectrum Disorders (ASD) are complex neurodevelopmental disorders from the category of pervasive developmental disorders that appear in early childhood (mostly in the first three years of life) and last a lifetime. The cause of these disorders is still unknown, and since they are different and very complex disorders (speech, motor skills, behavior, learning), they can be misdiagnosed or confused with other disorders with similar symptoms. The main problem of children with these disorders is: non-communicativeness, inability to establish social internacionalni and limited, repetitive and stereotyped patterns of behavior, interests and activities. In the past, it was considered that children with disorders from the autism spectrum were incapable of education, while today an inclusive point of view is advocated, so they are included in regular educational groups. With these disorders, timely and accurate diagnosis is the most important. It has been proven that with an appropriate individual approach and early intervention in the child's home and in the kindergarten, preschool children with autism u disorders can learn and progress successfully. Through their education, educators acquire basic competencies for working with children with ASD, but they only become competent in practice, in direct contact with these children. The motivation of educators, their positive attitude towards inclusion, additional education and the support of the entire community, influence the willingness of educators to deal with all the challenges brought by working in kindergarten groups attended by children with disabilities in their daily work. Therefore, in this paper, the goal of the research was to examine educators' opinions about the inclusion of children with ASD in the regular programs of preschool institutions and to examine the self-assessment of educators' competencies for working with children with ASD. In accordance with the goal, research questions were defined to determine the extent to which educators believe that children with ASD should be included in regular educational groups and to what extent educators feel competent to work with children with ASD
Influence Of Demographic Factors On The Success Of Strategic Planning Of A Preschool Institution
No full textStrateško planiranje je jedan od važnijih faktora koji mogu unaprijediti samu organizaciju, te usmjeriti ju na pravi poslovni put i razvoj. Strateškim planiranjem organizacija određuje smjer svojeg poslovanja. U ovom radu baviti ćemo se demografskim čimbenicima i njihovim utjecajem na strateško planiranje predškolske ustanove. Ključan zadatak strateškog planiranje je ostvariti zacrtane ciljeve. Kroz proces strateškog planiranja predškolska ustanova utvrđuje svoje ciljeve, prioritete i strategije, te definira mjere za procjenu uspješnosti ostvarenja tih ciljeva. Strateški menadžment je kontinuirani proces koji omogućava održavanje organizacije kao cjeline te se kao takav manifestira kroz niz poglavlja. Sam proces strateškog menadžmenta započinje analizom okoline kako bi se identificirali strateški faktori ( interni i eksterni) koji će određivati budućnost predškolske ustanove. Za analizu okoline ravnatelji/ Osnivači predškolske ustanove koriste mnoge menadžerske alate. Strateški plan mora imati definiranu viziju, misiju, vrijednosti, politike, strateške ciljeve te strategije; koji ujedno predstavljaju temeljne elemente strateškog plana. Proces metodološkog pristupa izrade strateškog plana započinje definiranjem misije i vizije, slijedi analize okoline (vanjske i unutarnje), a dobiveni rezultati se zatim unose u PESTE analizu nakon čega se definiraju politike i vrijednosti koje daju temelj kojima predškolska ustanova utvrđuje svoje ciljeve te odluke kojima će zacrtani ciljevi biti ostvareni.Na samom kraju iz dobivenih rezultata određuju se strateški ciljevi te strategije koje predstavljaju način ostvarenja tih ciljeva. U radu ću se najviše osvrnuti na demografiju i demografske čimbenike te njihov utjecaj na predškolske ustanove u Republici Hrvatskoj.Strategic planning is one of the most important factors that can improve the organization itself, and direct it to the right business path and development. Through strategic planning, an organization determines the direction of its business. On this paper we deal with demographic factors and their impact on the strategic planning of preschool. The key task of strategic planning is to achieve the set goals. Through the process of strategic planning, the preschool institution determines its goals, priorities and strategies, and defines measures to assess the success of achieving these goals. Strategic management is a continuous process that enables the maintenance of the organization as a whole and is manifested as such through a series of chapters. The strategic management process itself begins with an analysis of the environment to identify strategic factors (internal and external) that will determine the future of the preschool. To manage the environment, the principals / founders of the preschool use many management tools. The strategic plan must have a defined vision, mission, values, policies, strategic goals and strategies; which also represent the basic elements of the strategic plan. The process of methodological approach to developing a strategic plan begins with defining the mission and vision, followed by environmental analysis (external and internal), and the results are then entered into the PESTE analysis after which policies and values are defined set goals to be achieved. At the very end, from the obtained results, the strategic goals of that strategy are determined, which represent the way to achieve those goals. In this paper, I will focus on demography and demographic factors and their impact on preschool institutions in the Republic of Croatia
The child's experiental perception of music in a kindergarten environment
No full textDječji iskustveni doživljaj glazbe u vrtićkom okruženju tema je rada koji donosi pregled odrednica u kurikulumu za rani i predškolski odgoj koje su vezane za glazbeni odgoj u vrtićima. Odrednice kurikuluma vezane za glazbeni odgoj su odgoj i obrazovanje kroz multidimenzionalni, interaktivni, dinamični i kontekstualni proces. Osim toga, rad donosi argumente za važnost glazbenog odgoja i njegovu primjenu u vrtićkoj i predškolskoj dobi. U radu će biti navedene aktivnosti koje se najčešće provode u vrtiću, poput pjevanja, slušanja i sviranja. U konačnici, rad će se osvrnuti i na široku primjenu glazbenog odgoja u kombinaciji s drugim kulturno-umjetničkim djelatnostima u vrtiću. U radu je opisana primjena glazbe i priče koje nadopunjuju dječji doživljaj djela koje se čita i izvodi s glazbom te su prikazani primjeri dobre prakse. S obzirom na to da su instrumenti sastavni dio izvođenja glazbe, u radu su navedeni primjeri kreiranja vlastitih glazbala od prirodnih materijala i utjecaj tradicije na njihovu izradu. Osim tradicije rad donosi osvrt i na potrebu uvođenja suvremenih glazbenih vrsta, kao što je rock, u odgojno-obrazovni proces djece rane i predškolske dobi.Children's experience of music in the kindergarten environment is the topic of the paper, which provides an overview of the determinants in the curriculum for early and preschool education related to music education in kindergartens. The determinants of the curriculum related to music education are upbringing and education through a multidimensional, interactive, dynamic and contextual process. In addition, this paper provides arguments for the importance of music education and its application in kindergarten and preschool age. This paper will list activities that are most often carried out in practice, such as singing, listening, and playing. Ultimately, this paper will look at the vast application of music education merged with other cultural and artistic activities in kindergarten. This paper describes the application of music and stories that complement the children's experience of works that are read and performed with music. Examples of stories and ways to perform them with children are presented. Given that instruments are an integral part of music performance, the last part of the paper refers to examples of creating one's musical instruments from natural materials and the influence of tradition on their making. In addition to traditional conventions, this paper also looks at the need to introduce contemporary musical genres, such as rock, into the educational process of early and preschool children
Support business processes as a potential for revenue creation in kindergartens
No full textPrimarna zadaća predškolskih ustanova sastoji se od odgoja i obrazovanja djece starosti od šest mjeseci do polaska u školu, na temelju programa kurikuluma dječjeg vrtića i nacionalnog kurikuluma kojeg donosi Ministarstvo obrazovanja. Svaki vrtić u mogućnosti je proširiti svoju djelatnost izvođenjem novih ili promijenjenih programa ukoliko nadležno Ministarstvo to odobri, a što je definirano godišnjim planom i programom koje donosi Upravno vijeće vrtića u dogovoru s roditeljima djece. (Zakon o predškolskom odgoju i obrazovanju, čl.15a, čl.21). Također, svaka predškolska ustanova u vlasništvu lokalne samouprave, posjeduje
nekoliko hladnih pogona poput praonice veša i kuhinje. Cilj ovog rada jest otkriti može li se i na koji način iskoristiti potencijal hladnih pogona u svrhu ostvarivanja dodatnih prihoda - van temeljnih poslovnih procesa odgoja i obrazovanja u vrtiću.Preschools main goal is upbringing and education of children from an early age of six months up to preschool, based on the kindergartens and national curriculum created by the Ministry of education. Every kindergarten has the possibility of expanding its activity by performing new or altered programs if the Ministry of education approves it and if that is defined in yearly plan and program for the kindergarten, enacted by Management council in agreement with the parents. In addition, every kindergarten owned by local administration possesses cold drive facilities that can include laundry room and/or kitchen. Purpose of this graduation thesis is to find out is it possible and how to utilize the potential of cold drive facilities for the purpose of making extra profit outside of education and upbringing
Comparison Of The Use Of Montessori Mathematical And Sensory Material In The Teaching Of Mathematics And Preschool Education
No full textU ovom diplomskom radu opisana je pedagogija Marie Montessori te korištenje Montessori materijala u predškolskom odgoju i obrazovanju i razrednoj nastavi matematike. Ukratko je iznesena biografija Marie Montessori, počeci njezina djelovanja i najvažnija postignuća. Opisane su najznačajnije sastavnice Montessori pedagogije: sloboda izbora, kako mišići pamte, poštovanje djeteta, polarizacija pažnje, posebno uređen prostor te didaktički materijali. Nadalje, istaknuta je Montessori pedagogija u razrednoj nastavi matematike. Posebno su opisani Montessori matematički i osjetilni materijali koji se protežu kroz cijeli rad. Svaki osjetilni i matematički materijal je opisan, navedena je svrha korištenja svakog materijala te su svi materijali popraćeni fotografijama. Opisane su aktivnosti koje se mogu provoditi Montessori didaktičkim materijalom u predškolskom odgoju i obrazovanju i u razrednoj nastavi matematike. Navedene su i igre koje su u skladu s Montessori metodom, a prikladne su za djecu različitih dobi.U ovom radu predstavljeno je i istraživanje korištenja Montessori matematičkog i osjetilnog materijala u razrednoj nastavi matematike i u predškolskom odgoju i obrazovanju. Istraživanje je provedeno pomoću anketa, a sudionici istraživanja su odgojitelji i učitelji razredne nastave.In this paper a biography of Maria Montessori, the beginnings of her work and the most important achievements are summarized. The most important components of Montessori pedagogy are described: freedom of choice, how muscles remember, respect for the child, polarization of attention, specially aranged space and didactic materials. Furthermore, Montessori pedagogy in the classorom teaching mathematics is highlighted. In particular, Montessori mathematical and sensory materials that extend throughout the paper are described. Each sensory and mathematical material is descibed, the purpose of using materials is stated, and all materials are accompanied by photographs. The activities that can be carried
out with Montessori didactic material in preschool education and in the lower grades of primary education in mathematics are described. Also, there are games that are in line with Montessori method and are suitable for children different ages are also listed. This paper paper also presents a study of use of Montessori mathematical and sensory material in the teaching and learning of mathematics in lower grades of primary education and in the preschool education
Genres in Rick Riordan's Percy Jackson & the Olympians Series
No full textThe aim of this thesis is to identify the genres which Rick Riordan’s Percy Jackson & the Olympians (2005-2009), a series of five novels (Percy Jackson and the Lightning Thief (2005), Percy Jackson and the Sea of Monsters (2006), Percy Jackson and the Titan’s Curse (2007), Percy Jackson and the Battle of the Labyrinth (2008), Percy Jackson and the Last Olympian (2009)) incorporates, and to ascertain to what extent individual genres are represented in the series. The thesis distinguishes six genres as the most prominent in the novels: the family story, the school story, Bildungsroman, myth, fantasy and the adventure story. Each of these genres will be examined and viewed in the context of the series. The family and the school story, as well as Bildungsroman, are manifested in some aspects of the series. The three genres have many more attributes which cannot be detected as significant. However, as is stated in this thesis, there is no need for every attribute to be incorporated into the story for it to establish relationships with a certain genre. Three other genres, myth, fantasy and the adventure story genre, are prominent in Riordan’s series. The myths that Riordan uses in his novels are those of Greek gods and heroes and mythological creatures such as the Medusa, Calypso and Polyphemus. Fantasy, a genre closely associated with myth, is divided into numerous categories, and Rick Riordan’s works reflect some of them. The series is recognized as a work that falls within the category of mixed fantasy, more specifically journey fantasy, and within the category of heroic-ethical fantasy. This thesis shows that Rick Riordan largely based his novels on myth, thus creating a modern-day mythological fantasy amply interwoven with elements of the adventure story.Cilj ovog diplomskog rada je razlučiti kojim žanrovima pripada serijal Ricka Riordana Percy Jackson & the Olympians (2005-2009) (Percy Jackson and the Lightning Thief (2005), Percy Jackson and the Sea of Monsters (2006), Percy Jackson and the Titan’s Curse (2007), Percy Jackson and the Battle of the Labyrinth (2008), Percy Jackson and the Last Olympian (2009)) te u kojoj su mjeri tradicionalni žanrovi dječje književnosti i druge književne vrste uočljive u serijalu. U navedenim je romanima prepoznato šest najzastupljenijih žanrova i vrsta: obiteljska priča, školska priča, Bildungsroman, mit, fantastika i pustolovna priča. Neki od njih, poput žanra obiteljske i školske priče, zajedno s Bildungsromanom, očituju se samo u nekim aspektima romana. Navedena tri žanra imaju brojne karakteristike koje se ne mogu pronaći u Riordanovu serijalu. No, kako ovaj diplomski rad i zaključuje, ne moraju sve karakteristike nekoga žanra biti zastupljene u djelu kako bi mu to djelo pripadalo. Nadalje, tri preostala žanra, mit, fantastika i pustolovna priča također su istaknuti u serijalu. Mitovi koje Riordan koristi vezani su uz grčke bogove i mitološka stvorenja kao što su Meduza, Kalipso i Polifem. Fantastika, žanr koji je usko povezan s mitom, dijeli se na brojne podkategorije, a djela Ricka Riordana mogu se povezati s nekima od njih. Primjerice, to su kategorije mješovite fantastike koja uključuje fantastiku putovanja, te tzv. kategorija herojsko-etičke fantastike. Ovaj diplomski rad pokazuje da je Rick Riordan romane o Percyju Jacksonu temeljio na mitu te da je time stvorio modernu mitološku, fantastičnu i pustolovnu priču
Free time kinesiology activities of pre-school aged children
No full textSvjesnost o važnosti kineziološke aktivnosti jako je bitna. S obzirom na dugogodišnje pozitivno osobno iskustvo bavljenja sportom odlučila sam istražiti što djeca predškolske dobi rade u svoje slobodno vrijeme te jesu li izložena kineziološkim aktivnostima i u kojoj mjeri. Za potrebe ovog rada proveden je anketni upitnik na uzorku od stotinu i jedanaest roditelja, od toga 64 roditelja djevojčica i 47 roditelja dječaka predškolske dobi. Prema rezultatima dobivenih iz anketnog upitnika 54% djece ispitanih roditelja upisano je u neku vrstu kinezioloških programa. Dok od kinezioloških sadržaja tijekom slobodne igre najčešće odabiru hodanje i trčanje po parku. Također većina roditelja odlučuje slobodno vrijeme s djecom provoditi na otvorenom.Awareness regarding the importance of kinesiological activity is extremely important. Cousidering the many years of positive personal experience of active involvement in sport, I decided to research how preschool children spend their free time and to what extent they are exposed to physical activity. A survey questionnaire was conducted for the purposes of this study. In total 111 parents participated in the research, 64 of which were parents of preschool girls, and 47 were parents of preschool boys. According to the findings of the survey, 54% of children whose parents were surveyed were enrolled in some kind of kinesiology program. Survey findings show that free time physical activity content predominantly consists of walking and running in the park, whilst most parents decide to spend leisure time with their children outdoors