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The Influence Of Parents And Educators On The Cognitive Development Of The Child
No full textCilj ovog rada bio je ispitati percepciju odgojitelja o čimbenicima koji su povezani s kognitivnim razvojem djeteta. Istraživanje je uključivalo 89 odgojiteljica iz Varaždinske, Koprivničko-križevačke, Zagrebačke, Krapinsko-zagorske, Međimurske, Karlovačke, Bjelovarsko-bilogorske, Sisačko-moslavačke, Šibensko-kninske, Zadarske i Primorsko- goranske županije. U istraživanju je ispitano postoji li povezanost dobi, stupnja obrazovanja, radnog iskustva, odgojne skupine i vrste vrtića u kojem su odgojitelji zaposleni s njihovom percepcijom važnosti socijalnih i prostorno-materijalnih čimbenika u kognitivnom razvoju djeteta. Utvrđivalo se koje okolinske čimbenike odgojitelji percipiraju kao najvažnije za kognitivni razvoj djece, a koje najmanje važne. Također, utvrđivalo se koje vrste programa rada s djecom odgojitelji preferiraju. Rezultati pokazuju kako je primijećena povezanost dobi i radnog iskustva odgojitelja s njihovom percepcijom važnosti većeg broja socijalnih i prostorno-materijalnih čimbenika kognitivnom razvoju djeteta. Međutim, nije vidljiva povezanost stupnja obrazovanja odgojitelja, vrste odgojne skupine i vrste vrtića u kojoj su odgojitelji zaposleni s njihovom percepcijom važnosti socijalnih i prostorno-materijalnih čimbenika. Nadalje, prema rezultatima odgojiteljskih procjena čimbenika koji pridonose kognitivnom razvoju djeteta vidljivo je kako su procjene prilično visoke i ujednačene. Ukupno gledano, odgojitelji najviše vrednuju aktivnosti koje potiču aktivno sudjelovanje djeteta, poticanje kreativnosti i samostalnosti, dok čimbenike koji se tiču obrazovanja odgojitelja ili organizacijskih struktura smatraju manje važnim za kognitivni razvoj djeteta. Rezultati istraživanja o preferencijama odgojitelja za programe rada s djecom pokazuju raznolikost u njihovim interesima i prioritetima. Programi poput Braingym-a, NCT učenja i Plesa pisanja privlače veći interes odgojitelja, dok manji postotak njih preferira programe poput Braindance-a, Epo igre i Dominantnih profila.The aim of this study was to examine the perception of educators about factors related to the cognitive development of the child. The research included 89 preschool teachers from the areas of Varaždin, Koprivnica-Križevci, Zagreb, Krapina-Zagorje, Međimurje, Karlovac, Bjelovar-Bilogora, Sisak-Moslovakia, Šibenik-Knin, Zadar and Primorje-Gorski Kota Counties. The research examined whether there is a correlation between age, level of education, work experience, educational group and type of kindergarten in which preschool teachers are employed with their perception of the importance of social and spatial-material factors in the cognitive development of the child. It was determined which environmental factors educators perceive as the most important for the cognitive development of children and which are the least important. Also, it was determined what types of programs of work with children educators prefer. The results showed that the correlation between the age and work experience of preschool teachers with their perception of the importance of a large number of social and spatial-material factors in the cognitive development of the child was observed. However, there is no visible correlation between the level of education of preschool teachers, the type of educational group and the type of kindergarten in which preschool teachers are employed with their perception of the importance of social and spatial-material factors. Furthermore, according to the results of educators' assessments of factors that contribute to the cognitive development of the child, it is evident that the estimates are quite high and uniform. Overall, preschool teachers value activities that encourage the active participation of the child, encourage creativity and independence, while they consider factors related to the education of preschool teachers or organizational structures to be less important for the cognitive development of the child. The results of the survey on the preferences of preschool teachers for programs of work with children show diversity in their interests and priorities. Programs such as Braingym, NCT Learning and Writing Dance attract more interest from educators, while a smaller percentage of educators prefer programs such as Braindance, Epo Game and Dominant Profile
The socialization of children with difficulties in preschool institutions
No full textKroz povijest, djeca s teškoćama u razvoju predstavljala su kaznu, smetnju i teret te je određenoj djeci uskraćeno pravo na život. Značajan pomak uslijedio je 20.studenog 1989. godine, Konvencijom o pravima djeteta. Djeca s teškoćama u razvoju, 2007. godine, postaju dodatno zaštićena Konvencijom UN – a o pravima osoba s invaliditetom. U središtu života djeteta s teškoćama više nije njegovo stanje, nedostatci, teškoća i invaliditet nego njegov potencijal, mogućnosti te dijete kao osoba, glavni akter u svom životu. Tada dolazimo do individualiziranog pristupa, inkluzije i integracije te stručnog usavršavanja roditelja, odgojitelja i šire zajednice. U radu ćemo se upoznati s terminom socijalizacije djece s teškoćama u razvoju, s okolinom kao jednim od čimbenika te metodama podrške djetetu i njegovoj obitelji od strane predškolske ustanove, naučiti nešto o formalnoj i neformalnoj podršci te prednostima i nedostatcima uključivanja djece s teškoćama u odgojno obrazovni sustav. Proučit ćemo termin socijalna integracija kroz ADHD. Također ćemo se upoznati s radom udruge Mali princ te projektom „Ringišpil“ kojemu je cilj promicanje socijalne uključenosti i jednakopravnost djece s teškoćama u razvoju u odgojno – obrazovnim ustanovama. Krajnji cilj je uvesti djecu s teškoćama u razvoju u zajedničke aktivnosti s drugom djecom na način da se uvaže njihove mogućnosti i potrebe.Throughout history, children with developmental difficulties have represented punishment, a nuisance, and a burden, some children even had their lives taken away. A significant step forward happened on November 20th, 1989 with the Convention on the Rights of the Child. In 2007 children with developmental difficulties became more protected by the UN's Convention on the Rights of Persons with Disabilities. The life of a child with developmental difficulties no longer revolved around their condition, shortcomings, difficulties and disability but their potential, possibilities and the child as a person, the main actor in their life. That is when we come to the individual approach, inclusion, integration, and proffesional training of parents, teachers and the wider comunity. This research paper is going to present the term socialization in children with developmental difficulties, with the environment as one of the factors as well as support methods for the child and their family from the preschool establishment. It is going to teach about the formal and informal support and advantages and disadvantages of enrolling children with difficulties in the education system. We are going to study the term social integration through ADHD The foundation "The little prince" is also going to be introduced as well as their project "Ringišpil" whose goal is to promote social involvement and equality for children with developmental difficulties in development in educational institutions. The end goal is to lead children with developmental difficulties in common activities with other children in a way that respects their capabilities and needs
Anger Idioms in English
No full textThis thesis deals with teaching anger idioms in the EFL classroom. The aim is to show how idioms can be taught in EFL using the cognitive linguistic approach, more specifically with motivation. The paper gives an overview of conceptualization of anger, as well as the folk theory of anger and conceptual metaphors which motivate anger idioms in English. EFL textbooks used in Croatian elementary schools show that idioms have traditionally been taught implicitly, using insufficient teaching materials, and are introduced as late as upper primary school. Since studies have shown that even young learners are capable of understanding figurative expressions, they should be introduced to them as early as the 1st grade. Examples of teaching activities provided in this paper show how idioms could be taught following some general strategies used in the cognitive linguistic approach: explicit teaching, connecting literal and figurative meanings, grouping idioms by motivation or meaning, and discussing and analysing idioms’ meanings. The activities follow those general strategies and anger idioms are used as illustrative examples. They show how students can connect literal and figurative meanings of idioms, create their own lists of idioms, group them by motivation, draw their mental images of idioms, or even teach them to their peers, all while learning idioms’ meanings and raising metaphor awareness.Ovaj diplomski rad bavi se poučavanjem frazema za izricanje ljutnje u nastavi engleskoga kao stranoga jezika. Cilj rada je pokazati kako se frazemi mogu poučavati u nastavi engleskoga kao stranoga jezika primjenom kognitivnolingvističkog pristupa, točnije pomoću motivacije. Rad daje pregled konceptualizacije ljutnje, kao i pučke teorije ljutnje i konceptualnih metafora koje motiviraju frazeme za izricanje ljutnje u engleskome jeziku. Udžbenici engleskoga jezika koji se koriste u osnovnim školama u Hrvatskoj pokazuju da se frazemi poučavaju implicitno, uz korištenje nedostatnih nastavnih materijala, i uvode se tek u višim razredima osnovne škole. Budući da su istraživanja pokazala da mlađi učenici razumiju figurativne izraze, oni bi trebali biti uvedeni već u 1. razredu. Primjeri nastavnih aktivnosti opisanih u ovome radu pokazuju kako se frazemi mogu poučavati pomoću nekih općih strategija u kognitivnolingvističkom pristupu, a to su: eksplicitno poučavanje, povezivanje doslovnog i prenesenog značenja, grupiranje frazema prema motivaciji ili značenju, te analiza i razgovor o značenju frazema. Aktivnosti koriste te opće strategije na primjeru frazema za izricanje ljutnje. One pokazuju kako učenici mogu povezivati doslovna i prenesena značenja frazema, sastaviti svoje popise frazema, grupirati ih prema motivaciji, nacrtati i prikazati svoje vizualizacije tih frazema ili ih poučavati svojim vršnjacima, a sve to dok uče značenja frazema i podižu svijest o metaforama
Play and Posture in Preschool age
No full textModeran način života i sve veći utjecaj tehnologija na društvo, a tako i na djecu ima utjecaja na pravilno odnosno nepravilno držanje tijela. Zbog smanjenje aktivnosti djece od najranije dobi sve su prisutnije razvojne deformacije. Prema Kosinac i Prskalo (2017) većina posturalnih poremećaja nastaje zbog slabosti mišića, zglobno-vezivnog aparata kralježnice i stopala.
Utjecaj igre na djetetov razvoj je neosporan. Kako bi dijete uspostavilo stabilnost tjelesnog oslonca, igre kao motoričke reakcije najprirodnije su sredstvo za poticanje uspravnog stava i ravnoteže djeteta u djece razvojne dobi.
Cilj ovog istraživanja je procjena držanja tijela kod djece predškolskog uzrasta prema metodi Napoleona Wolanskog u odnosu na preferenciju igre djeteta. Metoda Napoleona Wolanskog (1975) bazira se na utvrđivanju segmentarnih dimenzija u međusobnim relacijama. U ispitivanju je sudjelovalo 35 djece uzrasta 5 do 6 godina ( 18 dječaka i 17 djevojčica), a provedeno je u svibnju 2022. godine.
Rezultati ovog istraživanja podvrgnuti su postupcima deskriptivne statistike a za procjenu utjecaja pojedinih faktora na držanje tijela kod djece predškolskog uzrasta, postavljene hipoteze testirane su Studentovim t-testom.The modern way of life and the growing influence of technology on society, and thus on children, has an impact on the correct or incorrect posture. Due to the decrease in the activity of children from an early age, developmental deformities are more and more present. According to Kosinac and Prskalo (2017), most postural disorders occur due to muscle weakness, the articular-connective apparatus of the spine and feet.
The impact of play on a child’s development is undeniable. In order for the child to establish the stability of the body's support, games as motor reactions are the most natural means of encouraging the child's upright posture and balance in children of developmental age.
The aim of this study is to assess the posture of preschool children according to the method of Napoleon Wolanski in relation to the preference of the child's play. Napoleon Wolanski's (1975) method is based on determining segmental dimensions in mutual relations. The study involved 35 children aged 5 to 6 years (18 boys and 17 girls), and was conducted in May 2022.
The results of this study were subjected to descriptive statistics, and Student's t-test was used to assess the influence of certain factors on body posture in preschool children.
The results of this research were subjected to descriptive statistics, to assess the impact of individual factors on body posture in preschool children and set hypotheses were tested by the use of a Student T-Test
Movement of physiological load in the Kinesiology class with preschool children
No full textCilj ovog istraživanja bio je utvrditi kako se kreće fiziološko opterećenje na satu Kineziološke kulture s djecom predškolske dobi. Proveden je jedan sat Kineziološke kulture s djecom predškolske dobi u dječjem vrtiću „Iskrica“ gdje se održavaju i studentske vježbe. Sukladno tome, djeca su vrlo dobro upoznata s načinom rada, što je rezultiralo uspješnim i kvalitetno provedenim satom. Korišten je izmjenično-odjeljenski metodičko-organizacijski oblik rada. Sat je trajao 35 minuta. Uzorak istraživanja uključivao je 11-ero djece, od čega 6 dječaka i 5 djevojčica.
Kako bi se utvrdilo kretanje fiziološkog opterećenja, sudionicima su dva mjerioca mjerila srčane frekvencije, tj. otkucaje srca. Za mjerenje korištena je aplikacija „Heart rate monitor“. Srčane frekvencije mjerene su prije početka sata te nakon svakog sljedećeg dijela sata. Dobiveni podatci strukturirani su u tablici te obrađeni u statističkom programu Statistica 13.
Obradom podataka dobivena je krivulja kretanja fiziološkog opterećenja tijekom cijelog sata Kineziološke kulture. Srčana frekvencija nakon početnog mjerenja od 85 otkucaja srca rasla je u uvodnom dijelu sata, a vrhunac je bio u općem pripremnom dijelu kada je iznosio 110. Nakon toga uslijedio je pad broja otkucaja srca nakon prve izmjene u glavnom „A“ dijelu sata, no već nakon sljedeće izmjene puls je značajno porastao, da bi već u trećoj izmjeni ponovno pao te nastavio padati do samog kraja sata.
Dobiveni rezultati ne poklapaju se s idealnom shemom fiziološkog opterećenja E. Vukotića koji navodi da bi se fiziološko opterećenje trebalo postupno povećavati tijekom sata te nakon glavnog „B“ dijela sata vratiti na približno iste vrijednosti koje su bile na početku sata. Mogući uzroci takvih rezultata su neodgovarajući sadržaji, pogrešan odabir metodičko-organizacijskog oblika rada ili nedovoljno iskustvo odgojitelja.
Isto tako, usporedbom s prethodnim istraživanjima vidljiva su odstupanja, ali i neke sličnosti između dobivenih rezultata kao i razloga zbog kojih je do njih došlo.The aim of this research was to determine how does the physiological load move in the kinesiology class with preschool children. One hour of Kinesiology class was spent with preschool children in the kindergarten „Iskrica“ where student exercises are held. Accordingly, the children are very well acquainted with the way of working, which resulted in a successful and well-conducted class. The alternate-departmental methodological-organizational form of work was used and the lesson lasted 35 minutes. The research sample included 11 children of which 6 boys and 5 girls.
In order to determine how the physiological load moves two measures were used to measure heart rate. The „Heart Rate Monitor“ application was used for measurement. Heart rates were measured before the start of the class and after each subsequent part of the class. The obtained data were structured in a table and processed in program Statistica 13.
By processing the data we got the obtained curves of physiological load movement during the whole Kinesiological class. After an initial measurement of 85 heartbeats, the heart rate increased in the introductory part of the class and peaked in the general preparatory part when it was 110. This was followed by a decrease in heart rate after the first change in the main „A“ part of the class. However, after the next changes, the pulse increased significantly, only to fall again in the third shift and continue to fall until the very end of the class.
The obtained results do not coincide with the ideal scheme of physiological load of E. Vukotić, who states that the physiological load should gradually increase during class and in the main „B“ part return to approximately the same values that were at the beginning of the class. Possible causes of such results are inappropriate content, wrong choice of methodological and organizational form of work or insufficient experience of educators.
Also, a comparison with previous researches shows discrepancies, but also some similarities between the obtained results and the reasons why they occurred
The connection between children`s reception of a work of art and artistic expression
No full textPromatranjem likovnog umjetničkog djela kod djeteta razvijamo senzibilitet za umjetnost, potiče se razvoj estetskih vrijednosti kao i kreativnog mišljenja. Važno je da odgojno obrazovni rad sadrži aktivnosti s djecom koje uključuju likovna umjetnička djela. Posebno se treba obratiti pozornost da djecu izložimo originalnim umjetnički djelima ili reprodukcijama visoke kvalitete. Stoga je neophodno da se ostvari suradnja vrtića s muzejima i galerijama. Recepciju likovno umjetničkog djela, dijete provodi promatrajući, analizirajući djelo i to na razini tematskoj sadržaja, motiva, likovnih elemenata i stila. Prilikom promatranja postoji više metoda, načina promatranja i analiza umjetničkog djela. U ovom radu razmatra se povezanost dječje recepcije umjetničkog djela i likovne ekspresije putem metode estetskog transfera. Istraživanje predstavlja studiju (case study) dječjih likovnih radova. Uzorak je obuhvatio devetanestero djece u dobi od 6 godina, u svrhu istraživanja uzorak smo podjelili na dvije skupine koje su zajednički sudjelovale u prvom djelu recepcije umjetničkog djela, međutim u drugom djelu prilikom likovne ekspresije uzorak se razdvojio. Djeca su prije likovne ekspresije bila upoznata s životom i radom umjetnika, putem digitalnih medija sudjelovali su na izložbi u muzeju, a u posljednjoj fazi za vrijeme njihova rada omogućeno je svakom neposredno promatranje reprodukcije. Rezultati dviju skupina djece su interpretirani i uspoređeni. U radovima djece koja je za vrijeme likovne ekspresije sjedila zajedno, primjećen je isti izbor tehnike ili likovnog materijala, nije uočen utjecaj grupe na likovnu ekspresiju pojedinog djeteta. Primjećeno je da su djeca koja su sama sjedila duže provodila vrijeme u aktivnosti, korišten je drugačiji materijal za ekspresiju. Analizom radova mogli smo zaključiti kako su djeca putem metode likovnog transfera, doživili umjetnička djela na osobnom nivou putem svih osjetila (faza percepcija), kroz razgovor s odgojiteljem su osvjestili doživljeno i zato u fazi ekspresije svjedočimo novom estetskom iskustvu.By observing a fine art work in a child, we develop a sensibility for art, the development of aesthetic values as well as creative thinking is encouraged. It is important that educational work contains activities with children that include works of art. Particular attention should be paid to exposing children to original works of art or reproductions of high quality. Therefore, it is necessary for kindergartens to cooperate with museums and galleries. The reception of a work of art is carried out by the child observing and analyzing the work at the level of thematic content, motifs, artistic elements and style. When observing, there are several methods, ways of observing and analyzing a work of art. This paper examines the connection between children's reception of artwork and artistic expression through the method of aesthetic transfer. The research is a case study of children's artwork. The sample included nineteen children aged 6, for the purpose of research we divided the sample into two groups that participated together in the first part of the reception of the artwork, however, in the second part during the artistic expression, the sample split up. Before the artistic expression, the children were familiar with the life and work of the artist, through digital media they participated in the exhibition in the museum, and in the last stage during their work, everyone was able to directly observe the reproduction. The results of two groups of children were interpreted and compared. In the works of children who sat together during artistic expression, the same choice of technique or art material was noticed, the influence of the group on the artistic expression of an individual child was not observed. It was noticed that children who sat alone spent more time in the activity, different material was used for expression. Through the analysis of the works, we could conclude that the children, through the method of art transfer, experienced the works of art on a personal level through all the senses (perception phase), through the conversation with the teacher, they became aware of what they had experienced, and that is why in the expression phase we are witnessing a new aesthetic experience
From traditional to modern kindergarten - the path of quality development
No full textU ovom radu razmatra se povijest ranog i predškolskog odgoja u Republici Hrvatskoj, konkretnije razvoj Dječjeg vrtića Duga Resa, jednog od najstarijih dječjih vrtića na našem prostoru i njegovoj dugoj tradiciji organizirane skrbi za djecu rane i predškolske dobi. Prikazan je put rasta od tradicionalnog do suvremenog vrtića, a time i razvoj njegove kvalitete. Kontinuitet razvoja vrtića prikazan je i opisan u ovome radu, od 1926. godine do danas. Kako u svijetu, odnosno Europi, tako i kod nas događale su se kontinuirane promjene, nadogradnje, profesionalna usavršavanja i razvoj standarda za rani i predškolski odgoj. Mijenjala su se imena od zabavišta, obdaništa, dječjih jaslica i vrtića do ustanova za rani i predškolski odgoj i obrazovanje. Uz promjene naziva istaknuti su načini rada i programi odgojno-obrazovnog rada, razvoja kurikuluma, od njegovih prvih početaka do danas. Donošenjem Nacionalnog kurikuluma za rani i predškolski odgoj i obrazovanje (2015) prepoznat je put razvoja kvalitete ranog i predškolskog odgoja i obrazovanja koji je usmjeren na dobrobit djeteta i njegov cjelovit rast i razvoj, što se naglasilo, približilo i objasnilo u ovome radu.This master thesis discusses the history of organized early preschool education in the Republic of Croatia. We will walk through the history of the Duga Resa Kindergarten, one of the oldest kindergartens in Croatia and its long tradition of organized care for children of early and preschool age. The path of growth from traditional to modern kindergarten, and thus the development of the quality and excellence is core of this thesis. Most importantly, the uninterrupted continuity of kindergarten development from year 1926 will be shown and explained. Worldwide, in Europe, and in our country, there has been continuous changes, upgrades, improvements in institutions and standards for early preschool education. Organizations were changing their names from play schools, day cares, nurseries to kindergartens, so that today all institutions are called Kindergartens. Along with the names were changing, the ways of working attitudes and programs that have been adopted on from the very beginning until today are highlighted in this thesis. The way children are playing and toys they have were also changed throughout history. The modern way of life has brought a different conception of early childhood and child development. Today's National Curriculum for Early and Preschool Education is highlighted as an extremely important document that directs the way how to work in every kindergarten in the Republic of Croatia and determines all the essential components of an educational standards.
To know which path we want to take in the development of Croatian early and preschool education we need to know history well to understand the path that teaches us life and showing new directions
Logical thinking in early mathematics teaching
No full textKurikulum za nastavni predmet Matematike donesen 2019. godine temeljni je dokument za izvođenje nastave Matematike u osnovnim i srednjim školama. Za razvijanje matematičkih kompetencija bitne su domene i matematički procesi koji se neprestano isprepliću i nadopunjuju, a navedeni su u Kurikulumu. Matematički procesi uključuju proces Logičko mišljenje, argumentiranje i zaključivanje, koji je polazište za ovaj rad. Aspekti logičkog mišljenja (metode razvijanja mišljenja i istraživanja) koji se spominju u ovom procesu su generalizacija i specijalizacija, indukcija i dedukcija, analiza i sinteza, konkretizacija i apstrakcija te analogija. Cilj ovoga rada bio je analizirati u kojoj mjeri i na koji način se aspekti logičkog mišljenja koriste u udžbenicima za niže razrede osnovne škole. Analizom je utvrđeno da se svi spomenuti aspekti koriste u analiziranim udžbenicima, no na različite načine. Udžbenici bi trebali služiti samo kao pomoć, a učitelji su ti koji bi pri planiranju nastave trebali svakodnevno koristiti metode razvijanja mišljenja i istraživanja u svojoj nastavi.Curriculum for the subject of Mathematics, adopted in 2019, is a basic document for teaching Mathematics in Croatian elementary and high schools. Domains and mathematical processes that are constantly intertwined and complementary are important for the development of mathematical competencies, and are listed in the Curriculum. Mathematical processes include the process of Logical thinking, argumentation and conclusion, which is the starting point for this work. Aspects of logical thinking (methods of developing opinions and research) mentioned in this process are generalization and specialization, induction and deduction, analysis and synthesis, concretization and abstraction, and analogy. The aim of this thesis was to analyze to what extent and how the aspects of logical thinking are used in textbooks for lower classes of elementary school. The analysis found that all mentioned aspects are used in analyzed textbooks, but in different ways. Textbooks should only serve as help, and teachers are the ones who should use methods of developing thinking and research on a daily base in their classes
Spontaneous play of urban and rural environment
No full textCilj ovog rada bio je objasniti pojam igre, naglasiti njezinu važnost, te prikazati i usporediti spontane igre koje djeca igraju ovisno o tome odrastaju li u urbanoj ili ruralnoj sredini. Dječja igra urođena je instinktivna potreba koja djetetu pomaže razumjeti svijet u kojem živi, ali i potiče njegov cjelokupan razvoj. Igra ima pozitivne učinke na kognitivni, tjelesni, socijalni i emocionalni razvoj djeteta. Također, djetetu pruža mogućnost da se bavi tjelesnom aktivnošću koja pozitivno utječe na zdravlje. Način na koji će se djeca igrati uvelike ovisi o njihovoj životnoj sredini, kulturi i načinu na koji odrastaju. Nekada je razlika između igara urbanih i ruralnih sredina bila puno veća jer se život u gradu uvelike razlikovao od života na selu. Djeca urbanih sredina imala su više prilika za igru i igračke su im bile dostupnije, dok su djeca ruralnih sredina imala mnoštvo obaveza u kući i na polju, pa nisu imala vremena za igru, a zbog siromaštva kupovina igračaka nije bila moguća. Igrali su se uglavnom onda kada su vodili životinje na pašu, na pašnjacima, s onime što su tamo našli. Industrijalizacijom i modernizacijom, razlike između života urbanih i ruralnih sredina sve su manje, pa su tako i igre koja djeca igraju sličnije. Uglavnom ne postoje značajne statističke razlike u igrama koje djeca igraju, najčešće su to sportske aktivnosti poput nogometa ili odbojke, lovice ili skrivača, ali igra na spravama poput tobogana ili trampolina češća je kod djece ruralne sredine jer im je dostupnija. Naime, djeca ruralnih sredina imaju mogućnost igrati se u dvorištu, pa je to njihov pretežit odabir. U dvorištu obično imaju trampoline i ostale sprave pa se često zabavljaju na njima. Djeca urbanih sredina koja žive u zgradama nemaju tu mogućnost pa odlaze u parkove i na igralište. Pojavom tehnologije koja je sveprisutna, dječja igra u zatvorenom sve je rjeđa, već najčešća biraju sjediti pred ekranima i ući u virtualni svijet, bez obzira na mjesto odrastanja. Bili iz urbane ili ruralne sredine, od izrazite važnosti je poticati i motivirati djecu na igranje, jer ono, za razliku od sjedenja pred televizijom ili kompjuterom, ima mnoge pozitivne učinke.The aim of this paper was to explain the concept of play, emphasize its importance, and present and compare spontaneous games that children play depending on whether they grow up in an urban or rural environment. Children's play is an innate instinctive need that helps the children understand the world in which they live, but also encourages their overall development. Play has positive effects on a child's cognitive, physical, social and emotional development. It also gives the child the opportunity to engage in physical activity that has a positive effect on health. The way children play will largely depend on their environment, culture and the way they grow up. In the past, the difference between the plays of urban and rural areas was much bigger because life in the city was very different from life in the countryside. Children from urban areas had more opportunities to play and toys were more accessible to them, while children from rural areas had many responsibilities at home and in the field, so they did not have time to play, and due to poverty it was not possible to buy toys. They played mostly when they took the animals to pasture, on pastures, with what they found there. With industrialization and modernization, the differences between the lives of urban and rural areas are getting smaller, so the games that children play are more similar. Mostly, there are no significant statistical differences in the games children play, most often they choose sports activities such as football or volleyball, or hunting or hide-and-seek. But, playing on playground equipment, such as slide or trampoline is more common among children from rural area because it is more accessible to them. Namely, children from rural areas have the opportunity to play in the yard, so it is their predominant choice. They usually have trampolines and other devices in the yard, so they often have fun on them. Children from urban areas who live in buildings do not have this option, so they go to parks and playgrounds. With the advent of ubiquitous technology, indoor children's play is becoming less common, but most often they choose to sit in front of screens and enter the virtual world, regardless of where they grew up. Whether they are from an urban or rural environment, it is extremely important to encourage and motivate children to play, because, unlike sitting in front of a television or computer, it has many positive effects
Combined classroom in primary education
No full textKombinirani razredni odjel posebna je vrsta razrednog odjela u kojemu se nastava odvija za više razreda istovremeno. Učenici svoj razred dijele s još jednim, dva ili čak tri razreda. Iako su kombinirani razredni odjeli postojali i u prošlosti, sve je veći broj učenika koji pohađaju takve razrede. Mišljenja o kombiniranim razrednim odjelima su podijeljena pa ga neki učitelji smatraju kao „nužno zlo“. Ipak, kombinirani razredni odjeli imaju puno posebnosti, a izvođenje nastave u njima razlikuje se od nastave u redovitim razrednim odjelima. Osim same nastave, razlikuje se i pripremanje učitelja za svaki nastavni sat. Kompetencije učitelja u takvim razredima posebno dolaze do izražaja, pa je bitno da učitelj bude snalažljiv i spreman prihvatiti sve izazove koje rad u kombiniranim odjelima donosi. Osim toga, važno je naglasiti kako ni jedna kombinacija nije jednaka, stoga je bitno prilagoditi se svakome učeniku unutar razrednog odjela. Naravno, to je lakše nego u redovitim razredima, jer je broj učenika u kombiniranim razrednim odjelima znatno manji nego u redovitim razredima. Nadalje, rad u područnim školama i manjim mjestima zasigurno nosi posebne čari, a učitelj i škola imaju veliku ulogu u životu mjesta te organizaciji kulturnih, sportskih i ostalih manifestacija. U svemu tome pomažu učenici, ali i roditelji. Stariji učenici od velike su pomoći učitelju, jer su samostalniji pa učitelj, ako je potrebno, više vremena može posvetiti mlađim učenicima. Isto tako, oni su primjer koji mlađi učenici slijede. Cilj ovog rada je prikazati specifičnosti rada u kombiniranim razrednim odjelima i samim time ohrabriti mlade učitelje za rad u takvim razredima, jer nerijetko upravo u njima stječu svoja prva radna iskustva.Combined classroom is a specific type of classroom in which teaching is taking place for different classes at the same time. Student share their classroom with one, two or even three other classes. Although combined classrooms existed in the past, more and more students attend these classrooms today. Opinions about combined classrooms are divided so some teachers consider them as „necessary evil“. Still, combined classrooms have a lots of peculiarities, and teaching is different than in normal classes. Except teaching, difference can be seen in teacher's preparation for every class. Teacher's competencies in these classrooms are especially expressed, and it is important that teacher is clever and ready to take every challenge that teaching in combined classrooms brings. Furthermore, it is important to emphasize that every combination of classes is different, so teacher has to adjust to every student in the classroom. Certainly, it is easier to adjust to every student in combined classroom than in normal classes because there are less students in combined classroom. Also, teaching in district schools and smaller cities has its own peculiarities, because teachers and school have a big role in organizing cultural, sports and other events. In all of that organizing there is always help of students and their parents. Older students are more independent so they are big helpers to the teacher, so that teacher can dedicate more time to younger students if needed. Also, younger students follow older student's example. Goal of this thesis is to show specifics of working in combined classrooms and to encourage young teachers for work in such classrooms, because more often they gain their first work experience in combined classrooms