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Alternative pedagogies and implementation of elements of the Montessori method in Primary education
No full textAlternativne pedagogije koje su ponudile drugačija pedagoška rješenja, metode i pristupe od onih ustaljenih tradicionalnih sveprisutne su još od početka 20. stoljeća diljem svijeta. Pedagozi su osmislili bolja i primjerenija didaktička rješenja od dotadašnjih s aktivnijom ulogom učenika. Ovim radom nastoji se približiti koncept određenih alternativnih pedagogija i njihovih utemeljitelja, s posebnim naglaskom na Montessori pedagogiju čiji elementi su prikazani kao mogućnost implementacije u primarno obrazovanje. Osim Montessori pedagogije, navedene su teorijske postavke i didaktičko-metodičke posebnosti Freinetovog odgoja i škole rada, pedagoška načela Jena-plana u kojemu se ističe obiteljska atmosfera. Također su objašnjene pedagoške osnove waldorfskih škola u kojima se važnost pridaje ritmu, nastavi po epohama, umjetničkom odgoju te temeljna pedagoška načela Summerhill škole koja se ističe po potpunoj slobodi djece. Zajedničke sastavnice ovih alternativnih pedagogija su prvenstveno drugačija uloga učenika koji je aktivan i u središtu nastavnog procesa, kao i samostalan rad učenika, poticajna okolina, ispunjenje od fizičkih preko emocionalnih do intelektualnih i društvenih potreba djece, sloboda u širem značenju te poštivanje djece kao individua i njihovih interesa. Time se automatski mijenja i uloga učitelja koji bi prema ovim pedagogijama trebao biti inicijator i usmjerivač, smanjiti frontalnu nastavu na najmanju moguću mjeru, poticati suradnju među učenicima kao i učenje rukama te istraživanjem, koristiti razne materijale, strategije i metode u organizaciji nastave i samog učenja te nastojati bolje pripremiti djecu za život u društvu. Samim prikazom svih alternativnih rješenja može se zaključiti kako cjelokupna organizacija i koncept nastave nije isti kao u državnim školama. Svrha rada je prikazati kako se razna načela alternativnih pedagogija i konkretno elementi Montessori pedagogije mogu implementirati u državne škole čime one mogu dostići novu, bolju dimenziju.Alternative pedagogies that have offered different pedagogical solutions, methods and approaches than the established traditional ones have been ubiquitous since the early 20th century all around the world. Pedagogues have devised better and more appropriate didactic solutions than the previous ones with a more active role of students. This paper seeks to approximate the concept of certain alternative pedagogies and their founders, with special emphasis on Montessori pedagogy whose elements are presented as a possibility of implementation in primary education. In addition to Montessori pedagogy, the theoretical assumptions and didactic-methodological peculiarities of Freinet's upbringing and school of work, pedagogical principles of the Jena Plan in which the family atmosphere is emphasized are given. The pedagogical bases of Waldorf schools are also explained, in which importance is given to rhythm, teaching by epochs, art education, as well as the basic pedagogical principles of the Summerhill school, which stands out for the complete freedom of children. Common components of these alternative pedagogies are primarily a different role of students who are active and in the centre of the teaching process, as well as independent work of students, stimulating environment, fulfillment of physical, emotional, intellectual and social needs of children, freedom in the broadest sense and respect for children as individuals and their interest. This automatically changes the role of teachers who, according to these pedagogies, should be the initiator and moderator, reduce frontal teaching to a minimum, encourage cooperation among students as well as learning by hand and research, use various materials, strategies and methods in organizing class and learning, as well as strive to better prepare children for life in society. By presenting all the alternative solutions, it can be concluded that the overall organization and concept of teaching is not the same as in public schools. The purpose of this paper is to show how various principles of alternative pedagogies and specifically elements of the Montessori pedagogy can be implemented in public schools so that they can reach a new, better dimension
First aid and resuscitation in preschool children
No full textPredškolska djeca sklona su istraživanju svojih sposobnosti, ali još uvijek ne mogu realno sagledavati moguće opasnosti. Zbog toga su često izložena nesrećama i ozljedama koje zahtijevaju hitnu intervenciju. Pristup prvoj pomoću u djeteta razlikuje se od odraslog jer dijete ima različite anatomske i fiziološke osobine koje su dobno specifične i drugačije su kod dojenčadi (djeca do godine dana), male djece (djeca dobi od jedne do tri godine) i predškolske djece (dobi od tri do šest godina).
Kod osnovnog održavanje života u djece (eng. Paediatric Basic Life Support – PBLS) kombiniraju se postupci kojima se bez korištenja tehničkih pomagala pomaže prebroditi stanje zatajenja disanja i cirkulacije u djece do dolaska hitne medicinske pomoći koja zatim pruža napredne mjere održavanje života. Slijed pružanja oživljavanja temelji se na ABC pristupu, A(airway), B(breathing), C(circulation) sa ciljem održavanja osnovnih životnih funkcija disanja i cirkulacije i njihovom ponovnom uspostavom kako bi se spriječile posljedice prestanka disanja i rada srca na mozak i druge organe. Osim pružanja osnovnog održavanja života djeteta u radu je naglašena važnost ostalih stanja koja ugrožavaju život djeteta te postupci koje treba provoditi u tome slučaju.
Ozljede se mogu dogoditi i u dječjem vrtiću te je tada osoba koja pruža prvu pomoć djetetu odgojiteljica/odgojitelj. Stoga je važno da odgojiteljice/odgojitelji, ali i drugo osoblje vrtića ima odgovarajuće znanje i vještine u pružanju osnovnih mjera prve pomoći. Osim odraslih i djeca polaznici predškolske ustanove mogu naučiti osnove pružanja prve pomoći vršnjacima i drugim ugroženim ljudima.Preschool children tend to explore their abilities, but they still cannot really see the possible dangers. As a result, they are often exposed to many accidents and injuries that require urgent intervention. The approach to first aid in a child differs from an adult because the child has different anatomical and physiological characteristics which are age-specific and different in infants (children up to one year), young children (children aged one to three years) and preschool children (aged three to six years).
Pediatric Basic Life Support (PBLS) combines procedures that, without the use of technical aids, help to overcome respiratory and circulatory failure conditions in children until the arrival of emergency medical care, which then provides pediatric advanced life support measures. The sequence of providing resuscitation is based on the ABC approach, A (airway), B (breathing), C (circulation) with the aim of maintaining the basic vital functions of breathing and circulation and their re-establishment to prevent the consequences of respiratory arrest and heart failure on the brain and others the internal organs of the child. In addition to providing basic maintenance of the child's life, the thesis emphasizes the importance of other conditions that endanger the child's life and the procedures to be carried out in their case.
Injuries can also occur in kindergarten, and then the person who provides first aid to the child is the preschool teacher. Therefore, it is extremely important that educators, as well as other preschool staff, have adequate knowledge and skills to provide it. In addition to adults, children attending preschool institutions can learn the basics of providing first aid to their peers and other vulnerable people
Kinesiology and leisure of students
No full textCilj ovog diplomskog rada je otkriti kako učenici provode svoje slobodno vrijeme. Primarni cilj ovog istraživanja je otkriti što učenici rade u slobodno vrijeme i u kojoj mjeri se bave kineziološkim aktivnostima. Sekundarni cilj je usporedba bavljenja kineziološkim aktivnostima po spolu. Za potrebe ovog istraživanja uključen je uzorak od dva 3. razreda Osnovne škole Brestje. Sudjelovalo je 44 učenika, od čega je 25 učenica i 19 učenika. Metodom anketnog listića saznajmo o njihovim aktivnim i pasivnim radnjama u slobodno vrijeme. Najveći postotak djece aktivno provodi svoje slobodno vrijeme te se 31,82% bavi sportom. Također, velik postotak djece pasivno provodi slobodno vrijeme te 20,45% igra igrice na računalu ili mobitelu. Svijest učenika o važnosti tjelesnog vježbanja je naglašena jer svi učenici smatraju da je za čovjeka važno kretanja i bavljenjem sportom te se čak 90, 91% učenika planira baviti nekom aktivnošću u budućnosti. Razlike u načinu provođenja slobodnog vremena između dječaka i djevojčica su vidljive. Dječaci svoje slobodno vrijeme najčešće provode igranjem igrica na računalu ili mobitelu, dok djevojčice druženjem s obitelji i igranjem s prijateljima. Također, naglašena je i razlika u bavljenju kineziološkom aktivnosti po spolu te zaključujemo da postoji povezanost s obzirom na spol i odabir sporta. Dječaci imaju sklonost prema nogometu, dok djevojčice imaju sklonost prema plesu. Roditelji, učitelji i drugo stručno osoblje treba poticati djecu u ranoj dobi na bavljenje različitim tjelesnima aktivnostima kako bi stekli naviku vježbanja i kako ih moderno doba ne bi usmjerilo na sjedilački način provođenja slobodnog vremena.The aim of this graduate thesis is to discover how students spend their leisure. The primary goal of this research is to discover what students do in their leisure time and to what extent they engage in kinesiological activities. Secondary objective is to compare engaging in kinesiological activities by gender. For the purpose of this research, a sample of two 3rd graders from Elementary School Brestje was included. 44 students participated, of which 25 were females and 19 males. Using the questionnaire method, we discover about their active and passive activities in their free time. The largest percentage of children spend their free time actively and 31.82% play sports. Also, a large percentage of children spend their free time passively and 20.45% play games on a computer or mobile phone. Students' awareness of the importance of physical exercise is emphasized because all students believe that movement and sports are important for a person, and as many as 90, 91% of students plan to engage in some activity in the future. Differences in the way leisure time is spent between boys and girls are visible. Boys usually spend their free time playing games on the computer or mobile phone, while girls spend time with family and playing with friends. Also, the difference in engaging in kinesiological activity by gender was emphasized, and we conclude that there is a connection regarding gender and the choice of sport. Boys have tendency to play football while girls have tendency toward dance. Parents, teachers and other professional staff should encourage children at an early age to engage in various physical activities in order to acquire the habit of exercise and so that modern times do not direct them to a sedentary way of spending free time
Internalised disorders in preschool children
No full textS obzirom na sveukupnost izazova s kojima se svakodnevno suočavaju odgojitelji kao što su visoka odgovornost u radu, velik broj djece u skupinama, djeca s teškoćama u razvoju i mnogi drugi, vrlo često kao rezultat toga proizlazi neprepoznavanje internaliziranih poremećaja u ponašanju kod djece.
Cilj ovog rada je istražiti odgojiteljska znanja i vještine u prepoznavanju internaliziranih poremećaja kod djece te stavova i odgojnih postupaka u radu sa sramežljivom djecom. Provedeno je kvalitativno istraživanje u kojem se kao instrument koristio polustrukturirani intervju. Istraživanje je uključivalo 20 odgojitelja djece rane i predškolske dobi koji su zaposleni u različitim dječjim vrtićima na području Grada Zagreba i Zagrebačke županije.
U radu je ispitano znanje odgojitelja o internaliziranim poremećajima, stavovi i uvjerenja odgojitelja o tome mogu li djeca imati depresiju te koji su njezini uzroci i simptomi. Ispitani su i odgojni postupci u radu sa depresivnom djecom. Istraživala se sposobnost odgojitelja u razlikovanju sramežljivosti od depresije i socijalne povučenosti kod djece. Ispitani su uzroci sramežljivosti te pridružuju li odgojitelji sramežljivost poremećajima u ponašanju. Ispitani su i odgojni postupci odgojitelja u radu sa sramežljivom djecom.
Rezultati pokazuju da 55% odgojitelja iz uzorka ne zna imenovati i nabrojati internalizirane poremećaje. Iako odgojitelji nisu prepoznali pojmovno značenje internaliziranih poremećaja, pokazalo se da vrlo dobro prepoznaju znakove i simptome koji ukazuju na poremećaje u ponašanju. Iza uvjerenja da djeca mogu imati depresiju stoji 80% odgojitelja. Kao najvjerojatniji uzrok depresije kod djece, 80% odgojitelja navelo je obiteljske probleme. Nadalje, u sposobnosti razlikovanja sramežljivosti od socijalne povučenosti, 25% odgajatelja ne prepoznaje razliku i ujednačuju spomenute pojmove. Kao uzrok sramežljivosti 60% odgojitelja navelo je karakter djeteta, a njih 15% sramežljivost svrstavaju pod poremećaj. Što se tiče odgojnih postupaka sa sramežljivom djecom, odgojitelji su pokazali visoke profesionalne vještine.Considering the totality of challenges that preschool teachers face daily such as high responsibility, the large number of children in groups, children with disabilities, and many others, very often because of it preschool teachers have difficulty in recognizing internalized behavioural disorders in children.
The main goal of this research is to determine the knowledge and skills of preschool teachers in recognising internalized disorders in children and attitudes and educational procedures in working with shy children. Qualitative research was conducted in which was used semi-structured interviews as an instrument. The research included twenty preschool teachers who are employed in various kindergartens in the City of Zagreb and Zagreb County.
In the study were exanimated preschool teachers' knowledge of internalized disorders, their attitudes and beliefs about whether children can have depression and what are its causes and symptoms. Educational procedures in working with depressed children were also examined and the ability of teachers to distinguish shyness from depression and social withdrawal in children. The causes of shyness and whether teachers associate shyness with behavioural disorders were examined. The educational procedures of teachers in working with shy children were also examined.
The results show that 55% of preschool teachers in the sample do not know how to name and enumerate internalized disorders. Although teachers did not recognize the conceptual meaning of internalized disorders, they were shown to recognize very well the signs and symptoms that indicate behavioural disorders. 80% of teachers believe that children can have depression. As the most expected cause of depression in children 80% of teachers cited family problems. Furthermore, in the ability to distinguish shyness from social withdrawal, 25% of teachers do not recognize the difference and harmonize the mentioned concepts. As a cause of shyness, 60% of teachers cited the character of the child and 15% of them classify shyness as a disorder. As for educational procedures for shy children, preschool teachers have shown high professional skills in working with shy children
Determining possible differences by gender in certain motor abilities of preschool children
No full textCilj ovog istraživanja bio je utvrditi moguće razlike po spolu u pojedinim motoričkim sposobnostima djece predškolske dobi. Istraživanje je provedeno na uzorku od 60 djece (30 dječaka i 30 djevojčica) u dobi od 6 godina (± 6 mjeseci) polaznika dječjeg vrtića u gradu Zagrebu. Primijenjena je baterija od sedam testova za procjenu brzine (taping rukom), fleksibilnosti (pretklon trupa), izdržljivosti (trčanje u trajanju od 90 sekundi), koordinacije (poligon natraške), ravnoteže (stajanje na jednoj nozi na kocki), eksplozivne snage (skok u dalj) i repetitivne snage (trbušnjaci u 30 sekundi). Dobiveni podaci mjerenja prikazani su deskriptivnom metodom dok je za usporedbu svih varijabli po spolu te provjeru značajnosti njihove razlike primijenjena analiza varijance (ANOVA). Statistički značajne razlike po spolu u motoričkim sposobnostima utvrđene su u varijablama repetitivne snage i izdržljivosti u korist dječaka te fleksibilnosti u korist djevojčica. Na temelju rezultata može se zaključiti kako je u ovom dobnom uzrastu došlo do pojave spolnog dimorfizma.The aim of this study was to determine possible gender differences in certain motor abilities of preschool children. The research was conducted on a sample of 60 children (30 boys and 30 girls) aged 6 years (± 6 months) attending kindergarten in the city of Zagreb. A battery of seven tests was applied to assess speed (hand tapping), flexibility (sit and reach), endurance (running for 90 seconds), coordination (polygon backward), balance (standing on one leg on the cube), explosive strenght (standing long jump) and repetitive strenght (sit-ups in 30 seconds). The obtained measurement data are presented by the descriptive method, while the analysis of variance (ANOVA) was used to compare all variables by gender and check the significance of their differences. Statistically significant differences by gender in motor skills were found in the variables of repetitive strength and endurance in favor of boys and flexibility in favor of girls. Based on the results, it can be concluded that sexual dimorphism occurred at this age
The role of kindergarten teacher in the prevention of obesity in toddlers and preschool children
No full textSvjetska zdravstvena organizacija (SZO) smatra pretilost globalnom epidemijom 21. stoljeća zbog njezine visoke učestalosti diljem svijeta. Zabrinjavajuće je što je učestalost pretilosti u djece mlađe i predškolske dobi u porastu. Djeca su ranjiva populacija koja obuhvaća više od trećine svjetske populacije, a okolišni čimbenici imaju vrlo važnu ulogu u određivanju njihovog zdravlja. Djeca mlađe i predškolske dobi većinu vremena provode u predškolskim ustanovama gdje usvajaju životne navike. Poznato je da prevencija pretilosti počinje u dojenačkoj dobi odabirom dojenja kao optimalnog načina prehrane dojenčadi i male djece.
Cilj ovog istraživanja je utvrditi postotak male i predškolske djece s prekomjernom tjelesnom masom i pretilošću te definirati postupke kojima odgojiteljica u vrtiću može doprinijeti u prevenciji pretilosti.
Istraživanjem je obuhvaćeno 84 male i predškolske djece raspona dobi od dvije do sedam godina, koja pohađaju gradski dječji vrtić Trešnjevka u Zagrebu. Svim ispitanicima su izmjereni tjelesna masa, tjelesna dužina ili visina i opseg glave, te je izračunat indeks tjelesne mase (ITM). Prekomjerna tjelesna masa i pretilost se definira kao prekomjerno nakupljanje masnog tkiva koje predstavlja rizik za zdravlje. Za djecu do 5 godina definira se odnosom između tjelesne mase i visine, a za djecu od 5 do 19 godina i odrasle definira se indeksom tjelesne mase (ITM) koji se izračunava tako da se tjelesna masa podijeli s kvadratom tjelesne dužine ili visine u metrima (kg/m2). Prekomjernom tjelesnom masom se u djece do dobi od 5 godina smatra kada je odnos između tjelesne mase za visinu 2 standardne devijacije iznad medijana za dob, pretilošću se smatra kada je odnos između tjelesne mase za visinu veći od 3 standardne devijacije za dob. Za djecu od 5 do 19 godina definicija prekomjerne tjelesne mase je kada je ITM iznad 1 standardne devijacije medijana za dob, a pretilost kada je ITM iznad 2 standardne devijacije medijana za dob. Tjelesne mjere svakog djeteta uspoređene su s odgovarajućim standardima krivulja SZO.
U ovom istraživanju utvrđeno je da je učestalost prekomjerne tjelesne mase i pretilosti u male i predškolske djece bila 19,05%. Učestalost prekomjerne tjelesne mase je bila 8,33%, a učestalost pretilosti 10,72%. Utvrđeno je da odgajateljica u vrtiću može znakovito utjecati na formiranje djetetovih životnih navika poput redovite prehrane, tjelesne aktivnosti i igre. Djeca najlakše uče igrom kroz prirodne, praktične i svakodnevne aktivnosti. Da bi organizacija i provođenje takvih aktivnosti bila uspješna, ključno je da odgajateljica posjeduje znanja i razumijevanje njihovih veza između zdravlja, prehrane i tjelesne aktivnosti u djece.The World Health Organization (WHO) considers obesity a global epidemic of the 21st century due to its high prevalence worldwide. It is worrying that the prevalence of obesity in toddlers and preschool children is on the rise. Children are a vulnerable population that accounts for more than a third of the world's population and environmental factors play an important role in determining their health. Toddlers and preschool children get to spend most of their time in kindergarten where they adopt life habits. It is known that the prevention of obesity begins in infancy by choosing breastfeeding as the optimal way of feeding for infants and preschool children.
This research aims to determine the percentage of toddlers and preschool children with overweight and obesity and to define the measures by which a kindergarten teacher can contribute to their prevention.
The research involved 84 two to seven years old toddlers and preschool children, who attend kindergarten Trešnjevka in Zagreb. The following anthropometric measurements were performed in all children: body weight in kg, body length or height in cm, head circumference in cm. For children up to 5 years it is defined by the ratio between body weight and height, and for children 5 to 19 years it is defined by the body mass index (BMI) which is calculated by dividing body weight by the square of body length or height in meters m2. For children under 5 years of age overweight is weight-for-height greater than 2 standard deviations above WHO Child Growth Standards median; and obesity is weight-for-height greater than 3 standard deviations above the WHO Child Growth Standards median. For children aged between 5–19 years overweight is BMI-for-age greater than 1 standard deviation above the WHO Growth Reference median; and obesity is greater than 2 standard deviations above the WHO Growth Reference median. Each child's anthropometric measurements were compared to appropriate WHO standards.
In our research the prevalence of overweight and obesity in toddlers and preschool children was 19,05%. Prevalence of overweight was 8,33%, and prevalence of obesity was 10,72%.
It was concluded that a kindergarten teacher can significantly influence the establishment of a child's life habits such as regular diet, physical activity, and play. Children learn most easily by playing in natural and shared and healthy environment, taught to perform correctly everyday activities. For successful organization and implementation of such activities the kindergarten teacher should have the skills, knowledge and understanding of the links between health, nutrition, and physical activity in children
The importance of artistic creativity for the holistic development of child and Rembrandt as an incentive for art activities
No full textTema ovog završnog rada je važnost likovnog stvaralaštva u predškolskoj dobi te njegov
utjecaj na razvoj djeteta. Rad se sastoji do teorijskog i praktičnog dijela. U teorijskom dijelu rada
govori se o važnosti i utjecaju umjetnosti u odgoju, a posebno likovne umjetnosti. Likovna
umjetnost omogućuje djeci da izraze svoju autentičnost odnosno da kroz stvaralaštvo izraze ono
što osjećaju, o čemu razmišljaju te način na koji razumiju stvari i događaje oko sebe. Zatim se
opisuje razvoj dječjeg likovnog jezika od samih početaka te se naglašava velika uloga okoline za
razvoj likovnog jezika. Nadalje, u radu se donosi povijesni pregled o pogledu na dječje likovno
stvaralaštvo koje nije uvijek vrednovano na način na koji se vrednuje danas. Razvoj pedagogije,
psihologije i ostalih znanosti utjecao je na mijenjanje pogleda na dječji likovni rad. Prepoznat je
utjecaj likovnog stvaralaštva na cjelovit razvoj djeteta, a osobito na kognitivni i emocionalni razvoj
te na razvoj kreativnosti. Također, u radu se opisuje i uvođenje likovno umjetničkog djela u
predškolske ustanove te njegov utjecaj na dječji razvoj, kao i dječji odnos prema umjetničkim
djelima. U drugome, praktičnom dijelu rada, opisane su dvije likovne aktivnosti izvedene s djecom
u vrtiću. U prvoj aktivnosti djeca su slikala temperama, a kao poticaj i motivacija bila je
Rembrandtova slika Povratak izgubljenog sina te istoimena priča. U drugoj aktivnosti djeca su
sama osmislila, napisala i nacrtala slikovnicu koja se nadovezuje na priču iz prve aktivnosti. Cilj
ovoga završnog rada jest osvještavanje važnosti likovnog stvaralaštva od najranije dobi i
vrednovanje dječjeg likovnog rada.The theme of this final work is the importance of artistic creation in preschool age and its influence on the development of the child. The work consists of a theoretical and practical part. The theoretical part of the paper deals with the importance and influence of art in upbringing, especially fine art. Fine art allows children to express their authenticity and to express through creativity what they feel, what they think about and the way they understand things and events around them. The development of children's visual language from the very beginning is then described and the great role of the environment for the development of the visual language is emphasized. Furthermore, this paper presents a historical overview of the view of children's artistic creation, which is not always valued in the way it is valued today. The development of pedagogy, psychology and other sciences influenced the changing view of children's art work. The influence of artistic creation on complete children's development, especially on cognitive and emotional development and on the development of creativity, has been recognized. The paper also describes the introduction of artwork in preschool institutions and its impact on children's development, as well as children's attitude towards works of art. In the second, practical part of the work, two artistic activities performed with children in kindergarten are described. In the first activity, the children painted with temperas, and as a spur and motivation was Rembrandt's painting The Return of the Lost Son and the story of the same name. In the second activity, the children designed, wrote and drew a picture book that builds on the story of the first activity. The aim of this final work is to raise awareness of the importance of artistic creation from an early age and to evaluate children's artistic work
Involvement Of Fathers In Child-rearing In Brazil And Croatia
No full textOdgoj djeteta tema je u kojoj se u povijesti najveća vrijednost stavljala na majku, no danas se javlja sve veći interes za promatranje uloge očeva. Otac je predstavljao autoritet i imao je zadatak materijalno osigurati obitelj, a majka je imala glavnu ulogu u odgoju djeteta. S obzirom na to da se u današnje vrijeme nastoji postići ravnopravnost između muškaraca i žena, očevi i majke trebali bi imati jednaku vrijednost i ulogu u odgoju djeteta, što znači da se prvenstveno moramo maknuti od polazišta da je odgoj „ženski posao“. Cilj ovog diplomskog rada je ispitati u kojoj su mjeri očevi uključeni u odgoj djeteta u Brazilu i u Hrvatskoj i saznati ima li razlike u uključenosti očeva s obzirom na nacionalnost. Ovim se radom također želi osvijestiti na važnost očeva u razvoju i odgoju djeteta. U istraživanju je sudjelovalo 54 očeva, od čega je 28 Hrvata i 26 Brazilaca. Na temelju istraživanja, formirano je pet hipoteza te je pronađena statistički značajna razlika između hrvatskih i brazilskih očeva, odnosno dokazano je da su brazilski očevi u odgoj djeteta uključeni u većoj mjeri od hrvatskih očeva. Dokazano je također da se brazilski očevi tijekom trudnoće više zanimaju za literaturu o roditeljstvu i odgoju te češće odlaze na ultrazvuke s partnericom.Raising children has historically been the most motherly discipline, but today there is a growing focus on observing the role of the father. The father was an authority and was responsible for providing for the family, and the mother played an important role in raising the children. In today's pursuit of equality between men and women, fathers and mothers should have the same value and role in raising children, which means that we must first get rid of the premise that raising children is a "woman's job".
The aim of this paper was to examine the extent to which Brazilian and Croatian fathers are involved in parenting, and whether the extent of parental involvement varies by nationality. The paper also attempts to raise awareness of the importance of fathers in child development and parenting. . Fifty-four fathers participated in the study, including 28 Croats and 26 Brazilians. Based on the study, five hypotheses were formed and a statistically significant difference was found between Croatian and Brazilian fathers, namely that Brazilian fathers were more involved in raising children than Croatian fathers. It has also been proven that Brazilian fathers are more interested in the literature on parenting and upbringing during pregnancy and more often go for ultrasounds with their partner
Geographical Map In The Teaching Of Nature And Society
No full textJedan od glavnih zadataka nastavnog predmeta prirode i društva je uvođenje učenika u
snalaženje u prostor i kartografsko opismenjavanje. U diplomskom radu pod nazivom
Geografska karta u nastavi prirode i društva prikazana je teorijska osnova predmeta prirode i
društva, teorijska osnova o uvođenju učenika u snalaženje u prostor i općenito o kartografiji i
kartografskim izvorima u povijesti.
Cilj istraživanja bio je ispitati učitelje razredne nastave o korištenju geografske karte u
nastavi prirode i društva. Željelo se ispitati postoji li razlika u korištenju geografske karte s
obzirom na godine radnog iskustva učitelja, jesu li škole podjednako opremljene geografskim
kartama u svim dijelovima Republike Hrvatske, provode li se u trećem razredu uvodne vježbe
kod uvođenja učenika u snalaženje u prostoru, nedostaje li učiteljima razredne nastave
zavičajna, odnosno županijska karta, koriste li se najviše zidne geografske karte u nastavi, imaju
li učionice u svim dijelovima Hrvatske prikladno mjesto za zidnu geografsku kartu te jesu li
geografske karte svojim formatom i smještajem prilagođene učenicima razredne nastave.
Istraživanje je provedeno uz pomoć online upitnika koji je sadržavao 29 pitanja. U
istraživanju je sudjelovalo je 200 ispitanika, učitelja razredne nastave, s cijelog područja
Republike Hrvatske. Pokazalo se kako učitelji u velikoj mjeri koriste geografsku kartu i provode
uvodne vježbe kod uvođenja učenika u snalaženje u prostoru. Neki problemi koji se javljaju
vezano za geografsku kartu su neopremljenost škole geografskim kartama, nedostatak
zavičajnih, odnosno županijskih karata te mala zastupljenost geografskih sadržaja na
nastavnom predmetu priroda i društvo.One of the main tasks of the subject of nature and society is to introduce students to
space and cartographic literacy. The graduate thesis entitled Geographical map in the teaching
of nature and society presents the theoretical basis of the subject of nature and society, the
theoretical basis of introducing students to navigating space and in general about cartography
and cartographic sources in history.
The aim of the research was to examine primary school teachers about the geographical
map in the teaching of nature and society. I wanted to examine whether there is a difference in
the use of maps with regard to the years of experience of teachers, whether schools are equally
equipped with maps in all parts of Croatia, whether introductory exercises are conducted in the
third grade when introducing students to spatial coping, whether teachers lack native or county
map, whether the highest wall maps are used in teaching, whether classrooms in all parts of
Croatia have a suitable place for a wall map and whether the maps are adapted to the students
of the class with their format and location.
The research was conducted with the help of an online questionnaire containing 29
questions. The research involved 200 respondents, primary school teachers, from the entire
territory of the Republic of Croatia. Teachers have been shown to make largely use of the
geographical map and conduct introductory exercises in introducing students to spatial coping.
Some of the problems related to the geographical map are the school's lack of geographical
maps, the lack of native or county maps and the low representation of geographical content in
the subject of nature and society
Evaluation of drama education and its outcomes in lower grades of elementary school
No full textVrednovanje dramskopedagoškog rada složen je i nedovoljno strukturiran proces koji u današnjem školstvu koje stremi ka novijim pedagoškim praksama usmjerenima na dijete, predstavlja jedan od velikih izazova. Sa svojom dijagnostičkom, prognostičkom i motivacijskom funkcijom, vrednovanje učenicima odašilje informacije o njihovim postignućima, a učiteljima služi kako bi jednostavnije i preciznije mogli odrediti ritam i smjer poučavanja. U ovom radu započevši od povijesnog pregleda paradigmi dramskog odgoja te proučavanja suvremenih kurikuluma, donosi se promišljanje o mogućim oblicima formativnog vrednovanja dramskog rada. Razrađeni su modeli takvog vrednovanja ishoda u području razvoja emocionalnosti, empatije, samopouzdanja, doživljavanja kao socijalne kategorije, govornog izražavanja, dramskog stvaralaštva te sudjelovanja učenika u umjetničkoj i estetskoj komunikaciji. Oblikovani su i kriteriji vrednovanja te tablice u kojima učitelji mogu sustavno pratiti djetetov napredak. Primjeri iz prakse izloženi u radu ilustriraju mogućnosti primjene dramskih metoda i tehnika implementiranih u različite nastavne predmete.The evaluation of drama-pedagogical work is a complex and insufficiently structured process which in today's schooling, which strives for newer pedagogical practices aimed at children, is representing a great challenge. With its diagnostic, prognostic, and motivational function, it sends information to students about their achievements, and serves teachers to more easily and accurately determine the rhythm and direction of teaching. In this paper, starting with a historical overview of the paradigms of drama education and the study of contemporary curricula, a reflection is made on possible forms of formative evaluation of drama work. Models of such evaluation of outcomes in the field of development of emotionality, empathy, self-confidence, experience as a social category, speech expression, dramatic creativity and student participation in artistic and aesthetic communication have been developed. Evaluation criteria and tables in which teachers can systematically monitor the child's progress have been developed. Examples from practice presented in the paper illustrate the possibilities of applying dramatic methods and techniques implemented in different subjects