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Development of the relationship between parents and educators in the period of adaptation
No full textGlavni ciljevi predškolskog odgoja i obrazovanja su osiguravanje dobrobiti za dijete te cjelovit razvoj, odgoj i učenje djeteta i razvoj kompetencija. Bitan čimbenik kvalitetnog odgojno-obrazovnog procesa jest i interakcija sudionika samog procesa; roditelja, djece i same predškolske ustanove. Sudionici su ti koji određuju kvalitetu socijalnog okruženja predškolske ustanove, stoga je bitno da odnosi sudionika odgojno-obrazovnog procesa budu partnerski i podupirući. Cilj ovog rada je pokazati važnost uloge interpersonalnih odnosa, posebno odnosa između roditelja i odgojitelja, u ostvarivanju dobrobiti djece i njihovog cjelovitog razvoja. Mnogi autori naglašavaju da je partnerstvo roditelja i odgojitelja od iznimne važnosti, kako za njih tako i za samu djecu. Ono iziskuje razvijanje dobrih međusobnih odnosa, temeljenih na uzajamnom povjerenju, otvorenosti komunikacije i razumijevanju. Razvoj partnerstva roditelja i odgojitelja ostvaruje se tijekom cijelog perioda odgojno-obrazovnog procesa, a započinje procesom prilagodbe djeteta na vrtić. Kada je riječ o samom periodu prilagodbe, odgojitelji, uz roditelje, zasigurno imaju najveću ulogu. Uloga odgojitelja u dječjim životima i posebice u njihovom razvoju neosporno je velika. Raspon odgovornosti odgojitelja koje ima prema djeci također je velik, a prostire se od organiziranja sredine u kojoj se nalaze s djecom, preko izbora edukacijskog materijala do stvaranja okruženja i situacija u kojima će djeca moći razvijati svaki dio sebe i svoje ličnosti - samopouzdanje, samopoštovanje, uvažavanje drugih, socijalne kompetencije, itd. Partnerski odnosi, tj. partnerstvo roditelja i odgojitelja cilj je kojem bi svi odgojitelji i roditelji trebali težiti. Put do ostvarivanja partnerstva dugačak je i katkad naporan ali uz otvorenost obiju strana i kvalitetnu komunikaciju postaje lakši. U ovom radu biti će pobliže opisani i objašnjeni svi važni elementi razvoja partnerstva roditelja i odgojitelja.The main goals of preschool upbringing and education are ensuring a child's well-being and complete development, upbringing, and child’s teaching and development of competencies. An important factor of the quality educational process is the interaction of the participant in the process (itself); parents, children, and preschool. The participants are the ones who determine the quality of social surroundings of preschool, therefore it is important that relations of the participants in the educational process are partnership and supporting. The goal of this work is to show the importance of interpersonal relations, especially relations between parents and preschool teachers, in the realization of children’s wellbeing and their complete development. Many authors emphasize that the partnership between parents and preschool teachers is of utmost importance, for both them and the children themselves. It requires the development of good interpersonal relations, based on mutual trust, the openness of communication, and understanding. The development of partnership between parents and preschool teachers is realizing throughout the whole educational period and is starting with the process of adaptation. When talking about the period of adaptation, preschool teachers, with parents, surely have the most important role. The role of preschool teachers in children’s lives, and especially in their development is undoubtedly big. The range of preschool teacher’s responsibility is also very wide, and it ranges from organizing the surroundings to creating situations in which the children can develop every party of themselves and their personality – self–confidence, self–esteem, respect for others, social competencies, and so on. Partnership i.e. partnership of parents and preschool teachers is the goal that all preschool teachers and parents should strive for. The road to the partnership is long and sometimes difficult but with the openness of both sides and quality of communication, it becomes easier. In this work all important elements of the development of a partnership between parents and preschool teachers will be described and explained in more detail
Online learning during the COVID-19 pandemic
No full textPandemija uzrokovana virusom SARS-CoV-2 obustavila je redovno izvođenje nastave u Republici Hrvatskoj u ožujku 2020. godine. Sva se nastava premjestila u virtualni svijet te je započelo razdoblje nastave na daljinu na koju nijedan sudionik odgojno-obrazovnog procesa nije bio spreman. Nekoliko godina prije pandemije započelo se s provođenjem projekta e-škole, koji je za cilj imao implementaciju digitalnog sustava, no taj projekt nije zahvatio sve škole na prostoru RH niti su svi učitelji bili dovoljno kompetentni za prijelaz na nastavu na daljinu. U toj situaciji učitelji su se trebali naglo prilagoditi obvezama koje nosi rad od kuće – višesatno gledanje u računalo, virtualna komunikacija s učenicima i njihovim roditeljima, osmišljavanje nastavnih jedinica uz pomoć raznih digitalnih alata i platformi za čije korištenje su se najčešće samostalno usavršavali itd. Osim navedenog, učiteljima razredne nastave bio je veliki problem na koji način vrednovati učenike u tom razdoblju te odrediti optimalnu količinu opterećenosti učenika tijekom nastave na daljinu. Kako bi se doznalo kako su se učitelji organizirali tijekom perioda nastave na daljinu te s kojim su se sve problemima susreli, osmišljen je anketni upitnik naslova „Stavovi učitelja razredne nastave o provedbi nastave na daljinu tijekom pandemije COVID-19“. U istraživanju je sudjelovalo 100 učitelja razredne nastave na području Krapinsko-zagorske županije. Rezultati su uspoređivani s obzirom na dob učitelja, radni staž te vrstu osnovne škole u kojoj rade. Sve navedene hipoteze su potvrđene s vrlo niskom razinom značajnosti.In March 2020, a pandemic caused by the SARS-CoV-2 virus disrupted the traditional learning model in the Republic of Croatia. All classes were transferred online and the shift to distance learning has begun, which is something the participants in the educational process were not prepared for. A few years before the pandemic happened, an e-Schools pilot project has been initiated, aimed at digitizing teaching processes. However, not all schools in Croatia were included in this project, nor were all teachers competent enough to transfer to distance learning. In these circumstances, teachers had to adapt quickly to the responsibilities that come with working from home: long hours of looking at the screen, virtual communication with pupils and their parents, designing lessons with the aid of various digital tools and platforms (for the use of which they were mostly self-trained) etc. Apart from the abovementioned, primary school teachers had great trouble deciding how to grade pupils and how to determine the optimal workload during the period of distance learning. In order to find out how the teachers organised themselves during the period of distance learning and to recognise the problems they encountered, a questionnaire “Primary school teachers’ perspectives on the implementation of distance learning during the COVID-19 pandemic” has been developed. The study involved 100 primary school teachers in the Krapina-Zagorje County. The results of the study were compared with respect to the teachers’ age, years of service and the type of primary school they work at. All the above hypotheses have been confirmed with a very low level of significance
Differences in anthropometric characteristics between children attending tennis and children not involved in organized sports
No full textCilj ovog rada „Razlike u antropometrijskim karakteristikama između djece tenisača i djece koja se ne bave organiziranim sportom“ je utvrditi razlike u antropometrijskim karakteristikama i stanju uhranjenosti između 15 djece koja se ne bave organiziranim sportom iz dječjeg vrtića Šegrt Hlapić i 15 djece tenisača teniskog kluba Rally. Osim toga, cilj ovog rada je i provjeriti da li postoje značajne razlike između antropometrijskih karakteristika i stanja uhranjenosti između djece koja se ne bave organiziranim sportom i djece tenisača.
U svrhu istraživanja mjeri se tjelesna visina i tjelesna težina djece koja se ne bave organiziranim sportom i djece tenisača u dobi od 5 i 6 godina te se na temelju dobivenih mjerenja izračunava indeks tjelesne mase kako bi se utvrdilo stanje uhranjenosti djece. Stanje uhranjenosti djece određuje se pomoću određenih grafičkih prikaza te se na temelju toga uspoređuju rezultati između djece koja se ne bave organiziranim sportom i djece tenisača.
Rezultati ovog istraživanja pokazuju na značajne razlike u stanju uhranjenosti između djece koja se ne bave organiziranim sportom i djece tenisača. U rezultatima je vidljivo da je čak 40% djece koja se ne bave organiziranim sportom pokazalo rezultate prekomjerne tjelesne težine i pretilosti, dok su djeca tenisači pokazala minimalan rezultat prekomjerne tjelesne težine i pretilosti od samo otprilike 7%. Dobiveni rezultati dokazuju da bavljenje fizičkom aktivnošću pozitivno utječe na stanje uhranjenosti djece i na reduciranje svjetskog problema pretilosti djece predškolske dobi.
Da bi se pozitivno utjecalo i da bi se smanjile negativne posljedice na stanje uhranjenosti djece potrebno je od najranije dobi poticati djecu na bavljenje fizičkom aktivnošću, ali i redovito provoditi antropometrijska mjerenja djece, gdje ključnu ulogu imaju odgojno-obrazovne ustanove, kako bi se na vrijeme reagiralo na odstupanja u rezultatima.The main goal of this thesis under the title “Differences in anthropometric characteristics between kids training tennis and the kids who are not engaged in organized sports” is to determine the differences in anthropometric characteristics and nutritional status between 15 kids who are not engaged in organized sports from Šegrt Hlapić kindergarten and 15 kids who are regularly training tennis from Tennis club Rally. In addition, the goal is also to determine whether there are significant differences between anthropometric characteristics and nutritional status between kids who are not engaged in organized sports and kids who are training tennis.
For research purposes, body height and body weight of children who are not engaged in organized sports and children who are playing tennis are being measured considering that the children are aged 5 and 6 years old. Based on the obtained measurements, the BMI is calculated to determine the nutritional status of the children. The nutritional status of children is determined by certain graphical representations and based on this the results are compared between children who do not engage in organized sports and children playing tennis.
The results of this study show significant differences in nutritional status between children who are not engaged in organized sports and kids who are training tennis. The results of this research show that as many as 40% of children who do not engage in organized sports showed results of obesity and overweight, while children who are playing tennis showed a minimal result of overweight and obesity of only about 7%. The obtained results demonstrate that engaging in physical activity has a positive effect on the nutritional status of children and on reducing the global problem of obesity in preschool children.
In order to have a positive impact and to reduce the negative consequences on the nutritional status of children, it is necessary to encourage children to engage in physical activity from an early age. It is also important to regularly implement anthropometric measurements of children, and avoid on time any deviations in results, where educational institutions play a main role
The influence of picture books on the emotional intelligence of children
No full textRezultati suvremenih znanstvenih istraživanja ukazuju na postojanje značajne povezanost
između razvoja dječjih postignuća i okoline koja ga podupire u učenju. Građenje
kvalitetnoga materijalnog i psihološkog konteksta koji razvija i unapređuje psiho-tjelesno
zdravlje djeteta je nužan svakodnevni izazov odgojitelja u predškolskim ustanovama. Ovaj
rad prikazuje mali dio navedenoga aspekta. Nastao je iz intrinzične potrebe provjere
refleksivne prakse odgojitelja.
U prvome dijelu rada govori se o izazovima suvremenoga društva koji snažno utječu na
promjene u obiteljima a samim time se i odražavaju na dijete kao najranjivijeg člana
društva. Razmatra se uloga odgojitelja u odgojnome procesu i njegov utjecaj na širu
društvenu zajednicu.
U drugome dijelu se prikazuje psihološki okvir emocionalnoga razvoja i socijalnog učenja.
Promišljajući o alatima koji u praksi podupiru dječji razvoj, fokus se usmjerava na
povezanost dječje književnosti i emocionalnoga razvoja. Najznačajniji dio rada je prikaz
istraživanja koje koristi slikovnicu kao sredstvo poučavanja djece u prepoznavanju i
imenovanju četiri emocije: tuge, sreće, straha i ljutnje. Cilj rada je osvijestiti djetetu
postojanje i razlikovanje osjećaja kod sebe i drugih. Istraživanje je provedene u dvije
vrtićke skupine na malome uzorku, ali rezultati su ohrabrujući i potiču na daljnja
istraživanja.
Također se razmatraju i iskustva iz biblioterapije te istraživanje u vrtićima u Međimurskoj
županiji čiji cilj je bio kroz interaktivno čitanje slikovnica i priča osnažiti dječje socijalne
kompetencije.The results of modern scientific research indicate the existence of a significant connection
between the development of children's achievements and the environment that supports it
in learning. Building a quality material and psychological context that develops and
improves the psycho-physical health of the child is a necessary daily challenge for
educators in preschool institutions. This paper presents a small part of this aspect. It arose
from the intriguing need to check the reflective practice of educators.
The first part of the paper discusses the challenges of modern society that strongly
influence changes in families and thus reflect on the child as the most vulnerable member
of society. The role of educators in the educational process and its impact on the wider
community is considered.
The second part presents the psychological framework of emotional development and
social learning. Reflecting on tools that in practice support child development, the focus is
on the connection between children’s literature and emotional development. The most
important part of the paper is the presentation of research that uses a picture book as a
means of teaching children to recognize and name four emotions: sadness, happiness, fear
and anger. The aim of this paper is to make the child aware of the existence and
differentiation of feelings in themselves and others. The research was conducted in two
kindergarten groups on a small sample, but the results are encouraging and encourage
further research.
Experiences from librarianship and research in kindergartens in Međimurska županija are
also discussed, the aim of which was to strengthen children's social competencies through
interactive reading of picture books and stories
The impact of the kindergarten environment on children`s development
No full textRazdoblje djetinjstva okarakterizirano je mnogim razvojnim promjenama na području fizičkog razvoja, motorike, emocija, spoznaje i govora. Čim se rodi, dijete počinje usvajati određena znanja. Iako se određene promjene u razvoju mogu događati kod sve djece u približno slično vrijeme, većina se promjena događa svakom djetetu ponaosob. Takav način razmišljanja nije oduvijek bio aktualan. U prošlosti se smatralo da se sva djeca razvijaju po razvojnim miljokazima, a uče samo izravnim poučavanjem u određenom vremenu. Na taj se način, u ono vrijeme, u odgojno obrazovnim ustanovama, tako i postupalo s djecom. Koristili su se frontalni načini rada koje su vodili odgojitelji te se nije prihvaćala nikakva fleksibilnost u procesu odgoja i obrazovanja. Nije se pridavala ni pažnja utjecaju okruženja na dječji razvoj pa su sve prostorije umjesto djeci, bile prilagođene odraslim osobama.
Suvremena istraživanja dokazala su da takav strogo definiran način nipošto ne odgovara dječjoj prirodi učenja koja je spontana i holistička. Raznim istraživanjima znanstvenici su došli do spoznaje da okruženje u kojem dijete boravi bitno utječe na njegov cjelokupni razvoj. Pod tim se okruženjem podrazumijeva prostorno-materijalna, vremenska i socio-pedagoška organizacija. Svaka od navedenih odrednica okruženja ostavlja određeni utjecaj na dijete. Da bi se čim više postupalo prema individualnim potrebama djeteta, a time se istovremeno ostvarivao što kvalitetniji cjelokupni razvoj, aktivnosti učenja raspodijeljene su u centre aktivnosti. Centri aktivnosti omogućavaju djetetu da samostalno, prema vlastitim potrebama i interesima, individualizira aktivnosti kojima će se baviti. Svi materijali koji se nalaze u spomenutim centrima moraju biti pomno osmišljeni i organizirani na način da potiču razvoj određenih područja ili više njih istovremeno. Za takvo osmišljavanje poticajnog prostornog i materijalnog okruženja zadužen je odgojitelj, koji također čini vrlo važnu ulogu u okruženju djeteta.The period of childhood is characterized by many developmental changes in the field of physical development, motor skills, emotions, cognition and speech. As soon as a child is born, it begins to acquire certain knowledge. Even though certain changes in development can occur in all children at approximately the same time, most changes occur on an individual basis. This way of thinking has not always been relevant. In the past, it was thought that all children develop according to developmental milestones, and learn only through direct teaching at a certain time. This is the way children were treated in educational institutions at that time. Frontal ways of working, led by educators, were used and no flexibility in the process of upbringing and education was accepted. No importance was given to the impact the environment has on children's development, so all rooms were adapted for adults instead of children. Contemporary research has shown that such a strictly defined approach does not correspond to the nature of the way children learn, which is spontaneous and holistic.
Through various studies, scientists have come to the conclusion that the environment in which a child resides significantly affects its overall development. This environment means the spatial-material, temporal and socio-pedagogical organization. Each of these environmental determinants leaves a certain impact on the child. In order to cater to the individual needs of the child as much as possible, and thus achieve the highest overall quality development, learning activities are divided into activity centers. Activity centers enable the child to independently individualize the activities they will engage in according to their own needs and interests. All the material located in the aforementioned centers must be carefully designed and organized in such a way as to encourage the development of certain areas or more of them at the same time. The preschool teacher, who also plays a very important role in the child's environment, is in charge of designing such a stimulating spatial and material environment
Introducing the notion of surface area in mathematics teac
No full textU nastavi matematike matematički pojmovi imaju posebne načine uvođenja. Osnovni geometrijski pojmovi su sadržaji učenja visoke razine apstrakcije, odnosno elementi logičkog mišljenja dobiveni apstrahiranjem i generaliziranjem. Učitelji neovisno o brojnosti raznih aktivnosti i zadataka u praksi i u udžbenicima moraju znati odabrati i prilagoditi širinu i dubinu sadržaja, osmisliti metode i strategije, te ih prilagoditi potrebama, mogućnostima i interesima svojih učenika. Uvođenje pojma površine u nastavi matematike je opisano prema više izvora (Liebeck 1995, Markovac 2001, Kurnik 2001). Zajedničko ovim autorima je da ističu da se pojam površine izgrađuju na predmetima, objektima i pojavama realnog svijeta dovodeći ih u veze i odnose na mentalnom planu, uz pomoć simboličkih struktura kakvi su govor i pisani znakovi. Međutim, aktivnosti i zadaci koje nude za uvođenje pojma površine se razlikuju. Kurikulum nastavnog predmeta Matematika za osnovne škole i gimnazije u Republici Hrvatskoj (Ministarstvo znanosti i obrazovanja [MZO], 2019) također nudi posebne preporuke za ostvarivanje odgojno – obrazovnog ishoda pojma površine. Poput spomenutih autora udžbenici matematike uvode pojam površine na osnovi objekata iz stvarnog svijeta, ali je pojam predstavljen kroz različite aktivnosti i zadatke. Ovaj rad nudi pregled raznih aktivnosti i zadataka uvođenja pojma površine u nastavi matematike od strane nabrojanih autora, iz Kurikuluma, i u udžbenicima razredne nastave matematike, te ih sve međusobno uspoređuje. Prikazuje sličnosti i razlike između pet različitih hrvatskih udžbenika, te nudi pregled početnih aktivnosti i zadataka za uvođenje ovog pojma. Prikazani su sljedeći udžbenici: Otkrivamo matematiku 4 (Glasnović Gracin i sur., 2021a, 2021b), Nina i Tino 4 (Lončar i sur., 2021), Super matematika za prave tragače 4 (Martić i sur., 2021), Moj sretni broj 4 (Jakovljević Rogić i sur., 2021) i Matematička mreža 4 (Cindrić i sur., 2021). Rad može pomoći učiteljima u lakšem pregledu ponuđenih aktivnosti i zadataka za uvođenje pojma površine, te na temelju ponuđenog i u jednostavnijem odabiru aktivnosti za njihove učenike s ciljem uspješnijeg usvajanja ovog apstraktnog matematičkog pojma.Mathematical notions are introduced in different ways in mathematics teaching. Basic geometrical notions are contents of learning with high level of abstraction, that is elements of logical thinking obtained by abstraction and generalization. Regardless of the number of different activities and assignments in practice and in textbooks, teachers must be able to choose and adjust the width and depth of the content, devise methods and strategies, and adapt them to the needs, abilities and interests of their students. The introduction of the notion of surface area in mathematics teaching has been described according to several sources (Liebeck 1995, Markovac 2001, Kurnik 2001). These authors emphasize that the notion of surface area is built on objects, items and phenomena of the real world, bringing them into connections and relationships on the mental plan, with the help of symbolic structures such as speech and written signs. However, they offer different activities and assignments for introducing the notion of surface area. Curriculum of the subject Mathematics for primary schools and grammar schools in the Republic of Croatia (Ministry of Science and Education [MZO], 2019) also offers special recommendations for achieving the educational outcome of the notion of surface area. Like the mentioned authors, mathematics textbooks introduce the notion of surface area based on real-world objects, but the notion is presented through various activities and assignments. This thesis offers an overview of various activities and assignments of introducing the notion of surface area in mathematics teaching by the listed authors, from the Curriculum, and in textbooks for mathematics, and compares them all. It shows the similarities and differences between five different Croatian textbooks, and offers an overview of initial activities and assignments for introduction of this notion. These are the presented textbooks: Otkrivamo matematiku 4 (Glasnović Gracin i sur., 2021a, 2021b), Nina i Tino 4 (Lončar i sur., 2021), Super matematika za prave tragače 4 (Martić i sur., 2021), Moj sretni broj 4 (Jakovljević Rogić i sur., 2021) and Matematička mreža 4 (Cindrić i sur., 2021). The thesis can help teachers to have an easier overview of the offered activities and assignments for the introduction of the notion of surface area, and based on the offered materials an easier selection of activities for their students, with the aim of more successful learning of this abstract mathematical notion
Preschool teachers role in encouraging reading in kindergarten and preschool children
No full textTemeljni cilj rada je prikazati ulogu i važnost čitanja i pripovijedanja djeci od
najranije dobi, te istražiti na koji način odgojitelji primjenjuju navedene aktivnosti u svome
svakodnevnome radu. Na samome početku definira se jezik i njegove djelatnosti, ali i pojam
govor koji se često koristi kao sinonim za jezik. Posebna je pažnja usmjerena na važnost
motivacije za čitanje djece vrtićke dobi, te na važnu ulogu odgojitelja u poticanju i
promicanju čitanja kao i za stvaranje ljubavi prema čitanju i knjizi. Također, izneseni su
glavni zaključci provedenoga istraživanja kojemu je bio cilj ispitati mišljenje odgojitelja o
važnosti čitanja i pripovijedanja djeci od najranije dobi. Rezultati istraživanja pokazali su da
odgojitelji shvaćaju važnost čitanja i pripovijedanja djeci od najranije dobi te da svakodnevno
provode aktivnosti vezane za čitanje i pripovijedanje pri tome birajući najkreativnije načine za
provođenje istih.The basic aim of the paper is to establish the importance of reading and narrating to children
from the earliest age and to discover how preschool teachers apply reading and narrating in
their everyday work. At the very beginning the language is defined as well as its skills and
speech often used as a synonym for language. Particular attention is focused on importance of
children's motivation for reading and preschool teachers' role in encouraging and promoting
reading and books. In addition, the research was conducted and its goal was to examine
preschool teachers' opinion about the importance of the reading and narrating to children
from the earliest age. The results of the research shown that preschool teachers understand the
importance of the reading and narrating to children from the earliest age and they do activities
that include reading and narrating daily and they choose the most creative ways in doing that
activities
Awareness and Use of CLIL in ELT in Lower Primary Education
No full textContent and Language Learning (CLIL) is a relatively new approach in teaching language
through the medium of content, and vice versa. It has been popularized due to a number of
plurilingual educational contexts that have emerged in Europe over the past years. CLIL finds
its roots in Communicative Language Teaching, an approach that centers around
communicative language competence, which is a one of the central domains of the Croatian
national curriculum.
The central questions of this master thesis are what aspects of CLIL are already being taught
in Croatian classrooms and to what degree. Due to CLIL methodology being flexible and
sharing many aspects with other approaches taught in the EFL methodology at a university
level, it was expected for teachers to be somewhat familiar with some aspects of CLIL. It was
found that a great number of sampled teachers have heard of it and are using (some) aspects
of CLIL in their classrooms. Furthermore, almost all participants of the survey believed that
CLIL could be applied to their classrooms. According to the survey, if offered more support,
there could be a number of teachers interested in participating in CLIL type provisions.Integrirano učenje sadržaja i jezika (na engleskom skraćeno CLIL) je relativno novi pristup
poučavanju jezika kroz sadržaj i obratno. Postao je popularan zbog velikog broja višejezičnih
obrazovnih konteksta koji su se pojavili u Europi u zadnjih nekoliko godina. CLIL pronalazi
svoje korijene u komunikacijskoj nastavi stranoga jezika, pristupu koji se bazira na
komunikacijskoj jezičnoj kompetenciji, koja je jedna od središnjih domena hrvatskog
nacionalnog kurikuluma.
Glavna pitanja ovog diplomskog rada su- koji se aspekti CLIL-a već poučavaju u hrvatskim
učionicama i u kojoj mjeri. Budući da je CLIL metodologija fleksibilna i dijeli mnoge aspekte
s drugim nastavnim pristupima koji se poučavaju u metodologiji engleskog jezika na
sveučilišnoj razini, očekivalo se da će nastavnici biti donekle upoznati s nekim aspektima
CLIL-a. Utvrđeno je da je velik broj nastavnika iz uzetog uzorka čuo za CLIL i da koristi
(neke) aspekte CLIL-a u svojoj nastavi. Nadalje, gotovo svi sudionici istraživanja vjerovali su
da se CLIL može primijeniti u njihovoj nastavi. Prema anketi, ako bi se ponudila veća
podrška učiteljima, mogao bi postojati određeni broj nastavnika zainteresiranih za
sudjelovanje u poučavanju kroz CLIL
Focus on the wellbeing of the child in sensitive situations
No full textU ovom radu pobliže će se objasniti važnost i načini usmjerenosti na dobrobit djeteta u osjetljivim situacijama poput smrti bliske osobe, razvoda braka djetetovih roditelja te smrti djetetove bliske osobe. Usmjerenost na dobrobit djeteta iz perspektive odgojno-obrazovnih djelatnika, odgojitelja, te djetetovih roditelja trebala bi biti zajednički cilj njihova odnosa. Kako bi usmjerenost na dobrobit djeteta doista bila ona primarna, potrebno je osvijestiti prethodna saznanja, shvaćanja i doživljavanja djeteta i čitavog odgojno-obrazovnog sustava, od njega uzeti najbolje i isto primijeniti u novom, holističkom pristupu djetetu. Kroz novije se pristupe dijete poštuje kao aktivnog sukonstruktora vlastitog znanja, kao onog koji nije u fazi djetinjstva da bi ga se pripremilo za budući život; već samo djetinjstvo ima svoje vrijednosti i kulturu koja mu se ne može oduzeti. No ipak, različitim obiteljskim situacijama dijete je dovedeno u stresno i rizično stanje po njegovu dobrobit. Rizik od siromaštva, razvod njegovih roditelja ili pak smrt djetetove bliske osobe, sve su situacije s kojima se dijete mora suočiti. Najbolji način za suočavanje s novonastalim osjetljivim situacijama je usmjereno djelovanje odgojitelja te djetetovih roditelja. Usmjerenim, partnerskim i poštujućim međusobnim odnosom, moguće je poduzimati korake koji bi spriječili narušavanje djetetove dobrobiti i svih njemu propisanih prava. Različitim zakonima, propisima i uredbama, djetetu su ista prava zagarantirana, a u osjetljivim situacijama ona ponajviše ovise o djelovanju i odnosima odraslih. Odrasli svojim kompetentnim i usmjerenim djelovanjem mogu smanjiti ili u potpunosti spriječiti bilo kakve negativne utjecaje istih osjetljivih situacija, poput siromaštva, smrti bliske osobe ili pak razvoda djetetovih roditelja, na dobrobit istog djeteta i njegov optimalan rast i razvoj. Zajedničkom suradnjom i partnerstvom, koje u središtu ima osiguravanje dobrobiti djeteta, neovisno o osjetljivoj situaciji, takvu će lakše premostiti i stvoriti još jače kvalitetnije odnose, a djetetu pružiti lakše i sigurnije proživljavanje dovoljno stresnih i osjetljivih novonastalih situacija u njegovom životu.This paper will explain the essence and focus on children's well-being in sensitive situations such as the death of a close person, the child's parent's divorce or the death of a person close to a child. From the perspective of educators, social workers, and the child's parents, the child's well-being should be a common goal in their relationship. In order for the focus on the child's well-being to indeed be principal, it is necessary to revitalise past knowledge, understandings and experiences of a child and the entire educational system, take the best from it and apply it to a new, holistic approach to the child. Through recent approaches, the child has been respected as an active co-constructor of his own knowledge, as one who is not only in the phase of childhood to prepare him for future life; rather a childhood that has its values and culture that cannot be taken away from it. However, various family situations bring a child to stressful and risky states for his wellbeing. The risk of poverty, a child's parent's divorce, or the death of a close person to a child are all situations that a child must face. The best way to deal with emerging sensitive situations is through directed action of social workers and the child's parents. With a directed, associative and respectful relationship, it is possible to take steps to prevent the violation of the child's well-being and all rights prescribed to him. Different laws, regulations and ordinances guarantee the same rights for a child, which especially depend on the actions and relations of the adults in sensitive situations. With their competent and directed action, adults can reduce or completely prevent any negative effects of sensitive situations, such as poverty, death of a close person or child's parent's divorce, on the child's well-being and its optimal growth and development. With cooperation and partnership, that focus on ensuring the child's well-being, regardless of the sensitive situation, it will be easier to get across it and create even stronger relationships and enable the child to have an easier and safer experience of new stressful and sensitive situations in life
Kinesiological activities and free time of preschool children
No full textTema i cilj ovog diplomskog rada je uvidjeti važnost bavljenja djece kineziološkom aktivnošću od najranije životne dobi te slobodno vrijeme djece. Svakodnevni pokret, kretanje je urođeno svakom čovjeku te je potrebno poticati, razvijati i prakticirati kineziološku aktivnost. Djecu treba poticati na zdrav način života u koji su uključene svakodnevne kineziološke aktivnosti jer je svakome roditelju i odgojitelju jako važno da se djeca pravilno razvijaju. Kako je kineziološka aktivnost najvažnija od najranije dobi zbog brzog rasta i razvoja tako je jedna od najvažnijih zadaća kod djece motorički razvoj i osnovne motoričke sposobnosti. Od malih nogu dijete razvija osnovne motoričke sposobnosti: koordinaciju, ravnotežu, preciznost i brzinu. Također dijete razvija i usavršava osnovne oblike kretanja, počinje od puzanja, hodanja, trčanja, provlačenja, silaženja, dizanja, nošenja, hvatanja. Današnji tempo i način života se vremenom promijenio te većina djece provodi svoje slobodno vrijeme ispred ekrana. Jako je važno da se od malenih nogu ukaže potreba za bavljenjem kineziološkim aktivnostima i potreba za kretanjem. Djeci je igra najučinkovitije odgojno sredstvo koje utječe na sve aspekte razvoja te formira i oblikuje ličnost djeteta i kroz nju djeca najbrže uče.
U sklopu rada provela sam anketu o slobodnom vremenu djece te koliko su ona aktivna. Na temelju upitnika, ankete ispitala sam kojim kineziološkim aktivnostima djeca predškolske dobi se bave te kako provode svoje slobodno vrijeme. T-testom sam dobila rezultat da se djevojčice i dječaci predškolske dobi jednako bave sportskim aktivnostima te da nema odstupanja među njima u ukupnom vremenu u kojem su aktivni.The topic and goal of this thesis is to recognize the importance of children's involvement in kinesiological activity from an early age and children's free time. Everyday movement, movement is innate in every human being and it is necessary to encourage, develop and practice kinesiological activity. Children should be encouraged to lead a healthy lifestyle that includes daily kinesiological activities, because it is very important for every parent and educator that children develop properly. As kinesiological activity is most important from an early age due to its rapid growth and development, one of the most important tasks for children is motor development and basic motor skills. From an early age, a child develops basic motor skills: coordination, balance, precision and speed. Also, the child develops and improves the basic forms of movement, starting from crawling, walking, running, pulling, descending, lifting, carrying, grabbing. Today's pace and way of life has changed over time and most children spend their free time in front of the screen. It is very important that the need to engage in kinesiological activities and the need to move from an early age. For children, play is the most effective educational tool that affects all aspects of development and forms and shapes the child's personality, and through it children learn the fastest.
As part of the work, I conducted a survey on children's free time and how active they are. Based on the questionnaire, I surveyed which kinesiology activities preschool children engage in and how they spend their free time. The T-test gave me the result that girls and boys of preschool age are equally involved in sports activities and that there are no differences between them in the total time in which they are active