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Parental attitdues and knowledge towards mandatory vacctination
No full textCijepljenje se smatra jednom od najvažnijih i najkvalitetnijih zdravstvenih mjera koja se pruža danas u medicini kao mjera sa svrhom očuvanja zdravlja, a ne liječenju bolesti. Da bi cijepljenje bilo uspješno potrebno je održati visoku stopu procijepljenosti kako ne bi došlo do povrata bolesti koje su iskorijenjene. Potaknuta sve češćim širenjem negativnog stava prema cijepljenju odlučila sam provesti istraživanje kojem je cilj bio ispitati roditelje o njihovim stavovima i znanju o obaveznom cijepljenju djece. U istraživanju je sudjelovalo 100 ispitanika kojima je ponuđena anonimna online anketa od 34 pitanja. U istraživanju su bile postavljenje tri hipoteza. Prva hipoteza da većina roditelja ima pozitivan stav o cijepljenju je potvrđena te je istraživanje pokazalo da većina roditelja ima pozitivno iskustvo s cijepljenjem. Većina roditelja informacije o cijepljenju dobiva putem interneta i od liječnika i time je potvrđena druga hipoteza postavljena u istraživanju. Većina roditelja svoju informiranost i znanje o cijepljenju ocjenjuje odličnim i vrlo dobrim, a kao razlog ne cijepljenja djece navode strah od nuspojava. Treća hipoteza istraživanja nije potvrđena jer iskustvo drugih roditelja ne utječe na odluku o cijepljenju kod većine roditelja. Važno je održati pozitivan stav o cijepljenju te educirati roditelje o važnosti pravovremenog cijepljenja kako bi se spriječilo širenje negativnog stava.Vaccination is considered to be one of the most important and high-quality health measures provided today in medicine as a measure aimed at preserving health rather than treating disease. In order for vaccination to be successful, it is necessary to maintain a high vaccination rate in order to prevent the return of eradicated diseases. Encouraged by the increasing spread of negative attitudes towards vaccination, I decided to conduct a study aimed at questioning parents about their attitudes and knowledge about mandatory vaccination of children. The study involved 100 respondents who were offered an anonymous online survey of 34 questions. The study included three hypotheses. The first hypothesis that most parents have a positive attitude towards vaccination has been confirmed and research has shown that most parents have a positive experience with vaccination. Most parents get information about vaccinations online and from doctors, and this confirms the second hypothesis set in the research. Most parents rate their information about vaccination as excellent and very good, and cite the fear of side effects as the reason for not vaccinating their children. The third hypothesis of the research has not been confirmed because the experience of other parents does not influence the decision to vaccinate most parents. It is important to maintain a positive attitude towards vaccination and to educate parents about the importance of vaccination in order to prevent the spread of a negative attitude
Creative art approach to students with hearing and vision difficulties
No full textUspješnost suvremenog obrazovanja je sve učestalija inkluzija učenika s teškoćama u redovan sustav školovanja. Učitelji se sve češće susreću s učenicima s teškoćama sluha ili vida. Uspješna integracija moguća je tijekom suradnje svih učenika u razredu, roditelja, učitelja, pedagoga i ostalih stručnih suradnika. Učenik s teškoćama sluha ili vida jednako je inteligentan kao i njegovi vršnjaci stoga mu se treba tako i odnositi. Likovna kultura je predmet koji ima mogućnost fleksibilnosti prema svim učenicima. Učitelj treba mudro moderirati nastavu kojom će pružiti učenicima slobodu osobnog i likovnog izražavanja. Upotrebom i blagodatima tehnologije i opreme, koja je pomno osmišljena kao pomagalo učeniku s teškoćama sluha ili vida, lako se ispunjavaju i zamjenjuju mogući nedostatci. U radu se opisuje istraživanje provedeno anketnim upitnikom provedeno u proljeće 2022. Cilj istraživanja je bio otkriti koliko su učitelji upoznati s pojmom inkluzije, upoznatost učitelja s nastavnim metodama i pomagalima učenicima s teškoćama sluha ili vida u nastavi likovne kulture te koliko učitelja se usavršava na ovom umjetničkom području. U istraživanju je sudjelovalo 110 ispitanika. Ispitanici su studenti 5.godine Učiteljskog fakulteta, učitelji/ice te profesori/ice predmetne nastave. Istraživanje je pokazalo kako učitelji nisu upoznati s nastavnim metodama i pomagalima za učenike s teškoćama sluha ili vida.The success of modern education is the increasing inclusion of students with disabilities in the regular school system. Teachers are increasingly confronted with students with hearing or visual impairments. Successful integration is possible during the cooperation of all students in the class, parents, teachers, pedagogues and other professional associates. A student with hearing or vision difficulties is just as intelligent as his peers, so he should be treated that way. Art culture is a subject that has the possibility of flexibility towards all students. The teacher should wisely moderate the teaching that will give students the freedom of personal and artistic expression. The use and benefits of technology and equipment, which is carefully designed to help a student with hearing or visual impairments, easily meet and replace possible deficiencies. The paper describes a survey conducted with a survey questionnaire conducted in the spring of 2022. The aim of the research was to find out how much teachers are familiar with the concept of inclusion, teachers' familiarity with teaching methods and aids to students with hearing or vision difficulties in teaching art culture and how many teachers are improving in this art field. 110 respondents participated in the study. The respondents are 5th year students of the Faculty of Teacher Education, teachers and professors of subject teaching. Research has shown that teachers are not familiar with teaching methods and aids for students with hearing or visual impairments
Correlation between dancing and other physical activities with children's mental state
No full textPles je emocija koja se prikazuje fizički, ali uvijek sadrži i šalje poruku. Plesom i drugim tjelesnim aktivnostima izražavamo svoje osjećaje i trenutno raspoloženje. Pomažu u rješavanju svakodnevnog stresa i ostalih negativnih emocija. Zbog utjecaja raznih medija, djeca postaju nezainteresirana za bilo koju vrstu aktivnosti što je samo jedna od posljedica koje današnje vrijeme nosi. Zato treba djeci neprestano nuditi i pružiti mogućnost sudjelovanja u tjelesnim aktivnostima.
Provedeno je istraživanje čiji je cilj bio utvrditi utječu li ples i druge aktivnosti kojima se ispitanici dodatno bave, pozitivno na mentalno stanje pojedinca. Uspoređivana su djeca koja se bave plesom kao izvannastavnom aktivnošću i djeca koja pohađaju plesnu školu. U istraživanju je sudjelovalo 23 učenika Osnovne škole Bedenica u Bedenici te 26 učenika plesne škole Alegria u Zagrebu u dobi od 6 do 14 godina. Za provedbu istraživanja korištena je metoda anketnog upitnika, a upitnik se sastojao od 16 pitanja te su se odnosila na utjecaj plesa i tjelesnih aktivnosti na učenika. Dobivenim rezultatima pokazano je kako ne postoji značajna razlika u odgovorima između dvije istraživane skupine, ali je dokazano da ples i druge tjelesne aktivnosti razvijaju pozitivne emocije poput unutarnjeg zadovoljstva i slobode, ispunjenosti i sreće.Dancing is an emotion that is displayed physically but always contains and sends a message. Through dancing and other physical activities, we express our feelings and current state of mind. They help in dealing with everyday stress and with other negative emotions behind. Because of the media influence, kids are losing interest in any kind of activities, which is only one of the byproducts of today′s world. Because of all that, kids need to be offered opportunities to participate in all sorts of different physical activities.
A study was conducted to determine whether dancing and other activities the respondents engage in have a positive influence on their individual mental state. A comparison was made between children who dance as an extracurricular activity and those who attend a dance school. The study involved 23 students (4 boys and 19 girls) from the Bedenica Elementary School in Bedenica, and 26 students (5 boys and 21 girls) from Alegria Dance School Zagreb, aged 6 to 14. The study was conducted using the survey method which consists of a questionnaire of 16 questions related to the impact of dancing and other physical activities on the students. The results show no significant differences in responses between the two study groups, but prove that dance and other physical activities help develop positive emotions such as inner satisfaction and freedom, fulfillment and happiness
Emotions in the classroom-comparison between online and in person learning
No full textIn circumstances of schools shutting down in an attempt to stop the spread of Covid-19, distance learning has posed a challenge for all participants in the educational system – students/pupils, teachers and parents. The aim of this research was to determine experiences and opinions of lower primary pupils (specifically, 4th grade) on online learning and encourage them to compare their emotions and experiences of in person learning in relation to distance learning.
The survey was conducted on a sample of nineteen 4th grade students from an elementary school in Velika Gorica. Data was collected by conducting a semi-structured interview in four groups. The research was conducted in April of 2021, at the time when students attended classes in person. There were open and closed types of questions.
Students listed positive and negative emotions related to online learning with negative emotions predominating. One of the benefits that students have repeated many times is more free time when classes should have been in the morning and generally more time spent at home. The most common recurring shortcomings are greater amount of tasks, that is tasks that they had to complete on their own without prior instruction. Most pupils list parents as the biggest source of help in the online learning period and the teacher as extra help if the parents did not know something.
In this paper we also compare learning and teaching English in the circumstances of online learning and its differences in relation to in person learning with the English teacher wearing a mask. Since the pandemic is not over at the time of writing this thesis, the presented experiences could serve as useful guidelines in further organization of hybrid online and in person learning.U okolnostima zatvaranja škola zbog pokušaja zaustavljanja širenja Covid-19 virusa, nastava na daljinu bila je izazov za sve dionike obrazovnog procesa – učenike, učitelje i roditelje. Cilj je istraživanja bio utvrditi iskustva i mišljenja učenika prvog obrazovnog ciklusa (konkretno, 4. razred) o nastavi na daljinu te ih potaknuti da usporede svoje emocije i doživljaje nastave uživo u odnosu na nastavu na daljinu.
Ispitivanje je provedeno na uzorku od devetnaest učenika 4. razreda jedne osnovne škole u Velikoj Gorici. Podaci su prikupljeni provedbom polu-strukturiranog intervjua u četiri skupine. Istraživanje je provedeno u 4. mjesecu 2021. godine, u vremenu kada su učenici pohađali nastavu kontaktno. Pitanja su bila otvorenog i zatvorenog tipa.
Učenici navode pozitivne i negativne emocije vezane uz online nastavu, ali negativne emocije prevladavaju. Jedna od prednosti koju su učenici ponovili više puta jest više slobodnog vremena kada bi nastava trebala biti ujutro i općenito više vremena provedenog kod kuće. Najčešće ponovljeni nedostatak su puno veće količine zadaće, odnosno zadataka koje su morali sami ispuniti bez prethodnog objašnjenja. Većina učenika navodi roditelje kao najveći izvor pomoći u razdoblju online učenja i učiteljicu kao dodatnu pomoć ako roditelji nešto nisu znali.
U radu se također uspoređuje učenje i poučavanje engleskog jezika u okolnostima online nastave i razlike istog u odnosu na kontaktno učenje kada profesorica engleskog mora nositi masku. S obzirom da pandemija još nije gotova u vrijeme pisanja ovog diplomskog rada, iznesena iskustva bi mogla poslužiti kao korisne smjernice u daljnjoj organizaciji nastave na daljinu ili mješovitog oblika nastave
Montessori method and upbringing of children with special educational needs
No full textMaria Montessori je svoje prvo djelo o Montessori pedagogiji objavila 1912. , nakon čega
popularnost ove alternativne pedagoške škole samo raste.
U modernom odgoju inkluzija djece s posebnim odgojno-obrazovnim potrebama poprima sve veći značaj. „Posebne odgojno-obrazovne potrebe“ podrazumijevaju teškoće u razvoju i darovitost. Teškoće u razvoju u sustavu ranog i predškolskog odgoja i obrazovanja podrazumijevaju: oštećenje vida, teškoće jezične, govorne i glasovne komunikacije, intelektualne teškoće, spektar autizma, motorički poremećaji i kroničke bolesti, specifične
teškoće učenja te roblemi u ponašanju i emocionalni problemi..
Maria Montessori je smatrala kako se dijete s teškoćama može uključiti u mješovitu grupu jer djeca ne primjećuju tuđe sposobnosti i teškoće, a takvo raznoliko okruženje daje potencijal za razvoj djece neovisno o njihovim sposobnostima.
Misao „pomozi da napravim sam“ postaje vodilja Montessori pedagogije.
Maria Montessori prikazuje fenomen usmjeravanja pozornosti u kojem je dijete u potpunosti zaokupljeno onime što radi da se javlja „normalizacija ponašanja“ u kojem je dijete lišeno svojih teškoća. Također ističe kako dobronamjerna pomoć odraslih ponajviše u radu s djecom s teškoćama u razvoju, može otežati napredovanje djeteta. Ističe važnost samostalnosti i organiziranosti što pogoduje djeci s teškoćama u razvoju, a pripremljena okolina s atraktivnim
didaktičkim materijalom pozitivno utječe na darovitost.
Cilj ovoga rada je pokazati benefite prakticiranja Montessori pedagogije s elementima Montessori zdravstvene pedagogije i Montessori terapije u radu s djecom s posebnim odgojnoobrazovnim potrebama.Maria Montessori's first book about Montessori method was published in 1912. Since then, popularity of this alternative method is growing.
Inclusion of the children with special educational needs is greatly emphasised in preschool education nowadays. Special educational needs as an umbrella term include learning difficulties and disabilities as well as giftedness. There is a variety of difficulties that can be found among children in preschool education: vision impairment, speech, langugage and communication difficulties, intellectual difficulties, authism spectrum disorders, chronic and motoric disorders, thinking, understanding and learning disabilities, emotional and behavioral difficulties. Since the beginning of Montessori method, she has been emphasising the importance of including children with special educational needs in Montessori groups. She stated that children with difficulties and disabilities can be easily included in variegated groups because children do not recognize abilities and disabilities of other children. That kind of diverse environment provides special potential for development of children independently of their abilities. Guiding thought, which is „help me to do it myself“, gets a greater meaning.
Maria Montessori shows the phenomenom of directing the attention in which children are completely preoccupied by their activities, which leads to normalising behavior. In that state, children are deprived of their disabilities and disorders.
Maria Montessori highlights that the benevolent help, which is often practiced by adults, especially when working with children with disabilities and disorders, can only linger child's progress. She also emphasises independence and organization, which brings benefits to children with disabilities and disorders. Her prepared environment with attractive didactics which encourages the growth of every child has positive effect on giftedness.
The goal of this paper is to show benefits of practicing the Montessori method with elements of Montessori health method and Montessori therapy in work with children with special educational needs
The role of storytelling in kindergarten and preschool children
No full textPričanje i čitanje priča važan je dio djetetovog odrastanja i to od njegovog najranijeg djetinjstva. Važnu ulogu i u čitanju i pričanju priča imaju roditelji i odgojitelji jer tako stvaraju blisku povezanost s djetetom te kroz takvu aktivnost razumiju djetetovo poimanje svijeta, način razmišljanja, njegove strahove, interese i sposobnosti. Kroz aktivnost čitanja i pričanja priča potičemo razvoj govora, koncentraciju, shvaćanje tuđih i svojih emocija, odnosno, utječe se na cjelokupni razvoj djeteta.
Cilj ovog rada i istraživanja je vidjeti koliko djeci zaista znači čitanje priča te na koji način pričanje priča utječe na bogaćenje vokabulara i usvajanje novih riječi kod djece vrtićke i predškolske dobi. Istraživanje je provedeno u dječjem vrtiću „Koko“ u Zagrebu u mlađoj vrtićkoj skupini. Prilikom istraživanja uočeno je kako su djeca veoma zainteresirana za pričanje priča te kako putem raznih aktivnosti kao što su likovne, jezične i glazbene, usvajaju nove riječi vezane za priče koje se provode svakodnevno.Telling and reading stories is an important part of a child's growing up, from his earliest childhood. Parents and educators play an important role in reading and telling stories, as they create a close connection with the child and through such activity understand the child's world view, way of thinking, his fears, interests and abilities. Through the activity of reading and telling stories, we encourage the development of speech, concentration, understanding of other people's and own emotions, that is, it affects the overall development of the child.
The goal of this paper and research is to see how much reading stories really means to children and how telling stories affects the enrichment of vocabulary and the acquisition of new words in kindergarten and preschool children. The research was conducted in the kindergarten "Koko" in Zagreb in the younger kindergarten group. During the research, it was observed that children are very interested in telling stories and that through various activities such as art, language and music, they acquire new words related to the stories that are carried out every day
The paradigm child of the Children's Republic in film The Seventh Continent by Dušan Vuković
No full textCilj ovog rada je analizirati film Sedmi kontinent (1966.) Dušana Vukotića terminologijom i postavkama kulturološke paradigme dijete – stanovnik dječje republike (Majhut i Lovrić Kralj 2016) koja je izgrađena za vrijeme komunizma u Jugoslaviji. Paradigma djetinjstva dijete-stanovnik dječje republike je slika sretnog djetinjstva koju promovira ideologija Komunističke partije Jugoslavije nakon Drugog svjetskog rata. Ova paradigma nije jedina paradigma djetinjstva koja je prisutna u socijalističkom društvu u to vrijeme. Prethodi joj paradigma djetinjstva dijete–heroj sa suprotnim obilježjima u odnosu na paradigmu sretnog djetinjstva. Iako su dvije paradigme u suprotnosti, jedna ne isključuje postojanje druge. Obje paradigme dio su indoktriniranog sustava koji želi odgojiti djecu na sliku pravog socijalističkog čovjeka. Ideologija komunističkog režima prožimala se kroz obrazovni sustav i „slobodne aktivnosti“ omladine. Elementi ovih paradigmi mogu vidjeti i u umjetničkom stvaralaštvu tadašnje države. Kinematografija tog vremena odražava paradigme djetinjstva socijalističke Jugoslavije. Elementi paradigme dijete – stanovnik dječje republike natapaju film Sedmi kontinent (1966.) Dušana Vukotića, hrvatskog oskarovca koji stvara u vrijeme komunističkog režima.The aim of this paper is to analyse the film The Seventh Continent (1966.) by Dušan Vukotić using the terminology of the cultural paradigm of the child – a resident of a children's republic (Majhut and Lovrić Kralj 2016), which was created during communism in Yugoslavia. The childhood paradigm of a child - a resident of a children's republic (Majhut and Lovrić Kralj 2016) is a picture of a happy childhood promoted by the ideology of the Communist Party of Yugoslavia after the Second World War. This paradigm is not the only paradigm of childhood that is present in the socialist society at that time. It was presented to society after the paradigm of childhood a child - the hero with opposite characteristics compared to the paradigm of a happy childhood. Although the two paradigms are opposed, one does not exclude the existence of the other. Both paradigms are part of an indoctrinated system that wants to raise children by the image of a true socialist man. The ideology of the communist regime permeated the education system and the "free activities" of the youth, so elements of these paradigms can be seen in the artistic creation of the country at that time. The cinematography of that time reflects the paradigms of the childhood in socialist Yugoslavia. The elements of the child - resident of a children's republic paradigm permeate the film The Seventh Continent (1966.) by Dušan Vukotić, a Croatian Oscar winner who created during the communist regime
Mindfulness in primary education
No full textSuočavanje sa stresom nije strana stvar, kako kod odraslih tako i kod djece. Izvori stresa nalaze se posvuda te mogu prouzročiti niz emocionalnih (anksioznost, depresija) i ponašajnih problema (antisocijalna ponašanja). Razvoj djeteta može biti uveliko narušen ako se na vrijeme ne djeluje na izvor stresa i načine nošenja sa stresnim situacijama. Izbjegavanjem ili distanciranjem od problema stvara se samo kratkotrajan učinak olakšanja, no za zdravo psihološko i tjelesno razvijanje djece potrebno je razumjeti problem i suočiti se s njime. Reakcija na stresne situacije su nerijetko negativne emocije koje automatski povezujemo sa stresom. One kod djece mogu rezultirati osjećajem ljutnje, nasilnog ponašanja te anksioznosti što negativno utječe na njihovu pozornost, proces razmišljanja i naposlijetku, na njihovo učenje (Saltzman i Goldin, 2008). Kognitivni procesi kao što su pažnja, učenje, pamćenje i kreativnost mogu se poboljšati koristeći neke jednostavne metode. Jedna od takvih je metoda usmjerene svjesnosti (engl. mindfulness). Pojam usmjerene svjesnosti odnosi se na stanje svijesti s pažnjom usmjerenom prema vlastitim iskustvima (tjelesne senzacije, misli, osjećaji) ili prema okolini u sadašnjem trenutku sa stavom neprosuđivanja (Kabat-Zinn, 2003). Cilj ovog preglednog rada je prikazati aktualne spoznaje o učincima vježba svjesnosti u obrazovanju, u kojoj mjeri one mogu pomoći djeci školske dobi u suočavanju, prihvaćanju i reguliranju vlastitih osjećaja te kako svi ti procesi mogu pozitivno utjecati na kognitivan razvoj djece.Coping with stress is not a foreign thing, both for adults and children. Sources of stress are found everywhere and can cause a number of emotional (anxiety, depression) and behavioural problems (antisocial behaviours). A child's development can be severely impaired if the sources and coping strategies are not treated in time. Avoiding or distancing oneself from the problem creates only a short-term relief effect, but for the healthy psychological and physical development of children it is necessary to understand the problem and face it. Reactions to stressful situations are often negative emotions that we automatically associate with stress. Those in children can result in feelings of anger, violent behaviour, and anxiety. Furthermore, it negatively affects their attention, thinking process and ultimately their learning. Cognitive processes such as attention, learning, memory, creativity can be improved using some simple methods (Saltzman and Goldin, 2008). One such method is mindfulness. The notion of directed consciousness refers to the state of consciousness with attention directed towards one's own experiences (bodily sensations, thoughts, feelings) or towards the environment in the present moment with an attitude of non-judgment. (Kabat- Zinn J., 2003.) The aim of this review is to explore current knowledge about the effects of mindfulness exercises in education, the extent to which they can help school-age children cope with, accept, and respond to their own feelings and how these processes can positively affect children's cognitive development
Art therapy methods in working with children of preschool age
No full textSvrha ovog diplomskog rada je istražiti područje art terapije te primjenu elemenata art terapije u likovnim aktivnostima u vrtiću. Likovna umjetnost omogućuje realizaciju kreativnih potencijala djece od najranije dobi te potiče njihov cjelokupni i zdravi razvoj. Art terapija je oblik psihoterapije koji primjenjuje likovni stvaralački proces kao sredstvo izražavanja i komunikacije. Na početku rada su predstavljene temeljene postavke art terapije i njen razvoj kroz povijest, a u nastavku su pobliže objašnjeni modeli za razumijevanje art terapije koji pomažu razumjeti i evaluirati načine korištenja različitih elemenata umjetnosti u terapiji. U sklopu likovne terapije pojašnjena je dječja likovnost, dječji crtež kao dijagnostičko i terapijsko sredstvo te simbolika boja. Za provođenje likovne terapije u odgojno – obrazovnom radu s djecom prikazane su smjernice za njeno provođenje te način na koji se oblikuje odgovarajuće prostorno – materijalno okruženje. Za razvoj dječje kreativnosti i likovnih sposobnosti vrlo je važan utjecaj odgojitelja koji omogućuje bogatstvo raznolikih poticaja i djeci dopušta slobodu, uvažava njihove interese i mogućnosti. Odgojitelji nisu terapeuti, ali mogu pristupati dječjem crtežu u okviru znanja o razvojnim karakteristikama djece i opisati vlastiti dojam. Na kraju rada nalaze se primjeri provedenih likovnih aktivnosti s elementima art terapije, dječji radovi, izjave djece i neka moja zapažanja kao odgojiteljice. Primjena elemenata art terapije u radu s djecom pokazala se vrlo korisnom u poticanju kreativnosti, povećanju koncentracije te interesa za likovne aktivnosti.The purpose of this master thesis is to investigate the field of art therapy and the usage of its methods in art activities in kindergarten. Art enables realization of children's creative potentials from the early age and encourages their overall and healthy development. Art therapy is a form of psychotherapy that utilizes art process as a means of expression and communication. At the beginning of the paper are presented basic settings of art therapy and its brief history. In more details below, models for understanding art therapy which help to understand and evaluate ways of using various elements of art in therapy are explained. Within the framework of art therapy, children's art, children's drawing as a diagnostic and therapeutic tool and color symbolism were explained. For the implementation of art therapy in educational work with children, guidelines for its implementation and the way in which the appropriate environment is shaped are presented. Educators play very important role in development of children’s creativity and artistic abilities that enables a wealth of diverse incentives and allows children freedom, respects their interests and abilities. Teachers are not therapists, but they can access children's drawings within the knowledge od children's developmental characteristics and give their own impression. At the end of the paper are examples of visual art activities with methods of art therapy, children's work, statements and some of my observations as a teacher. The usage of art therapy methods in working with children proved very useful in enhancing creativity, increasing concentration and interest in visual activities
Art therapy in working with children of preschool age
No full textU završnom radu “Art terapija u radu s djecom predškolske dobi” objašnjava se sam pojam art terapije. Pojam art terapije vrlo je bitno definirati, a ona definicijom spada u terapije umjetnošću gdje je cilj terapijsko djelovanje na čovjeka. Počeci art terapije sežu još od davnina kada su ljudi vjerovali da će kroz slike, priče, pjesmu i ples izbaciti negativnu energiju iz tijela. Spominju se mnogi terapeuti koji su bitni u art terapiji, a neki od njih su umjetnik Adrian Hill te jedan od njegovih sljedbenika Edward Adamson, zatim psiholog i psihijatar Carl Gustav Jung, psihologinja Margaret Naumburg te hrvatski psihijatar Branko Pražić. Navode se i objašnjavaju modeli koji pomažu kod razumijevanja i evaluiranja načina upotrebe drugačijih komponenta umjetnosti u terapiji: model kontinuirane ekspresije koji se sastoji od četiri razine, model predstavljanja te model kreativne osi koji se sastoji od šest faza. Zatim se govori o načinima grupnog rada u art terapiji, o vrstama primjene art terapije odnosno o različitim medijima u radu s djecom, objašnjavaju se faze likovnog razvoja u različitim dobnim razdobljima djece. Spominje se dječji crtež i njegova važnost u djetetovom životu i art terapiji, te se objašnjava simbolika boja u dječjem crtežu i što koja boja predstavlja. Cjelokupan proces art terapije je povjerljiv i ne smije se ništa izlagati i pokazivati bez dopuštenja. Na kraju rada objašnjava se važnost i povezanost kreativnosti s art terapijom.In the final paper "Art therapy in work with children of preschool age" the concept of art therapy itself is explained. The concept of art therapy is very important to define, and by definition it belongs to art therapy, where the goal is a therapeutic effect on a person. The beginnings of art therapy go back to ancient times, when people believed that through pictures, stories, song and dance, they would expel negative energy from the body. Many therapists who are important in art therapy are mentioned, and some of them are the artist Adrian Hill and one of his followers Edward Adamson, then the psychologist and psychiatrist Carl Gustav Jung, the psychologist Margaret Naumburg and the Croatian psychiatrist Branko Pražić. Models that help in understanding and evaluating the way of using different elements of art in therapy are listed and explained: the continuous expression model consisting of four levels, the representation model and the creative axis model consisting of six stages. Then it is discussed about the ways of group work in art therapy, about the types of application of art therapy, that is, about different media in working with children, the stages of artistic development in different age periods of children are explained. Children's drawing and its importance in the child's life and art therapy are mentioned, and the symbolism of colors in children's drawing and what each color represents is explained. The entire process of art therapy is confidential and nothing may be exhibited or shown without permission. At the end of the paper, the importance and connection of creativity with art therapy is explained