University of Zagreb Faculty of Teacher Education - Digital repository
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Creative Drama in Early Childhood Education
No full textU ovom diplomskom radu daje se pregled o dramskom stvaralaštvu kao sastavnome dijelu dramskog odgoja i njegovom značenju za djecu u ranoj i predškolskoj dobi. Dramski odgoj u predškolskom odgoju i obrazovanju sastavni je dio mnogih aktivnosti koje se mogu provoditi s djecom. Kako bi se kvalitetno osmislile dramske aktivnosti važno je poznavati što sve djeca određene predškolske dobi mogu raditi u skladu sa svojim psihološkim i tjelesnim sposobnostima (Đuranović, Klasnić, Matešić, 2020). Nadalje bit će riječ o dramskim tehnikama i igrama pomoću kojih djeca stvaraju nova iskustva. Konvencija o pravima djeteta (1989) ističe pravo svakog djeteta da sudjeluje u kulturno-umjetničkim aktivnostima kako bi se razvile djetetove individualne sposobnosti. Kroz godine rada stručnjaka u predškolskom odgoju te kroz njihovu odgojno-obrazovnu praksu poznato je kako dramski odgoj pozitivno utječe na samu kvalitetu odgoja, socio-emocionalni razvoj koji vodi kontroli emocija i pripremi na suživot u zajednici, jezično-govorni razvoj, tjelesni razvoj, kognitivni razvoj kao i na druga područja djetetova razvoja (Đuranović i sur., 2020; Juršnik, 2020; Stanišić, 2015). Ustanova ranog i predškolskog odgoja i obrazovanja u djetetovom životu ima veliku ulogu i značaj. Odgojitelji koji provode programe ranog i predškolskog odgoja educirani su i stručni u svom zanimanju te je njihov značaj u dječjem razvoju i životu neupitan. Naime, sva djeca nemaju priliku polaziti vrtić od najranije dobi. Isto tako, neka djeca koja polaze vrtić nemaju snažnu podršku čime je uloga odgojitelja još značajnija.
Uvažavajući istraživanja, u ovom radu ponuđen je prijedlog godišnjeg plana i programa kazališne skupine koja uključuje djecu predškolske dobi. Godišnji plan i program sastoji se od trideset i pet sati koji bi se provodili jednom tjedno od mjeseca listopada do lipnja. Aktivnosti obuhvaćaju aktivnosti vezane uz jačanje grupne kohezije, dramske tehnike i metode, posjet kazalištu, druženja djece i odraslih i izvedbe predstava. Navedene aktivnosti mogu se također provoditi i unutar odgojno-obrazovne skupine u dječjem vrtiću.This diploma thesis provides an overview of dramatic creativity as an integral part of dramatic education and its significance for children in early and preschool age. Drama education in preschool education is an integral part of many activities that can be carried out with children. In order to design high-quality drama activities, it is important to know what all children of a certain preschool age can do in accordance with their psychological and physical abilities (Đuranović, Klasnić, Matešić, 2020). Furthermore, it will be a question of dramatic techniques and games with which children create new experiences. The Convention on the Rights of the Child (1989) emphasizes the right of every child to participate in cultural and artistic activities in order to develop the child's individual abilities. Through the years of work of experts in preschool education and through their educational practice, it is known that drama education has a positive effect on the very quality of education, socio-emotional development that leads to the control of emotions and preparation for coexistence in the community, linguistic and speech development, physical development, cognitive development as well as other areas of the child's development (Đuranović et al., 2020; Juršnik, 2020; Stanišić, 2015). The institution of early and preschool education has a great role and significance in a child's life. Educators who implement programs of early and preschool education are educated and experts in their profession, and their importance in children's development and life is unquestionable. Namely, not all children have the opportunity to attend kindergarten from an early age. Also, some children who start kindergarten do not have strong support, which makes the role of educators even more important.
Taking into account the research, this paper offers a proposal for the annual plan and program of a theater group that includes children of preschool age. The annual plan and program consists of thirty hours that would be conducted once a week from October to June. Activities include activities related to strengthening group cohesion, dramatic techniques, visits to the theater, socializing of children and adults, and performances. The mentioned activities can also be carried out within the educational group in the kindergarten
The importance of the outdoor play for a modern child
No full textU ovome radu opisuje se značaj igre na otvorenom djece rane i predškolske dobi s posebnim naglaskom na sagledavanje izazova suvremenog odrastanja i igre u prirodnom okruženju. Intenzivne promjene društva dovele su do izmijenjenih uvjeta odrastanja djece te se njihova igra na otvorenom često ograničava i kontrolira. Djeca tako sve češće postaju pasivizirana, motorički nespretna te lako odustaju od rješavanja brojnih izazova s kojima se u suočavaju, što se negativno odražava na njihov u cjeloviti razvoj. Pozitivan odgovor na međunarodnu zabrinutost zbog udaljavanja djece od prirode promicanje je djetetovog prava i potrebe na igru, istraživanje i učenje u neposrednom dodiru s prirodnim okolišem koji rezultiraju mentalno snažnom i otpornom djecom. Povratak prirodi nužan je radi boljeg razumijevanja i očuvanja prirode te sretnijeg djetinjstva obilježenog raznovrsnijom igrom obogaćenom prirodnim elementima i iskustvenim učenjem na kreativan, slobodan i prirodan način. Igra i kreativnost pružaju djeci brojne mogućnosti vježbanja i isprobavanja njihovih ideja na različite načine. Cilj rada je osvijestiti značaj vrijednosti i interakcije djeteta s prirodom okolišem te poticati cjelovit razvoj djeteta boravkom u prirodnim okruženjima. Odgojitelji trebaju osigurati djetetu mogućnosti visoko kvalitetne igre na otvorenom koja će poticati otpornost djece i povećavati kvalitetu njihova odrastanja.This paper describes the significance of outdoor play for early and preschool children, with special emphasis on considering the challenges of modern growing up and playing in a natural environment. Intense changes in society have led to changed conditions of growing up, so outdoor play is often restricted and controlled. Children thus increasingly become passionate, motorically clumsy and easily give up on solving the many challenges they face, which negatively affects their overall development. A positive response to the international concern about children's distance from nature is to promote the child's right and need to play, explore and learn in direct contact with the natural environment, resulting in mentally strong and resilient children. Returning to nature is necessary for a better understanding and preservation of nature and a happier childhood characterized by more diverse play enriched with natural elements and experiential learning in a creative, free and natural way. Play and creativity provide the child with numerous opportunities to practice and try out his ideas in different ways. The aim of this paper is to raise awareness of the importance and value of the child's interaction with nature and the environment and to encourage the overall development by staying in natural environments. Preschool teacher should provide children with opportunities for high-quality outdoor play that will encourage the child's resistance and the quality of his upbringing
The skill of handling a ball in preschool age
No full textPredmet ovog istraživanja bio je provjera metrijskih karakteristika motoričkih testova za ispitivanje vještine baratanja loptom iz TGMD baterije. Biotičko motoričko znanje baratanja loptom provjereno je s tri testa i to: vođenje lopte rukom u mjestu, udaranje lopte nogom i hvatanje lopte s dvije ruke. Istraživanje je provedeno na uzorku od 30 djece od čega je 15 djevojčica i 15 dječaka u dobi od 5 do 7 godina. Rezultati istraživanja pokazali su zadovoljavajuće vrijednosti metrijskih karakteristika testova te potvrdili njihovu mogućnost korištenja za daljnja istraživanja. Dobiveni rezultati upućuju na postojanje statistički značajne razlike u testu udaranja lopte nogom u korist dječaka.The subject of this research was the verification of the metric characteristics of the motor tests for examining ball handling skills from the TGMD battery. Biotic motor skills in handling the ball were checked with three tests: guiding the ball with the hand in place, kicking the ball with the foot and catching the ball with two hands. The research was conducted on a sample of 30 children, of which 15 are girls and 15 are boys aged 5 to 7 years. The results of the research showed satisfactory values of the metric characteristics of the tests and confirmed their possibility of use for further research. The obtained results point to the existence of a statistically significant difference in the test of kicking the ball in favor of boys
Preeschool teacher`s awareness of the importance of physical activities for children
No full textCilj ovog diplomskog rada je provjeriti koliko su odgojitelji svjesni da je tjelesna aktivnost izuzetno važna za razvoj i razvitak djeteta. Tjelesna aktivnost potiče razvoj djeteta i stvara temelj za njegovo daljnje razvijanje u starijoj životnoj dobi. Redovitom tjelesnom aktivnošću, povećava se funkcionalna sposobnost djeteta, ponajprije poboljšavanjem sposobnosti sustava za disanje, apsorpcija energijskih tvari svih ostalih regulativnih mehanizama živčanog sustava.
Za potrebe pisanja diplomskog rada, provodila se anketa koja se sastojala od 30 pitanja, a provodila se digitalnim putem među odgojiteljima koji su zaposleni u vrtiću. Anketu je popunilo svega 109 osoba. Istraživanjem se pokušalo potvrditi dvije hipoteze i to: H1. Odgojitelji su svjesni velike važnosti tjelesnih aktivnosti u razvoju djece i H2. Odgojitelji ne provode dovoljan broj sati tjelesnih aktivnosti s djecom u vrtiću. Na kraju provedenog istraživanja, potvrdilo se da su odgojitelji itekako svjesni važnosti utjecaja tjelesnih aktivnosti na razvoj djeteta te da se ne provodi dovoljan broj sati tjelesnih aktivnosti u vrtićima te su postavljene hipoteze prihvaćene.The aim of this thesis is to check how much educators are aware that physical activity is extremely important for the development and growth of the child. Physical activity stimulates the child's development and creates a foundation for his further development in old age. Regular physical activity increases the child's functional ability, primarily by improving the ability of the breathing system, the absorption of energy substances and all other regulatory mechanisms of the nervous system.
For the purposes of writing a diploma thesis, a survey consisting of 30 questions was carried out, and it was carried out digitally among the educators who are employed in the kindergarten. Only 109 people filled out the survey. The research attempted to confirm two hypotheses: H1. Educators are aware of the great importance of physical activities in the development of children and H2. Educators do not spend enough hours of physical activities with children in kindergarten. At the end of the research, it was confirmed that the educators are well aware of the importance of the influence of physical activities on the child's development and that not enough hours of physical activities are spent in kindergartens, and the set hypotheses were accepted
Educational neuroscience in preschool education
No full textObrazovna neuroznanost je ušla u svijet obrazovanja u Europi kao i u mnogim dijelovima svijeta. Analizom novih spoznaja dobivenih istraživanjem mozga korištenjem najsuvremenijih tehnoloških inovacija, znanstvenici mogu bolje razumjeti preoces učenja. U svjetlu ovih novih saznanja, sve poznate metode učenja se revidiraju i promišljaju, a pojavila se nova znanstvena disciplina, proizašla iz strategija učenja primjerenih mozgu. Kako bi neuroznanost postala dio prakse odgojno - obrazovnog procesa cilj je povezati neuroznanost i obrazovanje te stvoriti zajednički konceptualni metodološki okvir. Između ostalog, neuroznanost može razumjeti učenje i pružiti empirijske temelje uz potporu utvrđenog visoko obrazovnog znanja, zbog čega je obavezna u obrazovanju budućih odgojitelja. U radu se prikazuje povijesni pregled neuroznanosti, te se objašnjavaju pojedine spoznaje o neuroznanosti, neuromitovi i neurodidaktika. U radu je objašnjen razvoj, struktura, funkcija te važnost sustava mozga. Objašnjeno je kako mozak uči te pristupi učenju. Zaključeno je da je djeci potrebno organizirati aktivnosti u obliku istraživačkog učenja, suradničkog učenja, projektnog učenja, i učenja igrom u skladu s njihovim stupnjem razvoja i načinom funkcioniranja mozga.
Cilj rada je približiti sudionicima odgojno - obrazovnog procesa neuroznanstvene spoznaje i njene uloge te znanost povezati sa praksom.Neuroscience has entered the world of education in Europe as well as in many parts of the world. By analyzing new insights gained by brain research using state-of-the-art technological innovations, scientists can better understand the learning precess. In light of this new knowledge, all known learning methods are revised and considered, and a new scientific discipline has emerged, derived from brain-appropriate learning strategies. In order for neuroscience to become part of the practice of the educational process, the goal is to link neuroscience and education and to create a common conceptual methodological framework. Among other things, neuroscience can understand learning and provide empirical foundations with the support of established highly educational knowledge, which is why it is mandatory in the education of future educators. The paper presents a historical overview of neuroscience, and explains individual knowledge of neuroscience, neuromites, and neurodidactics. The paper explains the development, structure, function and importance of the brain system. Objašnjeno je kako mozak uči te pristupi učenju. It was concluded that children need to organize activities in the form of research learning, collaborative learning, project learning, and learning by playing according to their level of development and how the brain works.
The aim of the paper is to bring the participants closer to the educational process of neuroscientific cognition and its roles and to link science to practice
Colour - psychological impact
No full textCilj ovoga rada bio je istražiti značenje, simboliku i psihologiju boja te kako one utječu na čovjeka u djetinjstvu i odrasloj dobi. Teorijsko polazište rada temelji se na definiciji boje, na tome kako čovjek percipira i vidi boju te na osnovnim svojstvima boje. Od davnina je poznato da boja ima učinak na ljude. Utjecaj boje, simbolika i asocijacija boja uvelike su povezani s događajima iz djetinjstva te iz čovjekova prethodnog pozitivnog i negativnog iskustva. Različite boje različito psihološki djeluju na ljude, no reakcija na boje urođena je te se prenosi genetski. Iz toga se može primijetiti da boje slično djeluju na većinski dio ljudi te da znatan broj ljudi na isti način reagira na boje. Neke boje poput crvene, žute i narančaste smatraju se toplima i aktivnima te izrazito psihološki djeluju na ljude. Te boje većinom privlače pozornost i daju energiju, dok se boje poput plave, zelene i ljubičaste smatraju hladnima i pasivnima jer djeluju opuštajuće i smanjuju energiju. Neutralnim nebojama smatraju se siva, crna, bijela i smeđa jer nemaju izrazit utjecaj kao aktivne boje niti djeluju toliko umirujuće kao pasivne boje. Crna najviše negativno utječe na ljude. Zbog svog učinka boje također mogu biti korisne u terapiji. Iako se kromoterapija smatra alternativnom medicinom, istraživanjima je dokazana veza između boje i liječenja. Boje također imaju velik učinak na djecu. Najčešće ih privlače i najbolje djeluju aktivne boje, manje ih privlače pasivne boje jer djeluju hladno, dok im neutralne sputavaju kreativnost te su im monotone.The aim of this work was to explore the meaning, symbolism, psychology of colours and how they affects a person in childhood and adulthood. The theoretical starting point of this work is based on the definition of colour, on how people percieve and see colour and on basic characteristics of colour. It has been known since ancient times that colour has an effect on people. The influence of colour, symbolism and association of colours is largely related to events from childhood and from the previous positive and negative experiences of a human being. Different colours have different psychological effects on people, but the reaction to colours is inborn and transmitted genetically. From this it can be observed that colours have a similar effect on the majority of people and that a considerable number of people react to colours in the same way. Some colours such as red, yellow and orange are considered warm and active and they have a strong psychological effect on people. These colours mostly attract attention and give energy. While colours like blue, green and purple are considered cool and passive because they have a relaxing effect and reduce energy. Gray, black, white and brown are considered neutral and they do not have a significant impact as active colours, nor do they have a calming effect as passive colours. Black has the most negative effect on people. Because of their effect, colours can also be useful in therapy. Although chromotherapy is considered to be alternative medicine, research has proven the connection between colour and healing. When it comes to colours and children, colours also have a great effect and they are most often attracted to active colours, they are less attracted to passive colours because they have a cold effect, while neutral colours hinder their creativity and are monotonous to them
Professiona Communication and Cooperative Relations as a Prerequisite for the Improvement of ECEC Institutional Culture
No full textTemeljni istraživački problem ovog rada je utjecaj profesionalne komunikacije i suradničkih odnosa na unapređenje kulture ustanove za rani i predškolski odgoj i obrazovanje. Kako bi se stvorila pozitivna kultura odgojno-obrazovne ustanove važno je kontinuirano raditi na poboljšanju komunikacije, međuljudskih odnosa i stvaranju preduvjeta za suradničke odnose među svim dionicima. Mnogi teoretičari kao bitnu odrednicu kulture navode odnose između ljudi u ustanovi, no postoji vrlo malo istraživanja koja se bave tom odrednicom kulture.
Vrcelj (2003), o kulturi odgojno-obrazovne ustanove govori kao o uzajamnom utjecaju triju čimbenika: stavovi i uvjerenja osoba u ustanovi i vanjskoj okolini, kulturne norme ustanove i odnosi između osoba u njoj. Odnosi među dionicima odgojno-obrazovne ustanove u velikoj mjeri utječu na atmosferu u ustanovi, ali i kvaliteti odgojno-obrazovnog rada. Kako bi i djeci i odraslima osigurali ugodno, poticajno i podržavajuće ozračje važan je kontinuirani rad na kulturi suradnje, podrške i povjerenja. S obzirom na činjenicu da ne postoji puno istraživanja koja se bave ovom temom u ustanovama ranog i predškolskog odgoja, akcijsko istraživanje se nametnulo kao jedno od najboljih rješenja. U radu će se opisati i pobliže objasniti temeljni pojmovi kulture, komuniciranja, suradničkih odnosa, te povezanost procesa samovrednovanja ustanova ranoga i predškolskog odgoja i obrazovanja i unapređenja kulture ustanove.The fundamental research problem of this work is the impact of professional communication and collaborative relationships on the improvement of the culture of the institution for early and preschool education. In order to create a positive culture of an educational institution, it is important to continuously work on improving communication, interpersonal relations and creating preconditions for cooperative relations among all stakeholders. Many theorists cite relationships between people in the institution as an important determinant of culture, but there is very little research that deals with this determinant of culture. Vrcelj (2003) talks about the culture of an educational institution as the mutual influence of three factors: attitudes and beliefs of people in the institution and the external environment, cultural norms of the institution and relationships between people in it. Relations between the stakeholders of an educational institution greatly affect the atmosphere in the institution, as well as the quality of educational work. Continuous work on a culture of cooperation, support and trust is important in order to ensure a pleasant, stimulating and supportive atmosphere for both children and adults. Given the fact that there is not much research dealing with this topic in early and preschool education institutions, action research has emerged as one of the best solutions. The paper will describe and explain in more detail the basic concepts of culture, communication, collaborative relationships, and the connection between the self-evaluation process of early and preschool education institutions and the improvement of the institution's culture
Children´s Language Development in an Environment Saturated with Media
No full textTema je ovog rada prikaz dječjega jezičnoga razvoja u današnjem društvu koje je značajno obilježeno prisutnošću različitih medija čiji jezični materijali dopiru do djeteta i čine sve značajniji okolinski čimbenik njegova jezičnoga razvoja. Činjenica jest da su mediji u svojim raznim oblicima, a pogotovo digitalni mediji, sveprisutan element svakodnevice odraslih ljudi, a tako i djece. Rad se stoga bavi pitanjem kakvo djelovanje oni mogu imati na svekoliki razvoj djece, a posebice na govorno-jezični razvoj. U radu su prikazani mediji kojima su djeca najviše izložena, a to su tisak, televizija, radio te računala i internet. Isto tako, rad donosi i prikaz govorno-jezičnog razvoja djece rane dobi na uobičajen način kojim se izdvajaju dvije faze jezičnoga razvoja, a to su neverbalna i verbalna faza. Nakon toga, u radu se donosi uvid u domaću i stranu literaturu o mogućem djelovanju medija, posebno televizije kao najzastupljenijeg medija u domaćinstvima, na djecu i njihov govorno-jezični razvoj. Prikazani su pozitivni i negativni elementi djelovanja medija, te važna uloga roditelja i odgojitelja u govorno-jezičnom razvoju djece, ne samo kao govornih uzora i poticatelja za dječje jezično napredovanje, nego i onih koji, birajući medijske sadržaje za svoje dijete, odnosno za djecu koju odgajaju, u velikoj mjeri mogu usmjeravati djelovanje medija na jezični razvoj djeteta. Dakako, da bi roditelji i odgojitelji to uistinu i mogli, oni trebaju
biti osviješteni za medije, njihovu prisutnost u okolini i njihove mogućnosti kad je o jezičnom razvoju djece riječ.The topic of this paper is the presentation of children's language development in today's society, which is significantly marked by the presence of various media whose language materials reach the child and are an increasingly important environmental factor in his language development. The fact is that the media in their various forms, and especially digital media, are a ubiquitous element of the daily lives of adults, and thus children. The paper therefore deals with the question of what effect they can have on the overall development of children, and especially on speech and language development.
The paper presents the media to which children are most exposed, namely the press, television, radio, computers and the Internet. Likewise, the paper presents the speech-language development of young children in the usual way, which distinguishes two phases of language development, namely the non-verbal and verbal phase. After that, the paper provides an insight into domestic and foreign literature on the possible effects of the media, especially television as the most represented medium in households, on children and their speech and language development. Positive and negative elements of media activity are presented, as well as the important role of parents and educators in children's speech and language development, not only as role models and stimulators for children's language progress, but also those who, choosing media content for their child. they educate, to a large extent they can direct the action of the media on the language development of the child. Of course, for parents and educators to really be able to do this, they need to be aware of the media, their presence in the environment and their capabilities when it comes to children's language development
Ways of using pedagogical documentation of preschool teachers
No full textOzbiljnije bavljenje pedagoškom dokumentacijom potječe od Reggio Emilia pedagogije koja zahtjeva da se odgojno-obrazovna praksa čini vidljivom kroz različite oblike dokumentacije, kao što su fotografije, videozapisi, pisane ili snimljene bilješke, dječji radovi i sl. Kako dokumentacija ne bi ostala na običnoj registraciji činjenica, potreban je dijalog, slušanje i promišljanje. Za potrebe pisanja ovog diplomskog rada provedeno je istraživanje kojemu je cilj istražiti različite načine uporabe pedagoške dokumentacije odgojitelja radi podizanja svijesti o važnosti i dobrobiti pedagoške dokumentacije. Istraživanje je provedeno na prigodnom uzorku s pet odgojiteljica djece rane i predškolske dobi uz korištenje metode intervjua. Odgojiteljice za dokumentiranje koriste službene obrasce pedagoške dokumentacije propisane Pravilnikom o obrascima i sadržaju pedagoške dokumentacije i neke dodate oblike. Koriste se fotografijama, videozapisima, snimkama razgovora, prikupljanjem dječjih radova i zapisima zapažanja. Iz odgovora odgojiteljica možemo vidjeti da pedagošku dokumentaciju uporabljuju za oblikovanje kurikuluma, stjecanje uvida u djetetov, ali i vlastiti profesionalni razvoj te refleksiju sa sustručnjacima i ostvarivanje partnerskih odnosa s roditeljima. Prepoznaju dobrobiti dokumentiranja za djecu, odgojitelje i roditelje. Kao nedostatke pedagoške dokumentacije ističu vrijeme, subjektivnost, različitosti među odgojiteljima i ustanovama, ograničen prostor za pisanje u knjizi pedagoške dokumentacije odgojne skupine te neusuglašenost iste s Nacionalnim kurikulumom ranog i predškolskog odgoja i obrazovanja. Kao moguća rješenja za neke nedostatke ističu uvođenje digitalne dokumentacije, dodatne edukacije ili kolegij na odgojiteljskim studijima na temu pedagoške dokumentacije. Rezultati istraživanja upućuju na važnost pedagoške dokumentacije za praćenje i poticanje dječjeg razvoja i interesa, profesionalni razvoj odgojitelja, ostvarivanje i održavanje partnerskih odnosa s roditeljima, jačanje roditeljskih kompetencija te pružanje uvida u svakodnevicu u ustanovama ranog i predškolskog odgoja i obrazovanja svim zainteresiranim stranama.more serious approach to pedagogical documentation originates from Reggio Emilia pedagogy, which requires that educational practice be made visible through various forms of documentation, such as photos, videos, written or recorded notes, children's works, etc. For documentation not to remain a simple registration of facts, it is necessary to incorporate dialogue, listening, and reflection. For the purposes of writing this thesis, research was conducted to investigate different ways of using pedagogical documentation by preschool teachers in order to raise awareness of the importance and benefits of pedagogical documentation. The research was conducted on a sample of five preschool teachers using the interview method. For documentation, they use the official forms of pedagogical documentation prescribed by the Rulebook on the Forms and Content of Pedagogical Documentation and some additional forms. They use photographs, videos, recordings of conversations, collections of children's work, and notes of observations. From the teachers' answers, we can see that they use pedagogical documentation for shaping the curriculum, insight into the child's development, insight into their professional development, reflection, and partnership relationships with parents. They recognize the benefits of documentation for children, preschool teachers, and parents. As shortcomings of pedagogical documentation, they point out time, subjectivity, differences between preschool teachers and institutions, limited space for writing in the pedagogical documentation book, and its non-compliance with the National Curriculum of Early and Preschool Education. As possible solutions for some shortcomings, they point out the introduction of digital documentation, additional education, or a course in preschool teacher studies on the topic of pedagogical documentation. The results of the research point to the importance of pedagogical documentation for monitoring and encouraging children's development and interests, professional development of preschool teachers, establishing and maintaining partnership relationships with parents, strengthening parental competencies, and providing insight into everyday life in early and preschool education institutions to everybody interested
Children with epilepsy in a preschool institution
No full textTema ovog završnog rada je dijete s epilepsijom u predškolskoj ustanovi. Cilj rada je definirati pojam epilepsije, objasniti genetski utjecaj na pojavnost bolesti te klasificirati prigodne cerebralne napadaje i tipove epilepsije. Približiti dijagnozu i liječenje epilepsije što u osnovi znači istražiti povijest bolesti i napraviti pretrage mozga. U liječenju epilepsije ključnu ulogu imaju antipelipetici, ali su navedene i druge alternativne i operativne metode liječenja. Uključivanje djeteta s epilepsijom u svakodnevni život, a ponajviše u odgojno-obrazovnu instituciju, jedna je od osnovnih zadaća djetetove okoline. Zbog toga djetetu treba pristupiti holistički, a to znači uvažavati njegove individualne potrebe i pokazati razumijevanje za njega i njegovu obitelj. U integraciji djeteta s epilepsijom u predškolsku ustanovu, odgojitelj ima najznačajniju ulogu. To se prije svega odnosi na zdravstvenu zaštitu djeteta odnosno na poznavanje same bolesti te pravilno djelovanje prilikom i nakon pojave epileptičkog napadaja. Odgojitelj mora promatrati dijete te u suradnji s roditeljima i stručnim timom stvoriti individualizirani plan i prema njemu prilagoditi didaktičko-metodičke aktivnosti. Odgojitelj mora poštivati djetetovo pravo na rast, razvoj, zdravlje i igru. Zbog toga je neophodno da dijete s epilepsijom uključi u svakodnevne aktivnosti i da stvara pozitivno i poticajno okruženje. Odgojitelj koji svakodnevno radi u vrtićkoj skupini i provodi većinu vremena s djecom, mora biti spreman na cjeloživotno učenje i profesionalno usavršavanje kako bi poboljšao svoje kompetencije, a sve za dobrobit djeteta. Također, vršnjačka skupina ima nezamjenjivu ulogu u socijalizaciji djeteta kao i u stvaranju pozitivnog stava prema bolesti. Na kraju rada navedene su udruge koje pomažu oboljelima od epilepsije poput Međunarodne lige protiv epilepsije (ILAE) te Hrvatske udruge za epilepsiju koja je pokrenula i manifestaciju „Ljubičasti dan“.The topic of this final paper is a child with epilepsy in preschool. The aim of the paper is to define the concept of epilepsy, to explain the genetic influence on the occurrence of the disease and to classify the appropriate cerebral seizures and types of epilepsy. Bring the diagnosis and treatment of epilepsy closer, which basically means researching the history of the disease and doing brain tests. Antipelipetics play a key role in the treatment of epilepsy, but there are listed other alternative and operative methods of treatment. Involving a child with epilepsy in everyday life, and especially in an educational institution, is one of the basic tasks of the child's environment. Therefore, the child should be approached holistically, which means respecting his individual needs and showing understanding for him and his family. In the integration of a child with epilepsy into a preschool institution, the educator has the most important role. This primarily refers to the health care of the child, ie to the knowledge of the disease itself and the proper functioning during and after the onset of an epileptic seizure. The educator must observe the child and, in cooperation with the parents and the professional team, create an individualized plan and adjust the didactic-methodological activities accordingly. The educator must respect the child's right to growth, development, health and play. Therefore, it is necessary to include a child with epilepsy in daily activities and to create a positive and stimulating environment. An educator who works in a kindergarten group on a daily basis and spends most of his time with children must be prepared for lifelong learning and professional development in order to improve his competencies, all for the benefit of the child. Also, the peer group has an irreplaceable role in the socialization of the child as well as in creating a positive attitude towards the disease. At the end of the paper are listed associations that help people with epilepsy, such as the International League Against Epilepsy (ILAE) and the Croatian Association for Epilepsy, which launched the event "Purple Day“