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Emotions and children's artistic expression
No full textTema ovog završnog rada su emocije i dječje likovno stvaralaštvo te se proučava i objašnjava povezanost ta dva pojma. Emocije su osobna stanja svakog pojedinca i izraziti se mogu na različite načine, a jedan od njih je i putem likovnog stvaralaštva. Detaljnije će se proći kroz podjelu emocija koje mogu biti pozitivne i negativne. Postoje različite teorije o emocijama i njihovom izražavanju kod djece. Osim toga, definiraju se i tri razvojne faze likovnog stvaralaštva kroz koje bi svako dijete trebalo proći. Važno je poticati djecu na razvijanje likovnog stvaralaštva i to bez ometanja od strane odraslih. Djeci treba ponuditi slobodu i raznovrsnost materijala kako bi njihova kreativnost sve više nastajala uz oslobađanje emocija koje prenose u likovno djelo. Na osnovi dječjeg crteža može se utvrditi sadrži li dijete realne odnose u svojoj svijesti o stvarnosti ili postoje neki ometajući elementi koji zamagljuju objektivnu sliku svijeta u dječjoj svijesti, a time i u dječjem likovnom izražavanju. Različitim likovnim temama djeca mogu prikazati probleme koji ih muče. U te svrhe može se koristiti i art-terapija o kojoj će se također govoriti u radu. Dakle, bilo da dijete osjeća tugu, radost, zadovoljstvo, nemir ili suosjećajnost, likovne aktivnosti im mogu pomoći pri izražavanju. Bitnu ulogu u interpretaciji dječjih crteža svakako imaju odgojitelji. Djeca provode mnogo vremena u vrtiću gdje su slobodni izražavati svoje emocije i doživljaje te tamo prolaze kroz različite faze razvoja koje odgojitelji moraju znati prepoznati i sukladno tome reagirati. Korištenje tehnika rada s emocijama izvrsna je dopuna i pomoć svakom profesionalnom odgojitelju i roditelju. Postoji mnoštvo kvalitetne literature i sredstava koja olakšavaju razumijevanje dječjih emocija i nude kvalitetne poticaje za rad s djecom.The topic of this final paper is emotions and children's artistic expression, and the connection between these two concepts is studied and explained here. Emotions are personal states of each individual and can be expressed in different ways, and one of them is through art. The division of emotions, which can be positive and negative, will be discussed in more detail. There are different theories about emotions and their expression in children. In addition, three developmental stages of artistic creativity are defined, through which every child should go. It is important to encourage children to develop artistic expression without interference from adults. Children should be offered with freedom and a variety of materials, so that their creativity can emerge more and more, with the release of emotions that they transfer into a work of art. On the basis of a child's drawing, it can be determined whether the child contains realistic relationships in his awareness of reality or if there are some disturbing elements that blur the objective picture of the world in the child's consciousness, and also in the child's artistic expression. Children can show the problems that bother them with different art themes. Art-therapy, which will also be discussed in the paper, can be used for these purposes. So, whether a child feels sadness, joy, pleasure, restlessness or compassion, art activities can help them express it. Educators certainly play an important role in the interpretation of children's drawings. Children spend a lot of time in kindergarten where they are free to express their emotions and experiences, and there they go through different stages of development that educators must be able to recognize and react accordingly. The use of emotion work techniques is an excellent supplement and help for every professional educator and parent. There is a lot of quality literature and resources that facilitate the understanding of children's emotions and offer quality incentives for working with children
Nastava engleskog jezika u osnovnoj školi: usporedba Japana i Hrvatske
No full textMany nations realised the benefits of teaching English from a young age. In addition to ensuring the quality of their basic education, they strive to make English accessible to their citizens, each country in its own way. The main objective of this thesis is to compare foreign language policies and practices in the context of primary education in Croatia and Japan. Both countries invest a lot of effort in teaching English, and they both have a mandatory foreign language course in their primary schools. In Croatia, students choose which foreign language they will learn when they enrol in the first grade of primary school, and English is the most popular choice, English being the most popular choice. In addition, both countries also have foreign language schools that provide language teaching services outside the regular school. However, interesting differences can be noted in between the English teaching practices in the two countries, and some indicators of their English education are remarkably different.
Teaching materials and textbooks are the most obvious differences, along with insisting on having native speakers as English language teachers. However, there are some other issues when it comes to learning English in Japan, such as culture bumps and language unawareness. Moreover, Japan’s national language differs from English in numerous ways, while Croatian at least shares the same script. Nevertheless, English words are not infrequent in Japan, which makes even the children become aware of the language and leaves room to familiarise themselves better with it. That familiarisation only recently became the task of the Japanese educational system, which has recently started to implement English language courses in the curriculum of primary education.Mnoge države spoznale su prednosti poučavanja engleskog jezika od rane dječje dobi. Glavni je cilj ovoga rada usporediti obrazovne politike i praksu poučavanja engleskoga kao stranoga jezika u Hrvatskoj i Japanu. Osim što veliku pažnju posvećuju kvaliteti osnovnog obrazovanja, obje države na svoj način nastoje svojim građanima osigurati kvalitetnu nastavu engleskoga. Obje zemlje ulažu puno truda u poučavanje engleskog jezika, i obje imaju obveznu nastavu stranog jezika u svojim osnovnim školama. U Hrvatskoj učenici biraju koji će strani jezik učiti upisom u prvi razred osnovne škole, a engleski je najpopularniji izbor. Osim toga, obje države imaju i škole stranih jezika u kojima je moguće učiti engleski. Međutim, mogu se primijetiti zanimljive razlike u njihovim praksama, a neki pokazatelji njihovog obrazovanja na engleskom izrazito su različiti. Primjerice, prošle godine je Hrvatska na međunarodnom testu znanja engleskog jezika postigla mnogo bolji rezultat od Japana..
Nastavni materijali i udžbenici jedna su od najvećih očitih razlika, uz inzistiranje na tome da učitelji engleskog jezika budu izvorni govornici u Japanu. Međutim, postoje neki drugi problemi kada je riječ o učenju engleskog u Japanu, kao što su kulturološke razlike i potpuno nepoznavanje jezika. Štoviše, japanski nacionalni jezik razlikuje se od engleskoga na više razina, dok hrvatski s engleskim barem dijeli isto pismo. Ipak, engleske riječi nisu rijetke u Japanu, što čak i djeci osvještava jezik i ostavlja prostora da se bolje upoznaju s njim. To upoznavanje tek je nedavno postalo zadaća japanskog obrazovnog sustava, koji je tijekom zadnjeg desetljeća počeo implementirati nastavu engleskog jezika u kurikul osnovnog obrazovanja
Feature Films for Children of Early and Preschool Age
No full textDjeca se s filmom susreću tijekom prvih godina svog života, a najčešće putem televizije. Djeca rane i predškolske dobi tek započinju svoj put prema medijskoj pismenosti te još nisu spremna samostalno razumjeti i kritički sagledati sadržaj koji im se prikazuje putem medija. Iz tog razloga potrebna im je pomoć odraslih od kojih se očekuje da nadziru sadržaje koje djeca gledaju te se informiraju o istima. Mlađa djeca još ne mogu u potpunosti razlikovati stvarnost od imaginarnog svijeta te je stoga važno s djetetom voditi razgovor o pogledanom sadržaju. Također, uz pomoć odraslih, djeca mogu snimiti vlastiti film te ujedno bolje razumjeti proces njegovog nastajanja.
Potrebno je utvrditi koji su filmovi dostupni djeci rane i predškolske dobi te kako znati jesu li zaista primjereni dječjem uzrastu. Tijekom proteklih godina, u Hrvatskoj i svijetu stvoreni su brojni filmovi među kojima se mogu pronaći i filmovi za djecu. Filmovima je unutar velikog broja zemalja dodijeljena kategorija kojom se sugerira uzrast kojemu je film namijenjen. Kategorizacije se razlikuju između zemalja te, premda je moguće pronaći brojne filmove koji svojom kategorizacijom uključuju djecu rane i predškolske dobi, često se radi o filmovima koji uključuju sve uzraste. Puno se rjeđe može naići na igrani film kod kojeg je jasno istaknuto da se radi o filmu koji je prvenstveno namijenjen dječjoj publici. Iz tog razloga bitno je znati služiti se medijima u svrhu pronalaska informacija o filmu kako bi se olakšala potraga za filmom namijenjenom određenoj dobnoj skupini, u ovom slučaju djeci rane i predškolske dobi.Children encounter films in their first years of life, most often through television. Children of early and preschool age are just starting their journey towards media literacy and are not yet ready to independently understand and critically evaluate the content presented to them through the media. Because of this, they need the help of adults who are expected to monitor the content that children watch and get more information about it. Younger children cannot yet fully distinguish reality from the world of imagination; therefore, it is essential to allow children to ask questions so we can understand their view of reality while they watch movies. With the support and help of adults, children can make films by themselves and at the same time get better acquainted with the process of film creation.
It is necessary to determine which films are available for children of early and preschool age and how to know if they are really suitable for children's age. In recent years, numerous films have been made in Croatia and around the world, among which we can also find films for children. In many countries, films are assigned a category that suggests the age for which the film is intended. Categorization differ between countries. Although it is possible to find numerous films that include early and preschool children in their categorization, they are often films that include all ages. It is much harder to find a feature film where it is specifically indicated that it is a film primarily intended for a children's audience. That is why it is important to know how to use the media to find information about a film in order to facilitate the search for a film intended for a certain age group, in this case, feature films for children of early and preschool age
The role of pedagogical documentation in the transition from kindergarten to school
No full textU teorijskom dijelu ovog rada definiran je pojam odgojno – obrazovnih prijelaza, a objašnjena je i praksa takvih prijelaza u Republici Hrvatskoj. Osim toga, rad obuhvaća definiciju pedagoške dokumentacije u djeĉjem vrtiću, ali i detaljniju definiciju razvojne mape djeteta kao oblika neobavezne pedagoške dokumentacije. Postavlja se pitanje u kojoj se mjeri takav oblik voĊenja dokumentacije prakticira u Republici Hrvatskoj te koja je perspektiva odgojno – obrazovnih struĉnjaka i praktiĉara o ulozi razvojne mape djeteta prilikom odgojno – obrazovnih prijelaza. S obzirom na vlastito iskustvo petogodišnjeg studiranja na studiju za Rani i predškolski odgoj i obrazovanje, kao i trogodišnjem iskustvu u radu kao odgajateljica, posebno me zanimala perspektiva trenutnih studenata. Odnosno, zanimalo me u kojoj mjeri studij obuhvaća obradu gradiva o pedagoškoj dokumentaciji te postoje li razlike u informiranosti studenata s obzirom na godinu studiranja te grad u kojem pohaĊaju studij. Potaknuta tim pitanjima, provela sam istraţivanje o informiranosti studenata o pedagoškoj dokumentaciji općenito te o razvojnoj mapi i njezinoj ulozi za vrijeme djetetovog pohaĊanja predškolske ustanove, ali i u trenutku prijelaza iz djeĉjeg vrtića u osnovnu školu.In the theoretical part of this paper, the concept of educational transitions is defined, and the practice of such transitions in the Republic of Croatia is also explained. In addition, the paper includes the definition of pedagogical documentation in kindergarten, but also more detailed definition of the child's individual portfolio as a form of non-mandatory pedagogical documentation. The question arises to what extent this form of documentation is practiced in the Republic of Croatia and what is the perspective of educational experts and practitioners on the role of the child's development map during educational transitions. Given my own experience of five years of study at the Early childhood and preschool education program, as well as three years of experience working as a kindergarten teacher, I was particularly interested in students’ perspective. That is, I was interested in the extent to which the study includes the processing of materials on pedagogical documentation and whether there are differences in students' information regarding the year of study and the city in which they attend the study. Motivated by these questions, I conducted research on students' awareness of pedagogical documentation in general and on the development map and its role during the child's attendance at preschool, but also at the time of transition from kindergarten to primary school
Elements of Volleyball in Primary School Education
No full textCilj ovog istraživanja bio je ispitati učitelje Tjelesne i zdravstvene kulture zaposlene u osnovnim školama diljem Hrvatske o njihovim stavovima prema odbojci u nastavi. Odbojka je ekipni sport kojeg igraju dvije ekipe sa 6 igrača u terenu podijeljenom mrežom. Svakoj ekipi je cilj prebaciti loptu u protivničko polje, a da ju protivnička ekipa ne uspije uhvatiti, to jest nastaviti poen. U istraživanju su učitelji ispitani o vlastitim stavovima prema odbojci u nastavi, o tome koliko su elementi odbojke zastupljeni na satima Tjelesne i zdravstvene kulture i je li takvi sati zahtijevaju više pripreme od ostalih, a istraženi su i stavovi učenika prema odbojci te razlikuju li se oni prema spolu. Nastavnim planom i programom točno su propisane odbojkaške teme koje bi učenici trebali svladati u osnovnoj školi, a one su sljedeće: dodavanje i hvatanje lopte iz »košarice« u odbojkaškom stavu, vršno odbijanje iz srednjeg odbojkaškog stava, podlaktično odbijanje, donji servis, prijem servisa vršno, igre vršnim odbijanjem 1:1 ili 2:2, mini odbojka 3:3, mini odbojka 4:4, dizanje lopte visoko na krajeve mreže, napad iz zaleta prebacivanjem jednom rukom – »kuhanje«, smeč iz zaleta visoko dodane lopte i gornji servis bez rotacije. Rezultati istraživanja su pokazali da većina ispitanika u nastavi Tjelesne i zdravstvene kulture koju provodi s učenicima koristi gotovo sve teme propisane Nastavnim planom i programom iz 2006., kao i da nastavu odbojke ne smatraju težom za pripremu i izvođenje. Što se tiče njihove procjene učeničkih stajališta prema odbojci, učenici uglavnom imaju pozitivan stav prema ovom sportu, a pri usvajanju njegovih elemenata ne nailaze na veće poteškoće.The key aim of this research was to examine the attitudes of primary school teachers of P.E. towards volleyball and its elements in physical education. Volleyball is a team sport played by two teams of 6 players in a field divided by a net. The teams are trying to pass the ball to the opponent’s side of the net in a way impossible for the opponent team to continue playing; if the ball touches the floor, the rally and the point are over. The researched teachers were asked about their own attitudes towards volleyball in physical education. Furthermore, they were asked to asses and say how implemented are volleyball and its elements into elementary school education, as well as how demanding it is to incorporate volleyball into P.E. The teachers also gave their perspectives on the students’ attitudes towards volleyball. In Croatia, the following elements of volleyball are implemented into primary school physical education: passing the ball in a proper volleyball position, volleying from a proper volleyball position, forearm passing, an underhand serve, serve defending, volleying games 1:1 and 2:2, mini volleyball 3:3, mini volleyball 4:4, setting the ball, a roll shot, spiking the ball and the overhand volleyball serve. The results of the research showed that the teachers use almost all of the listed volleyball skills in their teaching. Likewise, they do not think that volleyball lesons are too demanding to prepare and carry out. When it comes to students’ attitudes towards volleyball, they are mostly positive about this sport and do not experience bigger difficulties while learning its elements
The German language in the media during the National Socialist dictatorship
No full textDiese Diplomarbeit beschäftigt sich mit der Sprache der Nationalsozialisten im Dritten Reich und mit der Sprache, die in den Medien in der Zeit der nationalsozialistischen Diktatur auftaucht.
Nach seiner Ernennung zum deutschen Reichskanzler im Januar 1933 errichtete Hitler unter der Leitung von Joseph Goebbels das Reichsministerium für Volksbildung und Propaganda. Das Ziel des Ministeriums war die Verbreitung der nationalsozialistischen Ideologie. Das Reichsministerium tat dies durch eine Vielzahl von Werken in der Kunst, Musik, Theater, Filmen, Büchern und durch Radio- und Bildungsmaterialien.
In diesem Werk wird die Verbindung der Sprache und Politik und der Zusammenhang und Einfluss der Sprache in der Diktatur, sowie die Merkmale der nationalsozialistischen Mediensprache dargestellt. Diese Arbeit analysiert die Sprache in bestimmten Medien wie Reden, Zeitungen, Plakaten und Filmen.
Ausgehend von einem Artikel der Zeitung „Völkischer Beobachter“ aus dem Jahr 1938 wurden die Merkmale der Sprache in der Zeit der nationalsozialistischen Diktatur analysiert und herausgegriffen. Diese Arbeit stellt auch Wörter dar, die heute noch von Rechtsextremisten verwendet werden. Diese Wörter haben ihren Ursprung in der nationalsozialistischen Diktatur und manche werden noch heute verwendet.This diploma thesis deals with the language of the National Socialists in the Third Reich and with the language that appeared in the media during the National Socialist dictatorship.
After his appointment as German Reich Chancellor in January 1933, Hitler established the Reich Ministry for Public Education and Propaganda under the leadership of Joseph Goebbels. The goal of the ministry was the dissemination of National Socialist ideology. The Reich Ministry did this through a variety of works in art, music, theater, film, books, and through radio and educational materials.
In this work, the connection between language and politics is presented and the connection and influence of language in the dictatorship as well as the characteristics of the National Socialist media language are presented. This work analyzes language in specific media such as speeches, newspapers, posters and films.
Based on an article in the newspaper "Völkischer Beobachter" from 1938, the characteristics of the language during the National Socialist dictatorship were analyzed and singled out. This work also shows the words used by right-wing extremists today. These words have their origins in the Nazi dictatorship, and some are still used today.Ovaj diplomski rad bavi se jezikom nacionalsocijalista u Trećem Reichu i jezikom koji se pojavljivao u medijima tijekom nacionalsocijalističke diktature.
Nakon što je u siječnju 1933. imenovan za njemačkog kancelara Reicha, Hitler je uspostavio Reich Ministarstvo za javno obrazovanje i propagandu pod vodstvom Josepha Goebbelsa. Cilj ministarstva bio je širenje nacionalsocijalističke ideologije. Ministarstvo Reicha to je činilo kroz razne radove u umjetnosti, glazbi, kazalištu, filmu, knjigama te putem radija i obrazovnih materijala.
U ovom radu prikazana je povezanost jezika i politike te povezanost i utjecaj jezika u diktaturi kao i karakteristike nacionalsocijalističkog medijskog jezika. Ovaj rad analizira jezik u određenim medijima kao što su govori, novine, plakati i filmovi.
Na temelju članka u listu "Völkischer Beobachter" iz 1938. analizirane su i izdvojene karakteristike jezika u vrijeme nacionalsocijalističke diktature. Ovaj rad također prikazuje riječi koje danas koriste desničarski ekstremisti. Ove riječi potječu iz nacističke diktature, a neke se koriste i danas
View of methodical process and transition from Scratch programming language to Python programming language
No full textRazvijanje digitalne pismenosti postaje ključ za daljnji napredak, a sve kreće u osnovnoj školi. U svijetu globalizacija i automatizacije biti digitalno nepismen je isto kao što je prije par desetljeća bilo biti uistinu nepismen, a učitelji ponovno stoje ispred vrata znanja spremni da ih otvore učenicima željnim znanja. Jedno od tih korisnih znanje je programiranje. Programiranje je vještina na kojoj je potrebno raditi cijeli život, no potrebna je podloga koju može pružiti upravo osnovna škola. Razvojem programskog jezika Scratch učenicima se pružila jedinstvena prilika da razvijaju sposobnost logičnog i apstraktnog razmišljanja, sastavljanja algoritama i razumijevanja kompleksnih sintaksi, i to sve kroz igru. Učenje takvog programskog jezika može biti odlična podloga za kasnije učenje nešto kompleksnijeg jezika kao što je programski jezik Python.
U ovom diplomskom radu prikazani su programski jezik Scratch i programski jezik Python i njihova metodička obrada u udžbenicima Školske knjige i Alfe. Na osnovi anketnog upitnika provedeno je istraživanje u četiri različite škole s ukupno 229 učenika, s ciljem utvrđivanja lakoće tranzicije s programskog jezika Scratch u programski jezik Python kod učenika petih razreda.
Na temelju dobivenih rezultata je utvrđeno kako je učenje programskog jezika Scratch uistinu korisno u učenju programskog jezika Python te bi se trebalo poticati.View of methodical process and transition from Scratch programming language to Python programming language
Developing digital literacy becomes the key to further progress, and everything starts in elementary school. In the world of globalization and automation, being digitally illiterate is the same as being truly illiterate a couple of decades ago, and teachers are once again standing in front of the door of knowledge ready to open it to students eager for knowledge. One of the useful pieces of knowledge is programming. Programming is a skill that you need to work on all your life, but you need a foundation that can be provided by elementary school. The development of the Scratch programming language gave students a unique opportunity to develop the ability to think logically and abstractly, compose algorithms and understand complex syntax, all through play. Learning such a programming language can be an excellent basis for later learning a more complex language such as Python programming language.
This thesis presents the programming language Scratch and the programming language Python and their methodical processing in the textbooks Školska knjiga and Alfa. Based on a questionnaire, research was conducted in four different schools with a total of 229 students, to determine the ease of transition from the Scratch programming language to the Python programming language among fifth graders.
Based on the obtained results, it was determined that learning the Scratch programming language is truly useful in learning the Python programming language and should be encouraged
Influence of diet on nutritional status of preschool age children in Zagreb
No full textOvaj rad bavi se temom utjecaja prehrane na stanje uhranjenosti djece predškolske dobi. Rad obrađuje teme uhranjenosti, pretilosti i njenim uzrocima i posljedicama, pothranjenosti, o važnosti tjelesnog odgoja i prehrani djeteta predškolske dobi. Dosadašnja istraživanja ukazuju kako je sve veći broj djece s prekomjernom tjelesnom težinom, iako većina i dalje pripada skupini normalne uhranjenosti.
Cilj ovoga istraživanja je utvrditi antropometrijske karakteristike djece i njihovo stanje uhranjenosti, te napraviti usporedbu s njihovim prehrambenim navikama i bavljenjem sportom u slobodno vrijeme. Istraživanje je provedeno u zagrebačkom vrtiću "Vrapče", područnog objekta "Rašljice" na 21 djetetu tokom ožujka 2022. Rezultati su pokazali kako je većina djece normalno uhranjena te ne postoji razlika prema spolu djece u antropometrijskim karakteristikama i prehrambenim navikama. Nadalje, postoje statistički značajne povezanosti između varijabli antropometrije i prehrane. Djeca koja imaju viši ITM manje se bave sportom, imaju više obroka u danu te češće jedu slatkiše i grickalice. Prehrambene navike djece su uglavnom zadovoljavajuće jer ih većina konzumira voće i povrće svaki dan, doručkuju prije polaska u vrtić te češće piju vodu nego gazirane i zaslađene sokove.This thesis speaks about the influence of diet on the nutritional status of preschool children. The thesis deals with the subject of nutrition, obesity and its causes and consequences, malnutrition, the importance of physical education and nutrition of preschool children. Previous research indicates that there is an increasing number of overweight children, although most still belong to the group of normal weight.
The aim of this research is to determine the anthropometric characteristics of children and their nutritional status, and to make a comparison with their eating habits and sport activity in their free time. The research was conducted in the Zagreb kindergarten "Vrapče", regional facility "Rašljice" on 21 children during March 2022. The results showed that most children have normal weight and there is no eating habits difference or anthropometric status difference according to the gender of children. Furthermore, there are statistically significant associations between anthropometry and dietary variables. Children who have a higher BMI are less involved in sports, have more meals a day, and eat sweets and snacks more often. Children's eating habits are generally satisfactory because most of them consume fruits and vegetables every day, have breakfast before going to kindergarten and drink water more often than carbonated or sweetened juices
Functional abilities of children
No full textU današnje vrijeme nerijetko se može primijetiti da djeca sve više vremena provode pred ekranima, a sve manje u prirodi, igrajući se sa svojim vršnjacima ili u drugim aktivnostima koje ne uključuju modernu tehnologiju poput mobitela ili računalnih igrica. Sve prisutniji sjedilački način života i vrijeme provedeno pred ekranima potencijalni je rizik za zdravlje. Dosadašnja istraživanja koja su prikazana u ovom radu pridaju veliki značaj tjelesnoj aktivnosti djece te pokazuju da tjelesna aktivnost pozitivno djeluje na funkcionalne sposobnosti djece. Transformacija funkcionalnih sposobnosti pripada sferi najkorisnijih i najčešće primjenjivanih transformacija trenažnog procesa i to onog koji je usmjeren na povećanje efikasnosti srčano-žilnog i srčano-dišnog sustava, odnosno na sveobuhvatno povećanje aerobnih i anaerobnih kapaciteta. U radu je provedeno istraživanje u jednom dječjem vrtiću u Novom Zagrebu koje pokazuje da su djevojčice i dječaci u dobi 5 i 6 godina koji su sudjelovali u istraživanju u kondiciji, te da im je dišni kardio-respiratorni sustav u okviru prihvaćenih standarda za djecu te dobi. Istraživanje je pokazalo da dječaci i djevojčice u navedenoj dobi podjednako iskazuju aerobne kapacitete i sposobnosti, te su pokazali za tu dob prihvatljivu aerobnu izdržljivost.In modern times, it can often be noticed that children spend more time in front of screens, and less time in nature, playing with their peers or in other activities that do not include modern technology such as cell phones or computer games. An increasingly prevalent sedentary lifestyle and time spent in front of screens is a potential health risk. The previous research presented in this paper attaches great importance to children's physical activity and shows that physical activity has a positive effect on children's functional abilities. The transformation of functional abilities belongs to the sphere of the most useful and most frequently applied transformations of the training process, namely the one aimed at increasing the efficiency of the cardiovascular and cardiorespiratory systems, that is, at the comprehensive increase of aerobic and anaerobic capacities. In this final paper, research was conducted in a kindergarten in Novi Zagreb, which shows that the girls and boys aged 5 and 6 who participated in the research are in good condition, and their cardio-respiratory system is within the accepted standards for children of that age. The research has shown that boys and girls at the mentioned age equally show aerobic capacities, abilities, and acceptable aerobic endurance for that age
The Influence of Music and Movement on the Development of the Pre-school Child
No full textDjeca predškolskog uzrasta prirodno su muzikalna, te je njihov glazbeni svijet od početka izuzetno raznolik. Oni su pjevači, svirači, plesači, slušatelji i stvaratelji glazbe. Razvijajući se od djetinjstva i najranije dobi do svoje predškolske dobi, te dalje, do punopravnih iskustava u osnovnoj školi, djeca rastu bogateći svoja glazbena iskustva koja ujedno pridonose razvoju djetetovih glazbenih sposobnosti. Nedvojbeno je kako nas glazba pokreće i stimulira naš razvoj upravo kroz vlastitu apelaciju i obraćanje te je tako nezamjenjiv mehanizam u cjelovitom odgoju.
Uz druga područja djetetova razvoja, u radu je opisan doprinos glazbe i pokreta na cjeloviti razvoj djeteta. Prikazan je tijek razvoja glazbenih sposobnosti djeteta, znakova za prepoznavanje glazbene darovitosti, prikaz stadija djetetova razvoja s obzirom na razvoj pokreta i povezane reakcije na pokret te pregled razvoja djetetovog kreativnog pokreta. U radu su navedena istraživanja koja potvrđuju ulogu i dobrobiti glazbenih aktivnosti, a isto tako i pokreta, u razvoju djeteta rane i predškolske dobi. Analizirana je važnost uloge odgajatelja u stvaranju kvalitetnih poticaja i okoline u svrhu zadovoljavanja djetetovih potreba i mogućnosti te ostvarenja njegovog optimalnog razvoja.
U početku je dan pregled i objašnjenje djetetovog razvitka kroz razvojne faze i područja koji će omogućiti uvid u njegovu cjelovitost, s pojačanim fokusom na razvoj glazbenih sposobnosti. Također u ovome radu prikazano je kako prisutnost glazbe i pokreta utječe i razvija različite djetetove sposobnosti i kompetencije te kako glazba i pokret pridonose cjelovitom razvoju djeteta.
Razmatranje djetetova cjelovitog razvoja u kontekstu doprinosa glazbe i pokreta, navodi na brojne zaključke. Djetetova spontana reakcija na glazbu uključuje i pokret, stoga je uz poznavanje stadija djetetova glazbenog razvoja isto tako važno poznavati i djetetove razvojne stadije s aspekta razvoja pokreta, osobito kreativnog pokreta. Pri svemu tome je izuzetno važna uloga odgajatelja kao modela glazbenog ponašanja čemu isto tako uvelike doprinosi i njegov energičan i entuzijastičan pristup u radu s djecom. Uzevši uz to u obzir ulogu okoline koja predstavlja temeljni čimbenik u stvaranju kvalitetnih uvjeta u djetetovu okruženju, potrebno je cjelovito pristupiti razvoju djetetova glazbenog potencijala u kontekstu ustanove za rani i predškolski odgoj i obrazovanje.Children of preschool age are naturally musical, and their musical world is extremely diverse from the beginning. They are singers, musicians, dancers, listeners and creators of music. Developing from childhood and the earliest age to their pre-school age, and beyond, to full-fledged experiences in elementary school, children grow by enriching their musical experiences, which at the same time contribute to the development of the child's musical abilities. There is no doubt that music moves us and stimulates our development precisely through its own appeal and address, and is thus an irreplaceable mechanism in a complete upbringing.
Along with other areas of the child's development, the paper describes the contribution of music and movement to the overall development of the child. The course of development of a child's musical abilities, signs for recognizing musical giftedness, presentation of the stages of the child's development with regard to the development of movement and related reactions to movement, and an overview of the development of the child's creative movement are presented. The paper mentions research that confirms the role and benefits of musical activities, as well as movement, in the development of children of early and preschool age. The importance of the educator's role in creating quality incentives and environment for the purpose of meeting the child's needs and opportunities and realizing his optimal development is analyzed.
At the beginning, an overview and explanation of the child's development through developmental stages and areas that will allow insight into its integrity, with an increased focus on the development of musical abilities, is given. In this paper, it is also shown how the presence of music and movement affects and develops the child's various abilities and competencies, and how music and movement contribute to the overall development of the child.
Consideration of the child's complete development in the context of the contribution of music and movement leads to numerous conclusions. The child's spontaneous reaction to music also includes movement, therefore, in addition to knowing the stages of the child's musical development, it is also important to know the child's developmental stages from the aspect of movement development, especially creative movement. In all of this, the role of the educator as a model of musical behavior is extremely important, which is also greatly contributed by his energetic and enthusiastic approach to working with children. Taking into account the role of the environment, which represents a fundamental factor in creating quality conditions in the child's environment, it is necessary to approach the development of the child's musical potential in the context of an institution for early and preschool education