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Relationship between handball as a kinesiological activity and the subjective well-being of adolescent
No full textSubjektivna je dobrobit dobar indikator psihološkoga zdravlja i općega stanja pojedinca. Visoke razine subjektivne dobrobiti evidentirane su u adolescenata koji su redovito tjelesno aktivni, manje su skloni negativnim emocijama, lakše se nose sa životnim izazovima, niži im je indeks tjelesne mase i iskazuju više razine zadovoljstva životom.
Sudionici u ovom istraživanju bili su adolescenti s područja Republike Hrvatske, N = 756, od toga 407 (53,8 %) rukometaša i 349 (46,2 %) adolescenata iz kontrolne skupine, koji nisu kineziološki aktivni. Istraživanje je provedeno u osnovnim školama i rukometnim klubovima s adolescentima godišta 2006. i 2007. Instrumenti uporabljeni u ovom istraživanju jesu: Skala zadovoljstva životom, hrvatske verzije PANAS i HEXACO-PI-R, upitnik stavova važnosti kinezioloških aktivnosti za sadašnji i budući život. Rukometaši adolescenti zadovoljniji su životom, iskazuju više razine pozitivnih afekata i niže razine negativnih afekata u usporedbi s adolescentima koji nisu uključeni u neki oblik kinezioloških aktivnosti. Crte ličnosti adolescenata rukometaša i onih koji se ne bave kineziološkom aktivnostima znatno se razlikuju u domeni ekstraverzije i emocionalnosti. Rukometaši iskazuju mnogo više razine ekstraverzije te mnogo niže razine emocionalnosti u odnosu prema kontrolnoj skupini. U ostalim četirima dimenzijama HEXACO-PI-R modela nije zabilježena značajna razlika među skupinama. Rukometaši se mnogo više slažu u tome da je trening ulog u budućnost, kako je potrebno trenirati da bi bio zdrav i da su ljudi koji treniraju manje bolesni od onih koji ne treniraju. Podatci dobiveni ovim istraživanjem pokazuju kako se kineziološka aktivnost rukomet dovodi u vezu s visokim razinama subjektivne dobrobiti u adolescenata koji redovito treniraju. Regresijskom je analizom utvrđeno da pojedine dimenzije ličnosti rukometaša imaju značajan doprinos kriterijima koji čine subjektivnu dobrobit. Prediktorske varijable ekstraverzija, ugodnost i savjesnost imaju značajan doprinos kriterijima Zadovoljstvo životom i Pozitivan afekt, dok je doprinos kriteriju Negativan afekt značajan za sve prediktorske varijable, osim dimenzije savjesnosti.Subjective well-being is a good indicator of an individual's psychological health and general condition, but also a good predictor of later positive life outcomes. Adolescents who exhibit psychological difficulties are more likely to retain the same difficulties in adulthood. Being overweight and other risk factors that develop in adolescence, tend to continue later in life. Some studies state that due to insufficient physical activity, today's life expectancy is shortened for children and young people. Insufficient physical activity has become a global problem with all the consequences that insufficient physical activity brings with it. Increasing the physical activity of the world's population has become a global goal of the World Health Organization. Involvement in regular kinesiological activities contributes to a better general condition of the organism, better physical, mental and social functioning of the individual as well as higher levels of general satisfaction. High levels of subjective well-being were found in adolescents who are regularly physically active, who are less prone to negative emotions, they cope easier with life's challenges, their body mass index is lower and they show higher levels of life satisfaction. Prticipants in this study are adolescents from the territory of the Republic of Croatia, N = 756 of which 407 (53.8%) are handball players and 349 (46.2%) are adolescents from the control group. The research was conducted in primary schools and handball clubs with adolescents born in 2006 and 2007. The instruments used in this research are: Life satisfaction scale, Croatian versions of PANAS and HEXACO-PI-R, and a questionnaire on understanding the importance of kinesiological activities for present and future life.
The results obtained by this study confirmed the results of similar studies. Adolescent handball players are more satisfied with life, show higher levels of positive emotions and lower levels of negative emotions in relation to adolescents who are not involved in some form of kinesiological activities. The uniqueness of this research is evident in the specifics of the respondents, handball players who play handball as amateurs, because according to available data, this group of respondents was not analyzed through elements of subjective well-being or HEXACO personality inventory.
The personality traits of adolescent handball players and those who do not engage in kinesiological activities differ significantly in the domain of extraversion and emotionality. Handball players show significantly higher levels of extraversion and significantly lower levels of emotionality compared to the control group. In the other four dimensions, no significant difference was found between the groups. Handball players agree significantly more that training is an investment in the future, that it is necessary to work out to be healthy and that people who work out are less sick than those who do not engage in some form of physical activity. They are much less likely to agree that computer skills are more important than training and they would rather stay outside than play games. Predictor variables of personality dimensions explain a total of 29% of the variance of the Life Satisfaction criterion. The Agreeableness dimension also has a significant contribution at 1% and Conscientiousness at 5%. Predictor variables of personality dimensions explain a total of 25% of the variance of the Positive Affect criterion. The personality dimension of Extraversion and Agreeableness have a significant contribution to 1%, and at 5% the dimension of Conscientiousness. Slightly different results are described by the criterion of Negative affect. Predictor variables of personality dimensions explain a total of 23% of the variance of the Negative Affect criterion. All predictor variables except the Conscientiousness dimension have a contribution to the Negative Affect criterion. The variables Extraversion, Emotionality, and Honesty / Humility have a significant contribution at 1% (β = -0.19). The dimension of Agreeableness and the dimension of Openness (to experience) have a significant contribution at 5%. The data obtained by this study confirmed that the kinesiological activity of handball is associated with high levels of subjective well-being in adolescents who train regularly. It was also found that those adolescents who practiced handball regularly exhibited lower levels of Negative Affect compared to those who were not involved in some form of physical activity. Regression analysis found that certain dimensions of a handball player's personality make a significant contribution to the criteria that make up subjective well-being. The predictor variables Extraversion, Agreeableness, and Conscientiousness have a significant contribution to the criteria of Life Satisfaction and Positive Affect, while the contribution to the criterion of Negative Affect is significant for all predictor variables except the Conscientiousness dimension
Representation Of Traditional Music In Music Culture Textbooks For Primary Education
No full textGlazba je zastupljena u svim slojevima društva kroz čitavu povijest ljudske civilizacije. Gotovo
isto dugu povijest ima i glazbeno podučavanje i edukacija o glazbi. Tradicijsku ili folklornu
glazbu povezujemo sa društvenim običajima, narodom i kulturom tog naroda. Važnost
glazbenog obrazovanja i podučavanja te njegov utjecaj na kognitivni, emocionalni i socijalni
razvoj prikazan je u mnogim dosadašnjim istraživanjima. Cilj ovog istraživanja bio je uvidjeti
u kojom mjeri je tradicijska glazba zastupljena u udžbenicima glazbene kulture. Kroz
istraživanje analizirana su 24 udžbenika glazbene kulture namijenjena nižim razredima osnovne
škole, to jest razrednoj nastavi, u Republici Hrvatskoj. Analizirani su udžbenici tri izdavača,
Alfa, Školska knjiga i Profil Klett, od čega je 12 udžbenika izdano u periodu od 2006. do 2018.
godine, a ostalih 12 u periodu od 2019. godine do 2022. godine. Analizirani udžbenici pokazali
su zadovoljavajuću zastupljenost tradicijske glazbe u periodu od 1. do 4. razreda osnovne škole.
Svaki analizirani udžbenik sadržava određeni broj Hrvatske tradicijske glazbe te tradicijske
glazbe nastale van granice naše države. Također gotovo svaki udžbenik sadrži određeni broj
glazbenih primjera namijenjen pjevanju te isto tako glazbenih primjera namijenjenih slušanju.
Zaključno analizirani udžbenici su adekvatno oblikovani te se tradicijska glazba Hrvatske može
kvalitetno usporediti na kulturnoj razini sa tradicijskom glazbom svijeta. Samim uvrštavanjem
tradicijske glazbe u udžbenike bogata folklorna baština Republike Hrvatske čuva se od
zaborava te se učenici i djeca njome susreću od svoje najranije školske dobi.Music has been represented in all walks of life throughout the history of human civilization.
Music teaching and music education has almost the same long history. We associate traditional
or folk music with the social customs, people and culture of that people. The importance of
music education and teaching and its impact on cognitive, emotional and social development
has been shown in many previous studies. The aim of this research was to see the extent to
which traditional music is represented in music culture textbooks. The research analyzed 24
music culture textbooks intended for primary education of primary school in the Republic of
Croatia. The textbooks of three publishers, Alfa, Školska knjiga and Profil Klett, were analyzed,
of which 12 textbooks were published in the period from 2006 to 2018, and the other 12 in the
period from 2019 to 2022. The analyzed textbooks showed a satisfactory representation of
traditional music in the period from 1st to 4th grade of primary school. Each analyzed textbook
contains a certain number of Croatian traditional music and traditional music created outside
the borders of our country. Also, almost every textbook contains a number of musical examples
intended for singing, as well as musical examples intended for listening. In conclusion, the
analyzed textbooks are adequately designed and the traditional music of Croatia can be
compared on a cultural level with the traditional music of the world. By incorporating
traditional music into textbooks, the rich folklore heritage of the Republic of Croatia is
preserved from oblivion, and students and children encounter it from their earliest school age
The role of constructivist learning, teacher interaction and self-efficacy in classroom boredom among elementary education students
No full textTeorijski dio rada obuhvaća definicije i pregled glavnih pojmova koji su relevantni za cilj i probleme ovoga istraživanja. U teorijskoj i povijesnoj analizi objašnjen je i definiran pojam dosade, sistematizirane su teorije i vrste dosade, objašnjeno je pojmovlje konstruktivističkoga učenja i nastave s različitih teorijskih perspektiva, navedene su i objašnjene podjele konstruktivizma te su sistematizirana osnovna obilježja konstruktivističkoga učenja i nastave, kao i dobrobiti konstruktivističke nastave s osvrtom na strategije konstruktivističkog učenja. Objašnjeno je pojmovlje školskog, odnosno razrednog ozračja, prikazan je povijesni teorijski pregled i definiran pojam nastavničke interakcije, definiran je i objašnjen model interpersonalnog ponašanja nastavnika. Nadalje, definirani su i objašnjeni tipovi nastavničkoga stila rukovođenja te osam tipova interpersonalnih odnosa između nastavnika i učenika. Prikazan je povijesni razvoj koncepta samoučinkovitosti te je samoučinkovitost definirana i objašnjena u sklopu Bandurine socijalno-kognitivne teorije. Stavljen je naglasak na povezanost samoučinkovitosti i okoline učenja. Opisan je razvoj samoučinkovitosti i njezini izvori, a naglasak je stavljen na istraživanja samoučinkovitosti kod adolescenata, obzirom na dobni uzrast ispitanika u ovome istraživanju.
Cilj empirijskog istraživanja bio je ispitati obilježja i prediktorsku ulogu konstruktivističkog učenja, nastavničke interakcije i samoučinkovitosti u učeničkoj dosadi na nastavi. Uz navedeni glavni cilj, htjela su se uvidjeti i obilježja svih navedenih čimbenika s obzirom na pojedina obilježja ispitanika kao što su spol, dob, mjesto gdje ispitanici pohađaju školu (selo/grad) i opći uspjeh s kojim su ispitanici završili prethodni razred.
Analiza se temelji na rezultatima empirijskoga istraživanja provedenoga od sredine listopada do kraja studenoga 2021. godine. U istraživanju su sudjelovali učenici sedmih i osmih razreda osnovne škole (N = 1249) iz svih pet regija Republike Hrvatske. Korišteni su Skala dosade na nastavi, Upitnik konstruktivističkog učenja, Upitnik nastavničke interakcije i Upitnik samoefikasnosti za djecu. Na upitnicima je provedena eksplanatorna i konfirmatorna faktorska analiza.
Rezultati istraživanja pokazali su kako će doživljaj dosade na nastavi biti niži ako učenici imaju veću intrizičnu motivaciju učenja, odnosno ako im je zanimljivo ono što uče i ako smatraju kako je ono što uče primjenjivo u stvarnom životu. Rezultati ukazuju da previše slobode, nepostavljanja granica, previše samostalne aktivnosti učenika bez vodstva od strane nastavnika, dugoročno kod učenika mogu izazvati veći osjećaj dosade na nastavi. Pokazalo se kako veći osjećaj samoučinkovitosti rezultira nižom dosadom, a hijerarhijska analiza pokazala je kako veća socijalna samoučinkovitost, ipak rezultira većom dosadom, što pokazuje kako učenici s razvijenim pozitivnim odnosima s vršnjacima i oni koji se bore za svoja prava, a pri tome ne narušavaju prava drugih, dugoročno gledajući, mogu doživjeti veći osjećaj dosade na nastavi.
Na temelju rezultata istraživanja opravdano je zaključiti kako pitanje mjesta škole i, eventualno, pedagoški standard nije značajno za razlike u doživljavanju dosade na nastavi kod učenika osnovne škole, kao ni spol i dob učenika.
Rezultati istraživanja navode na zaključak kako je opći uspjeh učenika značajan za razliku u doživljavanju dosade kod učenika osnovne škole, odnosno kako učenici s nižim općim uspjehom doživljavaju i veću dosadu na nastavi.
Znanstveni doprinos ovoga rada su dobivena deskriptivna obilježja i klasifikacija učeničke dosade na nastavi, konstruktivističkoga učenja, nastavničke interakcije i samoučinkovitosti. Radom su objašnjenji kauzalni i prediktorski odnosi između konstruktivističkog učenja, nastavničke interakcije, samoučinkovitosti i učeničke dosade na nastavi.
Istraživanjem su se dobile nove znanstvene činjenice koje su poslužile za teorijsko definiranje novih pojmova u nastavi usmjerenoj na učenika te predviđanje i kontrolu svih istraživanih čimbenika u nastavi.Theoretical part of the paper includes definitions and summary of the key terms relevant for the goal and issues of this research.
Theoretical and historical analysis explains and defines the term boredom, it systemises theories and types of boredom, explains the terms of constructivist approach to teaching from different theoretical perspectives, it also lists and explains divisions within the constuctivist theory itself and systemises basic characteristics of constructivist teaching approach as well as benefits of this type of teaching with an overview of its strategies.
The paper also explains the term school and classroom environment, it shows theoretical overview and defines the term teacher interaction, while describing and explaining the model of interpersonal teacher behaviour. It determines and explains types of teacher leadership style and eight types of interpersonal relations between teacher and student.
It also shows historical development of the concept of self-efficacy, which is elaborated within the Bandura's social-cognitive theory.
The emphasis was placed on the connection between self-efficacy and learning environment. It describes the development of self-efficacy and it's source with the emphasis on the research of self-efficecy in adolescents considering the age of the subjects in this survey.
The goal of this empirical research was to analyse characteristics and predictor role of constructivist teaching, teacher interaction and self-efficacy of student boredom in classroom.
Alongside the main goal, it focuses on all the factors considering specific characteristics of subjects, such as sex, age, place where subjects attend school(city/village) and the overall grade from the previous class.
Analysis is based on the results of the empirical research conducted from mid- October to end of November, 2021. Participants of the research were primary school students, namely seven and eight-graders (N=1249), from all the five regions of Croatia. Measuring instruments used in the survey are: Classroom Boredom Scale, Constructivist Teaching Questionnaire, Teacher Interaction Questionnaire and a Questionnaire on Self-Efficacy of Students. Explanatory and confirmatory factor analysis has been applied. The results have shown that the experience of boredom in classroom is lower if students have higher intrinsic learning motivation, that is to say, if they are interested in the subject matter and they consider it applicable in real life. Results also show that too much freedom, no boundaries, too many independent activities without teacher guidance, can, in the long run result in higher experience of boredom in classroom. They show that the higher the feeling of self-efficacy, the lower the feeling of boredom in classroom. But at the same time, hierarchical analysis shows that higher social self-efficacy results in higher feeling of boredom which goes to show that the students with developed positive relations to their peers and those who fight for their rights without violating the rights of others, can in the long run, experience higher feeling of boredom in classroom.
Based on the survey results, it can be concluded that neither place of attendance, educational standard, sex nor age influence significantly the level of boredom in classroom.
But, the results are different in relation to overall grade from the previous class. Students with lower overall grade tend to experience higher level of boredom in classroom.
Scientific contributions of this paper are descriptive characteristics and classification of student boredom in classroom, constructivist teaching, teacher interaction and self-efficacy.
The paper explains the clausal and predictor relations between constructivist teaching, teacher interaction and self-efficacy with level of student boredom in classroom. The research has resulted in new scientific facts which have served for theoretical definition of new terms in the type of teaching directed to student as well as prediction and control of all the explored factors in teaching
The family as a social exlusion risk factor of early and preschool aged children
No full textObitelj je primarna i najznačajnija zajednica u kojoj dijete raste i razvija se. Obitelj uslijed nepovoljnih okolnosti može biti i činiteljem rizika socijalne isključenosti djeteta. Neke karakteristike roditelja i karakteristike brige o djetetu pritom mogu predstavljati rizične činitelje za djetetovu dobrobit i nepovoljno utjecati na razvojne ishode djece, ali i životne mogućnosti u odrasloj dobi. Usluge RPOO prepoznaju se kao ključne u prevenciji rizika socijalne isključenosti djece rane i predškolske dobi te se naglašava njihov potencijal za prekidanje začaranog kruga socijalne isključenosti. U ovom radu prikazan je dio rezultata istraživanja Hrvatske zaklade za znanost „Modeli odgovora na odgojno obrazovne potrebe djece izložene riziku socijalne isključenosti u ustanovama RPOO“. Cilj ovog istraživanja bilo je utvrditi kako ustanove RPOO doprinose prevenciji rizika socijalne isključenosti koji proizlaze iz karakteristika obitelji u odnosu na smanjivanje činitelja rizika i jačanje činitelja zaštite u djetetovom ekološkom sustavu. Istraživanjem je obuhvaćeno 65 dječjih vrtića iz različitih dijelova Republike Hrvatske. Dio dobivenih rezultata odnosi se na mogućnosti roditeljskog sudjelovanja u odgojno obrazovnom radu ustanova RPOO, a drugi dio na mogućnosti ustanova u pružanju različitih oblika podrške obiteljima i djeci u riziku socijalne isključenosti. Istraživanjem je utvrđeno kako se u većini ustanova RPOO (57-80%) roditeljima/skrbnicima nude mogućnosti sudjelovanja u odgojno obrazovnom radu što uključuje sudjelovanje u procesima definiranja ciljeva odgojno obrazovnog rada, definiranja strategija i metoda rada, realizaciji ciljeva, redefiniranju i evaluaciji ciljeva. Rezultati ukazuju na postojanje nejednake zastupljenosti pojedinih oblika podrške ustanova RPOO obiteljima u riziku socijalne isključenosti pri čemu je najzastupljeniji oblik podrške individualni savjetodavni rad (u 95% dječjih vrtića), a najmanje zastupljen oblik podrške je grupni savjetodavni rad (u 20% dječjih vrtića). Rezultati upućuju na potrebu ujednačavanja i širenja mogućnosti suradnje roditelja i ustanova RPOO s ciljem jačanja kapaciteta sustava RPOO u prevenciji rizika socijalne isključenosti djece.The family is the primary and most important community in which the child grows and develops, but due to unfavorable circumstances it can also be a risk factor for the child's social exclusion. Some characteristics of parents and characteristics of child care can represent risk factors for the child's well-being and adversely affect the developmental outcome of children, as well as life opportunities in adulthood. ECEC services are recognized as key in preventing the social exclusion risks of early and preschool aged children, and their potential for breaking the vicious circle of social exclusion is emphasized. This paper presents part of the research results of the Croatian Science Foundation “Models of response to the educational needs of children exposed to the risk of social exclusion in ECEC institutions". The aim of this research was to determine how ECEC institutions contribute to the prevention of the risk of social exclusion arising from family characteristics in relation to the reduction of risk factors and the strengthening of protection factors in the child's ecological system. The research covered 65 kindergartens from different parts of the Republic of Croatia. Part of the obtained results refers to the possibilities of parental participation in the educational work of ECEC institutions, and the other part to the possibilities of institutions in providing certain forms of support to families and children at risk of social exclusion. The research found that in most ECEC institutions (57-80%) parents/guardians are offered opportunities to participate in educational work, which includes participation in the processes of defining the goals of educational work, defining strategies and work methods, realizing goals, redefining and evaluating goals. The results indicate the existence of unequal representation of certain forms of support of ECEC institutions to families at risk of social exclusion, where the most represented form of support is individual counseling work (in 95% of kindergartens), and the least represented form of support is group counseling work (in 20% of kindergartens). The results point to the need to standardize and expand the possibilities of cooperation between parents and ECEC institutions with the aim of strengthening the capacity of the ECEC system in preventing the risk of social exclusion of children
Picture book illustration
No full textU ovom radu obrađuje se tema ilustracije slikovnice. Što je sve prethodilo slikovnici kakvu danas poznajemo? Ciljeva ovog rada ima više, saznati koliko i na koji način se slikovnica razvijala kroz povijest, posebno promatrajući ilustracije. Saznati koje zemlje su utjecale na razvoj slikovnice u Hrvatskoj i kako je on tekao. Također, predstavljeni su neki od ilustratora koji imaju značajnu vrijednost u svijetu dječje književnosti, posebice u Hrvatskoj. Saznaje se na koji način kvalitetna ilustracija čini kvalitetnu slikovnicu. Tekst i ilustracija predstavljaju cjelinu, kao književno-umjetničko djelo, koja ne može djelovati bez jednog dijela. Budući da slikovnica ima veliki utjecaj na dijete, vrlo je bitno odabirati i stvarati kvalitetne slikovnice. Stilova ilustracije ima mnogo, pa je potrebno odabrati onaj stil koji odgovara sadržaju, potrebama i dobi djeteta. Uloga odraslih je odabirati slikovnice koje će pomoći u razvoju djeteta na svim područjima. Jedna slikovnica nudi mnogo mogućnosti za korištenje koji se mogu prilagoditi stupnju razvoja i interesu djece. Također, saznaje se što je to autorska i nefikcijska slikovnica te koje su funkcije i ciljevi slikovnice.This paper deals with the topic of picture book illustration. What preceded the picture book as we know it today. There are several goals of this paper, to find out how much and in what way the picture book has developed throughout history, especially by looking at the illustrations. Which countries influenced the development of the picture book in Croatia and how did it proceed. Also, some of the illustrators who have significant value in the world of children's literature, specially in Croatia, are presented. Learn how a quality illustration makes a quality picture book. The text and illustration represent a whole, as a literary-artistic work, which cannot function without one part. Since the picture book has a great influence on the child, it is very important to choose and create quality picture books. There are many styles of illustration, so it is necessary to choose the style that corresponds to the content, needs and age of the child. The role of adults is to choose picture books that will help the child's development in all areas. One picture book offers many possibilities for use that can be adapted to the level of development and interest of children. Also, it is learned what an author's and non-fiction picture book is and what are the functions and goals of a picture book
Parents as promoters of children's language development
No full textPrve tri godine života najintezivnije su za jezično-govorni razvoj djeteta. Upravo u tom periodu ali i kroz cijelo djetinjstvo, cjelokupni razvoj djeteta uz što se veže i razvoj govora treba se odvijati kroz igru. Igra je jedna od osnovnih ljudskih aktivnosti u kojoj se čovjek razvija tjelesno, intelektualno, emocionalno, duhovno i socijalno (Šego, 2009). Roditelji mogu na razne načine sudjelovati u igri s djetetom. Međutim, najvažnije od svega je djetetu pružiti dovoljno ljubavi, podrške i ohrabrenja te dobrih poticaja za razvoj. Uvidom u literaturu može se doći do mnogih podataka koji mogu roditeljima pomoći pri stvaranju poticajne okoline za dijete, u svim segmentima njegova razvoja, pa i u jezično-komunikacijskom. Temelj kvalitetnog razvoja djeteta je slušanje djeteta i razgovor s djetetom. Za razvoj govora poželjno je razgovarati i čitati s djetetom, upoznavati nove riječi, poticati dijete na izgovor novih, nepoznatih riječi i ostvarivati obostranu komunikaciju. Također, dijete će slušanjem obogaćivati i širiti razumijevanje i govor (Čudina-Obradović, 2005). Dokazano je da razina razvoja govora u djece izravno ovisi o stupnju formiranosti finih pokreta prstiju. Kada razvoj prstiju odgovara dobi, razvoj govora je također uredan (Poskhova,1999). U intelektualno motivirajućoj i emocionalno zdravoj okolini, gdje se iskazuje ljubav i razumijevanje, dijete će uspješno realizirati svoje potencijale (Šego, 2009). Od svih okolinskih utjecaja na dječji komunikacijski, jezični i govorni razvoj, ističe se utjecaj
roditelja, posebno djetetove majke. U interakciji s roditeljima, koji su djetetova primarna socijalna okolina, dijete izgrađuje svoju osobnost, razvija sve svoje potencijale, spoznaje svijet oko sebe, uči i raste. Rezultati istraživanja roditeljskog poticanja dječjega jezičnoga razvoja, provedenog za potrebe ovog rada, pokazuju da roditelji koji imaju više znanja imaju izraženiju naviku poticanja dječjeg jezičnog razvoja, a roditelji višeg obrazovanja pokazuju više znanja.The first three years of life are the most intensive for a child's language and speech development. It is precisely in this period, but also throughout childhood, that the overall development of the child, which includes the development of speech, should take place through play. Play is one of the basic human activities in which a person develops physically, intellectually, emotionally, spiritually and socially (Šego, 2009). Parents can participate in the game with their child in various ways. However, the most important thing is to provide the child with enough love, support and encouragement, as well as good incentives for development. By looking at the literature, you can find a lot of information that can help parents create a
stimulating environment for the child, in all segments of his development, including language and communication. The basis of quality child development is listening to the child and talking with the child. For the development of speech, it is desirable to talk and read with the child, learn new words, encourage the child to pronounce new, unknown words and achieve mutual communication. Thus, listening will enrich and expand understanding and speech of the child (Čudina-Obradović, 2005). It has been proven that the level of speech development in children directly depends on the degree of formation of fine finger movements. When finger development corresponds to age, speech development is also orderly (Po-skhova, 1999). In an intellectually motivating and emotionally healthy environment, where love and understanding are
expressed, the child will successfully realize his potential (Šego, 2009). Of all environmental influences on children's communication, language and speech development, the influence of parents, especially the child's mother, stands out. In interaction with parents, who are the child's primary social environment, the child builds his personality, develops
all his potentials, gets to know the world around him, learns and grows. The results of the research on parental encouragement of children's language development, conducted for the purposes of this paper, show that parents who have more knowledge have a more pronounced habit of encouraging children's language development, and parents with higher education show more knowledge
Application of methodological templates for the development of phonological awareness in preschool children
No full textRazvoj fonološke svjesnosti važan je za jezični razvoj djeteta predškolske dobi. Potrebno ga je poticati već u ranoj dobi. U teorijskom okviru ovoga rada definirani su: govorno-jezični razvoj djeteta, metodički predložak te fonološka svjesnost i utjecaj svih čimbenika na početno čitanje. Istraživački dio proveden je metodom anketnog upitnika koji je podijeljen putem elektroničke pošte i društvenih mreža. Istraživanje je provedeno na uzorku (N = 72) odgojitelja. Glavni cilj istraživanja bio je ispitati mišljenje odgojitelja o tome koja su metodička sredstva i pristupi primjereni za razvoj fonološke svjesnosti kod djece predškolske dobi. Odgovori ispitanika opisani su u teorijskom obliku i prikazani na grafovima. Rezultati istraživanja upućuju na to da odgojitelji metodičke predloške kreiraju i prilagođavaju dječjoj dobi, interesu i motivaciji, uvažavajući individualne karakteristike djeteta kako bi poticali fonološku svjesnost.The development of phonological awareness is important for the language development of the preschool child. It should be encouraged at an early age. The theoretical framework of this paper defines: speech and language development of the child, methodological template and phonological awareness and the influence of all factors on initial reading. The research part was conducted by the method of a survey questionnaire which was distributed via e-mail and social network. The research was conducted on a sample (N = 72) of preschool teacher. The main goal of the research was to examine the opinion of preschool teacher on what methodological tools and approaches are appropriate for the development of phonological awareness in preschool children. Respondents' answers are described in theoretical form and shown in graphs. The results of the research suggest that educators create and adapt methodological templates to children's age, interest and motivation, and take into account the individual characteristics of the child in order to encourage phonological awareness
Integration of physical and health educational system with foreign language learning
No full textZadnjih nekoliko godina često čujemo kako se djeca ne kreću dovoljno, kako su zakinuta za fizičke aktivnosti i kako zbog takva nezdravog stila života ta ista djeca nailaze na različite probleme ili poteškoće u razvoju. Iako je svijest o navedenom sve veća, ipak su roditelji usmjereni prema tome da djeci pruže aktivnosti koje će im biti potrebne u budućnosti, poput robotike, informatike ili stranog jezika.
Cilj ovog rada i istraživanja jest ukazati na to koliko integracija tjelesne i zdravstvene kulture može utjecati na usvajanje stranog jezika, uz pretpostavku da djeca bolje usvajaju gradivo ako su u proces učenja uključene i kineziološke vježbe.
Obratit ćemo pozornost na to koliko je važno uklopiti kineziološke metode kao sredstvo za edukaciju, što znači usvajati gradivo kroz pokret i vježbu, te na koji način prilagoditi program i aktivnosti kako bismo tjelesnu i zdravstvenu kulturu adaptirali i uklopili u program koji odgovara potrebama svakog djeteta.
Osvrnut ćemo se i na različite stilove učenja, tj. kako i oni utječu na način na koji djeca usvajaju nove vještine i znanja. Posebno je naglašena takozvana TPR metoda poučavanja, koja dokazano poboljšava učinkovitost usvajanja novih pojmova stranog jezika kroz pokret. Proveden je eksperiment s paralelnim skupinama ispitanika, na temelju 16 djece. Istraživanje se smatra uspješnim jer je potvrđena pretpostavka da djeca bolje uče uz integraciju tjelesne i zdravstvene kulture.
Iz rezultata možemo zaključiti kako integracija tjelesne i zdravstvene kulture u poučavanju stranog jezika, ima veliku prednost jer je, prema rezultatima istraživanja, eksperimentalna skupina koja je učila uz kineziološke metode ostvarila bolje rezultate u znanju naučenih pojmova, ali je isto tako pokazala veću zainteresiranost, bolju koncentraciju, bolju međusobnu suradnju i veću motiviranost, za razliku od kontrolne skupine.It’s not an unpopular opinion that in times like these, children are less active, they don’t have the opportunity to move and are deprived of physical activities. This leads to an unhealthy way of life, and also it affects its development.
Thou we are more aware of this problem, yet still the parents want their children to take extra classes such as robotics, computers or a foreign language class.
The purpose of this paper and research is to point out how much kinesiology can influence the acquisition of a foreign language, assuming that children learn better if they’re taught using kinesiological methods of teaching.
Also, we’ll explain why incorporate kinesiology as a method of education, what it means to learn through movement and exercise and how to adapt the program and activities according to the needs of each child.
It has also been explained the difference between different learning styles, as well as how they affect the way children acquire new skills and knowledge. The TPR method of teaching is especially mentioned, since it improves the efficiency of acquiring new concepts of a foreign language through movement. An experiment was conducted with parallel groups of subjects, based on 16 children. The research is considered successful because it started with the assumption that children learn better with the integration of physical and health culture, which has been confirmed.
From the results we can conclude that the integration of physical education and health in foreign language teaching has a great advantage because according to the research, the control group that studied with kinesiological methods achieved better results in knowledge of learned concepts, but also showed greater interest, better concentration, better cooperation between themselves and motivation
Velika Gorica teachers' perspective on regular coaching of pupils in sports clubs
No full textRedovito treniranje učenika i učenica u sportskim klubovima izvan škole dio je tradicije velikogoričkih škola što dokazuje i najnovija velikogorička titula Europski grad sporta 2023. godine. Za djecu u razvoju 3 (1., 2. i 3. razredi) ili 2 sata (4. razred) tjedno nastave Tjelesne i zdravstvene kulture u školi nije dovoljno pa je redovito treniranje učenika i učenica u sportskim klubovima izvan škole vrlo važno za njihov tjelesni, emocionalni i psihički razvoj. Cilj ovog rada bio je utvrditi stavove velikogoričkih učitelja o redovitom treniranju učenika i učenica u sportskim klubovima. Istraživanje je provedeno pomoću ankete putem Google obrasca. Anketni upitnik je sadržavao 3 opća pitanja i 9 čestica čiji su sadržaji opisivali socijalne i obrazovne karakteristike učenika sportaša. Stupnjevanje odgovora izvršeno je pomoću Likertove skale procjene od 1 do 5. Rezultati su pokazali da velikogorički učitelji motiviraju svoje učenike i učenice na redovito treniranje u sportskim klubovima izvan škole. Također su pokazali da su učenici sportaši odgovorni i motivirani za rad na nastavi. Da su kolegijalni i imaju dobre socijalne vještine. Također da teže natjecanju sa suučenicima i vršnjacima. Uz to, učenici sportaši ne očekuju da ih se poštedi zbog obveza treniranja. Rezultati su pokazali i da se učitelji ne slažu da su učenici sportaši uspješniji od svojih vršnjaka, da izvršavaju više dodatnih sadržaja za nastavu i da pokazuju interes za druga područja van sporta kojim se bave. Razlika između škola koje su sudjelovale u istraživanju nije statistički značajna. Učitelji svih velikogoričkih škola jednako doživljavaju učenike sportaše i svi ih potiču na redovito treniranje.Regular training of pupils in sports clubs outside of school is a part of the tradition of Veliko Gorica schools, as evidenced by Velika Gorica's latest title of the European City of Sports in 2023. For children in development, 3 (1st, 2nd and 3rd grade) or 2 hours (4th grade) of physical and health education classes per week at school is not enough, so regular training of pupils in sports clubs outside of school is very important for their physical, emotional and psychological development. The aim of this paper was to determine the views of Velika Gorica teachers regarding the regular training of pupils in sports clubs. The research was conducted using a Google form survey. The questionnaire contained 3 personal questions and 9 statements whose content described the social and educational characteristics of student athletes. Answers were graded using a Likert rating scale from 1 to 5. The results showed that Velika Gorica teachers motivate their students to train regularly in sports clubs outside of school. They also showed that student athletes are responsible and motivated to work in class. That they are collegial and have good social skills. Also to strive to compete with classmates and peers. In addition, student athletes do not expect to be spared due to training obligations. The results also showed that the teachers do not agree that student athletes are more successful than their peers, that they complete more additional content for classes and that they show interest in other areas outside of the sport they practice. The difference between the schools that participated in the research is not statistically significant. The teachers of all the Velika Gorica schools perceive student athletes equally and encourage them to train regularly
Daily monitoring of children's language development (case study)
No full textU ovome radu prikazuje se slučaj jezičnoga razvoja djevojčice Barbare Č. u razdoblju od 18. do 24. mjeseca života. Ispitivalo se tako da je jezični razvoj toga razdoblja praćen metodom dnevničkih zapisa. Dnevnici su najstarija metoda praćenja jezičnoga razvoja djeteta i značajno su obilježili prvo razdoblje znanstvenog istraživanja dječjega jezika. Premda se danas ta metoda malo koristi, i dalje je relevantna jer omogućuje uvid u širi kontekst i komunikacijske okolnosti djetetova jezičnoga razvoja te dopušta da se djetetov jezični razvoj sagleda uistinu holistički – kao neraskidiv dio razvoja ukupne djetetove osobnosti.
Dnevnički su zapisi za potrebe ovoga rada analizirani prema četirima aspektima jezičnoga razvoja, a to su fonološki, semantički, gramatički i pragmatički aspekt. Cilj istraživanja bio je usporediti Barbarin govor s obilježjima urednoga jezičnoga razvoja djece te dobi. Promatrano šestomjesečno razdoblje činilo je prijelaz iz predverbalnog razdoblja u verbalno, odnosno u razdoblje kada se nakon prve izgovorene riječi, pojavljuju i dvočlani iskazi koji postaju sve češći i automatiziraju se, te se ukupno ostvaruje velik napredak u ovladavanju jezikom u svim segmentima.
U prvom teorijskom dijelu rada predstavljena je dnevnička metoda kao način praćenja dječjega jezičnoga razvoja, a u drugome teorijskom dijelu rada prikazana su obilježja očekivanoga dječjega jezičnog razvoja u dobi u kojoj je promatran jezični razvoj djevojčice. U istraživačkome dijelu rada opisana su obilježja djevojčičina govora prema jezičnim aspektima, njegove osobitosti i odstupanja. Analiza istraživanja pokazala je da je Barbarin govor u granicama očekivanoga i urednoga jezičnoga razvoja te dobi. Uočena su karakteristična odstupanja u fonološkom i morfološkom razvoju. Razvoj razumijevanja i komunikacije tekao je uredno te je u svim aspektima vidljiv očekivani napredak, širenje rječnika i gramatičkih sposobnosti prema dobi od navršene dvije godine.This paper is a diary method language development case study. The subject is a girl (Barbara Č) observed from the age 18 to 24 months. Diary as a method of monitoring children's language development, first introduced by Charles Darwin, was one of the first ways of conducting children's language development research. Originally, the method helped determine when certain language phenomena occur. In this paper, diary entries were analyzed according to four aspects of language development: phonological, semantic, grammatical and pragmatic. The goal of the research was to compare Barbara's speech with the regular language development of children of the same age. The observed six-month period marks the transition from the pre-verbal period. After the first spoken word, which can have multiple meanings, two-word utterances appear, which become more and more widespread and automated. The meaning of language elements and basic morphological structures are rapidly acquired. In the theoretical part of the paper, the diary method is presented as a way of monitoring children's language development as well as the features of the expected children's language development for the age 18 to 24 months. In the research part of the paper, linguistic characteristics, peculiarities and deviations of the girl's speech are described. The research showed that Barbara's speech is within the limits of expected language development for her age. Deviations in phonological and morphological development were also observed. The development of understanding and communication proceeds smoothly, and the expected progress is visible in all aspects including the expansion of vocabulary and grammatical abilities