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Educational materials for implementation of civic education in Croatian primary schools
No full textU kontekstu svjetske povijesti, ljudska prava i demokratsko građanstvo razvijali su se godinama, no nitko nije o tome pričao kao što se priča danas. Potaknuti sve češćom i vidljivijom nepravdom, sukobima, netrpeljivošću i sve lošijim životnim uvjetima, uvođenje građanskog odgoja i obrazovanja u škole postalo je sve jasnije rješenje za društveni napredak. Unatoč brojnim deklaracijama, poveljama i dokumentima, ljudska prava i učinkovitost zaštite ljudskih prava je i dalje upitna. Cilj ovog rada je analizirati određene edukativne materijale kojima je svrha provedba građanskog odgoja i obrazovanja u osnovnim školama. Kako bi se što detaljnije odradila analiza, odabrani su sljedeći kriteriji: sadržaji edukativnih materijala, dimenzije građanskog odgoja i obrazovanja zastupljene u materijalima, način provedbe sadržaja, te vrednovanje kvalitete provedbe sadržaja edukativnih materijala. Odabrano je 15 edukativnih knjiga i priručnika različitih tema i ciljeva. Analizom je utvrđeno da edukativnih materijala za provedbu GOO-a ima poprilično puno, no oni se ne mogu pronaći jednostavno na jednome mjestu. Razlikuju se po tri ključna cilja: znanje i vještine, vrijednosti i stavovi, te ponašanje. Neki materijali sadrže sve ciljeve, neki sadrže dva, a par njih samo jedan cilj. Mnogi edukativni materijali sadrže sve dimenzije GOO-a , dok neki samo njih par. Najzastupljenije dimenzije su ljudsko-pravna, društvena i politička dimenzija, a najmanje zastupljene su ekološka i gospodarska dimenzija. U načinu provođenja sadržaja razlika je u usmjerenju pristupa: prema sadržaju, individualnom razvoju pojedinca ili društvenim napretkom. Vrednovanje kvalitete provedbe bila je najmanje obuhvaćena tema u edukativnim materijalima, te u polovici analiziranih materijala, instrumenti vrednovanja nisu predstavljeni. Tek je u nekoliko priručnika opisana važnost vrednovanja te je predstavljen prijedlog instrumenata evaluacije.In the context of world history, human rights and democratic citizenship have been developing for years, but no one has ever talked about it like people do today. Driven by increasingly frequent and visible injustices, conflicts, intolerance and increasingly poor living conditions, the introduction of civic education in schools has become an increasingly clear solution for social progress. Despite numerous declarations, charters and documents, human rights and its protection effectiveness are still questionable. The aim of this paper is to analyze educational materials whose purpose it is the implementation of civic education in primary schools. To carry out the analysis in as much detail as possible, the following criteria were selected: the content of the educational materials, the dimensions of civic education represented in the materials, the method of implementation of the content, and the evaluation of the quality of the implementation of the content of the educational materials. Fifteen educational books and manuals with different topics and objectives were selected. The analysis revealed that there is quite a lot of educational materials for the implementation of civic education, but they cannot be found simply in one place. They differ in three key objectives: knowledge and skills, values and attitudes, and behavior. Some materials contain all objectives, some contain two, and some contain only one. Many educational materials include all dimensions of civic education, while some only a couple of them. The most represented dimensions are the human-legal, social and political dimensions, and the least represented are the environmental and economic dimensions. The difference in the way the content is implemented lies in the focus of the approach: on content, individual development or social progress. Evaluation of the implementation quality was the least addressed topic in the educational materials, and no evaluation tools were presented in half of the materials analyzed. Only a few manuals describe the importance of evaluation and present the proposal of evaluation tools
Folklore programs in early childhood during the Covid-19 pandemic
No full textPredmet ovog diplomskog rada bio je utvrditi razliku izmeĎu folklorne aktivnosti dječjih folklornih sekcija prije i za vrijeme trajanja pandemije Covid-19 u KUD „Preporod“. Istraţivanje je provedeno na uzorku od 4 voditelja (3 voditeljice i 1 voditelja) u ranije spomenutom društvu. Dobiveni rezultati pokazali su kako postoji statistička razlika izmeĎu folklorne aktivnosti prije i u doba pandemije Covid-19 u učestalosti i trajanju pjevnih proba u odnosu na ostale (probe sviranja i plesa) kao i u broju djece koja prisustvuju probama.The subjects of this thesis was to determine the difference between the folklore activity of children's folklore sections prior to and during the Covid-19 pandemic in Folklore Society „Preporod“. The research was conducted on a sample of 4 leaders (3 female leaders and 1 leader) in the previously mentioned folklore society. The obtained results showed that there is a statistical difference between folklore activity prior to and during the Covid-19 pandemic in the frequency and duration of singing rehearsals compared to others (playing and dancing rehearsals) as well as in the number of children attending rehearsals
Kindergarden teacher as a stimulator of childrens language creativity
No full textProces govorno-jezičnog razvoja vrlo je složen proces koji se kod sve djece odvija na predvidiv te sličan, ali ne i jednak način. Obzirom da govor djece tijekom ranog razdoblja usvajanja i učenja jezika napreduje začuđujuće velikom brzinom, redovito se može uočiti i jedno od njegovih značajnijih obilježja, a to je kreativnost. Djeca su po svojoj prirodi kreativna, pa tako i sklona različitim formama kreativnog izražavanja koje mogu iskazivati putem glazbe, pokreta, likovnošću, igrama različitim materijalom, govorom i sl. No, koliko će djeca tu značajku zadržati, a koliko izgubiti, u velikoj mjeri ovisi o odraslima koji se djecom bave. U današnje vrijeme djeca provode veći dio dana s odgojiteljima u odgojno-obrazovnoj ustanovi, koja ima neprocjenjivu i važnu ulogu u djetetovom životu, a zasniva se na načelu koje je ukorijenjeno u svaki element odgojno-obrazovnog rada, a to je prvenstveno cjeloviti razvoj djeteta. Poticanjem razvoja djeteta na svim razvojnim područjima, od izuzetne je važnosti da im odgojitelji budu i dobar govorni uzor, ali i zagovaratelji i poticatelji na učenje kroz igru gdje će kreativnost pojedinog djeteta najbolje izaći na vidjelo.
Rad donosi prikaz teorijskog pregleda i tijeka istraživanja dječjeg jezičnog razvoja. Poseban osvrt stavljen je i na razvoj dječjega govora od rođenja do polaska u osnovnu školu. U poglavlju Dijete i kreativnost, iznosi se pregled pojave kreativnosti kao takve, njezinog prepoznavanja i poticanja. Opisani su dječji postupci kreativnog i maštovitog izražavanja kroz jezičnu djelatnost kojima nastaju spontane dječje novotvorbe te njihova pojavnost. Segmenti kojima je opisan tijek govorno-jezičnog razvoja djece u vrtiću i njegovo poticanje, jesu: prostorno-materijalni kontekst i jezično djelovanje odgojitelja kao govornog uzora. U prikazu istraživanja detaljno se prikazuje način, metode, uzorak istraživanja te rezultati dobiveni provedenim istraživanjem. Cilj istraživanja bio je ispitati mišljenje odgojitelja, svjesnosti njihove uloge kao govornog uzora, načine njihova poticanja dječje jezične kreativnosti, ali i procjenu osobnog slaganja u prepoznavanju važnosti njihove uloge kao govornog uzora, prilika koje nude djeci, metoda kojima se koriste i samog načina rada. Istraživanje je pokazalo kako se 97,2% odgojitelja smatra govornim uzorom djeci. Najčešća metoda i aktivnost koju koriste u radu jesu malešnice, tapšalice i brojalice, dok je najčešće korišteno pomoćno sredstvo i materijal kojim se koriste slikovnica. Dobiveni rezultati pokazuju kako odgojiteljsko prepoznavanje važnosti u poticanju dječje jezične kreativnosti ne ovisi o godinama radnog staža, najvišem završenom stupnju obrazovanja i dobnoj skupini djece u kojoj rade.The process of speech and language development is highly complex and it is unfolding similary, but not identically with each child. Considering high speed in development during early stages of comprehending and learning, creativity, as it's important characteristic is regulary noticealble. Creative by their nature, children are prone to expressing in different forms of creativity so they state it using music, movement, arts, playing games, using speech, etc. However, maintaining this characteristic rather than losing it, depends mostly on adults around them. Nowadays children spend a greater part of the day with their preschool teacher in kindergarten, which plays vital and priceless role in their lives. Kindergartens are organized on the principle imbedded in all their elements-complete development of the child. Encouraging child's growth on all the areas of development implies it is crucial that preschool teacher set good speech example but also induce and promote learning through play where the creativity can easily be presented.
he paper presents theories review and the course of the research on the children's language development. Review of the child's development from birth to school presents, includes and explains well as mechanisms of acquiring the vocabulary. Following part, child and creativity presents the review of creativity itself, recognition anc encouragement of it. Provides the reader with children's actions in creative and imaginative expressions throughout language activities which produce spontaneous innovations as well as their incidence. The elements which describe the course in children's speech and language development are context of space and materials and language acts presented by teacher as the speech role model. Research presentation shows ways, methods, sample and processed statistical data of the research in detail. Gole of the research was to examine preschool teacher's opinions, their awareness of thein being a role model for speech and the methods and actions they apply in order to encourage child's creativity. Further, they were asked to acess their personal recognition of the importance in being a role model, occasions they provide for children, methods they use in working with children as well as the way they implement all of the above. According to research results, 97,2% of preschool teachers consider themselves as a speech role model. Most frequent methods and mostly used activities are nursery rhymes, fingerplays and counting rhymes. Picture story book is the most frequently used as educating material. Results given are demonstrating how the importance of encouraging language creativity does not depend on years of employment, level of their education or the age group in which they are working
University of Zagreb students stances on their own future parenting
No full textTema ovog rada su stavovi studenata o roditeljstvu. Stavovi usmjeravaju naše razmišljanje i djelovanje, a stavovi o budućem roditeljstvu uvelike određuju odluke o rađanju djece i reflektiraju se na brojne aspekte ljudskog života. Imanje djece, kako kroz povijest tako i danas, jest poželjan cilj, cilj koji predstavlja društvenu normu za odrasle pojedince. Ranija istraživanja pokazala su da se motivi zbog kojih bi netko htio postati roditeljem razlikuju od osobe do osobe te mogu biti različiti u različitim periodima njihova života. Također, oni ovise o dobi, spolu, redoslijedu djece u obitelji, razvoju bračnih odnosa, razvoju karijere, ali i o konkretnoj društvenoj atmosferi.
U sklopu ovog diplomskog rada provedeno je istraživanje čiji je cilj bio provjeriti, na uzorku studenata Sveučilišta u Zagrebu, ovisi li želja za roditeljstvom o spolu, dobi i zadovoljstvu romantičnom vezom. U istraživanju je sudjelovalo 418 studenata. Rezultati provedenog istraživanja pokazali su da ne postoji razlika u želji za roditeljstvom kod muškaraca odnosno kod žena te da želja ne ovisi o dobi ispitanika. Nadalje, rezultati indiciraju postojanje razlike između osoba koje su u romantičnoj vezi od onih koji to nisu, odnosno osobe koje su u romantičnoj vezi pokazuju veći razinu želje za roditeljstvom naspram onih koji nisu u romantičnoj vezi.In this paper, we will address students desire for parenthood. Attitudes direct our thinking and actions and attitudes about future parenthood largely determine decisions about having children and reflect on numerous aspects of human life. Having children, both throughout history and today, is a desirable goal, a goal that is a social norm for adult individuals. Previous research has shown that the motives for wanting to become a parent vary from person to person and can be different at different periods of their lives. Also, they depend on age, gender, order of children in the family, development of marital relations, career development, but also on the specific social atmosphere.
As part of this graduate thesis, a study was conducted whose goal was to check what is the current desire for parenthood, on a sample of students at the University of Zagreb, whether the desire for parenthood depends on gender, age and satisfaction with a romantic relationship. The research involved 418 students in total. The results of the research on the desire for parenthood showed that there is no difference in the desire for parenthood in men and women. Also, that the desire does not depend on the age of the respondents, but that there are differences between people who are in a romantic relationship from those who are not. People who are in a romantic relationship show a higher level of desire for parenthood compared to those who are not in a romantic relationship
Setting boundaries and preventing undersirable forms of behavior in the education of children of early and preschool age
No full textS nepoželjnim oblicima ponašanja susreće se svaki roditelj i odgojitelj, no ne primjenjuju jednako učinkovite metode njihovog suzbijanja. Upravo zbog toga, javlja se potreba za preispitivanjem vlastitih postupaka prilikom postavljanja granica. Ponajprije, važno je da odrasla osoba koja odgaja dijete bude dovoljno dobar model djetetu koji mu pruža vodstvo i sigurnost. Dosljednost, razumijevanje, regulacija vlastitih emocija i reakcija od strane odrasle osobe prilikom postavljanja granica smatraju se ključnima kako bi dijete iste prihvatilo i razvilo odgovornost, samokontrolu, unutarnju disciplinu i prosocijalne oblike ponašanja koji čine društveno kompetentnog pojedinca. Ovaj će diplomski rad dati pregled učinkovitih i poželjnih postupaka prilikom postavljanja granica i suzbijanja nepoželjnih oblika ponašanja kod djece rane i predškolske dobi. Odgojitelji su u anketnom upitniku opisali vlastite postupke prilikom postavljanja granica, situacije u kojima ih postavljaju, značaj istih za razvoj djeteta te su ispitana znanja i stavovi odgojitelja o navedenoj problematici.Every parent and teacher of early and preschool children encounters undesirable forms of behaviour, but they do not apply equally effective suppression methods. Because of this, there is a need to review one's procedures when setting boundaries. Firstly, the adult who is raising the child must be a good model for the child, providing guidance and security. Consistency, understanding, regulation of one's own emotions and reactions by an adult when setting boundaries are considered crucial for the child to accept them and develop responsibility, self-control, internal discipline and prosocial forms of behaviour that make a socially competent individual. This thesis will provide an overview of effective and desirable procedures for setting boundaries and suppressing undesirable forms of behaviour in children of early and preschool education. In the questionnaire, the teachers of early and preschool children described their own procedures when setting boundaries, the situations in which they set them, their significance for the child's development and the educators' knowledge and attitudes on the aforementioned issue were examined
Montessori materials in preschool institution
No full textZačetnica Montessori pedagogije je Maria Montessori, poznata talijanska liječnica i pedagoginja. U središtu Montessori pedagogije je dijete. Ova pedagogija temelji se na promatranju spontanog učenja djece, na poticanju vlastitog djelovanja djeteta, razvijanju njegove samostalnosti i poštivanju njegove osobnosti. Specifičnost ove pedagogije, između ostaloga, su i didaktički materijali koje je osmislila i izradila Maria Montessori. Montessori materijali su poseban didaktički pribor koji ima funkciju razvijati kod djeteta određeno područje. To su materijali koji u sebi imaju kontrolu pogreške te na taj način dijete vrlo lako može provjeriti ispravnost svoje aktivnosti. Dijete se kroz materijale potiče na samostalnost, razvijanje govora te svih osjetila. Materijali također potiču upoznavanje brojeva, matematičkih operacija, biologije, zemljopisa, povijesti, astronomije.
Cilj rada je prikazati Montessori materijale i ukazati na njihovu funkcionalnost i učinkovitost u poticanju cjelovitog dječjeg razvoja.The founder of Montessori pedagogy is Maria Montessori, a famous Italian doctor and pedagogue. At the center of Montessori pedagogy is a child. This pedagogy is based on observing children's spontaneous learning, encouraging the child's own actions, developing his independence and respecting his personality. The specificity of this pedagogy, among other things, is the didactic materials designed and created by Maria Montessori. Montessori materials are special didactic accessories that have the function of developing a certain area in the child. These are materials that have error control in them, so that the child can easily check the correctness of his activity. Through the materials, the child is encouraged to be independent, to develop speech and all senses. The materials are also encouraging learning about numbers, mathematical operations, biology, geography, history, astronomy. The aim of the work is to present Montessori materials and to point out their functionality and effectiveness in encouraging the complete development of children
Upbringing for responsible child behavior and parental authority
No full textBrojne promjene u društvu dovele su do promjena u obitelji. Riječ je o promjenama u strukturi obitelji i roditeljskoj ulozi. Nove spoznaje o dječjem razvoju su dovele do suvremenog shvaćanje djeteta kao aktivnog i kompetentnog bića sa vlastitim pravima i obvezama. U obitelji dijete stječe prva životna iskustva koja grade njegovu osobnost, njegove kompetencije i sliku o svijetu koji ga okružuje. Slika koju dijete izgradi o samome sebi i svemu oko njega, nastale a na temelju roditeljske angažiranosti, odredit će njegovo funkcioniranje u budućnosti koja postavlja nove i drugačije izazove pred svakog pojedinca. Roditelji imaju vrlo složenu i
zahtjevnu ulogu u današnje doba jer odgajati dijete najzahtjevnija je životna zadaća. U ovome radu naglašava se značaj odgoja koji se temelji na roditeljskom autoritetu odnosno na dosljednom vođenju djeteta i jasnoj strukturi te ljubavi, toplini i razumijevanju što pruža djetetu sigurnost u njega samoga, ali i u okolinu. Takav odgoj je temelj razvoja odgovornog ponašanja djeteta prema sebi i prema drugima.Numerous changes in society led to changes in the family. It is about changes in the structure of the family and the parental role. New knowledge about child development has led to the modern understanding of the child as an active and competent being with his own rights and obligations. In the family, the child acquires the first life experiences that build his personality, his competencies and the image of the world around him. The image that a child builds of himself and everything around him, created on the basis of parental engagement, will determine his functioning in the future, which poses new and different challenges for each individual. Parents have a very complex and demanding role in today's age, because raising a child is the most demanding task in life. This paper emphasizes the importance of education based on parental authority, on consistent guidance of the child and a clear structure, as well as love, warmth and understanding, which provides the child with security in himself, but also in the environment. Such upbringing is the basis of the development of responsible behavior of the child towards himself and others
Architecture of Schools Through Lens of Students and a Photographer
No full textNaslov ovoga rada je Arhitektura škola kroz objektiv učenika i fotografa što je i glavna tema ovoga rada. Održana je fotografska radionica kojoj je bio cilj učenike 5. razreda Osnovne škole Rapska naučiti ponešto o arhitekturi, fotografiji te korištenju fotoaparata te naposlijetku proučiti i analizirati kako učenici doživljavaju svijet oko sebe kroz objektiv istog. Na početku diplomskog rada upoznajemo se s radom i mogućnostima fotoaparata i njegovim važnijim dijelovima poput objektiva i tijela. Uz funkcionalnost fotoaparata opisana je i prisutna dodatna oprema kojom se fotograf može, a i ne mora koristiti kako bi stvorio kvalitetniju i estetski privlačniju fotografiju. Nadalje slijedi kratak opis mnogih žanrova fotografije koje su popraćene većinskim dijelom autorskih fotografija koje su nastale u razdoblju od 2017. godine do 2022. godine. Nakon opusa prikupljenih fotografija slijedi važan aspekt fotografije, a to je kompozicija i njeni elementi koji su sveprisutni u fotografijama učenika i autora ovog rada. Neki od tih elemenata biti će spomenuti prilikom analize istih. Prije samog prikaza praktičnog djela, autor se posvećuje arhitekturi i njenim posebnostima. Naposlijetku, slijedi opus fotografija učenika koji su imali zadatak fotografirati arhitekturu svoje škole uz uvjet da se koriste fotografijom arhitekture kao polazištem za motive koji čine taj žanr drugačijim od ostalih. Fotografije autora također su prisutne i prikazuju neke od osnovnih škola koje se nalaze u Zagrebu. Nakon opusa slijedi kratka analiza učeničkih radova i radova autora kao temelj za zaključak u kojem se autor ovoga rada osvrće na raznolikost promatranja arhitekture i njene okoline u kojoj se nalazi.The title of this paper is Architecture of Schools Through Lens of Students and a Photographer, which is the main topic of this paper. A photography workshop took place whose goal was to teach the 5th-grade students of the Rapska Elementary School something about architecture, photography, and the use of cameras, and finally to study and analyze how the students experience the world around them through the lens of the same. At the beginning of the thesis, we get introduced with the functionality and capabilities of the camera and its important parts such as the lens and the body. Along with the functionality of the camera, the additional equipment that the photographer may or may not use to create a higher quality and more aesthetically appealing photo is described. Furthermore, a brief description of many genres of photography follows, which are accompanied mainly by the author's photography work that was created in the period from 2017 to 2022. After the collection of photography work, an essential aspect of photography follows, namely the composition and its elements, which are omnipresent in the photographs of the students and authors of this piece. Some of these elements will be mentioned during their analysis. Before the presentation of the practical work, the author devotes himself to architecture and its exceptions. Finally, there is a student’s photo opus whose task was to take photographs of the architecture of their school, with the condition that they use architecture photography as a starting point for elements that make that genre different from the others. The author's photos are also present and show some of the elementary schools located in Zagreb. The work is followed by a short analysis of the student's works and the author's works as a basis for the conclusion, in which the author of this work reflects on the diversity of observation of architecture and the environment in which it is located
The Impact Of Parental Divorce On The Behavior And Development Of A Preschool Child
No full textBrak je zakonski i društveno uređena zajednica, obično između jednog muškarca i jedne žene, koja je regulirana zakonima, pravilima, običajima, vjerovanjima i stavovima koji propisuju prava i obveze partnera te njihov zajednički status prema djeci, ako ih bračni partneri imaju. U današnje vrijeme, iz različitih razloga sve više brakova završava razvodom. Razvod je postupak kojim prestaje zakonom uređena zajednica muškarca i žene zbog odluke roditelja da više ne žele živjeti zajedno. Razvod braka ostavlja teške posljedice ne samo na supružnike nego i na djecu pa i na širu obitelj i zajednicu. Istraživanja su pokazala da je razvod najpotresniji događaj u djetetovom životu, odmah nakon smrti roditelja. Djeca različito doživljavaju rastavu i pokazuju različite reakcije na nju. Djetetova reakcija na razvod ovisi o njegovoj dobi, kognitivnim kapacitetima za razumijevanje događaja, individualnim osobinama, prethodnim iskustvima u situacijama odvajanja, prethodnim iskustvima suočavanja i nošenja s uobičajenim stresovima koji su dio svakodnevnog života, o uvjetima u kojima dijete živi te o tome je li mu pružena podrška ili nije. Kod djeteta se nakon razvoda roditelja pojavljuju sljedeći osjećaji: osjećaj tuge, uznemirenosti, zabrinutosti, zbunjenosti, straha, ljutnje, krivnje, bespomoćnosti i usamljenosti. Primjećuju se i promjene u ponašanju djeteta: plačljivost, problemi pri odvajanju,
ispadi bijesa, prkos, povlačenje od vršnjaka, regresije u ponašanju. Odgojitelji predškolske djece imaju važnu ulogu u pružanju podrške i pomoći djeci i roditeljima nakon razvoda. Provedeno je ispitivanje čiji je glavni cilj ispitati utjecaj razvoda roditelja na ponašanje i razvoj djece predškolske dobi. Ispitivanjem je utvrđeno da odgojitelji imaju različite stavove o tome kako razvod utječe na dijete. Većinom dolazi do promjene ponašanja kod djeteta, iako ima i slučaja u kojem razvod nije doveo do promjena. Odgojitelji smatraju da karakteristike djeteta utječu na to kako će dijete reagirati na razvod. Također, način na koji će razvod utjecati na dijete ovisi i o karakteristikama roditelja, načinu na koji su se razveli te njihovom odnosu nakon razvoda.Marriage is a legally and socially sanctioned union, usually between a man and a woman, which is regulated by laws, rules, customs, beliefs, and attitudes that prescribe the rights and duties of partners and accord status to their offspring (if any). Today, for a number of reasons, there is a rise in marriages that end in divorce. Divorce is a process by which a legally sanctioned union of a man and a woman is terminated once the parents decide they no longer wish to live together. The effects of divorce not only on spouses but also on children, as well as the extended family and the community are severe. Research has shown that divorce is the most traumatic experience of a child's life, right after the death of a parent. Children
experience divorce in a variety of ways and react differently to it. A child's reaction to divorce depends on their age, cognitive capacities for understanding events, unique characteristics, past experiences of situations involving separation, past experiences of facing and coping with the common types of stress which are a part of everyday life, conditions in which the child lives, and the level of received support. After their parents' divorce, a child experiences the following feelings: sadness, anxiety, worry, confusion, anger, guilt, helplessness, and loneliness. Changes in the child's behaviour are observed, as well: weepiness, separation anxiety, tantrums, defiance, social withdrawal, and regression. Preschool teachers have an important role in helping and supporting children and their parents after divorce. A study was conducted to evaluate the impact of parental divorce on the behaviour and development of preschool children. The study found that educators have different views on how divorce affects a child. Mostly there is a change in the child's behavior, although there are cases in which the divorce did not lead to changes. Educators believe that the characteristics of the child affect how the child will react to the divorce. Also, the way divorce will affect a child depends on the characteristics of the parents, the way they divorced and their relationship after the divorce
Renaissance and Baroque painting as a stimulus for children's artistic expression and creation in primary education
No full textCilj ovoga rada bio je upoznati učenike s renesansnim i baroknim slikarstvom koje je poslužilo kao poticaj za njihovo likovno izražavanje i stvaranje. Odabrana su djela renesansnih i baroknih slikara jer se svojim likovnim obilježjima međusobno suprotstavljaju. Dok renesansa stavlja naglasak na klasičnu ljepotu i smirenost, barok se usredotočuje na raskoš boja, svjetla i sjene. Nasuprot renesansnoj linearnosti, jasnoći obrisa, skladu i ravnoteži, stoji barokna slikovitost, meki prijelazi i težnja za nejasnim. Renesansna umjetnost svoju težnju za simetrijom i proporcijom pronalazi u antici, koja u baroku gubi na značaju. Barokni umjetnici zanemaruju klasične proporcije i ljepotu, a okreću se dramatičnosti i prikazivanju nelijepog. Upravo takva likovna djela mogu učenicima poslužiti kao izazov koji će pozitivno utjecati na njihov razvoj. Iz tog je razloga odabrano pet reprodukcija iz razdoblja renesanse i baroka koje su prikazane učenicima u primarnom obrazovanju. Reprodukcije se analitički promatralo uz navođenje likovnih obilježja svakog razdoblja. One su zatim služile kao poticaj za likovno izražavanje i stvaranje učenika. Svaki sat je pažljivo osmišljen i prilagođen mogućnostima učenika, ali je i dalje ostao dovoljno izazovan kako bi ih potaknuo na razvoj. Učenici u svojim likovnim radovima nisu vjerno kopirali reprodukcije, one su izmijenjene u skladu s likovnim pojmovima određenima za pojedini razred osnovne škole. U izrađivanju svojih radova, učenici su koristili slikarske tehnike koje su im prethodno demonstrirane. Koristili su se upravo slikarskim tehnikama kako bi se njihov rad povezao s onima renesansnih i baroknih slikara. Na kraju ovoga rada mogu se vidjeti učenički radovi koje se analiziralo i vrednovalo prema likovnim obilježjima renesansnog i baroknog slikarstva, ali i odgojnih zadataka koji su ranije postavljeni.The aim of this paper was to introduce students to Renaissance and Baroque painting, which served as a stimulus for their artistic expression and creation. The works of Renaissance and Baroque painters were chosen because they contrast each other with their artistic features. While Renaissance emphasizes classical beauty and stillness, Baroque focuses on the opulence of color, light, and shadows. In contrast to Renaissance linearity, clarity of contours, harmony, and balance, there is Baroque vividness, soft transitions, and the pursuit of the vague. Renaissance art finds its desire for symmetry and proportion in Antiquity, which loses its significance in Baroque. Baroque artists ignore classical proportions and beauty, they turn to dramatic expressions and the depiction of unappealing. Such works of art can serve as a challenge for students and positively influence their development. For this reason, five reproductions from Renaissance and Baroque periods were selected and shown to students in primary education. The reproductions were observed analytically with their artistic features being noted. Then they served as a stimulus for students' artistic expression and creation. Each lesson was carefully planned and adapted to the students' abilities but remained challenging enough to encourage their development. In their artworks, students did not precisely copy the reproductions, they were modified according to the art concepts determined for each grade of elementary school. In creating their artworks, students used painting techniques that were previously demonstrated to them. They used painting techniques to connect their artwork with those of Renaissance and Baroque painters. At the end of this paper, students' artworks can be seen. They were analyzed and evaluated according to the artistic features of Renaissance and Baroque painting, as well as educational tasks that were set earlier