University of Zagreb Faculty of Teacher Education - Digital repository
University of Zagreb Faculty of Teacher Education - Digital repositoryNot a member yet
4576 research outputs found
Sort by
Musical activities with children on the autistic spectrum in a preschool institution
No full textSvrha ovog rada je ukazati na važnost provođenja glazbenih aktivnosti za djecu s poremećajima iz autističnog spektra u predškolskoj ustanovi. Za poremećaje iz autističnog spektra karakteristični su ograničeni interesi i ponavljajuća ponašanja te poremećaji u komunikaciji i socijalnoj interakciji, a upravo na njih glazba ima pozitivan učinak. U svrhu poboljšavanja dječjeg fizičkog, mentalnog i socijalnog razvoja, glazba i njezini elementi koriste se u glazbenoj terapiji, ali i u glazbenim aktivnostima koje odgojitelji provode u odgojno-obrazovnim skupinama.
U radu je opisana dobrobit glazbe za razvoj djeteta, osobito na djeteta s poremećajem iz autističnog spektra. Zbog svog pozitivnog učinka na dječji razvoj i poticanja djetetova interesa, glazbene aktivnosti trebaju se provoditi svakodnevno. U radu su prikazani načini na koji se one trebaju provoditi s djecom iz autističnog spektra te na što odgojitelj treba pripaziti prilikom provođenja glazbenih aktivnosti. Najvažnije je dobro poznavati dijete, njegove potrebe i interese te pri odabiranju aktivnosti, odrediti ciljeve koji se žele postići.The purpose of this paper is to point out the importance of musical activities for children with autism spectrum disorders in preschool. Autism spectrum disorders are characterized by limited interests and repetitive behaviors, as well as communication and social interaction disorders, and music has a positive effect on them in particular. To improve children’s physical, mental, and social development, music and its elements are used in music therapy but also in musical activities conducted by educators in educational groups.
The paper describes the benefit of music for the development of a child, especially for a child with an autism spectrum disorder. Due to their positive effect on a child’s development and stimulation of the child’s interests, musical activities should be conducted on a daily basis. The paper shows different ways in which the activities should be carried out with children on the autism spectrum and what the educator should pay attention to when conducting musical activities. The most important thing is to know the child well, to know his needs and interests, and when choosing activities, determine the goals that should be achieved
Picture Book As An Incentive For Artistic Creativity In Kindergarten
No full textTema mog završnog rada je slikovnica kao poticaj za likovno stvaralaštvo u dječjem vrtiću. Djeca se svakodnevno kod kuće i u vrtiću susreću sa različitim slikovnicama te ih, iako još ne znaju čitati, rado listaju, promatraju ilustracije ili slušaju kada im netko drugi čita.
Ovaj završni rad sastoji se od dva dijela, teorijskog i praktičnog. U prvom dijelu rada definiran je pojam slikovnice te je prikazana povijest i razvoj dječje književnosti kroz prošlost. Također je navedena važnost slikovnice i njezine uloge u dječjem razvoju. Osim u aktivnosti koje uključuju čitanje slikovnica, djeca se vrlo rado uključuju i u likovne aktivnosti, stoga je u ovom radu objašnjen pojam likovnog jezika i likovne kulture, nevedene su likovne tehnike koje se koriste u odgojno – obrazovnom radu s djecom rane i predškolske dobi te je pojašnjeno koji su ciljevi likovne kulture i važnost likovnih aktivnosti.U drugom, praktičnom dijelu ovog rada prikazana je likovna aktivnost koja je provedena s djecom u dječjem vrtiću. Aktivnost je provedena s djecom od 3, 4 i 5 godina.
Motivacija za provedenu likovne aktivnost bila je slikovnica. Detaljno je opisana motivacija prije likovne aktivnosti, sam proces likovnog stvaralaštva te su na kraju analizirani neki dječji radovi koji su se isticali.
Pretpostavljam da će slikovnica poslužiti kao efektna motivacija za dječje likovno stvaralaštvo. U zaključku završnog rada navest ću je li moja hipoteza bila točna i koji su ishodi ove likovne aktivnosti.The topic of my final paper is a picture book as a motivation for artistic creativity in kindergarten. Children come across different picture books every day at home and in kindergarten, and although they do not yet know how to read, they like to leaf through them, look at illustrations or listen when someone else reads to them.This final paper consists of two parts, theoretical and practical. In the first part of the paper, the concept of a picture book is defined and the history and development of children's literature through the past is presented. The importance of the picture book and its role in
child development is also mentioned. In addition to activities that include reading picture books, children are very happy to be involved in art activities, so this paper explains the concept of art language and art culture, art techniques used in educational work with children of early and preschool age and goals of art culture and the importance of art activities.
The second, practical part of this paper presents an art activity that was conducted with children in kindergarten. Activity I came from children aged 3, 4 and 5. The motivation for originated art activities was the picture book. The motivation before the art activity, the process of artistic creation itself is described in detail, and at the end some of the children's works that stood out were analyzed.
I guess the picture book will serve as an effective motivation for children's art. In the conclusion of the final paper, I will state whether my hypothesis was correct and what are the outcomes of this artistic activity
Dictionary of the Kajkavian speech of Varžadin
No full textGrad Varaždin središte je Varaždinske županije. To je kraj kojega čine bogata i raznolika kultura te povijesna baština. Posljedica je to burnih i raznolikih događanja i povijesti ovog kraja što se odražava i u jeziku tog područja. U području Varaždina govori se kajkavskim narječjem. Pregled rječnika varaždinskoga kajkavskog govora autora Tomislava Lipljina ukazuje na raznolik vokabular, niz kulturoloških zapisa o gradu, anegdota, arhitekturi, povijesti, stanovnicima, njihovim navikama i načinu života. Samo nastajanje rječnika životno je djelo autora koji je rječnik sastavio riječima iz vlastita fonda. Izbor natuknica i primjera osobito je obilježen autrovim intelektom, a koji je prevoditelj dramskih tekstova na kajkavski jezik, kazališni glumac, sudionik brojnih društvenih zbivanja te zaljubljenik u svoj grad, njegovu kulturu i tradiciju. Očuvanje govora ovog područja ključno je zbog očuvanja povijesti, učenja iz povijesti te zaštite kulturno-povijesne baštine.The city od Varaždin is the center od Varaždin country. It is a region made up od rich and diverse culture and historicial heritage. It is a consequence od the turbulent and various events and history od this area, which is reflected in the language od the area. In the region od Varaždin it is spoken in Kajkavian dialect. A review od the Dictionary of the Kajkavian speech of Varaždin by Tomislav Lipljina points to a diverse vocabulary, a series od cultural records about the city, anecdotes, arhitekture, history, inhabitants, their habits and way od life. The creation od the dictionary itself is the life's work od the autor who compiled the dictionary with words from his own collection. The choice of clues and examples is particularly marked by the fact that the author is an intellectual, translator of dramatic text in the kajkavian language, theater autor, participant in many social events and a lover of the city, its culture and tradition. Preservation od the language od this area is crutial for the preservation od history and the protection of cultural and historical heritage
Music incentive for children's linguistic development
No full textGlazba i jezik dva su složena sustava. Brojnim istraživanjima znanstvenici su uspjeli dokazati da postoji poveznica između spomenuta dva sustava te da glazba utječe na govorno-jezični razvoj kod djece.
Svaki čovjek samim rođenjem ima određene predispozicije za razvoj govora. Govorom prenosimo sve što želimo, a ponekad i ono što ne želimo, ljudima u našoj okolini. Okolina je od neupitne važnosti kada govorimo o razvoju govora, jer o njezinoj poticajnosti ovisi koliko i kako će se govor razvijati. Ako okolina neće biti poticajna, tada je moguće da se govor ne razvije u skladu s dječjim cjelovitim razvojem i godinama. U današnje vrijeme postoji znatno više teškoća u dječjem govorno-jezičnom razvoju. Zbog toga je važno što ranije započeti prevenciju i posebnu pozornost obratiti na djecu s čimbenikom rizika.
Osim djetetove obiteljske okoline, veliku važnost ima i djetetova okolina u dječjem vrtiću. Odgojitelji djece rane i predškolske dobi osobe su koje stječu određene kompetencije kojima tada utječu na cjeloviti rast i razvoj djece. Pripadajućim kompetencijama odgojitelji mogu organizirati glazbene aktivnosti kojima tada utječu i na dječji govorno-jezični razvoj. Djeca imaju urođeni instinkt za glazbu i pjevanje, ona nikad ne odbijaju odgojiteljev poziv na pjesmu i ples. Djeca mogu u glazbi i jeziku uživati uz malešnice, govorene i pjevane brojalice, razne igre s pjevanjem te uz pjesme koje su tekstom i melodijom primjerene njima. Odgojitelj uz određene kompetencije mora znati procijeniti što će pozitivno utjecati na dječji govorno-jezični razvoj i prema tome mora odabrati sadržaj koji će ponuditi djeci.
Svaki čovjek koji stupa u komunikaciju s djecom postaje njegov govorni model. Stoga najprije moramo preispitati jesmo li dorasli toj ulozi. Svakodnevno smo izloženi glazbi i jeziku. U obiteljskom domu, na ulici, u dućanu, oni nas prate. Svakodnevno djeca mogu čuti dobre i loše primjere, a na njihovoj (poticajnoj) okolini je da odluči što od toga djeci želi davati.Music and language are two complex sistems. Through numerous studies, scientists have proved that there is a link between these two sistems and that music affects childrens speech and language development.
By birth, every person has certain abilities to develop speech. When we speek, we say what we want, and sometimes, what we don't want to the people who surround us. Our environment is very important for our language development, because the more it is stimulating the better it is for our speech and language development. If the environment isn't stimulating enough, it is possible that the language will not be developed as it should be. Today we have more difficulties in children's speech and language development than it was before. Therefore it is very important to start the prevention on time, especially for the children who are in the risk of language difficulties.
Accept the family, preschool also has a very strong and big impact on children's development. Trough the lifelong education, preschool teachers develop certain competencies which affect childrens overall growth and development. With these competencies preschool teachers can organise music activities for children which affect their speech and language development. Children have an innate instinct for music and singing and they won't say no to an offer to sing and dance from their preschool teacher. Children can enjoy in music and language trough nursery rhymes, spoken or singed counters, various games with singing and trough songs which are appropriate for them. Preschool teacher with certain competencies knows what will have a positive impact on children's speech and language development and therefore he needs to know what to offer to them.
Every person who talks with the children becomes their speech model. Therefore we first need to ask ourselves are we ready to take that role. Everyday we are surrounded with music and language. In our home, on the street, in the store, it is around us. Children can hear good and bad examples of music and language on a daily basis. It is up to their environment to make a decision what will it offer to them
The importance of music in the emotional development of students in the primary school education
No full textGlazba je umjetnost kojoj su izložena sva živa bića. Brđanović (2016) ističe da su sklonost i potreba za glazbom svojstvene čovjeku i time čine neodvojivi dio ljudske svakodnevice. Prema Škojo (2020) emocije su kratke i intezivne afektivne reakcije na neku pojavu, dok su prema Milivojeviću (2016) emocije uvijek reakcije čovjeka na neko zbivanje koje za toga čovjeka ima značenje. Emocionalni razvoj nije u svakoj životnoj dobi jednak jer se razvija istovremeno s kognitivnim razvojem i emocionalnim iskustvom. Učenik primarnog obrazovanja izložen je glazbi osim u slobodno vrijeme, u školi na satu Glazbene kulture. Glazba aktivira učenikove mozgovne procese i potiče emocionalnu reakciju. Osim na nastavi glazbene kulture aktivnosti poput sviranja, pjevanja, slušanja i glazbenih igara mogu se koristiti kao pokretači emocija kod učenika primarnoga obrazovanja, i na drugim nastavnim predmetima. Budući da potiče emocionalnu reakciju, glazba se može koristiti i kao motivacija u nastavi. Prema Golemanu (2020) emocionalna inteligencija predstavlja skup emocionalnih potreba i poriva te istinskih vrijednosti neke osobe i kao takva upravlja svim oblicima vanjskih ponašanja. Ona se razvija i gradi, a učitelj može upućivanjem učenika u glazbene aktivnosti usmjeriti učenikovo emocionalno izražavanje. Budući da glazba može izazvati različite emocionalne reakcije učenika, učitelj treba dobro poznavati osobnost svakog učenika. Osim kao motivacijski faktor, glazba može imati i terapijsku funkciju. Prema Breintfeld i Majsec Vrbanić (2011) muzikoterapijom ili glazbenom terapijom smatra se korištenje glazbe i njenih elemenata na čovjeku ili grupi ljudi u procesu koji je pokrenut kako bi unaprijedio komunikaciju, učenje, potaknuo izričaj i druge terapeutske ciljeve. Cilj istraživanja u ovome radu bio je ispitati mišljenje i stavove studenata Učiteljskog fakulteta Sveučilišta u Zagrebu o važnosti glazbe u emocionalnom sazrijevanju učenika. Iz rezultata je vidljivo da su studenti uglavnom upoznati s pojmovima koji povezuju glazbu i emocije, ali se uočava potreba za dodatnim obogaćivanjem studentskih programa u ovome području.Music is an art to which all living beings are exposed. Brđanović (2016) points out that the inclination and need for music are inherent in humans and thus form an inseparable part of human everyday life. According to Škojo (2020), emotions are short and intense affective reactions to some phenomenon, while according to Milivojević (2016), emotions are always human reactions to some event that has meaning for that person. Emotional development is not the same at every age because it develops simultaneously with cognitive development and emotional experience. A student of primary education is exposed to music except in his free time, at school during the Music Culture class. Music activates the student's brain processes and stimulates an emotional response. In addition to musical culture classes, activities such as playing, singing, listening and musical games can be used as triggers of emotions in primary education students, and in other subjects. Because it stimulates an emotional response, music can also be used as motivation in classes. According to Goleman (2020), emotional intelligence represents a set of emotional needs and urges and true values of a person and as such governs all forms of external behavior. It develops and builds, and the teacher can direct the student's emotional expression by directing students to musical activities. Since music can cause different emotional reactions in students, the teacher should know well the personality of each student. In addition to being a motivational factor, music can also have a therapeutic function. According to Breintfeld and Majsec Vrbanić (2011), music therapy is the use of music and its elements on a person or a group of people in a process initiated to improve communication, learning, encourage expression and other therapeutic goals. The aim of the research in this paper was to examine the opinions and attitudes of students of the Faculty of Teacher Education at the University of Zagreb about the importance of music in the emotional maturation of students. It is evident from the results that the students are mostly familiar with the terms that connect music and emotions, but the need for additional enrichment of student programs in this area can be seen
Vocabulary diversity of kindergarten and preschool children
No full textJezik se razvija spontano, ne poučava se. Usvajanje jezika započinje još u majčinoj utrobi slušanjem glasova okoline. Time se stvaraju predispozicije za kasnije učenje jezika i govora. Kako ističu Apel i Masterson (2004), roditelji su primarni „jezični uzor“, no osim njih tu je i šira obitelj, okolina, vršnjaci, mediji te veliki utjecaj imaju i odgojitelji. Utjecajem okoline i polaskom u odgojno-obrazovnu instituciju naš govor se mijenja, od učenja novih riječi do korištenja drugačijih naglasaka. Usvajanje riječi vezano je uz opći leksikon jezika kojem je dijete izloženo, umni leksikon te razvojnu dob (Aladrović Slovaček, 2019). Rani dječji rječnik jedini sadrži određenu riječ, dok je drugi uopće ne koriste. Tu razliku čine djetetovo okruženje, odnosno ukućani i bližnji, odgojno-obrazovne ustanove i slično (Apel i Masterson, 2004 ). Unatoč tome što je morfologija hrvatskoga jezika vrlo složena, djeca sa svoje tri godine mogu bez problema slagati rečenice, jer do svoje treće godine usvoje osnove materinskog jezika. Djeca stvaraju svoju dječju gramatiku jer si tako olakšavaju shvaćanje i usvajanje hrvatskoga jezika (Aladrović Slovaček, 2019). Obilježja te dječje gramatike su: pojednostavljivanje, neprovođenje svih gramatičkih pravila, poopćavanje pravila i nepostojanje niti jednoga temeljnoga oblika. Rječnik se razvija postepeno te nakon prve godine kad većina djece usvoji prvu riječ on progresivno raste te dijete oko 3. godine ima oko 3000 riječi u svome mentalnom leksikonu. U ranoj su dobi prisutne riječi iz organskoga idioma, novotvorenice te neke standardne riječi. Stoga je temeljni cilj ovog rada bio ispitati rječničku raznolikost kod djece vrtićke i predškolske dobi, odnosno vidjeti koliki se postotak djece koristi standardnim književnim izrazima, a koliki postotak njih koristi dijalektalne izraze. Istraživanje je pokazalo kako većinu standardnih izraza djeca koriste za glagole i pridjeve, a dijalektne izraze više koriste kod imenica. S obzirom na spol, nema neke veće razlike kod odgovora između dječaka i djevojčica.Language develops spontaneously, it is not taught. Language acquisition begins in the mother's womb by listening to the sounds of the environment. This creates predispositions for later language and speech learning.
As Apel and Masterson (2004) point out, parents are the primary "linguistic role model", but in addition to them, there is also the wider family, the environment, peers, the media, and educators also have a great influence. Due to the influence of the environment and going to an educational institution, our speech changes, from learning new words to using different accents. The acquisition of words is related to the general lexicon of the language to which the child is exposed, mental lexicon and developmental age (Aladrović Slovaček, 2019). An early children's dictionary is the only one that contains a certain word, while others do not use it at all. This difference is made by the child's environment, i.e. family members and relatives, educational institutions and the like (Apel and Masterson, 2004).
Despite the fact that the morphology of the Croatian language is very complex, children at the age of three can put sentences together without any problems, because by the age of three they have mastered the basics of their mother tongue. Children create their own children's grammar because this makes it easier for them to understand and learn the Croatian language (Aladrović Slovaček, 2019). The characteristics of this children's grammar are: simplification, non-implementation of all grammatical rules, generalization of rules and the absence of a single basic form.
Vocabulary develops gradually and after the first year, when most children adopt the first word, it grows progressively, and a child around the age of 3 has about 3000 words in his mental lexicon. At an early age, words from the organic idiom, newly created words and some standard words are present. Therefore, the main goal of this work was to examine the vocabulary diversity of kindergarten and preschool children, that is, to see what percentage of children use standard literary expressions, and what percentage of them use dialectal expressions. The research showed that children use most of the standard expressions for verbs and adjectives, and they use dialect expressions more for nouns. Regarding gender, there is no major difference in the answers between boys and girls
Childrens art inspired by the cultural tradition of the Gacka Museum
No full textKulturna baština je mjesto čuvanja najvećih vrijednosti nekog naroda, stoga te vrijednosti treba njegovati. U radu teorijski je objašnjeno značenje kulturne tradicije, odnosno baštine Hrvatske, a naglasak je stavljen na kulturnu tradiciju područja Gacke doline. Sa djecom predškolske dobi posjećen je Muzej Gacke u Otočcu. U muzeju su posjećene dvije cjeline: Arheološka japodska zbirka i Etnografska zbirka. Prilikom posjeta djeca su bila potaknuta istraživati vizualno, a svoja zapažanja su zatim transformirala u likovni jezik kroz pet likovnih aktivnosti. Prva likovna aktivnost je izrada Ličke kape od vunice, zatim crtanje tradicijske odjeće tehnikom ugljena. Treća aktivnost je slikanje portreta Japotkinje temperom. Četvrta aktivnost je izrada Japodskog nakita od žice i folije te za kraj izrada plavi od glinamola.Cultural heritage preserves the greatest values of a nation, and we should cherish it. This paper explains in theory the meaning of a cultural tradition, i.e., the heritage of Croatia; we have focused on the cultural tradition of the Gacka Valley. We visited the Gacka Museum in Otočac with preschool children. We saw two of the museum’s collections: The Archaeological Iapodic Collection and the Ethnographic Collection. During the visit, the children were encouraged to visually explore, and then transform their observations into an art language through five artistic activities. The first artistic activity was making a Lika wool cap, then they drew traditional clothes using the charcoal technique. The third activity was painting a portrait of a Iapod woman with tempera. The fourth activity included making Iapod jewelry from wire and foil, and finally, the fifth activity involved making ships out of clay
Teacher as an ideal speaker in the classroom
No full textDiplomski rad započinje definiranjem govora kao optimalne zvučne ljudske komunikacije koja je oblikovana ritmom rečenica, riječi i slogova (Škarić 1986: 5). Govorenje je jedna od primarnih jezičnih djelatnosti koja je jedinstvena čovjeku. Govorenje je urođena čovjekova sposobnost koja uz provođenje govornih vježbi može postati vještina. Govorništvo je vještina koja njeguje umijeće govorenja, a govornik osoba koja je izvrsno svladala govornu vještinu.
Cilj ovog istraživanja bio je ispitati mišljenje studenata završnih godina Integriranoga preddiplomskoga i diplomskoga učiteljskoga studija Učiteljskoga fakulteta Sveučilišta u Zagrebu (svih modula i smjerova) o tome kako vide ulogu učitelja kao idealnoga govornika u razrednoj nastavi, smatraju li se oni, kao budući učitelji, dobrim govornicima. Ovim istraživanjem željelo se ispitati što studenti misle koje su osobine dobroga govornika u nastavi. Također, cilj ovoga istraživanja je ispitati studente jesu li i u kojoj mjeri na Fakultetu imali kolegije vezane uz govorništvo i govorničko umijeće koji bi ih pripremili za ulogu idealnoga govornika u nastavi.
Istraživanje je provedeno na uzorku od 106 (Ž = 101, M = 5) studenata i studentica 4. i 5. godine Integriranoga preddiplomskoga i diplomskoga učiteljskoga studija Učiteljskoga fakulteta Sveučilišta u Zagrebu. Instrument istraživanja bio je anketni upitnik konstruiran posredstvom digitalnog alata Google Forms. Upitnik je objavljen na društvenoj mreži Facebook, a također je dijeljen preko WhatsAppa i Facebook Messengera.
Istraživanjem je utvrđeno da 96,2 % ispitanika smatra da je uloga učitelja kao govornika u nastavi vrlo važna.„Teacher as an ideal public speaker in the classroom“ thesis starts with defining speech as optimal human phonic communication shaped by means of three parallel rhythmic patterns, those at sentence, word and syllable level (Škarić 1986: 5). Speaking is one of the primary language activities that is specific to humankind. Speaking is an innate human ability that can become a skill with the implementation of speaking exercises. Speaking (rhetoric) is a skill in the effective use of speech – the art of speaking, and a speaker is a person who has mastered the art of speaking very well.
The aim of this research was to examine the opinion of final-year students of the Integrated undergraduate and graduate Educational Studies of the Faculty of Teacher Education, University of Zagreb (all modules and fields) on how they see the role of the teacher as an ideal speaker in the classroom. In addition, this research aimed to examine what students think are good speaker characteristics. And also, the aim was to determine whether students have had courses related to public speaking at the Faculty that would prepare them for the role of public speaker in the classroom.
The research was conducted on a sample of 106 (F = 101, M = 5) final-year students of the Educational Studies of the Faculty of Teacher Education, University of Zagreb. The research instrument was a survey questionnaire created using the digital tool Google forms. The questionnaire was published on the social network Facebook and shared via WhatsApp and Facebook Messenger.
The research established that the 96,2 % of participants believe that the role of teachers as a speakers in classroom is very important
Creative Approach to Required Reading Using the Example of Nevenka Videk's The Letter from Zelengrad
No full textRazvoj učenikove kulture čitanja, književnoga ukusa, ljubavi prema čitanju i čitalačkih sposobnosti te upoznavanje učenika s reprezentativnim djelima različitih književnih vrsta, samo su neki od ciljeva i zadaća lektire. Iako bi lektira trebala biti poticajan i zanimljiv način ostvarenja navedenih ciljeva, nastavi lektire često se pristupa na zastarjeli način koji se svodi na puku interpretaciju lektirnoga djela. Naposljetku, takav rad dovodi do dosade, brzog zamora i odbojnosti učenika prema čitanju. Kako bi se to izbjeglo, sate lektire treba osuvremeniti, a lektirnim se djelima treba pristupiti na kreativan način koji od učenika iziskuje angažiranost i rad kroz poticajne aktivnosti primjerene učenikovim doživljajno-spoznajnim mogućnostima, afinitetima i interesima. Jedan od tih pristupa je kroz aktivnost escape room ili soba za bijeg. Zadatak ove igre je ,,pobjeći“ iz sobe, a kako bi pronašli izlaz i pobijedili, igrači moraju u zadanom vremenu riješiti niz izazova i zagonetki koje postepeno postaju kompleksnije i teže. Cilj ovoga rada je istražiti na koji način učitelji mogu osuvremeniti nastavu lektire kroz kreativni pristup lektiri koristeći escape room u nastavi te kako se tim pristupom učenike može potaknuti na čitanje. Primjena ove aktivnosti u nastavi lektire prikazana je na primjeru djela Pismo iz Zelengrada hrvatske spisateljice Nevenke Videk za koje je istraživanje pokazalo da učenici uglavnom sadržajno ne razumiju, što dovodi do odbojnosti i nevoljkosti prema čitanju djela. Suprotno mišljenjima učenika, ovo se djelo pokazalo kao učiteljima jedno od najdražih lektirnih djela. Upravo zbog toga, inovativnijim i kreativnijim pristupom ovom lektirnom djelu, učenicima se ovo djelo može približiti i omogućiti njegovo bolje shvaćanje. Ovaj rad želi aktivnošću soba za bijeg, koja iziskuje visoku angažiranost, aktivnost i korištenje svih kognitivnih razina učenikovog znanja, učiniti djelo pristupačnijim suvremenim generacijama djece.The development of students' reading culture, literary taste, love of reading, reading skills, and acquainting students with representative works of various literary genres are just some of the goals and tasks of required reading. Although the required reading should be a stimulating and interesting way to achieve these goals, required reading lessons are often approached in a traditional way that comes down to a mere interpretation of a literary work, which ultimately leads to boredom, fatigue, and aversion to reading. To avoid this, required reading lessons should be modernized, and literary works should be approached in a creative way that requires students to be engaged and work through stimulating activities appropriate to the student's cognitive abilities, affinities, and interests. One of these approaches is an escape room activity. The task of this game is to "escape" from the room. To find a way out and win, players must solve a series of challenges and puzzles on time, which gradually become more complex and difficult. The aim of this paper is to investigate how teachers can modernize the teaching of required reading through a creative approach to reading using the escape room in teaching and how this approach can encourage students to continue reading. The application of this activity in required reading lessons is shown on the example of the literary work Letter from Zelengrad by Croatian writer Nevenka Videk, for which research has shown that students generally do not understand the content, which leads to aversion and reluctance to read the work. Contrary to the students’ opinions, this work proved to be one of the favourite reading works of teachers. That is why, with a more innovative and creative approach to this work, students can get engaged with this work and understand it well in accordance with their abilities. This paper, using an escape room, seeks to make the literary work more accessible to modern generations which requires high engagement, activity, and the use of all cognitive levels of student knowledge, their abilities, desires, and interests
Inclusive education of students with Down syndrome
No full textU prosjeku se na 650 novorođene djece rodi jedno dijete s Down sindromom, zbog čega se on smatra jednim od najčešćih genetskih poremećaja. Djeca rođena s Down sindromom imaju pravo, kao i sva ostala djeca, okusiti svijet kojim su okružena, biti društvena bića i razvijati svoje sposobnosti. Osim toga, dijete s Down sindromom ima pravo i na kvalitetno obrazovanje koje će mu, uz podršku roditelja, prijatelja ili pomoćnih službi, pomoći postići što veći stupanj neovisnosti za samostalni život. Svrha ovog diplomskog rada je prikazati učinkovitost inkluzivnog obrazovanja kao i načine i strategije pomoću kojih se učenicima s Down sindromom može pružiti potrebna podrška. Cilj rada je temeljem pregleda istraživanja (svjetskih i domaćih) i zakonodavnih akata u našoj zemlji te temeljem međunarodnih dokumenata, prikazati rezultate koji su pokazali da najviše dobrobiti za postizanje samostalnosti djeteta s Down sindromom ima uključivanje učenika u redovite škole i pružanje individualizirane podrške u okviru individualiziranih kurikuluma. Inkluzivno obrazovanje za njih predstavlja obrazovanje bez diskriminacije i integraciju u zajednicu u kojoj imaju priliku razvijati se i učiti u okruženju koje potiče njihov cjeloviti razvoj. Zbog teškoća u razvoju potrebno im je više vremena za stjecanje određenih vještina zato je važno imati mnogo strpljenja i odrediti njihov kognitivni profil, a sve u svrhu ostvarenja potencijala za učenje. Kako bi njihovo obrazovanje uistinu bilo kvalitetno, važno je razumjeti njihove odgojno-obrazovne potrebe te sukladno njima prilagoditi nastavni plan i program. Kvaliteti njihovog obrazovanja pridonose i pomoćnici u nastavi koji im pružaju dodatnu potporu u stjecanju, kako obrazovnih, tako i socijalnih kompetencija. Teorijska podloga i istraživanja navedena u ovom radu potvrđuju da inkluzivno obrazovanje uvelike pridonosi akademskom napretku učenika s Down sindromom, a njihova integracija u društvo pridonosi smanjenju diskriminacije učenika s posebnim odgojno-obrazovnim potrebama te promiče vrijednosti važne za izgradnju senzibilizirane zajednice.On average, one in 650 newborns is born with Down syndrome, which is why it is considered one of the most common genetic disorders. Children born with Down syndrome have the right, just like other children, to experience the world around them, be social beings and develop their abilities. In addition, a child with Down syndrome has the right to a quality education that will, with the support of parents, friends or support services, help him or her achieve the highest possible degree of independence for self-reliant living. The purpose of this thesis is to show the effectiveness of inclusive education as well as ways and strategies by which students with Down syndrome can be provided with the necessary support. The aim of this thesis is to, based on the review of studies (both global and domestic), legislative acts in our country and international documents, present the results that have shown that the greatest benefit for achieving independence of a child with Down syndrome is being included in regular schools and provided individualized support within individualized curriculum. For them, inclusive education is considered education without discrimination while being implemented into community in which they have the opportunity to develop and learn in an environment that encourages their holistic development. Due to development difficulties, they need more time to acquire certain skills and that is why it is important to have a lot of patience as well as determine their cognitive profile, all in order to realize their learning potential. For them to have an education of truly high quality, the understanding of their educational needs and adjustment of curriculum is of great importance. Teaching assistants also contribute to the quality of their education by providing them with additional support in acquiring both educational and social competencies. The theoretical background and research presented in this thesis confirm that inclusive education greatly contributes to the academic progress of students with Down syndrome and that their integration into society contributes to reducing discrimination against students with special educational needs in general and promotes values important for building a sensible community