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
Attitudes of early childhood educators about the importance of creating a stimulating spatial - material environment in the nursery
No full textKvaliteta prostorno-materijalnog okruženja usko je povezana s kvalitetom odgojno-obrazovnog procesa. Odgojitelji, kao njezini glavni nositelji, svojim implicitnim pedagogijama izravno utječu na cjelokupan proces učenja djeteta jasličke dobi. Stoga je važno njihovo poznavanje prirode učenja i razvoja djeteta u skladu s kojima nude i raspoređuju materijale kojima potiču djetetov cjelovit razvoj, podržavajući pritom njegovu samostalnost u odabiru materijala, suradnika i vremena svog učenja. Istovremeno, razina kvalitete odgojno-obrazovnog rada odgojitelja leži u kvaliteti i kontinuiranosti profesionalnog usavršavanja. Na uzorku od 104 odgojitelja provelo se kvantitativno istraživanje kojim se pokušalo dobiti uvid u stavove odgojitelja o važnosti kreiranja poticajnog prostorno-materijalnog okruženja u jaslicama. Koristeći online anketni upitnik dobio se uvid u njihovu sliku o djetetu, kvaliteti nuđenih materijala i razini profesionalnog usavršavanja te se došlo do sljedećih zaključaka. Odgojitelji, bez obzira na dob, godine radnog staža i odgojne skupine u kojoj rade, smatraju važnim prostorno-materijalno okruženje u jaslicama učiniti poticajnim te takav stav raste s porastom dobi djeteta. Stoga bi u budućnosti valjalo organizirati podršku odgojiteljima kroz kvalitetnije i kontinuiranije oblike profesionalnog usavršavanja koji će osnažiti odgojitelje u mijenjanju implicitnih pedagogija i svakodnevne odgojno-obrazovne prakse.The quality of the spatial and material environment is closely related to the quality of the educational process. Early childhood educators, as its main bearers, with their implicit pedagogies directly influence the entire learning process of a child of nursery age. Therefore, it is important for them to know the nature of the child's learning and development in accordance with which they offer and distribute materials that encourage the child's holistic development, while supporting his independence in choosing the materials, collaborators and timing of his learning. At the same time, the level of quality of educational work of early child educators lies in the quality and continuity of professional development. A quantitative research was conducted on a sample of 104 early childhood educators, which tried to gain insight into the attitudes of educators about the importance of creating a stimulating spatial and material environment in the nursery. Using an online questionnaire, an insight was gained into their image of the child, the quality of materials offered and the level of professional development, and the following conclusions were reached. Educators, regardless of age, years of service and educational group in which they work, consider it important to make the spatial and material environment in the nursery stimulating and such an attitude grows with the age of the child. Therefore, in the future it would be worthwhile to organize support for early child educators through better and more continuous forms of professional development that will empower educators in changing implicit pedagogies and everyday educational practices
Music and its impact on preschool children
No full textGlazba je umjetnost tona koja nas okružuje još od najranijih dana. Sa njome se susrećemo gdje god krenemo. Čujemo je u dućanima, kafićima, igraonicama, raznim društvenim događajima, kada je netko oko nas sluša ili pušta ili kada ju sami slušamo ili proizvodimo. Od davnih dana poznat je bio utjecaj glazbe na pojedinca i društvo te se tako i koristila u razne svrhe. Osvješćivanjem utjecaja i sve većim upoznavanjem s dobrobitima glazbe ona se počinje svrhovitije koristiti u životu, počevši od predškolske dobi. Predškolsko dijete je jedinstveno i sposobno biće kojemu je potrebna podržavajuća i poticajna okolina kako bi se razvilo u sposobnu osobu, ostvarilo kao pojedinac i ispunilo sve svoje potencijale. U tom ostvarenju doprinosi i glazba. Glazba doprinosi razvoju motorike, utječe na kognitivni razvoj djeteta, pomaže u usvajanju govora, potpomaže u socijalnim interakcijama i doprinosi samom socio-emocionalnom razvoju, potiče djecu na igru uz razvoj mašte, razvija kreativnost i umjetničke sposobnosti poput likovne i glazbene. Uz pozitivne utjecaje i dobrobiti glazba može imati i negativni utjecaj na djecu ukoliko se koristi pretjerano i nepravilno. Glazbene dobrobiti u vrtiću ostvaruju se preko glazbenih aktivnosti. Putem glazbenih aktivnosti dijete se izgrađuje i ostvaruje, upoznaje se s glazbom i uči o njoj, razvija svoje glazbene vještine i sposobnosti. Bitno je da glazbene aktivnosti budu pomno i svrhovito izabrane, zanimljive i privlačne djeci. Tu je bitna uloga odgajatelja koji bi trebao biti motivator i poticatelj u dobro osmišljenim, primjerenim i pripremljenim aktivnostima te tako djeci omogućiti potpuni, bogati i korisni susret s glazbom. Profesionalna primjena glazbe u svrhu ublaživanja boli ili uklanjanja negativnih emocija poznata je danas pod nazivom muzikoterapija koja je, ukoliko prilagođena, primjenjiva i kod djece.Music is the art of tone that has surrounded us since the earliest days. We meet her whereve we go. We hear it in shops, cafes, playrooms, various social events, when someone aroun us listens or plays it, or when we listen to i or produce it ourselves. From ancient times, the influence of music on the individual and society has been known and has been used for various purposes. With the awarness of the influence and the growing acquaintance with the benefits of music, it begins to be used more purposefully in life, starting from preschool age. A preschool child is a unique and capable being who needs a supportive and stimulating environment to develop into a capable person, realize as an individual, and fulfill all of their potential. Music also contributes to that. Music contributes to the development of motor skills, affects the child's cognitive development, helps in speech acquisition, supports social interactions and contributes to socio-emotional development, encourages children to play with the development of imagination, develops creativity and artistic abilities such as art and music. In addition to the positive effects and benefits, music can also have a negative effect on children if used excessively and improperly. Musical benefits in kindergarten are realized through musical activities. Through musical activities, the child is built and realized, gets acquainted with music and learns about it, develops his musical skills and abilities. It is important that musical activities are carefully and purposefully chosen, interesting and attractive to children. There is important role of the educator who should be a motivator and encourager in well-designed, appropriate and prepared activities and thus enable children a complete, rich and useful encounter with music. Professional application of music for the purpose of relieving pain or removing negative emotions is known today as music therapy, which, if adapted, is also applicable to children
Use of painting and drawing techniques in art class
No full textLikovna kultura u školi je vrlo važan predmet čiju potrebu ističe Peić (1990) koji navodi da su likovne umjetnosti dio općeg svijeta umjetnosti te da je likovno djelo izraz umjetnika što ga povezuje sa svim elementima koji sastavljaju ljudsku i umjetničku osobnost čovjeka. Babić (1978) objašnjava da je crtež posebna likovna umjetnost, ali isto tako i sastavni dio drugih likovnih umjetnosti (slikarstva, grafike, kiparstva i arhitekture). Bitno je naglasiti da je često ideja nastala prvotno u crtežu. Slikarske tehnike su često zastupljene u nastavi, a Babić (1987) opisuje slikara kao umjetnika čija su djela slike, a slika koju je slikar naslikao je original, samo je slikar jedini autor dijela.
Uporaba slikarskih i crtačkih tehnika na satu likovne kulture je tema koja se sastoji od teorijskog i praktičnog dijela. U teorijskom dijelu spominje se važnost likovne umjetnosti u životu, kreativnost, gledanje djela, likovne tehnike i vrste crtačkih i slikarskih tehnika. U praktičnom dijelu anketnim upitnikom ispituje se učestalost uporabe slikarskih odnosno crtačkih tehnika u nastavi likovne kulture te koliko su učitelji upoznati s njima.Art class in school is a very important subject whose importance is explained by Peić (1990) who states that fine arts are part of the general world of art and that the work of art is an expression of the artist that connects him with all of elements that makes human being and artistic personality. Babić (1978) explains that drawing is a special fine art, but also an integral part of other fine arts (such as painting, graphics, sculpture and architecture). It is important to emphasize that often the idea is first to appear when drawing. Painting techniques are often quite common in teaching, and Babić (1987) describes the painter as an artist whose works are paintings, and the painting that the painter made is the original, only the painter is the one and only author of his art.
The use of painting and drawing techniques in art class is a topic that consists of theoretical and practical part. The theoretical part mentions the importance of fine art in life, creativity, how to watch art, art techniques and the types of drawing and painting techniques. In the practical part, the questionnaire examines the frequency of the use of painting and drawing techniques in art class and how familiar teachers are with them
The role of communication in a child´s education and development
No full textIskustva iz ranog djetinjstva itekako determiniraju razvoj čovjekove ličnosti. Dijete uči po modelu te najčešće nasljeđuje obrasce ponašanja svojih roditelja. Ako roditelj primijeti da se navike i ponašanja kod djeteta moraju mijenjati mora krenuti od sebe ne bi li mu pružio dobar primjer. U prošlosti se malo obraćala pažnja na djetetove potrebe, a često ga se tjelesno kažnjavalo i verbalno zlostavljalo. Posljednjih se desetljeća promijenio pogled na roditeljstvo i dijete te se tradicionalne odgojne metode sve manje i manje koriste. Roditelji sve više prepoznaju i priznaju djetetovu potrebu za ljubavlju, vodstvom i brigom te mu primjenom vještina pozitivnog odgoja omogućuju da razvija važne životne vještine kao što su samopouzdanja, samopoštovanja, poštovanja, suradnje, empatije, ustrajnosti, strpljenja, odgađanja zadovoljstva, dijeljenja, opraštanja itd.
Teorijski dio rada ima za cilj prikazati najprimjerenije oblike komunikacije s djecom te njihov utjecaj na razvoj djece. Elaboriraju se odgojni stilovi te brojni rezultati istraživanja koji ukazuju na značaj kvalitetne komunikacije na relaciji roditelj-dijete-odgajatelj. Rezultati istraživanja pokazuju da ne postoji statistička značajnost u iskazivanju poruka ljubavi i potvrđivanja među roditeljima s obzirom na njihovo obrazovanje, bračni status, spol i broj djece u obitelji. U većini, roditelji su svjesni svoje uloge u životu djeteta te ulažu znatne napore da s djetetom kroz kvalitetnu komunikaciju izgrade blizak i zdrav odnos koji će kao takav doprinijeti njegovom pravilnom rastu, razvoju i učenju. Današnji roditelji komunikaciju prepoznaju kao vrijedan odgojni instrument koji im može pomoći u ostvarivanju željenih odgojnih ciljeva, a brojna istraživanja ukazuju da je upravo ona ključ uspjeha u razvoju djece.Experiences from early childhood very much determine the development of a person's personality. The child learns by model and most often inherits the patterns of behavior of their parents. If a parent notices that the child's habits and behaviors need to change, he must start from himself in order to set a good example. In the past, little attention was paid to a child's needs, and children were often physically punished and verbally abused. In recent decades, the view of parenting and the child has changed, and traditional educational methods are being used less and less. Parents increasingly recognize and acknowledge the child's need for love, guidance and care, and by applying positive parenting skills enable child to develop important life skills such as self-confidence, self-esteem, respect, cooperation, empathy, perseverance, patience, procrastination, sharing, forgiveness, etc.
The theoretical part of the paper aims to present the most appropriate forms of communication with children and their impact on children's development. Educational styles and numerous research results are elaborated, which indicate the importance of quality communication in the parent-child-educator relationship. The results of the research show that there is no statistical significance in the expression of messages of love and confirmation among parents with regard to their education, marital status, gender and number of children in the family. For the most part, parents are aware of their role in the child's life and make significant efforts to build a close and healthy relationship with the child through quality communication that will as such contribute to his proper growth, development and learning. Today's parents recognize communication as a valuable educational instrument that can help them achieve the desired educational goals, and numerous studies indicate that it is the key to success in children's development
The human figure in the artistic expression of the child
No full textLikovni izričaj ljudskog lika, pojavljuje se u likovnom stvaralaštvu djeteta već od
trenutka kad je ono razvojno u stanju držati olovku u ruci. Ono od najranije dobi pokazuje
interes za izražavanjem te je sposobno već od druge godine života ostaviti trag na podlozi. Od
prvih nekontroliranih pokreta ruku počinje razvoj njegovog likovnog izražavanja pa sve od
pojave prvog kruga, preko glavonožaca, do prikaza sličnog odrasloj osobi. Shvaćanje i
razumijevanje čovjeka, kao najkompleksnijeg bića, vidljivo je u raznolikosti dječjeg prikaza
ljudskog lika. U svom općem razvitku djeca cijeloga svijeta prolaze slične faze te je isto tako
i u razvoju likovnog izražavanja. Prema tome, razvojne faze dječjeg likovnog izražavanja ne
samo da su univerzalne, nego i urođene. Promjene tijekom razvoja stvaralaštva kreću od faze
primarnih simbola tijekom koje dijete ovladava sredstvom rada, preko složenih simbola u
kojoj pokušava reprezentirati okolinu, pa sve do faze intelektualnog i vizualnog realizma u
kojoj nestaje spontani dječji izraz i približava se izrazu odraslih. Međutim, iako su razvojne
faze unaprijed određene, vremenski interval nije, stoga ne dolaze sva djeca u iste faze
istodobno. S obzirom da je prikaz ljudskog lika jedan od primarnih tema koje dijete likovno
izražava, bio je poticaj da se u radu posvetim specifičnosti njegova prikaza.The artistic expression of the human figure appears in the child's artistic creativity
from the moment when it is developmentally able to hold a pencil in its hand. It shows an
interest in expression from an early age and is able to leave a mark on the background from
the second year of life. From the first uncontrolled movements of the hands, the development
of his artistic expression begins, from the appearance of the first circle, trhough the
cephalopods to the representation similar to an adult. The understanding and comprehension
of man, as the most complex being, is evident in the diversity of the child’s portrayal of the
human figure. In their general development, children from all over the world go through
similar stages, as well as in the development of artistic expression. Therefore, the
developmental stages of children's artistic expression are not only universal, but also innate.
Changes during the development of creativity range from the phase of primary symbols
during which the child masters the means of work, through complex symbols in which it tries
to represent the environment, to the phase of intellectual and visual realism in which
spontaneous children's expression disappears and approaches adult expression. However,
although the developmental stages are predetermined, the time interval is not, so not all
children come to the same stages at the same time. Since the depiction of a human figure is
one of the primary themes that a child expresses artistically, it was an incentive for me to
focus on the specifics of his portrayal
The Awakening and Fahrenheit 451 - an Archetypal Comparative Analysis
No full textThis thesis presents a comparative analysis of two novels – Fahrenheit 451 by author
Ray Bradbury and The Awakening by author Kate Chopin – using the archetypal literary
criticism approach.
The approach is based on the theory of the psyche of the famous Swiss psychiatrist Carl
Gustav Jung. The first part of this thesis will delineate the basic concepts of his
proposed topography of the mind, namely that of the conscious, personal unconscious,
and collective unconscious layers. As proposed, the interaction of these layers structures
our perception of ourselves and our fellow man affecting our interpretation of events,
and, consequently, our behavior. Particular attention will be given to archetypes –
special forms observed as universally arising from the collective unconscious layer of
the psyche.
The second part will describe the nature of the applied theoretical approach: archetypal
literary criticism. As the name suggest, the principal aim of this type of analysis is to
interpret the plot, events, characters, and themes in the narrative through the lens of
their archetypal symbolic meaning. Critique of the approach will also be represented.
Finally, both aforementioned novels will be analyzed independently as well as subjected
to a comparative examination so as to call attention to the similarities which surface as a
result of this type of theoretical approach. However, one crucial difference in the
development of the story line of both works will be highlighted – that of a successful as
opposed to an unsuccessful individuation process. With both protagonists striving
towards the affirmation and realization of their own nature, i.e. the completion of the
individuation process, one will succeeded in gaining deeper insight and the other will be
engulfed by the depth of their nature.Ovaj rad predstavlja komparativnu analizu dvaju romana – Fahrenheita 451 autora
Raya Bradburyja te Buđenja autorice Kate Chopin – koristeći pristup arhetipske
književne kritike.
Pristup je zasnovan na teoriji psihe poznatog švicarskog psihijatra Carla Gustava Junga.
Prvi dio rada ocrtat će osnovne koncepte njegove predložene topografije uma, naime
svjesnog, osobnog nesvjesnog te kolektivnog nesvjesnog sloja. Kao što je predloženo,
interakcija ovih slojeva strukturira našu percepciju sebe i naših bližnjih utječući na našu
interpretaciju događaja i, posljedično, naše ponašanje. Posebna pažnja bit će posvećena
arhetipovima – posebnim oblicima koji su primijećeni kako univerzalno proizlaze iz
kolektivnog nesvjesnog sloja psihe.
Drugi dio opisat će prirodu upotrebljenog teorijskog pristupa: arhetipske književne
kritike. Kao što ime govori, glavni cilj ove analize je interpretacija radnje, događaja,
likova i motiva koji se javljaju u priči kroz njihovo arhetipsko simbolično značenje.
Kritika ovog pristupa također će biti predstavljena.
Naposlijetku, oba spomenuta romana bit će analizirana zasebno te zatim usporedno
kako bi se uočile sličnosti koje proizlaze iz korištenja ovog teorijskog pristupa.
Međutim, jedna neizostavna razlika u razvoju priče oba djela bit će istaknuta – kontrast
uspješnog naspram neuspješnog proces individuacije. Iako će oba protagonista stremiti
izražaju i spoznaji svoje vlastite prirode, drugim riječima ostvarenju procesa
individuacije, jedan protagonist će uspjeti doći do dublje spoznaje dok će drugi biti
progutan dubinom vlastite prirode
Historical development of collage and assemblage techniques
No full textKolaž i asamblaž slikarske su tehnike koje koriste raznovrsne materijale, koji su najčešće pronađeni u okolini. Kolaž nastaje kombiniranjem dvodimenzionalnih materijala, dok asamblaž nastaje montažom trodimenzionalnih i dvodimenzionalnih materijala (Šuvaković, 2005). Umjetnici često odabiru beskorisne i bezvrijedne predmete, iz svoje svakodnevice, za materijale koje će koristiti u kolažima i asamblažima. Zbog toga se kolaž i asamblaž povezuju s pojmom umjetnosti „otpada“, odnosno junk artom. Pronađeni i neoblikovani materijali su pristupačni i korisni za poticanje kreativnosti jer nisu sugestivni u smislu načina korištenja istih.
U vrtićkoj grupi je, pomoću pripremljenih aktivnosti, planirano potaknuti napredak u različitim dječjim razvojnim područjima. Međusobno povezane stavke čiji je napredak planiran su: divergentno mišljenje, stvaralačka kreativnost, vještine kombiniranja i nadogradnje materijala u prostoru, u sve tri dimenzije, koordinacija i preciznost u manipulaciji materijalima, suradnja među djecom te pozitivni odnos prema likovnom stvaralaštvu.
U dva prijepodneva, u područnom objektu dječjeg vrtića Trešnjevka, djeca u dobi od 4 do 5 godina sudjelovala su u pripremljenim aktivnostima. Tijekom četiri aktivnosti, djeca su stvorila pet asamblaža ogledala, šest asamblaža od neoblikovanih materijala bez korištenja vezivnih sredstava, asamblaž kofera i dva magnetna asamblaža.
Raznovrsnost i brojnost materijala neki su od činitelja koji su potaknuli djecu na slobodno istraživanje i eksperimentiranje u kombiniranju materijala, koje je rezultiralo vrlo kreativnim likovnim rješenjima. Vrtićka grupa odisala je ugodnom stvaralačkom atmosferom, djeca su bila zainteresirana za aktivnosti, puna kreativnosti i spremna na suradnju. Pomoću ovih aktivnosti ostvaren je napredak u različitim dječjim razvojnim područjima, odnosno, omogućen je cjeloviti razvoj djece. Stoga, vrlo je važno provoditi slične aktivnosti u vrtićkim grupama jer pozitivni su učinci na dječji razvoj brojni.A collage and an assemblage are pictorial techniques that use various materials, which are most often found in the surrounding. The collage is created by combining two-dimensional materials, while the assemblage is created by assembling three-dimensional and two-dimensional materials (Šuvaković, 2005). Artists often pick and choose useless and worthless items from their everyday lives as materials that they are going to use in collages and assemblages. Therefore, the collage and the assemblage are being associated with the concept of junk art. Found and loose materials are accessible and useful for boosting creativity because they are not suggestive regarding their usage.
In the kindergarten group, through prepared activities, it was planned to boost progress in various areas of children's development. Interrelated items, whose progress is planned, are divergent thinking, creativity, skills of combining and upgrading materials in space, in all of three dimensions, coordination and precision in manipulating materials, cooperation among children and a positive attitude towards art.
Throughout two forenoons, in the district facility of the kindergarten Trešnjevka, children aged 4 to 5 participated in prepared activities. During the four activities, children created five mirror assemblages, six assemblages made of loose materials without using any binder, a suitcase assemblage and two magnetic assemblages.
The variety and abundance of materials are some of the factors that encouraged children to freely explore and experiment with combining materials, which resulted in very creative artistic solutions. The kindergarten group exuded a pleasant and creative atmosphere, children were interested in activities, very creative and willing to cooperate. Through these activities, progress has been made in various areas of children’s development, that is, the holistic development of children has been enabled. Therefore, it is very important to do similar activities in kindergarten groups because of the numerous positive effects on children's development
The influence of the picture book on children's art
No full textRazvoj likovne kreativnosti od velike je važnosti ponajviše u predškolskoj dobi. Upravo je svrha ovog diplomskog rada prikazati faze razvoja likovnog izraza djece. Kao što i sam naziv ovog diplomskog rada kaže, jedan od glavnih ciljeva jest osvijestiti koliko je slikovnica važan alat kojim možemo nenametljivo potaknuti dječje likovno stvaralaštvo, a i razvoj likovnog izraza djece. Vodeći se činjenicom da je svako dijete individua za sebe, tako treba postupati i u radu. Potrebno je prilagoditi se individualnoj fazi djetetovog likovnog razvoja i mogućnostima. Promatranjem dječjeg procesa rada tijekom likovnih aktivnosti, odgojitelji prikupljaju saznanja o dječjim sposobnostima, osobnim kompetencijama i slično, te samim time organiziraju aktivnosti i potiču likovnu kreativnost. Kvalitetnom motivacijom, dijete će samostalno "krenuti u svijet" likovnosti, baš zato, što je svakom djetetu urođeno istraživanje, kako sebe, tako i svijeta u kojem živi. Kreativnost se može poticati svakodnevno, igrom, zamišljanjima, prizivanjem sjećanja, čitanjem djeci zanimljivih slikovnica, promatranjem kvalitetnih ilustracija. Svakako, kreativnost se može i ometati ispravljanjem dječjih likovnih izričaja ili davanjem slikovnice za bojanje. Treba imati na umu djetetovu fazu razvoja likovnog izraza prema kojoj će mu se omogućiti razvijanje likovne kreativnosti poštujući njegovu dob. Stvaralaštvo nije nešto što se može jednostavno naučiti, jer kao gotovo znanje nigdje niti ne postoji. Stvaralaštvo se može samo poticati i razvijati, ono se može odgajati. Dijete se igrom izražava i likovno stvaralaštvo smatra jednim oblikom svoje igre. U radu je prikazano istraživanje, kako i na koji način slikovnicom utječemo na dječje likovno stvaralaštvo.The development of artistic creativity is of great importance especially in preschool age. The purpose of this thesis is to show the stages of development of children's artistic expression. As the title of this thesis says, one of the main goals is to raise awareness of how important a picture book is as a tool with which we can unobtrusively encourage children's artistic creativity, as well as the development of children's artistic expression. Guided by the fact that every child is an individual for himself, the same should be done in work. It is necessary to adapt to the individual phase of the child's artistic development and possibilities. By observing the children's work process during art activities, educators gather knowledge about children's abilities, personal competencies and the like, and thus organize activities and encourage artistic creativity. With quality motivation, the child will independently "move into the world" of art, precisely because each child is innate research, both himself and the world in which he lives. Creativity can be encouraged on a daily basis, by playing, imagining, recalling memories, reading interesting picture books to children, observing quality illustrations. Certainly, creativity can also be hindered by correcting children’s artistic expressions or giving a picture book for coloring. One should keep in mind the child's stage of development of artistic expression, according to which he will be enabled to develop artistic creativity while respecting his age. Creativity is not something that can be easily learned, because as ready-made knowledge it does not even exist anywhere. Creativity can only be encouraged and developed, it can be nurtured. The child expresses himself through play and considers artistic creation as one form of his play. The paper presents research on how and in what way we influence children's art with our picture books
The Role of the Environment in the Education of Early and Preschool Children
No full textU ovome radu prikazane su perspektive utjecaja okoline na dijete rane i predškolske dobi. Koristi se Bronfenbrennerova teorija ekoloških sustava kao baza za analizu utjecaja okoline u odgoju djeteta. Važno je razumjeti kako određeni čimbenici okoline djeluju na razvojne aspekte djeteta. U modelu ekoloških sustava, okolina se definira kao niz međusobno isprepletenih slojeva, od kojih oni koji su najbliže – najviše utječu na dijete, dok oni koji su najudaljeniji utječu najmanje. Dijete je samo središte od kojeg sve počinje. Njegov razvoj je integriran s okolinom koja ga okružuje i koja (in)direktno utječe na njegove kompetencije. Prvi je mikrosustav u kojega spadaju najbliži primarni članovi zajednice – obitelj, vršnjaci, odgojitelji, crkva i sl. U mikrosustavu, dijete stječe osnovne vještine, koje će koristiti u budućnosti za stvaranje i održavanje skladnih odnosa. Pronalazi vrijednosti koje njegova obitelj prenosi dalje i shvaća da je obitelj jedna zajednica koja se zajedno bori protiv problema i na kraju zajednički pronalazi rješenje. Nisu sve obiteljske zajednice povoljnog socioekonomskog statusa, stoga djeca koja dolaze iz siromašnijih obitelj (uz obitelj koja zna kako i gdje) mogu naučiti kako tražiti pomoć u okolini koja ga okružuje. Drugi sloj u teoriji ekoloških sustava - mezosustav se interpretira kao kvaliteta odnosa između djetetovih mikrosustava. Prednost imaju obitelji s djecom koja surađuju s dionicima vrtića, koji se informiraju i aktivno sudjeluju u svim obavezama koje se tiču djeteta. Egzosustav, u koji spada lokalna zajednica, škola, mediji, zdravstvene ustanove i sl., danas imaju najšire djelovanje, kojim utječu na stvaranje drugačijih kultura obitelji, te oblikuju nove vrijednosti u društvu. Na kraju, sve ovisi o zajedničkoj podjeli odgovornosti svih čimbenika, uključenih u ostvarivanje rezultata odgojno-obrazovnog djelovanja, a to je - sretno, samostalno i zadovoljno dijete.This work presents the perspectives of the impact of the environment on the child of early and preschool age. Bronfenbrenner’s theory of ecological systems is used as a base for analyzing the impact of the environment in child upbringing. It is important to understand how certain environmental factors affect a child’s developmental aspects. In the model of ecological systems, the environment is defined as a series of intertwined layers, of which those closest to - most affect the child, while those furthest affect the least. The child is the center from which everything begins. Its development is integrated with the environment that surrounds it and which (in)directly affects its competencies. The first is the microsystem, which includes the closest primary members of the community - family, peers, educators, church, etc. In the microsystem, the child acquires basic skills, which he will use in the future to create and maintain harmonious relationships. Child finds the values his family conveys further and realizes that the family is one community that fights the problem together and eventually finds a common solution. Not all family communities have favorable socioeconomic status, so children who come from poorer families (with a family that knows how and where) can learn how to seek help in the environment that surrounds it. The second layer in the theory of ecological systems - the mesosystem is interpreted as the quality of the relationship between the child's microsystems. Families with children who work with kindergarten stakeholders are preferred, who are informed and actively involved in all obligations concerning the child. The exosystem, which includes the local community, school, media, health facilities, etc., today has the broadest action, which affects the creation of different family cultures, and shapes new values in society. Finally, it all depends on the common division of responsibilities of all factors, involved in achieving the results of educational activities, and that is - a happy, independent, and satisfied child
Kindergarten science: Creative learning during the last year in kindergarten
No full textDijete je istraživaĉ od samoga roĊenja te od prvoga dana života teži otkriti stvari i pojave u svojoj okolini, njihovu meĊusobnu povezanost i njegov utjecaj na njih. U takvom je djetetovom ponašanju lako uoĉiti i njegovu potrebu za inventivnošću i kreativnošću. Unatoĉ razliĉitim definiranjima pojma kreativnosti, teorije prepoznaju istu bit, odnosno osobine kreativnosti. Kreativni pojedinac uočava, doživljava i kombinira stvari na nov, svjež, neuobiĉajen naĉin te kreativni pojedinac proizvodi nove, neuobiĉajene ideje i djela. Koliko su kreativnost i njezino poticanje važni u odgoju i obrazovanju predškolskog djeteta, vidljivo je u Nacionalnom kurikulumu ranog i predškolskog odgoja i obrazovanja (2014), ĉija naĉela poĉivaju na vjerovanjima da je svako dijete kreativno biće sa specifiĉnim stvaralaĉkim i izražajnim potencijalima te se kreativnost smatra sastavnicom cjelokupnog odgojno – obrazovnog procesa vrtića i utkana je u sve segmente kurikuluma. TakoĊer, jasno je da su kreativnost i igra meĊusobno povezani, jer igrom dijete pronalazi i iskazuje svoju originalnost, fluentnost, sposobnost preoblikovanja, analize, sinteze i povezivanja dijelova u cjelinu. Da bismo s djecom provodili bilo kakav oblik odgojno – obrazovnih aktivnosti, potrebno je razumjeti djetinjstvo kao razdoblje brzog i složenog razvoja kao i da utjecaji iz ranog djetinjstva utjeĉu na kasniji razvoj; a dijete kao jedinstveno i cjelovito biće sa svojim individualnim razvojnim karakteristikama. Nadalje, djeca najbolje uĉe u igri i uz istraživaĉke i druge aktivnosti koje su za njih svrhovite te se time osnažuje njihov samoorganizacijski, istraživaĉki i otkrivaĉki potencijal. Da bismo im to omogućili, potrebno je poslužiti cjelokupno, poticajno ljudsko i predmetno okruženje. Odnosno, pružiti im poticajne istraživaĉko – spoznajne predmete i aktivnosti koje potiĉu istraživanje i razvoj djeĉjeg znanja, promišljanja i iskustva o pojedinim stvarima i pojavama u njihovom okruženju.A child is a researcher from birth and from the first day of life strives to discover things and phenomena in his environment, their interconnectedness and its impact on them. It is easy to notice the child's need for inventiveness and creativity in such behavior. Despite different definitions of the concept of creativity, theories recognize the same essence, or characteristics of creativity. The creative individual notices, experiences and combines things in a new, fresh, unusual way, and the creative individual produces new, unusual ideas and actions. The importance of creativity and its encouragement in the upbringing and education of preschool children is evident in the National Curriculum of Early and Preschool Education (2014), whose principles are based on the belief that every child is a creative being with specific creative and expressive potential, a component of the entire educational process of the kindergarten and is woven into all segments of the curriculum. In addition, it is clear that creativity and play are interrelated, because through play the child finds and expresses his originality, fluency, ability to reshape, analyze, synthesize and connect the parts as a whole. In order to carry out any form of educational activities with children, it is necessary to understand childhood as a period of rapid and complex development, as well as that the influences from early childhood affect later development; and the child as a unique and complete being with its own individual developmental characteristics. Furthermore, children learn best in play and with research and other activities that are purposeful for them, thus strengthening their self-organizing, research and discovery potential. To enable them to do so, it is necessary to serve them the entire, stimulating human and subject environment. That is, to provide them with stimulating research - cognitive subjects and activities that encourage research and development of children's knowledge, thoughts and experiences about certain things and phenomena in their environment