University of Zagreb Faculty of Teacher Education - Digital repository
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Discipline management in primary education
No full textDisciplinski problemi i problematično ponašanje kod učenika su ozbiljan stresor kod učitelja. Područje je rada učitelja gdje se najčešće iskuse poteškoće, a i čest je slučaj da se studenti učiteljskih fakulteta osjećaju nekompetentno prije ulaska u učionicu. Cilj ovoga rada je osvijestiti važnost discipline u školi i u svakodnevici te kako ju učinkovito uspostaviti. Iako pojam discipline može zvučati kao bezuvjetna poslušnost i podređenost, ona to ne mora biti. Zapravo, u skladu s današnjim zahtjevima odgoja i obrazovanja, ona to ne može biti. Disciplina je preduvjet uspješnog učenja i poučavanja, a cilj je kod učenika razviti samodisciplinu. Aktualna istraživanja su dokazala kako samodisciplina ima veći utjecaj na akademski uspjeh od akademskog talenta (Duckworth i Seligman, 2005). Neki modeli discipline se uspješno i danas provode, a posebna će se pozornost usmjeriti prema pozitivnoj psihologiji Jane Nelsen, teoriji izbora Williama Glassera te restituciji Diane Gossen. Brojna literatura predlaže korisne mjere uspostavljanja razredne discipline, a u radu će se posebno osvrnuti na ulogu kazni i nagrada, njihovoj (ne)učinkoitosti. Samodisciplina se ne može potaknuti na silu. Učenici biraju svoja ponašanja, a zadaća je učitelja pomoći odabrati dobar izbor. Samodisciplina zahtijeva pogled prema dugoročnoj dobrobiti učenika koji se na temelju svojih interesa, sposobnosti i mogućnosti razvija, uči oblikovati vlastiti život i nadvladati samoga sebe. Na kraju, ishod bi trebali biti učenici koji samostalno mogu upravljati svojim učenjem i kontrolirati svoje ponašanje.Disciplinary problems and problematic behavior in students are a serious stressor for teachers. It is the area of teachers' work where difficulties are most often experienced, and it is often the case that teachers' university students feel incompetent before entering the classroom. The aim of this paper is to raise awareness of the importance of discipline in school and in everyday life and how to establish it effectively. While the notion of discipline may sound like unconditional obedience and subordination, it doesn’t have to be. In fact, in keeping with today’s demands of upbringing and education, it can’t be. Discipline is a prerequisite for successful learning and teaching, and the goal is to develop self-discipline in students. Current research has shown that self-discipline has a greater impact on academic success than academic talent (Duckworth and Seligman, 2005). Some models of the discipline are still successfully implemented today, and special attention will be paid to the positive psychology of Jane Nelsen, the choice theory of William Glasser and the restitution of Diana Gossen. Numerous literature suggests useful measures for establishing class discipline, and the paper will pay special attention to the role of punishments and rewards, their (ine) effectiveness. Self-discipline cannot be encouraged by force. Students choose their behaviors, and it is the teacher’s job to help them make good choices. Self-discipline requires a view of the long-term well-being of students who, based on their interests, abilities and capabilities, develop, learn to shape their own lives and overcome themselves. Ultimately, the outcome should be students who can independently manage their learning and control their behavior
The insurance of well being of early and preschool aged children with ADHD
No full textPoremećaj pozornosti s hiperaktivnošću – ADHD, jedan je od najčešćih dječjih poremećaja. ADHD kognitivni je i bihevioralni poremećaj kojeg karakteriziraju simptomi nepažnje, hiperaktivnosti i impulzivnosti. Neki stručnjaci smatraju kako se uz osnovna tri simptoma pojavljuju dodatna dva problema : teškoće u slijeđenju pravila i uputa i velika raznolikost odgovora na različite situacije. Zbog svojeg ponašanja djeca s ADHD-om znatno odstupaju od svojih vršnjaka. Njihovo ih ponašanje često dovodi u probleme s okolinom te se često nalaze u nepogodnim situacijama. No, djeca s poremećajem pozornosti s hiperaktivnošću nisu poremećaj ili problem, nego u najvažnijem pogledu – djeca. Upravo zato, da bi se izbjegla socijalna izolacija djeteta, potrebno je pravovremeno otkriti poremećaj. Kako bi se dijete razumjelo, od iznimne je važnosti edukacija roditelja, odgojitelja i nastavnika. Takva djeca imaju razne talente, puna su zamisli, kreativna i prilagodljiva su te vole istraživati. Imajući na umu djetetove snage i slabosti, obitelj i odgojitelj zajedno sa stručnim suradnicima mogu osigurati da dijete s ADHD-om ostvari sve svoje potencijale te vodi sretan i ispunjen život.Attention deficit hyperactivity disorder (ADHD) is one of the most common disorder in childhood. ADHD is a cognitive and behavioral disorder characterized by inattention, hyperactivity and impulsivity. Some experts believe that in addition to the three main symptoms, two additional problems appear: difficulties in following rules and instructions and a great variety of responses to different situations. Due to their behavior, children with ADHD deviate significantly from their peers. Their behavior often gets them into problems with the environment and they often find themselves in unfavorable situations. However, children with attention deficit hyperactivity disorder are not a disorder or a problem, but in the most important aspect – children. This is precisely why, in order to avoid social isolation of the child, it is necessary to detect the disorder in a timely manner. In order to understand the child, the education of parents, educators and teachers is extremely important. Children with ADHD have various talents, are full of ideas, creative, adaptable and love to explore. Keeping in mind the child's strengths and weaknesses, family and the educator, together with professional colleagues, can ensure that the child with ADHD realizes all its potential and leads a happy and fulfilling life
Early education teachers' experiences with using stories to help children cope with crisis
No full textU životu se ponekad događaju situacije koje znaju biti poprilično neugodne i bolne. Nažalost kroz takve situacije prolaze i odrasli i djeca te se one ne mogu izbjeći. Bitnu ulogu u rješavanju i suočavanju s kriznim situacijama ima okolina. Djeca koja su izložena kriznim situacijama trebaju podršku i razumijevanje od strane obitelji, ali i od strane vrtića. Kako bi djetetu olakšali prolazak kroz kriznu situaciju odgojitelji mogu ponuditi razne problemske slikovnice koje će im pomoći u prepoznavanju i rješavanju problema koje donosi krizna situacija. Temeljni cilj i zadatak ovog diplomskog rada je saznati koliko su odgojitelji upoznati s problemskim slikovnicama te kakva su njihova dosadašnja iskustva u primjeni takvih slikovnica u radu s djecom u krizi. Istraživanje je provedeno pomoću polustrukturiranih intervjua u kojima je sudjelovalo deset odgojiteljica na području grada Zagreba i Zagrebačke županije. Provedenim istraživanjem dobiven je uvid u vlastita iskustva i mišljenja odgojitelja o primjeni problemskih slikovnica i pružanju podrške djeci u kriznim situacijama. Rezultati istraživanja pokazali su da odgojiteljice u radu s djecom u krizi primjenjuju problemske slikovnice po potrebi odnosno pojavom određene krizne situacije. Rezultati su također pokazali da su njihova iskustva s problemskim slikovnicama pozitivna te da im pomažu u rješavanju kriznih situacija. Većina ispitanih odgojiteljica smatra da su problemske slikovnice korisne, no smatraju da je važnije djetetu pružiti sigurnost, podršku, razumijevanje i povjerenje. Iako se većina ispitanih odgojiteljica smatra kompetentnima u radu s djecom u krizi svejedno naglašavaju kako im je potrebna dodatna pomoć stručnih suradnika te dodatne radionice i edukacije koje se bave djecom u krizi.Sometimes in life there are situations that can be quite uncomfortable and painful. Unfortunately, both adults and children go through such situations and they cannot be avoided. The environment that surrounds us plays an important role in dealing with and resolving crisis situations. Children who are exposed to crisis situations need support and understanding from their families as well as kindergartens. In order to alleviate the crisis situations for children, educators can offer various problem picture books that help children identify and solve problems brought about by the crisis situation. The basic goal and task of this thesis is to find out how much educators are familiar with problem picture books and what were their previous experiences in the application of such picture books in working with children in crisis. The research was conducted using semi-structured interviews in which ten educators from the city of Zagreb and Zagreb County participated. The conducted research provided insight into the educators' own experiences and opinions in the application of problem picture books and providing support to children in crisis situations. The results of the research showed that educators in working with children in crisis use problem picture books as needed, ie when a certain crisis situation arises. The results also showed that their experiences with problem picture books are positive and help them resolve crisis situations. Most of the educators surveyed think that problem picture books are useful however they think that it is more important to provide the child with security, support, understanding and trust. Although most of the surveyed educators consider themselves competent in working with children in crisis, they still emphasize that they need additional help from professional associates and additional workshops and education about children in crisis
Picture book as motivation for learning mathematical and artistic concepts
No full textTema ovog završnog rada je slikovnica kao poticaj za usvajanje matematičkih i likovnih pojmova i sastoji se od dva dijela: teorijskog i praktičnog dijela. U teorijskom dijelu rada donosi se pregled samog značenja pojma slikovnice sa gledišta različitih autora kao i sažeti prikaz njezinih najvažnijih funkcija. Također se donosi i kratki pregled povijesti hrvatske slikovnice kao i različite vrste slikovnica koje se mogu primjenjivati u odgojno-obrazovnom radu s djecom. Nadalje, u ovome završnom radu odgovara se i na pitanje o važnim obilježjima kvalitetne slikovnice te o njezinu utjecaju na različita područja dječjeg razvoja. Radi toga, važno je razumjeti slikovnicu kao vrstu umjetničkog djela koja ima svoju i likovnu kao i tekstualnu vrijednost. Odgojno-obrazovne ustanove trebale bi biti usmjerene prema potrebama djece i zadovoljavati njihovu urođenu znatiželju i poriv za istraživanjem. Stoga, od velike je vrijednosti koncept matematičke slikovnice u ustanovama ranoga i predškolskog odgoja i obrazovanja. U drugome, praktičnom dijelu rada, donosi se sami prikaz postupaka izrade slikovnice koja sadrži matematičke aspekte iz područja geometrije kao i likovne aspekte vezane uz nazive i miješanje osnovnih boja. Postupak koji se koristio pri izradi ilustracija je taktilni materijal (filc), a ilustracije su zatim fotografirane i uređivane u programu Photoeditor i Paint 3D uz dodavanje teksta. Tekst je izvorno osmišljen za potrebe ovoga završnog rada te je pisan u stihovima i rimi. Cilj ovog završnog rada je isticanje važnosti primjene matematičkih pojmova te njezina integracija s književnosti i likovnom umjetnosti u ranim i predškolskim odgojno-obrazovnim ustanovama i to kroz sredstva koja su djeci privlačna i svakodnevno dostupna, a jedno od tih sredstava svakako je i slikovnica kao prva knjiga koju dijete istražuje i proučava.The topic of this final work is a picture book as incentive for learning mathematical and artistic concepts and it consists of two parts: theoretical and practical. In the theoretical part, there is an overview of the meaning of the term picture book from the viewpoints of different authors as well as the brief summary of its most important functions. There is as well a brief summary of the history of the Croatian picture book and also of the different kinds of picture books that can be applied in the educational work with children. Furthermore, in this final work the question of the most important features of the quality picture book and its impact on different areas of child development is being answered. Because of that, it is important to understand a picture book as a work of art that has both artistic and textual value. Educational institutions should be focused on the needs of children and enable them to satisfy their innate curiosity and urge to explore. Therefore, the concept of mathematical picture book has a significant value in the preschool institutions. In the second, practical part of this work, the procedure of making a picture book that contains mathematical aspects in the field of geometry as well as artistic aspects related to the names and mixing of basic colors is being presented. The procedure used for making the illustrations was tactile material (felt), after which the illustrations were photographed and edited in the following image editing programs: Photo editor and Paint 3D with the addition of text. The text is originally designed for the purpose of this final work and it is written in verse followed by rhyme. The aim of this final work is to emphasize the importance of applying mathematical concepts and its integration with literary and artistic notions in preschool institutions by using means that are engaging and easily accessible, one of such being a picture book as the first book which the child encounters and explores
Children's Fingers as a Didactic Tool in Learning Mathematical Content
No full textOdrasli, ali i djeca aktivni su izvoditelji matematičkih radnji, a da toga često nisu niti svjesni. Zato se od početka učenja matematičkih sadržaja djeci treba pristupiti na primjeren način, čime se i bavi ovaj rad. U radu se opisuje psihološki aspekt matematičke edukacije, kao i matematička tranzicija koja podrazumijeva kontinuirani razvoj predmatematičkih vještina uz redovito korištenje konkretnog materijala. Pregled literature pokazuje da je korištenje didaktičkoga materijala benefit za daljnji razvoj djeteta, a u radu se daju primjeri za rad u praksi. Također, u sklopu ovoga rada provedeno je kvalitativno istraživanje koje se fokusira na aktivnosti koje uključuju prste kao didaktičko sredstvo za učenje pojma broja, brojanja te zbrajanja i oduzimanja. Cilj istraživanja bio je odgovoriti na pitanja za koje didaktičke materijale s upotrebom prstiju ispitani učenici pokazuju poseban interes te kako ih koriste. Rezultati su pokazali da materijali mogu biti korišteni u različite matematičke svrhe. Uviđa se i da učenici prvih razreda najveći interes pokazuju za aktivnosti koje uključuju prste kao sredstvo za učenje pojma broja, a uz korištenje konkretnih materijala matematiku percipiraju kao igru. Ovaj rad pokazuje da su potrebni volja i kreativnost učitelja i odgojitelja da se djeci približe apstraktni matematički sadržaji te da se osvijesti važnost matematike u svakidašnjici.Both adults and children are active performers in mathematical activites, without often even being aware of it. That is why we have to find an appropriate way to approach children from the beginning of learning mathematical contents, which is the topic of this paper. The paper describes the psychological aspect of mathematical education, as well as the mathematical transition, which includes the continuous development of pre-mathematical skills with the regular use of concrete materials. A review of literature shows that the use of didactic materials is a benefit for further development of the child, and the paper gives examples of how this works in practice. Additionally, qualitative research was conducted as a part of this paper, with a focus on activities that involve using fingers as a didactic tool for learning the concept of numbers, counting, and addition and subtraction. The aim of the research was to answer the question which didactic materials that involve using fingers students showed special interest in, and how they used them. The results showed that the materials can be used for various mathematical purposes. Furthermore, first grade students showed the greatest interest in activities that include fingers as a means of learning the concept of numbers. In addition, with the use of specific materials, they perceived mathematics as play. This paper shows the importance of teachers' and educators' willingness and creativity in making abstract mathematical contents more understandable to children, and in raising the awareness about the importance of mathematics in everyday life
Application of Orff Scuhlwerk and Orff instrumentation in primary education
No full textGlazba je važna sastavnica u životnom razvoju svakog djeteta i zato je neizmjerno važno osigurati kvalitetnu nastavu glazbe u prva tri razreda osnovne škole, kada učenike kroz odgojno-obrazovni proces vode razredni učitelji. Kako bi nastava glazbe ostvarila ishode i aktivnosti koje su kurikulumom predviđene, učitelj mora biti uvjeren i siguran u vlastite kompetencije. Tijekom učiteljskog studija studenti stječu glazbeno obrazovanje koje obuhvaća znanja iz teorije glazbe, vještine sviranja glazbenog instrumenta uz pjevanje te metodičke kompetencije za izvođenje sata Glazbene kulture. Cjeloživotno obrazovanje, produbljivanje znanja i vještina te učiteljevih kompetencija je ključno za učiteljsku profesiju koja uvijek treba težiti što kvalitetnijoj razini ostvarivanja nastavnog procesa. U učiteljske kompetencije pripada i proširivanje znanja kroz alternativne pristupe glazbi. Kao što u općoj pedagogiji postoje različiti alternativni pristupi, s kojima se studenti upoznaju tijekom učiteljskog studija u glazbenoj pedagogiji također postoje razni alternativni glazbeno-pedagoški pristupi koji su se javili početkom 20. stoljeća, o kojima studenti tijekom studija prime vrlo malo informacija. Najpoznatiji takvi pristupi su Orff-Schulwerk, Suzuki metoda, metoda E. Jacques Dalcrozea, Kodályjev pristup, glazbeno-pedagoški koncept E. Willemsa te funkcionalna muzička pedagogija hrvatske glazbene pedagoginje Elly Bašić. Svi se ovi pristupi temelje na otvorenom glazbeno-pedagoškom principu prema kojem se vjeruje da svaki učenik ima glazbeni potencijal. Ovaj rad će istražiti primjenjuju li se Orff Schulwerk i Orff instrumentarij u primarnom obrazovanju u Republici Hrvatskoj na nastavi Glazbene kulture i, ako da, kolika je učestalost te primjene. Cilj rada je, na temelju ankete, ispitati koliko su učitelji primarnog obrazovanja upoznati s Orff Schulwerk pristupom, Orffovim instrumentarijem i tjeloglazbom te primjenjuju li iste u radu s učenicima. Anketa se sastoji od pitanja vezanih uz upoznavanje alternativnih glazbeno-pedagoških pristupa s početka 20. stoljeća tijekom studija i izvan njega, uz poznavanje Orff Schulwerk pristupa, Orff instrumentarija te primjenu istih u nastavi Glazbene kulture. Istraživanje je provedeno u Republici Hrvatskoj na učiteljima primarnog obrazovanja (N=143) te ukazuje na potrebu promjene u pristupu glazbenome odgoju i obrazovanju počevši od obrazovanja studenata, a zatim i revizije pristupa glazbenom odgoju i obrazovanju u osnovnim školama, u smislu kreativnijih i slobodnijih glazbeno-pedagoških pristupa, poput značajnije uporabe Orff Schulwerka ili samog Orffovog instrumentarija.Music is an important component in the life development of every child and that is why it is extremely important to ensure quality music teaching in the first three grades of primary school, when students are led by class teachers through the educational process. In order for music teaching to achieve the outcomes and activities provided by the curriculum, the teacher must be confident in their own competencies. During the teacher's study, students acquire music education, which includes music theory knowledge, skills of playing a musical instrument while singing and methodological competencies for carrying out the Music Culture class. Lifelong learning, deepening of knowledge, skills and teaching competencies are crucial if the teacher wants to keep their teaching at a certain level of quality, and this includes the broadening of knowledge through some alternative approaches to music. As there are various alternative approaches in general pedagogy, which students get acquainted with during teacher training, in music pedagogy also exist various alternative music-pedagogical approaches that emerged in the early 20th century, about which students receive very little information during their studies. The most famous such approaches are the Orff-Schulwerk, the Suzuki method, the method of E. Jacques Dalcroze, Kodály's approach, the music-pedagogical concept of E. Willems and the functional music pedagogy of Croatian music pedagogy Elly Bašić. All these approaches are based on the open music-pedagogical principle according to which every student is believed to have musical potential. This paper will examine whether Orff Schulwerk and Orff instruments are used in primary education in the Republic of Croatia in the teaching of Music Culture and, if so, how often. The aim of the paper is to examine how familiar primary school teachers are with Orff Schulwerk approach, Orff's instruments and body music, and whether they apply them in their work with pupils. The survey consists of questions related to the introduction of alternative music-pedagogical approaches from the beginning of the 20th century during and outside studies, questions related to knowledge of the approach of Orff Schulwerk, Orff instruments and their application in the teaching of Music Culture. The research conducted in the Republic of Croatia on primary school teachers (N=143) indicates the need for change in the approach to music education starting with student education, and then revising the approach to music education in primary schools, in terms of more creative and free music-pedagogical approaches, such as the more significant use of Orff Schulwerk or Orff’s instrumentation itself
Violence prevention in primary schools
No full textŠkola bi trebala biti sigurno mjesto za život, rast, odgoj i obrazovanje djece i mladih. Međutim, to uvijek nije tako te se i u školama nerijetko događa nasilje. Nasilje se može definirati kao svjesno i namjerno neprihvatljivo ponašanje kojim se nanosi psihička ili fizička bol drugoj osobi. U literaturi nasilje se najčešće dijeli na fizičko, verbalno, relacijsko i spolno nasilje, a u današnje vrijeme sve je češći oblik elektroničkog nasilja odnosno nasilja preko interneta. Postoje različiti uzroci nasilničkog tj. agresivnog ponašanja, a jedan od njih može biti neadekvatna briga o djetetu odnosno roditeljsko nedovoljno posvećivanje pažnje što može dovesti do razvoja agresivnog ponašanja kod djeteta. Škola je odgovorna za bilo koji oblik nasilja koji se u njoj događa te treba preventivno djelovati na njega. Prevencija se opisuje kao znanstvena disciplina kojoj je cilj spriječiti neprihvatljive radnje tj. neprihvatljiva ponašanja pomoću unaprijed osmišljenih mjera i strategija. Različite su razine prevencije pa tako postoji primarna, sekundarna i tercijarna prevencija. Primarnom prevencijom utječe se na cjelokupno društvo kroz razne edukacije, sekundarnom se prevencijom stavlja fokus na pojedince koji pokazuju tendenciju pojave rizičnog ponašanja, dok se tercijarnom prevencijom usmjerava pozornost na onu djecu koja su bila sudionici nasilja, bilo kao žrtva ili kao počinitelj te se pokušavaju umanjiti posljedice takvog ponašanja, ali i spriječiti daljnje pojave istog. Osim škole, preventivno mogu djelovati i roditelji na način da svome djetetu osiguraju siguran dom u kojemu će dijete zadovoljiti svoje potrebe te razviti samopouzdanje, ali i imati slobodu izražavanja svojih vlastitih misli i osjećaja. Cilj ovog rada je ukazati na sve negativne posljedice nasilničkog i agresivnog ponašanja te potrebu preventivnog djelovanja.A school should be a safe space for children and youth, a space for their life, growth, upbringing and education. However, that is not always the case, and often schools are places where violence occurs. Violence can be defined as a conscious and deliberate unacceptable behavior that inflicts psychological and physical pain to another individual. In literature, violence is usually categorized as physical, verbal, relational and sexual. Today, there is an increasing number of electronic violence or violence over the internet. There are various causes of violent and aggressive behavior, one of them can be an inadequate care of the child where parents do not give enough attention to the child which can lead to the development of aggressive behavior. Schools are responsible for any form of violence that happens on its premises so it must act preventatively to it. Prevention is described as a scientific discipline that has a goal of preventing unwanted actions and behaviors by employing pre-designed measures and strategies. There are different levels of prevention: primary, secondary and tertiary. Primary prevention effects the whole population through education. Secondary prevention puts the focus on the individual that shows a tendency for risky behavior. Tertiary prevention focuses on children that were participants in violence, be it as the victim or the perpetrator, it attempts to reduce the effects of that behavior and prevent it from repeating. Parents can, alongside schools, act preventatively by ensuring that their child has a safe home that fulfils all its needs and allows the child to develop confidence while having the freedom to express its thoughts and feelings. The aim of this work is to point to all the negative effects of violent and aggressive behavior and the need for preventative action
Creative Approach to Required Reading using the example of Lyman Frank Baum's The Wizard of Oz
No full textČitanjem čovjek obogaćuje život mnogobrojnim iskustvima. Čitanjem se potiče mašta i znatiželja, proširuje se vokabular, poboljšava se pamćenje i koncentracija te se razvija kritično mišljenje. Knjiga nas uvodi u druge svjetove, omogućuje da čovjek upozna sebe i druge oko sebe, razvija čovjeka kao intelektualno biće i oplemenjuje njegova razmišljanja i spoznaje. Lektira u primarnom obrazovanju ima zadatak upoznati djecu s različitim književnim vrstama i djelima. Korištenjem kreativnih zadataka, učitelji potiču učenike na čitanje književnih djela, maštovitim i dinamičnim lektirnim satima potiču ih na razmišljanje o pročitanome djelu te time motiviraju učenike za daljnje čitanje. Bitno je poznavanje sastavnica koje su potrebne za razumijevanje književnog jezika i poznavanje važnosti lektire kao sredstva za poticanje čitanja. Temeljna i dubinska analiza književnog djela važna je kao polazište učenikovog učenja jezika te upoznavanja materinskog jezika i jezika književne umjetnosti. Kreativni pristup lektiri podrazumijeva korištenje maštovitih i kreativnih ideja kao polazište za usvajanje nastavnih sadržaja književnosti. Ideje se temelje na znanstveno utemeljenim činjenicama i spoznajama iz matične i drugih znanosti. Korištenje kreativnog pristupa lektiri kod učenika budi maštu i znatiželju koje direktno utječu na ljubav prema čitanju i knjizi. U radu će se, na primjeru djela Čarobnjak iz Oza Franka Lymana Bauma, istražiti potencijal kreativnog pristupa lektiri. Ukratko će se objasniti važnost čitanja i lektire, objasniti važnost kreativnog pristupa lektiri te opisati kako bi trebao izgledati kreativni sat lektire na primjeru djela Čarobnjak iz Oza Franka Lymana Bauma.By reading, people enrich life with many experiences. Reading expands imagination and curiosity, expands vocabulary, improves memory and concentration, and develops critical thinking. The book introduces us to other worlds, enables man to know himself and others around him, develops man as an intellectual being, and ennobles his thoughts and cognitions. Reading in primary education, as teaching content, has the task of introducing children to different literary genres and works. By using creative tasks, teachers encourage students to read literary works, imaginative and dynamic reading lessons encourage them to think about the read work and thus motivate students to continue reading. It is essential to know the components needed to understand literary language and to know the importance of reading as a means of encouraging reading. A thorough analysis of a literary work is important as a starting point for the student's language learning and learning about the mother tongue and the language of literary art. The creative approach to reading implies the use of imaginative and creative ideas as a starting point for the adoption of teaching content of literature. Ideas are based on scientifically based facts and knowledge from the native and other sciences. Using a creative approach to reading arouses students' imagination and curiosity, which directly influences their love of reading and books. The paper will explore the potential of a creative approach to reading on the example of the work The Wizard of Oz by Frank Lyman Baum. It will briefly explain the importance of reading and reading, explain the importance of a creative approach to reading and describe what a creative reading lesson should look like in the example of the work The Wizard of Oz by Frank Lyman Baum
Differences in motor abilities of children football players and control group
No full textCilj istraživanja je utvrditi razlike u motoričkim sposobnostima između djece koja treniraju nogomet i djece koja se ne bave sportom (kontrolna skupina). Istraživanje je provedeno na uzorku od 60 sudionika u dobi od šest godina. Kontrolnu skupinu (N=30) sačinjavali su dječaci, polaznici starijih vrtićkih skupina koji se ne bave sportom, dok su u eksperimentalnoj skupini (N=30) bili dječaci iste dobi, koji treniraju nogomet dva puta tjedno po sat vremena u školi nogometa iz Zagreba. Testiranje motoričkih sposobnosti ispitano je pomoću sljedećih varijabli: MRSJNK-stajanje jedna noga kocka (za procjenu ravnoteže), MKPN-poligon natraške (procjena koordinacije), MST30-trbušnjaci u 30s (procjena repetitivne snaga), MSDM-skok u dalj iz mjesta (test za procjenu eksplozivne snage), MBTR-taping rukom 10s (procjena brzine), MFSR-pretklon trupa (test za procjenu fleksibilnosti) i MI90-trčanje u 90s (procjena izdržljivosti). Za obradu dobivenih podataka korišten je program SPSS 23. Za ispitane varijable izračunati su osnovni i disperzivni parametri: aritmetička sredina, standardna devijacija minimalna vrijednosti maksimalna vrijednost. Razlike u motoričkim sposobnostima između kontrolne i eksperimentalne skupine utvrđene su ANOVA programom, a razina statističke značajnosti je 0.05. Na temelju dobivenih rezultata može se zaključiti kako su djeca uključena u nogometni trenažni proces ostvarila statističku značajnost razlike u testovima za procjenu koordinacije, repetitivne snage, brzine i izdržljivosti u odnosu na djecu koja nisu uključena u trenažni proces. U testovima za procjenu ravnoteže, eksplozivne snage i fleksibilnosti nisu utvrđene značajne razlike, iako su nogometaši postigli nešto bolje rezultate u i ovim mjerenjima. Temeljem navedenog možemo zaključiti kako je potvrđena hipoteza da će djeca koja treniraju nogomet ostvariti bolje rezultate u motoričkim sposobnostima u odnosu na djecu koja se ne bave sportom.The aim of the research is to determine the differences in motor skills between children who train football and children who do not play sports (control group). The study was conducted on a sample of 60 participants aged six years. Control group (N=30) consisted of boys, students of preschool groups who do not play sports, while in the experimental group (N=30) were boys of the same age, who train football twice a week for an hour at a football school from Zagreb. Motor skills testing was conducted using the following variants: MRSJNK-standing one leg of the cube (for balance assessment), MKPN-polygon backwards (coordination assessment), MST30- sit-ups in 30s (repetitive strength assessment), MSDM-long jump from the place (test for explosive power assessment), MBTR-hand tapping 10s (speed assessment), MFSR-forward bend (flexibility test) and MI90-runningin 90s (endurance assessment). The SPSS 23 program was used to process the obtained data. The basic and dispersive parameters were calculated for the examined variables: arithmetic mean, standard deviation of the minimum value and maximum value. Differences in motor abilities between the control and experimental groups were determined by the ANOVA program, the level of statistical significance is 0.05. Based on the obtained results, it can be concluded that children involved in the football training process achieved a statistical difference in significance in tests for assessment of coordination, repetitive strength, speed and endurance compared to children who are not involved in the training process. While no significant differences were found in the tests for assessment of balance, explosive power and flexibility, although footballers achieved slightly better results in these measurements as well. Based on the above, we can conclude that the hypothesis that children who train football will achieve better results in motor skills compared to children who do not play sports has been confirmed
Ecosophy as a topic of the philosophy of education
No full textEkologija se danas svodi na zaštitu okoliša i „mudro upravljanje resursima“. Međutim, ekologija nije samo zaštita okoliša kojem svjedočimo nego ona predstavlja mnoštvo koncepata vezanih za odnos prema životu. Odnos suvremenog čovjeka prema prirodi i životu promijenio se u odnosu na prvog čovjeka na početku civilizacije. Zato ekologiju i brigu za okoliš moramo promatrati u jednom posve drugom svjetlu. Danas tražimo smisao postojanja, želimo shvatiti i proučiti izvor svog bitka u odnosu na prirodni okoliš. Činjenice pak govore o destruktivnom utjecaju čovjeka na svoj okoliš i pojmu antropocen kao novom imenu za geološku eru – epohu čovjeka. U ovom radu upoznat ćemo se sa pojmom dubinske ekologije nazvane ekozofija koja se pita o smislu života, položaju čovjeka u prirodi i društvu, a sukladno tome, dovodi se u pitanje i ekološki odgoj djeteta u odgojno-obrazovnom sustavu. Dubinska ekologija je ekofilozofija za koju ni jedno biće na zemlji ne postoji odvojeno od drugih bića već se svi nalazimo u istoj mreži života, dio smo neprekidne preobrazbe u kojoj život nije apsolutni početak niti smrt apsolutni kraj.Ecology today comes down to environmental protection and "wise resource management". However, ecology is not just the protection of the environment that we are witnessing, but it represents a multitude of concepts related to the attitude towards life. The attitude of modern man towards nature and life has changed in relation to the first man at the beginning of civilization. That is why we must look at ecology and care for the environment in a completely different light. Today we are looking for the meaning of existence, we want to understand and study the source of our battle in relation to the natural environment. The facts speak of the destructive impact of man on his environment and the concept of the Anthropocene as a new name for the geological era - the era of man. In this paper we will get acquainted with the concept of deep ecology called ecosophy, which asks about the meaning of life, the position of man in nature and society, and accordingly, the ecological upbringing of the child in the educational system is questioned. Deep ecology is an eco-philosophy for which no being on earth exists separately from other beings but we are all in the same web of life, we are part of a continuous transformation in which life is not an absolute beginning or death an absolute end