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
Parenthood and parental competen
No full textVećina ljudi izraz „biti roditelj“ povezuje sa srećom, zadovoljstvom, obostranom ljubavlju i zadovoljavanjem dubokih ljudskih potreba davanja i primanja pažnje i ljubavi. Odnos roditelja i djeteta snažno je emocionalno iskustvo. Međutim, roditeljstvo je iznimno kompleksna i zahtjevna uloga, a odgoj djeteta je dugotrajan i često neizvjestan proces koji od roditelja zahtijeva mnogo promišljanja, osluškivanja, osjećanja, razumijevanja i stalnog upoznavanja vlastita djeteta. Od roditelja se očekuje da posjeduje određene kompetencije potrebne za suočavanje s izazovima koje roditeljstvo nosi. Kompetentan roditelj promišlja o odgoju kao o izazovu koji zna i može prihvatiti, unaprjeđuje svoja znanja o djetetu i roditeljskom djelovanju, prepoznaje djetetove potrebe i kreira uvjete kako bi se one uspješno zadovoljile. Pritom koristi društveno prihvatljive metode odgoja koje osiguravaju očuvanje integriteta djeteta. Na odnos roditelj-dijete utječu i karakteristike ličnosti roditelja, stilovi roditeljstva, socioekonomski status obitelji, kvaliteta bračnog odnosa te dostupnost ljudi i institucija koji pružaju potporu.
Cilj ovog rada je razraditi temeljne značajke roditeljstva, s posebnim naglaskom na kompetencije roditelja. Treba naglasiti da odgojni postupci roditelja imaju ključnu ulogu za izgradnju kvalitetnog odnosa roditelja i djeteta te direktno utječu na razvoj djeteta i životni put kojim će krenuti. Dijete se smatra aktivnim subjektom svoga razvoja koji ima vlastite potrebe i prava, a svaki roditelj, prije svega, treba imati viziju roditeljstva koje želi ostvarivati u odgoju svog djeteta. U skladu s tim, kompetentan roditelj oblikuje svoje ponašanje, prati i procjenjuje efekte svojega odgojnog djelovanja na dijete, stalno radi samoprocjenu, mijenja i unaprjeđuje sebe i koristi sve raspoložive resurse kako bi unaprijedio svoje roditeljske kompetencije.Most people associate the term "being a parent" with happiness, contentment, mutual love and satisfying the deep human needs of giving and receiving attention and love. The parent-child relationship is a powerful emotional experience. However, parenting is an extremely complex and demanding role, raising a child is a long and often uncertain process that requires parents to think a lot, listen, feel, understand and constantly get to know their own child. Parents are expected to possess certain competencies needed to face the challenges that parenting brings. A competent parent thinks of upbringing as a challenge he knows and can accept, improves his knowledge of the child and parenting, recognizes the child's needs and creates conditions for them to be successfully met. In doing so, by using socially acceptable methods of upbringing that ensure the preservation of the child's integrity. The parent-child relationship is also influenced by the personality characteristics of the parents, parenting styles, socioeconomic status of the family, the quality of the marital relationship and the availability of people and institutions that provide support.
The aim of this paper is to elaborate the basic features of parenting, with special emphasis on parental competencies. It is important to emphasize that parenting procedures have a key role in building a quality relationship between parents and children and directly affect the child's development and life path. The child is seen as an active subject of his development who has his own needs and rights, and every parent, above all, should have a vision of parenthood that wants to achieve in the upbringing of his child. Accordingly, a competent parent shapes its behavior, monitors and evaluates the effects of its educational activities on the child, constantly makes self-assessment, changes and improves itself and uses all available resources to improve its parenting competencies
Implementation of phonemic analysis and synthesis within communicative-functional strategies of mastering Croatian language
No full textDiplomski rad rezultat je istraživanja procesa početnoga čitanja i pisanja u prvome razredu osnovne škole, s naglaskom na provedbu glasovne analize i sinteze u okviru komunikacijsko-funkcionalnih strategija ovladavanja hrvatskim jezikom. To uključuje pregled zaključaka koje lingvističke teorije donose o ranome usvajanju i učenju jezika, didaktičkih i metodičkih okvira organizacije odgojno-obrazovnoga procesa s naglaskom na komunikacijsko-funkcionalni pristup nastavi hrvatskoga jezika, pojmove vezane uz ovladavanje jezikom te fonološku i fonemsku svjesnost u okviru fonemskoga sustava hrvatskoga jezika kao preduvjete za razvoj vještina početnoga čitanja i pisanja na hrvatskome jeziku.
Cilj rada bio je ispitati utjecaj komunikacijsko-funkcionalnih strategija ovladavanja hrvatskim jezikom na uspješan razvoj fonološke i fonemske svjesnosti učenika prvih razreda osnovne škole. Drugi je cilj bio ispitati razliku u razvoju fonološke i fonemske svjesnosti između dječaka i djevojčica bez obzira na primjenjivane metode učenja i poučavanja. Uzorak ispitanika bio je dvovrstan. Činilo ga je 108 učenika prvih razreda Osnovne škole Luka u Sesvetama te njihovih 5 učiteljica. Ispitanici-učenici bili su podijeljeni na eksperimentalnu i kontrolnu skupinu. Mjerni instrumenti prilagođeni su posebno ovome istraživanju, a bili su: anketni upitnik za učitelje, inicijalna i završna provjera usvojenosti fonema pri glasovnoj analizi i sintezi za učenike te pedagoško promatranje tijekom praktične nastave u kontrolnoj skupini. Varijable su bile dob učenika, spol učenika i metode primjenjivane u nastavi. Najprije su prikupljene roditeljske suglasnosti, a zatim je provedeno istraživanje u razdoblju od 4 tjedna tijekom kojih je eksperimentalna skupina jednom tjedno imala radionicu u trajanju 45 minuta, temeljenu na komunikacijsko-funkcionalnom pristupu ovladavanju hrvatskim jezikom.
Rezultati istraživanja potvrdili su pretpostavku da će učenici eksperimentalne skupine pokazati statistički značajno brži napredak i bolje rezultate. Razlika između dječaka i djevojčica nije bila statistički značajna. Iako uzorak istraživanja nije bio dostatan za uopćavajuće zaključke, rezultati istraživanja mogu doprinijeti na teorijskoj i na praktičnoj razini te biti poticaj za daljnja istraživanja fonološke i fonemske svjesnosti pri provedbi glasovne analize i sinteze u prvome razredu osnovne škole.This graduate paper is the result of a research of the process of reading and writing in the first grade of elementary school, with an emphasis on the implementation of phonemic analysis and synthesis within the communicative-functional strategies of mastering Croatian language. That includes an overview of conclusions which certain linguistic theories have come up with in relation to early language acquisition and early language learning, as well as didactical and methodical principles important for successful organisation of educational process with an emphasis on communicative-functional approach to Croatian language teaching, terms related to language acquisition and phonological and phonemic awareness within the phonemic system of Croatian language as a prerequisite for the development of initial reading and writing skills within Croatian language.
The aim of the research was to determine the influence of implementation of communicative-functional strategies of mastering Croatian language on the success of the phonological and phonemic awareness development in first grade elementary school students. Another aim was to determine the difference between the phonological and phonemic awareness development in boys and girls, no matter which methods they have been exposed to. The sample consisted of two types of examinees. It consisted of 108 first grade students who studied at Luka Elementary School in Sesvete and 5 of their teachers. The student subjects were divided into two groups, one of which was experimental, and the other acted as a control group. Research instruments were adjusted specifically for this research and consisted of a questionnaire for teachers, initial and final tests for the students and pedagogical observation during classes of the control group. Age of the students, their gender and methods used in classes acted as research variables. Before conducting the research, parental consent was provided, and after that a 4-week long research was conducted, during which the experimental group had one 45-minute long workshop based on communicative-functional strategies of mastering Croatian language a week.
The results of the research confirmed the hypothesis that the students who were a part of the experimental group would show a statistically significantly faster improvement and better results. The difference between boys and girls was not statistically significant. Even though the sample of this research was not big enough to generalise the results, they can contribute on a theoretical and scientific level, as well as on a practical level and they
can be motivators for further research of phonological and phonemic awareness within the implementation of phonemic analysis and synthesis in the first grade of elementary school
The impact of the COVID-19 epidemic on the kinesiological activities of a preschool child
No full textIonako već promijenjeni uvjeti života, koji su život premjestili iz prostranih dvorišta i livada u skučene stanove sa sve manje slobodnih zelenih površina za igru, još su više ograničeni pojavom epidemije COVID-19. Dječja igra sve se više odvija u virtualnom svijetu što rezultira sve zastupljenijim sjedilačkim načinom života. Tjelesne aktivnosti i igre na otvorenom omogućavaju kvalitetan rast i razvoj djeteta na koje je posebno potrebno utjecati u predškolskoj dobi. Cilj ovoga istraživanja bilo je uvidjeti je li epidemija COVID-19 utjecala na kineziološke aktivnosti djeteta, točnije na njegovo kretanje. S obzirom na to da im je pristup vrtićima bio onemogućen, a socijalne aktivnosti smanjene, djeca su najčešće vrijeme provodila s roditeljima te je anketa provedena upravo s njima.Already changed living conditions that have moved from spacious yards and meadows to cramped apartments and less and less free green areas for play, are even more limited by the outbreak of the COVID 19 epidemic. Children's play is increasingly taking place in the virtual world. sedentary lifestyle. Physical activities and outdoor games enable the quality growth and development of a child who needs special influence in preschool age. The aim of this study was to determine whether the epidemic of COVID-19 affected the kinesiological activities of the child, more precisely his movement. Since they were denied access to kindergartens and social contact with others, the children most often spent time with their parents and the survey was conducted with them
Gender roles and play
No full textTema ovog završnog rada je rodne uloge i igra. Treba napomenuti kako je igra širok pojam koji obuhvaća određene definicije, a u ovom se radu stavlja fokus samo na neke njezine aspekte. Cilj ovog rada je prikazati na koji način igra djece i igračke kojima se oni igraju utječu na usvajanje rodnih uloga. Ovdje se pokušalo odgovoriti na pitanje na koji način igre koje djeca igraju te struktura igračke, njezine tehničke posebnosti i dizajn utječu na usvajanje rodnih uloga. Početak rada sadrži terminologiju vezanu uz pojmove kao što spol, rod, stereotipi, predrasude i diskriminacija. Zatim se dolazi do složenijih pojmova rodnih uloga, rodnog identiteta i rodnih stereotipa, koji su vrlo bitni za razumijevanje samog rada. Glavni dio rada usmjeren je na igre dječaka i igre djevojčica te što takve igre uče djecu i kakve rodne uloge potiču kod oba spola. Neizostavan dio igre je i igračka s kojom se dijete igra, čiji dizajn, materijal i reklamiranje može podupirati tradicionalne rodne uloge stvarajući unaprijed očekivanu projekciju idealnog potrošača. Veliku ulogu ima i djetetova okolina koja uključuje roditelje, vršnjake/inje, odgojitelje/ice i medije, koji utječu na djetetov odabir igre i igračaka te samim time i na razvoj određene rodne uloge. Na kraju rada navodi se na koji način roditelji i odgojitelji/ice mogu pozitivno utjecati i pridonijeti jačanju razvoja cjelovite osobnosti djeteta.Topic of this paper is gender roles and play. It should be mentioned that play is a very wide concept which includes certain definitions, but in this paper the focus is only on some of its aspects. Goal of this paper is to present in which way children's play, as well as toys they're playing with, affect learning and acquisition of gender roles. This paper tries to answer the question how children's play and structure of a toy, its tehnical particularities and design influence the acquisition of gender roles. Beginning of the paper includes terminology regarding concepts like sex, gender, stereotypes, prejudices and discrimination. They are followed by more complex concepts like gender roles, gender identity and gender stereotypes, which are all very important for understanding paper itself. Main part is focused on boy's play and girl's play, what they teach children and which gender roles they foster for each sex. Important element of play is also a child's toy, whose design, material and advertising may encourage traditional gender roles by making anticipated projections of an ideal consumer. Child's surroundings, including parents, peers, preschool teachers and media, also have a great impact when it comes to selection of play and toys as well as development of specific gender role. At the end, the paper indicates how parents and preschool teachers can have a positive impact and contribute to strengthening child's overall identity developmen
Opportunities for encouraging speech development in the nursing educational groupe
No full textRazvoj govora i jezika započinje još u prenatalnom periodu, kada se razvijaju slušni organi fetusa i ono još u majčinoj utrobi počinje reagirati na zvukove iz svoje okoline. Nakon rođenja započinje predverbalno razdoblje razvoja jezika, a pojavom prve djetetove riječi počinje i verbalno razdoblje.
Usvajanje jezika objašnjavaju i mnoge teorije sa svojim predstavnicima, od kojih svaka naglasak stavlja uglavnom na jedan segment razvoja. Nijedna teorija razvoju jezika ne pristupa multidisciplinarno te ga ni jedna ne objašnjava u potpunosti.
Nadalje, u radu se navode osnovne osobitosti razvoja govora kod djece jasličkih skupina (u dobi od jedne do dvije te od dvije do tri godine).
Objašnjena je i povezanost između razvoja govora i motorike. Naime, prije nego što progovore, djeca svijet istražuju dodirom, svojim ručicama. Stoga ne čudi da postoji povezanost između razvoja motorike i razvoja govora – odstupanja u razvoju fine motorike povezana su sa odstupanjima u razvoju govora.
Na kraju rada prikazana je važna uloga odgojno-obrazovne ustanove i odgojitelja u poticanju govorno-jezičnog razvoja te su navedeni primjeri iz odgojiteljske prakse u poticanju jezičnog razvoja i rane pismenosti.Speech and language development begins in the prenatal period, when the auditory organs of the fetus are developing, and it begins to react to the sounds from its environment. After birth, the pre-verbal period of language development begins and with child's first word begins the verbal period.
Language acquisition is explained by many theories with their representatives, but each theory emphasizes mainy one segment of development. None of the theories takes multidisciplinary approach, nor does one explain it completely.
Furthermore, the paper outlines the basic features of speech development children in noursery groups (at the age of one to two and two to three years).
Paper also explains the connection between development of speech and motor skills. Before they can speek, children explore the world by touch, with their hands. Therefore, it is not surprising that there is a connection between development of motor skills and speech – deviations in development of fine motor skills are associated with deviations ih development of speech.
Finally, paper presents an important role of educational institutions and preschool teachers in encouraging speech and language development and early literacy with examples from educational practice
Artwork as a means of expressing emotional states in children
No full textEmocije su važan dio cjelokupnog razvoja svakog pojedinca, od samog rođenja na dalje. Dijete od rođenja ulazi u izravnu interakciju sa svojom okolinom u kojoj se nalaze određeni čimbenici, nadasve važni kao modeli koje će dijete kasnije oponašati: majka i otac. Istraživanja su pokazala da dijete stvara nerazdvojivu vezu sa svojim primarnim skrbnikom, u ovom slučaju majkom, čije ekspresije lica neposredno promatra a kasnije i oponaša. Sposobnost eksteriorizacije emocija složen je proces koji se odvija postepeno. Likovno izražavanje kao sredstvo eksteriorizacije emocija pruža svojevrstan kanal kroz koji dijete otpušta unutrašnje stanje i prenosi ga na papir. Dijete dok crta osjeća slobodu i razvija samopouzdanje. Djeca različite dobi prolaze kroz nekoliko razvojnih faza koje treba imati na umu pri procjeni ili analizi dječjeg crteža. K. Machover uvela je projektivnu tehniku na crtežu ljudske figure kojom se procjenjuje struktura i funkcija ličnosti, ali se crtež, kad se pokazala njegova klinička vrijednost, uveo u rutinski postupak i rad s pacijentima svih dobnih skupina. Analiza crteža odvija se postavljanjem određenih nesugestivnih pitanja iz kojih se razvija cijela priča o pacijentovu stanju. Postupno su se razvijale detaljne metode interpretacije crteža pojedinog dijela tijela, a predmet analize su postali veličine figure i njezin položaj na papiru, perspektiva, simetrija, linija, sjenčanje. Razvoj psihoterapijskih smjerova i humaniji pristup utjecali su na to da crtež, uz dijagnostičko sredstvo, postanu i terapijsko sredstvo (Kondić, Dulčić, 2009). Likovno izražavanje djeci omogućuje da izraze osjećaje koje inače teško verbaliziraju, posebno tugu, strah, ljutnju i sreću. Ekspresija emocija pomaže djeci da oslobode nagomilane emocije, umanje osjećaj bespomoćnosti i ovladaju svojim stanjem i okruženjem, čime se smanjuje njihov osjećaj ugroženosti.Emotions are an important part of the overall development of everyone, from the very birth onwards. From birth, the child enters direct interaction with his environment in which there are certain factors, above all important as models that the child will later imitate: mother and father. Studies have shown that the child forms an inseparable bond with his primary caregiver, in this case the mother, whose facial expressions he directly observes and later imitates. The ability to outsource emotions is a complex process that takes place gradually. Artwork as a means of externalization of emotions provides a kind of channel through which the child releases the internal state and transfers it to paper. The child while drawing feels freedom and develops self-confidence. Children of different ages go through several developmental stages that should be borne in mind when assessing or analyzing a children's drawing. Karen Machover introduced a projective technique in the drawing of a human figure that evaluates the structure and function of personality, but the drawing, when its clinical value was shown, was introduced into a routine procedure and work with patients of all ages. The analysis of the drawing takes place by asking certain non-suggestive questions from which the whole story of the patient's condition develops. Gradually, detailed methods of interpretation of the drawings of a particular part of the body were developed, and the subject of the analysis became the size of the figure and its position on paper, perspective, symmetry, line, shading. The development of psychotherapeutic directions and a more humane approach influenced the drawing, in addition to the diagnostic agent, to become a therapeutic tool. Artistic expression allows children to express feelings that are otherwise difficult to verbalize, especially sadness, fear, anger, and happiness. The expression of emotions helps children to release accumulated emotions, reduce the feeling of helplessness and master their condition and environment, thereby reducing their sense of vulnerability
Metric characteristics of a newly constructed test of eye-hand coordination in preschool age
No full textCilj ovog istraživanja bio je utvrditi metrijske karakteristike novokonstruiranih testova koordinacije oko-ruka. Istraživanje je provedeno na uzorku od 21 djeteta, od čega 12 djevojčica i 9 dječaka u dobi od 4 do 6 godina. Sposobnost koordinacije oko-ruka kod djece predškolske dobi u ovoj skupini ispitanika provjerena je testom slobodnog bacanja i hvatanja lopte te testom bacanja i hvatanja lopte u označen kvadrat na tlu. Rezultati istraživanja pokazuju dobre metrijske karakteristike novokonstruiranih testova provedenih na ovoj skupini ispitanika. Zbog malog broja ispitanika (N=21), kako bi se provelo daljnje istraživanje metrijskih karakteristika novokonstruiranih testova, preporučljiva je provjera na osjetno većem broju ispitanika predškolske dobi.The purpose of this research was to determine the metric characteristics of the newly constructed eye-hand coordination tests. The research was conducted on a sample of 21 children, of which 12 were girls and 9 were boys aged 4 to 6 years. The eye-hand coordination ability of preschool children in this group of subjects was checked with a test of free throwing and catching a ball and a test of throwing and catching a ball in a marked square on the ground. The results of the research show good metric characteristics of the newly constructed tests performed on this group of subjects. Due to the small number of respondents (N=21), in order to conduct further research into the metric characteristics of the newly constructed tests, it is recommended to check with a significantly larger number of preschool age respondents
Some of the Determinants of Parenthood Motivation Among Young People
No full textKada se ljude pita o njihovoj želji da imaju djecu, spominju brojne prednosti i nedostatke. Postoji niz motiva koji mogu biti u podlozi želje za ostvarivanjem roditeljske uloge. Ti se motivi mogu razlikovati od osobe do osobe, a kod istih se pojedinaca motivi mogu razlikovati u različitim razdobljima njihova života. Motivacija za roditeljstvo još uvijek je „nedovoljno ispitano područje ljudske motivacije“ (Petani i Babačić, 2010, str. 86). Poznato je kako na nju utječu brojni biološki, psihološki i socijalni faktori, ali još uvijek ne postoji jedinstveno teorijsko objašnjenje.
Cilj ovoga istraživanja bio je utvrditi primarnu vrstu motivacije za roditeljstvo mladih, procijeniti faktore osobne važnosti i zabrinutosti pri odlučivanju za roditeljstvo te ispitati postoji li povezanost motivacije za roditeljstvo pojedinca i njegovog iskustva s roditeljskim ponašanjem i obiteljskim okruženjem iz djetinjstva. U istraživanju je sudjelovalo 213 sudionika, od kojih je 110 studentica i 103 studenta različitih fakulteta iz Hrvatske. Sudionici su u istraživanju sudjelovali online ispunjavajući upitnik kreiran preko Google forms aplikacije.
Istraživanjem je utvrđeno kako je kod svih sudionika općenito, najizraženija altruistična vrsta motivacije. Kada je riječ o razlikama između djevojaka i mladića, rezultati su pokazali kako razlike nema u izraženosti altruistične motivacije, dok su na svim drugim vrstama motivacije procjene mladića više. U istraživanju su navedeni i potencijalni izvori osobne zabrinutosti pri odlučivanju za roditeljstvo, a rezultati pokazuju kako djevojke izražavaju veću razinu zabrinutosti nego mladići. Pri procjeni roditeljskog ponašanja iz djetinjstva i trenutne motivacije za roditeljstvo sudionika, utvrđena je pozitivna povezanost majčine i očeve roditeljske podrške, ali i restriktivne kontrole sa svim vrstama motivacije za roditeljstvo. Moguće objašnjenje takvih rezultata je da su njihovi roditelji općenito bili uključeniji u njihov odgoj što može biti povezano s motivacijom za roditeljstvo. Također, utvrđeno je kako bi sudionici koji su odrastali s više braće/sestara željeli i sami u budućnosti imati veći broj djece.When people are asked if they wish to have children, they mention various advantages and disadvantages. Many motives can encourage one’s desire for children, and they may vary from one person to another. Moreover, these motives for parenthood may change as people age. Petani and Babačić (2010) claim that motivation for parenthood is still a poorly examined area of the theory of human motivation. Although there still does not exist a single theoretical explanation, it is acknowledged that one’s motivation for parenthood is influenced by many biological, psychological, and social factors.
The aim of this study was to determine the main type of motivation for parenthood among young people and to analyze their concerns and factors that influence their views about the importance of having children. The study also examined if there was a link between the motivation for parenthood, parental behavior, and the type of family environment during the participants’ childhood. The study involved 110 female and 103 male students from various universities in Croatia, which amounted to 213 participants. The participants took part in an online survey created using Google Forms.
The results of the study showed that altruistic motivation is the primary type of motivation for parenthood among the participants. Regarding the differences between male and female participants, the results showed that male participants also showed higher results in all other types of motivation for parenthood, while their results in altruistic motivation remained the same. The study also listed potential concerns regarding having children, and the results showed that female participants expressed a higher level of anxiety about parenthood than male participants. When assessing parental behavior during the participants’ childhood and their current motivation for parenthood, there was a positive connection between parental support and restrictive control shown in all types of motivation for parenthood. The assumption was that the participants’ parents were generally more involved during their childhood, which may influence their motivation for parenthood. It was also found that the participants who had grown up with siblings wanted to have more children on their own
Development Of Empathy In Childhood
No full textEmpatija se definira kao sposobnost stvaranja pretpostavke o tome kako netko doživljava određenu situaciju. Razvoj empatije počinje u najranijoj dječjoj dobi i značajno se poboljšava i do adolescencije. U trenutku kada djeca krenu iskazivati interes za ublažavanje razlika dobrim dijelima možemo reći da su u potpunosti razvila empatiju. Cilj ovog istraživanja bio je uvidjeti razliku u načinima izražavanja empatije kod djece različite školske dobi. U ovom kvalitativnom istraživanju sudjelovalo N=21 učenika u dobi od sedam do jedanaest godina. Za potrebe istraživanja provedeno je intervjuiranje ispitanika kojima je bilo predstavljeno šest različitih situacija kojima se ispitivalo postojanje empatije i načini njena izražavanja ovisno o dobi učenika. Rezultati istraživanja prikazuju vidljivi razvoj empatije u razdoblju od sedme do jedanaeste godine, pri čemu stariji učenici spremnije i detaljnije opisuju empatičke reakcije na određene situacije.Empathy is defined as the ability to make assumptions about how someone experiences a particular situation. The development of empathy begins in the earliest childhood and improves significantly up to adolescence. The moment when children start to show interest in mitigating differences with good deeds we can say that they have fully developed empathy. The aim of this study was to see the difference in the ways of expressing empathy in children of different school ages. N = 21 students aged seven to eleven years participated in this qualitative study. For the purposes of the research, respondents were interviewed. They were presented with six different situations in which the existence of empathy and ways of expressing it depending on the age of students were examined The results of the research show a visible development of empathy in the period from the seven to eleven years, with older students being ready and describing empathic reactions to certain situations in more detail
Cliches and stereotipes in children's artwork
No full textU teorijskom se dijelu ovoga rada čitatelju pokušava približiti pojam šablone, stereotipa te pojam kreativnosti, kao i njezini razvojni stupnjevi te faktori. Potrebno je znati na koje se sve načine ometa dječja likovna kreativnost kako bi ih se znalo izbjeći u radu s učenicima. Kako bi učenici slobodno stvarali originalne i kreativne oblike, a što manje koristili šablone i preuzimali tuđe ideje, iznimno je važno znati na koje se načine dječja kreativnost može potaknuti. Zbog toga su u ovome radu opisani neki načini poticanja i ometanja dječje likovne kreativnosti.
U empirijskom dijelu opisano je istraživanje čiji je cilj bio ispitati utjecaj postupka analize fotografija likovnog motiva na likovno izražavanje učenika razredne nastave u nastavnom predmetu Likovna kultura. Uzorak ispitanika je 164 učenika prvog, drugog, trećeg i četvrtog razreda Osnovne škole Augusta Šenoe u Zagrebu i Osnovne škole Vladimira Nazora u Virovitici od kojih 86 učenika pripada eksperimentalnoj skupini (OŠ Augusta Šenoe), a 78 učenika kontrolnoj skupini (OŠ Vladimira Nazora). Učenicima se u objema skupinama na isti način demonstrirao rad određenim likovnim materijalima te su na isti način objašnjeni likovni pojmovi koji su potom bili pokazani na reprodukcijama te u prirodi i društvu koja okružuje učenike. Najave zadataka u objema skupinama su glasile isto. Nastavni sati razlikovali su se u načinu uvođenja likovnog motiva u motivaciji. U eksperimentalnim skupinama održani su sati s postupkom analize fotografija, dok su u kontrolnim skupinama likovni motiv uvodio pomoću slikovnica, priče ili vođene fantazije. Nakon održanih sati u objema skupinama bodovao se stupanj kreativnosti učeničkih likovnih radova. Stupanj značajnosti razlike između eksperimentalne i kontrolne skupine statistički je utvrđen hi-kvadrat testom. Istraživanjem je utvrđeno da postoji statistički značajna razlika između likovnih radova učenika s postupkom analize fotografija (ES) i bez postupka analize fotografija (KS) u motivaciji. Utvrdilo se kako upotreba postupka analize fotografija motiva u motivaciji pospješuje stupanj kreativnosti učeničkih radova.In the theoretical part of this research, the listener ought to understand the principle of template, stereotypes, and notion of creativity, as well as the development stages and factors of creativity. There is a need to understand which are the reasons to cause pupils' art distractions, so there is a way to avoid all of the same when working with pupils. Thus, pupils are free to express their originality and method to create creative figures, not so much as usage of templates and others' ideas. It is necessary to understand how to impact and motivate pupils’ creativity. Due to this research, there is an explanation of how to encourage pupils and factors that negatively affect children's creativity.
In the empirical part of this research, there is a description whose goal was to question how to influence the procedure of analyzing photography art motifs on art expression done on pupils attending an art class in elementary school. The research was done over the sum of 164 pupils varying from first to fourth grade in Elementary school August Šenoa in Zagreb and Elementary school Vladimir Nazor in Virovitica to which 86 of the pupils belong to the experimental group (Elementary school August Šenoa), and the remaining 78 pupils belong to the control group (Elementary school Vladimir Nazor). In both groups, the pupils were demonstrated how to work with certain visual materials. In addition, they have explained artistic terminology that was later shown in reproduction, also in nature, and amongst the peers that surround the pupils. Both groups had the same explanation of what task will be done. The difference in lessons was how to implement artistic motifs to the pupils' motivation. In the experimental group the pupil's procedure on how to analyze photographs, while in the control group artistic motif is introduced throughout picture book, story, or leading fantasy. After lessons in both groups, there was a scoring system on creativity regarding pupils’ work. The degree of importance between the experimental and control group was determined using the Chi-square test. With this research, it has established that there is a significant difference between artwork done by the procedure of analyzing photos (ES) and without the procedure of analyzing photos in motivation. It has established how the procedure of analyzing the photo motifs in motivation significantly improves the degree of creativity in a pupil's work