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Croatian Film Association media culture programs as extra-institutional education
No full textSvakodnevno smo izloženi različitim medijskim sadržajima, no obrazovni sustav Republike Hrvatske još nije uočio potrebu za medijskim opismenjavanjem te su sadržaji medijske pismenosti u nastavnim planovima i programima slabo zastupljeni. Osim što je medijsko opismenjavanje potrebno kako bi djeca razumjela medijske poruke, ono je temelj stjecanja cjeloživotnih kompetencija.
Hrvatski filmski savez prepoznao je potrebu za medijskim obrazovanjem dvadesetih godina prošlog stoljeća. Osnovan je zbog rastućeg interesa društva za kino-amaterstvom, s ciljem da educira i promiče filmsku edukaciju. Zato je Savez organizator obrazovnih i revijskih programa namijenjenih djeci, odgojiteljima, učiteljima, profesorima, voditeljima kino-klubova i svima zainteresiranima za filmsko i medijsko opismenjavanje. Obrazovni programi koje Hrvatski filmski savez organizira su Škola medijske kulture, Filmske radionice za djecu i mladež i Filmska naSTAVa @ kino Tuškanac. Revijski programi u organizaciji Saveza namijenjeni učenicima i edukatorima su Revija hrvatskog filmskog stvaralaštva djece, Filmska revija mladeži i Four River Film Festival.
Cilj ovog diplomskog rada je predočiti važnost medijskog obrazovanja, ukazati na njegovu zanemarenost u obrazovanju te istaknuti ulogu Hrvatskog filmskog saveza koji svojim radom filmski i medijski obrazuje djecu, edukatore i sve zainteresirane za takva znanja. Odgoj medijski pismene djece počinje od medijski obrazovanih odgojitelja, učitelja i profesora.Every day, we are surrounded by different media content. However, the educational system in Croatia still has not recognized the need for media literacy and there is a lack of media in education. The role of media literacy is to teach children to understand media, as this is key competence for lifelong learning.
Croatian Film Association recognized the need for teaching media literacy in the 1920s. It was founded because the amateur film movement was emerging. The goal of the association is to educate and promote film education. For this reason, the Croatian Film Association organizes educational programs and festivals for children, kindergarten teachers, primary and secondary teachers, professors, and everyone interested in media education. Educational programs are School of Media Culture “dr. Ante Peterlić”, Film workshops for children and youth and Film EDUcation @ cinema Tuškanac. Festivals for children and educators are the Croatian Children's Film Festival, Youth Film Festival, and Four River Film Festival.
This thesis aims to present the importance of media literacy, its neglect in the educational system in Croatia, and the role of the Croatian Film Association which provides film and media education for children, educators, and everyone interested in media. The nurture of media-literate children starts by educating kindergarten teachers, primary and secondary teachers, and professors
Encouraging Musical Creativity By (Not) Using Modern Technology In Classroom Teaching
No full textKreativnost je jedna od glavnih sastavnica umjetnosti. Kreativan proces je slijed misli i događaja koji dovode do nekog kreativnog produkta. Otkrivanje novog jest smisao stvaralaštva, ali uz to stvaralaštvo ima i spoznajnu vrijednost. Uključujući stvaralaštvo u nastavu glazbe dobivamo suvremeni pristup koji je otvoren te ostavlja nastavniku slobodu da sam kreira nastavu. Također, suvremeni pristup obrazovanju znači praćenje tehnoloških inovacija i njihovo uključivanje u nastavu. Aktivnosti stvaranja glazbe mogu se obogatiti pomoću glazbene tehnologije. Nove tehnologije su interaktivne pa je jednostavnije stvoriti okoline u kojima djeca uče djelovanjem, dobivaju povratne informacije, kontinuirano usavršavaju svoje razumijevanje i izgrađuju znanje, a mogu im pomoći i u vizualiziranju teško razumljivih pojmova. Jedino je potrebno voditi računa o njihovom izboru. Računalo omogućava primjenu različitih strategija pa je tako moguće isti obrazovni sadržaj prezentirati putem programirane nastave, simulacija, igara i na druge načine. Softveri su od velike pomoći djeci pri upoznavanju različitih instrumenata, a preko gotovo svakog računala se može spojiti na Internet koji također nudi pregršt mogućnosti istraživanja novih metoda glazbenog stvaralaštva, komponiranja i izvedbi.Creativity is one of the main component of art. Process of creativity is sequence of thoughts and events which leads to some new creative product. Detection of new is the meaning of creativity, but besides that, it has cognitive value. Including creativity into schooling music, we get contemporary approach which is open and leaves a teacher freedom to form teaching. Also,
contemporary aproach to education means tracking technological inovations and theirs inclusion in teaching. Activities of making music can be inproved by musical technology. New technologies are interactive so it`s easier to create enviroment in which children learn by action, they get feedback, continuously emproving their understanding and building knowledge wheres they can also help in visualising hard understanding terms. It`s only important to take care of their selection. Computer allows use of different strategies so it`s possible same educational content present via programmed teaching, simulations, games and others. Softwares are big help for children which come to know different musical intruments and over almost every computer you can connect to Internet which also offers a transgression posibillities and research new methods of musical creativity, composing and performance
Support for preschool teachers in crisis situations
No full textPoziv odgojitelja vrlo je važan, cjelovit i multidimenzionalan. Profesionalna dimenzija zahtjeva od odgojitelja da zadovolji potrebe djeteta kao i to da ono bude sigurno i zaštićeno. Sigurnost djeteta u njegovoj okolini zahtjeva u isto vrijeme i sigurnost odgojitelja kao osobe koja u svim situacijama treba biti spremna na pravovremenu reakciju, posebno u kriznim situacijama. Iako se sigurnosnim i zaštitim programima postiže visoka razina sigurnosti djeteta, veća se pozornost ipak treba staviti na sigurnost odgojitelja koji svakodnevno rade u vrlo rizičnim situacijama. Psihološka pomoć nakon krizne situacije češće je usmjerena na
dijete, a vrlo malo na odgojitelja kojemu također treba analiza i evaluacija situacije, kao i pomoć da se na taj isti posao vrati cjelovit i zdrav.The vocation of educators is very important, holistic and multidimensional. The professional dimension requires educators to meet the needs of the child as well as what will surely be safe and protected. The safety of the child in his environment requires at the same time the safety of the educator as a person who in all situations should be ready to react in a timely manner, especially in crisis situations. Although safe and protected programs have achieved high child safety, more attention should still be paid to the safety of educators who work in very risky situations on a daily basis. Psychological help after a crisis situation is more often focused on the child and very little on the educator who needs analysis and evaluation of the situation, but also help to return to the same job complete and healthy
The role of parents in encouraging children's play for the healthy development of the child
No full textTema ovog diplomskog rada je Uloga roditelja u poticanju dječje igre za zdrav razvoj djeteta. Dječja igra je slobodna aktivnost te neizostavan dio svakog djetinjstva i odrastanja. Ona djetetu predstavlja zadovoljstvo i sreću te pozitivno utječe na njegov zdrav razvoj. Također, ona je najvažniji dio djetetova odrastanja, jer dijete najveći dio svog djetinjstva provodi upravo u igri.
Najvažniju ulogu u odgoju djeteta te stvaranju poticajne okolina za učenje i stjecanje novih spoznaja i znanja o onome što ga okružuje imaju roditelji. Tijekom odrastanja, najvažnija aktivnost svakog djeteta je igra. Ona mu omogućuje slobodu i zabavu te pomoću nje dijete najbrže i najlakše usvaja nova znanja. Također, svako dijete ima pravo na igru, jer upravo ona predstavlja primarni i najbolji način učenja. Igra djetetu može pomoći u izražavanju problema, poteškoća ili doživljenih stresnih događaja. Zbog toga je u dječju igru potrebno uključiti i roditelje kako bi se zbližili sa svojim djetetom te na vrijeme uočili ukoliko dijete ima neki problem.
Cilj ovog diplomskog rada je kroz postojeće činjenice prikazati važnost dječje igre za zdrav razvoj djeteta, navesti što igra tijekom odrastanja predstavlja djetetu te važnost osiguravanja ključnih čimbenika u igri kako bi se djetetu omogućio zdrav razvoj i odrastanje.The topic of this thesis is the role of parents in encouraging children's games for healthy child development. Children's play is a free activity and an indispensable part of every childhood and growing up. The game to the child represents satisfaction and happiness and has a positive effect on his health development. Also, it is the most important part of the child's growth, because the child spends most of his childhood in the game.
Parents have the most important role in raising a child by creating stimulating environments for learning and acquiring new insights and knowledge about what surrounds him. While growing up, the most important activity of every child is play. It allows him freedom and fun and with it the child acquires new knowledge the fastest and easiest. Also, every child has the right to play, because it is the primary and best way of learning. Play can help a child express problems, difficulties or experienced stressful events. Because of that, it is necessary to include parents in children's play in order to get closer to their child and spot in time if the child has a problem.
The aim of this thesis is to show the importance of children's games for healthy child development through existing facts, to state what the play represents to the child during growing up, and the importance of ensuring the key factors in the game in order to enable the child to develop and grow up healthy
Doll as an intermediary in communication with children
No full textTema ovog rada je lutka i njezina uloga u radu s djecom predškolske dobi. U povijesti lutkarstva nalazimo brojne primjere upotrebe lutaka koji nam pokazuju koliki su značaj lutke imale za pojedine kulture. Postoji mnogo različitih vrsta lutaka sa specifičnim karakteristikama i načinima animiranja, a u ovom radu izdvojene su samo neke. Za razumijevanje uloge lutke u dječjoj igri potrebno je biti upoznat sa njenim karakteristikama i važnosti za dječji razvoj. Simbolička igra, koja prevladava u ranom djetinjstvu, najčešće se odvija uz pomoć lutaka koje preuzimaju različite uloge i s kojima dijete ulazi u različite odnose. Pomoću simboličke igre dijete se može približiti svijetu odraslih, te ga istraživati na načine koje u stvarnom životu ne može. Također promatranjem simboličke igre možemo saznati mnogo toga o djetetu i njegovim osjećajima. Lutka je nerijetko glavni lik u dječjoj igri i ona može reprezentirati dijete kao i neku osobu blisku djetetu. Promatranjem djetetove interakcije ili postupanja s tom lutkom možemo uočiti odnose između djeteta i okoline, te njegove naravi. Za dijete odrasla osoba predstavlja određeni autoritet, pa kada ima neki problem bilo kod kuće ili u vrtiću, rijetko će joj se povjeriti, jer će prevladati strah. Upravo tada otkrivamo pravu snagu lutke. Lutka je u očima djeteta prijatelj kojem se može povjeriti bez straha, a njezina upotreba u predškolskoj ustanovi može uvelike olakšati posao odgojitelja. Na kraju navedeni su samo neki od mnogih načina primjene lutke u vrtićkoj grupi, kao i smjernice za postizanje maksimalnog učinka.The topic of this paper is the puppet and its role in working with preschool children. The introduction is about the rich history of puppetry and its significance for certain cultures. Then we get to know the types of puppets and their characteristics, as well as the methods of using them. All of this is an important foundation for further work and application of the puppet in a preschool institution. To understand the role of a puppet in child's play, it is necessary to be familiar with its characteristics and importance for children's development. Symbolic play, which prevails in early childhood, most often takes place with the help of puppets that assume different roles and with which the child enters different relationships. With the help of symbolic play, the child can get closer to the world of adults and explore it in ways that he cannot in real life. Also, by observing symbolic play, we can learn a lot about the child and his or her feelings. A puppet is often the main character in child's play, and it can represent the child as well as a person close to the child. By observing the child's interaction or treatment with that doll, we can observe the relationship between the child and the environment, and its nature. For a child, an adult represents a certain authority, so when they have a problem either at home or in kindergarten, they will rarely confide in an adult, because fear will prevail. It is then that we discover the true power of the puppet. In the eyes of a child, a puppet is a friend that can be trusted without fear, and its use in preschool can facilitate the work of educators. At the end, only some of the many ways of using the puppet in the kindergarten group are listed, as well as guidelines for achieving maximum effect
Opinions of Primary School Teachers on Combined Classromms in Primary Schools in Koprivnica - Križevci County
No full textRazred je zajednica učenika koje poučava učitelj te su redoviti razredi oni za koje se najčešće priprema buduće učitelje. Redoviti razredni odjel je onaj koji se sastoji od učenika istog razreda. Međutim, redoviti razredni odjeli nisu jedina vrsta razrednog odjela s kojim se učitelji mogu susresti. Zbog sve većeg smanjenja broja djece, stvaraju se kombinirani razredni odjeli (Varga i Sabljak, 2020.). U ruralnim područjima, odnosno u manjim područnim školama Republike Hrvatske se zbog malobrojnosti djece dva ili više razreda ponekad spajaju u jedan odjel. Dakle, kombinirani razredni odjel je onaj koji se sastoji od dvaju ili više razreda koje vodi jedan učitelj (Kadum i sur., 2020.) Zbog svojih posebnosti, kombinirani razredi zahtijevaju više truda i različit način poučavanja, ali nažalost većina učitelja za to nikad nije bila adekvatno educirana (Lučić i Matijević, 2004.). Primarni cilj ovog rada bio je istražiti kakva su mišljenja učitelja razredne nastave o kombiniranim razredima u osnovnim školama Koprivničko-Križevačke županije.
Za prikupljanje podataka koristio se anketni upitnik. Riješila su ga 52 sudionika, od kojih su svi bili ženske osobe, odnosno učiteljice razredne nastave. Deskriptivnom analizom dobivenih podataka došlo se do rezultata koji pokazuju da je 88% sudionika imalo iskustva rada u kombiniranim razredima. Pritom, većina sudionika je smatrala da kombinirani razredi nisu bolji od redovitih te da imaju više nedostataka od redovitih razreda. Zanemarivši neutralne sudionike, može se reći da 93% sudionika ne preferira rad u kombiniranim razredima naspram redovitih razreda upravo zbog nekolicine nedostataka. Čak 71% sudionika je odgovorilo da ne želi raditi u kombiniranom razredu. Ono što je zabrinjavajuće je to da je velik broj sudionika smatralo kombinirane razrede manje učinkovitijima.
Dakle, mišljenja sudionika o kombiniranim razredima su bila većim dijelom negativna. Kako se broj kombiniranih odjela povećava, važno je usmjeriti pozornost na pronalaženje solucija za probleme takvih odjela.A class is a group of students taught by a teacher, and regular classes are the ones for which future teachers are most often prepared. A regular class is one that consists of students of the same class. However, regular classes are not the only type of a class that teachers may encounter. Due to the ever-increasing decrease in the number of children, combined classes are being formed (Varga & Sabljak, 2020). In rural areas, that is, in smaller regional schools of the Republic of Croatia, due to a small number of children, two or more classes are sometimes combined into one. So, a combined class is one that consists of two or more classes led by one teacher (Kadum, Šuvar, & Tomić, 2020). Due to their peculiarities, combined classes require more effort and a different way of teaching, but unfortunately most teachers were never adequately educated for that (Lučić & Matijević, 2004.). The primary goal of this paper was to find what the opinions of classroom teachers about combined classes in primary schools in Koprivnica-Križevci County are.
To collect the data, a questionnaire was used. It was answered by 52 participants, all of whom were female, that is, classroom teachers. Descriptive analysis of the obtained data led to results showing that 88% of the participants had experience working in combined classes. At the same time, most participants believed that combined classes are not better than regular classes, and that they have more disadvantages than regular classes. By not taking the neutral participants into account, it can be said that 93% of the participants do not prefer working in combined classes over regular classes because of several disadvantages. As many as 71% of the participants answered that they did not want to work in a combined class. What is worrying is that many participants found combined classes to be less effective.
Thus, the participants' opinions about combined classes were mostly negative. As the number of combined departments increases, it is important to focus attention on finding solutions to the problems of such departments
The trend of nutritional status of children in early and preschool age
No full textPrimarni cilj ovog rada je utvrditi trend stanja uhranjenosti djece u ranoj i predškolskoj dobi te kroz istraživanje uvidjeti koliko je važno antropometrijsko mjerenje kako bi se moglo reagirati na pravilan način i na vrijeme. Također cilj je osvijestiti trenutnu situaciju koja se događa u svijetu, ali i u hrvatskoj što se tiče stanja uhranjenosti gdje svako treće dijete ima prekomjernu tjelesnu težinu. Navedeni su zdrastveni problemi koji nastaju zbog pothranjenosti ili prekomjerne tjelesne težine te kako se spriječavaju zdravim načinom života, a u to se ubraja tjelesna aktivnost i zdrave prehrambene navike. Djeca koja se susreću s ovim problemima imaju razne posljedice, a da se to ne bi događalo postoje prevencije. Postoje različite uloge u prevenciji pretilosti, a to je uloga: obitelji, zdravstvenog sustava, dječjeg vrtića te medija i prehrambenih industrija.
Uzorak sudionika bila su predškolska djeca iz pet vrtićkih skupina u Zagrebu. Od 82 sudionika bila su zastupljena oba spola (35 djevojčica i 47 dječaka) u dobi od 4 do 6 godina. Za procjenu trenda stanja uhranjenosti izmjerene su tjelesna visina, tjelesna težina i ITM u percentilima.
Rezultati su pokazali kako je većina sudionika normalne tjelesne težine, ali zato svaki četvrti sudionik odstupa od tog kriterija. Po uzorku sudionika, ispalo je da ima više četverogodišnjaka s prekomjernom tjelesnom masom i pretilošću nego šestgodišnjaka.
Na kraju ovog rada zaključuje se da bi se antropometrijska mjerenja djece predškolske djece trebala vršiti minimalno jednom godišnje jer su od velike važnosti kako bi se uočili rizici i da se pravovremeno intervenira.The primary goal of this paper is to determine the trend of the nutritional status of early and preschool aged children and to see how important anthropometric measurement is in order to be able to react in the right way and on time. Also, the goal is to raise awareness of the current situation that is happening in the world, but also in Croatia regarding the nutritional status, where every third child is overweight. There are listed the health problems that arise due to malnutrition or overweight and how they can be prevented with a healthy lifestyle, which includes physical activity and healthy eating habits. Children who encounter these problems have various consequences and there are prevention measures to stop this from happening. There are a lot of different roles in the prevention of obesity, the role of: the family, the health system, kindergarten, the media and the food industry. Body weight, body height and BMI in percentile have been measured to assess the trend of nutritional status.
The sample of participants were preschool children from five kindergarten groups in Zagreb, out of the 82 participants, both genders are represented (35 girls and 47 boys) aged from 4 to 6 years.
Results have shown that most of the participants are in the group of normal body weight, but every fourth participant deviates from this criterion. According to the sample of participants, it turned out that there were more 4 year old's being overweight and obese than 6 year old's.
At the end of this paper, it is concluded that anthropometric measurements of early and preschool age children should be performed at least once a year because they are of great importance in order to identify risks and to intervene in a timely manner
Observing The Development Of A Child With Autism Over A Period Of Two Years
No full textTema ovoga završnoga rada je Promatranje djeteta s autizmom u vremenskom razdoblju od dvije godine. Autizam se može dijagnosticirati vrlo rano i to je poremećaj koji osobu prati cijeli život. U ovome radu prati se razvoj jednoga dječaka kojemu je dijagnosticiran poremećaj iz spektra autizma. Njegove kompetencije u usporedbi s razvojem zdrave djece, navedene su u samome radu. Informacije koje se navode u radu preuzete su iz osobnog iskustva roditelja dječaka te iz stručne literature. Terapije koje je dječak redovito pohađao su: terapija rane intervencije do pete godine koje uključuju: logopeda, defektologa, senzornu integraciju, neurofeedback te Tomatis metoda. Cilj ovog rada je ukazati na važnost raznih terapija, edukacije te procjena u slučaju dijagnosticiranja bolesti. Ovim radom dokazano je kako dječak, uz potporu svojih roditelja i vođenja na različite terapije, unapređuje
svoj rast i razvoj. Iz sveg navedenog možemo zaključiti da bi u današnje vrijeme autizmu kao poremećaju trebalo posvetiti više pažnje u terapijsko rehabilitacijskim institucijama, jer je terapijski napredak kod djece oboljele od autizma moguć bez obzira na to što je proces težak i dugotrajan.The topic of this thesis is Observing a child with autism over a period of two years. Autism can be diagnosed very early and it is a disorder that accompanies a person throughout their whole life. This thesis follows the development of a boy diagnosed with an autism spectrum disorder. His competencies compared to the development of healthy children are listed in the thesis. The information provided in the thesis is taken from the personal experience of the boy's parents and from the professional literature. Treatments that the boy regularly attended were: early intervention treatment for up to the age of five years, which include: speech therapist, special educator, sensory integration, neurofeedback and the Tomatis method. The aim of this thesis is to point out the importance of various treatments, education and assessment when diagnosed with the disease. This thesis proves that, with the support of his parents and the attendance of various treatments, the boy's growth and development is improved. From all above we can conclude that, autism as a disorder should gain more attention nowadays from therapeutic rehabilitation institutions because the therapeutic progress of the children with autism is possible despite the fact that the process is difficult and time consuming
Encouraging children's artistic creativity based on the example of cubism
No full textU ovom diplomskom radu govori se o važnosti poticanja dječjeg likovnog stvaralaštva od najranije dobi. Rad je podijeljen na teorijski i praktični dio te su za potrebe praktičnog dijela provedene dvije aktivnosti u Dječjem vrtiću „Tratinčica“ u Zagrebu. Pomoću stručne literature u teorijskom dijelu rada obrađuje se likovni jezik i njegovi osnovni elementi, likovne tehnike, motivi i teme. Detaljno se opisuje kako treba pristupiti, promatrati i analizirati umjetnička djela te približiti djeci svu složenost likovnog fenomena, sve likovne elemente i pojavnosti likovne umjetnosti, na njima razumljiv način. Obrađen je razvoj umjetnosti kroz povijest, a detaljnije je opisan umjetnički pravac kubizam te život njegovih osnivača – Pabla Picassa i Georgesa Braquea. Nadalje, ističe se važnost uključivanje djece u likovne aktivnosti od rane dobi jer ono pomaže pri ostvarivanju njihovog kreativnog potencijala. Kroz istraživačke aktivnosti djeca upotrebom različitih materijala i tehnika nesvjesno razvijaju vizualno-prostornu inteligenciju, estetsko percipiranje, maštu i specifične likovno-izražajne sposobnosti. Glavnu ulogu u poticanju dječjeg likovnog stvaralaštva ima odgojitelj jer on osmišljava stvaralačke poticaje koje će ponuditi djeci. Prije planiranja likovnih aktivnosti odgojitelj mora poznavati dječji opći i likovni razvoj, a posebice njihove dobne i individualne razvojne karakteristike. Za kvalitetan
odgojno-obrazovni rad, odgojitelj treba moći prepoznati likovni tip djeteta i fazu u kojoj ono trenutno jest te znati kako pripadnost pojedinom likovnom tipu i fazi utječe na njegovo likovno izražavanje i prema tome prilagoditi svoj rad. Odgojitelj treba pružiti bogatstvo motivacijskih poticaja, poticati na slobodno i spontano likovno izražavanje, pritom uvažavajući interese i
mogućnosti djece. Potiče se korištenje umjetničkih djela u odgojno-obrazovnom radu jer ona potiču dječji estetski razvoj i pozitivan stav prema umjetnosti kao i njihov vlastiti likovni izričaj. Dok, praktični dio rada detaljno opisuje provedene likovne aktivnostima te analizira likovne radove djece. Cilj obje aktivnosti bio je upoznati djecu s umjetničkim djelima iz razdoblja
Kubizma te istražiti kako će likovni radovi Pabla Picassa i Georgesa Braquea utjecati na njihov likovni izričaj.This thesis discusses the importance of encouraging children's artistic creativity from an early age. The paper is divided into a theoretical and a practical part, and for the purposes of the practical part, two activities were carried out in the kindergarten "Tratinčica" in Zagreb. With the help of professional literature, the theoretical part of the work deals with artistic
language and its basic elements, artistic techniques, motifs and themes. It is described in detail how to approach, observe and analyze works of art and to bring to children all the complexity of the visual phenomenon, all the visual elements and appearances of fine art, in a way they can understand. The development of art throughout history is covered, and the artistic direction of Cubism and the life of its founders - Pablo Picasso and Georges Braque are described in more
detail. Furthermore, the importance of involving children in art activities from an early age is emphasized because it helps to realize their creative potential. Through research activities, using different materials and techniques, children unconsciously develop visual-spatial intelligence, aesthetic perception, imagination and specific artistic and expressive abilities. The main role in encouraging children's artistic creativity is played by the preschool teacher, because he designs
the creative incentives that he will offer to the children. Before planning art activities, the preschool teacher must know children's general and artistic development, and especially their age and individual developmental characteristics. For quality educational work, the preschool teacher should be able to recognize the artistic type of the child and the phase in which he is currently, and know how belonging to a particular artistic type and phase affects his artistic expression and adapt his work accordingly. The educator should provide a wealth of motivational stimuli, encourage free and spontaneous artistic expression, while respecting the interests and possibilities of the children. The use of works of art in educational work is encouraged because they encourage children's aesthetic development and positive attitude towards art as well as their own artistic expression. While, the practical part of the paper describes in detail the art activities carried out and analyzes the children's art works. The goal of both activities was to introduce children to artworks from the Cubist period and to explore how the artworks of Pablo Picasso and Georges Braque will influence their artistic expression
Positive and negative influences of digital content on the behavior and development of early and preschool age children
No full textU suvremenom svijetu digitalni mediji su dio dječje svakidašnjice. Djeca su njima okružena u svojim domovima od najranije dobi. S obzirom na to, mnogi su obrazovni stručnjaci ispitivali učinke digitalnih medijskih sadržaja na razvoj i ponašanje djece rane i predškolske dobi. Kao negativni utjecaji istih ističu se razvoj ovisnosti, socijalna deprivacija, izloženost neželjenoj komunikaciji i stereotipima te mnoge zdravstvene tegobe koje štete fizičkom stanju pojedinca. Kako su digitalni mediji prijenosnici nebrojenih informacija kao njihova najznačajnija pozitivna strana ističe se njihova obrazovna uloga u odgoju djece i mladih. No, kako bi se ista i ostvarila potrebno je djecu poticati na razvijanje kritičkog mišljenja spram izloženog sadržaja jer će ona na taj način spoznati (bez)vrijednost određene medijske poruke. Uloga odraslih se očituje u pružanju medijskog odgoja djeci jer su ona medijima nenamjerno izvrgnuta. Djetetova obitelj i obrazovni stručnjaci moraju biti dio dječjeg medijskog svijeta jer ih jedino tako mogu usmjeriti ka kritičkom promišljanju o određenom sadržaju te kasnijem pravilnom djelovanju. Cilj ovog rada je osvješćivanje uloge i značaja medija za djecu te potrebe pružanja kvalitetnog medijskog odgoja.In modern society, children regularly interact with digital media. From an early age, children grow up in a media-rich environment at home, which has led many education experts to examine the effects of digital media content on their development and behavior. Negative influences include addiction, social deprivation, exposure to unwanted types of communication, stereotypes, and many health problems that damage the overall physical condition of an individual. On the other hand, because digital media transmits a vast amount of information, its educational role is highlighted as the most positive influence on a child's life. To achieve its educational purpose, it's important to encourage children to develop critical thinking about the content they are exposed to because that way they will learn the value of certain media messages. Adults must work on developing media literacy within children that are, on the one hand, undeliberately and, on the other hand, voluntarily exposed to digital content. It's important for family members, as well as education experts, to be a part of children's worlds because it's the only way they can direct them to develop critical thinking about certain media content and how to properly approach and use it later in life. The intention of this thesis is to bring awareness to the role and significance of the media in children's lives, as well as to point out the importance of adults providing quality development of children's media literacy