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Physical activity and eating habits in the prevention of obesity in children
No full textTjelesna aktivnost i pravilna prehrana su najvažniji faktori u prevenciji pretilosti kod djece. U današnjem društvu u kojem se živi sve užurbaniji tempo te se više vremena provodi u aktivnostima koje ne zahtijevaju tjelesni napor potrebno je kod djece razvijati naviku da se što više kreću i bave tjelesnim aktivnostima. Užurbani način života pridonosi i nepravilnoj prehrani jer ljudi zbog manjka vremena rijetko kuhaju te jedu više brze hrane koja je lako dostupna i brzo spremna za upotrebu. Razvitak tehnologije te način života koji se temelji na sedentarnim aktivnostima također pridonosi razvoju pretilosti.
Uravnotežena i pravilna prehrana koja se sastoji od tri glavna obroka te dva međuobroka odgovorna je za normalan rast i razvoj djece jer opskrbljuje tijelo svim potrebnim tvarima kao što su bjelančevine, ugljikohidrati, vitamini i minerali.
Cilj ovog rada je na osnovu već prije napravljenih istraživanja ukazati na problem pretilosti te što dovodi to njega. Kroz razna istraživanja može se vidjeti da spol, dob, motoričke sposobnosti te okolina utječu na tjelesnu aktivnost djece. Slobodno vrijeme se većinom provodi gledajući televiziju, igrajući igrice uz jako malo vremena odvojenog za neku tjelesnu aktivnost. Također za potrebe ovog rada provedeno je istraživanje u trećim razredima osnovne škole u kojem su ispitane prehrambene navike i tjelesna aktivnost učenika i učenica. Osim ankete, izračunat je i ITM na temelju njihove težine i visine.Physical activity and proper nutrition are the most important factors in preventing obesity in children. In today's society, where the pace is more and more hectic and more time is spent in activities that do not require physical effort, it is necessary to develop in children the habit of moving as much as possible and engaging in physical activities. A hectic lifestyle also contributes to an improper diet because people rarely cook due to lack of time and eat more fast food that is easily available and ready to use quickly. The development of technology and a lifestyle based on sedentary activities also contribute to the development of obesity.
A balanced and proper diet consisting of three main meals and two snacks is responsible for the children's normal growth and development because it supplies the body with all the necessary substances such as protein, carbohydrates, vitamins and minerals.
The aim of this paper is to point out the problem of obesity and what leads to it, based on previous research. Various studies show that gender, age, motor skills and the environment affect the children's physical activity. Free time is mainly spent watching television and playing games with little time set aside for some physical activity. Also, for the purposes of this paper, research was conducted in the third grades of elementary school, in which the eating habits and physical activity of male and female students were examined. BMI was also calculated based on their weight and height
Gamification in Computer Science Teaching via Online Learning Platforms
No full textKvaliteta učenja i poučavanja je nedvojbeno bitna za uspjeh obrazovnih ustanova odnosno za učinkovito obrazovanje učenika te su za to potrebni odgovarajući alati i kompetencije za adekvatnu primjenu istih. Propisanim kurikulumom nastavnog predmeta Informatike stavlja se naglasak na digitalnu pismenost te usvajanje kompetencija potrebnih za uspješno korištenje digitalnom tehnologijom. Učitelji koji posjeduju digitalne kompetencije, biraju odgovarajuće medije, implementiraju određene elemente u nastavni proces, a samim time i elemente igre. Alat koji se, korištenjem elemenata igre, često koristi za unaprjeđenje nastavnog procesa i lakše ostvarivanje određenih ciljeva u području netipičnom za igru naziva se igrifikacija. Ona otvara mogućnosti za novu primjenu pristupa vrednovanja te organizaciju metodičkog scenarija nastavnog sata. Multimedijalnost nastave je danas vrlo poznat pojam, pogotovo u kontekstu nastave Informatike te se medij kao neizostavan čimbenik, posebice digitalni medij, može naći u različitim ulogama. Kao potpora učenju se našao novi način komunikacije odnosno prijenosa informacija putem Interneta, platforma za online učenje. Korištenjem navedenih u primjeni igrifikacije u nastavnom procesu, otvara se novi niz mogućnosti ostvarivanja ciljeva učenja i poučavanja.The quality of learning and teaching is undoubtedly important for the success of educational institutions, that is, for the effective education of students, and for this, appropriate tools and competences are needed for their adequate application. The prescribed curriculum of the subject of Computer Science emphasizes digital literacy and the acquisition of competencies necessary for successful use of digital technology. Educators, using digital competences and selecting appropriate media, implement certain elements in the teaching process, and thus also elements of the game. A tool that, by using game elements, is often used to improve the teaching process and make it easier to achieve certain goals in a non-game area is called gamification. It opens up possibilities for a new application of the evaluation approach and the organization of the methodical lesson scenario. Multimedia teaching is a very well-known concept today, especially in the context of Computer Science teaching, and media as an indispensable factor, especially digital media, can be found in different roles. A new way of communication, i.e. information transfer via the Internet, a platform for online learning, was found as a support for learning. By using the aforementioned in the application of gamification in the teaching process, a new range of possibilities for achieving the goals of learning and teaching opens up
The brave adventures of a shoemaker's boy in the EFL classroom
No full textThis paper discusses the use of drama in the EFL classroom and provides a playscript based on The Brave Adventures of Shoemaker’s Boy by Ivana Brlić Mažuranić for use in the EFL classroom. The aim of this thesis is to explore the advantages of using drama in the EFL classroom and its’ impact on the students. Furthermore, benefits of using drama in the EFL classroom are given on the example of the novel The Brave Adventures of Shoemaker’s Boy by Ivana Brlić Mažuranić, which is provided in a form of a playscript. Finally, drama as a part of the EFL teaching in Croatia is discussed and recommendations are given on how to implement drama and dramatizations in the Croatian EFL teaching and learning contexts.Tema ovog diplomskog rada je uporaba dramatizacije djela Ivane Brlić Mažuranić Čudnovate zgode šegrta Hlapića u nastavi engleskog kao stranog jezika. Cilj ovog rada je istražiti prednosti korištenja dramatizacija u nastavi engleskog kao stranog jezika te kako ona utječe na rad učenika. Nadalje, rad naglašava prednosti korištenja dramatizacije u nastavi engleskog kao stranog jezika na primjeru scenarija napisanog prema romanu Čudnovate zgode šegrta Hlapića Ivane Brlić Mažuranić. Zaključno, rad daje smjernice o korištenju dramatizacije u nastavi engleskog kao stranog jezika jezika u Hrvatskoj
Attitudes towards vaccination among parents/guardians of preschool children
No full textCijepljenje je jedna od najučinkovitijih preventivnih metoda u borbi protiv bolesti te jedna od najzaslužnijih mjera zahvaljujući kojoj su mnoge opasne bolesti iskorijenjene. Bit cijepljenja nije samo zaštita pojedinca, već i cijele zajednice kojoj on pripada, stoga obolijevanje člana zajednice nije ugrožavajuće samo za pojedinca nego i sve ostale koji sačinjavaju njegovu okolinu. Pandemija Covida 19 poljuljala je svijet na svim mogućim razinama te unijela duboke podjele u društvu. Godinu dana svijetom je vladao strah i svi su iščekivali cjepivo kako bi se ovoj bolesti stalo na kraj, a kada je cjepivo pronađeno u ljude se uvlači sumnja i počinju se razvijati razne teorije zavjera koje još dodatno razdvajaju ionako već podijeljeno društvo.
Rad se sastoji od dva dijela, teorijskog i istraživačkog. Teorijski dio upoznaje čitatelja s temama bitnim za lakše razumijevanje istraživačkog dijela rada koji se bavi problemima proizašlima iz teorijskog dijela rada. U teorijskom dijelu navedena su i razjašnjena obvezna cjepiva, zakonske regulative u vezi cijepljenja djece, nastanak prvog cjepiva, začeci pokreta protiv cijepljenja te pandemija Covida 19 u Hrvatskoj i razvoj cjepiva protiv Covida 19. Stoga je cilj ovoga rada bio ispitati stavove roditelja/skrbnika vrtićke djece o cijepljenju te je li ova pandemija promijenila razmišljanja roditelja o cijepljenju djece i ako da, na koji način. Za potrebe istraživanja osmišljen je anketni upitnik putem kojeg su prikupljeni rezultati za kasniju analizu. Rezultati istraživanja pokazali su da roditelji još uvijek većinski vjeruju obveznim cjepivima, ali s dozom opreza. U usporedbi s istraživanjem provedenim prije 3 godine vidljiv je gotovo dupli porast onih koji smatraju da cijepljenje djece ne bi trebalo biti obavezno. Pandemija i pokreti protiv cijepljenja ostavili su traga na razmišljanjima roditelja te su poljuljali njihove stavove.Vaccination is one of the most efficient preventive methods of fighting disease and is one of the biggest causes of many dangerous diseases being rooted out. The point of vaccination is not only the protection of the individual, but also the entire community, which is why a member of the community contracting such a disease poses a threat not only to the individual but also to everyone around them. The Covid-19 pandemic has shaken up the world in many ways and caused deep divisions in our society. For a full year the world was in the grips of fear and people eagerly awaited a vaccine that would eradicate the disease, but when the vaccine was finished doubt started to crawl into people and all kinds of conspiracy theories started to take form further dividing the already divided society.
This paper consists of two sections, the theoretical and the research section. In the theoretical section the reader is introduced to the topics vital for the easier understanding of the research section of the paper which deals with the problems which arise from the topics discussed in the theoretical section. In the theoretical section the following is listed and explained: mandatory vaccinations, legislation regulating vaccination of children, the creation of the first vaccine, the beginnings of the anti-vaccination movement, the Covid-19 pandemic in Croatia and the development of the Covid-19 vaccine. The aim of this paper is to assess the attitudes that parents/guardians of preschool children have towards vaccination, as well as whether this pandemic changed their views on vaccination of children and, if yes, in which ways. This was done through a questionnaire designed for this research paper and the results were then analyzed. The results showed that the majority of parents trust the mandatory vaccinations, but still maintain a dose of caution. When compared to research carried out three years ago, the results show a double increase in the number of those who think that vaccination of children should not be mandatory. The pandemic and the anti-vaccination movements have left their marks on the parents’ minds and have shaken up their attitudes
Possibilities and ways of adapting drama techniques for children with developmental disabilities
No full textUključivanje djece i mladih u dramski studio te primjena dramskog odgoja u odgojno-obrazovnom procesu donosi sa sobom mnoge dobrobiti. No, djeci tipičnog razvoja, za razliku od djece s teškoćama, svi su pozitivni aspekti dramskog odgoja dostupniji. Uključivanje djece i mladih s teškoćama u razvoju u dramsku skupinu često se svodi na dobru volju dramskog pedagoga, koji se tijekom daljnjeg rada suočava s teškoćama u smislu adekvatnog i što cjelovitijeg uključivanja djeteta s teškoćom u skupinu i u dramske aktivnosti. Razloga za to je mnogo, a najznačajniji je prvenstveno izostanak literature, a potom i usavršavanja kao važnog elementa podrške dramskim pedagozima za rad s djecom s teškoćama u razvoju.
Cilj je rada, koristeći se dostupnim dramskim tehnikama opisanim u nekim izdanjima Biblioteke Hrvatskog centra za dramski odgoj, osmisliti i ponuditi katalog prilagodbi za dramski rad s djecom s teškoćama u razvoju općenito, ali s posebnim osvrtom na dramski rad s djecom s intelektualnim teškoćama. Nit vodilja u stvaranju kataloga bit će univerzalni dizajn, pristup u oblikovanju proizvoda (u najširem smislu) koji bi bili u najvećoj mjeri uporabljivi svim ljudima, bez potrebe za prilagodbama ili nekim posebnim dizajnom.The inclusion of children and young people in the drama studio and the use of drama education in the educational process brings with it many benefits. But children of typical development, in contrast to children with disabilities, have a greater availability to use all the positive aspects of drama education. The inclusion of children and young people with disabilities in the drama group is often reduced to the good will of the drama pedagogue, who continues to face difficulties in terms of adequate and comprehensive inclusion of the child with disabilities in the group and drama activities. There are many reasons for this, and the most significant is primarily the lack of literature, and then education as an important element of support for drama pedagogues to work with children with disabilities. The aim of this paper is, using the available drama techniques described in some editions of the Library of the Croatian Center for Drama Education, to create a catalog of adaptations for using drama with children with disabilities in general and with special reference to using drama with children with intellectual disabilities. The creation of the catalog will use a universal design, an approach to product design (in the broadest sense) that would be most useful to all people, without the need for customization or any special design
Educational value of theatre for children and youth in Croatia
No full textU radu se proučava poučnost u kazalištu za djecu i mlade na teorijskoj i praktičnoj razini. U prvom dijelu rada daje se pregled razmišljanja o poučnosti u teorijskim raspravama a u drugom dijelu rada napravljena je analiza poučnosti u trinaest kazališnih predstava iz sezone 2019./20. u kazalištima za djecu i mlade u Hrvatskoj. Za analizu poučnosti pogledanih predstava korištena je razdioba na šest tipova poučavanja Anthonyja Jacksona („Theatre, Education and the Making of Meanings“) te prikaz jedanaest mogućih načina poučavanja u kazalištu Jonathana Levyja („Reflections on How the Theatre Teaches“). Rad se oslanja na rad Ive Gruić „O mudrosti ili kako hrvatsko kazalište poučava djecu i mlade?“ te se uspoređuju dobiveni rezultati. Rezultati analize pokazuju da većina predstava iz sezone 2019./20. pripada kazalištu igre s jasno upućenim porukama, a potpuno je zanemareno dijaloško kazalište koje poziva na razmišljanje o problemima postavljenima na sceni. Dakle, suvremeno kazalište za djecu u Hrvatskoj svoju publiku prije svega želi zabaviti, ne odustajući pri tom od izravnog i najčešće uopćenog poučavanja. Usporedimo li zaključak ovoga rada sa spomenutim istraživanjem Ive Gruić, zaključujemo da u jedanaest godina nije došlo do neke značajnije promjene u domaćem kazalištu za djecu i mlade kad je u pitanju prisutnost i način poučavanja.The paper aims to examine the educational value of the children's and youth theatre at the theoretical and practical level. The first section of the paper provides an overview of the observations on its educational value in theoretical discussions. The second section provides the analysis of the educational level of the thirteen theatrical performances in the 2019/2020 season at children's and youth theatres in the Republic of Croatia. The classification into the six teaching methodologies by Anthony Jackson („Theatre, Education and the Making of Meanings“), as well as the eleven potential teaching methods at the theatre by Jonathan Levy („Reflections on How the Theatre Teaches“) are used in the educational value analysis of the seen theatrical performances. It builds on the paper written by Iva Gruić entitled „O mudrosti ili kako hrvatsko kazalište poučava djecu i mlade?“ (On Wisdom or Does Croatan Theatre Instruct Children and Youth?), providing a comparison of the obtained results. The analysis results show that most theatrical performances in the 2019/2020 season belong to the play theatre with a clear message, while completely ignoring the theater of dialogue which makes us reflect on the issues presented on stage. Therefore, the contemporary children's theatre in Croatia primarily aims to entertain its visitors not abandoning the direct and often generalised teaching methodology in doing so. If we compare the conclusion of this paper to the aforementioned research by Iva Gruić, we can say that there has not been any significant change to the local children's and youth theatre in the past eleven years when it comes to the teaching presence and methodology
Assertimess As A Key Communication Of A Kindergarten Teacher
No full textZanimanje odgojitelja zahtjeva mnogo znanja, vještina i iskustva. Jedna od njih su
komunikacijske vještine koje su svakako dio profesionalnih kompetencija. Kako su u
svakodnevnoj interakciji s djecom, kolegama i roditeljima, iznimno je važno da njihov način
komuniciranja bude adekvatan. Upravo je asertivna komunikacija jedan od komunikacijskih
stilova koju bi odgojitelj trebao svakodnevno koristiti u svojoj profesiji. Asertivno
komuniciranje je otvoreno iznošenje vlastitih ideja i osjećaja bez nanošenja štete drugima.
Asertivnom komunikacijom se iskazuje poštovanje prema sugovornicima, ali i prema samom
sebi. Zalažmo se za vlastita prava, ali pritom se poštuju i prava drugih. U radu se objašnjavaju
različiti stilovi komuniciranja i ponašanja te donosi nekoliko asertivnih tehnika korisnih za
zanimanje odgojitelja. Isto tako, navedeni su primjeri asertivnog i neasertivnog ponašanja
odgojitelja te kakvim oblikom komunikacije se koriste. Naglasak je na tome da se opisuju
ponašanja, a ne izravno osobe jer se ponašanje uvijek može promijeniti. Rad u vrtiću zahtjeva
komunikaciju s različitim ljudima što često predstavlja izazov jer različitosti znače i različita
mišljenja, a to može i ne mora dovesti do konflikta. U radu se objašnjava što je konflikt te kako
se može konstruktivno riješiti uz asertivne tehnike. Svrha rada je istražiti mogućnosti uspješne
komunikacije kojom će odgojitelji lakše i učinkovitije rješavati probleme te ostvarivati ciljeve.
Jedan od glavnih ciljeva je unaprjeđenje komunikacije između odgojitelja, djece i roditelja
kako bi lakše utjecali na odgajanikov cjeloviti razvoj koji će im značajno doprinijeti u budućim
životnim izazovima.The profession of kindergarten teacher demands plenty of knowledge, skills and
experience. One of them is communication skills which are a part of professional competencies.
Considering the fact that kindergarten teachers have everyday interactions with children,
coworkers and parents, it is important that they communicate in an adequate way. Assertive
communication is one of communication styles which kindergarten teachers should use on a
daily basis in their profession. Assertive communication is an open expression of one's own
ideas and feelings towards others. With assertive communication respect is shown to the second
party, and towards ourselves. With assertiveness we are standing for our rights, and at the same
time we are respecting the rights of others. In this thesis the author describes different styles of
communication, behaviors, and techniques of assertive communication that are useful in
educators profession. Furthermore, the author lists examples of assertive and non-assertive
behavior of kindergarten techer and which form of communication is used. The highlight is in
the description of the behavior, not the person, because the behavior can always change.
Working in a kindergarten demands communication with different types of people which often
presents a challenge, because the difference in people means the difference in opinion, which
can lead to conflict. In this thesis the definition of conflict is explained with constructive ways
on how to resolve it with assertive techniques. The purpose of the thesis is to explore the
possibilities of successful communication which will help kindergarten teachers to resolve
problems and achieve their goals in an easier and efficient way. One of the main goals is
improving the communication between the kindergarten teacher, children and parents, in order
to more easily influence the child's overall development that will significantly contribute to
their future life challenges
Starting a school garden
No full textŠkolski vrt prije svega može se promatrati kao prostor koji je potrebno oblikovati kako bi on mogao služiti za odgoj i obrazovanje. Osnivanjem školskog vrta tj. njegovim uređenjem oblikuje se učionica na otvorenom, a uključivanjem određenih objekata poput gredica za pokuse, staklenika i ostalih objekata proširuju se mogućnosti koje mogu poslužiti učitelju kao pomoćno sredstvo za zornu obuku. Svaki školski vrt je poseban: neki je manji, neki je veći, neki ima manje objekata, neki više, ali svaki od njih ispunjava istu svrhu - odgoj i obrazovanje.
Osnovni cilj ovog rada bio je prikazati povijesni razvoj, tj. funkciju školskih vrtova, pružiti najpotrebnije informacije vezane uz uređenje školskih vrtova te ispitati trenutno stanje istih na području Grada Zagreba.
U teorijskom dijelu rada prikazani su povijest i izgled školskih vrtova, a u empirijskom su dijelu prikazani podatci prikupljeni istraživanjem. U posljednjem poglavlju navedeni su primjeri tri školska vrta na području Grada Zagreba: školski vrt OŠ Davorina Trstenjaka, OŠ Jordanovac i OŠ Granešina.
Istraživanje je provedeno na uzorku od 80 osnovnih škola na području Grada Zagreba. Podatci su prikupljeni metodom telefonskog upitnika.
Rezultati su istraživanja pokazali da u 42,50 % škola postoji školski vrt, dok u 57,50 % ne postoji.
Zabilježen je porast osnivanja školskih vrtova u zadnjih pet godina, međutim podatci dobiveni istraživanjem ne potvrđuju da postoji interes za osnivanjem istih u školama koje ih nemaju. Kao razlog nepostojanja školskog vrta ističu se tri najčešće objektivne prepreke, a to su: nedostatak prostora za školski vrt unutar školskog dvorišta, nedostatak financijskih sredstava i nedostatak vremena u Nastavnom planu i programu učitelja.The school garden can primarily be seen as a space that needs to be designed so that it can be used for upbringing and education. The establishment of a school garden, ie its arrangement, shapes the outdoor classroom, and the inclusion of certain facilities such as experimental beds, greenhouses and other facilities expands the possibilities that can serve as a teacher's aid for visual training. Every school garden is special, some are smaller, some are bigger, some have fewer facilities, some more, and yet each of them fulfills the same purpose, and that is upbringing and education.
The main goal of this paper was to present the historical development, ie the function of school gardens and provide the most necessary information related to the arrangement of school gardens, and examine the current state of the same in the City of Zagreb.
The theoretical part of the paper presents the history and appearance of school gardens, and the empirical part presents data collected by research. The last chapter gives examples of three school gardens in the City of Zagreb, Davorin Trstenjak Elementary School, Jordanovac Elementary School and Granešina Elementary School.
The research was conducted on a sample of 80 primary schools in the City of Zagreb. Data were collected by telephone questionnaire.
The results of the research showed that in 42.50 % of schools there is a school garden while in 57.50 % there is none.
There has been an increase in the establishment of school gardens in the last five years. However, the data obtained from the research do not confirm that there is an interest in establishing them in schools that do not have them. The three most common objective obstacles stand out as the reason for the non-existence of the school garden, namely: lack of space for the school garden within the school yard, lack of financial resources and lack of time in the teacher's curriculum
Application of information and communication technology in teaching Nature and Society during the COVID-19 pandemic
No full textGodina 2020. bila je izazovna za cijelo ljudsko društvo. Promjene koje je pandemija SARS-CoV-2 donijela ostavit će traga u svjetskoj povijesti, a velik dio tih promjena obuhvaćao je i obrazovne sustave diljem svijeta. Hrvatski obrazovni sustav odgovorio je na promjene uvodeći tri različita modela nastave tijekom pandemije (prvi model prema kojem se nastava odrţava uţivo u školi, drugi model koji je kombinacija nastave u školi i online nastave te posljednji model prema kojem se nastava odrţava u potpunosti online), a u istraţivanju provedenom za potrebe ovog diplomskog rada ispitivali su se stavovi učitelja razredne nastave o uporabi informacijsko-komunikacijske tehnologije [IKT] u nastavi Prirode i društva koja se izvodila kontaktno u školama tijekom pandemije. U tom kontekstu ispitano je kakva je opremljenost škola bila prije pandemije te tijekom nje, kakvo je znanje učitelja o IKT-u i u kojoj mjeri koriste IKT u nastavi Prirode i društva, u kojoj mjeri učenici koriste IKT u nastavi Prirode i društva te kako se provodila izvanučionička nastava Prirode i društva tijekom pandemije s obzirom na epidemiološke preporuke. Istraţivanje je provedeno online upitnikom namijenjenim učiteljima i učiteljicama razredne nastave s područja cijele Republike Hrvatske, a pristupila mu je 241 osoba. Rezultati istraţivanja pokazali su da učitelji u prosjeku imaju pozitivan stav o primjeni informacijsko-komunikacijske tehnologije u nastavi Prirode i društva. Učitelji se slaţu da je tehnička opremljenost škola unaprijeĎena zbog pandemije, ali nemaju svi uvijek dostupne digitalne medije za potrebe nastave Prirode i društva. Dostupnu informacijsko-komunikacijsku tehnologiju koriste i učitelji i učenici. Učitelji su svoje znanje korištenja IKT-a unaprijedili tijekom pandemije, a digitalne alate, sadrţaje i platforme na nastavi Prirode i društva koriste ponekad. TakoĎer, više od tri četvrtine ispitanih učitelja koristi IKT kao zamjenu za izvanučioničku nastavu tijekom pandemije, a učenici rijetko samostalno, pomoću IKT-a, usvajaju izvanučioničke sadrţaje Prirode i društva. Iako istraţivanje potvrĎuje da učitelji imaju pozitivne stavove o korištenju digitalne tehnologije na nastavi Prirode i društva, potrebno ju je više primjenjivati u samom nastavnom procesu jer pravilnim korištenjem moţe uvelike doprinijeti kvaliteti odgojno-obrazovnog procesa.The year 2020 was challenging for all members of society. The changes caused by the SARS-CoV-2 pandemic will leave a mark on world history and many of that changes had impact on education systems around the world. The Croatian education system responded to the given changes by introducing 3 different models of teaching during the pandemic and the research conducted for the purposes of this thesis examined the attitudes of primary school teachers on the use of Information and Communication Technology in teaching Nature and Society during the pandemic in schools. In research were examined general data about teachers, what was the equipment of schools before and during the pandemic, what is the knowledge of teachers about ICT and how much they use ICT in teaching Nature and Society, how much students use ICT in teaching Nature and Society and how extracurricular activities were conducted in teaching Nature and Society during the pandemic and given epidemiological recommendations. The research was conducted by an online questionnaire intended for primary school teachers from all over the Republic of Croatia and was filled out by 241 people. The research showed that teachers have positive attitudes towards the application of Information and Communication Technology in teaching Nature and Society. Teachers agree that the technical equipment of schools has been improved due to the pandemic, but they don't have always digital mediums available for teaching Nature and Society. ICT is used by both, teachers and students. Teachers have improved their knowledge of using ICT during the pandemic and sometimes use digital tools, content and platforms in the teaching Nature and Society. Also, more than three quarters of the teachers use ICT as a substitute for extracurricular activities during the pandemic. Students rarely independently, with the help of ICT, learn extracurricular content of Nature and Society. Although, the research confirms that teachers have positive attitudes about the usage of digital technology in teaching Nature and Society, it is necessary to apply it more often in the teaching process because its proper use can improve the quality of the teaching process
Material environment in kindergarten and its incentive for children's language development
No full textU ovome radu donose se promišljanja o temi dječjega jezičnoga razvoja i o mogućnostima njegova poticanja u dječjem vrtiću. Ukazuje se na razliku između jezika, govora i komunikacije kao različitih pojmova, ali blisko povezanih. Objašnjena je kognitivistička, bihevioristička i generativistička teorija dječjega jezičnoga razvoja. Prikazan je jezični razvoj djeteta od najranije dobi pa do polaska u školu te značenje i utjecaj materijalnoga okružja za djetetov razvoj. U radu su opisani čimbenici koji utječu na razvoj govora, a to su biološki i okolinski čimbenici. Opisano je na koji način oni pridonose i djeluju na sav djetetov razvoj, pa i na djetetov govor. Nadalje, opisano je poticajno materijalno okružje dječjega vrtića u kojem dijete nesmetano i kvalitetno razvija svoje potencijale i sposobnosti te usvaja i/ili uči nova znanja i vještine potrebne za budućnost. Opisana je poticajnost materijalnoga okružja za razvoj govora, čitanja i pisanja raspoređena po centrima aktivnosti, kao i neizostavna odgojiteljeva uloga u tome. Također, navedene su razlike u organizaciji vrtićkog materijalnog okružja i ponude materijala kroz povijest, a pojašnjena je i sama uloga prostora u poticanju djetetovih sposobnosti. Nadalje, u različitim pedagoškim pristupima (Reggio pedagogija, Montessori pedagogija, Waldorf pedagogija) opisan je izgled sobe te sličnosti i razlike ponuđenih materijala i okružja u kojem se dijete razvija i uči kroz igru. Navedene su kompetencije i dobrobiti koje dijete razvija u poticajnom okružju, a koje su navedene u Nacionalnom kurikulumu za rani i predškolski odgoj i obrazovanje (2014).In this paper differences between language, speech and communication is pointed out as different concepts, but closely related. The cognitivist, behaviorist, and generative theory of child speech development is explained. The language child development is presented from the earliest phases of childhood up to entry in to the primary school, as well as the importance and influence of child's development material environment. The paper describes the factors that influence the development of speech, and these are: biological and environmental factors. This paper describe how they contribute to and influence the child's development and child's speech. Furthermore is described the stimulating kindergarten material environment in which the child develops his / her potentials and abilities without hindrance and quality, and acquires and / or learns new knowledge and skills for the future. Speech, reading and writing development stimulation material environment distributed among the centers of activities and the indispensable and responsible role of the educator in that is described too. The differences in the appearance of the rooms and the offer of materials throughout the history and the role of the space are also listed. Furthermore, describe the appearance of the room and the similarities and differences of the offered materials and the environment in which the child develops and learns through play in different pedagogical approaches (Reggio pedagogy, Montessori pedagogy, Waldorf pedagogy). The competencies and benefits that a child develops in a stimulating environment listed in the National Curriculum for Early and Preschool Education (2014) are listed too. Finally, the difficulties that arise in speech and how the influence of educators, co-workers and the stimulating environment can contribute to the child's progress and help the child are mentioned