University of Zagreb Faculty of Teacher Education - Digital repository
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Didactic Characteristis Of Communication Within Primary School Education
No full textSvi smo zasigurno jednom u životu čuli kako je važno znati komunicirati. U ovom diplomskom radu naslovljenom Didaktička obilježja komunikacije u primarnom obrazovanju, nalaze se poglavlja tematike vezane uz komunikaciju. Komunikacija, a ujedno i interakcija koje se međusobno nadopunjavaju, čarolije su koje upotpunjuju karakteristike svakog čovjeka. Svaka uspostava komunikacije počiva na razumijevanju tijela, pokreta ili izgovorene riječi. Danas, govor tijela vrlo je bitan za komuniciranje. Često puta nismo ni svjesni svojih neverbalnih pokreta tijelom putem kojih zaista komuniciramo, ali na drugačiji način koji zovemo neverbalna komunikacija. Iako većina ljudi ne zna pročitati neverbalne znakove, oni su svakodnevno prisutni, a ponekad „govore“ više negoli verbalna komunikacija. Za razliku od neverbalne komunikacije, nama, poznatija verbalna komunikacija igra svakako važnu ulogu kako u svakodnevnom životu, tako i u učionici s učenicima u primarnom obrazovanju. Tada, najbitniju ulogu ima učitelj koji potiče otkrivanje potencijala svakog pojedinca u razredu. Komunikacija unutar odgoja i obrazovanja, podloga je za učenje, formiranje vlastitog svijeta komuniciranja. Učitelji, polazeći od vlastitog izražavanja i nadogradnje svog znanja „igraju“ glavnu ulogu u razredu jer djeca uistinu polaze od njihova načina komuniciranja za koje smatraju ispravnim. Naravno komunikacija je doista osnova za ostvarivanje odnosa u bilo kojem pogledu. Zato kažemo da u pravilu čovjek cijeli život uči i usavršava vlastite vještine komuniciranja. Većinu svojeg vremena provodimo u komunikaciji bilo to govorom tijela ili vokabularno, samim time možemo reći kako je komunikacija ključ našeg svakodnevnog života. Međutim, možemo sve zaokružiti i reći da je čovjek bogat ukoliko prepoznajte važnost komuniciranja. Cilj svakog čovjeka pa tako i ovog diplomskog rada jest promišljanje i shvaćanje komunikacije kao pozitivnog putokaza za otvaranje svih vrata u kojima je zacrtan osobni cilj, počevši od đačkih klupa u primarnom obrazovanjuIt is important to know how to communicate - this is a saying every one of us certainly heard once in their life. In this master's thesis titled "Didactic characteristics of communication within primary school education", various subjects about communication are being covered. Communication and interaction, which supplement each other, are enchantments that complete the characteristics of every human. Every communication start relies on the understanding of the body language and spoken word. Today, body language is somewhat important in the process of communication. Often we are not aware of our non-verbal body motions, through which we really communicate but in a different way - this is being called non-verbal communication. Although most people can not "read" non-verbal signs, they are daily present, and sometimes tell us more than the direct verbal communication. Verbal communication has an essential role, as in everyday life and also in the classroom with students in primary education. During that time, the teacher has a crucial role to encourage the potential of every individual student. Communication, as a part of education and nurturing, is a foundational part for learning and forming every individual world of communicating. Teachers, starting from their own way of expressing themselves and through extending their knowledge, play a crucial role inside the classroom because children look up to them when learning to communicate. Of course, the basis to establish any kind of relationship is again communication - because of that, we say that humans learn and strengthen their individual communication skills. We spend the majority of our time communicating through our body language or vocabulary because of what we can say that communication is the key for our daily life.The aim of every human and also this thesis is to understand the subject of communication as a positive path for opening all doors which have our personal goal behind them, starting from the class desks in primary education
Encouraging prereading skills
No full textU ovome se radu daje kratak prikaz aktivnosti kojima se mogu poticati predčitačke vještine djeteta. Najprije je dan pregled jezičnog razvoja djeteta od rođenja pa do završetka predškolskog obrazovanja. Dan je i pregled razvoja rane pismenosti prema vještinama koje ona obuhvaća. Objašnjene su predčitačke vještine kroz sve aspekte kojima se one potiču i razvijaju. Da bi se te vještine kvalitetno mogle razvijati, potrebno je stvoriti i preduvjete za njihov razvoj stoga su u radu opisani vanjski i unutarnji preduvjeti za razvoj čitanja. Osim tih preduvjeta, važnu ulogu ima i okruženje pri čemu se ne misli samo na ustanovu ranog i predškolskog odgoja i obrazovanja već i na skrbnike. S obzirom na to da se kod razvoja jezika i govora mogu pojaviti i teškoće, rad se dotiče i prevencije jezičnih, govornih i komunikacijskih poremećaja. Budući da je igra djetetov prirodan način učenja, ona je ovdje predstavljena kao sredstvo kojim se potiče razvoj predčitačkih vještina. Praktični dio rada obavljen je u dječjem vrtiću „Dječji svijet“ u Varaždinu u kojem su provedene aktivnosti za poticanje predčitačkih vještina u skupinama djece u dobi od 5. do 6. godine te u dobi od 6. do 7. godine. Cilj rada bio je promotriti razinu djetetove svjesnosti o pisanome jeziku. Ono što je zaključeno jest da je većina djece uspješno savladava zadatke te pokazuje jezično znanje koje se očekuje s obzirom na dob djeteta.This paper provides a brief overview of activities that can be used to encourage a child's pre-reading skills. First, an overview of children’s language development from birth up until the end of their preschool education is given. An overview of the development of early literacy is also given according to the skills it encompasses. Prereading skills are explained through all the aspects of how they are encouraged and developed. In order for these skills to be developed in a quality way, the conditions for their development need to be met. Therefore, this paper describes the external and internal preconditions for the development of reading. In addition to these prerequisites, the environment plays an important role. The environment includes not only the institution of early childhood education but also caregivers. Given that difficulties may arise in the development of language and speech, the paper also touches on the prevention of language, speech and communication disorders. Since playing is children’s natural way of learning, it is presented here as a means of encouraging the development of pre-reading skills. The practical work that the paper covers was performed in the kindergarten "Dječji svijet" in Varaždin. Activities were conducted which were intended to encourage pre-reading skills in a group of children aged 5 to 6 years and a group of children aged 6 to 7 years. The aim of the paper was to study the level of the children’s awareness of written language. It was concluded that most children successfully master the tasks and display language skills expected of children their age
Warm And Cool Colors In The Expression Of Emotions In Preschool Children
No full textIzražavanje emocija kroz crtež najbolji je način da dijete izrazi svoje emocije, doživljaje, misli, kreativnost i maštu. Uporabom boja u crtežu dijete komunicira s vanjskim svijetom te često daje prikaz onoga što se događa oko njega, odnosno prikazuje svoja unutarnja iskustva. Ujedno je to alat da upoznamo dijete i njegovo emocionalno stanje. Treba im pružiti spontanost i slobodu u izražavanju.
Ne trebamo ih kritizirati, poučavati, savjetovati jer na taj ih se način ih se sputava u njihovoj kreativnosti i mašti koja itekako može biti bogatog sadržaja. Dijete često tople boje povezuje s pozitivnim emocijama, dok negativne emocije prikazuje kroz hladne, odnosno tamne boje. Kod analize dječjih radova prvo trebamo porazgovarati s djetetom o njegovom crtežu, a tek onda raditi analize i donositi zaključke. Praktični dio rada odrađen je u starijoj dobnoj skupini u Dječjem vrtiću „Zrno“. Cilj je bio istražiti povezanost boja i emocije u dječjem likovnom izražavanju. Djeca su odabirom određene boje prikazala svoja emocionalna stanja.Expressing emotions through drawing is the best way for a child to express their emotions, expiriences, thoughts, creativity and imagination. Using colours in a drawing, a child is comunicating with the outside world and often represent what is happening around them, that is, is representing their inside experience. At the same time, it is a tool to get to know a child
and their emotional state. We should enable them spontaneity and freedom in expression. We should not criticize, instruct, advise them because in that way they are hampered in their creativity and imagination which can have a very rich content. A child is mostly connecting warm colours with the positive emotions, while the negative ones is showing through the cold, that is, dark colours. In the analysing children's drawing, firstly we should talk to a child about their draw and only after that do analysis and make conclusions. The practical part of the work is done in the older age group in the kindergarten „Zrno“. The aim was to research connection of colours and emotions in children's fine arts expression. By choosing certain colours, kids showed their emotional state
Educator´s Stands About Kinesiology Activities Towards Preschool Children
No full textCilj ovog diplomskog rada je provesti istraživanje o provođenju kinezioloških aktivnosti u radu s djecom predškolske dobi, i osvijestiti se o samoj važnosti tjelesnih aktivnosti i kretanja. O opravdanosti ove teme pokazuje veliki nedostatak kinezioloških aktivnosti i prirodnih oblika kretanja, porast poremećaja u razvoju lokomotornog sustava, loše prehrambene navike i porast broja preuhranjenih i gojaznih osoba, u sve više djece. Od samih početaka ljudskog postojanja kretanje je bilo iznimno važan dio života. Mnogi znanstvenici su proučavali kretanje, i zahvaljujući njima razvila se kineziologija kao znanost. Kretanje je urođeno svakom djetetu i to je njegova potreba koju bi odgojitelji trebali znati i moći zadovoljiti. Svakom odgojitelju trebalo bi biti važno da se djeca pravilo razviju, zato bi trebali od početka poticati kineziološke aktivnosti. Redovito provođenje kinezioloških aktivnosti blagonaklono djeluje na cjelokupni organizam djeteta. No kineziološke aktivnosti su proces koji zahtjeva veliki angažman, planiranje i modificiranje. Odgojitelji trebaju organizirati aktivnosti koje odgovaraju djeci različitih fizičkih sposobnosti i potreba s obzirom na trajanje aktivnosti. Ne smije se zaboraviti na važnost jasnog objašnjenja i demonstriranja aktivnosti. Svaka kineziološka aktivnost trebala bi biti organizirana kroz igre, jer je to prirodni način učenja djece.The goal of this thesis is to conduct research on the implementation of kinesiology activities in work with preschool children, and to raise awareness of the very importance of physical activity and movement. The justification of this topic is shown by the great lack of kinesiology activities and natural forms of movement, the increase in disorders in the development of the locomotor system, bad eating habits and the increase in the number of overfed and obese people, in more and more children. From the very beginnings of human existence, movement has been an extremely important part of life. A lot of scientists studied movement, and thanks to them, kinesiology as a science developed. Movement is innate in every child and it is it's need, a need that educators should know and be able to satisfy. Every educator should find a child's development of big importance, and that's why they should encourage kinesiology activities from the very beginning. Regular implementation of kinesiology activities has a beneficial effect on the entire child's organism. But kinesiology activities are a process that requires a lot of engagement, planning and modification. Considering the duration of the activities, educators should organize activities that suit children with different physical abilities and needs. We must not forget the importance of clearly explaining and demonstrating activities. Every kinesiology activity should be organized through games, because for children this is natural way of learning
Musical content as a factor of work intensification
No full textInkluzijom glazbenog sadržaja u tjelesnu i zdravstvenu kulturu ima veliki utjecaj na intenzifikaciju rada učenika. Cilj istraživanja jest bio prikazati utjecaj i razmjere u poboljšanju rada učenika u pogledu njihove motivacije tijekom rada, discipline na satu te pravilnom izvođenju vježbi sa primijenjenim glazbenim sadržajem i bez njega. Za potrebe istraživanja koristio se četvrti razred Područne škole Pojatno, u kojem je sudjelovalo 11 djevojčica i 9 dječaka te tri učiteljice iste škole analizirale i ispunjavale ocjenjivački obrazac. U suštini, cilj jest prikazati pozitivne učinke glazbenog sadržaja na učenikov rad tijekom tjelesne i zdravstvene kulture. Istraživanjem smo utvrdili kako je došlo do intenzifikacije rada na satu tjelesne i zdravstvene kulture uz korištenje glazbe. Rezultatima smo pokazali da je došlo do veće razlike u disciplini sata, zatim nešto srednji rezultat u motivaciji za rad te manji rezultat u pravilnosti izvođenja vježbi na satu. Htjela bih također istaknuti kako je velika deprivacija u literaturi koja pokriva ovo ili slična područja. Osim što je manjak literature, manjak je prakse koja to i provodi. Upravo iz tog razloga se pobudila intrizična motivacija za pridonošenjem ovog istraživanja i time potaknuti daljnja istraživanja i buduće odgojno-obrazovne edukacije u tom području.The inclusion of musical content in physical and health culture has a great impact on the intensification of student work. The goal of the research was to show the impact and scale in improving the work of students in terms of their motivation during work, discipline in class and the correct performance of exercises with and without applied musical content. For the purposes of the research, the fourth grade of Pojatno Regional School was used, in which 11 girls and 9 boys participated, and three teachers from the same school analyzed and filled out the evaluation form. Essentially, the goal is to show the positive effects of musical content on the student's work during physical and health education. Through the research, we determined how the work in the physical and health education class was intensified with the use of music. The results showed that there was a greater difference in the discipline of the class, followed by a somewhat average result in the motivation to work and a smaller result in the regularity of the exercises in the class. I would also like to point out that there is a great deprivation in the literature covering this or similar areas. In addition to the lack of literature, there is also a lack of practice that implements it. It is precisely for this reason that the intrinsic motivation to contribute to this research arose and thereby encourage further research and future education in that area
The influence of culture on the philosophy of education: East and West
No full textOno što određuje neku zemlju naučeni je sustav vrijednosti koji se prenosi nasljeđem, a sabran je u pojmu kulture. Kultura određuje sve sfere ljudskoga života, a više nego za bilo koji drugi segment vezana je upravo uz odgoj. Možemo reći kako je odgoj sredstvo za postizanje kulture, dok ta ista kultura pritom određuje proces odgajanja. Filozofija odgoja bavi se pitanjima smisla i svrhe odgoja. Cilj ovog rada bio je istražiti je li ta svrha jednaka bez obzira na to u kojem se dijelu svijeta definira. Proučavanjem dostupne literature došli smo do zaključka kako sredina uvelike mijenja intenciju i ciljeve odgoja. Samim time što postoji razilaženje u razumijevanju termina, postoji i različit sustav vrijednosti i metoda realizacije istog procesa. Komparativna analiza Istočnih i Zapadnih država pokazala je kako različita kultura nužno znači različit pristup odgojnoj teoriji. To znači da je filozofija odgoja podložna kulturi i vremenu u kojemu se primjenjuje. Zbog toga su neke prakse funkcionalne u jednoj, sasvim neprihvatljive u nekoj drugoj, pa čak i susjednoj sredini. Filozofiju odgoja, dakle, valja tumačiti u skladu s kontekstom iz kojeg proizlazi. U tome će nam koristiti poznavanje povijesti i baštine naroda čije metode i običaje proučavamo. Iako je teško definirati sam pojam odgoja, sigurno je kako se radi o višestranom procesu koji zahtijeva interakciju svih sudionika kako bi se postigao željeni rezultat. Ipak, s obzirom na to da je odgoj stvaralačka aktivnost, nije ju moguće u potpunosti isplanirati, već njene smjerove i ishode direktno određuju njeni akteri. Kultura, kao i odgoj, zahtijeva stvaralaštvo jer iz njega i proizlazi. Odgojem se, stoga, nastoje oblikovati aktivni pojedinci koji će prenositi kulturu, ali je i revidirati kako ne bi došlo do njenog zamiranja ili pak pukog transmitiranja.What defines a country is the learned system of values that is passed on by inheritance and is summed up in the term culture. Culture determines all areas of human life, but it is related to education more than to any other aspect. We can say that education is a medium for achieving culture, while this same culture determines the process of education. The philosophy of education deals with questions of the meaning and purpose of education. The aim of this paper was to investigate whether this purpose is the same regardless of the part of the world in which it is defined. By studying the available literature, we came to the conclusion that the environment greatly changes the intention and goals of education. Simply because there is a difference in the comprehension of the term, there is also a different system of values and methods of performingthe same process as well. A comparative analysis of Eastern and Western countries showed that different cultures necessarily mean different approaches to educational theory. This means that the philosophy of education is susceptible to the culture and time in which it is applied. This is why certain practices that are functional in one environment, are completely unacceptable in another, even neighboring environment. Accordingly, the educational philosophy should be interpreted in the context from which it originates. Consequently, knowing the history and heritage of the nation whose methods and customs we study will be beneficial for us. Although it is difficult to define the term education per, it is certain that it is a multifaceted process which requires the interaction of all participants in order to achieve the wanted result. However, considering that education is a creative activity, it cannot be planned completely, but its directions and outcomes are directly determined by its participants. Like education, culture requires creativity because it stems from it. Therefore, education aims to form active individuals who will transmitthe the culture, but also revise it, so that it does not extinct or be routinely transferred
Cultural Heritage Of Zelina's Prigorje
No full textPo definiciji Ministarstva kulture i medija Republike Hrvatske, kulturna baština može biti materijalna i nematerijalna. Općenito, kulturna baština čovječanstva ili nekog naroda je njegovo zajedničko bogatstvo koje se nastoji očuvati istraživanjem, proučavanjem, dokumentiranjem, održavanjem te promicanjem takovih vrijednosti. Neke od tih vrijednosti su različiti običaji, vjerovanja, napjevi, plesovi, instrumenti, hrana, piće i slično. Republika Hrvatska s pravom se ponosi bogatom i raznolikom kulturnom baštinom svake svoje pojedine regije. Nažalost, kroz vrijeme se puno toga zaboravilo. Ne namjerno već možda pukom
tendencijom modernizacije i prilagođavanja nekim novim vremenima. Slučaj je to i u još uvijek ne dovoljno poznatom Zelinskom prigorju. Žitelji tog kraja su u nekim prošlim vremenima bili većinom seljaci, pastiri ili stočari te su za vrijeme rada u poljima pjevali razne pjesme, na lupitvama plesali ili pak razmišljali kako se dopasti nekome od momaka ili djevojaka u selu. Vjerovalo se u coprije, ali i pobožno išlo nedjelju misama i na razna hodočašća. Iako je grad Sveti Ivan Zelina nadaleko poznat po svojim stoljetnim vinogradima, ostatak kulturne baštine kao da je nepravedno potisnut u drugi plan. Tek rijetki entuzijasti upustili su se u istraživanje tog malog, ali baštinom bogatog kraja baš kao što je to, sada već davno, činio dr. Vinko Žganec, ali i Hrvatsko pjevačko društvo „Zelina“ koje više od sto godina prenosi narodno blago s koljena na koljeno. Na kraju je zaključeno da Zelinsko prigorje obiluje mnogobrojnim plesovima, pjesmama, običajima i vjerovanjima koji svojom ljepotom, izvornošću i jedinstvenošću daju velik doprinos, kako svojem kraju tako i cjelokupnom kulturnom bogatstvu Republike Hrvatske. Oni su oduvijek bili veoma važan čimbenik u životima ljudi koji su u prošlosti obitavali na području Zelinskog prigorja, a na nama je da to blago sačuvamo i prenosimo na sljedeće generacije.By definition of the Ministry of culture and media Republic of Croatia, cultural heritage can be tangible and intagible. In general, cultural heritage of mankind or a nation is its common wealth that seeks to preserve by researching, studying, documenting, maintaining and promoting such values. Some of those values are different customs, beliefs, songs, dances, instruments, food, drinks and similar. Republic of Croatia is rightly proud of its rich and diverse cultural heritage of each of its region. Unfortunately, a lot has been forgotten over time. Not intentionally but perhaps by a mere tendency to modernize and adapt to some new times. This is also the case in the still insufficiently known Zelina's prigorje. In some past times, the inhabitants of this area were mostly peasants, shepherds or cattle breeders, and during their work in the fields they sang various songs, danced during the lupitva's or thought about how to make one of the boys or girls in the village fall in love with them. They believed in coprija's, but also went to Sunday Mass and various pilgrimages. Although the town of Sveti Ivan Zelina is widely known for its centuries-old vineyards, the rest of the cultural heritage seems to have been unfairly pushed into the background. Only a few enthusiasts set out to explore this small but heritage-rich region, just as Dr. Vinko Žganec did a long time ago, as did the Hrvatsko pjevačko društvo "Zelina", which is passing the national treasure from generation to generation for more than a hundred years. In the end, it was concluded that Zelinsko prigorje abounds in numerous dances, songs, customs and beliefs, which with their beauty, originality and uniqueness make a great contribution both to their region and to the entire cultural wealth of the Republic of Croatia. They have always been a very important factor in the lives of the people who lived in the area of the Zelinski prigorje in the past, and it is up to us to preserve this treasure and pass it on to the next generations
The relation between trauma and internalised behavioural problems in the student population
No full textInternalizirani problemi u ponašanju, odnosno reakcije na stres i negativne emocije, često se javljaju zbog doţivljene neke vrste traume te su često skriveni i teško ih je prepoznati. Zbog tendencije da ostanu izvan vidokruga, internalizirana ponašanja nisu toliko poznata kao eksternalizirajući oblici koji uključuju ponašanje usmjereno prema van. To ne znači da su internalizirana ponašanja manje štetna, štoviše, istraţivanja sugeriraju da nastavak takvog ponašanja moţe uzrokovati ozbiljnu štetu cjelokupnom mentalnom zdravlju, samopoštovanju i odnosu s drugima. Neke od tih negativnih emocija uključuju: usamljenost, izolaciju, tugu, patnju, bijes, zavist, ljubomoru, nesigurnost, sumnju u sebe i mrţnju prema sebi. Depresija i anksioznost dva su mentalna poremećaja koji kod ljudi, u okviru internaliziranih problema u ponašanju, imaju najvišu tendenciju razvoja. Rezultati studija provedenih u području psihoterapije pokazuju kako informiranje i edukacije mogu dovesti do boljeg razumijevanja prevalencije ovih poremećaja kod adolescenata, studenata, djevojčica i dječaka i kako vršnjaci mogu podrţavati jedni druge kroz unutarnje sukobe s kojima se suočavaju, uz učenje vještina snalaţenja u tim misaonim obrascima. Internalizirajuće ponašanje, kada se pojavi u adolescenciji, moţe dovesti do posljedica u odrasloj dobi, a psihologija pokazuje da se pogled na svijet moţe drastično promijeniti kod onih koji doţivljavaju takva ponašanja, kao i razumijevanje njihove svrhe, prava i smisla ţivota.
Cilj ovog istraţivanja bio je identificirati utječe li, i u kolikoj mjeri, trauma na razvoj internaliziranih problema u ponašanju u populaciji studenata. Rad je podijeljen u dva dijela. Prvi dio analizira teorijske radove i dokumente, a drugi dio je empirijski. U istraţivanju su sudjelovali studenti fakulteta u Republici Hrvatskoj (n=113). Studenti su popunjavali Upitnik o povezanosti traume s razvojem internaliziranih problema u ponašanju. Istraţivanjem je potvrĎeno da su studenti koji su u posljednjih godinu dana doţivjeli neku vrstu traume razvili izraţenije simptome internaliziranih problema u ponašanju u odnosu na studente koji nisu doţivjeli traumu u posljednjih godinu dana. Dobiveni rezultati upućuju na potrebu pruţanja kvalitetnijeg oblika pomoći u okviru mentalnog zdravlja, svim osobama, a pogotovo mladima.Internalized behavioral problems, i.e. reactions to stress and negative emotions, often occur as a result of some form of traumatic experience and are often hidden and hard to recognize. Thanks to its tendency to stay unseen, internalized behavior is less known than external forms of behavior that include outward actions. That doesn’t mean internalized behavior is less harmful, on contrary, studies suggest that continuous internalized behavior can cause serious harm to the mental health, self-esteem and relationships of the individual. Some of these negative emotions are loneliness, isolation, sadness, sorrow, rage, envy, jealousy, insecurity, self-doubt and self-loathing. Depression and anxiety are two mental disorders that are most likely to develop through internalized behavioral problems. Psychotherapy studies indicate that proper education and informing can lead to the better understanding of how prevalent these disorders are among adolescents, students, young girls and boys and how they can support each other through inner struggles they face with teaching of how to navigate those thought patterns. Internalized behavior, when manifested in adolescence, can have consequences in adulthood and psychology indicates that these behaviors can drastically influence worldview and understanding of purpose, rights and value of life of person experiencing them.
The goal of this research was to identify does trauma, and if yes, to what degree influence development of internalized behavioral problems among student population. The research is divided in two parts. First part is analysis of theoretical works and documents while the second part is empirical. Students attending universities in Republic of Croatia took part in this research (n = 113). Students took part in a Survey regarding connection between trauma and development of internalized behavioral issues. This research confirmed that students who experienced some sort of traumatic experience in the last year developed more pronounced symptoms of internalized behavioral issues than students who haven’t experienced any sort of trauma in the same amount of time. Results indicate that there is a need of providing better form of mental health help to everyone, especially to the young
The Difference In The General Information Of Everyday Life Among Roma And Majority Students
No full textU ovom radu je prikazano istraživanje koje se provodi u dvije škole s učenicima većinskog stanovništva koji čine kontrolnu skupinu i tri škole s učenicima Romima koji se nalaze u središtu istraživanja. Naime, cilj rada je proučiti koliko učenici Romi razumiju hrvatski jezik i pojmove iz svakodnevnog života u odnosu na učenike većinskog stanovništva.
U teorijskom dijelu, u prvom poglavlju govori se o nazivlju (podrijetlu) Roma, odnosno kako su Romi dobili ime Cigani te kako je došlo do imena Rom. Drugo poglavlje prikazuje simbole Roma: jezik romani chib, zastavu, himnu Gjelem Gjelem, zajednicu i obitelj u kojoj žive te njihovo prilagođavanje vjeri s obzirom na mjesto u kojem se nalaze. Treće poglavlje govori o Romima u
Hrvatskoj, odnosno o općim – sociodemografskim podacima Roma u Republici Hrvatskoj te zastupljenost Roma u obrazovanju. Zatim imamo zasebno četvrto poglavlje koje govori o Romima u Međimurju, odnosno kada su se prvi put pojavili tamo, koliko ih ima te kakva im je život i školovanje. Iduće jako bitno poglavlje je Nacionalni plan za uključivanje Roma, za razdoblje od 2021. do 2027. godine čiji je glavni cilj razvoj jednakosti, uključivanja i sudjelovanja pripadnika romske nacionalne manjine u Republici Hrvatskoj do 2027. godine.U praktičnom dijelu rada prikazano je kvalitativno istraživanje koje se provodi uz pomoć pohađaju učenici većinskog stanovništva i tri osnovne škole gdje su ispitani samo razredi s učenicima Romima. Iz svake škole uzeti su 1. i 3. razred kako bi se ispitala razlika o poimanju postavljenih pojmova iz svakodnevnog života s obzirom na starost učenika.
Rezultati su pokazali kako se učenici mogu sporazumjeti na hrvatskom jeziku, ali ne razumiju sve pojmove iz svakodnevnog života. Naravno, učenici Romi u 1. razredu znaju manje pojmova od učenika u 3. razredu jer u školi nauče neke pojmove koje doma ne koriste. Učenici Romi polaze u predškolu prije polaska u prvi razred kako bi naučili hrvatski jer ga upotrebljavaju jako malo ili ga uopće ne upotrebljavaju. Prema tome autorica je s učenicima razgovarala na hrvatskom standardnom jeziku, no neki učenici nisu razumjeli što ih pita te im je morala postavljati puno dodatnih potpitanja kako bi od njih dobila odgovor. Moramo shvatiti kako su romskoj djeci škola, učenici, a i njihova kultura te pojmovi iz svakodnevnog života nešto novo, nešto strano. Učenici istovremeno trebaju ovladati jezikom (govornim i pisanim), nastavnim gradivom iz svih predmeta propisanih školskim programom te pravilnim ponašanjem nove kulture (Bakić-Tomić, 2014). Od učenika koji do sada nisu upoznati s hrvatskim standardnim jezikom, iako se nalaze u Hrvatskoj postavljeni su visoki ciljevi koje oni teško savladavajuThis paper presents a study conducted in two schools with majority students who form the control group and three schools with Roma students who are at the center of the research. Namely, the aim of this paper is to study the extent to which Roma students understand the Croatian language and concepts from everyday life in relation to students of the majority population. In the theoretical part, the first chapter talks about the terminology (origin) of the Roma, ie how the Roma got the name Gypsies and how the name Roma came about. The second chapter presents the symbols of the Roma: the language of the romani chib, the flag, the anthem Gjelem Gjelem, the community and family in which they live, and their adaptation to religion according to the place where they are. The third chapter deals with Roma in Croatia, ie general socio-demographic data of Roma in the Republic of Croatia and the representation of Roma in education. Then we have a separate fourth chapter that talks about the Roma in Međimurje, that is, when they first appeared there, how many there are and what their life and education is like. The next very important chapter is the National Plan for Roma Inclusion, for the period from 2021 to 2027, whose main goal is the development of equality, inclusion and participation of members of the Roma national minority in the Republic of Croatia until 2027.
The practical part of the paper presents a qualitative research conducted with the help of a structured interview of 20 questions. The study involved two primary schools attended by majority students and three primary schools where only classes with Roma students were examined. 1st and 3rd grade were taken from each school to examine the difference in the understanding of the set concepts from everyday life with regard to the age of the students. The results showed that students can communicate in Croatian, but do not understand all the concepts of everyday life. Of course, Roma students in the 1st grade know fewer concepts than students in the 3rd grade because they learn some concepts at school that they do not use at home. Roma students go to preschool before going to first grade to learn Croatian because they use it very
little or not at all. Therefore, the author spoke to the students in the Croatian standard language, but some students did not understand what she was asking them and she had to ask them a lot of additional questions in order to get an answer from them. We need to understand that for Roma children, school, students, and their culture, concepts from everyday life are something new, something foreign. At the same time, students need to master the language (spoken and written), teaching materials from all subjects prescribed by the school curriculum and the correct behavior of the new culture (BakićTomić, 2014). Students who are not yet familiar with the Croatian language, even though they are in Croatia, have set high goals that they find difficult to master
Stimulating Multiligualism in Kindergartens with Croatian as a Second or Foreign Language
No full textU ovom završnom radu bit će pobliže objašnjen pojam materinskog jezika, pojam dvojezičnosti te nekoliko različitih vrsta usvajanja dvaju jezika kao što su dvojezičnost kao prvi jezik, dvojezično usvajanje prvoga jezika, dva prva jezika ili dvojezično usvajanje prvih jezika. Isto tako, rad donosi objašnjenje razlika između drugog i stranog jezika te pojam višejezičnosti, kao i njezine važnosti i dobrobiti za dječji razvoj. Bit će objašnjen način i redoslijed usvajanja drugog jezika u ranoj i predškolskoj dobi, objašnjena uloga dobi za ovladavanje jezikom te koji sve čimbenici utječu na ovladavanje prvim i drugim jezikom. Uz to, bit će predstavljeni jezik i jezične djelatnosti iz Kurikuluma ranog i predškolskoga odgoja i obrazovanja te važnost fleksibilnosti i obostrane komunikacije roditelja i odgajatelja za što uspješnije djetetovo savladavanje odgojno-obrazovnih programa. Središnji dio rada odnosi se na nacionalne manjine i manjinske jezike te organizaciju odgojno-obrazovnih aktivnosti/programa za djecu nacionalnih manjina. U ovom dijelu su navedeni primjeri dječjih vrtića u kojima se provode dvojezični programi za djecu pripadnike nacionalne manjine.In this final paper, the concept of mother tongue, the concept of bilingualism and several different types of acquisition of two languages such as bilingualism as a first language, bilingual acquisition of a first language, two first languages or bilingual acquisition of first languages will be explained in more detail. Likewise, the paper provides an explanation of the differences between a second and a foreign language and the concept of multilingualism, as well as its importance and benefits for children's development. The method and order of acquiring a second language in early and preschool age as well as the role of age in mastering a language will be clarified in detail. Different factors that affect the mastering of a first and second language will be mentioned and clarified. In addition, the language and language activities from the Curriculum of Early and Preschool Education will be presented, as well as the importance of flexibility and mutual communication between parents and educators for the child's mastery of educational programs as successfully as possible. The central part of the work refers to national minorities and minority languages and the organization of educational activities/programs for children of national minorities. This section lists examples of kindergartens where bilingual programs are implemented for children belonging to national minorities