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Citizens Perception Of The Status Of Teachers In Society
No full textUčiteljska profesija kroz povijest se pokazala kao vrlo važna za razvoj društva, a u
razdoblju u zadnjih nekoliko desetaka godina dolazi do izražaja važnost stjecanja
kompetencija kojima učitelji moraju ovladati kako bi iste mogli prenijeti na djecu koju
poučavaju. U teorijskom dijelu rada definira se učiteljska profesija. Nadalje, definira se pojam
društveni status te se zatim obraća pažnja na položaj učitelja u društvu. U ovom radu
napravljeno je istraživanje u kojem se ispitivala percepcija građana o statusu učitelja u
društvu i što oni misle o važnosti obrazovanja. Također, ispitivalo se postoje li i statistički
značajne razlike navedenog s obzirom na sociodemografska obilježja, mjesta stanovanja,
stručne spreme, godine radnog staža te s obzirom na podatak polaze li djeca ispitanika školu
ili ne. Isto tako, ispitivalo se postoji li statistički značajna povezanost između godina radnog
staža i mišljenja ispitanika o statusu učitelja u društvu.
U uvodnom dijelu u kojem se definira učiteljska profesija navode se izvori
zadovoljstva kod učitelja, kao i izvori nezadovoljstva. Obraća se pozornost na probleme
učiteljske profesije u odnosu na druge profesije. Na kraju teorijskog dijela rada, spomenuta su
mišljenja učitelja, odnosno dosadašnja istraživanja o zadovoljstvu njihovim statusom. U
istraživanju se pokazalo kako ne postoji statistički značajna razlika o statusu učitelja u društvu
s obzirom na mjesto stanovanja, stručnu spremu i godine radnog staža ispitanika. Također,
istraživanje je pokazalo da ispitanici čija djeca polaze školu imaju bolje mišljenje o statusu
učitelja u društvu u odnosu na ispitanike koji nemaju djecu ili njihova djeca ne polaze školu.
Nadalje u istraživanju se pokazalo da ne postoji statistički značajna razlika o mišljenjima
ispitanika o važnosti obrazovanja s obzirom na stručnu spremu i godine radnog staža
ispitanika.The teaching profession has historically proved to be very important for the development of
society. The importance of acquiring competencies that teachers must master in order to be
able to pass them on to the children they teach has come to the fore in the last few decades.
The theoretical part of this paper defines the teaching profession. Furthermore, the term social
status is defined and then the position of teachers in society is outlined. Research was
conducted in this paper, in which the perception of citizens about the status of teachers in
society, and what they think about the importance of education was examined. Also, it was
examined whether there are statistically significant differences with regard to sociodemographic characteristics, place of residence, education, years of service and with regard to
the data whether the respondents' children attend school or not. Furthermore, it was examined
whether there is a statistically significant correlation between years of service and
respondents' opinions on the status of teachers in society.
The introduction defines the teaching profession, lists the sources of satisfaction as well as the
sources of dissatisfaction among teachers. The problems of the teaching profession in relation
to other professions are highlighted. At the end of the theoretical part of the paper, the
opinions of teachers are mentioned, i.e., previous research on satisfaction with their status.
The research has shown that there is no statistically significant difference in the status of
teachers in society with regard to place of residence, education and years of service of
respondents. Also, research has shown that respondents whose children attend school have a
better opinion of the status of teachers in society compared to respondents who do not have
children, or their children do not attend school. Furthermore, the research has shown that
there is no statistically significant difference in the opinions of respondents on the importance
of education with regard to education and years of work experience of respondents
Croatian sign language in primary schools
No full textHrvatski znakovni jezik priznat je kao samosvojan jezični sustav u Republici Hrvatskoj, neovisan o jeziku čujućih osoba. Gluhi i nagluhi stvorili su vlastitu kulturu, prepoznali svoje vrijednosti i važnost te krenuli u borbu za ostvarivanje prava. U ovom su radu prikupljena teorijska saznanja o (hrvatskom) znakovnom jeziku, kulturi Gluhih te njihovim posebnostima. Iz kratke povijesti znakovnog jezika vidimo koliko su zajednica i sustav napredovali, ali i koliko još ima prostora za napredak. Utjecajni ljudi kao što su Helen Keller, Pedro Ponce de Leon i Antun Zimmerman postavili su nam temelje na kojima možemo graditi čvrstu zajednicu gdje smo svi jednaki. Nabrojena su neka od istraživanja koja pokazuju važnost znakovnog jezika za cijelu zajednicu. Najveći je izazov u odgoju i obrazovanju danas stvaranje inkluzivne sredine, odnosno škole za sve. Nažalost, brojni zakoni i članci ostaju samo slova na papiru. U radu je opisano koliko je znakovni jezik zastupljen u školama, gdje se provodi i na koji način. Zajednica je uglavnom složna oko uključivanja gluhih u redovni školski sustav, ali oni se susreću s preprekama zbog nedovoljne educiranosti. Cilj je rada istaknuti važnost uključivanja čujućih u kulturu Gluhih te učenja njihova jezika. Prikazane su brojne prednosti koje učenik ostvaruje kroz učenje znakovnog jezika, kako i za gluhe tako i za čujuće učenike. Učenje znakovnog jezika korisno je svima nama jer se stvara obogaćena sredina, umanjuje socijalna osiromašenost i brišu se barijere u svakodnevnoj komunikaciji. Kako bi pokazali da se znakovni jezik može provestti u nastavi, na kraju rada prikazan je mogući metodički scenarij za učenje hrvatskog znakovnog jezika u nastavi hrvatskog jezika osnovne škole.Croatian sign language has been accepted as a self-sufficient language system in the Republic of Croatia, independent from the language of hearing people. Deaf and hard of hearing people have made their own culture, they have recognized their values and worth and have started a battle for the exercise of rights. In this paper is collected theoretical knowledge of (Croatian) sign language, the culture of Deaf and their particularities. From the short history of sign language, we can see how much communities and systems have progressed, but also how much more is left to progress. Influential people such as Helen Keller, Pedro Ponce de Leon, and Antun Zimmerman laid us the groundwork on which we can build a strong community where we are all equal. There are listed some researches that show the significance of sign language for the entire community. The biggest challenge today in care and education is creating an inclusive environment or schools for everyone. Unfortunately, many laws and articles stay only words on paper. In this paper, it is described how much sign language is represented in schools, where it is implemented, and in which way. Community is mainly in unity about including deaf people in the regular education system, but they come across challenges due to insufficient education. This paper aims to point out the importance of involving hearing people in the culture of deaf people and learning their language. Many advantages are shown of what pupil accomplishes throughout learning sign language, how much for deaf pupils that's how much for hearing pupils. Learning sign language is beneficial to everyone because it creates an enriched environment, reduces social impoverishment, and barriers in communication fade away. To show how sign language is possible to implement in teaching, at the end of the paper, it is presented the potential methodological scenario for learning Croatian sign language in the teaching of Croatian language in primary schools
Organization Of Teaching In Times Of Emergency
No full textOvaj diplomski rad napravljen je u svrhu istraživanja provođenja i organizacije
nastave za vrijeme izvanrednih okolnosti. Pod pojmom izvanrednih okolnosti u ovom
radu smatra se Domovinski rat te pandemija SARS-CoV-2 virusa. Kroz ovaj rad
anketnim upitnikom dobiveni su traženi odgovori na postavljene hipoteze. Postavljene
hipoteze za ovaj diplomski rad bile su podijeljene u dva dijela. 3 hipoteze bile su
postavljene za dio istraživanja o načinu i održavanju nastave za vrijeme pandemije
SARS-CoV-2 virusa te su 3 hipoteze postavljene za istraživanje o načinu i održavanju
nastave za vrijeme Domovinskog rata.
Domovinski rat u Republici Hrvatskoj trajao je od 1991. godine do 1995. godine. Ljudi
su se borili za svoje živote te strepili za živote svojih obitelji. Nitko nije bio siguran.
Zatvoreni u podrume, svakodnevno su osluškivali i očekivali zvuk sirene za uzbunu.
Djeca nisu pohađala školu redovito već se nastava odvijala preko radija i televizije.
Velika većina ljudi u okupiranom području morala je napustiti svoje domove. Nakon
najznačajnije bitke koja je obilježila kraj Domovinskog rata – Oluje, Hrvatska je
mogla odahnuti.
30-ak godina kasnije, ponovo zatvoreni u svoja 4 zida, stanovnici Hrvatske ovoga puta
strepe od smrtonosnog SARS-CoV-2 virusa. Zatvoreni su svi ugostiteljski objekti,
škola se odvija na daljinu - online. Ovoga puta djeca nastavu mogu pratiti u toplini i
sigurnosti svog doma. Učiteljima je dostupna sva tehnologija. Broj zaraženih raste iz
dana u dan, situacija u svijetu prerasla je u globalnu pandemiju. Ljudi se boje za sebe,
za svoje obitelji. Napokon, javlja se cjepivo protiv virusa te kreće globalno
procjepljivanje stanovništva.This thesis was made for the purpose of research on the implementation and
organization of teaching during extraordinary circumstances. The concept of
extraordinary circumstances in this paper is considered to be the Homeland War and
the SARS-CoV-2 virus pandemic. Through this work, the required answers to the set
hypotheses were obtained with a survey questionnaire. The hypotheses set for this
thesis were divided into two parts. 3 hypotheses were set for the part of the survey
questionnaire on the manner and conduct of teaching during the SARS-CoV-2 virus
pandemic and 3 hypotheses were set for the part of the survey questionnaire on the
manner and maintenance of instruction during the Homeland War.
The Homeland War in the Republic of Croatia lasted from 1991 to 1995.People fought
for their lives and feared for the lives of their families. No one was sure. Locked in
basements, they listened daily and expected the sound of an alarm siren. The children
did not attend school regularly, but classes were held on radio and television. The vast
majority of people in the occupied area had to leave their homes. After the most
significant battle that marked the end of the Homeland War - Storm, Croatia was able
to breathe a sigh of relief.
About 30 years later, again locked in their 4 walls, the inhabitants of Croatia this time
fear the deadly SARS-CoV-2 virus. All catering facilities are closed, the school takes
place remotely - online. This time, children can attend classes in the warmth and safety
of their home. All technology is available to teachers. The number of infected is
growing day by day, the situation in the world has grown into a global pandemic.
People are afraid for themselves, for their families. Finally, a vaccine against the virus
is emerging and global population vaccination is underway
Experiences After Waldorf School: Case Study Of One Family
No full textŠkola je mjesto odrastanja i učenja te pripremanja za samostalni život. Škola kao zajednica
može na različite načine utjecati na nečije djetinjstvo, ali i na cjelokupni život. Neki ljudi se s
radošću, veseljem i nostalgijom prisjećaju školskih dana dok drugi više vole odrastao život.
Bitna je razlika između državne i privatne alternativne škole, kao što je Waldorfska škola, u
načinu podučavanja, odgoja, socijalnih odnosa, ali naposljetku i utjecaja na daljnji život. U
ovom radu bit će riječ upravo o tome. Rad se sastoji od teorijskog i empirijskog dijela. Teorijski
dio uvodi u antropozofiju kao duhovnu znanost, prikazuje razlike u temperamentima te važnost
poznavanja istih za pristupačniju i kvalitetniju nastavu. Također navodi i objašnjava razlike
državne i waldorfske škole u organizaciji nastave, vrste nastavnih predmeta i podučavanja istih
te vrste vrednovanja i ocjenjivanja. Empirijski dio sastavljen je od kvalitativnog istraživanja
koji je za cilj imao predočiti iskustva i prilagodbe nakon pohađanja waldorfske škole. Studijom
slučaja proučavala se jedna obitelj te je sudjelovalo četiri sudionika. Svi sudionici pohađali su
waldorfsku školu u Zagrebu najmanje četiri godine. Podaci su prikupljeni polustrukturiranim
intervjuom koji se sastojao od dvadeset i devet pitanja. Nakon prikazanih pitanja i odgovora
sudionika zaključeno je kako sudionici imaju različita iskustva pohađanja waldorfske škole i
prilagodbe na državnu školu. Iskustva prilagodbe su ista ili slična u prilagodbi na udžbenike,
slobodno vrijeme, blizinu škole, socijalne odnose s ostalom djecom i profesorima. Sudionici
imaju slična mišljenja za prednosti i nedostatke državne i waldorfske škole, a različitog su
razmišljanja treba li uvesti ručni rad u državne škole, upisu vlastite djece u waldorfsku školu,
učenje po epohama i dr. Nakon rezultata i rasprave donesen je zaključak rada o iskustvu nakon
waldorfske škole u kojem je potvrđeno kako se alternativna waldorfska i državna škola znatno
razlikuju.School is a place to growing up, learn and preparing for independent living. School as a
community can affect someone's childhood in various ways, but also one's entire life. Some
people remember school days with joy, or happiness and nostalgia while others prefer adult
life. There is an important difference between a public and an alternative private school, such
as the Waldorf School, in the way of teaching, upbringing, social relations, but ultimately the
impact on further life. This paper will be about just that. The paper consists of a theoretical and
an empirical part. It introduces the theoretical part into anthroposophy as a spiritual science,
shows the differences in temperaments and the importance of knowing them for more
accessible and better teaching. It also lists and explains the differences between the state and
Waldorf schools in the organization of teaching, the types of subjects and their teaching, and
the types of evaluation and assessment. The empirical part consisted of qualitative research that
aimed to present experiences and adjustments after attending Waldorf school. The case study
observed one family and involved four participants. All participants attended a Waldorf school
in Zagreb for at least four years. Data were collected in a semi-structured interview consisting
of twenty-nine questions. After observing the questions and answers of the participants, it was
concluded that the participants have different experiences after attending a Waldorf school and
adjusting to a public school. Adaptation experiences are the same or similar in adjusting to
textbooks, leisure, proximity to school, social relationships with other children and teachers.
Participants have similar opinions on the advantages and disadvantages of public and Waldorf
schools, and have different opinions on whether to introduce manual work in public schools,
enrolment of their own children in Waldorf school, learning by epochs, etc. After the results
and discussion, conclusion was made about the Waldorf school which confirms that the
alternative Waldorf and state schools differ considerably
Botany And Zoology - Some Examples Of An Interdisciplinary Approach In Teaching ( Extracurricular Teaching And E-Learning)
No full textTema ovog diplomskog rada je Botanika i zoologija – neki primjeri
interdisciplinarnog pristupa u poučavanju (izvanučionička nastava i e-učenje).
Izvanučionička nastava je proces učenja i poučavanja koji se ostvaruje izvan školske
ustanove, u neposrednoj životnoj stvarnosti, a e-učenje je proces obrazovanja uz
pomoć informacijsko-komunikacijske tehnologije.
Diplomski rad sastoji se od dva dijela – teorijski dio i kvantitativno istraživanje. U
teorijskom dijelu spomenute su i obrađene sve bitne sastavnice izvanučioničke nastave
i e-učenja kojima se povećava kvaliteta nastave i nastavnih sadržaja, zatim povećava
motivacija i aktivnost učenika te stvara pozitivno radno ozračje.
Uz teorijski dio, provedeno je kvantitativno istraživanje kojemu je cilj bio ispitati
učitelje razredne nastave o primjenjivosti izvanučioničke nastave i e-učenja u
poučavanju sadržaja vezanih uz biljke i životinje, zatim o prednostima i nedostatcima
izvanučioničke nastave i e-učenja te mogućnosti unaprjeđivanja odgojno-obrazovnog
procesa njihovom kombinacijom. U istraživanju je sudjelovalo 67 učitelja razredne
nastave s područja cijele Republike Hrvatske, a podatci su prikupljani putem online
anketnih upitnika. Anketni upitnik je bio anoniman i ispitanici su u bilo kojem trenutku
mogli odustati od istraživanja. Dobiveni rezultati su ukazali da učitelji razredne
nastave primjenjuju izvanučioničku nastavu i e-učenje kako bi učenicima približili
sadržaje vezane uz biljke i životinje, svjesni su prednosti i nedostatka ovakvih oblika
poučavanja te stvaraju uglavnom pozitivna mišljenja o njihovoj kombinaciji kojom bi
se unaprijedio odgojno-obrazovni proces i stekle mnoge dobrobiti važne za cjeloviti
razvoj učenikaBotany and zoology – some examples of an interdisciplinary approach in teaching
(extracurricular teaching and e-learning)
The topic of this master's thesis is Botany and zoology – some examples of an
interdisciplinary approach in teaching (extracurricular teaching and e-learning).
Extracurricular teaching is a process of learning and teaching that is realized outside
of a school institution, in the immediate reality of life, whereas e-learning is a process
of education which uses the help of information and communication technology.
The master's thesis consists of two parts - the theoretical part and quantitative research.
In the theoretical part are mentioned and processed all essential components of
extracurricular teaching and e-learning which increase the quality of teaching and
teaching contents, then increase motivation and activity of students and create a
positive working atmosphere.
The goal of the quantitative research, conducted along with the theoretical part, was to
examine primary school teachers about applicability of extracurricular teaching and elearning in teaching contents related to plants and animals, of the advantages and
disadvantages of extracurricular teaching and e-learning and the possibility of
improvement of educational process with their combination. The research involved 67
primary school teachers from all over the Republic of Croatia, and the data were
collected through online survey questionnaires. The survey questionnaire was
anonymous and examinees could give up from the survey at any time. The obtained
results indicated that primary school teachers apply extracurricular teaching and elearning to bring contents related to plants and animals closer to students, they are
aware of the advantages and disadvantages of such forms of teaching and create mostly
positive opinions about their combination which would improve educational process
and gain many benefits important to the overall development of a student
Faculty Of Teacher Education Student's Attitude Towards The Inclusion Of Students With Autism Spectrum Disorders In Education And Upbringing Process
No full textPoremećaji iz spektra autizma su razvojni poremećaji koji se najčešće pojavljuju u
prvim godinama života i traju cijeli život. Osnovna obilježja poremećaja su odstupanja
u razvoju verbalne i neverbalne komunikacije, teškoće u ostvarivanju socijalnih
interakcija te specifična i zaokupljajuća stereotipna ponašanja. Osim toga, djeca i
odrasle osobe s poremećajima iz spektra autizma karakteriziraju i druga specifična
obilježja poput siromašne mašte, smanjena sposobnost imitacije, teškoće
uspostavljanja kontakta oči u oči, mogu biti hipo i hiper osjetljiva na senzorne
podražaje. Karakteriziraju ih i različite sposobnosti usvajanja i razumijevanja
apstraktnih pojmova. Točan i jedinstven uzrok poremećaja ne može se utvrditi no
najveći broj stručnjaka s tog područja slaže se o multikauzalnosti uzroka povezanih
ponajprije s oštećenjima različitih funkcija središnjeg živčanog sustava. Školovanje
učenika provodi se uz odgovarajuću profesionalnu i programsku potporu. Očekuje se
da sadašnji studenti Učiteljskog fakulteta u budućnosti budu nositelji inkluzivnog
obrazovanja te su stoga ispitana njihova mišljenja o uključivanju učenika s
poremećajima iz spektra autizma u odgojno-obrazovni sustav te njihova samoprocjena
kompetentnosti i motiviranosti za odgojno-obrazovnu potporu ovim učenicima. Za
prikupljanje potrebnih podataka korišten je anketni upitnik koji je proveden online u
periodu od lipnja do srpnja 2021. godine. Rezultati pokazuju kako studenti 4. i 5.
godine studija imaju bolju samoprocjenu kompetencija od studenata 1., 2., i 3. godine
studija te da najbolje mišljenje o uključenosti učenika s poremećajima iz spektra
autizma s obzirom na mjesto studija imaju studenti s odsjeka u Petrinji.Autism spectrum disorders are developmental disorders that most commonly occur in
the first years of life and last a lifetime. The main characteristics of autism are lack of
verbal and nonverbal communication, difficulties in achieving social interactions and
specific, preoccupying, stereotypy behavior. In addition, children and adults with
autism spectrum disorders often have difficulties when it comes to imaginative
activities and deficits in imitation ability, difficulties in establishing eye contact, they
are hypo and hypersensitive to sensory stimulation. They are also characterized by
different abilities to adopt and understand abstract concepts and generalization. The
exact and unique cause of the disorder cannot be determined, but most experts in the
field believe that there are multiple causes of autism, and they result from pervasive
impairment of various functions of the central nervous system. Pupils with autism
mostly receive education within the regular school system, but this requires
appropriate support. Current student are expected to be the bearers of inclusive
education in future and their opinions on the inclusion of pupils with autism spectrum
disorders in the educational system and their competence and motivation to work with
pupils with autism were collected by an online survey in period from June to July. The
results show that 4th and 5th year students have better self-assessment of competencies
than 1st, 2nd and 3rd year students, and when it comes to the place of study, the students
from the department of Petrinja have the best opinion on the inclusion of pupils with
autism spectrum disorder
Parents And Children Reading Picture Books Together
No full textSlikovnica, kao prva djetetova knjiga, ima veliku ulogu u razvoju u ranoj i
predškolskoj dobi djeteta. Kroz slikovnicu dijete se po prvi puta susreće sa
književnošću, uči, razvija maštu, dobiva odgovore na pitanja, uči se razumijevanju,
stvaranju priča i spoznajama o svijetu koji još ne poznaje. Zbog toga je iznimno
važno odabrati kvalitetnu slikovnicu koja će djetetu pomoći u tome, ali i
zainteresirati ga kvalitetnom pričom i ilustracijama. U tome veliku ulogu imaju
roditelji i odgojitelji koji su prvi djetetovi „učitelji“, pomagači u spoznavanju i
razumijevanju svijeta i stvari koje dijete tek upoznaje i osobe koje u tom razdoblju
provode najviše vremena s djetetom i brinu o njemu.
U radu je prikazan povijesni pregled razvoja slikovnice u svijetu i u
Hrvatskoj, razvoj tema kroz povijest, odnos slike i teksta u slikovnici, navedene su
vrste slikovnica, funkcije slikovnica, načini kako odabrati kvalitetnu slikovnicu za
čitanje te odnos dječje književnosti i medija. Posebno je naglašeno poglavlje o
važnosti čitanja slikovnica u predškolskoj dobi, poticanju govora i zajedničkom
čitanju djece i roditelja, kao uvod u praktični dio istraživanja ovoga rada.
Cilj ovoga rada je upoznati roditelje o važnosti čitanja djeci od najranije dobi
te zajedničkim čitanjem slikovnica povezati roditelje i njihovu djecu da što
kvalitetnije, kroz igru, smijeh i zajedničke aktivnosti provedu slobodno vrijeme
kojeg u današnje vrijeme ima sve manje.The picture book, as a child’s first book, plays a major role in a child’s early
and preschool development. Through the picture book, the child encounters literature
for the first time, learns, develops imagination, gets answers to questions, learns to
understand, create stories and things about the world it does not yet know. That is
why it is extremely important to choose a quality picture book that will help the child
with this, but also to interest him in a quality story and illustrations. Parents and
educators who are the child's first "teachers", helpers in understanding and learning
about the world and things that the child is just getting to know, and the people who
spend the most time with the child and take care of him, play a big role in this.
This paper presents a historical overview of the development of the picture
book in the world and in Croatia, the development of themes throughout history, the
relationship between image and text in a picture book, types of picture books, picture
book functions, ways to choose a quality picture book to read and the relationship
between children's literature and media. The chapter on the importance of reading
picture books in preschool age, encouraging speech and reading together with
children and parents is especially emphasized, as an introduction to the practical part
of the research of this paper.
The aim of this paper is to acquaint parents with the importance of reading to
children from an early age and by reading picture books together to connect parents
and their children to spend quality free time, through play, laughter and joint
activities
Development of mathematical competencies of children of early and preschool age
No full textMatematika je znanost koja dijete uvodi u percipiranje i shvaćanje odnosa u svom neposrednom okruženju, pomaže razvoju njegovog mišljenja i drugih psihičkih funkcija. Temeljne se matematičke spoznaje razvijaju kroz neposredan dodir s predmetima u djetetovoj okolini. Djeca svijet otkrivaju kroz igru, istraživanje i osnovne svakodnevne aktivnosti manipulirajući i igrajući se s predmetima. Svoju okolinu doživljavaju pomoću osjeta koji im služe kao prirodna pomagala pri učenju i otkrivanju.
S obzirom da je razvoj mozga najintenzivniji u prvih nekoliko godina života, to se razdoblje smatra najznačajnijim za stvaranje osnova za kasniji razvoj dječjih sposobnosti. Mozak se dobrim dijelom oblikuje prema iskustvima te odgovara na stimulaciju iz okoline. Okruženje, iz tog razloga, predstavlja esencijalni izvor dječjeg učenja pa njegovim kreiranjem djetetu omogućujemo stupanje u interakciju s različitim sadržajima. Važnu ulogu u tom procesu imaju skrbnici i svi oni koji su u izravnom kontaktu s djecom jer su oni ti koji pružaju iskustva koja grade temelje integracije i spoznajnog razvoja.
Ovaj se rad temelji na razradi usvajanja količinskih odnosa kroz tri metode: Motessori didaktički materijali za matematiku, ALOHA mentalnu aritmetiku te projektni pristup. Primjenom tih strategija djeca dolaze u neposredan kontakt s konkretnim materijalima te na taj način aktiviraju svoje osjete (vid, sluh i opip) i taktilno usvajaju matematičke koncepcije. U Montessori pristupu konkretni se materijali odnose na različite Montessori didaktičke materijale za matematiku, a u programu ALOHA mentalne aritmetike koristi se soroban abakus. U projektnom se pristupu koriste dječji prsti ili izrađeni materijali. Ključan aspekt te ujedno i zajednička karakteristika svih tih materijala jest omogućivanje konkretnog iskustva koja djecu vode od lakše prema zahtjevnijoj razini odnosno od konkretnog pribora prema apstraktnijim konceptima. Uzimajući u obzir međusobne različitosti djece te nužnost diferenciranog pristupa, matematiku je potrebno učiniti pristupačnom svoj djeci te djecu poticati na samouvjereno pristupanje matematici.Mathematics is a science that introduces child with the perception and understanding of relationships in its immediate environment, helping to develop its thinking and other mental functions. Basic mathematical cognitions are developed through direct contact with objects in the child's environment. Children discover the world through play, exploration and basic daily activities by manipulating and playing with objects. They experience their environment through senses that serve as natural aids in learning and discovering
Since brain development is most intense in the first few years of life, this period is considered to be the most important for creating the basis for later development of children’s abilities. The brain is largely shaped by experience and responds to stimulation from the environment. Therefore, the environment is an essential source of children's learning, so by creating it we enable the child to interact with various contents. Caregivers and all those who are in direct contact with children have an important role in this process because they are the ones who provide experiences that build the foundations of integration and cognitive development.
This work is based on the elaboration of the adoption of quantitative relations through three methods: Motessori didactic materials for mathematics, ALOHA mental arithmetic and the project approach. By applying these strategies, children come into direct contact with concrete materials and thus activate their senses (sight, hearing and touch) and tactilely adopt mathematical concepts. In the Montessori approach, specific materials refer to different Montessori didactic materials for mathematics, and in the ALOHA program of mental arithmetic, the Soroban abacus is used. The project approach uses children's fingers or crafted materials. A key aspect and also a common feature of all these materials is providing a concrete experience that leads children from easier to more demanding level or from concrete accessories to more abstract concepts. Taking into account the mutual differences of children and the necessity of a differentiated approach, it is necessary to make mathematics accessible to all children and to encourage them to approach mathematics confidently
Implementation of improvisational techniques in drama education in early and preschool education
No full textSvrha je dramskog odgoja, dakle, odgajanje za život, pripremanje djeteta za susret s realnošću (Lugomer 2001; 2). Dramskim se odgojem podiže razina gledateljske i izvedbene kompetencije te utječe na razvoj pojedinca. Nema sumnje da je zbog svoje fleksibilne prirode i utemeljenosti na iskustvenom učenju dramski odgoj primjenjiv (i primjenjuje se) u ustanovama ranoga i predškolskog odgoja i obrazovanja. Nažalost, u ustanovama za rani i predškolski odgoj i obrazovanje većinom se primjenjuje u svom krnjem obliku. S ciljem olakšavanja prakse, u nastavku je rada ponuđen detaljno razrađeni program koji se sastoji od tri modela dramskopedagoških radionica u trajanju od tri tjedna za djecu u dobi od šest do sedam godina. Program je osmišljen na način da pokrije razna područja djelovanja dramskog odgoja te tako utječe na razvoj gledateljske kompetencije, potiče osobni razvoj i nudi iskustvo stvaranja i izvođenja etide pred publikom. Program dramskopedagoških modela radionice temelji se na primjeni improvizacijskih tehnika koje mogu poslužiti kao medij koji povezuje iskustveno učenje s najrazličitijim odgojno-obrazovnim sadržajima te potiče osobni rast i socijalizaciju djece. Također, improvizacijske tehnike imaju moć spontanog poticanja vrijednosti Nacionalnog kurikuluma za rani i predškolski odgoj i obrazovanje kao što su identitet, tolerancija, kreativnost, odgovornost i autonomija. U samom programu dramskopedagoške radionice mogu se pronaći i neke dobro poznate te provjereno dobre dramske igre i vježbe. Puni potencijal dramskog odgoja u praksi je neiskorišten. Sasvim je jasno da bi od uvođenja više improvizacije u dramskom odgoju ustanova ranog i predškolskog odgoja i obrazovanja djeca imala višestruku dobrobit – što je ujedno i osnovni cilj naše profesije.The purpose of drama education is preparation of the child for the encounter with reality (Lugomer 2001; 2). Drama education raises the level of spectators’ and performative competence and affects the development of the individual. There is no doubt that due to its flexible nature and grounded in experiential learning, drama education is applicable (and is applied) in early and preschool education institutions. Unfortunately, in institutions for early and preschool education it is mostly applied in its truncated form. In order to facilitate the practice, the following paper offers a detailed program consisting of three models of drama pedagogical workshops lasting three weeks for children aged six to seven years. The program is designed to cover various areas of drama education, thus influencing the development of audience competence, encouraging personal development and offering the experience of creating and performing a play / etude in front of an audience. The program of drama-pedagogical models of the workshop is based on the application of improvisational techniques that can serve as a medium that connects experiential learning with a variety of educational content and encourages personal growth and socialization of children. Also, improvisational techniques have the power to spontaneously foster the values of the National Curriculum for Early and Preschool Education such as identity, tolerance, creativity, responsibility, and autonomy. In the program of the drama pedagogical workshop you can find some well-known and proven good drama games and exercises. The full potential of drama education in practice is untapped. It is quite clear that more usage of improvisational techniques in drama education in early and preschool education institutions would have multiple benefits for children - which is also the basic goal of our profession
Nursery rhymes in the context of the musical activities of early and preschool children
No full textCilj završnog rada je ukazati na važnost brojalice u kontekstu glazbenih aktivnosti u radu s djecom rane i predškolske dobi. Pod vrstama, oblicima glazbenih aktivnosti koji se provode u radu s dejcom rane i predškolske dobi podrazumijevaju se sljedeće aktivnosti: igre s pjevanjem, upoznavanje i usvajanje pjesme i brojalice, aktivno i pasivno slušanje glazbe, sviranje na udaraljkama te poticanje dječjeg glazbenog stvaralaštva.
U radu su prikazani različiti načini tumačenja samog pojma brojalice kao i načini njezine klasifikacije. U okviru aktivnosti upoznavanja i usvajanja brojalice, opisane su faze usvajanja brojalice u okviru metodičkog postupka. Brojalice imaju izrazito veliku važnost i doprinos djetetovu razvoju. U kontekstu razvoja djetetovih glazbenih sposobnosti izvođenje brojalica osobito doprinosi usvajanju metra i ritma. Usvajanje novih brojalica isto tako doprinosi bogaćenju djetetova rječnika, boljem usvajanju i razumijevanju novih riječi i pojmova. To nadalje predstavlja poticaj na improvizaciju i stvaranje vlastitih brojalica čime ujedno dolazi do izražaja djetetova kreativnog potencijala.The aim of this final paper is to explain importance of nursery rhymes in the context of the musical activities of early and preschool children. Under the types, forms (contents) of musical activities means the following activities: singing games, introduction and acquisition of songs and nursery rhymes, active and passive music listening, percussion playing and encouraging children’s musical creativity.
The paper presents different ways of interpreting the very concept of the counter as a way of its classification. Within the activities of introduction and acquisition of nursery rhymes are described the phases of acquisition of nursery rhymes within the methodical process. Nursery rhymes are extremely important and contribute to a child’s development. Each nursery ryhme gives children the opportunity to express meter, rhythm and movement. Acquisition of new nursery rhymes contributes to the enrichment of children’s vocabulary, better acquisition and understanding of new words and concepts, and improvisation by which children also express their creative concept. This further encourages improvisation and creation of their own nursery rhymes, which also express child’s creative potential