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Breast-feeding and protection against infections in pre-school children
No full textDojenje je najbolji i najekonomičniji način prehrane djeteta te najbolji način sprečavanja bolesti i promicanja zdravlja. Majčino mlijeko u potpunosti je prilagođeno svim djetetovim potrebama. Sadržava više od dvjesto sastojaka, među kojima su i brojne obrambene tvari koje dijete štite od raznih upala i bolesti. Suvremene preporuke u svezi s prehranom dojenčadi i male djece zalažu se za isključivo dojenje do 6 mjeseci dojenačke dobi, a potom nastavak dojenja uz odgovarajuću dohranu do najmanje navršenih godinu dana ili duže, dok god majka i dijete to žele. Majčino mlijeko ima razne prehrambene, obrambene, psihosocijalne, praktične i ekonomske vrijednosti. Spoznaja o potrebi promicanja dojenja rezultirala je pokretanjem brojnih inicijativa i preporuka od strane SZO-a i UNICEF-a. Sastav majčina mlijeka jedinstven je jer sadrži brojne nutritivne tvari potrebne za fizički rast i razvoj djeteta, bioaktivne tvari koje štite od raznih bolesti i infekcija te tvari koje pospješuju djetetove razvojne procese. Pozitivni učinci dojenja očituju se u smanjenju mortaliteta i morbiditeta dojene djece te utječu na zdravlje sve do odrasle dobi. Dojenje štiti od pojave infekcija probavnog sustava, infekcija dišnih i mokraćnih puteva te infekcija srednjeg uha. Dojena
djeca imaju manji rizik pojavnosti sindroma iznenadne dojenačke smrti, pretilosti, dijabetesa, astme, kardiovaskularnih bolesti, pojedinih malignih bolesti dječje dobi te brojnih drugih bolesti. Dojenje pozitivno utječe i na zdravlje žena te doprinosi zdravlju i dobrobiti cjelokupnog društva. Rodilište je ključno mjesto za promicanje dojenja, a postoje i grupe za potporu dojenju koje vode patronažna sestra i majka voditeljica grupa. Dojenje je jedno novo iskustvo koje zahtijeva puno energije, uključenosti i posvećenosti majke, ali i cijele obitelji.Breastfeeding is the best and most economical way to feed a child and the best way to prevent disease and promote health. Breast milk is fully adapted to all the needs of the baby. It contains more than two hundred ingredients, among which are numerous defensive substances that protect the child from various inflammations and diseases. Modern recommendations regarding the nutrition of infants and young children advocate exclusive breastfeeding for up to 6 months of infancy, and then continue breastfeeding with appropriate supplementation for at least a year or longer, as long as the mother and child want it. Breast milk has various nutritional, defense, psychosocial, practical and economic values. Awareness of the need to promote breastfeeding has resulted in the launch of a number of initiatives and recommendations by the WHO and UNICEF. The composition of breast milk is unique because it contains many nutrients necessary for the physical growth and development of the child, bioactive substances that protect against various diseases and infections, and substances that promote the child's developmental processes. The positive effects of breastfeeding are manifested in the reduction of mortality and morbidity of breastfed children and affect health until adulthood. Breastfeeding protects against gastrointestinal infections, respiratory and urinary tract infections, and middle ear infections. Breastfed children have a lower risk of sudden infant death syndrome, obesity, diabetes, asthma, cardiovascular diseases, certain malignant diseases of childhood and many other diseases. Breastfeeding also has a positive effect on women's health and contributes to the health and well-being of society as a whole. The maternity ward is a key place to promote breastfeeding, and there are breastfeeding support groups led by a community nurse and a group leader mother. Breastfeeding is a new experience that requires a lot of energy, involvement and commitment from the mother, but also the whole family
The role of education in building a gender equal society
No full textOd samog rođenja ljudi svjesno i nesvjesno uče o rodnim ulogama. Spol s kojim se rode određuje njihove rodne uloge. Svako društvo ima skupinu uloga unaprijed određenih za pojedini spol. Vjerovanja o tome kako bi se trebao ponašati pojedini rod ugrađena su u našu svijest, pa mnogi od nas misle da su rodne uloge prirodne, nepromjenjive i ne sumnjaju u njih. U ne tako dalekoj prošlosti, s kojom i započinje ovaj rad, bilo je nezamislivo da žena ima jednaka prava ili da se bavi bilo kojom aktivnošću koja je „pripisana muškarcima“. Kroz 4 vala feminizma donosim pregled ženine pozicije u društvu od 16.stoljeća do danas. Nakon toga dolazimo do središnjeg dijela ovog rada, a to je obrazovanje za rodnu jednakost. U njemu se prikazuje problematika odgajateljske profesije kao feminizirane što rezultira premalim dohotkom te rodni stereotipi i diskriminacija u odgoju koja oblikuje buduće ličnosti djece. Ovaj rad završava uvidom u primjere dobre prakse za korak u naprednije i osvještenije društvo.From birth, people consciously and unconsciously learn about gender roles. The gender with which they are born determines their gender roles. Each society has a group of roles predetermined for each gender. Beliefs about how a particular gender should behave are embedded in our consciousness wherefore many of us think that gender roles are natural, unchanging and do not doubt them. In the not-so-distant past, whose analysis we follow at the beginning of the paper, it was unimaginable for women to have equal rights or to engage in any activity that was "attributed to men." Through discussing four waves of feminism I bring an overview of women’s position in society from the 16th century until today. Furthermore, we come to the central part of this paper which is education for gender equality. It presents the issue of the educational profession being feminized, which results in gender pay gap, as well as gender stereotypes and discrimination in education, which are shaping children's personalities in the future. This paper concludes with an insight into examples of good practice for stepping into a more advanced and aware society
Challenges in working with children with sensory integration difficulties
No full textCilj je ovoga istraživanja bio ispitati iskustva s kojima se senzorni terapeuti susreću u terapijskom radu s djecom s poremećajem senzorne integracije te na temelju tih iskustava utvrditi koja bi znanja o djeci s poteškoćama senzorne integracije odgojitelji trebali imati kako bi uspješno mogli raditi s njima. Istraživanje se provelo putem polustrukturiranih intervjua s pitanjima otvorenog s ukupno 13 senzornih terapeuta, odnosno stručnjaka iz područja poteškoća senzorne integracije. Analiza dosadašnjih spoznaja vezanih uz poremećaj senzorne integracije, kao i rezultati dobiveni ovim istraživanjem doveli su do nekoliko relevantnih spoznaja. Osnovne karakteristike koje su sudionici istraživanja primijetili u djece s ovom disfunkcijom su odstupanja u motoričkom razvoju i to osobito dispraksičnost koja se očituje kroz pojavu poteškoća u igri. Govoreći o specifičnim potrebama, istaknuli su da su one uvijek u skladu s tipom poremećaja, kao i osjetilnim područjima koja su disfunkcionalna te se one zadovoljavaju aktivnostima senzorne dijete koje su esencijalne za održavanje djetetova tijela u stanju ravnoteže. Sudionici istraživanja smatraju da bi odgojitelji trebali poznavati razvojne miljokaze, pogotovo senzomotoričke, kako bi uočili prisutnost ovog poremećaja. S druge strane, kako bi uspješno mogli raditi s njima važno je da poznaju osnove teorije senzorne integracije, kao i strategije koje će svakodnevno moći koristiti u izravnom odgojno-obrazovnom radu. Međutim, prema stavovima sudionika, najvažnije je da odgojitelji posjeduju dobre opservacijske vještine, da su empatični i senzibilizirani te spremni na suradnju u interdisciplinarnoj okolini. Na poslijetku, rezultati su ovoga istraživanja ukazali na važnost kontinuiranog istraživanja senzornog funkcioniranja djece u ranoj i predškolskoj dobi i nužnost dodatne podrške djeci s poteškoćama senzorne integracije.The aim of this study was to examine the experiences of sensory therapists in working with children with sensory integration disorders and their opinion about what knowledge should preschool teachers have about children with sensory integration difficulties to be able to work successfully with them. The total of 13 sensory therapists, experts in the field of sensory integration difficulties, participated in a semi-structured interview. The analysis of previous findings related to sensory integration and this disorder, as well as the results of this research have led to several relevant findings. The main characteristics that the study participants notice in children with this dysfunction are deviations in motor development and especially dyspraxia that leads to the appearance of difficulties in play. Speaking about specific needs, they pointed out that they are always in line with the type of disorder, as well as sensory areas that are dysfunctional and they are met by sensory diet activities that are essential for keeping the child's body in balance. Research participants believe that preschool teachers should be familiar with developmental milestones, especially sensorimotor ones, in order to detect the presence of this disorder. On the other hand, in order to be able to work with them successfully, it is important that they know the basic theories of sensory integration, as well as strategies which they could use on a daily basis in direct educational work. However, according to the participants, the most important thing is that preschool teachers have good observational skills, are empathetic, sensitized and willing to cooperate in an interdisciplinary environment. Finally, the results of this study indicated the importance of continuous research on the sensory functioning of children in early and preschool age and the need for additional support for children with sensory integration difficulties
The impact of the puppet on child in early and preschool education
No full textLutka igra važnu ulogu za dijete od njegova najranijeg djetinjstva, pružajući mu osjećaj sigurnosti u trenutku odvajanja od majke. Kako dijete raste, lutkino značenje za njega se mijenja, odnosno postaje vrijedna didaktička igračka koja djetetu na spontan način pomaže prevladati razne situacije u kojima se nađe. Lutka može biti i odgojiteljev saveznik u ostvarivanju odgojnih ciljeva i zadataka. Igre s lutkom jačaju djetetove govorne i izražajne sposobnosti, vršnjačke odnose, potiču ga na stvaralaštvo te pomažu u razvijanju pozitivne slike o sebi, a ujedno razvijaju mimiku, koordinaciju i pokret. Lutke dovode dijete u stanje uzbuđenosti, razigranosti, pokreću njegov misaoni, imaginarni i emotivni svijet i omogućavaju mu da bogatije izražava svoj doživljaj svijeta. Lutke koje ožive u ruci djeteta omogućavaju mu sudjelovanje u zamišljenom svijetu koji je samo stvorilo. Lutka zamjenjuje živa bića, njome dijete u igri manipulira kako želi i, najčešće, kako ne može u stvarnosti. Cilj istraživanja bio je istražiti u kojoj mjeri i na koji način odgojitelji upotrebljavaju lutku u odgojno-obrazovnom procesu. Zadatci istraživanja bili su ispitati koriste li odgojitelji lutku i koliko često, koje vrste lutke se najviše koriste, kolika je zainteresiranost djece za aktivnosti s lutkom, zatim na koji način odgojitelji stimuliraju djecu na igranje s lutkom te u kojim situacijama smatraju da im lutka najviše pomaže.The puppet plays an important role for the child from his earliest childhood, giving him a sense of security, the moment he separates from his mother. As the child grows, the puppet's meaning for him changes, that is, it becomes a valuable didactic toy, which helps the child to spontaneously overcome various situations in which he finds himself. A puppet can also be an educator's ally in achieving educational goals and tasks. Games with a puppet, strengthen the child's speech, expressive abilities, peer relationships, encourage him to create and help develop a positive, self-image, and at the same time develop facial expressions, coordination and movement. Puppets bring the child into a state of excitement, playfulness, move his mental, imaginary and emotional world and allow him to more richly express his experience of the world. Puppets that come to life in a child’s hand allow him to participate in an imaginary world he has just created. The puppet replaces living beings, it is manipulated by the child in the game as he wants and, most often, as he cannot in reality. The aim of the research was to investigate to what extent and in what way educators use a puppet in the educational process. The tasks of the research were to examine whether educators use a puppet and how often, then what types of puppets are used the most, how much children are interested in activities with a puppet, then how educators stimulate children to play with a puppet and in which situations they think the puppet is the most helps
Fears in elementary school children
No full textStrah se ubraja u primarne emocije, pored sreće, tuge, bijesa, iznenađenja i gađenja. Iako se smatra negativnom emocijom, strah je sastavni dio života koji nas zapravo štiti od opasnosti. Strahovi se mijenjaju s obzirom na dob djeteta te često nestaju sami od sebe. S druge strane, strah nekada može biti iznimno intenzivan i ometati svakodnevno funkcioniranje.
Jedan od strahova koji je sve učestaliji među djecom jest strah od škole. Djeca su sve više opterećena te se često nalaze pod pritiskom roditelja i društva što pridonosi narušavanju njihova zdravlja. Djeca koja razviju strah od škole često iskuse glavobolju, vrtoglavicu, bolove u trbuhu, a ponekad i probleme sa spavanjem. Cilj ovog preglednog rada bio je prikazati ključne faktore i situacije koje izazivaju strah od škole kod djece te moguće razlike među učenicima s obzirom na spol i dob u doživljavanju strahova vezanih uz školu. Analiza se temeljila na istraživanjima straha od škole hrvatskih učenika nižih i viših razreda osnovne škole. Rezultati pokazuju da su najčešći učenički strahovi vezani uz školu strah od usmenog i pismenog ispitivanja, ocjenjivanja, strogih učitelja, nerealnih roditeljskih očekivanja te strah od vršnjačkog nasilja. Uz to, pokazalo se da djevojčice osjećaju veći strah od škole nego dječaci. S obzirom na to da vjerojatno nikada neće postojati škola potpuno oslobođena straha i stresa, važno je podučiti učenike kako se nositi sa strahovima. U ovome radu navedeni su i glavni koraci za sprečavanje i prevladavanje straha te su posebice objašnjene akcije koje mogu poduzeti roditelji i učitelji kako bi pomogli učenicima u prepoznavanju, prihvaćanju i prevladavanju svojih strahova.Fear is one of the most basic human emotions, along with happiness, sadness, anger, surprise and disgust. Although considered a negative emotion, fear is an integral part of life which protects us from danger. Fears change as we age and they usually go away. On the other hand, fear can sometimes be extremely intense and interfere with daily functioning.
One of the most common fears among children is the fear of school. Children are often feeling overwhelmed and deal with too much pressure, which contributes to the deterioration of their health. Children who develop fear of school often experience headaches, dizziness, stomach ache, and sleep problems. The aim of this paper was to present key factors and situations that cause fear of school in children and to determine possible gender and age differences. This paper reviews existing research conducted among Croatian pupils. The results show that the most frequent fears related to school are: fear of oral and written examination, evaluation, strict teachers, unrealistic parental expectations and fear of peer violence. In addition, the results show that female pupils fear school more than male pupils. Since there will probably never be a fear and stress free school, it is important to teach students how to deal with fears. This thesis contains the steps that can be used to prevent and overcome fears, along with the suggestions that parents and teachers can take in order to help pupils recognise and accept their fears, and overcome them
Teacher competencies for teaching students with autism spectrum disorders
No full textUčenici s poremećajima iz spektra autizma (PSA) su učenici s posebnim odgojno – obrazovnim potrebama. Pripadaju skupini učenika s teškoćama u razvoju jer imaju poteškoće u 3 područja razvoja. To su socijalna interakcija, komunikacija i ponašanje. Učenici s teškoćama u razvoju, pa i učenici s PSA, u Hrvatskoj imaju pravo na obrazovanje koje je usklađeno s njihovim sposobnostima i interesima, odnosno na primjerene i individualizirane mjere podrške i razumne prilagodbe. Radi se o važnim elementima inkluzivnog obrazovanja. Inkluzivno obrazovanje pridonosi punom uvažavanju ljudskih prava, socijalnoj pravdi i omogućava jednake mogućnosti za sve učenike. Učitelji imaju važnu ulogu u odgoju i obrazovanju učenika s PSA. Oni su nosioci inkluzivnog obrazovanja. Da bi učitelji uspješno mogli odgajati i poučavati učenike s PSA, nužna je njihova kompetentnost. Od učitelja se očekuje da upoznaju, razumiju i tumače snage učenika s PSA, stvore jasnu sliku o njima, odrede odgojno – obrazovne potrebe tih učenika te da u skladu s navedenim u odgojno – obrazovnom radu s tim učenicima koriste prikladne metode, strategije i tehnike te osiguraju potrebne resurse za učenje. Cilj ovog rada bio je dobiti uvid u kompetencije učitelja za poučavanje učenika s PSA. Kvalitativno istraživanje uz primjenu metode intervjua zaključeno je da učitelji nastoje primjereno odgovoriti na posebne odgojno-obrazovne potrebe ovih učenika, ali da su u tom procesu suočeni s brojnim preprekama. Među ostalim, tijekom obrazovanja nisu primjereno obrazovani za rad s ovim učenicima, a često im nije dostupna ni odgovarajuća stručna podrška. Zaključno se naglašava potreba unaprjeđivanja inicijalnog obrazovanja i profesionalnog razvoja učitelja, radi osiguravanja inkluzivnog obrazovanja učenika s PSA.The students with autism spectrum disorder (ASD) are students with special educational needs. They belong to the group of students with learning difficulties because they have difficulties in three areas of development. These are social interaction, communication and behaviour. Students with learning difficulties, including students with ASD in Croatia have the right to education that is in line with their abilities and interests, i.e. appropriate to their individual support and with reasonable adjustments. These are the key elements of inclusive education. Inclusive education contributes to full appreciation of human rights, social justice and enables equal opportunities for all students. Teachers have an important role in the education of ASD students. They are the foundation of inclusive education. It is essential that teachers acquire the skills that enable them to be successful in educating and teaching students with ASD. Teachers are expected to get to know, understand and recognize the strengths of ASD students, to make a clear evaluation of them, to determine their educational needs and accordingly in teaching them to use the appropriate methods and techniques to secure the required learning resources. The goal of this research was to gain an insight into the competences required for teaching students with ASD. The qualitative interview research method was applied and the conclusion is that teachers aim to respond to special educational needs of these students, but are facing numerous challenges. One of the key challenges is that during their own education they have not been adequately trained to work with this group of students and often the specialist support is unavailable. Finally, it is recommended to enhance the initial training and professional specialism of teachers to ensure inclusive education for students with ASD
Storytelling in early and preschool children
No full textU radu se govori o značaju čitanja i pripovijedanja bajki u jezičnom razvoju djece rane i predškolske dobi. Bajke su odličan alat u odgoju, one su vanjski čimbenik koji pomaže unutarnjem razvoju živčanog sustava. U razvoju dječjeg jezičnog diskursa važnu ulogu ima poticajna okolina, motivirani roditelji i odgajatelji. Prevelika upotreba ekranizacije umanjuje stupanj razvoja koji dijete doseže prema kronološkoj dobi. Dječja se mašta razvija pričanjem priča i bajki; djeca spoznaju svijet oko sebe i shvaćaju postojanje vlastitog bitka. Kako bi bajke bile savjeti i putokazi, valja odabrati pravu priču za određenu dobnu skupinu i interese djece u toj skupini.
Pripovjedač koji pripovijeda priču mora biti dobro pripremljen i posjedovati određena znanja i kompetencije, kako bi djetetu dao poticaj za promjenu ponašanja iznutra kroz razvoj metaforičkih slika koje postaju njegove. Da bi priča bila ispričana na efektan način, pripovjedač mora dobro poznavati priču – ona mora biti dio njega. U radu se pojmovno određuje priča, naglašava se važnost pripreme pripovjedača, kao i važnost pripovijedanja na razvoj dječjeg jezičnog diskursa. U poglavlju Studija slučaja promatra se jezični napredak dvojezičnog petogodišnjeg dječaka u periodu od dva mjeseca, nakon provedenih aktivnosti koje potiču razvoj jezičnog diskursa.The paper discusses the impact of reading and storytelling on a child's cognitive development. Fairy tales are a great tool in education, they are external factors that help the internal development of the nervous system. A stimulating environment, motivated parents and educators play an important role in the development of children's language discourse.
Excessive use of screenplay reduces the level of development that a child reaches according to chronological age. Children's imagination develops by telling stories and fairy tales; children learn about the world around them and understand their own existence. In order for fairy tales to be child’s guidelines, it is mandatory to choose the right story for a certain age group, and the interests and knowledge of children in that group. The narrator who tells the story must be well prepared and possess certain knowledge and competencies, in order to give the child an incentive to change behaviour from within through the development of metaphorical images that become his. In order for a story to be told in an effective way, the narrator must know the story well — it must be a part of him. This paper conceptually defines the story, emphasizes the importance of preparing the narrator, as well as the importance of storytelling for the development of children's language discourse.
In the case study chapter, the language progress of a bilingual five-year-old boy over a period of two months is observed, after activities have been carried out that encourage the development of language discourse
Aboriginal culture and education system through history
No full textThe purpose of this thesis is to get to know the culture of Aboriginal Australians in Australia, how their school system works today and what problems they face. The thesis will present the key historical events that were decisive in the formation of the position of the Aboriginal Australians, and what changes they brought with them. The aim is to bring the reader closer to all the historical circumstances - from the settlement of Australian Aboriginal Peoples on the Australian mainland, their beliefs, habits and culture, all the way to the arrival of Europeans on a newly discovered continent, which changed the whole structure of the society. Australian Aboriginal Peoples were forced to adapt to the new values that Europeans brought with them, and they were on the verge of losing their own cultural identity. Aboriginal children were often separated from their parents, forced to forget their historical heritage, and adapt to the values of European culture. Unfortunately, the assimilation attempt led to major problems among Aboriginal Australians. Poverty, poor health, alcohol use disorder, violence, a sense of non-belonging and a lack of motivation for education are just some of the consequences felt in today’s society among Aboriginal Australians. Australian Aboriginal Peoples are still often misunderstood in society because their beliefs and the way of life differ from the expected European ways.
It is very important to align the school system with Aboriginal cultural identity, because only a curriculum that nurtures Aboriginal cultural values can bring positive changes into society. Furthermore, it is extremely important to encourage the education of Australian Aboriginal Peoples so that they can pass on the values of their heritage to new generations. Today’s situation in Australia’s education system and the position of Australian Aboriginal Peoples has improved immensely compared to the past, but despite this, today’s Aboriginal Australians are still discriminated and isolated from society so a lot of effort is needed to make it possible for them to finally live up to their beliefs and learn proudly about their culture.Svrha je ovoga rada upoznati kulturu Aboridžina u Australiji te kako u današnje vrijeme funkcionira njihov školski sustav i s kojim se sve problemima suočavaju. U radu će biti prikazani ključni povijesni događaji koji su presudili u formiranju položaja Aboridžina i kakve su sve promjene donijeli sa sobom. Cilj je približiti čitatelju sve povijesne okolnosti – od naseljavanja Aboridžina na kopno Australije, njihova vjerovanja, navike i kulturu, pa sve do dolaska Europljana na novootkriveni kontinent, koji je promijenio cijelu strukturu društva. Aboridžini su se na silu morali prilagoditi novim vrijednostima koje su Europljani donijeli sa sobom te su uvelike bili na granici gubitka vlastitog kulturnog identiteta. Djeca Aboridžina često su bila odvajana od svojih roditelja s ciljem da se preodgoje, da zaborave na svoje povijesno nasljeđe i da se prilagode vrijednostima kulture Europljana. Nažalost, pokušaj asimilacije doveo je do velikih problema među Aboridžinima. Siromaštvo, loše zdravstveno stanje, ovisnost o alkoholu, nasilje, osjećaj nepripadnosti i manjak motivacije za obrazovanjem, samo su neke od posljedica koje se osjećaju u današnjem društvu među Aboridžinima. Aboridžini su često još uvijek neshvaćeni u društvu jer se njihova vjerovanja i način života razlikuje od očekivanog europskog. Vrlo je bitno usuglasiti školski sustav s kulturnim identitetom Aboridžina jer jedino kurikulum koji njeguje vrijednosti kulture Aboridžina može donijeti pozitivne promjene u društvu. Nadalje, iznimno je važno poticati edukaciju Aboridžina u školstvu kako bi oni dalje mogli prenositi novim generacija vrijednosti svojega nasljeđa. Današnja situacija u obrazovnom sustavu Australije i položaja Aboridžina neizmjerno je poboljšana u odnosu na prošlost, ali unatoč tomu, današnji Aboridžini i dalje su diskriminirani i izolirani od društva pa treba uložiti mnogo truda kako bi oni mogli napokon živjeti u skladu sa svojim uvjerenjima i ponosno učiti o svojoj kulturi
The Relationship Between Social Capital and Students' Educational Achievements
No full textSocijalni kapital čine resursi ukorijenjeni u odnosima među pojedincima koji omogućavaju i poboljšavaju ostvarivanje individualnih i kolektivnih ciljeva pa tako i onih obrazovnih (Pavić, 2014). Odnosi u obitelji i unutar obrazovnih institucija komponente su socijalnog kapitala koje pojedincima nižeg socioekonomskog statusa mogu pomoći u postizanju visokih obrazovnih ciljeva koje bi bez korištenja takvih resursa teže ostvarili (Coleman, 1988; Rogošić, 2018). Na taj način socijalni kapital potiče socijalnu mobilnost. Povezanost je socijalnog kapitala i školskog uspjeha u području obrazovnih znanosti često istraživana, a studije u kojima se ovaj utjecaj ispitivao temeljene su na različitim teorijama o socijalnom kapitalu (Bourdieu 1986 i Coleman, 1988). U radu se daje detaljan prikaz ovih teorija, kao i pregled empirijskih istraživanja u kojima je ispitivana povezanost školskog uspjeha i socijalnog kapitala, s posebnim naglaskom na rezultate istraživanja koja su provedena u Republici Hrvatskoj (u daljnjem tekstu: RH). Uspoređuju se rezultati istraživanja u RH i analiziraju se objašnjenja autora o ulozi socijalnog kapitala u obrazovnim postignućima učenika osnovnih i srednjih škola. Zadaća je rada ustanoviti u kojoj mjeri studije u Hrvatskoj ukazuju na značajnu povezanost socijalnog kapitala i školskog uspjeha te na koji način autori ovu (ne)povezanost objašnjavaju. Analiza pokazuje da je socijalni kapital u većini analiziranih studija (Babarović, Burušić, Šakić, 2009; Baranović, Doolan, Jugović, Puzić, Košutić, Klepač, 2015; Baranović i Rogošić, 2021; Klepač, 2016; Matković, 2009; Rogošić, 2016; Rogošić, 2017; Rogošić, 2018) statistički značajno i pozitivno povezan s obrazovnim postignućima učenika. Međutim, veći dio istraživačkih nalaza pokazuje da drugi faktori (razina obrazovanja roditelja i ekonomski kapital) imaju dominantniji utjecaj na školski uspjeh od socijalnog kapitala što ide u prilog potvrdi Bourdieuove teorije sociokulturne reprodukcije. Stoga je doprinos socijalnog kapitala ostvarenju socijalne mobilnosti potrebno i dalje detaljno ispitivati. Budući da socijalni kapital, tj. resursi ukorijenjeni u odnosima s drugim pojedincima uglavnom imaju pozitivan utjecaj na školski uspjeh i mogu pridonijeti smanjenju obrazovnih i društvenih nejednakosti, potrebno je kontinuirano raditi na izgradnji što boljih odnosa između učenika, učitelja, roditelja i šire zajednice.Social capital consists of resources rooted in relationships between individuals that enable and improve the achievement of individual and collective goals, including educational ones. Relationships in the family and within educational institutions are components of social capital that can help individuals of lower socio-economic status achieve high educational goals that would be more difficult to achieve without the use of such resources (Coleman, 1988; Rogošić, 2018). Consequently, social capital promotes social mobility. The correlation between social capital and school performance in the field of educational sciences has often been investigated, and the studies examining this impact are based on various social capital theories (Bourdieu 1986 and Coleman, 1988). The paper presents detailed overview of these theories as well as an overview of empirical research in which the correlation between school success and social capital was examined, with special emphasis on the findings of research conducted in the Republic of Croatia (RH). The results of the research in the Republic of Croatia are compared and the explanations of the authors on the role of social capital in the educational achievements of primary and secondary school students are analyzed. The task of the paper is to determine the extent to which studies in Croatia indicate a significant link between social capital and school performance and how the authors explain this (in)correlation. The analysis shows that social capital in large number of analysed studies (Babarović, Burušić, Šakić, 2009; Baranović, Doolan, Jugović, Puzić, Košutić, Klepač, 2015; Baranović i Rogošić, 2021; Klepač, 2016; Matković, 2009; Rogošić, 2016; Rogošić, 2017; Rogošić, 2018) is statistically significantly and positively correlated to students' educational achievements. However, in most studies, other factors (parent’s education levels and economic capital) has a more dominant influence on school success than social capital, which is in line with the Bourdieu’s theory of socio-cultural reproduction. Therefore, the contribution of social capital in achieving social mobility needs to be further examined. As resources rooted in relationships with other individuals mainly have a positive impact on school performance and contribute to reducing educational and social inequalities, efforts should be made to build the best possible relationships between pupils, teachers, parents, and the wider community
Professional development of trainee educators
No full textPripravništvo odgojitelja je razdoblje puno izazova i promjena usmjerenih na razvijanje osobnosti i profesionalan razvoj. Teorijski dio daje pregled profesije, profesionalnog identiteta odgojitelja, odgojitelja pripravnika, etape i aspekte stažiranja, međuodnos odgojitelja pripravnika i mentora, kao i faze njihova odnosa. Također, rad će prikazati profesionalni razvoj odgojitelja pripravnika, cjeloživotno obrazovanje te zakonski okvir pripravništva. Unutar teorijskog dijela zaključuje se kako pripravništvo odgojiteljske struke pripada cjeloživotnom obrazovanju, jedan od bitnijih dijelova. Cilj istraživanja je bio pokazati da postoji potreba za promjenom organizacije pripravničkog staža, a naglasak je na profesionalnom razvoju odgojitelja pripravnika. U istraživanju je sudjelovalo 110 ispitanika od toga 59 odgojitelja pripravnika i 51 odgojitelj s položenim stručnim ispitom.
U diplomskom radu postavljeno je 5 istraživačkih pitanja s ciljem boljeg razumijevanja profesionalnog razvoja odgojitelja pripravnika. Rezultati istraživanja ukazuju na potrebu za revidiranjem Pravilnika o načinu i uvjetima polaganja stručnog ispita odgojitelja i stručnih suradnika u dječjem vrtiću iz 1997. godine. Promjene su uočene u mentorovom suvremenom metodičkom pristupu prema pripravnicima. Za ostvarivanje kvalitetnog vođenja i pripremanja pripravnika, potrebno je omogućiti većim brojem stručnih skupova za pripravnike. Rezultati istraživanja pokazuju da grad u kojem se stažira utječe na profesionalni razvoj odgojitelja pripravnika. Nastavno na teorijski okvir i dobivene rezultate, može se zaključiti kako je potrebna promjena organizacije pripravničkog staža radi stjecanja i jačanja kompetencija odgojitelja pripravnika.The traineeship of educators is a period full of challenges and changes aimed at developing personality and professional development. The theoretical part provides an overview of the profession, the professional identity of educators, trainee educators, stages and aspects of internships, the relationship between trainee educators and mentors, as well as the stages of their relationship. Also, the paper will present the professional development of trainee educators, lifelong learning and the legal framework of internships. Within the theoretical part, it is concluded that the internship in the educational profession belongs to lifelong learning, one of the most important parts. The aim of the research was to show that there is a need to change the organization of the internship, and the emphasis is on the professional development of trainee educators. The study involved 110 respondents, of which 59 trainee educators and 51 educators who passed the professional exam.
In the diploma thesis, 5 research questions were asked with the aim of better understanding the professional development of trainee educators. The results of the research indicate the need to revise the Ordinance on the manner and conditions of taking the professional exam for educators and professional associates in kindergarten from 1997. Changes were observed in the mentor's modern methodological approach to trainees. Achieving quality guidance and preparation of trainees, it is necessary to enable a larger number of professional gatherings for trainees. The results of the research show that the city in which the internship influences the professional development of trainee educators. Following the theoretical framework and the obtained results, it can be concluded that a change in the organization of the internship is needed in order to acquire and strengthen the competencies of trainee educators