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Level of physical activity and eating habits of an early and preschool children considering place of living
No full textO tome koliko su pravilna prehrana i redovita tjelesna aktivnost važne danas se sve više govori i posvećuje se sve više pažnje. Daleko se došlo od mišljenja da je prehrana važna samo za preživljavanje. Odabirom pravilne prehrane od rane i predškolske dobi za dijete znači zdraviji rast i razvoj, bolja koncentracija, prevencija za mnoge bolesti, uspješnije svladavanje zadataka i puno više energije kroz cijeli dan. Upravo je takva prehrana potrebna i za redovitu tjelesnu aktivnost koja je jednako važna kao pravilna prehrana. Kako svijest o važnosti pravilne prehrane i redovite tjelesne aktivnost raste, tako su počeli rasti i novi digitalni trendovi koji sve više zamjenjuju tjelesnu aktivnost, ali i negativno utječu na zdravu prehranu. Navike, ponašanje, običaji koji se uče i spoznaju u ranom i predškolskom razdoblju prate dijete kroz cijeli ţivot. Zato se o stvaranju pravilnih i zdravih navika i načina života treba krenuti od najranije dobi s ciljem zdravog rasta i razvoja te postizanja boljeg uspjeha. U prvom dijelu rada iznosi se teorijska koncepcija o važnosti pravilne prehrane i stvaranju navika pravilne prehrane već od rane i predškolske dobi. Osim toga, navodi se i važnost tjelesne aktivnosti djece rane i predškolske dobi u različitim organiziranim ustanovama ili u slobodnom vremenu djeteta te pozitivnom utjecaju koji ima na rani rast i razvoj. U drugom dijelu diplomskog rada iznose se rezultati istraživanja provedenog s roditeljima djece rane i predškolske dobi. Roditelji djece ispunili su anketu s pitanjima koja su se odnosila na razinu tjelesnih aktivnosti i prehrambenih navika djece rane i predškolske dobi s obzirom na mjesto stanovanja. Prema rezultatima može se zaključiti da djeca iz dvanaest različitih županija, bez obzira jesu li odrasli u gradu ili na selu ili u primorskoj ili kontinentalnoj hrvatskoj, pripadaju kategoriji normalno uhranjene djece.The importance of proper nutrition and regular physical activity is being talked about more and more today. It has come a long way from the view that nutrition is only important for survival. Choosing the right nutrition from an early and preschool age for a child means healthier growth and development, better concentration, prevention for many diseases, more successful mastery of tasks and much more energy throughout the day. Such a diet is necessary for regular physical activity, which is just as important as proper nutrition. As awareness of the importance of proper nutrition and regular physical activity grows, so have new digital trends and they are increasingly replacing physical activity, but also negatively affecting a healthy diet. Habits, behaviors, customs that are learned in the early and preschool age accompany the child throughout life. Therefore, the creation of proper and healthy habits and lifestyles should be started from an early age with the aim of healthy growth and development and achieving better success. The first part of the paper presents a theoretical concept of the importance of proper nutrition and the creation of habits of proper nutrition from an early age and preschool age. In addition, the importance of physical activity of children of early and preschool age in various organized institutions or in the child's free time and the positive impact it has on early growth and development is stated. The second part of the thesis presents the results of research conducted with parents of children of early and preschool age. Parents of children filled out a survey with questions related to the level of physical activity and eating habits of children of early and preschool age considering place of residence. According to the results, it can be concluded that children from twelve different counties, regardless of whether they are living in the city or in the countryside or in coastal or continental Croatia, belong to the category of normally weight children
Application of elements of sports gymnastics in a kinesiology culture class with preschool children
No full textU ovom radu opisuje se gimnastika kao element sata kineziološke kulture namijenjen djeci predškolske dobi. Ističe se važnost gimnastičkih elemenata na fizički i psihički razvoj predškolskog djeteta. Rad se temelji na definiranju ključnih elemenata sportske gimnastike te njihova primjena na određenu grupu predškolske dobi. Detaljno će se objasniti plan i program tjelesne i zdravstvene kulture, te će biti prikazani i pobliže objašnjeni primjeri vježbi sportske gimnastike s kojima se djeca predškolske dobi najčešće susreću na satu kineziološke kulture, najčešći elementi su kolut naprijed, hodanje po gredi i slično. Elementi gimnastike se ne pojavljuju samo kao gotov proizvod, već i kao metodike i predvježbe.This paper describes gymnastics as an element of a kinesiology culture class intended for preschool children. The importance of gymnastic elements on the physical and mental development of a preschool child is emphasized. The paper is based on defining the key elements of sports gymnastics and their application to a certain group of preschool age. The plan and program of physical education and health will be explained in detail, and examples of gymnastics exercises that preschool children most often encounter in kinesiology class will be presented and explained in more detail. The most common elements are forward rolling, walking on a beam and similar. Elements of gymnastics appear not only as a finished product, but also as methodologies and pre-exercises
"Black and White" with Croatian Young Learners
No full textPicturebooks are often viewed as easy reading material, but their word-picture relationship can prove that is not always the case. The current digital age where multitasking is considered normal has impacted the way children think, see and learn. Both Radical Change theory and considering picturebooks as postmodern developed in the 1990s (Dresang, 2008), and both approaches use similar terminology in describing common features of contemporary (postmodern) children’s literature. This thesis was focused on the use of postmodern picturebooks, with a special emphasis on David Macaulay’s Black and White, in order to examine Croatian EFL young learners’ responses to it. In preparation for the thesis, a study was conducted in two parts. The first, conducted using an online questionnaire, was aimed at identifying the attitudes of teachers and student teachers on the use of picturebooks in teaching English to young learners. The results imply that participants would use picturebooks, but not very often and mostly for the purpose of expanding lesson aims related to specific grammar or vocabulary or reading and pronunciation. Almost none of the participants show an intent to use postmodern picturebooks, as they are not familiar with them. The second step of the
investigation involved young learners: a small-group read-aloud and discussion of Macaulay’s Black and White proved both beneficial for developing children’s thinking and fun for the participants because they used language in a spontaneous and playful manner. It can be concluded that young English language learners readily engage in the reading process of postmodern picturebooks and understand them well. However, it is up to the teacher to decide how much time and effort will be assigned to such activities in class.Slikovnice se često smatraju laganim materijalom za čitanje, no odnos teksta i slike u njima mogu pokazati da to nije uvijek slučaj. Digitalno doba u kojem živimo, gdje je ‘multitasking’ normalna stvar, utjecalo je na dječji način razmišljanja, gledanja i učenja. Radikalna teorija i primjena pojma postmodernizma u izučavanju slikovnice razvili su se 1990-ih (Dresang, 2008)
te oba koncepta koriste sličnu terminologiju pri opisivanju glavnih karakteristika suvremene (postmodernističke) dječje književnosti. Ovaj je rad usmjeren na uporabu postmodernističke slikovnice Black and White Davida Macaulayja kako bi se ispitala reakcija hrvatskih učenika engleskoga jezika mlađe školskedobi na takve slikovnice. U prvom se koraku provela anketa o iskustvima i stavovima učitelja i studenata učiteljskih fakulteta o poznavanju i uporabi takvih slikovnica u nastavi. Pokazalo se da su se ispitanici koristili slikovnicama, iako ne često te većinom u svrhu postizanja ishoda učenja povezanih s određenom gramatičkom strukturom ili vokabularom, vještinom čitanja i izgovorom. Gotovo nitko od ispitanika nije pokazao sklonost uporabi postmodernističke slikovnice jer nisu upoznati s njom. Kratka radionica s učenicima i čitanje slikovnice Black and White, pokazalo je njezin pozitivan učinak na dječje razmišljanje te je aktivnost bila zabavna za učenike zbog uporabe jezika kao spontane igre. Glavni je zaključak ovoga istraživanja da djeca dobro prihvaćaju i razumiju postmodernističke slikovnice. Međutim, o učitelju ovisi koliko je vremena i truda spreman posvetiti uporabi takve slikovnice u nastavi
Emotional intelligence
No full textEmocionalna inteligencija je svijest o osjećajima i djelovanjima pojedinca s ciljem stvaranja promjena. Cilj ovog završnog rada je omogućiti teorijski pregled pojmova povezanih s emocionalnom inteligencijom uz praktične načine za razvoj te iznimno važne sposobnosti kod djece. Pisan je s ciljem podizanja razine svijesti o važnosti implementacije takvih sadržaja u rad unutar odgojno-obrazovnih ustanova, a naročito odgajateljske profesije.
Struktura ovog završnog rada je podijeljena na uvod, zaključak i 4 glavne cjeline koje se smisleno raščlanjuju.
Prva cjelina razrade pruža pregled različitih definicija emocija nastalih radom brojnih teoretičara i istraživača. Sadrži i sustavnu podjelu emocija na glavne i složene uz opis njihovih karakteristika i primjera iz svakodnevnog života. Također govori o fiziološkoj podlozi za stvaranje emocija uz vizualne priloge.
Sljedeća cjelina razrade se bavi definiranjem pojma inteligencije na temelju različitih provedenih metoda istraživanja, razina analize dobivenih rezultata te osobnih uvjerenja donositelja teorija. Nadalje slijedi podjela vrsti inteligencije prema Howardu Gardneru, te opis postojećih mogućnosti za ispitivanje kvocijenta
inteligencije uz pomoć testova inteligencije.
Treća cjelina razrade bavi se definiranjem ključnog pojma završnog rada- emocionalne inteligencije. Obrađuju se i pojmovi emocionalnih postignuća i kompetencija. Smatra se važnim diferencirati pojam emocionalne inteligencije od znanja ili karaktera pa je to učinjeno. Također sadrži pregled mogućih strategija nošenja sa stresnim situacijama pod nazivom samoregulacija.
Posljednja cjelina razrade prije zaključka sastoji se od pregleda mogućih strategija s ciljem stjecanja emocionalne inteligencije kod djece rane, predškolske i školske dobi unutar vrtićkih i školskih institucija. Također sadrži i praktičan opis igara i aktivnosti koje se mogu provoditi s ciljem razvoja iste.
U zaključku ovog završnog rada se iznose osobna razmišljanja autorice i zaključci doneseni sukladno s iznesenim teorijama i praktičnom izradom. Na kraju rada se nalaze popis literature te popis priloga.Emotional intelligence is the awareness of an individual’s feelings and actions with the goal of creating change. The aim of this final paper is to provide a theoretical overview of concepts related to emotional intelligence with practical ways to develop this extremely important ability in children. It was written with the aim of raising awareness of the importance of implementing such content in the work within educational institutions, and especially within the educational profession.
The structure of this final paper is divided into an introduction, conclusion and 4 main units that are purposefully divided.
The first part of the elaboration provides an overview of different definitions of emotions created by the work of numerous theorists and researchers. It also contains a systematic division of emotions into main and complex with a description of their characteristics and examples from everyday life. It also talks about the physiological basis for creating emotions along with visual attachments.
The next part of the elaboration deals with the definition of the concept of intelligence on the basis of various conducted research methods, the level of analysis of the obtained results and the personal beliefs of the theorists. The following is a division of intelligence types according to Howard Gardner, and a description of the existing possibilities for the IQ testing with the help of intelligence tests.
The third part of the elaboration deals with the definition of the key concept of the final work - emotional intelligence. The terms of emotional achievements and competencies are also mentioned. It is considered important to differentiate the term emotional intelligence from knowledge or character so this was made. It also contains an overview of possible coping strategies for stressful situations called self-regulation.
The last part of the elaboration before the conclusion consists of an overview of possible strategies with the aim of acquiring emotional intelligence in children of early, preschool and school age within kindergartens and school institutions. It also
contains a practical description of the games and activities that can be carried out with the aim of developing emotional intelligence.
In the conclusion of this final paper, the personal thoughts of the author and the conclusions were made in accordance with the presented theories and practical elaboration. At the end of the paper there is a list of references and a list of contributions
Primary school teachers' competency for application and adaptation of inclusive teaching strategies
No full textUloga učitelja najvažnija je u odgojno-obrazovnom procesu koji prepoznaje učenikove posebne odgojno-obrazovne potrebe te se na iste trudi odgovoriti prilagođavajući nastavni proces za koji su mu potrebne određene kompetencije. Stoga je važno da se učitelj nakon inicijalnog obrazovanja i dalje stručno usavršava temeljima cjeloživotnog učenja koje uključuje daljnja formalna, neformalna i informalna obrazovanja. Svrha je rada ispitati samoprocjenu učitelja razredne nastave o vlastitim kompetencijama u vidu primjene i prilagodbe inkluzivnih strategija poučavanja za rad s učenicima s posebnim odgojnoobrazovnim potrebama. Ciljevi rada koji su također utjecali na globalni zaključak, su ispitati zadovoljstvo učitelja razredne nastave o stečenim kompetencijama i znanjima o inkluzivnom odgoju i obrazovanju stečenog inicijalnim (fakultetskim) obrazovanjem te utvrditi nastavljaju li svoje daljnje profesionalno usavršavanje u svrhu cjeloživotnog obrazovanja sudjelujući u različitim informalnim, formalnim i neformalnim obrazovanjima. U obzir su se uzimale i godine radnog staža kojima se htjelo ustanoviti postoji li razlika u korištenju adekvatnih strategija i metoda poučavanja potrebnih za individualiziran pristup svakom učeniku. U istraživanju je sudjelovalo 146 ispitanika rješavajući anketni upitnik u digitalnom obliku. Rezultati istraživanja pokazuju kako se učitelji samoprocjenjuju djelomično kompetentnima za rad s učenicima s posebnim odgojno-obrazovnim potrebama te iskazuju svoje nezadovoljstvo o stečenim znanjima i kompetencijama za obrazovnu inkluziju tijekom inicijalnog obrazovanja.The role of the teacher is very important in educational process who can see student’s special educational needs and teacher tries to fulfill them, adapting schooling process for which he/she needs appropriate competence. It is important that after basic education teacher is working on specialization based on whole-life education which includes further formal,
informal and informational educations. Purpose of this thesis is to examine self-evaluation of school teachers about their competence in terms of changed and adapted inclusive teaching strategies for working with students who has special educational needs. Goals of this thesis (which had impact on whole conclusion) are to question the contentment of school teachers about their gained competence and knowledge about inclusive education acquired by initial (college) education and establish wherever are they working on specialization in purpose of whole-life education participating in different kind of informal, formal and informational educations. Into consideration are taken years of internship and therefore establish are there any differences in using appropriate teaching strategies and methods required for individual approach to every
student.
In study participated 146 examinees answering in digital form of poll. The results of study show that teachers see themselves as partially competent for working with special-need students and they are complaining about their gained knowledge and competence about educational inclusion during initial education
The Line between Freedom and Discipline in Montessori Education
No full textMontessori pedagogija je nastala iz potrebe za reformiranjem i unaprjeđenjem tradicionalnog sustava odgoja i obrazovanja. Utemeljiteljica ove alternativne metode, Maria Montessori, je tijekom svog života mnogo pažnje posvetila promatranju djece i njihovog ponašanja. Na temelju dobivenih spoznaja, zaključila je da je za djetetov napredak ključno poštivati njegove unutarnje potrebe i interese, umjesto koristiti ekstrinzične poticaje poput nagrada i kazni. U skladu s time, osmislila je posebna pedagoška načela koja je važno poštivati tijekom rada s djecom.
Da bi se dijete razvilo u potpunu osobu, potrebno mu je omogućiti da se slobodno i samostalno razvija. Dijete se rađa s prirodno urođenim potencijalima koje treba prepoznati i poticati unutar razdoblja posebne osjetljivosti. Okolina unutar koje dijete odrasta mora biti pažljivo pripremljena na način da je izgledom i ponuđenim sadržajima u potpunosti prilagođena djetetu. Unutar takve okoline dijete postaje motivirano za rad i svu svoju pažnju usmjerava na odabranu aktivnost. Uloga odrasle osobe je da u ovakvim uvjetima nauči biti suzdržana i strpljiva te djetetu ponudi indirektnu pomoć ili dodatni poticaj. Ukoliko dijete negativno djeluje na svoju okolinu, ključno je intervenirati da bi se spriječilo ugrožavanje tuđe slobode, reda i mira.
Dijete mora poznavati određene granice, no one mu se ne smiju prisilno nametati. Djetetova aktivnost treba u svakom slučaju zamijeniti njegovu pasivnost. Kako bi pravilno razvila svoje vještine i sposobnosti, djeca moraju biti potpuno koncentrirana na svoj rad. Iz koncentracije se ''rađaju'' Montessori fenomeni – polarizacija i normalizacija pažnje – koji predstavljaju temelj za ostvarenje samodiscipline.
Disciplina se pojavljuje spontano i ne zahtijeva djelovanje odrasle osobe ukoliko su djetetu omogućeni svi uvjeti potrebni za slobodan razvoj. Dijete koje ima mogućnost slobodnog izbora i slobodnog djelovanja je sposobno svu svoju pažnju usmjeriti isključivo na ono što je korisno za njegov razvoj, čime se izbjegava svaki potencijalni disciplinski problem.Montessori education has developed out of the need for improvement of the traditional education methods. Throughout her life, the founder of this alternative teaching method, Maria Montessori, spent a lot of time observing children and their behavior. By taking all of her acknowledgments into consideration, she concluded that respecting a child’s inner needs and real interests, instead of using extrinsic motivation, is crucial for its improvement. She came up with a list of special educational principles which must be respected while working with children.
In order for the child to develop into a whole person, it is necessary to allow it freedom and independence in the process of growth. A child is born with innate potentials which need to be recognized and encouraged during special sensitive periods. The environment in which the child grows up must be thoughtfully prepared, with teaching materials and furniture that is completely adjusted to it. Being a part of an environment like that makes the child motivated for work and focused on the chosen activity. Adults should learn how to be restrained and patient in these conditions, and offer the child indirect help or an extra stimulus if it is needed. If a child acts disruptive towards its environment, an adult must step in in order to stop threatening someone else’s freedom, order, and peace.
A child must know certain boundaries, but they should not be forcefully imposed. A child should always be active, instead of passive. To be able to develop their skills and abilities, children must be fully focused on their work. Polarization and normalization of attention evolve from concentration and they represent the base of self-discipline.
Discipline occurs spontaneously and does not require the activity of a grown-up if all of the conditions for a child’s independent development are fulfilled. A child who is allowed to choose and act freely becomes able to focus all of its attention on aspects that are important for the process of self-growth. Therefore, all of the potential discipline problems are avoided
Tabu teme u učionici
No full textIn every society there are topics which, if one acted according to, would be contrary to social, religious or natural norms and dogmas. Such topics are referred to as taboo topics.
It is common to avoid topics that are “forbidden” for social or religious reasons. However, the lack of education and communication about them makes it difficult for an individual to become better acquainted with the world around them. Because of the imposed norms, one feels uneasy at the thought of discussing topics such as race, religion, sexuality, death, diversity, and a multitude of other topics that are an integral part of everyday life.
The purpose of this final thesis is to define and identify taboo topics in modern society and access to them from an early age in educational institutions. The paper primarily deals with types of taboos and the importance of introducing this complex topic to children, as well as with the ways of facilitating conversations about diversity and striving for the development of an open society. An open society is considered to be a society in which the individual is able to make decisions based on his/her own thinking, has developed critical thinking and is not influenced by traditional values and imposed norms. Students should be encouraged to start developing their critical thinking in educational institutions. In this context, teachers, educators, curriculum developers but also parents play an important role in raising students’ cultural awareness and developing their intercultural competence.U svakom društvu postoje određene teme za koje se smatra da bi ponašanje u skladu s njima bilo u suprotnosti s društvenim, religijskim ili prirodnim normama i dogmama. Takve teme nazivaju se tabuom.
Učestalo je izbjegavanje tema koje su „zabranjene“ iz društvenih ili religijskih razloga, međutim nedostatak edukacije i komuniciranja o njima otežava bolje upoznavanje pojedinca sa svijetom kojim je okružen. Zbog nametnutih normi osjeća se nelagoda pri pomisli na razgovor o rasi, religiji, seksualnosti, smrti, različitostima i mnoštvu drugih tema koje su sastavni dio svakodnevnog života.
Svrha ovog diplomskog rada je definirati i identificirati tabu teme u suvremenome društvu te pristup istima od dolaska u odgojno-obrazovne ustanove. Rad se prije svega bavi vrstama tabua i važnošću upoznavanja djece s tom kompliciranom tematikom te načinima olakšavanja razgovora o različitostima i težnji razvoju otvorenoga društva. Otvorenim društvom se smatra društvo u kojem je individualac sposoban donositi odluke na temelju vlastitog razmišljanja te ima razvijeno kritičko mišljenje i nije pod utjecajem tradicionalnih vrijednosti i nametnutih normi. Već na početku obrazovanja treba početi poticati učenike na razvijanje kritičkog mišljena. U tom kontekstu učitelji, odgajatelji, kreatori kurikuluma, ali i roditelji imaju važnu ulogu u podizanju kulturne svijesti učenika i razvijanju njihove međukulturne kompetencije
Influence of breastfeeding on the early development of the preschool child
No full textDojenje čini jedinstven, instinktivan i bitan dio rasta i razvoja svakog djeteta. Opće je poznato kako majčino mlijeko predstavlja zlatni standard prehrane te ga preporučuju sve stručne organizacije upravo zbog svih njegovih blagodati. Provedena istraživanja dokazala su dobrobiti dojenja te da se dojenjem ostvaruju dalekosežni učinci na zdravlje djeteta. Pregledom postojeće znanstveno-stručne literature ovim radom nastojalao se istaknuti najvažnije pozitvne učinke koje dojenje ostvaruje na tri važna područja djetetovog razvoja: kognitivni, socio-emocionalni i imunološki razvoj. Brojni znanstveni radovi dokazali su pozitivan učinak dojenja i majčinog mlijeka na kognitivni razvoj djeteta. Pri tomu djeluje više mehanizama, a značajnu ulogu imaju višestruko nezasićene masne kiseline koje utječu na mijelinizaciju djetetova mozga. Prehrana majčinim mlijekom ima osobito značajan učinak na kognitivni i neurološki razvoj prijevremeno rođene djece. Dojenje je povezano s boljim razvojem memorije, jezičnih vještina, motorike i inteligencije ne samo u djece predškolske dobi, već i kasnije. Na području socioemocionalnog razvoja djeteta nađena je povećana međusobna interakcija i emocionalna uključenost majke i djeteta, smanjen razvoj problema u ponašanju ili razvoj neke od bolesti iz spektra autizma u djece koja su dojena u usporedbi s djecom koja nisu dojena. Zaštitni utjecaj dojenja dokazan je i za majke kod poslijeporođajnih promjena raspoloženja i u smislu smanjenja stresa kod majke. Na području imunološkog razvoja djeteta dokazane su dobrobiti dojenja poput manje sklonosti infekcijama probavnog i dišnog sustava. Također, manja je vjerojatnost da će dijete kasnije u životu biti pretilo ili bolovati od određenih imunološki posredovanih bolesti. Kako bi se sve ove dobrobiti dojenja ostvarile, važna je pomoć i podrška majkama za dojenje, a pri tomu veliku važnost ima okolina u poticanju dojenja i njegovoj promociji.Breastfeeding is a unique, instinctive, and essential part of every child’s growth and development. It is well known that breast milk represents the gold standard of child's nutrition and is recommended by all professional organizations because of all its benefits. Research has shown the benefits of breastfeeding and that breastfeeding has long-term effects on child's health. By reviewing the existing scientific and professional research literature, this paper sought to higlight the most important positive effects that breasttfeeding has on three important areas of child development: cognitive, socio-emotional and immune development. Numerous scientific papers have proven the positive effect of breastfeeding on the cognitive development of the child. Several mechanisms are involved, among which the activity of polyunsaturated fatty play a significant role in influencing the myelination of a child's brain. Breastfeeding has a particularly significant effect on the cognitive and neurological development of premature infants. Breastfeeding is associated with a more efficient memory development, better language skills, advanced motoric skills, as well as higher intelligence not only during the preschool years but also later in life. In the area of socio-emotional development of the child, some of the breastfeeding effects are: increased interaction and emotional relationships between mothers and their children, reduced development of behavioral problems and decreased development of some of the autism spectrum diseases. The protective effect of breastfeeding has been proven for mothers in postpartum mood swings as it reduces stress in the mother. In the area of the child's immune development, the following benefits of breastfeeding have been proven: lower susceptibility to infections of the digestive and respiratory systems. Moreover, a child is less likely to be obese or suffer from certain immune-mediated diseases later in life. For all these benefits of breastfeeding to be realized, the help and support of breastfeeding mothers is essential, with the social environment being of great importance in encouraging breastfeeding and its promotion
Unfolding Layers of Womanhood: Roald Dahl's Matilda
No full textIn this thesis, the female characters in the children’s novel Matilda, by Roald Dahl, will be analysed. The thesis is divided into four main parts: a biography of Roald Dahl and a brief overview of his works, the emergence and development of the feminist movement and the development of feminist literary criticism, an overview of patriarchal ideology in society and its impact on literature.
The first part of the thesis presents a brief overview of Dahl's life which was filled with difficult moments and great losses. Tragedies from Dahl’s life are often visible in his works.
The second part of the paper presents a historical overview of the feminist movement and its influence on the development of feminist literary criticism.
The third part of the paper analyses the foundations of patriarchal ideology and shows its influence on society and the development of female and male characters in literature.
Finally, the fourth part of the paper will show the influence of patriarchal ideology in Matilda’s novel. Furthermore, four main female characters will be analysed: Matilda, Miss Honey, Miss Trunchbull and Mrs Wormwood.U ovome radu, analizirat će se ženski likovi dječjeg romana Matilda, autora Roalda Dahla. Rad je podijeljen na četiri glavna dijela: biografija Roalda Dahla i kratki pregled njegovih djela, nastanak i razvoj feminističkog pokreta te razvoj feminističke knjižene kritike, pregled patrijarhalne ideologije u društvu i njezin utjecaj na književnost te prikaz patrijarhalne ideologije i analiza ženskih likova u romanu Matilda.
Prvi dio rada prikazuje kratki pregled Dahlovog života koji je bio ispunjen teškim trenutcima i velikim gubitcima. Tragedije iz Dahlovog života često su vidljive u njegovim djelima.
Drugi dio rada prikazuje povijesni pregled feminističkog pokreta te njegov utjecaj na razvoj feminističke književne kritike.
Treći dio rada analizira temelje patrijarhalne ideologije te prikazuje njezin utjecaj na društvo i razvoj ženskih i muških likova u književnosti.
Na posljetku, četvrti dio rada prikazat će utjecaj patrijarhalne ideologije u romanu Matilda. Nadalje, analizirat će se četiri glavna ženska lika: Matilda, Gospođica Slatkić (eng. Miss Honey), Gospođica Grozobrad (eng. Miss Trunchbull) i Gospođa Papričić (eng. Mrs Wormwood)
The educator's speech between standard and the native
No full textDijete svoj govor i komunikaciju usvaja, uči i razvija od rođenja. Dijete usvaja govor od svojih govornih modela. Prvi djetetov model su djetetovi primarni skrbnici odnosno roditelji, ali i okolina u kojoj dijete odrasta. Polaskom u vrtić širi se djetetova okolina i komunikacija s odraslim osobama te odgojitelj postaje važan dio djetetova života, odnosno rasta i razvoja. Stoga je bitno da odgojitelj bude dobar jezični model i u razvoju djetetova govora. Odgojitelj s djetetom komunicira verbalnim i neverbalnim načinom koristeći se prvenstveno „JA-porukama“. Osim s djetetom, odgojitelj komunicira i s ostalim sudionicama odgojno-obrazovnog procesa, a njegov govor se očituje i u pisanju pedagoške dokumentacije te prilikom posjeta, šetnji i izleta s djecom. Odgojitelj mora neprestano razvijati komunikacijske vještine i sposobnosti kako bi ostvario dobru suradnju kako s djecom tako i s njihovim roditeljima. Odgojitelj se u svom radu koristi hrvatskim standardnim jezikom, no radeći u dječjem vrtiću koji je dio lokalne zajednice i dijeli njezina obilježja, pa i jezična, te s djecom koja dolaze u vrtić kao govornici onoga idioma koji se koristi u toj zajednici, i odgojitelj će se povremeno, ovisno o komunikacijskoj situaciji, koristiti i dijalektnim načinom komunikacije. Rad opisuje obilježja djetetova govora i komunikacije te odgojiteljeva govora i njegovih komunikacijskih vještina i sposobnosti u odgojno-obrazovnom radu. Rad donosi i istraživanje provedeno u svibnju 2021. godine u kojem je sudjelovalo 74 ispitanika odnosno odgojitelja dječjih vrtića na području Podravine, odnosno Koprivničko-križevačke županije. Cilj istraživanja bio je ispitati odgojitelje o korištenju hrvatskog standardnog jezika i kajkavskog narječja u odgojno-obrazovnom radu. Ispitivalo se koriste li se odgojitelji u svom radu više kajkavskim narječjem ili standardnim jezikom te se istraživalo mišljenje odgojitelja o upotrebi i njegovanju hrvatskih narječja u odgojno-obrazovnim ustanovama. Također, željelo se ispitati postoji li razlika u korištenju kajkavskog narječja s obzirom na dob ispitanika i radno iskustvo. Ispitanici su ispunjavali internetskim putem anketni upitnik, a statistička obrada podataka napravljena je u programu IBM SPSS Statistics 20. Rezultati istraživanja pokazuju kako se odgojitelji u svom radu više koriste hrvatskim standardnim jezikom te da ne postoji razlika u korištenju kajkavskog narječja s obzirom na dob i radno iskustvo ispitanika. Isto tako, rezultati su pokazali neutralan stav ispitanika o korištenju i njegovanju hrvatskih narječja u odgojno-obrazovnom radu.The child adopts, learns and develops his speech and communication from birth. The child learns speech from his speech patterns. The first child's model is the child's primary caregivers or parents, but also the environment in which the child grows up. Going to kindergarten expands the child's environment and communication with adults, and the educator becomes an important part of the child's life, or growth and development. Therefore, it is important for the educator to be a good language model in the development of the child's speech as well. The educator communicates with the child in a verbal and non-verbal way, using primarily "I-messages". In addition to the child, the educator communicates with other participants in the educational process, and his speech is reflected in the writing of pedagogical documentation and during visits, walks and trips with children. The educator must constantly develop communication skills and abilities in order to achieve good cooperation with both children and their parents. The educator uses the Croatian standard language in his work, but working in a kindergarten that is part of the local community and shares its characteristics, including language, and with children who come to kindergarten as speakers of the idiom used in that community, the educator will occasionally, depending on the communication situation, use the dialect method of communication. The paper describes the characteristics of the child's speech and communication and the educator's speech and his communication skills and abilities in educational work. The paper also brings a survey conducted in May 2021 in which 74 respondents, kindergarten teachers, in the Podravina, Koprivnica-Križevci County, participated. The aim of the research was to examine educators on the use of the Croatian standard language and the Kajkavian dialect in educational work. It examined whether educators use the Kajkavian dialect or the standard language in their work, and the opinion of educators on the use and nurturing of Croatian dialects in educational institutions. Also, they wanted to examine whether there is a difference in the use of the Kajkavian dialect with regard to the age of the respondents and work experience. Respondents filled out a survey questionnaire online, and statistical data processing was done in IBM SPSS Statistics 20. The results of the research show that educators use more Croatian standard language in their work and that there is no difference in the use of Kajkavian dialect with regard to age and work respondent experience. Also, the results showed a neutral attitude of the respondents about the use and nurturing of Croatian dialects in educational work