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Physical literacy
No full textOvaj rad bavi se tjelesnom pismenošću roditelja i njihove djece od 1. do 4. razreda te čimbenicima koji utječu na tjelesnu aktivnost u obiteljskom okruženju. Cilj ovog istraživanja bio je utvrditi razumijevanje tjelesne pismenosti djece i roditelja, povezanost tjelesne aktivnosti s tjelesnom pismenošću djece i roditelja te povezanost tjelesne aktivnosti djece s korištenjem digitalnih medija.
Istraživanje je provedeno metodom anketnog ispitivanja. Uzorak je obuhvatio 265 roditelja djece od 1. do 4. razreda osnovne škole. Prikupljeni su sociodemografski podaci o roditeljima i djeci, uključujući razinu obrazovanja, učestalost i vrste tjelesnih aktivnosti te stavove prema tjelesnoj aktivnosti. Analizirani su obrasci tjelesne aktivnosti roditelja i djece, poticaji za tjelesnu aktivnost, vrijeme koje roditelji provode u aktivnostima s djecom, kao i učinci tjelesne aktivnosti na percepciju tjelesne pismenosti kod djece.
Analize su pokazale statistički značajne razlike između roditelja visoke i srednje stručne spreme u bavljenju tjelesnom aktivnošću te u načinu poticanja djeteta na aktivnost. Djeca tjelesno aktivnih roditelja provode više vremena u zajedničkim aktivnostima s roditeljima. Dakle, rezultati ukazuju na važnost poticanja obiteljskih obrazaca koji podržavaju tjelesnu pismenost kao ključni element zdravog razvoja djeteta.This paper deals with the physical literacy of parents and their children from 1st to 4th grade and the factors that influence physical activity in the family environment. The aim of this research was to determine the understanding of children's and parents' physical literacy, the relation between physical activity and the physical literacy of children and parents, and the relation between children's physical activity and the use of digital media.
The research was conducted using the survey method. The sample included 265 parents of children from 1st to 4th grade of primary school. Sociodemographic data on parents and children were collected, including education level, frequency and types of physical activity, and attitudes toward physical activity. Patterns of physical activity of parents and children, incentives for physical activity, time parents spend in activities with children, as well as the effects of physical activity on children's perception of physical literacy were analysed.
Analyses showed statistically significant differences between parents with high and secondary education in engaging in physical activity and in the way of encouraging the child to be active. Children of physically active parents spend more time in joint activities with their parents. Thus, the results indicate the importance of encouraging family patterns that support physical literacy as a key element of healthy child development
Approaches to teaching mathematics and student motivation from the perspective of elementary school teachers
No full textMnogi učenici doživljavaju matematiku kao jedan od najtežih predmeta, što često izaziva osjećaj frustracije i demotivacije. Takva percepcija složenosti matematičkog sadržaja može negativno utjecati na njihovu angažiranost i uspjeh u učenju, čime postaje ključno razvijati strategije koje olakšavaju razumijevanje i povećavaju interes za predmet. Također važno je primjenjivati načela u nastavi matematike jer osiguravaju strukturiran pristup učenju, omogućujući učenicima postupno usvajanje znanja i vještina. Isto tako olakšavaju razumijevanje složenih pojmova, potiču logičko razmišljanje i pomažu u razvijanju sposobnosti primjene matematike u svakodnevnim situacijama, čime se povećava angažiranost i motivacija učenika. Cilj ovog istraživanja bio je ispitati pristupe učitelja razredne nastave usmjerene na olakšavanje učenicima da svladaju nastavne sadržaje te poticanje njihove motivacije za aktivno sudjelovanje u nastavi. Provedeno je 12 polustrukturiranih intervjua s učiteljima razredne nastave na području Grada Zagreba, a na temelju transkripata intervjua izvršena je tematska analiza. Teorijsku podlogu ovog rada čine ključne teorije motivacije, uključujući teoriju samodeterminacije i teoriju očekivanja i vrijednosti, model uključenosti učenika u učenje koji obuhvaća bihevioralni, kognitivni, emocionalni i proaktivni aspekt uključenosti, kao i načela konstruktivističkih pristupa poučavanju. Istraživački dio rada temelji se na kvalitativnoj analizi učiteljskih iskustava, pri čemu su identificirani ključni pokazatelji motivacije i metode kojima učitelji potiču motivaciju i uključenost učenika, poput korištenja igara, primjera iz svakodnevnog života, prilagođavanja individualnim potrebama učenika, razgovora o važnosti i primjeni matematike, itd. Rad naglašava važnost stvaranja poticajnog okruženja za učenje u kojem učitelji koriste raznolike strategije kako bi potaknuli motivaciju i uspjeh učenika u matematici. Takav pristup omogućava prilagodbu različitim stilovima učenja i individualnim potrebama učenika, čime se poboljšava njihovo razumijevanje matematičkih pojmova te povećava samopouzdanje i uključenosti učenika tijekom nastave.Many students perceive mathematics as one of the most difficult subjects, which often cause feelings of frustration and demotivation. Such perception of the complexity of mathematical content can negatively affect their engagement and success in learning, making it crucial to develop strategies that facilitate understanding and increase interest in the subject. Also, applying the principles in teaching mathematics is important because they ensure a structured approach to learning, enabling students to acquire knowledge and skills gradually. They also facilitate the understanding of complex concepts, encourage logical thinking, and help develop the ability to apply mathematics in everyday situations, thereby increasing student engagement and motivation. The aim of this research was to examine the approaches of classroom teachers aimed at facilitating students' mastery of teaching content and encouraging their motivation for active class participation. Twelve semi-structured interviews were conducted with classroom teachers in the City of Zagreb, and a thematic analysis was performed based on the transcripts of the interviews. The theoretical basis of this work consists of key theories of motivation, including the theory of self-determination and the expectancy-value theory, a model of student engagement in learning that includes behavioural, cognitive, emotional, and proactive aspects of engagement, as well as the principles of constructivist approaches to teaching. The research part of the work is based on a qualitative analysis of teachers' experiences, where key indicators of motivation and methods by which teachers encourage students' motivation and engagement are identified, such as the use of games, examples from everyday life, adaptation to the individual needs of students, discussions about the importance and application of mathematics, etc. The paper emphasizes the importance of creating a stimulating learning environment, in which teachers use a variety of strategies to encourage students' motivation and achievement in mathematics. Such an approach enables adaptation to different learning styles and individual needs of students, which improves their understanding of mathematical concepts and increases students' self-confidence and engagement during classes
Adaptacija romana ''James and the Giant Peach'' Roalda Dahla
No full textThis thesis analyzes the adaptation of Roald Dahl’s novel James and the Giant Peach (1961), accompanied by Quentin Blake’s illustrations, into the animated Disney film of the same name from 1996, directed by Henry Selick. Adaptation can be defined as the transfer of a story from one medium into another, during which certain changes can happen to make the medium which it is being transformed into as successful as possible. The goal of this thesis is to showcase how the story of the children’s novel changed, what was removed or added, and what stayed intact. Moreover, differences and similarities in characters, scene, and events will be considered. The focus will also be on Quentin Blake’s illustrations and how they contribute to Dahl’s storytelling.U radu se proučava adaptacija romana James and the Giant Peach (1961.) Roalda Dahla s ilustracijama Quentina Blakea u istoimeni animirani Disneyjev film iz 1996. godine, u režiji Henryja Selicka. Adaptaciju možemo definirati kao proces prilagodbe jednog medija u drugi tijekom kojeg dolazi do raznih promjena kako bi medij u koji se pretvara bio što uspješniji. U ovom slučaju radi se o prilagodbi dječjeg romana u animirani film. Rad proučava na koje načine se to ostvarilo, tj. što se izmijenilo, a što ostalo isto kako bi animirani film bio moguć. Razmatrat će se razlike i sličnosti likova, mjesta i događaja. Pozornost će se dati i ilustracijama Quentina Blakea i njihovu doprinosu pripovijedanju priče romana
Theme of play in the philosophy of Eugen Fi
No full textEugen Fink je kroz mentorstvo Edmunda Husserla, za čtnika fenomenologije, od ranih dana gradio svoj filozofski naum. Možemo smatrati kako je to uvelike ubrzalo njegov rad i njegovu sposobnost razmišljanja i donošenja zaključaka jer je imao neku ''iskusniju'' podlogu surađuju i s jednim od najboljih filozofa tadašnjice, ako ne i svih vremena. Bio je dobro poznat i u Hrvatskoj gdje je kroz gostovanja u Zagrebu i na Korčuli širio svoje filozofsko djelo i utjecaj na hrvatske filozofe. U svom djelu Uvod u filozofiju govori o problematici filozofije. Tvrdi da filozofiju nikako ne možemo poistovjetiti sa znanošću jer između filozofije postoji sukob korijena. Za znanost tvrdi kako je objektivna i utemeljena na raznim teorijama i zaključcima, dok filozofiji ne možemo zadati početak i ne možemo sa sigurnošću reći da je išta filozofsko stopostotno onakvo kakvim mi to zamišljamo, jer ona objašnjava samu sebe baš kao što daje odgovore na sva ostala duhovna i znanstvena pitanja. Kroz njegovo razmišljanje možemo do i do zaključka koliko god dobro donosili zaključke i razmišljali o filozofiji, nikad ne možemo do i do apsolutnih odgovora na pitanja koja filozofija pokušava odgovoriti i do samog smisla filozofije, to jest ne možemo objasniti što je i zašto je filozofija. U svom najpoznatijem djelu Igra kao simbol svijeta Fink govori o igri kao o predmetu dostojnom filozofije i postavljanja raznih filozofskih pitanja. Smatra da se ozbiljnost i mračnost filozofije može spojiti sa vedrinom igre. Tumači igru na razne načine i postavlja razna pitanja na koja nam želi dati odgovor, baš kao i sebi.Eugen Fink, through the mentorship of Edmund Husserl, the founder of phenomenology, built his philosophical thinking from the early days. We can consider that this greatly accelerated his work and his ability to think and draw conclusions because he had a more ''experienced'' background by collaborating with one of the best philosophers of the time, if not of all time. He was also well known in Croatia, where he spread his philosophical work and influence on Croatian philosophers through guest appearances in Zagreb and Korčula. In his work ''Introduction to Philosophy'' he talks about the problems of philosophy. He claims that philosophy cannot be equated with science because there is a root conflict between philosophies. For science, he claims that it is objective and based on various theories and conclusions, while philosophy cannot be given a beginning and we cannot say with more certainly that anything philosophical is one hundred percent as we imagine it, because it explains itself just as it gives answers to all the others spiritual and scientific issues. Through his thinking, we can come to the conclusion that no matter how well we draw conclusions and think about philosophy, we can never come to absolute answers to the questions that philosophy tries to answer and to the very meaning of philosophy, that is, we cannot explain what philosophy is and why it is. In his most famous work >Game as a symbol od the world<, Fink talks about the game as a subject worthy of philosophy and posing various philosophical questions. He believes that the seriousness and darkness of philosophy can be combined with the cheerfulness of play. He interpa the game in various ways and asks various questions that he wants to answer for us, just like he does for himself
Debate as a creative stimulus to the development of speaking skills of children of younger school age
No full textTema ovog diplomskog rada je Debata kao kreativni poticaj na razvoj govornih vještina kod djece mlađe školske dobi. Kao što i sam naziv govori, u ovom radu osvrnut ću se na poticanje debate u nastavi kroz provedbu istih. Ponuditi učeniku mogućnost za razvoj njegova kritičkog promišljanja i argumentiranja od iznimne je važnosti. Stoga debata, kao strukturirana i argumentirana rasprava o unaprijed zadanoj tezi potiče učenika da argumentirano iznese svoj stav, poštujući tuđi. Važno je istaknuti kako je komunikacijska kompetencija važan preduvjet za bilo kakav oblik rasprave, tj. važno je poznavati strukturu jezika i načela uporabe tih struktura u različitim situacijama i aktivnostima.
Cilj ovoga rada je osvijestiti učenike mlađe školske dobi, ali i njihove učitelje, o važnosti provedbe debate u nastavi Hrvatskoga jezika. Naglašene su sve bitne odrednice debate koje su na kraju ovoga rada i prikazane kroz provedeno istraživanje. Istraživanje je provedeno u Osnovnoj školi Hrvatski Leskovac u trajanju od 2. veljače do 8. veljače 2024. godine. U istraživanju je sudjelovalo jedanaestero učenika četvrtog razreda od čega su 54,5 % djevojčice, a 45,5 % dječaci, odnosno šest djevojčica i petorica dječaka. Instrument istraživanja bio je upitnik sastavljen od 23 tvrdnje koji je dan učenicima prije provedbe triju debata i zatim nakon provedbe istih. Također, tijekom debatiranja promatrana je neverbalna komunikacija učenika između dviju suprotstavljenih strana. Temeljni cilj istraživanja bio je ispitati koliko debata pomaže u razvoju govornih vještina učenika mlađe školske dobi.The topic of this thesis is Debate as a creative stimulus for the development of speaking skills in children of younger school age. As the name itself suggests, in this paper I will focus on encouraging debate in classes through its implementation. Offering the student the opportunity to develop his critical thinking and argumentation is extremely important. Therefore, the debate, as a structured and argumentative discussion about a predetermined thesis, encourages the student to state his position in an argumentative manner, respecting others'. It is important to point out that communicative competence is an important prerequisite for any form of discussion, i.e. it is important to know the structure of language and the principles of using these structures in different situations and activities.
The aim of this paper is to make students of younger school age, as well as their teachers, aware of the importance of implementing debate in the teaching of the Croatian language. All important determinants of the debate are emphasized, which are presented at the end of this work and through the conducted research. The research was conducted at the Hrvatski Leskovac Elementary School from February 2 to February 8, 2024. Eleven fourth-grade students participated in the research, of which 54.5% were girls and 45.5% were boys, that is, six girls and five boys. The research instrument was a questionnaire composed of 23 statements that was given to the students before and after the three debates. Also, during the debate, the students' non-verbal communication between the two opposing sides was observed. The main goal of the research was to examine how much debate helps in the development of speaking skills of students of younger school age
Musically gifted children of preschool age
No full textGlazbena darovitost u ranoj dobi predstavlja važan aspekt razvoja djeteta, ali ostaje složen i istraživanju podložan fenomen. Ovaj rad usredotočuje se na glazbenu darovitost djece predškolske dobi, istražujući njezinu definiciju, teorije, razvoj glazbenog sluha, metode prepoznavanja i podrške te njezin utjecaj na različite aspekte dječjeg razvoja. Također, rad će pružiti pregled shvaćanja glazbene darovitosti među predškolskom djecom, istražiti različite teorije i metode prepoznavanja i podrške darovitim osobama, analizirati utjecaj glazbene darovitosti na kognitivni, emocionalni i socijalni razvoj djece, unaprijediti razumijevanje glazbene darovitosti kod male djece te pružiti preporuke za podršku i poticanje njihovog glazbenog razvoja.Musical talent in early childhood is an important aspect of a child development, yet it remains a complex phenomenon subject to research. This paper focuses on the development of musical hearing, methods of recognition and support and its impact on various aspects of child development. Additionally, the paper will provide an overview of the understanding of musical talent among preschool children, investigate different theories and methods of recognizing and supporting gifted individuals, analyze the impact of musical talent on cognitive, emotional and social development of children, enhance the understanding of musical talent in preschool children, and provide recommendations for supporting and encouraging their musical development
Improving the competences of educators in the field of art through reflective practice and professional literature production
No full textSamorefleksija i dokumentacija koja se provodi unutar svake odgojno-obrazovne ustanove temelj je pedagoške prakse. S već spomenutom dokumentacijom odgojitelji kao stručnjaci u odgojno-obrazovnom sustavu mogu vidjeti i prepoznati dječje stvaralaštvo, te tako prilagoditi i usmjeriti dijete u umjetnost. Integracija djeteta u ranoj dobi u umjetnost daje djetetu slobodu, razvoj kreativnosti i mašte te bilateralnu koordinaciju, i tako imamo višestruke doprinos kod djeteta, zato što razvijamo njegove umjetničke i razvojne sposobnosti. Zajedničko je svoj prikazanoj literaturi poticanje djeteta na umjetničko stvaralaštvo, što doprinosi kulturnom obrazovanju, a što je u današnje vrijeme iznimno bitno. Nadalje knjige nas upoznaju s raznim tehnikama likovnosti i daju nam spektar mogućnosti koje možemo prenijeti na djecu. Djeca koja su od rane dobi izložena radu u grupi koja je povezana s likovnim stvaralaštvom, razvijaju komunikacijske sposobnosti kao i socijalne sposobnosti te motiviranost za što bolje odrađenu likovnu aktivnost. Iz navedenog kultura koja se razvija kroz likovno stvaralaštvo i umjetnost trebala bi biti neizostavni dio svake odgojno-obrazovne ustanove. Unutar odgojnoobrazovne ustanove djeca trebaju imati priliku vidjeti rad drugih stručnjaka likovne umjetnosti, a ne samo odgojiteljica, kako bi s više strana mogla doživjeti umjetnosti i oplemenit je kroz iskustvo s radom stručnjaka i odgojitelja.Self-reflection and documentation that is implemented in every educational institution is a basis for pedagogical practice. With already mentioned documentation educators as experts in educational system are able to see and recognize children's creativity, adapt accordingly and steer child in art itself. Integration of a child in art in early age gives them freedom, develops creativity and imagination with bilateral coordination. With that we have multiple contribution because we develop artistic and developmental abilities in child. Thing in common to all of the literature shown here is encouragement of a child to artistic creativity which contributes to cultural education that is very important in this age. Furthermore, books inform us of various artistry tehniques and present us with spectrum of posibilities that we can transfer to children. Children who were exposed to group projects featuring artistic creativity from early age develop communication skills as well as social skills with motivation to do the artistic activities the best they can. From all above the culture that develops through artistic creativity and art should be indispensable part of every educational institution. Within that same educational institution children should be able to see the work of other experts in fine arts, not just from educators, all that for purpose of children getting to see all sides of a art and refine it through experience while working with experts and educators
Media and obesity of preschool and primary school children
No full textMediji, osobito digitalni, imaju sve važniju ulogu u životu djece jer pružaju brojne mogućnosti za obrazovanje, zabavu i socijalizaciju ali istovremeno donose i brojne izazove. Medijski sadržaji, koji uključuju televiziju, društvene mreže i video igre, mogu imati značajan utjecaj na prehrambene navike djece jer potiču konzumaciju nezdrave hrane i smanjenje tjelesne aktivnosti, što rezultira povećanim rizikom od pretilosti. Utjecaj medija očituje se kroz oglašavanje koje promovira visokokalorične proizvode te kroz prikazivanje stilova života koji često potiču sjedilačke navike. Djeca su izložena reklamama koje nerijetko promiču nezdrave prehrambene proizvode, poput brze hrane, slatkiša i gaziranih pića, čime se oblikuju njihove prehrambene preferencije i povećava unos kalorija. Ovisnost o medijima dodatno pridonosi sedentarnom načinu života, smanjenju socijalnih interakcija i zanemarivanju tjelesne aktivnosti, što su sve čimbenici koji doprinose porastu stope pretilosti među djecom. U sklopu rada su prikazani mediji koji su značajan faktor u oblikovanju prehrambenih navika i načina života djece te je potrebna veća svijest o njihovom utjecaju i odgovorniji pristup u njihovu korištenju kako bi se spriječio porast pretilosti i drugih povezanih zdravstvenih problema kod djece predškolske i osnovnoškolske dobi.Media, especially digital media, play an increasingly important role in children's lives because they provide numerous opportunities for education, entertainment and socialization, but at the same time they also bring numerous challenges. Media content, which includes television, social networks, and video games, can have a significant impact on children's eating habits because they encourage the consumption of unhealthy foods and reduced physical activity, resulting in an increased risk of obesity. The influence of the media is manifested through advertising that promotes high-calorie products and through the portrayal of lifestyles that often encourage sedentary habits. Children are exposed to advertisements that often promote unhealthy food products, such as fast food, sweets and sodas, which shape their food preferences and increase their calorie intake. Dependence on the media further contributes to a sedentary lifestyle, reduced social interactions and neglect of physical activity, all of which are factors that contribute to the rise in obesity rates among children. As part of the work, the media is presented, which is a significant factor in shaping the eating habits and lifestyle of children, and a greater awareness of their influence and a more responsible approach to their use is needed in order to prevent the increase in obesity and other related health problems in children of preschool and primary school age
Opinions and Knowledge Preschool Teachers about Healthy Dier for Children Early and Preschool Age
No full textDiplomski rad istražuje mišljenja i znanja odgojitelja o zdravoj prehrani kod djece rane i predškolske dobi. Fokus je na razumijevanju stavova odgojitelja prema nutritivnim potrebama djece u tim ranim godinama te njihovom znanju o prehrambenim smjernicama i praksama. Rad analizira važnost edukacije i svijesti odgojitelja o utjecaju prehrane na razvoj djece, kao i njihovu spremnost i kapacitet za promicanje zdravih prehrambenih navika među djecom. Kroz istraživanje i analizu postoje ih studija, rad nastoji dati uvid u potencijalne izazove i mogućnosti unaprjeđenja prehrambene edukacije u predškolskim ustanovama.The diploma thesis investigates the opinions and knowledge of educators about healthy nutrition for children of early and preschool age. The focus is on understanding educators' attitudes towards the nutritional needs of children in those early years and their knowledge of nutritional guidelines and practices. The paper analyzes the importance of educators' education and awareness of the impact of nutrition on children's development, as well as their willingness and capacity to promote healthy eating habits among children. Through research and analysis of existing studies, the work tries to provide insight into potential challenges and opportunities for improving nutritional education in preschool institutions
Inclusion of children with hearing impairment in early childhood and preschool education
No full textSocijalna uključenost i inkluzija, kao dinamičan društveni proces, počiva na uvažavanju različitosti, vrijednosti, zajedništva, postupanja i započinje učenjem tolerancije i kooperativnih osobina od ranog djetinjstva. Isto tako velik naglasak stavlja se i na samu praksu kojom se želi postići da se bez obzira na sposobnosti uvijek podržava pravo na participaciju i uključenost svakog djeteta, ali i cijele njegove obitelji. Od velike je važnosti da budu osigurani uvjeti koji su u potpunosti prikladni za djetetov razvoj sposobnosti i cjelovit rast. Isto tako važno je omogućiti da se sve potrebe djeteta i svi njegovi interesi zadovolje najviše što mogu. Veliku ulogu u odgojnoobrazovnoj i društvenoj inkluziji djece s oštećenjima sluha imaju razni na ini, stavovi i pristupi samom radu koji se koriste u ustanovama za rani i predškolski odgoj i obrazovanje. Odgojitelji su ključan aspekt za promicanje raznih inkluzivnih vrijednosti, za pružanje profesionalnih potpora i u kreiranju kulture kako bi se ostvarila i postigla kvalitetna inkluzija djece s oštećenjima sluha u odgoju i obrazovanju.
Cilj ovog istraživanja bio je ispitati iskustva, mišljenja i situacije s kojima su se susretali roditelji, odgojiteljica i učiteljica djece s oštećenjima sluha prilikom uključivanja u programe ranog i predškolskog odgoja i obrazovanja i tranzicije u školu. Obzirom na kompleksnost koju čine pojedina ne osobine u interakciji s fizičkom i socijalnom okolinom, u ovom je radu pažnja namjerno usmjerena na iskustva roditelja i pedagoških radnika u odnosu na uključivanje djece s oštećenjima sluha u redovite odgojno-obrazovne programe, u odnosu na način komunikacije s djetetom, postupke individualizacije i prilagodbe odgojitelja i učitelja, vršnjačku potporu i suradnju djece s oštećenjima sluha s ostalom djecom u skupini/razredu, važnost profesionalne podrške komunikacijskih posrednika i stru ne službe u radu s djecom s oštećenjima sluha, suradnju odgojitelja i učitelja s roditeljima djece s oštećenjima sluha. Za prikupljanje potrebnih podataka proveden je polustrukturirani intervju, a koji nam otkriva da neposredna praksa iziskuje poboljšanja u mnogim aspektima odgojno-obrazovne inkluzije, uključuju i one koje se odnose na komunikaciju i suradnju s roditeljima te procjenu profesionalne uloge i odgovornosti za kreiranje okoline pogodne za učenje i socijalne interakcije sve djece.Social involvement and inclusion, as a dynamic social process, rest on respecting diversity, values, community, and treatment, and it begins with learning tolerance and cooperative traits from early childhood. Similarly, there is a strong emphasis on practices aimed at ensuring that, regardless of abilities, the right to participation and inclusion of every child, as well as their entire family, is always supported. It is of great importance that conditions fully suitable for the child's development and comprehensive growth are ensured. It is also essential to meet all of the child's needs and interests to the highest possible extent. Various methods, attitudes, and approaches used in early and preschool education institutions play a significant role in the educational and social inclusion of children with hearing impairments. Educators are a key aspect of promoting various inclusive values, providing professional support, and creating a culture to achieve and ensure quality inclusion of children with hearing impairments in upbringing and education.
The aim of this research was to examine the experiences, opinions, and situations encountered by parents, preschool teachers and school teachers of children with hearing impairments during their inclusion in early and preschool upbringing and education programs and their transition to school. Given the complexity created by individual characteristics in interaction with the physical and social environment, this study deliberately focuses on the experiences of parents and educational workers regarding the inclusion of children with hearing impairments in regular educational programs, the methods of communication with the child, the individualization and adaptation practices of preschool and school teachers, peer support and cooperation of children with hearing impairments with other children in the group/class, the importance of professional support from communication intermediaries and expert services in working with children with hearing impairments, and the cooperation between educators and parents of children with hearing impairments. To gather the necessary data, a semi-structured interview was conducted, revealing that immediate practice requires improvements in many aspects of educational inclusion, including those related to communication and cooperation with parents, as well as the assessment of the professional role and responsibility in creating an environment conducive to learning and social interactions for all children