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Musical activities of people with Down syndrome
No full textGlazba je prisutna u životu svakog čovjeka, a posebnu dobrobit ima za djecu svih dobnih skupina. Djeca se izražavaju kroz glazbu, uče uz nju te se izgrađuju kao osobe. Važnost glazbe u svakodnevnom životu je velika i izražavanju djece kroz glazbu se treba posvetiti što više pažnje. U vrtiću je glazba sastavni dio dječjih aktivnosti i dječje igre. Djeca kroz glazbu, pokret, pjesmu i ples usvajaju i lakše shvaćaju poruke, primaju informacije koje im odgojitelj nastoji prenijeti. S obzirom na tako veliki značaj glazbe, može se reći kako se dijete odgaja kroz glazbu i sve njene elemente. Odgojitelji imaju veliku zadaću u prenošenju znanja kroz svoje zalaganje, učenje te najbitnije, kroz primjer koji oni sami daju djeci. Djeca koja imaju dijagnosticiran Down sindrom imaju poteškoća s jezičnim, motoričkim, socijalnim i emocionalnim razvojem. Upravo zbog ono toga glazba ima bitnu ulogu u njihovom životu. Glazbene aktivnosti uvelike korsite u integraciji djece s posebnim potrebama u odgojnoobrazovnim ustanovama. Postoje različiti oblici glazbenog pristupa odgoju djece s Down sindromom putem glazbenih aktivnosti.Music is present in life of every human, but it’s special benefit reflects on children of all ages. Children express themselves through music, they learn with her and build themselves as persons. The importance of music in everyday life is big and as much attention as possible should be directed towards children expressing through music. In kindergarten, music is an integral part of children's activities and children's play. Through music, movement, song and dance, children adopt and understand messages more easily and knowledge that the preschool teacher tries to convey to them. Given the great importance of music, it can be said how a child is raised through music and all its elements. Preschool teachers have a great task in transmitting knowledge through their commitment, learning, and most importantly, through example that they give to children. Children diagnosed with Down syndrome have difficulties with language, motor, social and emotional development. That is why music have essential role in their lives. Musical activities are of great use in the integration of children with special needs in educational institutions. There are different forms of musical approach to raising children with Down syndrome through musical activities
Music games in teaching music culture in primary education
No full textGlazba je dio svih kultura svijeta te je uz ostale umjetnosti ključna i za kvalitetan, skladan te cjelovit razvoj svakog pojedinca. Na nastavi Glazbene kulture učenici upoznaju i doživljavaju glazbu različitog podrijetla kao i različitih stilova te vrsta. Osim toga, glazba razvija učenikovu svijest o očuvanju povijesno-kulture baštine. Glazba razvija učenikove glazbene sposobnosti pa samim time i njegove interese. Na satovima Glazbene kulture usvajaju se osnovni elementi glazbenog jezika kao i glazbene pismenosti. Kako je igra prisutna u dječjem svijetu, tako postoje i igre na satu Glazbene kulture koje nastavu učenicima čine zanimljivom. Glazbena kultura u skladu je sa suvremenim znanstvenim spoznajama i kretnjama koji prije svega upućuju na otvorenost pa tako i na prilagodljivost samog procesa učenja i poučavanja kao i na primjenu informacijsko-komunikacijske tehnologije.Music is a part of all cultures of the world and, along with other arts, it is crucial for the quality, harmonious and complete development of each individual. In Music Culture classes, students get to know and experience music of different origins as well as different styles and types. In addition, music develops student’s awareness of preserving the historical culture of heritage. Music develops student's musical abilities and thus his interests. The basic elements of musical language as well as musical literacy are adopted in Music Culture classes. As the game is present in the children's world, so there are games in the Music Culture class that make teaching students interesting. Music culture is in line with modern scientific knowledge and trends that primarily indicate openness and thus the adaptability of the learning and teaching process as well as the application of information and communication technology
Waldorf pedagogy
No full textKroz povijest su roditelji i znanstvenici pokušavali doći do prilagođenijeg i boljeg odgojnoobrazovnog koncepta za dobrobit djeteta. Tako je nastala Waldorfska pedagogija koja ima jedno drugačije stajalište za razliku od klasične pedagogije, ona stavlja dijete u centar i nastoji pomoću slobodnog pristupa potaknuti cjelokupan razvoj djeteta. Njezin začetnik je filozof, odgojitelj, ezoterik Rudolf Steiner koji je temelje waldorfske pedagogije pronašao u antropozofiji. U waldorfskoj pedagogiji pridaje se velika pozornost svetkovinama i godišnjim dobima. Umjetnost i prirodni materijali također zauzimaju velik dio u waldorfskoj pedagogiji te djeca na kreativan način uspostavljaju svoj potpun razvoj bez prevelikog uplitanja odraslih.Throughout history, parents and scientists have tried to come up with a more adapted and better educational concept for the benefit of the child. Thus, the Waldorf pedagogy was created, which has a different point of view as opposed to classical pedagogy, it puts the child at the center and tries to use free access to stimulate the entire development of the child. Its originator is the philosopher, educator, esoteric Rudolf Steiner, who found the foundations of Waldorf pedagogy in anthroposophy. In Waldorf pedagogy, great attention is paid to the festivities and seasons. Art and natural materials also occupy a large part of Waldorf pedagogy and children establish their full development in a creative way without too much adult interference
Physical activity of preschool children
No full textTjelesna aktivnost je sastavni dio života koju provodimo svakodnevno, kroz razne aktivnosti. Naime postoje i drugi oblici tjelesne aktivnosti kao što su sportska i rekreativna aktivnost koju možemo provoditi na različite načine. Za djecu predškolske dobi tjelesno vježbanje je jedan od važnijih poticaja za rast i razvoj. Stoga je djeci potrebno osigurati dovoljno kretanja, izabrane tjelesne vježbe i vježbanje po mjeri kako bi se tjelesno vježbanje odvijalo prema mogućnostima djece te kako bi bilo efikasno. U ovom radu se govori od tjelesnoj aktivnosti predškolske djece, koja je njena uloga, cilj i zadaće, kako tjelesna aktivnost utječe na karakteristike rasta i razvoja djece predškolske dobi. Naime tjelesna aktivnost utječe pozitivno na zdravlje čovjeka što je spomenuto u radu kroz temu utjecaj tjelesne aktivnosti na zdravlje. Motoričke sposobnosti su važne za efikasnost tjelesnog kretanja te se tjelesnom aktivnošću može utjecati na razvoj i održavanje motoričkih sposobnosti. Važno je napomenuti da je igra vrsta tjelesne aktivnosti, koja je kod djece važna za razvoj tjelesnih sposobnosti. Stoga je potrebno djeci predškolske dobi svakodnevno omogućiti igru u zatvorenome ili na otvorenome prostoru.Physical activity is an integral part of life that we spend every day, through various activities. Namely, there are other forms of physical activity like as sports and recreational activities that we can carry out in different ways. For preschoolers, physical exercise is one of the most important incentives for growth and development. Therefore, it is necessary to provide children with sufficient movement, selected physical exercises and tailor-made exercise in order for the physical exercise to take place according to the children's abilities and in order to be effective. In this final work we discusses the physical activity of preschool children, what is its role, goal and tasks, how physical activity affects the characteristics of growth and development of preschool children. Namely, physical activity has a positive effect on human health, which is mentioned in the final work through the topic of the impact of physical activity on health. Motor skills are important for the efficiency of physical movement, and physical activity can influence the development and maintenance of motor skills. It is important to note that play is a type of physical activity, which is important for children for the development of physical abilities. Therefore, it is necessary to enable preschool children to play indoors or outdoors on a daily basic
Gender as a predictor of student's attitudes towards kinesiological activity during spare time
No full textSuvremeni način života donosi mnoge promjene u razvoju i stavovima učenika.
Današnji stil svakodnevice pretežito je sjedilački, kako kod odraslih, tako i kod djece i
adolescenata. Razvoj tehnologije i sve veće zanimanje djece i mladih za digitalne sadržaje
(osobito društvene mreže) nužno dovodi do smanjenja interesa za ostale aktivnosti, pogotovo
one koje zahtijevaju napuštanje topline i sigurnosti doma i sjedećeg ili ležećeg položaja i bilo
kakav oblik kineziološke aktivnosti. Igra, a samim time i kretanje, osim što su izvor zabave,
također su i osnovne su potrebe svakog djeteta, kojima ono stječe sposobnosti potrebne za
pravilan daljnji motorički razvoj. Motoričke sposobnosti neophodne su za razvoj ostalih
kompetencija potrebnih za samostalan život, no u današnjem vremenu, pod utjecajem
navedenih faktora, one bivaju zanemarene. Djeca mlađe školske dobi svakako imaju mnogo
slobodnog vremena nakon obavljanja školskih obaveza, koje je potrebno iskoristiti na pravilan
način kako bi pozitivno utjecalo na njihov cjelokupan razvoj. Cilj ovog rada bio je opisati i
objasniti samu kineziološku aktivnost, njene tipove i utjecaj na zdravlje učenika, zatim nastavu
tjelesne i zdravstvene kulture i njene aspekte, izvannastavne i izvanškolske aktivnosti i
slobodno vrijeme učenika, te antropološke i psihološke razlike djevojčica i dječaka mlađe
školske dobi (spolno dvoličje). U sklopu rada provedeno je istraživanje metodom anketnog
upitnika. Uzorak se sastojao od 74 učenika i učenica mlađe školske dobi (od 2. do 4, razreda
osnovne škole, ili 8-11 godina). Nakon ispunjenih anketnih upitnika s pitanjima usmjerenim
prema otkrivanju stavova učenika prema kineziološkim aktivnostima u slobodno vrijeme,
rezultati ukazuju na nepostojanje značajne razlike u potrebama i željama učenika i učenica za
bavljenjem kineziološkom aktivnošću u slobodno vrijeme. Većina učenika na raspolaganju ima
i više od četiri sata slobodnog vremena dnevno, te ga većinom ipak, unatoč širokoj ponudi
tehnoloških inovacija, izabire provoditi vani, najčešće u igri s prijateljima.The modern way of life brings many changes regarding the development and attitudes
of students towards various topics. Today's lifestyle is predominantly sedentary, both for adults
and children and adolescents. The development of modern technology and the growing interest
of children and young people in digital content (especially social networks) necessarily leads
to a decrease in interest in other activities, especially those that require leaving the warmth and
safety of our homes and engaging in some kind of physical activity. Play, and therefore
movement, in addition to being a main source of entertainment, are also considered the basic
needs of every child, by which he/she acquires skills needed for proper further motor
development. Motor skills are needed for the development of other competencies necessary for
independent living, but nowadays, under the influence of various factors, they are highly
neglected. Children basically have a lot of free time after school, which needs to be filled
smartly in order for it to positively affect their overall development. The aim of this paper was
to describe and explain the kinesiological activity itself, its types and impact on students health.
Then physical education and its aspects, extracurricular and extracurricular activities and
students' free time, and anthropological and psychological differences between girls and boys
(gender dimorphism). As a part of this paper, a research was conducted. The sample consisted
of 74 students of younger school age (2nd to 4th grade of elementary school, or 7-11 years).
After completing the questionnaires containing questions aimed at revealing students' attitudes
towards kinesiological activities in their free time, the results indicate that there is no noticable
difference when it comes to attitudes of young boys and girls towards kinesiological activity
during their free time. The answers have shown that the respondents have approximately more
than 4 hours of free time in a day, and that they luckily still chose to direct that time towards
playing outside with their peers, despide all the techonogical devices offered to them
Teachers and parents interest in extracurricular organizational forms of work
No full textCilj istraživanja bio je istražiti i utvrditi interes učitelja i roditelja za tjelesnom aktivnošću, kao i njihove stavove po pitanju tjelesne aktivnosti kao izvannastavnog organizacijskog oblika rada te analizirati postoje li statistički značajne razlike u stavovima učitelja i roditelja. U provedenom istraživanju ispitali su se učitelji i roditelji više različitih osnovnih škola Grada Zagreba i Zagrebačke županije. Sudjelovalo je 142 ispitanika, od kojih je 79 učitelja i 63 roditelja. Podaci su se prikupljali online anketnim upitnikom koji je bio proslijeđen učiteljima i roditeljima. Dobiveni su rezultati iz upitnika kvalitativne prirode te su se obrađivali neparametrijskom statistikom. Na svim dobivenim odgovorima iz upitnika provela se analiza frekvencija odgovora na temelju čega se ustanovila zastupljenost pojedinih odgovora/podataka u postocima. Za utvrđivanje postojanja statistički značajnih razlika u tjelesnoj aktivnosti između roditelja i učitelja, kao i razlika u stavovima između roditelja i učitelja, koristio se Hi-kvadrat test, čija je razina značajnosti bila p < 0,05. U obzir se uzela tjelesna aktivnost samih učitelja i roditelja koja se zatim usporedila s njihovim stavovima u vezi potrebe za dodatnom organiziranom tjelesnom aktivnošću djece. Rezultati istraživanja pokazali su da većina učitelja i roditelja smatra da izvannastavne organizacijske oblike rada treba uvrstiti u život djeteta. Osim toga, statistički značajna razlika između učitelja i roditelja u samoj tjelesnoj aktivnosti ne postoji, a u njihovim stavovima vezanima uz potrebu djece za uključivanjem u izvannastavne organizacijske oblike rada postoji samo u 2 stava. Statistički značajna razlika između stavova roditelja i učitelja/učiteljica pronađena je za tvrdnju „Ako dijete odbija sudjelovati u izvannastavnim tjelesnim aktivnostima, neću ga tjerati da ih pohađa″, s p razinom značajnosti manjom od 0,05 (p = 0,000). Također, roditelji i učitelji/učiteljice se razlikuju u stavu za tvrdnju „Djetetu nije potrebno da se bavi nekom izvannastavnom tjelesnom aktivnošću ako se svakodnevno fizički aktivno igra s prijateljima″ (p = 0,012).The aim of the study was to investigate and determine the interest of teachers and parents in physical activity, as well as their attitudes towards physical activity as an extracurricular organizational form of work and to analyze whether there are statistically significant differences in attitudes of teachers and parents. In the conducted research, teachers and parents of several different primary schools in the City of Zagreb and Zagreb county were examined. 142 respondents participated, of which 79 were teachers and 63 were parents. Data were collected through an online survey questionnaire that was forwarded to teachers and parents. Results were obtained from questionnaires of a qualitative nature and were processed by nonparametric statistic. An analysis of response frequencies was performed on all answers received from the questionnaire, on the basis of which the percentage of individual answers / data was established. To determine the existence of statistically significant differences in physical activity between parents and teachers, as well as differences in attitudes between parents and teachers, the Hi-square test was used, whose significance level was p <0.05. The physical activity of the teachers and parents themselves was taken into account and then compared with their attitudes regarding the need for additional organized physical activity of the children. The results of the research showed that most teachers and parents believe that extracurricular organizational forms of work should be included in the child's life. In addition, there is no statistically significant difference between teachers and parents in physical activity itself, and in their attitudes related to the need of children to engage in extracurricular organizational forms of work exists only in 2 attitudes. A statistically significant difference between the attitudes of parents and teachers was found for the statement ″ If the child refuses to participate in extracurricular physical activities, I will not force him to attend them ″, with a p level of significance less than 0.05 (p = 0.000). Also, parents differ in the attitude for the statement ″ A child does not need to engage in any extracurricular physical activity if he / she physically actively plays with friends on a daily basis ″ (p = 0.012)
Presentation of allergies in preschool children population within the are of the city of Zagreb
No full textUčestalost alergijskih poremećaja kod djece značajno se povećala tijekom vremena zbog
promjena u okolišu i načinu života. Alergijske bolesti čine genetski heterogenu skupinu
kroničnih, imunomeditiranih bolesti koje uglavnom uključuju alergijski rinitis, atopijski
dermatitis, alergijski konjunktivitis, alergije na hranu, bronhijalnu astmu, alergije na lijekove,
ugrize insekata i anafilaksiju. Većina alergija su reakcije preosjetljivosti tipa 1 posredovane
IgE-om na uobičajene okolišne i prehrambene antigene. Iako se većina njih ograničava, mogu
negativno utjecati na kvalitetu života, a ponekad postaju i opasne po život. Alergije na hranu
obično se javljaju oko 1. godine života, a na neke namirnice poput mlijeka, jaja, pšenice ili
soje sazrijevanjem probavnog sustava mogu nestati, dok alergije na orašaste plodove, kikiriki,
ribu i školjke mogu ostati tijekom cijelog života. Astma uzrokovana alergijom javlja se
između 1. i 2. godine, a najučestalija alergijska bolest kod djece je atopijski ekcem –
dermatitis. Prethodno navedenu bolest karakteriziraju kronične i relapse svrbežne lezije kože
koje se uglavnom počinju razvijati između 3 i 6 mjeseca starosti i oko 60% djece razvije
ekcematozne lezije u prvoj godini života, a 90% do 5. godine. Cilj ovog rada bio je prikazati
zastupljenosti alergija kod djece rane i predškolske dobi. Istraživanje je provedeno na 100
ispitanika u periodu 13.04.2021.-29.06.2021. godine. Kao instrument istraživanja korišten je
online anketni upitnik sa 14 pitanja. Rezultati istraživanja pokazali su da je visoka
zastupljenost alergija kod djece u zagrebačkim vrtićima 58 % djevojčica ima alergiju i 57 %
dječaka, najčešće su djeca alergična na orašaste plodove, mliječne proizvode i jaja, a
pokretači alergijskih reakcija su nutritivni alergeni. Najčešća bolest kod djece je atopijski
ekcem – dermatitis. Istraživanje je pokazalo da odgojitelji smatraju da im nedostaje znanja o
alergijama i da nisu dovoljno kompetentni za reagiranje na krizne situacije uzrokovane
alergijama. Odgojitelji u svom radu preopterećeni su velikim grupama u kojima se nalazi
trideset i više djece i odgojitelji se na kvalitetan način ne mogu baviti svojim poslom niti
uočiti promjene u ponašanju nekog djeteta, jer im za to nedostaje vremena i znanja, a taj
problem nitko ne rješava.The incidence of allergic disorders in children has increased significantly over time due to
changes in the environment and lifestyle. Allergic diseases form a genetically heterogeneous
group of chronic immunomediated diseases that mainly include allergic rhinitis, atopic
dermatitis, allergic conjunctivitis, food allergies, bronchial asthma, drug allergies, insect bites,
and anaphylaxis. Most allergies are IgE-mediated type 1 hypersensitivity reactions to
common environmental and food antigens. Although most of them are limited, they can
negatively affect the quality of life and sometimes become life-threatening. Food allergies
usually occur around the age of 1, and some such as milk, eggs, wheat, or soy allergies may
disappear as the digestive system matures, while allergies to nuts, peanuts, fish, and shellfish
can remain throughout life. Allergy-induced asthma occurs between the ages of 1 and 2, and
the most common allergic disease in children is atopic eczema - dermatitis. The latter is
characterized by chronic and relapsed itchy skin lesions that generally begin to develop
between 3 and 6 months of age and about 60% of children develop eczematous lesions in the
first year of life and 90% by the 5th year. The aim of this study was to show the prevalence of
allergies in children of early and preschool age. The research was conducted on 100
respondents in the period 13.04.2021.-29.06.2021. years. An online survey questionnaire with
14 questions was used as a research instrument. The results of the research showed that 58%
of girls have allergies and 57% of boys have a high prevalence of allergies in children in
Zagreb kindergartens, most often children are allergic to nuts, dairy products and eggs, and
the triggers of allergic reactions are nutritional allergens. The most common disease in
children is atopic eczema - dermatitis. Research has shown that educators feel that they lack
knowledge about allergies and are not competent enough to respond to crisis situations cause
by allergies Educators in their work are overloaded with large groups of thirty or more
children and educators can not do their job in a quality way or notice changes in the behavior
of a child, because they lack the time and knowledge, and no one solves this problem
Kinesiological activity of preschool children
No full textCilj ovog diplomskog rada bio je dati uvid u važnost bavljenja kineziološkim aktivnostima od najranije dobi te dobiti uvid u zastupljenost kinezioloških aktivnosti u životu djece predškolske dobi. Dijete gledamo kao cjelovito biće. Fizička aktivnost ljudska je potreba stoga je važno upozoravati na posljedice nedovoljnog kretanja koje najčešće dovodi do zdravstvenih problema u budućnosti. Kineziološka aktivnost može utjecati na tjelesni razvoj i na stvaranje zdravog načina življenja te je stoga najvažnija u ranoj fazi razvoja. Kako bi se dijete pravilno razvijalo, usavršilo držanje tijela i baratanje predmetima potičemo ga na bavljenje kineziološkim aktivnostima i na njihovu važnost.
U provedenom istraživanju na uzorku od 77 djece predškolske dobi istraživala se zastupljenost bavljenja kineziološkim aktivnostima. Rezultati su pokazali da se malo više od polovice ispitane djece bavi kineziološkom aktivnošću. Također, rezultati pokazuju da djeca koja se bave nekom kineziološkom aktivnošću, provode i više vremena na otvorenom (s roditeljima ili u vrtiću), a manje pred digitalnim medijima. U sklopu anketnog upitnika, ispitali smo i kojim se kineziološkim aktivnostima bave djeca te koliko one vremenski traju.The aim of this diploma thesis is to provide insight into the importance of kinesiological activities from the earliest age and to gain insight into the representation of engaging in kinesiological activities in preschool children. The child is seen as a whole being. Physical activity is a basic human need. Therefore, it is important to warn about consequences of insufficient exercise which often leads to health problems in the future. Kinesiological activities are the most important at the early stage of the development because they can affect physical development and help create a healthy lifestyle. In order to improve the child’s development, posture and motor skills, we need to encourage kinesiological activity and highlight its importance.
In this survey conducted on a sample of 77 preschool children, the engagement in kinesiological activities was evaluated. The results have shown that more than half of the observed children engage in kinesiological activities. Also, the results have shown that children that engage in kinesiological activities spend more time outdoors (with parents or in the kindergarten), and less in front of digital media. Furthermore, based on the survey questionnaire, we examined which activities children prefer and how long do they last
The Students' Attitudes Towards Physical Activities
No full textTjelesno vježbanje važan je dio čovjekove svakodnevice. Utječe na zdravlje i da se osoba razvija fizički, psihički i motorički. Uz sport, za zdravo tijelo i zdrav duh potrebna je zdrava i raznovrsna prehrana. Tijekom života, čovjek razvija stav prema svemu, pa tako i prema tjelesnom vježbanju. Spol i dob su mogući faktori koji utječu na formiranje stava o tjelesnom vježbanju. Škole trebaju poticati učenike na zdravu prehranu i vježbanje, odnosno promovirati zdravi stil života. Učitelji trebaju biti dobro educirani u području Tjelesne i zdravstvene kulture kako ne bi došlo do ozljeda. Navike koje djeca steknu u najranijoj životnoj dobi uvelike imaju utjecaj na zdravlje u odrasloj dobi. Ključno je da djeca razumiju važnosti zdrave prehrane i tjelesnog vježbanjaPhysical activity is important part of a human's everyday life. It affects health and helps develop physical, psychological and motor skills. Besides sports, for a healthy spirit and healthy body, people need healthy and diverse food. During a lifetime, a person develops an attitude towards everything, so he/she develops an attitude towards physical activities. Sex and age are possible factors that have an effect in forming the attitudes towards physical activity. Schools should encourage students to eat healthy and exercise, they should promote healthy lifestyles. Teachers need to be well educated about Physical Education to prevent possible injuries. Habits that are acquired in the early age have a major effect on the health afterwards. It is crucial that children understand the importance of healthy diet and physical activities
Early year teacher as a resource in early language acquisition
No full textDjeca jezik počinju usvajati od rođenja, te ono započinje u njegovom okruženju i dijete jezik usvaja prirodno i spontano. Jezik usvajaju automatski i bez prevelikog napora. Obitelj je najbliže i najprirodnije okruženje djeteta i zato ima najveću ulogu u procesu dječjeg razvoja uključujući i razvoj govora i pokreta. Važno je da s djecom razgovaramo jasno i izražajno, pazimo na tempo govora, ton i visinu glasa jer uz roditelje, imamo jednu od najvažnijih uloga u djetetovom životu. Glavna svrha ovoga rada bila je ispitati provode li se redovito jezične aktivnosti u vrtiću i na koji način. Istraživanje je provedeno putem online obrasca – ankete i u njemu je sudjelovalo 40 odgojitelja iz različitih dijelova Republike Hrvatske. Dobiveni rezultati u skladu su s očekivanim te je potvrđeno da većina ispitanika redovito provodi različite jezične aktivnosti i da su djeca uglavnom zainteresirana za aktivnosti. S djecom igraju razne igre za razvoj govora, čitaju priče, pjevaju pjesmice. Istraživanje je pokazalo da su jezične aktivnosti vrlo korisne i da su odlično sredstvo za rad u vrtiću i kod kuće.Children begin to learn a language from birth, and it begins in his environment and the child learns the language naturally and spontaneously. They learn the language automatically and without too much effort. The family is the closest and most natural environment of the child and therefore has the greatest role in the process of child development including the development of speech and movement. It is important to talk to children clearly and expressively, pay attention to the pace of speech, tone and pitch because with parents, we have one of the most important roles in a child's life. The main purpose of this paper was to examine whether language activities are carried out regularly in kindergarten and in what way. The research was conducted through an online survey form and involved 40 educators from different parts of the Republic of Croatia. The obtained results are in line with expectations and it was confirmed that most of the respondents regularly carry out various language activities and that children are mostly interested in the activities. They play various speech development games with children, read stories, sing songs. Research has shown that language activities are very useful and are a great tool for working in kindergarten and at home