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Implicit pedagogies of educators and the partnership of educators and parents
No full textNa profesionalni identitet odgojitelja utječe cjelokupni sustav i zajednica, ali i samo viđenje odgojitelja o sebi i svojoj profesiji. Dio profesionalnih kompetencija odgojitelja je njegova implicitna pedagogija. Ona je utemeljena na znanju i razvija se preuzimanjem inicijative i zauzimanjem uloge odgojitelja istraživača koji doprinosi unaprjeđenju odgojno-obrazovne prakse. Time istodobno razvija nove metode djelovanja koje primjenjuje u odgojno-obrazovnom radu. Uspješan odgojitelj kontinuirano razvija svoje kompetencije i dalje ih usavršava cjeloživotnim učenjem. Refleksivna praksa povezuje se s cjeloživotnim učenjem i na taj način odgojitelj usavršava sebe i svoju profesionalnu praksu. Autonoman odgojitelj je odgovaran za mijenjanje odgojno-obrazovne prakse zajedno sa sustručnjacima, roditeljima i lokalnom zajednicom. Dobrobiti od kvalitetnog partnerstva imaju svi sudionici odgojno-obrazovnog procesa. Kako bismo djeci osigurali kvalitetniji i lakši boravak u odgojno-obrazovnoj ustanovi, bitna je uspostava suradničkih odnosa roditelja i odgojitelja. Kompetentni odgojitelj s roditeljima ostvaruje podržavajuću, aktivnu i ravnopravnu komunikaciju s ciljem dijeljenja informacija o djetetovom funkcioniranju u vrtiću. Odgojitelji znaju spremno odgovoriti na izazove u gradnji partnerstva s roditeljima, a od roditelja iziskuju razumijevanje, toleranciju, vrijeme, trud, ali i istinsku želju i namjeru u uspostavi i provedbi partnerstva.
Cilj ovog istraživanja bio je samoprocjena postupaka odgojitelja u aktivnostima (partnerstvu) s roditeljima i provedbi refleksivne prakse te njezin utjecaj na osvještavanje odgojiteljeve implicitne pedagogije o suradnji i partnerstvu s roditeljima. Istraživanje je provedeno putem polustrukturiranog intervjua na uzorku od 5 odgojiteljica. Rezultati istraživanja prikazuju da odgojiteljice redovito provode refleksivnu praksu koristeći različite tehnike koje im pomažu u aktivnostima partnerstva s roditeljima. Uočeno je da se refleksivna praksa razlikuje prema radnome iskustvu odgojiteljica jer se iz odgovora odgojiteljica vidi se da odgojiteljice koje imaju više radnog iskustva bolje procjenjuju svoju refleksivnu praksu što potkrepljuju primjerima iz prakse. Također je uočeno kako pojedine odgojiteljice smatraju kako im je u pojedinim situacijama potrebna pomoć stručnog tima prilikom rješavanja određenih izazova u radu s roditeljima. Najčešći oblici komunikacije koj se koriste su oni tradicionalni (individualni razgovori, roditeljski sastanci), a samo jedna odgojiteljica sve češće korištenje suvremenih oblika komunikacije (komunikacija putem društvenih mreža, grupa i sl.).
Dobiveni rezultati upućuju da sve odgojiteljice smatraju kako njihove implicitne pedagogije uvelike utječu na suradnju i partnerstvo s roditeljima. Vlastitu ulogu u suradnji procjenjuju važnom, ali isto tako smatraju da je bitna odgovornost obje strane. Također, odgojiteljice procjenjuju da je važno imati ravnopravan odnos s roditeljima, puno poštovanja i uvažavanja, iskrenu i otvorenu komunikaciju, razumijevanje i toleranciju, zajedničko planiranje i donošenje odluka te usklađivanje odgojnih utjecaja kako bi partnerski odnos bio uspješan.The professional identity of educators is influenced by the entire system and community, but also by the educator's view of himself and his profession. Part of the professional competencies of an educator is his implicit pedagogy. It is based on knowledge and is developed by taking the initiative and taking the role of educator-researcher who contributes to the improvement of educational practice. At the same time, it develops new methods of action that it applies in educational work. A successful educator continuously develops his competencies and further improves them through lifelong learning. Reflexive practice is associated with lifelong learning and in this way the educator perfects himself and his professional practice. An autonomous educator is responsible for changing educational practices together with co-workers, parents and the local community. All participants in the educational process benefit from a quality partnership. In order to ensure a better and easier stay for children in an educational institution, it is important to establish cooperative relations between parents and educators. A competent educator achieves supportive, active and equal communication with parents with the aim of sharing information about the child's functioning in kindergarten. Educators are ready to respond to the challenges of building a partnership with parents, and require parents to understand, tolerance, time, effort, but also a true desire and intention in establishing and implementing a partnership.
The objective of this research was self-assessment of educators' actions in activities (partnership) with parents and how educators implement reflective practice and what is its impact on awareness of their implicit pedagogy of cooperation and partnership with parents. The research was conducted through a semi-structured interview on a sample of 5 educators. The results of the research show that educators regularly conduct reflective practice using various techniques that help them in partnership activities with parents. It was noticed that reflective practice differs according to the work experience of educators because the response of educators shows that educators who have more work experience better assess their reflective practice, which is supported by examples from practice. It was also noticed that some educators believe that in some situations they need the help of a professional team in solving certain problems with parents. The most common forms of communication used are the traditional ones (individual conversations, parent meetings), and only one educator increasingly uses modern forms of communication (communication through social networks, groups, etc.).
The obtained results indicate that all educators believe that their implicit pedagogies greatly affect cooperation and partnership with parents, but also consider the importance of cooperation through their own responsibility on both sides. Also, educators believe that it is important to have an equal relationship with parents, a lot of respect and appreciation, honest and open communication, understanding and tolerance, joint planning and decision-making and coordination of educational influences for a successful partnership
Realism in European and Croatian literature
No full textPredmet ovog završnog rada je realizam u europskoj i hrvatskoj književnosti. Svrha i cilj rada je prikaz realizma kroz djela velikih književnih umjetnika u Europi koji su ostavili trag u povijesti hrvatske književnosti te se i danas smatraju hvalevrijednim stvaraocima
i realistima. Kao primarni izvor podataka korišteni su podaci iz stručne i znanstvene literature, web izvori vezani uz ovu tematiku, te znanje stečeno tijekom obrazovanja. Pri izradi rada analiziraju se već postojeći podaci, metode sinteze i usporedbe, a za opisivanje činjenica korištena je metoda deskriptivne analize.The subject of this final paper is realism in European and Croatian literature. The purpose and goal of the paper is realism shown through the works of great literary artists in Europe who have left a mark in the history of Croatian literature and are still considered as praiseworthy creators and realists. Data from professional and scientific literature, web sources related to this topic, and knowledge acquired during education were used as the primary dana source. During the preparation of the paper, already existing dana, methods of synthesis and comparison, and the method of descriptive analysis was used to describe the facts
The role of preschool teachers in encouraging development of children with disabilities
No full textRani i predškolski odgoj i obrazovanje predstavlja priliku za uključivanje djece s teškoćama u razvoju u okruženje unutar kojeg mogu slobodno istraživati i uključiti se u jedinstveni život odgojne skupine. Okruženje kojem se pridružuju trebalo bi biti inkluzivno te poticati interakciju djece različitih sposobnosti, interesa i mogućnosti. Unutar odgojno-obrazovnog rada s djecom s teškoćama u razvoju, postoje razne specifične metode rada, a kao primjer u ovome radu pojašnjene su metoda Upravljanje problemnim situacijama (UPS) i FloorTime metoda. Cilj ovoga rada jest opisati specifične metode rada s djecom s teškoćama u razvoju u redovitom programu ranog i predškolskog odgoja i obrazovanja, te utvrditi potrebe i mogućnosti odgojitelja da ih primjenjuju. UPS metoda, kao i FloorTime metoda ne zahtijevaju posebnu opremu ni prostor, a moguće ih je ukomponirati u redovni odgojno-obrazovni proces. To su metode koje jednom naučene mogu biti primijenjene u različitim odgojno-obrazovnim kontekstima i situacijama. Analiza je pokazala da su one primjenjive unutar redovnih programa ranog i predškolskog odgoja i obrazovanja, ali uz određene preduvjete. Preduvjeti su optimalan broj djece i odgojitelja u skupini s obzirom na broj djece s teškoćama i vrstu teškoća. U radu su prikazani i rezultati istraživanja koji oslikavaju broj djece u redovnim programima ranog i predškolskog odgoja i obrazovanja, a iziskuju primjenu specifičnih metoda rada zbog manifestiranja teškoća u razvoju. Istraživanje je provedeno u sklopu znanstvenog projekta „Modeli odgovora na odgojno-obrazovne potrebe djece izložene riziku socijalne isključenosti u ustanovama ranog i predškolskog odgoja i obrazovanja“ (MORENEC) koji se uz financijsku potporu Hrvatske zaklade za znanost provodi od 2020. godine (n = 520). Utvrđeno je da potrebu za primjenom ovih metoda ima najmanje 5% djece rane i predškolske dobi koja su uključena u redovite programe ranog i predškolskog odgoja i obrazovanja.Early childhood eduaction and care (hereinafter: ECEC) represents an opportunity to include children with disabilities in an environment within which they feel free to explore and engage into the unique life of the ECEC group. The environment they are joining should be inclusive and encourage the interaction of children of different abilities, interests and potentials. There are different specific working methods with children with disabilities within the ECEC, the UPS method and the FloorTime method are explained as an example in this paper. The aim of this thesis is to describe specific methods of work with children with disabilities in the regular ECEC programme and to determine the needs and possibilities of preschool teachers to apply them. UPS and FloorTime method do not require any special equipment or location and they can be integrated into the regular ECEC process. These are methods that once learned can be used in different ECEC contexts and situations. The analysis has shown that they are applicable within regular ECEC programmes, but with certain preconditions. The preconditions are optimal number of children and preschool teachers in the group considering the number of children with disabilities and the type of disability. The paper also presents research results that reflect the number of children in the regular ECEC programmes, and require the application of specific working methods due to the manifestation of different disabilities. The research was conducted as part of the scientific project „Models of Response to Educational Needs of Children at Risk of Social Exclusion in ECEC Institutions“ (MORENEC) implemented with financial support from Croatian Science Foundation since 2020 (n = 520). It has been established that at least 5% of preschool children in regular ECEC programmes have the need to use these methods
Relationship of the quality of family relations in the childhood with the perception of romantic relationships in young adult age
No full textPrema teorijskim spoznajama i dosadašnjim istraživanjima o povezanosti kvalitete obiteljskih odnosa s poimanjem i očekivanjima u romantičnim odnosima, ovim radom se nastoji uočiti doprinosi li dinamika roditeljskih sukoba u djetinjstvu formiranju vjerovanja i načina vezanja u romantičnim odnosima u mlađoj odrasloj dobi. U istraživanju je sudjelovalo 162 ispitanika, koji su dobrovoljno i anonimno ispunjavali anketni upitnik. Sadržavao je Skalu dječje percepcije sukoba među roditeljima (Grych i sur., 1992; Burić i Macuka, 2013) te Upitnik iskustava u bliskim vezama (Brennan i sur., 2000). Ispitivala se povezanost dimenzija roditeljskih sukoba s zastupljenošću anksioznih stilova privrženosti mlađih odraslih u romantičnim partnerskim odnosima. Od devet dimenzija sukoba, statistički najznačajnije pokazale su se rezolucija, triangulacija i percipirana prijetnja. Rezolucija i percipirana prijetnja značajni su prediktori anksiozno-opiruće privrženosti, a rezolucija i triangulacija prediktori anksiozno-izbjegavajuće privrženosti. Frekvencija i intenzitet, obično očekivane dimenzije po značajnosti u sukobu, nisu se statistički istaknule kao prediktori anksioznih stilova privrženosti. Također, rezultati dobiveni t-testom nezavisnih uzoraka su pokazali da je kod oba spola anksiozno-opirući stil privrženosti zastupljen u istoj mjeri, ali da su muški sudionici skloniji anksiozno-izbjegavajućem stilu privrženosti nego sudionice ženskog spola.According to theoretical knowledge and previous research findings on the relationship between the quality of family relationships and the understanding and expectations in romantic relationships, this paper seeks to determine whether the dynamics of parental conflicts in childhood contribute to the formation of beliefs and types of attachment in these relationships. 162 respondents participated in the research, who voluntarily and anonymously filled in the survey questionnaire. It contained The Scale of Children's Perception of Interparental Conflict (Grych et al., 1992; Burić & Macuka, 2013) and the Questionnaire of Experiences in Close Relationships (Brennan et al, 2000). The relationship between the dimensions of parental conflict and the prevalence of anxious attachment styles of young adults in romantic partnerships was examined. Of the nine dimensions of conflict, resolution, triangulation, and perceived threat proved to be the most statistically significant. Resolution and perceived threat are significant predictors of anxiety-resistance attachment, and resolution and triangulation are predictors of anxiety-avoidance attachment. Frequency and intensity, usually the expected dimensions in terms of significance in conflict, did not statistically stand out as predictors of anxiety attachment styles. Also, the results obtained by t-test of independent samples showed that in both sexes the anxiety-resisting attachment style is represented to the same extent, but that male participants are more prone to anxiety-avoidance attachment style than female participants
The most common viral respiratory infections in preschool children
No full textAkutne infekcije dišnih puteva jedne su od najčešćih akutnih bolesti u djece svih dobi. Infekcije dišnih puteva mogu uzrokovati virusi, bakterije i mikoplazme. Općenito su infekcije dišnih puteva najčešće uzrokovane virusima. Virusne infekcije dišnih puteva koje se najčešće javljaju kod djece uglavnom su uzrokovane respiratornim sincicijskim virusom, adenovirusima i rinovirusima. Klinički sindromi koji se najčešće javljaju u djece predškolske dobi su: obična prehlada (hunjavica), gripa (influenza), akutna upala srednjeg uha, upala grla (angina), akutni laringitis i upale donjih dišnih puteva (akutni bronhitis, akutni bronhiolitis i upala pluća).
Obična prehlada bez povišene temperature smatra se najblažim oblikom bolesti dok joj je ponekad (simptomatski) gripa vrlo slična iako je u većini slučajeva puno snažnija i uključuje više simptoma koji su puno intenzivniji. Upala grla je također jedna od čestih bolesti dišnog sustava i kod djece ju je najlakše prepoznati po tome što odbijaju hranu zbog bolova u ždrijelu. Akutna upala srednjeg uha često se javlja kao posljedica upale gornjih dišnih puteva, a od upala donjih dišnih puteva najčešće se kod djece predškolske dobi javljaju akutni bronhitis, akutni bronhiolitis i upala pluća. S obzirom na aktualnu epidemiološku situaciju u svijetu, u ovome radu govori se i o virusu SARS-CoV-2 koji je jedan od uzročnika bolesti dišnih puteva kod djece. Njegov glavni način prijenosa je kapljičnim putem, vrlo je zarazan te u djece češće uzrokuje simptome infekcije gornjeg nego donjeg dišnog sustava.
Prilikom nastanka simptoma i bolesti uzrokovanih bilo kojim virusom jako je bitna virološka dijagnostika radi primjene specifičnih mjera u smislu prevencije i liječenja. Najbolji načini prevencije i smanjenja učestalosti pobola je pomaganje organizmu u kontroli infekcije. Važna je edukacija djece, roditelja i odgojitelja u svrhu prevencije i smanjenja širenja već razvijenih bolesti dišnih puteva.Acute respiratory infections are one of the most common acute diseases associated with children of all ages. Respiratory infections can be caused by viruses, bacteria and mycoplasmas. In general, respiratory infections are most commonly caused by viruses. Respiratory viral infections that most commonly occur in children are mainly caused by respiratory syncytial viruses, adenoviruses, and rhinoviruses. The most common clinical syndromes found in preschool children are: common cold, influenza, acute otitis media, sore throat (angina), acute laryngitis, and lower respiratory tract inflammatory diseases (acute bronchitis, acute bronchiolitis and pneumonia).
The common cold without fever is considered to be the mildest of respiratory diseases. Quite similar (symptomatically) to the common cold is the flu, even though the flu is - in most cases - much stronger and involves a greater number of more intense symptoms. Sore throat is another common respiratory disease. The easiest way to identify that children are affected by sore throat is when they refuse to eat due to a painful pharynx. Acute otitis media often occurs as a result of inflammation of the upper respiratory tract. Inflammation of the lower respiratory tract most often causes acute bronchitis, acute bronchiolitis and pneumonia to occur in preschool children. Given the current epidemiological situation in the world, this paper also dicusses the role of SARS-CoV-2 virus, which is one of the causes of respiratory diseases among children. SARS-CoV-2 is mainly transmitted by droplets. It is highly contagious and, among children, it most often causes symptoms of infection of the upper lower respiratory system.
In order to apply specific measures with the aim of prevention and treatment, a virological diagnosis is very important when symptoms and diseases caused by any of the viruses occur. The best way to prevent and reduce the incidence of a disease is by helping the body control the infection. It is important to educate children, parents and caretakers so as to prevent and reduce the spread of the already developed respiratory diseases
A Child with ADHD in Primary School
No full textProblemi djece s poremećajem pažnje i nemirom sve su prisutniji u svakodnevnom životu. Mnoga se djeca i njihove obitelji susreću s ADHD-om, odnosno, hiperaktivnim poremećajem s nedostatkom pažnje. Djeca s ovim poremećajem svakodnevno se bore s mnogim teškoćama u gotovo svim aspektima njihova života te im je zbog toga otežano svakodnevno funkcioniranje. Nailaze na probleme u školi, teško im je učiti, pate zbog loših odnosa s vršnjacima koji ih ignoriraju, imaju osjećaj da ih čak niti obitelj ne razumije, a nerijetko doživljavaju neuspjehe unatoč trudu i želji za prihvaćanjem zbog čega razvijaju lošu sliku o sebi. Život s djecom koja pokazuju simptome ADHD-a pun je izazova za njih same, ali jednako tako i za njihovu okolinu. Često su potpuno pogrešno shvaćena i zbog toga im se, nažalost, ne pruža adekvatna pomoć.
Međutim, važno je stanje djeteta s ADHD-om shvatiti ozbiljno i pružati mu podršku, emocionalnu stabilnost i sigurnost. Unatoč njegovim čestim velikim planovima koje vjerojatno ne može realizirati, potrebno je usmjeravati dijete na aktivnosti s realnim i dostižnim ciljevima kako bi doživjelo osjećaj uspjeha i važnosti. Vrlo veliku ulogu u tome imaju učitelji i stručni suradnici, ali jednako tako i obitelj djeteta i njegovi vršnjaci. Svi oni trebali bi prihvatiti dijete s ADHD-om i pokušati razumjeti kako ono ne želi biti odbačeno, ali jednostavno teško kontrolira svoje ponašanje. Okolina u kojoj se dijete nalazi trebala bi biti spremna iskazati mu povjerenje i dopustiti da se u njihovoj blizini osjeća ravnopravnim bez obzira na svoju nepromišljenost i brzopletost, a sve s ciljem olakšavanja njegovih teškoća i problema s kojima se svakodnevno susreće.Problems od children with attention deficit disorder and restlessness are increasingly present in everyday life. Many children and their families experience ADHD, that is attention deficit hyperactivity disorder. Children with this disorder struggle with many difficulties on a daily basis. They encounter problems at school, find it difficult to learn, suffer from bad relationships with peers who ignore them, feel that even their family does not understand them and often experience failures despite the effort and desire for acceptance, which develops a bad image of themselves. Living with children who show symptoms of ADHD is full of challenges for themselves as well as for their environment. They are often completely misunderstood and due to that, unfortunately they are not provided with the adequate help.
However, it is important to take the condition of a child with ADHD seriously and provide the child with the adaquate support, emotional stability and security. Despite child's frequent grand plans that it probably cannot realize, it is necessary to direct the child to activities with realistic and achievable goals in order for it to experience a sense of success and importance. Teachers and professional associaates play a very important role in this, so does the child's family and peers. All of them should accept the child with ADHD and try to understand that it does not want to be rejected but simply finds it difficult to control its behaviour. The environment in which the child finds itself should be willing to express trust towards this child and allow the child to feel equal in its vincity regardless of its recklessness and hast, all with the aim of alleviating child's difficulties and the problems it faces on a daily basis
The positive and negative impact of the pandemic on education
No full textPandemija koronavirusa, službeno proglašena u ožujku 2020. godine, donosi promjene u svakom segmetu života, uključujući i obrazovni sustav. U svrhu spriječavanja širenja pandemije, Vlada Republike Hrvatske 16. ožujka 2020. godine donosi odluku početka provođenja nastave na daljinu.
Cilj ovog istraživanja bio je prikupiti mišljenja učenika o pozitivnim i negativnim aspektima nastave na daljinu za vrijeme pandemije u svrhu uvida u elemente učeničkog nezadovoljstva nastavom na daljinu, ali i njenih pozitivnih aspekata. U istraživanju provedenom u školi, u veljači 2021. godine, intervjuirano je 12 učenika razredne nastave. Analiza odgovora pokazala je kako učenici razredne nastave, nastavu na daljinu doživljavaju uglavnom negativno. Većina učenika ističe nezadovoljstvo ovakvim modelom provođenja nastave zbog problema s telekomunikacijskom mrežom, tehničkim problemima, problemima s razumijevanjem nastavnog
sadržaja i nedostatkom socijalnog kontakta. Navedeni problemi kod učenika izazvali su negativne emocije kao što su tuga, stres, tjeskoba i depresija. Iako je istraživanje u većoj mjeri pokazalo negativne aspekte nastave na daljinu, ipak su zamijećeni i njeni potencijalno pozitivni aspekti kao što su tehnološki napredak, razvoj informatičkih vještina, osamostaljenje učenika, poticanje
kreativnosti i pronalaženje novih rješenja u nepredvidivim situacijama.Officially declared in March 2020., COVID-19 pandemic changed the way humanity lives, including the education system. In order to prevent the spread of desease, the Government of the Republic of Croatia announced on 16th of March 2020 the beginning of online schooling.
The aim of this study was to summon students opinions on negative and positive aspects of online schooling in order to get a better insight into childrens dissatisfaction, but also a better insight into positive aspects of online schooling. The real life survey, held in February 2021., involved 12 elementary school children. The results of this study show that elementary school children find online schooling very hard and unsatisfying. Most children stress their dissatisfaction with online schooling due to various problems: unreliable internet access, technical difficulties, incomprehension of school curriculum and lack of social contact. Referred to these problems, children began to express negative emotions such as: sadness, stress, anxiety and depression. Although the results show mostly negative aspects of online schooling, there is a potential in online schooling related to technological advancement, development of IT skills, students independence, encouraging creativity and figuring out new solutions in unpredicted situations
Approach of early education teachers and professional associates in giving support to children faced with loss of close persons
No full textSva djeca dožive gubitak – to je neizbježan dio odrastanja. Prvi djetetov susret s gubitkom može biti gubitak omiljene igračke, smrt kućnog ljubimca, a ponekad i smrt brata ili sestre, bake ili djeda, kao i smrt roditelja i drugih njemu bliskih osoba. Međutim, smrt roditelja ima po dijete najveće posljedice. To je egzistencijalno i razvojno najteži i zato i najbolniji gubitak. Na dječje tugovanje, kao i na percepciju gubitka (smrti) i na ekspresiju emocija, utječe stupanj djetetovog kognitivnog i emocionalnog razvoja. Odrasli (roditelji ili skrbnici, odgojitelji) su jedan od iznimno važnih i moćnih činitelja u procesu tugovanja djece te oni od njih (prirodno) očekuju podršku i zaštitu u situaciji gubitka. Nadalje, ne smije se izgubiti iz vida prirodna potreba djeteta za ponovnim interpretiranjem gubitka (smrti) na slijedećem stupnju djetetovog kognitivnog razvoja, kao i potreba za poticanjem njegovih razvojnih potencijala u smjeru nastavka razvojnih procesa tijekom djetinjstva. Cilj ovoga istraživanja bio je istražiti perspektivu odgojitelja i stručnih suradnika o pružanju podrške djeci suočenom s gubitkom bliske osobe tijekom boravka u dječjem vrtiću. U istraživanju je sudjelovalo 10 odgojitelja i 10 stručnih suradnika (psihologa i pedagoga) s područja grada Rijeke i s područja grada Zagreba. U ovom istraživanju koristio se polustrukturirani intervju, a prikupljeni podaci analizirani su metodom analize sadržaja. Provedenim istraživanjem dobiveni su odgovori na postavljena istraživačka pitanja te je dobiven jasan uvid u različita iskustva odgojitelja i stručnih suradnika u pruţanju podrške djeci suočenom s gubitkom bliske osobe. Ovim je istraživanjem utvrđena perspektiva odgojitelja i stručnih suradnika o njihovoj ulozi u pruţanju podrške djeci suočenom s gubitkom bliske osobe. Odgojitelji ističu kako je njihova uloga prvenstveno usmjerena na podršku roditeljima, dok stručni suradnici smatraju kako je uloga odgojitelja prvenstveno usmjerena na podršku djetetu. Dok za ulogu stručnih suradnika, odgojitelji navode kako je ona prvenstveno usmjerena na podršku i pomoć odgojiteljima, stručni suradnici smatraju kako je njihova uloga prvenstveno usmjerena na podršku djetetu. Svi sudionici u istraţivanju prepoznaju kako stručna služba vrtića i odgojitelji trebaju svakodnevno i planski surađivati kako bi se ostvario najbolji mogući pristup djeci koja su suočena s gubitkom bliske osobe.SUMMARY
All children experience loss – it is inevitable part of growing up. First child's encounter with loss may be loss of the favourite toy, death of a pet and, sometimes, death of a brother, sister, grandmother or grandfather, as well as death of parents or caregivers. However, parental death has the biggest consequences. It is existentially and developmentally most difficult and therefore the most painful loss. Child's bereavement, perception of loss (death) and expression of emotions are influenced by the level of child's cognitive and emotional development. Adults (parents or caregivers as well as teachers) are extraordinary important and powerful factors in children' s griefing process as they (children) naturally expect support and protection from them in the situation of loss. Furthermore, you mustn't ignore children's natural need for interpretation of loss (death) again on the next level of their cognitive development as well as need for encouraging their developmental potentials in the direction of continuous developmental processes during childhood. The aim of this research was to investigate the perspective of early education teachers and professional associates (psychologists and pedagogists) in giving support to children faced with the loss of close persons during their stay in the kindergarten. Ten kindergarten teachers and ten professional associates from Rijeka and Zagreb areas participated in the semi – structured interviews. Collected data were analysed by the method of content analysis. The results gave clear insight of different experiences of early education teachers and professional associates in giving support to a child faced with loss of a close person was got. The research revealed the perspective of early childhood teachers and professional associates about their roles in giving support to children who experienced loss of a close person. Early education teachers emphasize that their role is primarily directed to child support. Teachers specify that the role of professional associates is primarily directed to help and support teachers while professional associates consider that their role is primarily directed to child support. All participants recognize the fact that professional associates and early education teachers have to cooperate and plan on daily basis to realize the best possible approach to children faced with loss of a close person
Parents` attitudes towards English language learning in early childhood and preschool age
No full textPredmet ovoga rada i istraživanja su stavovi roditelja o učenju engleskoga jezika kod djece rane i predškolske dobi. U radu je, na temelju relevantne literature, prikazan teorijski okvir usvajanja materinskoga jezika i ovladavanja stranim jezikom. Također je provedeno i istraživanje u kojemu je sudjelovalo N=48 roditelja manje skupine djece rane i predškolske dobi koja su uključena u program ranoga učenja engleskoga kao stranoga jezika. Cilj istraživanja bio je steći uvid u stavove roditelja o ranom učenju stranoga jezika, točnije ispitati njihove stavove o razlozima uključivanja djeteta u program učenja stranoga jezika, o aktivnostima koje se koriste pri poučavanju i učenju stranoga jezika, te ispitati stupanj zadovoljstva roditelja postojećim programima za rano učenje stranoga jezika. U provedenom istraživanju korišten je online upitnik za procjenu stavova roditelja.
S obzirom na definirane ciljeve, a na temelju odgovora, kao glavni razlog za uključivanje djece u program ranoga učenja stranoga jezika roditelji su uglavnom izrazili stav da je znanje stranih jezika bogatstvo. Najuspješnijim aktivnostima učenja stranoga jezika roditelji smatraju poticanje korištenja engleskoga jezika u slobodnoj igri te igre i pjesmice. Roditelji su uglavnom zadovoljni postojećim programima, a manji dio ispitanika koji su izrazili nezadovoljstvo dali su prijedloge i sugestije za poboljšanje.The objective of this thesis and research are parents’ attitudes towards English language learning in early childhood and preschool age. Based on relevant literature, the thesis presents a theoretical framework for mother tongue and foreign language acquisition. In addition, research was carried out amongst parents (N=48) of a small group of early childhood and preschool-aged children enrolled in the programme for early learning of English as a foreign language. Research goal was to gain insight into parents’ attitudes regarding English language learning at early childhood and preschool age, that is, investigate parents’ attitudes about the reasons for enrolling their children into a foreign language programme and about the activities used for teaching and learning the English language, as well as to explore the degree of parents’ satisfaction with the existing programmes for early foreign language learning. The research instrument was an online survey aimed at eliciting parents’ attitudes.
Considering the aims that have been defined and based on the obtained responses, it may be concluded that the main reason for enrolling children into a foreign language programme is parents’ opinion that knowledge of a foreign language is enriching. Encouraging foreign lan-guage use in free-play and the use of games and songs have been mentioned by parents as the most efficient foreign language teaching activities. Parents are mainly satisfied with the existing foreign language programmes, while the minority of parents who expressed their dissatisfaction have offered suggestions for improvements
Reactions of a ten-month old child to the musical environment
No full textUtjecaj okoline i kvalitetnih odnosa u obitelji utječu na razvoj i odgoj djeteta. Obitelj je svaka sigurna, razvojno poticajna, zajednica u kojoj dijete ima barem jednu odraslu osobu s kojom može razviti prisan odnos povjerenja te sigurnu privrženost. Razna istraživanja potvrđuju da fetus u majčinom trbuhu reagira na vanjske zvukove, a djeca u prvom tjednu života mogu čak razlikovati visinu tona. Glazba je stoga nezamjenjivo sredstvo odgoja čija je svrha da u djeci razvija, između ostalog, osjećaj za lijepo. Kako bi djetetov razvoj bio omogućen od najranije dobi, okolina ima veliki utjecaj i odgovornost za razvoj djetetovih glazbenih sposobnosti. Cilj rada je istražiti reakcije desetomjesečnog djeteta na glazbeno okruženje. U glazbeno poticajnom okruženju dijete je iskusilo pokret uz glazbu, prepoznavanje glasova te istraživanje zvukova korištenjem instrumenata. Sve aktivnosti bile su organizirane u obliku igre ili spontano. Ostvarujući bogatu i poticajnu glazbenu okolinu vlastitom djetetu analiziralo se djetetovo ponašanje prema razvojnim osobinama, dolazi li do odstupanja u ponašanju te smeta li ili obogaćuje djetetovu svakodnevnicu navedeno okruženje. Pri istraživanju glazbenih elemenata dijete je kroz igru osjetilo ritam što se manifestiralo pljeskanjem, njihanjem glave ili pokretima tijela. Pri stvaranju i izvođenju glazbe odnosno istraživanju instrumenata dijete je reagiralo na različite tipove glazbe i sviralo na jednostavnim instrumentima.Environment and relationship quality influence development and upbringing od the child. A family is any safe, developmentally stimulating, nurturing community in which a child has at least one adult with whom he or she can develop an intimate relationship of trust and secure attachment. Various studies confirm that the fetus in the mother’s womb responds to external sounds, and babies in the first week of life can even hear and differ pitch. Music is therefore an indispensable means of education whose purpose is to develop in children, among other things, a sense of beauty. In order for a child's development to be possible from an early age, the environment has a great influence and responsibility for the development of the child's musical abilities.
The aim of this paper is to investigate the reactions of a ten-month-old child to the musical environment. Exploring musical instruments and spending time in a musically stimulating environment, the child experienced movement with music, explored and recognized voices, and explored sounds using instruments. All activities were organized in the form of play or spontaneously. While exploring the musical elements, the child felt the rhythm through play, which was manifested by clapping, shaking his head or body movements. When creating and performing music, researching instruments, the child reacted to different types of music and played simple instruments.
Recent research makes it possible to research and monitor fetus development. The problem starts when it is necessary to find data on research in infancy, and not related to medical research devices of the modern age. By creating a rich and stimulating musical environment for one's own child, an attempt was made to analyze the child's behavior according to developmental characteristics, whether there is a deviation in behavior and whether the child's environment disturbs or enriches the child's everyday life