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Verbal And Nonverbal Communication In Kindergarten
No full textKomunikacija odraslih osoba, a osobito djece odvija se na različite načine s
obzirom na želju da odrasli, ali i djeca izraze svoje želje, zadovoljstvo i potrebu
za igrom (intrapersonalna komunikacija), prijateljstvom, druženjem i
razvijanjem odnosa (interpersonalna komunikacija). Prilikom razvijanja odnosa
koriste se mnogobrojni verbalni i neverbalni znakovi koje odrasli i djeca šalju u
međusobnoj komunikaciji. Verbalna komunikacija obuhvaća formalni razgovor,
formalne diskusije u grupi i neformalni razgovor. Verbalni znakovi su uglavnom
očiti i jasni sugovornicima, a za neverbalne znakove odrasli i djeca moraju
posjedovati sposobnost prepoznavanja i razumijevanja odnosno „čitanja“.
Neverbalni oblik komuniciranja je nenamjeran, a kod djece koja pohađaju
predškolske ustanove korištenje neverbalnih znakova je gotovo pa nesvjesno.
Igra je jedna od najbitnijih aktivnosti u dječjem vrtiću koja omogućuje
odgajatelju da proučava dječju verbalnu i neverbalnu komunikaciju. Igrom se
djeca transformiraju i razvijaju, a neverbalnom komunikacijom se razvija dječja
kreativnost, neovisnost i komunikacijske vještine govora.
Postojeća istraživanja predstavljena u ovom radu i ukazuju na karakteristiku
dječje komunikacije u predškolskim ustanovama. Odgajatelji tijekom uočavanja
oblika komunikacije promatraju dijete, njegove socijalne vještine, jasno
verbalno izražavanje dječjih potreba, samoinicijativno sudjelovanje u tekućim
aktivnostima te interes za drugu djecu i da s pozitivnim stavom pristupa drugoj
djeci. Osim navedenog, u radu su predstavljeni i najčešći oblici neverbalnog
komuniciranja u dječjim vrtićima kao što su geste, izrazi lica, gestikulacija,
pogled i kontakt očima, govor tijela, tjelesni kontakt i upotreba prostora.Communication between adults, and especially children, takes place in
different ways, given the desire of adults, but also children, to express their
desires, satisfaction and need for play, friendship, socializing and developing
relationships. Numerous verbal and nonverbal cues sent by adults and children
in communication with each other are used in developing relationships. Verbal
communication includes formal conversation, formal group discussions and
informal conversation. Verbal signs are mostly obvious and clear to the
speakers, but for non-verbal signs adults and children must have the ability to
recognize and understand or "read" those signs. The non-verbal form of
communication is unintentional, and in children who are attending preschool,
the use of non-verbal cues is almost unconscious.
Play is one of the most important activities in preschool that allows the
educator to study children’s verbal and nonverbal communication. Through
play, children are transformed and developed, and non-verbal communication
develops children's creativity, independence and verbal communication skills.
The existing research presented in this paper indicates the characteristics of
children's communication in preschool institutions. During the observation of
the form of communication, educators observe the child, his/her social skills,
clear verbal expression of children's needs, self-initiative participation in current
activities and interest in other children and if they approach other children with
a positive attitude. In addition to the above, the paper presents the most common
forms of nonverbal communication in kindergartens such as gestures, facial
expressions, gesticulation, gaze and eye contact, body language, body contact
and the use of space in preschool institutions. During the observation of the form
of communication, educators observe the child, his/her social skills, clear verbal
expression of children's needs, self-initiative participation in current activities
and interest in other children and if they approach other children with a positive
attitude. In addition to the above, the paper presents the most common forms of
nonverbal communication in kindergartens such as gestures, facial expressions,
gesticulation, gaze and eye contact, body language, body contact and the use of
space
Forest Pedagogy
No full textŠumska pedagogija je nova alternativna koncepcija na našem području, koja
je tek na početku razvijanja i upoznavanja ljudi s njom i njezinim principom odgoja i
obrazovanja. Ona djeci nudi potpunu slobodu u njihovim istraživanjima. Potiče
samostalnost, samopouzdanje, odgovornost, solidarnost, suradljivost, kreativnost,
inovativnost, aktivnost, odgovornost, radoznalost i slične osobine. Svakako treba
istaknuti vrijednost koju djeca dobivaju u šumskom vrtiću, a to je briga i načini
ophođenja s prirodom. Djeca u prirodi unapređuju svoje motoričke, emocionalne,
spoznajne, stvaralačke sposobnosti.
Do teorijskog dijela o šumskoj pedagogiji se došlo preko Nacionalnog
kurikuluma ranog i predškolskog odgoja, Državnog pedagoškog standarda te
alternativnih koncepcija (Freinetova škola, Montessori pedagogija, waldorfska
pedagogije, Agazzi pedagogija te Reggio pedagogija).
Cilj ovog rada je približiti ljudima informacije o šumskoj pedagogiji te
pomoću ankete istražiti dječje osobitosti i količinu njihove slobode u istraživanjima i
igri. Zanimljivi podatak, koji je anketa donijela, je taj da je dosta roditelja čulo za
šumsku pedagogiju, no nisu dovoljno upoznati s njezinim radom jer na području
Republike Hrvatske postoje samo tri šumska vrtića.Forest pedagogy is a ney alternative concept in our area, which is just beginning to develop and instroduce people to it and its principle of upbringini and education. It offert children complete freedom in their research. It encourages independence, selfconfidence, responsibillity, solidarity, cooperation, creativity, innovation, activity, responsibility, curionsity and similar qualities. The value that children receive in the forest kindergarten should certainly be emphasized, and that is the care and ways od dealinig with nature. Children in nature imrpove their motor, emotional, cognitive, creative abilities.
The theoretical part od forest pedagogy was reached through the National Curriculum od Early and Preschoo Education, the State Pedagogical Standard and Alternative Concepts (Freinet School, Montessori Pedagogy, Waldorf Pedagogy, Agazzi Pedagogy and Reggio Pedagogy).
The aim of this study is to bring people the information about forest pedagogy and by survey to explore children`s characteristics and the amount of their freedom in research and play. An interesting fact, which the survey brought, is that many parents have heard of forest pedagogy, but they are not familiar enough with its work because there are only three forest kindergartens in the Republic of Croatia
Motor Skills Of Pre-School Children
No full textU ovom završnom radu govori se o motoričkim znanjima djece u predškolskoj dobi.
Djeca raznim aktivnostima bilo kakvog oblika uvelike utječu na razvoj motoričkih
sposobnosti. Dijete je danas cjelovito biće te je njegov razvoj složena pojava kroz određene
aspekte razvoja. Rast i razvoj djece se odvija kontinuirano, a tijekom rasta i razvoja se mijenja
i razvoj gibanja u predškolskoj dobi. Vrlo je bitno saznanje djetetovih razvojnih sposobnosti i
osobina. Razne aktivnosti i igre za djecu najvažnije su u ranoj fazi razvoja. One mogu utjecati
na tjelesni razvoj djeteta i na stvaranje zdravog načina življenja te snalaženja kasnije u
odrasloj dobi. Kretanje i igre su osnovne potrebe djeteta te ga upravo one pripremaju za život.
Motorika i razvoj motoričkih znanja jedna je od bitnih karakteristika razdoblja djetetovog
odrastanja (rasta i razvoja). Motorički razvoj kod djece se događa određenim redoslijedom
sukladno razvoju djeteta. Djecu je potrebno poticati na kineziološku aktivnost kako bi se
usavršavala kretanja (hodanje, trčanje), držanje tijela, baratanje raznim predmetima, skakanje
te druge aktivnosti. Motorička znanja omogućuju djeci samostalnost i samopouzdanje. Ciljevi
koje želimo postići tijekom tjelesnog odgoja u predškolskoj dobi su: zadovoljavanje potrebe
za igrom, zatim usavršavanje prirodnih oblika kretanja te povećanje otpornosti organizma.
Za potrebe ovog završnog rada napravljeno je istraživanje u Dječjem vrtiću Ivanić-Grad
na uzorku od 18 ispitanika (dječaka i djevojčica) u dobi između 6 i 7 godina. U istraživanju su
sudjelovala djeca bez zdravstvenih poteškoća ili znatnijih motoričkih poremećaja. Tijekom
istraživanja korišten je Test of Gross Motor Development (TGMD – 2) kojim se provjerava
razina motoričkih znanja kod djece.This final paper discusses the motor skills of pre-school children. Various activities of any
form greatly affect the development of motor skills in children.. The child is a complete being
and its development is a complex phenomenon through certain aspect of development. The
growth and development of children takes place continuously, and changes during the growth
and development of the movement in pre-school age. It is very important to know the child's
developmental abilities and characteristics. Various activities and plays fo children are most
important at an early stage of development. They can affect a child's physical development
and the creaton of a healthy lifestyle and coping later in adulthood. Movement and play are
the basic needs of a child and they prepare him for life. Motor skills and the development of
motor skills is one of the essential characteristics of the period of a child's growing up (growth
and development). Motor development in children occurs in a certin order according to the
development of the child. Children need to be encouraged to kinesiological activity in order to
improve movement ( walking, running), posture, handling various objects, jumping and other
activities through motor skills. Motor skills allow children independence and self- confidence.
The goals of physical education in preschool age are: satisfying the need for play, improving
natural forms of movement and increasig the body's resistance .
For the purposes of this final paper, a study was conducted in the Kindergarten „Ivanić-Grad“
on a sample of 18 respondents (boys and girls) aged between 6 and 7 years. Children without
health problems or significat motor disorders participated in the study. During the research,
the Test of Gross Motor Development (TGMD-2) was used to check the level of motor skills
in children
Citation Styles
No full textReferenciranje se odnosi na bilo kakav oblik navođenja izvora u radu.
Reference mogu biti detaljne ili ne-detaljne. Izvori na koje se reference odnose mogu
biti raznovrsni, a bez obzira koje su vrste, mogu biti u analognom ili digitalnom obliku.
Anonimni izvori su nepoželjni i treba ih maksimalno izbjegavati. To podrazumijeva
ulaganje više napora u pretraživanje alternativnih izvora te pronalaženje relevantnih, s
preferiranjem onih primarnih.
Ukoliko autor ne navede izvor iz kojega je uzeo neki podatak, tada se
podrazumijeva da je to autorovo originalno djelo, pa ukoliko to nije tako već je
preuzeto iz nekog nenavedenog izvora, tada govorimo o plagijatu te o možebitnim
njegovim posljedicama i sankcijama. Referenciranje je nužno ne samo kod korištenja
tuđih tekstova, već i kod korištenja tuđih tablica, grafikona, slika, dijagrama ili sl.,
dakle, kod korištenja bilo čega što nije rezultat rada autora.
Za referenciranje se koristi mnoštvo stilova, no većina se njih može grupirati u
tri glavne vrste: referenciranje u tekstu, referenciranje fusnotama te numeričko
referenciranje. Najpoznatiji stilovi su harvardski, American Psyhological Association
(APA), Modern Language Association (MLA), Vankuverski, Institute of Electrical
and Electronics Engineers (IEEE), oxfordski i Chicago. Neovisno koja se vrsta i stil
referenciranja koristi, važno je da se može jasno utvrditi što je preuzeto iz vanjskih
izvora, a što je autorovo djelo.
Referenciranje je često zamoran proces, iziskuje dosta vremena i nužne
konzistentnosti korištenja istog stila unutar jednog rada, pa nam u toj zadaći uvelike
može pomoći programska podrška. U ovom radu su prikazani neki najčešće korišteni
programi za upravljanje referencama.
Provedena su tri istraživanja čiji su rezultati prikazani u radu. Prvo je
istraživanje o korištenju stilova referenciranja hrvatskih znanstvenih i stručnih
časopisa dostupnih preko Hrčka, korištenjem njihovih uputa za autore. Drugo je
istraživanje analiza uputa za studente fakulteta i odjela hrvatskih sveučilišta. Treće
istraživanje provedeno je putem anketnog upitnika kojeg je ispunilo sto studenata, a
kojim se dobio uvid o njihovu znanju i praksi korištenja stilova referenciranja te
prateće programske podrške.Referencing refers to any form of citing a source in a paper. References can be
detailed or non-detailed. The sources to which the references refer can be diverse, and
regardless of the types, they can be in analog or digital form. Anonymous sources are
undesirable and should be avoided as much as possible. This means putting more effort
into searching for alternative sources and finding relevant ones, with a preference for
the primary ones.
If the author does not state the source from which he took some information,
then it is assumed that it is the author's original work, and if it is not already taken from
an unlisted source, then we are talking about plagiarism and its possible consequences
and sanctions. Referencing is necessary not only when using other people's texts, but
also when using other people's tables, graphs, figures, diagrams, etc., therefore, when
using anything that is not the result of the author's work.
Many styles are used for reference, but most of them can be grouped into three
main types: text referencing, footnote referencing, and numerical referencing. The
most famous styles are Harvard, American Psychological Association (APA), Modern
Language Association (MLA), Vancouver, Institute of Electrical and Electronics
Engineers (IEEE), Oxford, and Chicago. Regardless of what type and style of
referencing are used, it is important to be able to identify what is taken from external
sources and what is the author’s work.
Referencing is often a tedious process, requiring a lot of time and the necessary
consistency of using the same style within a single paper, so the software can help us
greatly in this task. This paper presents some commonly used reference management
programs.
Three studies were conducted, the results of which are presented in the paper.
The first is a study on the use of reference styles of Croatian scientific and professional
journals available through Hrčak, using their instructions for authors. The second
research is the analysis of instructions for students of faculties and departments of
Croatian universities. The third survey was conducted through a questionnaire
completed by one hundred students, which provided insight into their knowledge and
practice of using reference styles and accompanying software
Verbal And Nonverbal Communication Features Of Children Kindergarten
No full textVerbalna i neverbalna komunikacija veoma su važne pri prvom kontaktu i ostvarivanju
interakcije s drugom osobom.
U ovom radu općenito se definira pojam komunikacije i komunikologije. Odgajanici prilikom
uspostave svakodnevnog kontakta u prostorijama vrtića koriste dva najosnovnija načina,
odnosno verbalnu i neverbalnu komunikaciju. Verbalna komunikacija predstavlja prijenos
smislene poruke pisanim ili usmenim putem, dok se neverbalna komunikacija odnosi na sva
ostala komunikacijska sredstva preko kojih pošiljatelj definira i daje jasnoću poslanoj poruci
koju upućuje odabranom primatelju. Uzimajući u obzir različite faktore koji utječu na
interakciju, navode se različite osobitosti komunikacije odgajanika. Detaljno se obrađuje
međusobna komunikacija odgajanika u vrtiću, komunikacija kroz igru, kao i pojava agresivne
komunikacije unutar skupine. Izdvojenom spolnom razlikom u komunikaciji dobiven je uvid
u emotivan i prisniji način kod djevojčica, odnosno dokazivanje statusa i moći kod dječaka.
Uspostava zdrave komunikacije između odgojitelja i odgajanika navodi se kao temelj za
izgradnju kvalitetnih odnosa. Također, navode se i specifični načini komunikacije odgajanika
s poteškoćama u razvoju.
Utvrđeno je da je neverbalna komunikacija odgajanika puno izraženija nego verbalna, te da je
ostvarivanje kvalitetne veze između odgojitelja i odgajanika nužna za daljnji djetetov razvoj i
razvoj zdrave komunikacije među odgajanicima unutar skupine u vrtiću. Promatramo li
svakog odgajanika kao individualnu osobu, uzimajući u obzir trenutnu dob i razvojne faze,
dopuštamo djetetu da odabire i uči različite stilove komunikacije. Putem verbalne
komunikacije vježbamo govor i jezik, a putem neverbalne prenosimo emocije, stavove i želje.
Navedeno ima veliku ulogu pri usvajanju i usavršavanju novih znanja i vještina u
cjelokupnom odgojno obrazovnom procesu.Verbal and non-verbal communication are very important for creating first contact and
interaction with another person.
This paper gives us general definition for the concept of communication and communicology.
When establishing daily contact in the kindergarten premises, children mostly use two of the
most basic ways of communication, verbal and non-verbal communication. Through verbal
communication people can transmit meaningful message just by using their language and
written word, while non-verbal communication refers to all other types of communication
through which the sender defines and gives the meaning to the message sent to the recipient.
Taking into account the different factors that affect the interaction, this paper points out the
different peculiarities in the childrens' communication. The interpersonal communication of
children in the kindergarten, communication through play, as well as the occurrence of
aggressive communication within the group are discussed in this paper. The chapter with
gender differences provides insight into the emotional and intimate way of communication in
girls world and status claiming and power showing in the world of boys. Establishing healthy
communication between kindergarten teacher and children is by all means a foundation for
building a quality relationship. Also, specific ways of communication of children with
developmental difficulties are stated in this paper.
It was found that non-verbal communication of children is much more pronounced than
verbal, and that achieving a quality connection between kindergarten teachers and children is
necessary for further development of the child and the development of healthy
communication among children within the group in kindergarten. If we look at each child as
an individual, taking into account the current age and developmental stages, we then allow the
child to choose and learn different styles of communication. Through verbal communication
we practice speech and language, and through nonverbal we express emotions, attitudes and
desires. This plays a major role in the adoption and improvement of new knowledge and skills
in the entire kindergarten educational process
Expressive media in art therapy and application in primary education
No full textArt-terapija, poznata još kao likovna terapija ili terapija umjetnošću, oblik je psihoterapije. Koristi se u svrhu liječenja, osnaživanja, samopotvrđivanja i prihvaćanja osobe putem različitih medija. Obuhvaća nekoliko područja: likovnu ekspresiju, glazboterapiju, terapiju plesom i pokretom, dramsku terapiju i biblioterapiju. Danas se ovakva terapija sve više upotrebljava u radu s djecom i odraslima, a može se odvijati individualno ili grupno. Uz art-terapiju se povezuje pojam ekspresivnosti koji podrazumijeva izražavanje pojedinca kroz određeni medij. Proces art-terapije temelji se na činjenici da pojedinac vlastite misli i osjećaje može lakše izraziti slikom, pokretom i glumom negoli riječima. Ovakva terapija pojedincu omogućava brži oporavak te pridonosi poboljšanju kvalitete u svim aspektima života.
Primarni cilj ovog istraživanja bio je utvrditi jesu li učitelji razredne nastave upoznati s pojmom art-terapije te koriste li art/ekspresivne metode u svome radu. Nastojala se ispitati i njihova kreativnost, kreativnost u razrednoj nastavi te stavovi o primjeni ekspresivnih metoda povezanih s art-terapijom, kao i njihov daljnji interes o art-terapiji. S obzirom na navedeni cilj istraživanja postavljeno je devet hipoteza.
Istraživanje je provedeno na uzorku od 171 učitelja (Ž = 168, M = 3) razredne nastave na području Republike Hrvatske. Instrument istraživanja bio je anketni upitnik kreiran pomoću Google obrasca i distribuiran putem društvenih mreža te su ga sudionici ispunjavali online. Rezultati su obrađeni u programu Microsoft Excel, a priloženi su u obliku tablica i slika s prikazom grafikona.
Istraživanjem je utvrđeno da je većina učitelja upoznata s pojmom art-terapije te da većina njih provodi aktivnosti povezane s art-terapijom u svome odgojno-obrazovnom radu, poput likovnih, glazbenih, plesnih, dramskih i čitalačkih aktivnosti.
Može se zaključiti da primjena ekspresivnih metoda u razrednoj nastavi pozitivno utječe na učenikovo raspoloženje i motivaciju za daljnjim radom, a učitelji se slažu da se na taj način može poboljšati psihoemocionalni i psihosocijalni status osobe te kvaliteta života i školski uspjeh.Art therapy is a form of psychotherapy that can have a healing and strengthening effect on people, as well as being a form of self-validation and self-acceptance. There are several types of art therapy: dance therapy, drama therapy, expressive therapy, music therapy, and writing therapy. The use of art therapy is on the rise, be it with children or grown-ups, individually or in groups. An important factor in art therapy is expressivity, which relates to the expression of an individual through some medium. The process of art therapy relies on the fact that an individual may express their thoughts and emotions more easily through artistic expression, movement and acting than through words. This form of therapy can aid an individual’s recovery and improve their overall quality of life.
The primary goal of the research was to find out whether primary school teachers are acquainted with art therapy and whether they use it in class. They were also questioned about their creativity in class and their attitudes on using expressive art therapy methods. With regard to the defined research goal, nine hypotheses have been formulated.
The research was conducted on a sample of 171 primary school teachers (F = 168, M = 3) in Croatia. The instrument was an online survey created with Google Forms and distributed via social media. The results were analysed in Microsoft Excel, and acquired data are presented in the forms of tables and graphs.
The research has shown that most primary school teachers are familiar with art therapy and readily use related activities in class.
It can be concluded that the use of expressive methods in primary school education has a positive impact on the students’ mood, their motivation in class, and learning outcomes. Teachers agree that such methods can improve the emotional and psychosocial status of a person, as well as their quality of life
European Production of Animated Movies for Kindergarten Kids
No full textAnimirani film je film koji nastaje tehnikom snimanja animiranih filmova. Animirati se može baš sve uz malo mašte i kreativnosti. Produkcija je faza stvaranja filma koja prethodi samom snimanju filma ima mnogo faza te je svaka faza važna kako bi na kraju dobili konačan materijal za snimanje filma. Povijest europske produkcije govori kako se produkcija spasila zahvaljujući potrebi za posebnom kastom umjetnika koji će utjecati na komercijalnu produkciju. Postoje različite vrste animiranih filmova kao što su crtani animirani film, kolaž animirani film, lutka animirani film. Europska produkcija bogata je animiranim filmovima iz različitih zemalja koje doprinose ponudi animiranih filmova. Animirani filmovi namijenjeni djeci predškolske dobi služe za razvoj, učenje kao i za zabavi u razbibrigu djeci. Animirani filmovi trebaju biti kontrolirani i odabrani od strane odraslih kako bi djeci bili što korisniji u njihovom odrastanju.An animated film is a film created by animation techniques. Anything can be animated with just a bit of imagination and creativity. Production is a stage of film making that precedes the shooting of the film itself, it has a loto of phases and each one of them is important to get the final material for the shooting. History of European animated film production shows how European production was saved thanks to the use of a special cast of artist to influence commercial production. There are different types of animated films such as cartoon animated film, collage animated film, puppet animated film. European animation production is rich in films from various contributors. Animated films are especially intended for children of preschool age and are used for development, learning and entertainment for children. Animated films should be distributed and selected by adults for the children in order to be as ensure they are as useful as possible to children in their growing up
About evaluation of the written assigments in Croatian language classes
No full textHrvatski jezik je službeni jezik u Republici Hrvatskoj. Djeca ga uče nesvjesno jer imaju potrebu komunicirati s okolinom. Kako bi se jezik i njegove jezične djelatnosti razvijali u pravom smjeru, potreban je kontinuiran rad s učenicima kao i sustavno vrednovanje. Vrednovanje je sastavni dio odgojno-obrazovnog sustava te je nadređeni je pojam ocjenjivanju, praćenju i provjeravanju. Za provedbu vrednovanja i ocjenjivanja relevantni su ciljevi nastavnoga procesa te ishodi učenja koji su propisani Kurikulumom za hrvatski jezik (2019) koji je donijelo Ministarstvo znanosti, obrazovanja i športa. Hrvatski jezik, kao nastavni predmet, sastoji se od tri nastavna područja od kojih će u ovom radu posebna pozornost biti na jeziku i jezičnom izražavanju, odnosno vrednovanju tog područja. Cilj istraživanja bio je istražiti stavove učitelja o vrednovanju pismenih radova hrvatskoga jezika , utvrditi postoje li razlike u vrednovanju s obzirom na godine života, stupanj obrazovanja, godine radnog iskustva te postoji li razlika s obzirom na nastavu u kojoj učitelji predaju, zadovoljstvo poslom i s obzirom na broj učenika koji imaju u razredu. Također se ispitivalo mišljenje učitelja o provođenju i unapređenju vrednovanja pismenih radova.Croatian langugage is official language in the Republic of Croatia. Children are learining it unconsciously because they have the need to comunicate with the society. In order to develop language and language activities in the right direction, comes the need to contiuous work with students and systematic evaluation. Evaluation is an integral part of the educational process, and is superior to the assessment, monitoring and verification. What is crucial for the implementation of evaluation and assessment are the objectives of the teaching process and the learning outcomes that are prescribed by the Curriculum (2009) issued by the Ministry of Science, Education and Sports. Croatian language, as a schoolsubject, consists of three areas, of which in this paper special attention will be devoted to the area of language and linguistic expression, apropos evaluation within the same area. The aim of the research was to investigate teacher's attitudes towards the evaluation of writing papers of the Croatian language, determine whether there are differences in these attitudes with regard to age, level of education, teaching experience, and is there a difference given the teaching in which they teach, job satisfaction and number of students in the classroom. and to investigate teachers' opinions on implementing and improving writing evaluation. Teachers' opinions on conducting and improving the evaluation of written works were also examined
Father's involvement in child rearing: percepcion of father, mother and child
No full textUlaskom žena na tržište rada i modernizacijom društva dolazi do promjena u obitelji.
Uloge koje su prije bile jasno podijeljene na oca hranitelja i majku kućanicu sada se
isprepliću. Brojna istraživanja pokazuju kako se očevi sve više uključuju u odgoj djece te su
za to intrinzično motivirani.
Cilj ovog rada je istražiti percepciju očeva, majki i djece o uključenosti oca u odgoj
djeteta. Istraživanje je provedeno metodom fokus grupa na uzorku od sedam obitelji. Iz cilja
istraživanja proizašlo je pet istraživačkih pitanja. Ispitani su stavovi očeva i majki o važnosti
očeve uključenosti za vrijeme trudnoće i na porodu, viđenje očeva, majki i djece o
aktivnostima u koje su očevi najčešće uključeni s djecom, percepciju očeva, majki i djece o
načinu očevog iskazivanja emocija i nošenju s emocijama svog djeteta, kako očevi i majke
vide da na dijete utječe očeva uključenost, stavove očeva i majki o podršci koju otac dobiva i
stav očeva o važnosti edukacije o roditeljstvu. Rezultati pokazuju da većina očeva i majki
uključenost oca za vrijeme trajanja trudnoće i na porodu smatra važnom. Svi očevi, majke i
djeca slažu se u tome da je igra dominantna aktivnost koju očevi provode s djecom. Očevi i
majke u jednakoj mjeri iskazuju kako očevi pred djecom puno češće pokazuju pozitivne
emocije i lakše se nose s pozitivnim emocijama svog djeteta. Djeca pozitivne i negativne
emocije pokazuju podjednako pred majkom i ocem. Očevi i majke utjecaj oca na dijete vide u
djetetovom iskazivanju želje da vrijeme provodi s ocem. Majke u većoj mjeri od očeva
smatraju kako otac nema dovoljno podrške u ostvarivanju svoje očinske uloge. Većina očeva
izjavljuje da se u odgoju djeteta vodi instinktom te ne vide važnost edukacije o roditeljstvu.The entry of women into the labor market and the modernization of society caused
changes in the family. Roles that were previously clearly divided between the breadwinner
father and housewife mother are now intertwined. Numerous studies show that fathers are
increasingly involved in raising children and are intrinsically motivated to do so.
The aim of this paper is to analyze the perception of fathers, mothers and children
about the involvement of the father in the upbringing of the child. The research was
conducted using the focus group method on a sample of seven families. From the research
goal, five research questions emerged. The attitudes of fathers and mothers about the
following were examined: the importance of father's involvement during pregnancy and
childbirth; the views of fathers, mothers and children about the activities in which fathers are
most often involved with children; the perception of fathers, mothers and children about the
way father expresses emotions and handles the emotions of their children; how fathers and
mothers see that the child is affected by the father's involvement; the fathers' and mothers'
views on the support the father receives, and the fathers' views on the importance of parenting
education. The results show that most fathers and mothers consider the involvement of the
father during pregnancy and at birth to be important. All fathers, mothers and children agree
that playing is the dominant activity that fathers carry out with their children. Fathers and
mothers alike affirm that fathers are much more likely to show positive emotions in front of
children and are coping more easily with the positive emotions of their child. Children express
positive and negative emotions equally in front of their mother and father. Fathers and
mothers see the father's influence on the child reflected in the child's expression of a desire to
spend time with the father. Mothers, to a greater extent than fathers, feel that the father does
not have enough support in fulfilling his fatherly role. Most fathers state that parenting is
guided by instinct and they do not see the importance of parenting education
Artistically gifted children
No full textCilj rada je utvrditi elemente u likovnim radovima predškolske djece koji bi upućivali na likovnu darovitost. Bavljenje djecom od rane dobi te sustavno i planirano obogaćivanje dječjih iskustava i organiziranje dodatnog obrazovanja najčešći je oblik reagiranja okoline na prepoznavanje znakova darovitosti. Nužna je, prije svega, detekcija likovno darovitih a da bi to odgojitelji mogli, potrebna su im znanja i vještine. Pretpostavljeno je da će likovno darovita djeca u svojim likovnim radovima upotrebljavati više detalja, upotrebljavati stvarne oblike predmeta, nadograđivati radove kolorističkim elementima i realističnije prikazivati proporcije. Istraživanje je provedeno u dječjem vrtiću „Pčelica“ u Zagrebu u kojem je sudjelovalo 50 djece u dobi od 5,5 do 7,5 godina. U ispitivanju prisutnosti elemenata kreativnog mišljenja korišten je Urban i Jellenov „Test kreativnog mišljenja“ koji je temeljen na crtanju određenim slikovnim poticajima.
Rezultati istraživanja pokazali su da je najveći broj djece na testu ostvario prosječan broj bodova. Na crtežima je prisutan velik broj šablona, pogotovo kod djevojčica. Rezultati ukazuju na to da je danas visoko kreativni potencijal prisutan kod malog broja djece.The aim of this paper is to determine the elements in the art work of preschool children that would indicate artistic talent. Dealing with children from an early age, systematic enrichment and organizing additional education is the most common form of recognition of that specific talent.
First of all it is necessary to detect the artistically gifted children and in order for educators to be able to do that they need knowledge and skills. It is assumed that artistically gifted children will use more details in their drawings, use real forms of objects, upgrade the works with coloristic elements and show the proportions more realistically. The research was conducted in the ''Pčelica'' kindergarten in Zagreb which held 50 children, aged 5.5 to 7.5 years. In examining the presence of elements of creative thinking Urban's and Jelllen's Test of Creative was used which is based on drawing with certain pictorial stimuli.
The results of the research showed that the largest number of children achieved an average number of points on the test. A large number of patterns are present in the drawings, especially for girls. The results indicate that today the highly creative potential is present in small number of children