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Motives and incentives in art art-creative activities in kindergarten
No full textTema obrađena u ovome radu vezana je uz motive i poticaje u likovno – kreativnim aktivnostima u ranom i predškolskom odgoju. Rad je podijeljen na teorijski i praktični dio. U teorijskom dijelu ukratko je obrađeno likovno stvaralaštvo te važnost koju ono ima za predškolski odgoj, važnost njegovog poticanja i razvijanja kod djece. Dotaknuli smo se, općenito, motiva i poticaja u likovnom stvaralaštvu djece predškolske dobi te ih podijelili na vizualne, nevizualne motive i poticaje te likovno - kompozicijske elemente. Uključili smo i ulogu koju ima odgojitelj u poticanju djece na likovno izražavanje i stvaranje. Važnost zainteresiranosti odgojitelja kako bi tu zainteresiranost mogao prenijeti i na djecu te ih kvalitetno poticati na bavljenje likovnošću. Važnost pohvale i pripreme različitih materijala i poticaja kako bi djeca što kreativnije stvarala. U praktičnom dijelu proveli smo po jednu aktivnost od navedenih motiva u Dječjem vrtiću Cvrkutić. Aktivnosti su provedene sa uzrastom od 4 do 7 godina, u grupi od dvadesetero djece. Cilj i svrha rada je istražiti interese djece za određene motive i poticaje, te istražiti njihovu kreativnost i zanimanje za materijale koji su im ponuđeni. Djeca su birala materijale s kojima nisu toliko često radila, interesirale su ih nove metode i načini rada te su nestrpljivo čekala isprobati pripremljeno. Iz takvih načina proizašle su i vlastite ideje, eksperimentiranje s motivima i materijalima, te originalni radovi. Više su samostalno stvarala, a manje su se orijentirala na samu reprodukciju priloženih fotografija i radova. Rad je uokviren zaključcima i izjavama djece te otvorenim prostorom za daljnji rad s djecom.The topic covered in this paper is related to motives and incentives in art - creative activities in early and preschool education. The paper is divided into theoretical and practical part. The theoretical part briefly deals with art and the importance it has for preschool education, the importance of its encouragement and development in children. We touched on, in general, motives and stimuli in the artistic creativity of preschool children and divided them into visual, non - visual motives and stimuli and artistic - compositional elements. We also included the role that an educator plays in encouraging children to express themselves artistically and create. The importance of educators' interest in order to be able to transfer this interest to children and to encourage them to engage in fine arts. The importance of praise and preparation of various materials and incentives for children to create as creatively as possible. In the practical part, we carried out one of the listed activities in the Cvrkutić Kindergarten. The activities were carried out with the age of 4 to 7 years, in a group of twenty children. The aim and purpose of the paper is to explore the interests of children for certain motives and incentives, and to explore their creativity and interest in the materials offered to them. The children chose materials they did not work with so often, they were interested in new methods and ways of working and were eagerly waiting to try the prepared ones. From such ways came their own ideas, experimentation with motifs and materials, and original works. They created more independently, and they focused less on the reproduction of the attached photographs and works. The work is framed by the conclusions and statements of the children and an open space for further work with children
Montessori's pedagogical concept
No full textMaria Montessori (1870.-1952.) je bila talijanska liječnica i pedagoginja, poznatija kao tvorac Montessori pedagoške koncepcije. Prvu dječju kuću „Caza dei Bambini“, za djecu normalnog razvoja, otvorila je 1907. godine u Rimu. Montessori metoda nastala je kao rezultat njezinoga promatranja i rada s djecom različite dobi, sposobnosti, kulture i različitog zdravstvenog stanja. Prema Mariji Montessori, djeca od rođenja prolaze kroz tri faze razvoja u kojima usvajaju znanje na kvalitativno različite načine. Također, Maria je na temelju vlastitih opažanja ustanovila šest razdoblja posebne osjetljivosti kod djece, a to su: osjetljivost za red, jezik, spretnost u kretanju, društveno ponašanje, male predmete i učenje putem osjetila. Za što bolju implementaciju Montessori pedagogije, Maria Montessori definirala je načela kojih se odgajatelji trebaju pridržavati u radu s djecom. Načela Montessori pedagogije su: poštovanje djeteta, osposobljavanje osjetila i kretanje, kako mišići pamte, polarizacija pažnje, slobodan izbor, pripremljena okolina i rad s materijalom. Montessori grupe su mješovite, namijenjene su djeci od 2,5 godine pa sve do polaska u školu te integriraju barem jedno dijete s teškoćama u razvoju. Pripremljena okolina je vrlo važna za Montessori pedagogiju, a ona uključuje Montessori prostor i pribor. Maria Montessori je osmislila poseban pribor za otkrivanje, eksperimentiranje, učenje i ponavljanje koji se dijeli na pribor za vježbe praktičnog života, pribor za poticanje osjetilnih sposobnosti, govora i matematike te pribor za kozmički odgoj. Montessori odgajatelj mora položiti posebnu edukaciju za rad s djecom te mora posjedovati pozitivne osobine kako bi mogao adekvatno riješiti zadatke koji su pred njega postavljeni.
Prvi Montessori vrtić u Republici Hrvatskoj je otvorila barunica Dédée Vranyczany 1934. godine u Zagrebu, a danas je Montessori metoda široko prihvaćena i primjenjuje se u radu s predškolskom djecom diljem Hrvatske.Maria Montessori (1870 - 1952) was an Italian physician and an educator, better known as the author of the Montessori pedagogical concept. She opened the first Children's House or "Caza dei Bambini" for children of regular development in 1907 in Rome.
The Montessori Method was created as a result of her observation and working with children of different ages, abilities, cultural attitudes and various health conditions. According to Maria Montessori, since birth children go through three planes of development in which they acquire knowledge in qualitatively different ways. In addition, based on her own monitoring, Montessori identified six periods of particular sensitivity in children, namely: need for order, acquisition of language, readiness for movement, social behaviour, interest in small objects, and sensory refinement. To achieve the optimal implementation of the Montessori pedagogy, Maria Montessori established the principles that educators should adhere to while working with children. The key Montessori principles include respect for the child, training the senses and movement, how muscles remember, polarization of attention, free choice, prepared environment, and working with materials. Montessori groups are mixed-age, intended for children from the age of two and a half until they start school, and integrate at least one child with developmental disabilities. The prepared environment is very important for the Montessori pedagogy, and it encompasses the Montessori space and specialized educational materials. Maria Montessori designed a special kit for discovering, experimenting, learning and repetition, which is divided into tools for practical life activities, materials for stimulating receptive capabilities, speech and mathematics, and materials for cosmic education. A Montessori educator needs to undergo a specialized training for working with children, and has to possess positive traits in order to be able to adequately solve the tasks set before him/her.
The first Montessori kindergarten in Croatia was opened by the Baroness Dédée Vranyczany in 1934 in Zagreb, and nowadays this method has increasingly been accepted and applied in working with preschool children throughout Croatia
Physical activity of primary education pupils in the Župa dubrovačka area
No full textTjelesna aktivnost neophodna je za zdravlje i za normalno funkcioniranje ljudskog organizma. Budući da je danas sve manje ljudi tjelesno aktivno to dovodi do različitih fizičkih i psihičkih tegoba koje mogu imati kobne posljedice za čovjeka. Kroz školu i različite organizacije koje se bave tjelesnom aktivnošću, pokušava se potaknuti djecu i odrasle da se što češće kreću i bave nekom vrstom aktivnosti. Cilj ovog rada bio je ispitati koliko su djeca primarnog obrazovanja u OŠ Župa dubrovačka tjelesno aktivna te što sve utječe na njihovu aktivnost. Provedeno je empirijsko istraživanje s učenicima prvih, drugih, trećih i četvrtih razreda. Metodom anketiranja učenike se pitalo sudjeluju li uopće i koliko sudjeluju u pojedinim aktivnostima. Rezultati su većinom potvrdili hipoteze. Pokazalo se da postoje razlike u tome koliko se učenici bave nekom vrstom tjelesne aktivnosti s obzirom na doba dana i na karakter same aktivnosti. Postoje razlike i s obzirom na spol i razred koji učenici pohađaju. Međutim, te razlike nisu statistički značajne, odnosno ne može se reći da su djevojčice ili dječaci, prvaši ili četvrtaši, više ili manje aktivni.Physical activity is indispensable for health and regular functioning of the human body. Considering that today less people are physically active, it leads to different physical and mental issues that can be fatal for a person. Through school and different organisations dealing with physical activity, children and adults are being encouraged to move and take on any kind of physical activity. The objective of this paper was to research how physically active are the primary education students in Župa dubrovačka elementary school, as well as which factors are impacting their activity. An empyrical research has been conducted with students from first, second, third and fourth grades. Using a questionnaire method, the students have been asked if and how much they are taking part in certain activities. The results mostly confirmed the hypothesis. They showed differences in how much students are taking part in a certain activity considering the time of day and the character of the activity itself. Differences have also been noticed considering gender and the grade the students are attending. However, those differences are not statistically significant, meaning it cannot be said that girls or boys, first grade or fourth grade students, are more or less active
Student's opinion on the importance of children's multilingual development
No full textHeutzutage wird der Begriff Mehrsprachigkeit, als Fähigkeit der Kommunikation in zwei oder mehr Fremdsprachen neben der Muttersprache, als eine Grundkompetenz europäischer Bürger verstanden. Die Bedeutsamkeit der individuellen Mehrsprachigkeit wird in europäischen und nationalen bildungspolitischen Dokumenten hervorgehoben. Dabei wird betont, dass die Förderung des frühen Fremdsprachenlernens bei Kindern, eine der Voraussetzungen für die Entwicklung der Mehrsprachigkeit ist.
Frühes Fremdsprachenlernen führt zur verbesserten Entwicklung kognitiver Fähigkeiten der Kinder und es fördert auch die interkulturelle Kompetenz. Besonders geeignet für den frühen Anfang des Erlernens von Fremdsprachen sind Kitas, in welchen Kinder im Rahmen von spezialisierten Programmen unbewusst und durch verschiedene Spiele und Aktivitäten, die ihrem Alter angemessen sind, Fremdsprachen erwerben können. Außer den Erzieher/innen, haben Eltern in diesem Prozess eine entscheidende Rolle. Die positive Einstellung der Eltern gegenüber dem Fremdsprachenlernen, fördert bei Kindern die Motivation und den Willen, Fremdsprachen zu lernen und sich mit neuen Kulturen auseinanderzusetzen.
Die vorliegende Arbeit befasst sich mit der Frage der Meinungen von Studierenden als zukünftigen Eltern über die Bedeutsamkeit der Förderung der Mehrsprachigkeit bei Kindern. Um dieses Forschungsziel zu erreichen, wurden quantitative und qualitative Untersuchungsmethoden benutzt. Die Probanden waren Studierende der letzten Jahre zweier Lehramtsstudiengänge an der Fakultät für Lehrerbildung der Universität Zagreb. An der Untersuchung mittels des Fragebogens nahmen 105 Studierende teil. In die darauffolgenden Interviews mit zwei Fokusgruppen waren insgesamt 15 Personen eingeschlossen. Die Ergebnisse zeigen eine insgesamt positive Einstellung aller Probanden zur Förderung von Mehrsprachigkeit. Man kann durch die Ergebnisse erschließen, dass die Studierenden der Fakultät für Lehrerbildung, unabhängig davon, ob sie neben dem Lehramt eine Fremdsprache oder eine Modul studieren, die Förderung der Mehrsprachigkeit als bedeutsam empfinden. Unterschiede in den Meinungen der beiden befragten Gruppen zeigten sich im Bereich des Anfangsalters, der Anzahl der zu erlernenden Fremdsprachen und in der Reihenfolge des Lernens. Die Mehrheit der Befragten möchte ihre Kinder in Fremdsprachenlernprogramme in den Kitas einschreiben und dafür auch bezahlen. Die Zugänglichkeit dieser Programme erwies sich aber als ein wichtiger Faktor. Die meisten Befragten sind sich auch ihrer Rolle als Eltern in der Förderung der Mehrsprachigkeit ihrer Kinder bewusst. Es besteht jedoch weiterhin Aufklärungsbedarf bei zukünftigen Eltern über die Wichtigkeit der Reihenfolge des Erlernens der Fremdsprachen sowie über den Verlauf der Lehr- und Lernprozesse, die die Entwicklung der Mehrsprachigkeit bei Schülern begünstigen.U današnje se vrijeme pojam višejezičnosti, kao sposobnost poznavanja dvaju ili više stranih jezika uz materinski jezik, spominje svakodnevno. Koliko je važno razvijati višejezičnost, pokazuju nam dokumenti Europske Unije, ali i obrazovni dokumenti Republike Hrvatske. Potičući djecu na rano učenje stranih jezika, stvaramo kod njih preduvjete za razvoj višejezičnosti. Osim ranog učenja jezika, ključan faktor za razvoj višejezičnosti je i pozitivan stav roditelja prema učenju stranih jezika.
Ranim se učenjem stranih jezika poboljšavaju kognitivne sposobnosti djece, ali se potiče i interkulturalna kompetencija. Strani jezik se u ranim i predškolskim ustanovama uči nesvjesno, kroz razne igre i aktivnosti primjerene njihovoj dobi. Osim odgajatelja, roditelji u tom procesu imaju ključnu ulogu. Njihov pozitivan stav prema učenju stranog jezika, kod djece potiče motivaciju i želju za učenjem stranog jezika i upoznavanjem nove kulture.
Ovaj se rad bavi pitanjem o mišljenju studenata kao budućih roditelja o važnosti razvoja višejezičnosti kod djece. Kako bi se postigao taj istraživački cilj, korištene su kvantitivne i kvalitativne istraživačke metode. Ispitanici su bili studenti završnih godina dvaju smjerova učiteljskog fakulteta, Sveučilišta u Zagrebu. U istraživanju uz pomoć upitnika, sudjelovalo je 105 studenata. U intervjuima koji su slijedili u dvije fokus grupe, bilo je uključeno 15 osoba. Rezultati pokazuju da svi ispitanici imaju pozitivne stavove o višejezičnosti. Promatrajući rezultate, može se zaključiti, da studenti Učiteljskog fakulteta, bez obzira na to, studiraju li Učiteljski studij, smjer njemački ili engleski ili Učiteljski studij i modul, višejezičnost smatraju važnom. Razlike u mišljenjima između ispitanih grupa, mogu se vidjeti prilikom ispitivanja o razdoblju početka učenja stranog jezika, te o broju i redoslijedu stranih jezika. Većina ispitanika želi svoje dijete upisati u programe stranih jezika u vrtići i za njih platiti. Kao važan faktor tih programa, pokazala se pristupačnost. Većina ispitanika je svjesna svoje uloge kao budućih roditelja u razvoju višejezičnosti. Još uvijek postoji potreba za pojašnjenjem važnosti redoslijeda učenja stranih jezika, kao i razvoja procesa učenja i poučavanja, koji pospješuju razvoj višejezičnosti kod djece.Nowadays, the concept of multilingualism is used daily, as the ability of knowing two foreign languages in addition to the native language. The documents of the European Union, as well as the educational documents of the Republic of Croatia, show us the importance of developing multilingualism. By encouraging children to learn foreign languages early, we create preconditions for their development of multilingualism. In addition to early language learning, a key factor for the development of multilingualism is the positive attitude of parents towards learning foreign languages.
Language learning improves children's cognitive abilities, but also encourages their intercultural competence from the earliest age. Foreign language is learned unconsciously in preschool institutions, through various games and activities that are appropriate for their age. The role of educators from preschool institutions is very important when learning foreign language, but parents also have a key role in this educational process. Their positive attitude towards learning a new, foreign language encourages children's motivation and their desire to learn a foreign language and learn about different cultures.
This paper deals with the question of students' opinion as future parents about the importance of developing multilingualism in children. Quantitative and qualitative research methods were used in order to achieve this paper's goal. The respondents were graduates of two directions of the Faculty of Teacher Education University in Zagreb. 105 students participated in the survey with questionnaire. In the interviews that followed in the two focus groups, 15 people were included. The results show that all respondents have a positive attitude about multilingualism. Based on the results, it can be concluded that students of the Faculty of Teacher Education, regardless of whether they study a foreign language teaching or a module, they consider multilingualism important. Differences in opinion between the surveyed groups can be seen during the survey about the period at the beginning of learning a foreign language, and on the number and order of foreign languages. Most respondents want to enroll their child in foreign language programs in kindergarten and also pay for them. Accessibility has proven to be an important factor in these programs. Most respondents are aware of their role as future parents in the development of multilingualism. There is still a need to clarify the importance of the order of learning foreign languages, as well as the development of learning and teaching processes, which promote the development of multilingualism in children
Approach to literary and film character in primary education
No full textU današnjem svijetu, mediji igraju vrlo važnu ulogu što se tiče njihove same upotrebe i shvaćanja. U nekim trenucima nismo niti svjesni koliki utjecaj vrše na nas. Danas nam se nude razne vrste medija kroz koje možemo na različite načine protumačiti isti pogled na lik. Lik je bitan element epske, dramske (scenske) i filmske strukture te se kao takav provlači kroz odgojno-obrazovne sadržaje hrvatskog jezika, književnosti, scenske i filmske umjetnosti gotovo od prvog do osmog razreda osnovne škole. U vertikalno-spiralnom programiranju raspoređuju se programske odrednice od najjednostavnijeg zapažanja lika do analitičkog
razmatranja s etičkih, socioloških, psiholoških, jezičnih i estetskih stajališta. O znanju i umijeću samog interpretatora uvelike ovise specifičnosti književnog, scenskog i filmskog lika, stoga za solidnu školsku interpretaciju lika nastavnik mora biti dovoljno književno i filmski obrazovan.
Književno djelo nudi pogled zamišljanja lika na temelju pročitanog. Posebnost književnog djela je u tome što svom čitatelju pruža širok spektar maštanja. S druge strane, film pruža i sliku i zvuk, zapravo sve ono što možemo doživjeti svojim osjetilima. U njemu je već formiran i prikazan cjelokupni izgled lika, tako da je za sve krajnje korisnike fizički izgled lika jednak. Psiha lika prikazuje se postepeno njegovom mimikom, postupcima, pokretima tijela, razmišljanjima i postupanju prema svojoj okolini. S obzirom da je od svih medija najsuvremeniji, najčešće je i korišten od strane djece. Svaki od navedenih medija poseban je na svoj način i pruža ono što onaj drugi ne može. Njihova raznovrsnost u ovom radu je prikazana na primjerima romana Mate Lovraka Družba Pere
Kvržice i Anka Brazilijanka te njihovim filmskim ostvarenjima.In today's world, the media play a very important role in terms of their very use and understanding. At times we are not even aware of how much impact they have on us. Today we are offered different types of media through which we can interpret the same view of a character in different ways.
The character is an important element of the epic, dramatic (stage) and film structure, and as such it runs through the educational content of the Croatian language, literature, stage and film art almost from the first to the eighth grade of primary school. In vertical-spiral programming, program determinants are arranged from the simplest observation of the character to analytical consideration from ethical, sociological, psychological, linguistic and aesthetic points of view.
The specifics of a literary, stage and film character largely depend on the knowledge and skills of the performer himself, so for a solid school interpretation of a character, the teacher must be sufficiently literary and film educated. The literary work offers a view of imagining a character based on what is read. The peculiarity of a literary work is that it offers its reader a wide range of fantasies. On the other hand, film provides both image and sound, in fact everything we can experience with our senses. It has already formed and shown the overall appearance of the character, so that for all end users the
physical appearance of the character is the same. The character's psyche is shown gradually by his facial expressions, actions, body movements, thoughts and actions towards his surroundings. Since it is the most modern of all media, it is most often used by children.
Each of these media is special in its own way and provides what the other cannot. Their diversity in this paper is shown on the examples of Mate Lovrak's novel Družba Pere Kvržice and Anka Brazilijanka and their film achievements
Satisfaction with the cooperation of parents of children with disabilities and employees of preschool educational institutions
No full textModernizacija i promjene u suvremenom društvu ne ostavljaju po strani obitelj ni predškolske ustanove; kao ni odgojitelje i stručne djelatnike predškolskih odgojno – obrazovnih ustanova. Ona zahtjeva nužnu prilagodbu svih sudionika procesa novim situacijama kako bi se djeci s teškoćama osigurao kvalitetan i individualni pristup. Nastojimo li ispuniti određene kriterije samovrednovanja i biti spremni na promišljanje vlastite prakse, biti otvoreni za komunikaciju i uspostavljanje suradnje; samo iz takvog partnerskog odnosa proizlazi dobrobit djeteta koje podrazumijeva kvalitetan odgoj, napredovanje i cjeloviti razvoj.
Suradnja i partnerstvo su najvažniji odnosi između odgojno – obrazovne ustanove i obitelji. Njime se pospješuje odgoj i obrazovanje djeteta čime se značajno utječe na djetetov kvalitetniji razvoj i napredovanje kako u predškolskoj ustanovi, tako i u obiteljskoj zajednici. Suradnja između obitelji i odgojno – obrazovnih djelatnika postoji kad je prisutno uzajamno poštovanje, dijeljenje informacija, osjećaja i vještina dogovaranje i zajedničko odlučivanje između osoba koje izgrađuju partnerstvo. Partnerstvo i suradnja važni su za pravilan razvoj djeteta a da bi takav odnos rezultirao zadovoljstvom svih sudionika, mora ga karakterizirati povjerenje, poštenje, otvorena komunikacija, spremnost na aktivno slušanje i dijeljenje informacija, neosuđivanje i prihvaćanje. U ovom radu opisani su oblici suradnje koje roditelj djeteta s teškoćama koristi u interakciji sa odgojiteljima i stručnim djelatnicima ustanove. Opisuju se postojeći oblici suradnje koji su podijeljeni na suvremene i tradicionalne, ali i prepreke koje mogu proizaći iz uspostavljanja kvalitete odnosa roditelj – dijete – predškolska ustanova. Također, nakon provedene ankete u dječjem vrtiću Panda doznajemo koji oblik suradnje odgojitelji smatraju najkompetentnijim a koji ne zadovoljavajućim.
Kako bi se ostvario suradnički odnos koji proizlazi obostranim zadovoljstvom roditelja djece s teškoćama i djelatnika predškolskih odgojno – obrazovnih ustanova cilj ovog rada je potaknuti na što bolju suradnju s obitelji koja podrazumijeva uključenost oba roditelja, a odgojiteljeva je uloga da kroz dvosmjernu komunikaciju neprestano obiteljima nudi različite oblike suradnje s vrtićem, tj. djelatnicima predškolskih ustanova.Modernization and changes in modern society do not leave aside families or preschools; as well as educators and professional employees of preschool educational institutions. It requires the necessary adaptation of all participants in the process to new situations in order to ensure a quality and individual approach to children with disabilities. Do we strive to meet certain criteria of self-evaluation and be willing to reflect on our own practice, be open to communication and establish cooperation; only from such a partnership does the welfare of the child arise, which implies quality upbringing, progress and holistic development.
Cooperation and partnership are the most important relations between the educational institution and the family. It improves the upbringing and education of the child, which significantly affects the child's better development and progress both in preschool and in the family community. Cooperation between families and educators exists when there is mutual respect, sharing information, feelings and skills, negotiation and joint decision-making between the people who forge the partnership. Partnership and cooperation are important for the proper development of the child and for such a relationship to result in the satisfaction of all participants, it must be characterized by trust, honesty, open communication, willingness to actively listen and share information, non-judgment and acceptance. This paper describes the forms of cooperation that a parent of a child with disabilities uses when interacting with educators and professional employees of the institution. The existing forms of cooperation are described, which are divided into modern and traditional, but also obstacles that may arise when establishing a quality relationship among the parent, the child and the preschool institution. Also, after conducting a survey in the Panda kindergarten, we find out which form of cooperation parents consider the most competent and which unsatisfactory.
In order to achieve a cooperative relationship resulting from mutual satisfaction of parents of children with disabilities and employees of preschool educational institutions, the aim of this paper is to encourage better cooperation with the family, which involves both parents, and it is the educator's responsibility to offer different forms of cooperation with the kindergarten, i.e. employees of preschool institutions
Comic Book Superheroines
No full textIako se začetnicima modernih stripova mogu smatrati i crteži prehistorijskih ljudi na špiljama, prvi otisak na društvo stripovi su ostavili u tridesetim godinama prošlog stoljeća. Predstavljanjem superheroja, stripovi su se uvukli u svako kućanstvo, nudeći bijeg od tmurne stvarnosti Drugog svjetskog rata. Postigavši tako velik utjecaj, stripovi i njihovi likovi su često korišteni kako bi se prenijela nekakva politička misao ili postiglo nacionalno ujedinjenje. Kasnije, u doba mira, uloga stripa bila je da promovira poželjne društvene vrijednosti kroz prizmu šaljivih, indirektno provokatorskih sadržaja. Prikaz žene u stripu od samih je početaka bio prepun nade. Lois Lane, iako po mnogočemu tipična žena ondašnjeg doba, posjedovala je vrijednosti koje su je udaljavale od stvarne žene. Njena aspiracija za ostvarivanjem u karijernom smislu pružila je mnogim ženama vjetar u leđa kako bi mogle realizirati svoje snove. Wonder Woman, koja je od samih početaka pratila Supermana i Batmana, iako previše seksualizirana, postala je uzorom mnogim mladim djevojčicama i djevojkama. Unatoč dobroj namjeri tvoraca stripova, i ženski je lik doživio sramotne promjene. Nasilnim umetanjem ženskih likova kako bi se poboljšala situacija iza stripovskih kulisa, dovela je do stvaranja likova poput She-Hulka, koji je često uspoređivan sa ženom u stanju PMS-a. U konačnici, strip se može sagledati kao pozitivan medij, koji je često aktivan sudionik u društvenim promjenama. Ne može se sagledavati negativno obzirom da je vjerna preslika društva u kojem se nalazi.Although the origins of comic books can be found in the most archaic of examples – in a cave in which the prehistoric man dwelt, their real impression on the society in its todays form has been introduced during the third decade of the twentieth centrury. By introducing superheroes, comic books have found their way into the homes of all Americans, offering an escape from the grim reality of World War II. Amassing such a great influence, comic books and their respective characters have often been used to convey a political thought or achieve unification. Later, in times of peace, the main role of a comic book was to promote societies values through a prism of comical, fantastical and indirectly provocative motives.
The portrayal of women in comic books has always been filled with hope. Lois Lane, although by many characteristics a normal woman of that day and age, was actually way ahead of her time. Her career aspirations served as a base for many other women to pursue their dream, once they've seen it done by Lois Lane. Wonder Woman, who has from the start been a renowned superhero alongside Superman and Batman, although oversexualized has become a role model to many young girls and women throughout the world. In spite of the creators' good intentions, female superheroes have been dealt some devastating blows. Dealt with an ulterior motive, characters like She-Hulk were created, often described as a woman in a perpetual state of PMS. Finally, comic books can be perceived as a positive medium which is often an active part of societal changes.It cannot be viewed as negative as it is merely a faithful representation of the society it was a part of
Theatre replays of two literature classics, newer one, and the older one
No full textAutorica ovog rada analizirat će dvije dramatizacije književnih djela, kako i naslov kaže, jednog starijeg i jednog novijeg klasika hrvatske književnosti: Družba Pere Kvržice i Dnevnik Pauline P. Na temelju pročitanih autorskih djela te viđenih dramatizacija u kazalištu Žar ptica, u radu se analizira izvedba na sceni u odnosu na književni predložak. Također, u suradnji sa kazalištem ustupljene su dramatizacije scenskih izvedbi, prema kojima će se vršiti analiza.
Cilj rada jest utvrditi zamijećene pojedinosti u odnosu književno djelo – predstava. Što je redatelj sačuvao od izvornog teksta, da li je štogod mijenjao kod opisa likova, jesu li karakteristike likova jednake u djelu i u predstavi. U zaključnom razmatranju ustvrdit će se sličnosti i razlike u izvornom djelu i scenskoj izvedbi.
U radu će također biti riječi ukratko o autorima djela koja rad obrađuje, Mati Lovraku i Sanji Polak te o redateljima Oliveru Frljiću i Snježani Banović.
Slijede sažeci fabula Družba Pere Kvržice i Dnevnik Pauline P te njihova usporedba sa kazališnim adaptacijama.
U ovom, najvažnijem poglavlju, pokušat će se razjasniti sličnosti i razlike izvedbe na sceni u odnosu na izvorno književno djelo, da li razlika ima i u čemu se očituju. U suradnji sa kazalištem Žar ptica autorica će priložiti dijelove scenarija ovih dvaju predstava, kako bi čitatelj bio što bolje upoznat sa radom i njegovom biti.In this paper the author will analyze theatre replays of two croatian literature classics, older one, the Peter Lump’s Gang and newer one, Paulina P. Diary. The analysis of the theatre replay in the theatre Žar Ptica in relation to said literature work will be made in this paper.
The objective of this analysis is to determine differences in relation from literature work to stage performance, to see the difference between original text and script adapted for theatre performance, to notice if there are changes in character description and characteristics.
Differences between the original literary work and theatre replay will be shown in the conclusion of this paper
The author will mention the authors of these literarery works, Mato Lovrak and Sanja Polak, as well as the directors of their theatre replay, Oliver Frljić and Snježana Banović.
Plots of the literatury works will be presented in the main part of this paper, as well as their comparison to their theatre replays.
In the collaboration with the theatre Žar ptica, parts of the adapted scripts will be provided here in the paper, in order for the reader to be more informed of this paper and its essence
Parents as promoters of children's language development
No full textNa dječji jezični razvoj utječu mnogi čimbenici, kao što su spol djeteta, redoslijed rođenja, odgojitelji, a kao najvažniji tu su roditelji. Oni su s njim od samog rođenja stoga nije čudno da je njihov utjecaj najveći. Roditelji moraju djetetu omogućiti što više iskustva i situacija koje uključuju govor, odnosno stvoriti poticajnu okolinu, ali i biti govorni model.
Ovaj rad bavi se ispitivanjem roditeljskih navika u poticanju dječjega jezičnog razvoja te njihovim stavovima o njegovoj važnosti. Cilj ovog istraživanja bio je utvrditi svjesnost o važnosti jezičnog razvoja i načinima njegovog poticanja te navike roditelja kod poticanja jezičnog razvoja djeteta.
U istraživanju je korišten anketni upitnik koji se sastojao od tri dijela. U prvom dijelu ankete od ispitanika su se tražili podaci o spolu, dobi, stupnju obrazovanja, sastavu obitelji u kojoj žive, broju djece u obitelji, koliko vremena u danu provode s djecom, smatraju li da kao roditelj imaju utjecaj na dječji jezični razvoj, a ako smatraju, na koji način potiču dječji jezični razvoj. Drugi se dio sastojao od 14 pitanja o navikama roditelja i njihove djece koje se tiču poticanja jezičnog razvoja. Učestalost je ispitana Likertovom skalom s pet stupnjeva. Treći dio sastojao se od 14 tvrdnji na kojima je bilo potrebno označiti stupanj slaganja s tvrdnjom. Korištena je također Likertova skala s pet stupnjeva.
Rezultati istraživanja pokazali su da roditelji potiču dječji jezični razvoj mnogim navikama i da su svjesni važnosti poticanja dječjega jezičnog razvoja, kao i načina kojima to mogu činiti.Children's language development is influenced by many factors such as the sex of the child, the order of birth, the educators, and the most important are the parents. They have been with him since birth so it is no wonder that their influence is greatest. Parents must provide the child with as many experiences and situations as possible that include speech, ie create a stimulating environment, but also be a speech model.
This paper examines parental navigation in encouraging children's language development and their views on its importance. The aim of this research was to determine the awareness of the importance of language development and ways of encouraging it, as well as the habits of parents in encouraging the language development of the child.
A survey questionnaire consisting of three parts was used in the research. In the first part of the survey, respondents were asked for the following data: gender, age, level of education, type of family in which they live, number of children in the family, how much time they spend with children, believe that as a parent they have an impact on children's language development. if so in what way.
The second part consisted of 14 questions about the habits of parents and their children regarding the promotion of language development. The frequency was examined on a five-point Likert scale (1-never, 2-rare, 3-occasional, 4-frequent, 5-always).
The third part consisted of 14 statements on which it was necessary to indicate the degree of agreement with the statement. A five-point Likert scale was used (1-I completely disagree, 2- I disagree, 3- I neither agree nor disagree, 4-I agree, 5-I completely agree).
The results of the research showed that parents influence children's language development through many navigations and that they are aware of its importance and the ways in which they can do so
Attitudes of parents and educators towards physical exercise of children in institutions of early and preschool education
No full textTjelesno vježbanje djeci rane i predškolske dobi omogućuje kvalitetniji fizički i psihički razvoj, a ono podrazumijeva svaki oblik tjelesne aktivnosti koji je u vrtiću prisutan kroz organizirani sat tjelesnog vježbanja. Kroz tjelesne aktivnosti u vrtiću djeca poboljšavaju svoja antropološka obilježja, odnosno razvijaju različite sposobnosti i osobine. Djetetovo prisustvovanje ovakvim aktivnostima ovisi o njihovim stavovima o istima te o stavovima njihovih roditelja i odgojitelja. Stavovi u ranoj dobi oblikuju se po modelima odraslih osoba, odnosno dijete će oponašati odrasle osobe iz okoline koje su njima na neki način važne. Ako
roditelji i odgojitelji imaju pozitivan stav o tjelesnom vježbanju pomoći će djetetu da razvije isti te da sudjeluje u tjelesnim aktivnostima koje su dobre za njegov zdrav i kvalitetan razvoj. Cilj ovog rada bio je dobiti uvid u različitost stavova roditelja i odgajatelja prema tjelesnom vježbanju djece rane i predškolske dobi te utvrditi potrebu edukacije tih dviju skupina o važnostima tjelesnog vježbanja u ranoj i predškolskoj dobi. U istraživanju je sudjelovao 131 sudionika od kojih je bilo 73 odgojitelja i 58 roditelja djece koja pohađaju ustanove ranog i predškolskog odgoja i obrazovanja u Republici Hrvatskoj. Rezultati su pokazali kako ne postoji statistički značajna razlika u stavovima o važnosti tjelesnog vježbanja između roditelja i odgojitelja, o važnosti usvajanja zdravih navika te da ne postoji povezanost između dobi i stavova o tjelesnom vježbanju tih dviju skupina. Radom se nastoji naglasiti i osvijestiti važnost tjelesnog vježbanja u ustanovama ranog i predškolskog odgoja i obrazovanja i izvan njih
tijekom ranog razvoja djeteta, ali i kasnije u životu. Nadalje, govori se i o tome koliko okolina može utjecati na razvoj stavova o tjelesnom vježbanju kod djece rane dobi, ali se ističe također kako se kroz stalno preispitivanje i educiranje o tjelesnom vježbanju mogu promijeniti stavovi o istom i kod odraslih osoba.Physical exercise for children of early and preschool age enables better physical and mental development, and it includes every form of physical activity that is present in kindergarten through an organized class of physical exercise. Through physical activities in kindergarten, children improve their anthropological characteristics, they develop various abilities and characteristics. The child's attendance at such activities depends on their attitudes about them and on the attitudes of their parents and educators. Attitudes at an early age are formed according to the models of adults, ie the child will imitate adults from the environment that are important to them in some way. If parents and educators have a positive attitude about
physical exercise, they will help the child to develop it also and to participate in physical activities that are good for his healthy and quality development. The aim of this study was to gain insight into the differences in attitudes of parents and educators towards physical exercise of early and preschool children and to determine the need to educate these two groups on the importance of physical exercise in early and preschool age. The study involved 131 participants,
of which 73 were educators and 58 parents of children attending institutions of early and preschool education in the Republic of Croatia. The results showed that there was no statistically significant difference in attitudes about the importance of physical exercise between parents and educators, about the importance of adopting healthy habits, and that there was no correlation between age and attitudes about physical exercise between the two groups. The paper seeks to emphasize and raise awareness of the importance of physical exercise in institutions of early and preschool education and beyond during the early development of the child, but also later in life. Furthermore, there is talk about how much the environment can influence the development of attitudes about physical exercise in young children, but it is also
pointed out that through constant review and education about physical exercise can change attitudes about the same in adults