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Characteristics of giftedness in children with disabilities and their recognition by teachers in primary education
No full textDarovitost je sklop osobina, visoko natprosječnih općih ili specifičnih sposobnosti, visokoga stupnja kreativnosti i motivacije koji darovitima omogućava razvijanje izvanrednih kompetencija i dosljedno postizanje izrazito natprosječnih postignuća i/ili uradaka u jednom ili više područja. Djeca s teškoćama u razvoju su ona djeca koja pokazuju određena razvojna odstupanja, potrebna im je dodatna potpora okruženja, a pogotovo u području odgoja i obrazovanja, njege, zaštite i rehabilitacije jer vjerojatno neće moći dosegnuti ili održati zadovoljavajuću razinu razvoja i zdravlja. Vrste teškoća po razvoju su: oštećenjem vida, oštećenjem sluha, poremećaji govora, jezika i glasa, snižene intelektualne sposobnosti, poremećaji iz autističnog spektra, motorički poremećaji i kronične bolesti, poremećaji pažnje uz hiperaktivnost, specifične teškoće učenja. Darovita djeca s teškoćama u razvoju su ona djeca koja predstavljaju najranjiviju skupinu jer posjeduju visok stupanj sposobnosti, ali i razvojne teškoće koje ih ometaju u različitim odgojno-obrazovnim procesima. Ponekad se zbog teškoća kod ovih učenika darovitost ni ne prepozna; ponekad se darovitost prepozna, ali zbog problema u ponašanju ova darovita djeca ne dobivaju odgovarajuće prilagođene obrazovne program. Cilj provedenog istraživanja je vidjeti koliko su učitelji razredne i predmetne nastave upoznati s karakteristikama darovite djece i djece s teškoćama. Također, cilj je istražiti prepoznaju li učitelji darovito dijete i dijete s teškoćama koje je darovito. U istraživanju je sudjelovalo 130 učitelja razredne i predmetne nastave. Za potrebe ovog istraživanja korišten je upitnik prema skali iz Zbirke psihologijskih skala i upitnika (Ćubela Adorić, Burić, Macuka, Nikolić Ivanišević i Slišković, 2020). Rezultati su pokazali da učitelji znaju prepoznati darovito dijete s teškoćama. Može se zaključiti da darovita djeca s teškoćama imaju slične karakteristike kao i darovita djeca bez teškoća.Giftedness is a set of traits, highly above average general or specific abilities, a high degree of creativity and motivation which enables gifted people to develop outstanding competencies and achieve extremely above average accomplishments and/or works in one or more areas. Children with disabilities are children who show certain developments deviations, they need additional support of the environment, especially in the area of education, care, protection and rehabilitation because they are unlikely to reach or maintain a satisfactory level of development and health. The types of development are: visual impairment, hearing impairment, speech, language and voice disorders, reduced intellectual abilities, autism spectrum disorder, motor disorders and chronic diseases, attention disorder with hyperactivity, specific learning disabilities. Gifted children with disabilities are those who represent the most vulnerable group because they have a high level of abilities, but also they have development disabilities which interfere with various educational processes. Sometimes, due to the difficulties, giftedness is not recognized; sometimes, giftedness is recognized, but because of behavioral problems, these gifted children do not receive a properly adjusted educational programs. The aim of the research is to see how familiar classroom and subject teachers are with the characteristics of gifted children and children with disabilities. Also, the aim is to investigate whether teachers recognize a gifted child and a gifted child with disabilities. In the research participated 130 primary school teachers. For the purpose of the research the questionnaire was modified according to the scale from the Zbirka psihologijskih skala i upitnika (Ćubela Adorić, Burić, Macuka, Nikolić Ivanišević i Slišković, 2020). The results showed that teachers are able to recognize a gifted child with disabilities. It can be concluded that gifted children with disabilities have similar characteristics as gifted children without disabilities
Possibilities of preventing behavioral problems in ECEC institutions
No full textUstanove ranog i predškolskog odgoja i obrazovanja (RPOO) su u jedinstvenoj poziciji da djeci rane i predškolske dobi pruže odgovarajuću podršku putem osiguravanja uvjeta za prevenciju neželjenih smjerova razvoja djece i pružanja neposredne podrške djeci i njihovim obiteljima. Ovaj je rad usmjeren prikazu rezultata akcijskog istraživanja provedenog u jednoj ustanovi RPOO, u kontekstu prevencije njegove buduće socijalne isključenosti. Akcijsko istraživanje je temeljna strategija profesionalnog rasta koju se može općenito definirati kao individualno ili skupno ispitivanje vlastite profesionalne prakse u svrhu samo-unaprjeđivanja, čime se povećava vjerojatnost uspješnijeg učenja djece. S obzirom na uočene teškoće u socijalnom funkcioniranju jednog dječaka u odgojnoj skupini, odgojiteljica je zaključila da je važno prevenirati daljnji razvoj problema u ponašanju dječaka i utjecati na smanjivanje učestalosti manifestiranja neprihvatljivih ponašanja u odgojnoj skupini, osobito u odnosima s ostalom djecom. Zato je postavljen sljedeći cilj akcijskog istraživanja: Tijekom dva mjeseca primjenom Montessori metode i programa za socijalno-emocionalno učenje Uvažavanjem različitosti do kulture mira smanjiti učestalost manifestiranja neprihvatljivih ponašanja dječaka. Polazi se od pretpostavke da će pažnja usmjerena dječaku dovesti do promjene njegovog ponašanja. U istraživanju je korištena metoda promatranja, uz vođenje ček lista o učestalosti ponašanja dječaka na dnevnoj razini koja je osmišljena za potrebe ovog istraživanja, sukladno dječakovim problemima u ponašanju. Uz to, korištena je metoda samoprocjene u kojoj je dječak tijekom akcijskog istraživanja dva puta samostalno vrednovao vlastito ponašanje i zadovoljstvo boravkom u odgojnoj skupini. Aktivnosti su iz programa akcijskog istraživanja ilustrirane fotografijama i dječakovim radovima. Rezultati istraživanja ukazuju da primjena Montessori metode i programa za socijalno-emocionalno učenje Uvažavanjem različitosti do kulture mira doprinose smanjivanju problema u ponašanju i razvoju socijalnih vještina jednog dječaka. Za veće pomake u socijalnim odnosima i problemima u ponašanju potreban je dulji vremenski period kontinuiranog djetetovog boravka u dječjem vrtiću, primjena kvalitetne i inkluzivne prakse.Early childhood education and care (ECEC) institutions are in a unique position to provide early childhood and preschool children with appropriate support by providing conditions for the prevention of unwanted directions of children's development and providing direct support to children and their families. This paper is aimed at presenting the results of action research proven in one institution of the ECEC, in the context of prevention of child's future social exclusions. Action research is a fundamental strategy of professional development that can be defined as an individual or joint examination of one's professional practices for self-improvement, thus increasing the likelihood of successful learning of children. Given the observed difficulties in the social functioning of one boy in the educational group, the educator came to a conclusion that it is important to prevent further developmental problems in the child's behaviour and the impact on reducing the frequency of inappropriate behavioural manifestations in the educational group, especially in relationships with other children. Therefore, the following goal of the action research was set: During two months, by applying Montessori methods and programs for social and emotional learning By respecting diversity to the culture of peace to reduce the frequency of manifestations of inappropriate behaviour of the child. The hypothesis is that the attention directed to the child will lead to changes in his behaviour. The research used an observation method, with a checklist of the frequency of the child’s behaviour daily designed for this research, following the boy's behavioural problems. In addition, a method of self-assessment was used during the action research in which the boy twice independently evaluated his behaviour and satisfaction with his stay in the educational group. The activities from the action research program are documented with photographs and the boy's projects. The results of the research indicate that the application of Montessori methods and programs for social-emotional learning By respecting diversity to a culture of peace contribute towards the reduction of behavioural problems and development of the child’s social skills. The requirement for greater improvement of the child’s social relations and behavioural problems requires a longer period of continuous stay in the kindergarten and application of quality inclusive practice
Preconditions of successful development of children with developmental disabilities in early education and care institutions
No full textU institucijama ranog i predškolskog odgoja i obrazovanja i danas su neka djeca s teškoćama diskriminirana prilikom upisa u vrtić. Uz diskriminaciju se veže nedovoljna podrška od strane sustava te neadekvatna prilagodba didaktičkih materijala i okruženja. Ukoliko ne postoji podrška i stručna pomoć za djecu s teškoćama, djeca nemaju dovoljno mogućnosti za uspješno odrastanje (Bouillet, 2018). Cilj je ovog rada istražiti uspješne modele primjerenog odgovora na potrebe djece s teškoćama u razvoju. Istraživanje je temeljeno na kvalitativnoj metodi studije slučaja. Studija slučaja temelji se na osobnom iskustvu, a sudjelujuće promatranje, bilješke, dječji radovi i intervju korištene su metode u prikupljanju podataka. Kroz istraživačke ciljeve (opis tijeka ranog i predškolskog odgoja i obrazovanja djeteta s višestrukim teškoćama u razvoju; prikaz procesa učenja, razvoja i napretka djeteta kroz jednu pedagošku godinu; prepoznavanje jakih i slabih strana procesa) provjerava se hipoteza da pristupačan i kvalitetan rani i predškolski odgoj i obrazovanje znatno pridonosi učenju i razvoju djeteta s višestrukim teškoćama. Da je tome tako, pokazao je teorijski pregled literature koji, na žalost, u studiji slučaja nije našao svoju potvrdu. U konkretnom slučaju modeli objašnjeni u literaturi nisu implementirani pa je i rezultat odnosno napredak djeteta bio skroman. U uspješne modele primjerenog odgovora na potrebe djece s teškoćama mogu se ubrojiti: prilagodba didaktičkih materijala i okruženja, suradnja i partnerski odnos s roditeljima, inkluzivna i nediskriminacijska praksa, mogućnost uključivanja u redovne programe ranog i predškolskog odgoja, uključujući puno sudjelovanje bez ograničenja, podršku sustava, primjerenu podršku roditeljima te suradnju između stručnih suradnika i odgojitelja. Treba naglasiti da kvalitetan i pristupačan rani i predškolski odgoj znatno pridonosi učenju i razvoju djeteta s višestrukim teškoćama. Podržavajući ravnopravnost sve djece, inkluzivni proces pospješuje kvalitetu programa ranog i predškolskog odgoja i obrazovanja.In early education and care institutions, even today, some children with disabilities are discriminated when enrolling in kindergarten. Discrimination is associated with insufficient support from the system and inadequate adaptation of didactic materials and environments. Without support and professional help for children with disabilities, children do not have enough opportunities to develop successfully (Bouillet, 2018). The aim of this paper is to examine successful models of appropriate response to the needs of children with disabilities. The research is based on a qualitative case study method. Case study is based upon personal experience, and methods used in data collection were participatory observation, notes, children's performance, and interview. The hypothesis that affordable and quality early and preschool education contributes significantly to the learning and development of a child with multiple disabilities is being tested through research goals (description of the course of early and preschool education of a child with multiple disabilities; review of the process of learning, development, and progress of the child through one pedagogical year; identification of strengths and weaknesses of the process). This was shown by a theoretical review of the literature which, unfortunately, did not find its confirmation in the case study. In this case, the models explained in the literature were not implemented, so the result (child's progress), was modest. It should be emphasized that quality and affordable early and preschool education significantly contributes to the learning and development of a child with multiple disabilities. By supporting the equality of all children, the inclusive process enhances the quality of early and preschool education programs
The role of teachers in the development of resilience in children
No full textSuočavanje s različitim situacijama i preprekama sastavni je dio života pojedinca. Svaki čovjek na sebi svojstven način reagira na događaje, a u kolikoj će se mjeri njima prilagoditi ovisi o njegovoj otpornosti. Psihološka otpornost označava proces pozitivne prilagodbe okolini unatoč stresu te na nju utječu mnogobrojni faktori. Faktori koji u trenucima opasnosti otežavaju suočavanje s nedaćom nazivaju se rizičnim faktorima, a faktori koji olakšavaju prilagodbu opisuju se kao zaštitni. Osim faktora, za suočavanje s nepovoljnom situacijom potrebne su određene strategije koje je potrebno kontinuirano razvijati, a za njihov razvoj jednako su odgovorni pojedinac i okolina. S obzirom na to da dijete većinu vremena provodi u odgojno-obrazovnoj zajednici, u posljednje se vrijeme razvoj strategija odvija primjerenim programima prevencije. Pennov program prevencije, Friends for life: školski program pozitivnog mentalnog zdravlja i Europski kurikul otpornosti za predškolsku i osnovnoškolsku dob neki su od programa koji nude velik broj vještina potrebnih za razvoj otpornosti, poput akademskih, socijalnih i emocionalnih. Optimističan pogled na svijet, pozitivno razmišljanje, uvažavanje razlika i rješavanje problema samo su neke od vještina koje su svojstvene tim programima. Za njihovu uspješnu provedbu i učinkovitost odgovorni su učitelj, kao i svi ostali članovi odgojno-obrazovne zajednice. Pregledom literature jasno je da je razvoj otpornosti ključan za suočavanje sa stresnim situacijama i svakodnevnim problemima. Svi članovi djetetove okoline trebali bi raditi na povećanju faktora koji doprinose otpornosti, kako bi djeca bila sposobna za nošenje sa nedaćama i što bolju prilagodbu za život u zajednici. Cilj ovog diplomskog rada je prikazati kako se otpornost kod djece može razvijati u odgojno-obrazovnoj zajednici zahvaljujući učitelju i provedbi preventivnih programa.Dealing with different situations and obstacles is an integral part of individuals’ lives. Every person reacts to events in his own way and how will he adapt to them depends on his resilience. Psychological resilience means the process of positive adaptation to the environment despite stress and is influenced by many factors. Factors that make it difficult to cope with adversity in times of danger are called risk factors, and factors that facilitate adaptation are described as protective. In addition to factors, coping with an unfavorable situation requires certain strategies that need to be continuously developed, and the individual and the environment are equally responsible for their development. Given that the child spends most of his time in the educational community, recently the development of strategies takes place through appropriate prevention programs. The Penn Prevention Program, Friends for Life: A Positive Mental Health School Program and the European Resilience Curriculum for Preschool and Primary School are some of the programs that offer a number of skills needed to develop resilience, such as academic, social and emotional. An optimistic view of the world, positive thinking, appreciation of difference and problem solving are just some of the skills that are inherent in these programs. Teachers, as well as all other members of the educational community, are responsible for their successful testing and effectiveness. A review of the literature makes it clear that the development of resilience is key to coping with stressful situations and everyday problems. All members of the child's environment should work to increase the factors that contribute to resilience, so that children are able to cope with adversity and better adapt to life in the community. The aim of this thesis is to show how resilience in children can be developed in the educational community thanks to the teacher and proven prevention programs
Fairies in two anthologies of folk tales by Jozo Vrkić
No full textUsmena predaja zaslužna je za postojanje nekih od najpoznatijih priča iz svjetske književnosti. Ona već tisućama godina kola žilama naroda koji ju prenosi s generacije na generaciju. Na području današnje Republike Hrvatske postoje mnoge pripovijesti o bićima nadnaravnih moći koja su usko vezana uz žitelje određenog podneblja. Jozo Vrkić, hrvatski književnik, pripovjedač i rodoljub, sakupio je brojne priče iz usmene književnosti i pretočio ih u zbirku hrvatskih bajki i predaja koju je objavio 1991.godine pod nazivom „Vražja družba“. Nekoliko godina kasnije, Vrkić je tu istu zbirku preoblikovao, dopunio i nadogradio te ju 1995. godine nazvao „Hrvatske predaje“. Osim spomenutih zbiraka, Jozo Vrkić najviše je pisao prozna djela te putopise, drame, eseje, bajke, basne, radiodrame, radiokomedije, književne kritike i drugo. U ranije spomenutim zbirkama se nalazi i „Rječnik nadnaravnih bića“ koji pobliže opisuje svako od 130 stvorenja koja se pojavljuju u pričama. Mnoge predaje govore o vilama – bićima nevjerojatne ljepote obdarene čarobnim sposobnostima. U radu je opisan izgled vila, njihovo ponašanje, ljubavni život, moći i vještine koje posjeduju, mjesta gdje obitavaju, briga za potomstvo, odnos prema ljudima, način života, a dane su i analize njihovog psihičkog stanja te je odgovoreno na pitanje kako se postaje vilom. Većina nabrojanih značajki se potkrepljuje primjerima i citatima iz „Vražje družbe“ i „Hrvatskih predaja“ no može se pronaći i pokoja usporedba s drugim književnim djelima. Osam primjera usmenih predaja koje se ovim radom analiziraju i interpretiraju su: Vila posvađuša, Mali posisao vilu, O vilama sve najbolje, Vilinje djetešce, Dvije vile na uzglavlju, Vila u snu, Nestalo nestao netragom i Kamena ovčica. Zaključkom se čitateljima daje do znanja koliko su usmene predaje o vilama utjecale na život, shvaćanje i razmišljanje ljudi od davnina pa do današnjice.Oral tradition is responsible for the existence of some of the most famous stories in world literature. It has been circulating for thousands of years and passed on from generation to generation. In the Republic of Croatia, there are many stories about supernatural beings who are closely related to the inhabitants of a particular area. Jozo Vrkić, a Croatian writer, narrator, and patriot, collected numerous stories from oral literature and translated them into a collection of Croatian fairytales and legends, which he published in 1991 under the title "Devil's society". A few years later, Vrkić redesigned, supplemented, and upgraded the same collection, and in 1995 he named it "Croatian traditions". In addition to the mentioned collections, Jozo Vrkić mostly wrote prose works and travelogues, plays, essays, fairytales, fables, radio dramas, radio comedies, literary criticism, and more. The aforementioned collections also include a "Dictionary of Supernatural Beings" that describes in more detail each of the 130 creatures that appear in the stories. Many legends speak of fairies - beings of incredible beauty endowed with magical abilities. The paper describes the appearance of fairies, their behavior, love life, powers and skills they possess, places where they live, care for offspring, attitude towards people, way of life, and analyzes of their mental state and answers the question of how to become a fairy. Most of the listed features are supported by examples and quotations from the "Devil's society" and "Croatian Traditions", but a few comparisons can be found with other literary works. This paper analyzes and interprets eight oral traditions from the aforementioned collections, namely: "Vila posvađuša", "Mali posisao vilu", "O vilama sve najbolje", "Vilinje djetešce", "Dvije vile na uzglavlju", "Vila u snu", "Nestalo nestao netragom" and "Kamena ovčica". The conclusion lets readers know how much fairies have influenced people's lives, understandings, and thinking from ancient times to the present day
Differences in the three translations of the book Peter Pan
No full textPrijevodi imaju važnu ulogu u razvoju i prijenosu kulture naroda. Za njihov su nastanak zaslužni prevoditelji. Kako bi se osvijestila važnost prevođenja, stvaraju se teorije i strategije prevođenja, koje prevoditeljima služe kao smjernice za bolje prevođenje, ali kao smjernice za analizu prijevoda. Zadaća je prevoditelja približiti tekst čitatelju, i to tako da prijevod ostane blizak originalnom djelu, ali i razumljiv čitateljima kojima je namijenjen. U ovom radu analiziraju se i uspoređuju tri hrvatska prijevoda knjige Petar Pan. James Matthew Barrie stvorio je taj svjetski dječji klasik koji je 1980. preveden na hrvatski jezik. Prijevodi svjetske dječje književnosti na području Hrvatske bili su učestaliji ili manje učestali, ovisno o političkim i socijalnim razdobljima u kojima se nalazila država, pa se u radu prikazuje kronološki nastanak prijevoda Petra Pana. Za usporedbu su korišteni prijevodi Zdenke Drucalović, Predraga Raosa i Marije Salečić. Osim razlika u samom tekstu, uspoređeni su sadržaji knjiga, izgled korica i ilustracije. Ilustracije se u dječjim romanima ne smiju zanemariti, iako imaju manju ulogu u prikazu priče nego u slikovnicama. Cilj je rada osvijestiti važnost prijevoda dječje književnosti te prikazati sličnosti i razlike navedenih prijevoda. Zaključak je da prevoditelji u prijevod unose svoje stilove pisanja, koji se razlikuju zbog upotrebe različitih strategija prevođenja. Prijevod Zdenke Drucalović odiše jednostavnošću i sažetošću. U njemu se vidi najveća upotreba postupka izostavljanja i odomaćivanja teksta. Prijevod Predraga Raosa slobodniji je i ispunjen zastarjelicama, a u njemu se nalazi najviše prenesenih riječi iz kulture izvornika. Prijevod Marije Salečić karakteriziraju jednostavnost, sloboda i razumljivost, a ispunjen je dopunama i objašnjenjima prenesenih riječi. Svi navedeni prijevodi na jedinstven način prikazuju izvorni tekst.Translations play an important role in the development and transmission of cultures. Translators are responsible for their creation. Translation theories and strategies are created in order to raise awareness of the importance of translation. In addition to that, they serve as guidelines for quality translation as well as guidelines for translation analysis. A translator’s task is to bring the text closer to the reader so that the translation remains close to the original work and is understandable to the readers for whom it is intended. This paper analyses and compares three translations of the book Peter Pan into Croatian. This world’s classic in children’s literature was created by James Matthew Barrie and was translated into Croatian in 1980. The number of translations of international children’s literature in Croatia increased or decreased depending on the political and social periods of the country, therefore, the present paper displays the chronological origin of the translations of the book Peter Pan. The comparative analysis was done on three individual translations by Zdenka Drucalović, Predrag Raos and Marija Salečić. The analysis consisted of identifying the difference in the translations, as well as comparing the contents of the books, the layouts of the covers and the illustrations. It is important not to neglect illustrations in children’s novels, even though, when compared to their role in picture books, they play a smaller role here. The aim of this paper is to raise awareness of the importance of translations of children’s literature and to show some similarities and differences between the translations analysed. The conclusion of the paper is that translators introduce their own writing styles that differ due to the use of different translation strategies. The translation by Zdenka Drucalović exudes simplicity and conciseness. It also shows the greatest use of omission and adaptation. The translation by Predrag Raos is more removed from the original and filled with archaic words. His translation uses transference the most (using the words from the culture of the original). The translation by Marija Salečić is characterized by simplicity, freedom and intelligibility. Her translation is filled with additions and descriptive equivalents of the transmitted words. All of the translations display the original text in a unique way
Teachers' Opinions about Formative Assessment in Educational Process
No full textRaznovrsna istraživanja ukazuju na važnost primjene formativnog vrednovanja u odgojno-obrazovnom procesu. Nastavno na to, ovo je istraživanje usmjereno na utvrđivanje mišljenja učitelja primarnog obrazovanja o formativnom vrednovanju, ispitivanje učestalosti primjene različitih sastavnica formativnog vrednovanja u odgojno-obrazovnom procesu te utvrđivanje povezanosti između mišljenja učitelja o formativnom vrednovanju i učestalosti njegove primjene u nastavi. U online istraživanju sudjelovalo je 212 učitelja razredne nastave. Utvrđeno je da učitelji imaju pozitivna mišljenja o formativnom vrednovanju te da je učestalost
primjene sastavnica formativnog vrednovanja u nastavi visoka. Unatoč tome, istraživanjem je utvrđeno da određene sastavnice formativnog vrednovanja učitelji primjenjuju rjeđe nego druge što ukazuje na važnost educiranja učitelja o dobrobitima primjene manje zastupljenih sastavnica. Istraživanjem je utvrđeno da učitelji koji imaju pozitivnija mišljenja o formativnom vrednovanju ujedno i češće primjenjuju njegove sastavnice u nastavi. Implikacije ovog istraživanja ukazuju na važnost educiranja učitelja o dobrobiti primjene formativnog vrednovanja s ciljem poticanja njegove češće primjene u odgojno-obrazovnom procesu.Various studies indicate the importance of implementing formative assessment in the educational process. This research is focused on the opinions of primary school teachers about formative assessment and the frequency of application of various components of formative assessment in the educational process. Furthermore, the research examines the relationship
between teacher’s opinions on formative assessment and the frequency of its application in teaching. The 212 primary school teachers have participated in the online research. It is found that teachers have positive opinions about formative assessment and that the frequency of application of the components of formative assessment in teaching is high. Even though, research has determined that certain components of formative assessment are used less frequently than others which are indicating the importance of educating teachers about the benefits of applying less represented components. The research has found that teachers who have positive opinions about formative assessment, more often apply its components in teaching. The implication of this research points to the importance of educating teachers about the benefits of the application of formative assessment in order to encourage its more frequent application in the educational process
The attitude of preschool children about the implementation of kinesiological activities in preschool
No full textCilj ovog rada bio je ispitati stavove djece predškolske dobi o kvaliteti i kvantiteti provođenja kinezioloških aktivnosti u vrtiću te provjeriti utječu li prostorno – materijalni uvjeti rada na kvalitetu rada odnosno doživljaja vježbanja na djecu. Anketnim upitnikom koji se sastojao od 18 pitanja ispitani su stavovi i sklonosti 102 djeteta grada Zagreba u organiziranim kineziološkim aktivnostima. Rezultati ankete pokazali su da velik postotak djece uviđa važnost tjelesnog vježbanja te da vole vježbati. Uočena je razlika u stavovima s obzirom na dob, pri čemu starija djeca više preferiraju igre u kojima se natječu u odnosu na mlađu djecu. Značajan broj djece sudionika nema osigurane osnovne prostorno – materijalne uvjete kao što je unutarnji prostor predviđen za vježbanje. Sudionici istraživanja navode kako imaju osiguran vrtićki prostor na otvorenom, no dio ga ispitanika koristi rijetko ili ga ne koristi uopće za organiziranu tjelesnu aktivnost. S obzirom da se kineziološke aktivnosti organiziraju zbog višestrukih dobrobiti za djecu, važno je upoznati se s njihovim stavovima i njihovim sklonostima po pitanju tjelesnog vježbanja.The main aim of this paper was to determine the attitude of preschool children about quality and quantity of implementation of kinesiological activities in educational institutions from their perspective and whether material conditions affect the quality of physical activities in. For this purpose, a survey which consisted of 18 questions was conducted among 102 preschool children to determine the extent to which physical activities were carried out in the educational institutions. Preschool children from more than one educational institution in Zagreb participated in completing the online questionnaire. The results have shown that a large percentage of children recognize the importance of physical exercise and that they like to exercise. There is a difference in attitudes with regard to age, so older children prefer games in which they compete. A significant number of participating children have a lack of basic material conditions, such as the indoor space provided for exercise. Research participants stated that they have a secured outdoor space, but some of them rarely use it or do not use it at all for organized physical activity. Since kinesiological activities are organized for the multiple benefits of children, it is important to become familiar with their attitudes and their preferences regarding to physical exercise
The correlation between physical activity and physical exercise with cognitive abilities of preschool children and early school children age
No full textPraksa tjelesne aktivnosti i tjelovježbe ima niz prednosti za djecu. Prednosti uključuju tjelesnu, kognitivnu i socio-afektivnu dobrobit. U današnje vrijeme dovoljan broj znanstvenih dokaza potvrđuje postojanje jake povezanosti između tjelesne aktivnosti i raznih dimenzija mentalnog zdravlja. Svrha ovog diplomskog rada bila je istražiti te demonstrirati povezanost tjelesne aktivnosti i tjelovježbe s kognitivnim sposobnostima djece predškolske dobi kroz pregled suvremene literature. Činjenica je da predškolsko razdoblje predstavlja osnovu o kojoj će ovisiti budući razvoj intelektualnih sposobnosti svakog djeteta, no još je uvijek nedovoljno
istraženo područje u Republici Hrvatskoj. Iz tog razloga većina predstavljenih istraživanja u ovom diplomskom radu djelo je autora stranih zemalja. Za potrebe pisanja rada provedeno je ciljano pretraživanje literature u raznim bazama podataka (online baze bile su Google Scholar, PubMed, Research Gate, ScienceDirect). U objavljenim javno dostupnim radovima u navedenim bazama podataka, daljnje pretraživanje literature bilo je provedeno temeljem pretraživanja ključnih riječi povezanih s temom, a istraženi su i radovi u postojećem popisu literature. U ovom diplomskom radu, uz opis pojmova tjelesna aktivnost i tjelesno vježbanje, opisuje se kognitivni razvoj djece predškolske dobi, povezanost tih dvaju područja, važnost izvršnih funkcija djece predškolske dobi, opisuje se metoda Brain Gym® aktivnosti za poboljšanje kognitivnih funkcija djece predškolske i rane školske dobi te se na kraju predstavljaju najzanimljivija istraživanja utjecaja tjelesne aktivnosti i tjelovježbe, podijeljenih u poglavlja: utjecaj na djecu s ADHD-om, pomoć pri učenju predmetnih područja poput geografije, stranog jezika i aritmetike te na kraju utjecaj na kognitivne sposobnosti djece rane školske dobi s prekomjernom tjelesnom težinom. Predlaže se provedba sličnih istraživanja i ispitivanja djece predškolske dobi u vrtićima Republike Hrvatske poput onih navedenih u ovom diplomskom radu, s obzirom na njihovu oskudnost na ovu temu.Physical activity and exercise have a lot of benefits for children. The benefits include physical, cognitive, and socio-affective ways of well-being. Nowadays, a sufficient amount of scientific evidence confirm the existence of a strong relation between physical activity and various dimensions of mental health. The purpose of this thesis was to analyse and demonstrate
the connection between physical activity and exercise with the cognitive abilities of preschool children through the review of latest literature. The fact is that the preschool period, which is the basis on which the future development of intellectual abilities of each child will depend, is still an insufficiently researched area in the Republic of Croatia. For this reason, most of the research presented in this thesis are the work of authors from foreign countries. For the purpose of writing this thesis, a targeted search of the literature was conducted in various databases (online databases were Google Scholar, PubMed, Research Gate, ScienceDirect). Some further literature search was conducted based on the search of keywords related to the topic found in the publicly available papers in the mentioned databases. Some papers in the existing bibliography were also explored. This thesis, in addition to describe the terms physical activity and physical exercise, describes the cognitive development of preschool children, explains the connection between these two areas, states the importance of physical skills with preschool children, describes the method of Brain Gym® activities to improve cognitive functions of preschool and early school-age children. At the end, the most interesting research papers on the impact of physical activity and exercise are presented and divided into chapters: the impact of physical activity on children with ADHD, physical activity as a support in learning school subjects such as Geography, Foreign languages and Arithmetics, and finally, the impact on
cognitive abilities of overweight early school-age children. It is suggested to conduct a similar research and testing of preschool children in kindergartens in the Republic of Croatia as those presented in this thesis, as the number of researches on this topic is limited
Relationship between reading competence and spelling knowledge in Croatian language teaching in younger grades
No full textNastava hrvatskoga jezika najopsežniji je predmet u mlađim razredima osnovne škole, sa 175 sati godišnje i 5 sati tjedno (Kurikulum za nastavni predmet Hrvatski jezik za osnovne škole i gimnazije u Republici Hrvatskoj, 2019). Iako djeca kreću u školu sa, otprilike, 7 godina, jezik počinju učiti puno prije, čak od dana kada se rode. Prvo uvježbavaju slušnu kompetenciju koja im je urođena, a zatim usvajaju i govornu kompetenciju. Ipak za čitanje i pisanje je potrebno poučavanje, te sustavno poučavanje kreće od prvog razreda osnovne škole te možda malo ranije, u vrtiću. (Pavličević-Franić, 2005). No, na učenje jezika utječe mnogo aspekata, a neki od njih su društvena okolina u kojoj dijete odrasta, izloženost jeziku, odgojitelji i odgojiteljice u vrtiću, učitelji, mediji te šira društvena zajednica (Aladrović Slovaček, 2019). U osnovnoj školi učenje jezika započinju početnim čitanjem i pisanjem, a zatim svoje znanje nadograđuju nastavom komunikacije i jezika, književnosti i stvaralaštva te kulture i medija koje se međusobno isprepliću.
U ovom istraživanju cilj je bio ispitati postoji li povezanost između razumijevanja pročitanoga te znanja pravopisa kod učenika četvrtih razreda. Istraživanje je pokazalo da su djevojčice bolje napisale pravopisni test i test razumijevanja s književnoumjetničkim tekstom, a test sa znanstvenim tekstom i djevojčice i dječaci su podjednako dobro riješili. Nadalje učenici iz Zagreba bolje su riješili pravopisni test, a učenici iz Šibenika bolji su bili u oba testa razumijevanja pročitanoga. Naposljetku, istraživanje je pokazalo da postoji povezanost između znanja pravopisa i razumijevanja pročitanoga. Učenici koji su bolje riješili dio testa s razumijevanjem pročitanoga, bolje su riješili i pravopisni test. Bilo bi izvrsno kada ova tema ne bi stala na ovom istraživanju, već kada bi se napravilo veće istraživanje, s puno većim uzorkom djece te kada bi se uz test istražili i popratni utjecaji na znanje pravopisa i čitalačke kompetencije poput navika čitanja učenika, ocijene iz nastavnog predmeta te stava prema čitanju.Croatian language teaching is the most comprehensive subject in the younger grades of primary school, with 175 hours per year and 5 hours per week (Curriculum for the subject Croatian language for primary schools and grammar schools in the Republic of Croatia, 2019). Although children start school at about 7 years old, they start learning the language much earlier, even from the day they are born. They first practice the auditory competence that is innate in them, and then they also acquire the speech competence. However, reading and writing require teaching, and systematic teaching starts from the first grade of primary school and maybe a little earlier, in kindergarten. (Pavličević-Franić, 2005). However, language learning is influenced by many aspects, and some of them are the social environment in which the child grows up, language exposure, kindergarten teachers, teachers, the media and the wider community (Aladrović Slovaček, 2019). In primary school, they start learning a language by initial reading and writing, and then they upgrade their knowledge by teaching communication and language, literature and creativity, and culture and media which mutually interwind.
In this study, the aim was to examine whether there is a connection between reading comprehension and spelling knowledge in fourth grade students. The research showed that girls wrote a spelling test better and a comprehension test with a literary-artistic text, and a test with a scientific text was solved equally well by girls and boys. Furthermore, students from Zagreb did better in the spelling test, and students from Šibenik were better in both tests of reading comprehension. Finally, research has shown that there is a connection between spelling knowledge and reading comprehension. Students who solved the part of the test better with comprehension of the reading, also solved the spelling test better. It would be great if this topic did not stop at this research, but if a larger research was done, with a much larger sample of children, and if the test would explore the accompanying influences on spelling knowledge and reading competence such as students' reading habits. subject and attitude towards reading