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Trees Around Us
No full textUpoznavanje djece s biljnim i životinjskim svijetom koji nas okružuje vrlo je važno provoditi s vrtićkim uzrastom. Potrebno je provoditi različite vrste aktivnosti vezane uz okoliš s ciljem razvijanja svijesti o važnosti drveća za život čovjeka i životinja, o potrebi očuvanja šuma koje su tvornice kisika i staništa mnogih životinja. Provođenje aktivnosti iziskuje pripremu odgajatelja koja uključuje osmišljavanje aktivnosti, osiguravanje materijalnih uvjeta, provođenje aktivnosti u različitim centrima i refleksiju na provedenu aktivnost. Učenje o drveću u vrtićkoj dobi otvara mogućnost rada u svim centrima aktivnosti. Izbor aktivnosti i sudjelovanje u ponuđenim aktivnostima otkriva osobitosti razvojne faze djeteta i njegove individualne osobine. Za uspješno provođenje aktivnosti važno je da odgojitelj dobro poznaje djecu kako bi im prilagodio zahtjeve, materijale i način rada.
Završni rad sastoji se od dva dijela. Prvi dio je Drveće oko nas, a drugi dio Autohtone vrste drveća. U prvom dijelu rada interes je bio na ekološkoj, duhovnoj i ekonomskoj važnosti šume, dijelovima drveta i njihovoj funkciji, sadnji, rasprostranjivanju, prehranjivanju, onečišćenju i bolestima te životinjskim vrstama kojima je drveće stanište.
U drugom dijelu rada obrađeno je sedam autohtonih vrsta drveća: hrast lužnjak, obična bukva, obična jela, obična smreka, bijela vrba, obični grab i šumski bor. Izbor drveća ovisio je o području na kojem žive djeca s namjerom da se upoznaju s drvećem koje raste u njihovu okruženju. Cilj je proširiti znanje o drveću djece predškolskog uzrasta.
Praktični dio završnog rada trebalo je realizirati u predškolskoj vrtićkoj grupi, ali to nije bilo moguće zbog mjera opreza HZJZ uslijed pandemije Covida- 19.Familiarising children with the surrounding flora and fauna is very important to be conducted at kindergarten age. It is necessary to carry out different kinds of activities related to the environment in order to develop the sense of the importance of trees for the lives of people and animals, and the necessity of the preservation of forests being oxygen factories and home to many animals. The implementation of the activities requires a thorough preparation by the educators including designing the activities, ensuring material conditions, conducting the activities in different centres and reflecting upon the conducted activity. Learning about trees at kindergarten age opens the possibility of working in all the activity centres. The choice of activities and engaging in the activities offered reveal peculiarities in the development phase of a child and its individual characteristics. For a successful activity implementation it is very important for the educator to know the children well in order to adjust the requirements, materials and the methods of conduct.
The undergraduate thesis consists of two parts. The first part is Trees around us, and the second one Indigenous tree species. In the first part of the thesis the focus was on the ecological, spiritual, and economic importance of forests, the parts of trees, parts of trees and their functions, planting, distribution, fertilisation, polution and illnesses, along with the animal species that have their habitats in trees.
In the second part of the thesis I examined seven indigenous tree species: common oak, European beech, fir tree, spruce, white willow, European hornbeam and forest pine. The choice of trees depended on the area where children live with the intention of having them get to know the trees that grow in their surroundings. The aim is to broaden the knowledge of trees at kindergarten age.
The practical part of the thesis was supposed to be conducted in a preschool kindergarten group, but it was not possible because of the safety measures prescribed by the CIPH concerning Covid – 19 pandemic
Children's perception of kinesiological activities leaders
No full textU današnje vrijeme, kad su djeca zasićena raznim medijskim sadržajima, tjelesna aktivnost pada u drugi plan. Zbog toga je iznimno važno nastavu Tjelesne i zdravstvene kulture planirati i programirati u skladu s promjenama koje određuje suvremeno društvo. Rukovodeće ponašanje učitelja i trenera određuje kvalitetu nastavnoga procesa i treninga. Učenici i sportaši koji su intrinzično motivirani više se trude i ulažu veći napor na samom satu Tjelesne i zdravstvene kulture ili na treningu. Dakle, koliko će nastavni proces ili sportski plan i program biti uspješan u velikoj mjeri ovisi o kvaliteti odnosa učitelja/trenera i djeteta.
Istraživanje je provedeno na uzorku od 64 (N=64; Nm=28, Nž=36) sportašica i sportaša atletskih i gimnastičkih sportskih klubova u Zagrebu i okolici koji pohađaju 1.-4. razred osnovne škole. U nižim razredima velika je zastupljenost nastavnih sadržaja ovih bazičnih sportova, stoga se pretpostavlja da su učenici upoznati s osnovnim elementima atletike i gimnastike. Vrsta istraživanja je transverzalno istraživanje. Podatci su prikupljeni deskriptivnom metodom, tehnikom anketiranja. Instrument istraživanja je Upitnik trenerova rukovodećeg ponašanja (Leadership Scale for Sports, LSS) koji mjeri pet ponašanja trenera: instruktivnost, demokratsko ponašanje, autokratsko ponašanje, suportivnost i sklonost davanju pozitivnih povratnih informacija.
Cilj ovog istraživanja bio je ispitati kako djeca percipiraju svoje voditelje kinezioloških aktivnosti te ima li statistički značajne razlike u percepciji djece ovisno o spolu i dobi djece. Ovim istraživanjem potvrđeno je da djeca percipiraju svoje voditelje kinezioloških aktivnosti kao manje autokratične, a više demokratične, suportivne, instruktivne i sklone davanju pozitivnih povratnih informacija. Univarijatnom analizom varijance (ANOVA) dobivena je jedna statistički značajna razlika ovisno o dobi za kategoriju Autokratsko ponašanje, što znači da sportaši/ce 3. i 4. razreda svog voditelja doživljavaju više autokratičnim nego što ga tako doživljavaju sportaši/ce 1. i 2. razreda (p=0,003). Na razini drugih dimenzija rukovođenja nisu dobivene statistički značajne razlike u percepciji aktualnog trenerovog ponašanja ovisno o spolu i dobi djece.Nowadays, when children are saturated with various media content, physical activity falls into the background. Therefore, it is extremely important to plan and program the teaching of Physical Education in accordance with the changes determined by modern society. The leadership behavior of teachers and trainers determines the quality of the teaching process and training. Students and athletes who are intrinsically motivated work harder and put more effort into the Physical Education class itself or into training. Thus, how successful a teaching process or sports curriculum will be depends largely on the quality of the teacher-child and coach-child relationship.
The research was proven on a sample of 64 (N=64; Nm=28, Nž=36) athletes of athletic and gymnastic sports clubs in Zagreb and the surrounding area who attend 1st to 4th grade of elementary school. In the lower grades, there is a large representation of the content of these basic sports, so it is assumed that athletes are familiar with the basic elements of athletics and gymnastics. The type of research is transversal research. Data were collected by descriptive method, survey technique. The research instrument is the questionnaire Leadership Scale of Sports (LSS) which measures five behaviors of coaches: instructiveness, democratic behavior, autocratic behavior, supportiveness and propensity to give positive feedback.
The goal of this study was to examine how children perceive their leaders of kinesiological activities and whether there are statistically significant differences in the perception of children depending on gender and age. This research confirmed that children perceive their leaders of kinesiological activities as less autocratic, more democratic, supportive, instructive and prone to giving positive feedback. Univariate analysis of variance (ANOVA) shows one statistically significant age-dependent difference for the Autocratic Behavior category, meaning that 3rd and 4th grade athletes perceive their leader as more autocratic than 1st and 2nd grade athletes (p=0.003). At the level of other dimensions there are no statistically significant differences were obtained in the perception of current coaching behavior regardless of gender and age of children
Helping Children With Attention And Concentration Disorder: A Teacher-Parent Approach
No full textU današnje vrijeme, broj djece s teškoćama raste. Zbog ĉega dolazi do stalnog porasta, još uvijek nije otkriveno. Ĉesta teškoća s kojom se danas susreću roditelji i uĉitelji naziva se ADHD. Na ţalost, i roditelji i uĉitelji veoma su malo upoznati sa samim znaĉenjem ADHD-a. ADHD (eng. Attention Deficit Hyperactivity Disorder) je deficit paţnje/hiperaktivni poremećaj. Glavni simptomi prema kojima prepoznajemo ADHD su: hiperaktivnost, impulzivnost i nedostatak pozornosti. Osnovne karakteristike kod djece s ADHD-om su nemir, potreba za aktivnošću i pokretom, nedostatak paţnje i koncentracije. Vaţno je ADHD prepoznati na vrijeme kako bi se što prije krenulo s terapijom.
Uĉitelji u nastavi koriste razliĉite strategije kako bi pomogli uĉeniku s ADHD-om. Većina strategija uĉinila se vrlo uspješna, kao na primjer: uĉenik s ADHD-om sjedi u prvoj klupi, naglašavanje razrednih pravila, podcrtavanje vaţnih pojmova... Jako je vaţna suradnja izmeĊu uĉitelja i roditelja kako bi se zajedniĉkim snagama pomoglo djetetu da što više napreduje. Za roditelje je vaţno da djetetu budu podrška, da budu uz dijete kada uĉi i piše domaću zadaću, tako da ga usmjeravaju na ono što je vaţno i objasne mu ono što mu nije jasno.
Cilj ovog rada bio je ispitati kojim se strategijama u radu koriste uĉitelji i roditelji s djecom s poremećajem paţnje i hiperaktivnosti. U istraţivanju je sudjelovalo 209 uĉitelja i 113 roditelja s podruĉja Republike Hrvatske.
Nalazi provedenog istraţivanja prikazali su kako uĉitelji i roditelji većinom koriste strategije koje preporuĉaju struĉnjaci iz literature, takoĊer moţemo zakljuĉiti kako su velikim dijelom upoznati kako pomoći djeci s ADHD-om u nastavi i uĉenju.Nowadays, the number of children with disabilities is rising. The reason of this constant increase has not been discovered yet. A common difficulty faced by parents and teachers today is called ADHD. Unfortunately, both parents and teachers are very unfamiliar with the very meaning of ADHD (Attention Deficit Hyperactivity Disorder). The main symptoms by which we recognize ADHD are: hyperactivity, impulsivity and lack of attention. The main characteristics in children with ADHD are restlessness, the need for activity and movement, lack of attention and concentration. It is important to recognize ADHD in time in order to start treatment as soon as possible.
Teachers use different strategies in the classroom to help a student with ADHD. Most strategies have proved to be very successful, such as: a student with ADHD sitting in the first bench, emphasizing class rules, underlining important concepts... Cooperation between teachers and parents is very important to help the child to progress as much as possible. It is important for parents to be supportive of the child, to be with the child when he/she learns and writes homework, so that they direct him/her to what is important and explain to him/her what he/she may not understand.
The aim of this paper was to examine which strategies are used by teachers and parents with children with attention deficit hyperactivity disorder. 209 teachers and 113 parents from the territory of the Republic of Croatia participated in the research. The findings of the research showed that teachers and parents mostly use strategies recommended by experts in the literature.
Also, we can conclude that they are largely familiar with how to help children with ADHD in teaching and learning
Contemporary forms of communication in early childhood and preschool educational institutions
No full textKomunikacija je neizostavan segment u ustanovama za rani i predškolski odgoj i obrazovanje. U navedenim ustanovama razlikujemo tradicionalne i suvremene oblike komunikacije. Situacija izazvana virusom COVID-19 veći je dio komunikacije usmjerila u digitalni svijet. Tako su odgojitelji, kao profesionalci u svome području rada, upotpunili svoje komunikacijske, medijske i digitalne kompetencije. Pandemija koja je pogodila svijet, potaknula je sve veću uporabu suvremenih oblika komunikacije koji ne bi bili mogući da ne postoji telekomunikacija. Tako su informativne roditeljske sastanke, konzultacije i druge oblike partnerstva te suradnje između odgojitelja i roditelja zamijenile web-stranice vrtića, društvene mreže i servisi za komunikaciju. Ključno je da odgojitelji, kod uporabe suvremenih oblika komunikacije, ne zanemare kodeks etičnosti usmjeren na rad s djecom rane i predškolske dobi. Teorijski dio ovoga rada obuhvaća vrste komunikacije. Nadalje, opisuju se suvremeni oblici komunikacije u odgojno-obrazovnoj ustanovi od kojih su detaljnije obrađene društvene mreže, servisi za komunikaciju i web-stranice vrtića. Obuhvaćene su komunikacijske, medijske i digitalne kompetencije odgojitelja kao i kodeks etičnosti pri korištenju suvremenih oblika komunikacije. Empirijski dio rada sadrži istraživanje o mišljenju odgojitelja o korištenju suvremenih oblika komunikacije, njihovoj uporabi prije i tijekom pandemije te procjeni njihovog znanja o komunikacijskim, digitalnim i medijskim kompetencijama. Za potrebe istraživanja proveden je anketni upitnik koji je osmišljen isključivo u svrhu istraživanja na uzorku od 116 ispitanika. Cilj ovog istraživanja jest prikazati razliku u korištenju suvremenih oblika komunikacije s obzirom na dob odgojitelja te utvrditi razlike u procjeni kompetentnosti odgojitelja također s obzirom na njihovu dob.Communication is an indispensable segment in institutions for early and preschool education. While conversing about communication in early and childhood institutions, we can distinguish traditional and contemporary forms of communication. The situation caused by an COVID 19 virus transferred most of the communication to the digital world, so kindergarten teachers needed to perfect their communication competencies as well as their media and digital competencies. The pandemic prompted greater usage of contemporary forms of communication which would not exist without telecommunication. Thus, informative parent meetings, consultations and other forms of partnership and cooperation between preschool teachers and parents have been replaced by kindergarten websites, social networks as well as communication services. A key aspect that kindergarten teachers must not neglect while using contemporary forms of communication is a code of ethics aimed to work with children. The theoretical part of this paper covers the types of communications. Furthermore, it describes the modern forms of communication in an educational institution, of which social networks, communication services and kindergarten websites are discussed in more detail. Other than communication, media, and digital competencies of kindergarten teachers a, the code of ethics in the use of modern forms of communication is also included. The empirical part of the paper includes research on kindergarten teachers' opinions in the usage of contemporary forms of communication, their usage before and during the pandemic and assessment of their knowledge of communication, digital and media competencies. For the purposes of the research, a survey questionnaire was conducted on a sample of 116 respondents. The aim of this study is to present the difference in the usage of contemporary forms of communication based on the age differences and to determine differences in the evaluation of preschool teachers’ competencies also according to their age differences
Encouraging children's language development by reading fairy tales
No full textOvaj završni rad bavi se temom jezičnog razvoja djece predškolske dobi i mogućnostima njegova poticanja uporabom književnih tekstova, odnosno bajki. U radu se definira dječji govorno-jezični razvoj, opisuje se njegov kronološki tijek – predverbalna i verbalna faza. Rad također sagledava važnost govorno-jezičnog razvoja te se osvrće na sam proces usvajanja materinskog jezika. Rad polazi od definicije jezika, govora, govorno-jezičnog razvoja djece i verbalne i neverbalne komunikacije te se dotiče važnosti motiviranja i poticanja govorno-jezičnog razvoja u svrhu cjelovitoga govornog, kognitivnog, emocionalnog i spoznajnog razvoja djece rane dobi. Rano djetinjstvo i njegov uredan tijek iznimno su važni čimbenici ukupnog razvoja djece, pa i jezičnoga razvoja, a složeni proces razvoja započinje već u prenatalnom razdoblju. Kvalitetno okružje doma i podupiruća obitelj, institucionalno djetinjstvo i kompetentni odgojitelji iznimno su važni čimbenici djetetova razvoja jezika i govora, s obzirom na to da je taj proces najdinamičniji u prve tri godine djetetova života. Također, rad se dotiče bitnoga pitanja potrebe za poticanjem jezičnog razvoja korištenjem književnih tekstova namijenjenih ranom i predškolskom uzrastu. Po mnogim je svojim odlikama upravo bajka najprikladniji književno-umjetnički oblik za rad s djecom. Stoga se analiziraju pojedini elementi bajke, vrste bajke i važnost bajke za dječji spoznajni i jezični razvoj te se opisuju njezine mogućnosti u unaprjeđenju djetetova jezičnog izražavanja.
Zaključuje se da je poticajna okolina uistinu važna za djetetov sveukupan razvoj, uključujući i jezično-govorni. U tome i bajka može imati vrijednu ulogu, njezinim čitanjem i prepričavanjem, jezični se razvoj u djece rane i predškolske dobi itekako može podržati i unaprijediti.This undergraduate thesis paper deals with the topic of language development of preschool children and the possibilities of encouraging it through using literary texts, that is fairy tales. The thesis paper defines a child's speech and language development, describes its chronological course from the preverbal phase with the initial cry to the verbal stage after the arrival of the first meaningful word. The paper also considers the importance of speech and language development and looks at mother tongue acquisition. The thesis paper starts with the definition of language and speech, clarification of speech-language development, and verbal and non-verbal communication. Also, the thesis paper touches on the importance of motivating and encouraging speech-language development for complete speech, cognitive, emotional, and cognitive development of young children. Early childhood and its orderly course are decisive factors in the overall development of children, as well as, language development, and the complex process of development which begins in the prenatal period. A quality home environment and a supportive family, institutional childhood, and competent educators are critical factors in a child's language and speech development, given that this process is most dynamic in the first three years of a child's life. Also, the paper touches on the crucial issue of the need to encourage language development through the use of literary texts intended for early and preschool age. According to many of its features, a fairy tale is the most suitable literary and artistic form to use while working with children. Therefore, individual elements of the fairy tale, types of fairy tales, and the importance of fairy tales for children's cognitive and language development are analyzed. Also, there has been an evaluation of the ability of a fairy tale to improve the child's language expression. It is concluded that the stimulating environment is crucial for the child's overall development, including language and speech. The fairy tale can also play a valuable role in this. By reading fairy tales and retelling the stories, the language development in children of early and preschool age can indeed be reinforced and improved
The role of the creative teacher in the development of students' creative potentials
No full textRealizacija dosadašnjih i budućih inovacija je ključan dio daljnjeg razvoja društva i pojedinaca. Opća osobina svakog čovjeka je stvarati. Kreativnost sve više dobiva na važnosti i postaje jedan od nezaobilaznih zahtjeva odgoja i obrazovanja današnjeg društva. Fokus se stavlja na revolucionarne ideje, razvijanje uma, istraživački oblik rada i sve ostale elemente samoaktivnog i samoinicijativnog učenja. Suvremene škole postupno postaju mjesta transformiranja multidisciplinarnosti u interdisciplinarnost integrirajući sve sadržaje i uvođenjem holističkog pristupa poučavanja. Uz ostale mnogobrojne utjecaje, u svemu tome iznimno je važna uloga učitelja kao mentora, koji potiče razvoj dječjeg stvaralaštva. Kako bi taj proces bio efikasan, profesionalan i djelotvorno realiziran potrebno ga je konstantno mijenjati sukladno društvenim i kulturnim vrijednostima. Klasično, tradicionalno, obrazovanje i osposobljavanje, više nije dovoljno kako bi se budućeg učitelja osposobilo da spremno djeluje u različitim odgojnim situacijama i novim izazovima svoje profesije. Unaprjeđivanjem školske nastave trebala bi se konstantno unaprjeđivati i obuka odgajatelja. Tim postupkom se poboljšava cijeli proces nastave u cjelini, od njegovih organizatora (učitelja) do same organizacije (sredstava, pomagala i metode).The realization of past and future innovations is a key part of the further development of society and individuals. The general characteristic of every man is to create. Creativity is gaining in importance and is becoming one of the unavoidable demands of the upbringing and education of today's society. The focus is on revolutionary ideas, mind development, research form of work and all other elements of self-active and self-initiated learning. Modern schools are gradually becoming places to transform multidisciplinarity into interdisciplinarity by integrating all content and introducing a holistic approach to teaching. Along with many other influences, the role of the teacher as a mentor, who encourages the development of children's creativity, is extremely important in all this. In order for this process to be efficient, professional and effectively realized, it is necessary to constantly change it in accordance with social and cultural values. Classical, traditional, education and training is no longer enough to enable a future teacher to be ready to act in different educational situations and new challenges of his profession. By improving school teaching, the training of educators should be constantly improved. This procedure improves the whole teaching process as a whole, from its organizers (teachers) to the organization itself (tools, aids and methods)
Motor skills of students of Early and Preschool Education
No full textGlavni cilj ovog istraživanja bio je utvrditi motoričke sposobnosti studenata Ranog i predškolskog odgoja i obrazovanja Sveučilišta u Zagrebu te razlike između skupina. Provedeno je uz pomoć anonimnog anketnog upitnika. Ukupni uzorak je činilo 55 studenata od kojih je 29 sa 1. godine preddiplomskog studija i 26 sa 1. godine diplomskog studija. Uzorak varijababli sastojao se od 5 testova za procjenu motoričkih sposobnosti (podizanje trupa, leđnjaci i jumping jacks u 60 sekundi, skok u dalj s mjesta, pretklon trupa raznožno i stajanje na jednoj nozi u usponu na prstima) i jednog pitanja otvorenog tipa za procjenu zadovoljstva riješenih testova. Izračunata je deskriptivna statistika na temelju prikupljenih podataka, te je korišten t-test za utvrđivanje razlika između dviju skupina studenata. Dobiveni podaci pokazuju statistički značajnu razliku samo u testu ravnoteže, stajanje na jednoj nozi u usponu na prstima. Studenti sa diplomskog studija ostvaruju 3 puta veći maksimalni rezultat. Važno je naglasiti kako su studenti ocjenjujući zadovoljstvo odrađenim testovima dali do znanja kako su svijesni potrebe za poboljšanjem svojih motoričkih sposobnosti. Rezultati pokazuju kako je velika raspršenost podataka u svim mjerenjima što dokazuje na velike razlike između motoričkih sposobnosti studenata u svim testovima. Tjelesno vježbanje ima pozitivan učinak na psihičko i fizičko zdravlje čovjeka te smanjenje stresa koje je izraženo već u studentskoj dobi. Važno je poticati ih još u visokoškolskom obrazovanju kako bi usvojili zdrave navike i održali razinu motoričke sposobnosti.The main goal of this research was to determine the motor skills of students of Early and Preschool Education at the Univercity of Zagreb and the differences between groups. The research was conducted with the help of an anonymus survey questionnaire. The total sample consisted of 55 students, of which 29 from the 1st year of undergraduate students and 26 of graduate students. The sample of variables consisted of 5 tests to assess motor skills (sit-ups, superman and jumping jacks in 60 seconds, standing long jump, sit and reach with open legs and single leg stance on the toes) and one open-ended question to assess satisfaction of their solved tests. Descriptive statistics were calculated based on the collected data, and t-test was used to determine the differences between the two groups of students. The obtained data showed a statistically significant difference only in the one, leg standing balance test on the toes. Graduate students achieve 3 times higher maximum score. It is important to emphasize that the students, assessing their own satisfaction with the tests performed, made it clear that they are aware of the need to improve their motor skills. The results show that there is large dispersion of data in all measurements, which proves that large differences between the motor abilities of students in all tests. Physical exercise has a positive effect on the mental and physical health of a person and reduces stress, which is already expressed in students age. It is important to encourage them back in higher education in order to adopt healthy habits and maintain a level of motor ability
Effects of family nutrition and physical activity on children's BMI
No full textNezdrava prehrana i nedovoljna tjelesna aktivnost, neki su od čimbenika koji mogu utjecati na povećanu tjelesnu masu. Indeks tjelesne mase (ITM) jedan je od načina procjene količine masti u tijelu neke osobe, a prema njemu se djeca svrstavaju u pothranjenu djecu, djecu normalne tjelesne težine, djecu prekomjerne tjelesne težine i pretilu djecu. Cilj rada je utvrditi utječu li prehrambene navike i tjelesna aktivnost u obitelji na indeks tjelesne mase djeteta. U istraživanju je sudjelovalo ukupno 500 roditelja koji imaju djecu u dobi od 2 do 8 godina. Za prikupljanje određenih relevantnih informacija o djeci ispitanih roditelja te o njihovim vlastitim stavovima vezanim uz prehranu i tjelesnu aktivnost korišten je anonimni anketni upitnik. Dobiveni rezultati ukazuju na to da prehrana i tjelesna aktivnost ne utječu u potpunosti na ITM djece te je potrebno raditi daljnja istraživanja koja uključuju i druge faktore koji utječu na pretilost. Neki od njih su genetski faktori, socijalno-ekonomske i kulturološke prilike, obiteljsko okruženje itd.Unhealthy diet and insufficient physical activity are some of the factors that can affect weight gain. Body mass index (BMI) is one way of estimating the amount of fat in a person's body, and according to it, children are classified as malnourished children, children of normal body weight, overweight and obese children. The aim of this study was to determine whether eating habits and physical activity in the family affect the child's body mass index. A total of 500 parents with children aged 2 to 8 years participated in the study. An anonymous survey questionnaire was used to collect certain relevant information about the children of the surveyed parents and about their own attitudes related to diet and physical activity. The obtained results indicate that diet and physical activity do not fully affect the BMI of children and it is necessary to do further research that includes other factors that affect obesity. Some of them are genetic factors, socio-economic and cultural circumstances, family environment, etc
The importance of outdoor play for children of early and preschool age
No full textIgra je slobodan, radostan i poučan dio djetinjstva svakog djeteta. Igrajući se dijete upoznaje svoju okolinu, uči o sebi i istražuje svoje mogućnosti i granice. Djetetu je igra urođen način izražavanja i kroz nju ono razvija osjećaj pripadnosti, samokontrolu, samopouzdanje i širi svoj raspon mašte. Kako bi ostvarilo kvalitetnu i motivirajuću igru djetetu je potrebno osigurati sigurno i bogato prostornomaterijalno i socijalno okruženje. Igra na otvorenom djetetu pruža povezivanje s prirodom i svijetom koji ga okružuje, budi u djetetu radoznalost i potiče ga na istraživanje. Odgojitelji u odgojno-obrazovnom procesu imaju veliku i važnu ulogu u kojoj trebaju poticati dijete, motivirati ga i hrabriti, a kao posljedica poticanja, motiviranja i ohrabrivanja djeteta takvo će djelovanje rezultirati razvojem kompetencija neophodnih za život svakog pojedinca.
Cilj je ovog rada prikazati značaj igre na otvorenom za djecu rane i predškolske dobi, s naglaskom na njezin utjecaj na djetetov kognitivni, tjelesni, socijalni i emocionalni razvoj.Play is a full of freedom, joyful and educational part of every child’s childhood. While playing, the child gets to know his environment, learn about himself and explore his possibilities and limits. For a child, play is an innate way of expression
and through it he develops a sense of belonging, self-control, self-confidence and it expands his range of imagination. In order to achieve quality and motivating play it is necessary to provide the child with a safe and rich spatial, material and social
environment. Playing in the open provides the child with a connection to nature and the world around him and it encourages the child to explore. Preschool theachers have a very important role in the educational process in which the child
should be encouraged, motivated, and as a consequence of encouraging and motivating a child, such action will result in the development of competencies necessary for the life of each individual. The aim of this paper is to show importance that outdoor play contributes to children of early and preschool age, with an emphasis on ist impact on the child’s cognitive, physical, social and emotional development
Creation of mosaic in artistic expression of elementary school children
No full textOvaj rad bavi se stvaralaštvom mozaika u razrednoj nastavi. Rad je podijeljen na dva dijela: teorijski i praktični dio. Na samom početku rada mozaik je pojmovno određen. Iznesene su informacije o materijalima za izradu, vrstama mozaika i specifičnostima likovne tehnike. U narednom poglavlju piše se o povijesti mozaika antičke kulture, opisani su neki od poznatijih mozaika, a spominje se i o nalazima antičkih mozaika na području Hrvatske. Cilj rada bio je izraditi vlastiti mozaik, a zatim istražiti kako će se učenici u razrednoj nastavi snaći prilikom izražavanja kamenom i ostalim materijalima u novoj i nepoznatoj likovnoj tehnici. U praktičnom dijelu rada prvo je opisana priprema materijala i podloge i izrada vlastitog mozaika. Priložena je fotografija izrađenog mozaika. U idućem potpoglavlju nalaze se priprave za provedene nastavne satove jer su u svrhu ostvarenja cilja provedena dva blok sata Likovne kulture u 3. razredu. Prvi blok sat bio je posvećen upoznavanju nove likovne tehnike, pomnoj analizi motiva i crtanju skice, a drugi izradi mozaika. Mozaik su učenici izrađivali u paru. Svaki nastavni sat imao je posebno određene likovne probleme. Nakon provedenih satova analizirani su učenički radovi. Analize učeničkih radova sadržaj su idućeg, a ujedno i posljednjeg potpoglavlja ovog diplomskog rada. Analizirana su dva crteža (skice) i pet mozaika. Na temelju dobivenih rezultata, u ovom slučaju učeničkih radova, većina učenika se izvrsno snašla u primjeni nove likovne tehnike (mozaik). Svi učenici su riješili postavljeni likovni problem. Uglavnom su uspješno smjestili zadani motiv unutar formata dodijeljenog drvenog okvira. Motiv su prikazali stilizirano u odnosu na prethodno nacrtanu skicu, ali to se pripisuje specifičnosti likovne tehnike. Materijal su učenici postavljali uglavnom zbijeno i na radovima je malo fuge. Učenici su pokazali fleksibilnost u upotrebi materijala. Mozaičkim linijama elaborirali su specifičnosti zadanog motiva. Učenici su ovladali likovnom tehnikom i izražajnim mogućnostima tehnike mozaik.The thesis deals with creation of mosaic in elementary school. The thesis is divided into two parts: theoretical and practical. At the very beginning of the thesis, the mosaic is conceptually defined. Information on materials for production, types of mosaics and specifics of art technique are presented. The following chapter describes the history of ancient culture mosaics, describes some of the famous mosaics, and mentions the findings of ancient mosaics in the territory of Croatia. The aim of the thesis was to create own mosaic, and then to investigate how students in elementary school will manage to express themselves with stones and other materials in new and unknown art technique. The practical part of the thesis first describes the preparation of materials and base and the creation of one's own mosaic. A photograph of the self-made mosaic is attached. In the next sub-chapter are preparations for conducted classes, because in order to achieve the goal, two block classes of Art culture were carried out in 3rd grade. The first block class was dedicated to getting to know the new art technique, careful analysis of motifs and sketching. The second class was dedicated to creating mosaics. Students were making the mosaic in pairs. Each class had specifically determined artistic problems. After the conducted classes, student artworks were analyzed. Analyzes of student artworks are the next and at the same time the last subchapter’s content of this thesis. Two drawings (sketches) and five mosaics were analysed. Based on the results obtained, in this case student works, most students did an excellent job in applying, for them new, fine art technique (mosaic). All of the students solved the given art problem. They generally successfully positioned the given motif within the form of the assigned wooden frame. They presented stylised motif compared to the previously drawn sketch, but this is attributed to the specificity of the art technique. The students mostly compactly arranged the material and works contain small amounts of fugue. They showed flexibility in terms of material usage and they elaborated the specifics of the given motif with mosaic lines. The students mastered the art technique and expressive possibilities of the mosaic technique