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Music Pedagogue And Composer Rudolf Rajter
No full textIvanec je grad koji je smješten podno najviše planine u Hrvatskome Zagorju – Ivanščice.
Grad je koji ima bogatu povijest, kulturu i tradiciju. Iz toga su grada podrijetlom neki od
poznatih, kao što su pedagog, filozof i pjesnik Đuro Arnold; klavirski pedagog, muzikolog i
povjesničar te član Hrvatske akademije znanosti i umjetnosti Ladislav Šaban; dirigent i
skladatelj Nikola Faller te višestruko nagrađivana glazbena pedagoginja, dirigentica i
voditeljica dječjega i mješovitoga zbora Marija Vidoni.
Podrijetlom je iz Ivanca i glazbeni pedagog te skladatelj Rudolf Rajter koji je rođen 9.
lipnja 1912. godine. Osim što je bio prirodno nadaren, već je u ranoj mladosti stekao iskustvo
u sviranju glasovira i orgulja, dirigiranju tamburaškim orkestrom i u zbornome pjevanju. Radio
je u mnogim školama u Hrvatskoj kao nastavnik glazbe, voditelj pjevačkih zborova i korepetitor
osječke opere. Pedesetih je godina završio studij je glazbe završio na Pedagoškoj akademiji u
Zagrebu. Od 1954. do 1969. godine predavao je glazbeni odgoj i vodio je zbor Osnovne
eksperimentalne škole „Jordanovac“ Zagreb u kojoj je ostavio neizbrisiv trag. Tridesetih je
godina, kao polaznik čakovečke preparandije, uglazbio popijevku Poleg jedne velke gore, koju
je napisala Pavica Hrazdira. Njegova se ljubav prema zagorskome podrijetlu nazire u nazivima
njegovih popijevki: Stara klet, Loza Žuti, Na malomu bregu, Detela se črleni, V noči, Čez
kuruzu, Drenek cvete, Vu tujemu svetu, Veseljak, Sreča, Sutla reka.
Osim navedenih popijevki, skladao je i popijevke za glas uz pratnju glasovira i prigodne
skladbe. Ivanečkome je liječniku i obnovitelju planinarstva, doktoru Adalbertu Gregorijeviću,
posvetio Poputnicu ivanečkih planinara. Godine 1961. je u „Zagorskome kalendaru“ objavio
članak Pjevačka i muzička društva u Ivancu, na temelju podataka Stanaka Furjana u kojemu je
prikazana ivanečka glazbena tradicija s početka 20. stoljeća. Umro je 18. svibnja 1969. godine.
U ovome će se radu prikazati njegov život, najpoznatije popijevke te njegovo djelovanje.Ivanec, a town situated on the foothills of the tallest mountain in Hrvatsko zagorjeregion – known as Ivanšćica, is known for its wealthy history, culture and tradition. Iti s also a
home town of many famous Croats, such as:Đuro Arnold- a pedagogue and a poet; Ladislav
Šaban- a piano pedagogue, musicologist and a historian; Nikola Faller a composer and a
conductor; Marija Vidoni- a multi-award winning musical pedagogue, conductro and a children
choir.
Last but not the least, also originating from Ivanec, Rudolf Rajter is another musical
pedagogue and a composer. He was born on the 9th June 1912 and has started his journey in
music very early in his childhood. Rajter started with playing the piano and organ, whereas his
knowledge and experience throughout the years have allowed him to also conduct the
tambourine orchestra and a local choir. In his career, Rajter worked as a music teacher in a
number of Crotian music schools as well as accompanist of te Osijek opera. He completed his
music studies at the Pedagogical Academy in Zagreb, in the 1950s. As of 1954 until 1969,
Rajter taugth music and led the choir at the Experimental elementary school of Jordanovac in
Zagreb. During the 1930s as a student of Čakovec preparandije, Rajter set the poem „Poleg
jedne velke gore“ to music. His love for his origin and Ivanec tradition is evident in the titles
of his many poems, following as: Stara klet, Loza Žuti, Na malomu bregu, Detela se črleni, V
noči, Čez kuruzu, Drenek cvete, Vu tujemu svetu, Veseljak, Sreča, Sutla reka.
Moreover he dedicated a rosary of Ivanec mountaineers to a doctor Adalbert Gregorijević. In
1969 he published an article about the Music Society of Ivanec in Zagorje Calendar, showing
the Ivanec music tradition in the early twentieth century. Rajter eventually passed away on the
18th of May 1969.
Review of his life, most famous poems and his work is elaborated in this graduate thesis
Comparison Of Didactic Features Of Montessori And Waldorf School
No full textAlternativni načini obrazovanja javili su se još u 18. stoljeću u želji da se djecu odgaja u slobodi
kroz rad i igru. Čak i u tim „davnim“ vremenima roditelji, nastavnici, ali i sami učenici su željeli
drugačiju pedagogiju. Pedagogiju koja je okrenuta djetetu, odnosno pedagogiju u čijem je
središtu dijete ili učenik. Alternativne škole pristupaju pojedincu, ali i odgovaraju na njegove
potrebe u odgoju i obrazovanju.
Maria Montessori (1870.-1952.) bila je talijanska liječnica i pedagoginja. U razdoblju od 1899.-
1902. godine radila je u učiteljskoj školi za djecu s teškoćama u razvoju. Organizirala je odgoj
djece od treće do šeste godine u siromašnom naselju San Lorenzo. M. Montessori je osnovna
pedagoška ideja bila stvarati uvjete za samorad i samoodgoj djece.
Rudolf Steiner je svoju pedagošku ideju zasnovao na teozofiji, odnosno antropozofiji. Osnivač
je znamenite Waldorfske škole (1919.) U diplomskome radu će se izvoditi komparativna
analiza pedagoških ideja i praksa te isto tako didaktička obilježja odgoja M. Montessori i R.
Steinera.
Svoje shvaćanja odgoja, djeteta i škole M. Montessori temelji na ideji kršćanstva,
pedagogijskoj, psihologijskoj i medicinskoj znanosti. Za što bolje realiziranje Montessori
pedagogije, Maria Montessori navela je neka načela kojih se odgajatelji i učitelji trebaju držati.Alternative forms of education appeared as early as the 18th century as a result of the desire for
children to be raised freely through work and play. Even in those “ancient” times, parents and
teachers, but also students themselves, wanted a different type of pedagogy: a pedagogy that is
child-centred, i.e. a pedagogy centred on the child or the student. Alternative schools focus on
individuals, but also meet their needs when it comes to their education.
Maria Montessori (1870-1952) was an Italian physician and educator. From 1899 to 1902 she
worked in a school which trained teachers to educate mentally disabled children. She also
organized the upbringing of children age three to six in the poor San Lorenzo district in Italy.
Maria Montessori’s basic pedagogical idea was to create conditions for the self-education and
self-discipline of children.
Rudolf Steiner based his pedagogical idea on theosophy, i.e. anthroposophy. He was the
founder of the famous Waldorf School (1919). This paper focuses on the comparative analysis
of pedagogical ideas and practices, as well as didactic features of Maria Montessori’s and
Rudolf Steiner’s education forms.
Maria Montessori bases her understanding of education, children and school on the idea of
Christianity, as well as pedagogy, psychology and medical science. For her pedagogy to be
implemented in the best possible manner, Maria Montessori listed certain principles for
educators and teachers to adhere to
Relationship Between The Physical Activity Level And Cardiorespiratory Fitness Of Female Students Of The Faculty Of Teacher Education
No full textSvjedoci smo kako se dolaskom napredne tehnologije sve veći broj ljudi prestao
aktivno baviti bilo kakvom tjelesnom aktivnošću, a to dovodi do pretilosti, odnosno
prekomjerne tjelesne težine i obolijevanja sve većeg broja ljudi u svijetu od različitih
bolesti.
Cilj ovog istraživanja bio je utvrditi postoji li statistički značajna povezanost između
kardiorespiratornog fitnessa i razine tjelesne aktivnosti.
Istraživanje je provedeno na uzorku od 129 ispitanica Učiteljskog fakulteta Sveučilišta
u Zagrebu – Odsjeka u Čakovcu prosječne dobi od 21 godine. Uzorak varijabli
obuhvaća Beep test koji je poznat kao i PACER (Progressive Aerobic Cardiovascular
Enduracne Run), a tjelesna aktivnost studentica ispitana je Baeckerovim upitnikom
„The Questionnaire of Baecke et al for Measurement of a Person's Habitual Phisical
Activity“.
Ovim istraživanjem, prema referentnim vrijednostima maksimalnog primitka kisika
prema Heywardu (1998), 55% ispitanica ostvarilo je jako slabe rezultate, 37.2%
ispitanica postiglo je slabi rezultat, samo 6.2% ispitanica postiglo je prosječan rezultat,
a veoma mali udio ispitanica, njih 1.6% ostvario dobar rezultat, dok ni jedna od
ispitanica nije ostvarila odličan ili superioran rezultat. Prema referentnim
vrijednostima maksimalnog primitka kisika prema LeBlancu (2016), 51.2% ispitanica
ostvarilo je slabe rezultate, 33.3% ispitanica postiglo je ispodprosječan rezultat,
prosječan rezultat postiglo je 13.2% ispitanica, a dobar rezultat ostvario je najmanji
broj ispitanica, njih 2.3%. Prosječna vrijednost maksimalnog primitka kisika svih 129
ispitanica ovog istraživanja iznosila je 23.70 ml/kg/min, dok je prosječna vrijednost
ukupne tjelesne aktivnosti iznosila 8.42.
U istraživanju je dobivena značajna i niska pozitivna povezanost svih varijabli Beep
testa i indeksa sporta (r=0.28 – 0.30). Dobivene su značajne pozitivne vrijednosti
koeficijenata korelacije između indeksa slobodnog vremena i svih varijabli Beep testa
(r=0.22 i 0.23), dok su najveći koeficijenti s vrijednostima pozitivnog smjera dobiveni
između ukupne tjelesne aktivnosti i svih varijabli testa (r=0.29). Rezultati sugeriraju
kako ispitanice koje imaju viši indeks u tjelesnim aktivnostima sporta, slobodnog
vremena i ukupne tjelesne aktivnosti postižu bolje rezultate u testu kardiorespiratornog
fitnesa, a vrijedi i obrnuto.
U današnje vrijeme zaokupljenosti sa različitim sjedilačkim aktivnostima, veoma je
bitno baviti se tjelesnom aktivnošću od najranije dobi jer bavljenjem bilo kakvom
tjelesnom aktivnošću sprječavamo nastanak raznih bolesti, ali postajemo i pokretači
zdravog način življenja koji je prijeko potreban ne samo određenim pojedincima, već
cjelokupnom današnjem društvu.We are witnessing that with the advent of advanced technology an increasing number
of people have stopped actively engaging in any physical activity, and this leads to
obesity in other words overweight and the growing number of people in the world
getting sick from various diseases.
The aim of this study was to determine whether there is a statistically significant
association between cardiorespiratory fitness and physical activity levels.
The research was conducted with a sample of 129 respondents from the Faculty of
Teacher Education, University of Zagreb - Department in Čakovec, with an average
age of 21 years. The sample of variables used was made of the Beep test, also known
as the PACER (Progressive Aerobic Cardiovascular Enduracne Run), while the
students physical activity was examined with the Baecker questionnaire "The
Questionnaire of Baecke et al for Measurement of a Person's Habitual Physical
Activity".
With this study according to the reference values of maximum oxygen intake
according to Heyward (1998), 55% of respondents achieved very poor results, 37.2%
of respondents achieved a poor result, only 6.2% of respondents achieved an average
score, and a very small proportion of respondents, 1.6% of them achieved a good
result, while none of the respondents achieved an excellent or superior result.
According to the reference values of maximum oxygen intake according to LeBlanc
(2016), 51.2% of respondents achieved poor results, 33.3% of respondents achieved
below-average results, an average result was achieved by 13.2% of respondents, and a
good result was achieved by the lowest number of respondents , 2.3% of them.
According to these reference values, the respondents did not achieved very poor, very
good or excellent results. With the results obtained by using the Beep test was
calculated the average value of the maximum oxygen intake of all 129 subjects in this
study, and it was 23.70 ml / kg / min. The average value of the total physical activity
of female students obtained using the Baecke questionnaire was 8.42.
The study obtained a significant and low positive correlation between all variables of
the Beep test and the sports index (r = 0.28 - 0.30). The value of the positive value of
the correlation coefficients between the leisure time index and all Beep test variables
(r = 0.22 and 0.23) was obtained, while the largest coefficients with positive direction
values were obtained between total physical activity and all test variables (r = 0, 29).
The results suggest that respondents who have a higher index in physical activities,
sports, leisure and overall physical activity, achieve better results in the
cardiorespiratory fitness test, and vice versa.
In today's time of preoccupation with various sedentary activities, it is very important
to engage in physical activity at the earliest age, because engaging in any physical
activity prevents getting various diseases, but also becomes a initiator of a healthy
lifestyle that is essential not only for individuals but for entire society today
Realia In Science Class
No full textNastava je kompleksan proces koji se sastoji od nastavnika koji poučava i
učenika koji uči. Tradicionalna predavačka nastava već neko vrijeme nije ono što je
učenicima potrebno, već treba težiti suvremenoj nastavi koja je usmjerena na učenika. Kako
bi nastavni proces bio kvalitetniji, moramo što češće koristiti izvornu stvarnost, nastavna
sredstva i pomagala te provoditi izvanučioničku nastavu. Cilj ovog istraživanja bio je ispitati
neka mišljenja nastavnika o izvornoj stvarnosti u nastavi Prirode i društva. Istraživanje je
provedeno pomoću online anketnog upitnika u kojem je sudjelovalo 110 nastavnika iz
Republike Hrvatske, Bosne i Hercegovine i Crne Gore. Rezultati su pokazali kako većina
nastavnika koristi izvornu stvarnost u nastavi Prirode i društva nekoliko puta mjesečno.
Također, ispostavilo se kako nastavnici češće koriste izvornu stvarnost u nastavi Prirode i
društva nego u drugim nastavnim predmetima. Upitnik je pokazao da se većina ispitanika
slaže s tvrdnjom da je učenicima zanimljivije na satu i da lakše i brže nauče novi nastavni
sadržaj ako se na satu koristi izvorna stvarnost. Istraživanjem se utvrdilo kako ne postoji
statistički značajna razlika u korištenju izvorne stvarnosti kod nastavnika koji rade na selu i u
gradu. Isto tako, ispostavilo se kako postoji statistički značajna razlika u korištenju izvorne
stvarnosti u nastavnika koji imaju više od 15 godina radnog staža, od nastavnika koji imaju
manje od 15 godina radnog staža. Većina nastavnika bila je suglasna s konstatacijom da
izvorna stvarnost može biti besmislena ako se ne koristi na pravi način te su se složili s
tvrdnjom kako se izvorna stvarnost ne koristi dovoljno u nastavi Prirode i društva.Teaching is a complex process involving a teacher who teaches and students who
learn. Traditional lecturing hasn't been what the students require for a while. Instead, what the
students need are modern teaching methods centered around them. For the teaching process to
be better, realia, teaching resources and aids as well as field teaching need to be incorporated.
The goal of this research is to determine the opinions of teachers considering realia in Science
and Social Studies lessons. Research data was collected through an online form which has
been filled out by 110 teachers from Croatia, Bosnia and Herzegovina and Montenegro. The
results have shown that most of the teachers use realia in their Science and Social Studies
lessons a few times per month and that they use realia in teaching Science and Social Studies
more often than in teaching other subjects. Additionally, most of the teachers agree with the
statement that if realia is used, the lessons are more interesting for the students and they learn
the new material easier and quicker. It has also been indicated by the results that there isn't a
statistically significant difference in using realia between teachers in rural and teachers in
urban areas. What is more, there is a statistically significant difference in using realia between
the teachers with fewer and more than 15 years of experience. Most of the teachers agree with
the statement that realia can be useless if not used in the correct way. Lastly, the teachers
agree that realia is not being used enough in Science and Social Studies lessons
The Importance Of Physical Activity In Preschool Age
No full textCilj ovog završnog rada bio je prikazati utjecaj tjelesne aktivnosti na djetetov rast i
razvoj te osvijestiti važnost bavljenja različitim oblicima tjelesne aktivnosti od najranije
životne dobi. Tjelesna aktivnost obuhvaća svaki pokret koji je napravljen s ciljem utroška
energije većeg od razine mirovanja. Tjelesna aktivnost utječe na kompletan djetetov organizam
te daje pozitivne učinke u fizičkom i u psihičkom smislu. Utječe na razvoj kompletnog
antropološkog statusa, a to znači da utječe na: antropometrijske (morfološke) karakteristike,
motoričke sposobnosti, funkcionalne sposobnosti, kognitivne sposobnosti, konativne osobine
ili osobine ličnosti i socijalni status. Djeca koja se redovito bave tjelesnim aktivnostima lakše
reguliraju svoju tjelesnu težinu, a samim time su i manje sklonija bolestima u odnosu na djecu
koja imaju prekomjernu tjelesnu masu i više vremena provode u sjedilačkim aktivnostima.
Djeca koja se bave tjelesnom aktivnošću ili sportom, često su vedrija pozitivnija, psihički
stabilnija i zapravo sveukupno sretnija. Stoga, je vrlo važno da odgojitelji u ustanovama ranog
i predškolskog odgoja i obrazovanja, redovito provode i uključuju djecu u razne tjelesne
aktivnosti. To mogu biti aktivnosti tjelesnog odgoja, poticajno tjelesno vježbanje, jutarnje
tjelesno vježbanje, aktivne tjelesne pauze, tjelesno vježbanje s roditeljima, sportski trening,
šetnja ili zabavni sadržaji kao što su izleti, zimovanja i ljetovanja. Odgojitelji trebaju djeci
osigurati sigurne uvjete za bavljenje tjelesnom aktivnošću te svojim pozitivnim stavom utjecati
na stvaranje pozitivnih navika vježbanja kod djece. Veliki faktor za uključivanje djece u
sportske aktivnosti izvan predškolske ustanove su njihovi roditelji. Opće je poznata narodna
poslovica „Jabuka ne pada daleko od stabla“, koja nam govori kako djeca uzimaju primjer
ponašanja od roditelja i zatim takvo ponašanje i sami projiciraju. Iz tog razloga je bitno da
roditelji svakodnevno prakticiraju neki oblik tjelesnog vježbanja te da u to uključuju i djecu.
Da budu djeci podrška i potaknu ih da se uključe u neki sportski program.The aim of this final work was to give insight into the importance of the physical activities on
childrens growth and development, also to raise awareness about practising different kinds of
physical activities from early ages. Physical activity includes every movement that is made
with goal to use more energy than level of inaction. Physical activitiy has an influence on
complete childrens organism and is giving positive results both physically and psychologically.
It affects development of anthropological status which means it affects: anthropometric
(morphological) characteristics, motor skills, functional skills, cognitive skills, conative
characteristics or personalitiy characteristics and social status. Children who regularly pracitse
physical activities control their wight easier, which means they are less prone to diseases
overweight children struggle with. Children who play sporsts or practise physical activities are
often more cheerful and positive, mentally stable, and all around happier. That is why is
important for educators in institutions of early and preschool education to include children
regularly in different physical activities. Those can be activites of physical education,
stimulating physical exercising, morning physical exercise, physical activity brakes, physical
training with parents, sports training, walking or entertainment content such as excursions,
winter brakes and summer brakes. Educators have to ensure safe conditions for physical
activity and affect childrend with their positive attitude so they can develop positive exercise
habits. Parents are big factor in including children in sport activities outside of institution.
„Apples does not fall far from tree.“ is well known proverb, and it means that children take an
example in their parents behaviour and then project that behavior themselves. That is why is
important for parents to practise some kind of physical activity include their children. They
should support their children and encourage them to join some sport program
Socialization Of Children With Disabilities In Preschool Institutions
No full textSocijalizacija je proces tijekom kojeg se djeca i mladi uvode u određenu kulturu, stječu
odgovarajuće stavove i vrednote, uče različite životne uloge i razvijaju prihvatljivo društveno
ponašanje. Osnovni zadatak procesa socijalizacije vezan je uz prenošenje vrijednosnog sustava
na mlađu generaciju. Ovim radom, pod naslovom ˝Socijalizacija djece s teškoćama u razvoju u
predškolskim ustanovama˝, ukazuje se na prepreke, prilike i mogućnosti socijalizacije djece s
teškoćama unutar predškolskih ustanova. Puna socijalna integracija djece s teškoćama u razvoju
je nemoguća bez poboljšanja kvalitete njihova života, što podrazumijeva potpuni pristup znanju,
obrazovanju i kulturnim vrijednostima koje tvore njihove osobnosti i njihove ideje o svijetu, kao
i potpuno sudjelovanje u svim oblicima društvenog i kulturnog života. Socijalizacija je važna za
malu djecu. Posebno je važno za djecu s posebnim potrebama. Nijedno dijete nije rođeno s
urođenom vještinom za razumijevanje socijalnih vještina, a djeci s posebnim potrebama može
trebati više vremena i truda da se snađu. Pravilnom socijalizacijom dijete može naučiti kako
komunicirati u svijetu i uživati u socijalnim situacijama. Ako dijete nije pravilno socijalizirano,
borit će se s tim svakodnevnim stvarima. Neće znati dijeliti ili postavljati granice, što je
neophodno za izgradnju zdravih odnosa. Kao rezultat toga, borit će se za uspostavljanje
značajnih veza sa svojim vršnjacima što se najčešće vidi unutar predškolskih ustanova. Djeca s
teškoćama u razvoju ili posebnim potrebama mogu se boriti za interakciju sa svojim vršnjacima.
Svako dijete s posebnim potrebama je drugačije. I svaku vrstu invaliditeta ili potrebe treba
tretirati drugačije. Predškolske ustanove mogu izmijeniti svako dijete i prikupiti uvide o njima
koje će nakon toga moći podijeliti sa roditeljima i time zajednički pomoći djetetu u njegovoj
socijalnoj interakciji. Sve to navedeno prikazano je detaljno unutar ovoga rada.Socialization is a process during which children and young people are introduced to a particular
culture, acquire appropriate attitudes and values, learn different life roles and develop acceptable
social behavior. The main task of the socialization process is related to the transmission of the
value system to the younger generation. This paper, entitled "Socialization of children with
disabilities in preschool institutions", points out the obstacles, opportunities and opportunities for
socialization of children with disabilities within preschool institutions. Full social integration of
children with disabilities is impossible without improving their quality of life, which means full
access to knowledge, education and cultural values that make up their personalities and their
ideas about the world, as well as full participation in all forms of social and cultural life that is
important for young children. It is especially important for children with special needs. No child
is born with an innate skill to understand social skills, and children with special needs may need
more time and effort to cope. With proper socialization, a child can learn how to communicate in
the world and enjoy social situations. If a child is not socialized properly, he will struggle with
these everyday things. They will not know how to share or set boundaries, which is necessary for
building healthy relationships. As a result, they will struggle to establish meaningful connections
with their peers that is most commonly seen within preschools. Children with developmental
disabilities or special needs may struggle to interact with their peers. Every child with special
needs is different. And each type of disability or need should be treated differently. Preschool
institutions can change each child and gather insights about them, which they will then be able to
share with parents and thus jointly help the child in his social interaction. All of the above is
presented in detail within this paper
Learning By Discovery And Natural Science Literacy In The Classroom Teaching
No full textŽivimo u vremenu u kojem smo okruženi lako dostupnim informacijama i znanjima.
Nekad su se pismenim osobama smatrale samo osobe koje su znale čitati i pisati, ali danas se
pojam pismenosti značajno promijenio i definira se drukčije. Čovjeku su potrebne različite
sposobnosti kako bi se prilagodio promjenama u svijetu znanosti i tehnologije, a jedna od tih
sposobnosti je i prirodoslovna (znanstvena) pismenost. Djeca su po naravi veoma znatiželjna i
povezana s prirodom jer od najranije dobi igrom i različitim aktivnostima sudjeluju u
istraživanju prirode i stvaranju slike o prirodi. Učenici u školu dolaze s određenim
predznanjima o prirodi, a u predmetu Priroda i društvo imaju mogućnost nadopunjavati svoja
znanja i razvijati prirodoslovnu pismenost. Zadaća učitelja je da prepozna ta znanja i pruži
adekvatne materijale i uvjete u kojima će učenici moći razvijati i nadograđivati svoju
prirodoslovnu pismenost. Suvremeni oblik nastave pruža učenicima mogućnost da samostalno
istražuju i zaključuju te razvijaju spoznaje kroz osobna iskustva koja će im kasnije biti
potrebna za rad i život. Cilj ovog rada bio je ukazati na važnost razvoja prirodoslovne
pismenosti i učenja istraživanjem. U radu je prikazano nekoliko praktičnih radova s ciljem
učenja otkrivanjem i poticanja prirodoslovne pismenosti kod učenika. Ti praktični radovi
zapravo su pokusi koji se mogu koristiti u nastavi. Prema rezultatima PISA 2018, Hrvatska je
zemlja s ispodprosječnim rezultatom u prirodoslovnoj pismenosti. To pokazuje na nužnost
uključivanja prirodoslovnih znanja u nastavu kao način spoznaje i poboljšanja prirodoslovne
pismenosti učenika. Prirodoslovno područje ima važnu ulogu u odgoju i cjeloživotnom
obrazovanju te je povezano sa STEM obrazovnim pristupom.We live in time in which we are surrounded easily accessible informations and
knowledges. In the past, only people who could read and write were considered literate, but
today the concept of literacy has changed significantly and is defined differently. Man needs
different abilities to adapt to changes in the world of science and technology, and one of those
is natural science literacy. Children are very curious by nature and connected to nature
because from the earliest age they participate in the exploration of nature and the creation
image of nature through play and various activities. Students come to school with some prior
knowledge of nature, and in the subject Nature and Society they have the opportunity to
supplement their knowledge and develop natural science literacy. The role of teacher is to
recognize this knowledge and provide adequate materials and conditions in which students
will be able to develop and upgrade their natural science literacy. The modern form of
teaching provides students opportunity for independent research and conclusion and develop
knowledge through personal experiences that they will need later for work and life. The aim
of this work was to point out the importance of develop natural science literacy and learning
by research. In this work are also presented several practical works with the aim of learning
by discovery encouraging natural science literacy at students. This practical works are
experiments actually which can be used in classroom teaching. According to the results,
Croatia is a country with below average results in natural science literacy. It shows of
necessity inclusion natural science knowledge in teaching as a way of knowing and
improvement natural science literacy at students. Natural science area has an important role in
upbringing and lifelong education and it is connected with the STEM educational approach
Storytelling And Dramatic Play In The Lower Grades Of Primary School
No full textDiplomski rad Pripovijedanje i dramska igra u nižim razredima osnovne škole
metodološki sadrži tri značajna dijela: pripovijedanje, dramsku igru i istraživanje. Prvi dio
diplomskoga rada usredotočen je na pripovijedanje i uključuje ključne termine poput:
pripovijedanje, priča i pripovjedač. Drugi dio rada referira se na dramsku igru i obuhvaća
ključne termine poput: dramska igra, dramski odgoj i improvizacija. Teorijski dio
pripovijedanja obuhvaća sljedeća poglavlja: Priča, Teorijsko određenje priče, Priče u životu
djeteta, O pričanju, pripovijedanju i prepričavanju, Važnosti pripovijedanja i Kompetencije
pripovjedača. Teorijski dio dramske igre obuhvaća poglavlja Dramski odgoj, Dramsko
izražavanje, Dramsko stvaralaštvo, Dramska kultura, Dramska igra, Pravila dramske igre i
voditelja, Kompetencije učitelja i Improvizacija. U radu su objašnjeni i uspoređeni termini koji
se koriste u Nastavnom planu i programu za osnovnu školu i Kurikulumu od prvog do četvrtog
razreda, ali isključivo s naglaskom na pojmove poput pripovijedanja i dramske igre iz
nastavnoga predmeta Hrvatski jezik. U radu se navodi veza između pripovijedanja i
improvizacija te se definira i utvrđuje njihova sličnost i razlika. Treći dio rada opisuje i
prezentira istraživanje. Istraživanjem se željelo ispitati jesu li se učitelji razredne nastave susreli
s pojmovima pripovijedanje i dramska igra, njihovim vrijednostima i koriste li ih u svome radu.
Ključan problem kojim se istraživanje bavi je pronalaženje i otkrivanje razloga zašto se
spomenute metode ne koriste u radu te je li problem u procesu obrazovanja učitelja ili manjku
vremena. Dobiveni rezultati prikazuju da su učitelji upoznati s pojmovima te prepoznaju
njihove vrednote, međutim zbog strukturnih razloga koji obuhvaćaju sam nastavni proces i
program nisu u mogućnosti adekvatno koristiti pripovijedanje i dramsku igru kao alate za razvoj
kreativnosti i govorničkih vještina u radu s djecom.This graduate thesis deals with the topic of Storytelling and dramatic play in the lower
grades of primary school. The thesis is divided into three parts: storytelling, dramatic play and
research. The first part of the thesis focuses on storytelling and includes key terms such as:
storytelling, story and the narrator. The second part of the thesis refers to dramatic play and
includes key terms such as: dramatic play, dramatic education and improvisation. The
theoretical part which discusses storytelling includes the following chapters: Story, Theoretical
definition of a story, Stories in a child's life, About storytelling and retelling, The importance
of storytelling and Narrator's competences. The theoretical part that discusses dramatic play
includes the chapters Dramatic education, Dramatic expression, Dramatic creativity, Dramatic
culture, Dramatic play, Rules of dramatic play and the role of the drama teacher, Teacher’s
competences and Improvisation. The thesis also explains and compares the terms that are used
in the Curriculum for primary school and the Curriculum from the first to the fourth grade, but
exclusively with an emphasis on concepts such as storytelling and dramatic play from the school
subject Croatian language. The thesis explains the connection between storytelling and
improvisation and their similarities and differences are defined. The third part of the thesis
describes and presents the research. The aim of the research was to examine whether primary
school teachers have encountered the concepts and the values of storytelling and dramatic play
and whether they are using them in their work. The key problem the research addresses is
finding and discovering the reasons why they are not used in the teaching and whether the
problem is in the process of the teacher's education or lack of time. The obtained results show
that teachers are familiar with the concepts and that they recognize their values, but due to
structural reasons that include the teaching process and the program, they are not able to
adequately use storytelling and dramatic play as tools for developing creativity and speaking
skills in children
Eating Habits Of Young School Children: What To Eat?
No full textPravilna je prehrana oduvijek bila važna za zdravlje, a s vremenom se sve više daje na
važnosti raznolikoj i raznovrsnoj prehrani. Djeca mlađe školske dobi ponajviše bi
trebala imati pravilno raspoređene obroke s obzirom na njihovu aktivnost te
provođenje vremena tijekom dana u školi u kojoj također konzumiraju neke od obroka.
Raznolikost i raznovrsnost njihovim obroka znači da se njihova prehrana treba
sastojati od namirnica iz svih kategorija koje su raspoređene u pet obroka tijekom dana.
Veoma važnu ulogu u formiranju zdravih prehrambenih navika kod djece mlađe
školske dobi imaju njihovi roditelji koji su svojim primjerom najveći uzor djeci. Važnu
ulogu također imaju i učitelji s kojima djeca svakodnevno provode vrijeme, učitelji
svojim znanjem i trudom mogu prenijeti i stvoriti kod djece zdrave prehrambene
navike za njihovu budućnost.
U svrhu ovog rada provedeno je anketno istraživanje učenika 3. i 4. razreda osnovne
škole u kojim su se istražile prehrambene navike učenika mlađe školske dobi. Djeca
ponajviše trebaju izbjegavati konzumiranje velike količine slatkiša i grickalica,
izbjegavati zaslađene napitke te ih zamijeniti s vodom, a povećati unos voća i povrća.
Zaključno, istraživanjem se utvrdilo da učenici imaju relativno dobre prehrambene
navike koje su u skladu s Nacionalnim smjernicama za prehranu učenika u osnovnoj
školi te se većina njih u svoje slobodno vrijeme bavi nekom sportskom aktivnošću.Proper nutrition has always been important for health, and over time more and more
importance is given to a diverse and varied diet. Children of younger school age should
most of all have properly arranged meals with regard to their activity and time
spending during the day at school where they also consume some of the meals. The
diversity and variety of their meals means that their diet should consist of foods from
all categories arranged into five meals throughout the day.
A very important role in the formation of healthy eating habits of children of younger
school age is played by their parents, who by their example are the greatest role models
to their children. An important role is also played by teachers, with whom children
spend time every day, and teachers are the ones who, with their knowledge and effort,
can pass on and create future healthy eating habits for children.
For the purpose of this paper, a survey of 3rd and 4th grade primary school students
was conducted in which the eating habits of younger school age students were
researched. Children should most of all avoid consuming large amounts of sweets and
snacks, avoid sugary drinks and replace them with water, and also increase the intake
of fruits and vegetables. In conclusion, the research showed that students have
relatively good eating habits that are in line with the National Guidelines for the
Nutrition of Elementary School Students, and most of them engage in some sort of
sports activity in their free time
Association between nutrition and body mass index in children of early and preschool age
No full textTema ovog diplomskog rada je Povezanost prehrane i indeksa tjelesne mase kod djece rane i predškolske dobi te je rad podijeljen u dvije cjeline, prva se odnosi na teorijski dio, a drugi obuhvaća samo istraživanje. Zdrava odnosno pravilna prehrana, a posebice ona u djece, mnogo je više od same životne potrebe za unosom energije i gradivnih elemenata u organizam. Prehrana se sastoji od složenih socijalnih i psiholoških elemenata koji su ključni za optimalan rast i razvoj djeteta te za njegovo zdravlje u odrasloj dobi. S obzirom da se zdrave navike i stil života oblikuje već od najranije dobi, ovo je vrlo važna tema u ranoj i predškolskoj dobi djece. Nezdrave prehrambene navike, neredovita prehrana i nedovoljna tjelesna aktivnost dovode do sve učestalijeg javnozdravstvenog problema – debljine. S obzirom da se sve češće susrećemo i s preuhranjenošću i debljinom kod djece, važno je raditi na prevenciji debljine, te istovremeno isticati važnost pravilne prehrane i tjelesne aktivnosti kod djece.
U istraživanju koje sam provela unutar diplomskog rada cilj je bio objasniti u kolikoj mjeri prehrana utječe na indeks tjelesne mase kod djece rane i predškolske dobi. Kroz istraživanje se nastoji ustanoviti što i na koji način utječe na formiranje prehrambenih navika kod djece te kako su te iste navike povezane s njihovim indeksom tjelesne mase. U istraživanju je sudjelovalo 48 djece u dobi između 5 i 7 godina.
Rezultati su pokazali kako su nezavisna i zavisna varijabla nedovoljno povezane, odnosno da nezdravu prehranu ne prati uvijek ITM koji izlazi iz okvira primjerene uhranjenosti. Također, u djece koja imaju previsok ITM nisu se pojavljivala obilježja neredovitih obroka, nedovoljne tjelesne aktivnosti ili konzumacije nezdravih namirnica. U obzir treba uzeti kako je moguće da su neka pitanja roditelji različito interpretirali pa bi u budućim istraživanjima trebalo detaljnije objasniti svako pitanje te istražiti kako roditelji pripremaju određene namirnice i koju količinu određene namirnice njihova djeca konzumiraju.The topic of this thesis is Relationship between nutrition and body mass index in children of early and preschool age, and the paper is divided into two parts, the first one relates to the theoretical part, and the second covers the research. Healthy or proper nutrition, especially in children, is much more than the vital need for energy and building elements in the body. Nutrition consists of complex social and psychological elements that are crucial for the optimal growth and development of the child and for his health in adulthood. Given that healthy habits and lifestyles are formed from an early age, this is a very important topic in the early and preschool age of children. Unhealthy eating habits, irregular diet and insufficient physical activity lead to an increasingly common public health problem - obesity. Given that we are increasingly encountering overweight and obese children, it is important to work on the prevention of obesity, and at the same time emphasize the importance of proper nutrition and physical activity in children.
In the research I conducted within my thesis, the aim was to explain to what extent diet affects body mass index in children of early and preschool age. The research seeks to establish what and in what way influences the formation of eating habits in children and how these same habits are related to their body mass index. The study involved 48 children aged between 5 and 7 years.
The results showed that the independent and dependent variables are insufficiently related, more precisely that an unhealthy diet is not always accompanied by a BMI that goes beyond adequate nutrition. Also, children with too high BMI did not show signs of irregular meals, insufficient physical activity, or consumption of unhealthy foods. It should be taken into account that it is possible that some questions have been interpreted differently by parents, so future research should explain each question in more detail and investigate how parents prepare certain foods and how much of certain foods their children consume