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Factors of inclusion of children with autism spectrum disorder in early and preschool education institutions
No full textPoremećaji iz spektra autizma su kompleksni neurorazvojni poremećaji koje karakteriziraju odstupanja na području socijalizacije, komunikacije i ponašanja. Pojavljuje se već u ranom djetinjstvu, obično u prve tri godine djetetova života kada je i moguće prepoznati mnoge znakove i specifična, u odnosu na dob, očekivana ponašanja. Svu djecu s teškoćama pa tako i djecu s poremećajima iz spektra autizma važno je uključiti u ranu intervenciju te osigurati poticajnu odgojno-obrazovnu i socijalnu okolinu. Stvaranje inkluzivnog okruženja preduvjet je razvoja socijalnih vještina i adaptivnog ponašanja. Očekuje se da odgojno-obrazovni djelatnici i svi koji su uključeni u rad s takvom djecom posjeduju osnovna znanja o karakteristikama poremećaja iz spektra autizma i metodama rada. Radi se o potrebnim profesionalnim kompetencijama odgojitelja i stručnih suradnika za provedbu individualiziranog odgoja i primjerene podrške djeci u ustanovama ranog i predškolskog odgoja i obrazovanja kao ključnim čimbenicima uključivanja. Cilj ovoga rada je prikazati karakteristike poremećaja iz spektra autizma te analizirati čimbenike koji doprinose ili sprečavaju uključivanje djece s poremećajima iz spektra autizma u ustanove ranog i predškolskog odgoja i obrazovanja. Doprinos ovog rada je promišljanje o mogućnostima unapređivanja neposredne prakse i razumijevanje čimbenika inkluzivnosti u ustanovama ranog i predškolskog odgoja i obrazovanja.Autism spectrum disorder is a group of complex neurodevelopmental disorders characterized by deviations in the areas of socialization, communication, and behavior. It appears in early childhood, usually in the first three years of a child's life. Compared to children with normal development, children with autism spectrum disorder think and experience the
world differently from other children and withdraw into "their world". They need to be involved in early intervention and inclusion processes. The process of inclusion provides them with the necessary conditions, an individual approach, and they are included in the institutions of early and preschool education in order to encourage socio-emotional skills and development in general. Educators and all those involved in working with such children should be familiar with the characteristics of autism spectrum disorders, programs, and methods for accessing children who have them for the purpose of their professional development and work improvement. The competencies and skills of educators and other associates are of great importance to ensure the appropriate application of individualized programs, approaches, and methods of work.
The aim of this paper is to present the characteristics of autism spectrum disorders and to analyze the factors that contribute to or prevent the inclusion of children with autism spectrum disorders in early and preschool education institutions. The contribution of this paper towards the understanding of the inclusiveness of early and preschool education arises from the example of the method of work and concrete activity from direct practice
A preschooler in the autism spectrum
No full textPoremećaj iz spektra autizma pripada pervazivnim razvojnim poremećajima koji se javljaju u ranom djetinjstvu (do treće godine života) i uglavnom traju cijeli život. Obuhvaća gotovo sve psihičke funkcije osobe, a izražajno je zaostajanje u socijalnom razvoju. Osobe s autizmom često se doživljava kao osobe koje su „isključene“ ili u „svom svijetu“, često izbjegavaju fizički kontakt i kontakt očima te negativno reagiraju na promjenu okoline ili rutine. Odgajatelj u radu s autističnom djecom treba posjedovati kompetencije i sva potrebna znanja koja su mu nužna za rad. Savjetuje se sa stručnim suradnicima, ali i roditeljima djeteta kako bi uvijek bio aktivno uključen u trenutno stanje djeteta. Stručnjaci trebaju biti dovoljno educirani i pružati podršku i odgajatelju i roditeljima (kojima je najteže u cjelokupnoj situaciji). Roditelji trebaju znati da nisu sami i da će uvijek netko biti tu za njih. Na temelju uvida u znanstveno-stručnu literaturu teorijski dio rada donosi pregled definicija autizma, učestalost pojave, obilježja ponašanja djece iz spektra autizma te povijest autizma. Također se govori o dijagnostici gdje su navedene i moguće etiologije, tj. uzroci autizma te su opisani brojni tretmani pomoću kojih se može smanjiti jačina poremećaja. Rad ima za cilj pobliže elaborirati temu, ukazati na prevalenciju poremećaja te navesti neke specifičnosti i karakteristike u radu s djecom iz spektra autizma.The autism spectrum disorder belongs to the pervasive developmental disorders that occur in early childhood (up to the third year of life) and generally last a lifetime. It covers almost all mental functions of a person, and there is a significant lag in social development. People with autism are often perceived as people who are "excluded" or "in their world", often avoid physical contact and eye contact, and react negatively to a change in environment or routine. An educator working with autistic children should possess the competencies and all the necessary knowledge necessary for him to work. He consults with professional associates, but also with the child's parents in order to always be actively involved in the child's current condition. Professionals should be sufficiently educated and provide support to both the educator and the parents (who find it most difficult in the overall situation). Parents need to know that they are not alone and that there will always be someone there for them. Based on the insight into the scientific and professional literature, the theoretical part of the paper provides an overview of the definitions of autism, the frequency of occurrence, behavioral characteristics of children from the autism spectrum and the history of autism. It also talks about diagnostics where the possible etiologies, ie the causes of autism are listed, and a number of treatments are described that can be used to reduce the severity of the disorder. The paper aims to elaborate on the topic, point out the prevalence of the disorder and list some specifics and characteristics in working with children from the autism spectrum
Kinesiological activity at a younger school age as a prerequisite for the activity of the student population
No full textIstraživanjem se htjelo ustvrditi kako je kineziološka aktivnost u mlađoj školskoj dobi utjecala na aktivitet studentske populacije. U istraživanju je sudjelovalo 438 ispitanika koji pohađaju različite fakultete. Od ukupnog broja ispitanika njih 312 bavilo se jednom (ili više) sportskom aktivnošću u mlađoj školskoj dobi, odnosno za vrijeme primarnog obrazovanja. Najzastupljeniji sportovi kojima su se bavili su: odbojka, rukomet, nogomet, košarka, ples i plivanje. Odlasci na treninge im nisu predstavljali nikakve probleme, a odnos u timu je bio prijateljski. Odrastanjem njihovi interesi i pogledi na svijet se mijenjaju. Upisom na fakultet mijenjaju okolinu, proširuju i razvijaju svoje intelektualne mogućnosti te dobivaju nove obveze. Studentski život, odlasci na predavanja, brojne vježbe i seminarski radovi, te velika količina sadržaja koje je potrebno naučiti i savladati utječu na organizaciju vremena studenata. Također, povećano provođenje vremena na društvenim mrežama kao što su Facebook, Instagram, YouTube i dr. dovodi do nemogućnosti kontroliranja obveza. Zbog svega navedenoga studentska populacija se ne uspijeva baviti sportskim aktivnostima u mjeri u kojoj bi htjela. Studenti imaju pozitivan pogled na bavljenje sportskim aktivnostima i na predmet Tjelesna i zdravstvena kultura. Međutim, istraživanje je pokazalo kako velik dio ispitanika nije stekao elementarna znanja, koja bi im pomogla u daljnjem školovanju, iz predmeta Tjelesna i zdravstvena kultura u primarnom obrazovanju. Time se dovodi u pitanje sportsko obrazovanje i obučenosti učitelja/ica, njihov odnos prema predmetu Tjelesna i zdravstvena kultura i objektivnost prilikom ocjenjivanja kinezioloških elemenata.This research wanted to prove that physical activity in early age is closely related with physical activity in university students. In total, 438 students from different faculties participated in the research. 312 of them has practised one or more activity in earlier school age. The most common sports were volleyball, handball, football, basketball, dance and swimming. Going to trainings didn’t represent any problem and relations in the team were friendly. How they grew up, their interests and views changed. By enrolling into university they change their surroundings, they widen and develop their intellectual possibilities but also get new duties. University life, going to lectures and practises, writing seminar works and large amounts of new information that they have to master affect their time organization. Additionally, more time spent on social networks such as Facebook, Instagram, YouTube, etc. worsen controlling their duties. Because of the reasons mentioned, student population can’t practise physical activities as much as they would like. Students have positive view on practising physical activity and on the subject “Tjelesna i zdravstvena kultura” itself. However, research also showed that most of the research subjects didn’t get elementary knowledge from primary education in subject “TZK” that would help in their further education. That brings actual sports education of their primary school teachers in question, their relation to the subject and objectivity in grading kinesiological elements
Elements of volleyball in primary education
No full textSvrha ovog rada je analiza sadržaja elemenata odbojke u primarnom obrazovanju i usporedba sadržaja odbojke u Nastavnom planu i programu za osnovnu školu u Republici Hrvatskoj (2006) i Kurikuluma nastavnog predmeta tjelesna i zdravstvena kultura (2019). Iznosi se hipoteza o povijesti odbojke i njenim utjecajima na zdravlje. Sadržaji odbojke imaju veliki utjecaj na razvoju svih sastavnica nastavnog plana i programa ,što uključuje obrazovne , odgojne i antropološke karakteristika djece (motoričke, morfološke i funkcionalne). Sve sastavnice se kroz elemente odbojke mogu ispuniti. Kroz rad se objašnjavaju odbojkaške tehnike kao temelj odbojke kao sporta. Navedeni su ciljevi i opisane teme elemenata odbojke u primarnom obrazovanju .U nastavi se primjenjuju određeni elementi prije učenja samih tehnika. Obrađuju se tehnike skakanja, bacanja,hvatanja i gađanja te kolutanja prije prvog odbojkaškog sadržaja. Prema istraživanju zastupljenost sadržaja igara u Nastavnom planu i programu imaju veliki udio u odnosu na ostale nastavne sadržaje tjelesne i zdravstvene kulture te su više zastupljene u predmetnog nego u razrednoj nastavi. Usporedbom sadržaja odbojke u Nastavnom planu i programu za osnovnu školu u Republici Hrvatskoj (2006) i Kurikulum nastavnog predmeta tjelesna I zdravstvena kultura (2019) možemo zaključiti da nema većih odstupanja. Ciljevi tjelesne i zdravstvene kulture ističu razvoj zdravlja, pozitivnog stava prema tjelesnom vježbanju, stvaranja navika tjelesnog vježbanja i razvoj psihomatskih čimbenika. Učenici od 1. do 3. razreda usvajaju prirodna gibanja i osnovna motorička znanja koja su potrebna za učenje odbojkaških tehnika u budućnosti, a u 4.razredu usavršavaju prvu odbojkašku tehniku,a to je tehnika vršnog odbijanja.The purpose of this paper is to analyze the content of the elements of volleyball in primary education and compare the content of volleyball in the Curriculum for primary school in the Republic of Croatia (2006) and the Curriculum of the subject physical education and health (2019). A hypothesis about the history of volleyball and its effects on health is presented. The contents of volleyball have a great influence on the development of educational, upbringing and anthropological characteristics of children (motor, morphological and functional). All components can be fulfilled through the elements of volleyball. The paper explains volleyball techniques as the foundation of volleyball as a sport. The goals and topics of the elements of volleyball in primary education are stated. In teaching, certain elements are applied before learning the techniques themselves. Techniques of jumping, throwing, catching and shooting and rolling before the first volleyball content are covered. According to the research, the representation of the content of games in the Curriculum has a large share in relation to other teaching contents of physical education and health, and they are more represented in the subject than in the classroom. By comparing the content of volleyball in the Curriculum for primary school in the Republic of Croatia (2006) and the Curriculum of the subject physical and health culture (2019), we can conclude that there are no major deviations. The goals of physical and health culture emphasize the development of health, psychosomatic characteristics, positive attitude and habits of physical exercise. Students from 1st to 3rd grade acquire natural movements and basic motor skills that are needed to learn volleyball techniques in the future, and in 4th grade they improve the first volleyball technique, which is the technique of overhand pass
Playing of children in early and preschool age
No full textDječja igra temelj je djetetova učenja i svih spoznaja. Dijete kroz igru spoznaje svijet oko sebe stoga kako ga je važno okružiti kako prostorno- materijalno tako i socijalno u svrhu pozitivnog utjecaja na njegov rast i razvoj. Igra doprinosi razvoju fine i grube motorike, pobuđuje i razvija maštu, kreativnost, interaktivnost te dovodi do jačanja samopouzdanja i lakšeg kontroliranja emocija. Svi prethodno navedeni benefiti su produkt djetetova aktivnog angažmana tijekom igre. Iako sva razvojna dostignuća nisu uvijek vidljiva od iznimne su važnosti zbog sveukupnog napretka. Poticajna okolina koju stvara odgajatelj ili roditelj uvelike doprinosi djetetovu razvoju stoga je nezaobilazna dosljednost odraslih u stvaranju poticajnog medija za djecu. Nepoželjno je ograničavati i sputavati djecu u kreativnim naumima jer nam u tom trenutku benefiti nisu vidljivi jer će svakako dječja istraživanja i nekada nejasni naumi dovesti do napretka. Kako se dijete razvija i raste njegova igra postaje sve složenija stoga je prijeko potrebno prilagođavati igru potrebama i uzrastu djeteta. Tijekom igre dijete pomiče dotadašnje granice, istražuje mogućnosti, ponavlja naume te na taj način svoje sposobnosti dovodi do savršenstva i savladava nove izazove.Children's play is the foundation of a child's process of learning and cognitions. While playing, the child learns about the world around him, therefore it is important to surround him both spatially and materially and socially in order to have a positive impact on his growth and development. Playing is contributing to the development of fine and gross motor skills, stimulates and develops imagination, creativity, interactivity and it leads to the strengthening of self-confidence and easier control of emotions. All of those benefits are the product of the child’s active engagement during play. Although not all development achievements are always visible, they are extremely important due to the overall progress. The stimulating environment created by the educator or parent contributes to the child's development, so the consistency of adults in creating a stimulating medium for children is unavoidable. It is not recommended to limit and restrain children in creative intentions because as the result the benefits are not visible because children's research and sometimes vague intentions will lead to progress. As the child develops and grows, his play becomes more complex, so it is essential to adapt playing to the needs and age of the child. While playing, the child is pushing the boundaries, he is exploring possibilities and repeating his intentions, and in this way he brings his abilities to perfection and overcomes new challenges
Spatial-material environment of the Waldorf kindergarten as a stimulus for the development of an early and preschool child
No full textDijete je aktivna individua koja uči promatrajući, istražujući svijet oko sebe i oponašajući roditelje i radnje iz okoline u kojoj obitava. Waldorfska pedagogija s osnivačem Rudolfom Steinerom, nastoji obuhvatiti cijelo ljudsko biće, njegovo tijelo, duh i dušu kroz njegov odgoj i obrazovanje, poglavito u prvom sedmogodišnjem razdoblju. Rudolf Steiner postavio je temelje waldorfskoj pedagogiji, po čijem konceptu u Hrvatskoj trenutno djeluje pet vrtića, uz nekoliko redovnih dječjih vrtića koji su implementirali waldorfsku pedagogiju u svoj kurikulum. Waldorfski vrtić pruža djetetu mogućnost da uči i razvija se kroz igru i materijalne poticaje kojima se pridaje velika pozornost jer povoljno utječu na djetetov cjelokupni razvoj. Naime, prirodni materijali u waldorfskom vrtiću, bili oni oblikovani ili ne, potiču dječju kreativnost, maštu i razvoj osjetila prilikom njihove manipulacije. Vosak i glina pravi su primjer jer, osim što potiču razvoj mašte i kreativnosti kod djece, potiču i razvoj fine motorike, koja je u izravnoj vezi s razvojem mozga. Kroz ručno izrađene jednostavne lutke nastoji se izbjeći prikaz emocija kako bi se dijete potaknulo na razvoj kreativnosti i mašte. Djeca će tako izrađenim lutkama dati vlastiti smisao. Cijela koncepcija waldorfske pedagogije veliki značaj daje religiji, što se očituje u posebnom obilježavanju svetkovina i blagdana kroz cijelu godinu. Waldorfska pedagogija naglašava ulogu odgojitelja kroz emocionalno povezivanje s djetetom i kreiranje okoline koja će poticati dijete na korištenje svojih osjetila. Kada se govori o poticajima smatra se da suvremena tehnologija ometa dječji razvoj te je uklonjena iz djetetovog okruženja. Cilj ovoga rada je dati uvid u waldorfsku pedagogiju, kroz analiziranje literature koja naglašava osobitosti waldorfske koncepcije, s posebnim naglaskom na uređenje prostornomaterijalnog okruženja, odnosno uređenje i oblikovanje interijera i eksterijera, kao značajnog faktora koji utječe na cjelokupan razvoj djeteta rane i predškolske dobi.A child is an active individual being that learns by observing, exploring the surrounding world, and by mimicking parents in performing their tasks inside the common environment. Established by its founder Rudolf Steiner, Waldorf Pedagogy tries to encompass the entire human being, including his body, spirit and soul, in the process of child’s upbringing, primarily during the first seven years of child’s life. Rudolf Steiner established the foundations of Waldorf Pedagogy, which provides the basis for the operations of five kindergartens in Croatia, alongside several regular daycare centers, which have implemented the Waldorf Pedagogy in their curricula. A Waldorf kindergarten provides the child with an opportunity to learn and develop through games and physical stimuli, themselves given an enormous attention due to their favorable effect on the entire development of the child. Specifically, natural materials in the Waldorf kindergarten, whether they are molded or not, entice children’s creativity, imagination and sensory development during their handling. Vax and clay provide perfect examples, because these materials, besides encouraging the growth of imagination and creativity in children, stimulate the development of fine motor skills, themselves pertinent to the brain development. By utilizing simple hand-made play dolls, an attempt is made to avoid the display of emotions in order to encourage children to grow their own creativity and imagination. In such a way, children impart on the hand-made dolls the meaning they themselves have envisaged. The entire concept of Waldorf Pedagogy grants major importance to religion, which is manifested in the marking of festivities and holidays throughout the year. Waldorf Pedagogy highlights the role of the kindergarten teacher through the establishment of an emotional connection with a child and by creating an environment that would encourage the children to utilize their own senses. In lieu to stimuli, modern technologies are considered detrimental to the child’s development, and therefore removed from the child’s environment. The aim of this paper is to provide a useful insight into the Waldorf Pedagogy by the analysis of the literature emphasizing the particularities of the Waldorf concept, pertaining to the establishment of the spatial-material environment, with special emphasis on the importance of establishing and shaping both the interior and exterior is herein highlighted as a pertinent factor influencing the child’s entire development during the early and the preschool stage
Methodological organizational forms of work and physiological load of preschool children
No full textKroz ovaj rad tematskog aspekta, „Metodički organizacijski oblici rada i fiziološko opterećenje djece predškolske dobi“, kao glavni aspekt utvrđuju se metodički organizacijski oblici rada te fiziološko opterećenje djece pri samom radu. Također, iznesena je važnost odnosa prema antropološkim obilježjima djece predškolske dobi. Za uspjeh kineziološkog programa, od izuzetne je važnost da svaki odgojitelj zna na koji način i u skladu s kojim mjerama treba raditi te kakve bi efekte rada time pridonio. Kvalitetno pripremljeni kineziološki programi od osobite su važnosti zbog direktnog utjecaja na njihov skladan rast i razvoj. Stoga je, motivacija djece za izvođenje vježbi odnosno samo vježbanje, temeljno polazište za daljnji uspješan rad. Plan i program tjelesnog vježbanja, kineziološki sadržaji, metodički organizacijski oblici rada te vanjski i unutarnji čimbenici, koji okružuju djecu, direktno utječu na dječji zdravi razvoj. Proces vježbanja te ostvarivanje ciljeva kineziološke kulture organiziraju se kroz metodičke organizacijske oblike rada. Fiziološko opterećenje djece tijekom sata tjelesne i zdravstvene kulture, izbor je i redoslijed vježbi, tempo, ritam te intenzitet vježbanja. No, veliku ulogu imaju unutarnji, kao i vanjski čimbenici. Veliku ulogu i odgovornost u cijelome procesu uživaju odgojitelji, koji isključivo dobrim poznavanjem kinezioloških i antropoloških zakonitosti, mogu utjecati na razvoj djeteta.Through this work of the thematic aspects, "Methodical organizational forms of work and the physiological load of preschool children", as the main aspect determined by methodological organizational forms of work and the physiological load of children in the work. Also, the importance of the relationship to the anthropological characteristics of preschool children was stated. For the success of a kinesiology program, it is extremely important that every educator knows: What? How? How much (should work)? Why (or what are the effects of work)?. Wellprepared kinesiology programs are of particular importance because of the direct impact on their harmonious growth and development. Therefore, the motivation of children to perform exercises, is exercise itself, is a fundamental starting point for further successful work. The plan and program of physical exercise, kinesiological contents, methodical organizational forms of work and external and internal factors that surround children, directly affect children's healthy development. The process of training and achieving the goals of kinesiological culture are organized through methodological organizational forms of work. Physiological load of children during the physical education class, the choice is the order of exercises, pace, rhythm and intensity of exercise. But internal as well as external factors play a big role. Educators enjoy a great role and responsibility in the whole process, and only with a good knowledge of kinesiological and anthropological laws can they influence the child's development
Challenges of child adoption
No full textPosvojenje predstavlja proces usvajanja nekoga ili nečega od strane nekog drugog. Engleski termin za posvojenje je sličan nekoć često korištenoj riječi adopcija te je usko povezan s odabirom i prihvaćanjem određene pojave koja može predstavljati ljudsko biće, pravila ili neku drugu pojavu. Termin posvojenja se odnosi na prihvaćanje i zbrinjavanje djeteta od strane odraslih individualaca koji mu nisu biološki roditelji. Razlikuju se dva glavna tipa posvojenja; domaće posvojenje i internacionalno posvojenje. Posvojenje donosi značajne promjene u dinamici bračnih i obiteljskih odnosa, a često je popraćeno početnim nesnalaženjem roditelja u roditeljskoj ulozi, preispitivanjem vlastitih roditeljskih kompetencija te specifičnim reakcijama okoline, koje nerijetko u sebi sadrže različite mitove i predrasude o posvojenju. Svrha ovog rada je objasniti izazove teškoća i probleme roditelja pri posvojenju djeteta u Republici Hrvatskoj, načina na koji se nose s tim izazovima te specifičnih potreba koje imaju posvojitelji i posvojenici, a koje nije moguće zadovoljiti bez adekvatne pomoći i suradnje okoline i različitih institucija. Informacije, edukaciju i podršku posvojitelji očekuju i dobivaju od obitelji i od drugih posvojitelja odnosno udruga koje se bave roditeljstvom i posvojenjem, a ponajmanje od institucija. Dijelom je tomu razlog nepovjerenje u sadržajnu educiranost stručnih radnika u institucijama o posvojenju.Adoption is the process of adopting someone or something by someone else. The English term for adoption is like the once commonly used word adoption and is closely related to the selection and acceptance of a particular phenomenon that may represent a human being, rules, or some other phenomenon. the term adoption refers to the acceptance and care of a child by adult individuals who are not his biological parents. There are two main types of adoption, domestic adoption, and international adoption. Adoption brings significant changes in the dynamics of marital and family relationships and is often accompanied by initial disagreement of parents in the parental role, questioning their own parenting competencies and specific reactions of the environment, which often contain various myths and prejudices about adoption. The purpose of this paper is to explain the challenges of difficulties and problems of parents in adopting a child in the Republic of Croatia, how they deal with these challenges and the specific needs of adoptive parents and adoptees, which cannot be met without adequate help and cooperation of the environment and various institutions. Adoptive parents expect and receive information, education and support from their families and from other adoptive parents, is associations dealing with parenting and adoption, and least of all from institutions. This is partly due to the lack of trust in the content education of professionals in institutions on adoption
Expressing the emotions of preschool children through artistic expression
No full textEmocije su ono što nas čini jednistvenima. Emocije koje doživljavamo su vrlo šarolike i složene i ponekad ih je teško izraziti verbalnim načinom. Također potrebno je mnogo truda kako bismo prepoznali emocije drugih ljudi, naročito djece. Svaki dan djeteta ispunjen je obiljem emocija. S druge strane likovni izričaj može biti mogućnost djetetu da svoje emocije, svoja stanja izrazi spontano i kroz igru, a s ciljem da bolje razumije samoga sebe, ali i druge koji ga okružuju. Crtanje djetetu predstavlja način izražavanja kojim otkriva nešto o sebi, svoj unutarnji svijet i kako doživljava stvarnost. Kroz likovni izričaj dijete može crtati sve što zna, sve čega se sjeća, a može obojati i ideju emocije. Dijete će lakše verbalizirati emocije sreće, tuge, straha i ljutnje kroz crtež jer je to nešto što im je blisko. Ono je projekcija njihova emocionalnog stanja.
U svom radu usmjerila sam se na povezanost emocija i boja u dječjem likovnom izričaju. Istražila sam četiri osnovne emocije (sreća, tuga, strah i ljutnja) te koliko njihov utjecaj ima na odabir hladnih ili toplih boja kroz slobodni likovni izričaj potaknut čitanjem dječjih slikovnica o emcijama i razgovor o istima. Cilj je bio utvrditi zastupljenost boja u tim radovima, njihove omjere i povezanost sa emocijama. Rezultati su pokazali kako su djeca emociju sreće povezali sa toplim bojama, a negativne emocije straha, tuge i ljutnje sa hladnim bojama. Rezultat povezanosti određene boje s emocijom pokazao je kako djeca u prikazu emocije ljutnje nisu većinom koristili crvenu boju, kod emocije straha crna boja nije bila dominanta kako je pretpostavljeno. U prikazu emocije tuge najviše se koristila plava boja. Rezultati su ujedno i pokazali značajnu zastupljenost ljubičaste boje uz plavu i zelenu kod hladnih boja i narančastu kod toplih boja, dok se bijela nije upotebljavala.Emotions make us unique. The emotions we experience are diverse and complex and sometimes difficult to express verbally. Moreover, it takes a lot of effort to recognize other people’s emotions, especially children’s. Children’s everyday life is filled with different kinds of emotions. Artistic expression can be an opportunity for children to express their emotions spontaneously and through play, in order to understand themselves and others around them better. Drawing enables children to self-express by revealing something about themselves, their inner world and how they experience reality. Through artistic expression children can draw everything they know and remember, and also assign a colour to an emotion. Verbalizing the emotions of happiness, sadness, fear and anger through drawing is done more easily because children are familiar with these emotions. They are the reflection of their emotional state.
In my research, I focused on the connection between emotions and colours in children's artistic expression. I explored four basic emotions (happiness, sadness, fear and anger) and how much impact they have on choosing cold or warm colours in free artistic expression encouraged by reading children’s picture books about emotions and talking about them. The aim was to determine the usage of colours in these works, their number and their relation to emotions. The results showed that children associated the emotion of happiness with warm colors, while negative emotions of fear, sadness, and anger were drawn using cold colors. The research showed that children did not mostly use red for anger or black for fear, as assumed. However, blue was used the most in depicting the emotion of sadness. A significant amount of purple, together with blue and green, was used the most among cold colours, and orange among warm colours. White was not used at all
Lifelong education of preschool teachers
No full textBiti odgojitelj nikada nije bilo jednostavno, no danas je to možda teže no ikada prije.
Profesija odgojitelja je zanimanje koje obuhvaća kontinuirani rast i razvoj koji se postiže kroz inicijalno obrazovanje, stažiranje i traje cijeli život trajnim usavršavanjem. Cjeloživotno obrazovanje je proces koji počinje rođenjem i traje do završetka života.
Cjeloživotno obrazovanje je nužan dio života profesionalca kako bi što bolje mogao poticati cjelokupni razvoj djeteta i zadovoljavati njegove interese i potrebe. Svojim iskustvom i znanjem, odgojitelj pruža djeci priliku za razvoj svih dječjih sposobnosti: motoričkih, kognitivnih, socijalnih, emocionalnih.
Kako bi se odgojitelj što bolje profesionalno razvio on treba imati kvalitetno inicijalno obrazovanje i mogućnost praktičnog rada. Za kontinuirano unaprjeđivanje kompetencija, odgojitelj se treba educirati te prakticirati oblike cjeloživotnog učenja. Kako bi teoriju povezivao s praktičnim uvjetima i praksom, odgojitelj promišlja te izgrađuje nove teorije i prakse na temelju refleksije.
Sve navedeno pridonosi rastu i razvoju samog odgojitelja što automatski rezultira boljim odgojno- obrazovnim procesom.Being an educator has never been easy, but today it may be harder than ever before.
The profession of educator is an occupation that includes continuous growth and development that is achieved through initial education, internship and lasts a lifetime of continuous training.
Lifelong learning is a process that begins at birth and lasts until the end of life. Lifelong learning is a necessary part of a professional's life in order to better encourage the overall development of the child and meet his interests and needs. With his experience and knowledge, the educator provides children with the opportunity to develop all children's abilities, namely motor, cognitive, social and emotional abilities.
In order for the educator to develop as professionally as possible, he should have a quality initial education and the possibility of practical work. In order to continuously improve competencies, the educator should be educated and practice forms of lifelong learning. In order to connect theory with practical conditions and practice, the educator reflects and builds new theories and practices based on reflection.
All of the above contributes to the growth and development of the educator himself, which automatically results in a better educational process