University of Zagreb Faculty of Teacher Education - Digital repository
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Collaboration between families and institution of early and preschool education
No full textRoditelji i odgojno-obrazovna ustanova suradnjom ostvaruju zajednički cilj a to je dobrobit djeteta. Ideja stvaranja partnerskog odnosa između vrtića i obitelji kreće od komunikacije. Načini komunikacije dijele se na jednosmjerne i dvosmjerne jer se razlikuju prema modelu i načinu provođenja. U današnje vrijeme dešava se odmak od tradicionalnog shvaćanja u kojemu je struka određivala kvalitetu roditeljskog pristupa, te su danas sve zastupljenija suvremena shvaćanja važnosti suradnje i partnerskog odnosa. Odgajatelji i roditelji su ravnopravni sudionici u djetetovom razvoju, u njihovom okruženju dijete provodi najviše vremena. Vrtić pruža mogućnosti aktivnog uključivanja obitelji u odgojno-obrazovni rad kroz kreativne radionice, posjet roditelja i zajednički projekt te nudi djetetu poticajno i sigurno okruženje za učenje. Prostor vrtića promišljeno je obogaćen izborom raznovrsnog materijala, prostor je otvoren a djeca se u njemu slobodno i neometano kreću bez ugrožavanja njihove privatnosti. U takvoj poticajnoj okolini i roditelj se osjeća podržano u težnji da se djetetov razvoj i učenje oplemenjuje. Suradnja se gradi na čvrstim i zdravim temeljima stručne komunikacije. I stručnjaci i obitelj međusobno trebaju pristupati iskreno, otvoreno i planirano razgovarati. Ovaj rad bavi se oblicima i pristupima kojima je inkluzija obitelji u odgojno-obrazovni rad donijela zaokret u shvaćanju uloge roditelja i vrtića u odgoju djece.Parents and the educational institution achieve a common goal through cooperation, which is the well-being of the child. The idea of creating a partnered relationship between kindergarten and family starts from communication. Communication modes are divided into one-way and two-way because they differ according to the model and method of implementation. Nowadays, there is a departure from the traditional understanding in which the profession determined the quality of the parental approach, and today modern understandings of the importance of cooperation and partnership are increasingly common. Educators and parents are equal participants in the child's development, in their environment the child spends the most time. The kindergarten provides opportunities for active involvement of the family in educational work through creative workshops, a visit by parents and a joint project, and offers the child a stimulating and safe learning environment. The kindergarten space is deliberately enriched with a selection of various materials, the space is open and the children move freely and unhindered in it without compromising their privacy. In such a stimulating environment, the parent also feels supported in the aspiration that the child's development and learning are refined. Cooperation is built on a solid and sound foundation of professional communication. Both professionals and family should approach each other honestly, openly and in a planned way to talk. This paper deals with the forms and approaches to which the inclusion of the family in educational work has brought about a turn in understanding the role of parents and kindergartens in the raising of children
Integration of kinesiology with other educational fields
No full textTema ovog rada je integracija kineziologije s ostalim odgojno obrazovnim područjima. Ovim radom govori se kako je kineziološka aktivnost, bila ona organizirana ili spontana može utjecati na razvoj i rast te na antropološka obilježja djeteta predškolske dobi. Rad obuhvaća antropološka obilježja, a to su antropometrijska obilježja, motorička znanja, motoričke sposobnosti, funkcionalne sposobnosti, kognitivne sposobnosti, konativne sposobnosti i socijalni status. Također govori se o povezanosti i integracije kineziologije s ostalim odgojnim područjima kao što su likovno, glazbeno, početno čitanje i pisanje, matematičko područje te povezanost kineziologije sa stranim jezikom.The topic of this paper is the integration of kinesiology with other educational fields. This paper discusses how kinesiological activity, whether organized or spontaneous, can influence the development and growth and the anthropological characteristics of a preschool child. The work includes anthropological features, namely anthropometric features, motor skills, motor abilities, functional abilities, cognitive abilities, conative abilities and social status. They also talked about the connection and integration of kinesiology with other educational areas, such as art, music, beginning reading and writing, mathematics and the connection of kinesiology with a foreign language
Cooperation between educators and parents during the process of the child's adaptation to the kindergarten environment
No full textPrilagodba djeteta na vrtićku okolinu jedan je od najvažnijih koraka u njegovu djetinjstvu, ali isto tako i jedan od najvećih izazova, kako za samo dijete, tako i za roditelje i odgojitelje. Uspjeh ovog procesa ovisi o mnogim faktorima, među kojima suradnja roditelja i odgojitelja igra ključnu ulogu. Ovaj rad se bavi suradnjom roditelja i odgojitelja tijekom adaptacije djeteta na vrtić, a poseban naglasak je stavljen na identificiranje njezinih prednosti i izazova. Cilj rada bio je uvidjeti kako i na koji način suradnja utječe na dobrobit djeteta tijekom adaptacije te koje koristi donosi roditeljima i odgojiteljima. U prvom dijelu rada opisana je prilagodba na vrtić, prikazani su oblici prilagodbe kao i potencijalni problemi koji se mogu pojaviti tijekom samog procesa. Opisan je i razvoj djeteta u ranom djetinjstvu, osvrću i se na tjelesni i zdravstvenim odgoj, intelektualni odgoj, moralni odgoj i estetski odgoj. Nadalje, opisana je uloga odgojitelja, gdje su opisani njihovi pristupi i strategije, tehnike za olakšavanje okoline te odnos odgojitelja i djeteta. Kod uloge roditelja opisana je važnost podrške roditeljima, važnost domaće okoline te njihova suradnja i komunikacija s odgojiteljima. Zatim je opisana suradnja roditelja i odgojitelja, prednosti koje proizlaze iz kvalitetne suradnje te izazovi koji se mogu pojaviti. Kao prednosti suradnje posebno se isti e osje aj sigurnosti i zadovoljstva koje se javlja kod djeteta, što pozitivno utječe na njegov cjelokupni razvoj. Suradnja također omogućuje roditeljima da izgrade povjerenje s odgojiteljima, dok odgojiteljima pruža priliku za profesionalni razvoj i jačanje međusobnog poštovanja. S druge strane identificirani su izazovi koji proizlaze iz strukturalnih, kulturalnih i interpersonalnih čimbenika, što može otežati suradnju. Na kraju rada naglašena je važnost kontinuirane i otvorene suradnje između roditelja i odgojitelja, kako bi se prevladali izazovi i osigurala optimalna podrška djetetu tijekom prilagodbe.Adapting a child to the kindergarten environment is one of the most important steps in his childhood, but also one of the biggest challenges, both for the child himself and for parents and educators. The success of this process depends on many factors, among which the cooperation of parents and educators plays a key role. This paper deals with the cooperation of parents and educators during the adaptation of the child to kindergarten, and special emphasis is placed on identifying its advantages and challenges. The goal of the work was to see how and in what way cooperation affects the child's well-being during adaptation and what benefits it brings to parents and educators. In the first part of the paper, adaptation to kindergarten is described, forms of adaptation are presented, as well as potential problems that may arise during the process itself. The development of the child in early childhood is also described, referring to physical and health education, intellectual education, moral education and aesthetic education. Furthermore, the role of educators is described, where their approaches and strategies, techniques for facilitating the environment and the relationship between educator and child are described. The role of parents describes the importance of supporting parents, the importance of the home environment and their cooperation and communication with educators. Then the cooperation between parents and educators is described, the advantages that arise from quality cooperation and the challenges that may arise. As an advantage of cooperation, the feeling of security and satisfaction that appears in the child, which has a positive effect on his overall development, is especially highlighted. Collaboration also allows parents to build trust with educators, while providing educators with an opportunity for professional development and strengthening mutual respect. On the other hand, challenges arising from structural, cultural and interpersonal factors have been identified, which can make cooperation difficult. At the end of the paper, the importance of continuous and open cooperation between parents and educators was emphasized, in order to overcome challenges and ensure optimal support for the child during adaptation
The creativity of Leonardo da Vinci as an incentive for designing creative activities with children
No full textTema ovog diplomskog rada je opisati stvaralaštvo renesansnog genija Leonarda da Vincija te objasniti kako ono može biti uzor za osmišljavanje kreativnih aktivnosti s djecom. Rad se sastoji od teorijskog i praktičnog dijela. Teorijski dio rada sastoji se od opisa života Leonarda da Vincija, prikaza i analize nekih od njegovih najpoznatijih umjetničkih djela t spomenutih najznačajnijih izuma. Također, nabrojeni su i opisani njegovih sedam principa koji služe kao smjernice za poticanje kreativnosti, a za svaki od principa opisane su i aktivnosti koje se mogu primjenjivati s djecom. Curiosità naglašava važnost poticanja dječje radoznalosti kao važnog čimbenika u razvoju istraživačkih sposobnosti, Dimostrazione govori o važnosti iskustvenog učenja, dok Sensazione naglašava razvijanje rane senzorne integracije. Princip Sfumato navodi kako je bitno znati prihvatiti neizvjesnost, a važnost spajanja umjetnosti i znanosti istaknuta je u principu Arte/Scienza. U šestom principu Corporalita spominje se dobrobit korištenja obje ruke za dijete te razvoj zdrave slike tijela, dok se u zadnjem principu Connessione s djecom radi na razumijevanju međusobne povezanosti svih stvari. U praktičnom dijelu navode se provedene aktivnosti u vrtiću kojima je cilj bio potaknuti kreativno izražavanje pomoću plesa, glazbe i senzorne integracije te aktivnosti aktivacije lijeve i desne ruke.The theme of this final paper is to describe the creativity of the Renaissance genius Leonardo da Vinci and explain how he can be a model for designing creative activities with children. The work consists of a theoretical and a practical part. The theoretical part of the paper consists of a description of Leonardo da Vinci's life, a presentation and analysis of some of his most famous works of art and the mentioned most significant inventions. Furthermore, his seven principles are listed and described, which serve as guidelines for encouraging creativity, and for each of the principles there are described activities that can be applied with children. Curiosità emphasizes the importance of stimulating children's curiosity as an important factor in the development of investigative abilities, Dimostrazione talks about the importance of experiential learning, while Sensazione emphasizes developing early sensory integration. The Sfumato principle states that it is important to be able to accept uncertainty, and the importance of combining art and science is highlighted in the Arte/Scienza principle. The sixth principle Corporalita mentions the benefit of using both hands for a child and the development of a healthy body image, while the last principle Connessione works with children understanding the interconnectedness of all things. In the practical part, the activities carried out in the kindergarten are presented, with the aim of encouraging creative expression through dance, music, and sensory integration, as well as activities for activating the left and right hand
Encouraging children's language development through drama education
No full textOvaj diplomski rad istražuje ulogu dramskog odgoja u poticanju jezičnog razvoja kod djece predškolske dobi. Kroz teorijski pregled jezičnog razvoja, rad se bavi čimbenicima koji utječu na razvoj jezika te važnosti razvoja komunikacijskih vještina u ranoj dobi. Dramski odgoj je predstavljen kao učinkovita metoda koja povezuje jezi ni, kognitivni i socioemocionalni razvoj djeteta.
Poglavlja o dramskom odgoju obuhvaćaju njegovu povijest, svrhu i ciljeve, te naglašavaju raznolike metode i tehnike, poput igara uloga i improvizacije, koje poti u kreativno izražavanje i jezi ne vještine djece. Dramske aktivnosti omogućuju djeci spontano učenje jezika kroz interakciju i igru, što doprinosi ne samo vokabularu, već i razumijevanju jezika i njegovih struktura.
Poseban naglasak stavljen je na kreativne primjere koji odgojiteljima, ali i učiteljima, mogu pomoći u provođenju ove metode. Analizirana je i uloga odgojitelja u vođenju dramskih aktivnosti, te važnost suradnje s roditeljima u procesu učenja. Ovaj rad pokušava pokazati kako integracija dramskog odgoja u predškolski program može značajno doprinijeti razvoju jezičnih i komunikacijskih vještina, te pružiti djeci alate za lakše snalaženje u budu im obrazovnim izazovima.This master's thesis explores the role of drama education in encouraging language development in preschool children. Through a theoretical review of language development, this thesis addresses the factors that influence language acquisition and the importance of developing communication skills at an early age. Drama education is presented as an effective method that connects children's linguistic, cognitive, and socio-emotional development.
The chapters on drama education cover its history, purpose, and objectives, emphasizing various methods and techniques, such as role-playing and improvisation, which encourage children's creative expression and language skills. Dramatic activities allow children to learn language spontaneously through interaction and play, contributing not only to vocabulary growth but also to understanding language structures.
Special emphasis is placed on creative examples that can assist educators and teachers in implementing these methods. The role of educators in leading drama activities is analyzed, as well as the importance of collaboration with parents in the learning process. This thesis aims to show how integrating drama education into preschool programs can significantly contribute to the development of language and communication skills, equipping children with tools to better navigate future educational challenges
Perception of organizational culture in an institution of early and preschool education
No full textOčigledno je kako danas više nego ikad postoji potreba da ustanove i organizacije kontinuirano rade na svojoj izvrsnosti putem procesa prilagodbe. Kulturu ustanove za rani i predškolski odgoj i obrazovanje čine elementi koji su međusobno isprepleteni i istovremeno djeluju na kulturu ustanove. Organizacijska kultura su pravila ponašanja, uvjerenja i vrijednosti koje vrijede u nekoj organizaciji. Da bi se ustanova za rani i predškolski odgoj i obrazovanje smatrala uspješnom, njezini članovi prvenstveno moraju gajiti zajedničke vrijednosti; ako ne potpuno istovjetne, onda u najmanju ruku slične. S obzirom na to da se na ustanovu ranog i predškolskog odgoja i obrazovanja može gledati kao na organizaciju, definirana je kultura organizacije te pojam kulture ustanove. Cilj rada bio je potaknuti promišljanje i istraživanje o temi organizacijske kulture u sustavu predškolskog odgoja te saznati koja vrsta organizacijske kulture prevladava u praksi. U istraživanju je sudjelovao 101 ispitanik, a provedeno je tijekom dvaju tjedana u srpnju 2023. godine. Kao mjerni instrument istraživanja korišten je anonimni anketni upitnik pomoću kojeg je provedena procjena stavova ispitanika o vrstama organizacijskih kultura. Rezultati pokazuju da je hijerarhijska organizacijska kultura djelomično najzastupljenija. Utvrđena je statistički značajna razlika u stavovima ispitanika o zastupljenosti tržišne u usporedbi s hijerarhijskom organizacijskom kulturom. Također, uočava se postojanje statistički značajne razlike u stavovima ispitanika o zastupljenosti klanske i hijerarhijske organizacijske kulture. Nema statistički značajne razlike u zastupljenosti između hijerarhijske i adhokracijske organizacijske kulture. Vrtići trenutno najviše cijene tradiciju te poštovanje određene doze hijerarhije. No, iako njeguju hijerarhijsku kulturu koja ima svoje prednosti, ipak polako počinju preuzimati rizike te zagovarati promjene i inovacije koje su karakteristične za adhokracijsku kulturu.It is obvious that today more than ever there is a need for institutions and organizations to continuously work on their excellence through the process of adaptation. The culture of an institution for early and preschool education consists of elements that are intertwined and simultaneously affect the culture of the institution. Organizational culture is the rules of behavior, beliefs and values that apply in an organization. In order for an institution for early and preschool education to be considered successful, its members must primarily share, if not the same, then similar values. Considering that the institution of early and preschool education can be seen as an organization, the culture of the organization is defined as well as the concept of the culture of the institution. The aim of this thesis was to promote the topic of organizational culture in the system of preschool education and to find out what type of organizational culture prevails in practice. 101 respondents participated in the research and it was conducted over two weeks in July 2023. An anonymous survey questionnaire was used as a measuring instrument of the research, which was used to assess respondents attitudes about types of organizational cultures. The results show that the hierarchical organizational culture is partially the most represented. A statistically significant difference was found in the attitudes of respondents regarding the representation of a market-based culture compared to a hierarchical organizational culture. Also, the existence of a statistically significant difference in the views of respondents on the representation of clan and hierarchical organizational culture is observed. There is no statistically significant difference in representation between hierarchical and adhocracy organizational culture. Kindergartens currently value tradition and certain amount of hierarchy. However, although they nurture a hierarchical culture that has its advantages, they are slowly starting to take risks and advocate changes and innovations that are characteristic of an adhocratic culture
Family And Child's Developmental Characteristics
No full textKad govorimo o obitelji, zapravo govorimo o zajednici. Na tu zajednicu mogu utjecati različiti čimbenici. Jedan je od čimbenika socioekonomski status koji obuhvaća bogatstvo i siromaštvo, veličinu obitelji i njeni članovi te osobnost i karakteristike tih članova. Razvoj djeteta ovisi o svemu navedenom. Djeca koju roditelji zlostavljaju imaju teške razvojne posljedice koje se mogu nastaviti i u adolescenciji. Još jedan čimbenik koji može utjecati na razvoj djeteta jest rastava braka roditelja. Rastava među roditeljima može biti mirna, odnosno sporazumna, ili bučna. U oba je slučaja bitno da se roditelji prvenstveno usmjere na to da djetetu, što više mogu, olakšaju to razdoblje. Da bi dijete što bezbolnije podnijelo rastavu roditelja, ključna je komunikacija koja mora biti izravna i prilagođena dobi djeteta. Glavnu ulogu u djetetovom razvoju imaju roditelji. Kako bi se dijete kvalitetno razvijalo, roditelji trebaju biti uključeni u njegov odgoj, postavljati granice i učiti ga odgovornosti, ali i podržavati ga, slušati i vjerovati mu. Osim roditelja, u razvoju djeteta veliku ulogu imaju bake i djedovi, te odgojitelji. O tome kako će dijete reagirati u određenim situacijama i kako će se s njima nositi, uvelike ovisi o tome kojim se odgojnim stilom koriste njegovi roditelji. Razlikujemo četiri vrste odgojnih stilova: autoritativni, autoritarni, permisivni i neuključeni. Najuspješnijim se odgojnim stilom smatra autoritativni, zbog ravnoteže između potpore i poštovanja te postavljanja jasnih granica ponašanja. Odgojne metode također treba prilagoditi i dobi djeteta. Porastom djetetovih godina važno je postupno smanjivati kontrolu i davati djetetu više autonomije kako bi naučilo biti odgovorno. Najveći je izazov za roditelje vrijeme prilagodbe promjenama.When we are talking about family, we are essentially talking about community. This community can be shaped by various factors, including socioeconomic status, which can be related to wealth and poverty, the size of the family and its members, and their individual characteristics. Thsese factors play a crucial role in a child's development. Therefore, children abused by their parents often face severe developmental consequences that can persist into adolescence. Another factor that can impact a child's development is their parent's divorce. This can be either peaceful and consensual, or noisy. In both cases, it is important that parents primarily focus on making this period as easy as possible for the child. In order for the child to bear the separation of their parents as painlessly as possible, communication is key – it should be direct and tailored to the child's age. Parents are fundamental in a child's development. In order for the child to develop well, parents actively participate in their upbringing by establishing boundaries and teaching them responsibility, while also providing support, listening and trusting them. Apart from parents, grandparents and educators also wield considerable influence. The way a child will respond to certain situations and handle them will largely depend on the parenting style employed by their parents. We distinguish four types of parenting styles; authoritative, authoritarian, permissive and uninvolved. The authoritative style is often deemed most effective, as it strikes a balance between nurturing and respect, as well as setting clear behavioral boundaries. Educational methods should also be adjusted according to the child's age. As the child grows older, it is important to gradually reduce control and foster greater autonomy to help them learn responsibility. The most challenging aspect for parents is the time of adaptation to these changes
Observing And Recording Observations As The Basis Of Active Learning In Natural Science Using The Example Of Microscopy Of The Paramecium sp.
No full textAktivno učenje uključuje samostalno istraživanje, aktivnosti opažanja i bilježenja opažanja te zaključivanje koje se provodi temeljem opažanja. Aktivnim učenjem izbjegava se prenošenje gotovih činjenica i zaključaka, a znanja se stječu rješavanjem izazova i problema, čime se učenike potiče na njihov intelektualni angažman. Učinkovitost metoda aktivnog učenja može ovisiti o kontekstu problema koji se stavlja pred učenike, ali i o njihovoj zainteresiranosti za aktivnosti koje se provode u nastavi. Cilj je ovoga diplomskog rada na primjeru mikroskopiranja papučice predstaviti aktivnu metodu učenja koja se temelji na aktivnostima opažanja i bilježenja opažanja. Istraživanje se provodilo među studentima prve (N=31) i druge (N=34) godine integriranog preddiplomskog i diplomskog Učiteljskog studija te prve godine preddiplomskog studija Ranog i predškolskog odgoja i obrazovanja (N=44) u veljači 2024. godine. U istraživanju se od ispitanika tražilo da tijekom 90 minuta pozorno promatraju dva različita preparata u kojima se nalazio mikroorganizam papučica te da zabilježe i ilustriraju svoja opažanja na strukturirane radne protokole. Analizirano je ukupno 545 zadatka na protokolima i 545 odgovora na anketna pitanja koji su podvrgnuti analizi i razini točnosti, analizi razine razumijevanja te analizi crteža čiji su odgovori i crteži specifično kodirani. Na temelju odgovora s radnih listova, odnosno protokola, doneseni su zaključci na temelju provedenoga istraživanja koji ukazuju na površno razumjeli sadržaj ispitanika. Gotovo niti jedan ispitanik nije detaljno opisao svoja opažanja niti označio strukturu promatranog objekta. Rezultati ovoga rada uspoređeni su s primarnim istraživanjem koje je provedeno prije pandemije korona virusa, odnosno 2019. godine. Ispitanici primarnoga istraživanja u većoj su mjeri pokazali dublje razumijevanje sadržaja koji je bio predmet promatranja, dok su sudionici istraživanja 2024. pokazali kako su njihove vještine i stečeno znanje dosta površni. Prema dobivenim rezultatima zaključeno je da je pandemija korona virusa pridonijela smanjenju kvalitete obrazovanja i razvoja dubljeg razumijevanja sadržaja kod studenata navedenih ispitnih skupina.Active learning involves independent research, observation activities, recording observations, and drawing conclusions based on these observations. Active learning avoids the transmission of ready-made facts and conclusions; instead, knowledge is acquired through solving challenges and problems, encouraging students' intellectual engagement. The effectiveness of active learning methods can depend on the context of the problems presented to students as well as their interest in the activities conducted in class. The goal of this thesis is to present the observation of Paramecium through an example of an active learning method based on observation and recording activities. The research was conducted among first-year (N=31) and second-year (N=34) students of the integrated undergraduate and graduate teacher education program, as well as firstyear students of the undergraduate program in early and preschool education (N=44) in February 2024. In the study, participants were asked to carefully observe two different slides containing the microorganism Paramecium for 90 minutes and to record and illustrate their observations on structured worksheets. A total of 545 tasks on the worksheets and 545 survey tasks were analyzed for accuracy, level of understanding, and analysis of drawings, with responses and drawings being specifically coded. Based on the worksheets, conclusions were drawn indicating a superficial understanding of the content by the participants. Almost none of the participants provided detailed descriptions of their observations or labeled their drawings. The results of this study were compared with primary research conducted before the coronavirus pandemic, in 2019. Participants in the primary research showed a deeper understanding of the observed content, whereas participants in the 2024 study demonstrated relatively superficial skills and knowledge. The results suggest that the coronavirus pandemic contributed to a decline in the quality of education and the development of a deeper understanding of content among the students of the mentioned group
Kamishibai As An Art Technique In Kindergarten
No full textOvaj rad govori o japanskoj tehnici pripovijedanja koja nosi naziv Kamishibai i o tome kako se ona može koristiti kao likovna tehnika u ranom i predškolskom odgoju i obrazovanju. Također, govori o tome koja je razlika između pripovijedanja i Kamishibaija te kako djeca u ranoj dobi reagiraju na jedno, a kako na drugo. Znamo da se djeca u ranoj dobi izražavaju svojim likovnim kreacijama i crtežima, pa se u ovom radu govori i o likovnim tehnikama koje se najčešće koriste u vrtiću te kako bi se Kamishibai mogao provesti kao likovna aktivnost i samim time potaknuti djecu na drugačije stvaralaštvo. Spominju se i razvojne faze u likovnom izražavanju u ranoj i predškolskoj dobi djece te kako one utječu na rast i razvoj djeteta. Ovim radom objašnjena je povijest japanskog pripovijedanja, koje su bile preteče Kamishibaija te koje vrste postoje. Isto tako objašnjene su i njegove karakteristike poput butaja, ilustracija i priče te načina izvođenja pripovijedanja. Dalje, opisan je i prikazan u koracima postupak izrade butaja, to jest same pozornice za izvođenje, priča i ilustracija koje se koriste u ovom završnom radu kako bi pobliže objasnile smisao ove tehnike i što to predstavlja za djecu. Kamishibai bio je preteča stripa, a zatim današnje televizije. Ovim se radom želi potaknuti ponovno korištenje te tehnike pripovijedanja jer je puno bolja za rast i razvoj djece od današnje tehnologije. Na kraju rada nalazi se izvedba Kamishibai priče kao likovne tehnike u vrtiću, kao i dječji radovi te komentari na samu izvedbu pripovijedanja i aktivnosti provedene u skupini.This work talks about the Japanese storytelling technique called “Kamishibai” and how it can be used as an art technique in early childhood education and care. It also tells the difference between storytelling and Kamishibai and how children at an early age react to one and how to the other. We know that children at an early age express themselves with their artistic creations and drawings, so this paper also discusses the art techniques most used in kindergarten and how Kamishibai could be carried out as an art activity and thus encourage children to create differently. Development phases in artistic expression at the early and preschool age of children are also mentioned, and how they affect the growth and development of the child himself. This paper also explains the history of the Japanese storytelling itself, which were forerunners and types of Kamishibai itself, and explains its characteristics such as “Butai”, illustrations and stories, as well as the way in which storytelling is performed. Furthermore, this paper describes and presents in steps the process of making “Butai”, that is, the stage itself for performance, stories and illustrations used in this final paper to elaborate on the meaning of this technique and what it represents for children. Kamishibai was the forerunner of today's television, and before that comic book, and this paper aims to encourage the reuse of this storytelling technique, which is much better for children's growth and development than today's technology. At the end of the paper is the performance of Kamishibai story as an art technique in kindergarten, children's works and comments on the very performance of storytelling and activities carried out in the group
The contemporary role of educators in outdoor play
No full textIgra se smatra sastavnim dijelom djetinjstva svakog djeteta. U suvremenom svijetu društvo postaje svjesnije zanemarivanja značaja dječje igre na otvorenom jer u današnje vrijeme djeca većinu svoga vremena provode igrajući se u zatvorenom prostoru. Sukladno okružjima i kontekstima u kojima se djeca igraju, dolazi do istovremenog razvoja socijalnih, emocionalnih,
tjelesnih i kognitivnih sposobnosti te osjećaja slobode. Rizične igre se također smatraju neizostavnim dijelom adekvatnog razvoja djeteta kroz koje se stječu različita iskustva. Odgojitelji predstavljaju važnu ulogu u poticanju igre na otvorenom u vrtićkim ustanovama. Osiguravaju poticajna okružja koja djeci omogućavaju istraživanje i napredovanje u interakcijama s okolinom. Osim toga odgojitelji osiguravaju brojne prirodne materijale, sadržaje te provode raznovrsne aktivnosti na otvorenom. Provođenjem igre na otvorenom povećavaju se mogućnosti ozljeđivanja djece, ali kroz igru koja ima elemente rizika, djeca uče savladavanje i izbjegavanje opasnosti. Osim toga, dolazi do razvoja samostalnosti i sposobnosti donošenja različitih odluka što se smatra izuzetno važnim za cjelokupan razvoj djece. Cilj ovoga rada je osvijestiti koliko je važna igra na otvorenom i na koji način djeluje
na cjelokupan razvoj djece, a naglasak u ovom radu je stavljena na važnost suvremene uloge odgojitelja u igri na otvorenom. U radu su također prikazani primjeri dobre prakse igre na otvorenom i rizične igre prema uzoru na skandinavske zemlje. Također je opisano trenutno stanje vrtića koji su usmjereni na odgoj i obrazovanja na otvorenom u Republici Hrvatskoj.Play is considered an integral part of every child's childhood. In the modern world, society is becoming more aware of the neglect of the importance of children's outdoor play because nowadays children spend most of their time playing indoors. In accordance with the environments and contexts in which children play, there is a simultaneous development of social, emotional, physical and cognitive abilities and a sense of freedom. Risky games are also considered an indispensable part of the adequate development of a child through which different experiences are gained. Educators play an important role in encouraging outdoor play in kindergartens. They provide stimulating environments that enable children to explore and
progress in interactions with the environment. In addition, educators provide numerous natural materials, contents and carry out various outdoor activities. Playing outdoors increases the chances of children getting hurt, but through play that has elements of risk, children learn to overcome and avoid danger. In addition, there is the development of independence and the ability to make different decisions, which is considered extremely important for the overall development of children.
The aim of this paper is to raise awareness of how important outdoor play is and how it affects the overall development of children, and the emphasis in this paper is on the importance of the modern role of educators in outdoor play. The paper also presents examples of good practice of outdoor play and risky play based on the model of Scandinavian countries. The
current state of kindergartens focused on outdoor education in the Republic of Croatia is also described