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Transitions from Kindergarten to School - Perspective of Children and Parents
No full textJavne obrazovne politike obično određuju strukturu tranzicije kao operativnu razinu uključenosti djece u formalni obrazovni proces. Metode, uključenost djece, obveze sudionika u procesu i očekivani ishodi su unaprijed određeni. Kvaliteta tranzicije iz vrtića u školu može pridonijeti dječjim postignućima i percepciji odgojno-obrazovnog sustava. Svjetska istraživanja ukazuju na potrebu sustavnog istraživanja procesa tranzicije, razumijevanja osobnih perspektiva svih sudionika u procesu i prihvaćanja djece kao aktivnih sudionika u vlastitom obrazovanju. Dok su ovi procesi u Republici Hrvatskoj nedovoljno istraženi, neke europske zemlje (Island, Švedska) na temelju istraživanja mijenjaju odgojno-obrazovne politike kako bi se djeci olakšali prijelazi. Dok se u Republici Hrvatskoj govori o spremnosti djeteta za školu, Island i Švedska govore o spremnosti škole za dijete. Kvalitativni podaci prikupljeni su intervjuima s 9 roditelja i 9 djece tijekom prijelaznog razdoblja djece iz predškolske ustanove u osnovnu školu. Intervjui su vođeni tijekom posljednje godine pohađanja vrtića te nakon 4 mjeseca pohađanja osnovne škole. Etičke smjernice Hrvatskog fonda za znanost (2018) razmotrene su tijekom osmišljavanja i procesa istraživanja. Rezultati su pokazali da roditelji očekuju od vrtića da pripremi dijete za školu. Spremnost za školu vide kao emocionalnu kompetenciju, opće znanje, znatiželju, kreativnost i neovisnost djece. Njihova očekivanja od škole bila su usmjerenost na dijete osiguravajući im učenje kroz igru, kreativne aktivnosti i posvećenost dječjoj sigurnosti. Dok je vrtić ispunio njihova očekivanja, škola nije.Public education policies typically define the structure of transition as the operational level of children’s involvement in the formal educational process. The methods, the involvement of the children, the obligations of the participants in the process and the expected outcomes are predetermined. The quality of the transition from kindergarten to school can contribute to children's achievements and the perception of the educational system. World research points to the need for systematic research into the transition process, understanding the personal perspectives of all participants in the process and accepting children as active participants in their own education. While these processes in the Republic of Croatia are insufficiently researched, some European countries (Iceland, Sweden) are changing their educational policies on the basis of research in order to facilitate children's transitions. While in the Republic of Croatia they talk about the child's readiness for school, in Iceland and Sweden discuss about the school's readiness for a child. Qualitative data were collected through interviews with 9 parents and 9 children during the transition period of children from preschool to primary school. Interviews were conducted during the last year of attending kindergarten and after 4 months of attending primary school. Ethical guidelines of the Croatian Science Fund (2018) were considered during the design and research process. The results showed that parents expect the kindergarten to prepare the child for school. They see readiness for school as emotional competence, general knowledge, curiosity, creativity and independence of children. Their expectations of the school were child-centered providing them with learning through play, creative activities, and a commitment to child safety. While kindergarten met their expectations, the school did not
Educators' views on the importance of a stimulating environment
No full textOdgojno-obrazovna uloga prostora neupitna je, a u Reggio pristupu on se prepoznaje kao treći odgojitelj. U ovom radu uređenje prostora promatra se kroz prizmu Nacionalnog kurikuluma za rani i predškolski odgoj i obrazovanje(2015), Kurikuluma za inkluziju (2003), Kurikuluma za jaslice (2005) i Kurikuluma za vrtiće (2006). Promišlja se o ulozi odgojitelja, ali i djece u aktivnom oblikovanju prostora. Danas su djeca sudionici u cjelokupnom odgojno obrazovnom procesu i kao takve ih treba poticati da iznose svoja mišljenja, a mi kao odrasle osobe koje rade i žive s njima, trebamo ta mišljenja uvažavati. Djeca su danas sve više orijentirana na provođenje vremena u unutrašnjem prostoru- i u obiteljskom i u institucijskom okruženju. Urbanizacija i brojne opasnosti kojima su djeca izložena, smanjile su dostupne prostore ali i vrijeme koje djeca provode vani što postaje dodatni izazov za odgojitelje.
Drugi dio rada čini istraživanje stavova odgojitelja vezanih za uređenje sobe dnevnog boravka u vrtiću. Kroz njega smo nastojali dobiti uvid u stavove i razmišljanja odgojitelja o okruženju vrtiću te njihovo viđenje sobe u kojoj rade u odgojno obrazovnoj ustanovi. Jedan dio istraživanja posvećen je sobama dnevnog boravka ispitanika koji su u praksi često u situaciji u kojoj trebaju pokušati prevladati neprimjerene prostorne i materijalne uvjete te unutar postojećih uvjeta kreirati okruženje primjereno igri i učenju djece rane i predškolske dobi. Različiti studijski programi na fakultetima koji obrazuju prvostupnike i magistre ranog i predškolskog odgoja i obrazovanja ne osiguravaju svima stjecanje svih potrebnih znanja, sposobnosti i vještina za tu zadaću. Istraživanje je ukazalo i na različite stavove ispitanika vezano uz materijalno okruženje u odgojno obrazovnim ustanovama.The educational role of the space is unquestionable, and in the Reggio approach it is recognized as the third educator. In this paper, spatial planning is observed through the prism of the National Curriculum for Early and Preschool Education (2015), the Curriculum for Inclusion (2003) and the Curriculum for Nurseries (2005) and the Curriculum for Kindergartens (2006). The role of educators, but also children in the active design of space is being considered. Today, children are participants in the entire educational process and as such they should be encouraged to express their opinions, and we as adults who work and live with them, we need to respect those opinions. Today, children are increasingly oriented towards spending time indoors - both in the family and in the institutional environment. Urbanization and the numerous dangers to which children are exposed have reduced the available spaces but also the time that children spend outside, which becomes an additional challenge for educators.
The second part of the paper consists of researching the attitudes of educators related to the arrangement of the living room in the kindergarten. Through it, we tried to get an insight into the attitudes and thoughts of educators about the environment of the kindergarten and their view of the room in which they work in an educational institution. One part of the research is dedicated to the living rooms of respondents who in practice are often in a situation where they should try to overcome inappropriate spatial and material conditions and within the existing conditions create an environment suitable for play and learning of early and preschool children. The various study programs at the faculties that educate bachelors and masters of early and preschool education do not provide everyone with the acquisition of all the necessary knowledge, abilities, and skills for this task. The research also pointed out the different attitudes of the respondents regarding the material environment in educational institutions
Art therapy and children's artistics expression
No full textRad se bavi složenom (psiho)terapijskom metodom koja se naziva art terapija. Radi se o metodi koja se, u svrhu pomaganja djeci i odraslima, oslanja na uporabu kreativnih medija povezanih s umjetnošću kao sredstvom za izražavanje i komunikaciju. Art terapija stoga se najčešće prikazuje kao likovno-vizualni izražaj, no često se u terapiji koriste i metode izražavanja kroz glazbu, ples, poeziju i dramu. Kreativna terapija predstavlja formu neverbalnog izražavanja vlastitih osjećaja, misli i htijenja. Putem kreativnog procesa dolazi do kognitivnog i emocionalnog osvještavanja pojedinca koji biva podvrgnut terapiji, a time i do rasta kvalitete života. Temeljni cilj rada je istaknuti značaj art terapije u pogledu istraživanja pozitivnog utjecaja takve vrste terapije na razvoj djece i odraslih.
U prvim poglavljima se podrobnije pojašnjava pojam art terapije, njena povijest i načela, te mnogostruki načini rada u art terapiji i prikazi ostalih kreativnih terapija. Potom se težište prebacuje na dječje likovno stvaralaštvo i likovnu terapiju u radu s djecom. Crtež u radu s djecom posebno je poglavlje u kojem se objašnjava primjena crteža u odgojne, obrazovne, dijagnostičke i terapijske svrhe, i to s djecom koja imaju širok spektar poremećaja ili problema (psihičke bolesti, intelektualne poteškoće, ADHD, autizam, zlostavljana i hospitalizirana djeca). Rad se zaključuje ulogom art terapije u odgoju i obrazovanju, te prikazom primjerâ aktivnosti u suvremenoj likovnoj terapijskoj praksi. Mnogostruke aktivnosti i metode, te faze razvoja likovnog stvaralaštva kod djece potkrijepljene su primjerima i crtežima.The paper deals with a complex (psycho)therapeutic approach called art therapy. It is a method that relies on the use of creative media related to art as a means of expression and communication with the purpose of helping children and adults. Hence, art therapy is most often presented as an artistic-visual expression, although methods of expression through music, dance, poetry, and drama are often used in therapy. Creative therapy is a form of non-verbal expression of one's feelings, thoughts, and longings. An individual subjected to the therapy achieves cognitive and emotional awareness through the creative process and subsequently experiences an increase in one's quality of life. This paper aims to emphasize the importance of art therapy by researching the positive impacts of this type of therapy on the development of children and adults. The first chapters regard the detailed concept of art therapy, its history, principles, and multiple ways of working in art therapy and display of other creative therapies. Later, the focus shifts to children's art and art therapy itself with children. Drawing with children is a distinct chapter that explains the application of drawings for educational, diagnostic, and therapeutic purposes. Additionally, those children are the ones who have a wide array of disorders or problems (mental illness, intellectual disabilities, ADHD, autism, abused and hospitalized children). The paper concludes with the role of art therapy in education and the presentation activities examples in contemporary art therapy practice. Numerous activities, methods, and stages of children's development of artistic creativity are supported by examples and drawings
The process of making, importance and use of a Guignol puppet in working with preschool children
No full textU ovom radu govori se o lutkama i njihovoj primjeni u radu s djecom rane i predškolske dobi, koja je vrlo značajna. Lutke utječu na cjelokupan djetetov razvoj i služe kao vješti pomoćnici odgojiteljima, ali i ostalim ljudima koji rade s djecom. Razvoj govora, pozitivnih osobina, pozitivne slike o sebi, spoznajni razvoj, razvoj mašte i kreativnosti samo su neka od područja u kojima lutka pokazuje svoje sposobnosti. Odlični su posrednici u komunikaciji s djetetom pa tako olakšavaju dobru izmjenu informacija između njega i odrasle osobe. Brojni su načini na koje se lutka može koristiti kako bi potaknula dječji razvoj, a jedan od njih je i dijaloška drama s lutkama. U radu su informativno opisane različite vrste lutaka, međutim fokus rada je na ginjol lutki koja pripada u skupinu ručnih lutaka jer se upotrebljava tako da se navuče na animatorovu ruku koji svojim prstima može pokretati glavu i ruke lutke. Ginjol lutke poznate su po svojoj brzini, jednostavnosti i pokretljivosti, a zbog toga im se često daje prednost u korištenju pred drugim lutkama. Govori se o porijeklu ginjola i njegovu mjestu u povijesti lutkarstva, odakle dolazi i kako je uopće došlo do njegova naziva te o poznatim likovima koji su u različitim zemljama bili utjelovljeni upravo u ručne lutke – ginjole. Opisan je način pokretanja ove vrste lutke, načini na koje ona svojim izrazom lica ili kretnjom može nešto poručiti i scenski prostor u kojem se može koristiti. Isto tako, detaljno je opisan proces izrade ginjol lutke i potkrijepljen izradom dviju lutaka – likova iz bajke Snjeguljica i sedam patuljaka.This paper talks about puppets and their usage in working with children of early and preschool age, which is very significant. Puppets affect the overall development of the child and serve as skilled assistants to preschool teachers, but also to other people who work with children. The development of speech, positive traits, positive self-images, cognitive development, development of imagination and creativity are just some of the areas in which a puppet shows its abilities. They are excellent intermediaries in communicating with the child so that they facilitate a good exchange of information between him and the adults. There is a number of ways a puppet can be used to encourage children’s development, and one of them is the dialogic drama with puppets that is also described in the paper. Basic information about different types of puppets is given, but the focus is on the Guignol puppet that belongs to the group of hand puppets because the animator uses it by putting it on his hand and he moves the puppet's head and hands with his fingers. They are known for their rapidity, simplicity and mobility, which is why they are often preferred for usage over other kinds of puppets. It talks about the origin of Guignol and its place in the history of puppetry, where does it come from and how did it get its name. The work also talks about famous characters through different countries which were embodied in hand puppets - Guignols. The paper describes the way of moving this type of puppet, the ways in which it can say something with its facial expression or movement and the stage space in which it can be used. The process of making a Guignol puppet is also described in detail and supported by the making of two puppets - characters from the fairy tale Snow White and the Seven Dwarfs
Child`s play and the Covid-19 pandemic
No full textOvaj rad prikazuje rezultate istraživanja povezanosti dječje igre tijekom pandemije Covid-19. Cilj je istraživanja bio utvrditi postoji li razlika u pojavnosti dječje igre u odnosu na vrijeme prije pandemije Covid-19, odnosno prije uvođenja strožih epidemioloških mjera 23.11.2020. Istraživanje je provedeno pomoću anketnog upitnika. U istraživanju je sudjelovalo 204 roditelja djece predškolske dobi od 3 do 7 godina. Djeca su tijekom strožih epidemioloških mjera jednako sudjelovala u većini aktivnosti kao i prije uvođenja mjera, pri čemu možemo izdvojiti igre na otvorenom koje su nešto zastupljenije nego prije pandemije. Iako većina roditelja smatra da je jednaka zastupljenost igre s vršnjacima, također je i nešto veći postotak onih koji smatraju da je igre s vršnjacima manje nego prije. Bez obzira na to što su djeca i roditelji više vremena provodili zajedno, većina roditelja smatra da s djecom sudjeluju jednako u aktivnostima kao i prije pandemije. Kako je danas velika zastupljenost digitalne tehnologije, istražili smo sudjeluju li djeca više u različitim aktivnostima ili u onima koje uključuju digitalnu tehnologiju. Veći udio roditelja smatra da njihovo dijete više vremena provodi u različitim aktivnostima nego uz ekrane. Dobiveni rezultati pokazuju da nešto više od polovine roditelja (52%) smatra kako pandemija Covid-19 nije imala značajan utjecaj na dječju igru, dok 48% roditelja smatra da je utjecaj pandemije ipak prisutan.This paper presents the results of research into the connection of child`s play during the Covid-19 pandemic. This master`s thesis aims to determine is there a difference in the appearance of child`s play compared to the time before the Covid-19 pandemic, i.e. before the introduction of stricter epidemiological measures 23.11.2020. The study was conducted using a survey questionnaire. 204 parents of pre-school children aged 3 to 7 took part in the survey. During more stringent epidemiological measures, children also participated in most activities as before the introduction of measures, whereby we can single out open-air games that are somewhat more represented than before the pandemic. Although most parents consider the game equally representative of peers, there is also a relatively higher percentage of those who consider the games with peers to be less than before. Even though children and parents spent more time together, most parents believe they take the equivalent amount of time in activities as before the pandemic. Since digital technology is widely represented today, we have investigated whether children participate more in diverse kinds of activities or in those that involve digital technology. More parents believe their children spend more time in diverse activities than in front of the screens. The results show that just over half of parents (52%) think that the Covid-19 pandemic had no significant impact on child`s play, while 48% of parents think the pandemic impact is still present
Education of Theatre Audience in Kindergarten
No full textDobrobiti dramskog odgoja od velike su važnosti za kasniji život djeteta i shvaćanje dramske umjetnosti kao takve. Odlazak na predstavu i razumijevanje kazališnih komada, uvelike doprinosi razvoju djeteta od najranije, točnije, vrtićke dobi utječući na socio-emocionalni razvoj, govorno izražavanje i stvaralaštvo te spoznajni razvoj. Stoga ću se u teorijskom dijelu rada osvrnuti na općeniti odgoj kazališne publike, na povijest kazališta za djecu i mlade, vrste kazališta i predstava za djecu ovisno o razvojnoj dobi u kojoj se dijete nalazi te na razlike u kazalištu za odrasle i djecu. Bavit ću se i problematikom tabu-tema u kazalištu, tematikom predstava za djecu i mlade, komunikacijom kroz predstavu i važnošću kazališta za djecu. Pisat ću o dječjoj publici i kulturi odlaska u kazalište, talačkoj publici i recepciji dječjih kazališnih predstava. Također, osvrnut ću se na edukativni i odgojni segment koji se pruža odlaskom i boravkom u kazalištu. U prikupljanju podataka koristila sam se upitnikom kojim sam ispitala odgojitelje koliko često djeca iz njihovih skupina gledaju kazališne predstave, gdje ih gledaju, sudjeluju li djeca u odabiru predstave, kako se odabire primjerena predstava za razvojnu dob u kojoj se odgojnoobrazovna skupina nalazi i što im je još presudno pri odabiru predstave, kako se djeca ponašaju u kazalištu, kako reagiraju na odgledano te na koji način potiču interpretaciju odgledanog pri povratku u vrtić. Istraživani fenomen sagledala sam i iz roditeljskog kuta kako bih dobila jasniji uvid. Naime, na razvoj gledateljskih kompetencija, velik utjecaj imaju i roditelji djece. Stoga, sam provela anketu s roditeljima djece vrtićke dobi i odgojiteljima te sam usporedila dobivene podatke obiju anketa. U zaključku sam pisala o ulozi odgojitelja na odgoj kazališne publike i o problematici na koju sam naišla prilikom analize dobivenih podataka u istraživanju.The advantages of drama education are of great importance for the later life of a child as well as for understanding dramatic arts as such. Going to plays and comprehending various theatrical pieces greatly contributes to the development of a child from the earliest, i.e. kindergarden age, influencing on social-emotional and cognitive development, speech and creativity. So, in the theoretical part of the paper I review the education of theatre audiences in general, the history of theatre for children and youth, what types of theatre and plays for children exist depending on the developmental age of a child and differences in theatres for adults and for children. I also consider the issue of taboo topics in theatre, the themes of plays for children and youth, communication through the play and the importance of theatre for children. I write about children audiences and the culture of theatre attendence, hostage audience and the reception od children's thetare performances. I also analyze the educational and upbringing segment provided through visiting theatres. In obtaining information I employ a certain questionnaire to examine the educators on how often do children from their groups attend plays and where they watch them, whether the children partake in choosing certain plays, how an appropriate play is chosen based on relevant
development age of an educational group as well as what the educators value when choosing a play, how the children behave in theatre, how they respond to plays and in what ways the educators encourage subsequent interpretations of attended plays upon returning to kindergarten. I also consider the researched phenomenon from parent's angle to obtain a clearer insight. As it seems, a great infulence on developing spectator competencies derives from the actions of parents. Later I conduct a survey with the parents of kindergarten-age children containing the same questions as the one for the educators and make a comparison of the two
The relationship between parental sense of competence with children's socio-emotional difficulties
No full textCilj ovog istraživanja bio je ispitati povezanost roditeljskog doživljaja kompetentnosti s dječjim socioemocionalnim poteškoćama. Istraživanje je provedeno tijekom svibnja i lipnja 2021. godine. Za potrebe istraživanja upotrijebljen je online upitnik na uzorku od 260 roditelja iz područja cijele Hrvatske. U ispitanom su uzorku roditelji koji imaju barem jedno dijete predškolske dobi. Upitnik se sastojao od sociodemografskih podataka, Skale samoprocjene kompetentnosti roditelja (The Parenting Sense of Competence Scale, PSOC) (Gibaud-Walston i Wandersman, 1978) i Upitnika snaga i poteškoća djeteta (The Strengths and Difficulties Questionnaire, SDQ) (Goodman, 1997). Rezultati ovog istraživanja pokazali su povezanost roditeljskog osjećaja kompetentnosti s dječjim socioemocionalnim poteškoćama. Pokazalo se da je veća roditeljska učinkovitost negativno povezana sa socioemocionalnim poteškoćama djece. Veće je nezadovoljstvo roditeljstvom pozitivno povezano sa socioemocionalnim poteškoćama djece. Također, utvrđena je povezanost roditeljskog osjećaja kompetentnosti s prosocijalnim ponašanjem kod djece. Nasuprot tome, utvrđeno je da ne postoji povezanost između sociodemografskih karakteristika roditelja i roditeljskog osjećaja kompetentnosti.The aim of this thesis was to examine the relationship between parental sense of competence with children’s socioemotional difficulties. The research was conducted during May and June 2021 using an online questionnaire on a sample of 260 parents from all over Croatia. Parents with at least one preschool child participated in this research. The questionnaire consisted of sociodemographic data, The Parenting Sense of Competence Scale (PSOC) (Gibaud-Walston and Wandersman, 1978) and The Strengths and Difficulties Questionnaire (SDQ) (Goodman, 1997). The results of this research showed an association between parental sense of competence with children’s socioemotional difficulties. Greater parental efficacy is negatively associated with children’s socioemotional difficulties. On other hand, greater dissatisfaction with parenthood is positively associated with children’s socioemotional difficulties. The association of parental sense of competence with prosocial behavior in children was also found. In contrast, it was found that there is no correlation between the sociodemographic characteristics of parents and the parental sense of competence
The use of a puppet in primary education
No full textU diplomskom radu opisano je lutkarstvo kao grana umjetnosti u kojemu je lutka medij koji se koristi u razrednoj nastavi. Na početku rada opisana je povijest europskog lutkarstva i njegov razvoj od antike do 20. stoljeća. Iznose se činjenice o lutki u nastavnom procesu, lutki u rješavanju sukoba te monologu i dijalogu. Piše se o utjecaju lutke na dijete i poticanju pozitivne slike o sebi, dječje samostalnosti, socijalne kompetencije djece, poticanju dječjeg stvaralaštva te poticanje jezičnog i govornog stvaralaštva. Iznose se činjenice i prednosti koje donosi primjena lutke u razrednoj nastavi. Lutka je odlično motivacijsko sredstvo, omogućuje lakše razumijevanje problema s drugog stajališta te potiče toleranciju i empatiju. Lutku djeca vrlo rado prihvaćaju jer ju lako mogu kontrolirati i uživjeti se u ulogu. U drugom dijelu rada iznose se rezultati dobiveni istraživanjem. Istraživanje se provelo online anketnim upitnikom. Cilj rada bio je istražiti primjenu lutke u razrednoj nastavi. U istraživanju je sudjelovalo 120 ispitanika na području Republike Hrvatske. Ispitivanjem se utvrdilo da 77,7% ispitanika primjenjuje, a 22,3% ne primjenjuje lutku u nastavi. Istraživanje je pokazalo da ne postoji statistički značajna razlika među ispitanicima s obzirom na radno mjesto u upotrebi lutke u nastavi. Ne postoji statistički značajna razlika među ispitanicima o upotrebi lutke u nastavi s obzirom na dob. Ne postoji statistički značajna razlika u upotrebi lutke u nastavi s obzirom na završeni studij. Ne postoji statistički značajna razlika u primjeni lutke u nastavi s obzirom na godine radnog iskustva u odgoju i obrazovanju. Ne postoji statistički značajna razlika u primjeni lutke između učiteljica/učitelja 1. i 2. i učiteljica/učitelja 3. i 4. razreda.The thesis describes puppetry as a branch of art in which the puppet is a medium used in classroom teaching. At the beginning of the paper, the history of European puppetry and its development from antiquity to the 20th century is described. Facts about the puppet in the teaching process, the puppet in conflict resolution, and in monologue and dialogue are presented. The paper also writes about the puppet's influence on the child and how it encourages a positive self-image, children's independence, children's social competence, children's creativity, and language and speech creativity. The advantages of the use of a puppet in the classroom are elaborated. The puppet is a great motivational tool, it makes it easier to understand the problem from another point of view, and it encourages tolerance and empathy. Children readily accept the doll because they can easily control it and immerse themselves into the roleplay. The second part of the paper presents the results reached by the research. The research was conducted through an online survey. The aim of the paper was to investigate the application of a puppet in classroom teaching. A total of 120 respondents in the Republic of Croatia participated in the research. The survey found that 77.7% of the respondents use a puppet in class, while 22.3% do not. The research showed that there is no statistically significant difference among the respondents with regard to the workplace in which the doll was used in teaching. There is no statistically significant difference among respondents in the use of a puppet in teaching with respect to age. There is no statistically significant difference in the use of the puppet in teaching with respect to the completed course of study. There is no statistically significant difference in the application of the puppet in teaching with respect to the number of years of work experience in upbringing and education. There is no statistically significant difference in the application of the puppet between 1st and 2nd grade teachers and 3rd and 4th grade teachers
The influence of physical activity on the quality of life of preschool children
No full textKako bi se dijete cjelovito razvijalo potrebna mu je tjelesna aktivnost. Tjelesna aktivnost utječe na razvojne osobine djeteta te mu pomaže da razvije pozitivnu sliku o sebi. Konvencijom o pravima djeteta svakom djetetu država jamči pravo na slobodno vrijeme, igru i sport, odnosno pravo na tjelesnu aktivnost. U vrtiću se provodi kineziološka metodika kroz sat Tjelesne i zdravstvene kulture koji je planiran i prilagođen svakom djetetu unutar skupine. No, pitanje je što se događa izvan odgojno-obrazovne ustanove, kako djeca provode slobodno vrijeme, imaju li ga uopće i pohađaju li organizirane kineziološke aktivnosti izvan vrtića. Dakle, ispituje se važnost utjecaja roditelja na stvaranje zdravih navika djece rane i predškolske dobi te u kojoj se mjeri tjelesna aktivnost provodi kod kuće. Najčešće se provodi kao igra koja se smatra najstarijom tjelesnom aktivnošću sa kojom je čovjek upoznat. Cilj istraživanja bio je utvrditi osviještenost roditelja o kvaliteti života njihove djece tijekom boravka u odgojno-obrazovnoj ustanovi, izvan nje te o važnosti bavljenja tjelesnom aktivnošću. Podatci su prikupljeni online anketnim upitnikom, a rezultati pokazuju visoku razinu osviještenosti roditelja o važnosti bavljenja tjelesnom aktivnošću. Istraživanje je obuhvatilo 92 ispitanika čija djeca pohađaju program ranog i predškolskog odgoja i obrazovanja. Zaključno, iako su roditelji, prema rezultatima istraživanja, dovoljno osviješteni o važnosti tjelesne aktivnosti u svakodnevnom životu, više od polovice djece ispitanika ne pohađa organizirane kineziološke izvanvrtićke aktivnosti. Povećana organizacija slobodnog vremena djeteta uvelike bi pomogla povećanju kvalitete života djece rane i predškolske dobi.In order for a child to develop fully, he needs physical activity. Phisical activity affects the development of a child's personal and helps him develop a positive image of himself. With the Covention on the Rights of the Child, the state guarantees every child the right to free time, play and sport, and the right to physical activity. Kinesiology Methodology is implemented in the kindergarten through the Physical and Health Culture class, which is planned and adapted to each child whithin the group. Now, the question is what happens outside the educational institution, how the children spend their free time, do they have it at all and do they attend to organized kinesiological activities outside the kindergarten. Thus, the importance of the influence of parents on the creation of healthy navigation of children of early and preschool age and the extent to which physical activity is carried out of home is examined. It is more often performed as a game that is considered to be the oldest physical activity that a person is familiar with. The aim of the research was to determine the awareness of parents about the quality of life of their children during their stay in the educational institution, outside it and about the improtance of engaging in physical activity. Data were collected through an online survey questionnaire, and the results show a high level of parental awareness of the importance of engaging in physical activity. The research included 92 respondents whose children attend the program of early and preschool education. In conclusion, although parents, according to the results of the research, are sufficiently aware of the importance of physical activity in everyday life, more than half of the respondents' children do not attend organized kinesiological extracurricular activities. Increased organization of a child's free time would greatly help increase the quality of life of children of early and preschool age
Dance elements in physical education classes
No full textPles je jedna od najprimjerenijih i najprirodnijih aktivnosti za djecu. Osim što ih ples zabavlja, ima višestruko pozitivan utjecaj na njihov razvoj. Svakom je djetetu urođena želja za ritmičkom potrebom i plesom učenici neverbalno komuniciraju i izražavaju emocije.
U nastavi tjelesne i zdravstvene kulture predviđena je cjelina ritmičke i plesne strukture te vježbanjem tih struktura, usvajanje plesnih elemenata uz glazbu kod učenika se razvija pravilno držanje tijela, ritmičnost i dinamičnost, izražajnost izvođenja pokreta, kreativnost i stvaralaštvo. Dijete kroz pokret i ples zadovoljava sve svoje potrebe, a ples i glazba uvelike pomažu kontroli pokreta tijela te spoznaji sebe i svojih mogućnosti.
U radu je prikazan razvoj plesa od davnina, navedena jest teorija Rudolfa Labana o umjetnosti pokreta, opisani su kurikuli tjelesne i zdravstvene kulture i plesnih škola, zatim su objašnjeni razvojni stupnjevi djece te antropološke karakteristike koje se razvijaju plesom i struktura tijela u pokretu. Naglasak u ovom radu jest uvođenje plesnih pokreta u nastavu tjelesne i zdravstvene kulture, od jednostavnijih ka složenijima kako bi ih svako dijete moglo naučiti, usvojiti i primijeniti iskoristivši njihove pozitivne učinke na razvoj sposobnosti. Upravo je zato izdvojen prijedlog integracije plesnih pokreta u nastavu tjelesne i zdravstvene kulture po razredima od prvog do četvrtog razreda osnovne škole.
Uvođenjem predloženih plesnih pokreta u niže razrede osnovne škole dijete će se cjelovito razvijati. Pokreti su pomno izabrani da slijede razvojnu dob te u skladu s tim i mogućnosti djece. Ples pospješuje razvoj motoričkih i funkcionalnih sposobnosti, razvija kreativnost, oslobađa dijete određenih strahova te utječe na psihofizički razvoj djeteta u cijelosti, a i utječe na socijalne vještine, omogućuje djetetu bolju suradnju s ostalom djecom i uključenost u društvo.Dancing is one of the most appropriate and natural activities for children. In addition to entertaining them, dance has multiple postitive impacts on their development. Every child has an innate desire for rhythmic need and dance, students communicate non-verbally and express emotions trough dance.
In the teaching of physical education, the whole rhythmic and dance structure is envisaged, and by practicing these structures, the adoption of dance elements with music, student develop proper posture, rhythm, dynamism, expressiveness of movement and creativity. Through movement and dance, the child satisfies all his needs, and dance and music greatly help to control the movement of the body and to realize himself and his possibilities.
The thesis presents the development of dance since ancient times, states Rudolf Laban's theory of the art of movement, describes the curricula of physical education and dance schools, then explains the developmental stages of children and anthropological characteristics that develop dance and body structure in motion. The emphasis in this thesis is the introduction of dance movements in the teaching of physical education, from simpler to more complex so that every child can learn, adopt and apply them using their positive effects on the development of abilities. That is why the proposal to integrate dance movements into the teaching of physical education by grades from the first to the fourth grade of primary school was singled out.
By introducing the proposed dance movements in the lower grades of primary school, the child will develop fully. The movements are carefully chosen to follow the developmental age and, accordingly, the abilities of the children. Dance promotes the development of motor and functional abilities, develops creativity, frees the child from certain fears and affects the psychophysical development of the child as a whole, and also affects social skills, enables the child better cooperation with other children and inclusion in society