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The role of preschool teachers in early childhood education of children with Autism Spectrum Disorder
No full textU današnje vrijeme mnoga djeca pokazuju različite oblike teškoća u komunikaciji i socijalnoj interakciji s vršnjacima i odraslim osobama u njihovu okruženju. U pojedinim slučajevima njihovo ponašanje se može pripisati sindromu koji se naziva poremećaj iz spektra autizma (engl. Autism Spectrum Disorder – ASD). Poremećaji iz spektra autizma - PSA su pervazivni razvojni poremećaji koji počinju u djetinjstvu, javljaju se već u prve tri godine života te zahvaćaju gotovo sve psihičke funkcije i traju cijeli život. Osnovni su simptomi PSA nedostatak emocionalnih odgovora prema ljudima i stvarima (nedostatak socijalne interakcije), nedostatak verbalne i neverbalne komunikacije, osobito poremećaj u razvoju govora, bizarnosti u ponašanju i stereotipije. Rano prepoznavanje znakova ovog sindroma važno je svim stručnjacima koji rade s djecom kako bi što bolje razumjeli uzroke djetetovog ponašanja te kako bi se djeci s PSA omogućio rast i razvoj u kvalitetnom okruženju koje doprinosi razvoju njihovih socijalnih kompetencija. Budući da u tom procesu važnu ulogu imaju odgojitelji, postavlja se pitanje njihove uspješnosti u prepoznavanju i odgovoru na potrebe te djece. Cilj istraživanja koje je predstavljeno u ovom radu jest provjeriti kako odgojitelji procjenjuju ponašanja djece s obzirom na okolnost manifestiraju li djeca odstupanja u igri i učenju, što su specifični simptomi PSA. U istraživanju je sudjelovalo 49 odgojitelja koji su odgovarali na pitanja Upitnika za procjenu etioloških i fenomenoloških aspekata rizika socijalne isključenosti djece rane i predškolske dobi (verzija za odgojitelje). Upitnik je obuhvatio opće podatke o djetetu, karakteristikama ranog i predškolskog odgoja i obrazovanja, obiteljskim prilikama, ponašajnom, razvojnom i zdravstvenom statusu djeteta. Odgojitelji su procijenili igru i učenje 499 djece u dobi od 3 do 7,5 godina, od kojih je 51,1% dječaka i 48,8% djevojčica. Djeca su pohađala ukupno 10 dječjih vrtića iz 10 hrvatskih županija. Rezultati istraživanja pokazuju da djeca koja manifestiraju odstupanja u igri i učenju u usporedbi s djecom koja takva odstupanja ne manifestiraju češće imaju teškoća u ostvarivanju socijalnih kontakata u programima ranog i predškolskog odgoja i obrazovanja, što se ogleda u iskazivanju osjećaja, odnosima s vršnjacima i odraslim osobama, ali i u sudjelovanju u kurikularnim aktivnostima. Radi se o ponašanjima koja su u neposrednoj vezi s PSA, ali su ujedno iznimno podložna odgojno-obrazovnim utjecajima. Budući da djeca ponašanja u pravilu manifestiraju razmjerno rijetko (jednom mjesečno ili nekoliko puta mjesečno), osnovano je pretpostaviti da odgojitelji uspješno vode njihov odgojno-obrazovni proces.Nowdays, many children show different forms of difficulties in communication and social interaction with peers and adults in their environment. In some cases, their behavior can be attributed to a syndrome called Autism Spectrum Disorder – ASD. Autism Spectrum Disorders – ASD are pervasive developmental disorders that begin in childhood, occur in the first three years of life and affect almost all mental functions and last a lifetime. The main symptoms of ASD are a lack of emotional responses to people and things (lack of social interaction), a lack of verbal and nonverbal communication, especially a disorder in speech development, bizarre behavior and stereotypes. Early recognition of the signs of this syndrome is important for all professionals working with children to better understand the causes of child behavior and to enable children with ASD to grow and develop in a quality environment that contributes to the development of their social competencies. Since preschool teachers play an important role in this process, the question arises of their success in recognizing and responding to the needs of these children. The aim of the research presented in this paper is to examine how preschool teachers assess children’s behaviors with respect to the circumstance of whether children manifest deviations in play and learning, which are specific symptoms of ASD. The study involved 49 preschool teachers who answered the questions of the Questionnaire for assessing the etiological and phenomenological aspects of the risk of social exclusion of children of early and preschool age (preschool teachers). The questionnaire included general information about the child, characteristics of early and preschool education, family circumstances, behavioral, developmental and health status of the child. Preschool teachers assessed the play and learning of 499 children aged 3 to 7.5 years, of whom 51.1% were boys and 48.8% were girls. The children attended a total of 10 kindergartens from 10 Croatian counties. The results of the research show that children who manifest deviations in play and learning compared to children who do not manifest such deviations more often have difficulties in establishing social contacts in early and preschool education programs, which is reflected in feelings, relationships with peers and adults, but also in participating in curricular activities. These are behaviors that are directly related to ASD, but are also extremely susceptible to educational influences. Since children generally behave relatively infrequently (once a month or several times a month), it is reasonable to assume that preschool teachers successfully lead their educational process
Gamification Elements in Teaching Mathematics in Primary Education
No full textTema ovog diplomskog rada jesu elementi igrifikacije u razrednoj nastavi matematike. Igrifikacija se odnosi na primjenu elemenata igre u različitim kontekstima koji nisu igra s ciljem povećanja motivacije i angažmana sudionika. Jedan takav kontekst je i obrazovanje, odnosno nastava. Cilj rada je na primjeru igrificirane aplikacije Matific, koja se koristi za učenje i uvježbavanje matematičkih sadržaja, istražiti elemente igrifikacije te ostvarivanje odgojno-obrazovnih ishoda propisanih Kurikulumom nastavnog predmeta Matematika za osnovne škole i gimnazije iz 2019. godine.
U radu su opisane sličnosti i razlike pristupa koji se temelje na igri i koji se koriste u nastavi, a među njima je i igrifikacija. Da bi se moglo govoriti o igrifikaciji u nastavi matematike, opisana je igrifikacija, njezini elementi, zatim njihova uloga u povećanju motivacije i angažmana učenika te povezanost igrifikacije s uspjehom učenika u nastavnom predmetu Matematika. Motivacija i angažman učenika u nastavi pretpostavke su za stjecanje znanja i razvoja vještina pa je igrifikacija razmatrana i kroz različite teorije motivacije i teorije učenja.
Na kraju rada prikazana je analiza igrificirane aplikacije Matific s obzirom na elemente igrifikacije opisane u radu te mogućnosti ostvarivanja odgojno-obrazovnih ishoda iz domena Oblik i prostor te Mjerenje primjenom aplikacije u nastavi matematike. Rezultati pokazuju da su najzastupljeniji elementi igrifikacije bodovi, značke, nagrade i traka napretka te da se ostvaruje većina ishoda iz domene Oblik i prostor te ishodi mjerenja opsega i površine iz domene Mjerenje.The subject of this thesis is the gamification elements in teaching mathematics at the primary school level. Gamification refers to the usage of game elements in different non-gaming contexts, the primary goal of which is increasing participants’ motivation and engagement. Education is one of the contexts using gamification. This thesis aims to research gamification elements and their ways of achieving the educational outcomes defined by the national curriculum for mathematics. The example used in this research is a gamified application called Matific.
The similarities and differences of game-based approaches in learning, including gamification, are described in this thesis. In order to discuss gamification in teaching mathematics, the thesis presents the main features of gamification, its elements, and their role in increasing students’ motivation and engagement, as well as the correlation between gamification and the students’ achievements in mathematics as a subject. Gamification is also considered through the lens of various motivation and learning theories, since motivation and engagement are prerequisites for gaining knowledge and developing skills.
Finally, Matific, a gamified application, was analysed considering gamification elements described in the thesis as well as the possibilities of achieving educational outcomes from domains Geometry and Measurement, using the gamified application in teaching mathematics. The results show that the most represented gamification elements are points, badges, rewards and progress bars. Results also show that the majority of educational outcomes from the above-mentioned domains are achieved
The Role of Parents and Preschool Teachers in the Development of Social Competence in Prescool Children
No full textČovjek je društveno biće i kroz razne socijalne odnose nastoji ostvariti svoje ciljeve, želje i potrebe. Proces socijalizacije svakog pojedinca započinje u zajednici, najčešće onoj obiteljskoj. U obitelji dijete usvaja prva socijalna znanja, umijeća te vrijednosti koje mu omogućuju što uspješniju integraciju u društvenu zajednicu. Veliku odgovornost u razvoju socijalne kompetencije imaju roditelji, kao primarni modeli i uzori u djetetovu životu. Brojni autori iznijeli su svoja razmatranja pojma socijalne kompetencije, s različitih stajališta i na različite načine. Većini definicija zajedničko je određenje socijalne kompetencije kao skupa sposobnosti, znanja i vještina koje određuju kako se pojedinac snalazi u socijalnom kontekstu. Osim roditelja, odgojitelji igraju važnu ulogu u učenju i usmjeravanju socijalno poželjnih ponašanja i znanja, koja omogućuju djetetu da s lakoćom ulazi u socijalne interakcije, stvara prijateljstva te na adekvatan način rješava konflikte, a samim time se uspješno snalazi u različitim socijalnim situacijama.Each human is considered as social being that tends to achieve it's aims, desires and needs through different forms of social relationships. The process of socialization starts in family community. In the family, child adopts it’s first social knowledges, skills and values that will help him or her to integrate in the community successfully. Parents have one of the biggest responsibilities in development of social competence in their children, as they are their first role models. Many authors have states their deliberations on social competence from many different
points of view. What is common between all of those definitions is determination of social competence as congregation of possibilities, knowledge and skills that will determine how will one handle different social situations. Beside parents, preschool teachers play important role in child’s learning process of socially adequate behaviours, which will enable him or her to enter easily in social interaction, to make friendships, to resolve conflicts. Therefore, to be successful in many different social situations
Teaching spatial geometry in primary education
No full textLjudi su oduvijek proučavali i percipirali trodimenzionalni prostor u kojem su svakodnevno obitavali, kao i objekte koji su se u tom prostoru nalazili te odnose među njima. Nastava geometrije prostora omogućuje razvoj prostornog zora i prostornog mišljenja koji su sastavni dio matematičke kompetencije. Stoga je važna uključenost geometrije prostora u matematičkom kurikulumu i njeno poučavanje u čitavoj obrazovnoj vertikali pa tako i u razrednoj nastavi. Ovaj rad bavi se razmatranjem i usustavljivanjem teorijskih i praktičnih spoznaja iz literature, povezanih s metodikom nastave geometrije prostora. Donosi se pregled teorija o razvoju geometrijskog mišljenja kod učenika razredne nastave te spoznaja o odabiru i organizaciji sadržaja geometrije prostora primjerenih razini mišljenja na kojoj se učenici nalaze. U sklopu rada analizirani su i hrvatski kurikularni dokumenti, kurikulumi zemalja Slovenije, Njemačke i Škotske, kao i TIMSS-ov kurikulum i istraživanje, s naglaskom na geometriju prostora.
Pri organizaciji i poučavanju sadržaja geometrije prostora u obzir bi trebalo uzeti kognitivni razvoj i individualne mogućnosti učenika pojedine dobi. Funkcionalna bi nastava geometrije prostora trebala težiti razvoju prostornog zora i mišljenja te osigurati odabir odgovarajućih sadržaja i provedbu onih aktivnosti u nastavi koje će spomenut razvoj i omogućiti. Rezultati analize hrvatskih kurikularnih dokumenata pokazuju manjak sadržaja geometrije prostora u razrednoj nastavi općenito, a posebice onih usmjerenih na razvoj prostornog zora i mišljenja. S druge strane, rezultati analize stranih kurikuluma pokazuju kontinuitet u poučavanju geometrije prostora, kao i implementaciju fundamentalnih ideja. Istraživanje TIMSS-a pokazalo je da učenici četvrtih razreda u Republici Hrvatskoj nailaze na poteškoće prilikom rješavanja zadataka geometrije prostora kojima se ispituje prostorni zor. Stoga je u ovom radu na temelju teorijskih i praktičnih spoznaja iz literature dan prijedlog kurikuluma geometrije prostora za razrednu nastavu te prijedlog aktivnosti i zadataka koji bi trebali omogućiti ostvarenje ishoda kurikuluma.Throughout history mankind has been studying and perceiving the three-dimensional space in which they live, as well as the objects that were placed there and the relations between them. Efforts in teaching spatial geometry enable the development of spatial ability and spatial thinking, both of which are an integral part of mathematical competence. Therefore, it is important to include spatial geometry in the mathematics curriculum and to teach it through the entire educational vertical, as well as in primary education. This paper analyzes the current literature related to the methodology of teaching spatial geometry in an effort to construct consideration and systematization of theoretical and practical knowledge on the topic. It gives a theoretical overview on the development of the geometric thinking of students in primary education and the knowledge on the selection and organization of the contents of spatial geometry adequate to the level of thinking that students possess. Additionally, the paper analyzes Croatian curricular documents and curricula from the countries of Slovenia, Germany and Scotland. Furthermore, an examination of the TIMSS-curriculum and research is conducted.
When organizing and teaching the content of spatial geometry, the cognitive development and individual abilities of students of a certain age should be considered. Functional teaching of spatial geometry should strive for the development of spatial ability and reasoning, as well as ensure the selection of appropriate contents and the implementation of the activities that will enable said development. The results of the analysis of Croatian curricular documents show an overall lack of contents in spatial geometry in primary education, especially of those contents which are aimed at the development of spatial ability and reasoning. The results of the analysis of foreign curricula on the other hand show an existing continuity of teaching spatial geometry, as well as the implementation of the fundamental ideas. The research of TIMSS revealed that fourth grade students in the Republic of Croatia encounter difficulties in solving spatial geometry tasks that examine spatial vision. Therefore, based on theoretical and practical knowledge from current literature, this paper gives a proposal of the curriculum of spatial geometry for primary education and also a suggestion of activities and tasks that should enable the realization of the curriculum goals
Self-portrait in children´s art creativity
No full textOd najranije dobi, dječji je likovni izraz motiviran unutarnjom potrebom koja djetetov način likovnog izražavanja čini posebnom odgojnom vrijednošću koju treba njegovati, poticati i razvijati. Razvojem djeteta, razvija se i njihov likovni jezik, a daljnjim promatranjem likovnih radova, razumijevanje likovnog jezika i njegova značenja postaje sve potpunije. Kroz razvojne faze dječjeg izraza, dijete istražuje svijet oko sebe, postupno se upoznaje sa likovnom umjetnošću, a početak apstraktnog mišljenja i bogatiji verbalni izraz omogućuju i veće likovne sposobnosti izražavanja. Jedan od najčešćih motiva dječjeg crteža jest čovjek. Razvoj prikaza čovjeka može se pratiti kroz razvojne faze djeteta. Od jednostavnog prikaza čovjeka s nekoliko likovnih elemenata u prvoj fazi dječjeg razvoja, do faze u kojoj ljudski lik počinje sve više odgovarati realnosti sa sve više detalja otkrivajući djetetova nova znanja i vještine. S obzirom na to da se likovne sposobnosti djeteta neprestano razvijaju, cilj ovog istraživanja bio je utvrditi razinu uspješnosti prikaza autoportreta učenika 1. i 4. razreda osnovne škole te provjeriti na koji način dob i spol učenika utječu na samu izvedbu autoportreta. U tu svrhu, provedeno je istraživanje u jednoj osnovnoj školi koje je uključivalo dva razreda. U istraživanju je sudjelovalo 19 učenika prvog razreda i 24 učenika četvrtog razreda koji su na satu Likovne kulture pastelom trebali prikazati vizualni motiv, autoportret. Vrsta istraživanja bila je kvantitativna. Metoda kojom je provedeno istraživanje je deskriptiva. Tehnika istraživanja je bila ocjenjivanje, a instrument za prikupljanje podataka 3 – stupanjska ljestvica s kategorijama uspješan rad, prosječan rad te neuspješan rad. Svaka kategorija sadrži tri kriterija uspješnosti prema kojima su radovi bodovani: likovni jezik, izvedba motiva te upotreba likovne tehnike. Rezultati istraživanja pokazuju kako je 4. razred uspješniji u izvedbi autoportreta od 1. razreda te kako su u prikazu istog motiva djevojčice bile uspješnije od dječaka.From an early age, children's artistic axpression is motivated by an inner need that makes the child's way of artistic expression a special educational value that should be nurtured, encouraged and developed. Visual language develops with the development of the child. With further observation of art works, the understanding of visual language and it's meaning becomes more complete. Through the developmental stages of children's expression, the child explores the world around him and gradually becomes acquainted with fine arts. The beginning of abstract thinking and richer verbal expression enable greater artistic abilities of expression. One of the most common motifs of children’s drawing is man. The development of human representation can be monitored through the developmental stages of the child. From a simple depiction of a man with several artistic elements in the first phase of a child's development, to a stage in which the human character begins to correspond more and more to reality with more and more details revealing the child's new knowledge and skills. Given that the child's artistic abilities are constantly evolving, the aim of this study was to determine the level of success of self-portraits of 1st and 4th grade elementary school students and to check how age and gender of students affect the performance of self-portraits. A survey was conducted in one elementary school that included two grades. The research included 19 first grade students and 24 fourth grade students who were supposed to display a self-portrait in pastel during an Art class. The type of research was quantitative. The method by which the research was conducted is descriptive. The research technique was grading, and the instrument for collecting data was a 3 - level scale with the categories of successful work, average work and unsuccessful work. Each category contains three performance criteria of success: visual language, motif performance and the use of art technique. The results of the research show that the 4th grade is more successful in performing self-portraits than the 1st grade, and that girls were more successful than boys in showing the same motif
Joseph Conrad and Edgar Allan Poe: The Examiners of the Dark Human Psyche
No full textThis thesis will analyze the way Joseph Conrad and Edgar Allan Poe examined the dark human psyche. It is aimed at providing an insight into how their lives affected their literary work as well as how they explored the dark part of the human mind in it. The thesis is divided into three main parts: the overview of the horror both authors witnessed through their lives, the influence they had on one another and also on the field of psychology, and the comparison of the selected literary works.
The first part of the thesis grants an overview of the difficulties Conrad and Poe dealt with and also the way horror is created in the human mind.
The second part compares Conrad’s and Poe’s literary work. It compares their topics, themes, motifs and symbols. Moreover, it analyses and compares the development of the atmosphere and also characters of the selected literary works– Conrad’s novels Heart of Darkness and Lord Jim and Poe’s short stories The Fall of The House of Usher, The Black Cat, The Pit and the Pendulum, The Mask of the Red Death and The Tell-Tale Heart.
The third part discusses the influence Poe and Conrad had in investigating the darkness of the human mind and why they are deemed as the examiners of the dark human psyche.U ovome radu istražit će se način na koji su Joseph Conrad i Edgar Allan Poe ispitivali mračnu ljudsku psihu. Cilj mu je pružiti uvid u način na koji su njihovi životi utjecali na njihovo književno stvaralaštvo te kako su istraživali tamni dio ljudskog uma u istome. Rad je podijeljen na tri glavna dijela: pregled užasa kojima su oba autora svjedočila tijekom svojih života, utjecaj koji su imali jedno na drugo, ali i na polje psihologije, te na usporedbu odabranih književnih djela Conrada i Poea .
Prvi dio rada prikazuje teškoće s kojima su se Conrad i Poe susretali u životu te način na koji se užas stvara u ljudskom umu.
Drugi dio uspoređuje Conradov i Poeov književni rad. Uspoređuje njihove teme, motive i simbole. Isto tako analizira i uspoređuje razvoj atmosfere, ali i likova odabranih književnih djela - Conradove novele Srce tame i Lord Jim te Poeove Pad kuće Usher, Crnu mačku, Jamu i njihalo, Masku Crvene smrti te Izdajničko srce.
Treći dio razmatra utjecaj koji su Poe i Conrad imali na istraživanje tame ljudskoga uma i zašto se smatraju ispitivačima tamne ljudske psihe
Translation of culture-specific items in “Matilda” by Roald Dahl
No full textTranslation of culture-specific items is one of the biggest challenges for translators. Today, there is a great deal of various classifications of translation procedures for culture-specific items, while all of them are based on Vinay and Darbelnet’s classification of translation procedures. Vinay and Darbelnet were a pair of French scholars that worked within text-oriented approach, whose main concept is equivalence. We might say that, literary works are packed with culture-specific items such as personal names, food and beverages, politics, clothing etc., and are a part of author’s source culture. The aim of this thesis is to determine which translations procedures for translating culture-specific items were employed in the Croatian translation of the children’s novel Matilda written by the famous British author Roald Dahl, and to how the choice of the procedures influences the general orientation of the target text. The analysis is composed of four categories in which the following culture-specific items were organized: personal names and surnames, geographical names, food and beverages, measures and currency. The results have shown that the most frequent procedures in the Croatian translation of Matilda were phonological replacement and substitution, while in translating measures and currency the most frequent procedure was cultural equivalent. Both procedures are typical for orientation towards the target culture. On the other hand, the most frequent procedures in translating geographical names, food and beverages were omission and descriptive translation using hypernyms.Prevođenje elemenata kulture jedan je od najvećih izazova za prevoditelje. Danas postoji niz različitih podjela postupaka za prevođenje upravo tih pojmova, a sve su zasnovane na Vinayevoj i Darbelnetovoj podjeli prijevodnih postupaka (posuđivanje, kalk, doslovan prijevod, transpozicija, modulacija, ekvivalencija i adaptacija). Vinay i Darbelnet bili su francuski prevoditeljski stručnjaci koji su pripadali pristupu orijentiranom na izvorni tekst, čiji je glavni koncept bio ekvivalencija. Mogli bismo reći da književna djela obiluju elementima kulture kao što su osobna imena, hrana i piće, politika, odjeća, a pripadaju piščevoj izvornoj kulturi. Cilj je ovoga rada odrediti koji su prijevodni postupci elemenata kulture prisutni u hrvatskome prijevodu dječjeg romana Matilda britanskoga autora Roalda Dahla, te kako taj izbor utječe na orijentiranost ciljnoga teksta. Analiza se sastoji od četiri kategorije u kojima su analizirani sljedeći elementi kulture: osobna imena i prezimena, zemljopisna imena, hrana i piće te mjere i valute. Rezultati analize pokazali su da su u hrvatskome prijevodu Matilde pri prevođenju imena i prezimena najčešći postupci fonološka zamjena i supstitucija, dok je u prijevodu mjera i valuta najčešći postupak kulturni ekvivalent. Oba postupka karakteristična su za orijentaciju ciljnog teksta prema ciljnoj kulturi. Nasuprot tome, najčešći postupci u prevođenju zemljopisnih imena te hrane i pića su izostavljanje i opisni prijevod podređenim pojmom
Open-Ended Tasks In Primary Mathematics Education
No full textTema ovog diplomskog rada su Zadatci otvorenog tipa u razrednoj nastavi matematike.
U radu se najprije uvodi pojam matematičkog zadatka i dotiče se njegovih podjela koje ovise o istaknutom aspektu zadatka. Opisuju se i obilježja tradicionalne i moderne nastave, čija je glavna razlika da moderna nastava ne stavlja naglasak na ono što učenici znaju, već poziva na napuštanje takvog jednostranog pogleda na postavljeni problem. Moderna nastava gleda na znanje kao na individualni konstrukt pojedinog učenika proizašao iz doticaja s okolinom. U takvom nastavnom procesu teži se stvaralaštvu, rješavanju problema, razvoju učenikove inovativnosti, poduzetnosti i kritičkoga mišljenja. Navedenim težnjama idealno odgovara otvoreni tip zadatka koji posjeduje brojne prednosti i doprinosi nastavi matematike. Upravo su otvoreni tip zadatka i njegove podjele fokus ovog rada, a opisuju se i strategije kreiranja zadataka otvorenog tipa, kao i strategija otvaranja zadataka zatvorenog tipa.
Istraživački dio ovog rada odnosi se na analizu matematičkih udžbenika 4. razreda razredne nastave. Cilj istraživanja bio je uočiti zastupljenost zadataka otvorenog tipa u odnosu na zatvoreni tip. U pet različitih matematičkih udžbenika gledala se domena C koja se odnosi na oblik i prostor. Detektirani zadatci otvorenog tipa, klasificirani su prema trodimenzionalnom instrumentu koji obuhvaća vrstu zadataka otvorenog tipa, zadatke otvorenog tipa s obzirom na cilj ili svrhu te zadatke otvorenog tipa prema glavnoj aktivnosti. Rezultati istraživanja pokazali su da su u udžbenicima za 4. razred razredne nastave, sastavljanima prema Kurikulumu za nastavni predmet matematike, zadatci otvorenog tipa u domeni C izrazito slabo zastupljeni.
Posljedično, na kraju rada, ponuđeni su primjeri zadataka otvorenog tipa za 4. razred osnovne škole.The topic of this thesis is Open-ended tasks in primary mathematics education. The thesis first deals with the notion of a mathematical problem and discusses its categorization depending on the prominent aspect of the problem. The characteristics of traditional and modern teaching are described as well, the main difference being that modern teaching does not emphasize what students already know but calls for the abandonment of such one-sided view of the problem. In modern teaching knowledge is perceived as an individual construct of each student resulting from their contact with the environment. The aim of that kind of a teaching process is to create, solve problems, develop student's innovation, entrepreneurship, and critical thinking. Open-ended tasks are ideal to fulfill these aims because there are many advantages which contribute to the teaching of mathematics. Open-ended task and its categorization are the focus of this thesis, and the strategies for creating an open-ended task are described, as well as the strategy for opening a closed type of task.
The research part of this thesis refers to the analysis of the 4th grade mathematics textbooks. The research aimed to investigate the presence of open type tasks in comparison with closed type tasks. Domain C, referring to form and space, was observed in five different mathematical textbooks. Open-ended tasks found in the textbooks are classified according to a three-dimensional instrument which includes: the type of open-ended tasks, open-ended tasks with regard to a goal or a purpose, and open-ended tasks with regard to the main activity. The results of the research showed that open-ended tasks in the C domain are extremely poorly represented in the 4th grade textbooks which are written according to the mathematics curriculum. Consequently, at the end of the thesis, examples of open-ended tasks for the 4th grade of primary school are offered
Proper nutrition for preschool children
No full textPravilna prehrana jako je bitna u životu svake osobe, a posebnu ulogu ima kod djece, s obzirom da je to razdoblje najintenzivnijeg rasta. Ona podrazumijeva izbalansiranu, redovitu, ravnomjernu i umjerenu prehranu. Za cilj ima osigurati djetetu pravilan rast i razvoj te spriječiti pojavu pretilosti, pothranjenosti i specifičnih deficitarnih bolesti. Kako bi se podmirile potrebe organizma potrebno je unositi osnovne nutrijente: ugljikohidrate, bjelančevine, masti, vitamine, minerale te vodu. Cilj ovog rada bio je ispitati roditelje o prehrambenim navikama njihove djece predškolske dobi. Istraživanje je provedeno na 108 ispitanika online upitnikom od 21 pitanja, u periodu od 30.srpnja 2021. do 10.kolovoza 2021. godine. Rezultati istraživanja pokazali su da je 89,8% djece bilo dojeno, što je ključno jer je dojenje prvi korak ka usvajanju pravilne prehrane. Rezultati su također pokazali da bez obzira na veliki broj dojene djece usvajanje zdravih prehrambenih navika ne ovisi samo o tome, već je važno ustrajati kroz cijeli period djetinjstva. To se može vidjeti prema čestoj konzumaciji bitnih namirnica (žitarica, voća i povrća, mesa, ribe te mliječnih proizvoda). Npr. rezultati istraživanja ukazuju da je kod velikog broja djece prisutna svakodnevna konzumacija voća (58,3%) i povrća (41,7%). Istraživanje je pokazalo da roditelji uglavnom drže do usvajanja zdravih prehrambenih navika kod svoje djece, iako su u prehrani prisutne nepovoljne namirnice poput brze hrane, slatkiša i grickalica. Međutim, bez obzira na prisutnost nepovoljnih namirnica pokazalo se da je fizička aktivnost djece na visokoj razini. Možemo zaključiti da je kod djece predškolske dobi usvojenost zdravih prehrambenih navika na srednjoj razini, jer iako je zastupljenost kvalitetnih namirnica žitarica, voća, povrća i dr. uglavnom na zadovoljavajućoj razini, te je prisutna i visoka razina tjelesne aktivnosti, nailazimo na prepreke i nepovoljne uvjete u dječjoj prehrani kao što je konzumacija brze hrane, slatkiša i grickalica te gotovo 50% djece jede ispred ekrana.Very important aspect in the life of each person is proper nutrition, and it plays a special role in childhood which is the period of the most intense growth. It implies a balanced, regular, even and moderate diet. It aims to ensure the child's normal growth and development and prevent the occurrence of obesity, malnutrition and specific deficient diseases. In order to meet the needs of the organism, it is necessary to introduce basic nutrients: carbohydrates, proteins, fats, vitamins, minerals and water. The aim of this paper was to examine parents about the eating habits of their preschool children. The survey was conducted on 108 subjects with an online questionnaire of 21 questions, between 30 July 2021 and 10 August 2021. The results of the study showed that 89.8% of children were breast-fed, which is crucial for adopting the right diet habits. The results also showed that regardless of the large number of breasted children, the adoption of healthy eating habits not only depends on this, but it is important to persist throughout the entire period of childhood. This can be seen according to the frequent consumption of essential foods (cereals, fruits and vegetables, meat, fish and dairy products). For example, the results of the study indicate that in a large number of children daily consumption of fruits (58.3%) and vegetables (41.7%) is present. Research has shown that parents generally keep up adopting healthy eating habits in their children, although unfavorable foods such as fast food, sweets and snacks are present in the diet. However, regardless of the presence of unfavorable foods, it turned out that the physical activity of children is at a high level. We can conclude that in preschool children the adoption of healthy eating habits is at the middle level, because although the representation of quality foods like cereals, fruits, vegetables, etc. is mostly at a satisfactory level, and there is also a high level of physical activity, we encounter obstacles and unfavorable conditions in the children's diet such as the consumption of fast food, sweets and snacks and almost 50% of children eat in front of the screen
Relationship between parental metaemotions and socio-emotional development of preschool children
No full textCilj ovog diplomskog rada bio je ispitati povezanost roditeljske filozofije o metaemocijama sa socioemocionalnim razvojem djece predškolske dobi. Istraživanje je provedeno online upitnikom, tijekom svibnja 2021. godine, na uzorku od 239 roditelja djece
predškolske dobi (dobi 2-7 godina). Za potrebe istraživanja korišten je Upitnik stilovi roditeljstva povezani s emocijama (Emotion-Related Parenting Styles; Paterson i sur., 2012), kojim su se ispitivale roditeljske filozofije o metaemocijama te Upitnik sposobnosti i poteškoća (Scoring the Strenghts & Difficulties Questionnaire; Goodman, 1997) kojim su roditelji procjenjivali sposobnosti i poteškoće svoje djece. Rezultati istraživanja pokazali su postojanje povezanosti između roditeljske filozofije metaemocija i dječjih sposobnosti i poteškoća. Utvrđena je značajna pozitivna povezanost između nesigurnosti/neefikasnosti u emocionalnoj socijalizaciji i dječjim ponašajnim i emocionalnim problemima, problemima u odnosima s vršnjacima i hiperaktivnosti, a značajna negativna povezanost s prosocijalnim ponašanjem. Značajna pozitivna povezanost uočena je među varijablama vođenje emocija i prosocijalno ponašanje, ali i među prihvaćanjem negativnih emocija i dječjih ponašajnih problema. Varijabla odbacivanje negativnih emocija nije pokazala značajnu povezanost s varijablama dječjih sposobnosti i poteškoća. Dobiveni rezultati upućuju i na postojanje povezanosti između roditeljske filozofije o metaemocijama i njihovih demografskih karakteristika. Utvrdilo se da je varijabla prihvaćanje negativnih emocija značajno pozitivno povezana s demografskim karakteristikama roditelja (dob, razina obrazovanja, veličina mjesta stanovanja), dok su varijable nesigurnost/neefikasnost u emocionalnoj socijalizaciji i odbacivanje negativnih emocija značajno negativno povezane s demografskim karakteristikama roditelja. Jedino varijabla vođenje emocija nije pokazala značajnu povezanost ni s jednom od varijabli demografskih karakteristika roditelja. Nije pronađeno postojanje povezanosti između roditeljske filozofije metaemocija i demografskih karakteristika djeteta.The aim of this study and diploma thesis was to examine the link between parents’ metaemotion philosophy and socioemotional development of preschool children. The study was conducted online by a questionnaire throughout May 2021 and it included 239 preschool parents (2 to 7 years of age). An "Emotion Related Parenting Styles" questionnaire (ERPS; Paterson, et al., 2012) was used to test parental philosophies on meta-emotion and "Scoring the Strengths & Difficulties Questionnaire" (SDQ; Goodman, 1997) which was used by parents to estimate abilities and difficulties of their children. The results of the research showed the existence of correlation between parental philosophies on meta-emotion and children's abilities and difficulties. There was a significant definable positive correlation between insecurity / inefficiencies in emotional socialization and children's behavioral and emotional problems, problems in relationships with peers and hyperactivity, and a significant negative correlation with prosocial behavior. A significant positive correlation was seen between the variables of managing emotions and prosocial behavior, but also in accepting negative emotions and children's behavioral problems. The variable for rejection of negative emotions showed no significant correlation with variables of children's abilities and difficulties. The acquired results indicate the existence of correlation between the parental philosophy of meta-emotions and their demographic characteristics (age, education and place of residence) but lack of correlation between the parental philosophy of meta-emotions and the demographic characteristics of the child. Acceptance of negative emotions variable was defined as significantly positively related to parents' demographic characteristics, while the variables of insecurity / inefficiency in emotional socialization and rejection of negative emotions were significantly negatively correlated to parents' demographics. The emotion management variable was the only one that did not show a significant association with any of the variables of parental demographic characteristics