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Online process drama workshop - possibilities and limitations
No full textCilj je ovog rada bio pokrenuti platformu Procesna drama za sve (https://procesnadrama.wixsite.com/online ) i ponuditi je odgajateljima. Na stranici će odgajatelji početnici moći saznati osnove o procesnoj drami (koje će ih, nadam se potaknuti na korištenje procesne drame u radu), a iskusniji odgajatelji će svojim znanjem i iskustvom, dijeljenjem primjera dobre prakse i kritičkom refleksijom doprinijeti profesionalnom razvoju mlađih kolega. Osvrćući se na svoje prethodno istraživanje u radu Učestalost procesne drame u dječjim vrtićima (Štimac, M., 2019.), nastojala sam utjecati na informiranje odgajatelja o procesnoj
drami kao vrijednoj i učinkovitoj metodi, na jačanje kompetencija odgajatelja za osmišljavanje i primjenu procesne drame te na podizanje razine samopouzdanja odgajatelja. Oblik usavršavanja prilagodio se epidemiološkim mjerama i trenutnom stanju u svijetu. Osim odgovora na pandemijske izazove, ovakav način edukacije nudi neke nove mogućnosti, a to su prepoznali i ispitanici. Stranica Procesna drama za sve omogućuje online razmjenu znanja i iskustva na području dramske pedagogije.
Važno je bilo i ispitati zadovoljstvo korisnika mrežnom stranicom, ispitati kakav je njihov dojam o ponuđenoj stranici, mogu li iskoristiti ponuđeni materijal, kakav je stav korisnika o stručnom usavršavanju putem platforme, kako korisnici mrežne stranice doživljavaju procesnu dramu te koje kompetencije djeca stječu sudjelovanjem u procesnoj drami. Navedena mrežna stranica namijenjena je odgojiteljima, učiteljima, dramskim pedagozima te svima onima koji žele naučiti nešto više o procesnoj drami. Spomenuta stranica sadrži kraći teorijski dio o procesnoj drami, videoprimjer procesne drame, popis dramskih tehnika, mjesto
predviđeno za razmjenu iskustava kao i bazu metodičkih priprema i izvore. Pomoću ove i/ili sličnih stranica odgojno-obrazovni djelatnici mogu se stručno usavršavati iz udobnosti vlastitog doma bez dodatnih troškova u vrijeme u koje oni to žele, poštujući sve propisane epidemiološke mjere. Najveći nedostatak ovakvog oblika usavršavanja jest nemogućnost susreta uživo pri kojem sudionici mogu biti dio procesne drame te bi tako lakše shvatili bit onoga što se želi poučiti. Dobiveni rezultati pokazuju kako su ispitanici uglavnom zadovoljni i prihvaćaju ovakav oblik stručnog usavršavanja pa uzimajući u obzir sve prednosti i nedostatke online usavršavanja, takav oblik rada svakako bi mogao imati sve značajnije mjesto u odgojno-obrazovnom sustavu.The aim of this paper is to launch the Process Drama for All platform and offer it to preschool teachers. On the site, preschool teachers will be able to learn the basics of process drama (which will, I hope, encourage them to use process drama in their work), and more experienced educators will contribute to the professional development of younger colleagues with their knowledge and experience by sharing examples of good practice and critical reflection. Reflecting on my previous research Frequency of process drama in kindergartens (M. Štimac, 2019), I tried to influence informing educators about process drama as a valuable and effective method, reducing the feeling of incompetence of teachers to apply process drama and to raise levels of self-confidence of teacjers. The form of training has adapted to epidemiological measures and the current situation in the world. In addition to responding to pandemic challenges, this way of education offers some new opportunities, and this was recognized by the respondents. The Process Drama for All page enables the online exchange of knowledge and experience in the field of drama pedagogy. It was also important to examine user satisfaction with the website, to examine their impression of the offered site, whether they can use the offered material, what is the user's attitude about professional development through the platform, how website users experience process drama and what competencies children acquire by participating in the process drama. I started the Process Drama for All page because I wanted to examine the respondents' satisfaction with using the website for the purpose of professional development. This website is intended for educators, teachers, drama pedagogues and all those who want to learn more about process drama. The mentioned page contains a short theoretical part about process drama, a video example of process drama, a list of dramatic techniques, a place intended for the exchange of experiences as well as a base of methodological preparations and sources. With the help of this and / or similar sites, educators can be professionally trained from the comfort of their own home at no additional cost at the time they want, respecting all prescribed epidemiological measures. The biggest disadvantage of this form of training is the impossibility of a live meeting in which participants can be part of the process drama and thus make it easier to understand the essence of what is being taught. The obtained results show that the respondents are generally satisfied and accept this form of professional development, so taking into account all the advantages and disadvantages of online training, such a form of work could certainly have an increasingly important place in the educational system
Parents´ Attitudes on the Influence of Obesity on the Health and Quality of Life of Preschool Children
No full textDefinicija pretilosti nije jednostavna, prvenstveno zbog različitih struktura tijela i koštano-mišićne građe pojedinaca, no mnogi autori složili su se da pretilost označava prekomjernu količinu masnog tkiva u organizmu. Danas se pretilost naziva bolešću i liječi se raznim terapijama i uz pomoć stručnih osoba. Ta bolest ne nastaje samo zbog nepažnje pri jelu već i zbog mnogih drugih faktora koji utječu na čovjeka. Kao najvjerodostojnija tehnika mjerenja masnog tkiva u tijelu nametnuo se indeks tjelesne mase odnosno ITM. On se dobiva dijeljenjem tjelesne mase izražene u kilogramima i kvadrata tjelesne visine izražene u metrima. Uzroci su pretilosti višestruki. Najčešći je uzrok pretilosti nerazmjeran prekomjerni kalorijski unos i slaba tjelesna aktivnost. Komplikacije pretilosti su brojne. Praktički nema organa i organskog sustava gdje se ne mogu javiti komplikacije. Debljina je povezana s nastankom najčešćih kroničnih nezaraznih bolesti današnjeg svijeta koje su odgovorne za oko 60% smrtnih slučajeva. Cilj je rada anketnim upitnikom istražiti stavove roditelja o utjecaju pretilosti na zdravlje i kvalitetu života djece predškolske dobi.The definition of obesity is not simple, primarily due to the different body structures and musculoskeletal structure of individuals but many authors have agreed that obesity refers to an excessive amount of adipose tissue in the body. Today, obesity is called a disease and it is treated with various therapies and with the help of professionals. This disease occurs not only due to carelessness when eating but, also due to many other factors that affect a person. The body mass index or BMI was imposed as the most reliable technique for measuring body fat. It is obtained by dividing body weight expressed in kilograms and squares of body height expressed in meters.
The causes of obesity are multiple. The most common cause of obesity is disproportionate excessive caloric intake and poor physical activity. The complications of obesity are numerous. There are practically no organs and organ systems where complications cannot occur. Obesity is associated with the onset of the most common chronic non-communicable diseases of today’s world, which are responsible for about 60% of deaths. The aim of this paper is to use a questionnaire to investigate parents' attitudes about the impact of obesity on the health and quality of life of children
The influence of organized physical exercise on the motor skills efficiency of girls included in the majorette dance program
No full textU svrhu ovog rada i istraživanja postavljena su dva cilja. Prvi cilj ovog rada je utvrditi postoje li razlike u motoričkim sposobnostima djevojčica uključenih u program mažoret plesa i onih koje nisu. Izmjereno je sveukupno 30 djevojčica u dobi od 6 do 9 godina od kojih 15 uključenih u program mažoret plesa Zlatarbistričkih mažoretkinja čini eksperimentalnu skupinu. Ostalih 15 djevojčica, koje nisu koje nisu obuhvaćene programom, čini kontrolnu skupinu. Obje skupine sudjelovale su u mjerenjima pet testova motoričkih sposobnosti. Drugi cilj istraživanja je utvrditi utjecaj višegodišnjeg programa mažoret plesa na razvoj fleksibilnosti kod djevojčica. Za postavljeni cilj uspoređeni su rezultati mjerenja ukupno tri testa gibljivosti kod istih djevojčica u vremenskom razmaku od dvije godine. Rezultati testova dobivenih mjerenjem 11 djevojčica u sklopu istraživanja za završni rad Utjecaj programa mažoret plesa na razvoj gibljivosti kod djece predškolskog uzrasta (Horvatić, 2019) predstavljaju kontrolnu skupinu 2. Rezultati mjerenja 11 djevojčica provedenih u sklopu izrade ovog diplomskog rada predstavljaju eksperimentalnu skupinu 2.
Za ispitivanje prvog cilja provedeni su testovi poligon natraške (MREPOL), skok udalj iz mjesta (MSDM), podizanje trupa (MRSPTR), taping rukom (MBTR) i pretklon na klupi (MFPK). U svrhu drugog postavljenog cilja provedena su mjerenja testova gibljivosti: pretklon na klupi (MFPK), pretklon u sjedu (MFSR) i iskret (MFIP).
Deskriptivnom analizom rezultata i vrijednosti t – testa svih provedenih testova vidljiva je razlika u rezultatima u korist eksperimentalnih skupina. Najveća razlika eksperimentalne skupine 1 i kontrolne skupine 1 vidljiva je u testu snage podizanje trupa (MRSPTR). Eksperimentalna skupina 2 i kontrolna skupina 2 najveću razliku pokazuju u testu pretklon na klupi (MFPK) gdje je maksimalna vrijednost mjerenja kontrolne skupine manja od minimalne vrijednosti eksperimentalne skupine. Analizom rezultata zaključuje se da program mažoret plesa značajno utječe na razvoj motoričkih sposobnosti djevojčica. Zaključuje se i da višegodišnje treniranje u sklopu programa mažoret plesa doprinosi daljnjem razvoju motoričke sposobnosti fleksibilnosti.For the purpose of this work and research, two goals have been set. The first goal of this paper is to determine whether there are differences in the motor abilities of girls included in the majorette dance program and those who are not. A total of 30 girls aged 6 to 9 years were measured, of which 15 included in the majorette dance program of Zlatarbistričke mažoretkinje make up the experimental group. The other 15 girls, who are not not covered by the program, make up the control group. Both groups participated in measurements of five motor ability tests. Another goal of the research is to determine the impact of a multi-year majorette dance program on the development of flexibility. For this aim, the results of measuring a total of three mobility tests with the same girls over a period of two years were compared. The results of tests obtained by measuring 11 girls as part of the research for the final work The impact of majorette dance program on the development of mobility in preschool children (Horvatić, 2019) represent control group 2. The results of measurements of 11 girls conducted as part of this thesis represent experimental group 2.
To test the first target, backstroke polygon (MREPOL), long jump (MSDM), torso lift (MRSPTR), hand tapping (MBTR) and bench press (MFPK) tests were performed. For the purpose of the second set goal, measurements of mobility tests were performed: bench press (MFPK), seat recline (MFSR) and deflection (MFIP).
A descriptive analysis of the results and values of the t - test of all performed tests shows a difference in the results in favor of the experimental groups. The largest difference between experimental group 1 and control group 1 is visible in the hull lift strength test (MRSPTR). Experimental group 2 and control group 2 show the largest difference in the bench press (MFPK) test where the maximum measurement value of the control group is less than the minimum value of the experimental group. The analysis of the results concludes that the majorette dance program significantly affects the development of motor skills of girls. It is also concluded that many years of training within the majorette dance program contributes to the further development of motor ability and flexibility
Encouraging children's speech expression through dramatic activities
No full textU potrebi za komunikacijom izražavamo se slušanjem, govorenjem, čitanjem, pisanjem. Premda se u radu spominju sve navedene jezične djelatnosti, predmet je ovoga završnog rada govor. Naglasak je stavljen na dramske aktivnosti koje pozitivno utječu na djetetov govorni razvoj, modulaciju, dikciju te kvalitetu izričaja. U skladu s optimalnim razvojem djetetova govornoga razvoja, navedene su djetetove mogućnosti kako bi se usvojeno znanje prikladno moglo primijeniti prilikom odabira dramskih aktivnosti. Ovim radom željela sam odgajateljima, roditeljima i skrbnicima teorijski približiti karakteristike govora i način na koji
se dramskim aktivnostima može potaknuti djetetov govorni razvoj. U uvodnom dijelu rada istaknula sam važnost govora za dijete i pozitivan utjecaj planiranih dramskih aktivnosti na razvoj govora. Nadalje u uvodu pišem o dramskom odgoju i važnosti
djetetova učenja igrom, a na samom kraju uvoda spominjem i procesnu dramu. U prvim poglavljima rada definirat ću osnovne značajke govora, navest ću razdoblje najpogodnije za djetetov govorni razvoj te ću opisati način nastanka glasa. Nastavit ću s opisom govornih obilježja djeteta prema razdobljima razvoja i naglasiti važnost djetetove okoline za razvoj govora. U drugom dijelu rada navest ću definicije dramskih pojmova te dramske poticaje kojima odgajatelj može upotpuniti dramske aktivnosti. Istaknut ću ulogu odgajatelja u dramskim aktivnostima te ću spomenuti važnost igre za djetetovo učenje. U četvrtom poglavlju spominjem dramske aktivnosti, a dodatno se posvećujem opisu procesne drame. Na samom kraju dajem primjer plana procesne drame s ciljem obogaćivanja dječjega govora nakon čega iznosim završne riječi u zaključku.In need of communication, we express ourselves by listening, speaking, reading, and writing. Although all language activities are listed, the subject of this final paper will be speech. Emphasis is placed on dramatic activities that positively affect the child's speech development, modulation, diction and quality of expression. In accordance with the optimal
development of the child's speech development, the possibilities of the child are stated so that the acquired knowledge can be adequately applied when choosing dramatic activities. In this final work, I wanted to bring educators, parents and caregivers theoretically closer to the characteristics of speech and the way in which a child's speech development can be
encouraged through dramatic activities. The introductory part of the paper highlighted the importance of speech for the child and the positive impact of the planned dramatic activities on the development of speech. Furthermore, there is talk about drama education and the importance of the child's learning through play, and at the very end of the introduction, I introduce readers to the term of the process drama. In the first chapters of this final paper, I will define the basic features of speech, specify the period most suitable for the child's speech development, and describe how the voice is made. I
will continue with the child's speech characteristics according to the periods of development and emphasize the importance of the child's environment for the development of speech. In the second part of the paper, I will list the definitions of dramatic concepts and the dramatic incentives with which the educator can complete the dramatic activities. I will highlight the role of educators in dramatic activities and mention the importance of play for the child's learning. In the fourth chapter I mention dramatic activities, and I further devote myself to the description of the process drama. At the very end, an example of a process drama plan is given with the aim of enriching children's speech. The work will be brought to an end with closing arguments in conclusion
Digital Tools and Website Design used for Distance Learning in Elementary School
No full textTijekom 2020. godine koja je bila obilježena pandemijom COVID-19 virusa, brojne učenike, nastavnike i profesore zadesila je do tada nepoznata situacija koju je okarakterizirala nastava na daljinu. Takva nastava podrazumijeva proces usvajanja znanja bez fizičkog kontakta s učiteljem i vršnjacima. Kada su škole u potpunosti bile zatvorene, u razdoblju od ožujka do kraja školske godine 2019/2020., za učenike nižih razreda bila je organizirana nastava na javnoj televiziji, ali učitelji su i dalje bili aktivno angažirani u cjelokupnom razdoblju tako što su učenicima slali dodatne zadatke putem njihovih roditelja koristeći razne alate za komunikaciju, elektroničku poštu i druge kanale. Osim navedenog, učitelji su koristili i web-stranice zahvaljujući kojima su učenici, ali i njihovi roditelji, imali uvid u dodatne materijale i informacije vezane uz nastavu. U novonastaloj situaciji, više nego ikad počeli su se upotrebljavati digitalni alati kako bi učitelji približili nastavne sadržaje učenicima. Postoji mnoštvo digitalnih alata dostupnih na internetu, a većina njih je jednostavna i besplatna za upotrebu. Između raznih alata, u radu je istaknut web alat Canva koji se koristi za grafički dizajn i uglavnom služi onima koji nemaju skupocjene alate i znanje kako se njima koristiti. Ovim alatom postiže se profesionalan izgled prezentacija, radnih listića, infografika i drugih materijala koji se mogu implementirati u nastavni proces, bilo to u kontaktnoj ili online nastavi.
Cilj ovog rada bio je opisati koji se sve digitalni alati mogu primjenjivati za izradu nastavnih materijala, prezentacija i obogaćivanje nastave s naglaskom na njihovu upotrebu tijekom izvođenja nastave na daljinu. Opisana su i navedena istraživanja vezana za digitalizaciju nastave i upotrebu digitalnih alata, a uz to su analizirane prednosti i nedostaci njihove upotrebe u razrednoj nastavi. U radu je naglasak i na korištenju web-stranica kao jednom od mogućnosti bolje personalizacije objavljenog sadržaja koji je namijenjen učenicima nižih razreda osnovnih škola.In 2020, which was marked by a pandemic of the COVID-19 virus, many students, teachers, and professors were found in an unknown situation characterized by distance learning. Such methods involve the process of acquiring knowledge without physical contact with the teacher and classmates. During the isolation period, from March to the end of the 2019/2020 school year, classes for lower grade students were organized on public television, but teachers were actively engaged throughout the whole period by sending students additional assignments via their parents using various communication tools, email, and other channels. In addition, teachers used websites, thanks to which students, as well as their parents, had access to more materials and information. In that situation, more than ever, digital tools have been used to bring teachers closer to students. There are many digital tools available on the Internet, and most of them are simple and free to use.
Among the various tools, the paper highlights the web tool Canva, which is used for graphic design and mainly serves those who do not have expensive tools and knowledge of how to use them. This tool achieves a professional look for presentations, worksheets, infographics, and other materials that can be implemented in the teaching process, whether in the classroom or online.
This paper aimed to describe the digital tools that can be used to create teaching materials, presentations, and enrich teaching with an emphasis on their use during distance learning. The research related to the digitalization of teaching and the use of digital tools is also described, and the advantages and disadvantages of their use in classroom teaching are analyzed. The paper emphasizes the use of web pages as one of the possibilities for better personalization of published content intended for lower primary school students
Distance drama education
No full textU ovom se radu polazi od tvrdnje o važnosti provedbe dramskog odgoja kroz razna odgojno-obrazovna područja s naglaskom na potrebi integracije dramskih aktivnosti u nastavu na daljinu. Raščlambom stavki polazišne tvrdnje, iznesene su odlike dramskog odgoja te obilježja, prednosti i nedostatci nastave na daljinu. Potreba za brzom prilagodbom na nove radne navike te životne okolnosti i ograničenja, značajno se odrazila na psihičko zdravlje svih generacija, osobito djece i mladih. Upravo učitelji, provođenjem aktivnosti u okviru dramskog odgoja, mogu pridonijeti prevenciji i jačanju psihološke otpornosti učenika.
Uspostavljanjem dramskih radionica putem video konferencijskih platformi, kako u sklopu redovne školske nastave tako i u obliku izvanškolske aktivnosti, ostvaruju se ishodi dramskog odgoja i iskustvenog učenja. Pritom je ključno stvoriti i održati kvalitetno radno ozračje što podrazumijeva uspostavu pravila rada, razvijanje odgovornosti prema radu te istraživanje svojstava virtualne scene. Postojeće primjere dramskih metoda i tehnika potrebno je, uz malo truda, znanja i kreativnosti, prilagoditi tehnološkim ograničenjima, ali je poželjeno okrenuti se stvaranju novih i oživljavanju zanemarenih dramskih formata.
Uz prijedloge prilagodbe dramskih aktivnosti podijeljenih prema uvjetima provedbe, u sklopu ovog rada nalazi se i primjer virtualnog rada dramske skupine koja se okušala u stvaranju radiodrame. Polaznici Male škole glume, Gradskog kazališta Jastrebarsko, prvi su se put susreli s tom dramskom formom, stoga ih je bilo potrebno upoznati s njezinim sastavnicama i primjerima, sve putem platforme za video sastanke Zoom. Nakon uočavanja važnosti uloge zvuka, uslijedilo je istraživanje akustičkih mogućnosti i uvježbavanje tehnika za stvaranje radiodrame. Uvjeti održavanja radionica olakšali su rad na tekstu koji je istovremeno bio vidljiv svim sudionicima pa im je, uz stvaranje zvučnih efekata, bila prepuštena i dramatizacija. Unatoč okolnostima, dobrom organizacijom i poštivanjem epidemioloških mjera, snimanje i montaža su se odvili u tonskom studiju. Radiodrama „Zaljubljeni sob“ je uspješno emitirana 24. prosinca na lokalnoj radio postaji, a njezini autori su izrazito zadovoljni procesom stvaranja i rezultatom rada.This paper starts from the statement about the importance of the implementation of drama education through various educational areas with an emphasis on the need to integrate drama activities into distance learning. By analyzing the items of the starting point, the features of drama education and the characteristics, advantages and disadvantages of distance learning are presented. The need to quickly adapt to new work habits, as well as life circumstances and limitations, has significantly affected the mental health of all generations, especially children and young people. It is the teachers who, by carrying out activities within the framework of drama education, can contribute to the prevention and strengthening of the psychological resilience of students.
By establishing drama workshops through video conferencing platforms, both as part of regular school classes and in the form of extracurricular activity, the outcomes of drama education and experiential learning are achieved. It is crucial to create and maintain a quality work atmosphere, which includes establishment of work rules, the development of responsibility for work and research in to the properties of the virtual scene. Existing examples of dramatic methods and techniques need, with little effort, knowledge and creativity, to adapt to technological constraints, but it is desirable to turn to the creation of new and revival of neglected drama formats.
In addition to proposals for the adaptation of drama activities divided according to the conditions of implementation, this paper also includes an example of the virtual work of a drama group that tried to create a radio drama. Attendees of the Male Škole Glume, of The Jastrebarsko City Theater, encountered this dramatic form for the first time, so they needed to be introduced to its components and examples, all through the Zoom video meeting platform. After noticing the importance of the role of sound, exploring acoustic possibilities and practicing techniques for creating radio drama followed. The conditions of the workshops facilitated the work on the text, which was at the same time visible to all participants, so in addition to creating sound effects, they were left to dramatize. Despite the circumstances, good organization and respect for epidemiological measures, recording and editing took place in a sound studio. The radio drama "The Reindeer in Love" was successfully broadcast on December 24 on a local radio station, and its authors are extremely satisfied with the creation process and the result of the work
Crisis of authority as an indicator of the crisis of education
No full textPrvi i najvažniji odgojitelji djeteta su njegovi roditelji. Djeca njihovo ponašanje promatraju, usvajaju i prilagođavaju onako kako im odgovara. Ovisno o okolinskim čimbenicima i vlastitom doživljaju djetinjstva, roditelji će svjesno ili nesvjesno izabrati odgojni stil koji će stvoriti emocionalno ozračje unutar kojeg će se dijete razvijati. Uz već poznate odgojne stilove, javljaju se neki suvremeni odgojni stilovi poput hiperroditeljstva i pretjerane popustljivosti. Ti stilovi nastali su zbog ubrzanog načina života koji rezultira manjkom vremena za bolje promišljanje o odgojnim postupcima. Važnost odgojnog stila očituje se u istraživanju znanstvenika koji navode da razvojni ishod djeteta uvelike ovisi o roditeljevom stilu odgoja. Kao najbolji odgojni stil izdvaja se autoritativni zbog toga što ga karakterizira velika razina topline prema djetetu i odgovarajuća količina nadzora tj. postavljanje jasnih granica ponašanja. Djeca autoritativnih roditelja pokazuju pozitivne ishode razvoja poput razvijenih socijalnih vještina i sposobnost regulacije emocija.
Svaki roditelj definirati će granice ponašanja ovisno o vrijednostima koje njeguje i koje želi prenijeti na svoje dijete. Granice ponašanja važno je postaviti od najranije dobi zbog toga što one djeci pomažu u pripremi za budući život i uspješno djelovanje u društvenoj zajednici. Definiranje granica djeci pruža sigurne okolnosti u kojima može istraživati način na koji svijet funkcionira. Ispitivanje granica vodi k sukobima koje je važno rješavati na način da roditelji pokažu dosljedan i primjeren autoritet ali i da istovremeno poštuju dječju osobnost. Ovisno o rješenju sukoba, on može imati pozitivan ili negativan utjecaj na dijete, njegov odgoj te na budući odnos djeteta i roditelja. Rješavanje sukoba brižnom komunikacijom pomaže djetetu da se razvije u odgovornu i samopouzdanu osobu. Štetni mehanizmi rješavanja sukoba odgajaju nezadovoljnu, hipersenzibilnu i ovisnu djecu koja će odnose s drugim ljudima zasnivati na kontroli. Ovaj rad pobliže će pojasniti važnost uspostavljanja granica u ponašanju djece te će detaljnije prikazati posljedice nedostatka autoriteta na cjelokupni odgoj.The first and most important educators of a child are his parents. Children observe, adopt and adapt their behavior as they see fit. Depending on environmental factors and their own childhood experience, parents will consciously or unconsciously choose an educational style that will create an emotional atmosphere within which the child will develop. In addition to the already known parenting styles, there are some contemporary parenting styles such as hyper-parenting and excessive indulgence. These styles are the result of an accelerated lifestyle that results in a lack of time to think better about educational practices. The importance of parenting style is evident in the research of scientists who state that the developmental outcome of a child largely depends on the parent's parenting style. The authoritative style stands out as authoritative because it is characterized by a high level of warmth towards the child and an appropriate amount of supervision with setting clear boundaries of behavior. Children of authoritative parents show positive developmental outcomes such as developed social skills and the ability to regulate emotions.
Each parent will define the boundaries of behavior depending on the values they nurture and want to pass on to their child. It is important to set boundaries of behavior from an early age because they help children prepare for future life and successful action in society. Defining boundaries provides children with safe circumstances in which they can explore the way the world works. Examining boundaries leads to conflicts that are important to resolve in a way that parents show consistent and appropriate authority but also respect the child's personality at the same time. Depending on the resolution of the conflict, it can have a positive or negative impact on the child, his upbringing and the future relationship between the child and the parents. Conflict resolution through caring communication helps a child develop into a responsible and confident person. Harmful conflict resolution mechanisms raise dissatisfied, hypersensitive, and dependent children who will base relationships with other people on control. This paper will explain more closely the importance of establishing boundaries in children's behavior and will show in more detail the consequences of a lack of authority on the overall upbringing
Communication between educators and preschool children during the COVID-19 pandemic
No full textVrijeme pandemije u kojem trenutačno živimo izazovno je za sve ljude i unosi značajne promjene u obavljanje različitih zanimanja. Pred novim su se izazovima našli odgojitelji u predškolskim ustanovama i nastojali pronaći žurna rješenja u provođenju odgojno-obrazovnog rada u čijem je središtu dijete neovisno o različitim okolnostima. Kako održati kvalitetnu komunikaciju i suradnju u novom normalnom? Kako komunicirati s djecom koja ne shvaćaju novo normalno? Cilj je ovoga rada istražiti komunikacijske tehnike i alate koji omogućuju stabilnost u razvoju djece. Pojam i proces komunikacije te osnovna podjela na verbalnu i neverbalnu komunikaciju analizira se u kontekstu izvanrednih situacija, s posebnim naglaskom na pandemiju Covid-19. Budući da živimo u digitalnoj eri u kojoj tehnologija značajno olakšava svakodnevicu i komunikaciju, upravo su se digitalni alati pokazali kao najbolje rješenje za održavanje kontinuiranosti u odgojno-obrazovnom radu u vrijeme kada su vrtići bili zatvoreni. Zahvaljujući tom kontinuitetu, povratak u predškolske ustanove olakšano se nastavio unatoč propisanim mjerama. Istraživanje je provedeno putem ankete za odgojitelje predškolske djece kako bi se dobio uvid u funkcioniranje odgojno-obrazovnog rada u tim dvjema situacijama: u vrijeme kada su vrtići bili zatvoreni i u vrijeme rada u predškolskim ustanovama uz propisane mjere. U vrijeme lockdowna osobito se važnom pokazala uloga roditelja koji su bili posrednici u komunikaciji između odgojitelja i djece koja se odvijala putem digitalnih alata. Na temelju stavova i iskustva odgojitelja vezanih uz novonastale situacije može se zaključiti da su pandemija i propisane mjere utjecale na komunikaciju s djecom, ali su oni uspješno pronalazili alternative radi stabilnosti razvoja djece i ostvarenja odgojno-obrazovnih ishoda.The time of the pandemic in which we currently live is a challenge for all people and brings significant changes in the search for various occupations. Educators in preschool institutions faced new challenges and tried to find urgent solutions in implementing educational work in which the child is independent regardless of different circumstances. How to maintain quality communication and cooperation in the "new normal"? How to communicate with children who do not understand the "new normality"? This paper aims to investigate communication techniques and tools that enable stability in children's development. The concept and process of communication and the basic division into verbal and nonverbal communication are analyzed in the context of emergencies, with particular emphasis on the Covid-19 pandemic. Because we live in a digital age in which technology significantly facilitates everyday life and communication, digital tools had proven to be the best solution for maintaining continuity in educational work when kindergartens were closed. Thanks to this continuity, return to preschools continued with ease despite the prescribed measures. The research was conducted through a survey for preschool teachers to gain insight into the functioning of educational work in these two situations: at the time of closing the kindergarten and during the work in preschool institutions with the prescribed measures. At the time of the lock, the role of parents who were intermediaries in communication between educators and children through digital tools proved to be particularly important. Based on the attitudes and experiences of educators related to new situations, it can be concluded that the pandemic and prescribed measures have affected communication with children but have successfully found alternatives for the stability of children's development and educational outcomes
Kinesiological activities and eating habits of preschool children
No full textJedna od temeljnih zadaća kineziologije je motivirati čovjeka da se svakodnevno bavi tjelesnom aktivnošću, da konzumira kvalitetnu prehranu te formira zdrave životne navike. U predškolskoj dobi djece, najveći utjecaj na njihovu aktivnost i prehrambene navike imaju odgojitelji i roditelji koji najviše vremena provode s djecom. Stoga se ovim istraživanjem nastojalo ispitati roditelje koliko i kako njihova djeca provode vrijeme u aktivnostima, tijekom slobodnog vremena, u igri. Najviše roditelja iskazalo je da njihovo dijete aktivno provodi vrijeme, ali manji broj djece pohađa organizirane sportske aktivnosti. Nadalje, istražilo se koliko često djeca konzumiraju različite vrste namirnica kako bi dobili uvid u raznolikost prehrane predškolske djece. Većina djece ispitanih roditelja iz ankete ima pravilnu i raznovrsnu prehranu, a „brzu hranu“ konzumiraju vrlo rijetko ili uopće ne. Nepravilna prehrana u fazama intenzivnog razvoja i rasta može uzrokovati većinu kroničnih bolesti djece koje obilježavaju moderno doba. Neke od najčešćih bolesti s kojima se susrećemo su pretilo dijete ili mršavo dijete. Kako bi se u vrtiću provodila pravilna prehrana, uveden je HACCP sustav koji osigurava kvalitetu prehrane u dječjim vrtićima. Samo pravilna prehrana i dovoljna fizička aktivnost pomažu u usvajanju zdravog stila življenja te pozitivnih stavova o očuvanju osobnog zdravlja i zdravlja zajednice. Kvalitetno provođenje slobodnog vremena djece fenomen je koji se svakodnevno istražuje, a trebalo bi biti kvalitetno organizirano jer djeca imaju puno slobodnog vremena. Roditelji bi djeci trebali osigurati mogućnost bavljenja raznim kineziološkim aktivnostima već u predškolskoj dobi, dati im izbor biranja sadržaja u kojima će dijete uživati i koji će mu kvalitetno ispuniti slobodno vrijeme.One of the basic tasks of kinesiology is to motivate a person to engage in physical activity on a daily basis, to consume a quality diet and to form healthy life habits. In the preschool age of children, the preschool teachers and parents who spend the most time with children have the greatest influence on their activity and eating habits. Therefore, this research sought to examine parents how much and how their children spend time in activities, during free time, in play. Most parents reported that their child spends time actively, but a smaller number of children attend organized sports activities. Furthermore, it was researched how often children consume different types of foods to gain insight into the diversity of preschool children’s diets. Most of the children of the surveyed parents from the survey have a proper and varied diet, and they consume "fast food" very rarely or not at all. Improper nutrition in the stages of intensive development and growth can cause most of the chronic diseases of children that mark the modern age. Some of the most common diseases we encounter are an obese child or a lean child. In order to ensure proper nutrition in kindergartens, a HACCP system has been introduced that ensures the quality of nutrition in kindergartens. Only proper nutrition and sufficient physical activity help to adopt a healthy lifestyle and positive attitudes about maintaining personal health and community health. Quality spending of children's free time is a phenomenon that is researched every day, and it should be well organized because children have a lot of free time. Parents should provide children with the opportunity to engage in various kinesiological activities already in preschool age, give them a choice of content that the child will enjoy and that will fill his free time
The family role in prevention of social integration difficulties in preschool children
No full textObiteljska zajednica predstavlja nositeljicu cjelokupnog društva, njezina razvoja i napretka. Uloga obitelji kao primarnog nositelja odgoja djeteta veoma je važna. Obitelj djetetu pruža osnove za njegov pravilan, ispunjen i kontinuirani socioemocionalni, govorni, spoznajni i tjelesni razvoj. Uravnotežene i podržavajuće obitelji djetetu mogu pružiti poželjne obrasce ponašanja i osigurati stimulirajuću okolinu u kojoj će ono moći napredovati i pravilno se razvijati. One obitelji koje nisu u potpunosti svjesne važnosti svoje uloge u djetetovu životu, nisu spremne pravilno odgovoriti na sve djetetove potrebe. Roditelji koji to propuste učiniti, mogu značajnije naštetiti cjelokupnom djetetovom razvoju. Odgojno-obrazovne institucije pružajući podršku roditeljima nastupaju kao sljedeći važni čimbenici djetetova odgoja i obrazovanja. Kao takve odgoj podupiru, djeluju preventivno na sve njegove prepreke ispravljajući ih i osiguravajući one djetetove potrebe koje su izostale. U prvom djelu rada iznijet će se teorijski osvrt na obitelj, njezine vrste i uloge, te moguće nedostatke u obiteljskoj skrbi za dijete. Drugi dio rada sastoji se od istraživanja. Cilj istraživanja jest ispitati stavove odgojitelja o obiteljskoj ulozi u razvoja djeteta i sukladno tome njihovu spremnost na suradnju s roditeljima i uključivanje u svoj odgojno-obrazovni rad. Također, poznavanje i razumijevanje pojma „zanemarivanje“ i susretanje s istim u dječjim vrtićima i okolini.The family unit is considered as a holder of the whole society, its development and progress. The role of the family as the primary bearer of the child's upbringing is relevant. Family provides a child the foundation for his proper, fulfilled and sustained socio-emotional, verbal, cognitive and physical development. Balanced and stimulating families could insure the proper behavior patterns and also a supportive, healthy environment in which they can thrive and develop properly. Those families unaware of their critical role in child’s life are not prepared for responding to child’s needs and may significantly harm their child's development. Educational institutions providing parents support act as the next significant factors of child's care and education. Consequently, they support child’s upbringing, preventing possible difficulties by correcting and providing child's needs that are absent. First part of this paper presents a theoretical family overview, its types and roles, and potential deviations from the normal course of family upbringing. The research in this paper will examine the connection of family upbringing with child's development and preschool teachers ability for parents cooperation. Also, understanding the concept of neglection and its occurrence in kindergartens