University of Zagreb Faculty of Teacher Education - Digital repository
University of Zagreb Faculty of Teacher Education - Digital repositoryNot a member yet
4576 research outputs found
Sort by
Competencies of Preschool Teachers who Implement English Language Learning Programs in Preschool Institutions
No full textOdgojitelji su, uz roditelje, ključne osobe u djetetovom životu. Kako s odgojiteljima djeca provode puno vremena, važno je da je to vrijeme kvalitetno provedeno u svrhu najboljeg interesa djeteta. Osim pedagoške podloge koju odgojitelji trebaju imati za rad u dječjem vrtiću, za izvođenje dodatnih programa, kao što je to program učenja engleskog jezika, potrebne su još neke kvalifikacije i kompetencije koje će omogućiti optimalan razvoj djece.
U ovome radu govori se o kompetencijama odgojitelja koji provode programe učenja engleskog jezika u predškolskim ustanovama, a cilj istraživanja jest ispitati upravo te kompetencije. Odgojitelji su metodom anketnog upitnika odgovarali na 21 pitanje. Pitanja su pomno osmišljena te postavljena na način da se iz odgovora ispitanika mogu zaključiti njihove kompetencije, odnosno znanja o navedenoj temi, što se dalje koristilo za obradu rezultata i zaključak. Istraživanje je provedeno na uzorku od 81 ispitanika pretežito ženske populacije. Rezultati istraživanja pokazuju kako su odgojitelji koji su sudjelovali u ovom istraživanju uglavnom kompetentni za rad u programu učenja engleskog jezika što dokazuju potvrdom o poznavanju jezika, najčešće B2 razine, te poznavanju i korištenju različitih metoda poučavanja. Osim toga, rezultati samoprocjene ukazuju na ovladanost kompetencijama kao što su to kompetencija na stranom jeziku i kulturna osviještenost i izražavanje za koje odgojitelji smatraju da su najbitnije za rad u navedenom programu. Osim toga, pokazuju želju za daljnjim obrazovanjem što je izričito pohvalno.
Kako je istraživanje provedeno u sklopu diplomskog rada s relativno malim brojem ispitanika, postoji potreba za daljnjim istraživanjima na većem uzorku kako bi se dobili precizniji podaci.Kindergarten teachers, alongside parents, are key people in a child’s life. As children spend a lot of time in kindergarten, it is important that this time is well spent for the best interest of the child. In addition to the pedagogical background that kindergarten teachers need to have to work in kindergarten, to perform additional programs, such as the English language program, some other qualifications and competencies that would enable the optimal development of children are needed.
This paper discusses the competencies of kindergarten teachers who carry out English language learning programs in preschool institutions, and the aim of this paper is to explore these competencies. Kindergarten teachers answered 21 questions using a questionnaire. The questions were carefully designed and asked in such a way that their competences, i.e., knowledge on the mentioned topic, could be deduced from the answers of the respondents, which was further used for processing the results and the conclusion. The research was conducted on a sample of 81 respondents of predominantly female population. The results of the research show that the kindergarten teachers who participated in this research are mostly competent to work in the English language learning program, as evidenced by a certificate of language proficiency, most often at the B2 level, as well as their knowledge and use of different teaching methods. In addition, the results of the self-assessment indicate mastery of competencies such as foreign language competence and cultural awareness and expression that kindergarten teachers consider to be most important for working in the said program. In addition, they show a desire for further education, which is exceptionally commendable.
As the research was conducted as part of a thesis with a relatively small number of respondents, there is a need for further research on a larger sample in order to obtain more precise data
Kinesiological activities in the structure of free time of students in Varazdin county in primary education
No full textU ovome radu primarno se željelo saznati bave li se učenice i učenici primarne edukacije u svoje slobodno vrijeme kineziološkim aktivnostima, kojim vrstama i u kojoj mjeri, te postoje li razlike u bavljenju kineziološkim aktivnostima s obzirom na mjesto stanovanja (ruralno/ urbano), s obzirom na spol i dob. S obzirom na sve veći napredak i dostupnost tehnologije, učenici većinu slobodnog vremena provode uglavnom na mobitelima, laptopu i internetu, a sve manje se kreću i bave aktivnostima koje zahtijevaju fizički napor što loše utječe na njihovo zdravlje i cjelokupni razvoj. Upravo zbog toga bi učenike trebalo poticati na kvalitetnije provođenje slobodnog vremena, odnosno poticati ih da se uključe u izvannastavne ili izvanškolske aktivnosti kineziološkog sadržaja. U tome važnu ulogu imaju roditelji i nastavnici koji učenike mogu savjetovati da se bave kineziološkim aktivnostima, a njima pružiti mogućnost da svojevoljno odluče, hoće li se u svoje slobodno vrijeme uključiti u neku kineziološku aktivnost. S ciljem da se sazna kojim se sve aktivnostima bave učenice i učenici u slobodno vrijeme i provode li dio slobodnog vremena bavljenjem kineziološkim aktivnostima provedeno je istraživanje. Istraživanje je provedeno na uzorku od ukupno 58 učenica i učenika 3. i 4. razreda u dobi od 9 i 10 godina, u osnovnoj školi Vidovec i u III. osnovnoj školi Varaždin. Na temelju dobivenih rezultata saznalo se da se učenice i učenici u slobodno vrijeme podjednako bave kineziološkim aktivnostima (37,9%) i statičnim aktivnostima (36,2%). Uz to, rezultati su pokazali i da učenice i učenici više sudjeluju u izvanškolskim kineziološkim aktivnostima (43,1%) nego u izvannastavnim kineziološkim aktivnostima (8,6%).In dieser Diplomaarbeit wollte man primär erfahren, ob sich die Schülerinnen und Schüler in der Primarstufe mit den kinesiologischen Aktivitäten in ihrer Freizeit beschäftigen, mit welchen Arten der kinesiologischen Aktivitäten und in welcher Maße. Man wollte noch erfahren, ob es Unterschiede in der Beschäftigung mit den kinesiologischen Aktivitäten gibt, wenn es um Wohnort (ländlich/städtlich), Geschlecht und Alter geht. Angesichts des immer größeren Fortschritts und der größeren Verfügbarkeit der Technologie benutzen einerseits die Schülerinnen und Schüler in ihrer Freizeit am meisten Handys, Laptops und Internet. Andererseits bewegen sie sich und beschäftigen sich mit den physischen Aktivitäten immer weniger, was sehr schlecht auf ihre Gesundheit und gesamte Entwicklung beeinflusst. Genau deswegen sollte man die Shülerinnen und Schüler auf das bessere Verbringen ihrer Freizeit fördern, bzw. sie fördern, dass sie in den außerunterrichtlichen und außerschulischen kinesiologischen Aktivitäten teilnehmen. Dabei spielen die Eltern und die Lehrer eine wichtige Rolle, die die Schülerinnen und Schüler beraten können, dass sie sich mit den kinesiologischen Aktivitäten beschäftigen. Den Schülerinnen und Schülern sollte man die Möglichkeit geben, dass sie freiwillig entscheiden, ob sie in ihrer Freizeit in einer kinesiologischen Aktivität teilnehmen oder nicht. Mit dem Ziel, um zu erfahren, mit welchen Aktivitäten sich die Schülerinnen und Schüler in ihrer Freizeit beschäftigen und ob sie sich in einer Teil ihrer Freizeit mit den kinesiologischen Aktivitäten beschäftigen, wurde die Untersuchung durchgeführt. Die Unterscuhung wurde auf dem Muster von insgesamt 58 Schülerinnen und Schüler der 3. und 4. Klasse, die 9 und 10 Jahre alt sind, durchgeführt. Diese Untersuchung wurde in zwei Grundschulen durchgeführt und zwar in der Grundschule Vidovec und in der III. Grundschule Varaždin. Aufgrund der Resultaten wurde erfahren, dass sich die Schülerinnen und Schüler in ihrer Freizeit gleichermaße mit den kinesiologischen Aktivitäten (37,9%) und statischen Aktivitäten (36,2%) beschäftigen. Daneben wurden die Resultate gezeigt, dass die Schülerinnen und Schüler mehr in den außerschulischen kinesiologischen Aktivitäten (43,1%) als in den außerunterrichtlichen kinesiologischen Aktivitäten (8,6%) teilnehmen
Evaluation elements in the school subject of Mathematics
No full textProvedbom nove kurikularne reforme dogodile su se i promjene u nastavnom predmetu Matematika. Između ostaloga, uvedeni su novi elementi vrednovanja: Usvojenost znanja i vještina, Matematička komunikacija i Rješavanje problema. Ovaj rad donosi pregled literature o vrednovanju te o vrednovanju u nastavi matematike i o novim elementima vrednovanja. Detaljno su prikazani primjeri vrednovanja u nastavi matematike te kako implementirati formativno vrednovanje u nastavu matematike. Svaki element vrednovanja objašnjen je zasebno i usko je povezan s matematičkim procesima. U radu je detaljno opisano kvalitativno istraživanje provedeno s učiteljicama razredne nastave o novim elementima vrednovanja. Istraživanje je provedeno kao studija slučaja s tri učiteljice različite duljine staža. Cilj istraživanja je bio ispitati kako su ispitanice razumjele nove elemente vrednovanja u nastavnom
predmetu Matematika te kako i na koji način ih oni vrednuju, a samim time što im predstavlja najveći izazov. Rezultati su pokazali da se ispitane učiteljice ne snalaze najbolje s novim elementima vrednovanja te da im je potrebna dodatna podrška i edukacija. Najviše problema im izaziva element Rješavanje problema koji im nije dovoljno jasan te smatraju da nije primjenjiv kod svih učenika. Nove elemente vrednovanja trebale su popratiti odgovarajuće edukacije i potpora za učitelje, a to je u ovom slučaju izostalo.With the implementation of the new curricular reform, changes have taken place in the subject of Mathematics. Among other things, new elements of evaluation were introduced: Acquisition of knowledge and skills, Mathematical communication and Problem solving. This paper provides an overview of the literature on evaluation, on evaluation in mathematics teaching, and on new elements of evaluation. Examples of evaluation in mathematics teaching along with how to implement formative evaluation in mathematics teaching are presented in detail. Each element of evaluation is explained separately and is closely related to mathematical processes. The paper describes in detail the qualitative research conducted with primary school teachers on new elements of evaluation. The research was conducted as a case study with three teachers of different lengths of service. The aim of the research was to examine how the respondents understood the new elements of evaluation in the subject Mathematics, and how and in what way they evaluate them, and what is the bigest challenge for them. The results showed that the surveyed teachers do not cope best with the new elements of evaluation and that they need additional support and education. The problem solving element causes them the most problems, which is not clear enough to them and they also believe that it is not applicable to all students. New elements of evaluation were to be accompanied by appropriate education and support for teachers, and this was missing in this case
Some determinants of parental response to children's negative emotions
No full textDjeca svakodnevno ispoljavaju širok spektar emocija koje su često snažne te zbog svog emocionalnog razvoja često imaju ograničenu sposobnost priopćavanja vlastitih emocija okolini. Ponekad ni roditelji sami ne mogu iskontrolirati vlastite emocije što znatno utječe na dijete i njegove reakcije. Reakcija roditelja na dječje emocije jest izuzetno bitna jer djeca u interakciji sa svojim roditeljima diferenciraju i modificiraju svoje izražavanje emocija, oponašaju roditelje i tako stvaraju obiteljske obrasce ponašanja. Stoga je cilj ovog rada bio ispitati neke odrednice reagiranja roditelja na negativne emocije djece. U ovome se istraživanju ispitivao doprinos spola roditelja, razine obrazovanja, regulacije emocija roditelja te roditeljske samoefikasnosti nekim aspektima reagiranja roditelja na negativne emocije djece. U istraživanju je sudjelovalo 216 roditelja od čega je 148 majki (68.5%) i 68 očeva (31.5%). Sudionici su upitnik, koji je sadržavao skalu samoefikasnosti, skalu regulacije emocija, skalu suočavanja roditelja s negativnim emocijama djece ispunjavali online u razdoblju od travnja do kolovoza 2021. godine. U okviru obrade rezultata primijenjena je regresijska analiza. Rezultati istraživanja su pokazali da je muški spol prediktivan za negativne reakcije na dječje negativne emocije (ublažavanje, ignoriranje, uznemirenost i kažnjavanje), dok je ženski spol značajan prediktor pozitivnih roditeljskih reakcija (usmjerenost na emocije i rješavanje problema, izražavanje poticaja). Razina obrazovanja je značajno predviđala samo roditeljske reakcije ignoriranja: niža razina obrazovanja predviđala je ignoriranje negativnih emocija. Roditeljska regulacija emocija značajno je predviđala roditeljske reakcije uznemirenosti. Samoefikasnost roditelja pozitivno je predviđala konstruktivne reakcije roditelja na negativne emocije djece (izražavanje poticaja, usmjerenost na problem i na emocije), a negativno je predviđala sve nekonstruktivne reakcije roditelja na negativne emocije djece osim reakcije ublažavanja.On a daily basis children express a wide range of emotions, which are often strong but due to their emotional development children often have a limited ability to communicate their own emotions to the environment. Sometimes even the parents themselves cannot control their own emotions which significantly affects children and their reactions. Parental response to children's emotions is extremely important because children interact with their parents to differentiate and modify their emotional expression, they imitate their parents and thus create family behaviour patterns. Therefore, the aim of this thesis was to examine some determinants of parental reactions to children's negative emotions. This study examined the correlation of parental gender, education level, parental emotion regulation, and parental self-efficacy with some aspects of parental response to children's negative emotions. All together 216 parents participated in the research: 148 mothers (68.5%) and 68 fathers (31.5%). Participants filled out an online questionnaire in the period from April to August 2021, which contained a scale of self-efficacy, a scale of emotion regulation, a scale of coping with children's negative emotions online. Regression analysis was applied as part of the processing of the results. The results of the study showed that the male sex is predictive for negative reactions to children's negative emotions (minimization reactions, ignoring, distress and punitive reactions), while the female sex is a significant predictor of positive parental reactions (emotion- and problem-focused reactions, and expressive encouragement). Parental education level significantly predicted only parental reactions of ignoring: lower level of education predicted ignoring of negative emotions. Parental emotion regulation significantly predicted only parental reactions of distress. Parental self-efficacy positively predicted all constructive reactions of parents to children's negative emotions (expressive encouragement, problem-focused, and emotion-focused reactions) and negatively predicted all unconstructive reactions of parents to children's negative emotions except the minimization reaction
The influence of feminism on the understanding of the role of fathers in the education-the context
No full textFeminizam kao pokret iz 18. stoljeća kojim su žene prema Maskalan (2015) zalagale za ulazak žena u društveni i politički život kojim su do tada dominirali isključivo muškarci, imao je veliki utjecaj na promjenu društva. Feminizam je kroz četiri vala nastojao pokoriti duboko ukorijenjene socijalne norme i svladati diskriminaciju žena u društvu, što je u modrenom dobu znatno olakšano, ali i u određenoj mjeri ostvareno. Feminizma je također otvorio pitanje poimanje čovjeka, njegova života, uloge u društvu, obitelji i odgoja. Proučavanjem feminizma i odgoja moguće je uočiti njihovu međusobnu povezanost, kao i njihovu povezanost sa filozofijom. Filozofija odgoja koja se bavi pitanjem „zašto odgajati?“ i feminizam kao pokret za jednakost žena znatno su promijenili strukturu društva i u pitanje doveli brojne obrasce ponašanja i norme koja su bila duboko ukorijenjena u društvu. (Polić, 2003).
Cilj ovog rada je povezati utjecaj feminizma sa ulogom očeva u odgoju, zašto je ona prije bila samo u svrhu zaštite i materijalne opskrbe obitelji, a danas se očevi nastoje ravnopravno uključiti u odgoj. Mogući odgovor leži u otkrivanju ideologije patrijarhalnosti, propitivanju spola i roda što dovodi do propitivanju muško-ženskih uloga koje dovode do pomicanja spolnih granica i preraspodjelu društvenih uloga. (Polić, 2006)
Iako se očinstvo i dalje zbog tradicionalnog, patrijarhalnog, uređenja društva i skretanja feminizma sa puta borbe protiv spolne diskriminacije u mizandriju, odnosno mržnju žena prema muškarcima i dalje ne cijeni dovoljno, osjeti se znatno poboljšanje koje svoje rješenje pronalazi u uvođenje programa za pružanje podrške očevima za ravnopravno sudjelovanje u roditeljstvu i poticanju njihovih kompetencija što će doprinijeti dugo očekivanoj raspodijeli obaveza i odgovornosti u kućanstvu i odgoju, ali i „razrješavanju problema neravnopravnosti spolova, nasilja u obitelji, netolerancije i nedemokratskog ponašanja u obitelji.“ (Sirali i Čzmen, 2012, str. 9) , ali i društvu općenito.The influence of feminism on the understading of the role of fathers in the education - the context of the philosophy of education
Feminism as an 18th-century movement that, according to Maskalan (2015), advocated for the entry of women into social and political life dominated by men until then, had a major impact society. Through four waves, feminism try to subdue deep-rooted social norms and overcome discrimination against women in society, which was greatly facilitated in the modern age, but also to some extent achieved. Feminism also opened the question of the notion of man, his life, role in society, family and upbringing. By studying feminism and upbringing, it is possible to notice their interconnectedness, as well as their connection with philosophy. The philosophy of education that deals with the question "why educate?" and feminism as a movement for women's equality have significantly changed the structure of society and called into question numerous patterns of behavior and norms that were deeply rooted in society. (Polić, 2003).
The aim of this paper is to connect the influence of feminism with the role of fathers in education, why it used to be only for the purpose of protection and material support of the family, and today fathers strive to be equally involved in education. A possible answer lies in discovering the ideology of patriarchy, questioning gender and sex that leads to questioning male-female roles that lead to shifting gender boundaries and redistribution of social roles. (Polić, 2006)
Although fatherhood remains due to traditional, patriarchal, social planning and the divergence of feminism from the path to fighting sexual discrimination in misandria, that is, the hatred of women towards men is still not appreciated enough, the significant improvement it finds in the introduction of programs to support fathers for equal participation in parenting and the encouragement of their competences which will contribute to the long-awaited distribution of obligations and responsibilities in the household and education, as well as the “resolution of problems of gender inequality, violence and intolerance in the family.” (Sirali i Čzmen, 2012, p. 9), but also to society in general
Perceived importance of engaging in kinesiology activities in primary education according to the place of residance
No full textKao što se u današnje vrijeme informatička pismenost i engleski jezik smatraju nečim što je selbstverständlich (što se podrazumijeva samo od sebe), tako bi se trebala sagledati i tjelesna pismenost koja je u vremenu u kojem živimo, u vremenu užurbanosti i nadmoći tehnologije, od izuzetno velike važnosti. Nju je potrebno razvijati od najranije dobi. Cilj ovog istraživanja bio je utvrditi razlike u percepciji važnosti bavljenja kineziološkim aktivnostima u primarnoj edukaciji prema mjestu stanovanja. Za potrebe istraživanja konstruiran je novi upitnik od 12 čestica čiji su sadržaji opisivali percepciju važnosti bavljenja kineziološkim
aktivnostima. Istraživanje je provedeno na uzorku od 150 učenika trećih i četvrtih razreda u dvije osnovne škole od kojih se jedna nalazi u ruralnoj, a druga u urbanoj sredini. Rezultati su optimistični. Oni su pokazali da učenici trećih i četvrtih razreda imaju pozitivan stav, a on se posebice odnosi na dječake, o bavljenju tjelesnim vježbanjem te da pritom, u oblikovanju tog stava, veliku ulogu ima okolina koja ih podupire. Iznimno veliku podršku imaju učenici uključeni u izvannastavne i izvanškolske aktivnosti i oni su pokazali veću motivaciju za tjelesno vježbanje. Dominira intrinzična motivacija, a posebice kod učenika sa sela, učenika mlađe dobi, onih uključenih u neki oblik kineziološke aktivnosti u slobodno vrijeme te dječaka. Također, rezultati su pokazali da u obje sredine postoji interes za sudjelovanje u izvannastavnim aktivnostima, a nešto je veći kod učenika iz gradske sredine. Slična je situacija i sa sudjelovanjem u izvanškolskim kineziološkim aktivnostima. Usprkos pozitivnom stavu učenika o bavljenju kineziološkim aktivnostima, ukupno gledano, bilo da je riječ o izvannastavnim ili izvanškolskim kineziološkim aktivnostima, i dalje velik dio učenika ne participira u njima. To samo ukazuje na važnost sata TZK kao jedinog obveznog organizacijskog oblika rada u školskom sustavu i potencira povećanje njegove tjedne satnice.Just as computer literacy and English are considered essential today, so also should be physical literacy, which is extremely important in the times we live in – times of haste and the supremacy of technology. It needs to be developed from an early age. The aim of this study was to determine the differences in the perception of the importance of engaging in kinesiology
activities in primary education according to place of residence. For the purpose of the research, a new questionnaire composed of 12 sections was constructed, whose contents described the perception of the importance of engaging in kinesiological activities. The research was conducted on a sample of 150 third- and fourth-grade students in two primary schools, one located in a rural and the other an urban environment. The results are optimistic. They show that third- and fourth-grade students have a positive attitude, and this applies in particular to the boys with regard to engaging in physical exercise. A supportive environment plays a major role in the shaping of this attitude. Students involved in extracurricular and out-of-school activities are especially supported by their environment. These students are more motivated to exercise
physically. Intrinsic motivation dominates, especially among rural students, younger students, those involved in some form of kinesiological activity in leisure time and boys. In addition, the results show that in both environments exists interest for participation in extracurricular activities. Still, the interest is bigger by students from the city. The situation is similar with
participation in out-of-school activities. Overall, despite the positive attitude of students towards engagement in kinesiology activities, most were not included in them, in particular those related to extracurricular or out-of-school activities. This points to the importance of physical education as the only mandatory organizational form of work in the school system and
potentiates an increase in his weekly hourly rate
Educators And Parents Opinions On The Inclusion Of Children With Autism Spectrom Disorders In Preschool Institutions
No full textPoremećaj iz spektra autizma je neurobiološki razvojni poremećaj mozga, uzrok poremećaja iz spektra autizma još uvijek je nepoznat. Većina znanstvenika vjeruje da se radi o psihičkim, ali i organskim faktorima koji se isprepleću. Djeca s poremećajem iz spektra autizma vide, čuju i osjećaju, ali te utiske teško sklapaju u smislenu cjelinu pa se zbog toga povlače u vlastiti svijet u kojem nalaze sigurnost. Stručnjaci smatraju kako budućnost djece s poremećajem iz spektra autizma uvelike ovisi o ranom otkrivanju i što ranijem uključivanju u psihopedagoški tretman. Razvoj djeteta s poremećajem iz spektra autizma do pojave prvih simptoma može biti uredan, ili se barem tako čini. Dijete s poremećajem iz spektra autizma ne razumije ili slabo razumije tuđi govor (kao da mu netko govori stranim i nerazumljivim jezikom). Često se ponaša kao da je gluho, kao da ne čuje, ne reagira i ne obazire se na pozive. Dijete ne shvaća složene poruke, inzistiranje na složenim porukama može pogoršati njegovo stanje, povećati strah, frustraciju i nezadovoljstvo zbog nerazumijevanja.
Djeca s poremećajem iz spektra autizma imaju teškoća u razumijevanju tuđih emocija, odnosno teško prepoznaju kada su drugi tužni, veseli, ljuti te zbog toga imaju teškoća u suosjećanju s drugim osobama. Dijete s poremećajima iz spektra autizma nema maštovite i smislene igre, ne igra se s drugom djecom.
Rezultati istraživanja pokazali su da odgajatelji smatraju da nisu dovoljno educirani za rad s djecom s poremećajem iz spektra autizma i da im je potrebno usavršavanje. Roditelji kao i odgajatelji smatraju da se djeca s poremećajem iz spektra autizma trebaju uključiti u grupe s ostalom djecom. Također odgajatelji smatraju da je potrebno da se uključi treće lice u rad s
djecom s teškoćama u razvoju.Autism spectrum disorders are developmental disorders of neurobiological origin whose specific cause is still unknown. Most scientists believe that these are psychological but also organic factors that intertwine. Children with autism spectrum disorders see, hear and feel, but these impressions are difficult to put together into a meaningful whole, so they retreat into their own world where they find security. Experts believe that the future of such children largely depends on early detection and what is previously involved in psycho-pedagogical treatment. The development of a child with an autism spectrum disorder to the onset of the first symptoms may be orderly, or so it seems. A child with an autism spectrum disorder does not
understand or understand someone else's speech (as if someone is speaking a foreign and unintelligible language). He often acts as if he is deaf as if he is not heard, does not react, and does not heed calls. If the child does not understand complex messages, insisting on complex messages can worsen his condition, and increase fear, frustration, and dissatisfaction due to misunderstanding.
Children with autism spectrum disorders have difficulty understanding other people's emotions, if they have difficulty recognizing when others are sad, happy, or angry, and therefore have difficulty empathizing with other people. A child with autism spectrum disorders does not have imaginative and meaningful play and does not play with other children.
The results of the research showed that educators believe that they are not educated enough to work with children with autism spectrum disorders and that they need training. Parents as well as educators believe that children with autism spectrum disorders should be included in groups with other children. Educators also believe that it is necessary to involve a
a third party in working with children with special needs so that everything can be emptied
properly
Father involvement in early child-rearing
No full textPrisutan je drugačiji pogled na očinstvo u 21. stoljeću. Otac postaje jednako bitna karika u odgoju djeteta kao što je i majka. Aktivan i kvalitetno uključen otac pozitivno utječe na kognitivan, emocionalan i socijalan napredak djeteta. Potreba za uključivanjem očeva u odgoj djece rane i predškolske dobi postaje sve veća i aktualnija tema u društvu. Mijenjanjem strukture obitelji, pojavom sve većeg broja nuklearnih obitelji, mijenja se i očinska i majčinska figura, kako životna, tako i obiteljska, roditeljska. Navedenim promjenama, javljaju se brojne udruge, socijalne mreže koje pružaju podršku očevima i omogućuju im lakšu prilagodbu u funkcioniranju u obiteljskim odnosima. Tradicionalan pogled na oca mijenja se aktivnom uključenošću, angažiranim i dostupnim ocem u životima djece i cjelokupnom obiteljskom funkcioniranju.There is a different view of fatherhood in the 21st century. The father becomes as important in the upbringing of the child as the mother. An active and well-involved father has a positive effect on the child's cognitive, emotional and social progress. The need to involve fathers in the upbringing of early and preschool children is becoming a growing and topical issue in society. By changing the structure of the family, with the emergence of an increasing number of nuclear families, the paternal and maternal figures, both life and family, parents, are changing. With these changes, numerous associations and social networks are emerging that provide support to fathers and enable them to adapt more easily in functioning in family relationships. The traditional view of the father is replaced by active involvement, an engaged and accessible father in the lives of the children, and overall family functioning
Sources of stress among students during COVID-19 pandemic
No full textStres, kao dio svakodnevnog života, predmet je istraživanja brojnih istraživanja. Uzroci stresa brojni su te su pojedinci izloženi istome podložni brojnim negativnim posljedicama. I studenti su izloženi brojnim stresorima kao što su prilagođavanje studiju, ispiti i mnogi drugi. Pandemija COVID-19 donijela je mnoge promjene u društvu te je utjecala i na studiranje, koje je uglavnom prešlo na nastavu na daljinu. Cilj je ovog istraživanja utvrditi izvore stresa kod studenata vezanih uz studiranje za vrijeme spomenute pandemije. Istraživanje je provedeno na 450 studenata na fakultetima diljem Republike Hrvatske, koji su trebali navesti tri najveća izvora stresa za vrijeme pandemije COVID-19. Nakon provedenog istraživanja, odgovori su svrstani u kategorije, a istraživanje je pokazalo da su najveći izvor stresa za studente bili ispiti, zatim online nastava koja je često bila loše organizirana te količina obaveza nastalih studiranjem u online okruženju.Stress, as part of everyday life, has been the subject of numerous studies. The causes of stress are numerous and individuals are exposed to the numerous negative consequences of it. Students are also exposed to numerous stressors, such as adjusting to their study programs, exams and many others. The COVID-19 pandemic has brought many changes to the society and affected study too, which shifted mostly to the distance learning. The main point of this research is to determine the sources of stress among students related to studying during the before mentioned pandemic. The research was conducted on 450 students at faculties throughout the Republic of Croatia, who were supposed to list the three biggest sources of stress during the COVID-19 pandemic. After the research, the answers were categorized, and the results have showed that the biggest source of stress for students are exams, followed by the online classes, which were often organized poorly, and the amount of the obligations arising from studying in an online environment
Comparison of social sensitivity between children in regular and Montessori programs
No full textSuvremeni način života doveo je do činjenice da djeca današnjice mnogo više vremena provode u predškolskim ustanovama. Isto tako, suvremeno shvaćanje odgoja iznjedrilo je nove spoznaje; da se malo dijete razvija i uči prvenstveno u interakciji sa svojim okruženjem. Dječje okruženje, u našem slučaju predškolska ustanova treba djeci osigurati stimulativnu sredinu u kojoj će se svako dijete ponaosob moći razvijati u skladu sa svojim interesima, znanjima i mogućnostima. Iz interakcije djeteta sa svojim okruženjem, a posebno sa drugom djecom razvijati će se socijalizacijski odnosi.
Cilj ovog istraživanja bio je ispitati i usporediti neke od strategija socijalizacije kojima se koriste djeca u redovnim i Montessori programima, te probati dobiti uvid u njihove razlike kroz provedene aktivnosti. Također, pokušati dobiti uvid u postojanje razlika između socijalne osjetljivosti djece redovnog i Montessori programa na temelju sustavnog opažanja.
Sva djeca pokazala su određenu razinu socijalnih kompetencija koje su se manifestirale kroz različita područja. U redovnom programu djeca su pokazala veću razinu komunikacijskih vještina dok je u Montessori programu naglasak bio na razvoju empatije, tolerancije i uzajamne pomoći. Rezultati su pokazali da postoje značajne razlike u socijalnoj osjetljivosti kod djece redovnog i Montessori programa.The modern way of life has led to the fact that today's children spend much more time in preschool. Likewise, the modern understanding of upbringing has spawned new insights; that the young child develops and learns primarily in interaction with his environment. Children's environment, in our case the preschool institution should provide children with a stimulating environment in which each child will be able to develop individually in accordance with their interests, knowledge and abilities. From the interaction of the child with his environment, and especially with other children, socialization relations will develop. The aim of this research was to examine and compare some of the socialization strategies used by children in regular and Montessori programs, and to try to gain insight into their differences through the activities carried out. Also, try to gain insight into the existence of differences between the social sensitivity of regular children and the Montessori program based on systematic observation. All children showed a certain level of social competencies that manifested through different areas. In the regular program, children showed a higher level of communication skills while in the Montessori program the emphasis was on developing empathy, tolerance and mutual help. The results showed that there are significant differences in social sensitivity in children of the regular and Montessori programs