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Comparison of the alternative Waldorf elementary school program and the standard elementary school program
No full textWaldorfska pedagogija usmjerena je pravu svakog djeteta na kontinuirani razvitak svih njegovih vještina, sposobnosti i znanja preko njegova cjelovitog doživljaja sebstva i svijeta. Navedeno se postiže alternativnim programom waldorfske škole.
Cilj je waldorfske škole da dijete harmonično i slobodno razvija svoj ritmički sistem, što se ostvaruje umjetničkim oblikovanjem svake nastavne jedinice. Upoznavanje s načinima realizacije navedenog cilja ostvareno je boravkom i uvidom u nastavu u osnovnoj waldorfskoj školi koja radi po alternativnom programu te razgovorima s učenicima, učiteljicom, roditeljima i ravnateljicom. Nadalje, prikazan je boravak i razgovori s učenicima, učiteljicom, roditeljima i ravnateljem osnovne škole koja radi po redovitom programu.
Utvrđena je razlika u pristupu poučavanju, interakciji između učitelja i učenika, nastavnim sredstvima i pomagalima te metodama. Redovni i alternativni program razlikuju se u načinu praćenja i vrednovanja učeničkih postignuća, kao i kroz razmještaj učenika tijekom nastavnog procesa.The Waldorf pedagogy focuses on the right of every child to a continuous development of all their skills, abilities and knowledge through their complete experience of themselves and of the world. The aforementioned view is achieved through the alternative program of the Waldorf school.
The goal of the Waldorf school is for the child to harmoniously and freely develop their rhythmic system, which is achieved through the artistic design of each teaching unit. The familiarisation with the means of realizing the stated goals was achieved by visiting and observing the teaching methods in a primary Waldorf school that works according to an alternative program, as well as through a dialogue with students, teachers, parents and the principal. Furthermore, the stay and the conversations with the school children, the parents, the teacher, and the principal of the elementary school that operates according to a regular program are shown.
A difference was observed in the approach to teaching, the interactions between teachers and students, teaching methods, tools and aids. The regular and alternative programs differ through their way of monitoring and evaluating student achievements, as well as through the placement of students during the teaching process
Identification and prevention of aggressive forms of behavior in children of early and preschool age
No full textU današnje se vrijeme sve više susrećemo s agresivnim ponašanjem kod djece rane i predškolske dobi. Agresivnost možemo definirati kao namjerno i neprihvatljivo ponašanje kojem je cilj nanošenje fizičke i psihičke boli. Prema vrsti, agresivno ponašanje možemo podijeliti na fizičku, verbalnu i socijalnu agresivnost. Faktori koji utječu na agresivno ponašanje dijele se na biološke, društvene i kognitivne odrednice. Biološke odrednice se dijele na hormone, temperament i dominaciju, dok se društvene odrednice dijele na obiteljske odnose, utjecaj medija i socijalne interakcije u vrtiću i s djecom u vrtiću. Mediji danas sve više utječu na dječja ponašanja koja postaju neprihvatljiva za okolinu. Na dobne i spolne razlike kod agresivnog ponašanja najveći utjecaj imaju roditelji jer postoji razlika u odgoju djevojčica i dječaka.
Prevencija je jedna od bitnih stavki kako bi se spriječilo djetetovo nepoželjno ponašanje, u ovom slučaju agresivnost. U tome sudjeluju obitelj, vrtić i zajednica između kojih mora postojati partnerski odnos kako bi prevencija, ali i intervencija bila što uspješnija. Osim toga veliku ulogu imaju i odgojitelji koji kroz različite programe i uređenje okruženja utječu na djetetovo stjecanje novih znanja i spoznaja o društvu, primjeni i razvoju socijalnih umijeća. Isto tako, igra je jedan od glavnih čimbenika u kojoj dijete stječe socijalna umijeća i razvija empatiju prema sebi i drugima.
Ovaj rad ima cilj pobliže opisati kako što lakše identificirati agresivno ponašanje kod djece rane i predškolske dobi te kako prevenirati u situacijama gdje je uočeno agresivno ponašanje. Također, cilj je usmjeriti roditelje kako postupiti u situacijama kada im je dijete agresivno te kome se obratiti za pomoć i suradnju.Today, we meet more and more aggressive behavior in children of early and preschool age. Aggressiveness can be defined as intentional and unacceptable behavior whose aim is to inflict physical and psychological pain. According to the type, aggressive behavior can be divided into physical, verbal and social aggressiveness. Causes that influence aggressive behavior are divided into biological, social and cognitive determinants. Biological determinants are divided into hormones, temperament and dominance, while social determinants are divided into family relationships, media influence and social interactions in kindergarten and with children in kindergarten. Today, the media are more and more frequent and children's behaviors can turn into unacceptable behaviors. Parents have the greatest influence on age and gender differences in aggressive behavior, because they raise on a different way girls and boys.
Prevention is one of the most important aspects of how to prevent a children's unwanted behavior, in this case aggression. The family, the kindergarten and the community participate in this, between which it must be partnership relations in order for prevention, as well as intervention, to be as successful as possible. In addition, educators play have a major role in child's development, and through various programs and environmental arrangements, they influence the child's acquisition of new knowledge and understanding of society, as well as the application and development of their social skills. Also, the game is one of the main ones factors in which the child acquires social skills and develops empathy towards himself and others.
The aim of this paper is to describe in more details how to identify aggressive behavior in early and preschool children and how to prevent it in situations where aggressive behavior is observed. Also, the goal is to guide parents on how to act in situations when their child is aggressive and who to turn to for help and cooperation
A Small Dictionary Of Gornja Stubica Stubica Speech
No full textGornja Stubica mala je općina površine 50 km2 , koja se smjestila ispod obronaka park - šume Medvednica te se prostire s južnim rubom Krapinsko – zagorske županije. Gornja Stubica uz sebe veže i 20-ak manjih sela, pri čemu, prema zadnjim podacima stanovništva iz 2021. godine, broji 4622 stanovnika. Gornja je Stubica vrlo poznata po povijesnim osobama te spomenicima i znamenitostima. Jedna od većih blagodati koje se u njoj nalaze jesu Crkva svetog Jurja te Gupčeva lipa koja se nalazi tik do Crkve te je jedini “živi” svjedok seljačke bune iz 1573. godine. Osim što crvka nosi ime “Crkva svetog Jurja”, to je ujedno i ime župe gronjostubičanaca, stanovnika Gornje Stubice. Osim navedenih znamenitosti, vrijedi spomenuti, ne manje bitan, Spomenik Matije Gupca, hrvatskog vođe seljačke bune, koji je podignut u perivoju Dvorca Oršić u kojem se ujedno nalazi i Muzej seljačkih buna. Još jedan važan spomenik za Gornju Stubicu jest spomenik Rudolfu Perešinu, pilotu Hrvatskog ratnog zrakoplovstva te stožernom brigadiru, u sklopu čega se nalazi konzervirani borbeni zrakoplov tipa “MIG - 21” postavljen na metalni nosač. Govor Gornje Stubice čisto je kajkavsko narječje prema zamjenici kaj koja se vrlo često koristi u kajkavskom narječju, a ujedno i Gornjoj Stubici. Kajkavsko se narječje obično dijeli u 6 dijalekata: zagorsko-međimurski, turopoljsko-posavski, križevačko-podravski, prigorski, donjosutlanski i goranski. Zagorsko-međimurski karakterističan je za ovaj gornjostubički kraj. U ovom radu pobliže su prikazana obilježja govora u Gornjoj Stubici. Koliko je široko govorno područje prikazano je u djelu “Mali rječnik kajkavskog govora stubičkog kraja”, koji je ujedno i ključni dio u sastavljanju ovog završnog rada.Gornja Stubica is a small municipality with an area of 50 km2, which is located under the slopes of the Medvednica park-forest and extends along the southern edge of the KrapinaZagorje County. Gornja Stubica also has around 20 smaller villages, with a population of 4,622 according to the latest population data from 2021. Gornja Stubica is very famous for its historical figures, monuments and landmarks. One of the greatest blessings that can be found in it are the Church of St. George and the Gupčeva lime tree, which is located right next to the church and is the only "living" witness to the peasant revolt of 1573. In addition to the crvka being named "Church of St. George", it is also the name of the parish of Gronjostubičani. In addition to the aforementioned sights, it is worth mentioning, no less important, the Monument to Matija Gupca, the Croatian leader of the peasant revolt, which was erected in the garden of the Oršić Castle, which also houses the Museum of the Peasant Revolt. Another important monument for Gornja Stubica is the monument to Rudolf Perešin, a pilot of the Croatian Air Force and a staff brigadier, within which there is a preserved "MIG - 21" fighter plane mounted on a metal support. The speech of Gornja Stubica is pure Kajkavian dialect according to the pronoun kaj, which is very often used in the Kajkavian dialect, and at the same time Gornja Stubica. The Kajkavian dialect is usually divided into 6 dialects: Zagorje-Međimurje, Turopolje-Posavje, Križevačko-Podravje, Prigorje, Donjosutlanje and Goranje. Zagorje-Međimurje is characteristic of this region of Gornjostubic. In this paper, the features of speech in Gornja Stubica are presented in more detail. How wide the speaking area is shown in the work "Small dictionary of the Kajkavian speech of the Stubica region", which is also a key part in compiling this final work
Modern Fatherhood
No full textSuvremeno očinstvo svakodnevno prolazi kroz značajne promjene pri čemu se ujedno i mijenja tradicionalni pogled očeve uloge unutar obitelji. Nastoji ih se potaknuti da što aktivnije sudjeluju u brizi za djecu i da nekadašnju ulogu „glave obitelji“ i „hranitelja“ zamijene s uključenim i emotivnim roditeljem. Također, osvješćivanjem očeve uloge i njegovog utjecaja na razvoj djeteta, očevi sve više teže ravnopravnosti u roditeljstvu te preuzimaju aktivnosti koje se odnose na brigu o djetetu kao npr, hranjenje, igra, vođenje doktoru.... Iako se očeva prisutnost u svim tim aktivnostima drugačije manifestira na dijete naspram samo majčine prisutnosti, neosporno je da taj drugačiji pristup uvelike doprinosi razvoju djeteta budući da stječe drugačije iskustvo i pogled na svijet. Baš ta svakodnevna prisutnost očeva ključna je za emocionalni, socijalni i kognitivni razvoj djeteta. Oni doprinose jačanju samopouzdanja kod djece, boljim socijalnim vještinama i akademskom uspjehu, bolje se nose s novim, nepoznatim, ali i stresnim situacijama, znatiželjnija su te pokazuju više entuzijazma za istraživanje svijeta oko sebe. Djeca koja imaju bliske odnose s očevima pokazuju manju sklonost problematičnom ponašanju i veću otpornost na stres. Dok s druge strane ti očevi odnos s djecom vide pozitivnijim, posvećuju više pažnje razvoju svoje djece, bolje ih razumiju i prihvaćaju te uživaju u bliskijoj, bogatijoj vezi otac-dijete. Unatoč promjenama, mnogi očevi osjećaju pritisak tradicionalnih uloga i stereotipa koji ih definiraju kao hranitelje. Balansiranje profesionalnih obveza i obiteljskog života vrlo često je izazovno te nedostatak podrške najčešće negativno utječe na njihovu uključenost. No, budući da je do promjena počelo dolaziti te da se istražuje i medijski informira o dobrobiti i u bliskijoj budućnosti nastavit će se razvijati trendovi aktivnog očinstva budući da to doprinosi ravnopravnijem i bogatijem obiteljskom životu.Modern fatherhood is nowadays undergoing significant changes, altering at the same time the traditional view of a father's role within the family. Fathers are being encouraged to actively participate in childcare, that is, to replace the former role of "head of the family" and "family provider" with that of an involved and emotional parent. Additionally, by raising awareness about the father's role and his impact on child development, fathers increasingly strive for equality in parenting and take on activities related to childcare, such as feeding, playing, taking the child to the doctor, etc. Although a father's presence in all these activities manifests differently within a child compared to the mother's presence, it is undeniable that this different approach greatly contributes to the child's development by ensuring a varied experience and perspective on the world. This daily presence of fathers is crucial for the child's emotional, social, and cognitive development. They contribute to strengthening the child's self-confidence, better social skills, and academic success. Children handle new, unfamiliar, and stressful situations better, are more curious, and show more enthusiasm for exploring the world around them. Children with close relationships with their fathers show less tendency for problematic behaviour and greater resilience to stress. On the other hand, fathers see their relationship with their children positively, pay more attention to their development, better understand and accept them, and enjoy a closer, richer father-child bond. Despite the changes, many fathers feel the pressure of traditional roles and stereotypes that define them only as providers. Balancing professional obligations and family life is often challenging, and a lack of support frequently negatively impacts their involvement. However, as changes have begun to occur and the benefits are being researched and reported in the literature as well as on social media, trends in active fatherhood are continuing to develop, contributing to a more equal and richer family life
Storytelling As An Incentive For Speech Development
No full textJezik je prema definiciji koja je sveopće prihvaćena, apstraktni sustav znakova kojim se ljudi služe radi sporazumijevanja, a time se želi reći da „je jezik uređen sustav, sastavljen od elemenata u međusobnoj vezi, koju određuju i čije odnose uređuju jezična pravila“ (Turza-Bogan i Cvikić, 2023:73). Govor se razvija od najranijih godina djetetova života, te upravo u tim početcima treba posebno poticati usvajanje govora i razvoj dječjeg jezika. To je složeni proces na koji utječu brojni čimbenici. Jedan od najvažnijih čimbenika svakako je djetetova okolina. Ukoliko dijete ima poticajnu okolinu, govor će se razvijati na pravilan način, te će sam proces biti brži. Stoga, veoma važnu ulogu imaju roditelji i odgojitelji, kao i svi članovi obitelji koji žive u kućanstvu sa djetetom. Neki od načina poticanja pravilnog i jasnog govora kod djece svakako su čitanje priča, pripovijedanje, pričanje priča uz određene aplikacije, ilustrirane slikovnice, ali i pravilan govorni model koji dijete ima upravo u odrasloj osobi – odgojitelji, roditelji. Osim što djeca razvijaju pravilan govor, kroz čitanje i pričanje priča obogaćuju svoj rječnik, ali i razvijaju maštu. S obzirom na važnost čitanja priča posebice u predškolskoj dobi, odgojitelji kao zadaću imaju uvesti u vrtić puno aktivnosti pričanja priča. Tijekom boravka u vrtiću, oni kao profesionalci, provode razne aktivnosti sa djecom koje su od velike važnosti za dječji razvoj. Samim time, ukazuje se i na važnost provođenja govorno komunikacijskih aktivnosti kroz pričanje, čitanje priča i pripovijedanje, ali na način da se što više uključi djecu. Na taj način, kod djece razvijamo pravilan govor, te ih potičemo na komunikaciju. Cilj ovog rada bio je ukazati na važnost pravilnog razvoja govora kod djeteta, te na samu činjenicu koliko su za djetetov razvoj važne priče – pripovijedanje, pričanje i čitanje priča. Uz to, važno je naglasiti i da su govorni modeli veoma važni čimbenici za pravilan i jasan govor, kao i za prevenciju eventualnih govornih i jezičnih teškoća.Language, according to the definition that is generally accepted, is an abstract system of signs that people use to communicate, and by this we mean that "language is an ordered system, composed of elements in mutual connection, determined and whose relations are regulated by linguistic rules" (Turza-Bogan,Cvikić,2023:73). Speech develops from the earliest years of a child's life, and it is in these beginnings that speech acquisition and the development of children's language should be especially encouraged. It is a complex process that is influenced by a number of factors. One of the most important factors is certainly the child's environment. If the child has a stimulating environment, speech will develop in a proper way, and the process itself will be faster. Therefore, parents and educators have a very important role, as well as all family members who live in the household with the child. Some of the ways to encourage proper and clear speech in children are certainly reading stories, storytelling, telling stories with certain applications, illustrated picture books, but also the correct speech model that a child has in an adult – educators, parents. In addition to developing proper speech, children enrich their vocabulary through reading and storytelling, but also develop their imagination. Given the importance of reading stories, especially in preschool age, educators have the task of introducing a lot of storytelling activities into kindergarten. During their stay in the kindergarten, they, as professionals, carry out various activities with children that are of great importance for children's development. Therefore, the importance of conducting speech and communication activities through storytelling, reading stories and storytelling is also pointed out, but in a way that children are involved as much as possible. In this way, we develop proper speech in children and encourage them to communicate. The aim of this paper was to point out the importance of proper speech development in a child, and the very fact of how important stories are for a child's development – storytelling, telling and reading stories. In addition, it is important to emphasize that speech models are very important factors for proper and clear speech, as well as for the prevention of possible speech and language difficulties
Incluzive approach to the inclusion of children with disabilities in early and preschool education
No full textCilj ovoga rada je istražiti u kojoj mjeri se odgojitelji samoprocjenjuju kompetentnima za provođenje inkluzivne prakse u svojim ustanovama ranog i predškolskog odgoja i obrazovanja s naglaskom na suvremene pristupe koje provode za učenje i poučavanje. U radu se također opisuje važnost inkluzije djece s posebnim odgojno-obrazovnim potrebama u redovitim odgojno-obrazovnim ustanovama. Naglasak se stavlja na inkluzivni pristup uključivanja djece s posebnim odgojno-obrazovnim potrebama u rani i predškolski odgoj i obrazovanje koji se zasniva na načelu osiguravanja ravnopravnog pristupa obrazovnim mogućnostima za svu djecu, neovisno o njihovim individualnim sposobnostima i teškoćama. Ovaj pristup naglašava važnost stvaranja podržavajućeg i prilagođenog okruženja koje omogućuje djeci s posebnim odgojno-obrazovnim potrebama da sudjeluju u svim aktivnostima zajedno sa svojim vršnjacima. Ključne komponente inkluzivnog pristupa uključuju prilagodbu i individualizaciju kurikula i asistivne tehnologije te osiguravanje dodatne podrške kroz suradnju sa stručnim timovima, uključujući edukacijske rehabilitatore, logopede, terapeute i socijalne pedagoge. Inkluzivni pristup također naglašava važnost kontinuirane edukacije i profesionalnog razvoja odgojitelja kako bi bili kompetentni za rad s djecom s različitim vrstama teškoća. Suradnja s roditeljima i obiteljima djece s posebnim odgojno-obrazovnim potrebama također je ključna komponenta inkluzivnog pristupa. Roditelji su aktivno uključeni u proces planiranja i provedbe odgojno-obrazovnih aktivnosti, što pomaže u stvaranju koherentnog i konzistentnog okruženja za dijete. U inkluzivnom okruženju, djeca s posebnim odgojno-obrazovnim potrebama imaju priliku razvijati svoje socijalne vještine, osjećaj pripadnosti i samopouzdanje kroz interakciju s vršnjacima. Ovaj pristup ne samo da podržava razvoj djece s posebnim odgojno-obrazovnim potrebama, već i promiče razumijevanje, empatiju i prihvaćanje različitosti među svom djecom, što doprinosi stvaranju inkluzivnije i tolerantnije zajednice. Inkluzivni pristup u ranom i predškolskom odgoju i obrazovanju predstavlja temelj za izgradnju inkluzivnog obrazovnog sustava i društva, osiguravajući da svako dijete, bez obzira na svoje teškoće, ima pravo i mogućnost za optimalan razvoj i obrazovanje.The aim of this paper is to investigate the extent to which preschool teachers self-assess themselves as competent to implement inclusive practice in their early childhood education and care institutions, with an emphasis on the modern approaches they implement for learning and teaching. The paper also describes the importance of inclusion of children with special educational needs in regular educational institutions. Emphasis is placed on an inclusive approach to the inclusion of children with special educational needs in early childhood and preschool education, which is based on the principle of ensuring equal access to educational opportunities for all children, regardless of their individual abilities and difficulties. This approach emphasizes the importance of creating a supportive and adapted environment that allows children with special educational needs to participate in all activities together with their peers. Key components of an inclusive approach include adapting the curriculum, using specialized teaching methods and assistive technology, and providing additional support through collaboration with professional teams, including educational rehabilitators, speech therapists, therapists, and social educators. The inclusive approach also emphasizes the importance of continuous education and professional development of educators so that they are competent to work with children with different types of disabilities. Cooperation with parents and families of children with special educational needs is also a key component of an inclusive approach. Parents are actively involved in the process of planning and implementing educational activities, which helps to create a coherent and consistent environment for the child. In an inclusive environment, children with special educational needs have the opportunity to develop their social skills, sense of belonging and self-confidence through interaction with peers. This approach not only supports the development of children with special educational needs, but also promotes understanding, empathy and acceptance of diversity among all children, which contributes to the creation of a more inclusive and tolerant community. An inclusive approach to early childhood education and care is the foundation for building an inclusive education system and society, ensuring that every child, regardless of their difficulties, has the right and opportunity for optimal development and education
The influence of physical activity on obesity in boys of early and preschool age
No full textTeorijsko polazište ovog rada temelji se na činjenici da je pretilost kod djece, osobito dječaka rane i predškolske dobi, ozbiljan zdravstveni problem koji može imati dugoročne fizičke i psihološke posljedice. Uzroci pretilosti su kompleksni i uključuju genetske, okolišne i socijalne faktore, no smanjena razina tjelesne aktivnosti jedan je od glavnih čimbenika. Temeljna teorijska okosnica rada polazi od povezanosti između razine tjelesne aktivnosti i prekomjerne tjelesne težine te se oslanja na znanstvene preporuke koje ukazuju na važnost redovitog bavljenja fizičkim aktivnostima u prevenciji pretilosti. Cilj rada je analizirati utjecaj
tjelesne aktivnosti na pretilost kod dječaka rane i predškolske dobi, istražiti faktore koji utječu na razinu tjelesne aktivnosti te prikazati primjere dobre prakse i uspješne programe prevencije pretilosti u Hrvatskoj. Rad također ima za cilj ponuditi preporuke za povećanje tjelesne aktivnosti kao preventivnu mjeru protiv pretilosti, s naglaskom na ulogu roditelja, predškolskih ustanova i lokalnih zajednica u tom procesu. Najvažniji rezultati rada pokazuju da tjelesna aktivnost ima ključnu ulogu u smanjenju rizika od pretilosti kod dječaka predškolske dobi. Istraživanja potvrđuju pozitivnu povezanost između viših razina tjelesne aktivnosti i niže stope prekomjerne tjelesne težine. U radu su također prikazani faktori koji utječu na razinu tjelesne aktivnosti, uključujući ulogu roditelja, obrazovnih ustanova i socioekonomskog okruženja. Kroz analizu uspješnih preventivnih programa u Hrvatskoj, poput programa "Živjeti zdravo" i "Petica – igrom do zdravlja", istaknuta je važnost integriranih pristupa koji uključuju edukaciju,
tjelesnu aktivnost i promicanje zdravih prehrambenih navika. Prevencija pretilosti putem tjelesne aktivnosti ključna je za zdrav razvoj djece. Uloga roditelja, predškolskih ustanova i lokalnih zajednica neophodna je za stvaranje poticajnog okruženja za tjelesnu aktivnost i usvajanje zdravih navika. Uspješni programi prevencije u Hrvatskoj pokazuju da se pravovremenim mjerama i edukacijom može smanjiti prevalencija pretilosti te poboljšati zdravlje dječje populacije.The theoretical starting point of this paper is based on the fact that obesity in children, especially boys of early and preschool age, is a serious health problem that can have long-term physical and psychological consequences. The causes of obesity are complex and include genetic, environmental and social factors, but a reduced level of physical activity is one of the main factors. The basic theoretical backbone of the work starts from the connection between the level of physical activity and overweight and relies on scientific recommendations that indicate the importance of regular physical activity in the prevention of obesity. The aim of the paper is to analyze the influence of physical activity on obesity in boys of early and preschool age, to investigate the factors that influence the level of physical activity, and to present examples of good practice and successful obesity prevention programs in Croatia. The paper also aims to offer recommendations for increasing physical activity as a preventive measure against obesity, with an emphasis on the role of parents, preschool institutions and local communities in this process. The most important results of the work show that physical activity
plays a key role in reducing the risk of obesity in preschool boys. Research confirms a positive association between higher levels of physical activity and lower rates of overweight. The paper also presents factors that influence the level of physical activity, including the role of parents, educational institutions and the socioeconomic environment. Through the analysis of successful preventive programs in Croatia, such as the "Healthy Living" and "Five" programs, the importance of integrated approaches that include education, physical activity and the promotion of healthy eating habits has been highlighted. Prevention of obesity through physical activity is essential for the healthy development of children. The role of parents, preschool institutions and local communities is necessary to create a stimulating environment for physical activity
and the adoption of healthy habits. Successful prevention programs in Croatia show that timely measures and education can reduce the prevalence of obesity and improve the health of the child population
The impact of storytelling on vocabulary enrichment in kindergarten and preschool aged children
No full textU radu se polazi od načela razvoja govora djeteta vrtićke i predškolske dobi. Naglašava se važnost pričanja priča u ranom djetinjstvu, te utjecaj pričanja priča na razvoj djetetovih govornih sposobnosti, među kojima je i bogaćenje rječnika.
Budući da je dijete s pričom potrebno upoznati, neophodna je uloga okruženja u kojemu se dijete nalazi. Prije svega važna je uloga socijalnog, a zatim materijalnog okruženja u vidu poticaja koji će kod djeteta razviti motivaciju za samom aktivnosti pričanja priča. Govori se o osobitostima pripovijedanja, pričanja i prepričavanja. Kroz kvalitetan odabir priče i kompetentnog pripovjedača, dijete proširuje spoznaje o svijetu u kojem se nalazi, suočava se s određenim strahovima ili izazovima, nalazi utjehu, poistovjećuje se s pričom, razvija pažnju i koncentraciju, uči moralno prosuđivati, razvija maštu, te nadograđuje govorno-jezične sposobnosti.
Cilj ovog rada i istraživanja je vidjeti koliki je utjecaj čitanja priča na djetetovo učenje novih riječi i bogaćenju rječnika. Istraživanje je provedeno u dječjem vrtiću „Košnica“ u Zagrebu u starijoj vrtićkoj skupini. Prilikom istraživanja djeci je ispričana priča u nekoliko navrata, a istraživalo se koliko će i koje će ciljne riječi upotrijebiti u reproduciranju sadržaja, odnosno prepričavanju priče. Dobiveni rezultati pokazali su upotrebu ciljnih riječi u postotku od 7% do 100%, odnosno, najučestaliju ciljnu riječ upotrijebila su sva djeca, a najmanje učestalu ciljnu riječ upotrijebilo je jedno dijete.This paper is based on the principles of speech development in preschool-aged children. It emphasizes the importance of storytelling in early childhood and its influence on the development of children's speech abilities, including vocabulary enrichment.
Since a child needs to be introduced to stories, the role of the environment in which the child is situated is essential. The social environment is particulary important, followed by the material environment in the form of incentive that can develop the child's motivation for storytelling. This highlights the importance of personal storytelling, narrating, and retelling. Through careful selection of stories and competent storytelling, the child broadens their understanding of the world around them, faces specific fears and challenges, identifies with the story, pays attention, learns to reason morally, develops imagination, and improves their speech and language skills.
The goal of this paper and research is to examine the impact of reading stories on a child's acquisition of new words and vocabulary enrichment. The research was conducted in the ˝Košnica˝ kindergarten in Zagreb, with an older age group. During the research, several stories were told to the children, and the study examined how many and which words they used when reproducing content, that is, retelling the stories. The obtained results showed the use of target words in a percentage of 7 to 100 percent, that is, the most frequent word was used by all children, and the last frequent was used by one child
Musical content as a factor of work intensification
No full textOvaj završni rad, naslovljen "Glazbeni sadržaj kao čimbenik intenzifikacije rada," istražuje ulogu glazbe u poticanju tjelesne aktivnosti i radne učinkovitosti kod djece predškolske dobi u vrtiću. Kroz analizu postojećih istraživanja i primjenu u praksi, rad ispituje kako različiti glazbeni sadržaji mogu utjecati na motivaciju i angažman djece tijekom kinezioloških aktivnosti. Posebna pažnja posvećena je utjecaju glazbe na emocionalnu i motoričku izvedbu djece, te na način na koji ona može unaprijediti kvalitetu i učinkovitost kinezioloških programa u vrtićima. Rezultati sugeriraju da primjena odabranih glazbenih skladbi može značajno poboljšati tjelesnu aktivnost i radnu atmosferu u vrtiću, čime doprinosi cjelokupnom razvoju djeteta.This thesis, titled "Musical Content as a Factor in the Intensification of Work," explores the role of music in promoting physical activity and work efficiency among preschool children in kindergartens. Through the analysis of existing research and practical application, the paper examines how different musical content can influence children's motivation and engagement during kinesiology activities. Special attention is given to the impact of music on children's emotional and motor performance, as well as how it can enhance the quality and effectiveness of kinesiology programs in kindergartens. The results suggest that the use of selected musical compositions can significantly improve physical activity and the working atmosphere in kindergartens, contributing to the overall development of the child
Utjecaj rodnih stereotipa na izbor igračaka kod djece –pregled istraživanja na engleskom jeziku
No full textSome researchers claim that gender stereotypes in toy choice may exert a significant influence on the development of pre primary aged children. Gendered marketing in the toy industry can support traditional norms, affecting what activities and toys children enjoy most or how they view their future careers. It has mostly been suggested that male toys contribute to the development of problem solving skills and leadership for boys, whereas girls’ toys foster nurturing and appearance based behavior. Researchers propose that by promoting and buying gender neutral toys, skill development becomes balanced with children getting access to a more diverse experience. Understanding how gender neutral play and digital environments may have longer term impacts is important for learning what drives stereotypes down and increases inclusive growth. Teachers working with pre primary aged children need to read literature in the English language on a wide range of topics to enhance their professional practice which will help them be better at their job. Therefore, the purpose of this thesis was to present an analysis of ten scholarly papers written in English and recommend some implications for teaching practice relevant to pre primary education.Neki istraživači tvrde da utjecaj rodnih stereotipa na izbor igračaka može imati značajnu ulogu u oblikovanju razvoja djece rane i predškolske dobi. Rodno uvjetovano oglašavanje u industriji igračaka može podržavati tradicionalne norme i utjecati na dječje preferencije prema aktivnostima i igračkama ili način na koji gledaju na svoje buduće zanimanje. Najčešće se sugerira da igračke za dječake pridonose razvoju koje potiču rješavanje problema i liderske vještine, dok su igre za djevojčice usmjerene prema razvijanju brižnosti i ponašanju koje u prvi plan stavlja fizički izgled. Istraživači naglašavaju da poticanje i kupovina rodno neutralnih igračaka može pomoći uravnotežiti razvoj vještina, pružajući djeci širi raspon iskustava. Razumijevanje dugoročnih učinaka rodno neutralne igre i digitalnog okružja ključno je za razumijevanje kako smanjiti rodne stereotipe i promicati uključivi razvoj. Odgojitelji djece rane i predškolske dobi trebaju moći čitati literaturu na engleskom jeziku o različitim relevantnim temama kako bi unaprijedili svoju profesionalnu praksu. Stoga je cilj ovoga rada prikazati analizu deset znanstvenih članaka napisanih na engleskom jeziku te predložiti neke implikacije za nastavnu praksu relevantnu za ranu i predškolsku do