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Gamification as a Motivation for Learning the Orthography of the Croatian Language in Early School-aged Children
No full textIgrifikacija u obrazovanju koristi elemente igre kako bi učenje učinila zanimljivijim i interaktivnijim. Ovim pristupom, učenici ne samo da uče nastavni sadržaj, već i razvijaju svoje vještine, iskazuju svoje kreativne sposobnosti, te povećavaju motivaciju i angažman. Računalne igre i interaktivne aktivnosti potiču učenike na aktivno sudjelovanje i stvaraju pozitivno okruženje za učenje. Ovim se radom htjelo ispitati može li primjena igrifikacije u nastavi Hrvatskoga jezika biti učenicima poticaj za vježbanje i ponavljanje pravopisa hrvatskoga jezika. Rad se sastoji od teorijskoga pregleda istraživane teme i podtema te praktičnoga dijela. U teorijskom dijelu rada razmatraju se pojmovi igre, igrifikacije, njezini elementi i primjena u obrazovanju, te povezanost igrifikacije s motivacijom i učinkovitosti učenja. Također se analizira važnost pravopisa u ranom školskom obrazovanju i metode poučavanja pravopisa. Potom se daje teorijski prikaz primjene igrifikacije u nastavi Hrvatskoga jezika i njezin utjecaj na učenike. U drugom dijelu rada, prikazana je provedba istraživanja u Osnovnoj školi Vrbani, gdje su učenici podijeljeni u eksperimentalnu i kontrolnu skupinu. Eksperimentalna skupina koristila je računalne igre za vježbanje pravopisnog sadržaja, dok je kontrolna skupina koristila tradicionalnu metodu, rješavanje nastavnog listića. Analiza rezultata provedenog istraživanja te stavova učenika o korištenju igrifikacije u nastavi Hrvatskoga jezika daje uvid u učinkovitost ovakvog pristupa i potvrđuje teze da primjena igrifikacije može biti snažan poticaj za vježbanje i ponavljanje pravopisa hrvatskoga jezika te da njezina primjena može obogatiti nastavni proces čineći ga zanimljivijim i učinkovitijim za učenike.Gamification in education uses game elements to make learning more interesting and interactive. With this approach, students not only learn course content, but also develop their skills, express their creative abilities, and increase motivation and engagement. Digital games and interactive activities encourage students to actively participate and create a positive learning environment. This work wanted to examine whether the application of gamification in the teaching of the Croatian language can be an incentive for students to practice and repeat Croatian language orthography. The paper consists of a theoretical overview of the researched topic and subtopics and a practical part. In the theoretical part of the paper, the concepts of game, gamification, its elements and application in education, and the connection of gamification with motivation and learning efficiency are discussed. The importance of orthography in early school education and methods of teaching orthography are also analyzed. Then a theoretical presentation of the application of gamification in the teaching of the Croatian language and its impact on students is given. In the second part of the work, the implementation of the research conducted at Vrbani Elementary School is presented, where students were divided into experimental and control groups. The experimental group used digital games to practice orthographic content, while the control group used the traditional method of completing worksheets. The analysis of the research results and students' attitudes towards the use of gamification in Croatian language classes provides insight into the effectiveness of this approach and confirms the thesis that gamification can be a strong incentive for practicing and reviewing Croatian language orthography. Additionally, its application can enrich the teaching process, making it more interesting and effective for students
Epilepsy
No full textU ovom radu analizira se problematika, uzroci i posljedice epilepsije.
U prvom dijelu rada pozornost je posvećena oblicima bolesti koji se mogu javiti kod bolesnika oboljelih od epilepsije, uslijed čega dolazi do pojave epileptičnog napadaja, povezanost napadaja s dječjom dobi te se obrađuje dijagnostika same bolesti. Očitovanje simptoma prema regiji/dijelu mozga prikazano je u priloženoj tablici.
U drugom dijelu govori se o procesu liječenja bolesti antiepilepticima i drugim metodama kao što je kirurško liječenje i ugradnja vagalnog stimulatora. Obuhvaćeni su ciljevi i posljedice, odnosno moguće nuspojave tijekom uzimanja terapije.
Središnji predmet obrade u ovom radu je povijest bolesti, odnosno obiteljska anamneza te obrade i pretrage koje omogućavaju postavljanje dijagnoze i propisivanje adekvatne terapije.
Rad završava općenitim činjenicama o ovoj bolesti te svakodnevnim situacijama u kojima se oboljela osoba može pronaći i kako se s njima nositi, kako se postaviti ili ih prihvatiti.This paper analyzes the problems, causes and consequences of epilepsy.
In the first part of the work, attention is paid to the forms of the disease that can occur in patients with epilepsy, as a result of which epileptic seizures occur, the association of seizures with childhood, and the diagnosis of the disease itself is discussed. Manifestation of symptoms according to region/part of the brain is shown in the attached table.
The second part discusses the process of treating the disease with antiepileptic drugs and other methods such as surgical treatment and implantation of a vagal stimulator. Goals and consequences are covered, that is, possible side effects during therapy.
The central subject of processing in this paper is the history of the disease, that is, the family history, as well as processing and tests that enable the establishment of a diagnosis and the prescription of adequate therapy.
The paper ends with general facts about this disease and everyday situations in which a sick person can find himself and how to deal with them, how to position himself or accept them
The Relationship Between Unimanual And Bimanual Coordination And Control Of Motor Responses
No full textUspješno izvršavanje svakodnevnih aktivnosti omogućuju unimanualna i bimanualna koordinacija, odnosno dobro koordinirani pokreti ruku. Uz navedene kapacitete, ulogu u izvršavanju akcija imaju i izvršne funkcije. Izvršne funkcije predstavljaju jedan od temeljnih kognitivnih procesa koji kontroliraju procese niže razine s ciljem usmjerenog ponašanja. Jedan od procesa izvršnih funkcija jest inhibicija, odnosno kontrola motoričkih odgovora. Cilj ovog istraživanja jest utvrditi postoji li povezanost između unimanualne i bimanualne koordinacije i kontrole motoričkih odgovora kod djece u dobi od pet do sedam godina, budući da je predškolska dob ključna za njihov razvoj. U istraživanju je sudjelovalo 178 djece, od toga 87 (48,9%) dječaka i 91 (51,1%) djevojčica. Uzorak varijabli sastoji se od testova fine motorike, točnije unimanualne i bimanualne koordinacije te brzine reakcije. Za utvrđivanje kontrole motoričkih odgovora, korištena je digitalna aplikacija Go/no go. Prema Pearsonovom koeficijentu korelacije, utvrđena je statistički značajna (p < 0.01) negativna povezanost između varijabli Skupljanje šibica i Rezultat impulzivnosti (r = -.20). Unutar varijabli vezanih uz unimanualnu i bimanualnu koordinaciju, utvrđena je statistički značajna (p < 0.01) pozitivna korelacija između varijabli Uhvati štap i Slaganje piramida od čaša (r = .29). Varijabla Uhvati Štap, statistički je značajno (p < 0.05) pozitivno povezana i s varijablama Skupljanje šibica (r = .17) i Brzina reakcije (r = .16). Također, značajna (p< 0.01) pozitivna povezanost utvrđena je i između varijable Slaganje piramida od čaša i varijabli Skupljanje šibica (r = .23), Skupljanje kovanica (r = .24) i Brzina reakcije (r = .21). Dodatno je napravljen t-test kako bi se utvrdilo postoje li razlike prema spolu. Utvrđena je statistička značajnost u varijablama Slaganje piramida od čaša (p = .04) i Točnost no go odgovora (p = .02), dok su varijable Točkanje (p = .06) i Rezultat impulzivnosti (p = .06) na granici.Successful execution of daily activities is made possible by unimanual and bimanual coordination, i.e. well-coordinated hand movements. In addition to the mentioned skills, executive functions also play a role in the execution of actions. Executive functions represent one of the fundamental cognitive processes that control lower-level processes with the goal of directed behavior. One of the processes of executive functions is inhibition, that is, control of motor responses. The goal of this research is to determine if there is a connection between unimanual and bimanual coordination and control of motor responses in children aged five to seven years, since preschool age is crucial for their development. 178 children participated in the research, of which 87 (48.9%) were boys and 91 (51.1%) were girls. The sample of variables consists of tests of fine motor skills, specifically unimanual and bimanual coordination and speed of reaction. To determine the control of motor responses, the digital application Go/no go was used. According to Pearson's correlation coefficient, a statistically significant (p < 0.01) negative correlation was found between the variables Match collecting and Impulse control score (r = -.20). Within the variables related to unimanual and bimanual coordination, a statistically significant (p < 0.01) positive correlation was found between the variables Catch the stick and Cup stacking (r = .29). The variable Catch the Stick is statistically significantly (p < 0.05) positively related to the variables Match collecting (r = .17) and Reaction time (r = .16). Also, a significant (p < 0.01) positive correlation was established between the variable Cup stacking and the variables Match collecting (r = .23), Coin collecting (r = .24) and Reaction time (r = .21). Additionally, a t-test was performed to determine whether there were differences by gender or not. Statistical significance was determined in the variables Cup stacking (p = .04) and Accuracy of no go responses (p = .02), while the variables Punctuation (p = .06) and Impulse control score (p = .06) are borderline
The Role And Possibilities Of Educators In Recognizing Peculiarities And Encouraging Speech And Language Abilities In Preschool Children
No full textJezik ponajprije služi za komunikaciju i sporazumijevanje među živim bićima. Jezik je zapravo sustav glasovnih i pisanih znakova koji je specifičan za svaku jezičnu zajednicu i povijesno je uvjetovan. U usvajanju jezika i njegovoj govornoj ili pisanoj upotrebi, pojavljuju se određena odstupanja i teškoće različitog intenziteta. Podjela poremećaja govorno-glasovno jezičnih poremećaja su: poremećaji izgovora, jezične teškoće, poremećaji ritma i tempa govora te poremećaji glasa. Primarna socijalizacijska sredina i okruženje za učenje jezika je obitelj koja ima značajnu ulogu u poticanju govorno-glasovnih i jezičnih sposobnosti djece. Kasnije se uloge govornih i jezičnih modela proširuju izvan obitelji na druge socijalne kontakte, a ponajprije na vršnjake i odgojitelje u predškolskom razdoblju. U ovom razdoblju intenzivnog razvoja govora važno je prepoznavanje fizioloških i patoloških odstupanja radi pravovremenog uključivanja djeteta u rehabilitacijske programe i profesionalnu podršku. Ovo istraživanje usmjereno je analizi samoprocjene odgojitelja o poznavanju govorno-glasovno jezičnih teškoća, njihovih kompetencija za rad i pružanje podrške djeci s ovakvim teškoćama. Za to je korišten upitnik u online obliku namijenjen odgojiteljima na području cijele Republike Hrvatske. Većina odgojitelja/odgojiteljica smatra se kompetentnim raditi s djecom koja imaju govorno-glasovno jezične poremećaje, ali isto tako i smatraju da s takvom djeca treba raditi individualno i sa stručnjacima izvan vrtića. Međutim, rezultati ukazuju da postoji potreba dodatnih edukacija odgojitelja o prepoznavanju govornoglasovno jezičnih teškoća kod djece i individualizaciji neposrednog rada s takvom djecom.Language is primarily used for communication. Language is actually a system of phonetic signs that is specific to each language community and is historically determined. In language acquistion and its spoken or written use, certain deviations and difficulties of varying intensity appear. The devision of speech-vocie-language disorders are: pronunciation disorders, speech rhythm and tempo disorders. The primary socialization environment and enviroment for language learning is the family, which plays a significant role in encouraging children’s speech-voice language abilities. Later, the roles of speech and language models are extended beyond the family to other social contacts, primarily to peers and educator in preschool period. In this period of intensive speech development, it is important to recognize physiological and pathological deviations for the timely inclusion of the child in rehabilitation programs and professional support. This research is aimed at the analysis of teacher’s self-assessment of their knowledge of speech and language difficulties, their competences for working and providing support to children with these difficulties. For this, a questionnaire was used in an online form intended for educators throughout the Republic of Croatia. The majority of educators are considered competent to work with children who have speech and language disorders, but they also believe that they should work with cusch children individually and with experts outside the kindergarten. However, the results indicate that there is a need for additional education for educatora on recognizing speech-voice language difficulties in children and individualizing direct work with such children
Ecology and Art in Preschool
No full textPopularizacija ekologije i ekološke osviještenosti u svijetu dovela je do integracije ekologije u sva područja ljudskog djelovanja. Ekološke navike stječu se od najranije dobi zato se ekologija integrira i u temeljne dokumente za planiranje odgoja i obrazovanja djece. Susret djeteta s prirodom započinje u obitelji, a u stjecanju znanja za zaštitu prirode i okoliša te održivi razvoj, važnu ulogu ima obrazovni sustav. Ekološke aktivnosti treba provoditi već u predškolskom obrazovanju.
U radu su objašnjene i predstavljene likovne tehnike u kojima se koristi otpadni materijali te su izabrana umjetnička djela svjetski poznatih umjetnika koji su radili tim tehnikama. Korištenje otpadnog materijala u likovnoj umjetnosti započeo je u razdoblju sintetičkog kubizma kad su umjetnici izumili kolaž. Ta slikarska tehnika je kasnije privukla umjetnike dadaizma i nadrealizma zbog svojih nevjerojatnih provokativnih kombinacija (Arnason, 2003). Umjetnici dadaizma negirali su sve likovne kriterije i zagovarali apsurd te su izlagali gotove industrijske proizvode kao svoja potpisana djela za koje koriste pojam „ready made“.
Otpadni materijal prikupljen u ustanovama ranog i predškolskog obrazovanja naziva se didaktički neoblikovani materijal. Bogatstvo otpadnog materijala oblicima, teksturama i bojama pridonosi kreativnosti djece i razvijanju njihove mašte. Traženjem odbačenog materijala, istraživanje njegova oblika, kvalitete, svojstava i tehničkih mogućnosti spajanja i na kraju komponiranje istog u djelo potiče kreativnost. Prilikom korištenja odbačenog materijala za istraživanje u području likovnog stvaralaštva treba istaknuti i ekološku vrijednost ponovne upotrebe tog materijala.
Cilj ovog rada je prikazati mogućnosti likovne uporabe otpadnog materijala likovnim tehnikama kolaž i asamblaž u ustanovi ranog i predškolskog odgoja uz širenje znanja o recikliranju i razvijanju ekološke osjetljivosti djece.The popularization of ecology and environmental awareness in the world has led to the integration of ecology into all areas of human activity. Ecological habits are acquired from an early age, which is why ecology is integrated into the basic documents for planning the upbringing and education of children. A child's encounter with nature begins in the family, and the education system plays an important role in acquiring knowledge for nature, environmental protection and sustainable development. Environmental activities should be carried out already in preschool education.
The paper explains and presents art techniques in which waste materials are used, and works of art created by world-famous artists who worked with these techniques were selected. The use of waste materials in fine art began in the period of synthetic cubism when artists invented collage. This painting technique later attracted artists of Dadaism and Surrealism for its incredibly provocative combinations (Arnason, 2003). The artists of Dadaism denied all artistic criteria and advocated the absurd and exhibited finished industrial products as their signed works for which they use the term "ready made".
Waste material collected in early childhood education institutions is called didactic unformed material. The richness of waste materials in shapes, textures and colors contribute to children's creativity and development of their imagination. By searching for discarded material, exploring its form, quality, characteristics and technical possibilities, merging and finally composing it into a work encourages creativity. When using discarded material for research in the field of fine arts, the ecological value of reusing that material should also be emphasized.
The aim of this paper is to show the possibilities of artistic utilization of waste materials by using art techniques collage and assemblage in early and preschool education institution with the expansion of knowledge about recycling and the development of children's environmental sensitivity
What a doll can to do in an educational group
No full textU radu se govori o mogućim primjenama lutke u odgojno-obrazovnom kontekstu. Lutke su važne u emocionalnom, socijalnom i kognitivnom razvoju djeteta, a koriste se i kao posrednici za samoizražavanje, razvijanje mašte i za rješavanje problema. Lutke u ranoj dječjoj dobi pružaju utjehu, potiču komunikaciju i pomažu u jačanju empatije i samokontrole. U radu se iznosi pregled povijesnog, umjetničkog i obrazovnog konteksta lutkarstva ističući potencijal lutaka kao suodgojitelja koji podržavaju razvoj djeteta u različitim područjima. Naglasak je na primjeni lutke u odgoju i njezin utjecaj na uključivanje u odgoj predškolske djece. Na temelju pregledane literature navodi se zaključak kako lutka može biti suodgojitelj u ostvarivanju dobrobiti propisanih nacionalnim dokumentom ako je odgojitelj motiviran i educiran kako ju primjenjivati u radu s odgajanicima. Uvođenjem lutke u odgojni proces poboljšava se cjelokupno iskustvo učenja, stoga je od iznimne važnosti uključiti lutku u odgojni proces kako bi se djeca osjećala ugodno i kako bi se olakšao put rasta i razvoja cjelovitih pojedinaca.The paper discusses the possible applications of the puppet in the educational context. Puppets are important in a child's emotional, social and cognitive development, and are also used as mediators for self-expression, developing imagination and solving problems. Early childhood puppets provide comfort, encourage communication, and help strengthen empathy and self-control. The paper presents an overview of the historical, artistic and educational context of puppetry, highlighting the potential of puppets as co-educators that support the child's development in various areas. The emphasis is on the use of the puppet in education and its influence on the inclusion in the education of preschool children. Based on the reviewed literature, it is concluded that the puppet can be a co-educator in achieving the benefits prescribed by the national document if the educator is motivated and educated on how to apply it in working with educators. Introducing a puppet into the educational process improves the overall learning experience, therefore it is extremely important to include a puppet in the educational process in order to make children feel comfortable and to facilitate the path of growth and development of whole individuals
The relationship between the relationship between job demands and resources and teacher´s school commitment - the mediating role of engagement, burnout and job satisfaction
No full textU istraživanju se kao teorijska podloga koristi prošireni model radnih zahtjeva resursa Schaufelija i Bakkera (2004) nastao prema modelu Demerouti i suradnika (2001). Model je proširen na način da je unutar modela Schaufelija i Bakkera (2004) dodano
zadovoljstvo poslom kao dodatni medijator te organizacijska odanost školi kao ishodna varijabla čime je ostvaren primarni znanstveni doprinos istraživanja. U istraživanju je sudjelovalo 407 učitelja razredne nastave iz cijele Republike Hrvatske. Rezultati istraživanja pokazali su da su radni resursi pozitivno povezani s radnom angažiranošću učitelja, zadovoljstvom poslom i odanošću organizaciji te negativno s izgaranjem. Postoji povezanost radnih resursa u očekivanom smjeru za sve komponente odanosti, osim za instrumentalnu s kojom nije bilo povezanosti (hipoteza H1). Dobivena je očekivana pozitivna povezanost radnih zahtjeva s izgaranjem na poslu, a negativna s radnom angažiranošću učitelja, zadovoljstvom poslom i odanosti organizaciji. Postoji povezanost radnih zahtjeva u očekivanom smjeru za sve komponente odanosti, osim za instrumentalnu s kojom su radni zahtjevi pozitivno povezani i normativnu odanost s kojom nije bilo povezanosti (hipoteza H2). Hipoteza po kojoj su radna angažiranost i zadovoljstvo poslom medijatori između radnih resursa i sve tri komponenteorganizacijske odanosti je djelomično potvrđena (H3a). Djelomično je potvrđena i hipoteza po kojoj su izgaranje i zadovoljstvo poslom medijatori između radnih resursa i sve tri komponente organizacijske odanosti (H3b). U obje hipoteze (H3a i H3b) povezanost s instrumentalnom odanošću nije potvrđena. Potvrđena je hipoteza po kojoj su izgaranje i zadovoljstvo poslom medijatori između radnih zahtjeva i sve tri komponente organizacijske odanosti (H4a). Potvrđena je i hipoteza po kojoj su radna angažiranost i zadovoljstvo poslom medijatori između radnih zahtjeva i sve tri komponente organizacijske odanosti (H4b).This research is theoretically grounded in the revised Schaufeli and Bakker’s Job Demands-Resources model (JD-R model), which was based on the model by Demerout et al. (2001). Schaufeli and Bakker (2004) revised Demerouti et al.’s model by including job engagement instead of disengagement, alongside burnout, and in such a way they also explained the employee psychological status. In this research, Scahufeli and Bakker’s (2004) model is revised by adding job satisfaction as an extra mediator and organizational school commitment as an outcome variable, which enriched the model with a new research variable.
The primary aim of this research was to examine the relationship between job demands and resources and teachers’ work engagement, satisfaction, burnout and organizational commitment, and to determine whether work engagement and burnout act as mediators in the relationship between job demands and resources and job satisfaction and organizational commitment. In accordance with the set research aims, four problems and the related research hypotheses were formulated.
The research was conducted among 407 teachers of grades one through four of primary school across Croatia. The sample included 94.8% female and 3.9% male teachers, and 1.3% remained undeclared. The average age of the participants was 44, while the average length of their work experience was 19 years in service, in a range from less than one to 42 years in service. The following measuring instruments were used: UWES – Utrecht Work Engagement Scale (Schaufeli & Bakker, 2004); OLBI – Oldenburg Burnout Inventory (Demerouti et al., 2003); SWWS – Satisfaction with Work Scale, which was revised by Merino et al. (2021) according to the SWLS scale designed by Diener et al. (1985); Affective, continuance and normative commitment scale, designed by Meyer et al. (1993) and adapted to the Croatian context by Maslić Seršić (1999). The Job Resources Scale (JR) and Job Demands Scale (JD) were used to measure job demands (Skaalvik & Skaalvik, 2018).
The first research problem was the investigation into the relation between job resources and teachers’ work engagement, work satisfaction, burnout and organizational commitment. It was hypothesized (H1) that job resources are positively correlated to teachers’ work engagement and organizational commitment, and negatively correlated to burnout. The research results have shown that job resources (positive and supportive relationships with colleagues, support from superiors, the perception of school culture and conformity) are positively correlated to teachers’ work engagement, job satisfaction and affective and normative commitment component, and negatively correlated to burnout. The correlation between job resources and continuance component of commitment, however, was not proven. The obtained results confirmed that the availability of job resources motivated positive job attitudes, i.e. engagement, satisfaction and normative commitment. On the other hand, the correlation between resources availability and continuance commitment was not proven. The hypothesis on the negative correlation between job resources and burnout was also confirmed.
The second research problem was to investigate the correlation between job demands and teachers' engagement, job satisfaction, burnout and organisational commitment. It was hypothesised (H2) that job demands are positively correlated with burnout, and negatively correlated to teachers' work engagement, job satisfaction and organisational commitment. The expected positive correlation was found between job demands (time pressure, students' misbehaviour and low motivation) and burnout, whereas the negative correlation was proven between job demands and teachers' engagement, job satisfaction and organisational commitment. The normative commitment component was not found to be correlated to job demands. Although it was not expected, a positive correlation to continuance commitment was determined. This result confirms that higher experience of job demands effects lesser engagement, job satisfaction and affective commitment, that is, it diminishes the experience of positive emotions at job. The positive relationship between job demands and burnout indicates that teachers who perceive they have more job demands also experience greater burnout and unexpectedly higher continuance commitment. From the obtained results, a conclusion arises that the participants perceive job demands as an obstacle (disturbance) that decreases positive emotions on the job, i.e. it decreases work engagement, job satisfaction and affective commitment component.
The lack of correlation to normative commitment was also unexpected. So the H2 hypothesis is partly confirmed, because negative correlations between job demands and all components of commitment were expected.
The third research problem was the investigation into the mediating role of work engagement, burnout and job satisfaction in the relationship between job resources and organisational commitment. It was assumed that work engagement, burnout and job satisfaction act as mediators between job resources and organisational commitment; therefore, two hypotheses were formulated. The first (H 3a) assumed that work engagement and job satisfaction act as mediating variables between job resources and organisational commitment, wherein job resources lead to greater engagement, which increases job satisfaction and consequently effects higher organisational commitment(affective, continuance and normative). The H3a hypothesis was partially confirmed. Namely, serial mediation of work engagement and satisfaction in the correlation between job resources and affective and normative component of organisational commitment was proven. This indicates the positive correlation between job resources and engagement, which affects further increase of job satisfaction, greater organisational commitment (affective) and a more pronounced obligation to continue working at the organisation (normative commitment). In addition, within this research it was confirmed that job satisfaction contributes to the increase of organisational commitment (Meyer et al., 2002; Nagar, 2012), that is, the increase of its affective and normative component. However, the hypothesis was not confirmed with regard to continuance commitment. The secondhypothesis (H 3b) was that burnout and job satisfaction act as mediators betweenresources and organisational commitment, wherein job resources lead to decreased burnout, which increases job satisfaction and consequently leads to greater organisational commitment (affective, continuance and normative). Hypothesis H 3b was partially confirmed. It was found that burnout and job satisfaction act as mediators between jobresources and two types of organisational commitment. The hypothesis was not confirmed with regard to continuance commitment (H 3b). Furthermore, the motivational process was confirmed within this hypothesis (Bakker et al., 2007, Hakanen et al., 2008; Hu et al., 2016; Llorens et al., 2007; Xanthopoulou et al., 2008), i.e. it was found that jobresources are correlated to organisational commitment through job engagement and satisfaction. The motivational hypothesis was not confirmed only in the case when the continuance variable acts as the outcome variable, that is, job resources were not proven to play a role in achieving continuance commitment.
The last, fourth, research problem was to investigate the role of work engagement, burnout and job satisfaction in the relationship between job demands and organisational commitment. It was assumed that engagement, burnout and job satisfaction act as mediators between job demands and organisational commitment. In accordance, two hypotheses were formulated. The first (H 4a) supposed that burnout and satisfaction act as mediators between job demands and organisational commitment, wherein job demands lead to greater burnout, which decreases job satisfaction and consequently leads to diminished organisational commitment (affective, continuance and normative). The second hypothesis (H 4b) assumed that work engagement and job satisfaction act as mediators between job demands and organisational commitment, wherein job demands lead to decreased engagement, which diminishes job satisfaction and consequently leads to lesser organisational commitment (affective, continuance and normative). The hypothesis on burnout and job satisfaction as mediating variables between job demands and all three types of organisational commitment was confirmed (H 4a). Along the same lines, the hypothesis that entailed work engagement and satisfaction as mediators between job demands and all three types of organisational commitment was also confirmed (H 4b). The existence of motivational and energetic process was proven in hypotheses H 3a and H 4a. The motivational process was not confirmed only for the component of continuance commitment, while the energetic process was proven for all three components.
The scientific contributions of this research can be found primarily in the expansion of the Job Demands-Resources model (JD-R) (Demerouti et al., 2001, Schaufeli & Baker, 2004). In this research job satisfaction is added to the model as a mediating variable, and organisational commitment as an outcome variable, which deepens previous scientific insight on the relationships between the examined variables (burnout, job satisfaction and organisational commitment) among a sample of teachers within the Job DemandsResources model. Furthermore, the research entails a contribution regarding the relationships of all three components of commitment (affective, continuance and normative) with the variables within the JD-R Model. In such a way, deeper insights were gained on the correlation between the examined variables to each of the commitment components in the population of participant teachers. The obtained research results have the potential to facilitate the comprehension of teachers' working conditions and practically contribute to the quality of the profession. The cognisance obtained within this research based on the suggested model could yield a fresh insight into the perception of teachers’ and the school's worth. It can also potentially affect the improvement of working conditions for teachers, competitiveness of schools and the wellbeing of both teachers and students
Music and Arts education in multiage classrooms in primary education
No full textU sustavu školstva u Republici Hrvatskoj određeni broj učenika započinje svoje primarno obrazovanje u kombiniranim razrednim odjeljenjima. Ta razredna odjeljenja specifična su po tome što se sastoje od učenika dvaju ili više razreda. Kombinirana razredna odjeljenja formiraju se zbog malog broja učenika u pojedinim mjestima. Cjelokupno planiranje i priprema nastave u kombiniranim razredima vrlo je izazovan i zahtjevan proces. Rad u kombiniranim razrednim odjeljenjima ima svoje prednosti i nedostatke. Prednosti se očituju u stvaranju prijateljstva i suradnje, a na razne načine učenici se osposobljavaju za učenje i samostalan rad. Stoga je iznimno važno stvaranje atmosfere unutar učionice koja itekako utječe na uspješnost i kompleksnost izvođenja nastave. Često se smatra kako su kombinirana razredna odjeljenja loš pristup izvođenju nastave sa smanjenim brojem učenika, ali isto tako ne uzimaju se u obzir sve one pozitivne stvari koje učitelji i učenici iz ovakvih iskustava dobivaju. S obzirom da se škole s ovakvim nastavnim odjeljenjima često nalaze u manjim sredinama, učiteljima je mnogo lakše organizirati izvannastavne aktivnosti i na taj način doprinijeti svim pozitivnim aspektima odgojno-obrazovnog procesa. Kombinirana nastava može se lako i pozitivno primijeniti na nastavu likovne i glazbene umjetnosti zbog toga što upravo ta umjetnička područja ne zahtijevaju uvijek jasnu granicu između dobnih skupina učenika, stoga na taj način olakšavaju primjenu nastavnog materijala na dva ili više razreda. Analizom provedenog istraživanja u okviru ovog diplomskog rada jasno su identificirane prednosti i nedostaci nastave glazbene i likovne kulture u kombiniranim razredima. Razmatrane su osnovne razlike u pristupu i izvođenju nastave u čistim i kombiniranim razredima, kao i specifični sadržaji koji se pokazali pogodnima ili izazovnima za provođenje u kombiniranim razredima. Pokazalo se da, unatoč izazovima, pažljivim planiranjem nastavnih aktivnosti, kreativnošću i predanošću, učitelji mogu ostvariti izvanredne rezultate i pružiti kvalitetno obrazovanje svojim učenicima.In the education system of the Republic of Croatia, a certain number of students begin their primary education in combined classrooms. Those classrooms are specific in that they consist of students from two or more grade levels. Combined classrooms are formed due to a small number of students in particular locations. Planning and preparing lessons in a combined classroom are very challenging and demanding processes. Combined class teaching has its advantages and disadvantages. Advantages manifest in the fostering of friendships and cooperation, and in various ways, students are prepared for learning and independent work. Therefore, creating an atmosphere within the classroom that significantly influences the success and complexity of teaching is extremely important. Combined classrooms are often considered a poor approach to teaching with a reduced number of students, but at the same time, all the positive aspects that teacher and students gain from such experiences are not considered. Since schools with such teaching departments are often located in smaller communities, teachers find it much easier to organize extracurricular activities and thus contribute to all positive aspects of the educational process. Combined teaching can be easily and positively applied to the teaching of visual and musical arts because these artistic areas do not always require a clear boundary between age groups of students, thus facilitating the application of teaching material to two or more grades. The analysis conducted in this thesis clearly identifies advantages and disadvantages of teaching music and art education in combined classes. Fundamental disparities in instructional approach and implementation between homogeneous and integrated classrooms were considered, as well as specific content that proved to be suitable or challenging for implementation in combined classes. It has been shown that, despite the challenges, with careful planning of teaching activities, creativity, and dedication, teachers can achieve exceptional outcomes and deliver high – quality education to their students
Job Satisfaction And Stress Among Primary School Teachers
No full textPosao učitelja pruža duboko zadovoljstvo zbog mogućnosti oblikovanja mladih umova i doprinosa njihovom razvoju, ali istovremeno nosi teret visokih očekivanja, ograničenih resursa i izazova u upravljanju raznolikim potrebama učenika, što može izazvati značajan stres. U ovom radu objašnjava se pojam stresa, prezentiraju njegove osnovne karakteristike, uključujući i faktore koji utječu na stres, strategije za suočavanje sa stresom te posljedice koje stres uzrokuje i njegov općeniti utjecaj na čovjeka. Obrazlaže se pitanje radnog zadovoljstva općenito kao i radnog zadovoljstva kod učitelja razredne nastave te čimbenici koji utječu na zadovoljstvo poslom. U sklopu rada provedeno je istraživanje s ciljem utvrđivanja povezanosti zadovoljstva poslom i stres kod učitelja razredne nastave. U provedenom istraživanju sudjelovalo je ukupno 164 ispitanika, a podaci su prikupljeni putem online anketnog upitnika na području Republike Hrvatske. Rezultati su pokazali prosječno zadovoljstvo poslom kod učitelja, pri čemu je najveće zadovoljstvo izraženo u aktivnostima koje su sastavni dio posla. Također, učitelji svoje zanimanje percipiraju kao umjereno stresno. Utvrđena je i prisutnost statistički značajne razlike u percepciji stresa između učitelja koji rade u gradu i učitelja koji rade na selu (p = 0,047), sa većom razinom stresa među učiteljima koji rade na selu. S obzirom na razlike u zadovoljstvu poslom i percepciji stresa prema mjestu rada, nije bilo statistički značajnih razlika u zadovoljstvu poslom, dok su učitelji koji rade na selu pokazali veću percepciju stresa u usporedbi s onima koji rade u gradu.Being a teacher is not just a job, but also a calling. Every challenge and moment of stress represent an opportunity for growth, learning, and development. The dedication and strength of a teacher to face various challenges will reflect not only on the teacher themselves but also on all generations that pass through the classrooms where the same teacher taught them. Therefore, as one enters the world of the teaching profession, it is important to remember that every step on the path of stress is also a step towards personal and professional growth. In this work, stress will be defined, presenting its fundamental characteristics, including stress factors, coping strategies, and consequences of stress and its impact. The issue of job satisfaction is discussed both generally and specifically among elementary school teachers, exploring the factors that influence job satisfaction. As part of the study, research was conducted to explore the relationship between job satisfaction and stress among elementary school teachers. A total of 164 elementary school teachers participated in the study, and data were collected through an online questionnaire in the territory of the Republic of Croatia. The results indicated a moderate level of job satisfaction among teachers, with the highest satisfaction expressed in activities intrinsic to their profession. Conversely, teachers perceived their occupation as moderately stressful. A statistically significant difference in stress perception was found between teachers working in urban areas and those
working in rural areas (p = 0.047), with a higher level of stress observed among teachers working in rural areas. Regarding differences in job satisfaction and stress perception based on the workplace, no statistically significant differences in job satisfaction were found, while teachers working in rural areas exhibited a higher perception of stress compared to those working in urban settings
Down Syndrome
No full textProsječno jedno od 750 sve novorođene djece rađa se sa sindromom Down, kromosomskim poremećajem koji se pojavljuje zbog viška jednog kromosoma ili dijela kromosoma u jezgri stanice tijela. Sprječava normalan fizički, ali i mentalni razvoj djeteta. Obzirom na to da postoje tri kopije 21. kromosoma, kao “trisomija 21”poznat je regularni tip sindroma Down. Postavljanjem dijagnoze kod novorođenog djeteta, mijenja se život roditelja, ali i čitave obitelji. Stoga je važna pravovremena i dobra informiranost o tom poremećaju, poteškoćama koje nosi, izazovima koji obitelj očekuju, kao i podrška šire zajednice. Kod osoba sa sindromom Down postoji veći rizik od urođenih bolesti ili kasnije pojave nekih bolesti, poput srčanih grešaka, bolesti štitnjače, problema sa sluhom i vidom ili probavnim sustavom, Alzheimerove bolesti, leukemije. Ovaj završni rad želi izložiti bitne informacije o obrazovanju djece s Down sindromom u redovnim osnovnim školama uz pomoć dostupne literature. Posebno se želi istaknuti važnost pomoći i podrške tijekom inkluzije djece s Down sindromom koja može doprinijeti boljem i bržem razvoju navedene djece. Suvremena pedagogija inkluziju sagledava kao bitnu stavku koja obogaćuje živote djece s posebnim potrebama, ali i ostale djece koja se nalaze u kontaktu s djecom s Down sindromom. U teorijskom djelu rada, osim uvodnih razmatranja, pokušat će se odgovoriti na pitanje što je Down sindrom te objasniti nešto više o inkluziji djece s Down sindromom Osobe sa sindromom Down dio su naše zajednice, bave se raznim aktivnostima, pohađaju školu, a neke su i zaposlene. Žive s obiteljima, ili s prijateljima, a neki i samostalno. Mogućnosti za osobe sa sindromom Down danas su daleko veće nego u prošlosti, temeljem odmicanja tradicionalno postavljenih granica. Kvalitativni pomaci plod su zajedničkih napora roditelja, stručnjaka i šire zajednice.On average, one out of 650 newborns is born with Down syndrome, a chromosomal disorder caused by an extra chromosome or part of a chromosome in the nucleus of each body cell. This disorder prevents the normal physical and mental development of the child. Down's syndrome causes chromosomes to missort during cell division of gametes, so that an excess of all or part of one chromosome is found in the cell. Since there are three copies of the 21st chromosome, the regular type of Down syndrome is also known as "trisomy 21". Diagnosing Down syndrome in a newborn child significantly changes the life of the parents and the entire family. Therefore, it is important to be well informed about this disorder, the difficulties it brings, the challenges that the family expects, as well as the support of the wider community. People with Down syndrome have a higher risk of congenital diseases or the later appearance of some diseases, such as heart defects, thyroid disease, problems with hearing and vision or the digestive system, Alzheimer's disease, leukemia. This final paper aims to present essential information about the education of children with Down syndrome in regular primary schools with the help of available literature. We would like to emphasize the importance of help and support during the inclusion of children with Down syndrome, which can contribute to better and faster development of said children. Contemporary pedagogy sees inclusion as an essential element that enriches the lives of children with special needs, but also of other children who are in contact with children with Down syndrome. In the theoretical part of the work, apart from the introductory considerations, an attempt will be made to answer the question of what Down syndrome is and to explain a little more about the inclusion of children with Down syndrome. People with Down syndrome are part of our community, they engage in various activities, attend school, and some are employed. They live with families, or with friends, and some live independently. The possibilities for people with Down syndrome are much greater today than in the past, based on the advancement of traditionally set boundaries. Qualitative changes are the result of the joint efforts of parents, experts and the wider community