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The Works Of Ivan Rabuzin As An Incentive For Artistic Creativity In Kindergarten
No full textU ovom završnom radu govori se o umjetniku Ivanu Rabuzinu, njegovim djelima i načinu na koji ta djela služe kao poticaj za likovno stvaralaštvo kod djece u dječjem vrtiću. Rabuzin je hrvatski samouki umjetnik, poznat po lirski inspiriranim pejzažima i jedinstvenom koloritu, što njegove slike čini idealnim sredstvom za poticanje kreativnosti i mašte kod djece. Naglasak je na važnosti umjetničkog djela u odgoju i obrazovanju djece, ključnoj ulozi odgojitelja u poticanju dječjeg stvaralaštva kroz adekvatne postupke, ali i na postupcima koji to stvaralaštvo mogu ometati. Rad je podijeljen na teorijski i praktični dio. U praktičnom dijelu provedeno je pet likovnih aktivnosti s djecom odgojnih skupina „Bubamare“ (od 5 do 6 godina) i predškolskom skupinom „Pčelice“ (od 6 do 7 godina) u Dječjem vrtiću „Sretna djeca“ u Novom Marofu. Aktivnosti su bile inspirirane Rabuzinovim djelima i osmišljene tako da potaknu djecu crtajući i slikajući po vlastitom viđenju, zamišljanju, maštanju i sjećanju. Djeca su se koristila različitim tehnikama i raznovrsnim materijalima, što im je omogućilo individualno se izraziti i razvijati svoje vještine i sposobnosti. Teorijski dio napisan je uz pomoć stručne literature o likovnom izražavanju djece, njihovim razvojnim fazama, ulozi odgojitelja i o važnosti umjetničkog djela u odgoju i obrazovanju. Praktični dio rada opisuje likovne aktivnosti inspirirane umjetničkim djelima umjetnika Ivana Rabuzina.The topic of the thesis concerns the artist Ivan Rabuzin and the incentive his work represents in the artistic expression in kindergarten children. Rabuzin was a self-taught painter renowned for the lyric landscapes and unique array of colours which makes his paintings an ideal media for engaging children's creativity and imagination. The thesis emphasises the importance of artwork in childeren's education and upbringing as well as the key role of the educator in inspiring children's creativity by means of adequate strategies but also in activities restricting children's creativity. The thesis is devided into a theoretical and practical part. The practical part presents five artistic activities with children group ''Ladybirds'' (5-6 years) and a pre-school group ''Bees'' (6-7 years) in the ''Happy children'' kindergarten in Novi Marof. The activities were inspired by Rabuzin's paintings and aimed to encourage children to draw and paint according to their own impression, reflection, imagination and memory. The children used different techniques and materials which enabled them to express themselves individually and to develop their own skills and abilities. The theoretical part is based on expert literature on children's artistic expression, their developmental stages, the role of the educator and on the importance of artistic work in education and upbringing. The practical part describes artistic activities inspired by the work of Ivan Rabuzin
Expressing Emotions Trough Visual Arts In Preschool Age
No full textU radu se opisuje/preispituje veza između djeteta predškolske dobi i emocija. Definirana je uloga emocija, fiziološke i bihevioralne promjene koje se događaju u tijelu, te njihova važnost u razvoju osobnosti djeteta. Opisuju se: osnovne emocije prema Williamu Jamesu i Paulu Ekmanu, terapeutski potencijal umjetničkog stvaralaštva, uloga emocija u komunikaciji i facijalna ekspresija djeteta kao važan oblik neverbalne komunikacije. Istaknuta je važnost igre i likovnog stvaralaštva u djetetovom razvoju te veza između igre i likovnog stvaralaštva. Opisana su najvažnija svojstva boja: kromatska, tonska, kontrastna, zatim psihofiziološko djelovanje te simboličko značenje boja. Istaknuta je veza između boja i osjećaja, i opisan način na koji djeca percipiraju boju. Opisane su razvojne faze dječjeg likovnog stvaralaštva kroz boju i crtež s naglaskom na prikaz motiva ljudske figure i na načine izražavanja osjećaja kroz likovni rad. U drugom dijelu rada opisuju se likovne aktivnosti i istraživanja, provedena u mješovitoj vrtićkoj skupini, s desetak djece u dobi između treće i pete godine života. Cilj istraživanja je odgovoriti na pitanja: S kojim pojmovima i emocijama djeca povezuju boje?, Prepoznaju li djeca četiri osnovne emocije?, Na koji način djeca povezuju boje s navedenim emocijama?, Mogu li djeca odrediti dominantnu emociju na reprodukcijama djela Marka Rothka?, Koje će boje djeca koristiti kako bi dočarala emocije sreće i tuge?, Prepoznaju li djeca emociju na fotografijama ljudskog portreta?, Na koji se način emocije manifestiraju u dječjim crtežima? Dobiveni su slijedeći rezultati: Djeca će tople i jarke boje povezivati s ugodnim emocijama, a akromatske, hladne i zagasite boje s neugodnim emocijama i emotivnim stanjima. Djeca
predškolske dobi između treće i pete godine života u mogućnosti su imenovati i reproducirati osnovne, bazične emocije vlastitim licem, odnosno mimikom vlastita lica. Crteži koji prikazuju sreću imaju zajedničke elemente poput osmijeha s visoko podignutim rubovima usana i predimenzioniranom glavom, što naglašava važnost emocije sreće. Nasuprot tome, crteži koji prikazuju neugodne emocije poput ljutnje, tuge i straha također imaju specifične karakteristike u vezi s oblikom i pozicijom usta.This final paper investigates the connection between preschool children and emotions The role of emotions with their physiological and behavioral changes in the body is defined, as well as their importance in the development of the child's personality. The basic emotions as defined by William James and Paul Ekman are worked out and the therapeutic potential of art in expressing both unpleasant and pleasant emotions is highlighted. Also, the role of emotions in communication and the significance of their influence on the behavior of preschool children are mentioned. Facial expression is also emphasized as an important form of non-verbal communication. The importance of play and art in a child's development, and the connection between playing and art are highlighted. The connection between colours and feelings is emphasized, and the way in which children perceive colour is described. The developmental stages of children's artistic creativity are described through colour and drawing with an emphasis on the human figure. The research was conducted in a kindergarten in Čakovec, in a mixed group of ten children, between the ages of three and five. The goal was to investigate: With what concepts and emotions do children associate colours?, Whether children recognize the four basic emotions; to investigate how children associate colours with the mentioned emotions?, Whether children can determine the dominant emotion in reproductions of Mark Rothko's works?, Which colours children will use to evoke the emotions of happiness and sadness?, Whether children between the ages of three and five can reproduce the emotions of happiness, sadness, of fear, disgust, surprise and anger with one's own face, i.e. with facial expressions?, Whether children recognize emotions in photographs of human portraits?, and finally, How emotions are manifested in children's drawings?. The following results were obtained: Children will associate warm and bright colours with pleasant emotions, and achromatic, cold and dull colours with unpleasant emotions and emotional state. Preschool children between the ages of three and five are able to name and reproduce basic, emotions with their own face, that is, by mimicking their own face. Drawings depicting happiness have common elements such as a smile with raised lips and an oversized head, which emphasizes the importance of the emotion of happiness. In drawings depicting unpleasant emotions such as anger, sadness and fear also have specific characteristics related to the shape and position of the mouth
Pre-Scool Teacher's Attitude Towards Their Profession
No full textOvaj rad bavi se analizom ključnih aspekata odgojiteljske profesije kroz teorijski i empirijski pristup. U teorijskom dijelu rada naglasak je stavljen na značaj kontinuiranog profesionalnog razvoja, etičkog ponašanja i uloge profesionalnih organizacija u unapređenju odgojnoobrazovnog procesa. Također, ističe se važnost društvenog statusa odgojitelja, uloge emocija i osobnih uvjerenja u njihovu profesionalnom ponašanju te priroda profesije koja se neprestano razvija uz čimbenike koji doprinose tom razvoju i priznanju. Empirijski dio rada obuhvaća kvalitativno istraživanje provedeno među trima odgojiteljima različitog radnog staža metodom polustrukturiranog intervjua. Fokus rada u cjelini dominantno je usmjeren mišljenjima odgojitelja o njihovoj profesiji, stavovima o profesionalnom razvoju i primjeni tih elemenata u njihovu radu. Rezultati istraživanja prikazuju stavove odgojitelja o navedenim temama.This paper deals with the analysis of key aspects of the teaching profession through a theoretical and empirical approach. In the theoretical part of the paper, the emphasis is on the importance of continuous professional development, ethical behavior and the role of professional organizations in improving the educational process. It also emphasizes the importance of social status of educators, the role of emotions and personal beliefs in their professional behavior, and the nature of the profession that is constantly developing in terms of factors that contribute to this development and recognition. The empirical part of the paper includes a qualitative research conducted among three educators of different years of service by means of the semi-structured interview method. The main focus of the paper is on educators' opinions about their profession that are in turn are based on experiences, attitudes about professional development and the application of these elements in their work. The results of the research show the views of educators on the mentioned topics
Analysis Of The Characteristics Of The Environment In Early And Preschool Education For Children With Autism Spectrum Disorders
No full textDjeca s poremećajem iz spektra autizma posebno su osjetljiva skupina, a čije su potrebe u društvu uglavnom neprepoznate. Naša je odgovornost raditi na što većoj inkluziji ove djece u redovne vrtićke programe, te da podižemo svijest o mogućnostima djece iz spektra autizma. U većini djece s poremećajem iz spektra autizma postoje teškoće u komunikaciji, izostaje kontakt očima, te su prisutni repetitivni i stereotipni obrasci ponašanja. Kod ovog poremećaja najvažnija je rana i pravodobna intervencija, te točna dijagnostika. Dokazano je da pravilnim individualnim pristupom i ranom intervencijom u dječjem vrtiću ali i u okruženju vlastitog doma, predškolska djeca s poremećajima iz spektra autizma mogu uspješno učiti i napredovati. Odgojitelji svojim obrazovanjem stječu temeljne kompetencije za rad s djecom s poremećajem iz spektra autizma, ali kompetencije postižu kroz praksu i cjeloživotnu edukaciju, odnosno u neposrednom kontaktu s djecom. Motiviranost odgojitelja, njihov pozitivan stav prema inkluziji, dodatna edukacija i podrška cjelokupne zajednice, uvelike utječu na spremnost odgojitelja da se u svakodnevnom radu nose sa svim izazovima koje donosi rad u vrtićkim skupinama koje pohađaju djeca s poremećajem iz spektra autizma. Kroz sudjelovanje u redovnom vrtićkom programu djeca iz spektra autizma imaju priliku razvijati komunikacijske vještine, socijalne, te emocionalno samopouzdanje, čime se pripremaju za što samostalniji život u zajednici. Vrlo je važno najprije analizirati karakteristike okruženja u kojem se dijete autističnog poremećaja nalazi, potom ih prilagoditi potrebama djeteta. Karakteristike djetetovog okruženja čini prostor u kojem boravi, uključujući didaktička sredstva i pomagala, interakciju s drugom djecom, odgojiteljev pristup, te svijest roditelja i spremnost na suradnju s odgojno- obrazovnom ustanovom. Sustavna podrška zajednice koja uključuje zdravstvene ustanove, stručnjake u području edukacijske rehabilitacije, odgojitelje te financijska podrška lokalne samouprave, izuzetno je važna za roditelje i djecu autističnog poremećaja .Children on the autism spectrum are a particularly sensitive group, and whose needs are mostly misunderstood in society, It is our responsibility to work for the greatest possible inclusion of these children in regular kindergarten programs, and to raise awareness of the possibilities of children on the autism spectrum. In most children with autism spectrum disorders, there are difficulties in communication, eye contact is absent, and repetitive and stereotyped patterns of behavior are present. With this disorder, the most important thing is early and timely intervention and accurate diagnosis. It has been proven that with a proper individual approach and early intervention in kindergarten but also in the environment of their own home, preschool children with autism spectrum disorders can learn and progress successfully. Through their education, educators acquire basic competencies for working with children with autism spectrum disorders, but they achieve these competencies through practice and lifelong education, that is, in direct contact with children. The motivation of educators, their positive attitude towards inclusion, additional education and the support of the entire community greatly influence the readiness of educators to deal with all the challenges that work in kindergarten groups attended by children with autism spectrum disorders in their daily work. Through participation in the regular kindergarten program, children on the autism spectrum have the opportunity to develop communication skills, social and emotional self-confidence, which prepares them for a more independent life in the community. It is very important to first analyze the characteristics of the environment in which a child with an autistic disorder is located, then adapt them to the child's needs. The characteristics of the child's environment are the space in which he stays, including didactic tools, interaction with other children, the educator's approach, and parents' awareness and willingness to cooperate with the educational institution. The systematic support of the community, which includes health institutions, experts in the field of educational rehabilitation, educators and financial support of the local self-government, is extremely important for parents and children with autistic disorde
About education and educational influence then and now
No full textOvim radom prikazuje se i uspoređuje odgoj nekada i danas, te njegov utjecaj na razvoj djeteta. Kroz vrijeme mijenjaju se odgojne metode, a roditeljstvo postaje sve veći izazov za nove generacije. Gledajući na povijest djetinjstva vidljive su razlike u percipiranju djeteta od prvih poznatih zapisa do danas. Kako su promjene utjecale na samo dijete i cijelu obitelj, jesu li suvremene metode bolje? Djetinjstvo nestaje i skraćuje se. Utječe li modernizacija društva u svim aspektima pozitivno na razvoj djeteta? Ili bi možda nešto od tradicionalnih odgojnih pristupa trebalo uklopiti u suvremeni pristup? Odrastajući, prisjećamo se riječi starijih generacija o tome „kako je nekada bilo“, a to „nekada“ je uvijek bilo „bolje“. Je li to da je „nekada bilo bolje“ realna slika, ili samo odraz pogleda svakog pojedinca? Ono što je vidljivo je da se djeca sve manje igraju, sve manje se druže kvalitetno s vršnjacima i da su sve više od sve mlađe dobi opterećena obavezama. Treba li društvo nastaviti tim putem ili ipak djeci dati priliku da budu djeca i da najviše vremena posvete svom najvažnijem poslu-igri?This work shows and compares the upbringing once and today, and its impact. Educational methods change over time, and parenthood becomes an increasing challenge for new generations. Looking at the history of childhood, the differences in perceiving a child from the first known records to the present day are visible. How did the changes affect the child and the whole family, are modern methods better? Childhood disappears and shortens. Does the modernization of society in all aspects affect the positive development of the child? Or perhaps some of the traditional educational approaches should fit into the modern approach? Growing up, we remember the words of older generations about „ how it used to be“, and that „once“ has always been „ better“. Is it that „ was once better “ realistic image, or just a reflection of each individual’s view? What is visible is that children are playing less and less, socializing with their peers and being burdened with obligations more and from an earlier age. Should society continue on this path or still give children the opportunity to be children and devote most of their time to their most important job-playing
Taboo Topics in the novels of Ivana Šojat
No full textSuvremena hrvatska književnost za mlade sve je više otvorena za obradu tabu tema. U prošlosti se književnost za mlade uglavnom smatrala pedagoškim sredstvom, a teme su se birale tako da budu primjerene mladoj dobi čitatelja. Međutim, posljednjih se desetljeća književnost za mlade oslobađa pedagoških ograničenja i fokusira na literarne komponente. Kao rezultat toga, u književnosti za mlade sve su prisutnije teme koje se u prošlosti smatrale tabuima, kao što su droga, društvene nejednakosti, vršnjačko nasilje, disfunkcionalna obitelj i mnoge druge. Iz tog razloga dio diplomskog rada govori o razlici između dječje književnosti i književnosti za mlade, ali u radu je glavni naglasak stavljen na stvaralaštvo suvremene hrvatske književnice Ivane Šojat koja u svojim romanima na otvoren, iskren i neposredan način progovara o tabu temama. Korištenjem sustava za tumačenje romana Gaje Peleša analizirani su njeni romani za mlade Oblak čvoraka (2021) i Zmajevi koji ne lete (2020). Zaključak ističe da je razdoblje adolescencije produženo, a mladi su izloženi većem broju izazova. Tabu teme više nisu neprihvatljive, a hrvatska književnost za mlade ih obrađuje na kvalitetan i poučan način. To pomaže mladima da se suoče s izazovima i izgrade zdrave životne vrijednosti.Contemporary Croatian young adult literature is open to addressing taboo topics. In the past, young adult literature was primarily seen as an educational tool and served a pedagogical purpose, so back then the topics were chosen to be suitable for young recipients. However, in recent decades young adult literature has liberated itself from pedagogical constraints, shifting its focus towards literary elements. As a result, themes that were once considered taboo, such as drug abuse, social inequalities, peer violence (bullying by schoolmates), dysfunctional families are becoming increasingly prevalent in young adult literature. Due to this reason, one part of the paper discusses the distinction between children's literature and young adult literature. Nevertheless, the focus of the paper lies in the literary works of contemporary Croatian author Ivana Šojat, who addresses taboo topics in her novels in an open, honest and straightforward manner. Her novels A Flock of Starlings and Dragons That Don't Fly were analysed using Gajo Peleš’s novel interpretation system. The conclusion emphasizes that the period of adolescence is prolonged, and young people are exposed to a greater number of challenges. Taboo topics are no longer unacceptable, and Croatian young adult literature deals with them in a valuable and educational manner. This approach empowers young people to navigate challenges and build positive life values
Physiological load on preschool-aged children during Kinesiology classes
No full textCilj ovog istraživanja bilo je ispitivanje kretanja fiziološkog opterećenja na satu kineziološke kulture s djecom predškolske dobi. U dječjem vrtiću ''Iskrica'', u Zagrebu, održan je sat kineziološke kulture gdje je provedeno istraživanje. Koristio se izmjenično-odjeljenski metodičko organizacijski oblik rada. Ispitanici su starija vrtička skupine te je sukladno tome sat trajao 35 minuta. Istraživanje je provedeno na 15 djece od kojih 8 djevojčica i 7 dječaka.
Kako bi se uspješno provelo istraživanje te utvrdilo kretanje fiziološkog opterećenja, ispitanicama je izmjeren puls, tj. otkucaji srca. Mjerenje je provedeno tako da se mjerio puls brojanjem otkucaja srca na vratu. Puls je mjeren nakon svakog dijela sata, a rezultati su prikazani tablicom i grafovima izrađenim u programu Excel.
Obradom podataka izrađena je krivulja kretanja fiziološkog opterećenja kroz dijelove sata kineziološke kulture. Srčana frekvencija postepeno raste od uvodnog dijela, a vrhunac doživljava u „B'' dijelu sata, a zatim u završnom dijelu pada i približava se vrijednosti kakva je bila prije uvodnog dijela sata.
Vježbe su birane ciljano kako bi se dokazalo da se rezultati poklapaju s idealnom shemom E. Vukotića koji tvrdi da bi se fiziološko opterećenje trebalo postupno povećavati do glavnog B dijela sata, a nakon toga bi se trebalo smanjiti i pokušati približiti vrijednosti kakva je bila prije početka sata. Ono što je doprinijelo takvim rezultatima su izbor vježbi, izbor elementarne igre u glavnom „B'' dijelu sata te izbor izmjenično-odjeljenskog metodičkog oblika rada.
Uspoređuju i i ovo istraživanje s drugima, mogu se pronaći neke sličnosti, ali i velika odstupanja u dobivenim rezultatima, ali također važno je napomenuti da je svako istraživanje korišteno odabirom različitih vježbi i igara.The goal of this research was to examine the change in physiological load during a kinesiological culture class. The research was conducted through a kinesiological culture class held in a kindergarten called "Iskrica" in Zagreb. The alternate-departmental methodologicalorganizational form of work was used. The examinees are of an older kindergarten group thus the class lasted for 35 minutes accordingly. The research was conducted with 15 children - 8 girls and 7 boys.
In order to successfully conduct research and determine the change in physiological load, the examinees had their pulses measured (i.e. heartbeats). Their pulses where measured by counting the number of heartbeats on their necks. The pulse was taken after every part of the class, whilst the results are shown through a table and graphs made in the Excel application.
By processing the data, a curve showing the change od physiological load through specific parts of the class was created. Heart frequency incrementally increases from the introductory part and it peaks at the B part of the class, whilst it decreases in the later part and gets closer to the level it was at the beginning.
The excercises are carefully chosen to prove that the results are in coherence with the ideal scheme by E. Vukoti who claims that physiological load should incrementally increase towards the main B part of the class, after which it should decrease and try to get closer to the initial amount, as it was before the class. That which contributed to such results are the choice of excercise, the choice of an elementary play-activity in the main B part of the class as well as the choice of alternate-departmental methodological-organizational form of work.
If we compare this research with others, we may find some similarities but also large discrepancies in the given results. However, it is also important to note that every research is conducted by choosing different exercises and play-activities
The role of local dialects of the island of Brač in the process of learning the Croatian standard language
No full textHrvatski jezik je službeni jezik Republike Hrvatske, kao i jedan od službenih Bosne i Hercegovine i Europske unije. S obzirom na različite povijesne, političke kao i kulturne faktore, razvijao se kroz stoljeća. Dijalektalna raznolikost je izuzetno značajna za Hrvatski jezik te se očituju tri glavna narječja: čakavsko, štokavsko i kajkavsko.
U prvom dijelu rada, teorijski su opisana narječja i dijalekti, kao i mjesni govori s naglaskom na utjecaj lokalnih dijalekata na savladavanje hrvatskog standardnog jezika. Potom se obraća pozornost na hrvatski jezik kao standardni jezik te se pregledavaju neka dosadašnja istraživanja o utjecaju dijalekata na jezično obrazovanje.
U drugom dijelu rada, opisuje se provedeno istraživanje o ulozi mjesnog govora otoka Brača u savladavanju standardnog jezika kod učenika četvrtih razred Osnovne škole Bol i Selca na otoku Braču. Cilj istraživanja bio je ispitati uporabu mjesnog govora u nastavi, ali i razlike u uporabi s obzirom na spol. Istraživanje je provedeno pomoću anonimne ankete. Utvrđeno je da učenici OŠ Bol češće koristili standardni jezik u pisanju i komunikaciji u toku odgojnoobrazovnog procesa u usporedbi s učenicima OŠ Selca, gdje se učenici češće koriste mjesnim govorom. Razlike su bile najočitije u zadatku opisivanja svakodnevnog života u toku ljetnih mjeseci. Učenici OŠ Bol češće su integrirali standardne jezične obrasce, dok su učenici OŠ Selca više zadržali određene specifičnosti mjesnog govora.The Croatian language is the official language of the Republic of Croatia, as well as one of the official languages of Bosnia and Herzegovina and the European Union. Due to various historical, political and cultural factors, it has developed over the centuries. Dialectal diversity is extremely important for the Croatian language and there are three main dialects: Chakavian, Štokavian and Kajkavian. In the first part of the paper, dialects and local speech, are theoretically described, with an emphasis on the influence of local dialects on mastering the Croatian standard language. Then attention is paid to the Croatian language as a standard language and some previous research on the influence of dialects on language education is reviewed. The second part of the paper describes the research carried out on the role of the local language of the island of Brač in mastering the standard language among fourth-grade students of the Bol i Selca Elementary School. The goal of the research was to examine the use of the local language in class, as well as the differences in use with respect to gender. The research was conducted using an anonymous survey. It was found that students of Bol primary school used standard language more often in writing and communication during the educational process compared to students of Selca primary school, where students more often use the local language. The differences were most obvious in the task of describing everyday life during the summer months. Pupils of Elementary School Bol more often integrated standard language patterns, while pupils of Elementary School Selca retained certain specificities of local speech more often
Communication between standard and native speech in primary school
No full textCilj rada jest utvrditi u kojoj se mjeri učiteljice/učitelji koriste standardnim hrvatskim jezikom, a u kojoj mjeri zavičajnim govorom u svakodnevnim odgojnim i obrazovnim aktivnostima i situacijama.
Hrvatski jezik je u svojoj ukupnosti i cjelovitosti temeljna sastavnica hrvatskoga identiteta i hrvatske kulture te se na njemu odvija usmena i pismena komunikacija u javnom životu u Hrvatskoj. Škola je kao javna ustanova u Republici Hrvatskoj prostor u kojem se rabi službeni jezik i jezik obrazovanja, a to je standardni hrvatski jezik. Prema tome, nastava i drugi oblici odgojno-obrazovnoga rada u odgojno-obrazovnim ustanovama u Hrvatskoj izvode se na hrvatskome standardnom jeziku. Premda je u slučajevima u kojima je polaznicima razumljivija komunikacija na dijalektu dopušteno služiti se nekim od ostalih oblika hrvatskoga jezika, predmet Hrvatski jezik u cijelosti se izvodi na standardnom jeziku (Zakon o hrvatskom jeziku, NN 14/2024).
Polaskom u školu učenik se susreće sa standardnim hrvatskim jezikom te počinje sustavno njime ovladavati. Zavičajni govor kojim se do tada dominantno koristio, postaje govor za privatnu i neformalnu komunikaciju. Djeci koja dolaze u prvi razred osnovne škole danas standardni jezik nije posve tuđ jer se s njime susreću u vrtiću, na radiju i televiziji, u kazalištu i kinu. Ipak, djeci nije jednostavno prijeći s pasivnog poznavanja standardnoga jezika na njegovu aktivnu uporabu.
Učeći hrvatski jezik učenici ovladavaju komunikacijskom jezičnom kompetencijom, koju čine sastavnice sposobnosti uporabe kako zavičajnog idioma tako i hrvatskog standardnog jezika. Obrazovanjem učenici razvijaju i stav o nužnosti uporabe hrvatskoga standardnog jezika i pravila kulturne komunikacije dok, s druge strane, osvještavaju i potrebu očuvanja hrvatskih dijalekata i govora te se stvaralački izražavaju na mjesnim govorima. Standardni hrvatski jezik nikome nije materinski jezik, stoga je nužno njegovo sustavno učenje tijekom obrazovanja. Da bi ga dobro naučio, učenik mora uložiti mnogo truda, a učitelj mu treba biti govorni uzor.
Kako bi se utvrdilo u kojoj mjeri učitelji uistinu i ostvaruju tu ulogu, odnosno koliko se koriste standardnim, a koliko zavičajnim hrvatskim idiomom, provedeno je istraživanje u kojemu je sudjelovalo 157 učiteljica i učitelja razredne nastave koji su ispunili anketu od 19 pitanja. Rezultati istraživanja pokazuju da se učitelji u prvome razredu više koriste zavičajnim govorom nego li oni u višim razredima, da smatraju kako se posvećuje dovoljno pažnje standardnojezičnom izražavanju učitelja, kao i to da se zavičajni govor ne njeguje dovoljno u školama.The aim of the work is to determine to what extent teachers use the standard Croatian language, and to what extent the native speech in everyday educational activities and situations.
The Croatian language in its totality and completeness is a fundamental component of Croatian identity and Croatian culture, and oral and written communication takes place in public life in Croatia. As a public institution in the Republic of Croatia, the school is a space where the official language and the language of education is used, which is the standard Croatian language. Therefore, teaching and other forms of educational work in educational institutions in Croatia are conducted in the standard Croatian language. Although in cases where it is more understandable for students to communicate in a dialect, it is allowed to use some of the other forms of the Croatian language, the Croatian language course is taught entirely in the standard language (Act on the Croatian Language, NN 14/2024).
By starting school, the student encounters the standard Croatian language and begins to systematically master it. The native speech, which was dominantly used until then, becomes the speech for private and informal communication. Children entering the first grade of elementary school today are not completely unfamiliar with the standard language, because they encounter it in kindergarten, on radio and television, in the theater and cinema. However, it is not easy for children to move from passive knowledge of standard language to its active use.
By learning the Croatian language, students master communicative language competence, which consists of the components of the ability to use both the native idiom and the Croatian standard language. Through education, students develop an attitude about the necessity of using the Croatian standard language and the rules of cultural communication, while, on the other hand, they also become aware of the need to preserve Croatian dialects and speech and express themselves creatively in local dialects. The standard Croatian language is not anyone's mother tongue, therefore it is necessary to learn it systematically during education. In order to learn it well, the student must put in a lot of effort, and the teacher must be a speech model.
In order to determine the extent to which teachers really fulfill this role, i.e. to what extent they use the standard Croatian idiom, and how much the native Croatian idiom, a survey was conducted in which 157 classroom teachers participated and filled out a survey of 19 questions.The results of the research show that teachers in the first grade use the native speech more than those in higher grades, that they believe that enough attention is paid to the teachers' standard language expression, and that the native speech is not nurtured enough in schools
Graphmotoric Readiness of Preschool Children as a Prerequisite for Enrollment in the First Class of Primary School
No full textUčenje jezika u institucijama odgojno-obrazovnog sustava temelji se na poticanju i razvoju četiriju osnovnih jezičnih djelatnosti: slušanje, govorenje, čitanje i pisanje. Komunikacija djeteta od najranije dobi izražava se ponajprije slušanjem, oponašanjem, izražavanjem kroz ekspresije lica preko gesta i mimika do kasnije dobi govorenja, čitanja i pitanja. Kroz ovaj rad najviše će se pričati o djelatnosti pisanja kao vještini koju je potrebno naučiti.
Pisanje se razvija od najranije dobi, a slijedi određene faze razvoja koje su individualne za svako dijete. U razvoju pisanja važnu ulogu ima odgojitelj koji treba pratiti djetetove interese i potencijale kako bi proširivalo svoje znanje i vještine. Da bi dijete što kvalitetnije i brže učilo unutar odgojne skupine, potrebno mu je stvoriti poticajnu i kreativnu okolinu kao i pristupiti mu na motivirajući i nadahnjujući način.
Kao jedan je od najvažnijih čimbenika u razvoju pisanja je razvoj grube i fine motorike koje doprinose i razvoju grafomotorike koja je jedan od glavnih preduvjeta za upis u prvi razred osnovne škole. U radu su prikazane razne aktivnosti koje doprinose razvoju fine motorike i grafomotorike koje se mogu provoditi u odgojnoj skupini, ali i kod kuće.
U istraživačkom dijelu prikazano je istraživanje koje je provedeno putem testa grafomotoričke spremnosti. Uzorak se sastoji od 22 djece predškolske dobi koja su pohađala redovni odgojno-obrazovni program. Cilj je bio istražiti razvijenost grafomotorike djece u dobi od šest do sedam godina, prije polaska u prvi razred osnovne škole.Language learning in the institutions of the educational system is based on the encouragement and development of four basic language activities: listening, speaking, reading and writing. A child's communication from the earliest age is primarily expressed by listening, imitating, expressing through facial expressions through gestures and facial expressions until the later age of speaking, reading and asking questions. This paper will mostly talk about the activity of writing as a skill that needs to be learned.
Writing develops from an early age, and follows certain stages of development that are individual for each child. In the development of writing, an important role is played by the educator, who should follow the child's interests and potentials in order to expand his knowledge and skills. In order for the child to learn as quickly and qualitatively as possible within the educational group, it is necessary to create a stimulating and creative environment, as well as to approach it in a motivating and inspiring way.
One of the most important factors in the development of writing is the development of gross and fine motor skills, which contribute to the development of graphomotor skills, which is one of the main prerequisites for enrollment in the first grade of elementary school. The paper presents various activities that contribute to the development of fine motor skills and graphomotor skills, which can be carried out in the educational group, but also at home.
The research part presents the research that was carried out through the graphomotor readiness test. The sample consists of 22 children of preschool age who attended a regular educational program. The goal was to investigate the development of graphomotor skills in children aged six to seven, before entering the first grade of elementary school