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Preventive Kinesitherapy Exercises for Proper Growth and Development of Preschool Children
No full textU ovom radu razmatraju se prednosti kineziterapije za rast i razvoj djece predškolske dobi. Kineziterapija potiče kretanje i tjelovježbu, što je važno za tjelesnu dobrobit male djece. Glavni je fokus na preventivnim aktivnostima osmišljenima posebno za predškolsku djecu. Te su vježbe nužne zato što poboljšavaju fleksibilnost, izgrađuju snagu mišića i poti u ravnotežu, koordinaciju i motoričke sposobnosti. Sve je to potrebno kako bi se djeca zdravo fizički razvijala.
Rad se također bavi uobičajenim posturalnim poremećajima koji mogu utjecati na djecu predškolske dobi, kao što su kifoza, lordoza i skolioza te ravna stopala. Te su deformacije objašnjene i detaljno su opisane vježbe za njihovo sprječavanje. Preporučuje se rana intervencija jer rano rješavanje tih problema može pozitivno utjecati na dugoročne posljedice.
U istraživanju ističe se važnost ranog tjelesnog vježbanja za fizički razvoj djece predškolske dobi i funkcije koju preventivna fizikalna terapija ima u pomaganju djeci da izgrade jaka i zdrava tijela te izbjegnu probleme koji mogu zahtijevati liječničku pomoć.This paper examines the benefits of kinesitherapy for the growth and development of preschool children. Kinesitherapy encourages movement and exercise, which is important for the physical well-being of young children. The primary focus is on preventive activities designed specifically for preschool children. These exercises are essential because they improve flexibility, build muscle strength, and encourage balance, coordination and motor skills. All of this is necessary in order for children to develop physically in a healthy manner.
The paper also addresses common postural disorders that can affect preschool children, such as kyphosis, lordosis, scoliosis, and flat feet. These deformities are explained and exercises to prevent them are described in detail. Early intervention is recommended because early treatment of these problems can improve long-term outcomes.
The research highlights the importance of early physical exercise for the physical development of preschool children, as well as the role of preventive physical therapy in helping children build strong, healthy bodies and avoid underlying problems that may require medical attention
Adaption of children to the nursery according to the Montessori pedagogical concept
No full textMaria Montessori osnivačica je pedagoške koncepcije Montessori. Središte Montessori koncepcije je dijete i njegov razvoj u samostalno samosvjesno i kreativno biće. Maria Montessori smatrala je da svako dijete u sebi nosi individualan, tajanstveni svijet koji utječe na cjelokupnu osobnost. Prvo životno razdoblje Montessori je nazvala razdobljem prilagodbe, tijekom kojeg dijete u i prilagoditi se novoj okolini i odvojiti se od roditelja.
Jaslice kao odgojno-obrazovna ustanova skrbe o djeci od šest mjeseci do tre e godine. Prilagodba na odgojno obrazovnu ustanovu je djetetov prvi korak u veliki svijet koji označava odvajanje od roditelja. Okolina ima ključnu ulogu u razvoju djeteta, nudi sve što djetetu treba za tjelesnu, umnu, duhovnu i duševnu prilagodbu. U Montessori programu pripremljena okolina omogućava razvoj djetetovih mogućnosti kroz posebno pripremljene materijale i vježbe.Maria Montessori is the founder of the Montessori educational concept. The core of the Montessori concept is the child and their development into an independent, self-aware and creative being. Maria Montessori believes that every child carries within them an individual, mysterious world that influences their entire personality. First period of life is called period of adaptation, during when the child learns to live in the new environment and beeing separate from the parents.
Nursery school as an educational institution takes care of children from six months to three years. Adaptation to an educational institution is a child's first step into the big world, which means separation from parents. The environment plays a key role in the child's development, providing everything the child needs for physical, mental, spiritual, and emotional adjustment. In the Montessori program, the prepared environment enables the development of the child's abilities through specially prepared materials and exercises
The relation between color, sound and movement in children's art
No full textAktivnosti u dječjem vrtiću uključuju igru i stvaralaštvo djece što je međusobno povezano. Kroz njih dijete upoznaje svijet i sebe, a razvojne promjene koje se događaju tijekom odrastanja djeteta utječu na kompetencije, samopouzdanje i socioemocionalne odnose. Dijete svoj unutarnje "pro-viđenje svijeta" pokazuje kroz stvaralaštvo koje uključuje pokret, zvuk i boju. Likovne aktivnosti jedne su od djeci najzanimljivijih. Razvoj mašte i kreativnosti omogućit će da djeca stvaraju slobodno, iskazuju i svoje doživljaje onako kako žele. Važno je da imaju odgovaraju u potporu odrasle osobe koja e podupirati dijete i omogućiti kvalitetnu potporu njegovu razvoju.
Zvuk, pokret i likovni izraz u ovom radu povezani su kroz pojam interdisciplinarnosti, koji se temelji na suodnosu umjetničkih podru ja usmjerenih prema zajedničkom cilju. Djeca vole glazbu slušati, na nju reagiraju, na nju se pokreću, a slušaju i glazbu vole se likovno izražavati. Tema rada uključivala je osmišljavanje, provedbu i prezentaciju metodičkih pristupa stvaralačkim aktivnostima s djecom u kojima djeca istražuju povezanost boje, zvuka i pokreta. Aktivnosti su provedene u jednom zagrebačkom vrti u, u jednoj skupini djece u dobi od tri i pol do pet i pol godina. Cilj je bio istražiti kako djeca kroz različite poticaje povezuju zvuk, pokret i boju ostvaruju i to kroz likovno stvaralaštvo. Navedene aktivnosti zamišljene su kao prikaz aktivnosti u kojima djeca navedene elemente povezuju u likovnim radovima. Prvi dio rada govori o boji, zvuku i pokretu kod djece predškolske dobi te njihovom utjecaju i na inu prikazivanja u likovnim radovima. Drugi dio rada odnosi se na povezanost boje, zvuka i pokreta u dječjoj igri i stvaralaštvu kroz aktivnosti s djecom predškolske dobi.Activities in the kindergarten include play and children's creativity, which are interconnected. Through these activities, a child explores the world and himself, and the developmental changes that occur during their growth affect their competencies, self-confidence, and socioemotional relationships. A child expresses his inner "vision of the world" through creative activities, which include movement, sound, and color. Art activities are among the most interesting for children. The development of imagination and creativity will allow children to create freely, expressing their experiences as they wish. It is important that they have the appropriate support from adults who will support the child and provide quality support for their development.
Sound, movement, and artistic expression in this study are connected by the concept of interdisciplinarity, which refers to the collaboration of artistic fields that aim at a common goal. Children enjoy listening to music, responding to it, moving to it, and while listening to music they love to express themselves artistically. The theme of the study involved designing, implementing, and presenting methodological approaches to creative activities with children, where they explore the connection between color, sound, and movement. These activities were conducted in a kindergarten in Zagreb, with a group of children aged between three and a half and five and a half years. The aim of the work was to investigate how children, through various stimuli, connect sound, movement, and color, achieving this through artistic creation. The mentioned activities were designed as a presentation of activities in which children connect these elements in their artwork. The first part of the work discusses color, sound, and movement in preschool children and their impact and way of representation in artistic works. The second part of the work relates to the connection of color, sound, and movement in children's play and creativity through activities with preschool children
Motor skills of students in primary education
No full textOvaj diplomski rad bavi se motoričkim znanjima kod učenika u primarnom obrazovanju, s naglaskom na važnost razvoja motoričkih vještina u ranoj školskoj dobi. Cilj ovog istraživanja bio je procijeniti i analizirati motori ka znanja učenika u primarnom obrazovanju kroz tjelesne aktivnosti, te ispitati povezanost između različitih motoričkih testova. Uzorak ispitanika sastojao se od 60 učenika prvih razreda osnovne škole, od čega su 32 dječaka i 28 djevojčica. Motori ka znanja uključuju sposobnost kontrole i koordinacije pokreta, što je od ključne važnosti za tjelesni razvoj, zdravlje i opće blagostanje djece. Radom su se analizirale različiti aspekti FF motoričkih znanja, uključuju i osnovne motoričke sposobnosti kao što su ravnoteža, koordinacija, snaga, brzina i preciznost. Istraživanje je činilo 6 testova (trčanje, galop naprijed, galop strance, skok u dalj, skakanje na jednoj nozi, skok preko prepreke) koje su učenici imali priliku izvesti dva puta. Prilikom testiranja i bodovanja učenika koristio se Test of gross motor development 2. Analiza podataka sastoji se od izračuna osnovnih statističkih mjera (aritmetička sredina, standardna devijacija, minimalni i maksimalni rezultat) kako bi se dobio sveukupan rezultat i varijabilnost među učenicima. Provedeni su ANOVA test i t- test, kako bi se utvrdile značajne razlike među razredima i spolovima, te korelacijska analiza povezanosti motoričkih testova. Te izračun povezanosti ITM i motoričkih znanja. Sami rezultati prikazuju značajan napredak u razvoju tjelesnih i motoričkih sposobnosti učenika. Visoke prosječne ocjene pokazane su deskriptivnom statistikom, dok ANOVA test nije pokazala statistički značajne razlike među razredima, što upućuje na ujednačeni motorički razvoj učenika. Korelacijska analiza otkrila je jaku povezanost između određenih testova, što može sugerirati da su učenici razvili visoku razinu vještina u većini aktivnosti.
Istraživanje ukazuje na to da je nedostatak statistički značajnih razlika među razredima i spolovima potvrđen ANOVA testom i t-testom, te sugerira konzistentnost u razvoju motoričkih vještina. Također se razmatraju pedagoške metode i pristupi koji se koriste u nastavi tjelesnog i zdravstvenog odgoja kako bi se potaknuo razvoj ovih znanja kod učenika.This graduate thesis deals with motor skills of pupils in primary education with an emphasis on the importance of developing motor skills at an early school age. The aim of this research was to evaluate and analyze the motor skills of students in primary education through physical activities, and to examine the connection between different motor tests. Motor skills include the ability to control and coordinate movements, which is crucial for children's physical development, health and general well-being. The paper analyzes various aspects of motor skills, including basic motor abilities such as balance, coordination, strength, speed and precision. Pedagogical methods and approaches used in physical education classes to encourage the development of these skills in students are also considered. The research consists of six tests (running, forward gallop, sideways gallop, long jump, jumping on one leg, jumping over an obstacle) which the pupils could do two times. Test of gross motor development 2 was used during testing and scoring.
The data analysis consists of calculating basic statistical measures (mean, standard deviation, minimum and maximum score) to obtain an overall score and variability among the pupils. ANOVA test and t- test were used in order to determine the differences between classes and gender, as well as a correlation analysis of the motor tests and the calculation of the relationship between BMI and motor skills. The results show significant progress in the development of the pupils physical and motor skills. Descriptive statistics have shown high average grades, while the ANOVA test did not show statistically significant differences between classes, which points to a uniform motor development of pupils. The correlational analysis has shown a strong correlation between certain tests, which may suggest that students developed a high level of skills in most activities.
This research shows that the lack of statistically significant differences between classes and gender is confirmed by ANOVA and t- test while suggesting consistency in the development of motor skills. Pedagogical methods and approaches used in physical education classes are considered to encourage the development of these skills in pupils
The human figure as a motiv of children's creativity
No full textLikovno izražavanje igra ključnu ulogu u razvoju djece, omogućujući im da izraze svoje misli, osjećaje i percepcije svijeta oko sebe. Ovaj rad istražuje važnost likovnog izražavanja, razvoj dječjeg crteža, kao i elemente i faze razvoja djeteta tijekom njegova umjetni kog stvaralaštva. Likovnim izražavanjem djeca ne samo da razvijaju svoje kreativne sposobnosti već stjeću i vještine potrebne za komunikaciju. Razvoj likovnog izražavanja u djece odvija se u različitim fazama, koje odražavaju njihov rast i promjene u percepciji svijeta.
U ranim godinama, djeca koriste primarne simbole i jednostavne oblike za izražavanje svojih misli i osjećaja. Kako rastu, njihovi crteži postaju složeniji, uključuju i složene simbole i detaljnije prikaze. Dječji crteži često sadrže simbole koji mogu odražavati njihovu percepciju obitelji, prijatelja i okolnog svijeta. Na primjer, način na koji dijete prikazuje lanove obitelji može ukazivati na njihove odnose i osjećaje prema tim osobama. Analizom crteža odgajatelji i roditelji mogu bolje razumjeti emocionalno stanje djeteta i njegove potrebe. Elementi dječjeg crteža uključuju razne crtačke i slikarske tehnike, kao i tehnike prostorno-plastičnog oblikovanja. Crtačke tehnike, kao što su olovka, tuš ili bojice, omogućuju djeci da istraže različite stilove i pristupe. Slikarske tehnike, poput akvarela ili tempere, dodaju novu dimenziju stvaranju, dok tehnike prostorno-plastičnog oblikovanja, poput modeliranja gline ili papira, pomažu djeci da razviju osje aj za prostor i oblik.
Razvojne faze u likovnom izražavanju djeteta obuhvaćaju raznolike aspekte, od primarnih simbola do vizualnog realizma. Faza izražavanja primarnim simbolima obi no se javlja u dobi od dvije do četiri godine, kada djeca po inju koristiti osnovne oblike za predstavljanje stvarnosti. U sljedećoj fazi, od četiri do pet godina, djeca počinju koristiti složenije simbole, a njihovi crteži postaju prepoznatljiviji. Faza intelektualnog realizma, koja se javlja od pet do šest godina, označava period kada djeca po inju stvarati detaljnije prikaze koji odražavaju njihovo razumijevanje svijeta. Na kraju, u fazi vizualnog realizma, koja se može dogoditi nakon šeste godine, djeca postaju sposobna stvarati složene i realisti ne prikaze, pokazuju i napredak u svojim vještinama i razumijevanju.Artistic expression plays a key role in children's development, enabling them to communicate their thoughts, feelings and perceptions of the world around them. This paper investigates the importance of artistic expression, the development of children's drawings, as well as the elements and stages that a child goes through during his artistic creation. Through artistic expression, children not only develop their creative abilities, but also acquire the skills necessary for communication. The development of artistic expression in children takes place through different stages, which reflect their growth and changes in their perception of the world. In the early years, children use primary symbols and simple shapes to express their thoughts and feelings. As they grow, their drawings become more complex, including complex symbols and more detailed representations. Children's drawings often contain symbols that can reflect their perception of family, friends and the world around them. For example, the way a child portrays family members can indicate their relationships and feelings towards those people. Through the analysis of drawings, educators and parents can better understand the emotional state of the child and his needs. The elements of children's drawing include various drawing and painting techniques, as well as techniques of spatial plastic design. Drawing techniques, such as pencil, ink or crayons, allow children to explore different styles and approaches. Painting techniques, such as watercolor or tempera, add a new dimension to creation, while spatial plastic modeling techniques, such as modeling clay or paper, help children develop a sense of space and shape. Developmental stages in a child's artistic expression include diverse aspects, from primary symbols to visual realism. The phase of expression with primary symbols usually occurs between the ages of 2 and 4, when children begin to use basic forms to represent reality. In the next phase, from 4 to 5 years old, children begin to use more complex symbols, and their drawings become more recognizable. The stage of intellectual realism, which occurs from 5 to 6 years of age, marks the period when children begin to create more detailed representations that reflect their understanding of the world. Finally, in the visual realism stage, which can occur after age 6, children become able to create complex and realistic representations, showing progress in their skills and understanding
Parenting from the perspective of different generations of parents
No full textU ovom radu cilj je bio prikazati razmišljanja i iskustva roditelja o odgoju predškolske djece te ih usporediti s razmišljanjima i iskustvima njihovih roditelja. U provedbi ovog polustrukturiranog intervjua sudjelovale su 24 osobe (12 žena i 12 muškaraca). Dobni raspon roditelja-sudionika ovog istraživanja kretao se u rasponu od 27 do 46 godina, dok se dobni raspon ispitanih baka i djedova kretao od 53 do 72 godine života. Sudionici istraživanja bili su zaposleni roditelji djece rane i predškolske dobi te njihovi bake i djedovi iz istih obitelji. Sveukupno je ispitano šest različitih obitelji, dakle, majka, otac, baka i djed. Rezultati ovog istraživanja pokazuju kako ove dvije različite generacije roditelja imaju dijelom slične, ali i dijelom različite poglede na roditeljstvo i stavove prema roditeljstvu. U nekim se pogledima sudionici slažu, kao na primjer u pozitivnim konotacijama vezanim uz roditeljstvo te u smislu postavljanja granica djeci. Ono u čemu se razlikuju je broj djece, godine kada su postali roditelji, načini postavljanja granica te mišljenja o izazovima roditeljstva. Također, prisutnost u odgoju i općenito životu djece je različita s obzirom na to kojoj generaciji roditelja pripadaju, a to se posebno zapaža kod očeva. Suvremeni roditelji se uglavnom kasnije odlučuju za roditeljstvo te imaju manji broj djece, češće postavljaju granice putem razgovora i objašnjenja te time-outa. Češće se informiraju o roditeljstvu i prije nego što postanu roditelji, a očevi su češće u potpunosti prisutni u odgoju djeteta te su u potpunosti ravnopravni s majkama. Roditeljstvo percipiraju kao izazovno i zahtjevno s obzirom na stres i užrbanost koje im svakodnevni život nosi. Rezultati ovog istraživanja podudaraju se s dosadašnjim istraživanjima i spoznajama te mogu poslužiti za daljnja istraživanja.The aim of this research was to portray the thoughts and experiences of parents about raising preschool children and to compare them with the thoughts and experiences of their parents. 24 participants (12 women and 12 men) took part in this study, which included semi-structured interview. The parents, participants in this research, were between the ages of 27 and 46, while the examined grandparents were between the ages of 53 and 72. The participants were employed parents of early and preschool age children and grandparents of these children from the same families. In total, six different families were examined: mother, father, grandmother and grandfather. The results of this research show partial similarities and differences regarding the views on parenting and different attitudes towards parenting between these two different generations of parents. The participants agreed on some aspects, such as the positive connotations related to parenting and in terms of setting boundaries for children. What they differ in is the number of children, the age when they became parents, the ways of setting boundaries and their opinions about the challenges of parenting. Also, the presence in the upbringing and in a child9s life, in general, is different depending on which generation of parents participants belong to, and this is especially noticeable in the case of fathers. Modern parents generally decide to become parents later in life and have fewer children; more often, they set boundaries through conversations, explanations and time-outs. They are more often informed about parenting even before they become parents, and fathers are more often fully present in the child's upbringing and are fully equal to mothers. They perceive parenthood as challenging and demanding, given the stress and busyness that their everyday life brings. The results of this research are in accordance with previous studies and can be used for further research
Assessment of kinesiological diagnostic elements for early and preschool-aged children
No full textOvaj rad istražuje provođenje testiranja kinezioloških aktivnosti u odgojno-obrazovnim ustanovama za djecu rane i predškolske dobi. Cilj istraživanja bio je utvrditi učestalost testiranja, elemente koje odgojitelji najčešće testiraju te njihov stav o važnosti formalnog testiranja kinezioloških aktivnosti. Istraživanje je provedeno na uzorku od 64 odgojitelja putem anketnog upitnika. Rezultati pokazuju da u većini odgojno-obrazovnih ustanova ne postoji radno mjesto kineziologa, te da odgojitelji sami provode testiranja. Najveći naglasak stavljen je na testiranje motoričkih znanja i motoričkog fitnesa. Većina odgojitelja smatra da bi testiranje kinezioloških aktivnosti trebalo biti redovan i formalan dio svakog odgojno-obrazovnog procesa.This paper explores the implementation of kinesiology activity testing in educational institutions for early and preschool-aged children. The aim of the research was to determine the frequency of testing, the elements most frequently tested by educators, and their opinions on the importance of formal kinesiology activity testing. The research was conducted on a sample of 64 educators using a questionnaire. The results show that most educational institutions do not have a professional kinesiologist, and that educators themselves conduct the tests. The greatest emphasis is placed on testing motor skills and motor fitness. Most educators believe that kinesiology activity testing should be a regular and formal part of the educational process
The connection between motor skills and readiness for school
No full textOvo istraživanje ispitivalo je povezanost između motoričkih sposobnosti i kognitivne spremnosti za školu kod djece predškolske dobi. Kroz niz kognitivnih i motoričkih testova analizirani su pažnja, pamćenje, vizuospacijalne sposobnosti, jezične vještine, logičko razmišljanje, ravnoteža, koordinacija, snaga i fleksibilnost. Rezultati pokazuju da djeca s bolje razvijenim motoričkim vještinama postižu više rezultate u kognitivnim testovima. Ova povezanost ukazuje na važnost integriranja fizičkih aktivnosti u obrazovni program predškolske djece, s naglaskom na individualizirani pristup u radu s djecom koja pokazuju slabije rezultate. Zaključci sugeriraju da motoričke vještine igraju ključnu ulogu u cjelokupnom razvoju djeteta, osobito u pogledu njihove kognitivne spremnosti za školu.This study examined the relationship between motor skills and cognitive school readiness in preschool children. Through a series of cognitive and motor tests, attention, memory, visuospatial abilities, language skills, logical reasoning, balance, coordination, strength, and flexibility were analyzed. The results indicate that children with better-developed motor skills achieve higher scores in cognitive tests. This correlation highlights the importance of integrating physical activities into the preschool education program, with an emphasis on a personalized approach to children who show weaker results. The findings suggest that motor skills play a crucial role in the overall development of the child, particularly in terms of their cognitive school readiness
Gothic art: research of the period as a stimulus for artistic expression
No full textU radu je istraženo povijesno-umjetničko razdoblje gotike, jedno od najznačajnijih stilskih razdoblja u povijesti umjetnosti. Rad je strukturiran u dva dijela: teorijski i praktični. Teorijski dio je usmjeren na postanak, razvoj i ključne značajke gotike. U ovom dijelu je, povijesna pozadina gotičkog razdoblja detaljno analizirana kako bi se razumjelo specifična stilska obilježja romanike i gotike. Opisuju se ključne karakteristike gotike kroz primjere gotičkog slikarstva, skulpture i arhitekture, s naglaskom na značajne razlike u stilu i tehnici između ova dva stilsko-umjetni ka razdoblja. Rad pruža uvid u gotička djela iz različitih europskih zemalja, uključuju i Francusku, Njemačku, Italiju i Englesku, ime se prikazuje širenje gotičkog utjecaja i njegov značaj u različitim kulturnim kontekstima. U zaključku prvog dijela prikazana je gotika na podru ju Hrvatske. Praktični dio rada posvećen je istraživanju putem likovnog stvaralaštva inspiriranog gotičkom umjetnošću. U ovom dijelu opisuje se kako su pojedini motivi iz gotičkog razdoblja, umjetni ka djela i filozofske ideje tog vremena utjecali na izbor tema i tehnika u osobnom stvarala kom procesu. Praktični rad uključuje slike, crteže i grafike koje odražavaju gotičke motive, pri čemu se detaljno razrađuje likovni jezik i tehnike korištene u procesu stvaranja. Posebna pažnja posvećena je analizi simbolike i estetskih vrijednosti gotičkih motiva te kako su one preoblikovane u suvremenom kontekstu kroz osobni umjetnički izražaj. Ovaj rad ne samo da prikazuje značaj gotike u povijesnom smislu, već i istražuje njezin potencijal kao inspiraciju za suvremeno stvaralaštvo, naglašavaju i važnost ovakvih stilskih razdoblja u oblikovanju kreativnih procesa u umjetni kom i obrazovnom kontekstu. Rad također isti e važnost proučavanja gotike za razumijevanje i razvoj umjetničkih vještina i kreativnosti, kako u osobnom stvaralaštvu, tako i u obrazovnim procesima.This master's thesis deals with the period of Gothic, one of the most significant stylistic periods in the history of art. The paper is structured in two parts: theoretical and practical. The theoretical part focuses on the origin, development and key features of Gothic. In this section, the historical background of the Gothic period is analyzed in detail to understand the specific style features of Romanesque and Gothic. The key features of Gothic are described through examples of Gothic painting, sculpture and architecture, with an emphasis on significant differences in style and technique between the works of these two stylistic and artistic periods. The work provides an insight into the most significant Gothic works from various European countries, including France, Germany, Italy and England, showing the spread of Gothic influence and its importance in different cultural contexts. In conclusion of the first part shows Gothic in Croatia. The practical part of the work is dedicated research through artistic creativity inspired by Gothic art. This part describes how certain motifs from the Gothic period, works of art and philosophical ideas of that time influenced the choice of topics and techniques in the personal creative process. Practical work includes paintings, drawings and prints that reflect Gothic motifs, detailing the artistic language and techniques used in the creation process. Special attention is devoted to the analysis of the symbolism and aesthetic values of Gothic motifs, and how they are reshaped in the contemporary context through personal artistic expression. This paper not only shows the significance of Gothic in a historical sense, but also explores its potential as an inspiration for contemporary creativity, emphasizing the importance of such stylistic periods in shaping creative processes in artistic and educational contexts. The paper also emphasizes the importance of studying Gothic art for the understanding and development of artistic skills and creativity in individual artistic endeavors as well as in the context of education
The influence of physical activity on the development of children's cognitive abilities
No full textCilj ovog rada i istraživanja bio je utvrditi postoji li statistički značajna povezanost između motoričkih i kognitivnih sposobnosti kod djece predškolske dobi. Djeca razvijaju svoju pokretljivost u širokom vremenskom rasponu i na vrlo različite načine. Oni traže vlastita iskustva koja će ih s vremenom učiniti sve samopouzdanijima i vještijima. Kako bi samo istraživanje moglo biti moguće, potrebni su bili podatci o dječjim kognitivnim i motoričkim sposobnostima. Kognitivni test se sastojao od pitanja vezanih za komunikaciju, grubu motoriku, finu motoriku, rješavanje problema i osobno društveni, dok su motoričke sposobnosti ispitane testovima stajanje na jednoj nozi, poligon natraške, podizanje trupa, skok u dalje iz mjesta, taping rukom i preklon trupa. Istraživanje je provedeno u dječjem vrtiću ,,Didi“, koji se nalazi u okolici Zagreba. Istraživanje je odrađeno na uzorku od 15 djece u dobi od 5 do 6 godina. Rezultati u ovom istraživanju su pokazali kako postoji statistički značajna povezanost pojedinih motoričkih i kognitivnih sposobnosti.
Može se zaključiti da djeca koja imaju razvijenije motoričke sposobnosti postižu bolje rezultate u testovima za procjenu kognitivnih sposobnosti pa je stoga potrebno djecu poticati na tjelesne aktivnosti od najranije dobi s ciljem pružanja djeci najbolje mogućnosti za optimalan rast i razvoj.The goal of this work and research was to determine whether there is a statistically significant relationship between motor and cognitive abilities in preschool children. Children develop their mobility over a wide range of time and in very different ways. They are looking for their own experiences that will make them more confident and skilled over time. In order for the research itself to be possible, data on children's cognitive and motor abilities were needed. The cognitive test consisted of questions related to communication, gross motor, fine motor, problem solving and personal social, while motor abilities were tested with tests such as standing on one leg, backbend polygon, raising the trunk, jumping further from a place, tapping with the hand and bending the trunk . The research was conducted in the "Didi" kindergarten, which is located in the vicinity of Zagreb. The research was conducted on a sample of 15 children aged 5 to 6 years. The results of this research showed that there is a statistically significant connection between individual motor and cognitive abilities.
It can be concluded that children who have more developed motor abilities achieve better results in tests to assess cognitive abilities, so it is necessary to encourage children to engage in physical activities from an early age with the aim of providing children with the best opportunities for optimal growth and development