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Behavioral Characteristics Of Children With ADHD In Preschool Age
No full textDeficit pažnje/hiperaktivni poremećaj ili ADHD jedan je od najčešćih razvojnih poremećaja koji se javljaju kod djece i adolescenata. ADHD je neurorazvojni poremećaj kod kojega su prisutne ometajuće razine nepažnje, neorganiziranosti te hiperaktivnosti i impulzivnosti, javlja se u djetinjstvu i izaziva poteškoće koje se mogu prenijeti i u odraslu dob. To je heterogeni poremećaj koji se teško dijagnosticira i teško kontrolira. Podatci o prevalenciji variraju, no na globalnoj se razini prevalencija kreće oko 5%, dok je u Republici Hrvatskoj prevalencija ADHD-a od 3% do 5% kod djece školske dobi. Češće se javlja kod dječaka nego kod djevojčica; ADHD je četiri puta češći kod dječaka. Još uvijek nije potpuno jasan uzrok ADHD-a te postoje različite teorije o uzrocima ovoga poremećaja. ADHD se javlja u tri oblika, a to su dominantno nepažljivi tip ADHD-a, dominantno hiperaktivno-impulzivni tip ADHD-a te kombinirani tip ADHD-a. Dijagnoza se postavlja prema smjernicama Američke psihijatrijske udruge. ADHD se prema smjernicama dijagnosticira djeci kod koje je primjećeno najmanje šest simptoma iz skupine nepažnje i/ili skupine hiperaktivnosti/impulzivnosti, simptomi moraju trajati najmanje šest mjeseci te se javljaju u mjeri u kojoj nije primjereno razvojnom stupnju djeteta i imaju negativan utjecaj na socijalne, akademske ili profesionalne aktivnosti. Dijagnoza se kod osoba starijih od 17 godina postavlja ako se pet simptoma javlja prema već navedenom pravilu. ADHD ima brojne neugodne posljedice na djecu i odrasle; primjerice, djeca sa simptomima ADHD-a imaju smetnje u ponašanju i pažnji koje se pokazuju u različitim sredinama, imaju teškoća u obitelji, njihovo ponašanje često nije usklađeno s društveno prihvatljivim normama ponašanja, a kada krenu u školu, imat će problema jer njihova sposobnost učenja može biti ozbiljno narušena hiperaktivnošću, impulzivnošću i teškoćama s održavanjem pažnje. Odgojitelji predškolske djece imaju važnu ulogu u prepoznavanju simptoma ADHD-a kod djece te doprinose pravovremenom dijagnosticiranju ovoga poremećaja i svojim intervencijama mogu pomoći djetetu, ali i njegovim roditeljima.Attention deficit/hyperactivity disorder or ADHD is one of the most common developmental disorders that occur in children and adolescents. ADHD is a neurodevelopmental disorder characterized by disruptive levels of inattention, disorganization, hyperactivity and impulsivity. It occurs in childhood and causes difficulties that can be transferred into adulthood. It is a heterogeneous disorder that is difficult to diagnose and difficult to control. Prevalence data varies, but globally the prevalence is around 5%, while in the Republic of Croatia the prevalence of ADHD is 3% to 5% among school-age children. It occurs more often in boys than in girls; ADHD is four times more common in boys. The cause of ADHD is still not completely clear, and there are different theories about the causes of this disorder. ADHD occurs in three forms, namely the dominantly inattentive type of ADHD, the dominantly hyperactive-impulsive type of ADHD, and the combined type of ADHD. The diagnosis is made according to the guidelines of the American Psychiatric Association. According to the guidelines, ADHD is diagnosed in children with at least six symptoms from the group of inattention and/or hyperactivity/impulsivity, the symptoms must last for at least six months and occur to an extent that is not appropriate for the child's developmental stage and have a negative impact on social, academic or professional activities. The diagnosis is made in persons older than 17 years if five symptoms appear according to the already mentioned rule. ADHD has numerous unpleasant consequences for children and adults; for example, children with ADHD symptoms have behavioral and attention disorders that show up in different environments, they have difficulties in the family, their behavior is often not aligned with socially acceptable norms of behavior, and when they start school, they will have problems because their ability to learn it can be severely impaired by hyperactivity, impulsivity and difficulty maintaining attention. Educators of preschool children have an important role in recognizing the symptoms of ADHD in children and contribute to the timely diagnosis of this disorder, and with their interventions they can help the child, as well as his parents
Attention Deficit And Hyperactivity Disorder In Preshool Children
No full textPoremećaj s deficitom pažnje i hiperaktivnosti (eng. Attention Deficit and Hyperactivity Disorder, ADHD) je razvojni poremećaj čija je jedna od najistaknutijih značajki nemogućnost kontroliranja vlastitog ponašanja što djetetu može otežati uspostavljanje socijalnih odnosa. To su djeca koja ne mogu mirno sjediti, stalno su u pokretu, teško se koncentriraju, teško kontroliraju nagone te su impulzivna. Navedene karakteristike dovode djecu s ADHD-om najčešće u probleme s okolinom. Da bi se izbjegla potpuna socijalna izolacija djeteta, potrebno je na temelju konkretnih simptoma otkriti poremećaj te postaviti odgovarajuću dijagnozu. Cilj završnog rada je pobliže objasniti što je ADHD, kako funkcioniraju djeca rane i predškolske dobi koja ga imaju te kako ih putem različitih igara i aktivnosti možemo osnažiti u pažnji i koncetraciji. U dijagnosticiranju i terapiji ADHD-a sudjeluje multidisciplinirani tim uz suradnju roditelja, odgajatelja i učitelja. Ignoriranje poremećaja kao i izostanak optimalnog liječenja ima razarajuće posljedice za djetetov razvoj, akademski uspjeh i formiranje u zdravo društveno biće. Osiguravanjem adekvatne pomoći te vodeći računa o djetetovim jakim i slabim stranama, obitelj, odgajatelji i stručnjaci mogu zajedno osigurati da dijete s hiperaktivnim poremećajem bude u mogućnosti voditi sretan i uspješan život.Attention Deficit and Hyperactivity Disorder (ADHD) is a developmental disorder whose one of the most prominent features is the impossibility of controlling one's own behavior, which can make it difficult for the child to establish social relationships. These are children who can not sit quietly, they are restless, constantly in motion, they are difficult to concentrate, often beat other children and it is difficult for them to control their impulses. These characteristic most often lead children with ADHD to problems with the environment. It is often forgotten that hyperactive children have their good sides. Such children are full of new ideas, creative, love to explore and are flexible. However, disregarding the usual rules and the provisions of the society in some ways makes them unsuitable. To avoid a complete social isolation of a child it is necessary, based on specific symptoms, to detect the disorder and set up an appropriate diagnosis. The aim of the final work is to explain more closely what ADHD is, how early and pre-school children are functioning, and how they can be empowered by different games and activities and how we can emprowed their attention and concentration. In diagnosing and treating of ADHD, a multidisciplinary team participates in cooperation with parents, educators and teachers. Ignoring the disorder as well as the lack of optimal treatment has devastating consequences for the child's development, academic success and forming in a healthy social being. By providing adequate assistance and taking care about the child's strong and weak sides, family, educators and experts can together ensure that a child with hyperactive disorder is being able to lead a happy and successful life
Functional abilities of children
No full textFunkcionalne sposobnosti djece igraju ključnu ulogu u njihovom općem razvoju, obuhvaćajući vitalne elemente kako fizičkog, tako i mentalnog i emocionalnog aspekta. Ovaj važan dio dječjeg razvoja sastoji se od mnogobrojnih vještina i sposobnosti koje su bitne za svakodnevno funkcioniranje djeteta, kako u igri, učenju, tako i u komunikaciji i interakciji s drugima. Funkcionalne sposobnosti predstavljaju efikasnost energetskih procesa unutar tijela, što obuhvaća kako aerobne tako i anaerobne funkcionalne mehanizme. Kineziološke aktivnosti, odnosno tjelovježba u vrtiću, vrlo je važna za razvoj funkcionalnih sposobnosti.
Pored očitih fiziĉkih prednosti poput jačanja mišića, povećanja izdržljivosti i održavanja zdrave tjelesne mase, tjelesna aktivnost ima i značajan utjecaj na razvoj socijalnih vještina. Kroz različite igre i sportske aktivnosti, djeca se uče važnim životnim lekcijama poput dijeljenja, suradnje, rješavanja sukoba te izgradnje osjećaja pripadnosti i timskog duha, ali i motoričkim znanjima i sposobnostima koje djetetu omogućuju kretanje i manipulaciju predmetima. Osim toga, tjelesna aktivnost potiče mentalni razvoj djece, poboljšavajući njihovu koncentraciju, kognitivne sposobnosti i emocionalnu dobrobit. Stoga je integracija tjelesne aktivnosti u svakodnevni raspored djece u predškolskim ustanovama ključna za njihov cjelokupni razvoj i zdravlje. Cilj ovog rada je objasniti funkcionalne sposobnosti djece, aerobnu i anaerobnu izdržljivost, te važnost kinezioloških aktivnosti u vrtiću, kroz koje se razvijaju funkcionalne sposobnosti. Kroz prvi dio rada će se ovi pojmovi objasniti teoretski, dok će se u drugom dijelu rada predstaviti istraživanje funkcionalnih sposobnosti na djeci i na odgojiteljima.Functional abilities of children play a key role in their overall development, including vital elements of both physical and mental and emotional aspects. This important part of children's development consists of numerous skills and abilities that are essential for the child's daily functioning, both in play and learning, as well as in communication and interaction with others. Functional abilities represent the efficiency of energy processes within the body, which includes both aerobic and anaerobic functional mechanisms. Kinesiological activities, that is, exercise in kindergarten, is very important for the development of functional abilities. In addition to obvious physical benefits such as strengthening muscles, increasing endurance and maintaining a healthy body mass, physical activity also has a significant impact on the development of social skills. Through various games and sports activities, children are taught important life lessons such as sharing, cooperation, conflict resolution and building a sense of belonging and team spirit, but also motor skills and abilities that enable the child to move and manipulate objects. In addition, physical activity promotes children's mental development, improving their concentration, cognitive abilities and emotional well-being. Therefore, the integration of physical activity into the daily schedule of children in preschool institutions is essential for their overall development and health. The aim of this paper is to explain children's functional abilities, aerobic and anaerobic endurance, and the importance of kinesiology activities in kindergarten, through which functional abilities are developed. Through the first part of the paper, these concepts will be explained theoretically, while in the second part of the paper, the research of functional abilities on children and educators will be presented
Ishodi, nastavni sadržaji i ocjenjivanje u nastavi engleskog kao stranog jezika u primarnom obrazovanju
No full textThe educational system is a dynamic matter; thus, it requires critical examination and continuous improvement. The objectivity, uniformity and consistency of assessment, as well as grading in particular, is one of the major issues in the Croatian educational system that has yet to be resolved. This master's thesis focuses on English as a foreign language in Croatian primary schools and investigates the causes of different English teachers grading the same piece of work differently by looking at the Croatian National Curriculum outcomes, the teaching content in the student's books, and the assessment process. The first part of this thesis is theoretical. It presents important documents for education and for learning English in lower and upper primary education (National Curriculum, National Syllabus and Curriculum for Primary School, and Bylaw of Methods, Procedures, and Elements of Assessment of Students in Primary and Secondary Education) , teaching contents that are being presented to students and teachers in student books and workbooks, types of assessment and terms related to assessment, as well as what experts have said on the topic. The main part of the thesis is the analysis of thirty teachers’ responses to a questionnaire about grading students’ work and assessment, as well as their ideas on how to solve the problem. The participants answered close-ended and open-ended questions while expressing their attitudes about the issue of inconsistencies. They also offer suggestions on the necessary changes. The findings demonstrate that although the teachers are aware of the issue, they lack the time and resources to implement meaningful improvements and changes.Obrazovni sustav je dinamičan i često promjenjiv, što znači da ga uvijek treba sagledavati kritički i težiti ka njegovom unapređenju. Objektivnost, ujednačenost i dosljednost pri ocjenjivanju jedan je od glavnih problema koji se vežu uz obrazovanje u Republici Hrvatskoj te koji i dalje nije riješen. Ovaj diplomski rad istražuje uzroke pojave pri kojoj različiti učitelji engleskog jezika različito ocjenjuju isti učenički rad proučavajući i analizirajući Nacionalni kurikulum i ishode propisane u njemu, sadržaje poučavanja koji se mogu naći u udžbenicima i radnim bilježnicama, te samog procesa vrednovanja. Prvi dio rada jest teorijski. Predstavljeni su dokumenti važni za razumijevanje i učenje engleskog jezika u osnovnoškolskom obrazovanju (Nacionalni kurikulum, Nacionalni plan i program za osnovnu školu te Pravilnik o načinima, postupcima i elementima vrednovanja učenika u osnovnoj i srednjoj školi), sadržaji poučavanja koji su predstavljeni učenicima i učiteljima u nastavnim materijalima, vrste vrednovanja te pojmovi povezani s vrednovanjem, kao i što su stručnjaci rekli o navedenoj temi. Glavni dio rada odnosi se na analizu odgovora na upitnik trideset učitelja engleskog jezika. Sudionici istraživanja odgovaraju na pitanja otvorenog i zatvorenog tipa izražavajući svoje stavove o nedosljednostima koje se događaju. Također nude prijedloge kako napraviti promjene. Rezultati pokazuju kako iako su učitelji svjesni problema, nedostaje im vremena i sredstava kako bi se napredovalo i kako bi se dogodile promjene
Development of critical thinking in Croatian language teaching in the fourth grade of elementary school
No full textU današnje vrijeme kritičko mišljenje ističe se kao jedna od ključnih kompetencija za razvijanje vještine analiziranja i procjenjivanja informacija, ali i kao neophodna vještina koja omogućuje donošenje odluka i razvijanje argumenata i stavova pojedinca te aktivno sudjelovanje u suvremenome društvu. Dosadašnja istraživanja poučavanja vezanih uz razvoj kritičkoga mišljenja govore o važnosti razvoja kritičkoga mišljenja u okviru obrazovanja i ističu ulogu učitelja u nastavnome procesu, no nitko ne preispituje udžbenik kao jedan od glavnih nastavnih sredstava u samome metodičkome činu poučavanja. Cilj je ovoga rada objediniti definicije kritičkoga mišljenja različitih autora, prikazati poimanje kritičkoga mišljenja od Sokratova vremena do današnjih dana, a zatim na temelju generičkoga modela poučavanja za kritičko mišljenje Ive Buchberger analizirati metodički instrumentarij udžbeničkih jedinica. Cilj je uvidjeti u kojoj mjeri analizirani udžbenici Hrvatskoga jezika utječu na razvoj kritičkoga mišljenja kod učenika četvrtih razreda osnovne škole te postoji li značajnija razlika između istraživanih udžbenika. Analizirano je šest najzastupljenijih udžbenika izdavačkih kuća Profil Klett, Školska knjiga i Alfa, odobrenih za školsku godinu 2023./2024. Provedena analiza pokazala je manjak sadržaja koji potiču kritičko mišljenje kod učenika četvrtih razreda osnovne škole. Sadržaji udžbenika za Hrvatski jezik, prema generičkome modelu poučavanja za kritičko mišljenje Ive Buchberger, jasno i konkretno razvijaju kritičko mišljenje prve dimenzije, kritičkoga pristupa te pete dimenzije, demokratskoga nastavnoga ozračja. Primjetan je izostanak razvijanja ostale tri dimenzije: kritičke akcije, aktivnih nastavnih metoda i oblika rada te aktivne metode evaluacije.Nowadays, critical thinking stands out as one of the key competencies for developing the ability to analyze and evaluate information. It is also an essential skill that enables decisionmaking and the development of arguments and personal opinions and active participation in modern society. Previous research on teaching related to the development of critical thinking emphasizes the importance of developing critical thinking in education and highlights the role of teachers in the teaching process. However, no one questions the textbook as one of the main teaching tools of teaching methodology. The aim of this paper is to offer definitions of critical thinking by various authors, present the concept of critical thinking from Socratic times to the present day and analyze the textbook units instrumentation based on Iva Buchbergers generic model of teaching for critical thinking and its dimensions. Additionally, it aims to determine what extent the analyzed textbooks from the Croatian language influence the development of critical thinking in fourth grade primary school students and whether there is a significant difference between the reviewed textbooks. The research subject includes six most represented textbooks from the publishing houses Profil Klett, Školska knjiga and Alfa, approved for the 2023./24. school year. The analysis showed a lack of content that encourages critical thinking among students in the fourth grade of elementary school. The contents of the Croatian language textbooks clearly and concretely develop the critical thinking of the first dimension, the critical approach, and the fifth dimension, the democratic teaching environment, according to the generic teaching model for critical thinking by Iva Buchberger. However, there is noticeable absence of the development of the other three dimensions is noticeable: critical action, active teaching methods and forms of work and active evaluation methods
The role of storytelling in the development of language abilities of preschool children
No full textPričanje priča djeci ima veliku ulogu u njihovom razvoju, djeca ne samo da uživaju u čitalačkim aktivnostima, već i razvijaju svoje sposobnosti, govor i vokabular. Važno je da djeca u tom procesu uživaju i da kod njih stvorim ljubav prema knjizi koja im ostaje za cijeli život. Odgojitelji i roditelji na tom području imaju glavne uloge. Čitanjem i pričanjem priča uvode djecu u svijet mašte u kojem svatko od njih zamišlja likove na svoj jedinstven način i tako podupiremo dječje stvaralaštvo.
U ovom radu opisano je provedeno istraživanje na djeci predškolske dobi. Istraživanje je provedeno u Dječjem vrtiću Bjelovar u mješovitoj starijoj skupini. Cilj istraživanja bio je saznati poznavanje riječi kod djece prije čitanja, te usvajanje novih riječi kod djece nakon čitanja priča. Djeca u ovoj skupini naviknula su na čitanje i slušanje priča s njihovim odgojiteljicama i primjećujem da vole takve aktivnosti, rado su sudjelovali i odgovarali na pitanja. U istraživačkom djelu rada provedeno je eksperimentalno istraživanje pričanja četiri priče djeci predškolske dobi. Ono što je istraživano je koliko priča može biti poticajna za bogaćenje rječnika. Istraživanje je pokazalo da su djeca nakon pričanja priča znala značenje više riječi, nego na provedenom testiranju prije pričanja priča. Također, ispitivalo se utječe li spol na ovladavanje riječi. Rezultati su pokazali kako nema značajne razlike s obzirom na spol, osim što se pokazalo kako su djevojčice više znale riječ „ušuškana“, dok su dječaci znali riječ „iskrao se“.Telling stories to children has a great role in their development, children not only enjoy reading activities, but also develop their abilities and vocabulary. It is important that the children enjoy the process and that I create a love for the book that will remain with them for the rest of their lives. Educators and parents have the main roles in this area. By reading and telling stories, they introduce children to the world of imagination in which each of them imagines characters in their own unique way, and thus we support children's creativity.
This paper describes the research conducted on preschool children. The research was conducted in the Kindergarten Bjelovar in a mixed older group. The aim of the research was to find out the children's knowledge of certain words before reading, and the children's acquisition of new words after reading the stories. The children in this group are used to reading and listening to stories with their teachers and I notice that they like such activities, they were happy to participate and answer questions. In the research part of the paper, an experimental study of telling four stories to preschool children was conducted. What has been investigated is how stimulating stories can be for vocabulary enrichment. The research showed that after telling the stories, the children knew the meaning of more words than in the test conducted before the telling of the stories. It was also investigated whether gender affects word mastery. The results showed that there was no significant difference with regard to gender, except that girls knew the word "tucked in" more, while boys knew the word "sneak out"
The role of picture books in the language development of early and preschool children
No full textOvaj završni rad govori o ulozi slikovnice u jezičnom razvoju djece predškolske dobi. Slikovnica je prvi susret djeteta s književnošću. U radu su opisane neke od vrsta slikovnica. Također su objašnjeni i kriteriji za odabir slikovnice kako bi se odabrala ona koja najviše odgovara interesima pojedinog djeteta. Naglašen je jezični razvoj djeteta u kojemu slikovnica ima veliku ulogu jer razvija materinski jezik. Dijete pokazuje interes za čitanje slikovnica i time razvija predčitačke vještine. Provedeno je istraživanje s ciljem ispitivanja uloge slikovnice u jezičnom razvoju djece u mlađoj vrtićkoj skupini. U istraživanju se ispitivalo mišljenje djece o pročitanim slikovnicama, jezična raznolikost i utjecaj priča na govornu produkciju djeteta.This thesis discusses the role of picture books in the language development of preschool children. The picture book is a child's first encounter with literature. The paper describes some of the types of picture books. Additionally, criteria for selecting a picture book are explained to choose the one that best matches the interests of an individual child. Emphasis is placed on the child's language development, in which the picture book plays a significant role by developing the mother tongue. The child shows an interest in reading picture books and thus develops prereading skills. A study was conducted with the aim of examining the role of picture books in the language development of children in younger kindergarten groups. The research investigated children's opinions on the picture books read to them, language diversity, and the impact of stories on the child's speech production
Differences in the motor skills of children who play tennis and children who do not play organized sports
No full textCilj je ovoga diplomskoga rada utvrditi postoji li statistički značajna razlika u motoričkim sposobnostima između djece tenisača i djece koja se ne bave organiziranim sportom. U ovom istraživanju sudjelovalo je petnaestero djece iz teniskoga kluba „Viži“ i petnaestero djece iz dječjega vrtića Dobro Drvo, u dobi između pet i šest godina. Uzorak varijabli činila je baterija od šest testova za procjenu motoričkih sposobnosti.
Ravnoteža je bila ispitivana testom stajanja na jednoj nozi na povišenju, koordinacija je bila ispitivana testom poligona natraške, repetitivna snaga ispitivala se trbušnjacima u 30 sekundi, eksplozivna snaga ispitivala se testom skoka u dalj iz mjesta, brzina se ispitivala testom tapinga rukom u 10 sekundi i fleksibilnost se ispitivala pretklonom trupa. I djeca tenisači i djeca koja se ne bave organiziranim sportom bila su ispitivana na isti način, što znači da su bila mjerena u istim uvjetima i da ih je mjerio isti mjerilac. Prilikom obrade dobivenih podataka korištena je deskriptivna analiza i t-test analiza za nezavisne uzorke.
Dobiveni rezultati ovoga istraživanja pokazuju postojanje statistički značajnih razlika u motoričkim sposobnostima između djece tenisača i djece koja se ne bave organiziranim sportom. Djeca tenisači pokazuju statistički značajniju višu razinu svih ispitivanih motoričkih sposobnosti izuzev fleksibilnosti, iako djeca tenisači i u varijabli fleksibilnosti pokazuju nešto bolji rezultat. Rezultati dobiveni ovim istraživanjem dokazuju da će djeca koja se bave sportom, u ovom slučaju tenisom, imati bolje razvijene motoričke sposobnosti od djece koja se ne bave organiziranim sportom iz razloga što djeca tenisači više vježbaju, i prilikom treninga, rade na razvijanju motoričkih sposobnosti.The aim of this thesis is to determine whether there is a statistically significant difference in motor skills between children who play tennis and children who do not engage in organized sports.
This study involved 15 children from the tennis club "Viži" and 15 children from the Dobro Drvo kindergarten, aged 5 and 6 years. The sample of variables consisted of a battery of 6 tests for assessing motor skills. Balance was tested by standing on one leg on an elevated surface, coordination was tested by backward polygon navigation, repetitive strength was tested by doing sit-ups in 30 seconds, explosive strength was tested by a standing long jump, speed was tested by hand tapping in 10 seconds, and flexibility was tested by trunk forward bend. Both the children who played tennis and those who did not engage in organized sports were tested in the same way, meaning they were measured under the same conditions and by the same measurer. Descriptive analysis and t-test analysis for independent samples were used in processing the obtained data.
The results of this study show the existence of statistically significant differences in motor skills between children who play tennis and those who do not engage in organized sports. Children who play tennis show a statistically significantly higher level in all tested motor skills except for flexibility, although they also show slightly better results in the flexibility variable. The results obtained from this study prove that children who engage in sports, in this case tennis, will have better-developed motor skills than children who do not engage in organized sports because children who play tennis exercise more and work on developing motor skills during training
Lifestyle and nutritional state of preschool children
No full textRazdoblje predškolskog uzrasta ključno je za formiranje zdravih životnih navika. U ovoj fazi djeca usvajaju obrasce ponašanja i navike koje ih prate ostatak života. Suvremeni način života, obilježen sjedilačkim navikama i nezdravom prehranom, pridonosi porastu broja pretile djece što postaje sve veći problem. Pretilost u dječjoj dobi ima duboke posljedice na fizičko zdravlje te donosi i psihološke posljedice. Povećana smrtnost u kasnijem životu također je povezana s pretilošću koja počinje u djetinjstvu. Među glavnim uzrocima isti u se faktori iz okoline, uključuju i društvenu i obiteljsku dinamiku koja promiče sjedilački načini života. Dostupnosti i popularnost brze, kalorične i nutritivno siromašne hrane dodatno otežavaju održavanje zdrave tjelesne težine. Istovremeno, tjelesna je aktivnost svedena na minimum zbog problema tehnologije i ekrana, na kojem djeca provode većinu svog slobodnog vremena.
Ovaj se rad bavi proučavanjem povezanosti između stila života i stanja uhranjenosti predškolske djece naglašavaju i važnost prevencije pretilosti od najranije dobi. Kroz promicanje pravilne prehrane, poticanja dovoljne tjelesne aktivnosti te smanjenje vremena provedenog pred ekranima, može se posti i pozitivan učinak na zdravlje djeteta i njegovu tjelesnu težinu. Uloga je predškolskih ustanova također ključna u stvaranju poticajnog okruženja koje podržava zdrav način života, što u konačnici doprinosi smanjenju rizika od pretilosti i promicanju zdravlja u kasnijem životu. Ističe se važnost igre kao dječje najbitnije aktivnosti te ovaj rad donosi primjere igara koje mogu poslužiti u promicanju tjelesne aktivnosti.The period of preschool age is crucial for the formation of healthy lifestyle habits. At this stage, children adopt patterns of behavior and habits that follow them for the rest of their lives. The modern way of life, characterized by sedentary habits and unhealthy diet, contributes to the increase in the number of obese children, which is becoming an increasing problem. Childhood obesity has profound consequences for physical health and brings psychological consequences as well. Increased mortality in latter life is also associated with childhood-onset obesity. Environmental factors stand out among the main causes, including social and family dynamics, which promote a sedentary lifestyle. The availability and popularity of fast, calorie- and nutritionally poor foods make it even more difficult to maintain a healthy body weight. At the same time, physical activity is reduced to a minimum due to the problems of technology and screens, on which children spend most of their free time.
This paper deals with the study of the connection between lifestyle and nutritional status of preschool children, emphasizing the importance of obesity prevention from an early age. By promoting proper nutrition, encouraging sufficient physical activity and reducing the time spent in front of screens, a positive effect on the child's health and body weight can be achieved. The role of preschool institutions is also crucial in creating a stimulating environment that supports a healthy lifestyle, which ultimately contributes to reducing the risk of obesity and promoting health in later life. The importance of play as children's most important activity is emphasized, and the paper provides examples of games that can be used to promote physical activity
Process Drama as a Method in interpretation of literary work assigned for school reading
No full textGotovo je nezamislivo sudjelovati u suvremenom svijetu, a nemati pritom usvojenu vještinu čitanja. Čitanje je dugotrajan i kompleksan proces na koji utječu mnogi unutarnji i vanjski čimbenici. Ključnu važnost za stjecanje čitateljskih sposobnosti ima poučavanje čitanja, koje se provodi u odgojno-obrazovnim ustanovama. Sredstvo poticanja čitanja iz užitka jest lektira koja je danas učenicima postala samo još jedna školska obveza, a učiteljima školska obveza koju je potrebno analizirati i evaluirati. Cilj lektire oduvijek je viši od samog obrazovnog cilja. Lektirom se ispunjavaju funkcionalni i odgojni ciljevi. Primjenom dramskog medija kao metodičkog oruđa pri interpretaciji lektire ostvaruju se obrazovni, funkcionalni i odgojni ciljevi. Svi oblici rada s djecom koji uključuju aktivno korištenje dramskog medija definirani su u sklopu dramske pedagogije. Dramska pedagogija temelji se na metodama učenja i poučavanja koje uključuju dramski izraz te učenicima pruža iskustveno učenje, što je i cilj suvremenog odgoja i obrazovanja. Procesna drama kao dramska metoda nudi mogućnost kreativnog pristupa lektiri koji je učenicima itekako potreban. Takav je pristup učinkovit način učenja i poučavanja te učenici zajedno s učiteljem stvaraju dramski svijet u kojem radnja oživljava. Ovaj rad sastoji se od dva dijela. U prvom dijelu rada dan je teorijski pregled čitanja, lektire, dramske pedagogije i procesne drame. U svrhu ostvarenja osnovnih ciljeva kreativnog pristupa lektiri u drugom dijelu rada bit će predložena četiri metodička modela interpretacije lektirnog djela primjenom procesne drame. Metodički scenariji usredotočeni su na iskustveno učenje primjenom dramskopedagoškog pristupa.It is almost unthinkable to participate in the modern world without reading skills. Reading is a long-term and complex process that is influenced by many internal and external factors. Teaching reading is of key importance for the acquisition of reading skills. Reading is taught in educational institutions. The means of encouraging reading for pleasure is school reading, which today has become just another obligation for students, and an obligation for teachers that needs to be analyzed and evaluated. The goal of reading has always been higher than the educational goal itself. It sets functional and educational goals. By using the dramatic medium as a methodical tool in the interpretation of reading material, educational, functional and educational goals are achieved. All forms of work with children that include the active use of dramatic media are defined within the framework of dramatic pedagogy, which is based on learning and teaching methods that use dramatic expression and provides students with experiential learning, which is the goal of modern education. Process drama as a dramatic method offers the possibility of a creative approach to reading, which students really need. Such an approach is an effective way of learning and teaching, and students together with the teacher create a dramatic world in which the action comes to life. This paper consists of two parts. In the first part of the paper, a theoretical overview of reading, drama pedagogy and the process of drama is given. In order to achieve the basic goals of a creative approach to reading, in the second part, four methodical models of interpretation of the reading work will be proposed using procedural drama. Methodical scenarios are aimed at experiential learning by applying the drama pedagogical approach