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Use of assisted communication in working with children in the institution of early and preschool education
No full textTema ovog rada je uporaba potpomognute komunikacije u radu s djecom rane i predškolske dobi u odgojno-obrazovnim ustanovama. S obzirom na nedostatak znanja i iskustva odgojitelja u radu s neverbalnom djecom ili djecom s jezi no-govornim i komunikacijskim teškoćama, provedeno je istraživanje uporabe potpomognute komunikacije u odgojno-obrazovnoj ustanovi.
Cilj ovoga istraživanja je kroz prikaz djeteta s poremećajem iz spektra autizma, analizirati utjecaj potpomognute komunikacije korištenjem nekoliko sredstava u radu s djetetom tijekom pedagoškog rada u dječjem vrtiću. U ovom radu definirane su osnove i vrste komunikacije, rani komunikacijski razvoj djeteta te komunikacijska sredstva koja dijete koristi u interakciji sa svojom okolinom. Na temelju izvora literature doma ih i stranih autora, proučavat će se načini i pristupi kojima se provodi potpomognuta komunikacija u vrtićima. Istaknut će se važnost pristupa usmjerenog djetetu u svrhu ostvarivanja najkvalitetnijeg odgoja i obrazovanja. Potpomognuta komunikacija je najbolji alat za ulazak u svijet neverbalnog djeteta, povezivanja i stvaranja odnosa suradnje i međusobnog poštovanja. Neverbalno dijete je najčešće izolirano od ostatka djece u odgojnoj skupini zbog deficita u govoru. Uvođenjem alternativnih na ina komuniciranja omogućuje se djeci tipičnoga razvoja povezivanje s djetetom s teškoćom što pretpostavlja kvalitetnije provođenje inkluzivne prakse. Neki od alata potpomognute komunikacije su zastupljeni u svakodnevnoj uporabi tijekom izvođenja poticajnih aktivnosti. Zadatak odgojitelja je osiguravanje najbolje podrške djeci s komunikacijskim teškoćama te poticanje jezično-govornog izražavanja. S obzirom na veliki broj djece s teškoćama u razvoju, ovo je bitna tema za educiranje odgojitelja i stručnjaka koji rade s djecom.The topic of this paper is the use of assisted communication in working with children of early and preschool age in educational institutions. Given the lack of knowledge and experience of preschool teachers in working with non-verbal children or children with language-speech and communication difficulties, a study of the use of assisted communication in an educational institution was conducted. The aim of this research is to analyze the impact of assisted communication using several means in working with the child during pedagogical work in kindergarten through the presentation of a child with autism spectrum disorder. This paper defines the basics and types of communication, early communication development of the child and the means of communication that the child uses in interaction with his environment. Based on the sources of literature by domestic and foreign authors, the ways and approaches by which assisted communication is implemented in kindergartens will be studied. The importance of a child-centered approach in order to achieve the highest quality education will be emphasized. Assisted communication is the best tool for entering the world of a non-verbal child, connecting and creating relationships of cooperation and mutual respect. A non-verbal child is most often isolated from the rest of the children in the educational group due to a speech deficit. The introduction of alternative ways of communication enables children of typical development to connect with a child with disabilities, which presupposes a better implementation of inclusive practice. Some of the tools of assisted communication are used every day during the performance of stimulating activities. The task of educators is to provide the best support to children with communication difficulties and to encourage linguistic and speech expression. Given the large number of children with developmental disabilities, this is an important topic for educating educators and experts who work with children
Space as the third educator
No full textU radu se promišlja o važnosti materijalnog okruženja u predškolskoj ustanovi u skladu sa suvremenim odgojno-obrazovanim pristupom koji prostor ne promatra isključivo kao fizičko okruženje, već kao trećeg odgojitelja. Suvremene metode u pedagoškoj praksi vide dijete kao inteligentno i kreativno bi e koje je sposobno samostalno organizirati svoje aktivnosti, stoga je važno stvoriti siguran, fleksibilan i estetski privlačan prostor koji će svim svojim elementima poticati cjelokupan razvoj djeteta. To pretpostavlja bogato opremljen vrtićki prostor koji djeci pruža razne mogućnosti za aktivno, autonomno i svrhovito oblikovanje i razmjenu iskustava, individualno i grupno učenje, istraživanje i igru. Takav je motiviraju i prostor najčešće podijeljen u tematske centre aktivnosti koji mogu biti npr.: centar početnog čitanja i pisanja, centar za matematičke aktivnosti, centar za aktivnosti građenja, za likovne i glazbene aktivnosti, za dramske aktivnosti, aktivnosti pijeskom i vodom, obiteljske igre i osamu, centar za prirodu i istraživačke aktivnosti, centar manipulativnih aktivnosti i društvenih igara. Centri su uređeni raznovrsnim i poticajnim didaktičkim materijalima, ali i različitim nestrukturiranim materijalima koji poti u dječju kreativnost. Unutar centara, aktivnosti se strukturiraju s obzirom na interese i potrebe djece te u skladu s njihovim razvojnim stupnjem. Ovakav pristup djetetovu odgoju i obrazovanju i organizaciji okruženja podrazumijeva kompetentnog odgojitelja čija je uloga promatrati, dokumentirati i prilagođavati prostor prema interesima i potrebama djece. Od odgojitelja se očekuje da zna prepoznati situacije kada je poželjno njegovo uključivanje u dječje aktivnosti, odnosno kada bi ono narušilo dinamiku dječjih interakcija i učenja. Odgojitelj u svome pristupu može implementirati metode rada, aktivnosti ili materijale koje vežemo originalno uz alternativne pedagoške pristupe (Montessori, Reggio, Waldorf, Anji i druge), a koji svaki na svoj način vide važnost kvalitetnog prostornog okruženja. Prostor kao treći odgojitelj pruža mogućnosti aktivnog učenja, stjecanja trajnih znanja i razmjenjivanja iskustva s drugima. U konačnici cilj je da se dijete razvije u samostalno bi e spremno za prihvaćanje rizika istraživanja i eksperimentiranja, kako bi u cjeloživotnom obrazovanju moglo odgovoriti na sve složenije zahtjeve stavljene pred njega.The paper reflects on the importance of the material environment in a preschool institution, in accordance with a contemporary educational approach that views space not merely as a physical environment, but as the third teacher. Modern methods in pedagogical practice see the child as an intelligent and creative being, capable of independently organizing their activities. Therefore, it is essential to create a safe, flexible, and aesthetically pleasing environment that encourages the holistic development of the child through all its elements. This implies a well-equipped preschool space that provides children with various opportunities for active, autonomous, and purposeful shaping and exchange of experiences, individual and group learning, exploration, and play. Such a motivating environment is often divided into thematic activity centers, which might include, for example: a center for early reading and writing, a center for mathematical activities, a center for construction activities, art and music centers, drama activities, sand and water play, family role-play, and solitude, center for nature and research activities, center for manipulative activities and social games. These centers are equipped with diverse and stimulating didactic materials, but also with various unstructured materials that encourage children's creativity. Within the centers, activities are structured with regard to the interests and needs of the children and in accordance with their developmental level. This approach to child education and environmental organization requires a competent educator whose role is to observe, document, and adapt the space to the children's interests and needs. The educator is expected to recognize situations where their involvement in children's activities is desirable, as well as when it would disrupt the dynamics of children's interactions and learning. In his approach, the educator can implement work methods, activities or materials that are originally linked to alternative pedagogical approaches (Montessori, Reggio, Waldorf, Anji and others), and each of them see the importance of a quality spatial environment in their own way. The space as the third teacher offers opportunities for active learning, the acquisition of lasting knowledge, and the exchange of experiences with others. Ultimately, the goal is for the child to develop into an independent being, ready to embrace the risks of exploration and experimentation, in order to respond to the increasingly complex demands placed on them in lifelong learning
The influence of playing video games on the computer literacy of elementary school children
No full textOvaj diplomski rad istražuje utjecaj igranja videoigara na računalnu pismenost djece osnovnoškolske dobi te glavne teme rada uključuju videoigre, igrifikaciju, računalnu pismenost te kurikulum za nastavni predmet informatike (u ovome slučaju 3. i 4. razreda osnovne škole). Cilj ovog istraživanja je istražiti utjecaj videoigara na razvoj računalne pismenosti osnovnoškolske djece. Istraživat će se vrsta videoigara i količina igranja videoigara te koliko one mogu utjecati na računalnu pismenost, odnosno na korištenje digitalnih alata. Cilj je produbiti razumijevanje povezanosti između videoigara i računalne pismenosti kako bi se uvidjelo utječu li kompleksnije videoigre jednako ili više nego li manje kompleksne videoigre na računalnu pismenost. Također će se dobiti uvid u to koliko vremena dječaci odvajaju na videoigre naspram djevojčica te koliko različite videoigre igraju dječaci naspram djevojčica te kakve igre preferiraju jedni i drugi, a što bi moglo biti povezano s računalnom pismenošću. Istraživanje se odvijalo putem anketnog upitnika na Google obrascima gdje su učenici samostalno, uz nadzor studenta i profesora informatike, odgovarali na pitanja koja su u anketnome upitniku postavljena. Rezultati istraživanja ukazuju na to da su učenice i učenici koji provode više vremena u igranju videoigara podjednako računalno pismeni kao i učenice i učenici koji ne provode toliko vremena u igranju videoigara.This thesis investigates the impact of playing video games on the computer literacy of elementary school children, and the main topics of the paper include video games, gamification, computer literacy, and the curriculum for the computer science subject (in this case, 3rd and 4th grades of elementary school). The aim of this research is to investigate the impact of video games on the development of computer literacy of elementary school children. The type of video games and the amount of playing video games will be investigated, as well as how they can affect computer literacy, that is, the use of digital tools. The goal is to deepen the understanding of the relationship between video games and computer literacy in order to see whether more complex video games affect computer literacy equally or more than less complex video games. It will also provide insight into how much time boys vs. girls spend playing video games, and how many different video games boys vs. girls play, and what kind of games they both prefer, which might be related to computer literacy. The research was carried out through a questionnaire on Google forms, where the students independently, under the supervision of a computer science student and professor, answered the questions that were asked in the questionnaire. From the research, it can be concluded that students who spend more time playing video games have the same knowledge of computer literacy as students who do not play video games as much
Eco school as a model for implementing education for sustainability in early and preschool education
No full textObrazovanje za okoliš i održivi razvoj nešto je s čime se uvelike kasni. Ulažu se veliki napori pojedinih struktura, ali nedostaje sustavna podrška i obveza provođenja takvih sadržaja u odgojno-obrazovnim ustanovama za rani i predškolski odgoj i obrazovanje. Entuzijasti i zaljubljenici u prirodu i okoliš nastoje svoju ljubav i sklonost prirodi prenijeti na mlađe generacije. Neki uspiju, ali potrebno je puno više. Program Eko škole također je vrlo pozitivan i dobar projekt u koji su uključene institucije, ali nakon određenih godina može se reći da interes za isti pomalo opada. Mali je broj skupina u vrtićima koje su uključene u takve programe. Formalno obrazovanje o obrazovanju za okoliš i održivi razvoj prisutno je i dostupno, no prema primjerima iz prakse takve se aktivnosti još uvijek slabo provode. Važnost ovakvih aktivnosti i promjene koje one donose u živote djece, ali i roditelja, trebaju biti poticaj svim dionicima odgojno-obrazovnog sustava. Da bi se vidjele velike i značajne promjene, potrebno je krenuti od odraslih i onih koji su zaduženi za provedbu. Onog trenutka kada shvate važnost, potrebu i nužnost takve edukacije, ona će biti veća. Utjecaj i pečat koji danas ostavljamo na okoliš i društvo ponekad je vidljiv odmah, no uglavnom se njegova vidljivost pokaže kasnije. Upravo zbog toga teško je senzibilizirati odrasle. Prirodna prava koja su opisana i spomenuta u ovom radu svakako treba spominjati, isticati i promovirati jer su u današnjem vremenu i društvu potpuno zanemarena. Teško je reći prekršena, jer ih mnogi nisu ni svjesni. Sve ostaje na onim pojedincima koji i dalje žele, vjeruju i teže poticanju promjena, očuvanju prirode i jedinstvenosti. Kada se pogleda u povijest takvih je promjena bilo i prije, samo je sada razlika što nema puno vremena za velike promjene koje su potrebne.Education for the environment and sustainable development are greatly delayed. Individual structures are making great efforts, but there is a lack of systematic support and obligation to implement such content in educational institutions for early and preschool education. Enthusiasts and lovers of nature and the environment try to pass on their love and preference for nature to the younger generations. Some succeed, but much more is needed. The Eco School program is also a very positive and good project in which institutions are involved, and after certain years, it can be said that interest decreases a little. The number of groups in kindergartens, which are included in such programs, is small. Formal education on education for the environment and sustainable development is present and available, but according to examples from practice, such activities are still poorly implemented. The importance of such activities and the changes they make in children's lives, as well as in parents' lives, should be an incentive for all stakeholders in the educational system. To see major and significant changes, it is necessary to start with adults and those who are in charge of implementation. The moment they realize the importance, need and necessity of such education, its occurrence will be greater. The impact and imprint we leave today on the environment and in society is sometimes immediately visible, but mostly its visibility is shown later. This is exactly why it is difficult to sensitize adults. The natural rights that are described and mentioned in this paper should certainly be mentioned, emphasized, and promoted because in today's time and society, they have been completely neglected. It is difficult to say violated because many people are not even aware of them.Everything remains up to those individuals who still want, believe, and strive to encourage changes, to preserve nature and uniqueness. But when you look through. in history, such changes have been made before, only now the only difference is that there is not much time
The phenomenon of absolute pitch in children
No full textApsolutni sluh, sposobnost identifikacije ili reprodukcije određenog tona bez referentnog tona, predstavlja jedan od najfascinantnijih aspekata ljudske percepcije i muzikalnosti. Iako je rijedak među općom populacijom, apsolutni sluh je češći kod djece koja rano započnu formalno muzičko obrazovanje, osobito prije sedme godine života. Ovaj fenomen potiče mnoga istraživanja, jer otkriva značajne informacije o funkcionalnosti mozga, kognitivnim procesima i utjecaju okoline na razvoj muzikalnosti. Istraživanja apsolutnog sluha upućuju na nasljedne faktore, iako genetička predispozicija sama po sebi nije dovoljna. Okolina i rano glazbeno učenje također su od iznimne važnosti. Djeca koja su izložena strukturiranom glazbenom obrazovanju u ranim godinama imaju veću vjerojatnost za razvoj ove sposobnosti. Plastičnost mozga u ranom djetinjstvu bitna je za razvoj apsolutnog sluha. Neuroznanstvena istraživanja otkrila su da osobe s apsolutnim sluhom imaju specifične strukturne razlike u mozgu, uključujući povećanu aktivnost u lijevom planumu temporale, regiji povezanoj s procesiranjem zvuka i glazbom. Ovo sugerira da bi apsolutni sluh mogao biti rezultat specifičnih neuralnih organizacija koje omogućuju precizno kodiranje i prepoznavanje tonova. Osim genetskih i neurobioloških aspekata, kulturni i socijalni faktori također utječu na razvoj apsolutnog sluha. Na primjer, u kulturama gdje su tonalni jezici poput kineskog, veća je prevalencija apsolutnog sluha među tim stanovništvom. To podržava teoriju da stalna izloženost tonalnim razlikama u jeziku može pomoći u razvijanju ove sposobnosti. Fenomen apsolutnog sluha kod djece nudi jedinstven uvid u interakciju genetskih, neurobioloških i okolišnih faktora. Istraživanje ovog fenomena ne samo da pomaže u razumijevanju muzikalnosti i perceptivnih sposobnosti, već također može imati šire implikacije na obrazovne strategije. U konačnici, apsolutni sluh ostaje područje koje potiče mnoge znanstvene debate i nastavlja intrigirati istraživače širom svijeta.Absolute pitch, the ability to identify or reproduce a certain tone without a reference tone, represents one of the most fascinating aspects of human perception and musicality. Although rare in the general population, absolute hearing is more common in children who begin formal music education early, especially before the age of seven. This phenomenon stimulates a lot of research, because it reveals significant information about the functionality of the brain, cognitive processes and the influence of the environment on the development of musicality. Research on absolute pitch points to hereditary factors, although genetic predisposition alone is not sufficient. Environment and early musical learning are also extremely important. Children who are exposed to structured music education in the early years are more likely to develop this ability. Brain plasticity in early childhood is essential for the development of absolute hearing. Neuroscientific research has revealed that people with absolute hearing have specific structural differences in the brain, including increased activity in the left planum temporale, a region associated with sound processing and music. This suggests that absolute pitch may be the result of specific neural organizations that enable precise encoding and recognition of tones. In addition to genetic and neurobiological aspects, cultural and social factors also influence the development of absolute pitch. For example, in cultures where the languages are tonal like Chinese, there is a higher prevalence of absolute pitch among that population. This supports the theory that constant exposure to tonal differences in language can help develop this ability. The phenomenon of absolute pitch in children offers a unique insight into the interaction of genetic, neurobiological and environmental factors. Research into this phenomenon not only helps in understanding musicality and perceptual abilities, but may also have broader implications for educational strategies. Ultimately, absolute pitch remains an area that fuels much scientific debate and continues to intrigue researchers around the world
Bilingualism in preschool age
No full textDanas se rano poznavanje dvaju ili više jezika smatra izrazito korisnom vještinom koju djeca lako svladaju i uče već u predškolskoj dobi. U radu se iznose višestruki pozitivni učinci rane dvojezičnosti na komunikacijskoj, kulturalnoj, kognitivnoj razini razvoja djece. Zbog starih mitova o dvojezičnosti proizašla su s druge strane negativna mišljenja u širu javnost koja se smatraju neutemeljenima zbog neznanja. Zbog toga se dvojezičnost dugo smatrala nepoželjnom u ranoj dječjoj dobi. Taj fenomen javljao se kod manjih jezičnih zajednica koje su se morale uklopiti s govornicima „velikih jezika“ iz raznih razloga kako bi bili prihvaćeni u društvo i život toga područja. U radu se spominju važni čimbenici koji utječu na usvajanje jezika u procesu učenja prije pojave govornih vještina. Posebno se ističe čimbenik okruženja koji djetetu nudi kvalitetu i kvantitetu usvajanja pravilnog govora. Važne su faze usvajanja jezika, utjecaj jednog jezika na usvajanje drugog te dominacija jednoga nad drugim. Djeca se susreću s raznim poteškoćama, no one nemaju negativnih ishoda, već s vremenom spontano nestanu. Dvojezičnost unatoč mnogim istraživanjima još nema dogovorenu zajedničku definiciju. Stoga je cilj ovog rada iznijeti izvještaje o procesima usvajanja prvog jezika u ranoj dobi, definicijama dvojezičnosti, utjecaju prvoga na usvajanje drugoga jezika, poteškoćama i kritičnom periodu usvajanja drugog jezika, podjelom dvojezičnosti te općenito pozitivnim i negativnim stavovima o takvoj vrsti odrastanja. Uloga i partnerstvo roditelja i odgajatelja posebno će se naglasiti. Zbog toga se u ovome radu želi potaknuti motiviranost i sudjelovanje za uspješno provođenje ovog fenomena u ranom i predškolskom odgoju i obrazovanju djece.Today, early knowledge of two or more languages is considered an extremely useful skill that children can easily master and learn already at preschool age. The paper presents the multiple positive effects of early bilingualism on the communicative, cultural, and cognitive level of children's development. On the other hand, due to the old myths about bilingualism, negative opinions have emerged in the general public, which are considered unfounded due to ignorance. For this reason, bilingualism has long been considered undesirable in early childhood. This phenomenon occurred in smaller language communities that had to blend in with the speakers of the "big languages" for various reasons in order to be accepted into the society and life of that area. The paper mentions important factors that influence language acquisition in the learning process before the emergence of speaking skills. The factor of the environment that offers the child the quality and quantity of acquiring correct speech is particularly noteworthy. The stages of language acquisition, the influence of one language on the acquisition of another and the dominance of one over the other are important. Children encounter various difficulties, but they do not have negative outcomes, but disappear spontaneously over time. Despite many studies, bilingualism does not yet have an agreed common definition. Therefore, the aim of this paper is to present reports on the processes of acquiring a first language at an early age, definitions of bilingualism, the influence of the first on the acquisition of a second language, the difficulties and critical period of acquiring a second language, the division of bilingualism and generally positive and negative attitudes about this type of upbringing. The role and partnership of parents and educators will be especially emphasized, which is why this work aims to encourage motivation and participation for a successful process and implementation of this phenomenon in early and preschool education of children
Processing Of Children's Counters And Songs In Early Preshool Age
No full textOdabir teme za završni rad proizlazi iz mojeg osobnog interesa prema glazbenoj pedagogiji koja je započela tijekom mojeg obrazovanja u glazbenoj školi gdje sam učila svirati violinu. Motivirana uvjerenjem da je rano djetinjstvo ključno za razvoj kreativnosti, posebno u glazbi, odlučila sam istražiti kako, zašto i na koji način se mogu s djecom predškolske dobi obraditi dječje brojalice i pjesme. U završnom radu raspravlja se o obradi dječjih brojalica i pjesama u ranoj predškolskoj dobi. Procjenjuje se utjecaj glazbe u ranoj predškolskoj dobi djeteta; te načini i metodičke obrade dječjih brojalica i pjesama za djecu predškolske dobi. Tema završnog rada je „Obrada dječjih brojalica i pjesama u ranoj predškolskoj dobi“. Cilj ovog rada je prikazati i pokazati da postoje metodički dobro osmišljeni i utemeljeni načini rada s predškolskom djecom na temu obrade dječjih brojalica i pjesama. Razrada teme je podijeljena u dva dijela: brojalice i pjesme. Brojalice uključuju vrste brojalica, vrijednost brojalice u odgojno-obrazovnom radu, obrade dječjih brojalica; te metodički pristup. Pjesme su podijeljene na dječje pjesme i pjesme za djecu koje uključuju sve elemente glazbenog djela, te obradu dječjih pjesama i metodički pristup. Zapažanja i zaključci rezultat su pronalaženja i istraživanja relevantne literature koja pruža kreativne i metodički osmišljene pristupe radu s djecom predškolske dobi u obradi dječjih brojalica i pjesama.The topic of this dissertation was inspired by my personal interest for music pedagogy which started during my music education as a violinist. Motivated by belief that early years are the key ones for development of creative thinking, especially in music, I decided to explore how, why and in which ways can children be taught nursery rhymes and children songs. This dissertation discusses Teaching nursery thymes and children’s songs to children of early pre-school age. It assesses the influence/impact of music and the ways of methodical teaching of nursey rhymes and children’s songs for the pre-school aged children. The topic of this dissertation is Teaching nursery thymes and children’s songs to children of early pre-school age. The aim of this dissertation is to showcase methodically well designed and evidencebased ways of teaching nursery rhymes and songs to pre-school aged children. Elaboration of the topic is divided in two parts: Nursery rhymes and songs. Nursery rhymes part includes types of nursey rhymes, value of nursery rhymes in educational context, teaching nursery rhymes and methodical approaches. Part two, Songs, includes children’s songs, songs for children which include all the parts of a musical piece, teaching songs and methodical approaches. Observations and findings are the result of research of the relevant literature which provides creative and methodically designed approaches of teaching nursery rhymes and songs to children of pre-school age
Speech difficulties in young school-age students from the teachers' perspective
No full textGovor je osnovno sredstvo ljudske komunikacije te kao takvo izdvaja čovjeka od drugih živih bića. Govorom se zadovoljavaju socijalne potrebe svakog pojedinca, a nastaje sukladno određenoj kronološkoj dobi djeteta, u određeno vrijeme fizičkog i kognitivnog razvoja. Pitanje govorno-jezičnog razvoja zanimalo je mnogobrojne teoretičare, a u radu su istaknuta stajališta biheviorista, nativista, kognitivista te predstavnika funkcionalne teorije. Osim toga, istaknuta je i uloga odraslih u govorno-jezičnom razvoju djeteta. Naime, poticajno socijalno okruženje predstavlja iznimno važnu ulogu za svekoliki razvoj djeteta, pa tako i govornojezični. Također, od iznimne je važnosti istaknuti i da svako dijete ima svoju individualnu razvojnu liniju, a ona može odstupati do određene mjere. Iz toga je razloga izuzetno važno znati kada neko odstupanje procijeniti kao zaostajanje ili teškoću, te posljedično i kako pomoći u ublažavanju ili uklanjanju iste. U radu su opisani češći govorni poremećaji u osnovnoškolskoj dobi. Riječ je o poremećaju artikulacije ili dislaliji, specifičnim teškoćama učenja – disleksiji i disgrafiji, poremećaju ritma i tempa govora ili mucanju, razvojnim smetnjama u simbolizaciji - disfaziji te poremećaju glasa - rinolaliji. Osnovni cilj rada bio je ispitati iskustva i stavove učitelja u radu s djecom s govorno-jezičnim teškoćama. Istraživanje je provedeno anketnim upitnikom u kojemu su ispitanici odgovarali na pitanja o trenutnom broju učenika s govorno-jezičnim teškoćama u njihovim razredima, stavu o porastu broja učenika s govorno-jezičnim teškoćama, najčešćim govorno-jezičnim teškoćama s kojima su se susreli u radu, najtežem slučaju s kojim su se dosad susreli, suradnji s roditeljima i stručnom službom, uočenim pomacima, ali i vlastitoj educiranosti u radu s navedenim učenicima. Analizom prikupljenih podataka pokazalo se da su se ispitanici najčešće susretali s dislalijom, a učenike s tom teškoćom navode i kao najteže slučajeve s kojima su se susreli. Nadalje, utvrđeno je i da većina ispitanika u radu s djecom s govorno-jezičnim teškoćama surađuje s logopedima te ostvaruje dobru suradnju s roditeljima. Ipak, ne smije se zanemariti popriličan broj ispitanika koji ne surađuje s roditeljima niti logopedima što predstavlja veliki problem.
Osim toga, utvrđeno je i da se većina učitelja ne smatra dovoljno educiranima za rad s učenicima s govorno-jezičnim teškoćama što ukazuje na nužna dodatna stručna usavršavanja.Speech is the primary means of human communication and, as such, distinguishes humans from other living beings. Speech satisfies the social needs of each individual and develops according to a child's chronological age, during specific periods of physical and cognitive development. The issue of speech and language development has intrigued many theorists, and this work highlights the perspectives of behaviorists, nativists, cognitivists, and representatives of functional theory. Additionally, the role of adults in a child's speech and language development is emphasized. A stimulating social environment plays an extremely important role in a child's overall development, including speech and language. It is also crucial to emphasize that every child has an individual developmental trajectory, which can deviate to some extent. Therefore, it is essential to know when a deviation should be assessed as a delay or difficulty, and consequently, how to help mitigate or eliminate it. The work describes common speech disorders in primary school children. These include articulation disorders or dyslalia, specific learning disabilities – dyslexia and dysgraphia, rhythm and speech tempo disorders or stuttering, developmental difficulties in symbolization – dysphasia, and voice disorders – rhinolalia. The primary aim of the work was to examine teachers' experiences and attitudes in working with children with speech and language difficulties. The research was conducted through a survey questionnaire in which respondents answered questions about the current number of students with speech and language difficulties in their classes, their views on the increase in the number of students with these difficulties, the most common speech and language difficulties they encountered in their work, the most severe cases they have encountered so far, cooperation with parents and professional services, observed improvements, and their own level of education in working with these students. Analysis of the collected data showed that the respondents most frequently encountered dyslalia, and they also cited students with this difficulty as the most severe cases they had encountered. Furthermore, it was found that most respondents collaborate with speech therapists in their work with children with speech and language difficulties and have good cooperation with parents. However, a considerable number of respondents do not collaborate with parents or speech therapists, which represents a significant problem. Additionally, it was found that most teachers do not consider themselves adequately educated to work with students with speech and language difficulties, indicating the need for additional professional development
Film Literacy in Early and Preschool Education
No full textFilmska pismenost odnosi se na razvijanje kritičkog razumijevanja filma, filmske kulture i stvaralaštva u filmskom mediju. Integracijom filmske pismenosti u programe ranog i predškolskog odgoja i obrazovanja stvara se potencijal za proširivanje dječjeg iskustva s filmskom umjetnošću, kao i kreativni rad u bogatom i interaktivnom okruženju koje je poticajno za estetski razvoj djeteta i za razvoj brojnih vještina koje su ključne za njegovu budućnost. Ovaj diplomski rad bavi se temom uvođenja filmske pismenosti kao jednog od ključnih aspekata medijskog obrazovanja u ustanove ranog i predškolskog odgoja i obrazovanja. U prvom dijelu rada fokus je stavljen na prikaz dokumenata koji ukazuju na važnost uvođenja filmske pismenosti u programe već od treće godine života, zatim na obrazovanje odnosno filmsku edukaciju odgojitelja, ali i roditelja te na prilagodbu usvajanja filmske pismenosti kod djece prema njihovoj dobi. Na kraju rada predstavljen je koncept priprema koji bi odgojiteljima i odgojiteljicama mogao poslužiti kao vodilja za rad s obzirom na to da kroz svoje obrazovanje nemaju predmet koji bi ih pripremio za provođenje filmske pismenosti u vrtiću.Film literacy refers to developing a critical understanding of film, film culture and creativity in the film medium. By integrating film literacy into early and preschool education programs, the potential is created for expanding children's experience with film art, as well as creative work in a rich and interactive environment that is stimulating for the aesthetic development of the child and for the development of numerous skills that are crucial for his future. This graduate thesis deals with the topic of introducing film literacy as one of the key aspects of media education in early and preschool education institutions. In the first part of the paper, the focus is on the presentation of documents that indicate the importance of introducing film literacy into programs as early as the age of three, then on education, i.e. film education of teachers, but also parents, and on the adaptation of the adoption of film literacy to children according to their age. At the end of the paper, the concept of preparation is presented, which could serve as a guide for educators, given that they do not have a subject through their education that would prepare them for the implementation of film literacy in kindergarten
Učenje fraznih glagola koristeći kognitivnolingvistički pristup
No full textThis thesis explores methods for teaching phrasal verbs to young English as a Foreign Language (EFL) learners using the Cognitive Linguistic approach. The Cognitive Linguistic approach is shown to be an effective way to teach figurative expressions, as it helps students understand metaphors which motivate them and the importance of particles in phrasal verbs. This paper argues for the explicit teaching of figurative language to young learners. It also emphasizes the importance of selecting phrasal verbs that align with the students’ cognitive level, interests, and age.
The thesis is divided into two parts: 1) an overview of vocabulary teaching in L2 and teaching methods that could be used with young learners; an overview of the Cognitive Linguistic approach to figurative language and its potential in teaching English phrasal verbs; 2) a lesson plan for teaching phrasal verbs to young EFL learners.
The proposed lesson plan is aimed at fourth-grade students, and it strategically links the meanings of the selected phrasal verbs with the meanings of particles. The selected phrasal verbs are grouped around the particles up and down and are linked conceptually. The lesson plan has been designed to introduce students to figurative language in a clear, engaging, and age-appropriate manner, while using the methods described in the theoretical part of the thesis.Ovaj rad istražuje metode za poučavanje fraznih glagola učenicima mlađe školske dobi koji uče engleski kao strani jezik koristeći kognitivnolingvistički pristup. Kognitivnolingvistički pristup pokazao se kao učinkovit način poučavanja figurativnih izraza jer pomaže učenicima razumjeti metafore koje ih motiviraju i važnost čestica u fraznim glagolima. U radu se zagovara eksplicitno poučavanje figurativnog jezika učenicima mlađe školske dobi. Također se naglašava važnost odabira fraznih glagola koji su u skladu s kognitivnom razinom, interesima i dobi učenika.
Rad je podijeljen u dva dijela. Prvi dio se sastoji od teorijskog pregleda poučavanja vokabulara u stranom jeziku, metoda poučavanja koje se mogu koristiti kod učenika mlađe školske dobi te pregleda kognitivnolingvističkog pristupa figurativnom jeziku i njegovog potencijala u poučavanju fraznih glagola. Drugi dio je plan sata poučavanja fraznih glagola za učenike četvrtog razreda osnovne škole.
Predloženi plan sata namijenjen je učenicima četvrtog razreda i strateški povezuje značenja odabranih fraznih glagola sa značenjima čestica. Frazni glagoli grupirani su oko čestica up i down i konceptualne su povezani. Plan sata osmišljen je kako bi učenicima na jasan, zanimljiv i primjeren način predstavio figurativni jezik, koristeći metode opisane u teorijskom dijelu rada