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Age differences in the nutritional status of preschool children
No full textCilj provedenog istraživanja bio je utvrditi dobne razlike u stanju uhranjenosti unutra dvije skupine djece predškolske dobi. Istraživanje je provedeno u Dječjem vrtiću Malešnica, a uzorak ispitanika činilo je 37 djece u dobi od 4 do 7 godina, od čega je 19 djevojčica i 18 dječaka. Za potrebe istraživanja prikupljeni su podaci o dobi i spolu, tjelesnoj masi (TM) i tjelesnoj visini (TV). Pomoću podataka prikupljenih u 2023. godini izračunat je indeks tjelesne mase (ITM) te njegov percentil (% ITM) na temelju kojeg je utvrđeno stanje uhranjenosti djece. Također, zbog porasta broja djece s poremećajem u prehrani, posebice pretilosti, u radu se osvrće na važnost pravilne prehrane i tjelesne aktivnosti. Kontinuiranim praćenjem rasta i razvoja djece moguće je na vrijeme uočiti promijene te pravovremeno intervenirati. Rezultati istraživanja pokazali su kako je od ukupnog broja ispitanika više od polovice, njih 67,57% normalne tjelesne težine, 8,11% djece pripada skupini pothranjenosti, 10,81% djece ima prekomjernu tjelesnu težinu, a čak 13, 51% je pretilo. Uspoređujući dobne razlike u statusu uhranjenosti nisu uočena veća odstupanja.The research goal for this paper is the determination of age differences in a nutrition state between two preschool children age groups. The research was conducted in “Dječji vrtić Malešnica” with 37 respondents with the age span from 4 to 7 years of age, of which there were 19 girls and 18 boys. The parameters needed for the research, that were taken as measurements were the sex of the respondent, body mass (BM) and body height (BH). A body mass index (BMI) and its percentage (%BMI) was calculated with the data collected in 2023. with which the nutrition state of the children was established. Also, with an increase in the number of children with a nutritional disorder, especially being overweight, the paper highlights the importance of a balanced diet and physical exercise. With regular growth and development monitoring discrepancies can be detected and they can be acted upon in an appropriate timeframe. The research results show that more than half of the respondents 67,57% to be precise have a standard body mass, but 8,11% of the respondents fall in the area of malnutrition, 10,81% of the respondents are overweight and even 13,51% of the respondents are obese. There were no discrepancies detected in comparison of age differences in the nutrition state
Attitudes and knowledge of early and preschool education students about breastfeeding
No full textDojenje je jedini način prehrane koji dojenčetu osigurava optimalne uvjete za pravilan i cjelovit rast i razvoj te ima dugotrajan učinak na djetetovo zdravlje do odrasle dobi. Dojenje je najbolji način sprječavanja bolesti i promicanja zdravlja djeteta i majke, ali i najekonomičniji način prehrane djeteta. Za uspješno uspostavljanje i održavanje dojenja važna je podrška koju majka ima od zdravstvenih djelatnika i svoje obitelji, ali i od odgojitelja prilikom polaska djeteta u vrti . Istraživanje prikazano u ovom radu imalo je cilj ispitati stavove i znanja studenata ranog i predškolskog odgoja i obrazovanja o dojenju. U istraživanju je sudjelovalo 112 studenata diplomskog studija ranog i predškolskog odgoja i obrazovanja na Učiteljskom fakultetu Sveučilišta u Zagrebu. Podaci su prikupljeni uporabom validiranog BIAKQ upitnika za ispitivanje namjera, znanja i stavova o dojenju učenika i studenata. Za statističku analizu korišteni su Kruskal-Wallisov i Mann-Whitneyev U test. Istraživanje je pokazalo zadovoljavajuće znanje studenata o dojenju, no stavovi o dojenju u mnogim slučajevima nisu bili u skladu sa stručnim preporukama. Većina studenata (73.2%) mišljenja je da sadržaji o dojenju i laktaciji nisu u dovoljnoj mjeri zastupljeni u studijskom programu što, uz rezultate stavova i znanja, naglašava potrebu za dodatnom edukacijom i uvođenjem više sadržaja o dojenju u studijske programe. Ovo istraživanje daje vrijedan doprinos stručnjacima i istraživačima ranog i predškolskog odgoja i obrazovanja, ali i svima onima kojima je cilj unaprijediti teoriju i praksu, a samim time i promovirati dobrobiti dojenja djece.Breastfeeding is the only way of nutrition that provides the infant with optimal conditions for proper and complete growth and development and has a long-term effect on the child's health until adulthood. Breastfeeding is the best way to prevent disease and promote the health of the child and mother, but also the most economical way of feeding a child. For the successful establishment and maintenance of breastfeeding, the support that the mother has from health workers and her family, but also from educators when the child starts kindergarten, is important. The aim of the research presented in this paper was to examine the attitudes and knowledge of early and preschool education students about breastfeeding. 112 graduate students of early and preschool education at the University of Zagreb's Faculty of Teachers participated in the research. The data were collected using the validated BIAKQ questionnaire for examining the intentions, knowledge and attitudes about breastfeeding of pupils and students. Kruskal-Wallis and Mann-Whitney U tests were used for statistical analysis. The research showed that the students' knowledge about breastfeeding was satisfactory, but the attitudes about breastfeeding in many cases were not in accordance with professional recommendations. The majority of students (73.2%) are of the opinion that content on breastfeeding and lactation is not sufficiently represented in the study program, which, along with the results of attitudes and knowledge, emphasizes the need for additional education and the introduction of more content on breastfeeding in study programs. This research provides a valuable contribution to experts and researchers of early and preschool education, but also to all those whose goal is to advance theory and practice, and thus promote the benefits of breastfeeding children
Relationship between work - family roles and mothers´ parental behaviour
No full textRadna i roditeljska uloga centralne su uloge u životima brojnih odraslih osoba, a iako obuhvaćaju različite zadatke, povezane su i međusobno mogu utjecati jedna na drugu. Konkretno, kada pojedinac osjeća preopterećenje zadacima jedne ili obje uloge može doći do smanjenog funkcioniranja u radnoj i/ili roditeljskoj ulozi, odnosno sukoba radne i roditeljske uloge. Glavni cilj ovog istraživanja bio je ispitati povezanost sukoba radne i roditeljske uloge (odnosno doživljaja sukoba radne uloge s roditeljskom i doživljaja sukoba roditeljske uloge s radnom) s roditeljskim ponašanjem majki u smislu podrške, restriktivne kontrole i popustljivosti, a dodatno se ispitala povezanost doživljaja sukoba radne i roditeljske uloge, i obratno, s brojem djece i zahtjevnosti posla majke. U istraživanju je sudjelovalo je 208 zaposlenih majki koje su ispunile online upitnik u kojem su se koristili sljedeći instrumenti: Upitnik prelijevanja posaoobitelj (Wayne i sur., 2004) za mjerenje sukoba radne i roditeljske uloge, Upitnik roditeljskog ponašanja (Keresteš i sur., 2012) za ispitivanje roditeljskog ponašanja te jedna čestica za ispitivanje zahtjevnosti posla. Također, sudionice su ispunile upitnik o socio-demografskim podacima uz dodatna pitanja o preraspodjeli kućanskih poslova (za sudionice koje su u bračnom ili partnerskom odnosu). Rezultati su pokazali kako zaposlene majke procjenjuju da doživljavaju više sukoba radne s obiteljskom, odnosno roditeljskom ulogom, nego obiteljske s radnom ulogom. Nadalje, dobivena je pozitivna povezanost sukoba obje uloge s restriktivnom kontrolom, te negativna povezanost s roditeljskom podrškom. Dimenzija roditeljske popustljivosti pokazala se statistički značajno pozitivno povezana samo s doživljavanjem sukoba roditeljske i radne uloge, ali ne i sa sukobom radne i roditeljske uloge. Nadalje, zahtjevnost posla pokazala se pozitivno povezana sa sukobom uloga samo u smjeru rad-obitelj. Suprotno od očekivanog, broj djece u obitelji nije povezan sa sukobom radne i roditeljske uloge. Naposlijetku, sukob radne i roditeljske uloge pokazao se kao negativni prediktor roditeljske podrške, a sukob roditeljske i radne uloge kao pozitivni prediktor restriktivne kontrole i popustljivosti zaposlenih majki.Work and parental roles are central roles in the lives of many adults, and although they include different tasks, they are connected and can influence each other. When an individual feels overloaded with the tasks of one or both roles, they may experience reduced functioning in the work and/or parental role, creating a conflict that can go both ways between the work and parental role also known in literature as simply work-family conflict. The main aim of this research was to examine the relation between work-family conflict (the experience of conflict between work and parental roles and the experience of conflict between parental and work roles) with mothers' parental behaviour in terms of parental support, restrictive control, and permissiveness. In addition, the relationship between work-family conflict and the number of children, as well as mothers’ perceived work demandingness was examined. 208 working mothers participated in an online survey which included the following instruments: Work-Family Spillover Questionnaire (Wayne et al., 2004) was used to measure the conflict between work and parental roles, Parental Behaviour Questionnaire (Keresteš et al., 2012) was used to examine parental behaviour, and one item was used to examine perceived work demandingness. Also, the participants filled out a questionnaire on socio-demographic data with additional questions about the distribution of household chores (for respondents who are married or in a partner relationship) and their satisfaction with that distribution. The results showed that working mothers perceive that they experience higher work-family conflict than family-work conflict. The conflict in both ways is positively related to mothers’ parental restrictive control, and negatively to parental support. The dimension of parental permissiveness is positively related only to family-work conflict. Furthermore, mothers’ perceived work demandingness is positively related only to the work-family role conflict. Contrary to expectations, the number of children in the family is not related to any work-family conflict. Finally, the work–family conflict turned out to be a negative predictor only for parental support, while the family-work role conflict is a positive predictor for restrictive control and permissive parental behaviour of working mothers
Early education based on Montessori pedagogical concept
No full textMontessori pedagoška koncepcija oblikovana je na temelju promatranja djeteta i kao takva stavila je dijete i njegove potrebe u samo središte. Pedagoška koncepcija sadrži načela i pravila koje su nepromjenjive od njenog začetka i kao takva su ostala primjenjiva na svu djecu. Montessori pedagogiju razvila je talijanska liječnica i pedagoginja Maria Montessori.
U Montessori pedagoškoj koncepciji veliki se značaj pridaje razdobljima posebne osjetljivosti koja je Montessori preuzela od nizozemskog znanstvenika Huga de Vriesa. Po toj ideji, djeca u određenom razdoblju posjeduju „glad za učenjem“ za određeni sadržaj, te je upravo to vrijeme najbolje da im se takvi sadržaji ponude kako bi oni razvili i usavršili svoje vještine.
U radu će poseban naglasak biti stavljen na pripremljenu okolinu tj. na posebne Montessori materijale za sva područja dječjeg razvoja, na okruženje te na specifičnosti odgojiteljevih uloga u ovom pedagoškom pristupu.The Montessori pedagogical concept was formed on observing the child and, as such, places the child and their needs at the very center.. The pedagogical concept contains principles and rules that haveremained unchanged and as such is applicable to all children. It was developed by the Italian doctor and pedagogue Maria Montessori.
The Montessori pedagogical concept emphasizes the importance of recognizing periods of particular sensitivity that children enter during early development, and because of them, children are provided with the opportunity to learn and develop certain skills easily during these periods.
Through understanding this pedagogical concept, we recognise the importance of materials, space and educators when applaying it in working with children who are in early development
Parents attitudes towa0rds physical exercise for children in early and preschool age
No full textStavovi roditelja o tjelesnom vježbanju djece rane i predškolske dobi ključni su za oblikovanje zdravih navika i cjelokupan razvoj djece. Ovo razdoblje, koje traje od rođenja do šeste godine, kritično je za usvajanje osnovnih fizičkih, emocionalnih, socijalnih i kognitivnih vještina. Roditelji svojim primjerom, podrškom i pozitivnim stavovima mogu značajno utjecati na djetetovu motivaciju i ljubav prema tjelesnoj aktivnosti. Tjelesna aktivnost ne samo da poboljšava fizičko zdravlje, već igra ključnu ulogu u emocionalnom i socijalnom razvoju djece, potiču i samopouzdanje, smanjuju i stres i poboljšavaju i socijalne vještine. U današnjem sjedilačkom društvu, posebno je važno osvijestiti roditelje o važnosti tjelesne aktivnosti kako bi mogli podržati svoje dijete u razvoju zdravog i aktivnog života. Cilj ovog istraživanja bio je saznati stavove roditelja o tjelesnom vježbanju djece rane i predškolske dobi.Parents' attitudes towards physical exercise for children in early and preschool age are crucial for shaping healthy habits and the overall development of children. This period, which lasts from birth to the age of six, is critical for acquiring basic physical, emotional, social, and cognitive skills. Parents, through their example, support, and positive attitudes, can significantly influence a child's motivation and love for physical activity. Physical activity not only improves physical health but also plays a key role in the emotional and social development of children, boosting self-confidence, reducing stress, and enhancing social skills. In today's sedentary society, it is especially important to raise parents' awareness of the importance of physical activity so that they can support their child in developing a healthy and active lifestyle. The aim of this research was to determine the attitudes of parents towards physical exercise for children in early and preschool age
The influence of general preparatory exercises on the physiological load of preschool children
No full textU današnje suvremeno doba djeca predškolske dobi sve manje vremena provode u tjelesnim aktivnostima te sve više vremena provode ispred ekrana raznih elektroničkih uređaja. porastu je i pretilost kod djece koja je posljedica sjedila kog načina života. Tjelesna aktivnost pozitivno utječe na pravilan rast i razvoj organizma, na razvoj samopouzdanja te zdravih navika vježbanja svakog djeteta. Kako bi se uspješno djelovalo na transformaciju antropološkog statusa kod djece potrebno je sustavno, programirano i promišljeno provođenje satova kineziološke kulture u odgojno-obrazovnim ustanovama od strane stručnjaka. Odgojitelji su ti koji planiraju, programiraju i provode sadržaje satova tjelesne i zdravstvene kulture . Također, odgojitelji imaju glavnu ulogu u postizanju optimalnog fiziološkog opterećenja kod djece tijekom vježbanja. Mjerenjem pulsa, tj. frekvencije rada srca svakog djeteta dobivaju se podaci o razini fiziološkog opterećenja tijekom sata kineziološke kulture.
U ovom radu istražuje se koji sadržaji u pripremnom dijelu sata postižu kod djece veće fiziološko opterećenje pa su tako provedena 3 sata kineziološke kulture čiji se sadržaji razlikuju samo u pripremnom dijelu sata. Uzorak istraživanja ini 25-tero djece u dobi od 5 – 6,5 godina iz dječjeg vrtića „Kesten“ u gradu Klanjcu. Provedena su 3 sata u kojima su korišteni različiti sadržaji u pripremnom dijelu, dok su svi ostali dijelovi sata ostali isti. Prvi sat provedene su opće pripremne vježbe bez rekvizita, drugi sat provedene su druge opće pripremne vježbe uz glazbu te su na zadnjem korištene vježbe uz rekvizit-loptica.
Prva postavljena hipoteza je da će fiziološko opterećenje opće pripremnih vježbi bez rekvizita biti manje nego u ostala 2 sata, zatim da će fiziološko opterećenje pripremnog dijela s glazbom biti veće nego pripremnog dijela s rekvizitima. Idu a hipoteza je da opće pripremne vježbe statistički značajno utječu na fiziološko opterećenje bez obzira na korišteni sadržaj. Također, istraživalo se postoji li statistički značajna razlika u razini fiziološkog opterećenja djevojčica i dječaka.
Rezultati istraživanja pokazali su kako različiti sadržaji statistički značajno utječu na razinu fiziološkog opterećenja te kako ne postoji statistički značajna razlika u opterećenju s obzirom na spol ispitanika. Mogu i razlozi su zasićenost djece opće pripremnim vježbama bez rekvizita te neodgovarajući odabir glazbe.In today's modern age, children of preschool age spend less and less time in physical activities and spend more time in front of screens of various electronic devices. Obesity among children is also on the rise, which is a consequence of a sedentary lifestyle. Physical activity has a positive effect on the proper growth and development of organism, on the development of self-confidence and healthy exercise habits of every child. In order to successfully act on the transformation of the anthropological status of children, it is necessary to carry out systematic, programmed and deliberate kinesiology lessons in educational institutions by experts. Educators are the ones who plan, program and implement the contents of physical and health education classes. Also, educators have a major role in achieving optimal physiological load in children during exercise. By measuring the pulse of each child, data is obtained on the level of physiological load during the kinesiology culture class.
In this research, it is investigated which contents in the preparatory part of the lesson achieve a greater physiological load in children, so 3 hours of kinesiology culture were conducted, the contents of which differ only in the preparatory part of the lesson. The research sample consists of 25 children between the ages of 5 and 6.5 from the kindergarten "Kesten" in the town of Klanjec. 3 hours were spent in which different contents were used in the preparatory part, while all other parts of the hour remained the same. In the first hour, general preparatory exercises were conducted without props, in the second hour, other general preparatory exercises were conducted with music, and in the last one, exercises were used with a prop-ball.
The first hypothesis is that the physiological load of general preparatory exercises without props will be less than in the other 2 hours, then that the physiological load of the preparatory part with music will be higher than the preparatory part with props. The next hypothesis is that general preparatory exercises have a statistically significant effect on the physiological load, regardless of the content used. Also, it was investigated whether there is a statistically significant difference in the level of physiological load of girls and boys.
The results of the research showed that different contents have a statistically significant effect on the level of physiological load and that there is no statistically significant difference load with regard to the gender of the respondents. Possible reasons are children's saturation with general preparatory exercises without props and inappropriate selection of music
Regional language among children in kindergarden in Zagreb
No full textOvim radom prikazuje se odnos i upotreba zavičajnog govora i standardnog hrvatskog jezika u odgojno-obrazovnim ustanovama na zagrebačkom području te koliko se kajkavsko narječje očuvalo u svojoj upotrebi. Često se pitamo koliki je utjecaj zavičajnog govora u obiteljskom okruženju i u vrtiću te koliko ga često djeca koriste u tim okruženjima. U ovom radu opisana je povijest hrvatskog jezika i kako je nastao standardni hrvatski jezik te tri hrvatska narječja: kajkavsko, štokavsko i čakavsko narječje. Navedene su etape i tijek razvoja govora. Na razvoj govora velik utjecaj imaju i elektronički mediji, a objašnjeni su pozitivni i negativni učinci njihovog korištenja. Dijete od rođenja upoznaje govor sredine u kojoj živi, a polaskom u vrtić postaje višejezična osoba. O djetetovoj okolini ovisi koliko će njegov rječnik biti bogat, a odgojno-obrazovne ustanove djeluju kao poticajno okruženje za pravovremeni razvoj govora i komunikacije. Zavičajni govor treba biti polazište za daljnje planiranje sadržaja i aktivnosti u radu sa djecom. Polaskom u vrtić dijete ne poznaje dovoljno norme standardnog jezika, a uloga odgojitelja je kroz različite igre i vježbe poticati međusobno ispreplitanje zavičajnog i standardnog govora kako bi što jednostavnije ovladalo vlastitim jezičnim idiomom i standardnim hrvatskim jezikom. Primjećuje se sve manja upotreba zavičajnih riječi kod djece, a samim time i sve manje poznavanje osobitosti mjesnoga govora kojem pripada. Do toga dolazi zbog sve većeg utjecaja medija i razvoja tehnologije, globalizacije i migracija stanovništva. Djeca sve više upotrebljavaju tuđice koje naviru sa raznih strana, a time se gubi jezična raznolikost i bogatstvo hrvatskog jezika.This paper shows the relation and the use of mother tongue and the standard Croatian language in educational institutions in the Zagreb area and how well the Kajkavian dialect has been preserved in its use. We often wonder how much influence the mother tongue has in the family environment and in kindergarden, and how often children use it in these environments.
This paper describes the history of the Croatian language and how the standard Croatian language and three Croatian dialects were created: Kajkavian, Štokavian and Chakavian. The stages and course of speech development are described. Electronic media also have a great influence on the development of speech. The positive and negative effects of their use are explained. From birth, a child gets familiar with the language of the environment in which he lives, and when he starts kindergarden, he becomes a multilingual person. How rich his vocabulary will be, depends on the child's environment. Educational institutions act as a stimulating environment for the timely development of speech and communication. The mother tongue should be the starting point for further planning of content and activities when working with children. Starting kindergarten, the child does not know enough about the norms of the standard language. The teacher's role is to encourage the intertwining of native and standard speech through various games and exercises in order for children to master their own language idiom and standard Croatian language as simply as possible. It is noticeable that the use of native words among children is decreasing, and thus the knowledge of the peculiarities of the local speech to which it belongs is decreasing. This is due to the increasing influence of the media and the development of technology, globalization and population migration. Children are increasingly using foreign languages that come from various sources, and thus the linguistic diversity and richness of the Croatian language is being lost
Perception of preschool teachers' abilities and role in the early detection of disorders on the autism spectrum
No full textOvaj rad se bavi tematikom autizma i ulogom odgojitelja u ranom prepoznavanju poremećaja iz spektra autizma (PSA). Autizam se definira kao skupina poremećaja koji se očituju kroz poteškoće u komunikaciji, interakciji i ponašanju. Ključna je uloga odgojitelja u praćenju psihofizičkog razvoja djece te prepoznavanju odstupanja koja mogu ukazivati na PSA, a rano dijagnosticiranje je presudno za pravovremenu intervenciju.
Cilj ovog istraživanja je prikupiti informacije o iskustvima i mišljenjima odgojitelja vezane uz rano prepoznavanje PSA, trenutna znanja odgojitelja PSA te o dostupnim resursima i podršci.
Istraživanje je provedeno putem online ankete u kojem je sudjelovalo 70 ispitanika koji su studenti diplomskog studija Ranog i predškolskog odgoja i obrazovanja te zaposleni odgojitelji iz cijele Republike Hrvatske.
Ovim istraživanjem se pokazalo kako većinu ispitanika brinu njihove kompetencije za rad te smatraju da bi bilo dobro više se educirati za rad s djecom s PSA iz razloga što smatraju da imaju značajnu ulogu u radu, ranom prepoznavanju i otkrivanju PSA.
Poseban naglasak stavljen je na potrebu za cjeloživotnim obrazovanjem odgojitelja kako bi bili što spremniji za rad s djecom s teškoćama. Takav kontinuirani profesionalni razvoj odgojitelja bi im omogućio da efikasnije prepoznaju simptome i pruže potrebnu podršku djeci s PSA.This paper addresses the topic of autism and the role of preschool teachers in the early recognition of autism spectrum disorder (ASD). Autism is defined as a group of disorders manifested through difficulties in communication, interaction, and behavior. Preschool teachers play a key role in monitoring the psychophysical development of children and recognizing deviations that may indicate ASD, with early diagnosis being crucial for timely intervention.
The aim of this research is to gather information about preschool teachers' experiences and opinions related to the early recognition of ASD, their current knowledge of ASD and the resources and support available to them.
The research was conducted through an online survey, which included 70 respondents, consisting of graduate students in Early and Preschool Education as well as employed educators from across the Republic of Croatia.
The research showed that the majority of respondents are concerned about their competencies for working with children with ASD and believe that additional education in this area would be beneficial. Respondents recognize the significant role they play in the early recognition and detection of ASD.
Special emphasis is placed on the need for lifelong education for preschool teachers, not only in the area of ASD but also in general professional development, to better equip them to support children with disabilities. Such continuous professional development would enable educators to recognize symptoms more effectively and provide the necessary support to children with ASD
Play in preschool children in the city of Zagreb
No full textIgra je osnovna aktivnost svakog djeteta te ima ključnu ulogu u djetetovu cjelokupnom razvoju. Složenost igre mijenja se ovisno o dobi djeteta, a igra se promatra s obzirom na spoznajnu i društvenu razinu. Igra na otvorenom jednako je važna kao i igra u zatvorenom prostoru jer svaka vrsta igre nudi različite, ali komplementarne razvojne prednosti. Značajnu ulogu u djetetovu razvoju ima odgojitelj koji osigurava dovoljno vremena i prostora za igru. Odgojitelj bi trebao težiti ulozi zainteresiranog promatrača i suigrača. Uloga zainteresiranog promatrača i suigrača odgojitelju omogućuje da obogati dječju igru tako što potiče djetetov socijalno-emocionalni, kognitivni, govorni i tjelesni razvoj.
U istraživačkom dijelu provedeno je istraživanje o tome kako odgojitelji doživljavaju i organiziraju igre u zatvorenom i otvorenom prostoru kao i koje vrste igara djeca preferiraju u ovim okruženjima. Cilj istraživanja bio je utvrditi stavove i iskustva odgojitelja o igri u zatvorenom i otvorenom prostoru na području grada Zagreba. Rezultati ovog istraživanja pokazuju kako većina odgojitelja preferira svakodnevni boravak na otvorenom. Utvrđeno je i da se odgojitelji u dječjoj igri u zatvorenome prostoru najčešće koriste ulogom zainteresiranog promatrača i suigrača. Provedeno istraživanje pokazuje kako određeni broj odgojitelja igru na otvorenom ne smatra rizičnom. Također, određeni broj odgojitelja smatra da se djetetov interes za igru razlikuje kada je na otvorenom nego u zatvorenom. Prema rezultatima provedenog Hikvadrat testa utvrđeno je kako ne postoje statistički značajne razlike s obzirom na godine staža i kronološku dob u preferencijama mjesta boravka te učestalosti boravka na otvorenom.Play is a fundamental activity for every child, playing a crucial role in their overall development. The complexity of play evolves with the child's age and is influenced by their cognitive and social levels. Both outdoor and indoor play are essential, as each offers unique and complementary developmental benefits. Educators play a significant role in a child's development by providing ample time and space for play. They should aim to be both engaged observers and active teammates, which allows them to enrich the child's play experiences by fostering their speech, social-emotional, cognitive, and physical growth.
In the research section of my thesis, I explored how educators perceive and organize play activities in both indoor and outdoor settings, as well as the types of play that children prefer in these environments. The study aimed to assess educators' attitudes and experiences regarding indoor and outdoor play in the area of Zagreb. The results have shown that most educators prefer to spend time outdoors with children daily. It was also found that educators frequently adopt the role of an engaged observer and teammate during indoor play. The research further indicated that some educators do not view outdoor play as risky, and that they believe children's interests in play differ between outdoor and indoor environments. According to the results of the Chi-squared test, it was determined that there are no statistically significant differences regarding years of service and chronological age in the preferences of the place of residence and the frequency of outdoor activities
The influence of physical activity on the development of childrens cognitive abilities
No full textDanas, kada sve više djece provodi vrijeme pred ekranima, važno je naglasiti značaj tjelesne aktivnosti za njihov cjelokupni razvoj. Tjelesna aktivnost igra ključnu ulogu u poticanju kognitivnih sposobnosti djece, uključujući pamćenje, pažnju, koncentraciju i kreativnost. Jedan od najznačajnijih načina na koje tjelesna aktivnost utječe na razvoj kognitivnih sposobnosti djece je povećanje protoka krvi i kisika u mozgu. Kada se tjelesno aktivira, srce pumpa više krvi i kisika u mozak, što pomaže u poboljšanju njegove funkcionalnosti. Ovo poboljšanje cirkulacije može imati izravan utjecaj na pamćenje i sposobnost koncentracije, što omogućuje djeci da bolje apsorbiraju i obrađuju informacije. Tjelesna aktivnost također potiče oslobađanje različitih neurotransmitera, kao što su endorfini, dopamin i serotonin, koji igraju ključnu ulogu u regulaciji raspoloženja, stresa i mentalnog blagostanja. Djeca koja redovito vježbaju često imaju bolje emocionalno zdravlje i manje su podložna tjeskobi i depresiji, što stvara povoljnije okruženje za razvoj njihovih kognitivnih sposobnosti. Tjelesna aktivnost također promiče neuroplastičnost mozga kod djece. Neuroplastičnost je sposobnost mozga da se mijenja i prilagođava na temelju iskustva. Redovita tjelesna aktivnost potiče rast novih neurona i stvaranje veza između postojećih neurona, čime se poboljšava sposobnost učenja i kognitivne fleksibilnosti kod djece. Isto tako, tjelesna aktivnost može potaknuti razvoj motoričkih vještina kod djece, što ima pozitivan utjecaj na njihovu kognitivnu funkciju. Kretanje, igra i sport zahtijevaju koordinaciju, ravnotežu i planiranje pokreta, što potiče razvoj frontalnog korteksa mozga, područja koje je ključno za kognitivne funkcije kao što su planiranje, organizacija i donošenje odluka. Uz sve navedeno, tjelesna aktivnost također potiče socijalnu interakciju među djecom. Sudjelovanje u timskim sportovima ili grupnim vježbama omogućuje djeci da razviju komunikacijske vještine. Svrha završnoga rada je dokazati koliku važnost tjelesna aktivnost ima na razvoj kognitivnih sposobnosti djece.Today, as more and more children spend time in front of screens, it is important to emphasize the significance of physical activity for their overall development. Physical activity plays a crucial role in promoting children's cognitive abilities, including memory, attention, concentration, and creativity. One of the most significant ways in which physical activity impacts the development of children's cognitive abilities is by increasing blood flow and oxygen to the brain. When we engage in physical activity, the heart pumps more blood and oxygen to the brain, which helps improve its functionality. This improved circulation can have a direct impact on memory and concentration, enabling children to better absorb and process information. Physical activity also stimulates the release of various neurotransmitters, such as endorphins, dopamine, and serotonin, which play a key role in regulating mood, stress, and mental well-being. Children who regularly exercise often have better emotional health and are less prone to anxiety and depression, creating a favourable environment for the development of their cognitive abilities. Furthermore, physical activity promotes neuroplasticity in the brains of children. Neuroplasticity is the brain's ability to change and adapt based on experience. Regular physical activity stimulates the growth of new neurons and the formation of connections between existing neurons, enhancing children's learning ability and cognitive flexibility. Likewise, physical activity can foster the development of motor skills in children, which has a positive impact on their cognitive function. Movement, play, and sports require coordination, balance, and movement planning, which promote the development of the frontal cortex of the brain, an area crucial for cognitive functions such as planning, organization, and decisionmaking. In addition to all the above, physical activity also encourages social interaction among children. Participating in team sports or group exercises allows children to develop communication skills. The purpose of this thesis is to demonstrate the significant importance of physical activity in the development of children's cognitive abilities