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Vertical Bilingualism in Preschool Children in the Municipality of Sveti Petar Orehovec
No full textTema ovog završnog rada je „Vertikalni bilingvizam kod predškolske djece u općini
Sveti Petar Orehovec.“
U prvom dijelu rada opisan je teorijski dio o usvajanju jezika, općenito o bilingvizmu,
nastanak i proširenost te podjela bilingvizma. U jednom je poglavlju opisano kakve su to
obitelji u kojima se koristi bilingvizam i prebacivanje kodova. Za potrebe ovog završnog rada
provedeno je i istraživanje u kojem su ispitanici bili roditelji djece koja pohađaju dječji vrtić
„Mali Petar“ koji se nalazi u dva objekta u općini Sveti Petar Orehovec. Stoga su u ovom radu
napisani i podaci za već spomenuti dječji vrtić i općinu.
U drugom dijelu rada napravljena je analiza ankete u kojoj je sudjelovalo 102 roditelja
iz spomenute općine.The topic of this final paper is “Vertical Bilingualism in Preschool Children in the Municipality
of Sveti Petar Orehovec.”
The first part of the paper presents the theoretical background on language acquisition,
bilingualism in general, its origin and prevalence, and the classification of bilingualism. One
chapter describes the characteristics of families in which bilingualism and code-switching are
present. For the purposes of this final paper, research was conducted involving parents of
children attending the kindergarten “Mali Petar,” which operates in two locations within the
municipality of Sveti Petar Orehovec. Therefore, this paper also includes relevant information
about the aforementioned kindergarten and municipality.
The second part of the paper provides an analysis of the survey, in which 102 parents from
the municipality mentioned participated
The Effcts of Familial And Environmental Factors On Physical Activity of Preschool Children
No full textTjelesna aktivnost je najvažnija komponenta za zdravo življenje koja utječe na tjelesno,
socijalno i fizičko zdravlje svakog pojedinca. Vrlo je važna kod optimalnog rasta i razvoja
djece. Povezana je s kognitivnim sposobnostima, konativnim osobinama i socijalnim statusom.
Također, aktivnim stilom života se preveniraju razne bolesti kardiovaskularnog sustava,
hipertenzija, dijabetes, pretilosti i mnoge druge. Doprinosi boljem raspoloženju pojedinca zbog
lučenja hormona tijekom vježbanja. Upravo zato je vrlo bitno tjelesnu aktivnost i vježbanje
smatrati načinom života.
Kroz provedeno istraživanje se ispitivalo kako okolišni i obiteljski čimbenici utječu na
samu tjelesnu aktivnost kod djece. Sukladno dobivenim rezultatima jasno je vidljivo da
percepcija sigurnosti te udaljenost dječjeg igrališta ili parka nemaju veliki utjecaj u provođenju
dječje tjelesna aktivnosti. S druge strane, mjesto stanovanja ima veliki utjecaj na slobodnu igru
ili na organizirane aktivnosti. Ruralna područja su vrlo važan čimbenik za provođenje
sveukupne tjelesne aktivnosti, dok djeca iz urbanih sredina češće provode vrijeme u
organiziranim aktivnostima, što se može pripisati boljoj infrastrukturi poput dostupnosti
dvorana i sportskih klubova. Sukladno tome, različite obrasce tjelesne aktivnosti možemo
povezati s životnim okruženjem djeteta. Od obiteljskih čimbenika, najvažnije je izdvojiti
roditeljsku podršku, kao ključan element za poticanje aktivnosti djece.
Kroz radu su se dobiveni rezultati uspoređivali s rezultatima prijašnjih istraživanja te se
utvrđivala i povezanost ovih čimbenika. Dobiveni rezultati opovrgavaju postavljene hipoteze.
Važno je osvijestiti sve čimbenike koji imaju snažan utjecaj na promicanje tjelesno aktivnog
života djece, ali i odraslih. Odrasli, kao pozitivan primjer djeci trebaju prihvatiti ulogu modela
te djetetu biti suigrač i partner kod življenja zdravog i aktivnog života.Physical activity is the most important component of a healthy lifestyle as it affects both
physical and mental health. It is key for optimal child growth and development. It is connected
to cognitive abilities, defining personality traits and social status. Furthermore, leading a
healthy active lifestyle prevents cardio-vascular diseases, hypertension, diabetes, obesity and
many more. Due to the release of certain hormones during physical activity, it also leads to a
better overall mood of an individual. That being said, it is exactly why physical activity should
be a part of everyday life.
The conducted research examined how environmental and family factors influence
physical activity in children. According to the results obtained, it is clear that the perception of
safety and the distance to a playground or park do not have a significant impact on children's
physical activity. On the other hand, the place of residence plays an important role in both free
play and participation in organized activities. Rural areas are a key factor in promoting overall
physical activity, while children from urban environments more often engage in organized
activities, which can be attributed to better infrastructure. Accordingly, different patterns of
physical activity can be linked to a child’s living environment. Among family factors, parental
support stands out as the most important element in encouraging children's physical activity.
Throughout this thesis, results are compared with the results of previous studies to
determine a connection between the aforementioned factors. Results from the study deny the
proposed hypothesis. It is equally important to bring awareness to all factors that have a strong
impact on promoting the physically active lifestyle of children, as well as adults. Adults, as a
positive example to children have to accept their duty as a rolemodel and be a supporting partner
to leading a healthy and active life
Fairy Tales By Hans Christian Andersen As Inspiration For The Artistic Expression Of Preschool Children
No full textPrema Belamarić (1986), likovni jezik ili likovni izraz predstavlja
sposobnost izražavanja. Ta sposobnost olakšava djetetu prikazivanje svoga
viđenja i shvaćanja svijeta, njome dijete komunicira i odražava događaje iz svoje
svijesti. Da bi odgojitelji razvijali i poticali dijete na likovno stvaralaštvo, važno
je da i sami znaju osnove likovnoga jezika i likovnih elemenata. Osnovu
likovnoga jezika čine likovni elementi (crta, boja, ploha, točka, površina, prostor
i volumen) i kompozicijska načela (jedinstvo, asimetrija, simetrija, harmonija,
ravnoteža, ritam, dominacija, proporcija i kontrast) (Jakubin, 1999).
Kada se djecu potiče i uči o likovnom stvaralaštvu, odgojitelji moraju
obratiti pozornost na to u kojoj se razvojnoj fazi likovnoga stvaralaštva dijete
nalazi. Kod djece postoji nekoliko faza likovnoga stvaralaštva: faza izražavanja
primarnim simbolima, faza izražavanja složenim simbolima, faza intelektualnog
realizma, vizualni realizam, likovni pojmovni sustavi (Grgurić, Jakubin, 1996).
Prijelazi djeteta iz faze u fazu odvijaju se postupno, razvijanjem
djetetovih iskustava, sposobnosti i vještina. Djecu se treba poticati na
stvaralaštvo dajući im slobodu u izražavanju. Jedan od velikih poticaja kojima
se odgojitelji mogu koristiti kao motivacijom za likovno stvaranje jesu bajke,
koje djeci proširuju maštu, razvijaju zamišljanje i kreativnost, nude im razne
nove svjetove i junake koji ne grade samo njihove stvaralačke sposobnosti već i
sudjeluju u oblikovanju i izgradnji njihove osobnosti i moralnih vrijednosti
(Belamarić, 1987). Bajke slavnoga danskog pisca Hansa Christiana Andersena
bogate su moralnim vrijednostima, ali i detaljnim opisima koji djetetu daju
mogućnost da s lakoćom zamišlja ono što sluša ili čita bez da su mu potrebne
popratne ilustracije.According to Bleamarić (1986), visual language or expression represents
the ability to express. This ability makes it easier for a child to show his or her
view and understanding of the world, and the child uses it to communicate and
reflect events from his or her consciousness. In order for educators to develop
and encourage children to engage in visual creativity, it is important that they
themselves know the basics of visual language and visual elements. The visual
basis of visual language consists of visual elements (line, color, surface, point,
area, space, and volume) and compositional principles (unity, asymmetry,
symmetry, harmony, balance, rhythm, dominance, proportion, and contrast).
(Jakubin, 1999)
When encouraging and teaching children about visual creativity,
educators must pay attention to the developmental stage of visual creativity the
child is in. The stages of visual creativity in children are divided into several
stages of development: the stage of expression with primary symbols, the stage
of expression with complex symbols, the stage of intellectual realism, visual
realism, and visual conceptual systems. (Grgurić, Jakubin, 1996)
A child's transition from one stage to another occurs gradually, as the
child develops his or her experiences, abilities, and skills. Children should be
encouraged to be creative by giving them freedom of expression. One of the
great incentives that educators can use as motivation for artistic creation is fairy
tales, which expand children's imagination, develop imagination and creativity,
and offer them various new worlds and heroes that not only build their creative
abilities but also participate in shaping and building their personality and moral
values. (Belamarić, 1987) Fairy tales by the famous Danish writer Hans
Christian Andersen are rich in moral values and detailed descriptions that allow
the child to easily imagine what he or she is listening to or reading without the
need for accompanying illustrations
Gender as a predictor in the choice of extracurricular activities
No full textLjudima je od rođenja prirodno urođena potreba za pokretom, novorođenčad dok još nemaju mogućnost govora, pokretima pokazuju što žele. Kako djeca odrastaju, tako i pokret postaje složeniji i definiraniji. U ranijem djetinjstvu, kroz igru, djeca ispunjavaju svoju potrebu za kretanjem. Polaskom u osnovnu školu, osim redovite nastave Tjelesne i zdravstvene kulture, učenici imaju priliku uključiti se u razne izvanškolske i izvannastavne aktivnosti koje bi trebali birati na temelju svojega talenta ili interesa. Takve dodatne aktivnosti mogu učeniku pomoći razviti svoje potencijale, proširiti mu vidike te ga uključiti u novu zajednicu. U ovom diplomskom radu nastoje se ispitati stavovi učenika osnovnih škola o utjecaju spola prilikom odabira izvanškolskih i izvannastavnih aktivnosti. Za potrebe istraživanja provedena je anonimna anketa od devet pitanja. Istraživanje se provelo u dvije osnovne škole u gradu Zagrebu, Osnovna škola Ksavera Šandora Gjalskoga te Osnovna škola Ivana Mažuranića, između učenika drugog i trećeg razreda. Ispitan je uzorak od 47 učenika, od čega ispitani 22 učenika i 25 učenica. Iz učeničkih odgovora vidljivo je da se 94% slaže da dječaci više vole sportove, a djevojčice plesanje ili crtanje, ali također u istom postotku se slažu i da bi učenici ako imaju iste mogućnosti, trebali moći odabrati aktivnosti koje im se najviše sviđaju bez obzira na spol.Humans have a natural need for movement from birth. Newborns, while they do not yet have the ability to speak, show what they want with their movements. As children grow up, movement becomes more complex and defined. In early childhood, through play, children fulfill their need for movement. When starting elementary school, apart from regular physical education and health education, students have the opportunity to participate in various extracurricular activities that they could choose based on their talent or interests. Such additional activities can help the student develop his potential, broaden his horizons and include him in a new community. In this thesis, an attempt is made to examine the attitudes of elementary school students about the influence of gender when choosing extracurricular activities. An anonymous nine-question survey was conducted for the purposes of the research. The research was conducted in two elementary schools in the city of Zagreb, Ksaver Šandor Gjalskog Elementary School and Ivan Mažuranić Elementary School, between second and third grade students. A sample of 47 students was examined, of which 22 male and 25 female students were examined. From the students' responses, it is evident that 94% agree that boys prefer sports, and girls prefer dancing or drawing, but the same percentage also agree that if students have the same opportunities, they should be able to choose the activities they like best regardless of sex
The Role of Early Childhood Educators in Encouraging Physical Activity in Children
No full textZavršni rad pod naslovom "Uloga odgojitelja u poticanju tjelesne aktivnosti djece" bavi se proučavanjem značaja tjelesne aktivnosti u ranom i predškolskom djetinjstvu, s naglaskom na profesionalnu i pedagošku ulogu odgojitelja. Tjelesna aktivnost ključna je za cjelokupan razvoj djeteta jer ne pridonosi samo fizičkom zdravlju, već značajno utječe na kognitivne funkcije, emocionalnu stabilnost i razvoj socijalnih vještina. Unatoč dobro poznatim koristima, sve je više pokazatelja da djeca provode premalo vremena u kretanju, što je rezultat promjena u načinu života, povećane digitalizacije i organizacijskih ograničenja unutar vrtićkog okruženja. Rad analizira kako odgojitelji svojim stavovima, znanjima i svakodnevnim pedagoškim praksama utječu na razinu tjelesne aktivnosti djece. Obradom stručne i znanstvene literature istražuju se pedagoške strategije koje uključuju verbalne i neverbalne poticaje, organizaciju prostora, fleksibilno planiranje aktivnosti, ali i osobni angažman i primjer odgojitelja. Poseban fokus usmjeren je na važnost uključivanja roditelja i suradnju s lokalnom zajednicom, kao i na inkluzivne pristupe koji omogućuju aktivno sudjelovanje djece s teškoćama. Također, rad se bavi psihološkim i emocionalnim učincima kretanja, budući da je dokazano da redovita tjelesna aktivnost smanjuje razinu stresa, povećava otpornost na frustraciju, razvija samopouzdanje i osjećaj pripadnosti. Kroz igru, djeca usvajaju vrijedne životne vještine poput suradnje, poštivanja pravila i regulacije emocija, pri čemu je podrška i osjetljivost odgojitelja ključna. Zaključno, rad potvrđuje da odgojitelji imaju presudnu ulogu u oblikovanju pozitivnih stavova prema tjelesnoj aktivnosti te da je njihova profesionalna kompetencija, kontinuirana edukacija i sustavna podrška nužna za stvaranje zdravog, aktivnog i inkluzivnog vrtićkog okruženja koje potiče cjeloviti razvoj svakog djeteta.The final paper titled "The Role of Early Childhood Educators in Encouraging Children's Physical Activity" explores the importance of physical activity in early and preschool childhood, with a particular focus on the professional and pedagogical role of early childhood educators. Physical activity is essential for a child’s overall development, as it contributes not only to physical health but also significantly influences cognitive functions, emotional stability, and the development of social skills. Despite its well-known benefits, there is increasing evidence that children are not active enough, which is often a result of lifestyle changes, increased digitalization, and organizational constraints within preschool institutions. This paper analyzes how early childhood educators, through their attitudes, knowledge, and daily pedagogical practices, influence the level of physical activity in children. By reviewing professional and scientific literature, the paper examines pedagogical strategies such as verbal and non-verbal encouragement, spatial organization, flexible activity planning, as well as personal engagement and the educator’s own example. Special attention is given to the importance of involving parents and collaborating with the local community, along with inclusive approaches that ensure active participation of children with disabilities. Moreover, the paper highlights the psychological and emotional effects of physical activity, showing that regular movement reduces stress, increases frustration tolerance, builds self-confidence, and fosters a sense of belonging. Through play, children develop essential life skills such as cooperation, respect for rules, and emotional regulation – all of which are greatly supported by the sensitivity and presence of early childhood educators. In conclusion, the paper confirms that early childhood educators play a crucial role in shaping positive attitudes toward physical activity and that their professional competence, continuous education, and systemic support are key to creating a healthy, active, and inclusive preschool environment that supports the holistic development of every child
The Relationship Between Motor Competencies Of Children Aged 8 To 9 And Selected Somatic Measures
No full textMotoričke kompetencije omogućavaju ovladavanje motoričkim vještinama i obrascima pokreta, a razvijaju se kroz tjelesnu aktivnost. Izuzetno je važno procijeniti motoričke kompetencije djeteta te predvidjeti postojanje određenih poteškoća. Poremećaji povezani s neuspjehom u svladavanju finih i grubih pokreta (razvojni poremećaj koordinacije ili DCD) narušavaju svakodnevni život pojedinca. Porast učestalosti pretilosti zapaža se kod odraslih, ali i kod djece. Razlozi su brojni, no jedan od glavnih vjerojatno je sjedilački način života, niska razina tjelesne aktivnosti te neadekvatna prehrana. Na uzorku od 37 sudionika mlađe školske dobi (8 i 9 godina) ispitana je veza između motoričkih kompetencija i nekih somatskih mjera, a korišten je test za procjenu motoričkih kompetencija (Movement Assessment Battery for Children; MABC-2). MABC-2 se sastoji od osam čestica koje su raspodijeljene u tri zasebne domene (manualna spretnost, bacanje i hvatanje te ravnoteža). Somatske mjere uključivale su mjere tjelesne visine, tjelesne težine, mjere četiri kožna nabora, opsega struka te izračunavanje indeksa tjelesne mase (ITM) i omjera opsega struka i visine (WHtR). Korelacijskom analizom utvrđena je povezanost tjelesne težine, ITM, WHtR, opsega struka, sume nabora i rezultata ravnoteže. Osim toga, kompozitni rezultat motoričke kompetencije negativno korelira sa sumom nabora, ITM, WHtR i opsegom struka. Rezultati pokazuju da u uzorku od 37 sudionika postoji jednak omjer sudionika normalne tjelesne mase i pretilih sudionika, a u kategoriji pothranjenosti pronađen je samo jedan sudionik. T-testom nisu utvrđene statistički značajne razlike između somatskih mjera prema kriteriju spola, a kod motoričkih testova statistički značajna razlika pronađena je u rezultatu crtanja, i to u korist djevojčica, dok su dječaci ostvarili bolje rezultate u hvatanju te ukupnom rezultatu bacanja i hvatanja.Motor competencies enable the mastery of motor skills and movement patterns and are developed through physical activity. It is essential to assess a child's motor competencies and predict the potential presence of particular difficulties. Disorders associated with failure in fine and gross motor movements, such as developmental coordination disorder (DCD), can disrupt an individual's daily life. An increasing prevalence of obesity is observed in adults and children. One of the main reasons is likely a sedentary lifestyle, low physical activity, and inadequate nutrition. The relationship between motor competencies and selected somatic measures was examined in a sample of 37 younger school-age participants (8 and 9 years old), using the Movement Assessment Battery for Children (MABC-2) to assess motor competencies. MABC-2 consists of eight particles that are divided into three separate domains (manual dexterity, throwing and catching, and balance). Somatic measures include body height, body weight, four skinfolds, waist circumference, and calculation of body mass index (BMI) and waist-to-height ratio (WHtR). Correlation analysis determined the association between body weight, BMI, WHtR, waist circumference, a sum of skinfolds, and balance scores. In addition, the composite score of motor competence negatively correlated with the sum of skinfolds, BMI, WHtR, and waist circumference. The results show that in the sample of 37 participants, there is an equal ratio of participants with normal body weight and those who are overweight, while only one participant is underweight. The t-test did not reveal statistically significant differences in somatic measures between genders. In motor tests, a statistically significant difference was found in the drawing scores, favoring girls, while boys achieved better results in catching and the total score of throwing and catching
Externalizing Disorders In Childhood
No full textZavršni rad tematizira eksternalizirane poremećaje u djetinjstvu, s posebnim naglaskom na njihovo razumijevanje, dijagnosticiranje i tretman. Eksternalizirani poremećaji uključuju obrasce ponašanja koji se očituju izvana, poput impulzivnosti, agresivnosti, delinkventnog ponašanja i nepridržavanja pravila. U radu su analizirani teorijski modeli koji objašnjavaju etiologiju tih poremećaja (biološki, bihevioralni, kognitivno-bihevioralni, ekološki i teorija privrženosti), kao i konkretni oblici poremećaja poput ODD-a, CD-a i ADHD-a. Posebna pažnja posvećena je prevenciji i intervenciji, uključujući primarnu, sekundarnu i tercijarnu razinu. Ističe se važnost multidisciplinarnog pristupa, suradnje roditelja, škole i stručnjaka, kao i rano prepoznavanje simptoma radi sprječavanja dugoročnih posljedica koje uključuju emocionalne poteškoće, obrazovne teškoće, delinkvenciju i socijalnu isključenost.This final paper focuses on externalizing disorders in childhood, with particular emphasis on their understanding, diagnosis, and treatment. Externalizing disorders include behavioral patterns that are outwardly expressed, such as impulsivity, aggression, delinquent behavior, and noncompliance with rules. The paper analyzes theoretical models explaining the etiology of these disorders (biological, behavioral, cognitive-behavioral, ecological, and attachment theory), as well as specific disorders such as ODD, CD, and ADHD. Special attention is given to prevention and intervention strategies, including primary, secondary, and tertiary levels. The importance of a multidisciplinary approach, collaboration between parents, schools, and professionals, and early recognition of symptoms is highlighted, in order to prevent long-term consequences such as emotional difficulties, academic challenges, delinquency, and social exclusio
Didactic Characteristics of Waldorf Schools
No full textAlternativni načini obrazovanja javljaju se još početkom 1920-ih godina, kao nužnost u promjeni postojećeg tradicionalnog obrazovnog sustava. Sustava koji će težiti slobodi i individualnosti svakog djeteta, a bit će prožet igrom i radom. Takav pristup imali su Marija Montessori sa svojom Montessori školom, Peter Peterson s Jena-planom i Freinet sa svojom Freinetovom pedagogijom. Nastojanje da se djeca odgajaju u potpuno drugačijem pristupu ostvario je i Rudolf Steiner svojom waldorfskom pedagogijom. Temelj njegove pedagogije je antropozofija kojoj je u prvom planu čovjek kojeg se gleda kao duhovno biće. Ovaj rad opisuje djelovanje Rudolfa Steinera, prvenstveno kao pedagoga i utemeljitelja waldorfske pedagogije. Nadalje, radom se nastoje objasniti ciljevi waldorfske pedagogije i njezina didaktička obilježja. Također, pobliže će se objasniti dvanaestogodišnje obrazovanje u waldorfskoj školi, njezini posebni nastavni predmeti i sadržaji istih te obilježja učenika i učitelja. Na kraju rada objasnit će se na koji način se vrednuju učenici te kako škola surađuje s roditeljima i obratno.Alternative approaches to education have been emerging since the early 1920s, out of necessity to change the existing traditional educational system. These alternative approaches strive for the freedom and individuality of each child and are permeated with play and work. Such an approach was taken by Maria Montessori with her Montessori school, Peter Peterson with the Jena plan, Freinet with his Freinet pedagogy etc. Rudolf Steiner also achieved this through his Waldorf pedagogy. His pedagogy is founded on anthroposophy, a philosophy which views man as a spiritual being. This paper explains the work of Rudolf Steiner, primarily as a pedagogist and the founder of Waldorf pedagogy. Furthermore, it explains the goals of Waldorf pedagogy and its didactic aspects. It will analyse in more detail the twelve – year education system in Waldorf schools, its subjects and their contents, as well as the characteristics of students and teachers. Lastly, it discusses student evaluation and the school – parent relationship
Physical Activity And Health Risks In The Profession Of Preschool Educators
No full textProfesija odgojitelja karakterizira složenost radnih zadataka koji uključuju istodobne fizičke, emocionalne i kognitivne zahtjeve, što povećava rizik za zdravlje zaposlenika. Teorijskopolazište rada temelji se na konceptu kineziologije rada i zdravstveno usmjerene tjelesneaktivnosti kao ključnih čimbenika očuvanja zdravlja i radne sposobnosti zaposlenihusustavu ranog i predškolskog odgoja. Cilj istraživanja bio je ispitati razinu tjelesneaktivnosti odgojitelja u odnosu na smjernice Svjetske zdravstvene organizacije te utvrditi
učestalost i intenzitet zdravstvenih tegoba, posebno bolesti mišićno - koštanog sustava, kaoi
identificirati dominantne izvore stresa u njihovom radnom okruženju. U istraživanju je sudjelovalo 324 odgojitelja iz različitih dijelova Republike Hrvatske. Rezultati su pokazali da više od polovice ispitanika (56,5 %) ne ostvaruje preporučenurazinu tjelesne aktivnosti, a najčešće prijavljene zdravstvene tegobe odnose se na boloveudonjem dijelu leđa, vratu i ramenima. Također, gotovo trećina ispitanika izjavila jedabolovi značajno ili izrazito utječu na obavljanje svakodnevnih radnih zadataka, osobitofizički zahtjevnih aktivnosti poput saginjanja i podizanja djece. Najizraženiji izvori stresasuprevelik broj djece u skupinama, administrativna opterećenja i nedostatak vremenazaobavljanje radnih zadataka. Može se zaključiti da postoji potreba za sustavnim praćenjem zdravstvenog stanjaodgojitelja, provedbom preventivnih mjera, edukacijom o pravilnimposturalno-kretnimnavikama i promicanjem tjelesne aktivnosti, uz nužne organizacijske prilagodbe u radnomokruženju.The educators proffession is characterized by the complexity of work tasks that
simultaneously include physical, emotional, and cognitive demands, which increases healthrisks for employees. The theoretical framework of this paper is based on the concept of
occupational kinesiology and health-oriented physical activity as key factors in preservingthe health and work ability of employees in the early childhood education system. Theaimof the research was to examine the level of physical activity of preschool teachers inrelation to the World Health Organization guidelines and to determine the prevalenceandintensity of health problems, especially musculoskeletal disorders, as well as to identifythemain sources of stress in their work environment. The study included 324 educators from different parts of the Republic of Croatia. Theresults showed that more than half of the respondents (56.5%) do not meet therecommended level of physical activity, while the most commonly reported health problemsrelate to lower back, neck, and shoulder pain. Furthermore, almost one-third of theparticipants stated that pain significantly or severely affects the performance of dailyworktasks, especially physically demanding activities such as bending and lifting children. Themost prominent sources of stress were an excessive number of children in groups, administrative workload, and a lack of time to complete work tasks. It can be concluded that there is a clear need for systematic monitoring of preschool
teachers' health status, the implementation of preventive measures, education on proper
posture and movement patterns, and the promotion of physical activity, accompaniedbynecessary organizational adjustments in the work environmen
Different ways of storytelling to children of early and preschool age
No full textOvaj završni rad ističe važnosti poticanja djetetove kreativnosti i mašte kroz različite pristupe pričanju priča djeci rane i predškolske dobi. Priče su sastavni dio djetetova života od najranije dobi, kroz priče se zbližavamo s djecom, razvijamo njihove kompetencije za jezični razvoj na kreativne načine. Temeljni zadatak ovog rada bio je istražiti kako pojedini načini pričanja priča djeci predškolske dobi utječu na njihov doživljaj i razumijevanje same priče. Istraživanjem se nastojalo prikazati koji od pet korištenih načina pričanja priča tijekom pripovijedanja ima najsnažniji utjecaj na djecu koja su sudjelovala u istraživanju. Istraživanje je provedeno kroz devet posjeta Dječjem vrtiću Sisak Novi te devet posjeta Dječjem vrtiću Petrinjčica. Kroz tri ciklusa pričanja priča djeci je pričano pet priča (Vuk i sedam kozlića, Djed i repa, Mali princ, Juha od bundeve i Ježeva kućica), svaka priča na tri različita načina. Istraživanje je pokazalo da pričanje priča na pregači te priča iz kutije pobuđuju najveći interes i aktivno sudjelovanje kod djece predškolske dobi. S druge strane, pričanje priče u slikama te pričanje/čitanje priče u krugu, su se pokazala kao dva načina pričanja priča koja kod djece ne pobuđuju ili pobuđuju vrlo malo interakcije i kreativnosti te sudjelovanja po završetku priče. Priče sa štapnim lutkama su djecu najviše poticale na samostalno izrađivanje vlastitih štapnih lutki, a shodno tome kreiraju i svoje priče te prepričaju priče koje su prethodno čuli.This final paper highlights the importance of encouraging children's creativity and imagination through various approaches to storytelling for early and preschool-aged children. Stories are an integral part of a child's life from the earliest age. Through stories, we build connections with children and develop their language competencies in creative ways. The primary aim of this paper was to explore how different storytelling methods affect preschool children's perception and understanding of stories. The research aimed to identify which of the five storytelling methods used during the sessions had the strongest impact on the children who participated. The study was conducted through nine visits to the Dječji vrtić Sisak Novi and nine visits to the Dječji vrtić Petrinjčica. Over the course of three storytelling cycles, five stories were told to the children (The Wolf and the Seven Little Goats, The Giant Turnip, The Little Prince, Pumpkin Soup, and The Hedgehog's Home), each story told in three different ways. The research showed that storytelling using an apron and storytelling from a box sparked the greatest interest and active participation among preschool children. On the other hand, storytelling through pictures and reading/telling stories in a circle proved to be the least engaging methods, generating little interaction, creativity, or participation after the story ended. Stories told with stick puppets most encouraged children to independently create their own stick puppets, which in turn led them to create their own stories and retell the ones they had previously heard