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Traditional and modern forms of cooperation between parents and educators in preschool institutions
No full textSuradnja između obitelji i odgojitelja ima veliku važnost budući da zajednički angažman roditelja i stručnjaka može značajno doprinijeti optimalnom razvoju djece u ranim godinama života. Kroz tradicionalne i suvremene oblike suradnje je moguće detektirati prednosti i nedostatke oba oblika, sukladno promjenama u potrebama i pristupima u interakciji doma i odgojno – obrazovne ustanove. Suvremeni pristupi u suradnji naglašavaju potrebu za inkluzivnim partnerstvom, gdje se roditelji potiču da budu aktivni sudionici u odgojnoobrazovnom procesu svoje djece kroz uvažavanje, poštovanje i transparentnu komunikaciju. Potrebno je da su obiteljski dom i odgojno – obrazovna ustanova usmjereni jedno na drugo kako bi se kroz partnerstvo postigao zajednički cilj – dobrobit djeteta. U svjetlu sve većeg prepoznavanja važnosti ranog razvoja i odgoja i obrazovanja, suradnja između roditelja i odgojitelja postaje ključna za stvaranje podržavajućeg okruženja.The collaboration between families and preschool educators is becoming increasingly important, as it is recognized that the joint engagement of parents and professionals can significantly contribute to the optimal development of children in their early years. Through traditional and modern forms of collaboration, it is possible to identify the advantages and disadvantages of both approaches, in line with changes in the needs and methods of interaction between home and educational institutions. Contemporary approaches to collaboration emphasize the need for an inclusive partnership, where parents are encouraged to be active participants in their children's educational processes through respect, appreciation, and transparent communication. It is essential that both home and educational institutions are focused on each other in order to achieve a common goal through partnership – the well-being of the child. In light of the growing recognition of the importance of early development and education, the collaboration between parents and preschool educators becomes crucial for creating a supportive environment
Music in preschool education as a form of communication
No full textOvaj rad istražuje ulogu glazbe u predškolskom odgoju kao alata za razvoj komunikacijskih vještina kod djece. Teorijska osnova rada počiva na pretpostavci da glazba nije samo oblik zabave već i moćan alat za poticanje razvoja govora, slušanja i jezičnih vještina. Cilj rada je analizirati na ine na koje glazbene aktivnosti mogu doprinijeti komunikacijskom razvoju u ranom djetinjstvu, oslanjaju i se na relevantne teorijske pristupe i pedagoške metode. Kroz pregled literaturnih izvora i praktičnih primjera iz odgojnoobrazovne prakse, dobiveni su rezultati koji potvrđuju značajan utjecaj glazbe na razvoj komunikacijskih vještina. Glavne spoznaje ukazuju na potrebu za većom integracijom glazbenih aktivnosti u svakodnevni rad s djecom u predškolskim ustanovama. Zaključno, rad naglašava važnost glazbe kao sredstva za cjelovit razvoj djeteta te predlaže konkretne metode i aktivnosti koje mogu pomoći odgajateljima u primjeni glazbe kao alata za komunikaciju.This paper explores the role of music in preschool education as a tool for developing communication skills in children. The theoretical foundation of the study is based on the assumption that music is not just a form of entertainment but also a powerful tool for stimulating the development of speech, listening, and language skills. The aim of the paper is to analyze how musical activities can contribute to communication development in early childhood, drawing on relevant theoretical approaches and pedagogical methods. Through a review of literature and practical examples from educational practice, the results confirm the significant impact of music on the development of communication skills. The main findings highlight the need for greater integration of musical activities in the daily work with children in preschool institutions. In conclusion, the paper emphasizes the importance of music as a means for the holistic development of the child and suggests specific methods and activities that can assist educators in using music as a communication tool
Spine deformities in preschool children
No full textKralježnica je vrlo kompleksan dio tijela sačinjen od kralježaka, diskova, zglobova, ligamenata i mišića. Svaki dio kraljžnice ima važnu ulogu u pokretanju tijela. Razlika kralježnice djece naprema kralježnici odraslih jest u njezinoj zakrivljenosti. Dječja kralježnica razvija se do druge godine života kako bi formirala sve prirodne zakrivljenosti.
Kako bi se kralježnica pravilno razvijala važno je pravilno držanje tijela. Ono podrazumijeva da su svi glavni dijelovi tijela u ravnoteži te pod minimalnim opterećenjem. Međutim, sve veći problem među populacijom jest nepravilno držanje tijela. Najčešći uzrok tome jest oslabljenost mišića čime opterećenje tijela pada na kralježnicu. Na taj način dolazi do razvoja deformacija kralježnica. Njih je, kao i nepravilno držanje, važno uočiti što ranije.
Postoje rizi na razdoblja tijekom rasta i razvoja djeteta na koje valja obratiti pažnju jer se tada najčešće razvijaju nepravilno držanje i deformacije. To su, redom, prva i šesta odnosno sedma godina života te pubertet. Tijekom prve godine života dijete se uspravlja te ukoliko se uspravljanje ne događa pravilnim redoslijedom, kralježnica može trpiti. Tijekom šeste odnosno sedme godine dijete kreće u školu. Ono tada svakodnevno dinamično kretanje zamjenjuje višesatnim sjedenjem u klupama te svakim danom nosi školsku torbu. Ta opterećenja umaraju mišiće i opterećuju kralježnicu zbog ega se mogu razviti deformacije kralježnice.
U deformacije kralježnice ubrajaju se skolioza, kifoza i lordoza. Skolioza je lateralno, a kifoza i lordoza anterioposteriorno iskrivljenje kralježnice. Deformacije se s obzirom na ozbiljnost lije e operacijskim putem, ortozom te vježbanjem što je načešći oblik liječenja. U radu su opisani primjeri vježbi za svaku deformaciju. Vježbe odabire i primijenjuje fizioterapeut u komunikaciji s liječnikom. Vježbe je poželjno prilagoditi dobi i antropometrijskim karakteristikama djeteta kako bi bile što efikasnije. Za djecu predškolske dobi poželjno je uključiti glazbu i rekvizite te pretvoriti vježbanje u igru i zabavu.The spine is a very complex part of the body made out of vertebrae, discs, joints, ligaments, and muscles. Every part of the spine has a very important role in moving the body. The difference between children’s spines and grownups is in their curvature. Children’s spine develops in the second year of life in order to form all natural curvatures.
In order for the spine to develop correctly, proper body posture is extremely important. It implies that all main parts of the body are in balance and under minimal pressure. However, proper posture is beginning to be a more common problem among the population. The most common source of that is weakening of the muscles with which the pressure of the body falls onto the spine. Deformation of the spine comes to be in that way. Just as an improper posture, they are important to spot as early on as possible.
There are risky periods during the growth and development of the child at which more attention should be paid because that is when it is most common to develop improper posture and deformations. That are, in order, the first and sixth or seventh years of life and puberty. During the first year of life, the child is straightening its posture, and if the straightening does not occur in the proper order, the spine could suffer. During the sixth or seventh year of life, children begin school. In that time, everyday dynamic movement is replaced by long hours of sitting and carrying a heavy school bag. Those pressures tire down the muscles and put pressure on the spine, which could lead to the development of deformations in the spine.
Deformities of the spine include scoliosis, kyphosis, and lordosis. Scoliosis is lateral, and kyphosis and lordosis are anterioposterior curvatures of the spine. Depending on the seriousness of deformities, they are being treated with operations, orthosis, or exercises, which is the most common form of treatment. The paper describes examples of exercises for every deformity. Exercises are chosen and implemented by a physiotherapist in communication with a doctor. It is desirable to adjust exercises to the age and anthropometric characteristics of the child in order for them to be as efficient as possible. For children of the preschool age, it is desirable to include music and props in order to turn exercises into fun and games
CLIL u učenju engleskoga jezika kroz etwinning
No full textThis thesis explores the integration of innovative language learning methods into modern education, with a focus on Content and Language Integrated Learning (CLIL), English as a Foreign Language (EFL), and the eTwinning platform. The CLIL approach enables simultaneous learning of language and subject matter, while eTwinning provides a digital space for international collaboration among students and teachers. The thesis is divided into two parts: a theoretical overview of the key elements of CLIL, EFL, and eTwinning, and a project proposal that integrates these three components.
The theoretical part explains how CLIL uses content to teach language, the importance of English in a globalized world, and the role of eTwinning in fostering collaboration and communication among students from different countries.
The practical part presents a project proposal based on the eTwinning platform and CLIL methodology, designed for primary school students. The project covers topics such as plastic pollution, habitat destruction, animal extinction, and climate change, which align with UNESCO's Education for Sustainable Development principles. Through collaborative activities and creative tasks, students simultaneously acquire language and thematic skills, while the entire project promotes interactive learning, the use of digital tools, and the development of critical thinking.
The thesis concludes that the integration of CLIL, EFL, and eTwinning not only improves students' language competencies but also enables a deeper understanding of global issues through real-life examples and international collaboration.Ovaj rad istražuje integraciju inovativnih metoda učenja jezika u suvremeno obrazovanje, s naglaskom na Content and Language Integrated Learning (CLIL), učenje engleskog jezika kao stranog jezika (EFL) i platformu eTwinning. CLIL pristup omogućuje istovremeno učenje jezika i sadržaja, dok eTwinning pruža digitalni prostor za međunarodnu suradnju između učenika i nastavnika. Rad je podijeljen na dva dijela: teorijski pregled ključnih elemenata CLIL-a, EFL-a i eTwinninga te prijedlog projekta koji integrira ove tri komponente.
Teorijski dio obuhvaća objašnjenje kako CLIL koristi sadržaj za poučavanje jezika, važnost engleskog jezika u globaliziranom svijetu te ulogu eTwinninga u poticanju suradnje i komunikacije među učenicima različitih zemalja.
Praktični dio predstavlja prijedlog projekta koji se temelji na eTwinning platformi i CLIL metodologiji, osmišljenog za učenike osnovnih škola. Projekt obrađuje teme kao što su zagađenje plastikom, uništavanje staništa, izumiranje životinja i klimatske promjene, koje su u skladu s principima UNESCO-ovog obrazovanja za održivi razvoj. Kroz suradničke aktivnosti i kreativne zadatke, učenici istovremeno usvajaju jezične i tematske vještine, a cijeli projekt potiče interaktivno učenje, korištenje digitalnih alata te razvijanje kritičkog mišljenja.
Rad zaključuje da integracija CLIL-a, EFL-a i eTwinninga ne samo da poboljšava jezične kompetencije učenika, već im omogućuje dublje razumijevanje globalnih tema kroz stvarne primjere i međunarodnu suradnju
Inclusion of children with developmental disabilities in early and preschool education institution
No full textU predškolske ustanove, zajedno sa svojim vršnjacima, uključuju se i djeca s teškoćama u razvoju. Kako bi postigla svoj optimalan rast i razvoj potrebna im je podrška odgojitelja, ali i vršnjaka. Podržavajuče okruženje značajno doprinosi cjelokupnom razvoju djece koja imaju određene teškoće. Osim podržavajučeg okruženja iznimno je važna i rana stimulacija osjetila. Odgojitelji igraju ključnu ulogu pri inkluziji djece s teškoćama u razvoju u predškolske ustanove. Njihov je zadatak pripremiti stimulativno okruženje, ponuditi djeci raznovrsne aktivnosti, omogućiti im samostalno istraživanje te ih uključiti u dnevne aktivnosti i pomoći im da uspostave interakciju s vršnjacima. Kako bi uspješno obavili svoj zadatak odgojitelji trebaju pomoć i potporu roditelja te je stoga iznimno važna i njihova dobra i kvalitetna suradnja.Children with developmental disabilities are included in preschool institutions, along with their peers. In order to achieve their optimal growth and development, they need the support of teachers and peers. A supportive environment contributes significantly to the overall development of children with certain difficulties. In addition to a supportive environment, early sensory stimulation is extremely important. Educators play a key role in the inclusion of children with developmental disabilities in preschool institutions. Their task is to prepare a stimulating environment, offer children a variety of activities, enable them to explore independently and include them in daily activities and help them establish interaction with their peers. In order to successfully carry out their task, educators need the help and support of parents, and therefore their good and high-quality cooperation is extremely important
Differences in motor skills of children in a preschool sports group and a newly formed sports group in an educational institution
No full textCilj ovog diplomskog rada je istražiti razlike u motoričkim sposobnostima djece iz predškolske sportske skupine i novoformirane sportske skupine unutar programa ranog odgoja i obrazovanja. Istraživanje je provedeno na uzorku od 37 djece, od kojih je 15 bilo iz predškolske sportske skupine, a 22 iz novoosnovane sportske skupine, u dobi od 3 do 6 godina. Za potrebe istraživanja korišten je test kreiran u sklopu EU projekta „HEPA – Healthy European and Physically Active Kid“ u Dječjem vrtiću „Radost“, koji sadrži pet testova za procjenu motoričkih sposobnosti: T1 - MSDM (skok u dalj iz mjesta) za procjenu eksplozivne snage, T2 - MKPN (poligon unatrag) za procjenu koordinacije, T3 – MAGPRP (prenošenje pretrčavanjem) – za procjenu agilnosti i koordinacije, T4 – PREC (bacanje loptice u statičnu metu) za procjenu preciznosti i koordinacije, T5 - MRSJNK (hodanje po uskoj i niskoj gredici). Testovi preciznosti i ravnoteže su novo osmišljeni za potrebe EU projekta. Postavljena je hipoteza (H1): postoji statistički značajna razlika između djece uključene u sportski program i djece koja su tek započela s pohađanjem sportskog programa nakon redovitog predškolskog odgoja. Analizom dobivenih rezultata izračunati su osnovni i diferencijalni parametri. Istraživanje je pokazalo razlike u određenim testovima motoričkih sposobnosti, a analiza varijance potvrdila je hipotezu o statistički značajnim razlikama u testovima koordinacije i brzine, sugeriraju i da veći broj sati provedenih u tjelesnom vježbanju pozitivno utječe na te sposobnosti.The aim of this thesis is to investigate the differences in motor skills between children from a preschool sports group and a newly formed sports group within an early education program. The research was conducted on a sample of 37 children, of which 15 were from the preschool sports group and 22 from the newly established sports group, aged between 3 and 6 years. For the purpose of the research, a test developed within the EU project "HEPA – Healthy European and Physically Active Kid" was used in the kindergarten "Radost," which includes five tests for assessing motor skills: T1 - MSDM (standing long jump) for assessing explosive strength, T2 - MKPN (backward polygon) for assessing coordination, T3 - MAGPRP (running with transfer) for assessing agility and coordination, T4 - PREC (throwing a ball at a static target) for assessing precision and coordination, T5 - MRSJNK (walking on a narrow and low beam) for assessing balance. The precision and balance tests were newly designed for the purposes of the EU project. The hypothesis (H1) was set: there is a statistically significant difference between children involved in the sports program and children who have just started attending the sports program after regular preschool education. Basic and differential parameters were calculated through the analysis of the obtained results. The research revealed differences in certain motor skill tests, and variance analysis confirmed the hypothesis of statistically significant differences in coordination and speed tests, suggesting that a higher number of hours spent in physical exercise positively affects these abilities
Musical Play with Percussion Instruments - Challenges and Opportunities in Working with Early and Preschool-Aged Children
No full textGlazbena igra u ranoj i predškolskoj dobi doprinosi djetetovom tjelesnom, kognitivnom i socio-emocionalnom razvoju. Različiti oblici i vrste glazbenih aktivnosti uz korištenje udaraljki nude brojne mogućnosti, pri čemu se odgojitelji suočavaju s izazovom pravilne integracije ovih aktivnosti u njihovu svakodnevnu odgojno-obrazovnu praksu.
Cilj provedenog istraživanja bio je ispitati izazove i mogućnosti odgojitelja u provođenju glazbenih aktivnosti uz korištenje udaraljki u radu s djecom rane i predškolske dobi. Istraživanje je provedeno putem online upitnika, a u njemu je sudjelovalo 103 odgojitelja, od toga 102 odgojiteljice i 1 odgojitelj. Dobiveni su rezultati pokazali da većina ispitanika često provodi glazbene aktivnosti u radu s djecom rane i predškolske dobi, a tijekom provedbe glazbenih aktivnosti, od udaraljki najčešće koriste štapiće. Također, pokazalo se da nema statistički značajne razlike u motivaciji odgojitelja za provođenje glazbenih aktivnosti ovisno o opremljenosti vrtića udaraljkama. Ustanovljeno je da većina ispitanika smatra da tijekom studija nisu stekli dovoljno znanja i vještina za provođenje glazbenih aktivnosti uz korištenje udaraljki, ali da su dovoljno kompetentni za provođenje navedenih aktivnosti.
Na temelju dobivenih rezultata može se uočiti daljnja potreba za istraživanjem izazova i mogućnosti odgojitelja u provođenju glazbenih aktivnosti uz korištenje udaraljki u radu s djecom rane i predškolske dobi, kako bi se identificirali mogućnosti i izazovi odgojitelja u glazbenom odgoju djece te kako bi im se pružila dodatna podrška u razvoju kompetencija i motivacije za provođenje glazbenih aktivnosti.Musical play in early childhood contributes to a child's physical, cognitive, and socioemotional development. Various form and types of musical activities using percussion instruments offer numerous opportunities, while educators face the challenge of properly integrating these activities into their daily educational practice.
The aim of the conducted research was to examine the challenges and opportunities for educators in implementing musical activities using percussion instruments when working with young children and preschoolers. The research was conducted through an online questionnaire, with 103 educators participating, including 102 female educators and 1 male educator. The results showed that the majority of respondents frequently conduct musical activities with young children and preschoolers, and during these activities, they most commonly use sticks as percussion instruments. Additionally, there was no statistically significant difference in the motivation of educators to conduct musical activities based on the availability of percussion instruments in their kindergartens. It was found that most respondents believe they did not acquire enough knowledge and skills for conducting musical activities using percussion instruments during their studies, but they feel competent enough to carry out these activities.
Based on the results obtained, there is a clear need for further research into the challenges and opportunities for educators in implementing musical activities using percussion instruments in their work with young children and preschoolers, to identify the possibilities and challenges faced by educators in musical education for children and to provide them with additional support in developing competencies and motivation for conducting musical activities
Eating Disorders in Preschool Children
No full textPrehranu možemo definirati kao unos hranjivih tvari u organizam te je to odnos jela i zdravlja ljudskog tijela. Pravilna je prehrana u svakoj životnoj dobi važna, no to osobito vrijedi za ona razdoblja u kojima dijete najbrže raste i razvija se najintenzivnije. Ako teškoće prilikom hranjenja prerastu u poremećaj, to je stanje opasno i ima brojne destruktivne posljedice na psihofizičko zdravlje djeteta. Cilj je ovog rada dati pregled poremećaja u hranjenju pri čemu će fokus biti na njihovoj podjeli, etiologiji, liječenju, a s posebnim fokusom na manifestaciju poremećaja u hranjenju kod djece predškolske dobi te će se spomenuti uloga koju odgojitelj ima u odnosu na djecu i roditelje. Etiologiju čine psihološki, biološki te socijalni faktori koji djeluju umreženo, s varijacijama tih čimbenika među pojedincima. Kod djece se ističe odnos s majkom. Od poremećaja koji su svojstveni dojenačkoj i predškolskoj dobi češći su preživajući poremećaj, izbjegavajuće/restrikrivni poremećaj u hranjenju te pika, dok su anoreksija nervoza, bulimija nervoza i poremećaj prejedanja rjeđi. Liječenje je dugotrajno te zahtijeva multidisciplinarni pristup i uključenost roditelja. Pretilost je u djece također postala problem alarmirajućih razmjera. Kao alat u borbi protiv svojevrsne epidemije pretilosti ističe se primarna prevencija. Postoji i skupina problema pod nazivom akutni poremećaji prehrane. Oni uključuju povraćanje, proljev i dehidraciju koja je često posljedica prva dva poremećaja. Ako nastupe simptomi, važno je pravilno rehidrirati dijete i pojačano voditi brigu o higijeni. Odgojitelji imaju odgovornost da se educiraju o poremećajima prehrane. To je važno kako bi mogli prepoznati simptome ako se pojave, razumjeti djetetove individualne potrebe te u skladu s tim potrebama i u suradnji s roditeljima biti podrška djetetu.Nutrition can be defined as the intake of nutrients into the body, and as such it can be described as a relationship between food and the health of the human body. Proper nutrition is important at any age, but this is especially the case for those periods in which children grow the fastest and develop the most intensively. If feeding difficulties develop into a disorder, this condition is dangerous and has numerous destructive consequences on the child's psychophysical health. This Undergraduate thesis aims to provide an overview of eating disorders, focusing on their classification, etiology, and treatment, with a special focus on the manifestation of eating disorders in preschool children, and the role educators have in relation to children and parents will also be mentioned. Etiology consists of psychological, biological, and social factors that intertwine, with variations of these factors among individuals. In children, the relationship with their mother stands out. Among the disorders that are characteristic of infancy and preschool age, rumination disorder, avoidant-restrictive food intake disorder, and pica are the ones that stand out, while anorexia nervosa, bulimia nervosa, and binge eating disorder are less common. Treatment is long-term and requires a multidisciplinary approach and the involvement of parents. Obesity in children has also become a problem of alarming proportions. Primary prevention stands out as a tool in the fight against an obesity epidemic. There is also a group of problems called acute eating disorders. They include vomiting, diarrhea, and dehydration, which is often a result of the first two disorders. If symptoms occur, it is important to properly rehydrate the child and take extra care of hygiene. Preschool educators have a responsibility to educate themselves about eating disorders. This is important so they can recognize symptoms if they appear, understand their individual needs and support the child in cooperation with the parents
Celiac disease in preschool age
No full textRad “Celijakija u predškolskoj dobi” bavi se celijakijom, autoimunom bolešću izazvanom intolerancijom na gluten, i njenim specifičnostima. Celijakija uzrokuje različite simptome, od probavnih tegoba do problema s rastom, što otežava dijagnozu, posebno kod djece. Zbog toga je važno da se simptomi prepoznaju na vrijeme kako bi se spriječile ozbiljnije posljedice i omogućio normalan razvoj djeteta.
Cilj rada je istražiti simptome, metode dijagnosticiranja i liječenja celijakije u predškolskoj dobi, te naglasiti važnost uloge odgojitelja u vrtićima u prepoznavanju ove bolesti i prilagodbi prehrane. Jedini način liječenja je strogo pridržavanje bezglutenske prehrane, što može značajno poboljšati kvalitetu života djeteta.
U istraživanju provedenom među 76 odgojitelja, ispitivano je njihovo znanje o celijakiji i bezglutenskoj prehrani, te sposobnost prepoznavanja simptoma. Iako većina odgojitelja smatra da ima znanje, pokazalo se da postoji potreba za dodatnim edukacijama i boljom podrškom. Rezultati su također pokazali da celijakija nije često prisutna u vrtićima, ali odgojitelji prepoznaju važnost prilagodbe prehrane i njege.
Zaključak rada naglašava važnost dodatne edukacije odgojitelja i suradnje s roditeljima i zdravstvenim stručnjacima kako bi se osigurala odgovarajuća podrška djeci s celijakijom u vrtićima.The paper "Celiac disease in preschool age" addresses celiac disease, an autoimmune disorder caused by gluten intolerance, and its specific characteristics. Celiac disease causes various symptoms, ranging from digestive issues to growth problems, making diagnosis difficult, especially in children. Therefore, it is important to recognize the symptoms early to prevent more serious consequences and allow the child to develop normally.
The aim of the paper is to explore the symptoms, methods of diagnosing and treating celiac disease in preschool age, and to emphasize the importance of the role of preschool educators in recognizing this disease and adapting the diet. The only treatment is strict adherence to a gluten-free diet, which can significantly improve the child's quality of life.
In a study conducted among 76 preschool educators, their knowledge of celiac disease and the gluten-free diet was examined, as well as their ability to recognize symptoms. Although most educators believe they have knowledge, it was found that there is a need for additional education and better support. The results also showed that celiac disease is not commonly present in kindergartens, but educators recognize the importance of diet adaptation and care.
The conclusion of the paper highlights the importance of additional educator training and collaboration with parents and healthcare professionals to ensure appropriate support for children with celiac disease in preschools
Pre-mathematical skills in kindergarten
No full textPredmatematičke vještine, koje uključuju osnovne matematičke koncepte kao što su brojanje, klasifikacija i prostorno razumijevanje, ključne su za razvoj djece predškolske dobi. Ovaj rad istražuje važnost i razvoj tih vještina te metode za njihovo poticanje u vrtiću. Analizirane su faze razvoja predmatematičkih vještina, ključne komponente i utjecaj individualnih razlika. Također, istražuju se uloge odgajatelja, aktivnosti i igre koje poti u ove vještine, te suradnja s roditeljima i zajednicom. Cilj je pružiti sveobuhvatan pregled kako unaprijediti matematičko obrazovanje djece kroz učinkovite obrazovne pristupe i suradnju s obitelji.Pre-mathematical skills, which include basic mathematical concepts such as counting, classification, and spatial understanding, are essential for the development of preschool-aged children. This thesis explores the importance and development of these skills and methods for promoting them in preschool settings. It examines the stages of development of pre-mathematical skills, key components, and the impact of individual differences. Additionally, it investigates the roles of educators, activities, and games that encourage these skills, as well as collaboration with parents and the community. The aim is to provide a comprehensive overview of how to enhance mathematical education for children through effective educational practices and family involvement