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Environmental influences on early communication development
No full textKomunikacija se definira kao proces u kojem dvije ili više osoba razmjenjuju informacije, pri čemu međusobno utječu na svoja mišljenja i ponašanja. Ovaj proces započinje već u prenatalnoj fazi i traje cijeli život. Rana komunikacija, kao ključna faza u razvoju ne samo da omogućuje usvajanje vještina potrebnih za razmjernu informacija, već također, igra temeljnu ulogu u oblikovanju psihičke i socijalne dobrobiti djeteta. Stoga je nužno osigurati kvalitetnu i poticajnu okolinu koja će podržati djetetov rast i razvoj, posebno tijekom njegovih prvih godina života.
Početak rada nudi pregled osnovnih pojmova radi boljeg razumijevanja sadržaja te opisuje obilježja ranog komunikacijskog razvoja. Obilježja su prikazana prema redoslijedu kojim ih dijete usvaja, počevši od interakcije prema komunikaciji, te od usvajanja komunikacijskih funkcija koje prethode i omogućuju usvajanje komunikacijskih sredstava.
Rani komunikacijski razvoj djeteta pod utjecajem je brojnih čimbenika, uključuju i biološke i okolinske. Drugi dio rada bavi se okolinskim čimbenicima te kroz pregled dostupne literature i istraživanja nastoji se odgovoriti na pitanja o njihovoj ulozi u ranom razvoju komunikacijskih vještina. Također, navedeni su primjeri igara koji roditeljima i odgojiteljima mogu poslužiti kao sredstvo za stvaranje poticajnih uvjeta za rani komunikacijski razvoj.Communication is defined as a process in which two or more people exchange information, influencing each other's opinions and behaviors in the process. This interaction begins as early as the prenatal stage and continues throughout life. Early communication, as a crucial phase in development, not only enables the acquisition of skills necessary for information exchange, but also plays a fundamental role in shaping a child's psychological and social well-being. Therefore, it is essential to ensure a quality and stimulating environment that will support the child's growth and devlopment, especially during the early years of life.
The beginning of the paper provides an overview of key concepts for a better understanding of the content and describes the characteristics of early communication development. These characteristics are presented in the order in which the child acquires them, starting with interaction leading to communication, and progressing from the acquisition of communication functions, which precede and enable the adoption of communication tools.
The early communication development of a child is influenced by numerous factors, including biological and environmental ones. The second part of the paper deals with environmental factors and, through a review of the available literature and research, aims to address question regarding their role in early communication development. Furthermore, examples of games are provided, which can serve as tools for parents and educators to create stimulating conditions for early communicaton development
Comparison of children's physical activity in European kindergartens
No full textCilj ovog rada bio je usporediti tjelesnu aktivnost djece u vrtićima država Europe. Ispitati odgojitelje iz Republike Hrvatske te odgojitelje iz europskih vrtića, kolika je tjelesna aktivnost djece tijekom boravka u vrtiću, te njihova saznanja za djecu van vremena boravka u vrtiću. Također, što se od tjelesne aktivnosti provodi u vrtiću. U svrhu rada provedeno je ispitivanje na teritoriju RH i Europe putem anketnog upitnika u kojem je sudjelovalo 68 odgojitelja koji su odgovarali na 14 anketnih pitanja. Odgojitelji sudionici istraživanja iznijeli su svoje spoznaje o tjelesnoj aktivnosti djece tijekom boravka u vrtiću. Rezultati istraživanja prikazali su koliko su djeca tjelesni aktivna tijekom njihovog boravka u vrtiću. Provode li odgojitelji jutarnju tjelovježbu i sat tjelesne i zdravstvene kulture, te koliko često. Imaju li odgojitelji saznanja kojim tjelesnim aktivnostima se bave djeca van boravka u vrtiću, mišljenje odgojitelja imaju li djeca dovoljno mogućnosti za bavljenje tjelesnim aktivnostima. Velik postotak sudionika u istraživanju za problem tjelesno neaktivne djece za uzrok uzima društvo i moderan način života. Rezultati istraživanja prikazali su kako i dalje postoje vrtići u kojima se ne provodi jutarnja tjelovježba i sat tjelesne i zdravstvene kulture. Iako je za određeni broj djece boravak u vrtiću jedina tjelesna aktivnost. Te kako se u gotovo svakom dokumentu spominje obavezna tjelesna aktivnost prema preporuci Svjetske zdravstvene organizacije za djecu rane i predškolske dobi od minimalno 60 minuta dnevno.This paper aims to compare the levels of physical activity among children in kindergartens across Europe. To do so, kindergarten teachers from Croatia and other European countries were surveyed about the types and amounts of physical activities children engage in, both inside and outside of kindergarten settings. A total of 68 kindergarten teachers participated in the survey, which included 14 questions. The respondents shared their observations about the level of physical activity in kindergartens, including within their own classes. The survey also explored whether and how often teachers organize morning exercises and regular physical education (PE) classes. In addition, the study investigated whether kindergarten teachers are aware of the physical activities children participate in outside of school and whether they believe children generally have enough opportunities to stay active. A significant majority of teachers attribute the problem of children's physical inactivity to societal changes and modern lifestyles. The findings also reveal that some kindergartens still do not organize morning exercises or regular PE classes, even though these may be the only opportunities for some children to engage in physical activity. The paper also discusses national guidelines that recommend at least 60 minutes of physical activity per day in kindergartens, following the World Health Organization's recommendations
Kinesiological activity and eating habits of early and preschool children in the Zagreb area
No full textIstraživanje o kineziološkoj aktivnosti i prehrambenim navikama djece rane i predškolske dobi u Zagrebu otkrilo je ključne uvide u trenutne obrasce tjelesne aktivnosti i prehrane kod ove populacije. Kroz analizu rezultata anketa provedene među roditeljima, istraživanje je pokazalo da većina djece provodi značajno vrijeme u tjelesnim aktivnostima, pri čemu je najpopularniji oblik igre na otvorenom. Međutim, sudjelovanje u strukturiranim sportskim aktivnostima je relativno rijetko, što sugerira potrebu za većim naglaskom na organizirane sportske programe.
Što se tiče prehrambenih navika, istraživanje je otkrilo da djeca često konzumiraju prerađenu hranu i šećere u količinama koje mogu imati negativne posljedice na njihovo zdravlje. Roditelji su izrazili velike izazove u održavanju zdravih prehrambenih praksi zbog nedostatka vremena, dostupnosti zdravih namirnica i informacija.
Rezultati također pokazuju da je većina roditelja svjesna važnosti tjelesne aktivnosti i zdrave prehrane, ali se suočava s preprekama koje otežavaju postizanje tih ciljeva. Povećana podrška u obliku obrazovnih resursa, dostupnosti zdravih namirnica i organiziranih aktivnosti može pomoći u prevladavanju tih izazova.
U zaključku, istraživanje ukazuje na potrebu za poboljšanjem pristupa zdravim prehrambenim opcijama i strukturiranim kineziološkim aktivnostima te jačanju podrške roditeljima. Implementacija učinkovitih strategija može značajno unaprijediti zdravlje i razvoj djece u ranoj i predškolskoj dobi, stvaraju i vrste temelje za njihovu buduću dobrobit.A study on the kinesiology activity and dietary habits of early and preschool-aged children in Zagreb revealed key insights into current patterns of physical activity and nutrition within this population. Through the analysis of survey results collected from parents, the research showed that most children spend significant time engaged in physical activities, with outdoor play being the most popular form. However, participation in structured sports activities is relatively rare, suggesting a need for greater emphasis on organized sports programs.
Regarding dietary habits, the study found that children frequently consume processed foods and sugars in amounts that could negatively impact their health. Parents expressed significant challenges in maintaining healthy eating practices due to time constraints, the availability of healthy food options, and lack of information.
The results also indicate that while most parents are aware of the importance of physical activity and healthy eating, they face obstacles that make achieving these goals difficult. Increased support in the form of educational resources, availability of healthy food options, and organized activities could help overcome these challenges.
In conclusion, the research highlights the need to improve access to healthy food options and structured sports activities, as well as to strengthen support for parents. Implementing effective strategies could significantly enhance the health and development of children in early and preschool years, laying a solid foundation for their future well-being
Particularities of children's play in different sociocultural environments - Zagreb and Imotski
No full textIgra predstavlja temelju aktivnost svakog djeteta. Igrajući se, dijete istražuje, uči, razvija nova znanja i vještine. Osim toga, igra djetetu pruža osjećaje ugode, sreće, uzbuđenja i znatiželje. Može se reći kako igra utječe na sva djetetova osjetila i na njegov cjelokupni razvoj.
Igra posjeduje svoj značaj i kao takva predstavlja bitan segment djetetova života. Određena je višestrukim aspektima, neki od njih su dinamičnost, broj igrača, pravila koja ju definiraju, ali određena je i vremenom, prostorom i kulturom u kojima se prakticira. U različitim krajevima razvijali su se različiti oblici igara, a tijekom povijesti, baš kao i djetinjstvo, i igra je doživljavala razne promjene, ne samo u oblicima igre koju djeca prakticiraju, već i u doživljaju igre iz perspektive odraslih. Modernizacija i urbanizacija utjecale su na živote svih ljudi, tako i djece, što se odrazilo i na dječju igru, koja je uslijed toga pretrpjela određene promjene koje su u nekim slučajevima dovele do njenog zanemarivanja, pa i njezinog polaganog nestajanja iz života današnje djece. Razvojem tehnologije i digitalizacijom došlo je do pojave novih oblika igara te je tehnologija postala dijelom dječje igre. Usprkos digitalizaciji, igra nije dio isključivo digitalnog svijeta. Djeca igru i dalje organiziraju i provode u prirodnom okružju, vani, na otvorenom. Samoorganizirana igra ima velik značaj za djetetov razvoj jer pomaže djetetu u razvijanju samostalnosti i kreativnosti, a igra na otvorenome pruža dobrobiti boravka na svježem zraku i povezivanje s prirodom.
Obzirom da je igra značajan dio djetetove kulture, bitno je objasniti na koji način kulturološka sredina definira djetetovu igru, ili bolje rečeno, kako igra utječe na stvaranje kulture djetetova svijeta. Igrajući se, dijete stvara vlastitu kulturu, gradi odnose s vršnjacima, ali i sa starijima od sebe, razvija empatiju, usvaja društvene norme i mnoge druge vrline potrebne za skladan život u nekoj zajednici.
Kako bi se mogao razumjeti odnos igre i sociokulturne sredine u kojoj dijete odrasta, provedeno je istraživanje u dva Hrvatska grada, Zagrebu i Imotskom, kako bi se ispitalo postoje li razlike u igri djece u ta dva podneblja.Play is the basis of every child's activity. While playing, the child explores, learns and develops new knowledge and skills. In addition, play awakens feelings of comfort, happiness, excitement and curiosity in the child. It can be said that play affects all the child's senses and his or her overall development.
The play has its own value and as such it is an important segment of a child's life. It is determined by multiple aspects, such as dynamism, the number of players, the rules that define it, but also the time, space and culture in which it is practiced. Different forms of play were developed in different regions, and throughout history, both childhood and play have of play by adults. Modernization and urbanization have affected the lives of all people, including children. As a result, the game has undergone certain changes that in some cases have led to its neglect, and almost to its disappearance. The development of technology and digitalization have led to the emergence of new forms of games, and technology became a part of children's play. However, despite digitalization, game is not exclusively part of the digital world. Children still organize and engage in play in a natural environment, in the open air. Self-organized play is of great importance for the child's development because it helps the child to develop independence and creativity, and playing outside is beneficial for children because they spend time in the fresh air and connect with nature.
Given that play is a significant part of a child's culture, it is important to explain how the cultural environment defines a child's play, or rather, how play affects the creation of the culture of the child's world. Through play, the child creates his own culture, builds relationships with not only with this peers, but also with those older than himself, develops empathy and adopts social norms and many other virtues necessary for a harmonious life in a community.
In order to have a better understanding of the relationship between play and the sociocultural environment in which the child grows up, a study was conducted in two Croatian cities, Zagreb and Imotski, with the aim of observing the differences between child's play in these two regions
Perspectives of the use of virtual and augmented reality technology in higher education in the Republic of Croatia
No full textNapredak informacijsko-komunikacijskih tehnologija pratila je i njihova implementacija u odgojno-obrazovnom radu od predškolskih do visokoškolskih ustanova. Njihov utjecaj svakom sljedećom generacijom sve je veći i veći, bilo da ih promatramo kao pomoćno sredstvo za poučavanje ili kao predmet koji se proučava. Cilj ovoga istraživanja jest utvrđivanje čimbenika korištenja tehnologije virtualne i proširene stvarnosti u visokoškolskom obrazovanju u Republici Hrvatskoj u kontekstu njihovoga prihvaćanja od nastavnika i studenata. U istraživanju je ukupno sudjelovalo 423 studenta odabranih metodom nasumičnoga odabira. Sudjelovalo je 226 studenata nastavničkih studija, odnosno studijskih smjerova s Učiteljskog fakulteta Sveučilišta u Zagrebu, Filozofskog fakulteta Sveučilišta u Zagrebu i Prirodoslovnomatematičkog fakulteta Sveučilišta u Zagrebu i 197 studenata nenastavničkih studija, odnosno studijskih smjerova s Fakulteta organizacije i informatike Sveučilišta u Zagrebu, Filozofskog fakulteta Sveučilišta u Zagrebu i Prirodoslovno-matematičkog fakulteta Sveučilišta u Zagrebu. U istraživanju je sudjelovao i 201 nastavnik. U istraživanju su sudjelovali nastavnici s Učiteljskog fakulteta Sveučilišta u Zagrebu, Fakulteta organizacije i informatike Sveučilišta u Zagrebu, Filozofskog fakulteta Sveučilišta u Zagrebu, Prirodoslovno-matematičkog fakulteta Sveučilišta u Zagrebu, Kineziološkog fakulteta Sveučilišta u Zagrebu, Građevinskog fakulteta Sveučilišta u Zagrebu i Arhitektonskog fakulteta Sveučilišta u Zagrebu. Svi sudionici istraživanja odabrani su metodom nasumičnoga odabira. Utvrđeno je kako najvišu razinu poznavanja sudionici ankete izražavaju za gotovo ista programska rješenja informacijskokomunikacijskih tehnologija. Studenti i nastavnici najviše su upoznati i najčešće se koriste s internetskim preglednikom i elektroničkom poštom, a najslabije poznaju i najrjeđe koriste tehnologiju virtualne i proširene stvarnosti te program za upravljanje relacijskim bazama podataka. Nije uočena statistička značajna razlika u spremnosti na korištenje i stavu o korisnosti tehnologije virtualne stvarnosti među nastavnicima koji imaju manju razinu poznavanja u odnosu na one koji imaju višu razinu poznavanja informacijsko-komunikacijskih tehnologija, kao ni među nastavnicima koji imaju manju razinu poznavanja u odnosu na one koji imaju višu
razinu poznavanja tehnologije virtualne stvarnosti. Statistički značajna pozitivna povezanost utvrđena je između spremnosti nastavnika na učenje o novim tehnologijama koje mogu pomoći studentima u svladavanju nastavnoga gradiva te njihova stava o dostupnosti tehnologije virtualne stvarnosti.
Statistički značajna razlika nije utvrđena ni između spremnosti na korištenje tehnologije virtualne stvarnosti ni u razini poznavanja informacijsko-komunikacijskih tehnologija međustudentima koji studiraju na nastavničkim u odnosu na one koji studiraju na nenastavničkim studijima ili studijskim smjerovima, kao ni među studentima različitih godina studiranja. Istraživanje učestalosti korištenja informacijsko-komunikacijskih tehnologija kod studenata koji studiraju na nastavničkim u odnosu na one koji studiraju na nenastavničkim studijima ili studijskim smjerovima pokazuje kako ne postoji statistički značajna razlika između učestalosti korištenja informacijsko-komunikacijskih tehnologija među studentima različite vrste studija, kao ni među studentima različitih godina studija. Utvrđena je statistički značajna pozitivna povezanost između stava studenata o korisnosti i želje za korištenjem tehnologije virtualne stvarnosti u procesu studiranja. Tehnologija virtualne stvarnosti sve je prisutnija u visokoškolskom obrazovanju u Republici Hrvatskoj te je spremnost i želja za njezinim korištenjem zabilježena je u odgovorima nastavnika i studenata. Obje kategorije ispitanika prepoznaju njezinu didaktičku vrijednost te će zbog toga virtualna stvarnost u budućnosti
zauzimati sve veći prostor u visokoškolskom obrazovanjuThe advancement of information and communication technologies has been accompanied by their implementation in educational work, from pre-school to higher education institutions. Their influence on each subsequent generation is increasing, whether we consider them as a teaching aid or as a subject of study in and of themselves. Among the most modern elements of information and communication technologies are virtual and augmented reality technology. The aim of this research is to determine the factors of using virtual and augmented reality technology in higher education in the Republic of Croatia in the context of their acceptance by teachers and students they teach. More precisely, the aim is to investigate the readiness of teachers to use virtual reality technology in relation to their knowledge of this technology, and to determine the factors that influence students' perspective on the use of virtual and augmented reality technology.
The research involved a total of 423 randomly selected students. Of these, 226 were teacher education students or students from related programs from the Faculty of Education, University of Zagreb, the Faculty of Humanities and Social Sciences, University of Zagreb, and the Faculty of Science, University of Zagreb. The remaining 197 students were from non-teacher education programs or related programs from the Faculty of Organization and Informatics, University of Zagreb, the Faculty of Humanities and Social Sciences, University of Zagreb, and the Faculty of Science, University of Zagreb. In addition, 201 teachers participated in the research. These teachers were from the Faculty of Education, University of Zagreb, the Faculty of Organization and Informatics, University of Zagreb, the Faculty of Humanities and Social Sciences, University of Zagreb, the Faculty of Science, University of Zagreb, the Faculty of Kinesiology, University of Zagreb, the Faculty of Civil Engineering, University of Zagreb, and the Faculty of Architecture, University of Zagreb. The participants were selected by random sampling. Two online questionnaires were created for the research, one for teachers and one for students. The first part of the student questionnaire asked for general information about the participant, such
as their program of study and year of study. The second part of the student questionnaire assessed the participant's level of competency and experience in using information and communication technologies. The teacher questionnaire consisted of three parts. In the first and second parts of the questionnaire, teachers assessed their professional competencies and experience in using information and communication technologies. In the third part, teachers evaluated their knowledge and readiness to use and the usefulness of virtual reality technology in higher education based on 14 statements provided in the questionnaire. The passage describes the analysis of research results related to the level of knowledge and usage of information and communication technology (ICT) among students and teachers. The study found that the participants were most familiar with and frequently used web browsers and email, while they were least familiar with and least likely to use virtual and augmented reality technology and relational database management software. There was no statistically significant difference in the readiness and attitudes towards virtual reality technology among teachers who had lower levels of ICT knowledge compared to those with higher levels of ICT knowledge. However, there was a statistically significant positive correlation between the willingness of teachers to learn new technologies that can help students in mastering the course material and their attitude towards the availability of virtual reality technology.
In the data processing phase, descriptive statistics were used to obtain basic statistical indicators, while the normality of variable distribution was tested using the Kolmogorov-Smirnov test. Univariate analysis of variance (ANOVA) was used to determine differences in the readiness to use virtual reality technology among students studying on teaching and nonteaching programs and according to the year of study. The level of ICT knowledge among students was also tested using univariate ANOVA, depending on their program and year of study. The Pearson correlation coefficient was used to determine the relationship between students' attitudes towards the usefulness of virtual reality technology in the study process and their desire to use it. The Levene's test was used to test variance homogeneity, while the statistical significance of mean differences between groups was determined using the F-value.If the Levene's test showed significant differences in variances, the Welch F test, which does not require homogeneity of variance, was used for further analysis.
The statistical significance of the differences was tested at the level of significance p < 0.05 using the STATISTICA version 14.0.0.15 software by TIBCO Software Inc.
Statistical significance was not found between the readiness to use virtual reality technology and the level of knowledge of information and communication technologies among students studying teaching compared to those studying non-teaching programs, nor among students of different years of study. Research on the frequency of use of information and communication technologies among students studying teaching compared to those studying non-teaching programs or study programs shows that there is no statistical significance in the frequency of use of information and communication technologies among students of different types of studies, nor among students of different years of study. A statistically significant positive correlation between students' attitudes towards the usefulness and desire to use virtual reality technology in the studying process has been established. Virtual reality technology is increasingly taking up space in higher education in Croatia, and readiness and desire for its use has been recorded among both teachers and students. Both categories of respondents recognize its didactic value, and therefore virtual reality will occupy an increasingly important place in higher education in the future
Physical education of children with disabilities
No full textTema ovoga rada je Tjelesna i zdravstvena kultura djece s teškoćama u razvoju. Ovaj rad u uvodu pruža sveobuhvatan presjek različitih vrsta teškoća u razvoju s kojima se djeca mogu suočavati, kao i utjecaj tih teškoća na njihov svakodnevni život i mogućnosti na satu Tjelesne i zdravstvene kulture. U glavnom dijelu rada naglašava se krucijalna važnost tjelesnog vježbanja za djecu s teškoćama u razvoju, ističući kako tjelesna aktivnost može doprinijeti njihovom fizičkom, mentalnom i socijalnom razvoju. Posebno je u fokus individualizacija i prilagodba nastave tjelesne i zdravstvene kulture. U tom kontekstu, rad pruža uvide u prilagodbu nastave iz kineziološkog i inkluzivnog aspekta, uključujući upotrebu igre kao neizostavni dio tjelesnog kretanja djece.
Primjeri prilagođenih vježbi i aktivnosti ilustriraju kako se tjelesna kultura može uspješno implementirati za djecu s različitim vrstama teškoća. U radu se također naglašavaju ključna polazišta koja su temelj za organizaciju Tjelesne i zdravstvene kulture za djecu s teškoćama. Navode se primjeri i prijedlozi kako organizirati tjelesnu i zdravstvenu kulturu na način koji osigurava inkluzivno i podržavajuće okruženje za svu djecu. Sva nastojanja za inkluzijom djece s teškoćama u razvoju u odgojno-obrazovni sustav, pa tako i nastavu tjelesne i zdravstvene kulture, moraju se suočiti s nizom izazova i prepreka. Ovaj rad analizira te izazove, poput nedostatka odgovarajuće infrastrukture, nedovoljno educiranih nastavnika te potrebu za dodatnim resursima i podrškom. Za potrebe rada provedeno je i kratko anketno istraživanje na uzorku od 40 učitelja razredne nastave. Cilj istraživanja bio je dobiti uvid u vrste teškoća s kojima se učitelji susreću među svojim učenicima te u kojoj mjeri i na koji način djeca s teškoćama sudjeluju u satu tjelesne i zdravstvene kulture. Rezultati ankete pružaju vrijedne informacije o stvarnoj situaciji u školama i nude smjernice za daljnja poboljšanja u nastavi tjelesne i zdravstvene kulture za djecu s teškoćama u razvoju.Main subject of this paper is Physical Education of children with disabilities. In introduction, the paper provides a comprehensive overview of the different types of disabilities that children may face, as well as the impact of these disabilities on their daily lives and opportunities in the Physical Education class. The main part of the paper emphasizes the critical importance of physical exercise for children with disabilities, emphasizing how physical activity can contribute to their physical, mental and social development. Special emphasis is placed on the individualization and adaptation of Physical
Education. In this context, the work provides insight into program adaptation from a kinesiology and inclusive aspect, including the use of play as an indispensable part of children's physical movement. Examples of adapted exercises and activities illustrate how physical education can be successfully implemented for children with different types of disabilities. The paper also emphasizes the key starting points that are the basis for the organization Physical Education of
children with disabilities. Examples and suggestions are presented on how to organize Physical Education in a way that ensures an inclusive and supportive environment for all children. All efforts to include children with developmental disabilities in the educational system, including physical education and health education, must face a series of challenges and obstacles. This paper analyzes these challenges, such as the lack of adequate infrastructure, insufficiently educated
teachers and the need for additional resources and support. For the purposes of the work, a short survey was conducted on a sample of 40 lower school teachers. The goal of the research was to gain insight into the types of difficulties that teachers encounter among their students, and to what extent and in what way children with disabilities participate in physical and health education classes. The results of the survey provide valuable information about the actual situation in schools and offer guidelines for further improvements in the teaching of physical and health education for children with developmental disabilities
Competencies And Attitudes On Implementation Of Musical Activities In Kindergarten
No full textDobro je poznat pozitivan učinak glazbe na cjelokupan razvoj djeteta ranei predškolske dobi. U svrhu ostvarivanja mogućih dobrobiti glazbe, potrebno je da odgojitelj bude kvalitetno obrazovan, da prati aktualne dokumente koji propisuju smjernice za radtedabude osobno motiviran u cjeloživotnom usavršavanju, pa tako i u području glazbe. Ovo istraživanje provedeno je s ciljem da se ispitaju kompetencije i stavovi odgojitelja/ica o provođenju glazbenih aktivnosti u vrtiću na području Međimurske,Varaždinske i Krapinsko-zagorske županije. Prikupljeno je 103 odgovora u online anketnomupitniku provedenom u travnju, 2024.godine. U istraživanju su postavljene četiri hipoteze. Prva hipoteza glasi: odgojitelji koji imaju više radnog iskustva značajno pozitivnijeprocjenjuju vlastite kompetencije i stavove o provođenju glazbenih aktivnosti u vrtićuodonihkoji imaju manje radnog iskustva; druga hipoteza je: odgojitelji koji imaju viši stupanj obrazovanja značajno pozitivnije procjenjuju vlastite kompetencije i stavove o provođenjuglazbenih aktivnosti u vrtiću od onih koji imaju niži stupanj obrazovanja; treća hipotezaglasi: odgojitelji koji se aktivno bave ili su se bavili glazbom značajno pozitivnije procjenjujuvlastite kompetencije i stavove o provođenju glazbenih aktivnosti u vrtiću od onih koji senebave aktivno glazbom; i četvrta hipoteza je: odgojitelji koji imaju dodatno glazbenoobrazovanje značajno pozitivnije procjenjuju vlastite kompetencije i stavove o provođenjuglazbenih aktivnosti u vrtiću od onih koji nemaju dodatno glazbeno obrazovanje. Prva i druga hipoteza pokazale su kako za radno iskustvo i razinu obrazovanjaodgojitelja ne postoji statistički značajna povezanosti u procjeni vlastitih stavovai kompetencija o provedbi glazbenih aktivnosti u vrtiću. Međutim, hipoteze o bavljenjuglazbenim aktivnostima u slobodno vrijeme i hipoteza o završenom glazbenomobrazovanjuodgojitelja pokazale su statistički značajnu povezanost s pozitivnijimstavovimai kompetencijama u provedbi glazbenih aktivnosti u vrtiću. Zaključuje se da bi odgojitelji, nakon obrazovanja, trebali nastaviti uvježbavati i usavršavati stečena znanja kako bi bili samopouzdaniji u provedbi glazbenih aktivnosti u vrtiću.It is well known that music has a positive impact on the overall development of youngand preschool children. To achieve the potential benefits of music for children, it is necessaryfor the educator to be well-educated, to follow current documents that set guidelines for theirwork, and to be personally motivated for lifelong learning, including in the field of music. This research was conducted to examine the competencies and attitudes of educatorsin performing music activities in kindergartens in the areas of Međimurska, Varaždinska, andKrapinsko-Zagorska County. 103 responses were collected in an online survey conductedinApril 2024. In the study, four hypotheses were set. The first hypothesis states: educators withmore work experience evaluate their own competencies and attitudes towards conductingmusical activities in kindergartens significantly more positively than those with less workexperience. The second hypothesis states: educators with a higher level of educationevaluatetheir own competencies and attitudes about conducting musical activities in kindergartensignificantly more positively than those with a lower level of education. The third hypothesisstates: educators who are actively involved or have been involved in music evaluate their owncompetencies and attitudes towards conducting musical activities in kindergartenssignificantly more positively than those who are not actively involved in music. The fourthhypothesis states: educators with additional music education evaluate their own competenciesand attitudes towards conducting musical activities in kindergartens significantlymorepositively than those without additional music education. The first and second hypotheses showed that there is no statistically significant correlation between work experience or the level of education of educators and their self-assessment of attitudes and competencies in conducting musical activities in kindergartens. However, the hypotheses regarding engagement in musical activities during free time andthecompletion of music education showed a statistically significant correlation withmorepositive attitudes and competencies in conducting musical activities in kindergartens. It isconcluded that educators, after their formal education, should continue to practice andrefinethe knowledge they have acquired to become more confident in conducting musical activitiesin kindergartens
The Role Of Preschool Teachers In Motivating Preschool Children In Art Activities
No full textDječje likovno izražavanje započinje spontano te djetetovom željom za istraživanjem i stvaranjem. Djeca svoj kreativni potencijal ostvaruju kroz razne likovne aktivnosti koje uključuju izbor različitih materijala i sredstava. Djeca su bića kojima je potrebna sloboda u istraživanju i otkrivanju sebe, svojih emocija i osjećaja te stanja u kojima se nalaze u trenutku stvaranja. Kroz likovno izražavanje razvijaju dječju vizualno – prostornu inteligenciju, maštu, estetsko percipiranje te specifične likovno – izražajne sposobnosti. Za razvoj dječje kreativnosti veliku ulogu imaju odgojitelji koju omogućuju kvalitetan prostor, materijale te bogatstvo motivacijskih poticaja. Potrebno je prihvaćanje i poticanje kreativnog izražavanja ideja, iskustava i osjećaja djece u raznim umjetničkim područjima i izražajnim medijima. Također, odgojitelj ima važnu ulogu u poticanju samostalnosti djece, radnih navika, ustrajnosti u radu, dokumentiranju dječjega likovnog stvaralaštva te razvijanju likovnih sposobnosti. Uspješnost izvođenja likovnih aktivnosti u ranom i predškolskom dobu ovisi o stručnosti odgojitelja. Kako bi to uspjeli, odgojitelji moraju poznavati psihološki i likovni razvoj djeteta, njegove individualne sposobnosti i potrebe te metodiku poučavanja djece predškolske dobi. Važno je da odgojitelj uvažava dječje interese i potrebe te da djeci dopušta slobodu tijekom stvaranja. Njegova uloga kao promatrača i voditelja aktivnosti usmjerava i potiče djecu na kvalitetan rad. On se u odgojitelja prepoznaje u njegovoj sposobnosti reagiranja na neplanirane i stvarne aktivnosti djece u određenim situacijama. Djecu nikako ne smijemo prekidati ili ometati tijekom likovnog izražavanja jer ćemo u protivnom narušiti njihovu kreativnost i ideju onoga što su sami zamislili.Children's artistic expression begins spontaneously and with the child’s desire to explore and create. Children realise their creative potential through various artistic activities that involve a range of different materials and means. Children are beings who need freedom to explore and discover themselves, their emotions and feelings and the state they are in at th moment of creation. Through artistic expression, they develop visual-spatial intelligence, imagination, aesthetic perception,and specific skills for artistic expression. Preschool teachers play a major role in the development of children’s creativity. They provide high-quality spaces, needed materials and a wealth of motivating stimuli. It is important to accept and encourage the creative expression of children’s ideas, experiences and feelings in various artistic fields and mediums of expression. In addition, a preschool teacher plays an important role in encouraging children’s independence, work habits and perseverance, as well as documenting children’s artistic creativity and developing their artistic skills. The success of early childhood and preschool art activities depends on the competence of the preschool teacher. To be successful, preschool teachers must be familiar with the psychological and artistic development of children, their individual abilities and needs, and the methodology of teaching preschool children. It is important that a preschool teacher respects the interests and needs of the children and gives them freedom to create. The preschool teacher’s role as an observer and leader of activities guides and encourages the children to produce high quality work. The quality of a preschool teacher’s work is reflected in the ability to respond to the children’s unplanned and real activities in specific situations. Children must not be interrupted or disturbed during artistic expression, otherwise their creativity and the ideas they have come up with will be damaged
The contribution of teachers' opinions on the characteristics of the teaching profession and teachers as professionals and perceived organizational support in explaining job satisfaction
No full textUčiteljstvo se u svojoj dugoj povijesti uglavnom smatralo pozivom, no danas se u literaturi učestalo definira kao profesija. Analizom literature utvrđena su određena obilježja koje pojedino zanimanje mora imati da bi se moglo klasificirati kao profesija, a to su primjerice: specijalizirana baza znanja, dulje razdoblje visokoškolskoga obrazovanja, razvijen ugled i društveni status, razvijena profesionalna etika, posjedovanje profesionalne autonomije (Cobbold, 2015; Monterio, 2015; Šporer, 1990; Turner i Hodge, 1970). Mogući utjecaj na profesionalno izvođenje posla ima i zadovoljstvo poslom te percipirana organizacijska podrška. Pregledomn istraživanja utvrđeno je da su učitelji uglavnom zadovoljni poslom (Borić, 2017; Markočić Dekanić i sur., 2019; Skaalvik i Skaalvik, 2015; Vidić i Miljković, 2019; Vidić, 2009) te da je percipirana organizacijska podrška pozitivno povezana sa zadovoljstvom poslom (Kurtessis i sur., 2015; Rhoades i Eisenberger, 2002; Tariq Maan i sur., 2020). Ovim doktorskim radom nastojao se utvrditi doprinos procjene učitelja o obilježjima učiteljske profesije i učitelja kao profesionalca te percipirane organizacijske podrške u objašnjenju zadovoljstva poslom. Za potrebe ovoga istraživanja primijenjen je mješoviti pristup koji uključuje kvantitativne i kvalitativne metode istraživanja, a uzorak su činili učitelji razredne nastave. Kvantitativni dio istraživanja proveden je online anketnim upitnikom (N = 400), a kvalitativni dio istraživanja proveden je fokus-grupom (N = 10). Glavni rezultati analize podataka anketnoga upitnika pokazuju da ispitivana socio-demografska obilježja ne utječu na veću procjenu učiteljstva kao profesije i učitelja kao profesionalaca te na veće zadovoljstvo poslom i veću percipiranu organizacijsku podršku. Također, rezultati pokazuju da su učitelji koji percipiraju veću organizacijsku podršku svoje škole zadovoljniji svim aspektima posla. Glavni rezultati fokus-grupe pokazuju da učitelji kao glavno identifikacijsko obilježje učiteljske profesije prepoznaju specifična znanja i metodičke vještine.In its long history, teaching was generally considered a vocation, but in today's literature, it is defined as a profession. The analysis of the literature determines certain structural characteristics that a particular occupation must have in order to be classified as a profession, and they are: specialized knowledge base, a longer period of higher education, developed reputation and social status, developed professional ethics, possessing professional autonomy (Cobbold, 2015; Monterio, 2015; Šporer, 1990; Turner and Hodge, 1970). An occupation can be professionalized to a certain point which depends on how many structural characteristics of the profession it possesses. This is called the continuum of professionalization from which it can be concluded that occupation is the base of profession. History considered medicine and law as the first real profession from which the main characteristics of the profession that today's occupations strive for were derived. A review of the available research showed that teachers are generally satisfied with their work (Borić, 2017; Markočić Dekanić et al., 2019; Skaalvik and Skaalvik, 2015; Vidić and Miljković, 2019; Vidić, 2009) and that perceived organizational support is positively correlated to job satisfaction (Kurtessis et al., 2015; Rhoades and Eisenberger, 2002; Tariq Maan et al., 2020). This doctoral thesis tried to determine the contribution of teachers' assessment of the characteristics of the teaching profession and teachers as professionals and perceived organizational support in explaining job satisfaction. It was conducted with mixed-method research, and the sample consisted of primary school teachers working in grades 1-4. The qualitative part of the research was conducted with a focus group (N = 10), and the quantitative part was conducted with an online questionnaire (N = 400). The main results of a focus group show that teachers recognize specialized knowledge and methodical skills as the main identificational marks of the teaching profession. As main deficits, they recognize a lack of support from supervisors, a negative image of the teaching profession in public and insufficient salary considering work complexity. Results also show that teachers identify regulation of professional conduct with the personal belief of what is moral and right. Only a few are familiar with the ethical code of school as something that regulates the professional conduct of teachers on a school level. An interesting result is the fact that teachers consider teaching as an occupation mainly because of the negative image of teaching in public and the fact that a part of the teacherpopulation is uninterested in their own job. The main results of the data analysis of the questionnaire show that the examined sociodemographic characteristics do not affect the higherassessment of teaching as a profession and teachers as professionals, higher job satisfaction, or greater perceived organizational support. Also, the results show that teachers who perceive greater support from their school are more satisfied with all aspects of their work
Encouraging artistic creativity of hearing impaired children
No full textTema ovog završnog rada je likovno stvaralaštvo djece s oštećenjem sluha predškolske dobi. Likovno stvaralaštvo ima mnogostruke dobrobiti, a ponajviše za djecu s oštećenjem sluha koja kroz likovno stvaralaštvo iskazuju svoje misli, osjećaje, odnosno sa umjetničkim i kreativnim jezikom komuniciraju sa svojom okolinom. Nedostatak osjetila sluha nikako nije prepreka u likovnom i kreativnom razvoju i obrazovanju djece s oštećenjem sluha, potrebni su pravilan pristup, poticajno okruţenje i pravilan način komunikacije. Djeca s oštećenjem sluha imaju izoštrenu vizualnu percepciju kojom su zamijenili nedostatke slušne percepcije, upravo iz tog razloga uočavaju puno više detalja, pokreta koje njihovi čujući vršnjaci ne primjećuju. Za potrebe rada odraĎen je praktični dio s troje gluhe djece. Praktičnim radom obuhvaćena su djeca u dobi od 4 i 5 godina. Djeca su s radošću sudjelovala u likovnom stvaralaštvu, te su razvili osjećaj svoje vaţnosti i prihvaćenosti u društvu.The topic of this final work is the artistic creativity of preschool children with hearing impairment. Art creation has multiple benefits, especially for children with hearing impairment who express their thoughts and feelings through art creation, that is, communicate with their environment with artistic and creative language. The lack of the sense of hearing is by no means an obstacle in the artistic and creative development and education of children with hearing impairment, a proper approach, a stimulating environment and a proper way of communication are necessary. Children with hearing loss have a sharpened visual perception, which they used to replace the shortcomings of auditory perception, for this very reason they notice many more details, movements that their hearing peers do not notice. For the purposes of the work, a practical part was done with three deaf children. Practical work includes children aged 4 and 5. The children happily participated in art creation, and developed a sense of their importance and acceptance in society