University of Zagreb Faculty of Teacher Education - Digital repository
University of Zagreb Faculty of Teacher Education - Digital repositoryNot a member yet
4576 research outputs found
Sort by
Nursery rhymes and verbal creativity of preschool children
No full textMalešnice, u svijetu poznate pod nazivom nursery rhymes, narodne su dječje pjesmice koje imaju brojne dobrobiti za djetetov razvoj. Važne su zbog proširivanja vokabulara, poticanja pamćenja i poticanja kreativnoga izražavanja. Malešnice su najzastupljenije u ranom i predškolskom razdoblju te su svakodnevica većine djece. Usko su povezane s razvojem motorike, jer djeca, dok izgovaraju stihove malešnica, uključuju pokrete ruke i prste, ali cijeloga tijela. Time istovremeno unaprjeđuju finu motoriku, koja je krucijalna za samostalnost i obavljanje svakodnevnih aktivnosti, a pritom se razvija govor i jezik.
Roditelji, odgojitelji, stručni suradnici i svi ostali odrasli koji su u kontaktu s djetetom u tom razdoblju trebali bi biti upoznati s glavnim obilježjima djetetova govorno-jezičnoga razvoja te bi trebali razvijati osjećaj sigurnosti, koji je prvi korak do kreativnog izražavanja. Bitno je da dijete usvaja pjesme kako bi usvojilo i nove jezične sadržaje i upoznalo okolinu koja ga okružuje, ali isto tako i da kreira nove pjesme kojima će stvarati i nove, vizualne pjesničke slike. Time također mogu pomoći djetetu da savlada prepreke koje mogu ometati njegov uredni govorno-jezični razvoj.Malešnice, known worldwide as nursery rhymes, are folk nursery rhymes that have numerous benefits for the child's development. They are important for expanding vocabulary, stimulating memory and encouraging creative expression. Nursery rhymes are most common in the early and preschool period and are the everyday life of most children. They are closely related to the development of motor skills because children, while reciting nursery rhymes, include movements of the hand, fingers, and the whole body. At the same time, they improve fine motor skills, which are crucial for independence and the performance of daily activities, while developing speech and language.
Parents, educators, professional associates and all other adults who are in contact with the child during this period should be familiar with the main characteristics of the child's speech and language development. They should develop a sense of security, which is the first step to creative expression. The child must learn songs to learn new language content and get to know the environment that surrounds him, but also to create new songs with which he will create new, visual poetic images. That way, they can also help the child to overcome obstacles that may hinder his proper speech and language development
Application of kinesiology games in children of kindergarten age
No full textGlavna tema ovog završnog rada je primjena kinezioloških igara u radu s djecom vrtićke dobi. Igra, kao djetetova dominantna aktivnost, uvelike pridonosi njegovom cjelokupnom razvoju. Utječe na tjelesni, motorički, kognitivni, emocionalni i socijalni razvoj. Igra, posebice kineziološka, uz to što utječe na cjelokupni razvoj djeteta, savršena je za zadovoljavanje djetetove prirodne potrebe, potrebe za kretanjem. U njoj hoda, trči, skače, viče, penje se i veseli. Odrasle osobe, odgojitelj i roditelj, imaju važnu ulogu u provođenju kinezioloških igara. Vrijednost ovog završnog rada može se promatrati kroz navedene primjere različitih motoričkih igara koje se mogu primjenjivati u svakodnevnom radu s djecom vrtićke dobi u svrsi podizanja motivacije za rad, pozitivnog djelovanja na tjelesni i psihosocijalni razvoj djece kao i izbjegavanja monotonije u radu s djecom.The main topic of this final thesis is the application of kinesiology games in working with children of kindergarten age. Play, as a child’s dominant activity, greatly contributes to it’s overall development. It affects physical, motor, cognitive, emotional and social development. Play, especially kinesiology one, besides sffestining the overall development of the child, is perfect for satisfying the child’s natural need, the need for movement.. In it, the child walks, runs, jumps, shouts, climbs and is happy. Adults, preeschool teacher and parents, have an important role in counducting kinesiologycal games. The value of this final thesis can be seen through the examples of different motor games that can be applied in everyday work with children of kindergarten age in order to increase motivation for work, positive effects on the physical and psychosocial development of children as well as avoiding monotony in working with children
Zero waste concept and its application in early and preschool education
No full textZero waste koncept života predstavlja pristup koji teži minimiziranju otpada koji se stvara kroz svakodnevne aktivnosti, pridajući važnost smanjenju, ponovnoj uporabi i recikliranju resursa. Primjena ovog koncepta u ranom i predškolskom odgoju i obrazovanju može imati značajne prednosti za djecu, zajednicu i okoliš. Rano djetinjstvo i predškolski odgoj predstavljaju ključno razdoblje za usvajanje navika koje promiču održivost i ekološku svijest, postavljajući temelje za odgovoran odnos prema okolišu u kasnijem životu. Djeca mogu učiti o važnosti čuvanja resursa, razlikovanju materijala za recikliranje te o štetnosti otpada za okoliš. Škole i vrtići mogu implementirati prakse poput odvajanja otpada, upotrebe višekratnih umjesto jednokratnih materijala te donošenja obroka u biorazgradivim ili kompostabilnim ambalažama. Vrtići mogu imati projekte koji uključuju vrtlarstvo vrtne projekte koji uče djecu o uzgoju hrane i kompostiranju organskog otpada, čime se podupire ciklus kruženja resursa i održiv način
života. Uključivanje roditelja u edukaciju o zero waste konceptu života može proširiti utjecaj obrazovnih aktivnosti izvan vrtića, potičući obitelji da primjenjuju slične principe kod kuće. Aktivnosti poput recikliranja materijala za umjetničke projekte potiču kreativnost i osvješćuju djecu o mogućnostima ponovne uporabe. Rad istražuje ulogu edukacije u promicanju zero waste koncepta, kao i uključivanje zero waste edukacije u kurikulum dječjih vrtića koje može značajno utjecati na svijest djece o okolišu, potičući ih na razvoj održivih navika koje će nastaviti kroz cijeli život. Također se ispitivala razina poznavanja zero waste koncepta kod roditelja i odgojitelja, te kako proširenje ovog znanja može utjecati na primjenu zero waste koncepta života u dječjim vrtićima i obiteljskim domovima. Ovaj koncept uči djecu odgovornosti prema okolišu i priprema ih da postanu svjesni građani koji će pridonositi očuvanju planeta u budućnosti (Moon i sur., 2004). Zaključak rada naglašava važnost integracije zero waste praksi u obrazovanje i obiteljski život, te preporučuje daljnje korake za poboljšanje i širenje zero waste inicijativa u Hrvatskoj. Implementacija ovih principa ne samo da doprinosi smanjenju otpada, već također educira buduće generacije o održivom načinu života, stvarajući tako pozitivne promjene u društvu i okolišu.The zero waste lifestyle concept represents an approach aimed at minimizing the waste generated through daily activities, emphasizing the importance of reducing, reusing, and recycling resources. Applying this concept in early and preschool education can offer significant benefits for children, the community, and the environment. Early childhood and preschool education represent a crucial period for adopting habits that promote sustainability and ecological awareness, laying the groundwork for a responsible relationship with the environment in later life. Children can learn about the importance of conserving resources, distinguishing recyclable materials, and the environmental harm of waste. Schools and preschools can implement practices such as waste separation, using reusable instead of disposable materials, and providing meals in biodegradable or compostable packaging. Preschools can also have projects that include gardening, teaching children about growing food and composting organic waste, thereby supporting the resource recycling cycle and sustainable living.
Involving parents in zero waste education can extend the impact of educational activities beyond the preschool, encouraging families to apply similar principles at home. Activities like recycling materials for art projects foster creativity and raise children's awareness of reuse possibilities. This study explores the role of education in promoting the zero waste concept, as well as integrating zero waste education into preschool curricula, which can significantly influence children's environmental awareness and encourage the development of sustainable habits that they will carry into adulthood. It also examines the impact of education on parents and educators and how expanding this knowledge can affect the application of zero waste concepts in preschools and family homes (Moon i sur., 2004). The study's conclusion emphasizes the importance of integrating zero waste practices into education and family life and recommends further steps to enhance and expand zero waste initiatives in Croatia. Implementing these principles not only contributes to waste reduction but also educates future generations about sustainable living, creating positive changes in society and the environment
Kinesiological games of kindergarten children
No full textCilj ovog završnog rada je osvijestiti činjenicu da su kineziološke igre za djecu od iznimne važnosti jer utječu na djetetov rast i razvoj.
Igra je najvažniji dio djetetova odrastanja te osnovni oblik djetetova učenja. Ona potiče razvoj djetetovih intelektualnih, socijalnih, fizičkih i emocionalnih vještina. Razvijanjem navedenih vještina dijete se potiče na razmišljanje, pamćenje, maštu. Kroz igru djeca stječu nova iskustva i znanja. Stoga je bitno djecu poticati na igru jer na taj način unaprjeđujemo njihov razvoj. Postoje mnoge motoričke igre za djecu predškolske dobi koje potiču razvoj osnovnih motoričkih sposobnosti poput agilnosti, brzine, eksplozivne snage ili brzine, koordinacije i spretnosti. Takve igre mogu sadržavati elemente nogometa ili rukometa i one su iznimno poticajne i korisne za djecu jer razvijaju motoriku ruku i nogu te koordinaciju pokreta s različitim pomagalima. Veoma je bitno da sadržaji motoričkih igara budu djeci zanimljivi, te različiti kako bi kod djeteta potaknuli različita iskustva. Također je bitna i okolina u kojoj djeca provode motoričke igre jer ona uvelike utječe na motivaciju i sudjelovanje djeteta u igri. Ako je atmosfera u kojoj djeca provode aktivnosti ugodna i poticajna djeca će moći nesmetano istraživati, uživati u igri što će rezultirati zadovoljstvom djece. Djetetu je potrebno u igri pružiti slobodu kako bi mogli nesmetano uživati i stjecati različita iskustva u interakciji s drugom djecom i razvijati samopouzdanje pri čemu bitnu ulogu ima odgajatelj.The aim of this final work is to raise awareness of the fact that kinesiological games for children are extremely important because they affect the child's growth and development.
Play is the most important part of a child's growing up and the basic form of a child's learning. It encourages the development of a child’s intellectual, social, physical and emotional skills. By developing these skills, the child is encouraged to think, remember, imagine. Through play, children gain new experiences, knowledge. Therefore, it is very important that we encourage children to play as much as possible, because in this way we improve their development. There are many motor games for preschool children that encourage the development of basic motor skills and these are agility, speed, explosive power. The goal of these games is to encourage speed, coordination and dexterity in children. Such games can be football, handball, which are extremely stimulating and useful for children because they develop hand and foot motor skills and coordination of movements with various aids. It is very important that the contents of motor games are interesting to children, and different in order to encourage different experiences in the child. The environment in which children play motor games is also important because it greatly affects the child's motivation and participation in play. If the atmosphere in which the children carry out the activities is pleasant and stimulating, the children will be able to explore freely, enjoy the game and this will result in pleasure. There are a lot of motor games for preschool children that they really like and they should be as represented as possible in the child's life because they increase the work of all organs and organic functions. The child also needs to be given freedom in the game so that they can enjoy and gain different experiences in interacting with other children. Different kinesiological games allow children to develop self-confidence, joy, fitness. The role of educators in conducting kinesiological games for preschool children is to encourage children to develop motor skills through various kinesiological games and to create physical exercise habits in children. Within this final paper, examples and divisions of kinesiological games for preschool children are given
Recommendations For Working With Children With Down Syndrome
No full textSindrom Down je genetski poremećaj uzrokovan prisutnošću dodatnog kromosoma na 21. kromosomu, što rezultira specifičnim fizičkim karakteristikama, razvojnim kašnjenjima i često intelektualnim poteškoćama. Djeca s ovim sindromom zahtijevaju posebne pristupe u obrazovanju i svakodnevnom radu kako bi se osigurala njihova optimalna inkluzija i razvoj. Ovaj završni rad istražuje najbolje prakse i preporuke za rad s djecom sa sindromom Down u obrazovnom kontekstu, uključujući intervencije, strategije i metode koje mogu poboljšati njihovo učenje i socijalizaciju. Rad se sastoji od nekoliko ključnih dijelova. Prvo, razmatraju se različiti aspekti sindroma Down, pružajući osnovno razumijevanje karakteristika djece s ovim sindromom. Zatim se analiziraju različite pedagoške metode koje su se pokazale učinkovitima, kao što su prilagođeni nastavni planovi i programi, individualizirani pristupi, te upotreba asistivne tehnologije. Posebna pažnja posvećena je važnosti ranih intervencija i inkluzivnog obrazovanja. Ranom intervencijom, kroz terapije i podršku od najranije dobi, može se značajno utjecati na razvoj motoričkih, kognitivnih i socijalnih vještina djece sa sindromom Down. Inkluzivno obrazovanje, koje podrazumijeva uključivanje djece s posebnim potrebama u redovne vrtićke i školske programe, također se pokazalo korisnim, ne samo za djecu s sindromom Down, već i za njihove vršnjake. U radu se naglašava važnost multidisciplinarnog pristupa koji uključuje suradnju između roditelja, edukatora, terapeuta i šire zajednice. Osiguravanjem adekvatne podrške i resursa, djeca sa sindromom Down mogu postići značajan napredak i biti uspješno integrirana u društvo. Ovaj završni rad doprinosi razumijevanju i unapređenju edukacijskih i terapijskih praksi za djecu sa sindromom Down, s ciljem poboljšanja njihovog kvaliteta života i potpune integracije u zajednicu.Down Syndrome is a genetic disorder caused by the presence of an extra chromosome on the 21st pair, resulting in specific physical characteristics, developmental delays, and often intellectual disabilities. Children with this syndrome require special approaches in education and daily activities to ensure their optimal inclusion and development. This thesis explores best practices and recommendations for working with children with Down Syndrome in an educational context, including interventions, strategies, and methods that can improve their learning and socialization. The thesis consists of several key parts. First, it examines the medical and psychological aspects of Down Syndrome, providing a fundamental understanding of the characteristics of children with this disorder. Then, it analyzes various pedagogical methods that have proven effective, such as adapted curricula and programs, individualized approaches, and the use of assistive technology. Special attention is given to the importance of early interventions and inclusive education. Early intervention, through therapies and support from the earliest age, can significantly impact the development of motor, cognitive, and social skills in children with Down Syndrome. Inclusive education, which involves integrating children with special needs into regular school programs, has also proven beneficial not only for children with Down Syndrome but also for their peers. The thesis emphasizes the importance of a multidisciplinary approach that includes collaboration between parents, educators, therapists, and the broader community. By providing adequate support and resources, children with Down Syndrome can achieve significant progress and be successfully integrated into society. This thesis contributes to the understanding and improvement of educational and therapeutic practices for children with Down Syndrome, with the aim of enhancing their quality of life and full integration into the community
Challenges Of Professional Deontology In Early Childhood Educators
No full textU završnom radu ,,Izazovi profesionale deontologije odgojitelja” objašnjava se isprva sam pojam deontologije i profesionalne deontologije odgojitelja. Kako se pojam profesionalne deontologije odgojitelja slabo provodi, vrlo je bitno jasno ga definirati. Profesionalna deontologija je usko vezana s etičkikm kodeksom, ali zapravo se dosta razlikuju. Etički kodeks se samo mali dio profesionalne deontologije. Etički kodeks je jasno definiran kroz načela i standarde kojih su odgojitelji dužni slijediti. Profesionalna deontologija je opsežan i nedovoljno istražen segment profesije odgojitelja. Navode se i objašnjavaju istraživanja u kojima su sudjelovali odgojitelji i kroz ankete upitnike bili ispitani o znanju profesionalne deontologije i kršenju iste. Također, govori se i o izazovima i etičkim nedoumicama s kojima se odgojitelji susreću svakog dana kroz rad i kako ih prepoznati, kako se nositi s njima i kako ih smanjiti. Propituje se odgojitelje ukoliko i prepoznaju etičke dileme ili neetičke postupke u kojem se to situacijama najčešće događa. Razmatra se jesu li potrebne dodatne edukacije, stručni skupovi i radionice u području profesionalne deontologije odgojitelja. Dolazi se do zaključka što je potrebno za smanjenje etičkih dilema ukoliko postoje. Analizira se trenutno znanje odgojiteljica u ovom području i smatraju li i one same da je potreba dodatna edukacija i konstano napredovanje I ulaganje u izgradnju kompetencija.In the final paper "Challenges of the professional deontology of educators" the very concept of deontology and professional deontology of educators is explained at first. As the concept of professional deontology of educators is poorly implemented, it is very important to clearly define it. Professional deontology is closely related to the ethical code, but in fact they are quite different. The code of ethics is only a small part of professional deontology. The code of ethics is clearly defined through principles and standards that educators are obliged to follow. Professional deontology is an extensive and insufficiently researched segment of the profession of educators. Researches in which educators participated and were questioned through surveys and questionnaires about their knowledge of professional deontology and violations thereof are cited and explained. It also talks about challenges and ethical dilemmas that educators face every day in their work and how to recognize them, how to deal with them and how to reduce them. Educators are asked if they recognize ethical dilemmas or unethical procedures in which situations this most often occurs. It is being considered whether additional education, expert meetings and workshops in the field of professional deontology of educators are necessary. The conclusion is reached as to what is needed to reduce ethical dilemmas if they exist. The current knowledge of preschool teachers in this area is analyzed and whether they themselves believe that additional education and constant advancement and investment in competence building are needed
The World's Most Famous Fairy Tales In Classic And Contemporary Adaptations
No full textTema ovog završnog rada odnosi se na najpoznatije svjetske bajke kroz njihove klasične i suvremene obrade. Analizom i interpretacijom bajki najvećih i najpoznatijih svjetskih bajkopisaca kao što je Hans Christian Andersen, braća Grimm te Charles Perrault, možemo dobiti uvid u poetičke karakteristike njihova pisanja, kao i moralne pouke koje su željeli naglasiti. Njihova najpoznatija djela prenosila su se s generacije na generaciju, pa su tako u suvremeno doba nastale i moderne, odnosno postmoderne verzije koje odražavaju stilske i idejne karakteristike vremena u kojem su nastale. U radu tematizirani hrvatski književnici, kao što su Zvonimir Balog, Ivanka Borovac, Hrvoje Hitrec, Zoran Pongrašić, Pajo Kanižaj te Luko Paljetak na svoj jedinstveni način interpretirali su neke od najpoznatijih svjetskih bajki, te im pridodali svježinu i autentičan stil i ugođaj. Rad problematizira Perraultove bajke Crvenkapica, Ljepotica iz usnule šume i Pepeljuga, bajke braće Grimm Crvenkapica, Pepeljuga, Snjeguljica i sedam patuljaka, te Andersenove bajke Mala sirena i Djevojčica sa šibicama. Kao primjeri suvremenih inačica analizirane su bajke hrvatskih autora Zorana Pongrašića, Hrvoja Hitreca, Ivanke Borovac, Paje Kanižaja, Luka Paljetka te Zvonimira Baloga. U zaključnom dijelu rada izdvajaju se i tumače osnovne razlike između klasičnih i suvremenih bajki, te se daje osvrt na recepcijsku dimenziju bajke nekad i danas. Rad ukazuje na to da se, promijenio pristup u tematici, oblikovanju likova, pouci, stilskim i narativnim obilježjima, što rezultira promjenama u generalnom shvaćanju bajke i njezinim funkcijama.The topic of this final paper refers to the world's most famous fairytales through their classical and contemporary interpretations. By analyzing and interpreting the fairytales of the world's greatest and most famous fairytale writers, such as Hans Christian Andersen, the Brothers Grimm and Charles Perrault, we can gain an insight into the poetic characteristics of their writing, as well as the moral lessons they wanted to emphasize. Their most famous works were passed down from generation to generation, so modern and postmodern versions have been created in modern times that reflect the stylistic and ideological characteristics of the time in which they were created. The Croatian writers featured in the work, such as Zvonimir Balog, Ivanka Borovac, Hrvoje Hitrec, Zoran Pongrašić, Pajo Kanižaj and Luko Paljetak, interpreted some of the world's most famous fairytales in their own unique way, adding freshness, authentic style and atmosphere. The paper problematizes Perrault's fairytales Little Red Riding Hood, Sleeping Beauty and Cinderella, the Brothers Grimm's fairytales Little Red Riding Hood, Cinderella, Snow White and the Seven Dwarfs, and Andersen's fairytales The Little Mermaid and The Match Girl. Fairytales by Croatian authors Zoran Pongrašić, Hrvoje Hitrec, Ivanka Borovac, Pajo Kanižaja, Luko Paljetak and Zvonimir Balog were analyzed as examples of contemporary versions. In the final part of the paper, the basic differences between classic and contemporary fairytales are singled out and interpreted, and a review is given of the reception dimension of fairytales then and now. The paper indicates that the approach to the theme, character design, teaching, stylistic and narrative characteristics has changed, which results in changes in the general understanding of the fairytale and its function
The senses of smell and taste as nonvisual stimuli in preschool art education
No full textDjeca se od najranije dobi likovno izražavaju te nenamjerno zadovoljavaju svoju potrebu za kreativnošću. U ranom djetinjstvu vrlo važnu ulogu imaju roditelji i druge odrasle osobe jer dijete uočava kako oni crtaju ili pišu po papiru te ih ono pokušava imitirati. Djeca se likovno izražavaju jer žele predočiti ono što ih uzbuđuje i zanima, a isto tako ih očarava materijal s kojim rade i sam tijek rada. Postoje četiri faze dječjeg likovnog izražavanja i stvaranja, od kojih je prva faza izražavanja primarnim simbolima koja obuhvaća razdoblje od prve do treće godine djetetova života. Nakon nje slijedi faza izražavanja složenim simbolima koja traje do šeste godine, a zatim dijete dolazi do faze intelektualnog realizma koja traje od sedme do desete godine. Posljednja je faza vizualnog realizma koja završava u petnaestoj godini djetetova života. Osim što se djeca vrlo rano počinju likovno izražavati, također vrlo rano počinju istraživati svoju okolinu i predmete oko sebe putem svojih osjetila. Za dijete su važna vanjska osjetila: vid, sluh, dodir, okus i njuh, ali također neizostavna su i unutarnja osjetila: propriocepcija ili svijest o položaju vlastitog tijela te vestibularno osjetilo ili osjetilo pokreta. Od navedenih osjetila mirisi i okus su najmanje istraženi, ali su po rođenju najbolje razvijeni. To su dva različita osjetila, ali su blisko povezana i međusobno surađuju kako bi omogućila uživanje u hrani, piću i ugodnim mirisima. U ovom diplomskog radu želi se kroz likovne aktivnosti provedene u dječjem vrtiću istaknuti važnost mirisa i okusa kao nevizualnih poticaja u likovnom stvaralaštvu djece predškolske dobi. Ti nevizualni poticaji kod djece potiču kreativnost i maštovitost.From an early age, children express themselves artistically and unintentionally satisfy their need for creativity. Parents as well as other adults play a very important role in early childhood because the child notices how they draw or write on paper, and it tries to imitate them. Children express themselves artistically because they want to present what excites and interests them, and they are also fascinated by the material with which they do the work itself. There are four stages of children's artistic expression and creation, the first of which is the phase of expression with primary symbols that includes the period from the first to the third year of the child's life. It is followed by the phase of expression with complex symbols, which lasts until the sixth year of age, and then the child reaches the stage of intellectual realism, which lasts from seven to ten years of age. The last phase is visual realism that ends at fifteen years of age. Children begin to express themselves artistically very early, and they also begin to explore their own environment and objects around them using their senses. External senses are important for a child: sight, hearing, touch, taste and smell, but internal senses are also very important: proprioception or awareness of the position of one's own body and the vestibular sense or the sense of movement. Of the mentioned senses, smell and taste are the least researched, but are the best developed at birth. They are two different senses, but they are closely related and cooperate with each other to enjoy food, drink and pleasant smells. In this thesis, we want to use the art activities carried out in kindergarten to highlight the importance of smell and tastes as non-visual stimuli in children's artistic creation in preschool age. These nonvisual stimuli encourage creativity and imagination in children
Differences in morphological characteristics between girls and boys of preschool age
No full textPredškolsko razdoblje je vrijeme naglog rasta i razvoja djece. Kako bi se mogla uočiti određena odstupanja, potrebno je redovito provoditi morfološka mjerenja da bi se pravovremeno reagiralo. U današnje vrijeme nažalost sve više djece i mladih ima problema s prekomjernom tjelesnom težinom, pa čak i pretilošću, a uzrok tomu je sjedilački način života, manjak tjelesne aktivnosti, loša prehrana i slično.
Cilj ovog istraživanja je ustanoviti postoje li određene razlike u morfološkim karakteristikama između djevojčica i dječaka predškolske dobi. U istraživanju je sudjelovalo 38 djece (21 dječak i 17 djevojčica) u dobi od 5 do 7 godina iz Dječjeg vrtića „Jordanovac“ u Zagrebu. Za procjenu morfoloških karakteristika primijenjeno je sedam antropometrijskih mjera: tjelesna visina, tjelesna težina, opseg struka, opseg bokova, kožni nabor nadlaktice, kožni nabor trbuha i kožni nabor leđa te su izračunati WHR indeks i postotak tjelesne masti. Za obradu podataka korištena je deskriptivna statistika i t-test analiza.
Rezultati istraživanja pokazali su da postoje statistički značajne razlike u varijablama tjelesne visine i tjelesne težine između djevojčica i dječaka. Dječaci su viši i teži od djevojčica dok u ostalim varijablama nisu uočene značajne razlike. Važno je sustavno provoditi morfološka mjerenja djece kako bi imali uvid u njihov rast i razvoj te da bi pravovremeno uočili eventualna odstupanja.The preschool period is a time of rapid growth and development of children. In order to be able to observe certain deviations, it is necessary to carry out regualar morphological measurements in order to react properly and on time. Nowadays, unfortunately, many children and young people have problems with overweight and even obesity, and the cause of this is a sedentary lifestyle, lack of physical activity, poor nutrition and so on.
The aim of this research is to establish whether there are certain differences in morphological characteristics between girls and boys of preschool age. In this research participated 38 childreen (21 boys and 17 girls) between the age of 5 and 7 from the kindergarten „Jordanovac“ in Zagreb. To assess morphological characteristics, seven anthropometric measures were applied: body height, body weight, waist circumference, hip circumference, triceps skinfold, abdominal skinfold and back skinfold, and the WHR index and body fat percentage were calculated. Descriptive statistics and t-test analysis were used for data processing.
The results of the research showed that there are statistically significant differences in the variables of body height and body weight between girls and boys. Boys are taller and heavier than girls, while no significant differences were observed in other variables. It is very important that morphological measurements of children are carried out regularly in order to have insight into their growth and development and to spot certain deviations in a timely manner
Encouraging the development of nursery school speech through a picture book
No full textTema ovog rada je poticanje govornog razvoja djece jasličke dobi kroz slikovnicu. Slikovnica je prva djetetova knjiga te ima važnu ulogu u njegovom životu. Čitaju i slikovnicu utječemo na djetetov kognitivni, socijalni i emocionalni razvoj. Stoga je potrebno obratiti panju na njezino oblikovanje. U prvom dijelu rada govori se o razvojnim karakteristikama djece jasličke dobi. U drugom dijelu rada obra uje se teorijski aspekti slikovnice. Odnosno opisana je povijest slikovnice kako u svijetu tako i u Hrvatskoj te su spomenuti značajniji autori. U četvrtom dijelu govori se o vrsti, ulozi i funkciji slikovnice te koja je razlika između slikovnice i ilustrirane knjige. U petom poglavlju obrađena je ilustracije slikovnica koje su bile dio projekta. U šestom poglavlju je obrađena uloga slikovnice u odgojno-obrazovnom sustavu kroz teme kako izabrati kvalitetnu slikovnicu, koja je uloga roditelja i odgojitelja u čitanju slikovnice te kakvo je to dijaloško čitanje slikovnice. U sljedećem poglavlju, sedmom, opisano je kakvo je to poticajno jezi no-komunikacijsko okruženje. U osmom poglavlju rada opisana je interaktivna didaktička slikovnica. U posljednjem dijelu rada opisan je projekt pod nazivom "Slikovnice na putu". U suradnji s roditeljima svako dijete je imalo kod sebe tjedan dana slikovnice koje su zajedno čitali i listali. Na kraju roditelj je napisao osvrt kako su ti dani zajedničkog čitanja izgledali. Slikovnice su prilagođene dobi djece pošto se radi o mješovitoj jasličkoj skupini. Naposljetku, kolegica i ja provele smo neke aktivnosti unutar skupine.The topic of this paper is stimulating speech development in nursery age children with the aid of picture books. A picture book is a child's first book and plays an important role in their life. By reading a picture book, we influence the child's cognitive, social, and emotional development. Consequently, it is necessary to pay attention to its design. The first part of the paper discusses the developmental characteristics of children of nursery age. The second part of the paper elaborateson the theoretical aspects of picture books; that is, it describes the history of picture books both in the world and in Croatia, and it states the most important authors. The fourth part discusses the type, role, and function of a picture book and the difference between a picture book and an illustrated book. The fifth chapter deals with the illustrations of the picture books that were part of the project. The sixth chapter examines the role of picture books in the educational system through topics such as: how to choose a quality picture book, what is the role of parents and educators in reading picture books, and what is a dialogical reading of a picture book. The next, seventh chapter, explains what is a stimulating language and communication environment. The eighth chapter of the paper describes an interactive didactic picture book. And the last part of the paper describes a project called "Pictures on the Road". Each child had picture books with them for a week, which they read and paged through together with their parents. At the end, the parent wrote a review on what those days of joint reading looked like. The picture books were ageappropriate tailored to suit the children, since the daycare group was a mixed one. Finally, my colleague and I conducted some activities within the group