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What can we see in child's drawing?
No full textKrajem 19. stoljeća dječji crtež počinje se identificirati kao zaseban fenomen zbog prepoznavanja iskrenosti i originalnosti dječjeg likovnog stvaralaštva. Uočavaju se pojedine sličnosti u dječjim crtežima te nastaje podjela dječjeg likovnog razvoja na faze. Nedugo nakon, brojni istraživači kreirali su testove dječjih crteža u kojima procjenjuju dječju inteligenciju, kognitivne, perceptivne i asocijativne sposobnosti i karakteristike osobnosti. Dječji crteži počinju se analizirati, a kroz analizu oblika, boja, linija i simbola otkriva se dječji unutarnji svijet – njihove misli, osjećaji i percepcija svijeta oko sebe.
Rad se sastoji od teorijskog i praktičnog dijela. U teorijskom dijelu prikazane su i objašnjene faze razvoja likovnog izraza u djece, objašnjeno je što boje u dječjom crtežu govore o djeci, prikazano je na koje sve načine likovna umjetnost utječe na djecu, zatim su pojašnjeni testovi dječjih crteža, art terapija te je prikazano kako analizirati dječje crteže. U praktičnom dijelu provedeno je istraživanje u kojem su se analizirali dječji crteži obitelji. Cilj istraživanja je vidjeti što se sve može saznati iz dječjeg crteža obitelji – njihovom unutarnjem svijetom, emocionalnom stanju i dinamici u obitelji. U istraživanju je sudjelovala jedna vrtićka skupina u kojoj su djeca od treće do sedme godine. Sveukupno je sudjelovalo devetnaestero djece, svako dijete se dva puta likovno izrazilo, a za analizu je odabrano dvanaestero djece odnosno dvadeset i četiri rada. Rezultati istraživanja pokazali su kako se razgovorom i crtežom može saznati mnogo informacija o djeci, njihovom unutarnjem svijetu, ali i o njihovoj obitelji - njenoj funkcionalnosti, položaju članova, važnosti članova, povezanosti članova, raznim događajima u obitelji, kada su najsretniji u obitelji, a što ih rastužuje i ljuti. Svrha ovoga rada je potaknuti na daljnje proučavanje dječjih crteža s ciljem unaprjeđenja dječjeg odrastanja.Towards the end of the 19th century, children's drawings began to be identified as a separate phenomenon due to the recognition of the honesty and originality of children's artistic expression. Some similarities in children's drawings were noticed, leading to the division of children's artistic development into phases. Shortly after, numerous researchers created tests for children's drawings to assess children's intelligence, cognitive, perceptual, and associative abilities, as well as personality traits. Children's drawings began to be analyzed, and through the analysis of shapes, colors, lines, and symbols, children's inner world – their thoughts, feelings, and perception of the world around them is revealed.
The paper consists of a theoretical and practical part. In the theoretical section, the developmental stages of artistic expression in children are presented and explained, what colors in children's drawings reveal about them is discussed, the various ways in which visual arts influence children are shown, tests for children's drawings are explained, art therapy is introduced, and how to analyze children's drawings is demonstrated. The practical part includes a research study analyzing children's drawings of families. The goal of the research is to see what can be learned from children's drawings of families – about their inner world, emotional state, and family dynamics. The research involved one kindergarten group consisting of children aged three to seven. A total of nineteen children participated, each child expressed themselves artistically twice, with analysis focusing on twelve children, resulting in twentyfour pieces of artwork. The research results showed that through conversation and drawing, a lot of information can be gathered about children, their inner world, and their family – its functionality, member roles, member importance, member connections, various family events, when they are happiest in the family, and what saddens and angers them. The purpose of this work is to stimulate further study of children's drawings with the aim of improving children's development
Morphological Characteristics and Physical Activity of Children in Primary Education
No full textIstraživanje je provedeno s ciljem utvrđivanja povezanosti između morfoloških obilježja i tjelesne aktivnosti kod učenika trećih i četvrtih razreda osnovne škole u Zagrebu. Analizirane su razlike u morfološkim obilježjima i razini tjelesne aktivnosti s obzirom na spol te utvrđene razlike između tjelesno aktivnih i neaktivnih učenika. Istraživanje je obuhvatilo uzorak od 106 učenika, uključujući 51 dječaka i 55 djevojčica, u dobi od 9 do 11 godina. Morfološke karakteristike, kao što su tjelesna masa, visina, opseg podlaktice i struka te kožni nabori, mjerene su pomoću standardiziranih metoda. Tjelesna aktivnost procijenjena je upitnikom koji je mjerio učestalost visoke, umjerene, niske i sedentarne aktivnosti, uz pomoć roditelja kako bi se osigurala točnost odgovora. Rezultati su pokazali značajne spolne razlike u morfološkim karakteristikama i tjelesnoj aktivnosti. Djevojčice su imale veće kožne nabore na nadlaktici, dok su dječaci imali veći opseg struka. Također, dječaci su provodili više vremena u umjerenoj tjelesnoj aktivnosti u odnosu na djevojčice. Statistička obrada podataka otkrila je značajnu povezanost između morfoloških obilježja i razine tjelesne aktivnosti, potvrđujući postavljene hipoteze. U pogledu tjelesne aktivnosti, većina učenika nije se bavila napornom fizičkom aktivnošću, dok je umjerena aktivnost bila češća, s većinom sudionika koji su provodili jedan do dva sata dnevno u toj aktivnosti. Sedentarno ponašanje, odnosno vrijeme provedeno u sjedećem položaju, također je bilo značajno, s većinom učenika koji su dnevno sjedili između pet i sedam sati. Istraživanje je ukazalo na potrebu za povećanjem tjelesne aktivnosti među djecom te važnost praćenja morfoloških karakteristika kao pokazatelja zdravlja. Rezultati su u skladu s prethodnim istraživanjima, potvrđujući poznate obrasce rasta i razvoja djece te njihovu povezanost s tjelesnom aktivnošću. U budućnosti bi bilo korisno uključiti širi uzorak i dugoročnu analizu kako bi se bolje razumjeli faktori koji utječu na tjelesnu aktivnost i zdravlje djece.The research aimed to investigate the relationship between morphological characteristics and physical activity among third and fourth-grade students in Zagreb. The differences in morphological characteristics and levels of physical activity with respect to gender were analyzed, and the differences between physically active and inactive students were determined. The study included a sample of 106 students, comprising 51 boys and 55 girls, aged 9 to 11 years. Morphological characteristics such as body weight, height, forearm and waist circumference, and skinfolds were measured using standardized methods. Physical activity was assessed through a questionnaire that measured the frequency of high, moderate, low, and sedentary activity, with parental assistance to ensure accuracy. The results showed significant gender differences in morphological characteristics and physical activity levels. Girls had higher skinfolds on the upper arm, while boys had larger waist circumferences. Additionally, boys spent more time in moderate physical activity compared to girls. Statistical analysis revealed a significant correlation between morphological characteristics and physical activity levels, confirming the hypotheses. Regarding physical activity, most students did not engage in vigorous physical activity, while moderate activity was more common, with most participants spending one to two hours daily in such activity. Sedentary behavior, or time spent sitting, was also significant, with most students sitting between five and seven hours daily. The research highlighted the need to increase physical activity among children and the importance of monitoring morphological characteristics as health indicators. The results align with previous studies, confirming known patterns of growth and development in children and their relationship with physical activity. Future research should include a broader sample and long-term analysis to better understand the factors influencing children's physical activity and health
What the preschool educator needs to know about early childhood communication
No full textKomunikacija je temelj i potporni stup usvajanja jezika i razvoja govora. Važno je uočiti da dijete prije nego što progovori mora usvojiti niz znanja i vještina koje će mu omogućiti da postane komunikacijski aktivno i spremno za usvajanje jezika. Čovjek nije postao društveno biće zbog procesa socijalizacije u djetinjstvu, već je rođen kao biće koje teži društvenosti. Ono što čovjeka povezuje s drugim bićima oko njega jest komunikacija. Ona je u ljudskoj prirodi i prisutna je od samog početka života. Ovaj rad na samom početku objašnjava razliku između govora, jezika i komunikacije te način na koji ih staviti u razvojnu perspektivu. Iako se ti pojmovi često predstavljaju kao sinonimi postoje brojne razlike među njima. Također, u radu se donosi i teorijski uvid u ranu jezičnu komunikaciju. Autori često različito definiraju ili ne definiraju razdoblje u životu djeteta na koje se odnosi pojam rana jezična komunikacija. U poglavlju o ranoj jezičnoj komunikaciji pobliže su opisana rana komunikacijska sredstva: glasanje, pogledi i geste. Kasnije su predstavljeni i različiti stadiji rane komunikacije koji uvelike pomažu u njezinu razumijevanju. Ono što je zajedničko svim stadijima jest da ne predstavljaju crno-bijelu podjelu, već je njihovo poznavanje važno za razumijevanje razvojnih promjena koje dijete usmjeravaju prema novom komunikacijskom obilježju. Ni za koji od navedenih stadija ne postoji jasno usuglašena vremenska odrednica. Stoga je sve podatke i znanja o svakom od navedenih razdoblja izuzetno važno promatrati u razvojnom kontekstu, a ne u točno definiranim vremenskim okvirima. U narednim poglavljima pobliže se opisuje razvoj rane jezične komunikacije u vrtiću, važnost poticajnog okruženja, kvalitetne komunikacije među djecom te između odgojitelja i djeteta. Ankentnim upitnikom ispitano je u kojoj su mjeri odgojitelji upoznati s ranom jezičnom komunikacijom i njezinim stadijima, predstavlja li im predgovorna komunikacija izazov, jesu li motivirani za educiranje u području rane komunikacije te koliko im je zapravo važna kvalitetna komunikacija u odgojnoj skupini (kako među djecom tako i između njih i djece). Cilj istraživanja bio je ustvrditi postoji li među ispitanicima razlika u znanju i stavovima ovisno o stupnju obrazovanja, godinama radnog staža te odgojno-obrazovnoj skupini u kojoj trenutačno rade. Iako je to bila pretpostavka, istraživanjem je dokazano da stupanj obrazovanja nije u velikoj mjeri utjecao na odgovore odgojitelja. Drugim riječima, odgojitelji sa završenim diplomskim studijem nisu pokazali više znanja u području rane jezične komunikacije. Ono što je iznenađujuće jest da odgojitelji u velikoj mjeri smatraju da nemaju dostupnu literaturu i edukacije kroz koje bi se mogli dodatno educirati u području rane jezične komunikacije, a gotovo polovica ispitanika smatra da im je posebno izazovna komunikacija s djecom koja su u fazi dominantno neverbalne komunikacije.Communication is the foundation and supporting pillar of language acquisition and speech development. It is important to note that, before a child starts speaking, it must acquire certain knowledge and a set of skills that will enable them to become communicatively active and ready for language acquisition. Humans did not become social beings solely due to the process of socialization in childhood; rather, they are born with an innate inclination towards sociality. What connects humans to others around them is communication. Therefore, communication is inherent to human nature and present from the very beginning of life. At the outset, the work explains the difference between speech, language, and communication and how to put them into a developmental perspective. Although these terms are often presented as synonyms, there are differences among them. The work then provides a theoretical insight into early language communication. Authors often define or fail to define the period in a child's life to which the term "early language communication" refers. The chapter on early language communication provides a closer description of early communication means: vocalizations, gazes, and gestures. Later in the paper, various stages of early communication are presented, greatly aiding in understanding the subject. What is common to all stages is that they do not represent a black-and-white division; instead, understanding them is important for comprehending the developmental changes that steer the child towards new communication features. None of the mentioned stages has a clearly defined temporal boundary. Therefore, it is crucial to observe all data and knowledge about each of the mentioned periods in a developmental context rather than in precisely defined time frames. Subsequent chapters provide a detailed description of the development of early language communication in preschool, the importance of a stimulating environment, quality communication among children, and between educators and children. A questionnaire was used to examine the extent to which educators are familiar with early language communication, its stages, whether communication before speech poses a challenge to them, whether they are motivated to educate themselves in the field of early communication, and how important quality communication within the group is to them (both among children and between educators and children). The aim of the research is to determine whether there are differences in responses depending on the respondents' level of education, years of experience, and the educational group they currently work with. Although it was an assumption, research has proven that the level of education did not significantly affect theresponses of educators. In other words, educators with a completed graduate degree did not demonstrate more knowledge in the area of early childhood language communication. What is surprising is that educators largely believe they do not have access to literature and training that would allow them to further educate themselves in the field of early language communication, and almost half of the respondents find communication with children who are in the predominantly nonverbal stage particularly challengin
Physical activity of primary education students in the area of Dubrovnik city
No full textO tjelesnoj aktivnosti ovisi zdravlje i pravilan rad ljudskog tijela. Budu i da je danas sve manje pojedinaca tjelesno aktivno, to uzrokuje niz zdravstvenih stanja, psihičkih i fizičkih, koja mogu biti štetna za pojedinca. Puno se truda ulaže u poticanje djece i odraslih na redovito kretanje i aktivnost kroz školu i druge organizacije koje promoviraju tjelesnu aktivnost. Cilj ovog istraživanja bio je ispitati razinu tjelesne aktivnosti učenika primarnog obrazovanja na području grada Dubrovnika. U empirijskom istraživanju sudjelovali su učenici drugih, trećih i četvrtih razreda odnosno učenici dvije osnovne škole, Osnovna škola Marin Držić i Osnovna škola Montovjerna. Učenici su ispitani putem anketnog upitnika koji je bio anoniman. U istraživanju su dobivene razlike u tome koliko se učenici bave određenim tjelesnim aktivnostima. Dječaci se najviše bave nogometom dok se djevojčice najšibe bave odbojkom, plesom, preskakanjem vijače i rolanjem. Također u istraživanju su prikazane i razlike u dobi i spolu učenika za određene aktivnosti te njihovu tjelesnu aktivnost tijekom dana. Na kraju, važno je istaknuti kako kroz obrazovne programe i promicanje tjelesne aktivnosti možemo stvoriti društvo koje cijeni i prakticira zdrav način života.The health and proper functioning of the human body depends on physical activity. Since today fewer and fewer individuals are physically active, this causes several health conditions, both psychological and physical, that can be harmful to the individual. A lot of effort is invested in encouraging children and adults to move and be active regularly through schools and other organizations that promote physical activity. The aim of this research was to examine the level of physical activity of primary education students in the area of the city of Dubrovnik. Students of the second, third and fourth grades took part in the empirical research, i.e. students of two primary schools, Marin Drži Primary School and Montovjerna Primary School. The students were surveyed using a questionnaire that was anonymous. In the research, differences were obtained in how much students engage in certain physical activities. Boys mostly play football, while girls mostly play volleyball, dancing, vaulting and rollerblading. The research also shows differences in the age and gender of students for certain activities and their physical activity during the day. Finally, it is important to point out that through educational programs and the promotion of physical activity, we can create a society that values and practices a healthy lifestyle
The relationship between goal orientation, self-efficacy, professional burnout and job satisfaction during teaching in virtual and traditional classroom
No full textCilj ovog istraživanja bio je istražiti povezanost ciljnih orijentacija, samoučinkovitosti, zadovoljstva poslom i izgaranja tijekom rada u klasičnoj i virtualnoj učionici s fokusom na posredujuću ulogu samoučinkovitosti između ciljnih orijentacija i zadovoljstva poslom i izgaranja na poslu hrvatskih učitelja razredne i predmetne nastave. Desetljećima se odgojnoobrazovni rad ostvarivao u klasičnim učionicama, ali posljednjih godina virtualne učionice postale su sve popularnije i nužnije, osobito tijekom pandemije COVID-19. Virtualne učionice postaju okruženja učenja i poučavanja u kojima učitelj i učenici fizički nisu na istom mjestu, a učenje se odvija virtualno, pomoću digitalne tehnologije na platformama.
U istraživanju je sudjelovalo 445 učitelja razredne i predmetne nastave iz područja cijele Republike Hrvatske. Rezultati istraživanja pokazali su da su učiteljice samoučinkovitije i zadovoljnije sadržajem posla od učitelja u klasičnoj učionici, u virtualnoj učionici imaju izraženiju ciljnu orijentaciju na učenje, ali pokazuju i veću razinu izgaranja na poslu. Učitelji razredne nastave imaju veću samoučinkovitost, zadovoljniji su sadržajem posla te pokazuju manju razinu izgaranja u klasičnoj i virtualnoj učionici od učitelja predmetne nastave. U klasičnoj učionici učitelji s više od 30 godina radnog staža značajno su zadovoljniji sadržajem posla i imaju manju razinu izgaranja na poslu od učitelja koji imaju od 11 do 20 godina staža. Analiza uzorka učitelja razredne i predmetne nastave pokazuje različite faktore koji utječu na zadovoljstvo sadržajem posla i izgaranje. Rezultati istraživanja pokazali su da je samoučinkovitost značajni medijator između ciljne orijentacije i zadovoljstva sadržajem posla te izgaranja na poslu.Fast social changes impose a need for continuous learning and constant adaptation to new situations on teachers. For that reason, self-efficacy and goals that encourage teachers to learn and that affect their job satisfaction are very important. The relationship between goal orientations, self-efficacy, job satisfaction and work burnout are studied a lot, but research that would study their relationships and changes in a virtual environment, or compare them in both traditional and virtual environment is still missing. The goal of this research was to study the relationship between goal orientations, self-efficacy, job satisfaction and work burnout during working in traditional and virtual classroom, with a focus on the mediating role of self-efficacy between goal orientations, self-efficacy and work burnout among Croatian teachers in primary education (first 8 years of education), which includes teachers teaching all classes in the first four years of education and those teaching subject classes in the following four years. Research so far has shown a positive correlation between high level of self-efficacy and job satisfaction (Kasalak i Dagyar, 2020), and a negative relationship with work burnout (Skaalvik i Skaalvik,
2014). Teacher's goal orientations that are directed towards developing, implementing and demonstrating the capacity, skill and competency to teach are positively correlated with selfefficacy (VandeWalle, 1997), and goal orientations of avoiding implementation appear because of fear of failure (Mesić i Topolovčan, 2016). For decades, education has been carried out in traditional classrooms; however, in recent years, virtual classrooms have become increasingly popular and necessary, especially during the COVID-19 pandemic. Virtual classroom has become a teaching and learning environment where teachers and students are not physically present at the same place, and where learning takes place online through digital technology. During virtual teaching, a higher level of self-efficacy and a better adaptation was demonstrated by teachers that have some experience in applying digital technologies (Baroudi i sur., 2022; Dolighan i Owen, 2021) and in using modern, online methods (Szabó i sur., 2022). These results go in favor of practical implications of this work that talk about the importance of good preparation of teachers to design online teaching, but also about the need of having digital competencies and a high level of self-efficacy and focus on developing goal orientations for teaching.
445 teachers in primary education from across the Republic of Croatia participated in this research. The results of the research indicate that the female teachers have a higher level of selfefficacy and job satisfaction than male teachers in traditional classrooms, while in the virtual classroom, they have a more evident goal orientation for teaching, but also show a higher levelof work burnout. Male teachers, teaching all subjects in the first four years of primary education, have a higher level of self-efficacy and job satisfaction, and have shown lower level of work burnout in both traditional and virtual classroom than teachers who teach separate subjects in years 5 to 8. In traditional classrooms, teachers with more than 30 years of work experience have a significantly higher level of job satisfaction and have a lower level of burnout than teachers who have 11 to 20 years of experience. Analysis of the sample of teachers used in this research shows different factors that affect their level of job satisfaction and burnout. The results of this research indicate that self-efficacy plays a significant mediator role between goal orientation, job satisfaction and work burnout.
The results obtained in this research could also encourage studying mechanisms that could increase the level of self-efficacy and goal orientation of teachers for successful use of virtual classrooms that are more often the teaching environment. The results also demonstrate the need for professional training for teachers when it comes to having digital competencies, high level of self-efficacy and orientation on developing goal orientations for teaching. Furthermore, the results of this research could help with designing the curriculum for the mentioned training of teachers in the virtual environment
The role of the educator in raising a child with asthma
No full textAstma je kronični upalni poremećaj dišnih puteva. Kronična upala je povezana bronhalnom hiperreaktivnosti koja rezultira ponavljanim napadajima sviranja i stezanja u grudima, zaduhe i kašlja. Za astmu su karakteristični napadaji suhog kašlja, a može se i pojaviti osjećaj nedostatka zraka te fućkanje ili piskanje tijekom disanja. Nema jedinstvenog čimbenika koji uzrokuje astmu, ali možemo navesti čimbenike odnosno okidače koji mogu utjecati na nastanak akutnog napadaja. Jedan od čimbenika astme je alergija odnosno preosjetljivost na pojedine tvari tj. alergene koji su kod zdravih ljudi potpuno bezopasni. Drugi oblik astme je nealergijska astma. Nealergijska astma je prisutna kod osoba kod kojih je isključena alergija, ali ju mogu uzrokovati drugi uzročnici kao što su suh ili hladan zrak, zagađenje zraka, vrućina ili vlaga, dim cigarete, para, miris i kemikalije te stres i anksioznost. S obzirom da je astma kronična upalna bolest, njezino liječenje se bazira dominantno na liječenje upale te je primarni cilj liječenja astme postizanje potpune kontrole nad simptomima te kvalitetan život s najmanjom dozom lijekova. U posljednjih tridesetak godina broj oboljelih od astme kontinuirano raste. Bolest se kod odraslih javlja do četrdesete godine, ali većinom se javlja u dječjoj dobi te možemo reći kako je astma najčešći oblik kronične bolesti u dječjoj dobi. Upravo zbog toga, odgojitelji trebaju biti educirani o astmi te biti spremni adekvatno reagirati u slučaju pojave akutnog astmatskog napadaja kod djeteta.Asthma is a chronic inflammatory disorder of the respiratory tract. Chronic inflammation is associated with bronchial hyperreactivity that results in repeated episodes of wheezing and chest tightness, shortness of breath, and coughing. Asthma is characterized by attacks of a dry cough, and there may also exist a shortness of breath and wheezing. There is no specific factor that causes asthma, but we can list factors or triggers that can influence the onset of an acute attack. One of the factors is allergy, i.e. hypersensitivity to certain substances or allergens that are completely harmless in healthy people. Another form of asthma is non-allergic asthma. Non-allergic asthma is present in people in whom allergy is ruled out, but it can be caused by other factors such as dry or cold air, air pollution, heat or humidity, cigarette smoke, steam, odors and chemicals, as well as stress and anxiety. Given that asthma is a chronic inflammatory disease, its treatment is based mostly on the treatment of inflammation, and the primary goal of asthma treatment is to achieve complete control over symptoms and quality of life with the smallest dose of medication. In the last thirty years, the number of people suffering from asthma has been continuously increasing. The disease occurs in adults up to the age of forty, but it mostly occurs in childhood, so we can say that asthma is the most common form of chronic disease in children. Thus, educators should be educated about asthma and be prepared to react adequately in the event of an acute asthma attack in a child
The impact of globalization on education
No full textU ovom će se radu istražiti, analizirati i interpretirati utjecaj globalizacije na današnje obrazovanje. Proces globalizacije znatno je utjecao na aktivnost učenja uvodeći u obrazovni proces nove koncepte kao što su globalno učenje te posebni sadržaji obrazovnog sustava poput građanskog odgoja i obrazovanja, održivog razvoja, cjeloživotnog učenja i e-učenja. U okviru cjeloživotnog učenja poseban naglasak stavlja se na obrazovanje odraslih koje se percipira kao jedan od načina suočavanja i prevladavanja strjelovitih promjena u svekolikim granama djelatnosti uzrokovanih globalizacijom. Uporaba informacijsko-komunikacijske tehnologije nezaobilazan je segment utjecaja globalizacije na obrazovanje. Posljednjih desetljeća zabilježena je njezina ekspanzija i implementacija u obrazovne sustave pomoću koje su obrazovni procesi postali dinamičniji, interaktivniji i multimedijalni. Sveopća implementacija informacijsko-komunikacijske tehnologije i njezina zastupljenost u svakodnevnom životu doprinijela je promjenama u obrazovnom sustavu Republike Hrvatske koji su vidljivi u novim kurikulumima i međupredmetnim temama usmjerenim na njezinu svrhovitu i primjerenu uporabu, mrežnoj potpori javnih ustanova kao što su SRCE i CARNet, online upisima u obrazovne ustanove Republike Hrvatske te u opremanju nastavnih prostorija informacijsko-komunikacijskom tehnologijom. Veliku ulogu u povezivanju europskih obrazovnih sustava, kao i u promicanju koncepta cjeloživotnog učenja na europskom kontinentu ima Europska unija koja provođenjem međunarodnih obrazovnih programa omogućuje i potiče sudionike europskih obrazovnih sustava na razmjenu znanja, vještina i iskustava, a međunarodnim obrazovnim istraživanjima istražuje, analizira i uspoređuje znanja i kompetencije učenika iz raznih obrazovnih predmeta i područja. U završnom dijelu rada prikazat će se i opisati promjene nastale zbog globalizacije, a koje su utjecale ne samo na polaznike obrazovnih ustanova, već i na djelatnike.This paper will investigate, analyze, and interpret the impact of globalization on today's education. The process of globalization has significantly influenced learning activities by introducing new concepts such as global learning and special educational system contents such as civic upbringing and education, sustainable development, lifelong learning and e-learning. Within the framework of lifelong learning, special emphasis is placed on adult education, which is perceived as one of the ways to cope with and overcome the rapid changes in all spheres of activity caused by globalization. The use of information and communication technology is an unavoidable segment of the impact of globalization on education. The last decade has seen its expansion and implementation in educational systems, making educational processes more dynamic, interactive and multimedial. The comprehensive implementation of information and communication technology and its presence in everyday life has contributed to changes in the education system of the Republic of Croatia, which are visible in new curricula and interdisciplinary topics focused on its purposeful and appropriate use, network support for public institutions such as SRCE and CARNet, online enrollment in educational institutions of the Republic of Croatia and equipping classrooms with information and communication technology. The European Union plays a great role in connecting European education systems and promoting the concept of lifelong learning on the European continent. Through the implementation of international education programs, it enables and encourages participants in European education systems to exchange knowledge, skills and experiences, and through international educational research, it researches, analyzes and compares the knowledge and competencies of students from various educational subjects and fields. The final part of the paper will present and describe the changes caused by globalization, which have affected not only students but also education workers
The Role Of Educators In Supporting Children In Dysfunctional Families
No full textObitelj je socijalna jedinica koja gradi i održava društvenu zajednicu. Sama definicija i obiteljska struktura mijenja se iz stoljeća u stoljeće. U današnje vrijeme sve je veći broj djece koja imaju obiteljskih problema koje ih ometaju u daljnjem razvoju. U suvremenim istraživanjima javlja se sve veći interes za ispitivanje obiteljskog funkcioniranja kao važnog činitelja dječje psihosocijalne prilagodbe. Kako bi se moglo pomoći djetetu potrebno je prvo razumjeti različite obiteljske strukture, zdrave i nezdrave veze. Disfunkcionalni pojedinci podižu disfunkcionalnu obitelj. Disfunkcionalne obitelji sa svojom dinamikom negativno utječu na razvoj djeteta. Moguće je da u takvim obiteljima djeca pokazuju negativna i samodestruktivna ponašanja. Posljedično, moguće je da će se razviti razni mentalni poremećaji. Odgojitelji trebaju pravovremeno uvidjeti promjene u odnosu na dijete kako bi se na vrijeme moglo reagirati. Rano otkrivanje socijalnih, emocionalnih problema te problema u ponašanju ključno je za zdrav i optimalan razvoj svakog djeteta. Što bi značilo, da kao profesionalci, odgojitelji moraju biti spremni na poznavanje i razumijevanje djetetovih potreba te načine raznih strategija oblika podrške. Stoga, cilj ovog rada bio je prikazati neke od načina podrške i pristupa djetetu u disfunkcionalnim obiteljima kako bi se ponovno osjetilo sigurnim te kako bi moglo adekvatno regulirati svoje emocije i ponašanje. Također, odgojitelj mora biti spreman na to da je svako dijete drugačije i da neće sve strategije podrške odgovarati svakom djetetu. Odgojitelji svojim angažmanom unutar odgojno-obrazovnog rada mogu pružiti određenu količinu podrške djetetu i tako mu pomoći da se osjeća sigurno te da ponovno uspostavi kontrolu nad vlastitim osjećajima i ponašanjima.The family is a social unit that builds and maintains the social community. The very definition and family structure changes from century to century. Nowadays, there is an increasing number of children who have family problems that hinder their further development. In contemporary research, there is an increasing interest in examining family functioning as an important factor in children's psychosocial adjustment. In order to be able to help the child, it is first necessary to understand different family structures, healthy and unhealthy relationships. Dysfunctional individuals raise a dysfunctional family. Dysfunctional families with their dynamics have a negative impact on child development. It is possible that in such families children show negative and selfdestructive behaviors. Consequently, it is possible that various mental disorders will develop. Educators need to see changes in relation to the child in a timely manner so that they can react in time. Early detection of social, emotional and behavioral problems is essential for the healthy and optimal development of every child. Which would mean that, as professionals, educators must be ready to know and understand the child's needs and ways of various support strategies. Therefore, the goal of this paper was to show some of the ways of supporting and approaching children in dysfunctional families so that they feel safe again and can adequately regulate their emotions and behavior. Also, the educator must be prepared for the fact that every child is different and that not all support strategies will suit every child. Through their involvement in educational work, educators can provide a certain amount of support to the child and thus help him feel safe and reestablish control over his own feelings and behaviors
The Lexicon Of The Local Speech Of Prelog
No full textZavršni rad “Leksik mjesnog govora Preloga” u uvodnom dijelu sadrži kratak osvrt na sam grad Prelog, njegov geografski položaj i stanovništvo. Osim toga, ukratko je opisana povijest Preloga kao i neke njegove znamenitosti I zanimljivosti. Tu je uvršten i intervju proveden sa dvije preloškom bake o tome kako se nekad živjelo u Prelogu. Drugi dio ovog rada je riječnik preloškog govora iz svakodnevnog života. Riječnik sadrži oko 150 riječi poredanih po abecednom redu. Svaka riječ ima označeno koja je to vrsta riječi, te ukoliko je imenica ima označen i rod. Također napisano je i značenje riječi na standardnom hrvatskom jeziku kao i primjer upotrebe te riječi. Prikupljajući kajkavske riječi ujedno sam i proučavala povijest svoga grada te saznala da Prelog ima dosta dugu i zanimljivu povijest. Od sela razvio se u poveći grad koji svakim danom sve više raste i sve se više razvija
Folklore Expression Of The Gornja Stubica Region
No full textPojam folklor Hrvatska enciklopedija opisuje kao stvaralaštvo utemeljeno na tradiciji neke kulturne zajednice, a njime se izražava kulturni i socijalni identitet te zajednice. Republika Hrvatska ponosno ističe svoju kulturu i narodne običaje. Ljudi diljem Hrvatske ponosni su na svoju tradiciju i to uspješno prikazuju. Tako u maloj općini Gornja Stubica, njezini mještani aktivno sudjeluju u očuvanju i njegovanju svoje tradicije. KUD „Matija Gubec“ već niz godina okuplja mlade i starije članove kako bi s pomoću pjesama, plesa i ostalih umjetnosti prikazali da nema ničeg ljepšeg nego voljeti i poštivati svoje. KUD se sastoji od tri sekcija, a to su tamburaški sastav, likovna radionica „Lipa“ i folklorna sekcija. Sami KUD prikazuje i obrađuje stare narodne plesove i pjesme kraja. Jedni od najpoznatijih plesova su Drmeš i Mazurka, a sve je to lijepo za vidjeti kada na nastupima stave i svoju narodnu nošnju, koja je znak njihovog kraja. Iako izgleda jednostavno i na prvi pogled siromašno, ona prikazuje zapravo mukotrpan rad starih baka koje su ih danonoćno izrađivale kako bi imale u čemu plesati. Ovaj kraj nije samo poznat po pjesmama i plesu, on ima i svoje narodne običaje koji se još dan danas obilježavaju na sličan način kao i prije, od Valentinova pa sve do Jurjeva. Prije su se stanovnici ovoga kraja voljeli odmoriti uz zvukove glazbe ali i dobrih priča. Pričalo se uvijek o coprnjicama, duhovima i lučnjacima. Svaka priča je bila na svoj način posebna i mještani su strogo vjerovali u to što su čuli ali i vidjeli. Kada bi ispričali nešto strašno, došlo je i vrijeme za šalu. Zabavljalo se do jutra, a kako i ne bi kada nam je svima poznato da su Zagorci veoma sretan i veseli narod.The term folklore is described by the Croatian encyclopedia as creativity based on the traditions of a cultural community, and it expresses the cultural and social identity of that community. The Republic of Croatia proudly highlights its culture and folk mores. People all over Croatia are proud of their tradition and show it successfully. Thus, in the small municipality of Gornja Stubica, its residents actively participate in the preservation and nurturing of their traditions. KUD "Matija Gubec" has been gathering young and elder members for a number of years in order to use songs, dance and other arts to show that there is nothing more beautiful than loving and respecting your own KUD consists of three sections, namely the tambura band, the art workshop "Lipa" and the folklore section. KUD itself presents and covers the old folk dances and songs of its region. One of the most famous dances are the Drmeš and Mazurka, and all of this is beautiful to see when they put on their national costume at the performances, which is a sign of their region. Although it looks simple and at first glance poor, it actually shows the painstaking work of grandmothers who made them day and night so that they would have something to dance in. This region is not only known for its songs and dances, it also has its own folk mores that are still celebrated in a similar way as before, from Valentine's Day to St. George's Day. Before, the residents of this region liked to rest with the sounds of music and good stories. There were always stories about Coprnjice, ghosts and lučnjaci. Each story was special in its own way and the locals strictly believed in what they heard and saw. When they told something scary, it was time for a joke. They had fun until the morning, and how could they not when we all know that the people of Zagorje are very happy and cheerful people