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Picture Books About Dogs Vesne Parun
No full textOvaj rad bavit će se Vesnom Parun i njezinim stvaralaštvom za djecu ostvarenim u seriji slikovnica o psima. Vesna Parun smatra se najvećom hrvatskom pjesnikinjom 20. stoljeća, a njezin književni opus obuhvaća niz djela za odrasle i djecu. Autorica je dvadeset i dvije zbirke namijenjene dječjem uzrastu. U njima prevladavaju motivi biljnog i životinjskog svijeta.. U ovom radu analizirat će se dvanaest slikovnica o psima: Vučjak (1982), Bernardinac (1982), Terijer (1982), Dalmatiner (1982), Bokser (1982), Ovčar Puli (1982), Pudlica (1983), Tokmak (1983), Jazavčar (1983), Pekinezer (1983), Čiuvava (1983) i Hrt (1983). Svaka slikovnica prikazuje jednu pasminu pasa, njihove karakteristike te tipične situacije u kojima se nalaze. Slikovnice je ilustrirao Ratko Janjić – Jobo. Analizirat će se tematska obilježja, žanrovska obilježja te stilsko-jezična obilježja slikovnica. Obradit će se idejno-spoznajni svijet Vesne Parun te odnos ilustracija i teksta. U tematiziranim slikovnicama uočavaju se animalistički motivi kojima se autorica najviše bavi, a tekstovi o psima uobličuju se u formu narativne poezije. Slikovnice su prožete jednostavnim jezikom koji je bogat stilskim figurama, a ilustracije dočaravaju stvarnost tematiziranih životinja i zanimljivost situacija u kojima se nalaze.This paper will deal with Vesna Parun and her work for children realized in a series of picture books about dogs. Vesna Parun is considered the greatest Croatian poet of the 20th century, and her literary opus includes a number of works for adults and children. She is the author of twenty-two collections intended for children. They are dominated by motifs of flora and fauna. In this paper, twelve picture books about dogs will be analyzed: Vučjak (1982), Bernardinac (1982), Terrier (1982), Dalmatian (1982), Boxer (1982), Shepherd Puli (1982), Poodle (1983), Tokmak (1983), Dachshund (1983), Pekingese (1983), Chihuahua (1983) and Greyhound (1983). Each picture book shows one breed of dog, their characteristics and the typical situations in which they find themselves. The picture books were illustrated by Ratko Janjić – Jobo. Thematic features, genre features and stylistic and linguistic features of picture books will be analyzed. The ideological and cognitive world of Vesna Parun and the relationship between illustrations and text will be discussed. In the thematized picture books, we can see animalistic motifs that the author deals with the most, and the texts about dogs are shaped into the form of narrative poetry. The picture books are imbued with a simple language that is rich in stylistic figures, and the illustrations evoke the reality of the themed animals and the interesting situations in which they find themselves
Children's Artistic Expression Inspired By Rene Magritte's Artwork
No full textLikovna umjetnost dio je općeg svijeta umjetnosti kao što su i književnost, glazba, ples te druge. U likovnim je umjetnostima glavno sredstvo izraza oblik (lik) kao što je u književnosti sredstvo izraza riječ. Drugi naziv za likovne umjetnosti je prostorna umjetnost jer se one izražavaju u prostoru za razliku od glazbe koja se izražava u vremenu. Tri glavne vrste likovnog izražavanja čine slikarstvo s grafikom, arhitektura i kiparstvo. Svima njima temelj je crtež. Upravo to je način kojim dijete započinje svoj likovni govor. Osim crteža tu je i slika, a glavna razlika između crteža i slike je u tome što se slika temelji na boji, a crtež na crtama. Gledanje i stvaranje likovnog djela stvar je subjektivnog osjećaja osobe koja ga gleda ili stvara. Ono je sastavljeno od materijalnog i psihičkog dijela baš kao i čovjek. Dok materijalni dio čini vidljiv materijal (akvarel, pastel, mramor), psihički dio čine elementi likovnog duha koje je umjetnik unio u materiju i oni su jednako tako važni u ostvarenju umjetničkog djela. Tako su neki od glavnih psihičkih regulatora koji čine kompoziciju likovnog djela: ritam, simetrija i proporcija. Likovni jezik je urođena dječja sposobnost izražavanja osjećaja i doživljaja. Ta se sposobnost s vremenom poboljšava ili stagnira ovisno o mogućnostima slobodnog izražavanja koje djetetu pruža njegova okolina. Stoga je individualni likovni rad i mogućnost slobodnog izražavanja vlastitih ideja glavna stavka u ostvarenju likovnog stvaralaštva djece.Fine art is part of the general world of art such as literature, music, dance and others. In fine arts, the main means of expression is the form (figure), just as in literature the means of expression is the word. Another name for visual arts is spatial art, since they are expressed in space, unlike music, which is expressed in time. The three main types of artistic expression are painting with graphics, architecture and sculpture. All of them are based on drawing. It is precisely the way in which the child begins his artistic speech. Along with drawing, there is also painting, and their main difference is that it is based on color, while drawing is based on lines. Viewing and creating a work of art is a matter of subjective feeling of the person who views or creates it. It is composed of material and mental work just like a human being. As the material part is made up of visible material (watercolor, pastel, marble), the psychological part is made up of the elements of artistic spirit that the artist brought into the material, which are equally important in the realization of the work of art. Thus, one of the main psychological regulators that compose a work of art are: rhythm, symmetry and proportion. Artistic language is a child's innate ability to express feelings and experiences. These abilities either improve or stagnate over time depending on the opportunities for free expression that the child's environment provides. Therefore, individual artistic work and the possibility of freely expressing one's own ideas is the main element in the realization of children's artistic creativity
Application of music and music terapy methods in children with speech, voice and motoric disorders
No full textMuzikoterapija je definirana kao upotreba glazbe i njezinih elemenata u terapiji s ciljem poboljšanja psihofizičkog stanja pojedinca. Razvojne poteškoće, kao što su poteškoće u govoru, glasu i motorici, često ometaju cjelokupni razvoj djece, a muzikoterapija se pokazala kao učinkoviti terapijski alat u radu s djecom. Govorne poteškoće uključuju probleme s artkulacijom, jezičnim izražavanjem i razumijevanjem, dok glasovne obuhvaćaju nepravilnosti u tonu, visini i intezitetu glasa. Motoričke poteškoće odnose se na poteškoće u kretanju, koordinaciji i izvođenju finih i grubih motoričkih zadataka. Analizom različitih muzikoterapijskih metoda istražuje se na koji način glazba može doprinjeti procesu terapije. Strukturirane metode uključuju planirane glazbene aktivnosti koje su osmišljene za postizanje određenih terapijskih ciljeva, dok nestrukturirane metode omogućuju slobodnu improvizaciju, čime se potiče spontano izražavanje i kreativnost. S druge strane, receptivne metode, uključuju slušanje glazbe kako bi se smanjila anksioznost i poboljšala koncentracija. Poseban naglasak stavljen je na utjecaj glazbenih aktivnosti koje će poboljšati komunikacijske vještine, potaknuti socijalizaciju i emocionalno izražavanje te razvoj motoričkih sposobnosti kod djece s poteškoćama, kao i na cjelokupnu kvalitetu života djeteta. Uz analizu učinkovitosti različitih pristupa, pružaju se smjernice za njihovu primjenu u praksi te se ističe važnost individualiziranog pristupa i kontinuirane evaluacije terapijskih metoda kako bi se postigli učinkoviti rezultati u napretku svakog djeteta.Music therapy is defined as the use of music and its elements in therapy with the aim of improving the psychophysical state of an individual. Developmental difficulties, such as speech, voice, and motor difficulties, often hinder the overall development of children, and music therapy has proven to be an effective therapeutic tool in working with children. Speech difficulties include problems with articulation, language expression, and comprehension, while voice difficulties encompass irregularities in tone, pitch, and voice intensity. Motor difficulties refer to difficulties in movement, coordination, and performing fine and gross motor tasks. Through the analysis of different music therapy methods, it is explored how music can contribute to the therapy process. Structured methods involve planned musical activities designed to achieve specific therapeutic goals, while unstructured methods allow for free improvisation, encouraging spontaneous expression and creativity. On the other hand, receptive methods involve listening to music to reduce anxiety and improve concentration. Special emphasis is placed on the impact of music activities that will improve communication skills, promote socialization and emotional expression, and enhance motor skills in children with difficulties, as well as on the overall quality of life of the child. By analyzing the effectiveness of different approaches, guidelines are provided for their application in practice, emphasizing the importance of an individualized approach and continuous evaluation of therapeutic methods in order to achieve effective results in the progress of each child
The level of phonological awareness of students at the beginning of primary education
No full textMnogi autori definiraju fonološku svjesnost i ističu njenu važnost, kao i važnost poznavanja slova pri usvajanju čitanja i pisanja. Uz brojne autore koji proučavaju fonološku svjesnost kao jednu od najvažnijih predvještina čitanja i pisanja, mnoga istraživanja potvrđuju kako ima veliku ulogu na početku opismenjavanja djece. U radu se iznose definicije, kronološki pregled nastanka termina fonološka svjesnost i zaključci istraživanja. Spominje se teorijski okvir fonologije hrvatskoga jezika i razvoj djetetova govora, utjecaj fonološke svjesnosti na jezične djelatnosti (slušanje, govorenje te početno čitanje i pisanje) s obzirom da se istraživački dio rada odnosi na djecu školske dobi. Cilj je ovoga rada bio ispitati kolika je razina fonološke svjesnosti učenika na početku primarnoga obrazovanja. Važno je istaknuti da je istraživanje u radu usmjereno na djecu urednoga jezično-kognitivnog razvoja školske dobi. Ispitivanje se provodilo dva tjedna u dvjema školama i njihovim područnim školama. Obuhvaćen je uzorak od 162 ispitanika u dobi od šest do osam godina. Prosječna dob ispitanika bila je sedam godina jer je ispitivanje provedeno krajem prvoga polugodišta prvog razreda osnovne škole. Rezultati istraživanja pokazali su veliku razinu fonološke svjesnosti ispitanika na početku primarnoga obrazovanja, što ukazuje na njihovu spremnost za daljnji razvoj jezičnih vještina u nastavi početnog opismenjavanja.Many authors define phonological awareness and highlight its importance, as well as the importance of letter knowledge in the acquisition of reading and writing skills. In addition to the many authors who study phonological awareness as one of the most important pre-literacy skills, numerous studies confirm its crucial role at the beginning of children's literacy development. This paper presents definitions, a chronological overview of the emergence of the term phonological awareness, and research findings. The theoretical framework of Croatian language phonology and the development of a child's speech are discussed, as well as the impact of phonological awareness on language activities (listening, speaking, and early reading and writing), since the research part of the paper focuses on school-aged children. The aim of this paper was to examine the level of phonological awareness among students at the beginning of primary education. It is important to note that the research in this paper is focused on school-aged children with typical language-cognitive development. The study was conducted over two weeks in two schools and their affiliated branch schools, involving a sample of 162 participants aged 6 to 8. The average age of the participants was 7 years, as the testing was carried out at the end of the first semester of the first grade of primary school. The research results showed a high level of phonological awareness among the participants at the beginning of primary education, indicating their readiness for further development of language skills in early literacy instruction
The impact of pandemics on the kinesiological activites of an early age and preschool children
No full textSuvremeni svijet donio je brojne promjene u svakodnevni život, a posebno u način kretanja. Odrasli i djeca sve više zamjenjuju prirodno okruženje poput dvorišta, parkova, livada i buma, zatvorenim prostorima ispunjenima različitim ekranima, što je postalo još izraženije tijekom pandemije COVID-19. Umjesto igre na otvorenom i tjelesne aktivnosti, dječja zabava često se odvija u digitalnom okruženju, što dovodi do, sve prisutnijeg, sjedilačkog načina života. Ove promjene imaju dalekosežne posljedice, posebno za djecu rane i predškolske dobi, jer su upravo tjelesna aktivnost i igre na otvorenom ključne za njihov cjelokupan rast i razvoj. Pandemija COVID-19 dodatno je naglasila ove probleme. Ograničenja kao što su zatvaranje dječjih vrtića, smanjena socijalna interakcija, zatvaranje sportskih centara i parkova, onemogućili su djeci pristup aktivnostima koje su im potrebne za zdrav razvoj. Djeca su, u većini slučajeva, provodila najviše vremena s roditeljima, što je otvorilo pitanje koliko su roditelji mogli osigurati adekvatne kineziološke aktivnosti za svoju djecu u tim uvjetima. Cilj ovog istraživanja bio je ispitati utjecaj pandemije na tjelesnu aktivnost djece rane i predškolske dobi. Istraživanje je provedeno metodom anketnog upitnika među roditeljima djece koja su tijekom pandemije imala od 1 do 7 godina. Ispitivanje je dalo uvid o promjenama navika djece tijekom pandemije, ali i o tome koliko su roditelji bili u mogućnosti osigurati djeci adekvatne uvjete za kretanje i igru na otvorenom.The modern world has brought numerous changes in everyday life, particularly in terms of physical activity. Adults and children are increasingly replacing natural environments, such as yards, parks, meadows, and forests, with indoor spaces filled with various screens, a trend that became even more pronounced during the COVID-19 pandemic. Instead of outdoor play and physical activity, children's entertainment often takes place in a digital environment, leading to a more sedentary lifestyle. These changes have far-reaching consequences, especially for young children and preschoolers, as physical activities and outdoor play are crucial for their overall growth and development. The COVID-19 pandemic has further emphasized these issues. Restrictions such as the closure of kindergartens, reduced social interaction, and the closure of sports centers and parks have limited children's access to activities essential for healthy development. In most cases, children spent the majority of their time with their parents, raising the question of how much parents were able to provide adequate physical activities for their children under such conditions. The aim of this research is to examine the impact of the pandemic on the physical activity of young children and preschoolers. The research was conducted through a survey questionnaire among parents of children aged 1 to 7 years during the pandemic. The survey provided insight into changes in children's habits during the pandemic, as well as how much parents were able to provide adequate conditions for outdoor movement and play
Integration of kinesiology activities into the system of early and preschool education
No full textU ovom radu opisana je važnost kinezioloških aktivnosti te njihova integracija u sustav ranog i predškolskog odgoja i obrazovanja. Važnost se krije i u činjenici kako je predškolski odgoj prva stepenica odgoja i obrazovanja u životu djeteta te je važno integrirati sadržaje koji su djeci neophodni za zdrav i uravnotežen razvoj. Osobito u doba kada je tehnologija, a s njom i pasivnost, postala sastavni dio svakog djetinjstva. Navedene su mnoge dobrobiti integracije kinezioloških aktivnosti koje utječu na sve sudionike povezane s ranim odgojem i obrazovanjem – djecu, zaposlenike, roditelje i lokalnu zajednicu. Opisani su primjeri iz praktičnog odgojno-obrazovnog rada kao poticaj na proširenje iskustva integracije kinezioloških aktivnosti u predškolske ustanove.
Opisano je provedeno kvantitativno istraživanje u jednom vrtiću grada Zagreba na uzorku od 36 djece predškolske dobi, od kojih je 16-ero djece sudjelovalo u redovitoj integraciji kinezioloških aktivnosti, dok drugih 16-ero djece su bili rijetki sudionici integracije kinezioloških aktivnosti unutar odgojno-obrazovnog rada. Uspoređivali su se rezultati izmjerenih aritmetičkih sredina motoričkih sposobnosti obiju skupina unutar sedam testova. Postavljene su dvije hipoteze izvedene t testom za dva inicijalna mjerenja kako bi se ustvrdile razlike u razvijenim motori kim sposobnostima između navedene dvije odgojne skupine.
Cilj ovoga rada je promovirati i integrirati kineziološke aktivnosti unutar predškolskih ustanova te ih provoditi prilagođavaju i prostorno – materijalne uvjete navedenim aktivnostima.This paper describes the importance of kinesiology activities and their integration into the system of early and preschool education. The importance lies in the fact that preschool education is the first stage of upbringing and education in a child's life, and it is important to integrate the contents that children need for healthy and balanced development. Especially in an age when technology, and with it passivity, has become an integral part of every childhood. There are many benefits of integrating kinesiology activities that affect all participants associated with early education - children, employees, parents and the local community. Examples from practical educational work are described as an incentive to expand the experience of integrating kinesiology activities in preschool institutions.
Quantitative research was described and conducted in a kindergarten in the city of Zagreb on a sample of 36 children of preschool age, of which 16 children participated in the regular integration of kinesiology activities, while the other 16 children were rare participants in the integration of kinesiology activities within the educational system. of work. The results of the measured arithmetic means of the motor abilities of both groups were compared. Two hypotheses of the t test on the calculations of the MKPN and MST30 tests were established in order to confirm the differences in the developed motor skills between the mentioned two educational groups.
The goal of this work is to promote and integrate kinesiology activities within preschool institutions and implement them by adapting the spatial and material conditions to the aforementioned activities
Physical activity and free time in children of early and preschool age in Zagreb
No full textSlobodno vrijeme i tjelesna aktivnost ključni su za razvoj djece u ranom djetinjstvu i mogu značajno utjecati na njihovo zdravlje i opći razvoj. S obzirom na ubrzan način života i sveprisutnu tehnologiju, važno je razumjeti kako djeca koriste svoje slobodno vrijeme i ulogu tjelesne aktivnosti u njihovom životu. Povijest koncepta slobodnog vremena pokazuje njegov razvoj od nedefiniranih praksi u primitivnim kulturama do današnjeg društva u kojem je slobodno vrijeme postalo važan aspekt života. Pedagogija slobodnog vremena proučava kako kvalitetno iskoristiti ovo vrijeme za odgojne svrhe i uključuje različite aspekte aktivnosti u slobodnom vremenu.
Tjelesna aktivnost je ključna za zdrav razvoj djece, no često je zanemarena u korist pasivnih aktivnosti poput gledanja televizije, korištenja mobitela ili tableta. Ovaj rad istražuje tjelesnu aktivnost i slobodno vrijeme djece predškolske dobi na području Zagreba. Istraživanje obuhvaća stavove roditelja o važnosti tjelesne aktivnosti, vrijeme provedeno pred ekranima, dostupnost infrastrukture za fizičke aktivnosti i udio tjelesne aktivnosti u slobodnom vremenu djece. U istraživanju se nastojalo utvrditi kako roditeljski stavovi o tjelesnoj aktivnosti utječu na razinu tjelesne aktivnosti djece. Također, nastojalo se utvrditi utječe li vrijeme provedeno pred ekranima na učestalost tjelesne aktivnosti djece.Free time and physical activity are crucial for the development of young children and can significantly impact their health and overall development. Given the fast-paced lifestyle and ubiquitous technology, it is important to understand how children utilize their free time and the role physical activity plays in their lives. The history of the concept of free time shows its evolution from undefined practices in primitive cultures to today's society, where free time has become a significant aspect of life. Leisure pedagogy studies how to effectively use this time for educational purposes and includes various aspects of leisure activities.
Physical activity is vital for healthy development in children, yet it is often neglected in favor of passive activities such as watching television or using mobile phones and tablets. This study investigates the physical activity and free time of preschool-aged children in the city of Zagreb. The research covers parental attitudes towards the importance of physical activity, time spent in front of screens, the availability of infrastructure for physical activities, and the proportion of physical activity in children's free time. The study aims to determine how parental attitudes towards physical activity affect the level of physical activity in children. It also seeks to establish whether screen time impacts the frequency of physical activity in children
Changes in the behavior of early and preschool children
No full textDiplomski rad „Promjene u ponašanjima djece rane i predškolske dobi" fokusiran je na ključne aspekte razvoja djece u ovom kritičnom razdoblju. Rana i predškolska dob predstavlja najvažniji period u životu djeteta, obilježen intenzivnim rastom i razvojem u različitim područjima: socijalnom, emocionalnom, spoznajnom, govornom i motoričkom. Kroz analizu znanstvene i stručne literature, rad istražuje kako promjene u ovim područjima oblikuju cjelokupni razvoj ličnosti djeteta. Rad se temelji na teorijama Piageta, Eriksona i Vygotskog, koji naglašavaju važnost socijalne interakcije, emocionalne regulacije i kognitivnog razvoja. Djeca u ovoj dobi razvijaju simboličko mišljenje, vještine rješavanja problema, jezične sposobnosti i motoričke vještine. Kroz rad su analizirani i utjecaji obiteljskog okruženja, obrazovanja i društvenog konteksta na razvoj djece. Cilj rada je pružiti sveobuhvatan pregled promjena u ponašanju djece rane i predškolske dobi kako bi se bolje razumjele njihove potrebe i razvojne faze te omogućila odgovarajuća podrška za njihov uspješan rast i razvoj.The thesis "Changes in Behavior of Preschool-Age Children" focuses on the key aspects of child development during this critical period. The preschool age represents the most important period in a child's life, marked by intense growth and development in various areas: social, emotional, cognitive, linguistic, and motor. Through the analysis of scientific an professional literature, the paper investigates how changes in these areas shape the overall development of the child's personality. The work is based on the theories of Piaget, Erikson, and Vygotsky, who emphasize the importance of social interaction, emotional regulation, and cognitive development. Children at this age develop symbolic thinking, problem-solving skills, language abilities, and motor skills. The paper also analyzes the influences of the family environment, education, and the broader social context on child development. The aim of the study is to provide a comprehensive overview of changes in the behavior of preschool-age children to better understand their needs and developmental stages and to provide appropriate support for their successful growth and development
Pedagogical approach to the introduction of traditional dances and songs into the kindergarten program
No full textOvaj diplomski rad bavi se istraživanjem utjecaja tradicije na cjelokupni razvoj djeteta s fokusom na ulogu narodnih pjesama i plesova u ranom odgoju i obrazovanju. U radu se analiziraju različiti elementi dječjeg narodnog stvaralaštva, uključuju i brojalice, uspavanke, tradicionalne pjesme, igre s pjevanjem i dječje narodne nošnje, a ističe se i važnost glazbe u razvoju djece. U radu se također ukazuje na važnost uloge odgojitelja u poticanju dječje kreativnosti i zainteresiranosti. Odgajatelji trebaju koristiti različite metode i tehnike da bi djeci približili tradiciju i da ih potaknu na razvoj njihovih sposobnosti. Rad također naglašava važnost razumijevanja različitih aspekata dječjeg stvaralaštva i njihove uloge u oblikovanju dječjeg razvoja i osjećaja za kulturu.
U prvom dijelu rada govori se o značaju njegovanja tradicije u ranom odgoju i njenom utjecaju na cjelokupan razvoj djeteta te o dječjem narodnom stvaralaštvu. Ujedno, govori se o sadržajima koji pripadaju dječjem narodnom stvaralaštvu, a to su brojalice, uspavanke, dječje tradicijske pjesme, dječje tradicijske igre s pjevanjem, a pružan je i kratak uvid u dječje narodne nošnje.
U drugom dijelu rada objašnjeni su tradicionalni plesovi i pjesme kao pedagoški alat te uloga i zna aj ritma i melodije te doživljaj glazbe u razvoju djece. Ujedno, predstavljene su dvije metodičke aktivnosti koje su provedene u istoj predškolskoj skupini u dječjem vrtiću te uloga i upute odgojiteljima za provedbu ovakve vrste aktivnosti.
Tradicija je važna za identitet djece i za njihov cjelokupni razvoj, a ona se prenosi kroz generacije i potiče razvoj kognitivnih sposobnosti, emocionalne inteligencije, kreativnosti i društvenih vještina. Rad također isti e da je važno da odgojno-obrazovni sustav podržava i promiče tradiciju, uključuju i tradicionalne pjesme i plesove.This master's thesis explores the impact of tradition on the overall development of children, focusing on the role of folk songs and dances in early childhood education and development. The thesis analyzes various elements of children's folk art, including counting rhymes, lullabies, traditional songs, singing games, and traditional children's clothing, highlighting the importance of music in children's development. The thesis also emphasizes the crucial role of educators in fostering children's creativity and curiosity. Educators should utilize diverse methods and techniques to introduce children to tradition and encourage the development of their abilities. The thesis also underscores the importance of understanding various aspects of children's creativity and their role in shaping children's development and sense of culture.
The first part of the thesis discusses the importance of fostering tradition in early childhood education and its impact on the overall development of children, as well as children's folk art. It also addresses the elements of children's folk art, such as counting rhymes, lullabies, traditional songs, and singing games, and provides a brief overview of traditional children's clothing.
The second part of the thesis explains traditional songs and dances as pedagogical tools and discusses the role and importance of rhythm and melody, as well as the perception of music in children's development. The thesis also presents two methodological activities conducted in a preschool group at a kindergarten, and offers guidance and instructions for educators on how to implement these types of activities. Tradition is crucial for children's identity and overall development, and it is passed down through generations, fostering cognitive skills, emotional intelligence, creativity, and social skills. The thesis emphasizes the importance of the educational system supporting and promoting tradition, including traditional songs and dances
Development of writing skills in children aged two to six years
No full textOvaj diplomski rad teorijski obrađuje temu rane pismenosti, usredotočujući se na razvoj vještine pisanja, koja se razvija u šest faza od najranije dobi pa sve do predškolske dobi. Svaka je od faza razvoja pisanja predstavljena tekstom i fotografijama autentičnog dječjeg pisanja, a na kojima se najbolje može uočiti razlika u razvojnim fazama pisanja djece od druge do šeste godine života. Predstavljene su u radu i razne aktivnosti koje uvelike potiču razvoj početnog čitanja i pisanja - jezičnih vještina čiji je razvoj, međusobno usko povezan. U radu se ističe i velika važnost okružja u kojem dijete boravi, od kutića „školice“ pa sve do komunikacije s roditeljima. Okružje treba biti djetetu poticajno za razvoj vještine pisanja, kao i za razvoj ostalih sastavnica rane pismenosti, treba u djetetu probuditi želju i interes za daljnjim napredovanjem u pisanju, čitanju i komunikaciji. Provedeno je i kratko etnografsko istraživanje kojemu je cilj bio doći do spoznaja o dječjim stavovima u vezi s pisanjem, odnosno o tome na koji način je djeci najzanimljivije učiti pisati slova. Htjelo se promatrati i utječe li na spomenute dječje stavove dob i spol djeteta. Ispitanici su bili djeca triju odgojno-obrazovnih skupina dječjeg vrtića u Zagrebu. Dobiveni rezultati istraživanja pokazuju kako spol ne čini razliku u dječjem odabiru metoda ovladavanja pisanjem, dok se s druge strane, dob pokazala čimbenikom razlike. Djeca u dobi od dvije godine odabiru onu metodu koja ih ponajprije vizualno, a zatim i taktilno privuče, dok djeca od četvrte do šeste godine izabiru ples pisanja kao omiljenu metodu.This thesis theoretically deals with the topic of early literacy, focusing on the development of writing skills, which develops in six stages from the earliest age until preschool age. Each of the stages of writing development is represented by text and photos of authentic children's writing, where you can best see the difference in the developmental stages of children's writing from the second to the sixth year of life. The paper also presents various activities that greatly encourage the development of initial reading and writing - language skills whose development is closely related to each other. The paper also emphasizes the great importance of the environment in which the child lives, from the little "School" to communication with parents. The environment should be stimulating to the child for the development of writing skills, as well as for the development of other components of early literacy, it should awaken in the child the desire and interest for further progress in writing, reading and communication. A short ethnographic research was also conducted, the goal of which was to gain knowledge about children's attitudes regarding writing, that is, about the most interesting way for children to learn to write letters. we also wanted to consider whether the mentioned children's attitudes are influenced by the age and gender of the child. The respondents were children from three educational groups of a kindergarten in Zagreb. The obtained research results show that gender does not make a difference in children's choice of methods of mastering writing, while on the other hand, age proved to be a difference factor. Children at the age of two choose the method that attracts them first visually and then tactilely, while children from four to six years choose the dance of writing as their favorite method