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Croatian-Italian Bilingualism: Language Portrait
No full textIn today's world, numerous factors contribute to shaping one's identity. Be it through something visible or invisible, important or less important, an identity is something that follows people throughout their entire lives. One should not forget the power of language and how knowing different languages can help in discovering the world outside, but also in finding one's inside world, an identity, through those languages.
This thesis aimed to research how bilinguals in the region of Istria, more specifically from the western coast of Istria, perceive and interpret their language identities by using a language portrait as a main research tool. In total, there were ten participants in this study, five of them were 4th-grade students from a local primary school in the City of Novigrad, and five of them were adults who live in the City of Novigrad and the Municipality of Tar-Vabriga. All participants are bilingual, and even multilingual speakers. First, we tried to determine how bilingual/multilingual speakers perceive their language identity. Furthermore, as the participants are not the same age, we wanted to see if there are any differences in selfconception of language identity between adults and children. The third question we tackled was whether bilingual/multilingual speakers perceive vertical and horizontal multilingualism. Finally, the last question that we tried to answer was if bilingual/multilingual speakers perceive music as an independent language.
Before doing the main part of the research, which involved filling out language portraits, the participants were supposed to answer a few questions about themselves and the languages that they actively use as this would help us gain a more detailed insight into their language biography and multilingualism. The participants were supposed to create their language identities by filling out their language portraits. The idea was to mark each language with a certain colour and place it on any part of the body on a piece of paper that contained an empty body silhouette (a language portrait). While creating their language portraits, each step was followed by an explanation of their choices and decisions.
The results were not conclusive, as the research was done on a small sample of participants. However, we managed to get an insight into how one creates and perceives their own language identity – how the thought process of choosing colours and body placement was made, as well as managing to find differences in self-conception on language identity betweenadults and children. Moreover, we did determine why participants did or did not perceive vertical and horizontal multilingualism, and under which conditions the participants decided that music was an independent language for them. These findings might help future teachers and language teachers who work in bilingual communities to help them understand their students, as they offer a small insight into forming and perceiving one's language identity.U današnjem svijetu postoje brojni faktori koji utječu na izgradnju nečijeg identiteta. Bilo to kroz nešto vidljivo ili nevidljivo, važno ili manje važno, identitet je nešto što ljude prati kroz cijeli život. U moru svega, ne smije se zaboraviti moć jezika i kako poznavanje različitih jezika uvelike može pomoći prilikom istraživanja vanjskog svijeta, ali ujedno i u istraživanju vlastitog unutarnjeg svijeta, identiteta, putem tih jezika.
Cilj ovoga rada bio je istražiti kako dvojezični govornici iz Istarske županije, to nije preciznije rečeno sa zapadne obale Istre, poimaju i interpretiraju vlastite jezi ne identitete s pomoću upotrebe jezičnog portreta kao glavnog instrumenta istraživanja. Sveukupno, u istraživanju je sudjelovalo deset ispitanika, petero učenika četvrtog razreda iz osnovne škole grada Novigrada te petero odraslih osoba koji žive na podru ju grada Novigrada i općine Tar-Vabriga. Svi ispitanici su dvojezični, čak i višejezični govornici. Ponajprije, pokušali smo istražiti na koji način dvojezični/višejezični govornici poimaju svoje jezične identitete. Nadalje, kako su ispitanici u različitim godinama, htjeli smo istražiti postoje li razlike u samopoimanju jezičnog identiteta u djece i odraslih. Treće istraživačko pitanje koje smo pokušali odgonetnuti jest poimaju li dvojezični, odnosno višejezični govornici vertikalnu i horizontalnu višejezičnost. Na samome kraju, posljednje pitanje na koje smo pokušali dati odgovor je poimaju li dvojezični, tj. višejezični govornici glazbu kao samostalan jezik. Prije provođenja glavnog dijela istraživanja, koji je bio ispunjavanje jezičnog portreta, ispitanici su morali odgovoriti na nekoliko pitanja vezana o sebi te o jezicima kojima raspolažu i koje aktivno koriste, kako bismo imali bolji uvid u njihovu jezičnu biografiju i okolnosti višejezičnosti. Zatim, ispitanici su imali zadatak ispuniti i stvoriti vlastiti jezi ni identitet ispunjavanjem jezičnog portreta. Zamisao je bila označiti svaki jezik određenom bojom te označiti taj jezik na bilo kojem dijelu tijela u kojem ispitanik osjeća taj jezik, ispunjavaju i pritom papir na kojem se nalazila prazna silueta čovjeka, tzv. jezični portret. Prilikom ispunjavanja jezičnog portreta, ispitanici su usmeno objašnjavali svaki korak, tj. nadopunu na svojem jezičnom portretu.
S obzirom na to da je istraživanje napravljeno na malom uzorku, rezultati nisu definitivni. Međutim, uspjeli smo dobiti uvid u kreiranje i poimanje nečijeg jezičnog identiteta – koji je misaoni proces biranja boja i mjesta na tijelu prilikom označavanja jezika, isto kao što smo uspjeli pronaći razlike u samopoimanju jezičnog identiteta u odraslih i djece. Nadalje, uspjeli smo odrediti razloge zbog kojih ispitanici (ne)poimaju vertikalnu i horizontalnu višejezičnost te koji su uvjeti potrebni da bi ispitanici odlučili da je glazba samostalan jezik za njih. Ova otkri a mogu biti korisna budu im učiteljima razredne nastave i učiteljima stranih jezika koji rade u školama koje spadaju u dvojezične sredine jer e na taj način barem djelomično razumjeti svoje učenike, jer otkri a nude barem djelić uvida u formiranje i poimanje jezičnog identiteta
Teachers' influence on the prevention of children's postural problems
No full textOrganizam djeteta primarnog obrazovanja nedovoljno je otporan na vanjske utjecaje od organizma odrasloga čovjeka. Mišićno-koštani sustav djeteta te dobi vrlo je osjetljiv na nepovoljne podražaje zbog toga što funkcionalna mišićna snaga zaostaje za stopom rasta kostiju. Najčešći negativni utjecaji na dijete te dobi su: (pre)teška školska torba, nepravilno i dugotrajno sjedenje u školskim klupama, neergonomski oblikovan školski namještaj i nedovoljna tjelesna aktivnost. Takvi negativni utjecaji u kontinuitetu izazivaju štetne posljedice na lokomotorni sustav djeteta te najčešće dolazi do deformacija kralježnice poput skolioze, kifoze, lordoze te spuštenih (ravnih) stopala koje su u velikoj mjeri zastupljene u djece nižih razreda osnovne škole. Bitnu ulogu u rješavanju ovog problema ima učitelj koji treba moći pravovremeno prepoznati problem i adekvatno reagirati na njega.
Provedeno je istraživanje u obliku anketnog upitnika. Ispitano je 170 učitelja i učiteljica na području cijele Republike Hrvatske. Ispitivalo se provođenje preventivnih mjera za posturalne probleme od strane učitelja. Dobiveni rezultati pokazuju da učitelji aktivno provode različite aktivnosti i vježbe tijekom nastave Tjelesne i zdravstvene kulture. To uključuje razne vježbe jačanja, istezanja, prirodne oblike kretanja te razne igre koje zamjenjuju dosadašnja korektivna vježbanja, što pozitivno utječe na držanje tijela učenika. Prevencija posturalnih problema provodi se i kroz različite mjere pod drugim nastavnim predmetima kao što su usmena upozorenja o ispravnom sjedenju i držanju, uvođenje kratke obustave rada tijekom školskog sata te poticanje na bavljenje sportskim izvannastavnim aktivnostima od strane učitelja. Provedbom istraživanja ustanovljeno je da učitelji ulažu značajan trud u prevenciju posturalnih problema učenika, ali ističu potrebu za dodatnom edukacijom kako bi još bolje mogli pridonijeti zdravlju svojih učenika.The body of a primary school child is less resistant to external influences compared to the body of an adult. The musculoskeletal system of a child at this age is very sensitive to adverse stimuli because the functional muscle strength lags behind the rate of bone growth. The most common negative influences on children of this age are: (overly) heavy school bags, improper and prolonged sitting in school desks, non-ergonomically designed school furniture, and insufficient physical activity. Such negative influences continuously cause harmful consequences to the child's locomotor system, most often leading to spinal deformities such as scoliosis, kyphosis, lordosis, and flat (fallen) arches, which are highly prevalent among lower primary school children. The teacher plays an important role in solving this problem, as they need to be able to recognize the problem in a timely manner and respond adequately.
A research was conducted using a questionnaire. A total of 170 teachers from across the Republic of Croatia were surveyed. The study examined the implementation of preventive measures for postural problems by teachers. The results show that teachers actively engage in various activities and exercises during Physical Education and Health classes. This includes various strengthening exercises, stretching, natural forms of movement, and various games that replace traditional corrective exercises, which positively impact students' posture. Prevention of postural problems is also implemented through various measures in other subjects, such as verbal reminders about proper sitting and posture, introducing short breaks during class, and encouraging participation in extracurricular sports activities by teachers. The research found that teachers put significant effort into preventing postural problems in students but highlight the need for additional education to further contribute to the health of their students
Gender differences in the nutritional status of preschool children
No full textCilj ovog rada jest utvrditi spolne razlike u statusu uhranjenosti djece polaznika predškolske ustanove. Bitno je osvijestiti razne utjecaje koji mogu dovesti do zdravstvenih problema poput prekomjerne težine, pretilosti i pothranjenosti. Cilj je osigurati pravilan rast i razvoj djece, uvodeći im zdravu prehranu i redovitu tjelesnu aktivnost.
Istraživanje je provedeno u Dječjem vrtiću „Proljeće“, u mjestu Kloštar Ivanić, na uzorku od 30 djece, od kojih je bilo 15 dječaka i 15 djevojčica, radi utvrđivanja mogućih razlika u statusu uhranjenosti između spolova. Također se istražuje i važnost zdrave prehrane i tjelesne aktivnosti kod predškolske djece. Mjerile su se antropometrijske karakteristike (tjelesna visina, tjelesna težina, opseg bokova, opseg struka, kožni nabor nadlaktice i kožni nabor leđa) iz kojih je dobiven indeks tjelesne mase, postotak masti u tijelu te indeks omjera struka i bokova. Rezultati istraživanja dobiveni su putem programa Excel i Statistica 14. Izračunata je deskriptivna statistika (broj ispitanika, aritmetička sredina, najmanja vrijednost, najveća vrijednost, raspon između vrijednosti, standardna devijacija) i t-test, kako bi se dobio uvid u spolne razlike u statusu uhranjenosti djece predškolske dobi. Istraživanje je pokazalo kako nema statistički značajnih razlika u statusu uhranjenosti između dječaka i djevojčica. U kategoriju normalne uhranjenosti pripadaju 73% dječaka i 80% djevojčica, u kategoriju preuhranjenosti pripadaju 20% dječaka i 20% djevojčica, dok u kategoriju pretilosti pripada 7% dječaka. Istraživanje je prikazalo da je nešto veći kožni nabor nadlaktice kod djevojčica, nego kod dječaka. Ostale značajne razlike u antropometrijskim karakteristikama nisu vidljive. Bitno je da roditelji i odgojitelji potiču djecu na svakodnevne tjelesne aktivnosti. Djecu treba poučiti o važnosti tjelesne aktivnosti te im treba ponuditi raznovrsnu prehranu, koja uključuje puno voća, povrća i drugih zdravih namirnica.The aim of this paper is to determine gender differences in the nutritional status of children attending a preschool institution. It is crucial to raise awareness of various influences that can lead to health issues such as overweight, obesity, and undernutrition. The goal is to ensure proper growth and development of children by introducing them to healthy nutrition and regular physical activity.
The research was conducted at the "Proljeće" Kindergarten in Kloštar-Ivanić, on a sample of 30 children, comprising 15 boys and 15 girls, to determine potential differences in nutritional status between genders. Additionally, the importance of healthy nutrition and physical activity in preschool children was investigated. Anthropometric characteristics were measured (body height, body weight, hip circumference, waist circumference, upper arm skinfold, and back skinfold), and body mass index, body fat percentage, and waist-to-hip ratio were calculated. The research results were obtained using Excel and Statistica 14 software. Descriptive statistics (number of subjects, arithmetic mean, minimum value, maximum value, range, and standard deviation) and t-tests were calculated to gain insight into gender differences in the nutritional status of preschool children. The research showed no statistically significant differences in nutritional status between boys and girls. In the normal weight category, 73% of boys and 80% of girls were classified, in the overweight category, 20% of boys and 20% of girls were classified, while 7% of boys were classified as obese. The research indicated that girls had a slightly higher upper arm skinfold than boys. Other significant differences in anthropometric characteristics were not observed. It is essential for parents and educators to encourage children to engage in daily physical activities. Children should be taught the importance of physical activity and offered a varied diet that includes plenty of fruits, vegetables, and other healthy foods
Perception of the role and importance of professional responsibility of participants in early and preschool education in relation to recognizing and providing support to children with developmental disabilities
No full textCilj ovog diplomskog rada je doprinos na unaprjeđenju percepciji i važnosti profesionalne odgovornosti sudionika ranog i predškolskog odgoja i obrazovanja u dječjim vrtićima s posebnim naglaskom na prepoznavanje i pružanje podrške djeci s teškoćama u razvoju. Radom smo nastojali steći uvid u važnost i percepciju profesionalne odgovornosti te u pravovremenom uočavanju odstupanja u razvojnim područjima djece, ponajprije u pružanju podrške djeci i roditeljima djece s teškoćama u razvoju. U ovom radu su prikazani rezultati provedenog istraživanja u okruženju odgojno-obrazovne ustanove u kojoj su odgojitelji zaposleni te o suradnji stručnih suradnika u prepoznavanju i pružanju podrške djeci s teškoćama u razvoju, a zatim koliko su odgojitelji predškolske djece educirani o prepoznavanju djece s teškoćama u razvoju, organizacijom rada u odgojno-obrazovnom procesu tijekom boravka djeteta s teškoćom u razvoju. Potrebitost uočenih odstupanja u razvoju radi prisutnosti određenog poremećaja izrazito je bitna kako bi se pravovremeno osigurala adekvatna i odgovarajuća podrška djeci s teškoćama u razvoju i njihovim obiteljima.
Rezultati provedenog istraživanja potvrđuju postojanje statistički značajne razlike s obzirom na pitanje „Ima li dijete dijagnosticiranu teškoću u razvoju?“ u odnosu na pitanje „Ima li dijete s teškoćom u razvoju asistenta?“. Sukladno prikazanim rezultatima može se potvrditi nedovoljno pripremljen i neusklađen odgojno-obrazovni sustav inkluzije tijekom
posrednog rada s djecom s teškoćama u razvoju u odgojno-obrazovnim ustanovama u kojim odgojitelj samostalno brine o djeci urednog razvoja i djeci s teškoćama u razvoju te nema mogućnost ni afinitete u primjeni individualnih pristupa djeci s teškoćama u razvoju. Pravo na različitost je temeljno stajalište humanističkog pristupa.The aim of this thesis is to contribute to improving the perception and importance of professional responsibility of participants in early and preschool education in kindergartens with special emphasis on recognizing and providing support to children with developmental disabilities. Through our work, we tried to gain insight into the importance and perception of professional responsibility and the timely detection of deviations in children's developmental areas, primarily in providing support to children and parents of children with developmental disabilities. This paper presents the results of research carried out in the environment of an educational institution where educators are employed, as well as the cooperation of professional associates in recognizing and providing support to children with developmental disabilities, as well as the extent to which preschool educators are educated about recognizing children with developmental disabilities. , organizing work in the educational process during the stay of a child with developmental disabilities. The need for observed deviations in development due to the presence of a certain disorder is extremely important in order to provide timely and adequate support to children with developmental disabilities and their families.
The results of the conducted research confirm the existence of a statistically significant difference regarding the question "Does the child have a diagnosed developmental disability?" compared to the question "Does the child with a developmental disability have an assistant?". According to the presented results, it can be confirmed that the insufficiently prepared and non-harmonized educational system of inclusion during indirect work with children with developmental disabilities in educational institutions in which the educator independently cares for children with normal development and children with developmental disabilities and does not have the opportunity or affinity in application of individual approaches to children with developmental disabilities. The right to diversity is the fundamental point of view of the humanist approach
Influence of singing and dancing on a child's self confidence
No full textU istraživanju utjecaja pjevanja i plesa na samopouzdanje djeteta, analizirane su razlike između spolova u pjevanju i plesu, napredak tijekom vremena u pjevanju i plesu te razlike u samopouzdanju u pjevanju i plesu. Rezultati su pokazali konzistentno viši stupanj samopouzdanja kod djevojčica, napredak kod oba spola u pjevanju i plesu nakon četvrtog sata, te veće ocjene dječaka u plesu u usporedbi s pjevanjem. Istraživanje ukazuje na važnost kontinuirane podrške i inkluzivnih praksi u obrazovanju te potrebu za svjesnošću i razumijevanjem stereotipa vezanih uz spolove u umjetnosti. Rezultati potiču daljnju raspravu o važnosti prilagodbe obrazovnih praksi kako bi se potaknulo samopouzdanje kod djece u svim aspektima umjetničkog izražavanja. Interpretacija djece u pjevanju i plesu također sugerira potrebu za promicanjem raznolikosti i uvažavanjem individualnih razlika među učenicima u pjevačkom i plesnom obrazovanju. Daljnja istraživanja mogla bi istražiti specifične strategije podrške koje bi mogle optimizirati razvoj samopouzdanja djece u aktivnostima pjevanja i plesa, uzimajući u obzir različite kontekstualne čimbenike. Osim toga, važno je osigurati inkluzivno okruženje koje potiče učenike bez obzira na spol da istraže i razvijaju svoje interese i talente u području umjetnosti. Samopouzdanje djece u pjevanju i plesu ima dubok utjecaj na njihov emocionalni, socijalni i kreativni razvoj. Kroz podršku, pohvalu i postavljanje realnih očekivanja, možemo ih potaknuti da se osjećaju slobodno i sigurno u izražavanju svojih talenata.While researching the influence of singing and dancing on a child's self-confidence, three main components were analyzed: gender differences in singing and dancing, progress over time in singing and dancing, and differences in self-confidence in singing and dancing. The results showed a consistently higher level of self-confidence in girls, improvement in both genders in singing and dancing after the fourth lesson, and higher grades in boys in dancing compared to singing. The research indicates the importance of continuous support and inclusive practice in education and the need for awareness and understanding of gender stereotypes in art. The results show the need of further discussion about the importance of adapting educational practices to encourage children's confidence in all aspects of artistic expression. Children's interpretations in singing and dancing also suggest the need to promote diversity and respect individual differences among students in singing and dancing education. Further research could explore specific support strategies that could improve children's confidence development in singing and dancing activities, taking into account different factors. Additionally, it is important to provide an inclusive environment that encourages students regardless of age to explore and develop their interests and talents in the arts. Children's self-confidence in singing and dancing has a profound effect on their emotional, social and creative development. Through support, praise and setting realistic expectations, we can encourage them to feel free and safe in expressing their talents
The use of foreign words in the linguistic expression of young school-age students
No full textHrvatski jezik obuhvaća hrvatski standardni jezik i sva tri narječja s njihovim mjesnim i gradskim govorima. Naziv hrvatski jezik odnosi se na sve njegove ostvaraje od najranijih vremena do danas na svim područjima na kojima Hrvati žive. Jezik je temeljno obilježje svakog naroda za čije je očuvanje najvažnije poučavanje jezika, tj. njegovo usvajanje i učenje. Već u najranijoj dobi, slušajući jezik obitelji i okoline, dijete počinje usvajati jezik i stjecati komunikacijsku kompetenciju. S druge strane, sustavno učenje počinje polaskom u školu u kojoj počinje stjecanje lingvističke kompetencije. Kako bi dijete ovladalo jezikom, potrebno je posebnu pozornost pridati razvoju komunikacijske kompetencije koja je temelj za ovladavanje jezikom u mlađoj školskoj dobi, te je kasnije povezati s lingvističkom kompetencijom koja podrazumijeva sposobnost uporabe apstraktnog mišljenja koje je potrebno za razumijevanje i usvajanje jezične teorije (Miholić Cvitanić, 2023). Osim navedenog, kod djeteta je potrebno poticati bogaćenje rječnika i širenje vokabulara. Međutim, bogaćenje rječnika pod utjecajem je različitih jezičnih i izvanjezičnih faktora. Jezik je promjenjiv i u dodiru s drugim jezicima vrlo lako dolazi do jezičnoga posuđivanja. Poimanje novih riječi smatra se bogaćenjem sustava tek kada se posuđenica prilagodi na svim jezičnim razinama (Stolac, 1997). U hrvatskom jeziku mogu se pronaći razne tuđice poput germanizama i turcizama, no najviše je anglizama koji su sve češći u govoru mladih.
Ovim istraživačkim radom nastojala se utvrditi uporaba tuđica u spontanome govoru učenika mlađe školske dobi te ispitati koje tuđice prevladavaju kod učenika mlađe školske dobi. Također, nastojalo se utvrditi razumijevanje tuđica s obzirom na razred, spol, opći uspjeh, ocjenu iz nastavnog predmeta Hrvatski jezik te čitalačke navike učenika. Istraživanje je provedeno u jednoj zagrebačkoj osnovnoj školi, a u njemu su sudjelovali učenici trećeg i četvrtog razreda. Istraživanje se sastojalo od rješavanja anketnog upitnika, a provedena je i fokus grupa u kojoj je sudjelovalo šestero učenika. Rezultati istraživanja pokazuju da učenici mlađe školske dobi u velikoj mjeri koriste i razumiju tuđice te da su najviše upoznati s anglizmima. Također, vidljivo je da učenici mlađe školske dobi u neformalnoj komunikaciji češće biraju tuđice u odnosu na standardne riječi.The Croatian language includes the Croatian standard language and all three dialects with their local and urban varieties. Croatian language refers to all its manifestations from the earliest times to the present day, in all the places where Croats live. Language is a primary characteristic of every nation, and its conservation is most importantly achieved through language teaching, i.e., its acquisition and learning. Child begins to acquire the language and develop communicative competence from an early age by listening to the language of their family and surroundings. On the other hand, systematic learning begins with going to school, where linguistic competence begins to be acquired. Special attention must be given to developing communicative competence, which is the base for mastering language theory in early school years, and later communicative competence should relate to linguistic competence which involves the ability to use abstract thinking necessary for understanding and acquiring language theory (Miholić Cvitanić, 2023). Additionally, it is important to encourage the enrichment of vocabulary and the expansion of the child's lexicon. However, vocabulary enrichment is influenced by various linguistic and extralinguistic factors. Language is changeable and in contact with other languages, linguistic borrowing easily occurs. Adopting new words enriches the system only when the borrowed word is adapted at all linguistic levels (Stolac, 1997). In the Croatian language, various foreign words can be found, such as Germanisms and Turkisms, but especially Anglicisms which are the most prevalent and are increasingly common in young people's speech.
This research aimed to determine the use of foreign words in the spontaneous speech of younger primary school students and to examine which foreign words prevail among these students. Additionally, it aimed to determine the understanding of foreign words regarding grade level, gender, general academic success, grade in the subject of Croatian Language, and students' reading habits. The study was conducted in a primary school in Zagreb, involving third and fourth-grade students. The research consisted of completing a survey questionnaire, and there was also a focus group with six students. The study results show that younger primary school students extensively use and understand foreign words and are most familiar with Anglicisms. It is also perceptible that younger primary school students more frequently choose foreign words over standard words in informal communication
Portrait Motif In Artworks Of Preshool Children
No full textMotiv portreta u umjetnosti javlja se još od najranijih početaka ljudske zainteresiranosti za likovnu umjetnost. Portreti su u povijesti služili kao svojevrsni dokument putem kojeg se prikazivalo osobu sa svim njezinim karakteristikama. Portretima se odavala počast voljenim i bliskim osobama. Ovu psihološku karakteristiku portreta vidimo i danas kod djece koja u svojim prvim prikazima čovjeka uvijek prikazuju sebi blisku osobu, najčešće je to roditelj ili drugi član obitelji. Gledajući likovne radove djece, često vidimo vrlo slične prikaze čovjeka koji variraju ovisno o fazi u kojoj se dijete nalazi. U radu se između ostalog istražuje koliko usmjereno opažanje utječe na prikaz portreta djeteta, za razliku prikaza portreta bez usmjerenog opažanja. Kod likovnih radova starije djece prikazi čovjeka razlikuju se po prikazima detalja i spola. U ovom radu prikazuju se razvojne faze likovnog stvaralaštva kod djece i njihove karakteristike koje se odnose na prikaz ljudskog lika i lica likovnim radovima. Također, u radu se prikazuju djela s motivima portreta odabranih umjetnika: Henrija Matissea, Oscara Kokoschke te Pabla Picassa; čiji su radovi poslužili kao poticaj za dječje likovne radove. U drugom dijelu rada prezentiraju se likovne aktivnosti i radovi djece, uspoređuju se sličnosti i razlike pojedinih radova, prikazan je osvrt na usmjereno opažanje u radovima. Kroz detaljne metodičke postupke prikazani su načini na koji su djeca pokušala prikazati portret te ga smjestiti u razdoblje karakteristično za umjetnika čiji su radovi služili kao poticaj.The motif of portraiture in art has been present since the earliest beginnings of human interest in fine arts. Portraits have historically served as a kind of document through which a person with all his characteristics was depicted. Portraits were used to pay tribute to loved ones and loved ones. We can still see this psychological characteristic of portraits today in children who, in their first depictions of a person, always depict a person close to them, most often a parent or other family member. Looking at children's artworks, we often see very similar depictions of a person, which vary depending on the stage in which the child is. Among other things, this paper explores how directed observation affects the representation of a child's portrait, as opposed to a portrait without directed observation. In older children, depictions of a human will differ in depictions of details and gender. This paper presents the developmental phases of artistic creativity in children and their characteristics related to the depiction of the human figure and face in artworks. Also, the paper shows works with motifs of portraits of selected artists: Henri Matisse, Oscar Kokoschka, Pablo Picasso, whose works served as an incentive for children's artworks. In the second part of the paper, art activities and works of children are presented, similarities and differences of individual works are compared, and a review of directed observation in the works is presented. Through detailed methodical procedures, the ways in which the children tried to depict the portrait and place it in the period characteristic of the artist whose works served as an incentive were shown
Author's picture book and song as a stimulus for an integrated approach to working with preschool children
No full textU radu je prikazan integrirani pristup kroz model rada na projektu, kao i etape razvoja projekta. Projektom se, u skladu s Nacionalnim kurikulumom za rani i predškolski odgoj i obrazovanje (NKRPOO, 2014), nastoje obuhvatiti sva područja djetetova razvoja. Odgojitelj pritom ima autonomiju i odgovornost biranja sadržaja koje će u svom radu nuditi djeci, s ciljem osiguranja djetetovih dobrobiti, cjelovitog razvoja, odgoja i učenja te razvoja kompetencija.
S obzirom na veliki doprinos stvaralaštva djetetovom cjelovitom razvoju, u radu su kao primjeri stvaralaštva odabrani slikovnica i pjesma te su prikazani s aspekta integriranog kurikuluma kao sredstvo isprepletenog prikaza znanstvenih teorija i autoričine perspektive usmjerenih na: analizu procesa stvaranja slikovnice i pjesme, vještina potrebnih za njihovo stvaranje te pedagošku vrijednost koju autorska sredstva nude u radu s djecom predškolske dobi. Začeci autorske slikovnice U potrazi za prijateljem i pjesme o Skellyju i zmaju nastali su već tijekom studija autorice, a razvijali su se sukladno stjecanju i usvajanju novih znanja i vještina. Korištenjem različitih alata, razradom radnje i likova, jasnijim oblikovanjem teksta te unosom autorskih ilustracija i pjesme, nastala je autorska slikovnica koja je prikazana djeci u sklopu primjera dobre prakse opisanih u radu. Potaknuta autorskom slikovnicom i pjesmom, djeca su izradila vlastitu slikovnicu Mi kad smo bili mali, koja je kasnije pročitana djeci u dvorani dječjeg vrtića, nakon čega je provedena aktivnost crtanja omiljenih doživljaja koje djeca pamte iz svog djetinjstva.
Zaključeno je da je projektni rad ključan u integriranom učenju djece, omogućujući dublje istraživanje različitih tema i bolje razumijevanje djetetovog neposrednog okruženja. Pokazalo se da rad na projektu pruža sigurne okvire unutar kojih se djeca, kao i svi ostali koji doprinose razvoju projekta, mogu slobodno izražavati na mnogobrojne načine. Važno je istaknuti kreativni rad odgojitelja koji svojim radom može potaknuti djecu na kreativno izražavanje te pridonijeti cjelovitom razvoju djeteta, raznolikosti i inkluzivnosti te promicanju vrijednosti poput prijateljstva i empatije.The paper presents an integrated approach through the project work model, as well as the stages of project development. In alignment with the National Curriculum for Early and Preschool Education (NKRPOO, 2014), the project seeks to cover all areas of child development. While fulfilling their role, the early childhood educator possesses both the autonomy and responsibility to select the content that will be offered to the children, with the aim of ensuring the child's well-being, holistic development, education, and the cultivation of competencies.
Considering the significant contribution of creativity to a child’s holistic development, this paper selects the picture book and the song as examples of creative work. These are presented from the aspect of the integrated curriculum as a means of intertwining scientific theories and the author’s perspective, focusing on: the analysis of the process of creating a picture book and a song, the skills required for their creation, and pedagogical value that these creative tools offer in working with preschool-aged children. The origins of the author’s picture book In Search of a Friend and the song about Skelly and the dragon were conceived during the author’s studies and were further developed as new knowledge and skills were acquired. By using various tools, developing the plot and characters, clarifying the text and incorporating the author’s illustrations and song, an author’s picture book was created, which was presented to children as part of the examples of good practice described in the paper. Inspired by the author’s picture book and song, the children created their own picture book titled When We Were Little, which was later read to children in the kindergarten sports hall, followed by an activity where the children drew their favorite memories from their own childhood.
It has been concluded that project work is crucial in the integrated learning of children, allowing for a deeper exploration of various topics and a better understanding of the child’s immediate environment. Project work has proven to provide a safe framework within which children, as well everyone else contributing to the project’s development, can freely express themselves in numerous ways. It is important to highlight the creative work of the preschool educator, who, through their efforts, can inspire children to engage in creative expression and contribute to the child’s holistic development, diversity and inclusivity, and the promotion of values such as friendship and empathy
Playful activities to encourage language development
No full textU diplomskom radu istražuje se ulogu jezičnih igara u poticanju jezičnog razvoja kod djece predškolske dobi. Temelji se na teorijskom okviru koji naglašava važnost igre u procesu jezičnog učenja. Cilj istraživanja bio je analizirati učestalost primjene jezičnih igara, identificirati poželjne igre koje provode odgojitelji te istražiti njihovu percepciju o prednostima, učinkovitosti i poteškoćama u primjeni. Provedena anketa među odgojiteljima diljem Hrvatske otkrila je široku primjenu jezičnih igara te prepoznavanje niza prednosti njihove upotrebe, uključujući razvoj vokabulara, govora, suradnje i koncentracije kod djece. Iako većina odgojitelja ističe izuzetnu učinkovitost jezičnih igara, neki se suočavaju s izazovima poput nedostatka interesa djece ili ograničenog vremena za pripremu igara. U zaključku se naglašava potreba za kontinuiranom podrškom odgojitelja u korištenju jezičnih igara kako bi se povećao njihov pozitivan utjecaj na jezični razvoj djece predškolske dobi.The thesis examines the role of language games in stimulating language development in preschool children. It is based on a theoretical framework that emphasizes the importance of play in the language learning process. The goal of the research was to analyze the frequency of use of language games, to identify the preferred games implemented by educators, and to investigate their perception of the advantages, effectiveness and difficulties in using them. A survey conducted among educators throughout Croatia revealed the wide use of language games and the recognition of a number of advantages of their use, including the development of vocabulary, speech, cooperation and concentration in children. Although most educators emphasize the extraordinary effectiveness of language games, some face challenges such as children's lack of interest or limited time to prepare games. In conclusion, the need for continuous support of educators in the use of language games is emphasized in order to increase their positive impact on the language development of preschool children
Adaptation of an early age child to the context of an educational institution
No full textProces prilagodbe na novo i nepoznato svaki pojedinac doživljava kao izazov. Dijete se od prvog dana susreće sa raznim nepoznanicama i novim iskustvima. Jedan od prvih djetetovih samostalnih iskoraka u nepoznato je susret sa odgojno-obrazovnom ustanovom. Prilagodba djeteta na odgojno-obrazovnu ustanovu složen je proces koji započinje polaskom u jaslice. U razdoblju prilagodbe dijete se postepeno privikava na odgojno-obrazovnu ustanovu u kojoj uspostavlja socioemocionalnu vezu s odgojiteljem.
Dijete doživljava period prilagodbe vrlo stresno uz puno plaća, agresivnosti, nezainteresiranosti, mogućeg odbijanja interakcije, pasivnog ponašanja, izbjegavanja kontakata i problema s hranjenjem i snom. Osim na razini emocija, dijete može pokazivati i tjelesne reakcije, a to su bolovi u trbuhu i povraćanje. Vrijeme prilagodbe različito je za svako dijete te traje ovisno o individualnim karakteristikama djeteta. Jedan od čimbenika o kojima ovisi trajanje prilagodbe jest oblik privrženosti koji je dijete ostvarilo sa svojim primarnim skrbnikom, tj. majkom. Privržena e se djeca zasigurno lakše nositi sa procesom prilagodbe jer su naučena da će im roditelj nakon povratka biti dostupan i pružiti im utjehu. Nije mogu e potpuno pripremiti dijete kako bi se izbjegle sve teškoće tijekom prilagodbe, no moguće ih je pripremom umanjiti.
Odgojitelj, dijete, roditelji, stru ni tim i ostali djelatnici ustanove za rani i predškolski odgoj i obrazovanje moraju biti aktivno uključeni u prilagodbu. Odgojitelj u ovom procesu vodi i usmjerava cijelu prilagodbu: kreira kvalitetno okruženje, ostvaruje interakciju te pruža podršku djetetu i roditeljima, doživljava emocije svih sudionika u procesu i pomaže da se oni osjećaju sigurno i prihvaćeno u novom okruženju. U radu je prikazan proces prilagodbe djeteta na odgojno-obrazovnu instituciju i koliku važnost u tome imaju svi ostali sudionici procesa.The process of adapting to the new and unknown is challenging for every individual. From the first day, the child encounters various unknowns and new experiences. One of the first independent steps for a child into the unknown is an encounter with an educational institution. The adaptation of a child to an educational institution is a complex process that begins with starting a nursery. In the period of adaptation, the child gradually gets used to the educational institution in which he establishes a socio-emotional connection with the educator.
The child experiences a very stressful adjustment period with a lot of crying, aggression, disinterest, possible refusal of interaction, passive behavior and avoidance of contacts and problems with feeding and sleep. In addition to the level of emotions, the child can also show physical reactions, such as abdominal pain and vomiting. The time duration of adaptation is different for each child and lasts depending on the child's individual characteristics. One of the factors that depend on the duration of adaptation is the form of attachment that the child has achieved with his primary caregiver, i.e. Mother. Surely attached children will cope with the process more easily because they have been taught that a parent will be available to them when they return and give them comfort. It is impossible to fully prepare the child in such a way as to avoid difficulties during adaptation, but it is possible to reduce them by preparation.
The preschool teacher, child, parents, professional team and other employees of the early and preschool education institution must be actively involved in the adaptation. In this process, the educator guides and directs the entire adaptation: creates a quality environment, interacts and provides support to the child and parents, experiences the emotions of all participants in the process and helps them feel safe and accepted in the new environment. The paper presents the process of adaptation of a child to an educational institution and shows the importance of all other participants in the process