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Playing Children's Instruments In Preshool Age
No full textU današnje vrijeme glazba je prisutna svugdje oko nas, pa se tako glazba koristi u odgoju i obrazovanju. S glazbom se potiče emocionalni, moralni, psihofizički, duhovni, intelektualni i tjelesni odgoj djeteta. Sve više vježbi u odgojnim i predškolskim ustanovama temelji se na glazbi jer je ona najvažnija za razvoj svakog djeteta. Sva djeca su na neki način sposobna za razne glazbene aktivnosti. Svako dijete se naravno razlikuje po zapažanju i reagiranju na glazbu. Najčešći način sviranja u predškolskim ustanovama je korištenje udaraljki. Najbolji način za korištenje udaraljki je bez glazbe, kako bi sami mogli sebi stvoriti ritam. Tijekom predškolskog obrazovanja, odgojitelji, a i roditelji, zaduženi su djeci omogućiti glazbeno-stvaralačke aktivnosti, bez obzira na učinak, jer baš s tim aktivnostima mogu ispraviti svoje pogreške i naučiti što je glazba.In today’s world, music is present everywhere around us, and music is used in upbringing and education. With music, we encourage emotional, moral, psychophysical, spiritual, intellectual, and physical development of the child. More and more activities in educational and preschool institutions are based on music, as it is essential for the development of every child. All children are, in some way, capable of various musical activities. Each child, of course, differs in how they perceive and react to music. The most common way of playing in preschool institutions is through the use of percussion instruments. The best way to use percussion instruments is without music, so that they can create their own rhythm. During preschool education, educators and parents are responsible for providing children with musical-creative activities, regardless of the outcome, as these activities allow them to correct their mistakes and learn what music is
Inclusion of Students with Developmental Disabilities in Physical Education and Health Education
No full textOvaj diplomski rad bavi se temom inkluzije učenika s teškoćama u razvoju u nastavi tjelesne i zdravstvene kulture. S obzirom na to da je inkluzija princip osiguravanja jednakih mogućnosti za sve učenike, bez obzira na njihove individualne razlike, nastavni predmet tjelesne i zdravstvene kulture postao je bitan dio obrazovno-odgojnog procesa jer potiče fizički, emocionalni i socijalni razvoj učenika. Inkluzija učenika s teškoćama ključna je za omogućavanje ravnopravnog sudjelovanja u svim aspektima nastave.
Glavni cilj istraživanja bio je ispitati percepciju učitelja o inkluziji učenika s teškoćama u nastavu tjelesne i zdravstvene kulture. Provedena je anonimna anketa među učiteljima osnovnih škola, koji su ocijenili svoje zadovoljstvo različitim aspektima inkluzije, uključujući pripreme i materijale, pristupačnost sportske dvorane i opreme, metode ocjenjivanja te suradnju s vršnjacima i asistentima. Anketa je koristila Likertovu skalu za kvantitativnu procjenu stavova učitelja. Ispitanice su bile učiteljice osnovnih škola, a podaci su prikupljeni putem anketnog upitnika. Kvantitativna analiza prikupljenih podataka provedena je u Excelu, gdje su podaci obrađeni i analizirani. Rezultati istraživanja o inkluziji pokazali su raznolike stavove učitelja. Većina njih je umjereno zadovoljna pripremama i materijalima, ali ističu potrebu za dodatnim resursima. Pristupačnost sportske opreme ocijenjena je kao područje koje treba poboljšati. Metode ocjenjivanja prilagođene učenicima s teškoćama dobile su umjerene ocjene, ističući potrebu za dodatnim prilagodbama. Suradnja s vršnjacima i asistentima ocijenjena je pozitivno, s visokim zadovoljstvom suradnjom s asistentima. Predložene su preporuke za poboljšanje materijala, pristupačnosti opreme, razvoj efikasnijih metoda ocjenjivanja, obuku i podršku učiteljima te poticanje suradnje među učenicima i asistentima.
Ovaj rad pridonosi razumijevanju trenutnog stanja inkluzije u nastavi tjelesne i zdravstvene kulture te pruža smjernice za daljnji razvoj inkluzivnih praksi. Time se naglašava potreba za kontinuiranim radom na stvaranju obrazovnog okruženja koje će omogućiti svim učenicima, bez obzira na njihove teškoće, da ravnopravno sudjeluju i ostvaruju svoj puni potencijal.This master's thesis addresses the topic of inclusion of students with developmental disabilities in physical and health education classes. Considering that inclusion is the principle of ensuring equal opportunities for all students, regardless of their individual differences, the subject of physical and health education has become an essential part of the educational process as it promotes the physical, emotional, and social development of students. Inclusion of students with disabilities is crucial for enabling equal participation in all aspects of education. The main objective of the research was to examine teachers' perceptions of the inclusion of students with disabilities in physical and health education classes. An anonymous survey was conducted among elementary school teachers, who assessed their satisfaction with various aspects of inclusion, including preparations and materials, accessibility of sports facilities and equipment, assessment methods, and collaboration with peers and assistants. The survey used the Likert scale to quantitatively assess teachers' attitudes. The respondents were elementary school teachers, and the data were collected through a questionnaire. Quantitative analysis of the collected data was performed in Excel, where the data were processed and analyzed. The results of the research on inclusion showed diverse attitudes among teachers. The majority of them were moderately satisfied with preparations and materials but emphasized the need for additional resources. The accessibility of sports equipment was rated as an area that needs improvement. Assessment methods adapted for students with disabilities received moderate ratings, highlighting the need for additional adjustments. Collaboration with peers and assistants was rated positively, with high satisfaction with collaboration with assistants. Recommendations were proposed for improving materials, equipment accessibility, developing more effective assessment methods, providing training and support for teachers, and promoting collaboration among students and assistants.
This study contributes to understanding the current state of inclusion in physical and health education classes and provides guidance for further development of inclusive practices. It emphasizes the need for continuous work in creating an educational environment that enables all students, regardless of their difficulties, to participate equally and achieve their full potential
Eating habits of primary school students
No full textU zadnjih nekoliko godina se sve više naglašava važnost zdravog i pravilnog načina prehrane zbog modernijeg načina života. Rasprave o tome što se podrazumijeva pod zdravu hranu postaju sve učestalije, a stručnjaci i nutricionisti sve češće daju savjete o pravilnoj prehrani, regulaciji tjelesne težine te održavanju zdravlja i kondicije. Zbog toga je važno da djeca od malih nogu usvoje zdrave prehrambene navike, jer pravilna prehrana nije samo osnovna potreba, već i preduvjet za njihov rast i razvoj.
Nepravilna prehrana može negativno utjecati na genetski potencijal za rast, mentalni razvoj i pubertetski razvoj. Pravilna prehrana tijekom djetinjstva i adolescencije ključna je za pravilan rast i razvoj te opće zdravlje i otpornost na bolesti. Sve veći broj ljudi postaje svjestan povezanosti između prehrane, zdravlja i kvalitete života. Stoga je važno djecu educirati o zdravoj prehrani kako bi ostvarili optimalno zdravlje i dugovječnost.
Djeca usvajaju prehrambene navike kroz svakodnevne aktivnosti, bilo kod kuće, u vrtiću ili školi. Odrastajući često smatraju da su ponašanja i navike koje su usvojili ispravni i nastavljaju ih primjenjivati kroz život.
Cilj ovog rada je proučiti koliko učenika se pravilno hrani, koliko ih redovito doručkuje prije škole te koju hranu najviše konzumiraju u školi i kod kuće. Istraživanje je provedeno u OŠ Brezovica u Brezovici, a sudjelovalo je 99 učenika četvrtih i osmih razreda.In the last few years, the important healthy and proper diet has been increasingly emphasized due to the more modern lifestyle. Discussions about what is meant by healthy food are becoming more frequent, and experts and nutritionists are increasingly giving advice on proper nutrition, weight regulation, and maintaining health and fitness. This is why it is important for children to adopt healthy eating habits from a young age, because proper nutrition is not only a basic need, but also a precondition for their growth and development.
Improper nutrition can negatively affect the genetic potential for growth, mental development and pubertal development. Proper nutrition during childhood and adolescence is essential for proper growth and development and general health and disease resistance. An increasing number of people are becoming aware of the connection between diet, health and quality of life. Therefore, it is important to educate children about a healthy diet in order to achieve optimal health and longevity.
Children adopt eating habits through daily activities, whether at home, in kindergarten or school. Growing up, they often find the behaviors they have adopted to be correct and continue to apply them throughout their lives.
The aim of this paper is to study how many students are fed properly, how many eat breakfast regularly before school, and what foods they consume most at school and at home. The research was conducted at Brezovica Primary School in Brezovica, and 99 students participated from fourth and eighth grade
The Influence Of Music On A Preschool Child With Developmental Disabilities
No full textU ovom se završnom radu razmatraju utjecaji, tehnike i prijedlozi glazbenih aktivnosti za primjenu u sklopu predškolskog obrazovnog programa te njihov utjecaj na djecu predškolske dobi s teškoćama u razvoju. Svrha pisanja ovoga završnog rada jest dokučiti postojeće i predložiti buduće potencijalne glazbene aktivnosti čiji će učinak pozitivno djelovati na djecu s teškoćama u razvoju. Navedeno istraživanje provodi se u svrhu isticanja optimalne postojeće metode te identificiranja adekvatnih inovativnih prijedloga za bolju ponudu glazbenih aktivnosti u predškolskom obrazovnom programu. Prikupljanje sekundarnih podataka korišteno je kao metoda prikupljanja podataka u sklopu ovog završnog rada. Navedena metoda upotrebljava se u svrhu informiranja i donošenja adekvatnog zaključka. Prikupljeni su podatci većinski prikazani u kvalitativnom obliku s manjom dostupnosti i zastupljenosti kvantitativnih podataka. U sklopu provedenog istraživanja, autorica je zaključila da glazbene stavke – tempo, ritam, dinamika, melodija i instrumenti, pozitivno utječu na razvoj djeteta predškolske dobi s teškoćama u razvoju. Također se može zaključiti da bi području glazbenih aktivnosti u sklopu predškolskog obrazovanja pridonijela primjena inovativnih prijedloga iz ovog rada. Autoričina preporuka jest provoditi daljnje adekvatne analize koje bi se fokusirale na kvantitativne te na kvalitativne podatke s obzirom na utjecaj glazbe na djecu predškolske dobi s teškoćama u razvoju. Svrha navedene analize bila bi uspostava daljnjih zaključaka s preciznijim statističkim obilježjima – smanjenje standardne devijacije podataka, povećanje točnosti prosjeka, jasno definirane granice...In this thesis, the influences, techniques and suggestions of musical activities that are used as part of the current preschool educational program and their impact on preschool children with developmental difficulties are considered. The purpose of writing this thesis is to find out the existing and propose future potential musical activities whose effect will have a positive effect on children with developmental disabilities. The research is carried out with the purpose of highlighting the most optimal existing method and identifying adequate innovative proposals for improving the existing offer of musical activities as part of the preschool educational program. Secondary data collection was used as a data collection method within this thesis. The mentioned method is used for the purpose of informing and reaching an adequate conclusion. The collected data is mostly presented in a qualitative form, with less availability and representation of quantitative data. As part of the conducted research, the author concluded that musical factors - tempo, rhythm, dynamics, melody and instruments, have a positive effect on the development of preschool children with developmental disabilities. It can also be concluded that the field of musical activities within preschool education would benefit through the use of innovative proposals of this thesis. The author's recommendation is to conduct further adequate analysis that would focus on quantitative as well as qualitative data regarding the impact of music on preschool children with developmental disabilities. The purpose of the analysis would be to establish further conclusions with more precise statistical features - reduction of the standard deviation of the data, increase in the accuracy of the average, clearly defined limits, ..
The impact of music on a child's emotional development
No full textU ovome radu predstavljena je tema. Utjecaj glazbe na emocionalni razvoj djeteta. Detaljnije je objašnjen emocionalni razvoj djeteta, kako emocije utječu na njega, na koji način on svoje emocionalno stanje može regulirati te kako ga izražava prema svojoj okolini. Osim navedenog, govori se o tome koje sve kompetencije utječu na djetetovu osobnost te kako ga to izgrađuje i pomaže mu u svakodnevnom životu. Govori se o povezanosti glazbe i emocija općenito, koliki utjecaj ima na njih te ima li uopće ikakav. Promatra se glazba i kroz nacionalni kurikulum kao umjetničko područje te kako se kroz kurikulum objašnjava glazba i koje su njezine bitne sastavnice s kojima bi svako dijete trebalo biti upoznato kroz rad s odgojiteljem unutar predškolske ustanove. Nakon toga dolazimo do dijela koji pokazuje na koji se način glazba proteže u predškolskim ustanovama i kako utječe na razvoj glazbenih sposobnosti djeteta. Na kraju, govori se o ulozi odgojitelja kao bitnog pojedina za dječji život i njegovoj angažiranosti za provođenje glazbenih aktivnosti unutar odgojno-obrazovne skupine.This paper will present the topic of the impact of music on a child's emotional development. It will provide a detailed explanation of the child's emotional development, how emotions affect it, how children can regulate their emotional state, and how they express their emotions to their surroundings. The paper will discuss the various competencies that influence a child's personality and how these competencies help in their daily lives. Furthermore, it will explore the connection between music and emotions, the extent of music's impact on emotions, and whether it has any influence at all. The paper will also examine music through the national curriculum, as an artistic field, and how the curriculum describes music and its essential components that every child should be familiar with through working with educators in preschool institutions. Following this, the discussion will cover how music is integrated into preschool settings and how it influences the development of a child's musical abilities. Finally, the paper will highlight the role of educators as significant individuals in a child's life, their involvement in conducting musical activities within the educational group
The influence of kinesiology activities on the development of motor skills in preschool children
No full textU ovom diplomskom radu istražuje se utjecaj kineziološke aktivnosti na razvoj motoričkih sposobnosti djece predškolske dobi, odnosno da li djeca koja se aktivno bave sportom van vrtića imaju bolje rezultate motoričkih sposobnosti. Također, rad govori o važnosti bavljenja djece sportom, kakve dobrobiti sport ima za djecu i kako pridonosi njihovom razvoju.
Tjelesna neaktivnost je veliki problem današnjice jer predstavlja četvrti uzrok smrtnosti u svijetu. Nedovoljna tjelesna aktivnost dovodi do sve većeg broja pretile djece u svijetu, a veliki postotak djece je manje aktivno od preporućenih sat vremena dnevno. Za to je uvelike zaslužan razvoj tehnologije, koja nudi razne aktivnosti za koje nije potrebno kretanje.
Tjelesna aktivnost bi trebala biti sastavni i nužni dio dječje svakodnevice, pa tako i nezaobilazan dio sustava odgoja i obrazovanja jer uvelike pridonosi tjelesnom i psihi kom zdravlju i boljoj kvaliteti života.
Istraživanje je provedeno na uzorku od 44 djece iz dječjeg vrtića grada Samobora. Korišteni su testovi u svrhu procjene motoričkih sposobnosti kod djece predškolske dobi. Roditeljima je podijeljen anketni upitnik u kojem odgovaraju na pitanja vezana uz sportsku aktivnost djece izvan vrtića.
Analiza podataka pokazala je da djeca koja se bave sportskom aktivnošću imaju bolje rezultate što se ti e gibljivosti/fleksibilnosti, dok na druge motoričke sposobnosti aktivno bavljenje sportom nema nikakav utjecaj. T-test s obzirom na spol dokazao je da nema razlike u niti jednoj varijabli.This research paper discusses the impact of kinesiology activities on the development of motor skills of preschool children, whether children who play sports outside of kindergarten have better motor skills results. Also, the paper talks about importance of children playing sports, what benefits sport have for children and how it contributes to their development.
Physical inactivity is a big problem today because it is the fourth leading cause of death in the world. Insufficient physical activity leads to an increasing number of obese children in the world, and a large percentage of children are less active than the recommended hour a day. This is a largely due to the development of technology, which offers a variety of activities that do not require movement.
Physical activity should be an integral and necessary part of children’s everyday lives, and therefore an indispensable part of the education system, because it greatly contributes to physical and mental health and a better quality of life.
The survey was conducted on a sample of 44 children from kindergarten in Samobor. Tests were used to assess motor skills in preschool children. Also, a questionnaire was used for the parents of the children, with which we wanted to examine the sports activity of the children outside the kindergarten, and how the children spend their free time.
Data analysis showed that children who play sports have better results in terms of mobility/flexibility, while active playing sports has no effect on other motor skills. A T-Test with regard to gender proved that there was no difference in any variable
Nonverbal communication of girls and boys in preschool class
No full textNeverbalna komunikacija djece vrtićke dobi ima važnu ulogu u njihovom izražavanju, razumijevanju okoline i povezivanju s ostalom djecom u skupini. Sposobnost komunikacije kod djece razvija se postupno tijekom vremena, a podrška roditelja i odgojitelja nužna je za poticanje njihovog cjelokupnog razvoja. Kako djeca u ovoj dobi još uvijek razvijaju svoje govorne vještine, neverbalni signali važni su za izražavanje emocija, potreba i interakcija s okolinom. Igra, kao temeljna aktivnost djece, pruža odgojitelju mogućnost da proučava sve oblike komunikacije koje djeca koriste. Važno je djecu poticati na različite vrste aktivnosti, ali da se uz adekvatne poticaje osigura i prostor za izražavanje individualnosti i raznolikosti u njihovim interesima i stilovima komunikacije jer svako dijete ima svoj jedinstveni način izražavanja potreba. Koliko je verbalna komunikacija namjerna i svjesna, toliko je neverbalna nenamjerna, a kod djece vrtićke dobi gotovo u potpunosti i nesvjesna. U ovome radu provedeno je istraživanje neverbalnih poruka djevojčica i dječaka u vrtićkoj skupini. Postoje li razlike u neverbalnoj komunikaciji između djevojčica i dječaka, odnosno koriste li djevojčice i dječaci različite neverbalne signale u istim situacijama? Istraživanje je obavljeno provedbom studije slučaja.Nonverbal communication in preschool children plays a significant role in their expression, understanding of the environment, and connection with other children in the group. The ability to communicate develops gradually over time, and support from parents and educators is essential for promoting their overall development. Since children at this age are still developing their language skills, nonverbal signals are important for expressing emotions, needs, and interactions with the environment. Play, as a fundamental activity of children, provides an opportunity for educators to study all forms of communication that children use. It is important to encourage children to engage in various activities, but also to ensure that with adequate stimulation, there is also room for expressing individuality and diversity in their interests and communication styles, as each child has their own unique way of expressing needs. While verbal communication is intentional and conscious, nonverbal communication is often unintentional, and in preschool children, it is almost entirely unconscious. In this paper, a study of nonverbal messages of girls and boys in a preschool group was conducted. Are there differences in nonverbal communication between girls and boys, or do girls and boys use different nonverbal signals in the same situations? The research was conducted by conducting a case study
Educator communication as support for child's speech development
No full textRad proučava temu odgojiteljskih kompetencija, primarno kompetencije jezične komunikacije kao podrške govorno-jezičnom razvoju djeteta. Detaljno je analiziran razvoj govora i jezika kod djece još od prenatalnog razdoblja pa sve do polaska u školu, s posebnim naglaskom na teoriju učenja po modelu Alberta Bandure. Prema Bandurinoj teoriji socijalnog učenja, djeca uče promatranjem i oponašanjem, što je važan aspekt i u razvoju jezika i govora. Navedene su i kompetencije odgojitelja koje su od presudne važnosti za učinkovitu komunikaciju s djecom, kako s onom najmlađom koja se koristi primarno gestama, tako i s onom predškolske dobi koja već vlada govornom komunikacijom, ali i ranom pismenošću. U radu se ističe da kvalitetna odgojiteljska komunikacija igra ključnu ulogu u poticanju dječjega jezičnog razvoja. Posebno su obrađene poticajne aktivnosti u dječjem vrtiću koje odgojitelji koriste kako bi obogatili dječji vokabular i poboljšali njihove komunikacijske vještine. Aktivnosti poput čitanja priča, igranja uloga, pjevanja pjesama i vođenja razgovora, opisane su kao metode koje značajno doprinose razvoju dječjega govora. U radu se zaključuje da je kvaliteta odgojiteljeve komunikacije s djecom važna za ostvarenje pozitivnog odnosa odgojitelja i djece, za ostvarenje odgojno-obrazovnih ishoda, posebno za poticanje dječjega jezično-komunikacijskoga razvoja, te za sam razvoj dječjega jezika i komunikacije.The study examines the topic of educators' competencies, primarily focusing on communication as a support for children's speech and language development. It provides a detailed analysis of the development of speech and language in children from the prenatal period up to school age, with particular emphasis on Albert Bandura's social learning theory. According to Bandura's theory of social learning, children learn by observing and imitating, which is an important aspect of language and speech development. The paper also outlines the competencies of educators that are crucial for effective communication with children, including the youngest ones who primarily use gestures and preschool-aged children who are already proficient in spoken communication and early literacy. The study highlights that high-quality educator communication plays a key role in encouraging children's language development. Stimulating activities in kindergartens used by educators to enrich children's vocabulary and improve their communication skills are specifically addressed. Activities such as storytelling, role-playing, singing songs, and engaging in conversations are described as methods that significantly contribute to children's speech development. The paper concludes that the quality of educators' communication with children is important for establishing a positive relationship between educators and children, achieving educational outcomes, particularly fostering children's language and communication development, and the overall development of children's language and communication skills
Teacher and Physical education class
No full textProgram osnovnoškolskog obrazovanja u Republici Hrvatskoj traje osam godina i obuhvaća različita odgojno-obrazovna područja. Jedno od ključnih područja koje značajno utječe na cjelokupan razvoj učenika jest Tjelesna i zdravstvena kultura. Tradicionalno, tjelesnu i zdravstvenu kulturu provode učiteljice, no eksperimentalnim programom cjelodnevnog obrazovanja Ministarstva znanosti i obrazovanja Republike Hrvatske, odlučeno je da kineziolozi zamijene učiteljice u ovom području. Učiteljicama je sugerirano da integriraju fizičku aktivnost u što više odgojno – obrazovnih područja s naglaskom na međusobno povezivanje nastavnih sadržaja.
Cilj ovog istraživanja bio je identificirati opće i specifične kompetencije potrebne za provedbu Tjelesne i zdravstvene kulture, kako za učitelje tako i za kineziologe. Analizirano je provedeno istraživanje koje je imalo za cilj utvrditi učinke vođenja nastave Tjelesne i zdravstvene kulture od strane učiteljice u usporedbi s kineziologom. Posebno su istraživane razlike u zadovoljstvu učenika, njihovoj motivaciji za sudjelovanje, integraciji sadržaja drugih predmeta unutar sata Tjelesne i zdravstvene kulture te emocionalnoj povezanosti učenika s nastavnicima.
Za potrebe istraživanja korišten je anketni upitnik kojim su se prikupljali stavovi učenika o navedenim aspektima. Rezultati istraživanja pokazali su da postoje statistički značajne razlike u jasnoći uputa za rad, stvaranju ugodnijeg ozračje te provođenju aktivnosti koje su bolje prilagođene učenicima u korist kineziologa. S druge strane, učenici su procijenili da su tijekom sata Tjelesne i zdravstvene kulture u većoj mjeri ponovili sadržaj drugih predmeta kod učiteljice nego kod kineziologa. U ostalim tvrdnjama, koje se odnose na procjenu načina komunikacije, otvorenost učiteljice/kineziologa kada je potrebna pomoć, razinu motivacije, uključenost u sat i tjelesne aktivnosti te jasnoću i demonstraciju vježbi, nije utvrđena statistički značajna razlika.The elementary education program in the Republic of Croatia lasts for eight years and encompasses various educational fields. One of the key areas that significantly influences the overall development of students is Physical and Health Education. Traditionally, Physical and Health Education is conducted by classroom teachers. However, within the experimental fullday education program implemented by the Ministry of Science and Education of the Republic of Croatia, it was decided that kinesiologists would replace classroom teachers in this area. It was suggested to the teachers that physical activity should be integrated into as many educational fields as possible, with an emphasis on the interconnection of teaching content.
The aim of this study was to identify the general and specific competencies required for the implementation of Physical and Health Education, both for teachers and kinesiologists. The study analyzed research conducted to determine the effects of Physical and Health Education lessons led by classroom teachers compared to those led by kinesiologists. Specifically, the research investigated differences in student satisfaction, motivation to participate, integration of content from other subjects within Physical and Health Education lessons, and the emotional connection between students and their instructors.
A survey questionnaire was used to collect students' opinions on these aspects. The results of the study showed statistically significant differences in the clarity of instructions, the creation of a more pleasant atmosphere, and the implementation of activities better suited to students, favoring kinesiologists. On the other hand, students reported that during Physical and Health Education lessons, they more frequently reviewed content from other subjects when taught by classroom teachers compared to kinesiologists. No statistically significant differences were found in other areas, such as the evaluation of communication methods, the openness of the teacher/kinesiologist when help was needed, levels of motivation, engagement in the lesson and physical activities, and the clarity and demonstration of exercises
The influence of the doll on the speech development of the child
No full textTema diplomskog rada jest utjecaj lutke na govorno-jezični razvoj. Često su djeca vezana uz svoje lutke, prve igračke. To je najbolje vidljivo pri upisu u vrtić, tj. u periodu prilagodbe, kada djeca u krizama čvrsto drže svoje lutke, a nerijetko im se obračaju jer osječaju sigurnost u komunikaciji s lutkama. Lutka u vrtiću ima za cilj upoznati dijete s novim sadržajem, ali i potaknuti ga na korištenje novih riječi. Danas smo svjedoci da djeca sve kasnije progovaraju te smo pozvani na sve načine potaknuti razvoj govora u djeteta. Kada jednom lutka postane dio skupine, ona postaje moćan alat kojim odgojitelji komunicira s djecom te im pomoću lutke može približiti bilo koju situaciju. Lutka pomaže djeci u razvoju i bogaćenju rječnika te uvođenju novih riječi. Pridonosi razvoju pozitivne slike o sebi te jačanju samopouzdanja.
U svrhu pisanja ovoga rada s djecom sam provela projekt čiji je cilj bio prikazati dobrobiti u radu s lutkama koje pomažu djetetu u razvoju govora. Odabrana je priča ''Kolibica'' kao nastavak eTwinning projekta ''Životinjsko carstvo'' u koji su djeca bila uključena prošle godine te je stoga tema vezana uz životinje djeci bliska. Zamišljeno je prikazati različite aktivnosti koje uključuju sve faze projekta, od pripreme pa do središnje aktivnosti, te uključuju lutku kao sredstvo poticanja razvoja govora i jezi ne komunikacije kod djece rane i predškolske dobi uključene u projekt.
Tijekom projekta djeci će biti ponuđene različite vrste lutaka kako bi se njihovi interesi razvijali u najboljem smjeru. Aktivnost je provedena u odgojnoj skupini ''Vrapčić'', DV Sesvete. Djeca su starosti od 3 do 4 godine.The topic of the thesis is the influence of the doll on speech and language development. Often are children attached to their dolls-first toys. We can see this best when enrolling in kindergarten, i.e. during the adaptations period when children hold their dolls tightly in crises, and often turn to them because they feel safe in communicating with dolls. The doll in the kindergarten aims to familiarize the child with with new content, but also encourage him to use new words. Today, we are witnessing that children start speaking later and later, and we are invited to encourage the development of the child's speech in all ways. Once the doll becomes part of the group, it becomes a powerful tool with which educators communicate with children and can bring any situation closer to them through a doll. The doll helps children in their development and vocabulary enrichment, introducing new words. It contributes to the development of a positive self-image and strengthening confidence.For the purpose of writing this, a project was done, goal of which was to show the benefits of working with dolls that help children develop speech. The chosen story was "Kolibica" as a continuation of the eTwinning project "Životinjsko carstvo" in which the children were included last year, and therefore the topic related to animals is very close to them. Idea behind it is to show different activities that include all phases of the project, from preparation to central activities and include a doll as a means of encouraging the development of speech and language communication of early and preschool age children, included in the project. During the project, children were offered different types of dolls to develop their own interests in the best direction. The activity was carried out in the educational group "Vrap i " DV Sesvete. The children are 3 to 4 years old