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The Importance Of Conducting Kinesiology Activities In Early And Preschool Education
No full textU ovom radu govorit ću o važnosti provođenja kinezioloških aktivnosti u ranom i predškolskom odgoju. Dotaknut ću se ciljeva i zadaća tjelesne i zdravstvene kulture, razvojnih karakteristika djece predškolske dobi, sata tjelesne kulture te prostora, opreme i sredstava za izvođenje kinezioloških aktivnosti. Želim istaknuti važnost provođenja kinezioloških aktivnosti u ranom i predškolskom odgoju i obrazovanju koje utječu na sveukupni rast i razvoj djece predškolske dobi, kao i posljedice nemišićne aktivnosti koje i nisu toliko male, naprotiv, najčešće nedovoljna tjelesna aktivnost, neprimjerena prehrana, prekomjerna emocionalna opterećenja i drugi negativni utjecaji okoliša ugrožavaju ne samo zdravlje ljudi, već i njihove osobine i sposobnosti, od čega nisu pošteđena ni djeca predškolske dobi. Kvaliteta i količina izvođenja kinezioloških aktivnosti također ovisi i o prostoru, opremi i sredstvima vrtića. Svaka ustanova ranog i predškolskog odgoja treba zadovoljavati osnovne uvjete prostora i opreme, koje mogu utjecati na količinu izvođenja tjelesnih aktivnosti, kao i na motiviranost odgojitelja da izvode kineziološke aktivnosti s djecom. Dakle, važno je već u djece predškolske dobi steći zdrave navike dnevne tjelesne aktivnosti kako bi spriječili pojavu negativnih posljedica nemišićne aktivnosti, kao i osigurati nužne osnovne uvjete za izvođenje kineziološke aktivnosti u vrtiću. Cilj i svrha ovog istraživanja bio je ispitati stavove odgojitelja i roditelja o provođenju kinezioloških aktivnosti kod djece predškolske dobi u ustanovama ranog i predškolskog odgoja. Provedeno je istraživanje pomoću anonimne ankete koje su ispunjavali roditelji (N=68) i odgojitelji (N=33), a sveukupan broj ispitanika koji su sudjelovali u anonimnoj anketi bio je 101. Anketa je sadržavala 13 tvrdnji zatvorenoga tipa na Likertovoj skali od pet stupnjeva.In this paper, I will talk about the importance of conducting kinesiology activities in early and preschool education. I will touch on the goals and tasks of physical and health education, the developmental characteristics of preschool children, the physical education class and the space, equipment and means for performing kinesiology activities. I would like to highlight the importance of conducting kinesiology activities in early and preschool education, which affect the overall growth and development of preschool children, as well as the consequences of nonmuscular activity, which are not so small, on the contrary, usually insufficient physical activity, inappropriate nutrition, excessive emotional stress and others the negative effects of the environment threaten not only people's health, but also their characteristics and abilities, which preschool children are not spared. The quality and quantity of kinesiology activities are also affected by the space, equipment and resources of the kindergarten. Kindergarten should meet the basic conditions of space and equipment, which can affect the amount of physical activities performed, as well as the motivation of educators to perform kinesiology activities with children. Therefore, it is important for preschool children to acquire healthy habits of daily physical activity in order to prevent the appearance of negative consequences of non-muscular activity, as well as to ensure the necessary basic conditions for performing kinesiology activity in preschool. The goal and purpose of this research was to find out the attitudes of educators and parents about the implementation of kinesiology activities for preschool children in early and preschool education institutions. The research was conducted using an anonymous survey filled out by parents (N=68) and educators (N=33), the total number of respondents who participated in the anonymous survey was 101. The survey contained 13 closed-ended statements on a five-point Likert scale
The role of art therapy in understanding preschool children's drawings
No full textOvaj završni rad raspravlja o ulozi art terapije u analizi dječjih crteža. Crtež se smatra jednim od prvih načina komunikacije među ljudima, čak i prije uspostave pisanja. Kao medij, crtež omogućuje komunikaciju raznolikih aspekata ljudskog iskustva, uključujući emocionalna stanja, kognitivne obrasce, stavove, kompetencije i modalitete izražavanja. U kontekstu odgojno-obrazovnih institucija crtež je često korištena likovna tehnika kod djece. Art terapija je koristan alat u razumijevanju dječjih crteža. Osim što pruža uvid u preferirana, likovna izražavanja djece, art terapija omogućuje i praćenje dječjeg razvoja te identifikaciju mogućih poteškoća ili nazadovanja. Osim toga, art terapija se vrlo lako može koristiti u odgojnoobrazovnim ustanovama, a crtež je idealan likovni medij za tu svrhu. Posebno je važno istaknuti da crtež može poslužiti kao pogodan likovni medij za djecu koja nisu u mogućnosti ili ne žele verbalno izražavati svoje osjećaje, stavove ili vrijednosti. Za postizanje optimalne efikasnosti komunikacije kroz art terapiju, nužno je poticati djecu na kreativnost i likovno izražavanje u svakodnevnom okruženju. U ovom radu iznose se primjeri primjene art terapije s djecom koja imaju određene izazove u uspostavljanju komunikacije i kako su se ti slučajevi riješili pomoću art terapije. Kako bi se dijete potpuno oslobodilo i likovno izrazilo, potrebno je s djetetom kao odgojitelj stvoriti profesionalan, pozitivan odnos te kontinuirano obnavljati povjerenje djeteta. Stvaranjem kvalitetnog odnosa s djetetom stvara se veća mogućnost pozitivnog razvoja djeteta. Kroz poticanje slobode izražavanja, putem likovnih djela, art terapija može postići uspješne rezultate. Odgojitelji, kao stručnjaci odgovorni za rad s djecom, trebaju posjedovati kompetentno znanje o art terapiji te stvoriti stimulativno okruženje koje kod djeteta gradi povjerenje.In this final paper, the role of art therapy in the analysis of children's drawings will be discussed. Drawing is considered one of the first ways of communication between people, even before the establishment of writing. As a medium, drawing enables the communication of diverse aspects of human experience, including emotional states, cognitive patterns, attitudes, competencies, and modalities of expression. In the context of educational institutions, drawing is a frequently used art technique among children. Art therapy is a useful tool in understanding children's drawings. In addition to providing an insight into children's preferred artistic expressions, art therapy also enables the monitoring of children's development and the identification of possible difficulties or setbacks. In addition, art therapy can easily be used in educational institutions, and drawing is an ideal art medium for this purpose. It is especially important to point out that drawing can serve as a suitable art medium for children who are unable or unwilling to verbally express their feelings, attitudes or values. To achieve optimal efficiency of communication through art therapy, it is necessary to encourage children to be creative and express themselves in the everyday environment. This paper presents examples of the application of art therapy with children who have certain challenges in establishing communication and how these cases were solved using art therapy. In order for the child to completely free himself and express himself artistically, it is necessary to create a professional, positive relationship with the child as an educator and to continuously restore the child's trust. By creating a quality relationship with the child, a greater possibility of positive development of the child is created. Art therapy can achieve successful results by encouraging freedom of expression through works of art. Educators, as specialists responsible for working with children, should have competent knowledge about art therapy and create a stimulating environment that builds the child's confidence
Technology of making a rod puppet and it's application in early and preschool upbringing and education
No full textU radu s djecom rane i predškolske dobi, potrebno je osvijestiti važnost lutkarske i scenske umjetnosti. Vrlo je važno poticati dječji razvoj na djeci zanimljiv i privlačan način. Jedna od prvih igračaka s kojima se dijete susretne jest lutka. Ona je veoma važan subjekt u dječjim igrama još od davnina, a odgojitelji se njome mogu koristiti već od vrtića. Cilj rada je osvijestiti važnost lutkarstva za razvoj djeteta od najranije dobi te opisati na koje se načine lutkarstvo može implementirati u dječjem vrtiću u radu s djecom rane i predškolske dobi.
U radu je objašnjeno porijeklo lutke javajke te otkud potječe njen naziv. Detaljno je opisana anatomija lutke javajke i načini na koje se ona animira. Nabrojane su i opisane varijacije i kombinacije lutaka javajki te kako bi trebala izgledati pozornica za kazalište lutaka javajki. U radu je detaljno opisan utjecaj scenske lutke na razvoj djeteta rane i predškolske dobi s naglaskom na emocionalni i govorni razvoj. Prikazani su i načini igre scenskom lutkom u dječjem vrtiću te su nabrojane i opisane uloge odgojitelja i njegova spremnost na rad sa scenskom lutkom u vrtićkoj skupini. Objašnjeno je i na koji način se lutka može uključiti u nastavni program osnovnih škola.
U radu je detaljno opisan proces nastanka lutke javajke, od same ideje do kompletnog izgleda lutke. Objašnjen je karakter lutke javajke te je svaki korak izrade lutke pokrijepljen slikama.
Naveden je i opisan projekt koji je započet izradom ove lutke te planirani tijek budu ih aktivnosti u vrtićkoj skupini s djecom s djecom rane i predškolske dobi.When working with children of early and preschool age, it is necessary to raise awareness of the importance of puppetry and stage art. It is very important to encourage children's development in an interesting and attractive way. One of the first toys a child encounters is a puppet. It has been a very important subject in children's games since ancient times, and educators can use it from kindergarten onwards. The aim of the paper is to raise awareness of the importance of puppetry for the development of children from an early age and to describe the ways in which puppetry can be implemented in a kindergarten while working with children of early and preschool age.
The paper explains the origin of the Javanese puppet and where its name comes from. The anatomy of the Javanese puppet and the ways in which it is animated are described in detail. Variations and combinations of Javanese puppets are listed and described, and how a stage for a Javanese puppet theater should look like. The paper describes in detail the influence of stage puppets on the development of children of early and preschool age, with an emphasis on emotional and speech development. The methods of playing with stage puppets in kindergarten are also shown, and the role of the educator and his readiness to work with stage puppets in the kindergarten group are listed and described. It is also explained how the puppet can be included in the curriculum of primary schools.
The paper describes in detail the process of creating a Javanese puppet, from the very idea to the complete appearance of the puppet. The character of the Javanese puppet is explained, and each step of making the puppet is accompanied by pictures. The project that started with the creation of this puppet and the planned course of future activities in the kindergarten group with children of early and preschool age are listed and described
Digital revolution in schools: extracurricular activities of media literacy as an alternative to TikTok content
No full textU radu je analiziran utjecaj digitalne revolucije na obrazovanje, s posebnim naglaskom na izvannastavne aktivnosti medijske pismenosti kao alternativu sadržajima na TikToku. Cilj je bio ispitati kako medijska pismenost može unaprijediti kritičko mišljenje i kreativnost učenika, te predložiti smjernice za integraciju ovih aktivnosti u školske kurikulume. Korištene su teorijska analiza postojeće literature i studije slučaja iz inozemstva za identifikaciju najboljih praksi. Rezultati su pokazali da strukturirane izvannastavne aktivnosti drastično poboljšavaju medijsku pismenost, potiču i pritom učenike na kritičko promišljanje i kreativnu uporabu digitalnih alata. Zaključeno je da je neophodno kontinuirano ulaganje u obrazovanje i prilagodba kurikuluma tehnološkim inovacijama. Svrha ovog rada bila je evaluirati potencijale izvannastavnih aktivnosti u medijskoj pismenosti kao sredstvo za usmjeravanje učenika prema korisnijem i obrazovno vrjednijem korištenju digitalnih medija i korištenju svog slobodnog vremena.The paper analyzed the impact of the digital revolution on education, with a particular focus on extracurricular activities in media literacy as an alternative to TikTok content. The goal was to examine how media literacy can enhance student's critical thinking and creativity and to propose guidelines for integrating these activities into school curricula. A theoretical analysis of existing literature and case studies from abroad were used to identify best practices. The results showed that structured extracurricular activities significantly improve media literacy, encouraging students to think critically and use digital tools creatively. It was concluded that continuous investment in education and curriculum adaptation to techonological innovations are essential. The purpose of this paper was to evaluate the potential of extracurricular activities in media literacy as a means to guide students towards more productive and educational use of digital media and their free time
Support of the local community for preschool children at risk of social exclusion
No full textKroz povijest, spominjanje tema ljudskih prava može se pronaći u različitim propisima, zakonicima i sličnim dokumentima na razini specifičnih zemalja, vjerskih zajednica i određenih društvenih skupina. Zaštita ljudskih prava na međunarodnoj razini pojavila se tek nakon masovnih stradanja u Drugom svjetskom ratu, osnutkom Organizacije Ujedinjenih naroda. Unatoč propisanim zakonima i standardima zaštite temeljnih ljudskih prava i sloboda, još se i danas diljem svijeta na dnevnoj bazi mogu vidjeti primjeri kršenja i ugrožavanja temeljnih ljudskih prava i sloboda na institucijskoj razini, a najmanju zaštitu imaju upravo pripadnici marginaliziranih i ugroženih skupina, od čega nisu pošteđena ni djeca koja pripadaju tim skupinama. Zbog rijetkog i oskudnog djelovanja državnih tijela po tom pitanju, teret zagovaranja zaštite temeljnih ljudskih prava i sloboda često pada na civilno društvo, koje čine neprofitne, nevladine organizacije. Prvi dio ovoga rada bavi se definiranjem pojma ljudskih prava te analizom stanja njihove zaštite kroz povijest, na narodnoj i međunarodnoj razini. Stavlja se poseban fokus na pravo na obrazovanje te se analizira stanje njegovog poštivanja i zaštite na nacionalnoj razini. Definira se i pojam civilnog društva, analizira se njegovo djelovanje na narodnoj i međunarodnoj razini te se navode primjeri dobre prakse rada organizacija civilnog društva u Republici Hrvatskoj. Drugi dio rada usmjeren je na kvalitativno istraživanje provedeno putem intervjua s predstavnicima pet hrvatskih organizacija civilnog društva. Tematika intervjua obuhvaćala je uvjete rada civilnog društva u Republici Hrvatskoj te njegovu evaluaciju, kao i kvalitetu njegove suradnje s državnim tijelima i obrazovnim ustanovama, s fokusom na djecu rane i predškolske te školske dobi koja su pripadnici marginaliziranih skupina u društvu. Zaključak prezentira osvrt na spoznaje o radu civilnog društva u Republici Hrvatskoj te evaluira njegov fokus na zaštitu temeljnih ljudskih prava djece rane i predškolske dobi i njihovih obitelji.Throughout history, mentions of themes of human rights can be found in various regulations, legal codes, and similar documents at the level of specific countries, religious communities and certain social groups. The protection of human rights on an international level only appeared after the mass casualties during the Second World War, with the founding of the United Nations. Despite the legislated laws and standards for the protection of fundamental human rights and freedoms, examples of violation and jeopardization of fundamental human rights and freedoms on an institutional level can be witnessed to this day, all over the world, and members of marginalized and vulnerable groups are precisely the ones with the least amount of protection, from which not even the children who belong to those groups are spared. Because of scarce and rare instances of action on that front when it comes to government bodies, the burden of advocating for the protection of fundamental human rights and freedoms often falls on civil society, which is composed of non-profit, nongovernment organizations. The first part of this thesis tackles the definition of the term „human rights" and the analysis of the state of their protection throughout history, on a national and international level. Special focus is put on the right to education and the analysis of the state of its fulfillment and protection on a national level. The concept of civil society is also defined, its activity is analyzed on a national and international level, and examples of good practice of the operation of civil society organizations in Croatia are listed. The second part of the thesis focuses on a qualitative study carried out through interviews with representatives from five different Croatian civil society organizations. The themes of the interview encompass the conditions under which civil society operates in Croatia and the analysis of its operation, as well as the quality of its cooperation with government bodies and educational institutions, with a special focus on preschool-aged and school-aged children who belong to society's marginalized groups. The conclusion presents an overview of the newlyfound knowledge about the operation of civil society in Croatia and evaluates its focus on the tection of fundamental human rights of preschool-aged children and their families
Linguistic activity of listening in children of early and preschool age from the perspective of educators
No full textJezična djelatnost slušanja ubraja se u jednu od četiri temeljne jezične djelatnosti. Od ostalih se djelatnosti ističu redom govorenje, čitanje i pisanje. Jezična se djelatnost slušanja od svih razvija prva. Tomu je tako iz razloga što djeca po rođenju, usporedno s razvojem osjetila sluha, najprije obraćaju pozornost na zvukovne podražaje iz okoline te u početku razvoja imaju ulogu primatelja informacija kao i riječi. Na taj način djeca stječu osjetilno iskustvo koje im pomaže u spoznavanju svijeta. Kako se odvija proces rasta i razvoja, tako i djeca sve više napreduju u raznim životnim područjima te usvajaju i usavršavaju vještine potrebne za daljnji život. Jedna od vještina koja se posebno ističe je vještina aktivnog slušanja koja se ubraja u komunikacijske kompetencije, a poznato je kako one utječu na mnoge aspekte razvoja, posebice na socijalni razvoj i sposobnosti ostvarivanja kvalitetnih interakcija s drugim ljudima. Kako bi to bilo ostvarivo važna je osviještenost i educiranje osoba koje o djetetu brinu te se nalaze u stalnoj interakciji s djecom. Pritom se posebice ističe značaj uloge roditelja i odgojitelja kao osoba koje s djecom u pravilu provode najviše vremena. U ovome je radu cilj bio usmjeriti se na odgojitelje te ispitati njihove stavove vezane uz jezičnu djelatnost slušanja kod djece. U skladu s istraživanjem postavljeni su problemi koji se odnose na primjenu jezične djelatnosti slušanja u dječjem vrtiću. Rezultati istraživanja pokazuju osviještenost odgojitelja o važnosti svakodnevne primjene jezične vještine slušanja s obzirom na trendove koji idu u prilog sve slabijoj sposobnosti djece na koncentraciju i usmjerenu pažnju.The language activity of listening is one of the four basic language activities. Speaking, reading and writing stand out among the other activities. The linguistic activity of listening develops first of all. This is due to the fact that at birth, compared to the development of the sense of hearing, children pay the most attention to sound stimuli from the environment, and at the beginning of their development they have the role of receivers of information as well as words. In that way, children gain a sensory experience that helps them learn about the world. As the process of growth and development takes place, children progress more and more in various areas of life and acquire and improve the skills necessary for further life. One of the skills that stands out is the skill of active listening, which is included in communication competencies, and it is known that they influence many aspects of development, especially social development and the ability to achieve quality interactions with other people. In order for this to be achievable, it is important to raise awareness and educate the people who take care of the child and are in constant interaction with the children. In doing so, the importance of the role of parents and educators as persons who, as a rule, spend the most time with children is particularly emphasized. In this paper, the goal was to focus on educators and to examine their attitudes related to the linguistic activity of children's listening. In accordance with the research, certain problems related to the application of the language activity of listening in kindergarten were set. The results of the research show that the majority of educators are aware of the importance of the daily application of listening language skills, given the trends that are in favor of children's increasingly weak ability to concentrate and direct attention
Encouraging children's language development with digital media
No full textOvaj rad sadrži promišljanja o utjecaju digitalnih medija na dječji jezični razvoj te se navode primjereni medijski alati za poticanje dječjega jezičnog razvoja. Objašnjena je generativistička, bihevioristička, kognitivistička, teorija dječjega jezičnoga razvoja. Prikazan je jezični razvoj djeteta od najranije dobi pa do polaska u bolu te značenje i utjecaj materijalnoga okružja za djetetov razvoj. U radu su opisani čimbenici koji utječu na razvoj govora, neki od izabranih biološki i neki od okolinskih čimbenika. Opisano je na koji način oni pridonose cjelokupnom djetetovom razvoju, pa i razvoju djetetova govora.
Opisani su digitalni mediji te mogu a povezanost njihove uporabe i dječjega jezičnog razvoja. U radu se navode pozitivne i negativne učinci digitalnih medija bez kojih je današnja svakodnevnica gotovo nezamisliva. Objašnjeni su najpoznatiji alati za jezi ni razvoj govora te kvalitetan televizijski sadržaj koji možemo ponuditi djeci. Kako djeca predškolske dobi sve više vrijeme provode igraju i videoigre, spomenuti su u radi i pozitivni i negativni učinci tih igara na ukupni dječji razvoj, pa i jezični. U svakom od opisanih područja dolazi do izražaja neizostavna uloga roditelja, koja je vrlo je važna za ukupni razvoj djece te za njihov jezični razvoj i izloženost primjerenim digitalnim medijima i sadržajima koje pružaju.
Rad se nadovezuje na autoričin završni rad naslova „Materijalno okružje u dječjem vrtiću i njegova poticajnost za dječji jezični razvoj“ (2022). Ovim je radom autorica produbila njoj zanimljivu temu iz podru ja odgojiteljstva, usmjerivši je prema jednom segmentu materijalnog okružja suvremenog djetinjstva, a to su digitalni mediji. Suvremena realnost pokazuje da su sveprisutniji u domovima obitelji, ali i u dječjim vrtićima.This essay considers how digital media affects kids' language development and offers useful resources to help with that process. It explains the behaviourist, cognitivist, and generativist theories of children's language development. A child's language development from infancy to school entry is discussed, along with the significance of the material surroundings and its impact on the child's growth. The biological and environmental elements that affect speech development are discussed in the study. It is explained how they impact and contribute to the child's overall development, including speech development. Additionally, preschool-aged children's speaking issues are described.
The effects of digital media on kids' language development are presented. The paper discusses the advantages and disadvantages of digital media, without which modern living would be nearly impossible. The most well-known resources for helping kids develop their speech and language skills as well as high-quality television programming are outlined. Video games are being played by preschoolers for longer and longer periods of time, and both advantages and disadvantages have been discussed. For language development and exposure to appropriate digital media and the material they offer, parents play an essential role.
The last work, Material environment in kindergarten and its stimulation for children's language development (2022), is continued in this work. Not only are digital media more common in kindergartens but also in family homes
Consignment of a child to an educational institution
No full textPolazak djeteta u vrtić ili jaslice važan je korak u njegovom razvoju koji može biti izazovan za dijete i roditelje. Ovaj rad istražuje prilagodbu djeteta na novu sredinu, uključujući emocionalne, socijalne i kognitivne promjene. Emocionalne promjene obuhvaćaju razvoj privrženosti novim osobama koje preuzimaju brigu za dijete tijekom njegovog boravka u odgojno obrazovnoj ustanovi. O drugom dijelu emocionalnih turbulencija vezanom uz suočavanje djeteta s odvajanjem od roditelja, govori se temeljem istraživanja Bowlby-a (1982) i Ainsworth (1979). Socijalne promjene uključuju razvoj socijalnih vještina i interakcija s vršnjacima, kako je istaknuo Ladd (2005). Kognitivne promjene odnose se na prilagodbu novim strukturama učenja i igri, opisane u radovima Pianta i Kraft-Sayre (2000).
Posebna pažnja posvećena je ulozi roditelja, odgajatelja i vršnjaka. Baumrind (1967) je istražila različite stilove roditeljstva, ističući autoritativni stil kao najuspješniji u podržavanju djetetove prilagodbe. Odgajatelji stvaraju sigurno i podržavajuće okruženje za djecu, kako navodi Tatalović Vorkapić (2020), te kroz izgradnju povjerenja i stabilnih odnosa, što je naglasio Corsaro (2011). Vršnjaci igraju značajnu ulogu jer socijalne interakcije pomažu djeci da razviju socijalne vještine i osjećaj pripadnosti, prema istraživanjima Raver i Zigler (1997).
Rezultati pokazuju važnost dobre suradnje između roditelja i odgajatelja u stvaranju sigurnog okruženja. Takvo okruženje omogućuje djetetu da razvije pozitivne odnose s vršnjacima i odgajateljima, pomažući mu da se osjeća sigurno i prihvaćeno u novoj sredini.Starting kindergarten or nursery school is an important step in a child's development that can be challenging for both the child and the parents. This paper explores the child's adjustment to a new environment, including emotional, social, and cognitive changes. Emotional changes encompass the development of attachments to new caregivers during the child's time in the educational institution. The second part of emotional turbulence, related to the child's separation from parents, is discussed based on the research by Bowlby (1982) and Ainsworth (1979). Social changes include the development of social skills and peer interactions, as highlighted by Ladd (2005). Cognitive changes pertain to adapting to new learning and play structures, as described in the works of Pianta and Kraft-Sayre (2000).
Special attention is given to the roles of parents, educators, and peers. Baumrind (1967) researched different parenting styles, emphasizing the authoritative style as the most successful in supporting the child's adaptation. Educators create a safe and supportive environment for children, as noted by Tatalović Vorkapić (2020), through building trust and stable relationships, as highlighted by Corsaro (2011). Peers play a significant role because social interactions help children develop social skills and a sense of belonging, according to the research by Raver and Zigler (1997).
The results show the importance of good cooperation between parents and educators in creating a secure environment. Such an environment enables the child to develop positive relationships with peers and educators, helping them feel safe and accepted in the new setting
The phenomenon of color in preschool children's games
No full textBoje i dječje stvaralaštvo dva su ključna pojma ovog diplomskog rada. Rad se sastoji od dva dijela; prvi dio je teorijski, dok su u drugom, praktičnom dijelu rada opisane provedene likovne aktivnosti vezane uz fenomen boje u igri djece predškolske dobi. U ovom radu provođene su likovne aktivnosti s djecom predškolske dobi u kojima se promatrao fenomen boje. Djeca su pozitivno reagirala i rado sudjelovala u svim aktivnostima. Sve su se aktivnosti provodile u Dječjem vrtiću „Zeko“ u Varaždinu. Iako su u provedenim likovnim aktivnostima sudjelovala su djeca različite dobi (od 3 do 7 godina), sva su djeca, neovisno o dobi, pokazala velik interes i znatiželju. Cilj ovog diplomskog rada je povezati pojam boje s igrom djeteta rane i predškolske dobi te potaknuti djecu na opažanje boja i istraživanje fenomena boje njihovim međusobnim miješanjem, a pri tome podržati dječju maštu i kreativnost.Colors and children's creativity are the two key terms of this thesis. The paper consists of two parts; the first part is theoretical, while the second, practical part of the paper describes the art activities carried out related to the phenomenon of color in preschool children's play. In this work, art activities were conducted with preschool children in which the phenomenon of color was observed. The children reacted positively and gladly participated in all the activities. All activities were carried out in the Kindergarten "Zeko" in Varaždin. Although children of different ages participated in the art activities (from 3 to 7 years old), all children, regardless of age, showed great interest and curiosity. The goal of this thesis is to connect the concept of color with the play of children of early and preschool age and encourage children to observe colors and explore the phenomenon of color by mixing them with each other, while supporting children's imagination and creativity
Implementation of the artfulness approach in the kindergarten program
No full textArtfulness predstavlja kreativni inspirativni proces unutar kojega su uključena sva naša osjetila, a istražuju nove materijale, prožimaju se s aktivnosti, redefiniraju njihovu svrhu te stvaraju jedinstven i originalan produkt. Djeca tijekom ovog suvremenog procesa u likovnosti mogu se spontano i slobodno izražavati različitim likovnim materijalima te ih spajati s drugim umjetnostima kao npr.glazbom, plesom, dramatizacijom, književnosti i modernim medijima. Jedna od važnijih karakteristika artfulness procesa je uronjenost u čin kreiranja kao i povezivanje sa samim sobom, svojim osjećajima, idejama i vizijama koje će nas inspirirati i motivirati u radu i istraživanju. Svrha ovog diplomskog rada je istražiti područje artfulnessa – novog pristupa u likovnosti te njegova implementacija u program vrtića. Na početku rada predstavljeni su pojmovi vezani uz artfulness, originalni likovni umjetnici te koncept suvremenog umjetničkog kurikuluma. U nastavku rada pobliže su prikazane inovativne tehnike i procesi u radu s djecom predškolske dobi, njihove izjave i radovi. Svako umjetničko djelo priča svoju priču, tj. tijekom rada i istraživanja artfulness pristupa, boja, simbolika boja i ritam u likovnosti i glazbi predstavljaju glavna sredstva rada. Implementacija ovakvog suvremenog programa od iznimne je važnosti, jer osim što potiče sva područja razvoja djeteta omogućava da djeca prožive svoje emocije, potpuno se prepuste procesu, osmišljavaju kreativna rješenja te kreiraju autentičan umjetnički stil. Ovaj rad napisan je s ciljem što boljeg razumijevanja artfulness pristupa te radi važnosti osvještavanja samog sebe, svojih mogućnosti koje će potaknuti stvaranje kreativnog originalnog likovnog djela.Artfulness represents a creative inspiring process in which all our senses are included, and they explore new materials, permeate themselves with activities, redefine their purpose and create a unique and original product. During this modern process in art, children can spontaneously and freely express themselves with different art materials and combine them with other arts such as music, dance, dramatization, literature and modern media. One of the most important characteristics of the artistry process is immersion in the act of creation as well as connecting with oneself, one's feelings, ideas and visions, which will inspire and motivate us in work and research. The purpose of this thesis is to investigate the field of artistry - a new approach in art and its implementation in the kindergarten program. At the beginning of the paper, concepts related to artistry, original visual artists and the concept of contemporary art curriculum are presented. In the continuation of the paper, innovative techniques and processes in working with preschool children, their statements and works are presented in more detail. Each work of art tells its own story, i.e. during the work and research of the artistry approach, color, color symbolism and rhythm in art and music represent our main resources. The implementation of such a modern program is extremely important because, in addition to stimulating all areas of child development, it enables children to experience their emotions, fully surrender to the process, come up with creative solutions and create an authentic style. This work was written with the aim of better understanding the artistry approach and the importance of becoming aware of yourself, your possibilities, which will encourage the creation of a creative original work of art