University of Zagreb Faculty of Teacher Education - Digital repository
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Risky Play - The Perspective Of Early Childhood Educators And Parents
No full textKako bismo lakše razumjeli stavove o rizičnoj igri u završnom radu proučene su prednosti i nedostaci rizične igre te stavovi odgojitelja i roditelja. Rizična igra je aktivnost koja uključuje određeni stupanj rizika. Igra ima važnu ulogu u dječjem razvoju jer potiče autonomiju, kreativnost, motoričke i socijalne vještine. Stoga se pojašnjava pojam rizične igre i njezina važnost za dječji razvoj. Opisuju različite vrste rizične igre poput igre na visini, igre velikih brzina, igre s opasnim alatima i gruba igra. Rizična igra doprinosi cjelokupnom fizičkom, kognitivnom, emocionalnom i socijalnom razvoju djeteta. Iako rizična igra donosi mnoge prednosti za dječji razvoj, važno je istaknuti potencijalne nedostatke poput rizika od ozljede, pritiska društvenih normi te straha kod djeteta. Također, spominju se percepcije odgojitelja i roditelja te važnost suradnje poticanjem edukacije roditelja, kvalitetne i iskrene komunikacije. Odgojitelji češće ističu razvojnu korist rizične igre i skloni su pripremanju i pružanju mogućnosti za igranje djece u sigurnom okružju. S druge strane, većina roditelja češće izražava zabrinutost zbog potencijalnih ozljeda. Primjeri dobre prakse uključuju organizaciju izleta u prirodu gdje roditelji sudjeluju kao volonteri, prirodna igrališta koja djeci omogućuju sigurno istraživanje te šumske vrtićke grupe koje potiču fizički razvoj i samostalnost. U Hrvatskoj, osim vrtićkih skupina, spominju se projekti poput škole u prirodi te avanturističkih parkova koji pružaju djeci priliku za spoznajno učenje kroz izazovne aktivnosti na otvorenom.In order to better understand attitudes about risky play, the advantages and disadvantages of risky play and the attitudes of educators and parents were studied in the final paper. A risky game is an activity that involves a certain degree of risk. Play has an important role in children's development because it encourages autonomy, creativity, motor and social skills. Therefore, the concept of risky play and its importance for children's development is clarified. They describe different types of risky play such as height play, high speed play, play with dangerous tools and rough play. Risky play contributes to the overall physical, cognitive, emotional and social development of a child. Although risky play brings many advantages for children's development, it is important to point out potential disadvantages such as the risk of injury, the pressure of social norms and fear. Also, the perceptions of educators and parents are mentioned, as well as the importance of cooperation by encouraging parent education, quality and honest communication. Educators more often emphasize the developmental benefit of risky play and tend to prepare and provide opportunities for children to play in a safe environment. On the other hand, most parents often express concern about potential injuries. Examples of good practice include the organization of nature trips where parents participate as volunteers, natural playgrounds that allow children to explore safely and forest kindergarten groups that encourage physical development and independence. In Croatia, in addition to kindergarten groups, projects such as schools in nature and adventure parks which provide children with the opportunity for cognitive learning through challenging outdoor activities
The importance of kinesiology activity for the health condition of preschool children
No full textKao osnovnu ljudsku, fiziološku, potrebu možemo navesti kretanje. Ono je aktivnost koju je malo tko izbjegavao prije jer se znalo da nam donosi benefite, što u rastu i razvoju, a što u zdravstvenom pogledu. Ukoliko se dijete od najranije dobi ne kreće dovoljno, postoje velike mogućnosti da će ono biti zaostalo u svome razvoju jer osnovne motoričke funkcije nisu izvršavane na vrijeme.
Usporedimo igru djece prije i danas. Prije su djeca konstantno boravila na otvorenom, čak i za vrijeme kiše, danas nerijetko susrećemo djecu kako sjede pred računalima, igraju videoigrice, imaju slušalice, dosta su blizu ekranu, a socijalnog kontakta s drugom djecom nema. Najveća problematika današnjice i jest, sjedenje. Ukoliko dijete boravi svaki dan pred ekranom sjedeći, sa slušalicama na ušima, jedući, ono neće razviti pozitivne životne navike kao što su šetnja, boravak na otvorenom, igra u parku, trčanje, nego će razviti niz medicinskih problema od pretilosti do šećerne bolesti. Povećanje broja pretile djece rane i predškolske dobi doprinosi smanjeni broj fizičko aktivne djece.
Kroz ovaj rad ću se pokušati osvrnuti na organizacijske oblike aktivnosti u vrtiću te sudjelovanje roditelja i obitelji djeteta kroz iste.
Približit ću važnost prevencije razvoja bolesti te načine koji su pozitivni za rješavanje današnje problematike tjelesne aktivnosti. Također, objasnit ću važnost sudjelovanja obitelji radi promjene životnih navika i uvođenja zdrave prehrane.We can mention movement as a basic human, physiological need. It is an activity that few people avoided before because it was known that it brings us benefits, both in terms of growth and development, and in terms of health. If a child does not move enough from an early age, there are great possibilities that it will be underdeveloped because the basic motor functions are not performed in time.
When we compare children’s play we can see that before, children were constantly outside, even during the rain but today we often meet children sitting in front of computers, playing video games, wearing headphones, they are quite close to the screen and there is no social contact with other children. The biggest problem today is sitting. If a child spends every day sitting in front of a screen, with headphones on his ears and eating, he will not develop positive life habits such as walking, being outdoors, playing in the park, running, but could develop a number of medical problems from obesity to diabetes. The decrease in the number of physically active children contributes to the increase in the number of obese children of early and preschool age.
Through this paper, we will look at the organizational forms of activities in kindergarten and the participation of parents and the child's family through them.
We will explain the importance of preventing the development of diseases and ways for solving today's problems of physical activity. Also, I will explain the importance of family participation in order to change lifestyle habits and introduce a healthy diet
Curriculum and program of physical and health education in EU countries
No full textOvaj rad bavi se pregledom planova i programa tjelesne kulture u zemljama Europske unije, naglašavajući njihovu važnost u obrazovanju i utjecaj na zdravlje i dobrobit učenika. U uvodu se ističe značaj tjelesne kulture, uz ciljeve rada koji uključuju analizu različitih nacionalnih programa i njihovih zajedničkih elemenata.
Povijesni pregled tjelesnog odgoja u Europi prikazuje ključne promjene i reforme koje su oblikovale današnje programe, te utjecaj europskih politika na njihovo unaprjeđenje. Slijedi detaljna analiza uloge Europske unije, uključujući smjernice, preporuke i financirane projekte koji podržavaju zemlje članice u implementaciji kvalitetnih programa tjelesne kulture. Rad se fokusira na nacionalne programe u odabranim zemljama (Njemačka, Švedska, Francuska, Hrvatska), opisujući njihovu strukturu, sadržaj kurikuluma i satnicu nastave. Posebna pažnja posvećena je razlikama i sličnostima između programa. Metode podučavanja obuhvaćaju tradicionalne i moderne pristupe, uključujući upotrebu tehnologije. Perspektive budućeg razvoja tjelesne kulture uključuju prijedloge za unaprjeđenje programa, inovacije i važnost međunarodne suradnje.
Zaključak sažima ključne točke rada, ističući najvažnije nalaze i nudeći preporuke za buduće politike i prakse. Ovaj rad pruža sveobuhvatan pregled planova i programa tjelesne kulture u EU, naglašavajući potrebu za kontinuiranim unaprjeđenjem ovog važnog aspekta obrazovanja.This paper provides an overview of physical education plans and programs in the countries of the European Union, emphasizing their importance in education and their impact on the health and well-being of students. The introduction highlights the significance of physical education, along with the aims of the paper, which include analyzing various national programs and their common elements.
A historical overview of physical education in Europe presents the key changes and reforms that have shaped today's programs, as well as the impact of European policies on their improvement. This is followed by a detailed analysis of the role of the European Union, including guidelines, recommendations, and funded projects that support member countries in implementing quality physical education programs. The paper focuses on national programs in selected countries (Germany, Sweden, France, Croatia), describing their structure, curriculum content, and the number of hours allocated to physical education. Special attention is given to the differences and similarities between programs. Teaching methods encompass both traditional and modern approaches, including the use of technology. The future perspectives of physical education development include proposals for program improvement, innovations, and the importance of international cooperation.
The conclusion summarizes the key points of the paper, highlighting the most important findings and offering recommendations for future policies and practices.This paper provides a comprehensive overview of physical education plans and programs in the EU, emphasizing the need for continuous improvement of this important aspect of education
Proper behavior of preschool children in Dugo Selo
No full textCilj u ovom završnom radu bio je opisati posturu djece, objasniti razliku između pravilnog i nepravilnog držanja te kako izbjeći poremećaje nepravilnog držanja i na koji način odgojitelji i roditelji mogu poticati djecu na pravilno držanje tijela. Vrlo je važno naučiti djecu predškolske dobi kako se pravilno nose školski ruksaci, da oni budu što kvalitetniji i ergonomski, kako pravilno tijekom školskog sata sjediti na stolici te poticati ih na što više kretanja i sudjelovanja u sportovima. Ali, prije toga svega, roditelji i odgojitelji bi se trebali što više educirati na tom području i tako sami postati uzoran primjer djeci, jer djeca uče i upijaju promatrajući nas i okolinu u kojoj se nalaze.The aim of this final paper was to describe posture of children, to explain the difference between correct and incorrect posture, how to avoid disorders of incorrect posture and how educators and parents can encourage children to maintain correct body posture. It is very important to teach preeschool children how to wear chool backpacks correctly, to make them as high – quality and ergonomic as possible, how to sit properly during school hours, and to encourage the to move as much as possible and to participate in sports. But, before all that, parents and educators should educate themselves as much as possible in this area and becaome a role model for children, because children learns and absorb by abserving us and the environment in which they are
Didactic materials for developing pre-mathematical skills in preschool children
No full textTema ovog preddiplomskog rada su didaktički materijali za razvijanje predmatematičkih vještina kod djece predškolske dobi. Matematika je znanost koja uči djecu da percipiraju i razumiju odnose u okolini koja ih okružuje te im pomaže razviti mišljenje i druge mentalne vještine. Ona postoji u svakom aspektu našeg svakodnevnog života. Dobri temelji za njezino usvajanje moraju se postaviti u ranom djetinjstvu i predškolskim ustanovama. Djeca uče o svijetu kroz igru, istraživanje i jednostavne svakodnevne aktivnosti kao što su rukovanje i igra s predmetima. Oni komuniciraju s okolinom putem svojih osjetila, koja su prirodni alati za učenje i otkrivanje. Izravna interakcija s objektima u djetetovom okruženju potiče razvoj osnovnog matematičkog razumijevanja.
Nacionalni kurikulum za rani i predškolski odgoj i obrazovanje (2014.) smatra kako su matematičke vještine važne za učenje tijekom cijelog života. U skladu s time, u predškolskim ustanovama je potrebno od prvog dječjeg ulaska ponuditi aktivnosti kroz koje će ono usvajati osnovne predmatematičke vještine. Te vještine uključuju učenje o prostornim odnosima, uspoređivanje, razvrstavanje i svrstavanje, za jedan više, jednako, prepoznavanje brojeva, mehaničko brojanje i združivanje brojeva s količinama.
U uvodnom dijelu rada predstavit ću teorijske osnove koje objašnjava kako djeca uče matematiku i zašto je ona bitna. Potom slijede izrađeni poticaji od pedagoško neoblikovanog materijala koji djeci mogu pomoći u usvajanju pojmova brojeva, geometrijskih oblika, osnovnog zbrajanja i oduzimanja te istraživanja mase, obujma i vremena.The topic of this undergraduate thesis is didactic materials for developing early mathematical skills in preschool children. Mathematics is a science that teaches children to perceive and understand relationships in the environment around them and helps them develop thinking and other mental skills. It exists in every aspect of our daily life. Strong foundations for it's adoption should be established in early childhood and preschool settings. Children explore and understand the world through play, investigation, and everyday activities like handling and interacting with objects. Children explore and understand the world through play, investigation and everyday activities like handling and playing with objects. Children engage with their environment using their senses, which serve as natural tools for learning and discovery. Engaging directly with objects in a child’s surroundings fosters the growth of fundamental mathematical comprehension.
The National Curriculum for Early Childhood and Preschool Education (2014) considers mathematical skills to be important for lifelong learning. Following this idea, in preschool institutions it is necessary to offer activities with which children will acquire basic pre-mathematical skills from the first time they enter. These skills include understanding spatial relationships, comparing, sorting, and matching, recognizing numbers, counting mechanically, and combining numbers with quantities.
In the introductory part of the paper, I will present the theoretical foundations that explain the process of learning mathematics in children and why it is important, followed by stimuli created from pedagogically unstructured material that can help children acquire the concepts of numbers, geometric shapes, basic addition and subtraction, and research on mass and volume and time
Telling stories as a stimulus for the the development of language skills
No full textU radu je istaknuta važnost aktivnosti pričanja priča, koja služi kao poticaj za razvoj jezičnih vještina djece rane i predškolske dobi. S obzirom na izuzetno istaknutu važnost priče u cjelokupnom razvoju djece predškolske dobi u prvom, teorijskom dijelu rada, istaknut ćemo sve važno vezano za govorni razvoj djece, koji se dijeli na predverbalno i verbalno razdoblje u razvoju govora djeteta. Također, osvrnut ćemo se na jezik i temeljne komunikacijske vještine djece predškolske dobi. U nastavku teorijskog dijela rada bavit ćemo se pojmom priče, razlikama između čitanja i pričanja priči, istaknut ćemo važnost priče za dijete, osvrnuti se na pričanje priča u vrtiću te na važnost kvalitetnih poticaja u centru početnog čitanja i pisanja unutar predškolske ustanove. Nadalje, predstavit ćemo utjecaj koji ima priča na govor djeteta rane i predškolske dobi, kao što ćemo objasnit i ulogu odraslih u poticanju govora djece općenito, ali i kroz pričanje priča. U drugom dijelu, istraživačkom dijelu rada ispitanici su bili odgojitelji. Od ispitanika se tražilo da navedu što najčešće upotrebljavaju prilikom pričanja priča, što s djecom rade nakon ispričane priče, paze li prilikom pričanja priče na jednostavni rječnik koji će djeca razumjeti, koje priče najviše vole pričati djeci i zašto, imaju li u sobi dnevnog boravka kutić za početno čitanje i pisanje, te ako imaju da navedu što sve imaju u njemu od materijala i aktivnosti, koliko često pričaju priče djeci, te na kraju njihov kratak osvrt što su za njih priče. Analizom prikupljenih odgovora pokazalo se da su odgojitelji svjesni svoje uloge u poticanju jezičnih vještina putem pričanja priče, da se trude poboljšati govorni razvoj djece kroz svakodnevno pričanje priča u vrtiću kao i razgovorom nakon ispričane priče kojim se osim jezičnih vještina razvija koncentracija, kreativnost i pravilna komunikacija.The paper highlights the importance of story-telling activities, which serve as an incentive for the development of language skills of early and preschool children. Given the extremely prominent importance of the story in the overall development of preschool children, in the first, theoreticel part of the paper, we will highlight everything important related to children′s speech development, which is divided into pre-verbal and verbal period sin the development of a child′s speech. We will also look at the language and basic communication skills of preschool children. In the continuation of tge theoretical part of the paper, we will deal with the concept of story, the differences between reading and telling a story, we will emphasize the importance of a story for a child, we will refer to the telling of the importance of quality incentives in the center of initial reading and writing within a preschool institution. Furthermore, we eill present the impact that stories have on the speech of children of early and preschool age, as well as explain the role of adults in enocouraging children′s speech in general, but also through telling stories. In the second part, the research parto f the work, the interviewees were educators. The respondents were asked to state what they most often use when telling stories, what they do with the children after the story is told, whether they pay attention to simple vocabulary that the children will understand when telling the story, what stories they like to tell the children the most and why, whether they have a playpen in the living room for initial reading and writing, and if they have, they should indicate what they have in it in terms of materials and activities, how often they tell stories to children, and at the end their brief review of what stories are to them. The analysis of collected responses showed that educators are aware of their role in encouraging language skills through storytelling, that they strive to improve children′s speech development through daily storytelling in preschool institution, as well as through conversation after the story, which, in addition to language skills, develops concentration, creativity and proper communication
Utjecaj digitalne tehnologije na razvoj vokabulara djece rane i predškolske dobi na engleskom jeziku
No full textThis final thesis provides an insight into the impact of digital technology on vocabulary development of early childhood and preschool-aged children, more specifically, those learning English as a foreign language (EFL). The main objective of this thesis is to highlight both the potential benefits, and the challenges associated with incorporating digital tools into very early language education.
The thesis starts with an overview of some types of digital tools and platforms such as videoconferencing software, digital picturebooks, educational toys, and robots, among many others.
The thesis next touches on vocabulary development and its phases from preverbal to verbal periods. An insight into the topic of second or foreign language acquisition is given, as well as some definitions and an account of vocabulary development through early childhood and preschool age.
Furthermore, the impact of digital technologies on vocabulary development in EFL is analyzed, with examples of some positive influences, such as gamification and Bee Bots, which can be used in the EFL learning process. The author also gives an insight into some potential risks that may occur when implementing digital technologies into EFL learning processes; some of which include too much screen time and digital content that may not be appropriate for younger viewers. The thesis further sheds light on the teachers’ EFL competences, as well as their digital competences, and their basic skills and knowledge needed for teaching English as a foreign language.
Finally, the thesis offers a summary of the key insights and conclusions drawn from the analyzed literature.
This thesis serves as a foundation for encouraging teachers and parents to integrate digital technologies as a helping tool for acquiring the mother tongue as well as an additional language whenever an opportunity presents itself.Ovaj završni rad daje uvid u utjecaj digitalne tehnologije na razvoj vokabulara djece rane i predškolske dobi, točnije one koja uče engleski kao strani jezik (SJ). Glavni cilj ovoga rada je istaknuti potencijalne koristi i izazove povezane s uključivanjem digitalnih alata u vrlo rano jezično obrazovanje.
Završni rad započinje predstavljanjem različitih vrsta digitalnih alata i platformi, poput softvera za videokonferencije, digitalnih slikovnica, edukativnih igračaka i robota. U nastavku će biti riječi o razvoju vokabulara prema razvojnim fazama od predjezičnog do jezičnog razdoblja. Također se govori o usvajanju drugoga ili stranoga jezika te se daje definicija i prikaz ovladavanja vokabularom kroz rano djetinjstvo i predškolsku dob.
Nadalje, analizira se utjecaj digitalnih tehnologija na razvoj vokabulara u SJ-u, navode se pozitivni utjecaji, kao što su gamifikacija i Bee Botovi, koji se mogu koristiti u procesu ovladavanja engleskim kao stranim jezikom. U radu se također daje uvid u neke potencijalne rizike koji se mogu pojaviti kada se digitalne tehnologije uključe u procese ovladavanja engleskim kao stranim jezikom; neki od rizika uključuju previše vremena ispred ekrana i digitalne sadržaje koji možda nisu prikladni za mlađe gledatelje.
U radu se također spominju kompetencije poučavatelja engleskoga kao stranoga jezika, kao i njihove digitalne kompetencije, te njihove osnovne vještine i znanja potrebna za poučavanje engleskoga kao stranoga jezika.
Na samom kraju, u završnom promišljanju, sažete su ključne spoznaje i zaključci izvedeni na temelju prikazane literature.
Ovaj završni rad služi kao temelj za poticanje nastavnika i roditelja da integriraju digitalne tehnologije kao pomoć pri ovladavanju materinskim, ali i stranim jezikom kad god im se pruži prilika
Developing Children's Creativity Through Dramatic Games And Exercises
No full textU procesu igre, djeca korištenjem vlastite kreativnosti i mašte stječu razne vještine i sposobnosti te znanja. To je osobito važno za djecu predškolske dobi, a u tome im pomaže pohađanje predškolskih ustanova u kojima odgajatelji imaju važnu ulogu. Jedan od načina na koji se uspješno može potaknuti dječja kreativnost i mašta jest upotreba dramskih igara. Igra kao općeniti pojam može se definirati kao aktivnost djeteta pomoću koje se ono zabavlja te razvija svoje sposobnosti i vještine. Postoje različite vrste igara, a u kontekstu dramske pedagogije simbolička je igra posebno zanimljiva. Kroz simboličku igru dijete zamjenjuje stvarne predmete ili aktivnosti sa izmišljenim predmetima ili aktivnostima i na taj način daje simbolički značaj igri. Takvo je ponašanje preduvjet za primjenu dramskoga odgoja. Neke od dramskih aktivnosti koje su prikazane u ovom radu su: a) dramske aktivnosti u kojima je tijelo scenski znak i sredstvo; b) dramske aktivnosti za razvoj povjerenja; c) dramske aktivnosti za razvoj memoriranja; d) dramske aktivnosti vođene pantomimama; te e) dramske aktivnosti za razvoj mašte. Svaka od tih vrsti igara i vježbi ima različite uloge kojima se može potaknuti razvoj dječje kreativnosti i mašte te se one mogu igrati na puno različitih načina. Cilj tih igara i vježbi je da se kod djece razvijaju određene komponente – povjerenje u sebe i povjerenje u druge, vještine pamćenja, vještine preuzimanja uloga i prikazivanja određene stvari ili aktivnosti na različite načine te slično. Za sve te igre kod djece je potrebna kreativnost i mašta kako bi ju na svoj način, sukladno traženom zadatku, odradili. Svako je dijete drugačije i zbog toga će se svako dijete u istoj situaciji različito izražavati i snalaziti, što je važno jer na taj način dijete razvija svoju kreativnost i maštu, a kroz taj proces igre ga usmjerava i vodi odgojitelj, te se ono naziva dramskim izražavanjem.Through play, children use their creativity and imagination to acquire various skills, abilities, and knowledge. This is especially important for preschool children, and attending preschool institutions where educators play a key role in helping with this process. One of the effective ways to stimulate children's creativity and imagination is through the use of drama games. Play, as a general concept, can be defined as an activity in which a child engages to have fun while developing their abilities and skills. There are different types of play, and in the context of drama pedagogy, symbolic play is particularly interesting. In symbolic play, the child replaces real objects or activities with imaginary ones, thus imagining and giving symbolic meaning to the play. This kind of behavior is a prerequisite for the application of drama education. Some of the drama activities presented in this paper are: a) drama activities where the body is a stage sign and tool; b) drama activities for building trust; c) drama activities for developing memory; d) drama activities led by pantomime and e) drama activities for developing imagination. Each of these types of games and exercises serves different roles that can foster the development of children's creativity and imagination, and they can be played in many different ways. The goal of these games and exercises is to develop certain components in children—self-confidence and therefore in others, memory skills, the ability to take on roles, and the portrayal of a particular thing or activity in different ways, among other things. All these games require children to use their creativity and imagination to complete the task in their own way, according to the requirements. Every child is different, and therefore each child will express themselves and navigate the same situation differently, which is important because in this way, children develop their creativity and imagination. In this process of play, they are guided and directed by the educator, and this is called dramatic expression
Rural and urban-area students' opinions towards physical activities
No full textKretanje i tjelesna aktivnost biološka je potreba svakog čovjeka. Da bi fizički rast i razvoj tijela, ali i kognitivni razvoj bio savršen važno je da se svaki pojedinac bavi nekom tjelesnom aktivnošću. Brojna istraživanja pokazuju razne dobrobiti vježbanja. Da bi se uočile zadovoljavajuće promjene, potrebno je baviti se tjelesnom aktivnošću samo jedan sat dnevno. Rezultati nekoliko istraživanja daju nam uvid u probleme koji se mogu javiti ako se ne provodi dovoljno tjelesne aktivnosti. Jedan od problema koji se često spominje u istraživanju je pretilost. Stopa pretilosti kod djece i postotak pojave krvožilnih bolesti je sve veći. Da bi se stopa pretilosti i drugi problemi smanjili, veliku ulogu imaju škola i druge odgojno – obrazovne ustanove. Nastava tjelesne i zdravstvene kulture izvodi se nekoliko puta tjedno ovisno o razredu. Djeci se omogućava kretanje i učenje novih vještina i sposobnosti. Manjak sati tjelesne i zdravstvene kulture u školi učenici nadoknađuju pojedinim izvannastavnim i izvanškolskim aktivnostima. Učenici biraju aktivnosti ovisno o vlastitom interesu te slobodno vrijeme provode kvalitetno. Prilikom sudjelovanja u aktivnosti koja učenika zanima razvija se pozitivan stav prema tjelesnim aktivnostima. Učenici urbanih i ruralnih područja biraju slične oblike tjelesne aktivnosti. Provedbom istraživanja cilj je bio pokazati postoje li razlike između stavova, količini vremena utrošene u tjelesne aktivnosti i mogućnostima izvanškolskih aktivnosti u urbanim i ruralni područjima. Rezultati istraživanja pokazali su da nema razlike između učenika urbanih i učenika ruralnih područja u stavovima prema tjelesnim aktivnostima. Također je dokazano da učenici urbanih područja imaju bolje mogućnosti izbora izvanškolskih aktivnosti, da ih više pohađaju te da učenici urbanih područja provode više vremena tjedno u nekom obliku organizirane tjelesne aktivnosti.Movement and physical activity is a biological need of every human being. In order for the physical growth and development of the body, as well as the cognitive development to be perfect, it is important that every individual engages in some physical activity. Numerous studies show various benefits of exercise. In order to notice the changes, it is satisfactory to engage in physical activity for only one hour a day. The results of several studies give us insight into the problems that can occur if an individual does not exercise enough. One of the problems that is often mentioned in the research is obesity. The obesity rate in children and the percentage of vascular diseases are increasing. In order to reduce the obesity rate and other problems, schools and other educational institutions play a major role. Physical education and health classes are held several times a week depending on the class. Children are enabled to move and learn new skills and abilities. Students make up for the lack of hours of physical and health education at school with individual extracurricular and extracurricular activities. Students choose activities depending on their own interests and spend quality free time. When participating in an activity that interests the student, a positive attitude towards physical activities develops. Students in urban and rural areas choose similar forms of physical activity. By carrying out the research, the aim was to show whether there are differences between attitudes, the amount of time spent in physical activities and the possibilities of extracurricular activities in urban and rural areas. The results of the research showed that there is no difference between students from urban and rural areas in attitudes towards physical activities. It has also been proven that students from urban areas have better opportunities to choose extracurricular activities and that they attend more, and that students from urban areas spend more time per week in some form of organized physical activity
Pre-Skills Of Reading And Writing In Preschool Age
No full textCilj ovog rada bio je prikazati važnost poticanja predvještina čitanja i pisanja u predškolskoj dobi te načine kako te vještine razvijati u odgojno-obrazovnoj ustanovi i u obiteljskom okruženju. Važnu ulogu u poticanju predvještina čitanja i pisanja imaju odgojitelji i roditelji koji djeci postaju modeli ponašanja, odnosno osobe na koje se ugledaju. Prema tome, djeca svoje modele gledaju i slušaju te „preslikavaju“ viđena ponašanja pa je zbog toga potrebno obratiti pozornost na načine komuniciranja s djetetom, ali i s drugim osobama u okolini. Uz govor i slušanje, koji se navode kao prvi oblici komunikacije, navode se još čitanje i pisanje koji se uče te se zajedno definiraju kao osnovne jezične djelatnosti. Istraživački dio ovog rada temeljen je na anketi namijenjenoj odgojiteljima u kojoj su postavljena pitanja koja se odnose na razvoj predvještina čitanja i pisanja u odgojno – obrazovnoj ustanovi to jest vrtiću. Svrha istraživanja bila je ispitati stavove odgojitelja o navedenoj temi te prikazati i saznati na koji način organiziraju i koje aktivnosti provode kako bi utjecali na razvoj predvještina čitanja i pisanja u predškolskoj dobi. Pretpostavka istraživanja bila je da su odgojitelji osviješteni o važnosti provođenja aktivnosti koje potiču razvoj čitanja i pisanja u odgojno – obrazovnoj ustanovi i da sukladno tome nastoje svoj rad obogaćivati i unaprijediti novim znanjima i edukacijama iz tog područja. Dobiveni rezultati istraživanja su većim dijelom potvrdili pretpostavku i došlo se do zaključka kako odgojitelji posvećuju dovoljno vremena predvještinama čitanja i pisanja te kako stvaraju i nude poticaje koji su kvalitetni, a istovremeno pokušavaju pratiti interes djece.The aim of this work was to show the importance of encouraging the pre-skills of reading and writing in preschool age and the ways to develop these skills in an educational institution and in a family environment. Educators and parents play an important role in encouraging the pre-skills of reading and writing, who become behavior models for children, that is, people they look up to. Therefore, children watch and listen to their models and "copy" the seen behaviors, so it is necessary to pay attention to the ways of communicating with the child, but also with other people in the environment. In addition to speaking and listening, which are cited as the first forms of communication, reading and writing are also cited, which are learned and are defined together as basic language activities. The research part of this paper is based on a survey intended for educators, in which questions were asked regarding the development of pre-skills in reading and writing in an educational institution, that is, a kindergarten. The purpose of the research was to examine the views of educators on the mentioned topic and to show and find out how they organize and what activities they carry out in order to influence the development of pre-skills in reading and writing in preschool age. The assumption of the research was that educators are aware of the importance of conducting activities that encourage the development of reading and writing in an educational institution and that accordingly they strive to enrich and improve their work with new knowledge and education in this area. The obtained results of the research mostly confirmed the assumption and it was concluded that the educators devote enough time to the pre-skills of reading and writing and that they create and offer incentives that are of good quality, while at the same time trying to follow the interests of the children