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The contribution of early childhood educators in supporting the transitions of children with autism spectrum disorders
No full textPoremećaji spektra autizma pripadaju skupini pervazivnih razvojnih poremećaja. Poremećaj traje cijeli život, a prvi simptomi mogu se vidjeti već od najranije dobi. Neki od najčešćih i najprepoznatljivijih simptoma su karakteristična povučenost, manjak komunikacije, fiksiranje na određene rutine, povećan strah od novih stvari i promjena okoline. Sama dijagnostika obavlja se prateći simptome, njihovu učestalost i razinu funkcionalnosti koju dijete postiže. Za kvalitetnu inkluziju djece s poremećajima spektra autizma potrebna je velika razina suradnje odgojitelja, roditelja i stručnih suradnika ustanove – pedagog, edukacijski rehabilitator, psiholog i sl. Svako dijete iz spektra zahtjeva individualan pristup i povezivanje različitih metoda rada. I dalje u društvu postoji određena razina stigmatizacije gdje se djecu s poremećajima spektra autizma gleda kao „bolesne“ tj. nezdrave pojedince. Upravo iz toga proizlazi važnost inkluzije, ali i dodatne edukacije i senzibilizacije odgojitelja koji su svakodnevno u izravnom radu s djecom. U svrhu pisanja ovog završnog rada provedeno je istraživanje, čiji su ciljani uzorak bili upravo odgojitelji koji su se u svojoj profesionalnoj karijeri susreli i radili s djecom s teškoćama iz spektra autizma. Rezultati istraživanja ukazuju na to da odgojitelji nisu dovoljno educirani za rad s djecom s poremećajima iz spektra autizma, iako za to imaju ambicije, te kako im u radu najviše nedostaju uvjeti u kojima bi se sva djeca mogla pravilno razvijati. Odgojitelje bi trebalo više poticati i ohrabrivati za same edukacije i rad s djecom s poremećajima iz spektra autizma, te im pružati sustavnu i kvalitetnu podršku.Autism spectrum disorders belong to the group of pervasive developmental disorders. The disorder lasts a lifetime, and the first symptoms can be seen from an early age. Some of the most common and recognizable symptoms are characteristic reticence, lack of communication, fixation on certain routines, increased fear of new things and changes in the environment. The diagnosis itself is carried out by monitoring the symptoms, their frequency and the level of functionality achieved by the child. High-quality inclusion of children with autism spectrum disorders requires a high level of cooperation between educators, parents and professional institution associates - pedagogues, educational rehabilitators, psychologists, etc. Each child on the spectrum requires an individual approach, connecting different work methods. There is still a certain level of stigmatization in society, where children with autism spectrum disorders are seen as "sick", i.e. not healthy individuals. The importance of inclusion emerges precisely from this, as well as additional education and sensitization of educators who work directly with children on a daily basis. For the purpose of writing this final paper, research was conducted. The target samples were educators who in their professional career met and worked with children with autism spectrum disorders. The results of the research indicate that educators are not sufficiently educated to work with children with autism spectrum disorders, although they have ambitions for this, and that their work mostly lacks conditions in which all children could develop properly. Educators should be more encouraged to educate and work with children with autism spectrum disorders, and provide them with systematic and high-quality support
Relationship between the satisfaction of basic psychological needs, motivation and academic achievement of students
No full textCilj istraživanja ovoga rada bio je ispitati povezanost zadovoljenja temeljnih psiholoških potreba studenata (prema Teoriji samodeterminacije, SDT) s motiviranošću i akademskim uspjehom. U istraživanju su sudjelovala 132 studenta iz Hrvatske od kojih je N= 34 muškog spola te N= 98 ženskog spola. Dob studenata bila je u rasponu od 19 do 28 godina, s prosjekom od 22 godine. Ispitivanje je provedeno početkom lipnja 2024. godine putem online ankete, u okviru alata Google Obrasca. Korišten je upitnik koji mjeri zadovoljenje temeljnih psiholoških potreba (Basic Need Satisfaction In Life- BPNS; Ilardi i sur., 1993) i upitnik koji ispituje akademsku motivaciju (Self-Regulation Questionnaire – Academic Domain- SRQ-A; Ryan i Connell, 1989) te su ispitanici upitani za prosječan uspjeh u srednjoj školi i dosadašnji uspjeh na fakultetu.
Prva hipoteza da će studenti s više zadovoljenim temeljnim psihološkim potrebama imati veću autonomnu motivaciju djelomično je potvrđena. Indeks relativne autonomije pojedinca (RAI) značajno je povezan sa zadovoljenošću svake potrebe te je time potvrđena hipoteza o povezanosti zadovoljenja temeljnih psiholoških potreba i autonomnosti. No, kada se gledaju povezanosti različitih tipova ekstrinzične motivacije te intrinzične motivacije puno su slabije izražene povezanosti.
Druga hipoteza o povezanosti akademskog uspjeha i zadovoljenosti psiholoških potreba nije potvrđena.
Treća hipoteza o povezanosti autonomnosti motivacije i akademskog uspjeha je djelomično potvrđena. Rezultati istraživanja su pokazali značajnu povezanost introjicirane i autonomnih vrsta motivacije (identificirane i intrinzične) s uspjehom na fakultetu. Neočekivano, RAI se nije pokazao povezanim s akademskim uspjehom pojedinca. Zaključak koji proizlazi iz tih rezultata koristan je za praksu: Ako želimo postići dobar školski ili akademski uspjeh učenika ili studenata, moramo primijeniti metode koje će poticati autonomne vrste motivacije, a posebno identificiranu vrstu motivacije. Drugim riječima, nastojanja treba usmjeriti na to da učenici i studenti prihvate važnost učenja kao svoju vlastitu unutarnju vrijednost.The aim of this study was to examine the connection between the satisfaction of students' basic psychological needs (according to Self- Determination Theory, SDT) and motivation and academic success. 132 students from Croatia participated in the research, of which N=34 were male and N=98 were female. The age of the students ranged from 19 to 28 years, with an average age of 22 years. The survey was conducted at the beginning of June 2024, via an online questionnaire using Google Forms. A questionnaire measuring the satisfaction of basic psychological needs (Basic Need Satisfaction In Life- BPNS; Ilardi et al., 1993 ) and a questionnaire examining academic motivation (Self-Regulation Questionnaire – Academic SRQ-A; Ryan & Connell, 1989) were used.
The first hypothesis that students with more satisfied basic psychological needs will have greater autonomous motivation was partially confirmed. The Relative Autonomy Index (RAI) was significantly associated with the satisfaction of each need, thereby confirming the hypothesis about the connection between the satisfaction of basic psychological needs and autonomy. However, when looking at the connections between different types of extrinsic motivation and intrinsic motivation, the correlations were much weaker.
The second hypothesis about the relationship between academic success and the satisfaction of psychological needs was not confirmed.
The third hypothesis about the relationship between the autonomy of motivation and academic success was partially confirmed. The results of the research showed a significant correlation between introjected and autonomous types of motivation (identified and intrinsic) with success in college. Unexpectedly, the RAI was not found to be associated with an individual's academic success.
The conclusion derived from these results is useful for practice: If we want to achieve good school or academic success of pupils or students, we must apply methods that will encourage autonomous types of motivation, especially identified motivation. In other words, efforts should be directed towards pupils and students accepting the importance of learning as their own internal value
Cooperation between foster family and kindergarten on the socio-emotional development of a child with fetal alcohol syndrome
No full textTema ovoga rada jest prikazati adaptaciju djevojčice (kronološke dobi trideset i šest mjeseci) u udomiteljskoj obitelji. Također su prikazani potrebni faktori za uspješnu suradnju udomiteljske obitelji i dječjeg vrtića kako bi se dijete razvijalo u svim pogledima. Opisan je njezin psihofizički razvoj kroz trideset i šest mjeseci, njezina adaptacija u udomiteljskoj obitelji, odnos udomitelja i stručnih suradnika dječjeg vrtića, ali i njezina prilagodba na boravak u dječjem vrtiću. Istraživanje prikazuje utjecaj ustanova i okoline na pojedinca, njegov kognitivni, emocionalni, tjelesni i socijalni razvoj. Nakon rođenja djevojčice s obzirom na okolnosti, udomljavanje je bilo u skladu najboljeg ishoda za dijete. Tijekom godina, zakon o udomiteljskoj skrbi se mijenjao, utjecaj institucije i zakonodavstva bio je sve značajniji. Sam začetak nas vodi do temelja svih nacionalnih zakonodavstava, dokumenta koji je i dan danas polazište za područje međuljudskih prava, Konvencije o pravima djeteta. Udomiteljstvo u Republici Hrvatskoj provodi se u skladu s temeljnim načelima socijalne skrbi i načelima obiteljskog okruženja, održivosti socijalnih veza i uključenosti korisnika (Zakon o udomiteljstvu, članak 3., NN 90/2011). Članak 3., u Konvenciji o pravima djeteta, navodi dužnost državnih stranki na osiguravanje zaštite i skrbi za dijete kakva je prijeko potrebna za njegovu dobrobit, uzimaju i u obzir prava i dužnosti njegovih roditelja, zakonskih skrbnika ili drugih osoba koje su za nj zakonski odgovorne. Odrastanje u poticajnoj okolini, podrška okoline i zajednice jedni su od glavnih čimbenika za razvoj pojedinca, a samim time i svakodnevni boravak u odgojnoj skupini utječe na razvoj osobnosti djeteta. Učestalo provođenje vremena s djevojčicom unutar odgojne skupine, ali i kod kuće ostavlja trag i u ovom radu te se postupno opisuje i prati njezin razvoj u svim aspektima.The core of this thesis is to showcase the adaptation of a young girl in a foster family during her three years of life. Furthermore, the factors necessary for successful cooperation between the foster family and the kindergarten, which enable the child to entirely develop, are also depicted. The thesis describes the child's psycho-physical development over the thirty-six months, her adaptation to the foster family, the relationship between the foster family and the professional staff of the kindergarten, as well as her adaptation to being in kindergarten. The research indicates the impact of institutions and environment on an individual's cognitive, emotional, physical, and social development. After the birth of the baby girl, given the circumstances, foster care was in the best interests of the child. Over the years, the law on foster care has been going through changes and the influence of institutions and legislation has been increasingly significant. The very concept leads us to the foundation of all national legislation, the document that is to this day the starting point for the field of international human rights, the Convention on the Rights of the Child. In the Republic of Croatia, foster care is carried out in accordance with the fundamental principles of social care and the principles of the family environment, sustainability of social ties, and inclusion of beneficiaries (Law on foster care, Article 3, NN 90/2011). Article 3 of the Convention on the Rights of the Child sets out the duty of States Parties to provide for the protection and care of a child, as is essential for his or her well-being, taking into account the rights and duties of his or her parents, legal guardians or other individuals legally responsible for him or her. Growing up in a stimulating environment, and the support of the environment and the community, are one of the main factors for the development of the individual. Therefore, the daily presence in the kindergarten, being a part of a child’s environment, affects the development of the personality of the child. The frequent time spent with the little girl in kindergarten, but also at home, comes into view in this thesis, which gradually describes and monitors the child's development in all aspects
Teachers' attitudes about parental involvement in primary education
No full textOdgojno-obrazovna ustanova i obitelj predstavljaju dva temeljna faktora u procesu odgoja i obrazovanja djeteta. Uspješnost međusobne suradnje i partnerstva utječe na kognitivni, socijalni i tjelesni razvoj djeteta. Za optimalni razvoj učenika, potrebno je više od same uključenosti u proces odgoja i obrazovanja. Potreban je roditeljski angažman. Roditeljski angažman obuhvaća sve, od aktivnosti vezanih za odgoj i obrazovanje kod kuće, do sudjelovanja u školskim aktivnostima i događajima. Iako se u procesu javljaju brojni izazovi i prepreke, roditeljski angažman sa sobom nosi brojne pozitivne učinke. Učenici razvijaju pozitivne stavove prema učenju, postaju motiviraniji, nižu bolje školske uspjehe te nemaju problema s disciplinom.
Cilj ovog diplomskog rada bio je ispitati stavove učitelja primarnog obrazovanja o roditeljskom angažmanu i uključenosti u odgojno obrazovni proces. Za razvijanje uspješne suradnje s roditeljima i uključivanje roditelja u proces odgoja i obrazovanja, najvažniju ulogu ima komunikacija. Osim stavova o roditeljskom angažmanu i uključenosti, učitelji su iznijeli svoje stavove o praksi, važnosti i uspostavi dvosmjerne komunikacije.Educational institutions alongside family are two of the most important and influential factors of child's education. The success of the relationship and partnership between the two affects cognitive, social and physical child development. For the optimal development, it takes more than just parental involvement. It takes parental engagement. Parental engagement incorporates all, from the educational activities at home, to attending and participating in school activities and events. Even though there are many obstacles and challenges, parental engagement creates many positive side effects. Children develop positive learning attitudes, become more motivated, have better academic results and have no discipline problems.
The aim of this thesis was to examine attitudes of primary school teachers about parental engagement and their involvement in to educational process. For establishing successful and positive relationship with the parents and involving them in the process of education, communication is the most influential aspect. Apart from examining attitudes towards the parental engagement and involvement, primary school teachers expressed their attitudes towards the practice, importance and establishment of two-way communication
Storytelling In The Context Of Literacy Development In Preschool Age
No full textU ovom radu želja mi je bila propitati kako se kod djece u najranijoj dobi može potaknuti razvoj pismenosti kroz aktivnosti pripovijedanja. Zanimalo me na koji način i uz pomoć kojih sredstva je djeci dobro čitati i pripovijedati, a da to kod njih to potakne ljubav prema pisanoj riječi. Povijesni presjek pripovijedanja objašnjava nam kako je pričanje izgledalo ranije kao i da povijest i povijesna zbivanja imaju utjecaja na način pripovijedanja, ali da je na kraju do pojedinca koji će vješto i maštovito upotrijebiti svoja znanja i svoju maštu kako bi se dijete zavoljelo pisanu riječ. Danas veliku ulogu u tom važnom zadatku imaju i odgojitelji koji u svakodnevnom radu s djecom imaju veliku odgovornost i veliku priliku svojim radom upoznati djecu s kvalitetnim sadržajima koji će ih potaknuti da osim čitanja i pisanja postanu jednog dana dobri i kvalitetni ljudi s pravim moralnim vrijednostima.In this work, I wanted to see how literacy development can be encouraged in children at an early age. I was interested in how and with the help of which means it is good for children to read and tell stories, and to encourage their love for the written word. The historical cross-section of storytelling explains to us how storytelling looked earlier and that history and historical events have an influence on the way of storytelling, but that in the end it is up to the individual who will skillfully and imaginatively use their knowledge and imagination to make the child fall in love with the written word. Today, teachers also play a big role in this important task, who in their daily work with children have a great responsibility and a great opportunity to introduce children to quality content through their work, which will encourage them to, in addition to reading and writing, one day become good and quality people with the right moral values
Hand and finger games in early childhood
No full textCilj ovog rada bio je sagledati postoji li povezanost između razvoja fine motorike i razvoja govora te mogu li igre prstima i rukama u ranoj dječjoj dobi utjecati na razvoj govora. Uska je veza između tjelesnog i psihičkog razvoja. Djeca prvo komuniciraju cijelim svojim tijelom i rukama, a tek onda izgovore svoju prvu riječ. Proučavanjem razvoja dječjeg živčanog sustava znanstvenici su otkrili veliku stimulativnu važnost funkcije ruke. Dokazali su da razina razvijenosti dječjeg govora ovisi o razvijenosti fine motorike. Pokazalo se da kada razvoj pokreta prstiju odgovara dobi, razvoj govora je također normalan. Kad razvoj fine motorike zaostaje, zaostaje i razvoj govora. Rast i razvoj odgovarajućih centara za govor i sposobnosti aktivnog govora potiču se odgovarajućim dodirima prstima, a posebno desnom rukom. Time se može zaključiti kako igre prstima i rukama utječu na govorni razvoj djece, a također je potvrđeno kako ima brojne dodatne prednosti. Utječe također na emocionalni, motorički, senzorički, kognitivni, neuropsihološki i jezični razvoj. Važno je napomenuti kako se i govor i motorika razvijaju samo u kontekstu međuljudskih odnosa. Osobe koje se brinu za dijete od dana rođenja pa na dalje trebaju biti u djetetovoj blizini kako bi potaknuli njegovo prvo motoričko iskustvo, imenovali ono što dijete radi, ono što pokazuje, te samim time kako bi potaknuli i njegov jezični razvoj. Igre prstima uvijek se prilagođavaju dobi i motivaciji djeteta. Pravilo je da se ide od jednostavnijih gesti do složenijih, od bližih pojmova iz svakodnevice prema onim koji se ne susreću tako često.The aim of this thesis was to look at whether there is an association between the development of fine motor skills and language development and whether finger and hand games in early childhood can influence language development. There is a close connection between physical and psychological development. Children first communicate with their whole body and hands, and only then say their first word. By studying the development of the child's nervous system, scientists discovered the great stimulating importance of hand function. They proved that the level of development of children's speech depends on the development of fine motor skills. It has been shown that when the development of finger movements corresponds to age, the development of speech is also normal. When the development of fine motor skills lags behind, so does the development of speech. The growth and development of appropriate language centers and active language abilities are encouraged by appropriate finger touches, especially the right hand. This can conclude that finger and hand games affect children's language development, and it is also confirmed that it has numerous additional advantages. It also affects emotional, motor, sensory, cognitive, neuropsychological and linguistic development. It is important to note that both language and motor skills develop only in the context of interpersonal relationships. People who take care of a child from the day of birth and beyond should be near the child in order to stimulate first motor experience, name what the child does, what he or she shows, and therefore to encourage linguistic development. Finger games are always adapted to the age and motivation of the child. The rule is to go from simpler gestures to more complex ones, from closer concepts from everyday life to those that are not encountered so often
From logotherapy postulates to logopedagogy - challenges and opportunities in the upbringing-education system in Croatia from the perspective of expert associates, pedagogues and psychologists
No full textPitanje smisla života prati čovjeka tijekom njegove povijesti kao i pojave raznih oblika nihilizma. To nisu samo postmoderne teme. S obzirom na to da se pitanje smisla odnosi na čovjeka, ono je eminentno odgojno-obrazovno pitanje. Promišljanja o smislu života u odgojnoobrazovnome sustavu nalaze svoje opravdanje u dvama razlozima. Prvi se ogleda u rastućem tehnološkom razvoju koji ne samo da upozorava na opasnost dehumanizirajućih činitelja, nego razotkriva stanje čovjekova unutarnjeg svijeta, njegovu egzistencijalnu frustraciju, nameće pitanje suštine čovjeka u rizičnom društvu. Drugi je vidljiv u trendovima nihilističke filozofije, progresivnog urušavanja tradicionalnih vrijednosti, retorike negativnoga i širenja strahova te sprječava pogled prema budućnosti u ozračju perspektive i pozitivnog nasuprot prijetećeg i negativnog. Egzistencijalni strahovi udaljavaju mladog čovjeka od otkrivanja smisla i usmjeravaju ga na stranputice frustracije i degradacije kao ontološkog bića.
To je zapažanje od kojeg kreće usmjerenje (logo)pedagogije, u sklopu fenomenološkoegzistencijalne vizije logoterapije koja je sažela egzistencijalnu bit ljudske egzistencije. U toj perspektivi, rad ocrtava bitna epistemološka pitanja i istražuje izazove i mogućnosti u odgojnoobrazovnome sustavu, u uvjerenju da se znanstvena utemeljenost odgojne teorije i autentičnost egzistencije trebaju susresti kako bi odgovorili na potrebu za obzorjem smisla i vrijednosti koje odgojno-obrazovno djelovanje zahtijeva.
Istraživanje je provedeno na uzorku (n = 516) stručnih suradnika pedagoga i psihologa osnovnih i srednjih škola u Republici Hrvatskoj. Prikupljanje podataka provedeno je metodom pismene ankete u elektroničkom obliku, koristeći Google Forms platformu. Korišteno je osam mjernih instrumenata. Ishodi istraživanja predstavljeni su kvalitativnim i kvantitativnim rezultatima.
Ideja ovog istraživačkog rada usmjerena je na testiranje mogućnosti korisnosti i primjene logoterapijskih/logopedagogijskih postavki kao sveobuhvatnog odgojno-obrazovnog projekta u školskom kontekstu. To su temeljna pitanja smisla života i vrijednosti koje potraga za smislom uključuje poput slobode, odgovornosti, savjesti, transcendentnosti, a koja su od presudne važnosti za odgoj današnje mlade generacije 21. stoljeća. Fenomenološki nadahnuto odgojno-obrazovno djelovanje otvara prostor za otkriće i razvoj kreativnosti djece i mladih, njihovu čežnju za iskustvom autentičnog suočavanja, propitivanja i promišljanja vlastitog bića, svijeta i smisla života. Riječ je o esencijalnosti odgoja i obrazovanja na način da je u središtu briga biti čovjek, a to gradi i humanu zajednicu koja nije podređena nekom vanjskom interesu, odnosno instrumentalnosti odgoja i obrazovanja. Cilj je bio i utvrditi razlikuju li se stručnisuradnici koji su različitih sociodemografskih karakteristika (različitih osobnih i stručnih obilježja te obilježja škole u kojoj rade) u odnosu prema spremnosti za prepoznavanje i posvećenost egzistencijalnim pitanjima adolescenata.
Rezultati istraživanja u većoj mjeri potvrdili su postavljene hipoteze. Dobiveni rezultati pružaju jasnije razumijevanje povezanosti razine smisla života i zadovoljstva životom stručnih suradnika s njihovom spremnošću da prepoznaju i posvete se egzistencijalnim pitanjima adolescenata, odnosno primjenjuju logoterapijske/logopedagogijske postavke u odgojnoobrazovnome procesu. Također, rezultati upućuju na to kako je sadašnja zastupljenost teme smisla u odgojno-obrazovnome procesu nedovoljna, a u velikoj mjeri je važno baviti se egzistencijalnim pitanjima poput smisla života i implementirati postavke logoterapije/logopedagogije jer usmjerava na otkrivanje (uvijek) smisla života i faktor je u prevenciji i liječenju poremećaja mentalnog zdravlja, usmjerava na razvoj emocionalne inteligencije, kritičkog razmišljanja, razvoja pozitivnog stava prema životu, osnaživanja za nošenje s izazovima. Stručni suradnici pokazuju relativno veliku spremnost za implementaciju logoterapijskih/logopedagogijskih postavki u odgojno-obrazovnome procesu.
Dobiveni rezultati mogu biti smjernice donositeljima obrazovnih politika i školama o razmatranja mogućnosti edukacije odgojno-obrazovnih radnika o postavkama logoterapije te za osmišljavanje i primjenu (nacionalnih) preventivnih programa logopedagogije usmjerenih k razvoju duhovnih resursa pojedinca i zajednice. U radu se predlaže nova odgojna paradigma dinamičke orijentacije prema smislu - unaprjeđenjem koncepta čovjeka koji svoju bit vidi u duhovnoj dimenziji. To je do sada neistraženo područje ispitivanja značenja logoterapije za odgojno-obrazovnu teoriju i praksu u Republici Hrvatskoj.The question of the meaning of life accompanies man throughout his history as well as the emergence of various forms of nihilism. These are not only post-modern topics. Given that the question of meaning refers to man, it is an eminently educational issue. Reflecting on the meaning of life in the educational system is justified for two reasons. The first is reflected in the growing technological development, which not only warns of the danger of dehumanizingacts, but also exposes the state of man's inner world, his existential frustration, and imposes the question of the essence of man in a risky society. The second is visible in the trends of nihilistic philosophy, the progressive collapse of traditional values, the rhetoric of the negative and the spread of fears prevents a view of the future in an atmosphere of perspective and positive, not
threatening and negative. Existential fears distance the young man from the discovery of meaning and direct him to the detours of frustration and degradation as an ontological being.
This is the observation from which the direction of (logo)pedagogy starts, within the phenomenological existential vision of logotherapy, which summarized the existential essence of human existence. In this perspective, the paper outlines important epistemological questions and explores challenges and opportunities in the educational system, in the belief that the scientific foundation of educational theory and the authenticity of existence should meet in order to respond to the need for a horizon of meaning and value that educational activity requires.
The research was conducted on a sample (n = 516) of expert associates, pedagogues and psychologists of primary and secondary schools in the Republic of Croatia. Data collection was carried out by means of a written survey in electronic form, using the Google Forms platform. Eight measuring instruments were used. The results of the research are presented with qualitative and quantitative results.
The idea of this research work is aimed at testing the possibility of usefulness and application of logotherapy/logopedagogy settings as a comprehensive educational project in the school context. These are the fundamental questions of the meaning of life and the values that the search for meaning includes, such as freedom, responsibility, conscience, transcendence,and which are of crucial importance for the upbringing of today's young generation of the 21st century. Phenomenologically inspired educational activity opens space for the discovery and development of creativity of children and young people, their longing for the experience of authentic confrontation, questioning and reflection of their own being, the world and the meaning of life. It is about the essentiality of upbringing and education in such a way that the focus is on being human, and this also builds a humane community that is not subordinated to any external interest, that is, the instrumentality of upbringing and education. The goal was also to establish whether professional associates with different sociodemographic characteristics (different personal and professional characteristics and the characteristics of the school where they work) differ in their willingness to recognize and dedicate themselves to the existential issues of adolescents.
The results of the research largely confirmed the set hypotheses. The obtained results provide a clearer understanding of the connection between the level of the meaning of life and life satisfaction of expert associates with their willingness to recognize and devote themselves to the existential issues of adolescents, that is, to apply logotherapy/logopedagogical settings in the educational process. Also, the results indicate that the current representation of the topic of meaning in the educational process is insufficient, and to a large extent it is important to deal with existential issues such as the meaning of life and to implement the settings of logotherapy/logopedagogy because it focuses on discovering (always) the meaning of life and is a factor in prevention and treatment of mental health disorders, focuses on the development of emotional intelligence, critical thinking, development of a positive attitude towards life, empowerment to deal with challenges. Expert associates show a relatively high willingness to implement logotherapy/logopedagogy settings in the educational process. The obtained results can be guidelines for educational policy makers and schools on considering the possibility of educating educational workers about the settings of logotherapy and designing and implementing (national) preventive programs of logopedagogy aimed at developing the spiritual resources of the individual and the community. The paper proposes a new educational paradigm of a dynamic orientation towards meaning, by improving the concept of man who sees his essence in the spiritual dimension. This is a hitherto unexplored area of examination of the significance of logotherapy for educational theory and practice in the Republic of Croatia
The role of classroom climate, constructivist learning and student use of digital media in the quality of elementary school teaching
No full textCilj ovoga istraživanja bio je ispitati ulogu razredne klime, konstruktivističkoga učenja i učeničke upotrebe digitalnih medija u kvaliteti osnovnoškolske nastave, tj. učeničku percepciju o tim konstruktima kojima su se željele ispitati i značajke s obzirom na učenička demografska obilježja utvrđivanjem razlika. Sudjelovalo je 1028 učenika 7. i 8. razreda u Hrvatskoj. Rezultati statističke obrade podataka ukazuju da učenici ispodprosječno procjenjuju kvalitetu nastave i konstruktivističko učenje, a iznadprosječno razrednu klimu i upotrebu digitalnih medija. Uz to, sva tri navedena prediktora statistički su značajni za kvalitetu osnovnoškolske nastave. Također, utvrđene su samo statistički značajne razlike s obzirom na učenički školski uspjeh na faktoru samoučinkovitosti među učenicima dobrog i odličnog te vrlo dobrog i odličnog uspjeha u percepciji kvalitete nastave pri čemu učenici boljeg školskog uspjeha nastavu percipiraju kvalitetnijom te na faktoru učeničkih pregovora među učenicima dobrog i odličnog školskog uspjeha u samoprocjeni konstruktivističkoga učenja u nastavi pri čemu se učenici boljeg školskog uspjeha osjećaju kompetentnijima.
Zaključno, istraživane su prediktorske varijable sve zajedno prediktori kvalitete osnovnoškolske nastave u kojoj je razvidna težnja pozitivnoj razrednoj klimi, učeničkoj mogućnosti izbora, uređenju učionica, osvještavanju učenika o neizvjesnosti znanja i učenja te educiranju za upotrebu digitalnih medija. Uputno je unaprjeđenje nastave posebice u vidu većeg zadovoljavanja učeničkih potreba, povećanja privlačnosti nastave, fokusa na učeničke komunikacijske vještine, postavljanja učenika u središte nastave, demokratskog upravljanja razredom, propitivanja upotrebe digitalnih medija u frontalnoj nastavi te težnje k multimedijalnosti.Teaching quality
Teaching quality is a complex concept in the field of education. Nevertheless, numerous experts in this field have defined this complex term, which indicates its diverse definition. Some authors define it as the satisfaction degree of needs of the teaching subject, students, learning process, teaching goals, class discipline, etc. (Fabiano, 1999; Funda, 2008; Hammond & Prince, 2007; Meyer, 2005). Among the different viewpoints on teaching quality, Maier et al. (2020) divide it into structural and process, which is the focus of this research, and refers, as the name suggests, to the quality of the teaching process. Naturally, this term was subject to redefinition following social changes, so the transition from the traditional to modern approach of the teaching quality can be observed. Its different models also contribute to the definition of this concept, and for this research, it is very important to highlight the process model whose focus is the course of teaching and the satisfaction model whose center is the quality as the mirror of the user's satisfaction (Cheng & Tam, 1997).
More intensive research into this concept started in the 20th century. The teaching quality can be studied from different aspects, so it can be measured based on the perception of participants in the educational process or independent observers, etc. Sallis (2002) emphasizes that the quality in education is a relative concept, and it can be researched based on the satisfaction of the teaching users, i.e. in this context students. There are numerous studies of the quality in education in which the participants were the students themselves, that is, their perception of quality, the beginning of which can be seen at the end of the 19th century (Kratz, 1896). However, students' answers are often disregarded highlighting their immaturity, nonobjectivity, unreliability, etc., which can be refuted by the use of validated instruments, meaningful interpretation of the results, a sufficiently large sample, etc. (Aleamoni, 1999; Feistauer & Richter, 2017).
The results of earlier research on the teaching quality indicated that, among others, the classroom climate, problem-based learning, which is a determinant of constructivist learning, and the use of technology in teaching play a role in it (Hattie, 2009). The results of the research are very diverse, and most of them point to positive correlations between the teaching quality and student achievements, as well as differences in the perception of the teaching quality considering the gender, age and residence of the students.
Classroom climate
Classroom climate is an increasingly popular subject of research, especially because of the class-subject-hour system of Jan Amos Komensky (1592-1670), which still prevails in schools even though it has its beginnings as far back as the 17th century. In the context of Bronfenbrenner's (1979) interpretation, the classroom climate can be interpreted as a microsystem in the student's environment, as a result of which it is possible to generalize numerous definitions of this term as a set of environmental factors that can play a role in the teaching quality and student achievement (Anđić et al., 2010; Koludrović & Kalebić Jakupčević, 2017).
Depending on what kind of climate prevails in a particular class, it can be a stimulus or a barrier to the learning process (Lee, 2005). That is why a positive classroom climate must prevail in the class, which then has a positive effect on students and teachers, but also on learning and teaching, as well as on the social and emotional development of students (Anđić et al., 2010; Rijavec, 1997). Of course, all participants in the educational process are co-creators of the classroom climate. In contrast, a negative classroom climate is undesirable and might have a negative role in the psychosocial development of students and student achievements, emotions, behavior, etc. (Montero-Montero et al., 2021; Somersalo, 2002). For this reason, in the context of the classroom climate, social relations between peers and between teachers and students that prevail in a particular class, the teacher's classroom management and communication styles, etc. are most often highlighted. These determinants of the classroom climate are often the essence of certain definitions of this term. However, it is important to point out that social relations in the class should reflect cohesiveness, cooperation and equality in the relationship between students and teachers, a democratic style of classroom management and friendly relations between students (Bognar & Matijević, 2005; Bratanić, 1993; Matijević et al., 2016; Vizek Vidović et al., 2014).
There are numerous studies on the classroom climate throughout the world, even though it is difficult to measure, the importance of which is reflected in the fact that it is one of the factors in student achievement (Meyer, 2005). Both in research on teaching quality and in those dealing with the classroom climate, the focus can be on student experience and perception, although it can also be observed from the point of view of the other participants in the educational process or external observers. It is important to point out that students can be considered relevant in their assessment of the classroom climate (Fraser, 1989). The results of the research are diverse, but it can be singled out that many indicate the existence of a connection between student achievements and the classroom climate, and that there is a difference among students in the assessment of the classroom climate considering their gender, age and residence.
Constructivism in teaching
Constructivism in teaching became increasingly popular with the advancement of ideas about improving the traditional approach to teaching, that is, contrary to the class-subject-hour system by J. A. Komensky. The basic premise of the constructivist approach, which is the most prominent in the literature, implies the construction of the knowledge of each individual based on the experiences he lives through their activity, to which he adds his meanings (Bodner, 1986; Lebow, 1993; Nadrljanski et al., 2008). Although there are many advocates of this approach among experts in education, not all of them support it so there are numerous criticisms of it in the literature, such as numerous interpretations, questioning the existence of objective reality, unpredictability in implementation, etc. The different views that have just been highlighted indicate several different conceptual definitions according to which constructivism is interpreted as a philosophical, psychological and didactic theory, where different types of constructivism are distinguished, among which the most prominent are cognitive, radical, and social. In addition, different proponents of particular approaches to constructivism stand out in the literature - epistemological and educational constructivists but also constructivists who recommend (Null, 2004).
Just like about the definition, experts do not even agree on the beginnings of the constructivist idea. While some interpret constructivism as a philosophy that originated in ancient times (Tam, 2000), others see it as a novelty from the end of the 19th and the beginning of the 20th century when the individual is placed in the center and engaged in activities (Pranjić,
2005; Topolovčan et al., 2017) whereby it is important to highlight the reform school whose advocates focused precisely on the child's experience of his environment and various activities (Bognar & Matijević, 2002). Thus, it is evident that the basis of the constructivist paradigm is the student's activity and the construction of his knowledge. The understanding of the learning process in the constructivist interpretation starts from the theories of Jean Piaget (1896-1980) and Lav Semjonovič Vygotsky (1896-1934), from which cognitive and social constructivism developed. Consequently, teaching guided by constructivist ideas is based on numerousactivities and reflection, and the class is a desirable environment for communication with the aim of self-improvement (Richardson, 1997).
Previously conducted research on constructivist learning, in which the participants were students, indicates the role of the constructivist approach to learning on student achievement. In addition, the results show different students’ evaluations of constructivist learning considering their gender, age and residence. In addition, it is important to point out that other participants in the educational process can also be relevant for collecting data, that is, valuable information about constructivist learning in classes.
Teaching with digital media
Digital media are part of everyday life in modern society, especially for children and young people. Driven by the interest that children and young people have in their free time for digital media, the tendency is to implement them in classes, and thus more so because one of their prominent features is multimedia and interactivity which expects students’ active engagement. It could be said that these media belong to the new ones, although they have been around for many years. Nevertheless, they are considering new because they have been developing since the 1980s of the last century (Lister et al., 2009). The rapid technological development that took place in the last and present century has constantly been introducing novelties into all aspects of life, including education. For this reason, digital media, primarily as transmitters of various information, can be included in classes, for example, to increase effectiveness, encourage active learning and prepare students for future work (Cuban, 2001). The originator of this idea about the potential of computers in educational practice is Burrhus Frederic Skinner (1904-1990), who started the realization of this idea in the first half of the last century and developed the socalled programmed teaching (Topolovčan, 2022).
The use of digital media in modern education brings numerous opportunities and removes space and time limitations which we especially witnessed during the time of the coronavirus. It is possible to organize distance education which has its roots in correspondence education. One of the possible forms of distance learning is, for example, e-learning, the name of which refers to the use of electronic media in the learning process based on access to WEB 2.0 and 3D technology (Rodek, 2011). In any case, what is a very prominent characteristic of the use of digital media is multimedia, that is the inclusion of several different media within one unit (Rodek, 2007b). Of course, in addition to digital media, the methodological approach and teaching strategies contribute to this multimedia nature in teaching (Eret, 2017). Such an emphasis on media and multimedia encouraged the development of media pedagogy and didactics, i.e. multimedia didactics, which in a broader sense, deal with the implementation of digital media in teaching. Although the implementation of digital media in teaching brings numerous advantages such as those mentioned earlier, it is important to keep in mind the disadvantages.
Research on instructional media intensified in the middle of the last century, and even more with further technological development. Theoretician's lessons about the value of digital media in teaching are divided and they do not necessarily have to be either a positive or a negative experience. Nevertheless, the results of empirical research on this construct in recent times indicate that digital media in teaching by themselves are not a guarantee of the teaching quality or the achievement of teaching goals. In addition, it is important to point out that in recent research, more and more attention is paid to students' attitudes about this construct, which is extremely valuable for teaching practice (Woodrow, 1991). Their attitudes mostly differ from each other considering their gender, age, residence and the role of the implementation of digital
media in their achievements can also be noticeable.
Research methodology
The goal of this research was to examine the role of the classroom climate, constructivist learning and students’ use of digital media in the quality of elementary school teaching from the perspective of 7th and 8th grade elementary school students from all five regions in the Republic of Croatia, i.e. to examine students’ perceptions of the classroom climate, constructivist learning, their use of digital media in teaching and the teaching quality. In addition, it was planned to examine the features of the mentioned variables with regard to thestudents' demographic characteristics by determing the differences between them.
Following the goal, the following research problems were set:
P.1. To examine students' perception of the elementary school teaching quality considering their gender, age, residence and school performance.
P.2. To examine the students' assessment of the classroom climate considering their gender, age, residence and school performance.P.3. To examine students' self-assessment of constructivist learning in class considering their gender, age, residence and school performance.
P.4. To examine students' self-assessment of the use of digital media in class considering their gender, age, residence and school performance.
P.5. To examine the statistically significant difference in the self-assessment of the use of each digital media in class considering students’ gender, age, residence and school performance.
P.6. To examine the statistically significant prediction of classroom climate, constructivist learning and students' use of digital media in the elementary school teaching quality.
The independent variables in this research are the students’ gender, age, residence and general school performance at the end of the previous grade, as well as the students’ assessment of the classroom climate, the students’ self-assessment of constructivist learning and the students’ self-assessment of the use of digital media in class. The dependent variable is the students’ perception of the teaching quality. The research was conducted by the Code of Ethics for Research with Children (Ajduković i Keresteš, 2020). Data were collected from October 2022 to March 2023 using a quantitative empirical paper-pencil research method and then statistically analyzed. The research was conducted in the schools attended by participating students. A total of 1,028 students from all five regions of the Republic of Croatia who attend the 7th and 8th grades of elementary school participated.
Results and discussion
Descriptive statistical data on the researched variables indicate that students evaluate the use of digital media and classroom climate as above average, but the teaching quality and constructivist learning in class are below average. When it comes to the perception of the teaching quality, it is noticeable that the students have the most positive perception of the
possibility of their own choice in the class, and the least positive perception of the appeal of the class. This indicates that students have the possibility of independent choice in the activities carried out in class, and it is especially important to draw attention to the need to think about the uninteresting teaching content and materials. In addition, the results indicate that there are no significant differences in the perception of the teaching quality considering the student’s age, gender and residence, but the student's school performance shows a statistically significantdifference when it comes to self-efficacy between the groups of students with good and excellent but also very good and excellent school performance which points to the tendency to experience higher teaching quality by more successful students.
Analyzing the results about the classroom climate, it is noticeable that the students evaluate the physical environment the most positively, and the peer relationships in the class the least positively. This points to the satisfactory equipment of the classrooms in terms of decoration and equipment, but it is advisable to pay extra attention to the students' acquisition of additional competencies for successful communication with peers. In addition, no statistically significant difference was found in the perception of the classroom climate among students considering their age, gender, residence and the success of the previously completed grade.
The results on constructivist learning indicate that students evaluate the uncertainty of knowledge and learning the most positively, and the shared control between students and teachers the least positively. This points to the developed awareness of students about the changeability of knowledge and its role. It is also important to highlight the clearly neglected division of class management, which may point to the prevailing traditional teaching approach in Croatian schools. Also, according to the results, it is evident that there are no significant differences considering gender, age and residence, but the students’ success at the end of the previously completed grade shows a statistically significant difference when it comes to student negotiation between the groups of students with good and excellent school success whereby more successful students feel more competent.
Students’ self-assessment of the use of digital media in class indicates that the students the most positively assess the expected effort they need to make when working with digital media, and the least positive is the frequency of using digital media in class. This points to the students’ awareness of the necessary competencies for successful work with digital media, but it also points to the infrequent implementation of digital media in classes. In addition, the results do not indicate the existence of significant differences in the self-assessment of students considering their gender, age, residence and school success of the previous grade. Additionally, no significant differences were found in student self-assessment of the use of individual digital media considering their age, gender, residence and school success at the end of the previously
completed grade.
Furthermore, it is particularly important to highlight that the results, through the implementation of a hierarchical regression analysis, i.e. a model in which all the predictor variables of this research were included, proved the predictive role of the classroom climate, constructivist learning and students' use of digital media in the elementary school teaching quality. In addition, it was noticeable that the students’ school success of the previous grade, the students’ residence, classroom climate and constructivist learning have a statistically significant predictive power in the elementary school teaching quality, while students’ gender, age and the use of digital media in teaching do not. Consequently, it is important to emphasize that the media are not the ones that, without relation to other factors, can be the teaching quality assurance.
Conclusions
Following all of the analyzed collected students’ attitudes and obtained results, it can be concluded as follows:
1. Classroom climate, constructivist learning and students' use of digital media are statistically significant predictors of elementary school teaching quality.
2. The teaching quality is estimated to be below average, and no significant differences were found in the students' perception of the teaching quality considering students’ gender, age and residence, while there is a statistically significant difference when it comes to self-efficacy between students with good and excellent as well as very good and excellent school success, in which teaching is estimated to be of higher quality by more successful students.
3. The classroom climate is estimated to be above average, and no statistically significant differences wer
John Dewey And Questions Of Education
No full textOdgoj se između ostalog smatra složenim procesom izgradnje zrelog ljudskog bića, smisao je odgoja cjeloviti razvoj čovjeka. Proučavanje odgoja predmet je mnogih znanstvenih disciplina. U ovom radu poseban naglasak stavljen je na filozofiju odgoja i njezinog istaknutog predstavnika Johna Deweyja. Cilj ovog rada je predstaviti život i djelo američkog filozofa, pedagoga i reformatora Johna Deweyja kao i njegova viđenja odgoja, škole, demokracije i društva. Dewey se uz probleme odgoja, zanimao za probleme političkog života, društva i morala. U ovom radu prikazat će se osnovne postavke Deweyjeve filozofije odgoja, kao i njegove najvažnije misli o viđenju samog odgoja. Također, cilj rada osvrt je na Deweyjevu filozofsku misao, pragmatički pristup i utjecaj njegovih ideja na suvremenu pedagogiju. U radu će se govoriti o filozofiji odgoja i odgoju općenito, zatim o funkcijama i ciljevima odgoja te važnosti moralnog odgoja. Sve ove teme obuhvaćaju stavove i misli Johna Deweyja navedene u njegovom temeljnom djelu o odgoju Odgoj i demokracija (1916).Among other things, education is considered a complex process of building a mature human being, the meaning of education is the complete development of a person. The study of education is the subject of many scientific disciplines. In this work, special emphasis is placed on the philosophy of education and its prominent representative, John Dewey. The aim of this paper is to present the life and work of the American philosopher, pedagogue and reformer John Dewey, as well as his views on education, school, democracy and society. In addition to the problems of education, Dewey was interested in the problems of political life, society and morality. This paper will present the basic tenets of Dewey's philosophy of education, as well as his most important thoughts on the perception of education itself. Also, the aim of the work is a review of Dewey's philosophical thought, pragmatic approach and the influence of his ideas on contemporary pedagogy. The paper will discuss the philosophy of education and education in general, then the functions and goals of education and the importance of moral education. All of these topics encompass the views and thoughts of John Dewey outlined in his seminal work on education, Education and Democracy (1916)
Ortega y Gasset And His Educational Themes
No full textOrtega y Gasset bio je jedan od vrlo značajnih španjolskih filozofa koji je imao veliku ulogu u svoje doba. Njegova djela utjecala su na književnost, filozofiju i na društvene znanosti. Područje o kojemu je Ortega raspravljao u svojim djelima je odgoj. Smatrao je kako je odgoj proces gdje osoba postaje svjesna svoje vlastite slobode i svoje odgovornosti, te isto tako stječe mogućnosti i kompetencije da se suoči sa vlastitim izazovima koje društvo, zajednica i život nosi. Filozofija tako ima značajnu ulogu u odgoju. Ona tako pruža temeljni okvir za razumijevanje svijeta, prirode i čovječanstva, te pomaže pojedincima da sagledaju širi kontekst svojeg postojanja. Uloga sveučilišta također mora biti ta da se pojedinac intelektualno razvije i kritički razmišnja, a ne samo da pasivno uči. Ortega svoje ideje o odgoju razmatra kroz nekoliko područja. Odgoj smatra kao procesom izgradnje individue. Odgoj je tako bitan za razvoj karaktera, osobnosti i pojedincu omogućuje razvoj individualnih sposobnosti. Odgoj isto tako povezuje sa kulturom, te kritizira masovna obrazovanja. Vjerovao je kako masovna obrazovanja vode standardizaciji. Masovno obrazovanje ima i utjecaj na društvo danas. Ortega kritizira takve načine u obrazovanju koje možemo prepoznati i danas.Ortega y Gasset was one of the most important Spanish philosophers who played a major role in his time. His works influenced literature, philosophy and social sciences. The area that Ortega discussed in his works is education. He believed that education is a process where a person becomes aware of his own freedom and his responsibility, and also acquires opportunities and competences to face his own challenges that society, community and life bring. Philosophy thus plays a significant role in education. It thus provides a basic framework for understanding the world, nature and humanity, and helps individuals to see the wider context of their existence. The role of the university must also be that the individual develops intellectually and thinks critically, and not just to learn passively. Ortega considers his ideas about education through several areas. He considers education as a process of building an individual. Education is so important for the development of character, personality and enables the individual to develop individual abilities. Education also connects with culture, and criticizes mass education. He believed that mass education leads to standardization. Mass education also has an impact on society today. Ortega criticizes such ways in education that we can still recognize today