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Autism
No full textDiplomski rad fokusira se na detaljnu analizu slučaja dječaka s autizmom, istražujući njegove specifične potrebe, ponašanja i reakcije u različitim kontekstima – od socijalnih interakcija, komunikacijskih vještina, do sposobnosti prilagodbe na obrazovni okvir. Kroz studiju slučaja, rad pruža duboko razumijevanje kako autizam utječe na svakodnevni život djeteta i kako specifični pristupi i terapije mogu pomoći u njegovom razvoju. Dječak u središtu ovog istraživanja pokazuje tipične karakteristike autizma, uključujući poteškoće u verbalnoj i neverbalnoj komunikaciji, socijalnoj interakciji te potrebu za jasno definiranim rutinama i strukturama. Kroz promatranje njegovog ponašanja u obrazovnim i terapijskim situacijama, rad analizira kako on reagira na različite stimuluse i izazove, te kako se ponaša u interakcijama s vršnjacima i odraslima.
Rad također istražuje ulogu odgajatelja u procesu podrške djetetu s autizmom, ističući važnost zajedničkog pristupa i usklađivanja strategija. Osim toga, naglašava važnost uključivanja dječaka u aktivnosti koje odgovaraju njegovim interesima, kako bi se povećala motivacija za sudjelovanje i razvoj.The thesis focuses on a detailed analysis of the case of a boy with autism, investigating his specific needs, behaviors and reactions in different contexts - from social interactions, communication skills, to the ability to adapt to the educational framework. Through a case study, the paper provides a deep understanding of how autism affects a child's daily life and how specific approaches and therapies can help in their development. The boy at the center of this research shows typical characteristics of autism, including difficulties in verbal and non-verbal communication, social interaction and the need for clearly defined routines and structures. By observing his behavior in educational and therapeutic situations, the paper analyzes how he reacts to various stimuli and challenges, and how he behaves in interactions with peers and adults.
The paper also explores the role of educators in the process of supporting a child with autism, emphasizing the importance of a joint approach and harmonizing strategies. In addition, the importance of involving boys in activities that match their interests is emphasized, in order to increase motivation for participation and development
Animalism in fine art: research into the experience of animals in children's artistic creation
No full textŽivotinjski su se motivi prikazivali još od kamenog doba: na zidovima špilja; izrađivani od kamena i bjelokosti; urezivani u oružje i oruđe i slično. Primjere je moguće vidjeti u špiljama poput Altamire, u muzejima i na fotografijama koje dokumentiraju umjetnost prapovijesti. Danas je pristup špiljama ograničen radi očuvanja tog prvog oblika umjetnosti. Egipćani su također štovali i prikazivali životinje. Njihove su glave ili čak cijela tijela prikazivali na papirusima, grobnicama, skulpturama i zidovima. U razdoblju Antičkog Rima prikazi su životinja bili dio skulptura i kamenih frizova. Religijski motivi koji uključuju prikaze životinja prikazivani su na kapitelima i portalima, ali i u slikarstvu. U novom vijeku mnogi umjetnici stvaraju studije životinja prikazuju i ih iz različitih perspektiva te proučavaju dijelove njihova tijela, načine kretanja i položaje koje zauzimaju pri različitim aktivnostima. Obraća se pozornost na realističnost detaljnog prikaza životinja. Prikaz životinja imao je i simbolički značaj na nekim umjetničkim djelima. Mnogi su umjetnici ljudske osobine davali životinjama, ali i životinjske ljudima. Često je simbolika životinje označavala poruku neke priče: odnos između dobra i zla, različita stanja, metaforične poruke, pozitivne i negativne znakove itd. Prikazi su se životinja koristili i kao prikazi predaka ili su predstavljali božanstva. U ovom se radu posebno istražuje pas kao motiv u likovnoj umjetnosti i u dječjem likovnom stvaralaštvu. Promatra se odnos čovjeka i psa te se istražuje značenje koje taj odnos ima za čovjeka. Tijekom povijesti ljudi su imali različite interpretacije značenja psa u umjetnosti, ali svakako je najdominantnija ona vezana uz smrt. Bilo da se radilo o negativnoj konotaciji vezanoj uz psa i smrt ili o onoj u kojoj on pomaže umrlima, riječ je o životinji koja je ljudima bila od velike koristi i s kojom se čovjek mogao emocionalno povezati. Osim povezanosti s fenomenom smrti, pas je simbolizirao i vjernost. Umjetnost ga je prikazivala kao vjernog pratitelja bogova i plemića, kao dobrog prijatelja i odano biće te kao statusni simbol. U svjetskoj umjetnosti postoji mnoštvo umjetničkih djela s motivom psa. Hrvatska je likovna umjetnost također prikazivala motiv psa u obliku skulptura, grafičkih prikaza, slika i crteža. Mnogi su umjetnici provodili studije pse ih glava, tijela, njuški i pokreta tijela. U ovom radu, osim prikaza životinja u umjetnosti, razmatra se i odnos djece i životinja. Povezanost djece i životinja gradi se od rođenja. Djeca se sa životinjama susreću u obliku igračaka, priča, slikovnica, na nastavi, na izletima, u lektirnim djelima i putem medija. Životinje u njima izazivaju pozitivno emocionalno stanje, a odnos sa životinjama i briga o njima razvijaju kognitivni i socioemocionalni razvoj, empatiju, samopoštovanje i odgovornost. Odnos sa životinjama potpomaže razvijanju novih sposobnosti poput čitanja, komunikacije i samog govora. Učenicima razredne nastave psi su životinje koje često susreću u svakodnevici. Poneki od njih zaustave se da ih pomiluju i osjete teksturu njihove dlake. U ovom se radu osobito istražuje dječje likovno stvaralaštvo inspirirano psom kao motivom u praktičnom dijelu rada. Istražuju se mogućnosti dovođenje psa na nastavu kako bi učenici imali priliku oblikovati motiv prema promatranju životinje uživo. U provedenim je likovnim radionicama naglasak bio na doživljaju psa u pokretu pomoću promatranja te na likovnom izričaju kao odgovoru na susret sa životinjom pomoću tehnika ugljena i krede, tempere, glinamola i laviranog tuša.Animal motifs have been depicted since the Stone Age on cave walls, they were made of stone and ivory, and carved into weapons and tools. Examples can be seen in caves such as Altamira, in museums, and in photographs that document prehistoric art. Today, access to caves is restricted to preserve this early form of art. The Egyptians also worshiped and depicted animals. They depicted animal heads or even their entire bodies on papyrus, tombs, sculptures, and walls. During the period of ancient Rome, animal depictions were part of sculptures and stone friezes. Religious motifs that include depictions of animals were shown on capitals and portals, as well as in painting. In the modern age, many artists create studies of animals, depicting them from different perspectives, studying parts of their bodies, ways of moving, and positions they occupy in various activities. Attention is paid to the realistic detail of the animal's depiction. The depiction of animals also had a symbolic meaning in some works of art. Many artists gave human characteristics to animals, and animal ones to humans. Often, the symbolism of an animal indicated the message of a story: the relationship between good and evil, different states, metaphorical messages, positive and negative signs. Animal depictions were also used as depictions of ancestors or represented deities. This paper specifically explores the dog as a motif in fine art and in children's fine art. The relationship between man and dog is observed and the meaning of this relationship for man is explored. Throughout history, people have had different interpretations of the meaning of the dog in art, but certainly the most dominant one is related to death. Whether it was a negative connotation of the dog and death, or the one in which it helps the dead, it is an animal that was of great use to people and with which man could connect emotionally. In addition to being connected with the phenomenon of death, the dog also symbolized loyalty. Art depicted him as a faithful companion of gods, nobles, a status symbol, a good friend and a loyal being, and as a status symbol. There are many works of art with the motif of a dog in world art. Croatian fine art has also depicted the motif of a dog in the form of sculptures, graphic representations, paintings, and drawings. Many artists conducted studies of dog heads, bodies, snouts, and body movements. In this paper, in addition to the depiction of animals in art, the relationship between children and animals is also considered. The connection between children and animals is built from birth. Children encounter animals in the form of toys, stories, picture books, in classes, excursions, in reading works, and through the media. Animals evoke apositive emotional state in them, and the relationship with animals and caring for them develop cognitive and socio-emotional development, empathy, self-esteem, and responsibility. The relationship with animals helps to develop new abilities such as reading, communication, and speech itself. For elementary school students, a dog is an animal they often encounter in everyday life. Some of them stop and pet them and feel the texture of their fur. This paper specifically explores children's fine art inspired by the dog as a motif in the practical part of the work. The possibilities that open up by bringing a dog to class when students have the opportunity to shape the motif by observing the animal live are explored. The art workshops that were conducted emphasized the experience of the dog in motion through observation and artistic expression as a response to the encounter with the animal through the technique of charcoal and chalk, tempera, clay, and washed ink
Interpretation of Poetry through Drama Activities
No full textU ovom diplomskom radu prikazani su primjeri metodičke interpretacije lirske pjesme primjenom dramskih aktivnosti. U radu se daje prikaz literature iz područja dramske pedagogije s naglaskom na domene dramska kultura, dramsko izražavanje i dramsko stvaralaštvo. Također, u radu se ukazuje na važnost dramskog odgoja u odgojno-obrazovnom sustavu. U nastavku se objašnjava položaj dramskog odgoja u primarnom obrazovanju, ponajviše u nastavnom predmetu Hrvatski jezik. Nadalje, daje se teorijski pregled zastupljenosti poezije u nastavi književnosti te se uz pomoć kurikuluma prolazi kroz očekivane ciljeve i ishode u primarnom obrazovanju. U drugome dijelu rada iznesen je prijedlog primjene dramskih aktivnosti u nastavi Hrvatskog jezika od prvog do četvrtog razreda osnovne škole za interpretaciju lirske pjesme. Nakon svakog primjera navedeni su odgojno-obrazovni ishodi koji se mogu ostvariti na tom satu primjenom dramskih aktivnosti te razrada istih. Doprinos ovog diplomskog rada je prikazati na koji se način nastavne jedinice Hrvatskog jezika mogu provesti uz korištenje dramskih aktivnosti i samim time učiniti nastavni proces dinamičnijim, suvremenijim, interaktivnijim i zanimljivijim učenicima i učiteljima.In this thesis, examples of methodical interpretation of lyrical poetry are presented through the application of drama activities. The paper provides an overview of literature in the field of drama pedagogy, with emphasis on the domains of drama culture, dramatic expression, and dramatic creation. Additionally, it highlights the importance of drama education within the educational system. The thesis further explains the role of drama education in primary education, particularly within the Croatian Language curriculum. It also offers a theoretical overview of the presence of poetry in literature classes, analyzing expected goals and outcomes based on the curriculum for primary education. In the second part of the thesis, a proposal is provided for the application of drama activities in Croatian Language classes from the first to the fourth grade of primary school, specifically for the interpretation of lyrical poetry. After each example, the educational outcomes achievable through these drama activities are outlined and explained. The contribution of this thesis lies in demonstrating how Croatian Language lessons can incorporate dramatic activities, thereby making the teaching process more dynamic, modern, interactive, and engaging for both students and teachers
Problems Of Stuttering In Preschool Children
No full textCilj ovog rada je osvijestiti okolinu na netečnosti i mucanje. Približiti simptome i terapiju sa kojima se osobe susreću. Od ranog djetinjstva sve do odrasle dobi se javlja te nikad ne možemo sa sigurnošću reći da je “izliječeno” ili pak će se opet pojaviti. Od genetskih predispozicija do velikom stresa i trauma ili drugih čimbenika javljaju se razne vrste netečnosti u govoru te se ne mogu uspoređivati sa drugima koji se bore s istim jer se kod svakog pojedinca razlikuje jačina ili pak teškoće kod mucanja. Kako je osjećati grč prilikom komunikacije ne možemo opisati ali možemo pomoći i pružiti utjehu i prihvatiti druge takvi kakvi jesu uz mucanje ili bez.The aim of this paper is to make the environment aware of fluency and stuttering. To bring closer the symptoms and therapy that people encounter. From early childhood to adulthood, it happend and we can never say with certainty that it is "cured" or will reappear. From genetic predispositions to high stress and trauma or other factors, various types of speech fluency occur and cannot be compared to others who struggle with the same because the severity or difficulty of stuttering differs from each individual. We cannot describe what it is like to feel a cramp when communicating, but we can help and provide comfort and accept others as they are, with or without stutterin
Sounds Of The Native Land In The Music Classroom: Josip Vrhovski And Međimurska Popevka
No full textCilj ovog diplomskog rada je prikazati značajnost skladatelja i glazbenog pedagoga Josipa
Vrhovskog koji je stvarao jedinstvene skladbe temeljene na međimurskom melosu što je jedna
od najvažnijih značajki njegova stvaralaštva, a sukladno tome i posebnost međimurske popevke
kao glazbe kojom se Međimurje oslobodilo vlasti Mađara. U ovome radu najprije se opisuje
djetinjstvo Josipa Vrhovskog i početak njegovog glazbenog puta, detaljno se prikazuje njegov
plodonosan skladateljski, dirigentski i pedagoški rad u razdoblju od 1945. pa do 1983. godine,
a posebno poglavlje posvećeno je i Josipu Vrhovskom kao glazbenom piscu koji piše osvrte na
koncerte, glazbu kao i polemike o važnosti očuvanja narodne kulture koju smatra najvažnijom.
Josip Vrhovski osnovao je brojna pjevačka društva, vodio različite zborove i orkestre u čak tri
grada u kojima je boravio za vrijeme svog života ─ Varaždinu, Splitu i Karlovcu. Dio o njemu
završava spominjanjem pjevačkog zbora Josip Vrhovski koji i dan danas čuva njegovo ime od
zaborava, a čija sam i osobno članica. Drugi dio ovog rada odnosi se na najvažnije blago
Međimuraca, međunarodno priznatu međimursku popevku te su opisane njezine najvažnije
značajke, nastanak, glazbala i glazbeni sastavi koji je izvode, navedena je njezina povijest kao
i današnja uloga u obrazovanju i kulturi, primjena te konačno sam postupak njenog uvrštavanja
na UNESCO-ov popis nematerijalne kulturne baštine čovječanstva čime se Međimurci posebno
ponose. Međimurskoj popevki posvećena je i smotra u Nedelišću na kojoj se svake godine
pjevači, kao pojedinci ili kulturno – umjetnička društva, predstavljaju odabranim tradicijskim
napjevima čuvajući popevku od zaborava. Isto tako, popevki u čast, planira se i izgradnja
Centra za posjetitelje u Donjoj Dubravi, rodnom kraju njezine čuvarice Tete Lize.The goal of this graduation thesis is to highlight the significance of composer and music
educator Josip Vrhovski, who created unique compositions based on the musical traditions of
Međimurje, which was one of the most important features of his work. This is also closely tied
to the distinctiveness of the Međimurska popevka (traditional folk song from Međimurje), a
form of music through which the region of Međimurje symbolically liberated itself from
Hungarian rule.
The paper begins with a description of Josip Vrhovski’s childhood and the start of his
musical journey. It then provides a detailed account of his fruitful career as a composer,
conductor, and educator from 1945 to 1983. A chapter is dedicated to Josip Vrhovski as a music
writer who wrote concert reviews, commentary on music, and engaged in discussions on the
importance of preserving folk culture, which he considered of utmost importance.
Josip Vrhovski founded numerous singing clubs and led various choirs and orchestras
in three different cities where he lived during his lifetime—Varaždin, Split, and Karlovac. The
section about him concludes with a mention of the Josip Vrhovski Choir, which still honors his
legacy to this day, and of which I am a member myself.
The second part of this thesis focuses on the most treasured heritage of the people of
Međimurje—the internationally recognized Međimurska popevka. It describes its key features,
origins, traditional instruments and musical ensembles that perform it, as well as its history and
current role in education and culture. The paper also outlines its applications and the process of
its inclusion on UNESCO’s Representative List of the Intangible Cultural Heritage of
Humanity—an honor that the people of Međimurje are especially proud of.
The Međimurska popevka also has its own annual showcase in Nedelišće, where
singers—either soloists or members of cultural and artistic societies—perform selected
traditional songs, preserving the popevka from being forgotten. In tribute to the popevka, a
Visitor Center is also being planned in Donja Dubrava, the birthplace of its guardian, Teta Liza
Music Listening Activity In Working With Preschool Children
No full textPredškolska i rana školska dob predstavljaju ključno razdoblje u
djetetovu razvoju, a upravo tada je važno što ranije uključiti glazbu u
svakodnevni život i odgojno-obrazovni kontekst. Glazba, a osobito slušanje
glazbe, ima značajnu ulogu u poticanju motoričkog, emocionalnog, kognitivnog
i socijalnog razvoja djece. U ovom radu naglasak je stavljen na aktivnost slušanja
glazbe, koja može biti pasivna ili aktivna, pri čemu odgojitelj ima ključnu ulogu
u izboru kvalitetnih glazbenih sadržaja, osmišljavanju poticajnih aktivnosti i
stvaranju prostora za dječji doživljaj i izražavanje.
Kada je pažljivo planirana i prilagođena dječjoj dobi, glazba postaje
vrijedan pedagoški alat koji ne samo da potiče razvoj slušne pažnje, govorne
komunikacije, kreativnosti i emocionalnog izražavanja, već i doprinosi jačanju
grupne kohezije te razvoju socio-emocionalnih kompetencija. Osim toga,
suvremena istraživanja ukazuju na važnost fleksibilnog i participativnog
pristupa glazbenim aktivnostima koji omogućuju djeci izražavanje vlastitih ideja
i osjećaja, čime se jačaju njihova uključenost, kreativni potencijal i osjećaj
pripadnosti.
Glazba u ovom kontekstu nije samo oblik zabave, već i snažno sredstvo
za osobni i socijalni razvoj djeteta, s terapijskim učinkom koji može umiriti,
motivirati i poboljšati njegovo emocionalno stanje. Zaključno, redovita
prisutnost aktivnosti slušanja glazbe u svakodnevnoj odgojno-obrazovnoj praksi
doprinosi ne samo razvoju glazbenih i socio-emocionalnih kompetencija, već i
razvoju kreativnosti te osnaživanju demokratskih vrijednosti kroz suradničke i
komunikacijske odnose između djece i odraslih doprinoseći tako djetetovom
cjelovitom razvoju.Preschool and early school age represent a crucial period in a child's
development, and it is precisely at this time that it is important to include music
in everyday life and the educational context as early as possible. Music, and
especially listening to music, plays a significant role in stimulating the motor,
emotional, cognitive and social development of children. In this paper, the
emphasis is placed on the activity of listening to music, which can be passive or
active, with the educator playing a key role in selecting quality musical content,
designing stimulating activities and creating space for children's experience and
expression.
When carefully planned and adapted to children's age, music becomes a
valuable pedagogical tool that not only stimulates the development of auditory
attention, verbal communication, creativity and emotional expression, but also
contributes to strengthening group cohesion and the development of socioemotional competences. In addition, contemporary research indicates the
importance of a flexible and participatory approach to musical activities that
allow children to express their own ideas and feelings, thereby strengthening
their involvement, creative potential and sense of belonging.
Music in this context is not only a form of entertainment, but also a
powerful tool for the personal and social development of a child, with a
therapeutic effect that can soothe, motivate and improve their emotional state. In
conclusion, the regular presence of music listening activities in everyday
educational practice contributes not only to the development of musical and
socio-emotional competences, but also to the development of creativity and the
strengthening of democratic values through collaborative and communicative
relationships between children and adults, thus contributing to the child's holistic
development
Traditional Wooden Toys Of Hrvatsko Zagorje In Art Activities With Preschool Children
No full textZna se da su djeca u prošlosti puno vremena provodila u prirodnom okruženju igrajući
se prirodnim materijalima i igračkama koje su samostalno izrađivala ona ili njihovi
roditelji. U ovom radu opisana je povijest igračaka i sam razvoj igračaka u Hrvatskoj.
Naglasak je na tradicionalnim drvenim igračkama Hrvatskog zagorja, kao
prepoznatljivom motivu tradicije, te na njihovoj primjeni u likovnim aktivnostima
djece predškolske dobi.
Radom se želi istaknuti vrijednost tradicije, ali se nastoji i prikazati kako se spomenute
drvene igračke mogu uključiti u likovno stvaralaštvo djece rane i predškolske dobi.
Odgojno-obrazovni rad u području likovne kulture vrlo je važan u razvoju djece jer
potiče cjelovit razvoj djeteta. Tako su u ovom radu navedene i objašnjenje faze razvoja
djece u likovnom stvaralaštvu, kao i načini na koje možemo poticati ili ometati dijete
u njegovom izražavanju. Isto tako, jasno je da djeca ostvarenim crtežima i ostalim
radovima uglavnom izražavaju svoje misli, ideje i osjećaje pa su u radu navedene i
opisane likovne tehnike koje su se rabile prilikom praktičnog dijela u dječjem vrtiću.
Nadalje, u radu je ukratko predstavljeno Hrvatsko zagorje i njegova raznolika tradicija,
kultura i običaji. Navedena je i podjela tradicionalnih drvenih igračaka te način njihove
izrade – od početne pripreme drva, rezanja željenog oblika pa do samog oslikavanja.
U završnom dijelu rada opisani su koraci likovnih aktivnosti koje su se provodile u
trima odgojno-obrazovnim skupinama. Uz to, prikazan je i osvrt na tijek pojedine
aktivnosti, kao i analiza dječjih radova uz koje su navedeni komentari djece.We know that in the past, children spent a lot of time in natural environments, playing
with natural materials and toys that were either made by themseleves or by their
parents. This paper describes the history of toys and the development of toys in
Croatia. The main focus of this work in on the traditional wooden toys of the Croatian
zagorje region as the most recognizable symbol of tradition, and their application in
art activities with preschool children.
The aim of this pape is to higlight the value of tradiotion and to present ways in which
these toys can be included in the artistic expression of early and preschool-aged
children. Educational work in the field of visual arts is very important for children's
development, as it encourages in artistic expression, as well as the ways in which we
can encourage or children a child's self-expression. Furthermore, we know that
children express their thoughts, ideas and emotions through their drawings and other
creative works. As such, this paper also lists and describes the art techniques that were
used during the practical parto f the project in a kindergarten setting. In addition, the
paper briefly presents the Croatian zagorje region and its rich tradition, culture and
customs, It alsko includes a classification of traditional wooden toys and explains the
process of their creation-from preparing the wood and cutting i tinto the desired shape
to final painting. In the concluding parto f the paper, the course of the art activities
carried out in three educational groups is described. Also included is a reflection on
each activity, as well as an analysis of the children's artworks, accompanied by their
comments
Intrinzična vrijednost i raznolikosti dječje dramske igre u predškolskoj dobi
No full textOvaj rad prikazuje dramsku raznolikost i izvedbeno bogatstvo metodologije dječje igre u predškolskoj dobi, naglašavajući važnost akademskog prepoznavanja estetičke i etičke vrijednosti igre pri analitičkom i kritičkom pristupu. U početnim poglavljima navode se razlike između tradicionalne i suvremene paradigme djetinjstva, teorijski se definiraju pojmovi igre, dramske spontane i organizirane igre, simboličke igre, te se propituje odnos igre i pedagogije. Vrlo bitan dio rada su primjeri iz prakse – tipovi i
vrste dječjih igara iz opservacijskog iskustva, kroz koje se razmatraju prostorna i vremenska dimenzija igre u dječjoj spontanoj igri te odnos prema digitalnim tehnologijama.
S obzirom na to da je igra dječja temeljna aktivnost, rad donosi promišljanja o ulozi odgojitelja. Budući da je igra intrinzično motivirana i usredotočena je na proces, a ne na produkt, tj. sama sebi je svrha, u radu se razmatra u kojoj mjeri odgojitelji mogu i trebaju usmjeravati dječju igru, a da ona ostane autonomna dječja aktivnost, ono što ona ustvari jest i što bi uvijek trebala biti. Od odgojitelja se očekuje da budu profesionalci koji razumiju teoriju i praksu te da se u svom svakodnevnom odgojno-obrazovnom radu oslanjaju na suvremene spoznaje, što je povezano s osvještavanjem vlastite implicitne pedagogije i skrivenog kurikuluma. Kako odgojitelj vidi dijete i djetinjstvo te koju teoriju učenja i poučavanja zastupa, vidi se kroz njegove intervencije u dječjoj igri.
Nadalje, u radu se razmatra zašto i kako odgojitelji ponekad instrumentaliziraju igru te se navode posljedice takvog pristupa dječjoj igri u svakodnevnom odgojno-obrazovnom radu.This paper presents the dramatic diversity and performative richness of the methodology of children's play in preschool age, emphasizing the importance of academic recognition of the aesthetic and ethical value of play through an analytical and critical approach. The initial chapters outline the differences between traditional and contemporary paradigms of childhood, theoretically define the concepts of play, dramatic spontaneous and organized play, symbolic play, and examine the relationship between play and pedagogy. A very important part of the paper includes practical examples: types and kinds of children's games from observational experience, through which the spatial and temporal dimensions of play in children's spontaneous play and the relationship with digital technologies are considered.
Given that play is a fundamental children's activity, the paper offers reflections on the role of educators. Since play is intrinsically motivated and focused on the process rather than the product, i.e., it is an end in itself, the paper examines to what extent educators can and should guide children's play while ensuring it remains an autonomous children's activity, what it essentially is and should always be.
Educators are expected to be professionals who understand theory and practice and to rely on contemporary knowledge in their daily educational work, which is connected to the awareness of their own implicit pedagogy and hidden curriculum. How the educator views the child and childhood and which theory of learning and teaching they support is reflected through their interventions in children's play.
Furthermore, the paper discusses why and how educators sometimes instrumentalize play and outlines the consequences of such an approach to children's play in everyday educational work
The influence of fairy tales on the cognitive and socio-emotional development of children
No full textMnogi teoretičari dječje, ali i književnosti za odrasle, kao i mnogi pedagozi i psiholozi vodili su tijekom povijesti rasprave o utjecaju bajki na dječji razvoj, pritom ističući pozitivne i negativne strane bajke. Cilj je ovoga završnoga rada , na temelju uvida u literaturu teoretičara koji su proučavali i istraživali povijest i nastanak bajke, analizirati utjecaj bajke na spoznajni i socioemocionalni razvoj djece, s posebnim naglaskom na pozitivan doprinos dječjemu razvoju. Na temelju rezultata njihovih proučavanja i istraživanja uviđa se slično mišljenje o bajkama, svi se slažu da su iznimno važne za dijete i njegov razvoj. Bajke djetetu pružaju ugodu i zabavu, ali mu ujedno osiguravaju i skladnost i mir te pri tome uravnotežuju njegovu svijest i podsvijest. Bajke također utječu i na izgradnju individualnosti i osobnosti djeteta koje, slušajući bajke, s likovima prevladava svoje prepreke te se na taj način suočava s unutarnjim nemirom i podsvijesti, pri tome pobjeđuje kao i junaci u bajkama. Uvidom u literaturu otkriva se doprinos bajki socioemocionalnom i spoznajnom razvoju. Analizom bajke Kako je Potjeh tražio istinu uviđa se pozitivan utjecaj bajke na spoznajni razvoj djece te na socioemocionalni razvoj. Slušanjem i interpretacijom bajke utječe se na spoznajne i kognitivne sposobnosti djece te na cjelokupni socioemocionalni dječji razvoj, odnosno potiče se učenje i razvoj primarnih osjećaja, razvoj empatije, pravednosti, ljubavi i dječjih prosocijalnih ponašanja. U zaključku se navodi uska povezanost bajke sa spoznajnim i socioemocionalnim razvojem djece. Bajka je vrsta dječje književnosti koja pomoću umjetnosti riječi uspijeva uskladiti i povezati dvije odvojene pojedinosti ljudskoga razvoja, a to su socioemocionalni i spoznajni razvoj, što ne polazi za rukom drugim predškolskim aktivnostima i postupcima.Many theorists of children's and adult literature, as well as many educators and psychologists, have debated the impact of fairy tales on children's development throughout history, emphasizing the positive and negative aspects of fairy tales. The aim of this final paper, based on an insight into the literature of theorists who have studied and researched the history and origin of fairy tales, is to analyze the impact of fairy tales on children's cognitive and socioemotional development, with a special emphasis on their positive contribution to children's development. Based on the results of their studies and research, a similar opinion about fairy tales is seen, everyone agrees that they are extremely important for children and their development. Fairy tales provide children with pleasure and entertainment, but at the same time they ensure harmony and peace, and in doing so, they balance their consciousness and subconscious. Fairy tales also influence the development of the child's individuality and personality, who, by listening to fairy tales, overcomes their obstacles with the characters and thus faces their inner turmoil and subconscious, and in doing so, wins, just like the heroes in fairy tales. An insight into the literature reveals the contribution of fairy tales to socio-emotional and cognitive development. The analysis of the fairy tale How Quest Sought the Truth reveals the positive influence of the fairy tale on children's cognitive development and socio-emotional development. Listening to and interpreting a fairy tale influences children's cognitive and cognitive abilities and the overall socio-emotional development of children, i.e. it encourages the learning and development of primary feelings, the development of empathy, justice, love and children's prosocial behaviors. The conclusion states the close connection between the fairy tale and the cognitive and socio-emotional development of children. A fairy tale is a type of children's literature that, through the art of words, manages to harmonize and connect two separate aspects of human development, namely socio-emotional and cognitive development, which is not possible with other preschool activities and procedures
Teachers' competencies for working with gifted students
No full textObrazovni sustav ima ključnu ulogu u prepoznavanju i poticanju darovitih učenika, a učitelji su pritom jedan od važnijih čimbenika u njihovom razvoju. Kako bi mogli prilagoditi nastavne metode, stvoriti poticajno okruženje te osigurati kvalitetan odgojno-obrazovni rad s darovitim učenicima, važno je da učitelji kontinuirano rade na unaprjeđenju i razvoju svojih kompetencija. Ovaj diplomski rad bavi se analizom samoprocjena kompetencija učitelja te izazovima i mogućnostima njihovog profesionalnog razvoja.
Rezultati ovoga istraživanja pokazuju da učitelji prepoznaju važnost razvoja punog potencijala darovitih učenika. Ipak, ističu nesigurnost u vlastite kompetencije za prepoznavanje i rad s darovitima te izražavaju potrebu za dodatnim usavršavanjima, edukacijama, radionicama i seminarima. Kao dodatan problem javlja se vrijeme koje je potrebno za rad s darovitim učenicima, kao i podrška školske ustanove u vidu potrebnih materijala i resursa.
Današnji ubrzani život i brze promjene kako u tehnološkom svijetu tako i u odgoju i obrazovanju, iziskuju od učitelja spremnost na prilagodbu i razvoj vlastitih kompetencija kako bi uspješno odgovorili na potrebe svih učenika, uključujući i one darovite. Rad s darovitim učenicima uključuje ne samo prilagodbu nastavnog sadržaja, već i poticanje njihove kreativnosti, kritičkog mišljenja te emocionalnog razvoja. Uspješno prepoznavanje i odgovarajuća podrška u razvoju darovitog učenika moguća je uz učitelja koji je spreman na cjeloživotno obrazovanje, suradnju sa stručnom službom i roditeljima te otvorenost prema novim pedagoškim pristupima.
Kako bi se osigurao kvalitetan odgojno-obrazovni rad s darovitima, ključno je dakle omogućiti kontinuirane edukacije, dodatna usavršavanja, osigurati odgovarajuće resurse te razvijati svijest o potrebama darovitih učenika u obrazovnom sustavu. Samo sustavna i dugoročna podrška može omogućiti darovitim učenicima da u potpunosti razviju svoje potencijale i ostvare uspjeh u području obrazovanja, ali i u svim drugim područjima svoga života.The education system plays a key role in recognizing and encouraging gifted students, and teachers are one of the most important elements in their development. In order to be able to adjust their teaching method, create a stimulating environment and ensure good quality educational work with gifted students, it is important for the teachers to constantly work on improving and developing their competences. This thesis deals with the analysis of the teachers' self-assessment of their competences and the challenges and possibilities of their professional development.
The results of this research show that the teachers recognize the importance of developing the full potential of the gifted students. However, they point out uncertainty about their own competences in recognizing and working with the gifted and express the need for additional training, education, workshops and seminars. An additional problem is the time required to work with the gifted students, as well as the support of the school institution in the form of necessary materials and resources.
Fast-paced living nowadays and rapid changes both in the world of technology and in education require teachers to be ready to adjust and develop their own competences in order to successfully respond to the needs of all students, including the gifted ones. Working with gifted students includes not only adapting the teaching content, but also encouraging the students’ creativity, critical thinking and emotional development. Successful recognition and appropriate support in the development of a gifted student is possible with a teacher who is prepared for lifelong education, cooperation with professional services at school and with parents, as well as openness towards new pedagogical approaches.
In order to ensure quality education work with the gifted, it is therefore crucial to enable continuous education, additional training, provide adequate resources and raise awareness of the needs of the gifted students in the educational system. Only systematic and long-term support can enable gifted students to fully develop their potential and achieve success in the field of education, but also in all other areas of their lives