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Evaluation in primary education in the European context
No full textVrednovanje u obrazovanju ključni je element koji omogućuje procjenu učinkovitosti nastavnih metoda i napretka učenika. Cilj vrednovanja je prikupljanje, analiziranje i interpretacija informacija koje pomažu u donošenju informiranih odluka o učenju i poučavanju. Ovaj proces ne uključuje samo ocjenjivanje postignuća učenika već i pružanje kontinuirane povratne informacije koja može unaprijediti odgojno-obrazovni proces. Vrednovanje se može podijeliti na nekoliko osnovnih vrsta, uključujući formativno, sumativno i dijagnostičko vrednovanje. Formativno vrednovanje prati napredak učenika tijekom nastavnog procesa, omogućujući prilagodbu nastavnih metoda prema potrebama učenika. S druge strane, sumativno vrednovanje procjenjuje postignuća učenika na kraju odgojno-obrazovnog perioda putem završnih ispita ili ocjena. Dijagnostičko vrednovanje koristi se za identificiranje specifičnih potreba učenika prije početka usvajanja novog nastavnog sadržaja. Različite metode vrednovanja uključuju kvantitativne metode, poput standardiziranih testova i testova s višestrukim izborom, te kvalitativne metode, kao što su eseji, projekti i portfolio. Svaka od ovih metoda pruža jedinstveni uvid u učenikove sposobnosti i postignuća, omogućujući holistički pristup vrednovanju. Osnovni elementi vrednovanja uključuju jasno definirane ciljeve, transparentnost i pouzdanost, validnost, povratnu informaciju i prilagodljivost. Jasno definirani ciljevi osiguravaju da vrednovanje mjeri relevantne aspekte učenikovog znanja i vještina, dok transparentnost i pouzdanost osiguravaju dosljednost i ponovljivost rezultata. Validnost vrednovanja garantira da se mjeri ono što se namjerava mjeriti, dok kvalitetna povratna informacija pomaže učenicima razumjeti svoje snage i slabosti te usmjerava daljnje učenje. Ovaj diplomski rad uključuje sustave vrednovanja koji su određeni kurikulumom i prikazani su kroz primjere četiri različite države: Hrvatske, Slovenije, Finske i Njemačke. Cilj takvog pristupa, usporedbe i analize, jest prikazati prednosti i nedostatke svakog od navedenih obrazovnih sustava, te identificirati primjere dobre prakse koji bi mogli biti korisni za unapređenje obrazovnih politika u različitim okruženjima.Evaluation in education is a key element that enables the assessment of the effectiveness of teaching methods and student progress. The goal of evaluation is to collect, analyze and interpret information that helps in making informed decisions about learning and teaching. This process includes not only evaluating student achievement but also providing continuous feedback that can improve the educational process. Evaluation can be divided into several basic types, including formative, summative, and diagnostic evaluation. Formative evaluation monitors the progress of students during the teaching process, enabling the adaptation of teaching methods according to the needs of students. Summative evaluation, on the other hand, evaluates student achievements at the end of the educational period through final exams or grades. Diagnostic evaluation is used to identify the specific needs of students before starting to adopt new teaching content. Different assessment methods include quantitative methods, such as standardized and multiple-choice tests, and qualitative methods, such as essays, projects, and portfolios. Each of these methods provides a unique insight into a student's abilities and achievements, enabling a holistic approach to assessment. The basic elements of evaluation include clearly defined objectives, transparency and reliability, validity, feedback and adaptability. Clearly defined objectives ensure that assessment measures relevant aspects of student knowledge and skills, while transparency and reliability ensure consistency and repeatability of results. Assessment validity ensures that what is intended to be measured is measured, while quality feedback helps students understand their strengths and weaknesses and guides further learning. This graduation thesis includes evaluation systems that are determined by the curriculum and are presented through examples from four different countries: Croatia, Slovenia, Finland and Germany. The goal of such an approach, comparison and analysis, is to show the advantages and disadvantages of each of the mentioned educational systems, and to identify examples of good practice that could be useful for improving educational policies in different environments
Kinesiological game in preschool age
No full textKineziološke igre ključne su za fizički, kognitivni, socijalni i emocionalni razvoj djece predškolske dobi. Kroz takvu vrstu tjelesne aktivnosti poboljšava se fizička sposobnost djece, ali i njihovi kognitivni procesi i socijalne vještine kao što su koncentracija, rješavanje problema, suradnja i sposobnost djelovanja u timu. Kineziološke igre također imaju pozitivan učinak na razvoj zdravih navika u djece, poticanje mašte i kreativnosti. U radu su istraženi konkretni primjeri kinezioloških igara namijenjenih djeci predškolske dobi, uloga odgajatelja u pripremi i vođenju kinezioloških igara te prednosti koje kineziološke igre donose razvoju
djece predškolske dobi.Kinesiological activities are essential for the physical, cognitive, social, and emotional development of preschool children. Through this type of physical activity, children's physical abilities are enhanced, along with their cognitive processes and social skills such as concentration, problem-solving, cooperation, and teamwork. Kinesiological activities also have a positive impact on the development of healthy habits in children, as well as fostering imagination and creativity. This paper explores specific examples of kinesiological activities designed for preschool children, the role of educators in preparing and leading these activities, and the benefits that kinesiological activities bring to the development of preschool children
Peer violence in primary school
No full textS obzirom na to da je vršnjačko nasilje učestali društveni problem, uzroci i posljedice nasilja predmet su brojnih istraživanja. U ovome radu definirano je vršnjačko nasilje, objašnjeni su njegovi temeljni oblici i karakteristike te je istaknuta učestalost pojedinih oblika vršnjačkoga nasilja među djecom školske dobi. Dva su temeljna oblika vršnjačkoga nasilja: klasično i elektroničko nasilje (Bilić, 2018). Objašnjena je njihova razlika, sličnost i međusobna povezanost. Nasilje se u radu promatra kao trodioban odnos jer ono ne uključuje samo žrtvu i nasilnika nego i promatrača. Opisani su svi sudionici nasilja i navedene su njihove podjele. U radu su istaknute uloga vršnjaka koji neizravno sudjeluju u nasilju i poruka koju takvim ponašanjem šalju ostalim sudionicima nasilja. Vršnjačka pomoć i podrška žrtvi jako su važne. Vršnjaci koji se odluče intervenirati i pomoći žrtvi nazivaju se braniteljima žrtve. Njihova je uloga, kao i uloga svih ostalih sudionika nasilja, u radu slikovito prikazana u Olweusovu krugu nasilja. Nasilje se često odvija i bez fizičke sile. Neki su oblici nasilja manje primjetni, ali ne i manje štetni, pa se u radu objašnjavaju kao prikriveno nasilje. Budući da se nasilje događa i među djevojčicama, objašnjene su potkategorije agresivnoga ponašanja zastupljenih kod djevojčica. U radu su prikazani i rezultati istraživanja kojima su utvrđene posljedice sudjelovanja u nasilju. S obzirom na to da djeca nakon doživljenoga nasilja mogu imati ozbiljne posljedice, koje se mogu manifestirati kod svih sudionika vršnjačkoga nasilja, nasilje je važno prevenirati, a u toj prevenciji veliku ulogu ima i škola. U radu su opisani različiti programi prevencije nasilja među djecom zastupljeni u svijetu i u Republici Hrvatskoj. Važno je osvijestiti učenike, roditelje i sve djelatnike škole te im ukazati na njihovu odgovornost u smanjenju ili suzbijanju nasilja.Since peer violence is a common and perpetual societal problem its causes and effects are the subjects of numerous research papers. In this paper peer violence has been defined, its basic forms and characteristics explained and the frequency of certain forms of peer violence in children of school age have been highlighted. There are two fundamental forms of peer violence: classic and electronic violence (Bilić, 2018). Their differences, similarities and mutual connections have been explained. Violence in this work is observed as a tripartite relationship since not only does it involve a victim and a bully but also an observer. All of the participants of the violence have been described and their division listed. In this work the role of the peers that indirectly participate in the violence has been pointed out and the message that it sends to the others that participate in it. Peer help and support to the victim is very important. Peers that decide to intervene and help the victim are called the defenders of the victim. In this work their role as well as everyone’s that participate in the violence is visually shown in Olweus' circle of violence. Violence also commonly happens without the use of physical force. Some forms of violence are less noticeable but not less harmful so in this work they are explained as hidden violence. Since violence can also happen between girls the subcategories of aggressive behavior represented amongst them have also been explained. In this work the results of research into the consequences of participating in peer violence have been shown. Since children can have serious consequences after experiencing violence which can manifest within all the participants of peer violence it is important to prevent it and in doing so the school plays a big part. In this work various programs of prevention of violence amongst children that are used in the world and in the Republic of Croatia have been described. It is important to make the pupils, parents and workers within the school aware of their role in the lessening or suppression of violence and to point it out
Partnership of educators and parents of children with developmental disabilities
No full textDobrobit djeteta predstavlja osnovni cilj suradnje roditelja i odgojitelja. Djeca s teškoćama u razvoju zahtijevaju individualizirani pristup i ulaganje većega truda i rada zbog svojih specifičnosti prema kojima se razlikuju od ostale djece urednoga razvoja. Kvalitetnoj suradnji pridonosi profesionalna kompetencija odgojitelja, njihov odnos s djecom i uspješnost u obavljanju posla. Cilj istraživanja bio je utvrditi potrebe i probleme odgojitelja koji rade s djecom s teškoćama u razvoju, a vezano za partnerstvo s roditeljima. Istraživanje je provedeno u lipnju 2024. godine, a sudjelovala su 53 odgojitelja s područja Republike Hrvatske. Podatci su prikupljeni anketnim upitnikom (Prilog 1). Istraživanje pokazuje da se polovina ispitanika osjeća nedovoljno osposobljenima za rad s djecom s teškoćama u razvoju te gotovo pola ispitanika nije imalo prilike sudjelovati na edukacijama ili radionicama vezanima za rad s djecom s teškoćama u razvoju. Gotovo 41% ispitanika nezadovoljno je razinom podrške koju dobiva u radu s djecom s teškoćama u razvoju. Većina ispitanika smatra da resursi i dostupni programi nisu dovoljni za rad s djecom s teškoćama u razvoju. Polovina ispitanih odgojitelja o djetetovom napretku i njegovim potrebama s roditeljima komunicira svaki dan. Samo je 26% ispitanika u potpunosti zadovoljno kvalitetom komunikacije s roditeljima djece s teškoćama u razvoju. Njih 34% smatra da je suradnja s roditeljima otežana jer roditelji nisu spremni saslušati i uvažiti njihove sugestije i primjedbe. Nužan preduvjet za uspješnu suradnju roditelja i odgojitelja jest razumijevanje složenosti psihosocijalnih procesa kojima su roditelji djece s teškoćama u razvoju suočeni. Većina ispitanika smatra da je potrebno poboljšati uvjete rada u predškolskim ustanovama smanjenjem broja djece po skupinama, zapošljavanjem asistenata, ali i dodatnih odgojitelja, organiziranjem korisnih edukacija i radionica te većom podrškom stručnih suradnika i službi.Effective educational work implies tight cooperation between parents and preschool teacher. Children with developmental disabilities have different functional abilities, due to which they need appropriate support. Each teacher's individual competence in cooperating with parents is an important factor regarding parental cooperation. The aim of the research is to examine the assessments of educators about the involvement of families of children with developmental disabilities in kindergarten activities. The research conducted by questionnaire in June 2024 included 53 educators in the area of Republic of Croatia. The research results show that more than half of the respondents feel that they are not qualified to teach the children with developmental disability. Most teachers who teach children with developmental disabilities have not received any training in special needs education at the workplace. Almost 41% of respondents are not satisfied with the level of support for a children with special needs. The most of respondents indicated that the resources and available programs are not sufficient for working with children with developmental disabilities. Half of the respondents communicate with parents about the child's progress and needs every day. Only 26% of respondents are completely satisfied with the quality of communication with parents. 34% of them believe that cooperation with parents is difficult because the parents are not ready to listen to and accept their suggestions and remarks. The most important for successful cooperation between parents and educators are mutual understanding and respect. It was concluded that the majority of respondents believe that reducing the number of children in groups, employment more assistants and additional teachers, useful training and workshops for teachers, and greater support from specialised educational services would contribute to better partnership of preschool teachers and parents of children with developmental disabilities
Addition And Subtraction Activities In Mathematics Classes
No full textU ovom diplomskom radu razmatra se značenje i važnost igre u nastavi matematike. Razmatra se dječji aspekt igre, igra u nastavi te sama primjena igara. Igra u nastavi je kroz razna istraživanja prikazana kao vrlo učinkovit način učenja osobito jer je igra djeci vrlo bliska te kroz igru djeca ne samo da uče matematiku i matematičke koncepte na zabavan način već se razvijaju i važne socijalne, emocionalne i kognitivne vještine koje su ključne za njihov cjelokupni razvoj. Igra u nastavi ne služi samo za popunjavanje školskog sata već je ravnopravno zastupljena kao i ostale aktivnosti. Nakon teorijskog dijela navode se i igre koje su primjerene za sat matematike u razrednoj nastavi. Neke od igara su također razrađene i prikazane u pripravi za nastavni sat matematike u obliku smjernica i prijedloga za provedbu na jednom školskom satu matematike. Iako je implementacija igara u nastavu matematike izazovna, s obzirom na potrebu za adekvatnom pripremom učitelja, koristi koje proizlaze iz ovakvog pristupa čine ga vrijednim truda. Poznata je predrasuda da učenici i njihovi roditelji smatraju kako je matematika težak i zahtjevan predmet no igra kao metoda poučavanja nudi inovativan način da se matematika učini pristupačnijom i zanimljivijom, potičući učenike da s veseljem pristupaju učenju ovog važnog predmeta. Uključivanje igara u nastavu može poboljšati suradnju među učenicima, potičući timski rad i zajedničko rješavanje problema, što dodatno doprinosi razvoju njihovih socijalnih vještina. Uz sve ove prednosti, jasno je da igra može biti moćan alat u rukama Učitelja, čineći da matematika postane ne samo razumljivija već i omiljena među učenicima. Ovaj rad nastoji pružiti primjere, smjernice i prijedloge kako bi učitelji lakše implementirali igre u nastavi matematike.In this thesis is considered the meaning and importance of the game in the teaching of mathematics, the children's aspect of the game, the game in teaching and the application of games itself. Games in teaching have been shown through various researches as a very effective way of learning, especially because games are very close to children and through games children not only learn mathematics and mathematical concepts in a fun way, but also develop important social, emotional and cognitive skills that are key to their overall development. The game in class is not only used to fill the school hour, but is equally represented as other activities. After the theoretical part, there are also games that are suitable for a mathematics lesson in class. Some of the games were also elaborated and presented in preparation for a mathematics lesson in the form of guidelines and suggestions for implementation in a school mathematics lesson. Although the implementation of games in the teaching of mathematics is challenging, considering the need for adequate preparation of teachers, the benefits resulting from this approach make it worthwhile. It is a well-known prejudice that students and their parents think that mathematics is a difficult and demanding subject, but the game as a teaching method offers an innovative way to make mathematics more accessible and interesting, encouraging students to approach learning this important subject with joy. Incorporating games into lessons can improve cooperation among students, encouraging teamwork and joint problem solving, which further contributes to the development of their social skills. With all these advantages, it is clear that the game can be a powerful tool in the hands of teachers, making mathematics not only more understandable but also beloved among students. This paper aims to provide examples, guidelines and suggestions to help teachers implement games in mathematics lessons
Novels By Jasminka Tihi-Stepanić
No full textU ovom radu govori se o romanima suvremene autorice za djecu i mlade Jasminke TihiStepanić. Njezin književni put započinje romanom Imaš fejs? 2011. godine. Nakon romana prvijenca autorica 2013. godine izdaje roman Bacit ću ti kompjutor kroz prozor. Objavila je još romane Moja neprijateljica Ana (2015.), Dom iza žice (2017.), Ljeto na jezeru Čiču (2018.), Gdje je Beata?(2020.), Rukavica za Matildu (2021.) te prvi hrvatski distopijski roman za mlade Dan kada sam ubrala cvijet (2023.). Bavi se temama koje su vrlo bliske tinejdžerima, realnim životnim problemima s kojima se većina mladih može poistovjetiti, a neki i pronaći utjehu za svoje probleme. Teme su joj često povezane s općedruštvenim situacijama (korona virus, ovisnost o društvenim mrežama, potres, rad u inozemstvu, rastava braka, itd.). Nakon „stvarnih” socijalno-psiholoških i društvenokritičkih romana za djecu i mlade s temama iz zbiljskog, realnog života, najnovijim romanom Dan kada sam ubrala cvijet autorica kreira sliku zamišljene budućnosti te prikazuje kako je to živjeti u svijetu visoke tehnologije, punom pravila, propisa i neslobode. U ovom radu njezini romani su tematski obrađeni, proučava se pristup likovima, narativno-stilski aspekti romana te njihove idejne i svjetonazorske razine. Većina autoričinih romana koristi pripovijedanje u prvom licu jednine, a nerijetko i dnevnički oblik. Svaki njezin roman nosi zanimljiva i aktualna idejna i svjetonazorska uporišta koja su uvijek oslonjena u humanističke vrijednosti. U radu se analiziraju i leksički slojevi autoričinih romana koji su uglavnom puni žargona, kao i drugih jezičnih aspekata koji njezine romane čine još zanimljivijima i aktualnijima.This paper discusses the novels of the contemporary author for children and young people, Jasminka Tihi-Stepanić. Her literary journey begins with the novel Imaš fejs? in 2011. After her debut novel, the author published the novel Bacit ću ti kompjutor kroz prozor in 2013. She also published novels Moja neprijateljica Ana (2015), Dom iza žice (2017), Ljeto na jezeru Čiču (2018), Gdje je Beata? (2020), Rukavica za Matildu (2021) and the first Croatian dystopian novel for young people Dan kada sam ubrala cvijet (2023). It deals with topics that are very close to teenagers, real life problems that most young people can identify with, and some can find solace for their problems. Her topics are often related to general social situations (corona virus, addiction to social networks, earthquake, work abroad, divorce, etc.). After "real" social-psychological and socially critical novels for children and young people with themes from real, real life, with her latest novel, Dan kada sam ubrala cvijet, the author creates a picture of an imagined future and shows what it's like to live in a high-tech world, full of rules, regulations and unfreedom. In this paper, her novels are treated thematically, the approach to the characters, the narrative-stylistic aspects of the novels and their ideological and worldview levels are studied. Most of the author's novels use narration in the first person singular, and quite often the diary form. Each of her novels has interesting and current ideas and worldviews that are always based on humanistic values. The paper also analyzes the lexical layers of the author's novels, which are mostly full of jargon, as well as other linguistic aspects that make her novels even more interesting and current
The role of parents in encouraging reading in children of early school age
No full textU radu je prikazan utjecaj roditelja na poticanje čitanja od rane školske dobi. Svojim vlastitim primjerom roditelji su prve osobe koje sudjeluju i utječu na dječje ovladavanje jezikom i govorom što je usko povezano s razvijanjem vještine čitanja.
U teorijskom dijelu rada govori se o roditeljima koji imaju veliku ulogu u razvijanju ponajprije govornojezičnog (materinskog) razvoja koji djeca usvajaju oponašanjem. Roditelji svojim primjerom utječu na pravilan i kvalitetan govor. Čitanje je nasuprot govoru i jeziku složena vještina s čijim se urođenim potencijalom dijete rodi, ali koja se za ovladavanje dijete treba podučavati. Kroz rad je također objašnjena bitnost zajedničkog čitanja, čitanja naglas, svakodnevnog čitanja koje su temeljne odrednice za razvijanje čitalačkih navika djece.
Roditelji kreiraju poticajno okruženje u kojem su djeci knjige uvijek dostupne, određuju zajedničko vrijeme za dijaloško čitanje koje stvara posebnu povezanost i čitanje djeci postaje zabavna igra kojoj se svakodnevno vesele. Navedena je i važnost prostora koji je posebno uređen za trenutke čitanja u kojem će se i dijete i odrasli osjećati smireno, ugodno, opušteno kako bi vrijeme zajedničkog čitanja postala zajednička rutina.
U radu se nadalje govori o slikovnici kao prvoj knjizi u djetetovom životu te njenoj ulozi u stvaranju čitalačkih navika. Njena vrijednost je golema od prvog dana djetetova života, stoga je naglašena i važnost izbora kvalitetne slikovnice. Slikovnica, osim po kvaliteti teksta i ilustracije, mora pratiti djetetove razvojne mogućnosti, kao i njegove potrebe i interese. Slikovnica je knjiga koja će omogućiti djetetu da istražuje i otkriva skriveni svijet koji priča u slikovnici pruža. Kada se jednom stvori rutina čitanja, dijete će kasnije samostalno razvijati čitalačke navike i knjiga će mu postati suputnica tijekom cijeloga života. Provedeno je istraživanje čiji je cilj bio ispitati čitalačke navike djece rane školske dobi.Kroz istraživanje pokazano je kako obrazovanje roditelja utječe na razvijanje čitalačkih navika.Roditelji višeg stupnja obrazovanja imaju razvijenije navike čitanja, što utječe i na čitalačke navike djece. Provedenim istraživanjem pokazano je također da djeca traže pomoć pri čitanju, što potvrđuje važnost dijaloškog čitanja. Roditelji su se u istraživanju izjasnili kako potiču djecu na čitanje vlastitim primjerom ili poticajnim okruženjem.
Važno je osvijestiti da je čitanje odraz kulture, neizostavna odrednica koja utječe na cjelokupan djetetov razvoj i temelj za sva buduća djetetova učenja kroz život.The paper presents the impact of parents on promoting reading from an early school age. By their own example, parents are the first people to participate and influence a child's mastery of language and speech, which is closely related to the development of reading skills.
In the theoretical part, the paper discusses parents who play a significant role in developing primarily the speechlanguage (mother tongue) development that children adopt by imitation. Parents, by their example, influence correct and quality speech.
Unlike speech and language, reading is a complex skill with an innate potential that a child is born with, but which needs to be taught for mastery. The work also explains the importance of shared reading, reading aloud, and daily reading, which are fundamental determinants for developing children's reading habits.
Parents create a stimulating environment where books are always accessible to children, determine shared time for dialogic reading which creates a special connection, and make reading a fun game that children look forward to every day. The importance of a space specially designed for reading moments is also mentioned, where both the child and adults will feel calm, comfortable, and relaxed, making shared reading time a routine.
The paper further discusses the picture book as the first book in a child's life and its role in creating reading habits. Its value is immense from the first day of a child's life, hence the importance of choosing a quality picture book is emphasized. Besides the quality of text and illustration, a picture book must follow the child's developmental possibilities as well as their needs and interests. It is a book that will allow the child to explore and discover the hidden world provided by the story in the picture book. Once a reading routine is established, the child will later independently develop reading habits and the book will become a companion throughout their life.
A study was conducted with the aim to examine the reading habits of early schoolaged children. The research showed how the education level of parents affects the development of reading habits. Parents with higher levels of education have more developed reading habits, which also influence the children's reading habits. The conducted research also showed that children seek help with reading, confirming the importance of dialogic reading. Parents in the study stated that they encourage children to read by setting their own example or by creating a stimulating environment.
It is important to realize that reading is a reflection of culture, an indispensable determinant that influences the overall development of the child and is the foundation for all the child's future learning through life
Improving Pre-Reading Skills Via Kamishibai Method
No full textU radu se govori o predčitalačkim vještinama i razvoju istih kod predškolske djece te se predstavlja kamišibaj kazalište, slikonarativna metoda kojom se potiče razvoj predčitalačkih vještina kod djece vrtićke dobi. U uvodnom dijelu rada iznosi se teorijski okvir vezan za predčitalačke vještine, a potom se predstavlja metoda kamišibaj. Opisuju se vrste i načini izvedbe te uloga i implementacija kamišibaja u radu s djecom predškolske dobi. U radu je potom predstavljena autorska priča u formi kamišibaja, a nakon toga se analizira način izvedbe te priče: opisuju se metodički pristup radionici i struktura radionice, nakon čega je napravljena evaluacija izvedbe. Kamišibaj izvedba, za razliku od čitanja dječjih knjiga, teži adaptaciji u izvedbi priče, a to kod djece potiče interes za pričom. Zbog toga i načina na koji se izvodi, kamišibaj u odgojno-obrazovnim ustanovama ima veliku ulogu i značaj jer ima razne dobrobiti: donosi djeci nešto novo, potiče maštu, kreativnost, znatiželju, na zanimljiv način pripovijeda priče i tako pozitivno utječe na razvoj predčitalačkih vještina kod djece. Poseban značaj kamišibaj metoda učenja ima u kontekstu suvremenog načina života koji je sve više preplavljen digitalnim sadržajima i novim tehnologijama. Zaključno, kamišibaj bi se trebao uvoditi u sve
vrtiće jer značajno doprinosi u radu odgojitelja i u razvoju predčitalačkih vještina kod djece.This paper is about pre-reading skills and their development in preschool children. In this context, kamishibai storytelling theater is presented, as one of the photo-narrative methods that encourages the development of pre-reading skills in kindergarten children. First, in the introductory part of the paper, the theoretical framework related to pre-reading skills is presented, and then the kamishibai method is described (the types and methods of performance, as well as the role and implementation of kamishibai in working with preschool children). The paper then presents the author's story in the form of kamishibai, and then analyzes the method of performance of that story: the methodical approach to the workshop and the structure of the workshop are described, after which an evaluation of the performance is made. Kamishibai performance, unlike reading children's books, tends to adaptation in the performance of the story, and this stimulates children's interest in the story. Because of this, and the way in which it's performed, kamishibai in educational institutions has a great role and significance because it has various benefits: it brings children something new, stimulates imagination, creativity and curiosity, tells stories in an interesting way and thus has a positive effect on the development of pre-reading skills in children. The kamishibai learning method has a special significance in the context of the modern way of life, which is increasingly flooded with digital content and new technologies. In conclusion, kamishibai should be introduced in all kindergartens because it contributes significantly to the work of educators (preschool teachers) and to the development of pre-reading skills in children
Minority Kindergartens In Croatia On The Example Of The Czech Kindergarten In Daruvar
No full textNacionalne manjine u Republici Hrvatskoj ostvaruju svoja prava na osnovu Ustava Republike Hrvatske i Ustavnog zakona o pravima nacionalnih manjina. Svaka nacionalna manjina ima svoju povijest migracije i ustanovljenja. Tako je i sa češkom manjinom čija povijest na području današnje Republike Hrvatske započinje tijekom 11. stoljeća. Jedno od prava koje nacionalne manjine ostvaruju je rani i predškolski odgoj i obrazovanje na materinskom jeziku. U skladu s time, osnovane su mnoge manjinske ustanove za odgoj i obrazovanje, udruženja, zajednice i sl. Češka nacionalna manjina već od 20. stoljeća počinje djelovati u gradu Daruvaru i njegovoj okolici, a češki dječji vrtić je prvi vrtić sagrađen u gradu Daruvaru 1927. godine. U svom planu i programu Češki dječji vrtić Ferde Mravenca Daruvar prati Državni pedagoški standard uz posebno njegovanje vrednota kao što su upotreba češkog jezika, očuvanje čeških običaja, učenja čeških plesova, čitanje češke književnosti i kinematografije. Ovaj vrtić služi kao primjer kako obrazovne institucije mogu pridonijeti očuvanju tradicije i kulture nacionalnih manjina dok istovremeno osiguravaju kvalitetno obrazovanje. Na temelju ovih istraživanja, rad će pružiti uvid u podršku i isticanje nacionalnih manjina u Republici Hrvatskoj s posebnim osvrtom na češku nacionalnu manjinu.National minorities in the republic of Croatia exercise their rights based on the republic of Croatia's constitution, and specifically through the constitutional Law that outlines the rights of national minorities. Each national minority has its own history of migration and establishment. This is also the case with the Czech minority, whose history within the territory of today's republic of Croatia begins in the 11th century. One of the rights that national minorities exercise is early and preschool upbringing and education in their mother tongue. Accordingly, many minority educational institutions, associations, communities, etc. were founded following Czech migration into Croatia. The Czech national minority has been living in the town of Daruvar and its surroundings since the 20th century, and the Czech Kindergarten was the first kindergarten built in the town of Daruvar in 1927 year. In its plan and program, the Ferda Mravenec Daruvar Czech Kindergarten follows the State Pedagogical Standard with special care for values such as the use of the Czech language, preservation of Czech customs, learning Czech dances, reading Czech literature and cinematography. This kindergarten serves as an example of how educational institutions can contribute to preserving the traditions and culture of national minorities while at the same time providing quality education. Based on established research, this paper will provide an insight into the support and highlighting of national minorities in the republic of Croatia with special reference to the Czech national minority
Learning programming using educational robots
No full textOvaj diplomski rad temelji se na prikazu primjene edukativnih robota u procesu učenja programiranja u osnovnom obrazovanju. Poučavanje programiranja omogućuje učenicima razmišljanje na drugačiji način. Samo programiranje, za učenike koji su tek započeli s učenjem programiranja, jest najčešće veliki izazov. Međutim, korištenjem robota pri učenju istog, učenici imaju mogućnost vizualizirati te fizički osvijestiti, odnosno doživjeti elemente programiranja koji inače djeluju apstraktno i zahtjevno. Programski alat poput Scratch-a, vizualnog programskog jezika koji je namijenjen djeci od 8 do 16 godina, uvelike potiče na razvijanje mašte, raznih ideja te kreativnosti. Nadalje, fokus će biti i na uređajima poput Codey Rockyja i mBot-a, edukacijskim robotima. Rad će pružiti pregled karakteristika, prednosti i nedostataka, njihove tehničke specifikacije te mogućnosti programiranja ovih robota kao alata za poticanje razvoja računalnog razmišljanja kod učenika. U radu će biti analizirane prednosti korištenja edukativnih robota u procesu učenja programiranja, uključujući praktično iskustvo, interaktivnost, poticanje kreativnosti i timskog rada. Također, istaknut će se i nedostaci, kao što su troškovi, ograničene mogućnosti programiranja ili tehnički problemi koji se mogu javiti. Cilj ovog rada je pružiti cjelovit pregled primjene edukativnih robota u obrazovnom kontekstu. Prikazat će se i primjena edukativnih robota u nekim drugim predmetima u osnovnoj školi poput glazbene kulture, likovne kulture, matematike, prirode i društva. Kroz primjere primjene u predmetima, biti će predstavljeno na koji način edukativni roboti mogu poticati kreativno i računalno razmišljanje, umjetničke izražaje te suradnju me u učenicima. Osim toga, rad će raspravljati o tome kako integracija edukativnih robota u nastavu može unaprijediti razumijevanje tehnologije te potaknuti interes učenika za STEM područja. Na kraju, ovaj rad ima za cilj pružiti pregled mogućnosti i izazova u korištenju edukativnih robota za učenje programiranja kako bismo zapravo unaprijedili načine na koje ćemo potaknuti učenje i razvijanje vještine kod budućih generacija učenika.This thesis is based on the presentation of the application of educational robots in the process of learning programming in primary education. Teaching programming allows students to think in a different way. Programming itself, for students who have just started learning programming, is usually a big challenge. However, by using a robot while learning it, students have the opportunity to visualize and physically become aware, that is, to experience elements of programming that otherwise seem abstract and demanding. A programming tool like Scratcha visual programming language intended for children aged 8 to 16, greatly encourages the development of imagination, various ideas and creativity. Furthermore, the focus will be on devices like Codey Rocky and mBot, educational robots. The paper will provide an overview of the characteristics, advantages, and disadvantages, as well as their technical specifications, the possibility of programming these robots as a tool to encourage the development of computational thinking in students. The paper will analyze the advantages of using educational robots in the process of learning programming, including practical experience, interactivity, encouraging creativity and teamwork. Disadvantages, such as costs, limited programming possibilities or technical problems that may occur, will also be highlighted. The aim of this work is to provide a comprehensive overview of the application of educational robots in an educational context. The application of educational robots in some other subjects in elementary school, such as music culture, art, mathematics, science, will also be presented. Through examples of application in subjects, it will be presented how educational robots can encourage creative and computational thinking, artistic expression and cooperation among students. In addition, the paper will discuss how the integration of educational robots into the classroom can improve the understanding of technology and stimulate students' interest in STEM fields Finally, this paper aims to provide an overview of the opportunities and challenges in using educational robots to teach programming in order to actually advance the ways in which we will encourage learning and skill development in future generations of students