University of Zagreb Faculty of Teacher Education - Digital repository
University of Zagreb Faculty of Teacher Education - Digital repositoryNot a member yet
4576 research outputs found
Sort by
Dramatic and linguistic games as a stimulus for the development of spoken language proficiency
No full textIstraživanja (Velički i Peti Stantić, 2009; Aladrović Slovaček, 2011; Pavličević Franić, Aladrović Slovaček i Ivanković, 2011) su pokazala kako djeca najefikasnije uče igrajući se, što utječe i na stvaranje pozitivnog stava prema hrvatskom jeziku i nastavi općenito. Stoga, u okviru ovog rada bit će prikazana uloga dramskih i jezičnih igara u poticanju jezične djelatnosti govorenja kod učenika 3. razreda osnovne škole. Cilj je istražiti kako i u kojoj mjeri dramske i jezične igre utječu na poboljšanje govora kod djece kroz provedbu jednomjesečnog programa koji je uključivao ukupno 10 školskih sati Hrvatskoga jezika.
Osim samog istraživanja, u radu je opisana jezična djelatnost govorenja te njezina važnost za proces jezičnog sporazumijevanja i izražavanja vlastitih misli, znanja i stavova. Nadalje, pojašnjava se razvoj govora kod djece osnovnoškolske dobi te se naglašava važnost karakteristika govora učitelja i roditelja, koji djeca imitiraju i tako razvijaju karakteristike vlastitog govora. Također, u radu je opisana i svrha korištenja dramskih metoda i tehnika u nastavi Hrvatskoga jezika, kao i jezičnih i dramskih igara. Naglasak je stavljen na važnost igre općenito, uključujući i didaktičke igre koje nisu često korištene u svakodnevnoj nastavi, u kojoj se i dalje ističu tradicionalne nastavne metode i frontalni oblik rada. Posebno se naglašava razlika između dramskih metoda i tehnika te se definiraju ostali srodni izrazi koji se često poistovjećuju.
Sukladno tome, rezultati istraživanja pokazuju kako učenici uglavnom imaju pozitivne stavove prema dramskim i jezičnim igrama u nastavi te kako postoji mala, ali ne statistički značajna razlika u karakteristikama govora učenika prije i nakon provedenog programa.Research (Velički and Peti Stantić, 2009; Aladrović Slovaček, 2011; Pavličević Franić, Aladrović Slovaček, and Ivanković, 2011) has shown that children learn most effectively through play, which also influences the development of a positive attitude towards the Croatian language and education in general. Therefore, this paper will explore the role of dramatic and language games in promoting linguistic activities in speaking among 3rd grade elementary school students. The aim is to investigate how and to what extent dramatic and language games influence the improvement of speech in children through the implementation of a one-month program consisting of a total of 10 Croatian language classes.
In addition to the research itself, the paper describes linguistic activities in speaking and their importance for the process of linguistic communication and expressing one's thoughts, knowledge, and opinions. Furthermore, it explains the development of speech in children of elementary school age and emphasizes the importance of the characteristics of the speech of teachers and parents, which children imitate and use to develop their own speech characteristics. The paper also describes the purpose of using dramatic methods and techniques in Croatian language teaching, as well as language and dramatic games. The emphasis is on the importance of play in general, including didactic games that are not often used in everyday teaching, which still predominantly relies on traditional teaching methods and frontal teaching. The paper specifically highlights the difference between dramatic methods and techniques and defines other related terms that are often equated.
Accordingly, the research results show that students generally have positive attitudes towards dramatic and language games in teaching, and there is a small, but not statistically significant difference in the characteristics of student speech before and after the program
Comparison Od Didactic Features Between Montessori And Waldorf Schools
No full textU ovom radu se obrađuju alternativne škole koje su bazirane na potpuno novoj pedagoškometodološkoj osnovi. Govori se o Montessori školi koju je osnovala Maria Montessori. Ta je škola bazirana na njezinoj pedagogiji i metodologiji. Drugu alternativnu školu, koja je obrađena u ovom radu, osnovao je Rudolf Steiner. Ona je zasnovana na njegovoj pedagogiji, njegovoj metodologiji i na njegovom znanstvenom učenju. Cilj njihovih učenja je pomoći djeci i mladim ljudima uspostaviti sklad i ravnotežu između fizičkog, duhovnog, emocionalnog i intelektualnog dijela bića, odnosno da se sve psihičke pojave uvijek promatraju u sklopu psihičke i ukupne cjeline. Dijete je nedjeljiva cjelina i da bi se svi potencijali razvili u potpunosti, nužno je harmonično i podjednako razvijati sve dijelove te cjeline. Oba autora, u svojim znanstvenim teorijama, svakako uključuju nadnaravnu silu ili Boga koji svojom inteligencijom i ljubavlju upravlja cijelim svijetom. U tome vide i rješenja određenih, nedokučivih zagonetki kao što je začeće i jedinstvenost svakoga čovjeka.This paper discusses alternative schools that are based on a completely new pedagogical and methodological foundation. It focuses on the Montessori school, founded by Maria Montessori, which is based on her pedagogy and methodology. The other alternative school discussed in this paper was founded by Rudolf Steiner, and it is based on his pedagogy, his methodology, and his scientific teachings. The goal of their teachings is to help children and young people establish harmony and balance between the physical, spiritual, emotional, and intellectual aspects of their being, viewing all psychological phenomena as part of the overall psychological and holistic entirety. The child is an indivisible whole, and in order for all potentials to develop fully, it is necessary to harmoniously and equally develop all parts of this whole. Both authors, in their scientific theories, certainly include a supernatural force or God, who governs the entire world with intelligence and love. In this, they also see the solutions to certain unfathomable mysteries, such as conception and the uniqueness of every person
The picture book as a stimulus for language development
No full textTema ovog diplomskog rada je Slikovnica kao poticaj za jezični razvoj. U prvom dijelu rada teoretski se obrađuje slikovnica te njezina važnost u razvoju jezika kod djece predškolske dobi. Nadalje, objašnjena je funkcija slikovnice te je obrazloženo zašto je ona toliko važna u dječjem razvoju. Navedene su karakteristike dobre i kvalitetne slikovnice te opisana njezina odgojno-obrazovna vrijednost. Zatim u radu razmatramo definiciju jezika te govorimo o tome kako se jezik razvija kod djece predškolske dobi. Ovisno o dobi djece, precizirane su određene karakteristike. Drugi dio rada posvećen je definiranju čitanja. Tu se govori još o važnosti, ali i o primjeni čitanja. Nadalje je ukratko obrazloženo što su to poticajno čitanje i dijaloško čitanje te su navedene neke od prednosti dijaloškog čitanja. Dodatno je pojašnjena primjena dijaloškog čitanja u radu s djecom predškolske dobi. Na kraju ovog diplomskog rada opisane su aktivnosti čitanja slikovnica koje sam provodila s djecom predškolske dobi (Maca Papučarica, Velika tvornica riječi, Ježva kućica, Mrav dobra srca, Elmer i Cvrčak i mrav). Ispod svake opisane aktivnosti dodatno je analizirano što konkretno u razvoju jezika potiče određena slikovnica i što se čitanjem iste htjelo postići. Navedeni su ciljevi provođenja aktivnosti čitanja slikovnica, a neki od njih su: poticanje razvoja jezika, poticanje razvoja kognitivnih sposobnosti, razvoj mašte, stvaranje pozitivnog stava prema čitanju, stimulacija rane pismenosti i dr. U provedenim aktivnostima sudjelovalo je desetero djece predškolske dobi. Na samom kraju rada iznesen je zaključak te navedena literatura koju sam koristila za potrebu pisanja ovog diplomskog rada. Od slikovnica koje smo čitali, djeci se najviše svidio Elmer.The topic of this thesis is The picture book as a stimulus for language development. In the first part of the paper, the picture book and its importance in the language development of preschool children are theoretically treated. Furthermore, the function of the picture book is explained and it is explained why it is so important in children's development. The characteristics of a good and high-quality picture book are listed and its educational value is described. Then, in the paper, we consider the definition of language and talk about how language develops in preschool children. Depending on the age of the children, certain characteristics are specified. The second part of the paper is dedicated to defining reading. It also talks about the importance, but also about the application of reading. Furthermore, it is briefly explained what stimulating reading and dialogic reading are, and some of the advantages of dialogic reading are listed. The application of dialogical reading in working with preschool children was additionally clarified. At the end of this thesis, I described the activities of reading picture books that I carried out with preschool children (Maca Papučarica, The Big Word Factory, Hedgehog's Home, Mrav dobra srca, Elmer and the Cricket and the Ant). Under each described activity, it is additionally analyzed what
specifically a certain picture book encourages in the development of language and what was intended to be achieved by reading it. The objectives of the activity of reading picture books are stated, and some of them are: encouraging language development, encouraging the development of cognitive abilities, developing imagination, creating a positive attitude towards reading, stimulating early literacy, etc. Ten preschool children participated in the activities. At the very end of the work, the conclusion and the cited literature needed to write this thesis were presented. Of the picture books we read, the children liked Elmer the most
Anthropological Profiles of Preschool Children in Zagreb and Zagorje
No full textTema ovog završnog rada je antropološki profili djece predškolske dobi u Zagrebu i Zagorju, s naglaskom na istraživanje motoričkih sposobnosti brzine, agilnosti i snage kroz tri različita testa. Cilj rada je ispitati razlike u motoričkim sposobnostima djece iz urbanog (Zagreb) i ruralnog (Zagorje) područja. Istraživanje je obuhvatilo 36 djece s područja Zagreba i Hrvatskog zagorja u dobi od 4 do 6 godina. U istraživanju se koristila baterija od tri varijable, a to su mjerenje brzine tapping rukom, mjerenje agilnosti koracima u stranu i mjerenje snage čučnjevima. Dobivene t-test analize ukazuju na to da su djeca ruralnog područja postigla statistički bolje rezultate u testu tapping rukom koji služi za procjenu brzine pokreta u usporedbi s djecom iz urbanog područja. Dok su s druge strane djeca urbanog područja statistički značajno bolja u agilnosti koja se mjerila testom koraci u stranu. U testu snage, djeca oba područja su sličnih rezultata. Ovi rezultati naglašavaju važnost aktivnog načina života, sudjelovanja u organiziranim tjelesnim aktivnostima, a i provođenja slobodnog vremena na otvorenom prostoru, koji uvelike pozitivno utječu na motoričke sposobnosti djece predškolske dobi.The topic of this final paper is the anthropological profiles of preschool-age children in Zagreb and Zagorje, with an emphasis on researching motor abilities such as speed, agility and strengght through three different tests. The aim of the study is to examine the differences in motor abilities between children from urban (Zagreb) and rural (Zagorje) areas. The research indluded 36 schildren from the Zagreb and Hrvatsko zagorje areas aged 4 to 6 years. A battery of three variables was use in the research: measuring hand tap speed, measuring side-step agility and measuring strength with squats. The obtatined t-test analyses indicate that children from rural areas achieved statistically better results in the hand tapping test, which is used to assess movement speed, compared to children from urban areas. On the other hand, children from the urban areas were statistically better in agility, which was measured by the side step test. In the strength test, children from both areas achieved similar results. These results emphasize the importance of an active lifestyle, participation in organized physical activities, and spending free time outdoors, which greatly positively influence the motor skills of preschool children
Availability Of Services For Children With Autism Spectrum Disorders In Early And Preschool Age From The Perspective Of Early And Preschool Education Students
No full textU današnje vrijeme s pojmom autizma se susrećemo u svakodnevnom životu. Ono što je nekad bilo nepoznato, nedovoljno istraženo te zanemarivano, danas je u velikoj mjeri u središtu pažnje stručnjaka te ostalih. Uzrok tome možemo pripisati sve bolji razvoj tehnologije koji omogućuje kvalitetnije obrazovanje stručnjaka za djecu i odrasle s poremećajima u ponašanju, veća dostupnost potrebne stručne literature, dostupnost usluga za djecu iz spektra autizma rane i predškolske dobi već u predškolskim ustanovama te kroz daljnji razvoj, centri za podršku osobama s poremećajem iz spektra autizma. Ovaj završni rad bazira se na dostupnosti usluga za djecu iz spektra autizma rane i predškolske dobi iz perspektive studenata ranog i predškolskog odgoja i obrazovanja gdje je naglasak na uslugama iz obrazovnog sustava. Studenti ranog i predškolskog odgoja i obrazovanja su od prvog dana studiranja upoznati s pojmom autizma koji se kroz stručne predmete redovito istražuje, stoga mogu stvoriti percepciju o stanju usluga za djecu iz spektra autizma u okruženju u kojem se nalaze. Usluge za djecu s poremećajem iz spektra autizma rane i predškolske dobi dostupne su kroz zdravstveni, odgojno-obrazovni te socijalni sustav. Kako bi djetetu s poteškoćama u razvoju odgojno-obrazovne usluge bile korisne, od primarne važnosti je da odgojno-obrazovne ustanove slijede inkluzivnu politiku tj. da se provodi inkluzivno obrazovanje što znači da će se dijete obrazovati u skladu sa svojim potrebama, sposobnostima i interesima. Još uvijek velik dio odgojno-obrazovnih ustanova nema dovoljno usluga za djecu s poremećajima u ponašanju ili u potpunosti ne provodi inkluzivno obrazovanje gdje se djetetu uskraćuje mogućnost za kognitivnim, fizičkim te socijalnim napretkom koje ima pravo stjecati u odgojno-obrazovnoj ustanovi uz osobe stručno obrazovane za rad s djecom. U svrhu pisanja završnog rada na temu „Usluge za djecu iz spektra autizma rane i predškolske dobi iz perspektive studenata ranog i predškolskog odgoja i obrazovanja“ provedena je anonimna anketa, gdje su, osim studenata RPOO te odgojitelja, ispitane i osobe drugih zvanja kako bi se što bolje usporedilo stanje informiranosti i način razmišljanja o dostupnosti usluga za djecu iz spektra autizma uspoređujući mišljenja studenata ranog i predškolskog odgoja i obrazovanja, odgojitelja te osoba ostalih zvanja.Nowadays, we encounter the term autism in our everyday life. What was once unknown, insufficiently researched and neglected, today is largely in the center of attention of experts and others. The reason for this can be attributed to the ever-improving development of technology that enables better education of specialists for children and adults with behavioral disorders, the greater availability of the necessary professional literature, the availability of services for children with autism spectrum disorder of early and preschool age already in preschool institutions, and through further development, centers for support for people with an autism spectrum disorder. This final thesis is based on the availability of services for children with autism spectrum disorder in early and preschool age from the perspective of early and preschool education students, where the emphasis is on services from the educational system. Early and preschool education students are familiar with the concept of autism from the first day of their studies, which is regularly researched through professional courses, so they can create a perception of the state of services for children on the autism spectrum in the environment in which they find themselves. Services for children with early and preschool autism spectrum disorders are available through the health, educational and social systems. In order for a child with developmental difficulties to benefit from educational services, it is of primary importance that educational institutions follow an inclusive policy, i.e. that inclusive education is implemented, which means that the child will be educated in accordance with his needs, abilities and interests. A large number of educational institutions still do not have enough services for children with behavioral disorders or do not fully implement inclusive education, where the child is denied the opportunity for cognitive, physical and social progress that he has the right to acquire in an educational institution with persons professionally trained for work with children. For the purpose of writing the final paper on the topic "Services for children with autism spectrum disorder of early and preschool age from the perspective of early and preschool education students", an anonymous survey was conducted, where, in addition to early and preschool education students and educators, people from other professions were also questioned in order to better compared the state of information and the way of thinking about the availability of services for children with autism spectrum disorder by comparing the opinions of early childhood and preschool education students, educators and people from other professions
Cognition and action in philosophy of Rene Descartes
No full textU ovom radu govorit će se o stavovima francuskog filozofa René Descartesa o ljudskoj spoznaji, sumnji u ulozi te spoznaje, mišljenju te pojedincu u kontekstu djelovanja. Rad će pružiti povijesni kontekst, racionalizam, u kojem je filozof djelovao te pregled nekih suvremenih autora koji ga komentiraju. Sve sa svrhom i ciljem dolaska do rasprave o problemu uma i problematici spoznaje i djelovanja te analizom autorovog stajališta i pogleda na isto. Pružit će se pregled komentara na autorov svjetonazor, a sve s ciljem odgovaranja na pitanja ili širenja nabih svjetonazora o problematici spoznaje i uma te pojedinca u socijalnom kontekstu. Na kraju, istaknut će se problematika antropocentričnosti tj. njezine posljedice na prirodu.This paper will discuss the views of the French philosopher René Descartes on human cognition, doubt in the role of this cognition, thinking and the individual in the context of action. The paper will provide a historical context, rationalism, in which the philosopher worked, and an overview of some contemporary authors who comment on him. All with the purpose and goal of reaching the discussion of the problem of the mind and the problem of cognition and action, as well as the analysis of the author's point of view and view on the same. Finally, the issue of anthropocentric i.e. its consequences on nature
Mental health of preschool children
No full textOvaj diplomski rad, na temu Mentalno zdravlje djece predškolske dobi, istražuje i objašnjava mišljenja i iskustva odgojitelja o mentalnom zdravlju djece. Rano djetinjstvo je vrijeme brzih i velikih promjena. Arhitektura mozga je u razvoju i najotvorenija je za utjecaj odnosa i iskustava. Izgradnju te arhitekture čine odnosi s brižnim odraslima te rana pozitivna iskustva. U radu će se pojasniti mentalno zdravlje djece te ukazati na potrebu posvećivanja više pažnje na rane psihičke poremećaje koji mogu narušiti tipične obrasce razvoja mozga, dovesti do oštećenja sposobnosti za učenje te povećati izloženost riziku od kognitivnih i mentalnih zdravstvenih problema. Rana dob je kritično razdoblje i za emocionalni razvoj kao temelj socijalnih kompetencija na kojima dijete tijekom cijeloga života izgrađuje odnose s vršnjacima i bližnjima. Cilj ovog rada je ukazivanje na važnost pozitivnog i nesmetanog okruženja djece, u svrhu neometanog razvoja. Značajni nedostaci u obiteljskom i institucionalnom okruženju ugrožavaju djetetov razvoj, njihovu društvenu i ekonomsku mobilnost te na kraju, produktivnost cijelog društva.This diploma thesis, on the topic Mental health of preschool children, investigates and explains the opinions and experiences of educators about the mental health of children. Early childhood is a time of rapid and great changes. The architecture of the brain is in development and is most open to the influence of relationships and experiences. Building that architecture is made up of relationships with caring adults and early positive experiences. The paper will explain the mental health of children and point out the need to pay more attention to early psychological disorders that can disrupt typical patterns of brain development, lead to impaired learning abilities and increase exposure to the risk of cognitive and mental health problems. Early childhood is also a critical period for emotional development as the basis of social competences on which the child builds relationships with peers and relatives throughout his life. The aim of this work is to point out the importance of a positive and undisturbed environment for children, for the purpose of undisturbed development. Significant deficiencies in the family and institutional environment threaten children's development, their social and economic mobility and, ultimately, the productivity of the entire society
Encouraging artistic expression in toddlers
No full textRazvoj djeteta je cjeloživotan proces koji se kod svakog djeteta odvija u skladu s njegovim individualnim predispozicijama i uvjetima. Tijekom rasta i sazrijevanja, dijete prolazi kroz razvojne faze u kojima se razvija u svim područjima: tjelesnom i psihomotornom, spoznajnom, socio-emocionalnom i području razvoja govora, komunikacije, izražavanja i stvaralaštva.
Djetetovo likovno izražavanje u predškolskom periodu, igra ključnu ulogu u njegovom kognitivnom, emocionalnom i socijalnom razvoju. Potiče razvoj sposobnosti komuniciranja, kritičkog razmišljanja i emocionalnog izražavanja putem mogućnosti različitih iskustava.
Ovim radom, naglašava se važnost poticanja razvoja likovnosti od jasličke dobi, jer je upravo u ranoj dobi zamijećen intenzivan period razvoja svih djetetovih sposobnosti. Likovnim aktivnostima dijete stječe vizualna, taktilna i auditivna iskustva, razvijajući pritom početnu osjetljivost za likovni jezik. Kad je u pitanju poticanje djece za likovne aktivnosti te odnos prema dječjem likovnom stvaralaštvu, osim važnosti promišljenog i usmjeravajućeg odgojno obrazovnog rada s djecom u vrtiću, odgojiteljeva važna uloga je u informiranju roditelja ali i njihovom educiranju.
Za likovni razvoj djeteta jasličke dobi (1-3 godine), karakteristična je faza šaranja te je već tada važno omogućiti poticajno okruženje i osigurati susrete s različitim likovnim materijalima te upoznavati djecu s različitim likovnim tehnikama kojima se mogu izraziti na najbolji način. Dječja igra je u interaktivnom odnosu s dječjim stvaralaštvom zbog čega je važno da su likovne aktivnosti utkane kroz razvojno primjerene aktivnosti igre i istraživanja. Raznovrsnost likovnog izražavanja potiče se primjenom raznih metodičkih postupaka između kojih se posebno ističe stvaranje poticajnog okruženja, dostatnost različitih materijala i poticanje dječjeg aktivnog emocionalnog odnosa prema okolini.
Rad sadrži i prikaz rada vlastite odgojno- obrazovne prakse u kojem su provedene, prikazane i opisane likovne aktivnosti s djecom jasličke dobi prema likovnim područjima.Child development is a lifelong process that takes place in accordance with each child's individual conditions and predispositions. While growing and maturing, the child experiences further development in different areas: physical and psychomotor, cognitive, socio-emotional, communicational, expressive and creative.
A child’s artistic expression during preschool plays a key role in their cognitive, emotional and social development. This encouraging the development of their communication skills, critical thinking skills and emotional expression through different experiences.
This work emphasizes the importance of encouraging the development of artistic skills from the nursery age because it is precisely during this period that the intensive development of a child’s abilities takes place. Engaging in artistic activities the child acquires different visual, tactile and auditory experiences while simultaneously developing initial sensitivity for visual expression. When it come to matters of guiding children into exploring their own artistic expression, it is not only important to encourage and direct the children themselves but also to educate and inform their parents.
Early nursery period of a child’s artistic development (children aged 1-3) is characterized by scribbling and it is very important to use this period to stimulate environment and introduce different art techniques and materials so that children are able to express themselves in the best way possible. Child’s play is intricately connected with child’s creativity which is why it is important that artistic activities are woven into developmentally appropriate activities of play and exploration. Diversity of artistic expression is encouraged through various methods: creating a stimulating environment, introducing a variety of different materials and cultivating an active emotional relationship between the child and the environment.
The paper also contains a presentation of the author’s own educational practice, as well as detailed artistic activities done with children of nursery age according to different artistic areas
Stereotypes in children's artistic expression
No full textCilj rada jest otkriti način kojim se može utjecati na smanjene pojavljivanja stereotipa u dječjem likovnom izražavanju i način kojim se može potaknuti dječja kreativnost u likovnim radovima. Stereotipi odražavaju čovjekovu potrebu da klasificira i organizira svijet oko sebe te mogu biti pozitivni i negativni. Također, stereotipi se mogu mijenjati, mogu nestati te mogu nastajati novi. Stereotipom ili šablonom naziva se bilo kakav izričaj koji ne sadrži individualnost i jedinstvenost autora. Najčešće šablone koje dijete koristi u svome crtežu jesu šablone čovjeka, cvijeta, ptice, kuće, sunca i oblaka. Crtež je prva pojava u likovnom izražavanju te dijete u svome crtežu iskazuje svoje doživljaje, iskustva, maštu i osjećaje. Likovni razvoj djeteta ima četiri razvojne faze, a to su: faza šaranja, faza sheme, faza razvijene sheme te faza oblika i pojava. Jedan je od glavnih elemenata crteža i kreativnost, koja se definira kao sposobnost stvaranja novih rješenja. To je proces koji karakteriziraju originalnost i mašta te postoje načini kojima se kreativnost može ometati i poticati. Stoga je za potrebe rada provedeno istraživanje u dječjem vrtiću u kojemu je sudjelovalo 26 djece starije odgojne skupine. Istraživanje je trajalo tri dana, tijekom kojih su djeca crtala cvijet nakon motivacijskih aktivnosti. Rezultati su pokazali da su nakon čitanja slikovnice djeca u svome crtežu stereotipno prikazala cvijet, dok su nakon analize fotografija različitih vrsta cvijeća djeca stereotipne prikaze cvijeta koristila vidljivo manje. Također, djeca su pokazala da mogu biti kreativna u crtanju izmišljenog cvijeta, na temelju čega se može zaključiti da je važno promišljati na koje se načine može poticati dječje stvaralaštvo.The aim of the work is to discover a way to influence the reduced occurrence of stereotypes in children's artistic expression and a way to encourage children's creativity in artistic works. Stereotypes reflect man's need to classify and organize the world around him, and they can be positive or negative. Also, stereotypes can change, they can disappear and new ones can be created. We call any expression that does not contain the individuality and uniqueness of the author a stereotype or template. The most common templates that a child uses in his drawing are templates of a man, a flower, a bird, a house, the Sun and a cloud. Drawing is the first appearance in artistic expression, and the child expresses his experiences, imagination and feelings in his drawing. A child's artistic development has four developmental phases, namely: the drawing phase, the schema phase, the developed schema phase, and the shape and appearance phase. One of the main elements of drawing is creativity, which is defined as the ability to create new solutions. It is a process characterized by originality and imagination, and there are ways to hinder and encourage creativity. Therefore, for the purposes of the work, research was conducted in a kindergarten in which 26 children of the older educational group participated. The research lasted for three days in which the children drew a flower after motivational activities. The results showed that after reading the picture book, the children depicted a flower stereotypically in their drawing, while after analyzing photos of different types of flowers, the children used stereotypical depictions of flowers significantly less. The children also showed that they can be creative in drawing an imaginary flower, so we can conclude that it is important to think about the ways in which we can encourage children's creativity
Drawing Techniques In Working With Preschool Children
No full textDijete se spontano izražava zbog unutarnje potrebe koja je urođena i prisutna kod sve djece, ali i zbog užitka istraživanja svoje okoline i sebe samoga. Crtanjem se spaja realistični svijet i svijet mašte te tako dijete ima potpunu slobodu izražavanja svojih misli i osjećaja. Također, prisutna je i potreba za neprestanim mijenjanjem sadržaja rada kako bi dječje želje i njihovo izražavanje bilo raznoliko. Dječji izraz karakteriziraju spontanost, skladnost, ritmičnost i ekspresija. Za djetetov cjeloviti razvoj potrebno je osigurati djetetu raznolike i kvalitetne poticaje, materijale i sredstva za rad te dopustiti potpunu slobodu u likovnom izražavanju. U ovom radu proučavala sam i istraživala crtačke tehnike kao sredstvo izražavanja dječje likovnosti. U prvom dijelu rada obrađuje se teorijski dio o crtačkim tehnikama, dok drugi dio rada prikazuje proces praktične uporabe crtačkih tehnika u radu s djecom predškolske dobi. Jedna je od ključnih potreba djece upravo čežnja za novim iskustvima pa takav interes iziskuje nove mogućnosti istraživanja i primjenjivanja zadanih materijala. Cilj je ovog rada proučiti i analizirati načine na koje djeca predškolske dobi koriste crtačke tehnike te kako uz pomoć njih izražavaju svoje likovne sposobnosti. Svako dijete ima različit likovni izričaj, upravo zbog različitih doživljaja te tako stvara jedinstven i individualan crtež.A child expresses itself spontaneously because of an inner need that is innate and present in all children, but also because of the pleasure of exploring their surroundings and themselves. Drawing combines the realistic world and the world of imagination, and in this way the child has complete freedom to express his thoughts and feelings. Also, there is a need to constantly change the content of the work so that children's wishes and their expression are diverse. Children's expression is characterized by spontaneity, harmony, rhythmicity and expression. For the child's complete development, it is necessary to provide the child with diverse and high-quality incentives, materials and tools for work and to allow complete freedom in artistic expression. In this work, I studied and researched drawing techniques as a means of expressing children's art. The first part of the paper deals with the theoretical part about drawing techniques, while the second part of the paper shows the process of practical use of drawing techniques in working with preschool children. One of the key needs of children is precisely the longing for new experiences, so such interest requires new possibilities of research and application of given materials. The aim of this work is to study and analyze the ways in which preschool children use drawing techniques and how they express their artistic abilities. Every child has a different artistic expression, precisely because of different experiences, and in this way creates a unique and individual drawing