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The Role of Mindset in Students' Academic Achievement and Well-being
No full textCilj istraživanja u ovome radu bio je ispitati povezanost mentalnog sklopa učenika s njihovim školskim uspjehom, optimizmom/pesimizmom i dobrobiti koja obuhvaća socijalnu integriranost, zadovoljstvo školom i životom te utvrditi moguće rodne razlike. U istraživanju je sudjelovalo 112 učenika četvrtih razreda osnovne škole na području Grada Zagreba. U istraživanju su korištene skale samoprocjene: Skala općeg mentalnog sklopa, Upitnik kvalitete školskog života, Skala zadovoljstva životom za djecu i Upitnik optimizma za mlade – YLOT. Uz navedene skale, korišteni su i podaci o općem školskom uspjehu na kraju 3. razreda i trenutne ocjene iz Hrvatskog jezika i Matematike. Rezultati pokazuju da učenici imaju nadprosječne razine mentalnog sklopa, optimizma, školskog uspjeha i dobrobiti. Djevojčice ostvaruju bolje školske rezultate i općenito su zadovoljnije školom u usporedbi s dječacima koji pokazuju više razine pesimizma. Statični mentalni sklop negativno korelira sa školskim uspjehom, a razvojni mentalni sklop pozitivno korelira s optimizmom te zadovoljstvom školom i životom. Razvojni mentalni sklop značajan je prediktor optimizma, a rod pesimizma. Statični mentalni sklop i rod pokazali su se značajnim prediktorima školskog uspjeha, a optimizam značajnim prediktorom sve tri varijable dobrobiti učenika – zadovoljstva školom, zadovoljstva životom te socijalne integracije učenika. Nastavno na rezultate, predlaže se aktivna suradnja roditelja, učitelja i učenika u promicanju razvojnog mentalnog sklopa i optimizma različitim aktivnostima u školskom i izvanškolskom okruženju s ciljem unaprjeđenja školskog uspjeha i dobrobiti učenika.The aim of this reasearch was to examine the relationship between students' mindset and their academic success, optimism/pessimism, and well-being, which includes social integration, school and life satisfaction, and to determine possible gender differences. The research included 112 fourth grade students from Grad Zagreb county. The study used selfassessment scales: General Mindset Scale, the Quality of School Life Questionnaire, the Life Satisfaction Scale for Children, and the Youth Life Orientation Test (YLOT). In addition to scales, data on general academic achievement at the end of the third grade and current grades in Croatian Language and Mathematics were also used. The results show that students have above-average levels of mindset, optimism, academic achievement, and well-being. Girls achieve better academic results and are more satisfied with school comapared to boys, who exhibit higher levels of pessimism. A fixed mindset negatively correlates with academic success, while a growth mindset positively correlates with optimism and satisfaction with school and life. The growth mindset is a significant predictor of optimism, while gender is a predictor of pessimism. Gender and a fixed mindset have been shown to be significant predictors of academic achievement, while optimism is a significant predictor of all three wellbeing variables – satisfaction with school, satisfaction with life, and social integration. In view of the results, active collaboration between parents, teachers and students is suggested to promote growth mindset and optimism through various activities in educational and noneducational contexts, with the goal of improving students' academic achievement and wellbeing
The poetry of Vesna Parun and the painting of Vincent van Gogh in the art work of preschool children
No full textU najranijoj dobi, djeca predškolske dobi svoje prve misli i želje iskazuju posezanjem za likovnim materijalom. Njihovo stvaralaštvo započinje otiskivanjem prstiju, uzimanjem olovke i ostavljanjem traga na papiru.
Ovim se radom željelo zakoračiti u svijet dječjeg likovnog stvaralaštva putem poezije i slikarstva. Iako u literaturi nije dovoljno istražen utjecaj Vesne Parun i Vincenta van Gogha na stvaralaštvo djece, ostavili su nam svoje naslijeđe. Bogatstvo slika i pjesmica za djecu nesicrpan su izvor koji mogu poslužiti za daljnja istraživanja.
Poezija Vesne Parun, osim što će kod djece bogatit rječnik, potaknut će ih na maštanje, ali i interes za floru i faunu. Doživljene stihove izraziti će kroz likovne aktivnosti raznim likovnim materijalima. To će biti prava pustolovina kao u stihovima o mačcima Džingiskanu i Miki Trasiju.
Vincent van Gogh svojim osebujnim načinom izražavanja, bojom i potezom kista oslikava svoje unutarnje stanje ali vanjsku stvarnost onako kako je on vidi. Na isti način dijete prezentira svoje unutarnje stanje i zapaža okolinu oko sebe onako kako je doživljava. Dijete se nalazi u određenim razvojnim fazama ali daje i svoj osobni pečat što ga čini posebnim.
Promatranjem, osluškivanjem, maštanjem i uključivanjem svih osjetila dijete će na sebi svojstven način stvarati i izražavati se. Odrasli i poticajna okolina omogućuju da se slobodno izraze i uživaju u onome što stvaraju.At the earliest age, preschool children express their first thoughts and wishes by reaching for art materials. Their creativity begins with fingerprints, taking a pen and leaving a mark on paper.
With this work, we wanted to step into the world of children's art through poetry and painting. Although the influence of Vesna Parun and Vincent van Gogh on the creativity of children has not been sufficiently explored in the literature, they have left us their legacy. The wealth of pictures and songs for children are an inexhaustible source that can be used for further readings.
Vesna Parun's poetry, in addition to enriching children's vocabulary, will stimulate their imagination and interest in flora and fauna. They will express the experienced verses through art activities with various art materials. It will be a real adventure like in the verses about the cats Džingiskan and Miki Trasi.
Vincent van Gogh, with his distinctive way of expression, paint and brush strokes, depicts his inner state, but the external reality as he sees it. In the same way, the child presents his inner state and observes the environment around him as he experiences it. The child is in certain developmental stages, but he also gives his personal stamp, which makes him special.
By observing, listening, imagining and involving all the senses, the child will create and express himself in his own way. Adults and a stimulating environment allow them to express themselves freely and enjoy what they create
Encouraging children's language development through reading and storytelling
No full textOvaj rad proučava kako različite vrste čitanja i pripovijedanja mogu poticati jezi ni razvoj djece, s posebnim naglaskom na čitanje teksta, čitanje pjesme i čitanje bajke. Svaka od ovih metoda ima specifične učinke na razvoj jezika kod djece, od poticanja mašte i kreativnosti do obogaćivanja vokabulara i razumijevanja jezičnih struktura. Da bi se dobio uvid u mogućnosti provođenja spomenutih metoda u dječjem vrtiću, za potrebe ovoga rada provedene su dvije aktivnosti dijaloškog čitanja u vrtićkoj skupini „Sovice", s djecom u dobi od 5 do 6 godina. U radu se donosi prikaz provedbe aktivnosti te uvid u praktičnu primjenu dijaloškog
čitanja i poticajnost te metode za jezični i ukupni razvoj djece. Pokazalo se da čitanje upućivačkog teksta pomaže djeci u logičkom razumijevanju i analizi, čitanje pjesama naglašava zvučne aspekte jezika i ritmičku svijest, dok čitanje bajki potiče emocionalni i kognitivni angažman kroz identifikaciju s pri ama i likovima. Brojna istraživanja pokazuju da kombinacija ovih triju načina čitanja može doprinijeti cjelokupnom jezičnom razvoju djece. Integracijom ovih metoda u svakodnevnu praksu odgojitelja, uzimaju i u obzir individualne potrebe i interese svakog djeteta, osigurava se za djecu bogatije i raznovrsnije iskustvo učenja te se potiče dječji jezični razvoj.This thesis studies how different types of reading and storytelling can stimulate children's language development, with a special emphasis on text reading, poem reading and fairy tale reading. Each of these methods has specific effects on language development in children, from stimulating imagination and creativity to enriching vocabulary and understanding language structures. In order to gain an insight into the possibilities of implementing the mentioned methods in a kindergarten, for the purposes of this work, two dialogic reading activities were conducted in the "Sovice" kindergarten group, with children aged 5 to 6 years. The paper provides a description of the implementation of the activity and an insight into the practical application of dialogical reading and the stimulation of the method for the language and overall development of children. Reading reference text has been shown to help children with logical comprehension and analysis, reading poems emphasizes the sound aspects of language and rhythmic awareness, while reading fairy tales encourages emotional and cognitive engagement through identification with stories and characters. Numerous studies show that the combination of these three ways of reading can contribute to the overall language development of children. By integrating these methods into the daily practice of educators, taking into account the individual needs and interests of each child, a richer and more diverse learning experience is ensured for children and children's language development is encouraged
Emotional regulation child athletes and children who are not athletes
No full textCilj ovog završnog rada bio je istražiti razlike u emocionalnoj regulaciji djece sportaša i nesportaša, načine na koji se nose s određenim situacijama, svakodnevnim situacijama te koliko se brzo oporavljaju od tih situacija i problemskih zadataka koji se nalaze ispred njih. Istraživanje je provedeno među 30 djece, od kojih je 15 sportaša i 15 nesportaša. Provedeno je metodom anketiranja, a u anketi su se nalazila 14 pitanja na koje se odgovaralo višestrukim izborom, odnosno s „gotovo uvijek/uvijek,“ „često,“ „ponekad“ i „rijetko/nikad.“ Rezultati su konvertirani u Excel tablicu kako bi se pomoću postotaka jasno vidjeli zaključci. Vidljivo je kako djeca sportaši bolje reguliraju emocije odnosno da im je emocionalna regulacija u maloj dobi bolje razvijena nego u nesportaša. Empatičniji su, bolje pokazuju emocije bile one pozitivne ili negativne te se rjeđe frustriraju i rjeđe imaju ispade bijesa ili ljutnje. Često je to tako jer su se u sportu upoznali s više situacija pa im je samim time iskustveno učenje bilo jače. Ništa od navedenog, naravno, ne zna i kako su djeca nesportaši zli ili neobazrivi, već da djeca sportaši pomoću određenih iskustava stvaraju benefite i razvijaju emocionalnu regulaciju više nego nesportaši.
Današnje vrijeme se označuje kao vrijeme sjedilačkog života kada odrasli, pa tako i djeca sve više slobodnog vremena provode na kaučima pred ekranima nego u sportskim aktivnostima. To rezultira nekvalitetnim načinom života, lošije prehrambene navike, nekretanje i ekranizacija uzrokuju lobije emotivno i mentalno stanje, iscrpljenost, umor i mnoge različite zdravstvene teškoće poput pretilosti i bolesti. Važno je djecu od malih nogu poučavati zdravim navikama i uključivati u sportske aktivnosti kako bi vodili što kvalitetniji život. Za njih je važno i da imaju dobre uzore u životu od kojih će to vidjeti, a samim time i provesti u svome životu.The goal of this final paper was to investigate the differences in the emotional regulation of children athletes and non-athletes, the ways in which they deal with certain situations, with everyday situations and how quickly they recover from these situations and the problematic tasks that they encounter. The research was conducted among 30 children, 15 of whom are athletes and 15 non-athletes. It was conducted using the survey method, and the survey contained 14 questions that were answered by multiple choice, which were "almost always/always," "often," "sometimes" and "rarely/never." The results were converted into an Excel sheet so that the conclusions were clearly demonstrated with the use of percentages. It can be seen that children athletes regulate their emotions better, that is, their emotional regulation is better developed at a young age than in non-athletes. They are more empathic, better at showing emotions, whether positive or negative, and are less often frustrated and less likely to have outbursts of anger or rage. This is often the case because they were introduced to various situations in sports, and as a result, their empirical learning was stronger. None of the above, of course, leads us to believe that children non-athletes are evil or careless, but it suggests that children athletes use certain experiences to create benefits and develop emotional regulation more than non-athletes.
Today's time is characterized as a time of sedentary life when adults, including children, spend more and more free time sitting on their couches in front of screens than doing sports. This results in a low-quality lifestyle. Poor eating habits, inactivity and long screen time deteriorate the emotional and mental state, and cause exhaustion, fatigue and many different health problems, such as obesity and other related diseases. It is important to teach children healthy habits from an early age and include them in sports in order to live a quality life. It is also important for them to have good role models in their lives from whom they will learn those habits, and, consequently, implement them into their own lives
Word games as an incentive for the linguistic development of children of early and preschool age
No full textS obzirom da je govor čovjekova sposobnost koja ga razlikuje od ostalih živih bića, u prvome poglavlju rada spominje se govor, osnovna razdoblja govora kao i faze predverbalnog razdoblja. U drugom dijelu ovoga rada govori se o usvajanju jezika kao i o obilježjima ranog usvajanja jezika. Za pravilan razvoj govora, okolina u kojoj dijete boravi ima veliku ulogu te se u drugom poglavlju, osim ranije navedenog, govori o ulogama odraslih u jezi no-govornom razvoju djece kao i razvoj govora od prve do šeste godine. Posebna pozornost posvećena je jezičnim igrama koje pomažu u razvoju jezi ne kompetencije, a posebice u razvoju jezično-komunikacijske kompetencije jer djeca oponašaju i svakodnevne situacije razvijaju svoje jezične sposobnosti. U posljednjem dijelu ovog rada opisano je istraživanje koje je provedeno među odgojiteljima cijele Hrvatske putem online obrasca – ankete s ciljem utvrđivanja važnosti primjene igara rije ima s djecom rane i predškolske dobi. Istraživanje je pokazalo da su igre riječima od iznimne važnosti na razvoj govora, pamćenja, razumijevanja, ali i za razvoj mašte i kreativnosti kod djece.Given that speech is a human ability that distinguishes it from other living beings, the first chapter of the paper mentions speech, the basic periods of speech as well as the phases of the pre-verbal period. The second part of this paper discusses language acquisition as well as the characteristics of early language acquisition. For the proper development of speech, the environment in which the child resides plays a major role, and in the second chapter, in addition to the previously mentioned, the roles of adults in the language and speech development of children as well as the development of speech from the first to the sixth year are discussed. Special attention is paid to language games that help in the development of language competence, and especially in the development of language and communication competence, because children develop their language abilities by imitating everyday situations. The last part of this paper describes the research that was conducted among educators from all over Croatia through an online form - a survey with the aim of determining the importance of using word games with children of early and preschool age. Research has shown that word games are extremely important for the development of speech, memory, understanding, but also for the development of imagination and creativity in children
Motor abilities of children aged 6 to 7 years
No full textU ovome radu opisuju se razvojne karakteristike djece koje su važne za poznavanje i istraživanje djetetovih motoričkih sposobnosti i poticanje rasta, razvoja i sazrijevanja istih. Motorički razvoj je važan za cjelokupni rast i razvoj djece predškolske dobi te se nedostatak tjelesne i motoričke aktivnosti ne može razviti u kasnijim životnim razdobljima u onolikoj kvaliteti kao u ranijem djetinjstvu. Naglašava se tjelesna aktivnost kao prevencija kroničnih bolesti te boljoj funkciji organa, organskih sustava i pokretnih sustava ljudskog organizma.
Istraživanje je provedeno u malom privatnom vrti u u Zagrebu na uzorku od 25 djece predškolske dobi od šest do sedam godina. Cilj istraživanja je bio istražiti i uvidjeti postoje li značajne razlike u motori kim sposobnostima između djevojčica i dječaka. Također je svrha istraživanja bila približiti djeci važnost tjelesne aktivnosti. Rezultati su pokazali kako su sva djeca ista te da ih se ne smije razlikovati prema spolu. Svako dijete je individua, ali su svi zajedno isti te ih se ne smije posebno izdvajati prema određenim vjerskim, kulturnim, spolnim ili drugim karakteristikama ili mogućnostima. Motoričke sposobnosti u djece predškolske dobi, prema određenim mjerama za određenu uzrasnu dob, pokazale su veliku spremnost djece, u manjim količinama odstupanja.This research paper describes the developmental characteristics of children that are important for knowing and researching the child's motor skills and encouraging their growth, development and maturation. Motor development is important for the overall growth and development of preschool children, and the lack of physical and motor activity cannot be developed in the later periods of life in the same quality as in earlier childhood. Physical activity is emphasized as prevention of chronic diseases and better function of organs, organic systems and movement systems of the human body.
The research was conducted in a small private kindergarten in Zagreb on a sample of 25 preschool children aged six to seven. The goal of the research was to see the motor readiness of children, that is, to assess the motor abilities of preschool children. Also, the purpose of the research was to bring children closer to the importance of physical activity. The results showed that every child is individual and that there is no child who knows and can do everything. Motor abilities in preschool children, according to certain measures for a certain age, showed a great readiness of children, in smaller amounts of deviations
Emotion regulation of preschool children: educator's perspective
No full textEmocionalna regulacija u predškolskoj dobi ključna je za cjelokupni razvoj djece, a budući da djeca veliki dio vremena provode u vrtiću, cilj istraživanja bio je ispitati perspektivu odgojitelja o važnosti nekih aspekata emocionalne regulacije. Kroz pet polustrukturiranih intervjua s odgojiteljima iz dvaju vrtića, istraženo je njihovo shvaćanje važnosti emocionalne regulacije, njihove reakcije na dječje neugodne emocije te način na koji doživljavaju povezanost obiteljskog okruženja s emocionalnom regulacijom djece. Na temelju transkripata intervjua provedena je tematska analiza. Rezultati pokazuju da odgojitelji prepoznaju važnost emocionalne regulacije koja je usko povezana s podrškom obitelji i okoline. Djeca koja uspješnije reguliraju emocije razvijaju kvalitetnije socijalne interakcije i odnose s vršnjacima, dok individualne razlike u regulaciji emocija pripisuju temperamentu, osobinama ličnosti i dinamici unutar obitelji. Reakcije odgojitelja na dječje neugodne emocije uključuju različite strategije kao što su postavljanje jasnih granica i pravila, prepoznavanje i imenovanje emocija te pružanje podrške i utjehe tijekom procesa izražavanja neugodnih emocija. Po potrebi, odgojitelji u tom procesu koriste i različite „distraktore“ poput crtanja, igranja ili fizičkih aktivnosti, ali i fizički odijeljenih prostora kao što su „kutak za smirenje“ ili „kutak za ljutnju“. Odgojitelji također primjećuju da djeca koja svjedoče obiteljskim konfliktima često imaju poteškoće u regulaciji emocija, što se može manifestirati kroz agresivno ponašanje, potiskivanje emocija ili socijalno povlačenje. S druge strane, roditelji su model i postavljaju povoljne uvjete za uspješno razumijevanje i izražavanje emocija. Odgojitelji primjećuju da svaka promjena u obitelji, pozitivna ili negativna, može utjecati na dječje emocionalno stanje. Posebno u takvim situacijama, djeci se treba pružiti dodatna podrška kako bi se suočila s novom životnom situacijom i prihvatila je. Dobiveni rezultati dio su iskustva ispitanih odgojitelja te mogu pomoći odgojiteljima i roditeljima u podržavanju emocionalnog razvoja djece.Emotional regulation at preschool is crucial for the overall development of children. Since children spend a significant amount of time in kindergartens, this research examined educators' perspectives on the importance of some aspects of emotional regulation. Through five semistructured interviews with educators from two kindergartens, the study explored their understanding of the importance of emotional regulation, their responses to children's negative emotions, and their perception of the connection between the family environment and children's emotional regulation. A thematic analysis was conducted based on the interview transcripts. The results show that educators recognize the importance of emotional regulation, which is closely linked to family and environmental support. Children who regulate their emotions more effectively develop higher-quality social interactions and relationships with peers, while individual differences in emotion regulation are attributed to temperament, personality traits, and family dynamics. Educators’ responses to children's negative emotions include various strategies, such as setting clear boundaries and rules, recognizing and naming emotions, and providing support and comfort during the process of expressing negative emotions. If necessary, educators use different "distractors" in this process, such as drawing, playing, or physical activities, as well as physically separated spaces like a "calm-down corner" or an "anger corner." Educators also observe that children who witness family conflicts often struggle with emotion regulation, which can manifest as aggressive behavior, emotional suppression, or social withdrawal. On the other hand, parents serve as models and create favorable conditions for successful understanding and expressing emotions. Educators note that any change in the family, whether positive or negative, can affect the child’s emotional state. Particularly in such situations, children need additional support to cope with the new life situation and accept it. The obtained results reflect the experiences of the interviewed educators and can assist both educators and parents in supporting the emotional development of children
Motivation and work engagement of educators
No full textMotivacija odgojitelja složen je i promjenjiv konstrukt koji pojedinca navodi na profesionalno djelovanje. Razumijevajući proces aktualizacije pojedinca, uviđa se zahtjevnost razvijanja vlastitih kapaciteta unutar sustava ranog i predškolskog odgoja i obrazovanja. Nacionalnim i međunarodnim uredbama nastoji se odgovoriti na aktualne probleme manjka odgojitelja na brz način. Tako dolazi do propusta zbog nedonošenja holističkih mjera. Ovim radom nastoji se sagledati pojavnost radne učinkovitosti i razumjeti motiviranost odgojitelja unutar sustava s obzirom na dostupnost radova i provedenih istraživanja. Radna učinkovitost kreatorima odgojno-obrazovnog procesa osigurava održavanje vlastitog zdravlja tijekom osmišljavanja kvalitetnog procesa kojim se pravovremeno odgovara na djetetove potrebe i na zadovoljstvo odgojitelja. Također radna učinkovitost odgojitelja ostvaruje dobrobiti za dijete koje je uključeno u sam proces. Cilj provedenog istraživanja bio je utvrditi odgojiteljevu motivaciju za rad i pojavnost učestalosti njegove unesenosti u odgojno-obrazovnom radu. Istraživanjem se nastoje detektirati karakteristike odgojitelja koje su povezane s postizanjem radne učinkovitosti kroz segment unesenosti. Jednako tako radom se nastoje sagledati demografske varijable koje su povezane s vrstom motiviranosti pojedinca. Sudionici u istraživanju bili su odgojitelji s razvijenom digitalnom kompetencijom i pristupom internetu (N = 221) iz Republike Hrvatske. Prikupljeni su podaci obrađeni te je provedena korelacijska analiza utvrđivanjem Spearmanova koeficijenta korelacije. Nije utvrđena značajna povezanost
vrsta motivacije sa stupnjem inicijalnog obrazovanja, godinama života i godinama staža odgojitelja. U daljnjoj obradi podataka nije uočena povezanost pojave unesenosti i stupnja obrazovanja. Uočeno je postojanje pozitivne povezanosti pojave unesenosti s obzirom na godine života i godine staža. Odgojitelji s porastom godina staža i u kasnijoj životnoj dobi češće su uneseni pri obavljanju profesionalnog rada.An educator’s motivation is a complex and variable construct that steers an individual on his professional journey. Self-actualisation is difficult to achieve in the early childhood education system because regulations on the national and international level strive to solve the problem of educator shortage quickly which results in the issue not being solved holistically. This paper aims to understand the motivation and to illustrate the appearance of work engagement of educators within the early childhood education system, comparing it against the already existing data. Work engagement ensures that the creators of the educational process maintain their health while designing a high-quality educational process that responds to children’s needs. This engagement not only results in the educator’s satisfaction but that of the child as well. This research aimed to determine educators’ motivation and the rate of their absorption in educational work. Moreover, the aim was to detect the traits that educators might possess that are related to the achievement of work engagement through work absorption. The demographic variables were also assessed to see whether they are related to the type of individual’s motivation. The participants in the research were Croatian educators with Internet access and developed digital competencies (N=221). The collected data were processed, and the Spearman Rank-Order Correlation was used for its analysis. No significant correlation was detected between types of motivation and participants’ education level, age, or years of experience. Moreover, no correlation was observed between the occurrence of work absorption and the level of education. However, a positive correlation was observed between the occurrence of absorption and participants’ age and years of experience. Those educators with more experience and at a later age showed to be more absorbed in their professional work
The Influence of Judo Training Process on Preschool Children
No full textGlavni cilj istraživanja bio je utvrditi postoje li pozitivni učinci na djecu predškolske dobi koja su uključena u treninge juda dva puta tjedno u trajanju od 50 minuta.
Sudionici istraživanja bili su članovi jednog zagrebačkog judo kluba. Broj ispitanika činilo je 18 djece, 5 djevojčica te 13 dječaka u dobi od 6 godina. Prvi krug testiranja proveden je u sije nju 2024. godine, a drugi krug u lipnju 2024. Testovi su se sastojali od provjere izvedenih trbušnjaka i čučnjeva, tappinga te vježbe korak dokorak. Dobiveni rezultati prikazani su uz pomoć deskriptivne statistike i t-testa.
Glavni rezultati istraživanja pokazali su kako su se djeca u drugom krugu testiranja poboljšala u izvedbama testiranih vježbi.
S obzirom na rezultate istraživanja, može se zaključiti da uz redovite judo treninge dva puta tjedno, djeca napreduju u svojim izvedbama.The main objective of the study was to determine whether there were any positive effects on preschool children who were involved in 50-minute judo training twice a week.
Participants in the study were members of a Zagreb judo club. The study included 18 children, 5 girls and 13 boys, aged 6. The first round of testing was carried out in January 2024 and the second round in June 2024. The tests consisted of checking the abdominals and squats, tapping, and doing step-by-step exercises.
The results obtained are presented by means of descriptive statistics and a t-test. The main results of the study showed that children in the second round of testing improved in the performance of the exercises tested.
In view of the results of the study, it can be concluded that with regular judo training twice a week, children improve in their performance
Methods of education and behavior modification in early and preschool education, analysis of preferences and application
No full textOvaj diplomski rad istražuje metode odgoja i modifikacije ponašanja u ranom i predškolskom odgoju u Hrvatskoj. Teorijski okvir obuhvaća pregled ključnih koncepata vezanih uz dječje ponašanje, uključujući mehanizme učenja, emocionalne teškoće i hiperaktivnost, s naglaskom na sociokulturnu teoriju Vigotskog i teoriju socijalnog učenja Bandure.
Unatoč važnosti pravilne primjene metoda modifikacije ponašanja, postoji nedostatak istraživanja o stvarnoj praksi i stavovima odgojitelja u Hrvatskoj prema ovim metodama.
U istraživanju je sudjelovalo 50 odgojitelja iz hrvatskih vrtića. Korišten je online upitnik za prikupljanje podataka o učestalosti primjene različitih metoda, stavovima odgojitelja prema njima te utjecaju radnog iskustva na njihov izbor.
Rezultati pokazuju da odgojitelji najčešće koriste pozitivne metode poput pohvala (92%) i preusmjeravanja pažnje (86%), dok time-out primjenjuju rjeđe (22%). Iskusniji odgojitelji koriste širi raspon metoda, uključujući i manje popularne poput time-outa. Odgojitelji smatraju pozitivno pojačanje najučinkovitijom metodom (94%), dok su time-out procijenili kao manje korisnim (32%). Glavni izazovi uključuju nedostatak vremena za individualni rad u većim grupama, teškoće u održavanju dosljednosti i nedostatak resursa.
Rad doprinosi boljem razumijevanju učinkovitih strategija u radu s djecom rane i predškolske dobi te naglašava potrebu za kontinuiranim profesionalnim razvojem odgojitelja u podru ju metoda odgoja i modifikacije ponašanja. Rezultati ukazuju na važnost prilagodbe ovih metoda specifičnom kontekstu i individualnim potrebama djece.This thesis investigates methods of education and behavior modification in early and preschool education in Croatia. The theoretical framework includes a review of key concepts related to child behavior, including learning mechanisms, emotional difficulties, and hyperactivity, with a focus on Vygotsky's sociocultural theory and Bandura's social learning theory.
Despite the importance of proper application of behavior modification methods, there is a lack of research on the actual practices and attitudes of educators in Croatia regarding these methods. The study involved 50 educators from Croatian preschools. An online questionnaire was used to collect data on the frequency of various methods' application, educators' attitudes towards them, and the impact of work experience on their choices.
The results show that educators most frequently use positive methods such as praise (92%) and redirection (86%), while time-out is applied less frequently (22%). More experienced educators use a broader range of methods, including less popular ones like time-out. Educators consider positive reinforcement the most effective method (94%), while time-out is rated as less useful (32%). Major challenges include lack of time for individual attention in larger groups, difficulties in maintaining consistency, and lack of resources.
The study contributes to a better understanding of effective strategies in working with early and preschool-aged children and highlights the need for ongoing professional development for educators in the area of education and behavior modification methods. The results emphasize the importance of adapting these methods to the specific context and individual needs of children