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A Comparative Study Of The Educational Systems In The Republic Of Croatia And Austria
No full textTema ovog diplomskog rada je Usporedba odgojno-obrazovnih sustava Republike Hrvatske i Austrije. Odgojno-obrazovni sustav mogli bismo definirati kao skup ustanova koje zajednički sudjeluju u odgojno-obrazovnim zadacima pojedine države. Obuhvaća osnovno, srednje, više i visoko obrazovanje. Svaki se odgojno-obrazovni sustav razlikuje po samom sustavu obrazovanja, načinu provođenja nastave i broju obaveznih godina obrazovanja. Diplomski rad sastoji se od teorijskog djela i kvalitativnog istraživanja. U teorijskom djelu obrađeni su odgojno-obrazovni sustavi Republike Hrvatske i Austrije zasebno te su naknadno uspoređivani. Drugi dio diplomskog rada odnosi se na kvalitativno istraživanje. Cilj istraživanja bio je uvidjeti sličnosti i razlike u stavovima i razmišljanjima učitelja hrvatskih i austrijskih odgojnoobrazovnih sustava. Kvalitativnom metodom se želio ispitati stav učitelja o vlastitom obrazovnom sustavu i njihovo iskustvo s radom u školskim ustanovama i zajednicama. Željele su se uvidjeti promjene koje bi učitelji uveli u obrazovanje te što smatraju prednostima i nedostacima vlastitih obrazovnih sustava. Za istraživanje su odabrana 5 sudionika iz hrvatskog odgojno-obrazovnog sustava te 4 sudionika iz austrijskog odgojno-obrazovnog sustava. Osam od devet ispitanika trenutno radi na mjestu učitelja ili profesora u osnovnoj ili srednjoj školi, a jedan ispitanik radi na mjestu ravnatelja koji je prijašnjih godina bio u ulozi učitelja osnovne i srednje škole. Za provedbu istraživanja korišten je strukturirani intervju. Ispitanicima je zajamčena anonimnost te im je omogućeno slobodno i neometano odgovaranje na postavljena pitanja prilikom intervjuiranja.The educational system can be defined as a set of institutions that collectively participate in the educational tasks of each country. It includes primary, secondary, higher, and tertiary education. Each educational system differs in its educational structure, teaching methods, and the number of compulsory years of education. The thesis consists of a theoretical part and qualitative research. The theoretical part covers the educational systems of the Republic of Croatia and Austria separately, followed by a comparative analysis. The second part of the thesis focuses on qualitative research. The aim of the research was to identify similarities and differences in the attitudes and perspectives of teachers in the Croatian and Austrian educational systems. Qualitative methods were used to explore teachers' attitudes toward their own educational system and their experience in school institutions and communities. The study sought to identify changes that teachers would introduce into education and what they perceive as advantages and disadvantages of their own educational systems. Five participants from the Croatian educational system and four participants from the Austrian educational system were selected for the research. Eight out of nine participants currently work as teachers or professors in primary or secondary schools, while one participant works as a principal who previously held positions as a teacher in primary and secondary school. A structured interview was conducted for the research. Participants were guaranteed anonymity and provided with the opportunity to freely and openly respond to the questions during the interview
The impact of a communication-rich environment on English language acquisition in kindergarten
No full textCilj ovoga rada je istaknuti važnost poticajnog jezično-komunikacijskog okružja na djetetovo učenje u ranoj i predškolskoj dobi. U radu je opisana važnost ranoga odgoja i obrazovanja, potreba za komunikacijom od najranije dobi te osnovne karakteristike razvoja
djetetova govora. Nadalje, opisan je razvoj komunikacije na engleskom kao stranom jeziku uz prikaz važnosti uloge odgojitelja i vršnjaka. U radu se posebno naglašava važnost stvaranja poticajnog okružja za komunikaciju na engleskom jeziku u dječjem vrtiću, što osim odgojitelja i djece uključuje planiranje i provedbu aktivnosti vezanih za samo učenje. Neki od značajnih materijala i aktivnosti vezani su uz književne oblike za djecu na engleskom jeziku kao što su pjesmice, malešnice i brojalice, te priče i slikovnice koje obogaćuju djetetov rječnik i olakšavaju ovladavanje relevantnim jezičnim djelatnostima te pomažu u razvoju plurikulturalne
osviještenosti.The objective of this thesis is to underline the importance of a language and communication-rich environment on children's learning in early childhood and preschool age. The thesis describes the importance of early childhood education, the need for communication from an early age, and the basic characteristics of a child's speech development. Furthermore, the development of communication in English as a foreign language is described along with the importance of the role of educators and peers. The thesis particularly emphasizes the importance of creating communication-rich environment in the English language in kindergarten, which, in addition to educators and children, also includes the planning and implementation of activities related to learning itself. Some of the significant materials and activities are related to children's literature in English, such as songs, nursery rhymes, counting-out rhymes, or stories and picturebooks that enrich the child's vocabulary and facilitate the acquisition of relevant language skills and help develop pluricultural awareness
Picture book as a stimulus for language development
No full textSlikovnica je prva knjiga s kojom se dijete susreće, a obogaćena je ilustracijama i tekstom. Čitanje slikovnica potiče kod djece razvoj govora, mašte, kreativnosti i pamćenja. Osim toga, stvara se i povezanost između roditelja i djeteta, odnosno odgojitelja i djeteta. U teorijskome dijelu ovoga rada govori se općenito o slikovnici, vrstama slikovnica i funkcijama slikovnica u jezičnome razvoju djece. Da bi slikovnica poticala razvoj govora, spoznaje i emocija, ona mora biti primjerena djetetovoj dobi i interesima. Nadalje, govori se o karakteristikama govornoga razvoja i ulozi odgojitelja i okruženja u jezičnome razvoju. Potrebno je osigurati poticajno okruženje koje će djecu poticati na istraživanje i otkrivanje, kao i na međusobnu suradnju.
U istraživačkom dijelu rada provedeno je istraživanje pet slikovnica namijenjenih djeci do 2. godine života. Istraživanje je provedeno u programu Sceetch Engine, a istraživalo se koji je broj riječi i rečenica u pojedinim slikovnicama te koje su najčešće imenice, glagoli i pridjevi. Rezultati istraživanja pokazuju da slikovnica „Medo Bruno u vrtiću‟ ima najveći prosječni broj riječi u rečenici, ali najmanji ukupan broj riječi. S druge strane, slikovnica „Što radi Pino?‟ ima najmanji prosječni broj riječi u rečenici, ali najveći broj rečenica. Najveći broj riječi, imenica, glagola i pridjeva ima slikovnica „Miffy na snijegu‟. Od imenica se najviše pojavljuju vlastite imenice, a od glagola, najčešći je glagol biti. Što se tiče pridjeva, oni se pojavljuju u manjoj mjeri. Svi dobiveni podatci prikazani su u tablicama.The picture boo kis the first book a child encounters, and it is enriched wit illustrations and text. Reading picture books encourages the development of speec, imagination, creativity and memory in cildren. In addition, a connection is created between parent and child, that is, educator and cild.
In te theoretical part of this paper, we talk about picture books in general, the types of picture books and the functions of picture books in cildren´s linguistic development. In order for the picture book to encourage the development of speech, cognition and emotions, it must be appropriate for the child´s age and interests. Furthermore, the characteristics of speech development and the role of educators and the environment in language development are discussed. It is necessary to provide a stimulating environment that will encourage children to research and discover, as well as mutual cooperation.
In the research part of the work, a study of five picture books intended for children up to 2 years of age was carried out. The research was conducted in te Sceetch Engine program, and the number of words and sentence sin individual picture books was investigated, and which nouns, verbs and adjectives are most common. The research results show that the picture book „Medo Bruno u vrtiću‟ has the highest average number of word sin a sentence, but the lowest total number of words. On the other hand, the picture book „Što radi Pino?‟ has the lowest average number of words per sentence, but the highest number of sentences. The picture book „Miffy na snijegu‟ has the largest number of words, nouns, verbs and adjectives. Of the nouns, proper nouns appear the most, and of the verbs, the most common is the verb to be. As for adjectives, they appear to a lesser extent. All obtained dana are presented in tables
Drama techniques in teaching mathematics
No full textDramska pedagogija polako, ali sigurno pronalazi sve važniju ulogu u suvremenom odgojno-obrazovnom sustavu. Većina roditelja, a samim time i djece, smatra kako polaskom u školu dolazi kraj djeci najprirodnije aktivnosti, igri. Dramski odgoj, između ostaloga, podrazumijeva uporabu drame kao metoda učenja i poučavanja. Cilj jednoga od dramskopedagoških područja jest dramskim aktivnostima ostvariti razvojne, obrazovne, samospoznajne i brojne druge ciljeve. Međutim, unatoč prepoznatim dobrobitima dramskoga odgoja u nastavi, brojna istraživanja pokazala su kako se dramske tehnike uglavnom vežu uz nastavu Hrvatskog jezika. Stoga je glavni cilj ovoga rada bio predstaviti uporabu dramskih tehnika u nastavi Matematike. U radu je prikazan pregled literature iz područja dramske pedagogije te istraživanje provedeno s učenicima osnovne škole. Istraživanje je provedeno s učenicima četvrtih razreda (fokus-skupine) s ciljem istraživanja njihovog mišljenja o korištenju dramskih tehnika u nastavi Matematike. Rezultati su obrađeni kvalitativnom metodom. Pokazalo se da se mišljenja učenika ne razlikuju bez obzira na to kojem razrednom odjelu pripadaju. Iako učenici cijene tradicionalan način nastave i smatraju da im zapisivanje podataka puno znači, izrazili su želju i volju za sudjelovanjem i ovakvom način izvođenja nastave te smatraju da bi povremeno uvođenje ovakvih sati doprinijelo većem zanimanju za matematiku.Drama pedagogy is slowly but surely finding an increasingly important role in the contemporary educational system. Most parents, and therefore children, believe that the most natural activity for children, a play, ends as soon as they start to go to school. Drama education, among others, implies the use of drama as the methods of learning and teaching. The aim of one of the areas of drama pedagogy is to achieve developmental, educational, self-knowledge and many other goals through drama activities. However, regardless of the recognized benefits of drama education in classes, numerous studies have shown that drama techniques are mostly associated with the teaching of the Croatian language. Therefore, the main goal of this paper was to present the use of dramatic techniques in Mathematics teaching. The paper presents a literature review in the field of drama pedagogy and research conducted with the elementary school students. The research was conducted with fourthgrade students (focus group) with the aim of investigating their opinion on the use of drama techniques in teaching Mathematics. The results were processed using a qualitative method. It was shown that the students' opinions do not differ regardless of which class section they belong to. Although the students appreciate the traditional way of teaching and think that writing down data means a lot to them, they expressed their desire and willingness to participate in this way of teaching and think that the occasional introduction of such classes would contribute to a greater interest in mathematics
Validation of Motivational Factors in Physical Education
No full textCilj istraživanja bio je odrediti utjecaj poticajnih čimbenika u nastavi tjelesne i zdravstvene kulture kroz interventni program (IP) Forma na pozitivna psihološka stanja kod adolescenata. IP Forma je dizajniran prema cjelovitoj paradigmi u kojoj tijelo i um čine koherentnu cjelinu.
Utjecaj IP Forma mjerio se skalama za usredotočenu svjesnosti, temeljne psihološke potrebe i motivaciju na satu Tjelesne i zdravstvene kulture. Istraživanje se provelo na uzorku od 121 sudionika adolescentne dobi (od 14. do 15. god.) O. Š. „Isak Samokovlija” u Sarajevu (Bosna i Hercegovina), koji su bili podijeljeni u dvije skupine, eksperimentalnu i kontrolnu u odnosu 50% prema 50%. Eksperimentalna skupina je sudjelovala u IP Forma četiri tjedna, tri sata tjedno, a kontrolna je sudjelovala uobičajenom programu rada bez intervencija. Nakon provedbe inicijalnog i finalnog mjerenja urađena je statistička analiza deskriptivnih karakteristika i ponovljena mješovita ANOVA. Rezultati inicijalnog mjerenja pokazali su da je riječ o ravnomjernom početnom stanju. Rezultati finalnog mjerenja su pokazali da postoje statistički značajne interakcije i razlike između eksperimentalne i kontrolne skupine u smjeru eksperimentalne skupine za usredotočenu svjesnost i motivaciju, točnije smanjenje negativnih dimenzija motivacije samoodređenja (amotivacija, eksterna i introjektivna regulacija) na satu Tjelesne i zdravstvene kulture. Za zadovoljenje i smanjenje frustracije temeljnih psiholoških potreba i cjelovito iskustvo motivacije zapaženi su pozitivni pomaci u smjeru eksperimentalne skupine, ali ne na nivou značajnih statističkih interakcija. Ovim rezultatima je pokazano da IP Forma s poticajnim čimbenicima ima pozitivan utjecaj na poticanje spomenutih pozitivnih psiholoških stanja kod adolescenata kao prediktora doživljaja smisla i svrhe.
Znanstveni doprinos je u otkrivanju i kategorizaciji poticajnih čimbenika za tjelesni i mentalni aspekt kroz cjelovitu paradigmu. IP Forma može doprinijeti boljoj usredotočenoj svjesnosti i motivaciji učenika za aktivnosti na satu Tjelesne i zdravstvene kulture pa time i suočavanju s izazovima tjelesnog i mentalnog zdravlja zbog općeg smanjenja tjelovježbe kod mladih u svakodnevnom životu. Rezultati doprinose klasifikaciji poticajnih čimbenika kroz poticajne čimbenike za tijelo, um, dušu i duh, u predloženom modelu Paradigme cjelovite edukacije. Rezultati pokazuju da interventni program na ovim osnovama može biti sredstvo za poticaj pozitivnih psiholoških stanja kod učenika. Zbog standardizacije IP, buduća istraživanja trebalo bi provesti s većim brojem ispitanika i u različitim geografskim oblastima uzimajući u obzir potrebnu pripremu i trening edukatora.The study aimed to determine the influence of motivational factors in the teaching of physical education through the intervention program (IP) Forma on positive psychological states in adolescents. IP Forma is designed according to a holistic paradigm in which body and mind form a coherent whole.
At the beginning of the theoretical part of the study, three fundamental terms were defined: (1) motivational factors; (2) motivational factors in the context of physical and health education; and (3) motivational factors in the context of Holistic education.
(1) Motivational factors are techniques and strategies that aim to foster positive psychological states. This research delves into how motivational factors impact mindfulness, self-determination motivation, satisfaction of psychological needs, and holistic experience of motivation within the Forma intervention program in physical education. These positive psychological states serve as indicators and predictors of experiencing a sense of meaning and purpose. The use of effective motivational factors is intended to cultivate these positive states and, in turn, enhance a sense of meaning and purpose. This exploration of motivational factors draws from scientific and philosophical research and is exemplified through a case study involving the Forma intervention program, which is founded on this research. Examples of motivational factors are physical exercise, reading the great books, writing (e.g., creative, journaling), dialogue, mindfulness, and prayer.
(2) Motivational factors in physical and health education have been explored in depth by Edin Branković and his colleagues since 2014, aligning with the current trend in educational research emphasizing the importance of spiritual development in Positive Youth Development. The study of motivational factors in physical education is driven by two key factors: Firstly, the recognized link between physical well-being and the positive impact of physical activities on individuals; and secondly, concerns over the declining physical activity and motor skills of students due to a sedentary lifestyle and the prevalence of “absence of meaning,” “spiritual crisis,” “nihilism”, and “emptiness.” These negative psychological states manifest as a lack of mindfulness, unmet psychological needs, amotivation, and a sense of meaninglessness, leading to complex mental and physical conditions like boredom, apathy, anxiety, depression, sexual misconduct, usage of psychoactive substances, etc. Global research, such as the Teen Voice study, highlights that activities like sport and physical exercise, art, and mindful use of technology are effective in promoting positive emotional states and fostering a sense of purpose and personal values, thereby reducing negative psychological states. Over the last two decades, traditional practices—also called “spiritual exercise”—like mindfulness and prayer have gained traction in neuroscience research due to their positive impact on well-being. Overall, this raises the question of identifying motivational factors to address the evolving needs of modern education, necessitating a shift in both theoretical frameworks and practical approaches to fulfill students’ real needs, restructuring and renovating the educational process. The term “education” (from the Latin educare) has been approached in its essential meaning which encompasses both character nurturing and skill development, as elaborated in the chapter on the Holistic education paradigm.
(3) Motivational factors in Holistic education encompass a comprehensive approach to individuals that goes beyond solely physical and mental aspects. A reductionistic approach has been identified as a key contributor to health and existential challenges, as evidenced by scientific research and philosophies of science and education. Contemporary integrated studies emphasize the importance of spiritual development and meaning in both education and life, moving away from a reductionist view of spirituality. A holistic approach considers the human being as an integral whole comprised of body, soul, and spirit (intellect), with each aspect interconnected and influencing the others. In different languages, they are the Greek
sōma, psyche, pneuma (nous); the Latin corpus, anima, spiritus (intellectus); the Chinese Shēn / hsen, ling, shén; the Arabic jism, nafs, rūḥ (ʿaql); and the Croatian tijelo, duša, duh (um). Mind or reason is the content of the soul according to this perspective. Said holistic approach forms the foundation of the Holistic education paradigm advocated in this research, which identifies motivational factors aligned with these aspects, drawing on scientific and philosophical research to describe and explore them individually and in their interconnected contexts. That is to say, the application of motivational factors to one aspect impacts other aspects as well. A teaching model incorporating these factors was developed and implemented in the Forma intervention program as part of this study. According to the Holistic education paradigm, the goal of the educational process is to inspire and motivate personal transformation in students, fostering awareness of choices and responsibility, known as conscience, intellection, and intellectual intuition. Such heightened awareness leads to insights into personal relationships with others, objects, and oneself, facilitating personal growth and self-transcendence toward experiencing meaning and purpose. This transformative process also results in the manifestation of positive psychological states, as outlined in contemporary positive psychology, as well as broader soul states encompassing virtues, character development, and the embodiment of metaphysical principles which are outlined in premodern and traditional psychology. Until recently, for instance, cultivation of virtues, mindsets, and character traits have been viewed mostly as abstract concepts related solely to philosophy and theology. However, contemporary integrative research emphasizes the positive impact of such cultivation of the aforementioned aspects in various practices, like mindfulness, which belong to motivational factors in this research. They are also called “spiritual,” “meditative”, and “contemplative” practices in different traditions, for example in Hinduism, Buddhism, Judaism, Christianity, or Islam. These practices have garnered scientific and philosophical interest on account of their rootedness in living traditions, their positive influence on well-being, as well as the prevailing health crisis. Therefore, these practices and a holistic perspective have been approached here from a traditional point of view, meaning the admittance of metaphysical principles found in authentic spiritual and wisdom traditions. Contemporary studies often overlook or ignore the roots of the practices of the wisdom traditions and tend to uproot and syncretize them, which can be misleading and counterproductive. Accordingly, the Holistic education paradigm underscores the importance of cultivating awareness to recognize the sacred in all aspects of life through the application of motivational factors, thereby fostering positive psychological states, a sense of meaning and purpose, while strengthening conscience within individuals.
In the subsequent theoretical sections, comprising ten chapters, a detailed exposition of the Holistic paradigm and the Holistic education paradigm—forming the conceptual foundation of the IP Forma—is provided. Initially, the interconnection between kinesiology and holistic education research is elucidated, highlighting the integrative research requirements in kinesiology that encompass psychology, pedagogy, neuroscience, and medicine. The overarching goal was to broaden kinesiology research horizons and address contemporary challenges in physical education, notably the lack of motivation for physical activity and the absence of meaningful experiences in the educational domain. The potential for a new paradigm in kinesiology education is explored, critiquing the prevailing modernist and scientific reductionism which impacts the contemporary understanding of kinesiology, sports, and exercise. The reductionist perspective is critiqued for its limitations in addressing existential concerns such as inner emptiness and existential anxiety, “nihilism”, and “existential vacuum”, as articulated by philosophers like Søren A. Kierkegaard (d. 1855), Friedrich Nietzsche (d. 1900), and Viktor Frankl (d. 1997). The necessity for a paradigm shift is underlined by insights from neuroscience, the resurgence of traditional physical disciplines like yoga and tai chi, and the growing interest in meditative practices like mindfulness.
Preceding the delineation of the new paradigm, historical perspectives in terms of “holistic education” were discussed, encompassing premodern traditions, living traditions, and modern educational reform movements. The narrative delves into the challenges posed by dualism and scientific reductionism, advocating for the integration of spirituality, spiritual development, and meaning into contemporary education. The complexities of spiritual discourse in the “new age” era and the implications of reducing the soul to mere “mental” or “psychic” facets are critically examined, attributing these phenomena to the neglect of traditional psychology. Also, drawing on Viktor Frankl’s existentialist philosophy and logotherapy, the narrative emphasizes the significance of traditional psychology or pneumatology (literally, “knowing the spirit” or “knowledge of the spirit”) in counteracting the causes and effects of scientific reductionism on understanding the human being.Logotherapy represents a way of approaching the importance of traditional psychology to the man of the secular age which is marked by scientific reductionism. Traditional psychology (pneumatology) as metaphysical knowledge of authentic tradition goes into much further detail as regards spiritual development, but in any case offers a theory and practice necessary to live healthily and to find meaning and purpose. Both logotherapy and traditional psychology underscore the holistic nature of human existence, wherein the spiritual dimension plays a pivotal role in the pursuit of meaning. This holistic perspective aligns with the shared belief that humans are driven by a profound quest for meaning and the sacred, echoing the etymological connection between “health” and “holy.” Frankl puts it in a way that human beings are essentially determined not by the need for pleasure and power, but by the “will to meaning.” The discussion also touches upon the concept of spiritual exercises as articulated by Pierre Hadot, advocating for the practical application of theoretical frameworks to bridge the gap between theory and practice in academia. Ultimately, the Holistic paradigm and the Holistic education paradigm aspire to establish a symbiotic relationship between theory and practice within educational contexts.
The Holistic paradigm articulated in this research underscores the interconnectedness of the human being under the aspects “body and mind,” or “body, reason, soul, and spirit.” This paradigm draws inspiration from diverse philosophical perspectives, including the philosophy of nothingness of the Kyoto School, whose main representatives are Kitarō Nishida (d. 1945), Hajime Tanabe (d. 1962), and Keiji Nishitani (d. 1990); the perennial philosophy of the traditionalist school represented by René Guénon (d. 1951), Ananda K. Coomaraswamy (d. 1947), Titus Burckhardt (d. 1984), Frithjof Schuon (d. 1998), Martin Lings (d. 2005), Huston Smith (d. 2016), William Stoddart (d. 2023), and Seyyed H. Nasr; and Oriental philosophy as expounded by Toshihiko Izutsu (d. 1993). These philosophical frameworks address contemporary challenges while offering traditional wisdom to navigate modern complexities. Central themes such as faith, conscience, freedom, responsibility, and authentic religiosity related to traditional metaphysics are highlighted as pivotal elements in fostering meaning, purpose, and spirituality. At the same time, they provide guidance in overcoming negative mental and psychological states prevalent today overall and in educational systems. Also, their commonality is that the traditional approach to theory and practice serves as a conduit for spiritual growth, reinforcing conscience, facilitating personal connection with the divine, and promoting deeper introspection.
Based on such a foundation, the Holistic paradigm integrates traditional principles and theory into daily activities which can catalyze spiritual advancement and encourage individuals to reflect more profoundly on their existence. It also integrates traditional spiritual practices along with other practices summed under the term “motivational factors” tailored to each aspect of the human constitution, while being aware of the pitfalls of scientific reductionism and syncretism that often overshadow the significance of tradition and spirituality. The Holistic education paradigm is therefore introduced in this research as an educational approach centered on nurturing all aspects of the human self through the application of theory and practice regarding motivational factors. Accordingly, these applications of the factors aim to cultivate an atmosphere and state where students are receptive to uncovering meaning and purpose throughout their educational journey by fostering states like mindfulness, psychological fulfillment, self-determination, and motivation. Such education is envisioned as a dual process of “exteriorization of the inner” and “interiorization of the outer,” emphasizing the traditional perspective of harmonizing
internal and external growth.
While all motivational factors are interconnected, those addressing aspects of body (the bodily/physical aspect) and reason (the mental/rational aspect) facilitate the external manifestation of internal growth, while those focusing on soul (the psychic/psychological aspect) and spiritual (the spitirual aspect) dimensions promote the internalization of external influences. Based on the research criteria guiding this study, which involve identifying and selecting easily applicable motivational factors within the context of the paradigm for physical education instruction, the theoretical underpinnings for each of the four groups of factors are outlined with a particular focus on those utilized in this research in IP Forma.
They are:
* the bodily/physical aspect (consciously directed physical exercise);
* the mental/rational aspect (rhetoric as active listening and purposeful speaking, reading the great books,
creative writing);
* the psychic/psychological aspect (expressive writing, contemplative writing, writing a diary, meaningful and
purposeful dialogue, methods of growth mindset and metacognition);
* the spiritual aspect (cultivating virtue, mindfulness, prayer).
Following an in-depth exposition of the theoretical underpinnings and the empirical research founding the theoretical part of the research, the next chapters discuss similar contemporary studies advocating for a holistic approach to physical education and physical activity. Further exposition of contemporary studies delves into psychological statesindicative of meaning and purpose in education, encompassing basic psychological needs, self-determination motivation, flow experience, growth mindset, mindfulness, and the holistic experience of motivation. A detailed review is then provided of similar intervention programs and the corresponding motivational factors employed within these interventions. Finally the intervention program Forma utilized in this research is introduced and described in detail, with subsequent chapters of the study outlining the research methods, findings, and conclusions.
The latter can be summarized as follows:
The impact of the IP Forma was measured by scales for mindfulness, basic psychological needs, and motivation in the physical education class. The research was conducted on a sample of 121 participants of adolescent age (14–15 years of age) at the Isak Samokovlija Elementary School in Sarajevo (Bosnia and Herzegovina), which were divided into two groups, experimental and control, at a ratio of 50% to 50%. The experimental group participated in IP Forma for four weeks, three times weekly, and the control group participated in the usual work program without any intervention. After the implementation of the initial and final measurements, a statistical analysis of descriptive characteristics and twoway mixed ANOVA was performed. Data processing was done by IBM SPSS Statistics v29.
The initial measurement results indicated a similar starting point for both groups. In the final measurement, statistically significant differences emerged between the experimental and control groups, favoring the experimental group in terms of mindfulness and motivation. Notably, there was a significant decrease in negative aspects of motivation, such as
amotivation, external, and introjected regulation. Positive changes were also observed in psychological needs and holistic motivation for the experimental group, although they did not reach a statistically significant level. These findings suggest that the IP Forma, coupled with motivational factors, positively impacts the cultivation of positive psychological states in adolescents, serving as indicators and predictors of meaningful and purposeful experiences. The scientific contribution of the study lies in identifying, organizing, and categorizing motivational factors for physical and mental well-being within the framework of holistic education. The IP Forma has the potential to enhance student mindfulness and motivation in physical education classes, addressing the prevalent decline in physical activity among young individuals and the associated challenges to both physical and mental health.
The study’s findings contribute to the classification of motivational factors for the body, reason (mind), soul, and spirit within the Holistic education paradigm and promoting the cultivation of positive psychological states. To standardize the IP, future research should encompass larger sample sizes across diverse geographical locations, alongside comprehensive training for educators. Educator training is crucial for the success of such interventions, as personal examples significantly impact educational outcomes. Consistent application of motivational factors is essential to sustain a receptive and growth mindset towards finding meaning and purpose in daily life and therefore to experience positive psychological states and to deal appropriately with negative ones. The core objective of employing motivational factors in education is to empower students to recognize their inner strength to overcome challenges, fostering a sense of meaning and purpose. This process is closely linked to concepts like insight, intuition, intellection, and conscience, whic
Abudance Of Elements From Animated Movies In Children's Free Play
No full textDjeca predškolske dobi sve više vremena provode gledajući animirane filmove, što se odražava na slobodnu igru djece. Moguće je da u igri dolazi do oponašanja likova ili situacija iz crtanih filmova. Ovaj rad pruža daje prikaz crtanih filmova u slobodnoj igri djece rane i predškolske dobi. Razmatraju se mogući pozitivni i negativni učinci animiranih filmova, te mogućnost prevencije s ciljem smanjivanja negativnih utjecaja. Stavljen je naglasak važnost te na odabira prikladnih animiranih filmova te važnost djetetu bliskih osoba svrhom pozitivne potpore dječjem razumijevanju animiranog filma. Cilj ovog rada je uvidjeti zastupljenost elementima iz crtanih filmova temeljene iz slobodne igre djece. Također, rad je poduprijeti istraživanjem sa primjerima zastupljenosti i proširivanjem uvida u tematiku uz pomoć roditelja.Preschool age children spend more and more time watching animated films, which is reflected in their free play. During their free play, they may imitate characters or situations from cartoons. This paper provides an overview of cartoons affecting the free play of preschool age children. Positive and negative effects of animated films are discussed, as well as the possibility of prevention with the aim of reducing negative impacts. Emphasis was placed on the importance of choosing suitable animated films and the importance of people close to the child to positively support the child's understanding of animated films. The aim of this paper is to see the representation of elements from cartoons based on children's free play. Also, the work is supported by research with examples of representation and expanding insight into the topic with the help of parents
Using rhymes and movement to foster speech development in early chilhood and preschool-aged children
No full textU ovom se radu govori o poticanju govornoga razvoja djece rane i predškolske dobi stihovima i pokretima. Govor je primarno sredstvo sporazumijevanja među ljudima koje se svakodnevno razvija. Najveću ulogu u procesu razvoja djeteta, kao i u procesu razvoja govora ima djetetovo okružje, posebice roditelji i odgojitelji koji s djetetom provode najveći dio vremena u djetinjstvu. Jezični razvoj sastoji se od predekspresivnog i ekspresivnog razdoblja u kojima je iznimno važno svakodnevno poticati govor na različite načine i tako ostvariti interakciju s djetetom. Mogućnosti poticanja govora su mnogobrojne, pa se tako primjerice djeci svakodnevno mogu čitati razne priče i slikovnice, pjevati pjesmice, mogu učiti brojalice, stihove u rimi, igrati pokretne igre i slično. Razvojem govora utječe se i na razvojna područja kao što su socio-emocionalni, spoznajni i motorički razvoj. Motorički razvoj povezan je s govornim razvojem što dokazuje činjenica da dijete od najranije dobi izvodi pokrete poput pljeskanja ili tapšanja dok mu odrasli pjevaju, a kasnije je ta povezanost sve vidljivija. Odgojitelji u svakodnevnoj metodičkoj praksi koriste različite pjesmice, stihove i brojalice koje osim poticanja jezičnoga razvoja, potiču i motoričke aktivnosti. Uz korištenje pokreta, odgojitelj djeci može nuditi razne instrumente na kojima mogu svirati kako bi uz sve navedeno, mogli razvijati i ritam. Pjevanje uz pokret je prirodan način djetetova izražavanja koje odgojitelji svakodnevno provode u odgojno-obrazovnoj ustanovi, a djeca se tome posebno raduju.This paper work discusses the stimulation of the speech development of early and preschool children with verses and movements. Speech is the primary means of communication between people that develops every day. The greatest role in the process of child development, as well as in the process of speech development, is played by the child's environment, especially parents and educators who spend most of the time with the child during childhood. Language development consists of pre-expressive and expressive periods in which it is extremely important to encourage speech in different ways every day and thus to interact with the child. There are many opportunities to encourage speech, so for example, children can be read various stories and picture books every day, sing songs, learn counting, rhyming verses, play mobile games, and the like. The development of speech also affects developmental areas such as socio-emotional, cognitive and motor development. Motor development is connected with speech development, which is proven by the fact that from an early age, a child performs movements such as clapping or patting while adults sing to him, and later this connection becomes more and more visible. In their daily methodical practice, preschool educators use various songs, verses and counters that, in addition to encouraging language development, also encourage motor activities. Along with the use of movement, the preschool educator can offer children various instruments that they can play so that, in addition to all of the above, they can also develop rhythm. Singing with movement is a natural way for children to express themselves, which preschool educators do every day in an educational institution, and children are especially happy about it
The role of educators in preserving the dental hygiene of children of early and preschool age
No full textU ovom završnom radu govorimo o ulozi odgojitelja u očuvanju zdravlja zubi djece predškolske dobi. Najviše smo se dotaknuli provođenja pravilne higijene zubi i njezinim održavanjem. O oralnom zdravlju važno je brinuti se od prvih godina života, jer mliječni zubi stvaraju temelje za zdravlje trajnih zuba i stoga se higijena ne smije zanemarivati.
Roditelji i odgojitelji imaju glavnu ulogu u održavanju zdravlja zubi djece predškolske dobi. Oni potiču djecu na pravilno održavanje oralne higijene i uče ih pravilnim tehnikama održavanja usne šupljine čistom. Također, oni kontroliraju unos hrane koja je od velike važnosti za prevenciju razvitka dentalnih bolesti. S obzirom da su neke bolesti neizbježne, preporučljivi su preventivni odlasci stomatologu već u ranom djetinjstvu, a što dodatno doprinosi navikavanju djeteta na kontakt sa stomatologom.
Na kraju rada iznesene su tehnike i metode koje mogu poslužiti odgojiteljima i roditeljima u upoznavanju djece s pravilnim oralnim navikama te su prikazani odgovori hrvatskih odgojitelja o praktičnom vođenju zdravstveno-oralnih navika unutar vrtićkih ustanova.In this final paper I am discussing what role educators have in preserving dental health in preschool children. The implementation of proper oral hygiene and its maintenance is what the most focus is put on. Oral hygiene in children should become a part of daily routine as soon as the first tooth comes out, as the health of milk teeth affects the health of permanent teeth.
Parents and educators have the biggest role in the upkeep of oral health in preschool children. They encourage children to understand the importance of oral health and the correct technique of how to keep the oral cavity clean. Simultaneously, they control the intake of nutritious food which plays a big role in preventing the development of dental diseases. Regardless of what we eat or how well we take care of our teeth, annual visits to the dentist are recommended.
At the end of the paper, I am writing about the different methods and techniques that can serve parents and educators in familiarizing children with proper dental habits, as well as the responses of different Croatian educators regarding the practical management of healthy dental habits within preschool institutions
Dietary Habits and Physical Activity of Primary Education Students in Velika Gorica
No full textPravilna prehrana i tjelesna aktivnost vrlo su bitni čimbenici za učenikov zdravi rast i razvoj. Cilj ovog rada je vidjeti koliko su povezani tjelesna aktivnost i prehrambene navike u učenikovom svakodnevnom životu. Tema rada i kasnije dobiveni rezultati istraživanja vrlo su bitni za učitelje, roditelje i društvo u cjelini. U uvodu će se objasniti nešto malo više o važnosti prehrambenih navika i tjelesne aktivnosti u svakodnevnom životu dok će se u središnjem djelu rada opisati kakve su to prehrambene navike i kako bi trebala izgledati pravilna prehrana. Opisat će se bitan utjecaj tjelesne aktivnosti na dijete i slobodno vrijeme učenika. U drugom dijelu rada napravljeno je istraživanje jednog prvog, jednog drugog, jednog trećeg i jednog četvrtog razreda osnovne škole Šćitarjevo za koji je cilj prikupiti informacije o učenikovim tjelesnim izvannastavnim aktivnostima i prehrambenim navikama. U istraživanju je sudjelovalo sveukupno 67 učenika te su prije samog provođenja ankete morali donijeti potpisane suglasnosti svojih roditelja/skrbnika gdje dopuštaju da njihovo dijete sudjeluje u ovom istraživanju.Proper nutrition and physical activity are very important factors for a student's healthy growth and development. The aim of this work is to see how physical activity and eating habits are connected in the student's daily life. The topic of the work and the later obtained research results are very important for teachers, parents and society as a whole. The introduction will explain a little more about the importance of eating habits and physical activity in everyday life, while the central part of the paper will describe what eating habits are and what a proper diet should look like. The important influence of physical activity on the child and the student's free time will be described. In the second part of the work, research was done on one first, one second, one third and one fourth grader of Šćitarjevo elementary school, the aim of which is to collect information about the student's extracurricular physical activities and eating habits. A total of 67 students participated in the survey, and before the survey itself, they had to bring signed consent from their parents/guardians, where they allow their child to participate in this survey
Inclusion of students with developmental disabilities in differentiated teaching
No full textU ovom diplomskom radu analizirano je uključivanje djece s teškoćama u razvoju u okviru diferencirane nastave. Diferencirana nastava oblik je poučavanja koji može biti koristan u radu s učenicima s teškoćama u razvoju. Riječ je o obliku nastave u kojoj do određenog stupnja učenici rade samostalno. Cilj je toga oblika poučavanja odgovoriti na različite odgojno-obrazovne potrebe učenika, pa tako i učenika s teškoćama u razvoju, korištenjem različitih strategija koje mijenjaju nastavne metode i sam kurikul. U diplomskom radu provedeno je empirijsko istraživanje čiji je cilj bio ispitati percepciju učitelja (razredne, predmetne i razredne i predmetne nastave) te stručnih suradnika (edukacijski rehabilitator, pedagog, psiholog, logoped i socijalni pedagog) u redovitim osnovnim školama Republike Hrvatske, o uključivanju učenika s teškoćama u razvoju u okviru diferencirane nastave. U istraživanju je sudjelovalo ukupno 148 sudionika koji su online ispunjavali anketni upitnik kreiran posebno za potrebe ovoga istraživanja. Rezultati provedenog istraživanja pokazali su da učitelji i stručni suradnici u hrvatskim redovitim osnovnim školama općenito pozitivno gledaju na uključivanje učenika s teškoćama u razvoju u okviru diferencirane nastave.The final paper analyzed the inclusion of children with developmental disabilities within the framework of differentiated teaching. Differentiated teaching is a form of teaching that can be useful in working with students with developmental disabilities. It is a form of teaching in which students work independently to a certain degree. The goal of this form of teaching is to respond to the different educational needs of students, including students with developmental disabilities, by using different strategies that change teaching methods and the curriculum itself. In this paper empirical research was carried out, the aim of which was to examine the perception of teachers (class, subject and class and subject teaching) and professional associates (educational rehabilitator, pedagogue, psychologist, speech therapist and social pedagogue) in regular primary schools of the Republic of Croatia about the inclusion of students with disabilities in development within the framework of differentiated teaching. A total of 148 respondents participated in the research, filling out a survey questionnaire created specifically for the purposes of the research online. The results of the conducted research showed that teachers and professional assistants in Croatian primary schools generally have a positive view of the inclusion of students with developmental disabilities within the framework of differentiated teaching