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Characteristics of social functioning of children with disorders spectrum of autism in early and preschool
No full textOvaj rad bavi se karakteristikama socijalnog funkcioniranja djece s poremećajima spektra autizma (PSA) u ranoj i predškolskoj dobi, s posebnim naglaskom na izazove s kojima se suočavaju u socijalnim interakcijama. Djeca s PSA često imaju poteškoća u razumijevanju i tumačenju socijalnih situacija, što otežava njihovo uključivanje u igru i stvaranje odnosa s vršnjacima i odraslima. Teškoće u verbalnoj i neverbalnoj komunikaciji dodatno doprinose umanjenju kvalitetnih socijalnih interakcija, dok je senzorna preosjetljivost često povezana s povlačenjem iz aktivnosti svakodnevnog života obitelji i drugih društvenih situacija. Rano
prepoznavanje i odgovarajuće intervencije, strukturirani i polustrukturirani programi, pristupi i metode mogu doprinijeti poboljšanju njihovih socijalnih i komunikacijskih vještina te prilagodbe u socijalnim okruženjima. Podrška iz socijalne okoline predstavlja ključni element uključivanja i participacije, pri čemu su najznačajniji obitelj, vršnjaci i profesionalno osoblje. Uloga obitelji i odgajatelja prepoznaje se u pružanju podrške i stvaranju poticajnog uključujućeg okruženja koje omogućava djeci s PSA da vježbaju i primjenjuju socijalne vještine u svakodnevnim situacijama. Obitelj, kroz sudjelovanje u terapijskim procesima i programima podrške, može značajno doprinijeti socijalnoj integraciji djece. Radi se o partnerskom odnosu obitelji i profesionalne podrške u prilagodbama odgojnog i obrazovnog sustava te pristupa svakodnevnim aktivnostima.This paper deals with the characteristics of social functioning in children with autism spectrum disorder (ASD) in early and preschool age, with special emphasis on the challenges they face in social interactions. Children with ASD often have difficulties in understanding and interpreting social situations, which complicates their inclusion in play and the formation of
relationships with peers and adults. Difficulties in verbal and non-verbal communication further contribute to the reduction of quality social interactions, while sensory hypersensitivity is often associated with withdrawal from everyday family activities and other social situations. Early recognition and appropriate interventions, structured and semi-structured programs,
approaches, and methods can contribute to the improvement of their social and communication skills and adaptation in social environments. Support from the social environment represents a key element for inclusion and participation, with family, peers, and professional staff being the most significant. The role of the family and educators is recognized in providing support and creating a stimulating inclusive environment that allows children with ASD to practice and apply social skills in everyday situations. Through participation in therapeutic processes and support programs, the family can significantly contribute to the social integration of children. It is a partnership between the family and professional support in adapting the educational system and approaches to everyday activities
Influence of dance on children of early and predschool age
No full textPles je značajan dio u ranom i predškolskom odgoju i obrazovanju jer potiče kompletan razvoj djeteta. Ples podrazumijeva uporabu plesnih aktivnosti kao sredstvo za razvoj kreativnosti, izražavanje emocija, poticanje mašte i motoričkih vještina kao i izgradnju samopouzdanja kod djeteta. Kroz ples djeca mogu istražiti različite načine kretanja, energije, prostora i ritma što pridonosi razvoju njihove koordinacije i tjelesne svjesnosti. Također, pridonosi i razvoju socijalnih vještina. Djeca kroz zajedničko plesanje i suradnju uče poštivati druge, dijeliti prostor i komunicirati putem tijela. Cilj ovoga rada je osvijestiti odgojitelje i druge stručne suradnike koliko je ples važan za razvoj djetetovih motoričkih, morfoloških i funkcionalnih sposobnosti i kako ima pozitivan utjecaj na mentalno stanje djeteta i stvaranje pozitivne slike o sebi.Dance is a significant part in earliest preschool education because it encourages complete development of a child.Dance implies use of dancing activities as a mean of tool for creativity, use of emotions, encourages use of imagination and motorical abilities. Throughout dance children can develop different kind of movement, energy, space and rythm which allows them to advance their development of coordination and body awareness. It also, helps in development of social activities. Children throughout group dancing and cooperation learn how to respect others, share room and comunicate through body language. The goal of this paper is to enlighten educators and other associates how important dance is in childrens education, that it has positive impact on the mental state of a child and making positive images about himself
Speech Disorders In Preshool Children
No full textRazvoj govora kod djece predškolske dobi ključan je za njihov cjelokupni emocionalni, kognitivni te fiziološki razvoj. Govor je osnovno sredstvo komunikacije koje djeca usvajaju kroz interakciju s okolinom, a glazba može imati značajan utjecaj u poticanju ovog procesa. Kroz glazbu djeca razvijaju ritam te slušne sposobnosti, potiče se artikulacija i sve je to što doprinosi razvoju govora. Govorni poremećaji kod djece određene dobi mogu se manifestirati na različite načine. Među najčešćim poremećajima je poremećaj izgovora, koji se odnosi na nepravilnu artikulaciju glasova, te jezične poteškoće koje uključuju probleme s razumijevanjem i formiranjem rečenica. Ostali poremećaji kao što su poremećaj ritma i tempa govora, poput mucanja, brzopletosti i bradilalije, također su vrlo važni, kao i poremećaj glasa koji uključuje promjene u jačini, visini ili kvaliteti glasa. Uzroci govornih poremećaja mogu biti različiti, uključujući genetske faktore, neurološke probleme, slušne probleme, te okolišne faktore kao što su nedostatak poticanja u ranom djetinjstvu. Prepoznavanje simptoma govornih poremećaja ključno je za adekvatnu dijagnostiku i terapiju. Logopedska procjena i korištenje specijaliziranih dijagnostičkih metoda omogućuju točno utvrđivanje vrste i uzroka poremećaja. Rana intervencija je velike važnosti jer omogućuje brži napredak u terapiji i sprječava daljnje poteškoće u razvoju govora. Logopedska terapija, prilagođena određenim potrebama djeteta, može znatno poboljšati govorne sposobnosti. Prevencija govornih poremećaja uključuje poticanje razvoja govora od najranije dobi, uz stvaranje stimulativnog okruženja i redovite kontrole kod stručnjaka. Važno je reći da uloga roditelja i odgojitelja u razvoju govora kod djece ne može biti dovoljno istaknuta. Kroz svakodnevni razgovor, čitanje, igru i interakciju, djeca dobivaju potrebne poticaje za usvajanje i razvoj jezika. Nadalje, edukacija roditelja i njihova uključenost u ranu identifikaciju i podršku djetetu može značajno doprinijeti ranoj dijagnostici i uspjehu u terapiji govornih poremećaja. Briga o djetetovom govornom razvoju od najranijih dana postavlja temelj za njihov uspješan profesionalni i socijalni život u budućnosti.Speech development in preschool children is crucial for their overall emotional, cognitive and physiological development. Speech is the basic means of communication that children acquire through interaction with the environment, and music can have a significant impact in stimulating this process. Through music, children develop rhythm and auditory abilities, articulation is stimulated and all this contributes to the development of speech. Speech disorders in children of a certain age can manifest themselves in different ways. Among the most common disorders is pronunciation disorder, which refers to improper articulation of sounds, and language difficulties that include problems with understanding and forming sentences. Other disorders such as rhythm and tempo disorders of speech, such as stuttering, haste and bradillalia, are also very important, as is a voice disorder that involves changes in the volume, pitch or quality of the voice. The causes of speech disorders can be varied, including genetic factors, neurological problems, hearing problems, and environmental factors such as lack of stimulation in early childhood. Recognizing the symptoms of speech disorders is crucial for adequate diagnosis and therapy. Speech therapy assessment and the use of specialized diagnostic methods make it possible to accurately determine the type and cause of the disorder. Early intervention is of great importance because it enables faster progress in therapy and prevents further difficulties in speech development. Speech therapy, adapted to the specific needs of the child, can significantly improve speech abilities. Prevention of speech disorders includes encouraging speech development from an early age, with the creation of a stimulating environment and regular check-ups by specialists. It is important to say that the role of parents and educators in the development of speech in children cannot be emphasized enough. Through everyday conversation, reading, play and interaction, children receive the necessary incentives for language acquisition and development. Furthermore, the education of parents and their involvement in the early identification and support of the child can significantly contribute to early diagnosis and success in the treatment of speech disorders. Taking care of a child's speech development from the earliest days lays the foundation for their successful professional and social life in the future
Mediator behavioral patterns in early childhood play
No full textU odgoju i obrazovanju djeteta rane i predškolske dobi igra ima neprocjenjivu ulogu. S druge strane, medijski sadržaji nezaobilazan su dio svakodnevnog dječjeg života stoga se razdoblje odrastanja u 21. stoljeću može nazvati medijskim djetinjstvom. Digitalni mediji utječu na mnoga područja djetetova života, a samim time i na dječju igru. Medijski sadržaji djeci su izuzetno privlačni prvenstveno zbog zabave i zadovoljstva koje pružaju. Međutim, mediji mogu imati potpuno drugačije namjene i uloge, a samim time i posljedice djelovanja. Ovaj rad prikazuje istraživanje provedeno među roditeljima djece rane i predškolske dobi. Metodom anketiranja pokušao se utvrditi vremenski okvir korištenja medijskih sadržaja te koje sadržaje djeca najviše gledaju i koriste. Također, cilj je bio provjeriti usvajaju li djeca rane i predškolske dobi medijske obrasce ponašanja te koriste li ih tijekom igre, a ako su uočeni takvi obrasci, odnosi li se to na pozitivne ili negativne oblike ponašanja. Istraživanjem je analizirano imaju li djeca vremensko ograničenje pri korištenju digitalnih medija te kontroliraju li njihovi roditelji medijske sadržaje koje prate. Analizom dobivenih rezultata zaključeno je kako je kod roditelja, a potom i kod djece, od najranije dobi nužno razvijati medijsku pismenost, odnosno kompetencije koje pružaju široki spektar znanja i vještina o ispravnom i odgovornom korištenju medija. Na taj će način naučiti shvaćati medijske poruke i kritički o njima promišljati, umjesto da ih samo pasivno prihvaćaju.In the upbringing and education of a child of early and preschool age, play has an invaluable role. On the other hand, media content is an unavoidable part of children's everyday life, therefore the period of growing up in the 21st century can be called a media childhood. Digital media influence many areas of a child's life, and therefore also children's play. Media contents are extremely attractive to children, primarily because of the fun and pleasure they provide. However, media can have completely different purposes and roles, and thus the consequences of the impact thereof. This paper presents research conducted with parents of early and preschool age children. Using the survey method, an attempt was made to determine the timeframe of the usage of media content as well as which content children watch and use the most. Also, the goal was to check whether children of early and preschool age adopt media patterns of behavior and use them during play, and if such patterns were observed, whether it refers to positive or negative forms of behavior. The research analyzed whether children have a time limit when using digital media and whether their parents control the media content they follow. The analysis of the obtained results concluded that it is necessary to develop media literacy among parents, as well as among children from an early age, that is, competences that provide a wide range of knowledge and skills about the correct and responsible use of media. In this way, they will learn to understand media messages and think critically about them, instead of just passively accepting them
Sources of teachers' sense of competence
No full textKako bi odgojitelj mogao raditi, on mora posjedovati određene kompetencije. Rad s djecom rane i predškolske dobi vrlo je zahtjevan i uspješno ga može obavljati samo obrazovana osoba koja je stekla potrebno znanje o odgoju djece u ranom djetinjstvu. Temeljni cilj ovog rada je istražiti i ispitati izvore osjećaja kompetentnosti kod odgojitelja. U ispitivanju je sudjelovala 41 odgojiteljica. Sudionici istraživanja ispunjavali su online upitnik s pitanjima koja su se odnosila na samoprocjenu izvora kompetentnosti. Konkretno, željelo se utvrditi u kojoj mjeri se osjećaju kompetentno kao odgojitelji te kojoj mjeri smatraju da njihovom osjećaju kompetentnosti doprinosi osjećaj kontrole u radu, prepoznavanje individualnih potreba djeteta, rad s roditeljima, suradnički odnosi, suradnja sa stručnom službom. Također su dali procjenu u kolikoj mjeri je njihovom osjećaju kompetentnosti doprinijelo inicijalno obrazovanje, stručno usavršavanje i iskustveno učenje. Dodatno su postavljena otvorena pitanja kojima se željelo saznati kako odgojitelji razmišljaju o razvoju svojih kompetencija. Istraživanjem je utvrđeno kako odgojitelji vole posao koji rade te da se osjećaju sigurno i kompetentno Za osjećaj kompetentnosti odgojitelja veću važnost od inicijalnog obrazovanja, prema rezultatima istraživanja, ima učenje na temelju iskustva. Prema sudionicama, osjećaj kontrole nad vlastitim djelovanjem u odnosu s djecom i roditeljima uvelike doprinosi osjećaju kompetentnosti, baš kao i mogućnost prepoznavanja potreba djeteta. Smatraju da velik utjecaj imaju i suradnički odnosi, dok nešto manji stručna služba samog vrtića. Kao što je vidljivo, svaki odgojitelj zapravo osjećaj kompetentnosti pronalazi u drugim stavkama, no ono što se može smatrati zajedničkim svakako su dobri suradnički odnosi s kolegama, stjecanje praktičnog znanja i mogućnost odgovaranja na sve dječje potrebe. Odgojiteljice ističu kako je sposobnost samorefleksije te želja za napretkom, promjenama i rješavanjem problema ključna za razvoj kompetencija.In order for the early education teacher to work successfully, he must possess certain competencies. Working with children of early and preschool age is very demanding and can only be successfully performed by an educated person who has acquired the necessary knowledge about early childhood education. The main goal of this thesis is to investigate and examine the sources of the sense of competence among early education teachers. 41 early education teachers participated in the survey. Research participants filled out an online questionnaire with questions related to self-assessment of sources of competence. Specifically, we wanted to determine to what extent they feel competent as educators and to what extent they believe that their sense of competence is contributed to by a sense of control in their work, recognition of the individual needs of the child, work with parents, collaborative relationships, cooperation with the professional service. They also assessed the extent to which initial education, professional development and experiential learning contributed to their sense of competence. In addition, open questions were asked to find out how educators think about the development of their competencies. The research established that educators enjoy their work and that they feel safe and competent. According to the results of the research, experience-based learning is more important than initial education for educators' sense of competence. According to the participants, the feeling of control over one's actions in the relationship with children and parents greatly contributes to the feeling of competence, just like the ability to recognize the needs of the child. They believe that collaborative relationships have a great influence, while the professional team of the kindergarten has a slightly smaller influence. As can be seen, each early education teacher has different sources of a sense of competence, but what can be considered common are certainly good cooperative relations with colleagues, the development of practical knowledge and the ability to respond to all children's needs. Educators point out that the ability to self-reflect and the desire for professional development, willingness to change and to solve problems are essential for the development of competences
Leisure time culture in Zagreb
No full textOvaj rad fokusira se na temeljito istraživanje kulturnih aspekata provođenja slobodnog vremena učenika u urbanom okruženju. Konkretno, analizirano je ponašanje učenika Osnovne škole kralja Tomislava u Zagrebu tijekom njihovog slobodnog vremena. Ključna istraživačka pitanja usmjerena su na određivanje udjela slobodnog vremena posvećenog raznim aktivnostima izvan nastave ili izvan škole, te identifikaciju dominantnih područja odgojno-obrazovnih aktivnosti u tim kontekstima. Cilj istraživanja bio je dobiti uvid u to kako učenici organiziraju svoje slobodno vrijeme, jesu li uspješni u njegovoj organizaciji te razumiju li uopće važnost kvalitetnog provođenja slobodnog vremena. Zaključci istraživanja ukazuju na to da učenici često prepuste organizaciju svog slobodnog vremena školi i drugim obrazovnim ustanovama. Zapaženo je da biraju raznovrsne aktivnosti iz različitih odgojno-obrazovnih područja kako bi ispunili svoje slobodno vrijeme i istražili svoje interese. Međutim, taj pristup rezultira ograničenim vremenom koje je u potpunosti oslobođeno. Ovisno o dobi, učenici postupno sužavaju opseg upisanih aktivnosti, prvo sudjelujući u svim interesantnim aktivnostima na početku školovanja, a zatim se fokusirajući na one u kojima postižu veći uspjeh ili pronalaze veću zabavu. Zanimljivo je uočiti da su aktivnosti iz područja tjelesnog i zdravstvenog odgoja najčešće prisutne među svim ispitanim učenicima, bez obzira na spol ili dob. Prije nego što su predstavljeni detalji metodologije istraživanja, rad započinje teorijskom podlogom koja se sastoji od dvaju dijelova. Prvi dio analizira, definira i detaljno razrađuje pojam slobodnog vremena, istražuje njegov razvoj kroz povijest, naglašava njegovu važnost te proučava pedagogiju slobodnog vremena. Posebna pozornost posvećena je obrazovanju za slobodno vrijeme kako bi se spriječila njegova beskorisna potrošnja bez pozitivnog utjecaja na pojedinca. Drugi dio rada opisuje kulturu slobodnog vremena, istražuje različite slobodne aktivnosti, razvrstava ih na izvannastavne i izvanškolske, analizira zakonske odredbe slobodnog vremena i proučava utjecaj škole na djecu i mlade. Također, naglašava važnost razvoja kvalitetnog slobodnog vremena.This paper focuses on a comprehensive exploration of cultural aspects related to students' leisure activities in an urban environment. Specifically, it examines the behavior of students from King Tomislav Elementary School in Zagreb during their leisure time. The primary research questions aim to determine the proportion of leisure time dedicated to various extracurricular or out-of-school activities and to identify the dominant areas of educational activities within these contexts. The research goal is to gain insight into how students organize their leisure time, assess their success in this organization, and understand the overall importance of quality leisure time. The research findings indicate that students often delegate the organization of their leisure time to schools and other educational institutions. It is observed that they opt for diverse activities from various educational fields to fill their leisure time and explore their interests. However, this approach results in limited completely unstructured time. Depending on their age, students gradually narrow down the range of enrolled activities. Initially, they participate in all intriguing activities at the beginning of their education, later focusing on those where they achieve greater success or find more enjoyment. Interestingly, activities in the realm of physical and health education are most commonly present among all surveyed students, irrespective of gender or age. Before presenting the details of the research methodology, the paper begins with a theoretical foundation consisting of two parts. The first part analyzes defines, and thoroughly elaborates on the concept of leisure time, explores its historical development, emphasizes its significance, and investigates the pedagogy of leisure time. Special attention is given to education for leisure time to prevent its wasteful consumption without a positive impact on the individual. The second part describes the culture of leisure time, explores various leisure activities, categorizes them into extracurricular and out-of-school, analyzes legal provisions regarding leisure time, and studies the school's influence on children and youth. It also underscores the importance of developing quality leisure time
Differences in the motor skills of female students of the Faculty of Teachers of different study programs
No full textKljučni cilj provedenog istraživanja bio je ispitati motoričke sposobnosti studentica studija Ranog i predškolskog odgoja i obrazovanja i Učiteljskog studija i utvrditi razlike u motoričkim sposobnostima studentica dvaju različitih studijskih programa. Istraživanje je obuhvatilo uzorak od 193 ispitanice prve i druge godine Učiteljskog fakulteta u Zagrebu. Uzorak varijabli činilo je šest testova za provjeru motoričkih sposobnosti (podizanje trupa, skok u dalj, stajanje na jednoj nozi, tapping rukom, pretklon u sjedu i poligon natraške). Na temelju prikupljenih podataka izračunata je deskriptivna statistika, a zatim su t-testom ispitane razlike između dviju skupina ispitanica. Rezultati istraživanja pokazuju malu varijaciju u rezultatima između studentica različitih studijskih programa. Statistički značajnu razliku pokazuju samo u testovima snage, skoku u dalj, u kojima su studentice studija Ranog i predškolskog odgoja i obrazovanja postigle bolji rezultat, i testovima brzine, tapping rukom, u kojima su studentice Učiteljskog studija postigle bolji rezultat. Redovita tjelesna aktivnost poticajno djeluje na mentalno i tjelesno zdravlje te pomaže u smanjenju stresa, što je primjetno i kod studentica, te je stoga bitno potaknuti ih na aktivnost u fakultetskom obrazovanju da bi mogle kreirati zdrave životne navike i održati visoku razinu aktivnosti.The main goal of the conducted research was to examine the motor skills of students of Early and Preschool Education and Teacher Education programs and to determine the differences in the motor skills of students from two different study programs. The research included a sample of 193 respondents from the first and second year of the Faculty of Teacher Education in Zagreb. The sample of variables consisted of six tests for checking motor skills (sit-ups, standing long jump, standing on one leg, hand tapping, sit and reach and polygon of the backwards). Descriptive statistics were calculated on the basis of the collected data, and then the differences between the two groups of respondents were tested with a t-test. The results of the research show a small variation in the results between female students of different study programs. They show a statistically significant difference only in the strength tests, the standing long jump, in which the students of Early and Preschool Education achieved a better result, and the speed tests, hand tapping, in which students of Teacher Education achieved a better results. Regular physical activity has a stimulating effect on people's mental and physical health and helps reduce stress, which is also noticeable among female students. Therefore, it is important to encourage them to be active in college education so that they can create healthy lifestyle habits and maintain their level of activity
Encouraging the development of specific artistic sensibility in preschool children
No full textKod djece, likovni senzibilitet razvija se u ranoj razvojnoj dobi. Kako bi se potaknuo likovni razvoj potrebno je kvalitetno okruženje, različiti materijali, dječja igra te motivacija gdje veliku ulogu ima odgojitelj. Cilj ovog istraživanja bio je uvidjeti koliko djeca predškolske dobi u jednom vrtiću u Brodsko – posavskoj županiji imaju razvijen likovni senzibilitet te koliko ga odgojitelji na području Republike Hrvatske potiču. U ovom radu prikazana je važnost poticajnog okruženja, dječje igre, likovnog razvoja djeteta, uloga odgojitelja u dječjem izričaju, analiza dječjih radova podijeljena u više kategorija te rezultati upitnika kojeg su ispunjavali odgojitelji.In children, artistic sensibility develops at an early developmental age. In order to encourage artistic development, you need a quality environment, different materials, children's play and motivation, where the educator plays a major role. The goal of this research was to find out how much preschool children in a kindergarten in the Brod-Posavina County have a developed artistic sensibility and how much educators in the Republic of Croatia encourage it. This paper presents the importance of a stimulating environment, children's play, the child's artistic development, the role of educators in children's expression, the analysis of children's works divided into several categories, and the results of a questionnaire filled out by educators
Allergies in children of early and preschool age
No full textPosljednjih desetljeća sve je učestalija pojava alergijskih bolesti. Gotovo četvrtina stanovništva razvijenih zemalja pati od alergijskih bolesti , dok u SAD-u svaka peta osoba boluje od ove bolesti. Alergijske bolesti, koje se često povezuju s razvijenim svijetom, dosežu gotovo epidemijske razmjere. Alergije su uzrokovane alergenima, tvarima s kojima je tijelo stalno u kontaktu, a nalaze se svuda oko nas: u zraku te ih udišemo, unosimo hranom u tijelo, pićem i uzimanjem lijekova. Dok su te tvari za većinu ljudi bezopasne, kod nekih mogu izazvati alergijsku reakciju. Tijelo može izazvati reakciju na alergen netom nakon kontakta ili par dana kasnije. Alergijske reakcije mogu se kretati od blagih do vrlo ozbiljnih, pa čak i do onih koje su smrtno opasne. Učestalost alergija raste kod novorođenčadi i djece, čineći ih najčešćim kroničnim oboljenjem u djetinjstvu. Alergije kod djece često počinju kao nutritivne alergije, zatim se razvijaju u atopijski dermatitis, a kasnije u alergijski rinitis i astmu. U većem broju slučajeva, alergije se nasljeđuju od roditelja. Na njen razvoj utječu vanjski i unutarnji čimbenici. Unutarnji čimbenici su nasljedni i ne možemo ih promijeniti, dok vanjski uključuju izloženost alergenima, stres, način prehrane i slične stvari koje možemo nadzirati. Tipični simptomi alergija uključuju curenje i začepljen nos, svrbež i crvene o i, otežano disanje, kihanje, kašljanje, promuklost, glavobolju, osip, kožne ekceme, povraćanje i rijetku stolicu. Budu i da svaka alergijska reakcija ima specifičan alergen kao uzrok, potrebno je provesti alergološka testiranja kod osoba s ovim simptomima. U medicini postoji nekoliko tehnika za provođenje alergoloških testova, s najčešći uključuju krvne testove i kožne testove. Testiranje obavlja liječnik specijalist, a rezultati pomažu u postavljanju to ne dijagnoze.In recent decades, the occurrence of allergic diseases has become more and more frequent. Almost a quarter of the population of developed countries suffers from allergic diseases, while in the USA every fifth person suffers from this disease. Allergic diseases, which are often associated with the developed world, are reaching almost epidemic proportions. Allergies are caused by allergens, substances with which the body is constantly in contact, and which are found all around us: in the air and we inhale them, enter the body with food, drink and taking medicines. While these substances are harmless to most people, they can cause an allergic reaction in some. The body can cause a reaction to the allergen immediately after contact or a few days later. Allergic reactions can range from mild to very serious and even life-threatening. The frequency of allergies is increasing in newborns and children, making them the most common chronic disease in childhood. Allergies in children often start as nutritional allergies, then develop into atopic dermatitis, and later into allergic rhinitis and asthma. In most cases, allergies are inherited from parents. Its development is influenced by external and internal factors. Internal factors are hereditary and cannot be changed, while external factors include exposure to allergens, stress, diet and similar things we can control. Typical allergy symptoms include runny and stuffy nose, itchy and red eyes, difficulty breathing, sneezing, coughing, hoarseness, headache, rash, skin eczema, vomiting and loose stools. Since every allergic reaction has a specific allergen as the cause, it is necessary to carry out allergy testing in people with these symptoms. In medicine, there are several techniques for conducting allergy tests, the most common of which include blood tests and skin tests. The testing is performed by a specialist doctor, and the results help in making an accurate diagnosis
The play and social interaction of children with autism
No full textIgra ima vrlo važnu ulogu u razvoju svakog djeteta jer značajno doprinosi razvoju dječjih intelektualnih i motoričkih sposobnosti, a utječe i na njihov razvoj u društvenom i emocionalnom području. Ona je većini djece spontana i kreativna aktivnost dok su interakcije kroz igru značajan dio djetetova razvoja jer potiču kognitivni, emocionalni i osobni rast djeteta. Za djecu redovnog razvoja uključivanje u maštovitu i socijalnu igru je prirodni dio života i za njih proces igre znači stalno suočavanje s okolinom i novim situacijama. Autizam je definiran kao razvojni poremećaj koji uvelike utječe na integraciju djece u društveni život. Djeca s poremećajem iz autističnog spektra (u daljnjem tekstu PAS) suočavaju se s različitim nedostacima u području socijalne i kognitivne igre, što može predstavljati rizik za razvojne nedostatke i isključivanje djece s PAS-om od strane vršnjaka. Ukoliko dijete pokaže teškoće u ključnim aspektima života, kao što su igra i socijalna interakcija, bitna je rana intervencija. Tako je vrlo značajna podrška odraslih osoba, u prvom mjestu roditelja, zatim odgojitelja te drugih stručnih suradnika poput edukacijskih rehabilitatora i logopeda, da prepoznaju nedostatke i potiču igru djece s PAS-om te im tako omoguće pozitivnu suradnju s drugom djecom i napredak u cjelokupnom razvoju. U teorijskom dijelu ovog diplomskog rada opisane su karakteristike autizma kao poremećaja, a detaljnije su opisane igre za djecu s PAS-om te njihov način komunikacije. U radu se navode primjeri iz prakse kako bi se prikazalo funkcioniranje djece s autizmom u igri i interakciji, a naglasak će biti na primjeru dječaka iz studije slučaja u ustanovi ranog i predškolskog odgoja.The game plays a very important role in the development of every child, because it significantly contributes to the development of children's intellectual and motor skills and also affects their development in the social and emotional sphere. For most children, it is a spontaneous and creative activity, while interactions through play are a significant part of a child's development because they encourage the child's cognitive, emotional and personal growth. For children with regular development, involvement in imaginative and social play is a natural part of life, and for them the play process means constant confrontation with the environment and new situations. We define autism as a developmental disorder that greatly affects the integration of children into social life. Children with an autism spectrum disorder (hereinafter referred to as ASD) face various deficits in the area of social and cognitive play, which may represent a risk for developmental deficits and exclusion of children with ASD from their peers. If a child shows difficulties in key aspects of life, such as play and social interaction, early intervention is essential. Thus, the support of adults, first of all parents, then educators and other professional associates such as educational rehabilitators and speech therapists, is very important, to recognize the shortcomings and encourage the play of children with ASD, thus enabling them to cooperate positively with other children and progress in their overall development. In the theoretical part of this thesis, the characteristics of autism as a disorder are described, and the games for children with ASD and their way of communication are described in more detail. It is intended that the work will be permeated with examples from practice in order to show the functioning of autistic children in play and interaction, and the emphasis will be on the example of a boy from a case study in an institution of early and preschool education