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About reading to children of early and preschool age
No full textU radu se polazi od kratkog presjeka povijesti knjige i pisma, njihovog značenja u razvoju ljudske civilizacije i kulture, te samog odnosa knjige, čitanja i čitatelja, važnosti čitanja od najranije dobi djeteta te uloge koju roditelji i odgojitelji imaju u poticanju istih. Dan je i pregled popularnosti knjige u Republici Hrvatskoj, ali i u Europi u kojem se uočava konstantan pad čitanosti. Cilj rada bio je ispitati stavove odgojitelja, roditelja i djece o jezičnoj djelatnosti čitanja. Istraživanje se sastojalo od dvije ankete koje su ispitale stav i mišljenje odgojitelja i roditelja o jezičnoj djelatnosti čitanja, njenoj važnosti i njihovim osobnim navikama. Proveden je i intervju koji je uključivao djecu u dobi od 4 do 6 godina iz dvaju vrtića grada Zagreba. Neke od spoznaja ovog istraživanja uključuju potvrdu uživanja djece rane i predškolske dobi u aktivnostima čitanja kao i potvrdu utjecaja pozitivnih navika roditelja i odgojitelja na navike djece. Također potvrđena je hipoteza kako se djeci najčešće čita prije spavanja. Nadalje valja izdvojit kako hipoteza, da su odgojitelji nezadovoljni stanjem i opskrbom knjižnične građe u svome vrtiću, nije potvrđena. Čitanje je proces koji djetetu donosi mnogo, koji potiče njegovu maštu, gradi odnose, razumijevanje, empatiju, širi vidike i spoznaje. Čitanje je preduvjet za kasniji uspješan život i zato je važno da roditelji i odgojitelji potiču razvoj predčitačkih i čitačkih sposobnosti i vještina, te svojim navikama pozitivno utječu na navike djece kako bi stvorili nove naraštaje čitača koji u čitanju vide užitak. Čitanje je putovanje kojim se mijenjamo mi, naš pogled na svijet, ali i sam svijet.The paper starts from a short section of the history of books and writing, their significance in the development of human civilization and culture, and the relationship between books, reading and readers. It also includes the importance of reading from the earliest age of a child and the role that parents and educators play in encouraging reading habits. This paper also aims for the overview of the book's popularity in the Republic of Croatia, but also in Europe, where a constant decline in readership is noticed. The aim of the work was to examine the attitudes of educators, parents and children about the linguistic activity of reading. The research consisted of two surveys that examined the attitude and opinion of educators and parents. An interview was also conducted, which included children between the ages of 4 and 6 from two kindergartens in the city of Zagreb. Some of the findings of this research include the confirmation of the enjoyment of children of early and preschool age in reading activities, as well as the confirmation of the positive influence of positive habits of parents and educators on children's habits in reading activities. The hypothesis that children are most often read to before going to bed was also confirmed. Also, I would like to point out that the hypothesis, that educators are dissatisfied with the condition and supply of library materials in their kindergarten, was not confirmed. Reading is a process that brings a lot to a child, which stimulates his imagination, builds relationships, understanding, empathy, broadens horizons and knowledge. Reading is a prerequisite for a successful life, and that is why it is important that parents and educators encourage the development of pre-reading and reading abilities and skills, and with their habits positively influence the habits of children in order to create new generations of readers who see pleasure in reading. Reading is a journey that changes us, our view of the world, but also the world itself
Children's Science Literacy and Research Activites
No full textIgra je prirodni način istraživanja, stvaranja i učenja. Prevladavajuće emocije igre jesu radost, uzbuđenje i učenje. Učenje u igri je zabavno i snažno. Djeca su po svojoj prirodi znanstvenici, ispunjeni sklonošću za učenjem i željom da promatraju i poduzimaju akcije vezane uz isprobavanje svojih teorija o tome kako zapravo različite pojave djeluju. Tako učenje postaje proces u kojem dijete uživa, a problem nešto što ga intrigira i kojim provjerava svoje pretpostavke, što doprinosi djetetovom znanstvenom pristupu svijetu. Kako bi se steklo dodatno znanje o procesu učenja djeteta rane i predškolske dobi, ovaj rad ima za cilj pregledom postoje e literature opisati važnost znanstvene pismenost u ranom djetinjstvu te značajne uloge odgojitelja u suvremenim vrti kom okružju.Play is a natural way for children to explore, create, and learn. The prevailing emotions experienced during play are joy, excitement, and wonder. Learning through play is both fun and powerful. Children are scientists by nature, filled with a sense of wonder and a desire to observe and act as they test their theories about how various phenomena actually occur. In this way, learning becomes an enjoyable process for the child, and the problem becomes a source of intrigue as the child tests his or her assumptions, which contributes to the child's scientific approach to the world. For the purpose of gaining further insight into the learning process of early childhood and preschool-aged children, this paper provides an overview of the existing literature focusing on the importance of scientific literacy in early childhood and the significant role of pre-primary teachers in a modern kindergarten environment
Differences in the motor abilities of children who ice skate and children who do not ice skate
No full textOvaj diplomski rad bavi se istraživanjem razlika u motoričkim sposobnostima između predškolske djece koja se bave klizanjem i djece koja se ne bave klizanjem. Glavni cilj istraživanja bio je utvrditi utječe li klizanje povoljno na razvoj motoričkih sposobnosti u predškolskoj dobi i usporediti rezultate djece klizača s normativima za stariju dobnu skupinu. Istraživanje je provedeno na uzorku od 15 djece koja se aktivno bave klizanjem u dobi od pet i pol do sedam godina koji su ujedno članovi Kluba hokeja na ledu „Medveščak Admiral“. Njihovi su rezultati uspoređeni s normativima djece iz zagrebačkih vrtića u dobi od šest godina. Za procjenu motoričkih sposobnosti korišteno je šest testova: skok u dalj (MSDM), podizanje trupa u sijed (MSRT), taping rukom (MBTR), pretklon trupa raznožno (MFSR), poligon natraške (MKPN) i stajanje na jednoj nozi na kocki (MRSJNK). Iz deskriptivne statistike vidljiva je razlika u motoričkim sposobnostima između dviju skupina, a t-test potvrđuje da je ta razlika statistički značajna u korist eksperimentalne skupine djece koja se aktivno bave klizanjem.This thesis deals with the research of the differences in motor abilities between preschool children who are engaged in skating and children who are not engaged in skating. The main goal of the research was to determine whether skating has a positive effect on the development of motor skills in preschool age and to compare the results of skating children with norms for the older age group. The research was conducted on a sample of 15 children who are actively involved in skating between the ages of five and a half and seven who are also members of the "Medveščak Admiral" Ice Hockey Club. Their results were compared with the norms of children from kindergartens in Zagreb at the age of six. Six tests were used to assess motor skills: long jump (MSDM), deadlift (MSRT), hand tapping (MBTR), forward body flexion (MFSR), backward polygon (MKPN) and standing on one leg on a cube ( MRSJNK). Descriptive analysis of the results showed significant differences in motor abilities between the two groups, and t-test analysis confirmed statistically significant differences in five of the six tested variables
The challenges faced by educators in promoting developmental opportunities for children with developmental disabilities in early childhood and preschool education
No full textDjeca s teškoćama u razvoju predstavljaju posebno osjetljivu skupinu, čije su potrebe u društvu još uvijek nedovoljno precizno definirane i često pogrešno shvaćene. Potrebno je aktivno raditi na njihovoj zaštiti i priznavanju njihovih prava. U tom procesu, institucije ranog i predškolskog odgoja i obrazovanja (RPOO) imaju ključnu ulogu, jer proces socijalizacije djece s teškoćama u razvoju ovisi o njihovim specifičnim razvojnim potrebama i odgojnom kontekstu u kojem odrastaju. Osiguranje poticajnog i prilagođenog okruženja za djecu s teškoćama u razvoju ključno je za njihovu optimalnu socijalizaciju i razvoj, pri čemu je nužno uskladiti odgojne metode s njihovim specifičnim potrebama i pružiti im mogućnost da u potpunosti razviju svoj potencijal. Odgoj i obrazovanje trebaju se temeljiti na načelima inkluzivnosti, uz individualizirani pristup djetetovim potrebama. U središtu ovog procesa su odgojitelji, uz aktivno sudjelovanje djece, roditelja ili skrbnika i stručnih suradnika. Pored toga, ključno je osigurati kontinuiranu podršku u vidu stručnih edukacija za odgojitelje i učitelje, kao i osiguranje adekvatnih materijalnih resursa i prilagođenih uvjeta rada. Također, uključivanje stručnih suradnika može značajno unaprijediti proces odgoja i obrazovanja djece s teškoćama u razvoju. Rad s roditeljima i pružanje informacija o pravima i mogućnostima njihove djece također je od velike važnosti, kako bi se osigurala što kvalitetnija suradnja između institucija i obitelji. U svrhu ovog rada provedeno je istraživanje putem anketnog upitnika u kojem je sudjelovalo 115 odgojitelja. Istraživanje je pokazalo da većina odgojitelja posjeduje višu stručnu spremu te izražavaju potrebu za dodatnim edukacijama kako bi poboljšali svoju učinkovitost u radu s djecom s teškoćama u razvoju. Također, rezultati ukazuju na značajne izazove u resursima, stručnoj podršci i prostornim uvjetima, što naglašava potrebu za hitnim poboljšanjima u ovim područjima.Children with developmental difficulties represent a particularly sensitive group, whose needs in society are still inadequately defined and often misunderstood. Active efforts are needed to protect them and recognize their rights. In this process, early childhood education institutions (ECEI) play a crucial role, as the socialization process for children with developmental difficulties depends on their specific developmental needs and the educational context in which they grow up. Providing a stimulating and adapted environment for children with developmental difficulties is essential for their optimal socialization and development, necessitating the alignment of educational methods with their specific needs and providing them with the opportunity to fully develop their potential. Education should be based on principles of inclusivity, with an individualized approach to the child's needs. At the center of this process are educators, along with the active participation of children, parents or guardians, and professional collaborators. Additionally, it is crucial to ensure continuous support through professional training for educators and teachers, as well as the provision of adequate material resources and adapted working conditions. Furthermore, involving professional collaborators can significantly enhance the process of educating and supporting children with developmental difficulties. Working with parents and providing information about their children's rights and possibilities is also of great importance to ensure the highest quality of collaboration between institutions and families. For the purpose of this work, a survey was conducted with 115 educators. The research showed that most educators have higher qualifications and express the need for additional training to improve their effectiveness in working with children with developmental difficulties. Additionally, the results indicate significant challenges in resources, professional support, and spatial conditions, highlighting the urgent need for improvements in these areas
Dramatic expression as a stimulus for early language development
No full textVerbalna komunikacija je glavni oblik sporazumijevanja među ljudima. Upravo zato je od velike važnosti da dijete već u najranijem razdoblju svog života usvoji osnovne oblike jezika. Tijekom svojeg djetinjstva ono prolazi kroz različite jezične faze i usvaja jezična i gramatička pravila, a u razvoju njegova jezika veliku ulogu igra okolina kojom je ono okruženo svakoga dana. Za kvalitetnu komunikaciju neizostavna su umijeća slušanja i govorenja. Važno je poticati djecu da aktivno slušaju, a govor proizlazi upravo iz sposobnosti slušanja jer sve što djeca čuju, ona to i govore. Treba im pružati mogućnost da govore kada žele i da se jasno izjašnjavaju. Navedene djelatnosti se najbolje razvijaju različitim pripovijedanjima, jezičnim i dramskim igrama. Dramski odgoj jedan je od odgojnih oblika koji se provodi u većini odgojno-obrazovnih ustanova. Ono podrazumijeva provođenje dramskih aktivnosti u vrtiću i upoznavanje djeteta s kazališnom umjetnošću. Među dramske aktivnosti spadaju različite dramske tehnike i metode. Dramski odgoj sadrži tri područja: dramsko izražavanje, dramsko stvaralaštvo i dramsku kulturu. U radu se stavlja naglasak na dramsko izražavanje jer je ono usmjereno na obrazovne ishode, a cilj istraživanja je upravo vidjeti kako dramsko izražavanje utječe na jezični razvoj djeteta. Uz dramske, značajne su i jezične igre koje svojim sadržajem potiču na kreativnost i govor djeteta. Za kvalitetnu provedbu dramskih aktivnosti bitan je i sam utjecaj te prisutnost odgojitelja. On bira svoju ulogu u igri i na taj način ostvaruje suradnju s djetetom te ga vodi kroz igru. Navedena teorija, primijenjena je i u istraživanju koje je provedeno u vrtiću s grupom djece. S obzirom na činjenicu da se za poticaj jezičnog razvoja djece u vrtiću, u kojem je provedeno istraživanje, održava više aktivnosti iz drugih umjetničkih područja, cilj je bio vidjeti koliko dramsko izražavanje doprinosi spomenutom razvoju. Kako su objasnili odgojitelji, razlozi rijetkog provođenja dramskih aktivnosti u svrhu poticanja govora su nedovoljna količina iskustva odgojitelja u dramskoj pedagogiji, no u stvarnosti to nije od velike važnosti zato što je djeci najbitnija igra, a ne profesionalnost.Verbal communication is the primary form of interaction between people. For this reason, it is very important that a child acquires the basic forms of language at the earliest stages of life. Throughout childhood, the child goes through various language phases, learning linguistic and grammatical rules, with their environment playing a crucial role in language development, as they are surrounded by it daily. For effective communication, the skills of listening and speaking are essential. It is important to encourage children to listen actively, as speech stems from the ability to listen. Everything children hear, they also speak. They should be given the opportunity to speak when they wish and to express themselves clearly. These activities are best developed through storytelling, language, and dramatic games. Drama education is one form of education implemented in most educational institutions. It involves conducting dramatic activities in kindergarten and introducing children to the theatrical art. Dramatic activities include various drama techniques and methods. Drama education encompasses three areas: dramatic expression, dramatic creativity, and dramatic culture. This paper focuses on dramatic expression because it is aimed at educational outcomes, with the research goal being to see how dramatic expression influences a child language development. Along with dramatic activities, language games that encourage creativity and speech are also important. For the effective implementation of dramatic activities, the role and presence of the educator are crucial. The educator selects their role in the game and thus collaborates with the child, guiding them through the play. This theory was also applied in research conducted in a kindergarten with a group of children. Given that several activities from other artistic fields are conducted to stimulate language development in the kindergarten where the research was carried out, the aim was to see how much dramatic expression contributes to this development. According to the educators, the reasons for the rare use of dramatic activities to encourage speech are the lack of experience among educators in drama pedagogy. However, in reality, this is not of great importance because what matters most to children is play, not professionalism
Spontaneous play in preschool and early school age
No full textRad govori općenito o igri djece, teorijski se bavi različitim mjestima stanovanja kao što su urbana i ruralna sredina, prolazi se kroz igre u prošlosti i sadašnjosti, a detaljno se proučava igra skupine djece u razmaku od godine dana. Odnosno provedeno je longitudinalno istraživanje o igri djece u predškolskoj dobi i u školskoj dobi. Pretpostavka je da se igra, način igranja, metode igranja kao i poticaji kojima se igraju mijenjaju s polaskom u školu. Cilj rada je pretpostavku dokazati na način da se nul-hipoteza prihvaća, odnosno da se odbacuje. Ispitano je 13 djece u živo prilikom boravka u vrtiću putem ankete, te tih istih 13 djece uz pomoć roditelja putem online ankete kroz mail tijekom pohađanja prvog razreda osnovne škole. Metoda kojom se provodila analiza podataka jest metoda Hi-kvadrat testa, a razina značajnosti koja je korištena pri izračunima iznosi 0,1 kako bi podaci, obzirom na manji broj uzoraka, bili što točniji i precizniji. Uočeno je kako se djeca u razmaku od godinu dana sve više počinju igrati na otvorenome, češće su s prijateljima te je vidljiv porast igranja igrica na mobitelima a smanjivanje korištenje računala u iste svrhe. Nakon provedenog istraživanja može se zaključiti kako se sva djeca svijeta igraju, odrastali oni u urbanim ili ruralnim sredinama. Načela razvoja igre uglavnom su ista za svu djecu, a djeca se igraju raznih igara bilo da su predškolci ili školarci, velika razlika u slobodnoj igri kod djece se ne primjećuje. Djeca su djeca, bez obzira u kojoj se ustanovi nalazili, a njihov najvažniji zadatak jest igrati se.The thesis discusses children's play in general, theoretically addressing different living environments such as urban and rural surroundings. It explores games from the past and present, and extensively examines group play among children over a span of one year. Specifically, a longitudinal study on play in preschool and school age children was conducted. The assumption is that play, play styles, play methods, and incentives they play with change as children enter school. The aim of the study is to prove this assumption by accepting or rejecting the null hypothesis. Thirteen children were surveyed in person during their time in kindergarten, and the same 13 children, with the help of their parents, were surveyed online via email during their first grade in elementary school. The data analysis was conducted using the Hi-square test method, with asignificance level of 0.1 to ensure more accurate and precise results due to the smaller sample size. It was observed that children increasingly engage in outdoor play over the span of one year, spend more time with friends, and there is a noticeable increase in playing mobile games while decreasing computer usage for the same purpose. After conducting the research, it can be concluded that all children around the world engage in play, regardless of whether they grow up in urban or rural environments. The principles of play development are generally the same for all children, and there is no significant difference in free play among preschoolers and school-age children. Children are children, regardless of the institution they are in, and their most important task is to play
Kinesiological activity and dietary habits of preschool children in Zagreb
No full textTjelesna aktivnost ima ključnu ulogu u razvoju djece predškolske dobi, poboljšavajući motoričke sposobnosti, jačanje mišića i kostiju te smanjujući rizik od prekomjerne pretilosti i tjelesne mase. Slobodna igra na otvorenom doprinosi tjelesnom razvoju i zdravlju, dok prekomjerno vrijeme provedeno ispred ekrana može imati negativne posljedice. Pravilna prehrana u ranom djetinjstvu presudna je za zdrav razvoj i rast. Prehrambene navike, poput konzumacije povrća i voća, imaju značajan utjecaj na dugoročno zdravlje, dok brza hrana može uzrokovati kratkoročne energetske fluktuacije i dugoročne zdravstvene probleme.
Cilj istraživanja bio je prikupiti podatke o utjecaju tjelesne aktivnosti i prehrambenih navika na zdravlje djece predškolske dobi. Istraživanje se usredotočilo na analizu učinaka organiziranih tjelesnih aktivnosti na prehrambene navike i razinu tjelesne aktivnosti djece, te na ispitivanje utjecaja vremena provedenog ispred ekrana na ove aspekte. Također, istražena je uloga uključivanja djece u pripremu obroka u oblikovanju njihovih prehrambenih navika, te su analizirani socioekonomski čimbenici kao što su obrazovanje roditelja i mjesečni prihodi obitelji, te njihov utjecaj na prehrambene navike i tjelesnu aktivnost djece.
Rezultati istraživanja ukazuju na to da organizirane tjelesne aktivnosti imaju značajan pozitivan utjecaj na prehrambene navike i razinu tjelesne aktivnosti djece predškolske dobi. Suprotno tome, produženo vrijeme provedeno ispred ekrana povezano je s smanjenjem tjelesne aktivnosti i pogoršanjem prehrambenih navika. Uključenje djece u pripremu obroka pokazuje značajne pozitivne učinke na njihovu prehranu. Također, socioekonomski čimbenici značajno utječu na prehrambene navike i tjelesnu aktivnost djece. Ovi rezultati naglašavaju potrebu za sveobuhvatnim pristupom koji uključuje strukturirane tjelesne aktivnosti, regulaciju vremena provedenog ispred ekrana, uključivanje djece u pripremu hrane te uzimanje u obzir socioekonomski čimbenika radi unapređenja zdravstvenih standarda djece predškolske dobi.Physical activity plays a crucial role in the development of preschool children, enhancing motor abilities, strengthening muscles and bones, and reducing the risk of overweight and obesity. Free play outdoors further contributes to physical health and development, while excessive screen time can have negative consequences. Proper nutrition in early childhood is essential for healthy growth and development. Dietary habits, such as consuming fruits and vegetables, have a significant impact on long-term health, whereas fast food can cause short-term energy fluctuations and long-term health problems.
The aim of the research was to gather data on the impact of physical activity and dietary habits on the health of preschool-aged children. The study focused on analyzing the effects of organized physical activities on dietary habits and the level of physical activity among children, as well as examining the impact of screen time on these aspects. Additionally, the role of involving children in meal preparation in shaping their dietary habits was investigated, and socioeconomic factors such as parental education and family income were analyzed for their influence on dietary habits and physical activity of children.
The research findings indicate that organized physical activities have a significant positive impact on dietary habits and the level of physical activity among preschool-aged children. Conversely, prolonged screen time is associated with a decrease in physical activity and deterioration in dietary habits. Involving children in meal preparation shows significant positive effects on their diet. Furthermore, socioeconomic factors significantly influence the dietary habits and physical activity of children. These results highlight the need for a comprehensive approach that includes structured physical activities, regulation of screen time, involving children in food preparation, and consideration of socioeconomic factors to improve the health standards of preschool-aged children
Implementing Kinesiology Activities to Prevent Obesity in Preschool Age Children
No full textOvim radom nastoji se utvrditi povezanost između provođenja kineziološke aktivnosti i pretilosti djece vrtićke dobi kroz dobivene rezultate. Nastoje se istražiti znanja i razumijevanja roditelja i/ili skrbnika o mogućnostima nastanka pretilosti u dječjoj dobi te o načinima prevencije pretilosti kod djece vrtićke dobi. Mjerni instrument ovoga rada je anketni upitnik koji se sastoji od pitanja otvorenog, zatvorenog te kombiniranog tipa. Uzorak ispitanika ovoga rada čine 62 roditelja/skrbnika djece vrtićke dobi. Dobivenim rezultatima zadane su hipoteze opovrgnute te je za relevantnije rezultate potrebno ponoviti i proširiti istraživanje povećanjem uzorka. Rezultati rada omogućavaju osvještavanje važnosti poticanja i provođenja kinezioloških aktivnosti kod djece vrtićke dobi kao jednog od preduvjeta za ostvarivanje optimalnog rasta i razvoja.This research paper tries to determine the connection between the implementation of kinesiology activities and obesity in preschool-age children through the obtained results. It is intended to investigate the knowledge and understanding of parents and/or guardians about the possibility of obesity in childhood and about the ways to prevent obesity in children of preschool age. The measuring instrument of this paper is a survey questionnaire consisting of open, closed, and combined types of questions. The sample of respondents to this survey consists of 62 parents/caregivers of children of kindergarten age. The given hypotheses were rejected because the obtained results were not statistically significant, and for more relevant results, it is necessary to repeat and expand the research by increasing the sample. The results of the research paper enable us to raise awareness of the importance of encouraging and conducting kinesiology activities in children of kindergarten age as one of the prerequisites for achieving optimal growth and development
Čitanje u EFL-u u društvu terapijskih pasa: pregled literature
No full textAnimal-assisted programs, as programs that use therapy animals as a tool for helping people with different needs, have increasingly become more popular in the last couple of decades, especially concerning children with specific psychological or physical needs. However, the need for these types of programs for children whose needs are not classified as “special” has become more noticeable, specifically in the behavioral and life-skill areas. One of the skills that is becoming more difficult for children to acquire is reading. Reading consists of multiple areas that need to work together coherently – reading speed, comprehension, precision and many more. This very important life skill is slowly getting lost, and it is necessary to do everything to value and nurture it from the youngest age.
This thesis aims to increase awareness of the importance of programs such as R.E.A.D. and other Reading to Dogs programs, as well as offer insight into already created programs and previously made research. The focus is on programs targeted at children and the improvement of their reading skills.
Results have shown that animal-assisted programs benefit children, whether they have some specific needs or not. Animals offer unconditional love and support throughout the process of reading, enabling children to relax and focus on the text in front of them. The sheer presence of the animal transfers calming energy to the child, fulfilling some of their emotional needs. These programs need to be implemented in more areas to help as many children as possible, as well as to do more in-depth research on the possibilities of these types of intervention.Programi koji se provode uz pomoć životinja i koji koriste životinje kao alat za pomaganje ljudima s raznim potrebama su zadnjih par desetljeća postali sve popularniji, pogotovo oni koji su usmjereni na djecu sa specifičnim psihološkim ili fizičkim potrebama. No, potreba za takvim programima za djecu čije potrebe se ne klasificiraju kao „posebne“ postaje sve više očita, pogotovo u području ponašanja i životnih vještina. Jedna od vještina koju djeca sve teže stječu je vještina pravilnog čitanja. Čitanje se sastoji od mnoštva područja koja trebaju biti usklađena – brzina čitanja, razumijevanje, preciznost i mnoga druga. Ova vrlo važna životna vještina polako se gubi i nužno je učiniti sve što je moguće da bi se cijenila i njegovala od najranijeg razdoblja dječjeg života.
Cilj ovog rada je podići svijest o važnosti programa poput R.E.A.D.-a i ostalih programa za čitanje psima, kao i pružiti uvid u već stvorene programe i prethodna istraživanja. Fokus je na programima namijenjenima djeci i poboljšanju njihovih vještina čitanja.
Rezultati su pokazali da programi s životinjama imaju pozitivan utjecaj na djecu bez obzira na to imaju li djeca neke specifične potrebe ili ne. Životinje nude bezuvjetnu ljubav i podršku tijekom procesa čitanja, omogućavajući djeci da se opuste i usmjere pažnju na tekst. Sama prisutnost životinje prenosi umirujuću energiju na dijete, zadovoljavajući neke od emocionalnih potreba. Ovakvi programi trebaju se uvesti u što više područja kako bi pomogli što većem broju djece i kako bi se provela preciznija i dublja istraživanja svih njihovih mogućnosti
Possibilities of using ChatGPT in university study
No full textU današnjem vremenu u kojemu je umjetna inteligencija (AI) sve više prisutna, novi jezični model ChatGPT, koji razumije prirodni jezik i generira odgovore na upite korisnika, pronalazi sve veću primjenu u različitim granama znanosti i u mnogim područjima, pa tako i u obrazovanju. ChatGPT nudi brojne mogućnosti primjene u svim stupnjevima obrazovanja, a posebno u fakultetskom obrazovanju. Sustav kao takav može služiti kao pomoć pri učenju, pomoć pri pretraživanju i prevođenju literature, pomoć pri oblikovanju teksta, planiranju i osmišljavanju različitih aktivnosti za nastavni proces, i sl. Ipak, informacijama koje ChatGPT generira, studenti trebaju pristupati s oprezom i dodatnom provjerom kako ne bi došlo do pogrešnih ili nedovoljno vjerodostojnih podataka. Također, nameće se etičko pitanje i pitanje očuvanja akademskog integriteta u sklopu korištenja ChatGPT-a tijekom učenja i studiranja zbog pojave plagiranja, krađe i varanja. Upravo se takva primjena ChatGPT-a istražuje u ovom radu gdje se ispituju mišljenja i stavovi studenata o korištenju sustava za pomoć pri učenju u vidu svih navedenih aspekata mogućnosti i opasnosti ChatGPT-a. Rezultati istraživanja pokazuju da većina ispitanih studenata koristi ili je koristila ChatGPT u pojedine fakultetske svrhe, kao što je pretraživanje i prijevod literature, pomoć u učenju i pisanju radova, ali ipak nisu informacije koristili bez dodatne provjere u relevantnim izvorima, što se na kraju pokazalo korisnim i neophodnim. Jedan dio studenata smatra kako je moguće da je akademski integritet narušen korištenjem ChatGPT-a, ali isto tako smatraju da ako korisnici odgovorno koriste sustav da je moguće implementirati ga u obrazovanje i koristiti ga kao alat za pomoć u učenju, a ne kao alat za varanje ili plagiranje.In today's era where artificial intelligence (AI) is becoming increasingly present, ChatGPT, the new language model which understands natural language and generates responses to user queries, is finding numerous applications in various branches of science and across many fields, including education. ChatGPT offers many possibilities for application at all levels of education, particularly in higher education. Such a system can serve as a learning aid, assistant in searching and translating literature, help with text composition and aid in planning and designing various activities for educational process. However, students should approach the generated information with caution and should check further in the literature to avoid inaccurate or insufficiently credible data. Additionally, ethical considerations arise, along with concerns about preserving academic integrity, when using ChatGPT for learning and studying, due to the risk of plagiarism, theft, and cheating. This research explores the use of ChatGPT in this context, investigating students' opinions and attitudes towards using the system as a learning aid, considering all the aforementioned aspects of the possibilities and dangers of ChatGPT. The research results indicate that the majority of surveyed students have used or are using ChatGPT for specific purposes in their academic pursuits, such as literature search and translation, assistance in learning, and paper writing. However, they do not rely solely on the information provided by ChatGPT and they ensure additional verification from relevant sources, which has proven to be useful and necessary for the preservation of academic integrity. One part of the students believes that academic integrity may be compromised by using ChatGPT, but they also think that if users responsibly utilize the system, it is possible to implement it in education and use it as a learning aid rather than a tool for cheating or plagiarism