University of Zagreb Faculty of Teacher Education - Digital repository
University of Zagreb Faculty of Teacher Education - Digital repositoryNot a member yet
4576 research outputs found
Sort by
Encouraging creative writing in the school subject Croatian language
No full textKreativno pisanje i njegovo poučavanje može se gledati iz više perspektiva. Polazeći od pojma kreativnosti (stvaralaštva) i gledajući njezina obilježja dolazimo do toga da je ona složeni proces koji još uvijek nije do kraja istražen. Najjednostavnije rečeno, ona je stvaranje nečeg novog, što ne mora biti novo svima, nego za pojedinca koji je bio u kreativnom procesu. Svaka je osoba kreativna i ima potrebu za izražavanjem kreativnosti. Tijekom kreativnog djelovanja čovjek je aktivan i kognitivno i emocionalno. Posebno su zanimljivi osjećaji ispunjenja tijekom i nakon kreativnog izražavanja i dobrobit razvijanja kreativnosti za osobu. Pisanje je najsloženija jezična djelatnost, prethode joj slušanje, govorenje i čitanje. Intenzivno se razvija od polaska u školu, u razdoblju razredne nastave. Kreativno pisanje, kao spoj kreativnosti i pisanja, označava pisanje u kojem učenik stvara tekst primjenom strategija i tehnika pisanja, uz osjećaj ostvarenja zbog izražavanja vlastitih ideja ili emocija. U razvoju kreativnog pisanja u učenika veliku ulogu imaju učitelj i njegov/njezin stav prema kreativnosti te aktivnosti koje se koriste tijekom poučavanja pisanju. Ovdje se kao dobar put u poučavanju kreativnog pisanja ističu jezične igre i dramske aktivnosti koje se mogu vješto uklopiti u metodiku pisanja. U provedenom istraživanju pokazalo se da ispitanici (učitelji razredne nastave) imaju mišljenja o kreativnosti i njezinom poticanju uglavnom sukladna znanstvenim istraživanjima o kreativnosti. Nadalje, pokazalo se da učitelji uočavaju nedostatak motivacije i interesa učenika za pisanje, ali i da su učitelji koji uspijevaju motivirati učenike zadovoljni njihovim odnosom prema pisanju. U tom smislu, važno je da način poučavanja pisanju budi intrinzičnu motivaciju i osjećaj ostvarenja tijekom pisanja.Creative writing and its research can be viewed at from different angles. Starting with the term creativity, and looking at its features we could say it is complex process, still not fully investigated. In simple words, it is a creation of something new, not necessarily for everyone, but for the individual who is involved in the creative process. Every person is creative and has a need for expressing creativity. During the creative act a human is active both emotionally and cognitively. Particularly interesting are the feeling of fulfilment during and after the process and wellbeing it brings to the person. Writing is the most complex language skill, preceded by listening, speaking and reading. Its development becomes intensive since starting the primary school. Creative writing, as a combination of creativity and writing, indicates the writing in which the student creates a text applying strategies and techniques of writing, along with the feeling of expression initiated by showing his/her own ideas and feelings. During the development of creative writing as a student’s skill there is a great importance of the teacher and his/her attitude towards creativity and activities that are conducted during the process of teaching writing. As a good practice in teaching creating writing can be suggested language games and drama activities which can be applied to the methodology of writing. The conducted survey has showed that the examinees (lower-primary school teachers) generally have opinions about creativity and its encouraging in line with the research on creativity. Moreover, it has revealed that the teachers recognize a lack of pupils’ motivation and interest for writing, but the teachers who manage to motivate the pupils seem to be content with their attitude towards writing. According to that, it is important that the way of teaching writing encourages intrinsic motivation and the feeling of fulfilment while writing
Pop-Up And Leporello Picture Books In Kindergarten
No full textTema su mojeg završnog rada pop-up i leporello slikovnice u dječjem vrtiću. Slikovnice su djetetov prvi dodir sa svijetom knjiga te ga vode kroz razne pustolovine likova i upoznaju ga s pojmovima s kojima se dotad nije susrelo. Rad se sastoji od teorijskog i praktičnog dijela. U teorijskom dijelu rada najprije se upoznajemo s pojmom slikovnice. Slikovnica je prva knjiga koju dijete prima u svoje ruke. Roditelji i odgojitelji trebaju znati i biti informirani o tome kakve su slikovnice kvalitetne i važne za djecu i njihov razvoj te ćemo se kroz ovaj rad informirati o kvalitetnim slikovnicama. U radu su objašnjene i važnosti ilustracije u slikovnicama i važnosti čitanja slikovnica. Također, u radu je navedena prva hrvatska slikovnica. Djeca se tijekom svojeg odrastanja susreću s mnogim slikovnicama koje imaju različite funkcije po njihov razvoj. U radu su navedene funkcije koje slikovnice mogu imati. Dijete u vrtiću od najranije dobi ne može samo čitati slikovnicu, nego je uloga odgojitelja da mu čita slikovnicu, promatra ilustracije i razvija ljubav prema slikovnicama. Naravno, odgojitelj ima još mnogo uloga tijekom čitanja slikovnice, što ćemo u radu saznati. Saznat ćemo i koju ulogu slikovnica ima u razvoju djeteta i upoznat ćemo kakve su to pop-up slikovnice i leporello slikovnice. Slikovnice djecu potiču na kreativnost i maštu, što oni izražavaju kroz likovne aktivnosti. U praktičnom dijelu rada prikazane su aktivnosti koje su provedene u dječjem vrtiću. Aktivnost su provodila djeca od 6 godina. Motivacije za provedene likovne aktivnosti su bile slikovnice. Na kraju aktivnosti analizirani su dječji radovi.The topic of my final work is pop-up and leporello picture books in kindergarten. Picture books are a child’s first contact with the world of books and lead them through various adventures of the characters and introduce them to concepts they have not encountered before. The paper consists of a theoretical and a practical part. In the theoretical part of the work, we first get acquainted with the concept of a picture book. A picture book is the first book that a child receives in his hands. Parents and educators should know and be informed about what kind of picture books are of high quality and important for children and their development, and through this work we will inform ourselves about quality picture books. The paper also explains the importance of illustrations in picture books and the importance of reading picture books. The first Croatian picture book is also mentioned in the work. During their growing up, children come across many picture books that have different functions for their development. The paper lists the functions that picture books can have. A child in a kindergarten cannot read a picture book by himself from the earliest age, but the teacher’s role is to read the picture book to him, observe the illustrations and develop a love for picture books. Of course, the educator has many other roles during the reading of the picture book, which we will find out in the paper. We will also find out what role picture books play in a child’s development and we will learn what pop-up picture books and leporello picture books are. Picture books encourage children to be creative and imaginative, which they express through art activities. In the practical part of the paper, the activities carried out in the kindergarten are presented. The activity was carried out by children aged 6. The motivations for the art activities were picture books. At the end of the activity, children’s works were analyze
The preschool teachers perspective of their role in promoting childrens rights
No full textKonvencija o pravima djeteta u svoja 54 članka definira prava i zaštitu djece te njihova prava proizlaze iz njihovih potreba. Dijete ima pravo znati svoja prava te je potrebno da ih razumije i poznaje. Isto tako, potrebno je da dijete razumije da i druga djeca imaju jednaka prava koja nitko ne bi trebao kršiti. Odgojitelji koji su u svakodnevnom kontaktu s djecom moraju poznavati i poštivati prava kako bi bili model djeci i mogli ih upoznati s istima. Sustav predškolskog odgoja u Republici Hrvatskoj predstavlja prvu razinu sveukupnog sustava odgoja i obrazovanja te stavlja naglasak na provedbu demokratskih načela. Uloga suvremenog odgojitelja je kreiranje okruženja u kojem je dijete aktivna lan zajednice, u kojem kreira svoja prava, živi ih i uči o istima. Nadalje, participacija djece zna i sudjelovanje u stvarima koji ih se ti u i u kojima mogu odlučivati, na slušanje mišljenja djece te poštivanje tog prava. Svrha ovog diplomskog rada bila je istražiti kako odgojitelji percipiraju svoju ulogu u promicanju dječjih prava u kontekstu odgojno – obrazovnih ustanova. U istraživanju su se procjenjivale razlike s obzirom na karakteristike sudionika: dob, spol, članstvo u organizacijama, pohađanje stručnih usavršavanja, stupanj obrazovanja te slušanje sadržaja o dječjim pravima tijekom obrazovanja.The Convention on the Rights of the Child, in its 54 articles, defines the rights and protection of children, with these rights arising from their needs. A child has the right to know their rights, and it is necessary for them to understand and be aware of them. Similarly, it is important for the child to understand that other children have equal rights that should not be violated by anyone. Educators, who are in daily contact with children, must be familiar with and respect these rights in order to serve as models for the children and to help them become aware of these rights. The preschool education system in the Republic of Croatia represents the first level of the overall education system and emphasizes the implementation of democratic principles. The role of the modern educator is to create an environment in which the child is an active member of the community, where they shape their rights, live them, and learn about them. Furthermore, child participation means involvement in matters that concern them, where they can make decisions, have their opinions heard, and have that right respected. The purpose of this thesis was to investigate how educators perceive their role in promoting children's rights within the context of educational institutions. The research evaluated differences based on participants' characteristics: age, gender, membership in organizations, attendance at professional training, level of education, and whether they received education on children's rights during their studies
Clay in children's hands - art activities with children of preschool age
No full textCilj ovog rada bio je istražiti kako e djeca pristupiti glini kao oblikovnom materijalu te na koji će način pristupiti modeliranju zadanog motiva. Ključna pitanja od kojih se kretalo bila su kakve su razlike u modeliranju glinom u odnosu na modeliranje glinamolom. Namjera je bila istražiti hoće li djeca spontano, bez prethodnih uputa od strane odgojitelja izraditi trodimenzionalni oblik ili će raditi plošno na podlozi („crtati“ glinom). Također, namjera je bila ispitati razlike i oblikovne mogućnosti između gline i glinamola te kako djeca reagiraju na jedan i drugi materijal u svom stvarala kom procesu. Također se istražuje: Kakve će biti površine modeliranih oblika u dječjim radovima nastalim bez prethodnih uputa od strane odgojitelja, a kakve s prethodnim uputama?; Ho e li u dječjim likovnim radovima biti mnogo detalja ili će oni izostati?; Uočavaju li djeca razliku u modeliranju glinom u odnosu na modeliranje glinamolom? Za potrebe diplomskog rada provedena su ispitivanja karakteristika materijala gline i glinamola te su provedene tri likovne aktivnosti u Dječjem vrti u „Utrina“ s djecom predškolske dobi (6-7 godina). Rezultati istraživanja pokazali su da su u radu s glinom i glinamolom bez uputa odgojitelja radovi djece imali grublju površinu, radu su pristupali plošno s puno detalja kao da „crtaju“ glinom (kuglicama, valjčićima i pločicama). S motivacijom i uputama odgojitelja djeca su izrađivala trodimenzionalne oblike jer su uočila volumen. Pokazalo se da je glina primjereniji materijal za rad s djecom u vrti u od glinamola jer je prirodan, podatniji za oblikovanje i može ga se ponovo koristiti, a dobro smišljenim metodičkim postupkom djeca napuštaju plošno stvaranje i rade trodimenzionalno. Zbog utjecaja na cjelokupni razvoj djeteta veoma je važno omogućiti djeci modeliranje glinom.The aim of this paper was to explore the children's approach to clay as a shaping material and their choice of modeling technique for a given motif. Starting key question was what the differences in modeling with regular clay compared to modeling with modeling clay are. The intention was to investigate whether the children will spontaneously, without prior instructions from the teacher, create a three-dimensional shape or whether they will work flat on the surface ("drawing" with clay). Also, the intention was to examine the differences and design possibilities between regular and modeling clay and how children react to one and the other material in their creative process. Other investigated issues are as followed: What will the surfaces of modeled shapes be like in children's works created without prior instructions from the educator, and what will they be like with prior instructions? Will there be many details in the children's art works or not at all? Do children notice the difference in modeling with regular clay as compared to modeling clay?
For the purposes of the thesis, the characteristics of regular and modeling clay were tested, and three art activities were conducted in the Kindergarten "Utrina" with preschool children (ages 6-7). The results of the research showed that when working with regular clay and modeling clay without the teacher's instructions, the children's works had a rougher surface, they approached the work flatly with many details as if they were "drawing" with clay (with balls, rollers and tiles). With the teacher's motivation and instructions, the children made threedimensional shapes because they noticed the volume. It turned out that regular clay is a more appropriate material for working with children in kindergarten than modeling clay because it is natural, more flexible to shape and can be used again, and with a well-thought-out methodical process, children abandon flat creation and work three-dimensionally. Because of the influence on the overall development of the child, it is very important to enable children to model with clay
Representation Of Movement In The Artistic Expression Of Preschool Children
No full textOvaj rad navodi i opisuje razvoj umjetnosti, njezinu važnost kroz povijest te se navode grane umjetnosti nastale razvojem društva. Likovne umjetnosti prema sredstvima izražavanja dijelimo na: crtež, grafiku i slikarstvo (vezani za plohu) te kiparstvo i arhitekturu (u prostoru). Dječje likovno stvaralaštvo započinje spontano, već u najranijoj dobi kada dijete istražuje svijet oko sebe. Dijete osjeća unutarnju potrebu i poriv za istraživanjem i stvaranjem što je tipično za svu djecu svijeta. U radu se ističe važnost dječjeg likovnog izražavanja od najranije dobi pa sve do faze realizma, a u tome mu pomaže odgojitelj koji dijete usmjerava i pomaže mu u istraživanju i slobodi izražavanja. Ako dijete pravilno ne zadovolji svoju potrebu za likovnim stvaralaštvom, bit će nezadovoljno sobom što će se manifestirati u odrasloj dobi putem nepoželjnih ponašanja. Odgojitelj treba biti likovno educiran kako bi mogao na pravilan način analizirati dječji likovni rad. Dječji rad prožet je iskrenošću, različitim emocijama, slobodan je i maštovit. Putem dječjeg rada odgojitelj može iščitati kako se dijete osjećalo tijekom stvaranja, u kojoj se razvojnoj fazi nalazi, je li nadareno, koja mu je boja najdraža, te tako bolje upoznati dijete. U sklopu ovog rada provedeno je kvalitativno likovno istraživanje s djecom starosne dobi od 6 i 7 godina koja su različitim likovnim aktivnostima istraživala pokret. Likovnim aktivnostima djeci se želio približiti pokret, njegova složenost i izgled posture tijela tijekom izvođenja neke radnje. Ujedno se djeci tijekom istraživanja željelo omogućiti isprobavanje i istraživanje kroz različite likovne tehnike. Nadalje, ovim se radom djecu željelo potaknuti na različite oblike kretanja te na promišljanje o zdravim navikama.This paper outlines and describes the development of art, its importance since ancient times, and the branches of art that have emerged with the development of society. The visual arts, according to their means of expression, are divided into drawing, graphic arts, and painting (which are related to surfaces) and sculpture and architecture (which exist in space). Children's artistic creation begins spontaneously, even at an early age, when a child explores the world around them. A child feels an inner need and drive for exploration and creation, which is typical for all children worldwide. The paper highlights the importance of children's artistic expression from the earliest age up to the stage of realism, aided by an educator who guides the child and helps in exploration and freedom of expression. If a child's need for artistic creation is not properly satisfied, the child will become dissatisfied with themselves, which will manifest later in adulthood through undesirable behaviour. The educator must be artistically educated to properly analyse the child's artwork. A child's work is filled with honesty, various emotions, and is free and imaginative. Through the child's work, the educator can discern how the child felt during creation, in which developmental stage the child is, whether the child is gifted, what their favourite colour is, and thus get to know the child better. In this paper, qualitative artistic research was conducted with children aged 6 and 7, who explored movement through various artistic activities. The goal of these artistic activities was to bring the concept of movement closer to the children, its complexity, and the appearance of body posture during the execution of certain actions. During the research, children were also encouraged to experiment and explore with various artistic techniques. Furthermore, this paper aimed to encourage children to engage in various forms of movement and to reflect on healthy habits
Designing a picture book
No full textCilj ovog rada bio je prikazati cijeli proces oblikovanja autorske slikovnice „Hoće li me baka zaboraviti?“. Teorijsko polazište rada temelji se na teoriji vezanoj uz slikovnice i ilustracije, odnosno njihovoj definiciji, povijesti, ulozi i funkciji te vrstama. Poznato je da je slikovnica prvo likovno-literarno djelo s kojim dijete ima doticaj. Slikovnice imaju različite uloge i funkcije. Odličan su poticaj za razgovor prije i nakon njihova čitanja, djeci omogućavaju da se susretnu s pisanom riječju, što je važno za početno pisanje i čitanje te obogaćivanje rječnika.
Čitanje i razmišljanje o slikovnicama korisno je za kognitivni razvoj i poboljšanje pamćenja i logičkog razmišljanja. Djeca se u slikovnicama mogu susresti sa stvarima i pojavama s kojima se inače ne bi susrela, poput novih kultura, te se upoznati s različitostima, što može pridonijeti razvoju samopouzdanja, empatije i tolerancije. Ilustracije u slikovnici imaju važnu funkciju s obzirom na to da su slike, to jest ilustracije, ono što djeca najprije vide u slikovnici dok im odrasli čitaju. Osim toga, ilustracije oslikavaju tekst na način da ga nadopunjuju i produbljuju, oslikavaju raspoloženje i emocije, postavljaju ritam slikovnice te pomažu djeci da bolje razumiju tekst slikovnice. Prikazan je i objašnjen proces izrade autorske slikovnice, od početnih skica do krajnjeg produkta.The aim of this work was to present the entire process of designing author's picture book "Will grandma forget me?". The theoretical starting point of this work is based on the theory related to picture books and illustrations, i.e. their definition, history, role and function and types. It is known that a picture book is the first artistic and literary work which a child has contact with. Picture books have diverse roles and functions. They are an excellent stimulus for conversation before and after reading a picture book, they allow children to encounter the written word, which is important for initial writing and reading and vocabulary enrichment.
Reading and thinking about picture books is useful for cognitive development and improving memory and logical thinking. Through picture books, children can encounter things and occurrences that they would not normally encounter, such as new cultures, becoming familiar with differences, and thereby contribute to the development of self-confidence, empathy and tolerance. The illustrations in the picture book have an important function considering that the pictures or illustrations, are what children see first in the picture book while adults are reading to them. In addition, the illustrations depict the text in a way that complements and deepens it, portrays the mood and emotions, sets the rhythm of the picture book and helps children to better understand the text of the picture book. The process of creating the picturebook is shown and explained, from the initial sketches to the final product
The connection between physical activity and the level of cognitive ability of preschool children
No full textPorastom uporabe tehnologije u svakodnevnom životu, ubrzanim načinom života i promjenama u na inu pristupa roditelja prema odgoju, pojavljuje se problem manjka tjelesne aktivnosti kod djece predškolske dobi, ali i ljudi općenito. No istovremeno paradoks problema leži u činjenici da zahvaljuju i spomenutom tehnološkom razvoju i modernizaciji u istraživanjima, danas je moguće gotovo precizno ispitati povezanost tjelesne aktivnosti i razvoja kognitivnih sposobnosti. Mnogi znanstvenici danas svoj rad posve uju istraživanju djelovanja tjelesne aktivnosti na razvoj ljudskog tijela i kognicije te u podru ju dječje psihologije sve veća važnost pridaje se relevantnim rezultatima koji služe kao referenca za daljnji rad. U znanstvenoj zajednici, provedena istraživanja dala su pozitivne rezultate u odnosu povezanosti redovite tjelesne aktivnosti i pravilnog kognitivnog razvoja, kao i negativne utjecaje manjka tjelesne aktivnosti na kognitivni razvoj djece. Izvršne funkcije i tjelesna aktivnost su neposredno povezane kroz sve faze života, a od ključnog su značaja u najranijim fazama djetetovog života, stoga je važnost spomenutih odnosa za istraživanje od izuzetnog značaja. Bitan preokret dogodio se sredinom prošlog stoljeća jačanjem nekoliko glavnih teorija koje su svojim utjecajem postavile temelje za daljnja istraživanja. U svrhu obogaćivanja postoje e literature, ovaj rad istaknut će najvažnija istraživanja za podru je odgoja i obrazovanja te pružiti suvremene primjere dobre prakse za budućnost.With the increase in the use of modern technology in everyday life, the accelerated lifestyle and different approaches to parenting and preschool education, the problem of lack of physical activity among children, and people in general is visible more than ever. However, the paradox of this problem lies in the fact that with an increase of modern technology use and development, people are able nowadays to precisely measure the effects of activity and inactivity, and to examine precisely, the connection between physical and cognitive development. Today, many scientists devote their work to researching the effects of physical activity on the development of the human body and cognition. In the field of child psychology, relevant results serve as a reference for further work, which is increasingly important. In the scientific community, the conducted research gave positive results regarding the relationship between regular physical activity and proper cognitive development, as well as the negative effects of inactivity or lack of activity and poorly developed cognition at a young age. Executive functions and physical activity are directly related throughout all stages of life, especially at the early stages. A significant turning point occurred in the middle of the last century, when several theories were strengthened and which have set the foundations for further research. To enrich the existing literature, this thesis will highlight the most important existing results of research in the field of upbringing and education and provide contemporary examples of good practice for future use
Comparison of the attitudes of students of the first and final year of Early Childhood and Preschool Education about giftedness in preschool age
No full textDanas se ističe sve veća važnost i potreba za radom s darovitim pojedincima i to već od razdoblja ranog djetinjstva. Darovitost je moguće i potrebno uočiti već u predškolskoj dobi i u skladu s time djetetu pružiti kvalitetan odgoj i obrazovanje koji bi ispunjavao njegove potrebe i mogućnosti. Kako bi se darovitost razvila, važno je da svi uključeni u djetetov život – roditelji, odgojitelji, učitelji – prepoznaju njegove posebne osobine i sposobnosti i trude se osigurati poticajno okruženje za njegov razvoj. Darovitost često sa sobom nosi i određene teškoće, poput frustracija zbog nezadovoljenih potreba, neslaganje s okolinom i osjećaj nepripadnosti istoj. Upravo zbog toga, važno je i obrazovanje samih odgojitelja jer, osim što je nužno prepoznati i identificirati darovitost, nužno je i naučiti što činiti s njom, od posebnih aktivnosti do razumijevanja potreba i teško a s kojima se daroviti suočavaju. Cilj je ovoga istraživanja bio ispitati koliko studenti prve i treće godine ranoga i predškolskoga odgoja razumiju i znaju o darovitosti i darovitoj djeci te usporediti njihova znanja. U istraživanju je korištena kvantitativna metodologija u kojoj je online upitnikom ispitivano 214 studenata s prve i treće godine prijediplomskog odgojiteljskog studija. Rezultati pokazuju da ne postoji značajna razlika u znanju između studenata. To je i očekivani rezultat jer na studiju općenito nedostaje kolegij o darovitosti. Obrazovni sustavi za odgojitelje i učitelje diljem svijeta suočavaju se sa sličnim problemom što je zabrinjavajuća činjenica jer su darovita djeca također djeca s posebnim potrebama i edukacija o tome je neophodna. Ovaj rad služi i kao smjernica za sva buduća istraživanja u tom području jer je istraživanje darovitosti, a posebno one kod djece rane i predškolske dobi, jedno od najzanemarenijih u znanstvenim istraživanjima.Nowadays, the importance and necessity of working with gifted individuals, starting from early childhood, is becoming increasingly recognized. It is possible and necessary to identify giftedness in preschool age and provide the child with quality upbringing and education that meets their needs and possibilities. For giftedness to develop, it is important that everyone involved in the child's life – parents, educators, and teachers – recognize their special qualities and abilities and strive to provide a stimulating environment for their development. Giftedness is often associated with certain difficulties, such as frustrations due to unmet needs, conflicts with others, and a feeling of not belonging. For this reason, the education of teachers is crucial because, in addition to recognizing and identifying giftedness, they must learn how to work with gifted children, from planning special activities to understanding their needs and the difficulties they may face. The aim of this research was to examine the knowledge and views about giftedness and gifted children among first- and final-year students of early and preschool education in order to compare them. Quantitative methodology was used in the research, with 214 students from the first and final year of undergraduate educational studies participating through an online questionnaire. The results show that there is no significant difference in their knowledge, which is an expected outcome due to the lack of courses on giftedness. Educational systems for teachers worldwide are facing a similar problem, which is concerning because gifted children are also children with special needs, and education on this topic is essential. This paper also serves as a guideline for all future research on giftedness, especially regarding giftedness in early and preschool-aged children, as this group is among the most neglected in scientific research
Pedagogy and Education in the Works of Ante Starčević
No full textAnte Starčević jedna je od najvažnijih ličnosti hrvatske političke misli 19. stoljeća. Poznat je po djelovanju za narod i borbi za osamostaljenje i neovisnost Republike Hrvatske. Misli o odgoju i obrazovanju kod njega se pojavljuju tek sporadično, kao popratna razmatranja unutar šireg konteksta nacionalnog, političkog i moralnog razvoja. Starčević promatra odgoj kroz prizmu pojedinca u kontekstu društva ističući važnost zajedništva.
U prvom dijelu rada opisuje se Starčevićev pogled na odgoj te navode odrednice koje su prema njegovu mišljenju važne. Ističu se odgojne metode koje potiču dobro kod odgojenika te načini na koje se razvijaju vrline i kreposti. Poseban naglasak stavljen je na moral i umijeće slušanja kao važne sastavnice građanskog aktivizma. Dalje se u radu promišlja o altruizmu te ljudskim obzirima i duhovnoj dimenziji čovjeka.
U dijelu posvećenom obrazovanju analizira se povezanost škole i života, uloga učitelja i učenika te suvremeno shvaćanje obrazovanja. Starčević ističe važnost iskustvenog učenja, kritičkog mišljenja i vlastita istraživanja kao puta prema istinskom znanju, a upozorava na opasnost od neznanja ako se znanje ne čuva i ne dopunjuje. U zaključku rada napominje se da su odgoj i obrazovanje temelj napretka te da svaki pojedinac ima odgovornost i moć utjecati na budućnost društva putem truda i volje za učenjem.Ante Starčević is one of the most significant figures in 19th-century Croatian political thought. He is renowned for his advocacy for the people and his struggle for the independence and sovereignty of the Republic of Croatia. His reflections on education and upbringing appear only sporadically, as ancillary considerations within the broader context of national, political, and moral development. Starčević approaches education through the lens of the individual within the social context, emphasizing the importance of unity.
The first part of the paper delineates Starčević's views on upbringing and outlines the principles he considers essential. It highlights educational methods that foster goodness in the educated and the ways in which virtues and moral qualities are cultivated. Special emphasis is placed on morality and the art of listening as critical components of civic activism. The paper further explores altruism, human considerations, and the spiritual dimension of the human being.
The section dedicated to education analyzes interconnection between school and life, the roles of teachers and students, and contemporary conceptions of education. Starčević emphasizes the significance of experiential learning, critical thinking, and independent research as pathways to genuine knowledge and warns of the dangers of ignorance if knowledge is not preserved and continuously expanded. The conclusion of paper underscores that upbringing and education are
the foundations of progress and that every individual has both the responsibility and the power to influence the future of society through effort and commitment to learning
The connection between anthropometric characteristics and motor skills in children who practice karate
No full textRast i razvoj svakog djeteta je jedinstven, a ključnu ulogu imaju odrasli, odnosno roditelji, odgojitelji i u ovom slučaju treneri u pružanju podrške koja osigurava zdrav i pravilan razvoj. Osim podrške odraslih, na dječji razvoj značajno utječu i faktori poput prehrane, sna, igre i tjelesne aktivnosti. Tjelesna aktivnost, koja se u predškolskoj dobi djece može usko vezati s igrom osim što doprinosi fizičkom razvoju, ključnu ulogu ima i u kognitivnom te socioemocionalnom napretku. U ovom istraživanju je važan naglasak na sportu, konkretno karateu, koji kroz tehniku, kontrolu i moralne vrijednosti kao što su poštovanje i samokontrola razvija motoričke, intelektualne i duhovne sposobnosti. Dinamiku rasta i razvoja djeteta moguće je pratiti kroz antropometrijska mjerenja i testove motoričkih sposobnosti, koja se provode standardiziranim metodama.
Cilj ovog istraživanja bio je utvrditi povezanost između antropometrijskih karakteristika djece karatista i njihovih motoričkih sposobnosti te identificirati značajne čimbenike utjecaja. U istraživanju je sudjelovalo 20 djece karatista u dobi od 3 do 7 godina iz Karate kluba Krk Croatia. Rezultati pokazuju da antropometrijske karakteristike poput tjelesne visine i dužine ekstremiteta pozitivno utječu na određene motoričke sposobnosti, u ovom slučaju brzinu trčanja na 10 metara i kruga četveronoške, dok veća tjelesna masa može usporiti vježbe poput podizanja trupa u 30 sekundi. Međutim, premali je uzorak ispitanika da bi regresijska analiza pokazala statistički značajan utjecaj.The growth and development of each child are unique, and adults – parents, educators and in this case, coaches, play a key role in providing support that ensures healthy and proper development. In addition to the support, children's development is significantly influenced by factors such as nutrition, sleep, play and physical activity. Physical activity, which in preschool children is often closely linked with play, not only contributes to physical development but also plays a key role in cognitive and socioemotional progress. This research focuses on sport, specifically karate, which develops motor, intellectual and spiritual abilities through technique, control and moral values such as respect and self-control. The dynamics of a child's growth and development can be monitored through anthropometric measurements and motor skill tests, which are carried out using standardized methods.
The aim of this research was to determine the connection between the anthropometric characteristics of children practicing karate and their motor abilities, as well as to identify significant influencing factors. In this research participated twenty children aged between 3 and 7 years from the Karate club Krk Croatia. The results show that anthropometric characteristics such as body height and limb length positively affect certain motor abilities, specifically running 10 meters and performing four-legged circles, while higher body mass can slow down exercises such as trunk raises in 30 seconds. However, the sample of respondents is too small for the regression analysis to show a statistically significant impact