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
The influence of active music listening on preschool children
No full textCilj rada je prikazati kako aktivno slušanje glazbe utječe na cjelokupni razvoj djeteta. Glazba se smatra jednom od najstarijih umjetnosti i oduvijek je bila dio odgoja i obrazovanja, ali aktivno slušanje glazbe kao aktivnost do izražaja dolazi tek u prošlome stoljeću. Slušanje glazbe smatra se kreativnim procesom kroz koji se glazba usvaja i upoznaje. Postoje različiti načini i pristupi slušanju glazbe kroz koje djeca izražavaju svoje doživljaje. Za kvalitetni i dugoročni glazbeni razvoj važna su glazbena iskustva od ranih godina. Djeca još od majčine utrobe percipiraju različite zvukove. Djeca glazbu slušaju na fiziološkoj, emocionalnoj i intelektualnoj razini. Svako dijete rođeno je s određenom predispozicijom glazbenih sposobnosti samo je pitanje hoće li ju razvijati i na koji način. Stoga, predškolska ustanova ima ulogu različitim glazbenim aktivnostima poticati i razvijati različite potencijale.The aim of this thesis is to show how active listening to music affects the overall development of a child. Music is considered one of the oldest arts and has always been a part of upbringing and education, but active listening to music as an activity came to the fore only in the last century. Listening to music is considered a creative process through which music is acquired. There are different ways and approaches of listening to music through which children express their experiences. The early years are important for fundamental musical development. Children perceive different sounds from their mother's womb. Children listen to music on a physiological, emotional and intellectual level. Every child is born with a certain predisposition to musical abilities, the only question is whether and how they will develop it. Therefore, the preschool institution has the role of encouraging and developing different potentials with different musical activities
Development of social competence of children of early and preschool age
No full textKako bi dijete funkcioniralo u društvu ili grupi mora biti socijalno kompetentno. Socijalna kompetencija se sastoji od regulacije emocija, socijalnih znanja i razumijevanja, socijalnih umijeća i socijalne dispozicije. Najvažniju ulogu u razvoju socijalne kompetencije ima obitelj kao prva i temeljna zajednica u kojoj dijete uči socijalne vještine. Polaskom u vrtić odgojitelji nastavljaju razvijati dječju socijalnu kompetenciju kroz igru i poticanje interakcije s vršnjacima . Igra je neizbježna aktivnost u djetinjstvu, a dijete kroz igru pokazuje razne socijalne vještine kao što je suradnja, dijeljenje, pomaganje i sl. U današnjem svijetu su zastupljeni različiti mediji čiji sadržaji mogu pozitivno , ali i negativno utjecati na razvoj socijalne kompetencije djeteta. Životinje također utječu na razvoj socijalne kompetencije na što ukazuju novija znanstvena istraživanja . Također, i odrasli iz djetetovog okruženja utječu na razvoj
njegove socijalne kompetencije te je važno da preispitaju vlastito ponašanje.In order for a child to function in society or a group, they must be socially competent. Social competence consists of emotion al regu lation social knowledge and understanding, social skills and social attitudes Family has the most important role in
the development of social competenc e because family is the first and fundamental community in which the child learns social skills. The task of kindergarten teacher s is to encourage the child to develop social competence through play and interaction with peers . Play is an i mportant activity in childhood and through play a child demonstrates various social skills such as cooperation, sharing, helping etc. In today 's world, there are various media whose content can positively or negatively affect the development of a child social competence . Animals also influence the development of social competence, as indicated by recent scientific research. Additionally, adults from a child's environment also influence the development of their social competence, and it is imp ortant for them to reflect on their own behavior
A picture book as an incentive for vocabulary development
No full textSlikovnica je prva knjiga u životu djeteta i stoga ima neprocjenjivu vrijednost. Važna je za dijete u poticanju njegovog govornog i komunikacijskog, spoznajnog, socijalnog i emocionalnog razvoja. U prvom dijelu rada teoretski se obrađuje slikovnica, njene vrste i funkcija u procesu odgoja i obrazovanja. Nadalje u radu razmatramo slikovnicu kao jedan od poticaja za razvoj govora djece vrtićke i predškolske dobi, ulogu odgojitelja u procesu čitanja te važnost poticajnog okruženja na cjelokupni razvoj djeteta. Okosnica ovog rada je razvoj govora kod djeteta i slikovnica u aktivnosti, tj. slikovnica kao poticaj za razvoj govora i bogaćenje rječnika. Drugi dio rada predstavlja istraživanje koje je provedeno u DV Didi, u ožujku 2023. godine, u predškolskoj skupini, gdje je dob djece od 5 do 7 godina. Istraživali smo tri najčešće čitane slikovnice (Crvenkapica, Ježeva kućica, Zlatne basne 2) u pedagoškoj godini 2022./2023, koje su služile kao poticaj za razvoj rječnika kod djece. Cilj istraživanja bio je ispitati leksička obilježja triju najčešće čitanih slikovnica u pedagoškoj godini 2022./2023., ispitati leksičku raznolikost i leksičku gustoću odabranih slikovnica te ispitati razlikuju li se značajno po leksičkim obilježjima odabrane slikovnice. Rezultati istraživanja pokazuju da slikovnica Zlatne basne sadrži gotovo trostruko više riječi od slikovnice Crvenkapica te skoro dvostruko više od Ježeve kućice. Osim duljine slikovnice, analizom smo utvrdili da je slikovnica Ježeva kućica leksički najzahtjevnija dok leksička gustoća kod svih slikovnica je približno slična. Analizom smo utvrdili deset najčešćih riječi u svakoj slikovnici kao i deset najčešćih pridjeva, glagola i imenica iz navedenih slikovnica, a podatke smo prikazali u tablicama.A picture book is the first book in a child's life and therefore has an inestimable value. It is important for the child in stimulating his speech and communication, cognitive, social and emotional development. In the first part of the paper, the picture book, its types and functions in the process of upbringing and education are theoretically treated. Furthermore, in the paper, we consider the picture book as one of the incentives for the speech development of kindergarten and preschool children, the role of educators in the reading process, and the importance of a stimulating environment for the overall development of the child. The backbone of this work is the development of children's speech and picture books in activities, i.e. picture books as an incentive for speech development and vocabulary enrichment. The second part of the paper presents the research that was carried out in DV Didi, in March 2023, in the preschool group, where the children are 5 to 7 years old. We researched the three most frequently read picture books (Little Red Riding Hood, Little Red Riding Hood, Golden Tales 2) in the 2022/2023 pedagogical year, which served as an incentive for children's vocabulary development. The goal of the research was to examine the lexical characteristics of the three most frequently read picture books in the pedagogic year 2022/2023, to examine the lexical diversity and lexical density of the selected picture books, and to examine whether they differ significantly in terms of the lexical characteristics of the selected picture books. The research results show that the Golden Fables picture book contains almost three times more words than the Red Riding Hood picture book and almost twice as many as the Hedgehog's House. In addition to the length of the picture book, we determined through analysis that the picture book Hedgehog's House is the most lexically demanding, while the lexical density of all picture books is approximately similar. Through analysis, we determined the ten most common words in each picture book as well as the ten most common adjectives, verbs and nouns from the said picture books, and we presented the data in tables
Outdoor play as a stimulus for the integral development of children of early and preschool age
No full textSvjedoci smo društvenog zanemarivanja važnosti igre na otvorenom. Današnje generacije djece svoje vrijeme većinom provode igrajući se u zatvorenim prostorima. Zaboravljamo da djeca igrajući se zadovoljavaju svoje potrebe te uče i usvajaju nova znanja i vještine. Ovisno o okružju i kontekstu u kojem se odvija, igra na otvorenom nudi mnoge dobrobiti djeci i njihovom cjelovitom razvoju. U igri na otvorenom dijete istovremeno može razvijati svoje sposobnosti i biti potpuno slobodno. U vanjskom poticajnom okružju dijete postaje motiviranije za igru i učenje te lakše ostvaruje komunikaciju s drugom djecom. Vanjsko okružje djeci omogućuje otvorene i raznolike prilike za igru koja pozitivno djeluje na socio-emocionalni, tjelesni i spoznajni razvoj kao i na socijalnu integraciju. Uloga odgojitelja u igri na otvorenom podrazumijeva osiguravanje poticajnog okružja koje djetetu pruža mogućnosti istraživanja i napredovanja u interakciji s okolinom. Također, uloga odgojitelja očituje se u osiguravanju bogatstva prirodnih materijala, sadržaja te provođenja raznovrsnih aktivnosti na otvorenom. Igrajući se na otvorenom veća je mogućnost od nastanka ozljeda, međutim, u igri s elementima mogućeg rizika dijete uči kako savladati i izbjeći opasnost te razvija samostalnost i sposobnost donošenja odluka, što je izuzetno važno djetetov cjeloviti razvoj.
Ovim radom nastoji se osvijestiti važnost igre na otvorenom te njeno djelovanje na djetetov cjeloviti razvoj. Također, posvetit će se pažnja značaju uloge odgojitelja u igri na otvorenom te osiguravanju poticajnog vanjskog okružja, stvaranjem centara aktivnosti na otvorenom. Uvidom u važnost igre na otvorenom spomenut će se rizična igra te njen značaj za djetetov razvoj.We are witnesses of neglecting the importance of playing outdoors. generations of children nowadays spend most of their time playing indoors. We forget that with play children satisfy their needs, they learn and gain new knowledge and skills. Depending on the environment and context , outdoor play offers many benefits to children and it is good for their development. In outdoor play, the child can develops his many abilities and at the same time can feel free. In an external stimulating environment, the child can be more motivated to play and learn and can communicate with other children more easily so in that way can make more friend and socialise that way. The outdoor environment provides children with many opportunities for play, which has a positive effect on socio-emotional, physical and cognitive development as well as social integration. The role of the educator in outdoor play is to provide a stimulating environment that gives the child opportunity to explore and progress in interaction with the environment. Also, another role of educators is to ensure as many possible natural materials, content and give the child ideas of various outdoor activities. Playing outdoors, children are always exposed to risk, which can have negative consequences like injuries. In risky play, the child learns how to avoid danger and that can help developing independence and ability to make decisions, which has a positive effect on the development.
This work's goal is to raise awareness of the importance of outdoor play and its effect on a child's development. Also, it will pay the attention to the importance of educators in outdoor play and to make sure that child has a stimulating outdoor environment through the creation of outdoor activity centers. Risky play and its imfortance for the child's development will be also mentioned through an insight into the importance of outdoor play
The connection of digital applications for physical exercise with the level of kinesiology activity of adolescents
No full textOsnovni cilj doktorske disertacije je utvrditi u kojoj je mjeri kineziološka aktivnost adolescenata povezana s korištenjem digitalnih aplikacija za tjelesno vježbanje. Željelo se utvrditi je li kineziološka aktivnost adolescenata uvjetovana s pozitivnim stavom prema korištenju digitalnih aplikacija za tjelesno vježbanje te je li kineziološka aktivnost povezana s regionalnom pripadnošću i socijalnim statusom obitelji. U svrhu analize podataka, koristila se deskriptivna statistika, normaliteti distribucija te inferencijalna statistika. U području korelacijskog nacrta testirale su se bivarijatne korelacije Pearsonovim koeficijentom, a u području diferencijalnog nacrta koristila se jednosmjerna ANOVA koja je u slučaju nemogućnosti korištenja zamijenjena robustnim Welch testom. Korištena je razina statističke značajnosti p<0.05. Zaključno je ustanovljeno da je kineziološka aktivnost adolescenata značajno i pozitivno povezana s korištenjem digitalnih aplikacija za tjelesno vježbanje, s poznavanjem mogućnosti korištenja aplikacija za tjelesno vježbanje kao i pozitivnim stavom prema korištenju digitalnih aplikacija za tjelesno vježbanje. Također, pokazalo se da postoji statistički značajna razlika u kineziološkoj aktivnosti ovisno o regionalnoj pripadnosti te da je ona statistički značajno niža u Velikoj Gorici u odnosu na Petrinju i Primorsku Hrvatsku s otocima. I naposlijetku, nije potvrđena pretpostavka da je socijalni status obitelji povezan s kineziološkom aktivnosti adolescenata.Physical inactivity is the fourth largest behavioral factor contributing to bad health and mortality. Number of adults who are physically inactive is increasing in many countries, affecting prevalence of non-communicable diseases and general health of global population. Participation in regular physical activity reduces the risk of non-communicable diseases by improving muscular and cardiorespiratory fitness. However, currently 25% of adults in the world do not meet recommendations for physical activity. Physical activity is essential for healthy aging. The advantage of digital exercise apps over traditional approaches, especially among a younger, technologically advanced population, is that they provide an interactive, social, and personalized platform that helps users modify their own activity with minimal professional contact. Because mobile devices track users at almost all hours of the day, adolescents can seamlessly integrate health monitoring into their daily schedule. Therefore, a teenager can find a digital application for physical exercise that stimulates his kinesiological activity and thus has a positive effect on health. Mobile health apps are very popular today and provide new opportunities for changing healthrelated behaviors and managing chronic conditions. Typical fitness apps provide immediate access to health information, reminders, or help track progress in an exercise regimen. Health and fitness apps have gained popularity in interventions to improve nutrition (physical activity, and reduce sedentary behavior. It is necessary to state that there are not many papers that dealt with this area, which on the one hand was a difficulty in collecting sources, while on the other hand it was a challenge regarding scientific contribution. Smartphone applications are recognized as a potential and promising approach to increase adherence to physical activity guidelines. Educational system of schools, but also students and teachers, by using modern technology, get faster and more motivated access to scientific and professional data needed for teaching and learning, and achieve the set learning outcomes faster and better. In the beginning of 2020, the world was affected by coronavirus pandemic, and many countries around the world, including the Republic of Croatia, had to come up with various strategies to prevent the spread of the virus. Due to outbreak of this virus, many countries had to impose various rules and regulations to limit social life and education in order to reduce the spread of the virus. This referred to various types of isolation, ban on traveling and meeting in public places, sports activities, ban on holding concerts, and even going to work and school. This pandemic has had a very negative impact on people's lives as it has stopped life as it was known. Education was also stopped during the pandemic and schools were closed in almost 200 countries of the world, including the Republic of Croatia. It was during this period that distance learning began using modern technology. Information and communication technology is a generic term, defined as a diverse set of technological tools and resources used to communicate, create, disseminate and manage information. In Physical and Health Culture classes, this means all communication devices or applications, including heart rate monitors, speedometers, cameras, radio, television, smartphones, computers and network hardware and software, satellite systems and the like, as well as various services and applications related to them. More frequent use of information and communication technology in teaching Physical and Health Culture could contribute to an increase in quality of teaching Physical and Health Culture by using its many advantages, such as easy access to images, videos and other resources, the ability to easily explain complex information and motor skills, holding more interactive classes and expanding communication between students even after Physical and Health Culture classes. It is becoming increasingly difficult to protect children from exposure to technology and its negative impact on children's development, rest, physical activity and mental health. On the other hand, mobile devices are also recognized as a potentially useful tool in monitoring health and promoting aactive lifestyle and can potentially be used for diagnostic purposes in detection of acute coronary syndrome, arrhythmias or blood pressure and can help patients to reach their health and physical goals more easily. Today, there are numerous mobile applications created for sports activities such as running, cycling, sports training, then for healthy nutrition and water intake, body weight control and promotion of a healthy lifestyle. It is important to emphasize that mobile applications intended for physical exercise and sports training should also in other areas be implemented under the supervision of trained experts. They are equipped with advanced technological features, most notably Internet connectivity, global positioning system and built-in accelerometers, and offer the ability to create individualized and interactive applications for real-time data collection. These features, as well as widespread use and convenience of smartphones, make them an attractive tool for researchers in providing physical activity interventions. A part of information and communication technology are also modern digital watches that have appeared on a larger scale in the last five years, which are connected to smartphones and contain very serious applications that can not only monitor numerous student activities, but also directly provide them with important information, such as amount of calories burned, time spent standing and exercising, heart rate, types of activities they engaged in during the day, to warn them if they did not sleep enough considering their age, but also to warn them about nutritional activities that should be performed during the day, including the need to occasionally stop activities and briefly concentrate and relax, breathing calmly. The good thing about such classes is that a student can either determine the amount of daily movement himself or accept one of the proposed programs with regard to age, height and body weight. Such programs encourage many people to be physically active because it is in human nature to reach what they have chosen or set themselves as a goal. Through a smart watch connected to a smartphone, students can also receive messages from teachers about the need to perform various physical activities, which was very useful during online classes. Information and communication technology (ICT) is becoming an increasingly important part of teaching and kinesiology activities. Adolescents are responsible for starting to learn how to take care of themselves, and digital applications for physical exercise provide them with an opportunity to put their health in their own. The main goal of this doctoral dissertation is to determine to what extent is kinesiology activity of adolescents related to use of digital applications for physical exercise, and to knowledge of the possibility of using applications for physical exercise. Additionally, we wanted to determine whether kinesiology activity is conditioned by a positive attitude towards use of digital applications for physical exercise and whether kinesiology activity of adolescents is related to regional affiliation. Ultimately, the intention is to determine whether the social status of the family conditions better material support for the use of digital technology and whether it causes greater kinesiological activity in adolescents.
Below are the research hypotheses:
1. There is a statistically significant positive correlation between kinesiology activity of adolescents and the level of use of digital applications for physical exercise.
2. There is a statistically significant positive correlation between kinesiology activity of adolescents and the possibility of using digital applications for physical exercise.
3. There is a statistically significant positive correlation between kinesiology activity of adolescents and their attitude towards the use of digital applications for physical exercise.
4. There is a statistically significant positive correlation between social status of the family and the use of digital technologies for physical exercise and kinesiology activity of adolescents.
5. Kinesiological activity of adolescents differs statistically significantly depending on the regional affiliation of students.
Two questionnaires were used to collect data: the Croatian version of the Questionnaire (Vidaković-Samaržija and Mišigoj-Duraković, 2013) for assessing overall level of physical activity of younger school-aged children (PAQ-C) (Kowalski, Crocker and Donen, 2004), as well as Questionnaire for assessing students' attitudes in relation to the use of mobile applications intended for physical exercise with a total of 12 variables (Dubovečak, 2021). The research covered two regions in the Republic of Croatia: the coastal region with islands (the island of Krk) and the continental region (the towns of Petrinja and Velika Gorica). We wanted to see if there is a difference in the use of digital applications for physical exercise depending on the region and how much their use affects and if it affects kinesiological activity of adolescents. The cluster sample consisted of 8th grade elementary school students. Total sample was 349 students, with average age of 14 years with an equal gender ratio and is presented in detail in the research results chapter. Data were analyzed with descriptive statistics (mean values, dispersions, curve and flatness of the distribution) and normality of distributions (Kolmogorov Smirnov test) and hypotheses were tested with inferential statistics. In the area of correlation plot, bivariate correlations (zero order) were tested with the Pearson correlation coefficient. One-way ANOVA was used in the area of differential design for the fifth hypothesis. In case of inability to use ANOVA, the robust Welch test was used. The tests used were tested at the level of statistical significance p<0.05. In conclusion, it was established that kinesiology activity of adolescents is significantly and positively connected to use of digital applications for physical exercise, with knowledge of the possibility of using applications for physical exercise, as well as with positive attitude towards use of digital applications for physical exercise. The relationship is small, but statistically significant. Also, it was shown that there is a statistically significant difference in kinesiology activity depending on regional affiliation, and that it is statistically significantly lower in Velika Gorica compared to Petrinja and coastal Croatia with islands. And finally, the assumption that social status of the family is related to kinesiology activity of the students was not confirmed. The original scientific contribution is reflected in the creation of a new conceptual methodological framework for measuring the use of digital applications for physical exercise and the connection with the kinesiology activity of adolescents, which can be used in the long term and contribute to research on the same population and in other countries that have similar socio-demographic characteristics of adolescents as in Croatia. The obtained data are significant in theoretical space, which, considering relatively less research of modern digital applications, is expected by a more modern paradigmatic framework
Evaluating the effects of using robots in teaching English as a foreign language
No full textOvim istraživanjem želi se utvrditi ostvarenosti odgojnih i obrazovnih ishoda korištenjem robotom kao nastavnim materijalom na nastavi Engleskoga kao stranoga jezika te usto utvrditi stav učenika prema korištenju robotom i ispitati njihovu motivaciju u takvome učenju. U obliku kvazieksperimentalnog istraživanja mješovitom metodom istraživanja (upitnik za mjerenje motivacije učenika uz uporabu različitih nastavnih materijala prema ARCS modelu, ispit znanja, polustrukturirani intervjui i opservacije) ostvarit će se cilj istraživanja. U istraživanju su sudjelovali učenici četvrtih razreda (N = 219) osnovnih škola u Zagrebu, podijeljeni u eksperimentalnu i kontrolnu skupinu. U razdoblju od tri tjedna, na trima nastavnima satima Engleskoga kao stranoga jezika, na jednoj od aktivnosti, učenici eksperimentalne skupine koristili su se jednim od robota (STEMI Hexapod, Cubelets Robot Blocks, Thymio), a učenici kontrolne skupine koristili su se nekim drugim nastavnim materijalom. Analiza podataka pokazala je da se nakon uvođenja robota motivacija učenika za uporabu nastavnih materijala smanjila neznačajno u aspektima značajnosti, samopouzdanja i zadovoljstva, a u aspektu pozornosti značajno, vrlo vjerojatno zbog funkcija robota koje nisu uvijek ispravno radile. Što se tiče ostvarenosti obrazovnih ishoda, nije bilo značajne razlike između skupina. Roboti su najviše pridonijeli ostvarivanju odgojnih ishoda, na način da su učenici vrlo rado međusobno surađivali te su bili izrazito angažirani. Učenici su pri korištenju robotom bili veseli, uzbuđeni i zainteresirani, iskazali su pozitivan stav prema ovome materijalu, interes za ponovnu uporabute mnoge ideje o tome kako ga upotrijebiti u nastavnome procesu na novi način. Na kraju, djelotvornoj upotrebi robota najviše je pridonio učitelj koji je svojim pristupom, angažiranosti i vođenjem nastavnog procesa, prema načelima konstruktivističke nastave, osigurao da učenici budu konstruktori vlastitoga znanja uz pomoć korištenja novim digitalnim nastavnim materijalom.Educational robots, as a recent addition to educational technology, have been widely examined, researched, and gradually implemented in educational processes worldwide. Being used as the educational tool they have most commonly been used as a part of STEM subjects (Eguchi, 2014). While preparing lessons that include robot usage, several authors (e.g., Bers et al., 2002; Alimisis, 2013; Eteokleous & Ktoridou, 2014) suggest they should be created and developed as a lesson based on a constructivist approach. This means that the students should be the main constructors of the lesson, who create, research, develop, discuss, and present everything they are dealing with, and the teachers should be the ones who guide them through the process and help them or provide some suggestions if needed. This type of lesson is lately advised to be used with 21st-century students (Matijević, 2016; 2017) since they have been surrounded by digital technology their whole lives and are eager to work on their own and construct their knowledge using acquired skills and knowledge. In recent years, the researchers expanded robot usage to language learning subjects (Randall, 2019), which consequently established the term robot-assisted language learning - RALL (Han, 2010; 2012). When it comes to RALL, it is usually applied in teaching English as a foreign language. Teaching English includes topics from various fields, enables the teacher the usage of different teaching methods, and integration of versatile instructional materials. Therefore, students prefer the English language as a subject (Mihaljević Djigunović, 2012b) and express positive attitudes towards it (Mihaljević Djigunović, 2007). In the Croatian environment, educational robotics is still mainly put into practice with extracurricular activities in the matter of workshops and competitions. As it is shown that the students are interested in using and have accepted educational robotics in their spare time, it is assumed they would favour its usage in their formal education. Thus, it is important to evaluate its effects on its implementation, which can someday lead to educational robotics being part of the curriculum. Bearing in mind the benefits of the English language as a subject and students’ positive outlooks towards it, the implementation of a robot into the mentioned subject and evaluating its effect should be a good starting point for any further
examination and development. The evaluated effects are part of the cognitive, behavioral, and affective domains. In terms of the cognitive domain, the change in students’ learning outcomes needs to be researched. When it comes to th behavioral domain, the focus will be on students’ collaboration, participation, and engagement. Lastly, the affective domain will include students’ motivation and attitudes toward robot usage. The examination of motivation will be based on the ARCS model (attention, relevance, confidence, satisfaction) (Keller, 2010), which proved to be effective in previous similar research that included the implementation of a robot in the English as a foreign language classroom (Chin et al., 2014; Hong et al., 2016).
Consequently, this research aims to investigate the aspects of primary school learning of the English language in which the use of robots is effective and to examine the motivation of students in using teaching materials in learning English as a foreign language and their attitudes towards such learning. It is believed that the students who use robots will be more motivated, in comparison to the ones who have used some other materials, in every aspect of the ARCS model. It is also believed that there will be no difference in learning outcomes between the two mentioned groups. The students who will use robots will be more positive, open-minded, collaborative, and engaged during the lesson. They will also show preferences towards robots, will be interested in using them again, and will imagine new ideas about how to use them and which features should be included.This research has been prepared as quasi-experimental research. It included fourth graders (N
= 219) from seven primary schools in Zagreb, Croatia, who were separated into two groups -the experimental and control group. The research lasted for three weeks and was conducted on three English language lessons (one lesson per week). The lessons included topics on British culture, and each week during one activity, students from the experimental group used one of the robots (STEMI Hexapod, Cubelets Robot Blocks, Thymio) as the instructional material. The control group, who was not under the treatment, used some other instructional material instead of a robot. The research included a mixed-method approach. The instruments as a part of a quantitative research method were the instructional materials motivation questionnaire and the knowledge test. The students filled out both at two measurement points – before the intervention started and after the intervention finished. The instruments as a part of a qualitative research method were semi-structured interviews and observation. The semi-structured interview was carried out after the intervention with seven focus groups with randomly chosen participants of the experimental group. At the time of the intervention, 22 pre-service teachers joined the lessons as independent observers, who observed the lessons based on the observational sheets.The results showed a decrease in motivation in both groups after the treatment. There was no significant difference in the aspects of relevance, confidence, and satisfaction, but there was a significant difference in the aspect of attention. The main reason for it was the functions of the robots and their characteristics, which did not always work properly. When it comes to learning outcomes, the results have shown that there was no significant difference between the groups, as was expected. Even though the robots were not functioning the best, the students were very excited to use them, they wanted to use them with their peers, they were engaged in a lesson, and were willing to participate the whole time. They expressed all kinds of positive emotions (happiness, excitement, curiosity) and an interest in using the robots again. They see the robot as an effective tool, think it contributes to the lesson, and are satisfied with how they have used it. The results have also shown that nothing would be possible and effective if it was not for the contribution of the teachers. The teacher who was well-prepared, helpful, enthusiastic, and approachable, who carried the lessons according to the lesson plans, who equally included every student in the lesson, and who was interested and willing to use the robots, contributed to the lesson's effectiveness, and most importantly, the effectiveness of the robot usage. Even though the teacher was not the focus of the lesson, without the teacher’s contribution, the robot as the educational material would not have achieved its potential. To conclude, the robot as the educational material had the most impact on students’ collaboration, teamwork, and engagement during the lesson. Robot usage created a positive working atmosphere where everyone was involved and willing to contribute to the lesson equally. It brought positive emotions out of the students that lead to satisfaction with robot usage and affirmative attitudes toward implementing educational robots into English as a foreign language classroom. It has negatively contributed to the students’ motivation for instructional materials usage, which was probably due to technical problems that occurred. As expected, the robot had no influence on achieving the educational outcomes, which means that educational outcomes can be evenly achieved with any educational material. Thus, it has been shown that the manner of using the material is more important than the material itself. If a teacher develops a lesson appropriately, where the student is the one who works on developing and building knowledge with the usage of already acquired skills and in collaboration with others, in other words, according to the constructivist approach, the implementation of a robot as the educational material into lessons of the English language will be efficient and convenient. Therefore, the mentioned findings can serve as an onset for further development of this new, appealing, and complex material, which should be thoroughly empirically researched with other stakeholders of the educational system
The Role Of Professional Associations In The Development Of The Professional Identity Of Teachers
No full textOvim se radom nastojala istražiti uloga profesionalnih udruženja u razvoju profesionalnog identiteta odgojitelja. Teorijski prikaz utemeljen je na proučavanju teorijskih, znanstvenih i praktičnih postignuća te definira pojmove profesije, profesionalnog identiteta odgojitelja, profesionalnog udruživanja, odnosno profesionalni razvoj odgojitelja. Proučavanjem nacionalne i međunarodne legislative razmatrane su jake i slabe strane odgojiteljske profesije te mogućnost njezinog jačanja na osnovu postojećih obrazovnih politika. Empirijski dio rada prikaz je istraživanja koje je provedeno na uzorku od 206 odgojitelja iz cijele Hrvatske. Istraživanjem se nastojalo utvrditi postoje li razlike u percepciji odgojiteljske profesije i profesionalnog identiteta s obzirom na nezavisne varijable. Rezultati pokazuju kako su obrazovanje i članstvo u profesionalnim udruženjima prediktor percepcije ispitanika o profesiji i profesionalnom identitetu.This paper tried to research the role of professional associations in the development of the professional identity of early chidhood teachers. The theoretical part is based on the study of theoretical, scientific and practical achievements in teachers' profession. It defines the concepts of profession, professional identity of early chidhood teachers, professional association, and professional development of early chidhood teachers. Analyses of national and international legislation, the strengths and weaknesses of the teaching profession and the possibility of its strengthening based on existing educational policies were considered.The empirical part of the paper is a presentation of research conducted on a sample of 206 early chidhood teachers from Croatia. The research sought to determine whether there are differences in the perception of the teaching profession and professional identity regarding to independent variables. The results show that level of education and membership in professional associations are predictors of participants' perception of the profession and professional identit
The importance of play in children's development
No full textIgra ima važnu ulogu u razvoju djeteta. Dijete kroz igru razvija samostalnost, samokontrolu i samopouzdanje. Dijete kroz igru istražuje i iskušava svoje sposobnosti, znanja i vještine, uči nove i ponavljanjem usavršava prethodno naučene. Kroz razne igre dijete razvija maštu, kreativnost, spretnost, preciznost i razne druge vještine i sposobnosti. Dijete kroz igru postaje svjesno samog sebe i svoje okoline. Dječja igra također utječe na socioemocionalni razvoj, motoriku, spoznaju, govor te dječji osjećaj za glazbu i likovnost. Važnu ulogu u dječjoj igri imaju roditelji i odgojitelji. Na njih utječu roditelji i odgojitelji. Oni djetetu moraju osigurati vrijeme, prostor i potreban materijal kako bi dijete moglo izraziti svoju maštu i kreativnost. Cilj rada je prikazati koji je značaj igre u dječjem razvoju, kako se igra razvijala kroz povijest, kako ona utječe na cjelokupni razvoj djeteta te kakvu ulogu imaju odrasli u dječjoj igri. Igra je poligon na kojem se dijete priprema za daljnji život.Play has an important role in the development of a child. Through play, a child develops independence, self-control, and self confidence. They explore and test their abilities, knowledge, and skills, learning new ones and reinforcing previously learned ones through repetition. Various games help a child develop imagination, creativity, dexterity, precision, and other skills and abilities. Play helps a child become aware of themselves and their surroundings. It also influences their socio-emotional development, motor skills, cognition, speech, as well as their sense of music and art. Parents and educators play a crucial role in a child's play. They provide the child with time, space, and necessary materials for them to express their imagination and creativity. The goal is to highlight the significance of play in a child's development, how it has evolved throughout history, its impact on overall child development, and the role of adults in children's play. Play is a playground where a child prepares for further growth
Satisfaction with the advanticement of teachers in primary school
No full textProfesionalni razvoj i napredovanje učitelja u struci propisano je Pravilnikom o napredovanju učitelja, nastavnika, stručnih suradnika i ravnatelja u osnovnoj i srednjoj školi i učeničkim domovima. Odgojno-obrazovni radnik može napredovati u tri stupnja: mentor, savjetnik i izvrstan savjetnik. Cilj je ovog istraživanja bio ispitati zadovoljstvo učitelja osnovne škole mogućnostima napredovanja u viša zvanja te ispitati razlikuju li se oni s obzirom na stečeno zvanje, radno iskustvo i mjesto rada. U istraživanju je sudjelovalo 673 ispitanika s područja cijele Republike Hrvatske, a za potrebe istraživanja korišten je anketni upitnik. Rezultati su pokazali da je tek četvrtina ispitanika zadovoljna mogućnostima napredovanja. Statistički značajnom pokazala se razlika s obzirom na napredovanje u zvanju pa su tako učitelji koji su napredovali zadovoljniji kriterijima, fleksibilnosti u radu te financijskim naknadama. S obzirom na mjesto rada, postoji statistički značajna razlika između mišljenja učitelja razredne i predmetne nastave. Rezultati su pokazali da su učitelji predmetne nastave zadovoljniji mogućnostima napredovanja, ali nezadovoljni su koristima koje im napredovanje donosi. Nadalje, rezultati pokazuju da su učitelji s deset ili manje od deset godina staža nezadovoljniji u odnosu na starije kolege trajanjem postupka napredovanja. Ovakvi rezultati ukazuju nam na potrebu za promjenama unutar Pravilnika i postupka o napredovanju.Professional development and the promotion of teachers within the profession are governed by the Regulation on the Advancement of Teachers, Educators, Professional Associates, and Principals in primary and secondary schools, as well as student dormitories. An educational worker can advance in three stages: mentor, advisor, and excellent advisor. The research's goal was to examine elementary teachers' satisfaction with the possibilities of promotion to higher titles and whether they differ based on the acquired title, work experience, and place of work. 673 participants from the entire Republic of Croatia took part in the study, using a questionnaire as a tool. The results showed that only a quarter of the participants are satisfied with the advancement possibilities. There was a statistically significant difference in the titles, indicating that those who had already advanced were more satisfied with the criteria, work flexibility, and financial gain. Based on the place of work, there is a statistically significant difference among classroom subject teachers. The results showed that classroom teachers are satisfied with promotion possibilities but dissatisfied with the benefits that come with the promotion itself. Furthermore, the results show that participants with ten or fewer years of experience are more dissatisfied with the duration of the promotion process compared to their more experienced colleagues. These results indicate the need for changes in the regulation and promotion procedure
Children's reactions to parent's divorce from the perspective of kindergarten teacher's
No full textRazvod je stresno razdoblje i za roditelje, a posebno za djecu. Zbog sve veće prisutnosti razvoda roditelja i zbog spoznaje o važnoj ulozi odgojitelja u procesu prilagodbe djeteta na razvod roditelja, važno je istraživati reakcije djece na razvod iz perspektive odgojitelja. Reakcije djece na razvod ovise o brojnim čimbenicima. Prvenstveno, ovise o temperamentu i zaštitnim čimbenicima (primjerice, osobine djeteta i karakteristike obitelji), a zatim ovise i o dobi djece, tipu razvoda, tipu roditeljstva i suradnji roditelja i odgojitelja. Cilj ovog rada bio je ispitati reakcije djece na razvod roditelja iz perspektive odgojitelja. U okviru ovog cilja postavljena su tri istraživačka pitanja: 1. kakve su reakcije djeca na razvod roditelja iz perspektive odgojitelja s obzirom na tip razvoda (prijateljski razvod, razvod kao sklapanje posla, visokokonfliktni razvod), 2. koja su obilježja suradnje odgojitelja s roditeljima iz perspektive odgojitelja s obzirom na tip razvoda i 3. na koji način odgojitelji mogu doprinijeti prilagodbi djeteta u odgojno-obrazovnoj ustanovi. Kako bi se odgovorilo na istraživačka pitanja, provedeno je kvalitativno istraživanje primjenom polustrukturiranog intervjua na uzorku od 16 odgojiteljica različitog radnog staža koje rade u različitim vrtićima i odgojnim skupinama. Intervjui su provedeni u šest odgojno-obrazovnih ustanova na području županije Grada Zagreba. Rezultati analize pokazali su da su djeca imala različite reakcije bez obzira na tip razvoda, ali i da su blaže i malobrojnije reakcije na razvod bile prisutnije kada je riječ o prijateljskom razvodu i razvodu kao sklapanju posla u odnosu na visokokonfliktni razvod kod kojeg su zabilježene izraženije i brojnije reakcije. Većina roditelja surađivala je s odgojiteljicama bez obzira na tip razvoda, iako su u nekim primjerima odgojitelji imali suradnju samo s jednim roditeljem. Odgojitelji različito prilagođavaju svoj pristup prema djeci s obzirom na to kakve reakcije djeca imaju na razvod roditelja.Divorce is a stressful time for parents as well, and especially for children. Due to the increasing presence of parental divorce and the recognition of the important role of preschool teachers in the process of a child's adaptation to parental divorce, it is important to research children's reactions to divorce from the perspective of preschool teachers. Children's reactions to divorce depend on a number of factors. Primarily, they depend on temperament and protective factors (for example, characteristics of the child and characteristics of the family), then they also depend on the age of the children, type of divorce, type of parenting and cooperation between parents and preschool teachers. The aim of this research was to examine children's reactions to parental divorce from the perspective of preschool teachers. Within this goal, three research questions were asked: 1. what are the children's reactions to the divorce of their parents with regard to the type of divorce (friendly divorce, divorce as a deal, high-conflict divorce), 2. what are the characteristics of the preschool teachers cooperation with parents from the preschool teachers perspective with regard to the type of divorce, and 3. in what way can preschool teachers contribute to a child's adjustment to divorce in kindergarten. In order to answer the research questions, a qualitative study was conducted using a semi-structured interview on a sample of 16 preschool teachers. The preschool teachers had different years of work experience and worked in different kindergartens and with children of differenet ages. The interviews were conducted in six kindergartens in the county of the City of Zagreb. The results of the analysis showed that children had different reactions regardless of the type of divorce, but also that milder and fewer reactions to divorce were more present when it comes to friendly divorce and divorce as a deal compared to a high-conflict divorce where were more pronounced and more numerous reactions. The majority of parents cooperated with the preschool teachers regardless of the type of divorce, although in some cases the preschool teachers cooperated with only one parent. The preschool teachers adjust their approach towards the children in different ways, considering children's reactions to parental divorce