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Aggressive behavior of preschool children
No full textU ovom radu pokušavam objasniti razloge nastanka agresivnog ponašanja djece predškolske dobi. Cilj rada je prikazati važnost razumijevanja nastanka agresivnog ponašanja kod djece predškolske dobi. U ovom radu glavni naglasak se stavlja na teoretsku konstrukciju u pojmu agresivnosti kod djece rane i predškolske dobi te uzrocima takvog ponašanja. U radu se pokušavaju dati konkretni odgovori na dječju agresivnost kako kao odgojitelji mogu prevenirati u slučaju takvih ponašanja kod određene skupine djece. Agresija, prema socijalnoj psihologiji, opisuje svako ponašanje ili čin usmjeren na nanošenje štete osobi ili životinji ili oštećenje fizičke imovine.
Agresija vrlo često može biti posljedica odgojnih nedostataka ili s druge strane bolesnih stanja. Kada se govori o agresivnosti djeteta predškolske dobi tada se govori o djetetu koje je djelomično sposobno ocijeniti doseg svojih postupaka, kada se raduje nastaloj šteti ili želi uživati u tuđoj boli.In this paper, I try to explain the reasons for the aggressive behavior of preschool children. The aim of the paper is to show the importance of understanding the emergence of aggressive behavior in preschool children. In this paper, the main emphasis is placed on the theoretical construction of the concept of aggressiveness in children of early and preschool age and the causes of such behavior. In their work, they try to give concrete answers to children's aggressiveness, how educators can prevent such behavior in a certain group of children. Aggression, according to social psychology, describes any behavior or act aimed at harming a person or animal or damaging physical property.
Aggression can very often be the result of educational deficiencies or, on the other hand, medical conditions. When we talk about the aggressiveness of a preschool child, we are talking about a child who is partially capable of evaluating the reach of his actions, when he rejoices at the damage caused or wants to enjoy someone else's pain
Textile Design as an Incentive for Artistic Creation of Students in Primary Education
No full textOvaj rad objašnjava teorijsko određenje pojma dizajn s posebnim naglaskom na tekstilnom dizajnu, njegovu povijesnom razvoju te primjeni u nastavi. Pojam dizajn, za koji se često upotrebljava riječ oblikovanje, potječe od engleske riječi design, a obuhvaća osmišljavanje i stvaranje ekonomski isplativih, ne nužno estetski lijepih uporabnih predmeta. Kao fenomen prvotno se pojavljuje krajem 18. stoljeća zbog zadovoljenja društvenih potreba, a njegov razvoj kulminira u 20. stoljeću. Razlikuju se grafički i industrijski, tj. produkt dizajn. Glavni je cilj proizvoda grafičkog dizajna kao što su plakati, čestitke, stripovi itd. uspostaviti vizualnu komunikaciju koja je posebno primjenjiva u marketinške svrhe, najviše u oglašavanju. Dizajneri koji djeluju u području industrijskog dizajna nastoje dijelove koji zasebno nemaju funkciju spojiti u cjelinu tvoreći svrsishodan predmet kao što je namještaj ili automobil. Dizajn tekstila ili tekstilni dizajn kao dio industrijskoga dizajna podrazumijeva oblikovanje materijala od tekstila s ciljem izrade odjeće i predmeta. Riječ tekstil dolazi od latinske riječi textere, što znači tkati pa je ta riječ prvotno obuhvaćala isključivo tkane proizvode koji su se upotrebljavali još u pretpovijesno doba, a danas se taj pojam odnosi na sve proizvode od vlakana nastale tkanjem, predenjem, iglanjem, pustenjem, čipkanjem i drugim suvremenim tehnologijama. Tekstil je prožet raznim uzorcima. Uzorak koji služi ukrašavanju tekstila osnovni je motiv u dizajnu čija je glavna značajka ponavljanje elemenata s ciljem prožimanja tekstila. Za izradu uzoraka, ali i bilo kakvih drugih tvorevina potrebno je poznavati likovni jezik koji čine likovni elementi kao temelj likovnog jezika i kompozicijska načela te likovne tehnike kojima se predočuju likovni elementi (Jakubin, 1999., str. 9 i 144). Na nastavnim satima koje sam održala u osnovnoj školi u Zagrebu primijenjeni su likovni elementi točka, crta, boja i ploha te kompozicijska načela kontrasta i ritma uz flomastere u boji te kolaž kao likovne tehnike. Učenici četvrtog razreda u sklopu nastavne teme Umjetnost i zajednica stvorili su takve radove. Na prvom satu učenici su flomasterom u boji istraživali uzorke na tkanini, a na drugom i trećem satu kolažnim papirom osmišljavali su uzorke. Na drugom satu mogli su iskoristiti geometrijske te već postojeće i uvriježene slobodne oblike, a na trećem satu uz geometrijski uzorak trebali su osmisliti vlastiti uzorak. Dizajn tekstila primjenjiv je u nastavi likovne kulture. U radu se istražuju Nastavni plan i program te aktualni Kurikulum koji obrađuju dizajn ne osvrćući se konkretno na tekstilni dizajn, no njihove teme i primjena različitih materijala i uzoraka mogu se primijeniti i u dizajnu tekstila.This paper explains the theoretical definition of the term design with special emphasis on textile design, its historical development and application in teaching. The term design, for which the word design is often used, comes from the English word design, which encompasses the conception and creation of economically profitable, not necessarily aesthetically beautiful, objects of use, which as a phenomenon initially appeared at the end of the 18th century to meet social needs, and its development culminated in the 20th century. . They differ graphically and industrially, i.e. product design. The main goal of graphic design products such as posters, greeting cards, comics, etc. is to establish visual communication that is particularly applicable for marketing purposes, mostly in advertising. Designers working in the field of industrial design try to combine parts that have no function separately into a whole, forming a purposeful object such as furniture and a car. Textile design or textile design as a part of industrial design implies shaping textile materials with the aim of making clothes and objects. The word textile comes from the Latin word textere, which means to weave, so this word originally included only woven products that were used even in prehistoric times, but today this term refers to all fiber products obtained by weaving, spinning, needlework, weaving, lacemaking and other modern technologies. The textile is imbued with various patterns. The pattern used to decorate textiles is a basic motif in design, the main feature of which is the repetition of elements with the aim of permeating the textile. In order to make samples, as well as any other creations, it is necessary to know the artistic language that makes up the artistic elements as the basis of the artistic language and the compositional principles and artistic techniques that represent the artistic elements (Jakubin, 1999, pp. 9 and 144). In the lessons, the art elements of point, line, color and surface were applied, as well as the compositional principles of contrast and rhythm, using colored felt-tip pens and collage as art techniques. During the lessons held at the Mladost Elementary School in Zagreb, the 4th grade students created such works as part of the teaching topic Art and Community. In the first lesson, the students used a colored felt-tip pen to explore patterns on fabric, and in the second and third lessons, they designed patterns with collage paper. In the second lesson, they could use geometric and already existing and established free forms, but in the third lesson, they had to come up with their own pattern in addition to the geometric pattern. Textile design is applicable to classes in Fine Arts classes. The work explores the Curriculum and the current Curriculum that deal with design without referring specifically totextile design, but their topics and the application of different materials and patterns can also be applied to textile design
Elements of martial arts in primary education
No full textBorilačke vještine predstavljaju vrstu tjelesne aktivnosti dostupne gotovo svima pa tako i učenicima osnovne škole. Učenici se u svom primarnom obrazovanju susreću s elementima borilačkih vještina kroz nastavni predmet Tjelesne i zdravstvene kulture. U ovom radu predstavljene su borilačke vještine, s posebnim naglaskom na karate i judo, stavljene su u kontekst nastavnog kurikuluma osnovne škole te su predstavljene njezine odgojne vrijednosti kao i posljedice koje ostavljaju na zdravlje. Cilj je bio ispitati stavove učenika četiri treća razreda iz četiri škole u Zagrebu prema borilačkim vještinama. Uzorak se sastojao od 77 ispitanika (N = 77). Ispitanici su ispunjavali dva anketna upitnika i sudjelovali u igrama s elementima borilačkih vještina. Izračunavanjem aritmetičke sredine odgovora utvrđeno je kako učenici i učenice izražavaju pozitivan stav prema borilačkim vještinama. Ispitanici su ispunili kraći anketni upitnik prije sudjelovanja u igrama s elementima borilačkih vještina te prošireni anketni upitnik nakon sudjelovanja u igrama. Uspoređivanjem aritmetičkih sredina utvrđeno je kako učenici i učenice izražavaju pozitivniji stav nakon što su sudjelovali u igrama s elementima borilačkih vještina. Rezultati su obrađeni Hi-kvadrat testom čime se ustanovilo kako ne postoji statistički značajna razlika u stavu prema borilačkim vještinama između učenika i učenica. Na kraju, uspoređivanjem aritmetičkih sredina odgovora učenika i učenica donesen je zaključak kako učenici izražavaju pozitivniji stav prema borilačkim vještinama u odnosu na učenice.Martial arts are a type of physical activity available to almost everyone, including primary school students. In their primary education, students encounter martial arts elements through their Physical Education classes. In this thesis, martials arts are presented, with special emphasis on karate and judo, they are put into the context of Physical Education curriculum, their educational values are presented as well as the consequences on health. The main aim of this thesis was to question elementary school students’ attitude towards martial arts. The students were from four third grades located in four different schools in Zagreb. The sample consisted of 77 examinees. The examinees filled out two surveys and participated in games with elements of martial arts. By calculating the arithmetic means of the answers, it was determined that male and female students express a positive attitude towards martial arts. The examinees filled out a short survey before participating in games with martial arts elements and extended survey after participating in those games. The results processed with chi-square test showed that there is no statistically significant difference in the attitude towards martial arts between male and female students. However, by comparing the arithmetic means of the answers of male and female students, it was concluded that the male students expressed a more positive attitude towards martial arts compared to the female students
Bilingualism Of Croatian Ruthenians And Their Attitudes Towards Foreign Languages And Foreign Language Learning
No full textU uvodnom dijelu se daju osnovni podaci o Rusinima u Republici Hrvatskoj, odnosno navode se
statistički podaci, tko su Rusini zapravo, podaci o njihovom jeziku, kulturi, doseljavanju i boravku
u socio-demografskoj sferi na teritoriju Republike Hrvatske i teritoriju bivše Jugoslavije. Govori
se o dvojezičnosti, dosadašnjim istraživanjima provedenima na temu dvojezičnosti te najvažnijim
autorima koji su opisali, objasnili i definirali dvojezičnost. Spominje se prebacivanje kodova,
iznimno važno za dvojezične govornike te vrste bilingvizma koje postoje. Potom se spominju
poticaji koji su autorici bili važni prilikom pisanja ovog rada, a to su viša metalingvistička
svjesnost te pozitivni stavovi ispitanika prema stranim jezicima. Glavni dio ovog rada jest opis
istraživanja provedenog u Republici Hrvatskoj 2023. godine na uzorku od sto ispitanika (N=100).
Autorica je željela ispitati hipoteze o tome je li ispitanicima dvojezičnost pomogla u učenju stranih
jezika te kakav je njihov stav prema stranim jezicima. U istraživanju je korišten upitnik vlastite
izrade koji se sastoji od 30 pitanja i odnosi se na sedam domena upotrebe jezika. Zaključuje se
kako su početne hipoteze istinite, odnosno dvojezični govornici smatraju kako im je njihova
dvojezičnost pomogla u učenju stranih jezika te imaju pozitivan stav prema stranim jezicima, a u
ovom slučaju radi se o engleskom, ruskom i njemačkom jeziku.In the paper's introduction, basic information about the Ruthenians in the Republic of Croatia is
provided, i.e. statistical data, Ruthenians origin, information about their language, culture,
immigration and position in the socio-demographic sphere of the Republic of Croatia and the
former state of Yugoslavia. The main focus of the paper is on the Ruthenians bilingualism, previous
research done on the subject of bilingualism and the importance of authors whose work described,
explained and defined bilingualism. There is a reference to code-switching, which is especially
important for bilingual speakers and to the types of bilingualism that exist.
This is followed by short references to higher metalinguistic awareness among bilinguals and
positive attitudes of bilinguals towards foreign languages mentioned in some earlier papers and
which gave impetus to the author of this final paper for her research in this thesis. The main part
of the paper is based around the research conducted in the Republic of Croatia in 2023, which is
based on a sample of one hundred respondents (N=100). The author wanted to test the hypotheses
about whether bilingualism helped the respondents in their decision to learn a foreign language
and what their attitudes toward foreign languages are. The research was done by a self made
questionnaire which consisted of 30 questions and referred to seven domains of language use. It is
concluded that the initial hypotheses are true, i.e. bilingual speakers believe that their bilingualism
helped them in learning foreign languages and that they have a positive attitudes were foreign
languages, in this case English, Russian and German
Preschooler's activities and eating habits awareness and consciousness
No full textTijekom istraživanja za ovaj završni rad, s ciljem zaključivanja koliko zapravo djeca, ponajprije predškolske dobi, znaju i razumiju što je zapravo pravilna prehrana, što je zdravo, a što nezdravo te uz to kako balansirati odnos između prehrane i tjelesne aktivnosti. Za istraživanje su ispitanici bila djeca predškolske dobi. Prije ispitivanja djeca su bila dio projekta za vrijeme tjedna zdravlja. Na taj način su bila upoznata s karakteristikama zdrave prehrane i tjelesne aktivnosti. Uz to navode se problemi i uzroci zbog kojih je dječja tjelesna aktivnost i loše prehrambene navike zastupljena među mnogom djecom. Objašnjava se važnost kvalitetne prehrane i svakodnevne kineziološke aktivnosti od najranije dobi kako bi rast i razvoj djece bio što pravilniji i zdraviji. Također, spominju se i poremećaji prehrane kod djece predškolske dobi te razlika u osviještenosti o tekućinama i kineziološkim aktivnostima prije i sada.During this research for my final paper, with the goal of finding out how do preschool kids know and understand what is healthy nutrition, what is exactly healthy and unhealthy, but most importantly how to balance healthy nurtition with the right physical activities. For this research the subjects of question were preschool kids who were in this project during their week of healthy activities in their kindrgarten. This way, they were introduced to the characteristics of healthy nutrition and physical activity. Additionally, it is talked about the problems and their roots of poor nutrition and the lack of physical activity among preschoolers. It is also talked about the importance of quality food and regular physical activity from the earliest age with the goal of kids developing in the right direction. Moreover, it is talked about eating disorders among young kids, the importance of water intake and the physical activites then and now
Physical and Health Education in Preschool Institutions
No full textCilj ovoga rada je prikazati učestalost provođenja sata tjelesne i zdravstvene kulture u predškolskim ustanovama te utvrditi potencijalne razloge ne provođenja istog. Kroz rad naglašena je i važnost kretanja i usvajanja prirodnih oblika kretanja kroz sat tjelesne i zdravstvene kulture. Istraživanje je provedeno na uzorku od 120 odgojitelja. Ispitivanjem je utvrđeno kako gotovo 27,5% odgojitelja ne provodi sat tjelesne i zdravstvene kulture uopće, dok većina njih i to 30% provodi jednom tjedno. Kao razlog ne provođenja tjelesne i zdravstvene kulture odgojitelji najčešće navode kako rade u jasličkim skupinama gdje djeca još ne hodaju, a osim toga dominira i razlog izostanak dvorane ili adekvatnog prostora za provedbu tjelesne i zdravstvene kulture. 48,3% odgojitelja je potvrdilo kako im vrtić ne pruža dovoljno resursa za provođenje tjelesne i zdravstvene kulture. Ispitanici smatraju kako su dovoljno educirani za provedbu sata tjelesne i zdravstvene kulture, ali također smatraju da se još trebaju dodatno usavršavati kroz edukacije.The aim of this paper is to show the frequency of conducting physical and health education classes in preschool institutions and to determine potential reasons for not conducting them. The work emphasized the importance of movement and adopting natural forms of movement during the physical and health education class. The research was conducted on a sample of 120 educators. The survey found that almost 27.5% of educators do not conduct a physical and health education class at all, while most of them, 30%, conduct it once a week. As a reason for not implementing physical and health education, educators most often state that they work in nursery groups where children are not yet walking, and in addition, the dominant reason is the absence of a hall or adequate space for the implementation of physical and health education. 48.3% of educators confirmed that the kindergarten does not provide them with enough resources to implement physical and health education. The respondents believe that they are sufficiently educated to conduct the physical and health education class, but they also believe that they still need to improve further through education
Educators' views on the organization of the external spatial-material context of the kindergarten
No full textVanjski prostor predstavlja važno okružje za učenje, McClintic i Petty (2015) pokazuju kako je način na koji odgojitelji organiziraju, koriste i planiraju vanjski prostor od ključne važnosti te da su upravo njihovi stavovi ti koji definiraju način korištenja vanjskog prostora. U ovom istraživanju korištene su fotografije, vođene bilješke te fokus grupa s odgojiteljima na kojoj su ispitani stavovi odgojitelja. Istraživanje se provodilo od početka travnja do kraja lipnja 2023. godine, a provedeno je u jednom zagrebačkom privatnom dječjem vrtiću. Inicijator ovog istraživanja je odgojiteljica koja je istraživanje koristila u svrhu svog diplomskog rada. Istraživanjem je istaknuta potreba za promjenom stavova odgojitelja vezanih za prostorno-materijalni kontekst dječjeg vrtića. Korištenjem fokus grupa potaknuta je diskusija i kreativnost ispitanika koja je u konačnici doprinijela promjenama u samom prostorno-materijalnom okružju vanjskog prostora dječjeg vrtića. Provođenjem istraživanja uočene su značajne promjene u stavovima odgojitelja u odnosu na inicijalno stanje.Outdoor space is an important environment for learning, McClintic and Petty (2015) show that the way educators organize, use and plan outdoor space is of key importance and that it is their attitudes that define the way outdoor space is used. In this research, photographs, notes and a focus group with educators were used, where educators' attitudes were examined. The research was conducted from the beginning of April to the end of June 2023, and was conducted in a private kindergarten in Zagreb. The initiator of this research is a educator who used the research for the purpose of her graduation thesis. The research highlighted the need to change educators' attitudes related to the spatial and material context of the kindergarten. The use of focus groups stimulated the discussion and creativity of the interviewees, which ultimately contributed to changes in the spatial and material environment of the outdoor space of the kindergarten. By carrying out the research, significant changes were observed in the attitudes of educators in relation to the initial state
The Puppet Show
No full textLutka je nezaobilazno sredstvo igre kod djece u ranoj i predškolskoj dobi te se kroz nju povezuje sa svojom okolinom. Lutka isto tako djetetu omogućuje da s lakoćom uđe u svijet mašte. Tema ovoga rada je izrada lutkarske predstave s djecom predškolske dobi. Cilj završnog rada je pokazati dobrobiti lutkarske predstave i same lutke za djecu. Rad se sastoji od dva djela.U prvom djelu rada govorit ćemo o lutkarstvu, lutki, vrstama lutke, lutkaru. Upoznat ćemo se s ulogom lutke u odgojno-obrazovnom procesu i ulogom koje lutkarstvo ima u jezičnom izražavanju kod djece. Dotaknut ćemo se i razvoja govora te usporenog govora i što možemo učiniti kako bi pomogli djetetu u razvoju govora. U drugom djelu rada prikazat ćemo proces izrade lutkarske predstave. Lutkarska predstava se radila u vrtiću „Pčelica“ Molve. Predstava se radila na poticaj djece koja su sama lutkama glumila poznate njima priče.The puppet has an indispensable means of play in children in early and preschool age and through it connects with its environment. The puppet also allows the child to enter the fantasy world with ease. The topic of this paper is the creation of a puppet show with preschool children. The aim of the final work is to show the benefits of the puppet show and the puppet
for children themselves. The work consists of two parts.In the first part of the work we will talk about puppetry, puppetry, types of dolls, puppeteer. We will get acquainted with the role of puppets in the educational process and the role that puppetry has in language expression in children. We will also touch on the development of speech and slow speech and what we can do to help the child develop speech. In the second part of the paper we will show the process of making a puppet show. The puppet show was done in the kindergarten "Pčelica" Molve. The play was done at the encouragement of children who played the stories familiar to them with puppets themselves
Graphomotor exercises in the development of language skills
No full textU diplomskome radu Grafomotoričke predvježbe u razvoju jezičnih predvještina bit će prikazano koje su to grafomotoričke predvježbe u razvoju jezičnih predvještina te koje jezične predvještine djeca usvajaju tijekom svoga razvoja.
U teorijskome dijelu rada bit će opisano kako dijete tijekom svoga razvoja usvaja, uči i ovladava jezikom. Također, bit će istaknuta važnost grafomotorike i jezičnih predvještina - govora, slušanja, čitanja i pisanja u jezičnome međudjelovanju. Nadalje, bit će navedene etape potrebne za razvoj početne pismenosti.
Odgojitelji djece rane i predškolske dobi metodičkim pristupom i djelovanjem nude osmišljene grafomotoričke aktivnosti te su u radu prikazani primjeri suvremenih vježbi za grafomotorički razvoj iz nekoliko radnih listova različitih autora i izdavača.
U okviru ovoga diplomskog rada provedeno je znanstveno istraživanje među odgojiteljima o primjeni grafomotoričkih vježbi u metodičkome odgojno-obrazovnom radu odgojitelja u dječjem vrtiću. U radu su istaknuti i detaljno analizirani rezultati istraživanja te postavljena interpretacija i naveden znanstveni doprinos istraživanja.In the master thesis Graphomotor Preparatory Exercises in the Development of Linguistic Skills, it will be shown which grapho motor exercises are used in the development of prelanguage skills and which pre-language skills children acquire during their development.
In the theoretical part of the paper, it will be described how a child acquires, learns and masters language during its development. Also, the importance of graphomotor skills and language preskills - speaking, listening, reading and writing in language interaction - will be highlighted. Furthermore, the stages necessary for the development of initial literacy will be listed.
Educators of early and preschool children offer designed graphomotor activities with a methodical approach and action, and the paper presents examples of modern exercises for graphomotor development from several worksheets by different authors and publishers.
Within the framework of this thesis, a scientific research was conducted among educators on the application of graphomotor exercises in the methodical educational work of educators in kindergarten. In the paper, the research results are highlighted and analyzed in detail, as well as the interpretation and scientific contribution of the research
Knowledge and use of Croatian dialect spoken in Donja Stubica by two generations of speakers
No full textU ovom se radu iznosi istraživanje poznavanja i uporabe govora Donje Stubice kod djece osnovnoškolske dobi (četvrtog razreda osnovne škole) i starijih govornika. Rad se sastoji od četiri poglavlja. Prvi dio sadrži kratak prikaz o gradu Donja Stubica. Prikazuje se geografski položaj grada, kao i povijest i običaji koji su karakteristični za grad koji se smatra središtem donjeg Hrvatskog zagorja. Drugi dio rada govori o narječjima hrvatskoga jezika, a posebice se ističe kajkavsko narječje. Prikazuje se suvremeno dijalekatsko stanje u Republici Hrvatskoj te čime je uvjetovan gubitak govornika organskih idioma. Također, donosi se podjela kajkavskoga narječja i njegovo rasprostiranje. Tumače se najvažniji događaji, kao i osobe koje su doprinijele istraživanju, ali i razvoju kajkavskoga narječja. Treći se dio rada odnosi na karakteristike donjostubičkoga govora. Analiziraju se fonološke, morfološke, sintaktičke i leksičke odlike u govoru Donje Stubice. Četvrti dio rada donosi prikaz istraživanja čiji su ispitanici bili djeca osnovnoškolske dobi (četvrtog razreda osnovne škole) i stariji govornici Donje Stubice. Metodom pisanog ispitivanja (testiranja) htjelo se steći uvid u razlike u govoru djece četvrtog razreda osnovne škole i starijih govornika donjostubičkoga govora, odnosno u kojoj je mjeri prisutan donjostubički govor u djece osnovnoškolske dobi i starijih koji danas žive u Donjoj Stubici. Ovo je istraživanje pokazalo da su u govoru djece osnovnoškolske dobi leksemi karakteristični za govor Donje Stubice znatno manje zastupljeni negoli u govoru starijih ispitanika. Uočava se kako je u govoru djece osnovnoškolske dobi zastupljeniji hrvatski standardni jezik, dok se dijalektni elementi donjostubičkoga govora postupno gube i iščezavaju.This thesis presents the study on the use and knowledge of the speech variety used in Donja Stubica among pupils in elementary school (fourth graders) and elderly citizens. The thesis consists of four parts. The first part contains a brief portrayal of the city of Donja Stubica in which the geographical position of the city itself is presented, as well as the history and traditions characteristic of Donja Stubica that is regarded to be the centre of the southern part of the region called Hrvatsko Zagorje. The second part of the thesis is dedicated to the dialects of the Croatian language with a specific focus on the Kajkavian dialect where not only the contemporary situation regarding dialects of the Republic of Croatia is illustrated, but also the reasons for the decrease in the number of speakers of original idioms. Moreover, the categorisation of the Kajkavian dialect and the way it is spread is described as well. What is also mentioned are the most important events and individuals who contributed to the research and development of the dialect in question. The third part of the thesis refers to the characteristics of the speech variety spoken in the territory of Donja Stubica, i.e. it involves the analysis of its phonological, morphological, syntactical and lexical qualities. The last part illustrates the research in which primary school pupils (fourth graders) and elderly citizens participated. By using a written testing method, the aim was to gain an insight into differences in the way fourth graders and elderly citizens use the speech variety of the territory of Donja Stubica, in other words to what degree the aforementioned speech variety is used among pupils in primary school and the elderly who live in Donja Stubica. The research showed that primary pupils use considerably fewer lexemes that are characteristic of speech variety spoken in Donja Stubica compared to older participants. Another finding is the fact that fourth graders use more Standard Croatian, while dialect elements of the previously mentioned speech variety are gradually disappearing