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Creative Achievements of the Faculty of Teacher Education´s Students in Musical and Stage Performance
No full textKreativnost, tj. sposobnost kreiranja novih i inovativnih koncepata, ideja i rješenja ide ruku pod ruku s pojmom stvaralaštvo, kod kojeg se često stavlja veći naglasak na rezultate ili proizvode kreativnog stvaralačkog procesa te ga se obično povezuje s konkretnim područjima, stvaranjem specifičnih proizvoda, umjetničkih djela i sl. Za poticanje ljudske kreativnosti, pogotovo u ranom djetinjstvu, uvelike su zaslužni učitelji i odgojitelji koji stvaraju kreativne učenike na način da njihova kreativnost stimulira kreativnost samih učenika. Stoga je iznimno važno s razvojem kreativnosti započeti već tijekom formalnog školovanja budućih učitelja i to u obliku kreativne nastave, koja mora služiti kao primjer koji budući učitelji mogu prenijeti u vlastitu stručnu praksu. Primjer uspjeha takve nastave je projekt glazbeno-scenskog djelovanja, mjuzikl „Šuma Striborova“, umjetnički rad ostvaren unutar međufakultetske suradnje pet sastavnica Sveučilišta u Zagrebu: Učiteljskog fakulteta, Akademije dramske umjetnosti, Muzičke akademije, Tekstilno-tehnološkog fakulteta te Fakulteta političkih znanosti. Cilj je bio i budućem učitelju i odgojitelju povećati senzibilitet prema kvaliteti glazbenog i scenskog izraza koji će prenositi na buduće učenike, upoznati ih sa potrebnim strategijama i metodama za stvaranje mjuzikla kao umjetničkog djela te donijeti širi uvid u ljepotu tog umjetničkog stvaralaštva.Creativity, i.e. the ability to create new and innovative concepts, ideas and solutions goes hand in hand with the term creation, where more emphasis is often placed on the results or products of the creative creation process and is usually associated with specific areas, the creation of specific products, works of art, etc. Teachers and educators play a significant role in nurturing human creativity, especially in early childhood, by fostering creativity in their students. Therefore, it is crucial to begin developing creativity during the formal education of future teachers, in the form of creative teaching, which should serve as an example that future teachers can incorporate into their own professional practice. A successful example of such teaching is a musical and stage performance project, the musical „Stribor's Forest“, a work of Art achived in collaboration with various faculties of the University of Zagreb: The Faculty of Teacher Education, The Academy of Dramatic Arts, The Academy of Music, The Faculty of Textile Technology and The Faculty of Political Science. The aim was to increase the sensitivity of future teachers and educators towards the quality of musical and theatrical expression which they will convey to their future students, to acquaint them with the necessary strategies and methods for creating a piece of art that is a musical, and provide a broader insight into the beauty of this artistic creation
Allegorical Layers of the Novel Essay on Blindness
No full textOgled o sljepoći roman je o neobjašnjivoj bijeloj sljepoći koja pogađa gotovo sve stanovnike neimenovanog grada. Roman prati nesreću likova koji su među prvima pogođeni sljepoćom – prvi slijepac i njegova supruga, oftalmolog (liječnik), djevojka s tamnim naočalama, razroki dječak i starac s crnim povezom. Vođa te skupine slijepaca bila je liječnikova žena, jedini lik koji čitav roman ima zdrav vid – na izravnoj i prenesenoj razini. Cijeli je roman prožet alegorijom te se može podijeliti na dva dijela. Prvi dio romana prati nedaće likova u umobolnici. Zatvaranje slijepaca u umobolnicu pokazuje kako su vladajući prema njima postupali kao prema inferiornima, prepuštajući ih samima sebi i osuđujući ih na smrt. U drugom dijelu romana prikazane su grozote koje slijepci susreću izlaskom iz umobolnice, lutajući nepoznatim gradom. Bez obzira na zastupanje ateističkih stavova, Saramago je za ovaj roman koristio Bibliju kao uporište i izvor inspiracije. Stoga su u romanu prisutni brojni elementi koji djelo povezuju s Biblijom, prvenstveno radnja romana, lik liječnikove žene koja se može poistovjetiti s pet biblijskih likova, zatim neki pojedinačni događaji, riječi i rečenice i sl.Essay on Blindness is a novel about an inexplicable white blindness that affects almost all residents of an unnamed city. The novel follows the misfortune of the characters who are among the first to be affected by blindness – the first blind man and his wife, an ophthalmologist (doctor), a girl with dark glasses, a cock-eyed boy and an old man with a black bandage. The leader of that group of blind people was the doctor's wife, the only character who has healthy eyesight throughout the novel – on a direct and figurative level. The entire novel is imbued with allegory and can be divided into two parts. The first part of the novel follows the misfortunes of the characters in a mental hospital. The confinement of the blind in a mental hospital shows how the rulers treated them as inferiors, leaving them to fend for themselves and condemning them to death. In the second part of the novel, the horrors that blind people encounter after leaving the mental hospital, wandering through an unknown city, are shown. Regardless of the representation of the atheistic views, Saramago used the Bible as a support and source of inspiration for this novel. Therefore, the novel contains numeros elements that connect the work with the Bible, primarily the plot of the novel, the charachter of the doctor's wife who can be identified with five biblical characters, then some individual events, words and sentences, etc
Planning an inclusive environment and support in the development of reading and writing
No full textInkluzija u odgoju i obrazovanju podrazumijeva dugotrajan proces uključivanja učenika s teškoćama, darovitih učenika, kao i učenika koji su pripadnici nacionalnih manjina u redovne nastavne procese kako bi mogli napredovati u skladu sa svojim individualnim mogućnostima. Razlikuje se od integracije po tome što integracija znači pridodati učenike u odgojno-obrazovni proces, dok odgojno-obrazovna inkluzija naglašava važnost jednakog prava na obrazovanje te omogućavanja podrške svakom učeniku kojem je ona potrebna za uspjeh u radu. Ukoliko učenici s teškoćama u razvoju, zbog teškoća koju manifestiraju, nisu u mogućnosti pratiti nastavne sadržaje, škola je, zajedno s učiteljem i stručnim timom, dužna osigurati individualizirane kurikulume kako bi učenici mogli sudjelovati u nastavnim aktivnostima, pratiti nastavne sadržaje, ali i napredovati i ostvariti ciljeve i odgojno-obrazovne ishode. Odgojno-obrazovna inkluzija nije lagan proces i postoje razni izazovi u njezinom provođenju. Najveću problematiku stvara praćenje, procjenjivanje i vrednovanje rada učenika jer ono treba ovisiti o svakom učeniku pojedinačno, o njihovom razvoju i učenju. Jedan od izazova u školi je stjecanje vještina čitanja i pisanja jer su čitanje i pisanje jezične djelatnosti važne za cjeloživotno obrazovanje i učenje. Najčešći oblik teškoća u učenju su specifične teškoće čitanja i pisanja koje se mogu manifestirati kao izolirani specifični poremećaji, disleksija u čitanju i disgrafija u pisanju. Kako bi se učenicima s teškoćama u razvoju stvorilo inkluzivno okruženje, ključno je sudjelovanje učitelja, škole sa stručnim suradnicima, roditelja učenika s teškoćama u razvoju te ostalih učenika u razredu, no ne mogu se isključiti niti pomoćnici u nastavi, ostali djelatnici škole, roditelji učenika tipičnoga razvoja u razredu, država i zakonodavni akti te mnogi drugi čimbenici. Nakon teorijskog dijela, slijedi istraživanje u kojem je glavni cilj istražiti mišljenja učitelja o planiranju inkluzivnog okruženja, kao i podrške učenicima s teškoćama čitanja i pisanja.Inclusion in education implies a long process of including students with disabilities, gifted students, as well as students who are members of national minorities in regular teaching processes in order to progress in accordance with their individual capabilities. It differs from integration in that integration means adding students to the educational process, while educational inclusion emphasizes the importance of equal right to education and enabling support to every student who needs it for success in work. If students with developmental disabilities, due to the difficulties they manifest, are not able to follow the teaching content, the school, together with the teacher and the professional team, is obliged to provide individualized curricula so that students can participate in teaching activities, follow teaching content, but also progress and achieve goals and educational outcomes. Educational inclusion is not an easy process and there are various challenges in its implementation. The biggest problem is the monitoring, assessment and evaluation of students' work because it should depend on each student individually, on their development and learning. One of the challenges in school is the acquisition of reading and writing skills because reading and writing language activities are important for lifelong learning and learning. The most common form of learning disabilities are specific reading and writing difficulties that can manifest as isolated specific disorders, reading dyslexia, and dysgraphia in writing. In order to create an inclusive environment for students with disabilities, the participation of teachers, schools with professional associates, parents of students with disabilities and other students in the class is crucial, but teaching assistants, other school staff, parents of students of typical class development, state and legislative acts and many other factors cannot be excluded. The theoretical part is followed by research in which the main goal is to explore the opinions of teachers about planning an inclusive environment, as well as supporting students with reading and writing difficulties
Children's participation in creating an outdoors environment
No full textMozaik pristup se razvija kao dio veće studije koju pišu Clark i Moss (2001) tražeći odgovor na pitanje kako slušati djecu. Pristup ima dvije faze od kojih je prva faza usmjerena na prikupljanje i dokumentiranje stajališta djece dok je druga faza pridruživanje dobivenih podataka koji služe za razmišljanje, raspravu i djelovanje. Slušanje je definirano kao aktivan proces komunikacije čije su komponente aktivno slušanje, tumačenje i konstruiranje zajedničkog značenja. Prema Reggio pristupu u procesu učenja aktivno sudjeluje vanjska i unutarnja okolina ustanove ranog i predškolskog odgoja i obrazovanja te je ona opisana kao treći odgojitelj. Kako bi se oblikovao vanjski i unutarnji prostor koristi se dokumentiranje koje podržava proces učenja uz pomoć promatranja, razumijevanja i slušanja. Istraživači uključuju djecu u donošenje odluka koje se tiču njih, smatrajući ih kompetentnim sudionicima rasprave u svrhu kvalitetnijeg procesa učenja. Prilikom istraživanja koje provode Clark i Moss (2001) koristila su se otvorena pitanja kako bi se od djece saznalo zašto dolaze u vrtić, što vole ili ne vole raditi, što im je teško u vrtiću. Rouvali i Riga (2018) u istraživanju provedenom u Grčkoj ustanovi ranog i predškolskog odgoja i obrazovanja tražile su odgovore na slična pitanja. U oba istraživanja rezultati su pokazali veliki interes djece za vanjski prostor i igralište na njemu. Dobiveni zaključci ovih istraživanja bili su pokretač razmišljanja za ovaj rad. Istraživanje provedeno za izradu diplomskog rada je također koristilo Mozaik pristup kako bi istražilo može li se participacijom djece oblikovati prostorno-materijalno okružje prostora na otvorenome. U istraživanju je sudjelovalo 18 djece i dvije odgojiteljice. Djeca su u individualnim intervjuima izrazila zadovoljstvo sudjelovanjem u istraživanju. Dobiveni rezultati otvaraju mogućnost rasprave kako u svakodnevni rad odgojitelja uključiti produženi boravak djece na zraku.The mosaic approach is developed as part of a larger study by Clark and Moss (2001) looking for an answer to the question of how to listen to children. The approach has two phases, of which the first phase is focused on collecting and documenting the children's experiences, while the second phase is interpreting and collecting data that serves for thinking, discussion and action. Listening is defined as an active process of communication, the components of which are active listening, interpretation and construction of shared meaning. According to the Reggio approach, the outdoor and indoor environment of the institution for preschool education actively participates in the learning process, and is described as the third teacher. In order to shape the outdoor and indoor space, documentation is used to support the learning process with the help of observation, understanding and listening. Researchers involve children in making decisions that concern them, considering them competent participants in the discussion for the purpose of a better learning process. During the research conducted by Clark and Moss (2001), open questions were used to find out from the children why they come to kindergarten, what they like or don't like to do, and what they find difficult in kindergarten. Rouvali and Riga (2018) sought answers to similar questions in a study conducted in a Greek institution for preschool education. In both studies, the results showed a great interest of children in the outdoor space and the playground on it. The conclusions obtained from these studies were the driving force behind this work. The research carried out for the preparation of this master's thesis also used the Mosaic approach to investigate whether the environment of outdoor spaces can be shaped with the participation of children. 18 children and two preschool teachers participated in the research. In individual interviews, the children expressed their satisfaction with participating in the research. The obtained results open up the possibility of discussing how to include children's extended stay in the outdoors in the daily work of preschool teachers
Educational robots in primary education
No full textTema ovog diplomskog rada je sklapanje edukativnog robota mBota i njegovo programiranje za praktičnu primjenu u nastavi. Zbog sve bržeg napretka u tehnologiji i potrebe za unapređenjem nastavnog procesa potrebno je pronaći načine kako da se učenicima na suvremen i zanimljiv način približi nastavni sadržaj. Zbog potrage za načinom kako učenicima približiti nastavni sadržaj i kako ga učiniti zanimljivim nastala je ideja za temu ovog diplomskog rada.
U prvom poglavlju se definira pojam informatike, kako je došlo do uvođenja informatike u školstvo, povijest informatike u školstvu, te povijest informatike u hrvatskom školstvu. U drugom poglavlju je riječ o definiciji robota, čemu oni služe, kako je nastao pojam robot, kratka povijest razvoja robotike te edukativni roboti i nekoliko njihovih primjera. U trećem poglavlju se govori o robotici u odgojno-obrazovnome procesu, njezinoj svrsi i provedbi, utjecaju robota na učenike te edukaciji učitelja za korištenje robota kao i ostalih tehnoloških pomagala i sredstava. Također se govori i o kurikulumu nastavnog predmeta informatike te je priložena samostalno izrađena priprema za jedan sat likovne kulture koji ima korelaciju s informatikom i robotikom, kao i nekim drugim predmetima. Zatim se u idućem poglavlju praktično sastavlja mBot te je postupak sastavljanja opisan i popraćen fotografijama, definiran je cilj koji se želi postići, opisan postupak sklapanja i programiranja, testiranje ispravnosti programa te ostvarenost cilja koja se dijelom temelji na saznanjima iz prijašnjih poglavlja.The topic of this thesis is the assembling of the educational robot mBot and its programming for practical application in classes. Due to the increasingly rapid progress in technology and the need to improve the teaching process, it is necessary to find ways to bring the teaching content to students in a modern and interesting way. Due to the search for a way to bring the teaching content closer to students and make it interesting, the idea for the topic of this thesis was born.
In the first chapter, the term informatics is defined, how informatics was introduced into education, the history of informatics in education, and the history of informatics in Croatian education. The second chapter talks about the definition of robots, what they are for, how the term robot came about, a brief history of the development of robotics, and educational robots and a few of their examples. The third chapter discusses robotics in the educational process, its purpose and implementation, the impact of robots on students, and the education of teachers for the use of robots as well as other technological aids and resources. The curriculum of the computer science subject is also discussed, and an independently prepared preparation for one lesson in fine arts is attached, which has a correlation with computer science and robotics, as well as some other subjects. In addition, in the next chapter, the mBot is practically assembled, and the assembling process is described and accompanied by photos, the goal to be achieved is defined, the manufacturing and programming process is described, the correctness of the program is tested, and the achievement of the goal is partly based on the knowledge from the previous chapters
Narrative abilities od children of younger preschool age
No full textU radu se polazi od iznošenja činjenica o razvoju govora različitih znanstvenika. Promišljanje o razvoju govora služi nam kako bi mogli postaviti temeljne pretpostavke o govornim, jezičnim i pripovjednim sposobnostima djece. S obzirom na to da je govor, prema Velički (2014), temelj ljudske komunikacije i značajan je za cjelokupan djetetov razvoj, za razumijevanje i poticanje govora od iznimne je važnosti poznavanje njegova razvoja. Prema Aladrović Sovaček (2019) Kovačević (1996) istraživači lingvisti, psiholingvisti i sociolingvisti zaokupljeni pitanjem usvajanja jezika te su tako razvili nekoliko teorija koje se mogu podijeliti na: iskustvene (empirističke), urođene (nativističke) i spoznajne (kognitivne). Različite faze govorno-jezičnog razvoja djetata su također opisane u radu. Jedno od načela kojim dijete treba ovladati, prema Gabaj i Kuvač Kraljević (2019), je prikladno označavanje i održavanje likova u priči kako bi se oblikovanim diskursom osigurala učinkovita komunikacija sa slušateljstvom. Temeljni cilj rada bio je istražiti pripovjedne sposobnosti djece mlađe vrtićke dobi u jednom zagrebačkom vrtiću. Istraživanje se provelo uz pomoć višejezičnog instrumenta za procjenu pripovijedanja (MAIN) koji služi za procjenu narativnih vještina djece koja usvajaju jedan ili više jezika te se njime procjenjuje razumijevanje i proizvodnja priče. U ovome istraživanju provelo se ispitivanje prema modelu priče. Prvi cilj istraživanja bio je ispitati strukturnu složenost u pričanju priča djece mlađe vrtićke dobi. Drugi cilj rada bio je ispitati strukturnu složenost u vidu razumijevanja cilja, pokušaja i ishoda te usporediti rezultate prvog i drugog cilja. Treće istraživanje za cilj je imalo ispitati razumijevanje unutarnjih stanja likova u priči. Četvrti cilj bio je ispitati razumijevanje sadržaja nakon ispričane priče. Posljednji cilj bio je ispitati semantičku tečnost djece kroz nabrajanje životinja, dijelova tijela i osjećaja. Istraživanje je pokazalo da postoji statistički značajna razlika samo kod ispitivanja semantičke tečnosti u području imenovanja dijelova tijela.The paper starts from the presentation of facts about the development of speech by different scientists. Reflecting on the development of speech serves us so that we can set basic assumptions about children's speech, language and storytelling abilities. Considering that speech, according to Velička (2014), is the basis of human communication and is important for the entire development of the child, knowledge of its development is extremely important for understanding and encouraging speech. According to Aladrović Sovaček (2019) Kovačević (1996), researchers linguists, psycholinguists and sociolinguists preoccupied with the issue of language acquisition and thus developed several theories that can be divided into: experiential (empiricist), innate (nativist) and cognitive (cognitive). Different stages of children's speech and language development are also described in the paper. One of the principles that a child should master, according to Gabaj and Kuvač Kraljević (2019), is appropriate labeling and maintenance of characters in the story in order to ensure effective communication with the audience through structured discourse. The main goal of the work was to investigate the storytelling abilities of younger kindergarten age children in a kindergarten in Zagreb. The research was conducted with the help of the Multilingual Narrative Assessment Instrument (MAIN), which is used to assess the narrative skills of children acquiring one or more languages and assesses story comprehension and production. In this research, the investigation was conducted according to the story model. The first goal of the research was to examine the structural complexity in the storytelling of children of younger kindergarten age. The second goal of the work was to examine the structural complexity in terms of understanding the goal, attempts and outcomes, and to compare the results of the first and second goals. The third research aimed to examine the understanding of the inner states of the characters in the story. The fourth aim was to examine the understanding of the content after the story was told. The final goal was to examine children's semantic fluency by listing animals, body parts and feelings. The research showed that there is a statistically significant difference only when examining semantic fluency in the area of naming body parts
The role of communication in the successful implementation of a project of early reading in ECEC institutions
No full textKao nezamjenjiv aspekt ljudskih međusobnih odnosa i društvenog života, komunikacija je nositelj mnogih kontekstualnih uloga koje utječu na naš rad, odluke i ponašanje. Rad na projektima s djecom vrtićke dobi predstavlja komunikacijski izazov za sve sudionike te donosi brojne dobrobiti. Uz teorijski pregled komunikacije, u ovom se radu ističe i važnost razumijevanja različitih vrsta komunikacije u projektima, posebno u kontekstu Ranog i predškolskog odgoja i obrazovanja (RPOO), s naglaskom na razumijevanje uloge komunikacije u provođenju odgojno-obrazovnog rada. Središnji dio rada usmjerava se na komunikaciju odgojitelja i suradnika na projektu. Također se razmatra važnost čitanja za razvoj kompetencija u ranoj dobi te navode relevantni projekti i programi potpore čitanju u Republici Hrvatskoj.
U istraživačkom dijelu rada istražuje se uloga komunikacije u provedbi projekta za poticanje čitanja u vrtićkim ustanovama. Hipoteza istraživanja odnosi se na razlike u procjenama ispitanika prema kriteriju dužine stečenog radnog iskustva. Istražuje se uz pomoć definiranih ispitnih pitanja koja se odnose na zadovoljstvo koordinatora, komunikaciju s drugim sudionicima i dječjom populacijom te načine komunikacije i njen utjecaj na postizanje ciljeva projekta. Podaci su prikupljeni anonimnim anketnim upitnikom u kojem su sudjelovali koordinatori projekta za poticanje čitanja u ustanovama RPOO.As an irreplaceable aspect of human interpersonal relationships and social life, communication is a key to numerous roles influencing our work, decisions, and behaviour. Engaging in projects with preschool children presents a unique communication challenge for all participants while offering numerous benefits. In addition to a theoretical overview, this paper focuses on the importance of understanding various forms of communication within projects, especially in the context of Early Childhood Education and Care (ECEC). The central part of this paper is dedicated to the communication among educators and project collaborators. Furthermore, it explores the significance of reading in the development of various skills in early childhood and highlights relevant projects and programs supporting literacy in the Republic of Croatia.
This research paper explores the role of communication in the implementation of readingbased projects in preschools. The research hypothesis refers to differences in respondents' assessments based on the criterion of the length of acquired work experience. It is questioned through defined research questions related to coordinator satisfaction, communication with other participants and the child population, as well as communication methods and their impact on the purposes of the project. Answers were collected through an anonymous questionnaire for the coordinators who were part of the project for promoting reading in ECEC institutions
The impact of picture book on children's language and speech development of early and preschool age
No full textGlavna tema ovoga rada je slikovnica i njezin utjecaj na jezično-govorni razvoj djece. U radu se govori o povijesti slikovnice, vrstama i funkcijama slikovnice kao i o načinima njezina čitanja. Slikovnica je prva knjiga u djetetovu životu. Svrha slikovnice je otkrivanje svijeta djetetu, razvijanje spoznaje, izazivanje emocija, razvijanje govora i jezika te bogaćenje dosadašnjeg rječnika. Ima ulogu u razvijanju sposobnosti pamćenja i logičkog zaključivanja, pomaže predočiti nepoznate pojave djetetu i usvajanje znanja o svijetu oko nas.
Važan čimbenik u govorno – jezičnom razvoju djece je i uloga odgojitelja u vrtićima. Kroz igru i svakodnevne aktivnosti djeca s odgojiteljima uspostavljaju komunikaciju i socio – emocionalnu vezu. U uvjetima pozitivnog emocionalnog okruženja, gdje odgojitelj pristupa djetetu ovisno o njegovim potrebama, dijete postupno razumije govor odgojitelja putem komunikacije, gesta i aktivnosti.
S obzirom na važnost slikovnice i ulogu odgojitelja u uspostavljanju verbalne komunikacije s djetetom što podrazumijeva i ponudu poticaja i kreiranja poticajnog okruženja za jezičnogovorni razvoj djece, proveli smo istraživanje kako bismo, između ostalog ispitali, koliko često odgojitelji koriste slikovnicu kao sredstvo za poticanje jezično-govornog razvoja djece rane i predškolske dobi.
Najvažniji zaključak dobiven istraživanjem je da odgojitelji često koriste slikovnicu u neposrednom radu s djecom te su svjesni važnosti uporabe slikovnice kao sredstva za bogaćenje rječnika, razvijanje i jačanje samopouzdanja, mogućnost izražavanja misli i osjećaja te usvajanje navika za brigu o stvarima, poput očuvanja i odlaganja slikovnice na predviđeno mjesto.The main topic of this paper is the picture book and its influence on the linguistic and speech development of children. The paper discusses the history of picture books, the types and functions of picture books, as well as ways of reading them. A picture book is the first book in a child's life. The purpose of the picture book is to reveal the world to the child, develop cognition, evoke emotions, develop speech and language, and enrich the previous vocabulary. It plays a role in developing the ability to remember and logical reasoning, it helps to present unknown phenomena to the child and the acquisition of knowledge about the world around us.
An important factor in the speech and language development of children is the role of educators in kindergartens. Through play and daily activities, children establish communication and a socio-emotional bond with educators. In conditions of a positive emotional environment, where the educator approaches the child depending on his needs, the child gradually understands the educator's speech through communication, gestures and activities.
Considering the importance of picture books and the role of educators in establishing verbal communication with the child, which implies offering incentives and creating a stimulating environment for children's language and speech development, we conducted research to examine, among other things, how often educators use picture books as a means of encouraging linguistic -speech development of children of early and preschool age.
The most important conclusion obtained from the research is that educators often use picture books in direct work with children and are aware of the importance of using picture books as a means of enriching vocabulary, developing and strengthening self-confidence, the ability to express thoughts and feelings, and the adoption of habits for taking care of things, such as preserving and putting away picture books to the designated place
The influence of art on the development of preschool child
No full textLikovno stvaralaštvo dio je života svakog čovjeka. Dijete se susreće s likovnošću već u najranijoj dobi, počinje modelirati različite oblike od kruha, opipava i istražuje svijet oko sebe, gradi oblike u prostoru pomoću stvari koje su mu pri ruci i slično. To je doba najosjetljivije razdoblje djetetova razvoja. Likovna kultura vrlo je važna u djetetovu socio-emocionalnom, kognitivnom i fizičkom razvoju te razvoju govora. Različitim aktivnostima i okruženjem, mozak stvara nove sinapse, a to znači bolja komunikacija među moždanim stanicama i veća mogućnost stvaranja novih ideja. Likovne aktivnosti poput crtanja olovkom, rezanja škarama, modeliranja gline ili slikanja kistom, vrlo su važne za razvijanje fine motorike i koordinacije oka i ruke, a to je vrlo bitno za stvaranje što većeg broja sinapsi. Likovne aktivnosti pomažu kod usmjeravanja pažnje, razvijanja samopouzdanja i samostalnosti, kritičkog i kreativnog mišljenja te rasterećivanja od briga. Kroz likovne aktivnosti dijete shvaća da se zadatak ili problem može riješiti na više od samo jednog načina, odnosno razvija sposobnost sagledavanja stvari iz različitih perspektiva. Stoga je bitno uključiti likovnu kulturu u život djeteta predškolske dobi. Kako bi se likovna kultura provodila kvalitetno, potrebno je poznavati likovne tehnike, karakteristike i faze dječjeg likovnog izražavanja, te prepoznati stupanj razvoja djeteta. Najbitnija osoba u razvoju djeteta predškolske dobi je upravo odgojitelj. On mora prepoznati stupanj razvoja djeteta, planirati aktivnosti koje odgovaraju dobi djeteta i pomažu mu u razvoju. Osim toga, odgojitelj mora poznavati likovne tehnike i znati motivirati dijete na određenu aktivnost. Kako bi likovnim aktivnostima utjecao na razvoj djeteta, odgojitelj treba biti svjestan važnosti likovne kulture na razvoj djeteta predškolske dobi.Artistic creativity is a part of the life of every person. A child encounters at an early age, it begins to model different shapes from bread, touches and explores the world around him, builds shapes in space using things that are near his hand. This age is the most sensitive period of the child`s development. Art is very important in a child`s socio-emotional, cognitive, physical and speech development. With different activities and environments, the brain creates new synapses, which means better communication between brain cells and a greater possibility of generating new ideas. Drawing with a pencil, cutting with scissors, modeling clay and painting with a brush are important activities for developing fine motor skills and eye-hand coordination, which is very important for creating as many synapses as possible. Art activities help to direct attention, develop self-confidence and independence, critical and creative thinking and relieve worries. Through art activities, the child learns that there is more than one way to complete a task or problem, that is, it develops the ability to see things from different perspectives. Therefore, it is important to include art in the life of a preschool child. In order for art to be carried out with quality, it is necessary to know the art techniques, characteristics and stages of child`s artistic expression and to recognize the child`s level of development. The most important person in the development of a preschool child is the teacher. He must recognize the child`s level of development, plan activities that correspond to the child`s age and help him in his development. In addition, the teacher must know art techniques and know how to motivate the child to a certain activity. In order to influence the child`s development through art activities, the teacher should be aware of the importance of art on the development of the preschool child
The Influence of Music on the Physiological Load of Preschool Children in Preparation Exercises
No full textVježbanje u predškolskoj dobi iznimno je važno za fizički, emocionalni i kognitivni razvoj djeteta. Redovito vježbanje pomaže u razvoju motoričkih vještina, jača mišiće i kosti te doprinosi zdravom rastu i razvoju djeteta. Poticanje fizičke aktivnosti u ranoj dobi pomaže u usvajanju zdravih navika koje će vjerojatno trajati cijeli život. Stoga je važno da roditelji, skrbnici i odgojitelji potiču djecu na aktivnost i igru kako bi podržali njihov holistički razvoj. Pravilan pristup djeci tijekom provođenja sata kineziološke kulture izuzetno je važan kako bi se osigurala sigurnost, potaknuo interes za tjelesnom aktivnošću te podržao njihov fizički i emocionalni razvoj. Također, ključni uvjet za pravilan rad je potpuno razumijevanje dječjih karakteristika rasta i razvoja, kao i njihovih individualnih sposobnosti i mogućnosti.
Prema Findak (1996) cilj pripremnog dijela sata je da se primjenom odgovarajućih opće pripremnih vježbi organizam pripremi za povećane fiziološke napore koji ga očekuju u daljnjem radu te da se funkcije lokomotornog, respiratornog i kardiovaskularnog sustava podignu na višu razinu i da se osiguraju uvjeti za pravilno držanje tijela. Pri izvođenju opće pripremnih vježbi dolazi do fiziološkog opterećenja.
Istraživanje je proučavalo utjecaj opće pripremnih vježbi uz glazbu na fiziološko opterećenje djece prije i nakon pripremnog dijela sata. Istraživanje je obuhvatilo 23 djece (13 dječaka i 10 djevojčica) u dobi od pete do sedme godine. Fiziološko opterećenje djece mjereno je putem oksimetra. Oksimetar je uređaj koji mjeri razinu kisika u krvi i puls te pruža informacije o opterećenju tijekom vježbanja. Rezultati istraživanja pokazali su da se fiziološko opterećenje djece povećalo tijekom izvođenja općih pripremnih vježbi uz glazbu. Također, tijekom provođenja općih pripremnih vježbi uz glazbu vladalo je pozitivno raspoloženje i entuzijazam kod djece. Ovo ukazuje na emocionalni učinak glazbe tijekom vježbanja.
Ovi rezultati sugeriraju da glazba može imati pozitivan utjecaj na fiziološko opterećenje djece tijekom vježbanja te da može poticati pozitivno emocionalno iskustvo što može biti korisno sa stajališta motivacije i uživanja u tjelesnim aktivnostima u ranom djetinjstvu.Preschool exercise is extremely important for a child's physical, emotional and cognitive development. Regular exercise helps with the development of motor skills, strengthen muscles and bones and contributes to the healthy growth and development of the child. Encouraging physical activity at an early age helps to establish healthy habits that are likely to last a lifetime. Therefore, it is important that parents, guardians and educators encourage children to be active and play in order to support their holistic development. A proper approach to children during a kinesiology class is extremely important to ensure safety, stimulate interest in physical activity, and support their physical and emotional development. Also, the key condition in achieving a regulated method when working with children is a complete understanding of their characteristics of growth and development, as well as their individual abilities and possibilities.
According to Findak (1996), the goal of the preparatory part of the class is to prepare the organism for the increased physiological efforts which follow in a later stage of the lesson, as well as to raise the functions of the locomotor respiratory and cardiovascular system to a higher level and to ensure the presence of all-conditions needed for proper posture by applying appropriate general preparatory exercises. When performing general preparatory exercises, physiological stress occurs.
The research studied the impact of general preparatory exercises with music on the physiological load of children before and after the preparatory part of the lesson. The research includeds 23 children (13 boys and 10 girls) between the ages of five and seven. The children's physiological load was measured using an oximeter. An oximeter is a device that measures blood oxygen levels and heart rate and can provide information about stress during exercise.
The results of the research showed that the physiological load of children increased while performing general preparatory exercises accompanied by music. Therefore, music had an impact on the physical load of children while exercising. Also, during the general preparatory exercises with music, there was a positive mood and enthusiasm among the children. This indicates the emotional effect of music while exercising.
These results suggest that music can have a positive impact on children's physiological load during exercise and that it can promote a positive emotional experience that can be beneficial when it comes to motivation and enjoyment of physical activities in early childhood