University of Zagreb Faculty of Teacher Education - Digital repository
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Differences in attitudes about physical activities of parents of athlets and non-athlets
No full textPremda je tjelesna aktivnost osnovna potreba svih živih bića, u sjedilačkom načinu života kakav danas poznajemo, tjelesna aktivnost sve je manje prisutna. Od najranijih godina upijaju se stavovi i ponašanja naših roditelja. Roditelj je uzor, tako se treba i ponašati. Sve što se želi postići kod djece, potrebno je pokazati vlastitim primjerom. Ako roditelj ima pozitivan stav o tjelesnom vježbanju, pomoći će djetetu da ga i ono razvije. Cilj ovog istraživanja bio je ispitati stavove roditelja o tjelesnim aktivnostima i njihovu utjecaju na njihovu djecu uzimajući u obzir činjenicu jesu li se roditelji ikada bavili sportom. U istraživanju je sudjelovalo 109 ispitanika, od kojih je bilo 76 roditelja sportaša te 33 roditelja nesportaša. Prema dobivenim rezultatima može se zaključiti da ne postoji velika razlika između njihovih stavova o tjelesnim aktivnostima i njihovu utjecaju na djecu. Nadalje, radom se nastoji osvijestiti važnost o tjelesnom vježbanju i razvijanju zdravih životnih navika.Although physical activity is the basic need of all living beings, in the contemporary sedentary lifestyle physical activity is less and less present. From the earliest years, we absorb the attitudes and behaviors of our parents. A parent is a role model, that's how he/she should behave. Everything we want to achieve in our children, we must first show ourselves. If a parent has a positive attitude about physical exercise, it will help the child to develop it. The aim of this research was to examine the attitudes of parents about physical activities and their impact on their children, taking into account the fact whether the parents have ever been involved in sports. 109 respondents participated in the research, of which 76 were parents of athletes and 33 parents of non-athletes. According to the obtained results, it can be concluded that there is no big difference between their attitudes about physical activities and their influence on children. Furthermore, this paper aims to raise awareness of the importance of physical exercise and developing healthy lifestyle habits
Self-evaluation in the early years
No full textSamovrednovanje se odnosi na sposobnost procjene vlastitih mogućnosti, uspjeha i postignuća te prvenstveno rad na sebi. Doprinosi poticanju i razvoju pozitivne slike o sebi, jačanju samopouzdanja, kritičkom mišljenju, uvaţavanju različitosti te poticanju razvoja odgovornosti za odlučivanje i vlastito djelovanje. Predstavlja podlogu za cjeloţivotno obrazovanje, te je sredstvo za razvoj kompetencija odgovornosti, kako prema samome sebi, tako i prema drugima. To je ciklički proces usvajanja znanja, testiranja usvojenoga, analize uspješnosti te traţenja mogućnosti nadogradnje u svrhu poticanja daljnjeg razvoja. Mogućnosti dječjeg samovrednovanja u ranoj i predškolskoj dobi jako su slabo istraţene, uglavnom zbog predrasude da su djeca te dobi premala, ili zbog teškoće izrade i primjene prikladnih alata za samovrednovanje; iako suvremena shvaćanja djeteta naglašavaju vaţnost usvajanja vještina samovrednovanja već od najranije dobi. Stoga se ovim akcijskim istraţivanjem pokušalo utvrditi mogu li se djeca rane i predkolske dobi samovrednovati, na koji način, u kojoj dobi te s kojim alatima. Razvijeni su alati za samovrednovanje: semafor razumijevanja uputa te emotikon samovrednovanja uspješnosti nakon provedbe aktivnosti, koji su potom ponuĎeni djeci na korištenje te testirani. Cilj je bio istraţiti mogućnosti dječjeg samovrednovanja u ranoj i predškolskoj dobi, za djecu u odgojno-obrazovnim skupinama u dobi od tri do sedam godina. Dječje samovrednovanje biljeţeno je bilješkama odgajatelja, audio zapisima, fotodokumentacijom te razgovorima s djecom (dječja obrazloţenja/refleksije). Istraţivanje se provodilo od početka studenoga 2022. do kraja siječnja 2023. Rezultati istraţivanja pokazali su da su djeca sposobna za samovrednovanje, no potrebno je intenzivno raditi na tome, podsjećati ih na značenje alata te im iste konstantno nuditi već od najranije dobi, uz prilagodbu razina podjele samovrednovanja u skladu s dobi.Self-evaluation refers to the ability to assess one's own possibilities, successes and achievements, and primarily work on oneself. It contributes to encouraging and developing a positive self-image, strengthening self-confidence, critical thinking, respect for diversity and encouraging the development of responsibility for decision-making and own actions. It represents the basis for lifelong education and is a means of developing the competences of responsibility, both towards oneself and towards others. It is a cyclical process of acquiring knowledge, testing what has been acquired, analyzing performance and looking for upgrade opportunities in order to encourage further development. The possibilities of children's selfevaluation in early and preschool age are very poorly researched, mainly because of the prejudice that children of that age are too young, or because of the difficulty of creating and applying suitable tools for self-evaluation; although contemporary understandings of the child emphasize the importance of acquiring self-evaluation skills from an early age. Therefore, this action research attempted to determine whether children of early and preschool age can selfassess, in what way, at what age and with what tools. Tools for self-evaluation were developed: a traffic light scheme for understanding the instructions and an emoticon scale for self-evaluation of success after the implementation of the activity, which were then offered to
the children for use and tested. The goal was to investigate the possibilities of children's selfevaluation in early and preschool age, for children in educational groups aged three to seven years. Children's self-evaluation was recorded with teacher's notes, audio recordings, photo documentation and conversations with children (children's explanations/reflections). The research was conducted from the beginning of November 2022 to the end of January 2023.
The results of the research showed that children are capable of self-evaluation, but it is necessary to work intensively on it, to remind them of the meaning of the tools and to constantly offer them from an early age, with the adjustment of levels divisions of selfevaluation according to age
The influence of the quality of preschool children's free time on their body mass index
No full textCilj ovog istraživanje bio je utvrditi postoji li statistički značajna povezanost između kvalitete slobodnog vremena predškolske djece i njihova indeksa tjelesne mase. Istraživanje je provedeno na uzorku od 108 djece predškolske dobi starosti između 4 i 7 godina. U istraživanju je ispitano 58 dječaka i 50 djevojčica koji pohađaju dječji vrtić u gradu Zagrebu. Za prikupljanje podataka korišten je anonimni anketni upitnik koji su popunjavali roditelji ispitanika s podacima o visini, dobi, tjelesnoj masi i raznovrsnim pitanjima o slobodnom vremenu njihove djece. Na temelju prikupljenih odgovora dodijeljeni su bodovi kvalitete slobodnog vremena te je svaki ispitanik na skali kvalitete slobodnog vremena postigao određen broj bodova. Na temelju podataka o visini i tjelesnoj masi izračunat je indeks tjelesne mase. Korelacija među varijablama testirana je Pearsonovim testom te je pokazala umjerenu negativnu korelaciju među varijablama, tj. smanjenje indeksa tjelesne mase bliže preporučenim vrijednostima ispitanika s porastom bodova kvalitete slobodnoga vremena. Dobivenim rezultatima zaključuje se da slobodno vrijeme ima mjerljiv utjecaj na ITM, ali nije jedini faktor koji utječe na ITM. Naime, neki od faktora su obiteljsko okruženje, prehrana, kulturološke prilike itd. stoga je potrebno raditi daljnja istraživanja kako bi se mogli ispitati svi faktori koji utječu na ITM.The aim of this research was to determine whether there is a statistically significant relationship between the quality of free time of preschool children and their body mass index. The research was conducted on a sample of 108 preschool children between the ages of 4 and 7. In the research, 58 boys and 50 girls attending kindergarten in the city of Zagreb were examined. An anonymous survey questionnaire was used to collect data, which was filled out by the parents
of the respondents with information on height, age, body weight and various questions about their children's free time. Based on the collected answers, quality of free time points were assigned, and each respondent scored a certain number of points on the quality of free time scale. Based on data on height and body mass, the body mass index was calculated. The correlation between the variables was tested with the Pearson test and showed a moderate negative correlation between the variables, i.e. a decrease in the body mass index closer to the recommended values of the subjects with an increase in the quality of free time. The obtained results show that free time has a measurable impact on BMI, but it is not the only factor that affects BMI. Namely, some of the factors are the family environment, diet, cultural circumstances, etc. therefore, it is necessary to do further research in order to be able to examine all the factors that influence BMI
Methods and approches in teaching Science
No full textNastavni predmet priroda i društvo obavezan je za učenike primarnog obrazovanja. Nastavni proces je kompleksan pojam koji se sastoji od učitelja koji prenosi znanje i učenika koji to znanje prima. Priroda i društvo je nastavni predmet koji učenicima pruža uvid u mnogo različitih sadržaja, omogućava im spoznaju društva i svijeta oko njih. Kod nastave prirode i društva tradicionalan oblik nastave više ne zadovoljava potrebe nastavnog predmeta, rješenje treba tražiti u suvremenoj nastavi i suvremenim nastavnim sredstvima. Suvremena nastava prirode i društva zahtijeva od učitelja dobro poznavanje nastavnih metoda rada te nastavnih oblika rada. Suvremena nastava okrenuta je prema učeniku koji se nalazi u središtu nastavnog procesa. Učitelji trebaju težiti tome da smanje frontalnu nastavu i sve više uvode suvremenije nastavne oblike. Rad u skupinama, rad u parovima, istraživačka nastava, provedba pokusa i eksperimenata, izvannastavne aktivnosti, uključenost učenika u istraživačke projekte i sl. je primjer suvremene nastave kojoj treba težiti. Ovaj diplomski rad govori o metodama i oblicima rada koji se svakodnevno koriste u nastavi. U radu su navedene prednosti i nedostatci svih oblika i metoda rada koje nalazimo u nastavi prirode i društva, te je svaka metoda i oblik detaljno objašnjen. Istraživački dio diplomskog rada bazirao se na efikasnosti i korištenju metoda i oblika rada. Željela se utvrditi učinkovitost svakog nastavnog oblika pojedinačno te svake nastavne metode. U istraživanju je sudjelovalo 107 ispitanika koji su iznijeli svoje osobne stavove i mišljenja o korištenju i kombiniranju oblika i metoda rada u nastavi prirode i društva.The subject nature and society is compulsory for primary education students. Teaching is a complex term consisting of a teacher who transmits knowledge and a student who receives that knowledge. Nature and society is a subject which provides students with an insight into many different contents, enables them to learn about society and the world around them. When teaching nature and society, the traditional form of teaching no longer meets the needs of the subject, the solution should be sought in modern teaching and modern teaching tools. Contemporary teaching of nature and society requires teachers to have a good knowledge of teaching methods and teaching forms. Modern teaching is oriented towards the student, who is at the center of the teaching process. Teachers should strive to reduce face-to-face teaching and
increasingly introduce more modern forms of teaching. Working in groups, working in pairs, research working, carrying out trails and experiments, extracurricular activities, involvement of students in research project, etc. is an example of modern teaching that should be strived for. This graduation thesis talks about the methods and forms of work that are used every day in classes. The paper lists the advantages and disadvantages of all forms and methods of work that we find in the teaching of nature and society, and each method and form is explained in detail. The research part of the thesis was based on efficiency and the use of methods and forms of work. The aim was to determine the effectiveness of each teaching form individually and each teaching method. 107 respondents took part in the research and expressed their personal
views and opinions on the use and combination of forms and methods in teaching of nature and society
Outdoor kinesiological activities
No full textAdekvatno provođenje kinezioloških aktivnost povoljno utječe na cjelokupan razvoj svakog pojedinca, a osobito na razvoj djece predškolske dobi. Provodeći vrijeme s djecom i prateći njihove interese jasno se može uočiti kako kineziološke aktivnosti na otvorenom daju djetetu slobodu i mogućnost usavršavanja svih kinezioloških radnji. Današnji način života i tehnologija ograničavaju djecu na sjedilački način života. Anketa koja je provedena među odgojiteljima iz različitih krajeva Hrvatske imala je cilj uvidjeti načine i stavove prilikom organiziranja kinezioloških aktivnosti na otvorenom prostoru. U radu su još prikazane važnosti i dobrobiti boravka djece na otvorenom kako za socijalizaciju djece tako i za psihičko i fizičko zdravlje djece. U radu je prikazana zakonska regulativa koja je propisana u Republici Hrvatskoj te načini rada šumskih vrtića.The righful implementation of kinesiological activities has a net positive effect on the development of every individual, especially the development of preschool children. When you spend time with the children, you can clearly establish that the kinesiological activities in open spaces provide the children with the freedom and liberty to explore and master all kinesiological activities. Unfortunately, today's lifestyle forces children to have a sedentary way of life. A poll was conducted in different parts of Croatica to understand how educators create kinesilogical outdoor acitivites for children. The emphasizes the importance of outdooractivites for children when it comes to their socialization, physical, and mental well-being. The paper also presents the legal implications and law regulations in Croatia when it comes to the mode of operation of forest kindersgartens
Encouraging the physical development of children in an institution for early and preschool education
No full textTjelesni razvoj djece u ustanovama za rani i predškolski odgoj i obrazovanje izuzetno je važan segment njihovog holističkog razvoja. Kroz igru, sportske aktivnosti i druge tjelesne aktivnosti, djeca razvijaju svoje motoričke sposobnosti i uče kako koristiti svoje tijelo na različite načine. Osim toga, tjelesna aktivnost potiče socijalizaciju, učenje timskog rada te razvijanje osjećaja samopouzdanja i samosvijesti. Diplomski rad istražuje ulogu tjelesnih aktivnosti u poticanju tjelesnog razvoja predškolske djece u ustanovama za rani i predškolski odgoj i obrazovanje. Cilj rada je pružiti dublje razumijevanje važnosti tjelesnih aktivnosti u predškolskoj dobi i doprinijeti boljem usađivanju obrazovanja o tjelesnom razvoju u ranom djetinjstvu. Tri postavljene hipoteze analizirane su putem statističkih metoda, a rezultati su pružili uvid u trenutno stanje tjelesnih aktivnosti u predškolskim ustanovama.The physical development of children in early childhood education and care institutions is an exceptionally crucial aspect of their holistic development. Through play, sports activities, and other physical exercises, children develop their motor skills and learn how to use their bodies in various ways. Furthermore, physical activity promotes socialization, teamwork, as well as the development of self-confidence and self-awareness. This graduate thesis explores the role of physical activities in fostering the physical development of preschool children in early childhood education and care institutions. The aim of the study is to provide a deeper understanding of the importance of physical activities in early childhood and contribute to the improvement of early education programming. Three hypotheses were analyzed using statistical methods, and the results provided insights into the current state of physical activities in preschool institutions
Parents opinion on vaccination of preschool children
No full textRazvoj cjepiva jedno je od najznačajnih dostignuća u povijesti medicine. Iako se ubraja među najsigurnije medicinske intervencije, mišljenja o cijepljenju podijeljena su od samih početaka, međutim posljednjih desetljeća cijepljenje postaje sve aktualnija tema. Pojedini roditelji nisu skloni cijepljenju vlastite djece zbog zabrinutosti o njegovoj sigurnosti, učinkovitosti, opravdanosti i etičnosti što rezultira padom stope procijepljenosti djece čime je ozbiljno ugrožena razina kolektivnog imuniteta. Stoga je cilj ovog istraživanja bio ispitati stavove i znanje roditelja o cijepljenju djece predškolske dobi. U istraživanju sudjelovalo je 403 ispitanika iz cijele Hrvatske kojima je bio ponuđen anonimni online anketni upitnik od 30 pitanja. Unutar istraživanja bile su postavljene tri hipoteze. Većina roditelja ima pozitivan stav o cijepljenju djece predškolske dobi čime je potvrđena prva hipoteza te je istraživanje pokazalo da velik broj roditelja ima pozitivno iskustvo s cijepljenjem vlastite djece. Ipak, glavni razlog odbijanja cijepljenja je strah od nuspojava. Nadalje, veći broj roditelja informacije o cijepljenju dobiva od liječnika svog djeteta i time je potvrđena druga hipoteza u istraživanju. Shodno tome, gotovo polovica ispitanika procjenjuje svoje znanje i informiranost o cijepljenju sa vrlo dobrim i dobrim. Naposljetku, istraživanje je pokazalo da iskustvo drugih roditelja ne utječe na donošenje odluke o cijepljenju djece te je time potvrđena i treća hipoteza. Iako većina roditelja ima pozitivan stav o cijepljenju, potrebno je uložiti dodatne napore u educiranje javnosti o važnosti cijepljenja s ciljem podizanja i održavanja visokih stopa procijepljenosti djece te osiguravanje najbolje moguće zdravstvene zaštite.Vaccine development is one of the most significant accomplishment in medicine's history. Despite being one of the safest forms of medical interventions, public opinion on the topic varies from the very beginnings, especially in the last decades. Some parents are not prone to vaccinate their children owing to safety, efficiency, validity and ethics concerns, thus resulting in drop of vaccination rate and ultimately seriously endangering collective immunity. Therefore, purpose of this research was to look into parents attitude and knowledge about vaccinating preschool children. 403 examinees from throughout the country were given annonymous online survey made of 30 questions. Within the research three hypothesis were presented. The majority of the parents have positive attitude about vaccinating preschool children, hence confirming the first hypothesis. Research showed most of the parents had positive experiences vaccinating their children. Even so, the main reason for rejecting the vaccine is the fear of side effects. Additionaly, greater number of parents get their informations from their childrens doctor, which confirms second hypothesis of the research. Consequently, almost half of the examinees rates their knowledge and conversancy very well and well. Ultimately, research showed other parents experience does not affect vaccination of children resolutions, confirming the last hypothesis. In spite of the fact most of the parents have positive attitude, addiotional efforts must be made in educating public about significance of vaccines, having high rates of vaccination in children and ensuring best possible health care as the ultimate goal
Kinesiology activities in preschool age
No full textKretanje je temeljni aspekt ljudskog života, jer je i početak i kraj našeg postojanja. To je ključna funkcija ljudskog organizma, a uz nju su povezane i sve ostale funkcije, te kretanje čini vitalnim uvjetom života. Znanstvena studija o upravljanju procesom vježbanja i procjeni njegovih učinaka na ljudski organizam poznata je kao kineziologija. Primarni cilj kineziologije je kretanjem unaprijediti i poboljšati život pojedinca, uključujući i njegovo zdravlje, kroz životni vijek. Osim toga, kretanje može pozitivno utjecati na radnu učinkovitost u raznim profesijama, kao i na promicanje boljeg zdravlja i motoričkih sposobnosti. Na zdrav rast mladih osoba, posebice djece rane i predškolske dobi, uvelike utječe tjelesna aktivnost. Ima snažan utjecaj na razvoj bitnih tjelesnih funkcija, kao i na poticanje tjelesnog rasta, psihomotornih sustava i ukupne funkcionalne sposobnosti kod djece. Cilj ovog diplomskog rada bio je omogućiti razumijevanje značaja sudjelovanja u kineziološkim aktivnostima u najranijoj dobi, kao i stjecanje znanja o tome kako se te aktivnosti integriraju u život djece predškolske dobi. Naša percepcija djeteta je percepcija cjelovitog bića, a budući da je tjelesna aktivnost temeljna ljudska potreba, važno je podići svijest o negativnom utjecaju nedovoljno kretanja, što često rezultira zdravstvenim problemima u budućnosti. Kineziološke aktivnosti mogu utjecati na tjelesni razvoj i poticanje zdravog načina života, osobito u ranim fazama rasta. Kako bi se osigurao pravilan razvoj, poboljšano držanje i bolje vještine rukovanja predmetima, preporučuje se da se djeca uključe u kineziološke aktivnosti i priznaju njihovu važnost.Movement is a fundamental aspect of human life, because it is both the beginning and the end of our existence. It is the key function of the human organism, and all other functions are connected to it, making movement a vital condition of life. The scientific study of managing the exercise process and assessing its effects on the human body is known as kinesiology. The primary goal of kinesiology is to advance and improve an individual's life, including his health, through movement. In addition, movement can have a positive effect on work efficiency in various professions, as well as promoting better health and motor skills. The healthy growth of young people, especially children of early and preschool age, is greatly influenced by physical activity. It has a strong influence on the development of essential body functions, as well as on the stimulation of physical growth, psychomotor systems and overall functional ability in children. The goal of this thesis was to enable understanding of the importance of participation in kinesiology activities at an early age, as well as to gain knowledge about how these activities are integrated into the life of preschool children. Our perception of a child is the perception of a whole being, and since physical activity is a basic human need, it is important to raise awareness about the negative impact of insufficient movement, which often results in health problems in the future. Kinesiology activities can influence physical development and encourage a healthy lifestyle, especially in the early stages of growth. To ensure proper development, improved posture and better handling skills, it is recommended that children engage in kinesiology activities and recognize their importance
Informal learning and professional development of preschool teacher
No full textCjeloživotno obrazovanje i učenje je životni proces, koji paralelno stvara situacije za učenje i uvježbavanje znanja u praksi. Praktičar, odnosno odgojitelj, odgovoran je za stvaranje uvjeta u kojima djeca postaju stvaratelji i istraživači, a njihov odnos s okolinom aktivan je i angažiran. Šezdesetih godina prošlog stoljeća razvija se koncepcija cjeloživotne edukacije kao orijentacija u razvoju odgojno-obrazovnih sustava. Koncept cjeloživotnog učenja usmjeren je rješavanju problema organizacije obrazovanja i uključuje sljedeće oblike: formalne, neformalne i informalne.
Formalno obrazovanje odgovara sustavnom, organiziranom modelu obrazovanja, strukturiranom i upravlja se prema zadanom skupu zakona i normi. Neformalno učenje odnosi se na neplanirano i nestrukturirano učenje koje se odvija u neformalnom okruženju.
Informalno učenje najčešće se javlja u životnoj dobi nakon redovitog školovanja i najčešće se povezuje s učenjem koje je slijedilo nakon institucionalnog obrazovanja. Glavna odrednica ovog rada upravo je informalni oblik učenja.
Pripravništvom svaki mladi profesionalac ulazi u odgojno - obrazovni rad koji pripada drugom ciklusu obrazovanja. Smisao pripravništva je osposobiti odgojitelja početnika za samostalan rad, a trajno profesionalno učenje važan je ciklus u profesionalnom razvoju. Informalno učenje podrazumijeva procese učenja izvan institucijskih okvira. Za razliku od formalnog i neformalnog učenja, informalno učenje je nesistematizirano te se uvelike odvija nesvjesno, iako uključuje i namjerno usvajanje znanja. Ono obuhvaća interakciju s drugima, refleksiju nad iskustvom, učenje radom i kroz razne svakodnevne aktivnosti. Istraživanja pokazuju da informalno učenje ima veliku ulogu u profesionalnom razvoju odgojitelja. Omogućuje im proširivanje i nadograđivanje znanja stečenih formalnim obrazovanjem u skladu s novim znanstvenim i društvenim spoznajama. Ono također uključuje kritičku refleksiju vlastite prakse, razmjenu iskustava s kolegama te istraživanje novih pristupa u radu s djecom. Time se ostvaruje profesionalni rast odgojitelja, usmjerenje kontinuiranom profesionalnom razvoju i istodobno unapređenju odgojno obrazovnog procesa. Stoga je važno prepoznati i sustavno podržavati informalno učenje kao važnu polugu profesionalnog razvoja odgojitelja.Lifelong education and lifelong learning is a lifelong process that simultaneously creates situations in which knowledge is learned and applied in practise. The practitioner, i.e. the educator, is responsible for creating conditions in which children become creators and explorers and their relationship with the environment is active and engaged. In the 1960s, the concept of lifelong education was developed to guide the development of education systems. The concept of lifelong education solves the problem of organising education and includes the following forms: formal, non-formal and informal education. Formal education corresponds to a systematic, organised model of education, structured and managed according to a set of laws and norms. Informal learning refers to unplanned and unstructured learning that takes place in an informal setting. Informal education usually takes place in old age after regular schooling and is usually associated with lifelong education that followed institutional education. The most important determinant of this work will be the informal form of education. With the internship, every young professional enters into educational work, which belongs to the second cycle of education. The purpose of the internship is to train the aspiring educator to work independently, and permanent professional learning is the final cycle of professional development. Informal learning means learning processes outside the institutional setting. Unlike formal and nonformal learning, informal learning is not systematized and takes place largely unconsciously, although it also involves the conscious acquisition of knowledge. It involves interaction with others, reflection on experiences, learning by doing and through various daily activities. Research shows that informal forms of learning play an important role in the professional development of educators. Continuous informal learning enables educators to expand and update the knowledge acquired in formal education, in line with new scientific and societal knowledge. It also involves critical reflection on one's own practise, sharing experiences with colleagues and exploring new approaches to working with children. In this way, the professional growth of educators is realised, the focus is on continuous professional development and thus on improving the educational process. Therefore, informal learning should be recognised and systematically supported as an important lever for educators' professional development
Children's art activities in mixed age groups
No full textOvaj rad navodi i opisuje dobno mješovite skupine te karakteristike organiziranja i provođenja likovnih aktivnosti u istima. Katz i suradnici (1991) opisuju dobno mješovite skupine kao skupine u kojima su grupirana djeca među kojom postoji jedna godina razlike u dobi. Rad u takvim skupinama zahtjeva kvalitetnu educiranost i kompetentnost odgojitelja u poznavanju likovnog odgoja i likovnog jezika djece rane i predškolske dobi kako bi mogli osigurati i omogućiti jednake mogućnosti djeci različite dobi i podržati njihov cjelokupni razvoj unutar skupine.
U ovom radu prikazane su likovne aktivnosti provedene u dobno mješovitoj skupini koju polaze djeca od 3. do 7. godine života. U provedenim aktivnostima vidljivi su elementi i faze razvoja dječjeg likovnog izraza te specifičnosti provođenja likovnih aktivnosti u dobno mješovitim skupinama.
Nadalje, ovim su se radom nastojala ispitati mišljenja i iskustva odgojitelja u radu s djecom dobno mješovitih skupina. Cilj ovog istraživanja je utvrditi, prema mišljenju odgojitelj, razlike organiziranja i provođenja likovnih aktivnosti u dobno mješovitim skupinama u odnosu na homogene skupine te utvrditi razlike u ponašanju djece tijekom likovnih aktivnosti u dobno mješovitim skupinama u odnosu na homogene skupine. U istraživanje je uključeno dvanaest odgojitelja s područja Međimurske županije, a mjerni instrument koji je korišten jest anketni upitnik. Potvrđene su prva i treća hipoteza u kojima odgojitelji ističu ulogu planiranja aktivnosti u skladu s razvojnim potrebama u dobno mješovitim skupinama kao najrazličitiju u odnosu na homogene skupine te odgojitelji uočavaju razvijenija socijalna ponašanja (suradnja, prosocijalna ponašanja) kod djece u dobno mješovitim skupinama u odnosu na homogene skupine. Odbačena je druga hipoteza jer odgojitelji ne uočavaju značajnije razlike u odabiru teme, motiva, tehnike i motivacije u dobno mješovitim skupinama u odnosu na homogene skupine. Također, odgojitelji ne uočavaju značajnije razlike u organizaciji i provođenju likovnih aktivnosti u dobno mješovitim skupinama u odnosu na homogene skupine, no uočavaju razlike u ponašanju djece čime je glavna hipoteza djelomično potvrđena.This paper states and describes age-mixed groups and the characteristics of organizing and conducting art activities in them. Katz et al. (1991) describe mixed-age groups as groups in which children with a one-year age difference are grouped together. Working with such groups requires high-quality education and competence of educators in the knowledge of art education and the art language of children of early and preschool age in order to be able to provide and enable equal opportunities for children of different ages and support their overall development within the group.
This paper presents art activities conducted in a mixed-age group attended by children from 3 to 7 years of age. The elements and stages of the development of children's artistic expression and the specifics of performing art activities in mixed age groups are visible in the activities carried out.
Furthermore, this work tried to examine the opinions and experiences of educators in working with children of mixed age groups. The goal of this research is to determine, according to the educator, the differences in organizing and conducting art activities in age-mixed groups compared to homogeneous groups, and to determine the differences in children's behavior during art activities in age-mixed groups compared to homogeneous groups. Twelve educators from Međimurje County were included in the research, and the measuring instrument used was a survey questionnaire. The first and third hypotheses were confirmed, in which educators emphasize the role of planning activities in accordance with developmental needs in age-mixed groups as the most different compared to homogeneous groups, and educators observe more developed social behaviors (cooperation, prosocial behaviors) in children in age-mixed groups compared to homogeneous groups. The second hypothesis was rejected because educators do not notice significant differences in the choice of topic, motive, technique and motivation in age-mixed groups compared to homogeneous groups. Also, educators do not notice significant differences in the organization and conduction of art activities in age-mixed groups compared to homogeneous groups, but they notice differences in children's behavior, which partially confirms the main hypothesis