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Encouraging early literacy using modern technology
No full textRana pismenost često počinje mnogo prije nego što djeca krenu u školu i prije nego što ovladaju tehničkim vještinama koje uključuju čitanje i pisanje. Glavni cilj ovog teorijskog rada je predstavljanje važnosti poticanja pismenosti u ranoj i predškolskoj dobi djeteta za izgradnju temelja za zrelu pismenost, kao i predstavljanje načina poticanja rane pismenosti uporabom suvremene tehnologije. Istraživanja rane pismenosti pokazala su da se osjećaj za čitanje i pisanje razvija prije nego li djeca stvarno mogu čitati i pisati. U djece rana pismenost očituje se u aktivnostima, kao što su igranje, razgovor i crtanje, a s vremenom, kada počnu eksperimentirati s pisanjem i čitanjem, otkrivaju da im te aktivnosti pružaju nove i zanimljive načine za prenošenje značenja putem jezičnih znakova. Važnu ulogu u opismenjavanju djece imaju ljudi iz djetetova okružja koji određuju kada, u kojim situacijama i koliko često upoznaju djecu s materijalima i alatima za razvoj pismenosti. U nekim kulturama razvoj pismenosti povezan je s formalnim obrazovanjem, dok opismenjavanje u modernim zapadnim društvima počinje već u predškolskim ustanovama, vrtićima i kod kuće. Kako bi se razumio razvoj pismenosti, ključno je proučavanje okružja u kojima se djeca razvijaju te na koje načine ta okružja pružaju prilike za uključivanje djece u rad s papirima, priborom za pisanje i knjigama. Međutim, kako je u posljednjem desetljeću sve izraženija svakodnevna uporaba digitalne tehnologije, nužno je i u području rane pismenosti sagledati ulogu digitalne tehnologije te mogućnosti njezine primjene u radu s djecom. Ovaj se rad usmjerava upravo prema istraživanju mogućnosti i izazova pri uključivanju digitalne tehnologije u procese poticanja razvoja pismenosti kod djece rane i predškolske dobi.Early literacy often begins long before children start school and before they master technical skills that include reading and writing. The main goal of this theoretical paper is to present the importance of encouraging literacy at an early and preschool age of a child, in order to build the foundations for mature literacy, and to present various ways of encouraging early literacy using modern technologies. Researches of early literacy have shown that the feeling for reading and writing develops before children can actually read and write. Children demonstrate early literacy in the activities such as playing, talking and drawing, and with time, as they start experimenting with writing and reading, they discover that those activities provide them with new and interesting possibilities to convey meaning through language signs. Persons in a child’s environment play an important role in rendering the child literate since they determine when, in which situations and how often they introduce the child to the materials and tools for the development of literacy. In some cultures, the development of literacy is related to formal education, whereas becoming literate in modern western societies begins already in preschool institutions, kindergartens and at home. In order to understand the development of literacy, it is crucial to study the environments in which children develop and in what ways these environments provide opportunities to involve children in the work with papers, stationery and books. However, since the daily use of digital technology has become more and more pronounced in the last decade, it is necessary to look at the role of digital technology and the possibilities of its application in working with children in the field of early literacy. This work is directed precisely towards the research of opportunities and challenges in the inclusion of digital technology in the processes of encouraging the development of literacy in children of early and preschool age
The roll of a doll in early and preschool education
No full textDijete uz pomoć lutke spoznaje svijet oko sebe i ona ga potiče na kreiranje vlastitih misli. U životu djeteta ona ima veliku ulogu jer se dijete uz lutku opušta, uz pomoć nje dijete ulazi u svoj svijet mašte i može prikazati svoje unutarnje stanje. Lutka u dječjim rukama omogućuje djeci da budu ono što žele biti. Dijete ulazi u svijet mašte u kojem se opušta i može slobodno izraziti svoje osjećaje. Ima veliku važnost u razvoju govora, bogaćenju rječnika, usvajanju rutina, razvoju osjećaja sigurnosti. Uloga odgojitelja jest potaknuti dijete i pružiti mu priliku u kojoj može koristiti lutku te s njom kreirati svoje zamisli i biti ono što želi. Temu ovoga rada o ulozi lutke u ranom predškolskom odgoju i obrazovanju izabrala sam kako bih prikazala važnost uloge lutke u djetetovu životu, koliki utjecaj ima u svim segmentima djetetova razvoja te kako dijete kroz igru lutkom razvija svoje vještine, potiče se na stvaralaštvo, kako se ističe dječja kreativnost, stvara pozitivno ozračje u kojem se dijete osjeća ugodno i slobodno, a putem projekta to ću i prikazati. U projektu su sudjelovala djeca starije vrtićke skupine. Cilj mi je bio upoznati djecu s različitim vrstama lutki te im omogućiti priliku za stjecanje novih iskustava u kojima će se moći slobodno izražavati. Cilj je stvoriti okruženje u kojem se dijete osjeća opušteno, može se slobodno izražavati te potaknuti djecu na izradu lutaka koje mogu svakodnevno koristiti. Projektom su se ostvarili zadani ciljevi i zadaci, kod djece je primijećen napredak u govoru, međusobnoj komunikaciji i interakciji te rješavanju problemskih situacija. Djeca počinju sve više pokazivati interes za lutkarske predstave, samoinicijativno započinju male lutkarske improvizacije i likovne aktivnosti u kojima sami izrađuju i kreiraju svoje lutkice. Djeca su u igri lutkama bila mnogo opuštenija, slobodnije su iznosila svoja razmišljanja i stavove, osobito djeca koja su inače bila sramežljiva i povučenija u odnosu na drugu djecu. Dolazila su do novih ideja, stvarala nove igre i predlagala nove aktivnosti.With the help of a doll, the child gets to know the world around him and it encourages him to create his own thoughts. It plays a big role in a child's life because the child relaxes with the doll, with its help the child enters the world of imagination and can show his inner state. A doll in a child's hands allows children to be who they want to be. The child enters a world of imagination where he relaxes and can freely express his feelings. It is of great importance in the development of speech, the enrichment of vocabulary, the adoption of routines, and the development of a sense of security. The role of the educator is to encourage and provide the child with the opportunity to use the doll, and with it create their own ideas and be what they want. I chose the topic of this work, the role of the doll in early preschool education, in order to show the importance of the role of the doll in the child's life, how much influence it has in all segments of the child's development, and how the child develops his skills through playing with the doll, is encouraged to be creative, and brings out the children's creativity , creates a positive atmosphere in which the child feels comfortable and free, and I will show that through the project. Children of the older kindergarten group participated in the project. My goal was to introduce children to different types of dolls and provide them with the opportunity to gain new experiences in which they will be able to express themselves freely. Create an environment where the child feels relaxed, can express himself freely, and encourage children to make dolls, which they can use every day. The project achieved the set goals and tasks, progress was noticed in the children's speech, mutual communication and interaction, solving problem situations. Children are starting to show more and more interest in puppet shows, on their own initiative they start small puppet improvisations and art activities in which they make and create their own puppets. Children were much more relaxed when playing with dolls, they expressed their thoughts and attitudes more freely, especially children who were normally shy and withdrawn compared to other children. They came up with new ideas and created new games and proposed new activities
Analysis of the Croatian language readers for third grade primary school from 1945 until today
No full textU ovom radu objašnjen je pojam udžbenika kao temeljnog odgojno-obrazovnog sredstva, kao i njegovo didaktičko-metodičko oblikovanje te vrste. U nastavnom predmetu Hrvatski jezik razlikujemo nekoliko različitih udžbenika, a u ovom radu naglasak je na udžbenicima za književnost odnosno čitankama. Središnje mjesto u čitanci zauzima tekst, odnosno metodički predložak. Uz metodički predložak, neizostavna sastavnica čitanki je i metodički instrumentarij koji je neodvojiv od metodičkog predloška. Tema istraživanja ovog diplomskog rada je analiza ukupno četrnaest čitanki Hrvatskog jezika za treći razred osnovne škole nakladnika Školska knjiga od 1945. do danas. Cilj rada je analizirati čitanke Hrvatskog jezika s obzirom na zastupljenost domaćih i stranih autora te muških i ženskih autora unutar čitanki, zatim zastupljenost književnih i neknjiževnih tekstova u čitankama te analiza
metodičkih instrumentarija s obzirom na određene kriterije. Na kraju rada prikazana je analiza čitanki Hrvatskog jezika. Rezultati zastupljenosti autora pokazuju da je najviše autora koji nisu navedeni. Zastupljeno je više domaćih autora u odnosu na strane te više muških autora u odnosu na ženske autorice. Književnih tekstova zastupljeno je više u odnosu na neknjiževne tekstove. Metodički instrumentarij sadrži više pitanja zatvorenog tipa, nego otvorenog, dodatni zadaci su većinom prisutni, ali u manjem broju. Ilustracije su prisutne gotovo u svakoj čitanci, dok su književni pojmovi i tumačenje nepoznatih riječi zastupljeni u ponekim
čitankama. Rezultati su pokazali pomak u razvoju čitanki, ali i dalje imaju dosta nedostataka koji se trebaju promijeniti.This work explains the concept of textbooks as fundamental educational tools, as well as their didactic-methodical design. In the subject of Croatian Language, various types of textbooks are distinguished, with a focus in this paper on literature textbooks or readers. The central element in a reader is the text, or the methodical template. Alongside the methodical template, an essential component of readers is the methodical toolkit, inseparable from the methodical template. The research topic of this thesis is the analysis of a total of fourteen Croatian Language readers for the third grade of primary school, published by Školska knjiga, from 1945 to the present day. The aim of the study is to analyze Croatian Language readers in terms of the representation of domestic and foreign authors, as well as male and female authors within the readers. Additionally, the study examines the representation of literary and non-literary texts in the readers, and analyzes the methodical toolkit based on specific criteria. The final part of the paper presents an analysis of Croatian Language readers. The results regarding author representation indicate that the majority of authors are unspecified. There is a higher representation of domestic authors compared to foreign authors, and more male authors compared to female authors. Literary texts are more prevalent than non-literary texts. The methodical toolkit contains more closed-ended questions than open-ended ones, additional tasks are mostly present but in smaller numbers. Illustrations are present in almost every reader, while literary concepts and explanations of unknown words are present in some readers. The results show progress in the development of readers, but there are still several shortcomings that need to be addressed
Forest kindergarten
No full textVrtići pružaju djeci strukturirani cjelokupni kontekst koji uključuje jasno utvrđen program, raspored i raznovrsnost poticajnih materijala. Industrijalizacija, život u velikim gradovima, promjene dnevnog ritma u smislu sve duljeg radnog vremena i sve težeg ekonomskog osiguravanja obitelji, udaljili su ljude od prirode. Udaljavanje od prirode koje je po teoriji biofilije protivno čovjekovom genetskom kodu uzrok je brojnih problema. Svijest o važnosti kontakta s prirodom i boravka u njoj bila je poticaj za osnivanje šumskih vrtića.
Riječ je zapravo o vrtiću koji se temelji na šumskoj pedagogiji koja je u svijetu već rasprostranjena, no u Hrvatskoj tek na početku svog razvoja. Svaki alternativni tip odgoja sadrži određeni princip i vrijednosti rada. Ono što je posebno za šumski vrtić je boravak u šumi ili u drugom prirodnom staništu. Šumski vrtić djeci daje slobodu, potiče istraživanje, samostalnost, inovativnost i suradnju. Također je od iznimne važnosti i ekološka svijest i učenje o prirodi koje djeca dobivaju u šumskom vrtiću. Znanstveno je dokazano kako djeca u prirodi bolje razvijaju emocionalne, motoričke, kognitivne i kreativne sposobnosti. Također su rezultati mnogih istraživanja dokazali kako je priroda urođena u nama i kako suočavanje s rizikom u igri može ukloniti strah kod djeteta i pripremiti ga za suočavanje s različitim situacijama u budućnosti. Stoga suvremeni znanstvenici, odgojitelji i liječnici tvrde kako bi djecu trebali vratiti u prirodno okruženje. Nedovoljna informiranost javnosti o važnosti slobodne igre u prirodi kao i državna legislativa koja zbog striktnih pravila ne omogućava osnivanje šumskih vrtića, pogoduju tome da je takav oblik institucionalnog odgoja i obrazovanja djece u Hrvatskoj iznimno rijedak.
Ovaj rad bavi se vrijednostima i prednostima, ali i dozom izazova, nesigurnosti i mogućih opasnosti koje donosi šumski vrtić. Cilj rada je podizanje svijesti o značaju boravka u prirodi, kao i podizanje informiranosti odgojitelja i roditelja o principu rada šumskog vrtića koji uvelike pomaže razvoju djeteta.Kindergartens provide children with a structured overall context that includes a clearly defined program, schedule, and a variety of stimulating materials. Industrialization, urban living, changes in daily routines such as longer working hours, and increasing economic pressures on families have distanced people from nature. The separation from nature, which is contrary to the theory of biophilia, is the cause of numerous problems. Awareness of the importance of contact with nature and spending time in it has been a catalyst for the establishment of forest kindergartens.
In fact, we are talking about a kindergarten based on forest pedagogy, which is already widespread worldwide but is still in its early stages of development in Croatia. Each alternative educational approach contains certain principles and values. What is unique about a forest kindergarten is the experience of being in the forest or another natural habitat. Forest kindergartens provide children with freedom, encourage exploration, independence, innovation, and collaboration. Environmental awareness and learning about nature that children gain in a forest kindergarten are also of paramount importance. Scientifically, it has been proven that children develop their emotional, motor, cognitive, and creative abilities better in nature. Moreover, the results of many studies have shown that nature is inherent in us and that facing risks in play can eliminate a child's fear and prepare them for dealing with various situations in the future. Therefore, contemporary scientists, educators, and doctors argue that children should be returned to a natural environment. The lack of public awareness about the importance of free play in nature, as well as state legislation that does not allow the establishment of forest kindergartens due to strict rules, contributes to the rarity of such a form of institutional child education in Croatia.
This paper discusses the values and advantages, as well as the challenges, uncertainties, and potential dangers of forest kindergartens. The aim of the paper is to raise awareness of the importance of spending time in nature, as well as to inform educators and parents about the principles of operation of a forest kindergarten, which greatly contributes to child development
Picture books by Manuela Vladić-Maštruko - the relationship between picture and text
No full textU ovome radu analizirat će se odnos slike i teksta u slikovnicama Manuele Vladić- Maštruko kroz četrnaest autorskih slikovnica. Istražit će se kakva je knjiga slikovnica i zašto je važna za djecu. Manuela Vladić-Maštruko je akademska slikarica, ilustratorica i autorica brojnih slikovnica. Sagledat će se status slikovnice kroz povijest te njezina likovna i estetska važnost za dječje i odrasle oči. Potrebno je skrenuti pozornost na razliku između slike i ilustracije te važnost skladnosti teksta i slike. Kada se govori o vrijednosti slikovnice, mora se obratiti pažnja i razlika na ono što je oku dopadljivo od onoga što je umjetnički lijepo, a to ćemo pokazati kroz ovaj rad služeći se slikovnicama Manuele Vladić-Maštruko koje će se analizirati (Balić-Šimrak i Narančić Kovač, 2011, str. 2). Kroz njezine slikovnice pružiti ćemo interakciju i harmoniju vizualnih elemenata, kao što su ilustracije i dizajn, s riječima, kao što su tekst i priča, kako bi se pružilo cjelovito i bogato iskustvo u slikovnici. Vladić-Maštruko svojim slikovnicama dječjim očima pruža šarenilo i dinamičnost boja što je za dječji svijet jedna od velikih vrijednosti. Čitajući i analizirajući njene autorske slikovnice, s vizualne strane nailazimo na kombinaciju različitih tehnika od akvarela, fotomontaže, kolaža i digitalne ilustracije pa sve do tradicionalnih zanata koji su ukomponirani u slikovnu cjelinu, poput kukičanja i pletenja, kojima autorica ilustratorica oplemenjuje slikovnice te im daje autentičnost. Rezultat je prekrasan splet likovnosti s riječju koja otkriva pojmove zaljubljenosti, radosti, tuge, truda, rada te naglašava prave životne vrijednosti poput empatije, prijateljstva, poštovanja, odgovornosti, tolerancije, zahvalnosti, hrabrosti, timskog rada te nesebičnosti. Vladić-Maštruko njeguje kulturu i tradiciju te potiče kritičko razmišljanje od najranije dobi. Svakodnevnim i životnim pitanjima kroz jednostavan i djeci jasan rječnik, daje kompletnu i zaokruženu cjelinu s edukativnim sadržajem i moralnim porukama na kraju svake priče.This paper will analyze the relationship between the image and text in Manuela Vladić-Maštruko's picture books through fourteen author's picture books. We will explore what a picture book is and why it is important for children. Manuela Vladić-Maštruko is an academic painter, illustrator and author of numerous picture books. The status of the picture
book throughout history and its artistic and aesthetic importance for children's and adult eyes will be examined. It is necessary to draw attention to the difference between image and illustration and the importance of text and image harmony. When it comes to the value of the picture book, attention must be paid to the difference between what is pleasing to the eye and what is artistically beautiful. We will try to show it through this work, using Manuela Vladić- Maštruko picture books that will be analyzed (Balić-Šimrak and Narančić Kovač, 2011, p. 2). Through her picture books, we will provide interaction and harmony of visual elements, such as illustrations and design, with words, such as text and story, to provide a complete and rich experience in the picture book. Vladić-Maštruko offers colorful and dynamic colors to children's eyes, which is one of the great values for the children's world. Reading and analyzing her author's picture books, from the visual side we come across a combination of different techniques from watercolor, photomontage, collage and digital illustration to traditional crafts that are incorporated into the picture whole, such as crochet and knitting, with which the author illustrator enriches the picture books and gives them authenticity. The result is a beautiful blend of art with a word that reveals the concepts of love, joy, sadness, effort, work and emphasizes true life values such as empathy, friendship, respect, responsibility, tolerance, gratitude, courage, teamwork and selflessness. Vladić-Maštruko nurtures culture and tradition and encourages critical thinking from an early age. Through a simple and clear vocabulary for children, it gives a complete and rounded whole with
educational content and moral messages at the end of each story
Sculpture techniques due to work with preschool age children
No full textRad se bavi vrstama kiparskih tehnika kod djece predškolske dobi. Kiparstvo se odnosi na oblikovanje u prostoru, odnosno oblikovanje volumenom. Opisani su i dani su primjeri za kiparsku tehniku oblikovanja glinom, glinamolom, plastelinom, gipsom, papirom, kamenom, žicom i papirom. U radu se prikazuje i praktični dio završnog rada u kojem su opisane provedene likovne aktivnosti u vrtiću. Praktični rad je proveden u tri vrtićke skupine, a to su starija jaslička, umjetnička skupina i predškolska skupina. Istraživali smo kako se djeca snalaze u kiparskim tehnikama glinamola, oblikovanja žicom i plastelina. Na početku dana smo provodili aktivnosti koje su služile kao poticaj i motivacija za daljnji rad. Na kraju svake aktivnosti prikazani su rezultati u obliku fotografija i izjave djece. Kroz taj praktični rad s djecom ustanovilo se da su djeca jako zainteresirana za kiparske tehnike i oblikovanje u prostoru. Bili su spremni na istraživanje i eksperimentiranje s materijalima koje imaju pred sobom. Dugo su se zadržavali u aktivnosti i doprinosili su aktivnostima svojim idejama i kreativnošću. Tijekom izrade opisivali su što rade i na što ih asocira koji oblik. Nije bilo previše asistencije dok su djeca oblikovala, nakon kratke upute, pustili smo ih da sami istražuju materijale kako bi došli do krajnjeg rezultata i stvorili svoje jedinstveno djelo.The paper deals with the types of sculpting technique in preschool children. Sculpture refers to shaping in space, that is, shaping by volume. Examples are described and given for the sculptural technique of molding with clay, plasticine, plaster, paper, stone, wire and paper. The paper also shows the practical part of the final paper, which describes the art activities carried out in the kindergarten. The practical work was carried out in three kindergarten groups, namely the older nursery school, the art group and the preschool group. We investigated how children cope with the sculpting techniques of clay, wire and plasticine. At the beginning of the day, we carried out activities that served as an incentive and motivation for further work. At the end of each activity, the results are shown in the form of photos and children's statements. Through this practical work with children, it was established that children are very interested in sculptural techniques and shaping in space. They were ready to explore and experiment with the materials in front of them. They stayed in the activity for a long time and contributed to the activity with their ideas and creativity. During the creation, they described what they were doing and what each shape associated with them. There was not too much assistance while the children were shaping, after a brief instruction, we let them explore the materials on their own to arrive at the end result and create their unique piece
Language development of children in the context of socioeconomic characteristics of the family
No full textJezik je komunikacijski sustav koji se koristi za međusobnu komunikaciju i razmjenu sadržaja, a govor je sredstvo koje omogućava prenošenje jezičnih informacija. Dijete se rađa sa sposobnošću da ovlada bilo kojim jezikom, ili većim brojem jezičnih kodova, a jezični razvoj pojedinca, u širem smislu, traje čitav život. Na jezični razvoj utječu razni čimbenici, kako biološki tako i okolinski.
Komunikacija djeteta s okolinom počinje već u majčinoj utrobi kada na zvučni podražaj dijete odgovara pokretom. Razvoj govora kod djece rane i predškolske dobi proces je koji označavaju određeni razvojni uzorci koji se pojavljuju u pojedinim razdobljima i predvidivim slijedom. Međutim, svako je dijete autentično i ono slijedi svoj razvojni put.
Na razvoj jezika utječu mnogi biološki i okolinski čimbenici, a jedan od okolinskih čimbenika je i socioekonomski status. Socioekonomski status često se definira parametrima roditeljskog obrazovanja, zanimanja i prihoda, te je povezan s jezičnim razvojem djeteta. Istraživanja ukazuju na to da kvaliteta jezičnih iskustava doista utječe na jezični razvoj, a na kvalitetu jezičnih iskustava utječe socioekonomski status. Stoga je cilj ovog rada pružiti detaljan uvid u odnos između socioekonomskog statusa obitelji u kojoj dijete odrasta i njegova jezičnoga razvoja, a to je načinjeno pregledom domaćih i stranih istraživanja na temu socioekonomskog statusa i jezičnog razvoja djeteta.Language is a communication system that is used for mutual communication and exchange of content, and speech is a means that enables the transmission of linguistic information. A child is born with the ability to master any language, or a greater number of language codes, and the language development of an individual, in a broader sense, lasts a lifetime. Language development is influenced by various factors, both biological and environmental.
The child's communication with the environment begins already in the mother's womb when the child responds to a sound stimulus with movement. The development of speech in children of early and preschool age is a process that indicates certain developmental patterns that appear in certain periods and predictions. However, the child is certainly unique and follows his own developmental path.
Language development is influenced by many biological and environmental factors, and one of the environmental factors is socioeconomic status. Socioeconomic status is often defined using parental education, occupation and income, and is related to the child's language development. Research indicates that the quality of language experiences affects language development, and the quality of language experiences is affected by socioeconomic status. Therefore, the aim of this paper is to provide a detailed insight into the relationship between the socioeconomic status of the family in which the child grows up and his language development, and this was done by reviewing domestic and foreign research on the topic of socioeconomic status and language development of the child
Parents and teacher's views of evaluation and grading in elementary school classes
No full textOsnovna škola u Republici Hrvatskoj obavezna je od sedme godine života, a učenici se već od prvog razreda u nastavnom procesu susreću sa školskim ocjenjivanjem. Učenici mogu biti ocijenjeni brojčano, opisno ili kombinirano. Različita su mišljenja o školskom ocjenjivanju, a u ovom diplomskom radu istražit će se mišljenja i stavovi roditelja i učitelja o ocjenjivanju u razrednoj nastavi. Empirijski dio predstavlja rezultate istraživanja u kojemu su sudjelovali roditelji (N=105) i učitelji (N=142) učenika razredne nastave. Cilj istraživanja je bio ispitati postoje li statistički značajne razlike u mišljenju i stavovima roditelja učenika razredne nastave s obzirom na stupanj obrazovanja, razred koji dijete trenutno polazi te školu koju dijete trenutno polazi (matičnu ili područnu). Ispitivanje statističkih značajnih razlika u mišljenju i stavovima učitelja razredne nastave s obzirom na godine radnog staža, razredništvo i trenutno zaposlenja također je bio cilj istraživanja. Obradom rezultata istraživanja kod roditelja je dokazano ne postojanje statistički značajne razlike u mišljenju roditelja o ocjenama te o ukidanju brojčanog ocjenjivanja u razrednoj nastavi s obzirom na stupanj obrazovanja roditelja te školu koju dijete trenutno polazi. Statistički značajna razlika pronađena je kod mišljenja roditelja o ocjenjivanju s obzirom na razred koji polazi. Obradom podataka istraživanja kod učitelja dokazano je ne postojanje statistički značajne razlike u mišljenju učitelja o ocjenjivanju u razrednoj nastavi te o ukidanju brojčanog ocjenjivanja u razrednoj nastavi s obzirom na broj godina radnog staža, razredništvo te trenutno zaposlenje. Pronađena je statistički značajna razlika kod mišljena učitelja o ocjenama s obzirom na broj godina radnog staža.Elementary school in the Republic of Croatia is compulsory from the age of seven, and students are already exposed to school evaluations in the teaching process from the first grade. Students can be evaluated numerically, descriptively or combined. There are different opinions about school assessment, and this thesis will explore the opinions and attitudes of parents and teachers about assessment in classroom teaching. The empirical part presents the results of the research in which parents (N=105) and teachers (N=142) of students in class took part The aim of the research was to examine whether there are statistically significant differences in the opinions and attitudes of parents of primary school students with regard to the level of education, the class the child is currently attending and the school the child is currently attending (home or district). Examining statistically significant differences in the opinion and attitudes of classroom teachers with regard to years of service, classroom teaching and current employment was also the aim of the research. Processing the results of the research among parents proved that there is no statistically significant difference in the opinion of parents about grades and about the abolition of numerical evaluation in classroom teaching, with regard to the level of education of the parents and the school the child is currently attending. A statistically significant difference was found in the opinion of the parents about the assessment with regard to the class they attend. The processing of research data among teachers has proven that there is no statistically significant difference in teachers' opinions about grading in classroom teaching and the abolition of numerical grading in classroom teaching with regard to the number of years of service, classroom teaching and current employment. A statistically significant difference was found in teachers' opinions about grades with regard to the number of years of service
Autizam kod djece predškolske dobi
No full textPoremećaji autističnog spektra javljaju se najranijem djetinjstvu, već prije prve godine djetetovog života. Iako konkretan uzrok nastanka poremećaja nije otkriven oni se manifestiraju na vrlo složen način. Dijete s autizmom nema razvijenu komunikaciju, često zaostaje u govoru, ne uspostavlja emocionalne veze s bliskim osobama odnosno roditeljima te se ne uključuje u socijalnu interakciju. Istraživanja pokazuju da se autizam javlja u 1 od 100 poroda. Stručnjaci su podijeljeni u teorijama uzroka ali dokazano je da genetski čimbenici znatno utječu na razvoj poremećaja. Autizam je često popraćen intelektualnim oštećenjima koja mogu biti većeg ili manjeg intenziteta. Autizam je prvi opisao L. Kanner, američki psihijatar, na čijim se teorijama temelje i
aktualna istraživanja. Kod neke djece s autizmom, posebice Kannerovim sindromom, se javlja posebna nadarenost, u literaturi se za takvu djecu koristi naziv autistic-savant. Nadarenost autistične djece uobičajeno se javlja na području pamćenja, matematike, glazbe itd. te one mogu biti i kombinirane. Iako su kroz povijest djeca s autizmom bila hospitalizirana, nerijetko i odbačena, danas ih se nastoji u potpunosti ravnopravno uključiti u program redovitih skupina predškolskih ustanova. Inkluzijom djeca s autizmom postaju ravnopravni vršnjacima redovita razvoja. Istraživanja ukazuju na brojne pozitivne rezultate inkluzije. Djeca s autizmom u vršnjacima pronalaze potrebne modele te oponašanjem stječu socijalne kompetencije te razvijaju emocionalne i prijateljske veze. Glavnu ulogu u procesu inkluzije ima odgojitelj. Stjecanjem stručnih kompetencija te radom na sebi odgojitelj postaje uspješan u poučavanju djeteta s autizmom te u njemu dijete i roditelji pronalaze potrebnu podršku i razumijevanje.Autism spectrum disorders occur in early childhood, before the third year of the child's life. Although the specific cause of the disorder has not been discovered they manifest in a overly complex way. A child with autism does not have developed communication, often lags in speech, does not establish emotional ties with close people and does not engage in social interaction. Research shows that autism occurs in one out of hundred births. Experts are divided in theories of causes but it has been proven that genetic factors influence the development of the disorder. Autism is often accompanied by intellectual impairment that can be of greater or lesser intensity. Autism was firstly described by L. Kanner, an American psychiatrist, on whose theories current research is based. Some children with autism show special giftedness, in literature called autistic-savant. The giftedness od autistic children appears in the areas of memory, matemathics, music and they can be combined. Although throughout history children with autism were hospitalized, and often rejected, today they are included in the program of regular groups of pre-school. Through inclusion, children with autism become equal to peers with regular development. Research indicates numerous positive results of inclusion. Children with autism find models in their peers and by imitating them acquire social competence and develop emotional and friendly bonds. The main role in the process of inclusion is played by the pre-school teacher. By acquiring professional competence and working on themself, pre-school teacher becomes successful in teaching a child with autism, and in him the child and parents find role model, support and understanding
The motif of man in the artistic expression of a child
No full textDijete se počinje umjetnički izražavati već u najranijoj dobi. Likovnim izražavanjem ono ispunjava svoju potrebu koja je prisutna kroz cijeli život. Već od druge godine ono razvija sposobnost primanja olovke i ostavljanja traga na papiru. Važnost dječjeg likovnog izražavanja se mijenjala kroz povijest. U početku se nije davalo dovoljno pažnje dječjem crtežu sve dok mnogi psiholozi nisu počeli dublje istraživati tu temu. Djeca likovno prikazuju svoju okolinu, spoznaje, emocije, a tako i najvažnije ljude u svom životu. Ljudski lik u likovnom izričaju je jedan od prvih i najčešćih motiva koje dijete prikazuje. Motiv čovjeka se u likovnom izričaju razvija po fazama koje prate razvoj samoga djeteta. Likovne faze kroz koje sva djeca prolaze su univerzalne i urođene u svakom djetetu. Likovni razvoj započinje od nekontroliranih pokreta djeteta, do pojave kruga i prvih oblika pa sve do prikaza čovjeka u obliku glavonošca i prikaza koji sliči prikazu odrasle osobe. Unatoč tome što su faze univerzalne za svako dijete, vrijeme koje je potrebno djetetu da uđe u pojedinu fazu može varirati. U radu sam se posvetila prikazivanju motiva čovjeka unutar razvojnih faza djeteta u cilju pobližeg načina prikaza ljudskog lika kroz djetinjstvo. Opisan je jednostavan, prvi prikaz čovjeka s minimalnim detaljima te njegov razvoj kroz godine i bogaćenje detalja koje dijete počinje uočavati i prikazivati. Svrha praktičnog dijela rada je bila potkrijepiti teorijski dio vlastitim primjerima iz prakse.Children begin to express themselves artistically at a very early age. Through visual expression, they fulfill a need that persists throughout their lives. As early as the age of two, they develop the ability to hold a pencil and leave marks on paper. The importance of children's visual expression has changed throughout history. Initially, not enough attention was given to children's drawings until many psychologists started to delve deeper into the subject. Children visually depict their environment, perceptions, emotions, and, importantly, the significant people in their lives. The human figure is one of the first and most common motifs that children depict in their visual expression. The portrayal of human figures in visual expression develops in stages that correspond to the child's own development. The artistic phases that all children go through are universal and inherent in each child. Artistic development begins with uncontrolled movements, progresses to the appearance of circles and basic shapes, and eventually leads to the representation of a human figure in the form of a head-and-body and a representation resembling an adult. Although the phases are universal for every child, the time it takes for a child to enter a particular phase may vary. In my work, I focused on portraying the motif of the human figure within the developmental stages of a child, aiming to provide a closer understanding of how the depiction of the human figure evolves throughout childhood. I depicted a simple, initial representation of a human figure with minimal details and its development over the years, as children begin to notice and portray more intricate details. The purpose of the practical part of the work was to support the theoretical aspects with practical examples