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Educational methods of monitoring early childhood development
No full textOvaj se rad bavi odgojiteljskim metodama praćenja razvoja djeteta rane dobi. U teorijskom dijelu naglašeno je da su prve tri godine života ključne za cjelokupan razvoj djeteta, stoga je važno da odgajatelji i roditelji sustavno dokumentiraju i bilježe djetetov napredak. Nadalje, u radu se opisuju tri glavne metode praćenja razvoja djeteta: promatranje, bilježenje i vrednovanje. Osim toga, rad govori o procjeni dobrobiti i uključenosti djeteta u ranom i predškolskom odgoju i obrazovanju, kao i metodama procjene korištenima u procesu praćenja.
U drugom, istraživačkom, dijelu rada, ispitalo se koje sve metode praćenja razvoja djeteta odgajatelji koriste u svojoj praksi, a zatim se analizom i usporedbom njihovih odgovora, dobio uvid u različite pristupe i varijacije korištenih metoda. U istraživanju su sudjelovale četiri odgajateljice. Korištena je metoda polustrukturiranih intervjua, čijom je analizom primijećena kombinacija metoda praćenja razvoja, s naglaskom na individualizaciju pristupa djetetu. Otkrivena je raznovrsnost pristupa među odgajateljicama, što ukazuje na bogatstvo korištenih metoda. Polustrukturirani intervju omogućio je dublje razumijevanje pristupa i iskustava odgajatelja, a sudjelovanje četiriju odgajateljica doprinijelo je raznovrsnosti perspektiva.This paper focuses on educational methods for monitoring the development of young children. The theoretical section emphasizes the critical importance of the first three years of a child's life for overall development, underscoring the need for educators and parents to systematically document and record a child's progress. Additionally, the paper describes three primary methods for monitoring child development: observation, recording, and evaluation. Furthermore, the paper addresses the assessment of child well-being and inclusion in early childhood education, along with the assessment methods employed in the monitoring process.
In the second, research-oriented part of the paper, an investigation was conducted into the various monitoring methods utilized by educators in their practice. Through the analysis and comparison of their responses, insights were gained into diverse approaches and variations of the methods employed. Four preschool teachers participated in the research. The method of semi-structured interviews was used, and through its analysis, a combination of developmental tracking methods was noticed, with an emphasis on an individualized approach to the child. The diversity of approaches among the teachers was revealed, indicating a richness of utilized methods. The semi-structured interview facilitated a deeper understanding of the approaches and experiences of the teachers, while the participation of the four preschool teachers contributed to a diversity of perspectives
Music therapy in preschool institutions
No full textMedij koji je svakodnevno prisutan u životu pojedinca i dostupan u bilo kojoj situaciji je muzika, odnosno glazba. Glazba se tijekom povijesti stvarala na različite načine i u prvobitnim ljudskim zajednicama koristila najčešće u ritualne svrhe. Smatralo se da glazba posjeduje posebnu moć. Iako muzikoterapija kao disciplina tada nije postojala, provodili su se razni obredi i rituali koji su prethodili muzikoterapiji.
Glazba ima važnu ulogu u životu svakog pojedinca, a najčešće se koristi u medijima i obrazovanju. Glazbu susrećemo još od postojanja u majčinoj utrobi, do polaska u vrtić, školu, fakultet, radno mjesto, tijekom čitavoga života ona je dio naše svakodnevice. U svim tim aspektima susrećemo razne vrste glazbe, bilo za potrebe učenja, provođenja slobodnog vremena, ili za potrebe liječenja. Glazba uvelike utječe na naše emocije, ponašanje i raspoloženje. Tijekom povijesti su mnoga društva na različite načine primjenjivala glazbu i iskorištavala je u medicinske, političke, vjerske svrhe, ali i u edukaciji i obrazovanju. Prema raznim istraživanjima, glazba u čovjeku budi emocionalne, psihološke, bihevioralne i kognitivne reakcije.
Možemo zaključiti kako glazba utječe na cjelokupni razvoj čovjeka, a najviše na razvoj njegovih psihičkih funkcija. Uzimajući u obzir povoljan učinak glazbe na čovjekov razvoj, izrazito je značajna njezina primjena u muzikoterapiji. Povijest, razvoj, metode, načini i sama primjena muzikoterapije razmatrat će se u ovom završnom radu. Muzikoterapija je disciplina koja se bazira na upotrebi glazbe kao glavnog terapeutskog sredstva. Njezina svrha je poboljšati, liječiti i održati psihičko i mentalno stanje pojedinca pa se najviše koristi u terapeutske svrhe, a kao zasebna disciplina razvila se tek nakon Prvog i Drugog svjetskog rata. U muzikoterapiji ritam, glazba i zvukovi postaju terapijski instrument kojim se potiče kreativnost i pritom pomaže u liječenju različitih problema pojedinca. Stoga možemo reći kako je cilj ovog završnog rada zapravo prikazati muzikoterapiju i mogućnosti njezine primjene u predškolskim ustanovama.Music is a medium present in our daily lives that is accessible in any situation. Throughout history, music was created in different ways and even in primitive human communities, it was mostly used for ritual purposes. Music was believed to have special powers. Although music therapy, as a discipline, did not exist then, various rites and rituals were carried out that preceded music therapy.
Music plays an important role in the life of every individual, and it is most often used in media and the education system. We encounter music in our mother's womb, and later throughout our life, at the time we start going to kindergarten, school, college, workplace, and so on, music is part of our everyday life. In all these aspects, we encounter various types of music, whether for learning, spending our free time, or for therapy. Music has a substantial influence on our emotions, behaviour, and mood. Throughout history, many societies have applied music in different ways and used it for medical, political, or religious purposes, but also in education. According to various research, music awakens emotional, psychological, behavioral, and cognitive reactions.
We can conclude that music affects the overall development of a person, and mostly the development of its psychological functions. Considering the beneficial effect of music on human development, its application in music therapy is extremely significant. The history, development, methods, and application of music therapy itself will be discussed in this thesis. Music therapy is a discipline based on the usage of music as a primary therapeutic tool. Its purpose is to improve, treat and maintain the psychological and mental state of an individual, and therefore it is mostly used for therapeutic purposes. It developed as a separate discipline after the First and Second World Wars. In music therapy, rhythm, music, and sounds become a therapeutic instrument that stimulates creativity and helps in the treatment of various problems. Therefore, we can say that the goal of this thesis is to demonstrate music therapy and the possibilities of its application in preschool institutions
Curriculum Of Elementary District School
No full textOsnovne škole u Republici Hrvatskoj dijelimo na matične i područne škole, pri čemu matične škole predstavljaju središte uprave i administracije, dok su područne škole odgojnoobrazovne podružnice matičnih škola. U većini slučajeva, područne škole smještene su u manjim mjestima, a za rast i razvoj područnih škola pored učitelja i učiteljica bitan je doprinos roditelja i cijele zajednice tog mjesta. Zbog toga što se područne škole nalaze u malim mjestima, broj učenika često je manji te se nastava provodi u kombiniranim razrednim odjelima. Kombinirani razredni odjeli poseban su oblik razreda, a u njima se istovremeno provodi nastava različitih odijeljena od I. do IV. razreda, iznimno i za učenike starije dobi. Kombinirani razredni odjel je dobno i pedagoško-razvojno heterogena skupina učenica i učenika s kojom odgojno-obrazovnu djelatnost izvršava jedan učitelj odnosno jedna učiteljica. Kombinirani razredni odjeli mogu se sastojati od kombinacije dva, tri ili četiri razreda. Organizacija razrednih odjela u osnovnim školama temelji se na kriterijima dobi i broja učenika. Ako su učenici podijeljeni prema dobi, tada su kombinirani razredni odjeli sastavljeni od prvog i drugog razreda ili trećeg i četvrtog razreda. No ako su učenici podijeljeni prema broju, tada se kombinirani razredni odjeli sastoje od prvog i trećeg razreda, drugog i četvrtog razreda, prvog i četvrtog te drugog i trećeg razreda. Uzimajući u obzir broj razreda, dob učenika, nastavni sadržaj, vrstu sata, metode, izvore i promjene socijalnih oblika, bitna je dobra organiziranost učitelja/učiteljice. Kako bi se omogućila nastava u kombiniranim razrednim odjelima, učitelj/učiteljica provodi izmjeničnu kombinaciju posredne i neposredne nastave, pružajući učenicima mogućnost samostalnog ili zajedničkog izvršavanja zadataka i aktivnosti pod njihovim vodstvom. Mnogim mladim učiteljima i učiteljicama prvo radno mjesto upravo je u područnoj školi, neki od njih budu prestrašeni, ali većina njih ubrzo shvati da male područne škole nose mnogo prednosti, bez obzira na sve izazove koje se u njoj nalaze.Primary schools in the Republic of Croatia are divided into parent schools and district schools. The parent school is the elementary school where the board and administration are located, and the regional schools are the educational branches of the parent schools. In most cases, regional schools are located in smaller towns, where, in addition to the teachers, parents and the entire community of the town contribute to life and development. Due to the fact that regional schools are located in small towns, the number of students is often smaller and teaching is conducted in combined classes. Combined classrooms are a special form of classrooms in which teaching of different classes from first to fourth are taught at the same time, especially for older students. The combined class department is an age and pedagogically-developmentally heterogeneous group of male and female students with whom the educational activity is carried out by one male or female teacher. Combined class departments can consist of a combination of two, three or four classes. The criteria according to which classes are organized are the age and number of students. According to the age of the students, there are combinations of first and second grade and third and fourth grade. According to the number of students, there are combinations of first and third, and second and fourth, as well as combined classes of first and fourth and second and third grades. Good organization of the teacher is necessary, considering the number of classes, age of students, teaching content, type of class, methods, sources and changes in social forms. Teaching in combined departments is carried out by alternating indirect and direct teaching, students do tasks and activities independently or together under the guidance of the teacher. For many young teachers, their first job is working in a regional school. Some of them may be scared, but most of them soon realize that small regional schools have many advantages, regardless of all the challenges that are there
Emotional regulation in children in regards to involvement in organized sports activities
No full textSocio-emocionalni razvoj vrlo je bitan kod djece, a od samog rođenja djeteta započinje emocionalni razvoj te kroz prve odnose s roditeljima i okolinom dijete razvija emocionalne veze. Također, socio-emocionalni razvoj vezan je i uz razvoj samospoznaje jer poznavanje pojma o sebi omogućuje nastanak socijalnih i emocionalnih vještina kao što su prosocijalno ponašanje, empatija, samopoštovanje i igre ponašanja, a uz to i djetetov temperament ima veliku ulogu u tome hoće li dijete usvojiti neke stupnjeve emocionalnog razvoja. Na socioemocionalni razvoj mogu utjecati razni unutarnji i vanjski čimbenici pa je tako i cilj ovog rada istražiti kako bavljenje sportom, kao jedan od čimbenika, utječe na dječji socio-emocionalni razvoj, točnije na dječju emocionalnu regulaciju te postoje li razlike u emocionalnoj regulaciji kod djece ne sportaša i djece uključenih u organizirane sportske aktivnosti. Istraživanje ovog rada provodilo se metodom anketiranja u dječjim vrtićima Jordanovac i sv. Josip, u Zagrebu. 36 djece sudjelovalo je u istraživanju, od kojih je 18 uključeno u organizirane sportske aktivnosti (sportaši), a 18 ih je ne sportaša te su u rasponu dobi od treće do sedme godine, to jest sudjelovale su dvije vrtićke skupine, mlađa i starija. Dobiveni rezultati pokazali su značajnu razliku u nekim dijelovima emocionalne regulacije djece sportaša i ne sportaša. Posebno se vidi razlika između tih dviju skupina u verbalnom izražavanju emocija gdje se pokazalo kako sportaši bolje znaju izreći svoje emocije od ne sportaša. Nadalje, ne sportaši više pokazuju intenzivne promjene raspoloženja od sportaša te sportaši sukobe rješavaju mirnim i prikladnim ponašanjem za razliku od ne sportaša. Također, pokazalo se kako je sportašima puno jednostavnije prelaziti iz jedne u drugu aktivnost bez ikakve ljutite reakcije dok je ne sportašima to puno teže te koliko lakše ne sportaši postanu ljutiti i frustrirani u odnosu na sportaše. Sportaši su koncentriraniji i smireniji u aktivnostima koje to zahtijevaju od njih dok ne sportaši su manje koncentrirani. Uz to, ne sportaši više reagiraju burno kad ih netko naljuti za razliku od sportaša. Između ostalog, ne sportaši sukobe rješavaju agresivnim ponašanjem u odnosu na sportaše te se ne sportaši puno teže smire kad ih nešto uzruja dok se sportaši puno lakše smire u takvim situacijama. Samim tim, dokazano je kako sport itekako pomaže i utječe, i to pozitivno, na dječju emocionalnu regulaciju.Socio-emotional development is very important for children. Emotional development begins with the very birth of a child, and emotional bonds develop through first relationships with parents and the environment. Socio-emotional development is also related to the development of self-awareness, because knowing the concept of oneself enables the emergence of social and emotional skills such as prosocial behaviour, empathy, self-esteem and behavioural games. In addition, the child's temperament plays a big role in whether the child will adopt some degree of emotional development or not. Socio-emotional development can be influenced by various internal and external factors, so the aim of this paper is to explore how playing sports, as one of the factors, affects children's socio-emotional development, more specifically, children's emotional regulation, and whether there are differences in emotional regulation in children who are not athletes and children involved in organized sports activities. The research was conducted using the survey method in kindergartens Jordanovac and St. Josip, in Zagreb. 36 children participated in the research, of which 18 were involved in organized sports activities (athletes), and 18 were non-athletes. The children were in an age range from three to seven years old, that is, two kindergarten groups, younger and older, participated in the survey. The obtained results showed a significant difference in the level of emotional regulation in athlete and non-athlete children. The difference between the two groups is especially visible in the verbal expression of emotions, where it was shown that athletes know how to express their emotions better than non-athletes. Furthermore, non-athletes show more intense mood swings than athletes, and+ athletes resolve conflicts with calm and appropriate behavior, unlike non-athletes. It was also shown that athletes, unlike non-athletes, move between activities without any angry reaction. The results also showed how much easier it is for non-athletes to become angry and frustrated compared to athletes. Athletes are more concentrated and calm in activities that require it from them, while non-athletes are less concentrated and they often react much more violently when someone makes them angry, unlike athletes. Among other things, non-athletes resolve conflicts with aggressive behavior compared to athletes, and it is much harder for non-athletes to calm down when something upsets them, while athletes calm down much more easily in such situations. By looking at these results, it has been proven that sport has a positive effect on children's emotional regulation
Stress in educators working with nursery age children
No full textPojam stresa pronalazimo u svim profesijama pa tako i u odgojiteljskoj. Stres je naziv koji objašnjava reakciju organizma na stresore odnosno agense iz okoline koji djeluju na funkcioniranje organizma. Odgojiteljski posao vrlo je specifičan i dinamičan, što zahtjeva visoku razinu prilagodljivosti i emocionalnog nošenja u nepredvidivim situacijama, koje nas mogu pogoditi ne samo kao profesionalne osobe, nego i na osobnoj razini. Upravo u takvim situacijama dolazi do izražaja odgojiteljeva profesionalnost, pribranost i racionalnost. Sami polazak djeteta u jaslice izrazito je stresan za dijete, roditelja, ali i odgojitelja. Odgojitelji koji se maksimalno daju u svoj posao, skloniji su stresnim situacijama, te dugoročno djelovanje stresa može stvoriti tjelesne, psihičke i socijalne posljedice. Negativna ponašanja i stres odgojitelja mogu dovesti do pojave sindroma sagorijevanja koji može postati vrlo ozbiljan ako se uzrok stresa ne prepozna na vrijeme, odnosno ako se pravovremeno ne otkloni. Cilj ovog diplomskog rada je istražiti i napraviti uvid u izvore stresa kod odgojitelja djece jasličke dobi. Nadalje, cilj je i istražiti koliko pojedini izvori stresa utječu na odgojitelje te koje posljedice ostavljaju na njima. Korištena metoda za istraživanje bila je fokus grupa i online istraživanje putem Google obrasca. Uzorak istraživanja sačinjavao je 308 odgojitelja zaposlenih u dječjim vrtićima, a koji rade u jaslicama. Prosječno iskustvo rada u jaslicama iznosilo je pet godina. Najveći stresori koje su odgojiteljice iskazale bili su vezani uz zdravlje i sigurnost djece jasličke dobi. Dobiveni rezultati istraživanja pridonijet će boljem razumijevanju odgojiteljskog posla i specifičnih izvora stresa za njihovo radno okruženje. Oni pomažu u daljnjim mogućnostima razvoja mjera prepoznavanja izvora stresa na poslu, njihove prevencije i njihova rješenja.The concept of stress can be found in all professions, including in education. Stress is the name that explains the organism's reaction to stress, that is, environmental agencies that affect the functioning of the organism. The work of an educator is very specific and dynamic; therefore, it requires a high level of adaptability and emotional bearing in unpredictable situations, which can affect us not only as professionals, but also on a personal level. It is precisely in such situations that the educator's professionalism, composure, and rationality come to the fore. Leaving a child alone to nursery school is extremely stressful for the child, the parents, and the educator. Educators who put as much effort into their work are prone to stressful situations, and the long-term effect of stress can create physical, psychological, and social consequences. Negative behavior and stress of educators can lead to the appearance of burnout syndrome, which can become very serious if the cause of stress is not recognized in time, or if it is not eliminated in a timely manner. The aim of this diploma thesis is to investigate and gain insight into the sources of stress in kindergarten teachers. Furthermore, the goal is to investigate how certain sources of stress affect educators and what consequences they leave on them. The research method used was a focus group and an online survey via a Google form. The research sample consisted of 308 educators employed in kindergartens, who work in nurseries. The average experience of working in nurseries was five years. The most intensive stressors were those related to the health and safety of children of nursery age. The obtained research results will contribute to a better understanding of the work of educators and specific sources of stress for their working environment. They help in the further development of measures to identify sources of stress at work, their prevention, and their solutions
Frequency and purpose of applying dramatic techniques in educational practice
No full textDramska pedagogija je interdisciplinarno područje. Njezini početci u Hrvatskoj nalaze se još u 17. stoljeću te se od tada pa sve do danas razvija i raste. Već u najranijoj dobi, dijete bi trebalo upoznavati s područjima dramskog odgoja primjenom dramskih metoda i tehnika. Učiteljska profesija je djelatnost koja se mijenja te je potrebno učiti i pronalaziti nove strategije i načine djelovanja za bolju provedbu odgojno-obrazovne prakse. U radu je prikazan pregled literature iz područja dramske pedagogije te istraživanje provedeno na studentima Učiteljskog fakulteta u Zagrebu. Istraživanje je provedeno na studentima 2., 3., 4. i 5. godine studija Ranog i predškolskog odgoja i obrazovanja te na studentima 4. i 5. godine Učiteljskog studija, a sve u svrhu njihove samoprocjene znanja iz područja dramske pedagogije i mišljenja o provođenju dramskog odgoja u odgojno-obrazovnoj praksi. Rezultati su obrađeni kvalitativnom i kvantitativnom metodom te su prikazani u grafikonima i tablicama. Pokazalo se da postoje razlike u mišljenjima studenata o načinima korisnosti te svrsi korištenja dramskog odgoja u odgojno-obrazovnoj praksi obzirom na smjer studija. Iako je pred studentima mnogo godina rada, prakse i učenja, rezultati su pokazali da na studiju stječu potrebna znanja i vještine za provođenje dramskog odgoja, ali, isto tako, i volju i želju za daljnjim usavršavanjem iz područja dramske pedagogije.Drama pedagogy is an interdisciplinary field. Its beginnings in Croatia date back to the 17th century, and it has been developing and growing ever since. From an early age, a child should be introduced to some areas of drama education by using drama methods and techniques. The teaching profession is the constantly changing discipline, so it is necessary to learn and to search for some new strategies and ways of acting in order to accomplish better realization of educational practice. The overview of the literature in the field of drama pedagogy and the research conducted on students of the Faculty of Teacher Education in Zagreb are presented in this paper. The research was conducted on students in the 2nd, 3rd, 4th and 5th years of Early Childhood and Preschool Education and on students in the 4th and 5th year of Teacher Education, with the purpose of doing self-assessment of students' knowledge in the field of drama pedagogy and giving their opinions about implementation of drama education into educational practice. The results have been processed using qualitative and quantitative methods and are presented in forms of graphs and tables. It has been shown that there are differences in students' opinions about the ways of usefulness and the purpose of using drama education in educational practice depending on their study. Although there are many years of work, practice and study ahead of the students, the results have shown that the students acquire the necessary knowledge and skills for conducting drama education during their education, but they are also ready for further training in the field of drama pedagogy
A doll as a stimulus for the child's speech development
No full textLutka se veže uz lutkarstvo i glavno je izražajno sredstvo ove umjetnosti. Postoje lutke različitih oblika, napravljene od različitih materijala i različitih dimenzija. Lutku pokreće, tj. animira lutkar (animator), koji lutki daje život, one su bez njega prazne i samo izgledom nalikuju na živo biće. Scenska lutka vrlo je važna u djetetovu životu, ona pokreće njegove osjećaje i maštu, obnavlja svoja znanja i iskustva, ona mu je oslonac u njegovu govornom i scenskom stvaralaštvu. Dijete se sa njom poistovjećuje, ona je njegov prijatelj i sugovornik. Pomoću nje dijete bolje razumije sebe i svijet oko sebe. Govor je vrlo važan za djetetov cjelokupan razvoj. Dijete svoj govor razvija slušanjem, a rječnik bogati oponašanjem govora okoline te stvaranjem svojih jezičnih konstrukcija. Igre sa scenskim lutkama po karakteru su govorne igre, u kojima se djetetov govor prirodno razvija i bogati. Uz lutku jezik postaje predmet igranja i više se ne upotrebljava samo u svrhu komunikacije. Ekspresivni rječnik mlađega predškolskog djeteta još nije dovoljno razvijen da bi se njime moglo izraziti pa u igri sa scenskom lutkom dominira motorička komponenta, dok se starije predškolsko dijete izražava u duljem i povezanom dijaloškom i monološkom govoru i sve manje se koristi motoričkim komponentama.The doll is associated with puppetry and is the main means of expression of this art. There are dolls of different shapes, made of different materials and of different dimensions. The puppet is moved, i.e. animated by the puppeteer (animator), who gives life to the puppet, without him they are lifeless and empty and only in appearance they resemble a living being .A stage puppet is very important part of a child's life, it triggers his feelings and imagination, renews his knowledge and experiences, it is his support in his speech and stage creativity. The child identifies with her, she is his friend and interlocutor. Puppet helps that child better understands himself and the world around him. Speech is very important for a child's development overall.A child develops his speech by listening, and enriches his vocabulary by imitating the speech of his surroundings and creating his own language constructions. Games with puppets are speech games by nature, in which the child's speech naturally develops and enriches. With the doll, language becomes an object of play and is no longer used only for the purpose of communication. A younger preschool child does not yet have enough words to be able to express himself, so the motor component dominates in playing with a puppet, while an older preschool child expresses himself in longer and connected dialogue and monologue speech and uses the motor component less and less
About Pre-Writing and Pre-Reading Skills of Preschoolers
No full textU ovom radu govori se o predvještinama čitanja i pisanja djece predškolske dobi koje su od važnog značaja za kasnije usvajanje vještina čitanja i pisanja. Djeca u ovoj dobi prolaze kroz ključne faze pripreme za učenje čitanja i pisanja. Predvještine čitanja obuhvaćaju sposobnosti kao što su imenovanje slova, raspoznavanje i proizvodnja rime, raščlamba rečenice na riječi, slogovna raščlamba i slogovno stapanje, fonemska raščlamba i fonemsko stapanje riječi, jednom riječju fonološka svjesnost. Predvještine pisanja uključuju sposobnosti kao što su razvoj finih motoričkih vještina, razumijevanje veze između govora i pisanja te sposobnost izražavanja misli kroz crteže i rane oblike slova. U predškolskoj dobi, djeca su prirodno radoznala i otvorena za učenje, što čini ovu fazu ključnom za razvoj temeljnih vještina. Aktivnosti koje potiču razvoj predvještina čitanja i pisanja uključuju čitanje naglas, pripovijedanje priča, povezivanje slova s konkretnim glasom te različite govorno-jezične igre koje potiču fonemsku svjesnost. Roditelji i odgojitelji imaju važnu ulogu u stvaranju poticajnog okruženja koje podržava razvoj ovih vještina. Djeca koja razvijaju snažne predvještine čitanja i pisanja u predškolskoj dobi imaju veće izglede za uspješno usvajanje formalnih vještina
čitanja i pisanja u školi. Stoga je nužno prepoznati važnost rane podrške i aktivnog uključivanja u razvoj ovih predvještina. Kroz strukturirane i kreativne aktivnosti te podršku od strane roditelja i obrazovnih institucija, djeca predškolske dobi mogu s veseljem i samopouzdanjem koračati prema uspješnom svladavanju vještina čitanja i pisanja.
U teorijskom dijelu rada bit će razrađene predpisačke i predčitačke vještine, faze njihovog razvoja, fonemska svjesnost kao i grafomotoričke vještine. Također, važan je utjecaj okoline kao i uloga roditelja i odgojitelja u razvoju ovih predvještina što je isto opisano u teorijskom dijelu rada.
U istraživačkom dijelu prikazano je istraživanje koje je provedeno putem samostalno izrađene liste procjene predvještina čitanja i pisanja. Uzorak se sastoji od 17 djece predškolske dobi koja su pohađala redovni odgojno – obrazovni program. Cilj je bio istražiti koliko djece ima razvijene predvejštine čitanja i pisanja i u kojoj mjeri.This paper discusses the pre-literacy skills of preschool-aged children, which are of significant importance for their later acquisition of reading and writing skills. Children at this age go through key preparatory phases for learning to read and write. Pre-literacy skills encompass abilities such as letter naming, recognition and production of rhyme, sentence segmentation into words, syllable segmentation and blending, phonemic segmentation, and phonemic blending of words, in short, phonological awareness. Pre-writing skills include the development of fine motor skills, understanding the connection between speech and writing, and the ability to express thoughts through drawings and early forms of letters. In the preschool years, children are naturally curious and open to learning, making this phase crucial for the development of foundational skills. Activities that promote the development of pre-literacy skills include reading aloud, storytelling, connecting letters to specific sounds, and various speech and language games that encourage phonemic awareness. Parents and educators play a vital role in creating a stimulating environment that supports the development of these skills. Children who develop strong pre-literacy skills in preschool are more likely to successfully acquire formal reading and writing skills in school. Therefore, it is essential to recognize the importance of early support and active involvement in the development of these pre-literacy skills. Through structured and creative activities and support from parents and educational institutions, preschool-aged children can confidently and joyfully progress toward mastering reading and writing skills.
The theoretical part of the paper will elaborate on pre-preschool and pre-reading skills, the stages of their development, phonemic awareness, and graphomotor skills. Additionally, the influence of the environment and the role of parents and educators in the development of these pre-literacy skills will be described in the theoretical part of the paper.
The research part presents a study conducted using a self-created assessment checklist of pre-literacy skills in reading and writing. The sample consists of 17 preschool-aged children attending a regular educational program. The aim was to investigate how many children have developed pre-literacy skills in reading and writing and to what extent
Educators perception on the influence of the media on preschool children
No full textMediji su od samog početka predstavljali promjenu za čovječanstvo te su danas postali sastavni dio svakodnevnog života, kako djece tako i odraslih. Iako nas mediji informiraju, obrazuju i zabavljaju, postavlja se pitanje njihova utjecaja na naše ponašanje, mišljenje i stavove. Tom su utjecaju osobito sklona djeca koja bez životnog iskustva nisu sposobna samostalno procijeniti sadržaj koji biraju. Mladi su budućnost kojima ostavljamo znanja i prenosimo vrijednosti, a kako vrijeme odmiče suočavamo se sa sve većim preprekama u njihovom odgoju i obrazovanju. Utjecaj medija na društvo, posebno na djecu, sve više zabrinjava stručnjake. Odgojitelj kao stručnjak svoje prakse uočava probleme koje donosi moderno doba i tehnologija s njim. Glavna zadaća odgojitelja je preuzeti kontrolu i postupiti odgovorno te na taj način omogućiti djetetu najbolji mogući razvoj. Da bi se uvidjele mogućnosti koje se pružaju potrebno je osigurati sigurno i poticajno medijsko okruženje. Kroz ovaj rad provedeno je istraživanje o percepciji odgojitelja o utjecajima medija na djecu predškolske dobi.From the very beginning, the media represented a change for humanity, and today they have become an integral part of the daily life of both children and adults. Although the media informs, educates and entertains us, the question of its influence on our behavior, opinions and attitudes arises. Children who, without life experience, are not capable of independently evaluating the content they choose are particularly prone to this influence. Young people are the future, to whom we leave knowledge and transmit values, and as time goes on, we face increasing obstacles in their upbringing and education. The influence of the media on society, especially on children, worries experts more and more. The educator, as an expert in his practice, notices the problems brought by the modern age and the technology that comes with it. The main task of the educator is to take control and act responsibly and, in this way, enable the child to have the best possible development. In order to see the possibilities that are provided, it is necessary to ensure a safe and stimulating media environment. Through this work, research was conducted on educators' perceptions of media influences on preschool children
The difference in dietary habits between children in Zagreb and Šibenik
No full textPrehrambene navike predškolske djece igraju ključnu ulogu u njihovom zdravom rastu i razvoju. Pravilna prehrana u ovom razdoblju može postaviti temelje za doživotno zdravlje. U ovom diplomskom radu istražuje se niz ključnih tema vezanih za prehrambene navike djece. Pravilno usklađivanje s prehrambenim potrebama osigurava dobivanje potrebnih hranjivih tvari za optimalno funkcioniranje organizma. Prikazuje se važnost voća, povrća, cjelovitih žitarica, proteina i masti kako bi se postigla prehrambena ravnoteža. Problemi neuravnotežene prehrane, kao što su pretjeran unos kalorija, nedostatak hranjivih tvari ili višak nezdravih namirnica, ukazuju na moguće štetne učinke takvog obrasca prehrane na zdravlje.
U radu je provedeno istraživanje koje je obuhvatilo 67 roditelja iz gradova Zagreba i Šibenika kako bi se analizirale potencijalne razlike u prehrambenim navikama djece između ova dva grada. Sudionici su popunjavali anketni upitnik koji je sadržavao 30 pitanja o prehrambenim navikama njihove djece. Rezultati istraživanja ukazuju na sličnosti u odgovorima roditelja iz oba grada u većini slučajeva. Međutim, primjetna je razlika u odgovorima na nekoliko pitanja koja se odnose na prepreke u promicanju zdravih prehrambenih navika kod djece, učestalost sudjelovanja roditelja i djece u planiranju i pripremi obroka te učestalost obiteljskih aktivnosti koje potiču zdravu prehranu. Ovi rezultati pružaju uvid u specifične faktore koji mogu utjecati na prehrambene navike djece u različitim gradovima te ukazuju na važnost ciljanih intervencija i edukacije kako bi se promicale zdrave prehrambene navike u dječjoj populaciji.Dietary habits of preschool children play a crucial role in their healthy growth and development. Proper nutrition during this period can lay the foundation for lifelong health. This thesis explores a range of key topics related to children's dietary habits. The emphasis is placed on the importance of quality nutrition as a basis for children's healthy growth and development. Proper alignment with nutritional needs ensures the acquisition of necessary nutrients for optimal bodily functioning. The food pyramid, a graphical representation of recommended meals, presents an optimal arrangement of different food groups to achieve a balanced diet. It underscores the importance of fruits, vegetables, whole grains, proteins, and fats and aids in visualizing a proper nutritional balance. Issues arising from an unbalanced diet, such as excessive calorie intake, nutrient deficiencies, or an excess of unhealthy foods, indicate potential adverse effects of such dietary patterns on health. Additionally, the paper explores the significance of protecting children from allergies and why proper nutrition is crucial for a child's brain health.
The research conducted in the paper encompassed 67 parents from the cities of Zagreb and Šibenik to analyze potential differences in children's dietary habits between these two cities. Participants completed a questionnaire containing 30 questions about their children's dietary habits. The research results point to similarities in responses from parents in both cities in most cases. However, noticeable differences emerge in responses regarding obstacles to promoting healthy dietary habits among children, the frequency of parental and children's involvement in meal planning and preparation, and the frequency of family activities that encourage healthy eating. These findings provide insights into specific factors that may influence children's dietary habits in different cities and underscore the importance of targeted interventions and education to promote healthy dietary habits within the child population