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Excursions for preschool children
No full textLjetovanje kao organizacijski oblik rada u diferenciranom programu omogućuje predškolskoj djeci odmak od svakodnevnice koja najčešće uključuje boravak u zatvorenim prostorijama uz raznoliku izloženost utjecaju tehnologije i medija. Upravo se tijekom višednevnog boravka u prirodi u povoljnim klimatskim uvjetima, djeci osigurava aktivan odmor i bavljenje aktivnostima za koje ne postoje uvjeti u mjestu njihovog stalnog boravka. Ljetovanje ima pozitivan utjecaj na razvoj djetetovih socijalnih i motoričkih vještina, na njegovu emocionalnu stabilnost u pogledu samostalnosti i samopouzdanja te pridonosi stjecanju novih znanja i interesa o svijetu oko njega. Pri planiranju, organiziranju i provođenju ljetovanja, odgojitelji su osobito dužni poduzeti sve mjere za ostvarivanje sigurnosti predškolske djece.Excursions as an organizational form of work in a differentiated program allow preschool children to take a break from their daily routines, which often involve staying indoors and being exposed to various forms of technology and media. During a multi-day stay in nature in favorable weather conditions, children can engage in active rest and activities that are not available in their place of permanent residence. Excursions have a positive impact on the development of a child's social and motor skills, emotional stability in terms of independence and self-confidence, and contribute to the acquisition of new knowledge and interests about the world around them. When planning, organizing, and guiding excursions, educators must take special care to ensure the safety of preschool children
Methodological procedures and templates for enriching children's vocabulary
No full textU radu Metodički postupci i predlošci za bogaćenje dječjeg rječnika u predškolskoj dobi uvažavaju se znanstvene postavke koje ukazuju da je uloga vrtića važna u razvoju jezičnih sposobnosti i predvještina. Metodički postupci i predlošci osiguravaju preduvjet za razvoj početne pismenosti. Odgojitelj primjenjuje metodičke postupke i predloške s ciljem jačanja urednoga jezičnog razvoja. Oni (postupci i predlošci) trebaju biti usklađeni s djetetovim razvojnim mogućnostima, poticati cjelokupan jezični razvoj i biti utemeljeni na znanstvenim spoznajama. Metodičkim predlošcima odgojitelj omogućuje uvjete za učenje, ovladavanje predvještinama, a to je bitno za proces usvajanja jezika i bogaćenje dječjega rječnika u predškolskoj dobi. Metodički pristupiti procesu učenja i poučavanja otvaraju se mogućnosti za razvoj fonološke svjesnosti (slušne obrade), vidnog percipiranja (vidne obrade i percepcije) te grafomotorike.
Teorijski dio rada odnosi se na područja: metodike kao znanstvene discipline, definicija i koncepata jezika, dječjeg jezičnog razvoja, uloge obitelji i dječjeg vrtića u jezičnome razvoju djece (usvajanje i učenje jezika).
Ispitanici su bili odgojitelji u Republici Hrvatskoj kojima je poslan instrument za istraživanje elektroničkom poštom ili društvenim mrežama. Istraživanje je obuhvatilo uzorak N=51 odgojitelj.
Cilj istraživanja bio je ispitati koje metodičke postupke i predloške odgojitelji koriste za bogaćenje rječnika u jezičnom razvoju djece predškolske dobi. Utvrdili smo koje metodičke predloške koriste i koliko ih često primjenjuju. Rezultati istraživanja prikazani su grafički i tablično. Istraživanje pokazuje da su među najčešće korištenim metodičkim predlošcima ovi tekstovi: prozni, dramski i znanstveno-popularni. Rezultati pokazuju da odgojiteljice smatraju najprimjerenijim metodičkim predlošcima ove vrste tekstova: poeziju, prozu, dramu i znanstveno-popularne tekstove. Važno je istaknuti da odgojitelji često primjenjuju postupke u kojima djeca aktivno sudjeluju u slušanju teksta i time su u poziciji jezične recepcije (jezičnog međudjelovanja). Ovaj će postupak omogućiti jezičnu produkciju i bogaćenje dječjeg rječnika u predškolskoj dobi.In the field of Methodological Procedures and Templates for Enriching Children's Vocabulary in the Preschool Age, scientific principles are considered, indicating that the role of kindergarten is crucial in the development of language abilities and pre-skills. Methodological procedures and templates provide a prerequisite for the development of early literacy. The educator applies methodological procedures and templates with the aim of enhancing orderly language development. They (procedures and templates) should be aligned with the child's developmental capabilities, stimulate overall language development, and be based on scientific knowledge. Through methodological templates, the educator enables conditions for learning, mastering pre-skills, which is essential for the language acquisition process and enrichment of children's vocabulary in the preschool age. Methodological approaches to the learning and teaching process open up possibilities for the development of phonological awareness (auditory processing), visual perception (visual processing and perception), and graphomotor skills.
The theoretical part of the paper focuses on the following areas: methodology as a scientific discipline, definitions and concepts of language, children's language development, the role of the family and preschool in children's language development (language acquisition and learning).
The participants were educators in the Republic of Croatia who were sent the research instrument via email or social media. The study included a sample of N=51 educators.
The aim of the research was to examine the methodological procedures and templates used by educators to enrich vocabulary in the language development of preschool children. We identified which methodological templates they use and how frequently they apply them. The research results are presented graphically and in tabular form in this paper. The study shows that among the most used methodological templates are these types of texts: narrative, dramatic, and popular science texts. The results indicate that educators consider poetry, prose, drama, and popular science texts to be the most suitable methodological templates of this kind. It is important to highlight that educators frequently employ techniques in which children actively participate in listening to texts, thus engaging in language reception (linguistic interaction). This approach enables linguistic production and enriches children's vocabulary in the preschool age
Positive parenting - interviews with parents about their parenting practicies
No full textCilj ovog rada bio je ispitati kakvi su odgojni postupci roditelja prema dimenzijama dobrobiti PERMA modela. Kao teorijski okvir za rad korišten je PERMA model (Seligman, 2011) iz pozitivne psihologije čiji je kreator Martin Seligman. Istraživanje je provedeno kvaliativnom metodom, a tehnika koja je korištena jest polustrukturirani intervju. U istraživanju je sudjelovalo 13 roditelja, odnosno pet roditeljskih parova te tri majke, s različitim brojem i dobi djece. U intervjuu se ispitivalo kakvi su odgojni postupci roditelja gledajući kroz dimenzije modela PERMA. Za potrebe ovog istraživanja konstruirana su pitanja koja su obuhvatila sve dimenzije iz PERMA modela, zatim su se provodili intervjui s roditeljima koji su na njihovo odobrenje snimani, potom su pohranjeni pod šiframa te su na kraju u cijelosti transkribirani. Rezultati ovog istraživanja u skladu su s postavljenim teorijskim okvirom, odnosno pokazali su da je svih pet komponenti PERMA modela prisutno kod roditelja. Od svih komponenti može se istaknuti komponenta angažiranosti u kojoj se nastojalo ispitati zanesenost, tj. postoje li situacije ili aktivnosti u koje su u potpunosti uronjeni sa djecom. Iako se roditelji pronađu zaneseni u određenu aktivnost, navode kako je to rijetko ili se teško postiže, pogotovo kod onih roditelja koji imaju više djece. S obzirom na dobivene rezultate, može se zaključiti da prisustvo dobrobiti u životu roditelja i odgoju svakako djeluje dobro na njih same, ali isto tako djeluje dobro i na njihovu djecu jer samim time postoje veće mogućnosti da će i djeca usvojiti iste obrasce ponašanja kao i njihovi roditelji.The aim of this paper was to examine what parental educational procedures are according to the dimensions of the wellbeing of the PERMA model. The PERMA model (Seligman, 2011) from positive psychology, created by Martin Seligman, was used as a theoretical framework for the this paper work. The study was carried out using a qualitative method, and the technique that was used is a semi-structured interview. The study involved 13 parents, five couples, and three mothers, with different ages and numbers of children. The interview examined the parents’ parenting procedures by observing through the dimensions of the PERMA model. For the purpose of this research, questions were constructed that covered all dimensions from the PERMA model, then interviews were conducted with parents which were recorded with their approval, then stored under codes and finally fully transcribed. The results of this study are in accordance with the established theoretical framework, respectively they showed that all five components of the PERMA model are present in parents. Of all components, the engagement component that sought to test enthusiasm, respectively whether there are situations or activities in which they are completely immersed with children, can be highlighted. Although parents find themselves enthusiastic about a certain activity, they say it is rare or difficult to achieve that state, especially among parents who have more children. In view of the results obtained, it can be concluded that the presence of well-being in parents' lives and upbringing certainly works well for themselves, but it also works well for their children, as thus there are greater possibilities for children to adopt the same patterns of behaviour as their parents
Development of children's digital competences in kindergarten
No full textRad se temelji na prikaz razvoja digitalnih kompetencija djeteta u ustanovi za rani i predškolski odgoj i obrazovanje osvrćući se na današnje digitalne navike djece kod kuće, kao i na navike njihovih roditelja. Budući da je široka rasprostranjenost digitalne tehnologije nova karakteristika današnje globalne kulture, važno je razumjeti njezin utjecaj na dječji razvoj. Stručnjaci naglašavaju utjecaj ranih iskustava na djetetov razvoj, stoga je važno da se djeca nauče kvalitetnoj i korisnoj upotrebi digitalne tehnologije. Digitalne kompetencije više nisu opcionalne, već esencijalne za snalaženje u današnjem svijetu.
Ključno je da odgojitelji i roditelji uvide kvalitetu i kvantitetu digitalnih sadržaja te nauče postupati prema ostvarenju djetetove dobrobiti. S obzirom da su informacijsko-komunikacijske tehnologije postale neizostavni dio svakodnevice, neophodno je djecu poučiti njenoj upotrebi. Dobro upoznavanje mogućnosti i potencijala koje digitalna tehnologija sadrži, djeci bi omogućilo nove izvore spoznaje, alate koji podržavaju različite oblike stvaralaštva, kao i različite alate komunikacije. Završni rad prikazuje pozitivne i negativne utjecaje korištenja digitalne tehnologije u dječjem okruženju, kao i konkretne mogućnosti integracije digitalne tehnologije u ustanove ranog i predškolskog odgoja i obrazovanja. Vještina kritičkog mišljenja i medijske pismenosti ističu se kao neophodne za samostalno djetetovo navigiranje digitalnim prostorom. Opisani su utjecaji digitalnih uređaja na djetetov kognitivni, senzomotorički i emocionalni razvoj nasuprot iskustvenim aktivnostima igre. Naglašava se važnost unaprjeđenja digitalnih kompetencija roditelja i odgojitelja, kako bi se negativni utjecaj koji digitalna tehnologija ima na djecu smanjio, a prednosti povećale. Kao pogodan način povezivanja digitalne tehnologije i dječjeg istraživanja u ustanovama ranog i predškolskog odgoja navode se STEAM aktivnosti, softveri za rano programiranje i robotika.The work is based on the presentation of the development of digital competencies of children in institutions for early and preschool development and education, considering today's digital habits of children at home, as well as the habits of their parents. Since the pervasiveness of digital technology is a new feature of today's global culture, it is important to understand its impact on children's development. Experts emphasize the influence of early experiences on a child's development, therefore it is important that children learn to use digital technology in valuable and practical. Digital competencies are no longer optional but essential for navigating today's world.
It is crucial that educators and parents grasp the quality and quantity of digital content and learn to act accordingly to the accomplishment of the child's well-being. Given that information and communications technology has become an indispensable part of everyday life, it is necessary to teach children how to use them. Becoming acquainted with the possibilities and potential that digital technology contains would provide children with new sources of knowledge, tools that support different forms of creativity, as well as different communication tools. The thesis shows the positive and negative impacts of using digital technology in the children's environment, as well as specific possibilities of integrating digital technology into early and preschool education institutions. The skill of critical thinking and media literacy stands out as necessary for a child's independent navigation in the digital space. The effects of digital devices on the child's cognitive, sensorimotor and emotional development are described in contrast to experiential game activities. The importance of improving the digital competencies of parents and educators is emphasized, to reduce the negative impact that digital technology has on children and increase the benefits. STEAM activities, software for early programming and robotics are mentioned as a convenient way to connect digital technology and children's research in early and preschool education institutions
The effect of physical exercise on the socio-emotional development of pre-school children with developmental difficulties
No full textSvako dijete s teškoćama u razvoju je individua za sebe, no ono što im je svima zajedničko jest važnost tjelesne aktivnosti. Tjelesna aktivnost donosi mnogostruke prednosti djeci s teškoćama u razvoju, obuhvaćajući doprinos višoj razini zdravlja te razvoj fizičkih, emocionalnih, socijalnih i kognitivnih karakteristika. Pored toga, pruža mogućnosti za razvoj samopouzdanja, socijalizaciju, sklapanje prijateljstava te usvajanje pravila i slijeđenje uputa. U ovom radu su istaknuta obilježja u socijalnom i emocionalnom razvoju djece s teškoćama u razvoju u odnosu na tipične vršnjake, s obzirom na njihovu povezanost sa stupnjem općeg mentalnog razvoja, što može rezultirati poteškoćama u socijalnim interakcijama. Također su detaljnije opisane specifične teškoće kod djece kao što su poremećaj autističnog spektra, Down sindrom i ADHD. Cilj rada je naglasiti važnost poticanja socioemocionalnog razvoja predškolske djece s teškoćama tijekom provođenja kinezioloških aktivnosti s njima. Osim toga, istaknuta je uloga i svrha voditelja kinezioloških aktivnosti koje su prilagođene djeci s teškoćama u razvoju. također su istaknuti preporučeni savjeti vezani uz odabir tjelesnih aktivnosti. U završnom dijelu rada provedena je anketa za odgajatelje na području Splitsko-dalmatinske županije i grada Zagreba, u kojima je sudjelovalo 56 ispitanika. Anketni upitnik je sadržavao ukupno 22 pitanja, u kojem su ispitanici na temelju svojih opažanja i procjena djetetovih ponašanja i emocija tijekom i poslije tjelesnog vježbanja, odgovarali na Likertovoj skali od pet stupnjeva, dok su u nekim pitanjima imali već ponuđene odgovore. Mnoge tvrdnje i prijašnja istraživanja mogu se potkrijepiti rezultatima koji ukazuju na povezanost tjelesnog vježbanja s razvojem dječjeg samopouzdanja i socijalizacije s vršnjacima, kao i s većim zadovoljstvom nakon vježbanja.Every child with developmental disabilities is an individual on their own, but what they all have in common is the importance of physical activity. Physical activity brings numerous benefits to children with developmental disabilities, including contributing to a higher level of health and the development of physical, emotional, social, and cognitive characteristics. Additionally, it provides opportunities for building self-confidence, socialization, making friends, and learning and following instructions and rules. This paper highlights the characteristics of social and emotional development in children with developmental disabilities compared to their typical peers, considering their connection to the overall level of mental development, which can result in difficulties in social interactions. Furthermore, specific difficulties in children such as autism spectrum disorder, Down syndrome, and ADHD are described in more detail. The aim of this paper is to emphasize the importance of promoting socioemotional development in preschool children with disabilities through kinesiological activities. Additionally, the role and purpose of leaders in kinesiological activities adapted for children with developmental disabilities are emphasized. In the final part of the paper, a survey was conducted among educators in the Split-Dalmatia County and the city of Zagreb, with fifty-six participants. The questionnaire contained a total of twenty-two questions in which respondents answered based on their observations and assessments of children's behaviors and emotions during and after physical exercise, answered on a five-point Likert scale, while some of questions had already provided answers. In some questions, they already had answers offered. Many statements and previous research findings can be supported by results indicating the connection between physical exercise and the development of children's self-confidence, peer socialization, and greater satisfaction after exercise
The process of making stop animation based on an original picture book My wall
No full textOvaj rad prikazuje proces izrade stop animacije prema slikovnici Moj zid. Na početku rada prikazuje se važnost prikaza priče pomoću animiranih filmova naspram slikovnica te se malo više objašnjava pojam filmova za djecu te stop animacije. Stop animacija se potom prikazuje kao buduća ideja za projekt koji bi se mogao provoditi u odgojno – obrazovnim ustanovama te koje bi bile njegove prednosti za djecu i njihov razvoj. Kasnije se u radu definira pojam stop animacije kao i svi važni elementi koji ulaze u njegovu izradu te se opisuju sve vrste takve animacije. S obzirom da se radi o adaptaciji slikovnice u animaciju navode se primjeri uspješnih stop animiranih filmova koji su nastali prema književnim djelima te koji je razlog činjenici da adaptacija slikovnica nije bilo mnogo. Slikovnica Moj zid se nakon toga u cijelosti prikazuje time da se opisuje njezin likovni aspekt, radnja te općenita poruka koja se htjela prenijeti pričom. Zadnje poglavlje prikazuje sam proces izrade cijele stop animacije. Kreće se od inicijalnog plana cijelog procesa izrade te se postepeno prikazuje tijek izrade lutaka koje su se koristile u animaciji te predmeta u scenografiji. Potom se prikazuje proces snimanja animacije sa izrađenim materijalima. Druga stvar koja se prikazuje jest kako snimanje fotografija dovodi do iluzije prividnog kretanja likova te što je uopće prividno kretanje. Snimanje scena za animaciju uključuje pripremu prostora, odabir načina snimanja te odgovarajućih kadrova i scena koji će činiti završnu animaciju. U zadnju fazu izrade ulazi digitalna izrada animacije za koju je važno osvijestiti na koji način su fotografije spojene u cjelinu te kako je auditivna komponentna dodana kao važan element u digitalnoj izradi. U završetku rada cijeli projekt zaokružuje se prikazom što se kroz proces izrade ove animacije naučilo te koja joj je bila svrha.This thesis shows the process of creating a stop-motion animation based on the picture book My wall. The beginning shows the importance of telling a story through animated films compared to picture books, and explains the concept of children's films and stop-motion animation a little more. Stop-motion animation is then presented as an idea for a future project that could be implemented in educational institutions and what are its advantages for children and their development. Later in the thesis, the concept of stop-motion animation is defined as well as all the important elements that go into its creation, furthermore all types of such animation are described. Given that it is an adaptation of a picture book into animation, there are examples of successful stop-motion animated films based on literary works which are cited as well as reasons why there hasn’t been many adaptations of picture books. The picture book My wall is then shown in its entirety by describing its artistic aspect, the plot and the general message that the story wanted to convey. The last chapter presents the process of making the entire stop-motion animation. It first starts from the initial plan of the entire production process, and gradually shows the process of making the puppets that were used in the animation and the objects in the scenography. Then it shows the process of recording the animation with the created materials. Another thing presented is how taking photographs leads to the illusion of apparent movement of the characters and what illusion of apparent movement is. Recording the scenes for the animation includes preparing the recording space, defining the right recording method and selecting the right frames and scenes that will make up the final animation. The last stage of production includes the digital production of the animation for which it is important to know how the photos are being combined, and how the auditory component is added as an important element in digital production. At the end of the work, the entire project is rounded off by presenting what was learned through the process of making this animation and what was its whole purpose
Physical activity and emotional intelligence of children in primary school education
No full textMentalno zdravlje predstavlja jedan od najvećih izazova društva, a stručnjaci različitih znanstvenih disciplina pokušavaju pronaći rješenja kojima se može olakšati prilagodba svakodnevnim izazovima te smanjiti izloženost psihofizičkom opterećenju. U takvim okolnostima povećava se zanimanje za pojam emocionalne inteligencije. Provedena istraživanja na području emocionalne inteligencije pokazala su da su posljedice koje ona nosi za sobom rasprostanjene na različita područja, a velik broj saznanja o kompetencijama emocionalne inteligencije dolazi iz područja odgoja djece. Regulacija emocionalnih sposobnosti i razvoj emocionalnih navika mogu se lakše postići uključivanjem djece u neki oblik tjelesne aktivnosti. Tjelesno vježbanje tijekom primarnog obrazovanja osigurava skladan i stabilan razvoj djece te doprinosi njihovom cjelokupnom zdravlju. No, odabir tjelesnih aktivnosti ponekad predstavlja izazov jer je aktivnost potrebno uskladiti s psihofizičkim karakteristikima djeteta. Organizirane tjelesne aktivnosti u kojima učenici sudjeluju trebaju biti primjerene njihovim razvojnim značajkama kako bi se osigurala mogućnost usavršavanja onih sposobnosti, znanja i osobina koje su važne u pojedinom razvojnom razdoblju. Uz međusobnu suradnju roditelja, učitelja, trenera i drugih koji sudjeluju u odgoju djeteta, moguće je zadovoljiti njegove individualne potrebe i interese te pozitivno utjecati na razvoj samopouzdanja, samoosviještenosti, samoregulacije, empatije, društvenih umijeća i drugih sposobnosti koje krase emocionalno inteligentnu osobu.Mental health represents one of society's biggest challenges, and experts from various scientific disciplines are trying to find solutions that can make adaptation to everyday challenges easier and reduce exposure to psychophysical stress. In such circumstances, interest in the concept of emotional intelligence is increasing. Conducted researches in the field of emotional intelligence has shown that the consequences it carries are spread over different areas, and a large amount of knowledge about the competencies of emotional intelligence comes from the field of childcare. Regulation of emotional competencies and development of emotional habits can be easily achieved by involving children in some form of physical activity. Physical exercise during primary education ensures harmonious and stable development of children and contributes to their overall health. However, decision on which physical activity a child should participate in is sometimes a challenge. That is because the chosen activity needs to be coordinated with the psychophysical characteristics of the child. Organized physical activities in which students participate should be suitable to their developmental characteristics in order to ensure the possibility of improving those abilities, knowledge and traits that are important in a particular developmental stage. With the mutual cooperation of parents, teachers, coaches and others who participate in raising a child, it is possible to satisfy his individual needs and interests and positively influence on development of self-confidence, self-awareness, self-regulation, empathy, social skills and other competencies that make an emotionally intelligent person
Healthy nutrition of preschool children
No full textPosljednjih se godina sve više govori i piše o zdravom načinu prehrane. Razlog tome je moderan način života, a žarište se stavlja na epidemiju debljine i pretilosti te sjedilačkom načinu života. Rasprava o tome što podrazumijeva zdravu hranu, a što ne, sve više dobiva na intenzitetu. Sve je veći broj stručnjaka i nutricionista koji pomoću prehrambenih smjernica savjetuju o načinu prehrane, načinu reguliranja tjelesne težine, održavanja zdravlja i dobre kondicije. Uzimajući sve navedeno u obzir, vrlo bitno je još u dječjoj dobi usvojiti zdrave prehrambene navike. Pravilna prehrana preduvjet je zdravlja djece. Za razliku od odraslih, djeca rastu i intenzivno se razvijaju tjelesno, intelektualno i psihički stoga uz osnovne potrebe za energijom, prehranom se mora osigurati i rast i razvoj.
Loša prehrana, količinom i kvalitetom, može imati negativne posljedice na ispunjenje genetskog potencijala za rast, mentalni razvoj te kašnjenje u pubertetskom razdoblju. Zdrava prehrana u ranoj dobi ima odraz na zdravlje u odrasloj dobi.
Suvremena znanost prihvaća i potvrđuje da ljudi sve više obraćaju pozornost na ono što jedu i uviđaju izravnu povezanost zdravlja i svakodnevne kvalitete življenja.
Iz svih navedenih razloga, djecu je potrebno naučiti kako se hraniti da bi ostvarili optimalno zdravlje i aktivnu dugovječnost.
Djeca uče čineći, pa tako i za stolom dok jedu: kod kuće, u restoranu, u vrtiću, a kasnije i u školi. Odrastaju misleći kako je sve što rade ispravno i da tako treba postupati cijeli život. Vrijeme i različite okolnosti mogu donijeti određene promjene, ali čovjek nalazi sigurnost u obiteljskim obrascima ponašanja, pa tako i u načinu prehrane koji usvoji u djetinjstvu.In recent years, more and more people are talking and writing about a healthy diet. The reason for this is the modern way of life, and the focus is on obesity and obesity epidemic, as well as the sedentary lifestyle.
The debate about what constitutes healthy food and what does not is gaining more and more intensity. There is an increasing number of experts and nutritionists who, trough dietary guidelines, advise us on the way to eat to regulate body weight, maintain health and good condition. Taking all of the above into account, it is very important to inculcate healthy eating habits in children.
Proper nutrition is a prerequisite for children's health. Unlike adults, children grow and develop intensively physically, therefore, in addition to the basic energy needs, growth and development must also be ensured trough nutrition.
Poor nutrition, in terms of quantity and quality, can have negative consequences on the fulfillment of the genetic potential for growth, mental development and delay puberty. Healthy nutrition at an early age reflects on health in adulthood.
Modern science accepts and confirms that people pay more and more attention to what they eat when they realize the direct connection between health and everyday quality of life.
For all the above reasons, children need to be taught how to eat in order to achieve optimal health and active longevity.
Children learn by doing, including at the table while eating: at home, in a restaurant, in kindergarten, and later at school. They grow up thinking that everything they do is right and that's how they should act all their lives. Time and different circumstances can bring certain changes, but a person finds security in familiar patterns of behavior, including in eating style adopted in childhood
Work on the vocabulary of early-age children
No full textRad na vokabularu djece rane dobi složen je proces i često je pod utjecajem različitih unutarnjih i vanjskih čimbenika. Njegov je razvoj moguć isključivo u uvjetima ljudskog okružja. Razvoj dječjeg vokabulara prijeko je potreban kako bi dijete ovladalo kvalitetnim izražavanjem vlastitih misli, osjećaja i potreba te kako bi kasniji jezični razvoj bio uspješniji. Osnovno sredstvo za komunikaciju među ljudima jest govor koji prolazi kroz faze predverbalnog i verbalnog razvoja. Neke od vježbi za rad na dječjem vokabularu tijekom ranog jezičnog razvoja jesu opće artikulacijske vježbe kroz koje se djeca upoznaju s artikulacijskim aparatom i artikulacijskom gimnastikom te pravilnim izvođenjem uvelike utječu na daljnji govorni razvoj. Povezanost razvoja govora i motorike ukazuje na važnost motoričkog razvoja djeteta kao temelja za razvoj govora. Postoje mnogi pokazatelji koji opisuju uzroke i poteškoće zbog kojih dolazi do kašnjenja govorno-jezičnog razvoja. Odgojitelj kao govorni uzor ima izrazito važnu ulogu u razvoju dječjeg vokabulara, a to postiže formalnim i neformalnim razgovorom, interaktivnim čitanjem i pričanjem priča, jezičnim igrama te stvaranjem priča s djetetom. Igra, kao svakodnevna i imanentna djetetova aktivnost, na prirodan i djetetu primjeren način pomaže u leksičkom razvoju.Process of working on the vocabulary of early-age children is a complex process and is often influenced by various internal and external factors. Development of the vocabulary is possible exclusively in the conditions of the human environment. The development of children's vocabulary is needed in order for the child to express their own thoughts, feelings and needs with quality, and to make later language development more successful. The basic meanings of communication between people is speech that goes through the stages of preverbal and verbal development. Some of the exercises for working on children's vocabulary during early language development are general articulation exercises through which children become acquainted with the articulatory apparatus and articulatory gymnastics and proper performance that greatly influence further speech development. The connection between speech development and motor skills indicates the importance of a child’s motor development as a basis for speech development. There are many indicators that describe the causes and difficulties that lead to delays in speech-language development. The educator as a speech role model plays an extremely important role in the development of children’s vocabulary and achieves this through formal and informal conversation, interactive reading and storytelling, language games, and storytelling with the child. Play, as a daily and immanent child activity, in a natural and child-appropriate way helps in lexical development
Autism
No full textAutizam je kompleksni neurobiološki poremećaj koji utječe na socijalne interakcije, komunikaciju i ponašanje. Unutar spektra autizma postoje nekoliko skupina poremećaja, s čim imaju zajedničko to da ometaju socijalnu interakciju i komunikaciju te često prate stereotipna ponašanja. Etiologija autizma je kompleksna i uključuje genetske, okolišne i neurobiološke čimbenike. Epidemiologija autizma pokazuje varijaciju u prevalenciji, ali učestalost ovog poremećaja raste tijekom godina, uzrokujući povećanu pažnju i istraživanje u tom području. Cilj rada je opisati autizam, vezana istraživanja te metode odgoja djece s autizmom u odgojnoj skupini i obitelji. Obitelji djece s poremećajima iz spektra autizma suočavaju se s mnogim izazovima, uključujući emocionalni stres, financijski teret i pristup odgovarajućim uslugama. Obitelji trebaju podršku i edukaciju kako bi bolje razumjele potrebe svog djeteta i kako bi se nosile s izazovima koji proizlaze iz autizma. Važno je osigurati da obitelji imaju pristup resursima i profesionalnoj pomoći kako bi se poboljšala kvaliteta života djece s autizmom i njihovih obitelji. U radu je predstavljeno i vlastito iskustvo rada s djetetom s dijagnozom poremećaja iz spektra autizma. Autizam je težak poremećaj koji može biti stresan za obitelji, odgojnu skupinu i odgajatelje. Edukacija osoba koje odgajaju dijete s poremećajem iz spektra autizma ključna je u pravilnom pristupu djetetu s autizmom kako bi ono dosegnulo potpuni potencijal i kako bi se umanjila ili uklonila neželjena ponašanja koja su učestala kod djece s poremećajem iz spektra autizma.Autism is a complex neurobiological disorder that affects social interaction, communication and behavior. Within the spectrum of autism there are several groups of disorders, which have in common that they interfere with social interaction and communication and often follow stereotypical behaviors. The etiology of autism is complex and includes genetic, environmental and neurobiological factors. The epidemiology of autism shows variation in prevalence, but the frequency of this disorder has been increasing over the years, causing increased attention and research in the area. The aim of the work is to describe autism, related research and methods of raising children with autism in the educational group and family. Families of children with autism face many challenges, including emotional stress, financial burden, and access to appropriate services. Families need support and education to better understand their child's needs and to cope with the challenges that arise from autism. It is important to ensure that families have access to resources and professional help to improve the quality of life for children with autism and their families. The paper also presents my own experience of working with a child diagnosed with autism. Autism is a difficult disorder that can be stressful for the family, the educational group and the educators. The education of people who raise a child with autism is essential in the proper approach to the child with autism so that it reaches its full potential and in order to reduce or eliminate the unwanted behaviors that have been involved in children with autism