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Students' attitudes to multi-day field trips: school field trip and scout camp
No full textCilj istraživanja je saznati mišljenje učenika o prednostima i nedostacima škole u prirodi i izviđačke kolonije. Istraživanje je provedeno na učenicima četvrtih i petih razreda osnovne škole koji su sudjelovali u školi u prirodi i na izviđačkoj koloniji za poletarce i pčelice. Za prikupljanje podataka koristio se anketni upitnik.
Dobivenim rezultatima pokazano je da postoji statistički značajna razlika u zadovoljstvu ispitanika između aktivnosti škola u prirodi i izviđačka kolonija te je izviđačka kolonija prikupila više glasova. Proveden test o proporciji koji pokazuje da postoji statistički značajna razlika u udjelima ispitanika iz pojedinih izviđačkih udruga. Najviše ispitanika dolazi iz Družine izviđača „Golub mira“ iz Zagreba, dok je značajno manji broj ispitanika iz ostalih izviđačkih udruga. Provedenim testom o proporciji nije pronađena značajna statistička razlika u udjelima među spolovima. Prema dobivenim rezultatima obzirom na ocjene aktivnosti prema interesima učenika, ispitanici su većinom jako zadovoljni ponuđenim aktivnostima koje se najčešće provode u školi u prirodi i na izviđačkoj koloniji. Igre na otvorenim prostoru i večernje aktivnosti prikupile su najbolje ocjene učenika, dok najmanje interesa iskazuju prema karaokama i štafetnim igrama. Ispitanici su većinom jasno izrazili svoja mišljenja o prednostima i nedostacima obje višednevne aktivnosti. Veliku važnost pridaju organizaciji i trajanju aktivnosti, zanimljivosti sadržaja i međuljudskim odnosima. Uz pomoć otvorenih pitanja prikupljeni su prijedlozi učenika za približavanje sadržaja planiranih aktivnosti njihovim interesima s ciljem povećanja zadovoljstva i sudjelovanja učenika na višednevnim aktivnostima. Iz sveukupno dobivenih rezultata može se zaključiti da izbor aktivnosti ima utjecaj na zadovoljstvo učenika te se potiču daljnja istraživanja sličnog sadržaja.The aim of this paper is to examine the attitudes of students about the advantages and disadvantages of school trips and scout summer camps. This research was conducted on the 4th and 5th graders of elementary school that participated in a school field trip or a scout summer camp. For the purposes of collecting data, the author used a questionnaire.
The results obtained show a statistically significant difference between the two activities: a school field trip and a scout summer camp, where the scout summer camp proved to be a bigger success among the students and got more votes. The questionnaire offers a statistically significant difference between the numbers of examinees according to the scout group they belong to. Most of the examinees belong to a Scout group from Zagreb, called “Golub mira”, while a significantly small number of them belongs to other scout groups. The questionnaire presented no significant difference in results between male or female examinees and their answers. Analysing the results that present the ranking of the activities according to their interests, the examinees were pleased with the activities offered on a school field trip or a scout summer camp. Activities that got the majority of the votes were outdoor games and evening activities, while relay games and karaoke proved to be the least popular. The examinees offered their opinion on the advantages and disadvantages of both types of multi-day activities. They stressed the importance of the organization and duration of each activity as well as their popularity and the amount of social interaction. For the purposes of improving satisfaction and participation of students according to their personal interests, the author used open-ended questions in order to collect students’ ideas and suggestions. Having in mind the results obtained, the choice of the programme activities planned has a great influence on the satisfaction of students and motivates them to explore such areas further in life
Musical Education Of Children In The Early Years Of Life
No full textGlazba je moćno oruđe koje na različite načine utječe na čovjeka. Ona je „znanje i vještina, umjetnost vremenske organizacije zvuka; umjetnost kombiniranja zvukova prema pravilima (koja se mijenjaju prema mjestima i razdobljima); proizvod te umjetnosti.“ S glazbom se čovjek susreće od rođenja, a glazbeno se počinje razvijati već u prenatalnom razdoblju. Glazba ima važnu ulogu u odgoju i obrazovanju od davnina. Razdoblje rane i predškolske dobi najvažnije je razdoblje za opći razvoj djeteta, stoga je glazbeni odgoj u predškolskim ustanovama ključan dio odgojno-obrazovnog procesa, odnosno odgoja. Odgoj je, prema Vukasović, definiran kao proces koji izgrađuje i oblikuje čovjeka kao ljudsko biće sa svim njegovim osobinama i karakteristikama. On podrazumijeva inkluziju svih komponenata djetetova razvoja, pa tako i glazbenog. U glazbenom odgoju naglašena je kulturna i estetska dimenzija. Glazbenim odgojem potiče se dječji stvaralački proces. Glazba ima pozitivan utjecaj na cjelovit djetetov razvoj te ona pokreće i razvija sve njegove sposobnosti: motoričke, kognitivne, kreativne i afektivne. Glazbeni odgoj i razvoj djece rane i predškolske dobi može se ostvariti brojnim metodama, odnosno glazbenim aktivnostima: pjevanjem, sviranjem, slušanjem glazbe, izražavanjem, stvaranjem, pokretom, praktičnim zadatcima, igrama i drugim društveno-zabavnim aktivnostima. U tom su procesu unaprjeđivanja dječjih glazbenih potencijala važna tri međusobno povezana preduvjeta: djetetova muzikalnost, glazbene sposobnosti i glazbena inteligencija. Učinci i rezultati glazbenog odgoja u velikoj mjeri ovise o odgojitelju, njegovoj volji, spremnosti na učenje, stručnosti i kompetencijama. Također, vrlo je bitan kurikul ranog i predškolskog odgoja koji prepoznaje glazbeni razvoj kao dio cjelovitog razvoja djeteta.Music is a powerful tool that affects people in different ways. It can be defined as a
combination of knowledge and skills, i.e., the art of organizing sounds with respect to time;
the art of combining sounds according to a set of rules (that vary depending on the place and
time); or as the product of this art. People encounter music since birth, and they start their
music development during the prenatal period. Music has played a significant role in
upbringing and education for a long time. Children’s early and preschool years are the most
important for their general development. Therefore, music education in preschool institutions
is of key importance in the process of education and upbringing. Upbringing is defined by
Vukasović as the process where people are formed as human beings with all of their traits and
characteristics. It encompasses all the elements of a child’s development, including music
development. Music education emphasizes the cultural and aesthetic dimensions and it
facilitates the creative process in children. Music has a positive effect on all aspects of
children’s development and it helps them acquire and develop their motor, cognitive, creative,
and affective skills. Music education and development of children in their early and
preschools years can be realized through various methods, i.e., music activities, for instance:
singing, playing an instrument, listening to music, musical expression or creation,
movements, practical tasks, games and other kinds of fun social activities. In such a process
of developing a child’s musical potential, there are three mutually-related preconditions: a
child’s musicality, music skills and music intelligence. The success and effects of music
education largely depend on the childcare worker’s motivation, willingness to learn, expertise,
and competence. What is more, it is extremely important to set up a curriculum related to
children’s early and preschool education which recognizes music development as an
important aspect of a child's development as a whole
The role of the teacher in the process of transition from kindergarten to primary school
No full textDjetetovo odrastanje praćeno je nizom promjena, među kojima je i tranzicija iz dječjeg vrtića u osnovnu školu. Takva promjena ima raznolik spektar učinaka na dijete, a važnu ulogu u savladavanju prepreka imaju odgajatelj, djetetova obitelj, stručni suradnici te učitelj. Kroz ovaj će se rad posebno proučavati uloga učitelja u spomenutom procesu te aktivnosti, ideje i postupci koje učitelji upotrebljavaju ili bi mogli upotrijebiti u procesu djetetove tranzicije u osnovnu školu. Cilj rada je pregledom perspektive i uloge učitelja u tom procesu otvoriti nove vidike za sve buduće suradnje u svrhu lakše, ugodnije i uspješnije tranzicije djeteta koje se nalazi u centru tog procesa i za čiju je dobrobit važno osvijestiti učiteljima njihovu ulogu u tome. Također, istaknuti potencijalne izazove koji se javljaju u procesu tranzicije, te predložiti aktivnosti pomoću kojih se oni mogu lakše savladati. Osim toga, staviti naglasak na važnost kvalitetnih edukacija, međusobne komunikacije i uvažavanja svih sudionika procesa. Razgovorom s učiteljima, odgajateljima i roditeljima koji su prošli kroz proces tranzicije djece iz dječjeg vrtića u osnovnu školu cilj je podijeliti stvarna iskustva, stavove i savjete. Naposljetku, uvidjeti jesu li učitelji u hrvatskoj praksi zastupljeni u toj suradnji u onolikoj mjeri u kojoj bi trebali biti, pa zaključno dati stvaran prikaz te važnost učiteljeve uloge u procesu tranzicije.A child's growth is accompanied by a series of changes, among which is the transition from kindergarten to elementary school. Such a change has a diverse range of effects on the child and the educator, the child's family, professional colleagues and the teacher have an important role in overcoming obstacles. Through this paper, the role of the teacher in the mentioned process will be studied in particular, as well as the activities, ideas and procedures that teachers use or could use in the process of the child's transition to elementary school. The aim of the paper is to review the perspective and role of the teacher in that process, to open new perspectives for all future collaborations for the purpose of an easier, more pleasant and successful transition of the child, who is at the center of that process and for whose well-being is important to make teachers aware of their role in it. Also, highlight the potential challenges that arise in the transition process, and propose activities that can be used to overcome them more easily. Also, emphasize the importance of quality education, mutual communication and respect for all participants in the process. By talking to teachers, educators and professional associates who have been through the process of transitioning children from kindergarten to primary school, the goal is to share the real experiences of teachers, their views and advice. Finally, to see if teachers in Croatian practice are represented in this cooperation to the extent that they should be, and in conclusion to give a real display of the importance of the teacher's role in the transition process
The Portrayal of Enslaved Children in Laurie Halse Anderson's 'Seeds of America' Trilogy
No full textThis thesis focuses on the characters of four enslaved Black children in Laurie Halse Anderson’s Seeds of America (2008-16) trilogy. The series comprises three novels: Chains (2008), Forge (2010) & Ashes (2016). The story takes place during the American Revolutionary War and follows four characters on their way to victory and freedom. The aim of the thesis is to examine the portrayal of Isabel, Curzon, Ruth, and Aberdeen to determine how complex each character is. This examination begins with determining the main and secondary characters of the series, as well as the narrators. Next, the relevant genres represented in the trilogy are explained. This includes historical fiction, the neo-slave narrative, coming-of-age story, and the problem novel. The largest part of the thesis considers how the themes Family and Home, Spirituality and Religion, Relationships, Disability and Illness, Violence, War, and Identity are presented in the novels. These themes not only show who these characters are, but also how they are perceived by the American society of the time. The final part inspects how the individual novel titles, the trilogy title, and the front cover illustrations are related to the four characters and their adventures, and how closely the characters are influenced by the American Revolutionary War. The results of the analysis show that Anderson created a diverse set of characters, who all strive towards the same goal – freedom. Despite portraying a unique and interesting perspective of enslaved Black children, who grow into young adults, in the American Revolutionary War, the trilogy has not earned much critical response thus far.Ovaj rad bavi se likovima četvero porobljene crne djece u trilogiji Seeds of America (2008-16) autorice Laurie Halse Anderson. Serijal obuhvaća tri romana: Chains (2008), Forge (2010), te Ashes (2016). Radnja traje tijekom Američkoga rata za neovisnost, te prati likove na putu prema kraju rata i slobodi. Cilj je rada proučiti prikaz likova Isabele, Curzona, Ruth, te Aberdeena kako bi se utvrdila kompleksnost svakoga od njih. Prvo se određuju glavni i sporedni likovi serijala te tipovi pripovjedača. Nakon toga, objašnjeni su žanrovi koji se mogu prepoznati u trilogiji: povijesni roman, neo-ropska pripovijest, roman o odrastanju (Bildungsroman) te problemski roman. Najveći dio rada razmatra kako su u romanu prikazane dominantne teme: obitelj i dom, duhovnost i religija, međusobni odnosi, invaliditet i bolest, nasilje, rat i identitet. Navedene teme prikazuju tko likovi jesu, ali i kakva je njihova pozicija u američkom društvu toga vremena. Posljednji dio rada tumači kako su naslovi svakoga romana, naslov trilogije te omotne ilustracije povezane sa četvero likova. Rezultati analize pokazuju da je autorica stvorila raznovrsnu skupinu likova, koji teže prema istom cilju – slobodi. Unatoč tomu što nudi jedinstven i zanimljiv prikaz porobljene djece koja postaju mladi ljudi u Američkom ratu za neovisnost, ova trilogija još nije privukla značajan kritički odaziv
The Connection Between the Aplication of Information - Communication Technology, the Interest of Students and the Successful Implementation of Learning Outcomes in the Teaching of Nature and Society
No full textPolazeći od teorijskog razmatranja pojma informacijsko-komunikacijske tehnologije, njezinih osnovnih obilježja te primjene u obrazovanju, u ovom se radu utvrđuju mogućnosti i prednosti uporabe IKT-a u nastavi prirode i društva pri realizaciji zadanih
ishoda učenja. Analizom sadržaja stručne literature utvrđene su temeljne postavke o učinkovitosti korištenja IKT-a u nastavi te je provedena analiza odgojno-obrazovnih ishoda učenja u Kurikulumu za nastavni predmet Priroda i društvo (Ministarsto znanosti i obrazovanja, 2019) koje je moguće ostvariti njezinom primjenom.
U drugom dijelu rada izloženi su rezultati istraživanja čiji je cilj bio ispitati stavove učenika prema primjeni informacijsko-komunikacijske tehnologije u nastavi prirode i društva, odnosno utvrditi smatraju li učenici da je njihov interes za učenje prirode i društva povezan s uporabom suvremene tehnologije u nastavi tog nastavnog predmeta te smatraju li da primjena IKT-a u nastavi prirode i društva može biti povezana s njihovim postignućima u realizaciji ishoda učenja tog nastavnog predmeta. Također, istraživanjem se ispitivalo učestalost korištenja suvremene tehnologije u nastavi Prirode i društva.
U istraživanju je sudjelovao 76 učenika Osnovne škole Stjepana Radića u Brestovcu Orehovičkom, u Krapinsko-zagorskoj županiji. Ispitanici su bili učenici od prvog do četvrtog razreda. Podaci su prikupljeni anketiranjem.
Dobiveni rezultati pokazali su kako je korištenje raznovrsne informacijskokomunikacijske tehnologije pozitivno povezano s interesom učenika tijekom nastave prirode i društva te njihovom procjenom postignuća u realizaciji zadanih ishoda učenja.This paper determines the possibilities and advantages of using ICT in the realization of the given learning outcomes in teaching natural and social sciences, starting from the theoretical examination of the concept of information and communication technology, its basic features and its application in education. By analysing the content of professional literature, the basic assumptions about the effectiveness of using ICT in teaching were determined, and an analysis of the educational learning outcomes in the Curriculum for the subject Nature and Society (Ministry of Education and Science, 2019) that can be achieved through its application was carried out.
In the second part of the paper, the results of the research are presented, the aim of which was to examine students' attitudes towards the application of information and communication technology in the teaching of nature and society, i.e. to determine whether students believe that their interest in learning nature and society is connected with the use of modern technology in the teaching of that subject and whether they think that the application of ICT in the teaching of nature and society can be related to their achievements in reaching the learning outcomes of that subject. Moreover, the research examined the frequency of using modern technology in the teaching of Nature and Society.
76 students of Stjepan Radić Elementary School in Brestovec Orehovički, Krapina Zagorje County participated in the research. The respondents were students from the first to the fourth grade. The data was collected by surveying.
The obtained results showed that the use of various information and communication technologies is positively related to the students' interest during the nature and society classes and their evaluation of the achievements in the realization of the set learning outcomes
Preschool teacher's perception of early and preschool children without adequate parental care
No full textKonvencija o pravima djeteta (2001.) kaže da „za cjelovit i skladan razvoj svoje osobnosti dijete treba odrastati u obiteljskom okruženju, u ozračju sreće, ljubavi i razumijevanja“. Međutim, ako postoji opasnost i ugroženost unutar vlastite obitelji, dijete može biti izdvojeno iz svoje obitelji, te smješteno u jedan od oblika alternativne skrbi. Kako bi alternativna skrb opravdala odvajanje djeteta iz biološke obitelji potrebno je pružiti uvjete kojima će se ostvariti pravilan psihosocijalni razvoj te moći doseći određeni standardi i kvaliteta skrbi (Sladović Franz, 2016.). Naglasak u ovome radu je na ispitivanju razvoja privrženosti djece bez odgovarajuće roditeljske skrbi s odgojiteljem predškolske ustanove ranog i predškolskog odgoja. Stvaranje emocionalne veze od ključne je važnosti kako bi dijete moglo razviti i ojačati samopouzdanje te niz pozitivnih dugoročnih posljedica koji će utjecati na razvoj privrženosti.
Dječji vrtić uz obitelj predstavlja pozitivnu zajednicu u kojoj djeca razvijaju svoja prva iskustva o odnosima, prostoru, kulturi, komunikaciji s drugom djecom i odraslima koji brinu za njih. Nastoji se djeci omogućiti sigurno okruženje u kojem slobodno mogu istraživati i sudjelovati kao aktivni članovi zajednice. Uloga odgojitelja predškolske ustanove ima veliki značaj i doprinos za svako dijete, a posebno za djecu bez odgovarajuće roditeljske skrbi budući da su ona socijalno osjetljivija skupina koja sa sobom nosi određene traume i ponašanja zbog čega im treba pristupiti s puno ljubavi, razumijevanja, otvorenosti i strpljivosti. Autori navode da djeca iz alternativne skrbi češće imaju poteškoća u razvoju privrženosti, posebno djeca smještena u institucionalnoj skrbi, je li to uistinu tako možemo vidjeti u rezultatima dobivenim provedenim istraživanjem.The Convention on the Rights of the Child (2001.) states that “for the full and harmonious development of his or her personality, a child should grow up in a family environment, in an atmosphere of happiness, love and understanding”. However, if there is danger and endangerment within the child’s own family, the child may be separated from their family and placed in one of the forms of alternative care. In order for alternative care to justify separating a child from their biological family, it is necessary to provide conditions that will achieve proper psychosocial development and be able to reach certain standards and quality of care (Sladović Franz, 2016). The emphasis in this work is on examining the development of attachment of children without appropriate parental care with a preschool institution educator of early and preschool education. The creation of an emotional bond is of key importance for the child to be able to develop and strengthen self-confidence and a series of positive long-term consequences that will affect the development of attachment. The kindergarten, along with the family, represents a positive community in which children develop their first experiences about relationships, space, culture, communication with other children and adults who care for them. The aim is to provide children with a safe environment in which they can freely explore and participate as active members of the community. The role of the preschool institution educator has a great significance and contribution for every child, especially for children without appropriate parental care since they are a socially sensitive group that carries certain traumas and behaviors for which they need to be approached with a lot of love, understanding, openness and patience. The authors state that children from alternative care often have difficulties in developing attachment, especially children placed in institutional care, whether this is really so we can see in the results obtained by conducted research
Folkloric activities for children of early and preschool age - Samobor traditional music
No full textSudjelovanje u folklornim aktivnostima pruža djeci povezivanje s tradicijom svog naroda, stvaranje veze s prošlim generacijama i mogućnost kreativnog izražavanja. Folklor se u vrtićima provodi kroz razne radionice, a uvježbavanje i kvaliteta izvedbe ovisi o kreativnosti i metodičkim postupcima voditelja.
Plešući folklor, djeca upoznaju tradicijske pjesme, brojalice i igre s pjevanjem koje su se nekad plesale ne samo u slobodno vrijeme već i na blagdane. Kroz raznolike metodičke postupke voditelja djeca razvijaju osjećaj za ritam i metar, a susreću se i s raznim hrvatskim narječjima. Upoznaju se i s bogatstvom odrasle i dječje narodne nošnje, njenih dodataka, načinom plesa i stvarima koje su se tada koristile umjesto instrumenata.
Kao primjer dobre prakse u radu je uz rad folklornih igraonica u sklopu vrtića prikazana dječja tradicionalna manifestacija „Cvjetni Korzo“ koja se svake godine održava u gradu povodom Majčinog dana.
Zaključeno je da provođenje folklornih aktivnosti uz razvoj glazbenih aktivnosti te drugih dobrobiti u djetetovu cjelovitom razvoju, pridonose razvoje djetetove kulturne svijesti te očuvanju tradicijske baštine. Ove aktivnosti, osobito u okviru manifestaciji Cvjetni korzo, ujedno pridonose većoj suradnji s lokalnom zajednicom te upoznavanju sve djece predškolske i ranoškolske dobi s tradicijom kraja u kojem žive kako bi ju očuvali od zaborava.Participation in folklore activities provides children not just to connect with tradition of it's nation and making connection with old generations, but also making possibility of creativ expression. In kindergartens, folklore is performed through various programs and quality of the performance dependes on creativity of the metodical procedures kindergarten teacher is using.
While danching folklore, children get the chance to know old songs, counters and singing games which were used to dance to in free time and on holidays. Through various methodical procedures of kindergarten teachers, kids not only learn and train rhytm and meter, but also have a chance to learn various croatian dialect. They get to know richness of adult and childrens national costumes, it's acessories, dance methodes and stuf that it was used instead of instruments, too.
As an example of good practice, the paper presents a children's traditional event „Cvjetni korzo“ and folklore workshopes of Samobor city kindergarten „Izvor“. It was concluded that the implementation of folklore activities along with the development of musical activities and other benefits in the child's overall development contribute to the development of the child's cultural awareness and the preservation of traditional heritage. These activities, especially as part of the Cvjetni korzo event, also contribute to greater cooperation with the local community and to familiarizing preschool and early school-age children with the traditions of the area they live in, in order to preserve it from being forgotten
Some features of mindfull parenting in fathers
No full textU kontekstu doživljaja roditeljstva u novije se vrijeme istražuje koncept svjesnosti u roditeljstvu. Ono podrazumijeva posvećeno i predano roditeljstvo u kojem su roditelji svjesni svojih i djetetovih osjećaja i ponašanja (Ljubetić i sur., 2018). Svjesno roditeljstvo predstavlja višedimenzionalni konstrukt koji prema različitim autorima uključuje različite aspekte, a prema novijim istraživanjima to su: pažljivo slušanje djeteta, suosjećanje za dijete, neosuđujuće prihvaćanje roditeljskog funkcioniranja, ne-reaktivnost u roditeljstvu, emocionalnu svjesnost djeteta i samog roditelja. U prijašnjim istraživanjima, zabilježene su više vrijednosti svjesnosti u roditeljstvu kod majki u odnosu na očeve. Budući da je istraživanja svjesnosti u roditeljstvu općenito malo, a posebice kada je riječ o očevima, u ovom radu nastojali smo ispitati razlikuju se očevi i majke u aspektima svjesnosti u roditeljstvu, ali i u osjećaju roditeljske kompetentnosti i zadovoljstvu (doživljaju roditeljstva) te također i kako su obrazovanje roditelja i broj djece povezani s različitim aspektima svjesnosti u roditeljstvu. Podatke smo prikupili on-line, putem društvenih mreža, koristeći upitnik svjesnog roditeljstva i skalu roditeljske kompetentnosti. Upitnik je bio dostupan od lipnja 2021. do rujna 2022. godine. Istraživanju je pristupilo 229 sudionika od kojih je 200 (87%) majki i 29 (13%) očeva. T-test pokazao je da se očevi ne razlikuju od majki u svim aspektima svjesnosti u roditeljstvu kao ni u osjećaju roditeljske kompetentnosti i zadovoljstvu roditeljsvom. Korelacijska analiza pokazala je da razina obrazovanja roditelja nije povezana sa aspektima svjesnosti u roditeljstvu kao ni sa osjećajem kompetentnosti i zadovoljstvom u roditeljstvu. Također, korealcijska analiza pokazala je i da roditelji s većim brojem djece manje usmjeravaju pažnju na dijete te imaju niže izraženu roditeljsku svjesnost. Rezultati su interpretirani u kontekstu ograničenja istraživanja.In the context of the experience of parenthood, the concept of mindful parenting has recently been explored. It implies dedicated and committed parenting in which parents are aware of their own and their child's feelings and behavior (Ljubetić et al., 2018). Mindful parenting is a multidimensional construct that, according to different authors, includes different aspects, and according to recent research, these are: listening to the child with full attention, compassion for the child, non judgmental acceptance of parental functioning, non-reactivity in parenting, emotional awareness of the child and emotional awareness of the parent himself. In previous research, higher levels of mindful parenting were shown in mothers compared to fathers. Since there is little research on mindful parenting in general, and especially when it comes to fathers, in this research we tried to examine whether fathers and mothers differ in aspects of mindful parenting, but also in the sense of parental competence and satisfaction (experience of parenthood), and also how are parents' education and the number of children associated with different aspects mindful parenting. We collected data through an online survey via social networks using the Mindfulness in Parenting Questionnaire and the Parenting Sense of Competence Scale. The questionnaire was available from June 2021 to September 2022. The sample consisted of 229 participants: 200 (87%) mothers and 29 (13%) fathers. The t-test showed that fathers do not differ from mothers in all aspects of mindful parenting, as well as in the feeling of parental competence and satisfaction with parenting. Correlation analysis showed that the parents' education level was not related to the aspects of mindful parenting, nor to the feeling of competence and satisfaction in parenting. The correlation analysis also showed that parents with a larger number of children focus less attention on the child and have lower values of emotional awareness of the self. The results are interpreted in the context of research limitations
Stuttering in preschool children
No full textRazvoj dječjeg govora složen je proces koji se odvija pod utjecajem mnogih čimbenika na koje se može utjecati već od najranije dobi. Obitelj djeteta ima najvažniju ulogu u njegovom razvoju. Mucanje je jedan od najčešćih poremećaja u govoru djece, a s njim se suočava sve veći broj djece. Poznato je kako se javlja u djetinjstvu iz razloga jer je to vrijeme intenzivnog jezičnog razvoja. Rano primjećivanje simptoma i obraćanje stručnoj osobi na vrijeme može uvelike pomoći pravilnom govorno-jezičnom razvoju djeteta. Teško je naći osobu koje ne zna što je mucanje ili se nikad nije srela s osobom koja muca. Prošireno je u cijelom svijetu. To je poremećaj tečnosti, tempa i ritma govora koji se iskazuje u obliku grčenja mišića govornih organa glasnica, diafragme, a ponekad i lica a i tijela. Na govorno-jezični razvoj djece sve više imaju utjecaj i mediji, koji su postali važan dio svakodnevice. Postoji više podjela mucanja. Prva podjela je na fiziološko, primarno, sekundarno i akutno/abruptno mucanje, dok je druga psihogeno i neurogeno, u kasnijoj životnoj dobi. Cilj ovog diplomskog rada je ispitati odgojitelje jesu li imali dijete koje muca u skupini, jesu li bili na jednoj od edukacija vezanoj uz netečan govor i koliko često surađuju sa logopedom kao članom stručnog tima na poslu. Koliko to god žalosno bio uzmimo u obzir da je odgojitelj veliku većinu vremena sa djecom i osoba je koja može biti od pomoči a nije dovoljno educirana za to.The development of children's speech is a complex process influenced by many factors that can be addressed from an early age. The child's family plays a crucial role in their development. Stuttering is one of the most common speech disorders in children, affecting an increasing number of them. It is known to occur in childhood due to the intensive language development during that period. Early detection of symptoms and timely intervention by a professional can greatly assist in the child's proper speech and language development. It is difficult to find someone who does not know what stuttering is or has never encountered a person who stutters. It is prevalent worldwide and is a disorder of speech fluency, tempo, and rhythm, manifesting as muscle contractions of speech organs, vocal cords, diaphragm, and sometimes the face and body. Media, which have become an integral part of everyday life, increasingly influence the speech and language development of children. Stuttering can be categorized into physiological, primary, secondary, and acute stuttering, as well as psychogenic and neurogenic stuttering in later life. The aim of this thesis is to investigate whether preschool teachers have had a child who stutters in their group, whether they have attended training related to fluent speech, and how often they collaborate with a speech therapist as a member of the professional team at work. Despite the sadness of the situation, we must consider that preschool teachers spend the majority of their time with children and can provide valuable assistance, but they are not adequately educated for it
Morphological characteristics comparison of children in the city of Daruvar from 2020 and 2022
No full textCilj ovoga rada je povezati dob djece s razvojem i promjenama morfoloških karakteristika te usporedba navedenih promjena unutar dvije godine. Praćenje i procjenjivanje djetetovih morfoloških karakteristika važan je aspekt djetetovog rasta i razvoja. Rast i razvoj određeni su nizom vanjskih i unutarnjih čimbenika, a individualno praćenje djece omogućuje adekvatno razumijevanje istih. Period djetinjstva obilježen je burnim procesima rasta i razvoja što dovodi do velike varijabilnosti rezultata.
Istraživanje je provedeno u dječjem vrtiću „Vladimir Nazor Daruvar“ na 120 djece u dobi od tri do sedam godina (60 djece iz 2020. godine i 60 djece iz 2022. godine). Dobiveni podatci obrađeni su deskriptivnom statistikom i regresijskom analizom. Rezultati su pokazali kako postoji statistički značajan utjecaj dobi na antropometrijske mjere visina tijela, opseg struka, opseg bokova, težina tijela, kožni nabor trbuha i WHR, dok na ostale mjere nema statistički značajnog utjecaja već ovise o nekim drugim faktorima. Usporedbom rezultata između generacija djece 2020. godine i 2022. godine može se uočiti statistički značajan rezultat u više antropometrijskih mjera, a to su: opseg struka, opseg bokova, kožni nabor leđa, kožni nabor trbuha, kožni nabor nadlaktice i postotak tjelesne masti iz nabora. Rezultati svih mjera mijenjaju se s dobi i prema vremenskom periodu od dvije godine, ali nisu svi od statističke značajnosti. Porast antropometrijskih mjera poput visine tijela, težine tijela, opsega struka, opsega bokova očekivane su i poželjne s dobi s obzirom na rast i razvoj djece. Ono što je zabrinjavajuće jest porast mjera kožnog nabora. Regresijskom analizom utvrđen je statistički značajan porast mjere kožnog nabora trbuha na koji je potrebno ukazati i djelovati s ciljem poboljšanja sveukupnog zdravlja djece.Goal of this final paper is to connect age of the children with their morphological characteristics and comparison of the mentioned changes within two years. Tracking and evaluating childrens morphological characteristics is important aspect of childhood. Growth and development are determined by series of external and internal factors and indivindual tracking of children causes adequate understanding. Period of childhood is determined by turbulent processes of growth and development which causes huge variability of results.
Research was conducted in kindergarten Vladimir Nazor Daruvar on 120 children age from three to seven years (60 children from 2020 and 60 from 2022). The obtained results were processed with descriptive statistics and regression analysis. Research results showed that age of the children has positive statistic significance on antrophomeric measure of body height, waist circumference, hip circumference, body weight, skinfold of the abdomen and WHR, but on other measures age has no statistics importance but depend on other factors. If we compare results between generations of children we can see statistics importance in more anthropometric measures: waist circumference, hip circumference, skin fold on the back, skinfold of the abdomen, skinfold of the upper arm and body fat percentage from folds. Results of all measurements are changing by the age and by the time period of two years, but not all are of statistics meaning. An increase in anthropometric measures such as body height, body weight, waist circumference, hip circumference are expected and desirable with age, considering the growth and development of children. What is worrying is the increase in skinfold measurements. The regression analysis revealed a statistically significant increase in the measurement of the abdominal skin fold, which needs to be pointed out and acted upon with the aim of improving the overall health of children