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Implementation Of The Kajkavian Dialect In Educational Work With Children Of Preschool Age
No full textU ovom se radu polazi od teme koja je implementacija kajkavskog narječja u odgojnoobrazovni rad s djecom predškolske dobi. U teorijskom dijelu govori se o kajkavskom narječju, zakonskim smjernicama o upotrebi narječja u ustanovama za rani i predškolski odgoj i obrazovanje ( u daljnjem tekstu ustanove za RPOO). Nadalje se govori općenito o jeziku, govoru i komunikaciji. Da bi odgojitelj kao temeljni moderator odgojno-obrazovnog rada s djecom predškolske dobi implementirao i koristio kajkavsko narječje u svom odgojnoobrazovnom radu važno je da bude dobro obrazovan i razumije razvoj govora kod djece. Također je važno da poznaje i uzima u obzir čimbenike koji utječu na razvoj govora kod djece te čimbenike koji utječu na razvoj samog jezika. Treba biti svjestan važnosti poticajnog okruženja, igara i aktivnosti koje su u funkciji jezičnog odgojno-obrazovnog procesa te bogaćenja rječnika.U istraživačkom djelu rada htjelo se utvrditi utječu li sustavne i planirane aktivnosti na kajkavskom narječju na prepoznavanje, razumijevanje i usvajanje kajkavskih riječi kod djece predškolske dobi, a samim time i na bogaćenje kajkavskog rječnika.The starting point in this paper is the implementation of the Kajkavian dialect in educational work with preschool children. The theoretical part discusses the Kajkavian dialect, legal guidelines on the use of the dialect in institutions for early childhood education and care. It is very important for preschool teacher , as the fundamental moderator of educational work with preschool children, to be well educated and understand the development of children's speech and use that knowledge when he implements and use the Kajkavian dialect in his educational work. Preschool teacher also must know the factors that influence the development of children's speech and of the language itself. He should also be aware of the importance of a stimulating environment, games and activities that are in function of the language educational process andvocabulary enrichment.The aim of the research part of this work was to determine whether systematic and planned activities on the Kajkavian dialect affect the recognition, understanding and acquisition of the Kajkavian words by preschool children, and thus the enrichment of Kajkavian vocabulary
Relationship between the quality of cooperation and psychological needs of primary school teachers employed in regular classes and in extended day program with their job and life satisfaction
No full textCilj ovog istraživanja bio je utvrditi kvalitetu suradnje učitelja razredne nastave zaposlenih u redovitoj nastavi i njihovih kolega učitelja zaposlenih u produženom boravku, kao partnera u učiteljskom poslu. Pored navedenog, cilj je bio detektirati sve aspekte njihove suradnje te ispitati postoje li statistički značajne razlike u razini suradnje, zadovoljenju temeljnih psiholoških potreba, kao i razini poslovnog i životnog zadovoljstva ove dvije grupe učitelja. Nadalje, cilj je bio utvrditi prediktivnu vrijednost kvalitete učiteljske suradnje te razine zadovoljenja temeljnih psiholoških potreba na poslu u objašnjenju razine poslovnog i životnog
zadovoljstva, kao i medijacijsku ulogu temeljnih psiholoških potreba u odnosu između kvalitete suradnje i poslovnog te životnog zadovoljstva obje skupine učitelja.
Istraživanje je provedeno na uzorku učitelja razredne nastave osnovnih škola Grada Zagreba koje imaju organiziran program produženog boravka (N=319), od čega su 52% činili učitelji redovite nastave, a 48% učitelji u produženom boravku. Za prikupljanje podataka korištena su četiri instrumenta: Ljestvica kvalitete suradnje učitelja (Gerecht, Steinert, Klieme i Döbrich, 2007), Ljestvica zadovoljstva poslom (Hackman i Oldham, 1974), Ljestvica zadovoljstva životom (Diener, Emmons, Larsen i Griffin, 1985) i Skala zadovoljenja temeljnih psiholoških potreba povezanih s poslom (Van den Broeck, Vansteenkiste, De Witte, Soenens i Lens, 2010).
Rezultati su pokazali da su kvalitetom suradnje zadovoljniji učitelji u produženom boravku, dok su učestalošću suradnje zadovoljniji učitelji redovite nastave. Nadalje, rezultati ukazuju na to da između učitelja redovite nastave i učitelja u produženom boravku nema statistički značajne razlike u zadovoljenju temeljnih psiholoških potreba na poslu. Ovo istraživanje potvrdilo je da su svi oblici suradnje učitelja i zadovoljenje temeljnih psiholoških potreba na poslu značajni pozitivni prediktori zadovoljstva poslom i životom kod obje grupe učitelja. Dobiveni rezultati sugeriraju da su tri dimenzije učiteljske suradnje (kvaliteta nastavne
suradnje, komunikacija u kolektivu te školska suradnja), kao i zadovoljenje psihološke potrebe za autonomijom, statistički značajni prediktori zadovoljstva poslom kod učitelja zaposlenih u redovitoj nastavi, dok su dvije dimenzije učiteljske suradnje (kvaliteta komunikacije u kolektivu i kvaliteta školske suradnje), kao i zadovoljenje psiholoških potreba za povezanosti i za autonomijom, značajni prediktori zadovoljstva poslom učitelja u produženom boravku.
Nadalje, utvrđeno je da su zadovoljenje psihološke potrebe za kompetencijom i autonomijom statistički značajni prediktori zadovoljstva životom učitelja u redovitoj nastavi, dok se kvaliteta učiteljske suradnje nije pokazala značajnim prediktorom. Kod učitelja u produženom boravku, zadovoljenje svih triju temeljnih psiholoških potreba na poslu značajni je prediktor zadovoljstva životom.
Rezultati istraživanja ukazuju na to da je psihološka potreba za autonomijom statistički značajna posredujuća varijabla između kvalitete suradnje i poslovnog zadovoljstva kod učitelja redovite nastave, a psihološke potrebe za povezanosti i autonomijom potvrđene su kao statistički značajne posredujuće varijable između kvalitete suradnje i poslovnog zadovoljstva kod učitelja u produženom boravku. Nadalje, rezultati ovog istraživanja potvrdili su da su sve tri temeljne psihološke potrebe statistički značajne posredujuće varijable između kvalitete suradnje i životnog zadovoljstva kod obje grupe učitelja.
Rezultati ovog istraživanja mogu doprinijeti boljem razumijevanju povezanosti kvalitete suradnje i psiholoških potreba učitelja razredne nastave zaposlenih u redovitoj nastavi i produženom boravku s njihovim poslovnim i životnim zadovoljstvom. Mogu biti smjernica rukovoditeljima škola za učinkovitiju organizaciju odgojno-obrazovnog rada s ciljem ostvarivanja uvjeta za kvalitetnije suradnje među učiteljima i bolje zadovoljenje njihovih psiholoških potreba na poslu te onda posljedično doprinijeti postizanju veće razine poslovnog i životnog zadovoljstva učitelja.The primary aim of the research was to determine the quality of cooperation between primary school teachers in regular classes and their fellow teachers in extended day program, as partners in the teaching profession. The second goal was to identify all aspects of their cooperation and to examine whether there are statistically significant differences in the level of
cooperation, the fulfilment of basic psychological needs, as well as the level of job and life satisfaction of these two groups of teachers. The final objective was to determine the predictive value of the quality of teacher cooperation and the level of satisfaction of basic psychological needs at work in explaining the level of job and life satisfaction, as well as the mediating role of basic psychological needs in the relationship between the quality of cooperation and the job and life satisfaction of both groups of teachers.
The research was conducted on a sample of primary schools teachers in the City of Zagreb schools that have an organized extended day program. 319 teachers participated in the research, of which 52% were teachers in regular classes and 48% teachers in extended day program. Data was collected by using: 1) Scale of the quality of teacher cooperation (ger. Skalen
zur Schulqualität) (Gerecht, Steinert, Klieme, & Döbrich, 2007), 2) Job Diagnostic Survey (Hackman & Oldham, 1974), 3) Satisfaction with Life Scale (Diener, Emmons, Larsen, & Griffin, 1985) and 4) Work Related Basic Need Satisfaction Scale (Van den Broeck et al., 2010).
The results showed that teachers in extended day program are more satisfied with the quality of cooperation, while teachers in regular classes are more satisfied with the frequency of cooperation. Furthermore, the results indicate that there is no statistically significant difference in the satisfaction of basic psychological needs at work between teachers in regular classes and teachers in extended program. The research confirmed that all forms of teacher cooperation and satisfaction of basic psychological needs at work are significant positive predictors of job and life satisfaction in both groups of teachers. The obtained results suggest that three dimensions of teacher cooperation (quality of teaching cooperation, communication
in the school collective and school cooperation), as well as fulfilment of the psychological need for autonomy are statistically significant predictors of job satisfaction among teachers in regular classes, while two dimensions of teacher cooperation (quality of the communication in the school collective and the quality of school cooperation), as well as the satisfaction of psychological needs for relatedness and autonomy are significant predictors of teacher job satisfaction in extended day program. Furthermore, it was determined that satisfaction of the psychological need for competence and psychological need for autonomy are statistically significant predictors of life satisfaction of teachers in regular classes, while the quality of
teacher cooperation did not prove to be a significant predictor. For teachers in extended day program, the satisfaction of all three basic psychological needs at work is a significant predictor of life satisfaction. The results of the research indicate that the psychological need for autonomy is a statistically significant mediating variable between the quality of cooperation and job satisfaction among teachers in regular classes, and the psychological need for relatedness and the psychological need for autonomy were confirmed as statistically significant mediating variables between the quality of cooperation and job satisfaction among teachers in the extended day program. Furthermore, the results confirmed that all three basic psychological needs are statistically significant mediating variables between the quality of cooperation and life satisfaction in both groups of teachers. The results of the research can contribute to a better understanding of the connection of
the quality of cooperation and the psychological needs of classroom teachers in regular classes and teachers in extended day program with their work and life satisfaction. The results can serve as guidelines for school managers for a more effective organization of educational work with the aim of fostering conditions for better cooperation between teachers and better satisfaction of their psychological needs at work, and consequently they could contribute to a higher level of job and life satisfaction of teachers
Parental overprotection- relationship with characteristics of children and parents
No full textRoditeljsko prezaštićivanje je noviji pojam o kojemu izlazi sve više i više informacija i istraživanja kako bi se pokazala njegova neučinkovitost. Obitelj je djetetova primarna zajednica koja ga usmjerava i bodri u životu, no sve to mora biti sa dozom umjerenosti. Prezaštićivanjem roditelji svojoj djeci žele dobro i misle da je onoo učinkovito, no istraživanja su pokazala da prevladavaju negativni aspekti. Kod djece se razvijaju internalizirani i eksternalizirani problemi koji ih prate od najmlađe pa sve do odrasle dobi. Anksioznost, depresija, agresivnost, smanjeno zadovoljstvo životom i narcizam neki su od ključnih karakteristika djece koja su pod utjecajem prezaštićivanja. Ona mogu razviti niže emocionalne i socijalne vještine te se suočavaju s teškoćama u suočavanju sa stresnim situacijama. Osim toga, takva djeca često pokazuju veću sklonost prema strahu, tjeskobi i niskom samopoštovanju. Kada je riječ o karakteristikama roditelja, istraživanja ukazuju na to da sami roditelji mogu biti tjeskobni te zbog toga prezaštićuju, preopterećeni su brigom za dijete i skloni upravljanju svakim aspektom djetetova života. Oni često osjećaju visoku razinu anksioznosti i straha za dobrobit svog djeteta, što može biti rezultat njihove vlastite nesigurnosti i straha od neuspjeha. Ovim istraživanjima se naglašava važnost prepoznavanja problema roditeljskog prezaštićivanja i njegovih posljedica kako bi se razvile strategije podrške roditeljima. Edukacija roditelja o zdravim granicama zaštite, podrška u razvoju djetetove samostalnosti i samopouzdanja te promicanje otvorenog komunikacijskog stila može imati pozitivan utjecaj na smanjenje roditeljskog prezaštićivanja.U konačnici, istraživanja potvrđuju da roditeljsko prezaštićivanje ima dublje implikacije na razvoj djece. Razumijevanje ovog fenomena i usvajanje pristupa koji promiče zdrav odnos između roditelja i djeteta ključni su za poticanje djetetovog rasta, samostalnosti i razvoja snažne emocionalne i socijalne inteligencije.Parental overprotection is a newer concept about which more and more information and research is coming out to show its ineffectiveness. The family is the child's primary community that guides and encourages him in life, but all this must be done with a dose of moderation. By overprotecting, parents wish their children well and think that it is effective, but research has shown that negative aspects prevail. Children develop internalized and externalized problems that accompany them from the youngest to adulthood. Anxiety, depression, aggressiveness, reduced life satisfaction and narcissism are some of the key characteristics of children who are under the influence of overprotection. They may develop lower emotional and social skills and face difficulties in dealing with stressful situations. In addition, such children often show a greater tendency towards fear, anxiety and low self-esteem. When it comes to the characteristics of parents, research indicates that parents themselves can be anxious and therefore overprotective, overburdened with care for the child and tend to manage every aspect of the child's life. They often feel high levels of anxiety and fear for their child's well-being, which may be a result of their own insecurities and fear of failure. These studies emphasize the importance of recognizing the problem of parental overprotection and its consequences in order to develop strategies to support parents. Educating parents about healthy limits of protection, supporting the development of the child's independence and self-confidence, and promoting an open communication style can have a positive impact on reducing parental overprotection. Ultimately, research confirms that parental overprotection has deeper implications for children's development. Understanding this phenomenon and adopting an approach that promotes a healthy relationship between parent and child are key to encouraging the child's growth, independence and the development of strong emotional and social intelligence
Process drama as an incentive for reading
No full textSuvremeno doba zahtjeva svakodnevno pronalaženje novih načina, metoda i oblika rada, kako u svakom području, tako i u školi. Čitanje je jedna od osnovnih vještina svakog čovjeka, no unatoč tome, čita se vrlo malo, a sama riječ ima negativan prizvuk. Kako bi se stanje ipak promijenilo, brojni stručnjaci, znanstvenici, učitelji i odgajatelji predlažu u svojim radovima načine kako doprijeti do učenika i negativan trend rasta čitanja pretvoriti u pozitivan. Osim što se predlaže razvijanje pozitivnog stava prema čitanju od najranijeg djetinjstva, predlaže se i suvremeni pristup nastavi koji zagovara iskustveni način učenja i stvaralaštvo učenika. Jedan od suvremenih pristupa nastavi su dramske aktivnosti u kojima se istovremeno i uči i igra. Takvim pristupom učenici uče nastavni sadržaj, ali i razvijaju svoje govorne i izražajne sposobnosti, iskazuju svoje osjećaje i misli, razvijaju maštu i jačaju samopouzdanje. S obzirom na to da takav način učenja omogućuje istovremeno ostvarivanje više ciljeva ovim radom htjelo se ispitati može li procesna drama biti učenicima poticaj za čitanje. Rad se sastoji od teorijskoga pregleda istraživane teme i podtema te praktičnoga dijela. U teorijskom dijelu rada razmatraju se pojmovi čitanje, proces učenja čitanja te više razine čitanja, čitalačka i digitalna pismenost i čitalačka sposobnost, a zatim i čitateljska kultura. Potom se daje teorijski prikaz interdisciplinarnog područja dramske pedagogije, odnosno dramskog odgoja i dramskih aktivnosti i metodi procesne drame u suvremenoj nastavi. U drugom dijelu rada, prikazane su procesne drame i dana je analiza kako bi se ispitalo tezu da je takav oblik nastave učenicima poticaj za čitanje.The contemporary age requires us to find new ways, methods, and forms of work on a daily basis, and this applies to school the same way it applies to every other field. Reading is one of the basic skills of every person, but despite that, the amount of reading is at very low levels, and the word itself has a negative connotation. In an effort to change this status, numerous experts, scientists, teachers, and educators have suggested in their works certain methods of how to reach the students and turn a negative trend of a decline in reading into a positive one that shows increase. Besides suggesting the development of a positive attitude towards reading from the earliest childhood, it has also been suggested to have a contemporary approach to instruction that emphasises an empirical method of learning and the creativity of students. One of the contemporary approaches to instruction are drama activities where one simultaneously both learns and plays. This approach allows students to learn the curriculum, but also to develop their oratorial and expressive capabilities, to express their feelings and thoughts, to develop their imagination and boost their confidence. As such a method of learning enables the concurrent achievement of several objectives, this paper tries to examine whether students may use process drama as an incentive to read. The paper consists of a theoretical overview of the researched topic and subtopics and of the practical section. The theoretical section of the paper discusses terms such as reading, the process of learning how to read as well as advanced levels of reading, reading literacy, digital literacy, and reading capability, followed by reading culture. This is followed by a theoretical overview of the interdisciplinary field of drama pedagogy, namely, drama education, drama activities, and the method of process drama in contemporary instruction. The second part of the paper presents process dramas and provides an analysis to test the thesis that such a form of instruction can be an incentive for students to read
Yawning hand puppet - technology and animation production
No full textSvrha ovog završnog rada je stvoriti pregled spoznaja vezanih uz primjenu lutke zijevalice u radu s djecom predškolske dobi. Lutka je glavno sredstvo izražavanja u lutkarstvu, a načini i mogućnosti njezinog korištenja su nebrojeni. Ovim radom nastoji se dočarati koliki utjecaj lutka zijevalica ima na dječji razvoj (emocionalni, socijalni, jezični i pozitivnu sliku o sebi). Raspon složenosti izrade lutke zijevalice kreće se od najjednostavnije – stavljanjem čarape na ruku, preko kombinacije kolaž-papira i kartona, pa do kompleksnijih šivanih zijevalica koje, osim glave s velikim ustima i izraženim očima, imaju i tijelo. Djeca se često susreću s problemom izražavanja svojih emocija i osjećaja, a lutka im u tome može pomoći pa se može reći kako lutka ima veliku pedagošku vrijednost u dječjem razvoju. Korištenjem lutke u vrtićima, djecu se potiče na osamostaljivanje, stvaralaštvo, građenje samopouzdanja, razvoj govora i socijaliziranje s drugom djecom. Proces izrade lutke zijevalice je izazovan i složen te je detaljno objašnjen prije zaključka ovog rada.The purpose of this final paper is to create an overview of knowledge related to the use of the yawning doll in work with preschool children. The doll is the main asset of expression in puppetry, and the ways and possibilities of its use are countless. This work tries to show how much influence the yawning doll has on children's development (emotional, social, speech and positive self-image). The range of complexity of making a yawning doll ranges from the simplest - putting a sock on the hand, through a combination of collage-paper and cardboard, to more complex sewn yawning dolls that, in addition to a head with a big mouth and expressive eyes, also have a body. Children often face the problem of expressing their emotions and feelings, and a doll can help them in this, so it can be said that a doll has a great pedagogical value in children's development. By using dolls in kindergartens, children are encouraged to become independent, creative, build self-confidence, develop speech and socialize with other children. The process of making a yawning doll is challenging and complex and is explained in detail before the conclusion of this paper
The Importance of Handwriting for the Development of Graphomotor Skills in Theory of Art
No full textPismo je sastavni dio čovjekova života još od davne prapovijesti. Razvilo se prije otprilike 25 000 godina, a njegova prva inačica se sastojala od sličica koje su imale određena značenja. Kasnijim razvojem pisma kroz razna razdoblja, narode, vremena i utjecaje, poprimilo je oblik koji i danas nalazimo i koristimo. Tijekom vremena, svaki narod je pismu dao svoj unikatan pečat, stoga razlikujemo razne vrste pisama koje su se koristile te i danas postoji široka lepeza različitih pisama diljem svijeta. Upravo zbog ovakvog značaja, pismo sa sigurnošću možemo nazvati najvećom tekovinom civilizacije i kulture. Pismo je nastalo iz elementarne ljudske potrebe za zapisivanjem određenih stvari, a prvotna uloga je bila u svrhu trgovine. Kasnije se pismo raširilo na sve aspekte čovjekova života čime je došlo i do potrebe tiskanja knjiga i, sukladno tome, pojave prvog tiskarskog stroja. Pismo je ušlo i u školski sustav te ga je društvo počelo smatrati kao neophodnu vještinu. Službeno pismo Republike Hrvatske je latinica te se ona u hrvatskom školskom sustavu poučava u dvije inačice, a to su formalno i rukopisno pismo. Prema starom Nastavnom planu i programu iz 2006. godine učenici su oba pisma hrvatskog školskog sustava učili u prvom razredu, dok se prema Nacionalnom kurikulumu koji je donesen 2019. godine period početnog opismenjavanja učenika produžio na prve dvije godine osnovnoškolskog obrazovanja. Danas, u suvremenom obrazovnom sustavu, opće je prihvaćeno mišljenje da je grafomotorika, kao i motorika općenito, vrlo važan aspekt svakog djeteta koji je potrebno razvijati još od najranijih dana djetetova života. Kao jedna od bitnih stvari za razvoj grafomotorike djeteta je pisanje koje se danas, u digitaliziranom društvu, stavilo postrance te se ne njeguje dovoljno, a značaj mu je velik.Writing has been an integral part of human life since ancient prehistory. It developed approximately 25,000 years ago, with its initial form consisting of pictograms that held specific meanings. Through various periods, civilizations, and influences, writing evolved into the forms we recognize and use today. Over time, each culture has imparted its unique characteristics to writing, resulting in a wide array of scripts found around the world. Due to its significance, writing can be confidently regarded as one of civilization's greatest achievements and cultural treasures. Writing originated from the simple human need to record information, primarily for trade purposes. Later, it expanded to encompass all aspects of human life, leading to the need for book printing and, consequently, the invention of the printing press. Writing also became integrated into the educational system and began to be viewed as an essential skill in society. In the Republic of Croatia, the official script is the Latin alphabet, which is taught in two forms within the Croatian education system: formal and cursive handwriting. According to the old Curriculum and Syllabus from 2006, students learned both scripts in the first grade. However, with the introduction of the National Curriculum in 2019, the initial literacy period was extended to the first two years of primary
education. Today, in the modern educational system, it is widely accepted that graphomotor skills, including fine motor skills, are vital aspects of a child's development and should be nurtured from an early age. Writing is considered an important factor in the development of a child's graphomotor skills. However, in today's digitalized society, writing has taken a backseat and is not emphasized enough, despite its significant importance
Aggressiveness in children
No full textNajvažnija karakteristika obitelji je toplina emocionalnih odnosa roditelja i djece. Emocionalno ozračje obitelji snažno utječe na djetetov razvoj, na djetetov doživljaj odnosa među ljudima. Kvaliteta odnosa roditelja i djece ovisi o njihovim osobinama. Djeca su različita. Važno je djeci iskazati ljubav i prihvatiti ih onakvima kakvi jesu. Djeca teško podnose nedostatak roditeljske ljubavi. Često roditelji čine sve kako bi ugodili djeci, ali ih udaljuju od sebe, djecu čuva rodbina, dadilja. U takvoj situaciji dijete se ne osjeća voljeno, smatra se neposlušnim, neuspješnim. Smatra da se treba boriti za roditeljsku ljubav, skreće pozornost na sebe raznim oblicima neprimjerenog ponašanja. Ukoliko to ne pomogne, dijete reagira ekstremno agresivno ili se povlači u sebe. Ako roditelji nisu dosljedni u odgajanju djece, može doći do toga da djeca teško nauče što se smije, a što se ne smije, postaju zbunjena. Zato i iskazuju neprimjerena ponašanja.
Često se ne potiče razvoj emocionalne inteligencije kod djece. Dijete doživljava osjećaje od samog rođenja, ukoliko se ta sposobnost ne potiče na vrijeme, dijete će početi negirati osjećaje (Jovančević i sur., 2005). Najvažniji oblik emocionalno – socijalnog razvoja je razvoj privrženosti. Sigurno privržena djeca su znatiželjnija, bolje spoznajno i socijalno razvijena (Starc i sur., 2004). Djeca skrivaju osjećaje da izbjegnu okolinsku reakciju. Roditelji često ne prihvaćaju i ne shvaćaju ozbiljno osjećaje djece. Emocionalnu inteligenciju roditelji potiču razvijanjem vlastite emocionalne inteligencije i sistematskim podučavanjem, ne samo riječima, već i iskustvima. Roditelji trebaju biti iskreni prema djetetu, poticati ga u stvaranju i održavanju prijateljstava, zahtijevati uljudno ponašanje prema drugima, biti autoritativni, učiti dijete upornosti, ne dopustiti djetetu da puno vremena provodi pred televizorom, igrati se s djetetom, poticati dijete da slobodno izrazi što osjeća, njegovati humor, učiti dijete zdravom životu, razvijati optimističan stav prema životu i problemima (Jovančević i sur., 2005).
Najvažniji partneri roditeljima u odgoju djece su odgojitelji u dječjem vrtiću. Odgojitelji trebaju posjedovati kompetencije potrebne za prevenciju poremećaja u ponašanju i rizičnih ponašanja djece, kao i kompetencije potrebne za ostvarivanje partnerskih odnosa s roditeljima. Odgojitelj treba organizirati tematske roditeljske sastanke, individualne tematske sastanke, komunikacijske roditeljske sastanke.The most important characteristic of a family is the warmth of the emotional relationships between parents and children. The emotional radiation of the family strongly influences the child's development, the child's experience of relationships between people. The quality of the relationship between parents and children depends on their characteristics. Children are different. It is important to show love to children and accept them as they are. Children can hardly bear the lack of parental love. Often, parents do everything to please their children, but keep them away from themselves, the children are looked after by relatives, nanny. In such a situation, the child does not feel loved, he is considered disobedient, unsuccessful. He believes that he should fight for parental love, draws attention to himself through various forms of inappropriate behavior. If this does not help, the child reacts extremely aggressively or withdraws into himself. If the parents are not consistent in raising children, it can come to that children have a hard time learning what to laugh about, and what not to do, they become confused. That's why they show inappropriate behavior.
The development of emotional intelligence in children is often not encouraged. A child experiences feelings from birth, if this ability is not encouraged in time, the child will begin to deny feelings (Jovancevic et al., 2005). The most important form of emotional-social development is the development of attachment. Securely attached children are more curious, better cognitively and socially developed (Starc et al., 2004). Children hide their feelings to avoid environmental reaction. Parents often do not accept and do not take their children's feelings seriously. Parents encourage emotional intelligence by developing their own emotional intelligence and by systematic teaching, not only with words, but also with experiences. Parents should be honest with the child, encourage him to create and maintain friendships, demand polite behavior towards others, be authoritative, teach the child perseverance, do not allow the child to spend a lot of time in front of the television, play with the child, encourage the child to express his feelings freely , nurture humor, teach the child a healthy life, develop an optimistic attitude towards life and problems (Jovancevic et al., 2005).
Kindergarten teachers are the most important partners of parents in raising children. Educators should possess the competences necessary for the prevention of behavioral disorders and risky behaviors of children, as well as the competences necessary for the realization of
partnership relations with parents. The educator should organize thematic parent meetings, individual thematic meetings, communication parent meetings
The influence of kinesiology activities on the growth and development of preschool children
No full textCilj ovog rada bio je utvrditi razlike u antropometrijskim karakteristikama i motoričkim sposobnostima djece sportaša i nesportaša. Početna hipoteza je bila da djeca, koja su uključena u organizirane kineziološke aktivnosti, imaju bolje razvijene motoričke sposobnosti, te da sport pozitivno utječe na njihov rast i razvoj. U sklopu rada provedeno je istraživanje u jednoj predškolskoj ustanovi u Splitsko-dalmatinskoj županiji. Ispitano je tridesetero djece, 15 sportaša i 15 nesportaša, od čega 19 dječaka i 11 djevojčica. Kako bi se odredile antropometrijske karakteristike svakog djeteta, korištene su varijable tjelesna težina (TT) i tjelesna visina (TV), a za procjenu motoričkih sposobnosti provedena su četiri testa: poligon u natraške bez prepreka (PN), trčanje s promjenom smjera (TR), skok u dalj iz mjesta (SD) i sunožni preskoci (SP). Dobiveni rezultati prikazani su grafikonima, a pokazali su kako organizirane kineziološke aktivnosti u velikoj mjeri utječu na poboljšanje svih izmjerenih varijabli. Odnosno, skupina sportaša je ostvarila bolje rezultate u svim izmjerenim testovima. Najznačajnije razlike vidljive su u rezultatima procjene koordinacije (poligon natraške) i eksplozivne snage (skok u dalj iz mjesta).
Iz toga se može zaključiti kako sport u velikoj mjeri utječe na rast i razvoj djece predškolske dobi, pa bi djeca trebala dobiti priliku da, uz pomoć roditelja, odgojitelja ili stručne osobe, odaberu i isprobaju sport kojim se žele baviti. Bavljenje sportom nudi razne dobrobiti, ne samo za skladan rast i razvoj, nego utječe i na djetetovo samopouzdanje, zadovoljstvo, samostalnost, pozitivnu sliku o sebi i socijalizaciju. Navike usvojene u ranom djetinjstvu ostaju usađene za cijeli život.The aim of this work was to determine the differences in the anthropometric characteristics and motor skills of children of athletes and non-athletes. The initial hypothesis was that children who are involved in organized kinesiology activities have better developed motor skills, and that sports have a positive effect on their growth and development. As part of the work, research was conducted in a preschool institution in the Split-Dalmatia County. Thirty children were examined - 15 athletes and 15 non-athletes, of which 19 were boys and 11 were girls. In order to determine the anthropometric characteristics of each child, the variables body weight (TT) and body height (TV) were used, and four tests were performed to assess motor skills: the backward step without obstacles (PN), running with a change of direction (TR), standing long jump (SD) and single leg jumps (SP). The obtained results are presented in graphs, and they show that organized kinesiology activities greatly influence the improvement of all measured variables. That is, the group of athletes achieved better results in all measured tests. The most significant differences are visible in the results of the assessment of coordination (backhand polygon) and explosive strength (standing long jump). From this it can be concluded that sport has a great influence on the growth and development of preschool children, so children should be given the opportunity to choose and try the sport they want to play with the help of their parents, educators or professionals. Because it offers various benefits, not only for harmonious growth and development, but also affects the child's self-confidence, satisfaction, independence, positive self-image and socialization. Habits acquired in early childhood remain ingrained for a lifetime
Picture books by Tatjana Gjurković i Tea Knežević from the aspect of problematic themes
No full textSlikovnica je djetetova prva knjiga u životu te ga uvodi u svijet književnosti. Iako se kroz slikovnice provlače razno razne teme, sve je više onih koje govore o problemima s kojima se dijete može suočiti tijekom svog odrastanja.
Takve slikovnice nazivaju se problemske slikovnice i doprinose boljem razumijevanju situacija koje nisu svakidašnje. Tijekom vremena, autori su posvetili sve veću pažnju takvim slikovnicama i usmjerili svoj rad prema što boljem utjecaju na djecu.
Uz tekst i ilustracije, koje prate tijek radnje, dijete je u mogućnosti spoznati problem, a uz primjeren poticaj odraslih, u mogućnosti je i spoznati rješenje koje ga dovodi do cilja. Ilustracije su bogate i kvalitetne te iz njih ne izvire nemaštovitost. Uz tekst i ilustracije, glavni likovi su, najčešće, djeca ili životinje. Kroz životinje prikazane su situacije koje su prisutne u ljudskom životu i načine na koji se ljudi suočavaju s njima.
Tema ovog rada je analiza problemskih slikovnica Tatjane Gjurković i Tee Knežević koje, svojim načinom prikazivanja problema i rješenja, utječu na razvoj emocija i samoregulaciju istih.The picture book is the child's first book in life and introduces him to the world of literature. Although the picture books cover a wide variety of topics, there are more and more of them that talk about the problems that a child may face while growing up.
Such picture books are called problem picture books and contribute to a better understanding of situations that are not everyday. Over time, authors paid more and more attention to such picture books and directed their work towards the best possible impact on children.
With the text and illustrations, which follow the course of the action, the child is able to understand the problem, and with appropriate encouragement from adults, he is also able to understand the solution that leads him to the goal. The illustrations are rich and high-quality and do not lack imagination. Along with text and illustrations, the main characters are usually children or animals. Situations that are present in human life and the ways in which people face them are shown through animals.
The topic of this paper is the analysis of problem picture books by Tatjana Gjurković and Tee Knežević, which, with their way of presenting problems and solutions, influence the development of emotions and their self-regulation
Prevention of Childhood Obesity in Primary Education
No full textU današnje vrijeme sve je veća stopa pretilosti djece u primarnom obrazovanju. Sve se više resursa i napora ulaže u rješavanje problema pretilosti jer ona postaje sve ozbiljniji javnozdravstveni problem. Potrebno je uspostaviti strategije prevencije protiv pretilosti za cijelu obitelj, uključujući i trudnice. Jedna od važnijih mjera prevencije pretilosti kod djece je ograničiti konzumaciju brze hrane, slatkiša i pića uz naglasak na pravilan odabir i dostupnost hranjivih obroka i vode. Roditelji moraju biti svjesni vrijednosti pripreme redovitih, svakodnevnih obroka koji su nutritivno i energetski prilagođeni potrebama djece. Odabir nutritivno hranjivih namirnica je podjednako važan u prevenciji pretilosti kao i tjelesna aktivnost. S obzirom na doba u kojem živimo, potrebno je djecu poticati na sportske aktivnosti i provođenje vremena van zatvorenih prostora. U radu se sagledavaju rezultati istraživanja koje je provela Svjetska zdravstvena organizacija s ciljem ukazivanja sveprisutnijeg problema pretilosti kod djece školske dobi. Istraživanje SZO-a, odnosno Europske inicijative za nadzor pretilosti djece omogućila je pregled učestalosti pretilosti u zemljama Europske Unije i šire. Cilj istraživanja bio je uvid u broj pretile djece unutar država koje su sudjelovale u navedenom istraživanju. Na taj način je dan pregled prehrambenih navika kao što su konzumacija doručka, konzumacija svježeg voća i povrća te konzumacija zaslađenih pića na dnevnoj bazi. Također je uzeta u obzir važnost tjelesne aktivnosti koja je jedan od elemenata utjecaja na pretilost. Svrha ovog rada je podići svijest o rastućem problemu pretilosti djece i potrebe za aktivnom uključenosti obitelji kao i svih društvenih subjekata u suzbijanju daljnjeg porasta broja pretile djece.Nowadays, the rate of obesity among children in primary education is increasing. More and more resources and efforts are being invested in solving the problem of obesity because it is becoming an increasingly serious public health problem. It is necessary to establish prevention strategies against obesity for the whole family, including pregnant women. One of the more important measures to prevent obesity in children is to limit the consumption of fast food, sweets, and drinks, with an emphasis on the proper selection and availability of nutritious meals and water. Parents must be aware of the value of preparing regular, daily meals that are nutritionally and energetically adapted to the needs of children. The selection of nutritionally nutritious foods is as important in the prevention of obesity as physical activity. Considering the age in which we live, it is necessary to encourage children to participate in sports activities and spend time outside. The paper reviews the results of research conducted by the World Health Organization with the aim of pointing out the ubiquitous problem of obesity among school-aged children. Research by the World Health Organization, or the European Initiative for Monitoring Childhood Obesity, enabled an overview of the frequency of obesity in the countries of the European Union and beyond. The goal of the research was to gain insight into the number of obese children within the states that participated in the research. In this way, an overview of dietary habits such as breakfast consumption, consumption of fresh fruits and vegetables, and consumption of sweetened beverages daily was given. The importance of physical activity, which is one of the factors influencing obesity, was also taken into account. The purpose of this paper is to raise awareness of the growing problem of childhood obesity and the need for active involvement of families as well as all social entities in suppressing the further increase in the number of obese children