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Preschool teachers' attitudes as a predictor of kinesiological activities in preschool institutions
No full textCilj je ovog diplomskog rada ispitati stavove odgojitelja o kineziološkim aktivnostima u predškolskoj ustanovi, koji utječu na njihovu provedbu istog. Isto tako, ispitalo se koje vrste kinezioloških aktivnosti odgojitelji provode, koliko često, u kakvim prostorima te razgovaraju li s djecom o važnosti navedenog. Naposljetku se od odgojitelja tražilo da odgovore na pitanje bi li se profesionalno usavršavali na navedenu temu.
Kineziološke aktivnosti djece predškolske dobi važno je provoditi od najranijih dana. Mnoge su koristi od takvog zdravog načina življenja, od kojih su neke razvoj zdravih navika u djece, razvoj motoričkih znanja i sposobnosti, smanjenje rizičnih faktora poput pretilosti, visokog krvnog tlaka, psihološkog stresa i slično. Osim prednosti koje tjelesno vježbanje ima na zdravlje, postoje i one poput djetetove izgradnje slike o sebi, sudjelovanje i izgradnja timskog rada pa tako i suradnje, razvoj koncentracije i samopoštovanje.
Rezultati ovog rada pokazali su da se skoro svi odgojitelji predškolske djece slažu oko činjenice da u predškolskoj ustanovi treba provoditi kineziološke aktivnosti te većina ispitanika u skladu s navedenim i djeluje.The aim of this master's thesis is to examine the attitudes of educators towards kinesiological activities in preschool institutions, which influence their implementation. Likewise, the types of kinesiological activities that educators carry out, how frequently they do so, the environments in which they take place, and whether they discuss the importance of these activities with children were investigated. Finally, educators were asked to respond to the question of whether they would professionally develop themselves on the aforementioned topic.
It is important to implement kinesiological activities for preschool-age children from an early age. There are numerous benefits to such a healthy lifestyle, including the development of healthy habits in children, the development of motor skills and abilities, the reduction of risk factors such as obesity, high blood pressure, psychological stress, and more. In addition to the health benefits of physical exercise, there are also benefits related to a child's self-image, participation, teamwork, cooperation, concentration, and self-esteem.
The results of this study have shown that nearly all preschool educators agree on the fact that kinesiological activities should be implemented in preschool institutions, and the majority of respondents act accordingly
Teachers' opinion about educational applications in learning and teaching students with special educational needs
No full textInformacijsko-komunikacijska tehnologija sve je više prisutna u učenju i poučavanju učenika. IKT omogućuje veću motivaciju i zainteresiranost učenika za rad, stoga učitelji često izabiru IKT za rad s učenicima. U razredima je sve više prisutnih učenika s posebnim odgojno-obrazovnim potrebama. Odgojno-obrazovni sustav Republike Hrvatske naglašava inkluzivni pristup koji uključuje učenike s posebnim odgojno-obrazovnim potrebama u redovne razrede. Stoga, učitelji omogućavaju učenicima s teškoćama i darovitim učenicima individualizirani i diferencirani pristup, što označava razne strategije podrške. Razne edukativne aplikacije nude učenicima da na interaktivan način uče i vježbaju zadatke za određeni predmet, ali i dodatno nauče neke činjenice. Edukativne aplikacije potiču i logičko zaključivanje učenika. U radu je prikazano ono što se odnosi na prednosti i mane korištenja edukativnih aplikacija i mobilne tehnologije, kao i nekoliko primjera edukativnih aplikacija za darovite učenike i učenike s teškoćama. Informacijsko-komunikacijska tehnologija omogućuju interaktivnu nastavu. Cilj ovog istraživanja bio je istražiti mišljenje učitelja o edukativnim aplikacijama koje mogu primijeniti u radu s učenicima s posebnim odgojno-obrazovnim potrebama. U radu se uspoređuju razlike u stavovima učitelja razredne i predmetne nastave redovitih osnovnih škola, kao i razlike stavova učitelja prema godinama njihovog rada u školi. U istraživanju je sudjelovalo 183 učitelja razredne i predmetne nastave redovitih osnovnih škola u Republici Hrvatskoj. Za potrebe ovoga istraživanja konstruiran je upitnik o učinkovitosti i utjecaju edukativnih aplikacija i informacijsko-komunikacijske tehnologije na obrazovanje učenika s posebnim odgojno-obrazovnim potrebama. Rezultati istraživanja su pokazali statistički značajnu povezanost između godina staža i mišljenja o uporabi edukacijskih aplikacija u učenju i poučavanju učenika s posebnim odgojno-obrazovnim potrebama. Dok s druge strane, nema statistički značajne razlike između mišljenja učitelja razredne i predmetne nastave o uporabi edukativnih aplikacija s učenicima s posebnim odgojno-obrazovnim potrebama.Information and Communication Technology (ICT) is becoming increasingly present in student learning and teaching. ICT enables greater motivation and interest among students, which is why teachers often choose ICT for working with their students. There is a growing number of students with special educational needs in classrooms. The educational system of the Republic of Croatia emphasizes an inclusive approach that includes students with special educational needs in regular classrooms. Therefore, teachers provide students with disabilities and gifted students with individualized and differentiated approaches, which involve various support strategies. Various educational applications offer students the opportunity to learn and practice tasks for a specific subject in an interactive way, as well as to acquire additional knowledge. Educational applications also encourage students' logical reasoning. The paper presents the advantages and disadvantages of using educational applications and mobile technology, as well as several examples of educational applications for gifted students and students with disabilities. Information and Communication Technology enables interactive teaching. The aim of this research was to explore teachers' opinions on educational applications that can be used in working with students with special educational needs. The study compares the differences in attitudes between teachers of primary school classrooms and subject-specific teachers, as well as differences in attitudes based on the number of years of teaching experience. The research involved 183 teachers from regular primary schools in the Republic of Croatia. For the purposes of this research, a questionnaire on the effectiveness and impact of educational applications and ICT on the education of students with special educational needs was constructed. The research results showed a statistically significant correlation between years of teaching experience and opinions on the use of educational applications in the learning and teaching of students with special educational needs. On the other hand, there was no statistically significant difference in the opinions of classroom and subject-specific teachers regarding the use of educational applications with students with special educational needs
Influence of Horse - Assisted Therapy on the Motor, Psychological and Social Aspects of Children
No full textTerapija je proces kojim se želi izliječiti bolest, ublažiti posljedice i simptome uzrokovane bolešću ili nekim tjelesnim nedostatkom. Danas postoje razne vrste terapija koje su usmjerene na više aspekata čovjeka, odnosno njegove motoričke sposobnosti, psihološke karakteristike te socijalne sposobnosti. Osim stručnjaka specijaliziranih za provođenje terapija u proces mogu biti uključene i životinje, između kojih i konj. Terapije i aktivnosti pomoću konja vrsta su terapije u kojoj uz voditelja, odnosno instruktora konj sudjeluje u procesu izlječenja ili poboljšavanja stanja osoba s invaliditetom i djece s teškoćama. U sam proces terapija i aktivnosti pomoću konja osim voditelja i konja uključeni su volonteri koji svojim radom doprinose kvaliteti programa terapije. Korisnici prijavljeni na terapiju osobe su koje zbog motorički, psiholoških ili socijalnih teškoća polaze program radi poboljšanja kvalitete života. Najčešći korisnici terapije su djeca s teškoćama. Terapija pomoću konja ima utjecaj na širok spektar teškoća djece, a uključuju motoričke teškoće, psihološke teškoće i teškoće socijalnog karaktera. Provedeno je kratko anketno istraživanje u kojem su sudjelovali konjički klubovi i udruge na području Republike Hrvatske koje provode program terapija i aktivnosti pomoću konja. Cilj istraživanja bio je utvrditi trenutno stanje provođenja terapija pomoću konja na području Republike Hrvatske. Osim utvrđivanja trenutnog stanja provođenja programa, utvrđivala se učestalost provođenja programa terapija pomoću konja te utjecaj istih na korisnike programa.Therapy is a process that aims to cure a certain disease, alleviate the consequences and symptoms caused by a disease or some physical deficiency. Today, there are various types of therapies that are focused on several aspects of a person, i.e. his motor skills, psychological characteristics and social skills. In addition to experts specialized in carrying out therapies, animals, including horses, can also be involved in the process. Therapies and activities using horses are a type of therapy in which, along with the leader or instructor, the horse participates in the process of healing or improving the condition of people with disabilities and children with disabilities. In the very process of therapy and activities using horses, in addition to leaders and horses, volunteers who contribute to the quality of the therapy program with their work are involved. Users registered for therapy are persons who, due to motor, psychological or social difficulties, are participating in the program to improve their quality of life. The most frequent users of therapy are children with disabilities. Horse therapy has an impact on a wide range of children's difficulties, including motor difficulties, psychological difficulties and difficulties of a social nature. A short survey was conducted in which equestrian clubs and associations in the territory of the Republic of Croatia, that implement a program of therapies and activities using horses, participated. The goal of the research was to determine the current state of horse therapy in the Republic of Croatia. In addition to determining the current state of the implementation of the program, the frequency of the implementation, as well as the impact of the program on its users were also determined
Basic elements of football in primary education
No full textTjelesna aktivnost i igra međusobno su povezane jer igra može biti jedan od načina tjelesne aktivnosti kod djece. Pravilno i redovito tjelesno vježbanje od najranije dobi može utjecati na normalan rast, razvoj i zdravlje djece. Igra je za djecu u razvoju vrlo bitna pojava i potreba zato što oni kroz igru zadovoljavaju fizičke potrebe za kretanjem, ali i zato što dijete kroz igru razvija i socijalne vještine, učenje suradnje, razumijevanje pravila i toleranciju prema drugima u svojoj okolini i šire. Djeca trebaju biti aktivna zato što tako mogu podići osobnu razinu energije, pa čak popraviti i njihovo raspoloženje što je bitno za postizanje cjelokupnog zdravlja.
Nogomet je jedna od najpopularnijih sportova kod djece i mladih diljem svijeta. On se djeci nudi kao izvanškolska aktivnost na koju djeca idu u svoje slobodno vrijeme, ali i kao školska aktivnost u sklopu sata Tjelesne i zdravstvene kulture. Kako bi jedan učitelj kvalitetno svoje učenike poučavao vrlo je važna metodička opremljenost učitelja. U metodičku opremljenost učitelja se u ovom slučaju podrazumijeva mnogo znanja i metodičkih vještina u učenju nogometa i procjena kako i kada treba igru nogometa prilagoditi dobi i razini vještina učenika kako bi se osigurala učinkovitost.
Cilj ovog diplomskog rada bio je ispitati učenike razredne nastave o njihovim preferencijama o nogometu. U istraživanju je sudjelovao jedan prvi razred, jedan drugi razred, jedan treći razred i jedan četvrti razred. Anketni upitnik ispunilo je 67 učenika iz osnovne škole u Svetom Ivanu Zelini na području Zagrebačke županije. Rezultati istraživanja pokazuju da dječaci neovisno o dobi o dobi i razredu više preferiraju nogomet izvan škole i nogometne sadržaje na satu Tjelesne i zdravstvene kulture. Kod djevojčica se nakon istraživanja pokazalo da prije sata Tjelesne i zdravstvene kulture ispunjenog nogometnim sadržajima velika većina njih nema želju za bavljenje nogometom ni za nogometne sadržaje na satu Tjelesne i zdravstvene kulture. Situacija se ipak kod djevojčica mijenja nakon sata Tjelesne i zdravstvene kulture ispunjenog nogometnim sadržajima, no ne kod svih. Pokazalo se da mlađe djevojčice, 1. i 2. razred, imaju veće afinitete prema nogometu izvan škole i nogometnim sadržajima na satu Tjelesne i zdravstvene kulture, a kod starijih, 3. i 4. razred, situacija ostaje ista.Physical activity and the game are interrelated, as the can be a way of physical activity for children. Proper and regular physical activity from a young age can have an impact on children's normal growth, development and health. The game is a very important event and necessity for children's development because through the game they meet their physical needs for exercise, but also because through the game a child develops social skills, learns to cooperate, understands rules, and shows tolerance for others in his or her environment and beyond. Children need to be active because it can increase their personal energy levels and even improve their mood, which is important for overall health.
Football is one of the most popular sports for children and young people worldwide. It is offered to children as an extracurricular activity they can do in their free time, but also as a school activity as part of Physical and Health Education classes. In order for a teacher to teach their students effectively, it is very important to have a methodological readiness of the teacher. Methodological readiness of the teacher in this case implies a lot of knowledge and methodological skills in teaching football, as well as the ability to assess when and how to adjust the game of football to the age and skill level of students in order to ensure effectiveness.
The aim of this graduate thesis was to examine elementary school students' preferences regarding football. The study involved one first grade, one second grade, one third grade, and one fourth grade class. A questionnaire was filled out by 67 students from an elementary school in Sveti Ivan Zelina in the Zagreb County area. The results of the study show that regardless of age and grade, boys prefer football outside of school and football-related activities in Physical and Health Education classes. For girls, the research showed that the majority of them do not have a desire to play football or participate in football-related activities in Physical and Health Education classes before class. However, the situation changes for some girls after participating in a Physical and Health Education class with football-related content, but not for all. It was found that younger girls in first and second grades have a greater affinity for football outside of school and football-related activities in Physical and Health Education classes, while the situation remains the same for older girls in third and fourth grades
Children's song and nursery rhymes as a way of exploring nature
No full textPjesma je izvor radosti i ima važnu ulogu u životu čovjeka. Dijete je već u majčinoj utrobi izloženo različitim zvukovima, a nedugo nakon rođenja doživljava svoj prvi susret s pjesmom kroz razne uspavanke i brojalice. Ako se djeci od rođenja pjevaju pjesme i izlaže ih se glazbi, onda će odgojno-obrazovna ustanova ranog i predškolskog odgoja i obrazovanja biti mjesto odakle dopiru radosni zvuci dječje pjesme, a razne će brojalice rješavati važne dileme. U dječjim pjesmama i brojalicama opjevane su različite situacije iz života s kojim se dijete susreće, stoga je bitno da budu dio dječje svakodnevice jer će se tako najlakše shvatiti i promatrati svijet oko sebe.
Čovjek je u prošlosti puno više vremena provodio u prirodi nego što to čini u današnje moderno doba. Priroda na čovjeka djeluje kao lijek i ima značajnu ulogu u životu pojedinca. Važnu zadaću imaju odrasli koji djeci trebaju prenijeti prave i istinske vrijednosti o prirodi te ih poticati i usmjeravati na promatranje, slušanje i poštivanje prirode i svih njezinih ljepota. Jedino će tako djeca odrastati u skladu s prirodom, a ne protiv nje.
Cilj ovog rada je predstaviti dječje pjesme i brojalice uz koje će djeca rane i predškolske dobi, kroz različite aktivnosti, biti u mogućnosti bolje upoznati prirodu, njezine pojave i promjene. Korelacija glazbenog i prirodoslovnog područja u ustanovi ranog i predškolskog odgoja i obrazovanja pomoći će djeci da lakše upoznaju nove pojmove i potaknuti će ih na daljnje istraživanje i razvijanje svojih vještina i znanja.Song is a source of joy playing a significant role in human lives. Already in utero, humans are exsposed to different sounds. Shortly after birth, children experience song through various lullabies and nursery rhymes. If we sing songs to children from the day they are born, and expose them to music, then the institution of early and preschool education represents the place from which the joyful sounds of children's songs come from, and various rhymes could help in solving important issues of childhood. Children's songs and rhymes contain various everyday situations, making them an important part of children's everyday life. With such songs, it is easier for children to understand the world around them.
Historically, people spent much more time in nature than they do nowadays, despite substantial benefits nature has on human lives. An important task is given to adults to impart knowledge about the true values of nature to children, and encourage and direct them to observe, listen and respect nature and all it's beauty. Only in this way, children will grow up in harmony with nature, not against it.
The aim of this thesis is to present children's songs and rhymes which could help the children of early and preschool age, to get to know the characteristics of the nature around. Integration of music and natural science area in institutions of early and preschool education helps children to remember new concepts more easily and encourages them to further explore and develop their skills and knowledge
Music stimuli in working with children with speech difficulties in primary education
No full textTema ovog rada su glazbeni poticaji u radu s djecom s govornim teškoćama u primarnom obrazovanju. Učenici s govorno-jezičnim teškoćama uključeni su u redovne ili prilagođene programe u osnovnim školama. Učenici s takvim teškoćama često imaju problema s integracijom u odgojno-obrazovni proces pa se od učitelja očekuju kompetencije koje bi proces uključivanja učinile lakšim. Glazba i govor imaju zajedničke karakteristike i povezani su. Glazbeno poticajni elementi mogu uvelike pozitivno utjecati na govor, ali i na cjelokupnu osobu. Nastavno na to, cilj ovoga rada jest predstaviti vrste govornih teškoća koje se mogu javiti kod učenika školske dobi te prikazati glazbeno-terapijske postupke kojima se može pozitivno utjecati na poboljšanje istih. Važnu ulogu u napretku ima suradnja učitelja, roditelja i stručnih suradnika koji svojim dodatnim usavršavanjem mogu pripomoći bržoj i uspješnijoj rehabilitaciji takvih teškoća. Empirijski dio rada temelji se na istraživanju stavova budućih učitelja o primjeni glazbenih elemenata u radu s učenicima s govornim teškoćama u primarnom obrazovanju. Ideja je bila analizirati stavove budućih učitelja o tome smatraju li da je uporaba glazbenih elemenata u radu s djecom s govornim teškoćama poželjna, treba li ih uvesti u obrazovni proces te imaju li dovoljno kompetencija za takav rad. Rezultati su pokazali kako je uporaba glazbenih elemenata u radu s djecom s govornim teškoćama poželjna, ali zahtjeva dodatno usavršavanje. Nadalje, istraživanje je pokazalo kako upoznatost s mogućnošću uporabe glazbe u radu s djecom s govornim teškoćama ne utječe na želju uvođenja glazbeni elemenata kao pomoć u nastavu te da pohađanje glazbene škole ne utječe na težnju uporabe glazbe i glazbenih elemenata u budućem radu budućih učitelja. Međutim, razlika je uočena u odgovorima na tvrdnju pogoduje li glazba boljoj integraciji djece s govornim teškoćama u nastavi obzirom na godinu studija.The topic of this paper is musical stimuli in working with children with speech difficulties in primary education. Students with speech and language difficulties are included in regular or adapted programs in primary schools. Students with such difficulties often face challenges with integration into the educational process, so teachers are expected to have competencies that would make the inclusion process easier. Music and speech share common characteristics and are interconnected. Music stimuli can greatly impact speech positively, as well as the overall individual. In line with that, the aim of this paper is to present types of speech difficulties that can occur in primary school students and to demonstrate music therapy techniques that can have a positive impact on improving them. Collaboration between teachers, parents, and professionals plays an important role in the progress, as their additional expertise can contribute to a faster and more successful rehabilitation of such difficulties. The empirical part of the paper is based on research on the attitudes of future teachers regarding the application of musical elements in working with children with speech difficulties in primary education. The idea was to analyze the attitudes of future teachers regarding whether they consider the use of musical elements desirable when working with children with speech difficulties, whether it should be introduced into the curriculum, and whether they have sufficient competencies for such work. The results showed that the use of musical elements in working with children with speech difficulties is desirable but requires additional training. Furthermore, the research showed that awareness of the possibility of using music in working with children with speech difficulties does not influence the desire to incorporate musical elements as aids in teaching and that attending music school does not affect the inclination to use music and musical elements in the future work of future teachers. However, difference was observed in responses to the statement of whether music contributes to better integration of children with speech difficulties in the classroom, depending on the year of study
Parents and preschool teachers cooperation in an inclusive curriculum
No full textKako bi se ostvario cilj odgojno-obrazovne inkluzije, odnosno kako bi se smanjio osjećaj isključenosti djece te se razvio osjećaj pripadanja zajednici potrebno je stvoriti raznoliko okruženje u dječjem vrtiću te primjeren individualizirani kurikulum za svako dijete. Inkluzivni kurikulum podrazumijeva prilagodbu okruženja i sadržaja odgojno-obrazovnim potrebama svakog djeteta. U obzir uzima različite karakteristike djece te je prema tome i dizajniran. Kompetencije odgojno-obrazovnih stručnjaka, odnosno odgojitelja su od izuzetne važnosti za stvaranje kvalitetnog i primjerenog inkluzivnog kurikuluma. Odgojitelji bi, osim kompetencija za rad s djecom s posebnim odgojno-obrazovnim potrebama, trebali imati i kompetencije za suradnju s njihovim roditeljima. Kvalitetni suradnički odnosi roditelja i odgojitelja doprinose realizaciji kvalitetnijeg inkluzivnog kurikuluma te razvijanju i jačanju roditeljskih i profesionalnih kompetencija. Cilj ovog rada je opisati kvalitetu suradnje odgojitelja i roditelja djece u riziku socijalne isključenosti kao jedne od osnovnih komponenti inkluzivnog kurikuluma. Istraživanje je provedeno u sklopu projekta Hrvatske zaklade za znanost „Modeli odgovora na odgojno-obrazovne potrebe djece izložene riziku socijalne isključenosti u ustanovama RPOO“ (MORENEC) koji se provodi od 2020. do 2024. godine uz vođenje prof. dr. sc. Dejane Bouillet. Podaci su prikupljeni Upitnikom o etiološkim i fenomenološkim aspektima rizika socijalne isključenosti djece rane i predškolske dobi: verzija za odgojitelje koji je razvijen u sklopu projekta MORENEC. Upitnike su odgojitelji popunjavali samostalno za djecu iz njihovih odgojno-obrazovnih skupina, a u svrhu ovog istraživanja korišteno je pet varijabli koje se odnose na redovitost suradnje odgojitelja i roditelja djece u riziku socijalne isključenosti te na razinu njihove podrške odgojno-obrazovnom radu odgojitelja usmjerenoga prema njihovoj djeci. Potvrđena je hipoteza da s razinom rizika socijalne isključenosti djece opada učestalost suradnje roditelja i odgojitelja, a slabi i podrška roditelja odgojno-obrazovnom radu odgojitelja u odnosu na njihovo dijete.In order to achieve the goal of educational inclusion and to reduce children's sense of exclusion and develop a sense of belonging to the community, it is necessary to create a diverse environment in kindergarten and an appropriate individualized curriculum for each child. An inclusive curriculum means adapting the environment and content to the educational needs of each child. It takes into account the different characteristics of children and is designed accordingly. The competences of educational experts, generally preschool teachers, are extremely important for the creation of a high-quality and appropriate inclusive curriculum. Educators, in addition to competences for working with children with special educational needs, should also have competences for cooperation with their parents. High-quality collaborative relationships between parents and educators contribute to the realization of a higher quality inclusive curriculum and the development and strengthening of parental and professional competencies. The aim of this paper is to describe the quality of cooperation between educators and parents of children at risk of social exclusion as one of the basic components of an inclusive curriculum. The research was carried out as part of the Croatian Science Foundation's project "Models of response to the educational needs of children exposed to the risk of social exclusion in RPOO institutions" (MORENEC), which is being carried out from 2020 to 2024 under the guidance of prof. Ph.D. Dejane Bouillet. The data were collected by the Questionnaire on etiological and phenomenological aspects of the risk of social exclusion of children of early and preschool age: version for educators, which was developed as part of the MORENEC project. The educators filled out the questionnaires independently for the children from their educational groups, and for the purpose of this research, five variables were used that refer to the regularity of the cooperation between the educators and the parents of children at risk of social exclusion and the level of their support for the educational work of the educators directed towards their children. The hypothesis was confirmed that with the level of risk of social exclusion of children, the frequency of cooperation between parents and educators decreases, and the support of parents to the educational work of educators in relation to their child also weakens
Puppet as the third educator in a educational institution
No full textTema je ovoga rada popisati i opisati moguće uloga lutke u odgojnoj skupini, a cilj je utvrditi važnost lutke u odgojno-obrazovnoj ustanovi. Štoviše, lutka može biti treći odgojitelj ako se metodički promišljeno njome koristimo u svakodnevnom odgojno-obrazovnom radu. Postoje različiti tipovi scenskih lutaka koje odgojitelj može upotrebljavati; štoviše, sve može biti lutka. Lutka može učiniti sve što u realnosti nije moguće te ima važnu osobinu: mogućnost pokreta i dramskog izraza. Odgojitelj s lutkom ima mnogo metodičkih mogućnosti, a najvažnije je da stvori uvjete za igru umjesto da je vodi. Lutka nudi odgojitelju uvid u dječji svijet te mu to omogućava lakše razumijevanje djetetovih potreba. Lutka, između ostaloga, potiče dijete na razvijanje kreativnosti i mašte te ono vrlo lako stvara emocionalnu povezanost jer je samo odabralo njezin autoritet. Na koji način lutka može „pomoći“ odgojiteljima u odgojno-obrazovnom radu, predstavit će se ovim radom. Osim toga, analiza stručnih i znanstvenih radova o primjeni lutke u odgojnoj skupini dala je velik doprinos razvoju djeteta općenito i pokazala svoju posredničku ulogu u kojoj pomaže djetetu da se otvori odgojitelju i prikaže mu svoj svijet.The topic of this paper is “The puppet as the third educator in an educational institution”, and the goal is to determine the importance of the puppet in an educational institution. Moreover, a puppet can be a third educator if we use it in a methodical and deliberate manner in our daily educational work. There are different types of puppets that the educator can use, moreover, anything can be a puppet. A puppet can do everything that is not possible and has an important feature- the possibility of movement and dramatic expression. For children to be able to play in an educational institution, the educator must create conditions that will enable them to have new experiences and to expand the old ones. An educator with a puppet has many roles, the most important of which is to create the conditions for play, instead of leading it. A puppet offers the educator an insight into a child´s world, which enables him to understand it´s needs easily. Puppet can be found in therapy room where children express their feelings very clearly, through playing with it. A puppet offers children processing and liberation from bad events and relationships with the environment that are imprinted with painful affects, their speech develops, and they learn new words. She encourages them to develop creativity and imagination. A child creates an emotional connection with a puppet very easily because he has chosen her authority. Among other things, this paper serves as a confirmation of a great contribution to the child´ development and facilitating the child to open to the educator and show him nis world without the feeling of being forced
Language skills of preschool children
No full textOvaj završni rad govori o razvoju jezičnih vještina te je posebice usmjeren na jezične vještine djece predškolske dobi. Četiri su osnovne jezične vještine: slušanje, govorenje, čitanje i pisanje. Pomno su objašnjene sve jezične vještine te je naznačeno kako se svaka od njih nadovezuje na prethodnu vještinu. Svojim rođenjem dijete započinje proces učenja i svladavanja jezičnih vještina oponašajući govorni model. U radu su opisane dvije jezične vještine koje se najviše razvijaju kod djece predškolske dobi, a to su slušanje i govorenje. Također u radu su pomno objašnjene i jezične igre kao jedno od sredstava koje potiče razvoj jezičnih vještina kod djece te je istaknuto kako ih je potrebno često provoditi. Naglašena je i važnost poticanja slušanja i govorenja kod djece predškolske dobi. Temeljna svrha i cilj ovog rada bilo je ispitati čitalačke navike roditelja i djece te aktivno slušanje i vještine govorenja kod djece predškolske dobi. Istraživanje je provedeno anketnim upitnikom i u njemu je sudjelovalo 16 roditelja. Korišteno je i snimanje diktafonom s ciljem provjere aktivnog slušanja i govorenja djece predškolske dobi. Istraživanje je pokazalo kako roditelji često čitaju djeci, a djeca aktivno slušaju te pokazuju interes za čitanje.This final thesis is about the development of language skills and is particularly focused on the language skills of preschool children. There are four basic language skills: listening, speaking, reading and writing. All language skills are carefully explained and it is indicated how each of them builds on the previous skill. At birth, a child begins the process of learning and mastering language skills by imitating a speech model. The paper describes the two language skills that develop the most in preschool children, namely listening and speaking. Also, in the paper, language games are explained in detail as one of the means that encourages the development of language skills in children, and it is pointed out that they should be implemented often. The importance of encouraging listening and speaking in preschool children was also emphasized. The main purpose and goal of this paper was to examine the reading habits of parents and children, as well as active listening and speaking skills in preschool children. The research was conducted using a questionnaire and 16 parents participated in it. Recording with a dictaphone was also used in order to check the active listening and speaking of preschool children. Research has shown that parents often read to children, and children actively listen and show interest in reading
Association between eating habits and physical activity of primary education students
No full textCilj ovog istraživanja je utvrditi postoji li povezanost prehrambenih navika s tjelesnom aktivnosti učenika primarnog obrazovanja. Istraživanje je provedeno na uzorku od 93 učenika koji pohađaju 2.a, 3.a, 3.b, 4.a i 4.b razred Osnovne škole Antuna Masle u Dubrovniku. Uzorak uključuje 21 učenika drugog razreda; 13 dječaka i 8 djevojčica, 30 učenika trećih razreda; 19 dječaka i 11 djevojčica te 42 učenika četvrtih razreda; 22 dječaka i 20 djevojčica u dobi od 7 do 11 godina. Istraživanje se provodilo uz potpisane suglasnosti anketnim upitnikom koji se sastoji od dva dijela; o prehrambenim navikama i razini tjelesne aktivnosti. Upitnik o prehrambenim navikama sastoji se od 7 pitanja te se svako pitanje sastoji od ponuđenih odgovora koje učenici trebaju zaokružiti. Upitnik o razini tjelesne aktivnosti procijenjen je Physical activity questionnaire – PAQ-C upitnikom koji se sastoji od 10 pitanja. Na osnovi upitnika izračunati su osnovni deskriptivni parametri: aritmetička sredina (AS), standardna devijacija (SD), medijan (MED), kvartilni rang (QR), koeficijent asimetrije (SKEW) i koeficijent zakrivljenosti (KURT). Analizom rezultata dobivenih upitnikom o prehrambenim navikama možemo zaključiti da se većina učenika pravilno i kvalitetno hrani. Većina učenika svaki dan jede voće i povrće, doručkuje, jede više od tri obroka dnevno te slabo konzumiraju brzu hranu što su vrlo pozitivni rezultati. Analizom rezultata dobivenih upitnikom o razini tjelesne aktivnosti možemo zaključiti kako su učenici uglavnom tjelesno aktivni, dok je vrlo malo učenika nedovoljno tjelesno aktivno što se pokazuje pozitivnim rezultatom. Učenici su najaktivniji obavljajući tjelesne aktivnosti na satu tjelesne kulture i vikendom, dok su najmanje aktivni u obavljanju tjelesne aktivnosti u slobodno vrijeme te za vrijeme malog odmora u školi. Analizom rezultata utvrđena je postojanost statistički značajne negativne povezanosti između prehrambenih navika i tjelesne aktivnosti učenika primarnog obrazovanja.The aim of this research is to determine whether there is a connection between eating habits and physical activity of students in primary education. The research was conducted on a sample of 93 students who attend 2.a, 3.a, 3.b, 4.a i 4.b grade of the Antun Masle Elementary School in Dubrovnik. The sample includes 21 second-grade students; 13 boys and 8 girls, 30 third-grade students; 19 boys and 11 girls and 42 fourth-graders; 22 boys and 20 girls aged 7 to 11. The research was conducted with signed consents using a questionnaire consisting of two parts; about eating habits and level of physical activity. The questionnaire on eating habits consists of 7 questions, and each question consists of offered answers that the students should circle. The questionnaire on the level of physical activity was evaluated with the Physical activity questionnaire - PAQ-C, which consists of 10 questions. On the basis of the questionnaire, basic descriptive parameters were calculated: arithmetic mean (AS), standard deviation (SD), median (MED), quartile rank (QR), coefficient of asymmetry (SKEW) and coefficient of curvature (KURT). Analyzing the results obtained from the questionnaire on eating habits, we can conclude that most students eat properly and of good quality. The majority of students eat fruits and vegetables every day, have breakfast, eat more than three meals a day and consume little fast food, which are very positive results. By analyzing the results obtained from the questionnaire on the level of physical activity, we can conclude that students are mostly physically active, while very few students are insufficiently physically active, which is shown by a positive result. Students are most active in physical activity during physical education class and on weekends, while they are the least active in physical activity in their free time and during short breaks at school. The analysis of the results establishes the persistence of a statistically significant negative association between eating habits and physical activity of primary education students