University of Zagreb Faculty of Teacher Education - Digital repository
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Problem picture books as an incentive to enrich the vocabulary of preschool children
No full textBogaćenje dječjeg rječnika započinje s njegovom prvom izgovorenom riječi oko desetog mjeseca starosti. Usvajanje jezika za djecu predstavlja zadatak i upravo se leksički razvoj smatra najdinamičnijim u tom kontekstu. Odabir kvalitetne slikovnice može pomoći u leksičkom razvoju djetetova govora, a cilj ovog rada bio je ispitati leksičku kompetenciju odabranih četiriju problemskih slikovnica uz pomoć programa Sketch Engine. Istraživanje je pokazalo kako je leksički najkompetentnija slikovnica Stigao je brat autorice Sanje Pilić.The enrichment of a child's vocabulary begins with his first spoken word around the age of ten months. Language acquisition for children is a task and lexical development is considered the most dynamic in this context. Choosing a quality picture book can help in the lexical development of a child's speech, and the goal of this paper was to examine the lexical competence of the four problem picture books selected with the help of the Sketch Engine program. The research showed that the most lexically competent picture book is Stigao je brat of the author Sanja Pilić
The philosophical understanding of traditional upbringing in relation to the contemporary in families and primary education
No full textOdgoj je kroz cijelu povijest ljudskog roda neizostavan dio osobnog i društvenog razvoja djeteta. Čovjek ima potrebu odgajati i biti odgajan, razlozi tome su potrebe iz unutrašnjih, psiholoških razloga ili utjecaja nekih vanjskih faktora. Koliko je važna uloga odgoja u životu nalažu činjenice u vezi s istim, a to je da odgoj utječe na djetetovo stvaralaštvo, kritičko mišljenje, znanje, moći, emocionalno stanje te na sposobnosti i vještine. Bez takvog razvoja dijete bi bilo primitivno s nikakvom svrhom u životu te ne bi bilo sposobno napredovati i razvijati se. Čovjek i odgoj su u uskoj vezi jedan s drugim jer bez odgoja nema života, a odgoj je nemoguć bez čovjeka. Ljudi se po svojoj kulturi i ponašanju razlikuju od ostalih živih bića, a odgajani su u obiteljskoj i društvenoj zajednici. Način i metode odgajanja mijenjale su se kroz prošlost, a mijenjaju se i u današnjem, modernom svijetu jer odgoj je proces koji ne prestaje i uvijek ima mjesta napretku. Cilj ovog rada je pokušati dati odgovor na to koji je najbolji način odgajanja u obitelji i primarnom obrazovanju te kako članovi obitelji i društvo utječu na razvoj djeteta. Filozofija odgoja nalaže kako je odgoj proces koji konstantno traje, uvijek se radi na poboljšanju istog i mora se prilagoditi dobi i interesima djeteta. Navode se neka rješenja i nedostaci tradicionalnog i suvremenog načina odgajanja te mišljenja o odgoju antičkih i suvremenih filozofa. Potrebno je pronaći ravnotežu između tradicionalnog i suvremenog pristupa u odgoju djeteta u obitelji i primarnom obrazovanju koja će se na najadekvatniji način prilagoditi interesima i potrebama djeteta.Education has been an essential part of personal and social development of children throughout the history of humankind. Humans have the need to educate and be educated, driven by internal psychological reasons or influenced by external factors. The importance of education in life is dictated by the facts that education impacts a child's creativity, critical thinking, knowledge, abilities, emotional state, as well as their capacities and skills. Without such development, a child would be primitive with no purpose in life and incapable of progressing and growing. Education and humans are closely connected because without education, there would be no life, and education is impossible without humans. Humans differ from other living beings in terms of culture and behavior, and they are raised within family and societal communities. The methods and approaches to education have changed throughout history, and they continue to evolve in today's modern world because education is an ongoing process that allows progress. The aim of this paper is to attempt providing an answer to what the best way of family upbringing and primary education is, as well as how family members and society influence a child's development. The philosophy of education dictates that education is a continuous process, always striving for improvement and must be tailored to the child's age and interests. Some solutions and shortcomings of traditional and contemporary approaches to education are mentioned, as well as the thoughts of ancient and modern philosophers on education. It is necessary to find a balance between traditional and contemporary approaches to a child's education in the family and primary education, one that will adapt to its interests and needs in the most appropriate way
Prevention of obesity in preschool children at kindergarten Medvjedići Rugvica
No full textPretilost kod djece predškolske dobi predstavlja značajan javnozdravstveni problem s ozbiljnim dugoročnim posljedicama za zdravlje. Uzroci pretilosti kod djece predškolske dobi složeni su. Prehrambeni faktori, uključujući nezdravu prehranu s visokim unosom šećera i masnoće, te nedostatak konzumacije svježeg voća i povrća, značajno povećavaju pretilost. Tjelesna neaktivnost, koja se često povezuje s modernim stilom života, također igra važnu ulogu. Genetski faktori, okolišni utjecaji, sociokulturni čimbenici i obiteljske navike također mogu doprinijeti pretilosti kod djece predškolske dobi. Posljedice pretilosti kod djece predškolske dobi mogu biti ozbiljne i dugotrajne. Pretilost također može utjecati na dječji emocionalni i psihosocijalni razvoj, uzrokujući nisko samopoštovanje, depresiju i socijalnu izolaciju.
Prevencija pretilosti kod djece predškolske dobi ključna je za smanjenje prevalencije pretilosti i poboljšanje zdravlja djece. Važno je educirati roditelje i skrbnike o pravilnoj prehrani i značaju tjelesne aktivnosti u ranoj dobi. Promocija zdrave prehrane i redovite tjelesne aktivnosti trebala bi biti sastavni dio predškolskog obrazovanja i vrtićkih programa. Osim toga, važno je smanjiti izloženost djece oglašavanju nezdrave hrane i poticati obitelji da provedu vrijeme zajedno u aktivnostima koje potiču kretanje.
Cilj ovog rada bio je utvrditi zastupljenost pretilosti kod djece predškolske dobi, te pobliže pojasniti prevenciju pretilosti. Osim toga, istraživalo se postoji li prevlast pretilosti s obzirom na dob djeteta, odnosno prevladava li pretilost više kod djece jasličke dobi ili djece vrtićke dobi. Polazište istraživanja bila su antropometrijska mjerenja (tjelesna težina, tjelesna visina te ITM). Rezultati istraživanja pokazuju kako većina djece spada u kategoriju normalne tjelesne težine. Ipak, kod djece vrtićke dobi javili su se pojedinci kojima izračunati indeksi tjelesne mase ukazuju na prekomjernu tjelesnu težinu, dok su neka djeca čak i pretila.Obesity in preschool children is a significant public health problem with serious long-term consequences for health. The causes of obesity in preschool children are complex. Dietary factors, including unhealthy eating with high sugar and fat intake, and a lack of consumption of fresh fruits and vegetables, significantly contribute to obesity. Physical inactivity, often associated with modern lifestyle, also plays an important role. Genetic factors, environmental influences, sociocultural factors, and family habits can also contribute to obesity in preschool children. The consequences of obesity in preschool children can be serious and long-lasting. Obesity can also affect children's emotional and psychosocial development, leading to low self-esteem, depression, and social isolation.
Preventing obesity in preschool children is crucial for reducing the prevalence of obesity and improving children's health. It is important to educate parents and caregivers about proper nutrition and the importance of physical activity at an early age. Promoting healthy eating and regular physical activity should be an integral part of preschool education and daycare programs. Additionally, it is important to reduce children's exposure to advertising of unhealthy food and encourage families to spend time together in activities that promote movement.
The aim of this study was to determine the prevalence of obesity in preschool children. Furthermore, it investigated whether there is a predominance of obesity based on the child's age, specifically whether obesity is more prevalent in infants or in preschool-aged children. The starting point of the research was anthropometric measurements (body weight, height, and BMI). The research results show that the majority of children fall into the normal weight category. However, among preschool-aged children, there were individuals whose calculated body mass index indicates overweight, and some children were even obese
The impact of physical exercise on obesity in preschool children
No full textCilj ovog istraživanja je ustanoviti ima li tjelesno vježbanje utjecaj na pretilost kod djece predškolske dobi. Istraživanje se provodilo putem anketiranja roditelja djece starosti od 4 do 7 godina. Na anketu se odazvalo 66 roditelja koji su sudjelovali u ispitivanju. Anketa je sadržavala niz pitanja o obliku, vremenu, i mjestu provođenja tjelesne aktivnosti kod djece, pa tako i podatke potrebne za izračunavanje ITM-a i prikazivanje percentila na krivuljama. Postavljene su i 3 hipoteze prema navedenim problemima u istraživanju, H1: više od 10% djece je pretilo; H2: više od 50% djece bavi se tjelesnom aktivnošću izvan ili u sklopu vrtića; H3: djeca koja se bave tjelesnom aktivnošću nisu pretila. 54 roditelja potvrdilo je da se dijete bavi nekom tjelesnom aktivnošću, dok je 12 roditelja odgovorilo negativno. Roditelji su kao razlog ne bavljenja tjelesnom aktivnošću naveli česta oboljenja, drugi hobi, mali uzrast i ne želju djeteta za boravkom u zatvorenom prostoru. Prema podatcima iz istraživanja, utvrdilo se da je čak 9 djece pothranjeno, 1 dijete ima prekomjernu tjelesnu težinu, a čak 3 su pretili. Dijete kojem je utvrđena prekomjerna tjelesna težina pohađa sportski program u vrtiću 2 puta tjedno, dok troje djece kojima je utvrđena pretilost ne bave se nikakvom tjelesnom aktivnošću. Rezultati su pokazali kako je nedostatak tjelesne aktivnosti bitan čimbenik u povećanju pretilosti, dok na pretilost naravno utječu i drugi važni čimbenici.The aim of this research is to determine whether physical exercise has an impact on obesity in preschool children. The research was conducted by surveying parents of children aged 4 to 7 years. The survey contained a number of questions about the form, time, and place of physical activity in children, as well as the data needed to calculate BMI and display percentiles on the curves. 53 parents confirmed that the child is engaged in some physical activity, while 13 parents answered negatively. Parents cited frequent illnesses, other hobbies, young age and the child's unwillingness to stay indoors as reasons for not engaging in physical activity. According to data from the research, it was found that 9 children are malnourished, 1 child is overweight, and 3 are obese. A child diagnosed as overweight attends a sports program in kindergarten twice a week, while three children diagnosed as obese do not engage in any 1 physical activity. The results showed that lack of physical activity is an important factor in increasing obesity, while obesity is naturally influenced by other important factors
Allergies in children
No full textPosljednjih desetljeća pojava alergijskih bolesti sve je češća. Od alergija pati gotovo 25% stanovništva razvijenih zemalja, dok u Sjedinjenim Američkom državama svaka peta osoba pati od alergija. Smatra se kako alergijske bolesti, kao bolesti razvijenog svijeta dosežu gotovo epidemijske razmjere. Uzroci alergija su alergeni, tvari s kojima je tijelo stalno u kontaktu, a najčešće ih udišemo, unosimo hranom, pićem i lijekovima. Za većinu ljudi su to bezopasne tvari, dok će se kod nekih pojaviti alergijska reakcija. Na alergen tijelo može reagirati neposredno nakon kontakta ili nakon par dana. Alergijske reakcije mogu varirati od blagih, pa sve do onih jakih i po život opasnih reakcija. Pojava alergija sve češće se javlja kod novorođenčadi i male djece te predstavlja najčešće kronično oboljenje u djetinjstvu. U početku se alergije kod djece pojavljuju u obliku nutritivnih alergija, s vremenom se javlja atopijski dermatits, a zatim alergijski rinitis i astma. Bolest je u većini slučajeva naslijeđena od strane roditelja. Na nastanak bolesti utječu vanjski ili unutarnji faktori. Unutarnji faktori su oni faktori na koje ne možemo utjecati, a to su genetički faktori. Vanjski faktori su izloženost alergenu, stresu, način prehrane i druge slične stvari koje možemo kontrolirati. Tipični simptomi kod pojave alergija su curenje, začepljenost i svrab nosa, svrab i oteklina očiju, otežano disanje, kihanje, kašljanje, promuklost, glavobolja, kožni ekcemi, povraćanje i proljev. Obzirom da je svaka alergijska reakcija izazvana posebnim alergenom, kod osoba s navedenim simptomima potrebno je provesti alergološka testiranja. U medicini postoji više tehnika izvođenja alergoloških testiranja. Najčešće se provode testovi iz krvi i kožni testovi. Testiranje provodi liječnik, specijalist, a rezultati će pomoći u postavljanju dijagnoze.In recent decades, the occurrence of allergic diseases has become more and more common. Almost 25% of the population of developed countries suffer from allergies, while in the United States every fifth person suffers from allergies. It is considered that allergic diseases, as diseases of the developed world, reach almost epidemic proportions. The causes of allergies are allergens, substances with which the body is constantly in contact, and most often we inhale them, ingest them with food, drink and medicines. For most people, these are harmless substances, while some people will have an allergic reaction. The body can react to the allergen immediately after contact or after a few days. Allergic reactions can vary from mild to severe and life-threatening reactions. Allergies occur more and more frequently in newborns and young children and are the most common chronic disease in childhood. Initially, allergies in children appear in the form of nutritional allergies, with time atopic dermatitis appears, followed by allergic rhinitis and asthma. In most cases, the disease is inherited from the parents. The occurrence of the disease is influenced by external or internal factors. Internal factors are those factors that we cannot influence, namely genetic factors. External factors are exposure to allergens, stress, diet and other similar things that we can control. Typical symptoms of allergies are runny, blocked and itchy nose, itchy and swollen eyes, difficulty breathing, sneezing, coughing, hoarseness, headache, skin eczema, vomiting and diarrhea. Considering that every allergic reaction is caused by a specific allergen, it is necessary to carry out allergy tests for people with the above symptoms. In medicine, there are several techniques for performing allergy testing. Most often, blood tests and skin tests are performed. The testing is carried out by a doctor, a specialist, and the results will help in establishing a diagnosi
Development of educational mobile applications in elementary school
No full textEdukativne se aplikacije, kao posljedica razvoja tehnologije, sve češće koriste u osnovnoškolskom obrazovanju. Proizvodnjom svih softvera, pa tako i mobilnih aplikacija bavi se znanstvena disciplina softversko inženjerstvo. Kroz ovaj će rad biti predstavljen online sustav za programiranje aplikacija MIT App Inventor. U osnovnoj se školi učenici susreću s programiranjem u vizualno-blokovskom programskom okruženju Scratch. MIT App Inventor sustav je kojim bi se učenici mogli koristiti ukoliko se snalaze u Scratchu, a učenicima bi bio pravi izazov stvoriti aplikaciju za operacijski sustav Android ili iOS koju bi mogli koristiti na vlastitim mobilnim uređajima. Za potrebe rada izrađene su dvije mobilne aplikacije. Mobilna aplikacija „Informatika 3“ namijenjena je za nastavu informatike, a cilj joj je kroz interaktivne kvizove utvrditi i uvježbati usvojene nastavne cjeline trećeg razreda osnovne škole predviđene informatičkim udžbenikom. Aplikacija „Kalendar prirode“ izrađena je u korelaciji s kurikulumom predmeta Priroda i društvo. Svrha aplikacije jest interaktivno vođenje kalendara prirode u jesen. Razvoj aplikacija, način uporabe i njihova svrha bit će opisane u ovome radu.Educational applications are increasingly used in elementary schools due to technological development. Development of all types of software, including mobile applications, is managed within the scientific discipline of software engineering. This thesis presents MIT App Inventor as an online system for programming mobile applications. In elementary school, students are introduced to programming through a visual block-based programming environment called Scratch. The MIT App Inventor system is designed for students who are familiar with programming in Scratch, enabling them a challenge to create their own mobile applications for Android and iOS operating systems that they can use on their own mobile devices. Two mobile applications were developed for the purposes of the thesis. The mobile application “Computer science 3” provides interactive quizzes for practicing third-grade Computer Science topics. Mobile application “Calendar of Nature” is aligned with the Science curriculum. The purpose of this application is to take notes about changes in nature during autumn. The thesis will describe the development of applications, their usage and purpose
Characteristics of the preschool teacher's speech and voice in the context of children's speech development
No full textGovor je fenomen otkan unutar okvira društvenog života. Zato ne iznenađuje da se samo u društvenom okružju govor može razvijati. Razvoj govora ide ukorak s cjelovitim razvojem djeteta, jer je čovjek cjelina svih svojih sposobnosti i mogućnosti. Najosjetljivije razdoblje razvoja u životu jedne osobe jest rano djetinjstvo, i to do treće godine života. Tada se postavljaju temelji svemu što će kroz život uslijediti (Posokhova, 2008).
Budući da dijete većinu svog ranog djetinjstva provede boraveći u ustanovi ranog i predškolskog odgoja i obrazovanja, iznimno je bitno odgojiteljevo znanje o fazama dječjega razvoja te njegova namjera da djetetu bude dobar model i uzor za razvoj govora, komunikacije i ponašanja.
Ako su odgojitelju dobro poznate okosnice dječjega govornoga razvoja, moći će ga svjesno pratiti te ispravno poticati, kako bi taj razvoj uredan (Posokhova, 2008). Sam pojam urednog razvoja veoma je širok te je za njegovo poznavanje potrebno poznavati i prihvatljive individualne razlike među djecom. Naime, nije svaka individualna razlika odmah i razvojna poteškoća ili patološka pojava (Posokhova, 2008).
Odgojitelj je, nakon roditelja, najistaknutiji govorni model djetetu. Dijete će govoriti onako kako je čulo govoriti odrasle oko sebe. Sve će odlike odgojiteljeva govora, pa i one negativne (tepanje djeci, preglasan ili pretih govor, prebrz ili prespor govor, nerazumljivo i nejasno govorenje), imati utjecaj na dječji govorni razvoj.
Cilj ovoga rada jest dotaknuti znanstvene tvrdnje o dječjem govorno-jezičnom razvoju, povezati ih s karakteristikama odgojiteljeva govora i glasa te vidjeti kako odgojitelj utječe, i može utjecati, na djetetov govorno-jezični razvoj. Od antičke Grčke, preko psiholingvista i kognitivnih teoretičara, pa sve do danas, mijenjale su se znanstvene teorije o govorno-jezičnom razvoju. Danas je poznato da su i biološki i okolinski čimbenici podjednako važni za dječji govorni razvoj.Speech is a phenomenon constructed in a social environment, so it's not odd that its development is possible only in social environment. The development of speech goes alongside the holistic development of a child, because a person is formed by his abilities and possibilities. The most sensitive period of development in a person's life is early childhood, up to the age of three. During that time the foundations are laid for everything that will follow throughout life.
Since the child spends most of his early childhood in a kindergarten, what's extremely important is the preschool teacher's knowledge of the stages of early development and his willingness to be a good role model for the child.
If the preschool teacher knows how the development of speech takes place, he will be able to consciously monitor and encourage it correctly, in order to make sure that it's progressing. The very concept of good development is extensive. In order to understand it, it's necessary to know normal and acceptable individual differences between children. Not every individual difference is immediately a developmental difficulty or a pathological phenomenon.
After the parents, the preschool teacher is the first speaking model for the child. The child will speak the same way he heard adults around him speak. If the teacher doesn't speak standard Croatian language, or if he uses diminutives and so called baby talk too often, if he speaks too loudly or too slowly, incomprehensible and unclear, he can't expect the child to have good speech development.
The aim of this work is to look at some scientific claims about children's speech and voice development, to connect those claims with the characteristics of the teacher's speech and voice, in order to see how the teacher influences, or could influence, the child's speech development. Starting from ancient Greece, through psycholinguists and cognitive theorists until today, scientific theories about speech and voice development have changed. It is known today that both biological and environmental contributors are quite important for a child's speech development
Physical activity of Velika Gorica preschool children
No full textTjelesna aktivnost u predškolskoj dobi pozitivno utječe na razvoj i rast djeteta. Najvažnije za svakog roditelja je djetetovo zdravlje, a tjelesna aktivnost je jedan od glavnih faktora koji utječu na zdravlje. Usvajanje zdravih životnih navika od najranije dobi ključan je faktor u prevenciji od raznih bolesti, a jedan od najvećih problema današnjice kod djece je pretilost. Brojnim istraživanjima dokazano je kako neaktivnost u predškolskoj dobi, negativno utječe na psihičko i fizičko zdravlje. Kod tjelesne aktivnosti važno je da dijete ima dobar uzor koji ga motivira. Odgojitelji, treneri, roditelji i svi oni koji se bave s djecom u pogledu tjelesnog vježbanja trebali bi poznavati fiziološki i mentalni razvoj djece u određenoj dobi kako bi mogli procijeniti djetetove mogućnosti. U svrhu pisanja ovog završnog rada provedeno je online istraživanje na uzorku od 69 ispitanika. Cilj istraživanja bio je utvrditi razinu tjelesne aktivnosti u predškolskoj dobi u Velikoj Gorici, stajališta roditelja o tjelesnoj aktivnosti te brine li se vrtić, po njihovom mišljenju, dovoljno o tjelesnoj aktivnosti djece. Ispitanici su bili roditelji djece predškolske dobi čija djeca pohađaju vrtić u Velikoj Gorici. Rezultati istraživanja pokazuju kako većina roditelja smatra da se njihova djeca dovoljno kreću. Kroz odgovore pokazalo se da roditelji koji su tjelesno aktivni, više vremena provode zajedno s djetetom u rekreativnim aktivnostima od onih koji to nisu.Physical activity in preschool age positively effects on the development and growth of the child. The most important thing for every parent is child's health and physical activity is one of the main factors affecting health. Adoption of healthy lifestyle habits from the earliest age is vital in prevention of various diseases and one of the biggest problems of today is child obesity. Numerous studies have proven how inactivity in preschool age, negatively effects on mental and physical health. In physical activity is important that child has good role model who motivates him or her. Educators, coaches, parents and all those who deal with children in terms of physical workout should know physiological and mental development of children at a certain age so they could estimate child's possibilities. In purpose of writing this final paper, the research has been carried out online on a sample of 69 respondents. Goal of this research was to determine level of physical activity in preschool age in Velika Gorica, parents views of physical activity and does kindergarten, according to their views, cares enough of children's physical activity. Respondents were parents of preschool children whose children are attending kindergarten in Velika Gorica. Results of research show how most of the parents think that their children move enough. The answers showed that parents who are physical active, spend more time together with child in recreational activities from those who aren't
Nursery rhymes as a stimulus in developing pronunciation skills in early chilhood and preschool-aged children
No full textMalešnice, poznatije u svijetu pod nazivom nursery rhymes, su dječje pučke pjesme koje djecu potiču na sudjelovanje, u njima pobuđuju radoznalost i potiču rad svih osjetila te im pružaju ugodu. Kako bi dijete pravilno usvojilo i naučilo jezik i govor, mora se osigurati dobra poticajna okolina. Upoznavanjem okoline dijete razvija svoj govor i uči o novim i zanimljivim sadržajima. Bez odrasle osobe i okoline dijete nije u mogućnosti naučiti sve potrebno za daljnji život. U tom području značajnu ulogu imaju odgojitelji jer oni kod djece pobuđuju interes za učenje novoga i potiču razvoj svih područja. To su prvi pjesnički tekstovi s kojima se djeca upoznaju u djetinjstvu i zabilježene su kod svih naroda. Svaka je malešnica posebna jer sadrži nešto novo, djeci nepoznato, ali jako zanimljivo. Tijekom prošlosti su ih osmislili stariji ljudi, ali i djeca kako bi udovoljili svoje potrebe i potrebe drugih. Njihova najvažnija funkcija je ta da se usvajaju i provode kroz igru, prirodnu djetetovu aktivnost i potiču dijete da sudjeluje i stvara kroz riječi i pokret. To su pjesmice koje utječu na sve aspekte djetetova razvoja; emocionalni, motorički, senzorički, kognitivni, neuropsihološki, jezični i stvaralački aspekt. Zbog toga je jako važno upoznavati djecu s malešnicama već od najranije dobi. To su pjesmice koje sadrže riječi raznovrsnog sadržaja i rimu koju djeca prepoznaju i lako pamte. Malešnice utječu na razvoj pojedinih glasova, proširuju dječji vokabular i uopće utječu na djetetov govorni razvoj.Nursery rhymes, also known as "malešnice," are traditional children's folk songs that actively engage children, spark their curiosity, stimulate all their senses, and bring them joy. To foster a child's grasp of rules and language, it is essential to create a stimulating environment. Through exploration of their surroundings, children develop their speech skills and encounter new and captivating content. However, a child cannot acquire all the necessary knowledge for life without the guidance of adults and a supportive environment. Educators play a significant role in this regard as they ignite children's interest in learning and promote holistic development in various areas. These nursery rhymes are often the first poetic texts introduced to children and are cherished across cultures. Each nursery rhyme holds its uniqueness, introducing something novel and captivating to young minds. Historically, they were crafted by elders and children alike to cater to their needs and those of others. The primary function of these rhymes is to facilitate learning through play, harnessing a child's innate curiosity and encouraging their active participation through words and movement. Nursery rhymes have a profound impact on all facets of a child's development, including emotional, motor, sensory, cognitive, neuropsychological, linguistic, and creative aspects. Therefore, it is of paramount importance to introduce children to nursery rhymes from a very young age. These rhymes feature words of diverse content and rhyming patterns that children easily recognize and remember. Nursery rhymes enrich individual vocabulary, enhance speech development, and contribute significantly to a child's overall linguistic growth
Contemporary curricular changes in the class science and society
No full textZbog sve većih tehnoloških, ali i političkih promjena koje su zahvatile svijet od kraja 20. stoljeća, javlja se potreba za promjenama u društvu, a time i u obrazovnom procesu. Temeljna značajka suvremenih kurikulskih promjena je pozicioniranje učenika u središte odgojno-obrazovnog procesa. Primjenom ovakvih suvremenih metoda poučavanja, odgojno-obrazovni proces odmiče se od tradicionalnih obrazovnih sustava gdje je učitelj samo prenositelj informacija. Novim kurikulskim dokumentima učenika se potiče na izgradnju kompetencija koje će mu biti potrebne u dinamičnom suvremenom okružju. To se nastoji postići poticanjem istraživanja, kreativnosti i metakognicije. Navedeno zahtijeva posjedovanje i proširenje kompetencije učitelja, stoga se prati i profesionalni razvoj učitelja kroz različite oblike profesionalnog obrazovanja i stručnog usavršavanja. Cilj je ovoga rada istražiti suvremene kurikulske promjene u nastavi Prirode i društva u Republici Hrvatskoj. U tu je svrhu provedena analiza i komparacija nastavnih programa Prirode i društva iz 1995. i 2006. godine te suvremenog kurikula za nastavni predmet Priroda i društvo iz 2019. godine. Prema novom Kurikulumu za nastavni predmet Priroda i društvo (2019.) naglasak je stavljen na istraţivački pristup u provođenju nastave, a temeljni je cilj da učenici istraživanjem pojava dolaze do vlastitih zaključaka. U nastavu Prirode i društva integrirane su i međupredmetne teme, čime se izbjegava uvođenje novih predmeta u odgojno-obrazovni proces. Kroz međupredmetne teme učenike se osposobljava za samostalno učenje, preuzimanje brige o vlastitom zdravlju te za odgovornu upotrebu suvremenih tehnoloških dostignuća.Due to the increasing technological and political changes that have swept the world since the end of the 20th century, there is a need for changes in society, and thus in the educational process. A fundamental feature of contemporary curricular changes is the positioning of students at the center of the educational process. By applying such modern teaching methods, the educational process moves away from traditional educational systems where the teacher is only a transmitter of information. With the new curriculum documents, students are encouraged to build the competencies they will need in a dynamic modern environment. This is achieved by encouraging research, creativity and metacognition. The aforementioned requires the possession and expansion of the teacher's competence, therefore the professional development of the teacher is monitored through various forms of professional education and professional training. The aim of this paper is to investigate contemporary curricular changes in the teaching of Science and Society in the Republic of Croatia. For this purpose, an analysis and comparison of the Science and Society teaching programs from 1995 and 2006 and the modern curriculum for the Science and Society subject from 2019 was carried out. According to the new Curriculum for the subject Science and Society (2019), emphasis is placed on a research approach in teaching, and the fundamental goal is for students to come to their own conclusions by investigating phenomena. Cross-curricular topics are also integrated into the teaching of Science and Society, which avoids the introduction of new subjects into the educational process. Through cross-curricular topics, students are trained for independent learning, taking care of their own health and responsible use of modern technological achievements