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How puppet can be used in preschool education
No full textTema rada je Što sve može lutka u predškolskom odgoju i obrazovanju. Cilj je prikazati na koje se sve načine odgojitelji mogu služiti s lutkom. Kako bi se djeci olakšalo učenje i kako bi proces odgajanja djece u predškolskim ustanovama bio što kvalitetniji. Djeca koriste kreativne ideje i imaginaciju dok se igraju sa svojim lutkama u bogatom svijetu lutaka. Lutke se u vrtićima mogu koristiti na različite načine kako bi podržale razvoj djece i unaprijedile njihove vještine. U ovome radu dat će se pregled mogućnosti uporabe lutke u neposrednom odgojno-obrazovnome radu u vrtiću. Važno je napomenuti da se načini primjene lutaka u vrtićima mogu razlikovati s obzirom na različite pedagoške pristupe i individualne potrebe djece. Kako je iz pregleda u ovome radu razvidno, lutke su svestran i dobrodošao suradnik koji može podržati različite aspekte dječjeg razvoja i učenja. Stoga, zaključno, možemo tvrditi kako bi se lutke češće trebale uključivati u odgojno-obrazovni rad s djecom u predškolskim ustanovama.The topic of thise final thesis is How puppet can be used in preschool education. The goal is to demonstrate the various ways kindergarten teachers can use a puppet to facilitate children's learning and to enhance the quality of the childcare process in preschool institutions. Children utilize creative ideas and imagination while playing with their puppets in the rich world of dolls. Puppets can be used in kindergartens in diverse ways to support children's development and improve their skills. This paper will provide an overview of the possibilities of using dolls in direct educational work in kindergartens. It's important to note that the ways puppets are employed in kindergartens can vary based on different pedagogical approaches and individual children's needs. As evident from the overview in this paper, puppets are versatile and welcome partners that can support various aspects of child development and learning. Therefore, in conclusion, we can argue that puppets should be more frequently incorporated into educational work with children in preschool institutions
A modern approach to the development of partnership between parents of children with special needs and kindergartens as an educational institution
No full textRazvoj suradnje i partnerstva započinje u ustanovama ranog i predškolskog odgoja između odgojitelja, djece, roditelja djece i stručnog tima. Važnu ulogu u razvoju i održavanju partnerskog odnosa dijele svi sudionici u odgojno-obrazovnom procesu jednakim zalaganjem i preuzimanjem odgovornosti. Roditeljstvo je najzahtjevniji obiteljski „posao“ naročito u trenutcima kada se obitelji moraju suočiti i znati nositi sa situacijama dječjih potreba, koje su dugoročno i zahtjevne i stresne. Prednosti stvaranja inkluzivnih grupa pokazale su se neminovnima za djecu sa i bez teškoća u razvoju, njihovih obitelji, odgojitelje i zajednicu jer utječu „na suživot djece koja dolaze iz različitih, kulturnih, socijalnih i religijskih obiteljskih okruženja“ (Višnjić Jevtić, 2015: str. 14) te općenito na čitav živući sustav. Inkluzivne grupe omogućuju djeci posebnih potreba razvijati određene odnose sa djecom urednog razvoja putem promatranja, oponašanja, kontaktom, kroz komunikaciju čime se razvija i primjereno - razvojno ponašanje (Daniels i Stafford, 2003: str. 9). Roditeljima djece posebnih potreba, uključivanjem njihovog djeteta u inkluzivnu grupu, pruža im još veću podršku, smanjuje brigu, povećava osjećaj pripadnosti i zajedništva, olakšava u organiziranju potraživanja pomoći od lokalnih vlasti. Definiranje ciljeva inkluzivnih grupa odnosi se na postignuća u radu. Principi rada u inkluzivnim grupama vrijede jednako za svu djecu u grupi što znači uvažavanje djece različitih sposobnosti, interesa i mogućnosti, a stavlja se usmjerenost na njihove jake strane. Odgojitelji u radu s djecom s posebnim potrebama stvaraju uvjete za inkluziju, više surađuju sa roditeljima djece s teškoćama u razvoju, opažaju stilove učenja takve djece, stječu kompetencije kroz inkluzivno obrazovanje za stvaranje pozitivnih odnosa u grupi i kvalitetnije razumijevanje potreba takve djece. Inkluzivno obrazovanje stavlja naglasak na cjelokupno okruženje (Višnjić Jevtić, 2015: str. 14). Cjeloživotno učenje ima pedagoški značaj koji obuhvaća pripremu djece za postizanje životnih ciljeva, provedbu reforme kurikuluma, stručno usavršavanje odgojitelja. Cjeloživotno učenje događa se kroz sva životna razdoblja, u svim situacijama i obrazovnim aktivnostima, bez obzira da li se radi o institucijskom obrazovanju ili ne (Babić, 2009: str. 18; Jurčević Lozančić, Šagud i Kostadinović, 2011: str. 143).The development of cooperation and partnership begins in early childhood education institutions between educators, children, parents of children and the professional team. An important role in the development and maintenance of partnership is shared by all participants in the educational process through equal commitment and taking responsibility. Parenting is the most demanding family "job" especially in moments when families have to face and know how to cope with situations of children's needs, which are long-term both demanding and stressful. The benefits of creating inclusive groups have proven to be inevitable for children with and without developmental disabilities, their families, educators and the community because it affects "the coexistence of children coming from different, cultural, social and religious family environments" (Višnjić Jevtić, 2015: p 14) and the entire living system in general. Inclusive groups enable children of special needs to develop certain relationships with children of orderly development by observing, imitating, contacting, through communication and to develop appropriate - developmental behavior (Daniels and Stafford, 2003: p 9). Parents of children of special needs, by including their child in an inclusive group, provides them with even greater support, reduces care, increasesyour sense of belonging and community, facilitates in organizing requests for assistance from local authorities. Defining the objectives of inclusive groups refers to achievements in work. The principles of working in inclusive groups apply equally to all children in the group, which means respecting children of different abilities, interests and opportunities, and focusing on their strengths. Educators in working with children with special needs create conditions for inclusion, cooperate more with parents of children with developmental disabilities, perceive learning styles of such children, flowcompetences through inclusive education to create positive relationships in a group and better understanding of the needs of such children. Inclusive education puts emphasis on the overall environment (Višnjić Jevtić, 2015: p 14). Lifelong learning has a pedagogical significance that includes preparing children for achieving life goals, implementing curriculum reform, professional training of educators. Lifelong learning occurs throughout life periods, in all situations and educational
activities, regardless of whether it is institutional education or not (Babić, 2009: p 18 ; Jurčević Lozančić, Šagud and Kostadinović, 2011: p 143)
The game as an opportunity for language learning in kindergarten children
No full textO igri se može reći kako je ona aktivnost koja je sama sebi svrha. Djeca kroz igru razvijaju svoju osobnost, kreativnost, mišljenje ali isto tako i svoje nezrele funkcije. Na temelju igre se djeca pripremaju za život. Ona ga čini sposobnijim, društvenijim i jačim. Također, igra i mijenja dijete, odnosno razvija ga u socijalnim, tjelesnim i emocionalnim snagama. (Došen Dobud, 2016)
Jedna od prvih edukatorica u Hrvatskoj Antonija Cvijić u svojoj knjizi „Rukovođ za zabavištu“ je opisivala svoje vlastito iskustvo u vrtiću postupajući na uzoru prema Friedrich Frobel u kojoj je definirala igru kao: „Najbistriji proizvod čovjeka u djetinjem dobu.“ (Cvijić, 1895:26) Naime, osim što dijete kroz igru razvija socijalne i emocionalne vještine, razvija i govor.
Dijete usvaja govor od odraslih. Slušajući razgovor odraslih dijete polako upija riječi te ih na posljetku izgovara samostalno. Za pravilan dječji izgovor bitni su roditelji, odgojitelji i djetetova okolina. Upravo o tome govori Petrović Sočo (1997) koja smatra kako djecu treba stavljati u razne situacije u kojem će dijete biti motivirano za komunikaciju te će samim time osposobiti dijete za njegov život. Temeljna svrha i cilj ovog rada bilo je ispitati mišljenja djece rane i predškolske dobi o igri. Istraživanje je provedeno putem otvorenih pitanja u kojemu je sudjelovalo šesnaestero djece u dobi od pet do sedam godina. Istraživanje je pokazalo kako djeca zaista vole igru, da se roditelji i dalje igraju sa svojom djecom te da su djeca puna mašte i kreativnosti u stvaranju novih igara.Numerous authors and scientists have spoken and written about children's play. A lot has been researched and learned about children's play. We could interpret child's play as an activity with a purpose on its own. Through play, children develop their personality, creativity, thinking, but also their immature functions. Children prepare for life based on playing. It makes them more competent, more social and stronger. Also, play changes a child and develops it in social, physical and emotional areas. (Došen Dobud, 2016) One of the first educators in Croatia, Antonija Cvijić described her own experience in kindergarden in her book ‘’ Rukovod za zabavištu’’ acting by example of Friedrich Frobel where she also defined children’s play as: „human’s brightest product in childhood.’’ (Cvijić 1895:26) Apart from developing its social and emotional skills while playing, a child also develops speech. A child learns how to talk from adults. By listening to the conversation of adults, a child learns words and eventually pronounces them independently. Parents, educators and the child's environment are important for correct pronunciation of words. That is exactly what Petrović Sočo (1997) is talking about, she believes that children should be placed in various situations that will motivate the child to communicate and therefore make it more capable for a life of his own. The main purpose and aim of this paper is to examine the opinions of early and preschool children about play. The research was conducted through open questions in which sixteen children between the ages of five and seven have participated. The research has showed that children really love to play, that parents still play with their children, and that children are full of imagination and creativity when it comes to creating new games to play
Implementing an eTwinning project with early childhood and preschool-age children
No full texteTwinning je zajednica odgojno-obrazovnih djelatnika koja omogućuje provedbu projekata, suradnju i razmjenu znanja. U ovom će radu biti prikazan eTwinning projekt pod nazivom Razvijanje plurilingvizma i plurikulturalnosti u predškolskoj dobi koji je proveden od listopada do prosinca 2022. godine. U projekt su bila uključena vrtićka djeca i njihove odgojiteljice iz tri europske države: uz Hrvatsku, partnerske države bile su Rumunjska i Grčka. U Hrvatskoj su uz dvije skupine vrtićke djece (n1 = 23 i n2 = 26) i njihove odgojiteljice, u projektu sudjelovali i studenti druge i treće godine studija Ranog i predškolskog odgoja i obrazovanja Učiteljskog fakulteta Sveučilišta u Zagrebu Odsjeka u Petrinji (n = 11).
Svi su sudionici kroz projekt razvijali komunikaciju na engleskom kao stranom jeziku te upoznali kulturu partnera, što je ujedno bio i cilj projekta. Studenti i odgojiteljice su u suradnji s profesoricama pripremili prezentacije na engleskom jeziku i provodili aktivnosti s djecom s ciljem promicanja vrijednosti vlastite i stranih kultura te materinskoga i stranoga jezika. Aktivnosti su uključivale učenje pjesmica i učenje o tradicijskim božićnim običajima, kako vlastitim, tako i onima partnera. Komunikacija s djecom i odgojiteljicama iz partnerskih zemalja bila je uspostavljena online putem Zoom platforme.eTwinning is a community of educational professionals which enables the implementation of projects, collaboration and exchange of knowledge. This paper will present the eTwinning project titled Developing Plurilingualism and Pluriculturalism in Pre-Primary Age carried out from October to December 2022. The project included preschool children and their teachers from three European countries: in addition to Croatia, the partner countries were Romania and Greece. In Croatia, in addition to the two groups of preschool children (n1 = 23 and n2 = 26) and their teachers, 11 students from the second and third year of the Early Childhood and Preschool Education programme at the Faculty of Education, University of Zagreb, Department in Petrinja, also participated in the project.
All the participants worked on their development of communication in English as a foreign language and learnt about the partners’ culture, which was the main objective of the project. The preschool teachers and students in cooperation with their professors prepared presentations in English and conducted activities with the children in order to promote the value of their own and foreign cultures as well as their mother tongue and foreign language. The activities included learning songs and traditional Christmas customs, both their own and their partners’. Communication with the children and teachers from the partner countries was established via the Zoom platform
Anger and outbursts of rage in children of early and preschool age
No full textOvaj rad govori o ljutnji i ispadima bijesa kod djece u ranoj i predškolskoj dobi. U prvom djelu se govori o emocijama, zatim o samoj ljutnji pa sve do trenutaka kad se događaju ispadi bijesa kod djece. U radu je objašnjeno kako se odgojitelji i roditelji mogu nositi s djecom za vrijeme ljutnje i ispada bijesa te kako reagirati u tom trenutku. Također, navedene su strategije postupanja i prevencije kod tantruma koji služe odgojiteljima i roditeljima. Odgojitelj ima važnu ulogu za vrijeme dječje ljutnje ili ispada bijesa. Odgojiteljev zadatak kod djeteta je stvoriti osjećaj sigurnosti kako bih mu se dijete obratilo u takvim situacijama. Odgojitelj se nalazi u djetetovoj blizini dok ljutnja ne prođe te zatim slijedi razgovor u kojem komuniciraju o nastalom problemu. Dijete se treba osjećati shvaćeno i voljeno, ali istovremeno treba biti svjesno svojih pogrešaka i neprimjerenog ponašanja. Odrasla osoba trebala bi biti u stanju prepoznati djetetovu želju za mirom, samoćom ili zagrljajem za vrijeme ljutnje ili tantruma. Nužno je učiti djecu da je svaka emocija prihvatljiva i poželjna te ju treba iskazati, no pojedina ponašanja nisu prihvatljiva te ih treba zatomiti, a emocije iskazati na primjeren i svima prihvatljiv način. Empirijski dio rada se sastoji do istraživanja u kojemu su sudjelovali roditelji i iskazivali vlastita mišljenja i stavove o ispadima bijesa kod vlastite djece.Subject of this paper is about anger and outbursts of anger in children in early and preschool age. In the first part, we talk about emotions, then about anger itself, up to the moments when children's tantrums occur. The paper explains how educators and parents can deal with children during anger and outbursts of anger and how to react at that moment. Also, the strategies for handling and preventing tantrums that serve educators and parents are listed. The educator has an important role during a child's anger or tantrum. The educator's task with the child is to create a sense of security so that the child can turn to him in such situations. The educator stays close to the child until the anger passes, and then a conversation follows in which they communicate about the problem that has arisen. The child needs to feel understood and loved, but at the same time he must be aware of his mistakes and inappropriate behavior. An adult should be able to recognize a child's desire for peace, solitude or hugs during anger or tantrums. It is necessary to teach children that every emotion is acceptable and desirable and should be expressed, but certain behaviors are not acceptable and should be suppressed, and emotions should be expressed in an appropriate and acceptable way. The empirical part of the work consists of research in which parents participated and expressed their own opinions and attitudes about outbursts of anger in their own children
Marionette - historical context, visual design and production technology
No full textLutkarstvo, lutka i lutkar tri su glavna pojma koji će biti objašnjeni u ovome radu. Povijest lutkarstva i lutaka obuhvaća dugu i bogatu tradiciju. Iako je u Hrvatskoj njihov razvoj započeo nešto kasnije, danas su prisutni kako među djecom, tako i među odraslima. Marioneta je vrsta scenske lutke kojoj su dijelovi tijela koncima pričvršćeni na kontrolni mehanizam, takozvani marionetski križ. Teorijski dio rada prikazuje povijest lutkarstva, vrste lutaka, anatomiju i animaciju marionete te ulogu korištenja lutaka u radu s djecom. U praktičnom dijelu rada je prikaz procesa izrade vlastite marionete. Lutka je implementirana u dječju igru kao suigrač i dječji prijatelj. U interakciji s lutkom, dijete je istovremeno slobodno i emocionalno angažirano. Osim samog aspekta igre lutkom, rad rukama i izrada lutaka ima višestruku dobrobit za djecu. Odgojiteljeva uloga je ključna zato što on svojim primjerom otkriva djeci ljepote lutkarstva.Puppetry, puppet, and puppeteer are the three main concepts that will be explained in this paper. The history of puppetry and puppets encompasses a long and rich tradition. Although their development in Croatia started somewhat later, they are now present among both children and adults. Marionette is a type of theatrical puppet in which body parts are attached to a control mechanism, known as a marionette cross, using strings. The theoretical part of the paper presents the history of puppetry, types of puppets, anatomy and animation of marionettes, and the role of using puppets in working with children. The practical part of the paper demonstrates the process of creating one's own marionette. The puppet is integrated into children's play as a playmate and a child's friend. In the interaction with the puppet, the child is simultaneously free and emotionally engaged. In addition to the aspect of playing with puppets, working with hands and making puppets has multiple benefits for children. The role of the educator is crucial because through their example, they introduce children to the beauty of puppetry
Mastering language skills using drama techniques in the teaching of the Croatian language
No full textUčitelj kreira nastavni proces, osmišljava ga, oblikuje i gradi. On je taj koji svojim znanjem, vještinama, radom, upornošću i trudom svoje učenike izgrađuje u ljude željne znanja. Svako je dijete radoznalo, postavlja bezbroj pitanja, a na učiteljima je da na ta pitanja daju i odgovore. Svako dijete voli igru pa zašto onda tu igru ne uklopiti u nastavu? Ovim diplomskim radom željela sam ispitati mogu li učenici ovladati jezičnim vještinama primjenom dramskih tehnika u nastavi Hrvatskoga jezika. Željela sam provjeriti hoće li učenici na taj način promijeniti već poznati stav o Hrvatskome jeziku kao teškom nastavnom predmetu, često i nezanimljivom. Kako bismo imali mogućnost neometane komunikacije, kako bismo mogli i znali izreći svoj stav i mišljenje te kako bismo se uspješno obrazovali potrebno je usvojiti jezične vještine: slušanje, govorenje, čitanje i pisanje. U teorijskom dijelu rada opisana je svaka jezična vještina. Uključivanjem dramskog odgoja u nastavu, učenik razvija maštu, komunikacijske kompetencije te se uči zajedničkom radu s drugim ljudima, poštivanju tuđih stavova i ideja.
U praktičnom dijelu rada prikazano je šest nastavnih sati (tri dvosata) osmišljenih na način da su u njih uklopljene dramske tehnike. Ukupno sam održala dvanaest nastavnih sati: šest nastavnih sati osmišljenih uz pomoć dramskih tehnika i šest sati u koje dramske tehnike nisu bile uključene. Isti književno-metodički predložak koristila sam u razredu u kojem sam u nastavu uklopila dramske tehnike i u razredu u kojem one nisu bile uklopljene, ali razlikovale su se metode rada. Cilj svakog od tih sati bio je upravo razvoj i poticanje slušanja, govorenja, čitanja i pisanja. Ovim nastavnim satima dobila sam potvrdu da su učenicima sati koji uključuju dramske tehnike zanimljiviji od onih nastavnih sati u koje dramske tehnike nisu uključene. Učenici su svojim odgovorima potvrdili kako bi voljeli da se više nastave Hrvatskoga jezika provodi na sličan način. Osim svojim odgovorima, stvaralačkim radom na kraju sata također su potvrdili kako je pozitivno to što su u nastavu bile uklopljene dramske tehnike. Učenici koji su se koristili dramskih tehnikama u nastavi prije su počeli sa pisanjem svojih stvaralačkih radova, prije su dobivali ideju i na koncu imali nešto kreativnije radove. Potvrđeno je da uklapanje dramskih tehnika u nastavu omogućuju učenicima da su motiviraniji, sudjelovanjem u brojnim dramskim aktivnostima učenici razvijaju maštu, koncentraciju i na koncu svega brže se i lakše pospješuju njihove jezične vještine.The teacher creates the teaching process, designs it, shapes it, and builds it. It is the teacher who, with their knowledge, skills, work, persistence, and effort, shapes their students into knowledge-seeking individuals. Every child is curious, asks countless questions, and it is up to the teachers to provide answers to those questions. Every child loves to play, so why not incorporate play into teaching? With this thesis, I wanted to examine whether students can master language skills through the application of drama techniques in Croatian language classes. I wanted to verify whether students would change their current perception of Croatian language as a difficult and often uninteresting subject. In order to have the opportunity for unhindered communication, to be able to express our opinions and thoughts, and to receive successful education, it is necessary to acquire language skills: listening, speaking, reading, and writing. The theoretical part of the thesis describes each language skill. By incorporating drama education into teaching, students develop their imagination, communication competencies, and learn to work together with others, respecting their opinions and ideas.
In the practical part of the thesis, six teaching hours (three double lessons) are presented, designed in a way that incorporates dramatic techniques. In total, I conducted twelve teaching hours: six teaching hours designed with the help of drama techniques and six hours in which drama techniques were not included. I used the same literary and methodological template in the classroom where I incorporated drama techniques and in the classroom where they were not included, the teaching methods differed. The aim of each of these lessons was precisely the development and stimulation of listening, speaking, reading, and writing. Through these teaching hours, I received confirmation that students find the lessons that include drama techniques more interesting than those that do not. Students confirmed with their responses that they would like to have more Croatian language classes conducted in a similar manner. In addition to their responses, their creative work at the end of the lesson also confirmed the positive aspect of incorporating drama techniques into teaching. Students who used drama techniques in class started writing their creative works earlier, they received ideas earlier, and as a result, they produced more creative works. Therefore, the results of this research are positive. It has been confirmed that incorporating drama techniques into teaching enables students to be more motivated, and through participation in various dramatic activities, they develop their imagination, concentration, and ultimately improve their language skills more quickly and easily
Competencies of Primary Education Teachers for Conducting Advanced Mathematics Classes
No full textDodatna nastava matematike u osnovnoj školi ima značajnu ulogu u pružanju dodatne podrške učenicima u razvoju matematičkih vještina i razumijevanja matematičkih koncepata. Kompetentni učitelji razredne nastave igraju ključnu ulogu u uspješnom izvođenju dodatne nastave matematike i postizanju njenih ciljeva. Stoga je važno istražiti kompetencije učitelja razredne nastave koje su potrebne za kvalitetno izvođenje dodatne nastave matematike. Cilj ovog diplomskog rada je analizirati kompetencije učitelja razredne nastave za izvođenje dodatne nastave matematike te pružiti uvid u njihovu važnost i utjecaj na matematičko obrazovanje u osnovnoj školi. Kroz teorijski pregled relevantne literature, istraživanje i analizu dobivenih rezultata, istražilo se kako kompetencije učitelja mogu doprinijeti efikasnosti i kvaliteti dodatne nastave matematike. U teorijskom dijelu rada, raspravlja se o karakteristikama kompetentnih učitelja razredne nastave, njihovom stavu prema matematici, pedagoškim vještinama i sposobnostima prilagodbe nastave različitim potrebama učenika. Također se istražuje važnost dodatne nastave matematike u kontekstu suvremenog društva i potrebe za pružanjem dodatne podrške učenicima u razvoju matematičke pismenosti. U istraživačkom dijelu rada provodi se istraživanje s ciljem utvrđivanja percepcija učitelja razredne nastave o vlastitim kompetencijama za izvođenje dodatne nastave matematike. Anketnim upitnikom prikupili su se podatci o njihovom stavu prema matematici, pedagoškim vještinama, pristupima i strategijama koje primjenjuju te percepcijama o važnosti kompetencija učitelja u kontekstu dodatne nastave matematike. Rezultati istraživanja statistički su se obradili i interpretirali kako bi se dobila saznanja o aktualnom stanju kompetencija učitelja razredne nastave za izvođenje dodatne nastave matematike. Naglašava se potreba za kontinuiranim stručnim usavršavanjem učitelja kako bi se unaprijedile njihove kompetencije i prilagodile promjenjivim potrebama učenika. Kroz unaprjeđenje kompetencija učitelja razredne nastave za izvođenje dodatne nastave matematike može se postići poboljšanje kvalitete matematičkog obrazovanja i poticanje interesa i motivacije učenika za matematiku.Advanced mathematics classes in primary school play a significant role in providing additional support to students in developing mathematical skills and understanding of mathematical concepts. Competent primary school teachers play a crucial role in the successful conducting of advanced mathematics classes and the achievement of their goals. Therefore, it is important to explore the competencies of primary school teachers that are necessary for the quality conduction of advanced mathematics classes. The aim of this master's thesis is to analyze the competencies of primary school teachers for the conduction of advanced mathematics classes and provide insights into their importance and impact on mathematical education in primary schools. Through a theoretical review of relevant literature, research, and analysis of obtained results, the study examines how teacher competencies can contribute to the effectiveness and quality of advanced mathematics classes. In the theoretical part of the thesis, the characteristics of competent primary school teachers are discussed, including their attitude towards mathematics, pedagogical skills, and abilities to adapt teaching to the diverse needs of students. The importance of advanced mathematics classes in the context of contemporary society and the need to provide additional support to students in developing mathematical literacy are also explored. The research part of the thesis involves a study aimed at determining the perceptions of primary school teachers regarding their own competencies for conducting advanced mathematics classes. Data on their attitude towards mathematics, pedagogical skills, approaches, and strategies they employ, as well as perceptions of the importance of teacher competencies in the context of advanced mathematics classes, were collected through a questionnaire. The research findings were statistically analyzed and interpreted to gain insights into the current state of competencies of primary school teachers for conducting advanced mathematics classes. The need for continuous professional development of teachers is emphasized to enhance their competencies and adapt to the changing needs of students. By enhancing the competencies of primary school teachers for the conduction of advanced mathematics classes, the quality of mathematical education can be improved, and students' interest and motivation for mathematics can be encouraged
Partnership between parents and schools in primary education
No full textSuradnja roditelja i škole podrazumijeva nižu razinu odnosa roditelja i škole te je karakterizira formalan hijerarhijski odnos. Komunikacija roditelja i škole je uglavnom površna i većinom je prisutna samo kada se kod djeteta pojavi neka teškoća u odgojno-obrazovnom procesu. No, kako bi roditelji i učitelji bili podjednaki i kako bi se taj odnos temeljio na ravnopravnoj komunikaciji, dijeljenu informacija, aktivnom slušanju i međusobnom poštivanju, mora se njegovati partnerstvo obitelji i škole, odnosno roditelja i učitelja. Ovaj diplomski rad govori na koji način je moguće razvijati kvalitetno partnerstvo. Rad je podijeljen u dva dijela, teorijski dio i istraživanje. Teorijski dio rada započinje povijesnim dijelom suradnje roditelja i škole te kako se suradnja razvijala od 16. stoljeća sve do danas i kako se od suradnje sve više njeguje partnerstvo roditelja i škole. Naglašeno je tko su sudionici partnerstva, a to su roditelji, učitelji, učenici i škola. Ti sudionici, ponajviše učitelji, raznim oblicima rada uspostavljaju partnerstvo s roditeljima. Ono može biti postignuto individualnim radom, skupnim radom, ali i ostalim oblicima rada kao što su radionice. Empirijsko istraživanje, u svrhu diplomskog rada, provedeno je u veljači 2023. godine. Sudionici istraživanja bili su roditelji učenika koji pohađaju razrednu nastavu, ukupno 226 ispitanika (N=226). Cilj istraživanja bio je provjeriti što roditelji misle o partnerskom odnosu s učiteljem koji poučava njihovo dijete te se dodatno htjelo utvrditi kakva je njihova percepcija zadovoljstva kao i reakcije na nezadovoljstvo učiteljem. Rezultati provedenog istraživanja mogli bi pomoći učiteljima u osmišljavanju kvalitetnijih modaliteta partnerstva što bi rezultiralo i višom razinom zadovoljstva svih sudionika odgojno-obrazovnog procesa.Cooperation between parents and school implies lower-level relations between parents and school and is characterized by being formal as well as hierarchical. Communication between parents and the school is mostly superficial and present only when the child is experiencing difficulties in the educational process. However, in order for parents and teachers to be seen as equal and for this relationship to be based on equal communication, information sharing, active listening and mutual respect, the partnership between family and school, that is, between parents and teachers, must be nurtured. This graduation thesis shows ways in which it is possible to develop a quality partnership. The paper is divided into two parts, the theoretical part and the research. The theoretical part of the thesis begins with the description of how the cooperation between parents and the school has developed from the 16th century up until today and how the partnership between parents and the school is better nurtured as a result of the said cooperation. It is also emphasised who the participants of the partnership are. They are namely parents, teachers, students and the school itself. These participants, mainly teachers, establish a partnership with parents through various forms of work methods. The partnership may be achieved through individual work, group work, but also through other forms such as workshops. Empirical research, for the purpose of the thesis, was conducted in February 2023. The research participants were lower primary school students' parents. There was a total of 226 respondents (N=226). The goal of the research was to determine what parents think of the partnership-based relationship with their child’s teacher. Additionally, the research aspired to determine what the parents think satisfactory actually means, as well as what their reactions to dissatisfaction with the teacher would be. The results of the research could help teachers with designing better partnership modalities which would result in a higher level of satisfaction for all the participants of the educational process
Growing up as a theme of the Croatian contemporary novel
No full textSvrha ovog rada jest analizirati i usporediti šest suvremenih hrvatskih romana nastalih u posljednja dva desetljeća. Romani koji će se obrađivati su sljedeći: Hotel Zagorje (Ivana Simić Bodrožić, 2010), Sloboština Barbie (Maša Kolanović, 2008), Črna mati zemla (Kristian Novak, 2013), Bilo jednom na Divljem istoku (Franjo Nagulov, 2020), Sinovi, kćeri (Ivana Bodrožić, 2020) i Moja dota (Nora Verde, 2021). Pozornost u razmatranjima usmjerena je na okolnosti odrastanja likova. Romani su podijeljeni u tri grupe s obzirom na odnos fenomenologije odrastanja i drugih problemskih aspekata zastupljenih u tematskom horizontu suvremenog hrvatskog romana. Stoga, romani su u promatranju i raščlanjivanju povezivani u svojevrsne komplementarne parove koje čine dva romana srodne tematske preokupacije. Problematika djetinjstva proučava se komparativno kroz tri tematske linije – temu rata, smrti i društvene isključenosti. Odnosno, kroz odnos odrastanja i rata, odrastanja i smrti te odrastanja i isključenosti proučavaju se protagonisti na psiho-socijalnoj razini i u društvenom kontekstu. Uz to, analiziraju se stilske i jezične značajke romana koje su bitno utjecale na oblikovanje samih likova. Iako je naglasak na protagonistima romana, u analizi se razmatraju i poneki sporedni likovi koji imaju važne uloge u profilaciji glavnih likova, njihovih postupaka, stanja i karaktera.The purpose of this work is to analyse and compare six contemporary Croatian novels that have appeared in the last two decades. The novels that will be discussed are Hotel Zagorje (Ivana Simić Bodrožić, 2010), Sloboština Barbie (Maša Kolanović, 2008), Črna mati zemla (Kristian Novak, 2013), Bilo jednom na Divljem istoku(Franjo Nagulov, 2020), Sinovi, kćeri (Ivana Bodrožić, 2020) and Moja dota (Nora Verde, 2021). The attention in the deliberations is directed towards the circumstances of growing up of the main characters. The novels are divided in three groups regarding the relationship between the phenomenology of growing up and other problematic aspects presented in the thematic horizon of Croatian contemporary novel. This is the reason that novels are in observation and analysing connected in a kind of complementary pairs that make up two novels of related thematic preoccupation. The childhood issue is observed comparatively through three thematic lines - the theme of war and social exclusion. Or in other words through the relationship of growing up and war, growing up and death and growing up and exclusion the protagonists are observed on the psycho social level and in the social context. With all this, stylish and language features of the novels which significantly influenced the shaping of the characters themselves are analysed. Despite the fact that the main accent is on the main characters of the novel, the analysis also considers some minor characters who play important roles in the profiling of the main characters, their actions, state and character