Being outdoors allows children to explore, experience natural phenomena, it gives them more space and freedom for development. Educators should arouse children’s interest in nature so that children ...develop feelings and learn from experience. The research aimed at determining the attitudes and reflections of educators employed in preschool institutions in the Republic of Croatia regarding the attitudes and reflections of educators about being outdoors. The research was conducted on a sample of 351 educators. A measuring instrument designed for the needs of this research was used. The results of the research show that 53% of educators agree or completely agree with the statement that they spend their free time in nature. Furthermore, 35.6% spend up to 6 hours a week walking, recreation, cycling and the like. Regarding the statement which limiting factors prevent going outdoors with children, 58.1% of educators completely agree or agree with the statement. We asked the respondents which other limiting factor they see as an obstacle and 36.9% mentioned the weather. Educators are the ones who decide whether children will spend time outdoors. This affects children’s different experiences because their time outdoors depends on the beliefs and attitudes of their educators.
Cilj rada bio je ispitati stavove učitelja razredne nastave o spremnosti djece za školu s naglaskom na predčitalačke i predmatematičke vještine djece. U istraživanju su sudjelovala 362 ispitanika, ...učitelja razredne nastave iz osnovnih škola u Republici Hrvatskoj. Istražili smo i utvrdili da učitelji kao najvažnije izdvajaju vještine koje djeca trebaju steći prije polaska u školu: pravilno držanje olovke, odnosno pisaćeg pribora i čisto izgovaranje svih glasova kao predčitalačke vještine te prepoznavanje boja i razumijevanje prostornih odnosa (ispred, iza, gore, dolje, na, u, lijevo, desno) kao predmatematičke vještine. Nije utvrđena statistički značajna razlika u stavovima učitelja prema predčitalačkim vještinama u odnosu na godine radnog iskustva u nastavnoj djelatnosti, ali je utvrđena statistički značajna razlika između većine čestica predmatematičke vještine. U tom kontekstu, preporuke za buduća istraživanja odnose se na spremnost škola za djecu i spremnost obitelji i zajednica za školu te njihovu povezanost sa sociokulturnim kontekstom.
The aim of the paper was to examine the attitudes of teachers of primary education (1st to 4th grade) about children’s readiness for school with an emphasis on the child’s pre-reading and pre-mathematical skills. The participants of the research were 362 respondents, teachers of primary education from primary schools in the Republic of Croatia. Our research has shown that teachers highlight the following as the most important skills that children should acquire before starting school: graphomotor (correct handling of a pencil or other writing utensils), pre-reading (clear pronunciation of all voices) and pre-mathematical (colour recognition and understanding of spatial relations; in front, behind, up, down, on, in, left, right). No statistically significant difference was found in teachers’ attitudes towards pre-reading skills in relation to years of work experience in teaching, but a statistically significant difference was found between the arithmetic means of most particles that examine the importance of pre-mathematical skills. In this context, recommendations for future research relate to the equipment of the school for quality educational work with children, the willingness of families and communities to cooperate with the school as well as their connection with the socio-cultural context.
The Family And ICT Ružić-Baf, Maja; Kadum, Sandra; DAMIĆ, Manuela
Journal of education, culture and society,
01/2020, Letnik:
11, Številka:
2
Journal Article
Recenzirano
Odprti dostop
Aim. In the last three to four decades, many technological changes have taken place that have affected the world, the family and the relationships between family members. In order to determine the ...impact of information and communication technology on the family and its members, and how much time the research participants spend using modern technology, a survey was conducted in which 160 respondents (parents) participated. Methods. The research used a measuring instrument designed precisely for the purposes of this research. It consisted of three independent variables (gender, parental age and child's age) and nine dependent variables grouped into three sets: electronic media and time of their use, the impact of modern technology on family relationships and impact on the health of the children of the research participants. The Likert-type scale, adapted to the needs of this research, was used. Results. The research results show: the respondents' answers regarding the variable of “How much time your child spends using information and communication technologies (ICT)" are statistically significant (c2 = 48.650, p < .000); the correlation between the variables ("Gender" and "Do you talk to your children about the negative impact of ICT") is r = .180 and is significant at the .05 level; (3) the respondents' answers regarding the variable ("The knowledge of ICT in the early childhood is essential") are statistically significant (c2 = 43.438, p < .000); (4) the correlation between the variables ("The use of ICT affects family relationships" and "It affects the health of the child") is r = .194 and is significant at the .05 level. Conclusion. Children no longer live under the constant supervision of their parents, but are given the freedom to develop, think and form opinions independently. As a result, they are increasingly left to different environmental influences.
U radu se govori o divergentnom mišljenju kao temeljnoj karakteristici stvaralaštva. Za razliku od konvergentnog mišljenja u kojemu je sve usmjereno ka jednom rješenju, divergentno mišljenje traži ...najraznovrsnija rješenja razmatrane problemske situacije (problema) i pritom su misli raspršene na vrlo raznolika moguća rješenja. Po svojoj naravi divergentno je mišljenje prevratničko i rušilačko, i kao takvo odstupa od postojećih misaonih pravila i obrazaca, unoseći pritom nered u postojeću misaonu skladnost i red.
Svim učenicima, posebice onima koji mogu i hoće više, onima koji u odnosu prema svojim vršnjacima mnogo toga čine prije, više, brže, uspješnije, bolje i drugačije i koji imaju dosljedno bolja i viša postignuća, u procesu suvremenog odgoja i obrazovanja valja posvetiti posebnu pažnju, što je moguće ostvariti poticanjem divergentnog mišljenja. I stoga se u suvremenom odgoju i obrazovanju, pored znanstveno- konvergentnog oblikovanja mišljenja, mora ostaviti prostora i za divergentno mišljenje.
This paper discusses divergent thinking as a fundamental characteristic of creativity. Unlike convergent thinking where everything is focused on one solution, divergent thinking seeks the most varied solutions to the considered problem situation (problem) while thoughts are scattered on a variety of possible solutions. By its nature, divergent thinking is subversive and destructive and, as such, it deviates from the existing thinking rules and patterns, while bringing disorder into the existing harmony and order of thoughts.
In the process of modern education, special attention must be dedicated to all students, but especially to those who can and want more, to those who, in relation to their peers, do a lot of things earlier, to a greater extent, faster, more successfully, better and differently and who consistently have better and higher achievements, which is possible to achieve by encouraging divergent thinking. Therefore, in the modern education, apart from the scientific-convergent shaping of thoughts, space for divergent thinking must also be enabled.
AbstractSmartphone use has become ubiquitous among all generations and is becoming more common among the student population. Very rarely can we find a student who does not own a mobile (smartphone). ...Smartphones have replaced many of the activities previously done using desktops, laptops, tablets and other electronic devices. Most of the population has also replaced classic alarm clocks with smartphones, and the first morning activity is usually associated with a smartphone ( browsing the news, social media notifications, etc.). During the night, when time should be devoted to rest and sleep, many people are on their mobile phones, disrupting their biological sleeping and wakeing rhythm (circadian rhythm), which is of paramount importance for human health. For this reason, a questionnaire was developed that was conducted among the student population with a sample of 267 students in Croatia during the academic year 2020/2021. The research examined whether respondents used smartphones and how much they used them just before going to sleep, during the night, and just after waking up, as well as whether they used a smartphone as an alarm clock and if they wake up tired in the morning. The results showed that 81.9% of respondents, most of whom were aged 20-25 (51.7%), used their smartphone immediately before bedtime. Immediately after waking up, 78.5% of respondents viewed notifications, content, and message, on their smartphone, and a total of 43% of respondents often wake up tired in the morning, while 39.7% find it difficult to attend classes (lectures) in the mornings. Moderate correlations were calculated between the variables “I also use my smartphone just before bedtime” and “During the night, the smartphone is in my immediate vicinity” (r = .544, p= .000 .01); “During the night I sometimes wake up to the sound of a smartphone (messages, notifications on social networks)” and “When I wake up during the night, I browse the contents on my smartphone” (r = .489, p= .000 .01);and between the variables “In the morning I often wake up tired” and “I find it difficult to attend classes (lectures) in the morning” (r = .569, p= .000 .01).Using smartphones just before bedtime and during the night disturbs sleep and causes fatigue in the morning. Thus, following classes is likely more difficult and student's concentration is likely poorer.Key words: digital technology; health; Smartphones; students; teaching.---SažetakUporaba pametnih telefona postala je sveprisutna među svim generacija, a sve je učestalija i među studentskom populacijom. Vrlo se rijetko može pronaći student koji ne posjeduje mobilni (pametni) telefon. Mobilni su (pametni) telefoni kod većine ispitanika zamijenili mnoge aktivnosti koje su ranije odrađivane pomoću stolnih računala, prijenosnih računala, tableta i ostalih elektroničkih uređaja (rad s elektroničkom poštom, pretraživanje informacija na internetu, pristup društvenim mrežama i dr.). Većina je populacije zamijenila i klasične budilice pametnim telefonima (nerijetko se pametni telefoni nalaze na noćnim ormarićima, a kod nekih ispitanika i na krevetu) te se upravo kod većine populacije koja posjeduje pametni telefon jutarnje buđenje veže uz prvu jutarnju aktivnost uporabe pametnoga telefona (pregledavanje vijesti, pregledavanje obavijesti na društvenim mrežama i druge aktivnosti).Uporaba pametnih telefona tijekom noći, kada bi trebalo odvojiti vrijeme za odmor i san, većina studenata provodi za svojim mobilnim telefonima i time remete svoj biološki ritam spavanja i buđenja (cirkardijalni ritam) koji je od iznimne važnosti za ljudsko zdravlje. U tu svrhu izrađen je anketni upitnik koji je proveden među studentskom populacijom na uzorku od 267 studenata u Hrvatskoj tijekom 2020./2021. akademske godine. Istraživanjem se htjelo ispitati koriste li ispitanici i koliko pametne telefone neposredno prije odlaska na spavanje, tijekom noći, neposredno prije buđenja, koriste li pametni telefon kao budilicu te bude li se ujutro umorni. Dobiveni su rezultati pokazali da pametni telefon neposredno prije spavanja koristi ukupno 81,9 % ispitanika, od čega najviše ispitanika u dobi od 20 do 25 godina, njih ukupno 51,7 %. Neposredno nakon buđenja 78,5 % ispitanika na pametnom telefonu pregledava obavijesti, sadržaje i poruke. Ukupno 43 % ispitanika ujutro se često bude umorno, a 39,7 % ujutro teško prati nastavu. Izračunata je matrica korelacije između varijabli Koristim pametni telefon neposredno prije odlaska na spavanje i Tijekom noći pametni telefon nalazi se u mojoj neposrednoj blizini (r = .544, p= .000 .01); Tijekom noći ponekad me probudi zvuk poruka, obavijesti na društvenim mrežama i Kada se probudim tijekom noći, pregledavam sadržaje na pametnom telefonu (r = .489, p= .000 .01 ) i između varijabli Često se ujutro probudim umoran i Ujutro teško pratim nastavu. Uporaba pametnih telefona neposredno prije spavanja i tijekom noći remeti san, a ujutro se javlja umor. Moguće je zaključiti da je praćenje nastave otežano, a samim time i koncentracija studenata je lošija.Ključne riječi: digitalna tehnologija, pametni telefoni, studenti, učenje
Aim. The aim of this study is to define teacher competencies and some specific differences in self-assessment with regard to the completion of studies according to the new or the old curriculum. ...Efforts were also made to gain insight into the specific deficiencies of the competencies related to the integrated education and training of children with developmental disabilities. Methodology. The research was conducted on a sample of 212 regular primary school teachers who dealt with children with disabilities in their work. A questionnaire constructed for the purposes of this research was used. Previously, a pilot study was conducted. Participants were divided into two groups. One group of teachers who were educated according to the old program and teachers who were educated according to the new program in the broad context of working with children with disabilities. Results. The obtained results indicate differences between the observed groups and the need for continuous (self) assessments of teachers’ responsibilities to enable students with disabilities to learn and thrive in line with their abilities as well as to find alternative ways to meet their different needs in a wider sense. Also, teachers are aware of the need for continuous training in this area. These findings have contributions in the scientific and practical sense.
In an empirical quantitative study, the aim of which was to examine more thoroughly the representation of recognition and appreciation of the individual abilities of children in preschool education ...from the point of view of students, 321 respondents participated – students of the first and second cycles of preschool education programmes of faculties from Bosnia and Herzegovina, Croatia and Slovenia. The main findings of the study indicate that although students highly vaalue the recognition and appreciation of individual abilities in working with children, the degree of recognition of children’s abilities is higher in relation to their appreciation in practice, as well as a more optimal appreciation of the individual abilities of children without than with developmental difficulties.
In the last three years, there have been changes that contributed to the introduction of modern technology, i.e., tablets, into the teaching process. "Refreshment" was needed to continue. The need ...for effective, interesting, and motivating teaching has become evident. The use of tablets in class can certainly meet these needs. The goal was to determine the thoughts and attitudes of parents of elementary school children about the use of tablets: do they agree that tablets should replace classic textbooks in classes? Research was conducted on a sample of 1,403 parents of children who attended elementary school. The results show that 49.0% of respondents state that their child often uses a tablet in class. Furthermore, 69.6% of parents fully agree with the statement that the use of modern technology in teaching is good to know. 67.3% strongly disagree with the possibility of replacing classic textbooks with tablets in class. Parents: 42.6% of them think that the tablet does not make it easier for the child to learn, and 34.0% of the research participants could not make up their minds about the set items. 80.4% of parents believe that excessive use of tablets by children is addictive.
The aim of the research is to determine the involvement of parents in online classes of children who attended elementary school and who during the epidemic of the COVID-19 virus followed classes ...online.The results show that 66.2% of parents were involved in their child's online classes and that, regardless of employment, 34.8% of parents had enough time to help their children. 75.3% of parents stated that they have all the necessary technical conditions for their child to follow online classes. 5.1% of parents stated that they write their children's homework, and 2.2% of parents said that they write their children's exams.82.0% of parents agree with the statement that children spent too much time in front of screens in the last two years. And according to the parents' opinions (85.5%), it is time to return to "normal classes".
People are known to change their behavior and decisions to conform to others i.e., to be accepted by peers. Peers play a significant role in adolescent growth. This study shows the findings of the ...research of which the point was to gain insight into students’ – future school and preschool teachers’ – self-assessment of their own relationships with peers i.e. to determine the areas and differences in susceptibility to peer pressure and in relationships with peers. The research was conducted on students of the Faculty of Educational Sciences Pula, Croatia and the Faculty of Education in Jagodina, Serbia (N=411). The results we obtained show that the area of greatest susceptibility to peer pressure on the observed sample of students supports the interpersonal theory. Variability in self-assessment of certain areas of responsiveness to peer pressure and relationships with peers according to place of study of the observed groups of students at the latent and the manifested level were also found. It can be concluded that the observed cities have different degrees of social and also psychological relations. The value of these results is that they enable insight into students’ various areas of susceptibility to peer pressure and differences with respect to different environments or places of study, which opens space for improvements.
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