Over time, the societies’ relation towards people with disability has changed its course, due to the influence of scientific knowledge, as well as the influence of artistic representation of ...disability. Cinema is a globally present medium, so the question of its influence on the attitudes of society has emerged. In this paper, overall 20 movies in which the main character has a disability have been analyzed. The analysis shows the dominance of disabled male characters. The main characters often have motoric impairment, followed by mental disorders, and intellectual disability. Mental disorders are in analyzed movies portrayed with aggressive behavior (e. g. violence). The movies are mostly mainstream, and profit-driven. Implications are multiple: there is a need to construct inclusive cinematography – (sub)discipline within the media culture, which could adequately address the question of social stigma and social marginalization of people with disabilities, which is at this point globally present in current media (movies and series). Also, there is a need for the introduction of critical content in media culture within the education curriculums, as well as a need for promoting alternative cinema, as adequate media for promoting inclusive values.
Procjenjuje se da trenutačno u Republici Hrvatskoj tijekom godine oko 12 000 djece ima jednog ili oba roditelja u zatvoru, dok je broj djece bivših zatvorenika značajno veći. Djeca (bivših) ...zatvorenika svakodnevno se susreću sa stigmatizacijom zbog roditeljskog izvršavanja kazne. S obzirom na to da su odgojno-obrazovne ustanove mjesta koja mogu imati protektivnu ulogu, provedeno je istraživanje o stavovima pedagoških profesionalaca (odgojitelja, učitelja, stručnih suradnika i ravnatelja) prema djeci (bivših) zatvorenika. Rezultati pokazuju kako kod pedagoških profesionalaca postoji tendencija biološkom determinizmu, uz neujednačenost u strukturama afekata, ponašanja i kognicije. Struktura stavova nije povezana s radnim iskustvom (N=162, p=0.000) i razinom formalnog obrazovanja pedagoških profesionalaca (N=162, p=0.000). Ipak, u subskali kognicije pokazalo se da nešto pozitivnije stavove imaju pedagoški profesionalci koji su prethodno imali iskustva s djecom (bivših) zatvorenika. Dobiveni rezultati ukazuju na potrebu i vrijednost dodatnih edukacija za pedagoške profesionalce na temu rada s djecom (bivših) zatvorenika, kao i jačanje socijalne mreže podrške djeci i obiteljima koja bi uključivala vršnjačku podršku, zagovaračke kampanje za širu javnost, intersektorsku suradnju te participativna istraživanja s djecom, obiteljima i (bivšim) zatvorenicima.
It is estimated that in Croatia around 12 000 children have one or both parents in prison, while the number of children of ex-prisoners is even higher. Children of (ex) prisoners are stigmatized on daily basis, due to parental incarceration. Regarding the fact that educational institutions can be a safe-places with strong protective role, the survey among pedagogical professionals (preschool teachers, teachers, school counselors, and principals) towards children of (ex) prisoners was conducted. Results showed that pedagogical professionals nurture biological determinism, with inconsistency in structural aspects of affects, behavior, and cognition. The structure of the attitudes is not connected with professionals’ working experience (N=162, p=0.000), and their formal level of education (N=162, p=0.000). However, in the cognition subscale, more positive attitudes have pedagogical professionals with previous experiences with children of (ex) prisoners. Obtained results reveal the need for further education about children of (ex) prisoners, as well as the need for strengthening the social support for children and families, including peer support, advocacy aimed at broader society, intersectoral cooperation, and participative research engaging the children, families and (ex) prisoners.
U posljednjih se desetak godina postavljanje granica u odgoju djece kao temeljnog pedagoškog procesa socijalizacije u obitelji sve manje istražuje. Posebno je to vidljivo u istraživanjima koja se ...bave djecom s teškoćama rane i predškolske dobi gdje se naglasak stavlja na potvrđivanje učinaka pojedinih programa i njihove znanstvene utemeljenosti, dok se primarna funkcija interpersonalnih relacija na razini djetetovog proksimalnog okruženja rijetko adresira. Drugim riječima, postoji svojevrsni znanstveni bias prema pedagoškim postupcima u obitelji, tj. odgojnim strategijama iako temeljne spoznaje s područja pedagogije i psihologije govore o tvorbenim učincima roditeljskih obrazaca izvanjske regulacije dječjeg ponašanja u smjeru autonomije ili heteronomije u odrasloj dobi. Stoga je u veljači i ožujku 2020. godine provedeno intervjuiranje roditelja djece s teškoćama u razvoju (N=100) o odgojnim strategijama koje prakticiraju. Utvrđeno je postojanje dviju temeljenih kategorija odgojnih strategija roditelja: strategije aktivacije, tj. nagrađivanja djece i strategije inhibicije, tj. kažnjavanja. Kao nagradama roditelji se koriste hranom, tabletom/mobitelom i omiljenom aktivnosti, dok kao kazne primjenjuju tzv. time-out, uskraćivanje omiljenog predmeta (tableta/mobitela) i aktivnosti te fizičko kažnjavanje. Postojeće stanje pokazuje kako roditelji djece s teškoćama u razvoju nemaju dostatnu društvenu podršku u iznošenju svojih roditeljskih uloga, što je u budućnosti potrebno adresirati znanstveno utemeljenim programima podrške roditeljima.
In the last ten
years, establishing and maintaining boundaries in raising children, as a basic
pedagogical process of socialisation, has become less researched. This issue is
even less explored with young children with disabilities; the emphasis is on
the developmental outcomes of the particular programme and its scientific
foundation. In contrast, the fundamental function of interpersonal
relationships in a child’s proximal environment is not interesting for
scholars. In other words, there is a scientific bias towards pedagogical
strategies within families, i.e. raising strategies. However, basic knowledge
from the field of pedagogy and psychology speaks in favour of its long term outcomes
for one’s autonomy or heteronomy in adulthood. Therefore, regarding their
parenting strategies, an interview with parents of children with disabilities
(N=100) was conducted during February and March 2020. The existence of two
significant categories of parenting strategies was established: activation
strategies, i.e., rewards, and inhibition strategies, i.e., punishments.
Parents use food, tablets/mobile phones and preferred activities as rewards
while using time-out, withdrawal of the preferred object and physical
punishment as punishments. Obtained results indicate that parents of children
with developmental disabilities don't have adequate social support for their
parental roles, which should be addressed in the future through scientifically
based programmes for parents.
It is estimated that in Croatia 12 000 - 15 000 children aged 0 to 18 have one or both parents in prison. When taking ex-prisoners into account, that number is even higher. While the prison system, ...in cooperation with NGOs, has made big steps towards supporting family ties
through children friendly visiting areas, adjusted protocols of child's
entrance in the prison, and programs for strengthening parental competencies of prisoners, the education system has not made significant
steps in recognizing the needs of children of (ex) prisoners. The results of this research showed that educational professionals assess peer support as a major need of children of (ex) prisoners, alongside successful school graduation. Structurally, the attitudes of educational
professionals are characterized with disparity and confusion. Educational professionals emphasize a child's close monitoring and observation for timely recognition of misconduct. Close monitoring, the expectation of misconduct, and high demands regarding a child's academic
achievement are congruent with the biological determinism paradigm. The
obtained results can be used for further research on this issue, and for designing lifelong learning programs for educational professionals about adequate strategies for supporting children of (ex) prisoners, and
for (ex) prisoners, as parents.
In the last decade, the Internet has become a crucial part of human life. Everyday usage of the Internet has enabled rapid development of social engineering. The weakest link in this chain are naive ...users with their risky online behavior who are unaware of Internet security risks. As knowledge, awareness and behavior depend on human characteristics, such as maturity, age and education, the main goal of this study was to investigate trendlines of user risky behavior and security awareness through the lifespan. Results have shown the growth of online risky behavior through the lifespan and the growth of knowledge and security awareness in middle adulthood. In general, we can conclude that people who are more knowledgeable about and more aware of potential security risks are at the same time more prone to risky behavior when using information systems.
Over time, the societies relation towards people with disability has changed its course, due to the influence of scientific knowledge, as well as the influence of artistic representation of ...disability. Cinema is a globally present medium, so the question of its influence on the attitudes of society has emerged. In this paper, overall 20 movies in which the main character has a disability have been analyzed. The analysis shows the dominance of disabled male characters. The main characters often have motoric impairment, followed by mental disorders, and intellectual disability. Mental disorders are in analyzed movies portrayed with aggressive behavior (e. g. violence). The movies are mostly mainstream, and profit-driven. Implications are multiple: there is a need to construct inclusive cinematography (sub)discipline within the media culture, which could adequately address the question of social stigma and social marginalization of people with disabilities, which is at this point globally present in current media (movies and series). Also, there is a need for the introduction of critical content in media culture within the education curriculums, as well as a need for promoting alternative cinema, as adequate media for promoting inclusive values.
People who know the child well and spend a significant amount of time with him/her (usually parents/caregivers and preschool teachers) are crucial for identifying developmental delays in preschool ...children, since the decision about the need for intervention or treatment is often based largely on their assessments. The aim of this study was to examine concordance, i.e. agreement between the parents and preschool teachers’ assessments of different aspects of preschool children development. In total, 60 pairs of raters (parents-preschool teachers) participated in the study and gave assessment for children aged from 30 months to 54 months (42.6% were boys and 57.4% were girls). Both parents and preschool teachers filled out the Ages & Stages-3 Questionnaire (ASQ-3, et al., 2009) translated into Croatian language for the purpose of the research project. Interrater agreement was tested for 5 developmental areas: communication, gross motor, fine motor, problem solving, personal-social area and general concerns. Intraclass correlation coefficients have shown poor to moderate correlation for interrater agreements (ICC=0.36-0.84), while interrater reliability measured by Cohen's Kappa has shown fair to moderate agreement (κ=0.31-0.61), depending on developmental area. Ages & Stages-3 has not proved to be a completely reliable measurement instrument, yet it is necessary to use different raters as well as additional instruments for a more accurate assessment of developmental delays.Keywords: Ages & Stages-3; development of preschoolers; developmental delays; interrater agreement; interrater reliability---Kada promatramo djecu predškolske dobi te potencijalna razvojna odstupanja, od ključne važnosti su nam osobe koje dobro poznaju dijete (obično roditelji/skrbnici i odgojitelji) i provode značajan dio vremena s njim, jer se odluka o potrebi za intervencijom ili tretmanom najčešće donosi na temelju njihovih procjena djeteta. Cilj je istraživanja ispitati slaganje procjena roditelja i odgojitelja za različite aspekte razvoja djece predškolske dobi. U istraživanju je sudjelovalo 60 parova procjenjivača (roditelj-odgojitelj) koji su procjenjivali djecu u dobi od 30 mjeseci do 54 mjeseca (42,6 % procjene muške djece te 57,4 % ženske djece). I roditelji i odgojitelji popunili su upitnik „Dob i razvojne razine-3“ (Ages & Stages-3; Squires i sur., 2009) koji je za potrebe istraživačkoga projekta preveden na hrvatski jezik. Slaganja procjenjivača provjerena su za 5 područja dječjega razvoja: komunikacija, gruba motorika, fina motorika, rješavanje problema, osobno-društveno te opću zabrinutost. Intraklasni koeficijenti korelacije pokazali su slabe do umjerene povezanosti slaganja procjenjivača (ICC = 0,36–0,84) dok je pouzdanost slaganja procjenjivača mjerena Kappa koeficijentom pokazala blago do značajno slaganje (κ = 0,31–0,61) ovisno o razvojnom području. „Dob i razvojne razine-3“ nije se pokazao u potpunosti pouzdan mjerni instrument pri čemu je nužno za mjerenje razvojnih odstupanja koristiti više procjenjivača kao i dodatne mjerne instrumente. Ključne riječi: Ages & Stages-3; pouzdanost slaganja; razvoj predškolaca; razvojna odstupanja; slaganje procjenjivača
Quality in early education is based on understanding a child’s perspective, knowledge about a child’s development, and thinking about own actions. To find out more about the desirable characteristics ...of a contemporary preschool teacher, students of preschool education offered their perspective on this issue. Through work in focus groups, students have identified moral values, competencies and integral elements of implicit pedagogy, which is considered to be a foundation for the quality of education. High on scale of desirable moral and personal characteristics are empathy, tolerance, understanding and patience. As far as competencies are concerned, students underline cooperation with diverse partners, knowledge on a child’s development and appropriate strategies for gratifying a child’s needs. These results could be used as a starting point for teaching self-reflection and for support of students’ autonomous thinking, which are considered to be the key factors in contemporary early education.
Numerous studies have confi rmed that ADHD correlates with peer violence and aggression. The main goal of this study was to examine the correlation between different self-evaluated symptoms of ADHD ...(hyperactivity, impulsivity, and inattention) with different aspects of peer violence (physical, verbal, and electronic), and aggressive behavior (reactive and proactive aggression). Overall, 501 pupils enrolled in grades 4, 6, and 8 of primary school participated in this research, of whom 50.7% were boys and 49.3 were girls. Their average age was M=12.72 (sd=1.62). During one class, the pupils completed the Questionnaire on Peer Violence among School Children (Velki & Kuterovac Jagodić, 2012), the Reactive-Proactive Aggression Questionaire (Raine et al., 2006), and the Hyperactivity ImpulsivityInattention scale (Vulić-Prtorić, 2006). A correlation analysis was conducted (Pearson correlation coefficient), while the significance of differences was tested with Fisher’s Z test. The analysis showed a statistically significant correlation between all three forms of peer violence – verbal, physical, and electronic – with all three groups of ADHD symptoms, i.e., impulsivity, hyperactivity, and inattention (r=0.151 – 0.411, p<0.01), as well as with reactive and proactive aggression (r=0.318 – 0.486, p<0.01). A difference in the significance of correlations, depending on the symptoms of ADHD, has been found in the correlation of verbal peer violence and hyperactivity (z=2.20, p<0.05), versus the correlation to inattention (z=1.95, p<0.05), as well as the strong correlation of impulsivity and proactive aggression versus hyperactivity (z=2.42, p<0.05) and inattention (z=2.63, p<0.01). The differences in the correlations of peer violence and aggressive behavior with the symptoms of inattention and hyperactivity were not found. Results have confi rmed previous findings about the correlations of ADHD with peer violence and aggressive behavior, whereas the correlation is especially strong when impulsivity is present. From this research, we can conclude that symptoms of impulsivity represent a risk for developing peer violence and aggressive behavior, and it would be justifi ed to include children who manifest symptoms of impulsivity in programs of peer violence prevention.
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