Music and language are means of human communication, whose common medium is the sound occurring in a unit of time. Numerous relevant studies show that the constant implementation of various forms of ...musical activities influence the development of a child’s speech and motivates the development of pre-reading skills. A survey formed for the purpose of the study explored the positions of the students of the part-time studies of Early and Pre-school Education on the use of musical, creative musical, and multi-modal activities in their immediate methodical practice, as well as their possible impact on children’s speech development. The results of the study show that the participants believe that the development of a child’s speech is most influenced by musical activities containing multiple verbal elements (children’s singing games, songs and counting rhymes) which are more frequently carried out in practice. Although the participants believe that the activities of rhythmical speech and creating a text to an existing melody influence the development of a child’s speech the most, it is more common in practice to conduct creative musical activities, such as listening to music while dancing and/or painting, as well as those activities related to sound sensitivity, which may be due to the competences of the participants in the listed areas. The respondents who believe that multi-modal activities contribute to the development of a child’s speech, often carry them out more frequently in their methodical practice. The results of the study represent a significant contribution to the further improvement of educational practices.
S obzirom na istaknuti značaj i važnost kreativnosti koja se danas traži u svim područjima, ne samo u umjetničkom, cilj ovoga rada je ukazati na značaj poticanja glazbeno-stvaralačkih aktivnosti od ...djetetove rane dobi. Kao temelj djetetova glazbenog i glazbeno-stvaralačkog razvoja ističe se fenomen komunikativne muzikalnosti. Poticanjem djetetova spontanog glazbenog izraza, ono aktivno stvara i doživljava glazbu pri čemu dolazi do samoaktualizacije, optimalnih iskustava tj. zanesenosti u stvaralačkom procesu te posebnih estetskih iskustava pojedinca koji pridonose razvoju njegove kreativnosti, senzibiliteta i estetskih vrijednosti. Važnost glazbeno-stvaralačkih aktivnosti te brojne dobrobiti glazbe u djetetovu cjelovitom razvoju sve se više ističu radi realizacije većih ekonomskih i društvenih postignuća. U radu se želi ukazati na značaj glazbeno-stvaralačkog procesa kao autotelične aktivnosti koja je, umjesto na rezultat stvaranja, usmjerena na sam stvaralački čin koji je u konačnici sam sebi svrhom.
Likovna i glazbena umjetnost podržavaju emocionalni, kognitivni i psihomotorni razvoj u ranom djetinjstvu. Odgojitelji zato moraju imati dovoljne kompetencija da bi potaknuli sudjelovanje djece u ...umjetničkim aktivnostima pa je cilj ovog istraživanja bio ispitati kompetencije u umjetničkom području studenata u inicijalnom obrazovanju učitelja. U istraživanju su sudjelovali studenti treće godine ranog i predškolskog odgoja i obrazovanja Učiteljskog fakulteta, Sveučilišta u Zagrebu te Pedagoškog fakulteta, Sveučilišta u Mariboru. Ispitanici koji su završili gimnaziju su bolje procjenjivali svoje profesionalne kompetencije izvođenja glazbenih aktivnosti u odnosu na ispitanike koji su završili umjetničku srednju školu. Ispitanici koji su završili gimnaziju bolje su procjenjivali svoje kompetencije planiranja likovnih aktivnosti, ali ispitanici koji su završili srednju umjetničku školu bolje su procjenjivali svoje kompetencije izvođenja likovnih aktivnosti.
Visual arts and music facilitate emotional, cognitive, social, and psychomotor development in early childhood, and therefore, preschool teachers need to develop a certain level of competence to engage children in the arts. Hence, the purpose of this study was to gain insight into pre-service early childhood and preschool education teachers’ self-assessed teaching competences in the arts. Students enrolled in the third year of Early Childhood and Preschool Education study programme at the Faculty of Teacher Education, University of Zagreb and at the Faculty of Education, University of Maribor, were asked to participate in this study. The participants who graduated from grammar schools evaluated their teaching competences in music with a higher grade than the participants who graduated from secondary art schools. The participants who graduated from grammar schools were also more likely to report higher competence for planning visual arts activities, whereas the participants who graduated from secondary art schools were more likely to report higher competence in conducting visual art activities.
U radu se želi ukazati na važnost poticanja kreativnosti učenika u glazbenoj naobrazbi. S obzirom na to da prijedlog Nacionalnog kurikuluma za umjetničko obrazovanje nije zaživio u odgojno obrazovnoj ...praksi, pozornost je usmjerena na postojeće nastavne planove i programe za osnovne glazbene škole i osnovne plesne škole (2006), i to osobito na plan i program za osnovnu školu Funkcionalne muzičke pedagogije. Na temelju triangulacije, putem anketnih upitnika te polustrukturiranog intervjua, istraženo je na koji se način u nastavnoj praksi glazbene škole koja radi prema programu Funkcionalne muzičke pedagogije primjenjuju kreativni oblici i metode rada kojima se potiče kreativnost i inovativnost učenika. Dobiveni rezultati ukazuju da ispitani nastavnici imaju visoko razvijenu svijest o značaju kreativnosti za djetetov cjeloviti razvoj te potiču učenike na samostalno rješavanje određenih problema u nastavi. Koriste različite načine za poticanje kreativnosti, pri čemu se improvizacija kao metodički postupak više koristi na nastavi solfeggia nego instrumenta.
The aim of the paper is to point out the importance of children’s active, exploratorymanner of acquiring musical skills and knowledge in authentic processes ofperforming, creating, and listening to ...music as a form of a constructivist paradigmwithin the framework of music education (Webster, 2011; Wiggins, 2016). Withadequate support and motivation from teachers during the process of education,such activities can develop into the child’s self-organised musical activities. Duringthe conducted action research (AR), children’s musical activities were encouraged,tracked, and documented. With the appropriate support (“scaffolding”) andmotivation from preschool teachers, they have developed into self-organised creativemusical activities of children. It was concluded that a stimulating spatial and materialenvironment, active participation of children in the creation and organisation ofmusical activities, as well as adequate and unobtrusive encouragement and supportfrom preschool teachers can affect the increase in the frequency of self-organisedcreative and musical activities of children in the process of education. Throughthe AR, preschool teachers enrich and develop their competencies necessary forimplementing high-quality creative and musical activities, which are importantfor children and their development. The spontaneity and creativity of the childand the direct experience in musical and creative activities are forms of lifelongprofessional development and training of preschool teachers, who, because of thechildren, reinvent and excite their own, often repressed, creativity.Keywords: action research; lifelong learning of preschool teachers; preschool children;self-organised musical and creative activities. - U radu se želi ukazati na značaj djetetova aktivnoga, istraživačkog načina usvajanjaglazbenih vještina i znanja u autentičnim procesima izvođenja, stvaranja i slušanjaglazbe kao oblika konstruktivističke paradigme u okviru glazbenoga obrazovanja(Webster, 2011; Wiggins, 2016). Uz adekvatnu podršku i poticaj odgojitelja u odgojnoobrazovnomprocesu, takve aktivnosti mogu prerasti u djetetove samoorganiziraneglazbene aktivnosti. Tijekom provedenoga akcijskog istraživanja (AI) poticane su,praćene i dokumentirane djetetove glazbene aktivnosti koje su uz primjerenu podršku(„scaffolding“) i poticaj odgojitelja, prerasle u samoorganizirane glazbeno-stvaralačkeaktivnosti djece. Zaključeno je da poticajno prostorno-materijalno okruženje, aktivnosudjelovanje djece u kreiranju i organiziranju glazbenih aktivnosti te adekvatno inenametljivo poticanje i podrška odgojitelja, mogu utjecati na povećanje učestalostisamoorganiziranih glazbeno-stvaralačkih aktivnosti djece u odgojno-obrazovnomprocesu. Putem AI, odgojitelj obogaćuje i razvija svoje kompetencije koje su potrebneza provođenje kvalitetnih i za djecu i njihov razvoj značajnih glazbeno-stvaralačkihaktivnosti. Djetetova spontanost i kreativnost te neposredni doživljaj pri glazbenostvaralačkimaktivnostima, predstavljaju oblik cjeloživotnoga profesionalnog razvojai učenja odgojitelja koji, zahvaljujući djetetu, ponovno otkriva i pobuđuje svoj čestozatomljeni kreativni potencijal.Ključne riječi: akcijsko istraživanje; cjeloživotno učenje odgojitelja; djeca predškolskedobi; samoorganizirane glazbeno-stvaralačke aktivnosti.
AbstractIn view of numerous benefits of music in a child's overall development, music education is increasingly becoming an imperative and a challenge of the contemporary education practice. In this ...respect, every educator should have some level of music competency. The purpose of this paper was to examine the music competencies of early and preschool education students at the Faculty of Teacher Education of the University of Zagreb. The basic competencies, as well as those pertaining to teaching methodology and musical creativity were tested along with their implementation in the education practice. The study was based on students' self-assessment and a questionnaire designed for this purpose. In order to further the education practice, respondents were asked about the competencies they wanted to improve during their graduate study. A total of 223 students of the full-time and the part-time graduate study program of Early and Preschool Education at the Faculty of Teacher Education, University of Zagreb, took part in the survey. Both quantitative and qualitative research methods were applied, and the results obtained show respondents' very positive assessment of their basic competencies and those pertaining to teaching methodology and musical creativity. However, their self-assessment of practical competencies and an expressed desire for improvement indicate an awareness of the need for further development of their musical competencies. Research results can serve as a guideline for improving the quality of music education, both at undergraduate and graduate preschool education study programs of the Faculty of Teacher Education in Zagreb. Key words: early childhood and preschool education; music competencies; preschool teacher; self-assessment.---SažetakS obzirom na brojne dobrobiti glazbe u djetetovu cjelovitom razvoju, glazbeni odgoj sve više postaje imperativ i izazov suvremene odgojno-obrazovne prakse. U skladu s time svaki bi odgojitelj trebao posjedovati određene glazbene kompetencije. Cilj ovoga rada jest ispitati glazbene kompetencije studenata diplomskog studija Ranog i predškolskog odgoja i obrazovanja Učiteljskog fakulteta Sveučilišta u Zagrebu. Samorefleksijom studenata, putem anketnog upitnika oblikovanog za potrebe ovog istraživanja, ispitane su temeljne, metodičke i glazbeno-stvaralačke kompetencije, kao i njihova praktična primjena u odgojno-obrazovnoj praksi. S ciljem dodatnog unapređenja odgojno-obrazovne prakse prikupljena su stajališta i mišljenja ispitanika o kompetencijama koje bi dodatno željeli usavršiti tijekom diplomskog studija. U istraživanju su sudjelovala 223 ispitanika, studenata redovitog i izvanrednog diplomskog studija RPOO Učiteljskog fakulteta Sveučilišta u Zagrebu. Primijenjena je kvantitativna i kvalitativna metoda znanstvenog pedagoškog istraživanja. Zaključeno je da bez obzira na to što ispitanici samorefleksijom visoko procjenjuju svoje temeljne, metodičke i glazbeno-stvaralačke kompetencije, samorefleksija njihovih praktičnih kompetencija, kao i izražena potreba za dodatnim usavršavanjem, ukazuju na to da su ispitanici svjesni potrebe za daljnjim razvojem svojih glazbenih kompetencija. Dobiveni rezultati istraživanja predstavljaju smjernicu za daljnje unapređenje kvalitete nastave glazbe, kako studenata diplomskog tako i dodiplomskog studija Ranog i predškolskog odgoja i obrazovanja Učiteljskog fakulteta Sveučilišta u Zagrebu.Ključne riječi: glazbene kompetencije; odgojitelji; rani i predškolski odgoj i obrazovanje; samorefleksija.
Although recognising multiple creativities as an interdisciplinary and contemporary approach to creativity represents the basic opportunity for future change, the assessment of children's musical ...creativity is a problematic and insufficiently explored area. The paper discusses the problem of encouraging and assessing the creative musical potential of preschool children using the adopted Measures of Creativity in Sound and Music - MCSM. Considering the inappropriateness of assessing children's creative musical potential with numerical indicators, the research was focused on the method of participatory observation of fluency and imagination in making sounds and music. The research included 25 children aged 5-6 years in a preschool setting within an ethnographic practice-based methodology. The reactions of children to activities were varied but each child reacted to some of the conducted activities. In addition to the confirmed giftedness of one girl, the musical potential and musical giftedness of one boy were discovered, which was further confirmed by the state of flow during the activities. It was concluded that well-designed and stimulating musical activities can encourage children's musical creativity and contribute to the recognition of their musical potential and giftedness.
Given the digitalization of modern society and the way a child acquires musical experiences, practitioners are expected to apply various media in everyday educational praxis. The theoretical ...framework of technological pedagogical content knowledge (TPACK) is an approach that connects the knowledge of educators with Information and Communications Technology (ICT), concurrently developing technology-supported pedagogical knowledge and integration of technology into education. The paper aims to investigate educators’ self-assessment of their digital competencies and their implementation in musical activities with preschool children. The respondents are full-time and part-time graduate students of the Early Childhood and Preschool Education study program from faculties of teacher education in Croatia. The obtained results indicate that 91,1 % of respondents didn’t have any formal ICT education while 59,5 % didn’t have any additional type of music education except during their studies. Nevertheless, the greatest knowledge participants have shown on the competencies for using digital tools (CFUDT) scale succeeded by a technological knowledge (TK) scale of the adapted TPACK-TCCMA survey, thus the respondents rated their digital and ICT competencies exceedingly high unlike music and pedagogical competencies. Considering the results obtained, it can be concluded that additional attention should be given to the development of digital, music, and pedagogical competencies during studies that will be applicable in both music and other areas of education.
PDF
