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Tijekom pandemije Covid-19, obrazovni sustav doživio je izniman šok zbog privremenog zatvaranja škola i sveučilišta u više od 180 zemalja s ciljem sprječavanja širenja virusa. Tradicionalne su učionice zamijenjene virtualnim prostorima, što je duboko utjecalo na interakciju nastavnika i učenika, između ostalog, dovodeći do promjene paradigme u procesu poučavanja i učenja. Pandemija je utjecala na gotovo svaki aspekt života, pretvorivši se u gospodarsku i humanitarnu krizu. Online učenje prihvaćeno je široko diljem svijeta kao odgovor na pandemiju Covid-19 koja je ograničila mogućnost fizičkog okupljanja u školama. Učenje na daljinu postavilo je izazove za učenike, poput društvene izolacije, problema s umrežavanjem, nedostatka samodiscipline i loših uvjeta učenja kod kuće. Iako online učenje donosi brojne izazove, ono pruža i mnoge prednosti, poput pristupa kvalitetnim materijalima i prilagodljivog rasporeda učenja. Prema relevantnim prethodno provedenim istraživanjima, učenici su najviše cijenili mogućnost učenja vlastitim tempom i učenja u udobnom okruženju S druge strane, tehničke poteškoće, nedostatak druženja s prijateljima i nedostatak samodiscipline ocijenjeni su kao najznačajniji nedostaci online učenja. Rezultati su pokazali da učenici osnovnih i srednjih škola imaju slične percepcije o prednostima i nedostacima online učenja, što je u skladu s istraživanjima o nastavi na daljinu provedenim diljem svijeta (Baczek i sur., 2021; Wang, 2021; Pew Research Center, 2021, Čorkalo Biruški i Šimić, 2021; Hebert i sur., 2020). No, važno je naglasiti da ovo istraživanje ima određena ograničenja, kao što su moguća pristranost sudionika istraživanja, zanemarivanje obiteljskih i društvenih utjecaja, te kratko vremensko razdoblje provedbe. Unatoč ovim ograničenjima, rad donosi važne uvide. Iako su učenici tijekom pandemije Covid-19 prepoznali izazove nastave na daljinu, isto tako su uočili njezin potencijal. Iz njihove perspektive, uz adekvatnu podršku, ovaj oblik učenja otvara prilike za personalizirano i fleksibilno obrazovanje, naglašavajući potrebu za redefiniranjem obrazovanja u digitalnom dobu. Kao rezultat ovog uvida, rad iskazuje određene elemente za daljnje unapređenje ovog načina obrazovanja. During the Covid-19 pandemic, the educational system experienced a significant shock due to the temporary closure of schools and universities in more than 180 countries with the aim of preventing the spread of the virus. Traditional classrooms were replaced with virtual spaces, which deeply impacted the interaction between teachers and students, among other things, leading to a paradigm shift in the teaching and learning process. The pandemic has affected almost every aspect of life, turning into an economic and humanitarian crisis. Online learning was widely accepted around the world in response to the Covid-19 pandemic, which limited the possibility of physical gathering in schools. Online learning posed challenges for students, such as social isolation, networking issues, lack of self-discipline, and poor learning conditions at home. While online learning brings numerous challenges, it also offers many advantages, such as access to quality materials and a flexible learning schedule. According to research, students valued most the ability to learn at their own pace and to study in a comfortable environment. On the other hand, technical difficulties, lack of socializing with friends, and lack of selfdiscipline were rated as the most significant drawbacks of online learning. The results showed that primary and secondary school students have similar perceptions about the advantages and disadvantages of online learning, which is consistent with distance learning studies conducted around the world (Baczek i sur., 2021; Wang, 2021; Pew Research Center, 2021, Čorkalo Biruški i Šimić, 2021; Hebert i sur., 2020). However, it is important to note that this research has certain limitations, such as the potential for bias of reserach participants, overlooking family and societal influences, and a short period of implementation Despite these limitations, the study provides significant insights. While students recognized the challenges of online learning during the Covid-19 pandemic, they also identified its potential. From their perspective, with adequate support, this form of learning opens opportunities for personalized and flexible education, emphasizing the need to redefine education in the digital age. As a result of this insight, the study suggests certain elements for the further improvement of this form of education

Glazbene aktivnosti imaju iznimno važnu ulogu u cjelovitom razvoju djece. Stoga je cilj ovog istraživanja ispitati stavove odgajatelja predškolske djece prema glazbenim aktivnostima u vrtiću i njihovu samoprocjenu kompetentnosti za provođenje takvih aktivnosti s obzirom na stručnu spremu i godine radnog iskustva. Ispitivanje je provedeno putem online ankete na uzorku od 329 sudionika, odgajatelja predškolske djece iz svih hrvatskih županija. Za potrebe istraživanja konstruiran je upitnik koji se sastoji od tri dijela: Upitnik općih podataka, Stavovi prema glazbenim aktivnostima u vrtiću i Samoprocjena kompetentnosti odgajatelja za provođenje glazbenih aktivnosti. Rezultatima istraživanja potvrđeno je da odgajatelji predškolske djece koji imaju više godina radog iskustva, u odnosu na odgajatelje s manje godina radnog iskustva, imaju pozitivnije stavove prema glazbenim aktivnostima u vrtiću. Nadalje, odgajatelji predškolske djece koji imaju višu razinu obrazovanja, u odnosu na odgajatelje s nižom razinom obrazovanja, imaju pozitivnije stavove prema glazbenim aktivnostima u vrtiću. Godine radnog iskustva nisu se pokazale značajnim prediktorom samoprocjene odgajateljskih kompetencija odgajatelja za provođenje glazbenih aktivnosti u vrtiću. Rezultatima istraživanja potvrđeno je da se samoprocjene kompetencija odgajatelja za provođenje glazbenih aktivnosti razlikuju s obzirom na razinu obrazovanja odgajatelja., Musical activities play an extremely important role in the overall development of children. Therefore, the goal of this research is to examine the attitudes of preschool teachers towards musical activities in kindergarten and their self-assessment of competence for conducting such activities with regard to professional qualifications and years of work experience. The survey was conducted via an online survey on a sample of 329 participants, preschool teachers from all Croatian counties. For the purposes of the research, a questionnaire consisting of three parts was constructed: Questionnaire of general information, Attitudes towards musical activities in kindergarten and Self-assessment of the competence of educators for conducting musical activities. The results of the research confirmed that educators of preschool children who have more years of work experience, compared to educators with fewer years of work experience, have more positive attitudes towards musical activities in kindergarten. Furthermore, educators of preschool children who have a higher level of education, compared to educators with a lower level of education, have more positive attitudes towards musical activities in kindergarten. Years of work experience did not prove to be a significant predictor of teachers' self-assessment of educational competencies for conducting musical activities in kindergarten. The results of the research confirmed that self-assessments of educators' competences for conducting musical activities differ depending on the level of education of the educators.

Kritička pedagogija i kritičko mišljenje dva su istaknuta koncepta koja zajednički pojam „kritičnosti“ dijele kao polazišnu točku, dok se istodobno granaju dalje u različitim pravcima. U filozofijama ovih koncepata kriju se razlike, što proizlazi iz činjenice da je sam pojam kritičnosti različito poiman u humanističkim znanostima u odnosu na društvene znanosti. Usporedno analiziranje upravo ovih dvaju koncepata odlično oslikava slojevitost pojma kritičnosti te njegova ishodišnog, odnosno praktičnog uporabnog djelovanja. Cilj teorijskog dijela rada predstaviti je i kritički usporediti glavne značajke dviju tradicija: kritičke pedagogije i kritičkoga mišljenja. Stoga se u radu nudi kratak povijesni pregled razvoja obiju tradicija, upućuje se na njihove različite perspektive i glavne definicije. Nadalje, analizira se pojam kritičnosti te se predstavljaju interpretacije tog pojma unutar različitih misaonih škola oslanjajući se prvenstveno na pedagoga Andrewa Stablesa (2003). Odvojeno se objasnilo poimanje kritičnosti kroz prizme kritičkoga mišljena i kritičke pedagogije kako bi bilo moguće odrediti njihove poveznice, ali i razloge njihovog neslaganja. Kao polazište za analizu kritičke pedagogije uzima se Pedagogija obespravljenih Paula Freirea (2002), a kroz prizmu tradicije opće pedagogije objašnjavaju se razlike i sličnosti u praktičnoj primjeni načela ovih dvaju tradicija. U empirijskom dijelu rada prikazuje se istraživanje provedeno sa studentima pedagogije Filozofskog fakulteta u Splitu kojemu je cilj bio utvrditi kako studenti studija pedagogije razumijevaju koncepte kritičke pedagogije i kritičkog mišljenja te njihov odnos. Rezultati su pokazali da studenti iz ovog istraživanja, baš kao i studenti iz drugih istraživanja, ne poznaju i ne razumiju dovoljno dobro koncepte kritičkoga mišljenja i kritičke pedagogije i odnose među njima, što upućuje na potrebu ostvarivanja transformirajućega visokoškolskog obrazovanja koje povezuje znanje i iskustvo studenata i potiče njihovo kritičko mišljenje i djelovanje., Critical pedagogy and critical thinking are two prominent concepts that share the common notion of “criticality” as a starting point, while at the same time branching off in different directions. Differences are hidden in the philosophies of these concepts, which results from the fact that the very concept of criticality is understood differently in the humanities compared to the social sciences. The comparative analysis of these two concepts perfectly illustrates the layering of the concept of criticality and its original, i.e., practical, useful effect. The aim of the theoretical part of the work is to present and critically compare the main features of two traditions: critical pedagogy and critical thinking. Therefore, the paper offers a brief historical overview of the development of both traditions, referring to their different perspectives and main definitions. Furthermore, the concept of criticality is analysed and interpretations of this concept are presented within different schools of thought, relying primarily on the pedagogue Andrew Stables (2003). The concept of criticality was explained separately through the prisms of critical thinking and critical pedagogy in order to determine their connections, as well as the reasons for their disagreement. Paul Freire’s Pedagogy of the Oppressed (2002) is taken as a starting point for the analysis of critical pedagogy, and the differences and similarities in the practical application of the principles of these two traditions are explained through the prism of the tradition of general pedagogy. The empirical part of the paper presents the research conducted with pedagogy students of the Faculty of Philosophy in Split, the aim of which was to determine how pedagogy students understand the concepts of critical pedagogy and critical thinking and their relationship. The results showed that students from this research, just like students from other researches, do not know and understand the concepts of critical thinking and critical pedagogy and the relationships between them well enough, which points to the need to achieve a transforming higher education that connects the knowledge and experience of students and encourages their critical thinking and action.

Folklorna baština predstavlja dragocjen izvor inspiracije za razvoj mašte, kreativnosti i socijalnih vještina djece u ranom i predškolskom uzrastu. Kroz folklorne igre, pjesme i plesove djeca se upoznaju s vlastitim kulturnim identitetom, stječu osjećaj pripadnosti zajednici i razvijaju svijest o različitostima među ljudima. U radu s djecom u rane i predškolske dobi, važno je provoditi raznolike folklorne aktivnosti koje su prilagođene njihovoj dobi i individualnim razvojnim potrebama. Igrom, plesom i pjevanjem djeca se aktivno uključuju u istraživanje i otkrivanje folklorne baštine, potičući njihovu kreativnost, imaginaciju i emocionalni razvoj. Folklor predstavlja vrijedan resurs u radu s djecom rane i predškolske dobi. Sudjelovanjem u folkloru, djeca se povezuju s vlastitom kulturom, razvijaju motoričke, jezične i socijalne vještine te stječu poštovanje i razumijevanje prema drugim kulturama. Integracija folklorne baštine u rad s djecom može pružiti bogato i zanimljivo iskustvo koje potiče cjelovit razvoj djeteta. U ovom procesu, odgajatelji imaju važnu ulogu. Oni trebaju biti podrška i vodstvo, potičući djecu na aktivno sudjelovanje u folklornim aktivnostima, istraživanje i stvaranje. Odgajatelji trebaju prepoznati važnost folklorne baštine i njezinu ulogu u dječjem razvoju te osigurati da djeca dožive i cijene bogatstvo kulturnih tradicija., Folklore heritage represents a precious source of inspiration for fostering imagination, creativity, and social skills in children at an early and preschool age. Through folk games, songs, and dances, children become familiar with their own cultural identity, gain a sense of belonging to a community, and develop an awareness of diversity among people. When working with children in early and preschool age, it is important to implement diverse folklore activities that are adapted to their age and individual developmental needs. Through play, dance, and singing, children actively engage in exploring and discovering folk heritage, stimulating their creativity, imagination, and emotional development. Folklore represents a valuable resource in working with young children. By participating in folklore, children connect with their own culture, develop motor, language, and social skills, and gain respect and understanding for other cultures. Integrating folk heritage into working with children can provide a rich and engaging experience that fosters holistic child development. In this process, educators play a crucial role. They should provide support and guidance, encouraging children to actively participate in folk activities, explore, and create. Educators need to recognize the importance of folk heritage and its role in children's development, ensuring that children experience and appreciate the richness of cultural traditions.

Nichollsova teorija postignuća (1989) predlaže da način na koji pojedinci definiraju kompetentnost i uspjeh, odnosno njihove ciljne orijentacije, igraju ključnu ulogu u njihovom sportskom angažmanu. S obzirom na to, cilj ovog istraživanja bio je detaljnije ispitati relacije dispozicijske ciljne orijentacije kod taekwondaša i taekwondašica te nogometaša i nogometašica. U istraživanju je korišten Upitnik Ciljne orijentacije u sportu (Duda i sur., 1995) kako bi se procijenila ciljna orijentacija sportaša. Uzorak je obuhvatio 99 mladih hrvatskih sportaša, od kojih je 63 bilo djevojčica, a 36 dječaka. Među njima, 50 sportaša su bili taekwondaši, od čega 32 djevojčice i 18 dječaka, dok je 49 sportaša treniralo nogomet, od kojih su 45 bili dječaci, a 4 djevojčice. Analizom prikupljenih podataka putem ankete, utvrđeno je da sportaši koji treniraju taekwondo pokazuju veću sklonost ciljnoj orijentaciji prema izvedbi nego prema postizanju rezultata. To znači da su taekwondaši više usmjereni na razvijanje i poboljšanje vlastitih vještina, tehničkih i taktičkih aspekata sporta, nego na postizanje konkretnih rezultata ili pobjeda. Ovi rezultati su u skladu s prethodnim istraživanjima koja su također pokazala da su taekwondaši i drugi sportaši borilačkih disciplina često usmjereni na vlastitu izvedbu, samorazvoj i osobni napredak. Ovakva ciljna orijentacija može biti povezana s intrinzičnom motivacijom i većim zadovoljstvom u sportu, jer sportaši koji su fokusirani na učenje i unaprjeđenje vještina često doživljavaju veće zadovoljstvo iz samog procesa sportske aktivnosti. Ovi rezultati ukazuju na važnost promoviranja ciljne orijentacije prema učenju, napretku i samorazvoju u sportskim programima i treningu mladih sportaša. Također, treneri i stručnjaci koji rade s mladim sportašima trebaju biti svjesni ovih razlika u ciljnim orijentacijama te prilagoditi svoje pristupe i metodologije rada., Nicholls' Achievement Goal Theory (1989) proposes that the way individuals define competence and success, or their goal orientations, plays a crucial role in their sports engagement. Therefore, the aim of this study was to further examine the relationships of dispositional goal orientations among taekwondo practitioners and soccer players. The study utilized the Sport Orientation Questionnaire (Duda et al., 1995) to assess the athletes' goal orientations. The sample consisted of 99 young Croatian athletes, with 63 girls and 36 boys. Among them, 50 athletes were taekwondo practitioners, including 32 girls and 18 boys, while 49 athletes were involved in soccer, with 45 boys and 4 girls. Through data analysis obtained from the survey, it was found that taekwondo practitioners exhibited a stronger inclination towards a task orientation rather than an outcome orientation. This indicates that taekwondo athletes are more focused on developing and improving their skills, technical and tactical aspects of the sport, rather than achieving specific results or victories. These findings are consistent with previous research that has also shown that taekwondo practitioners and athletes in other martial arts disciplines are often oriented towards personal performance, self-development, and individual progress. Such goal orientation can be associated with intrinsic motivation and greater satisfaction in sports, as athletes who are focused on learning and skill enhancement often derive more enjoyment from the process of engaging in sports activities. These results highlight the importance of promoting a goal orientation towards learning, progress, and self-development in sports programs and the training of young athletes. Moreover, coaches and professionals working with young athletes should be aware of these differences in goal orientations and adapt their approaches and methodologies accordingly.

Informacijsko-komunikacijska tehnologija (IKT) je dinamično područje u obrazovanju koje neprestano napreduje i ima ključnu ulogu u olakšavanju i ubrzanju pristupa informacijama i znanju. Moodle je besplatni softver otvorenog koda, koji služi za oblikovanje i isporuku nastavnih sadržaja. Cilj je ovog rada poboljšati razumijevanje i primjenu analitike učenja u nastavi Informatike u drugom razredu osnovne škole te potaknuti daljnja istraživanja na području analitike učenja. Ovim radom istraženo je kako i koliko će učenici drugoga razreda samoinicijativno učiti u sustavu za e-učenje Moodle. Također, istraženo je koliko učenicima odgovara rad u Moodleu. Učenicima su u e-kolegiju Informatika za drugi razred osnovne škole bile ponuđene četiri nastavne teme i različiti pripadajući objekti učenja. U prvom dijelu rada opisan je model za e-učenje Analysis, Design, Development, Implementation and Evaluation (ADDIE) i njegove faze. U e-kolegiju Informatika za drugi razredi osnovne škole učenici su imali pristup raznovrsnim oblicima učenja, uključujući lekcije, zadatke, rječnike, testove, chat, forume i igre. Drugi dio rada odnosi se na analitiku učenja u sustavu Moodle učenika drugoga razreda osnovne škole te njihove dojmove o procesu učenja unutar tog sustava. Rezultati istraživanja ukazuju na to da učenici brzo prihvaćaju uporabu Moodle sustava te da pokazuju pozitivno stajalište prema njoj. Ipak, primijećeno je da je potrebno uložiti više napora i vremena kako bi se postigla dosljednost u korištenju sustava te kako bi se kontinuirano napredovalo u procesu učenja., Information and communication technology (ICT) is a dynamic field in education that is constantly evolving and plays a key role in facilitating and accelerating access to information and knowledge. Moodle is free, open-source software for designing and delivering course content. The aim of this work is to improve the understanding and application of analytical learning in the teaching of Informatics in the second grade of primary school and to encourage further research in the field of analytical learning. This work investigated how and to what extent second-grade students will self-initiatively learn in the Moodle e-learning system. Also, it was investigated how much students like working in Moodle. In the e-college of Informatics for the second grade of elementary school, students are offered four teaching topics and various associated learning objects. The first part of the paper describes the e-learning model Analysis, Design, Development, Implementation and Evaluation (ADDIE) and its phases. In the Informatics e-college for the second grade of elementary school, students had access to various learning objects, including lessons, assignments, dictionaries, tests, chat, forums, and games. The second part of the paper refers to the learning analytics in the Moodle system of second grade elementary school students and their impressions of the learning process within that system. The results of the research indicate that students quickly accept the use of the Moodle system and that they show a positive attitude towards it. However, it was noted that more effort and time is needed to achieve consistency in the use of the system and to make continuous progress in the learning process.

Dijete je istraživač od rođenja, a njegova želja i potreba za istraživačkim aktivnostima paralelno prate njegov rast i razvoj. Djeca čineći uče, a igra, kao svakidašnja aktivnost i potreba djeteta, je prirodan proces u kojem djeca istražuju. Kroz istraživačke aktivnosti obogaćuju iskustvo na temelju kojeg razvijaju kompetencije i cjelokupan razvoj. Kako bi se to ostvarilo odgajatelj ima niz uloga. On treba uočiti interes djece za određeni fenomen i u skladu s time ponuditi materijale koji će potaknuti i ostvariti istraživanje djece. Djeca imaju različite potrebe te u skladu s time odgajatelj treba pružiti individualnu podršku svakom djetetu. Kako bi što bolje razumio i osigurao adekvatnu potporu rastu i razvoja djeteta svakodnevno treba dokumentirati odgojno-obrazovni proces., The child has been a researcher since his birth and his desire and need for research activities parallel his growth and development. Children learn by doing, and play, as an everyday activity and a child's need, is a natural process in which children explore. Through research activities, they enrich the experience on the basis of which they develop competencies and overall development. In order to achieve this, the educator has a number of roles. He should notice the children's interest in a certain phenomenon and accordingly offer materials that will encourage and realize children's research. Children have different needs, and accordingly the educator should provide individual support to each child. In order to better understand and ensure adequate support for the child's growth and development, the educational process should be documented daily.

Obiteljska otpornost moţe se definirati kao dinamiĉan proces prilagodbe novonastalim uvjetima i razvoja pozitivnih ishoda unatoĉ izloţenosti rizicima. Potaknuta je zaštitnim ĉimbenicima. Ovisi o kontekstu u kojem se obitelj nalazi i nije konstanta, već proces podloţan promjenama kroz vrijeme. Upravo ju je iz tih razloga moguće i osnaţiti pri ĉemu vaţnu ulogu imaju i struĉnjaci iz sustava odgoja i obrazovanja. Cilj ovog istraţivanja bio je utvrditi razinu obiteljske otpornosti kod obitelji, odnosno roditelja djece predškolske dobi. U svrhu pisanja ovog diplomskog rada provedeno je istraţivanje na uzorku od n = 245 roditelja djece iz djeĉjih vrtića na podruĉju grada Splita i općine Podstrana. Korištenim instrumentarijem ispitivala se razina obiteljske otpornosti te postojanje korelacije izmeĊu kronološke dobi, spola, socioekonomskog statusa ispitanika i razine obiteljske otpornosti. Rezultati su pokazali da ispitanici sve dimenzije obiteljske otpornosti procjenjuju vrlo pozitivnima. Iskazuju visoke razine obiteljske funkcionalnosti i kohezije, sa dobro razvijenom sposobnošću nošenja s nedaćama te visokom razinom obiteljske komunikacije i razumijevanja. Visoka odstupanja u odgovorima zabiljeţena su na podruĉju „Obiteljske duhovnosti“ i „Podrške susjeda“. Nisu pronaĊene statistiĉki znaĉajne razlike izmeĊu kronološke dobi ispitanika, spola ispitanika, socioekonomskog statusa i razine procjene obiteljske otpornosti., Family resilience can be defined as a dynamic process of adapting to new conditions and developing positive outcomes despite exposure to risks. It is triggered by protective factors. It depends on the context in which the family is located and is not a constant, but a process of subjectable changes over time. It is precisely for these reasons that it is possible to strengthen it, in which experts from the education system also play an important role. This research aimed to determine the level of family resilience in families, that is, parents of preschool children. To write this thesis, research was conducted on a sample of n = 245 parents of children from kindergartens in the area of the city of Split and the municipality of Podstrana. The instruments used were used to examine the level of family resilience and the existence of a correlation between chronological age, gender, socioeconomic status, and the level of family resilience. The results showed that the respondents evaluate all dimensions of family resilience as very positive. They show a high level of family functionality and cohesion, with a well-developed ability to cope with adversity and a high level of family communication and understanding. High deviations in the answers were recorded in the area of "Family spirituality" and "Supportive neighbors". No statistically significant differences were found between the chronological age of the respondents, gender of the respondents, socioeconomic status, and level of assessment of family resilience.

Budući da se zlostavljanje u većini slučajeva događa u obitelji, često ostaje dugo neotkriveno. No, zlostavljanje i zanemarivanje djece nije problem na razini obitelji već značajan društveni problem na globalnoj razini. Slika o djetetu i način odgoja mijenjali su se kroz povijest te je u suvremenom društvu zlostavljanje i zanemarivanje strogo zabranjeno međunarodnim i nacionalnim dokumentima. Različiti oblici zlostavljanja i zanemarivanja mogu imati opasne i ozbiljne posljedice koje dugotrajno utječu na djetetov tjelesni i psihički razvoj. S obzirom na utvrđenost transgeneracijskog prijenosa nasilja, nužno je osvijestiti širu javnost o štetnim posljedicama koje zlostavljanje i zanemarivanje donose sa sobom te prepoznati njihove znakove. Stoga, preventivne strategije zlostavljanja i zanemarivanja djece, kao i provođenje preventivnih aktivnosti, služe kao mjere zaštite djece od zlostavljanja i zanemarivanja. Prepoznavanje zlostavljanja i zanemarivanja, osim što se događa u socijalnoj izolaciji, složen je proces jer nisu svi oblici zlostavljanja i zanemarivanja fizički vidljivi. Bitnu ulogu u prepoznavanju i intervenciji imaju stručnjaci odgojnoobrazovnih ustanova koji bi trebali pohađati edukacije u svrhu stjecanja dodatnih znanja o prevenciji i intervenciji. Ključan čimbenik u prevenciji zlostavljanja djece suradnja je stručnjaka i njihova dobra povezanost. Jednaka angažiranost i uključenost svih strana u procesu pružanja pomoći zlostavljanoj djeci rezultirat će pozitivnije puno ranije nego li zaseban rad., Since in most cases abuse happens within a family, it often stays undiscovered for a long time. However, child abuse and neglect are not problems on a family basis, but rather significant social problems on a global scale. The mindset about children and the way of parenting have changed throughout the history and child abuse and neglect have been strongly prohibited in the contemporary society by the means of international and national documents. Different types of child abuse and neglect can have dangerous and fatal consequences that can impact a child’s physical and psychological development. Considering the identification of intergenerational transmission of abuse, it is necessary to raise awareness among the public about the harmful consequences that child abuse and neglect cause and to recognize their symptoms. Therefore, preventive strategies of child abuse and neglect, as well as implementing preventive activities, are used as protective factors that preserve children from abuse and neglect. Except for the fact that abuse and neglect happen in a social isolation, abuse and neglect recognition is a complicated process due to the problem that not all types of abuse and neglect are physically visible. An important role in recognition and prevention have the experts of the educational institutions who should undergo additional training in the purpose of acquiring further knowledge about the recognition and prevention. The key factor in preventing child abuse is the cooperation of the experts and their better correlation. The same amount of engagement and participation of all the participants in the process of providing help to abused children will have a positive outcome much earlier than any individual effort.

Duhovnost i religioznost u predškolskom odgoju pridonose razvoju djece na mnogonačina.Pomaže im u razvoju moralnog ili vrijednosnog sustava, socijalnih vještina, samopouzdanja i emocionalne inteligencije.Također im pomaže u razumijevanju svijeta oko sebe, postavljaju pitanja o smislu života i razvijaju unutarnje snage. Važnost kulture i obitelji u odgoju vidi se i u Brofbrenerovoj teoriji ekološkog razvoja gdje se nalaze u mikrosustavu koji ima najveći utjecaj na dijete. Obitelj ima veliku ulogu za odgoj pojedinca u duhovnom i religioznom smislu. U rizičnim okolnostima, duhovnost i religioznost imaju veliki značaj jer mogu pružiti podršku, nadu, utjehu i smisao.U rizičnim situacijama, mnoga djeca reagiraju stresno, a vjerska uvjerenja i vrijednosti pomažu im da pronađu mir i rješenja. Uz obitelj, veliku ulogu imaju odgajatelji, vrlo je bitno da djecu potiču na dijele svoje misli i osjećaje. Dva pedagoška pravca, Montessori i Waldorf u svom radu koriste duhovne i religiozne elemente. Montessori pedagogija temelji se na poštivanju i razumijevanju dječje duhovnosti, a Waldorf njeguje intelekt i osjećajni život djece. Dva terapijska pristupa, logoterapija i hagioterapija, zalažu se da se ljudi mogu liječiti na psihološkoj razini. Smatraju da zdravlje duha ovisi o osobnim vrijednostima i vjerovanjima te svjesnosti o smislu života., ays. It helps them develop a moral or value system, social skills, self-confidence, and emotional intelligence. It also helps them understand the world around them, ask questions about the meaning of life, and cultivate inner strength. The importance of culture and family in education can be seen in Bronfenbrenner's theory of ecological development, where they are situated in the microsystem that has the greatest influence on the child. Family plays a significant role in nurturing individuals in spiritual and religious terms. In challenging circumstances, spirituality and religiosity hold great significance as they can provide support, hope, comfort, and meaning. In risky situations, many children react to stress, and their religious beliefs and values help them find peace and solutions. In addition to the family, educators play a crucial role by encouraging children to share their thoughts and feelings. Two educational approaches, Montessori and Waldorf, incorporate spiritual and religious elements in their work. Montessori pedagogy is based on respecting and understanding children's spirituality, while Waldorf nurtures the intellectual and emotional lives of children. Two therapeutic approaches, logotherapy and hagiotherapy, advocate that individuals can be healed at the psychological level. They believe that mental health depends on personal values and beliefs, as well as awareness of the meaning of life.

Djeca s poremećajem iz spektra autizma (PSA) predstavljaju skupinu djece s posebnim potrebama koja se susreću s izazovima u uspostavljanju komunikacije i socijalno prihvatljivog ponašanja. Poremećaj iz spektra autizma karakterizira različita razina težine simptoma i raznolikost individualnih potreba. Treba naglasiti kako nijedno dijete s poremećajem iz spektra autizma nema jedinstvene karakteristike i potrebe. Stoga je individualizirani pristup ključan za pružanje podrške toj djeci. Važnost inkluzije djece s poremećajem iz spektra autizma uključuje stvaranje podržavajućeg i razumijevajućeg okruženja u kojem se potiče njihov socioemocionalni razvoj. Rana intervencija i podrška prvenstveno od obitelji pa zatim educiranih stručnjaka i šire zajednice temeljni su čimbenici za postizanje najboljih rezultata. Kako djeca većinu vremena provode u odgojno-obrazovnim ustanovama, kraj sebe trebaju imati kompetentne odgojitelje. Unatoč problemima na koje odgojitelji svakodnevno nailaze, potrebno je da se cjeloživotno stručno usavršavaju, kako bi znali odgovoriti na potrebe djece i pružiti im što kvalitetniju podršku u odrastanju, ali i veće informiranje i obrazovanje cijele zajednice., Children with autism spectrum disorder (ASD) represent a group of children with special needs who face challenges in establishing communication and socially acceptable behavior. Autism spectrum disorder is characterized by varying levels of symptom severity and a variety of individual needs. It should be emphasized that no child with an autism spectrum disorder has unique characteristics and needs. Therefore, an individualized approach is essential to support these children. The importance of inclusion of children with autism spectrum disorder includes creating a supportive and understanding environment in which their socio-emotional development is encouraged. Early intervention and support primarily from the family and then from educated professionals and the wider community are fundamental factors for achieving the best results. As children spend most of their time in educational institutions, they should have competent educators by their side. Despite the problems that educators encounter on a daily basis, they need lifelong professional development in order to know how to respond to children's needs and provide them with the best possible support as they grow up but also greater information and education of the entire community.

Razvojem dječjeg govora dolazi i do razvoja verbalne agresije koju svako dijete iskuša u jednom periodu svog života. Agresivno ponašanje kod djece jedan je od najčešćih problema s kojima se nose roditelji i struka. Kod djece ona je normalan dio rasta i razvoja. Agresija može biti urođena ili potaknuta nekim vanjskim (životnim) čimbenicima. Najčešće je potaknuta nekim vanjskim čimbenicima koji u čovjeku stvaraju bijes, a agresivnost se odnosi na osobinu ličnosti čovjeka. Ona kao takva najčešće ima nekakav cilj kod agresora. Kod djece predškolske dobi to je uglavnom dobitak neke materijalne stvari ili dominacija nad vršnjacima. Veliki utjecaj ima genetsko nasljeđe, vršnjačke skupine kao i masovni mediji kojima su djeca u današnje vrijeme sve više okružena. Uočavanje ranih znakova agresivnog ponašanja i pravovremeno djelovanje može pozitivno utjecati na razvoj emocionalnog djetetovog stanja.

Završni rad istražuje plesno-ritmički odgoj u radu s djecom rane i predškolske dobi. Plesno-ritmički odgoj je metoda koja kombinira pokret, ritam i glazbu kako bi potaknula dječju kreativnost, motoričke vještine, socijalne interakcije i emocionalno izražavanje. U radu se analiziraju različiti aspekti plesno-ritmičkog odgoja, uključujući ples i povijest plesa, ulogu plesa u dječjem vrtiću, osnove plesnih struktura, utjecaj plesno-ritmičkog odgoja na razvoj djece te važnost i same uloge odgajatelja te njihovog uvrštavanja plesa kao jedne od temeljnih aktivnosti u dječjem vrtiću. Cilj ovog završnog rada je naglasiti važnost plesno-ritmičkog odgoja u radu s djecom te pružiti smjernice za uspješnu implementaciju ove metode u praksu., The thesis explores dance-rhythmic education in working with children in early and preschool age. Dance-rhythmic education is a method that combines movement, rhythm, and music to stimulate children's creativity, motor skills, social interactions, and emotional expression. The paper analyzes various aspects of dance-rhythmic education, including dance and the history of dance, the role of dance in preschool settings, fundamentals of dance structures, the influence of dance-rhythmic education on child development, as well as the importance and role of educators in incorporating dance as a fundamental activity in preschool settings. The aim of this thesis is to emphasize the significance of dance-rhythmic education in working with children and provide guidelines for the successful implementation of this method in practice.

Plesna struktura u radu s djecom predstavlja važan aspekt plesne pedagogije. Ova struktura omogućuje djeci da se koriste temeljnim plesnim elementima kao što su pokret, ritam, prostor i vrijeme kako bi izrazili svoju kreativnost i osjetili radost plesa. Djeca stječu osnove plesne tehnike, koordinaciju i motoričke sposobnosti kroz strukturirane vježbe i aktivnosti. Ova temeljna vještina omogućuje im da razviju svijest o vlastitom tijelu, poboljšaju držanje i postanu svjesni pokreta u prostoru. Kroz usvajanje ritma, djeca razvijaju sposobnost praćenja glazbe i usklađivanja pokreta s ritmičkim obrascima. Kroz strukturirane improvizacijske vježbe i plesne igre, djeca se potiču da istražuju različite načine kretanja, stvaraju nove pokrete i izraze svoje emocije putem plesa. To potiče razvoj njihove individualnosti, samopouzdanja i samosvijesti. Plesna struktura u radu s djecom predstavlja sveobuhvatan pristup koji kombinira plesnu tehniku, kreativnost, ritam i cjeloviti razvoj. Plesne strukture pružaju djeci priliku da istraže i izraze sebe kroz ples, potičući tako njihov cjelokupni razvoj i dobrobit., The dance structure in working with children represents an important aspect of dance pedagogy. This structure enables children to utilize fundamental dance elements such as movement, rhythm, space, and time to express their creativity and experience the joy of dance. Children acquire the foundations of dance technique, coordination, and motor skills through structured exercises and activities. This fundamental skill allows them to develop body awareness, improve posture, and become conscious of movement in space. Through the acquisition of rhythm, children develop the ability to follow music and synchronize their movements with rhythmic patterns. Through structured improvisational exercises and dance games, children are encouraged to explore different ways of movement, create new moves, and express their emotions through dance. This fosters the development of their individuality, self-confidence, and self-awareness. The dance structure in working with children represents a comprehensive approach that combines dance technique, creativity, rhythm, and holistic development. Dance structures provide children with an opportunity to explore and express themselves through dance, thus promoting their overall development and well-being.

Glazba je sastavni dio dječjeg svijeta, ona za dijete simbolizira sreću i veselje te potiče na zabavu i igru. Glazbene aktivnosti neizostavan su dio djetinjstva baš zbog toga što djeca kroz njih potiču svoje sposobnosti i povezuju ih uz pozitivne emocije. Provedba glazbenih aktivnosti provodi se kroz igru, temeljnu dječju aktivnost. Igra je sastavni dio djetetova života, ona je slobodna i spontana aktivnost. Svaka dječja igra je nova i uzbudljiva, kroz nju dijete uči nešto novo i prenosi na buduće interakcije. Glazba pomaže u razvoju kreativnosti, socijalnih vještina i emocionalne inteligencije kod djece, a istovremeno potiče motoričke i kognitivne sposobnosti. Glazbene aktivnosti potiču cjeloživotni razvoj djeteta, njegovih dobrobiti i kompetencija. Glazbene aktivnosti koje se provode u vrtiću su: igre s pjevanjem, pjevanje, brojalice, slušanje glazbe, sviranje i dječje glazbeno stvaralaštvo. Kroz glazbene aktivnosti, potiče se razvijanje ljubavi prema glazbi te se stvara put za daljnji glazbeni razvoj. Glazba posjeduje značajan utjecaj koji utječe na razvoj važnih vještina koje će djetetu koristiti za cijeli život. Music is a fundamental part of a child`s world. For a child, it symbolises happiness and joy, which encourages fun and play. Musical activities are an indispensable part of childhood because children encourage their abilities through them and they connect them with positive emotions. Implementation of musical activities is done through play, as it is a fundamental activity of a child. Play is a main component of a child`s life, it is a free and spontaneous activity. Every child`s play is new and exciting. Through it they learn something new and they bring that with them for future activities. Music helps in developing creativity, social skills and emotional intelligence for a child, which simultaneously encourages development of motor and cognitive skills. Musical activities encourage the lifelong development of a child, its benefits and competencies. Musical activities which are carried out in daycare are: games with singing, singing, nursery rhymes, listening to music, playing music and children`s musical creativity. Through musical activities, it is encouraged to develop a love for music and a path is created for further musical development. Music has a significant influence which affects the development of important skills which will benefit a child for its whole life.

Kreativni ples je važan dio ranog i predškolskog odgoja i obrazovanja jer potiče cjelokupni razvoj djeteta. Kreativni ples u ranom i predškolskom odgoju i obrazovanju podrazumijeva upotrebu plesnih aktivnosti kao sredstva za razvoj motoričkih vještina, izražavanje emocija, poticanje mašte i kreativnosti te izgradnju samopouzdanja djeteta. Kroz kreativni ples, djeca imaju priliku istraživati različite načine kretanja, ritma, prostora i energije, što doprinosi razvoju njihove tjelesne svjesnosti i koordinacije. Uz brojne prednosti, kreativni ples također doprinosi razvoju socijalnih vještina djece. Kroz zajedničko plesanje i suradnju s drugom djecom, djeca uče dijeliti prostor, komunicirati putem tijela i poštovati druge. Ovaj oblik plesa može biti i oblik inkluzivnog obrazovanja jer pruža mogućnost svakom djetetu, bez obzira na njegove tjelesne sposobnosti ili kulturnu pozadinu, da sudjeluje i izrazi se na vlastiti način., Creative dance is an important part of early childhood education as it fosters the overall development of a child. Creative dance in early childhood education involves using dance activities as a means to develop motor skills, express emotions, stimulate imagination and creativity, and build a child's self-confidence. Through creative dance, children have the opportunity to explore various ways of movement, rhythm, space, and energy, which contributes to the development of their body awareness and coordination. In addition to numerous benefits, creative dance also contributes to the development of children's social skills. Through group dancing and collaboration with other children, they learn to share space, communicate through their bodies, and respect others. This form of dance can also be a form of inclusive education as it provides every child, regardless of their physical abilities or cultural background, the opportunity to participate and express themselves in their own way.

Ne postoji jedinstveni priručnik koji može roditeljima pojednostaviti izazove s kojima se susreću u odgoju djeteta/djece. Previše je čimbenika koji utječu na taj odnos (roditelj – dijete) što ga, ironično, čini jedinstvenim. S obzirom na to da roditelj predstavlja svojevrsni „konceptualni filter“ preko kojega dijete uči, raste i razvija se, od velike je važnosti osvijestiti roditelje u samoinicijativi o poboljšanju kompetencija jer kompetentan roditelj ima kontrolu nad svojim roditeljstvom i svjestan je da je odgoj dugotrajan i nepredvidljiv proces koji iziskuje prilagodbu. Promjene društvenih uređenja su kroz povijest više puta izmijenile strukturu i poimanje obitelji. Nekoć se smatralo da očevi stvaraju svijet, povijest i kulturu, a da žene samo rađaju i podižu djecu (Galić, 2004). Isto tako, tradicionalna obitelj bila je mnogobrojnija, ali djeca su predstavljala ekonomsku korist. Međutim, suvremeni roditelji, kako ne bi zadovoljavali samo vlastite potrebe, iz neznanja, djecu pretvaraju u izvor velikih troškova izlažeći ih medijima koji streme, prikrivenim porukama, natjerati korisnike na devijaciju u ponašanju. Tako medij postaje medijom; između roditelja i djeteta, što postaje vrlo opasnim jer dovodi do tzv. „suvremene obiteljske neravnoteže“, gdje dijete uživa u velikim slobodama istovremeno oduzimajući roditelju autoritet u odgoju. Od tradicionalnog autoritarnog do suvremenog prezaštitničkog roditeljstva, svaka generacija tvrdi da je onoj drugoj bilo bolje. Pretjerana osjetljivost u današnje doba postaje inačicom postmodernog roditeljskog odgojnog stila., There is no single manual that can simplify the challenges parents face in raising their child/children. There are too many factors that influence this relationship (parent-child) which, ironically, makes it unique. Considering that the parent represents a kind of "conceptual filter" through which the child learns, grows and develops, it is of great importance to make parents aware of the self-initiative of improving competences, because a competent parent has control over his parenting and is aware that education is long-term and unpredictable. a process that requires adaptation. Throughout history, changes in social arrangements have repeatedly changed the structure and concept of the family. It was once believed that fathers create the world, history and culture, while women only give birth and raise children (Galić, 2004). Likewise, the traditional family was more numerous, but children represented an economic benefit. However, modern parents, in order to not only satisfy their own needs, out of ignorance, turn children into a source of great expense by exposing them to media that strives, with hidden messages, to force users to deviate in their behavior. Thus the medium becomes the medium; between parent and child, which becomes very dangerous because it leads to the so-called "contemporary family imbalances", where the child enjoys great freedom at the same time depriving the parent of authority in upbringing. From traditional authoritarian to modern overprotective parenting, each generation claims that the other had it better. In today's age, excessive sensitivity is becoming a version of the postmodern parenting style.

Cilj ovog istraživanja bio je prikazati iskustva pomoćnika u nastavi u njihovu radu s učenicima s različitim poteškoćama. Na početku ovog diplomskog rada prikazan je teorijski osvrt na važnost koncepta inkluzije u različitim kontekstima, definirane su vrste poteškoća te je prikazan i detaljan uvid u ulogu pomoćnika u nastavi, a sve u svrhu boljeg shvaćanja samog empirijskog dijela rada. Empirijsko istraživanje provedeno je putem polustrukturiranog intervjua, a intervjuirano je ukupno deset pomoćnika i pomoćnica u nastavi iz različitih osnovnih škola. Po analizi rezultata opisani su određeni problemi na koje pomoćnici u nastavi nailaze poput nedostatnih edukacija, niskih plaća te određenih manjkavosti sustava podrške za pomoćnike u nastavi. Ovaj rad ponajviše može poslužiti trenutnim i budućim pomoćnicima u nastavi, ali i svima onima koji s njima surađuju ili koji ovakve teme iz raznih razloga smatraju zanimljivima i korisnima., The aim of this research was to present the experiences of teaching assistants in their work with students with different difficulties. At the beginning of this thesis, a theoretical overview of the importance of the concept of inclusion in different contexts is presented, the types of difficulties are defined, and a detailed insight into the role of teaching assistants is presented, all for the purpose of better understanding of the empirical part of the work itself. The empirical research was conducted through a semi-structured interview, and a total of ten teaching assistants from different elementary schools were interviewed. After analysing the results, certain problems that teaching assistants encounter are described, such as insufficient education, low salaries, and certain shortcomings of the support system for teaching assistants. This paper can, above all, be useful to current and future teaching assistants, but also to all those who collaborate with them or who find such topics interesting and useful for various reasons.

Na stupanj rane uključenosti djece s posebnim potrebama znatno utječe želja za dostupnošću različitih aktivnosti, igračaka i ostalih materijala u aktivnosti same igre. Načela univerzalnog dizajna, koja pozivaju na prepoznavanje i uvažavanje ljudske raznolikosti, kao što su ljudi različite dobi, sposobnosti, veličine ili tome slično, uvelike su odgovorna za postizanje pristupačnosti dječje igre u okruženju. Poželjno je da je to okruženje uključivo i da nudi puno mogućnosti, uz prilagodbu prostora i sadržaja za igru prema individualnim dječjim potrebama. Iako se ideja univerzalnog dizajna proširila tek posljednjih nekoliko desetljeća i sada se odnosi na sve aspekte društvenog života, univerzalni je dizajn u biti definiran kao dizajn i sastav proizvoda i okruženja tako da im mogu pristupiti, razumjeti i koristiti svi ljudi bez potrebe posebne prilagodbe ili specijaliziranog dizajna. Uzimajući u obzir značaj igre i kvalitetnog okruženja odgojno-obrazovnih ustanova za cjelokupni razvoj djeteta, ovaj će rad u teorijskom dijelu prikazati što je to univerzalni dizajn i kako ga je moguće ukomponirati u svakodnevni život djece koja su glavni sudionici ranog i predškolskog odgoja i obrazovanja. Dat će se u uvid i prostorna organizacija u ustanovama ranog i predškolskog odgoja, koja uključuje vrtiće i jaslice, te pružanje stručne i druge pomoći djeci s posebnim potrebama. Istraživanje ovog rada, odnosno empirijski dio, prikazat će rezultate mišljenja odgajatelja o samom konceptu univerzalnoga dizajna u odgojnoobrazovnom procesu te će se na kraju interpretirati rezultati. U ovome je istraživanju sudjelovalo 111 odgajatelja u Republici Hrvatskoj te se njihova znanja i razmišljanja razlikuju, iako se većinski slažu kako je univerzalni dizajn potreban u ustanovama ranog i predškolskog odgoja i obrazovanja., The degree of early involvement of children with special needs is significantly influenced by the desire for availability of different activities, toys and other materials in the children's play itself. Universal design principles, which call for the recognition and appreciation of human diversity, such as people of different ages, abilities, sizes, or the like, are largely responsible for making children's play accessible in the environment. It is desirable that this environment is inclusive and offers a lot of possibilities, with the adaptation of space and content for children's play according to individual children's needs. Although the idea of universal design has spread only in the last few decades and now refers to all aspects of social life, universal design is essentially defined as the design and composition of products and environments so that they can be accessed, understood, and used by all people without the need for special adaptation or specialized design. Considering the importance of play and the quality environment of educational institutions for the overall development of a child, in the theoretical part, this thesis will show what universal design is and how it can be integrated into the daily life of children who are the main participants in early and preschool education. Spatial organization in early and preschool education institutions, which includes kindergartens and crèches, as well as the provision of professional and other assistance to children with special needs, will also be reviewed. The research of this work, that is, the empirical part, will show the results of educators' opinions about the very concept of universal design in the educational process, and the results will be interpreted at the end. 111 kindergarten teachers/educators in the Republic of Croatia participated in this research, and their knowledge and thoughts differ, although the majority agree that universal design is needed in early and preschool education institutions.

U suvremenoj pedagogiji sve se više ističe važnost suradnje odgojno-obrazovnih ustanova i obitelji djece, ali i njegova zahtjevnost. Uočen je pozitivan utjecaj kvalitetne suradnje ta dva djetetova temeljna konteksta u kojima boravi. Posljedice su pozitivne kako za dijete, tako i za obitelj te odgojno-obrazovnu zajednicu, a samim time i društvo u cjelini. Zbog sve veće istraženosti ovoga područja dolazi do korištenja više i novih termina. Tako se za kvalitetnu suradnju koristi pojam partnerstva, odnosno ono predstavlja najviši oblik suradnje. Sama suradnja predstavlja površan odnos gdje su sudionici često u hijerarhijskom poretku (najčešće su odgajatelji dominantni za razliku od roditelja). U suradnji je često prisutna jednosmjerna komunikacija pa ne može doći do zajedničkih donošenja odluka, dogovaranja i sl. Partnerstvo je dublje, za njegovo ostvarivanje potrebna je dvosmjerna, otvorena i iskrena komunikacija, ali je isto tako važno slušanje druge osobe, poštivanje i uvažavanje njezinoga mišljenja te razumijevanje. Važno je težiti partnerstvu obitelji i odgojno-obrazovne ustanove jer su to okruženja gdje dijete provodi najviše vremena i osobe koje su u njima trebale bi stoga dobro poznavati dijete. Razmjenjujući iskustva o djetetu iz obiteljskoga doma i odgojno-obrazovne skupine, i odgajatelji i roditelji mogu dobiti širu sliku o djetetu te razgovarati o optimalnom odgojnom procesu za njega. Postavljajući iste ciljeve (odnosno jedan dugoročni cilj) i djelujući dosljedno, poznajući djetetove specifične potrebe i interese, dijete ima priliku za optimalan razvoj i ostvarivanje svojih dobrobiti., In contemporary pedagogy the importance of collaboration of educational institutions and families of children, but also its demandigness, is getting more emphasized. The positive impact of quality cooperation between these two main contexts of child in which he resides is being noticed. The consenquences are positive, both for the child as well as the family and the educational community, and thus for the society as a whole. Due to increasing research there are more and new terms in use in this area of education. Thus, the term partnership is used for quality cooperation, apropos it reprepresents the highest form of cooperation. Cooperation alone represents superficial relation where the participants are in hierarchical order (most common is that the educators are dominant ones, unlike the parents). In collaboration one-way communication is often present so joint decision making, agreements etc. cannot be done. Partnership is deeper, for its realization there is necessary to be two-way, open and honest communication, but listening to the other person, respect of others opinion and understanding are also significant. Iti s importatnt to strive for partnership of family and educational institution because these are surroundings where child spends most of the time and people that are in them should, therefore, know best their child. Sharing experiences about the child from family home and educational institutions, both educators and parents can get bigger picture of a child and talk about optimal educational process for it. By setting the same goals (one long term goal) and acting consistently, knowing childs specific needs and interests, child has the opportunity for optimal development and realization of its benefits.

Montessori pedagogija, razvijena od strane Marije Montessori, naglašava važnost stvaranja prostora koji je estetski privlačan, organiziran i prilagođen potrebama djeteta. Maria Montessori je pedagoginja koja je djelovala početkom prošlog stoljeća, ali njena je pedagogija aktualna i dan danas. U prvom dijelu rada prikazane su temeljne pretpostavke i načela Montessori pedagogije, a drugi dio rada prikazuje važnost pripremljenog okruženja i didaktičkih materijala koji su pažljivo odabrani. Zadnji dio rada je posvećen ulozi odgajatelja u Montessori ustanovama te njihovoj ulozi u pripremljenom okruženju. Pripremljeno okruženje omogućuje djeci slobodu kretanja, pristup prikladnim materijalima i strukturiran slijed aktivnosti. Materijali u pripremljenom okruženju su posebno osmišljeni didaktički materijali koji je M. Montessori razvila na temelju svojih opažanja djece i iskustva u radu s djecom. Veliku važnost u Montessori pedagogiji ima i odgajatelj koji mora biti spreman povući se, promatrati dijete, zatim uočiti djetetove interese i prema njima pripremati okolinu pomoću koje djetetu pomaže u razvoju., Montessor pedagogy, developed by Maria Montessori, emphasizes the importance of creating a space that is aesthetically appealing, organized and adapted to the needs of the child. Maria Montessori is a pedagogue who worked at the beginning of the last century, but her pedagogy is still relevant today. The first part of the paper presents the basic assumptions and principles of Montessori pedagogy, and the second part of the paper shows the importance of a prepared environment and carefully selected didactic materials. The last part of the paper is dedicated to the role of educators in Montessori institutions and their role in the prepared environment. A prepared environment allows children freedom of movement, access to suitable materials and a structured sequence of activities. The materials in the prepared environment are specially designed didactic material that M. Montessori developed based on her observations of children and experience working with children. The educator is also very important in Montessori pedagogy, who must be ready to stand back, observe the child, then notice the child's interests and prepare the environment according to them to help the child develop.

Igra ima brojne utjecaje na cjelovit djetetov razvoj. Djetetova prirodna potreba za igrom i radosti koju ona pruža otvara raznovrsne mogućnosti za pružanje poticaja i odgojno-obrazovnog djelovanja. Očuvanje tradicije, tradicijskih igara i običaja iste implicira njegovanje kulturne baštine, nasljedstva i ostavštine. Tradicijske igre imaju svoja pravila, dinamične su i pokretne, potiču prosocijalna ponašanja i naglašavaju zajedništvo, međusobno poštovanje i prijateljstvo. Širok utjecaj tradicijskih igara na motorički razvoj djece važno je istaknuti jer je življenje u modernom društvu ograničilo vrijeme i kvalitetu boravka te igre na otvorenom. Održavanje tradicijskih igara prisutnima u modernom djetinjstvu, omogućava širenje spoznaja o kulturnoj baštini i usvajanju vrijednosti i norma. Istražene su , prepoznate i istaknute dobrobiti i svrsihodnost primjene tradicijske igre u odgojno-obrazovnom procesu., Play has numerous influences on a child's overall development. A child's natural need for play and the joy it provides opens up various possibilities for providing incentives and educational activities. The preservation of tradition, traditional games and customs implies the nurturing of cultural heritage, inheritance and legacy. Traditional games have their own rules, are dynamic and mobile, encourage prosocial behavior and emphasize togetherness, mutual respect and friendship. The wide influence of traditional games on the motor development of children is important to emphasize, because living in a modern society has limited the time and quality of outdoor play. Keeping traditional games present in modern childhood enables the spread of knowledge about cultural heritage and the adoption of values and norms. The benefits and expediency of using traditional games in the educational process have been researched, recognized and highlighted.

Inkluzivni odgoj i obrazovanje je ono koje se temelji na prihvaćanju svih i omogućuje zadovoljavanje individualnih potreba pojedinca. Usmjereno je na prilagođavanje sustava djeci te time potiče razvoj urođenih potencijala. Ono što iznimno utječe na provedbu inkluzije jest kultura i okruženje te termini koji se koriste u komunikaciji. Inkluzija predstavlja uključivanje svih sudionika u tijek odgojno obrazovnog procesa u odgojno obrazovnim ustanovama. Ističe se uloga odgojitelja kao jedna od glavnih uloga u inkluzivnom odgoju i obrazovanju sve djece pa tako i one s govornim teškoćama. S obzirom da veliki broj djece ima teškoće u jezično govorno glasovnoj komunikaciji, osvješćivanje dobrobiti odgojno obrazovnog inkluzivnog pristupa i rane intervencije kao jedne od uloga odgojitelja od iznimne je važnosti. Stoga je na odgojiteljima da prepoznaju i uočavaju teškoće te provode ranu intervenciju sa stručnim suradnicima. Ključan značaj u razvoju djeteta je upravo rana intervencija koja se treba provoditi od najranijih trenutaka djetetovog života u suradnji primarnih skrbnika i stručnog tima kako bi se prevenirale teškoće., Inclusive upbringing education is based on accepting and accommodating all individuals' needs. It is focused on adapting the system to children and thereby fostering the development of their innate potentials. What greatly influences the implementation of inclusion is the culture and environment, as well as the terms used in communication. Inclusion involves the participation of all participants in the educational process in educational institutions. The role of educators is emphasized as one of the key roles in inclusive upbringing and education of all children, including those with speech difficulties. Considering that a large number of children have difficulties in language, speech, and vocal communication, it is necessary to raise awareness of the importance of an inclusive approach and early intervention as one of the roles of educators. Therefore, it is up to the educators to recognize and identify difficulties and implement early intervention with the help of professional collaborators. Early intervention, which should be implemented from the earliest moments of a child's life in collaboration with primary caregivers and a professional team, plays a crucial role in a child's development in order to prevent difficulties.

We are currently experiencing a period of swift progress and transformation in our society. Our daily lives are intertwined with modernization, deforestation, pollution, and rapid industrialization, which have significant impacts on nature and our surroundings. The signs of environmental degradation are evident, manifested through climate change, ozone depletion, soil and water pollution, and global warming. Unfortunately, as the world continues to develop, the environment continues to suffer, and there seems to be no immediate solution in sight. Consequently, there is a growing need for environmental preservation and education programs to address this issue. Education plays a vital role in cultivating individuals who are conscious of the environment and who are committed to protecting it. Many studies have highlighted that education is essential in fostering behavioural changes and providing critical skills that enable individuals to achieve environmental consciousness. Various fields of environmental education can contribute significantly to the development of environmentally responsible individuals., Trenutno prolazimo kroz razdoblje brzog napretka i transformacije u našem društvu. Naši se svakodnevni životi isprepliću s modernizacijom, krčenjem šuma, zagađenjem i brzom industrijalizacijom, koje imaju značajan utjecaj na prirodu i našu okolinu. Znakovi degradacije okoliša vidljivi su u klimatskim promjenama, smanjenju ozonskog omotača, onečišćenju tla i vode te globalnom zatopljenju. Nažalost, kako svijet nastavlja s razvojem, okoliš nastavlja patiti, a rješenje se ne čini vidljivim. Stoga postoji sve veća potreba za programima za zaštitu okoliša i edukacijom kako bi se riješio taj problem. Obrazovanje ima važnu ulogu u stvaranju pojedinaca koji su svjesni okoliša i posvećeni njegovoj zaštiti. Mnoga istraživanja ističu da je obrazovanje ključno u poticanju promjena u ponašanju i pružanju ključnih vještina koje omogućuju pojedincima postizanje ekološke svijesti. Različita područja ekološkog obrazovanja mogu značajno doprinijeti razvoju pojedinaca odgovornih prema okolišu.

Alternativni pedagoški koncepti, šumska pedagogija i šumski vrtići postaju sve zastupljeniji u mnogim zemljama. Cilj je ovog završnog rada informiranje i učenje o takvim konceptima u svrhu boljeg upoznavanja dječjih potreba. Spomenuti koncept pruža djetetu priliku da svakodnevno provodi vrijeme u prirodi učeći o okolišu i prirodnim fenomenima te razvijajući motoričke i socijalne vještine, kreativnost i maštu. Odgajatelji u šumskom vrtiću podržavaju dječju radoznalost, promatraju njihove interese i potrebe te pružaju podršku u neformalnom učenju u prirodnom okruženju s naglaskom na slobodnu igru i fleksibilan kurikulum. U ovome se radu tako govori o samom razvoju šumske pedagogije tijekom povijesti – od 19. stoljeća u radu Friedricha Fröbela pa sve do njezina suvremenog poimanja. Također, u radu su opisani i začetci šumskih vrtića, njihov utjecaj na cjelokupan razvoj djeteta, kao i njihova rasprostranjenost u Hrvatskoj i svijetu. S obzirom na značaj šumske pedagogije u ovome se radu govori i o europskim projektima koji je promiču. Prvi je dio rada teorijski, dok je drugi dio rada istraživački u sklopu kojeg je proveden polustrukturirani intervju u svrhu istraživanja plana i programa rada šumskog vrtića, odnosno obrta za čuvanje djece Šumska djeca u Puli. Alternative pedagogical concepts, such as forest pedagogy and forest kindergartens, are becoming more common in many countries. This final paper aims to inform and learn about such concepts to better understand childrens needs. The mentioned concept allows the child to spend time in nature daily, learning about the environment and natural phenomena, and developing motor and social skills, creativity, and imagination. Educators in the forest kindergarten support childrens curiosity, observe their interests and needs and provide support for informal learning in a natural environment with an emphasis on free play and a flexible curriculum. This paper also talks about the development of forest pedagogy throughout history, from the 19th century in the work of Friedrich Fröbel to its contemporary understanding. Also, the paper describes the beginnings of forest kindergartens, their influence on the overall development of the child, and their prevalence in Croatia and around the world. Given the importance of forest pedagogy, this paper also discusses European projects that are being promoted. The first part of the work is theoretical, while the second part is exploratory, in which a semi-structured interview was conducted to research the work plan and program of the forest kindergarten, that is, childcare trade Šumska djeca in Pula.

Vršnjačko nasilje čest je problem u većini osnovnih škola te se javlja u različitim oblicima. Važno je razlikovati povremeno dječje zadirkivanje i sukobe koji se javljaju u igri od namjernog nasilja koje je uzrokovano željom da se nekoga povrijedi. Roditelji imaju veliku ulogu u životu svakog djeteta pa tako i u situacijama nasilja. Oni svojom podrškom i razumijevanjem grade samopouzdanje kod djeteta, na taj će način dijete znati da nije ono odgovorno za tuđa nasilna i neugodna ponašanja te će biti spremnije na optimalnu reakciju. Cilj ovog istraživanja bio je ispitati mišljenja roditelja o pojavnosti nasilja među djecom u školama, ispitati njihove postupke u situacijama nasilja (u koja su uključena njihova djeca) te ispitati mišljenja o angažmanu škole pri rješavanju problema nasilja. Pojavnost nasilja među djecom ispitana je roditeljskom procjenom sa tri gledišta: nasilje koje je načinjeno njihovoj djeci, nasilje koje je njihovo dijete manifestiralo te nasilje koje dijete primjećuje (uloga promatrača). Mišljenja roditelja ispitana su anketnim upitnikom putem Interneta, prikupljeno je 120 odgovora roditelja djece od prvog do petog razreda, iz cijele Hrvatske. Prema rezultatima najviše procijenjenog nasilja je u situacijama kada dijete primjećuje nasilje dok je najmanje procijenjenog nasilja koje je manifestirano od strane djece ispitivanih roditelja. Postupci roditelja u trenucima nasilja pokazali su se vrlo raznoliki te pod utjecajem raznih faktora koje određuje situacija nasilja u kojoj se njihovo dijete našlo. Naposljetku, odgovori upućuju na nešto više roditelja koji su zadovoljni angažmanom škole premda se većina roditelja „djelomično slaže“ s navedenim tvrdnjama. Peer violence is a common problem in most elementary schools and occurs in different forms. It is important to distinguish between children's occasional teasing and conflicts that occur in play from intentional violence that is caused by the desire to hurt someone. Parents play a big role in every child's life, including in situations of violence. With their support and understanding, they build self-confidence in the child, in this way the child will know that he is not responsible for other people's violent and unpleasant behavior and will be more ready to react optimally. The aim of this research was to examine parents' opinions about the occurrence of violence among children in schools, to examine their actions in situations of violence (in which their children are involved) and to examine their opinions about the school's involvement in solving the problem of violence. The occurrence of violence among children was examined by parental assessment from three points of view: violence that was done to their children, violence that their child manifested, and violence that the child noticed (the role of an observer). Parents' opinions were examined using a questionnaire via the Internet, 120 responses from parents of children from the first to the fifth grade, from all over Croatia, were collected. According to the results, the highest estimated violence is in situations when the child notices violence, while the lowest estimated violence is manifested by the children of the questioned parents. The actions of parents in moments of violence proved to be very diverse and under the influence of various factors determined by the situation of violence in which their child found himself. Finally, the responses indicate that more parents are satisfied with the school's involvement, although the majority of parents "partially agree" with the stated statements.

Privatne odgojno-obrazovne ustanove susreću se s mnogo izazova prilikom otvaranja i za vrijeme djelovanja, stoga je cilj ovog istraživačkog rada bio ispitati s kakvim se sve izazovima suočavaju navedene ustanove. Istraživanje se provodilo tijekom školske godine 2021./2022. gdje je sudjelovalo ukupno sedam privatnih odgojno-obrazovnih ustanova, odnosno šest vlasnika i jedna ravnateljica. Za prikupljanje podataka odabran je polustrukturirani intervju. Dobiveni rezultati pokazali su kako je najveći izazov ispitanicima financiranje jer nemaju potpunu podršku Ministarstva, dok se s druge strane trebaju prilagođavati državnim školama. Unatoč izazovima s kojima se suočavaju postoji niz motivatora koji ih pokreće kao i sama ideja da doprinesu hrvatskom školstvu. Njihova prednost jest svakako manji broj djece čime se omogućava individualni pristup te lakše praćenje učenikovog razvoja. Fokus je na djetetu i njegovim potrebama. Upravo zbog toga u ovakvim je ustanovama naglasak na inovativnosti, kreativnosti, socio-emocionalnom razvoju, samopouzdanju i samopoštovanju. Također, njeguje se kvalitetan odnos s roditeljima koji imaju ključnu ulogu u procesu školovanja učenika., Private educational institutions face many challenges when opening and during educational working, therefore the aim of this research was to examine what challenges private institutions cope with. Seven private educational institutions participated, that is six owners and one director, in this research which was conducted during the 2021/2022 school year. A semi-structured interview was chosen for data collection. The obtained results showed that the biggest challenge for the respondents is financing because they don't have full financial support from the Ministry, while on the other hand they have to adapt to public schools. Despite the challenges they face, there are a number of motivators that drive them as well as the very idea of contributing to Croatian education. Their advantage is certainly a smaller number of children, which enables an individual approach and easier monitoring of the student's development. The focus is on the child and his needs. This is precisely why such institutions emphasize innovation, creativity, socio-emotional development, self-confidence and self-esteem. Also, a quality relationship with parents, who play a key role in the process of schooling students, is nurtured.

Poticaj ovom istraživanju dale su zadivljujuće ideje koje je Maria Montessori, svjetski poznata pedagoginja, uvela u odgojno-obrazovni sustav stavljajući dijete u središte odgojno-obrazovnog procesa i vjerujući u njegove unutarnje snage. Poticala je spontano učenje djece, njegovo vlastito djelovanje i samostalnost te poštovanje djetetove osobnosti. Kroz svoju pedagogiju uvela je princip: “Pomozi mi da to učinim sam”, čime je promijenila ulogu odraslih u odgoju djece. Takav je princip, kvalitetna indirektna podrška djetetovu slobodnom razvoju, primijenjena i tijekom provedbe ovog istraživanja. Djeci je osigurana pripremljena okolina i Montessori pribor koji su neophodni za stvaranje poticajnog, uravnoteženog i sigurnog okruženja za dijete. U ovom okruženju provođene su vježbe za praktični život koje su omogućile djetetu motorički razvoj i spoznavanje sebe kao samostalnog, odgovornog i kompetentnog člana zajednice, a uključivale su aktivnosti iz domaćinstva (npr. ulijevanje vode iz veće u manju posudu) i svakodnevnog života (npr. vezanje vezica). Osjetilni materijali vežu se za razlikovanje veličina, oblika, boja, tekstura, mirisa, zvukova; jezični materijali pomažu u razvoju govora, a najpoznatija su slova na hrapavom papiru; materijali za matematiku omogućuju djetetovo poimanje matematičkih odnosa uz pomoć izravnog manipuliranja predmetima, od kojih su najpoznatije zlatne kuglice kojima se uče odnosi brojeva do 1000. Spoznavanje svijeta najviše se produbljuje materijalima za svemirski (kozmički) odgoj, koji pokrivaju zemljopis, biologiju, ekologiju, evoluciju, antropologiju, umjetnost, informatiku i povijest. Za cjeloviti razvoj djeteta potrebni su svi navedeni materijali, a korištenjem Montessori materijala u svakodnevnom radu uvodimo promjene, ali ne mijenjamo dijete, nego dječje okruženje, sebe i svoju implicitnu pedagogiju. Ovim diplomskim radom obuhvaćen je pregled osnova rada Marije Montessori, njene pedagogije, materijala i vježbi te provođenje Montessori vježbi od strane educiranog Montessori odgojitelja (autorice ovog diplomskog rada) i implementacija istih u predškolskoj skupini. Time je proveden istraživački dio rada u kojem je ispitana uspješnost pripreme djece za polazak u školu upotrebom Montessori načina rada i povučena je usporedba s pripremom druge predškolske djece koja nisu imala provođenje Montessori programa u pripremi za školu. This research was inspired by the amazing ideas that Maria Montessori, a world-renowned pedagogue, introduced into the educational system by placing the child at the center of the educational process and believing in his inner strengths. It encouraged children's spontaneous learning, their own action and independence, and respect for the child's personality. Through her pedagogy, she introduced the principle: "Help me do it myself", which changed the role of adults in raising children. Such a principle, quality indirect support for the child's free development, was also applied during the implementation of this research. Children are provided with a prepared environment and Montessori accessories that are necessary to create a stimulating, balanced and safe environment for the child. In this environment, exercises for practical life were carried out, which enabled the child to develop motor skills and learn about himself as an independent, responsible and competent member of the community, and included activities from the household (e.g. pouring water from a larger container into a smaller one) and everyday life (e.g. tying shoelaces). Sensory materials are related to distinguishing sizes, shapes, colors, textures, smells, sounds; language materials help in the development of speech, and the most famous are letters on rough paper; materials for mathematics allow the child to understand mathematical relationships with the help of direct manipulation of objects. Among them, the most famous are golden balls that teach the relationships of numbers up to 1000. Learning about the world is mostly deepened by materials for space (cosmic) education, which covers geography, biology, ecology, evolution , anthropology, art, computer science and history. All the listed materials are necessary for the complete development of a child, and by using Montessori materials in our daily work, we introduce changes, without changing the child, but the children's environment, ourselves and our implicit pedagogy. This thesis includes an overview of the basics of Maria Montessori's work, her pedagogy, materials and exercises, as well as the implementation of Montessori exercises by an educated Montessori educator (the author of this thesis) and their implementation in the preschool group. Thus, the research part of the work was carried out, in which the success of preparing children for starting school using the Montessori way of working was examined and a comparison was drawn with the preparation of other preschool children who did not have the implementation of the Montessori program in preparation for school.

Kao što je jasno iz samog naziva, predmet Priroda i društvo objedinjuje sadržaje i znanja koja se odnose na prirodne pojave i odnose u društvu. Nastavni predmet Priroda i društvo je od iznimne važnosti za učenike u sklopu kojeg učenici spoznaju o svojem okolišu te kulturi koja ih okružuje. U prva tri razreda primarnog obrazovanja, nastava Prirode i društva organizirana je po 2 sata tjedno, što je 70 sati godišnje, dok se u četvrtom razredu satnica povećava sa 2 na 3 sata tjedno, što je 105 sati godišnje. Sadržaji nastavnog predmeta Priroda i društvo prožeti su sadržajima prirodoslovnih i društveno humanističkih znanosti. U ovom radu obrađuju se sadržaji povezani sa ishodima nastave prirodoslovlja. Prirodoslovlje kao skup prirodnih znanosti uvodi učenike u svijet istraživanja i spoznavanja prirode i okoliša koji ga okružuje. Na samom početku rada opisano je kako je organiziran kurikulum nastavnog predmeta Priroda i društvo. Zatim su opisani makrokoncepti od kojih je kurikulum sastavljen te je prikazana zastupljenost ishoda pojedinog koncepta po razredima. U istraživačkom dijelu rada se metodom analize teksta, prema udžbeniku Istražujemo naš svijet 1,2,3 i 4, analiziraju udžbeničke jedinice koje sadrže prirodoslovne pojmove te se istražuje u kojoj mjeri i na koji način se prirodoslovni ishodi ostvaruju u prva četiri razreda osnovne škole. S obzirom da je cilj nastave Prirode i društva da se spoznaje povežu i sa drugim nastavnim predmetima u radu se osim na prirodoslovne ishode predmetnog kurikuluma nadovezuje i na ishode međupredmetnih tema. Dobiveni rezultati u radu ukazuju na zastupljenost ishoda nastave prirodoslovlja u osnovnoškolskom obrazovanju. As the name implies, the subject “Nature and Society” combines content and knowledge related to natural phenomena and relations in the society. The teaching subject “Nature and Society” is of exceptional importance for students. As a part of the subject, students understand their environment and the culture that surrounds them. In the first three grades of primary education, the “Nature and Society” classes are organised twice a week, which makes for 70 classes yearly. In the fourth grade, the number of classes is increased to three classes per week, or a total of 105 classes in a year. The contents of the “Nature and Society” subject are intertwined with the contents of natural science and liberal arts. This paper discusses content related to natural science learning outcomes. Natural science, as a collection of different kinds of nature-focused scientific work, introduces students to the world of research and knowledge of nature and the environment that surrounds them. At the beginning of this paper, it is described how the curriculum of the subject of “Nature and Society” is organised. Following this, the paper describes a series of macro concepts that make the curriculum, and the representation of the outcomes of each concept by grades is shown. In the research segment of the paper, the method of text analysis is used to analyse the content of four textbooks in the “Istražujemo naš svijet” series. The textbooks analysed are “Istražujemo naš svijet” one through four. The research segment analyses textbook units that include natural science terms and explores to what extent and in what way natural science outcomes are achieved in the first four grades of elementary school. Considering that the aim of teaching “Nature and Society” is to connect knowledge with other teaching subjects, the paper also builds on the outcomes of cross-curricular topics in addition to the natural science outcomes of the subject curriculum. The results obtained in the paper indicate the representation of natural science teaching outcomes in primary education.

Kao ustanova koja provodi organizirani odgoj i obrazovanje, škola ima zadatak ponuditi djeci i mladima sadržaje kojima bi kvalitetno i korisno ispunili svoje slobodno vrijeme. Upravo iz tog razloga, škole organiziraju izvannastavne aktivnosti koje se planiraju školskim kurikulumom i to za svaku školsku godinu. Izvannastavne aktivnosti organizira, osmišlja te provodi učitelj ili voditelj izvannastavnih aktivnosti, a učenici se dobrovoljno priključuju te imaju pravo odabrati bilo koju aktivnost ovisno o svojim željama i potrebama. Izvannastavne aktivnosti imaju kulturnoumjetničko, sportsko, tehničko, rekreacijsko i znanstveno (obrazovno) obilježje pa kroz njih učenici zadovoljavaju svoje stvaralačke i rekreativne potrebe te stječu kulturu korištenja slobodnog vremena. Izvannastavne aktivnosti su vrlo bitan faktor za budućnost kako svake odgojnoobrazovne ustanove, tako i za svakog pojedinca unutar nje, ponajprije učenika. U ovom radu provedena je analiza internetskih stranica škola te školskih kurikuluma te istraženo koliko su zastupljene izvannastavne aktivnosti u osnovnim školama Zadarske i Ličko-senjske županije. School is an institution which deals with organized upbringing and education and one of its main tasks is offering children and young people various useful activities that could fill their free time. Precisely for this reason schools organize extracurricular activities that are planned out within the school curriculum for each school year. Such activities are contrived, organized and carried out by a teacher or a leader of extracurricular activities, whilst students join voluntarily, having the right to choose any activity depending on their wishes and needs. Extracurricular activities may vary according to their characteristics - cultural, artistic, sports, technical, recreational and scientific (educational) – which makes it possible for students to satisfy their creative and recreational needs as well understand the concept of leisure. Extracurricular activities are a very important factor for the future of all educational institutions, as well as for every individual inside, primarily the students. Through an analysis of school’s websites and curricula, this paper researches the extent to which extracurricular activities are represented in elementary schools of Zadar County and Lika-Senj County.

Konstruktivistički pristup u nastavi moderan je, holistički pristup u odgoju i obrazovanju koji za cilj ima uvođenje nužnih promjena koje bi omogućile optimalan i cjelovit razvoj potencijala učenika. Glavna načela konstruktivističkog pristupa uključuju aktivno sudjelovanje učenika u nastavi, smanjenje frontalnog načina rada, stavljanje učenika u prvi plan te uvažavanje njegovih potreba, želja i mogućnosti u svakom trenutku. Što se tiče kurikuluma te nastavnog plana i programa, trebaju biti sadržajno prilagođeni mogućnostima i sposobnostima učenika, kao i usklađeni s potrebama tržišta rada te ubrzanim promjenama koje se događaju u današnjem modernom društvu. Konstruktivistički pristup se pokazao kao jedno od poželjnih i optimalnih rješenja za probleme s kojima se susreću prosvjetni radnici i učenici u 21. stoljeću. Kada govorimo o elementima konstruktivističkog pristupa, važno se osvrnuti i na pedagoge te psihologe u povijesti odgoja i obrazovanja koji su svojim radom doprinijeli razvoju konstruktivističkih ideja i zalaganju za ostvarivanje nužnih promjena u odgoju i obrazovanju. Dva najvažnija začetnika konstruktivističkih ideja i pristupa u odgoju i obrazovanju su bili psiholozi Jean Piaget te Lav Vygotsky, a o njihovom životu, radu i doprinosu se detaljno govori u ovom radu. Nadalje, spomenuti su i predstavnici konstruktivizma u pedagogiji poput Johna Deweya, Jeromea Brunera, Marie Montessori te Rudolfa Steinera. Za kraj teorijskog dijela rada, analizirani su ključni elementi konstruktivističkog pristupa u neposrednoj nastavi. Navedeno uključuje ulogu učitelja, odnosno nastavnika u konstruktivističkoj nastavi, ulogu učenika te njegovih želja, mogućnosti i potreba te analizu dinamike i načina rada temeljenog na konstruktivističkom pristupu u učionici. Za potrebe izrade ovoga diplomskoga rada provedeno je istraživanje u kojem su sudjelovali studenti od prve do pete godine pedagogije i nastavničkih studija Sveučilišta u Splitu. Instrument istraživanja bila je anketa kojom su se ispitivali stavovi studenata o elementima konstruktivističkog pristupa u nastavi. Prije samog istraživanja, postavljene su dvije hipoteze. Prva hipoteza odnosila se na razinu poznavanja i želju za primjenom elemenata konstruktivističkog pristupa u nastavi kod studenata. Druga hipoteza odnosila se na pitanje imaju li studenti pretežito pozitivne stavove kada je u pitanju aktivna implementacija elemenata konstruktivističkih pristupa u nastavi. Obe hipoteze su potvrđene.Većina studenata ima pozitivne stavove o implementaciji konstruktivističkog pristupa te aktivnom doprinosu istom, dok manji dio studenata ipak ne vidi konstruktivistički pristup kao optimalno rješenje za postojeće probleme u odgojno-obrazovnom sustavu ili ne smatra kako su promjene uopće potrebne, odnosno postojeći odgojno-obrazovni sustav smatraju optimalnim i poželjnim u trenutnom obliku. Studenti su u anketi predlagali i vlastita mišljenja te potencijalna rješenja za uvođenje pozitivnih promjena u postojeći odgojno-obrazovni sustav i kurikulum te su isti navedeni u ovome radu. Nakon provedbe istraživanja, može se zaključiti kako su sadašnji studenti pedagogije i nastavničkih studija većinski spremni aktivno sudjelovati u implementaciji nužnih promjena u sustavu odgoja i obrazovanja, bilo kroz implementaciju konstruktivističkog pristupa ili nekih drugih ideja te načela., The constructivist approach to teaching is a modern, holistic approach to education, which aims to introduce necessary changes that would enable the optimal and comprehensive development of students' potential. The main principles of the constructivist approach include the active participation of students in classes, reducing the frontal instruction, putting the students in the foreground, and respecting their needs, wishes and possibilities at all times. As for the curriculum and the teaching plan, they should be content-adjusted to the possibilities and abilities of the students, as well as aligned with the needs of the labor market and the accelerated changes occurring in today's modern society. The constructivist approach has proven to be one of the preferred and optimal solutions to the problems faced by educators and students in the 21st century. When we talk about the elements of the constructivist approach, it is important to refer back to the pedagogues and psychologists in the history of education who contributed to the development of constructivist ideas and advocated for necessary changes in education. The two most important originators of constructivist ideas and approaches in education were psychologists Jean Piaget and Lav Vygotsky, and their life, work and contribution are discussed in detail in this thesis. Furthermore, representatives in pedagogy such as John Dewey, Jerome Bruner, Maria Montessori, and Rudolf Steiner were mentioned. At the end of the theoretical part of the paper, the key elements of the constructivist approach in immediate teaching were analyzed. The aforementioned includes the role of the teacher in constructivist teaching, the role of the student and his wishes, possibilities and needs, as well as the analysis of the dynamics and way of working based on the constructivist approach in the classroom. For the purposes of this thesis, research was conducted in which students from the first to the fifth year of pedagogy and teacher studies at the University of Split participated. The instrument of the research was a survey which examined the attitudes of students about the elements of the constructivist approach in teaching.Before the actual research, two hypotheses were set. The first hypothesis was related to students' level of understanding and desire to apply elements of the constructivist approach in teaching. The second hypothesis was related to the question of whether students have predominantly positive attitudes when it comes to the active implementation of elements of the constructivist approach in teaching. Both hypotheses were confirmed.The majority of students have positive attitudes towards the implementation of the constructivist approach and their active contribution to it, and only a minority of students do not see the constructivist approach as an optimal solution to the existing problems in the educational system or do not think that changes are necessary at all, meaning that the existing educational system is optimal and desirable in its current form. In the survey, students proposed their own opinions and potential solutions for the introduction of positive changes in the existing educational system and curriculum, and these are listed in this paper. After conducting the research, it can be concluded that current students of pedagogy and teacher studies are mostly ready to actively participate in the implementation of necessary changes in the education system, either through the implementation of a constructivist approach or some other ideas and principles.

Muzeji osim svoje uloge u kulturnom razvoju društva, imaju i obrazovnu funkciju u koju se posljednjih godina sve više ulaže. Glavni za provođenje aktivnosti unutar edukativnih odjela muzeja su muzejski pedagozi, čija je zadaća osmisliti različite kreativne i interaktivne radionice i nove pristupe, namijenjene posjetiteljima različitih dobnih skupina s posebnim fokusom na one najmlađe koji tek ulaze u ovaj svijet. U sklopu ovog rada, putem radionice provedene u obliku storytellinga, na edukativno – zabavan način uveli smo učenike DV „Grigor Vitez“ i DV „Kaštela“ u svijet kulturne baštine. Rezultati i reakcije predškolske djece pokazali su kako je ovakav interaktivan pristup odlična potvrda teorije u praksi i savršen način za usvajanje znanja o muzejskom predmetu, ali i poticanje kreativnosti i stvaranje pozitivnih emocija., In addition to their role in the cultural development of society, museums also have an educational function, which has been increasingly invested in in recent years. Museum pedagogues are in charge of carrying out activities within the museum's educational departments, and their task is to develop various creative and interactive workshops and new approaches, intended for visitors of different age groups, with a special focus on the youngest who are just entering this world. As part of this master thesis, through a workshop conducted in the form of storytelling, we introduced the students of DV “Grigor Vitez” and DV “Kaštela” with the world of cultural heritage in an educational and fun way. The results and reactions of preschool children showed that this kind of interactive approach is an excellent confirmation of theory in practice and a perfect way to acquire knowledge about museum objects, but also to stimulate creativity and create positive emotions.

Tema ovog rada jest poremećaj pozornosti s hiperaktivnošću u djece školske dobi. S obzirom na to, opisan je najprije inkluzivni pristup odnosno sustav u kakvom bi ova djeca trebala pohađati nastavu, te realitet situacije opisom inkluzivnog odgoja i obrazovanja u Republici Hrvatskoj. Predstavljene su različite značajke inkluzije i integracije s kritičkog gledišta stručnjaka u zvanju. Nadalje, navedene su i obrazložene glavne značajke poremećaja pozornosti s hiperaktivnošću, kao jednog od vrlo učestalih poremećaja u ustanovama škole, a naglašene su i različite vrste i simptomi popratni ovoj poteškoći, kao i prepoznavanje te strategije nošenja u školskom okruženju. Nabrojane su i ključne metode rada nastavnika s djecom s ADHD-om. Također, uključena su i brojna istraživanja autora u profesiji o simptomima sa svrhom proučavanja inkluzivnih uvjerenja učitelja o obrazovanju učenika sa simptomima ADHD poremećaja, kompetencije i spremnost nastavnika na rad u inkluzivnom okruženju te iskustva djece u suočavanju sa socijalnom isključenosti u svrhu unaprjeđenja postupaka odnosno procjene i poboljšanja kvalitete intervencije u odgojno-obrazovnim sustavima., The topic of this paper is attention disorder with hyperactivity in school-aged children. With this in mind, the inclusive approach, i.e. the system in which these children should attend classes, is described first, and the reality of the situation with a description of inclusive upbringing and education in the Republic of Croatia. Various features of inclusion and integration are presented from the critical point of view of experts in the profession. Furthermore, the main features of ADHD, as one of the most common disorders in school institutions, are listed and explained as well as the different types and symptoms accompanying this difficulty. Also, the recognition of this coping strategy in the school environment is explained. Key methods of teachers' work with children with ADHD are also listed. Also included are many researches by authors in the profession about symptoms with the purpose of studying teachers' inclusive beliefs about the education of students with symptoms of ADHD disorder, the competence and willingness of teachers to work in an inclusive environment, and the experiences of children themselves in dealing with social exclusion for the purpose of improving procedures, i.e. assessment and improving the quality of intervention in educational systems.

Ovaj rad bavi se usporedbom metoda učenja i poučavanja njemačkog jezika u waldorfskoj i redovitoj osnovnoj školi u Republici Hrvatskoj. U teorijskom dijelu rada prikazana su pedagoška načela i didaktičko-metodička obilježja waldorfske škole te glavne značajke njene nastave stranog jezika. Također je predstavljena redovita osnovna škola u Republici Hrvatskoj te obilježja i značaj nastave njemačkog jezika u istoj. Rad nudi uvid u važnu ulogu, specifičnosti i učinkovite metode učenja i poučavanja stranog jezika u ranoj dobi. Prije empirijskog dijela rada, provedena je usporedba ciljeva, ishoda i nastavnih sadržaja Njemačkog jezika u prva četiri razreda koji su navedeni u kurikularnim dokumentima waldorfske i redovite osnovne škole u Republici Hrvatskoj. U empirijskom dijelu rada provedeno je kvalitativno istraživanje kojim se željelo ispitati i usporediti korištene metode, materijale i socijalne oblike rada na nastavi njemačkog jezika u waldorfskoj i redovitoj osnovnoj školi. Ovo istraživanje temelji se na nesudioničkom opažanju, a uzorak je činilo osam razreda u kojima se odvijala nastava njemačkog jezika: četiri u waldorfskoj i četiri u redovitoj školi. This paper focuses on the comparison of methods for teaching and learning German language in Waldorf and regular primary schools in the Republic of Croatia. The theoretical part of the paper presents the pedagogical principles and didactic-methodical features of Waldorf schools, as well as the main characteristics of their foreign language teaching. The regular primary school system in the Republic of Croatia is also presented, along with the features and significance of German language teaching. The paper offers an insight into the important role, specificities, and effective methods for early foreign language learning. Prior to the empirical part of the paper, a comparison of goals, outcomes, and teaching content for German language in the first four grades was conducted between curricular documents of Waldorf and regular primary schools in the Republic of Croatia. In the empirical part of the paper, a qualitative research was conducted aimed at examining and comparing the methods, materials, and social forms of work used in German language teaching in Waldorf and regular primary schools. This research is based on non-participant observation, and the sample consists of eight classes in which German language teaching was conducted: four in Waldorf and four in regular schools. Diese Arbeit beschäftigt sich mit dem Vergleich von Lern- und Lehrmethoden der deutschen Sprache in Waldorf- und regulären Grundschulen in der Republik Kroatien. Im theoretischen Teil der Arbeit werden die pädagogischen Prinzipien und didaktisch-methodischen Merkmale der Waldorfschule sowie die wichtigsten Besonderheiten ihres Fremdsprachenunterrichts vorgestellt. Des Weiteren wird die reguläre Grundschule in der Republik Kroatien dargestellt, zusammen mit den Kennzeichen und der Bedeutung des DaF-Unterrichts. Die Arbeit bietet zudem Einblicke in die wichtige Rolle, Besonderheiten und effektive Lernmethoden des frühen Fremdsprachenlernens. Vor dem empirischen Teil der Arbeit wurden die Lernzielen und Lerninhalten des DaF-Unterrichts in den ersten vier Klassenstufen der Waldorf- und der regulären Grundschule verglichen. Dieser Vergleich basiert auf Lehrplandokumenten der Waldorf- und der Regelschule der Republik Kroatien. Im empirischen Teil dieser Arbeit wurde eine qualitative Forschung durchgeführt, in welcher verwendete Methoden, Materialien sowie soziale Arbeitsformen im DaF-Unterricht in der Waldorf- und Regelschule untersucht und miteinander verglichen wurden. Diese Untersuchung basiert auf einer nicht-teilnehmenden Beobachtung, die während des DaF-Unterrichts in acht Schulklassen durchgeführt wurde. Davon gehörten vier Klassen zur Waldorf- und vier zur regulären Schule.

Cilj ovog rada jest prikazati temu problema u ponašanju djece rane i predškolske dobi s posebnim naglaskom na ekspresivne tehnike koje se koriste u radu s njima. Prvi dio rada fokusira se na probleme u ponašanju, daje definiciju samog pojma te iznosi neke primjere najčešćih problema u ponašanju kod predškolske djece kao što su dječji otpor, neposluh i ljutnja, agresija i destruktivnost, te problemi s pažnjom, hiperaktivnost, odnosno impulzivnost. Također, stavlja naglasak na utjecaj roditelja i obitelji na psihički i socijalni razvoj djece kroz koncept rizičnih i zaštitnih čimbenika. U nastavku, rad daje uvid u model ekspresivnih pristupa koji ima široku primjenu te se opisuju ekspresivne tehnike i njihova primjena kod predškolske djece koja manifestiraju probleme u ponašanju. U radu se opisuju ključni termini ekspresivne terapije, njezin povijesni razvoj te teoretske osnovame i načela. Art terapija je disciplina koja se temelji na umjetnosti i psihologiji te pomaže osloboditi kreativnu energiju i time doprinosi mentalnom zdravlju. U radu se donosi pregled raznolikih ekspresivnih medija koji se primjenjuju u art terapijskim pristupima, ali i detaljno opisuje razvoj likovnog izražavanja kod djece, opisuje proces nastajanja dječjeg crteža te važnu ulogu boje, daje uvid u glazboterapiju te njezin utjecaj na pojedinca, obrađuje terapijske funkcije plesa i dramsko-scenske ekspresije. Bavi se literarnim izražavanjem, odnosno biblioterapijom, te ističe dječju igru kao najadekvatnije sredstvo kojim se utječe na cjelokupan razvoj djeteta. Cilj ekespresivnih pristupa i tehika nije stvoriti umjetničko djelo, već iskoristiti ekspresivne tehnike kao sredstvo komunikacije s djetetom, uvid u njihov unutarnji svijet te usmjeravanje eventualnih problema u ponašanju u adekvatne oblike ponašanja., The aim of this paper is to present the topic of problems in the behavior of early and preschool children with special emphasis on the expressive techniques used in working with them. The first part of the paper focuses on behavioral problems, gives a definition of the term itself and presents some examples of the most common behavioral problems in preschool children, such as children's resistance, disobedience, anger, aggression and destructiveness, as well as problems with attention, hyperactivity and impulsivity. It also emphasizes the influence of parents and families on the psychological and social development of children through the concept of risk and protective factors. In the following, the paper provides an insight into the model of expressive approaches, which is widely used, and describes expressive techniques and their application in preschool children who manifest behavioral problems. The paper describes the key terms of expressive therapy, its historical development and theoretical bases and principles. Art therapy is a discipline based on art and psychology and helps release creative energy and thus contributes to mental health. The paper provides an overview of various expressive media that are used in art therapy approaches, but also describes in detail the development of artistic expression in children, describes the process of creation of children's drawings and the important role of color, provides an insight into music therapy and its influence on the individual, discusses the therapeutic functions of dance and dramatic and stage expressions. It deals with literary expression, bibliotherapy, and emphasizes children's play as the most adequate means of influencing the overall development of a child. The goal of expressive approaches and techniques is not to create a work of art, but to use expressive techniques as a means of communication with the child, insight into their inner world, and directing possible behavioral problems into adequate forms of behavior.

Ovaj diplomski rad istražuje kako odgojitelji procjenjuju svoje profesionalne kompetencije.U teorijskom dijelu navode se obrađene kompetencije, to su: refleksivna praksa, rad s roditeljima, rad s djecom s teškoćama, komunikacija, informacijsko-komunikacijska tehnologija (IKT), suradnja vrtića i škole, dokumentiranje te rješavanje problema. Provedeno je istraživanje anketnim upitnikom u kojem su odgojitelji dali svoju procjenu profesionalnih kompetencija. U radu su objašnjene profesionalne kompetencije odgojitelja i utjecaj istih na njihov rad. Svrha samog istraživanja utvrditi je kako odgojitelji procjenjuju svoje profesionalne kompetencije. U istraživanju navode se sociodemografska obilježja i samoprocjene profesionalnih kompetencija ispitanika. Istraživanjem se pokazalo kako ispitanici pozitivno procjenjuju svoje profesionalne kompetencije. This graduate work investigates how educators evaluate their professional competences. The theoretical part lists the competences covered, namely: reflective practice, work with parents, work with children with disabilities, communication, information and communication technology (ICT), cooperation between kindergartens and schools, documentation and problem solving. The research was carried out using a questionnaire in which educators gave their assessment of professional competences. The paper explains the professional competencies of educators and their influence on the edusates work. The purpose of the research itself is to determine how educators assess their professional competencies. In the research, the sociodemographic characteristics and self-assessments of the respondents' professional competences are stated. The research showed that respondents positively evaluate their professional competences.

Produkt učenikovog školovanja kao i prilike za učenje koje učenici imaju, u velikoj su mjeri rezultat učiteljevih metoda i načina rada. Suvremeni učitelj svjestan je da je razred heterogena skupina pojedinaca. Čine ga učenici koji se međusobno razlikuju po svom predznanju, motivaciji, očekivanjima, kognitivnim sposobnostima, interesima, načinu učenja, tempu razumijevanja, te socijalnom okruženju u kojem se nalazi. S obzirom na navedene razlike i zajedno s prihvaćanjem istih, razvio se individualizirani model poučavanja, a njegovom nadogradnjom - personalizirani model učenja. Kod personaliziranog modela, uloga učitelja drastično se mijenja. Učenik je taj koji ima potpunu kontrolu nad time što, kada i kako uči, a učitelj postaje njegov mentor i suradnik. Personalizacija procesa učenja odvija se i van granica škole. Muzeji postaju jako privlačna mjesta za suradnju i pružaju potencijalan izvor novih mentora, te su kao mjesta informalnog učenja jako dobra podloga za daljnju edukaciju i nadograđivanje znanja. U ovom radu istraženo je na koji način suradnja muzejskih pedagoga/kustosa prirodoslovnih muzeja i učitelja primarnog obrazovanja može pomoći procesu individualizacije nastave, koji su potencijali, prednosti i teškoće pri ostvarenju takve suradnje te kako u skladu s takvom individualizacijom nadograditi model kako bi postao personaliziran. The product of the student's education, as well as the opportunities for learning that the students have, are to a large extent the result of the teacher's methods and ways of working. The modern teacher is aware that the class is a heterogeneous group of individuals. It is made up of students who differ from each other in their prior knowledge, motivation, expectations, cognitive abilities, interests, way of learning, pace of understanding, and their social environment. In regard to the mentioned differences and together with their acceptance, an individualized teaching model was developed. By upgrading the individualized model - a personalized learning model is created. With the personalized model, the role of the teacher changes drastically. The student is the one who has control over what, when and how to learn, and teacher gets a role of his mentor and collaborator. The personalization of the learning process also takes place outside the school. Museums are attractive places for collaboration and provide a potential source of new mentors, and as places of informal learning, they are a good basis for further education and upgrading of knowledge. In this paper, it was researched how the cooperation of natural history museum curators and primary education teachers can help the process of individualization of teaching, what are the potentials, advantages and difficulties in achieving such cooperation, and how to upgrade the model in accordance with such individualization so that it becomes personalized.

Razvod, jedan od najvećih izazova današnjice, nedvojbeno negativno utječe na sve članove, kako uže, tako i šire obitelji. No, ukoliko se razvode parovi s djecom, negativni učinci još su i veći, bilo da se radi o tek rođenom djetetu, predškolcu ili tinejdžeru. Razvod na svako dijete ima individualan učinak, međutim, ipak postoje pojedine bihevioralne, socijalne i komunikacijske karakteristike koje povezuju svu djecu razvedenih roditelja. Stoga je istraživanje u ovom radu provedeno s ciljem njihove identifikacije. Istraživanje je provedeno u razdoblju od 15.11.2022. do 04.12.2022. godine na 54 odgojiteljice koje imaju najmanje 10 godina radnog iskustva u struci. Rezultati upućuju na brojne negativne učinke razvoda roditelja na djecu rani i predškolske dobi, a očituju se kroz antisocijalna ponašanja zamijećena u igri s vršnjacima, potom devijantna ponašanja poput svađe, sukobljavanja i agresivnih ispada te kroz pesimizam, promjene raspoloženja i prijavljivanje boli i mučnina bez valjane liječničke dijagnoze. Također se pokazalo kako djeca razvedenih roditelja većinom odbijaju komunicirati o razvodu, kako s vršnjacima, tako i s odgojiteljima, skloni su često spominjati roditelja koji s njima više ne stanuje u istom kućanstvu i imitirati svoje roditelje u igri i komunikaciji s drugom djecom. Još jedan značajan nalaz leži u činjenici da djeca koja dolaze iz visokokonfliktnih brakova imaju manje negativne posljedice razvoda i lakše o njemu komuniciraju nego djeca iz niskokonfliktnih brakova., Divorce, one of the biggest challenges today, undoubtedly has a negative effect on all family members, both immediate and extended families. However, if couples with children divorce, the negative effects are even larger, whether it is a newborn child, a preschooler or a teenager. Divorce has an individual effect on each child, however, there are certain behavioral, social and communication characteristics that connect all children of divorced parents. Therefore, the research in this thesis was carried out with the aim of their identification. The research was conducted in the period from October 14, 2022. until October 20, 2022. on 54 preschool educators who have at least 10 years of professional experience. The results point to numerous negative effects of parental divorce on children of early and preschool age. Those are manifested through antisocial behaviors observed in play with peers, deviant behaviors such as arguments, confrontations and aggressive outbursts, and through pessimism, mood changes and reports of pain and nausea without a valid medical diagnoses. It was also shown that the children of divorced parents mostly refuse to communicate about the divorce, both with peers and educators, they tend to often mention the parent who no longer lives in the same household with them and imitate their parents in play and communication with other children. Another significant finding lies in the fact that children from high-conflict marriages have less negative consequences of divorce and communicate about it more easily than children from low-conflict marriages.

Obitelj i brak teme su kojima se unutar pedagogijske znanosti posvećuje velika pažnja i pozornost, a razlog tome leži u opće prihvaćenom stajalištu kako je obitelj zajednica unutar koje ne samo da započinje odgoj, već i samo obrazovanje djece. Promjene struktura obitelji, koje su se kroz vrijeme događale, dovele su i do promjene i shvaćanja definicija braka općenito. Od tradicionalnog braka koji je uključivao isključivo odnos žene i muškarca i kasnije njihove uloge roditelja, došlo je do pojave novih, modernijih, oblika koji su doveli i do modernijih struktura obitelji. Upravo zbog navedenih promjena, cilj ovog diplomskog rada je dobiti uvid u to kako mladi danas, u dobi od 18 do 30 godina, definiraju i shvaćaju brak, ali i određene aspekte vezane uz njega. Unutar rada korištena je kvantitativna metodologija, a u tu je svrhu kreiran i anketni upitnik kojem je pristupilo 211 ispitanika. Upitnik je podijeljen na četiri tematske jedinice, a sveukupno se sastoji od 30 pitanja zatvorenog tipa putem kojih se nastojalo prikupiti odgovore na prethodno postavljene ciljeve i zadatke ovog istraživanja. Dobiveni rezultati upućuju na to kako sve više mladih ljudi brak definira kao zajednicu dvoje ljudi, neovisno o spolu, koji se vole, no, isto tako, smatraju da sklapanje braka nije dokaz da se dvoje ljudi vole niti smatraju kako je brak nužan i potreban da bi osoba živjela sretniji i ispunjeniji život. Nadalje, sve više je prisutno mišljenje kako je prihvatljivo da par živi u izvanbračnoj zajednici, bilo da im ona služi kao prijelazna ili probna faza ili kao konačni oblik zajedničkog života unutar koje odgajaju svoju djecu. Naposljetku, kada je u pitanju spol partnera i sklapanje braka, sve više mladih smatra kako za sklapanje braka ne bi trebao biti važan spol partnera, već bi brak trebao biti isključivo zajednica dvoje ljudi koji se uistinu vole te da bi istospolni (homoseksualni) parovi trebali imati jednake mogućnosti po pitanju sklapanja braka i posvajanja djece kao i heteroseksualni parovi. Family and marriage are the topics that are often at the center of attention and interest in pedagogical sciences. The reason behind this lies in the generally accepted point of view that the family is the community inside of which begins not only the upbringing of children but also their education. Changes in family structures, which have occurred over time, have also led to a change and understanding of the definitions of marriage in general. Beginning with the traditional marriage, which included exclusively the relationship between a man and a woman and later their role as parents, to the new, more modern forms that emerged that also led to more modern family structures. Precisely because of these changes, this thesis aimed to gain insight into how young people between 18 and 30 define and understand marriage and certain related aspects. The paper uses quantitative methodology with a survey questionnaire created for that purpose, which was accessed by 211 respondents. The questionnaire splits into four thematic units, and it consists of 30 closed-ended questions in total through which we attempted to collect answers to the previously set goals and tasks of this research. The obtained results indicate that more and more young people define marriage as a union of two people, regardless of gender, who love each other however, they also believe that getting married is not proof that two people love each other, nor do they think that marriage is necessary for a person to live a happier and more fulfilled life. Furthermore, there is a trend of opinion that it is acceptable for a couple to live in an extramarital union, whether it serves them as a transitional or trial phase or as the final form of cohabitation in which they raise their children. Finally, when it comes to the gender of the partner and marriage, more and more young people believe that the gender of the partner should not be a decisive factor in getting married. In their opinion, marriage should only be the union of two people who love each other. There is also a prevailing view that same-sex (homosexual) couples should have the same opportunities to marry and adopt children as heterosexual couples.

Adaptacija omogućava čovjeku da se prilagodi svim uvjetima okoline. Dijete usvaja i izgrađuje ponašanje prilagođavajući se vremenu i mjestu u kojem se razvija. Cilj istraživanja ovog diplomskog rada je ispitati proces prilagodbe i socijalizacije djece jasličke dobi prema načelima Montessori pedagogije. Proces prilagodbe i socijalizacije djece ispitan je anketnim upitnikom koji opisuje stavove roditelja i njihove utiske o načinu prilagodbe djeteta u skupini, kao i promjene u ponašanju djeteta za vrijeme prilagodbe i u razdoblju nakon završetka, kako u skupini tako i izvan nje. Istraživanje je provedeno među roditeljima čija djeca pohađaju jaslički program DV Montessori Mali cvijetak u Splitu. Od ukupno dvadeset i dvoje anketu je ispunilo dvadeset roditelja. Rezultati istraživanja pokazali su da je proces prilagodbe kudikamo uspješniji uz boravak roditelja, osobito u početnoj fazi prilagodbe. Utvrđeno je i slobodnije ponašanje djeteta u interakciji s drugima, te napredak u područjima govorno jezičnog razvoja, praktičnog života i senzomotorike. Adaptation allows a person to adapt to all enviromental conditions. A child adopts and builds behaviour by adapting to the time and place in which it develops. The aim of the research of this thesis is to examine the process of adaptation and socialization of children of nursery age according to the principles of Montessori pedagogy. The process of adaptation and socialization of children was examined with a questionnaire that describes the attitudes of parents and their impressions about the way their child adapts to the group, as well as changes in the child's behaviour during the adaptation and in the period after it ends, both in the group and outside of it. The research was conducted among parents whose children attend the nursery school program DV Montessori Mali cvijetak in Split. Out of a total of twenty-two, twenty parents filled out the survey. The results of the research showed that the process of adaptation is much more successful with the presence of parents, especially in the inital phase of adaptation. Freer behavior of the child in interaction with others, as well as progres in the areas of speech and language development, practical life and sensimotor skills were also determined.

Kako bi došlo do što uspješnijeg stjecanja znanja i vještina, obrazovni sustav učenicima nudi sadržaje, nakon čega slijedi proces praćenja te na kraju i ocjenjivanja. Glavna funkcija ocjene trebala bi biti motivacija za daljnje napredovanje učenika te se očekuje da se tim procesom otkrije što učenici znaju ili na čemu bi trebali više poraditi. U teorijskom dijelu ovoga rada objašnjeni su pojmovi vrednovanja, ispitivanja i ocjenjivanja uz naglasak na metode ocjenjivanja učenika, ulogu nastavnika u samom procesu ocjenjivanja, problem subjektivnosti nastavnika te oblici ocjenjivanja učenikova uspjeha i donošenje zaključne ocjene. Istraživački dio ovog rada se bavi ispitivanjem mišljenja učenika i nastavnika osnovnih i srednjih škola o metodama ocjenjivanja. Uzorak su činili učenici i nastavnici dvije srednje škole u Ivanić-Gradu i Zadru te učenici dviju osnovnih škola u Posavskim Bregima i Ivanić-Gradu. Anketni upitnik je služio kao instrument istraživanja s pitanjima koja su bila originalno sastavljena u svrhu ovoga rada. Rezultati istraživanja pokazali su da se učenici najčešće susreću s pismenim i usmenim metodama provjeravanja znanja i sposobnosti, unatoč tome što je velik broj njih odgovorio da im više odgovaraju projekti i radne aktivnosti. Također, velika većina ispitanika (uzevši u obzir učenike i same nastavnike) naglašava problem prekoračenja maksimalnog dnevnog opterećenja učenika kroz nastavnikovo provjeravanje i ocjenjivanje. Dobiveni rezultati ukazuju na nužnost uvođenja širokog spektra promjena u samom školskom sustavu kako bi se osiguralo pozitivno i ohrabrujuće ozračje koje bi poticalo i težilo daljnjem rastu i napretku učenika na svim razinama ličnosti. In order to achieve the most successful acquisition of knowledge and skills, the educational system offers content for students, followed by a monitoring process and finally, evaluation. The main function of grades should be to motivate students for their further advancement, and it is expected that this process reveals what the students are successful at, but also what they should focus on improving. In the theoretical part of this thesis, various terms are explained such as evaluation, testing and grading with an emphasis on grading methods, the role of the teacher in the evaluation process itself, the problem of teacher subjectivity, and the forms of evaluation of student success and forming a final grade. The research part of this thesis deals with examining the opinions of students and teachers of primary and secondary schools on assessment methods. The sample consisted of students and teachers of two secondary schools in Ivanić-Grad and Zadar, as well as two primary schools in Posavski Bregi and Ivanić- Grad. A survey questionnaire served as a research instrument with questions that were originally designed for the purpose of this work. The research results showed that students most often encounter written and oral methods of evaluating their knowledge and abilities, despite the fact that there are a large number of them who answered that they prefer projects and work activities more. Also, the vast majority of respondents (taking into account the students and the teachers themselves) emphasize the problem of exceeding the maximum daily workload of students through the teacher’s evaluation and grading. The obtained results indicate the necessity of introducing a wide range of changes in the school system itself in order to ensure a positive and encouraging atmosphere that would inspire and strive for further growth and to the progress of students at all levels of their individual personalities.

Inkluzija jest životni ciklus u kojem se svoj djeci pruža podrška da ostvare svoj odgojno-obrazovni i društveni potencijal, a koji uključuje uklanjanje prepreka u okruženju, komunikaciji, poučavanju te socijalizaciji. Međutim, inkluzija je široka tema i pojam pa zbog toga ljudi različito shvaćaju značenje te riječi. Inkluzivni vrtić traži smisleno i profesionalno partnerstvo među svim stručnim suradnicima. Stoga je bitno opisati princip partnerstva, definirati partnerstvo te zadatke koji poboljšavaju inkluziju. Potrebno je utvrditi kako je partnerstvo zastupljeno u inkluzivnom vrtiću te način na koji stručni suradnici zajedno djeluju. U inkluzivnom odgoju i obrazovanju su zastupljeni brojni sudionici poput: odgojitelja, roditelja, vršnjaka, stručnih suradnika (pedagoga, socijalnih pedagoga, psihologa, logopeda, edukacijsko-rehabilitacijskih stručnjaka i sl.). Oni međusobno djeluju i funkcioniraju u mnogim programima te doprinose uspješnosti inkluzije. Nadalje, stručni suradnici participiraju u timu, a u radu smo definirali vrste timova te objasnili koje su to karakteristike timova. Dakle, profesionalno partnerstvo i angažman u timu omogućuju prikaz kvalitetne inkluzije. Profesionalnim timskim angažmanom, gdje je svaki stručnjak tima bitan te izvršava svoju zadaću može se ostvariti mnogo više nego pri pojedinačnom, zasebnom angažmanu. Prihvaćanjem drugih gledišta, kreira se sigurno i kvalitetno ozračje koje poboljšava partnerstvo među stručnim suradnicima, djeci s teškoćama te roditeljima. Inclusion is a life cycle in which all children are supported to achieve their educational and social potential, which includes the removal of obstacles in the environment, communication, teaching and socialization. However, inclusion is a extensive topic and concept, that's why people understand the meaning of that word differently. The inclusive kindergarten seeks meaningful and professional partnership among all professional associates. Furthermore, it is necessary to describe the principle of partnership, define partnership and the tasks which improve inclusion. It is necessary to determine how partnership is represented in an inclusive kindergarten and how which professional associates work together. Inclusive education is represented by numerous participants such as: educators, parents, peers, professional associates (pedagogues,social pedagogues, psychologists, speech therapists, educational and rehabilitation experts, etc.). They mutually act and function in many programs and contribute to the success of inclusion. Furthermore, professional associates participate in the team, and in this master thesis we have defined the types of teams and the characteristics of them. Therefore, professional partnership and engagement in the team makes it possible display a quality of inclusion. Professional team engagement, where everyone in a team is expert, fulfills its task can achieved much more than with an individual. By accepting other points of view, a safe and quality atmosphere is created which improves partnership between professional associates, children with difficulties and parents.

Iako se opći stav o seksualnim manjinama u hrvatskom društvu mijenja u pozitivnom smjeru, još uvijek su prisutni nevidljivost, stigmatizacija i diskriminacija LGBT+ pojedinaca te oni su prisutni i u odgojno-obrazovnim okruženjima. Djeca i mladi koji otkrivaju svoj neheteroseksualni identitet u heteronormativnom društvu mogu se susresti s poteškoćama u prihvaćanju vlastitog identiteta. Osim toga, oni se susreću s različitim reakcijama u svojoj okolini te one mogu utjecati na kvalitetu razvoja njihovog identiteta. Da bi se postigla senzibilizacija društva prema potrebama LGBT+ djece i mladih, potrebno je produbiti razumijevanje o njihovom specifičnom razvoju identiteta i problemima s kojima se susreću. To se može postići i istraživanjem individualnih iskustava mladih lezbijski, gejeva, biseksualnih i transseksualnih osoba te će se u ovom radu koristiti autoetnografska istraživačka metoda utemeljena na dnevničkim zapisima jedne osobe koja pripada LGBT+ zajednici kako bi se prikazala ta jedinstvena iskustva, s naglaskom na njihovu povezanost sa školom i obitelji. Djeca i mladi koji su LGBT+ doživljavaju krizu seksualnog identiteta te mogu razviti psihološke probleme poput internalizirane homofobije, a kada se počnu autati prijateljima i roditeljima, to može biti zahtjevan proces ako se autanje događa u netolerantnoj sredini i oni mogu razviti depresiju i druge psihičke probleme. Zbog svih tih razloga, LGBT+ djeca i mladi su ranjiva skupina te je potrebno pružiti im podršku i osigurati da se osjećaju prihvaćeno unutar obiteljskog i školskog okruženja, a ulogu u postizanju toga mogu i trebali bi imati i pedagozi. Although the general attitude towards sexual minorities in Croatian society is changing in a positive direction, the invisibility, stigmatization and discrimination of LGBT+ individuals are still present, and they are also present in educational environments. Children and young people who are discovering their non-heterosexual identity in a heteronormative society may encounter difficulties in accepting their own identity. In addition, they encounter different reactions in their environment, which can affect the quality of their identity development. In order to sensitize society to the needs of LGBT+ children and young people, it is necessary to deepen the understanding of their specific identity development and the problems they are facing. That can also be achieved by researching the individual experiences of young lesbian, gay, bisexual and transsexual people, and this paper will be use an autoethnographical research method based on the diary entries of one person who is part of LGBT+ community in order to present these unique experiences with an emphasis on their connection with school and family. LGBT+ children and young people experience a sexual identity crisis and they can develop psychological problems such as internalized homophobia. When they start to come-out to friends and parents, it can be a demanding process if the coming-out is happening in an intolerant environment and they can develop depression and other psychological problems. For all these reasons, LGBT+ children and young people are a vulnerable group and support needs to be provided for them and also it needs to be ensured that they feel accepted within the family and school environment. Pedagogues can and should play a role in achieving this.

Politička participacija nužna je za održavanje demokratskog sustava vlasti. Populacija mladih dio je tog sustava koji ne sudjeluje u njemu do mjere u kojoj bilo institucije bilo istraživači smatraju da je dostatna. Fokus međunarodnih i nacionalnih politika sve je više usmjeren na metode povećanja niske razine političke participacije mladih. U sklopu ovog rada napravljen je pregled teorije i prakse političke participacije mladih te debate kao jednog od mogućih mehanizama djelovanja na povećanje političke participacije mladih. Provedeno je istraživanje s ciljem ispitivanja razine političke participacije učenika srednjih škola koji sudjeluju u debatnim klubovima. Rezultati istraživanja pokazali su da postoji povezanost između sudjelovanja učenika u debatnim klubovima i povećanja razine njihove političke participacije u određenoj mjeri. Political participation is necessary for maintaining a democratic political system. The youth population is a part of that system that does not participate in it as much as either institutions or researchers consider adequate. Focus of EU institutions, as well as national and local governments is placed more and more on methods of increasing the low levels of youth political participation. An examination is done of both theory and practice of youth political participation as a part of this thesis. High school debate is also examined as a potential mechanism for increasing youth political participation. Research was done in which high school students participating in debate (N=125) completed a questionnaire about their political participation. The hypotheses about a positive connection between debate and political participation are partially confirmed.

Predmet ovog istraživanja predstavljaju iskustva pedagoga u osnovnim školama o provedenoj suradnji sa stručnim suradnicima unutar Centara za socijalnu skrb glede obiteljskog nasilja. Cilj istraživanja bio je prvenstveno utvrditi mišljenje pedagoga o provedivosti i kvaliteti suradnje sa stručnim suradnicima koji djeluju unutar Centara za socijalnu skrb po pitanju obiteljskog nasilja i njegovog utjecaja na djecu te u kojoj je mjeri suradnja prisutna. U istraživanju se koristila metoda intervjua, a kao tehnika odabran je polustrukturirani intervju. Intervju je proveden s pet pedagoga koji djeluju unutar osnovnih škola grada Zadra. Proveden je s ciljem dobivanja konkretne, osobne slike rada na slučajevima obiteljskog nasilja i upoznavanja s mišljenjem ispitanika o suradnji stručnih službi osnovnih škola i Centra za socijalnu skrb. Cilj intervjua je i upoznavanje nekih specifičnosti kod rada školskih pedagoga, njihovih razmišljanja o obiteljskom nasilju i eventualnim preprekama za što stručnije djelovanje. Za potrebe vođenja polustrukturiranog intervjua pripremljena je lista pitanja kojima su naznačene osnovne teme sukladno postavljenim istraživačkim zadacima. Iz dobivenih podataka mogu se zamijetiti sljedeći rezultati istraživanja. Najprije su tu očekivani čimbenici koji idu u prilog prijavljivanju nasilja nad djecom od strane škole i školske stručne službe: podizanje javne svijesti, prisutnost teme nasilja u medijima, zakoni i protokoli o postupanju u slučajevima nasilja, educiranost kompletne školske stručne službe i učitelja, neuobičajeno ponašanje učenika u školi i želja da se pomogne djetetu ukoliko postoji sumnja na nasilje u obitelji. Potom imamo čimbenike koji ne idu u prilog prijavljivanju nasilja nad djecom od strane škole i školske stručne službe: strah od gubitka povjerenja djeteta, nesklonost zadiranja u obiteljske odnose, strah za vlastitu sigurnost, nedostatak čvrstih dokaza, nedostatak povjerenja u sustav te bojazan od nemogućnosti promjene stanja, loša educiranost učitelja i stručnih suradnika, manjak stručnih suradnika u školi i zadnje, ali i najvažnije, priroda poslova pedagoga u školama. U području suradnje škole i Centra za socijalnu skrb pedagozi su prepoznali dosta čimbenika za unapređenje kvalitete suradnje, a to su: organizacija zajedničkih edukacija, aktivno upozoravanje škole o postojanju rizičnih obitelji od strane Centra i bolja razmjena informacija te zapošljavanje socijalnih radnika kao stručnih suradnika u školi. Školski pedagozi su mišljenja kako unutar permanentnog obrazovanja stručnih suradnika treba organizirati edukacije u kojima bi oni stekli potrebna znanja za primjereno postupanje sa djecom koje su žrtve obiteljskog nasilja, kako bi se upoznali s radom institucija s kojima trebaju surađivati i kako bi osvijestili nužnost prijavljivanja slučajeva obiteljskog nasilja. The subject of this research is the experiences of pedagogues in primary schools on the conducted cooperation with professional associates who work within the Centers for Social Welfare regarding domestic violence. The aim of the research was primarily to determine the opinion of pedagogues on the feasibility and quality of cooperation with professional associates working within the Centers for Social Welfare on domestic violence and its impact on children and the extent to which cooperation is present. I used the interview method in the research, and a semi-structured interview was chosen as the technique. The interview was conducted with five pedagogues working within the primary schools of the city of Zadar. It was conducted with the aim of obtaining a concrete, personal picture of working on cases of domestic violence and to get acquainted with the opinion of the respondents on the cooperation between the professional services of primary schools and the Center for Social Welfare. The aim of the interview is to get to know some specifics in the work of school pedagogues, their thoughts on domestic violence and possible obstacles in order to act as professionally as possible. For the purpose of conducting a semi-structured interview, a list of questions was prepared which indicated the basic topics in accordance with the set research tasks. The following research results can be observed from the obtained data. First of all, there are the expected factors that support the reporting of violence against children by the school and the school professional service: raising public awareness, the presence of violence in the media, laws and protocols on dealing with violence, education of the entire school professional service and teachers, unusual students behavior at school and a desire to help a child if there is a suspicion of domestic violence. Then we have factors that are not conducive to reporting violence against children by the school and the school professional service: fear of losing the child's trust, reluctance to interfere in family relationships, fear for their own safety, lack of solid evidence, lack of trust in the system and fear of not being able to change the situation, poor education of teachers and professional associates, lack of professional associates in schools and last but not least, the nature of the work of pedagogues in schools. In the field of cooperation between the school and the Center for Social Welfare, pedagogues had identified many factors to improve the quality of cooperation, namely: organization of joint education, active warning of the school about the existence of high-risk families by the Center and better exchange of information and employment of social workers as professional associates in the school. School pedagogues think that within the permanent education of professional associates trainings should be organized in which they would acquire the necessary knowledge for appropriate treatment of children who are victims of domestic violence, to get acquainted with the work of institutions they need to cooperate with and to raise awareness of the necessity to report cases of domestic violence.

Implementacija potpomognute komunikacije zahtijeva redovitu uporabu asistivne tehnologije u okolini u kojoj dijete odrasta. Uspješno korištenje aplikacija ovisi o spremnosti okoline da prihvati aplikacije i činjenicu da informacijsko komunikacijska tehnologija pruža djeci puno mogućnosti. Pristup internetu i razvoj digitalnih kompetencija se smatra pravom djeteta na slobodu izražavanja, na sudjelovanje i na obrazovanje. Koristeći modernu tehnologiju, dijete preuzima aktivnu ulogu u vlastitom učenju, uključen je kognitivno i emocionalno, razvija odgovornost, aktivno proširuje svoje znanje, istražuje i analizira nova znanja te razvija vještine kritičkog promišljanja. Kako bi se u potpunosti iskoristio potencijal IKT-a odnos između djeteta i tehnologije mora biti ispravno postavljen. Uporaba tehnologije u vrtićima mora biti dobro osmišljena i kontrolirana od strane stručnjaka. Važnu ulogu u tome imaju odgajatelji i ostali stručnjaci. Osim same prisutnosti i korištenja tehnologije u radu s djecom, važno je ojačati informatičko komunikacijske dimenzije cijelog sustava, omogućiti i potaknuti obrazovanje odgajatelja i ostalih stručnih suradnika, osuvremeniti zakonske regulative. Informacijska i komunikacijska tehnologija razvija se brzo i nudi pregršt novih mogućnosti. Smatra se da implementacija IKT-a u sustav odgoja i obrazovanja predstavlja izazov za sve roditelje i odgajatelje, ali je uvelike korisna kao asistivna tehnologija za razvoj određenih djetetovih sposobnosti putem različitih postojećih aplikacija., The implementation of assisted communication requires the regular use of assistive technology in the environment in which the child grows up. The successful use of applications depends on the readiness of the environment to accept applications and the fact that information and communication technology gives children opportunities. Access to the Internet and the development of digital competences is considered a child's right to freedom of expression, participation and education. Using modern technology, the child takes an active role in his own learning, is involved cognitively and emotionally, develops responsibility, actively expands his knowledge, researches and analyzes new knowledge, and develops critical thinking skills. In order to fully utilize the potential of ICT, the relationship between the child and technology must be set correctly. The use of technology in kindergartens must be well designed and controlled by experts. Educators and other experts play an important role in this. In addition to the mere presence and use of technology in working with children, it is important to strengthen the information and communication dimensions of the entire system, enable and encourage the education of educators and other professional associates, update legal regulations. Information and communication technology is developing rapidly and offers a handful of new possibilities. It is considered that the implementation of ICT in the education system represents a challenge for all parents and educators, but it is very useful as an assistive technology for the development of certain children's abilities through various existing applications.

Svrha ovoga rada je istraživanje procesa socijalizacije kod pojedinaca koji imaju oštećenje sluha i prepreka s kojima se navedene osobe susreću u socijalnoj interakciji. Oštećenje sluha važan je zdravstveni problem zbog kojeg pati emocionalni i socijalni život pojedinaca te se navedeni pojedinci često zatvaraju u sebe i izostavljaju iz društva. Socijalizacija je proces bitan za život svakog pojedinca, pa tako i za one s oštećenjem sluha. Zbog posljedica koje mogu nastati zbog manjka socijalizacije pojedinaca koji imaju oštećenje sluha važno je od predškolske dobi razvijati strategije razvoja socijalnih vještina poput samostalnosti, zajedničke igre i stvaranja samopouzdanja koje se nastavljaju razvijati u ostalim fazama čovjekova života. Ako se socijalne kompetencije ne razviju, djeca s oštećenjem sluha u školskoj dobi često postaju žrtve nasilja zbog izoliranosti ili i sami postaju agresivni zbog čega trebaju intervenirati učitelji i roditelji. Učitelji moraju biti obrazovani za inkluzivno obrazovanje, a suradnja učitelja i roditelja je bitna kako bi se bolje upoznalo dijete s oštećenjem sluha i kako bi se osmislio najbolji način za pristupiti navedenom djetetu. Proces socijalizacije bitan je i za osobe treće životne dobi koje imaju oštećenje sluha zbog smanjenja broja bliskih osoba, ali i osjećaja uključenosti i očuvanja zdravlja starijih osoba., The idea of this paper is to investigate the process of socialization for people that have hearing disability and difficulties that these people face in social interaction. Hearing impairment is an important health problem that affects emotional and social life of individuals, and that is why these individuals often withdraw into themselves and are left out of society. Socialization is an essential process for the life of every individual, including those with hearing impairment. Due to consequences that may arise because of lack of socialization of people with hearing disability, it is essential to develop strategies for the development of social competences like independence, playing with peers and creation of self-confidence from preschool age, which continue to develop in the other stages of a person’s life. If social skills sre not developed, children with hearing impairment at school age become victims of violence due to isolation, or they can become aggressive themselves, which is why teachers and parents need to intervene. Teachers must be educated for inclusive education, and cooperation between teachers and parents is essential in order to get to know a child with hearing impairment better and to come up with the best way to approach to child. The process of socialization is also important for people of the third age who have hearing impairment because of the reduction in the number of close people, but also because of feeling of inclusion and preservation of the health of the elderly.

Neosporan je utjecaj medija na cjelokupan razvoj djece predškolskog uzrasta, te se postavlja pitanje je li taj utjecaj pozitivan ili negativan. Prema dosadašnjim istraživanjima 90,2% roditelja djece predškolskog uzrasta svakodnevno koristi medije, dok 98,8% roditelja tvrdi da njihova djeca koriste neku vrstu medija (Ciboci, Kanižaj, Labaš, 2014). Sve je veći broj istraživanja koja ukazuju na važnost komunikacije s djecom prilikom korištenja bilo kojeg medija. S djecom je potrebno razgovarati o medijskom sadržaju zbog toga što samo 10-15% djece razgovara s roditeljima o tome što su gledala, slušala ili pročitala (Košir, Zgrabljić, Ranfl, 1999; prema Tolić, 2013). Rezultati ankete provedene za potrebe ovoga rada pokazali su koliko vremena djeca provode koristeći medije, koje medije djeca najčešće koriste te stavove roditelja o pozitivnim i negativnim utjecajima medija na djecu., People were born to move, and dance is life itself, an art in which man is at the centre. The aim of this paper was to present dance therapy and its positive effects on humans and preschool children. In order to achieve this, we must first demonstrate what dance is, how dance has evolved throughout history, and the role dance pedagogues play in it. The action, technique, benefits, principles, and effectiveness of dance therapy are presented. The application of dance therapy emphasizes its beneficial effects. The MotionComposer system is presented as an essential tool in the application of dance therapy for people with disabilities because it enables music to be expressed through movement. The use of dance therapy in a preschool institution is shown through five preschool dance therapy activities. The goals of the dance therapy program are a sense of self, impulse control/interpersonal space boundaries, social skills, and adjustment/transition skills. The importance of dance and movement therapy for children of preschool age was emphasized because dance as a therapy deals with all components of the child's growth and supports developmental progress in children. The thesis is concluded with a discussion of the teacher's role, emphasizing the value of an educator who actively and consciously guides students, encourages them to explore their potential, and establishes the ideal environment for the growth of their skills.

Ljudi su rođeni da bi se kretali a ples je sam život, umjetnost u čijem je središtu čovjek. Cilj ovog rada bio je prikazati plesnu terapiju i njezine pozitivne učinke na čovjeka i na djecu predškolske dobi. Kako bismo mogli to napraviti treba prvo prikazati što je to ples, kako se ples razvijao kroz povijest i kakvu ulogu u plesu imaju plesni pedagozi. Prikazana je plesna terapija, njeno djelovanje, tehnike, dobrobiti, principi i učinkovitost. Primjenom plesne terapije daje se naglasak na njen pozitivan utjecaj. Sustav MotionComposer predstavljen je kao bitan alat u primjeni plesne terapije za osobe s invaliditetom koji omogućuje glazbu izraziti pokretom. Kroz pet predškolskih aktivnosti plesne terapije prikazano je korištenje plesne terapije u predškolskoj ustanovi. Ciljevi programa plesne terapije su osjećaj sebe, kontrola impulsa/granice međuljudskog prostora, socijalne vještine i prilagodba/prijelazne vještine. Istaknuta je važnost terapije plesom i pokretom kod djece predškolske dobi jer se ples kao terapija bavi svim komponentama djetetova rasta te podupire razvojni napredak kod djece. Diplomski rad završava ulogom odgojitelja gdje se prikazuje važnost odgojitelja koji svjesno i aktivno usmjerava, omogućuje svakom djetetu isprobavanje vlastitih potencijala te stvara najbolje uvjete za djetetov razvoj sposobnosti., People were born to move, and dance is life itself, an art in which man is at the centre. The aim of this paper was to present dance therapy and its positive effects on humans and preschool children. In order to achieve this, we must first demonstrate what dance is, how dance has evolved throughout history, and the role dance pedagogues play in it. The action, technique, benefits, principles, and effectiveness of dance therapy are presented. The application of dance therapy emphasizes its beneficial effects. The MotionComposer system is presented as an essential tool in the application of dance therapy for people with disabilities because it enables music to be expressed through movement. The use of dance therapy in a preschool institution is shown through five preschool dance therapy activities. The goals of the dance therapy program are a sense of self, impulse control/interpersonal space boundaries, social skills, and adjustment/transition skills. The importance of dance and movement therapy for children of preschool age was emphasized because dance as a therapy deals with all components of the child's growth and supports developmental progress in children. The thesis is concluded with a discussion of the teacher's role, emphasizing the value of an educator who actively and consciously guides students, encourages them to explore their potential, and establishes the ideal environment for the growth of their skills.

Cilj je ovoga istraživanja ispitati iskustva i praksu učitelja razredne nastave vezan za utjecaj igre u nastavi. Metodom upitnika otvorenoga tipa ispitano je više tema vezanih za integraciju igre u nastavi, a sažeto na sljedeće četiri: utjecaj igre na učenika, funkcija igre u nastavi, učinkovitost igara i mogući učinci igre u nastavi. Upitnik se proveo na uzorku od 13 ispitanika kvalitativnom metodom istraživanja. Takva metoda pruža dublji uvid u iskustva, stavove i praksu ispitanika. Fokusira se na razumijevanje konteksta, kao i na interpretaciju subjektivnih doživljaja. Kvalitativna metoda pruža podatke koji ispitivaču mogu pomoći u razumijevanju složenosti raznih čimbenika koji utječu na igru u nastavi. Ova metoda doprinosi dubljoj analizi iskustava učitelja razredne nastave i omogućuje razmatranje različitih perspektiva i njihovog utjecaja na integraciju igre u nastavi. Rezultati istraživanja pokazali su da je, prema mišljenju učitelja, igra kao alat u nastavi neophodna i nezaobilazna stavka pomoću koje djeca razvijaju empatiju, samopouzdanje, kreativnost, interes i mnogo drugih pozitivnih karakteristika. Nadalje, uvelike pomaže u razvijanju vještina i sposobnosti, pomaže djeci kod zamora i pada koncentracije te nerijetko služi kao bijeg od tradicionalne, pasivne nastave. Osim pozitivnih značajki, ispitanici su prepoznali i neke negativne učinke koji se odnose na nedosljednost, natjecateljski karakter igre i dominaciju dječje zaigranosti koja nekada mijenja cilj i svrhu igre u nastavi., The aim of this research was to examine the experiences and practices of primary school teachers regarding the impact of games in education. Through an open-ended questionnaire, multiple topics related to the integration of games in education were explored, summarized into the following four categories: the impact of games on students, the function of games in education, the effectiveness of games, and the potential effects of games in education. The questionnaire was conducted with a sample of 13 participants using a qualitative research method. Such a method provides a deeper insight into the experiences, perspectives, and practices of the participants. It focuses on understanding the context and interpreting subjective experiences. The qualitative method provides data that help the researcher understand the complexity of various factors influencing games in education. It contributes to a more in-depth analysis of the experiences of primary school teachers and allows for the consideration of different perspectives and their impact on the integration of games in education. The research results showed that, according to the teachers' opinions, games are a necessary and essential tool in education through which children develop empathy, self-confidence, creativity, interest, and many other positive characteristics. Furthermore, games greatly contribute to the development of skills and abilities, help children overcome fatigue and lack of concentration, and often serve as an escape from traditional passive teaching methods. In addition to the positive aspects, the participants also recognized some negative effects related to inconsistency, the competitive nature of games, and the dominance of childlike playfulness that sometimes alters the goal and purpose of the game.