Sounds Of The Native Land In The Music Classroom: Josip Vrhovski And Međimurska Popevka

Cilj ovog diplomskog rada je prikazati značajnost skladatelja i glazbenog pedagoga Josipa Vrhovskog koji je stvarao jedinstvene skladbe temeljene na međimurskom melosu što je jedna od najvažnijih značajki njegova stvaralaštva, a sukladno tome i posebnost međimurske popevke kao glazbe kojom se Međimurje oslobodilo vlasti Mađara. U ovome radu najprije se opisuje djetinjstvo Josipa Vrhovskog i početak njegovog glazbenog puta, detaljno se prikazuje njegov plodonosan skladateljski, dirigentski i pedagoški rad u razdoblju od 1945. pa do 1983. godine, a posebno poglavlje posvećeno je i Josipu Vrhovskom kao glazbenom piscu koji piše osvrte na koncerte, glazbu kao i polemike o važnosti očuvanja narodne kulture koju smatra najvažnijom. Josip Vrhovski osnovao je brojna pjevačka društva, vodio različite zborove i orkestre u čak tri grada u kojima je boravio za vrijeme svog života ─ Varaždinu, Splitu i Karlovcu. Dio o njemu završava spominjanjem pjevačkog zbora Josip Vrhovski koji i dan danas čuva njegovo ime od zaborava, a čija sam i osobno članica. Drugi dio ovog rada odnosi se na najvažnije blago Međimuraca, međunarodno priznatu međimursku popevku te su opisane njezine najvažnije značajke, nastanak, glazbala i glazbeni sastavi koji je izvode, navedena je njezina povijest kao i današnja uloga u obrazovanju i kulturi, primjena te konačno sam postupak njenog uvrštavanja na UNESCO-ov popis nematerijalne kulturne baštine čovječanstva čime se Međimurci posebno ponose. Međimurskoj popevki posvećena je i smotra u Nedelišću na kojoj se svake godine pjevači, kao pojedinci ili kulturno – umjetnička društva, predstavljaju odabranim tradicijskim napjevima čuvajući popevku od zaborava. Isto tako, popevki u čast, planira se i izgradnja Centra za posjetitelje u Donjoj Dubravi, rodnom kraju njezine čuvarice Tete Lize.The goal of this graduation thesis is to highlight the significance of composer and music educator Josip Vrhovski, who created unique compositions based on the musical traditions of Međimurje, which was one of the most important features of his work. This is also closely tied to the distinctiveness of the Međimurska popevka (traditional folk song from Međimurje), a form of music through which the region of Međimurje symbolically liberated itself from Hungarian rule. The paper begins with a description of Josip Vrhovski’s childhood and the start of his musical journey. It then provides a detailed account of his fruitful career as a composer, conductor, and educator from 1945 to 1983. A chapter is dedicated to Josip Vrhovski as a music writer who wrote concert reviews, commentary on music, and engaged in discussions on the importance of preserving folk culture, which he considered of utmost importance. Josip Vrhovski founded numerous singing clubs and led various choirs and orchestras in three different cities where he lived during his lifetime—Varaždin, Split, and Karlovac. The section about him concludes with a mention of the Josip Vrhovski Choir, which still honors his legacy to this day, and of which I am a member myself. The second part of this thesis focuses on the most treasured heritage of the people of Međimurje—the internationally recognized Međimurska popevka. It describes its key features, origins, traditional instruments and musical ensembles that perform it, as well as its history and current role in education and culture. The paper also outlines its applications and the process of its inclusion on UNESCO’s Representative List of the Intangible Cultural Heritage of Humanity—an honor that the people of Međimurje are especially proud of. The Međimurska popevka also has its own annual showcase in Nedelišće, where singers—either soloists or members of cultural and artistic societies—perform selected traditional songs, preserving the popevka from being forgotten. In tribute to the popevka, a Visitor Center is also being planned in Donja Dubrava, the birthplace of its guardian, Teta Liza

The Impact Of Digital Media On The Language Development Of Preschool Children

Ovaj završni rad bavi se utjecajem digitalnih medija na razvoj jezika djece predškolske dobi, s posebnim naglaskom na teorijske spoznaje i analizu postojećih istraživanja i stručne literature. U suvremenom društvu, djeca sve ranije dolaze u kontakt s digitalnim tehnologijama poput pametnih telefona, tableta, televizije i računala. Upravo ta rana i učestala izloženost digitalnim medijima postavlja brojna pitanja o njezinu potencijalnom utjecaju na kognitivni i jezični razvoj djeteta. Rad pruža pregled ključnih razvojnih faza jezika u predškolskoj dobi te objašnjava ulogu socijalne interakcije, okoline i stimulativnih faktora u tom procesu. Nadalje, analiziraju se prednosti i nedostaci korištenja digitalnih medija, pri čemu se naglašava važnost kvalitete sadržaja, trajanja izloženosti i prisutnosti odrasle osobe u procesu medijacije. Teorijska analiza pokazuje da digitalni mediji mogu imati i pozitivan i negativan utjecaj na razvoj jezika. S jedne strane, edukativni i interaktivni sadržaji mogu obogatiti dječji rječnik i potaknuti verbalnu produkciju, dok s druge strane prekomjerna, pasivna i nekontrolirana uporaba može dovesti do smanjenih verbalnih interakcija, odgođenog govornog razvoja i siromašnijeg jezičnog izražavanja. U zaključku, ističe se važnost uravnoteženog i nadziranog korištenja digitalnih medija, kao i uloge roditelja i odgojitelja u usmjeravanju dječje komunikacije u digitalnom okruženju. Rad ukazuje na potrebu za daljnjim istraživanjima i edukacijom roditelja i stručnjaka o odgovornom korištenju medija u najranijoj dobi.This thesis explores the impact of digital media on the language development of preschool children, with a particular focus on theoretical insights and an analysis of existing research and professional literature. In contemporary society, children are increasingly exposed to digital technologies such as smartphones, tablets, television, and computers at an early age. This early and frequent exposure to digital media raises numerous questions regarding its potential effects on a child’s cognitive and language development. The paper provides an overview of the key stages of language development in preschool age and explains the role of social interaction, environment, and stimulating factors in that process. Furthermore, it examines the advantages and disadvantages of digital media use, emphasizing the importance of content quality, duration of exposure, and the presence of an adult in the mediation process. Theoretical analysis indicates that digital media can have both positive and negative effects on language development. On the one hand, educational and interactive content can enrich children's vocabulary and encourage verbal expression, while on the other hand, excessive, passive, and uncontrolled use may lead to reduced verbal interactions, delayed speech development, and poorer language expression. In conclusion, the importance of balanced and supervised use of digital media is emphasized, as well as the role of parents and educators in guiding children's communication within the digital environment. The paper highlights the need for further research and the education of parents and professionals on the responsible use of media in early childhood

Additional reading materials in early literacy teaching

U ovome radu govori se o dopunskim izvorima čitanja u nastavi početnog opismenjavanja i utvrđivanju koriste li se dopunski izvori čitanja u nastavi početnog opismenjavanja te koliko se njima potiče čitanje među učenicima prvog i drugog razreda u primarnom obrazovanju. Također, u radu se donosi teorijski okvir unutar kojeg se objašnjavaju pojmovi kao što su nastava, nastava početnoga opismenjavanja, čitanje i dopunski izvori čitanja. U kontekstu navedenog teorijskog okvira provedeno je istraživanje čiji je cilj bio utvrditi koriste li se dopunski izvori u nastavi početnog opismenjavanja te koliko su ispitani učenici usvojili vještinu i sposobnost čitanja. U istraživanju je sudjelovalo 102 učenika prvih razreda iz triju škola i 104 učenika drugih razreda također iz triju škola. Istraživanje je provedeno anonimnim upitnikom i u skladu s Etičkim kodeksom. Zaključak dobiven iz provedene ankete u prvim razredima jest da većina učenika zna i voli čitati, ali u nastavi hrvatskoga jezika ne služe se često dopunskim izvorima u čitanju. Zaključak dobiven iz provedene ankete u drugim razredima jest da također većina učenika zna i voli čitati. Analiza odgovora također pokazuje da učenici prvih razreda pokazuju veći interes za čitanje od ispitanih učenika drugog razreda. Dopunski izvori su zastupljeni u nastavi, ali u manjem omjeru. Zaključak je kako bi trebalo povećati njihovu uporabu zbog toga što donose odmak od svakodnevnog korištenja udžbenika i zbirki zadataka.This thesis explores the use of supplementary reading materials in early literacy teaching and determines whether such materials are utilized in early literacy teaching, as well as the extent to which they encourage reading among first and second grade students in primary education. The thesis also presents a theoretical framework within which concepts such as teaching, early literacy teaching, reading and supplementary reading resources are explained. Within this framework, a study was conducted to determine whether supplementary reading resources are used in early literacy teaching and to what extent the surveyed students have acquired the skill and ability to read. The research involved 102 first grade students and 104 second grade students from three different schools. Data was collected through an anonymous questionnaire in accordance with the Ethical Code of Conduct. Findings from the first grade survey is that the majority of students know how to and enjoy reading, but do not often use supplementary reading materials in Croatian language classes. Results from the second grade survey also show that most students know how to read and like doing so. By analyzing the responses to the question "Do you like to read?" in the first and second grades of elementary school, it was determined that first grade students show a greater interest in reading. Supplementary reading materials are used in teaching, but to a lesser extent. The conclusion is that their use should be increased, as they provide an alternative to the everyday use of textbooks and workbooks

The Contribution Of Music To The Emotional Development Of The Child

Glazba je univerzalni oblik izra~avanja koji ima sna~an utjecaj na emocionalni svijet svakog ovjeka. Od najranije dobi, glazba prati razvoj djeteta, pru~ajui mu mogunost izra~avanja emocija. Upravo zbog svoje sposobnosti kojom dopire do svake osobnosti, glazba ima posebno va~nu ulogu u ranom djetinjstvu kada je verbalizacija job u razvojnoj fazi, a emocionalni do~ivljaji sna~ni i esto burni i tebko razumljivi. Ovaj rad pisan je s ciljem istra~ivanja na koji nain glazba doprinosi emocionalnom razvoju djeteta u predbkolskom razdoblju. Posebna se pa~nja posveuje nainu na koji dijete putem glazbenih aktivnosti izra~ava i do~ivljava emocije i glazbu kao sredstvo samoregulacije. Razmatraju se i konkretni oblici glazbenih aktivnosti kroz koje djeca spontano i slobodno izra~avaju svoje osjeaje. Istie se uloga odgojitelja, iji je zadatak oplemeniti djecu kvalitetnom glazbom koja e im pru~iti podra~avajue okru~enje za glazbeno izra~avanje. Rad potvrđuje da je glazba ne samo sredstvo umjetnikog izraza, ve i sna~an pedagobki alat koji znaajno doprinosi izgradnji emocionalnog identiteta i socijalne osjetljivosti.Music is a universal form of expression that has a profound impact on the emotional world of every individual. From the earliest age, music accompanies a child’s development, providing an opportunity to express emotions. Due to its ability to reach deep into each personality, music plays a particularly important role in early childhood, when verbal expression is still developing and emotional experiences are often intense, overwhelming, and difficult to understand. This paper aims to explore the ways in which music contributes to the emotional development of children in the preschool period. Special attention is given to how children express and experience emotions through musical activities, as well as to music as a means of emotional self-regulation. The paper also examines specific forms of musical activities through which children spontaneously and freely express their feelings. The role of the educator is emphasized, whose task is to enrich children’s experiences with quality music and to provide a stimulating environment for musical expression. The findings confirm that music is not only a medium of artistic expression, but also a powerful pedagogical tool that significantly contributes to the development of emotional identity and social sensitivity

Themes And Motifs In Drawing Art Activities With Preschool Children Of Different Genders And Ages

Djeca su maštovita i njihova je kreativnost spontana, što se prepoznaje i kroz njihovu likovnost. Tematika koju djeca izražavaju u svojim likovnim radovima plod je njihovog iskustva i njihove mašte. Ovaj rad istražuje različitost dječjih likovnih radova djece različite dobi, s obzirom na spol i dob. Cilj istraživanja je ispitati kako se odabir motiva u crtežima razlikuje među djecom s obzirom na spol i dob. Rezultati istraživanja pokazali su da i djevojčice i dječaci imaju različite ideje za crtanje, no također su uočene i sličnosti među njihovim radovima. Iako djeca imaju sklonost odabiru različitih motiva, ne postoje teme koje su isključivo prikladne za djevojčice ili samo za dječake. U mlađim dobnim skupinama nije bilo značajnih razlika u izboru motiva, budući da su djeca najčešće birala neutralne motive poput vozila, balona i članova obitelji. Međutim, u srednjoj skupini već su uočljive razlike – djevojčice se češće odlučuju za motive poput srca, cvijeća, obitelji, prijateljica i ljubimaca, dok dječaci češće biraju vozila, strojeve, sportove i igre. Kako djeca rastu, njihov izraz postaje složeniji i detaljniji. U mlađim dobnim skupinama (3-4 godine) crteži su jednostavni, uglavnom prikazuju bliske osobe, osnovne oblike i poznate predmete. S godinama (4,5-6 i 6-7 godina), oblici i scene postaju kompleksniji, odražavajući sve veću svijest o socijalnom okruženju i detaljima. Dječaci prelaze prema složenijim sportskim scenama i tehničkim detaljima, dok djevojčice stvaraju scene koje prikazuju obiteljske trenutke, prijateljstva i prirodu. Tijekom istraživanja korištena je olovka kao likovna tehnika, iako su neka djeca pokazala interes za raznolike materijale, pa su osim olovaka koristila drvene bojice, pa čak i flomastere, kako bi obogatila boje svojih radova.Children are imaginative and their creativity is spontaneous, which is also identified through their artistic ability. The themes that children express in their works of art are the fruit of their experience and imagination. This paper explores the diversity of children's art works in different ages, in regard to gender and age. The aim of the research is to examine how the choice of motifs in drawings differs among children considering their gender and age. The results of the study showed that both girls and boys have different ideas for drawing, but similarities were also observed between their works. Although children tend to choose different motifs, there are no themes that are exclusively suitable for girls or only for boys. In the younger age groups, there were no significant differences in the choice of motifs, as children most often chose neutral motifs such as vehicles, balloons, and family members. However, in the middle group, differences are already noticeable - girls more often opt for motifs such as hearts, flowers, family, friends, and pets, while boys more often choose vehicles, machines, sports and games. As children grow, their expression becomes more complex and detailed. In the younger age groups (3-4 years), drawings are simple, mostly depicting familiar people, basic shapes, and familiar objects. With age (4, 5-6, and 6-7 years), shapes and scenes become more complex, reflecting an increasing awareness of the social environment and details. Boys move toward more complex sports scenes and technical details, while girls create scenes depicting family moments, friendships, and nature. During the research, the pencil was used as an art technique, although some children showed interest in a variety of materials, so in addition to pencils, they used wooden crayons and even felt-tip pens to enrich the colours of their works

Vertical Bilingualism in Preschool Children in the Municipality of Sveti Petar Orehovec

Tema ovog završnog rada je „Vertikalni bilingvizam kod predškolske djece u općini Sveti Petar Orehovec.“ U prvom dijelu rada opisan je teorijski dio o usvajanju jezika, općenito o bilingvizmu, nastanak i proširenost te podjela bilingvizma. U jednom je poglavlju opisano kakve su to obitelji u kojima se koristi bilingvizam i prebacivanje kodova. Za potrebe ovog završnog rada provedeno je i istraživanje u kojem su ispitanici bili roditelji djece koja pohađaju dječji vrtić „Mali Petar“ koji se nalazi u dva objekta u općini Sveti Petar Orehovec. Stoga su u ovom radu napisani i podaci za već spomenuti dječji vrtić i općinu. U drugom dijelu rada napravljena je analiza ankete u kojoj je sudjelovalo 102 roditelja iz spomenute općine.The topic of this final paper is “Vertical Bilingualism in Preschool Children in the Municipality of Sveti Petar Orehovec.” The first part of the paper presents the theoretical background on language acquisition, bilingualism in general, its origin and prevalence, and the classification of bilingualism. One chapter describes the characteristics of families in which bilingualism and code-switching are present. For the purposes of this final paper, research was conducted involving parents of children attending the kindergarten “Mali Petar,” which operates in two locations within the municipality of Sveti Petar Orehovec. Therefore, this paper also includes relevant information about the aforementioned kindergarten and municipality. The second part of the paper provides an analysis of the survey, in which 102 parents from the municipality mentioned participated

Teachers' competencies for working with gifted students

Obrazovni sustav ima ključnu ulogu u prepoznavanju i poticanju darovitih učenika, a učitelji su pritom jedan od važnijih čimbenika u njihovom razvoju. Kako bi mogli prilagoditi nastavne metode, stvoriti poticajno okruženje te osigurati kvalitetan odgojno-obrazovni rad s darovitim učenicima, važno je da učitelji kontinuirano rade na unaprjeđenju i razvoju svojih kompetencija. Ovaj diplomski rad bavi se analizom samoprocjena kompetencija učitelja te izazovima i mogućnostima njihovog profesionalnog razvoja. Rezultati ovoga istraživanja pokazuju da učitelji prepoznaju važnost razvoja punog potencijala darovitih učenika. Ipak, ističu nesigurnost u vlastite kompetencije za prepoznavanje i rad s darovitima te izražavaju potrebu za dodatnim usavršavanjima, edukacijama, radionicama i seminarima. Kao dodatan problem javlja se vrijeme koje je potrebno za rad s darovitim učenicima, kao i podrška školske ustanove u vidu potrebnih materijala i resursa. Današnji ubrzani život i brze promjene kako u tehnološkom svijetu tako i u odgoju i obrazovanju, iziskuju od učitelja spremnost na prilagodbu i razvoj vlastitih kompetencija kako bi uspješno odgovorili na potrebe svih učenika, uključujući i one darovite. Rad s darovitim učenicima uključuje ne samo prilagodbu nastavnog sadržaja, već i poticanje njihove kreativnosti, kritičkog mišljenja te emocionalnog razvoja. Uspješno prepoznavanje i odgovarajuća podrška u razvoju darovitog učenika moguća je uz učitelja koji je spreman na cjeloživotno obrazovanje, suradnju sa stručnom službom i roditeljima te otvorenost prema novim pedagoškim pristupima. Kako bi se osigurao kvalitetan odgojno-obrazovni rad s darovitima, ključno je dakle omogućiti kontinuirane edukacije, dodatna usavršavanja, osigurati odgovarajuće resurse te razvijati svijest o potrebama darovitih učenika u obrazovnom sustavu. Samo sustavna i dugoročna podrška može omogućiti darovitim učenicima da u potpunosti razviju svoje potencijale i ostvare uspjeh u području obrazovanja, ali i u svim drugim područjima svoga života.The education system plays a key role in recognizing and encouraging gifted students, and teachers are one of the most important elements in their development. In order to be able to adjust their teaching method, create a stimulating environment and ensure good quality educational work with gifted students, it is important for the teachers to constantly work on improving and developing their competences. This thesis deals with the analysis of the teachers' self-assessment of their competences and the challenges and possibilities of their professional development. The results of this research show that the teachers recognize the importance of developing the full potential of the gifted students. However, they point out uncertainty about their own competences in recognizing and working with the gifted and express the need for additional training, education, workshops and seminars. An additional problem is the time required to work with the gifted students, as well as the support of the school institution in the form of necessary materials and resources. Fast-paced living nowadays and rapid changes both in the world of technology and in education require teachers to be ready to adjust and develop their own competences in order to successfully respond to the needs of all students, including the gifted ones. Working with gifted students includes not only adapting the teaching content, but also encouraging the students’ creativity, critical thinking and emotional development. Successful recognition and appropriate support in the development of a gifted student is possible with a teacher who is prepared for lifelong education, cooperation with professional services at school and with parents, as well as openness towards new pedagogical approaches. In order to ensure quality education work with the gifted, it is therefore crucial to enable continuous education, additional training, provide adequate resources and raise awareness of the needs of the gifted students in the educational system. Only systematic and long-term support can enable gifted students to fully develop their potential and achieve success in the field of education, but also in all other areas of their lives

The influence of fairy tales on the cognitive and socio-emotional development of children

Mnogi teoretičari dječje, ali i književnosti za odrasle, kao i mnogi pedagozi i psiholozi vodili su tijekom povijesti rasprave o utjecaju bajki na dječji razvoj, pritom ističući pozitivne i negativne strane bajke. Cilj je ovoga završnoga rada , na temelju uvida u literaturu teoretičara koji su proučavali i istraživali povijest i nastanak bajke, analizirati utjecaj bajke na spoznajni i socioemocionalni razvoj djece, s posebnim naglaskom na pozitivan doprinos dječjemu razvoju. Na temelju rezultata njihovih proučavanja i istraživanja uviđa se slično mišljenje o bajkama, svi se slažu da su iznimno važne za dijete i njegov razvoj. Bajke djetetu pružaju ugodu i zabavu, ali mu ujedno osiguravaju i skladnost i mir te pri tome uravnotežuju njegovu svijest i podsvijest. Bajke također utječu i na izgradnju individualnosti i osobnosti djeteta koje, slušajući bajke, s likovima prevladava svoje prepreke te se na taj način suočava s unutarnjim nemirom i podsvijesti, pri tome pobjeđuje kao i junaci u bajkama. Uvidom u literaturu otkriva se doprinos bajki socioemocionalnom i spoznajnom razvoju. Analizom bajke Kako je Potjeh tražio istinu uviđa se pozitivan utjecaj bajke na spoznajni razvoj djece te na socioemocionalni razvoj. Slušanjem i interpretacijom bajke utječe se na spoznajne i kognitivne sposobnosti djece te na cjelokupni socioemocionalni dječji razvoj, odnosno potiče se učenje i razvoj primarnih osjećaja, razvoj empatije, pravednosti, ljubavi i dječjih prosocijalnih ponašanja. U zaključku se navodi uska povezanost bajke sa spoznajnim i socioemocionalnim razvojem djece. Bajka je vrsta dječje književnosti koja pomoću umjetnosti riječi uspijeva uskladiti i povezati dvije odvojene pojedinosti ljudskoga razvoja, a to su socioemocionalni i spoznajni razvoj, što ne polazi za rukom drugim predškolskim aktivnostima i postupcima.Many theorists of children's and adult literature, as well as many educators and psychologists, have debated the impact of fairy tales on children's development throughout history, emphasizing the positive and negative aspects of fairy tales. The aim of this final paper, based on an insight into the literature of theorists who have studied and researched the history and origin of fairy tales, is to analyze the impact of fairy tales on children's cognitive and socioemotional development, with a special emphasis on their positive contribution to children's development. Based on the results of their studies and research, a similar opinion about fairy tales is seen, everyone agrees that they are extremely important for children and their development. Fairy tales provide children with pleasure and entertainment, but at the same time they ensure harmony and peace, and in doing so, they balance their consciousness and subconscious. Fairy tales also influence the development of the child's individuality and personality, who, by listening to fairy tales, overcomes their obstacles with the characters and thus faces their inner turmoil and subconscious, and in doing so, wins, just like the heroes in fairy tales. An insight into the literature reveals the contribution of fairy tales to socio-emotional and cognitive development. The analysis of the fairy tale How Quest Sought the Truth reveals the positive influence of the fairy tale on children's cognitive development and socio-emotional development. Listening to and interpreting a fairy tale influences children's cognitive and cognitive abilities and the overall socio-emotional development of children, i.e. it encourages the learning and development of primary feelings, the development of empathy, justice, love and children's prosocial behaviors. The conclusion states the close connection between the fairy tale and the cognitive and socio-emotional development of children. A fairy tale is a type of children's literature that, through the art of words, manages to harmonize and connect two separate aspects of human development, namely socio-emotional and cognitive development, which is not possible with other preschool activities and procedures

Parents' Perception Of Children's Physical Activity In Early Childhood And Preschool Education Institutions

Tjelesna aktivnost ima ključnu ulogu u zdravom rastu i razvoju djece predškolske dobi te predstavlja neizostavan dio njihove svakodnevice. Cilj ovoga rada bio je ispitati percepciju roditelja o tjelesnoj aktivnosti u ustanovama ranog i predškolskog odgoja i obrazovanja, kao i ulogu odgojitelja u njezinu poticanju i provođenju. Istraživanje je provedeno na uzorku od 214 roditelja čija djeca pohađaju dječje vrtiće. Za potrebe istraživanja korišten je anonimni anketni upitnik temeljen na Likertovoj skali. Upitnik je obuhvatio osnovne demografske podatke (spol, stupanj obrazovanja, mjesto stanovanja), osobne navike roditelja vezane uz tjelesnu aktivnost te njihove stavove o provođenju tjelesne aktivnosti u vrtićima. Prikupljeni podaci statistički su obrađeni pomoću programa IBM SPSS Statistics, primjenom deskriptivnih metoda i inferencijalnih statističkih testova (Mann-Whitney U test i Spearmanova korelacija). Rezultati analize pokazali su da ne postoje statistički značajne razlike u percepciji roditelja s obzirom na dob, obrazovanje ili broj djece u obitelji, uz minimalna odstupanja u stavovima. To ukazuje na visoku razinu osviještenosti roditelja o važnosti i dobrobitima tjelesne aktivnosti za cjeloviti razvoj djeteta. Roditelji također izražavaju uvjerenje da bi tjelesna aktivnost trebala biti svakodnevno prisutna u vrtićkom okruženju, pri čemu odgojitelji imaju ključnu ulogu u njezinu poticanju i provedbi.Physical activity plays a crucial role in the healthy growth and development of preschool-aged children and is an essential part of their daily lives. The aim of this paper was to examine parents’ perceptions of physical activity in early childhood education institutions and the role of educators in promoting and implementing such activities. The research was conducted on a sample of 214 parents whose children attend kindergarten. For the purposes of the study, an anonymous online questionnaire based on the Likert scale was used. The questionnaire included basic demographic data (gender, level of education, place of residence), parents' personal habits related to physical activity, and their attitudes towards the implementation of physical activities in kindergartens. The collected data were statistically analyzed using IBM SPSS Statistics software, applying descriptive methods and inferential statistical tests (Mann-Whitney U test and Spearman’s correlation). The statistical analysis showed no significant differences in parents’ perceptions based on age, education level, or number of children in the family, with only minimal differences in attitudes. These findings indicate a high level of awareness and acceptance of the importance and benefits of physical activity for children's growth and development. Parents also believe that physical activity should be a daily component of the kindergarten environment and that educators play a key role in its encouragement and implementation

Differences In Physical Activity Between Children From Urban Amd Rural Areas

U današnje vrijeme, kada prevladava sedentarni način života, važno je bavljenje tjelesnom aktivnošću, kako za odrasle tako i za djecu. Odrasli bi trebali poštivati smjernice Svjetske zdravstvene organizacije, koja preporučuje svakodnevno bavljenje tjelesnom aktivnošću u trajanju od minimalno pola sata. Nažalost, velika većina ljudi ne vježba u svoje slobodno vrijeme, već umorni od posla, vrijeme provode ispred televizora odmarajući. Zbog toga ni njihova djeca nemaju relevantne uzore od kojih bi učila da je tjelesna aktivnost važna za njihov rast i razvoj. Iako neki roditelji upisuju svoju djecu na raznorazne sportske aktivnosti izvan vrtića, veći izbor tih aktivnosti nudi život u gradu, gdje je većina programa osmišljena kako bi pravilno utjecala na rast i razvoj djece. Sportske školice, nogometne akademije i drugi sportski programi provode kineziolozi ili stručno educirani treneri, a svi imaju cilj zainteresirati i aktivirati djecu. Cilj ovog istraživanja bio je ustanoviti postoje li razlike u tjelesnoj aktivnosti djece predškolske dobi od 5 do 7 godina, s obzirom na to žive li u ruralnoj ili urbanoj sredini. U istraživanju su sudjelovala djeca koja pohađaju privatni vrtić u urbanoj sredini iz Varaždinske županije, djeca koja pohađaju općinski vrtić iz manje općine u Međimurskoj županiji, te djeca koja pohađaju općinski vrtić u ruralnoj sredini Varaždinske županije. Rezultati su pokazali da djeca iz urbanih područja provode značajno više minuta tjedno u tjelesnim aktivnostima visokog intenziteta u odnosu na djecu iz ruralnih sredina. S druge strane, nisu uočene značajne razlike u umjerenim, niskim i sedentarnim aktivnostima između djece iz urbanih i ruralnih područja. Ovi nalazi ukazuju na to da urbanizirani uvjeti omogućuju veću dostupnost sportskih programa i aktivnosti, dok spontane aktivnosti na otvorenom, koje su u prošlosti bile češće u ruralnim sredinama, danas nisu toliko zastupljene.In contemporary times, characterized by a predominantly sedentary lifestyle, participation in physical activity is essential for both adults and children. Adults should adhere to the guidelines set by the World Health Organization, which recommend engaging in at least thirty minutes of physical activity on a daily basis. Unfortunately, the vast majority of people do not engage in exercise during their free time; instead, tired from work, they tend to spend their time resting in front of the television. As a result, their children lack relevant role models from whom they could learn the importance of physical activity for their growth and development. Although some parents enroll their children in various extracurricular sports activities, a greater variety of such opportunities is typically available in urban areas, where most programs are designed to appropriately support children's growth and development. Sports schools, football academies, and other athletic programs are conducted by kinesiologists or professionally trained coaches, all with the aim of sparking children's interest and encouraging their participation in physical activity. The aim of this research was to determine whether there are differences in the physical activity levels of preschool children aged 5 to 7, depending on whether they live in rural or urban environments. The study included children attending a private kindergarten in an urban area of Varaždin County, children from a municipal kindergarten in a smaller municipality in Međimurje County, as well as children enrolled in a municipal kindergarten located in a rural area of Varaždin County. The results indicated that children from urban areas spend significantly more minutes per week engaged in high-intensity physical activities compared to children from rural areas. On the other hand, no significant differences were observed in moderate, low-intensity, or sedentary activities between children from urban and rural environments. These findings suggest that urban settings provide greater access to organized sports programs and activities, whereas spontaneous outdoor play, which was more common in rural areas in the past, is now less prevalent