Relacije učinkovitosti odgojitelja s djetetovim problemima u ponašanju i socijalnom kompetentnosti u predškolskim ustanovama

Osnovni cilj ovog rada bio je utvrditi različite aspekte samoprocijenjene učinkovitosti odgojitelja i evaluacija ponašanja djece predškolske dobi. Samoprocijenjena učinkovitost grupirana je u dimenzije: uključivanje djeteta, vođenje skupine i instrukcijske strategije, te evaluacija ponašanja djece predškolske dobi koja je grupirana u dimenzije: eksternalizirani problemi u ponašanju, internalizirani problemi u ponašanju i socijalna kompetentnost djece rane i predškolske dobi. U istraživanju je sudjelovalo 254 odgojitelja iz 11 dječjih vrtića, uključujući 5 gradova Zagrebačke županije. Svaki odgojitelj procjenjivao je jedno dijete s problemom u ponašanju. U svrhu prikupljanja podataka korištena je Skala učinkovitosti u zadovoljavanju individualnih potreba djeteta i Skala socijalne kompetencije i evaluacije ponašanja za predškolce. Prema rezultatima istraživanja utvrđena je visoka razina samoprocijenjene učinkovitosti odgojitelja u radu s djecom za koje uočavaju probleme u ponašanju. Prema procjenama odgojitelja, eksternalizirani i internalizirani problemi u ponašanju kod djece se javljaju ponekad, kao i socijalna kompetentnost. Sve tri dimenzije samoprocijenjene učinkovitosti u korelaciji su s procijenjenim eksternaliziranim problemima u ponašanju i socijalnom kompetentnosti djece. Viša samoprocijenjena učinkovitost povezana je s višim procjenama socijalne kompetentnosti kod djece. U području uključivanja djeteta viša samoprocijenjena učinkovitost, također rezultira višom procjenom eksternaliziranih problema, dok je viša samoprocjena u područjima vođenja skupine i instrukcijskih strategija povezana s nižim procjenama eksternaliziranih problema u ponašanju. Rodne razlike prema procjenama odgojitelja vidljive su u razini socijalne kompetentnosti i eksternaliziranih problema u ponašanju, pri čemu su djevojčice procijenjene socijalno kompetentnijim, te s manje eksternaliziranih problema u ponašanju naspram dječaka. Odgojitelji koji su stariji i imaju više godina radnog staža ujedno procjenjuju manje eksternaliziranih problema u ponašanju, a više internaliziranih, naspram mlađih, s manje radnog iskustva. Doprinos ovog rada je u boljem razumijevanju samoprocijenjene učinkovitosti odgojitelja u radu s djecom s problemima u ponašanju, s ciljem prevencije neželjenih razvojnih psihosocijalnih ishoda u ranoj dječjoj dobi.The primary goal of this paper was to determine the different aspects of kindergarten teachers’ efficiency self-evaluation and the evaluation of preschool students’ behaviour. The efficiency self-evaluation is divided into these dimensions: student engagement, classroom management and instructional strategies. The preschool students’ behaviour evaluation is grouped into these dimensions: extreme behavioural problems, internalized behavioural problems and the social competence of early development and preschool students. Two hundred and fifty-four kindergarten teachers from eleven kindergartens, including five towns from the Zagreb county, have participated in the research. Each teacher evaluated one child with behavioural issues. The self-efficacy in relations to specific child scale and the social competence and behaviour evaluation scale – preschool edition have been used with the purpose of collecting data. A high level of efficiency self-evaluation by the teachers working with children with behavioural issues has been determined by the research results. Teachers have estimated that the externalized and internalized behavioural problems appear sometimes, as does social competence. All three dimensions of efficiency self-evaluation correlate with the estimated externalized behavioural problems and children’s social competence. Higher efficiency self-evaluation is connected to higher estimations of children’s social competence. In the field of student engagement higher efficiency self-evaluation results in higher estimation of externalized problems as well. While in the fields of classroom management and instructional strategies it is linked to lower estimations of externalized behavioural problems. Gender differences according to teachers’ estimations are visible at the level of social competence and externalized behavioural problems, where girls are valued more socially competent, with less externalized behavioural problems than boys. Older teachers with more experience are prone to estimate less externalized behavioural problems, and more of the internalized ones, as opposed to younger, less experienced teachers. The contribution of this paper is in the better understanding of kindergarten teachers’ efficiency self-evaluation in working with children who have behavioural problems, with the goal of preventing the development of unwanted psychosocial outcomes in early child development

Relacije učinkovitosti odgojitelja s djetetovim problemima u ponašanju i socijalnom kompetentnosti u predškolskim ustanovama

Osnovni cilj ovog rada bio je utvrditi različite aspekte samoprocijenjene učinkovitosti odgojitelja i evaluacija ponašanja djece predškolske dobi. Samoprocijenjena učinkovitost grupirana je u dimenzije: uključivanje djeteta, vođenje skupine i instrukcijske strategije, te evaluacija ponašanja djece predškolske dobi koja je grupirana u dimenzije: eksternalizirani problemi u ponašanju, internalizirani problemi u ponašanju i socijalna kompetentnost djece rane i predškolske dobi. U istraživanju je sudjelovalo 254 odgojitelja iz 11 dječjih vrtića, uključujući 5 gradova Zagrebačke županije. Svaki odgojitelj procjenjivao je jedno dijete s problemom u ponašanju. U svrhu prikupljanja podataka korištena je Skala učinkovitosti u zadovoljavanju individualnih potreba djeteta i Skala socijalne kompetencije i evaluacije ponašanja za predškolce. Prema rezultatima istraživanja utvrđena je visoka razina samoprocijenjene učinkovitosti odgojitelja u radu s djecom za koje uočavaju probleme u ponašanju. Prema procjenama odgojitelja, eksternalizirani i internalizirani problemi u ponašanju kod djece se javljaju ponekad, kao i socijalna kompetentnost. Sve tri dimenzije samoprocijenjene učinkovitosti u korelaciji su s procijenjenim eksternaliziranim problemima u ponašanju i socijalnom kompetentnosti djece. Viša samoprocijenjena učinkovitost povezana je s višim procjenama socijalne kompetentnosti kod djece. U području uključivanja djeteta viša samoprocijenjena učinkovitost, također rezultira višom procjenom eksternaliziranih problema, dok je viša samoprocjena u područjima vođenja skupine i instrukcijskih strategija povezana s nižim procjenama eksternaliziranih problema u ponašanju. Rodne razlike prema procjenama odgojitelja vidljive su u razini socijalne kompetentnosti i eksternaliziranih problema u ponašanju, pri čemu su djevojčice procijenjene socijalno kompetentnijim, te s manje eksternaliziranih problema u ponašanju naspram dječaka. Odgojitelji koji su stariji i imaju više godina radnog staža ujedno procjenjuju manje eksternaliziranih problema u ponašanju, a više internaliziranih, naspram mlađih, s manje radnog iskustva. Doprinos ovog rada je u boljem razumijevanju samoprocijenjene učinkovitosti odgojitelja u radu s djecom s problemima u ponašanju, s ciljem prevencije neželjenih razvojnih psihosocijalnih ishoda u ranoj dječjoj dobi.The primary goal of this paper was to determine the different aspects of kindergarten teachers’ efficiency self-evaluation and the evaluation of preschool students’ behaviour. The efficiency self-evaluation is divided into these dimensions: student engagement, classroom management and instructional strategies. The preschool students’ behaviour evaluation is grouped into these dimensions: extreme behavioural problems, internalized behavioural problems and the social competence of early development and preschool students. Two hundred and fifty-four kindergarten teachers from eleven kindergartens, including five towns from the Zagreb county, have participated in the research. Each teacher evaluated one child with behavioural issues. The self-efficacy in relations to specific child scale and the social competence and behaviour evaluation scale – preschool edition have been used with the purpose of collecting data. A high level of efficiency self-evaluation by the teachers working with children with behavioural issues has been determined by the research results. Teachers have estimated that the externalized and internalized behavioural problems appear sometimes, as does social competence. All three dimensions of efficiency self-evaluation correlate with the estimated externalized behavioural problems and children’s social competence. Higher efficiency self-evaluation is connected to higher estimations of children’s social competence. In the field of student engagement higher efficiency self-evaluation results in higher estimation of externalized problems as well. While in the fields of classroom management and instructional strategies it is linked to lower estimations of externalized behavioural problems. Gender differences according to teachers’ estimations are visible at the level of social competence and externalized behavioural problems, where girls are valued more socially competent, with less externalized behavioural problems than boys. Older teachers with more experience are prone to estimate less externalized behavioural problems, and more of the internalized ones, as opposed to younger, less experienced teachers. The contribution of this paper is in the better understanding of kindergarten teachers’ efficiency self-evaluation in working with children who have behavioural problems, with the goal of preventing the development of unwanted psychosocial outcomes in early child development

Effect of copper on thermal stability of nanocrystalline ceria

Cerium (IV) oxide (CeO2) is extensively used as a catalyst because it has numerous advantages over conventional catalysts, like low cost, better poisoning resistance, high catalytic activity due to the facile Ce4+ / Ce3+ redox reaction and high oxygen storage capacity. CeO2 nanoparticles have higher specific surface area and better redox properties, and thus an increased catalytic activity in comparison to bulk materials. However, at elevated temperatures ceria nanoparticles are very prone to coarsening. In order to increase the thermal stability of CeO2 nanoparticles, but also improve its catalytic properties, metal ions are incorporated into the CeO2 crystal structure. The aim of this study was to compare coarsening kinetics of nanocrystalline CeO2 and nanocrystalline CeO2 doped with 10 mol. % of copper in order to determine the effect of doping on thermal stability. Samples were prepared by hydrothermal synthesis and thermally treated at different temperatures and processing times. The samples were analyzed by X-ray diffraction analysis and the crystallite sizes were calculated using the Scherrer’s equation. Based on the obtained crystallite sizes, kinetic parameters were determined and it was found that copper addition has a positive effect on the thermal stability of CeO2

SOCIJALNA KOMPETENTNOST U RANOJ I PREDŠKOLSKOJ DOBI

U radu se determinira konstrukt socijalne kompetencije s gledišta različitih autora. Rezultati raznih istraživanja pokazali su da djeca s razvijenom socijalnom kompetencijom ostvaruju bolje akademske rezultate i imaju veće samopouzdanje. Stoga se u radu tumači važnost odgojno-obrazovnih radnika i uloga obitelji u razvijanju socijalnih kompetencija djece predškolske dobi. Uz to, u radu su prikazana recentnija istraživanja socijalne kompetencije u odnosu na rodne razlike i sociometrijski status i prijateljstvo

Effect of copper on thermal stability of nanocrystalline ceria

Cerium (IV) oxide (CeO2) is extensively used as a catalyst because it has numerous advantages over conventional catalysts, like low cost, better poisoning resistance, high catalytic activity due to the facile Ce4+ / Ce3+ redox reac-tion and high oxygen storage capacity. CeO2 nanoparticles have higher specific surface area and better redox properties, and thus an increased catalytic activity in comparison to bulk materials. However, at elevated tem-peratures ceria nanoparticles are very prone to coarsening. In order to increase the thermal stability of CeO2 na-noparticles, but also improve its catalytic properties, metal ions are incorporated into the CeO2 crystal structure. The aim of this study was to compare coarsening kinetics of nanocrystalline CeO2 and nanocrystalline CeO2 doped with 10 mol. % of copper in order to determine the effect of doping on thermal stability. Samples were prepared by hydrothermal synthesis and thermally treated at different temperatures and processing times. The samples were analyzed by X-ray diffraction analysis and the crystallite sizes were calculated using the Scherrer’s equation. Based on the obtained crystallite sizes, kinetic parameters were determined and it was found that cop-per addition has a positive effect on the thermal stability of CeO2

KOMPETENCIJE ODGOJITELJA

U radu se definiraju pojmovi učinkovitosti, kompetencija i kompetencijski pristup općenito. Pojam učinkovitosti predstavlja ključni dio kompetentnosti profesionalaca u odgoju i obrazovanju i usko se povezuje s pojmom kompetencija, objašnjavajući potrebnu stručnost utemeljenu na znanjima, sposobnostima i vrijednostima. Suvremeno poimanje odgojno obrazovnog rada ističe neophodnost socijalne kompetencije, kao jedne od ključnih kompetencija za uspješan i kvalitetan odgojno obrazovni rad. U pregledu istraživanja objašnjava se krucijalna uloga rane i predškolske dobi s naglaskom na samopoimanje učinkovitosti odgojitelja

The role of the patronage nurse in the care of the mother and the newborn

Uvod: U radu se daje pregled sistematike pružanja patronažne skrbi za majku i novorođenče u vremenskom presjeku ovog vida skrbi. Ujedno, daje se distinktivni pregled vaninstitucionalne patronažne skrbi i one institucionalne, pri čemu se ispituje geneza pojave oba vida skrbi. Postupci: Uz pomoć internetske tražilice korištena je svjetska literatura koja uključuje knjige i priručnike na engleskom jeziku. U istraživačkoj bazi podataka nalaze se članci u časopisima i novinama. Korištene su autorizirane objave na bazama Pubmed, ScienceDirect, Google Scholar, Hrčak, Scopus te Medline. Prikaz teme: U postpartalnom razdoblju za svaku majku od velike je važnosti posjet i pomoć patronažne sestre. Uloga patronažne sestre u svom centralnom presjeku uvijek je uključivala pregled prirasta novorođenčeta na tjelesnoj masi, educiranje o dojenju, uspostavu dojenja kod majke, rješavanje poteškoća prilikom dojenja te pomoć kod njege pupčanog bataljka. Patronažna sestra također vrši cjelokupan nadzor i kontrolu novorođene bebe te edukaciju majke. Pored ove centralne uloge patronažne sestre prepoznaju se također odgovarajući komunikacijski modeli, treninzi i učenje iz stvarnih situacija kao jedinstveni kanali kojima patronažna sestra povećava svoje kompetencije, a majka i novorođenče dobivaju povećanu kvalitetu patronažne skrbi. Zaključak: Nalazi istraživanja ukazuju da je na kompetencijama patronažne sestre moguće raditi odgovarajućim organizacijskim djelovanjem u smislu treninga, vježbi i simuliranja problemskih situacija kakve mogu zateći patronažnu sestru u radu s majkom i novorođenčetom. Pravilno komuniciranje patronažne sestre s majkom doprinijet će razumijevanju dinamike obiteljske okoline, potrebama majke i djeteta te mogućnosti da se eventualni štetni događaj spriječi, a ne samo da se pravilno prepozna simptomatologija i tek po istoj djeluje.Introduction: This paper gives an overview of systematics of postpartum care for mother and a newborn child in a timeline of this aspect of care. It also gives a distinctive overview of outof- institutional postpartum care along with the institutional care, where the genesis of both types of care is tested. Procedures: With the help of the Internet search engine, the world literature was used which includes books and handbooks in English language. In the research database there are articles in the magazines and the newspapers. Authorized publications from databases Pubmed, ScienceDirect, Google Scholar, Scopus and Medline were used. Topic review: In the postpartum period the visit and the help from maternal and child health nurse is of a great importance. The role of maternal and child health nurse, in its central overview, has always included the checkup of newborn's weight, breastfeeding education, breastfeeding redintegration with the mother, dealing with breastfeeding problems and taking care of umbilical stump. The maternal and child health nurse also provides an overall supervision and care of the newborn baby and educates the mother. Besides this maternal and child health nurse's central role, corresponding communicational models, trainings and learning from real-life experiences maternal and child health nurse are recognized as unique channels that a nurse uses to enhance her/his competence, so a mother and a newborn baby get an increased quality of postpartum care. Conclusion: The research results indicate that it is possible to work on maternal and child health care nurse's competences with corresponding organizational action in the means of training, practice and simulation of possible problem situations that a nurse can find herself/himself in when working with a mother and a newborn baby. Proper communication between the maternal and child health nurse and the mother will contribute to understanding the dynamics of family surroundings, mother's and child's needs and it will make it possible to prevent the prospective harmful events, not only to properly recognize the symptomatology and only to act upon the latter

The role of the patronage nurse in the care of the mother and the newborn

Uvod: U radu se daje pregled sistematike pružanja patronažne skrbi za majku i novorođenče u vremenskom presjeku ovog vida skrbi. Ujedno, daje se distinktivni pregled vaninstitucionalne patronažne skrbi i one institucionalne, pri čemu se ispituje geneza pojave oba vida skrbi. Postupci: Uz pomoć internetske tražilice korištena je svjetska literatura koja uključuje knjige i priručnike na engleskom jeziku. U istraživačkoj bazi podataka nalaze se članci u časopisima i novinama. Korištene su autorizirane objave na bazama Pubmed, ScienceDirect, Google Scholar, Hrčak, Scopus te Medline. Prikaz teme: U postpartalnom razdoblju za svaku majku od velike je važnosti posjet i pomoć patronažne sestre. Uloga patronažne sestre u svom centralnom presjeku uvijek je uključivala pregled prirasta novorođenčeta na tjelesnoj masi, educiranje o dojenju, uspostavu dojenja kod majke, rješavanje poteškoća prilikom dojenja te pomoć kod njege pupčanog bataljka. Patronažna sestra također vrši cjelokupan nadzor i kontrolu novorođene bebe te edukaciju majke. Pored ove centralne uloge patronažne sestre prepoznaju se također odgovarajući komunikacijski modeli, treninzi i učenje iz stvarnih situacija kao jedinstveni kanali kojima patronažna sestra povećava svoje kompetencije, a majka i novorođenče dobivaju povećanu kvalitetu patronažne skrbi. Zaključak: Nalazi istraživanja ukazuju da je na kompetencijama patronažne sestre moguće raditi odgovarajućim organizacijskim djelovanjem u smislu treninga, vježbi i simuliranja problemskih situacija kakve mogu zateći patronažnu sestru u radu s majkom i novorođenčetom. Pravilno komuniciranje patronažne sestre s majkom doprinijet će razumijevanju dinamike obiteljske okoline, potrebama majke i djeteta te mogućnosti da se eventualni štetni događaj spriječi, a ne samo da se pravilno prepozna simptomatologija i tek po istoj djeluje.Introduction: This paper gives an overview of systematics of postpartum care for mother and a newborn child in a timeline of this aspect of care. It also gives a distinctive overview of outof- institutional postpartum care along with the institutional care, where the genesis of both types of care is tested. Procedures: With the help of the Internet search engine, the world literature was used which includes books and handbooks in English language. In the research database there are articles in the magazines and the newspapers. Authorized publications from databases Pubmed, ScienceDirect, Google Scholar, Scopus and Medline were used. Topic review: In the postpartum period the visit and the help from maternal and child health nurse is of a great importance. The role of maternal and child health nurse, in its central overview, has always included the checkup of newborn's weight, breastfeeding education, breastfeeding redintegration with the mother, dealing with breastfeeding problems and taking care of umbilical stump. The maternal and child health nurse also provides an overall supervision and care of the newborn baby and educates the mother. Besides this maternal and child health nurse's central role, corresponding communicational models, trainings and learning from real-life experiences maternal and child health nurse are recognized as unique channels that a nurse uses to enhance her/his competence, so a mother and a newborn baby get an increased quality of postpartum care. Conclusion: The research results indicate that it is possible to work on maternal and child health care nurse's competences with corresponding organizational action in the means of training, practice and simulation of possible problem situations that a nurse can find herself/himself in when working with a mother and a newborn baby. Proper communication between the maternal and child health nurse and the mother will contribute to understanding the dynamics of family surroundings, mother's and child's needs and it will make it possible to prevent the prospective harmful events, not only to properly recognize the symptomatology and only to act upon the latter

KOMPETENCIJE ODGOJITELJA

U radu se definiraju pojmovi učinkovitosti, kompetencija i kompetencijski pristup općenito. Pojam učinkovitosti predstavlja ključni dio kompetentnosti profesionalaca u odgoju i obrazovanju i usko se povezuje s pojmom kompetencija, objašnjavajući potrebnu stručnost utemeljenu na znanjima, sposobnostima i vrijednostima. Suvremeno poimanje odgojno obrazovnog rada ističe neophodnost socijalne kompetencije, kao jedne od ključnih kompetencija za uspješan i kvalitetan odgojno obrazovni rad. U pregledu istraživanja objašnjava se krucijalna uloga rane i predškolske dobi s naglaskom na samopoimanje učinkovitosti odgojitelja