Pokret u integriranom kurikulumu - povezanost motoričkih i istraživačkih aktivnosti kod djece rane dobi

Kod djece rane dobi sve je prisutniji nedostatak osnovne motoričke pismenosti koja je iznimno bitna u istraživačkim aktivnostima djece te je izravno povezana s razvojem centralnog živčanog sustava. Dva su cilja istraživanja. Prvi je utvrditi razlike između odgojne skupine u kojoj se provodi integrirano učenje djece i odgojne skupine u kojoj se odgojno-obrazovni rad temelji na integriranom učenju uz pokret. Drugi cilj je utvrditi utjecaj različitih pristupa integriranom učenju djece na njihovu razinu razvoja motoričkih postignuća. Istraživanjem su obuhvaćene dvije mješovite jasličke skupine djece iz dječjih vrtića Grada Rijeke, u eksperimentalnoj skupini 18 djece (Vrtić A) i u kontrolnoj skupini 16 djece (Vrtić B). Kvalitativne varijable kodirane su na temelju značajki integriranog učenja i dimenzija suvremenog kurikuluma (prilagođeno prema Petrović-Sočo, 2009) odnosno aktivnosti koje su organizirane u prostorima: soba dnevnog boravka, hodnik, dvorana i otvoreni (vanjski) prostor. Aktivnosti analiziramo sastavnicama: organizacija prostora, odgajatelj i primjena odgojno-obrazovnih strategija, slika o djetetu, sredstva, materijali i igračke i ozračje u odgojnoj skupini. Kvantitativne varijable formirane su na temelju četiriju testova za mjerenje motoričkih postignuća djece rane i predškolske dobi prema Petrić i sur. (2018). Rezultati ovoga istraživanja ukazuju na značajne razlike između djece odgojnih skupina u kojima se provodi integrirano učenje odnosno integrirano učenje uz pokret. Obje skupine, eksperimentalna i kontrolna, odgojno-obrazovni proces temelje na integriranom pristupu u planiranju odgojno-obrazovnog rada, ali u eksperimentalnoj skupini naglasak je na aktivnostima djece koje su povezane s pokretom.With young children, there is a growing lack of basic motor literacy, which is extremely important in the research activities of children and is directly related to the development of the central nervous system. There are two research goals. The first is to identify the differences between the educational group in which integrated children's learning is conducted and the educational group in which educational work is based on integrated learning with movement. The second objective is to determine the impact of different approaches to integrated learning on their level of motor achievement. The study included two mixed nursery groups from kindergartens in the city of Rijeka, in the experimental group of 18 children (Kindergarten A) and in the control group of 16 children (Kindergarten B). Qualitative variables are coded on the basis of integrated learning features and dimensions of the contemporary curriculum (adapted according to Petrović-Sočo, 2009) and activities organized in the spaces: living room, hall, gym and open (outdoor) space. We analyze the activities with the following components: organization of space, educator and application of educational strategies, image of the child, resources, materials and toys and the atmosphere in the educational group. Quantitative variables were formed based on four tests for measuring motor achievement of young children and preschoolers according to Petrić et al. (2018). The results of this study indicate significant differences between the children from the educational groups in which integrated learning and integrated learning with movement are conducted. Both groups, experimental and control, base the educational process on an integrated approach in planning educational work, but in the experimental group the emphasis is on the activities of children associated with movement

Pokret u integriranom kurikulumu - povezanost motoričkih i istraživačkih aktivnosti kod djece rane dobi

Kod djece rane dobi sve je prisutniji nedostatak osnovne motoričke pismenosti koja je iznimno bitna u istraživačkim aktivnostima djece te je izravno povezana s razvojem centralnog živčanog sustava. Dva su cilja istraživanja. Prvi je utvrditi razlike između odgojne skupine u kojoj se provodi integrirano učenje djece i odgojne skupine u kojoj se odgojno-obrazovni rad temelji na integriranom učenju uz pokret. Drugi cilj je utvrditi utjecaj različitih pristupa integriranom učenju djece na njihovu razinu razvoja motoričkih postignuća. Istraživanjem su obuhvaćene dvije mješovite jasličke skupine djece iz dječjih vrtića Grada Rijeke, u eksperimentalnoj skupini 18 djece (Vrtić A) i u kontrolnoj skupini 16 djece (Vrtić B). Kvalitativne varijable kodirane su na temelju značajki integriranog učenja i dimenzija suvremenog kurikuluma (prilagođeno prema Petrović-Sočo, 2009) odnosno aktivnosti koje su organizirane u prostorima: soba dnevnog boravka, hodnik, dvorana i otvoreni (vanjski) prostor. Aktivnosti analiziramo sastavnicama: organizacija prostora, odgajatelj i primjena odgojno-obrazovnih strategija, slika o djetetu, sredstva, materijali i igračke i ozračje u odgojnoj skupini. Kvantitativne varijable formirane su na temelju četiriju testova za mjerenje motoričkih postignuća djece rane i predškolske dobi prema Petrić i sur. (2018). Rezultati ovoga istraživanja ukazuju na značajne razlike između djece odgojnih skupina u kojima se provodi integrirano učenje odnosno integrirano učenje uz pokret. Obje skupine, eksperimentalna i kontrolna, odgojno-obrazovni proces temelje na integriranom pristupu u planiranju odgojno-obrazovnog rada, ali u eksperimentalnoj skupini naglasak je na aktivnostima djece koje su povezane s pokretom.With young children, there is a growing lack of basic motor literacy, which is extremely important in the research activities of children and is directly related to the development of the central nervous system. There are two research goals. The first is to identify the differences between the educational group in which integrated children's learning is conducted and the educational group in which educational work is based on integrated learning with movement. The second objective is to determine the impact of different approaches to integrated learning on their level of motor achievement. The study included two mixed nursery groups from kindergartens in the city of Rijeka, in the experimental group of 18 children (Kindergarten A) and in the control group of 16 children (Kindergarten B). Qualitative variables are coded on the basis of integrated learning features and dimensions of the contemporary curriculum (adapted according to Petrović-Sočo, 2009) and activities organized in the spaces: living room, hall, gym and open (outdoor) space. We analyze the activities with the following components: organization of space, educator and application of educational strategies, image of the child, resources, materials and toys and the atmosphere in the educational group. Quantitative variables were formed based on four tests for measuring motor achievement of young children and preschoolers according to Petrić et al. (2018). The results of this study indicate significant differences between the children from the educational groups in which integrated learning and integrated learning with movement are conducted. Both groups, experimental and control, base the educational process on an integrated approach in planning educational work, but in the experimental group the emphasis is on the activities of children associated with movement

Pokret u integriranom kurikulumu - povezanost motoričkih i istraživačkih aktivnosti kod djece rane dobi

Kod djece rane dobi sve je prisutniji nedostatak osnovne motoričke pismenosti koja je iznimno bitna u istraživačkim aktivnostima djece te je izravno povezana s razvojem centralnog živčanog sustava. Dva su cilja istraživanja. Prvi je utvrditi razlike između odgojne skupine u kojoj se provodi integrirano učenje djece i odgojne skupine u kojoj se odgojno-obrazovni rad temelji na integriranom učenju uz pokret. Drugi cilj je utvrditi utjecaj različitih pristupa integriranom učenju djece na njihovu razinu razvoja motoričkih postignuća. Istraživanjem su obuhvaćene dvije mješovite jasličke skupine djece iz dječjih vrtića Grada Rijeke, u eksperimentalnoj skupini 18 djece (Vrtić A) i u kontrolnoj skupini 16 djece (Vrtić B). Kvalitativne varijable kodirane su na temelju značajki integriranog učenja i dimenzija suvremenog kurikuluma (prilagođeno prema Petrović-Sočo, 2009) odnosno aktivnosti koje su organizirane u prostorima: soba dnevnog boravka, hodnik, dvorana i otvoreni (vanjski) prostor. Aktivnosti analiziramo sastavnicama: organizacija prostora, odgajatelj i primjena odgojno-obrazovnih strategija, slika o djetetu, sredstva, materijali i igračke i ozračje u odgojnoj skupini. Kvantitativne varijable formirane su na temelju četiriju testova za mjerenje motoričkih postignuća djece rane i predškolske dobi prema Petrić i sur. (2018). Rezultati ovoga istraživanja ukazuju na značajne razlike između djece odgojnih skupina u kojima se provodi integrirano učenje odnosno integrirano učenje uz pokret. Obje skupine, eksperimentalna i kontrolna, odgojno-obrazovni proces temelje na integriranom pristupu u planiranju odgojno-obrazovnog rada, ali u eksperimentalnoj skupini naglasak je na aktivnostima djece koje su povezane s pokretom.With young children, there is a growing lack of basic motor literacy, which is extremely important in the research activities of children and is directly related to the development of the central nervous system. There are two research goals. The first is to identify the differences between the educational group in which integrated children's learning is conducted and the educational group in which educational work is based on integrated learning with movement. The second objective is to determine the impact of different approaches to integrated learning on their level of motor achievement. The study included two mixed nursery groups from kindergartens in the city of Rijeka, in the experimental group of 18 children (Kindergarten A) and in the control group of 16 children (Kindergarten B). Qualitative variables are coded on the basis of integrated learning features and dimensions of the contemporary curriculum (adapted according to Petrović-Sočo, 2009) and activities organized in the spaces: living room, hall, gym and open (outdoor) space. We analyze the activities with the following components: organization of space, educator and application of educational strategies, image of the child, resources, materials and toys and the atmosphere in the educational group. Quantitative variables were formed based on four tests for measuring motor achievement of young children and preschoolers according to Petrić et al. (2018). The results of this study indicate significant differences between the children from the educational groups in which integrated learning and integrated learning with movement are conducted. Both groups, experimental and control, base the educational process on an integrated approach in planning educational work, but in the experimental group the emphasis is on the activities of children associated with movement

Evaluation of an Integrated Programme of Physical Exercise with Nursey-Aged Children: Impact on Motor Achievements

The aim was to determine if there is a possibility of conducting an integrated program of physical exercise with nursery-aged children, as well as to evaluate its impact on their motor achievement. The sample consisted of nursery-aged children. The sample of variables comprises four tests for evaluating motor achievement based on the various movement structures that allow mastery of space, obstacles and resistance, as well as the manipulation of objects. The differences between the experimental and control groups were tested with Student’s t-test. The results show that these programs yielded exceptional results with regard to motor achievement

Representation of movement-based integrated learning in different physical environments of an early education institution

The aim of this paper is to determine the differences in the representation of children’s integrated learning in an institutional context between standard children’s integrated learning and movement–based integrated learning. The research encompasses two early-aged children’s groups attending city kindergartens. The content analysis method was used; activities were photographed and filmed with video cameras. Movementbased integrated learning has a significant influence on the quality of the educational process