Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje最新文献

{"title":"UVODNIK / FOREWORD","authors":"Editorial Board","doi":"10.15516/cje.v25i3.5466","DOIUrl":"https://doi.org/10.15516/cje.v25i3.5466","url":null,"abstract":"","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":"175 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139334911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Influence of Smartphones on Students’ Life in the Republic of Croatia/Utjecaj pametnih telefona na studente u Republici Hrvatskoj","authors":"Maja Ružić-Baf, Sandra Kadum, Mario Dumančić","doi":"10.15516/cje.v25i3.4896","DOIUrl":"https://doi.org/10.15516/cje.v25i3.4896","url":null,"abstract":"AbstractSmartphone use has become ubiquitous among all generations and is becoming more common among the student population. Very rarely can we find a student who does not own a mobile (smartphone). Smartphones have replaced many of the activities previously done using desktops, laptops, tablets and other electronic devices. Most of the population has also replaced classic alarm clocks with smartphones, and the first morning activity is usually associated with a smartphone ( browsing the news, social media notifications, etc.). During the night, when time should be devoted to rest and sleep, many people are on their mobile phones, disrupting their biological sleeping and wakeing rhythm (circadian rhythm), which is of paramount importance for human health. For this reason, a questionnaire was developed that was conducted among the student population with a sample of 267 students in Croatia during the academic year 2020/2021. The research examined whether respondents used smartphones and how much they used them just before going to sleep, during the night, and just after waking up, as well as whether they used a smartphone as an alarm clock and if they wake up tired in the morning. The results showed that 81.9% of respondents, most of whom were aged 20-25 (51.7%), used their smartphone immediately before bedtime. Immediately after waking up, 78.5% of respondents viewed notifications, content, and message, on their smartphone, and a total of 43% of respondents often wake up tired in the morning, while 39.7% find it difficult to attend classes (lectures) in the mornings. Moderate correlations were calculated between the variables “I also use my smartphone just before bedtime” and “During the night, the smartphone is in my immediate vicinity” (r = .544, p= .000 .01); “During the night I sometimes wake up to the sound of a smartphone (messages, notifications on social networks)” and “When I wake up during the night, I browse the contents on my smartphone” (r = .489, p= .000 .01);and between the variables “In the morning I often wake up tired” and “I find it difficult to attend classes (lectures) in the morning” (r = .569, p= .000 .01).Using smartphones just before bedtime and during the night disturbs sleep and causes fatigue in the morning. Thus, following classes is likely more difficult and student's concentration is likely poorer.Key words: digital technology; health; Smartphones; students; teaching.---SažetakUporaba pametnih telefona postala je sveprisutna među svim generacija, a sve je učestalija i među studentskom populacijom. Vrlo se rijetko može pronaći student koji ne posjeduje mobilni (pametni) telefon. Mobilni su (pametni) telefoni kod većine ispitanika zamijenili mnoge aktivnosti koje su ranije odrađivane pomoću stolnih računala, prijenosnih računala, tableta i ostalih elektroničkih uređaja (rad s elektroničkom poštom, pretraživanje informacija na internetu, pristup društvenim mrežama i dr.). Većina je populacije zamijenila i klasične budi","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139334995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining the Art Festivals as an Informal Learning Environment for Educators of People with Disability: A Case Study/Analiza umjetničkih festivala kao okružja za informalno učenje edukatora koji rade s osobama s invaliditetom: studija slučaja","authors":"Rabia Bayındır, Adile Emel Sardohan Yıldırım, Ivana Hromatko","doi":"10.15516/cje.v25i2.4672","DOIUrl":"https://doi.org/10.15516/cje.v25i2.4672","url":null,"abstract":"AbstractThe aim of this this study is to explore art festivals as places of informal learning for the educators of people with disability, who participated at Menteatrál and Bounce art festivals in 2019. Therefore, it aimed to discover if the participants had experienced any informal learning during the festivals and, if so, if this learning has contributed to their personal and professional development. Case study with holistic multiple case was used in this study. The data were collected from 24 educators of people with disability who had attended two festivals, in the Czech Republic (Menteatrál Festival) and Northern Ireland (Bounce Festival) in 2019, during an Erasmus+ project. Data collection tools were semi-structured interviews, focus group interviews, and video recordings. The findings indicated that participants mostly saw art festivals as a means of inclusion of people with disabilities and a chance to learn. It was concluded that educators of people with disability showed empathy, gained a new perspective, became more patient, saw the positive effect of education and art, became more tolerant and open-minded, understood other cultures, and improved social skills while attending those art festivals. Finally, participants mostly stated that they had learnt new methods and techniques. Therefore, educators of people with disability should search for more opportunities for informal learning to exchange best practices and new implementations and ideas.Key words: adult educators; art festivals; inclusion; informal learning; people with disability---Sažetak Cilj je ovoga istraživanja bio analizirati umjetničke festivale kao mjesta na kojima se odvija informalno učenje edukatora koji rade s osobama s invaliditetom, a koji su sudjelovali na umjetničkim festivalima Menteatrál i Bounce 2019. godine. Stoga je cilj bio saznati jesu li sudionici stekli iskustvo informalnoga učenja tijekom festivala te je li takvo učenje doprinijelo njihovom osobnom i profesionalnom razvoju. U ovome je istraživanju korištena holistička višestruka studija slučaja. Prikupljeni su podatci od 24 edukatora koji rade s osobama s invaliditetom, a koji su pohađali dva umjetnička festivala, u Češkoj Republici (Menteatrál Festival) i u Sjevernoj Irskoj (Bounce Festival) 2019. godine, u sklopu Erasmus+ projekta. Alati korišteni za prikupljanje podataka obuhvatili su polustrukturirane intervjue, intervjue s fokus-grupama te videozapise. Rezultati su pokazali da su ispitanici umjetničke festivale uglavnom doživjeli kao način inkluzije osoba s invaliditetom i kao priliku za učenje. Može se zaključiti da su edukatori osoba s invaliditetom pokazali empatiju, razvili nove perspektive, postali strpljiviji, vidjeli pozitivan učinak obrazovanja i umjetnosti, postali tolerantniji i otvoreniji za nove ideje, razumjeli drugačije kulture te unaprijedili socijalne vještine tijekom pohađanja ovih umjetničkih festivala. Na kraju, ispitanici su uglavnom naveli da su naučili neke nove metode ","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123781861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Application of the UNESCO Guidelines and the Holistic Approach in the Slovenian Education System/Primjena UNESCO-ovih smjernica i holističkoga pristupa u slovenskom obrazovnom sustavu","authors":"Sebastjan Kristovič, Jasmina Kristovič, Polonca Pangrčič","doi":"10.15516/cje.v25i2.4693","DOIUrl":"https://doi.org/10.15516/cje.v25i2.4693","url":null,"abstract":"Abstract UNESCO has been working for decades to raise the quality of education policies worldwide, and the idea of a holistic approach has remained unchanged. The holistic approach is a crucial part of the education paradigm by accounting for all the elements of a child's personality. We focus on documents determining education globally (Delors Report and Incheon Declaration) and dictating the guidelines for sustainable development until 2030. They all recommend the implementation of such approach. In 2020, we conducted research among education professionals in Slovenia. The results show that educators are mainly unaware of these documents. Many feel that they are following and implementing the holistic approach, but we found discrepancies in their perception. Physical activity in children, as one of ten considered international guidelines, is perceived as the least important. The results also confirm that acquiring general human values is well implemented in the system. These results show the current state of a holistic/logopedagogical approach as introduced by the European guidelines in education.Key words: education professionals, holistic education, logotherapy, Slovenian education system, sustainable development.---SažetakUNESCO već desetljećima radi na poboljšanju kvalitete obrazovnih politika u cijelom svijetu, ideja holističkoga pristupa ostala je nepromijenjena. Holistički pristup čini ključni dio obrazovne paradigme, uzimajući u obzir sve elemente djetetove osobnosti. Usredotočit ćemo se na dokumente koji obrazovanje usmjeravaju globalno (Delorsovo izvješće i Deklaracija iz Incheona) navodeći smjernice za održivi razvoj do 2030. godine. Svi oni preporučaju implementaciju holističkoga pristupa. Godine 2020. proveli smo istraživanje među prosvjetnim djelatnicima u Sloveniji. Rezultati su pokazali da prosvjetni djelatnici uglavnom nisu upoznati s ovim dokumentima. Mnogi smatraju da slijede i provode holistički pristup, ali pronašli smo proturječnosti u pitanju percepcije holističkoga pristupa. Tjelesna aktivnost djece, kao jedna od deset razmatranih međunarodnih smjernica, shvaća se kao najmanje važna. Rezultati su također potvrdili da je usvajanje općih ljudskih vrijednosti dobro implementirano u sustav. Ovi rezultati pokazuju trenutačno stanje holističkoga/logopedagoškoga pristupa kako ga predstavljaju europske smjernice u obrazovanju.Ključne riječi: holističko obrazovanje; logoterapija; održivi razvoj; prosvjetni djelatnici; slovenski obrazovni sustav.Â","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128771421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of the STEM Education Program on Preschool Children’s Science Process Skills/Utjecaj STEM obrazovnoga programa na vještine znanstvenoga mišljenja predškolske djece","authors":"Sumeyye Ocal, Mehmet Nur TuÄŸluk","doi":"10.15516/cje.v24i4.4428","DOIUrl":"https://doi.org/10.15516/cje.v24i4.4428","url":null,"abstract":"AbstractFor more than a decade, STEM educational approaches have attracted the attention of educators. The aim of this study was to examine the effects of the Early STEM Education Program (ESTEMEP) on children’s science process skills. The study utilized the semi-experimental research design and it was conducted with 26 six-year-old children in Istanbul during the 2017-2018 academic year. The “Preschool Science Process Skills Scale for 60-72 Month Old Children” was used in the study as a data collection tool. Before starting the education process, pretests were conducted with the experimental and control group. Secondly, the ESTEMEP was applied to the experimental group twice a week for 10 weeks, after which both groups were given a posttest. The covariance analysis test and Mann-Whitney U test were used for analyses, and the results show that, although the groups shared similar scores in the pretests, there was a significant difference in favor of the experimental group in the posttest scores. This finding shows that the ESTEMEP program is effective in the acquisition of science process skills (SPS).Key words: 21st century skills; pre-school education; science process skills; STEM.---SažetakPristupi STEM obrazovanja već više od desetljeća privlače pažnju edukatora. Cilj je ovoga istraživanja ispitati utjecaj programa ranoga STEM obrazovanja (PRSTEMO) na vještine znanstvenoga razmišljanja djece. Istraživanje je imalo polueksperimentalni dizajn i obuhvatilo je 26 djece u dobi od šest godina. Provedeno je u Istambulu tijekom 2017./2018. školske godine. Kao mjerni instrument u istraživanju je korištena Skala vještina znanstvenoga razmišljanja predškolske djece u dobi od 60 do 72 mjeseca. Prije početka obrazovnoga procesa s kontrolnom i eksperimentalnom grupom proveden je predtest. Uslijedila je primjena PRSTEMO-a u eksperimentalnoj skupini dva puta tjedno u periodu od 10 tjedana. Nakon toga su obje skupine rješavala posttest. Za analizu podataka korišteni su Mann Whitney U test i analiza kovarijance. Rezultati pokazuju da su grupe imale slične rezultate u predtestu i značajnu razliku u korist eksperimentalne skupine u posttestu što znači da je rani STEM obrazovni program učinkovit u stjecanju vještina znanstvenoga mišljenja (VZM) predškolske djece.Ključne riječi: predškolsko obrazovanje; STEM; vještine 21. stoljeća; vještine znanstvenoga mišljenja","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121102027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"FOREWORD / UVODNIK","authors":"N. N","doi":"10.15516/cje.v25i2.5410","DOIUrl":"https://doi.org/10.15516/cje.v25i2.5410","url":null,"abstract":"","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124056568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Variation in Turkish Students’ Reading Skills Based on PISA 2018: The Effects of the Teaching and Learning Process/Razlike u čitalačkoj pismenosti kod turskih učenika prema istraživanju PISA 2018: Utjecaj procesa učenja i poučavanja","authors":"Harun ÅžAHÄ°N, ÇiÄŸdem Güzle Kayır","doi":"10.15516/cje.v25i2.4671","DOIUrl":"https://doi.org/10.15516/cje.v25i2.4671","url":null,"abstract":"Abstract Revealing the effect of the learning-teaching process on reading literacy is essential as it can undergo intervention and as it is one of the essential elements of the curriculum development process. The purpose of this study is to investigate the differences between low and high-performing schools in Turkey concerning the teaching and learning process using PISA 2018 data set. The PISA 2018 reading literacy test and student questionnaire were used as data collection tools. Descriptive analysis and Binary Logistic Regression were performed. Regression analysis indicated that disciplined classes, transfer of knowledge, mental readiness, and limitation of mental effort positively affected students' reading skills. On the other hand, adequate support had adverse effects on students' reading skills.Key words: PISA2018, reading literacy, the learning-teaching process---SažetakOtkrivanje utjecaja procesa učenja i poučavanja na čitalačku pismenost je neophodno jer sam proces podliježe intervenciji s obzirom da je jedan od osnovnih elemenata procesa razvoja kurikula. Svrha je ovoga istraživanja proučiti razlike između škola s visokim i škola s niskim postignućima u Turskoj, a vezano uz proces učenja i poučavanja koristeći se se podatcima iz PISA istraživanja 2018. Rezultati PISA istraživanja 2018. testa čitalačke pismenosti i upitnik za učenike korišteni su kao instrumenti za prikupljanje podataka. Provedene su deskriptivna analiza i binarna logistička regresija. Regresijska analiza ukazala je na to da disciplinirani razredi, transfer znanja, mentalna spremnost i ograničenje mentalnoga napora pozitivno utječu na čitalačku pismenost učenika. S druge strane, odgovarajuća podrška imala je nepovoljan utjecaj na čitalačku pismenost učenika. Ključne riječi: čitalačka pismenost; PISA 2018; proces učenja i poučavanja","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123271635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Multi-perspective Analysis of the School Leader Role in (De)construction of Hidden Curriculum/Višeperspektivna analiza uloge školskoga ravnatelja u (de)konstrukciji skrivenoga kurikula","authors":"Rahaela Varga, Marina Zorić","doi":"10.15516/cje.v25i2.4675","DOIUrl":"https://doi.org/10.15516/cje.v25i2.4675","url":null,"abstract":"Abstract A school leader takes an active and well-defined role in the process of co-constructing the school curriculum. Given that school life is not solely influenced by the official curriculum but the hidden curriculum as well, the question arises as to what role the school leader plays when it comes to hidden curriculum. The hidden curriculum is unwritten, more difficult to understand or notice, and has a significant impact on school life because it strongly influences the educational process and its participants.In this paper, a qualitative method was applied, and a basic qualitative interpretive research approach was chosen to conduct a multi-perspective analysis of the elements of three pedagogical research approaches to the hidden curriculum to determine the role of the school leader in the process of constructing the hidden curriculum. The analysis indicates that the school leader takes an affirmative role from the perspective of human science pedagogy, a subversive role from the standpoint of emancipatory pedagogy, and a role that can be characterised as dichotomous from the perspective of phenomenological pedagogy.The results point to the complexity of the school leader’s role when the hidden curriculum is concerned, depending on the leader’s point of view and their efforts to tackle the influences of the hidden curriculum in a constructive or deconstructive manner. The role that the leader decides to take on (consciously or unconsciously) will determine students’ educational experience, the relationships between the employees, as well as the leader’s own professional experience in the leading position.Keywords: human science pedagogy; social values; emancipatory pedagogy; phenomenological pedagogy; school leadership---Sažetak Ravnatelj je jedan od značajnih dionika sukonstrukcije školskoga kurikula i njegova je uloga pritom jasna i zakonom definirana, ali budući da na život škole utječe i skriveni kurikul, postavlja se pitanje o tome kakvu ulogu ravnatelj ima u odnosu na njega. Skriveni je kurikul nepisan, teže je razumljiv i vidljiv, a ima veliki utjecaj na život škole jer snažno utječe na odgojno-obrazovni proces i njegove sudionike. U radu je primijenjena kvalitativna metoda i odabran je pristup osnovnoga kvalitativnog interpretativnog istraživanja u kojem je provedena višeperspektivna analiza elemenata triju pedagogijskih istraživačkih pristupa skrivenome kurikulu kako bi se odredila uloga koju u procesu konstrukcije skrivenoga kurikula, ili pak njegove dekonstrukcije, zauzima ravnatelj škole. Rezultati analize ukazuju na to da ravnatelj preuzima afirmativnu ulogu iz perspektive duhovno-znanstvene pedagogije, subverzivnu ulogu iz perspektive emancipacijske pedagogije i ulogu koja se može okarakterizirati dihotomnom iz perspektive fenomenologijske pedagogije. Navedeno svjedoči o kompleksnosti uloge koju ravnatelj može imati u slučaju skrivenoga kurikula u školi, ovisno o gledištu koje zauzima, te o naporu koji ulože u (de)ko","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115978028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparative analysis of intercultural education from the perspective of management teams. The case of Spain and France/Usporedna analiza međukulturnoga obrazovanja iz perspektive upravljačkih timova. Slučaj Španjolske i Francuske","authors":"Verónica Sevillano-Monje, Ángela Martín-Gutiérrez, Mario León-Sánchez","doi":"10.15516/cje.v25i2.4944","DOIUrl":"https://doi.org/10.15516/cje.v25i2.4944","url":null,"abstract":"AbstractThe right to education for all people has been recognised worldwide for decades. Because of this, educational organisations and management teams, through pedagogical leadership, must work towards the construction of inclusive and intercultural schools that generate a plural, collaborative, and democratic space. Therefore, this research aims to analyse the importance of the role of management teams in the promotion of intercultural education in schools in Spain and France. To achieve the stated objective, a documentary analysis of the educational legislation of reference and international reports was carried out. The following indicators were compared: leadership of the management team, collaborative culture, self-efficacy, innovation, and educational practices related to cultural diversity. High rates of innovation and internal collaborative culture are evident in both countries. However, the data show that the management teams do not promote relations with the environment. Therefore, there is a need for better and continuous training of management and teaching staff in the promotion of equity and cultural diversity. In addition, the lack of training in pedagogical leadership within the French management team is highlighted. Following the results obtained, the transformation of schools requires enabling the creation of a collaborative culture that involves the educational community and the environment. To this end, it is necessary to provide initial and continuous training for the management team and teachers in intercultural competencies.Keywords: Pedagogical leadership; intercultural education; documentary analysis; management teams---SažetakPravo na obrazovanje za sve ljude već je desetljećima priznato u cijelome svijetu. Zbog toga obrazovne organizacije i upravljački timovi moraju putem pedagoškoga vodstva raditi na izgradnji inkluzivnih i međukulturnih škola koje stvaraju pluralni, suradnički i demokratski prostor. Stoga je cilj ovoga istraživanja analizirati važnost uloge upravljačkih timova u promicanju međukulturnoga obrazovanja u školama u Španjolskoj i Francuskoj. Kako bi se postigao navedeni cilj, provedena je analiza referentnih dokumenata obrazovnoga zakonodavstva i međunarodnih izvješća. Uspoređeni su sljedeći pokazatelji: vodstvo upravljačkoga tima, kultura suradnje, samoučinkovitost, inovativnost i obrazovne prakse povezane s kulturnom raznolikošću. Visoke stope inovacija i interne kulture suradnje vidljive su u obje zemlje. Međutim, podatci pokazuju da upravljački timovi ne promiču odnose s okolinom. Stoga postoji potreba za boljom i kontinuiranom izobrazbom upravljačkoga i nastavnoga osoblja u promicanju pravednosti i kulturne raznolikosti. Osim toga, ističe se nedostatak obuke u pedagoškom vodstvu francuskoga upravljačkoga tima. Slijedom dobivenih rezultata, transformacija škola zahtijeva omogućavanje stvaranja suradničke kulture koja uključuje obrazovnu zajednicu i okolinu. U tu svrhu potrebno je osigurati početno i ko","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":"92 10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128837219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Music in the Curriculum of Early Childhood and Preschool Education/Glazba u kurikulu ranoga i predškolskoga odgoja","authors":"Branimir Mendeš, Snježana Dobrota","doi":"10.15516/cje.v25i2.4738","DOIUrl":"https://doi.org/10.15516/cje.v25i2.4738","url":null,"abstract":"AbstractFrom the beginning of organized early childhood and preschool education, music has been an integral part of kindergarten educational practice. The key role in the formation of institutional early childhood and preschool education was played by Friedrich Fröbel (1782‒1852). It is due to him that kindergartens opened during the 19th century, first in Germany and then in other countries. He considered music an essential component of educational practice. The kindergarten movement also influenced Croatia. In 1869, the first kindergarten (zabavište) was opened in Zagreb. The following decades saw an expansion of the network of preschool institutions. Music activities, most often singing, were an integral part of them. Methodical approaches to early music education have changed and improved over time. Changes in the conception of early childhood and preschool education pedagogy also reflected on the position of music activities in certain educational programs or curricula of early childhood and preschool education. While singing activities were the focus of the traditional methodical approach, the contemporary approach emphasizes researching music. Music activities have their place in the modern curriculum of early childhood and preschool education. They represent a significant opportunity to encourage the complete development of early and preschool-age children and stimulate their education, learning activities, and the development of their competencies. Keywords: Croatia; early and preschool age; kindergarten, music activities; conceptions of pedagogy.---SažetakOd početaka organiziranoga ranog i predškolskog odgoja glazba je sastavni dio odgojno-obrazovne prakse dječjih vrtića. Temeljna važnost za formiranje institucijskoga ranog i predškolskog odgoja imao je Friedrich Fröbel (1782. - 1852.). Njegovom se zaslugom dječji vrtići počinju otvarati tijekom 19. stoljeća prvo u Njemačkoj, a zatim i drugim zemljama. Glazbu je smatrao bitnom sastavnicom odgojno-obrazovne prakse. Pokret za otvaranjem dječjih vrtića utjecao je i na Hrvatsku. Godine 1869. otvoreno je prvo dječje zabavište (dječji vrtić) u Zagrebu. Tijekom narednih desetljeća širila se mreža predškolskih ustanova. Glazbene aktivnosti, najčešće pjevanje, bile su njihov sastavni dio. Metodički pristupi ranom glazbenom odgoju mijenjali su se i usavršavali tijekom vremena. Promjene u koncepcijama ranoga i predškolskoga odgoja imale su odraz i na položaj glazbenih aktivnosti u pojedinim odgojno-obrazovnim programima odnosno kurikulima ranoga i predškolskoga odgoja. U tradicionalnom metodičkom pristupu naglasak je bio na pjevanju dok suvremeni pristup naglasak stavlja na istraživanje glazbe. Glazbene aktivnosti svoje mjesto imaju i u suvremenom kurikulu ranoga i predškolskoga odgoj te predstavljaju značajnu mogućnost za poticanje cjelovitoga razvoja te odgoja, učenja i razvoja kompetencija djeteta rane i predškolske dobi. Ključne riječi: dječji vrtić, glazbene aktivnosti; Hrvatska; pedagošk","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125519549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}