APA 6th Edition Mandić, S. i Bijelić, I. (2012). Elementi gimnastike za mozak u radu s djecom. Školski vjesnik, 61 (1.-2.), 179-190. Preuzeto s https://hrcak.srce.hr/81030
MLA 8th Edition Mandić, Sanja i Ines Bijelić. "Elementi gimnastike za mozak u radu s djecom." Školski vjesnik, vol. 61, br. 1.-2., 2012, str. 179-190. https://hrcak.srce.hr/81030. Citirano 16.10.2021.
Chicago 17th Edition Mandić, Sanja i Ines Bijelić. "Elementi gimnastike za mozak u radu s djecom." Školski vjesnik 61, br. 1.-2. (2012): 179-190. https://hrcak.srce.hr/81030
Harvard Mandić, S., i Bijelić, I. (2012). 'Elementi gimnastike za mozak u radu s djecom', Školski vjesnik, 61(1.-2.), str. 179-190. Preuzeto s: https://hrcak.srce.hr/81030 (Datum pristupa: 16.10.2021.)
Vancouver Mandić S, Bijelić I. Elementi gimnastike za mozak u radu s djecom. Školski vjesnik [Internet]. 2012 [pristupljeno 16.10.2021.];61(1.-2.):179-190. Dostupno na: https://hrcak.srce.hr/81030
IEEE S. Mandić i I. Bijelić, "Elementi gimnastike za mozak u radu s djecom", Školski vjesnik, vol.61, br. 1.-2., str. 179-190, 2012. [Online]. Dostupno na: https://hrcak.srce.hr/81030. [Citirano: 16.10.2021.]
Sažetak We have been witnessing the fact that our schools have been occupied in increasing number of children with combined learning and developmental diffi culties. The diffi culties are refl ected in poor fi ne and rough motor skills, body posture, lesser concentration, attention and memory disorders, hyperactivity, dyslexia and dysgraphia. Despite huge involvement of all participants in the educational process, the desired results are largely absent. Brain Gym (gymnastics for the brain) is a method of activating the brain for learning through integrating movement, presented in this paper. The particular emphasis is on application of its elements while working with children with learning diffi culties. Its implementation and positive results are known in many countries but in Croatia it is applied in several schools and kindergartens and represents an aspect of helping children with learning diffi culties. The defi nition of target elements and Brain Gym exercises for each pupil is based on the determination of pupils’ dominant profi les. The paper has presented the process of dominant profi ling of primary school second-graders; the use of Brain Gym elements; the involvement of pupils, teachers, parents and a professional assistant – i.e. a special-education teacher-speech therapist; and the results of Brain Gym application, particularly when working with children with learning diffi culties.