Life and School

Mirjana Duran VOLIM IĆI U ŠKOLU, A MALO I NE

Ivana Borić Letica — 2024-05-09

Mirjana Duran VOLIM IĆI U ŠKOLU, A MALO I NE. Zagreb: Naklada Slap, 2023.

Knjiga je namijenjena, kako sama autorica navodi, učiteljima, budućim učiteljima, stručnim suradnicima, roditeljima i svima zainteresiranima za djecu i odrastanje. Osnovna je ideja knjige omogućiti čitatelju da bolje upozna djecu, njihov unutarnji svijet i spozna kako ona govore o sebi. Postavlja se pitanje kako djeca doživljavaju školu, sebe, svoje roditelje i učitelje, a djeca na to pitanje najbolje mogu sama odgovoriti. Stoga je knjiga nastala na osnovi dječjih samoopisa koji se nalaze uz svaku temu o kojoj se u knjizi piše.

Smiljana Zrilić DJECA S TEŠKOĆAMA U INKLUZIVNOM VRTIĆU I ŠKOLI. SUVREMENI PRISTUP I METODE UČENJA

Marija Rašić — 2024-05-09

Smiljana Zrilić DJECA S TEŠKOĆAMA U INKLUZIVNOM VRTIĆU I ŠKOLI. SUVREMENI PRISTUP I METODE UČENJA. Zagreb: Hrvatska sveučilišna naklada, Zadar: Sveučilište u Zadru, 2022.

U knjizi Djeca s teškoćama u inkluzivnom vrtiću i školi autorica Smiljana Zrilić daje vertikalan, paradigmatski pregled prema dobnim skupinama i vrstama teškoća djece i učenika koji su integrirani u redovnu nastavu, tj. redovan odgoj i obrazovanje. Naslovu knjige pridružen je i podnaslov Suvremeni pristup i metode učenja koji ukazuje na činjenicu da su djeca i učenici s teškoćama u prošlosti godinama bili institucionalizirani, a razvojem svijesti o vrijednosti svakog pojedinca razvila se i svijest o potrebi i važnosti inkluzije takve djece i učenika u redovne dječje vrtiće i škole.

ROLE OF ART THERAPY IN MITIGATING SYMPTOMS OF FIBROMYALGIA

Sena Bogdanović — 2024-05-09

Fibromyalgia (FM) is a diagnosis given to patients with chronic musculoskeletal pain lasting more than three months and whose causes cannot be found in inflammation or tissue damage. This condition encompasses various symptoms, including fatigue, sleep disturbance, cognitive dysfunction, depression, and anxiety. Despite not being life-threatening, disfiguring, or progressive, FM significantly impairs the quality of life for affected individuals and is often associated with anxiety and depression. Symptoms such as stiffness and pain in FM intensify gradually, aggravated by emotional stress, exposure to dampness and cold, poor sleep and injuries. Treatment approaches to reduce FM symptoms include pharmacological or non-pharmacological methods. Although no ideal drug has been found to treat FM, some medications can relieve symptoms. A non-pharmacological approach to reduce pain and restore balance for patients with FM has been shown to be more beneficial in practice. In the case of a non-pharmacological approach, exercise has proven to be the most effective, and patients with FM can also engage in it through art therapy involving movement or dance. Contemporary research indicates the usefulness of art therapy for patients with FM due to its physical, psychological and social components, which provide an all-around approach to treatment. In this therapy, the therapist helps the patient express their experiences through art and creative process. Thus, art therapy is one of the therapeutic approaches implemented in a patient's programme. For example, Y. van Eijk-Hustings et al. used a multidisciplinary approach to implement sociotherapy, physiotherapy, psychotherapy and creative art therapy in their research. In this case, artistic expression was achieved through drawing, dancing or acting so patients could modify their attitudes and perceptions of illness and pain. Art expression, movement therapy, or acting implement methods described in this paper, as well as how these methods initiate change and which kind of changes can be expected within the patient.
The paper will also provide an overview of pain measurement questionnaires, which can be implemented by art therapists to detect any pain level changes whilst subsuming an FM patient to art therapy.

DIGITAL TOOLS FOR SOCIAL READING IN THE CONTEXT OF THE EDUCATIONAL PROCESS

Ivana Ostrički — 2024-05-09

Collaboration and peer discussion are dominant characteristics of members of contemporary generations, and social reading supported by digital technology is a natural response to the popularity of social networking. Platforms and applications for social reading and learning enable teachers to organize social learning, encourage students to cooperate and discuss with peers, monitor progress and evaluate the work of each individual student, so they are a good ally in modernizing the educational process based on student preferences.

STUDENTS' KNOWLEDGE OF PROVIDING FIRST AID - FUTURE EDUCATORS AND TEACHERS

Tonka Vekić — 2024-05-09

The importance of first aid knowledge is reflected in its goals: to save lives, prevent disability and shorten treatment and recovery time. Therefore, the Red Cross organizes a "Water Safety" project with the Faculty of Education at the Josip Juraj Strossmayer University of Osijek. Through field teaching, seminars, and workshops conducted by employees and volunteers of the Red Cross, an effort has been made to educate students on processes aimed at preventing accidents on the water and procedures for assisting the injured or sick.
The work aims to determine how familiar students, future educators, and teachers are with the basics of first aid and to increase awareness of the importance of knowing the basics of first aid. The research was conducted on a sample of 150 students of the Faculty of Education, using a survey questionnaire that was available in digital form and filled out voluntarily and anonymously by the students. The questionnaire consisted of 18 open, closed, and combined questions.
After statistical analysis, the research showed that most students had encountered the theory of first aid in their previous education. However, they still need to learn the first aid procedures thoroughly. The need for continuous education and the importance of renewing practical first aid knowledge among students of educational sciences was highlighted, and recommendations for further research were given.

ROLE OF ACTION RESEARCH IN INCREASING THE MOTIVATION OF TEACHERS – REFLECTIVE PRACTITIONERS FOR PROFESSIONAL DEVELOPMENT

Branka Spasić — 2024-05-09

Action research is a specific process aimed at improving educational practices through active involvement by those within the educational system. For action research to be effective, it needs to be placed within the contextual framework of teacher practice. Although there is an increasing effort to apply action research in schools today, its importance still seems not to be fully understood. The paper presents aspects of implementing and evaluating activities aimed at increasing the motivation of teachers - reflective practitioners for professional development, conducted through action research with classroom teachers. The research was conducted in three phases. The first phase included formulating the basic starting points of the research, familiarising potential participants with the framework plan of activities, and the joint concretisation of the activities after the teachers' commitment to participate in the research. In the second phase of the research, three activities of theoretical, practical and creative character were realised, followed by discussions aimed at maximising the effects of the process. In parallel with this, the process of observing the effects was also carried out, and a formative evaluation of the process took place. The third phase of the research was marked by a summative evaluation of the programme's effects, including the teachers' perceptions of the impacts of the implemented activities and their future plans for inclusion in the professional development process in action research and reflective practice. The research results point to the possibility of increasing the motivation of teachers - reflective practitioners for professional development in action research and reflective practice.

ON THE ACQUISITION OF COMPETENCES FOR LEADERS OF STUDENT COOPERATIVES

Mirjana Posavec — 2024-05-09

In Croatia, before the introduction of the elective course on student cooperatives at the Faculty of Education of the University of Zagreb in the academic year 2006/2007, there had never been institutionalized training and development for coordinators of student cooperatives and their sections. Namely, at that time and even today, there is a persistent gap between the needs and the possibilities of acquiring competencies for coordinators and collaborators in this methodological form of entrepreneurial and civic education. The aim of this paper is to offer a form of acquiring competencies through specific pilot workshops that are methodologically appropriate and suitable for the nature, goals, and educational approach of student cooperatives. In Croatia, they were introduced in 1995 because there was no institutionalized system for training and development of coordinators and collaborators. Only competent and motivated coordinators and collaborators, voluntarily engaged young cooperatives with good sources of knowledge, and research-based (heuristic, exemplary, problem-based, or experimental) teaching, along with non-imposing competent mentoring, enable the transfer of knowledge and skills necessary for acquiring competencies of cooperative or section coordinators.

CAN PHYSICAL ACTIVITY CONTRIBUTE EQUALLY TO THE MENTAL HEALTH OF BOYS AND GIRLS IN EARLY ADOLESCENCE?

Tena Velki — 2024-05-09

Numerous studies have unequivocally demonstrated the positive impact of physical activity on mental health. However, few have investigated this relationship in the context of gender differences, despite clear disparities in the prevalence of mental disorders and the frequency of engagement in physical activity between genders. The aim of this research was to examine the association between physical activity and mental health in upper elementary school students, taking into account gender differences in the strength of this correlation. The study included 212 students (52.8% girls and 47.2% boys) from the fifth to eighth grade of elementary school. Participants completed online surveys, including the Child Anxiety Scale (SKAN), Children's Depression Inventory (CDI), Youth Clinical Outcomes in Routine Evaluation Scale (YP-CORE), School Stress Intensity Scale, and the Physical Activity Questionnaire for Children (PAQ-C). The results confirm a significant association between the level of physical activity and mental health across the entire student sample, with those who self-reported higher physical activity also exhibiting fewer symptoms of mental disorders. However, significant gender differences were observed. Physical activity, less prevalent in girls, who concurrently experience more mental health issues in early adolescence, proved particularly significant in reducing symptoms of anxiety and overall psychological distress for this group. In contrast, physical activity did not demonstrate a positive impact on the mental health of boys of this age group. Excessive engagement in leisure-time physical activity for boys could even indicate poorer mental health, especially in terms of depressive symptoms and overall psychological distress. It is important to note that the results revealed a high percentage of students with clinically elevated symptoms of anxiety and depression, highlighting the need for additional interventions and support for the mental health of students in this age group. This study provides a foundation for further research and the development of interventions aimed at improving the mental health of students through the promotion of physical activity in the school environment.

THE ROLE OF POSITIVE YOUTH DEVELOPMENT IN PREDICTING DEPRESSION, ANXIETY AND STRESS

Gabrijela Vrdoljak — 2024-05-09

The perspective of positive youth development is focused on the strengths and potentials of youth, and on the importance of support in family, school, and community. One of the current models is the 5C model of positive development, which includes five factors: competence, connection character, confidence and caring. The development of these factors should result in positive outcomes such as better mental health, less risky behavior and greater contribution to the community. The aim of this study was to examine the relationship between positive youth development (PYD) and depression, anxiety, and stress. The study involved 322 first-grade students from high schools from Osijek and Vinkovci. A shortened version of the Positive Youth Development Scale (PYD-SF) and the Depression, Anxiety, and Stress Scale (DASS-21) were used to collect data. The research results showed a significant negative correlation between competence, connection and confidence and depression, anxiety and stress. Additionally, connection and confidence were identified as statistically significant negative predictors of depression, anxiety and stress. Despite certain limitations, this research contributes to the theoretical development of positive youth development and has practical implications, highlighting the importance of empowering PYD factors in youth for the prevention of mental difficulties and promotion of positive development.

DETERMINING THE DIFFERENCES IN INVOLVEMENT IN ORGANIZED SPORTS/PHYSICAL ACTIVITIES BETWEEN BOYS AND GIRLS UP TO THE AGE OF 7

Ivica Iveković — 2024-05-09

Currently in Croatia there is a lack of information that would enable understanding and insight into certain differences in the involvement of boys and girls of preschool age in certain organized sports /physical activities, in martial arts and non-martial arts as well as in individual and team sports activities. The research sought to determine in witch organized sports / physical activities are involved children up to the age of 7. A sample of the respondents consisted of children up to the age of 7 (N = 1291, 675 M and 616 F) who were involved in the work of a sports association or a sports club operating in Virovitica and Osijek.
The results show that by the age of 7, boys were statistically significantly more involved in football (96.9% vs 3.1%), athletics (62.9% vs 37.1%) and judo (74.3% vs 25.7%) then girls, while girls were statistically significantly more involved in gymnastics (62.5% vs 37.5%) and dance (75% vs 25%) then boys. At age 7, girls were statistically significantly more involved in individual organized sports/physical activities then boys (58.6% vs 41.4%), while boys were significantly more involved in the team's sports / physical activity then girls (66.7% vs 33.3%). Children up to the age of 7 show a significantly higher inclination, meaning they are significantly more involved in non-combat and individual sports/physical activities. In addition, up to the age of 7 boys statistically significantly participate in non-combat sports activities, while girls statistically significantly participate in non-combat and individual sporting activities.
Boys and girls ages 7 participate equally in organized sports / physical activities, and significant differences between boys and girls appear in the selection and affinity of individual sports activities. There is a connection between choosing a sports and the sex of a pre-school child, but the reasons for these gender differences are not so clear.