Life and School is a journal with an international editorial board that publishes scientific and professional papers as well as book reviews with the aim of improving the theory and practice of education. It covers teaching, learning and a number of other important topics in the field of social sciences, and accepts works based on diverse theoretical analyzes and empirical research, both quantitative and qualitative.
Faculty of Education Josip Juraj Strossmayer University of Osijek
Vesnica Mlinarević – Višnja Vekić-Kljaić. Perspektive suvremenog kurikuluma ranog i predškolskog odgoja i obrazovanja
Vesnica Mlinarević – Višnja Vekić-Kljaić Perspektive suvremenog kurikuluma ranog i predškolskog odgoja i obrazovanja. Golden marketing – Tehnička knjiga, Zagreb, 2025., 175 str., ISBN 978-953-212-495-8 Knjiga Perspektive suvremenog kurikuluma ranog i predškolskog odgoja i obrazovanja autorica pok. Vesnice Mlinarević i Višnje Vekić-Kljaić sveučilišni je udžbenik nastao kao plod prijašnje znanstvene suradnje navedenih autorica koja se temelji na znanstvenim istraživanjima, proučavanju prakse ranoga i predškolskoga odgoja i obrazovanja te nastavničkoj praksi u radu sa studentima na visokoškolskim obrazovnim ustanovama, a jednim je dijelom u izradi korištena doktorska disertacija Vekić-Kljaić (2020).
IMPLEMENTATION OF THE CROSS-CURRICULAR THEME PERSONAL AND SOCIAL DEVELOPMENT IN SCHOOL EXTRACURRICULAR ACTIVITIES
Extracurricular activities provide a meaningful and high-quality way for school-aged students to spend their free time, as they offer teachers additional opportunities to foster the holistic development of children and young people. Through participation, students are encouraged to become confident, independent, and creative individuals who enjoy discovering their own potential and contributing to their communities in various ways. The aim of this paper is to determine the extent to which the cross-curricular theme Personal and Social Development is implemented in extracurricular activities in primary schools. By examining documentation and conducting a content analysis of extracurricular activities included in the school curricula of 15 primary schools in Osijek-Baranja County in the Republic of Croatia, the study identified the goals and content of these activities during the 2023/2024 school year. The research results indicate an uneven representation of the domains of this cross-curricular theme in the analysed school curricula. In most schools, the most prevalent domains were Domain A (Self) and Domain C (Self and Society). These domains include the exploration of personal identity and the recognition of one’s role in society. In addition, Domain B (Self and Others), which encompasses the development of social skills and respectful relationships with others, was also observed in most schools.
extracurricular activities, social skills, school curriculum, students
ANALYSIS OF PSYCHOTHERAPY SUPPORT FOR CHILDREN AND YOUNG PEOPLE IN RELATION TO THE DEVELOPMENT OF LOCAL AND REGIONAL SELF- GOVERNMENT UNITS IN THE REPUBLIC OF CROATIA
According to the strategic documents of the Republic of Croatia, the protection and promotion of the mental health of children and young people is one of the key tasks of society. An overview of the registers of the Croatian Chamber of Psychotherapists shows that less than 10% of licensed psychotherapists are authorised to work with children and young people. The majority of psychotherapists specialising in work with children and young people practise in the Zagreb area, while the smallest number practise in the Osijek area. The data indicate a deficit of adequately educated psychotherapists, with significant regional inequalities in terms of support for children and young people with mental health difficulties, whereby counties with below-average development have fewer licensed psychotherapists. In addition, the current number of psychotherapists is insufficient to carry out preventive activities in childhood, which form the foundation for stable mental health in adulthood. Considering statistical indicators showing that children and young people with disabilities aged 0 to 19 are most often hospitalised due to associated difficulties, it is evident that psychotherapists, in addition to being adequately educated to work with children and young people in the general population, also need additional education to work with children with developmental disabilities who, due to various biopsychosocial factors, experience associated psychiatric difficulties. Therefore, it is necessary to expand educational programmes in the field of psychotherapy in a manner that makes them physically and financially accessible in different parts of the Republic of Croatia, and to establish and further develop a supervision network for psychotherapists, especially in cities and counties with below-average development. In this way, the sustainability of the system of psychotherapy support and the effective protection of the mental health of children and young people can be ensured.
psychotherapy, psychotherapists, mental health protection of children and young people, development of local and regional self-government units
MODELS OF PERSON-CENTRED PLANNING AND THEIR IMPLEMENTATION IN WORK WITH STUDENTS WITH DISABILITIES
Person-centred planning represents a participatory and holistic approach that places the individual at the centre of decision-making processes concerning their own life. This approach ensures that services are aligned with the individual needs, wishes, abilities, and potentials of the person, with an emphasis on empowerment and quality of life. Person-centred planning is applied across various systems, including education, social care, and health care, and is particularly significant in work with people with disabilities. The aim of this paper was to examine teachers’ familiarity with person-centred planning models and their role in applying such models for students with disabilities, as well as their interest in training related to the implementation of person-centred planning. The study included 204 primary school teachers in Croatia, using a convenience sample. Data were collected through a questionnaire that included demographic information, familiarity with person-centred planning models, and the role of teachers in implementing the planning process. The results show that teachers are most familiar with models of individualised support planning (52.5%). Teachers expressed interest in further learning and applying person-centred planning models. The findings highlight the importance of continuous teacher education and systematic support in the implementation of person -centred planning in order to improve inclusive practices in schools.
person-centred planning, inclusive education, teachers, students with disabilities, planning models
RELATIONSHIP BETWEEN EDUCATIONAL PHILOSOPHIES AND SELF-EFFICACY OF LOWER SECONDARY EDUCATION TEACHERS
Education is responsible for shaping society, and teachers play an important role in its implementation. A teacher’s actions are guided by their value orientation, or implicit pedagogy, which can be theoretically classified within educational philosophies. This study is based on four fundamental educational philosophies. Another important aspect of a teacher’s role is their self-efficacy. Research has shown that a teacher’s belief in their own ability to create an effective learning process is linked to various aspects of their professional conduct and to the performance of their students. The aim of this study was to examine the relationship between educational philosophies and teacher self-efficacy. A total of 210 subject teachers working in elementary schools in the Primorje-Gorski Kotar County participated in the research. Participants completed a survey that included sociodemographic data, a scale measuring educational philosophies (Educational Philosophies Self-Assessment) (Cohen, 1999), and a self-efficacy scale for teachers(Teacher Self-Efficacy Scale) (Schwarzer et al., 1999). This study examined the contribution of teachers’ educational philosophies to their self-efficacy, as well as potential differences in educational philosophies based on subject area and their association with years of teaching experience. The findings indicated no statistically significant differences in educational philosophies across subject areas. Moreover, no significant correlation was found between educational philosophies and teaching experience. The relationship between educational philosophies and self-efficacy among lower secondary school teachers was found to be statistically significant. Educational philosophies are a predictor of self-efficacy, although they account for only 10% of the variance in this variable.
ability assessment, actions, implicit pedagogy, teach
PROFESSIONAL COMPETENCIES OF PRESCHOOL TEACHERS AND PRIMARY SCHOOL TEACHERS IN THE PROCESSES OF FOSTER CARE AND ADOPTION OF CHILDREN AND STUDENTS
While adoption is a special form of family and legal care and protection of the child, foster care is considered the first and best temporary form of care. A normative basis is important for the successful implementation of applications for foster care and adoption. In addition, preschool teachers and primary school teachers should be educated about ways of involvement in foster care and adoption, as well as about their rights related to the promotion of these processes. The aim of this qualitative research was to examine the situation in the curricula (syllabuses) of preschool teacher education courses related to the foster care and adoption of children and students (N = 887) and to determine whether there is a normative framework or normative basis (N = 7 documents) that indicates the necessary professional competencies of preschool teachers and primary school teachers in the educational process with children excluded from their families of birth. This paper analyses the processes of foster care and adoption of children, providing insight into the rights and obligations of users, foster parents, and adoptive parents, as well as the rights and obligations of preschool teachers and primary school teachers in these processes. The problem addressed in this paper is the insufficiently defined professional competencies of preschool teachers and primary school teachers in the normative framework of education. Based on the research, the recommendations are that future preschool teachers and primary school teachers should be prepared to work with adopted and foster children and their families. Specific guidelines should also be adopted for preschool teachers in early childhood education and for teachers in primary schools, clearly describing their tasks and roles, and a programme should be prepared for the acquisition of competencies and cooperation between preschool and primary school teachers in cases of foster care and adoption, for the benefit of foster children and foster parents, adoptive families, and the well-being of children and students.
syllabuses, documents, foster care and adoption, students, preschool teachers and primary school teachers
PHYSICAL ACTIVITY AND PERCEIVED STRESS AMONG STUDENTS DURING EXAMINATION PERIODS AND REST PERIODS
The aim of this study was to examine differences in the level of physical activity and perceived stress among students during rest periods and examination periods, as well as to determine the relationship between these variables. The study included 125 students from the Faculty of Education and Educational Sciences in Osijek. Data were collected through an anonymous online questionnaire assessing physical activity, perceived stress (PSS-4), and barriers and motivations for engaging in physical activity in both periods. Data analysis was conducted using a paired-samples t-test and Pearson’s correlation coefficient. The results showed no statistically significant difference in the level of physical activity between rest periods and examination periods. However, a statistically significantly higher level of perceived stress was found during examination periods compared with rest periods. Furthermore, no statistically significant association was found between the level of physical activity and perceived stress in either observed period. The most frequently reported barriers to physical activity were fatigue, lack of motivation, and lack of time, while the most important motivators were health improvement, physical appearance, and stress reduction. The obtained results contribute to a better understanding of students’ habits and psychological functioning across different academic periods and may serve as a basis for the development of preventive and supportive programmes aimed at preserving students’ mental and physical health.
physical activity, perceived stress, students, examination periods, rest periods
FACTORS INFLUENCING TEACHERS’ MOTIVATION
The quality of human work and the effort one will make are influenced by various motivational factors. This work aims to examine how the relationship with the principal affects the work of teachers in primary schools. In the theoretical part, content and process theories of motivation, modern strategies and the process of motivation in practice, and the organisation and motivation by managers in the school system are presented. After the theoretical analysis of the topic had been completed, empirical research began in January 2023. The goal of the research was to determine the influence of mutual relations with the principal at school, the working conditions, and the possibility of professional advancement on teacher motivation. The research was conducted on a random sample (N = 215) of classroom and subject teachers from five counties of the Republic of Croatia. The assumption of the research was that the years of service in education and the type of work (classroom or subject teaching) influence the interpersonal relations of teachers and principals in the form of motivation for work, the working conditions, and the possibility of professional advancement. The results of the research show that teachers are more motivated to work if they are satisfied with the principal’s management of the school and when their mutual communication is of high quality. Considering the years of service, it can be concluded that teachers with more than 20 years of service are the most motivated. It is assumed that the reasons for this are many years of experience in working with children, communication inside and outside the school, and a stable private life. With regard to the type of work, the results are the same for most of the questions asked; that is, principals do not make a difference in their relationship with classroom and subject teachers.
motivation, principals, primary schools, teachers, years of service
MENTAL HEALTH OF DOCTORAL STUDENTS IN CROATIA – SOCIOLOGICAL AND PSYCHOLOGICAL ASPECT
The mental health of a very specific and relatively small social group – doctoral students – is increasingly the focus of scientific research, which points to an above-average prevalence of mental health difficulties among them. The aim of this study was to investigate whether and how frequently mental health problems occur among doctoral students in Croatia. A total of 245 students took part in the study. Psychological and sociological instruments were used. The participants emphasised the intellectual challenges, collaboration, and the academic environment as positive aspects of doctoral studies, and the overload of obligations, uncertainty about the quality of research work and research results, and uncertainty about their own abilities as negative aspects. The results of the questionnaires on psychological well-being indicate an above-average level of symptoms of psychopathological difficulties compared to the general population. More than a third of participants believe that their doctoral studies have had a negative impact on their mental health. The expressed dissatisfaction of doctoral students and the psychological difficulties they experience indicate that doctoral studies should be reformed and that systematic psychological support should be offered.
mental health, postgraduate doctoral study, psychological resilience, psychopathological difficulties
AWARENESS OF PRESCHOOL TEACHERS REGARDING ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD)
Children with ADHD often exhibit difficulties in maintaining attention, impulsivity, and increased physical activity, which can be a challenge for preschool teachers. Given the importance of timely recognition of ADHD symptoms and appropriate pedagogical intervention, the knowledge and awareness of preschool teachers are key to adapting educational methods to the individual needs of the child. The aim of this research study was to examine the level of current awareness and knowledge about ADHD among preschool teachers in preschool institutions in Osijek-Baranja County. The research sample consisted of 30 preschool teachers who voluntarily participated in completing a questionnaire designed for the purpose of the final paper. The hypotheses were that previous attendance at additional training on ADHD and experience working with children with this disorder increase the expertise of preschool teachers, but the results obtained did not show statistically significant differences in the subjective experience of knowledge between preschool teachers who had and those who had not participated in additional training. Consultations with experts are considered useful by preschool teachers for working with children with ADHD, but here too no statistically significant difference was found in the perception of their own knowledge between those who consult others in their work and those who do not. Most respondents believe that communication with parents makes working with children with ADHD easier, although at the same time they assess that parents are only partially aware of their children’s difficulties. The results of the study indicate the importance of education, consultations, and parental awareness of ADHD, although this is reflected in the absence of statistically significant differences in the self-assessment of preschool teachers’ knowledge.
ADHD, hyperactivity, preschool teacher, attention deficit disorder, awareness
Nikčević-Milković, A., Brala-Mudrovčić, J., Jurković, D. (2023). GLOBALNE PROMJENE U OBRAZOVANJU I OČUVANJE BAŠTINE. Zbornik radova sa znanstveno-stručnog skupa VII. Dani Šime i Ante Starčevića. Zadar: Sveučilište u Zadru
Nikčević-Milković, A., Brala-Mudrovčić, J., Jurković, D. (2023). GLOBALNE PROMJENE U OBRAZOVANJU I OČUVANJE BAŠTINE. Zbornik radova sa znanstveno-stručnog skupa VII. Dani Šime i Ante Starčevića. Zadar: Sveučilište u Zadru. 307 str., ISBN 978-953-331-411-2 (tisak); 978-953-331-412-9 (online)
DUNGEONS AND DRAGONS AS A TOOL FOR LEARNING ENGLISH AS A FOREIGN LANGUAGE IN PRESCHOOL CHILDREN
This paper explores the potential of using the game Dungeons and Dragons as a tool for acquiring English as a foreign language in preschool children. The starting point is the National Curriculum for Early and Preschool Education (2015), which emphasizes the importance of an integrated and holistic approach to language acquisition, involving active child participation and natural learning through play. The paper also examines the connection between modern methods of teaching English in early childhood education and the potential of Dungeons and Dragons as a language acquisition tool. As a form of role-playing, Dungeons and Dragons enables children to engage in narrative situations that combine rich content with interactive communication tasks. The game promotes the development of language and communication skills through problem-solving, cooperation, and creative expression. The paper particularly highlights the importance of adapting the game’s rules and content to suit the interests and developmental levels of preschool children. This adaptation involves simplifying narratives, reducing rule complexity, and focusing on activities that support early language acquisition goals. With appropriately designed modifications, Dungeons and Dragons can offer an innovative and motivating framework for learning English, allowing children to acquire language through play that is both educational and enjoyable.
English, Dungeons and Dragons, role-playing, early language acquisition
FINALLY, IN OSIJEK (1955–1990): THE OPENING AND OPERATION OF A SCHOOL FOR CHILDREN WITH DEVELOPMENTAL DISABILITIES
This is a literature and archive research-based study about a school for children with developmental disabilities in Osijek. The authors reflect on the end of the 19th and the beginning of the 20th century, when the first foundations and schools for children with developmental disabilities began to emerge in the Kingdom of Croatia and Slavonia. In the post-war period of the Second Yugoslav State, the inclusion of children with disabilities in the school system finally occurred in 1955. Initially established as a practice school of the Teachers’ College, in September 1963, it transformed into the Dr. Zlatan Sremec Elementary School. They follow the school’s curriculum, extracurricular activities, the integration of children with disabilities into social activities, various events, and encounters with other schools of a similar nature. Through documentation preserved in the archives of today’s Ivan Štark Center for Education and Training in Osijek, insight is provided into the developmental journey of educational work with children with special needs. Changes in societal attitudes towards individuals with disabilities in the 1980s are noted as well, shifting from a charitable model to a model of educational inclusion.
School for children with disabilities; Osijek; 1955 to 1990; Croatia
THE INCENTIVES TO DEVELOP THE INTERCULTURAL IDENTITIY IN KINDERGARTEN CHILDREN
In the present globalized world, the development of intercultural identity in children of kindergarten age is one of the premises for the harmonious functioning of an individual in a multicultural setting. Intercultural identity includes an individual's ability to understand, value and integrate cultural elements that differ from one's own identity, in order to be able to function in some diverse cultural environments. The aim of the paper is to identify the existing incentives for the development of intercultural identity in kindergarten children and to provide guidelines for future research, in order to encourage the development of intercultural identity in children of early and preschool age. The methodology of the paper is based on the study of relevant literature and the previous research results, being the basis for the synthesis regarding the theoretical concepts to describe the intercultural identity and the factors of its development. The paper presents a case study of the Norwegian model of kindergartens showing the incentives for the development of intercultural identity. There is also a general comparison of some curriculum premises for the development of intercultural identity in Norway and Croatia. The analysis of the relevant literature and previous research, indicates that are key factors in fostering the development of intercultural identity are: the family, the social environment and peers, the kindergarten and the educators. A case study of the Norwegian model of a holistic approach to preserving local community culture and promoting diversity shows how systematic approach can positively influence the development of intercultural identity in kindergarten children. One can stimulate the development of the intercultural identity in kindergarten children by introducing multicultural content into the curriculum, by improving intercultural competence in educators, by organizing activities that promote cultural diversity, and by intensifying the cooperation among kindergartens, parents, and the local community.
djeca, dječji vrtić, interkulturni identitet, obitelj, odgojitelji
APPLICATION OF NON-PHARMACOLOGICAL INTERVENTIONS IN THE TREATMENT OF ALZHEIMER’S DISEASE AND OTHER DEMENTIAS
Dementias, the most common of which is Alzheimer’s disease, represent a global public health problem, and the number of people affected continues to increase in line with demographic trends. As there is currently no effective cure, early diagnosis and the application of appropriate therapeutic procedures are crucial. Although they cannot replace pharmacological therapy, nonpharmacological interventions contribute to alleviating dementia symptoms, improving daily functioning, and preserving the quality of life of patients and their families. This paper systematizes current knowledge on the most commonly used nonpharmacological interventions in the treatment of Alzheimer’s disease and other types of dementia—reminiscence, validation therapy, cognitive stimulation, music therapy, animal-assisted therapy, creative therapy, physical activity and rehabilitation, multisensory stimulation, reality orientation therapy, and complementary techniques—with an analysis of their effects on improving patients’ psychosocial wellbeing and quality of life. The paper also highlights the importance of an individualised approach in the application of these interventions, as well as the role of multidisciplinary team collaboration in providing adequate care. Its scientific contribution lies in promoting a deeper understanding of these methods, offering guidelines for their practical application in the rehabilitation of individuals with dementia, and informing future research.
dementias, Alzheimer’s disease, non-pharmacological interventions
RELATIONSHIP BETWEEN PRIOR LEARNING ABOUT INTERCULTURALISM AND DEVELOPMENT OF INTERCULTURAL SENSITIVITY IN SECONDARY TOURISM SCHOOL STUDENTS
Long-term globalization processes have made social interaction with different nations and cultures an everyday occurrence. The development of intercultural competence, or intercultural sensitivity, is a lifelong process that reduces ethnocentrism, discrimination, stereotypes, and inequalities in society, with educational institutions playing the most important role in this process. Future tourism professionals—students of secondary tourism schools—should acquire at least the basic elements of intercultural sensitivity during their education. Based on the above, the aim of this research was to examine the extent to which prior learning about interculturalism and socio-demographic factors contributes to the level of intercultural sensitivity among students attending secondary vocational schools with a tourism orientation in the City of Zagreb and Istria County. A total of 409 students from nine tourism-oriented secondary schools in the City of Zagreb and Istria County participated in the study. The research used a questionnaire that included socio-demographic questions and an adapted Intercultural Sensitivity Scale (Buterin, 2013), which measures students’ intercultural sensitivity through the intensity of appreciation and acceptance of members of other cultures and nations. The results indicate a statistically significant correlation between the scores obtained on factors related to intercultural sensitivity and the scores obtained on the intercultural understanding test. This suggests that respondents who scored higher on factors relevant to interculturalism demonstrated a better understanding of the concept itself. The findings emphasise the importance of enriching secondary school curricula with content that promotes understanding and respect for different cultures and peoples. Thus, the paper offers guidelines for supplementing existing curricula in the education of future tourism professionals and provides recommendations for future research.
interculturalism, intercultural sensitivity, secondary tourism school students, learn- ing about interculturalism
TEACHERS’ ATTITUDES TOWARDS INCLUSIVE EDUCATION MEASURED BY THE MATIES SCALE
Inclusive education is a complex concept that involves the interplay of practice, culture, and policy, all of which shape inclusive practices through intricate interrelationships. Teachers, as the promoters of inclusive education, play a crucial role. Attitudes are a complex construct consisting of three components(cognitive, affective, and behavioral). Since attitudes are tendencies that can guide behavior, teachersare more likely to implement inclusive practices if they have positive attitudes. The research aimed to de-termine the metric characteristics and construct validity of the MATIES multidimensional scale on teachers’ attitudes towards inclusive education (IE) and to explore how teachers at primary schools in Croatia evaluate each of the three components of their attitudes towards IE. The study was conducted between May 1 and July 30, 2024, as a cross-sectional study of a probabilistic sample of 478 primary school teachers across Croatia (F = 445, M = 33) via an online questionnaire using the multidimensional MATIES scale. A four-point Likert scale was used, with descriptive indicators and t-tests set at 2.5 for a neutral stance. Confirmatory factor analysis confirmed the construct validity of the MATIES questionnaire. All three subscales showed high internal reliability. Teachers’ attitudes were generally positive (M = 2.60), and all three components of the attitude were also positively assessed: the cognitive component (M =2.60), the affective component (M = 2.96), and the behavioral component (M = 3.23). The behavioral component of attitude accounted for the largest percentage of variance, with 38.65%, followed by the affective component with 12.53% and the cognitive component with 9.65%. The translated and validated MATIES questionnaire exhibits satisfactory psychometric characteristics and is a reliable instrument that can be utilized in further research in its current form. The finding that teachers have positive attitudes toward inclusion should encourage inclusive policymakers to provide additional support to teachers in order to maintain teachersʼ positive attitudes.
teachersʼ attitudes, inclusive education, children with developmental disabilities, MATIES questionnaire
EXPERIENCE OF STIGMA IN LARYNGECTOMIZED INDIVIDUALS FROM THE PERSPECTIVE OF THEIR SPOUSES OR PARTNERS
Total laryngectomy is a surgical procedure in which the larynx is completely removed. This mutilating procedure carries numerous consequences, significantly altering the quality of life of the individual after the surgery (Dooks et al., 2012; Štajner Katušić, 1998). When a person is faced with a severe cancer diagnosis that results in the loss of the organ responsible for the most important form of communication speech their social roles and opportunities change significantly. Such a change can lead to the loss of their previous social identity in various spheres of life. One consequence of losing social identity may be self-stigmatization, as well as social stigma, where the environment, often unintentionally, due to ignorance or lack of information, changes its attitude toward the person, isolates them, avoids them, or treats them differently than before the loss. The aim of this study was to explore the perception of stigma among the closest family members—spouses or partners—of individuals who have undergone a laryngectomy. Families of individuals who have undergone a laryngectomy consistently perceive stigma directed at their loved ones, particularly through social withdrawal and the psychological consequences of the laryngectomy. The main findings of this study confirm the presence of stigma among individuals who have undergone a laryngectomy, including the loss of function, identity, employment, and social status. Due toaltered speech, difficulty speaking in noisy environments, andothers’ difficulty understanding them, individuals who have undergone a laryngectomy often face reduced opportunities for self-expression, leading to discomfort, shame, social withdrawal, and decreased psychological well-being. Partners of these individuals believe that a lack of public awareness is the primary cause of social difficulties. Depression, reduced self-confidence, and concern expressed by family members are the most common psychological consequences for laryngectomy patients. Additionally, spouses or partners report changes in themselves, such as increased worry, sensitivity, and irritability.
WELL-BEING OF CHILDREN DURING THE TRANSITION FROM MIDDLE CHILDHOOD TO ADOLESCENCE: A QUALITATIVE ANALYSIS
The aim of this study was to explore certain aspects of children’s transition from middle childhood to adolescence as part of the Child Well-being in Family Context project. Focus groups were conducted among a convenience sample of 4th, 6th, and 8th graders in one elementary school in the city of Varaždin, using a semi-structured protocol organized into three broad areas: happiness, leisure time, and digital technology. Results indicate that the hypothesis of social contacts being the most important source of happiness was confirmed, as well as the shift in focus from the nuclear family among the 4th graders to peers among the two older groups of participants. It appears that children experience autonomy in choosing both organized and optional activities; however, the amount of free time available for engaging in these activities declines as they progress through the school system. The use of digital technologies also becomes more frequent with age, not only for educational purposes but also increasingly for entertainment. The study revealed that children are aware of both the advantages and disadvantages of using these technologies, but more education on health and safety threats should be provided. Throughout the study, the topic of pets was introduced multiple times, indicating that pets are perceived as an important source of happiness for children and should, therefore, be included in future research.
well-being, children, happiness, leisure time, digital technology
METAPHOR IN ELEMENTARY SCHOOL TEACHING OF CROATIAN LANGUAGE AND LITERATURE
The metaphorical way of thinking is universal and innate to humans. As a result, speakers take everyday metaphorical statements as natural outcomes of this cognitive process and do not perceive them as figurative but as entirely common. Such widely accepted metaphors are usually referred to as petrified or lexicalised metaphors and function as a lexical mechanism by which the generally accepted secondary meanings of polysemous lexemes are derived. Speakers notice the figurative nature of metaphorical statements only when cognitive metaphorical patterns are used to create an unexpected and unique linguistic connection between two incompatible domains. This process forms the basis for the emergence of metaphor as a stylistic device. This more complex realisation of metaphor is the first to be introduced into the Croatian elementary school curriculum, although its deciphering requires significant creative and intellectual effort, as well as a certain level of maturity. Therefore, in this article, we aim to highlight that it would be more methodologically appropriate to introduce the concept of metaphorical transfer through lexical metaphors—language units familiar to pupils from everyday communication. By using these simple examples, pupils would gradually recognise the connection between two different domains based on similarity, progressively unravel the metaphorical mechanism, and prepare themselves to engage with more complex stylistic metaphors.
lexical metaphor; conceptual metaphor; stylistic metaphor; textbooks; teaching of Croatian language and literature
FROM PAPER TO SCREEN: HOW THE DIGITAL ENVIRONMENT IS CHANGING SCHOOL READING
The concept of “school reading” refers to a set of literary works that students are expected to read as part of their Croatian language curriculum in primary and secondary schools. Historically, these texts were available in print. Still, with advancements in digital technology, there has been a notable shift in how literature is accessed, moving from physical books to digital screens. This paper examines the impact of the digital landscape on school reading, mainly through the lens of digital literary exploration and the wide range of resources accessible online. It assesses the role of technology in shaping students’ access to literary works, outlining both the advantages and challenges that digital tools introduce to education and reading practices. The paper explores various online platforms that provide literary content, analysing how these platforms influence the reading experience and support the learning process. The interactivity of these resources is given particular attention, exploring how online tools actively engage readers. In doing so, this paper underscores the need for educational approaches to evolve in line with contemporary technological trends to nurture a love for literature in the digital era. Additionally, a critical analysis of websites offering literary resources or prepackaged reading materials is conducted. The focus is on three popular platforms: e-lektire, Lektire.hr, and Lektirko – summarised texts for primary school students, which distinguish themselves through their unique interpretations of literary works and their use in the classroom.
reading; online reading; digital environment; shift to digital; websites
EMPOWERING YOUNG PEOPLE FOR SUSTAINABLE DEVELOPMENT THROUGH ORGANISED FREE-TIME ACTIVITIES
This paper explores the role of organised leisure activities in empowering youth for sustainable development. The main objective is to analyse how activities such as volunteering, educational programmes, and international initiatives strengthen young people’s participation in sustainable development. The focus is on developing the competencies necessary for environmental preservation and contributing to social progress. The methods used in the paper include a review of existing literature and an analysis of relevant studies on youth and sustainable development. Special attention is given to research linking volunteering with the development of social and ecological responsibility among youth. The paper also examines existing educational and volunteer programmes that support youth involvement in activities impacting the community and the environment. The conclusions of the paper emphasise the importance of organised leisure activities in developing competencies for sustainable development. Through volunteering and participation in projects, young people acquire skills and knowledge that contribute to sustainability and social progress. The education system plays a key role in promoting these activities, providing opportunities for the development of essential competencies. In Croatia, measures have been developed to support youth participation in society, including encouraging volunteer initiatives and the development of local programmes. Active youth involvement in decisionmaking and community development is crucial for creating sustainable communities that contribute to global sustainable development goals. Education is crucial as it enables young people to acquire the necessary practical skills and knowledge for sustainability through their free time.
competencies; organised free time; sustainable development; volunteer activities; youth
HEALTH EDUCATION AT SCHOOL FROM THE PERSPECTIVE OF STUDENTS, TEACHERS, AND PARENTS
Health education, or education and upbringing for health, is a medical-pedagogical discipline aimed at improving society’s health. It enables medical science to integrate its findings with social and cultural advancements and allows educational processes to transform knowledge into health-conscious beliefs. Accordingly, health education in schools serves as the foundation for general prevention, health promotion, disease prevention, and ensuring quality of life. According to the World Health Organisation, the younger population should be healthier, have greater opportunities to adopt healthy lifestyle habits and be capable of successfully and meaningfully assuming social and economic roles. Health education in schools is a unique Croatian contribution to achieving these goals and was actively introduced into school curricula in the 2012/13 school year. Through four modules (Healthy Living, Prevention of Violent Behaviour, Addiction Prevention, and Gender Equality and Responsible Sexual Behaviour), a positive and responsible attitude towards health is further promoted. This also reinforces the definition of health as a state of complete physical, mental, and social well-being rather than merely the absence of illness and ex- haustion. Since the introduction of health education in Croatian schools, research has explored students’ attitudes and satisfaction, teachers’ perspectives, and parents’ opinions regarding the current forms and quality of health education implementation. This review paper aims to provide a theoretical framework, present previous research findings on health education, and offer new perspectives, including potentially narrower areas and research topics within this field.
health education; parents; school; students; teachers
EDUCATION FOR ENTREPRENEURSHIP IN THE HEALTHCARE SYSTEM
With the development of technology, biomedical research is evolving, and entrepreneurial ventures in healthcare are gaining increasing attention from researchers worldwide. Developed countries are progressively incorporating technological innovations into their healthcare systems. The healthcare industry is undergoing significant changes due to the high demands of society, stricter legislation, and the growing diversity of medical services. Modern healthcare also faces new challenges that are difficult to predict. The Covid-19 pandemic has led to a paradigm shift in consumer behaviour, including with- in the healthcare industry. Several authors highlight a gap in the existing literature regarding a holistic understanding of how technologies help overcome challenges and create business opportunities for healthcare entrepreneurs. Most research on technological entrepreneurship in healthcare is limited to describing successful practices or individual success stories. Contemporary academic literature raises nu- merous questions for researchers and practitioners about the application of technological innovations in healthcare. Firstly, there are concerns regarding the security and confidentiality of collected, stored, and processed data about service users. Furthermore, the complexity of modern medical technology requires a sophisticated combination of knowledge and skills from different fields, meaning that healthcare entrepreneurs must be educated in an interdisciplinary manner. Education in the field of healthcare entrepreneurship is still based on traditional teaching methods and generally does not place sufficient emphasis on entrepreneurship. Therefore, a critical discussion about the role of education in fostering entrepreneurship among healthcare professionals is necessary. For this reason, educational programmes in healthcare should place greater emphasis on entrepreneurship by integrating this topic into the curriculum. Future research should further explore the most effective teaching methods for entrepreneurship education in the healthcare field.
poduzetništvo; zdravstvo; tehnološke inovacije; obrazovanje
TEACHING FOR CRITICAL THINKING IN EDUCATIONAL PRACTICE: THE PERSPECTIVE OF PEDAGOGUES
The aim of this paper is to gain insight into educators’ perceptions of teaching for critical thinking as a modern approach to education. A total of 172 educators participated in the study, responding to open-ended questions related to the applicability of critical thinking in teaching practice and the challenges associated with its implementation. A thematic analysis of the qualitative data collected from the open-ended questions was conducted. The research results indicate that, in general, educators consider teaching for critical thinking to be applicable in educational practice. Moreover, the findings show that teaching for critical thinking is implemented in schools, but its application depends on various factors, such as the characteristics of teachers, students, schools, and the teaching process. Although the research highlights numerous challenges in the implementation of teaching for critical thinking in educational practice, it also suggests ways to overcome these challenges, significantly contributing to the development and more successful implementation of critical thinking instruction in teaching practice.
critical thinking competency; teacher; educator; pedagogue; teaching for critical thinking
PARENTAL ASSESSMENT OF CHILDREN WITH INDICATIONS OF BEHAVIORAL DISORDERS IN LOWER GRADES OF PRIMARY SCHOOL
Behavioral disorders significantly disrupt children’s daily functioning and can greatly affect children’s de- velopment. Due to the high incidence of behavioral disorders in children and adolescents, it is important to examine parental assessment of the presence of symptoms of various internalized and externalized disorders. The main aim of this study was to investigate parental assessment of the prevalence of ADHD, emotional and antisocial disorders in primary school children and to compare the established prevalence with data from other countries. The study involved 109 parents of primary school students from the Osi- jek-Baranja County, of whom 91.7% were female and 8.3% were male. The parents completed an online questionnaire, which consisted of the NICHQ Vanderbilt scale (Wolraich et al., 2003). According to the results, parents assess more symptoms of ADHD and fewer symptoms of antisocial disorder, and more symptoms of antisocial disorder and fewer symptoms of emotional disorders in children. Also, this study found that there is no statistically significant difference in the prevalence of ADHD, antisocial and emo- tional disorders assessed by parents in Croatia compared to representative studies in the world and the USA. The role of parents is of utmost importance in diagnosing these disorders because parents are the first to notice their child’s difficulties. Parents need to be educated about children’s behavioral disorders so they could be able to react in a timely manner and seek professional help.
externalizing and internalizing behavior problems; primary school students; parental assessments
THE TEACHERS’ PERCEPTION OF THE STRUCTURED LEISURE TIME SPENT BY ELEMENTARY SCHOOL CHILDREN AND THE ROLES ASSUMED BY THE TEACHERS AND THE PARENTS IN THE UPBRINGING AND EDUCATION OF CHILDREN
The research aims to survey the attitudes of classroom teachers referring to the significance and the consequences of including children in structured forms of free time; and to explore the teacher’s perception of the roles taken over by teachers and parents in relation to the upbringing and education of the child. The research was conducted using a survey questionnaire in an online form. There were 226 classroom teachers who participated in the research and they were of different seniority, employed in urban, rural and suburban schools, located in all the counties in the Republic of Croatia. The majority of teachers consider the inclusion of children in structured forms of free time as important (34.1%) and very important (23.0%). The main reasons why they consider it important, the teachers state that children acquire new knowledge and skills there, they develop work habits and self-confidence. About half of the teachers agree that children involved in shorter educational programs have a richer vocabulary, show better reading skills and show a greater interest in storytelling and creating stories. In relation to the roles that teachers and parents assume regarding upbringing and education, teachers believe that they mostly encourage children to develop reading and language competence and to develop the skills to create positive relationships with others. On the other hand, they believe that parents contribute the most to the development of the skills of creating positive relationships with others, to thedevelopment of co munication skills and to the development of language competences. In relation to the roles that teachers assume, they believe that they mostly assume the roles of teachers, models and pointers, while parents assume the roles of advisers, organizers and teachers.
shorter educational program; competence development; parents; classroom teachers; roles
WELL-BEING AS A PREDICTOR OF MATERIALISM IN CROATIAN PREADOLESCENTS
Materialism can be defined as a belief that material possessions are essential for happiness and success. Given the increasing prevalence of materialism in the lives of preadolescents and its potential impact on preadolescent well-being, it is crucial to investigate the factors associated with materialism in this age group. This study aims to explore the possibility of explaining materialism in Croatian preadolescents aged 10 to 14 years based on their age and gender, frequency of parent-child conflict over purchases, parental permissiveness, and life satisfaction. The sample consisted of 332 preadolescents aged from 10 to 14 (M=12.32, SD=1.189), of which 184 were girls, and one of their parents who agreed to participate in the study and filled out the questionnaires that were provided to them. The results showed that the male gender, older age, more parent-child conflict over purchases, and more permissive parents, as well as lower life satisfaction, predict higher materialism. The model explains 21% of the variance in materialism, with almost 4% of this being contributed by life satisfaction after controlling for previous factors. This is an important finding because it points to the importance of individual psychological factors, such as well-being, for the development of materialism beyond the contribution of environmental factors.
materialism; well-being; preadolescents; parents
Zdenko Kosinac i Željka Karin KINEZIOLOŠKA AKTIVNOST – prestižna značajka zdravlja djece i mladeži. Zagreb: Medicinska naklada, 2024.
Postoje publikacije koje djelomično obrađuju pojedino područje tjelesne i zdravstvene kulture i praktičnoga izvođenja pojedine tjelesne aktivnosti djece i mladeži. Za sada u našoj stručnoj literaturi ne postoji ovako sveobuhvatan prikaz svih aktivnosti i benefita koje pridonose poboljšanju i održavanju visoke razine tjelesnoga zdravlja mladih naraštaja u našoj populaciji. Ovo je osobito važno ako imamo na umu da se ubrajamo u populacije s najvišim udjelom osoba s prekomjernom tjelesnom težinom (pretilih) što nepovoljno utječe na zdravlje populacije, dodatno opterećuje zdravstveni sustav i utječe negativno na radnu sposobnost.
Maja Cepanec RANI KOMUNIKACIJSKI RAZVOJ. Jastrebarsko: Naklada Slap, 2023.
Knjiga Rani komunikacijski razvoj autorice Maje Cepanec, izvanredne profesorice Edukacijsko-rehabilitacijskoga fakulteta u Zagrebu, daje sveobuhvatan i cjelovit pristup razumijevanju, tumačenju razvoja rane komunikacije i procjeni rane komunikacije, fokusirajući se na teorijsko-stručnu i znanstvenu razradu fenomena ranoga komunikacijskog razvoja. Autorica u predgovoru navodi razloge svoje odluke da napiše gradivo o ranom komunikacijskom razvoju koji se, s jedne strane, podrazumijeva „sam po sebi“, a s druge strane, može biti vrlo delikatan. Jedan od glavnih razloga koji autorica navodi jest prijašnja dugogodišnja pojednostavljena opservacija ranoga komunikacijskog razvoja bez dubljega razumijevanja kompleksnosti i dinamičnosti temeljnih procesa komunikacijskoga razvoja.