Acta Iadertina is a scientific journal issued by the Department of Pedagogy and the Department of Philosophy of the University of Zadar. It contains papers in the field of pedagogy and philosophy and interdisciplinary papers of related social and human sciences and disciplines. It was first published in the academic year 2003/04 as an annual, and since academic year 2014/15 it comes out regularly twice a year. All papers undergo a first editorial check in order to assess the compliance of the work with the goals and thematic areas of the journal, and to meet the criteria of scientific quality. All papers that pass the first editorial review are subject to a double-blind review process. The journal has an international editorial board. Papers from journals are referred to in: 1. SCOPUS 2. EBSCO Academic Search Premier 2. Academic Search Complete 3. Academic Search Alumni Edition, 4. Academic Search Ultimate, 5. Central & Eastern European Academic Source (CEEAS), 6. One Belt, One Road Reference Source, 7. Hrčak, 8. Morepress.
Analysis of the Relationship Between Child Temperament and Parenting Styles
A child’s temperament reflects stable individual differences in the quality and intensity of emotional reactions, activity level, attention, and emotion regulation. Parenting styles represent a pattern of behavior that includes parental values, attitudes toward the child, and the emotional climate in which parents act. Parenting styles differ along two main dimensions: warmth and control. By combining these dimensions, four general parenting styles have been defined, each influencing the quality of a child’s upbringing and expected developmental outcomes in different ways. The child’s temperament, in interaction with the parental style, forms the foundation for development across all domains. This study explores the relationship between child temperament and parenting styles. Through the analysis of parenting approaches and characteristics of child temperament, the research provides insight into the complex interactions that shape a child’s development. The research was conducted using an online questionnaire. 104 parents participated. The first part of the questionnaire contained general socio-demographic questions about the respondents. The second part included 30 statements assessing parenting styles, while the third part contained a shortened and adapted version of the CBQ-SF questionnaire used to measure child temperament. The results show that the more parents prefer a permissive style, the lower their level of control. Positive correlations were found between authoritarian and permissive, as well as between authoritarian and authoritative parenting styles. Based on the correlational design and statistical methods, no significant differences were found between boys and girls in any dimension of temperament, nor in the parenting styles preferred by their parents.
Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0
Artificial Intelligence Generators as Tools for Developing Academic Skills among University students
In recent years, artificial intelligence (AI) has developed at an unprecedented pace, extending its influence to numerous aspects of daily life, including all levels of the educational system. The availability and practical applications of AI generators are transforming how students access information and engage in learning, presenting higher education institutions with a range of challenges. These challenges involve reconsidering academic skill development, rethinking the traditional roles of teaching and learning, and addressing ethical issues related to the use of emerging technologies. Integrating AI into educational systems marks a significant step in reshaping educational processes, promoting greater flexibility and accessibility. A study was conducted to examine the frequency and methods of AI generator use, as well as their perceived benefits and limitations, among the students (N=499) enrolled in the Teacher Studies, Early Childhood and Preschool Education, and Educational Rehabilitation programs at the Faculty of Education in Osijek. The findings indicate that students primarily utilize AI generators for academic support, including content clarification, text composition, translation, and summarization. ChatGPT emerged as the most widely used AI generator, likely due to its accessibility, user-friendly interface, and availability in a free version. Students generally express positive attitudes toward the use of AI generators, recognizing them as valuable tools for academic development and assessing their use as largely ethical. These results point to the necessity of integrating AI generators into higher education in a structured manner, with clearly defined educational objectives, ethical guidelines, and practical examples of application.
Dimensions of Relationships Among Best Friends –Development and Validation of an Instrument
The aim of this research was to examine the dimensions of friendship quality among upper elementary school students and to validate the instrument through an analysis of structural validity, as well as by testing potential models using fit indices and the discriminant validity of the questionnaire. The methodological approach of this study is based on analyzing the quality of students’ relationships with their best friends. The model and its four-factor structure were identified using exploratory factor analysis and confirmed through confirmatory factor analysis. The research was conducted in two phases on a total sample of 483 upper elementary school students, with the final version tested and evaluated on each subsample as well as on the overall sample. The structure of the questionnaire was analyzed to refine and develop the instrument further by examining the factor structure and repeatedly testing different versions of the theoretical model. Exploratory factor analysis was used to identify groups of latent constructs underlying the measured items, and the model was subsequently tested each time through confirmatory factor analysis. Within the extracted items, factor structures were examined based on theoretical and empirical research in the field of friendship relationships. Through the validation process and alignment with relevant theoretical frameworks in the study of friendship dimensions, a four-factor model describing the relationship with a best friend was established. The four dimensions are: fun, leisure time, intimacy, and protection. For the final model presented in this study, reliability was confirmed using the test-retest method, and relevant model fit indices were evaluated.
development, evaluation, and validation of the instrument
Advantages and Challenges of Homeschooling from Parents’ Perspective
Homeschooling represents an alternative form of education that occurs in the family home rather than in formal educational institutions. In Croatia, this form of education remains legally unregulated, whereas in many European countries it is integrated into the legislative framework. This study critically examines Croatian parents’ attitudes toward the advantages and challenges of homeschooling and analyzes the factors influencing their willingness to consider this educational model, particularly in relation to parents’ right to choose and the child’s right to quality education. An empirical study was conducted on a sample of 80 parents, employing both quantitative and qualitative data analysis. The results indicate that parents with higher levels of education demonstrate greater awareness of homeschooling, while flexibility, individualized approach, and dissatisfaction with the formal school system are identified as key motivational factors. However, most parents do not consider themselves sufficiently competent to independently implement the educational process, which represents a significant barrier to the adoption of this approach in the Croatian context. The paper critically discusses potential risks of unregulated homeschooling, including the possibility of educational neglect and misuse, and raises the question: if most parents do not feel competent, under what conditions would the regulation of homeschooling be justified? Given the growing interest in homeschooling, continuous scientific research and careful consideration of possible legal regulation in the Croatian context are essential, along with ensuring appropriate quality standards and child protection mechanisms.
Copyright (c) 2026 Marija Sablić, Senka Žižanović, Anamarija Pančić https://creativecommons.org/licenses/by/4.0
Review of Inclusive Education Research from the Perspective of Preschool and Primary School Teachers – the Current Situation in Croatia
Inclusive education represents the foundation of the contemporary educational paradigm. Also, it is considered a process of equal inclusion of all stakeholders in regular educational systems and processes, and the creation of conditions for satisfying the right of every individual to quality education. Although inclusive education is based on the right of equal development of all individuals, it is especially oriented towards vulnerable groups of children. Vulnerability can be a result of the characteristics of the child, the family, and/or the wider community, which have a threatening effect on the current and long-term well-being of that child. Responsibility for the successful implementation of inclusive education is equally shared by public educational policies, local administrations, educational institutions, participants in the educational process, and other factors. The quality of inclusive practice is determined by the personal paradigms, attitudes, and professional competencies of educational experts (preschool and primary school teachers). This paper aims to synthesize the findings of available relevant research on the opinions and experiences of preschool teachers and teachers in the Republic of Croatia on inclusive education of certain vulnerable groups of children (developmental difficulties, giftedness, behavioural problems, national minorities, growing up at risk of poverty). Using the method of theoretical analysis of available documentation and other sources, it is possible to conclude that educational experts are affirmatively oriented towards vulnerable groups of children, while they assess their sense of competence for designing and implementing an inclusive educational process as insufficient. They assess cooperation with members of the professional development service as important, but unfortunately, due to the insufficient number of professional workers, this is not always possible. Concluding reflections are directed towards the need for practical implications of promoting inclusive education in the formal education of future educational experts to be ready to respond to contemporary challenges of the profession and satisfy the right of every individual to quality education.
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The Role of Individual Factors of Teachers and Professional Associates in Implementing Inclusive Education
The aim of this review paper is to examine and highlight the importance of individual characteristics of teachers and professional associates in implementing inclusive education. A review of contemporary theoretical frameworks and findings from recent empirical research indicates that the context of educational work is crucial, as it encompasses not only social interactions and broader cultural and historical circumstances, but also personal factors of students as well as their teachers and professional associates. Within this framework, particular emphasis is placed on the professional competencies, personality traits, and attitudes of teaching and professional staff, all of which are analyzed in this paper. According to current knowledge, key competencies that contribute to effective inclusive practices include pedagogical, social, and emotional skills. Additionally, teacher personality is recognized as an important factor influencing their ability to regulate emotions, professional effectiveness, motivation, and overall job performance. Furthermore, numerous studies point to the significance of teachers’ attitudes toward students with disabilities – positive attitudes are associated with greater commitment, more successful relationship- building with students and their families, and improved educational outcomes. In contrast, negative attitudes often stem from a lack of experience and a perceived lack of competence in working with this student population. By synthesizing the identified individual factors, it is possible to develop guidelines for future professional development programs, aiming to strengthen support systems for students with developmental disabilities.
Beauty as a Social Construct – between Personal Choice and Media Norms
This paper presents the results of a qualitative study investigating how people of different genders and ages perceive the phenomenon of beauty. The study was conducted on a sample of eight participants. The data was collected in semi-structured interviews and analysed using thematic analysis. The results point to three core dimensions of the participants’ subjective constructions of beauty: inner beauty, physical beauty and beauty as an expression of health. Although the participants recognised the complexity of the concept of beauty, they often pointed out that in social discourse it is reduced to physical appearance, which is mostly associated with youth. This association implies a perception of age and beauty as mutually exclusive categories. While participants described the acceptance of beauty norms imposed by the media as a matter of personal choice, they also recognised that such norms contribute to the creation of stereotypes and discriminatory social practices. Despite its continued relevance on both personal and societal level, the pursuit of a normalised appearance is interpreted as a socially conditioned, almost automatic behaviour. The results confirm that beauty is primarily a social construct that is a subject to changing interpretations and norms. In conclusion, the study emphasises the need for a critical approach to media content, particularly by means of teaching media literacy in formal educational contexts.
Interculturalism in Classrooms – Insights into Teachers’ Intercultural Sensitivity
In March 2024, a survey of intercultural sensitivity (IS) was conducted among 300 teachers from the Republic of Croatia. The adapted and translated (Jurković, 2023) Intercultural Sensitivity Scale - ISS (Chen and Starosta, 2000) was used in the research. The aim of the research was to determine the level of IS of teachers and to establish whether there is a correlation between some socio-demographic factors and the level of IS. In addition, an attempt was made to establish whether there is a difference in the level of such sensitivity with respect to the aforementioned socio-demographic factors. The results of the study indicate that the examined teachers mostly show agreement with statements reflecting a positive intercultural orientation (M=3.83; SD=.438), whereby the enjoyment of interacting with members of different cultures (M=4.22; SD=.707) was highlighted as the dimension in which respondents expressed the highest degree of agreement, and confidence in interaction with members of different cultures (M=3.58; SD=.596) as dimension with the lowest level of agreement. In addition, the correlation between teachers’ sociodemographic characteristics and IS was examined, and it was shown that attending communication courses is statistically significantly negatively correlated to the level of IS (ρ=- .139; p<.05), while the average success of students is statistically significantly positively correlated (ρ=.131; p<.05). Finally, it was checked whether there are statistically significant differences in the level of IS with regard to related sociodemographic variables. It has been shown that there is a statistically significant difference in the level of IS of teachers concerning the reported academic success of their students (F(2,282) =4.942; p<.01) in such a way that better students’ academic success also means a higher level of IS of teachers.
Discipline Dynamics in Project-based Learning in Primary School
This research article investigates the influence of classroom multicultural and monocultural milieu on discipline dynamics and the implementation of Project-Based Learning (PjBL) in primary schools. The primary objective is to examine how cultural context shapes students’ disciplined behaviour and the strategies teachers use within PjBL frameworks. A quantitative, comparative method was employed, involving 76 students from four schools in West Sulawesi, Indonesia. Data were collected using the Discipline Self-Assessment and a PjBL performance test. Results revealed significant differences in Discipline (t = 10.386, p < 0.001) and PjBL (t = 6.947, p < 0.001) between the milieus. Regression analysis indicated that Discipline and PjBL collectively explain 76.7% of the variance in Milieu Types (R² = 0.767, F = 120.164, p < 0.001). In monocultural milieus, Discipline emerged as a stronger predictor, while in multicultural settings, PjBL was more impactful. These results highlight the need for contextspecific strategies, with discipline supporting structure in monocultural classrooms and PjBL enhancing engagement in multicultural ones. The research results underscore the importance of adapting teaching methods in the classroom, providing valuable insights for educators and policymakers. Future research should explore additional variables and longitudinal follow-ups to gain a deeper understanding of student discipline dynamics.
Individual and Contextual Factors of Teachers and Professional Associates in the Context of Ensuring an Effective Inclusive Environment
In understanding the role and importance of accepting differences, and in the context of this research, it is important to emphasize that the aforementioned discourse is focused on appreciating and accepting differences as incentives in educational work, rather than obstacles, with a balanced optimization of organizational, personnel, and material prerequisites for successful inclusion. The aim of the research is to determine the expression of individual personality dimensions in teachers and professional associates and to determine the level of perception of the school climate and social support from superiors and other colleagues in teachers and professional associates. Social interaction and support in the context of this research implies the importance of clearly positioning each key associate in the organization and implementation of educational inclusion, accepting the importance of each stakeholder as equally important in the work. Today, the concept of inclusive education is a fundamental principle in some countries that is recognized through various models of schooling, which are constantly evaluated and improved in terms of increasing the quality of comprehensive educational practice. Personality traits that are part of the research context of this work are presented through the presentation of extraversion, conscientiousness, emotional stability, and agreeableness. They stand out as being of great importance in the context of implementing educational inclusion, especially among teachers and other educational staff who are key stakeholders in inclusive education policies. As the results of the research showed that there were statistically significant positive correlations of support from superiors and colleagues with an inclusive environment, and that at the same time no statistically significant correlations of school climate and inclusive environment were shown, the need for a clear role of all key stakeholders in the inclusion process is emphasized with a high tendency. To that extent, it is important to point out that in the professional development of teachers and professional associates, not only scientific and professional competencies should be taken into account, but also personality traits that support inclusive values as a fundamental prerequisite for a quality inclusive environment.
Illusions of Imagination as an Analogy for the Influence of Passive Affects on Actions and Reasoning
The aim of this research is to analyse Spinoza’s original philosophical reflection on the ideas of the imagination and on the process of their formation in analogy with the ideas of affective states of the body, that is, in analogy with affects. The article examines the philosophical ideas of Baruch Spinoza with a focus on the special capacity of imagination and illusions that can arise from this cognitive capacity, thereby pointing in an analogous way to the correlation of passive affects, judgments and actions. The results of the analysis and comparison of the influence of illusions created by the imagination and the influence of passive affects on cognition, reasoning and action indicate their similar characteristics. Despite the appearance of inadequate and illusory imaginative ideas in experience – which, according to Spinoza, are impossible to remove – the cognition and awareness of their inadequacy and uncertainty strongly influence our judgment and inference and thereby weaken their influence. Similarly, in understanding passive or negative affects as indicators of a change in the state of the affected body and the ideas of such changes, we recognize these very often intense affects as inappropriate factors to guide us in judgment and action.
Interpersonal Relationships in Secondary Schools
This qualitative narrative study deals with adolescent risk behaviours and the influence of positive relationship those adolescents have with their teachers on reduction or complete cessation of such behaviour. The data collection technique is a focus group, whose participants are students at the brink of both adolescence and schooling; eight 19-yearolds from four high schools (grammar, art, three-year vocational and four-year vocational high school) in Primorje-Gorski Kotar County. This study has filled the void in methodology regarding this topic by using qualitative techniques, with high schoolers as participants. The aim of this study was to realize the reasons that lead to mild to moderate student risk behaviour in elementary school, and how their high school teachers can help them in dealing with it. The analysis of the results was done through the aspect of content analysis with a focus on specific student risk behaviours and the relationship they established with a specific teacher, and through the aspect of the feelings and thoughts that the participants attribute to their risk behaviours and the established relationship with the teacher. Verbatim and narrative descriptions were used. The results show that teacher’s help and support, openness in communication, and going beyond the scope of teaching and the classroom, even in one’s own free time, has a positive effect on establishing a quality relationship with students and consequently on reduction of students’ risk behaviours.
interpersonal teacher-student relationship
Application of Immersive Solutions in the Formationof Professional Competencies of Future Teachers
Immersive technologies are becoming a powerful tool for the transformation of teacher education, creating unprecedented opportunities for the formation of professional competencies of future teachers through immersion in virtual educational environments. This study examines various immersive learning technologies including virtual educational reality, augmented educational reality, mixed educational reality, and explores educational platforms as a means of creating an immersive educational environment. The introduction of these technologies is especially relevant in the context of digitalization of education and difficulties in teaching due to war, which stimulate the search for innovative forms of teacher training. The purpose of to study the use of modern online animation technologies in the training of higher education specialists. The methodology is based on an empirical study that included a survey of 60 students of pedagogical specialties. The study found that immersive technologies are perceived as the most effective for developing digital competence (average score of 4.6 on a 5-point scale, 85% of positive ratings) and mastering modern educational technologies (4.5 points, 82%). Significant differences in the availability of immersive technologies between the capital’s (83% of students had experience with VR) and regional educational institutions (35%) were found. The three most effective models for integrating immersive technologies have been identified: modeling real professional situations (efficiency 4.8 points), combined use of different types of technologies (4.6 points), and involvement of students in the development of immersive educational products (4.5 points). The results of the study are of practical value for the development of strategies for the technological modernization of teacher education in Ukraine.
Copyright (c) 2026 Halyna Kuznetsova, Nataliya Maftyn, Larysa Maftyn, Nadiia Rostykus, Yuriy Dzekun, Serhii Cheripko https://creativecommons.org/licenses/by/4.0
Higher Education Pedagogy in Promoting Education 4.0
In developing countries like the Philippines, the concept of Education 4.0 is relatively unfamiliar. However, the onset of the COVID-19 pandemic has highlighted the critical importance of integrating modern technology into all levels of education. This study provides empirical evidence of how educators in a public higher education institution promoted Education 4.0 in their classrooms prior to the pandemic. Utilizing a cross-sectional research design and simple random sampling, the study surveyed higher education students at the bachelor’s, master’s, and doctoral levels. The findings reveal that students recognized how their professors employed various pedagogical strategies to enhance teaching and learning, aligning with the principles of Education 4.0. This study has significant implications for the education sector, particularly higher education, urging institutions to embrace the transformation of teaching and learning in the context of Education 4.0. While the implementation of Education 4.0 poses challenges, especially in developing countries, a positive outlook and incremental efforts in providing meaningful learning experiences will yield substantial outcomes, regardless of the future trajectory of higher education.
Copyright (c) 2026 Ruth Ortega-Dela Cruz https://creativecommons.org/licenses/by/4.0
Some Aspects of International and Domestic Regulations related to Violations of Children’s Rights in the Media
Based on a substantive analysis of children’s rights regulations in the international and national context, the authors provide a kind of synthesis of the professional characteristics of the journalistic profession in the Republic of Croatia as a basis for further research into ethical norms in objective and credible reporting of situations, events and information in which children are actors. Faced with conventions that almost override the laws and regulate the right to protect a child, as well as multiple laws, traditional and digital media frequently violate children’s rights in pursuit of sensationalism and profit. A significant number of reported violations of conventions and laws has brought the professional ethics of journalists and editors into question, as evidenced by certain limited empirical research. The paper is also the basis for further research, deeper verification of child protection in the media, in both traditional and new media. The legal and ethical framework of professional journalism continues to be a subject of research, particularly focusing on empirically identifying the “fine line” that leads to violations of the children’s rights. The goal is to establish a boundary that would ensure full respect for children’s rights, regardless of the severity of the offence, while also demanding a higher level of professional and ethical responsibility from journalists and improving the overall quality of media. The authors see media literacy of those who make up the media today (journalists and editors) as a new alphabet of the 21st century.
Preschool Teachers Competencies for Implementing of Augmentative and Alternative Communication
Increasing awareness of the importance of recognizing the characteristics of children’s developmental disabilities and the importance of early intervention in providing appropriate support in a timely manner has resulted in a better quality of life for children with developmental disabilities. In the past, children with disabilities were isolated and labeled because of their differences, and they were the ones who had to adapt to society. With the progress of science and the awareness of society about differences, there is an increasing tendency to implement an inclusive approach and strive to ensure that every individual, regardless of developmental specifics, has equal rights to maximize the realization of their own potentials in accordance with their personal capabilities. Today, a great responsibility is placed on the social environment, which needs to provide an appropriate level of support so that children with developmental disabilities can overcome various obstacles that arise from their developmental specifics, and prevent them from equal and effective participation in society. If an appropriate communication channel is found for a child with developmental disabilities, we provide him with the opportunity to achieve social interactions, learn, gain experience and ultimately provide his own contribution to society. The motivation and competence of educators for the application of assisted communication, an inclusive approach and continuous training have a significant role in creating optimal conditions and providing quality and timely assistance and support to a child with developmental disabilities. The aim was to explore the opinions of educators on their readiness and competence in working with children with disabilities, skills in applying assisted communication in everyday activities, and the role of the professional team and the institution in providing assistance and support to children with disabilities in order to create optimal inclusive conditions. The results obtained indicated that educators are aware of all the difficulties they encounter in practice in implementing quality inclusion. The most common challenges that preschool teachers face are: insufficient education in the field of working with children with disabilities, lack of support from the professional team, the conditions in which they work (a large number of children) and the like.
Comparison of Conducting Experiment in Primary and Lower Secondary Science Teaching
In the education system of the Republic of Croatia, students learn about natural science concepts from the very beginning of their compulsory school education. Although, school subjects in which they are learned are diverse, their common link is the student experiment. By conducting and analyzing the experiment, student develops science literacy and in an interesting way acquires science knowledge, skills and attitudes. Despite numeorus benefits of the student experiment, numerous studies point to its insufficient implementation in the teaching process, which is why this research also determines its comparative dimension in lower and upper grades of elementary school. Due to all of the above, aim of this research is the analysis of the educational practice related to the student experiment in order to determine teacher differences in preparation, implementation and evaluation of the experiment. Research was conducted on a sample of 189 primary and lower secondary teachers from almost all counties of the Republic of Croatia. The aim of this research extends to teachers who have students with special educational needs, since most of the participants (84%) teach a class with students with disabilities, and part od them (50%) with gifted students. For the purpose of this research, a questionnaire on demographic data and a Likert scale for assessing teachers’ attitudes were constructed. The collection, analysis and interpretation of data took place within the framework of a quantitative research paradigm using the method of inferential statistics (Mann-Whitney U-test and Spearman’s correlation test). Obtained results indicate methodological, organizational and cognitive difficulties related to achieving educational outcomes of the teaching unit in which experimental method was used. Differences in teachers’ attitudes provide indications for the improvement of teacher and student knowledge and abilities, as well as temporal and spatial adjustment of experiments with the aim of developing higher quality nature science competencies. Keywords: experiment, lower secondary education, nature sciences, primary education, science literacy.
Does the Teaching Strategy Affect Understanding the Concept of the Balance of Nature?
Understanding and sharing knowledge about the balance of nature in living communities is essential for the survival of humanity. In the research, we wanted to examine whether teaching strategy affects the conceptual understanding of the balance of nature among fourth graders. In doing so, fourth-grade elementary school students were randomized in three groups where the same teacher taught the first group about the balance of nature relying on presentation alone, the second group watched a video along and listened to the teacher’s presentation without additional explanations, while the third group had a guided video viewing accompanied with explanations. Students’ knowledge was tested before and after the education. Using a two-way factorial ANOVA, no significant differences between groups were identified in knowledge on living communities, whilst education appeared to be effective for both. This indicates that collaborative learning and active cooperation of students are important and help students gain the required conceptual understanding of certain contents without ICT support.
Schelling’s seminal 1809 Freedom Essay is an answer to perceived accusations of pantheism, and therefore an occasion for Schelling to rethink his own monism or “All-Einheitslehre.” In an attempt to creatively reinterpret the pantheist trope expressed by the phrase “God is all things,” Schelling will consecrate the opening pages of his Freedom Essay to a rereading of the principle of identity. This paper seeks to elucidate the development of Schelling’s theory of identity, paying particular attention to its oldest sources, especially Plato’s theory of the “soul of the world,” Kant’s teleology, and Gottfried Ploucquet’s logic. It will argue that Schelling gives equal importance to the theory of identity, and a revised version of the principle of sufficient reason, which we will call “the principle of ground.” This will give rise to the foundational distinction of the 1809 Essay, the idea of God having a ground that is in him, but not to be confused with him insofar as he exists. To say that “God is all things” is therefore a description of how parts and wholes interact in an organic system, or more specifically, how microcosmic systems relate to the overarching macrocosm to which they belong.
Self-Assessment of Future Preschool Teachers’ and School Teachers’ Knowledge of the Social-Emotional Competencies of Children in Early Childhood, Preschool Children, and Primary School Children
Although investing in the cognitive aspect of a child’s development (school, additional educational activities, etc.) is of exceptional importance, existing research findings and practice indicate that a child’s life success significantly depends on the area of social-emotional development. Social-emotional development skills are a prerequisite for the development of social-emotional competencies, which, according to the CASEL conceptualization (Collaborative for Academic, Social and Emotional Learning), refer to a set of abilities, skills, and knowledge essential for initiating and maintaining mutual and fulfilling relationships with others. Given that these skills represent one of the prominent developmental tasks that educators and teachers should stimulate in the upbringing and education of children, the aim of this research was to determine the self-assessments of future educators’ and teachers’ knowledge about social-emotional competencies during childhood. Research in this area is scarce, and it has been shown that social-emotional competencies represent a protective factor in development. For the purposes of this research, a Self-Assessment Questionnaire on Knowledge of Children’s Social-Emotional Competencies was developed. The results indicate that students report moderate levels of self-assessed knowledge about social-emotional competencies, with differences observed in self-assessed knowledge levels depending on the year of study. Senior students report higher levels of knowledge compared to junior students. Investigating the existing levels of knowledge in this area is of great importance to formulate higher educational programs aimed at strengthening the competencies of educators and teachers in fostering children’s social-emotional competencies in daily educational practice, based on the obtained results.
Obrazovanje za održivi razvoj – priručnik za učitelje i nastavnike
Autori: Diana Garašić, Mirela Sertić Perić, Borjanka Smojver Izdavač: Školska knjiga, d. d., Zagreb, 2023., 223, ISBN 978-953-0-51734-9
Descartes’ Mathematical Method and the Problem of Cognition of the Material World
The object of research in the article is Descartes´ mathematical method and it aims to show the consequences which the implementation of the aforementioned method in philosophy had on human cognition, and ultimately on the cognition of the material world. For that purpose, the first segment of the article focuses on the detailed explanation of Descartes ´ understanding of method and shows the novelty of his methodological approach in regard of the precedent philosophical tradition. The second segment of the article shows the application the first rule of mathematical method in Metaphysical Meditations which calls for the methodical – in this case also universal – doubt that can be generally applied. The third segment of the article reveals how Descartes egresses the state of doubt and his attempt to demonstrate the existence of the material world. Here, we also see the difficulties and logical fallacies in Descartes‘ demonstration. The method used in the research was the method of analysis of Descartes´ works: Discourse on Method, Rules of the Direction of the Mind, Metaphysical Meditations in conjunction with the objections and replies and the Principles of Philosophy. As it is seen in the bibliography a relevant secondary literature has been used as an aid in interpretation of Descartes´ texts. The results of the research point towards multiple negative consequences which stem from the universal implementation of the mathematical method on the objects of human cognition, particularly concerning the cognition of the material world.
The aim of this research is analyse the artistic phenomenon by presenting its historical role, emphasisig the value structure it emobodies, questioning the need for artwork and by analising the creative process opposed to the kitsch production. The concepts of judgement and taste are also problematised, as well as poetic differences between art and kitch. All is concluded with their seperate level of contemplatibility. In the end, the etical discussion is opened. The result is accomplisching clear distinction between authentic art value and its deviant form – kitsch.
Approaches and Dimensions of Kindergarten Sustainability - Validation of Scale and Educator’s Assessment on the Practice of Education for a Sustainable Development in Kindergarten
The systematic process of Education for Sustainable development begins in kindergartens, i.e., early and preschool education institutions. Existing practices and pedagogical approaches in Education for Sustainable development often vary, as do different aspects of kindergarten teachers’ work. In this study, the focus is on assessing practices in developing sustainability domains in the work of preschools and examining kindergarten teachers’ attitudes toward prevailing approaches in practice. 81 kindergarten teachers from three districts of the Republic of Croatia participated in the research. Three scales were constructed for the research, which examined the kindergarten teachers’ working practices in certain dimensions of sustainability: social, economic and environmental dimensions of sustainability. In addition, the frequency of implementation of specific sustainability dimensions and approaches in kindergarten work practices in the field of Education for Sustainable development were examined. Research tasks included validation of the scales, i.e., verification of their measurement properties, views on the evaluation of pedagogical approaches in the practice of Education for Sustainable development, assessments of the implementation of different practices of dimensions of sustainability in kindergartens, and correlation calculations. The research results showed the adequacy of the measurement indicators of all three constructed scales. It was found that kindergarten teachers most often implement a project approach in the practice of Education for Sustainable development. It was found that there is a statistically significant relationship between all dimensions of sustainability, which is consistent with integrated approaches in the work of kindergartens. The overall results of the research point to further reflections on the measurement of dimensions of sustainability as indicators of the level of implementation processes of upbringing and Education for Sustainable development in preschool institutions, but also significant indicators of aspects of the dimensions of kindergarten work that need further improvement.
The Association of Sociodemographic Characteristics with Externalizing Disorders in the Behavior of Adolescents
The aim of this study is to examine the occurrence of externalized behavioral disorders of adolescents, taking into account the sociodemographic characteristics of the subjects (type of school, age, gender, family integrity, general school performance and educational prevention measures in the previous school year). The study included 1342 students of first, second, third and fourth grades of secondary schools of Herzegovina-Neretva County. The selection of the department was made by accident. The age of the subjects ranges from 15 to 18 years, with the average age of the subjects being M=16.2 years (SD=1.16). Students usually achieve very good school performance (42.8%) with an average sample score of 3.9 (SD=0.86). Students are mostly exemplary (89.3%). For the purpose of collecting data, with the prior author’s approval, the Adolescent Risk Behavior Assessment Questionnaire was used (Livazović, 2011), which was modified (shortened) in a preliminary study where externalized behavioral disorders (aggressiveness, use of psychoactive agents, electronic abuse, risky sexual behavior, eating disorders, absentism (marking) from school) are measured). The findings of the research indicate that externalized behavioral disorders are largely manifested by vocational school students, students with lower school performance, young men and older students, while the difference with regard to family integrity, no statistically significant differences were found on any of the analyzed dimensions, except in the dimension of expression of mild deviant behavior, where students who do not live in an integral family exhibit more pronounced mild deviant behavior, compared to students from complete families.
Mental Health and Life Satisfaction in Mothers of Prematurely Born Children
Premature birth, defined as delivery before the 37th week of gestation, is an increasing health problem in modern society. Prematurely born children are at a higher risk for long-term neurodevelopmental and medical issues due to their immaturity at birth, which presents various challenges for their parents. Research shows that mothers of prematurely born children experience higher levels of stress, anxiety, and depression compared to mothers of full-term children. The main aim of this study was to determine the contribution of certain sociodemographic characteristics of the mother (mother’s age and education level, subjective assessment of material and health status) and social support (from family and friends) in explaining specific aspects of mental health (depression, anxiety, and stress) and life satisfaction among mothers of prematurely born children. The study involved 383 mothers of prematurely born children, with an average age of 33 years. The results showed that the mother’s age is not a significant correlate of mental health and life satisfaction. Additionally, the findings indicate that mothers with higher education levels and those who assess their health status as better have fewer symptoms of depression, anxiety, and stress. Regarding support, the results show that support from family and friends is a significant and negative predictor of mental health. In terms of life satisfaction, mothers who assess their material and health status as better are more satisfied with their lives. Furthermore, greater perceived support from family and friends is a significant and positive predictor of life satisfaction. Sociodemographic factors and social support from family and friends together explain about 41% of the variance in life satisfaction, 29% of the variance in depression, 21% of the variance in anxiety, and 18% of the variance in stress among mothers of prematurely born children.
Wittgenstein’s Arguments for the Impossibility of Epistemic Privacy
Descartes’ philosophy marks a large turning point when talking about philosophical conceptions of the human mind. He points out that the mind of each individual is accessible only to himself and nobody else. This problem is often formulated like a question about existence about other minds outside my own mind, whose existence we can’t acknowledge with absolute certainty. A similar problem arises when we talk about the language in which we express our sensations, so it is said that, even though I can observe someone else’s pain, I can’t feel it, so it is private, accessible only to the person having it. Wittgenstein’s argumentation against any kind of privacy wil be exposed in the paper. Or as Wittgenstein says it, even if there can be such a thing as a private language, it can’t play any role in our language games, it can’t be a part of our form of life. Wittgenstein’s arguments will be presented from the perspective of some proponents of the traditional reading of his thought, like Anthony Kenny, David Stern or Peter Hacker. Interpretations put forth by authors like Fogelin, Kripke or Hintikka that construe Wittgenstein’s philosophy in a non-classical manner will not be considered.
Pedagogical Discourse in the Novel “The Glass Bead Game” by Hermann Hesse
In Croatian scientific literature, there hasn’t been any published work that comprehensively analyzes and interprets Hermann Hesse’s novel The Glass Bead Game from a pedagogical standpoint. Therefore, the primary aim of this paper is to delve into an analysis of the novel through the lens of pedagogy, focusing particularly on the education, learning experiences, and upbringing of the protagonist, Josef Knecht, across different stages of his life. During elementary school, the developmental phase initiates initial interactions with the environment, shapes attitudes towards learning and education, and significantly influences the formation of Knecht’s personality. Moving into secondary education, this phase signifies maturity and the confrontation of various challenges. It becomes a pivotal period where Knecht discovers his own interests, establishes his individuality, and solidifies his beliefs. The relationships he fosters with teachers, friends and family during this phase play a fundamental role in shaping his values and understanding of society. As he advances into higher education, it becomes a time of intellectual growth and an opportunity for exploring personal interests. Knecht’s journey through this educational phase offers profound insights into his creativity, acquisition of new knowledge, and the construction of his identity. Beyond the formal aspects of education, the impact of relationships with educators, friends, and family continues to mold his character. By examining this developmental process through a pedagogical lens, the analysis provides valuable insights into how different stages of education have contributed to shaping Knecht’s personality and worldview. Simultaneously, it scrutinizes the pivotal roles that teachers, family, friends, and the overall school environment have played in his formative years. This approach to interpretation and analysis also serves to deepen our comprehension of how pedagogical theories function in practical contexts, using the novel as a platform to illustrate various pedagogical concepts and their influence on the maturation of a young individual.
Challenges and Strenghts of Family and School with SCORE-15
While a family faces a test of its own resilience on one side, the most vulnerable member – at the same time the strongest – often shows behavioral symptoms on the other side by sending distress signals that “somewhere” something is not working. If this is a child and a student, then they will surely not benefit from the linear approach of institutional support, in which they are labeled for their behavior as an individual who needs to change and adapt to the rules (of the school). The cause lies in the sub-layer of symptoms that the education staff, primarily an expert associate, understand with the help of other members of the family system. They will then try to intensify communication and mutual understanding of common goals. The aim of the research was to examine the challenges and strengths faced by families from the perspective of expert associates using descriptive, causal and assessment methods. Explication of the findings based on the SCORE-15 instrument, in this paper, we examine the quality of support from the perspective of expert associates who, observing the family, confirm the linearity of their own approach, but also the challenge of a family that does not accept changes, yet urgently needs help. The results confirm that in more than 50% of cases the observed families apply a pattern of behavior aimed at preserving traditional values (morphostasis) while resisting to accept change coming from younger generations (morphogenesis) and “without trust and family cohesion, have challenges in balancing functional relationships within the family system”. Also, that expert associates encounter difficulties in the application of the system paradigm and that the linear approach prevails in the work. As for institutional support, with an emphasis on the school system, the findings confirm linearly based actions in the direction of treating the manifestations of the observed symptoms, but not the causes that had led to challenges in children’s behavior, which ultimately leads to dissatisfaction with their own work as expert associates. Judging from the results which represent families that possess values such as nurturing truth, courage and personal resources they use to overcome problems, where protecting the youngest – children – is the number one priority, we can see there is room for establishing partnerships. The expert associates confirmed the systemic perspective when it comes to hoping that the family can cope with developmental challenges.
Teachers’ Strategies for Addressing Student Misbehaviour in Primary School
Misbehaviour entails any student behaviour that diminishes the teacher’s ability to achieve and maintain efficient learning in the classroom. In order to secure efficient teaching and student learning, teachers apply various strategies and procedures whereby they react to student misbehaviour and prevent its reoccurrence. The goal of this research was to examine the strategies and procedures primary school teachers use and whether class and subject teachers differ in their implementation. The research included 230 primary school teachers who assessed the frequency of applying 30 procedures in dealing with three different forms of student misbehaviour. The results show that most teachers encounter mild and moderate forms of misbehaviour on a daily basis, whereas they are rarely faced with severe forms of misbehaviour. The most frequently used strategies for amending mild student misbehaviour are agreements with students, positive actions and reprimand, while in cases of moderate and severe student misbehaviour, most common strategies entail agreement, reprimand and expert counselling. The least frequently used strategies for coping with all three forms of student misbehaviour are punishment and excluding students from class. Statistically significant differences were found in the application of the strategies between class and subject teachers. Class teachers more often use strategies of agreement, positive action, engaging students in other activities and involving peers, whereas subject teachers use the strategy of expert counselling more frequently. Although excluding students from class is rarely applied, it was still found that this strategy is more often used by subject teachers.