C

Prispevki — C

Camino, Več kot LE Izpolnitev Želje

• Avtorji: MARKELJ Saša
  • MARKELJ Saša: Vrtec Pedenjped, Slovenija
• Knjiga: PZ2026 — str. 232
• Vir: SRC-2026-10-06-011
• Jezik: sl
• Povzetek: Članek obravnava romanje po francoski poti Camino Francés kot celosten projekt promocije zdravja in osebne transformacije. Skozi prizmo osebne izkušnje ekstremno hitrega romanja (20 dni) so evalvirani učinki dolgotrajne hoje na telesno zmogljivost, mentalno odpornost in socialno kohezijo. Analiza vključuje vpliv podviga na zunanje deležnike, predvsem na otroke v predšolski vzgoji, ter vzpostavlja Camino kot inovativen model za spodbujanje aktivnega življenjskega sloga v lokalni in delovni skupnosti. Ugotavljamo, da Camino ne predstavlja le fizičnega izziva, temveč služi kot učinkovito orodje za psihofizično opolnomočenje in pedagoško sredstvo za prenos vrednot vztrajnosti.
• Abstract (EN): The article discusses the pilgrimage along the French Way (Camino Francés) as a holistic health promotion and personal transformation project. Through the lens of a personal experience of an extremely fast-paced pilgrimage (20 days), the effects of long-distance walking are evaluated on physical capacity, mental resilience, and social cohesion. The analysis includes the impact of the endeavor on external stakeholders, particularly preschool children, and establishes the Camino as an innovative model for promoting an active lifestyle within the local and professional community. The findings suggest that the Camino is not merely a physical challenge but serves as an effective tool for psychophysical empowerment and a pedagogical means for conveying the values of perseverance.
• Ključne besede: Camino de Santiago, promocija zdravja, osebna transformacija, vzdržljivostna hoja, predšolska vzgoja. CAMINO, MORE THAN JUST A FULFILLED WISH

Can I play with you?” - Social and emotional skills as the foundation of lifelong wellbeing and happiness

• Avtorji: HAKARI Sylvia
  • HAKARI Sylvia: Metropolia University of Applied Sciences, University of Helsinki, Finland
• Knjiga: VVZ2023 — str. 6
• Vir: SRC-2026-09-30-020
• Jezik: sl

Can Preschool Teachers detect Depression in Young Children’s Play?

• Avtorji: MOL LOUS Annemieke
  • MOL LOUS Annemieke: Radboud University, Nijmegen; Leiden University of Applied Sciences
• Knjiga: VVZ2017 — str. 10
• Vir: SRC-2026-09-30-014
• Jezik: en
• Abstract (EN): This study investigated whether preschool teachers can observe differences in play behavior between preschoolers who are and those who are at not at risk for depression. Teachers rated the play behavior of 135 4- to 7-year-old children, based on everyday observations in their classrooms. Children at risk for depression showed less symbolic play (also referred to a pretend play or fantasy play), more behavioral changes (shifts in behavior), and more negative peer play interactions than their non-at risk peers. Children at risk for depression were also less motivated to engage in play and showed more negative emotions during play. The most significant difference was found in depressed children’s disruptive reaction to negative mood in play. This study shows that preschool teachers can observe early signs of depression in children ‘s play, which is important for early detection of childhood depression.
• Key words (EN): childhood depression, preschool teachers, symbolic play, early detection, affect regulation

Cankar, učenci in njihova čustva

• Avtorji: LENARČIČ Sonja
  • LENARČIČ Sonja: Osnovna šola Dobrepolje
• Knjiga: DM2018 — str. 230
• Vir: SRC-2026-10-07-009
• Jezik: sl
• Povzetek: Vedno izhajam iz dejstva, da je potrebno otroke spoštovati in jih jemati takšne, kot so, v vsej svoji otroškosti in nagajivosti. Otroci so zelo bistri, dojemljivi in včasih vidijo stvari drugače kot mi. Za najstnike velja neko splošno prepričanje, da jih večina ni empatičnih, da ne sočustvujejo z drugimi in da jim je vseeno za vse, ki pa po mojih izkušnjah ne drži. Tudi obravnava Cankarjevih del v osnovni šoli se marsikomu zdi pretežka in nezanimiva. Prepričana sem, da je učitelj tisti, ki lahko s svojim pristopom premakne razmišljanje učencev, da začutijo temo in lepoto jezika. Učitelj je tudi tisti, ki naj bi bil strokovno podkovan in bi znal snov približati mladim na način, da se jih dotakne in da nehote in nevsiljivo doseže cilje.
• Ključne besede: jezik, poučevanje, čustva, komunikacija

Capko – Prvo Glasilo

• Avtorji: PLAVČAK Petra
  • PLAVČAK Petra: VIZ OŠ Rogatec, Rogatec
• Knjiga: OPB2012 — str. 73
• Vir: SRC-2026-10-06-017
• Jezik: sl
• Povzetek: Branje je dejavnost, kjer je prisotnih več procesov. Poleg zaznavnega in spoznavnega procesa je prisoten tudi interpretativni proces, ki je v našem projektu imel najpomembnejšo vlogo. Glasilo Capko je celoletni projekt, ki so ga izvedli učenci 2. in 3. razreda podaljšanega bivanja in temelji na plesu skozi letne čase (ples jesenskih listov, ples snežink, ples dežnih kapljic, ples sončnih žarkov) ter predstavitvi učencev (To sem jaz, kviz Ali nas poznate?), v njem pa so predstavljeni tudi projekti, ki so bili v šolskem letu izvedeni (Ekošolarji, Evropska vas – Nizozemska, Naj knjiga). Učenci so bili ustvarjalni tako likovno kot literarno, svoje prispevke so tudi natipkali.
• Ključne besede: bralna kultura, projektno delo, glasilo, branje, literarno in likovno poustvarjanje

Career orientation at English throughout four years

• Avtorji: CRNOJA Mateja Legan
  • CRNOJA Mateja Legan: Gimnazija Vič, Ljubljana, Slovenija
• Knjiga: TE2019 — str. 117
• Vir: SRC-2026-10-04-001
• Jezik: en
• Abstract (EN): Most secondary schools put a lot of emphasis on career orientation, as it is important for their students to realize what they are good at by the age of 18 or 19, when they have to decide what they want to do with the rest of their lives. Agreat majority of students tend to evade the subject of career decision making until the last month, but at our school there are a lot of gifted students who already know what they want to do from day one. Our job is therefore simplified - we just need to guide them through different activities that help them realize whether the profession that they dream about is really their dream job. Not relying solely on our school counsellor and/or psychology teacher, we try to include career orientation at different subjects. The aim of this article is to present how we do it at English throughout four years. Starting with personality questionnaires in the first grade and then moving on to presentations of their desired professions, inviting their parents and/or siblings to present their profession in class, having discussions in class about the choice they are about to make, etc. In reality, career orientation is something that we live with at almost every subject at our school, and English is no exception.
• Key words (EN): career orientation, English class, activities, dream job

Celosten Pristop k Promociji Zdravja na Delovnem Mestu

• Avtorji: ŠUC Anita
  • ŠUC Anita: OŠ Ig
• Knjiga: PZ2018 — str. 221
• Vir: SRC-2026-10-06-003
• Jezik: sl
• Povzetek: Na OŠ Ig se vedno bolj zavedamo pomena zagotavljanja zdravega delovnega okolja za vse zaposlene. Povprečno na delu preživimo osem ur dnevno, zato je nujno, da v tem času poskrbimo tudi za svoje zdravje in počutje. Tako lahko ohranjamo in nadgrajujemo pozitiven odnos do dela, ki ga opravljamo, do sodelavcev, otrok in staršev. Promocija zdravja na delovnem mestu so skupna prizadevanja delodajalcev, delavcev in družbe za izboljšanje zdravja in dobrega počutja na delovnem mestu, s katerim občutno pripomoremo tudi k dobremu vzoru pri otrocih. V članku predstavljam promocijo zdravja z raznovrstnimi aktivnostmi in ukrepi, s katerimi želimo na naši šoli izboljšati medsebojne odnose, organizacijo dela in učinkovito delovno okolje, spodbujati osebni razvoj in skrb za zdravje zaposlenih. Na OŠ je izvedena kratka raziskava o počutju zaposlenih, ki je v obliki evalvacije predstavljena v prispevku. Program je naravnan tako, da se izvaja z zaposlenimi in ne za zaposlene.
• Ključne besede: delo, zdravje, medsebojni odnosi, osebnostni razvoj

Celostni Pristopi k Učenju v Naravi Skozi Medpredmetno Povezovanje

• Avtorji: ŠINCEK Tatijana
  • ŠINCEK Tatijana: OŠ Riharda Jakopiča, Slovenija
• Knjiga: IP2026 — str. 498
• Vir: SRC-2026-10-07-004
• Jezik: sl
• Povzetek: Prispevek obravnava urbani gozd kot učno okolje, ki omogoča medpredmetno povezovanje in celostno učenje v prvem vzgojno-izobraževalnem obdobju osnovne šole. Teoretična izhodišča pouka na prostem, gozdne pedagogike in medpredmetnega povezovanja povezuje z izkušnjami pri načrtovanju in izvajanju pouka v urbanem gozdu. V ospredju je načrtovanje učnega procesa, pri katerem učni cilji predstavljajo izhodišče za izbor dejavnosti. Predstavljen je primer učne dejavnosti, ki ponazarja didaktično zaporedje od usmerjanja pozornosti in raziskovanja do proste igre ter refleksije. Prispevek poudarja, da kakovost pouka v naravi ni odvisna od števila dejavnosti, temveč od njihove smiselne povezanosti z učnimi cilji. Redni obiski urbanega gozda učencem omogočajo neposredno izkušnjo narave, razvijajo različne načine raziskovanja in medsebojnega sodelovanja ter prispevajo k oblikovanju odgovornega odnosa do narave.
• Abstract (EN): This paper explores the urban forest as a learning environment that supports interdisciplinary teaching and holistic learning in the first cycle of primary education. It combines the theoretical foundations of outdoor learning, forest pedagogy, and interdisciplinary teaching with practical experience in planning and implementing lessons in an urban forest. The focus is on purposeful instructional design, in which learning objectives provide the basis for selecting learning activities. The paper illustrates the proposed approach through an example of a learning activity demonstrating a didactic sequence from focused attention and inquiry to free play and reflection. It argues that the quality of outdoor learning depends not on the number of activities but on their meaningful alignment with learning objectives. Regular visits to the urban forest provide pupils with direct experiences of nature, foster different forms of inquiry and cooperation, and contribute to the development of a responsible attitude towards nature.
• Ključne besede: urbani gozd, medpredmetno povezovanje, pouk na prostem, gozdna pedagogika, celostno učenje

Celostni Pristopi v Prilagojenem Programu za Predšolske Otroke kot Temelj Izobraževanja v Prihodnosti

• Avtorji: HEDL Polona Pintar
  • HEDL Polona Pintar: Center za sluh in govor Maribor, Slovenija
• Knjiga: IP2026 — str. 636
• Vir: SRC-2026-10-07-004
• Jezik: sl
• Povzetek: Prispevek predstavlja pomen celostnih pristopov v prilagojenem programu za predšolske otroke kot temelj za uspešno vzgojo in izobraževanje otrok s posebnimi potrebami. Obravnava organizacijo zgodnje obravnave, zakonske podlage za vključevanje otrok ter vlogo razvojnih ambulant pri usmerjanju v prilagojene predšolske programe. Poseben poudarek je namenjen individualiziranemu in interdisciplinarnemu pristopu, ki vključuje sodelovanje različnih strokovnjakov in družine. Prispevek predstavlja ključne prilagoditve v prilagojenih predšolskih programih. Obravnavana je tudi pomembna vloga vzgojiteljev pri zgodnjem prepoznavanju razvojnih odstopanj in vzpostavljanju sodelovanja s starši. V zaključnem delu prispevek izpostavlja potrebo po tesnejšem strokovnem povezovanju izvajalcev prilagojenih predšolskih programov in nadaljnjem razvoju kakovostnih oblik podpore, ki otrokom in njihovim družinam omogočajo enake možnosti za uspešno vključevanje v nadaljnje izobraževanje in družbo.
• Abstract (EN): This paper presents the importance of holistic approaches within adapted preschool programs as a foundation for the successful upbringing and education of children with special needs. It addresses the organization of early intervention, the legal framework for inclusion, and the role of developmental clinics in referring children to adapted preschool programs. Special emphasis is placed on individualized and interdisciplinary approaches that involve collaboration among various professionals and the family. The paper outlines key adaptations found in these programs and discusses the vital role of preschool educators in the early identification of developmental delays and in establishing partnerships with parents. Finally, the paper highlights the need for closer professional collaboration among providers of adapted preschool programs and the continued development of high-quality support systems that offer children and their family’s equal opportunities for successful inclusion in further education and society.
• Key words (EN): celostna zgodnja obravnava, prilagojen predšolski program, zgodnja intervencija, interdisciplinarno sodelovanje

Celostni razvoj otroka skozi dramsko igro v vrtcu – proces pred rezultatom

• Avtorji: MANDELJ Maja
  • MANDELJ Maja: Vrtec Mavrica Trebnje, Slovenija
• Knjiga: VVZ2026 — str. 148
• Vir: SRC-2026-09-30-023
• Jezik: sl
• Povzetek: Prispevek obravnava dramsko igro kot pomembno pedagoško področje v vrtcu, ki presega razumevanje gledališke dejavnosti zgolj kot priprave na nastop pred publiko. V ospredju je holistični pristop, ki dramsko igro umešča kot proces celostnega otrokovega razvoja, v katerem se prepletajo gibalni, čustveni, socialni, kognitivni in ustvarjalni vidiki učenja. Prispevek primerjalno osvetljuje dva pristopa k dramski igri v vrtcu: procesno gledališko ustvarjanje brez končnega cilja javnega nastopa ter dramski proces, ki se lahko zaključi z igro pred publiko. Posebna pozornost je namenjena vprašanju razvojne ustreznosti dramske igre, čustvene varnosti otrok ter vlogi vzgojitelja kot reflektiranega pedagoškega vodje procesa. Predstavljene so pedagoške strategije, kot so kolektivne vloge, ki omogočajo vključevanje vseh otrok tudi v primeru javnega nastopa. Prispevek poudarja, da kakovost dramske igre ni odvisna od prisotnosti publike, temveč od načina, kako je proces zasnovan in voden. Ključne besede: dramska igra v vrtcu, celostni razvoj otroka, holistični pristop, procesno učenje, vloga vzgojitelja, kolektivne vloge
• Abstract (EN): The paper examines drama play as an important pedagogical field in kindergarten that goes beyond understanding theatre activities merely as preparation for a performance in front of an audience. It adopts a holistic approach that positions drama play as a process of the child’s overall development, integrating physical, emotional, social, cognitive, and creative aspects of learning. The paper comparatively explores two approaches to drama play in kindergarten: process-oriented theatrical creation without the goal of a final public performance, and a drama process that may conclude with a performance for an audience. Special attention is given to the developmental appropriateness of drama play, children’s emotional safety, and the role of the educator as a reflective pedagogical leader of the process. Pedagogical strategies such as collective roles are presented as a means of ensuring the inclusion of all children, even in the case of a public performance. The paper emphasizes that the quality of drama play does not depend on the presence of an audience, but on how the process is designed and facilitated.
• Key words (EN): drama play in kindergarten, holistic child development, holistic approach, process-oriented learning, role of the educator, collective roles

Celostno Ocenjevanje kot Motivacija pri Pouku Matematike

• Avtorji: ČERNE Vesna Mozetič
  • ČERNE Vesna Mozetič: ŠC Nova Gorica – Gimnazija in zdravstvena šola
• Knjiga: DM2019 — str. 26
• Vir: SRC-2026-10-07-010
• Jezik: sl
• Povzetek: V prispevku bom predstavila nekaj idej, kako lahko s preprostimi načini preverjanja in ocenjevanja znanja povečamo motivacijo za učenje in delo pri dijakih in istočasno spodbujamo njihovo notranjo željo za doseganje višjih ciljev. To lahko zelo enostavno naredimo, če sami stopimo izven okvirov tradicionalnih načinov ocenjevanja znanja in si pri ocenjevanju dopustimo več svobode in domišljije.
• Ključne besede: celostni pristop, matematika, motivacija, ocenjevanje, preverjanje

Celovita osebnost kot cilj vzgoje in izobraževanja

• Avtorji: ČAMPA Marjeta
  • ČAMPA Marjeta: Zavod za gluhe in naglušne Ljubljana
• Knjiga: TE2021 — str. 165
• Vir: SRC-2026-10-04-003
• Jezik: sl
• Povzetek: Eden najbolj uporabnih modelov v nevro-lingvističnem programiranju je Diltsova piramida, ki osebnost razdeli na logične ravni: okolje, vedenje, sposobnosti, vrednote in prepričanja, identiteto in poslanstvo. Tako se izkušnje ljudi da opisati in razumeti na teh različnih ravneh. Ker je pri delu z osebami s posebnimi potrebami v kontekstu okolja, ki se stalno spreminja, komunikacija lahko stalen izziv, prav učitelji razredniki potrebujejo različne modele, ki jim delo olajšajo. Diltsova piramida lahko učiteljem pomaga ozavestiti, na kateri ravni bi se sprememba morala zgoditi. Šele s tem spoznanjem lahko ustrezno spremenijo svoj stil vodenja in tako bolj učinkovito dosegajo vzgojno-izobraževalne cilje.
• Abstract (EN): One of the most useful models in neuro-linguistic programming is the Dilts pyramid, which divides personality to logical levels: environment, behaviour, capabilities, values and beliefs, identity, purpose. Therefore, people’s experiences can be described and understood on these different levels. Working with people with special needs in the context of an ever-changing environment, communication can be a constant challenge. That is why class teachers need different models to facilitate their work. The Dilts pyramid can help teachers to become aware of at what level a change must take place. Only with this knowledge they are able to change their leadership style accordingly and thus more effectively achieve the educational goals.
• Key words (EN): nevro-lingvistično programiranje, Diltsova piramida, komunikacija, vodenje

Cepetavčkove poti

• Avtorji: KOZLEVČAR Irena
  • KOZLEVČAR Irena: OŠ Toneta Pavčka – Vrtec Cepetavček
• Knjiga: PZOM2020 — str. 118
• Vir: SRC-2026-10-05-002
• Jezik: sl
• Povzetek: Gibalna dejavnost predšolskih otrok je sestavni del zdravega načina življenja in pomembno pripomore k oblikovanju zdravih vedenjskih vzorcev in navad, ki ostanejo za vse življenje. Zato je pomembno, da otrokom čim prej omogočimo čim več gibalnih spodbud, da lahko razvijejo gibalne kompetence. To pa je tudi eden od načinov za skrb za lastno zdravje, počutje, krepitev samozavesti in samopodobe ter aktivno preživljanje prostega časa. V svojem prispevku bom predstavila pomen gibanja v naravi, predvsem bom skušala prikazati sprehod v vseh starostnih obdobjih kot dobro izkušnjo za življenje.
• Ključne besede: sprehod, izlet, narava, gibanje, zdravje

Challenges and strategies for 2E students taking Spanish language classes at the university level

• Avtorji: REY-MONTEJO Sonia
  • REY-MONTEJO Sonia: Associate Professor of Spanish University of St. Thomas, Saint Paul, Minnesota, U.S.A
• Knjiga: TE2021 — str. 209
• Vir: SRC-2026-10-04-003
• Jezik: en
• Abstract (EN): Students who are gifted and twice exceptional often receive accommodations in middle school and high school to provide support when learning foreign languages. Looking ahead to college or university study, many degree programs require students to take foreign language classes. Three strategies that 2e student can use to garner support and facilitate success when taking foreign language classes will be covered in this presentation. The first is to obtain qualification from the Disability Resource office to have approval for accommodations, and better understand what support can be offered by this office. Second, initiate a line of communication with the professor before registering for the language class to determine if the accommodations can be used while taking the class. In college, accommodations are allowed in certain classes only if the accommodation does not undermine the integrity of the course so understanding if the class the student has selected is a good fit is important before registering. Third, establish a working relationship with the professor during the first week of class. Self-advocate and discuss the syllabus and any assignments, timelines or exams where the student may wish to use accommodations. Develop a plan for the student to communicate regularly to the professor and to build learning relationships with other students as well as college resources such as the writing center and counseling office. Professor Rey-Montejo is originally from Barcelona, Spain. She is currently teaching at the University of Saint Thomas in the U.S. Her courses focus on issues of race, gender, identity, and social inequality in twentieth and twenty-first century Latin-America. She has published and presented on numerous international conferences on topics related to Hispanic Caribbean narrative, Caribbean Diaspora in the U.S, and Afro-Latino studies. Considering the challenges faced by students in the classroom when learning a second language, her current research interest is closely related to how technology affects youth’s brain development and how to better support 2e students at the college level.

Character strengths of gifted and talented students: A hidden treasure

• Avtorji: GRADIŠEK Polona
  • GRADIŠEK Polona: University of Ljubljana, Faculty of Education
• Knjiga: TE2025 — str. 6
• Vir: SRC-2026-10-04-007
• Jezik: en
• Abstract (EN) (zloženo iz besedila): Within the field of positive psychology, which focuses on the research of the factors that contribute to hu- man well-being and flourishing, character strengths represent one of a key concepts. They are defined as positive, morally valued personality traits that reflect the best aspects of individuals. Recognizing, applying, and fostering character strengths can help people realize their potential and achieve meaningful goals, lead- ing to numerous positive outcomes. Research indicates that individuals who frequently use their signature strengths—those most central to their identity—experience greater happiness, higher self-esteem, a stronger sense of competence, more positive emotions, and even higher academic success. This plenary lecture will introduce the VIA Classification of Character Strengths and emphasize the importance of identifying and nurturing the character strengths of gifted and talented students, highlighting the teachers’ role in this process.

Characteristics and traits of teachers-mentors of gifted and talented students in secondary education (Macedonian language)

• Avtorji: PIPILE Greta
  • PIPILE Greta: SOU Gimnazija Sv Kliment Ohridski – Ohrid, Severna Makedonija
• Knjiga: TE2024 — str. 166
• Vir: SRC-2026-10-04-006
• Jezik: en
• Abstract (EN): Mentoring the gifted is a highly complex and intricate interactive educational process that involves a planned and organized educational process aimed at developing abilities and skills in individuals. The work focuses on examining the traits and characteristics of mentors from the perspective of gifted and talented students. The subject of the study was to determine the specific traits and characteristics of teacher-mentors. The aim of the study was to gain insight into the qualities preferred by gifted and talented students in their mentors. To collect the data, we used a questionnaire designed for this purpose. It consisted of 15 Likerttype questions. The sample in the research included 35 talented students who were participants or winners of various awards in the field of the Macedonian language from SOU Sv Kliment Ohridski-Ohrid. The results indicate that in addition to traits pointing to intellectual characteristics, students are gradually shifting their focus to the socio-emotional behavior of teacher-mentors. This shows the direction in which students are thinking and the direction in which the education of teacher-mentors working with or expected to work with gifted and talented students should be oriented.
• Ključne besede: mentor, mentorship, traits and characteristics, gifted and talented

Chatgpt i Slični AI Alati u Obrazovanju: Transformacija Uloge Nastavnika

• Avtorji: DELIĆ Ana
  • DELIĆ Ana: JU Prva srednja stručna škola, Nikšić, Črna gora
• Knjiga: IP2026 — str. 711
• Vir: SRC-2026-10-07-004
• Jezik: hr
• Povzetek: Razvoj vještačke inteligencije, posebno alata poput ChatGPT-a, značajno utiče na savremene obrazovne procese i mijenja tradicionalnu ulogu nastavnika. Umjesto primarnog izvora informacija, nastavnik sve više postaje facilitator učenja, mentor i vodič kroz proces kritičkog promišljanja i selekcije informacija. Ovaj rad analizira mogućnosti primjene AI alata u nastavi, s posebnim naglaskom na personalizaciju učenja, automatizaciju određenih nastavnih zadataka te podsticanje aktivnog učestvovanja učenika. U radu se razmatraju prednosti korišćenja vještačke inteligencije, poput brze dostupnosti informacija, prilagođavanja sadržaja individualnim potrebama učenika te podrške u razvoju samostalnog učenja. Takođe se ističu izazovi, uključujući etička pitanja, pouzdanost informacija i potrebu za razvojem digitalnih kompetencija nastavnika i učenika. Zaključno, implementacija AI alata ne umanjuje važnost nastavnika, već transformiše njegovu ulogu u ključnog posrednika između tehnologije i učenika. Naglašava se potreba za sistemskim pristupom integraciji vještačke inteligencije u obrazovanje kako bi se osigurala kvalitetna i odgovorna primjena u nastavnom procesu.
• Abstract (EN): The development of artificial intelligence, particularly tools such as ChatGPT, is significantly influencing contemporary educational processes and transforming the traditional role of the teacher. Rather than serving primarily as a source of information, the teacher is increasingly becoming a facilitator of learning, a mentor, and a guide through the processes of critical thinking and information selection. This paper analyses the potential applications of AI tools in teaching, with particular emphasis on the personalisation of learning, the automation of certain teaching tasks, and the promotion of active student participation. The paper discusses the benefits of using artificial intelligence, including rapid access to information, the adaptation of content to students’ individual needs, and support for the development of independent learning. It also highlights various challenges, including ethical issues, the reliability of information, and the need to develop the digital competencies of both teachers and students. In conclusion, the implementation of AI tools does not diminish the importance of teachers; rather, it transforms their role into that of a key intermediary between technology and students. The paper emphasises the need for a systematic approach to the integration of artificial intelligence into education in order to ensure its effective and responsible use in the teaching and learning process.
• Ključne besede: vještačka inteligencija, ChatGPT, obrazovanje, nastavnik

Chatgpt v Izobraževanju

• Avtorji: BENČIĆ Lavoslava
  • BENČIĆ Lavoslava: Slovenija
• Knjiga: IP2023 — str. 77
• Vir: SRC-2026-10-07-001
• Jezik: sl
• Povzetek: Vsakodnevno je veliko govora o potencialu in možnostih uporabe umetne inteligence v izobraževanju. Eno izmed najnaprednejših in najbolj razširjenih brezplačnih orodij, ki ga ponuja podjetje OpenAI je Chat- GPT, generativni jezikovni model, ki deluje kot robot za klepet in ga lahko uporabljajo tako učenci kot učitelji na vseh izobraževalnih ravneh za različne namene. V prispevku bomo raziskali glavne prednosti in potenciale, pa tudi pomisleke, povezane z uporabo ChatGPT v izobraževanju. Predstavili bomo tudi nekaj tipičnih primerov uporabe tega orodja za ustvarjanje varnega, učinkovitega, skladnega, spodbudnega in interaktivnega učnega okolja, ki pomaga učencem razvijati njihov potencial in talente, učiteljem pa olajša delo. Prav tako bomo obravnavali omejitve s katerimi se trenutno srečuje ChatGPT ter najpogostejše zlorabe v izobraževalnih procesih. Kljub široki uporabnosti orodja ChatGPT je vloga učiteljev v izobraževanju ključnega pomena. Zato je pomembno, da se učitelji ustrezno usposobijo za uporabo tega orodja ter prepoznavanje morebitnih zlorab. Pomembno je, da tako učitelji kot učenci razumejo, kako pravilno uporabljati in izkoristiti ChatGPT, da se pripravijo na prihodnje izzive.
• Abstract (EN): Every day there is a lot of talk about the potential and possibilities of using artificial intelligence in education. One of the most advanced and widespread free tools offered by OpenAI is ChatGPT, a generative language model that acts as a chatbot and can be used by both students and teachers at all educational levels for a variety of purposes. In this paper, we will explore the main advantages and potentials, as well as concerns, related to the use of ChatGPT in education. We will also present some typical examples of using this tool to create a safe, effective, coherent, stimulating and interactive learning environment that helps students develop their potential and talents and makes the work of teachers easier. We will also discuss the limitations that Chat- GPT currently faces and the most common abuses in educational processes. Despite the wide applicability of the ChatGPT tool, the role of teachers in education is crucial. It is therefore important that teachers receive adequate training in the use of this tool and the recognition of potential abuses. It is important that both teachers and students understand how to properly use and leverage ChatGPT to prepare for future challenges.
• Ključne besede: umetna inteligenca, izobraževanje, ChatGPT. CHATGPT IN EDUCATION

Ciciolimpijada – naših 10 let

• Avtorji: HRAST VONČINA Dajana
  • HRAST VONČINA Dajana: Vrtec Mavrica Izola
• Knjiga: VVZ2009 — str. 47
• Vir: SRC-2026-09-30-006
• Jezik: sl
• Povzetek (zloženo iz besedila): Prispevek opisuje zgodovino in potek Ciciolimpiade, športno-igrične prireditve Vrtca Mavrica Izola, ki jo organizirajo od leta 1997. Predstavljeni so cilji, protokol, maskota Cicižoga, Cicihimna, delo Ciciodbora, sloganji posameznih let ter organizacijske podrobnosti priprave prireditve, ki je postala tradicija in prerasla tudi v srečanje obalnih in gostujočih vrtcev.

Cilji kurikula kot osnova nabora dejavnosti pri delu z nadarjenimi otroki

• Avtorji: KRIŽNIK Anuška
  • KRIŽNIK Anuška: Vrtec Vransko
• Knjiga: VVZ2016 — str. 172
• Vir: SRC-2026-09-30-013
• Jezik: sl
• Povzetek: Aktivnosti za predšolskega nadarjenega otroka naj bodo dnevno ponujene v okviru dejavnosti, nivo zahtevnosti prilagodimo nadarjenemu otroku. Nadarjeni otroci svojo nadarjenost kažejo in razvijajo v ustvarjalni igri. Zato je naša naloga ponujati pogoje za razvoj ustvarjalne igre, ustvarjati pogoje za participacijo otrok ter nuditi pestre in zanimive dejavnosti.
• Ključne besede: aktivnosti za nadarjene otroke, ustvarjalna igra, nestrukturirani materiali

Cilji Medpredmetnega Povezovanja za Otroke s Posebnimi Potrebami v Prilagojenem Izobraževalnem Programu z Enakovrednim Izobrazbenim Standardom

• Avtorji: ŽERJAVIČ Mateja
  • ŽERJAVIČ Mateja: Center za sluh in govor Maribor, OE OŠ in vrtec, Slovenija
• Knjiga: DM2024 — str. 36
• Vir: SRC-2026-10-07-014
• Jezik: sl
• Povzetek: Načrtovanje programa izobraževanja posameznega predmeta (ali izobraževanja v celoti) ob vseh posebnostih, ki jih imajo učenci z odločbami, nakazuje potrebo po spremembi načina usvajanja znanj v šoli in po vrnitvi k izkustvenemu, drugačnemu učenju. Vsebine, metode in dejavnosti morajo učitelji premišljeno načrtovati, upoštevati prilagoditve, da zadovoljijo čim več učenčevih potreb, predvsem pri teoretičnih in abstraktnih vsebinah, ki zaradi njihovih primanjkljajev delajo učencem s posebnimi potrebami težave. Na primer pri slovenščini težko razumejo preneseni pomen, strokovna besedišča in leposlovje. Primanjkljaji, ki jih imajo učenci, vplivajo tudi na motivacijo v učnem procesu. Včasih lahko besedno izražanje v učnem procesu potisnemo ob rob in v ospredje postavimo praktično delo – pouk tehnike in tehnologije, ki pozitivno in spodbudno vpliva na gluhe in naglušne učence, učence z govorno-jezikovnimi motnjami in učence z avtističnimi motnjami, ki so vključeni v prilagojen program z enakovrednim izobrazbenim standardom. Učitelji so dolžni razviti otrokove potenciale, pri čemer uporabijo različne in drugačne učne pristope. V ospredje lahko postavijo aktivno učenje, sodelovanje pri učnem procesu, usvajanje vsebin preko medpredmetnega povezovanja, s katerim dosežejo lažje razumevanje tudi pri predmetih, kjer ti učenci niso uspešni. Znani rek pravi »Kjer je volja, je tudi pot«.
• Abstract (EN): Planning programmes of school subjects (or education programmes in general) which respond to all educational needs of students shows a need to change education methods and return to a different alternative - experiential learning. Teachers need to plan contents, methods and activities carefully taking into consideration the adjustments, which respond to a wide range of students’ needs especially in theoretical and abstract contents, often too complex for students with special needs. When learning Slovene students have trouble understanding figurative meaning, technical terms and literature. Students’ impairments also influence learning motivation. When the teaching process puts verbal expression aside it can focus on practical work – in Design and technology lessons which have a positive and encouraging effect on deaf and hard of hearing students, students with speech and language difficulties as well as students with autism who are all enrolled into adapted school programmes with equivalent education standard. Teachers have to develop a child’s potentials by using different and alternative teaching methods. The focus should be on active learning, taking part in the learning process, and acquiring skills through cross-curricular collaborations where students can also make progress in their weaker subjects. A well-known proverb says: “Where there’s a will there’s a way.”
• Ključne besede: učenci s posebnimi potrebami, učne težave, učne metode, prilagoditve, medpredmetno povezovanje, tehnika in tehnologija

Ciljno Poučevanje Jezika Stroke - Angleščina v Kozmetiki in Zdravstveni Negi

• Avtorji: KOKOT Maja-Barbara
  • KOKOT Maja-Barbara: Srednja zdravstvena in kozmetična šola Celje, Slovenija
• Knjiga: DM2024 — str. 109
• Vir: SRC-2026-10-07-014
• Jezik: sl
• Povzetek: Prispevek predstavi pojem tuji jezik stroke (angleščina) in načine njegovega poučevanja ter poda nekaj konkretnih primerov dela z dijaki v 3. in 4. letniku programov zdravstvena nega in kozmetični tehnik. Obravnavani so tudi elementi formativnega spremljanja, ki se zadnja leta promovira kot orodje in način, kako preseči zakoreninjene metode poučevanja in učečemu osmisliti pomen učenja, kar je zagotovilo za večjo učinkovitost v samem procesu učenja ter boljše in trajnejše znanje. Oblike formativnega spremljanja se zelo dobro dopolnjujejo z dejstvom, da so dijaki v osnovi bolj motivirani za ciljno naravnane vsebine, saj je njihov smisel lahko in zelo kmalu preverljiv v delovnem okolju ali učnih situacijah pri praktičnem pouku oziroma med usposabljanjem pri delodajalcu.
• Abstract (EN): The paper represents the notion of English for specific purposes, its methods of teaching and proposes some concrete examples of work with students in two programmes namely, health care and beautician. The paper also addresses the elements of formative assessment, which in recent years has been promoted as a tool and method to overcome entrenched teaching methods and to make learning meaningful for the learner. The latter ensures greater efficiency in the learning process as well as long-term knowledge. Forms of formative assessment complement very well the fact that students are fundamentally more motivated for targeted teaching, as its relevance can be easily and quickly verified in the workplace or in learning situations during practical classes or during future employee training.
• Key words (EN): tuji jezik stroke, analiza potreb, formativno spremljanje

Cjeloživotno Učenje Kroz Igru

• Avtorji: CAREVIĆ Sanja, DODIG Martina, LUKAČIĆ Gordana
  • CAREVIĆ Sanja: Dječji vrtić Bukovac, Zagreb, Hrvatska
  • DODIG Martina: Dječji vrtić Bukovac, Zagreb, Hrvatska
  • LUKAČIĆ Gordana: Dječji vrtić Bukovac, Zagreb, Hrvatska
• Knjiga: DM2023 — str. 294
• Vir: SRC-2026-10-07-013
• Jezik: hr
• Povzetek: Igra je prisutna od najranije životne dobi djeteta, ona je njegova prva aktivnost u životu. Preduvjet dječjeg razvoja tj. cjeloživotnog učenja je igra. Dijete kroz igru istražuje, uči, upoznaje svijet oko sebe, naročito sebe. Putem pokušaja i pogreške dijete kroz igru utječe na kognitivni razvoj, razvoj govora, socijalnu interakciju i privrženost. Bitnu ulogu u predškolskim ustanovama ima odgojitelj koji stvara poticajno i kvalitetno okruženje kako bi djetetu omogućio stjecanje novog znanja. Odgojitelj je osoba koja kroz razne uloge zna prepoznati djetetovu potrebu i interes, gdje tada dijete raste i oblikuje svoju osobnost. Igra je najučinkovitija metoda za poticanje kvalitetnog razvoja djeteta. U prvom djelu prezentacije razgovarat ćemo o samom pojmu igre, te o procesu igre kroz koje dijete prolazi, tko je sve sudionik igre i što nam je sve potrebno za nju. U drugom djelu bit će prikaz prakse kako su djeca kroz igru istraživala dvije različite teme.
• Abstract (EN): Play is a child’s initial activity in life and is there from the very beginning of his life. Play is a requirement for children’s growth, which includes lifetime learning. The youngster discovers, learns, and gets to know his surroundings through play, especially himself. The child influences attachment, social interaction, speech development, and cognitive development through play through trial and error. The educator, who fosters a dynamic and excellent atmosphere to support the child’s learning, plays a crucial role in preschool settings. A good educator will be able to identify a child’s needs and interests through a variety of roles, allowing the child to develop and form his identity. The best way to promote a child’s healthy growth is through play. In the first section of the presentation, we will discuss the idea of play in general, the process that a child goes through when playing, who is involved in play, and what is required for it. The practice of how the child used play to examine two distinct themes will be demonstrated in the second section.
• Ključne besede: igra, dijete, cjeloživotno učenje, odgojitelj, centri, aktivnosti, razvoj LIFELONG LEARNING THROUGH PLAY

Clil Plus

• Avtorji: LAH Marcel-Talt
  • LAH Marcel-Talt: OŠ Ferda Vesela Šentvid pri Stični
• Knjiga: DM2018 — str. 203
• Vir: SRC-2026-10-07-009
• Jezik: sl
• Povzetek: Kot didaktični koncept je CLIL v slovenskem prostoru izredno blizu bolj znanemu medpredmetnemu sodelovanju. CLIL z jezikom, kot orodjem za delovna navodila, delovni proces in učna sredstva, podaja nejezikovne vsebine drugih predmetov. V daljši časovni enoti angleščine je z razširjenim konceptom CLIL-a uspelo zajeti utrjevanje snovi ne le različnih predmetov temveč tudi v različnih starostnih skupinah. Učenci so tematsko pestre naloge reševali na različnih lokacijah in bili tudi fizično, ne le miselno, aktivni. Poleg predmetno opredeljenih vidikov so krepili še socialne odnose, pozitivne vrednote sodelovanja in medsebojne pomoči. Enako velja za učitelje, ki so bili vključeni v dejavnosti. Kljub razširjenosti koncepta v drugih državah pa v Sloveniji CLIL nima tradicije in se uporablja le občasno in segmentirano. Razlog za to je tudi drugačen pristop k pouku.
• Ključne besede: clil, medpredmetno sodelovanje, didaktični koncept, angleščina, Kaj je CLIL?

Co-constructing authentic and inclusive practices for gifted children

• Avtorji: BRAZZOLOTTO Martina
  • BRAZZOLOTTO Martina: PhD student (University of Bologna), Italija
• Knjiga: TE2019 — str. 56
• Vir: SRC-2026-10-04-001
• Jezik: en
• Abstract (EN): Teachers play an important role for learning of all students and in particular for those who show gifted behaviour (McCoach, Siegle, 2007). Currently, in Italy guidelines exist only in the Veneto region (Veneto, in the North of the country). Recently the Italian Ministry of Education have modified a ministerial law (n. 562 of 3 April 2019) to include gifted children in the category of special education needs. Often teachers who are not trained in gifted education do not know how to involve gifted students during the lesson and become disoriented (De Angelis, 2017; Brazzolotto, in press). Teacher training in gifted education could provide a theoretical framework and many good practices. Teachers’ perspectives play a crucial role when they have to decide the best practice for all students (Moon & Brighton, 2008; Megay-Nespoli, 2001; De Wet & Gubbins, 2011). Teachers could be more concerned with students with special needs, leaving gifted students as they are (Brazzolotto, 2018b). Aspecialist in Gifted & Talented Education could be necessary to support teachers in planning and supervise their work. We engaged three teachers of primary school in the North of Italy. We used a focus group to start understanding their needs and difficulties to teach in classrooms where there was a gifted student. We constructed some activities adopting the learning menu model (Winebrenner, 2012) and we asked them to modify the tools, if necessary. They experimented with the new activities in March 2019 in fourth grade. We analysed their perspectives with a questionnaire and then a focus group. Then, we planned other activities with them, such as interdisciplinary projects and authentic tests. As the data suggests, teachers appreciated these tools because they engaged all profiles of students in the classroom. Two teachers demonstrated a small resistance to try these new activities. The fundamental reason for this was found to be that the teachers did not understand how to apply the tools, and from fear that students may not learn with these methods. They continued to ask for support, demostrating the necessity to support them with a specialist in gifted and talented education pedagogy. Key-words: gifted education- teacher training- inclusive tools Introduction In the US context, teacher training on giftedness has the main purpose of indicating to teachers these gifted characteristics, providing them with tools to identify children with giftedness, and then directing them into special classes or programs (Adderholdt-Elliot, Algozzine, Algozzine, Haney, 1991; Coleman, Gallagher, 1995). In the European context, on the other hand, greater attention is paid to the specific needs of children with giftedness, with the aim of including them in a classroom context, avoiding harmful labels that could further stigmatize them (as sanctioned by the European Recommendation n.1248 of 1994). The issue of inclusion seems to be even stronger in Italy, even if for over 40 years (from law 517/1977) teachers have focussed on special education for people with deficits and disabilities, neglecting the issues related to giftedness. Recently (December 22, 2017, during the parliamentary session n. 903) some Italian associations of parents and experts, in support of issues related to giftedness, have put forward a bill, which highlights both the recognition of giftedness and the importance of the role of schools in the inclusion of children with giftedness, asking for greater attention from the research sector and to teacher towards these students. From the data emerging from LabTalento, almost all children with giftedness manifest either problems at school, in family settings, or with emotion management (Renati, Cerutti, 2012). It is clear, therefore, that these children have real specific needs (Mormando, 2011), needs that, if not taken from the school context, could lead to exclusion, failure and school dropout (Zanetti, 2017; Sandri, Brazzolotto, 2017). Some research shows that the most trained and competent teachers on the issues of giftedness tend to value creativity and have more inclusive conceptions of surplus value (Copenhaver, McIntyre, 1992; Goodnough, 2001; Siegle, Powell, 2004). In teacher training, the first topic that is addressed is precisely the recognition of giftedness, which seems to be strongly influenced by personal beliefs (Elhoweris, Mutua, Alsheikh, Holloway, 2005; Masten, Plata, 2000); the latter should in turn modify the relationship with students and expectations of intellectual growth (Goodman, 1985; Rosenthal, 2002). Teachers tend to identify children with giftedness as excellences: like those students who are very competent in everything, who demonstrate their abilities by obtaining excellent grades (Peterson, Margolin, 1997). Training, on the other hand, would be useful to gradually change beliefs with information from scientific literature. As we have already said, often children with giftedness have a fast pace of learning and a reasoning mode different from other children. Researchers often use the term arborescent thought (Baer, 1993) when considering these gifted students, wherein gifted students display characteristics that often lead the teacher to exclude them from activities. Often they spend most of their time, especially in the early years of primary school, coloring cards, having finished the task they were already able to do 2 years earlier; they feel different, sometimes stupid, not accepted by the teacher because of their differences and therefore in some cases they could assume maladjusted attitudes . As McCoach and Siegle (2007) argue, training on gifted children is not always a guarantee of changing attitudes and methodologies, as beliefs play an important role, even if the teachers trained were more active with the students and more enthusiastic about the myriad individual differences that learners bring into the classroom context (Croft, 2003; JF Feldhusen, 1998; Graffam, 2006; Hansen, Feldhusen, 1994; Mills, 2003; Story, 1985). The National Association for Gifted Children (NAGC) in the United States has established competences that all teachers working with these children should possess. In this essay five of these competences will be discussed, which reflect an inclusive approach: 1. knowledge about the development of gifted children; 2. characteristics of the behavior of gifted children and their learning styles; 3. teaching strategies to include the child with giftedness in the classroom; 4. school evaluation; 5. how to create alliances between school, family and the surrounding context (Seredina, Pomortseva, Morozova, 2016). It is essential that teachers are aware of both giftedness characteristics and the methodologies, trying to educate children with giftedness not only in cognitive terms but above all emotional and relational, taking a global view. Methods Teacher training cannot take place only with a frontal education, (Brazzolotto, 2018a) it is necessary to experiment with new research-training techniques (Asquini, 2018), to promote a co-construction of knowledge through qualitative research (Silverman, 2011). Research took place between January and June 2019. Research questions The goal for this research was to try to answer the fundamental question: how to support teachers to differentiate teaching with a view to enhancing the talents of each? sample The sample consists of three primary school teachers (Effetà school ) who asked for help to improve their teaching practices to include a pupil with giftedness placed in the fourth grade. Research tools To understand how to support teachers, offering on-the-job training, several tools were used: 1. An initial focus group to understand: what didactic strategies had already been adopted with the student with giftedness; teacher perceptions of the student with giftedness; their difficulties and their goals. 2. Some didactic proposals (learning menu and learning contract) based on what was collected during the first focus group. Activities were modified by teachers. 3. Afocus group to gather teachers’ opinions after experimenting with the tools proposed and the modifications the teachers used. 4. Anew didactic proposal (two enrichment projects, a stratified test). 5. Afinal questionnaire to collect their ideas on the activities carried out. data analysis The first focus group was held on February 13, 2019. To save space, teacher comments have been summarized. The citations inserted are extracts from the focus group transcripts. Marco (invented name) is very good at drawing, he has shown he has deep insights, unlike other children. The teachers pointed out how difficult it is to involve him in some activities because: “He cannot control his movements, he gets up and teases other children, this behaviour is lessening somewhat now, especially with children in difficulty”. The teachers proposed a course of action in which Marco tutored other students, and found that “we made him a tutor and he took on this responsibility and there was an improvement, but after a while it was decided to eliminate the tutoring”. Then, teachers tried to allow more time for recreation for all students every time they noticed an improvement (“Then the time bank: every time students performed well in a scholastic activity they were allowed an extra minute of break time. In the minutes earned they could draw”). The teachers told researchers that the goals they wanted to achieve were: “to understand Marco’s potential, adopt containment strategies but also enhancement […] teaching strategies to make the most of his potential but also help him contain it”. Researchers created a learning menu for Geography, Italian, Mathematics, Science and History, based on the syllabus that teachers were due to use in March 2019. Alearning contract was also proposed (Winebbrenner, 2012). The researchers asked the teachers to change the materials they had been sent to understand their needs. The changes made by the teachers regarding the learning menu consisted of: - Change of terms: for example, in the delivery ‘City and hill. What are the common aspects? And the differences?’, The teacher replaced ‘city’ (researcher proposal) with ‘mountain’, since the chapter on cities had not yet been addressed. - Simplification of activities: for example the activity: ‘Describe the landscape of Haute-Savoie (located in south-western France)’, side by side with an image of the landscape, proposed by the researchers, was replaced with: ‘Describe the face of this child (subjective description)’, side by side with an image of a child. - Substitution of abstract images with those ‘more known and traditional’ (for example, students were asked to describe an image: the researchers proposed an abstract, resembling a mandala with fish; it was replaced with a drawing by a teacher. - Structuring of the activities: for example the delivery ‘transforms each fraction into decimal numbers’ was replaced with two pages of instructions to obtain the final answer. -Reduction of activities: each session consisted of eight different activities, one teacher eliminated three. In the second focus group held on 10 April 2019 it emerged that: - According to the Italian teacher, the objectives were achieved both in the individual activity and in small groups. The teacher also appreciated that Marco asked to work with a student in difficulty and that he proved to be much more operational, compared to previous times, in small group work. -According to the geography teacher, Marco correctly carried out the activities, respecting the deliveries and taking advantage of the books made available. Despite this, the teacher says that the student was particularly energetic and that he competed with a companion during the execution of the drawings, distracting himself; the teacher had to intervene several times. - According to the mathematics teacher, Marco did not do much work, despite the learning contract, as he chose a simple activity and miscalculated. The teacher says that the pupil was very distracted and that he had the calculation wrong because he avoided the resolution in the column. The history and science learning menus were not used due to lack of time. According to the teachers, the strengths of the proposed activities are: - the possibility to choose between the different proposed tasks; - a wealth of material to consult; - the opportunity to deepen various personal interests; - the offer of creative ideas. One teacher pointed out, as a critical point, that the activities were too short, as he thought the job consisted of choosing only one activity for the whole lesson. It was therefore clarified that once a task was completed, the student could continue with another. Another teacher suggested providing

Coaching creative, talented and gifted potential dropouts in their search for meaning

• Avtorji: HOUKEMA Desirée
  • HOUKEMA Desirée: Arnhem, Nizozemska
• Knjiga: TE2019 — str. 194
• Vir: SRC-2026-10-04-001
• Jezik: en
• Abstract (EN): Self-knowledge is fundamental in the complex and ongoing process of talent development, which is influenced by many factors. It is important for creative, talented and gifted children to gain insight in how personal characteristics (strengths and weaknesses) and environmental factors play a role in their developmental process. Self-knowledge leads to higher selfawareness and contributes to the ability to make deliberate choices. It is also necessary to be able to take responsibility for their own development by gaining an internal locus of control and developing autonomous learning skills and a growth mindset. It is challenging for children to discover how it is possible to invest in their own development in a way that fits them, given the available opportunities in their specific context. However, when children are aware of who they are and of the environmental factors that positively contribute to developing their talents, children can become meaningful for themselves and others. Searching for meaning is an issue that occupies many creative, talented and gifted children. Giving meaning to their existence can be absent, especially when they get stuck and experience a complete mismatch with the environment resulting in dropping out. This mismatch can lead to feelings of being misunderstood and often causes miscommunication between the child and the important people in their environment, and vice versa. Aprocess oriented model of talent development is used to coach gifted children so that they themselves will be able to invest in what is needed to actualize their potential. It helps them to discover who they are, what lies within their circle of influence, in order to find out what they need to support them. This creates a higher sense of self-awareness, which gives them new perspectives on possibilities in finding their own way in their continuous search for meaning.

Conserve and Preserve for a Brighter Tomorrow

• Avtorji: LULIĆ Remza
  • LULIĆ Remza: Osnovna šola Vincenzo e Diego de Castro Piran
• Knjiga: DM2018 — str. 220
• Vir: SRC-2026-10-07-009
• Jezik: en
• Abstract (EN) (zloženo iz besedila): Summary: The focus of the project is to create a bridge between the school and the local community, to con- serve and preserve the culture and language of the ethnic minority. Pupils, teachers, locals, principals, directors, and parents played an important role as active contributors to the local change. Our schools, libraries, Tartini’s House, and fields opened their spaces to all generations and collaborated for a better life, organising special ac- tivities, and workshops. We fought for the Italian heritage, cultural diversity, human rights, and environment. Our actions contributed to a better world, in which there is space for the language and culture of all minorities.
• Key words (EN): culture, heritage, minorities, technology

Corset and long leash

• Avtorji: LEINIGEN Petra
  • LEINIGEN Petra: Germany
• Knjiga: TE2024 — str. 184
• Vir: SRC-2026-10-04-006
• Jezik: en
• Abstract (EN) (zloženo iz besedila): There is hardly a right way to teach gifted pupils. Every pupil is different, hardly anyone is comparable or even remotely similar in all facets to each other. Each teacher is also in- dividual and incomparable to their colleagues. Schools, their buildings, their structure, the management - nothing is similar or comparable in all respects. At conferences, we hear about really great projects that are taking place all over the world and Istill feel envious every time Ihear about those, simply because many of them are either not accepted in our city, state or country for a variety of reasons, are not feasible or are not allowed to take place due to current laws. The obstacles that teachers of gifted children have to contend with are as varied as the sand on a summer vacation beach.

Crafting Brilliance: Effective Differentiation Strategies for Empowering Learners in the Classroom

• Avtorji: FEDOR Kali
  • FEDOR Kali: Commonwealth University of Pennsylvania & WoW - Women of Wunderkind, Ciminy St. Clair, Norwin School District, ZDA
• Knjiga: IP2024 — str. 9
• Vir: SRC-2026-10-07-002
• Jezik: en
• Abstract (EN) (zloženo iz besedila): Summary:Creating developmentally appropriate learning environments is crucial as they support each stu dent’s individual growth and learning pace, fostering engagement, and success. For gifted students, differenti- ated instruction is essential to meet their advanced learning needs and to challenge them appropriately. With- out differentiation, gifted students may become disengaged, bored, or underachieve. Differentiated instruc- tion involves tailoring teaching methods and materials to accommodate different learning styles, interests, and abilities. Approaches to differentiation include offering varied levels of complexity in assignments, providing opportunities for independent projects, and using flexible grouping strategies. These methods ensure all stu- dents, including the gifted, receive the appropriate level of challenge and support, promoting a more inclusive and effective learning environment.
• Key words (EN): differentiation, gifted, content, process, product

Creating a stimulating environment for children with motoric talent in kindergarten

• Avtorji: PIŠLJAR Mina
  • PIŠLJAR Mina: Vrtec Galjevica, Ljubljana, Slovenija
• Knjiga: TE2019 — str. 86
• Vir: SRC-2026-10-04-001
• Jezik: en
• Abstract (EN): With enrolling in kindergarten, children are confronted with a secondary environment, which (in addition to wider socialization) offers an expert pedagogical context, where their potentials and talents can be recognized and developed in an optimal way. Undoubtedly, motoric talent also falls under this category. However, because of the evident general motive development, it is often overlooked, although motion and movement of the body in early childhood are crucial for children’s cognitive, emotional and social development. It is important that teachers recognize talented and gifted children early. By creating an encouraging and stimulating environment, offering appropriate motivation and upgrading the program, children can gain the experience and knowledge, which are precisely in this period of development, invaluable and essential for potential further engagement. In order to achieve this goal, educators must be professionally trained and qualified to recognize talent potentials in the field of motoric motion. In addition to the knowledge of developmental psychology and phases of developmental milestones, further training in the field of sports pedagogy and kinesiology is also crucial. Only thus can talented children be identified and offered a properly organized and focused program through a quality process, which can lead to an optimal development level. Such approach enables the realization of a balance among various aspects of the child’s physical and mental development. The talent in the motoric field means the ability of children to quickly and accurately master rough and fine motoric skills, their need for accomplishment is much stronger than in others, they strive for perfection and have high productivity motivation, since they have an above average appreciation for any type of motion. An important part of the child’s formative environment is their family, as the first to develop values, beliefs, expectations and behavioural patterns. This is the source of social capital, which is crucial for the development of child’s potentials. Cooperation with the children’s parents is an indispensable part of a stimulating environment, so families have to be involved in the process. For upgrading professional knowledge and successful planning, it is also necessary for a teacher to connect wider, beyond the standard link between kindergartens and families - firstly to the local community and also through various national and international projects that spread good practices and provide insight into the work of other experts. The creation of an all-encompassing environment is the result of several factors, starting with professional competence of educators, successful early recognition of the child’s skill and talent, personal internal and formal external motivation and engagement of the educator to work with the talented, interdisciplinary integration in and outside the educational institution at local, national and international level and successful cooperation with parents and families of gifted children. But to take all this into consideration, we must never forget, that we should not expect too much from our youngest; we must sometimes just monitor their progress from a distance and enable them the full enjoyment of play and spontaneity that comes with being a child.
• Ključne besede: kindergarten, stimulating environment, teacher qualifications, preschool children, environmental perception, Berdajs and Karpljuk, Težak and Korez

Creating HEATHY Emotional Learning Environments for ALL Students

• Avtorji: MALEN Melissa
  • MALEN Melissa: AxyLu Academics, ZDA
• Knjiga: PZOM2023 — str. 8
• Vir: SRC-2026-10-05-004
• Jezik: en
• Abstract (EN) (zloženo iz besedila): Teaching and learning during the post-pandemic years can be stressful for teachers and stu- dents. During this time, there has been an increase in the number of students experiencing mental health challenges or struggling to consistently engage in learning. What are some simple yet innovative strategies that can be used to reduce stress and increase learning? One approach that teachers and schools can take to support all students is to intentionally cre- ate healthy emotional learning environments. This is great for everyone, even teachers and parents!

Creating strength-based-talent-focused home environments to support the growth and well-being of complex and creative children

• Avtorji: CHAIKO Tiffany
  • CHAIKO Tiffany: Doctoral student at Bridges Graduate School of Cognitive Diversity in Education, ZDA
• Knjiga: TE2022 — str. 198
• Vir: SRC-2026-10-04-004
• Jezik: en
• Abstract (EN): Complex and creative children have traits that are impacted by context and this can cause new traits to emerge (Reis et al., 2014). When contexts are psychologically safe and supportive of their asynchronous strengths, interests, and needs, these children experience well-being and positive growth (Ryan & Deci, 2017; Tetreault, 2021; Baum et al., 2017). Using Self-Determination Theory’s three psychological needs helps to build psychologically safe environments that encourage the usage of strengths, (Ryan & Deci, 2017; Baum et al., 2017), including creativity, a known strength in complex children (Baum & Owen, 1988; Fugate et al., 2013). Amulti-disciplinary approach helps to better understand the intersectionality of complex strengths, interests, needs, and creativity. Parents can use multi-disciplinary, research, and strength-based strategies in home environments that support the positive growth of their asynchronous complex, and creative children as well (Ritchotte & Zaghlawan, 2019; Reis & Renzulli, 2021). This session will discuss research and strength-based strategies that can be customized to meet the personalized strengths, interests, and needs of complex and creative children as well as ways to build supportive home environments (Waters, 2017, 2018; Olszewski-Kubilius et al., 2014; Kaufman & Beghetto, 2009; Ryan & Deci, 2017).

Creativity

• Avtorji: ŠĆEPANOVIĆ Bojana
  • ŠĆEPANOVIĆ Bojana: Elementary school „OKTOIH“ – Podgorica
• Knjiga: OPB2022 — str. 177
• Vir: SRC-2026-10-06-027
• Jezik: en
• Abstract (EN): In the day-care that is exists in the most of elementary schools, encouraging creativity while working with students of first grade. Educators for preschool age, together with teachers encourage the development of creativity. Creativity is most linked with arts, music and physical education. Through these subjects, students express their artistic features and express their thoughts easily. Subjects such as mathematics, native and foreign language, natural science are being presented to students of first grade in a creative and interesting way, so that the children absorb knowledge easily.
• Key words (EN): day-care, encouraging creativity, arts, music, physical education, subjects, mathematics, native and

Critical thinking in Corona times: The Thinking Bubbles (©Noordwijk Method)

• Avtorji: EGMOND Frum van, METHOD Noordwijk
  • EGMOND Frum van: The Netherland
• Knjiga: EPID2020 — str. 8
• Vir: SRC-2026-10-07-016
• Jezik: en
• Abstract (EN) (zloženo iz besedila): In these Corona times, critical thinking and information processing are even more crucial than ever. Many sources do not provide accurate information and it is hard to distinguish fact from fiction. Also, there are a lot of different perspectives and viewpoints that can be taken. The Thinking Bubbles provide questions to research all possible aspects of a subject. They can be used with every subject and in every class. The questions related to the Thinking bubbles include subjects like understanding and memory, scientific reasoning, relations and con- nections, perspective taking, creative thinking, personal relevance and valuation. Frum van Egmond, designer of the Thinking Bubbles, will explain the Thinking Bubbles and she will provide you with examples that you can use in classroom situations.
• Key words (EN): critical thinking, corona, thinking bubbels, education

Cul tivating hope, meaning, and social connectedness in gifted learners: Implications for educators, parents, and policymakers

• Avtorji: YUEN Mantak
  • YUEN Mantak: Hong Kong Shue Yan University, Hong Kong, Kitajska
• Knjiga: TE2025 — str. 6
• Vir: SRC-2026-10-04-007
• Jezik: en
• Abstract (EN): Gifted learners flourish when cognitive strengths are coupled with a clear sense of purpose, agency, and belonging. This keynote integrates research on three interrelated constructs—hope (goal-directed agency and pathways), meaning in life (significance, coherence, and purpose), and social connectedness (belonging and supportive relationships). Across studies using validated measures, gifted students demonstrate higher agency, pathways thinking, and presence of meaning than age peers, while showing a comparable drive to search for meaning. Social connectedness consistently predicts well-being, self-efficacy, and career adaptability, underscoring its role as a protective factor during schooling and life transitions. Translating evidence into practice, the keynote offers actionable strategies for educators (embedded social-emotional learning, cooperative and project-based inquiry, mentoring, and psychologically safe classrooms), parents (open communication and culturally meaningful activities that strengthen identity and family bonds), and policymakers (integrated supports for gifted and twice-exceptional learners, school–family–community partnerships, and continuous evaluation for relevance, equity, and cultural responsiveness). By intentionally cultivating hope, meaning, and connectedness, schools and systems can create stimulating and safe learning environments that advance excellence while nurturing resilience, purpose, and belonging among gifted youth across diverse cultural contexts.

Cyberbulling

• Avtorji: MURANIĆ Katarina, PETROVSKO Osnovna Škola Antuna Mihanovića
  • MURANIĆ Katarina: Hrvatska
• Knjiga: IP2023 — str. 462
• Vir: SRC-2026-10-07-001
• Jezik: hr
• Povzetek: Cyberbulling je korištenje digitalnih medija u svrhu zastrašivanja, uznemiravanja ili povrjeđivanja osobe na bilokoji drugi način. Cyberbulling je opasnije od „običnog“ nasilja jer se učenici od njega ne mogu odmaknuti, svog zlostavljača nose na svojim pametnim uređajima te se ono najčešće događa iza zatvorenih vrata. Učenici često poistovjećuju online život sa svojim stvarnim životom što negativno utječe na njihovo mentalno zdravlje. Postoji više vrsta cyberbullinga: grubo online sukobljavanje, uznemiravanje, ogovaranje i klevetanje, lažno predstavljanje, iznuđivanje i širenje povjerljivih informacija, socijalno isključivanje, prijetnje i uhođenje, videosnimanje, izmjena fotografija. Učenici mogu biti uključeni u cyberbulling na nekoliko načina: kao osoba koja doživljava cyberbulling, kao zlostavljač ili kao promatrač. Učitelji imaju veliku ulogu u prepoznavanju cyberbullinga među učenicima. Kada se cyberbulling identificira, potrebno je što prije poduzeti odgovarajuće korake kako bi se spriječilo njegovo daljnje širenje. Ponekad učenici nesvjesno čine neki oblik cyberbullinga i zato ih trebamo naučiti kako ga prepoznati, kako na njega reagirati te kako ga spriječiti. Učenike trebamo ohrabriti na prijavljivanje cyberbullinga te ih naučiti kako ignoriranje ga neće spriječiti niti smanjiti. Roditelje trebamo naučiti kako prepoznati cyberbulling, kako na njega reagirati te kako ga izbjeći te što trebaju učiniti kada ih djeca zamole za pomoć. Tehnologija se svakodnevno razvija. Cyberbulling se događa na različitim platformama i aplikacijama. Iz tog razloga, bitno je poznavati aplikacije i tehnologije kojima se služe naši učenici kako bi ih mogli na vrijeme upozoriti o nedostatcima i potencijalnim opasnostima iste. Cyberbulling u školi može se spriječiti jedino ako u taj proces uključimo sve učenike, njihove roditelje i učenike. Samo pravilnom edukacijom, radionicama i razgovorom možemo spriječiti e-nasilje i time zaštiti naše učenike. Ključni pojmovi: Cyberbulling, vrste cyberbullinga, uloga učitelja, uloga učenika, uloga roditelja, aplikacije poznate po cyberbullingu, cyberbulling u školi CYBERBULLYING
• Abstract (EN): Cyberbullying is the use of digital media for the purpose of intimidating, harassing or harming a person in any other way. Cyberbullying is more dangerous than “ordinary” violence because students cannot get away from it, they carry their bully on their smart devices and it usually happens behind closed doors. Students often equate online life with their real life, which negatively affects their mental health. There are several types of cyberbullying: rude online confrontation, harassment, gossip and slander, impersonation, extortion and dissemination of confidential information, social exclusion, harassment and stalking, video recording, photo manipulation. Students can be involved in cyberbullying in several ways: as a person experiencing cyberbullying, as an abuser, or as a bystander. Teachers have a big role to play in identifying cyberbullying among students. When cyberbullying is identified, it is necessary to take appropriate steps as soon as possible to prevent its further spread. Sometimes students unknowingly commit some forms of cyberbullying and therefore we need to teach them how to recognize it, how to react to it and how to prevent it. Students should be encouraged to report cyberbullying and taught that ignoring it will not prevent or reduce it. We need to teach parents how to recognize cyberbullying, how to react to it, how to avoid it, and what to do when their children ask them for help. Technology is evolving every day. Cyberbullying occurs on different platforms and applications. For this reason, it is important to know the applications and technologies that our students use so that they can be warned in time about their shortcomings and potential dangers. Cyberbullying at school can only be prevented if we include all students, their parents and students in this process. Only through proper education, workshops and interviews can we prevent e-violence and thereby protect our students. Key concepts: Cyberbullying, types of cyberbullying, the role of the teacher, the role of the student, the role of the parent, applications you know about cyberbullying, cyberbullying at school

Čajanka za babice in dedke

• Avtorji: ZUPANČIČ Ditka
  • ZUPANČIČ Ditka: Osnovna šola Otočec
• Knjiga: OPB2009 — str. 180
• Vir: SRC-2026-10-06-014
• Jezik: sl
• Povzetek (zloženo iz besedila): Pomen vključenosti učencev v oddelke podaljšanega bivanja Sprihodom devetletke sem zamenjala delovno mesto vzgojiteljice v VVO za mesto druge učiteljice v prvem razredu in tako poučujem tudi v OPB. Naša šola je majhna šola na obrobju Novega mesta. Učenci prihajajo iz štiriindvajsetih območij. Vsa leta v šoli se srečujem s šestletniki, ki prvič prestopijo šolski prag. Za razliko od nekdanjih »malih šolarjev«, ki so se po zakonu morali vključiti v organizirano obliko priprave na šolo ( pa naj je to bila mala šola v vrtcu ali le 80- urni program) imajo današnji prvošolci mnogo bolj neizenačen položaj. Razlike med njimi so lahko velike, še večje, če učenci izhajajo iz okolja, kjer imajo malo stika s svojimi vrstniki. Zato je odločitev staršev, da vključijo svo- jega otroka v OPB, četudi ne potrebujejo »varstva«, zelo pomembna. Kako pomembno vlogo imata igra in gibanje pri socialnem in emocionalnem razvo- ju, učitelji podaljšanega bivanja dobro vemo. In vsako leto znova prepričujem starše o pomenu vključenosti učencev v oddelke podaljšanega bivanja. Vse prednosti otrok, vključenih v OPB staršem razlagam že na prvem junijskem srečanju, ko starši bodoče prvošolce prvič pripeljejo v šolo,da spoznajo šolske prostore, ravnateljico, učiteljice…Če se še ne odločijo, ponovim predstavitev še na prvem roditeljskem sestanku, ki pri nas poteka že prvi šolski dan. Letos prvič pa sem predstavitev

Čaranje v OPB

• Avtorji: MARC Martina
  • MARC Martina: Osnovna šola Notranjski odred Cerknica
• Knjiga: OPB2019 — str. 115
• Vir: SRC-2026-10-06-024
• Jezik: sl
• Povzetek: Ker sem po izobrazbi profesorica kemije in biologije, rada izvajam poskuse, ki se učencem zdijo kot čarovnija. Rada jih presenetim ali celo šokiram, s tem porušim njihova prepričanja in stereotipe ali predsodke. Prav zato sem se odločila, da bomo z učenci OPB enkrat na teden izvajali poskuse oz. čarovnije. Vsak teden smo na spletu pogledali različne posnetke poskusov in si enega izbrali za izvedbo. V OPB smo tako našteli preko 20 samostojnih dejavnosti za učence: stali smo na jajcih, predrli in žgali balon, luknjali vrečke z vodo, s fenom usmerjali žogico za namizni tenis in podobno. Učenci so radi sodelovali, saj so postali čarovniki.
• Ključne besede: kemijsko čaranje, oddelek podaljšanejga bivanja, čaranje

Čarobna Noč Branja v Šoli

• Avtorji: SIRK Simona
  • SIRK Simona: OŠ Primoža Trubarja Laško, Slovenija
• Knjiga: DM2025 — str. 293
• Vir: SRC-2026-10-07-015
• Jezik: sl
• Povzetek: Ena izmed prednostnih nalog naše šole je spodbujanje bralne pismenosti in motivacije za branje. Želimo, da učenci ob branju doživljajo prijetna čustva ter ga povezujejo s pozitivnimi izkušnjami. Kar je še posebej pomembno pri učencih 2. razreda, da začutijo branje kot nekaj prijetnega in navdihujočega. V prispevku bodo predstavljene različne bralne dejavnosti, s katerimi spodbujamo ljubezen do knjig in utrjujemo bralne spretnosti. Vrhunec teh dejavnosti je dogodek Noč branja, pri kateri učenci doživijo branje na nevsakdanji način – z večernim in nočnim branjem v šoli. Učenci prespijo v šoli in se naslednji dan zbudijo polni pozitivnih vtisov. Dogodek dokazuje, da inovativne oblike bralnih aktivnosti povečujejo motivacijo, ustvarjajo prijetne bralne izkušnje in ostanejo učencem dolgo v spominu, s čimer prispevajo k trajni motivaciji za branje.
• Abstract (EN): One of our school’s key priorities is to promote reading literacy and motivation for reading. We want students to experience positive emotions while reading and to associate it with enjoyable experiences. This is especially important for pupils in the second grade, who should perceive reading as something pleasant and inspiring. The article presents various reading activities which encourage a love of books and strengthen reading skills. The culmination of these activities is the “Night of Reading” event, where students experience reading in an unusual way — by spending the evening and night reading at school. The pupils sleep over at school and wake up the next morning full of positive impressions. The event demonstrates that innovative reading activities can boost motivation, create enjoyable reading experiences, and leave lasting memories, thereby contributing to a lifelong enthusiasm for reading.
• Key words (EN): branje, bralna pismenost, bralna motivacija, bralne dejavnosti

Čarobne palčke

• Avtorji: FERLEŽ Tadeja
  • FERLEŽ Tadeja: Kranjski vrtci
• Knjiga: VVZ2017 — str. 301
• Vir: SRC-2026-09-30-014
• Jezik: sl
• Povzetek: Za pisanje prispevka sem se odločila, zaradi težave, ki jo srečamo povsod okoli nas in se odraža tudi pri najmlajših v vrtcu. To je pomanjkanje sproščanja in sprostitvenih iger. Opisala sem stres in njegov vpliv na otroka, ki ga moramo poznati, prepoznati ter vedeti zakaj prav za prav se je pojavil, kajti le na tak način lahko pomagamo. Da znamo otroku pomagati, moramo poznati tudi nekaj tehnik sproščanja in umirjanja. Izhajam iz tega, da je sprostitev v današnjem življenjskem tempu naša potreba, kar je zelo pomembno tudi za najmlajše. Sprostitev vpliva na vsa področja razvoja, jaz pa opisujem izdelavo ”čarobnih palčk” kot predmet za umirjanje, ki ga lahko uporabimo v vsakdanji igri. Na tak način se bo otrok naučil, da se lahko v stresni situaciji tudi sam sprosti.
• Ključne besede: stres, sprostitev, igra, učenje

Čarobni Povrtnjak: Razvoj Kompetencija BuduĆNOSTI Projekt „Što Čita Vila Pina?“

• Avtorji: VIDEC Blaženka
  • VIDEC Blaženka: DV Bukovac, Zagreb, Hrvatska
• Knjiga: IP2026 — str. 769
• Vir: SRC-2026-10-07-004
• Jezik: hr
• Povzetek: U suvremenom odgojno-obrazovnom kontekstu sve se više naglašava potreba za razvojem kompetencija koje djeci omogućuju aktivno i odgovorno sudjelovanje u digitalnom društvu. Medijska i digitalna pismenost, kritičko mišljenje, kreativnost te odgovoran odnos prema okolišu prepoznaju se kao važne sastavnice obrazovanja budućnosti. Rad prikazuje primjer dobre prakse kroz projekt „Što čita vila Pina?“ koji povezuje rani razvoj medijske pismenosti, ekološku osviještenost i primjenu digitalnih tehnologija u radu s djecom predškolske dobi. U okviru projekta djeca u suradnji s odgojiteljima sudjeluju u procesu stvaranja digitalne slikovnice – od osmišljavanja priče i ilustracija do snimanja zvuka i digitalne prezentacije. Na taj način djeca postaju aktivni sudionici i stvaratelji medijskog sadržaja, razvijajući pritom digitalne vještine, komunikacijske kompetencije i kreativno izražavanje. Poseban naglasak stavljen je na iskustveno učenje u autentičnom okruženju kroz „Čarobnu vilinsku stazu“, koja uključuje voćnjak, povrtnjak i senzorni otok. Boravkom na otvorenom djeca istražuju prirodu, upoznaju biljni svijet te razvijaju svijest o važnosti očuvanja okoliša i održivog načina života. Doživljaje i spoznaje iz prirodnog okruženja prenose u digitalnu slikovnicu, čime se ostvaruje integracija prirodnog i digitalnog okruženja u procesu učenja. Kroz cijelo to iskustvo stvaranja priče na Čarobnoj vilinskoj stazi djecu prate vile Pina i Mangela zaštitnice šume i povrtnjaka. Projekt pokazuje kako integracija digitalnih alata, kreativnog izražavanja i neposrednog iskustva u prirodi može doprinijeti razvoju ključnih kompetencija za budućnost: medijske i digitalne pismenosti, suradnje, komunikacije, kreativnosti i ekološke odgovornosti. Takav pristup potiče djecu na aktivno sudjelovanje u učenju te doprinosi stvaranju poticajnog okruženja za razvoj kompetentnih i odgovornih pojedinaca u društvu budućnosti.
• Abstract (EN): In the modern educational context, there is an increasing emphasis on the need to develop competencies that enable children to participate actively and responsibly in a digital society. Media and digital literacy, critical thinking, creativity, and a responsible attitude toward the environment are recognized as key components of future education. This paper presents an example of good practice through the project “What Is Fairy Pina Reading?”, which connects early media literacy development, environmental awareness, and the use of digital technologies in working with preschool children. As part of the project, children collaborate with educators to create a digital picture book—ranging from conceptualizing the story and illustrations to recording audio and creating the final digital presentation. In doing so, children become active participants and creators of media content, while developing digital skills, communication competencies, and creative expression. Special emphasis is placed on experiential learning in an authentic setting via the “Magical Fairy Trail,” which features an orchard, a vegetable garden, and a sensory island. By spending time outdoors, children explore nature, learn about plant life, and develop an awareness of the importance of environmental conservation and sustainable living. They translate their experiences and insights from the natural environment into the digital picture book, thereby integrating the natural and digital worlds within the learning process. Throughout the entire experience of creating the story on the Magical Fairy Trail, the children are accompanied by the fairies Pina and Mangela—guardians of the forest and the vegetable garden. The project demonstrates how the integration of digital tools, creative expression, and direct experience in nature can contribute to the development of key future competencies: media and digital literacy, collaboration, communication, creativity, and environmental responsibility. Such an approach encourages children to participate actively in learning and contributes to creating a stimulating environment for the development of competent and responsible individuals in the society of the future.
• Ključne besede: medijska pismenost, digitalna slikovnica, kompetencije budućnosti, ekološka osviještenost

Čarobni Stroj: Dječja Mašta kao Temelj Obrazovanja BuduĆNOSTI Projekt ”Što Čita Vila Pina?”

• Avtorji: DODIG Martina
  • DODIG Martina: DV Bukovac, Zagreb, Hrvatska
• Knjiga: IP2026 — str. 778
• Vir: SRC-2026-10-07-004
• Jezik: hr
• Povzetek: Rad Čarobni stroj: dječja mašta kao temelj obrazovanja budućnosti prikazuje primjer integriranog projektnog učenja u ranom i predškolskom odgoju, utemeljenog na konstruktivističkom pristupu i aktivnoj ulozi djeteta. Polazište projekta bila je dječja fascinacija uređenjem vrtova Versaillesa, koja je potaknula istraživački dijalog o odgovornosti prema vlastitom okruženju i održivosti voćnjaka unutar vrtića. Iz tog procesa proizašla je ideja „čarobnog stroja“ kao simboličkog i funkcionalnog rješenja za očuvanje prirode. Projekt je realiziran kroz faze individualnog osmišljavanja ideja, suradničkog planiranja u timovima, izrade 3D modela te oblikovanja digitalne slikovnice kao završnog produkta. Tijekom procesa djeca su razvijala jezične kompetencije, kreativno mišljenje, sposobnost rješavanja problema i suradničke vještine, što predstavlja temelj razvoja kompetencija 21. stoljeća. Poseban naglasak stavljen je na razvoj rane medijske pismenosti kroz digitalno pripovijedanje, snimanje zvučnih zapisa i korištenje vizualnih medija u edukativne svrhe. Suradnja s roditeljima dodatno je osnažila partnerski odnos između obitelji i vrtića te omogućila realizaciju stroja u prirodnoj veličini. Projekt potvrđuje kako dječja mašta, kada je podržana strukturiranim pedagoškim vodstvom i promišljenom integracijom digitalnih alata, može postati snažan temelj obrazovanja usmjerenog prema budućnosti, u kojem dijete nije pasivni primatelj sadržaja, već aktivni sudionik i kreator vlastitog učenja.
• Abstract (EN): The paper The Magic Machine: Children’s Imagination as the Foundation for Future Education presents an example of integrated project-based learning in early childhood and preschool education, grounded in a constructivist approach and the child’s active role. The project originated from the children’s fascination with the gardens of Versailles, which sparked an exploratory dialogue regarding responsibility for one’s environment and the sustainability of the kindergarten’s orchard. This process gave rise to the concept of a “magic machine” as both a symbolic and functional solution for nature conservation. The project was implemented through stages involving individual idea generation, collaborative team planning, the creation of 3D models, and the design of a digital picture book as the final product. Throughout the process, the children developed language competencies, creative thinking, problem-solving abilities, and collaborative skills—foundational elements for 21st-century competencies. Special emphasis was placed on developing early media literacy through digital storytelling, audio recording, and the use of visual media for educational purposes. Collaboration with parents further strengthened the partnership between families and the kindergarten, enabling the construction of a life-sized version of the machine. The project demonstrates that children’s imagination—when supported by structured pedagogical guidance and the thoughtful integration of digital tools—can serve as a powerful foundation for future-oriented education, in which the child is not a passive recipient of content but an active participant and creator of their own learning.
• Key words (EN): čarobni stroj, medijska pismenost, ekologija, vrtić, suradnja s roditeljima, digitalna slikovnica

Čarobni Svet »Kreativnega« Ustvarjanja z Glino

• Avtorji: GLOBOČNIK Branka
  • GLOBOČNIK Branka: Vzgojno izobraževalni zavod Višnja Gora, Višnja Gora
• Knjiga: OPB2017 — str. 33
• Vir: SRC-2026-10-06-022
• Jezik: sl
• Povzetek: Opredelitev in umestitev kreativnega izražanja z glino za osebe s posebnimi potrebami predstavlja svojevrsten izziv za vse sodelujoče v pedagoško-terapevtskem procesu ustvarjanja. Prispevek govori o pomembnih vidikih vzgojiteljeve vloge, timskega pristopa, o pomenu poznavanja posameznikovih posebnosti, o izboru ustreznih tehnik in individualnih prilagoditvah. Tako lahko pri gibalno oviranemu otroku/mladostniku spodbudimo radovednost in interes ter mu omogočimo, da se svobodno in samostojno izrazi na svojstven način.
• Ključne besede: kreativno izražanje, glina, pedagoško-terapevtski proces, osebe s posebnimi potrebami, gibalno oviran otrok/mladostnik

Čarobni vrtiljak

• Avtorji: MAČEK Jasna
  • MAČEK Jasna: Vrtec Martin Krpan Cerknica
• Knjiga: VVZ2020 — str. 386
• Vir: SRC-2026-09-30-017
• Jezik: sl
• Povzetek: Kako dnevno rutino vrtca bolj približati otrokom? Katere segmente smo morda bolj prilagodili odraslim kot otrokom? Dandanes otroci zelo veliko sedijo, tako v vrtcu kot doma. V vrtcu je po zajtrku postal jutranji krog kot »nuja«, v katerem otroci včasih sedijo tudi po 30 minut ali več. Vemo pa, da je gibanje ključnega pomena za otrokov razvoj. Dve vzgojiteljici sva se zato odločili, da jutranji krog zamenjava za čarobni vrtiljak. Otroci so tako v gibanju, saj se vrtiljak ves čas vrti. V njem se pogovorimo o dejavnostih tekom dneva, jih določimo s slikovnim gradivom in izvedemo krajše socialne igre. Pozorni smo na to, da je čarobni vrtiljak kratkotrajen.
• Ključne besede: Gibanje, vrtiljak, pozornost

Čarobno Mjesto – Bajkaonica

• Avtorji: FISTANIĆ Marina, MILINA Martina
  • FISTANIĆ Marina: Osnovna škola Josip Pupačić Omiš, Republika Hrvatska
  • MILINA Martina: Osnovna škola Josip Pupačić Omiš, Republika Hrvatska
• Knjiga: IP2023 — str. 446
• Vir: SRC-2026-10-07-001
• Jezik: sl
• Povzetek: Pripovijedanje je jedan od najstarijih oblika komunikacije među ljudima. Priče nas transformiraju, obrazuju, razvijaju kreativnost, obogaćuju naš rječnik,…A kada djeci pričate priču, dogodi se čaroban trenutak. Slušaju s entuzijazmom, bulje u vas zapanjeno i potpuno su nesvjesni stvarnosti oko sebe. Moralne priče za djecu također imaju važnu ulogu jer djecu uče vrijednoj lekciji o odgovornosti i suosjećanju, ali im nude i rješenje za neke probleme. Također potiče dječju znatiželju, maštu i kreativnost. CILJ: Konvencija Ujedinjenih naroda o pravima djeteta osnova je za ovaj projekt, a glavni ciljevi Saveza društava „Naša djeca“ Hrvatska su pravo djeteta na igru, pravo na izražavanje vlastitog kreativno gleda, pravo djeteta na slobodu udruživanja, pravo na obrazovanje, na pristup informacijama, pravo na izražavanje vlastitog mišljenja, na kvalitetno slobodno vrijeme, na podršku roditeljima u odgoju djece, na sposobnost prepoznavanja emocije, razvijanje empatijskih vještina, razvijanje vještina slušanja, mašte,… S pripovijedanjem upoznajemo učenike od 1. do 4. razreda te djecu u vrtiću. Pripovijedanje, kao edukativno sredstvo, aktivnost je koju smo uspješno implementirali u projektu „Bajkaonica“. U vrijeme pandemije pričali smo priče na internetu. Online bajkaonice koristili smo online pričanje priča kao dio online učenja. U prosincu smo razveselili mališane u našem gradu snimanjem bajki i njihovim objavljivanjem. Bio je to dar djeci u mjesecu darivanja. Namjena: Upoznavanje s bajkama i pričama, tradicijskim bajkama i kulturnom baštinom, razvijanje ljubavi prema zavičaju i domovini kroz legende i mitove. Način realizacije: Pričanje u posebno dizajniranim kutijama „Bajkaonica“, u školskoj knjižnici, muzeju, online pričanje.
• Abstract (EN): Storytelling is one of the oldest forms of communication among people. Stories transform us, educate, develop creativity, enrich our vocabulary,… And when you tell children a story, a magical moment happens. They listen enthusiastically, stare at you in anazament and they are completly unaware of the reality around them. Moral stories for kids also play an important role because they teach children a valuable lesson about responsibility and compassion, but also offer them a solution to some problems. It also encourages children’s curiosity, imagination and creativity. AIM: The United Nations Convention on the Rights of the child is the basis for this project and the main goals of the Union of Societis „Our Children“ Croatia are, the right of the child to play, the right to express his/ her own views creatively, the right of the child to freedom of association, the right to education, to accers information, the right to express his/ her own opinion, to have quaility free time, to support parents in raising their children, to ability to recognize emotions, to develop empathetic skills, to develop listening skills, imagination,… We introduce storytelling to pupils from 1 st till 4 th grade and to children in kindergarten. Storytelling, as an educational tool , is the activity we have successfully implemented in the project „Fairy tale“. At the time of the pandemic, we were telling stories online. Online fairy tale we used storytelling online as a part of online learning. In the December we cheered up the kids in our town by filming fairy tales and making them public. It was a gift to the children in the month of giving. Purpose: Introduction to fairy tales and stories, traditional fairy tales and cultural heritage, developing love for the homeland and country through legends and myths. Way of realization: Storytelling in specially designed boxes „Fairy tale“, in the school library, museum, online storytelling.
• Key words (EN): pripovijedanje, bajka

Čarovnica Vilma na obisku

• Avtorji: DOLENC Ines
  • DOLENC Ines: Osnovna šola Tončke Čeč Trbovlje
• Knjiga: OPB2009 — str. 73
• Vir: SRC-2026-10-06-014
• Jezik: sl
• Povzetek (zloženo iz besedila): Vmesecu oktobru sem se odločila, da tudi jaz, z mojimi otroki v 1. razredu podaljšanega bivanja, izpeljem projekt »Čarovnica vilma na obisku«. Za ta projekt sem se odločila, ker sem videla kako so se otroci pri socialni igri (čarovnica) vanjo vživeli. Poizvedovali so kaj dela, kaj je ter kje in kako živi čarovnica. Postavljali so mi različna vprašanja in to je bilo izhodišče za Motivirala sem jih tako, da sem jim vsak dan zastavljala naloge. Naloge so pridno opravljali in tako so se zadnji dan (petek) srečali s čarovnico Vilmo. Ob nalogah so se učili, spoznavali čarovnice, čarovniške živali, čarovnije in ob

Čas dnevne rutine je tudi čas za učenje

• Avtorji: LESKOVAR Nevenka
  • LESKOVAR Nevenka: Vrtec Miškolin
• Knjiga: VVZ2020 — str. 373
• Vir: SRC-2026-09-30-017
• Jezik: sl
• Povzetek: V prispevku želim predstaviti matematiko kot orodje za razvozlavanje in urejanje strukture vsakdanje dnevne rutine v vrtcu, in sicer v skupini otrok, starih od 15 do 26 mesecev. Otroci te starosti s pomočjo vizualizacije in osebnih simbolov, ob ustreznih spodbudah vzgojiteljice, lahko osvojijo in razumejo dnevno rutino kot vzorec ali niz vzorcev v vsakdanjih dogodkih. Sposobni so razumevanja osnovnih vzročno-posledičnih povezav, sposobni so usvojiti besede za števila, razvrščati pribor pred kosilom in po njem, se orientirati po prostoru in najti svoj ležalnik za počitek. Ugotavljam, da vse te dejavnosti pomagajo otrokom premagovati stres zaradi ločitve od staršev in sprejeti vrtec kot varen in zanimiv prostor za rast in razvoj.
• Ključne besede: matematika, dnevna rutina, dejavnosti, vizualizacija, vzorcev, otrok

Čas Epidemije je Prinesel Stres in Nova Spoznanja

• Avtorji: PELC Renata
  • PELC Renata: Osnovna šola Dobrepolje
• Knjiga: EPID2020 — str. 38
• Vir: SRC-2026-10-07-016
• Jezik: sl
• Povzetek: Učitelji smo bili sredi marca letošnjega šolskega leta postavljeni pred novo, neznano nalogo. Stopili smo na pot, po kateri smo na začetku tavali in skupaj z učenci zbistrili svoj pogled, da zmoremo in da se je na tej poti prižgala luč. Brez staršev, podpore vodstva, sodelavcev in dobrega sodelovanja učencev ne bi šlo. Če smo v začetku še iskali, kaj je tisto, kar je dobro, smo zagotovo na koncu že vedeli, kaj je učinkovitejše. Seveda so nam starši podajali povratne informacije, saj je vmes učencem motivacija padla. Z novimi in novimi idejami smo uspeli. Primerjala sem uspešnost dveh načinov poučevanja pri pouku fizike. Če sem učencem podala napisano razlago in naloge, so imeli veliko težav in naloge niso bile rešene dobro. Potrebnih je bilo veliko dodatnih razlag pri dopolnilnem pouku in tudi individualno prek video konference. V drugem primeru pa sem razlago posnela, vso snov po korakih razložila in posnetek objavila na Youtube ter učencem podala povezavo do posnetka razlage in naloge. V tem primeru je bil pouk mnogo učinkovitejši in naloge rešene mnogo bolje. Ko sem vmes z učenci izvedla anketo, so prav vsi potrdili, da je najučinkovitejša ta oblika dela. Posnetek so lahko pogledali večkrat in si pri težavah z njim pomagali. V obeh primerih sem izvajala pouk tudi prek video konference, da so lahko še dodatno dobili razlago. Vsakemu učencu sem opravljene naloge, ki mi jih je poslal, popravila in poslala dodatno pojasnilo, po potrebi pa sem še individualno na daljavo ponudila razlago. V začetku je bil prisoten stres, ki pa je sčasoma izgubil svojo moč. Prve težave smo v dveh tednih odpravili. Vsem učencem smo zagotovili, da so imeli računalnike in so lahko sodelovali. Učenci so se k pouku lepo vključevali in pošiljali opravljene naloge. Seveda je vedno kdo kaj pozabil in poskušala sem učence prijazno povabiti in opomniti, če so pozabili priti k pouku. Trudila sem se, da je bilo za učence delo na daljavo čim manj stresno in čim uspešnejše. Tudi ocenjevanje je potekalo tako, da je bilo znanje učencev na daljavo večkrat preverjeno, šele potem ocenjeno. Učenci so s svojim trudom pridno vračali moj trud in prijaznost in menim, da smo zaključili več kot uspešno.
• Abstract (EN): Teachers were faced with the new, unknown task in the middle of March. We took the road which was difficult at first and later we saw that we could do it. It could not be done without parents, the support of the school leaders, colleagues and good participation of students. At the beginning we were searching for what was good, but at the end we certainly knew what was effective. Parents were giving us feedback because students lost their motivation. We succeeded with new ideas. I have compared the effectiveness of two approaches of teaching physics. If I gave students a written explanation and exercises, students had a lot of trouble and exercises were not done properly. Extra explanations had to be provided in remedial classes and individually via video conferences. In the second example I recorded the explanation, explained the topic step by step and posted the video on Youtube and gave the students the link to the video explanation and exercises. Lessons were more effective, and exercises were done better. I carried out a survey for my students and they all agreed that the second approach was more effective. They could see the video multiple times and helped themselves with it. In both cases I also had lessons via video conference to give the students extra explanation. I corrected all the exercises that were done and sent by students and I also sent extra explanation and clarification. I offered extra explanation individually via computer if there was any need. There was a lot of stress at the beginning but then the stress eventually lost its power. Troubles were dealt with in the first two weeks. All the students were guaranteed computers and could participate. Students sent their assignments and worked well. There was always someone who forgot to do the task. I tried to friendly invite and remind the students to come to classes if they forgot. I was trying hard that distance learning was less stressful and more successful. Assessment was also modified. Students’ knowledge was first checked multiple times at the distance and only later assessed. Students responded to my efforts and tried their best to return kindness. I think we have concluded this school year successfully.
• Key words (EN): stres, video konference, pouk, motivacija, sodelovanje

Čas Epidemije – Priložnost za Nova Znanja in Drugačne Oblike Dela

• Avtorji: BRUS Ksenija
  • BRUS Ksenija: Osnovna šola Toneta Šraja Aljoše, Nova vas
• Knjiga: EPID2020 — str. 43
• Vir: SRC-2026-10-07-016
• Jezik: sl
• Povzetek: Čas epidemije me je kot učiteljico postavil pred nove izzive in me vodil k temu, da sem začela razmišljati o drugačnih, delu na daljavo primernih načinih podajanja snovi. Načinu poučevanja, ki sem ga imela pred tem, je bilo potrebno dati novo podobo. Začetek je bil težak, kasneje pa sem vse hitreje prihajala do novih idej, kako učencem posredovati snov, utrjevati, jo preverjati in ocenjevati. Izhajala sem iz učnega načrta, predhodnega znanja učencev, okolja, v katerem živijo, in možnosti za delo, ki sem jih imela doma. Poučevala sem angleški jezik v prvih štirih razredih in pripravljala aktivnosti za učence v oddelku podaljšanega bivanja. Pri angleščini sem ohranila rutino petja uvodne in zaključne pesmi ter utrjevanja preko igre, nadgradila pa sem osrednji del ure, kjer sem učencem pripravila posneto power point predstavitev na izbrano temo, na primer sprehod v naravi. Učenci so tako skozi posneto zgodbo videli slike besedišča, ki smo se ga učili, slišali, kako se besede izgovarjajo, ter za mano preko igre ponavljali snov. Ista zgodba je zajemala različna področja (predmeti v okolju, glagoli, čutila), tako da se učenci niso vsako uro srečevali z novimi oblikami dela, ampak so skozi isto zgodbo ponovili in utrdili snov pretekle ure in bili pozorni na novo besedišče. Pri pripravi posnetkov sem bila pozorna na to, da so bili lahko učenci čim bolj aktivni. Prednost take oblike dela pred podajanjem snovi preko videokonferenc sem videla v tem, da so si učenci posnetek lahko večkrat predvajali in samostojno utrjevali snov. Pozitiven odziv na tako obliko dela sem dobila tudi s strani staršev. Aktivnosti, ki sem jih izbirala za podaljšano bivanje, pa so bile takšne, da so učenci npr. pomagali staršem pri domačih opravilih, poskrbeli za fizično pripravljenost, se povezali z družinskimi člani preko igre in dela ter se sprostili ob ustvarjanju. Izvajanje teh aktivnosti ni bilo obvezno, ponujale pa so zanimivo preživljanje prostega časa.
• Abstract (EN): In the time of a pandemic, as a teacher, I was faced with new challenges, which led me to start thinking about different ways of remote teaching. My teaching methods from before needed to change. The beginning was difficult but I later came up with new ideas on how to present students new topics, help them with consolidation, and examine and assess their knowledge. I based my English lessons in grades 1 – 4 and afternoon care activities on the curriculum, students’ previous knowledge, the environment they live in and in the context of the possibilities I had working from home. During my English lessons I kept the routine of singing the opening and closing song and consolidation through play. I upgraded the main part of the lesson with a recorded power point presentation on a selected topic, for example a walk in the nature. Through the recorded story, the students saw pictures of the new vocabulary, heard the words being pronounced, and repeated the newly acquired knowledge with my help through a game. The same story covered different areas (objects in the environment, verbs, senses), so that students did not encounter new forms of work every lesson but repeated and consolidated the material of the previous lesson through the same story and paid attention to the new vocabulary. When preparing the recordings, I made sure that the students could be as active as possible. The advantage of using a recorded power point presentation is that the students were able to play the recording several times and consolidate the material independently. I also received a positive response from the parents of my students. The purpose of the activities for the afternoon care programme was for students to help their parents with house work, to take care of their physical fitness, to connect with family members through play and work, and to relax while creating. Carrying out these activities was not obligatory, but they offered students an interesting way to spend their free time.
• Ključne besede: podaljšano bivanje, igra, angleški jezik, ppt

Čas je za Miganje

• Avtorji: ŠANTL Robi
  • ŠANTL Robi: Osnovna šola Dramlje, Slovenija
• Knjiga: EPID2022 — str. 44
• Vir: SRC-2026-10-07-018
• Jezik: sl
• Povzetek: V času epidemije smo bili skoraj vsi postavljeni pred nove izzive, saj smo se kar naenkrat znašli pred ekrani, kjer smo poučevali in se zadrževali nadpovprečno veliko časa. Že pred epidemijo je postajala sodobna tehnologija vedno večji nasprotnik gibanju, kasneje pa se je ta težava le še potencirala v negativno smer. Kot učitelj športne vzgoje sem opazil velik primanjkljaj gibanja otrok in sem razmišljal, kako bi lahko s pomočjo sodobne tehnologije, ki je postala kar naenkrat središče našega in dela učencev, motiviral otroke za dodatno gibanje. Tako je nastala ideja o kratkih video posnetkih, s pomočjo katerih sem otrokom na zanimiv način demonstriral gibalne vaje in jim tako skušal vsak »korona« dan popestriti z raznolikim gibanjem. Ideja se je pokazala za odlično, saj so bili odzivi otrok zelo pozitivni in je pri večini pripomogla k dodatnem miganju.
• Abstract (EN): During the epidemic almost all of us were faced with a new challenge, as we suddenly found ourselves in front of screens and thus spending considerably a great deal of time while teaching. Even before the epidemic modern technology became the biggest opponent of physical exercise, but this problem has lately intensified in a negative direction. As a physical education teacher I have noticed a big decline in physical activity among children. Therefore I considered the possibilities how to motivate the students for additional physical exercise by using modern technology which has suddenly become the centre of our and students’ work. As a consequence the idea of short videos was developed. Videos helped me to demonstrate physical exercises to children in an attractive way and tried to make them each epidemic day more interesting by doing diverse physical activity. The idea turned out to be great since the positive student’s feedback and it encouraged almost everyone to be more physically active.
• Ključne besede: sodobna tehnologija, telesna aktivnost, poučevanje na daljavo, motivacija, šport. IT’S TIME FOR EXERCISE

Čas za Gibanje, MIR in Nasmeh

• Avtorji: LIPOVEC Maša
  • LIPOVEC Maša: OŠ Loče, Slovenija
• Knjiga: PZOM2026 — str. 786
• Vir: SRC-2026-10-05-009
• Jezik: sl
• Povzetek: Psihofizično zdravje otrok in mladostnikov predstavlja temelj njihovega celostnega razvoja, dobrega počutja in uspešnega učenja. V sodobnem okolju se učenci soočajo s številnimi izzivi, kot so zmanjšana telesna aktivnost, povečana uporaba digitalnih tehnologij in vse pogostejše duševne stiske. Namen prispevka je osvetliti povezavo med psihofizičnim zdravjem in učnim procesom ter poudariti vlogo učitelja pri promociji zdravja. V teoretičnem delu so predstavljeni ključni dejavniki, ki vplivajo na učenje, kot so telesna aktivnost, duševno zdravje, spanje in socialni odnosi. Empirični del temelji na primerih dobre prakse iz podaljšanega bivanja, kjer so sistematično vključene dejavnosti za spodbujanje gibanja, samoregulacije, socialnih kompetenc in zdravega življenjskega sloga. Ugotovitve kažejo, da celostni pristop in redno izvajanje krajših aktivnosti pomembno prispevata k izboljšanju počutja, vedenja in učne uspešnosti učencev.
• Abstract (EN): The psychophysical health of children and adolescents forms the foundation of their holistic development, well-being, and successful engagement in the learning process. In the modern environment, pupils are faced with a multitude of challenges, including decreased physical activity, greater use of digital technologies, and increased mental distress. The purpose of the presented paper is to highlight the correlation between psychophysical health and the learning process, as well as to emphasize the role of the teacher in health promotion. The theoretical part represents key factors influencing the learning process, such as physical activity, mental health, sleep quality, and social relationships. The empirical part is based on examples of good practice from after-school care, where activities aimed at promoting movement, self-regulation, social skills, and a healthy lifestyle are implemented. The findings indicate that a holistic approach and regular implementation of brief activities significantly contribute to improved well-being, behaviour, and learning performance of pupils.
• Ključne besede: psihofizično zdravje, učitelj, otroci in mladostniki, promocija zdravja, dobra praksa TIME FOR MOVEMENT, TRANQUILLITY, AND LAUGHTER

Čas za Pravljico

• Avtorji: PLOS Nataša Vesel
  • PLOS Nataša Vesel: Osnovna šola heroja Janeza Hribarja Stari trg pri Ložu
• Knjiga: EPID2020 — str. 173
• Vir: SRC-2026-10-07-016
• Jezik: sl
• Povzetek: Delo z otroki v razredu je poseben izziv. Učitelji si moramo prizadevati, da v otrocih vidimo njihovo radovednost. Za učence v prvi triadi je značilno, da bolje, hitreje in z večjim navdušenjem usvajajo nove vsebine preko didaktičnih iger, slikovnega in drugega konkretnega materiala. V času epidemije in učenja na daljavo tega načina nismo mogli izvajati. Pred nas so bili postavljeni izzivi, kako kvalitetno, razumljivo in zanimivo otrokom predstaviti nove vsebine. Ko poučuješ v razredu takoj vidiš odzive otrok, njihovo zainteresiranost ali nezanimanje. Pri pouku na daljavo tega ni bilo mogoče. Naloga učitelja je bila, da si je pridobil zaupanje staršev, še bolje je bilo, če je bilo zaupanje med starši in učenci že vzpostavljeno. Edina ovira ni bila samo v razpolaganju z različno tehnologijo, temveč kako otroke motivirati preko računalnika, jim omogočiti stik s pravljico in literarnimi junaki. Poleg objave na spletni strani šole, smo učencem prve triade naloge pošiljali preko elektronskega naslova staršev. Vedno sem zraven napisala še motivacijsko »pismo«, kjer sem otroke in starše poskušala navdušiti za nove vsebine. Posebno težka naloga se mi je zdela obravnava literarnih besedil tudi zato, ker učenci niso imeli na razpolago knjig iz knjižnice. V mesecu aprilu, ko praznujemo mednarodni dan knjig za otroke in Noč knjige, sem na drugačen način predstavila pravljico za lahko noč. Na večer Noči knjige sem staršem poslala naslov spletne povezave, kjer sem pripravila pravljico v ppt. izvedbi in jo zraven brala. V uvodu sem jih pospremila s prijetnim nagovorom. Predlagala sem jim, da naj si pripravijo posebno »pravljično« vzdušje. Sobo si lahko okrasijo z lučkami, lahko jo poslušajo na vrtu ali terasi v soju svečk, si naredijo »šotor« v sobi. Čeprav bo bral vsak v svojem kotičku, doma, kjer ti je najbolj prijetno, si lahko v mislih z drugimi, ki prav tako berejo.
• Abstract (EN): Working with children is a special task. Teachers must strive to see the curiosity of children. Children in the first triad typically learn better, faster and with more enthusiasm through didactical games, graphic and other materials. During the epidemic we weren’t able to use these materials and games. We were faced with challenges on how to present new content to the children in an understandable, interesting way and we still had to make sure that the way was good quality. When teaching children in a classroom you see their reactions to the content you’re teaching, you see their interest or disinterest in some cases. This wasn’t possible during distance learning. A teacher’s task is to acquire a parent’s trust, it’s even better if the trust between students and parents is already there. The obstacle was not only in the disposal of different technologies, but how to motivate the children through the computer and how to enable them to get in touch with fairy tales and their heroes. Alongside posts on the school page we sent students tasks over their parent’s email. I always wrote a quick motivational letter to these tasks, trying to get the parents and children motivated for new content. A lot of the students didn’t have books from the library at their disposal so dealing with literary texts was also a very difficult task. We celebrate “International Children’s Books Day” and “Night of Books” in April and I decided to present fairy tales in a different manner. On the night of “Book night” I sent the parents a link to a website where I prepared a PowerPoint presentation with the fairy tale and a recording of me reading the story. In the introduction I addressed them in a sweet and quiet manner. I suggested that the children create a special, mysterious “fairy tale” atmosphere. I suggested they decorate their rooms with fairy lights, or listen to the fairy tale in their garden or on their balconies with the candles lit. Even though they were going to read the fairy tale in their own rooms, in their own corners where they feel most comfortable, they would still keep in mind their classmates who are reading the story too.
• Ključne besede: didaktične igre, motivacija, Noč knjige, pravljica, radovednost otrok, zaupanje staršev. TIME FOR FAIRY TALES

Čas za Čaj in Dobro Knjigo v Šolski Knjižnici

• Avtorji: MLAKAR Marjetka
  • MLAKAR Marjetka: Osnovna šola Cirkulane–Zavrč, Slovenija
• Knjiga: PZ2026 — str. 361
• Vir: SRC-2026-10-06-011
• Jezik: sl
• Povzetek: Branje v knjižnici zaposlenim omogoča umirjen odmik od delovnega tempa ter prispeva k boljšemu duševnemu zdravju. Zaposlene sem večkrat povabila v knjižnico, jim predstavila samo knjižnico, razporeditev gradiva in izvedli smo bralne urice. Ob tem sem pripravila razstavo knjig na določeno tematiko, predvsem sem izbirala med knjigami o zdravju, o duševnem zdravju, skupaj pa smo prebirali knjigo po želji zaposlenih. Organizirala sem »slepi zmenek s knjigo«, pri katerem smo se razdelili po bralnih kotičkih glede na tematiko, si uredili prostor in izvedli skupno branje. Iz knjig smo izpisali nekaj citatov oz. lepih misli. Izvedli smo izmenjavo knjig, saj le-to med sodelavci krepi občutek povezanosti in spodbuja pozitivne odnose. Učitelji so prinesli knjige, ki jih ne potrebujejo več in jih zamenjali za druge, s tem smo spodbujali tudi trajnostno vedenje. Poudarek sem dala bralni čajanki za sprostitev in dobro počutje v knjižnici ter pogovoru o prebrani vsebini. Z ustvarjanjem prijetnega bralnega okolja se krepi dobro počutje ter dolgoročno podpira zdravje zaposlenih.
• Abstract (EN): Reading in the library provides employees with a calm retreat from the work routine and contributes to better mental well-being. I invited employees to the library on several occasions, introduced them to the library itself and the organization of materials, and organized reading sessions. In addition, I prepared a themed book exhibition, mainly selecting books related to health and mental health, and together we read a book chosen by the employees. I organized a “blind date with a book” activity, during which we divided into reading corners based on different themes, arranged the space, and engaged in shared reading. We selected and wrote down several quotes and meaningful thoughts from the books. We also organized a book exchange, as this strengthens a sense of connection among colleagues and encourages positive relationships. Teachers brought books they no longer needed and exchanged them for others, thereby also promoting sustainable behavior. Special emphasis was placed on a reading tea party focused on relaxation and well-being in the library, as well as discussions about the content we had read. By creating a pleasant reading environment, well-being is enhanced and employees’ health is supported in the long term.
• Key words (EN): bralne urice, slepi zmenek s knjigo, citat, trajnostno ravnanje s knjigami

Časovna stiska učitelja

• Avtorji: JEVŠINEK Martina
  • JEVŠINEK Martina: Srednja zdravstvena šola Celje
• Knjiga: PZ2018 — str. 192
• Vir: SRC-2026-10-06-003
• Jezik: sl
• Povzetek: V današnjem hitrem tempu življenja je obvladovanje našega časa zelo pomembno za vsakega izmed nas. Danes vsi samo še hitimo in to še posebej velja za učitelje. Hitimo v službo, v službi pa je tako čas naš vladar. Potem hitimo domov, kjer nas čakajo domača opravila, čakajo nas otroci, ki rabijo nas čas. Potrebno jim je zagotoviti prevoz na različne aktivnost, potrebno jim je nameniti tudi čas za spremljanje njihovega šolskega dela. Potem je tukaj še naš parter, ki tudi potrebuje naš čas. Pa prijateljica, ki se je prav danes namenila priti na kavo, ko imamo najmanj časa. Vsi pa se zavedamo, da rabimo tudi čas za počitek in opravljanje tistih aktivnostih, ki nas veselijo, ki nas bogatijo. Ko pa že govorimo o času, je treba vedeti, da se odnosi ne vzdržujejo sami po sebi in da je potrebno vanje vlagati veliko truda, energije in zopet časa. Ob vsem tem hitenju se vprašamo, kaj je in kaj ni organizacija časa, oz. ali se ga sploh da organizirati. Naše delo se ne zaključi, ko zapremo vrata šole in odidemo domov. Takrat se šele prične priprava na naslednji dan, da smo temeljito in kvalitetno pripravljeni.
• Ključne besede: učitelji, časovna stiska, organizacija časa

Čast, dostojanstvo in žrtveništvo med osnovnošolci

• Avtorji: ROJC Gregor
  • ROJC Gregor: OŠ Vojnik
• Knjiga: TE2020 — str. 218
• Vir: SRC-2026-10-04-002
• Jezik: sl
• Povzetek: Ameriška moralna sociologa Campbell in Manning sta moralne kulture razdelila v tri kategorije: kulturo časti, kulturo dostojanstva in kulturo žrtveništva. Kulturo časti smo na Zahodu preživeli, na temeljih kulture dostojanstva smo zgradili sodobno in svobodno zahodno civilizacijo, kultura žrtveništva pa to, kar smo izgradili ogroža. Zametke kulture žrtveništva se tu in tam lahko zasledi tudi med osnovnošolci, zato je najbrž čas, da šola začne poudarjati in udejanjati vzgojno komponento. Eden izmed namenov šole je tudi to, da se otroka pripravi na življenje. Šola ima specifično vlogo v družbi in je zato eden najpomembnejših dejavnikov pri oblikovanju značaja otrok.
• Abstract (EN): American moral sociologists Campbell and Manning put moral cultures into three categories: honour culture, dignity culture and victimhood culture. In the west, we have already moved past the honour culture and the modern, free society was built on the basis of dignity culture. However, all that is now endangered by the emergence of victimhood culture. Signs of victimhood culture can occasionally be noticed among the pupils, so it is probably time for the school to put more emphasis the upbringing (educational) component. One of the school’s goals is to prepare the pupil for life. The school occupies a specific role in society and is thus one of the most important factors in the development of a child’s character.
• Ključne besede: čast, dostojanstvo, žrtveništvo, kultura, šola, vzgoja hONOUR, DIGNIT y AND VICTImhOOD AmONG pUpILs

Če je Modro je Oblak, če Rumeno PA Sonce

• Avtorji: SLEVEC Mateja
  • SLEVEC Mateja: OŠ Marije Vere, Kamnik
• Knjiga: OPB2017 — str. 178
• Vir: SRC-2026-10-06-022
• Jezik: sl
• Povzetek: Otroci imajo v sebi mnogo več potencialov, kot jih zmoremo prebuditi in razvijati. Do uspehov bomo najhitreje prišli tako, da bomo preko učenčevih močnih področji vplivali na šibkejša področja. Ko učenec spozna svoja močna področja, se lažje sooči s težavami in jih bolje razume, zato jih želi odpraviti. Zato smo petošolci s pomočjo igre mlajšim pomagali pri učenju in osvajanju novih znanj. Načrtovali smo športne, miselne, likovne in motorične igre. Ker matematika že od nekdaj buri duhove in povzroča nočne more in mnogim staršem ter njihovim otrokom vzbuja občutek zaskrbljenosti smo igre, v večji meri, posvetili usvajanju matematičnih kompetenc.
• Ključne besede: Igra, učenje, matematične kompetence, medvrstniška pomoč, učenec postane učitelj

Čebele kot Osrednja Tema EKO Dneva na Daljavo

• Avtorji: KILAR Tadeja
  • KILAR Tadeja: Osnovna šola Frana Albrehta Kamnik
• Knjiga: EPID2020 — str. 168
• Vir: SRC-2026-10-07-016
• Jezik: sl
• Povzetek: Dnevi dejavnosti so del obveznega programa osnovne šole, katerih temeljni nameni in cilji so utrjevanje, povezovanje in uporaba znanja, praktično delo, samostojno kritično mišljenje, aktivne metode in tehnike dela ter medsebojno sodelovanje v bolj sproščenem in ustvarjalnem okolju. V prispevku se osredotočam na izvedbo eko dneva na temo čebele. Ker smo želeli poudariti pomen čebele za človeka, smo se o tem z učenci učili na daljavo, s tem pa tvorili mozaik znanja, povezanega z več učnimi predmeti. Naše izkušnje so pokazale, da lahko na daljavo izvedemo uspešen eko dan, se je pa potrebno zelo potruditi, da je program vsebinsko pester, medpredmetno načrtovan, raziskovalno motiviran in da so lahko pri njem aktivni vsi učenci. Kljub temu pa izkušenj, ki jih učenci pridobijo s pridobivanjem znanja v praksi, učenjem v drugih učnih okoljih, obiskom strokovnjaka in osebnim doživetjem, s še tako kvalitetno digitalno zamenjavo ne moremo nadomestiti. Tudi vloga učitelja, ki na dan dejavnosti koordinira in usmerja delo, je težko nadomestljiva. Delno jo lahko prevzamejo starši ali starejši sorojenci, je pa to tudi odlična priložnost za medgeneracijsko pomoč, ki ji sicer namenjamo premalo pozornosti. Pri izvedbi eko dneva na daljavo, kjer se težišče dela močno nagne na posameznika, zlahka dosegamo izobraževalne cilje. Več težav pa se pojavi pri doseganju funkcionalnih in vzgojnih ciljev, kot so na primer sodelovanje, druženje in medvrstniška pomoč, ki jih je težje prenesti v spletno učno okolje. Za boljše uresničevanje vseh ciljev eko dneva priporočam dobro predhodno organizacijo in razširitev dneva dejavnosti na več šolskih dni. Okrepiti moramo povezave med formalnim in neformalnim učenjem, najprej pa seveda poskrbeti za zadostno digitalno pismenost učiteljev in učencev.
• Abstract (EN): The activity days are part of the compulsory primary school program, whose basic purposes and goals are consolidation, integration and use of knowledge, practical work, independent critical thinking, active methods and techniques of work and mutual cooperation in a more relaxed and creative environment. This paper is focused on the implementation of an eco day on the topic of bees. Because we wanted to emphasize the importance of bees for humans, we include them as a central topic of a distance learning eco day by creating a mosaic of knowledge related to several teaching classes. Our experience has shown that we can carry out a successful eco day at a distance, but it is necessary to make a great effort to ensure that the program is diverse, cross-curricular, research-motivated and that all students can be active in it. Nevertheless, the experience that students gain by gaining knowledge in practice, learning in other learning environments, visiting an expert and personal experience can not be replaced by even such a high-quality digital replacement. It has been also noted, that the role of the teacher, who coordinates and directs the work on the day of the activity, is difficult to replace. It can be partly taken over by parents or older siblings, but it is also a great opportunity for intergenerational help, to which we otherwise pay too little attention. When conducting a eco day at a distance, where the focus of the work is strongly on the individual, we easily achieve educational goals. However, more problems arise in achieving functional and educational goals that are more difficult to transfer to an online learning environment, such as collaboration, socializing, and peer support. To better achieve all the goals of the eco day, I recommend a good preliminary organization and extension of the day of activities to more school days. I also recommend adapting the learning content, strengthening the links between formal and non-formal learning, but first, to ensure adequate digital literacy of teachers and students.
• Ključne besede: eko dan, čebele, medpredmetno povezovanje, izkustveno učenje

Čez Norveško do Kitajske in nazaj v vrtec Miškolin

• Avtorji: ČUK Katja
  • ČUK Katja: državni otroški vrtec s slovenskim učnim jezikom Miškolin - Boršt, Dolina pri Trstu, Italija
• Knjiga: VVZ2013 — str. 69
• Vir: SRC-2026-09-30-010
• Jezik: sl
• Povzetek: V prispevku želim predstaviti osebno izkušnjo dveh obiskov nam oddaljenih vrtcev, na Norveškem in na Kitajskem in stopnjo samostojnosti otrok iste starosti. Predšolske otroke OV Miškolin in OV Kekec sem vodila v razgovoru ob sliki in besedi in z njimi ugotavljala, kaj pomeni biti samostojen. Svoje ugotovitve so narisali in nastal je vprašalnik s katerim lahko razpolagajo otroci sami, saj jim daje možnost, da ugotovijo, katere veščine že obvladajo. Pravzaprav so opazovalne lestvice že domače v naših vrtcih, vedno pa jih imajo v rokah le odrasli. Tokrat smo želeli stvari postaviti na glavo, saj so otroci, seveda z vzgojiteljičino pomočjo, sami sestavili vprašalnik o svoji samostojnosti in svoje dosežke primerjali s tistimi svojih sovrstnikov, drugod po svetu.
• Ključne besede: samostojnost, samoocenjevanje, veščine, vprašalnik, starši

Čiste Roke za Srečne Otroke

• Avtorji: NAJDIHOJCA Tanja Trček Vrtec
• Knjiga: PZ2016 — str. 23
• Vir: SRC-2026-10-06-001
• Jezik: sl
• Povzetek (zloženo iz besedila): Umivanje rok je zelo pomembno pri preprečevanju prenosa okužb. Na rokah se zadržujejo mikroorganizmi, ki jih dobimo ob stiku z drugimi deli telesa, ob stiku z drugimi osebami ali s predmeti. Z umivanjem rok te mikroorganizme lahko odplaknemo in s tem preprečimo prenos in nadaljnjo okužbo. Nujno je začeti vzgajati in izobraževati otroke že v najzgodnejšem obdob- ju njihovega življenja, da oblikujejo vzorec odgovornega obnašanja in skrbi za svoje zdravje in zdravje drugih okoli njih. Vsakodnevno sem se trudila, da bi si otroci, stari 4-5 let, samoiniciativno umivali roke vsaj po uporabi stranišča ali pred obrokom. Opozarjala sem jih tudi, naj rok ne nosijo v usta in naj ne brskajo po nosu. Pri tem nisem bila dovolj uspešna, zato sem razmišljala, kako bi jim na konkreten in njim razumljiv način pokazala, kaj imajo na svojih rokah in kako se to prenaša na druge ljudi in stvari. Nekega dne sem v skupino prinesla veliko lutko – orangutana Olija – ki je vsakodnevno sodeloval pri dopoldanskih dejavnostih. Otroci so ga takoj vzljubili. Nekega dne pa Olija ni bilo v vrtec. Otroci so ga zelo pogrešali. Povedala sem jim, da je zbolel. Ko je naslednji teden Oli spet prišel v vrtec, jim je povedal, da je zbolel zato, ker si ni dovolj dobro umival rok in ker jih je dajal tudi v usta. Bolel ga je trebušček, bruhal je, imel je drisko, vročino in po koži so se mu naredili izpuščaji, ki so ga zel

Čitam DA SE Pročitam – Biblioterapija u Radu s Mladima

• Avtorji: ŠIŠAK Iva
  • ŠIŠAK Iva: Osnovna škola Mladost, Zagreb, Hrvatska
• Knjiga: PZOM2024 — str. 434
• Vir: SRC-2026-10-05-005
• Jezik: hr
• Povzetek: „Čitam da se pročitam” je projekt koji se u školskoj knjižnici OŠ Mladost u Zagrebu provodi s učenicima završnih razreda osnovne škole, a osnovni ciljevi su mu prevencija problema i očuvanje mentalnog zdravlja mladih te poticanje samorazvoja. Sastoji se od niza radionica, a u središtu svake radionice nalazi se kraći književni tekst koji se s učenicima prorađuje prema principima interaktivne razvojne biblioterapije. Taj pristup uključuje poticanje dubinskog čitanja, razvoj refleksije i komunikacije, uz uvažavanje grupne dinamike i razvojnih karakteristika učenika. Putem identifikacije s likovima i situacijama iz priče, ulomaka ili pjesme učenici u sigurnom okruženju, kroz razgovor te različite individualne i grupne kreativne aktivnosti jačaju svoju samosvijest, samopouzdanje i psihološku otpornost. U ovom radu se na primjerima provedenih radionica objašnjavaju osnovne teorijske postavke i metodologija rada te se ističu prednosti i izazovi biblioterapijskih aktivnosti u radu s mladima, a s naglaskom na višestrukom potencijalu koji ovakav pristup ima u očuvanju njihovog mentalnog zdravlja.
• Abstract (EN): “Read to Reflect” is a project implemented in the school library at Primary School Mladost in Zagreb with students in their final years. Its primary objective is the prevention of issues and the preservation of mental health among youth, while also fostering self-development. Consisting of a series of workshops, each workshop is centered around a short literary text, engaging students in interactive developmental bibliotherapy practices. This approach encourages deep reading, reflection, and communication while taking into account group dynamics and students’ developmental characteristics. By identifying with characters and situations in stories, excerpts, or poems, students strengthen their self-awareness, self-confidence, and psychological resilience in a safe environment through discussion and various individual and group creative activities. This work explains the basic theoretical principles and methodology of bibliotherapy using workshop examples. It also highlights the advantages and challenges of bibliotherapy activities with young people, emphasizing the approach’s potential in preserving their mental health.
• Ključne besede: interaktivna razvojna biblioterapija, mladi, školska knjižnica

Čitanje Knjiga za Jače Mentalno Zdravlje

• Avtorji: TISUCKI Jasenka
  • TISUCKI Jasenka: OŠ August Cesarec, Ivankovo, Hrvatska
• Knjiga: PZ2025 — str. 276
• Vir: SRC-2026-10-06-010
• Jezik: sl
• Povzetek: Briga o sebi danas je česta društvena tema, nakupljeni stres odražava se na našu pažnju i koncentraciju, a ključno je te aspekte prepoznati na vrijeme. Svi se različito nosimo s izazovnim situacijama, nekima svakodnevni problemi izazivaju prevelik stres, a netko se dobro nosi i s puno težim situacijama. Ako se informiramo kako ojačati svoje mentalno zdravlje, naići ćemo na mnoštvo savjeta i poučnih prijedloga. Neki od njih odnose se na kvalitetno provođenje vremena. Vrlo je važno osvijestiti si važnost odvajanja vremena koje ćemo provesti kako bismo sebi ugodili i radili nešto što nas veseli ili opušta. No, sve one ostavljaju trag na naše zdravlje, kako fizičko, tako i psihičko. Kada govorimo o metodama koje nam pomažu da mentalno jačamo, svakako trebamo što više uvrstiti čitanje. Brojne su prednosti čitanja. I digitalna i tiskana izdanja dobrodošla su u današnjem društvu i svatko u moru izvora za čitanje može pronaći nešto za sebe. Ako znamo da si tako činimo dobro, brinemo o svom zdravlju i kvaliteti slobodnog vremena, vrlo brzo će knjige postati sastavni dio naše dnevne rutine.
• Abstract (EN): Self-care is a common social topic today, accumulated stress affects our attention and concentration, but it is crucial to recognize these aspects in time. We all deal with challenging situations differently, for some people daily problems cause too much stress, but some people deal well with much more difficult situations. If we are informed about how to strengthen our mental health, we will come across a lot of advice and instructive suggestions. Some of them refer to spending quality time. It is very important to be aware of the importance of spending the time that we will spend in order to please ourselves and do something that makes us happy or relaxing. Well, they all leave a mark on our health, both physical and mental. When we talk about methods that help us to strengthen mentally, we should definitely include reading as much as possible. There are many benefits of reading. Both digital and printed editions are welcome in today’s society and everyone can find something for themselves in the sea of ​sources for reading. If we know that we are doing good to ourselves, taking care of our health and the quality of our free time, very soon books will become an integral part of our daily routine.
• Ključne besede: mentalno zdravlje, učitelji, čitanje, digitalna tehnologija, knjige, stres

Čitanjem do Emocionalnog Razvoja

• Avtorji: MARMILIĆ Jasenka
  • MARMILIĆ Jasenka: Osnovna škola Side Košutić Radoboj i Osnovna škola Antuna Mihanovića Petrovsko, Hrvatska
• Knjiga: PZOM2025 — str. 599
• Vir: SRC-2026-10-05-006
• Jezik: hr
• Povzetek: Učenici 2. razreda su u fazi kada su emocionalno i socijalno vrlo osjetljivi i otvoreni za učenje o emocijama. S obzirom na njihov kognitivni razvoj, spremni su za usvajanje pojmova vezanih uz prepoznavanje i regulaciju emocija, no potrebno im je omogućiti konkretne primjere i kreativne aktivnosti koje im pomažu da verbaliziraju i obrade svoje osjećaje. U izlaganju će biti predstavljen projekt Emocionalna avantura kroz čitanje koji je proveden u sklopu rada stručne suradnice knjižničarke u OŠ Side Košutić Radoboj. Usmjeren je na učenike 2. razreda osnovne škole s ciljem razvoja emocionalne pismenosti i poticanja čitalačkih vještina. Kroz čitanje odabranih knjiga i slikovnica na temu emocija, uz kreativne radionice i aktivnosti, učenici su učili prepoznati, razumjeti i izraziti vlastite emocije te razvijati empatiju prema drugima. Projekt kombinira čitanje, vođene diskusije, crtanje, pisanje dnevnika emocija i dramatizacije kako bi potaknuo osobni rast i razvoj socijalnih vještina. Osim emocionalnog razvoja, projekt se fokusira na povećanje interesa za čitanje, proširenje vokabulara te unaprjeđenje čitanja s razumijevanjem. Očekivani rezultati uključuju jačanje čitalačkih navika, razvoj samopouzdanja u čitanju i sposobnost kritičke analize pročitanog.
• Abstract (EN): second-grade students are at a stage where they are emotionally and socially sensitive and open to learning about emotions. Given their cognitive development, they are ready to acquire concepts related to recognizing and regulating emotions. However, they need concrete examples and creative activities to help them verbalize and process their feelings. This presentation will introduce the project Emotional Adventure through Reading, carried out as part of the work of the school librarian at Side Košutić Radoboj Primary School. The project is aimed at second-grade students with the goal of developing emotional literacy and encouraging reading skills. Through reading selected books and picture books on the topic of emotions, along with creative workshops and activities, students learned to recognize, understand, and express their emotions while developing empathy for others. The project combines reading, guided discussions, drawing, emotion journal writing, and dramatizations to foster personal growth and social skill development. In addition to emotional development, the project focuses on increasing interest in reading, expanding vocabulary, and improving reading comprehension. Expected outcomes include strengthening reading habits, building confidence in reading, and enhancing the ability to critically analyze texts.
• Ključne besede: emocije, knjižnica, emocionalni razvoj, čitanje READING FOR EMOTIONAL DEVELOPMENT

Čitateljski Klub KAO Izvannastavna Aktivnost

• Avtorji: CRNKOVIĆ Danijela
  • CRNKOVIĆ Danijela: Osnovna škola Josipa Pupačiča, Hrvatska
• Knjiga: DM2023 — str. 331
• Vir: SRC-2026-10-07-013
• Jezik: hr
• Povzetek: Čitateljski klub mjesto je poticanja i razvijanja čitanja i čitateljskih interesa. Učenici-članovi na konstruktivan način provode svoje slobodno vrijeme. Ne doživljavaju knjigu samo kao izvor znanja i sredstvo učenja, već kao razonodu i užitak. Čitateljski klubovi omogućuju djeci i mladima da otkriju nove svjetove čitajući s užitkom i raspravljajući o onome što su pročitali. Ova izvannastavna ili izvanškolska aktivnost pomaže učenicima u razvoju karaktera te komunikacijskih i društvenih vještina. Predavanje će definirati pojam čitateljskog kluba, istaknuti razlikovanje pojmova čitateljska grupa i čitateljski klub. Predavanje uključuje metodičke savjete kako pokrenuti čitateljski klub u školi te smjernice kako što uspješnije voditi susret čitateljskog kluba kao i načine motiviranja učenike da sudjeluju u projektima poticanja čitanja, postanu posjetitelji sajmova knjiga, književnih susreta te sudjeluju u radionicama poticanja čitanja izvan škole i online. Predavanje će obuhvatiti i prikaza rada Čitateljskog kluba čitatelj koji djeluje kao izvannastavna aktivnost u Osnovnoj školi Josipa Pupačića.
• Abstract (EN): The reading club is a place to encourage and develop reading and reading interests. Student-members spend their free time in a constructive way. They do not perceive the book only as a source of knowledge and a means of learning, but as entertainment and pleasure. Reading clubs enable children and young people to discover new worlds by reading with pleasure and discussing what they have read. This extracurricular or extracurricular activity helps students develop character and communication and social skills. The lecture will define the concept of a reader’s club, highlight the difference between the concepts of a reader’s group and a reader’s club. The lecture includes methodical advice on how to start a reading club at school, guidelines on how to lead a reading club meeting as successfully as possible, as well as ways to motivate students to participate in projects to encourage reading, become visitors to book fairs, literary meetings, and participate in radionics to encourage reading outside of school and online. The lecture will also include a demonstration of the love of the čitatelj Reader’s Club, which operates as an extracurricular activity at the Josip Pupačić Elementary School.
• Ključne besede: čitateljska grupa/klub, osnovna škola, izvannastavna aktivnost, komunikacijska kompetencija

Čudesni svijet stem-a za male istraživače

• Naslov (EN): The wonderful world of stem for little researchers
• Avtorji: MUSTAĆ Anita, KLARIN Zrinka
  • MUSTAĆ Anita: Osnovna škola Šime Budinića Zadar, Hrvaška
  • KLARIN Zrinka: Osnovna škola Šime Budinića Zadar, Hrvaška
• Knjiga: VVZ2025 — str. 225
• Vir: SRC-2026-09-30-022
• Jezik: hr
• Povzetek: Današnje suvremeno doba i povećano korištenje tehnologije u svakodnevnom životu potiče upoznavanje djece sa STEM područjem od najranije dobi, čak i prije osnovnoškolskog obrazovanja. Kako bi se razvile STEM vještine djece, u radu se koriste različite strategije koje potiču njihovu znatiželju i aktivno sudjelovanje. Najčešće strategije s djecom vrtićke dobi su: istraživačko učenje kroz igru, rješavanje jednostavnih problemskih zadataka, provedba jednostavnih pokusa i projekata. Kroz interdisciplinarni pristup potiče se dječja znatiželja i kritičko razmišljanje. Promatranjem pojava i procesa djeca uočavaju, postavljaju pitanja i donose zaključke. Sadržaji i provedba STEM aktivnosti kod vrtićke djece trebaju biti pažljivo osmišljeni kako bi odgovarali njihovoj dobi i razvojnim sposobnostima. Radionice Mali istraživači mora i Morski svijet iz mašte osmišljene su za djecu vrtićke dobi kako bi kroz igru i praktične aktivnosti istražili osnovna svojstva mora te upoznali raznolikost života u njemu. Cilj radionica je potaknuti dječju radoznalost, omogućiti istraživačko učenje te razviti svijest o važnosti očuvanja morskog okoliša. Aktivnosti su prilagođene njihovoj dobi i provedene su kroz igru, promatranje, pokuse i jednostavne zadatke.
• Abstract (EN): Today’s modern era and the increased use of technology in everyday life encourage children to be introduced to the STEM field from an early age, even before primary school education. In order to develop children’s STEM skills, various strategies are used in the work that stimulate their curiosity and active participation. The most common strategies with kindergarten children are: exploratory learning through play, solving simple problem tasks, carrying out simple experiments and projects. Through an interdisciplinary approach, children’s curiosity and critical thinking are encouraged. By observing phenomena and processes, children notice, ask questions and draw conclusions. The content and implementation of STEM activities for kindergarten children should be carefully designed to suit their age and developmental abilities. The workshops “Little Sea Explorers” and “Imaginary Sea World” are designed for kindergarten children to explore the basic properties of the sea through play and practical activities and learn about the diversity of life in it. The aim of the workshops is to stimulate children’s curiosity, enable exploratory learning and develop awareness of the importance of preserving the marine environment. The activities are adapted to their age and are carried out through play, observation, experiments and simple tasks.
• Ključne besede: STEM, istraživačko učenje, predškolska djeca
• Key words (EN): STEM, exploratory learning, preschool children

Čudežna Moč Lutke

• Avtorji: BAGON Mag. Nadja
  • BAGON Mag. Nadja: Osnovna šola Lucijana Bratkoviča Bratuša Renče
• Knjiga: OPB2011 — str. 85
• Vir: SRC-2026-10-06-016
• Jezik: sl
• Povzetek: Lutka ima čudežno moč. V otrokovih rokah postane odraz njegovih čustev in želja, razmišljanj iz realnega in namišljenega sveta. Otroku pomaga pri komunikaciji z vrstniki in odraslimi. Otrok se lahko z njo mnogo bolj zaupljivo, sproščeno in svobodno pogovarja kot pa z odraslimi. Učitelji na razredni stopnji bi jo zato lahko pogosto uporabili. V nadaljevanju želim predstaviti projekt, ki smo ga z otroki naslovili Prijateljstvo. Prikazati želim, zakaj smo se odločili za ta projekt, kako je potekal, kako smo z otroki v okviru projekta doživljali lutko, izdelali lutke, se z njimi igrali, pogovarjali in nenazadnje uprizorili spontano lutkovno predstavo.
• Ključne besede: lutka, projektno delo, prijateljstvo

Čudežna moč zelišč

• Naslov (EN): The miraculous power of herbs
• Avtorji: MEŠKO Karmen
  • MEŠKO Karmen: Vrtec Ivana Glinška Maribor, Slovenija
• Knjiga: VVZ2024 — str. 110
• Vir: SRC-2026-09-30-021
• Jezik: sl
• Povzetek: Moč zelišč je močno prisotna v vsakdanjem življenju, kot v kulinariki, tudi v kozmetiki ali medicini. Vključevanje otrok v svet zelišč je odličen način, da otroke naučimo o naravi, prehrani, zdravju in veščinah samooskrbe. Odločili smo se, da otrokom na zabaven in poučen način predstavimo svet zelišč. Z otroki smo preko skrbno načrtovanih dejavnosti, odkrivali čemu služijo posamezna zelišča. Razlikovali smo jih bo vonju in okusu. Ugotavljali, katera zelišča cvetijo. Zelišča smo sejali, jih gojili, trgali in sušili. Pripravljali smo si čaj ter ga okušali in razločevali po barvi in vonju. Pripravljali smo si zeliščne kreme za hladne zimske dni. Prebirali smo pravljice ter se učili deklamacije. Otrokom smo želeli približati, da zelišča nudijo podporo za številne zdravstvene težave, od prehladov do stresa. Spoštovati in ceniti je treba moč narave, katera nam je dana. Spoštovanje njihove moči pa pomeni tudi zavedanje, da se zelišča uporabljajo odgovorno in etično.
• Abstract (EN): The power of herbs is very much present in everyday life, whether in culinary, cosmetic or medicinal applications. Involving children in the world of herbs is a great way to teach them about nature, nutrition, health and self-care skills. We decided to introduce the world of herbs to children in a fun and educational way. Through carefully planned activities, we worked with the children to discover what each herb is used for. We distinguished them by smell and taste. We found out which herbs bloosom. We sowed, cultivated, picked and dried herbs. We made tea and tasted it and distinguished its colour and smell. We made herbal creams for cold winter days. We read fairy tales and learned declamations. We wanted to make children aware that herbs offer support for many health problems, from colds to stress. We need to respect and appreciate the power nature has given us. Respecting their power also means knowing that herbs are used responsibly and ethically.
• Ključne besede: zelišča, narava, zdravje, predšolski otroci, dejavnosti
• Key words (EN): herbs, nature, health, pre-school children, activities

Čuječi December 2021

• Avtorji: JOŠT Damijana
  • JOŠT Damijana: Kranjski vrtci, Kranj
• Knjiga: PZOM2022 — str. 69
• Vir: SRC-2026-10-07-005
• Jezik: sl
• Povzetek: Meseca decembra se dolžina dneva vztrajno krajša in noč daljša. Narava nam v tem mesecu daje priložnost, da se umirimo, upočasnimo svoj dnevni ritem ter razvijamo čuječi stik s seboj, tako da smo lahko tudi v pristnem stiku z drugimi ljudmi. Otrok ve, da je ta praznični mesec poln praznikov, okrašenih smrečic, utripajočih barvnih lučk in daril, ki jih prinašajo dobri možje. Mesec je poln obiskov, izletov po okrašenih mestih, otrok se udeležuje veselih in glasnih prireditev, kjer se srečuje, zaznava in vsrkava številne neznane dražljaje. Zaradi senzorične preobremenjenosti so otroci, ki po navadi vse radovedno spremljajo ter se veselijo in zabavajo z nami, utrujeni, prestrašeni in razdražljivi. S prilagojenimi igrami čuječnosti sem želela otroke popeljati v prijetno, sproščeno, umirjeno preživljanje decembrskih dni in nas pripraviti na praznike, ki so se približevali. Čuječe igre so spodbujale našo igrivost, gojile radovednost in razvijale željo spoznati naša telesa in njihove zmožnosti. Povezale so nas z doživljanjem sebe, svojega telesa in okolja ter družbe, ki nas obdaja.
• Abstract (EN): In December the days are getting shorter and shorter. It’s nature’s way of giving us an opportunity to slow down our daily routine, to relax and to develop a mindful connection with ourselves, so we can also make authentic connections with others. A child knows that December is a festive month full of holidays, decorated Christmas trees, blinking colourful lights and gifts brought by the three good men of December (St. Nicholas, Father Christmas, and Father Frost). The month is chock-full of visits, trips to Christmas decorated towns and children attend many merry and loud events, where they encounter, sense, and absorb numerous unfamiliar stimuli. Due to sensory overload the children, who are normally curious, full of joy and merriment, become tired, frightened, and irritable. The designed mindfulness games were a way of getting the children to spend more pleasant, more relaxed, and calmer December days and to prepare us for the holidays, which were approaching. Mindfulness games have encouraged our playfulness, curiosity, and the desire to get to know our bodies and its capabilities. They have connected us by experiencing ourselves, our bodies, the environment, and society around us.
• Ključne besede: čuječnost, praznični december, zavedanje telesa, zavestno poslušanje, zavedanje dihanja, prebujanje čutov

Čuječni Razred

• Avtorji: GORIČAR Mojca Bregar
  • GORIČAR Mojca Bregar: OŠ dr. Jožeta Toporišiča Dobova, Slovenija
• Knjiga: PZOM2023 — str. 111
• Vir: SRC-2026-10-05-004
• Jezik: sl
• Povzetek: Vsaka generacija otrok, ki pride v šolo, je bolj odtujena od sebe kot prejšnja. Zanima jih, kaj bomo delali pozneje in se ne posvečajo temu, kar delamo zdaj. Večina otrok ima tudi težave s tem, da delajo samo eno stvar naenkrat, da obdržijo koncentracijo na nalogi, ki jo opravljajo. Vse jih zmoti, jim prekine misel, jih spelje na drugo pot. Kako se spopasti s temi težavami na prijazen način, ki pomaga pridobivati veščine otrokom, učitelju pa omogoči mirnejši pouk? Odgovor je lahko čuječnost. Z majhnimi koraki se daleč pride, otrokom pa privzgojimo veščine, ki jih bodo uporabljali še celo življenje. Nekateri jih bodo celo nadgradili in predajali naprej. Vaje čuječnosti so enostavne in uporabne v vsaki situaciji. Najboljše pa je, da jih lahko naredimo tudi, ko čakamo v vrsti ali v čakalnici, pa tega nihče sploh opazil ne bo – samo mi bomo bolj mirni.
• Abstract (EN): Each generation of children coming to school is more alienated from themselves than the previous one. They are interested in what we will do later and do not pay attention to what we are doing now. Most children also have trouble doing only one thing at a time, keeping their concentration on one task at hand. Everything distracts them, interrupts their thoughts, leads them astray. How to deal with these problems in a friendly way that helps children acquire skills and enables the teacher to have a more peaceful lesson? The answer can be mindfulness. With small steps, we can go far, and we can instill skills in children that they will use throughout their lives. Some will upgrade them and pass them on. Mindfulness exercises are simple and useful in every situation. The best thing is that we can do them even when we are waiting in line or in the waiting room, and no one will even notice – only we will be calmer.
• Ključne besede: čuječnost, vaje čuječnosti, angleščina, branje, učitelj, učenec MINDFUL CLASSROOM

Čuječnost

• Avtorji: HOLOBAR Tea Bevc
  • HOLOBAR Tea Bevc: Srednja zdravstvena in kozmetična šola Celje
• Knjiga: PZ2023 — str. 89
• Vir: SRC-2026-10-06-008
• Jezik: sl
• Povzetek: Čuječnost je proces spoznavanja, sprejemanja in spremembe. Je zavedanje sedanjega trenutka, brez ocenjevanja, brez osredotočanja na preteklost in prihodnost. Je tehnika v kateri se je potrebno zavedati, kaj se dogaja z našimi mislimi, čustvi, občutki, našim delovanjem, prav zdaj, v tem trenutku. Čuječnosti se učimo z uporabo tehnik dihanja, meditacije, predstavljanja … Čuječnost je način življenja, ki nas lahko nauči, kako se soočamo s stresom in izzivi v našem vsakdanjem življenju. S čuječnostjo se učimo, kako se odzvati na situacije, ki nas obremenjujejo, in kako ostati osredotočeni na trenutek in se ne obremenjevati s preteklostjo ali prihodnostjo. S pravilno vadbo in redno uporabo čuječnosti lahko dosežemo večjo stopnjo zavedanja in pozornosti na trenutek, kar lahko vodi do boljšega počutja in bolj izpolnjujočega življenja.
• Abstract (EN): Mindfulness is a process of knowing, accepting and changing. It is awareness of the present moment, without evaluation, without focusing on the past and the future. It is a technique in which it is necessary to be aware of what is happening with our thoughts, emotions, feelings, our actions, right now, at this moment. We learn mindfulness by using breathing techniques, meditation, visualization … Mindfulness is a way of life that can teach us how to deal with stress and challenges in our daily lives. With mindfulness, we learn how to respond to stressful situations and how to stay focused on the moment and not worry about the past or the future. With proper practice and regular use of mindfulness, we can achieve a greater level of awareness and attention to the moment, which can lead to a better sense of well-being and a more fulfilling life.
• Ključne besede: čuječnost, dihanje, pozornost, zavedanje MINDFULNESS

Čuječnost in druge oblike sproščanja za boljšo motivacijo

• Avtorji: NAPAST Klara
  • NAPAST Klara: OŠ borcev za severno mejo Maribor
• Knjiga: DM2019 — str. 64
• Vir: SRC-2026-10-07-010
• Jezik: sl
• Povzetek: Motivacija je prvi korak k doseganju rezultatov. Kakor smo nenehnim pritiskom svoje okolice podvrženi odrasli, so tudi otroci, torej učenci. Učenje, stres, čustvene težave, fizični napori povzročajo tudi telesno utrujenost, nejevoljo in posledično nepripravljenost na delo. Predvsem ure, ki so na urniku kot zadnje, so lahko z učenci, najstniki, težavne. Takrat je še posebej pomembno, kako jih začeti, da bodo učenci motivirani. Tako lahko uro začnemo tudi s sproščanjem, ki predstavlja dober uvod v delo. Seveda je možnosti veliko; od čuječnosti do meditacij ali čisto enostavno umirjanje z glasbo. Predstavila bom dva primera iz prakse, ki sta se izkazala kot dobra: čuječnost ob skodelici čaja in sproščanje z glasbo – nadgrajeno s konkretno nalogo.
• Ključne besede: sproščanje, motivacija, čuječnost

Čuječnost in Komunikacija

• Avtorji: MEGLIČ Erna
  • MEGLIČ Erna: OŠ Matije Valjavca Preddvor, Slovenija
• Knjiga: IP2023 — str. 355
• Vir: SRC-2026-10-07-001
• Jezik: sl
• Povzetek: Sedanji čas ni najbolj naklonjen kvalitetnemu osebnemu razvoju učencev, zato je danes vloga šole pri celovitem razvoju učencev zelo pomembna. Največ stika z učenci imajo učitelji, zato tudi najlažje vplivajo na pozitiven razvoj učencev. Vprašanje pa je, kako učiteljem pomagati in jih opolnomočiti za to vlogo. Na to vprašanje odgovarja izobraževanje za učitelje, ki omogoča teoretičen in izkustven način spoznavanja čuječnosti. Učitelji se seznanijo tudi z različnimi načini vzpostavljanja dobrega stika, aktivnim poslušanjem, uporabo jezika oz. besed, ki gradijo (ne razdirajo) odnose, ciljno usmerjeno komunikacijo, podajanjem povratnih informacij ipd. Ovrednotenje tridnevnega izobraževanja je pokazalo, da so učitelji pridobili veliko novega znanja in izkušenj, ki so jih vnesli v svoje delo z učenci ter v komunikacijo s starši učencev in sodelavci.
• Abstract (EN): The present time is not the most favorable to student’s high-quality personal development. That is why the schools are getting the more and more important role in the comprehensive development of their students. Teachers have the biggest contact with students, which is why they also have a significant impact on the positive development of students. But the question is how to help teachers and empower them for this role. This question is answered by theoretical and empirical way of learning mindfulness, especially prepared for teachers. They learn different ways of establishing a good rapport with students, different ways of active listening, using language and words that build (not tear) relations, they learn target-oriented communication, giving feedback, etc. Evaluation of the three-day teacher training showed the teachers had acquired a lot of new knowledge and experiences in participating the training and they have brought it to their work with students and to their communication with students’ parents and colleagues.
• Ključne besede: aktivno poslušanje, ciljna usmerjenost, čuječnost, komunikacija, nevrolingvistično programiranje, pozornost. MINDFULNESS AND COMMUNICATION

Čuječnost in Sproščanje za Zmanjšanje Stresa v Razredu

• Avtorji: JURKUŠEK agica
  • JURKUŠEK agica: OŠ Toneta Čufarja Maribor, Slovenija
• Knjiga: PZOM2026 — str. 577
• Vir: SRC-2026-10-05-009
• Jezik: sl
• Povzetek: Prispevek predstavlja šolsko raziskavo problematike stresa in njegovih dejavnikov na učence in učitelje šole. V raziskavo sta bili vključeni skupini učencev 1. in 5. razreda. Učenci so sodelovali pri izvajanju rednih, tedenskih vaj čuječnosti in sproščanja. Omenjene vaje so izvajali redno, vsak dan, 5 mesecev. Rezultati raziskave kažejo, da se s stresom pogosto ali manj pogosto sooča 78 % anketiranih učencev ter 83 % učiteljev. Zanimalo nas je, kako bo tovrstno načrtno izvajanje vaj vplivalo na zmanjšanje stresa v razredu. 86 % prvošolcev ter 100 % petošolcev, ki so sodelovali v raziskavi, navaja občutno izboljšanje počutja po izvajanju vaj čuječnosti in sproščanja. Učenci so lažje sledili pouku in bili manj razdražljivi. Po 5-ih mesecih vključevanja čuječnosti, 25 % petošolcev navaja manj zdravstvenih težav (bolečine v trebuhu, glavobol, slabost). Rezultati raziskave potrjujejo, da lahko redno, vsakodnevno vključevanje čuječnosti pripomore k obvladovanju stresnih situacij v razredu.
• Abstract (EN): The article presents a school-based study of stress and its factors among students and teachers at the school. Groups of students in grades 1 and 5 were included in the study. The students participated in regular, weekly mindfulness and relaxation exercises. The exercises were performed regularly, every day, for 5 months. The results of the study show that 78% of the students and 83% of the teachers face stress often or less often. We were interested in how such a planned implementation of exercises would affect stress reduction in the classroom. 86% of first-graders and 100% of fifth-graders who participated in the study reported a significant improvement in their well-being after performing mindfulness and relaxation exercises. Students were able to follow lessons more easily and were less irritable. After 5 months of incorporating mindfulness, 25% of fifth graders reported fewer health problems (stomach aches, headaches, nausea). The results of the study confirm that regular, daily mindfulness practice can help manage stressful situations in the classroom.
• Ključne besede: stres, otroci, mladostniki

Čuječnost na Delovnem Mestu

• Avtorji: ŠTAMPAR Valerija
  • ŠTAMPAR Valerija: Srednja šola Izola, Slovenija
• Knjiga: PZ2023 — str. 25
• Vir: SRC-2026-10-06-008
• Jezik: sl
• Povzetek: Raziskave kažejo, da se lahko s pomočjo čuječnostjo uspešno spopadamo s stresom na delovnem mestu. Da bi lahko prakticirali čuječnost, se moramo naučiti poslušati. Potem je tu še videnje, tipanje, okušanje, dotikanje in vsa različna področja, na katerih se pojavi človeška inteligenca, vključno z mislimi in čustvi. Kar počnemo je, da vse to sprejemamo v zavedanju, tako da lahko dejansko krmarimo v trenutkih s čim večjo jasnostjo, mirnostjo in ravnovesjem, in ne samo zato, da bi bili uravnovešeni zase, ampak zato, da bi bili globoko povezavo s tem, kar se dejansko dogaja. Čuječnost ima pozitivne učinke na zaposlene in podjetja. Zaposleni so tako bolj ustvarjalni, imajo bolj pozitivne odnose, boljšo kakovost življenja, večjo motivacijo, so bolj vitalni in odporni, kar prinaša za podjetja manj absentizma, boljše odnose in pozitivno kulturo podjetja.
• Abstract (EN): Researches show that with the help of mindfulness, we can successfully deal with stress in the workplace. In order to practice mindfulness, we must learn to listen. Then there is seeing, feeling, tasting, touching, and all the various areas in which human intelligence emerges, including thoughts and emotions. What we are doing is taking it all in with awareness so that we can actually navigate the moments with as much clarity and calmness and balance as possible, and not just to be balanced for ourselves, but to be deeply connected to what is actually happening. Mindfulness has positive effects on employees and companies. Employees are thus more creative, have more positive relationships, a better quality of life, greater motivation, are more vital and resilient, which brings for companies less absenteeism, better relationships and a positive company culture.
• Ključne besede: čuječnost, zavedanje, delovno mesto, stres, zaposleni, odnosi MINDFULNESS AT WORKPLACE

Čuječnost pri Predšolskih Otrocih

• Avtorji: KOLAR Albina
  • KOLAR Albina: Vrtec Šentjur, Slovenija
• Knjiga: IP2023 — str. 21
• Vir: SRC-2026-10-07-001
• Jezik: sl
• Povzetek: V prispevku predstavljamo, kako smo čuječnost vpeljali v predšolsko vzgojo – v oddelek otrok, starih od tri do šest let. Z načrtovanim tematskim sklopom, ki je vseboval vodeno meditacijo, jogo za otroke, dihalne vaje, dejavnosti za slušno in taktilno zaznavanje, čustva in zavedanje telesa, smo izvedli začetno in končno oceno sodelovanja pri dejavnosti, razumevanje navodil in čas trajanja v dejavnosti. Ugotavljamo, da sta se po končanem sklopu pri vseh dejavnostih izboljšala sodelovanje in pozornost. Otroci so imeli boljšo slušno pozornost, hitreje so se umirili pri počitku in sami so posegali po tehnikah sproščanja, ko je bilo to potrebno. Otroci so sami že zelo čuječi, saj so z mislimi in čustvi v danem trenutku. Kurikulum za vrtce nam omogoča izvajanje dejavnosti, s katerimi otroci ohranjajo sposobnosti za umiritev in spoprijemanje z nenehnimi dražljaji iz okolja.
• Abstract (EN): In this contribution, we present how we have introduced mindfulness in pre-school education – in a unit for children aged 3 to 6 years. Using a planned thematic set including guided meditation, yoga for children, breathing exercises, activities for auditory and tactile perception, emotions and body awareness, we conducted an initial and final assessment of participation in the activity, understanding of the instructions and time spent on the activity. We found that, after the end of the set, all activities showed an improvement in participation and attention. The children had better auditory attention, they calmed down more quickly when resting, and they themselves resorted to relaxation techniques unprompted when needed. Children themselves are already very mindful, as they are in the moment with their thoughts and emotions. The kindergarten curriculum allows us to implement activities that help children to maintain their ability to calm down and cope with constant stimuli from the environment.
• Ključne besede: predšolska vzgoja, vrtec, otrok, čuječnost, pozornost. MINDFULNESS IN PRE-SCHOOL CHILDREN

Čuječnost Sodi v Razred

• Avtorji: MAJHENIČ Katja
  • MAJHENIČ Katja: Osnovna šola Voličina, Slovenija
• Knjiga: PZOM2025 — str. 79
• Vir: SRC-2026-10-05-006
• Jezik: sl
• Povzetek: Čuječnost v šoli je pristop k poučevanju, ki spodbuja učitelje in učence k zavedanju sedanjega trenutka, opazovanju lastnih misli in občutkov brez presojanja ter sprejemanju drugih in sebe brez obsojanja. Namenjen je zmanjševanju stresa, izboljšanju koncentracije, empatiji in posledično izboljšanju akademske uspešnosti. V praksi se to lahko izvaja skozi različne dejavnosti, kot so meditacija, dihalne vaje, jogo, prepoznavanje občutkov in čustev ter učenje pozornosti. Učitelji lahko uporabljajo različne tehnike, da spodbudijo čuječnost med učenci, na primer prosijo jih, naj se osredotočijo na svoje dihanje ali pa se zavedajo vonja, okusa ali zvoka v sobi. Čuječnost v šoli lahko pomaga učencem, da se bolje osredotočijo na učenje, da izboljšajo svoje odnose s sošolci in učitelji ter da se bolje spopadajo s stresom in drugimi izzivi. To lahko pozitivno vpliva na njihovo mentalno zdravje in akademsko uspešnost. Pomembno je, da učitelji in učenci razumejo, da je čuječnost proces, ki zahteva prakso in vztrajnost. Učenci morajo biti pripravljeni na učenje novih veščin, ki jim bodo pomagale, da se bodo bolje osredotočili in bili bolj prisotni v svojem življenju.
• Abstract (EN): Mindfulness in school is a teaching approach that encourages teachers and students to be aware of the present moment, observe their own thoughts and feelings without judgment, and accept others and themselves without criticism. It is intended to reduce stress, improve concentration, foster empathy, and consequently enhance academic performance. In practice, mindfulness can be implemented through various activities such as meditation, breathing exercises, yoga, recognizing feelings and emotions, and learning attention skills. Teachers can use different techniques to promote mindfulness among students, such as asking them to focus on their breathing or become aware of the scents, tastes, or sounds in the room. Mindfulness in school can help students concentrate better on learning, improve their relationships with classmates and teachers, and cope more effectively with stress and other challenges. This can have a positive impact on their mental health and academic success. It is important for both teachers and students to understand that mindfulness is a process that requires practice and persistence. Students must be willing to learn new skills that will help them focus better and be more present in their daily lives.
• Ključne besede: čuječnost, osnovnošolsko izobraževanje, razredne aktivnosti

Čuječnost Učitelja

• Avtorji: OSREDKAR Andreja
  • OSREDKAR Andreja: Zavod za gluhe in naglušne v Ljubljani, Slovenija
• Knjiga: PZ2022 — str. 85
• Vir: SRC-2026-10-06-007
• Jezik: sl
• Povzetek: Čuječnost učitelja, ki poučuje v nižjem izobrazbenem standardu, je zelo pomembna kot eden od načinov dela z učenci s posebnimi potrebami, in kot tehnika umirjanja in zavedanja samega sebe, kot učitelja. Čuječnost v današnjem tempu življenja pomeni nujno potrebne tehnike in načine doživljanja svojih misli, čustev, telesnih občutkov v točno določenem trenutku. Prav tako je čuječnost pomembna tudi pri učencih v nižjem izobrazbenem standardu, saj jim z vključevanjem vaj in tehnik pri pouku omogočimo lažje razumevanje snovi, zmanjšamo stisko in stres učencev in jih naučimo primernih tehnik, ki jih lahko uporabijo v vsakdanjem življenju. V prispevku je predstavljena konkretna ura z učenci s posebnimi potrebami, v katero so vključene tehnike čuječnosti pri obravnavi učne snovi. Ker pa se učitelji, ki poučujemo učence s posebnimi potrebami vsakodnevno srečujemo z različnimi dilemami, samoevalvacijami, težnji k čim boljšemu načinu podajanja informacij ob že tako prenatrpanemu urniku, so v prispevku predstavljene tudi vaje, ki jih je učitelj v nižjem izobrazbenem standardu uporabili kot tehnike čuječnosti.
• Abstract (EN): A teacher’s watchfulness, who teaches in lower educational standard, is one of the more important ways of working with pupils with special needs as well as a calming technique and self-awareness as a teacher. Watchfulness in today’s world comprises of extremely important techniques and ways of experiencing one’s thoughts, feelings and physical sensations at a specific moment. Watchfulness is important also with pupils in lower educational standard. By including exercises and techniques in lessons we enable the pupils an easier understanding of the content, reduce distress and stress and also teach them how to use appropriate techniques in everyday life. An actual lesson with pupils with special needs is presented in the article. Watchfulness techniques are included during the lesson. Due to teachers, who teach pupils with special needs, encountering different dilemmas, self-evaluations and wishing to convey information as well as possible despite a packed schedule, exercises on how a teacher can use watchfulness techniques in class are also presented in the article.
• Ključne besede: čuječnost, nižji izobrazbeni standard, učenci s posebnimi potrebami, učna ura A TEACHER’S WATCHFULNESS

Čuječnost v Podaljšanem Bivanju

• Avtorji: TRČEK Zarja
  • TRČEK Zarja: OŠ 8 talcev, Logatec, Slovenija
• Knjiga: IP2024 — str. 71
• Vir: SRC-2026-10-07-002
• Jezik: sl
• Povzetek: Čuječnost je način samozavedanja, poslušanja lastnega telesa in uma, proces zavedanja lastnih notranjih doživljanj (misli, čustev, telesnih občutkov) in zunanjega dogajanja. Gre za sprejemanje lastnega občutenja, občutenja drugih in s tem tudi sprejemanje sebe ter drugih. Čuječnost v podaljšanem bivanju nam skozi vaje pomaga spoznati tehnike sproščanja, spoznati svoje telo, reakcije na stres in razviti odnos do stresnih situacij. Preko igre se učimo, kako se umiriti, kako deluje naše telo in da v življenju ni pomemben samo cilj, temveč tudi sama pot. Spoznavamo svoja čutila in jih okrepimo.
• Abstract (EN): Mindfulness is a way of self-awareness, listening to one’s body and mind, the process of being aware of one’s own internal experiences (thoughts, emotions, bodily sensations) and external events. It is about accepting one’s own feelings, the feelings of others, and thus also accepting oneself and others. Using exercises, mindfulness in extended stay helps us to learn relaxation techniques, learn about our body and reactions to stress, and to develop an attitude towards stressful situations. Through playing, we learn how to calm down, how our body workS and that in life it is not only the destination that is important, but also the journey itself. We get to know our senses and strengthen them.
• Ključne besede: čuječnost, vaje čuječnosti, podaljšano bivanje, sproščanje, dihanje MINDFULNES IN EXTENDED STAY

Čuječnost v Predšolskem Obdobju

• Avtorji: GLASER Nuša Maltarič
  • GLASER Nuša Maltarič: vrtec Gorišnica, Gorišnica, Slovenija
• Knjiga: PZOM2024 — str. 30
• Vir: SRC-2026-10-05-005
• Jezik: sl
• Povzetek: V članku sem zbrala nekaj osnovnih vaj čuječnosti za otroke. Vaje sem izvajala v svoji skupini vsakodnevno skozi vse šolsko leto. Sodelovalo je 21 otrok, starih od 4 do 5 let. Otroci so bili na začetku šolskega leta veliko bolj nemirni, težje so se sprostili in umirili, nekaj jih je imelo težave s slušno pozornostjo oziroma poslušanjem in upoštevanjem drug drugega. Otroci prav tako niso upoštevali potreb drugih otrok. Ob koncu šolskega leta smo ugotovili, da je večina otrok skozi šolsko leto pridobila na večjem obsegu pozornosti, otroci so prav tako bolj zbrani in vztrajajo dalj časa, imajo manj težav s poslušanjem, upoštevanjem drug drugega. Prav tako pa zjutraj ob prihodu večina otrok lažje uravnava svoja čustva ob slovesu staršev. Pokazalo so je tudi, da večina otrok dalj časa vztraja v matematičnih nalogah, ki zahtevajo mišljenje, koncentracijo ter pozornost. Napredka ni zaznati le pri dveh deklicah. Obe deklici sta v obravnavi razvojne ambulante za otroke s posebnimi potrebami.
• Abstract (EN): In the article, I collected some basic mindfulness exercises for children. I did exercises in my group every day throughout the school year. 21 children between the ages of 4 and 5 participated. At the beginning of the school year, the children were much more restless, it was more difficult for them to relax and calm down, some of them had problems with listening, or listening and considering each other. Children also did not consider the needs of other children. At the end of the school year, we found that the majority of children gained a greater range of attention throughout the school year, the children are also more focused and persevere for a longer period of time, they have fewer problems with listening and taking each other into account. Also, in the morning upon arrival, most children find it easier to regulate their emotions when saying goodbye to their parents. It has been shown that most children persist for a long time in mathematical tasks that require thinking, concentration and attention. Progress is not detectable only in two girls. Both girls are being treated by the developmental clinic for children with special needs.
• Ključne besede: mindfulness, preschool period, mindfulness exercises, calmness, attention, breathing

Čuječnost v šoli

• Avtorji: TRATNIK Deja
  • TRATNIK Deja: OŠ Prežihovega Voranca Jesenice
• Knjiga: DM2017 — str. 12
• Vir: SRC-2026-10-07-008
• Jezik: sl
• Povzetek: V prispevku je predstavljena uporaba čuječnosti v šoli. Čuječnost je preprosta in močna vaja v pozornosti. Pomeni preprosto to, da smo brez predsodkov pozorni na to, kar se dogaja tukaj in zdaj (tj. občutki, misli in čustva), ne da bi si želeli, da bi bilo drugače. Sodobni način življenja nas odvrača od zavedanja vsakega trenutka, zaradi tega pa velikokrat nismo v stiku s svojimi mislimi, čustvi in občutki. Z učenci izvajamo kratke vaje, s katerimi se urimo v čuječnosti. Ti se tako učijo opazovati sebe na sprejemajoč način, spremljati svoje misli in čustva ter se nanje tudi ustrezno odzvati. Otrok tako lahko postane samozavestnejši, čustveno zrelejši in lažje premaguje dnevne izzive.
• Ključne besede: čuječnost, pozornost, zavedanje, zaznavanje, misli

Čuječnost za Učence

• Avtorji: LOGAR Tanja
  • LOGAR Tanja: OŠ Rodica, Slovenija
• Knjiga: IP2024 — str. 82
• Vir: SRC-2026-10-07-002
• Jezik: sl
• Povzetek: Današnji čas ponuja vse preveč dražljajev, družba hiti in zahteva od posameznika vse več. Posledici sta stres, ki ogroža naše zdravje in odmaknjenost od sebe. V prispevku nas zanima, ali redna praksa čuječnosti lahko pomaga učencem pri soočanju s stresom in pri umiritvi. Čuječnost pomeni osredotočenost na sedanji trenutek in sebe v njem; telesnih občutkov, čustev, občutkov, ki jih zaznavamo s čuti. Praksa čuječnosti uspešno blaži posledice hitrega načina življenja ter številnih impulzov in je konstruktiven način soočanja s stresom. Pomaga posamezniku pri večji umiritvi, soočanju z občutki, mislimi in čustvi, ki jih brez presojanja opazimo in sprejmemo. Čuječnost nas vrača v zavedanje sedanjega trenutka in njegovega sprejemanja takšnega kot je. V prispevku spoznamo nekaj praktičnih vaj čuječnosti za otroke, ob katerih pojasnimo učinke.
• Abstract (EN): Today’s world offers too many stimuli, society is in a hurry and demands more and more from the individual. The results are stress that threatens our health and detachment from ourselves. We are interested in whether a regular mindfulness practice can help pupils to cope with stress and calm down. Mindfulness is about focusing on the present moment and ourselves in it; the body sensations, emotions, feelings that we perceive with our senses. The practice of mindfulness successfully mitigates the effects of a fast-paced lifestyle and multiple impulses and is a constructive way of coping with stress. It helps the individual to become more calm, to confront feelings, thoughts and emotions, to notice and accept them without judgement. Mindfulness brings us back to awareness of the present moment and its acceptance. In this article we learn about some practical mindfulness exercises for children, alongside which we explain the effects.
• Ključne besede: stres, čuječnost, osredotočenost, umiritev, učenci MINDFULNESS FOR PUPILS

Čuječnost – POT do Čustvene Stabilnosti Učitelja

• Avtorji: BUBNIČ Mateja
  • BUBNIČ Mateja: OŠ Dragotina Ketteja Ilirska Bistrica
• Knjiga: PZ2020 — str. 285
• Vir: SRC-2026-10-06-005
• Jezik: sl
• Povzetek: Poklic učitelja je vse bolj stresen, saj učitelj vsakodnevno vzpostavlja prijetne in manj prijetne odnose z učenci, s starši, s sodelavci, z vodstvom. Od posameznika je odvisno, kako se bo soočal s stiskami, ki vplivajo na njegovo vsakodnevno počutje in posledično dolgoročno na njegovo zdravje. S čuječim zaznavanjem sveta se soočamo s stresom na sproščen način. Čuječnost je način življenja, ko smo zmožni delovati v tem trenutku in zdaj, ko ne tuhtamo o preteklosti in ne načrtujemo prihodnosti. S čuječo pozornostjo se srečujemo s pozitivnimi čustvi bolj polno in zavedno. Z neprijetnimi čustvi, kot so strah, jeza, žalost, tesnoba, se soočamo z vso svojo pozornostjo v tistem trenutku na bolj sproščen način. Čustva sprejemamo in tako najdemo več miru, veselja in zavedanja. S treningom čuječe prisotnosti se učimo kako neprijetna čustva skrajšati in zmanjšati, da nam naredijo čim manj škode.
• Ključne besede: stres, čuječnost, stik s sabo, čustva

Čuječnost – Zavedanje Zavedanja

• Avtorji: MEGLIČ Tadeja
  • MEGLIČ Tadeja: Kranjski vrtci
• Knjiga: PZ2020 — str. 282
• Vir: SRC-2026-10-06-005
• Jezik: sl
• Povzetek: Poklic v vzgoji in izobraževanju je zagotovo eden od tistih poklicev, ki zahtevajo celega človeka. Vsakodnevni intenzivni stiki z otroki ter odgovornost, ki jo od nas terja, posameznika posledično pogosto privedejo do situacije, ko ima občutek, da ga pedagoško delo izčrpava. Soočanje s stresom in občutki izgorelosti tako med vzgojitelji in učitelji niso nekaj posebnega, pač pa, žal, skoraj vsakodnevna realnost. Zato je nujno, da pedagoški delavec poišče načine, s katerimi lahko stres in morebitno izgorelost zajezi oziroma omili, obvladuje. Eden od načinov, ki pomagajo meni, je čuječnot. V prispevku opisujem svojo izkušnjo z učenjem in prakticiranjem čuječnosti. Opisujem ovire, na katere sem ob tem naletela ter pa tudi na izredno pozitivne učinke prakticiranja čuječnosti tako na zasebnem kot poklicnem področju.
• Ključne besede: čuječnost, stres, časovna stiska

Čuječnost: tehnike sproščanja in umirjanja učencev za lažje delo pri pouku

• Avtorji: KORENJAK Lenna
  • KORENJAK Lenna: OŠ Marije Vere, Kamnik
• Knjiga: OPB2018 — str. 210
• Vir: SRC-2026-10-06-023
• Jezik: sl
• Povzetek: Članek govori o čuječnosti in tehnikah za urjenje le-te. Danes smo vsi preobremenjeni z različnimi dražljaji iz okolice, kar vodi v stres, nepovezanost misli in celo anksioznost. Pri današnji mladini učitelji in starši opažamo raztresenost, nezainteresiranost in slabšo koncentracijo. V članku so navedene vaje, ki so primerne za urjenje čuječnosti pri mladostnikih v šoli in v domačem okolju.
• Ključne besede: čuječnost, vzgoja in izobraževanje, tehnike za urjenje čuječnosti

Čustva na Drugem Planetu

• Avtorji: KRAJNC Feja
  • KRAJNC Feja: Strokovni center Mladinski dom Maribor, Slovenija
• Knjiga: PZOM2025 — str. 168
• Vir: SRC-2026-10-05-006
• Jezik: sl
• Povzetek: V prispevku bom predstavila kako mladostniki doživljajo čustva in kako jim lahko pomagamo. Sem vzgojiteljica v stanovanjski skupini, kjer bivajo otroci in mladostniki s čustvenimi in vedenjskimi težavami. Naši mladostniki imajo veliko težav pri prepoznavanju in uravnavanju čustev. Svoja čustva doživljajo kot da so iz »drugega planeta«. Prihajajo iz okolij, ki niso bila spodbudna za njihov telesni, osebni in duševni razvoj. V skupini vzgojitelji ustvarjamo varen prostor, kjer se vsak mladostnik počuti sprejetega in varnega. Mladostnikom najbolj pomaga vzpostavljen dober odnos, spoštljiva komunikacija, da si vzgojitelji vzamemo čas za pogovor in ga poslušamo ter različne sprostitvene vaje. Vse te aktivnosti pomagajo mladostnikom pri graditvi njihove samopodobe, uspešnejšemu reševanju konfliktov ter boljši komunikaciji in odnosom z drugimi. Tako se počasi približujejo »našemu planetu«, kjer zmorejo upravljati s svojimi čustvi.
• Abstract (EN): In this article, I will present how adolescents experience emotions and how we can help them. I am a social worker in a residential group where children and adolescents with emotional and behavioral problems live. Our adolescents have a lot of trouble with recognizing and controlling emotions. They experience their emotions as if they are from “another planet”. They come from surroundings that were not helping with their physical, personal and mental development. In the group social workers create safe space, where adolescents feel accepted and safe. Adolescents are most helped by good relationships, respectful communication, educators taking the time to talk and listen, and different relaxation exercises. All these activities help adolescents build their self-image, more success at solving conflicts and better communication and relationships with others. That is how they slowly draw nearer to “our planet”, where they know how to control their emotions.

Čustva, ki Dajo in Čustva, ki Vzamejo

• Avtorji: RJAVEC Mateja Medvešek
  • RJAVEC Mateja Medvešek: OŠ Vinica, Slovenija
• Knjiga: PZ2025 — str. 201
• Vir: SRC-2026-10-06-010
• Jezik: sl
• Povzetek: Šolski sistem od učiteljev zahteva raznovrstne vloge. Te pogosto presegajo njihove redne delovne obveznosti, kar lahko vpliva na njihovo zdravje. Poleg pedagoškega dela so učitelji zadolženi tudi za organizacijo in izvedbo šolskih prireditev. Te so nepogrešljiv del šolskega okolja. Predstavljajo pomemben stik med šolo ter lokalno skupnostjo. Posamezniki so ob rednem šolskem urniku večkrat letno vpeti v organizacijo dogodkov ter razpeti med učenci, sodelavci, starši in obiskovalci, med pričakovanji in odgovornostjo. Gre za intenziven ustvarjalen proces, ki zahteva svoj čas. Kljub pozitivnim vidikom lahko priprave in izvedba prireditev predstavljajo tudi stres za mentorje. Predstavila bom dejavnike, ki vplivajo na čustveno stanje učiteljev. Predlagala bom tudi prilagoditev delovnega okolja v navedenih okoliščinah.
• Abstract (EN): The school system requires from teachers to play a variety of roles. These often exceed their regular work obligations, which could even affect their health. In addition to pedagogical work, teachers are also in charge of organizing and implementing school events. These are an indispensable part of the school environment. They represent an important link between the school and the local community. They require intensive creative process that takes additional time and frequently exceeds the regular working hours of the teacher. Despite the positive aspects, the preparation and implementation of events can also be stressful for mentors. I will present the factors that affect the emotional state of teachers. Individuals are involved in the organization of events several times a year, along with the regular school schedule, and are torn between students, colleagues, parents and visitors, between expectations and responsibility. I will also propose measures to improve the working environment in these circumstances.
• Ključne besede: razširjen program v osnovni šoli, priprava šolskega dogodka, ustvarjalni proces, timsko delo, medsebojni odnosi, čustva

Čustvena inteligenca predšolskega otroka

• Avtorji: GOMBAČ Leona
  • GOMBAČ Leona: Vrtec Mladi rod, Ljubljana
• Knjiga: VVZ2019 — str. 102
• Vir: SRC-2026-09-30-016
• Jezik: sl
• Povzetek: V prispevku bom predstavila temeljna področja otrokovega razvoja in spregovorila o otrokovih razvojnih obdobjih. Pojasnila bom kaj so čustva, opisala njihov razvoj, predvsem pa se bom osredinila na značilnosti otrokovih čustev. Razložila bom, kako se je pojem čustvena inteligenca razvil in kako se je njegov pomen tekom let spreminjal. Pojasnila bom, kaj je to čustvena inteligenca in kako jo pri otroku spodbujamo. Osredinila se bom na pomembnost njenega razvoja v ranem otroštvu.
• Ključne besede: otrok, čustva, čustvena inteligentnost, predšolsko obdobje

Čustvena inteligenca predšolskega otroka

• Avtorji: FIRŠT MURNIK Eva
  • FIRŠT MURNIK Eva: Osnovna šola Davorina Jenka Cerklje na Gorenjskem, Vrtec Murenčki, Slovenija
• Knjiga: VVZ2023 — str. 13
• Vir: SRC-2026-09-30-020
• Jezik: sl
• Povzetek: V prispevku bom predstavila teoretični vidik čustvene inteligence predšolskega otroka. Le-ta je skupek veščin, ki otrokom pomagajo prepoznati svoja čustva ter jih v današnjem svetu oziroma družbi znajo izraziti in se z njimi soočati. Čustva niso vedno prijetna. Ljudje imamo in izražamo tudi neprijetna čustva. Ob tem je pomembno, da se jih znamo zavedati in prepoznati ter ustrezno z njimi delovati v družbi, nikakor pa ne prezreti ali potlačiti vase. Velikega pomena pri vzgoji in izobraževanju predšolskih otrok so tudi socialne veščine in medsebojni odnosi, ki jih kot vzgojiteljica lahko v razvojno-vzgojnem procesu vključujem v vsakdanje življenje otrok v vrtcu. Le-te bom v prispevku predstavila skozi praktični vidik predšolskega otroka.
• Abstract (EN): The following paper presents the theoretical aspects of emotional intelligence in preschool children. This comprises an array of skills that help children recognize their emotions, the ability to express them in today’s world or society, and deal with them. Emotions aren’t always pleasant. People experience and express negative emotions as well. In this case, it is important that we are aware of them, are able to recognize them, and properly function with them in society but in no case dismiss or suppress them. In the education of preschool children, the social skills and interpersonal relationships, which I as a preschool teacher can incorporate into the everyday life of kindergarten children within the developmental and educational process, also have great significance. This aspect will be presented on a practical example of a preschool child.
• Ključne besede: otroci, čustva, čustvena inteligenca, empatija, socialne igre
• Key words (EN): otroci, čustva, čustvena inteligenca, empatija, socialne igre

Čustvena Inteligenca: Temelj Sodobnega Ekipnega Uspeha

• Avtorji: TRATAR Jakob
  • TRATAR Jakob: OŠ Janka Kersnika Brdo, Slovenija
• Knjiga: IP2025 — str. 233
• Vir: SRC-2026-10-07-003
• Jezik: sl
• Povzetek: V prispevku obravnavam pomen čustvene inteligence, ki je ključna življenjska veščina, saj pomembno vpliva na medosebne odnose, kariero, duševno zdravje in naše uspešno delovanje. Predstavljena je opredelitev čustvene inteligence, ki vključuje samozavedanje, samoregulacijo, motivacijo, empatijo in socialne veščine. Posebno pozornost namenjam vlogi učiteljev kot spodbujevalcev čustvenega razvoja učencev, pri čemer se naslanjam na praktične dejavnosti iz del Dianne Schilling. Te dejavnosti pomagajo razvijati samozavedanje, empatijo, sposobnost reševanja konfliktov in sodelovanja. Učinki izvajanja teh aktivnosti so zelo pozitivni: izboljšujejo se odnosi, zmanjšujejo konflikti in krepi se čustvena zrelost učencev. Pomembno vlogo pri zgodnjem razvoju čustvene inteligence imajo tudi starši, saj otroci prevzemajo čustvene vzorce iz domačega okolja. Zaključno sporočilo prispevka je, da se čustvene inteligence lahko naučimo in jo razvijamo vse življenje – s tem pa pomembno prispevamo k osebnemu in družbenemu napredku.
• Abstract (EN): In this article, I discuss the importance of emotional intelligence, which is a key life skill, as it significantly affects interpersonal relationships, career, mental health and our successful functioning. The definition of emotional intelligence is presented, which includes self-awareness, self-regulation, motivation, empathy and social skills. I pay special attention to the role of teachers as promoters of students emotional development, drawing on practical activities from the works of Dianne Schilling. These activities help develop self-awareness, empathy, the ability to resolve conflicts and cooperation. The effects of implementing these activities are very positive: relationships improve, conflicts are reduced and students emotional maturity is strengthened. Parents also play an important role in the early development of emotional intelligence, as children adopt emotional patterns from their home environment. The final message of the article is that emotional intelligence can be learned and developed throughout life - thereby making a significant contribution to personal and social progress.
• Ključne besede: Čustvena inteligenca, čustva, šola, učitelji, učenci, strategija

Čustvena kompetenca - zaznavanje in opazovanje čustev pri otroku

• Avtorji: CAHUNEK Lea
  • CAHUNEK Lea: OŠ Matije Čopa Kranj
• Knjiga: PZOM2020 — str. 55
• Vir: SRC-2026-10-05-002
• Jezik: sl
• Povzetek: V prispevku predstavim čustva in čustveni razvoj pri otroku. V zadnjem času se namreč v psihologiji ponovno povečuje zanimanje za čustveni razvoj. Šele pred kratkim je bil oblikovan znanstveni model čustvenega uma, uma, ki čuti v nasprotju oz. v povezanosti z umom, ki misli. Zaradi konceptualnih razlik v pojmovanju in definiranju emocij, obstajajo številne, medsebojno si nasprotujoče definicije in teorije čustev. Skupaj s sestavljenimi čustvi je le-teh več sto. Raziskovalci še naprej razpravljajo o tem, katera čustva so enostavna oziroma osnovna. Nekateri teoretiki predlagajo razvrstitev po osnovnih družinah, in sicer osnovno čustveno jedro, iz katerega so se razvejala sorodna čustva. Čustva so temeljni element naše osebnosti, saj prevzemajo mnogo funkcij in nam omogočajo preživetje.
• Ključne besede: čustva, čustvovanje, otrok

Čustvena Pismenost Mlajših Učencev

• Avtorji: REITER Alenka
  • REITER Alenka: OŠ Draga Kobala Maribor, Slovenija
• Knjiga: PZOM2026 — str. 634
• Vir: SRC-2026-10-05-009
• Jezik: sl
• Povzetek: Čustvena pismenost predstavlja pomemben temelj celostnega razvoja mlajših učencev, saj pomembno vpliva na njihovo učenje, vedenje, medosebne odnose in dobro počutje. V prvem šolskem obdobju se otroci soočajo z intenzivnimi in raznolikimi čustvi, pri čemer njihove sposobnosti prepoznavanja, izražanja in uravnavanja čustev še niso v celoti razvite. Prispevek obravnava pomen čustvene pismenosti pri mlajših učencih ter vlogo šole in učitelja pri njenem sistematičnem razvijanju. Predstavljene so značilnosti doživljanja čustev v zgodnjem šolskem obdobju ter konkretni pedagoški pristopi in dejavnosti, s katerimi lahko učitelji učencem pomagajo pri prepoznavanju, poimenovanju in uravnavanju čustev. Poseben poudarek je namenjen ustvarjanju varnega in spodbudnega učnega okolja, ki omogoča razvoj empatije, samoregulacije in zdravih čustvenih navad. Prispevek izpostavlja, da je razvijanje čustvene pismenosti dolgotrajen proces, ki je po svojem pomenu primerljiv z razvijanjem bralne pismenosti.
• Abstract (EN): Emotional literacy represents an important foundation for the holistic development of younger students, as it significantly influences their learning, behaviour, interpersonal relationships, and overall well being. In the early school years, children are confronted with intense and diverse emotions, while their abilities to recognise, express, and regulate emotions are not yet fully developed. The paper addresses the importance of emotional literacy among younger students and highlights the role of schools and teachers in its systematic development. It presents key characteristics of emotional experiences in the early school period and outlines concrete pedagogical approaches and activities that support students in recognising, naming, and regulating emotions. Special emphasis is placed on creating a safe and supportive learning environment that fosters the development of empathy, self regulation, and healthy emotional habits. The paper emphasises that the development of emotional literacy is a long term process that is comparable in importance to the development of reading literacy.
• Ključne besede: čustvena pismenost, mlajši učenci, socialno čustveno učenje, prepoznavanje čustev, uravnavanje čustev

Čustvena Regulacija kot Zaščitni Dejavnik: od Zgodnjih Osebnostnih Potez do Preprečevanja Anksioznosti

• Avtorji: VEDEČNIK Anja
  • VEDEČNIK Anja: OŠ Stražišče Kranj, Slovenija
• Knjiga: PZOM2026 — str. 581
• Vir: SRC-2026-10-05-009
• Jezik: sl
• Povzetek: Prispevek obravnava vlogo čustvene regulacije kot ključnega zaščitnega dejavnika pri preprečevanju anksioznosti pri otrocih in mladostnikih. Namen članka je raziskati povezavo med zgodnjimi osebnostnimi potezami, kot so impulzivnost, čustvena občutljivost in nizka frustracijska toleranca, ter tveganjem za razvoj anksioznosti. Poseben poudarek je namenjen vlogi šole kot pomembnega okolja za zgodnje prepoznavanje ranljivih učencev in izvajanje preventivnih pristopov. V prispevku so predstavljene tudi konkretne strategije za razvijanje čustvene regulacije v šolskem prostoru. Ugotovitve kažejo, da sistematično razvijanje socialnočustvenih kompetenc pomembno prispeva k zmanjševanju anksioznosti ter izboljšanju psihofizičnega počutja otrok in mladostnikov.
• Abstract (EN): The paper examines the role of emotional regulation as a crucial protective factor in the prevention of anxiety among children and adolescents. It aims to explore the relationship between early personality traits, such as impulsivity, emotional sensitivity and low frustration tolerance, and the risk of anxiety development. Particular emphasis is placed on the role of school as an important environment for the early identification of vulnerable students and the implementation of preventive approaches. The paper further presents concrete strategies for fostering emotional regulation within the school setting. The findings indicate that the systematic development of social and emotional competencies significantly contributes to anxiety reduction and the improvement of the psychophysical well-being of children and adolescents.
• Ključne besede: anksioznost, čustvena regulacija, osebnostne poteze, preventiva

Čustvena Vzgoja – POT do Dobrega Psihofizičnega Zdravja Otrok

• Avtorji: STANEK Špela
  • STANEK Špela: Osnovna Šola Sava Kladnika Sevnica, Slovenija
• Knjiga: PZOM2023 — str. 39
• Vir: SRC-2026-10-05-004
• Jezik: sl
• Povzetek: Prispevek obravnava izvajanje čustvene vzgoje v okviru pouka. Izhodišče prispevka je, da mora šola podpirati tudi osebnostni razvoj učencev tako, da jih spodbuja k premišljevanju o svojem notranjem doživljanju. Odtujenost od lastnega čustvenega sveta posameznika ovira pri osebnostnem razvoju, vzpostavljanju pristnih odnosov ter uspešnem delovanju v družbi. Onujnosti čustvene vzgoje priča tudi naraščajoče število otrok in mladostnikov, ki potrebujejo zdravniško pomoč zaradi težav v duševnem zdravju. V prispevku je predstavljena teorija čustev ter njihov vpliv na fizično zdravje posameznika. Sledi predstavitev praktičnih dejavnosti za izvajanje čustvene vzgoje v okviru razrednih ur. Cilji teh so poznavanje osnovnih čustev in razumevanje njihovih sporočil, zavedanje vpliva čustev na človekovo telesno počutje in zdravje, učenje tehnik obvladovanja burnih čustev ter poznavanje »kolesa zavedanja« kot metode preusmerjanja misli, ko se »zataknemo« v čustvih, ki nas razburjajo.
• Abstract (EN): The focus of the article is practical emotional education in class. The article is premised on the idea that school should also support personal development of their students by encouraging them to reflect upon their inner world. Alienation from emotional world hinders individual’s personal development, deprives him of fruitful relationships and effective social integration. The increasing number of children and teenagers who seek medical help due to mental health issues also speaks in favour of emotional education. The article presents theoretical background of emotions and their influence on the physical well-being. Afterwards practical example of emotional in class lessons are presented. The aims were understanding primary emotions and their function, the effect of emotions on psychophysical well-being, positive coping strategies and learning to use the “wheel of awareness” for controlling troubling emotions.
• Ključne besede: čustvena vzgoja, temeljna čustva, prepoznavanje čustev, telesni občutki ob doživljanju čustev, obvladovanje čustev

Čustvene in socialne potrebe nadarjenih učencev: Podpora za poln razvoj potenciala

• Avtorji: MATJAŠIČ Jasna Gril
  • MATJAŠIČ Jasna Gril: OŠ F . S. Finžgarja Lesce, Slovenija
• Knjiga: TE2025 — str. 96
• Vir: SRC-2026-10-04-007
• Jezik: sl
• Povzetek: Nadarjeni učenci se pogosto soočajo z edinstvenimi socialnimi in čustvenimi potrebami, saj njihova intelektualna nadarjenost vpliva na njihovo sposobnost povezovanja z vrstniki. Čustvena občutljivost nadar jenih otrok je pogosto večja, saj so sposobni globljega dojemanja in razumevanja čustev drugih, kar jih lahko naredi bolj ranljive za stres in anksioznost. Zaradi svoje nadpovprečne inteligence lahko nadarjeni učenci občutijo občutek osamljenosti, saj pogosto nimajo vrstnikov, s katerimi bi si delili podobne misli in interese. Socializacija jim ni vedno enostavna, saj lahko doživljajo težave pri iskanju skupnih tem z vrstniki, kar vpliva na njihov občutek pripadnosti. Nadarjeni učenci potrebujejo občutek, da so sprejeti in razumljeni, saj jih lahko pomanjkanje teh podpornih dejavnikov pripelje do negativnih občutkov, kot so tesnoba ali depresija. Ključno je, da imajo možnost sodelovati z otroki, ki delijo njihove intelektualne interese, saj to omogoča globlje in bolj izpolnjujoče medosebne odnose. Pogosto potrebujejo odrasle, ki jih podpirajo in spodbujajo pri razvoju njihovih strasti, pa tudi pri učenju, kako upravljati svoja čustva in se vključevati v širšo družbo. Čustvena stabilnost je ključna za njihov zdrav razvoj, zato morajo imeti dostop do primernega čustvenega svetovanja in podpore v šolskem okolju. Nadarjeni učenci lahko razvijejo izjemno samospoštovanje, vendar je njihovo čustveno blagostanje odvisno od tega, ali se počutijo razumljene in podprte v svojem okolju. Pomembno je, da jim šola in učitelji nudijo prilagoditve, ki jim omogočajo, da se ne le intelektualno, ampak tudi socialno in čustveno razvijajo v varnem in vključujočem okolju.
• Abstract (EN): Gifted students frequently encounter distinct social and emotional challenges, as their intellectual giftedness significantly shapes their capacity to relate to peers. Their heightened emotional sensitivity enables them to perceive and comprehend the emotions of others more deeply, which simultaneously increases their susceptibility to stress and anxiety. Owing to their above-average intellectual abilities, gifted learners may experience a sense of isolation, as they often lack peers with whom they can share comparable thoughts and interests. Social interaction is not always straightforward for them, since they may struggle to identify common ground with classmates, which can undermine their sense of belonging. Gifted students require an environment in which they feel accepted and understood; the absence of such supportive conditions may contribute to the emergence of negative emotional states, including anxiety and depression. It is therefore essential that they are provided with opportunities to engage with peers who share their intellectual interests, as this fosters the development of deeper and more meaningful interpersonal relationships. In addition, they benefit from the guidance of adults who not only encourage and support the cultivation of their passions but also assist them in learning strategies for emotional regulation and social integration. Emotional stability constitutes a key determinant of their overall well-being and developmental outcomes. Accordingly, access to appropriate emotional counseling and psychosocial support within the educational context is indispensable. While gifted students may develop exceptionally strong self-esteem, their emotional well-being is contingent upon the extent to which they experience understanding and support in their environment. Schools and educators, therefore, play a pivotal role in ensuring that these students are afforded appropriate pedagogical adjustments that facilitate not only intellectual growth but also social and emotional development within a safe and inclusive learning environment.**
• Key words (EN): socialne in čustvene potrebe, stres in anksioznost, socializacija, gibanje, podpora

Čustvene in Vedenjske Težave Otrok in Mladostnikov – Vzroki in Prepoznavanje

• Avtorji: ZAPLOTNIK Matej
  • ZAPLOTNIK Matej: ZVI Logatec – Stanovanjska skupina Postojna
• Knjiga: PZOM2020 — str. 38
• Vir: SRC-2026-10-05-002
• Jezik: sl
• Povzetek: Članek opisuje vzroke, ki najbolj vplivajo na vedenje posameznika in njegovo delovanje v okolju. Težave otrok tekom odraščanja pogosto namreč lahko povežemo z neprimernim odzivanjem staršev na njihove razvojne potrebe. Starši se odzivajo na potrebe otroka v razponu od popolnega zavračanja do popolnega sprejemanja. Od tega, kako otrok zaznava odzivanje staršev na njegove potrebe, so močno odvisne prilagoditvene sposobnosti otroka oz. mladostnika. Prispevek predstavlja, kako prepoznati načine odzivanja staršev na potrebe otroka. Prepoznavanje neprimernih vzorcev funkcioniranja staršev je lahko pomemben preventivni korak pred kasnejšimi vedenjskimi in čustvenimi težavami otrok in mladostnikov. V Sloveniji je med populacijo otrok rednih srednjih šol ter populacijo otrok vzgojnih zavodov in stanovanjskih skupin namreč pomembna razlika v tem, kako otroci zaznavajo odzivanje staršev na njihove potrebe. Članek predstavlja raziskavo, ki predstavlja pomembno zanesljiv in uporaben način prepoznavanja ogroženih otrok. Z zgodnjim prepoznavanjem pa se lahko začne tudi strokovno delo s celotno družino, kar lahko dolgoročno omili negativne posledice za otroka.
• Ključne besede: težave otrok, starši, sprejemanje in zavračanje, vzgojni zavodi, preventiva

Čustveni in socialni razvoj predšolskega otroka (mejniki, izkušnje, ugotovitve, sodobni otroci, čustvene stiske otrok)

• Avtorji: LIBMAN Jožica
  • LIBMAN Jožica: Vrtec Jožice Flander, Maribor, Slovenija
• Knjiga: VVZ2023 — str. 143
• Vir: SRC-2026-09-30-020
• Jezik: sl
• Povzetek: Na socialno-čustveni razvoj je mogoče vplivati, zato je pomembno, kakšne spodbude nudi otroku tako družina kakor vzgojno-izobraževalna organizacija. V vzgojno-izobraževalni organizaciji smo pričeli dajati večji poudarek socialno- čustvenim interakcijam tako med otroki kot v odnosu otrok – vzgojitelj.Za raziskavo problema sem se odločila, da z opazovanjem in preizkušanjem evalviram socialno-čustvene odzive 4 – 5 letnih otrok. V vzgojnem procesu je pomembna evalvacija načrtovanih in spontanih dejavnosti, katera služijo kot smernice za nadaljnje delo. Na podlagi poznavanja socialno-čustvenega razvoja ter značilnosti učenja v predšolskem obdobju lahko, vzgojitelji v vrtcih kvalitetno načrtujejo in razvijajo dejavnosti različnih področij Kurikuluma za vrtce (1999), ki spodbujajo to področje razvoja otrok.
• Ključne besede: čustveni in socialni razvoj, mejniki
• Key words (EN): emotional and social development, milestones

Čustveni odziv otroka (in naloga odraslega)

• Avtorji: JAKLIČ Andreja
  • JAKLIČ Andreja: OŠ Veliki Gaber in Vrtec Sončnica pri OŠ Veliki Gaber, Slovenija
• Knjiga: VVZ2022 — str. 99
• Vir: SRC-2026-09-30-019
• Jezik: sl
• Povzetek: V obdobju okoli drugega leta starosti pri malčkih nastopita posnemanje drugih in želja, da bi imeli tisto, kar imajo drugi. Kadar ne dosežejo željenega, pogosto uporniško izbruhnejo. Pojavljati se začne kljubovanje oziroma trma, ki je pogosto glasna in moteča za okolico. Odrasli se otrokovega izbruha lotimo z različnimi bolj ali manj uspešnimi pristopi. Nekateri so učinkoviti, a le za kratek čas. Toda ali je naš cilj v danem trenutku umiriti otrokov izbruh in preprečiti njegovo vedenje do mere, da ne bo moteč za okolico, dovolj? Kako reagirati na čustven izbruh in pri tem dovoliti otroku, da se razvija in oblikuje v samostojno osebnost, ki se bo v življenju znal odločati zase in se bo znal na primeren način spopasti z življenjskimi izzivi? Katere napake pri čustvenem razvoju otroka delamo odrasli? V prispevku se dotaknemo perspektive, kako kljubovanje otroka ni nujno problem, pač pa je v prvi vrsti priložnost za učenje veščin, ki jih bo potreboval vse življenje. Predstavljen je tudi pogled na otrokovo reakcijo, ki ni vedno povezana s kljubovanjem, čeprav je videti tako. Povezana je namreč lahko tudi z nesigurnostjo vase, pomanjkanjem pozornosti in preizkušanjem meja.
• Abstract (EN): At about two years of age, toddlers begin to imitate others and develop the urge to have what others have. When they do not get what they want, rebellious outbursts often occur. Defiance and stubbornness begin to appear, which is often disruptive to the surrounding environment. Adults combat these outbreaks with a variety of methods, some of which are more successful than others. Some approaches are effective, but only for a short period of time. But is it enough to calm a child’s outburst at a given moment and stop the unwanted behaviour to the point where it no longer bothers bystanders? How can we respond to an emotional outburst and allow the child to develop and grow into an independent person capable of making their own decisions in life and dealing appropriately with life’s challenges? What mistakes do adults make in a child’s emotional development? In this paper we address the perspective that a child’s defiance is not necessarily a problem, but primarily an opportunity to learn the skills he or she will need throughout life. The child’s response is also presented. A tantrum is not always associated with defiance, although it may seem that way. It can also be associated with insecurity, lack of attention, and testing boundaries.
• Ključne besede: kljubovanje, vzgoja, izražanje čustev, reakcija odraslega
• Key words (EN): defiance, upbringing, expression of emotions, adult reaction

Čustveni trening

• Avtorji: TRATNIK Deja
  • TRATNIK Deja: OŠ Prežihovega Voranca Jesenice
• Knjiga: DM2018 — str. 169
• Vir: SRC-2026-10-07-009
• Jezik: sl
• Povzetek: Socialno čustveno učenje je ključna sestavina pri poučevanju majhnih otrok. Velik del našega dneva je porabljen za izobraževanje učencev v razredu, kako prepoznati, upravljati in izraziti zdrava čustva in občutke. V prispevku so predstavljeni načini za učenje otrok o čustvih v učilnici. Z vajami učenci krepijo zavedanje čustev, obvladovanje čustev, čustveno samostojnost, čustveno-socialne veščine ter veščine za čustveno blaginjo.
• Ključne besede: čustvena inteligenca, čustva, občutki, misli, vedenje

Čustveno in socialno učenje otrok v gozdu

• Avtorji: NOVAK Špela
  • NOVAK Špela: Vrtec Antona Medveda Kamnik, Slovenija
• Knjiga: VVZ2023 — str. 12
• Vir: SRC-2026-09-30-020
• Jezik: hr
• Povzetek: V svojem prispevku bom predstavila kako lahko otroke v naravnem učnem okolju – gozdu – naučimo, da svoja čustva lažje izražajo. Gozd je naša prva učilnica, saj ga redno 3x tedensko obiskujemo. Iz izkušenj vem, da otroci zelo neradi izražajo svoja čustva, kajti mislijo, da povedo narobe, ne vedo katero čustvo bi poimenovali, jih je sram, ali se ponavljajo med seboj. V gozdu čudežno vse zapreke izginejo. Otroci so bolj umirjeni, sproščeni, koncentracija je daljša in kar je najpomembnejše med otroki ne prihaja do konfliktnih situacij. Mnogo več je igre vlog v gozdu kot v igralnici in to brez rekvizitov. V gozdu ob sebi ne potrebujejo toliko pomoči odrasle osebe. Ob rednem obisku gozda so otroci pridobili na samozavesti, bolj so samostojni, pomagajo si med seboj, opažena je sodelovalna igra in tudi bolj so empatični.
• Abstract (EN): In my contribution, I will present how we can teach children in a natural learning environment - the forest - to express their emotions more easily. Gozd is our first classroom, as we regularly visit it 3 times a week. I know from experience that children are very reluctant to express their feelings, because they think that they are slaves, they don’t know which emotion to name, they are ashamed, but they repeat themselves. In the forest, all obstacles miraculously disappeared. The children are calmer, more relaxed, their concentration is longer, and most importantly, there are no conflict situations between the children. It’s much more like a vlog game in the forest than in a game room without props. In the forest, they do not need so much help from adults. During regular visits to the forest, the children gained self-confidence, became more independent, helped each other, cooperative play was observed, and also became more empathetic.
• Ključne besede: gozd, izražanje čustev na drugačen način, učenje, gibanje, stimulativno okolje
• Key words (EN): forest, expressing feelings in a different way, learning, movement, stimulating environment

Čustveno Inteligenco Lahko Razvijamo Tudi pri Slovenščini

• Avtorji: WEISS Maja
  • WEISS Maja: Šolski center Novo mesto, Slovenija
• Knjiga: PZOM2024 — str. 141
• Vir: SRC-2026-10-05-005
• Jezik: sl
• Povzetek: Ljudje smo inteligentna bitja. Inteligentnost pa niso samo kognitivne sposobnosti (tj. sposobnosti obdelave in uporabe podatkov), temveč zajema še mnoge druge sposobnosti, med katerimi je tudi čustvena inteligenca. Čustvena inteligenca je zmožnost upravljanja z lastnimi in s tujimi čustvi. V današnjem času, ko smo obremenjeni z različnimi izzivi, ki zahtevajo ogromno našega časa, pogosto pozabljamo nase in na naše najbližje, zato je razvijanje čustvene inteligence zelo pomembno. Poleg domačega okolja je za razvijanje čustvene inteligence pomembna tudi (srednja) šola, saj otroci v času šolanja še vedno gradijo in oblikujejo svojo osebnost. Čustveno inteligenco lahko razvijamo tudi pri slovenščini, in sicer pri obravnavi literarnih besedil. Preko analiz glavnih junakov, iger vlog, razprav in skupinskih pogovorov dijaki krepijo spretnosti, kot so: zavedanje sebe, obvladovanje čustev, sprejemanje odločitev, obvladovanje stresa, samopodoba, osebna odgovornost, empatija, sporazumevanje, skupinska dinamika in reševanje sporov. Z visoko razvito čustveno inteligenco bodo namreč lažje premagovali številne življenjske preizkušnje.
• Abstract (EN): Humans are intelligent beings. However, intelligence is not only cognitive ability (i.e. the ability to process and use data), but also encompasses many other abilities, including emotional intelligence. Emotional intelligence is the ability to manage one’s own and others’ emotions. Nowadays, when we are burdened with various challenges that require a lot of our time, we often forget about ourselves and our loved ones, which is why developing emotional intelligence is very important. In addition to the home environment, (secondary) school is also important for developing emotional intelligence, as children still build and shape their personalities during their school years. Emotional intelligence can also be developed in Slovenian language lessons, when dealing with literary texts. Through main character analysis, role-plays, discussions and group discussions, students strengthen skills such as: self-awareness, emotion management, decision making, stress management, self-esteem, personal responsibility, empathy, communication, group dynamics and conflict resolution. With highly developed emotional intelligence, they will be able to cope more easily with many life challenges.
• Ključne besede: inteligenca, čustvena inteligenca, razvijanje čustvenih sposobnosti

Čustveno Opismenjevanje kot Nuja Izobraževanja v Prihodnosti

• Avtorji: FIRER Marina Ristova
  • FIRER Marina Ristova: Osnovna šola Vrhovci, Slovenija
• Knjiga: IP2023 — str. 231
• Vir: SRC-2026-10-07-001
• Jezik: sl
• Povzetek: Šola ni samo izobraževalna ustanova, temveč tudi vzgojna, kar se v zadnjem času čedalje pogosteje ugotavlja tudi v medijih, ki poročajo o posamičnih primerih, ko so osnovnošolci zakrivili množične umore. Mediji se sprašujejo, kdo je zatajil: šola ali starši. Če pogledamo s snovjo čedalje bolj natrpane učne načrte osnovnega izobraževanja, lahko ugotovimo, da je čustvena pismenost veščina, ki jo v šoli pogosto zanemarjamo. Prav čustvena pismenost pa nam lahko zelo olajša delovanje na vseh področjih življenja, pravzaprav lahko življenje celo ohrani. V prispevku predstavljamo temelje čustvene pismenosti in predstavimo načine dela, s katerimi smo pri otrocih izboljšali čustveno pismenost: pogovor skozi opazovanje narave, socialne igre in branje zgodbe. Naštete dejavnosti, s katerimi smo razvijali čustveno pismenost, so olajšale stanje, ko je učenki iz socialno šibkega okolja brez domače podpore grozilo, da bo zaradi negativne ocene iz matematike ponavljala razred. Sošolke in en sošolec so ji ponudili pomoč. Z mojo pomočjo smo naredili seznam, kdaj bo kdo učenki/sošolki nudil učno pomoč. Učenci so se tako zelo angažirali, da je učenka popravila negativno oceno. S tem so se izkazali kot čustveno pismeni, saj so bili sposobni prepoznavanja, razumevanja ter ustreznega izražanja čustev.
• Abstract (EN): Schools are not only educational institutions, but also educational institutions, as has been increasingly noted in the media recently, with reports of isolated cases of mass murders committed by primary school pupils. The media are asking who has failed: the school or the parents. If we look at the increasingly contentladen curricula of primary education, we can see that emotional literacy is a skill that is often neglected at school. But emotional literacy can make it much easier to function in all areas of life, indeed, it can even sustain life. In this paper, we present the foundations of emotional literacy and the ways in which we have worked to improve children’s emotional literacy: talking through observing nature, social games and reading a story. These activities to develop emotional literacy alleviated a situation where a pupil from a socially disadvantaged background was at risk of repeating a grade in mathematics because of a negative grade, without any support at home. Her classmates and one classmate offered to help her. With my help, we made a list of when someone would offer her help. The students were so involved that the student corrected her negative mark. This showed that they were emotionally literate as they were able to recognise, understand and express their emotions appropriately.
• Ključne besede: čustveno opismenjevanje, čustvena pismenost, izobraževanje v prihodnosti prepoznavanje čustev

Čustveno opismenjevanje otrok z avtistično motnjo

• Avtorji: NEMEC Vesna
  • NEMEC Vesna: Vrtec Pedenjped, Ljubljana, Slovenija
• Knjiga: VVZ2023 — str. 40
• Vir: SRC-2026-09-30-020
• Jezik: sl
• Povzetek: V prispevku predstavljamo program čustvenega opismenjevanja za otroke s socialnimi motnjami. Program se izvaja v igralnih skupinah, v katere so vključeni otroci z avtistično motnjo in razvojno normativni vrstniki. V program smo integrirali različne pristope in metode, ki so dokazano učinkovite za delo z otroki z avtizmom. V delavnicah otroci spoznavajo osnovna čustva, njihova izrazna sredstva, povežejo čustva s telesnimi občutki in reakcijami, pričnejo razumevati vpliv čustev na vedenje, intenzivnost čustev in osvojijo preproste strategije za uravnavanje čustvenih odzivov oziroma vedenja.
• Abstract (EN): The article presents an emotional literacy program for children with social disorders. The program is implemented in playgroups for children with autistic disorders and with peers. We have integrated various approaches and methods into the program that have been proven effective for therapy work with children with autism. In the workshops, children learn about basic emotions and their means of expression, connect emotions with bodily sensations and reactions, begin to understand the influence of emotions on behavior and the intensity of emotions, and master simple strategies for regulating emotional responses or behavior.
• Ključne besede: čustveno opismenjevanje, otrok z avtistično motnjo, igralna skupina
• Key words (EN): čustveno opismenjevanje, otrok z avtistično motnjo

Čustveno Prenajedanje (Otrok s Čustvenimi in Vedenjskimi Težavami)

• Avtorji: ROJNIK Nina
  • ROJNIK Nina: Osnovna šola Veržej
• Knjiga: PZOM2021 — str. 80
• Vir: SRC-2026-10-05-003
• Jezik: sl
• Povzetek: Pri delu z otroki in mladostniki s čustvenimi in vedenjskimi motnjami se da pri delu opaziti tudi prenajedanje. To se kaže predvsem takrat, ko so mladostniki čustveno preobremenjeni. Pogosto gre za negotovost v odnosih do staršev in domačega okolja. Skrbi jih marsikaj: ali bodo lahko za vikend ali počitnice odšli v domače okolje, kaj bodo počeli v domačem okolju, ali bodo tam dobrodošli, ali bo kdo skrbel zanje ipd. Kadar se s čustvi ne zmorejo soočiti, pogosteje posegajo po hrani. Na tak način se tolažijo. Vendar pa pri tem praviloma izbirajo nezdravo hrano, kot so sladkarije, ocvrta ali visokokalorična hrana. Nekateri občasno uvidijo, da svojo stisko tešijo s hrano. Prekomerno hranjenje pa vpliva tudi na socialne odnose mladostnikov, na njihove vezi z vrstniki ter na njihovo samopodobo. Včasih je hrana tolažba, spet drugič pa dodatna skrb in obremenitev.
• Ključne besede: mladostniki, čustvene in vedenjske težave, hrana, tolažba

Čutim in občutim

• Avtorji: SAJOVIC Tjaša
  • SAJOVIC Tjaša: Osnovna šola Franceta Prešerna Kranj
• Knjiga: OPB2020 — str. 175
• Vir: SRC-2026-10-06-025
• Jezik: sl
• Povzetek: V današnjem času večino informacij sprejemamo preko vida in sluha. Zelo pomembno pa je, da ne pozabimo na preostala čutila, ki jih imamo. To je izrednega pomena tudi za otroke, saj so njihova čutila tista, ki jim dajejo prve in najbolj zanesljive informacije o svetu, v katerem se nahajajo. Narava je kraj, v katerem in od katerega se ogromno naučimo. Pozitivne izkušnje na prostem so tisto, s čimer otrokom že od malih nog približamo naravo in življenje v njej. Eden izmed ključnih elementov je igra. Igra v naravi pa je še veliko več. Otroci čutijo svobodo in se zlijejo z naravnim okoljem. Vonj vlažne prsti v gozdu, šumenje jesenskih listov, pihanje trobentic, iskanje žuželk ter neskončne možnosti raziskovanja. Vse to daje svobodo otroškemu raziskovanju.
• Ključne besede: otrok, igra, narava, čutila

Čutim, Vidim Slišim »v vseh letnih časih otroci dišijo po smehu in sreči in čokoladi, a najbolj otroci dišijo po tem

• Avtorji: PEGAN Nika
• Knjiga: PZOM2021 — str. 149
• Vir: SRC-2026-10-05-003
• Jezik: sl
• Povzetek: Igre z elementi joge, čuječnosti, dihanja, masaž in drugih sprostitvenih tehnik so pri mojem delu v vrtcu stalnica, zato, ker slišim, čutim in vidim, kako ustrezajo tudi otrokom. Zapis je primer dobre prakse, preskušenih in otrokom ljubih iger. V prispevku je izpostavljena pripravljenost strokovnega delavca, ki igre vodi in jih ponuja. Zavedati se mora pomena lastne umirjenosti, imeti zaupanje v metodo dela ter izražati lastni vzgled, ki prispeva k nadaljnjemu sprejetju iger med otroki.
• Ključne besede: Dihanje, joga, sprostitev, čas, masaža, čuječnost

Čutna POT in Zeliščni VRT - Avtentično Učenje

• Avtorji: DOJER Iza
  • DOJER Iza: OŠ Trnovo, Ljubljana
• Knjiga: DM2015 — str. 305
• Vir: SRC-2026-10-07-006
• Jezik: sl
• Povzetek: Na Osnovni šoli Trnovo se lotevamo raznovrstnih projektov. Vedno pa nam je vodilo medpredmetno povezovanje, saj želimo ponuditi učencem čim bolj avtentično učenje, v avtentičnem okolju, kar se vedno izkaže za zelo učinkovito. Tako smo se s četrtošolci lotili urejanja in raziskovanja čutne poti, tretješolce smo vpletli v opazovanje in skrb za zelenjavni vrt, s prvošolci pa smo v podaljšanem bivanju izpeljali projekt Zeliščni vrt, ki še teče, saj sedaj že žanjemo sadove našega dela.
• Ključne besede: projekt, medpredmetno povezovanje, avtentično učenje, čutna pot, zeliščni vrt

Čutna pot v Globokem – nastala in raste ob pomoči staršev

• Avtorji: ŽLOF Martina
  • ŽLOF Martina: Vrtec pri OŠ Globoko
• Knjiga: VVZ2012 — str. 121
• Vir: SRC-2026-09-30-009
• Jezik: sl

Čuvajmo Svoj Glas

• Avtorji: BOŽIČ Breda
  • BOŽIČ Breda: JVIZ OŠ Dobrepolje, Slovenija
• Knjiga: PZ2022 — str. 78
• Vir: SRC-2026-10-06-007
• Jezik: sl
• Povzetek: Učitelji imamo zaradi glasovnih obremenitev velikokrat težave s svojim glasom. Glas je naše najpomembnejše orodje pri poučevanju, podajanju nove snovi, pri razlagi. Ker je orodje, s katerim delamo, naš glas, so naše glasilke pogosto na udaru. Prihaja do glasovnih motenj, kot je hripavost, in velikokrat tudi do izgube glasu. Od začetka epidemije pa imamo težavo z glasom tudi zaradi nošenja mask v razredu, pri razlaganju snovi. Učenci nas zaradi mask slabše slišijo, saj maske zadušijo naš glas, kar pomeni, da moramo glasneje govoriti in zaradi tega ponovno prihaja do hripavosti in izgube glasu. Kako varovati svoj glas, kako pravilno govoriti, kakšna je higiena glasu, kaj moramo vse storiti, da ne bomo ob glas?
• Key words (EN): voice, voice disorders, hoarseness, masks, teachers

Čvekarije – primeri dejavnosti za spodbujanje govora v II. Starostnem obdobju

• Avtorji: LANGERŠEK Duška
  • LANGERŠEK Duška: Osnovna šola Radlje ob Dravi, enota vrtca Radlje, enota Vuhred, Slovenija
• Knjiga: VVZ2022 — str. 33
• Vir: SRC-2026-09-30-019
• Jezik: sl
• Povzetek: »Govor predšolskega otroka pove pozorni vzgojiteljici več, kot morejo starši predvidevati.« (Sgerm, 2004, str. 12). Svoje delo opravljam v skupini II. starostnega obdobja, kjer so otroci stari od štiri do pet let. Nekaj otrok bo v jeseni pričelo obiskovati prvi razred. Ker se zavedam, da je pravilni govor pomemben za sledenje pouka v šoli, zapomnitev snovi, prepoznavanje glasov, pisanje, branje, sva se skupaj s pomočnico vzgojiteljice pri načrtovanju letnega delovnega načrta oddelka odločili, da temu nameniva več časa. Najino tedensko opazovanje pa je le-to tudi potrdilo. Pogosto so se izkazale motnje artikulacije in izreke, pri načrtovanju sva temu namenili večji poudarek. Kot boste razbrali med naštetimi dejavnostmi, ni poudarek samo na govoru, ampak na spodbujanju poslušanja, razmišljanja, senzorike, gibanja … Za uspešno napredovanje se vse to mora dobro prepletati, k temu pripomore tudi spodbudno učno okolje. Moje vodilo pri delu je »Pomagaj mi, da naredim sam.« (M. Montessori), zato so tudi dejavnosti pripravljene tako, da jih otroci lahko izvajajo samostojno. Otrokom najprej predstaviva material in pravilno izvajanje, nato imajo material oz. igre ves čas na razpolago. »Otroci se učijo med igro. In, kar je najpomembnejše, skozi igro se otroci naučijo, kako se učiti.« O. Fred Donaldson
• Abstract (EN): “A preschooler’s speech tells an attentive educator more than parents can predict.” (Sgerm, 2004, p. 12). I work in the second age group, where the children are aged between 4 and 5. Some children will start attending first grade in the fall Since I am aware that correct speech is important for keeping up with lessons at school, memorising material, recognising voices, writing, and reading, the assistant teacher and I decided to dedicate more time to it when we formed the annual plan of the class. Our weekly observations confirmed this Articulation and utterance disorders were often shown; therefore we put more emphasis on this in planning. As you will see based on the listed activities, the emphasis is not only on speech, but on stimulating listening, thinking, sensorics, movement, etc. For progress to be made successfully, all this must be well intertwined and can be helped by a stimulating learning environment. My motto at work is, “Help me to do it by myself.” (M. Montessori), therefore the activities are also prepared so that children can carry them out independently. We first introduce the children to the material and the correct implementation and then they have the material or games at their disposal at all times. “Children learn during play. And, most importantly, children learn how to learn by playing.” O. Fred Donaldson
• Ključne besede: II. starostno obdobje, primeri iz prakse, spodbujanje govora, govorne igrice
• Key words (EN): second age group, examples from practice, speech stimulation, speech games

Nazaj na indeks prispevkov

---

Vsebina, prikazana v tem dokumentu, je ustvarjena z umetno inteligenco in je zaščitena v skladu z veljavno zakonodajo o avtorskih pravicah, intelektualni lastnini in sorodnih pravicah. Ker je vsebina nastala z uporabo umetne inteligence, lahko vsebuje netočnosti, napake ali zastarele informacije. Ne prevzemamo nobene odgovornosti glede njene popolnosti, zanesljivosti ali primernosti za kakršen koli namen.

Razmnoževanje, distribucija, predelava ali komercialna uporaba te vsebine ali katerega koli njenega dela ni dovoljena brez predhodnega pisnega dovoljenja imetnika avtorskih pravic.

Ta vsebina je zagotovljena izključno za raziskovalne in osebne namene. Vsako nepooblaščen kopiranje, distribucija ali izkoriščanje tega gradiva — v celoti ali delno — je strogo prepovedano in lahko vodi v pravne postopke.

Z dostopom do vsebine ali z njeno uporabo potrjujete, da se strinjate z zgoraj navedenimi pogoji.

Avtorske pravice © MiB, 2026. Vse pravice pridržane.