T

Prispevki — T

T2I: Talent intelligence & innovation. Experimental identific ation protocol in STEM

• Avtorji: THERRIEN Andrée
  • THERRIEN Andrée: psychologist, Ste-Adele, Kanada
• Knjiga: TE2019 — str. 48
• Vir: SRC-2026-10-04-001
• Jezik: sl
• Abstract (EN): The T2i is an experimental protocol based on the inclusion of all gifted and talented children in public school districts: STEM profile. T2I identifies, through its innovative approach, students with high potential in STEM strategic intelligence profile and who also show a superior capacity for innovation, interests in sciences, and perseverance. T2i meets the needs and realities of public education systems: minimal budgetary and professional investment, fast access to results, and quick group testing execution. T2i readily adapts as it counterbalances ethnic, linguistic, cultural and gender biases. It modulates to students’ socio-economic situations as well as those already clinically diagnosed. Combining the weighting of standard assessments with selected scientific predictors makes the T2i unique. We use the conception of giftedness of Françoys Gagné’s DMGT and Joseph Renzulli’s Three Rings. The protocol measures 3 basic skills: factor Gnatural abilities, section intelligence (GI) and Creative (GC) from the DMGT and Above Average Ability and Creativity (3 Rings) where we have chosen subtests of different well knowed Intelligence tests and we use the TCT-DP for creativity. We also integrate the factor I (DMGT) and task commitment (3Ring): we have created a checklist on perseverance, grit, motivation and interest. Equitability for all students in obtaining services and in being integrated in STEM potential giftedness programs regardless of race, gender, socio-economic status or for the twice-exceptional is currently an international key challenge.
• Key words (EN): Identification, Inclusion, STEM, Protocol, native language

Tabor za Učence 8. Razreda - Šola Zunaj Šole

• Avtorji: OGRIN Barbara
  • OGRIN Barbara: OŠ Trnovo Ljubljana
• Knjiga: PZOM2021 — str. 71
• Vir: SRC-2026-10-05-003
• Jezik: sl
• Povzetek: Na OŠ Trnovo že več let izvajamo tabor za učence 8. razredov, ki poteka v Bovcu. Gre za šolski projekt »šola izven šole«, izvedbo medpredmetnega povezovanja. Izvajalci tabora so šolski učitelji in učitelji razredniki, ki učence spremljajo na taboru. Nadgradnjo zagotavljamo tudi s sodelovanjem z zunanjim učiteljem zgodovine. V tabor se vključujem kot svetovalna delavka v vlogi pedagoške vodje, koordinatorke na terenu, spremljevalke otroku s posebnimi potrebami ali v vlogi razrednika. Tabor učencem ponudimo kot prostovoljno dejavnost, ki je pri učencih zelo priljubljena. Mladostniki se v šolo vračajo z dobrimi vtisi in novimi izkušnjami. Prav tako tudi učitelji. S prispevkom želim predstaviti kašne so prednosti in kvalitete, ki pomembno vplivajo na psihofizični razvoj naših učencev, ki imajo radi nove izzive in drugačne poti učenja. Tako z vidika medvrstniškega in sodelovalnega učenja. Medsebojno aktivno druženje, učenje in fizična aktivnost (planinski pohodi) ostajajo kot dobra popotnica za njihov nadaljnji razvoj.
• Ključne besede: medpredmetno povezovanje, učenje izven šole, vloga učitelja razrednika, medvrstniško učenje, trening socialnih veščin

Tabori kot DEL Učno-vzgojnega Procesa

• Avtorji: KRANJC Vera
  • KRANJC Vera: OŠ Bovec, Slovenija
• Knjiga: PZOM2026 — str. 33
• Vir: SRC-2026-10-05-009
• Jezik: sl
• Povzetek: Na naši šoli že nekaj let pripravljamo tabore, ki jih vključujemo v učno-vzgojni proces. V okviru Varnega in spodbudnega učnega okolja jih organiziramo tako, da se jih vsako leto udeležijo vsi učenci šole. Tabor vodi razrednik s sodelavci, sodelujemo pa tudi z različnimi lokalnimi društvi, ki se nam ob povabilu z veseljem pridružijo. Tabori potekajo v naravnem okolju, kjer učenci brez table in IKT odkrivajo naravo z izkustvenim učenjem. Naravno okolje jim ponuja veliko možnosti za raziskovalne dejavnosti. Ob tem razvijajo kognitivne, socialne, čustvene in motorične spretnosti.
• Abstract (EN): At our school, we have been organizing camps for several years as part of the educational process. Within the framework of a »Safe and stimulating learning environment« programme, these camps are arranged so that all students participate each year. The camp is led by the class teacher along with colleagues, and we also collaborate with various local associations that gladly join us when invited. The camps take place in a natural environment, where students explore nature through experiential learning without the use of blackboards or ICT technology. The natural setting offers many opportunities for research activities. In doing so, students develop cognitive, social, emotional and motor skills.
• Ključne besede: tabori, učno-vzgojni proces

Taborniške Veščine na Posebnem Progamu Vzgoje in Izobraževanja

• Avtorji: RIŽNIK Vesna
  • RIŽNIK Vesna: Center za vzgojo, izobraževanje in usposabljanje, Velenje, Slovenija
• Knjiga: PZOM2024 — str. 296
• Vir: SRC-2026-10-05-005
• Jezik: sl
• Povzetek: Gibanje in raziskovanje narave pomembno vplivata na psihofizični razvoj posameznikov. Za učence z motnjami v duševnem razvoju in pridruženimi motnjami je še bolj pomembno, da ohranjajo gibljivost in telesno kondicijo. Kljub temu zavedanju, pa imajo učenci s posebnimi potrebami manj možnosti, da se vključujejo v določene popoldanske dejavnosti. Taborniški princip učenja temelji na aktivnem učenju in vključevanju v okolje, hkrati pa se otrokom podajajo nove izkušnje na konkreten način. Ravno zaradi stika in sobivanja z naravo, sva se učiteljici posebnega programa vzgoje in izobraževanja odločili, da učencem predstaviva, kako taborniki sobivajo z naravo. Organizirali sva dan dejavnosti in v bližnjem parku pripravili preprost orientiring. Učenci so v skupinah opravljali različne naloge, spoznavali taborniške veščine in se učili taborniških pesmi. Dejavnosti so bile prilagojene posameznim skupinam. Namen delovnega dne je bil, da učenci dan preživijo v naravi in imajo hkrati možnost začutiti utrip taborništva. Aktivnosti in dejavnosti, predstavljene v prispevku, so lahko v pomoč pedagoškim delavcem pri pripravi učnih vsebin za izvedbo dneva dejavnosti, kjer je poudarek na spoznavanju taborniških veščin in razvijanju orientacije v bližnji okolici.
• Abstract (EN): Movement and exploring nature have a significant impact on the psychophysical development of individuals. For students with intellectual disabilities and associated disabilities, it is even more important to maintain mobility and physical fitness. Nevertheless, students with special needs have fewer opportunities to participate in certain afternoon activities. The scouting principle of learning is based on active learning and integration into the environment, while at the same time children are given new experiences in a concrete way. Precisely because of the contact and coexistence with nature, we teachers of the special education program decided to present to the students how campers coexist with nature. We organized a day of activities and prepared simple orienteering in a nearby park. Students performed various tasks in groups, learned about scouting skills and learned scouting songs. Activities were adapted to individual groups. The purpose of the working day was for the students to spend the day in nature and at the same time have the opportunity to feel the pulse of scouting. The activities and activities presented in the article can be of help to pedagogues in the preparation of learning content for the implementation of the activity day, where the emphasis is on learning about scouting skills and developing orientation in the immediate surroundings.
• Key words (EN): gibanje, orientacija, psihofizično zdravje

Taborniški Tabor – Sprostitev, Ustvarjalnost, Učenje in Spoznavanje Novega Okolja

• Avtorji: BEGUŠ Suzana
• Knjiga: PZOM2025 — str. 497
• Vir: SRC-2026-10-05-006
• Jezik: sl
• Povzetek: Taborniški tabor je nepozabna pustolovščina v naravi, kjer udeleženci skozi igro, izzive in skupinsko delo pridobivajo praktične veščine, krepijo prijateljstva in se učijo odgovornosti. Tabor običajno traja nekaj dni, vključuje različne aktivnosti, kot so pohodi, orientacija, kurjenje ognja, bivakiranje, športne igre in ustvarjalne delavnice.
• Abstract (EN): I would like to present the camp we organise for 7th grade students – Marindol, Bela Krajina. The students spent four days in Marindol. Our first stop on the way was the Zupančič Farm, where they saw the black marten, which is only found in this region. They learned about the Lahinja Landscape Park, where they saw a Venetian sawmill and an old mill, a church with a horseshoe bell tower, King Matjaž gold coin, and answered questions about the flora and fauna of the park. In Adlešiči, they visited a museum, where they saw a collection of tablecloths and folk embroidery and learned about flax production. They also learned how linen cloth was made. They made their own embroidery – a book index, a piece of embroidery – a bracelet, and an Easter egg. Together with a folklore group, they danced Bela Krajina dances and learned about musical instruments typical of Bela Krajina. They rafted down the Kolpa River. At the camp, we organised a nature day (Lahinja Regional Park, forest), a sports day (rafting on the Kolpa) and a cultural day (Bela krajina dances and museum in Adlešiči, makeup products, making Easter eggs). They learned about scout life (making campfires, sports and social games, etc.). Now they can orientate in the countryside with the help of a compass, map, clock, etc. (camp workshop). Kwywords: camp, relaxation, creativity, learning, getting to know the environment, workshops 1 Uvod Zakaj v naravo? - Povezava z naravo – v sodobnem svetu preživimo preveč časa pred ekrani. Narava nam omogoča sprostitev, zmanjšuje stres in izboljšuje počutje. - Gibanje in zdravje – hoja, plezanje in druge aktivnosti v naravi krepijo telo in duha ter prispevajo k boljšemu zdravju. - Učenje preživetja – narava je najboljši učitelj. Naučimo se postavljati šotor, zakuriti ogenj, prepoznati rastline in živali ter se znajti v različnih situacijah. - Ozaveščenost – z bivanjem v naravi se učimo skrbeti zanjo, jo spoštovati in varovati za prihodnje generacije. - Svoboda in ustvarjalnost – narava spodbuja ustvarjalno igro, raziskovanje in osebno rast, saj nudi nešteto možnosti za pustolovščine. 2. Tabor Marindol Na OŠ Franceta Prešerna Kranj vsako leto organiziramo tabore. Učenci tako spoznavajo različne dele Slovenije. V obdobju šolanja tako spoznajo značilnosti pokrajin, zgodovinske, etnološke posebnosti … Tabor v Marindolu sem organizirala, tako da so bili učenci aktivni udeleženci, spoznavali so taborniško življenje in pridobivali znanje posebnih taborniških veščin. Poleg preživljanja časa v naravi, sem učence navajala na organiziranost, na discipliniranost in red. Učenci so spoznavali taborniško življenje, Belo krajino, etnološke značilnosti pokrajine in aktivno sodelovali v delavnicah. Marindol in okolica sta omogočala tudi različne športne aktivnosti. Poleg organiziranega časa so se udeleženci sproščali tudi v ne vodenih dejavnostih (nogomet, sprehodi, med dvema ognjema …). Večere so oblikovali učenci s pomočjo tabornikov, tako da ni manjkalo zabave ob tabornem ognju. 2.1 Izvedba 1. dan - 6:50 zbor pred šolo - 9:30 izvir Jelševnik in črni močeril (vsebina -črna človeška ribica, izvir Jelševnik) - 10:45 Krajinski park Lahinja (vsebina - ogled žage in starega mlina, ogled cerkve, ogled zlatnika kralja Matjaža in reševanje nalog o rastlinstvu in živalstvu v Krajinskem parku) - okoli 13 h prihod v tabor - kosilo - taborniške igre - zbor in spuščanje taborniške zastave - večerja - 20:00 belokranjski plesi (predstavitev folklorne dediščine Bele krajine) 2. dan - jutranja telovadba - zbor in dvigovanje taborniške zastave - zajtrk - orientacijska delavnica izmenično projektno delo (učiteljica biologije in naravoslovja) - kosilo - 15:00 pohod do Adlešičev, 16:00 muzej izmenično ob 16:00 pisanice, ličkanje (vzgoja lanu, ogled izdelave lanenega platna, ogled zbirke prtov in narodnih vezenin) - zbor in spuščanje taborniške zastave - večerja - družabne igre ob tabornem ognju 3. dan - jutranja telovadba - zbor in dvigovanje taborniške zastave - zajtrk - orientacijski pohod - orientacijska delavnica izmenično projektno delo (učiteljica biologije in naravoslovja) - kosilo - 15:00 pohod do Adlešičev, 16:00 muzej izmenično pisanice, ličkanje - zbor spuščanje zastave - večerja - družabne igre ob tabornem ognju – taborniška poroka 4. dan - jutranja telovadba - zbor in dvigovanje taborniške zastave - zajtrk - pospravljanje - rafting - kosilo - odhod ob 14.00 uri Prihod pred šolo med 16:00 - 16:30. 2.2 Cilji - spoznajo značilnosti pokrajine, v kateri se nahajajo; - naučijo se ustreznega obnašanja v naravi; - oblikujejo čustven, spoštljiv, kulturen odnos do narave; - pridobijo, razširijo in poglobijo znanje o živih bitjih v okolju, v katerem se nahajajo; - spoznajo pomen telesnega gibanja; - pridobijo spoznanja o človekovem poseganju v naravo; - učijo se pravil življenja v skupini, - učijo se kulturno prehranjevati. - razvijajo delovne navade; - življenje v naravi doživljajo kot sprostitev; - razvijajo koordinacijo, spretnost in gibljivost; 2.3 Vsebina Prebivali smo 4 dni v domu tabornikov v Marindolu. Nastanjeni smo bili v šotorih ali na skupnih ležiščih v domu (glede na vreme). Naša prva postojanka na poti je bila na Kmetiji Zupančič, kjer smo si ogledali črnega močerila, ki je prisoten samo na tem območju. Nato smo nadaljevali pot do Krajinskega parka Lahinja. Velik del parka, okoli 120 ha, zavzemajo skrbno obdelane njive, ostale (80 ha) pa so naravno ohranjene kot gozd, močvirja in vlažni travniki. Naravno najbolj ohranjeno je izvirno območje reke Lahinje, ki je zavarovano kot naravni rezervat Lahinjski Lugi. Ogledali smo si staro delujočo žago in stari mlin, cerkev z zvonikom na preslico, zlatnik kralja Matjaža in reševali naloge o rastlinstvu in živalstvu v parku. Ni veliko krajev v Sloveniji, ki bi se po svoji lepoti in bogati zgodovini mogli primerjati z Adlešiči. Pri ogledu zbirke prtov in prtičkov, belih oblek in narodnih noš, ki so nekoč krasile kmečke domove, smo ob izdelavi domačega platna, poslikavi pisanic in gostoljubnih domačinov spoznali, da smo prišli v pravo slovensko hišo. Sami so izdelali vezenino – kazalo za knjige, izdelek iz ličkanja – zapestnico in naučili so se kako naredite belokranjsko pisanico. Učenci so spoznali glasbila in folklorno nošo, ki so značilna za Belo krajino. Skupaj s folklorno skupino so zaplesali belokranjske plese. Učenci so se seznanili s taborniškim življenjem – naučili so se postavljati šotor, pripraviti taborniški ogenj, taborniške igre ter se podali na prijetno raftanje po Kolpi. Prosti čas je bil namenjen športnim aktivnostim, večeri pa so bili rezervirani za druženje in reševanje ugank ob tabornem ognju. 2.4 Ostale aktivnosti Predstavitev dogajanja v obliki slik je predstavljeno na šolski spletni strani in facebook strani naše šole. Tabor smo predstavili tudi staršem na roditeljskem sestanku in hkrati smo jim dali anketo, da vidimo odziv otrok. Zaključek Taborniški tabor je koristen iz več razlogov, tako za osebni razvoj kot za družbeno povezanost. Nekaj ključnih prednosti: 1. Razvoj samostojnosti in odgovornosti Otroci in mladostniki se naučijo skrbeti zase, postavljati šotor, skrbeti za red in spoštovati naravo. 2. Krepitev socialnih veščin Preživljanje časa v skupini spodbuja sodelovanje, reševanje konfliktov, komunikacijo in prijateljstvo. 3. Povezava z naravo Udeleženci spoznajo osnove preživetja v naravi, se učijo o rastlinah, živalih in skrbi za okolje. 4. Razvoj praktičnih veščin Od orientacije s karto in kompasom do postavljanja ognja in vozlanja – koristne veščine za življenje. 5. Spodbujanje telesne aktivnosti Hoditi na pohode, plezati in izvajati druge športne aktivnosti prispeva k boljšemu zdravju. 6. Krepitev samozavesti Preizkušanje novih stvari in premagovanje izzivov prispeva k občutku lastne vrednosti. 7. Ustvarjanje nepozabnih spominov Tabori prinašajo pustolovščine, smeh in zgodbe, ki jih otroci in mladostniki nosijo s seboj celo življenje.
• Key words (EN): tabor, sprostitev, ustvarjalnost, učenje, spoznavanje okolja, delavnice SCOUT CAMP – RELAXATION, CREATIVITY, LEARNING AND EXPLORING A NEW ENVIRONMENT

Tako Maleni, ali Građanski Snažni!

• Avtorji: KOSEC Silvija
  • KOSEC Silvija: Osnovna škola Prelog, Republika Hrvatska
• Knjiga: DM2021 — str. 212
• Vir: SRC-2026-10-07-011
• Jezik: sl
• Povzetek: U članku se opisuju projekti iz građanskog odgoja i obrazovanja i sve aktivnosti vezane uz rad na njima. Navode se načini na koje se uočavaju problemi te se pronalaze najbolji načini u rješavanju problema. Učenici radom na projektu iz područja Građanskog odgoja i obrazovanja i provođenju aktivnosti uče kako rješavati probleme u školi, obitelji i široj lokalnoj zajednici. Teme koje su obuhvaćene u izradi projekta proizlaze iz svakodnevnih životnih situacija te iz nastavnih sadržaja koje učenici usvajaju tijekom svog školovanja. Važno je da su u skladu s njihovom dobi kako bi sami mogli pristupiti problemu i riješiti ga u okviru svojih mogućnosti. U ovo pandemijsko vrijeme COVID - 19 nastao je projekt pod nazivom „Blago je moja obitelj“ što i je najvažnije u životu. Za zdravlje i fizičku sposobnost je potrebna aktivnost te je tako nastao projekt „Sport za sve – svi za sport“ i „Biciklom do zdravlja“. Usvajanjem različitih sadržaja o glazbi, zanimanjima, starijim i nemoćnim osobama i čarobnim riječima i pozdravima.
• Abstract (EN): This article is about the citizenship education projects and all the activities related to work on them. The ways how to detect problems and the best options in dealing with the problems are stated here. Working on the citizenship education project and doing certain activities students learn how to solve problems at school, in their families and their wider local community. The topics that we deal with in the project come from everyday situations as well as the curriculum the students will acquire during their schooling. It is very important that the topics are adjusted to their age so the students could approach the problem and solve it according to their capabilities. In this pandemic times of COVID-19 a project called “Treasure is my family” was made and family is the most important thing.To stay healthy and fit we need physical activities therefore a project” Sport for everybody and everybody for sport” was created as well as “Cycling to health”. Acquiring different topics we dealt with music, occupations, old and disabled, magic words and greetings.
• Ključne besede: građanski odgoj, obrazovanje, projekti, edukacija, učenici, škola, obitelj

Tako malo, a je potrebno

• Avtorji: STOJANOVIĆ Ina
  • STOJANOVIĆ Ina: Vrtec Otona Župančiča Ljubljana
• Knjiga: VVZ2020 — str. 394
• Vir: SRC-2026-09-30-017
• Jezik: sl
• Povzetek: Dotik, beseda, pogled – tako malo je potrebno, da je oseba vesela, opažena in srečna. Potrebujemo kaj več? Predšolsko obdobje je obdobje, na katerem temelji otrokov celostni razvoj, saj je v tem času njegov organizem najbolj izpostavljen vplivom okolja, kar posledično vpliva tudi na razvoj njegove osebnosti. V času, ko nas preplavlja veliko literature in novic, kako se moramo z otrokom ukvarjati, mu namenjati pozornost, ga vključiti v razne aktivnosti, z dosego cilja, da bo naš otrok popoln, se izgubljamo med informacijami. Toda ali se mu res posvečamo in mu namenjamo pozornost, ki jo potrebuje? Če torej želimo, da se otrok razvije v človeka, ki je intelektualno in duševno zdrav, mu moramo nameniti pozornost, ki jo potrebuje. Toda kakšno pozornost? Človekova potreba po tem, da je opažen, obstaja, odkar obstaja človek.
• Ključne besede: osebna pozornost, empatija, čas

Tako SE Učim JAZ!

• Avtorji: SEVER Nina
  • SEVER Nina: Prilagojen program za predšolske otroke pri OŠ Roje, Domžale, Slovenija
• Knjiga: DM2025 — str. 231
• Vir: SRC-2026-10-07-015
• Jezik: sl
• Povzetek: Prilagojen program za predšolske otroke pri OŠ Roje obiskujejo otroci, ki imajo vrsto težav v razvoju. V ta program so usmerjeni otroci z zmerno, težjo in težko motnjo v duševnem razvoju, kar pomeni, da imajo primanjkljaje na intelektualnem, govornem, socialno-čustvenem in večinoma tudi na gibalnem področju. Kot specializirana ustanova lahko ponudimo drugačne pristope in metode dela. Skupina, v katero je praviloma vključenih 6 otrok, je po starosti in sposobnostih zelo heterogena, kar zahteva prilagajanje dejavnosti in metod ter oblik dela. Razvoj pri otrocih z motnjo v razvoju poteka neharmonično in upočasnjeno, zato se dejavnosti individualizirajo, otrokom pa se nudi več različnih izzivov ter ponovitev, da se naučijo določenih veščin ali znanj. Prav zaradi različnih potreb otrok, se za vsakega otroka v septembru napiše individualiziran program, ki se ga redno evalvira. S prilagojenimi dejavnostmi, z nekaj nežne spodbude in ponovitvami, otrok začne uživati v dejavnostih, ki so se mu še pred kratkim zdele nesmiselne, ob tem pa se poveča otrokova samozavest in motivacija za delo, učenje in igro, kar prispeva k optimalnemu razvoju.
• Abstract (EN): The adapted program for preschool children at Roje Elementary School is attended by children with a range of developmental difficulties. This program is aimed at children with moderate, severe, and profound mental disabilities, which means that they have deficits in intellectual, speech, social-emotional, and, in most cases, motor skills. As a specialized institution, we can offer different approaches and working methods. The group, which usually includes six children, is very heterogeneous in terms of age and abilities, which requires adaptation of activities, methods, and forms of work. The development of children with developmental disorders is uneven and slow, so activities are individualized and children are offered a variety of challenges and repetition to learn specific skills or knowledge. Precisely because of the different needs of children, an individualized program is written for each child in September, which is regularly evaluated. With adapted activities, some gentle encouragement, and repetition, the child begins to enjoy activities that seemed meaningless to them just a short time ago, while at the same time increasing the child’s self-confidence and motivation to work, learn, and play, increase contributing to their optimal development.
• Ključne besede: predšolski otroci, otroci s težavami v razvoju, individualizacija, individualiziran program, razvoj področij razvoja

Talent development from the talented students’ point of view: What makes an effective teacher for high talent learners?

• Avtorji: ROGERS Karen B
  • ROGERS Karen B: Minneapolis, United States, Professor Emerita, University of St. Thomas
• Knjiga: TE2019 — str. 193
• Vir: SRC-2026-10-04-001
• Jezik: en
• Abstract (EN): In an international survey of high talent learners’ perceptions of their “best” and “worst” teachers, consistent patterns regarding teacher intellect, teachers’ instructional prowess, and teachers’ personal characteristics were found for “effective” talent development teachers as well as “ineffective” ones. These findings clarify what teacher traits can be supported with professional development so that less than effective behaviors and characteristics can be modified as well as which natural behaviors and characteristics teachers bring to a talent program or class are likely to develop talent optimally. The results may aid school heads and principals in affirming or improving their hiring practices for such specialized programs or schools. As a part of this study, 1,500 students in an Australian selective school were asked to rate the importance of 81 research-based teacher characteristics or behaviors, derived from both general and gifted teacher studies. In addition, open-ended responses were provided to these students to put into words or descriptive phrases those behaviors and characteristics of their “best” and “worst” teachers. This presentation does not suggest that some personnel should not be teaching, so much as trying to match teacher behaviors to a population who would benefit from a set of “effective” traits for a specific population. Not all teachers may be at their best with every kind of student found in the classroom.

Talent for school or for life

• Avtorji: NOVAK Tanja
  • NOVAK Tanja: Ljubljana, Slovenija
• Knjiga: TE2019 — str. 7
• Vir: SRC-2026-10-04-001
• Jezik: en
• Abstract (EN): Agood employee is not born, but created. This is not a process that starts when entering the labor market, but is already started by parents with their own upbringing. It can be very well supplemented and upgraded by other person who are important for child development, especially kindergarten teachers and later school teachers. The consistency of parents and teachers, their demands and perseverance, all play an important role in the development of the child. Persistence allows a child to reach the set goal (assembling a tower that has collapsed several times). Motivation gives him energy and strengthens his desire to achieve goal, even he may not like the activity - he works hard and helps to put toys in the box. The sooner they will put the toys in the box, the sooner they will go out to play. Work habits enable him to acquire and develop skills, so that he can achieve a goal and make him feel important. All of these traits are important later on, when children become adults and get a job. The sandbox of exploration is replacing a work environment where he or she develops as an expert. Motivation, perseverance and work habits, however, allow him to develop his potential, invest additional energy and patiently persevere and wait for the first results of success to show.
• Key words (EN): motivation, work habit, being persistent, talents, talent identification, talent development, transition to employment, working condition

Talenti rastu s nama

• Avtorji: SEDLAR Ivana
  • SEDLAR Ivana: Fani Vidović, Osnovna škola don Lovre Katića, Solin, Hrvatska
• Knjiga: TE2025 — str. 277
• Vir: SRC-2026-10-04-007
• Jezik: hr
• Povzetek: Talent učenika označava njihove iznimne sposobnosti u određenim područjima, poput intelektualnih, umjetničkih, sportskih, glazbenih, socijalnih ili drugih vještina. Svako dijete može pokazati određeni talent, no važno je da on bude pravodobno prepoznat, pravilno shvaćen i sustavno razvijan. Za kvalitetno obrazovanje talenata potrebne su posebne obrazovne strategije i sustave podrške usmjerene na prepoznavanje, razvoj i poticanje darovitih i talentiranih pojedinaca. Pojam obrazovanja talenata trebao bi obuhvaćati više segmenata. Neki od njih su prepoznavanje darovitih učenika u ranoj dobi te prilagođavanje nastavnih metoda kako bi se zadovoljile njihove specifične potrebe. Omogućavanje dodatnih izazova i razvojnih mogućnosti te kvalitetno mentorstvo i individualizirani pristupi učenju. Brojni su ciljevi prepoznavanja talenata, a maksimalan razvoj potencijala svakog učenika samo je jedan od njih. Jako je važna i podrška kreativnosti, inovativnosti i kritičkom mišljenju te prevencija gubitka motivacije zbog neadekvatnog školskog okruženja. Obrazovanje talenata nije privilegija, nego odgovornost. Svi učenici imaju pravo na obrazovanje koje im omogućava ostvarenje njihovog punog potencijala. Ulaganje u talente je ulaganje u budućnost društva. Uovom radu biti će prikazani primjeri iz učionica autorica ovog teksta. Kroz niz projektnih aktivnosti, natjecanja, smotri i natječaja učenici su pokazali svoj talent, kao i izraženu kreativnost, umjetničku osjetljivost te darovitost u literarnom i dramskom stvaralaštvu.
• Abstract (EN): Students’ talent refers to their exceptional abilities in certain areas, such as intellectual, artistic, sports, musical, social or other skills. Every child can show a certain talent, but it is important that it is recognized in a timely manner, properly understood and systematically developed. Quality education of talents requires special educational strategies and support systems aimed at identifying, developing and encouraging gifted and talented individuals. The concept of talent education should encompass several segments. Some of them are identifying gifted students at an early age and adapting teaching methods to meet their specific needs. Providing additional challenges and development opportunities, as well as quality mentoring and individualized approaches to learning. There are numerous goals of recognizing talents, and the maximum development of each student’s potential is just one of them. Supporting creativity, innovation and critical thinking is also very important, as is preventing loss of motivation due to an inadequate school environment. Educating talents is not a privilege, but a responsibility. All students have the right to an education that enables them to realize their full potential. Investing in talent is investing in the future of society. This paper will present examples from the classrooms of the authors of this text. Through a series of project activities, competitions, reviews and contests, students have shown their talent, as well as their expressed creativity, artistic sensitivity and talent in literary and dramatic creation.
• Ključne besede: razvoj, potencijal, dijete, učenik, podrška učitelja, prepoznavanje, kreativnost, razumijevanje, motivacija i njegovanje interesa

Talenti v naravoslovju

• Avtorji: VODNIK Špela
  • VODNIK Špela: OŠ Jožeta Moškriča, Slovenija
• Knjiga: TE2022 — str. 149
• Vir: SRC-2026-10-04-004
• Jezik: sl
• Povzetek: Pojem nadarjeni srečujemo že več desetletij, tako se tudi v šolah vsakodnevno srečujemo s prepoznavanjem, obravnavo in delom z nadarjenimi, kar pa v danih razmerah ni vedno preprosto, saj imamo v oddelkih poleg nadarjenih tudi še vsaj dvajset preostalih učencev, od katerih vsaj polovica potrebuje dodatno vzpodbudo in navodila, vedno večkrat pa so med njimi tudi učenci s priporočili in odločbami. Učitelj mora biti v dani situaciji predvsem dober organizator, znati dobro diferencirati naloge in zadolžitve učencev ter ob tem še dosegati cilje, zapisane v učnem načrtu. Prispevek se tokrat nanaša na nadarjene oziroma talente v naravoslovju. Predstavljeni so primeri dobre prakse, kako tudi nadarjenim zagotoviti zanimiv, aktiven pouk ali posamezne naloge, težavnostno primerne stopnji razvoja in nadarjenosti. Rezultati kažejo, da se ti učenci radi lotijo dodatnih, zahtevnejših nalog, saj jih v dodaten izziv vodi radovednost in želja spoznati nekaj novega.
• Abstract (EN): We are dealing with a concept of being gifted for a couple of decades. Just like that, we are recognizing and dealing with gifted children in scool every day. In this conditions that is everything but easy. Besides gifted children there is also 20 other students and at least half of them needs more encouragement and explanation. In this situation, theacer has to be extremely good at organizing and needs to know how to seperate assigments and duties between students. At the same time he has to reachgoals that are written in curriculum. This arcticle refers to the gifted students in science. There are written examples of good practice, how to make lessons interesting and active fort hem. There are also a few exercises with a difficulty level appropriate for their developement and talent. Results has shown these students are more likely to do extra assignments, which are also harder, that gifted students see extra challenge that is led by curiosity and a wish of knowing something new.
• Ključne besede: naravoslovje, nadarjeni učenci, pouk, aktivnosti, naravoslovna pismenost GIFTED IN SCIENCE

Talentirani učenci spoznavajo konvekcijo pri pouku fizike s pomočjo računalniških meritev

• Avtorji: HUDI Primož
  • HUDI Primož: II. osnovna šola Celje, Celje, Slovenija
• Knjiga: TE2023 — str. 154
• Vir: SRC-2026-10-04-005
• Jezik: sl
• Povzetek: Talentirani učenci so v večini primerov vedoželjni in želijo spoznati ter raziskati dodatne učne vsebine, ki se pojavljajo v učnih načrtih. Učitelji jih moramo najprej odkriti, jih vzpodbuditi in nato ustrezno voditi skozi dodatni pouk ali krožke in v njih vložiti precej časa in volje, da ostanejo ali postanejo motivirani za dotično učno snov. Brez izjeme se vsako leto šola kar nekaj takšnih otrok. Znotraj njih so razlike včasih zelo velike, tako da je potrebna difenciacija tudi znotraj nadarjenih otrok. Vprispevku so predstaljeni trije primeri preučevanja konvekcije, katere učenci izvajajo na dodatnem pouku in tako poglobijo znanje in razumevanje konvekcije oz. mešanja pri pouku fizike. En eksperiment so izdelali sami in ga uspešno predstavili pred razredom. Računalniške meritve različnih fizikalnih količin zagotovo dvignejo motivacijo v razredu in tako si učenci lažje zapomnijo dotično snov, v našem primeru konvekcijo in jo lažje razlikujejo z drugimi prenosi toplote kot sta prevajanje in sevanje. Hkrati pa nadgradijo poenostavljene grafe in razlago iz učbenikov, saj so v učbenikih pogosto posplošeni in idealizirani in zato ne odražajo realnega stanja. Priprava na fizikalna tekmovanja so tako lažja in bolj zanimiva. Vvedoželjne učence pogosto vlagamo premalo časa, ker imamo prevelik fokus na tistih, ki na šoli kršijo pravila šolskega reda ali pa so učni zelo šibki. Namenimo več truda nadarjenim vedoželnim otrokom, rabijo nas in zaslužijo si našo pozornost.
• Abstract (EN): In most cases, talented students are curious and want not just to learn but also to explore at more advanced levels of additional learning content that appears in the school curriculum. Teachers must first discover the qualities of the gifted and talented students, then encourage them on tasks that are challenging or difficult and even guide them appropriately through additional lessons that can provide them with more than the challenges of the usual curriculum. Students who are gifted or talented can become bored by school therefore teachers also need to invest a lot of time in imparting knowledge that is introduced to them as interesting “extra” material at the new grade level. Without exception, advanced children who are attending primary school are found in every generation. In spite of their obvious strengths as learners, the differences among talented students are sometimes very big, so differentiation is necessary even within the gifted children group. The article presents three examples of studying convection, which students perform in additional classes and thus broaden their knowledge and understanding of convection or mixing in physics lessons. They made one experiment themselves and successfully presented it in front of the class. Computer measurements of various physical quantities certainly raise motivation in the classroom and thus make it easier for students to remember content which needs to be explained, in our case - convection. In this way experiments distinguish convection more easily from other heat transfers such as conduction and radiation. At the same time, students deepen their knowledge on simplified graphs and often generalized and idealized explanations from textbooks, which do not reflect the real situation. Preparation for physical competitions is thus easier and more interesting. We often invest too little time in inquisitive students because we focus too much on those who have behaviour problems or are very weak academically. Let’s devote more effort to talented and curious children, who need and deserve our attention.
• Ključne besede: temperatura, merjenje temperature, toplota

Talentirani športniki v gimnazijskem izobraževalnem programu

• Avtorji: PODVRŠNIK Ana
  • PODVRŠNIK Ana: Gimnazija Šiška, Slovenija
• Knjiga: TE2024 — str. 120
• Vir: SRC-2026-10-04-006
• Jezik: sl
• Povzetek: Gimnazija Šiška, ustanovljena leta 1990, je znana športna gimnazija v Sloveniji, ki omogoča talentiranim športnikom razvoj kariere ob zaključku gimnazijskega izobraževanja. Šola nudi dva programa: gimnazija in športna gimnazija s štirimi športnimi oddelki, razdeljenimi po športnih panogah, in dvema splošnima oddelkoma, kjer so prilagoditve za športnike del vsakdanjega delovanja. Pomembno vlogo igrajo športni in pedagoški koordinatorji, ki prilagajajo ocenjevanje in urnik glede na športne obveznosti dijakov, tudi tistih, ki se šolajo na daljavo zaradi klubskih obveznosti v tujini. Poučevanje na daljavo, ki poteka preko orodij, kot je Microsoft Teams, omogoča fleksibilnost, a zahteva samostojnost in motivacijo dijakov, kar predstavlja izziv tako za dijake kot tudi profesorje.
• Abstract (EN): Gimnazija Šiška, established in 1990, is a renowned sports high school in Slovenia that allows talented athletes to develop their careers while completing their secondary education. The school offers two programs: a general gymnasium and a sports gymnasium with four sports-specific classes and two general classes, where adjustments for athletes are part of the daily routine. Sports and educational coordinators play an important role, adapting assessments and schedules according to the students’ athletic commitments, including those who study remotely due to club obligations abroad. Remote teaching, conducted through tools like Microsoft Teams, offers flexibility but requires students’ independence and motivation, which poses a challenge for both students and teachers.
• Ključne besede: športna gimnazija, poučevanje na daljavo, prilagoditve poučevanja

Tamara Ređep, 1. Oš Varaždin, Varaždin, Republika Hrvatska

• Avtorji: ZAJEC Tea Pavičić
  • ZAJEC Tea Pavičić: I. OŠ Varaždin, Varaždin, Republika Hrvatska
• Knjiga: PZOM2024 — str. 402
• Vir: SRC-2026-10-05-005
• Jezik: hr
• Povzetek: Osim odraslih osoba, stresu su danas izložena i djeca. Galopirajući razvoj novih tehnologija nosi sa sobom i nove trendove, a osim pametnih telefona koje posjeduju gotovo svi učenici, kao novi trend među školarcima sve više se spominje korištenje pametnih satova. Ovaj rad donosi rezultate istraživanja o učestalosti i razlogu korištenja pametnih satova u školi. U istraživanju je sudjelovalo ukupno 189 učenika viših razreda osnovnih škola iz Varaždinske i Koprivničko – križevačke županije, a rezultati pokazuju da pametne satove u školi koristi 22,2% ispitanika. Iako postotak nije toliko značajan, rezultati istraživanja pokazuju da su neki od razloga korištenja pametnih satova u školi objavljivanje slika/videa iz prostora škole na društvenim mrežama te snimanje učenika ili učitelja što zasigurno loše utječe na psihofizičko zdravlje učenika.
• Abstract (EN): In addition to adults, children are also exposed to stress today. The galloping development of new technologies brings with it new trends, and in addition to smartphones owned by almost all students, the use of smart watches is increasingly being mentioned as a new trend among schoolchildren. This paper presents the results of research on the frequency and reason for using smart watches in school. A total of 189 upper classes primary school students from Varaždinska and Koprivničko - križevačka counties took part in the research, and the results show that 22.2% of respondents use smart watches at school. Although the percentage is not that significant, the research results show that some of the reasons for using smart watches in school are posting pictures/videos from the school rooms on social networks and filming students or teachers, which certainly has a bad effect on the psychophysical health of students.
• Key words (EN): mobilne tehnologije, psihofizičko zdravlje, djeca

Tapkanje

• Avtorji: PETROVČIČ Karmen
  • PETROVČIČ Karmen: OŠ Toneta Čufarja Jesenice, Slovenija
• Knjiga: PZ2024 — str. 36
• Vir: SRC-2026-10-06-009
• Jezik: sl
• Povzetek: Tapkanje ali tehnika čustvene svobode je preprosta zdravilna tehnika, ki jo lahko uporabljamo sami, v skupini, na sebi ali na drugih. Iznašel jo je inženir Gary Craig in jo leta 1995 prvič predstavil širši javnosti. Podobna je akupresuri, saj uporablja fizični dotik za stimulacijo specifičnih točk vzdolž telesnih meridianov. Vpliva na amigdalo in nam zniža raven kortizola. Z njo lahko učinkovito ublažimo najrazličnejše telesne in čustvene težave. Zaradi njene učinkovitosti je postala zanimiva tudi za raziskovalce, ki so svoje ugotovitve objavili v več strokovnih člankih in znanstvenih revijah. Uporabna je, ko se znajdemo v takšni ali drugačni težavi, stiski, pri odpravi različnih vrst odvisnosti, pojavu bolezni. Sama tehnika zaenkrat še ne more popolnoma nadomestiti zdravniške pomoči. Priporočena je kot preventiva ali podpora pri zdravljenju. Ker je brezplačna, preprosta in varna, je primerna za vse, tudi za najmlajše.
• Abstract (EN): Tapping, or the Emotional Freedom Technique, is a simple healing method that can be used individually, in groups, on oneself, or on others. It was developed by engineer Gary Craig and first introduced to the public in 1995. Similarly to acupressure, it involves physical touch to stimulate specific points along the body’s meridians. It influences the amygdala and reduces cortisol levels. This technique can effectively alleviate various physical and emotional issues. Due to its effectiveness, it has also captured the interest of researchers, leading to publications in several professional articles and scientific journals. It proves useful when facing different challenges, stress, addressing various types of dependencies, and dealing with illness. However, the technique, for now, cannot completely replace medical treatment. It is recommended as a preventive measure or as support during treatment. Because it is free, simple, and safe, it is suitable for everyone, including the youngest individuals.
• Ključne besede: tapkanje, preprostost, samopomoč, podpora pri zdravljenju, znižanje kortizola TAPPING

Tapkanje (EFT) kot Sprostitvena Tehnika v Podaljšanem Bivanju

• Avtorji: SBIL Irena
  • SBIL Irena: OŠ Brezovica pri Ljubljani
• Knjiga: OPB2019 — str. 94
• Vir: SRC-2026-10-06-024
• Jezik: sl
• Povzetek: V prispevku bom predstavila tapkanje ali EFT kot tehniko za lajšanje čustvenih težav in neprijetnih občutkov, s katerimi se vsakodnevno srečujemo. Pri tej metodi gre za to, da lahko s tapkanjem po določenih točkah po telesu, ki so tudi končne točke meridianov, in govorjenjem preprostih povedi, s katerimi opisujemo težavo, dosežemo sprostitev in čustveno olajšanje. Učencem je metoda dovolj preprosta, zaporedje pa lahko zapomljivo, tako da jo znajo kasneje uporabiti tudi sami. V članku bom predstavila tapkanje v skupini podaljšanega bivanja, z namenom lajšanja čustvenih stisk in neprijetnih občutkov ter posledično sprostitve.
• Ključne besede: EFT, tapkanje, sproščanje, čustva, otroci

Teachers’ experience in working with gifted students

• Avtorji: ŠĆEPANOVIĆ Marinela, LAZAREVIĆ Ljiljana
  • ŠĆEPANOVIĆ Marinela: Mensa Serbia, Novi Sad, Srbija
  • LAZAREVIĆ Ljiljana: Society of Vojvodina’s Special Educators, Novi Sad, Republic of Serbia, Primary School “Mihailo Petrović Alas” Belgrade, Srbija
• Knjiga: TE2019 — str. 102
• Vir: SRC-2026-10-04-001
• Jezik: en
• Abstract (EN): The aim of the paper is to analyze the experience of teachers in working with gifted students in the Republic of Serbia. Equitable or inclusive education is a process that helps overcoming barriers that limit the attendance, learning, and achievement of all students, and thus gifted students. According to researchers’ findings, the success of such education depends on several factors, including the experience of teachers working with different groups of students and students with different abilities. The research was carried out by interviewing teachers about experiences in working with gifted students. For the purpose of the research, a Questionnaire for Teachers on working with gifted students was constructed, which consisted of two parts: socio-demographic data, and part of the questionnaires on the experiences, competencies, and work of teachers with gifted students. The sample of respondents were teachers from the ten selected schools in Serbia (N = 208). The questionnaire was created in the Google forms and distributed in March this year in the electronic form to the email address of the respondents. 59.6% of respondents answered that they believe that there are no gifted students in their classroom; in those classes where teachers consider that there are gifted students their presence is on average for 2.47 gifted students per class. Most examined teachers did not work with gifted students in the past ten years (82.7%). Even 199 (95.7%) of respondents never participated in the development of an individual education plan three (IOP3) for students with exceptional abilities. Most respondents (97.1%) testify that no student from their class has so far been educated with acceleration. To the direct question “Do you think that you have enough experience working with gifted students?” of the most questioned teachers, 166 of them (79.8%) answered that they have not enough such experiences. The results of the survey show that teachers have insufficient experience in working with gifted students because gifted students are noticed and recognized in a small number; it is, therefore, necessary to provide more opportunities for the training of teachers on detecting, identifying and working with gifted students, the qualities of gifted students and their needs for special support in education, in order for teachers to recognize gifted students and provide them with adequate educational support. Teachers did not acquire enough of this kind of knowledge either through their studies, or through training during their work, and because of that, they could not have gained experience in working with gifted students.
• Ključne besede: experience, gifted pupils, teachers, identification, training

Teaching Kindergarten CAN BE Exhausting! Supporting Kindergarten Teachers in and OUT of the Classroom

• Avtorji: MALEN Melissa
  • MALEN Melissa: AxyLu Coaching, ZDA
• Knjiga: PZ2022 — str. 6
• Vir: SRC-2026-10-06-007
• Jezik: en
• Abstract (EN): Many people say that teaching Kindergarten is the hardest job in the world. Although children ages 4-5 are so enjoyable to talk to and play with, it can be very tiring to teach a classroom of children this age. Establishing structure, a routine, leading creative and engaging learning experiences, managing conflicts and emotional distress, and answering endless questions takes alot of energy and emotional stamina. In this presentation, Melissa will talk about the dynamics of the kindergarten classroom, how they affect teachers, and strategies that teachers can take to support their mental and physical health both in and out of the classroom. Prof. dr. Ljupco Kevereski, Univerzitet Sv Kliment Ohridski-Bitola, Pedagoski fakultet-Bitola, Severna Makedonija E-mail: ljupco.kevereski@uklo.edu.mk EMOCIONALNE KOMPETENCIJE NASTAVNIKA Abstrakt: Emocionalna inteligencija pretstavlja nova psiholoska paradigma koja u zadnje vreme vlada u akademskim krugovima. Centralni focus u radu je stavljen ispitivanja emocionalnih kompetencija nastavnika u razlicitim obrazovnim institucionalnim nivojima. Glavni predmet ispitivanja je bio utvrdzivanje stepen i razliku u emocionalnim kompetencijama nastavnika u osnovnim, srednjim i visokskolskim ustanovama. Krenuli smo iz jedne generalne pretpostavke da nivo emocionalnih kompetencija nastavnika su jedan od kljucnih prediktora uspesnog rada u radu sa darovitim I talentovanim ucenicima. Zbog toga smo ispitivali stepen I razlike u u emocionalnim kompetencijama nastavnika u razlicitim institucionalnim nivojima. U tom cilju primenili smo U cilju prikupljanja podataka primenili smo upitnik o emocionalnih kompetencija (UEK-45) autora Taksica). Primerak su sacinjavali ukupno 150 nastavnika o toa (50 osnovnim, 50 srednim, visokoskolskim sredinama u R. S. Makedoniji)

Team building v razredu

• Avtorji: GRILJC Manca
  • GRILJC Manca: OŠ Marije Vere
• Knjiga: OPB2019 — str. 66
• Vir: SRC-2026-10-06-024
• Jezik: sl
• Povzetek: Team building temelji na krepitvi odnosov in izboljšuje občutek pripadnosti in povezanosti. Učence postavlja pred izziv in jih uči sodelovanja z drugimi. Omogoča jim, da razvijejo globlje odnose in krepi zaupanje med njimi. Učenca motivira kot posameznika in ga vzpodbudi za delovanje v skupini, pripravi ga do aktivnega sodelovanja in izvajanja nalog. Pri tem učnem procesu se uči medsebojnega sodelovanja, sklepanja kompromisov, argumentiranja in razvija druge socialne veščine. Aktivno se vključuje v proces učne ure in narekuje potek, tempo in smer razvijanja ure same. Aktivnosti team buildinga so uporabne pri reševanju razrednih konfliktov, izboljšanju razredne klime ali le kot popestritev pouka.
• Ključne besede: Team building, timski duh, skupina, razred, ekipa

Teden Brez Ekranov – Mali Premik, Velike Spremembe

• Avtorji: FILIPIČ Dušanka
  • FILIPIČ Dušanka: Osnovna šola Cerklje ob Krki, Slovenija
• Knjiga: PZOM2026 — str. 149
• Vir: SRC-2026-10-05-009
• Jezik: sl
• Povzetek: Uporaba zaslonov je danes sestavni del vsakdana otrok in mladostnikov. Čeprav digitalne naprave omogočajo dostop do informacij, komunikacijo in zabavo, lahko njihova pretirana uporaba vpliva na spanje, počutje in način preživljanja prostega časa. V prispevku predstavljam empirično raziskavo, ki sem jo izvedla med učenci 7. in 8. razreda osnovne šole. Namen raziskave je bil ugotoviti, koliko časa učenci preživijo pred zasloni, katere vsebine najpogosteje spremljajo ter ali lahko petdnevno zmanjšanje uporabe zaslonov vpliva na njihove navade. Rezultati so pokazali, da učenci največ časa namenjajo zabavi, po kratkotrajnem zmanjšanju uporabe pa so poročali o boljšem spancu, več gibanja in več druženja. Ugotavljam, da že majhne spremembe lahko prispevajo k večji ozaveščenosti in bolj uravnoteženi uporabi zaslonov.
• Abstract (EN): screen use is an integral part of children’s and adolescent’s everyday lives today. Although digital devices enable access to information, communication and entertainment, their excessive use can affect sleep, well-being and the way they spend their free time. In this article, I present an empirical study that I conducted among 7th and 8th grade elementary school students. The purpose of the study was to determine how much time students spend in front of screens, what content they watch most often and whether a five-day reduction in screen use can affect their habits. The results showed that students spend the most time on entertainment and after a short-term reduction in use, they reported better sleep, more exercise and more socializing. I conclude that even small changes can contribute to greater awareness and a more balanced use of screens.
• Key words (EN): zasloni, mladostniki, prosti čas, spanje, BIG CHANGES

Teden dni dejavnosti v času pouka na daljavo

• Avtorji: VAVRIČUK Irena
  • VAVRIČUK Irena: Osnovna šola Antona Aškerca Rimske Toplice
• Knjiga: EPID2021 — str. 91
• Vir: SRC-2026-10-07-017
• Jezik: sl
• Povzetek: Ohranjanje motivacije je za uspešno učenje v običajnih okoliščinah pomembno, v izrednih okoliščinah, ko smo učitelji in učenci fizično ločeni, pa še toliko bolj. V tretjem valu epidemije je bil upad motivacije po komaj utečenem ritmu dela v šoli pričakovan. Še posebno pri najmlajših učencih, ki so težko dočakali, da pouk na daljavo postane na blizu, torej v šoli. Da bi spodbudili motiviranost učencev za ponovno delo na daljavo, smo učitelji pripravili teden dejavnosti. V prispevku predstavljam kratek opis dni dejavnosti in podrobneje predstavljam cilje, dejavnosti in motivacijske spodbude, ki so prispevale k učni aktivnosti učencev pri izvedbi naravoslovnega dneva v 2. razredu. Odzivi kažejo, da je bil teden dni dejavnosti primer dobre prakse. Učenci so bili za delo motivirani, s svojimi dosežki pa zadovoljni.
• Abstract (EN): Sustaining the motivation for successful learning is the key element in normal circumstances. However, it is essential when the teachers are physically separated from their students. During the third wave of epidemic shortly after a steady school rhythm was established the lack of motivation was expected. Young learners, in particular, were eager to start taking lessons at school. In order to improve learners motivation for distant learning teachers prepared a week of school activities. The article introduces a short description of a week of school activities and it details the aims, individual activities and motivational incentives that contributed to learning activity of the second-grade students while carrying out the Science day. The responses reflect that a week of school activities is an example of good practice. Students were very motivated and satisfied with their achievements.
• Key words (EN): motivacija, pouk na daljavo, dnevi dejavnosti

Teden Športa – Več Športa za Zdrav Razvoj Otrok na Razredni Stopnji

• Avtorji: UDOVČ Jure
  • UDOVČ Jure: OŠ Davorina Jenka Cerklje na Gorenjskem, Slovenija
• Knjiga: PZOM2024 — str. 87
• Vir: SRC-2026-10-05-005
• Jezik: sl
• Povzetek: Učni načrt za otroke na razredni stopnji določa tri ure športa na teden, kar je občutno premalo za zdrav psihofizični razvoj otroka. Smernice priporočajo gibanje otrok z zmerno do visoko intenzivnostjo vsaj 60 minut na dan. S tednom športa smo na šoli želeli zagotoviti več gibanja, kot ga določa učni načrt. Pouk smo prilagodili tako, da je bilo gibanje v ospredju tudi pri urah, ki v učilnicah običajno potekajo sede. Organizirani so bili športni dnevi, predstavitve športnih klubov, peš avtobusi, ure na prostem, vaje za hrbtenico in pravilno držo, minuta za zdravje in rekreativni odmori. V projekt so bili vključeni vsi športni klubi v občini, učiteljice razrednega pouka in športni pedagogi. Vse aktivnosti smo beležili v posebne tabele in na koncu naredili zaključek, ki smo ga predstavili staršem in učencem.
• Abstract (EN): The curriculum for children at the primary level specifies three hours of sports per week, which is significantly insufficient for the healthy psychophysical development of a child. Guidelines recommend that children engage in moderate to high intensity physical activity for at least 60 minutes per day. With Sports Week, we aimed to provide more physical activity than the curriculum prescribes. We adjusted our lessons to prioritize movement even during typically inactive classroom hours. We organized sports days, presentations by sports clubs, walking buses, outdoor classes, exercises for spinal health and correct posture, health minutes, and recreational breaks. All sports clubs in the municipality, primary school teachers, and physical education teachers were involved in the project. We documented all activities in special tables and, in the end, provided a summary presentation to parents and students.
• Ključne besede: teden športa, gibanje, otroci

Tedenske Pikapolonice

• Avtorji: DEMŠAR Irena
  • DEMŠAR Irena: Osnovna šola Alojzija Šuštarja Ljubljana
• Knjiga: OPB2011 — str. 98
• Vir: SRC-2026-10-06-016
• Jezik: sl
• Povzetek: Mnogi učenci so precej obremenjeni z delom v šoli in z različnimi aktivnostmi v popoldanskem času. V letošnjem letu smo z učenci v 4. razredu začeli izvajati tedenske naloge, ki sem jih poimenovala Tedenske pikapolonice. Vsak teden lahko (naloge niso obvezne) učenci izberejo eno nalogo in jo rešijo. Naloge so pogosto vezane na vrednote, o katerih se na šoli pogovarjamo vsak mesec (prijateljstvo, dobrota, dobrodelnost, ljubezen, veselje …). Kadar je le mogoče, so naloge sestavljene tako, da učenci ne delajo le s papirjem in svinčnikom (razen kadar pišejo prispevke za natečaje ali za objave v različnih revijah). V prispevku so navedeni tudi nekateri praktični primeri nalog, zbirni listi za beleženje izvajanja nalog ter pohvale za učence, ki so pri nalogah vestno sodelovali.
• Ključne besede: preobremenjenost, tedenske naloge

Tehnika Uporabe Peskovnika pri Individualnem Delu z Učenci

• Avtorji: ČUK Irena
  • ČUK Irena: OŠ Nove Jarše, Ljubljana, Slovenija
• Knjiga: DM2024 — str. 65
• Vir: SRC-2026-10-07-014
• Jezik: sl
• Povzetek: Igralna terapija je učinkovita metoda, ki se uporablja predvsem pri otrocih in temelji na sistematični uporabi različnih teoretičnih modelov. Igra deluje kot naravno sredstvo za izražanje čustev in vzpostavljanje odnosov, saj nudi vpogled v notranji svet otroka. Terapevtske lastnosti igre spodbujajo pozitivne spremembe v čustvih, mislih in vedenju, kar vključuje olajšano komunikacijo, čustveno blaginjo ter izboljšanje socialnih odnosov. Tehnika peskovnika, ki je bila razvita v 20. letih prejšnjega stoletja, otrokom omogoča izražanje čustev in reševanje psiholoških težav z uporabo peska in miniatur, uporabna pa je tako v terapevtski praksi kot v šolskem prostoru. V prispevku predstavimo lastno prakso uporabe tehnike peskovnika pri individualnem delu z otroki.
• Abstract (EN): Play therapy is an effective method primarily used with children, based on the systematic application of various theoretical models. Play serves as a natural medium for expressing emotions and establishing relationships, providing insight into the child’s inner world. The therapeutic properties of play encourage positive changes in emotions, thoughts, and behaviors, including enhanced communication, emotional well-being, and improved social relationships. The sandtray technique, developed in the 1920s, allows children to express emotions and address psychological issues using sand and miniatures, making it useful in both therapeutic practice and educational settings. This article presents our own practice of using the sandtray technique in individual work with children.
• Key words (EN): igralna terapija, tehnika peskovnika, individualno delo z otroki

Tehnike Sproščanja kot Varovalni Dejavnik Duševnega Zdravja

• Avtorji: PLANINŠEK Sandra
  • PLANINŠEK Sandra: OŠ Elvire Vatovec, Prade
• Knjiga: PZ2020 — str. 155
• Vir: SRC-2026-10-06-005
• Jezik: sl
• Povzetek: Hiter in stresen tempo življenja negativno vpliva na vse pripadnike družbe. Sedeč življenjski slog ima resne posledice za javno zdravje. Kakovost življenja je v veliki meri odvisna od življenjskega sloga posameznika in tako zdravo, aktivno preživljanje tako prostega kot tudi delovnega časa, nudi možnost aktivnega in učinkovitega vključevanja v družbeni sistem. V prispevku je osvetljen pogled na duševno zdravje prebivalstva in prestavljenih nekaj tehnik sproščanja, ki so lahko protiutež današnjemu hitremu načinu življenja in so prepoznane kot varovalni dejavnik zdravja. Dobro duševno zdravje je hkrati odgovornost posameznika in tudi družbe kot celote. Pomembno in potrebno je poznavanje povezav med sprostitvijo in zdravstvenim stanjem, saj je osebno zadovoljstvo in optimalno zdravje, ki ga s pomočjo redne in zadostne gibalne dejavnost ter izvajanja tehnik sproščanja ohranjamo in izboljšujemo, pogoj za kakovost življenja.
• Ključne besede: sprostitev, duševno zdravje, dihanje, vizualizacija, gibalna dejavnost

Tehnike Čuječnosti pri Učencih s Posebnimi Potrebami – Kdaj so Primerne in Kdaj NE?

• Avtorji: BRINOVŠEK Manja
  • BRINOVŠEK Manja: OŠ Preska, Medvode, Slovenija
• Knjiga: PZOM2026 — str. 256
• Vir: SRC-2026-10-05-009
• Jezik: sl
• Povzetek: Prispevek obravnava pomen duševnega zdravja otrok v osnovnošolskem obdobju ter ga umešča kot celosten vidik razvoja, ki zajema čustveno ravnovesje, socialno delovanje, samopodobo in sposobnost soočanja z vsakodnevnimi izzivi. Posebna pozornost je namenjena tudi delu z otroki s posebnimi potrebami, ki pri razvoju teh področij pogosto potrebujejo dodatno podporo in prilagoditve. Med preventivnimi pristopi prispevek izpostavlja čuječnost, ki prispeva k boljšemu psihofizičnemu počutju ter spodbuja usmerjanje pozornosti v sedanji trenutek, poglobljeno zavedanje lastnih misli, čustev in telesnih občutkov ter razvoj samoregulacije. V šolskem prostoru se čuječnost lahko vključuje tako v vsakodnevne dejavnosti kot tudi v strukturirane programe, pri čemer ima pomembno vlogo učitelj kot izvajalec in zgled. Prispevek predstavlja tudi primere vaj in metod, ki so se v praksi izkazale kot učinkovite pri delu z otroki s posebnimi potrebami na urah dodatne strokovne pomoči.
• Abstract (EN): The article addresses the importance of children’s mental health in the primary school period, presenting it as a holistic aspect of development that includes emotional balance, social functioning, self-image, and the ability to cope with everyday challenges. Special attention is given to working with children with special needs, who often require additional support and adaptations in developing these areas. The article highlights mindfulness as a preventive approach which contributes to better mental and physical well-being and encourages focusing on the present moment, increased awareness of one’s thoughts, emotions, and physical sensations, as well as the development of self-regulation. In the school setting, mindfulness can be incorporated into daily activities or structured programs, with the teacher playing an important role as both facilitator and role model. The article also presents examples of exercises and methods that have proven effective in practice when working with children with special needs in additional professional support sessions.
• Ključne besede: duševno zdravje otrok, otroci s posebnimi potrebami, čuječnost

Tehnična Ustvarjalnost v Podaljšanem Bivanju

• Avtorji: GRM Julija
  • GRM Julija: Osnovna šola Frana Roša, Celje
• Knjiga: OPB2011 — str. 177
• Vir: SRC-2026-10-06-016
• Jezik: sl
• Povzetek: V prispevku je predstavljeno podaljšano bivanje (PB) kot možnost za razvijanje tehnične ustvarjalnosti, ena izmed sestavin podaljšanega bivanja ustvarjalno preživljanje prostega časa pa kot možnost zgodnjega učenja in poučevanja tehnike in tehnologije. Podaljšano bivanje vidim kot možnost, da si tudi tu učenec pridobi spoznanja, izkušnje in vpogled v svet tehnike s pomočjo igre in ustvarjalnega dela. V prispevku je predstavljenih nekaj načrtnih in usmerjenih dejavnosti s področja tehnike in tehnologije v podaljšanem bivanju, prilagojenih starostni in razvojni stopnji otrok, s katerimi učenci spoznavajo materiale in delovne tehnike, uporabo orodja in naprav, konstruirajo, si razvijajo spretnosti ter ustvarjalne sposobnosti.
• Ključne besede: tehnika in tehnologija, podaljšano bivanje, ustvarjalnost, ustvarjalno preživljanje prostega časa; oblikovalni kotiček, tehnični kotiček, tehnična interesna dejavnost

Tehniški dan: Obdelava podatkov

• Avtorji: LAKNER Tanja
  • LAKNER Tanja: OŠ Leskovec pri Krškem
• Knjiga: EPID2020 — str. 107
• Vir: SRC-2026-10-07-016
• Jezik: sl
• Povzetek: Že nekaj let cilje iz učnega načrta za matematiko, sklop obdelava podatkov, realiziram na tehniškem dnevu. Tokrat sem ga zaradi epidemije izvedla na daljavo. Temu sem prilagodila cilje, ki so jih učenci ob ustrezno pripravljenih dejavnostih zmogli doseči samostojno. Za preverjanje predznanja o vrsti podatkov in elektronskih preglednicah sem uporabila kviz Kahoot, ki ga je bilo prav zaradi dela na daljavo še lažje izvesti kot v razredu. Imela sem pregled nad tem, kdo se je kviza lotil in kako uspešen je bil. Nato so učenci sledili navodilom na drsnicah PowerPoint, ki sem jih opremila z zvočno razlago. Če je bilo potrebno, so lahko posamezen posnetek poslušali večkrat in tako lažje opravili zadane naloge. Ves čas sem jim bila na voljo tudi preko elektronske pošte. Sproti so delali zapiske v zvezek, reševali naloge in mi po opravljeni nalogi poslali dokaze o delu po elektronski pošti. Naslednji dan je sledila evalvacija dela preko videokonference. Učenci so podali povratno informacijo o svojem delu, in sicer so povedali, kje so imeli težave, kaj jim je dobro šlo, kje so se porajala nova vprašanja. Nanje so odgovarjali sošolci in jaz, učiteljica. Učenci so bili zadovoljni, saj so lahko tempo dela prilagodili svojim sposobnostim, predznanju in tehnologiji, ki jim je bila na voljo. Nekateri, predvsem slušni tipi, so pogrešali razlago učiteljice in delo v parih in skupinah. Žal takrat še nisem bila vešča različnih videokonferenčnih orodij, ki omogočajo učencem delo po skupinah, učitelj pa lahko njihovo delo spremlja podobno kot v razredu. Šola je spletno učilnico postavila v 2. tednu epidemije, učenci niso imeli svojega AAI računa, zato niso mogli oddajati nalog v učilnico, ampak so jih pošiljali po elektronski pošti. Če bi se epidemija ponovila, bi naslednjič delo organizirala v okolju Microsoft Teams tako, da bi bilo učencem omogočeno sodelovanje, medvrstniško učenje in tudi pomoč učitelja. Znotraj posamezne skupine bi tudi lažje oblikovali namene učenja, sledili kriterijem uspešnosti, lažje bi jim dajala povratne informacije.
• Abstract (EN): I have realized the objectives of data processing as a technical day for several years. Due to the epidemic, I have carried it out as a distance learnig. I have adjusted the objectives which students could achieve independently with properly prepared activities. To check the prior knowledge about the types of data and electronic spreadsheets, I have used Kahoot. It was easier to use the platform as a distance learning than using it in the classroom. I had an overview on who took the quiz and how successful he was. Later students followed the instructions on PowerPoint slides provided by an audio explanation. If necessary, students could listen to a recording several times, making it easier to complete the task. I was also available via email all the while. Students kept notes in their notebooks, solved tasks and sent me proof of work done by email. The evaluation followed the next day via videoconference. Students gave feedback on their work, talked about the problems they had, what went well for them and where new questions arose. They collaborated in the discussion by answering each other’s questions. Students were satisfied because they could adjust the pace to their abilities, prior knowledge and technology available to them. Some of them, especially those who are auditory types, missed teacher’s explanation as well as working in pairs and groups. Unfortunately, at that time I was not yet skilful in various videoconferencing tools which allow students to work in groups, whereas the teacher monitors their work as if it was in the classroom. Even though our school set up an online classroom in the second week of the epidemic, students did not have their AAI accounts. So, they could not submit assignments to the classroom but had to send them via email. If the epidemic recurred, I would organize the work in Microsoft Teams where collaboration, peer learning and the help of a teacher would be enabled to the students. It would also be easier to formulate learning goals, follow performance criteria and give feedback within the individual group.
• Ključne besede: tehniški dan, obdelava podatkov, aritmetična sredina, učenje na daljavo

Tek kot razbremenitev in hkrati priložnost za iskanje rešitev na področju vzgoje in izobraževanja

• Avtorji: VIČIČ Tanja
  • VIČIČ Tanja: Osnovna šola Dragotina Ketteja Ilirska Bistrica
• Knjiga: PZ2020 — str. 261
• Vir: SRC-2026-10-06-005
• Jezik: sl
• Povzetek: Tek je v razvoju človeka predstavljal osnovno obliko gibanja in je omogočil preživetje človeške vrste. V današnjem času se je vloga teka spremenila, vendar je še vedno pomemben za ohranjanje zdravja, v najširšem pomenu besede. Številni pozitivni učinki, ki jih s tekom dosežemo, se kažejo v vsakodnevnem življenju. Tek omogoča dobro fizično pripravljenost, ki je nujna za funkcioniranje v tako hitrem tempu življenja. Hkrati tek predstavlja tudi rešitev pri soočanju s stresnimi šolskimi situacijami. Ko tečemo, smo sami s seboj, imamo čas za razmislek, čas za evalvacijo našega dela. Med tekom razmišljamo o različnih šolskih in domačih dogodkih, poskušamo razumeti medosebne odnose, odnose do učencev, staršev, strokovnih in drugih delavcev šole. S pomočjo teka se torej razbremenimo, hkrati pa je tek tudi priložnost za iskanje rešitev, izzivov s področja vzgoje in izobraževanja.
• Ključne besede: tek, stres, razbremenitev

Tek s srcem za zdravo srce

• Avtorji: KLANČAR Dušanka
  • KLANČAR Dušanka: Osnovna šola Antona Aškerca Rimske Toplice
• Knjiga: PZ2020 — str. 245
• Vir: SRC-2026-10-06-005
• Jezik: sl
• Povzetek: V svojem prispevku bom opisala, kako sem se spopadla z anksioznostjo. Običajni pristopi, ki sem jih prakticirala že desetletja, kot so joga, pilates in redni sprehodi, so namreč odpovedali, simptomi pa so postajali čedalje bolj intenzivni. Stopnje stresa v službi kot pomočnica ravnatelja nisem mogla znižati, zato sem morala spremeniti lasten pristop k reševanju težav. Pri 44 letih sem se prvič v življenju lotila teka. Rezultati so me pozitivno presenetili.
• Ključne besede: stres, anksioznost, pomočnik ravnatelja, zdravje, tek

TEK v Paru

• Avtorji: ROVAN Natalija
  • ROVAN Natalija: OŠ Adama Bohoriča Brestanica
• Knjiga: PZOM2020 — str. 344
• Vir: SRC-2026-10-05-002
• Jezik: sl
• Povzetek: Že tretje leto zapored se učenci naše šole na športnem dnevu uspešno medgeneracijsko povezujejo, sodelujejo, ustvarjajo, družijo, predvsem pa gibajo. Rdeča nit športnega dneva je tek – tako za dušo kot tudi za telo, za boljše počutje in zdravje ter boljšo psihofizično pripravljenost. Tek je veliko več kot hitro premikanje nog. Je izvrstna rekreacija na svežem zraku za vse generacije. Učenci uživajo v druženju in gibanju ter vsako leto komaj čakajo, da pride dan, ko se povezujejo in tečejo. Predvsem pa z nestrpnostjo čakajo, kdo bo znani športnik iz naših krajev, ki jih bo vzpodbujal in bodril na športnem dnevu ter predstavil svojo športno pot. To je dan, ko smo povezani tako učenci kot učitelji in ko celotna šola diha kot eno, na svežem zraku, z veseljem in s pozitivno energijo.
• Ključne besede: športni dan, tek, znani športnik, medgeneracijsko povezovanje

Telesna Drža

• Avtorji: GRGIĆ Emilijan
  • GRGIĆ Emilijan: OŠ Spodnja Šiška, Slovenija
• Knjiga: PZ2024 — str. 82
• Vir: SRC-2026-10-06-009
• Jezik: sl
• Povzetek: Telesna drža igra ključno vlogo pri našem vsakdanjem življenju, vendar pogosto zanemarjamo njen pomen. Pravilna telesna drža ne vpliva le na našo fizično pojavnost, ampak tudi na naše zdravje in dobro počutje. Napačna telesna drža lahko povzroči različne zdravstvene težave, vključno z bolečinami v hrbtu, vratu in ramenih, glavobole, utrujenost ter zmanjšano produktivnost. Dolgotrajno vzdrževanje slabe drže lahko celo povzroči trajne poškodbe in deformacije hrbtenice. Kako lahko izboljšamo svojo telesno držo in s tem tudi svoje zdravje? Pomembno je osveščanje o pravilni drži ter izvajanje vaj za krepitev mišic hrbta, trebuha in vratu. Sprememba delovnih navad, kot je pravilna nastavitev delovne postaje in redni odmori za raztezanje. lahko prav tako pomagajo preprečiti težave zaradi slabe drže. Investiranje v dobro ergonomsko opremo, kot so ergonomski stoli in mize, lahko prav tako olajšajo vzdrževanje pravilne drže. Nenazadnje je redna telesna dejavnost, kot so joga, pilates ali plavanje, ključnega pomena za krepitev mišic in ohranjanje zdrave telesne drže.
• Abstract (EN): Body posture plays a crucial role in our daily lives, yet its significance is often overlooked. Correct body posture not only affects our physical appearance but also our health and well-being. Incorrect posture can lead to various health problems, including back, neck, and shoulder pain, headaches, fatigue, and reduced productivity. Prolonged maintenance of poor posture can even cause permanent spinal injuries and deformities. How can we improve our posture and our health? It is important to raise awareness about proper posture and perform exercises to strengthen the muscles of the back, abdomen, and neck. Changing work habits, such as adjusting the workstation properly and taking regular breaks for stretching, can also help prevent problems due to poor posture. Investing in good ergonomic equipment, such as ergonomic chairs and desks, can also facilitate maintaining proper posture. Lastly, regular physical activity, such as yoga, pilates, or swimming, is essential for strengthening muscles and maintaining a healthy body posture.
• Ključne besede: telesna drža, bolečina, telesna dejavnost BODY HOLD

Telesna Drža Učencev v Času Šolanja na Daljavo

• Avtorji: HAVAJ Petra
  • HAVAJ Petra: OŠ Franca Lešnika-Vuka Slivnica pri Mariboru
• Knjiga: PZOM2021 — str. 31
• Vir: SRC-2026-10-05-003
• Jezik: sl
• Povzetek: Karkoli počnemo nas sili h gibanju naprej – sedeče delo, delo pred računalnikom ali na telefonu, branje ipd. Če ne analizirano svoje drže in ne poznamo pravilnih položajev telesa, jih ne moremo prilagoditi posameznim situacijam. Gumilar (b. d.) izpostavi, da napačno predstavo o pravilni drži med sedenjem večinoma osvojimo že v otroštvu. Kadarkoli smo sedeli sključeno, so nam naročili, naj se vzravnamo, ne vedoč, da s tem še dodatno obremenjujemo hrbtenico. V prispevku so predstavljeni rezultate spletne raziskave, ki so jo izpolnili učenci predmetne stopnje. Vzorec zajema 138 učencev od 6. do 9. razreda. Rezultati so pokazali, da 41 % učencev kdaj boli hrbtenica, 21 % otrok približno 5 ur na dan v prostem času običajno preživi v sedečem položaju, 39 % jih v času šolanja na daljavo sedi več kot v šoli in kar 53 % učencev si želi na temo zdrave hrbtenice in pravilne telesne drže izvedeti več informacij. Ugotovitve kažejo, da obstaja dovolj razlogov za proučevanje telesne drže učencev in oblikovanje programa, ki bo otrokom pomagal preprečiti nastanek težav že v obdobju odraščanja. Zastavlja pa se vprašanje, kako te vaje dnevno vnašati v sam proces poučevanja tako, da ga bodo otroci usvojili in prenesli tudi v domače okolje.
• Ključne besede: telesna drža učencev, šolanje na daljavo, sedeč način življenja, gibanje

Telesna Drža Učiteljev in Ergonomski Nasveti za Izboljšanje Telesne Drže

• Avtorji: HAVAJ Petra
  • HAVAJ Petra: OŠ Franca Lešnika-Vuka Slivnica pri Mariboru
• Knjiga: PZ2021 — str. 104
• Vir: SRC-2026-10-06-006
• Jezik: sl
• Povzetek: Karkoli počnemo, nas sili h gibanju naprej – sedeče delo, delo pred računalnikom ali na telefonu, branje ipd. Če ne analizirano svoje drže in ne poznamo pravilnih položajev telesa, jih ne moremo prilagoditi posameznim situacijam. V prispevku so predstavljeni izsledki spletne raziskave, ki so jo izpolnili moji sodelavci: učitelji razrednega pouka, učitelji predmetnega pouka in sodelavke iz svetovalne službe. Vzorec obsega 36 učiteljev. Rezultati so pokazali, da ima 60 % učiteljev bolečine v ledvenem delu in 53 % v vratnem delu hrbtenice. Čeprav kar 82 % anketirancev pozna vaje za zdravo hrbtenico in vaje za izboljšanje telesne drže, jih 62 % meni, da za svojo hrbtenico skrbijo »bolj malo, premalo«. Udeleženci, zajeti v raziskavo, si svoje delovno okolje delno prilagajajo (pri tem je treba upoštevati, da je bila raziskava izvedena v času pouka na daljavo). 53 % anketirancev pri delu z računalnikom premalo pozornosti posveča poravnanemu vratu. Vsi udeleženci raziskave bi želeli o preventivnih pristopih, s katerimi zmanjšamo obremenitve na telo, posledično pa tudi možnosti poškodbe hrbtenice, izvedeti več verodostojnih informacij. To kaže na to, da obstaja dovolj razlogov za proučevanje delovnega okolja učiteljev in oblikovanje programa, ki bo učitelje spodbujal k redni izvedbi vaj za zdravo hrbtenico z namenom, da bi jih ozaveščali o najpogostejših težavah in jih pravočasno preprečili. Zastavlja pa se vprašanje, kako udeležence motivirati, da bodo ustaljene navade in gibalne vzorce spremenili ter pridobljeno znanje zavestno uporabljali tako na delovnem mestu kot v domačem okolju.
• Ključne besede: telesna drža učiteljev, zdrava hrbtenica, delovno okolje učiteljev, ergonomija dela, sedeč način življenja

Telovadimo in igrajmo se skupaj

• Avtorji: FRANKIČ Milena, BUKOVNIK Martina, PURG Maja
  • FRANKIČ Milena: Vrtec Otona Župančiča Maribor, Maribor
  • BUKOVNIK Martina: Vrtec Otona Župančiča Maribor, Maribor
  • PURG Maja: Vrtec Otona Župančiča Maribor, Maribor
• Knjiga: VVZ2015 — str. 152
• Vir: SRC-2026-09-30-012
• Jezik: sl
• Povzetek: Predšolsko obdobje je obdobje temeljnega gibalnega razvoja. V tem obdobju je pomembno, da pridobi otrok čim bolj pestro in široko paleto gibalnih izkušenj, ki so osnova kasnejšim zahtevnejšim gibalnim vzorcem. Za optimalen razvoj je zato v predšolskem obdobju nujno potrebna sistematična, celostna, privlačna in domiselna gibalna/športna dejavnost, ki temelji na strokovnih in znanstvenih spoznanjih, saj otroci le tako lahko razvijejo gibalne in funkcionalne sposobnosti. Danes, ko so otroci zaradi premalo pogoste gibalne/športne dejavnosti in posledično vse bolj sedečega načina življenjskega sloga izpostavljeni številnim dejavnikom tveganja za pojav različnih bolezni, je to še posebej pomembno. Vrtci, ki sodelujemo s starši pri vzgoji in varstvu otrok, imamo temeljno nalogo pomagati staršem pri celoviti skrbi za otroke. Zato imamo vzgojitelji še posebej pomembno nalogo, da otrokom gibalne/ športne dejavnosti predstavimo kot pomembne, zanimive, ustvarjalne, privlačne in nepogrešljive dejavnosti vsakdanjega življenja.
• Ključne besede: predšolsko obdobje, gibalni razvoj, gibalne/športne dejavnosti

Tematske Aktivnosti v Oddelku Podaljšanega Bivanja

• Avtorji: KOLAR Rebeka
  • KOLAR Rebeka: OŠ Tabor I Maribor
• Knjiga: OPB2019 — str. 47
• Vir: SRC-2026-10-06-024
• Jezik: sl
• Povzetek: Vsako leto vstopa v podaljšano bivanje vse več dejavnosti in vpliva na število otrok ter dinamiko v skupinah. Kljub temu da dajejo starši velik pomen temu, da otroci naredijo v šoli domačo nalogo, podaljšano bivanje ni zgolj samo to. V podaljšanem bivanju poskrbimo za pestro dogajanje in razvijanje spretnosti na raznih področjih, na primer gibalnem, umetniškem in kulturnem. Učence spodbujamo k aktivnostim na prostem, kar je v današnjem času poplave raznorazne tehnologije še toliko bolj pomembno. Ne želimo, da so zgolj pasivni opazovalci dogajanja. Vrata naših učilnic odpremo tudi staršem, starim staršem ipd. V prispevku predstavljamo, na kakšen način vse to počnemo z učenci prvega razreda na naši osnovni šoli.
• Ključne besede: podaljšano bivanje, gibanje, igra, ustvarjanje, spodbujanje branja

Temelji BuduĆNOSTI : Višestruke Inteligencije i Interdisciplinarni Pristup u Ranom Djetinjstvu

• Avtorji: VUZEM Zorica
  • VUZEM Zorica: DV Jabuka, Zagreb, Hrvatska
• Knjiga: IP2025 — str. 719
• Vir: SRC-2026-10-07-003
• Jezik: hr
• Povzetek: Osposobljavanje djece predškolske dobi za cjeloživotno učenje je imperativ vremena u kojem živimo. Različiti pristupi učenju definiraju učenje kao složeni psihički proces promjene ponašanja na osnovi usvojenog znanja i iskustva. U okviru ovog pristupa promatra se proces učenja djece predškolske dobi kroz teoriju višestrukih inteligencija Howarda Gardnera, čiji rad nudi širi način za razmišljanje o ljudskoj nadarenosti i potencijalu. Djeca se razlikuju prema načinima i oblicima učenja, iz čega proizlazi nužnost da se sadržajem ostvari interdisciplinarni pristup i polivalentno učenje. Razvoj vlastitih, individualno različitih potencijala, učenje istraživanjem i otkrivanjem, višestruke slobode izbora i iskustvo donošenja odluka od najranije dobi ključ su za razvoj djece u cjeloživotne učenike spremne za buduće izazove. Kako bi odgovorili na suvremene izazove odgoja i obrazovanja, odgojitelji planiraju odgovarajuće sadržaje te stvaraju okruženje za učenje bogato raznovrsnim poticajima, koje omogućuje djeci da iskoriste svoje višestruke inteligencije te nudi različito iskustvo učenja.
• Abstract (EN): Training preschool children for lifelong learning is an imperative in the time we live in. Different approaches to learning define it as a complex psychological process of behavior change based on acquired knowledge and experience. Within this approach, the learning process of preschool children is observed through Howard Gardner’s theory of multiple intelligences, whose work offers a broader way of thinking about human giftedness and potential. Children differ in the ways and forms of learning, which leads to the necessity of an interdisciplinary approach and polyvalent learning. The development of their own individually different potentials, learning through exploration and discovery, multiple freedoms of choice, and the experience of decision-making from an early age are key to developing children into lifelong learners, ready for future challenges. In order to respond to the contemporary challenges of upbringing and education, educators plan appropriate content and create a learning environment rich in diverse stimuli that enables children to utilize their multiple intelligences and offers different learning experiences.
• Ključne besede: cjeloživotno učenje, višestruke inteligencije, okruženje za učenje, interdisciplinarni pristup, individualni potencijal

Temeljni postopki oživljanja v osnovni šoli

• Avtorji: VOGLAR Rafaela
  • VOGLAR Rafaela: Osnovna šola Draga Kobala Maribor
• Knjiga: PZ2021 — str. 13
• Vir: SRC-2026-10-06-006
• Jezik: sl
• Povzetek: Pomen zdravja je v današnjih razmerah, kjer se spopadamo z epidemijo še večjega pomena. Vendar kljub epidemiji, ne smemo pozabiti tudi na druge bolezni, ki lahko v smrt posameznika pahnejo v nekaj sekundah. Na šoli se nam zdi pomembno zavedanje, da nezavestna oseba, ki ne diha, potrebuje nujno medicinsko pomoč, a ta vedno ne pride pravočasno in so takšnim osebam štete sekunde. Prav zato na šoli izvajamo delavnice temeljnih postopkov oživljanja, tako za zaposlene kot tudi za učence. S tem želimo ozavestiti zaposlene o pomembnosti življenja in pravilnega ravnanja v ključnih situacijah.
• Ključne besede: zdravje, temeljni postopki oživljanja, zaposleni, delavnica

Terapevtska vadba Žoga bend

• Avtorji: CURK Petra Bajc
  • CURK Petra Bajc: Center za izobraževanje, rehabilitacijo in usposabljanje Vipava
• Knjiga: OPB2021 — str. 75
• Vir: SRC-2026-10-06-026
• Jezik: sl
• Povzetek: V Centru za izobraževanje, rehabilitacijo in usposabljanje Vipava se vzgojno-izobraževalni program tesno povezuje in prepleta z zdravstveno-terapevtskim (re)habilitacijskim programom. Načrtno usmerjeno timsko sodelovanje vseh strokovnih delavcev z različnih področij omogoča celostni pristop do vsakega posameznega učenca s posebnimi potrebami. V oddelku podaljšanega bivanja sta se v letošnjem šolskem letu učiteljica podaljšanega bivanja in fizioterapevtka timsko povezali ob redni skupni dejavnosti Žoga bend. Žoga bend je terapevtska vadba motoričnih, kognitivnih, proprioceptivnih in glasovnih spretnosti ob glasbenoritmičnih stimulacijah, ki zahteva aktivno vključenost in medsebojno sodelovanje učencev. V prispevku je predstavljena skupinska terapevtska dejavnost Žoga bend, ki smo jo izvajali v oddelku podaljšanega bivanja z učenci s posebnimi potrebami. Učencem smo ob terapevtski vadbi na zabaven način z upoštevanjem individualnih sposobnosti učencev omogočili doživljanje številnih fizioloških in psiholoških ugodnosti.
• Abstract (EN): At the Center for Education, Rehabilitation, and Training Vipava, the educational program is closely connected and intertwined with the health-therapeutic/rehabilitation program. Planned team cooperation of all professionals from different fields enables a holistic approach to each individual student with special needs. In the extended stay department, this school year, the extended-stay teacher and the physiotherapist teamed up during the regular joint activity of the Ball Band. Ball Band is a therapeutic exercise of motor, cognitive, proprioceptive, vocal skills with musical-rhythmic stimulation, which requires active involvement and mutual cooperation of special needs students. The article presents the group therapeutic activity of the Ball Band. During the therapeutic exercise, we enabled the students to experience many physiological and psychological benefits in a fun way, taking into account the individual abilities of the students.
• Ključne besede: celostni pristop, gibanje, glasba, terapevtska vadba Žoga bend, timsko sodelovanje

Terapevtski PES pri Pouku na Razredni Stopnji v Osnovni Šoli

• Avtorji: LIPOVEC Maša
  • LIPOVEC Maša: Osnovna šola Loče, Slovenija
• Knjiga: DM2024 — str. 197
• Vir: SRC-2026-10-07-014
• Jezik: sl
• Povzetek: Dodano vrednost k razgibanemu pouku na razredni stopnji lahko prinesejo tudi izkušnje s terapevtskim psom, ki sodeluje pri pouku. Tako smo za učence pripravili različne dejavnosti, ki so bile izvedene v sklopu različnih učnih ur spoznavanja okolja, kjer je sodeloval terapevtski par. Po opravljenih dejavnostih so učenci zapisali svoje misli. Tako smo želeli predstaviti psa kot motivatorja, dobrega poslušalca in predvsem prijatelja učencem. Učenci so se sodelovanja s terapevtskim parom zelo veselili. V začetnih urah je nekaj učencev izrazilo strah pred psom, zato smo jim dali nekaj več časa, da so se navadili na novo družbo in spoznali, da je sodelovanje s psom lahko zelo zabavno. V zadnjih učnih urah so prav vsi učenci z veseljem sodelovali s psičko, skupaj z njo so izvajali različne dejavnosti, najraje pa so jo nagradili za njeno pomoč pri učnih urah. Tudi starši učencev so izrazili zadovoljstvo. Predlagali so, da bi se takšen način dela izvajal pogosteje.
• Abstract (EN): The added value of dynamic teaching at the primary school level can also come from experiences with a therapeutic dog participating in lessons. The authors prepared various activities for students, carried out as part of different lessons focused on environmental awareness, where a therapeutic pair was involved. After completing the activities, the students wrote down their thoughts. The aim of the study was to present the dog as a motivator, a good listener, and, above all, a friend to the students. The students were very excited about collaborating with the therapeutic pair. During the initial sessions, some students expressed fear of the dog, so the researchers allowed them a bit more time to get used to the new companion and to understand that working with the dog could be very enjoyable. In the final lessons, all of the students eagerly participated with the dog, engaging in various activities, and they especially enjoyed rewarding the dog for its assistance during the lessons. The students’ parents also expressed satisfaction and suggested that this method of learning should be implemented more often.
• Ključne besede: terapevtski par, sodelovanje, aktivno učenje

Terapija s Pomočjo Živali

• Avtorji: BRATOŽ Marjeta
  • BRATOŽ Marjeta: CIRIUS Vipava, Slovenija
• Knjiga: PZOM2026 — str. 436
• Vir: SRC-2026-10-05-009
• Jezik: sl
• Povzetek: Terapija s pomočjo živali je oblika podporne terapije, pri kateri posebej usposobljene živali pomagajo izboljšati dobro počutje ljudi. Uporablja se v različnih ustanovah, kot so vrtci, šole, domovi za ostarele in zdravstvene ustanove. Najpogosteje vključene živali so psi in konji, v terapijah pa sodelujejo tudi druge živali – s tem se ukvarjamo tudi v CIRIUS Vipava. Pri nas smo uvedli terapijo s pomočjo kokoši, kunca, paličnjakov, polžev in kač. V članku bom predstavila pozitivne učinke terapije s pomočjo živali. Prisotnost živali dokazano zmanjšuje stres, tesnobo ter občutke osamljenosti. Terapija lahko izboljša socialne veščine, samozavest in komunikacijo. Dotik živali ter njihovo mirno vedenje pozitivno vplivata na srčni utrip in krvni tlak. Pri otrocih spodbuja čustveni razvoj in krepi občutek odgovornosti. Mnogi ljudje doživljajo terapijo s pomočjo živali kot varno, prijetno in spodbudno izkušnjo. Zaradi številnih koristi ta oblika terapije postaja vse bolj priljubljena v različnih okoljih.
• Abstract (EN): Animal-assisted therapy is a form of supportive therapy in which specially trained animals help improve people’s well-being. It is used in various institutions (kindergartens, schools, nursing homes, and healthcare facilities). The most commonly used animals are dogs and horses, but other animals can also be involved, and this is what we practice at CIRIUS Vipava. We have introduced therapy involving chickens, rabbits, stick insects, and snakes. In this article, I will discuss the positive effects of animal-assisted therapy: the presence of animals has been proven to reduce stress, anxiety, and feelings of loneliness. The therapy can improve social skills, self-confidence, and communication. The touch of an animal and its calm behavior positively influence heart rate and blood pressure. For children, it encourages emotional development and responsibility. Many people experience animal-assisted therapy as a safe and encouraging form of support. Due to its many benefits, this type of therapy is becoming increasingly popular in various environments.
• Ključne besede: terapija, živali, koristi terapije, dobrobit živali ANIMAL – ASSITED THERAPY

Terapijski pas I lutka u holističkom razvoju predškolske djece

• Avtorji: OVČARIČEK Marina, HRŽIĆ Zrinka
  • OVČARIČEK Marina: DV Popovača, Popovača, Hrvaška
  • HRŽIĆ Zrinka: DV Ivane Brlić Mažuranić, Zagreb, Hrvaška
• Knjiga: VVZ2026 — str. 279
• Vir: SRC-2026-09-30-023
• Jezik: hr
• Povzetek: Tema ovog rada bavi se holističkim razvojem predškolske djece kroz kombinaciju rada s terapijskim psom i lutkom, prema holističkom pristupu i programima Animal-Assisted Interventions (AAI) i AnimalAssisted Therapy (AAT). Cilj je prikazati kako integracija lutke i terapijskog psa može doprinijeti cjelovitom razvoju djeteta — emocionalnom, socijalnom, kognitivnom i motoričkom. Lutka, kao medij za simboličku igru, pomaže djetetu izražavati emocije, razumijevati socijalne situacije i razvijati empatiju, dok terapijski pas kroz prisutnost, dodir i interakciju dodatno potiče osjećaj sigurnosti, samopouzdanja i smirenosti. Kombinacija ove dvije metode stvara sigurno i poticajno okruženje, u kojem dijete spontano uči, izražava se i razvija vlastite potencijale. Kroz primjere iz prakse u Hrvatskoj, te uz potporu relevantne literature, prikazuju se učinci zajedničkog rada lutke i terapijskog psa na smanjenje stresa i anksioznosti, razvoj emocionalne pismenosti i socijalnih vještina, te poticanje motivacije i koncentracije kod djece. Poseban naglasak stavlja se na edukaciju i certifikaciju vodiča terapijskog psa, kao i na kompetencije odgojitelja u primjeni lutke u odgojnoterapijskom kontekstu. Rad također obuhvaća pravni okvir i mogućnosti implementacije ovih pristupa u hrvatske predškolske i zdravstvene ustanove, s ciljem poticanja interdisciplinarne suradnje stručnjaka u odgoju, psihologiji, terapiji i pedagogiji te ukazivanja na vrijednost holističkog pristupa koji prepoznaje jedinstvene potrebe svakog djeteta. Ključne riječi: dijete, lutka, emocionalni razvoj, holistički razvoj, terapijski pas
• Abstract (EN): The topic of this work deals with the holistic development of preschool children through a combination of work with a therapy dog and a doll, according to a holistic approach and Animal-Assisted Interventions (AAI) and Animal-Assisted Therapy (AAT) programs. The goal is to show how the integration of a doll and a therapy dog can contribute to the overall development of a child — emotional, social, cognitive and motor. The doll, as a medium for symbolic play, helps the child to express emotions, understand social situations and develop empathy, while the therapy belt, through presence, touch and interaction, additionally promotes a sense of security, self-confidence and calmness. The combination of these two methods creates a safe and stimulating environment in which the child spontaneously learns, expresses himself and develops his own potential. Through examples from practice in Croatia, and with the support of relevant literature, the effects of the shared love of a doll and a therapy dog on reducing stress and anxiety, developing emotional literacy and social skills, and encouraging motivation and concentration in children are shown. Special emphasis is placed on the education and certification of the therapy dog guide, as well as on the competencies of the educator in the application of the doll in the educational and therapeutic context. Rad also includes the legal framework and the possibilities of implementing these approaches in Croatian pre-school and health institutions, with the aim of encouraging interdisciplinary cooperation between experts in education, psychology, therapy and pedagogy, and pointing out the value of a holistic approach that recognizes the unique needs of each child.
• Key words (EN): dijete, lutka, emocionalni razvoj, holistički razvoj

Terenskom Nastavom Jačamo Zdravlje

• Avtorji: RADOVANOVIĆ Anamarija
  • RADOVANOVIĆ Anamarija: Osnovna škola Ante Curać – Pinjac Žrnovo, Hrvatska
• Knjiga: PZOM2025 — str. 646
• Vir: SRC-2026-10-05-006
• Jezik: hr
• Povzetek: Planiranjem terenske nastave, na početku svake školske godine, želimo obuhvatiti sadržaje kojima promičemo zdravlje učenika. Cilj nam je potaknuti svakog učenika na otkrivanje svoje uloge u zajednici, povezanosti s ostalim članovima s kojima je povezan te događajima, interesima i vrijednostima. Nastojimo osvijestiti svakog učenika na odgovorno ponašanje u domu, školi, javnim mjestima, prometu, prema svome zdravlju i okolišu. Slijedeći navedene ciljeve, prošle školske godine smo vodili učenike razredne nastave na nekoliko izleta kako bi im zorno predočili važnost psihofizičkog zdravlja za njihov normalan rast i razvoj. Na taj način smo posjetili ugostiteljski praktikum Srednje škole Petra Šegedina u Korčuli, gdje su nam stručni učitelji pričali o zdravoj hrani i dobrobitima zdrave prehrane. Sa učenicima navedene škole smo pripremili zdravi meni te degustirali hranu vodeći računa o lijepom ponašanju za stolom. Zatim smo posjetili seosko gospodarstvo u kojem su nam vlasnici pričali o ekološkom uzgoju biljaka i životinja. Želeći kreativno obilježiti Dan planeta Zemlje posjetili smo obližnju spilju u kojoj smo doživjeli potpuni mrak i tišinu te se učili meditaciji. Posjetili smo i OPG Komparak u kojem nam je vlasnik pričao o dobrobiti meda i pčelinjih proizvoda, pokazao nam je kako funkcionira zajednica pčela te nam je ispričao nekoliko zanimljivosti o pčelama. Jedan dio terenske nastave odvojili smo za posjet obližnjem otočiću Vrniku na kojem smo obišli staru školu, pogledali kamenolom te saznali da je kamen sa tog kamenoloma poslužio za izgradnju Bijele kuće u Wašingtonu. Na Vrniku smo uživali u čistom moru te upoznali nekoliko starinskih recepata vezanih uz zdravlje. Ovakav način terenske nastave otvorio je našim učenicima brojne vidike kako bi pravilno usmjeravali brigu o zdravlju. Ključne rijeći: terenska nastava, zdravlje, mladi FIELD TRIPS STRENGTHEN HEALTH
• Abstract (EN): By planning field trips at the beginning of each school year, we want to include content that promotes student health. Our goal is to encourage each student to discover their role in the community, their connections with other members of their community, and events, interests, and values. We strive to raise awareness among each student about responsible behavior at home, school, in public places, in traffic, and toward their health and environment. Following the above goals, last school year we took grade school students on several trips to clearly demonstrate the importance of psychophysical health for their normal growth and development. In this way, we visited the catering practicum of the Petar Šegedin High School in Korčula, where expert teachers told us about healthy food and the benefits of a healthy diet. We prepared a healthy menu with the students of the aforementioned school and tasted the food, taking into account good table manners. Then we visited a farm where the owners told us about organic farming of plants and animals. Wanting to celebrate Earth Day in a creative way, we visited a nearby cave where we experienced complete darkness and silence and learned how to meditate. We also visited the Komparak family farm, where the owner told us about the benefits of honey and bee products, showed us how the bee community functions, and told us a few interesting facts about bees. We dedicated part of the field trip to a visit to the nearby island of Vrnik, where we visited an old school, saw a quarry, and learned that the stone from that quarry was used to build the White House in Washington. On Vrnik, we enjoyed the clear sea and learned about several old recipes related to health. This type of field trip opened up numerous perspectives for our students to properly focus on health care.
• Key words (EN): field trip, health, youth

Tesnoba pri Otrocih in Mladostnikih s Posebnimi Potrebami

• Avtorji: HOZJAN Hana
  • HOZJAN Hana: Zavod za gluhe in naglušne Ljubljana, Slovenija
• Knjiga: PZOM2024 — str. 115
• Vir: SRC-2026-10-05-005
• Jezik: sl
• Povzetek: Tako odrasli kot tudi otroci in mladostniki se vsakodnevno znajdemo v situacijah, ki nam lahko povzročajo napetost in stres. Kadar teh stanj ne prepoznamo in se z njimi ne soočimo, lahko vodijo v tesnobo in neugodne občutke, v hujših primerih tudi v težje duševne stiske, ki jih je med mladostniki vse več. Učenje samoregulacije in tehnik sproščanja zato postaja vse pomembnejše. Otroci in mladostniki se morajo tehnik sproščanja napetosti še naučiti. Ker pa so njihovi možgani prožni, poteka učenje hitreje in tudi rezultati se lahko pokažejo hitreje. Otroci s posebnimi potrebami potrebujejo bolj individualiziran pristop pri učenju tehnik sproščanja. Prav tako potrebujejo več podpore in vodenja odraslih, saj so njihove težave običajno še kompleksnejše. Najbolj učinkoviti tehniki sproščanja sta trebušno dihanje in mišična relaksacija. Kot zelo uporabna pa se je izkazala tudi tehnika prizemljitve.
• Abstract (EN): Adults as well as children and adolescents find ourselves in daily situations which can cause anxiety and stress. When these states are not acknowledged or faced with, they can lead to anxiety and uncomfortable feelings, in worse cases even sever emotional distress, which is on the rise among adolescents. Learning to selfregulate and use relaxation techniques is thus becoming more and more important. Children and adolescents still need to learn relaxation techniques. Due to their brain being more flexible, learning is faster, consequently the results are visible sooner. Children with special needs need a more individualised approach when learning about relaxation techniques. They also need more support and adult guidance, as their problems are usually more complex. The most effective relaxation techniques are deep breathing (or belly breathing) and muscle relaxation. Grounding technique has also proven to be very useful.
• Ključne besede: tesnoba, samoregulacija, posebne potrebe, individualiziran pristop

Testna Anksioznost v Šoli: Praktične Strategije in Prva Pomoč pred Ocenjevanjem Znanja

• Avtorji: ŠERUGA Aljoša Trampuš
  • ŠERUGA Aljoša Trampuš: OŠ Poldeta Stražišarja Jesenice, Slovenija
• Knjiga: PZOM2025 — str. 317
• Vir: SRC-2026-10-05-006
• Jezik: sl
• Povzetek: Ko učenci zaradi strahu pred ocenjevanjem začnejo izostajati od pouka, se lahko soočajo s številnimi negativnimi posledicami, ki vplivajo na njihovo čustveno stanje, miselne procese in vedenje. Ta težava se pogosto poglablja in ustvarja začarani krog, iz katerega je vse težje izstopiti. Pri načrtovanju pomoči je zato nujno celostno razumevanje testne anksioznosti, ki zahteva postopno soočanje učencev z njihovimi strahovi, učenje sprostitvenih tehnik, razvijanje učnih strategij ter časovnega načrtovanja, spodbujanje pozitivnega razmišljanja in notranje motivacije ter oblikovanje podpornega okolja. Ključnega pomena je tudi spremljanje lastnega napredka, kar učencem omogoča večjo samozavest in nadzor nad svojim učenjem. Študija primera učenke s testno anksioznostjo ponuja vpogled v vzroke in posledice tega pojava ter se osredotoča predvsem na učinkovite strategije pomoči.
• Abstract (EN): When students start to skip classes due to fear of assessment, they can face numerous negative consequences that affect their emotional state, thought processes and behavior. This problem often worsens and creates a vicious circle that is increasingly difficult to break. When planning assistance, it is therefore essential to have a comprehensive understanding of test anxiety, which requires gradually confronting students with their fears, learning relaxation techniques, developing learning strategies and time planning, encouraging positive thinking and intrinsic motivation, and creating a supportive environment. Monitoring one’s own progress is also crucial, which allows students to have greater self-confidence and control over their learning. A case study of a student with test anxiety offers insight into the causes and consequences of this phenomenon and focuses primarily on effective assistance strategies.
• Ključne besede: testna anksioznost, izogibanje pouku, sprostitvene tehnike, načrt pomoči

Teška vremena stvaraju jake ljude?

• Avtorji: BRAŠNIĆ Ljiljana
• Knjiga: VVZ2021 — str. 230
• Vir: SRC-2026-09-30-018
• Jezik: hr
• Povzetek: Mala djeca su emocionalno i intelektualno uvelike ovisna o svojim roditeljima i drugim važnim odraslim osobama u obitelji, vrtiću, školi. Rezoniraju s nama, zrcale nas, vjeruju nam.

The Benefits and Challenges of Cognitive Mental Maps in Physics Education

• Avtorji: GAURIN Marija, LJEVNAIĆ Ivana
  • GAURIN Marija: University of Split, Faculty of science, Split, Hrvaška
  • LJEVNAIĆ Ivana: snovna škola „August Cesarec“, Ivankovo, Hrvaška
• Knjiga: IP2023 — str. 466
• Vir: SRC-2026-10-07-001
• Jezik: en
• Abstract (EN): Cognitive mental maps are visual representations of knowledge that can help students to organize and retain information. In physics education, mental maps can be particularly useful for learners who struggle with abstract concepts or who have difficulty connecting theoretical ideas to real-world phenomena. This paper examines the benefits and challenges of using cognitive mental maps in physics education, including the ability to identify patterns and relationships between concepts, the potential for improved retention of information, and the importance of accuracy, organization, and labeling. Additionally, the paper discusses potential challenges, such as difficulties in creating accurate representations of complex concepts and the need for collaboration and discussion. Ultimately, the use of cognitive mental maps can be a valuable tool for helping students to learn and understand physics concepts, and with practice and guidance, students can develop strong mental maps that will benefit them in physics and beyond.

The challenge of inquiry in grade 1

• Avtorji: PEKLAR Špela
  • PEKLAR Špela: Evropska šola Ljubljana, Ljubljana, Slovenija
• Knjiga: TE2019 — str. 154
• Vir: SRC-2026-10-04-001
• Jezik: en
• Abstract (EN): In today’s quickly evolving world, we no longer want to teach our students what to think, but rather how to think creatively. Traditional educational systems offer few opportunities for self-initiative and question asking. Due to this lack, students too often lose their natural curiosity and are left with factual knowledge that serves little purpose in later education or life. On the other hand, inquiry-based teaching and learning connects and upgrades the constructivist theories of Vygotsky and Piaget, and puts each student in the centre of the learning process. Afacilitator, rather than a lecturer, assists the process, and guides the student through active and hands on experiences, which build a student’s skill set, body of knowledge, and, last but not the least, attitudes. The school subject ‘Discovery of the World’ creates an active bond between students and the surrounding world, looks for and gives meaning to it, and prepares children for real life challenges while they are still in their early years of schooling. The challenge of inquiry can be a school event during which students of the primary cycle learn scientific content (including the steps of the scientific method) and may conduct studentled research. The learning experience is facilitated by the teacher, who imperceptibly guides the students by asking meaningful questions. She leads them through each step of the scientific method, helps them prepare a presentation, and in the end facilitates a reflection activity. This activity can be done in groups, giving students the opportunity to develop both their basic science competences as well as social competences. Such active inquiry may already be done in the first grade of primary school, and in the following article Iwill outline how I, as a first grade teacher, have approached this process.
• Ključne besede: Challenge of inquiry, inquiry-based teaching and learning, scientific method, first grade, competences

The Child in the Focus of Dramatic and Scenic Creativity

• Avtorji: SLUNJSKI Ljiljana
  • SLUNJSKI Ljiljana: Osnovna Škola Budaševo-Topolovac-Gušće, Hrvatska
• Knjiga: PZOM2025 — str. 640
• Vir: SRC-2026-10-05-006
• Jezik: en
• Abstract (EN) (zloženo iz besedila): Play is the child’s world, and the concept of play is inseparable from the child. It is through play that we can discover, encourage and develop dramatic creativity in children, putting the child in the focus of work on stage. We look for children who have “that something”, but we also encourage children who are withdrawn and quiet. We can do all this through extracurricular activities in the drama group. Work in a drama group is a creative process in which both the leader and the child actively participate, such work releases the child’s independence, spontaneity, naturalness, originality and personality. When establishing a drama group, our goal is to discover and encourage giftedness, to provide an opportunity to the less gifted. Train the child for life, socialize him into society, foster independent work and work in society and the community. Working on stage and putting the child in the focus of dramatic creativity is the best way to develop children’s giftedness. In the very process of founding the group, we conduct an audition and determine the rules of the same. After that, we encourage and release children’s creativity with different methods and forms of work. We set and learn about the rules of the scene and the obligations of the little actors. We play different games that aim to train the child to move around the stage, speak on stage, improvisation and the like. W

The dilemma of teaching self-regulated learning (SRL) skills to talented students

• Avtorji: ZEIDNER Moshe
  • ZEIDNER Moshe: University of Haifa, Haifa, Israel and Tel-Hai Academic College, Tel-Hai, Izrael
• Knjiga: TE2019 — str. 78
• Vir: SRC-2026-10-04-001
• Jezik: en
• Abstract (EN): . Self-regulated learning (SRL) describes the self-directive learning processes through which learners proactively transform mental competencies into academic performance through self-generated goals and strategies. As aptly defined by Pintrich, SRL is “an active, constructive process whereby learners set goals for their learning and then attempt to monitor, regulate, and control their cognition, motivation, and behavior, guided and constrained by their goals and the contextual features in the environment” (Pintrich 2000, p. 453). Self-regulated students generally characterized as efficiently managing their own learning through goal setting, monitoring, strategy use, and self-evaluating their achievement. Amajor dilemma facing teachers in gifted education is whether or not their talented and high ability students actually need to be instructed in SRL skills, and if so, should instruction be tailored to their specific needs and talents or should instruction be no different from instructional strategies designed for their non-identified counterparts? In this paper we present a brief overview of SRL and its components, present research on teaching SRL skills to students in general and then discuss the dilemma of “to teach or not to teach” SRL skills to talented and high ability students. As we will show, the possible ways to address these questions are complex and nuanced, and the literature is not very helpful in directing teachers how to handle this dilemma.
• Key words (EN): Self-regulated learning, giftedness, talent, teaching methods

The gifted: Relations between didactic strategies and critical thinking

• Avtorji: RAJIĆ Aleksandra Gojkov, GOJKOV Grozdanka
  • RAJIĆ Aleksandra Gojkov: University of Belgrade, Teacher Education Faculty and Preschool Teacher Training and Medical College, Vrsac, Srbija
  • GOJKOV Grozdanka: Serbian Academy of Education, Belgrade, Srbija
• Knjiga: TE2023 — str. 10
• Vir: SRC-2026-10-04-005
• Jezik: en
• Abstract (EN): The aim of the study is to use the findings from a broader exploratory research, which was carried out by using the method of systematic non-experimental observation, to focus on the part related to the relationship between didactic strategies and critical thinking, i.e. to answer the question: how gifted students differ from others in terms of types of didactic strategies that favor the development of their critical thinking, or which didactic strategies are more conducive to the development of critical thinking for the gifted. The context for the foundation of the research draft, as well as for the analysis of the findings, is the European qualification framework, which, through the Bologna reform, emphasizes the need for critical thinking as the most important goal of teaching, and thus the critical thinking of students as an indicator of the quality of higher education. The theoretical context consists of the ideas of Schleiermacher’s didactics of the development of the autonomy of learning and teaching in the form of teaching that enables the development of critical thinking, based on Kant’s understanding of the concept of criticism, and the critical theory of Horkheimer and Adorno, the so-called Frankfurt School (Adorno, 1947). The respondents are students of universities in Novi Sad, Belgrade and Niš (N= 427), of which 85 (19.9%) are academically gifted (with an average grade above 9.00). As instruments were used: Inventory of the application of strategies to encourage critical thinking in higher education (ISPKM), developed for the purposes of this research and the Critical Thinking test (additional test, School of Philosophy), a battery consisting of five parts: inference; recognition of assumptions; conclusion (deduction); interpretation, evaluation of arguments. Reliability, measured by Cronbachs alpha coefficient is: inference α = 0.57; recognition of assumptions α = 0.69; conclusion (deduction) α = 0.68; interpretation α = 0.61; evaluation of arguments α = 0.75. Predictor variables: strategies for encouraging critical thinking (ISKM); criterion: critical thinking of students, intervening variables: personality traits, gender, year of study and average grade. Basic findings: - Differences in relation to achievement on the critical thinking test between academically gifted and other students exist, but they are not statistically significant - There were also no statistically significant differences between academically gifted and other students in relation to the scales of the ISKM questionnaire, indicating that academically gifted and other students approximately equally assess the expression and satisfaction of their needs by the applied strategies in teaching. - Personality traits and academic giftedness are important for assessing the occurence of the application of teaching strategies, methods and procedures for encouraging critical thinking and assessing the satisfaction of their needs. - The model was not significant in the case of the scale of occurence of the application of didactic instructions, indicating that the predictors do not explain a significant part of the criterion variance. In the case of the scale of needs for didactic strategies, the model was significant and the predictors (personality traits) explained close to 16% of the criterion variance. Extraversion stands out as a significant negative predictor, indicating that students with higher extraversion achieve lower scores on the ISKM scale - the need for didactic strate gies. Intellect does not reach statistical significance, but is close to statistical significance as a positive predictor, and it would be important to check the influence of this predictor in some future research.
• Ključne besede: the gifted, didactic strategies, critical thinking

The global educator - a move toward embracing the other

• Avtorji: KARRIEM Melonie
• Knjiga: VVZ2022 — str. 6
• Vir: SRC-2026-09-30-019
• Jezik: sl
• Key words (EN): Diversity, Equality, Inclusion, Inclusivity

The Impact of Using Technology in Learning on Mental Health

• Avtorji: MALEN Melissa, COACHING AxyLu Academic
  • MALEN Melissa: St. Paul, ZDA
• Knjiga: PZOM2025 — str. 15
• Vir: SRC-2026-10-05-006
• Jezik: en
• Abstract (EN) (zloženo iz besedila): Teaching and learning environments are plugged into using technology because it provides so many benefits to students and teachers. However, technology can have negative effects on student mental health as a result of working in isolation, spending too much time looking at a screen, or being distracted and feeling anxious. More information about how to monitor use of technology in learning so that negative mental health are reduced will be shared in this speech.

The importance of programmes for gifted pupils

• Avtorji: GORNIK Katarina
  • GORNIK Katarina: Osnovna šola Škofja Loka-Mesto, Škofja Loka, Slovenija
• Knjiga: TE2019 — str. 128
• Vir: SRC-2026-10-04-001
• Jezik: en
• Abstract (EN): Planning and preparing a work programme for gifted pupils is also resulting from the principles of development of creativity and consideration for the personal development of individuals. Difficulties that gifted pupils are facing can be of social, interpersonal and intrapersonal nature. Social difficulties are mainly connected with the lack of supportive learning curricula that would challenge gifted children, but instead, they cause feelings of boredom and indignation. Interpersonal difficulties are associated with the perception of gifted children as “different” and therefore under peer pressure they often give up or deny their potential. Intrapersonal difficulties are related with self-perceptions of their own value, low self-esteem and self-respect. Latter can cause development of healthy coping strategies or dysfunctional ones that would lead to feelings of anxiety and depression. Considering the above we offered workshops for gifted pupils in the second triad that are intended primarily to better understanding of emotions and emotional response. The school psychologist and a social pedagogue preformed workshops for 5 and 6 graders. We mastered and trained the following knowledge and skills: communication and cooperation with one another, learning and recognition of emotions, understanding the body expression for the different emotions, control of emotions through different relaxation techniques. Pupils tested their knowledge of emotions in different creative ways through movement, words and pictures. The evaluation showed that pupils liked interacting and being acquainted with each other. They felt safe. They could participate in different activities and express their opinion without feeling exposed in the group or being mocked by others. They especially liked the relaxation techniques and would like to try more of them.
• Ključne besede: gifted pupils, emotional literacy, cooperation, personal development, creativity

The Importance of the Cooperation Between Teachers and Providers of Additional Professional Assistance

• Avtorji: CURK Martina
  • CURK Martina: Osnovna šola Kozara Nova Gorica
• Knjiga: DM2021 — str. 15
• Vir: SRC-2026-10-07-011
• Jezik: sl
• Povzetek: Vključevanje otrok s posebnimi potrebami v redne osnovne šole je v zadnjem desetletju doživelo velik vzpon. Število otrok, ki so opredeljeni kot otroci s posebnimi potrebami in dobijo odločbo o usmeritvi v programe s prilagojenim izvajanjem in dodatno strokovno pomočjo, se iz leta v leto povečuje. Pri uspešnem vključevanju otrok s posebnimi potrebami v redne osnovne šole ima zelo pomembno vlogo učinkovito sodelovanje med učitelji in izvajalci dodatne strokovne pomoči. Drug drugemu morajo posredovati informacije o značilnostih in funkcioniranju otroka. Pri tem je potrebno nenehno medsebojno usklajevanje, prilagajanje in dopolnjevanje, pri čemer ima pomembno vlogo dobra in odprta komunikacija. Cilj je vsem skupni – da se otrok s posebnimi potrebami počuti sprejetega in varnega, saj le to predstavlja pogoj za uspešno vzpostavljanje socialnih interakcij, komunikacijo in učenje.
• Abstract (EN): In the last decade, the inclusion of children with special needs in primary schools has been in increase. The number of children who are defined as children with special needs and receive a decision of placement in programs with adapted implementation and additional professional assistance has been increasing from year to year. Effective cooperation between the teachers and providers of additional professional assistance plays a very important role in the successful integration of children with special needs into primary schools. They must exchange information about the characteristics and functioning of the child. This requires constant coordination, adapting and contributing to one another, with good and open communication playing an important role. The goal is common to all - to make the child with special needs feel accepted and safe, as this is the only condition for the successful establishment of social interactions, communication, and learning.
• Ključne besede: otroci s posebnimi potrebami, učitelji, izvajalci dodatne strokovne pomoči

The influence of the environment in developing the ability of gifted children

• Avtorji: JAKOPIČ Heidi
  • JAKOPIČ Heidi: OŠ Solkan, Nova Gorica, Slovenija
• Knjiga: TE2019 — str. 122
• Vir: SRC-2026-10-04-001
• Jezik: en
• Abstract (EN): Early childhood is of the utmost importance to all people who grow up in a certain culture. Before this period ends, a child forms the concept of himself as a social being (1), as a thinking being (2), as a speaking being (3), as someone, who will make important decisions about his own abilities (4) and about his self-worth (5). Learning can take place anywhere. Children are learning constantly and that is the reason why parents are included in excursions and trips. Children can visit them at their workplaces, in sports halls, swimming pools, playgrounds. Active learning ensures added value to experience. Environmental factors that influence the development of talent are: - the socio-economic status of the family, - the personality of the parents, - education of the parents, - encouraging the child’s interests in childhood, - the status of the family, - formal education and school, - the availability of models, - physical health, - the spirit of the time, - factors of opportunity (e.g. living close to a museum, financial capabilities, death, separation, etc.). Slovenian experts also believe that the so-called dynamic theory of giftedness is interpreted as the interaction between heredity, education and the environment, in which personal activity plays the main role. In the article, we would like to highlight various pedagogical concepts that include and emphasize the impact of the immediate and wider environment on the development of a child’s talent. At the same time, we would like to show how the influence of the environment on the development of children’s potentials is reflected in real life. We would like to show where are the possible traps that can be encountered by both professional workers and children as well as the positive effects of involving external associates or foreign environment.
• Ključne besede: giftedness, environment, cooperation, family, pedagogical concepts

The NEW Didactic Model for the AI ERA

• Avtorji: JELAVIĆ Dajana
  • JELAVIĆ Dajana: SŠ „Jure Kaštelan“, Omiš, Hrvaška
• Knjiga: DM2025 — str. 680
• Vir: SRC-2026-10-07-015
• Jezik: hr
• Povzetek: Obrazovanje u doba umjetne inteligencije traži više od pukog prilagođavanja postojećih metoda – ono zahtijeva novo promišljanje didaktike. U ovom radu predstavlja se DIBUDA okvir, suvremeni model poučavanja koji učenike priprema za složenost i izazove budućnosti kroz šest međusobno povezanih stupova: design thinking, obrnuta Bloomova taksonomija, planiranje unatrag, univerzalni dizajn za učenje, pedagoška pismenost o umjetnoj inteligenciji te vrednovanje za učenje. Učitelje se pritom ne promatra kao prenositelje sadržaja, nego kao dizajnere smislenih i uključivih iskustava učenja u kojima dominiraju kreativnost, kritičko mišljenje i suradnja. Inspiracija za ovaj model proizašla je iz londonske izložbe Future of Food, a njegova se snaga pokazala kroz učenički projekt o održivosti. Učenici su započeli stvaranjem, istraživali uz pomoć umjetne inteligencije, te prolazili kroz cikluse povratnih informacija, refleksije i različitih oblika izražavanja. DIBUDA okvir tako pokazuje kako umjetna inteligencija može učiniti učenje vidljivim, poticajnim i usmjerenim na djelovanje, osnažujući mlade da postanu pokretači promjena u svijetu koji se ubrzano mijenja.
• Abstract (EN): Education in the AI era demands more than adaptation; it requires a reimagining of pedagogy. This article introduces the DIBUDA Framework, a new didactic model that prepares students for complexity through six integrated pillars: Design Thinking, Inverted Bloom’s taxonomy, Backward Design, Universal Design for Learning, AI Pedagogical Literacy, and Assessment for Learning. The framework shifts teachers from content transmitters to designers of inclusive, future-ready learning experiences, where creativity, critical thinking, and collaboration are central. The article traces the model’s inspiration to the Future of Food exhibition in London and illustrates its classroom application through a project on sustainability. Students began with creation, used AI as a supportive partner, and engaged in iterative cycles of feedback, reflection, and multimodal expression. By making learning visible and meaningful, the DIBUDA Framework demonstrates how AI-enhanced didactics can transform awareness into action, empowering learners as changemakers in a rapidly evolving world.
• Ključne besede: Didactic model, Future-ready learning, Design Thinking

The Past as the Foundation of Education for the Future

• Avtorji: SLUNJSKI Ljiljana, ČUBAKOVIĆ Mirjana
  • SLUNJSKI Ljiljana: OŠ Budaševo-Topolovac-Gušće, Hrvatska
• Knjiga: IP2026 — str. 852
• Vir: SRC-2026-10-07-004
• Jezik: sl
• Povzetek: The inter-school project during which we learned about traditional dishes from two Croatian homelands was implemented in partnership with the Budaševo-Topolovac-Gušće Elementary School, the V. Elementary School in Varaždin and the “Radost” Association. We focused the project activities on lower elementary school students (grades 1–4), with the aim of preserving and promoting the traditional culinary heritage of the two Croatian homelands. Through the organization of cooking workshops, field visits and activities of digital recipe documentation, the students acquired knowledge and skills related to the preparation of traditional dishes, while developing a sense of cultural and homeland belonging, while also adopting culinary and digital competencies. They learned in the field, and this experiential learning is extremely interesting and stimulating for children, something in which everyone is happy to participate. The end result of this project is the creation of a digital and printed cookbook available to the school community and partners, which will contribute to increasing the level of students’ knowledge about the cultural heritage of their homeland, strengthening students’ digital and entrepreneurial competences, and encouraging intergenerational cooperation through the exchange of recipes and experiences with older members of the community. The students worked on learning about the appearance of the kitchen from the past and the objects used, wall decorations - kitchen wall decorations. The project contributed to the preservation and promotion of culinary tradition as part of intangible cultural heritage. Through the active participation of students and the wider community, we did our part to strengthen the native identity, encouraged intergenerational dialogue, and left a lasting mark in the form of an e-cookbook and a printed collection of recipes that will serve as an educational and cultural resource for the future. THE PAST AS THE FOUNDATION OF EDUCATION FOR THE FUTURE
• Abstract (EN): The inter-school project focusing on the traditional cuisine of two Croatian regions was implemented in partnership with Budaševo-Topolovac-Gušće Elementary School, V. Elementary School Varaždin, and the “Radost” Association. The project activities were designed for lower primary school students (Grades 1–4), with the aim of preserving and promoting the traditional culinary heritage of the two regions. Through cooking workshops, field visits, and the digital documentation of recipes, students acquired knowledge and skills related to the preparation of traditional dishes while developing a sense of cultural identity and belonging. At the same time, they strengthened their culinary and digital competencies. An important component of the project was experiential learning in authentic settings, which proved particularly engaging and motivating for the children and encouraged their active participation. The final outcome of the project was the creation of both a digital and a printed cookbook, made available to the school community and project partners. The cookbooks contribute to increasing students’ knowledge and awareness of their local cultural heritage, strengthening their digital and entrepreneurial competencies, and encouraging intergenerational cooperation through the exchange of recipes, knowledge, and experiences with older members of the community. As part of the project, students also explored what kitchens looked like in the past, the utensils and objects traditionally used in them, as well as characteristic kitchen wall decorations. In this way, the project contributed to the preservation and promotion of culinary traditions as an important part of intangible cultural heritage. Through the active participation of students and the wider community, the project strengthened local and cultural identity, encouraged intergenerational dialogue, and created a lasting educational resource in the form of an e-cookbook and a printed collection of traditional recipes. These resources will continue to serve as educational and cultural materials for future generations.

The risks of being gifted: Pedagogical and teaching challenges for educators

• Avtorji: LIVAZOVIĆ Goran
  • LIVAZOVIĆ Goran: Associate Professor, Department For Pedagogy, Faculty of Humanities and Social Sciences in Osijek, Universtiy of J. J. Strossymayer in Osijek, Hrvaška
• Knjiga: TE2019 — str. 23
• Vir: SRC-2026-10-04-001
• Jezik: en
• Abstract (EN): This paper is focused on the analysis of specific theoretical and empirical evidence on the challenges and risks of being gifted. Gifted individuals posses a number of unique personal, intellectual, emotional and social traits that can potentially make them vulnerable during their personal and social development in family, school, peer groups and leisure time surroundings. That, which is often considered a “gift”, can in many cases become a “risk” for the personal and social development of talented children and adolescents, due to the misunderstanding of the concept of giftedness by parents, teachers or other educational experts, as well as school peers and the broader social environment. The risks and vulnerabilities often have negative outcomes for gifted children and adolescents, as they can lead to problem behavior, social isolation and depression, procrastination and general academic failure due to asynchronous development and increased personal and educational needs, as well as the importance of quality teaching and curriculum adaptation.
• Key words (EN): giftedness, asynchonous development, problem behaviour, indeed, gifted children in our schools (Sternberg

The role of parenting styles in shaping children’s creativity and creative self-beliefs

• Avtorji: JANKOWSKA Dorota
  • JANKOWSKA Dorota: The Maria Grzegorzewska University, Poljska
• Knjiga: TE2022 — str. 194
• Vir: SRC-2026-10-04-004
• Jezik: en
• Abstract (EN): On a sample of 552 high school students, the present study investigated the relationships between perceived parenting dimensions, and children’s creative abilities assessed by the Test for Creative Thinking- Drawing Production (TCT-DP) as well as their creative self-beliefs (i.e. creative self-efficacy and creative personal identity). Results indicated that the dimension of parental child acceptance and autonomy support were weakly but positively related to children’s creative self-efficacy and creative personal identity. However, no statistically significant relationship was found between parental autonomy support and children’s creative abilities. To sum up, the present study clearly indicated the role of parenting styles in shaping children’s creative self-beliefs. The bivariate correlational analyses and structural equation modeling we conducted reveal that mothers’ parenting autonomy in relations with children effects in an increase of children’s creative self-efficacy. This relation clearly shows that children’s creative self-efficacy is associated with such parental behaviors as allowing the child to make independent decisions and experiment, or encouraging the child to solve problems independently. Results of this study show that parents who want to shape their children’s creative-self efficacy should avoid imposing their will on them, create conditions for independent activity, and exhibit tolerance to mistakes made by their children. After all, such behaviors may incite the child to continue undertaking creative activities and not be discouraged. In the longer term, this type of activities may lead to realizing the child’s creative potential in the future, which may then lead to significant creative achievements.

The Role of Preschool Teacher in Strengthening the Psycho-physical Health of Children of Early and Preschool AGE

• Avtorji: ŠKROBONJA Margareta Šporčić, KILIM Iva
  • ŠKROBONJA Margareta Šporčić: Dječji vrtić Medveščak, Zagreb, Hrvatska
  • KILIM Iva: Dječji vrtić Medvešč ak, Zagreb, Hrvatska
• Knjiga: PZOM2024 — str. 441
• Vir: SRC-2026-10-05-005
• Jezik: en
• Abstract (EN): _: In recent years, the interest of the public, the media and experts of various profiles has been increasing in problems related to the preservation, promotion and prevention of mental health of children and young people. According to the World Health Organization, a comprehensive understanding of the concept of mental health in the context of children’s psychological development is defined as the general state of the child’s well-being, i.e. as the achieved balance between the social, emotional, cognitive and physical aspects of well-being (WHO, 2001; Tatalović Vorkapić, Vlah, Vujičić, 2012). addition to the above, in this work we want to show the importance of the role of preschool teacher in strengthening, preventing and promoting the psychophysical health of children of early and preschool age. By presenting examples of good practice, that is, through research on children, their learning, undisturbed and productive play, and through planned, but also free and self-organized activities, we will show the way in which we supported the child in the same. Also, in order to strengthen the psychophysical health of children, but also to provide support for the complete development of the child, examples of children in activities are related to the realization of individual abilities and opportunities of children and their establishment and maintenance of healthy relationships through various games, research, learning, i.e. with various possibilities of dealing with normal life situations (stress, achievement, satisfaction) either in relation to themselves or in relation to others and the environment in which the children are.
• Ključne besede: psychophysical health, mental health, prevention, role of preschool teacher, competencies of preschool teacher

The significance of the personalized approach in the work with musically gifted learners

• Avtorji: PIVNIČKI Jasmina Stolić
  • PIVNIČKI Jasmina Stolić: PhD., Teaching Assistant, Preschool Teacher Training College „Mihailo Palov“ in Vrsac
• Knjiga: TE2021 — str. 23
• Vir: SRC-2026-10-04-003
• Jezik: en
• Abstract (EN): The goal of the paper is to, through theoretical analysis and previous empirical findings, present the significance of personalized work with musically gifted learners, which has a tendency towards encouraging the musical talent of each individual, reaching the limits of the learners abilities. Since Solfeggio classes are present during the whole duration of musical studies for all pupils, from the start to the very end, the focus of this paper is the exploration of the aforementioned issue within the aforementioned subject, the value of which is no less than the value of instrument teaching. Within this paper the phases through which learners and their Solfeggio teachers must pass in the learning and practice process, together with the acquisition of skills needed for independent work of the learners are presented. Therefore, the role of the mentor, his/her actions in the successful guidance of the learner, are highlighted, and the possibilities of what the mentor should be like are also explored. The conclusions single out the personalized approach as the most significant approach in the work of every mentor, indicating to the fact that the whole personality of the learner needs to be taken into consideration for extraordinary musical achievements to be reached, starting from the evaluation of specific characteristics, to affinities, goals and wishes of each learner.
• Ključne besede: musical giftedness, personalization, Solfeggio, personality traits, mentor, learner

Themes of experience of parent advocates for students with ADHD in school

• Avtorji: MALEN Melissa
  • MALEN Melissa: AxyLu Academic Coaching, ZDA
• Knjiga: TE2019 — str. 105
• Vir: SRC-2026-10-04-001
• Jezik: en
• Abstract (EN): Gifted students who also have ADHD need an advocate while they are in school in order to bridge the gap between their demonstration of high capacity for learning and creativity, and their impulsivity, inconsistent focus and often distractible behavior. Advocates are usually the student’s parents who must become advocates in response to the child’s need for support and a call for parental involvement from the school. Parent advocates are confronted with many challenges, the primary being the daunting, often solitary task of advocating for a child who is often viewed by teachers and peers as very intelligent yet choosing to behave in an unruly, disrespectful and underachieving manner. This study uses a phenomenological research method to further understand the experience of parent advocates, specifically by interviewing parent advocates of students with ADHD in school. Findings include 24 themes organized in the following four categories: 1) Identifying and Treating ADHD in the School Context, 2) ADHD Advocates Need more Support from Schools, 3) Advocate Experience with the School is a Swinging Pendulum and 4) Advocates Struggle to Pave a Path for Success. The work presented in this research paper explores the experience of parent advocates of students with ADHD in school to understand and improve parent advocate experience.
• Key words (EN): T wice exceptional, student academic achievement, academic coaching, ADHD, parent advocates, executive function

They’re all going to find out i’m a fraud!

• Avtorji: ZAKRESKI Matthew
  • ZAKRESKI Matthew: Succasunna, ZDA
• Knjiga: TE2023 — str. 51
• Vir: SRC-2026-10-04-005
• Jezik: en
• Abstract (EN): Impostor Syndrome is a psychological pattern where a person doubts their fitness, devalues their accomplishments, and fears being “discovered to be fraud.” It is a common pattern in gifted and other neu rodivergent individuals and can be intensely dysregulating and unpleasant. Impostor Syndrome is created by a maladaptive pattern of cognition and social comparison that can have negative impacts on academic performance, social skills, activity engagement, and self-esteem. The differences in the gifted brain make it more susceptible to these feelings, and the session will address these factors to increase awareness. This session will define Impostor Syndrome, explore some symptoms of it both internally and externally, and give techniques on how to blunt its impact. Impostor syndrome responds well to cognitive exercises, experiential techniques, and emotional regulation, so there are many areas for practitioners to use for intervention, regardless of whether they are teachers, parents, or mental health professionals. Participants will be encouraged to learn how to check their thinking, practice self-compassion, and give themselves credit for the work that they have already done while appreciating the work that is left to do. Additionally, the participants will receive resources to aid them in their continued journey of moving away from impostor syndrome into a happier, more functional life.

Thoughtful change agents: Gifted students as cul tural catalysts in the making

• Avtorji: CASH Richard
  • CASH Richard: nRich Consulting, ZDA
• Knjiga: TE2022 — str. 198
• Vir: SRC-2026-10-04-004
• Jezik: en
• Abstract (EN): Elizabeth Jennings, Nelson Mandela, Caesar Chaves, Martha Graham. Rebels rock! Change happens when ideas are challenged. To support gifted students as cultural catalysts, we must provide them the tools to be the change agents. Divergent thinking, authenticity of heart, and social kindness and care are the fundamentals. This session will guide you toward developing thoughtful leaders and change agents. There is a fascination with rebels, think Ferris Bueller. Rebels without a cause can create chaos and disruption. Whereas rebels with a cause can be change agents. Elizabeth Jennings, a young teacher in New York City, refused to give up her seat on a whites-only trolly. She sued the company and won damages in 1855. Her rebellious actions predate Rosa Parks by exactly 100 years. Her courage to make change did not come without great bodily harm, but it did bring about a reckoning for others to follow (New York Times, Overlooked). Great Thunberg, John Lewis, Dolores Huerta and many other change agents had to endure being maligned and at times, physically assaulted for their beliefs. What all positive change agents possess are the abilities to think divergently, listen without judgement and a willingness to except alternative viewpoints (Kashdan, 2022). Our gifted students can be the change agents for their futures. To be a successful rebel, one must hone the skills of critical reasoning, curiosity, and exploratory behaviors. During this session, participants will engage in steps to build a leadership program for thoughtful change agents. Classroom activities around being comfortable with being uncomfortable, dealing with criticism, learning to expect and respect differing viewpoints and studying worthy causes will be shared. Three main components to being a Thoughtful Change Agent are: 1) Listen to those who disagree with you to increase your creativity 2) Be patient as change takes time 3) Make openness your default as other ideas may be discovered.
• Key words (EN): Leadership cultural catalysts

Tibetanske Vaje v Podaljšanem Bivanju

• Avtorji: BIŠČEVIĆ Zehra
  • BIŠČEVIĆ Zehra: Osnovna šola Toneta Čufarja Jesenice
• Knjiga: OPB2015 — str. 125
• Vir: SRC-2026-10-06-020
• Jezik: sl
• Povzetek: Pri delu v podaljšanem bivanju je zelo pomembno, da se učenci vsakodnevno gibljejo. Eden izmed načinov, ki nam ponuja tako sprostitev, kot je razgibanje telesa in duha, so tibetanske vaje. Izvajamo jih lahko tudi, če imamo na voljo malo časa. Učence lahko na igriv način naučimo izvajati vaje in z vsakodnevno ponovitvijo poskrbimo za zdrav razvoj in sprostitev telesa.
• Ključne besede: podaljšano bivanje, gibanje, sprostitev, skrb za telo in duha

Tiha igralnica kot spodbudno učno okolje

• Naslov (EN): A quiet playroom as a stimulative learning environment
• Avtorji: LEBEN Barbara
  • LEBEN Barbara: Vrtec Trebnje, Slovenija
• Knjiga: VVZ2024 — str. 33
• Vir: SRC-2026-09-30-021
• Jezik: sl
• Povzetek: Namen strokovnega prispevka je predstaviti drugačen pogled na spodbudno učno okolje, ki se bolj kot na ponujanje številnih spodbudnih dražljajev orientira na odsotnost le-teh. S primeri dobrih praks želimo prikazati, kako kontinuirano izvajanje različnih dejavnosti, orientiranih na občutenje in zavedanje sebe in lastnega telesa, ozaveščanje zvoka in odsotnosti le-tega, pomembno vpliva na kakovost dogajanja v vrtčevski igralnici. Kot glavno komponento spodbudnega učnega okolja izpostavljamo nenehno skrb za primerno glasnost v igralnici. Strokovni delavci prek ozaveščenega lastnega delovanja in vpeljevanja sprostitvenih iger za otroke v vrtčevski vsakdan skrbimo za doseganje optimalne sproščenosti in občutka miru slehernega posameznika. Prav ta kot pomemben gradnik skupinske dinamike s svojim sproščenim in umirjenim delovanjem pomembno vpliva na kakovost dogajanja v igralnici in je ključni del ustvarjanja spodbudnega učnega okolja.
• Abstract (EN): The purpose of this contributed paper is to present a different view of the stimulative learning environment that gives more focus on the lack of numerous stimulating incentives than on offering them. With good practice examples we would like to show the important effect of a continued performance of various activities focused on self-feeling and self as well as own body awareness, sound-awareness and sensing its absence on the quality of activities in the kindergarten playroom. A constant care of an appropriate loudness in the playroom is underlined as the main component of a stimulative learning environment. By conscious own acting and introduction of relaxing games for children in the kindergarten, the education staff see to achieving the optimal casualness and the feeling of peace of each individual. The latter has a significant impact on the quality of the playroom activities as an important factor of forming the group dynamics with its relaxed and calm activity, and represents a vital element for creating a stimulating learning environment.
• Ključne besede: glasnost v igralnici, lastno delovanje, sprostitvene dejavnosti
• Key words (EN): noisiness in the playroom, own acting, relaxation activities

Tiha Stiska Odličnjakov: Perfekcionizem kot Dejavnik Tveganja za Psihofizično Zdravje Gimnazijcev

• Avtorji: ŠKOF Petra
  • ŠKOF Petra: Gimnazija Novo mesto, Slovenija
• Knjiga: PZOM2026 — str. 81
• Vir: SRC-2026-10-05-009
• Jezik: sl
• Povzetek: Perfekcionizem predstavlja kompleksen psihološki konstrukt, ki ima lahko adaptivne ali maladaptivne učinke na posameznika. V kontekstu srednješolskega izobraževanja, zlasti v gimnazijskih programih, se perfekcionizem pogosto povezuje z visokimi akademskimi dosežki, hkrati pa tudi z večjim tveganjem za duševne in telesne težave. Namen raziskave je bil analizirati vlogo perfekcionizma kot dejavnika tveganja za psihofizično zdravje gimnazijcev, s posebnim poudarkom na odličnjakih. V empiričnem delu je sodelovalo 30 dijakov, ki so izpolnili strukturiran vprašalnik o perfekcionizmu, stresu in somatskih simptomih. Rezultati kažejo na statistično pomembno povezanost med višjimi ravnmi perfekcionizma in povečanim stresom, anksioznostjo ter telesnimi simptomi, kot so nespečnost in glavoboli. Ugotovitve potrjujejo tezo o »tihi stiski odličnjakov« ter poudarjajo pomen preventivnih in intervencijskih programov v šolskem okolju.
• Abstract (EN): Perfectionism represents a complex psychological construct that can have either adaptive or maladaptive effects on an individual. In the context of secondary education, particularly in academically demanding grammar school programs, perfectionism is often associated with high academic achievement, but also with an increased risk of mental and physical health problems. The aim of this study was to analyze the role of perfectionism as a risk factor for the psychophysical health of grammar school students, with a particular focus on high-achieving students. The empirical part of the study included 30 students who completed a structured questionnaire assessing perfectionism, stress, and somatic symptoms. The results indicate a statistically significant association between higher levels of perfectionism and increased stress, anxiety, and physical symptoms such as insomnia and headaches. The findings support the concept of the “silent distress of high achievers” and highlight the importance of preventive and intervention programs within the school environment
• Ključne besede: perfekcionizem, mladostniki, gimnazijci, duševno zdravje, stres

Tihi kotiček – prostor ustvarjalnega učenja v razredu

• Avtorji: FLAJS Magda
  • FLAJS Magda: OŠ Tržišče
• Knjiga: TE2020 — str. 313
• Vir: SRC-2026-10-04-002
• Jezik: hr
• Povzetek: Učenci se med seboj zelo razlikujejo. Imajo različne potrebe, želje, interese, različno predznanje, podporno okolje, sposobnosti. Učitelji skušamo najti načine, kako vsem učencem ponuditi čim bolj individualizirano okolje za učenje, v katerem bi vsi učenci lahko delovali čim bolj optimalno. Včlanku želim prikazati možnosti poučevanja s pomočjo tihega kotička v razredu. Predstavljam priporočila glede opreme in primere rabe tihega kotička v 1. triadi osnovne šole. Ta nudi možnosti za individualizirano delo vsem učencem, tako nadarjenim, hitrim, učencem z učnimi težavami, s čustvenimi ali vedenjskimi motnjami in vse ostale. Spomočjo primerne opreme in pripomočkov lahko postane varen kotiček za umirjanje, dodatno delo, igro ali sprostitev. Učenec se vanj lahko odpravi sam ali pa ga tja usmeri učitelj. Za učenca ne predstavlja kazni ampak možnost za učenje ali ustrezno vedenje.
• Abstract (EN): Students are very different from each other. They have different needs, desires, interest, different prior knowledge, supportive environment and abilities. Teachers are trying to find ways to offer all students the most individualized learning environment in which all students can function as optimally as possible. In this article, Iwant to show the possibilities of teaching with the help of a quiet corner in the classroom. Ipresent recommendations regarding equipment and examples of the use of a quiet corner in the first triad of primary school. This offers opportunities for individualized work to all students, both gifted, fast, students with learning difficulties, emotional or behavioral disorders and everyone else. With the help of appropriate equipment and accessories, it can become a safe corner for calming down, extra work, play or relaxation. Students can go there on their own or if the teacher directs them. It is not a punishment but an opportunity to learn or behave appropriately.
• Ključne besede: Tihi kotiček, učenje, nemirni učenci, čustva

Timska obravnava otroka s posebnimi potrebami je uspešnejša, če pri tem sodelujeta oba starša

• Avtorji: OKOLIŠ Bernarda
  • OKOLIŠ Bernarda: Vrtec Martin Krpan Cerknica
• Knjiga: VVZ2020 — str. 73
• Vir: SRC-2026-09-30-017
• Jezik: sl
• Povzetek: Vključevanje staršev v proces odkrivanja in prepoznavanja otrokovih težav je v zadnjih letih postalo nepogrešljivo v procesu zgodnje obravnave pri predšolskih otrocih oziroma pri usmerjanju otrok s posebnimi potrebami v šolskem obdobju. Strokovnim delavcem starši lahko nudijo pomembne informacije o otrokovem celostnem funkcioniranju, kar pomaga pri postavitvi skupnih ciljev za dosego optimalnega razvoja otroka. Tudi kasneje njihova vloga ni zanemarljiva, saj naj bi pomagali ustvarjati otrokov individualizirani program dela in soodločati o drugih oblikah pomoči. Iz dolgoletnih izkušenj pri delu z družinami lahko povzamem, da v tem procesu največkrat sodelujejo le mamice. Očetje so iz najrazličnejših vzrokov odsotni. V prispevku je predstavljeno vključevanje staršev v zgodnjo obravnavo v našem vrtcu ter na kakšen način skušamo vključiti tudi očete, ki ne prihajajo na timske sestanke. Vključevanje obeh staršev v proces zgodnje obravnave namreč nima pozitivnega učinka le na otroka, temveč na celotno družino. Z vključitvijo obeh staršev se namreč dolžnosti in odgovornosti porazdelijo na oba, kar razbremeni tistega starša, ki včasih zmotno misli, da zna najboljše poskrbeti za otroka.
• Ključne besede: timska obravnava, otrok s posebnimi potrebami, starši, sodelovanje

Timski rad u vrtiću

• Naslov (EN): Teamwork in kindergarten
• Avtorji: SIVIĆ Jasmina, PAVLEŠEN TOPOLKO Nataša
• Knjiga: VVZ2025 — str. 256
• Vir: SRC-2026-09-30-022
• Jezik: hr
• Povzetek: Tim možemo definirati kao manju grupu ljudi koji imaju komplementarna znanja i vještine i koji rade zajedno kako bi ostvarili cilj za koji se smatraju zajednički odgovorni (Miljković & Rijavec, 2007, p. 148). Tim čine pojedinci koji posjeduju tri temeljne grupe znanja i vještina: (tehnička) funkcionalna znanja koja se temelje na obrazovanju i struci, vještine rješavanja problema i donošenja odluka, te socijalne vještine (Tudor i Srića, 1998.). Najčešće timove u vrtiću čine djelatnici koji zastupaju iste ili slične interese, vještine i ciljeve i koji moraju uskladiti svoje aktivnosti i interese kako bi postigli zajednički postavljeni cilj. Kako bi tim u vrtiću što bolje funkcionirao, potrebno je stalno osobno usavršavanje, učenje, stjecanje novih znanja i vještina, međusobno razumijevanje, uvažavanje i dobro razvijene komunikacijske vještine. Veliki broj novijih istraživanja pokazuje kako timski rad i međusobna suradnja unutar nekog tima predstavljaju važan čimbenik za uspjeh i zadovoljstvo na poslu. Timski rad i vođenje ustanove usko su povezani. Vođenje ili upravljanje ustanovom može se odvijati kroz različite procese koje ovise o ravnatelju vrtića. Postoje različiti stilovi vođenja ali i različita komunikacija u samom vođenju nekog tima. Uspješnost tima najčešće ovisi o vođi koji treba biti usmjeren i usredotočen na učinkovitost tima što podrazumijeva ostvarivanje postavljenih zadataka, te razvoj cijeloga tima. Cilj uvođenja timskog rada u našem vrtiću bio je u svrhu povećanja efikasnosti cijele ustanove koja se odnosila na poboljšanje i razvoj međuljudskih odnosa u kolektivu, te suradnju s roditeljima. U ovom izlaganju prikazat ćemo razvoj i jačanje našeg tima tijekom jedne pedagoške godine, te prikaz suradnje s roditeljima kroz projekt „Život u bajci“.
• Abstract (EN): A team can be defined as a small group of people who have complementary knowledge and skills and who work together to achieve a goal that is considered collectively responsible (Miljković & Rijavec, 2007, p. 148). These are individuals who possess three fundamental groups of knowledge and skills: (technical) functional knowledge, which is based on education and profession, problem-solving and decision-making skills, and social skills (Tudor and Srića, 1998). Most often, teams in the kindergarten are formed by workers who represent the same but similar interests, skills and goals and who must coordinate their activities and interests in order to reach a jointly set goal. In order for the kindergarten team to work better, constant personal improvement, learning, competition of new knowledge and skills, mutual understanding, respect and well-developed communication skills are necessary. A large number of new research shows that teamwork and mutual cooperation within a team are an important factor for success and satisfaction at work.Teamwork and management of the institution are closely related. Running or managing an institution can take place through different processes that depend on the director of the kindergarten. There are different leadership styles, but also different communication in leading a team. The success of the team usually depends on the leader, who should be directed and focused on the effectiveness of the team, which implies the achievement of set tasks and the development of the entire team. The goal of introducing teamwork in our kindergarten was to increase the efficiency of the entire institution, which was related to the improvement and development of interpersonal relationships in the collective, and cooperation with parents. In this presentation, we will present the development and strengthening of our team during one pedagogical year, as well as the presentation of cooperation with parents through the project “Life in a fairy tale”.
• Ključne besede: odgojitelj, roditelj, dijete, bajka
• Key words (EN): educator, parent, child, fairy tale

Timsko delo vzgojiteljic

• Avtorji: BOŠNJAK Manuela
• Knjiga: VVZ2008 — str. 14
• Vir: SRC-2026-09-30-005
• Jezik: sl
• Povzetek (zloženo iz besedila): Prispevek obravnava pomen timskega dela vzgojiteljic za kakovostno vzgojno delo in za to, kako se otroci v vrtcu počutijo, bivajo in ustvarjajo. Razloži razliko med skupino in timom ter organizacijo vrtca kot profesionalno organiziranega velikega tima, v katerem sta temelj par vzgojiteljica in pomočnica vzgojiteljice ter kakovosten medsebojni odnos. Navedena so osnovna pravila timskega dela (spoštovanje, spoštovanje različnosti, odkritost, poštenost, delitev dela in odgovornosti, skupno reševanje problemov), poudarjena sta pozitivna komunikacija in zdrav, konstruktiven pristop do konfliktov.

Timsko delo vzgojiteljic

• Avtorji: BOŠNJAK Manuela
  • BOŠNJAK Manuela: Vrtec Log Dragomer
• Knjiga: VVZ2009 — str. 106
• Vir: SRC-2026-09-30-006
• Jezik: sl
• Povzetek (zloženo iz besedila): Prispevek obravnava pomen timskega (tandemskega) dela vzgojiteljice in pomočnice vzgojiteljice v vrtcu. Predstavljeni so temelji kakovostnega medsebojnega odnosa, pozitivna komunikacija, vloga organizacije vrtca ter pomen zdravega reševanja konfliktov v timu.

Timsko Sodelovanje Učiteljev za Boljšo Učno Motivacijo Učencev

• Avtorji: HRIBAR . Simona
  • HRIBAR . Simona: Osnovna šola Litija, Slovenija
• Knjiga: DM2025 — str. 187
• Vir: SRC-2026-10-07-015
• Jezik: sl
• Povzetek: Pedagoški delavci želimo z različnimi tehnikami spodbujati učenčevo učno motivacijo, da bi jim pomagali pri razvijanju in ozaveščanju čutnih zaznav in razvijanju čustev, pridobivanju pozitivne samopodobe in spoštovanja ter odgovornosti. Medpredmetne povezave na vseh stopnjah izobraževanja so vedno zahtevna naloga, tako za učitelje kot učence. V prispevku bomo predstavili timsko sodelovanje učiteljev na osnovni šoli z namenom boljše učne motivacije s pomočjo medpredmetno in medpodročno zasnovanega vzgojnoizobraževalnega procesa. Poleg tega smo želeli spodbujati razvoj profesionalnih zmožnosti, medsebojno podporo in skrb eden za drugega. Člani medpredmetnega in medpodročnega strokovnega tima smo povezovali vsebine več predmetnih področij, pridobili celostna ter uporabna znanja ter povezovali učne spretnosti z različnih predmetnih področij. V projekt smo vključili učence četrtih in petih razredov, učence sedmega razreda nižjega izobrazbenega standarda in učence od prvega do petega razreda prilagojenega programa. Polega teh se nam je pridružila tudi skupina vrtčevskih otrok. V skupnih druženjih smo s pomočjo različnih iger, interaktivnih vaj, treningov izboljšav in načrtovanjem pomoči pri učenju razvijali socialne veščine, povezovali razred in skupine ter motivirali učence za učenje. Tako smo pripomogli k celostnemu in skladnemu razvoju otrok.
• Abstract (EN): Educators want to use various techniques to promote students’ learning motivation in order to help them develop and raise awareness of sensory perceptions and emotions, gain positive self-image, respect and responsibility. Cross-curricular connections at all levels of education are always a demanding task, for both teachers and students. In this article, we will present the teamwork of teachers at primary school with the aim of improving learning motivation through an interdisciplinary and cross-disciplinary educational process. In addition, we wanted to promote the development of professional capabilities, mutual support and care for each other. As members of the interdisciplinary and cross-disciplinary expert team, we connected the content of several subject areas, acquired comprehensive and useful knowledge. We included fourth and fifth grade students, seventh grade students of a lower educational standard and students from the first to fifth grades of an adapted program. In addition, a group of kindergarten children also joined us. In joint gatherings, we developed social skills, connected the class and groups, and motivated students to learn through various games, interactive exercises, improvement training, and planning of learning assistance. In this way, we contributed to the holistic and harmonious development of children.
• Ključne besede: medpredmetno povezovanje, sodobni pristopi poučevanja, spodbudno učno okolje, timsko sodelovanje

Tipna slikanica za slepe in slabovidne otroke

• Naslov (EN): Tipna slikanica za slepe in slabovidne otroke
• Avtorji: CUDERMAN Nika
• Knjiga: VVZ2021 — str. 182
• Vir: SRC-2026-09-30-018
• Jezik: sl
• Povzetek: V skupino otrok s posebnimi potrebami sodijo tudi slepi in slabovidni otroci ter otroci z okvaro vidne funkcije, ki so lahko v svetu prikrajšani za veliko informacij. Zaradi okvare vida spoznavajo svet, njegove lastnosti, pojave in dogodke na drugačen način. S tipno ilustracijo lahko slepim in slabovidnim otrokom približamo svet videčega, zato ima pomembno vlogo pri izobraževanju slepih in slabovidnih oseb ter pridobivanju različnih informacij. V prispevku na začetku opredelim slepoto in slabovidnost ter značilnosti dela z otroki glede na vrsto in stopnjo. Sledi kratek opis tipnih slikanic, komu so namenjene in kaj lahko z njimi dosežemo. V nadaljevanju je predstavljen praktični primer izdelave tipne slikanice z naslovom Oblike, ki sem jo pripravila za slepe in slabovidne otroke. S pomočjo izdelane tipne slikanice se otroci učijo in prepoznavajo preproste geometrijske like in druge splošne oblike.
• Abstract (EN): Special needs children group includes blind and visually impaired children. Blind and visually impaired children are deprived of a lot of information. They perceive the world, its substance, attributes, and occurrences through different senses. With Tactile illustration Books (TiB) we can communicate haptic information for the blind and visually impaired children through touch. The introduction of the paper is dedicated to blindness and visual impairment. Core describes tactile illustration books, usage, and aim. The next part describes the making of my tactile illustration book named “Forms” (Oblike). Blind and visually impaired children can learn with TiB “Forms” basic geometrical shape recognition and other general forms.
• Ključne besede: otroci s posebnimi potrebami, otroci s posebnimi potrebami, otroci s posebnimi potrebami, otroci s posebnimi potrebami
• Key words (EN): tactile illustrated books, Forms, visually impaired and blind children, children with special needs

Tipografija v Živo: Terensko Raziskovanje Pisav Ptuja kot Temelj Kreativnega Grafičnega Oblikovanja

• Avtorji: MAROVT Petra
  • MAROVT Petra: Šola za ekonomijo, turizem in kmetijstvo – ŠC Ptuj, Slovenija
• Knjiga: DM2025 — str. 426
• Vir: SRC-2026-10-07-015
• Jezik: sl
• Povzetek: Članek predstavlja inovativni pedagoški pristop terenskega pouka grafičnega oblikovanja, ki je osredotočen na raziskovanje tipografije v mestnem okolju Ptuja. Tipografija nas obdaja povsod, na pročeljih stavb, na izveskih trgovin, v kamnitih napisih, ki se jih skoraj ne zavedamo. A prav ti vizualni elementi nosijo zgodbe, ki jih je vredno slišati. Prispevek obravnava terensko raziskovanje tipografije v mestnem okolju Ptuja, ki je bilo načrtovano in izvedeno v sodelovanju z dijaki programa tehnik oblikovanja. Cilj je bil preprost, a ambiciozen: tipografijo prestaviti iz učbenikov v resnični svet, kjer jo je mogoče doživeti, otipati, primerjati in interpretirati z lastnimi očmi. Skozi praktično raziskovanje in refleksijo smo preverjali, kako tak pristop vpliva na razumevanje tipografskih zasnov, spodbuja kritično razmišljanje in poglablja odnos do kulturne dediščine, ki jo pogosto jemljemo za samoumevno. Rezultati kažejo, da lahko že preprost sprehod po mestu, podprt z usmerjenim opazovanjem in sodobnimi digitalnimi orodji, prebudi ustvarjalnost, radovednost in občutek povezanosti z okoljem.
• Abstract (EN): The article presents an innovative pedagogical approach to field teaching of graphic design, focused on exploring typography in the urban environment of Ptuj. Typography surrounds us everywhere, on building facades, on shop signs, in stone inscriptions that we are almost unaware of. Yet, these visual elements carry stories that are worth listening to. The contribution discusses field research on typography in the urban environment of Ptuj, which was planned and carried out in collaboration with students of the design technician program. The goal was simple yet ambitious: to move typography from textbooks into the real world, where it can be experienced, touched, compared, and interpreted with one’s own eyes. Through practical research and reflection, we examined how such an approach influences the understanding of typographic designs, encourages critical thinking, and deepens the relationship with cultural heritage that we often take for granted. Results show that even a simple walk through the city, supported by focused observation and modern digital tools, can awaken creativity, curiosity, and a sense of connection to the environment.
• Ključne besede: grafično oblikovanje, tipografija, terensko delo, vizualna komunikacija, kulturna dediščina, Ptuj, kreativno učenje

Tjelesni i zdravstveni odgoj - Vježbanje u doba korone Poštivanje mjera - Distanca

• Avtorji: GRANOV Kanita
  • GRANOV Kanita: JU „Sedma osnovna škola“ – Sarajevo, Bosna in Hercegovina
• Knjiga: EPID2021 — str. 159
• Vir: SRC-2026-10-07-017
• Jezik: hr
• Povzetek: U ovom radu prezentiran je jedan školski čas, nastavnog predmeta Tjelesni i zdravstveni odgoj, koji se realizirao u doba pandemije. Trebali smo ispoštovati sve mjere koje su propisane, a pri tom voditi računa da se ne našteti dječijim emocijama i psihičkom razvoju. Koristili smo obruče i uspjeli uskladiti propisane mjere, dječiju radost i cilj časa.
• Abstract (EN): In this paper, one school lesson is presented, the subject Physical and Health Education, which was realized during the pandemic. We had to follow all the measures that were prescribed, while taking care not to harm the children’s emotions and mental development. We used hoops and managed to harmonize the prescribed measures, children’s joy and the goal of the class.
• Key words (EN): Tjelesni i zdravstveni odgoj, pandemija

Tjelesni i Zdravstveni Odgoj u Produženom Boravku

• Avtorji: GRANOV Kanita
  • GRANOV Kanita: Sedma osnovna škola - Sarajevo
• Knjiga: OPB2021 — str. 159
• Vir: SRC-2026-10-06-026
• Jezik: hr
• Povzetek: Produženi boravak je program koji osnovne škole organiziraju najčešće za učenike razredne nastave, a odvija se prije ili nakon redovne nastave. Djeca svakodnevno provode minimalno jedan sat tjelesne aktivnosti u sali. Na taj način unaprijeđujemo zdravlje djeteta. Budući da djeca školske dobi imaju prirodnu potrebu za kretanjem, kroz tjelesne aktivnosti osjećaju se zadovoljno i ispunjeno.
• Abstract (EN): Extended stay is a program that primary schools organize most often for primary school students, and takes place before or after regular classes. Children spend a minimum of one hour of physical activity in the gym every day. In this way we improve the health of the child. Because school-age children have a natural need to move, they feel satisfied and fulfilled through physical activities.
• Key words (EN): Produženi boravak, tjelesni i zdravstveni odgoj

Tjelesno Vježbanje i Njegov Utjecaj na Rast i Razvoj Djece Predškolske Dobi

• Avtorji: LOŽNJAK Boris
  • LOŽNJAK Boris: DV Špansko, Zagreb, Hrvatska
• Knjiga: PZOM2026 — str. 877
• Vir: SRC-2026-10-05-009
• Jezik: hr
• Povzetek: Rast i razvoj djeteta sadrži mnogo elemenata uglavnom vezanih za tjelesne promjene, od same građe tijela do različitih sposobnosti te društvenu prilagodbu, učenje i kulturnu nadgradnju. Pojam rast odnosi se na procese kvantitativnog povećanja dimenzija i mase tijela u cjelini kao i pojedinih njegovih dijelova. Razvoj je vezan za kvalitativne promjene uslijed sazrijevanja funkcija i struktura pojedinih organa ili sustava organa. Procesi rasta i razvoja od početka života djeteta teku u skladu koji posebno određuje svaku osobu, a ovisan je o nasljednim faktorima kao i utjecaju okoline. Odgojiteljima i učiteljima naročito je važno poznavati razvojne karakteristike djece s kojima rade. Na tim se temeljima zasniva uspješan rad i suradnja između odgojitelja i djeteta. Svako dijete je potrebno promatrati s različitog gledišta: anatomskog, fiziološkog, psihološkog.
• Abstract (EN): A child’s growth and development contains many elements mainly related to physical changes, from the body’s structure itself to various abilities and social adaptation, learning and cultural development. The term growth refers to the processes of quantitative increase in the dimensions and mass of the body as a whole and of its individual parts. Development is related to qualitative changes due to the maturation of the functions and structures of individual organs or organ systems. The processes of growth and development from the beginning of a child’s life flow in a harmony that specifically determines each person, and is dependent on hereditary factors as well as the influence of the environment. It is especially important for educators and teachers to know the developmental characteristics of the children they work with. Successful work and cooperation between educators and children are based on these foundations. Each child needs to be observed from a different perspective: anatomical, physiological, psychological.
• Ključne besede: djeca, tjelesni rast i razvoj, vježbanje

Tkanje Prijateljskih Vezi

• Avtorji: KAPUN Sanja, PIŽETA Jasmina
  • KAPUN Sanja: Osnovna šola Franceta Prešerna Maribor
  • PIŽETA Jasmina: Osnovna šola Franceta Prešerna Maribor
• Knjiga: OPB2010 — str. 95
• Vir: SRC-2026-10-06-015
• Jezik: sl
• Povzetek: V sodobnem času se vedno pogosteje dogaja, da v šolo prihajajo učenci, ki so jim pristni prijateljski odnosi z vrstniki tuji. Namesto medsebojne pomoči, solidarnosti, prijateljstva in sočutja se vse pogosteje pojavlja proindividualno vedenje, tudi v oddelkih podaljšanega bivanja. V šolskem letu 2009/2010 smo na Osnovni šoli Franceta Prešerna Maribor posebno pozornost namenili pristnim prijateljskim odnosom med učenci. Z namenom spodbujanja prosocialnega vedenja smo izvajali raznolike aktivnosti - razvijali smo socialne veščine preko socialnih iger, razmišljali o prijateljstvu, uvedli pošto prijateljstva, sodelovali v solidarnostni akciji, izvedli različne ustvarjalne dejavnosti in spodbujali medsebojno pomoč ter sodelovanje.
• Ključne besede: podaljšano bivanje, prijateljski odnosi, socialne igre, strpnost, solidarnost

TKO SE Još Boji Potresa

• Avtorji: MARINIĆ Ana
  • MARINIĆ Ana: Osnovna škola Podmurvice, Hrvatska
• Knjiga: DM2024 — str. 603
• Vir: SRC-2026-10-07-014
• Jezik: hr
• Povzetek: Naša Zemlja je živa i nikada ne miruje. Ljudi su uvijek suočeni s kompleksnim procesima ovog planeta i uče o njima. Jedan takav složeni proces su potresi - podrhtavanje Zemljine kore. U hrvatskom obrazovnom sustavu, potresi se uče u petom razredu osnovne škole (11 godina) kao dio predmeta geografije. Opisivanje postupaka i ponašanja tijekom potresa dio je ishoda učenja kroz koje učenici objašnjavaju mehanizme oblikovanja reljefa Zemlje. S obzirom na važnost svih ishoda koji se odnose na prvu godinu učenja geografije, relativno spor tempo učenika unutar jedinice vremena i zbog nedovoljnog broja sati geografije u petom razredu, obično se posvećuje samo jedan sat nastave temi potresa. Tijekom obveznog osnovnog obrazovanja, učenici se ponovno susreću s temom potresa u osmom razredu, gdje se potresi specifičnije povezuju s njihovim uzrocima. Međutim, čak i ovdje, ponovno se najčešće poučavaju unutar jednog nastavnog sata zbog opsežnog obuhvata svih ishoda osmog razreda. Interdisciplinarni ishodi ne uključuju potrese. To znači da naša djeca i učenici prvenstveno upoznaju potrese na temelju vlastitih iskustava i eventualnog interesa koji bi ih mogao odvesti u daljnje istraživanje. S obzirom na to da se Hrvatska nalazi u seizmički aktivnom području, odlučila sam više vremena posvetiti ovoj temi te smo je sustavno obradili kroz četiri nastavna sata. Ovim predavanjem želim prikazati kako sam osmislila i implementirala ovaj scenarij poučavanja.
• Abstract (EN): Our Earth is alive and never rests. People are always confronted with the complex processes of this planet and learn about them. One such complex process is earthquakes - the trembling of the Earth’s crust. In the Croatian education system, earthquakes are taught in the fifth grade of primary school (11 years old) as part of the geography subject. Describing procedures and behaviors during earthquakes is a learning outcome through which students explain the mechanisms of Earth’s relief formation. Considering the importance of all outcomes related to the first year of learning geography, the relatively slow pace of students within a unit of time, and due to the insufficient number of geography classes in the fifth grade, usually only one class period is dedicated to the topic of earthquakes. During compulsory primary education, students encounter the topic of earthquakes once more in the eighth grade, where earthquakes are more specifically linked to their causes. However, even here, they are often condensed into a single class period due to the extensive scope of all eighth-grade outcomes. Interdisciplinary outcomes do not include earthquakes. This means that our children and students primarily become acquainted with earthquakes based on their own experiences and any potential interest that might lead them to further research. Considering that Croatia is situated in a seismically active area, I have decided to allocate more time to this topic, and we systematically covered it over the course of four class periods. With this presentation, I aim to demonstrate how I devised and implemented this teaching scenario.
• Key words (EN): potresi, metodika, geografija, smanjenje rizika od katastrofa

To be gifted or to get a gift? Systemic-c onstructivist talent education

• Avtorji: ELISABETH Engberding
  • ELISABETH Engberding: TIBI Institute, Avstrija
• Knjiga: TE2019 — str. 44
• Vir: SRC-2026-10-04-001
• Jezik: en
• Abstract (EN): This presentation is a response to the discussion about a paradigm shift in the education of giftedness and the pedagogic advancement of talent as opposed to an earlier static understanding of giftedness. It aims to connect an already established systemic approach in talent education with aspects of constructivist pedagogy. For this purpose some selected elements of already well established models of giftedness are combined in the “Coherent Model of Giftedness“. The model includes a micro-, meso and macrolevels. They describe the development of a talent and it is described from the perspective of the learner and its social system. The term „coherent“ is used to describe the interactions between the learner and his or her social systems. The practical benefits of this model for educators are that the “Coherent Model of Giftedness” shows the construction and evaluation of giftedness through the learner and his or her social environments. Thus it can be applied in various pedagogical contexts like in an inclusive setting (from preeschool to adult talent education) and in different cultural settings. Because it is a new approach further research and testing in practice are necessary. In the presentation the concept of a follow-up research projekt for teacher training courses will be discussed.
• Key words (EN): paradigm shift, paradigmen shift, modell of giftedness, giftedness as construction, inclusion

To sem jaz

• Avtorji: BOBNAR Tjaša
  • BOBNAR Tjaša: Kranjski vrtci
• Knjiga: VVZ2020 — str. 224
• Vir: SRC-2026-09-30-017
• Jezik: sl
• Povzetek: Prispevek predstavlja enega od načinov oz. primerov oblikovanja in ustvarjanja otrokove osebne mape v vrtcu z naslovom To sem jaz. V uvodnem delu so predstavljeni nameni, cilji in vloge otroka, vzgojitelja in staršev. Glavni del oz. jedro predstavlja vsebino osebne mape To sem jaz, skozi katero po šestih letih spoznamo in prepoznamo otroka, njegovo rast, razvoj in napredek na različnih področjih ter spremembe. Osebna mapa To sem jaz je vzgojitelju v veliko pomoč pri pogovornih minutkah, saj prek nje spozna in prikaže otrokovo življenje in počutje v vrtcu.
• Ključne besede: otrokova osebna mapa oz. portfolio, spremljanje otrokovega razvoja, rasti, napredka in sprememb

To SEM JAZ – individualnost, sestavni del vsake učne skupine

• Avtorji: KUMER Vesna
  • KUMER Vesna: OŠ Prebold, Prebold
• Knjiga: DM2016 — str. 93
• Vir: SRC-2026-10-07-007
• Jezik: sl
• Povzetek: V prispevku poudarjamo učenca posameznika, torej lastni individuum z vsemi svojimi interesi, strahovi, spoznanji, napakami. Učitelji želimo, da se prav vsak učenec v razredu počuti varno in da je dobro sprejet. Pomembno je pravično in enakovredno upoštevati vsakega posameznika v oddelku, ne glede na njegove posebnosti, težave. Na tak način lahko precej pripomoremo k boljšemu počutju in pozitivnemu oblikovanju učenčeve samopodobe. Individualizacija in diferenciacija v učnih skupinah sta kot primer dobre prakse prikazani na drugačen način, kot smo ju učitelji navajeni izvajati. Na delavnicah, opisanih v prispevku, smo se posvečali čustvom in tako lažje prisluhnili ter razumeli dejanja svojih učencev. Ob tem smo učitelji nehote prisluhnili tudi sebi. To je ključno pri oblikovanju odnosa učitelj–učenec, učenci pa so po delavnicah tudi lažje razumeli in bolje sprejemali drugačnost drug drugega.
• Ključne besede: projektni dan, delavnice, čustva, individualizacija, diferenciacija

To zmorem tudi sam

• Avtorji: GRDADOLNIK Vanja
  • GRDADOLNIK Vanja: Osnovna šola Miklavž na Dravskem polju, Vrtec Vrtiljak
• Knjiga: VVZ2013 — str. 155
• Vir: SRC-2026-09-30-010
• Jezik: sl
• Povzetek: Otrok se uči veščin in spretnosti, ki so osnova za permanenten razvoj kompetentnosti, skozi vsakdanje situacije in igro. Hiter tempo življenja zmanjšuje pozornost staršev na bistvene potrebe otrok. S prekomernim nudenjem pomoči starši odvzemajo otrokom možnost za pridobivanje prepotrebnih znanj in veščin za vključevanje v življenje in družbo. Veliko breme pridobivanja različnih spretnosti se tako prevali na vzgojitelje, ki s svojo strpnostjo in doslednostjo ter postopnostjo pri izvajanju drobnih, a vendarle pomembnih delov vzgoje uspešno sestavljajo mozaik otrokove osebnosti in njegovih sposobnosti.
• Ključne besede: strpnost, sposobnost, postopnost, razvoj, učenje

Tokrat Manj Soli

• Avtorji: JAKOP Antonija
  • JAKOP Antonija: Šolski center Velenje, Šola za storitvene dejavnosti
• Knjiga: PZ2019 — str. 305
• Vir: SRC-2026-10-06-004
• Jezik: sl
• Povzetek: Zdrave prehranske navade preprečujejo sodobne bolezni in prispevajo k večji storilnosti in uspešnosti na delovnem mestu. Ob svetovnem dnevu hrane je na naši šoli potekal dogodek Kruh naše prihodnosti je kruh naše preteklosti, na katerem smo za javnost pripravili degustacijo kruha iz droži, kot so ga pripravljale naše babice. V okviru Zdrave šole pa smo na ta dan pripravili in degustirali tudi kruh z manj soli in manj slane namaze. Pred projektom Zdrave šole, Tokrat manj soli, smo z anketo ugotavljali, kakšne so prehranske navade uživanja soli med zaposlenimi. Za ozaveščanje zaposlenih o uporabi soli v prehrani smo poskrbeli s predavanjem Mladinske zveze Brez izgovora Slovenija. Z delavnico Veš, kaj ješ – Inovativne rešitve za informirane odločitve so nas opozorili, kako brati označbe na živilih, kaj lahko iz njih razberemo in kako jih razumeti. Za zainteresirane zaposlene smo izvedli tudi delavnico priprave nekaterih jedi z manj soli.
• Ključne besede: prehranske navade, uživanje soli, manj slana hrana, ozaveščanje o uporabi soli

Tokratna Epidemija kot Priložnost za Učenje o Preteklih Epi- Demijah

• Avtorji: MEGLIČ Nataša
  • MEGLIČ Nataša: Gimnazija Jesenice
• Knjiga: EPID2020 — str. 176
• Vir: SRC-2026-10-07-016
• Jezik: sl
• Povzetek: Zaradi pandemije, ki je letos ohromila svet in zaradi posledične uvedbe poučevanja na daljavo, smo se učitelji znašli pred novimi poklicnimi izzivi. Učenje na daljavo terja drugačne pristope, obenem pa tehtno presojo, katerim učnim temam v stresni situaciji dati prednost. Bi obravnava katere izmed tem omogočila dijakom nove uvide in ponudila tudi kanček tolažbe in upanja? Ljudi namreč hromi strah pred boleznijo in posledicami pandemije. Svet je zdaj drugačen, nepredvidljiv, ne razumemo ga in to nas plaši. Strahu se lahko zoperstavljamo z znanjem. Potrebno se je torej oborožiti z verodostojnimi informacijami. Tokratna pandemija je lahko priložnost za učenje o preteklih pandemijah, obenem pa je znanje o preteklih pandemijah lahko orožje v boju proti tokratni pandemiji. In proti strahu. Človeštvo je ob koncu 1. svetovne vojne ohromila in prizadela velika pandemija španske gripe. Po podatkih večine študij je zbolela tretjina svetovnega prebivalstva. Umrlo je več ljudi kot v 1. svetovni vojni. Hitremu širjenju bolezni in visoki smrtnosti so botrovali vsesplošno pomanjkanje, izčrpanost in podhranjenost ljudi. Strokovnjaki še danes ne vedo, kje se je virus španske gripe prvič pojavil, zagotovo pa se ime zmotno povezuje s Španijo, saj je imela opraviti s to boleznijo prav toliko kot katerakoli druga država. Bolezen je sejala strah, rojevala nezaupanje med ljudmi, pandemija je povzročila velike gospodarske in socialne spremembe. Pri presojanju današnje situacije v luči pretekle epidemije moramo biti skrajno previdni. Če podatkov ne ovrednotimo in razložimo pravilno, lahko dosežemo obraten učinek od zaželenega. Strah se lahko še krepi, zato je zelo pomembno poudariti, da je svet danes drugačen in da vemo in znamo več. Tudi na področju medicine. Vsem neprijetnim in velikokrat nepredvidljivim dogodkom in pojavom, kot je epidemija koronavirusa, se žal ne moremo izogniti. Iz zgodovine pa se lahko naučimo, kako ravnati in jih preživeti s čim manj žrtvami. Baje je zgodovina učiteljica življenja.
• Abstract (EN): Due to the pandemics that has paralysed the world, and consequently introduced online teaching and learning, the teachers have been facing new professional challenges. Distant learning requires different approaches, and at the same time, re-evaluation of prioritised topics to be taught in such stressful times. Would some topics offer more insight to students, and rays of comfort and hope, than others? Namely, people have been getting paralysed by the fear of the disease and the epidemics consequences. The world is different, unpredictable and what we do not understand, scares us. The knowledge is the key to fight fear, hence, it is important to arm ourselves with credible data. This pandemics is an opportunity to learn about the past pandemics, which will help us understand this one and arm us with useful knowledge to fight the fear. At the end of the Great War, Spanish flu pandemics paralysed the humankind. According to the data of most studies, the third of the world population got infected. The death toll was higher than of the 1st WW. The famine, exhaustion and poor living conditions helped to spread the virus and higher mortality rate. It is still not known where the Spanish flu originated from, but it cannot be claimed with certainty, it came from Spain, as Spain had had just as many casualties as any other country. The malady brought fear and mistrust among people, and the pandemic was followed by great social and economic changes. Evaluating current situation through past events calls for extreme caution. If the data are not explained and evaluated correctly, they can have an opposite effect. We can reinforce the fear. It is important to stress the difference of the word today, compared to hundred years ago. We can do better and know more now, especially regarding medical science. Unfortunately, not all unpleasant and often unpredictable events and phenomena, such as the coronavirus epidemic, cannot be avoided. From history, however, we can learn how to handle and survive them with as few casualties as possible. After all – it is said that history is the tutor of life.
• Key words (EN): pandemija, epidemija, virus, koronavirus, španska gripa, karantena

Toksičnost in DVA Stebra Zdravja Strokovnih Delavcev

• Avtorji: ROŽANC Gregor
  • ROŽANC Gregor: Strokovni center Kranj, Slovenija
• Knjiga: PZ2025 — str. 119
• Vir: SRC-2026-10-06-010
• Jezik: sl
• Povzetek: Toksični sodelavci povzročajo stres. Toksično vodstvo tudi. Veliko stresa. Tek učinkovito zmanjšuje stres. Kakovostno timsko delo ravno tako. Delo z otroki terja celega človeka. Čustveno stabilnega, v dobri psihološki kondiciji. Če to kondicijo zastruplja toksični sodelavec ali vodja (ravnatelj v primeru šolstva), je potrebno ukrepati in se zaščititi. Dva izmed mojih učinkovitih ščitov ali stebrov (nista edina) sta tek in kakovostni odnosi z mojo najožjo ekipo v stanovanjski skupini. V članku predstavljam, kako mi zaradi 2556 pretečnih kilometrov v zadnjih treh letih in kakovostnega timskega dela uspeva na toksično osebo v naši organizaciji gledati precej bolj ravnodušno kot v preteklosti ter delovati z manj stresa.
• Abstract (EN): Toxic coworkers cause stress. Toxic leadership too. A lot of stress. Running effectively reduces stress. Quality teamwork does the same. Working with children requires a whole person. Emotionally stable, in good psychological condition. If this condition is poisoned by a toxic coworker or leader (principal in the case of education), it is necessary to take action and protect yourself. Two of my effective shields or pillars (not the only ones) are running and quality relationships with my closest team in the apartment group. In the article, I present how, thanks to the 2,556 kilometers run in the last three years and quality teamwork, I manage to view the toxic person in our organization much more indifferently than in the past and to operate with less stress.
• Key words (EN): stres, toksični sodelavci, tek

Tolmač Slovenskega Znakovnega Jezika: Zdravje in Poklicni Izzivi

• Avtorji: POKOVEC Sabina
  • POKOVEC Sabina: Zavod za gluhe in naglušne Ljubljana, Slovenija
• Knjiga: PZ2026 — str. 285
• Vir: SRC-2026-10-06-011
• Jezik: sl
• Povzetek: Tolmač slovenskega znakovnega jezika v izobraževanju opravlja zahtevno kognitivno, komunikacijsko in fizično delo, ki pomembno vpliva na njegovo zdravje. Zaradi stalne koncentracije in hitrega preklapljanja med jeziki so pogoste obremenitve, povezane z duševnim zdravjem, kot sta stres in izgorelost. Dolgotrajno tolmačenje v neergonomskih razmerah lahko vodi v mišično-skeletne težave, zlasti v predelu ramen, vratu in zapestij. Tolmači se pogosto soočajo tudi s pomanjkanjem odmorov, nepredvidljivimi urniki in delom v več zaporednih razredih, kar dodatno obremenjuje telo in um. Izziv predstavlja tudi čustvena zahtevnost situacij, saj tolmač posreduje informacije, ki so lahko občutljive, konfliktne ali čustveno nabite. V šolskem okolju je prisoten pritisk odgovornosti, saj napačno tolmačenje lahko vpliva na učenčevo razumevanje in razvoj. Tolmači se pogosto srečujejo s pomanjkanjem podpore vodstva in sodelavcev, ki ne poznajo vloge tolmača in njegovih potreb. Odsotnost ustreznega sistemskega načrtovanja dela lahko vodi v preobremenjenost in slabše dolgoročno zdravstveno stanje tolmačev. Za ohranjanje zdravja so ključni ergonomija, dovolj odmorov, timsko delo, možnost razbremenitev, stalna strokovna podpora in redna supervizija. Prispevek poudarja, da je skrb za zdravje tolmačev nujen pogoj za kakovostno, trajnostno in vključujoče izvajanje njihovega dela v izobraževanju.
• Abstract (EN): Slovene sign language interpreter’s work in education is cognitively, communicationally and physically demanding, which impacts their health significantly. Stress and burnout are frequent because of mental loads, which appear due to constant concentration and swift shifting between languages. Long-term interpreting in non-ergonomical conditions can lead to muscular-skeletal problems, especially affecting shoulders, neck and wrists. Interpreters often face lack of breaks, unpredictable schedules and work in several consecutive classes, which additionally burdens body and mind. Emotionally demanding situations also pose a challenge, as the interpreter sometimes conveys information, which is sensitive, conflicting and emotionally charged. Sense of responsibility is also present in school environment. Incorrect interpretation can affect the pupil’s understanding and development. Interpreters are often met with the lack of support from the leadership team and coworkers, who are not acquainted with the interpreter’s role and their needs. The lack of suitable systemic work planning can lead to employees’ overload and worse long-term health of the interpreters. Ergonomics, sufficient breaks, teamwork, possibility to unwind, constant expert support and regular supervision are key to stay healthy. This article emphasises that taking care of interpreters’ health is urgent for quality, sustainable and inclusive interpreting service in education.
• Ključne besede: tolmač slovenskega znakovnega jezika, zdravje tolmačev, duševno zdravje, ergonomija dela

Topli potok in vila iz boča

• Avtorji: ČOH Klavdija
  • ČOH Klavdija: Vrtec »Otona Župančiča« Slovenska Bistrica
• Knjiga: VVZ2018 — str. 174
• Vir: SRC-2026-09-30-015
• Jezik: sl
• Povzetek: Naš vrtec se nahaja v kraju Studenice, skozi katerega teče potok, ki se imenuje Topli potok. Topli potok se napaja iz treh kraških izvirov nedaleč nad samostanom Studenice v občini Poljčane. V zvezi s Toplim potokom so se spletle številne legende, ki pričajo o povezavi med samostanom in obiljem vode na tem območju. Že samo ime potoka priča o eni izmed njegovih nenavadnih posebnosti. Kar sem z novimi metodami dela, katerega znanje sem pridobila na izobraževanju Senzibilizacija, na poseben način približala otrokom. Otroci so skozi te dejavnosti celostno doživljali prostor in razvijali občutljiv odnos do okolja. Obogatili znanje o dediščini njihovega kraja. Izvajali smo dejavnosti, kjer so se zgodbe (Topli potok; Erna Starovasnik) dotaknili s vsemi čutili. In se s tem zavedali bogastva dediščine.
• Ključne besede: Topli potok, vila, senzibilizacija, legende, dediščina

Tradicija v vrtcu - peka potice

• Avtorji: KUŠLJAN Žaklina
  • KUŠLJAN Žaklina: Vrtec Čebelica Šentjernej, Slovenija
• Knjiga: VVZ2026 — str. 188
• Vir: SRC-2026-09-30-023
• Jezik: sl
• Povzetek: Prispevek predstavlja prikaz in evalvacijo dejavnosti peke tradicionalne slovenske orehove potice v vrtcu, ki je potekala v okviru sodelovanja na Državnem ocenjevanju potic v organizaciji Društva kmetic Šentjernej. Dejavnost sem zasnovala z namenom spodbujanja izkustvenega učenja, razvijanja finomotoričnih in socialnih spretnosti ter krepitve zavedanja pomena slovenske kulturne dediščine. Evalvacija temelji na opazovanju otrokovega odziva, stopnje vključenosti, sodelovanja staršev in lokalnega okolja. Ugotovila sem, da aktivna vloga otrok v celotnem procesu izdelave - od iskanja recepta, sestavin, priprave testa in nadeva, peke ter do predstavitve potice, pomembno prispeva k višji motivaciji, daljši zbranosti in občutku dosežka v primerjavi z dejavnostmi, kjer so otroci zgolj pasivni opazovalci. Sodelovanje staršev in javna predstavitev izdelka na državnem ocenjevanju sta dejavnost dodatno obogatila ter okrepila občutek pripadnosti in ponosa. Prispevek odpira razmislek o pomenu povezovanja vrtca z lokalno skupnostjo ter vključevanja tradicionalnih vsebin v sodobne, participativne pedagoške prakse. Ključne besede: izkustveno učenje, predšolska vzgoja, dediščina, participacija, lokalna skupnost
• Abstract (EN): This paper describes and evaluates a kindergarten activity of the preparation of a traditional Slovenian walnut potica, carried out as part of the National Potica Evaluation organized by the Šentjernej Rural Women’s Association. I designed the activity with the aim of promoting experiential learning, developing fine motor and social skills, and strengthening children’s awareness of the importance of Slovenian cultural heritage. The evaluation is based on observations of children’s responses, their level of engagement, and the involvement of parents and the local community. I found that children’s active participation throughout the entire process—from searching for the recipe and ingredients, preparing the dough and filling, baking, to presenting the potica—significantly contributes to higher motivation, longer attention span, and a stronger sense of achievement compared to activities in which children act merely as passive observers. Parental involvement and the public presentation of the final product at the National Potica Evaluation further enriched the activity and strengthened the children’s sense of belonging and pride. The paper encourages reflection about the importance of connecting kindergartens with the local community and integrating traditional content into contemporary, participatory pedagogical practices.
• Key words (EN): experiential learning, early childhood education, cultural heritage, participation, pedagogical approaches, local community

Tradicionalna medgeneracijska pohoda združujeta šolo in kraj

• Avtorji: JAGER Lucija
  • JAGER Lucija: OŠ Dramlje
• Knjiga: PZOM2019 — str. 325
• Vir: SRC-2026-10-05-001
• Jezik: sl
• Povzetek: V Dramljah imamo kar dva tradicionalna pohoda. Prvi je medgeneracijski pohod, ki ga organizira Osnovna šola Dramlje v tednu otroka (oktober) in na katerem se zberemo vsi učenci, učitelji, starši, stari starši in sorojenci. Naslednji pohod je Škratkov pohod, ki ga s skupnimi močmi organizirajo Planinsko društvo Dramlje, Društvo prijateljev mladine Dramlje, Osnovna šola Dramlje in Vrtec Dramlje. Medgeneracijski pohod se je v Dramljah, po zapisih iz šolske kronike, začel izvajati v šolskem letu 2008/2009 v okviru športne prireditve Šport in špas – druženje treh generacij. Medgeneracijskega pohoda se tako vsako leto udeleži povprečno 400 pohodnikov. Naslednji pohod, ki združuje krajane in šolo pa je Škratkov pohod, ki je izvajan v mesecu decembru. Na njem se zberejo vsi predšolski otroci in otroci do 3. razreda iz Dramelj skupaj s starši in sorojenci. Večkrat se jim pridružijo tudi otroci iz vrtca Šentjur. Pohod z lučkami spremljajo vzgojitelji, učitelji, škratki in vsi prijatelji otrok. S tradicionalnimi medgeneracijskimi pohodi v kraju združujemo šolo, planinsko društvo in krajevno skupnost v organizirano dejavnost, s katero krepimo telo in duha. Z anonimnim vprašalnikom, ki je bil izveden med šolarji Osnovne šole Dramlje in med njihovim starši, bo prikazan vpliv dveh medgeneracijskih pohodov na posameznika, družino in širšo družbo.
• Ključne besede: pohod, šola, krajevna skupnost, telo, duh

Tradicionalni Dobrodelni Sejem Združuje VSE Generacije, Šolo in Kraj

• Avtorji: ŽGUR Mateja
  • ŽGUR Mateja: OŠ Šmartno pri Slovenj Gradcu
• Knjiga: PZOM2020 — str. 58
• Vir: SRC-2026-10-05-002
• Jezik: sl
• Povzetek: Sodelovanje je pomembno za uspeh na vseh področjih, tudi na področju osnovnošolskega izobraževanja. V članku bom predstavila primer uspešnega sodelovanja širšega socialnega sistema: šole, družine in lokalne skupnosti. Ob koncu koledarskega leta na naši šoli že tradicionalno prirejamo »Sejem dobre volje«. Ta neformalna oblika sodelovanja poveže med seboj učence, učitelje in druge delavce šole, starše in stare starše naših učencev ter tudi prostovoljne predstavnike lokalne skupnosti. Med pripravami na prireditev ustvarjamo izdelke iz različnih materialov ter s pomočjo različnih tehnik. Prav tako pripravimo kulturni program, pogostitev ter stojnice, na katerih ponujamo svoje izdelke. S pomočjo prostovoljnih prispevkov obiskovalcev pa tudi zberemo sredstva za šolski sklad. Celotni projekt poveže širši socialni sistem v ustvarjalnem partnerstvu in prostovoljstvu ter pozitivno prispeva k čustveni naravnanosti ter bolj sproščenim odnosom med vsemi sodelujočimi.
• Ključne besede: neformalni načini sodelovanja, družine učencev, lokalna skupnost, medosebni odnosi

Tradicionalni I suvremeni oblici suradnje obitelji I vrtića

• Naslov (EN): Traditional and modern forms of cooperation between families and kindergartens
• Avtorji: IVANČIĆ Ivanka, VRBETIĆ Danijela
  • IVANČIĆ Ivanka: Dječji vrtić Bukovac, Zagreb, Hrvaška
  • VRBETIĆ Danijela: Dječji vrtić Bukovac, Zagreb, Hrvaška
• Knjiga: VVZ2025 — str. 161
• Vir: SRC-2026-09-30-022
• Jezik: hr
• Povzetek: Napretkom tehnologije u suvremenom (današnjem) modernom dobu, dogodile su se promjene odgoja djece u obitelji, društvu, predškolskim ustanovama i školama. Vrtić kao odgojno-obrazovna ustanova prihvaća odgojne promjene, kako u digitalizaciji, tako i u unapređivanju međusobne suradnje na relaciji roditeljdijete-odgojitelj. Roditelji (obitelj) postaju aktivni sudionici odgoja i obrazovanja svoje djece, te zajednički stvaramo kurikulum odgojne skupine, uvažavajući potrebe i interese svakog djeteta. Kurikulum odgojne skupine zahtjeva inovacije (digitalizaciju), fleksibilnost, usmjerenost, uvažavanje za kvalitetan partnerski odnos s roditeljima. Kako bi obogatili kurikulum skupine organiziraju se radionice roditelja i djece, gdje roditelji mogu djeci ispričati o svom zanimanju, donijeti radne alate ili materijale te na jednostavan način objasniti što rade. Partnerstvo s roditeljima je suradnički odnos usmjeren na zajedništvo i poštivanje za dobrobit i cjelokupni dječji razvoj. Roditelj→obitelj→odgajatelj→vrtić═USPJEŠNO I SRETNO DIJETE.
• Abstract (EN): With the advancement of technology in today’s modern era, changes have occurred in the upbringing of children within families, society, preschool institutions, and schools. The kindergarten, as an educational institution, embraces these changes in upbringing, including both digitalization and the enhancement of mutual cooperation between parents, children, and educators. Parents (families) have become active participants in their children’s education and upbringing, collaboratively creating the curriculum for the educational group while considering the needs and interests of each child. The curriculum of the educational group requires innovation (digitalization), flexibility, focus, and mutual respect to establish a quality partnership with parents. To enrich the group’s curriculum, workshops involving both parents and children are organized. These workshops allow parents to share information about their professions, bring work tools or materials, and explain their work in simple terms to the children. Partnership with parents is a collaborative relationship focused on unity and mutual respect for the benefit of children’s overall development. Parent → Family → Educator → Kindergarten = SUCCESSFUL AND HAPPY CHILD
• Ključne besede: suvremeni odgoj, suradnja, roditelji, odgojitelji, kurikulum skupine
• Key words (EN): modern education, cooperation, parents, educators, group curriculum

Tradicionalni in sodobni pristopi v vrtcu

• Avtorji: KORITNIK Petra
  • KORITNIK Petra: Vrtec Jarše, Ljubljana
• Knjiga: VVZ2016 — str. 168
• Vir: SRC-2026-09-30-013
• Jezik: sl
• Povzetek: Vzgojitelji pri svojem delu uporabljamo različne pedagoške pristope. Pedagoški pristopi so pomembni dejavniki v procesu vzgoje in izobraževanja še posebej pri delu z nadarjenimi in talentiranimi otroci v predšolskem obdobju. Le ti pustijo trajen vtis in močno vplivajo na otrokovo ustvarjalnost. Različni pristopi kažejo na to, koliko je otroku dovoljena ustvarjalnost in kakšna je možnost, da le-ta upade ali se sploh ne razvija. V predšolskem obdobju premalokrat opazimo nadarjene in talentirane otroke in spodbujamo njihovo ustvarjalnost ter njihova močna področja. Prav tako je pomembno sodelovanje med vrtcem, starši in šolo. Pogosto se zgodi, da nadarjeni in talentirani otroci v vrtcu, kasneje v šoli veljajo za moteče zaradi svoje težnje po raziskovanju, zaradi neurejene zakonodaje ter pomanjkanja sodelovanja in komuniciranja med izobraževalnimi institucijami.
• Ključne besede: pedagoški pristopi, vrtec, nadarjen, talentiran, moteč, šola

Tradicionalni Slovenski Zajtrk

• Avtorji: KOMAR Marjanca
  • KOMAR Marjanca: OŠ Naklo, Naklo
• Knjiga: PZ2017 — str. 151
• Vir: SRC-2026-10-06-002
• Jezik: sl
• Povzetek: Zdrav jutranji obrok za začetek dneva je zelo pomemben. Z idejo vseslovenskega projekta Tradicionalni slovenski zajtrk je zaživel v slovenskih osnovnih šolah. Letos so ga v slovenskih osnovnih šolah izvajali že desetič. Poudarek je na samooskrbi, domači pridelavi in predelavi. Šoloobveznim otrokom in širši javnosti sta predstavljena pomen kmetijstva in čebelarstva. Izpeljava takega dogodka v šoli zahteva natančno organizacijo organizatorja šolske prehrane, kuharjev, dobaviteljev in ne nazadnje vseh zaposlenih v šoli. V OŠ Naklo smo Tradicionalni slovenski zajtrk nekajkrat izpeljali kot naravoslovni dan. Nekajkrat smo imeli tudi tržnico lokalnih pridelovalcev. Izvedeli smo veliko koristnih informacij in se poučili o pridelavi in pomenu zdrave prehrane. Izvajanje tega projekta ima tako med učenci, starši kot zaposlenimi že deset let pozitivni učinek v slovenskem okolju, ugotavlja stroka.
• Ključne besede: zdrav obrok, zajtrk, kmetijstvo, čebelarstvo, samooskrba

Trajnostna mobilnost v OPB

• Avtorji: CVITANIČ Jasna
  • CVITANIČ Jasna: OŠ Markovci
• Knjiga: OPB2021 — str. 31
• Vir: SRC-2026-10-06-026
• Jezik: sl
• Povzetek: Trajnostna mobilnost je pomembno področje trajnostnega razvoja. Njen osnovni cilj je zadovoljiti potrebe vseh ljudi po mobilnosti in obenem zmanjšati promet, posledično onesnaževanje, emisije toplogrednih plinov in porabo energije. Tako smo se na naši osnovni šoli odločili, da bomo sodelovali v projektu Trajnostna mobilnost. Z učenci v OPB smo obdelali veliko vsebin, ki so vezane na trajnostno mobilnost, kar bi želela podrobno predstaviti v tem članku. Iskali smo črne točke v okolici šole, pisali pismo županu, izdelali maketo šolskih poti in podobno. Z učenci petih razredov smo veliko časa in aktivnosti namenili vsebinam kolesarskega izpita, ki so ga kasneje pri pouku tudi z odliko opravili. Zelo pomembno se mi zdi, da šola k načrtovanju dejavnosti na tem področju pristopi odgovorno in celostno, ter da šole načrtujejo dejavnost po celotni vertikali osnovne šole.
• Abstract (EN): Sustainable mobility is an important area of sustainable development. Its main aim is to meet the needs of all people for mobility and at the same time reduces traffic, has an impact on pollution, greenhouse gas emissions and energy consumption. We decided to participate in the Sustainable Mobility project with our school. We processed a lot of content related to sustainable mobility with students in OPB, which I would like to present in detail in this article. We looked for black spots around our school, wrote a letter to the mayor, made a model of school routes etc. A lot of time and activities with the students of the fifth grade were devoted to the contents of the cycling exam, which they later passed with honors. It seems very important to me that the school approaches the planning of activities in this area responsibly and holistically, and that the schools plan the activity along the entire vertical of the primary school.
• Ključne besede: trajnostna mobilnost, aktivnost, varnost v prometu

Trajnostnost in odgovornost v predšolskem obdobju

• Naslov (EN): Sustainability and accountability in preschool
• Avtorji: PIŠEK KOROŠIN Anka
  • PIŠEK KOROŠIN Anka: Vrtec Mladi rod, Slovenija
• Knjiga: VVZ2025 — str. 116
• Vir: SRC-2026-09-30-022
• Jezik: sl
• Povzetek: Članek se dotika tem odgovornosti in trajnostnosti v predšolskem obdobju. V današnji družbi se soočamo s hitrim načinom življenja, ki trajnostnost kot vrednoto krepko spodriva. Trajnostnost v predšolskem obdobju se nanaša na vključevanje konceptov trajnostnega razvoja v življenje otrok, še preden začnejo obiskovati osnovno šolo. To vključuje razvoj odgovornosti do okolja, spodbujanje skrbi za naravo ter spoznavanje pomembnosti recikliranja, varčevanja z viri in ohranjanja biotske raznovrstnosti. S trajnostnimi pristopi pa otroci že v zgodnjih letih razvijejo ozaveščenost in odgovornost, ki jih bodo spremljali skozi življenje. Trajnostni pristop v predšolskem obdobju ni le izobraževalni, ampak tudi ključni korak k oblikovanju bolj odgovorne in okoljsko zavestne generacije. Sprejemanje odgovornosti pa se ne začne niti pri 15. niti pri 46. letu, ampak otroka začnemo odgovornosti učiti že v predšolskem obdobju. Otroci imajo možnost s pravim učenjem in zgledom razvijati in usvojiti osnovne sposobnosti, ki so potrebne za samostojno delovanje, odločanje in sodelovanje z drugimi ter sobivanje v družbi. Teorijo smo prenašali v prakso v naravoslovnem krožku, kjer smo skozi celo šolsko leto izvajali različne dejavnosti, s katerimi smo krepili odgovoren in trajnosten odnos do narave.
• Abstract (EN): This article addresses the themes of responsibility and sustainability in preschool. In today’s society, we are faced with a fast-paced way of living that undermines sustainability as a value. Sustainability in preschool refers to the integration of sustainable development concepts into children’s lives before they start primary school. This includes developing responsibility towards the environment, promoting care for nature, and learning about the importance of recycling, saving resources and preserving biodiversity. Sustainable approaches help children develop awareness and responsibility at an early age, which will stay with them throughout their lives. A sustainable approach in preschool is not only educational but also a key step towards creating a more responsible and environmentally conscious generation. Accepting responsibility does not start at age 15 or 46 – instead, we should begin to teach children responsibility from preschool onwards. With the right approach to teaching and with examples, children have the opportunity to develop and acquire the basic skills needed to act independently, make decisions, cooperate with others, and coexist in our society. We put theory into practice in the natural science club, where we carried out various activities throughout the school year to foster a responsible and sustainable attitude towards nature.
• Ključne besede: trajnostnost, odgovornost, predšolsko obdobje, vrednote, razvoj otrok
• Key words (EN): sustainability, accountability, preschool, values, child development

Transakcijska Analiza kot Inovativni Pristop za Podporo Učiteljev in Psihosocialnemu Razvoju Učencev v Učnem Okolju

• Avtorji: BOŽIČ Urška
  • BOŽIČ Urška: OŠ Cerklje ob Krki, Slovenija
• Knjiga: IP2026 — str. 571
• Vir: SRC-2026-10-07-004
• Jezik: sl
• Povzetek: Sodobni izobraževalni sistemi učitelje izpostavljajo številnim strokovnim in čustvenim obremenitvam, kar povečuje tveganje za poklicno izgorelost. Hkrati se pri učencih vse pogosteje pojavljajo psihosomatske težave, kot so glavoboli, bolečnine v trebuhu, motnje spanja in anksioznost, ki so pogosto povezane s stresom v šolskem okolju. Namen prispevka je raziskati možnosti uporabe transakcijske analize kot inovativnega pristopa za izboljšanje komunikacije, odnosov in psihosocialne klime v izobraževalnem prostoru ter za podporo dobrobiti učiteljev in učencev. Raziskava temelji na kvalitativnem raziskovalnem pristopu. Podatki so bili zbrani z analizo strokovne in znanstvene literature ter s študijo primerov pedagoške prakse. Te prikazujejo uporabo konceptov transakcijske analize, kot so ego stanja, psihološke igre, življenjske pozicije in pozitivne potrditve »strokes«. Raziskovalni vzorec vključuje izbrane primere iz šolskega okolja, v katerih se TA uporablja kot podporni pedagoški pristop. Ugotovitve kažejo, da lahko sistematična uporaba transakcijske analize prispeva k boljši kakovosti komunikacije, zmanjšanju tveganja za izgorelost učiteljev ter podpori psihosocialnemu razvoju in zmanjševanju psihosomatskih težav pri učencih.
• Abstract (EN): Contemporary educational system expose teachers to numerous professional and emotional demands, increasing the risk of occupational burnout. At the same time, students increasingly experience psychomatic difficulties such as headaches, stomach pain, sleep disturbances and anxiety, often associated with stress in school environment. The aim of this paper is to explore the potencial of Transactionas Analysis as an approach for improving communication, relationships, and the psychosocial climate in educational settings, while supporting the well-being of both teachers and students. The study is based on a qualtative research approach. Data were collected through the analysis of scientific and professional literature and through case studies from educational practice illustrating the application of key Transactional Analysis concepts, such as ego states, psychological games, life positions, and positive recognition »strokes«. The research sample includes selected cases from school environments where Transactional Analyisis is applied as a supportive pedagogical approach. The findings suggest that the systematic use of Transactional Analysis can contribute to improved communication, a reduced risk of teachers burnout and enchenced psychosocial development and reduction of psychosomatic symptoms among students.
• Ključne besede: transakcijska analiza, izgorelost učiteljev, psihosomatske težave učencev, komunikacija v šoli

Tranzicijski vrtićki program za djecu sa psa-om - primjer prakse

• Avtorji: BILOTA Rina, BLAŽEVIĆ Josipa, VRDOLJAK SKELIN Endži
• Knjiga: VVZ2022 — str. 172
• Vir: SRC-2026-09-30-019
• Jezik: hr
• Povzetek: Posljednjih godina velik je naglasak na važnosti integracije i inkluzije djece s teškoćama u redovni sustav predškolskog odgoja i obrazovanja, a tranzicijske posebne skupine pripremaju djecu za navedeno. U radu je prikazan primjer tranzicijskog posebnog programa za djecu s poremećajem iz spektra autizma koji se provodi u Zagrebu unutar sustava predškolskog odgoja i obrazovanja. Prikazana je i teorijska osnova za provođenje takvog programa zatim ciljevi i zadaće programa, način rada, način praćenja razvoja djece, oblici suradnje s roditeljima, uloga rehabilitatora i odgojitelja zaposlenih u navedenim skupinama te utjecaj programa na integraciju i inkluziju djece koja su ga pohađala. Velik je naglasak na kontinuiranoj i kvalitetnoj suradnji stručnjaka s obiteljima djece s teškoćama u razvoju stoga je i u ovom tranzicijskom programu velika pažnja posvećena suradnji i osnaživanju roditelja. U radu se govori i o važnosti rane intervencije koja je nedovoljno zastupljena u sustavu predškolskog odgoja i obrazovanja u Hrvatskoj.
• Abstract (EN): In recent years, great emphasis has been placed on the importance of integration and inclusion of children with special needs in the regular system of pre-school education, and transitional special education programs are preparing children for this. This paper presents an example of a transitional preschool special education program for children with autism spectrum disorder implemented in Zagreb within the system of preschool education. The theoretical basis for the implementation of the program is presented, as well as the goals and tasks of the program, the methods, the way of monitoring children’s development, forms of partnership with parents, the role of educational rehabilitators and preschool teachers in these groups and the impact of the program itself. There is a great emphasis on continuous and quality partnership of experts with the families of children with special needs, so in this transitional program, great attention is paid to the partnership with parents and their empowerment. The paper also discusses the importance of early intervention, which is insufficiently represented in the system of preschool education in Croatia.
• Ključne besede: tranzicijski program, inkluzija, integracija, poremećaj spektra autizma, suradnja s roditeljima, rana intervencija
• Key words (EN): transitional program, inclusion, integration, autism spectrum disorder, partnership with parents, early intervention

Travnik z rožicami

• Avtorji: ZDEŠAR Simona
  • ZDEŠAR Simona: Vrtec Miškolin, Ljubljana
• Knjiga: VVZ2019 — str. 274
• Vir: SRC-2026-09-30-016
• Jezik: sl
• Povzetek: V prispevku predstavljam primer dejavnosti, ki otroku, ko pride v vrtec, omogoča hitro in lažje slovo od staršev. Ko se starši poslavljajo od otroka, naj si izmislijo pomirjajoč obred (poljubček, objem, šepetanje v uho …), ki ga bodo izvajali vsak dan, da se bo otrok hitreje in lažje navadil na slovo. Mlajše otroke starši po navadi prinesejo v vrtec v naročju. V primeru, da se otrok oklepa staršev in joka, je pomembno, da so starši tisti, ki dajo otroka v naročje vzgojiteljici, ji ga zaupajo. Vsaka vzgojiteljica v vrtcu s svojim strokovnim znanjem vpliva, da se med njo in otrokom vzpostavi pozitivna komunikacija in oblikujejo optimalni pogoji za učenje in razvoj. Ena pomembnejših vzgojiteljevih nalog je organizirati igralni prostor, ki bo nudil sredstva, materiale in omogočal dejavnosti ter usmerjal otroka v prehajanje med njimi. S pomočjo pozitivnih izkušenj bodo otroci postajali vedno bolj zaupljivi in iznajdljivi.
• Ključne besede: hitro slovo, zaupanje vzgojitelju

Trdo delo in talentbistvena gradnika uspeha

• Avtorji: PRAPROTNIK Nastja
  • PRAPROTNIK Nastja: SC Mladinski dom Maribor, Slovenija
• Knjiga: TE2023 — str. 64
• Vir: SRC-2026-10-04-005
• Jezik: sl
• Povzetek: Prispevek opisuje življenjsko zgodbo mladostnika s čustvenimi in vedenjskimi motnjami, ki je z odkritjem in razvojem kuharskega talenta postal uspešen pomočnik kuharskega mojstra. Vprispevku se sprva sprašujem kakšno je razmerje med prirojenim in pridobljenim z vidika nadarjenosti in kaj vse lahko opisujemo kot talent. Vnadaljevanju predstavim neugodne življenjske okoliščine, v katerih je odraščal mladostnik in posledice le teh na socialnem, učnem in čustvenem področju njegove osebnosti. Opisujem delo vzgojiteljev Mladinskega doma Maribor, mentorja Srednje gostinske šole Maribor in kuharskega mojstra, ki so mladostniku v času osebnostne rasti in izobraževanja nudili spodbude, pomoč in podporo. Osredotočim se na vztrajnost, pogum, motivacijo, železno voljo in trdo delo mladostnika samega, s čimer je krepil in razvijal lastno nadar jenost v talent. Vzaključku opišem lasten pogled na doprinos k pedagoški stroki v smislu spodbude in nudenja pomoči in podpore okolja pri krepitvi sposobnosti, ki se lahko razvije v talent.
• Abstract (EN): The article describes the life storry of an adolescent with emotional and behavioral disorders who, by discovering and developing his culinary talent, became a successful assistant chef. In the paper, Ifirst ask what is the relationship between innate and aquired from the point of view of giftedness and what can be described as talent. In the following Ipresent the unfavorable life circumstances in wich the young man grew up and the consequences of these in the social, educational and emotional spheres of his personality. Idescribe the work of the educators of Mladinski dom Maribor, the mentor of Srednja gostinska šola Maribor and the masterchef who provided the encouragement, help and support to the young man during his personal growth and education. Ifocus on perseverance, courage, motivation, iron will and hard work of the young person himself, by wich he strengthened and developed his giftedness to talent. In conclusion, Idescribe my own view on the contribution to the teaching profession in terms of encouragement and offering help and support of the environment in strengthening abilities that can develop into talent.
• Ključne besede: nadarjenost, talent, mladostnik s čustvenimi in vedenjskimi motnjami, fizična in čustvena zloraba, telesno in čustveno zanemarjanje otroka

Trideset Godina Igre i Sporta u Dječjem VrtiĆU Vjeverica

• Avtorji: BRAJE Zvjezdana, MORIĆ Petra
  • BRAJE Zvjezdana: DV Vjeverica, Zagreb, Hrvatska
• Knjiga: PZOM2025 — str. 644
• Vir: SRC-2026-10-05-006
• Jezik: sl
• Povzetek: Posebni cjelodnevni sportski program u dječjem vrtiću Vjeverica postoji još od 1994. godine. U to je vrijeme sastavljen kao odgovor stručnjaka iz područja pedagogije, psihologije, kineziologije te odgoja i obrazovanja na problematiku uočenog smanjenja tjelesnih aktivnosti djece predškolske dobi što je na određeni način u suprotnosti s urođenom potrebom djece za kretanjem i aktivnim istraživanjem svijeta oko sebe. Program je temeljen na načelima koja počivaju na holističkom pristupu, u skladu s humanističkim vrijednostima i posebnostima psihofizičkog razvoja djeteta predškolske dobi. Dugoročni ciljevi Cjelodnevnog sportskog programa su pridonositi kvaliteti cjelovitog razvoja djeteta te omogućiti razvoj pozitivnog i aktivnog stava djeteta prema bavljenju tjelesnim aktivnostima , psihofizičkom zdravlju i zdravoj prehrani. Osnovna metoda odgojno-obrazovnog rada je igra kroz koju djeca doživljavaju i aktivno upoznaju čak dvadeset i jedan različiti sport. Misao vodilja stručnjaka koji uz djecu u Programu sukonstruiraju kurikul je stvoriti materijalne i situacijske poticaje za holističko i integrativno učenje djece kroz sport i igru; kretanjem i maštom uz radost. Integrativnost je jedna od najvećih osobitosti i posebnosti Cjelodnevnog sportskog programa. Odgojitelji i kineziolozi zajedno s djecom promišljaju, planiraju, realiziraju i evaluiraju različite aktivnosti kako u sobi dnevnog boravka odgojne skupine tako i u sportskoj dvorani. Odgojno- obrazovni procesi sobe dnevnog boravka i sportske dvorane su međusobno isprepleteni. Aktivnosti vođene dječjim interesima iz sobe dnevnog boravka prenose se u materijalnom i/ili situacijskom obliku u sportsku dvoranu , a dječji interesi iz sportske dvorane u sobu dnevnog boravka. Ovakav pristup omogućava istovremeno poticanje razvoja djeteta na svim područjima: psihofizičkom, motoričkom, socio-emocionalnom i govornom. Prepoznatljivost i kvalitetu Programa već trideset godina omogućava zajednički rad svih pojedinaca uključenih u konstruiranje kurukula Posebnog cjelodnevnog sportskog programa DV Vjeverica . Kontinuirano promišljanje o praksi temeljeno na samorefleksiji i refleksiji s kritičkim prijateljima te permanentno stručno usavršavanje imperativ su razvoja kvalitete Posebnog cjelodnevnog sportskog programa. Ključne riječi: cjeloviti razvoj, holistički pristup, integracija, refleksija, posebni cjelodnevni sportski program. THIRTY YEARS OF GAMES AND SPORTS IN VJEVERICA KINDERGARTEN
• Abstract (EN): A Special All-day Sports Program in the kindergarten Vjeverica has existed since 1994. At that time, it was compiled as a response by experts in the fields of pedagogy, psychology, kinesiology and education to the problem of the observed decrease in physical activities of preschool children, which in a certain way contradicts the innate need of children to move and actively explore the world around them. The Program is based on principles of holistic approach, in accordance with humanistic values and peculiarities of the psychophysical development of preschool children. The long-term goals of the Special All-day Sports Program are to contribute to the quality of the child’s overall development and enable the development of a positive and active attitude of the child towards engaging in physical activities, psychophysical health and healthy nutrition. The basic method of educational work is play through which children experience and actively get to know as many as twenty one different sports. The guiding through of the experts who co-construct the curriculum with the children in the Program is to create material and situational incentives for children’s holistic and integrative learning through sports and play; movement and imagination with joy. Integrativeness is one of the greatest features and particularities of the Special All-Day Sports Program. Together with the children, educators and kinesiologists conider, plan, realise and evaluate various activities both in the living room of the educational group and in the sports hall. The educational processes of the living room and the sports hall are intertwined. Activities guided by children’s interests from the living room are transferred in the material and/or situational form to the sports hall, and children’s interests from the sports hall to the living room. This approach enables simultaneous stimulation of the child’s development in all areas: psychophyisical, motor, socio-emotional and speech. The recognizability and quality of the Program has been made possible for thirty years by the joint work of all individuals involved in constructing the curriculum of the Special All-Day Sports Program of kindergarten Vjeverica. Continuous reflection on practice based on self-reflection and reflection with critical friends are permanent professional training are inperative to the development of the quality of the Special All-Day Sports Program.
• Ključne besede: integral development, holistic approach, integration, reflection, special all-day sports program

Triglaving – Dopolnilo k Uram Športa na Daljavo

• Avtorji: JENKO Uroš
  • JENKO Uroš: OŠ Toneta Tomšiča Knežak, Slovenija
• Knjiga: DM2022 — str. 33
• Vir: SRC-2026-10-07-012
• Jezik: sl
• Povzetek: V svetu je precej popularen podvig Everesting. To je podvig, kjer ekstremni športniki, pa tudi malo bolj zagreti rekreativci, podirajo rekorde v premagovanju nadmorske višine Mount Everesta, ki znaša 8848 m. Višino najvišjega očaka na svetu morajo premagati s hojo, tekom ali kolesarjenjem. Zgodovina Everestinga sega že v leto 1994, ko je angleški alpinist osemkrat osvojil vrh nekaj čez tisoč metrov visokega lokalnega hriba, z namenom treniranja vzpona na Mt. Everest (https://en.wikipedia.org/wiki/Everesting, 15.8.2022). Aktivnost za ta podvig mora biti izvedena neprekinjeno, cilj pa je seveda višinsko razliko premagati v čim krajšem času. V času poučevanja na daljavo sem dobil idejo, da poleg rednih ur športa učence motiviram za dodatno gibanje. Naš podvig smo po vzoru svetovno znanega Everestinga poimenovali Triglaving, cilj pa je bil premagati višinsko razliko nadmorske višine Triglava, najvišje slovenske gore. Sodelovali so učenci druge in tretje triade. Pravila smo prilagodili njihovim sposobnostim.
• Abstract (EN): Everesting is quite a popular exploit in the world. Everesting is a challenge where both, extreme athletes, as well as recreation enthusiasts, break records in beating the elevation of Mount Everest. Athletes have to surmount the height of the highest peak in the world by walking, running or cycling. The history of Everesting dates back to 1994, when an English mountaineer ascended and having ridden eight “laps” of the local, more than thousand-metre high hill, with the aim of a special training for his climb of Everest (https:// en.wikipedia.org/wiki/Everesting, 15.8.2022). The Everesting challenge must be completed in a single ride or run in order to cumulatively reach the elevation of Mount Everest (8,848 metres) in the shortest possible time. During online teaching, I found the Everesting challenge an excellent and a very interesting opportunity to motivate the pupils to do some extra exercises. Our special sport activity got a special name, Triglaving. The goal was to beat the elevation of Triglav, the highest mountain in Slovenia. The activity was appropriate for pupils from grades four to nine. We adapted the rules to pupils’ abilities.
• Key words (EN): Everesting, Triglaving, šport, tek

Triki in Nasveti za Boljše Počutje Učencev

• Avtorji: JAGER Lucija
  • JAGER Lucija: OŠ Dramlje, Slovenija
• Knjiga: PZOM2024 — str. 136
• Vir: SRC-2026-10-05-005
• Jezik: sl
• Povzetek: V zadnjih letih opažamo, da je duševno zdravje otrok in mladostnikov pomembna javnozdravstvena tema. Vedno bolj se kot družba zavedamo, da je duševno zdravje naših otrok ključnega pomena za splošno zdravje otrok, za njihovo uspešnost v izobraževanju, pri delu in pri socialnih stikih. Razmišljanje, čutenje in obnašanje vsake osebe se namreč odraža tudi na zunaj in zato smo večkrat priča dogodkom, ki so neposreden rezultat naše notranjosti. Na otroke in mladostnike imajo še posebej močan vpliv zunanji dejavniki, kot so: vrstniki, družbena omrežja, mobilni telefoni itd. Strokovnjaki opozarjajo, da so naši otroci in mladostniki vedno bolj zasvojeni z mobilnimi napravami, ki pogosto zelo negativno vplivajo na njih. Zasvojenost z elektronskimi napravami se pojavlja pri vedno mlajših otrocih in to je zelo skrb vzbujajoč pojav. Starši in učitelji pa imamo možnost, da s svojim zgledom, pogovorom pozitivno vplivamo na ta novi družbeni pojav.
• Abstract (EN): The mental health of children and adolescents has in recent years grown into an important subject in the field of public health. The society has become increasingly aware of the vital importance of mental health of children for their overall health, educational and work success, and their social life. Reasoning, emotional response and behaviour of each individual are manifested on the outside as well and therefore, we are often witness to events, which are a direct consequence of our internal state of mind. Children and adolescents are heavily influenced by external factors such as their peers, social networks, mobile phones etc. Experts point to the fact that our children and adolescents are increasingly addicted to mobile devices which often have a very negative effect on them. Progressively younger children exhibit a worrying addiction to electronic devices, while parents and teachers have the opportunity to positively affect this emerging social phenomenon through example and dialogue.
• Ključne besede: dobro počutje, duševno zdravje, socialni stiki, šola

Triki kot pomoč pri vzgoji in izobraževanju predšolskega otroka

• Avtorji: CIGALE Tina
  • CIGALE Tina: Vrtec Martin Krpan Cerknica
• Knjiga: VVZ2020 — str. 115
• Vir: SRC-2026-09-30-017
• Jezik: sl
• Povzetek: V prispevku bom opisala nekaj trikov, ki jih lahko uporabimo pri delu v oddelku. To so prijemi, ki so nam v pomoč pri učenju samostojnosti, pri učenju veščin, ki zahtevajo določene zahtevnejše ročne spretnosti in triki, ki nam bodo precej olajšali delo v smislu obvladovanja večjega števila otrok.
• Ključne besede: triki, vzgoja, samostojnost, skupina, vrtec

Trčimo Prema Školi BuduĆNOSTI

• Avtorji: MARINIĆ Ana
  • MARINIĆ Ana: OŠ Škurinje Rijeka, Hrvatska
• Knjiga: IP2026 — str. 845
• Vir: SRC-2026-10-07-004
• Jezik: hr
• Povzetek: Tijekom procesa upoznavanja različitih kultura unutar naše škole, učenici su kroz razredne aktivnosti i razgovore otkrili nizozemski običaj nazvan sponsorloop – školski događaj u kojem učenici trče krugove uz podršku prethodno prikupljenih sponzora, a prikupljena sredstva koriste se za unapređenje školskog života ili humanitarne svrhe. Ovaj običaj predstavila je učenica koja je dio svog školovanja provela u Nizozemskoj, a njezino iskustvo otvorilo je raspravu o koje su aktivnosti učenici u drugim državama doživjeli kao poticajne, uključive i zajedničke. Na Vijeću učenika ova je ideja prihvaćena kao prilika za jačanje osjećaja pripadnosti, suradnje i zajedničke odgovornosti, ali i kao način obilježavanja Dana škole na moderan, motivirajući i participativan način. Učenici su zajednički odlučili prenijeti nizozemski sponsorloop u naš školski kontekst, uz prilagodbe koje odražavaju vrijednosti naše škole — uključivost, dobrobit učenika i aktivno sudjelovanje u životu zajednice. Ovaj pristup predstavlja primjer dobre prakse u kojem učenici nisu samo sudionici, nego i inicijatori promjene: ideja je došla “iznutra” – od djeteta, prenesena vršnjacima, raspravljena i demokratski prihvaćena. Time je ostvaren oblik učenja koji nadilazi tradicionalne razredne okvire te potiče međukulturnu razmjenu, građansku odgovornost i razvoj identiteta škole kroz iskustvo. U kontekstu teme konferencije “Obrazovanje budućnosti”, ovaj primjer pokazuje kako budućnost škole može biti oblikovana kroz kulturu sudioništva, učenike kao su-kreatore školskog života i kroz učenje koje nastaje iz realnih, autentičnih iskustava. Sponsorloop nije samo sportski događaj – on je model budućeg obrazovanja u kojem škola postaje zajednica, učenje je povezano sa stvarnim životom, a različitosti se pretvaraju u resurs.
• Abstract (EN): During a process of exploring the diverse cultural backgrounds represented in our school community, students discovered a Dutch tradition called sponsorloop—a school event in which students run laps supported by previously secured sponsors, with the collected funds used to enhance school life or support a charitable cause. This tradition was introduced by a student who had spent part of her education in the Netherlands, and her experience sparked a conversation about practices in other countries that students found motivating, collaborative and meaningful. At the Student Council meeting, the idea was recognised as an opportunity to strengthen students’ sense of belonging, cooperation and shared responsibility, as well as a modern, engaging and participatory way to celebrate our School Day. The students collectively decided to implement a version of the sponsorloop in our school context, adapting it to reflect our school values—student wellbeing, community engagement and a sense of belonging for all. This approach represents an example of good practice in which students are not only participants, but co-creators and initiators of change. The idea originated “from within”—from a student, shared among peers, discussed collectively and democratically adopted. In doing so, the school created a learning experience that goes beyond traditional classroom boundaries and fosters intercultural exchange, civic responsibility and the experiential shaping of school identity. In the context of the conference theme “Education for the Future,” this example illustrates how the future of schooling may be shaped through a culture of participation, with students as co-designers of school life and learning emerging from authentic, real-world experiences. The sponsorloop is not merely a sporting event—it is a model of future-oriented education in which the school becomes a community, learning is connected to life, and cultural diversity becomes a shared resource.
• Ključne besede: školska zajednica, međukulturno učenje, zajedništvo i pripadnost

Tudi Delo na Daljavo je Lahko Zabavno

• Avtorji: MEŽA Alenka
  • MEŽA Alenka: OŠ Ljubno ob Savinji, Slovenija
• Knjiga: EPID2022 — str. 109
• Vir: SRC-2026-10-07-018
• Jezik: sl
• Povzetek: Izobraževanje na daljavo je predstavljalo izziv, predvsem pa je prineslo spremembe v našem načinu razmišljanja in poučevanja. Načine dela smo poskušali prilagoditi tako, da bi učenci ostali motivirani za delo in da bi jih lahko čim bolj učinkovito vključevali v učni proces. Ko sem dobila nalogo, da pripravim celostni kulturni dan za učence predmetne stopnje, sem imela v mislih predvsem aktiven učni proces, ob tem pa sem želela, da bi bili učenci motivirani. Sestavila sem interaktivni kviz, v katerem so učenci tekmovali po skupinah, saj smo otrokom v teh negotovih časih želeli osmisliti dneve, predvsem pa smo si želeli, da bi v monotonost dni vnesli nekaj vedrine, ki je bila učencem še kako potrebna. Moja namen je bil, da bi ustvarila obliko skupinskega dela, v kateri bi učenci ostali motivirani, radovedni in kreativni v svojem razmišljanju.
• Abstract (EN): Distance learning presented a challenge for both, teachers and students. It has brought change in our way of thinking and teaching. Teachers tried to adjust the working methods to keep the students motivated and to successfully involve them in the learning process. When I was given the task to prepare a Culture Day for pupils, I thought of an active learning process and at the same time I wanted to keep the students motivated. I came up with an interactive quiz where students competed in teams against each other, because in the uncertain days of the epidemic we mostly wanted to give some meaning to students and at the same time bring some joy in the monotonous days. My aim was to prepare a teamwork task where students would be motivated, curious and creative.
• Ključne besede: šolanje na daljavo, metode poučevanja, inovativni pristopi poučevanja

Tudi Drevo Pije

• Avtorji: BENČINA Darja
  • BENČINA Darja: Vrtec Škofljica, Slovenija
• Knjiga: DM2024 — str. 57
• Vir: SRC-2026-10-07-014
• Jezik: sl
• Povzetek: V članku obravnavam aktivno vlogo otrok pri iskanju odgovorov na spontana vprašanja, ki izhajajo iz njihove radovednosti. Posebno pozornost namenjam tudi vlogi odraslega, ki je predvsem v podpori in usmerjanju otrok pri raziskovanju, ne pa v podajanju že pripravljenih odgovorov. Prispevek poudarja pomen spodbujanja otroške radovednosti, gibanja, govornega razvoja ter raziskovanja, kar prispeva k celostnemu razvoju otrok. Ob tem pojasnim, kako lahko odrasli ustvarimo pogoje, ki spodbujajo radovednost in omogočajo sodelovanje otrok v procesu učenja. V kontekstu izkustvenega učenja, ki temelji na otrokovih vprašanjih, preučujem tudi pomen spontanih dejavnosti na prostem kot način pridobivanja znanj. Na primeru vprašanja, kako drevo pije, prikažem, kako lahko otroci skozi igro in raziskovanje pridejo do lastnih spoznanj, ki vplivajo na njihov razvoj samozavesti in veščin reševanja izzivov.
• Abstract (EN): The article discusses the active role of children in seeking answers to spontaneous questions arising from their curiosity. Special attention is given to the role of adults, which is primarily to support and guide children in their exploration rather than providing pre-prepared answers. The article emphasizes the importance of encouraging children’s curiosity, movement, speech development, and exploration, all of which contribute to the child’s holistic development. Additionally, it explains how adults can create conditions that foster curiosity and enable children’s participation in the learning process. In the context of experiential learning, which is based on children’s questions, the article also examines the significance of spontaneous outdoor activities as a way of acquiring knowledge. Using the example of the question, “How does a tree drink?” the article illustrates how children can, through play and exploration, arrive at their own insights, enhancing their confidence and problem-solving skills.
• Ključne besede: didaktika, raziskovanje, otroška radovednost, izkustveno učenje, celosten razvoj THE TREE ALSO DRINKS

Tudi JAZ SEM Lahko Pisatelj - Spodbujanje Branja

• Avtorji: URBANČIČ Andreja
  • URBANČIČ Andreja: Osnovna šola Pier Paolo Vergerio il Vecchio, Koper
• Knjiga: OPB2011 — str. 153
• Vir: SRC-2026-10-06-016
• Jezik: sl
• Povzetek: Branje je zelo pomembna dejavnost, pri kateri je prisotnih več procesov. Da bi učencem približali branje, jih je potrebno motivirati na zanimiv način. Motiviramo jih lahko z različnimi metodami branja in bralnimi nalogami. Ena od teh je branje v nadaljevanjih, ko bere učitelj ali pa učenci sami. Aktivni morajo biti tudi po banju. Učencem je potrebno ponuditi različna poustvarjanja po branju. Sama vedno izberem nove in inovativne naloge po branju. Letos sem z učenci uporabila metodo pisanja in ustvarjanja nove zgodbe.
• Ključne besede: učenec, učitelj, branje, bralno okolje, branje v nadaljevanjih, motivacija, spodbujanje branja, poustvarjanje

Tudi Mene so Tepli, pa sem Čisto v Redu

• Avtorji: ČUK Irena
  • ČUK Irena: OŠ Nove Jarše, Ljubljana, Slovenija
• Knjiga: IP2025 — str. 214
• Vir: SRC-2026-10-07-003
• Jezik: sl
• Povzetek: Prispevek obravnava problematiko fizičnega kaznovanja otrok v družini, s katero se pogosto srečujejo strokovni delavci v šolah. Čeprav zakonodaja jasno prepoveduje telesno kaznovanje (ZPND, 2008; 2016), mnogi strokovni delavci potrebujejo dodatno podporo pri prepoznavanju in prijavi nasilja. V prispevku izpostavljamo deset razširjenih mitov o fizičnem kaznovanju, kot so: »otroci se učijo spoštovanja«, »ni nasilje, če ni vidnih poškodb«, ali »udarci niso škodljivi, če so redki«. Poudarjamo, da gre pri telesnem kaznovanju za nasilje, ki ima resne psihološke, vedenjske in nevrološke posledice. Raziskave kažejo, da več kot polovica staršev še vedno uporablja telesne kazni, pogosteje pri dečkih. Otroci, ki so telesno kaznovani, kažejo več agresije, anksioznosti, depresije, nižjo empatijo ter so bolj nagnjeni k zlorabi substanc in razvoju psihičnih motenj. Ugotovitve podpirajo strokovnjaki, ki dajejo jasno sporočilo, da fizično kaznovanje ni učinkovita metoda vzgoje. Potrebno je več ozaveščanja, dialoga in iskanja nenasilnih načinov vzgoje, ki otroku zagotavljajo varnost, spoštovanje in zdrav razvoj.
• Abstract (EN): The article addresses the issue of physical punishment of children within families, a challenge frequently encountered by school professionals. Although legislation clearly prohibits corporal punishment (ZPND, 2008; 2016), many professionals still require additional support in recognizing and reporting violence. The article highlights ten widespread myths about physical punishment, such as: “children learn respect this way,” “it’s not violence if there are no visible injuries,” or “occasional spanking isn’t harmful.” It emphasizes that corporal punishment constitutes violence with serious psychological, behavioral, and neurological consequences. Research shows that more than half of parents still use physical punishment, more frequently on boys. Children who are physically punished exhibit higher levels of aggression, anxiety, depression, reduced empathy, and are more prone to substance abuse and mental health disorders. These findings are supported by experts who send a clear message: physical punishment is not an effective educational method. Greater awareness, open dialogue, and the pursuit of non-violent parenting approaches are essential to ensure children’s safety, dignity, and healthy development.
• Ključne besede: fizično kaznovanje, miti o fizičnem kaznovanju, posledice fizičnega kaznovanja, otroci, osnovna šola I WAS BEATEN TOO, AND I TURNED OUT JUST FINE

Tudi MI Praznujemo

• Avtorji: MURGELJ Helena
  • MURGELJ Helena: Osnovna šola Šmihel, Novo mesto
• Knjiga: OPB2011 — str. 171
• Vir: SRC-2026-10-06-016
• Jezik: hr
• Povzetek: Na osnovni šoli Šmihel Novo mesto, kjer sem že 32. leto zaposlena kot razredna učiteljica, imamo organizirane štiri skupine podaljšanega bivanja. V podaljšanem bivanju delam že 14. leto. Naše dejavnosti pa želim v podaljšanem bivanju tudi popestriti. V mesecu decembru sem se skupaj z učenci odločila za izvedbo projektnega učnega dela z naslovom Tudi mi praznujemo.
• Ključne besede: praznovanje, simbolika božično novoletnih praznikov, novoletni izdelki, domišljija, kreativnost, socialne veščine

Tudi nadarjeni imajo težave

• Avtorji: URBAS Aleksandra
  • URBAS Aleksandra: OŠ Rovte, Rovte, Slovenija
• Knjiga: TE2024 — str. 104
• Vir: SRC-2026-10-04-006
• Jezik: sl
• Povzetek: Vprvem delu članka Tudi nadarjeni imajo težave je zapisana definicija nadarjenih učencev in težave, ki se pojavljajo zlasti zaradi neusklajene terminologije. Ta je velikokrat vzrok za pomanjkljiv ali napačen izbor učencev v postopku evidentiranja nadarjenih. Drugi, večji razlog, zakaj spregledamo nekatere nadarjene učence, pa so tiste lastnosti, ki jih v zahodnem svetu cenimo bolj kot nadarjenost s področja športa in umet nosti. Tako vse prevečkrat odkrijemo samo učno nadarjene učence. Neustrezni testi ali pa neustrezna raba testov za odkrivanje nadarjenih lahko tudi privedejo do napačnih rezultatov in tako lahko spregledamo marsikaterega nadarjenega učenca. Zaradi šolskega sistema, ki je pisan na roko zlasti ubogljivim in pridnim učencem, so nadarjeni posamezniki, ki se ne želijo podrejati skupini, velikokrat kaznovani. Ne neposredno z različnimi oblikami vzgojnih ukrepov, pač pa z nalaganjem vedno večjega obsega podobnih nalog, ki jim pravzaprav ne predstavljajo nikakršnega umskega izziva. Učni neuspeh, slaba samopodoba in po drugi strani arogantnost in pretirana domišljavost so tiste težave nadarjenih učencev, ki jih lahko učitelji odpravimo ali vsaj omilimo z ustreznimi oblikami dela, ki so zapisane v osrednjem delu članka. Kamišibaj, gledališče, ki spodbuja nadarjene na voditeljskem, jezikovnem oziroma literarnem, gledališkem in likovnem področju, zagotovo pomaga tudi pri učenju in razvijanju socialnih veščin. Slednje pa so ravno tiste, ki so pri nadarjenih učencih največkrat premalo razvite. Kako lahko uporabimo kamišibaj pri delu z nadarjenimi, pa je zapisano v zadnjem delu članka.
• Abstract (EN): The first part of the article Even gifted pupils have difficulties, describes the definition of gifted pupils and the difficulties that arise, in particular, from inconsistent terminology. This is often the reason for the insufficient or incorrect selection of pupils in the process of identifying gifted pupils. The second, bigger reason why we overlook some gifted pupils are those qualities that we, especially in Western world, value more than giftedness in sports and arts. Because of that we all too often discover only academically gifted pupils. Unsuitable tests or improper use of tests for identifying giftedness can also lead to incorrect results and many gifted pupils can be overlooked. Because of the school system, which is the most suitable especially for obedient and hardworking pupils, are gifted individuals who do not want to submit to the group often punished. Not indirectly with the various forms of educational measures, but with setting an increasing range of similar tasks that do not, in fact, present any mental challenge. Failure, poor self-esteem and, on the other hand, arrogance and conceit are those problems of gifted pupils that teachers can eliminate or at least alleviate with the appropriate teaching methods that are written in the central part of the article. Kamishibai, a theater that encourages gifted pupils in leadership, linguistic or literary, theater and arts fields, certainly helps in learning and developing social skills. The latter, however, are precisely those who are most often underdeveloped at gifted pupils. How we can use kamishibai when working with the gifted pupils is noted in the last section of the article.
• Ključne besede: odkrivanje nadarjenih, samopodoba, težave nadarjenih, delo z nadarjenimi, kamišibaj

Tudi Odpadna Embalaža je Lahko Zabavna

• Avtorji: KURE Stanka
  • KURE Stanka: Vrtec Otona Župančiča Črnomelj, Slovenija
• Knjiga: OPB2022 — str. 152
• Vir: SRC-2026-10-06-027
• Jezik: sl
• Povzetek: Z odpadki se srečujemo dnevno. Odpadki so bili in bodo še naprej največji problem družbe in posameznika. Vsak izmed nas zavrže ogromno različnega odpadnega materiala, naj bo to embalaža, papir, obleke, revije ali časopis. Naš lep planet in mi, ljudje, Zemljani, ki živimo na njem, imamo veliko težavo. Če ne bomo hitro kaj ukrenili, nas bodo zasuli odpadki. Naj nam ne bo vseeno, v kakšnem okolju živimo. Poskrbimo, da bo naša okolica zelena in čista. Opomembnosti varovanja okolja je zato potrebno poučevati tudi najmlajše, kar pomeni, da moramo z okoljsko vzgojo začeti že pri predšolskih otrocih v vrtcu. Ločevanja odpadkov se lahko naučimo na zabaven in poučen način, skozi igro.
• Abstract (EN): We encounter waste on a daily basis. Waste has been and will continue to be the biggest problem of society and the individual. Each of us throws away a huge variety of waste material, be it packaging, paper, clothes, magazines or a newspaper. Our planet and we, people, who live on Earth, have a huge problem. If we don’t do something very quickly, we will live in our waste. Let’s take care of our environment. Let’s take care that our surrounding will be green and clean. We have to teach our youngest about protection of the environment, which means that we have to start in early age, in kindergarten. Recycling can be fun and kids can learn it through games.
• Key words (EN): odpadki, ločevanje, zabojniki, igralnica, igra EVEN WASTE PACKAGINGCAN BE FAN

Tudi Osnovnošolci Lahko »PREGORIJO«

• Avtorji: MEJAČ Katja
  • MEJAČ Katja: Osnovna šola Antona Aškerca Rimske Toplice
• Knjiga: PZOM2024 — str. 237
• Vir: SRC-2026-10-05-005
• Jezik: sl
• Povzetek: V članku raziskujem stres kot vitalno silo, ki krepi budnost in učinkovitost, ter njegove škodljive posledice, ko preseže mejo obvladljivosti. Kot razredničarka in učiteljica še posebej po pandemiji COVID-19 opažam poglobljen stres med učenci in spremembe vrednot glede pridobivanja dobrih ocen in količini vloženega truda zanje. S pomočjo ankete med šestošolci in devetošolci ugotavljam, da večina anketiranih učencev poroča o tedenskem stresu, največ zaradi šolskih obveznosti in skrbi za prihodnost. V odgovor na te ugotovitve sem načrtovala in izvedla aktivnosti za preprečevanje stresa, kot so organizacija časa, uporaba koledarčkov, ples, in humor, da bi poudarila pomen duševnega zdravja. Poudarek je na zavedanju tako mladih kot odraslih, da pravočasno in učinkovito odkrijejo stresorje, ključna pa sta tudi podpora skupnosti in poznavanje učinkovitih tehnik obvladovanja stresa za izboljšanje duševnega zdravja mladostnikov.
• Abstract (EN): In the article, I explore stress as a vital force that enhances alertness and efficiency, as well as its harmful consequences when it exceeds manageable limits. As a form teacher and a teacher, especially after the COVID-19 pandemic, I have observed increased stress among students and changes in values regarding achieving good grades and the amount of effort invested. Through a survey among sixth and ninth graders, I find that the majority of surveyed students report experiencing weekly stress, most commonly due to schoolwork and concerns about the future. In response to these findings, I have designed and implemented activities to prevent stress, such as time management, the use of calendars, dance, and humour to emphasize the importance of mental health. The focus is on awareness among the youth and the adults to identify stressors in a timely and effective manner. Furthermore, community support and knowledge of effective stress management techniques are being crucial for improving the adolescents’ mental health as well.
• Ključne besede: stres, stres v mladostništvu, obvladovanje stresa

Tudi preverjanje in ocenjevanje je lahko zabavno

• Avtorji: BLATNIK Barbara
  • BLATNIK Barbara: OŠ Dobrepolje
• Knjiga: DM2019 — str. 266
• Vir: SRC-2026-10-07-010
• Jezik: sl
• Povzetek: Večina učencev meni, da je šola dolgočasna. Ko pridejo v šolo, jih tam čakajo človeški glasovi in resnične stimulacije, ki pa niso primerljive z grafičnimi eksplozijami in posebnimi učinki, ki so jih vajeni z zaslonov. Ker so njihovi možgani vajeni višje stopnje stimulacije, se pri izzivih v šoli težko znajdejo. Ker so navajeni, da so njihove potrebe zadovoljene takoj, postajajo tudi vse manj sposobni delovanja pod stresom. Omenim naj še, da sem učiteljica fizike in matematike, ki sta na lestvici nepriljubljenosti vodilna predmeta. Zaradi navedenega se poučevanja preprosto ne moremo več lotevati tako, kot so to počeli pred desetimi ali dvajsetimi leti. Poučevanje je zagotovo izziv, je pa tudi priložnost za ustvarjalne in inovativne učitelje, ki znajo pritegniti radovednost in motivacijo otrok z zahtevnimi in zanimivimi izzivi. Radovednost in motivacija namreč še nista izumrli. Sta le zakopani, nekje globoko in naloga učitelja je, da ju zbeza na plano.
• Ključne besede: dolgočasna šola, ustvarjalni učitelji, radovednost, motivacija

Tudi pri Pouku TIT Lahko na Ustvarjalen Način Razvijamo Osebnostne Spretnosti

• Avtorji: SMEJ Štefka
  • SMEJ Štefka: Osnovna šola Cerkvenjak – Vitomarci, Slovenija
• Knjiga: IP2023 — str. 282
• Vir: SRC-2026-10-07-001
• Jezik: sl
• Povzetek: Hiter razvoj znanosti in tehnologije ter številne družbene spremembe postavljajo v ospredje potrebo po vseživljenjskem učenju. Osnovna šola zato v obstoječe programe vnaša različne dejavnosti za razvijanje kompetenc, potrebnih za vseživljenjsko učenje. Žal je med njimi pogosto izpuščena podjetnostna kompetenca. Sistematično razvijanje podjetnostnih kompetenc prisili učitelja k ustvarjalnemu načinu poučevanja, kjer prihaja do menjave vlog med učenci in učitelji. V prispevku je predstavljen primer razvijanja podjetnostnih kompetenc pri pouku TIT s posebnim poudarkom na opredelitvi pogojev za vpeljevanje inovativnih oblik učenja, medpredmetnem povezovanju in izkustvenem učenju. Prispevek je zapisan tako, da odpira priložnosti za izvajanje inovativnih dejavnosti s ciljem razvijanja podjetnostnih kompetenc na drugih predmetnih področjih.
• Abstract (EN): The rapid development of science and technology and many social changes bring to the fore the need for lifelong learning. The elementary school therefore introduces various activities into the existing programs to develop the competences necessary for lifelong learning. Unfortunately, entrepreneurial competence is often omitted among them. The systematic development of entrepreneurial competences forces the teacher to a creative way of teaching, where there is a change of roles between students and teachers. The article presents an example of the development of entrepreneurial competences in engineering and technology lessons with a special emphasis on defining the conditions for introducing innovative forms of learning, cross-curricular integration and experiential learning. The contribution is written in such a way that it opens up opportunities for the implementation of innovative activities with the aim of developing entrepreneurial competences in other subject areas.
• Ključne besede: inovativno poučevanje, podjetnostne kompetence

Tudi s kolesom se daleč pride

• Avtorji: KIMOVEC Miha
  • KIMOVEC Miha: Osnovna šola Vodice
• Knjiga: PZOM2020 — str. 244
• Vir: SRC-2026-10-05-002
• Jezik: sl
• Povzetek: Pogled na polno kolesarnico koles pred našo šolo pove, da učenci težko pričakujejo toplejše dneve, ko kolo zopet postane njihovo prevozno sredstvo za v šolo in odličen pripomoček za izboljšanje telesne pripravljenosti. Kolesarjenje je v tem času tudi del učnega procesa. Učenci opravljajo kolesarski izpit, kolesarijo pri izbirnih predmetih, tekmujejo na kolesarskih tekmovanjih in je vsebina na športnih dnevih. S kolesarjenjem ne želimo le posredovati novih športnih znanj ter razvijati gibalnih sposobnosti in telesnih značilnosti, temveč želimo učence motivirati za zdrav način življena v kasnejšem obdobju in jih osveščati o pozitivnih vplivih kolesarjenja na okolje.
• Ključne besede: kolesarjenje, učenci, osnovna šola, zdravje, okolje

Tudi s Projektnim Delom se Učimo in Raziskujemo

• Avtorji: JURKUŠEK agica
  • JURKUŠEK agica: OŠ Toneta Čufarja Maribor, Slovenija
• Knjiga: IP2024 — str. 216
• Vir: SRC-2026-10-07-002
• Jezik: sl
• Povzetek: Prispevek predstavlja način projektnega dela, vključenega v izbirna predmeta Načini prehranjevanja ter Turistična vzgoja. Medpredmetno povezovanje smo nadgradili z medgeneracijskim povezovanjem in k sodelovanju vključili učence 3. razreda. Kot glavni cilj projektnega dela smo si zadali spoznavanje tradicionalnih slovenskih jedi, zapuščine naših prednikov in osnove turističnih znamenitosti posameznih pokrajin, s poudarkom na naravni in kulturni dediščini. Sodelovalno učenje, raziskovanje, inovativnost dela ter izkušenjsko učenje so učencem podali pomembne življenjske izkušnje. Naučili so se sprejemati drugačnost, poslušati drug drugega in sodelovati kot celota. Neprecenljive izkušnje predstavljajo osnovo za celovit osebnostni razvij in vseživljenjsko učenje.
• Abstract (EN): The article presents the project work method included in the optional subjects Načini prehranjevanja and Turistična vzgoja. We upgraded cross-curricular integration with intergenerational integration and included 3rd-grade students to participate. As the project’s main goal, we set out to learn about traditional Slovenian dishes, the legacy of our ancestors and the basic tourist attractions of regions, emphasising on natural and cultural heritage. Collaborative learning, researching, innovative work and experiential learning gave students important life experiences. They learned to accept differences, listen to each other and work together as a group. Invaluable experiences form the basis for comprehensive personal development and lifelong learning.
• Ključne besede: projektno učno delo, medpredmetno sodelovanje, medgeneracijsko sodelovanje

Tudi Slovnica je Lahko Zanimiva

• Avtorji: ROSTOHAR Janja
  • ROSTOHAR Janja: OŠ Podbočje
• Knjiga: DM2016 — str. 411
• Vir: SRC-2026-10-07-007
• Jezik: sl
• Povzetek: Učenci se pri pouku slovenščine (predvsem, ko gre za delo z neumetnostnimi besedili) seznanjajo in učijo tudi o praviloma »nepriljubljenih« slovničnih vsebinah. Že nekaj časa se trudim te vsebine narediti manj abstraktne, jih približati učencem ter jih predvsem na konkretnem primeru prikazati kot uporabne. Pri delu skušam upoštevati različne sposobnosti svojih učencev, različno predznanje, ki ga prinesejo z razredne stopnje. Tako smo v lanskem šolskem letu skupaj z učenci 6. razreda (po začetnem neuspehu) zelo uspešno osvojili znanje o besednih vrstah – pomagali smo si s pripomočki, ki so jih učenci sami izdelali, razmišljali o spreminjanju besed v slovenščini, si za to izmislili nova poimenovanja … S podobnim delom z istimi učenci nadaljujemo tudi v 7. razredu. Pozitivni rezultati pa so se tudi že pokazali.
• Ključne besede: slovnične vsebine, besedne vrste, razumevanje, uporaba

Tudi Srednja zdravstvena šola Ljubljana teče

• Avtorji: AHAC Tatjana Hrovat
  • AHAC Tatjana Hrovat: Srednja zdravstvena šola Ljubljana
• Knjiga: PZ2021 — str. 37
• Vir: SRC-2026-10-06-006
• Jezik: sl
• Povzetek: Pomanjkanje gibanja je v družbi problem, zato nas je zanimalo, kakšen življenjski slog in odnos do gibanja imajo zaposleni na Srednji zdravstveni šoli Ljubljana. V prispevku predstavljamo skrb za zdravje zaposlenih v povezavi s tekom. Tek oziroma udeležba številnih zaposlenih na Ljubljanskem maratonu je že dolgoletna tradicija šole. Z raziskavo smo ugotovili, da je razlika med življenjskim slogom zaposlenih glede na to, ali se ukvarjajo s tekom kot rekreativno dejavnostjo ali ne. Spodbujati je potrebno tudi hojo kot aktivnost, ki jo lahko izvajamo ne glede na letni čas in vreme ter ne glede na omejitve v teh karantenskih časih.
• Ključne besede: srednja šola, tek, učitelji, zdravje

Tudi tišina je lahko zabavna

• Avtorji: DOLENC Barbara
  • DOLENC Barbara: Osnovna šola Mokronog, enota Vrtec Mokronožci
• Knjiga: VVZ2020 — str. 390
• Vir: SRC-2026-09-30-017
• Jezik: sl
• Povzetek: Ni presenetljivo, da so otroci v današnjem svetu izpostavljeni zvokom in hrupu bolj kot kadarkoli prej. Ob vseh različnih vrstah medijev (tv, radio, tablice, igrače z zvoki,…), in aparatov, ki proizvajajo zvoke, kateri prej kot ne škodijo zdravju, se zdi, da tudi otroci tišine skorajda ne poznajo več. Zato je toliko bolj pomembno, da se odrasli tega zavedamo in kot starši, vzgojitelji ali učitelji skušamo v otroški vsakdan vnesti nekaj časa, ko se posvetimo tudi tišini, umiritvi in sprostitvi. Otrokom lahko tišino predstavimo tudi kot zabavo, saj to ne pomeni, da moramo ves čas pri miru sedeti in nič početi, ampak se lahko igramo zabavne igre, ki bodo otroke pritegnile, jih navajale na tiho govorjenje in jih umirile.
• Ključne besede: tišina, hrup, zdravje

Tudi šolanja na daljavo se je potrebno učiti

• Avtorji: HORVAT Aleksandra
  • HORVAT Aleksandra: OŠ dr. Vita Kraigherja
• Knjiga: EPID2020 — str. 31
• Vir: SRC-2026-10-07-016
• Jezik: sl
• Povzetek: Marec 2020, mesec, ki mi bo za vedno ostal v spominu. Z učenci smo v šoli vnaprej pripravili videoposnetek z razlago pisnega deljenja za pomoč, za lažji začetek poučevanja na daljavo. S prvo kratko anketo sem preverila, ali imajo vsi dostop do interneta, potrebno opremo, ali potrebujejo kaj drugega. Kot razredničarki mi je bilo zelo pomembno, da smo bili vsi v rednem stiku, da sem si vzela čas za svoj razred, da sem stremela k znanju in dobremu počutju vseh nas. Začetek ni bil preprost, naučiti sem se morala veliko novega. Redno sem izvajala kratke ankete, s katerimi sem dobila koristne povratne informacije učencev in staršev o učinkovitosti učenja na daljavo. Prvi izziv zame je bilo snemanje posnetka, s katerim sem se jim oglasila in jih pozdravila. Naslednji izziv je bilo posneti razlago snovi. Kako in kam postaviti telefon, s čim pisati, kaj povedati, da bi bilo karseda razumljivo. Naslednja anketa je pokazala, da je učna razlaga v pomoč. Seveda pa so med otroki razlike, nekateri so bolj samostojni, drugi manj. Tako sem se kmalu naučila kreirati svojo konferenčno sobo za srečanja. Sprva sem se sestala z nekaj učenci, v nekaj dneh skoraj z vsemi, in to so bili posebni občutki.Ta stik prek videosrečanj nas je še bolj povezal. To se je izkazalo za nujno in zelo koristno ter učinkovito. Ves čas epidemije sem se trudila, da sem jim na voljo, v oporo, saj mnogim v tem času ni bilo lahko. Ankete so pokazale dober odziv, da so zadovoljni. Vesela sem bila tudi predlogov za izboljšavo. Izkazala se je potreba po dodatni razlagi učne snovi. Večkrat v tednu smo se srečevali na daljavo. Pomembno je bilo učno snov diferencirati in slediti tempu učencev. Naslednji izziv je bil, da pregledam delo učencev. To je terjalo zares veliko časa. Nato sem uvedla pregled narejenih nalog prek videokonference. To je bila super rešitev, ki mi je prihranila veliko časa. Zanimivo in pozitivno izkušnjo imam s študentko socialnih ved. Z učenkinimi starši smo se dogovorili, da sta se srečevali na njunem domu. Učenje v času epidemije mi je vzelo veliko truda in časa, a na koncu dalo veliko zadovoljstva, da nam je z dobro voljo, sodelovanjem in prilagajanjem situaciji uspelo slediti ciljem. Če bi se stanje ponovilo, bi nadaljevala s podobno metodo, ker se je izkazala za učinkovito in prijazno do vseh nas. Seveda pa se učenje na daljavo ne more primerjati s poučevanjem v šoli. Naučila sem se, da se je treba prilagoditi dani situaciji, ohraniti pozitivnost ter vložiti več truda in časa. Ne nazadnje so otroci tega vredni.
• Abstract (EN): March 2020, the month that will forever linger in my memory. For an easier start to distance learning, the students and l had prepared a long division explanation video. A quick first survey revealed whether everyone had internet access, all the necessary equipment, and whether the students needed anything else. It was crucial to me as their class teacher for us to keep in regular contacts, for me to take time for my class, and to strive for knowledge and everyone’s well-being. The beginning was not an easy one, I still had a lot to learn. I was regularly carrying out surveys that provided useful feedback from the students and their parents on distance learning efficiency. The first challenge that l had to take on was making a video merely to say hello. Recording the subject matter explanation was the next one. How and where to place the phone, what to write with, what to say to make it as clear as possible. The next survey revealed that the subject matter explanation helps. There are, of course, many differences among children, some are more independent than others. Soon, l knew how to create my own conference room for online meetings. At first, l had only met with some of the students, and then, in the following days, with almost all of them, and it felt amazing. Keeping in touch via video calls strengthened the ties between us. It proved to be necessary, as well as very useful and efficient. I have tried my best to be there for them throughout the epidemics, to give them support, because those were challenging times for many of them. The surveys showed good results, the children were content. I was happy to hear any suggestions for improvement whatsoever. As it turned out, a complementary explanation of the subject matter was needed. We met online several times a week. In was important to differentiate the subject matter and follow the individual’s pace. The next challenge was to check the students’ work. That really took a lot of time. Therefore, I started reviewing the exercises via video conferences. That was a brilliant solution because it saved an enormous amount of time. I had an interesting and good experience with a social studies student. She made home visits with one of the girls, in agreement with the girl’s parents. Teaching through the epidemics took a lot of effort and time, but provided plenty of satisfaction, because our goals have been reached through good will, cooperation, and flexibility. Should these circumstances occur again, I would proceed similarly, since this method proved to be efficient and kind to all of us. Distance learning, however, cannot ever compare to school learning. I discovered that it is essential to be flexible in any given situation, to stay positive and invest more effort and time. After all, the children are well worth it.
• Ključne besede: šolanje na daljavo, učenje za življenje, računalniška znanja, sodelovanje, poučevanje, učenje

Tujega Jezika SE Veselimo, SAJ SE GA na Zabaven Način Učimo

• Avtorji: BLATNIK Nina Klemen
  • BLATNIK Nina Klemen: OŠ Janka Modra, Dol pri Ljubljani
• Knjiga: DM2015 — str. 116
• Vir: SRC-2026-10-07-006
• Jezik: sl
• Povzetek: Prispevek se navezuje na tematiko, ki je v letošnjem šolskem letu zaradi uvedbe prvega tujega jezika kot neobveznega izbirnega predmeta v 1. razred in obveznega predmeta v 2. razred še posebej aktualna. Predstavlja moj pogled na poučevanje tujega jezika za mlajše učence. V uvodnem delu odgovarja na nekaj vprašanj, ki so in še burijo tako učitelje kot starše. V drugem delu predstavlja način mojega dela v razredu ter nekaj pristopov in teorij, na katerih je utemeljen.
• Ključne besede: igra, konvergentna pedagogika, ustvarjalni gib, braingym, storytelling

Tuji Jezik - Ruščina v OPB

• Avtorji: PECA Praktične strategije v OPB Petra Pugelj
  • PECA Praktične strategije v OPB Petra Pugelj: OŠ Danile Kumar, Ljubljana
• Knjiga: OPB2016 — str. 239
• Vir: SRC-2026-10-06-021
• Jezik: sl
• Povzetek (zloženo iz besedila): Delo z učenci v podaljšanem bivanju mi je od nekdaj predstavljalo izziv. Danes je izziv postal poklic, ki mi je »pisan na kožo«. Rada ustvarjam z učenci, se z njimi igram, jim pomagam pri učenju in jih med njihovimi dejavnostmi vodim in spodbujam. Vedno iščem kakšne nove izzive, zanimive načine dela, izhajam iz razvojne stopnje otrok in prilagajam vsebine, da zadovoljimo potrebe po prostočasnih dejavnostih, potrebe po učenju in znanju ter zadovoljimo radovednost. Ko sem pred leti poizkusila z učenjem ruščine v podaljšanem bivanju, sem bila presenečena nad zanimanjem in odzivom tako otrok kot njihovih staršev. Na podlagi pozitivnih izkušenj vseh vpletenih v vzgojno-učni proces, sem se odločila, da z de- lom nadaljujemo in ga nadgrajujemo. Pri tem pa je bilo moje osnovno vodilo, da bi ti otroci lahko to znanje oz. izkušnje nesli s seboj v življenje. Ključne besede: podaljšano bivanje, tuji jeziki, ruščina Uvod Prednosti zgodnjega učenja tujega jezika so v tem, da se otroci na tej starostni stopnji lažje, hitreje in neobremenjeno učijo ter pridobivajo občutek za jezik (ritem, intonacija). Nimajo ovir pri posnemanju učitelja ter ponavljanju besed oz. fraz. So neobremenjeni z lastnimi napakami in so tudi manj sramežljivi (če primerjamo efektivnost učenja tujega jezika v kasnejših starostnih obdobjih). Ker so zelo dojemljivi za slušno podobo jezika, lažje usvajajo in posnem

Tukaj sem, poglej kaj znam

• Avtorji: MULEC Ljuba
  • MULEC Ljuba: Vrtec Martin Krpan Cerknica
• Knjiga: VVZ2013 — str. 163
• Vir: SRC-2026-09-30-010
• Jezik: sl
• Povzetek: V svojem prispevku bom predstavila, kako s pomočjo lutk razvijamo otrokovo samostojnost na področju govora in samozavestnega nastopanja. Otroci imajo lutke radi, jim verjamejo, ob njih se sprostijo, se jih ne bojijo, jim zaupajo, se z njimi poistovetijo in z njihovo pomočjo premagujejo različne stiske in strahove. Predstavila bom primer iz svoje prakse, kako otroke pripravljamo na lutkovni nastop. Sama dejavnost poteka postopoma, preko igre in z ustreznimi motivacijskimi sredstvi.
• Ključne besede: otrok, lutka, poslušanje, samostojno pripovedovanje (nastopanje), motivacija

Tutorstvo – Graditev Skupnosti in »Skoraj Pozabljenih« Vrednot

• Avtorji: TRAMPUŠ Erika
  • TRAMPUŠ Erika: OŠ Preska, Medvode, Slovenija
• Knjiga: PZOM2024 — str. 64
• Vir: SRC-2026-10-05-005
• Jezik: sl
• Povzetek: Na OŠ Preska že 10 let izvajamo tutorstvo - projekt, v katerem preko različnih dejavnosti povezujemo prvošolce in devetošolce. Osnovni namen projekta je podpreti prvošolce pri vključevanju v šolski ritem, jim ponuditi pomoč pri novih izzivih in zagotoviti varen prostor za igro in izražanje. Hkrati želimo devetošolcem ponuditi možnost, da v odnosu s prvošolcem izrazijo svojo odgovornost, močna področja, komunikacijske veščine in ustvarjalnost. Preko njihovega sodelovanja želimo okrepiti in razvijati vrednote, ki danes niso več tako samoumevne kot nekoč – sodelovanje, pomoč, sprejemanje, strpnost, enakopravnost. Preko različnih dejavnosti te vrednote razvijajo tako prvošolci kot devetošolci, odrasli pa jim pri tem pomagamo s svojim znanjem, mediacijo, usmerjanjem in zgledom.
• Abstract (EN): At Preska Elementary School, we have been providing tutoring for 10 years - a project in which we connect first and ninth graders through various activities. The basic purpose of the project is to support firstgraders in integrating into the school rhythm, offer them help with new challenges and provide a safe space for play and expression. At the same time, we want to offer ninth graders the opportunity to express their responsibility, strong areas, communication skills and creativity in a relationship with a first grader. Through their cooperation, we want to strengthen and develop values that today are no longer as self-evident as they used to be - cooperation, help, acceptance, tolerance, equality. Both first and ninth graders develop these values through various activities, and adults help them with their knowledge, mediation, guidance and example.
• Key words (EN): tutorstvo, povezovanje, vrednote

TV bralni palček

• Avtorji: VRHOVŠEK Nevenka
  • VRHOVŠEK Nevenka: Vrtec Čebelica Šentjernej
• Knjiga: VVZ2017 — str. 254
• Vir: SRC-2026-09-30-014
• Jezik: sl
• Povzetek: Danes otroci preživijo preveč časa pred TV sprejemniki, zato smo se odločili to dejstvo izkoristiti in mu dati novo, za otrokov razvoj pozitivno vrednost. Skupaj z otroki smo ustvarili klimo, v kateri so bili sami največji akterji, hkrati pa je prinesla veliko uspeha, veselja in interesa na govornem področju. Izdelali smo TV iz lepenke in daljinski upravljalec ter stojalo s papirnato rolico kot napovednik pravljice. TV iz lepenke je bil motivacijsko sredstvo za pripovedovanje pravljic v projektu Bralni palček. Otrokom smo želeli ponuditi čim bolj spodbudno bogato učno okolje za spodbujanje porajajoče se pismenosti pri otrocih starih 3 do 4 leta. TV sprejemnik ni služil zgolj kot motivacijski izziv za pripovedovanje, temveč je postal vsesplošni objekt za spontano, raziskovalno, prosto in domišljijsko igro.
• Ključne besede: pripovedovanje in poslušanje pravljic, TV iz lepenke, igra

Twice-exceptional students – challenges and opportunities

• Avtorji: ZIDANŠEK Sabina
  • ZIDANŠEK Sabina: Ekonomska šola Ljubljana, Ljubljana, Slovenija
• Knjiga: TE2024 — str. 47
• Vir: SRC-2026-10-04-006
• Jezik: sl
• Povzetek: Prispevek obravnava tematiko dvojno izjemnih učencev – posameznikov, ki imajo izjemen dar ali talent, vendar se hkrati soočajo z ovirami, motnjami ali primanjkljaji. Ti učenci potrebujejo prilagojeno izobraževalno podporo, ki je v obstoječem izobraževalnem sistemu pogosto ne dobijo, kar lahko namesto razvoja njihovih potencialov vodi do frustracij in neuspeha. Prepoznavanje dvojno izjemnih učencev je zahtevno, saj njihove posebne potrebe pogosto prikrijejo talente ali obratno. Različni avtorji ugotavljajo, da so ovire za identifikacijo dvojno izjemnih učencev lahko zakasneli razvoj, stereotipna pričakovanja, pomanjkanje spodbud in specifične značilnosti motnje. Prepoznavanje zahteva sodelovanje staršev, učiteljev in strokovnjakov ter upoštevanje tako šibkih kot močnih področij učenca. V Sloveniji je približno 5 % učencev, ki so usmerjeni, dvojno izjemnih, delo z njimi pa predstavlja poseben izziv. Za optimalen napredek posameznika je treba pripraviti individualiziran načrt izobraževanja, ki vključuje učenčeve primanjkljaje in nadarjenost. Ključno je stalno izobraževanje učiteljev in izmenjava dobrih praks, kar so pokazali tudi intervjuji z mladimi učitelji, ki poročajo, da so le delno seznanjeni s pojmom dvojne izjemnosti in da se pri delu s temi učenci srečujejo z izzivi, kot so pomanjkanje informacij, podpore in usmeritev. Vsi podatki kažejo, da je sistematičen pristop k prepoznavanju in podpori dvojno izjemnih učencev nujen za njihov celovit razvoj.
• Abstract (EN): The paper addresses the topic of twice-exceptional students – individuals who have exceptional gifts or talents but simultaneously face obstacles, disorders, or deficits. These students require tailored educational support often lacking in the existing educational system, which potentially leads to frustration and failure instead of the development of their potential. Identifying twice-exceptional students is challenging, as their specific needs often obscure their talents or vice versa. Various authors have found that barriers to identifying twice-exceptional students can include delayed development, stereotypical expectations, lack of encourage ment, and specific characteristics of the disorder. Identification requires the collaboration of parents, teachers, and specialists, and a consideration of both the student’s weaknesses and strengths. In Slovenia, about 5% of students with special needs are twice-exceptional, and working with them presents a particular challenge. To ensure optimal progress for each individual, it is necessary to prepare an individualized education program that addresses the student’s deficits and talents. Continuous teacher training and the exchange of best practices are crucial, as highlighted by interviews with young teachers who report being only partially familiar with the concept of twice-exceptionality and encountering challenges such as lack of information, support, and guidance. All data indicate that a systematic approach to identifying and supporting twice-exceptional students is essential for their comprehensive development.
• Ključne besede: twice-exceptional students, special needs, gifted students, talents

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.