Magistra Iadertina is a scientific journal published by the Department of Teacher and Preschool Teacher Education at the University of Zadar, Croatia. Annual Proceedings were first published in 2001 when the Teachers College in Zadar gained its independence. With the foundation of the University of Zadar in 2003 the Proceedings were transformed into a journal of the Department of Teacher and Preschool Teacher Education. In 2006 the name was changed to Magistra Iadertina, but the topics remained the same. The journal publishes scientific and professional papers that use interdisciplinary approach to study topics that interest those engaged with teacher and preschool teacher education studies. The journal is published annually.


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Vol. 18 No. 2 (2023)

Tradition and innovation in the poetic discourse of Joja Ricov

Marijana Fabijanić

The paper examines traditional and innovative elements in the collection of dialect poetry Čȁ sē ȉs nãmīn mȍrbīnu͠ aš by Joja Ricov. In the analyzed verses, linguistic features of the Kali Chakavian dialect were observed, and a selection was made to include examples of those themes and motifs, lexical choices and tropes which demonstrate a link with the literary tradition and where departures from it were achieved by experimenting with word formation and the use of punctuation. It has been established that rather than being at odds, tradition and innovation are synchronized and inspire admiration in readers.

Formation of nicknames in the Croatian language

Frane Malenica

The formation of nicknames represents a prolific area of linguistic research, particularly at the international level, where two main types are identified – nicknames motivated by extralinguistic factors, and nicknames resulting from phonological similarity with the name or surname from which they are derived. This paper analyzes the formation of nicknames in the Croatian language based on a phonological template within the theoretical framework of Construction Morphology (CxM). Previous research on the formation of nicknames in other languages of the world, such as English, Japanese and Italian (Lappe 2007, Mester 1990, Itô and Mester 1997, Van Dam 2003, Alber 2010) indicates that this phonologically defined formation type is present in other languages, not just Croatian. The paper presents the data collected through research which included 113 native speakers of the Croatian language between the ages of 20 and 22. Data analysis shows that the phonological model of nickname formation is the most prevalent, and nicknames created by this model consist mainly of two syllables, with the second syllable open and the final vowel predominantly not identical to the vowel in the surname which the nickname was derived from. The paper formalizes this generalization through morphological schemas within the CxM framework.

An exploratory study on the readability of authentic English chapter books for Croatian primary school students

Ivana Cindrić, Davor Šokec

The paper explores chapter books, explaining their nature and providing information on their usefulness and possible uses in the context of teaching English as a foreign language. It outlines their properties, layout and subject matter. The goal of the exploratory study was to investigate whether young Croatian pupils could read English chapter books written for native speakers and whether illustrations helped them to comprehend the narrative. Furthermore, it aimed to examine pupils’ response to the format of chapter books. The study about the suitability of chapter books was conducted among pupils in the third, fourth and fifth grade in two Croatian schools, and its results show that young learners of English as a foreign language can grasp the essence of a story and can reflect on what they read, identify points of difficulty and the strategies applied. The findings suggest that carefully chosen chapter books can be valuable authentic materials in aiding language acquisition, fostering discussions, and engaging higher-order thinking skills in young EFL learners in Croatia.

Parental behavior of mothers and assessment of children’s agression with regard to sociodemographic features

Maša Atlaga, Mira Klarin, Zorana Guberina

Although a lot of research is aimed at the effects of parental behavior on a child’s development, very few studies have examined single motherhood with regard to its sociodemographic features in terms of marital status. The aim of the study was to examine mothers’ self-assessment of parental behavior and their assessment of children’s aggressive behavior with regard to some sociodemographic features (mothers’ age, marital status, number of children, years of marriage). 531 mothers between the ages 21 and 50 participated in the study. Data were collected with the Perception of parental behavior scale (Macuka, 2004) and the Aggression scale for children and adolescents (Vulić-Prtorić, 2008). The results indicate that there is no difference in mothers’ self-assessment of parental behavior on acceptance, rejection and control dimensions with regard to their marital status (partner relationships; single motherhood). It has been shown that mothers in a partner relationship with more children report a higher level of rejection and control, and those who have been married longer report greater defiance and confrontation of the child. In the sample of single mothers, it was shown that those with a greater number of children report greater rejection, and single mothers who have more children also place their children higher on the Defiance and Confrontation and theVictim and Bully subscales, whereas the higher age of mothers is associated with less acceptance. The research findings demonstrate the importance of raising awareness of parents and educators about the role of family dynamics and structure in the development of children’s inappropriate behaviors, as well as strengthening the competencies of educational professionals in recognizing such behaviors.

Research models of the transition process of a child from preschool institution to elementary school

Marijana Miočić

A child’s transition from preschool to primary school is a significant pedagogical issue. The quality and appropriate inclusion of children in the first grade of primary school was discussed at many world meetings organized by various international organizations. At the UNESCO session held in 2010, it was pointed out that educational systems differ according to the particularity of the cultural context to which they belong, which presupposes a different approach to the transition of a child from one educational context to another. Educational policy has a great influence on the course of the transition process, therefore, the topic of a child’s transition from preschool to primary school in the Republic of Croatia is very important in the implementation of curricular changes. The paper will present a cross-section of previous research into the process of a child’s transition from a preschool educational context to the context of the first grade of elementary school in certain countries of Europe and the world (USA, Australia) and in the Republic of Croatia. Based on the obtained data, it will be determined whether there is educational continuity for the benefit of the individual child.

The approach of integrated learning with movement in preschool institutions - presentation and analysis of examples from practice

Donata Vidaković Samaržija, Maja Vuković

Movement is a biotic need that a child instinctively begins to establish from an early age. Acquiring and perfecting different ways of moving contributes to complete motor development, and the acquisition of motor competences that enable effective participation in various organized and unorganized physical activities. Movement is important not only from the aspect of motor development, but also from the aspect of cognitive development, memory improvement, speech development, and psychological development, therefore it is very important to develop and improve different biotic ways of movement from an early age.
During their stay in preschool institutions, children are mostly engaged in sedentary activities, and their ability to establish different ways of moving in different conditions is often denied. Integrated learning with movement as a segment of the modern curriculum belongs to the highest quality approaches of direct work in the daily educational process. It contributes to increasing the level of movement of children during their stay in preschool institutions and is based on the creation of stimulating environments in which children independently explore and construct different experiences and knowledge. Encouraging activities provide children with the opportunity to establish movement spontaneously and independently. The paper highlights the importance of integrated learning with movement and highlights its contribution to the overall development of the child. Different ways of encouraging environments that can be implemented in daily work in preschool institutions are also presented and described. A pilot study was also conducted with the aim of implementing different stimulating environments that encourage integrated learning with movement and monitoring the level of interest. Based on daily observations, it was found out about the level of interest of children in different types of stimulating activities, which was high. In addition, there is a noticeable increase in the level of movement of children during their stay in the preschool institution.

Majorette dance elements in physical education classes

Martina Tolja, Tonći Jerak, Jelena Alić

Different dance structures, such as social dances, folklore, rhythmic gymnastics and others, are part of physical education curriculum in the first four grades of primary school. One of the social dances is majorette dance, which combines some elements of other dances into one dance structure. Majorette dance is a specific dance structure that is performed with a majorette baton or a pom-pom in a distinct uniform. Like all other dance basics, majorette dance affects the development of kinanthropological characteristics in students. This is precisely why it is beneficial to include elements of majorette dance in the physical education program. Practicing and repeating these dance structures primarily develops a sense of rhythm and dynamics; improves students’ kinesthetic faculties; promotes correct body posture, which is an essential component of this dance structure; and also develops creativity and movement expressiveness. By encouraging the development of all these abilities in a child from an early age, both health and proper overall motor development are directly impacted. Based on all the benefits and characteristics of majorette dance as one of the dance structures, the implementation of this type of dance elements in physical education classes is perceived as interesting and motivating by students, and provides an interactive way to expand their fund of motor knowledge and to increase the level of motor skills.

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