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The aim of this studyresearch was to determine thehow frequencykindergarten teachers, with regard to their years of electronicwork mediaexperience, useestimate the importance of physical activities impact on the development of preschool children, as well as the implementation of structured and unstructured physical activities in kindergarten. A total of 112 kindergarten teachers participated in the research. For this purpose, a scale of 19 statements was constructed, on which the value was estimated from 1 (do not agree at all) to 5 (completely agree). Using factor analysis, 4 main components were isolated, which in total explain 45% of the variance. With varimax rotation, 4 factors were obtained - teachers' competence and motivation for implementing physical activities in kindergarten (6 items), influence of regular physical activity on children's development (5 items), implementing physical activities in kindergarten (5 items), support and material conditions (4 items). The differences in factors with regard to years of work experience were calculated by primarythe Mann Whitney U test. The results showed significant differences in favor of kindergarten teachers with 11 and more years of work experience in the factors of influence of regular physical activity on children's development and support and material working conditions. Teachers with more years of work experience have a significantly more positive attitude towards physical activity on the development of children. They also estimate that they have more support from the school childrenprincipal and other professional services in the intensityimplementation of their participation in certain physicalkinesiological activities, as well as tomore investigatesports the relationship between parental prohibition of electronic media userequisites and encouragingequipment children to participate infor various leisurephysical activities, and finally, to determine which activities children prefer in their leisure time. The research included 509 parents of primary school children in four primary schools in Zagreb County and the City of Zagreb. The research instrument was an anonymous questionnaire with a five-point Likert type scale. The data were processed by descriptive and inferential statistics, which was used to determine possible differences and a correlation and discriminant analysis. The results revealed statistically significant differences between parents who restrict their children’s access to electronic media and those who do not. What distinguishes these two categories of parents is that parents who restrict their children's access to electronic media significantly more encourage children to read and learn than the other group of parents. A statistically significant difference was not established between these same two categories of parents in relation to the activities that children prefer to do in their free time. The conclusion is that parental control over the use of electronic media has positive effects because it is associated with encouraging children to participate in activities useful for their growth and development.activities.
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children'seducators, leisurefree time,play, masspreschool media,age, restrictingself-assessment, accessstructured tophysical electronicactivities media,
primary education, parental influence |
