The game is the main tool for learning, not only man but also many other species. The 5Q preschool project simulates the unpredictability of life with innovative educational cubes for play and learning. These cubes give random results of numbers from 1-10, as well as all letters of the alphabet of Croatian, English or some other language. In combination with already known games, such as school games, they deal with beginners of language, emotional, financial, social and other literacy. The aim of the project is to build a world of imagination, play and learning for the acquisition of basic competencies in children.

Project leader and author: Dan Šercar, MA in Philosophy and Phonetics

NEWS

Our Super5Q project has been approved and partly funded by the European Union under the auspices of the Ministry of Labor, Pensions, Family and Social Policy and the National Foundation for Civil Society Development. Due to the epidemiological situation and security reasons, the first programs will be recorded and broadcast online with the participation of our professional actors and collaborators. You will be able to follow our work on the FB page Super5Q, social networks Instagram, Twitter, Linkedin, You Tube.

How to help children cope with unpleasant emotions?

By: Iva Murat


Emotions are very important in our lives, even though we sometimes suppress them. Emotions can be divided into positive and negative, but it is important to emphasize that negative emotions are not bad at the same time. All emotions are natural and normal and each has its own role. Therefore, instead of the terms positive and negative emotions, it is better to use the terms pleasant and unpleasant emotions. Young children do not yet know how to fully deal with their emotions and it can be difficult for them to recognize their own and others ’feelings, which is the foundation of emotional intelligence. As a parent, you can help your child do this. Never ask a child to suppress their emotions.

Don’t use sentences like, “That’s not a reason to cry.”, “You can’t be angry.”, “Big boys / girls aren’t afraid.” This underestimates your child’s problems and makes them feel misunderstood. Although the first impulse of many parents is to protect their child from unpleasant emotions, keep in mind that it is important to experience these emotions as well. When a child is experiencing an unpleasant emotion, appreciate it and let the child know that it is okay to feel that way. Then try to solve the problem by mutual agreement.

For example: “I understand that you are sad because your friend Marko has moved away and you no longer go to kindergarten together. It’s okay to feel that way now.


Would you like to visit Mark at his new house next week? ” It is important to explain to the child the difference between acceptable and unacceptable expression of feelings. For example, it is unacceptable to break things out of anger or hit others, but it is acceptable to direct that anger into some physical activity.


Keep in mind that children learn more by watching you than by listening to what you tell them. If you deal with your emotions in a healthy way, they will learn that too. So don’t hide from children when you are sad, angry or upset, but show them how you deal with those emotions.


How to protect the child’s psyche during a pandemic?

By: Iva Murat


In the past year, a coronavirus pandemic has changed our lives. Restrictive measures, lockdown, social distance, restriction of movement, work from home, school closures, job losses, with ubiquitous fear and uncertainty, have left their mark on our psyche. All of these circumstances are particularly difficult for children, although children as a vulnerable group are probably the least talked about. The focus is on protecting the health, especially of the elderly, but what about the mental health of the youngest?

It is difficult for children, as well as adults, to accept sudden life changes, especially when they do not fully understand what is happening. Even if they do not understand, children feel fear, uncertainty, discomfort, or anxiety from people around them. Children can express their emotions in a variety of ways, from withdrawing into aggressive behavior. By closing schools and banning sports and other extracurricular activities, children lose their daily routine, opportunity for socialization and physical activity.

Limited socializing and interacting with peers can leave unwanted psychological consequences on children. The question that many parents ask themselves is how to protect the child’s psyche during a pandemic. It is important to explain the current situation to the children in a way that is age-appropriate. Help them to accept and express their emotions in an acceptable way. Show them that you too are sometimes angry, sad, helpless, and then show them how you deal with those emotions.

Explain to the child that he can always talk to you and that he does not have to be ashamed of his feelings and have patience for the child’s reactions. If your child attends online classes from home, try to establish a daily routine that is at least somewhat similar to your child’s usual routine. If you are also at home, try to use that time to get even closer to your child. Talk, play, teach your child a new skill, go out into nature.

By no means do not forbid your child interaction with his peers, because it is esential for his health and normal development.


INTRODUCTORY CONFERENCE OF THE SUPER5Q PROJECT


Yesterday, February 23, 2021, the Super5Q project had its inaugural conference with team members, friends and associates. In the introduction, Željka Tokić introduced the project leader, the Croatian Transpersonal Association. Project leader Dan Šercar presented the idea of the Super5Q program, and explained that the idea was for children’s playrooms and plays to be played in parks, squares, kindergartens and schools. As the crown disrupted our plans, we reoriented ourselves to audio-visual production. Iva Srnec Hamer presented the practical side of filming and organizing chat rooms, primarily the “Magic Christmas Box”. We also discussed future plans within the project, and agreed on some new collaborations. There will be new news soon. Your Super5Q greets you very much


Another fun shoot for our educational reading rooms. We bought a brutal new technique, tried some different positions and are getting ready for increasingly demanding projects. Thanks team for pushing me into new challenges and for believing I can kick them out of the joke haha. It’s nice to study with you. Super5Q is an EU project that will better prepare children, who are just starting their education, for the unpredictable needs of the labor market, when they finish their education. The ability to cope in unpredictable situations is intelligence. Already today, there is a clear trend that “book” knowledge and rational intelligence iQ alone are not enough to successfully perform work tasks.

Multi-intelligence theory knows several types of intelligences, and we chose five of them: iQ rational intelligence for inventing innovations, pQ practical intelligence for finding practical applications of innovations, sQ social intelligence for gathering a team to commercialize innovation, aQ artistic intelligence for successfully presenting an innovation that has become a product or service, and eQ emotional intelligence to successfully overcome all challenges on the path from innovation to successful business. Our dear actresses and members of Super5Q will reveal to you through an educational video how to approach poetry, whether you are preparing for Lidrano, writing songs or you are simply interested in how to play with poetry. The goal of chat rooms and reading rooms is to develop social and practical intelligence in children, prepare them for emergencies and circumstances, and have confidence in them to make the right choices.

Iva Srnec Hamer


Dear parents!

We present drama workshops that encourage creativity and storytelling in children. The Christmas Storytelling is a workshop related to encouraging storytelling, where participants will present their favorite stories and memories that they experienced last Christmas in previous years, based on the video material they watched. Remembering favorite experiences and objects encourages the creation of creativity and new stories that awaken children’s imagination. The storytelling takes place via zoom and includes watching videos where they listen to stories that have been previously recorded and the next 45 minutes where they tell their stories inspired by this storytelling. The storytellers are drama pedagogues with many years of experience. Your Super5Q team

TYPES OF INTELLIGENCE

Until recently, it was thought that there was only one, rational intelligence, or IQ. The level of intelligence is measured by different types of tests and is denoted by numerical values – IQ less than 50 is very low intelligence, and IQ greater than 150 indicates very high intelligence. Anything in between is considered average intelligence, below or above average. There are definitions that claim that IQ is the ability to cope with new, unpredictable situations or the ability to solve abstract problems. to encourage these different intelligences in children and to make a good foundation for them to develop into whole adult personalities.

The HTA (Croatian Transpersonal Association) will help children overcome the challenges of the future more successfully. And the present is challenging! The ability to cope with unusual, unpredictable, new situations is a fundamental feature of intelligence. Epidemiological circumstances clearly indicate that it is not enough to know how to cope (IQ – rational intelligence), but also to find a creative emotional response (EQ – emotional intelligence). In addition have the skills to change what you know (PQ) practical intelligence). In situations, such as a pandemic, which affect not only individuals, but also individual communities, entire countries, and even the world, we need developed skills of social organization and interaction (SQ – social intelligence). In order to be able to communicate and endure all this, it is necessary to have the ability to express what is happening to us (AQ – artistic intelligence). Those who start school today can be sure that at least 50% of the jobs that exist today will disappear by the time they finish their education. What can prepare them for the future labor market is the intelligence to cope with unpredictable, new circumstances and situations.

  • Rational intelligence
  • Emotional intelligence
  • Practical intelligence
  • Social intelligence
  • Artistic intelligence
Rational intelligence

Until recently, it was thought that there was only one, rational intelligence, or IQ. The level of intelligence is measured by different types of tests and is denoted by numerical values – IQ less than 50 is very low intelligence, and IQ greater than 150 indicates very high intelligence. Anything in between is considered average intelligence, below or above average. There are definitions that claim that IQ is the ability to cope with new, unpredictable situations or the ability to solve abstract problems. to encourage these different intelligences in children and to make a good foundation for them to develop into whole adult personalities.

This is the most well-known type of intelligence and is associated with reason, logical thinking, and reasoning and problem solving. According to the speed of thinking and coping in unknown situations, our IQ is determined. The way this is determined are tests to measure rational intelligence. The IQ is measured by numbers that determine where you are relative to others. In practice, it looks like this:

Very high intelligence (IQ is above 150)

High intelligence (IQ from 130 to 150)

Above average intelligence (IQ 110 to 130)

Normally developed intelligence (IQ from 90 to 110)

Below average intelligence (IQ 70 to 90)

Low intelligence (IQ from 50 to 70)

Very Low IQ (IQ less than 50)

Statistics show that the largest number of people, approximately 65-70% are in the middle of this scale. Psychologists claim that IQ tests are scientifically very accurate, but they do not measure the creativity, emotionality, personality and some other characteristics of each individual. When it was discovered that there were other types of intelligence, it was easier to draw conclusions about the qualities and characteristics of a particular person. Thus, for example, it can happen that a person has very high intelligence (IQ), but medium or low emotional (EQ) or social intelligence (PQ). In this case, people find it harder to cope in relationships with other people and in life in general, regardless of intelligence and high IQ.

Emotional intelligence

After recognizing some other types of intelligence, primarily emotional, the scientists concluded that IQ is very important and emotional because it helps to develop good and quality relationships in kindergarten, school, family, and later at work. People with well-developed emotional intelligence will better understand other people, will be able to recognize their own and other people’s emotions, be more empathetic and ultimately, more successful in family, social and business life. Emotionally intelligent people are open, communicative, flexible. This intelligence is extremely important for making connections among people and if it is low, people will feel isolated, misunderstood, unaccepted in society and ultimately, often and unsuccessfully.

It is extremely important that emotional intelligence develops from an early age, that children’s emotions are taken seriously if they are scared, sad or angry, that their feelings are respected and that they try to help by asking questions about the cause of the problem. This will first give the child a sense of importance and an opportunity to understand how he or she is feeling, and then to explain to mom, dad or aunt in kindergarten. Children who grow up in a positive family environment and whose opinions and emotions are respected are likely to grow into independent, confident, and happy individuals.

Practical intelligence

This type of intelligence encompasses the ability to solve everyday tasks and problems in the real world. Practical intelligence is possessed by people who easily cope in all life situations, know how to assess what is happening around them and react at the right time in the right way. We could say that they are real leaders who, in addition to a strong personality, need to have practical intelligence in order to know how to motivate and lead people. People with highly developed practical intelligence certainly include managers, principals, coaches, and anyone who has the ability to lead people and motivate them to go in the direction they have planned for them. Such people are very skilful and have the ability to persuade, to assess the situation well and get what they want, even at the cost of “circumventing the rules” and “stretching the truth”. Practical intelligence is something that is learned, even from a young age, and of course, everything starts from upbringing in the home, kindergarten and school. From an early age, children learn the skills of coping in a group, communication, negotiating and acting together. It has been observed that children who had better communication with their parents and greater support in childhood are safer and more resourceful, no matter what situation they find themselves in later in life.

Social intelligence

This type of intelligence refers to the way we communicate with the environment, how well we get along with others, and how we get along in society in general. We could say that it is intelligence that is recognized when we interact with other people and represents one of the important human skills. Every person is different, has different characteristics, views on life, opinion and lifestyle, and people with developed social intelligence can fit into any society and accept different types of people. Social intelligence develops throughout adolescence, and influences from the environment (parents, friends, relatives, teachers) create an image of how to communicate and can be a positive or negative example and impact on a child. If a child is accustomed to talking about everything at home, to respecting and arranging, he will be very unpleasantly surprised if he comes to a game with a friend and his parents shout at each other. Unfortunately, in some families this is a common way of communicating. But even in cases where children grow up in poor circumstances, this type of intelligence can be compensated at a later age because social intelligence can be practiced. There are different types of workshops and courses where communication is practiced while working directly with other people.

Artistic intelligence

This term is usually considered the ability to create new, unique and unique works, whether it is music, painting, literature or some other creative art. By all accounts, we inherit rational IQ intelligence, we learn SQ social intelligence from an early age, practical PQ partly embraces a person’s character, others learned behavior, and emotional and artistic intelligence something we carry within us as talent. Artistic, creative intelligence adorns people of free spirit, open and positive to new ideas and capable of creating something new. Some argue that the creation of new works, while referring to patents and inventions, is associated with rational intelligence, but a direct link between high rational IQ intelligence and artistic AQ intelligence has not been proven. Indeed, some scientists believe that too high an IQ can be a hindrance to the creation of works of art and creativity in general. Otherwise, children are incredibly creative, playful, capable of creating new, wonderful worlds, games and stories. In doing so, they should only be encouraged and encouraged in early childhood to express themselves in the way that is closest and dearest to them. Someone may be weak in artistic expression, but extremely talented in music and vice versa. Some children are talented at playing with different types of dice (e.g. Lego) where they can create their own creations. It is up to us adults just to encourage them and not get in the way.

SOCIALLY ENTREPRENEURIAL TEAM

DAN ŠERCAR

Team leader, mr. philosophy and phonetics, president of HTA, author and originator of the Super5Q project

ŽELJKA TOKIĆ

Web marketing, editor of Super5Q portal, internet marketing expert, writer, vice president of HTA

IVICA MARTINKO

Organizer, head of social entrepreneurship, B.Sc. oec

GORAN KOVAČIĆ

Graphic designer, webmaster, art photographer, cameraman

ABOUT US

The Croatian Transpersonal Association strikes a balance between social, environmental and economic business goals. The social goals of the HTA association are achieved through activities that strengthen the positive relationship by self-sufficiency and improve the quality of life of users. Programs / activities such as managing and reducing the stress of the modern lifestyle, preserving traditional approaches to healthy eating, strengthening self-confidence, emotional balance, coping with one’s own fears and weaknesses, creative expression, developing talents, engaging in the arts. HTA achieves its environmental goals through programs that promote healthy eating, organically grown food, responsible attitude towards the environment, developing awareness that environmental health is a prerequisite for one’s own health, recycling, and finding and preserving traditional values ​​that encourage environmental protection. Since its founding in 1994, the HTA has continued the activities of the “Society for the Integral Development of Man”, founded in 1982 in Zagreb.

The reasons for the “transformation” are that, with the help of EUROTAS, the European Transpersonal Association, we better overcome the challenges of transition, which we have succeeded in our modest conditions. The economic goals of the HTA association were never in the first place. Section leaders volunteered. The participation of members in the programs, by purchasing our products, supported the achievement of goals. Since its founding, ie 25 years, the association has been operating positively and there are no doubts. With this project we would like to raise our expand and strengthen the activities of HTA as a social entrepreneur, especially in the part that deals with an innovative approach to education of children and youth, through play and art to help develop all their talents and abilities. healthy habits and lifestyle. In performing the economic activity of HTA and artistic production, we always take care of the most favorable impact on the environment, we use recyclable materials, we recycle, we use discarded things and we give them a new purpose. All our activities are aimed at improving the quality of life of the individual – as well as the community as a whole.

Croatian Transpersonal Association (HTA),

member of the European Transpersonal Association

Zagreb, Pavla Hatza 27

President of the association and author of the project:

Dan Šercar, M.Sc. philosophy and phonetics

Phone: 098/47 99 27

Email: dan.sercar@gmail.com

All rights reserved! Copyright HTA 2020.