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COMPUTER GAMES AND COGNITIVE DEVELOPMENT OF PRE-SCHOOL CHILDREN

Author(s): Anastasija Mamutović,Marija Marković,Zorica Stanisavljević Petrović / Language(s): English Issue: 01/2020

The aim of the research was to examine the attitudes of educators towards the impact of computer games on the cognitive development of pre-school children. The research included 188 educators from pre-school institutions in the territory of Serbia. Educators' attitudes were analysed in relation to their level of education, place of work, age and years of service in order to identify tendencies that occur with changes in the structure of the research sample. The data obtained from the research were processed in the SPSS program, by using parametric statistics and the F test in the statistical analysis in order to determine the statistically significant differences in the attitudes of educators with respect to independent variables. A qualitative approach was used in the analysis of the survey results obtained through the use of questionnaire-scale, while the data were presented in tables and graphs. The research was carried out in two phases. The first phase of the research involved visiting the kindergartens to gain approval for the participation of the pre-school institution in the research and to deliver the instrument to RIUPU (Computer games at a pre-school age), which the educators subsequently completed. This phase was followed by the collection of instruments, as well as by the interpretation of the obtained data. The results of the research indicate that educators consider computer games to be a useful pedagogical tool that encourages the learning of pre-school children and reflects positively on logical reasoning, as well as on the enhancement of intellectual development and cognitive abilities. In regards to statistically significant differences in the respondents' attitudes compared to the independent variables, the results of the research show that educators with longer work experience evaluate more positively the impact of computer games on the cognitive development, as opposed to educators with shorter work experience. When the place of work variable was analysed, the research results show that educators in rural areas expressed a greater degree of agreement with the statement that the use of computer games in the context of kindergarten can contribute to the acquisition of declarative, procedural and strategic knowledge, compared to educators employed in suburban and urban areas.

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SENTIMENT ANALYSIS BASED ON DEEP LEARNING TECHNIQUES APPLIED TO CHILDREN IN LOGICAL GAMES FROM NONFORMAL EDUCATION

Author(s): Dan MUNTEANU,Nicoleta Munteanu / Language(s): English Issue: 01/2020

This paper presents an analysis of the behavioral and temperamental changes of children in non-formal education lessons within the Logic Games discipline. The experimental setup was made using 2 video cameras that alternatively recorded and monitored groups of 2 children during the lessons from the Logic Games discipline for the entire scholar year. Emotion plays an important role in the lesson of non-formal education. Chess as part of the Logic Games involves the training of qualities such as will, ambition, perseverance, attention to detail, distributive attention, patience, evaluation and anticipation of many alternatives and possibilities to move both your own and your opponent's and to choose the moves. optimal. It is very important to be mentally trained to deal with the negative emotions generated by losing or losing the match. Therefore, before learning how to win you must learn how to lose. The sentiment analysis in this paper refers only to the automatic recognition and identification of facial expressions. The images extracted from the video recordings were processed, and then classified into the categories: happy, sad, angry, disappointed, pleasantly surprised, proud, panicked / worried or stressed Deep Learning techniques such as Convolutional Neuronal Network, RCNN, Faster RCNN and Mask RCNN and Transfer Learning technique were used to classify the images. The contribution of the paper is given by the application of these image classification algorithms in the non-formal education process. There was a correlation between the feelings detected, frequency of occurrence and the end result of the game in order to improve the educational process to optimize the automatic feedback needed by the teacher to adjust the instructional-educational process, benefiting from the support of an automatic assistant. The results were illustrated in graphs regarding the evolution of the behavioral states/the flow of feelings of the children during lessons throughout the experiment.

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Being present in learning: practical approach in cultivating children's attention awareness

Author(s): Maria Cristina Popa,Dan Florin Stănescu / Language(s): English Issue: 4/2021

Abstract: Children's attention has become a valuable resource in education. Lack of attention is felt in terms of school outcomes, but also in the low level of well-being with which it is linked through the stress emerged, and which, in a vicious circle, develops children's negative perceptions of school. In this empirical research, both qualitative and quantitative, we studied the awareness of 64 3rd graders of their own attention and well-being. Half of the students (n=32) were involved in a quasi-experimental program during a full school semester. The program was called Master of attention (MA) and aimed to endorse the students’ awareness in order to eco their attention and well-being that were to improve not only their test results, but also their inner state. The remainder of the students (n=32) were used as controls. The report presents in detail the exercises proposed to children, the technique required to implement them and the vision that surrounds the program towards achieving a high level of benefits. Results show that students who participated in the MA program scored better in the given test and reported a positive inner state than did controls. Differences between groups were found on both concentrated attention and cognitive tests. Findings demonstrate that metacognition can be exercised through direct practice in classrooms and that increased awareness over owns capacity to control attention can be concretized in a valuable non-cognitive skill that can upturn test outcomes and engender a perceptible well-being state.

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NECESSARY SKILLS AND COMPETENCIES OF THE 21ST CENTURY TEACHER – CROATIAN AND POLISH STUDENTS’ ATTITUDES

Author(s): Sani Kunac,Monika Frania / Language(s): English Issue: 2/2018

Nowadays, changes are taking place both in the society and in the living environment and, accordingly, in the educational system as its important part. These changes contribute to the consideration about the role of the contemporary educator and the redefinition of his / her function in the modern world. To build a better education and “the school of tomorrow”, today’s students of teaching majors should have a vision about the competencies and characteristics of a good and effective teacher for the 21st century because they are the future of our education systems. The purpose of the research presented in this article was to explore what teacher competencies students deem most important for the teaching profession and to examine if there are differences in the estimation of the importance of the particular competencies between the students from the Faculty of Humanities and Social Sciences, University of Split, Croatia and the students from the Faculty of Pedagogy and Psychology, University of Silesia, Poland. The sample consisted of 100 respondents, included 52 students from the Faculty of Humanities and Social Sciences, University of Split and 48 students from the Faculty of Pedagogy and Psychology, University of Silesia, all in their final years of studies after which they will become graduates of education. The research was conducted through a questionnaire that contained statements about particular teachers’ competencies, and an interview with 5 Croatian and 5 Polish students, for the purpose of gaining a better insight in the research problem we were interested in. The results showed that the participants ranked highly all the competences that were offered in the questionnaire. The lowest rank was M=3,51, and highest was M=4,77. There were also found some differences in estimation of the importance of some competences between the group of Croatian and Polish students.

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PEDAGOŠKE IMPLIKACIJE SOCIJALNE ISKLJUČENOSTI ROMA

Author(s): Lejla Hodžić / Language(s): Bosnian Issue: 1/2016

Socijalna isključenost društvena je pojava koja se javlja u svim zemljama neovisno o stepenu njihovog razvoja. To je proces kojim se određene skupine stavljaju u podređen položaj jer ih se diskriminira po različitoj osnovi. Brojne su skupine koje podliježu rizicima socijalne isključenosti, međutim, jedna od najugroženijih zasigurno jeste romska populacija. Socijalna isključenost Roma proizvodi višestruke posljedice. Složenost i isprepletenost problema koji niču i nastaju iz socijalne isključenosti sadrže i sa sobom nose ozbiljne pedagoške implikacije. Prevazilaženje socijalne isključenosti nije jednostavni problem inkluzije. Puko uključivanje Roma u sfere, iz kojih su decenijama bili isključeni, ne bi upriličilo željene rezultate. Otuda se ovo uključivanje mora zasnovati na istraživačkim rezultatima prirode i karaktera socijalne isključenosti. U radu će biti iznesene pedagoške implikacije koje iz njih proizilaze te osnovne mogućnosti i prijedlozi za prevazilaženje i preveniranje pojave socijalne isključenosti Roma.

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ZNAČAJ RANOG UČENJA STRANOG JEZIKA U KONTEKSTU POTICAJNOG JEZIČNO-KOMUNIKACIJSKOG OKRUŽENJA

Author(s): Dženeta Camović,Larisa Kasumagić Kafedžić / Language(s): Bosnian Issue: 1/2016

Mnoga znanstvena istraživanja ističu važnost ranog odgoja te stvaranja poticajnog okruženja za komunikaciju na stranom jeziku. Djeca predškolskog uzrasta imaju neizmjerne kapacitete za učenje stranog jezika te je stoga važno oblikovati bogato jezičko-komunikacijsko okruženje u kojem će dijete imati priliku da kroz obilje raznovrsnih interakcija (s drugom djecom, odraslima i okruženjem) usvaja strani jezik aktivnim i izravnim sudjelovanjem. U tom smislu, kreativne aktivnosti s djecom u kontekstu fizičkog i socijalnog okruženja dobivaju veliku važnost, tim prije, što su usmjerene na proces, a ne rezultat učenja. Novija istraživanja mozga, također, pokazuju kako je s učenjem stranog jezika važno započeti što ranije, jer je učenje najefikasnije kada se odvija u zonama optimalnog razvoja i u kritičnim periodima za učenje. Kako se i u teoriji učenja i usvajanja stranog jezika govori o kritičnom periodu, u radu se sagledavaju razvojne karakteristike djece predškolskog uzrasta (od 4 do 7 godina), predstavljaju se osnovne karakteristike prirodnog učenja svojstvenog ovoj uzrasnoj grupi, a poseban akcent stavlja se na važnost i „ozbiljnost“ igre i poticajnog okruženja s ciljem kreativnog i spontanog učenja stranog jezika.

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DEVELOPMENT OF SOCIO-EMOTIONAL SKILLS

Author(s): Florica Rotaru / Language(s): English Issue: 2s/2021

In social and emotional development is the foundation of realities and interactions that give meaning to the experiences of children at home, from kindergarten, in the community. It also significantly influences children’s success in life, but also at school. That is why the educational process must be oriented towards human knowledge and understanding, towards the development of civic, aesthetic and moral sense and behavior. Interpersonal relationships are a difficult and complex process, not only in kindergarten and school, but also in the family and in society. A correct human relationship presupposes a partnership in which those involved respect each other, offer and receive alternatives.

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MULTIMEDIA AND DIGITAL TOOLS. BASICS OF CIVIC AND ETHICAL EDUCATION IN PRE-PRIMARY AND PRIMARY SCHOOL

Author(s): Mihaela Gabriela Neacșu,Florentina Bucuroiu / Language(s): English Issue: 01/2020

This paper presents the findings of a psycho-pedagogical study on the effectiveness of certain multimedia apps and of a software program for civic and ethical education in pre-primary and primary school. The purpose of this study is both the analysis of the capitalization of various forms of multimedia, audio, image, animation, video content, interactive content forms and of the new educational software for shaping the social-civic skills of young pupils. The methodology employed is qualitative. The specific objectives of this study are: - An analysis of the pedagogical ways of integration of the multimedia and digital tools in the didactic process of civic and ethical education for young pupils; - An analysis of the complementarity of education forms and capitalisation of the multimedia and digital tools for shaping the social-civic skills of young pupils; - Best practice reflections on integrating multimedia education means in Romanian pre-university education. The conclusions of this study highlight the importance of integrating multimedia means in the civic and ethical education of young pupils so as to enable greater engagement of students in their own civic shaping, capitalisation of the differentiated and personalized content of civic education, a flexible structuring of the learning times, understanding civic reality based on case studies reflecting reality, the formation of pro-social attitudes and behaviours based on concrete examples. The advantages and limitations of using these formative tools and means are highlighted: multisensory stimulation in presenting the information, stimulation of critical thinking, purpose-oriented learning, individual exploration/search of information and operating on it, contributions to the knowledge of the immediate civic reality etc.

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USVOJENA STRATEGIJA I PLANOVI ZA BORBU PROTIV KORUPCIJE U BiH (2009. – 2014.) TE STANJE U OBLASTI ŠKOLSTVA I NA SVEUČILIŠTIMA

Author(s): Ivo Miro Jović / Language(s): Bosnian,Croatian,Serbian Issue: 5/2014

To write about corruption the author must constantly bear in mind that he writes about particular situation in social community where certain number of people deals with stealing which is by itself an immoral act. Stealing and immoral aren’t always bribe and corruption but bribe and corruption are always unlawful acts where individual gains material or other benefits for himself or for some group, and that’s clearly immoral. Through its history people have always been inclined to bribe and corruption. In the places where justice and law rule and where institutions for quality implementation of law exist, this social problem is recognized and has no influence to the development of community. But in the places where law or institution which can cope with this problem don’t exist, bribe and corruption are destroying social tissue and general situation is chaotic and with no perspective. Bosnia and Herzegovina has a huge problem of corruption in all areas, especially in the area of education and science. With a view to creation of social atmosphere with minimum bribe and corruption, a high quality laws are passed but appropriate institutions where capable people would work, who would know and could prevent but also punish culprits, are about to be built. Implementation of Strategy as fundamental document followed by action plans and construction of institutions isn’t enough if plans aren’t implemented in the right way, if the deadlines have been expired, and if there’s no feeling that the offender is going to be punished. This paper is about inconsistency and incomprehensiveness for the problem of bribe and corruption in B&H through implemented Strategy for the period of 2009 – 2014 and action plans as products of this strategy. Nevertheless, one can make conclusion that Strategy has to experience radical and substantial change so that action plans could produce quick and quality effects through its implementation - by this we mean implementation of Strategy. This paper has shown the failure of Strategy and action plans whose aim is the fight against bribe and corruption in corporation with appropriate institutions and they are left out in these documents when we speak about education system and universities.

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Skaitmeninės atskirties veidai: formaliojo ugdymo dalyvių požiūris į skaitmeninę atskirtį ir jo kaita nuotolinio ugdymo laikotarpiu pandemijos sąlygomis

Author(s): Jovita Žėkaitė,Vaiva Schoroškienė,Ieva Adomaitytė-Subačienė,Erika Speičytė-Ruschhoff / Language(s): Lithuanian Issue: 47/2021

With formal education moving online during the COVID-19 pandemic in Lithuania, issues related to digital literacy and digital exclusion have become more visible. Especially concerning is the growing digital exclusion of those social groups in the society which before the pandemic were already affected by social and economic problems, or other special needs. Further, the shift of formal education online created new challenges around digital exclusion. Recent literature dealing with the subject of digital exclusion, such as the study by Beaunoyer et. al. (2020), suggests that digital exclusion can be caused by a lack of digital literacy skills. Thus, even people with good technological equipment might experience difficulties to fully partake in online education, correctly understand information, or make full use of technologies involved in the online learning process because of a lack of knowledge, missing competencies, or motivation. Other scholars involved in researching digital exclusion argue that this binary approach in understanding the phenomenon is not sufficient (i.e., when the causes for it are seen only in insufficient technical equipment or missing skills). A third aspect of the social, cultural and economic context has to be added. In this article, digital exclusion will be analysed according to the three levels classification as suggested by Scheerder et al. (2017, 2019): (1) lack of technical equipment, (2) missing digital literacy skills, and (3) differences caused by sociodemographic and socioeconomic factors. During the months of June to December 2020, qualitative research was conducted in which pupils from 5th–8th grades, their parents, the teachers of the primary and secondary schools, and the school administration have been interviewed. The research consisted of two stages: the first one in relation to the first COVID-19 wave in Lithuania in June–July 2020, the second one – in relation to the second COVID-19 wave in October–December 2020. The data was collected via focus groups, both during face-to-face meetings and online. Research has shown that at the beginning of the online education process, the main focus of the schools was to tackle the first level difficulties (technical equipment), but the main challenges were related to the third level (sociodemographic and socioeconomic differences). In solving problems related to technical equipment, both school communities and parents have been mobilized. This depended on parents being able to ensure that their children had a proper enough computer and sufficient internet connection to ensure appropriate online learning at home. The teachers sometimes also felt individually responsible for tackling technical equipment and internet connection problems related to single pupils or their own classes. Many more difficulties were caused by the challenges related to the second level of problems involving digital literacy for all participants in online learning. Since there was not a sufficient level of open and coordinated communication during the period of distance learning, some groups within the school communities (including teachers) felt “left out” or accused of not having the necessary digital skills. The accumulated experience led to a realisation that the emerging problems here should not be seen and dealt with individually (i.e., only as the issues and responsibilities of separate pupils or teachers) but could be much more effectively tackled with the involvement of the whole school community (including the school administration and parents). During the first COVID-19 wave, school communities struggled most with the third-level difficulties of digital exclusion: it was very challenging to appropriately integrate pupils with special needs or at-risk children into the distance learning process. This was already the case before the pandemic, but distant learning created an additional edge to the existing problem of social exclusion for those groups. The lack of special needs professionals in formal school education, missing expertise and skills for working online with special needs pupils, insufficient collaboration between educational specialists and social work professionals – these problems became significant factors in the social exclusion of certain pupils during the periods of distance learning. Therefore, an understanding of digital exclusion as a complex, multi-layered phenomenon is significant in creating effective systemic strategies for tackling it, in which all participants of the school community are included and collaborate with each other.

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Preocupări ale comunităților evreiești din județul Bacău pentru educarea copiilor preșcolari

Author(s): Elena Ungureanu / Language(s): Romanian Issue: XLIII/2014

This article presents the preoccupations of the Jewis communities from Bacău County towards the instruction and education of their own children, even from preschool. 4-6 year old children were enrolled in the public kindergartens in their home towns, where, next to the Romanian children, benefidet from the love and care of their kindergarten teachers who made them value the Romanian language, the imagination and the artistic talent. According to the private education legislation, in 1926, a kindergarten with classes taught in Jewis language was founded in Buhuși, in 1924 and in Moinești, in 1928.

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Do instructions overwhelm the preschool classroom? Early childhood educators’ use of instructional vs regulative directive commands

Author(s): Francisco José Lería Dulčić,Roxana Nora Acosta Peña,Patricia Ester Sasso Orellana,Daniela Andrea Collao Jofré / Language(s): English Issue: 92/2021

Instructions are a fundamental part of early childhood educators’ verbal activities in a plethora of interactions, that constantly guide children to achieve a targeted educational goal. However, little attention has been devoted to identify their presence and relative proportions in early childhood educators’ daily speech. Underpinned by functional linguistic theory, this study’s purpose is to identify early childhood educators’ spoken directive commands from a large database to check their distribution and predominance, compared to other verbal modalities that are equally important for their pedagogical work, such as: commands, sayings, feedback, questions, etc. Through 20 participants’ daily audio–recordings from regular work–hours with preschool children, we selected a large number of sentences to later be classified according to their degree of belonging to a specific directive command’s category – ten in this study. The findings suggest that instructional directives are the first in order of frequency followed by the use of reformulations and singing, among others. We conclude that it is vital for early childhood educators’ professional practice to identify which types of linguistic styles they predominantly use in order to make effective decisions to pursuit an educational goal, and that way successfully support young children’s learning processes. The scope of these findings is briefly discussed taking into perspective future research and its contributions to early childhood education’s formative processes.

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Crossing Steam and Media Literacy at Preschool and Primary School Levels: Teacher Training, Workshop: Planning, its Implementation, Monitoring and Assessment

Author(s): Vitor Tomé,Belinha S. De Abreu / Language(s): English Issue: 1/2022

Seventeen workshops on STEAM and Media Literacy, involving 500 children aged 3-10, their families and other community members, in a pandemic context, was the end result of the third phase of the ‘Digital Citizenship Academy’. This community-based action research project began in early 2015, in a Lisbon neighbourhood of Portugal. The workshops were planned, implemented, monitored and assessed by 29 teachers during an online training initially planned to be developed on site. Despite the Covid-19 outbreak, teachers implemented strategies to overcome the lack of resources and autonomy of many students, especially younger ones, and the training focus remained on the production of scientific, artistic, technological, but also media content. The workshops allowed the creation of media and STEAM products primarily focused on the arts, but in which science, technology, engineering and mathematics were present.Results point to the fact that STEAM projects gain in relevance when associated with Media Literacy activities, and vice versa. Although there is a general feeling that the situation resulting from the pandemic prevented the achievement of more significant results, the training course was suitable to pedagogical practices, provided an opportunity for sharing of experiences, practices and ideas, fostered cooperation and interdisciplinary, and resulted in useful resources.

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Educating for Good Character: from Critical Thinking to Intellectual Character Virtues

Author(s): Anna Hurajová,Vladimíra Hladíková / Language(s): English Issue: 1/2022

Life in the 21st century has presented people with unprecedented appeals and ethical challenges which are nowhere more evident than in educational institutions as well as in the online space.A renewed interest in the character as one of the crucial ethical developments is gaining momentum today. Good character is based on the virtues one possesses. We argue that education focused on the cultivation of intellectual virtues such as curiosity, intellectual humility, intellectual autonomy, attentiveness, intellectual carefulness, intellectual thoroughness, open mindedness, intellectual courage and intellectual tenacity are needed for individuals to lead fulfilling lives. At least, growing in intellectual virtues seems to be a valuable and desirable educational aim. This theoretical study strives to make a twofold contribution to the area of knowledge: firstly, it aims to contribute to the area of character and moral education through describing its forms and features; and secondly, it aims to contribute to virtue epistemology by identifying its nature and focus and outlining nine intellectual or epistemic virtues. Further to the second contribution, the study ends by arguing that the intellectual virtue approach and the critical thinking approach both help to cultivate intellectually virtuous critical thinkers.

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THEORIZING AN INTEGRATIVE-QUALITATIVE INTENTIONAL BEHAVIOR MODEL IN ROMANIAN PRESCHOOL TEACHERS FOR SDG4 (EQUAL ACCESS TO QUALITY PRE-PRIMARY EDUCATION)

Author(s): Dana Rad,Adela Redeș,Alina Roman,Anca Egerău,Evelina Balaș / Language(s): English Issue: 1/2022

Quality education is one of the 17 Sustainable Development Goals (SDGs) set by the United Nations in 2015. SDG 4 refers to guaranteeing inclusive and equitable quality education for all, as well as fostering opportunities for lifelong learning for everyone. Equal access to high-quality pre-primary education is one of DSG4's 11 indicators, and it will be discussed further in this study. The goal of this study is to lay a theoretical foundation for the development and validation of an integrative-qualitative intentional behavior scale in Romanian early childhood education and care system. Our theoretical research will also be used to develop an integrative-qualitative intentional behavior prediction methodology that can be used to predict preschool teachers' integrative-qualitative intentional behavior in ECEC teachers and aid educational decision-makers in developing timely interventions that increase the likelihood of success. The study's major findings point to important components that might help Romanian educational decision-makers improve SDG4 outcomes.

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DISCRIMINATION AGAINST YOUNG LEARNERS. WITH D FROM DAMAGE, DISTORTED HOPES, AND DISENGAGEMENT WITH SCHOOL. A ROMANIAN PERSPECTIVE

Author(s): Mihaela Arsene / Language(s): English Issue: 1/2021

The paper highlights free real-life instances of discrimination against children in the pre-school and elementary school system in Romania that are more than twenty years apart. The paper then briefly surveys the official EU perspective on the fight against discrimination in education, alongside the current EU vision for an inclusive education. The final section focuses on the practice of fighting discrimination in the Romanian schooling system, thereby emphasizing the unbridged gap yet between the humanistic vision of inclusiveness, learner diversity and mutual enrichment on the one hand and the current inadequate materialization of inclusive educational policies in Romania on the other. Suggestions for addressing the problem conclude the paper

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Dvojezično školovanje pripadnika hrvatske manjine u Rumunjskoj

Author(s): Petru Hațegan,Sanda Lucija Udier / Language(s): Croatian Issue: 2/2016

Members of the Croatian minority in Rumania speak different local Croatian idioms, while they are also in contact with local Romanian idioms. In kindergartens and primary schools they learn both standard Romanian language as well as standard Croatian language (Hațegan 2015), and for many of them this represents the first contact with standard Croatian language. In addition to that, during the process of standard Croatian acquisition they also develop the so-called vertical bilingualism, i.e. along with the organic idiom acquired in a family setting during primary socialization, speakers also acquire the standard (or standardized) language, in this case standard Croatian language. Pavličević-Franić (2006) emphasizes the fact that all relations and links belonging to the first language system which are engaged by children during the acquisition process, will be also activated during the development of second, similar language system (in this case, contemporary standard Croatian language). This finding has served as the foundation for contemporary linguistic-didactic models which emphasize the necessity of using native idioms as the basis and support during the standard language acquisition (Petrc 2015). This paper will discuss the variety of Croatian language taught in Rumanian schools dedicated to the Croatian national minority. It will analyze the current state of affairs where only standard Croatian language is taught. Furthermore, it shall offer a proposal to teach, develop and nurture, along with the standard variety, the local Croatian idioms spoken by the Croatian minority in Rumania in order to foster the students’ vertical bilingualism. A similar model of teaching Croatian as a minority language has been applied in Croatian schools in the Austrian region Gradišće (KindaBerlakovich 2005). Its apparent advantage has shown to be the fact that, along with the standard language acquisition which enables students to establish supraregional, multifunctional communication and access to education and business life in Croatian, this model also fosters the usage of local idioms which represent the first language of their speakers, who are emotionally attached to it. Ultimately, it functions as the primary feature of their ethnic and regional identity (Hațegan 2015).

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Atitudinea față de școală a copiilor de vârstă școlară (studiu comparativ)

Author(s): Viorel Robu,Zamfira-Maria Petrescu,Narcisa Gianina Caranfil / Language(s): Romanian Issue: 1/2022

This study addresses the attitude toward school among young school-age children. This variable is very important for the analysis of the factors responsible for the differences between young school-age children in terms of the quality of their adaptation to school tasks and the acquisition they make through the teaching process carried out in classroom. This study is based on a quantitative design. Participants (N = 157 students in grades 3 and 4) completed a standardized questionnaire that captured various indicators of attitude toward school. Descriptive data showed positive student attitude when the following areas were analyzed: relationship with teachers, classroom instruction, thorough preparation for school, homework, academic performance, and satisfaction with school. The hierarchy of daily activities by frequency placed preparing for class for school, reading, and solving homework in the top positions. The comparative data partially confirmed three of the working hypotheses. The results of the study are analyzed in terms of their relevance to psycho-educational approaches aimed at increasing motivation for school among young school-age children.

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Preşcolarul creştin-ortodox şi tehnologia digitală. Rolul trezviei în formarea voinţei

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Preşcolarul creştin-ortodox şi tehnologia digitală. Rolul trezviei în formarea voinţei

Author(s): Mihaela Brânză / Language(s): Romanian Issue: 06/2022

The Christian family is nowadays confronted with an avalanche of information provided by the digital media. In order to walk on a healthy developmental path, the preschooler needs a calm environment to live in and two parents that love each other. Digital technology raises a great deal of challenges for the adults. They are forced to search for the latest information related to the effects of digital media on their children. Self-discipline has become mandatory for a today’s parent. Children learn from their parents how to behave in the family and within society. Emotional development is connected with the adults’ ability to love them unconditionally. A Christian parent is called to be extremely vigilant. The power of bad influence that the media has on children’s thoughts cannot be neglected. It also affects their attention and capacity to learn. Teaching children how to limit their use of technology constitutes a step in the development of their will. Protecting their minds from ugly thoughts is a task that parents are supposed to carry out during early childhood. The Christian teaching about watchfulness is the starting point of this educational endeavor.

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Musical Activities in the Development of Cognitive Processes (Attention) in Children in Early Childhood Intervention

Author(s): Mária Habalová / Language(s): English Issue: 2/2022

The perception of music requires focus on what is happening here and now. When working with children with developmental issues, it is important to modulate stimuli, so they are strong enough to attract and sustain their attention, despite any limitations. In musical activities, the children follow and respond to the musical movement that occurs within various changes in pitch, melody, intensity, rhythm, timbre, etc. Through these changes, it is possible to regulate the level of attention span. Different musical activities can be implemented into various educational and intervention strategies according to the children’s interests as well as their specific needs. The aim of this paper is to present music as an attractive and effective medium to improve children’s attention.

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