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Erken Çocukluk Döneminde Yapılandırılmamış Materyallerle Hikaye Oluşturmanın Önemi

Author(s): Nilay Dereobalı,Mihriban Özcan / Language(s): Turkish Issue: 1/2018

Early childhood is a process in which the children’s thinking skills, imagination and vocabulary develops, social interaction is enhanced, articulation is enriched and native language structures are gained. In this period, to bear positive feelings and thoughts towards story books, offering various stories to children by their parents and educators, giving opportunities to create their own stories and supporting them to express themselves in a distinctive way, provide important contributions in the fields of language, cognitive and social emotional development. The use of unstructured materials and the fact that these materials become part of children’s natural life in early childhood is important in terms of acquisition of these skills. In this article, the contributions of unstructured materials to the development of children are tried to be revealed in the light of the studies done in the literature

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Children and digital media

Author(s): Matea Halapa,Marina Đuranović / Language(s): English Issue: 2/2021

Digital revolution has transformed childhood very profusely. The goal of this work is to present the way digital technology influences education, in what way it shapes various dimensions of life and the identity of preschool children and the challenges upbringing parents are faced with. Numerous researches have indicated that digital media can be a worthy source of knowledge, encourage and develop various children's abilities and skills if they are used appropriately and under adult guidance. However, uncontrolled and excessive use of media in early children's age can potentially have extremely negative and harmful effects on the child's growth and development and endanger his/her health and happiness. Parents and other adults in charge of children’s care significantly affect children’s approach to the media and media content. This paper has concluded on the fact that social media has dual effect on the child; therefore, it is necessary to offer quality preventive programmes and workshops not only for parents and educators but also for children and youth.

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THE FASCINATING PROFESSOR. A POINT OF VIEW

Author(s): Răzvan - Alexandru Călin / Language(s): English Issue: 1/2022

One of the main objectives of the teaching is to reach those psycho-emotional springs of those who participate in the teaching act able to turn the participants into captives of the discourse, ideas, and relationship that is built in the created teaching context. Fascination is the way, and the professor is in the hypothesis to realize this act. This article presents the results of a study on the qualities that a professor should possess to be fascinating, as it was identified and described following the exploratory approach focused on questionnaire-based research applied to a number of 130 students in the first year from different faculties of the University of Craiova. The final results, obtained through the expert consultation technique, corroborated with the Critical Incident Technique and the Assessment Scale with Behavioral Anchors, were organized in the form of a hierarchical list of qualities of the fascinating professor, a list that allowed to draw current conclusions regarding directions likely to develop professor teaching approaches.

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SCHOOL ADAPTATION DIFFICULTIES IN THE PREPARATORY GRADE

Author(s): Florentin Remus Mogonea / Language(s): English Issue: 1/2022

Through the present study we intend to demonstrate that the main function ofthe primary cycle is the instrumental one which is meant to form intellectual abilities in students, to "teach them how to learn". The new curriculum requires are consideration of the value dimension of the “informative-formative” couple and, implicitly, a reconsideration of the whole process of designing teaching activities. The preparatory grade, integrated in compulsory education, established by the National Education Law no. 1/2011, proposes both a systematic educationalapproach, meant to train and test the school skills of preschoolers, and an educational approach that streamlines school placement, access and successful participation in education. From the perspective of the Education Law, the preparatory grade has the role of preparing a quality school debut, through institutionalized early education and by creating the educational premises for a school integration with low rates of early school leaving and with increased chances of future integration on the labor market of the current generations of preschoolers. The research we conducted, on a sample of teachers (93 subjects), school managers (43), parents (215 subjects) aimed at outlining a diagnosis of the role of the preparatory grade in getting ready for the school activity, based on learning, of the young student. The research methods we used analysed the curricular documents, the products of the students' activity, the survey based on the questionnaire, the corresponding tool being presented in the Annex. The research results validated the pursued hypotheses. We have identified both the advantages and disadvantages, as well as the proposals for streamlining the situation.

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Психологическа структура на изобразителната дейност и ролята на познавателните психични процеси като основен елемент на детското творчество

Author(s): Zhivka I. Aneshteva / Language(s): Bulgarian Issue: 1/2021

The report addresses the issues of the psychological structure of visual activities which is at the origin of defining the developmental stages of the visual activities and it‘s correct methodological guidance of preschool age. Emphasis is given to the development of specifical for preschool age cognitive mental processes, the mechanism of their formation and manifestation in the visual creative activities.

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KAKO VASPITAČI I UČITELJI PREPOZNAJU I REAGUJU NA VRŠNJAČKO NASILJE

Author(s): Jurka Lepičnik Vodopivec,Aleksandra Šindić / Language(s): Bosnian,Croatian,Serbian Issue: 7/2022

The phenomenon of peer violence in schools and kindergartens, according to school officials, is increasing year by year. For this reason, creating a safe, stimulating and non-violent environment is the task of all adults, especially educators and teachers, and the perception and recognition of peer violence is key to its prevention. Nicknames, kicking, tripping are just some of the forms of violence that happen every day in our schools and kindergartens. The role of educators and teachers in kindergartens and schools is great; in addition to learning, their job is to recognize the signs of bullies as well as victims in order to react and help as soon as possible. The aim of this work is to examine in more detail the perception of peer violence in kindergartens and schools from the point of view of educators and teachers and their behavior in response to violence. 25 educators and 25 teachers participated in the research. The results obtained based on the respondents' answers indicate that the forms of peer violence that educators and teachers most often encounter and face are: harassment and slapping, kicking, threats and blackmail. It was observed that when they recognize peer violence, teachers and educators try to establish strategies based on communication and dialogue with respect and understanding between the participants.

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UPOTREBA DUVANSKIH PROIZVODA MEĐU ŠKOLSKOM DJECOM UZRASTA OD 11 DO 15 GODINA

Author(s): Sanja Vujević,Borka Kotur,Vesna Rudić Grujić / Language(s): Bosnian,Croatian,Serbian Issue: 7/2022

The use of tobacco products carries with it numerous risks and problems and negatively affects the health of adolescents. Due to such influence, there is a need to react and approach the creation of a prevention program. This paper aims to compare data from different studies around the world, clarify the aspects of the use of tobacco products among the adolescent population and provide new insight into this complex problem. The research is a cross-sectional epidemiological study conducted in the period from September 2019 to March 2020 in 67 primary schools in the Republic of Srpska. The sample consists of 2,508 students aged 11 to 15 recruited by random sampling and 43 employees in 43 elementary schools. For the purposes of the research, a questionnaire for students and a questionnaire for the school administration were used, which were prepared for this study, according to the guidelines of the World Health Organization. Out of the total sample, 17.8% of students stated that both parents smoke, 15.5% of students stated that during the school year they had education about the harm of using cigarettes as part of the school program, 28.1% do not remember when they had education about above, 11.9% of students tried cigarettes and 50.3% of students stated that they do not know if there are disciplinary penalties for using cigarettes at school. The results of a survey of school employees showed that 20.9% smoke in the workplace, and 18,6% are not aware of the no-smoking policy. School children and young people represent the most vulnerable category of the population, but at the same time they also represent the greatest biological potential of society. Tobacco consumption is a serious problem in the environment in which they live, and in addition to education, schools also have an educational role, therefore they should provide a healthy, safe and stimulating environment.

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Reálna podpora inkluzívneho vzdelávania v slovenskej materskej škole

Author(s): Barbora Kováčová / Language(s): Slovak Issue: 3/2022

The study describes concrete possibilities of creating an inclusive environment in a kindergarten. The concrete possibilities are based on the research conducted in kindergartens (N=25) and aim to make inclusion real from the aspect of environmental readiness from an early age.

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Aktuálny stav, špecifiká a perspektívy edukácie dieťaťa s Downovým syndrómom v materskej škole

Author(s): Jana Balážová / Language(s): Slovak Issue: 3/2022

In the study we provide the results of research which approach the current state of education of children with Down Syndrome in preschool. Here are some ideas that can help to more effective implementation of inclusive education in preschool and outline perspectives of implementation of inclusive education of children with Down Syndrome in preschool.

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FORMIRANJE I RAZVOJ SOCIO-KOMUNIKACIJSKIH KOMPETENCIJA STUDENATA PREDŠKOLSKOG ODGOJA I OBRAZOVANJA

Author(s): Naira Jusufović,Tamara Pribišev Beleslin / Language(s): Bosnian Issue: 3/2022

Socio-communication competencies, as one of the professional competencies of early childhood educators defined by the Agency for Preschool, Primary and Secondary Education (2011), should be formed and partially developed during university studies for early childhood education, and further developed through professional development of educators. Socio-communication competencies (Jusufović, 2021) based on Marshall Rosenberg's theory of a non-violent communication, Thomas Gordon's pure communication, and William Glasser's Choise Theory, all together play a key role in creating a supportive micropedagogical environment in the educational group, and thus optimizing conditions for growth and development of the child individually. In order to determine whether the study programs of early childhood education fulfill their tasks related to the formation and development of socio-communication competencies of future educators, a survey was conducted, which included 275 students from six study programs for preschool education at public universities in Bosnia and Herzegovina (Bihać, Bijeljina, East Sarajevo, Mostar, Sarajevo, Zenica). For the purposes of this research, the Scale for self-assessment of socio-communicative competencies was used (Jusufović, 2021). The results show that almost half of the students assess their socio-communication competencies below the basic level of development, regardless of the year of study. Since the results indicate that their behavior is in line with the theory of control and violent communication, which results in the creation of a blocking micropedagogical classroom environment, the question arises: Are the study programs of preschool education in line with modern scientific trends and why do they not contribute to the formation and development of socio-communication competencies of pre-service students?

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EKOPEDAGOŠKE KOMPETENCIJE - UVJET USPJEŠNOG FUNKCIONIRANJA U 21. STOLJEĆU

Author(s): Marija Karačić / Language(s): Croatian Issue: 3/2022

The century we live in brings with it many changes that affect all the inhabitants of the world communities. As such, it seeks timely and adequate responses to them in order to be successful coped with unforeseen challenges and overcame them more easily and successfully. Such humanity burdened by environmental problems, health problems, migrant crises, poverty, unemployment, which leaves far-reaching consequences. The cause of all this should be sought in impaired communication between people. Overwhelmed by virtual technology denies direct, interpersonal communication, which often results in unintended consequences. Communication is the key to success and happiness of every individual, therefore, it is necessary to reaffirm interpersonal communication in all educational institutions, give it the right place at all levels of education, and train young people starting education for it, striving to develop eco-pedagogical competencies. Ecopedagogical competence implies understanding, acceptance and acting in accordance with ecopedagogical interaction, which is based on ecocommunication. Due to the ecological crisis in the world, it is necessary to strive for the development of new sensibilities, new active citizens through ecological education of young people. The main goal of this paper is to analyze and present the views of scientists and educators who have dealt with the importance, needs and ways of developing eco-pedagogical competencies in students. This paper will elaborate the need and importance, and the constituent elements of ecopedagogical competence, as well as pointing out the need to develop ecopedagogical competencies in education, all age groups, which seeks to interpret and present their importance in the successful functioning of society in the future.

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Development of communication skills of older preschool children through information technology

Author(s): Saule Yerkebayeva,Ulbossyn Kyyakbayeva,Sarsengul Jetpisbayeva,Dolores Nurgaliyeva,Galiya Abilbakieva,Nazerke Shalkharbekova / Language(s): English Issue: 8/2022

The purpose of this research is to get the opinions of preschool teachers to improve the communication skills of preschool children through information technology. The phenomenological design, one of the qualitative research approaches, was used in the research. The participant group of the research consists of 62 preschool teachers who teach in various preschool educational institutions in the city of Nursultan, Kazakhstan. Research data were collected with a semi-structured interview form. As a result of the research, it has been determined that the majority of preschool teachers have a very high tendency to use information technologies. On the other hand, it has been determined that the majority of preschool teachers participating in the research have a medium level of competence in using information technologies. The majority of preschool teachers participating in the research stated that they sometimes use information technologies to develop children's communication skills. Preschool teachers participating in the research offered suggestions for teachers and schools about using information technologies in the development of children's communication skills. The majority of teachers suggested the creation of information technology-supported lesson programmes, the design of group projects and the creation of educational games. As for schools, the majority of teachers suggested creating classrooms with technological equipment in schools

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ПРЕВЪЗХОДСТВОТО НА КАЧЕСТВЕНИЯ ПРОЦЕС НАД ЕФЕКТА ОТ РЕЗУЛТАТА

Author(s): Emil Buzov / Language(s): Bulgarian Issue: 1/2021

The present article is related to the application of a technological psychological-pedagogical and methodological practical-applied model to create conditions for the adaptation of the child's personality in the preschool institution. The importance of the quality of the educational process comes to the fore, which would guarantee a certain expected result, constructed on the basis of using an innovative approach for the sake of developing and unfolding the child's overall potential. The transition from a family to a new environment is associated with a different duration of the adaptation process for each child. When the necessary forms and models are found, this transition becomes successful at the expense of children's fears and their parents' worries.

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Mechanisms of intercultural competence formation in teaching foreign languages

Author(s): Gulnara Akhmetova,Dinara Ryspayeva,Alma Zhukenova,Natalya Zhumagulova / Language(s): English Issue: 10/2022

The purpose of this research is to obtain teachers' opinions on the development of communication skills of preschool children through information technologies. This research is in the case study model, which is one of the qualitative research designs. The participant group of the research consists of 40 preschool teachers who are teaching in various preschool education institutions in Almaty, Kazakhstan, in the 2021–2022 academic year. Research data were collected with the semi-structured interview form developed by the researchers. As a result of the research, majority of the preschool teachers stated that they frequently benefit from information technologies in the development of preschool children's communication skills. They also stated permanence in learning, increasing interest and attention, being educational and entertaining, the ease it provides in learning, the opportunity to raise technology literate children and saving time as the advantages of using information technologies in the development of preschool children's communication skills. They stated the problems experienced in choosing appropriate content, the technological infrastructure problems of the school, the technology addiction and the technological pedagogical inadequacy of the teachers as the disadvantages of using information technologies in the development of communication skills of preschool children. Based on the results of the research, in order to eliminate the deficiencies in teachers' technological pedagogical content knowledge, it is necessary to organise regular in-service training programmes.

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Билингвизм и регуляторные функции у дошкольников: обзор исследований

Author(s): A. A. Tvardovskaya,Valerian Faritovich Gabdulkhakov,N. N. Novik / Language(s): Russian Issue: 1-2/2022

Cognitive development and bilingualism in preschool childhood have recently become the pivotal research issues. This article is a brief review of the major studies covering the problem of how bilingualism influences both cognitive development and academic success in preschool children, as well as whether bilingual education determines the development of executive functions. We paid special attention to the data obtained on the development of executive functions in bilingual and monolingual children that help to understand whether there are any differences between the two groups. Using the international citation databases, we identified the publications of the studies of cognitive development in children under the conditions of bilingualism. The results of the analysis were exported in the VOSviewer environment and visualized as key clusters. The findings of the Russian and foreign studies showing the ambiguity of the connection between mono- and bilingualism in children and their cognitive development were described and compared. Interestingly, the studies in preschool institutions of the Republic of Tatarstan (Russia) established that bilingualism has a positive effect on the cognitive abilities of children, if the anthropology of the linguistic personality (types of bilingualism) and the multicultural conditions of language interference and transposition are taken into account.

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Aspekty alternatívnej pedagogiky v podpore grafomotoriky

Author(s): Blanka Kožík Lehotayová / Language(s): Slovak Issue: 4/2022

Children suffering with graphomotor skills which may be related to specific learning disabilities are identified in the first year of primary school. Learning disabilities are linked to developmental changes, but also to changes induced by targeted support and intervention. For this reason, it is required of the teacher to provide adequate support to eliminate problems in graphomotor skills in case of identifying the child's difficulties. The application of support activities can be included in both pre-school and primary education levels. Various development and stimulational programs might be an inspiration, as well as support techniques including montessori and waldorf pedagogy. The contribution is a partial output of the Kega project no. 0026UK-4/2021 Preventive Strategies of Specific Learning Disabilities in Terms of Graphomotor Skills in Preschool Age.

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Princípy hudobnej výchovy pre deti predškolského a mladšieho školského veku

Author(s): Martina Krušinská / Language(s): Slovak Issue: 4/2022

The text deals with the principles that are key to the musical education of preschool and early school children. In defining the principles, the author is based on the laws of folk art in Slovak folk music culture and on the music-pedagogical principles of Carl Orff based on the musical manifestations of natural cultures.

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Detské prekoncepty o pojmoch múzeum a galéria a ich vizuálna podoba

Author(s): Daniela Valachová / Language(s): Slovak Issue: 4/2022

The paper presents a research probe of a broader conceived research plan, which is constituted in the topic of children's pre-concepts about the concepts of museum and gallery. The aim of the research probe is to convey the results of the analysis of children's naive theories in connection with the above concepts.

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Collaboratively Investigating How to Teach Information Literacy to K-14 Students in Bulgaria

Author(s): Katherine Ruprecht / Language(s): English Issue: 12/2022

This article documents recommendations for teaching information literacy at the K-14 educational level in Bulgaria. Over the span of five focus groups (a qualitative research method), professional librarians, teachers, university professors and NGO leaders met to discuss the information literacy landscape in Bulgaria, current best practices in how to teach information literacy and suggestions for future changes in the educational system, including the creation of a national framework for information literacy. Through the use of qualitative methods, this research highlights the voices and expertise of local educators and civil society members, seeking to gain an in-depth understanding of the educational and information literacy contexts present in contemporary Bulgaria. Moreover, this article also reflects upon the relationship between information literacy, intercultural education and intercultural dialog, using the Bulgarian focus group as a case study.

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Трудни теми в учебното съдържание по химия от гледна точка на учителите

Author(s): Kalin Chakarov / Language(s): Bulgarian Issue: 6/2022

Teachers’ knowledge of students’ difficulties is a major component of pedagogical content knowledge (PCK) and a key element for effective instruction. The current research aims to identify teachers’ PCK for: difficult topics in the chemistry curriculum; reasons for student difficulty; students’ interest towards difficult topics and the skills needed to be successful in chemistry. For this purpose a questionnaire survey was conducted among 20 chemistry teachers from different schools in Bulgaria. Participating teachers consider Chemical equilibrium, Chemical calculations and Organic chemistry as being most difficult. Metals, nonmetals and their compounds, Redox reactions and Atomic structure on the other hand are viewed as easier and more interesting. Understanding scientific concepts, principles and laws, self-studying and logical thinking are the skills students need to be successful in chemistry. Teachers believe student difficulties are due to: the abstract nature of chemistry; the fact that learning chemistry requires effort, regular study and prior mathematical knowledge; insufficient instructional time and lack of interest towards the subject.

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