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The study of the „information environment – person“relationship is becoming an increasingly important focus in the research repertoire. The informatization of the social environment is not an isolated phenomenon – it is interpreted as one of the functional characteristics of modern society. Although the „child-to-media environment“ relationship has been the subject of numerous studies, it is still attracting scientific interest. This interest is focused mainly on the specifics of the development of the modern child. Defining the multimedia environment as mediating individual socialization focuses on the multimodal functioning of new technologies. Taking into account this fact requires a new type of organization of the educational environment, aimed at the early development of multiliteracy for orientation in the processes of information and communication in the changing world.
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Reading and writing are the initial stages of school education, without mastering which it is especially difficult, even impossible, to freely follow any educational system. The topic of learning difficulties has only begun to concern specialists in the last twenty years. Thus, going back to the past, we find that the problem of learning difficulties, although existing, did not concern specialists before the end of our century. The establishment and legalization of compulsory education has revealed a series of problems, including difficulties in education, ie. Problems in learning, transmission and behavior that lead to adverse consequences both in school, in the family environment and mainly in the psycho-emotional development and balanced integration of the child in society.
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The term „special educational abilities“ refers to children whose educational needs arise from disabilities, dysfunctions or learning difficulties. In addition to the classical methods of training and education, they also need specially oriented methods for educational impact and training, corresponding to the needs for the formation, recovery and improvement of impaired functions.Children with special educational needs need daily relationships and contacts with normal children. In this way, children with learning difficulties are provided with an environment to achieve the main goal - the formation of their socially adaptive behavior. At the heart of this approach is integration. The integration process must be bilateral. On the one hand, to include work on the socialization of children with disabilities in their usual environment, and on the other - to change the attitude of the environment, respectively the attitudes of people towards them. School integration implies enriching the environment for children with SEN, applying a system of measures to provide them with the necessary educational services in the general education system, to meet their needs, desires, interests and aspirations in such a way as to achieve the greatest possible their effective education and development.
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The theoretical formulations, analyzed in the study, and the proposed applied model for game technology in the implementation of the educational process in kindergarten, are presupposed by the concept of lifelong learning as a platform of modern educational environment and as a factor promoting the professional development of children’s teachers. Classical theories on the specifics of the psychosocial development of the child’s personality in preschool age are analytically discussed in view of the process of individual growth, and of the influence of emotional and behavioural manifestations in 3–7-year-old children. Special emphasis is placed on the topic of the game mechanism as a form and means of educational policy in building key competencies in preschool children. The causal relationships between the child’s natural needs for self realization, self-expression, and self-determination, as well as the game and cognitive educational space in the kindergarten stand out, caused by the ten psychological components characteristic of the game mechanism.
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Review of: Naida Gadžo, Savremeni metodički pristup početnom čitanju i pisanju, Bosanska knjiga, Sarajevo, 2021.
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The pandemic, the abrupt suspension of the state of alert, the war in Ukraine and the socio-economic crisis it has created, have taken a heavy toll on all of us, and we are still feeling the negative effects! Rapid changes in the situation, the risk of illness and loss of life, experiencing illness or loss of loved ones, isolation, lack of access to cultural activities, online or hybrid schooling, anxiety and depression have had and continue to have a negative impact on the development of children and adults alike. In such a context, the motivation for learning activity of young schoolchildren has often decreased as has their ability to concentrate and perform academically. The quality of teaching-learning-assessment has decreased and teachers' performance has also changed substantially. Conflicts between children, parents and teachers have multiplied and school seems to have become a torment for everyone.
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The study presents the main changes, problems and achievements on the eve of the acquisition of institutional independence of the National Museum of Natural History at the BAS in the period 1965 – 1971, when it was part of the Zoological Institute at the BAS and was led by Corr.-member Prof. Alexander Vulkanov.
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In 2018, the International Early Learning and Child Well-being Study (IELS) was conducted in Estonia, England, and the United States (OECD 2020a). The present study focuses on emergent literacy and examines the effects of language and gender on five-year-old Estonian children’s test performance in different subskills of emergent literacy. The sample comprised of the test performance of 1611 Estonian-speaking and 444 Russian-speaking children who attended kindergartens in which Estonian and Russian were the language of instruction, respectively. Children’s vocabulary, sentence and narrative comprehension, and phonological awareness were assessed. The results indicated the main effect of language on the majority of the subskills, reflecting better test performance among Russian-speaking children compared to their Estonian-speaking peers. In addition, girls performed significantly better than boys on most of the tasks.
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The article focuses on the development of digital literacy in preschool and younger school age through game. In the introduction, it briefly defines the concept of digital literacy and introduces the educational objectives related to the development of digital literacy in pre-primary and primary education in the Slovak and Czech Republics. It also presents suggestions for the development of different areas of digital literacy through play and accessible toys.
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Parental involvement in their children's learning process is a major source of support for improving the quality of learning and student achievement. Whether there are children from vulnerable groups or not, the involvement of parents in direct practical activities related to the lesson content, to school events and projects increases teachers’ confidence in parents and vice versa. A trusting parent-teacher relationship is developed., Indicators such as academic performance, motivation to learn, etc. are increased by the impact of such relationship in the educational process at school. This paper proposes a theoretical model for building such a practical relationship with parents. Theoretical review and analysis are presented, an exemplary model is described, conclusions and implications are drawn.
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The development and application of the STEM approach in education is in the focus of contemporary research work. STEM based learning creates premises for problem solving on your own and in a team, managing conflict situations, finding your own place in the team, the skills to express and argue a position, skills for active listening and going deeper into other’s point of view, “outside of the box” thinking. Social and emotional learning in itself is an approach for the creation and the development of competencies in areas such as: self-awareness, decision making, self-respect, social awareness and social skills. The current article presents the results of a conducted research among teachers implementing the STEM approach in their teaching. It is an attempt to establish through reflection and self-reflection an answer to the question to what extent do they think of social and emotional learning as they implement STEM and what social and emotional skills are being developed in both students and teachers through STEM.
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The article highlights the possibilities of applying elements of theatre arts in the process of preschool and primary school teachers professional training. In particular, it reveals the issue of forming musical and choreographic competence in students by means of various forms, types and methods of drama. The main forms of musical and choreographic competence formation in preschool and primary school teachers are practical and laboratory classes (disciplines “Pedagogy”, “Fundamentals of pedagogical creativity”, “Fundamentals of stage and screen art with teaching methods”, “Organization of theater activity in preschool education institutions”, “Methods of music education”, “Musical art with methods of teaching”, etc.) and extracurricular forms of students’ theater activity (drama societies, drama studios, etc.).Important types of drama activities in the process of training future preschool and primary school teachers are staging and dramatization, within which it is advisable to use different methods of forming students’ musical and choreographic competence: music-motor and drama games, staging of fairytales and songs, improvisation on a given theme-image, sketches, etc. Their use contributes to the development of a holistic set of musical and choreographic abilities, formation of singing skills, stage and dance movements, upbringing of future teachers’ performance culture and so on.
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Inspecting the quality of education is an innovative social phenomenon in the Bulgarian education system and presents the director with the challenges of two opposite roles: "assessed" and "assessing", as in the leading role of a participant in quality management. The article analyzes the social roles of the director of the educational institution, as well as some of the methods, concepts and tools of the evaluation of the quality of education. They are presented through the variety of social processes, and activities and interactions in the main stages of the inspection: preparatory, actual and final, which the director must know as a leading participant in the process of inspecting the quality of education. Under the social spotlight, the changes in the duties and responsibilities of the director as the main social actor in the society of the educational institution in planning, organizing, facilitating the inspection in the complex compilation of the social roles performed by him/her, of evaluator, evaluated, self-evaluator and finally, together with the inspection team, a direct participant in the quality management of the educational institution.
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The article shares a real experience of remote interaction and cooperation with the families of children in the conditions of a pandemic. There is an emphasis on the positive effects that can be highlighted so that the tension and anxiety in the feelings, thinking and behavior of children, parents, teachers are prevented.
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The purpose of this article is to explore the attitudes of preschool and primary school teachers in the inclusive education of children with special educational needs in physical education. The study involved 120 preschool teachers and 100 primary teachers. They completed a modified and adapted version of the Kudláček “Attitudes toward Teaching Individuals with Physical Disabilities in Physical Education – ATIPDPE”questionnaire. The results show that respondents' attitudes towards the inclusion of children with special educational needs in motor education are rather positive. Teachers who have experience in inclusive physical education feel more prepared and more confident in their competence to exercise it, with more inclusive attitudes. On the other hand, older participants and those with more pedagogical experience have less pronounced and less positive inclusive attitudes.
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The article summarizes the specific experience with the implementation of the cooperationbetween the Phoniatrics Clinic of the 1st Faculty of Medicine of Charles University and the General University Hospital in Prague with the first Center of Complex Care for Children with Perinatal Stressin the Czech Republic. Since the establishment of the Center in 2011, this cooperation has fully utilized the possibilities of the program of diagnostics and educational care in the field of hearing and its pathology. The observed set of 2,000 premature children who were diagnosed by the BERA method shows a 1.8% incidence of permanent hearing impairment, i.e., children who were included in the educational care and audiology program (use of hearing aids or cochlear implants).
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Doc. PhDr. Ivan Bajo, CSc. (25. 11. 1935 - 15. 7. 2022) bol moj pedagóg na vysokej škole - bol moj vzor pedagóga s praxou. Bol vzacnym prikladom špečiálneho pedagóga, ale aj milovnika prirody vysokych hér, o ktorych dokazal s humorom, jemu vlastnym, dlho rozprávať. On, milovnik vysokych hér, a ja, milovnik hlbokych podzemnych priestorov. Dlhoročné priatelstvo i viaceré roky spoločného putovania po Liptove mi pomohli presvedčit' ho (po neblahych skúsenostiach s jaskyniarmi) preskúmat' nepristupn jaskyňu v Janskej doline. Statocne pät’ hodin bojoval v tme a po veceri skonstatoval, Ze liezt' do tmy ho už nikto nepresvedči. Mne sa to už nepodarilo. A tak nase priatelstvo dalej pokracovalo hlavne na odbornej psychopedickej baze.
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