ODTWARZANIE WZORÓW KONSTRUKCYJNYCH PRZEZ DZIECI 4-, 5- I 6-LETNIE 70 LAT TEMU I DZISIAJ. PORÓWNANIE WYNIKÓW BADAŃ

Author(s): Jan Amos Jelinek / Language(s): Polish Issue: 2/2023

Introduction: Recreation of construction patterns is an important form of supporting students’ cognitive development. Unfortunately, a lack of research makes it impossible to characterise the skills of contemporary children.Research Aim: To establish the current ability of pre-school children to reproduce construc- tions and to determine how these skills have changed in relation to research conducted 70 years earlier (Popiel, 1955–1957).Method: In order to compare the results of the research conducted, the tools were recreated and the method of the research conducted 70 years earlier was repeated. Seven finished con- structions were presented to the children and the method of recreating them was recorded. The description included the method of construction and the correctness of the reconstructed construction.Results: The level of reproduction of the constructions is similar. However, modern children are better at recreating more difficult constructions. The small number of subjects limits the generalising power of the results of the study.Conclusions: The results of the study shed some light on children’s constructional abilities. They indicate that the situation of recreating constructions can be used as a form of supporting children’s mental development. The differences in the results of the studies indicate that caution should be exercised in citing research findings on the construction skills of children living many years earlier. Research is needed to explore these issues in more depth.

Špecifické prístupy a terapie zamerané na podporu detí s poruchou autistického spektra v špeciálnej materskej škole

Author(s): Martina Magová,Lucia Plavec / Language(s): Slovak Issue: 1/2024

A special kindergarten provides the required support in the process of development of a child with an autism spectrum disorder in a specifically adapted environment. Children with autism spectrum disorders can develop their abilities and skills through specific approaches and therapies that focus on the child's comprehensive development. The primary role is played by the cooperation of the family and their active participation in the training process in the home environment, which is the most natural place for the child. The paper provides the theoretical foundations of some approaches and therapies, the knowledge of which is important for the profession of a special educator.

ПАРТНЬОРСТВО МЕЖДУ ДЕТСКАТА ГРАДИНА И СЕМЕЙСТВОТО – ИНОВАТИВЕН МОДЕЛ ЗА РАБОТА С ДЕЦАТА ОТ ПРЕДУЧИЛИЩНА ВЪЗРАСТ

Author(s): Angelina Angelova,Nina Kisova / Language(s): Bulgarian Issue: 1/2023

High quality education in the 21st century – a time of advanced technology and globalization, is not possible withhold creative collaboration between family and kinder garden. The report presents a model of working between parents, teachers and children which was applied in real situations. The central place in the cooperation whit the parents is occupied by the teacher whit their ideas, desires and skills for interaction whit the child`s family. In this report, we will share our successful interaction with the families of the children from the preparatory group – 5-year-olds from DG „N. Vaptsarov“ city of Asenovgrad, based on various projects that we previously laid out in the curriculum at the beginning of the year, tailored to the specific age of the children. The activities carried out were in accordance with the DOS and took place during the planned situations and free regime moments and optional activities. As a result, children successfully learned and developed their cognitive abilities: attention, perception, understanding, remembering, thinking, problem-solving and decision-making, and the participation of parents contributed to the relationship between the family and the kindergarten not being disturbed and the processes of upbringing and upbringing, which are carried out in both places, to be connected.

OKUL ÖNCESİ DÖNEMDE KİTAP OKUMA ALIŞKANLIĞININ ÇOCUKLARIN BİLİŞSEL GELİŞİMİNE ETKİSİ: ÖĞRETMEN BAKIŞLARI

Author(s): Mehmet Gültekin,Zeynep Sitil Gültekin,Hayriye Aktaş,Ceren Yıldırım / Language(s): Turkish Issue: 61/2024

This research examines the effect of book reading habits in preschool period on children's cognitive development. The study is based on data obtained from observations and analyzes made with 10 preschool teachers. Findings in ten different areas: language development, problem-solving abilities, imagination and creativity, attention and concentration, memory and retention, interaction and social skills, empathy and emotional development, questioning and critical thinking, entertainment and motivation, teacher guidance and support. has been examined. The results of the research reveal that book reading activities improve children's language skills, increase their problem-solving abilities, support their imagination and creativity, help them focus their attention and strengthen their memory. Additionally, it has been shown to be effective in improving children's social skills and emotional intelligence. Teacher guidance and support have been identified as an important factor in increasing the effectiveness of book reading activities. These findings emphasize that the habit of reading books in the preschool period plays an important role in supporting children's cognitive development. More emphasis on book reading activities in pre-school education and teachers taking a guiding role in these activities may contribute to children experiencing a healthier cognitive development process.

Montessori principles and their benefit for children with attention deficit/hyperactivity disorder (ADHD) – how much can it affect the development of children?

Author(s): Nor Amalina Rusli / Language(s): English Issue: 3/2023

The existence of various theory principles nowadays is definitely a question mark for all parties in evaluating the merits of each learning approach. Therefore, the main focus of the present article is to determine to what extent the principles contained in the Montessori approach are beneficial in the learning development of ADHD children. This article is written with reference to literature reviews and books related to the Montessori approach. In-depth research has also been done on the distinctive teaching strategies and resources utilized in Montessori classrooms, emphasizing the potential advantages these have for improving children's learning results. Montessori principles for ADHD children frequently cover a variety of skill development, including academics, language, communication, social interaction, self-help skills together with the emotional and behavioral issues (Demangeon et al., 2023). The study results show that the principles outlined in the Montessori approach are seen as very appropriate in helping the development process of ADHD children. In the conclusion section, researchers have also outlined the role of parents, schools, ministry, and society in supporting teachers to educate ADHD children based on the principles found in the Montessori approach.

Využitie prvkov tanečno-pohybovej terapie pri rozvoji sociálnej interakcie detí a žiakov s poruchami autistického spektra

Author(s): Júlia Reinoldová / Language(s): Slovak Issue: 3/2023

The aim of this paper was to develop and validate the impact of a supportive activity programme for pupils with autism spectrum disorder to develop their social interaction. The research analyses the effectiveness of activities with elements of dance-movement therapy based on the method of Peter Lévai, whose primary aimis to develop imitation in social interaction, role reversal in communication and the functional use of elementsof non-verbal communication such as gestures, eye contact or facial expressions. The empirical part is based on qualitative research methods, in particular participant observation. The evaluation of the results is based oncontent analysis of the encounters of the studied pupils with autism spectrum disorder in pre-school and early school age. The effectiveness of the method is verified using rating scales. The interpretation of the results showed that with the help of a support programme using elements of dance-movement therapy, positive changes occurred in all developed sub-areas of social interaction of the research participants.

BAZALOVÁ, B.: Psychopedie. Praha: Grada, 2023. 200 s. ISBN 978-80-271-3725-1

Author(s): Dominika Karabašová / Language(s): Slovak Issue: 3/2023

Review.

OSTATNÍKOVÁ, D. a kol.: Autizmus od A po S. Bratislava: Ikar, 2022. 440 s. ISBN 978-80-551-8129-5

Author(s): Barbora Balogová / Language(s): Slovak Issue: 3/2023

Book review.

ČERVENKA, K., VOJTOVÁ, V., RÖDEROVÁ, P.: Kdo jsme? Rozmanitosti rolí speciálního pedagóga očima speciálního pedagoga. Brno: Masarykova univerzita, 2021. 97 s. ISBN 978-80-280-0247-32

Author(s): Petronela Kovaľová / Language(s): Slovak Issue: 3/2023

Book review.

Laudatio profesorke Darine Tarcsiovej k významnému životnému jubileu

Author(s): Miroslava Tomášková / Language(s): Slovak Issue: 1/2024

Multi-problem families from the perspective of special education

Author(s): Beata Maria Nowak,Martin Kaleja / Language(s): English Issue: 1/2024

The paper presents a special educational perception of some inter/multidisciplinary aspectsand attributes of the typology of family dysfunction and the characteristics of multi-problem families (based on the results of the own research of one of the authors). The authors of this paper wish to emphasise the importance of the life skills of family members, which are relevant intra-family resources,and the activities of external agencies that support the family in overcoming the crisis it is/have beenin. They also present the authors’ model of social activity, which creates a constructive way for the development of the so-called multi-problem family. It is based on the assumption that the support of multiproblemfamilies should be focused on providing them with holistic and adequate (according to their profile and specific needs) compensatory assistance, such as stabilising and developmental assistance inthe field of social (dis)advantage, and many other forms of support and assistance, such as prevention, resocialisation, rehabilitation, or counselling and family therapy. The intervention in destigmatising support, considering creative and interactive methods of individual and group work, including many other aspects of the process of (not only school) education and socialisation of the human being.

Program for the formation of self-care habits of children with Down syndrome

Author(s): Badalzade Günay Nazim,Naila Huseynova / Language(s): English Issue: 1/2024

This paper examines the reasons why children with Down syndrome struggle to developself-care skills. The importance of cultivating self-care habits in this population is highlighted, along with an exploration of the methods used to promote these habits. The crucial role of education in the development of self-care habits is emphasised and the main approaches in this area are outlined. Inaddition, the „Lekotek Special Training Programme“, which has been implemented in many countries,is examined, including an analysis of its objectives. The paper also includes the outlined work plan for the promotion of self-care training in children, which is in line with the principles of this programme. Finally, the paper concludes with the final outcome and possible recommendations.

Prehľad diagnostických nástrojov na hodnotenie komunikácie a reči detí s hydrocefalom v ranom veku v kontexte narušenej komunikačnej schopnosti

Author(s): Mária Olejárová / Language(s): Slovak Issue: 1/2024

The field of early diagnosis and intervention in children at an early age is still a hot topic in Slovakia and abroad. It is based on the paradigm that early identification of children potentially at risk allows for early and appropriate intervention, which leads to better prognosis and more effective compensation of developmental deficits. This article focuses on the diagnosis of impaired communication skills in the early years up to the age of 3 in children potentially at risk in this area. This group includes children who have been diagnosed with hydrocephalus as a result of damage to the central nervous system, which places them at risk of communication and language impairment in both the receptive and expressive domains. The aim of this article is to give a brief overview of some foreign diagnostic tools used not only abroad but also in Slovakia for the assessment of children‘s communication skills at an early age.

Pilotné overenie Testu fonologického uvedomovania pre čitateľov u žiakov primárneho vzdelávania

Author(s): Beata Gajdošová,Martina Zubáková / Language(s): Slovak Issue: 1/2024

Currently, standardised diagnostic instruments for the assessment of phonological awareness of pupils in grades 3 to 7 of primary schools are completely lacking in Slovakia. The aim of the study is to present an experimental version of the Test of Phonological Awareness for Readers, which contains 5 subtests assessing different subskills of phonological awareness: synthesis, analysis and transposition of phonemes, shifting of syllables and retrograde word production. The test was developed in response to the needs of speech therapy and special education practice, with the aim of assessing phonological awareness as a sensitive marker of dyslexia. In the present study, we publish the results of the pilot verification of the Test of Phonological Awareness for Readers on a research group of 30 pupils of the 3rd grade of primary school. We present the students’ phonological awareness performance on each of the subtests of the test, describe the difficulty level of each subtest in terms of raw scores and total time required to complete the tasks, and discuss whether this test could be used in the future to assess phonological deficits in students with dyslexia.

Posunkový jazyk v procese rozvoja komunikačnej kompetencie detí s autizmom

Author(s): Ivana Trellová,Martina Sáričková / Language(s): Slovak Issue: 1/2024

A common feature of children with autism is the absence or impairment of spoken language, particularly at the semantic and pragmatic levels of speech. When spoken language is insufficient,it is replaced by various forms of alternative communication. For children with autism, the most commonly used is the picture exchange system or sign language, although both forms of AAC have their advantages and disadvantages. This paper presents the results of using sign language with a boywith autism who lacks spoken language. The paper describes the benefits of using sign language andthe process of acquiring communication skills in the areas of mands, tacts and vocal imitation. Theresults show that the use of sign language does not stop the development of spoken language. At thesame time, it provides the child with an effective way of expressing his or her needs and wishes.A common feature of children with autism is the absence or impairment of spoken language, particularly at the semantic and pragmatic levels of speech. When spoken language is insufficient, it is replaced by various forms of alternative communication. For children with autism, the most commonly used is the picture exchange system or sign language, although both forms of AAC have their advantages and disadvantages. This paper presents the results of using sign language with a boy with autism who lacks spoken language. The paper describes the benefits of using sign language and the process of acquiring communication skills in the areas of mands, tacts and vocal imitation. Theresults show that the use of sign language does not stop the development of spoken language. At the same time, it provides the child with an effective way of expressing his or her needs and wishes.

Problémové správanie ako bariéra v edukácii jednotlivcov s poruchami autistického spektra

Author(s): Lenka Nadányi / Language(s): Slovak Issue: 1/2024

The use of behavioural methods in children and students with autism spectrum disorders has positive effects on communication, social, play and academic skills, as well as on the skills needed for self-care and activities of daily living. In addition, they reduce problem behaviours that may result either from the deficits of the disorder itself and problems in the above areas, or from other causes, such as problems with sensory processing of stimuli in the environment. Problem behaviour can disrupt the educational process, prevent an individual from acquiring new skills and ultimately affect quality of life. The aim of this article was to describe the different causes of problem behaviour, as well as the manifestations themselves or methods that can be used in the education of children and students with autism spectrum disorders to eliminate problem behaviour.

FÁBIANOVÁ, Adelaida (2023). Oromotorika hrou. Veľké Leváre: INFRA Slovakia. 80 s. ISBN 978-80-89990-26-9

Author(s): Mária Olejárová / Language(s): Slovak Issue: 1/2024

Review.

PEČARKOVÁ, Jana (2022). Logopédia včas – otázky a odpovede. Bratislava: RAABE SK. 158 s. ISBN 978-80-8140-517-4

Author(s): Mária Olejárová / Language(s): Slovak Issue: 1/2024

Samorealizacja – potencjał dziecka w twórczości plastycznej. Propozycja programu kształcenia plastycznego w klasach początkowych

Author(s): Urszula Szuścik / Language(s): Polish Issue: 2 (57)/2023

The article presents a proposal for the development of the creative and artistic potential of a child in early school age. Potential is treated by the author as discovering the possibilities and abilities that, thanks to the conditions and atmosphere in the education process, a child develops and shapes. This is related to the issue of creativity and self-realization through creative activities, with discovering and exceeding one’s abilities in the course of the creative educational process. The education of a child should go towards the development of his creativity, understood as shaping a person who is integrated in the cognitive, emotional and operational spheres. A free person, independent in making decisions, valued, without a sense of guilt. The result is the development of the child’s natural abilities and skills, and thus its potential mental strength in current activities. Based on research, including her own, the author presents a proposal for the development of a child’s creative potential in the field of art based on the education of his visual perception.

WORK SATISFACTION OF TEACHERS AND THEIR PERCEPTIONS OF THE DEGREE OF SATISFACTION OF PARENTS OF PRESCHOOL CHILDREN

Author(s): Rodica Bolojan (Ștef) / Language(s): Romanian Issue: 36/2024

Work is an important aspect in each of our lives, generally occupying a third of the day. Specialists have paid increasing attention to research into the organizational field and factors that contribute to improving a company's results (Amabile and Kramer, 2011). Moreover, job satisfaction is considered a strong predictor of overall individual well-being (Veenhoven, 1984) and some employees' intentions to leave. For the qualitative research on the topic: "Work satisfaction of teachers and their perceptions regarding the degree of satisfaction of parents of preschool children" we started from the analysis of specialized literature in the field of quality of life, job satisfaction to identify factors that influence job satisfaction, on the one hand, and the relationship between teachers' job satisfaction in terms of satisfaction of parents of children they work with, on the other hand. The results reflect the fact that employee satisfaction is hard to maintain and requires regular attention for effective management. Thus, in order for their employees to be satisfied, managers must ensure a state of balance between extrinsic factors - salary, working conditions, company policy - and intrinsic factors - the work itself, their responsibilities and achievements.