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Protest is first full-day strike since Prime Minister Viktor Orban took power in 2010.
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Experiencing Education: Challenges and triumphs in the post-Communist world is a compilationof articles from Transitions Online (TOL), with an introduction by Piroska Hugyecz, an Information Officerof OSI Education Support Program. The present collection is a detailed analysis of education system over thepast six years in Central and Eastern Europe and Eurasia, with a focus on social issues, integration efforts andminorities.
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In the times of profound economic and cultural shifts, the concept of the learning organization is still one of the most promising. Its latest applications are within the framework of learning networks. Based on three case studies of collaborative networks in the pre-school and elementary education, the paper provides insight of how actually learning takes place. One of the largest educational centers in Bulgaria, Media and its collaboration with the suggestopedic community has been presented. The second case study describes the network of Waldorf teachers and their collaboration with parents resulting in the setting up of a kindergarten and a school. The homeschooling network and the parent cooperatives are presented in the last case. It is concluded that participation of the teachers in learning collaborative networks increases the chances of innovation in the existing system. The presented collaborations have led to innovations, which make the teaching process learner-centered. Further research is needed to estimate the thickness of the existing innovative collaborative networks in order to predict their influence on the educational system.
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: The publication presents the philosophy of integrated specialty "Preschool and Primary School Education" created 25 years ago in Burgas Free University. The logic in the philosophy of specialty determines the transition from classical (traditional) paradigm of learning to new knowledge and ideas that are actually prepared the overall development of preschool pedagogy, marked parameters of primary school pedagogy and innovation in teaching practice, supporting these scientific fields.
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The need for continuous personal and professional development is explained in essence by the continuous education of teachers. The purpose of the study is to define the content of a model for the professional development of teachers, taking into account the axiological imperatives of continuing education. The article describes the axiological imperatives of ‘a person is a subject of continuous education’, ‘a person is a subject of cultural space of continuous education’, ‘a person is a self-developing personality’, ‘continuous education is a semantic activity’, and ‘strategy of own development in the changing world.’ The content of the model is presented on the basis of the contextual approach and foundation positions. As a result, the axiological, pedagogical and organizational components of the model are described and correlated with the axiological imperatives of continuous education. These components have determined the development of actual forms of professional teacher development. These include scenario development, expert panels and a roadmap. Axiological imperatives of continuous education should be taken into account in the design of any model for the professional development of teachers in international practice to ensure the successful implementation of the developed model.
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Reading and analyzing several of our late teacher's publications, the regretted academic and scholar Solomon Marcus, have implemented into our mind the noble idea of attempting to present mathematical notions from a historical perspective. We set out to present means and ways through which we may enrapture students into the study of mathematics, by highlighting tight though sometimes inconspicuous bonds that tie mathematics together with other sciences and related fields. This approach invites the reader to tackle new reading material that, in turn, will open up new horizons, new perspectives on other related fields.
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Braille is an internationally recognised writing system that enables the visually impaired to access documents, thus promoting their education, independence and autonomy. The accessibility of Braille is ensured by modern technology and it is still a relatively vibrant communication system today. It serves as a valuable tool for preserving the cultural heritage, identity and linguistic culture of the blind and severely visually impaired. Proficiency in Braille has a positive impact on the educational achievement, employability and self-esteem of its users. Despite the growing popularity of digital technologies, writing remains an important means for the inclusion and participation of severely visually impaired individuals in a wide spectrum of social life.
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Celem artykułu było przedstawienie sylwetki Marii Węglińskiej: jej drogi życiowej, rozwoju zawodowo-naukowego oraz działalności dydaktyczno-organizacyjnej. M. Węglińska z edukacją wczesnoszkolną na poziomie akademickim była związana od samego początku powstania Uniwersytetu Szczecińskiego. W latach poprzedzających pracowała w szkolnictwie na poziomie podstawowym i zakładach kształcenia oraz doskonalenia nauczycieli, co nie tylko zaowocowało doświadczeniem, ale uformowało podstawowe zainteresowania badawcze. Były nimi metodyka edukacji wczesnoszkolnej i pedeutologia, a aktywność w tych obszarach dała w efekcie szereg publikacji, które weszły do kanonu literatury metodycznej dla nauczycieli.
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This paper aims at analysing the challenges of the reproductive function of the culture of (non-) conformity in early-childhood and pre-school education. Thereby, we mean quasi-collaborative relationships in which the often bogus collective harmony, non-questioning the actions of colleagues, avoiding conflicts, and economical time management are put in the forefront. In the introductory part, we analyse the potential of critical pedagogy as framework for considering the field of early-childhood and pre-school education. We moreover tackle different types of the operationalisation of cooperation, collegiality, and conflict in educational institutions, and offer an overview of empirical research pointing at the potential and the limitations of practicing different types of interpersonal relationships within them. In the central part of the paper, we reflect on the contextual determinants of the culture of (non-) conformity, specifically found in early-childhood and pre-school education institutions. There is an emphasis on the increasingly pronounced trend of their professionalization and the parallel process of their schoolification, as well as the gender-related dimension of the system. In the concluding part, we outline three main points of reflection: the polarity of focusing on short-term or long-term objectives of collective action; prioritizing personal or collective interests; and distinguishing between functional and dysfunctional conflicts in professional relations.
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As the practice of inclusive education is becoming more prominent, the range of diverse needs and abilities within the mainstream classroom is expanding. Consequently, teachers are expected to be able to change their pedagogical practices and implement a number of individualised interventions. This can be extremely difficult, especially when attempting to teach the class as a whole. Alternatively, teachers may be able to manage behavior within the classroom or facilitate positive change by modifying contingencies at the classwide level. A universal classroom management intervention called The Good Behavior Game (GBG) was specifically designed for this purpose and has since been coined an evidence-based intervention. The objective of the current narrative reviewis to provide an overview of the research literature and discuss the conceptual features of the GBG so that an educator may appreciate how its flexibility may be harnessed to address their specific needs.
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The paper addresses the topic of educational development among pupils diagnosed with a rare genetic disease known as Angelman syndrome. The paper presents the findings of qualitative research in the form of case studies of two pupils with Angelman syndrome. The objective of this paper is to analyse the educational development of pupils with Angelman syndrome, to identify the specific characteristics of their educational process, methods and forms of work with these pupils, and to describe the family and social environment in which they typically live. The findings demonstrate that the educational development of pupils with Angelman syndrome necessitates a meticulous, individualized approach and a multifaceted support system that considers the specific requirements of these pupils and their distinctive abilities and competencies.
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The paper is devoted to a project that is scheduled to commence in November 2024 and has the potential to contribute to the development of an inclusive culture of education in Slovakia. The project, entitled „Collaborative Teaching in the Inclusive Classroom,“ involves elementary school students. II is based on prior research and development activities in the field of supporting the learningand teaching performance of early years pupils. Thus far, Slovakia has not participated in the project; however, it will become a project partner from 2024 onwards. The responsibility for disseminating the training and methodological materials from the COTIC I project falls upon the current Slovak partners of the project. The materials are fully suitable for use in the context of support measures in current Slovak schools.
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The paper deals with the issue of gallery and museum pedagogy in the context of a broader research project. The aim was to analyze changes in the opinions of students after completing the educational program at the Nitra Gallery. The research focused on the impact of gallery education on the perception of artworks and the overall understanding of visual culture. The results point to significant shifts in the perception and interpretation of the presented content, thereby confirming the educational potential of gallery interventions. The findings can contribute to the optimization of methodological approaches in gallery pedagogy and the development of effective strategies for communicating art to school groups.
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Old age is still a taboo topic in Polish glottodidactics. Textbooks show joyful old people who enjoy life and help raise their grandchildren. Old age, marked by illness, loneliness and sadness, remains unsaid. The Green Glove Gang – a Polish series (2022) tells the story of three noble senior thieves who, due to a crazy coincidence, end up in a retirement home. The characters resemble modern-day Robin Hoods, because they not only fight for the good of the weaker, but also oppose ageism and are the embodiment of feminist postulates. This series stimulates many discussions related to the presence of older people in the community, as well as the issue of the so-called “transparency” of elderly people.
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Introduction. The article presents a theoretical analysis of the main ideas on the problem of social emotions and social competence in the context of the development of self-regulation and interaction skills, as well as the role of parents in this process. The purpose of the article is to substantiate the effectiveness of the development of certain indicators of social emotions in older preschool children, such as emotional expressivity and self–regulation, using an innovative method of reflective conversation. Materials and Methods. A narrative approach was used as a methodological basis of the study. The main research methods comprise the analysis of scholarly literature devoted to the problem of the development of social emotions in older preschool children; as well as evaluation methods, including observation (V. M. Kholmogorova and E. O. Smirnova’s ‘Primary orientation in children s’ relationships’), testing (R. M. Chumicheva’s inventory for determining the ability of a 3-7-year-old child to assess mental states of another person), situation analysis, the method of reflexive conversation, as well as methods of statistical data processing (criterion φ – Fisher angular transformation). 68 preschoolers participated in the study. Results. The authors substantiate that the study of emotional expression and regulation of emotions of older preschool children is significant for understanding and choosing techniques for developing appropriate interactive skills. The relationship between the socio-emotional competence of older preschool children and reflective conversation has been determined. It has been proven that children’s ability to regulate their own emotions contributes to increasing their overall social competence. As a result of comparing the data of primary and secondary assessment of the experimental and control groups according to the indicators established: assessment of the mental states of another person, initiative, sensitivity to peer influences and the prevailing emotional background, significant differences were revealed. Conclusions. The experimental study of the influence of reflexive conversation on the development of social emotions and skills of emotional self-regulation allowed us to establish a causal relationship between indicators of socio-emotional competence and the constructive algorithm for conducting reflexive conversation. The study concludes that reflective conversations contribute to the development of emotional expressivity and self-regulation as indicators of social emotions in older preschool children.Introduction. The article presents a theoretical analysis of the main ideas on the problem of social emotions and social competence in the context of the development of self-regulation and interaction skills, as well as the role of parents in this process. The purpose of the article is to substantiate the effectiveness of the development of certain indicators of social emotions in older preschool children, such as emotional expressivity and self–regulation, using an innovative method of reflective conversation. Materials and Methods. A narrative approach was used as a methodological basis of the study. The main research methods comprise the analysis of scholarly literature devoted to the problem of the development of social emotions in older preschool children; as well as evaluation methods, including observation (V. M. Kholmogorova and E. O. Smirnova’s ‘Primary orientation in children s’ relationships’), testing (R. M. Chumicheva’s inventory for determining the ability of a 3-7-year-old child to assess mental states of another person), situation analysis, the method of reflexive conversation, as well as methods of statistical data processing (criterion φ – Fisher angular transformation). 68 preschoolers participated in the study. Results. The authors substantiate that the study of emotional expression and regulation of emotions of older preschool children is significant for understanding and choosing techniques for developing appropriate interactive skills. The relationship between the socio-emotional competence of older preschool children and reflective conversation has been determined. It has been proven that children’s ability to regulate their own emotions contributes to increasing their overall social competence. As a result of comparing the data of primary and secondary assessment of the experimental and control groups according to the indicators established: assessment of the mental states of another person, initiative, sensitivity to peer influences and the prevailing emotional background, significant differences were revealed. Conclusions. The experimental study of the influence of reflexive conversation on the development of social emotions and skills of emotional self-regulation allowed us to establish a causal relationship between indicators of socio-emotional competence and the constructive algorithm for conducting reflexive conversation. The study concludes that reflective conversations contribute to the development of emotional expressivity and self-regulation as indicators of social emotions in older preschool children.
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Introduction. The article studies the problem of children’s adaptation to systematic learning at primary school, which is significant in a rapidly changing world, determining both the conditions of the educational environment and the requirements for the level of preschoolers’ preparation. The purpose of this study is to evaluate the influence of the level of preschoolers’ cognitive development on their adaptation to systematic learning at primary school. Materials and Methods. The methodology of the study is based on a systematic approach that allows the authors to reveal psychophysiological characteristics of the subject, the complex of which provides the most complete picture of the child’s development. The following methods were used: theoretical analysis, synthesis; diagnostic methods, allowing to assess the level of cognitive development and academic performance of the examined children; methods of mathematical statistics for processing empirical data. Results. Through theoretical analysis and generalization of research data, it is shown that the majority of children have developed basic cognitive functions by the older preschool age. However, carrying out a comprehensive diagnosis of the preschoolers’ functional development in preparatory groups, the authors identified low levels of voluntary regulation, visual-spatial perception and visualmotor coordination in a third of the examined preschoolers. Based on the data analysis of these children’ academic performance at primary school, the authors identified influence of the level of the above mentioned cognitive functions in preschool age on academic performance at primary school. Longitudinal analysis showed a gradual increase in academic performance in this group of students by the third year at primary school. Conclusions. Based on the results obtained, the authors showed that the level of cognitive functions development, as well as social and communication skills, significantly influences the successful adaptation of first-year primary schoolchildren and subsequent academic performance at primary school. In conclusion, the authors point out that it is necessary to conduct a comprehensive assessment of cognitive development in older preschool age in order to identify individual characteristics and predict possible risks of maladjustment at school.
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This paper analyzes the most important theories linked to early childhood development and how music therapy can address and support communication and attachment challenges. This study combines fundamental theories in attachment, attunement, communicative musicality while illustrating these concepts through case study vignettes.
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This article outlines the benefits of stimulating the naturalistic intelligence of primary school pupils during "Music and Movement" lessons. Recent studies have revealed that, at this age, primary school pupils are very interested in the life of animals and like to spend time in nature, which indicates that their naturalistic intelligence is welldeveloped. The purpose of our research is to establish how we can stimulate the naturalistic intelligence of the pupils to increase their interest in listening to classical music. The research involved 19 primary school students, aged 8 to 9 years old, enrolled in second grade. The study revealed that most of the second graders were happy to listen to masterpieces composed by W. A. Mozart and Ludwig van Beethoven, that are mentioned in the school curriculum of the discipline "Music and Movement". The most effective didactic approach was listening to the songs in the presence of pets or from videos where animals were filmed while enjoying listening to music. After viewing the videos, pupils were interested in finding out more information about the music that they were listening to. The results could not be generalized, but the article can stay at the base of future research in the field of Educational Sciences. The content of the article is useful for teachers who can use similar strategies during "Music and Movement" lessons in order to increase the interest of their pupils in classical music.
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