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Angielski po daltońsku; czyli plan daltoński na lekcjach języka angielskiego

Author(s): Marta, Natalia Kwella / Language(s): English,Polish / Issue: 1 (55)/2020

The Dalton Plan’s pedagogy was established by Helen Parkhurst 100 years ago; but it is still valued and commonly applied in preschool and early school education. In this article; I intend to present different ways of implementing the Dalton Plan into teaching English at these stages. First; I will discuss the history of the Dalton Plan; and then I shall describe its founder and outline the main assumptions of the concept. Next; I will present how the Dalton Plan has developed worldwide; in particular in Poland; and I will discuss the current application of the Dalton Plan in the school environment. In the second part; I will present Helen Parkhurst’s practical teaching strategies which can be effectively used in teaching English to children. I intend this article to be not only an inspiration for teachers teaching different foreign languages but also as an encouragement for practitioners to reflect on their work and perhaps expand their practice with new teaching strategies that would promote independence; responsibility; cooperation and reflection. Applying the Dalton Plan in everyday teaching allows teachers to personalise children’s learning and supports the development of children’s linguistic and social skills; which; in turn; facilitates the main objective of education; i. e. the child’s comprehensive development.

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Anne-Baba İlgisinin Çocukların Okul Başarısı Üzerindeki Etkisi

Author(s): Turhan Şengönül / Language(s): Turkish / Issue: 04/2019

The aim of this article is to examine the related research literature conducted on the relationship between parental involvement in education and children’s academic achievement. Researchers have suggested that parental involvement influences the academic performance of students at kindergarten, primary school, secondary school as well as high school. Parental involvement is defined in terms of various factors such as discipline or the process of socializing and parenting children in the household, parental aspirations and expectations for children’s education and academic achievement, communication, discussions about school, and participation in school activities. Parents discuss school activities with children, monitor, check and help with their homework, communicate with teachers, attend school functions and parent-teacher conferences in order to ensure better academic performance of their children. They expect and aspire for their children to have higher rates of educational attainment and higher academic achievement. These educational expectations and aspirations of parents are positively associated with academic achievement of children.

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Apie Jūratės Baranovos ir Lilijos Duoblienės metodinę priemonę „Filosofija vaikams“

Author(s): Vita Venslovaitė / Language(s): Lithuanian / Issue: 44/2020

Autorių J. Baranovos ir L. Duoblienės parengta metodinė priemonė „Filosofija vaikams“ turi labai aiškią struktūrą – kiekviena dalis pristatoma trumpa teorine apžvalga, po to pateikiamos užduotys arba, atsižvelgiant į pristatomą temą, siūloma žiūrėti filmą, toliau pateikiami klausimai pasvarstyti, diskusijos ir rekomenduojama literatūra. Pabrėžtina, kad siūlomos literatūros kiekvienai temai atskleisti yra įvairios ir daug, todėl atsiveria galimybė prieiti prie temos nagrinėjimo iš įvairiausių žiūros taškų. Tokia struktūra taip pat padeda nuosekliai pereiti nuo teorinių filosofinių ir psichologinių prie praktinių aspektų.

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Assessment of Communication Quality by People with Broca’s Aphasia

Author(s): Justyna Żulewska,Mężyk Agata / Language(s): English / Issue: 1/2020

Language is a means of transferring information, and the ability to communicate has a fundamental meaning to every human being. Loss of the ability or deterioration of communication in people with Broca’s aphasia affects their psychosocial functioning. The aim of this research was to obtain information on the subjective evaluation of the quality of communication of people with this type of aphasia. A group of 22 patients with Broca’s aphasia caused by ischemic stroke was included in the study. A diagnostic survey method was used, along with own study questionnaire research tool (Communication Quality Assessment Questionnaire). Socio-demographic data of the patients was recorded. The results of the study showed that almost all patients with Broca’s aphasia negatively assess their own communication capabilities and also feel they are negatively perceived by their surroundings because of their communication difficulties. Dissatisfaction with the quality of the communication prevents the subjects from maintaining satisfactory contacts with other people.

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Assessment of the Use of ©GORA Gestures in Language Communication Therapy of a Child with Impaired Speech Development (A Therapist’s Perspective)

Author(s): Karwowska Aleksandra,Lorens Gabriela / Language(s): English / Issue: 1/2020

The purpose of this article was to evaluate the use of articulatory gestures by specialists in language communication therapy. Impaired speech development significantly impedes the individual’s language communication, leading to developmental deficits in the emotional, cognitive and social spheres. Articulatory gestures are an effective method supporting therapy when working with people with language communication disorders. They help one overcome deficits in the development of motor functions and/or auditory perception, which are the underlying difficulties in mastering the language. Thanks to this, they stimulate the development of the child’s speech and language, building and developing communication and language competencies. The authors of this article verified their observations and thoughts by conducting surveys among speech therapists supporting language communication therapy with articulatory gestures.

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Awareness and Personal Perceptions of Covid-19 in 6 – 7-Year Old Children after a Period of Social Isolation

Author(s): Delyana Chuhovska / Language(s): English / Issue: 3/2021

The paper presents the results of a survey focused on children's awareness of coronavirus. An attempt was made to identify the main sources of information about the disease and their impact on children. The visual perceptions of the virus as well as the level of awareness about disease prevention and knowledge of anti-epidemic rules were established

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Az elnyomottak pedagógiája

Author(s): Paolo Freire / Language(s): Hungarian / Issue: 28/2021

Hungarian translation of some sections from Paolo Freire's book, the Pedagogy of the Oppressed

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Bábka ako podporný prostriedok pri odhaľovaní vzťahovej agresie v skupine detí v predškolskom veku

Author(s): Barbora Kováčová / Language(s): Slovak / Issue: 2/2020

The paper describes a puppet as one of the means of solving problems with hidden aggression in social groups of children. It can be perceived as part of preventive strategies, in terms of disrupting the aggressor's efforts to implement excretion. Specifically, it describes the findings of research that was carried out in kindergartens.

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Badania nad małym dzieckiem i dzieciństwem

Author(s): Bogusław Śliwerski / Language(s): Polish / Issue: 2/2020

The subject of the article is the analysis of the state of contemporary research on small children of preschool age, which has been conducted in social sciences. I point out the key subjects and research problems in preschool pedagogy as well as the sources and latest research results in the quantitative and qualitative paradigm. The paper encourages interdisciplinary research on small children in order to update the state of knowledge about the acceleration of their development.

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BARBERA, M. L., RASMUSSEN, T.: Rozvoj verbálního chování. Jak učit děti s autismem a jinými neurovývojovými poruchami

Author(s): Bibiána Hlebová / Language(s): Slovak / Issue: 1/2020

Review of: BARBERA, M. L., RASMUSSEN, T.: Rozvoj verbálního chování. Jak učit děti s autismem a jinými neurovývojovými poruchami. Brno: Masarykova univerzita, 2018. 207 s. ISBN 978-80-210-9212-9.

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BARBERA, M. L., RASMUSSEN, T.: The Verbal Behavior Approach. How to Teach Children with Autism and Related Disorders

Author(s): Ivana Trellová / Language(s): Slovak / Issue: 1/2020

Review of: BARBERA, M. L., RASMUSSEN, T.: The Verbal Behavior Approach. How to Teach Children with Autism and Related Disorders. London: Jessica Kingsley Publishers, 2007. 199 s. ISBN 978-1-84310-852-8.

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Baśń w okowach edukacji

Author(s): Magdalena Kaliszewska-Henczel / Language(s): Polish / Issue: 2 (56)/2020

The paper presents the case of introducing children to fairytale literature. Fairytales, which initiate children’s literary education, tend to be interpreted as typical didactic pieces at school. Their potential connected with influencing the emotional realm and developing aesthetic sensitivity is underestimated. The aim of the research is to recognize the ways of introducing fairy tales and presenting them in selected textbooks used in early education. The subjects of the analysis include “My i nasz elementarz” [We and Our Primer] and “My i nasza szkoła” [We and Our School]. The choice of the above mentioned textbooks resulted from the desire to learn what ways of using fairy tales (or their components) are propagated by the contemporary creators of early childhood education goals. These considerations led me to the description of reception through cognition (intellectual cognition, the fulfillment of didactic goals) and constitute the first part of the article, which I compared with the intuitive reception that grew out of psychoanalytic interpretations. Knowledge, which has its source in a psychoanalytical approach, can provide valuable support in designing activities and creating conditions for the reception of texts in early literary education.

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Beauty in Diversity – Our Special Children

Author(s): Cătălina-Elena Vîlcea,Petruţa-Raluca Suditu,Daniela-Georgeta Popescu / Language(s): English / Issue: 1/2020

The integration of the children with disabilities is a strong point of our kindergarten, which wants to ensure a warm and welcoming space for all the pupils, irrespective of their functional diversity, so they can achieve individual and social growth through the journey of the preschool cycle. The true inclusive education happens from people and between people. Every teacher that works in any kindergarten or school must have the desire to accept the special children, to accept their uniqueness and respect their right to be different. Knowing how to grasp and enhance the differences between children is indispensable in an effective educational environment, capable of bringing up the motivation, the energy and the engine of learning and gaining new acquisitions. In order to be inclusive, we - teachers need to accept responsibility for special children learning and for their proper integration by using the most relevant methods and techniques, respecting every disabled child’s needs. Our daily activity needs to be based on an individualized, calibrated and detailed work plan, built in a strong connection with to the needs, potential and skills of each pupil. Being part of an international Erasmus+ Project and local partnerships on the subject, we become more skilled and opened in our work with special children and we strongly desire to spread our experience to our colleagues from Romania and Europe. We want to put an end to all the stories of non-acceptance in the educational systems.

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Beneficial Effects of Growth Mindset of Intelligence and Growth Mindset of Personality on Academic Achievement in School-Aged Children

Author(s): Cosette Fox,Maria Barrera / Language(s): English / Issue: 2/2020

Multiple research studies revealed the benefits of adopting a growth mindset of intelligence for students of all ages. However, few studies have investigated the advantage of having a growth mindset of personality or having grit on academic performance. Therefore, this study investigated the influence of grit and implicit theories of intelligence and personality on academic performance in fifth through eighth-grade students. Our hypothesis is that a relatively higher level of grit as well as a growth mindset would result in better academic success. Students were tested in their respective classrooms using questionnaires for grit, mindset of intelligence and mindset of personality. Quarter grades and standardized scores were obtained for all students on topics such as English, reading, language, math and science. Growth mindset of intelligence and growth mindset of personality provided a selective advantage academically to students on classroom grades and on standardized testing, particularly in verbal areas such as English, reading and language. Furthermore, mindset of intelligence predicted significant change in standardized math scores. Grit did not affect academic performance. Our results suggest that educational institutions would benefit from mindset interventions promoting a growth mindset of intelligence and personality in students.

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BIBLIOTERAPIJA U RADU S DJECOM RANE PREDŠKOLSKE DOBI

Author(s): Emina Berbić Kolar,Edita Alar / Language(s): Bosnian / Issue: 2/2020

In this paper, we will review the topic of bibliotherapy with children of early pre-school age. In the paper, we will use the process of bibliotherapy and the method of observing children's experiences based on read work, working with children and the reading process as well as guided reading the author's story for children called „Perolagana noć” for children of preschool age. Given that children are witness to numerous events that have a negative impact on them and why they feel and behave inappropriately, the book is one of the „medicines for the soul” that has a powerful, „magical”, therapeutic influence on them. In addition to bibliotherapy, children have the opportunity to identify themselves with the character and the event, identify themselves, their own, but also the feelings of other people. „Bibliotherapy includes reading books that help children deal with problems and realize that they are not alone and that their emotional reaction is normal.” - Russell, 2009.

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CAUSE OF ACTION: Families divided: Romani and Egyptian Children in Albanian Institutions

Author(s): Specified No Author / Language(s): English / Publication Year: 2017

There’s a high percentage of Romani and Egyptian children in children’s homes in Albania – a disproportionate number. These children are often put into institutions because of poverty, and then find it impossible ever to return to their families. Because of centuries of discrimination Roma and Egyptians in Albania are less likely to live in adequate housing, less likely to be employed and more likely to feel the effects of extreme poverty. As a result, authorities may take children into care - some parents even ask for this, as they can’t support their family. But under human rights law, poverty shouldn’t be a reason to deny children their right to family life. States must step in to support families to stay together. We’ve researched the situation, and on 6 July 2016 we made our case to the Commissioner for Protection from Discrimination in Albania claiming indirect discrimination against Roma and Egyptian children being taken into State care because of their economic situation and ethnicity. The case (and this report) focuses on one institution, the School Children’s Home in Shkodra, but it reflects the wider situation across the country.

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CHARACTERISTICS OF PRESCHOOL TEACHING IN LANGUAGE, COMMUNICATION AND MULTILINGUALISM: EXPRESSIONS FROM TEN SWEDISH MUNICIPALITIES

Author(s): Linda Palla,Ann-Christine Vallberg Roth / Language(s): English / Issue: 2/2018

The aim of this research is to explore what may characterise teaching in language, communication and multilingualism in preschools, as expressed in writing by preschool teachers and managers in 10 Swedish municipalities in 2016. The data consists of written answers to an open-ended question in a reflective document. The reflective document was sent to 243 preschool teachers and managers, of whom 222 responded. A didactically oriented analysis was performed based on three levels: practice-related action level, theoretical level and meta-theoretical level. The results of the analysis are distributed in distinctive traces that more clearly refer to the practice-related action level than to the theoretical level or meta-theoretical level. Child-centred teaching, which may or may not be delimited, is characteristic of language, communication and multilingualism. Teaching is said to be constant: spontaneous but deliberate in all contexts and situations but also delivered through planned activities, projects and themes. Verbal communication is predominant in teaching. Vague and low-frequency traces of multivoiced teaching related to multilingualism and special support have emerged. The multivoiced teaching described mainly ends with general teaching of children in preschool – a multivoiced approach in general.

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Childhood Obesity in a Psychosocial Perspective. The Role of Nutrition Education

Author(s): Agata Pietrzak / Language(s): English,Polish / Issue: 4 (58)/2020

The aim of this paper is to draw the readers’ attention to psychosocial aspects of excessive weight gain in children, with a special emphasis on the importance of nutrition education. The article indicates the appropriateness of extending educational programs by adding the knowledge of psychosocial mechanisms that affect obese children and implementing proper interventions. This text is of a theoretical and informative nature, and it constitutes a kind of introduction and invitation to further deliberations on this subject. The first part of the article presents current data related to obesity among children, terminological explanations and obesity classification used in clinical practice. Then, the author describes the phenomenon of emotional eating with an explanation of the main theories concerning the occurrence of this mechanism and emotional conditions affecting childhood obesity. The further part of the study describes psychosocial consequences of obesity in the form of negative attitudes towards obese children in the school environment. The importance of nutrition education in the prevention of obesity is explained, and the appropriateness of extending it to psychosocial interventions is presented. In the summary, reference is made to the advantages of educational programs designed by interdisciplinary teams for the physical and mental health of children, including the important role of psychologists and teachers.

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COLLABORATION BETWEEN FAMILY AND EDUCATIONAL INSTITUTIONS

Author(s): Olga Zvereva / Language(s): English / Issue: 5/2020

The goal of this article is to describe different ways of collaboration between family and educational institutes. The article reveals the need for collaboration with parents in kindergartens, consulting centers, as well as training specialists to communicate with parents. The author shows the content of cooperation based on the study of educational requests of parents. Typical problems, various forms and methods of cooperation are revealed. The author describes her own experience based on pools. Teachers and psychologists take into account the needs of parents and provide appropriate psychological knowledge. According to these needs each kindergarten or school writes a special curriculum for parents and that’s why it is a different curriculum in each organisation. The content of communication with parents includes many issues of upbringing, development and education of the child and covers the entire range of tasks. There are various forms of interaction with the parents in the kindergarten. For example, parent-teacher meetings, role plays, discussions, seminars, talk show, e-mail, presentation, etc. Special brochures for parents are published and they provide “quick psychological assistance” for families. The article presents the results of a study of using information and communication technologies by teachers. More popular forms of interaction with parents via the Internet include: web-site of preschool educational organizations, the forum on the website of the educational institute, blogs and pages teachers, email, group, social network, and chat in messengers. In the article author describes some methods, such as analysis pedagogical situations with parents, parent-child educational projects and training with the use of role-playing games, etc. Cooperation with parents is based on the principle of tracking requests. The main results are of research are: study of needs for collaboration, the request of parents, specific using UCT, methods of upbringing in families, Punishment in the family, adaptation of children to kindergarten is revealed.

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Communication Behaviors of Preschool Children with and without Hearing Loss Born in Hearing Families

Author(s): Agnieszka Jedlińska / Language(s): English / Issue: 1/2020

The purpose of the article is to show the differences in the level of communication of preschool children with profound and severe hearing impairment and children in the hearing norm. All the studied groups of children come from hearing families. Based on the research, the level of language skills of children with profound and severe hearing impairment was determined and compared to the level obtained by hearing children, thus determining the degree of speech development (normative, delayed or disturbed) of the children in the study group. The obtained results confirmed the existence of quantitative and qualitative differences between the children belonging to the studied groups. The analysis of individual subcategories showed the existence of an interesting relationship. An important role is played by the “mode match,” which is a community of language experiences between a hearing-impaired child and their hearing mother, not the level of verbal functioning of children per se.

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