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Nové „vízie“ rodiny na Slovnensku.

Author(s): Pavol Tománek / Language(s): Slovak Issue: 3/2012

The study presents the issues of family, family education, current forms of family formation in Slovakia. The family is the basic educational environment for a child or teen‘s personality. The family will give the basics of morality, decency, social rules. Family is a place where parents set nets behavior, which comes to the growth of cultures and personalities of each company. The fact remains that the company would be today deal with more functionality than the family functions. There should be greater focus not only on learning of the population, but also for education. Because more and more we are faced with educated people who are rude but unfortunately. Universalitism and tradicionalitism are probably the two main characters of the family that still exist until now. Conservatism is often pushed concubines or even homosexual unions. Sakralitism families are often replaced by new forms of families, such as: single family or mingle. Azylytism is the hallmark of so-called. patchwork family. The work offers a contemporary look at the phenomenon of single, mingle and patchwork families, focusing on the situation in Slovakia and the EU. The data obtained are presented in tables. The conclusion of the study is devoted to the suggestions and recommendations for practice.

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Asszimiláció vagy integráció: a lett oktatáspolitika célrendszere

Author(s): Krisztián Manzinger / Language(s): Hungarian Issue: 1/2024

Nation-state building and compulsory education have long been creating a challenge in the relationship between the state and minorities, both in terms of the language and the content of curriculum. This is no different in Latvia, which is home to significant minority communities. In this respect, a particularly significant shift occurred during the Soviet occupation, when decades-long resettlement policies increased the Russian population to one third and decreased the Latvians to 52 percent of the population by 1989. During the Soviet period, the primary language of instruction was Russian, which Latvia sought to correct after the restoration of independence in 1991 by increasing the role of Latvian, particularly in education. The reshaping of the educational system has been going on for decades and now it seems to have achieved the Latvian legislator’s goal: the restriction of minority language education and the introduction of an exclusive Latvian-language education, with the exception of only minority language and culture courses taught in the mother tongue. According to the state institutions, the abolition of minority language education in the general curriculum is for the sake of more effective social integration. This approach however, if the geopolitical perspective is disregarded, creates a matter of concern from a purely human rights point of view.

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Early Childhood Intervention in North Macedonia – Parents’ Perspective

Author(s): Aleksandra Karovska Ristovska,Glorija Naumovska / Language(s): English Issue: 8/2024

Early childhood intervention (ECI) should focus on building strong relationships with families, as this family-centered approach leads to improved developmental outcomes for children. This study examines ECI and support systems in the Republic of North Macedonia from the perspective of families of children with developmental delays or disabilities. A descriptive method was used, suitable for describing individuals, processes or situations as they unfold in nature, with no manipulation of variables. The research included a sample of 78 parents of children with developmental delays or disabilities.The findings indicate that when at-risk factors or disabilities are identified shortly after birth, ECI tends to be quick and efficient. Most services (71.4%) are provided in ECI centers, while 28.6% of families receive services at home. Some 53.8% of families reported covering the costs of all ECI services. By the age of three, 43.7% of children had been detected, diagnosed, and received some form of stimulation services or early rehabilitation treatment. The insights gained from this study may also be applicable in other countries with similar ECI systems.

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The Impact of Blended Learning on K-2 Education

Author(s): Ejuchegahi Anthony Angwaomaodoko / Language(s): English Issue: 5/2024

Blended learning, characterised by integrating traditional faceto-face instruction with online educational resources, has gained significant attention in recent years as a promising approach to enhancing learning experiences across various academic levels. The current study presents a comprehensive review of blended learning methodologies tailored specifically for early childhood education, focusing on kindergarten through second grade (K-2) learners. It examines young learners' unique developmental characteristics and learning needs, considering how blended learning models can be effectively designed and implemented to optimise educational outcomes. Blended learning has been observed to possess more positive impacts while bearing in mind its flexibility and adaptability to meet the academic needs of diverse learners at their own pace. Therefore, the successful implementation of blended learning in K-2 settings requires careful consideration of the technological infrastructure available and teachers who are central to the success of blended learning.

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Potrebno je celo selo: oblikovanje predškolskog vaspitanja i obrazovanja u Srbiji kroz pristupe međunarodnih organizacija

Author(s): Lidija Miškeljin,Dragana Purešević / Language(s): Serbian Issue: 3/2024

Early childhood education and care (ECEC), as part of educationalsystem, is embedded in complex social, cultural and political systems. In this regard,international policy, as well as the way of exchanging information and promotingsolutions through documents of international organizations (EU, OECD, WorldBank, UNICEF, UNESCO and the T20/G20), shape beliefs and construct anunderstanding of the purpose and function of early childhood education and care.Guided by the question What are the values and What is the purpose of earlychildhood education and care? the paper analyzes the approaches of internationalorganizations’ current documents that are related to the ECEC. Starting fromthe narrative (educational) policy analysis approach, we will present »scissors ofparadigms« in strategic documents of education policy in Serbia, using the exampleof the educational policy approach to inclusivity and public-private partnership inearly childhood education and care.

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Pedagogical Representations of Gender in Early Years Sector

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Pedagogical Representations of Gender in Early Years Sector

Author(s): Angela Bonehill,Deborah Nye,Maria Iordan / Language(s): English Issue: 1/2024

Early Years (EY) sector is experiencing an interesting phenomenon in terms of gender representation at staff level. This article aims to investigate possible barriers of the low numbers of male practitioners in “a largely feminised workforce” (Mistry and Sood, 2012) supported by international context. Literature review, independent and Government reports will be considered throughout the article to highlight possible reasons for the underrepresentation of men within EY settings, such as stigma or gender stereotyping, childcare sector being considered as “women’s work” (Rolfe, 2006). The perceived barriers of male stereotypes in early years are critically analysed in the context of the benefits for children’s learning and development, with a consideration for risk adversity and differing play behaviours (Brandes, 2011).

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DUYGUSAL ZEKA EĞİTİMİNİN OKUL ÖNCESİ DÖNEMDEKİ ÇOCUKLARIN DUYGUSAL GELİŞİMİNE ETKİSİNE DAİR VELİ DEĞERLENDİRMELERİ

Author(s): Tahsin Toprak,Yasin Sağlam,Furkan Sakarya,Semih Tosun / Language(s): Turkish Issue: 63/2024

The research examines the effect of emotional intelligence education on the emotional development of preschool children. The participants consist of 14 parents in Ankara-Mamak province and an interview form was used as a data collection tool. Findings show that emotional intelligence training strengthens children's skills such as emotional awareness, expressing their emotions, emotional control and empathy. Children who receive emotional intelligence training experience a significant increase in their emotional skills after the training. Additionally, the differences observed between children who receive education and those who do not, emphasize the importance of education. The high level of awareness and knowledge of parents and educators about emotional development means that they can support children's emotional development. Findings regarding the effectiveness of pedagogical practices and policies show that education systems should focus more on emotional development. Finally, analyzes of the long-term effects of emotional intelligence training show that the training has a positive impact on children's academic achievement and social relationships. These results indicate that emotional intelligence education may play a role in improving children's general quality of life.

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The public's overwiev on the introduction of games, play, and gamification in Romanian libraries

Author(s): Paula Grațiela CERNAMORIȚ / Language(s): English Issue: 3/2024

Games, play and gamification are essential for all ages because they allow players to develop useful 21st century skills such as digital literacy, critical and scientific thinking, problem solving, comprehension and communication skills, storytelling skills, etc. The new generation of digital natives requires a different approach in learning new things and libraries could take advantage of that by using gamification on learning content. In this way, libraries could become more welcoming spaces, more open to the public and much more interested in what the public wants. To find out what people think about the idea of playing games at the library, the idea of libraries using gamified activities or if the public would like to use gamified apps on the library websites, a questionnaire-based survey was administered on Facebook and WhatsApp between February 2 and February 8, 2024. Analysis of the answers obtained shows that the Romanian public is open to the idea of libraries where reading, communicating, socializing, acquiring knowledge in various fields such as literature, history, geography can be combined in a fun and enjoyable way with play, games and gamification. Respondents would also like to use gamification on library websites such as a book lending app.

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Okul Öncesi Dönem Çocuklarının Çevre ve Geri Dönüşüm Farkındalığı Üzerine Bir Eylem Araştırması

Author(s): Cahide Karakaş Tan,Mutlu Pinar Demirci Guler / Language(s): Turkish Issue: 33/2024

The aim of the study was to determine how applied recycling studies carried out in the preschool period (60-72 months) affected children's awareness of the concepts of environment and recycling. Action research model was used in the research in which qualitative research design was adopted. The study group of the research consisted of eight preschool children studying in a kindergarten class of a public school affiliated with the Ministry of National Education in Boztepe District of Kırşehir Province. Data of the research; It was obtained through student drawings and semi-structured interview forms. Data were analyzed using the MAXQDA data analysis program. As a result of the research, it was observed that children's environmental awareness changed positively and they especially paid attention to the integrity of nature with living things. It was determined that there was a positive change in the children's knowledge of the concepts of "not garbage" and "reused" and that they expressed these concepts correctly.

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W poszukiwaniu przyczyn wyrażania niechęci wobec dzieci w internecie

Author(s): Emilia Bańczyk / Language(s): Polish Issue: 1/2024

The article aims to highlight the phenomenon of adults expressing resentment towards children and to try to reach its causes. The subject of the study consists of the statements of internet users perceived through the prism of linguistic discourse analysis. The author distinguishes three groups of causes: cultural (individualism, freedom in way of life, egocentrism), social (child-centrism vs. loss of social contact with the child) and psychological (individual). Cultural reasons relate to the fact that people nowadays value freedom and don’t want to make sacrifices for children who they consider a disturbance to their orderly, ideal way of life and individualistic mindset. Social causes come in the form of two seemingly opposing ideas. The first is about protest against pressure to have and to like children, alongside the priority given to families with children. The second is about the loss of social contact with the child, caused by the change in the family model and the privatization of motherhood. Psychological causes are of an individual nature; they may be related to trauma and various hypersensitivities and often manifest in expressions of disgust towards children. The author draws attention to the normalization of rude language behavior and the escalation of expressed resentment, which raises questions about the possibility of age discrimination.

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Effectiveness of the Early Start Denver Model for Children with Autism: A Narrative Review and Experiences for Viet Nam

Author(s): Thao Do Thi,Thu Nguyen Thi Anh,Nho Hoang Thi,Tan Nguyen Thi / Language(s): English Issue: 7/2024

Early intervention for children with autism is crucial for their development and quality of life. Different early intervention models exist, including the Early Start Denver Model, which has scientific evidence and is included in Vietnam's Guidance Document on Diagnosis and Intervention for Children with autism spectrum disorders. Therefore, quantitative research design and descriptive statistics methodologies are used in the study to review the Denver early intervention model's effectiveness in treating children with autism worldwide and bring lessons learned for application in Vietnam. This narrative review analyses 16 scientific articles conducted in an international database. Research results show that the Early Start Denver Model is efficacious in improving core defects in children with autism, such as social skills, communication skills, and repetitive behaviors,…; using the Early Start Denver Model will improve parent-child interactions, reducing stress for parents during the parenting process. The findings also indicate lessons for applying the Early Start Denver Model for children with autism in Vietnam, considering factors like regional culture, educational facilities, and learning materials; motor skills and imitation skills should be combined with other therapies for better effectiveness.

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EARLY EDUCATION AND THE ROLE OF EMOTIONAL INTELLIGENCE IN THE DEVELOPMENT OF THE PRESCHOOL CHILD

Author(s): Miluța Ursu / Language(s): Romanian Issue: 38/2024

Emotional education and the development of social skills gained ground in global education systems with the publication of "Emotional Intelligence" by Daniel Goleman in 1995. Educational programs are recommended to equip students not only with essential academic skills, but also with emotional and social skills. This set of skills, including self-awareness, emotion regulation and empathy, is crucial for success throughout life and has its foundation in childhood. Studies indicate that stricter discipline, compared to overly permissive discipline, favors the development of a higher EQ in children. It is also recognized that long hours in front of screens can be an impediment to the development of emotional skills. Today's children tend to spend a considerable amount of time interacting with screens compared to time devoted to other educational or social activities. Surprisingly, the number of hours spent in front of the television by a child by the age of five can even exceed the number of hours a university student devotes to classes during a higher education.

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INTERPERSONAL RELATIONS IN PRESCHOOL EDUCATION UNITS IN THE CONTEXT OF THE COVID-19 PANDEMIC

Author(s): Maria Pescaru / Language(s): English Issue: 3/2021

Personality characteristics are formed and self-created through a mechanism built in society and a special tool - interpersonal relationships. Relationships within educational units, between colleagues, can influence the efficiency of teachers, in order to develop a balanced educational process. The study was conducted to ascertain the quality of interpersonal relationships between directors of preschools in urban areas, teachers, preschoolers and parents of preschoolers in the context of the Covid-19 pandemic, during the period of teaching activities that took place online at the beginning of 2020, starting with March 10. We conducted a sociological survey, using the questionnaire as a research tool, because the realistic concept that has earned its deserved place among theorists and practitioners, is that we should not absolutize the two terms of the educational process, teacher - subject, but must look as mutually receptive partners who are co-participants in the interaction. The directors of the pre-school units also played an important role in that period, because they have to carry out a complex activity of designing, preparing, organizing, coordinating and administering the elements involved in achieving educational objectives. The interaction of directors with teachers and parents involves complex skills.

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Zabawa dzieci jako przejaw twórczego uczestnictwa

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Zabawa dzieci jako przejaw twórczego uczestnictwa

Author(s): Laura Camas-Garrido,Gonzalo Jover / Language(s): Polish Issue: 3/2024

This article aims to investigate the intricate relationship between play, creativity, and children’s participation. Key questions guiding this exploration include: What do we mean when we discuss children’s play? What meanings have been associated with playful activities? How are creativity and play interconnected? By examining the works of Johan Huizinga, Donald Winnicott, John Dewey, Jane Addams, and Martha Nussbaum, the study posits that children’s play is a fundamental expression of social and cultural engagement during childhood. Play not only facilitates children’s understanding and familiarity with the cultural dimensions of society but also encourages their active participation in the recreational aspects of life and self-exploration. Consequently, play emerges as an experience of creation, differentiation, and mutual recognition, fostering self-awareness and social interaction through the expression of daily attitudes and behaviours.

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INVESTIGATION OF THE EFFECTS OF DRAMA STUDIES WITH PRESCHOOL CHILDREN ON DIFFERENT DEVELOPMENT AREAS

Author(s): Ali Osman Engin / Language(s): English Issue: 64/2024

The effects of drama studies conducted in preschool period on children's development areas are quite important. Drama studies support children's emotional development. Taking on roles and portraying different characters improves their ability to express their feelings. This helps children to recognize and express their feelings and understand the feelings of others. Drama encourages cooperation, communication within a group and development of empathy. While children work together by sharing roles, they develop the skills of expressing themselves and listening to others. This strengthens their social relationships. Drama studies develop children's creative thinking and imagination. While portraying different roles, creating new scenarios and making up stories, children use their creativity. This increases their problem-solving skills. Drama encourages physical activity. The purpose of this research is to examine the effects of drama studies conducted in preschool period on children's development areas. Within the scope of the research, studies related to the subject were scanned. The research is a compilation study and the research universe is the drama studies conducted and 14 drama studies were determined as a sample by using the YÖK thesis system. The obtained data were analyzed according to the author, subject and content. According to the data obtained as a result of the research, it was understood that drama studies have a deep effect on the development areas of students (children).

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Подходи на родителите към четенето: избори, опит и влияние

Author(s): Teodora Genova,Nadezhda Gadzhakova,Sabina Eftimova / Language(s): Bulgarian Issue: 4/2024

The study presents a part of the results of a study of parental approaches to reading to children ages 0 to 7 years, with an emphasis on how parents make their choices and overlay their personal experiences on the reading process. The research examines factors such as frequency of reading, choice of literary works, parent-child interaction during reading, and the influence of parental experience on children's preferences.The survey revealed that parents regularly read to their children for a period of 10 to 20 minutes, preferring fairy tales and adventure stories with rich illustrations. Reading plays an essential role in family life as a tool for learning and developing the imagination. The findings highlight the importance of reading for children's psychological well-being and offer directions for future improvements in parenting approaches in this area.

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Игровизация на диагностичните процедури по български език и литература в детската градина

Author(s): Desislava Ivanova / Language(s): Bulgarian Issue: 4/2024

This article presents an aspect in the use of gamification – in diagnostic studies in Bulgarian language and literature in kindergarten. Mixing the virtual with the real world, it increases children's motivation, engagement and knowledge. Gamification is the integration of game elements in non-game situations in the learning process in order to increase the memorization of knowledge in the minds of children for a longer period of time. Gamification in diagnostics is an innovative approach that uses elements of games to make diagnostic processes more attractive, efficient and effective. Gamification can be a competitive complement to make diagnosis more effective and motivating, especially in preschoolers

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Ethics for Early Education; Core Concepts for Approaching Ethical Issues

Author(s): Roxana Ghiatau / Language(s): English Issue: 2/2024

Early Education is a strategic area for individual and social development. Kindergartens are spaces for ethical practice, where teachers make decisions for the children they are responsible for. The major aim of this theoretical study is to propose approaches to ethical decision-making in working with young children, with the role of improving self-reflection for teachers and future teachers. The secondary aims of the study are: 1. To identify the values and ethical guidelines for ethical-decision in Early Education; 2. To establish core concepts for approaching ethical issues, including the use of ethical codes; 3. To propose case studies in order to stimulate teachers‘ ethical reflection. A set of basic ideas of professional ethics in Early Education is presented below: (a) The Early Education profession is primarily an emotional, relational and ethical practice. Teachers bring to school their personal values, from the places where they live. (b) In order to make ethical decisions teachers need to understand the difference between the professional ethics area and the personal area. (c) Teachers should not confuse personal dilemmas with professional ethics dilemmas. Our study can provide guidelines for developing a professional learning protocol to support teachers' ethical reasoning. Reflection on issues of ethical practice exposes teachers and future teachers to various perspectives, expanding their knowledge of children and teaching.

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Self-efficacy, Anxiety, Positive Affect, and Students' Expected Grades in the Context of the Bachelor Exam

Author(s): Maria Cristina Florescu,Karla Melinda Barth,Laura Nicoleta BOCHIŞ,Cătălin Constantin PASCARIU,Ion Albulescu / Language(s): English Issue: 2/2024

Identifying variables that impact students' grades is a constant concern but also a challenge for teachers in the field of educational sciences. The study investigates the association between self-efficacy, positive affect, anxiety, and students' expected grades before the final exam of bachelor university studies. The study is based on Pekrun's (2006) control-value theory, and it aims to investigate the relationship between self-efficacy, anxiety, positive affect, and students' expected grades. Specifically, the study seeks to understand how anxiety mediates the relationship between self-efficacy and expected grades and how positive affect mediates the positive relationship between self-efficacy and anxiety levels. The study was conducted on 170 students from Primary and Preschool Education Pedagogy and Orthodox Pastoral Theology studying at a state university in Romania. The students completed the assessment tools that assess the research variables: general self-efficacy, positive affect, anxiety - as a self-regulated learning strategy - and the student's expected grade in the bachelor exam. The results of the structural equation modeling indicate that the level of self-efficacy has an impact on student anxiety levels. This anxiety, in turn, negatively influences the expected grades that students predict before taking the assessment tests required to complete their bachelor's studies. Therefore, anxiety acts as a mediator between self-efficacy and expected grades. Additionally, the results show that the relationship between self-efficacy and anxiety is mediated by positive affect. These findings emphasize the importance of effective teaching and learning methods that promote academic success.

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Sub-grouping preschool greek children with specific language impairment

Author(s): Eirini Petraki,Eleni Lazaratou,Dimitris Anagnostopoulos,Maria Vlassopoulos / Language(s): English Issue: 5/2015

Children with specific language impairment have been found to exhibit deficits in their expressive vocabulary, grammar and phonology. The purpose of the present study was to investigate these linguistic components in Greek preschool children with specific language impairment. The profiles of a group of 22 children with specific language impairment aged 4-6years were examined using tests standardized to the Greek population regarding expressive vocabulary, grammar and phonology. Results showed that all children performed poorly on the phonological test, lagging significantly behind their chronological age, while the majority of younger children (4-5years old) faced concomitant vocabulary and/or grammatical difficulties. No significant differences were found regarding gender. Phonology seems to be the most likely source of difficulties in Greek children with specific language impairment. These results are discussed with respect to their diagnostic implications and their relevance in therapeutic planning and intervention.

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