VERSLUMO KOMPETENCIJOS UGDYMAS PRADINIAME UGDYME

Author(s): Romas Prakapas,Gintautė Žibėnienė / Language(s): Lithuanian Issue: 1/2017

In international context the competence of entrepreneurship and its structural parts are regarded as underlying aims of education. Resources of developing entrepreneurship like any other competence are to be found in the early stage of education, i.e. primary education. However, although the European Union (EU) experts emphasize a need to start developing entrepreneurship in the pre-school age or during primary education, there is a great lack of experiences and the extent of scientific research. All this allows to pose a scientific problem which can be formulated in a question: what are the premises for developing entrepreneurship competence in primary education. Therefore the object of scientific research in this case is developing entrepreneurship competence in primary education. The aim of the article is to disclose development of entrepreneurship competence in primary education. The article presents the results of qualitative research carried out following theoretical premises of social constructivism. The main data collection method in the research is document analysis method, data processing methods include content analysis, comparison, and systematization. The key resource for the research is General Curriculum of Primary and Basic Education (2008) – the document on which all education in Lithuania, not only primary but also basic, is formally based. In order to process the research data obtained an open source qualitative research program “Kokybis” was used. In the practice of education in the EU countries two models of developing entrepreneurship are applied: education according to a special entrepreneurship development programme and integrating entrepreneurship development into education programmes of different subjects. It might be assumed that the choice of a model depends on the experience of a country and the concept of chosen entrepreneurship comprehension. There is no separate teaching subject intended only for developing entrepreneurship skills. However, in primary education entrepreneurship development is integrated into the content of separate subjects. In the general curriculum of primary education the concept of entrepreneurship is virtually not used but constituent parts of entrepreneurship development are integrated into general aims of education, interdisciplinary links, valuistic attitudes to be educated, creating educational environment; also, separate features important for entrepreneurship development and those expressing entrepreneurship competence are highlighted in the specific content of primary education.

Социјални рад у васпитно- образовним установама: студија случаја – Србија и Босна и Херцеговина

Author(s): Ana M. Gavrilović,Vojin Vidanović / Language(s): Serbian Issue: 1/2016

The paper analyses, based on extensive research, problems of engagement of social workers in pedagogical and educational institutions of Serbia and Bosnia and Herzegovina. Social work in pedagogical and educational institutions is differently defined, but authors agree in defining it as separate area of social work – school based social work. In world, school based social work has a long history of development in all of its aspects. However, experience of Serbia and Bosnia and Herzegovina in introducing school based social work has been different. In difference of most of developed countries, in pedagogical and educational system of Southeast Europe, social work isn’t included according to established needs of pupils and their families. Motivation for research of school based social work in Serbia and Bosnia and Herzegovina is a knowledge that professional social work has been inexcusably neglected in general intention to improve pedagogical and especially social and preventive functions of education. In last two decades information of various deviations on early age have became increasingly evident, which demands engagement of adequate pedagogical and educational professions, amongst which social work is one of most important in prevention, counseling and social action aspects Various authors of this issue from Serbia and Bosnia and Herzegovina highlight that need for professional based social work in schools and pre-school education is a great and complex and require larger and better social action. This is because of various social problems of children and pupils, that have developed in recent years. However, social care for pupils problems isn’t planned and continuous, but is dealth “from case to case”. This is in contrast with a goal of school based social work, which is prevention of social problems as well as efficient care in alleviating negative effects once problems arise. In our 2013 research in schools in Republic of Srpska (entity of Bosnia and Herzegovina) various social deviations are present in all their degrees (from mild to severe). In pre-school (kindergarten) education in Serbia, partially are present poverty of children, discrimination of poor children, discrimination of children from marginalized groups, disrespect of children rights and neglect of children. Subject of presented research is analysis of current legislation in this area, as well as a presentation of actual problems and needs of professional social work in preschool, primary and secondary educational institutions.

Закъсняло признание - доц. д-р Емилия Николова

Author(s): Radka Slavova / Language(s): Bulgarian Issue: 2/2017

StepTogether – a possible solution for teaching Hungarian as a target language to migrant children

Author(s): Édua Rostás,Kecskés Judit / Language(s): English Issue: 26/2016

This paper introduces the StepTogether programme, which is one of the practices for preventing early school leaving in Hungary. The main goal of the programme is to improve the language competence of migrant pupils and thereby to decrease school dropout rates and support the pupils in their transition from primary to secondary school. The programme develops CLIL aids for migrant children attending primary school in the 3rd–8th grades. The aim of the developers was to support teachers in integrating children with non-native competence in Hungarian(proficiency level A1–B2) into traditional classroom activities. The StepTogether concept helps children develop their language skills while they are dealing with the same subject topics as their dominant-language classmates. The structure of these teaching tools allows all teachers to contribute to the children’s language development process and helps create an open intercultural classroom climate. Furthermore, integrating the heritage cultures of the pupils into the classroom work helps involve migrant parents as well.

Feedback-ul vizual - metodă modernă de antrenament vocal

Author(s): Muresan Rodica Elena,Alexandra Sabina Pop / Language(s): English,Romanian Issue: 2/2017

This paper examines the use of visual feedback technology in the field of vocal pedagogy. This technology enables singers to “see” what their voices are doing while they are singing, by recording certain acoustic properties of their voice. It also analyzes the existing computer programs, designed to provide visual feedback on acoustic parameters of the singing voice and to investigate how such feedback can most effectively be utilized in the vocal pedagogy.

Uczeń twórczy w wyobrażeniach studentów konformistów i nonkonformistów

Author(s): Agnieszka Szewczyk / Language(s): Polish Issue: 27/2016

The article discusses perceptions of creative pupil’s characteristics as created by students of preschool and primary education. The issue requires attention for the reason that a teacher’s opinion of creative pupil’s characteristics may influence both the way the educator treats such pupils and the expectations they may have of their learners. The article includes a comparison of ten most characteristic features of a creative pupil selected by conformist and non-conformist students. However, no statistically significant inter group differences have been found. Most of the students participating in the research have accurately identified a creative pupil with creative features of character such as, among many other, ingeniousness, imagination, inventiveness or originality.

Национална научна конференция по случай 55-годишнината на педагогичес­кото образование в Смолян и 20-годишнината на Филиала към ПУ „Паи-сий Хилендарски“

Author(s): Nina Gerdzhikova / Language(s): Bulgarian Issue: 6/2017

Щастливи и здрави заедно

Author(s): Gergana Petrova,Aneta Ruseva / Language(s): Bulgarian Issue: 6/2017

The authors consider the immobilization factor as one of the main causes of the diseases of the technical civilization. The onset of motor activity deficiency disturbs the balance of biological needs and the real motor activity by children.The text demonstrates the implementation of a project aimed at enhancing the physical capacity of children, changing their attitudes in a positive direction towards sports activities and turning such activities into a tradition. To reducing aggression among children, and building a new model of a healthy lifestyle, based on motor activity and love for nature, turning such a model into a behavior of responsibility and discipline. Children have taken part in sport activities, organizing a sports holiday with games and a football competition. The text also presents a scenario for conducting a sports day.

Music and Movement – Indispensable Dualism for an Efficient Musical Education

Author(s): Pop Sarb Diana Elena / Language(s): English Issue: 1/2017

Music and movement are essential components of human existence since the dawn of time. In childhood it is important to join the two experiential dimensions since this juxtaposition responds to basic needs, natural characteristics of the developmental stage of human personality. This research used the methodology of the psychological and pedagogical experiment and illustrated that cognition and the musical game are closely correlated in terms of learning English. The result was improvement of the linguistic performance in terms of higher level vocabulary acquisition and pronunciation obtained by a test group when compared to the control group.

Началното ограмотяване – „ключ“ за успешен живот в променящия се свят

Author(s): Penka Kаneva / Language(s): Bulgarian Issue: 7/2016

OKUL ÖNCESİ ÖĞRETMEN ADAYLARI İÇİN GÖRSEL SANAT EĞİTİMİ VE ESTETİK

Author(s): Şakire OCAK-KARABAY,Gamze Bilir-Seyhan / Language(s): Turkish Issue: 2/2017

The aim of this study is to analyze original and creative material examples developed by teacher candidates under the theme of “child rights” in “Material Development” course with art and aesthetic perspective. In this qualitative study, these materials were analyzed via document analysis. The materials were assessed with teacher candidates, and as a group they had discussion on their thoughts about experiences in this process. By using abstract concepts and gains, researchers aimed to increase teacher candidates’ social awareness. In this process, “child rights” was determined as theme for the purpose of using in material development. Under the supervision of researchers, teacher candidates developed their original materials by using different materials, as individual or group. Time was given to teacher candidates for researching the theme in detail, and sharing their findings with the rest of the class, so whole class discussed about the sketches of their designs. In early years, connections which children establish with art and aesthetic are going to contribute to having a lasting interest to art and developing important art and aesthetic skills. Preschool education teachers’ attendances to courses with rich art and aesthetic content, being equipped with these subjects, and having such experiences are seen as an important opportunity for teacher candidates to be able to train creative children with art and aesthetic skills.

ROLUL ȘTIINȚELOR SOCIO-UMANE ÎN SECURITATEA NAȚIONALĂ

Author(s): Mihaela Agata Popescu / Language(s): Romanian Issue: 22/2015

Toute société humaine de ce monde veule réaliser, pour ses membres et évidement pour lui-même, comme réalité et comme entité, trois objectives essentielles : prospérité, liberté et sécurité. Tous les trois objectives et, en même temps, toutes les trois déterminations sont interdépendantes. C’est difficile à dire que l’une peut exister sans l’autre. La liberté et la sécurité sont des conditions nécessaires et essentiales de la prospérité, la sécurité n’est pas possible que dans des conditions de la liberté et de la prospérité, et la liberté, sans prospérité et sécurité n’a pas du sens. Mais chacun a son contenu complexe et complique. Même si, par exemple, la liberté est un idéal des toutes les gens et des toutes les sociétés, sa définition, son contenu et ses horizons d’attente sont conditionné, parfois même très stricts.

EDUCAȚIA “LA RĂSCRUCE DE VÂNTURI”

Author(s): Agata POPESCU / Language(s): Romanian Issue: 20/2014

Etre homme, c’est une grande chose ! Mais on ne peut pas réaliser cette grande chose que par l’éducation. On apprend toute la vie pour être ce qu’on être et ce qu’on peut être. Tes parents et tes professeurs sont le support de ton avenir, même si, parfois, les rivières souterraines ne sont pas de sources limpides, et seulement des eaux salles qui font des bizarres étincelles grises dans ton cerveau blanc. Le véritable brillante vienne de travail, de respect, de responsabilité, de l’amour et de l’apprentissage. Ad augusta per angusta. Nous, les professeurs, somme toujours des guides pour nos élèves sur ces chemines étroits vers des crêtes aigues qu’on le désire lumineuses. Nous devons aller toujours en avant, même si notre vie, dans ces temps difficiles, n’est guère facile, et ceux qui devront générer des conditions favorables – les décideurs – génèrent en effet des obstacles, des humiliations, des pièges pour nous et pour notre école.

Przywództwo edukacyjne wśród dyrektorów szkół podstawowych w województwie małopolskim i mazowieckim

Author(s): Anna Jurczak / Language(s): Polish Issue: 8/2018

Cel badań. Celem niniejszego artykułu jest przedstawienie, a także analiza badań własnych dotyczących stylu zarządzania placówkami publicznymi i prywatnymi, prezentowanego przez dyrektorów szkół podstawowych prywatnych oraz publicznych, znajdujących się na terenie województwa małopolskiego oraz mazowieckiego.Metodyka. Moja grupa badanych składała się z 82 dyrektorów szkół podstawowych: 26 dyrektorów szkół publicznych w województwie małopolskim, 17 dyrektorów szkół prywatnych w województwie małopolskim, 19 dyrektorów szkół publicznych w województwie mazowieckim, 20 dyrektorów szkół prywatnych w województwie mazowieckim. Badania opierają się na koncepcji przywództwa sytuacyjnego Kena Blancharda, który wyróżnia cztery style zarządzania zespołem (w tym przypadku dotyczą one nauczycieli, którymi zarządza dyrektor placówki). Wyróżnia on styl Instruowania, Konsultowania, Partycypacji oraz Delegowania.Celem kwestionariusza, który został przeze mnie wykorzystany podczas badań, które dotyczyły postawy dyrektorów placówek, miał za zadanie określenie stylu zarządzania placówką (elastyczność stylu) oraz efektywnością jego stylu.Wyniki. Okazuje się, że rodzaj placówki, publiczna bądź prywatna, w dużym stopniu wpływa na sposób zarządzania nią przez dyrektorów. Lokalizacja, w tym przypadku, województwo małopolskie bądź mazowieckie, odgrywają mniejszą rolę. W placówkach prywatnych, zarówno w województwie mazowieckim jak i małopolskim, jednym z dominujących stylów zarządzania prezentowanym przez dyrektorów jest Instruowania podczas gdy w szkołach publicznych jest to Delegowanie. Wyniki, które uzyskały szkoły publiczne są diametralnie inne w porównaniu z wynikami charakteryzującymi szkoły prywatne. Wskazuje to na inny sposób zarządzania oraz odmienną specyfikę obu placówek.Wnioski. W zależności od różnego stylu zarządzania, dyrektorzy placówek, prezentują różnorakie postawy. Wpływają one w dużym stopniu na sposób pracy w placówkach prywatnych oraz publicznych, co w dłuższym czasie znajduje odzwierciedlenie w prezentowanym przez pracowników różnym stopniu satysfakcji i zadowolenia z pracy. Sposób zarządzania placówką determinuje również atmosferę panującą w szkole między gronem pedagogicznym, która stanowi jeden z czynników efektywnego nauczania uczniów.

De-Communization of Childhood. Introduction to Research on Transformations of the Discourse on Child and Childhood in Post-Communist Poland

Author(s): Paweł Walczak / Language(s): English Issue: 10/2018

The article is devoted to the phenomenon of “childhood de-communization” as a process of changing the way of childhood’s conceptualizing and social practices related to childhood during the political transformation. The aim of the article is to design and justify research revealing changes in discourse about child and childhood in science and culture in post-communist Poland. Referring to the achievements of contemporary humanities and social sciences, a child and childhood are assumed as a socio-cultural construct that its representations are present in the texts of culture and science. This kind of research reveals the relationship between the concepts of a child and childhood and social practices aimed at the child. The subject of the research project has been designated in the area of education, law and the so-called private (subjective) education theories. The article describes the methodological assumptions that have their source in the field of children studies and contemporary humanities. Particular attention is paid to historical research, the post-hermeneutic trend, qualitative research related to gender studies and posthumanism. In addition, research into the “de-communization of childhood” is inspired by the concepts of Michel Foucault (1926-1984) and his analysis of the discourse of power and the work of Swiss psychoanalyst Alice Miller (1923-2010), studying the mechanisms of intergenerational transfer of negative educational concepts and so-called “black pedagogy.”

Dziecko dwujęzyczne jako uczeń o specjalnych potrzebach edukacyjnych. Słownik dziecka dwujęzycznego – studium przypadku

Author(s): Barbara Kyrc / Language(s): Polish Issue: 2/2018

The article aims at discussing the situation of a bilingual foreign child at a Polish school and the type of the educational, psychological and pedagogical support that it might receive. The article author proves such child to be a student with special educational needs due to its specific linguistic, social and psychological situation. Both theory and practice suggest that such child’s educational success results above all from its mental vocabulary content. In the case of a bilingual student such vocabulary needs to be competently developed and stimulated.

„Zoo” Jana Brzechwy a uczenie dzieci języka polskiego jako odziedziczonego

Author(s): Maria Wacławek / Language(s): Polish Issue: 2/2018

Literary texts presented to children during Polish as a foreign language classes must be suitable for the purposes of the lesson as well as the learners’ language competence, interests and intellectual and cognitive abilities. Brzechwa’s poems about animals are of great educational and didactic value. The animals represent different features reflected in certain idiomatic expressions that create the linguistic image of the world. Brzechwa’s poems can be used for various linguistic exercises; they can also inspire children to create their own texts.

Szülői motivációk a szlovákiai magyar óvodaválasztásban

Author(s): Krisztián Rákóczi,Kinga Tamás / Language(s): Hungarian Issue: 2/2018

In this study, we analyze the survey data of the research results of the Carpathian Basin Kindergarten Development Program. In the survey, parents of Hungarian nursery schools across the border were interwieved. The data collection was based on a questionnaire survey, with a sample of 482 people. In the framework of the research, we learned about the sociodemographic background of parents of children attending Hungarian kindergarten, the five most important factors affecting pre-school choices and school choices, the relationship between parents with the kindergarten and kindergarten teachers. We have also learned the factors based on Hungarian parents enroll their children in majority language kindergartens.

A vajdasági magyar óvodák helyzetképe az odajáró gyermekek szüleinek tapasztalatai alapján

Author(s): Réka Ágyas / Language(s): Hungarian Issue: 2/2018

The kindergartens, as well as most of the minority schools in Vojvodina, are bilingual (Serbian and Hungarian). Education and nursing take place in 136 localities in Vojvodina. The survey presents the situation of Serbian – Hungarian pre-school institutions, based on the opinion of Hungarian parents. In the survey, we examined the motivations of preschool selection, which can be categorized primarily as subjective factors: the personality and sympathy of the teacher, as well as the quality of the pedagogical work. There were objective factors as well, such as the importance of mother tongue education and nursery, or the good physical condition of the facility in a safe area. The parents formulated some development directions, such as the importance of sports and physical education, and playful acquisition of the official and foreign languages (primarily English). The paper highlighted that in Hungarian families the plan of the majority language education hardly appears.

Kik választják a magyar óvodákat Kárpátalján?

Author(s): Viktória Ferenc,Anita Nánási-Molnár / Language(s): Hungarian Issue: 2/2018

The paper examines the tendencies of kindergarten and school choice in Transcarpathia in the 2017–2018 academic year. Based on 407 questionnaires, the survey points out that the post Euromaidan political and economic crisis overwrites the actual nationalist discourses in the Ukrainian education and language policy: not only parents of Hungarian homogeneous marriages choose Hungarian kindergartens and schools, but also their counterparts of ethnically heterogeneous and Ukrainian homogeneous marriages follow the same strategy. Generally speaking, the main reasons behind choosing Hungarian kindergartens are the better quality of the pedagogic work and the more sympathetic personnel. However, motivations differ according to the nationality of the parents: Ukrainian families would like that their children learn the Hungarian language, ethnically mixed pairs choose according to inner and outer quality aspects of the kindergarten, while for the Hungarian parents the most important thing is to prepare their children for the Hungarian-medium school. The participants – parents of children in kindergarten – were also asked about the approaching school choice. As the results show, 90% of them will remain in the minority Hungarian education system, but 10% plan to choose Ukrainian-medium schools. Among families with one or two older, school-aged children we noticed a change: these families are less likely to choose Ukrainian-medium school for their younger children than previously.