Discovering the self through drama and movement: the Sesame approach
Pearson, J., & Al. (2006). Discovering the self through drama and movement: the Sesame approach. London: Jessica Kingley
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Pearson, J., & Al. (2006). Discovering the self through drama and movement: the Sesame approach. London: Jessica Kingley
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The needs and demands of the labour market indicate a shortage of many occupations, among which there are often different profiles in the field of engineering and technology. Since children should be encouraged and directed towards such professions already in elementary school, it is certain that their attitudes and interests can be influenced by school education. Therefore, in this paper, an investigation and analysis of students' attitudes and interests towards career development in the field of engineering and technology was conducted. The study was conducted on a stratified sample (N = 2155) of primary school students. The analysis includes gender and age differences in their direct interest, attitudes toward occupations, experience levels, and career aspirations. The t-test and one-way ANOVA with Scheffé post-hoc tests were used to analyse the collected data. The results show that they are very interested in activities related to engineering and technology and that they understand the reasons for choosing a career in this field. However, there are significant gender and age differences in their own aspirations and perceptions regarding these occupations, as well as in their experiences. At the same time, girls are significantly less interested in careers, experiences and activities in technology compared to boys. Although students in lower grades are more interested in engineering and technology, they are less likely to pursue activities, jobs, and careers in this field compared to students in higher grades. These findings point to the need to adapt content and activities to appeal equally to girls and boys, including changing pedagogical approaches, teaching styles, and more investigation and design activities in the classroom. Age adaptation requires changes in curriculum implementation, particularly in computer science instruction, more meaningful hands-on activities, investigation, and integrated activities, and more time for such activities in the primary school curriculum.
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Survival is a type of human activity that takes place in dangerous extreme situations. The Global factors of the situations are the danger and difficulty that are mutually determined. An integral function of danger is the risk, and the difficulty is the effort. As the level of danger and difficulty increases, the adaptation to the growing activity is disrupted. With a very high degree of danger, the probability of loss of life increases considerably, and the need for survival arises. For this purpose it is necessary to form an adequate readiness for survival, which structure is built by mental, physical, technical and tactical readiness.
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The philosophy for children (P4C) approach is an educational movement that has developed over the years to become a substantial movement with great influence in the educational fields and in many educational systems in the world and is a pedagogical basis in these systems for both students and adults. A central goal of this movement is the advancement of the students' thinking, centered on the creative, critical, cooperative, and caring types of thinking in order to prepare them to be successful citizens in the future community life in the rapidly developing world. At the same time, the importance of creative thinking increased quickly over the years, and soon occupied an essential place in various areas of life. Within all varieties of philosophy for, or with children, the vehicle to their specific forms of thinking is the community of dialogical inquiry, a tight-knit group of like minded co-philosophers bound together by philosophical friendship whose essence is represented by the communitarian element. Because of the great and increasing importance of creative thinking in the educational field, a comprehensive study was carried out that examined the perception of science and technology teachers in the Arab elementary schools in Israel of seven of the central dimensions of creative thinking, with the teachers' perception of the factors that foster creative thinking at the center. Hence, examining the teachers' perception will form the basis for planning and carrying out any move required to advance the various educational goals. 313 teachers participated in the study who answered a questionnaire that was prepared and validated by content experts, went through a pilot, and was found to be very reliable so that it constitutes a solid research base on which to base findings and conclusions. A key conclusion arising from the part of the questionnaire with the 12 statements that examined the teachers' perception of the factors that foster creative thinking is that significant and many changes are required in the education systems, educational policies, curricula, methods, tools, and the teaching, learning and assessment environments to promote creative thinking. This article briefly describes the research process carried out for the purpose of examining the teachers' perception of the factors that foster students' creative thinking, presents the main findings and conclusions, and mainly discusses in detail how the Philosophy for Children (P4C) approach can be a significant way that enables the promotion of students' creative thinking based on the research findings and conclusions of examining the teachers' perception of the factors that foster students' creative thinking.
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The pandemic, the abrupt suspension of the state of alert, the war in Ukraine and the socio-economic crisis it has created, have taken a heavy toll on all of us, and we are still feeling the negative effects! Rapid changes in the situation, the risk of illness and loss of life, experiencing illness or loss of loved ones, isolation, lack of access to cultural activities, online or hybrid schooling, anxiety and depression have had and continue to have a negative impact on the development of children and adults alike. In such a context, the motivation for learning activity of young schoolchildren has often decreased as has their ability to concentrate and perform academically. The quality of teaching-learning-assessment has decreased and teachers' performance has also changed substantially. Conflicts between children, parents and teachers have multiplied and school seems to have become a torment for everyone.
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Considered a 'silent emotion', boredom is not often seen as a topic worthy of study in terms of school problems faced by children. But is it really that quiet? We hear so often from students nowadays that they are bored, whether we are talking about school situations, time spent at home or even when they are in groups of friends. Based on a sample of over 1800 children in Romania during the pandemic period (2021), the present research was initiated by the interest to investigate boredom and its correlates among children. We conducted a secondary analysis of data collected through the international survey "Child well-being in Romania". The results of the present quantitative research indicated that boredom is significantly more common among 12-year-olds than among 10- and 11-year-olds and is more likely to be found among children who do not often engage in sports activities and those who frequently use social media. Also, contrary to our expectations, there seems to be no gender differences in boredom at this age. According to statistical analyses, children who experienced boredom during the pandemic also experienced feelings of sadness and stress (positive correlation). Several negative correlations emerged between boredom and others variables like: well-being, feelings of happiness, self-satisfaction and the idea of a positive future. The results of this study show that feelings of boredom certainly have to be considered in studies of children's problems.
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Modernity offers and at the same time requires opportunities for quick and quality adaptation to musical-pedagogical work. The holistic principle in the organization of the specialty “Musical Pedagogy” in Higher Education allows students with different prior knowledge and skills to be brought to the level of music tutor. This requires the development of teaching models for faster overcoming moments of difficulties in learning, using as a basis the past creative experience of the student. Individually adapted to each specific case, the joint work of teacher and student leads to success only in in-depth research of all the determining relationships.
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A learning strategy is an individual’s way of organizing a certain set of skills and using it in order to learn something new or accomplish other tasks more effectively and efficiently. Learning strategies are widely used in language learning, mathematics and in other sciences, but they are still not studied enough in connection to the ear training. Hereby I make a short review of the present knowledge of learning strategies across different fields of research, and in the second part I make comments on some of the strategies particularly used in the polyphonic and harmonic perception as well as for the musical memory.
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An attempt is made to highlight some of the major issues related to education, training and security from a psychological perspective. Researchers are cited on the three main key concepts, and my own professional opinion is also expressed.
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This article aims to provide an interpretation of Barbara Klicka’s novel Zdrój [Spring]. It is analysed through Sigmund Freud’s concept of trauma and Anna Freud’s The Ego and the Mechanisms of Defence. The purpose of this article is to examine the impact of childhood trauma on the adult subject’s psychic structure and to explore lingual strategies used to sustain her defence against structural violence.
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Parental involvement in their children's learning process is a major source of support for improving the quality of learning and student achievement. Whether there are children from vulnerable groups or not, the involvement of parents in direct practical activities related to the lesson content, to school events and projects increases teachers’ confidence in parents and vice versa. A trusting parent-teacher relationship is developed., Indicators such as academic performance, motivation to learn, etc. are increased by the impact of such relationship in the educational process at school. This paper proposes a theoretical model for building such a practical relationship with parents. Theoretical review and analysis are presented, an exemplary model is described, conclusions and implications are drawn.
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The development and application of the STEM approach in education is in the focus of contemporary research work. STEM based learning creates premises for problem solving on your own and in a team, managing conflict situations, finding your own place in the team, the skills to express and argue a position, skills for active listening and going deeper into other’s point of view, “outside of the box” thinking. Social and emotional learning in itself is an approach for the creation and the development of competencies in areas such as: self-awareness, decision making, self-respect, social awareness and social skills. The current article presents the results of a conducted research among teachers implementing the STEM approach in their teaching. It is an attempt to establish through reflection and self-reflection an answer to the question to what extent do they think of social and emotional learning as they implement STEM and what social and emotional skills are being developed in both students and teachers through STEM.
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Educational neuroscience is a research field that seeks to translate research findings on neural mechanisms of learning to educational practice and policy and to understand the effects of education on the brain. The article looks at the systematic application of the new neuro-didactic principles as a guarantee for a successful and motivated classroom.
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This study examines the relationship between the big five personality traits and the entrepreneurial tendency of students who are in the final year of the business administration department in Hargeisa city Somalia. For this purpose, a questionnaire was applied to 263 final-year students of business administration at Hargeisa, Golis, and New Generation universities in Hargeisa, Somalia. The Statistical Package for Social Science (SPSS) was used to evaluate the data for this research. In this study, descriptive analysis was used to see the general form of the data, and correlation and regression analysis to determine the relationship between personality traits and entrepreneurial tendencies. In general, this study found that openness to experience and conscientiousness personality traits have a moderate positive relationship with entrepreneurial tendency, while extroversion and agreeableness personality traits had a low positive relationship with entrepreneurial tendency. However, a negative relationship was found between the neuroticism dimension of personality and entrepreneurial tendency. Finally, the researcher recommended that students can develop the personality traits that most affect their entrepreneurial tendencies, by socializing and participating in activities. In addition, educational institutions can make platforms where can students present their ideas and express themselves.
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Psychological and pedagogical interaction in higher education is characterized by certain features, among which, the determining is the influence of the professor on the formation of students' personal maturity. Under the influence of internal (personal) and external (social) factors, meaningful personal formations arise, that characterize this phenomenon. The article explicates signs of personal maturity: at the individual level - adequate self-esteem, a high level of self-regulation, independence, and responsibility; within social interaction - the ability of the individual to be tolerant and empathic. The process of professor-student interaction in higher education institutions should be aimed at maintaining an enthusiastic attitude toward the future profession, and the development of relevant qualities and features necessary for the future specialist, which adds relevance to the study. An effective means of influencing the formation of students' personal maturity is psychological and pedagogical support for all participants of the educational process in higher education institutions, which corresponds to the natural concept of personality development in the dialectical unity of postmodern approaches to understanding the psyche. The result of such support lies in the preservation of moral, spiritual, and mental health, the promotion of emotional well-being of students, the development of natural potential, and the activation of internal resources that ensure the aspiration of a young person to self-development. The article outlines the peculiarities of the influence of university professors on the formation of students’ personal maturity. The latter is activated due to the professors’ readiness to create conditions for psychological and pedagogical support and effective organization of the education process. The prospects for further research lie in outlining methods for the development and formation of students' personal maturity within the process of professor-student interaction during distance learning and the subsequent testing of their effectiveness in the educational process.
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Communicative interaction implementation is one of the leading social worker’s functions, formed in the process of education. A social worker is a specialist whose task is to identify social risks and respond to emergencies in a qualified manner. The aim of the article is to analyze the conditions and results of the future social workers’ formation of communicative readiness to manage social risks and respond quickly to emergencies at airports; to test the validity of the hypothesis based on certain criteria. According to the results of the survey, there were identified three groups of students with signs of formation: stimulating motives for mastering communicative competence; communicative competence; communicative readiness for professional situation management. During the teachers’ survey the main factors of students’ communicative readiness formation are revealed as follows: practical activity, students’ activity, their desire to qualitative professional characteristics acquisition and self-educational activity of youth. The disciplines of the educational program selective component of the general training cycle (100%) and the vocational training cycle (78.3%), as well as manufacturing practice (94.5%) are endowed with potential opportunities. The main conditions for ensuring the quality of communicative readiness formation process: 1) the development of attitude to the professional communication as a means of professional activity; 2) subject-subject interaction design and implementation in the educational process; 3) socio-psychological support of the professional readiness communicative component formation and the self-education throughout life implementation.
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A modern innovative technology that stimulates pedagogical specialists to build their own professional and personal image is the portfolio. The attitude to activity - mental state of readiness for activity, the result of the implementation of various dispositions to a particular form of response in pedagogical situations. A link between the substructures of the activity - motivational, target and operational. Its features are: integrity and unity; focus, stability and variability; individual character. The main functions are: stimulating, regulating variable, selective, reflective, corrective, transforming, etc. Through it, educators are reflexively aware of the psychological aspects of their work and stimulate their activity in developing a professional portfolio.
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The article analyzes the relationship between neuropedagogic approaches and the formation of skills of primary school students. Educational technology design potentially introduces another area of expertise and a new set of issues that require the integration of neuroscience, education, and technology concepts and insights. The educational process involves the implementation of a conceptual education system that begins with the child entering the first grade and ends with obtaining a qualification for a person. Therefore, studying involves an educational process, as a result of which certain competencies will be acquired. Thus, education will be effective for a person only when the degree of acquired competencies of the child at school, their value orientations and readiness for education are taken into account. So, in order to introduce effective education, we chose the direction of research on the study, analysis, justification of measures to increase the level of motivation of children to the educational process based on the conclusions of neuropedagogy. For the purpose of the study, the integration method of synthesis of the figurative structure was applied, for analysis on the theory and learning technology. Methods of synthesis in the pedagogical activity of the study can be traced on a number of educational technologies. The results of the study show that in general, neuropedagogic teaching technologies contribute to increasing motivation to learn among primary school children.
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Although our research started before the pandemic, it seems that focusing on the social emotional development of our students has become a top priority, considering that, globally, the rates of anxiety among children and teenagers are, in the actual context of the pandemic and war, skyrocketing. One valuable way to promoting positive social emotional development is to implement in schools research-based programs that support students in strengthening their social and emotional competencies. Art therapy is one of the most suitable ways to serve this purpose, for it goes beyond words and gives the students the opportunity to deeper experience and process their emotions. This research used a structured group art therapy program to reduce anxiety and improve empathy and prosocial behaviour in 20 special educational needs students with neuro-psycho-motor deficiencies, aged between 8 and 11 years, who were randomly and equally assigned either to an experimental or a control group. The intervention was performed once weekly for ten weeks. Anxiety, empathy and prosocial behaviour have been measured using specific questionnaires filled out by the students’ caregivers at the beginning and at the end of the program. After ten weeks, the art therapy group showed a significant decrease in anxiety and a significant increase in empathy and prosocial behaviour. These findings suggest that art therapy might be used in an educational context to lower anxiety and to support the positive development of social emotional competencies such as empathy and prosocial behaviour in special educational needs children with neuro-psycho-motor deficiencies.
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At the level of pre-university education units in Romania, there is a visible concern for identifying the most effective strategies to prevent bullying in parallel with the development of social skills for positive interaction. In accordance with these trends, this work aims to identify some educational strategies to prevent bullying that value the dynamics of cooperation. Thus, in the present study we propose to present the theory of social interdependence from the perspective of cooperative learning in the prevention of bullying. In the scientific literature it is shown that students who have more experiences of cooperation have an increased probability of not developing individualistic tendencies or engaging in intentional acts of aggression. On the other hand, social dominance theories show that through competition students compete for a place in dominance hierarchies and may have harmful intentions.The findings of various researchers show that cooperation is an effective strategy against bullying both in secondary school and in primary school. Cooperative learning significantly reduces bullying because bullies and victims share a tendency to be uncooperative. It was also observed that the results of cooperative learning on prosocial ability they have related by the improvement of the relationship between students. Given that bullies prefer to dominate rather than be cooperative, while victims lack social interaction skills, we believe that the success of bullying prevention is found in a curriculum centered on cooperative learning. Therefore, the design of such a curriculum is important from the perspective of developing students' cooperation and interrelationship skills as a strategy to prevent bullying.
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