Uczciwość w blasku prawdy

Author(s): Michał Drożdż / Language(s): Polish / Issue: 1 (6)/2012

Honesty allows man to live in the truth, that is,to know the true values and implement them in man’s life. Honesty is therefore the spiritual force in man, which allows him to properly refer to values and their hierarchy in the spirit of the constantly acquired truth. The aim of the analyses presented in the article is an attempt to show honesty in a varied splendor of truth, i.e., to show honesty as a moral condition sine qua non of learning and living the truth and at the same time revealing the truth as the foundation of being honest. We try to justify the thesis that only through inner integrity and honesty man can discover the truth about man’s human dignity and the dignity of another man and, according to this truth,shape his conscience and be guided by it.

ULOGA USAMLJENOSTI U RELACIJI ZDRAVLJA I SUBJEKTIVNOG BLAGOSTANJA U STAROSTI

Author(s): Nikolija Rakočević,Vesna Gavrilov Jerković / Language(s): Serbian / Issue: 3/2017

Loneliness is a construct which faces a growth of scientific atten-tion in dealing with the elderly population. Although old people loose objectively numerous close or distant relations in this phase of life, loneliness is considered to be a result of a person’s sub-jective evaluation. When it comes to the relation of health and subjective well-being in old age, results of previous studies have been inconsistent. This research explored the manner loneliness influences the relation between old persons’ health and their level of subjective well-being. The sample consisting of 204 elderly person from the Republic of Serbia was collected during the sec-ond half of 2014. 121 participants of the total sample were female (59.3%), ranging from 65 to 92 years of age (М = 72.57). Two measures of health status (objective and subjective), individual cognitive and affective indicators of subjective well-being (life sat-isfaction, positive affect, negative affect, and distress) as well as measure of loneliness were administered at the same time point. Eight hierarchical regression analyses were performed on the collected data with indicators of health as predictors and loneli-ness as moderator. The results suggest that loneliness presents a significant deteriorating factor of good adaptation in old age. While exploring moderational roles of loneliness, only one signifi-cant interaction was gained (β = .23, p < .01). Loneliness dem-onstrated an interactive effect with the subjective assessment of health when it comes to evaluation of life satisfaction in the elderly. People who assessed themselves as unhealthy reported lower life satisfaction but only if they demonstrated high levels of loneliness, while this relation did not reach a level of significance if people did not perceive themselves as lonely.

USERS’ SATISFACTION WITH REGARD TO TA’ASIYEDA INTERVENTION PROGRAM FOR PROMOTING TECHNOLOGICAL EDUCATION THROUGH COLLABORATION WITH THE INDUSTRY

Author(s): Carmen Mihaela Creţu,Aviva Mishaeli / Language(s): English / Issue: 2/2019

Israel, like many other countries worldwide, suffers from a lack of skilled human resources with technological qualifications. Ta’asiyeda, an association established by the Manufacturers’ Association, has operated for the past 27 years an educational intervention program to promote students to technological routes and prepare them for the labor market by creating cooperation between the education sector, industry and employers. A formative evaluation research was conducted using quantitative methods to identify the level of satisfaction with the intervention program expressed by principals, teachers and industry staff. For this research, a new questionnaire was developed and validated and quantitative statistical data was collected from 222 participants (principals, teachers and industrialists) that participated in the Ta’asiyeda program. The research results show that all program participants were equally satisfied with Ta’asiyeda’s contribution with regard to the five aspects examined in the research: The collaboration between the industry and schools; Pedagogic components of the intervention program (knowledge, values and skills); The implementation process of this educational model in Israel; Students’ motivation for technological education; Contribution to participants (from the education system and the industrial system). In comparisons conducted between the research populations, it was found that in the cases of significant differences, industrialists were more critical and less satisfied. With some aspects, respondents from high schools were less satisfied than respondents from junior high schools. And industrialists from the high-tech industry and from the low-tech industry ranked their satisfaction similarly and relatively high. The research conducted proposes an effective optimal feasible model to help the organization make decisions leading to program improvement. The research conclusions can be adapted to other countries that cope with this issue of connecting education and industry for promoting and encouraging technological education in schools.

Using LEGO® To Understand Emotion Work In Doctoral Education

Author(s): Nicole Brown,Jo Collins / Language(s): English / Issue: 4/2018

In this paper, we present a project of the University of Kent Graduate School that utilises this paradox of playfulness and creativity. LEGO® is used in workshops to explore doctoral students’ emotions around the complex and solitary experience of a PhD research. We argue LEGO® is uniquely generative for exploring emotion work. After a brief overview of the background and context to the doctoral training workshop, we provide a brief review of emotion work. We then describe the LEGO® workshop we developed for our students, before explaining our approach to data collection and analysis. We then present our results, using verbatim statements from conversations with students around their LEGO® models. We present the interconnected building elements of height, walls and positioning, which are particularly impactful in highlighting the emotion work with LEGO® models. We connect the findings to a brief discussion in relation to the literature around emotion work. We have found that LEGO®’ bricks structure, solidity, and variety ensure its openness to metaphorical investment and promote the creation of narratives. Thus, building LEGO® models enabled participants to engage creatively with routinization of practices and emotion work, as well their positive support networks. We conclude with final thoughts on the value of LEGO® and steps for further developing the existing workshop.

Usporedba nekih pokazatelja motoričkoga razvoja djece predškolske dobi iz Slovenije i Bosne i Hercegovine

Author(s): Jera Gregorc / Language(s): Croatian / Issue: 26/2018

Phylogenetic movements are typical for man and they are supposed to develop completely regardless of incentives from the environment. According to this definition, it would be expected that Slovene and Bosnian pre-school children of approximately the same age would be equally skilful when it comes to phylogenetic movements independently from socio-cultural differences, differences between educational systems, the subjective theories of kindergarten teachers and the like. For this purpose, the sample included 105 four-year-olds (65 from Slovenia and 40 from Bosnia-Herzegovina – BiH) and 62 kindergarten teachers (32 from Slovenia and 30 from BiH). The sample of variables has been split in two. The first part includes selected indicators of motor skill development of manipulation (ball throwing and catching) and locomotion (walking, running, climbing, and jumping). The second part contains the questionnaire for kindergarten teachers. The data were quantitatively processed in the SPSS software, version 22. Descriptive statistics, T-test for independent samples, and one-way analysis of variance (i.e. Welch’s test) were applied. Statistical significance was verified at the level of 5-percent risk (p<0.05). The conclusions show that motoric challenges should be systematically planned and upgraded. In addition, it is necessary to consider reducing the number of children per one kindergarten teacher, and last but not least, there is a need to reorganise the spare time of kindergarten teachers and children.

Uticaj tjelesnog vježbanja na motoričke sposobnosti učenika u razrednoj nastavi

Author(s): Milica Bešović / Language(s): Bosnian / Issue: 2/2011

The aim of this study was to determine whether, how, why and how physical exercise affects the motor skills of students in classrooms. The sample (40) students applied for the five tests assessment coordination, explosive strength, repetitive strength arm and shoulder area, repetitive forces troops and flexibility. t-test determined the existence of significant differences between the results of students who, along with regular physical education classes, involved in extracurricular activities and outcomes Specifically students who are not involved in such activities. Although the small number of samples, it could be concluded that extracurricular activities Specifically positive effect on motor researched anthropological dimensions of space subjects from a population of students in classrooms.

Uticaj vannastavnih aktivnosti na poboljšanje motoričkih sposobnosti kod djece mlađe školske dobi

Author(s): Kanita Granov / Language(s): Bosnian / Issue: 4/5/2015

The research has been carried out on 40 examinees (20 extracurricular activities students and 20 primary school students), born in 1997. and 1998. The differences in motorical abilities were set out in almost all variables in favour of the extracurricular activities students. The aim is to determine the level of transformational impact of extra-curricular activities to improve some motor characteristics of students (primary), as well as some characteristics of physical development (secondary).

Utilitatea artei actorului în învăţământul preuniversitar vocațional

Author(s): Mariana Ghitulescu / Language(s): Romanian / Issue: 11/2015

The role of arts education in life skills training for young people in the XXI century has been widely recognized at European level. The European Commission proposed a European Agenda for Culture, which was approved by the European Union in 2007. This Agenda is aware of the value of arts education in developing creativity. Moreover, the EU strategic framework for cooperation in education and training in the next decade clearly emphasizes the importance of transversal key competences, including cultural awareness and creativity. Meanwhile, the 2009 European Parliament resolution on Artistic Studies in the European Union is considering key recommendations for the development of artistic education and calls for greater coordination of arts education at European level.

Utilizarea jocului didactic în terapia tulburărilor de limbaj şi comunicare

Author(s): Eudochia Dobra / Language(s): English,Romanian / Issue: 1/2019

This article brings to the foreground the educational game as a method of correction of language and communication disorders in preschoolers and small students in mass education, pointing that through the game, children may be corrected in a pleasant and efficientway as well. In the first part of the article emphasis is put on the importance of the game in the period of childhood, which is dominated by the game, and on the classification of educational games to practice the language. The second part presents the analysis of the data obtained as a result of the implementation of the educational game as a method of correction, within the experimental group and the data obtained by using the standard working methods for the children in the control group.

UTJECAJ PODUČAVANJA U MALIM KOOPERATIVNIM SKUPINAMA NA USVAJANJE ZNANJA I ZADOVOLJSTVO STUDENATA

Author(s): Mira Klarin / Language(s): Croatian / Issue: 36+37/1998

The aim of this research was to compare the effects of classic teaching and the effects of cooperative teaching of students. These effects were observed on the cognitive level (assessment of stereotype knowledge) and motivational level (subjective assessment of satisfaction with the teaching realized). The students (N=71) were separated into two groups (N1=41, N2=30), and they attended lectures in developmental psychology, which were presented to them in two defined ways (the classic method and cooperative method in small groups). The second, smaller group of students was divided into two yet smaller groups (15 students in each). Before and after the teaching process (two months elapsed comprising 8 lectures and 8 workshops) the measuring instruments previously mentioned were used to carry out the examinations. The results of the variance analysis indicate that there is a difference in the quantity of stereotypes, which were considerably higher with traditional education. Significantly greater satisfaction with the way the teaching was carried out was expressed by students in the cooperative teaching method group. The different effects of teaching could be explained by intrinsic motivation, which developed during cooperative teaching.

Validacija ljestvice za procjenu privrženosti djece rane dobi u fazi prilagodbe na jaslice

Author(s): Sanja Tatalović-Vorkapić,Zeljka Čargonja-Pregelj,Ivana Mihić / Language(s): Croatian / Issue: 2/2015

The period of adjustment of children in preschool institutions, especially nursery schools, is a difficult and stressful time for most children. How long it will take and what kind of adjustment reactions the child will show depends on the emotional bonds that the child has previously developed. Considering the great lack of adequate measurement in this research field, the main aim of this study was to adapt and validate the Attachment Assessment Scale for toddlers, and to examine the quality of their attachment in the early phase of adaptation to the nursery.The study was conducted on a sample of 271 child in preschool institutions in Rijeka, Opatija, Lovran, Krk, and Baška. Educators observed the behaviour of children in the first fourteen days of their attendance in the nursery school. A questionnaire was given that was adapted and validated, on the basis of previous research, toddlers’ patterns of attachment (Mihic, 2010). Five of seven previously determined factors from the original questionnaire (Mihic, 2010) were found in this study. This finding confirmed the possibility of upgrading the questionnaire, in order to expand the possibility of better assessing and diagnosing the possible positive and negative aspects of developing the quality of toddlers’ attachment and the determination to develop safe, ambivalent, uncertain, or disorganizing forms of attachment. The behavioural patterns called: Avoidance, Support, Mother-child closeness, Rejection and Cold distance, have explained 57.945% of the total variance and showed satisfactory reliability levels in the range from 0.740 to 0.892. The results for attachment quality showed that the majority of children in this study were certainly attached to their primary parental figure and went through a normal course of adjustment to nursery school. In addition to the analysis of relations with different personal and situational variables, the findings are discussed in terms of the importance of attachment theory for quality work in the nursery school.

Validation of the Serbian adaptation of the Trait Emotional Intelligence Questionnaire-Child Form (TEIQue-CF)

Author(s): Sonja Banjac,Laura Hull,K. V. Petrides,Stella Mavroveli / Language(s): English / Issue: 4/2016

This study investigated trait EI in childhood in a Serbian population by validating a Serbian adaptation of the Trait Emotional Intelligence Questionnaire – Child Form (TEIQue-CF). All 606 participants (Mage = 10.33, SD = 1.55) completed the TEIQue-CF, the Reading the Mind in the Eyes Test (revised version), and the Guess Who peer assessment. Data on academic achievement and truancy were also obtained. The Serbian TEIQue-CF demonstrated robust psychometric properties with satisfactory internal consistencies and extensive evidence of validity in relation to criteria such as emotion recognition, academic grades, truancy rates, and peer ratings. Factor analyses suggested a two-factor solution for the total sample, but a unifactorial structure for the two groups of younger children aged 8 to 9 and 10 to 11. Overall, the results corroborate the validity of the Serbian adaptation and the theoretical and practical importance of the construct of trait EI in children.

Verbal aspect in Serbian children’s language production

Author(s): Maja Savić,Maša Popović,Darinka Anđelković / Language(s): English / Issue: 4/2017

Previous studies have shown that an early usage of verbal aspect in children’s spontaneous production is regularly observed in Slavic languages. However, this leads to the question whether the bare presence of aspect in early utterances is firm evidence that a child has acquired it. In order to show that the acquisition of aspect in Serbian is a process that lasts for several years, elicited production was inspected in children that had already achieved an apparent progress in language (3–5 year-olds). The comparisons with adults were made and several indicators of development were observed: a) the distribution of aspectual forms in children’s and adults’ language, b) the ability of functional usage of aspect in narrative, and c) the mastery of contrasting aspectual pairs. The findings provided the ground to propose three developmental stages assumed for the acquisition of Serbian aspect, and possible underlying mechanisms of development are discussed.

VYDROVÁ, J. a kolektív: Hlasová terapie. Havlíčkův Brod: TOBIÁŠ, 2017. 232 s. ISBN 978-80-7311-169-4.

Author(s): Mária Masárová / Language(s): Slovak / Issue: 1/2018

Vynořující se dospělost v životní doméně studia a světa práce: Mezi vysokou školou a prací

Author(s): Lucia Kvitkovičová,Jan Mareš,Jan Širůček,Lenka Lacinová / Language(s): Czech / Publication Year: 0

Profesní vývoj dnešních mladých lidí mezi dvacátým a třicátým rokem života, tedy v době označované také jako vynořující se dospělost, je oproti relativně nedávné minulosti charakteristický výraznou variabilitou, a to jak na úrovni populační, tak na úrovni individuální. Samotný vstup do světa práce je teoreticky i výzkumně velmi zajímavým tématem (Arnett, 2004; Hamilton & Hamilton, 2006). V této kapitole bude tato variabilita zachycena v návaznosti na další oblasti života mladých lidí, protože fenomén profesního vývoje a jeho odlišné podoby jsou úzce provázány s vývojem a přijímáním závazků v ostatních významných životních doménách (Kunnen et al., 2008; Macek et al., 2016). Různé trajektorie vývoje z hlediska přijímání závazků v různých rolích se ukazují důležité jak z hlediska emocionálního (například subjektivní spokojenost), tak rovněž z hlediska vývoje představ o sobě samém (stylu identity, jáství) i z hlediska přístupů k řešení různých životních situací (například strategií zvládání). Profesní vývoj těch mladých lidí, jejichž neochota přijímat po delší dobu závazky v této oblasti je vysoká, bývá obecně považován za problematický (Kunnen et al., 2008).

Vztahová vazba klienta v psychoterapeutickém procesu

Author(s): Petra Vondráčková,Tereza Mazáková,Alexandra Roubalová,Jaroslav Vacek / Language(s): Czech / Issue: 3/2014

Background: The type of attachment is determined by the quality of care that is provided to the child by the primary caregiver in the early childhood, by his or her genetic predisposition and other experience with relationships with close people. People tend to repeat the pattern of relationship based on their early experience later in their adult lives. Psychotherapeutic situation resembles the situation of fundamental relationship between the caregiver and the child. The therapeutic relationship can work for clients like the attachment bond. Objectives: The aim of the exploratory research was to analyze the behaviour of clients in psychotherapy sessions with relation to their attachment types. Design: quantitative – qualitative analysis of clients’ behaviour in psychotherapy sessions. Data Sources: ECR-R questionnaire and semi-structured interview. Sample: 61 people in psychotherapeutic treatment, 46 % women and 54 % men. Results: Clients with the dismissive avoidant attachment were more often late for the sessions and on the contrary, the clients with secure attachment were most timely of all. Issues concerning their parents and siblings were most often discussed by clients with secure attachment and least by clients with fearful-avoidant attachment. Clients with anxious-preoccupied attachment less often experienced humour and positive emotions within sessions, positive emotions were most often experienced by people with fearful-avoidant attachment and least by anxious-preoccupied attachment clients. Anger was most common among clients with dismissive avoidant attachment. The most autonomous within sessions were clients with anxious-avoidant attachment, most engaged in treatment were clients with fearful-avoidant attachment. Descriptive talk occurred least frequently in sessions with clients with anxious-preoccupied attachment. Conclusion: There are some links between attachment and the client’s behaviour in psychotherapy sessions, especially in the question of behaviour and emotions experienced in the sessions.

W poszukiwaniu siebie… Młodzież na drodze do samorealizacji

Author(s): Kamila Słupska / Language(s): Polish / Issue: 2/2016

The article raises the issue of the young generation’s striving for the realization of its potential and talents as well as the use of development opportunities in the context of both favorable and unfavorable conditions of the social-cultural reality. The problems resulting from the axionormative chaos, differentiated opportunities, and changes in all of the areas of life that the contemporary youth wanting to appear on the societal arena is struggling with are also indicated in the article. The considerations oscillate around the categories of identity, needs, existential dilemmas and self-improvement as well as the goals and life plans of young people.

WHAT IS SOCIAL INTELLIGENCE ?

Author(s): Gabriela Militaru / Language(s): English / Issue: 2/2016

This paper presents a summary and aims to define social intelligence. The original definition of social intelligence concept belongs to Edward Thorndike, who defined it in terms of ability to understand people and to act wisely in human relations. Despite its usefulness and freshness, the term social intelligence was initially criticized by some researchers who rejected the concept considering it as a simple ability to manage social situations. Furthermore, the main argument the opponents of the theory of social intelligence had against it was related to the inability to measure social intelligence of a person. However, the psychology researchers have found a way to give social intelligence a quantitative note by using the hypothesis of effective behavior which can be measured by multiple ratings. Therefore, today we can say that social intelligence is defined as an individual's background knowledge about the social world.

Wolność oczami dziecka – poznawcza reprezentacja wolności w średnim i późnym dzieciństwie

Author(s): Anna Chałupczak,Anita Duplaga,Ewelina Dziechciowska,Maciej Grątkowski,Justyna Krawiec / Language(s): Polish / Issue: 1 (47)/2018

The paper presents the results of research on cognitive representation of freedom in middle and late childhood, based on the philosophical and psychological understanding of the issue. The basis of the considerations were classic models of representation: J. Piaget and L. Wygotski, modern models: A. Karmiloff-Smith, K. Nelson, J. Mandler and theory of building the experience of M. Tyszkowa. These theories say that cognitive representation is uniquely human way of gaining knowledge which is connected with continuous redescription of obtained information. The research involved 33 six-year-old- and 31 nine-year-old children. Researchers used the Piaget’s clinical method which was based on a created questionnaire. The children’s task was to provide connotations with the word freedom, paint the freedom and tell about the possibility of making decisions in their relationship with parents. Obtained material (verbal and non-verbal) shows that children use the representations of freedom at the implicit and explicit level.

Word-based categorization in 14 to 16 month-old infants: evidence from a Slavic language

Author(s): Slavica Tutnjević,Siniša Lakić / Language(s): English / Issue: 2/2014

We investigate early word-based categorization by testing one sample of infants at the ages of 14 and 16 months using an object manipulation task. Specifically, we investigate the facilitating effect of labeling on: a) categorization of unknown objects with a shared label and a similar shape; b) categorization of unknown objects with a shared label, but no perceptual similarity. The results indicate that an average infant can categorize novel objects with a similar shape and a shared label starting at 16 months of age. Categorization of novel objects with a shared label but no perceptual similarity is at chance level at both ages. These results confirm and extend previous research findings to a new language.