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Contribuţia tehnicilor teatrale la obţinerea echilibrului emoţional al copiilor

Author(s): Georgeta Antoniu / Language(s): Romanian / Issue: 11/2015

The article describes and analyzes the change that must occur in children’s education in the XXI century, the importance of children’s emotional balance through theatre techniques and the improved use of EQ. Removing violence from children’s lives, removing multiple fears and false competition, their self-esteem increases a lot. Theater games and puppetry exercises are a great way to emotionally balance the children.

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Coping and Emotion Regulation Strategies in Adulthood: Specificities Regarding Age, Gender and Level of Education

Author(s): Helena Smrtnik-Vitulic,Simona Prosen / Language(s): English / Issue: 1/2016

In the study, the use of coping and emotion regulation (ER) strategies is compared in 194 adults aged between 20 and 65 years, regarding their age (emerging, young or middle adulthood), gender and level of education. There are almost no significant differences in the use of coping and ER strategies in adults regarding age. Women use certain ER strategies (e.g., attentional deployment) more than men, but there is no difference between the two groups in the use of coping strategies. Adults with a low level of education use more confrontive coping and distracting in comparison with adults with a high level of education, while the escape- -avoiding coping strategy is used more by adults with low and middle levels of education than those with a high level of education. Regarding ER, adults with a low level of education use more cognitive reappraisal of importance than both groups with a higher educational level, whereas they use suppression and substances only more than adults with a high level of education. Correlations between coping and ER strategies are mostly non-significant, suggesting that coping and ER are distinct processes in adulthood.

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Creative teacher is a creative child – how a teacher’s professional performance influences children’s activity in a pre-school age. Theoretic and empirical approach

Author(s): Paulina Baranska / Language(s): English / Issue: 29/2017

The article includes reflections on profession of teacher, especially preschool teacher and his/her role in the development of children’s activities. The main problem is the question: In what way the teacher influences the creative development of the child in the society of change? The profile of the teacher’s profession, his/her main role, tasks and functions were presented in the article. The methodology of the research, subject of study, aims, problems and hypotheses were thoroughly interpreted. In addition, the results of a survey conducted based on a questionnaire survey among teachers as well as interviews among parents of Non–public AQQ Kindergarten children were interpreted. The teacher’s documentation of professional development were also analyzed and observation of classes in kindergartens were conducted in age groups of 3–5 years. Detailed analysis of the research findings allowed to put forward relevant conclusion and confirmation of hypotheses. KEYWORDS: teacher, kindergarten, activity,The article includes reflections on profession of teacher, especially preschool teacher and his/her role in the development of children’s activities. The main problem is the question: In what way the teacher influences the creative development of the child in the society of change? The profile of the teacher’s profession, his/her main role, tasks and functions were presented in the article. The methodology of the research, subject of study, aims, problems and hypotheses were thoroughly interpreted. In addition, the results of a survey conducted based on a questionnaire survey among teachers as well as interviews among parents of Non–public AQQ Kindergarten children were interpreted. The teacher’s documentation of professional development were also analyzed and observation of classes in kindergartens were conducted in age groups of 3–5 years. Detailed analysis of the research findings allowed to put forward relevant conclusion and confirmation of hypotheses. The article includes reflections on profession of teacher, especially preschool teacher and his/her role in the development of children’s activities. The main problem is the question: In what way the teacher influences the creative development of the child in the society of change? The profile of the teacher’s profession, his/her main role, tasks and functions were presented in the article. The methodology of the research, subject of study, aims, problems and hypotheses were thoroughly interpreted. In addition, the results of a survey conducted based on a questionnaire survey among teachers as well as interviews among parents of Non–public AQQ Kindergarten children were interpreted. The teacher’s documentation of professional development were also analyzed and observation of classes in kindergartens were conducted in age groups of 3–5 years. Detailed analysis of the research findings allowed to put forward relevant conclusion and confirmation of hypotheses.

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Cultural influence on aims of inclusion of mothers in pre-school children's play

Author(s): Ivana Lisul-Mihic,Nila Kapor-Stanulovic / Language(s): English / Issue: 1-2/2002

Child is introduced with the contents of culture at first through numerous influences culture has on family life, especially on defining parenting roles. Patriarchal culture, still strong in Yugoslavia, is full of norms that clearly define roles of elders and men, and excellently demarcates differences between father’s and mother’s role in bringing up their children, defined by the level of responsibility attached to parents in upbringing and educating a child. Research conducted in Novi Sad, Yugoslavia in January 2002, with the primary aim of diagnosing differences in frequency and quality of parent-preschool children play concerning many relevant correlates, most important of which is the sex of the parent. Data show high distinctive quality difference in types and approaches to play in regard of the parent in question. Differences show that patriarchal culture’s influence is still very strong. The results show that mothers are burdened with the higher level of responsibility, inevitably leading to higher parenting stress. The level of parenting stress can then influence the quality of meeting the requests put to parents, as well as raising level of general anxiety in all the activities concerning the child, therefore the play itself as well.

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Czas trwania amnezji dziecięcej a wybrane cechy osobowości

Author(s): Adrian Bera / Language(s): Polish / Issue: 29/2017

The research subject of child amnesia, in spite of many studies, leaves a lot of question marks in terms of its mechanisms and causes. Childhood amnesia covers the period when an individual evolves, acquires new skills, and develops his or her personality. Hundred and fifty students have been subjected to a questionnaire designed to measure the duration of childhood amnesia. They have also been subjected to the NEO-FFI personality questionnaire by Costa and McCrae. The relationships between the duration of amnesia in children and personality traits such as Neuroticism, Extraversion, Openness to Experience, Conscientiousness and Consciousness were sought. It has turned out that there is a relationship between the duration of childhood amnesia and Openness to experience, Neuroticism and Conscientiousness.

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Część monograficzna. Perspektywy edukacji małego dziecka w kontekście zmian oświatowych (pod redakcją Aliny Budniak): Perspektywy edukacji dziecka w świecie alternatywnych trendów i wyborów

Author(s): Monika Frania / Language(s): Polish / Issue: 50 (1)/2018

The article is a reflection on selected trends that can significantly affect the education and functioning of a child in a family and school environment. The presented examples of alternative ideas and challenges that modern families are coping with are: high-tech parenting vs low-tech parenting, fast life and slow life, as well as elements of global and local ideas. These phenomena are perceived as opposed to each other at two extremes of the axis – contradictory or complementary. In addition, the author mentions aspects of changes in the learning and teaching process caused by the use of the media and new technologies.

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Czy dziecko nie popełnia błędów kategoryzacyjnych, używając imion własnych?

Author(s): Wieslaw Walentukiewicz / Language(s): Polish / Issue: 1/2015

Autor pracy uważa, że źródło dystynkcji nazwy jednostkowe/nazwy ogólne ma charakter nie kulturowy, a poznawczy i na tym gruncie stara się rozwiązać jeden ze współczesnych problemów: jak to się dzieje, że podczas uczenia się słów dziecko powszechnie stosuje strategię agresywną i nie popełnia błędów kategoryzacyjnych związanych z użyciem (pozornym) niektórych nazw jednostkowych – imion własnych (gdy wymagane jest powstrzymanie się od stosowania tej strategii). Następnie autor argumentuje, że choć dziecko w wieku dwóch lat potrafi poprawnie użyć nazwy jednostkowej, to nie jest dowód na to, że potrafi poprawnie użyć imienia własnego, jak przypuszczają psycholodzy. Dziecko musiałoby rozumieć naturę imienia własnego. ===== The author of the article regards the source of the distinction for singular names/general names not to have a cultural character, but a cognitive one, and on these grounds tries to solve one important modern problem: how is it that when a child learns words, the child commonly applies an aggressive strategy and does not make category mistakes connected with the (apparent) use of some singular names – individual names (when it is required to refrain from applying this strategy). Next, the author argues that although a child at the age of two can properly use a singular name, it does not constitute any evidence that it can properly use a proper name, as psychologists assume. For that to happen the child would have to understand the nature of a proper noun.

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Czy neurotycy boją się skakać? Osobowościowe predyktory uprawiania sportu

Author(s): Jacek Skorupski-Cymbaluk / Language(s): Polish / Issue: 8/2018

Teza. Celem artykułu jest zebranie i omówienie wiedzy z zakresu psychologii osobowości w sporcie oraz propozycja nowego wykorzystania dotychczasowych osiągnięć nauki w praktycznym treningu sportowym. Autor powołuje się na badania z zakresu osobowości, nawiązując szczególnie do teorii cech osobowości, postulując, że pomiędzy osobami, które uprawiają sport amatorsko i profesjonalnie, istnieją większe niż przeciętne, różnice indywidualne w natężeniu cech osobowości.Omówione koncepcje. Autor odwołał się do modeli osobowości PEN Eysencka, NEOAC Costy i McCrae, 16FP Cattella, koncepcji biologicznej Greya oraz do artykułów opisujących badania relacji osobowości z predyspozycjami i osiągnięciami sportowymi. Przedstawiono argumenty przemawiające za znaczeniem natężenia cech osobowości, takich jak neurotyczność czy ekstrawersja, w doborze metod treningowych (dobór rodzaju bodźców wzmacniających lub ćwiczeń).Wnioski. Współczesna literatura z zakresu psychologii sportu czerpie niewystarczająco z wiedzy z pozostałych gałęzi tej nauki, takich jak psychologia osobowości. Brakuje badań, które pozwoliłby skontrolować wpływ cech osobowości na sposób uprawiania sportu, szczególnie przez sportowców amatorskich.Ze względu na specyficzną konfigurację cech osobowości ludzie w specyficzny sposób reagują na bodźce: neurotycy silnie reagują na zagrożenie karą i ich zachowanie skupia się na unikaniu jej, podczas gdy ekstrawertycy kierują się potrzebą osiągnięć i nagród. Neurotycy charakteryzują się podwyższonym poziom lęku oraz mniejsza tolerancją bólu. Autor postuluje wykorzystanie tej wiedzy w praktyce trenerów sportu.

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Dečje razumevanje uzroka emocija: slučaj budućnosti

Author(s): Jovan Miric,Ana Jevtic / Language(s): Serbian / Issue: 3/2012

Question of development of children’s understanding of emotions causes has attracted a significant research attention. Child’s understanding of present wishes and beliefs, as well as understanding of past events as being the cause of emotions, has been researched. Research reported in this paper expands upon the issues of child’s understanding of emotions in relation to the future. It starts with the question of determining the age at which a child begins to understand that emotions might be caused by mental states related to the future – through imagining or expecting the future events. Three basic emotions (fear, happiness, and sadness) has been selected and for each of them two simple stories have been created: one for immediate and other for the more distant future. Stories were illustrated and given to the group of 24 participants (12 boys and 12 girls) ages of 5, 8 and 11 (total N = 72). Overall findings are in accord with previous research in the field. It’s been determined that even preschool children can understand mental states related to the future. Such mental states more often occur as explanation of fear than of happiness or sadness, while the transitional age from situational to mental states explanations is between ages of five to eight.

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Delovanje komponenti afektivne vezanosti na razvoj formalno-operacionalnog mišljenja

Author(s): Branimir Vukcevic / Language(s): Serbian / Issue: 3/2010

In this work our aim is to examine how the components of attachment influence the thinking development of adolescents in familial context. We investigated the components of attachment: unresolved family traumatisation, the use of external security base, fear of loss of external security base, negative self concept, negative other concept, capacity for mentalisation, low control of anger. We used a revised Questionnaire for Assessment of Adult and Adolescent Attachment (in original: UPIPAV-R). Formal operations were tested by Bond’s Logical Operations Test. We examined the cultural-pedagogical status of the family, the parental mediation characteristic for the development of formal operations, and family property as the aspects of familial context. The sample consisted of 200 pupils aged 14 to 19. According to the attachment theory, secure attachment provides the feel of security in environment exploration, which is the ground of personality development. We assumed that components of attachment contribute formal-operational thinking development and change the influence of familial cultural-supportive tools. The findings show us that the cultural-pedagogical status of the family improves formal operations development and unresolved family traumatisation has negative influence. Capacity for mentalisation has a positive indirect effect on thinking development through the influence of the cultural-pedagogical status of the family. The low control of anger has a negative indirect effect on thinking development; it increases the influence of unresolved family traumatisation. Negative self concept has indirect effects on thinking development through increasing this negative influence of unresolved family traumatisation and decreasing the role of familial cultural-supportive tools.

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Developing pre-adolescent students’ potential by stimulating their motivation and positive attitude towards school

Author(s): Liana Tausan / Language(s): English / Issue: 7/2009

Für das Lehrkraft sollte der Ansporn der Schüler für die Motivierung zum lernen einer der Haupt- sowie ständige Begründung sein, umso mehr, als die Motivierung als zweiter in die Hierarchie der Wichtigkeit der Faktoren beigemessen wurde. Die Qualität der Egebnisse in die Tätigkeit des lernens, sowie die Anpassung der Schüler an diese Tätigkeit sind abhängig auch von der Art und Abstufung der Motivierung des lernens. Um die Aufnerksamkeit füe die lern Tätigkeit der Jugendlichen Schüler anzuspornen, wir haben eine Reihe von Aktivitäten entworfen und implementiert.

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Development of the cardinality principle in Macedonian preschool children

Author(s): Ana Nikoloska / Language(s): English / Issue: 4/2009

Cardinality principle refers to the fact that the last number tag used in counting determines the cardinality of a set. Macedonian kindergarten children were tested with the give-a-number task for understanding of this principle. It was found that Macedonian children, unlike their western counterparts, pass through an additional stage, 5-knowers, before they master the cardinality principle. Also, the age at which they pass through the individual stages is somewhat higher than the age of children coming from western samples. Possible explanations are offered and discussed.

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Development of the internationalization “abroad” in Polish and Ukrainian higher education

Author(s): Marta Tutko,Tetiana Golubieva / Language(s): English / Issue: 34/2016

The scientific goal of the paper is to present the issue of the development of internationalization “abroad” in Polish and Ukrainian higher education. The leading research method is a comparative method, specifically the method of international comparison. The authors focus on the national and institutional level comparison of the development of internationalization "abroad" in Polish and Ukrainian higher education systems. In addition to the comparative method, the authors applied the method of secondary research (desk research), the method of description and analysis and critique of the scientific literature. By using the source materials and indicated numerical data, it is possible to verify the thesis.The process of reasoning in the article was conducted in the following stages. First, the definition of internalization in higher education was given with respect to Polish and Ukrainian approach. Next, the stages in the development of internationalization “abroad” in Polish and Ukrainian higher education were featured. Afterwards, the development process of internationalization was presented on the background of processes occurring in the European Higher Education Area. The paper ends with conclusions.The conclusions drawn in the paper allowed to verify the thesis. In both countries, Poland and Ukraine, the diversity of activities in frame of internationalization "abroad” occur. Among these activities mobility of students and academic teachers remain the most visible in Poland as well as in Ukraine. The development of internationalization "abroad" in relation to mobility of projects, programmes and providers seems to be more advanced in Poland.

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Dezvoltarea abilităților de comunicare pragmatică prin folosirea povestirilor sociale în contextul sindromului down

Author(s): Nona BADESCU-FETCHE / Language(s): English,Romanian / Issue: 1/2019

This paper focuses on presenting a case study regarding Down Syndrome and the use of social stories in targeting pragmatic communication development, screening the results with Webster Scale and The Pragmatic Communication Abilities Profile in the day to day life of pupils.It is considered that using social stories as a mediator to learning and enhancing communicational skills in pupils with Down Syndrome improves their chance of quickly seeing results while also reducing the levels of distress, frustration or inadequacy that the pupils might feel when noticing that they are not easily understood, not fluent or coherent in what they wish to communicate, greatly increasing the comprehensibility of language as a whole.The case study presents situations in which a young boy with Down Syndrome finds himself in the posture of both receiver and broadcaster of messages composed of singular words, short phrases or even complex communicational scenarios in which he both listens and responds, actively interacting with his tuturor.

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DIFERENȚELE DE GEN LA ELEVII CU COMPORTAMENT AGRESIV DIN ROMÂNIA

Author(s): Steliana RIZEANU,Corina CUCUI / Language(s): Romany / Issue: 3-4/2018

The article treats an increasingly problematic issue in the Romanian society to the students enrolled in the Romanian mass schools and it has focused on identifying the direct or indirect relationship between the aggressive behavior of the students involved in the research and the gender differences, but also in relation with their level of emotional maturity. The study has included the actuality of the research, the objective, the purpose, the assumptions, the conceptual basis and the methodology of the research. As the result of the data interpretation and correlations, was established a non-influence relationship between students aggressiveness and gender differences, taking also into consideration their level of emotional maturity, which doesn’t play a significant role in defining behaviors. Girls have been masculinized and increasingly adopt aggressive behavior similar to boys.

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Dikkat Eksikliği Hiperaktivite Bozukluğunun Etyolojisinde Çevresel Etkenler

Author(s): Hesna Gül,Bedriye Öncü / Language(s): Turkish / Issue: 2/2018

Attention deficit hyperactivity disorder is a heterogeneous neurodevelopmental disorder characterized by inattention, hyperactivity and impulsivity in which genetic, socia land physical factors are influentia land despite the resarches in this field, currently etiology is not fully understood. The aim of this review is to evaluate research on role of environmental factors in the etiology of attention deficit hyperactivity disorder, which is attracting more and more attention all over the world.

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Dikkat Eksikliği ve Hiperaktivite Bozukluğunda Duygu Düzenleme Güçlükleri ve Tedavisi

Author(s): Yusuf Öztürk,Gonca Özyurt,Ali Evren Tufan,Aynur Akay Pekcanlar / Language(s): Turkish / Issue: 2/2018

Attention deficit hyperactivity disorder is a neurodevelopmental disorder that may seriously affect youth’s home, school, and social functions. Comorbidity with emotion dysregulation in attention deficit hyperactivity disorder increases the severity of symptoms, leads to more risky behaviors, more deterioration in peer relationships, social and romantic relationships. There are many methods for assessing emotion dysregulation in attention deficit hyperactivity disorder. There are several pharma-cological and non-pharmacological treatment approaches available in treatment of emotion dysregu-lation among patients with attention deficit hyperactivity disorder. The aim of this article is to review the impact of emotion dysregulation in attention deficit hyperactivity disorder and its treatment.

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Dimenzije self-koncepta i bavljenje sportom u ranoj adolescenciji

Author(s): Tatjana Tubic,Višnja Ðordic,Suncica Pocek / Language(s): Serbian / Issue: 2/2012

The aim of this paper is to examine the differences in particular dimensions of self-concept in female and male adolescents depending on sports engagement, as well as to determine which domain-specific self-perceptions provide the highest contributions to global self-worth in female and male adolescents engaged in sport and those not engaged in it. This research included 400 subjects at early adolescent age, of both genders (235 females and 164 males) further divided to sub-samples of athletes and non-athletes. An adapted version of a scale Self-Perception Profile for Adolescents (Harter, 1988) was applied, which consists of nine subscales. The obtained results indicate that sport-engaged adolescents of both genders provide more favourable perception of themselves in most tested aspects of self-concept than those not engaged in an organized sports activity. Engagement in sport has special effect on self-concept of male adolescents. Results of multiple regression analysis point out unambiguously the significance of self-perception of physical appearance in global self-worth of adolescents of both genders, irrespective of whether they are involved in sports activity or not.

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Does handedness matter? Writing and tracing kinematic analysis in healthy adults

Author(s): Nikola Ivancevic,Marija Novicic,Vera Miler-Jerkovic,Milica Jankovic,Dejan Stevanovic,Blažo Nikolic,Mirjana B. Popovic,Jasna Jancic / Language(s): English / Issue: 4/2019

Writing is a complex skill and it can be affected by many factors. One of the most obvious is handedness. The actual influence of handedness (especially left-handedness, since almost 10% of the population is left-handed) onto writing performance has not been fully studied in previous research. Digitalized kinematic analyses and assessments of writing strategies (i.e., graphic rules and principles) are two approaches to investigating writing characteristics poorly addressed in previous research. The aim of this study was to analyze the effects of handedness onto writing kinematics using the aforementioned approach. The study included 34 young healthy adults (of whom 11 were left-handed) performing three writing tasks on a digital board. The tasks included semicircle and figure tracing and cursive letter writing. Regarding kinematics, left-handers performed tracing movements with higher mean horizontal acceleration and lower mean horizontal jerk compared to right-handed subjects. In addition, the left-handed wrote less accurately (i.e., undershooting more writing borders) and made more pauses during the letter writing task. The obtained results suggest that handedness slightly affects writing performance, and since left- and right-handers use the same cognitive strategies to writing and tracing, the observed differences could be mainly due to biomechanical constraints, what needs further studies in more representative samples.

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Doprinos fonološke i sintaksičke svesnosti u početnom čitanju

Author(s): Gordana Colic,Mile Vukovic / Language(s): Serbian / Issue: 1/2018

The purpose of this research is to identify the relations between some of the pre reading abilities as predictor variables and reading success as acrierionvariableinfirst gradeprimary school pupils. The sample consisted of 200 respondents. The research was conducted in two phases. In Phase I, pre-school children were tested. The ELLA test was applied and it enabled the assessment of phonological awareness, memory, verbal fluency, fast naming and deciphering. Additionally, syntactic awareness was assessed by using the List of experimental tasks for evaluating knowledge on syntax. In Phase II, the reading abilities were assessed by applying the Three-Dimensional Reading Test on the same group of respondents who had been tested at their pre school age;at the time of the reading test they were finalising the first grade of primaryschool. To establish the predictor variable of pre-reading abilities, Multiple Regression Analysis and Hierarchical Regression Analysis were conducted. The results indicate that phonological and syntactic awareness are significant predictors of early reading, whereas the phonological awareness has a stronger predicative value. However, we consider that the established importance of syntactic awareness in early reading is an important finding of our research, having in mind that syntactic awareness is more important for later reading stages.

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