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The article highlights the strong connection between theory of multiple intelligences and student-centered education which should be taken into account by all teachers interested in the competences and goals that a student possesses at the end of the primary cycle.
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We live in a complicated times and with an unprecedented emotional charge, and since ancient times people had to face multiple stressful and traumatic situations. In the past they were involved in the struggle for survival. In today's society emotional resilience is the key skill in what regarding adaptation to stress and recovery after traumatic events. Resilient people know and accept their emotions without allowing them to influence their decisions. Typically, resilient people: know how to turn a failure into an opportunity and have the ability to do so without acting in a destructive or dysfunctional manner; they have the ability to preserve their health and energy when under constant pressure; respond effectively and balanced to stressful factors; they have the ability to use their experience acquired in the past to get over the shock produced by special events.
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Mentoring in primary education plays a vital role in the integration and professional development of beginning teachers, significantly influencing their long-term success. This article defines mentoring, examines the role of mentors, and highlights both the benefits and challenges of this relationship. The focus is on the specific needs of novice teachers and how mentors support their professional and emotional development. Mentors provide guidance in critical areas such as classroom management, lesson planning, and student engagement, facilitating a smoother transition from theory to practice. Beyond instructional support, mentors offer emotional guidance, addressing feelings of isolation, self-doubt, and stress often experienced by new teachers. This emotional support is particularly crucial in primary education, where teaching demands are both physically and emotionally taxing. Research indicates that mentoring benefits both mentors and mentees, enhancing job satisfaction and fostering a collaborative culture of continuous learning. Despite its advantages, challenges persist. Variability in program quality, insufficient mentor training, time constraints, and mismatched expectations can hinder the effectiveness of mentoring relationships. Additionally, beginning teachers may feel hesitant to seek help or struggle to align with their mentors’ expectations. To maximize the impact of mentoring, it is essential to implement well-structured programs that provide adequate training, time, and resources for both mentors and mentees. By addressing these challenges, mentoring can effectively support the integration of beginning teachers into the profession, enhancing their confidence, competence, and long-term career success.
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The present paper is an exploration of immersive practices in the study of EFL, based on empirical observations and available literature. While drama activities and game-based learning have been components of language teaching for various decades, it is argued here that Romanian programmes ought to place more emphasis on the importance of employing such techniques and on having English as the main language of instruction, regardless of the proficiency of a group of students.
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Review of: Mladen Bevanda, "Između dužnosti i odgovornosti". Mostar, Hrvatska akademija za znanost i umjetnost Bosne i Hercegovine, 2024.
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Rolę pedagoga, wychowawcy, społecznika może wypełniać każdy z nas, bez względu na aktywność jaką wykonujmy. Bardzo często tę role wypełnia jedna i ta sam osoba. W przedstawionym przypadku to błogosławiony ks. Józef Czempiel, niezwykły pedagog, wychowawca, społecznik który wykonując posługę duszpasterską rozwinął ruch abstynencki na Górnym Śląsku. Ogromną rolę przywiązywał do działalności edukacyjnej, kulturalnej rodzin, a także pomocy społecznej rodzinom uzależnionym, bezrobotnym. Zaangażowany w walce o polskości na Górnym Śląskim, prześladowany w okresie II wojny światowej, zginął śmiercią męczeńską w obozie koncentracyjnym w Dachau w maju 1942 roku. 13 czerwca 1999 roku w Warszawie Papież Jan Paweł II ogłosił 108 męczenników duchownych błogosławionymi, a wśród nich ks. Józefa Czempiela.
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This article explores the integration of visual art therapy and therapeutic storytelling as a comprehensive approach to developing socio-emotional competencies in students with special needs. The paper highlights the distinction between visual art education and visual art therapy and the contrasting perspectives of "art in therapy" and "art as therapy," underscoring the therapist's role in facilitating creative expression and personal and emotional growth. A fifteen-week group intervention program is presented, incorporating visual art therapy techniques alongside therapeutic storytelling. The program targets specific social and emotional goals, utilizing an integrative approach between visual therapy and storytelling therapy, which considers four steps for each visual art therapy session: a. storytelling, b. art-making process, c. reflective discussion, d. sharing and reflection. A detailed intervention plan is presented, including weekly themes for each session, art techniques, and therapeutic goals. The presented program offers a structured framework that can be adapted and tailored to specific needs and contexts, promoting the development of social-emotional competencies such as: self-awareness, empathy, social relationships, emotional self-regulation. This article provides a valuable resource for educators and therapists seeking practical visual art therapy interventions for students with special needs.
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Children of preschool age are exposed to digital media/screens to varying degrees. While some authors highlight the positive effects of screen exposure, others emphasize the negative impacts, particularly on early childhood growth and development. The aim of this study was to survey parents (N = 89) of preschool-aged children attending preschool education and care regarding their children’s level of screen exposure. In addition to the primary aim, secondary objectives were set to examine the relationship between parents’ age and the level of screen exposure, the relationship between parents’ education and the level of screen exposure, and the relationship between the total number of screens in the household and the level of screen exposure. The "Seven in Seven Screen Exposure Questionnaire" was used to assess the level of screen exposure. The analysis of the results showed that the level of screen exposure among preschool-aged children attending preschool education and care falls into the category of low exposure. No statistically significant correlation was found between parents' age, parents' education, and the level of screen exposure among preschool-aged children. However, a statistically significant correlation was identified between the total number of TVs and cellphones in the household and the level of screen exposure.
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The crisis of 2020 spring, triggered by the COVID-19 pandemic, has shed a light on the existing and dormant issues of the human society that will contribute to a radical shift of human mentalities. Under the circumstances, a reforming transformation of the education system is on the horizon, a change that will make professionals more aware, get more flexible, and be overall better trained to cope with unexpected situations. This type of transformation should come with a broader commitment of the parents and also community members as active parties and partners with teachers involved in the education process of the young generation. The students themselves should be guided through the process of learning for their progress and ultimately benefit by putting to the best use their intelligence. The aim of this current scientific enterprise lies in collecting information and statistical data on educational issues that occurred or were recorded primarily during the pandemic period, and analyzing the models of good practice provided by various educational actors in terms of unlocking the human potential for reaching the sustainability goals and, based on them, suggest a mathematical algorithm designed to harness and optimize the human potential in a pre-university education institution. The methods employed are induction, deduction, analysis, synthesis, quantitative research, and scientific abstraction. At the same time, quantitative research has been conducted, as previously mentioned, and the questionnaire was the research instrument used in this case. Information from mass media, social media, and websites in Romania, France, the UK, and the Republic of Moldova were analyzed. The current research study could help the political decision-makers and education systems as well as better understand the studentsț perception of physical isolation and accordingly adopt strategies including online teaching to get optimal results for all interested parties.
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The aim of the study was to examine the forms of parental involvement in children's education. The research sample consisted of 120 primary school children from the Tuzla Canton. The instrument used in the study was the Perceived Parental Involvement Inventory. The results of the study were processed using descriptive statistics methods, presented through 4 factors: monitoring school work and success, helping with homework, communication with the child, and parental academic expectations. The results show that the most frequent responses are in the variables: My parents encourage me to study well before starting school (69%), My parents talk to me about planning my future education (69%), My parents provide me with space for work and study (67%). The variables with the lowest intensity of responses are: My parents inform the class teacher that I will be absent (18%), My parents encourage me to use additional instructions (20%), My parents encourage me to talk to teachers (25%). According to the results of the research, parents show interest in school by asking them every day, after coming home from school, how it was at school and what they did. In terms of communication between parents and students with teachers and connection with the school, the results show that there is a lot of room for work in this area in terms of improving cooperation. In the set of variables related to parents' expectations of their children, we can conclude that more than half of parents (52%) have unrealistic expectations of their children, which can be a risk factor for the development of behavioral problems. It is necessary to work on improving communication and connection between parents and children and the school through various types of activities in which parents can participate.
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In this paper examines the possibilities of access to higher education persons with disabilities in the Federation of Bosnia and Herzegovina. In accordance with the stated goal, international documents and FBiH legislation as well as relevant professional and scientific literature were chosen as the subject of analysis. Using the document content analysis method, it was determined that only a small number of people with disabilities have access to higher education. International documents have given domestic legislation a framework for enabling opportunities for people with disabilities to access higher education, but domestic social and educational legislation do not offer significant chances to achieve the same. Also, the legal regulations on work do not have elaborate provisions related to the work of persons with disabilities, and based on the obtained results, reforms of the education system are proposed with the aim of education for employment. A bright spot is the proposal of the Law on Amendments to the Law on Professional Rehabilitation and Employment of Persons with Disabilities, which highlights the reasons for the need for amendments and therefore represents a sine qua non for access to higher education for persons with disabilities. At the end of this paper, the authors point to the need to adopt a register of persons with disabilities and a register of students with disabilities in the territory of FBiH and say that domestic legislation should quickly proclaim the ratified Convention on the Rights of Persons with Disabilities in accordance with Art. 24 and Art. 26., it is mandatory to proceed with the ratification of Art. 10 of the European Social Charter and amend the Framework Law on Higher Education in BiH in Art. 38 and harmonize with Art. 7 of the same law due to the protection of students with disabilities from discrimination.
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J. H. Pestalozzi witnessed with his life the importance of love for a child and respect for his integrity as well as the seriousness of the educational approach. In his effort to respect the individuality of the child and organize certain activities in accordance with his capabilities, respect for the other and his uniqueness in diversity is reflected, which paves the way for modern special education and the creation of individual educational plans (Forkner, 2013). Being himself wounded and misunderstood during his education, he developed ways to approach a sensitive and insecure child, how to address him and how to encourage him to act. Pestalozzi took into account the child's own unique interests, he 'centred himself on the child', not just on content or form. Influenced by the ideas of Jean Jacques Rousseau, he believed that the upbringing of children should be in harmony with nature and that all children should have the same right to education and be able to realize their innate abilities, regardless of social status or origin. Therefore, he dedicated his life and wealth to the needy, abandoned and neglected children, and war orphans in order to provide them with a safe haven and the possibility of recovery as well as education. Thanks to him, there are numerous institutions in the world today that apply his way of approaching children, known as Pestalozzi's method. The presence of the Pestalozzi world organization is especially encouraging in poor countries where they try to enable children to go to school in order to get a quality education precisely with the application of the mentioned method.
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The paper examines disciplining students in the conditions of the so-called old school practice. It is based on the analysis of primary and secondary sources, as well as available pedagogical documentation and literature of the subjected era: school laws and regulations, teaching and disciplinary levels, regulations, orders and instructions. The old school was temporally determined by relevant factors and characteristics. The connection between the social environment has been established: state-political organisation, economic status and orientation, social value systems, school system and circumstances with student discipline strategies. In school practice of the old schools repressive and incentive disciplinary strategies are identified and analysed. The following forms have been identified in the area of repressive educational strategy: emotional inconveniences, deprivation of mental pleasures, social isolation and various forms of corporal punishment. According to the school regulations of the time, the following corporal punishment was granted: standing behind or next to the desk, kneeling, flogging with a prescribed stick on the palms. However, the following unlawful corporal punishments were also recorded in school practice: standing on one leg, kneeling on bare knees on grains of food or sand, hitting with a club, ruler, book; slapping, hear or ear pulling, kicking with a leg, throwing to the ground. Incentive educational strategy was based on evoking emotional comfort and was realised through praise, recognition and awards. Praises were oral and written, and recognitions were awarded in the form of diplomas or different types of medals. The awards were also material: money, clothes and footwear, items of use value, books and school supplies. Also, the results of the research show that in imposing repressive and incentive measures, the following general educational principles were recommended: gradualness, appropriateness, consistency, impartiality, justification and openness (if a repressive measure yields results, it should be annulated). The identified and described strategies of school disciplining should be viewed within the described social, political, economic framework, as well as the then school opportunities and school system. However, it is significant that the recommended educational principles in imposing disciplinary measures also have elements of modernity.
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The issue of including students with attention deficits in the educational process is a highly relevant pedagogical challenge due to the high prevalence of these disorders. Attention Deficit Hyperactivity Disorder (ADHD) is the most common condition, but attention deficits can also arise from social causes, such as experiencing psychologically traumatic situations like war. This article presents key strategies for improving written language skills in students with attention deficits of various etiologies and comorbid disorders to facilitate their inclusion in the educational process. Additionally, presented are the results of a two-stage study confirming the practical effectiveness of these strategies.
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The primary objective of this article is to elucidate the significance of Neubeglänzter Zuchtspiegel der Adelichen Jugend, which was published in Munich in 1659, authored by Adam Sietzenheimb, a dignitary of the Carniola provincial estates and a educational theorist. Commencing with an introductory exposition on contemporary pedagogical paradigms, the subsequent sections present the structure and content of the treatise. The latter segment of this exposition is dedicated to a examination of Sietzenheimb's scholarly methodology, accentuating the sources underpinning his discourse and the rhetorical and argumentative stratagems deployed to engender reader persuasion and to substantiate his intellectual propositions. In the conclusion, there follows a summary and analysis of the main features of early modern education.
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In this paper, I reflect on how to teach Serbian and Croatian verbal aspect to L1 Italian students by drawing from formal and cognitive linguistic theory. I outline a teaching proposal centered around contrastive analysis and metalinguistic reflection and propose a series of teaching activities. I also provide suggestions on how, when, and in which order various aspects of aspectual knowledge (semantic, pragmatic, morphological, lexical, metalinguistic) should be tackled in classroom. The paper includes several exercises that have already been tested in the classroom and is intended as a resource for teachers of L2 Serbian and Croatian.
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This publication examines the role of the teacher as a coordinator of collaboration with families in the context of transformational pedagogy. It emphasizes the necessity of integrated learning and social interaction, which are essential for the holistic development of children and students–not only in academic but also in social and emotional aspects. The article highlights that teachers, as active agents of change, inspire students to build collaboration skills, which are crucial for their future in a rapidly changing world. By implementing various strategies for interaction with parents, teachers not only strengthen the connections between school and family but also create a supportive learning environment where students can thrive. The publication offers practical examples and scientifically grounded methods for improving communication and collaboration between teachers and parents, which are important for establishing collective responsibility for children's education. In conclusion, the study emphasizes the significance of cooperation between teachers and families as a key factor for student success and for preparing them for the future.
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Bogomira Dobovšek holds a special place among the teachers and principals of the Kočevje and Ljubljana institutes for the blind. With shorter intermissions, she led the institute from 1929 until her retirement in 1963. Her resourcefulness, as well as organisational and pedagogical skills raised the institutes’ professional work to an enviable level. She was sensitive to the needs of the blind, and she organised their schooling in a modern way. She surrounded herself with a number of dynamic and humane educators who established a new school for the blind in Ljubljana in 1965. Her private life was virtually non-existent. She lived for her work and for the welfare and progress of the institute and its boarders. She never married. She spent all her free time with and for the blind. They were her family.
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On the basis of memories and preserved documentary material from his personal archive, the author describes his military education at the military gimnazija in Ljubljana just prior to Slovenia’s war of independence in 1991. The Franc Rozman Stane military gimnazija was founded in Ljubljana in 1975 and was the only military school in Slovenia in modern history. It was founded with the intention of encouraging more young Slovenians to choose a military profession. The statistics showed that there was an imbalance between the proportion of the population in the then Socialist Republic of Slovenia and the number of Slovenian officers and non-commissioned officers in the Yugoslav People’s Army. According to the statistical office data from 1971, the share of the Slovenian population in Yugoslavia was 8.2%, while its share in the Yugoslav People’s Army was 4.2% officers and 3% non-commissioned officers, and the trend was for these percentages to fall even further.
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Previous studies have found that causal attributions, i.e., inferences people make about causes of an outcome (Hewstone & Fincham, 2001), are related to parents’ adjustment to their children’s illness or developmental disorders, but these results are inconsistent. The present study had two aims: 1) to describe the causes that parents attribute to their child’s developmental language disorder (DLD) and how they rate these causes on the dimensions of locus, personal controllability, and stability, and 2) to examine the relationship between causal attributions for the child’s DLD and parents’ mental health, as well as to determine whether these relationships differ as a function of time since diagnosis. Participants included 319 biological parents (94.2% mothers, mean age M = 39.71 years, SD = 5.09) whose children had been diagnosed with DLD as their primary diagnosis. They completed an online questionnaire consisting of demographic questions, the Revised Causal Dimensions Scale (CDS-II; McAuley et al., 1992), and the Depression, Anxiety, and Stress Scale (DASS-21; Lovibond & Lovibond, 1995). The results showed that the parents mostly attributed their child’s DLD to genetic factors, as well as various prenatal and perinatal risk factors. In all categories, participants rated the locus of the cause as external, on average. Screen exposure, as well as inadequate language input and parental reactions were rated as the most personally controllable causes, while genetic factors were considered as the most stable causes. Using structural equation modelling, significant effects of perceived locus and personal controllability of the cause on parents’ negative emotional states were observed only at lower levels of time since the child’s diagnosis: locus had a negative effect and personal controllability had a positive effect on parental emotional states. A positive effect was found for the perceived stability of the cause of the child’s disorder, which was also significant at higher levels of time since the child’s diagnosis. The theoretical and practical implications of the results were discussed.
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