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Within the language acquisition researches, the main focusing subject is searching the dominant usage of word category among acquisition and usage. In the findings through the researches, it takes part that noun spurt phenomenon does not have the same validity within the all databases and all languages. This study is based on the natural speech context of the 4-6 years old children groups. Also this is study is dealed with whether there is the noun bias in noun usage of children who acquired Turkish and are in later period. The most important finding of this study is determining that there is the dominance of verb usage rather than noun category which is also valid for either in three age groups. Additionally, it was found that the higher usage ratio of the verb type is the event category.
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The aim of this paper is to analyze of the effect of maths abilities of children at 6 ages to whom given maths by storyline method. Storyline method is create an environment by children using new information, old information and experience as well as gaining new knowledge and being active in this process, produce solutions to the problems. This study is a combined method in which qualitative and quantitive technics are used in company. 48-66 months old children, who are attending pre-school education in learning numbers, geometric shapes and pattern notion, the effect of storyline method are analyzed by the process pre-test, post-test semi experimental method and applications the qualititive section of the study was observed by observing the experimental group. In the research, children are aiming at learning levels of concepts related to numbers, Piaget number conservation test, geometric shape concepts, aimed at learning levels. The pattern test developed by the researcher was developed to measure the level of learning the geometric patterns developed by Aslan (2004) and the concept of pattern. As well as observation made during weekly activities conducted by the experiment group by the researcher were recorded in diary. The study was conducted with a total of 27 students. While the control group students were being trained with were being trained with the current program, the students in the experimental group received mathematics education prepared with a one day scarecard per week for 8 weeks. Mann whitney u test was used to compare the achievements of the control and experimental groups in the analysis of the quantitative data obtained in the research. Wilcoxon- marked sequence test es used to compare the pre- test and post-test achiecements of the control and experimental groups. Qualitative data obtained in the study were analyzed by descriptive analysis.A significant difference was found in favor of the analysis results obtained for the test group. In summary the mathematics educations given by the storyline method shows that the children have a positive influence increasing the mathematics achievement.
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In Bakhtin’s (1986) conception of carnivalesque the body, its contents and, by extrapolation, food, play a central role in a communication genre that acts as a form of resistance. As Cresswell and Teucher (2011) explain, the body is ‘an embodied expression of community’ (p. 107) and conveys participatory meaning without the need for mediation. In early childhood education contexts that are typically oriented towards ‘free play,’ mealtimes represent a special opportunity to understand the complex social struggles that take place through acts of the body which are typically located in the ‘underground’ of the educational setting (White, 2014). The ‘feast of fools’ marks out the significance of such events as a form of resistance and collusion between peers which utilise the teachers presence as an opportunity to resist authority and create dialogic tensions accordingly. In such cases the peer group thrives as an unmediated presence in the ‘bonds of brotherhood’ beyond the official, ‘educative’ realm in temporarily suspended moments of joy.
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Media education is a rapidly developing new field at the crossroads of psychology, sociology, pedagogy, media research and media theory. It is based on the idea that children’s education is not possible without the knowledge and understanding of their media environment. The basic objective of media education is the development of media literacy. In the process of becoming a social person with self-reliance, it is an important aspect to not only gain an understanding of, but also be able to use media actively and consciously. Developing media literacy is integrated with the education of democratic values. Education package, MOPED, offers a program for early childhood (ages 5–11) media pedagogy, based on the methods of experiential education, which develops skills through experience.
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In the recent years new approaches were created to teach and learn Mathematics. One of them is by using theatre plays with mathematical content. The present paper proposes a scenario of such a play based on linear Diophantine equations.
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Preparing the child for adult life and socio-professional integration involves the complementary achievement of the desiderata of intellectual, socio-moral, technological, psycho-physical education and, in close connection with these, aesthetic education. The major objectives of aesthetic education at the preschool age imply both the creation of the premises for building aesthetic attitude and the identification and enhancement of the children’s creative skills in all the domains of art, from the literary to the musical, plastic, choreographic and theatrical. Through the experimental study, conducted during the 2013-2014 school year, we have tried to highlight a non-formal way of exploiting the plastic skills of 5-6 years old preschoolers (the Plastic Arts class) as well as its widely formative impact. Besides the results presented in the study, there was also found a series of collateral effects such as the enhancement of artistic sensitivity, improving relationships with classmates, the pre-school teacher and parents, relevant contributions to the socio-moral and intellectual formation.
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The kindergartens, as well as most of the minority schools in Vojvodina, are bilingual (Serbian and Hungarian). Education and nursing take place in 136 localities in Vojvodina. The survey presents the situation of Serbian – Hungarian pre-school institutions, based on the opinion of Hungarian parents. In the survey, we examined the motivations of preschool selection, which can be categorized primarily as subjective factors: the personality and sympathy of the teacher, as well as the quality of the pedagogical work. There were objective factors as well, such as the importance of mother tongue education and nursery, or the good physical condition of the facility in a safe area. The parents formulated some development directions, such as the importance of sports and physical education, and playful acquisition of the official and foreign languages (primarily English). The paper highlighted that in Hungarian families the plan of the majority language education hardly appears.
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The sample included 712 preschool boys and girls at the age of 4 to 7 years (mean 5.96 decimal years and standard deviation .96) from preschool institutions in Novi Sad, Sombor, Sremska Mitrovica and Bačka Palanka. Information concerning 36 indicators of aberrant behavior of the children were supplied by their parents, whereas their cognitive ability was tested by Raven’s progressive colored matrices. Based on factor analysis (promax method), four factors i.e. generators of aberrant behavior in children were singled out: aggression, anxiousness, dissociation, and hysteria, whose relations with cognitive functioning and age were also analyzed by factor analysis. Aberrant behavior and cognitive abilities show significant interrelatedness. Owing to orderly developed cognitive abilities, a child understands essence and reality of problems, realizes possibilities and manners of solving them, and succeeds in realizing successful psycho-social functioning. Developed cognitive abilities enable a child to recognize and understand her/his own reactions in different situations and develop manners of reacting, which leads to strengthening psycho-social safety and adapting behavior in accordance with her/his age and abilities.
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This article contains several classifications of geometric representations, based on various criteria. In this article is also undertaken attempt to make own typology of geometrical representations.
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Starting from several approaches to child well-being based on concepts such as needs, rights, poverty, exclusion, quality of life, the purpose of this article is to highlight and analyze the factors that influenced policies and practices in child protection. They will be identified and discussed some specific features of each type of approach and how they influence the provision of multiple types of social services and increasing the role in child development.
More...![About a Forgotten Newspaper for Children Nasz Głosik [Our Young Voice] (1935-1936)](/api/image/getissuecoverimage?id=picture_2017_37216.png)
The subject of the article is a comprehensive summary of the characteristics of a newspaper for children, Our Young Voice, published in the years 1935 – 1936 by the County Department of the Polish Teachers’ Union (Polish: Związek Nauczycielstwa Poliskiego) in Augustów. A monograph of the periodical has not yet been written, and its title hardly ever appears in the register of children’s periodicals. In order to attain that goal, an attempt has been made to answer the following questions: Who prepared the message targeted at its readers? How was this message conveyed? What was its content like? What was its graphic design like? The conducted research concluded that Our Young Voice was a juvenile periodical written by children and for children, which meant that its young readers wrote the vast majority of articles. Stories, accounts, reports, articles and poems as well as puzzles, riddles and brief answers to subscribers’ letters could all be found within the pages of the newspaper. The Augustów periodical as a whole implemented the idea of regionalism by including texts relating to the “small children’s homeland”, which meant concentrating mainly on the history of particular cities, towns and villages of the Augustów-Suwałki region, its specific terrain features and tourist assets, local customs, recently developed ventures and newly established institutions, local schools, and child and youth organisations functioning there. Our Young Voice was targeted at younger and older school children. It was also used as either the main or supplementary material during school lessons.
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The microstudy presented is a psycho-pedagogical experiment, which consists in applying the Montessori-specific experimental factor to a group of pre-school children in the traditional system. The investigative approach is based on a comparative study, the results obtained being interpreted from both a quantitative and a qualitative point of view. In this paper we started from the premise that Montessori strategies foster the acquisition of reading and writing skills at pre-school age. The general objectives of the investigation are the introduction into the traditional experimental system of alternative methods of acquiring reading-writing skills specific to the Montessori system and the study of the Montessori system for the acquisition of reading and writing skills in methodical terms and from the point of view of the results obtained by applying these strategies.
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This paper discusses the relationship between the quality of family environment and the socio-economic status of families with regard to the impact of the impoverished family environment and educational level of parents on the early development of children. In particular it stresses the results of national surveys which indicate that Roma children are one of the most vulnerable groups of children. The paper also presents some practical guidelines for the inclusion of illiterate parents and highlights a number of programs for children of preschool and early school age and their parents from lower SES aimed at encouraging the development of literacy and other cognitive skills in children and empower parents to meet the requirements of their parental role. As one of the initial steps in the process of enhancing the cooperation and empowerment of Roma children’s parents, the paper presents research conducted by teachers and Roma assistants at Tomaš Goričanac Elementary School in Mala Subotica in the Roma settlement of Piškorovec. The main objective of the study was to determine the educational structure and the level of literacy of the adult population in Piškorovec in order to use the results for planning an intervention program which will be based on the assessed needs.
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Physical activity is considered to be one of the most important health conditions. It is a major human need at every stage of development and one of the most important components of a healthy lifestyle. Its intensity is conditioned by the time of life in which a human is placed and in each of these periods it meets other functions. Physical activity is an important factor that affects the somatic, psychological and social development of the child at preschool age.This is the age most suitable for a variety of educational impacts, because children are very malleable and is the best time to inculcate the habits and interests.Education habit of physical activity in pre-school children is the responsibility of parents and the kindergarten. Parents and teachers in the kindergarten should organize their time in such a way so that the child can take the optimal amount of exercise every day. During the daily activities in the kindergarten different methods of developing motor skills of children should be used, but no educational institution can replace parents in education to leisure time activities. It is up to them to be obliged to inculcate a child the skills and habits of movement..
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Children with Behavioural, Emotional and Social Difficulties (BESD) are at high risk of experiencing exclusion in both England and Greece. However, this particular category of Special Educational Needs (SEN) has so far received relatively little academic or political attention in comparison to other SEN. This paper attempts to point out the barriers that may prevent the inclusion of children with BESD both in terms of the theoretical conceptualisation of the category itself and in terms of the policies and practices that England and Greece may implement. In order to achieve a further yet coherent picture of the current situation, this paper has identified three different types of factors that may negatively influence inclusion. Therefore, by discussing the possible ideological, structural, and practical challenges, the paper aims to highlight the crucial need for further theoretical insight that would be able to inform and promote the establishment of a more cohesive and efficient legislative framework for pupils with BESD in both countries.
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"The pedagogical quality of the teaching method requires transforming it from a knowledge-based method proposed by the teacher into a learning method effectively achieved by the pre-schooler, pupil, student, within formal and non-formal training which opens towards permanent education.”(Sorin Cristea,1998,)In pre-school as well as in other school levels, the learning methods represent part of the activity established between teaching staff and pupils. The working methods should not have a fixed value, they should acquire value by means of the efficiency with which they lead the subject`s activity towards an objective within given situations.The main methods which can be applied at pre-school level include: observation, description, explanation, conversation, reading books, demonstration, story telling, guided experience, practical work, exercise. The objectives of the reform education system are change in mentality and training teachers, the use of modern working methods leads to a radical change in approaching teaching activity. Modern methods promote the interaction between participants` minds leading to a more active learning with obvious outcomes. Among participative methods mention should be made of : problem-solving, mutual teaching/learning method, work in pairs, the double bubble map, the snowball throwing teaching technique, etc. Successfully applying a combination of classical methods and modern procedures will lead to drawing the preschooler close to the school, transforming school into a continuation of the kindergarten. Activities pertaining to educating language and developing language skills must contribute to developing children`s ability to acquire basic vocabulary, by offering them games and activities, an environment in which they feel protected and which helps them develop in harmony and learn attractive things.
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Through a content analysis of the first journal for children and youth in Osijek, Milodarke, this paper identifies, categorizes, and elaborates on the educational values addressed in the journal. The journal for children and youth, Milodarke – An Illustrative Journal for Croatian Youth, was published from the fall of 1913 until the spring of 1914. The journal was published in five issues, and was launched with the aim to provide children and youth living in the city of Osijek and the region of Slavonia with educational and pedagogical reading materials. The paper employs methods of historical content and quantitative analysis. The quantitative analysis was used to determine the number of elements of children’s literature in the journal as well as the number of specific educational values. The identification and elaboration of the recognized educational values were done using the content analysis method. The analysis has pointed to poems as the most represented literary element, followed by tales and parables. The content analysis has shown that the most fostered educational values were in the category of personal characteristics, such as fairness, respect, sacrifice, wisdom, pride, loyalty, resourcefulness, and honesty. In addition, educational values in the categories of universal, family, and religious values were also strongly encouraged. The research points to the usage of educational values for acquiring knowledge and developing children’s and youths’ self-identities in Osijek and Slavonia.
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The author of this study deals with the reception of animated films by child viewers. She attempts to clarify the process of how animated stories are understood with regard to the cognitive and emotional skills of children of preschool (4–6) and early school age (7–9). She confirms the theoretical propositions of developmental psychology and supplements them with a qualitative testing of selected age groups. The study aims to outline how children think and apply this knowledge in analyzing the process of how they watch animated films, children’s most favourite film genre. The results not only point to the problems of child viewers, but also of films intended for them.
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