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In view of the increasing tendencies of the last decades of the physical deficiencies, in this paper I want to present the role of the kinetotherapy in reducing the deficiency of the lower limbs genu varus: the efficiency of the physical exercises practiced regularly, the importance of involving the subject in the recovery process and not lastly the results of the therapy. Because it is a painless physical deficiency in the beginning (the potential negative consequences can evolve to osteoarthritis of the knee), varus genus is mainly corrected for the aesthetic aspect. The results are very good especially for preschoolers, adolescents and adults (Eşi, 2014/2013; Posteucă, 2013), maintaining the results obtained is more difficult and requires repeated exercises and positions for a longer period. In achieving the desires for the recovery of the genus varus deficiency, kinetotherapy is the central pawn, because the beneficial effects of physical exercise cannot be achieved by other means.The physiotherapist must evaluate, adapt and systematize the therapeutic techniques and methods themselves, in order of their succession in order to obtain maximum therapeutic effects. From the time advances of kinetotherapy, the primacy of scientific knowledge results, which makes the "servant of this field of science and practice a multidisciplinary specialist, trained in the value system of anatomy and physiology, of the biomechanics of movements, biochemistry and hygiene, of physical education and sport. (Postolache, N., 2007)
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School is not an isolated environment but rather an integral part of the broad community, and the problems it faces as an institution and youth training environment concern the entire society. Although there should be a positive climate in school, and any form of violence should be kept under control, there may be forms of violence both between students and between teachers or, unfortunately, between teachers and students. School violence is just one of the manifestations of daily violence. The media are increasingly focusing on youth violence, school violence, trying to raise awareness about society.
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The purpose of this article is to explore the confidence of preschool and primary school teachers in their ability to include children with special educational needs in physical education activities. The study involved 120 preschool teachers and 100 primary school teachers. They complete a modified and adapted version of the Block “Self-Efficacy Scale for Physical Education Teacher Education Majors toward Inclusion – SE-PETE-D” questionnaire. The results show that respondents have a moderate level of inclusive self-efficacy and, despite their hesitation, are more confident in their ability to include children with special educational needs in motor education. Also, teachers who have personal contact with people with disabilities, experience in inclusive physical education or feel prepared show a higher degree of inclusive self-efficacy.
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This article analyses 95 children’s and young adult literature works written originally in Catalan and published between 2002 and 2006. They are representative of all age groups present in this genre. This analysis focuses on the presence or absence of female characters, and on their treatment and reception, both in terms of prominence and the transmission of stereotypes. The results of this review show a dichotomy between the scarcity of female protagonists and their extreme audacity.
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One of the goals of the vision of the European Education Area is to promote the development of competencies as a condition for achieving full personal, social and professional development. The article examines the competence approach in connection with the updated European Reference Framework for Lifelong Learning of 22 May 2018 and in this regard the need to update the Law on Preschool and School Education in Bulgaria, which entered into force two years earlier on 01 August 2016. This update is related to the teaching of philosophy, insofar as the newly formulated "Personal competence, social competence and learning skills" is an emphasis on building personal and social knowledge, skills and attitudes that are a major part of the content of the subject philosophy, and according to the legislation each subject has a clear connection with a specific key competence.
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This article presents a part of the work of the developmental project for literacy acquisition (reading and writing) for children with severe physical disabilities. These children are characterized by very difficult or impossible language performance by spoken language. This is the reason often to define them such as uneducated children with intellectual disabilities. At the same time, some children of them can be demonstrate average degree of intelligence and potential for language competence acquisition and acquisition for language performance by written language. The purpose of this program is to developed literacy with gaze controlled software. Reading and writing skills will help to these children for their verbal communication with spoken language using text-to-speech software. The main purpose of the training program is to match the child potential with his or her ability for language performance. The focus of this article is on the theoretical models and on and structure of the reading and writing skills development exercises for these children
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A survey was conducted with parents of pupils in the primary classes in Bulgaria, which aims to study the parents’ opinions, attitudes, relations towards the formation of sociоlinguistic and sociocultural competences in their children.
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Physical education influences the development of moral, volitional, and personal qualities in individuals. The formation of behavioral culture is an essential component of the personal characteristics of preschool children. It is the result of the impact of educational and social relations and the activities related to them. Emphasis is placed on movement games as a factor in overcoming aggressive behavior in childhood.
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A kritikai pedagógia olvasatában a tanítás és tanulás szükségszerűen politikai tett, aminek elsődleges célja, hogy egy igazságosabb és egyenlőbb társadalom létrejöttéhez járuljon hozzá. Ennek a hozzájárulásnak a mikéntje azonban számos kérdést vet fel a pedagógiai gyakorlat szempontjából. A vonatkozó irodalom ritkán beszél módszerekről, vagy technikákról, mivel alaptételének tekinti, hogy a társadalmi viszonyok és a pedagógiai gyakorlatok szoros egysége miatt a módszer soha nem lehet állandó. Emiatt jellemzően nem egyszerű praktikus kapaszkodókat találni sem a módszerek kidolgozásához, sem pedig a pedagógiai gyakorlatok újraértelmezéséhez. Ez az írás elsősorban a gyakorlati tapasztalatok megosztásának és a saját pedagógiai gyakorlatok kritikus vizsgálatának szükségessége mellett érvel, hiszen ez az, ami leginkább elősegítheti, hogy a kritikai pedagógiában központi szerepet betöltő reflexió ne csak az elméleti alapok absztrakt szinten történő megújítását célozza, hanem egyben az érdemi párbeszédet és tanulási folyamatot is lehetővé tegye.
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This article aims to present and analyse the various scientific approaches and debates of critical pedagogy. The paper offers a theoretical overview and analysis of the different trends; it also integrates the experiences gained in the International Conference on Critical Education. The term “critical pedagogy”; itself has become a term and label taken by very different approaches. Thus, it may be better to talk about critical pedagogies in the plural. In its historical and social context, the article attempts to present the critical pedagogy that has emerged primarily in the United States in the dialogue with postmodernism, as well as its criticisms, especially the Marxist- oriented authors, many of whom are not from the USA. In particular, the Critical Education Conference has become a significant forum for the latter actors over the last decade. From the related experience, a live community of practice seems to emerge. The history of this group and the debates of the different approaches carry lessons for the Hungarian context, too. The final chapter of the study raises questions related to this Hungarian reception of critical pedagogies. The article only undertakes an outline of the various trends without a more profound analysis or a detailed introduction to critical pedagogy(s). Its text presupposes knowledge of the main concepts of previous studies or critical pedagogy in general and a broader view of critical social sciences. Each author’s insights are briefly displayed, and the bibliography allows the interested reader to look into them more deeply.
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In the politically divided Hungarian education policy field, a dedicated and coherent leftist education policy alternative has never been formulated since the regime change. Inspired by Hungarian critical education literature and the international literature on leftist education and pedagogy, our paper aims to make a sketch of the main cornerstones of an up-to-date and comprehensive leftist education policy approach. The paper aims to spark a debate: it does not elicit data analysis but rather elicits principles. The main elements of a leftist, critical education policy alternative are the following: an equalizing and comprehensive school system which considers the social embeddedness of the schools and conceives the school as a political space at the macro-level; adaptive, community-based schools at the meso-level; and democratic pedagogical practices at the micro-level. In addition to these main lines, it is proposed to think about the teacher as considered as a social transformative, autonomous intellectual and professional and to envisage a curriculum mindful of class issues.
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Hungarian translation of some sections from Paolo Freire's book, the Pedagogy of the Oppressed
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