Validacija hrvatske verzije ljestvice socio-emocionalne dobrobiti i otpornosti predškolske djece

Author(s): Sanja Tatalović Vorkapić,Darko Lončarić / Language(s): English,Croatian Issue: 2/2014

The context of the institution of early and preschool education is a very important factor in monitoring, identifying, and promoting the well-being of children. Therefore, the main goal of this study was to validate the Socio-Emotional Well-Being and Resilience Scale for preschool children and to check its basic descriptive parameters. The study included N=112 preschool teachers who are observing preschool children behavior using this scale. A total of N=1792 children (939 girls and 853 boys) with a mean age of M=4.89 have been observed with regard to six dimensions: Making contact and social performance; Self-control and thoughtfulness; Self-assertiveness; Emotional stability and coping with stress; Task orientation; and Pleasure in exploration. Exploratory factor analysis with Varimax rotation resulted in a final scale consisting of five subscales with a structure almost identical to those from the original study, with the exception of the subscale Task orientation, which was not retained. Age and gender differences in the assessed dimensions showed the expected direction, with significant increases in all dimensions by age and significantly higher levels of all dimensions in girls. One specific and unexpected result was established: there was a significant decrease in pleasure of exploration between three- and fouryear-olds. The contribution of this study is exceptional due to the development of a valid measuring instrument that has applicable function as part of working with preschool children.

Utjecaj organiziranih sportskih aktivnosti na motoričku efikasnost djece s oštećenjem sluha

Author(s): Ana Vuljanić,Tea Pavin Ivanec,Lidija Petrinović / Language(s): Croatian Issue: 1/2015

The aim of this study was to determine whether participation in sports activities effect the motor efficiency of hearing impaired children in such a way that their motor efficiency developed to the same extent as that of normal-hearing children involved in the same activities. The research sample included a total of 80 children ranging 7-11 years of age, which were divided into 4 groups (normal-hearing children-athletes, normal-hearing children-nonathletes, hearing-impaired children-athletes, and hearingimpaired children-nonathletes). For the purpose of the study, a form about participation in sports was used, and subjects weremeasured in seven motor efficiency tests. A 2x2 ANOVA was used to determine the differences in motor efficiency with respect to the factors of hearing impairment, participation in sports, and their interaction. The findings show that hearing-impaired children achieve significantly lower results in the motor efficiency in comparison to normal-hearing children. Only the results of tests to assess the strength and endurance of the upper body and the strength and flexibility of the upper body were equal for both categories of children. On the other hand, children who participate in sports achieve better results on tests of motor efficiency, only the results of tests assessing the balance and flexibility are equal in children-athletes and children-nonathletes, which could imply a neglect of the development of balance and flexibility in the training process. There was a difference in motor efficiency between normalhearing children-athletes and hearing-impaired children-athletes, which might be explained by the inappropriate conditions for exercising that hearing-impaired children have and the still-too-brief and low-volume training process, which would eventually lead to equalization of the motor efficiency of children regardless of hearing loss.

Część monograficzna. Kultura wizualna – konteksty edukacyjne (pod redakcją Beaty Mazepy-Domagały): Obrazek na całe życie. O roli pierwszych obrazów/ilustracji w życiu dziecka na przykładzie autodoświadczania

Author(s): Alicja Ungeheuer-Gołąb / Language(s): Polish Issue: 45 (2)/2015

The article presents the results of preliminary research on how important is the first child-rearing and educational environment such as family or preschool, as well as the first emotions after perception of particular work of art, in forming the sense of aesthetics connected with visual arts. The author claims that the first emotional experiences concerning art influence the aesthetics sensitivity, mind development and more important feelings. She confronts her opinions with educating polish children through art. She also claims that in polish educational system there should be more attention paid to art while teaching and upbringing children.

Część monograficzna. Kultura wizualna – konteksty edukacyjne (pod redakcją Beaty Mazepy-Domagały): Pomaluj mnie na czerwono-niebiesko. O barwach w optyce dziecięcej

Author(s): Katarzyna Krasoń / Language(s): Polish Issue: 45 (2)/2015

The article presents the results of an empirical study conducted among 4–5-year-old children. The study was focused on establishing colour preferences of these children. Moreover, an attempt was made to determine the symbolism the children ascribed to particular colours.

Realizacja ustawy o opiece nad dziećmi w wieku do lat 3 w latach 2011–2014

Author(s): Bożena Kłos,Jolanta Szymańczak / Language(s): Polish Issue: 1/2016

The article discusses the results of the Polish Childcare Act concerning children less than 3 years of age which has been in force for the five years. The goal of this legislation was to create the conditions conducive to the growth of more diverse forms of daycare for children, improve the standards of the relevant institutions and support parents in their procreative plans, raising children and enabling them to start or continue their professional careers at the same time. The primary purpose of this article is to assess the results of the Act in the years 2011–2014 in light of the data from the relevant reports of the Council of Ministers and Central Statistical Office (GUS).

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.

Przedszkola Reggio Emilia we Włoszech miejscem rozkwitu dziecięcego potencjału

Author(s): Aleksandra Maj,Jolanta Bonar / Language(s): Polish Issue: 4 (31)/2015

The article presents one of the most avant-garde educational experiences for young children in the world. The first preschools in Reggio Emilia (Italy) were established after the Second World War and they have been under the supervision of the municipality for over 45 years. The main initiator and educator of this early childhood practice was Loris Malaguzzi (1920–1994). One of the reasons for this long-lasting project is the readiness of Reggio Emilia educators to cross boundaries, and another is their openness to new ideas and perspectives. They take their inspiration not only from pedagogy, but from philosophy, the exact sciences, architecture, literature, and visual communication as well. Inspired by different ideas and theories, being reflective and inquiring, they interpret and construct their own concepts and theories instead of reproducing them.

Fundusze europejskie jako źródło finansowania jednostek oświatowych na przykładzie przedszkola niepublicznego w Dębem Wielkim

Author(s): Magdalena Zielińska / Language(s): Polish Issue: 4 (13)/2015

Poland’s membership in the European Union opened the flow of funds directed – inter alia – towards the development of country’s system of education. Particularly the Human Capital Operational Programme has been designated to fulfill the needs in that area. One of its key objectives is to expand the scope of pre-school education and care. The paper presents the case study of a kindergarten in small village Dębe Wielkie in Mazovia Voievodship which was initiated and created entirely from EU funds by non-governmental organization called Europejska Fundacja Kultury. It reconstructs the process of preparation and implementation of the said project, offering remarks on its strengths and weaknesses. In conclusion, EU’s financial support for pre-school education is perceived as crucial in meeting the educational needs of significant group of the youngest inhibitants of Dębe Wielkie.

Lingwistyczne podstawy uczenia języków obcych na etapie przedszkolnym

Author(s): Magdalena Olpińska-Szkiełko / Language(s): Polish Issue: 19/2015

The article deals with the implications of the linguistic study of the first language acquisition, bilingualism and bilingual education in second/foreign language teaching in the earliest educational stage i.e. in pre-school children. The article touches upon the didactic and methodological problems of language teaching at that level. English teaching materials for young learners are analyzed and compared with Polish integrated learning materials. The analysis results in some conclusions for the didactic process. In the context of the theoretical issues, some principles for the composing of didactic materials, teaching forms and activities, adequate tasks and contents of a language lesson are described.

Uloga ciljnih orijentacija u odnosu roditeljskoga ponašanja i emocija postignuća kod adolescenata

Author(s): Tihana Hrkač,Rosanda Pahljina-Reinić / Language(s): Croatian Issue: 1/2016

The aim of this study was to examine the effects of students' achievement goal orientations on their achievement emotions, as well as to examine the mediational role of students' achievement goal orientations between perceived parenting behavior and parent goals on these learning outcomes. The self-report questionnaires were administered in a sample of 208 high school students. Separate path analyses examining the hypothesized role of students' achievement goal orientations as mediators of the effects of parenting behavior and parent goals on each outcome variable were conducted. The results showed that students' mastery goal orientation mediated the beneficial effects of parental support and parent mastery goal on enjoyment and boredom as activity emotions. Students' performance goal orientation mediated the effects of psychological and behavioral control on anxiety, as well as the effects of parent performance goal on anxiety and pride as outcome emotions. Finally, students' work avoidance goal endorsement mediated the effects of psychological and behavioral control on all the examined achievement emotions except pride and proved to be a maladaptive achievement goal orientation. These findings suggest that there is a need for further research on the role of family environment in adolescents' achievement goal adoption and learning.

FREKVENCIJA PROGRAMSKIH SADRŽAJA U PODRUČJU RAZVOJA GOVORA I KOMUNIKACIJE U PREDŠKOLSKIM USTANOVAMA

Author(s): Delila Ramić / Language(s): Bosnian Issue: 62/2015

Aim of the research was to observe the frequency of the programme content related to development of different aspects of speech in entire development program (elder kindergarten group) as well as within the compulsory pre-school programme for children in the year prior to their enrolment to primary school, using the method of the analysis of pedagogical documentation. In the research we used descriptive and comparative methods as well. Technique used was the technique of pedagogical documentation analysis, as an instrument we used the matrix of the analysis of pedagogical documentation. The sample comprised of three daily activity records and the teacher’s preparation written by the teachers involved in the programme of compulsory pre-school education. The results of this research indicate that all the aspects of speech development are present in upbringing and education work, however their frequency varies.

O DAROVITOSTI I PREPOZNAVANJU DAROVITIH UČENIKA

Author(s): Hikmet Hekić / Language(s): Bosnian Issue: 62/2015

The article relates about the phenomenon of gifted children in schools. The term gifted is defined explicating its forms as well and the problems in identifying gifted students are also discussed. Keeping in view the school practice which shows that being gifted is most often a problem of those who are gifted but also a problem to the surrounding in which they live, it is necessary to employ variety of the forms of class work in order to provide challenges and the scope for their development. The work in schools has so far been oriented by generally accepted “average” criterion as the criteria of estimating student’s potential. There is a variety of forms and methods that can be applied in working with gifted pupils. However all can be reduced to three, most commonly applied: homogenous grouping, acceleration and enrichment of the class work for gifted pupils. It is known that every child is born with one or more potential gifts. It is important to recognise gifted children as movers of our society, by this we do not mean that they need “elitist” approach they must be provided with the scope for development of their abilities with due respect to every individual personality The work with gifted pupils must be carried out with respect to all the complexity of educational and upbringing process. These children must be provided the opportunity for all-round development and growth.

UTJECAJ DRUŠTVENIH PROMJENA NA ULOGU I ODGOVORNOST NASTAVNIKA U SAVREMENIM OBRAZOVNIM SISTEMIMA

Author(s): Senad Bećirović / Language(s): Bosnian Issue: 62/2015

Social changes have exceptionally significant influence upon educational systems. Changes in society as well as accelerating technological development in last few decades are demanding a reform in educational system. Social role of a teacher and his responsibilities have significantly changed. Responsibilities and tasks of a teacher have increased but his social status has dropped. Increasing tasks and responsibilities are causing frustration and stress with teachers. Attitude towards their university education must be adjusted to their new tasks and responsibilities. Permanent learning must be directed towards enabling teachers for coping with challenges that are facing them in modern times.

Nowe technologie – nowy obraz dzieciństwa. Formy aktywności współczesnego dziecka w wieku przedszkolnym

Author(s): Elżbieta Nieroba / Language(s): English,Polish Issue: 2/2016

Artykuł podejmuje tematykę form aktywności współczesnego dziecka w kontekście przemian kulturowo-cywilizacyjnych oraz najnowszych ustaleń neurobiologii. Ukazano zagrożenia rozwojowe związane z nadmiernym oglądaniem telewizji i korzystaniem z urządzeń cyfrowych oraz uzasadniono konieczność wielopłaszczyznowych przemian w tej sferze. W artykule zamieszczono także opis i interpretację wyników badań własnych. The article tackles the subject of forms of activity of the present-day child in the context of cultural and civilizational transformations and the latest findings in neuroscience. It points to the developmental risks related to excessive television viewing and the use of digital devices. It justifies the need for multi-faceted changes in this sphere. The article also contains a description and interpretation of the results of the own research.

Jana Schulz: Bilingualer Spracherwerb im Witaj-Projekt.

Author(s): Holger Kuße / Language(s): German Issue: 2/2016

Dítě a mateřská škola. Co by měli rodiče znát, učitelé respektovat a rozvíjet. (Silvia Dončevová)

Author(s): Silvia Dončevová / Language(s): Slovak Issue: 2/2015

Review of: KOŤÁTKOVÁ, S.: Dítě a mateřská škola. Co by měli rodiče znát, učitelé respektovat a rozvíjet. Praha: Grada, 2014, 256 s. ISBN 978-80-247-4435-3 by Silvia Dončevová

Předškolní pedagogika

Author(s): Darina Dvorská / Language(s): Slovak Issue: 3/2016

Review of: OPRÁVILOVÁ, Eva; KROPÁČKOVÁ, Jana:Předškolní pedagogika, Praha: Garada Publishing, a.s., 2016. 224 s. ISBN 978-80-247-5107-8 by: Darina Dvorská

Część monograficzna. Kierunki rozwoju etyki pedagogicznej i teorii wychowania moralnego (pod redakcją Alicji Żywczok): Etyka pedagogiczna podstawą edukacji włączającej. Studium przypadku

Author(s): Edyta Widawska / Language(s): Polish Issue: 46 (1)/2016

Pedagogical ethics is the foundation for any discussion of education. Starting from this ethical discourse we can take actions on the basis of teaching. One of the basic concepts within the scope of pedagogical ethics is the dignity. Human dignity, which after World War II was indicated in international documents as the source of human rights. Poland’s ratification of the UN Convention on the Rights of Persons with Disabilities faces our country with the bulk of the commitments, the performance of which is to ensure the full realization of human rights and freedoms of this group of people. One of the commitments is to raise public awareness concerning rights of persons with disabilities. The article is devoted to one of many areas in which this process should take place, namely early childhood education, and exactly content of the free textbooks.

Selected aspects of institutional early childhood education and care in Warsaw – the perspective of professionals and low-income parents

Author(s): Małgorzata Karwowska-Struczyk,Olga Wysłowska / Language(s): English Issue: 2 (33)/2016

The article presents results of research into low income parents as well as professionals involved in the education, care and upbringing sectors. It concerns access to toddler care and preschool, the costs of sending children to such institutions, support for parents on low incomes, as well as the demands parents have of these institutions. The authors carried out two group interviews with parents, as well as three individual interviews with workers from the institutions. In the final part of the article, the results of the research are presented along with recommendations for politics concerning the sectors of education, upbringing and care of children from the ages of 0 to 6.

The learning environment as a space for changes

Author(s): Jolanta Nowak / Language(s): English Issue: 2 (33)/2016

Science is not a simple increase of knowledge, but a change in state of mind. This demands a personalized approach to the teaching/learning process, the consideration of new spaces serving to gain information and experiences, as well as making use of the dialogical nature of man to create a learning community. The child cannot be a background for teachers’ actions but an authentic real creator of his/her development. School should evolve from a socially and culturally authorized knowledge-transferring institution into an agency which will be a community of life and work. This paper focuses on selected aspects of a new culture of learning: constructive, self-regulated, situated and collaborative, that prepares the student for smooth functioning in a world marked by change.