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Rodičovský čas v Německu

Author(s): Zuzana Jürgens / Language(s): Czech Publication Year: 0

Česko se ani v těchto letech, kdy se na místo ve školce stojí fronty, není schopné v prorodinné politice inspirovat u svého nejbližšího souseda, v Německu. Zde se vláda kancléřky Angely Merkel zavázala, že do roku 2013 bude mít každé dítě po dovršení prvního roku právo na místo ve školce. A tento slib je už viditelný i v realitě - v obcích se staví školky, nabírá se personál. U nás je zodpovědnost za péči o děti zcela ponechána v rukou matek, které nemají ani zákonnou možnost pomoci si samy. Místo otevřeného prostoru jsou válcovány hygienickými nařízeními nutnými pro zřízení zařízení péče o děti, firemní školy je nutné hledat lupou a něco v Německu tak běžného jako institut Tagesmutter, denních matek, je stále v nedohlednu.

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Francouzská tradice: školka pro každé dítě

Author(s): Zuzana Loubet del Bayle / Language(s): Czech Publication Year: 0

V roce 1990 fungovalo v ČR celkem 1043 veřejných jeslí, v roce 2000 jich bylo evidováno pouze 67 a do roku 2007 klesl jejich počet jen na 49. V souvislosti s porodní křivkou silné generace 70. let se s nedostupností péče o malé děti potýká většina rodičů dětí předškolního věku. Tento problém bude v nejbližších letech přerůstat do prvního stupně základních škol. Ve školním roce 2011/2012 nebylo jen v hlavním městě Praha přijato přes 8000 dětí. Počet předškoláků v hlavním městě Praha i nadále roste, podle očekávání magistrátu tomu tak bude příští dva až tři roky. Stejné zkušenosti mají místní samosprávy v celém Česku. Vzáří 2012 nenastoupilo do školek na 50 000 dětí, které by nastoupit chtěly či potřebovaly. Je zde nastaven přesně opačný trend než ve vyspělých zemích, kde jako ve Francii jsou školky součástí školského systému.

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Oportunități de facilitare a relaţiilor interpersonale la elevii cu CES

Author(s): Inga Baciu / Language(s): Romanian Publication Year: 0

This article in about encouragement children with special educational needs in the development of interpersonal links with others and overcoming difficulties in interrelations with peers, this fact has allowed to emphasize effective methods, strategies and techniques for coping with difficulties and creating support for constructive interpersonal relationships. The established facts may be implied in the programs on preparation of school psychologists, teachers and for improvement of their professional skills, also in development of methodological instructions on inclusive education, in informative materials for parents, teachers and psychologists.

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ASPECTS REGARDING THE IMPORTANCE OF COLLABORATION BETWEEN KINDERGARTEN AND FAMILY FOR THE HARMONIOUS DEVELOPMENT OF THE CHILD

Author(s): Anca Cristina Ivașcu / Language(s): English Publication Year: 0

Abstract: The kindergarten and the family have an essential role in the harmonious development of the child. It is very important to have a close connection between the kindergarten and the child's family to be able to work together on his development. The kindergarten must always collaborate with the child's family, because the parents must be considered partners by the educator in the children's education, in the process of their development. Between the kindergarten and the family, there must be a permanent relationship of collaboration, which should be maintained through the realization of the educational partnership between the kindergarten and the family. The kindergarten-family educational partnership has an important role in the child's development, because through the activities within it, pluses are brought in the child's development. Both the kindergarten and the family have their well-established role in the kindergarten-family partnership and each one tries to do his part to be able to achieve something for the good of the children together, because this is the common goal of the two educational environments, that of working together on children's development, and to train him to be able to integrate into society. Therefore, the collaboration between the kindergarten and the family has a very important role in the harmonious development of the child. Keywords: collaboration; development; kindergarten; family; child.

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НАРОДНЫЕ ЗАГАДКИ КАК ЭФФЕКТИВНОЕ СРЕДСТВО ИНТЕЛЛЕКТУАЛЬНОГО РАЗВИТИЯ ДЕТЕЙ

Author(s): Tatiana Kotilevskaza / Language(s): Russian Publication Year: 0

The article is devoted to the problem of intellectual development of children of preschool age in the process of studying folk riddles. The author reveals the concept of "riddle", highlights the principles of the selection of riddles and groups of riddles that are used in pre-school. The work details the methods of work: a) with riddles – descriptions, b) with riddles containing the key distinguishing feature of the object, c) with riddles in which the description of the object is given through negation; it proved that the effectiveness of this technique has a positive effect on children's intellectual development.

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ASPECTE PRIVIND IMPACTUL PEDAGOGIC ȘI POSIBILITĂȚILE DIDACTICE DE REALIZARE A EDUCAȚIEI RELIGIOASE LA GRĂDINIȚĂ. OPINIA CADRELOR DIDACTICE

Author(s): Anca Cristina Ivașcu / Language(s): Romanian Publication Year: 0

Religious education is an important dimension of education that contributes to a child's development. Through religious education the child has the opportunity to know God. To facilitate the process of knowing God, the subject of religion has been introduced in schools. This subject is part of the common core curriculum and one hour a week is allocated to it. Religious education is carried out at school in every class, but in kindergarten things are different. At pre-school level, the study of the elements of religious education is carried out differently, depending on the teacher. Some teachers do not emphasise religious education at all, others do so by introducing elements of religious education into other activities. Another part of the teachers carry out extra-curricular activities for the implementation of religious education, while other teachers carry out religious education electives. Therefore, teachers' involvement in the delivery of religious education at pre-school level is carried out in different ways. The level of teacher involvement is very important for the successful delivery of religious education at pre-school level. The question that led to the research, which used a questionnaire as the main instrument, was how much teachers are involved in the religious education of pre-school children. The research found that teachers are differently involved in children's religious education and that the positive results in this respect are influenced by the way they act

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Integrovaný jazykový a metodický kurz

Author(s): Světlana Hanušová,Ailsa Marion Randall,Jaroslav Suchý,Alena Dobrovolná,Pavla Buchtová,Zuzana Kršková,Ondřej Krahulec,Filip Pultar,Ondřej Vitula,Marek Antal / Language(s): Czech Publication Year: 0

V české verzi nemá smysl uvádět celou podobu kurzu, protože je určený studentům a učitelům anglického jazyka. Z tohoto důvodu uvádíme v české verzi studijních materiálů jen jeho stručnou charakteristiku a základní zaměření.

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Výtvarný projev předškoláků

Author(s): Pavla Novotná / Language(s): Czech Publication Year: 0

Vzpomínám si, jak jsem jako tříletá malovala tento obrázek. Je to jen záblesk paměti, krátká vzpomínka na intenzivní prožívání procesu tvoření. Byla jsem sama v pokoji. Malovala jsem velkého zeleného čerta, snad abych se nebála, abych měla společnost. Pamatuji si radost z práce se zeleně se lesknoucí barvou, která mě uklidňovala, byla veselá, vybízela k další hře. Také spokojenost a pýchu z výtvoru, který se mi přece tak povedl. Vždyť byl jako živý, se všemi podrobnostmi a znaky, které čerta dělají čertem, se všemi detaily a s tím veselým výrazem. Byl to přeci hodný čert, měl své jméno a byl to můj kamarád.

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Сравнителен анализ на публичните разходи за предучилищно и начално училищно образование в страните от Европейския съюз

Author(s): Velichka Nikolova / Language(s): Bulgarian Publication Year: 0

Investing in education by the government can be seen as a key factor in the prosperity of both the individual and society as a whole. In this regard, in the process of gaining knowledge, it is essential to lay the foundations, which is achieved through education in the early childhood. To this end, the present report focuses on public expenditure on pre-primary and primary education which has been compared across the European Union member states.

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Specifičnosti i karakteristike inkluzivnog obrazovanja u nastavnom procesu iz ugla nastavnika

Author(s): Muzafer Hadžić,Mirsada Tulumović-Kalajac / Language(s): Bosnian,Croatian,Serbian Publication Year: 0

A special problem in regular schools is that all children who have been found to experience or have certain difficulties or special needs are not categorized. In this case, teachers and professional staff do not have any formal obligation to adjust the curriculum. This implies that these students are only integrated, but not included in the teaching process, which is created according to their individual needs and development possibilities. In this paper, the issue of adequate implementation of inclusive educational work is analyzed, with a special emphasis on the importance of including children with disabilities in inclusive education, the role of teachers in the implementation of the inclusive educational process, and the importance of educators', teachers' and teachers' attitudes towards children with disabilities. in development and their inclusion. In addition, the importance and highlighted role of teachers and all other actors of the educational process in achieving the proclaimed goals of social inclusion of children with developmental disabilities was emphasized.

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