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Image of the Teacher in the Light of Needs and Social Expectations

Author(s): Jolanta Karbowniczek,Urszula Ordon,Agnieszka Katarzyna Gębora / Language(s): Polish Issue: 11/2018

In contemporary school reality expectations for the teacher cause that the teacher is obliged for more and more advanced creating the professional image. Technical competence, in the everyday work cannot be sufficient in order to meet requirements of dynamic social and civilization changes. Also, general competence of the teacher performs the substantial role. The constant professional development is a requirement of accommodating the teacher to the work with the new generation of pupils, parents and educational surroundings.

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Pedagogika Márie Montessoriovej — učiteľ — teória a empíria

Author(s): Matej Slováček,Monika MIŇOVÁ / Language(s): Czech Issue: 11/2018

The theoretical part of the paper deals with the description of Montessori pedagogy and its outlook on the teacher’s personality. In the application part, it provides the methodology background to the research based on a quantitative content analysis method that deals with academic journals and papers with the subject of pedagogy in general, pre-school, primary education and pedagogy for special educational needs in Slovakia in context of the articles about the Montessori pedagogy as a possible source of an informal education.

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Dylematy wymagającej współpracy - ku pytaniom o relacje rodziców i nauczycieli w edukacji przedszkolnej i wczesnoszkolnej

Author(s): Magdalena Grochowalska / Language(s): Polish Issue: 11/2018

The text regards the issues related to some selected determinants of cooperation between the educational environments of a small child. With reference to the concept requiring cooperation, presented by Sennett, there was an attempt to indicate some dilemmas and doubts faced by the parents and teachers who meet in an educational establishment. Afterwards, one looked for justifications for some selected consequences which in pre-school and early school education might create a negative picture of the parents–teachers relations. Attention was also paid to the consequences which — for the cooperation process — might be brought about by one’s distinguishing himself/herself by a non-cooperative ‘I’. Then, the author gives a short description of program objectives in relation to discursive practices and the areas of action as attributed to the subjects and entities participating in education. The text ends in some reflections on possible changes in connection with leaving a space in educational practice, so that such a space should allow one to create cooperation.

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Szkoła i nauczyciel w okresie gwałtownej zmiany społecznej

Author(s): Mirosław J. Szymański / Language(s): Polish Issue: 12/2018

Change is an inherent part or social life. Its importance has grown considerably during the last half-century with social change becoming rapid and radical. The author considers the way a school functions in such conditions and what challenges are faced by teachers in their work. He discusses the stance of critical pedagogy expressed by Peter McLaren and proposals to transform schools formulated by Jesper Juul. On such a background, he presents the views of Polish authors and his own attitude towards pedagogical support for student development.

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Adaptation of DMQ 18 for Measuring Mastery Motivation in Early Childhood

Author(s): Anayanti Rahmawati,- Fajrianthi,George A. Morgan,Krisztián Józsa / Language(s): English Issue: 4/2020

Mastery motivation, related to a child’s socio-emotional and cognitive growth, was measured using DMQ 18. It has not been adapted in Indonesia, making collaboration research difficult. This research aimed to demonstrate how the ITC Guidelines could be used for adaptation. The sample included 169 kindergarten children. Data analysis utilized the second-order confirmatory factor. The model fits the requirements. Results showed that the adaptation of DMQ18 fulfilled validity and reliability.Mastery motivation, related to a child’s socio-emotional and cognitive growth, was measured using DMQ 18. It has not been adapted in Indonesia, making collaboration research difficult. This research aimed to demonstrate how the ITC Guidelines could be used for adaptation. The sample included 169 kindergarten children. Data analysis utilized the second-order confirmatory factor. The model fits the requirements. Results showed that the adaptation of DMQ18 fulfilled validity and reliability.

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Vývoj globálneho diskurzu vzdelávacej politiky a nové sociálne funkcie predškolského vzdelávania

Author(s): Ondrej Kaščák / Language(s): Slovak Issue: 3/2020

The study analyses the nature of global education governance and the mechanisms of transnational influencing of national education systems today, with an emphasis on early childhood education. Through a discursive analysis of key OECD and EU documents, it clarifies the new conceptualization of the early childhood education and early childhood education sector as such. The conceptualization, based on a prospective and economizing view, is promoted through various reform mechanisms within particular national contexts. The study gives examples of reform movements in Slovakia and Germany. The study confirms the validity of the so-called convergence hypothesis for early childhood education, despite the diversity of early childhood education traditions in Europe.

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If It Were Not Exceptional, We Wouldn’t Have Chosen It: Institutional Habitus of Two Nursery Schools

Author(s): Lucie Jarkovská / Language(s): English Issue: 3/2020

Using the concept of institutional habitus, the article analyses the distinctive everyday practices in two nursery schools (privately-funded Forest nursery and publicly-funded Estate nursery). Based on data from interviews and from direct observations it explores how the habitus of both nurseries is constituted; focusing on social context of each nursery, its organizational structure, shared values and interpersonal and community relationships. Those aspects are discussed with theories of parental attitudes and styles and its consequences for social reproduction as addressed in the works of Bourdieu, Lareau, and Reay. The analysis shows that parents are hoping for similar outcomes (e.g. self-reliance) however they believe in different paths leading to those goals. Additionally, through looking at the habitually framed difference in the perceptions of discipline and social control exercised through institutional rules we illustrated how the exclusivity of private institution is constructed. We concluded, it is not just the required fee, but also the adequate level of cultural capital needed to understand the sophisticated code of rules that are framed by freedom and as voluntary. The analysis of such subtle processes is important for understanding educational inequalities and reinforcing social cohesion through education.

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THE IMPACT OF COVID 19 PANDEMIC ON THE INSTRUCTIVE-EDUCATIONAL PROCESS IN KINDERGARTEN

Author(s): Adela-Simina Câmpan,Muşata Bocoş / Language(s): English Issue: 1/2021

We are all going through a difficult period, called into question by so many questions: the COVID 19 pandemic. Without a doubt, this pandemic has had and still has many implications both in the personal life of each of us and in our professional life. In addition to the fact that this virus affects our health, professional life has also been put to the test. The education system was not bypassed by challenges, therefore this period proved to be extremely demanding, with many implications on the instructive-educational activity. Preschool education has not been exempted from the impact of the changes that have occurred as a result of the outbreak of the pandemic. Teachers in the preschool education system have faced many difficulties in terms of teaching in the group. The instructive-educational process suffered in the context of the pandemic, being many variables to consider: the age peculiarities of preschoolers, the ways in which the teaching activities can be carried out through the platforms, the quality of the educational act through them, the lack of training of the teachers in this respect, the availability of parents to be able to supervise the preschooler during the synchronous online activities, etc. The present study presents the results of the application of a questionnaire addressed to teachers in preschool education, on the territory of Romania, which highlights the implications of the pandemic on the instructive-educational process in kindergarten.

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Okul Öncesi Dönemdeki Göçmen Çocuklarda Benlik Algısı: Sosyal Uyum ve Beceri Eğitiminin Etkisi

Author(s): Emine Bozkurt Polat,Saide Özbey,Mehlika Köyceğiz Gözeler,Sare Türkmen / Language(s): Turkish Issue: 2/2021

In the study, it was aimed to examine the effect of Social Skills Training Program applied to 60-72 months old immigrant Afghan children on children's self-perception. In the research, an pre-test -post-test experimental design without control group was used. The study group of the research consists of 17 immigrant children of ,60-72 months, attending to Ankara Keçiören Youth Center, which was selected with purposeful sampling method. “DeMoulin Self-Perception Scale” was used as a data collection tool to measure children's self-perception levels. In the study, the Social Cohesion and Skills Training Program was applied to Afghan children 2 days a week and for 12 weeks. The self-perception levels of the children were measured before and after the program. As a result of the analysis, it was determined that there is a significant difference between the scores of the children before and after the Social Adaptation and Skills Training Program in favor of the post test (p <0.05). However, a significant difference was found in favor of the pre-test (p <0.05). This situation was interpreted as the applied program had a positive and significant effect on the self-perception scores of the children, but this effect continued, although it decreased over time. In addition, it was pointed out that the self-perception of the child is significantly affected by the family, and it was suggested that the education of parents on child education would make a significant contribution to the children's gaining a positive self-perception.

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Motivations for Choosing a Career and the Expectations of Serbian and Slovenian Preschool Teachers of Their Own Career Development

Author(s): Mojca Žveglič Mihelič,Marina Stančić Nosonjin,Aleksandra Gojkov-Rajić,Milena Valenčič Zuljan / Language(s): English Issue: 1/2022

Studying motivations of teaching professionals for their profession is an important area of research. Knowing motivations is relevant to both school policy and teacher educators in order to tailor initial and further training accordingly, thus enabling individuals to be best equipped to meet the challenges of their careers. In the present article, we were interested in why Slovenian and Serbian preschool teachers choose their profession, how the preschool teachers with different motivations for their choice perceive their profession as a career, what factors they consider to have an impact on their career development, and what expectations they have in relation to it. The study was based on a survey approach and included 289 preschool teachers from Serbia and Slovenia. The results show that among preschool teachers in both countries intrinsic and altruistic motives prevail in their choice of the preschool teaching profession and that their importance increases as the importance of motives of a simplistic view of studies and work decreases. The results indicate that the predominant motivation for choosing preschool teaching as a career plays an important role in the preschool teachers’ views of their profession, their identification of the career development factors, and their career expectations and plans. The implications of these findings for preservice and inservice preschool teacher education are discussed.

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The Role of Literary Texts in Relation to The Development and Respect of The Child’s Identity

Author(s): Mirjana M. Stakić,Aleksandra V. Janković / Language(s): English Issue: 1/2022

Identity is a very complex structure. There are many aspects of identity and those start to form and develop in early childhood This study explores specific age-related characteristics of children which influence the forming and shaping of different layers of identity and points out the important role that legislature and various social environment factors have in this process. Special attention is dedicated to the positive influence that preschool teachers and institutions have and to a range of possibilities that literary texts offer in this whole process. Concrete examples illustrate how complex semantic structure of a literary text can initiate conversation about different layers of identity. The advantages of this kind of work are numerous and are reflected in the fact that the development and the strengthening of the identity is approached from an integrative standpoint, given the fact that we are simultaneously working on children’s speech development through reading activities and literary text analysis. The main implication of this study is 1) the need for conducting future research with the aim of identifying literary texts which, apart from their aesthetic quality, also possess semantic potential as a tool for learning about identity and 2) further work on strengthening the competences of preschool teachers so that they can integrate activities directed towards development of the child’s identity in all the areas of their educational activities within preschool institutions and carrying them out with continuity.

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ICT Equipment in the Kindergartens for Sustainable Education from Kindergarten Principals’ Perspectives in the Czech Republic

Author(s): Abdülkadir Kabadayi,Martin Skutil,Martina Maněnová / Language(s): English Issue: 2/2022

With the rapid development of the technology in 21st century, education sectors try to make good use of the ICT effectively. Therefore, the schools have rapidly been equipped with modern ICT tools to sustain education effectively. The purpose of the research was to map the equipment of ICT for sustainable education. 143 kindergarten managers participated in the research from four Czech Republic regions. They were interviewed by the questionnaire prepared by the researchers. In the study 3 hypotheses were tested via the quantitative method. In conclusion, it shows that the kindergartens seem to ideally have a lack of ICT tools in kindergartens in the Czech context for sustainable education.

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PRE-SERVICE TEACHERS’ KNOWLEDGE AND OPINION ABOUT STEM EDUCATION IN PRESCHOOL

Author(s): Éva Bálint-Svella,Iuliana Zsoldos-Marchiș / Language(s): English Issue: 1/2022

In recent years, the focus of many researches has been on STEM activities and their application possibilities. The current research examines the opinion and experience of 85 Primary and Preschool Pedagogy specializations students regarding the use of STEM activities in kindergarten. The research tool was a questionnaire that included 18 questions: 5 questions with demographic data, 3 questions on how to integrate different experiential fields in pre-school activities, and 10 questions related to students’ knowledge and experience about STEM activities. The results show that students integrate different experiential fields. More than half of the respondents are unfamiliar with the term STEM and don’t have any personal experiences with STEM. These results highlight the necessity of integrating STEM Education in pre-service and in-service teachers training. The results also present students’ opinion about the essence and opportunities of STEM Education, and the cognitive, emotional, social, and physical skills/abilities most developed by STEM.

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Pre-primary school education in Finland – How it works from start to professional

Author(s): Reeta Mäki-Pollari / Language(s): English Issue: 1/2022

Early childhood education and care in Finland has changed over the past few years, and has been receiving more political attention in Finnish government programs. We can have only seven children with one adult and a two-year pre-primary education trial, and we have a deficiency of educated teachers. In Finland, pre-primary school teachers are educated at university. Studies last three years and focus on pedagogy. At some universities, the master of education degree can be studied immediately after the bachelor’s degree.

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Spotkanie baśni i obrazu jako projektowanie procesu kompetencji kulturowej

Author(s): Magdalena Kaliszewska-Henczel / Language(s): Polish Issue: 17/2020

The aim of this article is to analyse the process of developing cultural competence by adult language users. Participation in this process allowed me to explore students’ strategies of reading fairy tales in relation to the image – “the stimulator of imagination”. Based on par-ticipant observation and action research, I situated my research in the qualitative paradigm. The interpretations of cultural texts formulated by teacher candidates are the results of: 1) patterns formed through previously experienced traditional education and 2) participation in an educational situation that stimulates the process of meaning-making.

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„Oni się tylko bawią” – czy tylko? Kontrowersje wokół hasła nauka przez zabawę

Author(s): Jolanta Zwiernik / Language(s): Polish Issue: 1 (54)/2022

The content of this article are considerations relating to the slogan of play-based-learning. In the first part of the text, referring to the classical definition by Johan Huizinga, the characteristics of play and its functions are presented (Hurlock, Brzezinska), the definition of learning by Teresa Bauman is quoted, and the activity of learning understood as a creative process is discussed (Stasiakiewicz). The second part of the text analyzes two theoretical positions (Moyles, Edwards) and relates their fragments to examples from educational practice. In the conclusion, the author returns to the initial thesis of the article stating that play, learning and work are three different areas of human activity and it is good to preserve their separateness for the benefit of each of them.

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Możliwości wprowadzania Mindtoyness do wczesnej edukacji. Ewaluacja z perspektywy społeczno-organizacyjnej i badawczej

Author(s): Jolanta Kruk / Language(s): Polish Issue: 1 (54)/2022

The article continues the issues surrounding the Mindtoynessproject, carried out between 2019 and 2021. Its summary would not be complete if it were not accompanied by a broader, social reflection on the context in which it arose and was developed. This context consists of: the change in perceptions and cognitive processes in the digital turn, turbulent social background, as a consequence of the COVID-19 pandemic together with the reforms of the education system in Poland. When evaluating the MT project, it is also worth pointing out the possibilities of introducing the kits at the level of early childhood education, confronting them with the current core curriculum. Other aspects of project evaluation concern the possibility of conducting research at a distance, as an unavoidable consequence of a pandemic situation and conclusions relating to the differences associated with the different cultural contexts in which the researcher and collaborating actors work.

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Egyházi óvodák: munkakörülmények és szakmai autonómia óvónői szemmel

Author(s): Judit Keller,Alexandra Szőke / Language(s): Hungarian Issue: 3/2022

This paper studies the expansion of church supervision in the running of kindergartens. We aim to explore the ways church-run kindergartens differ or reveal similarities to church-run primary schools. We present the extent of church expansion, modes of takeover and the regulatory framework of kindergartens maintained by local governments and various churches. Drawing on a small-scale qualitative pilot research based on interviews with kindergarten teachers, we discuss the opportunities and constraints arising from church supervision in terms of working conditions, human resource supplies, the selection of children and the pedagogical program.

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Kreatywność językowa dzieci w wieku przedszkolnym

Author(s): Mateusz Szurek / Language(s): Polish Issue: 33/2021

Linguistic creativity is a form of children’s activity that involves the creation of new words not found in adult language. The period of specific speech is the moment of the most intensive development of vocabulary – this is the time of the final formation of the language system. The linguistic creativity and cognitive activity of preschool children has a significant impact on the increase in the number of new forms created by them, which are neologisms. In this article the author discusses the ways of creating neologisms and neosemantisms by children aged 3–6 years.

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Značaj igre za razvoj djeteta predškolske dobi

Author(s): Ilda Bekrić / Language(s): Bosnian Issue: 1/2023

It is known that children's basic activity is play. Every child has a natural need to move and play, and through play they learn and gain knowledge. Through play children's develop psychological, socio-emotional, physical, social and moral abilities. Playing, the child unconsciously activates his thinking, frees imagination and emotions, develops social relationship, activate his body, moves and work. Learning through play is one of the most quality ways of learning for preschool children. Playing affects on overall development of the child, keeping his motor, emotional, cognitive, social, communicational skills and self confidence. Unfortunately, today children play less and less and a lot of times spend watching television or playing games on mobile phones, tablets or computers. In this way children become antisocial and its very hard to encourage socialization with peers. No matter how much you create a stimulating environment for playing, children interest and attention is too small. Through this work we will again show the importance of play for the development of preschool children and give some examples of social and didactic games which affects to all developmental aspects of the child.

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