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Transferuri educaţionale intrafamiliale: de la imobilitate la mobilitate

Author(s): Roxana-Mihaela Vasiliu / Language(s): Romanian Issue: 15/2015

Social mobility represents one of the major research topics in sociology of education literature, especially in relation with the role of education in mediating the process of intergenerational mobility. The purpose of the paper is to identify some patterns regarding the relationship between generations from an educational perspective, in order to observe the changes that are being made in different types of families, using data from a sociological quantitative study conducted on a sample of 820 students in upper secondary schools from Iasi city. The results indicate the fact that there are differences of perspectives related to the investments in education, and these aspects are determined especially by family characteristics/background. At the same time, the main wish of the family regarding the future of the next generation is to receive a higher level of education (the perception of education as an upward way, in order to overcome/maintain the social condition).

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Doing new things with language:

Author(s): Ingrida Balčiūnienė,Aleksandr N. Kornev / Language(s): English Issue: 12/2016

The paper deals with micro- and macrostructural static and dynamic narrative characteristics in specifically language-impaired (SLI) Russian-speaking preschool children and their typically-developing (TD) peers. The study was based on experimental data that included storytelling and retelling elicited by means of wordless picture sequences. First, individual measures of story structure, episode completeness, internal state terms, story productivity, lexical diversity, and syntactic complexity, as well as the percentage of linguistic dysfluencies and errors, were evaluated and compared between the experimental and control groups. Second, the impact of such factors as session (1st vs. 2nd), story complexity, and mode (telling vs. retelling) on the dynamic variation of micro- and macrostructural narrative measures was evaluated. Our results highlighted essential dynamic differences between the samples from the perspective of narrative structure, structural complexity, grammaticality, and vocabulary.

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Nepoznaná identita učiteľa predprimárneho vzdelávania v dôsledku reformy školstva z roku 2008.

Author(s): Iveta Sedliaková / Language(s): Slovak Issue: 4/2015

The Education Law no. 245/2008 Collection of Laws on education and on amendments to some acts became a turning point for kindergarten, in the light of new requirements for teacher in his work. In pre-primary education teachers have changed responsibilities has become a new creation of curricular documents, the goals started to operationalize, the planning has started using a new terminology etc. The reform of the school curriculum has brought two-level model designing the curriculum and the teachers for the first time gained autonomy for creating their own school educational programs, which at that time was not good point. The whole start of the reform and implementation of education and training according to the two-level model of education was criticized by many experts and teachers. Teachers were discouraged, disoriented and incapacitated in fulfilling obligations under stress, mentally and physically exhausted, that the positive consequences was not nearly speech. According to several studies, mentioned in the following text, they have changed working conditions, change in the externally defined rules or adversely affect the survival of these changes on the transformation of identity. The aim of this contribution is to arouse the initiative to examine unprecedented new identity of teacher impact of the reform of 2008. The contribution will be presented in three levels. The first is devoted to the description of the consequences of the reform of the 2008 teacher at pre-primary education, the second clarifies the concept of identity in the context of this contribution is a research in the field of transformation of identity teacher. The third level deals with finding the identity transformations of pre-primary teachers following the reform of 2008.

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Žalovanie a hierarchia – etnografická Analýza.

Author(s): Zuzana Stoláriková / Language(s): Slovak Issue: 1/2016

Preschool children tend to organize their groups in very well defined hierarchy. Children use tattling, which is an observable form of gossip, as a tool to punish unacceptable behavior. However, it is also a strategy of dominant children to protect common resources. On the other hand, other studies suggest dominant individuals are the subject of gossip more frequently. This study aims to verify following hypothesis: Less dominant individuals use tattling to weaken the reputation of more dominant individuals in their common children peer group. The results suggest the tattling goal of less dominant children really is to weaken the reputation of those children who are higher in the hierarchy, but it is used to create coalitions also.

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Emergent literacy, visual literacy i czytanie dialogowe. Potencjał edukacyjny i emancypacyjny książki obrazkowej w środowisku rodzinnym i przedszkolnym

Author(s): MAłgorzata Cackowska / Language(s): Polish Issue: 2 (33)/2016

The article concerns contemporary perspectives on early education, early, emergent and visual literacy, and concepts of the development of cognitive, linguistic, and socio-emotional competencies by using picture books in the dialogic reading method. Picture books for small children, especially early-concept picture books, which present nouns, verbs, or adjectives and are aesthetically designed, have a great potential, and are important for the gaining of cognitive, emotional, and visual codes and ideas by the child, especially when they are introduced by an adult (parent at home or teacher in a preschool institution) through an active, dialogic manner of reading. Dialogic reading is shown and described by G.J. Whitehurst and other researchers as an interactive and stimulating method of cognitive and socio-emotional development, which enhances the children’s speaking and reading competencies independently of their class, race, or gender – which is of emancipatory significance. The main aim of the text is to turn the reader’s attention to the significance of interactive reading of precisely selected, high-quality picture books by parents and early education teachers in the context of children’s development.

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THE IMPACT OF COLLEGIAL COOPERATION OF PRE-SCHOOL TEACHERS ON PROFESSIONAL DEVELOPMENT OF INDIVIDUALS AND ORGANIZATION

Author(s): Sabina Krajnic,Milena Valenčič Zuljan / Language(s): English Issue: 2/2014

The article discusses the impact of collegial cooperation of pre-school teachers on professional development of individuals as well as entire organizations aiming to learning community. The authors consider professional development of pre-school teachers as a process of “significant and life-long learning experiential learning in which individuals realize their concepts and change their practice. The process includes individual’s personality, professional and social dimension and means development towards critical, independent and responsible decision-making and managing” (ValenčičZuljan, 1999; 2001, 2008). According to the authors, pre-school teachers are professionals who possess sets of competencies that have been developed throughout the process of collegial cooperation and learning at different levels. The empirical part of the article presents the results of qualitative and quantitative research obtained on the sample of pre-school teachers and their assistants employed in public kindergartens in Slovenia. The authors emphasize impacts and forms of collegial cooperation within the kindergarten where pre-school teachers work. Estimations of impacts of interpersonal collegial cooperation in the kindergarten, the most desired forms of cooperation among teachers, knowledge and skills obtained with such cooperation and the effects on their professional development as well as factors that promote or hinder diverse forms of cooperation are presented.

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MOTOR KNOWLEDGE ACCUMULATION AND MOTOR CREATIVITY MANIFESTATION

Author(s): Nataša Sturza-Milić / Language(s): English Issue: 2/2012

Movement during preschool age is the primary way of action, expression, learning and development. The aim of the paper is to consider the relation between motor creativity and motor knowledge in preschool children. According to contemporary creativity theories, knowledge has an important role to play in forming of a critical level below which creativity is not possible. Insufficiently stimulated and developed motor skills and knowledge at this age can be the cause of decreased or ’slumbered’ motor creativity. Estimation of motor performance (motor testing - validated battery of 7 motor tasks) and motor creativity (Torrens TCAM test) has been carried out in Vrsac on the sample of 224 preschool children aged 6 to 6,5. The results show that motorically more able children (with higher level of motor knowledge) have made better results in TCAM test tasks. The obtained results point to the need to provide preschool children with suitable conditions leading to their optimal motor development and creative motor expression.

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PARENTS' ATTITUDES TOWARDS PEDAGOGICAL EDUCATION

Author(s): Snežana S. Babić-Kekez / Language(s): English Issue: 1/2012

This paper discusses the attitudes of parents of preschool children regarding pedagogical education. The aim of this study was to determine whether the parents' gender, age and level of education significantly influence their attitude towards pedagogical education, i.e. if there is any difference in educational needs with regard to these factors. The research using the method of factor analysis showed that parents positively evaluate pedagogical education. The T-test showed that there is a statistically significant difference in the evaluation of the importance of pedagogical education in relation to the parents' level of education, while no statistically significant differences were found regarding the other variables (the parents' gender and age). The research findings show that regardless of gender and age, parents of higher level of education have higher educational needs for responsible parenthood, and positive attitude towards pedagogical education.

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PARENTS OPINIONS OF THE IMPACT OF COMPUTERS ON THE SOCIAL BEHAVIOR OF CHILDREN

Author(s): Lazar Stošić / Language(s): English Issue: 1/2014

This paper introduces the impact of computers in the social development of the child. There is quite little research on this topic. The sample survey was made in the municipalities of the Crveni Krst, Palilula, Niska Banja and Medijana. The questionnaire contains fifteen questions that have closed. A descriptive-analytical methods. Overall, most research shows the damaging effects of computer use. In this paper, we come up with some facts that confirm the opinions of other researchers and also give an opportunity to also use for further research. Being dependent on the site and the social environment is different and the results of the research.

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Rodzina w wyobrażeniach dzieci z Centrum Interwencji Kryzysowej

Author(s): Marek Jeziorański,Dorota Kondracka / Language(s): Polish Issue: 1/2017

The article presents issues concerning family image among children who stay in the Crisis Intervention Centre. The basic problem the article deals with is the question how the respondents see their own family. Three essential components are emphasized in the question: (1) respondents’ identification with significant people in the family, (2) emotional conflicts in family relationships, and (3) family structure with a special focus on the child’s position. The research material was acquired by means of Family Drawing Test, as well as relevant interviews and observation. Applying this method, eight children aged 7 – 12 years were questioned. The data interpretation is preceded by a theoretical analysis referring to definitional and descriptive issues involving: crisis, critical situation, dysfunctional family and Crisis Intervention Centre.

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Rodzina jako pierwsze środowisko wychowawcze. Zadania i ideał wychowawczy – z perspektywy nauczania Kościoła

Author(s): Marta Filipowicz / Language(s): Polish Issue: 1/2017

This article deals with a family as the first and basic educational environment. It is the first environment in chronological terms – family environment appears at the beginning of life - and it is the first one from the perspective of responsibility and vocation – a family decides about educational methods. The issues presented here cover also contemporary threats to education which may be experienced by a family structure; moreover, we attempted to point out the ideal of Christian education.

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Povezanost socijalne kompetentnosti dece predškolskog uzrasta sa prihvatanjem u grupi i antisocijalnim ponašanjem

Author(s): Jasmina Klemenović,Stanislava Marić Jurišin,Jelena Nikolić / Language(s): Serbian Issue: 25/2016

During the first years of a child’s life, he/she establishes different socioemotional relationships that shape his/her psycho-social development. In addition to acceptance by members of the family, the socialization of the child specially implies the relationships and acceptance by the peers. Socially competent children use different stimuli from the environment, as well as their personal skills and interests, to participate in the community which they belong to. A child’s development and learning are significantly hampered if the incentives for interaction are absent or hindered for quite a long time by inappropriate behaviour of the child and / or the peer rejection. With the intention to act preventively, there has been created a research in five preparatory preschool institutions in Vojvodina. The aim of the research was the correlation between children’s social competence (N = 120) and their acceptance among peers, and their tendency to antisocial behaviour. Findings from scaling and sociometry show that preschoolers mutually significantly differ in acceptance, social and anti-social behaviour, where a significant positive correlation has been found between social competence and a number of years spent in the institution, while girls are rated as more competent and more accepted. During the first years of a child’s life, he/she establishes different socioemotional relationships that shape his/her psycho-social development. In addition to acceptance by members of the family, the socialization of the child specially implies the relationships and acceptance by the peers. Socially competent children use different stimuli from the environment, as well as their personal skills and interests, to participate in the community which they belong to. A child’s development and learning are significantly hampered if the incentives for interaction are absent or hindered for quite a long time by inappropriate behaviour of the child and / or the peer rejection. With the intention to act preventively, there has been created a research in five preparatory preschool institutions in Vojvodina. The aim of the research was the correlation between children’s social competence (N = 120) and their acceptance among peers, and their tendency to antisocial behaviour. Findings from scaling and sociometry show that preschoolers mutually significantly differ in acceptance, social and anti-social behaviour, where a significant positive correlation has been found between social competence and a number of years spent in the institution, while girls are rated as more competent and more accepted.

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Pictures with narration versus pictures with on-screen text during teaching Mathematics

Author(s): Ioannou Panagiotis,Evdoxia Rodiou / Language(s): English Issue: 1/2017

The purpose of the present study was to compare the effects of two different teaching methods on students’ comprehension in Mathematics: pictures with concurrent narration versus pictures with on-screen text, during teaching triangles, a lesson in Mathematics. Forty primary school children (boys and girls) selected to participate in this study. Students splitted into two experimental groups with the technique of simple random sampling. The first group consisted of students who viewed and listened (pictures with narration group), while the second group consisted of students who viewed (pictures with on-screen text) a presentation of triangles. A recall test was used to evaluate students’ comprehension. The results showed that students’ comprehension was better when triangles' presentation (pictures) was accompanied with spoken words, than with printed words. The pictures with narration group performed better than the pictures with on-screen text group, in recall test (M = 4.97, SD = 1.32) p<0.01. Results are consistent with the modality principle in which learners are more likely to build connections between corresponding words and pictures when words are presented in a spoken form (narration) simultaneously with pictures.

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Koncepcja stu języków dziecka w przedszkolach Reggio Emilia. O przełamaniu hegemonii języka werbalnego w dziecięcym procesie uczenia się

Author(s): Aleksandra Maj / Language(s): Polish Issue: 1 (36)/2017

The paper presents the idea of the hundred languages of children interpreted by Reggio Emilia educators as “the different ways used by human beings to express themselves” (Vecchi 2010: 9). It also discusses the role of different languages (verbal, visual, mathematical, scientific language, etc.) in children’s learning. By using various symbolic representations, children have the opportunities to show the same concept in different media. This process is described on the basis of short description of project conducted in Reggio Emilia preschools.

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Assessment of Importance of Competences for Students – Future Preschool Teachers in Serbia and Romania

Author(s): Tanja Nedimović,Adrijan Božin,Nataša Sturza-Milić / Language(s): English Issue: 1/2014

Education plays special role in fostering development of human potentials for acquiring competence as general ability of an individual. New educational and psychological paradigms consider competence as a set of potentials, development capacity of an individual to successfully achieve its objectives, needs and roles in various areas of social and professional life and for mutual communication with others. Modern approaches emphasize the obsolete nature of the concept of one-dimensional competences of education, which has been primarily based only on knowledge, stressing the importance of practical activities, active teaching, creative work, ability of working in team and understanding others. This paper presents the results of an empiricalexplorative study aimed at identifying competences that preschool teachers believe to be important for their vocation. The overall sample consisted of 306 respondents, future preschool teachers who study in Serbia and Romania. The research is based on a questionnaire that was developed for students with the goal to examine the extent of differences regarding the assessment of importance of competences for the vocation of preschool teacher depending on the year of study and place of residence (Serbia / Romania). The research revealed that there are statistically significant differences in the assessment of importance of preschool teacher competences and the place of residence. Students from Romania attribute higher importance to the knowledge of standards required for the vocation of preschool teachers, achieving objectives in accordance with the program, using information technologies, evaluating the own work and awareness of the importance of lifelong learning, than do students from Serbia. Results obtained in this research may find their application through incorporation in teaching programs of higher education institutions of content related to the importance of competence of future preschool teachers.

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Взаимосвязь социальной успешности и эмоциональных переживаний детей дошкольного возраста

Author(s): Angelica Nicolayevna Pronina,Irina Vasilyevna Yakovleva,Irina Victorovna Sushkova / Language(s): Russian Issue: 3/2017

Introduction. The article presents an overview of the main ideas and results of studying the problem of the relationship between social success and emotional experiences of preschool age children. The aim of the study was to identify the relationships between indicators of social success and types of emotional experiences of preschoolers. Materials and methods. The authors employed the following methods of assessing preschoolers’ social success: methods of directing social behavior motivation (motivational level), methods of choice in action (the indicator of attitude), behavior type monitoring (behavioral indicator). Colour tests for assessing the emotional status, anxiety tests, methods of revealing fears, and methods of aggression display were applied in order to assess emotional experience of preschool children. Evaluation of the interdependence between indicators of social success and emotional experiences were carried out using Spearman rank correlation (p). The sample consisted of 188 children of senior preschool age. Results. The study identified subgroups of socially successful (n=135) and social failure (n=53) children. It has been established that socially successful children have higher average values of all studied emotions. Correlation analysis showed that high rates of social success have a higher level of emotional experiences: group direction of social behavior motivation is characterized by a neutral emotional state and high levels of fear; positive sociometric status is characterized by high aggression and fear level; active social behavior type was characterized by high aggression and anxiety level. Socially unsuccessful children have lower levels of manifestation of the same emotional experiences. Conclusion. The results allowed to conclude that separate indicators of social success of preschool age children are connected with certain types of emotional experiences. It is revealed that high levels of indicators of preschoolers’ social success are associated with a high level of emotional distress – increased aggression, anxiety, and fear, which characterizes emotional stress in achieving and maintaining social success. Low levels of emotional experiences of socially unsuccessful preschoolers indicate their passive social attitudes.

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The Development of Emergent Literacy in Serbian Kindergartens: Basic Resources and Related Practices

Author(s): Nada Ševa,Jelena Radišić / Language(s): English Issue: 2/2013

This study explores the basic resources available in kindergartens and practices of kindergarten teachers that literature recognizes as supportive for the development of emergent literacy in 3–5 year-old children. 374 kindergarten teachers from 10 different districts at the territory of the city of Belgrade filled in a questionnaire on the frequency of storybook reading, the number and types of books available to children and their use of electronic media (e.g. television programmes, cartoons) in their everyday practices with children. The results indicate that current educational programmes in Serbia do not explicitly support the development of emergent literacy in 3–5 year-old children. Although teacher initiated reading is embedded in daily kindergarten activities, our kindergartens hardly fulfil the necessary conditions with respect to print rich environment (1–3 books on the average, compared to the minimum of 5). TV sets are present in 85% of kindergartens, with 45% directly available to children in their rooms. Although children mainly watch TV 1–3 times per week, it is used mostly for entertainment, with only 34% of teachers using it as an educational tool in the interaction with children. Future directions of research on practices and beliefs related to emergent literacy, both in kindergartens and at home, are discussed.

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Assessment of Young Learners in the Pre-Literacy Period in Serbia

Author(s): Biljana B. Radić-Bojanić,Jagoda Topalov / Language(s): English Issue: 3/2017

Given the fact that English is an obligatory subject in Serbian schools since the first grade, many parents opt for an early start and enroll their children in English classes while they are still in kindergarten, before they can actually read or write. Another context in which young learners learn English in Serbia are the first two grades of primary school, which are also considered to belong to the pre-literacy period because children learn the Latin alphabet only in the second semester of the second grade. For those reasons pupils in Serbia do not read or write in English until the age of 9, so the question is how the teacher can implement assessment in the pre-literacy period. Relying on informal interviews with 15 teachers, this paper intends to investigate how assessment is done with very young learners in the pre-literacy period in private and state-owned primary schools and to present a solution based on the competences that children in this age group already possess, as well as on the teaching and learning aspects which are of great value for the improvement of children’s English language competence.

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INVESTIGATION OF ENVIRONMENTAL PROBLEM SOLVING SKILLS OF PRESCHOOL AGE CHILDREN

Author(s): Ayşegül Ulutas,Bahadir Köksalan / Language(s): English Issue: 2/2017

The study was conducted to determine problem-solving skills of preschoolage children on environment as well as factors affecting this skill. For this purpose,quantitative and qualitative research methods were used together in the study and theresearch was designed in the screening model. This study is a descriptive type researchsince it questions the present status. The study group consisted of 168 childrenstudying a preschool in the Province of Malatya. The random-sampling method wasused to select the participating children. The Introductory Information Form and theScale for Problem Solving in Environmental Education (SPSEE) developed by Ulutaş andSağlam (2016) were used for research data collection. A semi-structured interview formdeveloped by the researcher was used to perform the interviews with parents. As aresult of the SPSEE analysis, 15 children with the lowest scores among the participatingchildren were identified and interviews were performed with their parents in order toobtain in-depth information in this regard. Content analysis was used to analyzequalitative data, and one-way ANOVA was used for quantitative data analysis. As aresult of the study, the results of both analyses were found to overlap.

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Znaczenie otoczenia fizycznego dla rozwoju dzieci w wieku od 3 do 6 roku życia – badanie nad efektywnością oddziaływania mebli edukacyjno-terapeutycznych umieszczonych w salach przedszkolnych

Author(s): Kinga Misiniec,Anna Myrda,Marek Misiniec,Grzegorz Struzikiewicz / Language(s): Polish Issue: 1/2024

Development is a result of interactions between biological conditions and the environment in which the developing child lives. The child must receive the right amount of stimuli I – not too much and not too little. Thanks to this, the child gains experience and successfully acquires sensorimotor and cognitive skills. Furniture is part of the physical environment that all young children come into contact with. The aim of the presented study was to check the extent to which furniture designed to support the development of preschool children actually fulfils this function. It was expected that children who would have systematic contact with therapeutic furniture would develop better than children staying in a space with standard furniture. 60 children aged 3 to 6 years participated in the study. Half of the children (two experimental groups of 15 children each) attended a kindergarten that received the designed furniture. These pieces of furniture were located in rooms where children spent time every day – preschoolers had frequent contact with them and could use them spontaneously during free play time. The control groups included children attending preschool with standard equipment. All children were tested twice with a standardised intelligence test (IDS-2, IDS-P, SB5) at a six-month interval. Cognitive function indicators were constructed based on the converted results and used in further analysis. The average values of indicators of the level of cognitive functions were compared in the experimental and control groups. Significant improvement in the functioning of the average child from the experimental group compared to the average child from the control group was noted in the areas of short-term auditory memory, short-term visual memory, conceptual reasoning, gross motor skills and IQ.

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