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In article, remote training is considered, how a certain kind of training to which are characteristic the independent functions, principles, ways of interaction of subjects education process.
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This study outlines and analyzes the theoretic issues of social and civil culture and defines their projections in the pre-school education. It specifies the issues and perspectives connected with 3-to-7-year-aged children’s orientation to the social world. The study presents a model of a pedagogic system of forms for cultivating social and civil culture in childhood as well as variants for subject integration aiming at reaching succession in an age aspect. It systematizes and differentiates educational trends in cultivating social and civil culture in children aged 5 to 7 years in accordance with the structural main bodies of the Social World trend.
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Training methods are the most important components of the learning process. Besides learning function, methods of training have brought up and growing role. Training methods create procedural side of technology training, give it systematic, largely determine its shape. Methods of art education and training are the main ways of modern, effective learning process by which to achieve mastery of knowledge about art, build visual skills and habits, creating artistic and aesthetic development of culture and creativity personality.
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In the last years the potential of information and communication technologies constantly increases. They enter in all fields of human activity, including in the field of education. The teachers are often forced in their pedagogic practice to prepare didactic materials which they will use in the training alone. The examined literature shows that the existing diversity and complexity of the problem requires purposeful research through which to be revealed and analyzed some main problems related to the usage of modern audio and visual aids. The exiting works in Bulgaria do not examine particularly problems like:– preparation of didactic materials by means of new technologies;– formulation of requirements (rules) for creation and usage of modern didactic materials. In the modern Bulgarian school the most used didactic materials are: printed materials, audio records, video records, multimedia presentations and electronic textbooks.
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In the article a special attention is paid to possible side effects of modern educational innovations characteristic of technointellectual society. In this context the author summarized the basic principles of further right-minded pedagogical innovations generation. Firstly, the expediency. Innovation has to solve a particular problem. Secondly, spiritual, political, societal, physiological and physical safety. Thirdly, – the need for which follows directly from the second principle – interdisciplinary expertise. There should be involved not only the pedagogues, but also psychologists, doctors, philosophers, futurists, sociologists and other experts. Fourthly, the duration of the preparatory phase should be as long as possible, as the negative side effects may be delayed. As the result of use of these principles we will get the real knowledge society innovations.
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The study of the „information environment – person“relationship is becoming an increasingly important focus in the research repertoire. The informatization of the social environment is not an isolated phenomenon – it is interpreted as one of the functional characteristics of modern society. Although the „child-to-media environment“ relationship has been the subject of numerous studies, it is still attracting scientific interest. This interest is focused mainly on the specifics of the development of the modern child. Defining the multimedia environment as mediating individual socialization focuses on the multimodal functioning of new technologies. Taking into account this fact requires a new type of organization of the educational environment, aimed at the early development of multiliteracy for orientation in the processes of information and communication in the changing world.
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Reading and writing are the initial stages of school education, without mastering which it is especially difficult, even impossible, to freely follow any educational system. The topic of learning difficulties has only begun to concern specialists in the last twenty years. Thus, going back to the past, we find that the problem of learning difficulties, although existing, did not concern specialists before the end of our century. The establishment and legalization of compulsory education has revealed a series of problems, including difficulties in education, ie. Problems in learning, transmission and behavior that lead to adverse consequences both in school, in the family environment and mainly in the psycho-emotional development and balanced integration of the child in society.
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The term „special educational abilities“ refers to children whose educational needs arise from disabilities, dysfunctions or learning difficulties. In addition to the classical methods of training and education, they also need specially oriented methods for educational impact and training, corresponding to the needs for the formation, recovery and improvement of impaired functions.Children with special educational needs need daily relationships and contacts with normal children. In this way, children with learning difficulties are provided with an environment to achieve the main goal - the formation of their socially adaptive behavior. At the heart of this approach is integration. The integration process must be bilateral. On the one hand, to include work on the socialization of children with disabilities in their usual environment, and on the other - to change the attitude of the environment, respectively the attitudes of people towards them. School integration implies enriching the environment for children with SEN, applying a system of measures to provide them with the necessary educational services in the general education system, to meet their needs, desires, interests and aspirations in such a way as to achieve the greatest possible their effective education and development.
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During the COVID-19 epidemic, which affected the world, both physiological and psychosocial risks negatively have been affected the lives of individuals. As countries closed their borders, they have been organized stay-at-home campaigns to control the pandemic. The closure of the units that have an important place in children’s lives such as schools, parks, sports halls among the public areas, causing psychological problems such as anxiety, trauma and depression to be observed more frequently in children; It was determined that they faced problems in both access to education and the adaptation process with the transition to distance education instead of face-to-face education. With the pandemic, the use of online psychotherapy has also increased. It has been observed that there are difficulties in transferring psychological services to the online environment. However it has been determined that maintaining dance and art therapy online with children has been found to be effective. In this article, the problems experienced by children during the epidemic process and the changes in education and psychotherapy are discussed.
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In order to prevent the spread of the virus during the COVID-19 epidemic period, measures such as maintaining social distance, quarantine practices, and keeping schools closed have been taken in many countries. In this process, individuals’ internet use has also increased in order to restore interpersonal relationships that have decreased with staying at home. In addition, the transfer of educational activities, which are risky to be carried out face-to-face during the epidemic period, to online platforms, as in many countries, brought about an increase in the time spent on devices with internet providers in adolescents. For this reason, it is important to evaluate the results of studies examining the concepts of internet and smartphone addiction in relation to the use of the internet in the COVID-19 period. In this context, in this systematic review, “What is the status of adolescents’ smartphone and internet addictions in the COVID-19 Era?” The question has been tried to be answered. As a result of the searches made in the databases, fourteen studies were reached and these studies were examined in depth. The findings showed that adolescents’ internet/smartphone addictions were higher than before the epidemic, the prevalence of internet/smartphone addictions increased in general, and internet/smartphone addictions were associated with adolescents’ mental disorders and problems.
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Doc. PhDr. Ivan Bajo, CSc. (25. 11. 1935 - 15. 7. 2022) bol moj pedagóg na vysokej škole - bol moj vzor pedagóga s praxou. Bol vzacnym prikladom špečiálneho pedagóga, ale aj milovnika prirody vysokych hér, o ktorych dokazal s humorom, jemu vlastnym, dlho rozprávať. On, milovnik vysokych hér, a ja, milovnik hlbokych podzemnych priestorov. Dlhoročné priatelstvo i viaceré roky spoločného putovania po Liptove mi pomohli presvedčit' ho (po neblahych skúsenostiach s jaskyniarmi) preskúmat' nepristupn jaskyňu v Janskej doline. Statocne pät’ hodin bojoval v tme a po veceri skonstatoval, Ze liezt' do tmy ho už nikto nepresvedči. Mne sa to už nepodarilo. A tak nase priatelstvo dalej pokracovalo hlavne na odbornej psychopedickej baze.
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The article examines the correlation and the relationship between students’ health education of in school and the healthy style of living. The essence of health education and its specificity as a relatively independent educational process is revealed. Emphasis is placed on the stages of its implementation. Some basic models of health education are considered. The normative conditionality of the health education in the school is justified as a proof of the state and society's concern for students’ health. The essence of a healthy lifestyle is clarified in detail, by analyzing its main components. It reveals the influence of the main educational factors on the health education and students’ healthy lifestyle.
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The students have the opportunity from the very start of school to be introduced with different literary subgenres from all three literary genres interpreted in textbooks in accordance with (reception) abilities and prior reading knowledge of the students through listening (and later through reading). Although at first glance they appear as simple texts, a more detailed analysis of their structure shows that this simplicity is only seemingly so and that the children's literature is rather complex and layered, rich in a variety of literary theory and teaching interpretations. Since it is also necessary to understand what was experienced, the students of younger school age need to be prepared for understanding the expressive factors in literature and they need to be introduced with literary theory concepts. This can be achieved through efficient reception of literary texts in the developing teaching. The theoretical basis of reception and micro plans of literary text analysis were developed into two models of the developing classroom teaching (different complexity levels teaching ‒ DCLT and responsible teaching ‒ RT) while taking into account the key postulates of the theory of reception, the theory of innovative-developing teaching and the findings of several tangential research. The aim of this empirical research is to determine the effect of literary texts reception in the models of the developing teaching (DCLT and RT) on achievements of the fifth grade students. Through the implementation of a one-year teaching methods experiment the students’ achievment was measured as the knowledge of the basic literary theory concepts, in comparison to the usual work on a literary text.. The students in experimental groups (E1 and E2) achieved statistically significantly higher scores in the final measuring of knowledge on basic literary theory concepts than the students in control groups (C1 and C2). Results of this experimental teaching methods research represent a significant contribution to improving the teaching practice of literary texts to achieve an understanding of the basic literary theory concepts and also to further development of the teaching methods of classroom teaching of the Serbian language and literature.
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This study intervened in the problem behaviors of aggression and violence noticed in Nigerian primary schools in Abuja F.C.T with the use of Cognitive Behavioral Intervention (CBI). The study employed quasi-experimental research design. The population of the study consists of all primary school pupils in Abuja FCT Nigeria. Two purposes, research questions and pupils, drawn from six primary schools purposively sampled from 40 schools in FCT. Aggression and Violence Questionnaire (AVQ) were the instrument used for data covariance (ANCOVA). Findings indicate that Cognitive Behavioral Intervention (CBI) significantly affects aggression and violence positively leading to a change of behaviors. It is recommended that Cognitive Behavioral Intervention (CBI) should be employed in all primary schools in Nigeria and in the world as intervention and corrective mechanism to problem behaviors in the classroom to enhance teaching and learning in schools.
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The continuous students’ misbehavior necessitates careful consideration because there are several different pressures leading to adolescent misbehavior at school. One of the contributing factors is peer pressure among students. This study therefore, identifies that there is need to investigate the influence of peer pressure on adolescents’ misbehavior among secondary school students. A sample of two hundred (200) students from ten (10) secondary schools (5 public and 5 private) were randomly selected from Oshogbo Local Government Area of Osun State in Nigeria. An instrument titled Peer Pressure and Adolescent Misbehavior Questionnaire (PPAMQ) was used for data collection. The results showed that adolescent misbehavior is prevalent among secondary school students and peer group negatively influence adolescent misbehavior. Statistically there was no significant difference on the influence of peer pressure on adolescents’ misbehavior based on school type and gender. (t = 2.06, df = 198, p < 0.05) and (t = 2.06, df = 198, p < 0.05). Within the limitations of the findings of this study, it is hereby recommended that school counsellors need to understand: adolescents’ misbehavior in the context of school type, in order to reduce the rate of adolescents’ misbehavior in school. Students should also be educated on the negative implications of adolescent misbehavior and strict disciplinary measures should be meted out to students identified with adolescent misbehavior.
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In teaching of literature, I explore the possibilities of using creative therapies (bibliotherapy, poetic therapy, art therapy, forum theater, labyrinth of the senses, etc.) and I noticed that the students emotionally react and acquire new skills with joy, by developing their creative potential, self-expression and self-realization. While reading a wide range of literature, I discovered the positive experiences of others who use creative therapies in working with children. I investigated the therapeutic value of Andric’s short stories in working with students of primary school. These are the following stories: “The Book” in the prevention of fears of authority that turn into anxiety, “The Tower” in the prevention of initiation fears of growing up, “The Window” in the prevention of family violence, and “Children” in the prevention of bullying, by which I question the ethical principle of responsibility, confirming the idea of literature as a medium to establish communication with oneself that becomes aware of the other. Bibliotherapeutically carefully selected text has multiple roles: preventive - preparing children for fears that could cause trauma, and cathartic - processing existing trauma through a similar experience that characters from the story survive. That is where I see the possibilities of Andric’s short stories in the education of children and youth.
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Regional literature and regionalism as notions which refer to culture and arts, bearing a deep meaning, have been present for a very long time in the Croatian imagination. Slavonian regional literature goes far into the past. Adam Krčelić’s work from 1774 Scriptorum ex regno Sclavoniae a saeculo XIV. usque ad XVII. Inclusive collectio has been regarded as the most famous historical work of the Slavonian literature. According to Stanislav Marijanović, the Slavonian regional component has been introduced in the 15th century by the humanist poet Janus Pannonius, born in the Osijek area. It is thus the aim of this paper to draw attention to those authors in whose works the necessity of the knowledge of the Slavonian regionalism and belonging to a certain place, categories being brought to students in primary schools, have been noted through the thematic and stylistic complexity. The purpose of this paper is to point to one of the authors (Josip Kozarac, Ivan Kozarac and Vladimir Kovačić) in whose works right across the thematic and stylistic necessity of understanding the complex reads Slavonia regional identity and belonging to a particular area as to those categories that are already transmitted to students in elementary education. The general purpose of the paper is to determine the representation of these three Slavonian authors in primary school textbooks. The textbooks have been regarded as fundamental means of transfer, bearing essential aesthetic values that are in this way becoming parts of the individual’s general literal culture, underlying the educational layer of literature classes.
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