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The present research is a descriptive study, which initially began by providing the definitions of the vocabulary and its types and games and its effects on the child. They have addressed the moral abnormalities of children with disabilities (aggression, withdrawal, and lack of self-confidence), with regard to the theories on the effects of the game on the social skills of children, then the interests of children in different age groups are examined and successful domestic and foreign examples of toys produced for the disabled are considered. And with regard to your respectful opinion, and an interview with the expert on the subject, Playboard approaches are provided. In the games presented, the theme intended by the designer is how to connect the child to the game and how to train the type of the game. In the three games presented, the emotional relationship between the child and the toy has been considered as well as creative, motivational, and collaborative learning.
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The communication channel is the path that allows the diffusion of defining all the possibilities of communication. The communication context is the physical and psycho-pedagogical frame in which communication occurs. We speak about an efficient didactic communication of the teacher with his/ her students when the two personalities are totally involved; they express ideas, emotions, experiences and are always willing to change their attitude to cooperate with each other to achieve a common goal.
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Éva Patkó presents the Romanian language volume The Theatre of the Socìetas Raffaello Sanzio Company (Teatrul Companiei Socìetas Raffaello Sanzio). Answering the questions of two critics, Romeo Castellucci, Chiara Guidi and Claudia Castellucci address seven subject areas: space, dramaturgy, illusion, rehearsal, composition and the company’s future. In the volume, they refer mainly to the series of performances Tragedia Endogonidia. The book issued in Romanian in 2013 is the partial translation of an English volume published in 2007. The editor and translator is Cristina Modreanu.
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Márta Bodó reviews the book of Tg-Mures based actor and teacher, Erzsébet B. Fülöp, entitled The Basics of Theatrical Hermeneutics: Gesture as Hermeneutical Action (A színházi hermeneutika alapjai: a Gesztus mint hermeneutikai tett). The volume begins with a general presentation of hermenutics and continues with the hermeneutical approach to the basic gesture of the actor, based on Brecht’s concept (Gestus). Further on it presents the spectator’s perspective and follows the actor’s gestures in five performances: it analyses Zsolt Bogdán’s Faust in The Tragic History of Doctor Faustus at Cluj, Judit Rezes’s role in Katona József Theatre’s Kafka adaptation, Tibor Pálffy’s performance in Othello at Sf-Gheorghe, Leander Haußmann in the Munich Romeo and Juliet, and Lear’s death gesture in Peter Brook’s production.
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The Curriculum Framework of Pre-University Education in the Republic of Kosovo has set the cultivation of personal identity, national and cultural affiliation as a fundamental goal (article 1.3.). So far, the education system is based on the promotion of personal and cultural identity of pupils. Beyond the provided qualitative education, through the curricular content the system aims to raise the awareness and the cultivation of these affiliations. Some basic learning competencies which provide the fulfillment of these affiliations have been clearly defined. One of them is the competence of communication and expression. Book content and teaching methodology can both significantly affect the interface between students’ works and the stimulation of their imaginative creativity. One of these habits is artistic work. In this paper, we analyze the relation between the National Curriculum, especially its aims, competencies and areas, which are connected to the cultural identity, in one hand, and the content of books and teaching methods applied by teachers of the lower secondary schools (grades 6-9), on the other hand. After that, we analyze the impact of the curricula, book content and the teaching methods on the stimulation of students’ imaginative creation. We found that only 10 percent of the book content is connected to the first goal of the Curriculum. The methodology often is not in harmony with the content, and no additional content is provided to cover this gap.
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"To obey the norm is to obey the public exam, to meet the expectations that society formulates" (Neculau, 1987, p. 183). Society values the behavior of its members according to certain standards, expecting them to conform to certain cultural models.The purpose of this article is not to eliminate the specific problems of a child with ADHD (Attention Deficit Hyperactivity Disorder) but to be a realistic one, based on developing skills to solve the difficult situations in which such children are involved. The objectives are aimed at the behavioral description of the three components: hyperactivity, impulsivity and attention deficit; ameliorative intervention strategies: medical, psychological and psycho-pedagogical; exemplifying some useful workloads. The methods aim at behavioral change, targeting the category of constructive and integrative behaviors (Eşi, 2010, pp.24-34). Overall, I will present the behavioral characteristics of children with ADHD aged 3 to 12 years. The concrete problems faced by parents and teachers lead to outlining strategies for their effective resolution. Within the educational system, there are a number of practical exercises useful in adapting children.These children should be understood and supported by people in the immediate vicinity, in the context of knowing the causes of behavioral disorders.
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The text aims to present the events of the Summer School for Young Pedagogues, which was organized for the twenty-eighth time under the auspices of the Committee of Pedagogical Sciences of the Polish Academy of Sciences. The scientific director of the Summer School for over twenty years has been professor Maria Dudzikowa. The host of the School was the Institute of Education of the Catholic University of Lublin, and the main theme was: “Let me tell you about my passion using words, images, sounds”. The essence of the School is to support and stimulate the scientific development of young pedagogues, create space for meetings enabling integration of academics, and strengthen the bonds between generations.
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Tokom 2017. godine aktivnosti Centra za balkanološka ispitivanja ANUBiH uglavnom su bile usmjerene ka izdavačkoj djelatnosti. Za ostale planirane projekte i djelatnosti na planu naučnih istraživanja nedostajala su neophodna finansijska sredstva. Publiciranje i distribucija Godišnjaka/Jahrbucha br. 45 za 2016. godinu završeno je u toku prvih mjeseci 2017. godine. U toku drugog dijela godine radilo se na prikupljanju i obradi radova za novi broj časopisa Godišnjak/Jahrbuch br. 46 za 2017. godinu koji sadrži radove naučnika i naučnica iz Bosne i Hercegovine (Sarajevo, Brčko, Doboj, Travnik) kao i priloge iz Slovenije, Hrvatske, Njemačke, Australije, Srbije, Austrije i Crne Gore. Pripremu i štampanje Časopisa ponovno je podržao Njemački arheološki institut, ovoga puta njegovo Evroazijsko odjeljenje. Značajnu pomoć pružili su: Fondacija za izdavaštvo Sarajevo, Federalno ministarstvo obrazovanja i nauke, kao i Ured austrijske kooperacije za nauku, obrazovanje i kulturu u Sarajevu. Centar za balkanološka ispitivanja je zahvalan navedenim institucijama na pruženoj podršci zahvaljujući kojoj je nastavljeno s održavanjem kontinuiteta izdavanja Časopisa.
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