scholarly journals Social disadvantage from the perspective of a teacher in preschool education

2021 ◽  
Vol 49 (1) ◽  
pp. 338-356
Author(s):  
Lukáš Stárek ◽  
Keyword(s):  
Czech Republic ◽  
Primary School ◽  
Preschool Education ◽  
Developmental Differences ◽  
Positive Thinking ◽  
Disadvantaged Child ◽  
Disadvantaged Children ◽  
School Year ◽  
Main Challenge ◽  
The Social

Introduction. The problematic of social disadvantaged children and compulsory pre-primary school year are actual theme not just for teachers in kindergartens. The aims of compulsory pre-primary school year are equalizing the developmental differences in children development, eliminate handicaps which they bring from families and easier the beginning of primary schooling. The main aim of the research in this chapter, is to highlight the issue of social disadvantaged children and their status in the kindergarten. Methodology. By using three case studies the author has found out how a status of a social disadvantaged child influence a child and its family. The children were from the second class of the kindergarten in the age 5-7. Also, how this problematic is seen by pedagogical workers in chosen kindergarten. As respondents were chosen two teachers in the kindergarten and one teacher assistant, who works directly with the children. The qualitative research was conducted in the kindergarten which is placed in small village with 700 habitats in Vysočina district, Czech Republic. Findings. According to the teachers it is crucial to work differently with the social disadvantaged children. It is important to keep the individual attitude to each child, use diverse method of work with children and keep the motivation high. The children from the social disadvantaged families not always visit the kindergarten. In the Czech Republic, it is an obligation to attend at least one year before the start of compulsory schooling. The environment where they live is not always stimulating enough for the equal development. The kindergarten is place where they can get the potential, familiarize with many activities and rituals. Conclusions. The main challenge is link families of children who visit the kindergarten and continue developing the idea of active family and child from social disadvantaged environment. Due to this attitude the next generation can be influence by this positive thinking. Thus, it can help to build next positive and engaging generation.

scholarly journals The Evaluation of the Performed Activities According to ELVES Method

2018 ◽  
Vol 6 (3a) ◽  
pp. 54
Author(s):  
Aliye Erdem
Keyword(s):  
Primary School ◽  
Lesson Plan ◽  
Structured Interview ◽  
Ministry Of Education ◽  
New Horizons ◽  
School Year ◽  
Listening Skill ◽  
Content Analysis Method ◽  
The Social ◽  
The Individual

Listening habit has an important share in the individual perceiving his/her environment and the world properly and complying with the social environment he/she lives. Because listening is an important skill which enables the individual to use the communication skills he/she learned both at school and out of school properly and to understand correctly what he/she listened. Listening which is one of the comprehension skills is the key to success besides expanding new horizons to humans. Listening which is the basic way of communication and learning is the first comprehension activity in the individual’s life. Thus the skills and habits related to listening activity which is seen in every field of life are acquired naturally. Nevertheless these skills and habits which are acquired naturally are not adequate for the individual to get prepared for life. Even though the listening is an inborn skill, the gaining and improving of listening skill requires an education process. One of the methods which is aimed at improving of listening skill which is the most used language skill in daily life is ELVES (Excite-Listen-Visualize-Extend-Savor) method. In this research, a lesson plan according to ELVES method was prepared and applied aimed at improving of listening skill in primary school 4. grade Turkish lesson. Applied lesson plan was evaluated based on the opinions of the students. In this direction, the purpose of this study is the evaluation of the activities in primary school 4. grade Turkish lesson according to ELVES method based on the opinions of the students. In this research, semi-structured interview which is among the qualitative research method was used. A total of 19 primary school 4. grade students consisting of 10 male and 9 female in a public school affiliated to Ministry of Education in Çankaya sub-province of Ankara province participated in the research conducted in the spring term of 2016-2017 school year. In the research, convenience sampling which is among purposive sampling methods was used. The data acquired in the study was analysed according to content analysis method and the data was analysed as tables. In the consequence of the study; it was determined that primary school 4. grade students liked the activities which were conducted according to ELVES method in Turkish lesson, comprehended what they listened, participated in lessons actively and enjoyed the lesson.

scholarly journals CAN THE PEDAGOGICAL PRACTICE OF THE PRE-SERVICE TEACHERS REMOVE THE SOCIAL PREJUDICE TOWARDS THE PUPILS WITH SPECIAL NEEDS? A COMPARATIVE ANALYSIS ON THE ATTITUDE TOWARDS BEHAVIORAL MANAGEMENT IN PRIMARY SCHOOL

2021 ◽  
Vol 7 (1) ◽  
pp. 17-24
Author(s):  
Laura Bochiș ◽  
Maria Cristina Florescu ◽  
Mihaela Indrieș
Keyword(s):  
Comparative Analysis ◽  
Primary School ◽  
Special Needs ◽  
Preschool Education ◽  
Inclusive Classroom ◽  
Pedagogical Practice ◽  
Behavioral Management ◽  
School Activities ◽  
The Social ◽  
Social Prejudice

The aim of the study is to highlight the attitude of the students (N=72) from Pedagogy of Primary and Preschool Education Program (pre-service teacher), from first and third years of study, related to how they want, as future teachers, to develop pupils’ learning skills in the inclusive classroom by adopting certain behavioral management of pupils with special needs. The working tool used is the Behavior and Instructional Management Scale, developed by Martin and Sass (2010). The comparative analysis of the results obtained according to the year of study captures the existence of statistically significant differences in the aspect of the management of the behavior in the classroom, both in traditional and inclusive classes, during the lessons, with higher averages for the pre-service teachers of 3rd year. Also, pre-service teachers from the 3rd year of study have a higher level of expectations for implementing the rules in school activities with pupils with special needs, compared to the pre-service teachers of the 1st year, which draws attention to the importance of pedagogical practical stage in primary school.  

scholarly journals The Effectiveness of Preschool Education on Social Adjustment of Elementary Students

2018 ◽  
Vol 3 (1) ◽  
pp. 8-14
Author(s):  
Mohammad Tahan ◽  
Masume Kalantari
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Elementary Students ◽  
Social Adjustment ◽  
Preschool Education ◽  
School Education ◽  
Primary School Children ◽  
School Students ◽  
Randomized Sampling ◽  
The Social

Considering the physical, psychological and social preparation of the child in pre-primary school for advancement in various aspects of development and the certificate of various researches, the positive effect of this course's education on the social adjustment of primary school children requires more attention to pre-school education. The elementary school is useful and necessary in terms of quantitative and qualitative and conducting appropriate studies to evaluate the effects and improve the content and conduct of the training. The purpose of this study was to investigate the effectiveness of preschool education on social adjustment of primary school students.The method of this research is post-event (causal-comparative), in which a 320-person elementary school students (160 of whom had pre-primary education and 160 without pre-school education) had adaptive behavior questionnaires. Randomized sampling was performed and the results were analyzed. . Findings of this study showed that there is  no significant effect on pre-school education on social adjustment of elementary students. The results of this study confirm the view that children can not be sent to preschool centers in the hope that they will only have the effect of preschool experience on the development of their social adjustment, but also the quality of the programs of these centers, the personality and the way of communication. The teacher is the center of space and the amount of pre-school experience that matters in this area.Keywords: preschool education, social adjustment.

Digital education: Using electronic resources in psychological support of the educational process

2020 ◽  
pp. 55-61
Author(s):  
Ju. A. Tikhonova
Keyword(s):  
Preschool Education ◽  
Educational Process ◽  
Psychological Support ◽  
Diagnostic Methods ◽  
Practical Application ◽  
Software Products ◽  
School Year ◽  
Psychological Service ◽  
Software Product ◽  
The City

The article discusses the development trends of the modern preschool education system in the aspect of the activity of the teacherpsychologist of the preschool educational organization. The experience of using 1C software products in the practical work of the psychological service of kindergarten 318 of the city of Perm in the aspects of psychological monitoring of children’s readiness to study at school and correctional and developmental work with preschool children is presented. The components of the child’s psychological readiness for school are described. On practical examples, diagnostic methods for determining the level of readiness of children for schooling are analyzed. The data of testing kindergarten pupils at the beginning of the 2019/2020 school year on the parameters allowing to identify urgent problems and determine the direction of the necessary correctional development work are presented. Features of the practical application of the software product 1C:Preschool Psychodiagnostics in the process of psychological support of preparing children for school are considered. Methods are described, the scope of which is aimed not only at the study of personality traits, but also at its development. The possibilities of using games of the 1C:Educational Collection in the correctional and developmental work are disclosed. The description of game collections is given, options for their use are presented.

Acquiring penmanship and writing skills from the first to fifth grade of primary school: Joined-up writing vs. Comenia Script

2018 ◽  
Vol 6 (2) ◽  
pp. 1-13
Author(s):  
Olga Kučerová ◽  
Anna Kucharská
Keyword(s):  
Primary School ◽  
Error Rate ◽  
Writing Skills ◽  
Fifth Grade ◽  
Point Scale ◽  
The Past ◽  
School Year ◽  
And Gender ◽  
Developmental Dynamics ◽  
The Given

Abstract The project presented here deals with a typical human means of communication – writing. The aim of the project is to map the developmental dynamics of handwriting from the first to the fifth grade of primary school. The question remains topical because of the fact that several systems of writing have been used in the past few years. Our project focuses on comparing the systems of joined-up handwriting (the standard Latin alphabet) and the most widespread form of printed handwriting: Comenia Script. The research can be marked as sectional; pupils took a writing exam at the beginning and at the end of the 2015/2016 school year. The total number of respondents was 624 pupils, evenly distributed according to the school year, system of writing and gender. To evaluate handwriting, the evaluation scale of Veverková and Kucharská (2012) was adjusted to include a description of phenomena related to graphomotor and grammatical aspects of writing, including the overall error rate and work with errors. Each area that was observed included a series of indicators through which it was possible to create a comprehensive image of the form handwriting took in the given period. Each indicator was independently classified on a three-point scale. Thanks to that, a comprehensive image of the form of writing of a contemporary pupil emerged.

The Complex Support and Assistance to Children with Disability and their Families in the Czech Republic and the Presentation of Case Final Reports on Early Care of Client as an Example of Good Practice

2018 ◽  
Vol 52 (1) ◽  
pp. 70-84
Author(s):  
Zdenka Šándorová
Keyword(s):  
Czech Republic ◽  
Social Services ◽  
Social Inclusion ◽  
Good Practice ◽  
Practical Case ◽  
Early Care ◽  
The Czech Republic ◽  
Children With Disability ◽  
Global Comparison ◽  
The Social

Abstract The theme of the paper is very topical in global and European context. It brings theoretical information on the concept of asocial model of early care in the Czech Republic and practical case studies and final reports related to the early care provision which demonstrate tangible activities within the system of the complex support and assistance to children with disability and their families. The author applies the theoretical-practical approach as she is of the opinion that „the practice without theory is as a blind person on the road and the theory without practice is as a cart without an axle”. The aim of the paper is to extend theoretical information on the topic in the Czech Republic by individual examples of final reports related to the provision of social prevention of the early care in the Czech Republic. The overall aim of the paper is to justify topicality and eligibility of early care in its broad reference framework, including its practical impact. The theoretical basis of the paper is elaborated with respect to the analysis and comparison of Czech and foreign literature, legislation, methodology document and other relevant written resources. The practical level is elaborated with respect to 3 cases and final reports of the provider of an early care of the social prevention. The early care in the Czech Republic represents a professional, modern and recognized system in European and global comparison and is legally anchored in the Act 108/2006 Coll. on social services. It aims on the minimization of child´s disability impact upon child´s development, especially the social inclusion of a child and a family and their capability to cope with limitating disability in natural environ, i.e. by the preservation of standard way of life. It represents a multi-dimensional model, overcoming limitation of sectoral division of the early care and facilitating complex assistance from a series of subject fields at the same time. Services for families with an endangered child in early age are the background for social, educational and pedagogical inclusion of a child and the re-socialisation and re-inclusion of a family. Early care is considered preventive, from the point of the prevention of the second disability (i.e. is effective), in the prevention of institutionalized and asylum care (i.e. is economical), in the prevention of segregation (i.e. is ethical).

PHILOSOPHICAL PROPAEDEUTICS IN THE SYSTEM OF PRESCHOOL EDUCATION

2020 ◽  
Vol 22 (11) ◽  
pp. 11-15
Author(s):  
Gan N.Yu. ◽  
Ponomareva L.I. ◽  
Obukhova K.A.
Keyword(s):  
Modern Science ◽  
Preschool Education ◽  
Modern Society ◽  
Social Relevance ◽  
The Social ◽  
Moral Problems ◽  
The Subject ◽  
The One ◽  
The Individual ◽  
And Training

Today, worldview, spiritual and moral problems that have always been reflected in education and upbringing come to the fore in society. In this situation, there is a demand for philosophical categories. One of the priority goals of education in modern conditions is the formation of a reasonable, reflexive person who is able to analyze their actions and the actions of other people. Modern science is characterized by an understanding of the absolute value and significance of childhood in the development of the individual, which implies the need for its multilateral study. In the conditions of democratization of all spheres of life, the child ceases to be a passive object of education and training, and becomes an active carrier of their own meanings of being and the subject of world creation. One of the realities of childhood is philosophizing, so it is extremely timely to address the identification of its place and role in the world of childhood. Children's philosophizing is extremely poorly studied, although the need for its analysis is becoming more obvious. Children's philosophizing is one of the forms of philosophical reflection, which has its own qualitative specificity, on the one hand, and commonality with all other forms of philosophizing, on the other. The social relevance of the proposed research lies in the fact that children's philosophizing can be considered as an intellectual indicator of a child's socialization, since the process of reflection involves the adoption and development of culture. Modern society, in contrast to the traditional one, is ready to "accept" a philosophizing child, which means that it is necessary to determine the main characteristics and conditions of children's philosophizing.

scholarly journals Impact of The Daily Mile on children’s physical and mental health, and educational attainment in primary schools: iMprOVE cohort study protocol

BMJ Open ◽  
2021 ◽  
Vol 11 (5) ◽  
pp. e045879
Author(s):  
Bina Ram ◽  
Anna Chalkley ◽  
Esther van Sluijs ◽  
Rachel Phillips ◽  
Tishya Venkatraman ◽  
...  
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Cohort Study ◽  
Educational Attainment ◽  
Primary School ◽  
Primary Schools ◽  
Intervention Group ◽  
Control Group ◽  
Physical And Mental Health ◽  
School Year

IntroductionSchool-based active mile initiatives such as The Daily Mile (TDM) are widely promoted to address shortfalls in meeting physical activity recommendations. The iMprOVE Study aims to examine the impact of TDM on children’s physical and mental health and educational attainment throughout primary school.Methods and analysisiMprOVE is a longitudinal quasi-experimental cohort study. We will send a survey to all state-funded primary schools in Greater London to identify participation in TDM. The survey responses will be used for non-random allocation to either the intervention group (Daily Mile schools) or to the control group (non-Daily Mile schools). We aim to recruit 3533 year 1 children (aged 5–6 years) from 77 primary schools and follow them up annually until the end of their primary school years. Data collection taking place at baseline (children in school year 1) and each primary school year thereafter includes device-based measures of moderate-to-vigorous physical activity (MVPA) and questionnaires to measure mental health (Strengths and Difficulties Questionnaire) and educational attainment (ratings from ‘below expected’ to ‘above expected levels’). The primary outcome is the mean change in MVPA minutes from baseline to year 6 during the school day among the intervention group compared with controls. We will use multilevel linear regression models adjusting for sociodemographic data and participation in TDM. The study is powered to detect a 10% (5.5 min) difference between the intervention and control group which would be considered clinically significant.Ethics and disseminationEthics has been approved from Imperial College Research Ethics Committee, reference 20IC6127. Key findings will be disseminated to the public through research networks, social, print and media broadcasts, community engagement opportunities and schools. We will work with policy-makers for direct application and impact of our findings.

scholarly journals Foreign Experience in Using Educational Logotherapy in Professional Activities of Primary School Teachers

2017 ◽  
Vol 7 (3) ◽  
pp. 55-61
Author(s):  
Yuliia Stepura
Keyword(s):  
Primary School ◽  
Social Activity ◽  
Therapeutic Concept ◽  
Professional Activities ◽  
Therapeutic Interaction ◽  
The Social ◽  
Primary Schoolchildren ◽  
The Individual ◽  
Individual Self

Abstract The article examines the nature and importance of using aesthetic and therapeutic concept and educational logotherapy, in particular, for creating a special emotionally comfortable socioeducational environment for primary education The author has represented inteipretation of foreign scholars' views (J. Bugental, V. Frankl, A. Maslow, R. May, J. Moreno, C. Rogers et al) on such terms as “communication ”, “aesthetotherapy ”, “educational logotherapy” etc. An attempt has been made to analyze the social coTitent of pedagogical activity in the context of using logotherapy in primary school based on an agogical paradigm. In the scope of the article, the specific of using the therapeutic metaphor in the educational environment of primary' school has been represented as well as the basic stages of its implementation have been determined. These stages are the following: description of the storyline, persuasion and binding. The author has defined the role of the “living metaphors” in organization of the therapeutic interaction between the teacher and primary' schoolchildren. Particular attention has been paid to formation of the humanistic competency among primary schoolchildren; this competency is to be based on their understanding of the following philosophical and pedagogical categories: a norm (as a means and a results of pupils' social activity), freedom (as a mean and a result of individual self-expression among primary schoolchildren) and happiness (as an individual self-expression among primaryr schoolchildren). The author has assessed the role of deflection method and paradoxical intention for the social development of the pupil and further formation of the individual. Additional attention has been paid to determination of the socioeducational and psychological and pedagogical potential of such leading method in logotherapy as “The Socratic dialogue” (or “The Socratic circle”): as well have been highlighted the main stages of its implementation: consent (search for what pupil may agree), doubt (an expression of doubts towards weak arguments of interlocutor) and arguments (the teacher must convey' one’s opinion, without any resistance from the child): have been represented different various algorithms of its realization: the method of “aquarium”, “panel method” and “questioning technique”.

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