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Musical Visits at the Paediatric Hospital of the University Medical Centre Ljubljana – Experiences and Observations of Music Students
No full textPoglavje obravnava učinke izvedbe glasbenih obiskov kot oblike glasbenih intervencij na njihove izvajalce (študente glasbe). Namen raziskave je bil preučiti, kaj študenti doživljajo in opažajo med glasbenimi obiski na Pediatrični kliniki UKC Ljubljana. Glasbene obiske smo teoretično utemeljili izhajajoč iz koncepta skupnostnih glasbenih dejavnosti, ki se izvajajo v živo. V raziskavi je sodelovalo deset študentov Akademije za glasbo UL. Podatki so bili zbrani s pomočjo odprtih vprašalnikov po izvedenih glasbenih obiskih na različnih oddelkih Pediatrične klinike. Uporabljena je bila kvalitativna induktivna tematska analiza po smernicah Virginie Braun in Victorie Clarke (2006). Iz odgovorov smo izluščili štiri osrednje teme: moč glasbe, osebnostna rast študentov, čustveni odzivi študentov ter odzivi socialnega okolja. Ugotovitve potrjujejo pozitiven učinek glasbenih obiskov na študente glasbe, saj so jih spodbudili k osebnostni rasti, doživljanju blagostanja ob deljenju glasbenega poslanstva, zmanjševanju občutkov izvajalske anksioznosti ob nastopanju ter prepoznavanju zdravilne moči glasbe v bolnišničnem okolju na vse socialne deležnike (paciente, njihove starše, zdravstveno osebje in izvajalce glasbenih intervencij). V poglavju izpostavimo pomen vključevanja socialnoterapevtske vloge glasbe v akademsko glasbeno izobraževanje z namenom krepitve blagostanja tako izvajalcev kot prejemnikov glasbenih intervencij.This chapter examines the impact of musical visits, as a form of live music intervention, on their performers (music students). The aim of the study was to explore the experiences and observations of students during musical visits at the University Medical Centre Ljubljana’s Paediatric Clinic. The concept of live community music activities provides the theoretical framework for these visits. The study involved ten students from the University of Ljubljana, Academy of Music. Data were collected through open-ended questionnaires administered after musical visits in various paediatric wards. Qualitative inductive thematic analysis, following the guidelines of Braun and Clarke (2006), was applied. Four overarching themes emerged: the power of music, students’ personal growth, their emotional responses, and the reactions of the social environment. The findings confirm the positive effects of musical visits on music students, stimulating their personal development, enhancing their sense of wellbeing through sharing their musical mission, reducing performance anxiety, and recognising the healing potential of music in the hospital environment for all social stakeholders (patients, parents, medical staff, and music intervention performers). The chapter highlights the importance of integrating the social and therapeutic role of music into academic music education to promote the well-being of both performers and recipients of music interventions
Ergonomics in the School Environment as a Basis for Sustainable Learning Practices
No full textV prispevku raziskujemo, kako celostna uporaba ergonomskih načel v šolskem okolju prispeva k trajnostnemu učenju in zdravju učencev. S sistematičnim pregledom literature in analizo študij primera ugotavljamo, da pravilno prilagojeno šolsko pohištvo, optimalna osvetlitev, redni gibalni odmori ter premišljena uporaba digitalnih naprav statistično značilno učinkujejo pri zmanjšanju mišično skeletnih težav, boljši koncentraciji in manjši odsotnosti od pouka. Raziskava sledi protokolu PRISMA 2020 in vključuje 46 empiričnih člankov, izbranih iz 512 prvotnih zadetkov v bazah Web of Science, Scopus in ERIC za obdobje 2010–2024. Pri analizi smo uporabili kombinirano vsebinsko tematsko razčlenitev in sintezo rezultatov. V prispevku predstavljamo ključne ugotovitve o fizični in digitalni ergonomiji, integraciji ergonomskih načel v pedagoški proces ter makroergonomskih vidikih šolskega upravljanja. Integracija ergonomskih načel v pedagoški proces je opredeljena kot ključni dejavnik za dolgoročno izboljšanje učnih rezultatov in telesnega počutja učencev, pri čemer so prikazane tudi dobre prakse iz domačih in tujih šol. Rezultati so interpretirani kot podpora tezi, da se z uvajanjem sistematično načrtovanih ergonomskih ukrepov zagotovi zanesljivo in varno učno okolje, ki je sposobno pozitivno vplivati na zdravje in akademski uspeh učencev.This paper investigates how a comprehensive application of ergonomic principles in schools contributes to sustainable learning and pupil health. Through a systematic literature review and multiple-case analysis, we demonstrate that properly adjusted furniture, optimized lighting, scheduled movement breaks and deliberate use of digital devices all exert statistically significant effects on reducing musculoskeletal complaints, enhancing concentration and lowering absenteeism. The review follows the PRISMA 2020 protocol and synthesises 46 empirical studies selected from 512 initial records retrieved from Web of Science, Scopus and ERIC (2010–2024). Data were examined using combined thematic breakdown and synthesis. We report key findings on physical and digital ergonomics, the integration of ergonomic principles into teaching practice, and macro-ergonomic aspects of school management. Embedding ergonomics within pedagogy emerges as a decisive factor for long-term gains in learning outcomes and pupils’ well-being, illustrated with best-practice examples from domestic and international schools. Overall, the evidence supports the thesis that systematically planned ergonomic measures create a safe and reliable learning environment capable of improving both student health and academic performance
Experiential and Collaborative Approach to Teaching Italian as an L2 for a Sustainable Future Society
No full textV pričujočem članku predstavljamo izkustveni in sodelovalni pristop poučevanja italijanščine kot J2, ki ga izvajamo pri pouku J2 v osnovni šoli s slovenskim učnim jezikom na narodno mešanem območju slovenske Istre. Izhajamo iz predpostavke, da neformalno poučevanje drugega jezika na šoli poteka tudi na hodniku, ko učenec svojo »maestro« pozdravi v italijanščini. Poudarek je na rabi jezika v procesu poučevanja. V uvodu smo pregledali učni načrt ter dokument Dodatek k SEJU, ki narekujeta izvajanje pouka italijanščine kot J2 v osnovnih šolah s slovenskim učnim jezikom na dvojezičnem območju. Raziskave potrjujejo, da so »jezikovni in kognitivni procesi učenja drugega jezika pri mlajših otrocih večinoma podobni procesom prvega jezika« (Brown, 2000, str. 75). V razredu, kjer učitelj sproščeno poučuje v ciljnem jeziku, učenec razvije zmožnost posnemanja ter avtonomije uporabe istega jezikovnega koda. Pri takem pristopu smo v 5. razredu zaznali večji spontani jezikovni odziv v drugem jeziku kot v skupinah, kjer učitelj uporablja klasično slovnično-prevajalsko metodo. Podatke za raziskavo smo zbirali v slovenskih osnovnih šolah na dvojezičnem območju slovenske Istre. Da bi ugotovili razlike v jezikovnih zmožnostih v italijanščini, so učenci ob začetku in koncu šolskega leta pisali test ter sodelovali v intervjuju. Za analizo podatkov je bila ključnega pomena učiteljeva raba jezika pri pouku. V eksperimentalno skupino (ES) smo vključili oddelke, kjer je učitelj uporabljal pretežno italijanščino, v kontrolno skupino (KS) pa oddelke, kjer je učitelj uporabljal pretežno slovenščino. V raziskavi smo opravili kvantitativno in kvalitativno analizo pridobljenih podatkov. Z ugotovitvami spodbujamo učitelje italijanščine kot J2 k aktivni rabi ciljnega jezika pri pouku ter vključitev učencev v avtentično dvojezično okolje.In the present article, we present an experiential and collaborative approach to teaching Italian as a second language (L2), which we implement in L2 classes in a primary school with Slovene as the language of instruction in the ethnically mixed area of Slovene Istria. We start from the assumption that informal second language teaching also takes place in the school corridor, for example when a pupil greets their maestro in Italian. The focus is on the use of the language within the teaching process. In the introduction, we reviewed the curriculum and the CEFR (Companion Volume), which prescribes the implementation of Italian as an L2 in primary schools with Slovene as the language of instruction in bilingual areas. We outlined the key guidelines underpinning the described experiential and collaborative approach. Research confirms that ‘the linguistic and cognitive processes of learning a second language in young children are largely similar to those of the first language’ (Brown, 2000, p. 75). In a classroom where the teacher teaches in a relaxed manner in the target language, the student develops the ability to imitate and the autonomy to use the same language code. With such an approach, we detected a greater spontaneous linguistic response in the second language in the 5th grade than in groups where the teacher uses the classical grammar-translation method. Data for the study were collected in Slovenian primary schools in the bilingual area of Slovenian Istria. In order to determine differences in language abilities in Italian, students wrote a test at the beginning and end of the school year and participated in an interview. The actual use of the language being taught was of key importance for data analysis. The experimental group (EG) included classes where the teacher predominantly used Italian, and the control group (CG) included classes where the teacher predominantly used Slovenian. The research conducted a quantitative and qualitative analysis of the data obtained. The findings encourage teachers of Italian as a second language to actively use the target language in their lessons and to include students in an authentic bilingual environment
Napovedniki okoljskih dejavnosti vzgojiteljev v vrtcu
No full textIn line with the priorities of the United Nations 2030 Agenda and the growing emphasis on competencies for sustainable development in education, early childhood and preschool education are increasingly recognized as critical stages for fostering environmental awareness and designing sustainable curricula. As key educational agents, preschool teachers play a central role in implementing environmental initiatives in kindergartens and nurturing environmentally responsible attitudes and behaviours in young children. This paper presents findings from a study examining the predictors of preschool teachers’ engagement in environmental activities, with a focus on selected personal and sociodemographic variables: years of service, education level, teaching group, and the development of environmental competencies. The study involved a sample of 101 preschool teachers from four administrative districts in Serbia. Data were collected using two instruments: one measuring the development of environmental competencies and another assessing the frequency of environmental activities implemented in kindergartens. The results indicate that teachers’ environmental competencies have a direct and moderately positive influence on their engagement in environmental practices. Strengthening these competencies increases the likelihood of preschool teachers’ involvement in environmentally sustainable practices. Other examined variables did not emerge as significant predictors of participation in environmental initiatives. The multiple regression analysis accounted for approximately 31% of the variance in the frequency of environmental activities, highlighting the need for future research to explore additional predictive factors. Based on the findings, the development and implementation of targeted training and professional development programmes are recommended to further enhance preschool teachers’ environmental competencies.V skladu s prednostnimi nalogami Agende 2030 Združenih narodov in z vse večjim poudarkom na kompetencah za trajnostni razvoj v izobraževanju se vzgoja v zgodnjem otroštvu in predšolska vzgoja vse bolj prepoznavata kot ključni fazi za spodbujanje okoljske ozaveščenosti ter oblikovanje trajnostnih učnih načrtov. Vzgojitelji v predšolski vzgoji kot ključni izobraževalni akterji igrajo osrednjo vlogo pri izvajanju okoljskih pobud v vrtcih ter spodbujanju okoljsko odgovornega odnosa in vedenja pri majhnih otrocih. Pričujoči prispevek predstavlja ugotovitve raziskave, ki preučuje napovedne dejavnike vključenosti vzgojiteljev v predšolske dejavnosti, s poudarkom na izbranih osebnih in socialno-demografskih spremenljivkah: delovni dobi, izobrazbi, učiteljski skupini in razvoju okoljskih kompetenc. V raziskavo je bil vključen vzorec 101 vzgojitelja predšolskih otrok iz štirih upravnih okrožij v Srbiji. Podatki so bili zbrani z dvema instrumentoma: z enim smo merili razvoj okoljskih kompetenc, z drugim pa ocenili pogostost okoljskih dejavnosti, ki se izvajajo v vrtcih. Rezultati kažejo, da imajo okoljske kompetence vzgojiteljev neposreden in zmerno pozitiven vpliv na njihovo angažiranost v okoljskih praksah. Krepitev teh kompetenc povečuje verjetnost angažiranosti vzgojiteljev predšolskih otrok v okoljsko trajnostnih praksah. Druge preučene spremenljivke se niso izkazale kot pomembni napovedovalci sodelovanja v okoljskih pobudah. Multipla regresijska analiza je pojasnila približno 31 % variance v pogostosti okoljskih dejavnosti, kar poudarja potrebo po prihodnjih raziskavah za raziskovanje dodatnih napovednih dejavnikov. Na podlagi ugotovitev se priporoča razvoj in izvajanje ciljno usmerjenih programov usposabljanja ter strokovnega razvoja za nadaljnje izboljšanje okoljskih kompetenc vzgojiteljev predšolskih otrok