Aurel Vlaicu University of Arad Editing House: Journals
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PARENTAL DISCIPLINARY PRACTICES SEEN THROUGH CHILDREN'S EYES: 10.24250/JPE/2/2022/AC
No full textAlthough the word discipline, derived from the word disciplining, means teaching or training, it is associated with the application of punishments aimed at correcting inappropriate/improbable behavior (Knox, 2010, Larzelere & Kuhn 1993 cited in Zoysa, 2011). There is undeniably a special interest in parental disciplinary practices (DPP) (Straus & Stewart 1999) within several disciplines. In a country where the physical punishments are considered efficient and normal, presenting the realities regarding the way children are disciplined is more than necessary, it is almost vital.
Starting from the premise that adults tend to become their parents (Zoysa, 2011, Fink, 2014), we are interested in finding out to what extent these milestones in education are still respected and how adolescents perceive DPP. 252 students answered online questionnaires and 48 teenagers participating in group discussions confirmed the cognitive theories according to which the focus in parental discipline must fall on moral internalization and autonomy (Baumrind, 1978, Grusec & Kuczyuski 1997). Internalization, along with the maintenance of the child's self-esteem and the parent-child relationship represents the, goals and finalities in fact of the application of effective disciplinary techniques (Grusec, Goodnow, 1994).
 
INNOVATIVE EXPERIENCES IN EVALUATING ACQUISITIONS AT AN EARLY AGE: 10.24250/JPE/2/2022/DMF/LC
No full textThis article presents the results of a research developed through applying an international assessment tool for development and early education. The study reveals the benefits of using a standardized assessment tool correlated with the current regulatory documents. Starting from the results obtained after the application of the batch of tests, a formative training program was created in which the correlation of the areas of development was investigated, with the indicators of the Fundamental Reference in the Learning and Early Development of Children and the tests of the evaluation tool. The research was carried out during a school year, with the target group being the preschoolers of the Preschool with extended program "Casuta Bucuriei" no. 11 Brasov. At the beginning of the school year, in the initial assessment, the IDELA standardized assessment tool was applied to a number of 10 groups with a total of 259 preschoolers, then at the summative assessment (at the end of the first semester) the application was resumed to all groups in the experiment, identifying the natural evolution of preschoolers. During the second semester, between the two moments of evaluation (summative and final), the group of preschoolers was divided into an experimental group and a control group. Preschoolers in the experimental group benefited from formative training. Following the collected results, our aim was to offer teachers a complex vision of the level of development and school preparation of preschoolers, using an innovative assessment tool. The IDELA tool (international early childhood development and education assessment of children aged 3-6.5 years), was developed following three years of testing and piloting at international level. The tool drew on a number of existing sources and tools, including the Early Development Tool, the Age and Stages Questionnaire, the Denver Multiple Indicator Set Study, the Early Childhood Development Standards from a number of countries where these were available, as well as numerous tools developed and used by Save the Children national teams
INTERACTIVE METHODS FOR DEVELOPING MOTIVATION IN CHILDREN WITH SPECIAL EDUCATIONAL NEEDS
Get PDFIn the learning mechanisms, motivation is the basis on which the success of the educational act is built and at the same time it is the stimulating factor of the learning activity, favoring the achievement of successful results. In contemporary society, students' motivation problems are extremely diverse and most of the time the teacher's intervention cannot be based on recipes or rules, but must be adapted to each individual situation, especially in the case of students with SEN. The use of interactive teaching materials in the classroom has proven to be a success factor. It is often difficult to get the attention of students with SEN, but the use of diversified teaching aids can be a first step in transmitting and receiving the message, fixing and consolidating new notions. The laptop, the video projector, the flipchart, the colored pencils can turn the monotonous lesson into an interactive one for all children, not only for those with special needs. This article presents some reviews of active-participatory methods, which will attract all students in a class most often guarantees the success of a lesson
Importance of Physical Activity in Children’s Mental Health
Get PDFIntroduction: Mental health is an important component of children’s healththat affects almost every aspect of their lives. One in five children in theworld experiences varying degrees of mental health disorders and the burdenof morbidity and mortality from these causes is increasing. For these reasons,the mental health status of children poses a serious concern for health and thehealth system in general. The purpose of this paper review is to analyze literatureof mental health as an important part of a child’s overall health. In factit has a significant impact on physical health as well as on children’s abilityto be successful in school, work and society. Mental health as well as physicalhealth affects the way an individual thinks, feels and acts. Methodology:In order to fulfill this review are using methods of literature analysis, and ismade combination and comparison of data from various works of authorsvaried. To successfully realize this review paper we studied and analyzed thecontemporary scientific literature. The methods used are: literature analysis,physical activity mental health and recommendations. Recommendations:all the literature used can be clearly seen the importance of understandingmental health support is essential for addressing the phenomenon and its associatedconsequences, including, appropriate parental communication, mentalhealth promotion, physical activity as well as specialized psychologistassistance and medical assistance
Methods and means for developing resistance in the 5th and 6th grades
Get PDFIntroduction: In all physical education school curricula, starting with theprimary cycle and going to high school and vocational school, resistance appearsas an educational instructional objective formulated and materializedas a requirement in relation to class, therefore, the age of students (Scarlat E.,Scarlat MB, 2002). Purpose: is to implement an experiment in the fifth andsixth grades in rural areas, and through the results obtained from this experiment,to be able to find optimal solutions to equip students with a high vitalcapacity, given that after school most students help their parents with householdchores. Methodology: Resistance is “the ability of the human body toexert efforts with a relatively long duration and a relatively high intensity,maintaining constant indices of optimal effectiveness”. Results: Followingthe evolution of the arithmetic mean in the endurance running test over thedistance of 800m, the boys found that at the initial testing the control groupachieved an average of 03:40, and the experiment group achieved an averageof 03:29. There is a difference between the control group and the experimentgroup in favor of the experiment group, namely 11 sec. After the intermediatetests, the control group obtained an average of 03:37, making a progresscompared to the initial test by 3 seconds, and the experiment group achievedan average of 03:24. The experiment group made even greater progress thanof the arithmetic mean in the endurance running test over the distance of600m girls, we found that in the initial testing the control group achieved anaverage of 03:08, and the experiment group achieved an average of 03:09.There is a difference between the control group and the experiment group infavor of the experiment group, namely 1 sec. After the intermediate tests, thecontrol group obtained an average of 03:01, making a progress compared tothe initial test with 7 sec., And the experiment group achieved an average of03:04 with 5 sec. better than the initial test. We notice that the experimentgroup made more progress than the control group in the final test, namely 2sec. Conclusion: this paper emphasizes the importance of the exercises weused and applied to students in the first two grades of high school
DIFFERENCES IN THE ASSERTIVENESS LEVEL OF FIRST YEAR PRE-SERVICE TEACHERS FROM A ROMANIAN UNIVERSITY OF LIFE SCIENCES : 10.24250/jpe/1/2022/EMS/AADU
No full textHigher education represents a stage when undergraduates are required to communicate in an assertive manner. By being assertive, they are able to cope with stress in their relationships with teachers, colleagues and administrative staff. Teacher assertiveness represents a desirable interpersonal skill having positive influence on both students and teachers. The objective of the current study was to examine assertiveness levels in university students enrolled in the teacher training program (N = 284) who completed the Rathus Assertiveness Schedule (RAS). Urban respondents reported higher levels of assertiveness than rural respondents did. Male respondents reported higher levels of assertiveness than female participants in the study. Pre-service teachers from the Faculty of Agriculture reported the highest level of assertiveness and pre-service teachers from the Faculty of Food Engineering reported the lowest level. From the perspective of distribution on study programs, respondents from Horticulture reported the highest levels of assertiveness, while respondents from Animal Husbandry reported the lowest levels. Implications of the identified distribution patterns are also discussed, as well as their impact on academic curricula
THEORIZING AN INTEGRATIVE-QUALITATIVE INTENTIONAL BEHAVIOR MODEL IN ROMANIAN PRESCHOOL TEACHERS FOR SDG4 (EQUAL ACCESS TO QUALITY PRE-PRIMARY EDUCATION): 10.24250/jpe/1/2022/AR/DR/AFR/AE/EB
No full textQuality education is one of the 17 Sustainable Development Goals (SDGs) set by the United Nations in 2015. SDG 4 refers to guaranteeing inclusive and equitable quality education for all, as well as fostering opportunities for lifelong learning for everyone. Equal access to high-quality pre-primary education is one of DSG4's 11 indicators, and it will be discussed further in this study. The goal of this study is to lay a theoretical foundation for the development and validation of an integrative-qualitative intentional behavior scale in Romanian early childhood education and care system. Our theoretical research will also be used to develop an integrative-qualitative intentional behavior prediction methodology that can be used to predict preschool teachers' integrative-qualitative intentional behavior in ECEC teachers and aid educational decision-makers in developing timely interventions that increase the likelihood of success. The study's major findings point to important components that might help Romanian educational decision-makers improve SDG4 outcomes
THE SIGNIFICANCE AND INTERPRETATIONS OF DIDACTIC COMMUNICATION IN AN ONLINE ENVIRONMENT: 10.24250/jpe/1/2022/LCT
No full textThe educational process, as a communication relationship, involves the teacher-student interaction as well as the transmission of messages between them. The success of the pedagogical act is largely conditioned by the success of the communication act. The conduct of teaching activities in the past two years in which, globally, humanity has been facing the coronavirus pandemic, has undergone changes imposed by the need to replace or supplement the classic educational action of face-to-face teaching through online teaching activities.
The problem we submit for analysis is the effectiveness of didactic communication carried out in the conditions of instructive-educational activities in the online environment, reflected in aspects such as: teacher-student interaction, feedback, and educational message. Following a semi-structured interview applied to groups of first- and second-year students, we devised the items of a questionnaire through which we aimed to identify the students’ perception of the effectiveness of didactic communication in the context of online instructive-educational activities. The aim of the investigation was to identify the extent to which the elements that ensure the premises of effective didactic communication are also found at the level of instructive-educational activities carried out in the online environment. The students' answers highlight their observation that, in the online teaching activities, the didactic communication between teachers and students takes place within certain limits: the nonverbal communication cannot be present or visible most of the time; the transmission of messages from teacher to student predominates to the detriment of teacher-student and student-student communication, interactions. The changes that occur in didactic communication within the context of teaching activities conducted online are natural consequences of the specificity of this manner of carrying out instructive-educational activities
AN ASSESSMENT OF COUNSELLORS’ PERCEPTION ON COUNSELLING SERVICES PROVIDED IN PUBLIC SENIOR SECONDARY SCHOOLS IN OYO STATE, NIGERIA : 10.24250/JPE/2/2022/YS/PBO
No full textThis study examined the assessment of counsellors’ perception on counselling services provided in public senior secondary schools in Oyo State, Nigeria and its implications for stakeholders. Three research questions were raised to guide the study. The research design adopted for the study was qualitative approach. Population consists of all counselors in public secondary school in Oyo State. Purposive and convenient sampling techniques were employed to select five counsellors. An interview protocol titled “Interview Protocol on Counselling Services (IPCS)” was used to collect pertinent data. Thematic approach was employed for analysing the data collected. Result revealed that various conselling services such as placement, appraisal, evaluation, information, orientation and referral were provided for students. It was found that services provided for students are not adequate. Also, findings point out to insufficient conselling personnel and inadequate couselling facilities as major hindrance to counseling services in school. In view of the findings, it was recommended that adequate facilities and funding should be provided for counsellors for them to be more effective in the areas of counseling. This will help students to solve their educational, vocational and social-personal challenges.
 
THE MOTIVATION OF LEARNING IN STUDENTS : 10.24250/JPE/2/2022/AFR/MIF
No full textThe motivation for learning illustrates the determination each student has towards this important process. When the motivation starts from within each student, we say that it is an intrinsic motivation, and when it comes from the outside we will call it an extrinsic motivation.
The motivation for learning is the dynamic and directional energetic process of the entire learning process. Motivation is the key to our entire behavior, and therefore to our learning behaviour. It is also important to note that the motivation for learning is vital for the efficiency of learning.
In our research we aim to investigate some elements related to students` motivation for learning. The method of investigation of the problem of students` motivation in learning is the survey, conducted using the questionnaire as a tool. The sample of subjects consists of two hundred and twenty-two students from the “1 December 1918” University of Alba Iulia, year I, II and III, from different specializations. Among the indicators presented in the questionnaire we can include: aspects that lead to the increase of motivation for learning, which is the main reason for which they learn, how much time they spend daily on learning, whether they carry out a specific program when they learn; what solutions they resort to when they encounter a learning problem, etc. The conclusions are drawn up based on the statistical analysis and confirm the presence of original elements about the motivation of students’ learning