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Learning about depth guides through outdoor observation painting
Full text linkThe diploma thesis researches learning about depth guides through outdoor observation painting.
The first section is an overview of the artistic development in children between the ages of 13 and 15. It focuses on the ways they depict space and on the child's developmental tendency towards realism. The next section defines space in painting as well as depth guides that are put in the context of the visual and artistic reality. Atmospheric and color perspective as well as observation of colors in outdoor observation painting are discussed in more detail. The following section defines the term plein air painting, gives an overview of its development and highlights its contribution to the further development of painting strategies. Next, outdoor classes are described with their advantages and constraints to their implementation. The theoretical part ends with the explanations of active artistic observation and artistic thinking according to Milan Butina and with the explanation on how they are developed in pupils through creating art.
The second part of the thesis shows the theoretical knowledge through a personal experience of outdoor observation painting. The advantages of the approach and the problems a beginner might encounter are highlighted and solutions on how to circumvent them are offered. The paintings produced in the process are analyzed focusing on the use of depth guides. The last part treats the question of how appropriate this technique is for pupils at ages 14 and 15
Effect of cognitive training on adult cognitive functioning after accidental head injury in the post-acute period
Full text linkA head injury is a difficult challenge for an individual, their close ones and for professionals, who work with the person. The wide range of physical and psychological consequences, which are often permanent, underdeveloped methods of work and the fact that each patient is different, pose a great challenge for choosing the right treatment. Given the complexity and variability of possible deficiencies that often accompany an individual throughout their life, many of them may remain unrecognized. This issue requires multidisciplinary knowledge in the assessment of individuals’ abilities and needs, as well as a focused treatment to overcome their deficiencies and compensate their strong and weak points. There is a growing number of researches that testify to the effectiveness of cognitive training as an approach, which helps to improve cognitive abilities as well as essential life skills. Our research is designed as a case study, the subject of which is a special educational provision of an adult after a traumatic head injury in the post-acute period. In the present study, the assessment of a person's cognitive functioning and the implementation of cognitive training were performed. The purpose of the research was to use the tools applicable to special and rehabilitation educators in order to examine the effects of specific multi-domain cognitive training of memory, attention, visual perception, language and executive functions, on mentioned cognitive spheres. We also focused on the alternation of using different compensatory strategies in the person involved. The results of the study showed improvements in visual and auditory memory, delayed recall memory, auditory attention, maintained attention and mechanical vocabulary. After the training, we detected the use of previously non-existent compensatory strategies in the test subject, such as visual presentation of the verbally given information, verbal description of visual images and the use of a standardized scheme for memorizing information
Primary school teachers' views and experiences of collaborative student learning
Full text linkCooperation is an important factor in developing potentials in children. Taking account of and
encouraging interaction between pupils in the process of learning is the basis on which various
structures of cooperative learning have taken shape. The basic principles of cooperative
learning are derived from Piaget’s developmental theory, which established a constructivist
approach, Vigotski’s scientific findings on the impact of social factors on the development of
higher mental functions and Martin Deutsch’s theory of cooperation and competition. In
practice, cooperative learning is reflected in the application of different forms and methods of
work to solve problems, assimilate new teaching content and learn in the broadest sense of the
word. Social interaction between pupils in a cooperative group where they are being active all
the time plays a crucial role here. Most of empirical research on cooperative learning proves a
positive impact of cooperative learning on learning and socialisation. An important role in
establishing cooperative learning situations is played by the teacher, who acts as an advisor and
expert in encouraging effective functioning of the group with the aim of promoting cooperative
learning. To achieve the goals of cooperative learning the basic principles of this form of
learning have to be taken into account when planning the lessons: working in small groups,
positive co-dependency of group members, individual’s responsibility, applying adequate
cooperative skills for group work, adequate task structure and analysis of group processes.
When introducing cooperative learning to classes the teacher has to teach the pupils how to use
various cooperative structures aimed at consolidating knowledge, advancing the understanding
of concepts and at cooperative projects. In the empirical part of the master’s thesis based on
quantitative research approach, we used an online survey to see what kind of knowledge class
teachers possess about cooperative learning, how competent they feel to introduce this form of
learning in lessons, what their experience is with organising and holding class in cooperative
groups before the COVID-19 epidemic and during remote teaching and what their attitudes are
regarding this form of learning when it comes to both their own learning process and teaching
pupils. The survey was based on intentional, non-incidental sampling and the sample consisted
of 112 class teachers from all over Slovenia. The survey showed that while class teachers are
mostly acquainted with cooperative learning, their familiarity with its principles and structures
is deficient. Most of them believe they are professionally qualified to introduce cooperative
learning to class, but need more practical experience in this field. The teachers observe the
following advantages of applying cooperative learning: cooperation among pupils, learning
from peers, improved interpersonal relationships and overall atmosphere in the class, pupils
helping one another, refining of the pupils’ social skills, increased motivation for learning, more
active pupils, respect for the opinions of others and opinions that are different, greater sense of
responsibility towards the group and the task at hand, better memory retention, communication
and critical thinking, greater tolerance, independence in learning and better quality of
knowledge. When it comes to integrating cooperative learning in classes, teachers feel most
impeded in terms of the time they have to devote to thoroughly prepare cooperative learning
lessons, perfect cooperative skills and instruct pupils. The main issues they observe is that
cooperative learning requires a lot of effort and preparation from teachers, that some pupils
don’t actively engage in work in cooperative groups, and that some pupils shift responsibility
on other group members. Two thirds of teachers believed that remote teaching affected the
introduction of cooperative learning to teaching. The teachers attributed this to the pupils’
inadequate ICT skills, lack of independence amongst younger pupils in using technology, great
confusion due to the organisation of remote teaching, insufficient time and inferior ability to supervise pupils. The results showed that the class teachers surveyed have positive opinions
regarding the impact of cooperative learning on pupils, which, however, cannot be said about
their opinions on the level of preparation required from them for this type of learning.
Statistically significant positive correlations only appear between the frequency of organising
the pupils’ work in cooperative groups in the course of teaching and the opinion that, while
working in cooperative groups, pupils are learning to be more tolerant of others and different
ideas, and the opinion that learning in cooperative groups improves interpersonal relationships
in the class. Statistically significant positive correlations are also evident between the frequency
of introducing/including cooperative learning of pupils within individual stages of the learning
process and the opinion that work in cooperative groups contributes to better learning
achievements of pupils than individual learning. Statistically significant negative correlations
appear between the frequency of including cooperative learning in classes by subject and the
opinion that pupils may not take schoolwork seriously enough during cooperative learning, and
between the frequency of organising the pupils’ work in cooperative groups in the course of
teaching and the opinion that learning in cooperative groups only leads to quarrels and bad
mood amongst pupils. The aim of our survey was to raise teachers’ awareness of the importance
of cooperative learning, motivate teachers to introduce cooperative learning to class and
contribute to their professional development in this area
Listening to music in the kindergarten and in the family
Full text linkThe theoretical part of this diploma work starts with the general role of music in the development of pre-school children. It continues with different types of music ranging from classical and folk music to modern ones and focuses on the influence of music in everyday life. General idea of music listening is presented together with the description of its value of experience, experiential-analytical and analytical listening. In the centre of attention lies the importance of listening to music in kindergarten and the description of its development in preschool age in general. At the end the role of music in the families is dealt with as well. The research included both pre-school teaching staff and parents and it was made with the aim of finding out the influence of teaching staff and parents regarding music listening in kindergartens and at home. There were 100 parents and 100 pre-school teachers included in the research all coming from the region of central Slovenia. The results have shown a great influence that parents and teachers have on the way and the extent of music listening to which pre-school children are exposed. Also it has been proven that parents themselves as well as teachers carefully select music types to listen to. Both parents and teachers recognise the importance of gathering numerous experience in pre-school age to develop a good taste in music later
Parents' subjective theories of physical punishment of preschoolers
Full text linkIn this thesis entitled Parents' Subjective Theories of Physical Punishment of Preschoolers, first I described subjective theories, what influences them and how they change. Then I introduced the concept of authority, the three types of authority and the concept of child in different parenting styles. In the theoretical introduction, I have particularly focused on punishment in upbringing, especially on physical punishment. I explained what physical punishment means, how it is dealt with in the Slovenian law system, what physical punishment meant in the past and how it is presented today’s society. I have stated the consequences of physical punishment. The main purpose of the thesis was to find out what is the parents' attitude towards physical punishment of preschool children and whether they use it in the upbringing of their preschool child.
The results of the survey showed that the most parents follow their own inner feeling when raising their child. The opinion of one third of respondents is against physical punishment and they do not use it. More than a half are not in favour of it, but have used it before, and a few of them think that in some rare situations physical punishment is necessary. A quarter of respondents have never used physical punishment before, while others have used it at least once before. On average, the most frequently used physical punishment is a slap on the bottom, mostly because of the disobedience and inappropriate behaviour of their child. Most parents later regret their actions, but fewer apologise to their child
Introduction of children to kindergarten
Full text linkThe master's thesis explores the view of counselors, parents and educators on the process of introducing children to kindergarten and at the same time covers part of their practical experience with the introduction. In the theoretical part, I touched on the subject of attachment and the transition from home to kindergarten, and in the empirical part, I tried to gain a multi-perspective view of this transition. The empirical part contains nine semi-structured interviews - three were conducted with counselors in kindergartens, three with parents of children who have introduced their children to kindergarten in the last six months, and three with educators who have in the last six months worked in a group where a newcomer was introduced. The interviews were then qualitatively analyzed with the help of coding. I used the qualitative method of content analysis. I expect that the findings obtained in the research contribute to an easier understanding of the process of introducing children to kindergarten and to the establishment of guidelines on how to act so that the process is as easy as possible for all parties involved.
The results show that entering kindergarten represents a major turning point in the lives of both children and parents, for many children it means the first separation from the people they are attached to. In order for the introduction to go as smoothly as possible, internal preparation is necessary in the kindergarten, where the role of organization, administration, counseling and link between educators and parents is taken over by counselors. They do not interfere with the independence of the educators and the pedagogical process itself, except in the case of explicit wishes. Counselors and educators offer support to parents during children's introduction to kindergarten. The first contact of the parents with the kindergarten is taken over by the counselors, who provide them with administrative assistance and information, and later the communication with parents is largely taken over by the educators. The results of the research show that counselors, educators and parents emphasize the importance of information. For the successful introduction of children, the following good practices were introduced and highlighted in the kindergarten: communication, phase-in period, calm atmosphere, parental support, adaptation to extraordinary circumstances and trust. However, there are still opportunities for improvement. When investigating the possibilities of improvement, the answers were different depending on the profile of the interviewees. In general, mothers would not change anything in the introduction process, but counselors and educators indicated more education and additional information, a smaller number of children or more professional workers in the department. The findings also shed light on the child's need for a person who is present and sensitive to his needs, and in kindergarten, in the absence of parents, this is primarily represented by the educators. The research also sheds light on the fact that if the child is not securely attached at home, inclusion in kindergarten is extremely important so that he can experience other forms of attachment as soon as possible. It was also established that the parents' distress is connected with the children's distress, the transfer of negative emotions to the children is present, so the positive attitude of the parents towards the kindergarten is important
Naravoslovna pismenost - začnimo zgodaj
No full text»Čeprav naravoslovna pismenost samoumevno razvijamo pri naravoslovnih dejavnostih
v vrtcu in v šoli, se kaže, da pogosto pozabimo na njena elementa: odnos in raziskovanje.
Slednja sta pomembna za življenje tu in zdaj, čeprav nista toliko izpostavljena v Kurikulumu
za vrtce in v učnih načrtih. Zato velja, opolnomočiti se z znanji o naravoslovni pismenosti,
načrtovati, implementirati dejavnosti v pedagoški proces in reflektirati ter poskusiti vedno in
znova.« (J. Pavlin
Long-term care for the elderly in Slovenia
Full text linkIn my master thesis I focus on the field of long-term care for the elderly in Slovenia. In the theoretical background, I first address the ageing of the population and the social changes that have led to the current situation. I continue with the regulation of long-term care at macro level – at the level of the World Health Organisation and the European Union. I then introduce and define the field of long-term care, why it is important, and I address the regulation of the field in Slovenia before and after the adoption of the Long-Term Care Act in 2021. In doing so, I focus on the sufficient and optimal regulation of long-term care, which, as a cornerstone of the welfare state, must be well regulated within the framework of social policy.
In the empirical part, I investigate the key problems faced in the field of long-term care in Slovenia, how the adoption of the Long-Term Care Act has changed the field, and which parts should be reformed. I also look at the benefits and drawbacks of long-term care provided to older people by services in the home environment compared to services in social care institutions. Finally, I also looked at the future outlook for long-term care in Slovenia and at examples of good practice from abroad that could be implemented in Slovenia. I used a qualitative research approach and triangulation of sources and methods. I used several forms of research: qualitative research, desktop research and comparative research.
The main aim of my research was to find out whether the current regulation of long-term care is sufficient to meet the needs of the older population and to use the findings to influence policymaking in the field of long-term care. The results show that, despite the adoption of the Long-term Care Act, the regulation of long-term care is still unsatisfactory, as it still contains several ambiguities. Nevertheless, it addresses the right questions which will need answers sooner or later. The Act will need some serious and radical improvements in the future, but it has the potential to successfully provide social security for individuals and their families. In this respect, it is of the utmost importance that the drafters look at the real needs of the people, the financial, social, and cultural background of the country, and consult with other (also differently minded) stakeholders in the field
Assessment of sustained attention with neurobeans cognitive tool
Full text linkThe ability of sustained attention is of high importance, but at the same time it is difficult to measure due to its intangible nature. The tools and approaches needed in order to make such measurements are predominantly available only for scientific research or therapeutic and clinical practice. What is crucial is the development of methods for everyday use in the context of education which would be simultaneously simple and compelling enough to be performed daily for monitoring and guiding schoolchildren, with emphasis on attention. This paper presents a new method of assessing sustained attention titled Neurobeans, which is based on a multi-sensory task without the use of a computer. The task is differentiated from related ones by the fact that the user retains their concentration on an object in their working memory while performing specific movements. The new method was compared to T.O.V.A. (Test of Variables of Attention), which is a prominent clinical method for assessing focus indicators. Results show that Neurobeans indicators measure a similar attention domain, and that the method differentiates between groups with different levels of attention ability. Furthermore, the method distinguishes schoolchildren with additional professional and physical assistance (DSP) from those who are not in a DSP programme. Relations between attention indicators and the extent of digital fun utilization, school grades, as well as feelings of pressure caused by schoolwork and the participant’s attitude toward school were studied broadly. There were differences between the two tests in the relations concerning pressure; only the Neurobeans indicators connected with indicators of the feeling of pressure caused by schoolwork and the participant’s attitude toward school. This implies a somewhat greater validity of Neurobeans indicators when measuring attention in the context of school. A limitation of the study is the use of the publicly available version of the T.O.V.A. test, which is not identical to the official method. Because of this fact, the following paper should be seen as a pilot study, and a base for further research concerning this field and the method presented. is of high importance, but at the same time it is difficult to measure due to its intangible nature. The tools and approaches needed in order to make such measurements are predominantly available only for scientific research or therapeutic and clinical practice. What is crucial is the development of methods for everyday use in the context of education which would be simultaneously simple and compelling enough to be performed daily for monitoring and guiding schoolchildren, with emphasis on attention. This paper presents a new method of assessing sustained attention titled Neurobeans, which is based on a multi-sensory task without the use of a computer. The task is differentiated from related ones by the fact that the user retains their concentration on an object in their working memory while performing specific movements. The new method was compared to T.O.V.A. (Test of Variables of Attention), which is a prominent clinical method for assessing focus indicators. Results show that Neurobeans indicators measure a similar attention domain, and that the method differentiates between groups with different levels of attention ability. Furthermore, the method distinguishes schoolchildren with additional professional and physical assistance (DSP) from those who are not in a DSP programme. Relations between attention indicators and the extent of digital fun utilization, school grades, as well as feelings of pressure caused by schoolwork and the participant’s attitude toward school were studied broadly. There were differences between the two tests in the relations concerning pressure; only the Neurobeans indicators connected with indicators of the feeling of pressure caused by schoolwork and the participant’s attitude toward school. This implies a somewhat greater validity of Neurobeans indicators when measuring attention in the context of school. A limitation of the study is the use of the publicly available version of the T.O.V.A. test, which is not identical to the official method. Because of this fact, the following paper should be seen as a pilot study, and a base for further research concerning this field and the method presented
Didactic games for the topic of light in science and physics in primary school
Full text linkGame means having fun, passing the time; it is an activity through which we learn and acquire new skills, improve them, and expand our knowledge. Didactic games must be very well made in order to bring about advancement in knowledge. The didactic game must be set up in a way that it motivates us, attracts us, and that we have fun while playing. Didactic games require the player to be active and inventive; they also strengthen cooperation, mutual help, and relationships between participants. Despite the increase in research on the topic of didactic games, we found a deficit of such games in the third triennium of primary school.
Therefore, we decided to create three quality didactic games on the topic of light and color in the subject of natural sciences in the 7th grade, and on the topic of light in the subject of physics in the 8th grade. The developed didactic games were tested in two sections of the 7th and two sections of the 8th grade. The study involved 85 7th-grade and 8th-grade students. We excluded 8 students from the data analysis because they had missed at least one activity. Data was collected through tests, questionnaires, and observation forms. Before and after implementing the method of didactic games, students took tests. This gave us an insight into their knowledge. The last test was taken one week after the lesson with didactic games, and so we got an insight into the permanently acquired knowledge. We also prepared questionnaires, which gathered opinions on individual didactic games and possible improvements. We observed the course of the games with pre-prepared observation forms and gained insight into the adequacy of didactic games. The purpose of the tests, questionnaires and assessment forms was to evaluate and assess the developed didactic games, and to improve them based on the results.
The results of the research show that the method of didactic games is also suitable for teaching in the third triennium of primary school. The developed didactic games did not fully achieve the expected result in the acquisition of new learning content, but we believe that they are nevertheless suitable for teaching the topic of light. Despite the fact that the didactic games proved to need further optimization, we found that students like this way of learning and consolidating the content, and that it is a motivational tool that increases situational interest in the subject.
The results of the master's thesis will help teachers gain a better insight into the making of didactic games and into their essential elements, which must be taken into account when creating a didactic game