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On spending time in contemporary society through animation film.
Full text linkThe dissertation presents the issue of spending free time through various theoretical aspects and with the help of a story created in the technique of animated film. The thesis consists of a short animated film titled Time, and two theoretical parts.
The theoretical part of the thesis provides a broader context on the issue of time and leisure from the societal point of view (psychological, sociological and philosophical). Works of various different authors help describe the society in which we live and provide the framework for questioning the quantity and quality of time that we spend. For the purpose of this thesis, the notion of time is split into two parts, namely leisure and work. With the help of theoretical works we try to pinpoint to whom or what we dedicate most of our time. In understanding the value of spending time, in which work plays the central role, we draw on Karl Marx’s theory. The thesis also endeavors to describe how the perception of time and the use of it changed throughout history, and highlights the impact of technology on today’s society. We also touch on the position of children and youth today.
The second theoretical part of the thesis refers to the chapters on animation and animated films. In this part we discuss different types of animation styles, its beginnings and history, and animation techniques with a focus on stop-motion animation. The importance and the function of animation itself and its position in the educational system is emphasized alongside the role of children and young adults in it.
The research part of the thesis describes the process of creating an animated film and the author's reflection on the process and the content of theoretical work.
Time is a socially conditioned concept that is abstract for both children and adults and encompasses many different perspectives that are strongly intertwined. Therefore it is crucial that we ponder and question what time is, because contemplation broadens our perspective. Time is especially precious in the present day and that is why the quality of the time we use, and what we decide to spend it on, is all the more important.
Animation can bring a certain object, image, drawing to life, giving them new meaning and creating new narratives. Animated film can help us connect art, practical knowledge and certain social content. With its help, we can delve into social problems, the research of which can give rise to even more questions, and our task is to search for answers.
Animation and animated film play a strong role in educational work, both from a practical and educational perspective. The educational aspect of animation highlights the content and helps us communicate with children and young people, allowing them to search for common solutions, voice opinions, express critical thinking; by gaining these faculties the children become more confident. Animated film is an ideal tool for learning values, but it is also an artistic genre that allows a child to start building a positive attitude towards other arts. The practical aspect allows children and young people to develop their creative abilities, a sense of aesthetics, cooperation, communication and the search for a common goal through the creation of animation. But arguably the most important part remains the feeling of satisfaction that accompanies a finished animated film.
Creativity, which plays the central role in the process of filmmaking, as it drives the individual towards the final product, is a crucial skill; therefore the creative process, i.e. the production of an animated film, could and should also be adapted for kindergarten. Emphasis on the presentation of the animated film to others, along with the process of its creation, would help spread the excitement and interest for this artistic genre
Adolescence challenges in teenagers with Asperger's syndrome
Full text linkAutism spectrum disorders (hereinafter ASD) are developmental-neurological disorders characterized by social deficits, communication disorders and narrowly and rigidly directed interests (Maček, 2011 in Kržišnik and Battelino). The spectrum itself also includes Asperger's syndrome (hereinafter AS), whose condition significantly affects communication skills, social interactions, sensory perception, and interests during adolescence. In this paper, we determined to what how and to what extent the characteristics of AS affect the daily lives of adolescents with a named diagnosis. We were interested in how favorable the school environment is for them and the impact of the diagnosis on the adolescent's family. We found out to what extent adolescents face anxiety or depressive states and to what extent adolescents and adolescents with AS are similar. Two male adolescents and two female adolescents diagnosed with AS were included in the purposefully selected sample. All participants were attending one of the high school programs in Slovenia. A dramatic art specialist to help people with autism spectrum disorders, also took part in the research alongside the parents of three adolescents with AS. We interviewed each of the participants individually, and then presented all the interviews alongside their connections to the theoretical starting points. We found that all students face deficits in social interaction as well as social communication, as confirmed by their parents and a dramatic arts specialist. The participants lives are intertwined with their personal special interests, which do not significantly hinder their functioning. Problems with sensory hypersensitivity remain only with touching and with the perception of temperature and pain. These problems are not as prominent as they were in their childhoods. Anxiety was experienced by all adolescents in various forms. Depressive states were experienced by two participants, a male and female student. We detected the occurrence of mental disorders, deficits in the field of social interaction and communication, and various sensory hypersensitivity in all adolescents. We noticed that the female students recognized the problems in these areas and have pointed them out, while the male students did not report or even denied having problems, however their parents pointed those problems out. Generally, parents accepted their children's diagnoses and have also presented their experiences with prejudices towards their children. They emphasized the importance of a positive school climate and the willingness of the professional team and teachers to cooperate, help and support young people in the secondary education process. During the period of growing up, various institutions and clubs for helping people with autism spectrum disorders also play such an important role, which makes a key contribution to the inclusion of individuals with AS and offers help to both adolescents and their parents
Delving into physical and chemical contents of the science and technology subject with peer instruction approach in the 4th grade of elementary school
Full text linkWith the modernization of education, active teaching methods have gained prominence. Their aim is to encourage students to engage in mental activity to learn and deepen their knowledge. One of the methods is peer learning, where the student in directed interaction with his classmates progresses in communication competence, using the knowledge he already has, and at the same time deepens and constructs it anew. The Peer instruction technique, grounded by physics professor Eric Mazur, has several steps, one of which involves a small group discussion with classmates. By using the PI technique, students can solve misconceptions in science concepts, deepen their knowledge and make it more permanent, and change their interest in learning science. The technique is mostly used in higher education, and research shows it is sensible to introduce it in primary education as well. In the master's thesis, we used the technique to determine the extent to which positive effects of the technique can be detected in students of the 4th grade of primary school. The study included students and teachers of four departments of the 4th grade of primary school, a total of 81 students and four teachers. The PI technique was used to consolidate and deepen knowledge in two sets of contents from subject science and technology, substances and their properties, electricity, and magnetism. Data on student responses before and after discussion with classmates were collected using the Plickers voting system. A late test was performed 14 days after each lesson of deepening the content. Before the first learning session, students completed a questionnaire on interest in science and technology, and at the end of the research, students and teachers gave their opinion on the technique used in the questionnaire on PI technique. Data were analysed at the level of descriptive and inferential statistics. We found that the number of correct answers after discussion with classmates was statistically significantly higher than before the discussion. The number of correct answers does not decrease even after 14 days, when we performed a late test, so the knowledge deepened and acquired with the PI technique indicates permanence. The students' grade in subject NIT is statistically related to the number of corrected answers, students with grade 5 have a higher number of correct answers, but students with grade 3 have more corrected answers, which shows greater progress in knowledge (given as the g -factor). Students' interest in science does not correlate with the level of progress, so the technique is effective for all students, regardless of their interest in science. Students have a good opinion about the PI technique, the teachers of the four departments see many advantages, and they are also aware of the complexity of preparing quality questions that affect the success of the PI technique. The used voting system Plickers is positively evaluated by both students and teachers.
The findings contribute to the recognition of Peer Instruction technique as effective for science and technology lessons in the 4th grade of primary school and imply further research in the field
Helping and assisting a pupil with a motor deficit through Tera/GIB: a case study
Full text linkSchool is an environment in which students actively obtain new abilities in learning, motor skills, social and emotional spheres on a daily basis. These skills enable a greater independence for the students. Motor skills are an important sphere of a child’s development, since children obtain their first learning experience through it. Developmental coordination disorder is an obstacle which interferes with the performance of physical activities. Children with this disorder have to put much more energy and effort into physical activities. Problems appear even with the easiest activities. Furthermore, some deficiencies may also appear in other areas, such as orientation, self-care, using tools, speech, etc. These children feel less successful in school environment where the school curriculum dictates the pace of work. Suitable help and support enable the student to make the most optimal progress and, consequently, a greater independence in life. Special and rehabilitation pedagogues have an important role in this, since they help the students with developmental coordination disorder to improve their motor skills and abilities with an individual approach and work plan.
This research focuses on a female first-grade student of primary school that is enrolled in elementary school with adapted curriculum and additional professional support as a child with moderate speech and language disorders. Additionally, the student also has identified developmental coordination disorder. The purpose of the case study was to assess the primary state of the student’s motor skills and abilities, forming a physical activity programme to overcome the deficiencies, and two repeated assessments of motor skills and abilities – the first one immediately after the completion of the programme and the second one at the end of the school year. We were interested in the transformation of the student’s motor skills and abilities after the implementation of the programme. The first grade is a period of fast development for children. For this purpose, we used a control subject in the research. This was a male first-grade student who is also enrolled in elementary school with adapted curriculom and additional professional support as a child with moderate speech and language disorders. Additionally, the student also has identified attention deficit disorder and signs of developmental coordination disorder. With the help of a standardised tool Movement ABC 2 and polygon course backwards exercise form the Sports Educational Chart, we assessed the motor skills and abilities of both students in terms of quality and quantity. After the first testing, the female student’s movement was uncontrolled, imprecise, stiff and uneven. The test results showed that she belongs in the lower 2% based on the skills and abilities of her peers in the movement sphere. The male student had a better result. We determined that he belongs in the lower 25% of his peers. After the third testing both students showed improvement. The female student was placed in the lower 2% even after the third testing. However, the quality of her movement improved. The male student was, after the third testing, placed in the upper 25%. He also improved his quality of movement. We determined that the development of a child affects the improvement. Together with that, a premeditated augmentation of weaker areas also contributes to the advancement
Acoustic analysis of vowels in patients with Parkinson's disease
Full text linkParkinson's disease is neurodegenerative disease that often causes motor speech disorder, named hypokinetic dysarthria. Speech difficulties include decreased volume, hoarseness, monotonous tone and imprecise articulation. These can be the first sign of the illness. Speech and language therapists usually relay on auditory-perceptual judgements for the assessment and treatment of dysarthria. Acoustic analysis of speech could be used for more precise detection of speech deviations, as it is more sensitive and gives more accurate results. One of the most frequently used measures for studying the articulation of vowels in dysarthric speech is Vowel Space Area. However, this measure is highly sensitive to inter-speaker variability. To overcome these disadvantages, scientists introduced two alternative acoustic metrics: Vowel Articulation Index and Formant Centralization Ratio.
The study aimed to use acoustic analysis for exploring vowel articulation in Parkinson’s disease speakers. We included five Slovenian speakers with Parkinson’s disease, three women and two men. They were 53 to 73 years old and were diagnosed between 1 to 10 years ago. Five age-matched and gender-matched healthy speakers were recruited as a control group. Each participant was recorded while reading a passage and in spontaneous speech. Recording samples were then analysed in PRAAT and frequencies of the first and second formant of corner vowels (/i/, /a/, /u/) were measured. We drew the vowel triangle and calculated Triangular Vowel Space Area and Vowel Articulation Index for all speakers. With nonparametric statistical tests we compared data from parkinsonian speakers with data from matched healthy controls.
The results indicate that speakers with PD produce vowel /a/ higher in the oral cavity and vowel /u/ more forward, than matched control speakers. The majority of speakers with Parkinson’s disease had a smaller Vowel Space Area and lower Vowel Articulation Index than healthy speakers, although the differences between groups were not always statistically significant. We found that Vowel Articulation Index differentiated between the two groups in both speech tasks and Vowel Space Area only in reading. The reading task thus seems to be more appropriate for uncovering speech characteristics of persons with Parkinson’s disease.
In the thesis we examined acoustic-articulatory characteristics of vowels in Parkinson’s disease and pointed out the differences between healthy speech articulation. The obtained results represent the beginning of the acoustical analysis of Slovenian dysarthric speech and the starting point for further research. They also contribute to a better understanding of changes in speech due to Parkinson’s disease and are an incentive for speech and language therapists to include objective assessment methods in their everyday work
Equipping future classroom teachers to understand the situation of low socio-economic status learners
Full text linkSocio-economic status (SES) has a huge effect on our lives and particularly on the lives of children. A low socio-economic status has life-long consequences that can have a devastating impact on children. Among the factors of development connected with SES are school and, in particular, teachers. In my Master's thesis, I focus on SES consequences which affect children coming from families with a lower SES. I also focus on understanding their overall functioning in the classroom. In the theoretical part, I explain the terms ‘socio-economic status’ and ‘poverty’. I define the consequences of living in poverty for a child’s development, and I also present strategies and methods for a teacher to act and teach in the classroom with the goal of minimising the gap between a higher and a lower SES among pupils. In the theoretical part, I write about fairness and meritocracy, and about school as an environment for reproducing inequality.
In the empirical part, I interviewed 89 students of the Faculty of Education, Ljubljana. I researched the knowledge of future primary school teachers about poverty. Do they know what consequences can be associated with SES? Do they feel competent to teach children from a lower socio-economic environment? I was intrerested in how much knowledge about this topic students receive at the Faculty, and whether they would like to have more related information and knowledge. I asked them about methods for minimising the gap between pupils from different socio-economic backgrounds, and what doubts and reservations they may have about teaching children from lower SES environments. At the end of my research, I asked students about their attitudes towards the impact of politics on the school system, and about the role of the school system in reproducing socio-economic classes
Importance of counting for preschool children’s understanding of arithmetic operations
Full text linkPre-school education offers the child an environment in which he learns about the world and gains a variety of experiences in different fields of life. Along with play and different activities, a child gets to know and gains his first experience in the field of mathematics. At first, these are simple activities, such as editing and sorting. Later, these activities become more complex, such as learning numbers, counting, and then solving basic arithmetic operations. The very skill of counting represents an important building block of later mathematical abilities and skills. Through the bachelor’s thesis, we wanted to determine the importance of counting for understanding arithmetic operations in the preschool period. In the theoretical part, we presented natural numbers and the number zero, examined the counting of children in the preschool period, and described the principles of counting and basic arithmetic operations by which a preschool child already operates. In the empirical part, in the group of preschool children aged 5-6, we researched the extent to which preschool children will follow the principles of counting and what influence the level of their understanding of counting will have on the success of solving the tasks in addition, subtraction, identity, and reversibility. We also checked the performance of children in solving addition and subtraction tasks, as well as the impact of subsidization on their calculation performance. We ascertained by the research that understanding counting conditions understanding basic arithmetic operations. If a child achieved good results in counting, he also achieved good results in arithmetic operations and vice versa. In understanding the addition, the researched sample of children recorded good results. Children recorded the best results in addition with concrete illustrations and addition with the number zero. The understanding of subtraction is less assimilated in the participating children in comparison with the understanding of addition. The sample of children researched records the best results in the subtraction with the number zero. We ascertained that the ability to add without concrete illustrations in children is more assimilated than the ability to subtract without concrete illustrations. Better results in addition and subtraction are recorded by children who subitize to a greater number
Opinions of teachers and blind students of the influence of the fine arts subject on their understanding of the specifics of spatial characteristics
Full text linkWithin the school activities of blind students, the subject of fine arts is often considered as that part of the content, which is intended only for entertainment and relaxation, and in the absence of sight, its implementation has no meaning. Learning is otherwise more demanding and more time-consuming for the blind, because in contrast to sighted children, who need experience that takes place in a visible way, they help themselves with the type and other senses in order to understand the space. Therefore, any experience, even from other subject areas, can help them understand the specifics of the subject of fine arts, especially in the field of spatial laws. We anticipated that a quality interdisciplinary connection of various school subjects can be a good support for understanding the specifics in the field of spatial design and indirectly spatial orientation. We decided to conduct research in the field of understanding spatial laws in the field of fine arts because we wanted to check the opinion of blind students and their teachers on the treatment of these contents, on possible support adjustments and interdisciplinary links with other school subjects. We conducted structured interviews with blind students of the subject level of education, their art teachers, geography teachers, mathematics teachers and special and rehabilitation pedagogues who perform exercises in the field of orientation and mobility. The participants in the research, sixteen teachers and four students, presented their opinion and together gave answers on the impact of the subject of fine arts on the understanding of the specifics of spatial laws. The impact of fine arts teaching on everyday activities is still unexplored in the field of the blind, so any contribution, regardless of the breadth of research and results, is a welcome contribution to the discussion and further development
Phonological awareness of prematurely born children at school entry
Full text linkAround 6 to 7 % of children in Slovenia are born prematurely. Babies, born before 32nd or 34th week of gestational age are even more medically endangered. Researchers warn of developmental-neurological issues, related to preterm birth. Deviations arise in language skills too, even within premature children without major neurological or sensorical impairments.
Theoretical introduction is first focused on prenatal development of structures, connected to communication, language and speech, which are developing until 34th week of gestational age. Then prematurity with it's possible effects is described. Gestational age and maturity at birth delivery, different perinatal/postnatal medical complications and other internal and external features make this group of children very heterogeneous, this is why we described challenges in researching development of premature children. Afterwards we focused on a general speech and language development and even more detailed on phonological awareness – development, importance, assessment. In the end of theoretical introduction foreign researches of language, speech and additionally phonological awareness of preterm children are described. Because of heterogeneity mentioned earlier, researches and their findings differ, but there is a tendency to premature children having poorer language skills.
Our study examined, if phonological awareness in Slovenian speaking premature children, born in 32nd week of gestation or earlier, weighing 1500 grams or less, who are without major neurological and/or sensorical impairments, differ from their term peers when entering school; and if any of the factors involved affects their phonological awareness. For this purpose we formed a phonological awareness test and a questionnaire. 16 premature children and 16 peers participated in the research. Our research shows that premature children did not score significantly worse than their term peers in separated tasks or in a total number of points (p = 0.073). After we divided tasks on a deep and shallow phonological awareness, premature children scored significantly worse than their term peers on tasks of a shallow phonological awareness (p = 0.034), but not on tasks of a deep phonological awareness (p = 0.168).
Our study shows that multiple birth (in advantage of singletons), number of language examples in a family (in advantage of more examples) and ear inflammation (surprisingly in advantage of more inflammations) effect phonological awareness in a group of preterm children. These factors did not show significant in a group of term peers, but the education of the father did.
As the number of included infants in our study is small, we must understand and consider results only as a part of this research
Importance of learning constructive conflict resolution in kindergarten for psychosocial well-being
Full text linkThis master thesis explores the importance of teaching constructive conflict resolution in kindergarten for psychosocial well-being. The theoretical part of the master thesis consists of three clusters. The first part explains the mental health or psychosocial state of children, how the environment affects it and why it is important to address this topic as early as kindergarten. The second part presents the kindergarten as part of the child's system, as an important factor influencing the psychosocial well-being of children. Socialisation in kindergarten, stimulating learning environments and active learning through play, social-emotional learning and development, and the hidden curriculum are presented in more detail here. These are areas that have a major impact on children's psychosocial well-being. The last part shows the parallels to the first two parts through constructive conflict resolution. I particularly focused on the importance of social-emotional competencies and the role of the kindergarten teacher.
In the empirical part, I investigated the importance that kindergarten teachers place on learning how to constructively resolve conflicts. But this depends to a large extent on the individual's social-emotional competencies, which is why I have done some research in this area as well. My research focused on examples of good practice, the criteria being that the kindergarten teacher had written a professional article on social-emotional learning and had at least three years of work experience. The answers show that kindergarten teachers strengthen social-emotional competencies both preventively and curatively, and also monitor developments in the latter area. Some concrete examples are also given. Social-emotional development also depends on a supportive learning environment and a hidden curriculum. And those two aspects are what kindergarten teachers pay attention to. In a stimulating learning environment, the focus is on making children feel safe. Positive discipline based on consistency and kindness is closely linked to a sense of security as well. At the same time, the kindergarten teachers make sure that both the physical and the imaginative space is kept tidy. For the former, it is important to them that there are different corners in the room and that there are enough materials and that they are within reach of the children. The second - the imaginary space - is a place for play and artistic experience and creation. In the case of the hidden curriculum, they especially focus on keeping children active throughout the day, on involving them in different ways and on involving all children, and they pay attention to the relationship they have with the professional and to their communication with the children. Specifically, when it comes to learning constructive conflict resolution, I stress the importance of the role of the kindergarten teacher as a model for learning, especially his/her communication and verbal explanation. It is also crucial for the kindergarten teacher to respond calmly to child's emotional outbursts and to articulate the child's emotional state. Often educators act as mediators in conflict situations and promote the moral development of children in different conflict situations.
The research complements some of the findings on the importance of social-emotional learning, through which individuals acquire the necessary competencies for constructive conflict resolution. This way of dealing with conflicts which are the only constant in our lives, can contribute to the psychosocial well-being of children and later adults