6992 research outputs found
Sort by
Picture book as a means of promoting a child emotional experience
Get PDFIn theoretical part of my degree I presented parts of the development that efects emotional experience of a child. At first I focused on mental development, his main characteristics and tree stages that child passes through. Than I defined oral development, his stages and influential factors. It`s also written about emotional development and reasons why is it so important for children in preschool to understand, recognize and express their emotions. Then I wrote about emotional intelligence and very important factors that effects on it.
Theoretical part includes picture book characterization and description of bibliotherapy as therapeutic process, which can help kindergarten teachers at their direct work.
In second part of my degree I performed a research in which I discovered the effects that picture books have on children`s emotional experience and how to pick the right ones. I chose three picture books: »Chicken Pik«, »Feri is angry« and »Mom, where are you?«. At first we read those books together, then I made an interview. I recorded and wrote their answers down in forms. I analised the answers with the literature from theoretical part of my degree. There were seven 2–3 years old children in my research (one boy and six girls) from kindergarten Mojca in Ljubljana. The results showed that picture book is a very good tool to help children with their emotional expression.
Also I was wondering if kindergarten teachers are aware of the meaning of bibliotherapy. In that matter I performed three interviews with them. I wanted to know if they use bibliotherapy at their work and what kind of a meaning do they appen to them? In which occasion do they use it and how? Which fairy tale do they use at their execution and which goals do they want to achieve? As it turned out, all of the three kindergarten teachers are very aware of the meaning of the bibliotherapy and they use it almost every day at their work
Collaboration between special education teachers and parents in distance education
Get PDFIn the theoretical part of the master's thesis we present the concept of cooperation between the school and the parents and its purpose; forms of cooperation; factors that hinder or promote effective cooperation and the principles of cooperation. We present the competencies that pedagogical workers need to work with parents and connect the experience of working with parents with the professional development of special and rehabilitation educators (hereinafter SRP). The aim of the master's thesis is to research and study the field of cooperation between parents and the SRP, to analyze in detail their participation during distance learning (hereinafter IND) and to compare it with their participation during school education (hereinafter IVŠ). The aim is also to check if and how the information and communication competencies of both have affected each other. Finally, the aim is to examine the field of professional development of the SRP and the contribution that the IND has made to it. The results were obtained with the survey technique, using a non-standardized questionnaire for the SRP and parents of children with special needs, and with the interview technique. The research used a descriptive and causal, non-experimental method, of pedagogical research as well as a quantitative and qualitative research approach. The sampling method was non-random and purposeful. The questionnaire was used on a sample of SRPs providing additional professional assistance (N = 43) and parents of children with special needs (N = 41). We conducted the interview with one SRP and one mother of a child with special needs. Data were processed at the level of descriptive and inferential statistics. The results show that parents and the SRP participated on average more often during the IND than during the IVŠ. It turned out that mutual cooperation was more common in the case of parents who have younger children with special needs. Both were mostly satisfied with the frequency of contacts and mutual cooperation during the IND. Although the majority answered that both methods of cooperation suited them equally, parents are still more inclined to cooperate with each other during the IVŠ. Both of them recognized both strengths and weaknesses during the IND period, and also faced various difficulties and obstacles in their cooperation with each other. The results of the research showed that the SRP did not differ in different aspects of cooperation with parents during the IND according to the number of years of service, while there were statistically significant differences in parents according to the level of education achieved. Parents with a higher level of education had less need for guidance and additional skills to use digital technology and online tools at the start of the IND. It turned out that children needed more parental support and help during the IND than before. It was also found that during the IND, parents felt sufficiently involved in the partnership and the SRP were satisfied with their involvement. From the point of view of the expert group, the SRP reported that they actively included the parents in the process of making an individualized program, while parents were more indecisive towards this topic. It turned out that the SRP held an average of two meetings of the expert group in the 2020/2021 school year, while parents reported that only one meeting was held on average, and 7 parents reported that not a single meeting of the expert group was held. On average, the SRPs assessed their own digital competence before the start of the IND as average and needed more guidance and additional knowledge at the start of the IND, while there were no statistically significant differences in parents. Finally, we found that the IND period had a major impact on professional development, which was largely judged to have contributed positively in some respects and negatively in others. They also largely agreed that during the IND they managed to adapt flexibly to the changed way of working and that they managed to imagine the IND as a positive challenge. The research provided important expert insight into the impact of the covid-19 epidemic on the education of children with special needs during distance education, the participation of parents and special and rehabilitation educators during this time, and the impact of distance education on their professional development
Expression of basic emotions in primary students with Autism Spectrum Disorder
Get PDFEmotions play a significant role in everyday life. They guide our thinking, behaviour, motivation, and decisions. Since emotions are strongly present also in the school environment, it is crucial that professionals are aware of their importance, try to understand them and accept the students’ emotions. Children with autism spectrum disorder (hereinafter ASD) who have specific deficits in the socio-emotional aspects are also included in educational institutions, so it is important that professionals know their characteristics, accept them and help them overcome behavioural and emotional difficulties.
In the master’s thesis, the analysis was made of the basic emotions that appear in students with ASD in the first five grades of the adapted program with a lower educational standard (hereinafter AP with LES) in class and during breaks. The author tried to determine which situations trigger emotions and whether these situations are more frequently related to persons or objects. Further research questions were whether students with ASD are able to recognize basic emotions with the help of pictorial material, describe them and identify trigger situations related to these emotions, and whether they know which strategies help them manage intense, unpleasant emotions. For the purpose of this research, observations in the natural environment and semi-structured interviews were conducted. The observations were performed with the help of the observation scheme Students’ emotions in the classroom (Smrtnik Vitulić and Prosen, 2017) and they included several students in the first five classes of AP with LES in five different institutions in Slovenia. From the initial sample, students who were diagnosed with ASD or with ASD and other associated disorders were selected. An interview based on the research questions and scientific literature was carried out with four students with ASD.
The results of the research showed that students with ASD experience all the basic emotions in the school environment. Most often, they experience joy, followed by anger, fear and sadness. Joy was largely related to interesting learning material, aid, or method. Anger most often occurred because of an unfulfilled desire of a student with ASD, while fear usually appeared because of expectation of failure. Sadness was triggered in equal measure by the loss of an important object (e.g. toy), worse results than those of classmates, a teacher’s rebuke, and by an unfulfilled desire. Joy was more often caused by an object while anger occurred more often because of another person. Fear was more frequently experienced because of an object, and sadness appeared in equal amount because of a person or an object. Students with ASD were most successful in recognizing and naming joy on pictorial material and less successful in recognizing unpleasant emotions. The nonverbal cues by which they recognized the emotion were described very differently by the students and only one described the nonverbal cues for all the emotions. Three students with ASD described trigger situations for the emergence of all emotions on pictorial material, and one student described one situation. They were less successful in describing situations that trigger their own emotions, as only one student described situations for all basic emotions. Three students identified that when experiencing intense, uncomfortable emotions, a teacher or mother helps them or they calm down while playing. The obtained results offer a better insight into the emotions of students with ASD and their comprehension of these emotions. The master’s thesis provides special pedagogical profession in Slovenia with new knowledge about emotions of children with special needs and raises new questions for further research
T-ball basics for developing motor skills in preschool children
Get PDFThe purpose of the diploma was to present some ways to introduce and present to preschool children the characteristics of baseball and its easier versions of Tee-ball or. the so-called baseball with a Tee.
In what way, through the elements of Tee-ball, to present the basic steps of learning it and at the same time how to developed all motor skills through them.The diploma is focuses on working with preschool children aged 5 to 6 years old. Baseball and Tee-ball in Slovenia are unknown sports, which is why we at the beginning presented and described the rules of the game. Then we focused on motor skills and children’s motor development. The main part of the diploma work was dedicated to the presentation of different exercises. By presentation of the exercises, we showed which exercises make sense to perform in order to master these motor skills. With some originality, however, educators can choose the right problems in the stories of other curricular areas to develop methods of play that will achieve the same goals as the presented exercises
Preschool children's knowledge of dinosaurs and reptiles living today
Get PDFThe aim of the thesis was to explain why certain children have such an interest in dinosaurs. I wanted to find out if this knowledge could be of use to them in other areas of science education, such as knowledge of reptiles living today.
The study included 92 preschoolers, 38 boys and 54 girls, from the oldest age group. Using a questionnaire, I examined whether there were statistically significant differences in interest and knowledge about dinosaurs, knowledge about reptiles, and differences in interest and knowledge between genders. I was also interested in where children get information about dinosaurs.
In my research, I found that there was a high level of interest in dinosaurs, a statistically significant difference in interest and knowledge about dinosaurs, and differences in interest and gender. The study found no statistically significant differences between interest in dinosaurs and knowledge about reptiles, and differences in knowledge between genders. Children with better knowledge about dinosaurs also showed better knowledge about recent reptiles. The primary informants were mostly parents
Problem solving and problem posing: from conceptualisation to implementation in the mathematics classroom
Get PDFProblem solving and problem posing are leading mathematical activities
that stimulate mathematical thinking. From the theoretical point of view, these
activities are very complex, partly due to the various issues that describe/define
problem solving and problem posing and their role in the process of teaching
and learning mathematics. Problem solving and problem posing are interrelated
activities; we could say that they are in an interdependent relationship: we solve
the problems we pose, we pose the problems in a way that we can solve them.
However, the two processes are not equally present in every situation
Implicit conceptions of intelligence and personality of the 5th graders and 6th graders in relation to academic achievements
Get PDFThe main purpose of my Master’s thesis was to research the mindset of intelligence and personality among children in the second triad of the primary school. I was interested in finding out how students perceive their intellectual abilities and personality. Do they perceive them as given features (fixed mindset) or do they believe abilities and personality change during our lives (growth mindset)? I wanted to know if there are any differences in gender between the mindset of intelligence and personality. Furthermore, I also researched if there is a connection between learning success and students’ mindset of intelligence and personality as changeable feature. At least, I also researched student’s beliefs about their teachers and parents mindset of intelligence.
In theoretical part, I represented implicit theories of intelligence and personality. My paper is focused primarily on the author Carol Dweck. Through her various researches she establishes that individual defines its abilities and personality according to fixed or growth mindset.
The empirical part contains a survey questionnaire, which was done in line with the aims of my research. I chose a sample of students and tested my research questions on them. I carried out a survey on the basis of qualitative research paradigm. I used descriptive research method. Research involved 121 students of fifth and sixth grade of primary school.
The results show that most of the students develop growth mindset in the field of intelligence. In the field of personality, the result was indecisive, as in some statements students lean more towards growth mindset and in others more towards fixed mindset. Found results show that students are more likely to perceive growth mindset by their parents and teachers when it comes to intelligence. I found out that there consist no big differences in gender between the concept of intelligence and personality. One of the most important findings of my survey is the fact that intelligence mindset is connected to learning success. The results show that students who express their growth mindset learn successfully. On the basis of this finding, it is necessary to plan pedagogical work which will foster growth mindset and involve parents as well
Inovativno učenje in poučevanje za kakovostne kariere diplomantov in odlično visoko šolstvo. Sodobni didaktični pristopi v visokem šolstvu
Get PDFPred nami je druga monografija Projekta INOVUP (Inovativno učenje in poučevanje v visokem šolstvu) s področja visokošolskih didaktik. Če smo v prvi
monografiji Inovativno učenje in poučevanje za kakovostne kariere diplomantov in odlično visoko šolstvo: Specialne didaktike v visokošolskem prostoru
obravnavali različne vsebine s področja specialnih didaktik, od snovalskega
in problemskega razmišljanja, projektnega in terenskega dela ter učenja z
raziskovanjem, do vrednotenja znanja in vključevanja gibanja v poučevanje,
pa v drugi monografiji z naslovom Inovativno učenje in poučevanje za kakovostne kariere diplomantov in odlično visoko šolstvo: Sodobni didaktični
pristopi v visokem šolstvu sledimo tistim ciljem projekta, ki se osredotočajo na izboljšanje kakovosti visokošolskega izobraževanja z uvedbo inovativnih in prožnih oblik učenja in poučevanja
Kako se je Jurij Vega lotil logaritmov : študijsko gradivo : zgodovina matematike
Get PDFJurij Vega je v znanstvenem svetu najbolj znan po svojih logaritemskih
tablicah in po izračunu krožne konstante na 136 decimalk. Prve, 7-mestne
logaritemske tablice [2] je izdal leta 1783 na Dunaju, samo osem let po
zaključku svojih filozofskih študijev na ljubljanskem liceju. Največji Vegov dosežek na področju logaritmov pa je veliki logaritmovnik Popolna
zakladnica logaritmov [3], ki je izšel leta 1794 v Leipzigu. Logaritme so
za zapletene numerične račune uporabljali še vse do sedemdesetih let 20.
stoletja, ko so jih izpodrinili elektronski računalniki in žepna računala. Do
takrat so zlasti v tehniki veliko uporabljali logaritemska računala. Vegove
logaritemske tablice so do takrat ponatiskovali po vsem svetu v visokih
nakladah
Story narration as a tool for the assessment of speech and language production of hearing children from deaf parents
Get PDFAn efficient therapy can be planned only if based on qualitative speech therapy diagnostics and constant monitoring of child's progress. Therefore, it is of utter importance to evaluate child's communicative skills. There are several techniques available and speech therapy experts are expected to use them effectively. One of the techniques is analysing speech in story narration. In Slovenia, there is no unanimous system according to which speech therapists could evaluate child's speech and language development. Evaluating speech and language skills is important for different groups of children, one of them being hearing children of deaf parents, known as CODA. Speech and language development of hearing children born to deaf parents is somewhat more specific than that of their peers. The difference is due to exposure to both oral and sign language in early childhood. It has been established that different authors are not completely unanimous whether development and type of communication of CODA in comparison to other children is affected by their environment or not.
In the theoretical part, the paper presents some basic concepts typical for speech and language development and difficulties that might occur. Next, the paper focuses predominantly on the connection between the worlds of the deaf and the hearing, the communication and interaction of the deaf with the hearing. The emphasis is on some experience of the hearing, whose mother tongue is sign language. Furthermore, there are detailed presentations of some peculiarities of CODA and guidance for working with them.
Different authors claim that narration offers important information about child's linguistic and pragmatic knowledge. Therefore, a standardised test for narration of the stories The Mitten and The Frog King was used to analyse child's language skills. According to the girl's age at the time of the testing a suitable material was chosen. Thus, pragmatic skills of the girl were analysed according to the standards in the manual, which are based on the narration of the peers. In continuation, narration of both stories were analysed according to additionally set criteria. These criteria serve as a useful tool for speech therapists when gaining information about child's speech and language status based on story narration, focused on speech production and expression.
The aim of analysis was to present the course of speech and language development of a hearing child raised by deaf parents and to monitor progress that occured in the period of two years. During these two years, the girl entered primary school and received profession support (speech therapist, defectologist) which resulted in her self-esteem and speech.
Research showed that the girl's strong area is empathising with the characters of the story. She showed empathy and supported her narration of both stories with non-verbal communication. She experienced the most difficulties with the structure of sentences, such as weak use of auxiliary verbs and somewhat incorrect word formation and accentuation of some words. According to the criteria, the girl's range of vocabulary is average, however, the quality of these words is different than expected at her age. The use of words was sometimes inadequate and there were occasional difficulties in articulation.
When communicating, the girl differentiates between talking to their parents, by using mainly sign language and talking to the hearing, by using speech and occasionally some gestures of sign language. Her non-verbal communication is strongly expressed and gestures indicating certain behaviour are frequently used