6992 research outputs found
Sort by
Characteristics of anger expression in students in the first and second elementary school education periods
Get PDFSchool children can daily face a variety of positive and negative emotions. One of the most common emotional states they experience is anger. This master thesis focuses on examining the experience and characteristics of anger expression in students in the first and second elementary school education periods. It aims at presenting the differences in children’s emotional state and reactions to anger before the coronavirus disease 2019 (covid-19) pandemic and after the period of time they spent studying from home. The theoretical part of the thesis is followed by the empirical part. The latter introduces the study that was conducted among 114 students in 70 different Slovenian primary schools. In each classroom, random chosen individuals were observed in order to notice and gather their responses to situations that triggered anger. In addition, teachers were included in the study as well – five of them were interviewed and asked to reflect on their students’ responses to anger. They were specifically asked to compare their behavior before learning from home and after it. The obtained results bring about students’ immediate and delayed emotion and behavioral responses to anger. Their comments, remarks, accusations and arguments were parts of their verbal responses. They also expressed their anger nonverbally – they changed their facial expressions or moved their bodies in particular ways. They pinched and pushed each other as well. The teachers mainly claimed that their students’ expressions of anger after they returned to school were similar to those they had showed before they experienced the process of studying from home – there were two teachers claiming that their students started to express their anger more aggressively. Using various research methods one could obtain more relevant results, but the thesis nevertheless helps to understand the students experience of anger in classrooms better. The results can also contribute to a more dedicate and quality way of teaching and guiding youngsters when it comes to experiencing negative emotions. Since our daily tasks have lately become marked by the dimensions of the covid-19 pandemic, one should not overlook individuals struggles to overcome difficult situations
Comparison of micro-phenomenology and constructivist grounded theory analysis
Get PDFIn the master thesis I am comparing micro-phenomenological and constructivist grounded theory. I start with the presuppositions that gathering and analysis of data in qualitative research are not epistemological neutral processes and that the methodological and analytical research decisions we make influence our understanding of the research phenomena (Mills idr., 2006a; 2006b; Vogrinc, 2008). Hence, I am investigating how do epistemological presuppositions of both methods influence the analysis and the formation of results. Combining theoretical descriptions of micro-phenomenology and constructivist grounded theory analysis and applying them on the same data set – descriptions of experience of solving visual-spatial working memory task – with the reflection of my analytical work, allows me to define the epistemological presuppositions of both methods and how they are reflected in the analysis process and derived results. Presupposition comparison shows that micro-phenomenology is much more detailed when defining what experience is, which plays a significant role primarily in the first step of the analysis when determining what is not and what is suitable for further analysis. Nevertheless, both methods share some presuppositions, reflected in some of the similarities within the results formed using both methods. The differences in the results are due to both the specific analytical “path” I took as well as some of the presuppositions about lived experience that, in contrast to constructivist grounded theory, micro-phenomenology accepts. My work contributes to better understanding of the results formed with micro-phenomenology and constructivist grounded theory: I described the epistemological foundations of both methods and showed how do they – in a form of demands, that the researcher recognizes – reflect in the process of analysis and in results
Creativity and motivation of pupils in artistic expression in the forest as an outdoor environment
Get PDFHumans have always been creative beings and well connected with nature. Already in the past, people have shown their creativity in the field of music, fine arts and various other contents. Nature was their classroom. They learned to live in balance with nature and be one with it. Nowadays, however, this has become completely different. Due to the fast lifestyle, and such rapid development, but different goals we have lost this contact with nature (Pori and Klopčič Hološević, 2016). As a result, we unconsciously passed this on to our children, who today are growing up quite alienated from nature. They spend a lot of time indoors, where they are inactive and without stimuli from the natural environment. Children need to spend time in nature, for free play as well as learning in nature, in the outdoor environment. There is no difference in the field of education either. Teachers still teach in their indoor classrooms and mostly go outdoors only in case of a sports lesson or some science topics which are otherwise difficult to show indoors. So, if we would like the child to make contact with nature back, he must experience it, and he will experience it only if he is in it. Much has already been researched on how teaching in nature, the principle of forest pedagogy, has a positive effect on children. However, very little has been researched specifically in terms of the impact of the forest on creativity in performing art tasks. In the theoretical part we described creativity in general, the importance of encouraging it in students, different strategies to encourage creativity, children's creativity in general and specific creativity in fine arts, factors of artistic creativity by which we evaluated art products in empirical work and then a few words about motivation. Later, we focused even more on the field of outdoor teaching and then touched specifically on forest pedagogy as one of the forms of outdoor learning. We also used this type of outdoor teaching in empirical work. In the empirical part, we used qualitative research and a descriptive method to determine the difference between the creativity of art products and the motivation of students in performing those arts in the indoor environment (indoor classroom) and the outdoor environment (forest classroom). We performed 6 art tasks with the students, namely , 3 art tasks in the indoor space (indoor classroom) and the other 3 tasks in the outdoor space (forest classroom). With a detailed analysis of students' art products, we tried to determine how the forest, as an external learning environment, affects the creativity, motivation, and the mood of the children. Based on three evaluators who evaluated children's art products by levels, by observation and after talking to students, the results of the research showed that students showed a higher level of creativity and motivation in creating art outdoors (forest classroom) than indoors (indoor classrooms). Based on the obtained results, we can encourage another pedagogue, more precisely an art pedagogue, to decide to perform art tasks in the outdoor environment (forest classroom) and provide children with this experience
Role of a preschool teacher in a hospital ward
Get PDFPreschool teachers can also work in hospital wards, where preschool education is provided as part of public preschool education. In addition to the Kindergarten Curriculum, they base their work on the Concept of Work in Hospital Wards. Preschool teachers must be very adaptable, as, compared to regular groups, they do not teach the same group of children, and children can have different medical conditions.
In this paper, I focused on work organisation in preschool hospital wards, preschool teachers’ care for children’s needs, role of preschool teachers in working with children in the absence of their parents, the extent to which the hospital can replace the preschool from the perspective of children who spend a lot of time in the hospital, children’s play in the hospital, and the way in which the coronavirus epidemic affected the work in hospital wards. The research was based on a descriptive as well as a causal and non-experimental research method. By using a qualitative method of collecting data (non-standardised interview), I included in the research six preschool teachers who work in different hospital wards across Slovenia. The results showed that preschool teachers find it hard to plan their work, and they emphasise the need for constant adaptation and later evaluation. In hospitals, they try to make sure that children return home as soon as possible, so inpatient stay is not long, and children are normally accompanied by their parents or guardian. Children’s play in hospitals adapts to their medical conditions to a large extent, and children can play whenever they do not have examinations or checks. Work in the hospital was severely affected by the coronavirus epidemic. The measures changed through the epidemic, some playrooms were closed, mask-wearing became obligatory, and toys and materials needed to be disinfected more meticulously
Attitudes of students towards the use of pop songs in the 5th grade of primary school
Get PDFWe need to look at music as a part of everyday life, as it is a need and a right of every individual. Music has a special meaning in the child's development. During this period, children are most receptive to educational influences, so it is crucial what kind of music education and training the child receives during this period. Music pedagogical research emphasizes that music is a characteristic component of children's and adolescents' authentic lives and one of the most natural and closest forms of expressing creativity. Music has an important influence on the formation of aesthetic criteria and values, emotions, and at the same time it also influences the development of intellectual abilities and one's own mentality. Listening to popular songs is one of the most common situations in which students encounter English, in addition to the English lessons at school. Popular songs give students not only exposure to the language itself, but also to the culture and values of English-speaking countries. For the most part, the contents of these songs are close to the students, as they often deal with current topics in the world. The aim of the research was to find out the attitudes of fifth grade students towards the use of popular songs in English lessons with the help of a questionnaire; explore how the use of popular songs in English lessons is linked to motivation to learn English; investigate the extent to which popular songs actually appear in class; explore the connection between students' attitudes towards popular music at home and at school; to investigate whether the music that students listen to at home also occurs in English lesson instruction, and if listening to English popular music in their free time affects the student's success in English lessons. We included 206 fifth grade elementary school students in the research.. Our research has shown that fifth grade students relatively often listen to songs in class, but not so much to pop songs that students listen to in their free time. Only a few students don't listen to pop songs at all, that is why those should be included in EFL lessons. Students partially like the songs in their coursebooks, but rarely listen to them in their free time. We have also discovered that girls tend to listen to pop songs more often than boys. Perhaps the most interesting disovery of our research is the positive correlation between listening to pop songs in student's free time and their final grades in English. We believe this is the main reason that teachers should include pop songs in their lessons- they positively influence the student's grades, most of the students like them, furthermore they believe teachers should consider their wishes in pop songs selection more in the lessons. We expect that the results of our research will encourage teachers to involve more popular songs in English lessons and at the same time involve the students more in the selection of songs that appear in English lesson
Psychosocial recovery of women with breast cancer with the help of the Journal Nekaj mojega
Get PDFWhen diagnosed with breast cancer, women face many life changes that significantly change
and upset their life balance, putting a strain on their mental health. For this reason, the diary
entitled Nekaj mojega (Something mine) was created; to offer women psychological relief and
support during the course of their illness. This master's thesis deals with how the diary has come
to life in practice and how it covers the needs of women patients. In the theoretical part, the
woman's experience of her diagnosis and the obstacles she faces in her recovery are described.
The different ways of psychosocial help are listed and explained. The empirical part explores
how the diary helps its users - from the users’ point of view and from the point of view of
experts in this field (a psychologist and employee at Europa Donna Slovenija). A qualitative
methodology was used in which three different groups of women represented the sample. The
semi-structured individual interviews were analysed using open coding. The results represent
the first feedback on the use of the diary Nekaj mojega. Based on this, it will be possible to
develop and update it in the future and thus realize the importance of user perspective and user
participation. In addition, the work facilitates the understanding of the importance of using a
psychosocial tool in the context of breast cancer recovery
Comparison of the new Slovenian and Croatian curriculum for literature lessons
Get PDFThe Primary School Slovene Programme Curriculum (2018) and the Croatian Language Curriculum for Primary Schools and Gymnasiums in the Republic of Croatia (2019) contain guidelines and objectives that teachers must adhere to when creating learning contents. Despite being neighbouring countries, Slovenia and Croatia have very different education systems. Teachers in Slovenia follow the curriculum, whereas teachers in Croatia follow both the national framework and subject curriculum. In the theoretical section, I introduced basic concepts such as curriculum and national framework curriculum. I discussed the educational systems of both Slovenia and Croatia, as well as the key elements of each country's educational system at the grade level. As a research approach, I employed qualitative empirical research and a descriptive pedagogical research method, which I divided into two parts. In the empirical part, I first conducted a document analysis, comparing curricula and analysing differences and similarities. I compared the curricula based on their structure, goals, and contents; language and literature; knowledge standards; and didactic recommendations. I also looked for differences and similarities in the field of literature: folk literature-author's literature, classics, contemporary classics, contemporaries, obligatory/canonical authors, recommended authors/texts, world literature-Slovenian and/or Croatian literature, authors-authors. As part of the following research, I conducted interviews with primary school teachers in Slovenia and Croatia. Based on the responses, I learned how teachers use the curriculum in their lessons and whether the use of curricula is similar or different in both countries. I concluded with a joint analysis of both parts of the research
Excercise program for the development of strength at children aged 1 to 3 years
Get PDFThe aim of the diploma paper was to analyse the effect of the exercise programme for the development of the strength at children aged 1 to 3 years.
Based on the professional literature, we designed an exercise program for the development of strength, in which 12 children participated. The obtained results were statistically processed using Excel Software. The survey was carried from June to July 2021. »POWER TEST 1« was performed before the exercise program and »POWER TEST 2« after the performance, thus checking the progress of children in terms of their strength. In the meantime, we performed an exercise programme to improve strength for 5 weeks, 3 times a week for 30 minutes. The results of the final »POWER TEST 2« showed progress in all children who were included in the exercise programme for the development of the strength
Influence of parental education on children's choice of literature in the context of the reading project Ciciuhec, we read with the little ones
Get PDFIn this paper, we studied the influence of parents' education on children's selection of literature in relation to the Ciciuhec, beremo z malčki reading project (en. Ciciuhec, We Read with the Little Ones). The paper comprises a theoretical and an empirical part. In the theoretical part, we defined reading and family literacy. Based on findings of different studies, we determined that, according to the majority of results, parents' education does influence literacy development in children and the selection of literature offered to children by their parents. Since this is a continuous process, early reading literacy of children has an important influence on school participation and thus school performance. In order to define the term quality literature, we have to examine lists of recommended books, drawn up by a competent person or institution. An important aspect of quality literature is also quality illustrations, as they are most commonly the first contact between children and fine arts as well as they help children imagine what the book is about. Since before our Common Era, fairytales have had an important role in creating children's identity, as they affect their psychological development, help develop their personality and assume a specific role in the educational process. Kindergarten teachers as professionals who participate in children's literacy development, selection of literature and establishment of children's relationship with literature and libraries as a space where children can find books both have a very important role and responsibility. When planning literary education, kindergarten teachers can use the Kindergarten Curriculum, which presents and describes ways and possibilities of planning quality literary activities. Libraries, on the other hand, plan and host activities where you can socialise with fellow readers. Organised by the Ljubljana City Library in cooperation with the Slovenian Reading Badge Society, the Ciciuhec, beremo z malčki reading project is a project that encourages family reading and thus reading literacy development. It is an example of cooperation between the said institutions, uniting kindergarten and the library in a single joint project. In the empirical part, in order to present our results more transparently, we divided parents into two groups in terms of their education. According to the survey results, parents are aware of the importance of reading to children and discussing the story with them at an early stage. Parents with higher education qualification read to their children more times a week and go to the library more often than parents with lower education qualification, whereas the time spent reading per week is the same for both groups of parents. Parents most commonly select a book based on its illustrations, and parents with higher education qualification base their selection of books also on their title. As quality books, parents identified typical fairytales and works by renowned Slovenian authors, while parents with higher education qualification stated works by foreign authors as well. Parents are familiar with the Ciciuhec, beremo z malčki reading project, and their children will mostly attend the event. The book to be presented is most commonly selected by children. Preparation time for book presentation depends on the book’s complexity; children mostly take for preparation a few days to one week, some children need more time, while others do not prepare at all. The books presented in the context of this project are mostly written by foreign authors. Parents and children normally do not select books included in the list of recommended books for the 2021–2022 Ciciuhec, beremo z malčki reading project, while a half of parents of younger children select books from the list of recommended books with the 2004–2020 Golden Pear quality label. We determined that the family environment is usually the first and foremost environment where reading habits are developed. Considering the latest studies showing that over the years parents have read to their children less and less commonly, we should find ways in which professional workers could make parents aware of the importance of reading. A broader public should be included, too, as it has an important role in the promotion of reading habits. In doing so, we could improve the level of the reading culture and give literature the place it deserves
Krajina / "Krajina"
Get PDFPovezovanje avtonomije likovnega področja razstavljajočih umetnikov in prisotnosti ter osebne interpretacije krajine v njihovem likovnem polju