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Acquaintance with the external human body structure by storytelling in preschool
Get PDFWith the bachelor’s thesis, we wanted to find out how effective the narrative is compared to the conversation in learning/remembering the basic concepts of the external body structure of the man.
In the theoretical part, we described the theory of learning and memory in the preschool period, the field of science in kindergarten, and the theoretical part of the science topic "the external structure of the human body." In the practical part, we presented the project methodology and statistical analysis of the obtained results.
60 children from two units of a private kindergarten in Gorenjska participated in the project. We used a different learning method in each unit. In the first unit, we got to know the parts of the body with the method of narration with movement activities. In the second unit, we used the method of talking about the parts of the human body. Before the beginning of the first activity and after the end of the last activity, we interviewed the children regarding the knowledge of the external body structure of a person. The activities lasted 5 days in a row.
The knowledge outcomes after the first interview were very similar in both groups. They were expected given the age of the children. After the second interview, after completing the last activity, the discrepancy between the groups was quite large. The group in which we used the method of storytelling achieved a total of 18.7 % better results than the group in which we used the method of conversation. Thus, we found that the method of storytelling is more effective in learning/remembering the basic concepts of the external body structure of the man than the method of conversation
Social inclusion of adults with intellectual disabilities in local environment
Get PDFSocial inclusion is extremely important for people with intellectual disabilities (PID). Their opportunities to be able to fully participate in different activities and to socialise affect their quality of life. Social inclusion is nowadays often talked about and modern society strives to create the most inclusive environment possible. In the theoretical part of this master's thesis, we define PID and their characteristics. We present the period of adulthood, focusing on adulthood in PID. We cite important legislation from the field of social inclusion of PID. We present in more detail the concept of social inclusion and link it to PID. Furthermore, we talk about different definitions and factors that have an influence on social inclusion and focus on the specific areas by which authors define social inclusion. We present the areas of relationships and interaction, inclusion in activities, acceptance and affiliation, systems of support and assistance, obstacles and difficulties, and employment. We also present options for further promoting social inclusion. The research includes individuals with intellectual disabilities and professionals from the Barka community, which we also present. In the empirical part we investigate the social inclusion of adults with intellectual disabilities in a smaller local environment. Based on the examined literature we prepared questions for three individuals with intellectual disabilities, three professionals and three individuals from the local environment. We conducted semi-structured interviews and processed the results and data with open coding. Everyone participating in the interview estimated that PID were integrated well into the local environment. Both professional workers and people from the local environment consider the assistance of professional workers to have an important role in this. The responses show that the people from local environment and professional workers more often base their answers on the community as a whole and not so much on the individuals with intellectual disabilities. Some differences were noted among the latter, both in interaction and in inclusion in the activities. Two individuals with intellectual disabilities that are more independent and have better verbal skills, also have a wider social circle and participate in more activities. In one individual with intellectual disabilities inclusion and interaction are encouraged more by professional workers. The social circle of PID most often includes other PID, friends, professional workers and family. People's reaction to PID also varies. The study included individuals from local environment, that know the Barka community and accept PID. They are more often in contact with them through different activities and events, although less in contact with specific individuals. Everyone included in this research rated acceptance as good. Professional workers and individuals from local environment also noted differences according to the levels of intellectual disabilities and their characteristics. Among the most frequently mentioned obstacles were the lack of professional staff, which affects the inclusion of PID in activities, as PID require somebody to accompany them in this. They also mentioned ageing, behavioral and communication traits and lack of information in their social environment. The research also showed that two individuals with intellectual disabilities are more independent and require less assistance. Everyone included in the research referred to professional workers or friends as assistance providers. Individuals from local environment and professional workers believe that social inclusion should be encouraged through the participation in different activities and projects and a better recognition of this community in the environment. One person from the local environment also stated that a better inclusion could be achieved through employment
Opinions of teachers and primary education students on the use of literary language from the first to fifth grade of primary school
Get PDFIn Slovenia, several official state documents stipulate that teaching must be conducted in Slovene (Constitution of the Republic of Slovenia [URS]; Primary School Act [ZOsn], 2013; Public Use of Slovene Act [ZJRS], 2010). Therefore, in schools, teachers must speak Slovene, and the most appropriate choice for this is literary language (Poznanovič Jezeršek, etc., 2018; Kunst Gnamuš, 1992; Petek, 2014; Gomboc, 2009). Research by Jožef (2019) concluded that most teachers follow these recommendations and mostly try to express themselves in literary language. She also found that most teachers correct students when they use colloquial language or dialect.
Petek (2019a) stresses that teachers should be properly trained in public speaking. Public speaking skills need to be learned; furthermore, it is necessary to prepare for speeches in advance. In his works (Petek, 2019a; Petek, 2019b), Petek also defines the procedures for developing the ability to speak in public and the possibility to effectively prepare for a speech performance, namely: the speaker should choose an appropriate social and functional language genre and the semantically appropriate words. The speaker should also pay attention to grammatical correctness and orthoepy. When giving speeches, the speaker should use familiar and frequently used words. In this context, we would like to draw attention to the opinions of authors Šebjanič Oražem (2020) and Majdič (2003), who state that beginner teachers have less developed speaking and listening skills and are more likely to make spelling mistakes. One of the most common mistakes is a lack of mastery of the corpus orthoepy norm.
In this master’s thesis, we researched the opinions of teachers and students of primary school education (from 1st to 5th grade) regarding the teacher’s use of literary and non-literary language with pupils in the classroom and outside of it. The sample included 86 primary school teachers and 101 primary education students in the academic year of 2020/21. The research aims were to obtain the general opinion of teachers and students on the use of literary and non-literary language in classroom education, in cognitive and relational speech, in each subject (we chose all the subjects taught by the primary school teacher in grades 1, 2, 3, 4 or 5), and outside of the regular school curriculum. We were mainly interested in whether there are any discrepancies in their opinion on the use of a particular social language genre.
We also wanted to determine whether opinions differed according to the teacher’s area of origin, the years of service, the grade they taught, and the year of study of the students. Based on the answers obtained from the questionnaire and the analysis carried out with SPSS, we found primary school teachers and students of primary school education mostly agreed with using literary colloquial language when speaking to pupils, both inside and outside of the classroom. At the very least, the respondents agreed with the use of non-literary language (excluding geographical dialects). The same findings applied to language genres in cognitive and relational speech, outside the classroom, and for individual school subjects. More than half of the teachers and students also agreed with using the corpus language in cognitive speech and the school subject of Slovene. Outside the classroom, most students also agreed with the use of geographical dialects, though the proportion of teachers who agreed was much lower. Thus, in general, teachers and students did not agree with the use of non-literary language in the classroom.
We did not notice any significant differences in the opinion on the use of each language genre in school among teachers, depending on the grade they teach. The majority of teachers in all classes agreed with using literary colloquial language in the classroom. The majority of teachers teaching in grades 2 and 3 also agreed with the use of the corpus language. We also found no significant differences between teachers according to their years of service and between students according to their year of study. Almost all teachers and students agreed with the use of literary colloquial language in the classroom.
Due to the unrepresentative sample in each Slovenian region, we did not get a general answer as to the differences between the teachers’ and students’ opinions according to their statistical region. As a result, research question number 5 was not answered. However, we found that, in most Slovenian regions, teachers and students typically agreed with the use of literary colloquial language, and the majority disagreed with the use of non-literary language.
The teachers’ and students’ opinions on all the answers to the research questions are broadly in line with our findings from the literature cited in the theoretical part of this master’s thesis. According to the curriculum of the school subject of Slovene (Poznanovič Jezeršek etc., 2018) and to some other authors (Kunst Gnamuš, 1992; Petek, 2014; Gomboc, 2009), teachers should communicate with pupils in literary language. Regardless of the question, the majority of teachers and students also agree to the use of literary colloquial language (rarely also corpus language) when speaking to pupils inside the classroom and outside of it.
The teachers’ and students’ answers enabled us to formulate guidelines for the use of each language genre of the Slovene language, in and outside the classroom. The main focus of the guidelines is to teach in the corpus language or literary colloquial language, using some elements of the pupils’ geographical dialect when necessary. This should apply to all grades across all subjects, regardless of the statistical region in which the school is located. Teachers should also follow these guidelines when speaking to pupils outside the classroom. However, the use of languages of interest and urban languages is inappropriate in the school environment (both inside and outside the classroom)
Characteristics of Practical Training of Preschool Education Students in Preschool Technical Education
Get PDFThe aim of this thesis is to analyse and determine the characteristics of practical training of prospective educators in technical education.
During the practical training/internship, students learn about the work environment, practical work, and work organisation. They also develop skills and acquire knowledge that give deeper meaning to their education and begin to have confidence in their competencies required to work as preschool teachers.
The introduction presents the scope, aim, objectives, research questions, and methodology. The main body addresses technical education in the preschool years and the role of specific objectives in the curriculum. It also presents the importance of practical training, the competencies of preschool teachers, and the teaching methods used in the work of preschool teachers and in technical education.
In the empirical section, we present the results of a survey filled out by students who participated as job shaders in technical education classes. Based on the responses received, we were able to determine that student perceptions and the methodical flow of activities in these classes are above average. The students encourage the children to think, identify their prior knowledge, and adjust their work accordingly. They motivate the children, respond to their requests, systematically guide the educational process, and communicate with all children. In the research, statistically significant differences were found in the students' relationship with the children in relation to the age of the children. Students built better relationships with children ages 4-5 and 5-6 than with children ages 3-4. In planning their work, students most often used the frontal teaching method, group work, and individual work. On average, the most frequently used method was hands-on work. Based on the responses received, we found that students' skills were above average when it came to leading an activity, as they did so in a way that was meaningful and understandable to children. 91% of the students were satisfied with the way the activities were conducted. They particularly praised the liveliness of the performances, the good preparation and execution of the activities, the cooperation between the students, their efforts to take into account the children's wishes and ideas, and to encourage their independence as well as their great creativity.
The practical training and the acquired theoretical knowledge are two fundamental components of the educational process and a basis for the acquisition of appropriate competences by future preschool teachers
Strengthening the emotional and social skills of fine arts teachers through visual arts activities
Get PDFFine arts teachers, as educators in practice, are also focused on strengthening emotional and social skills as part of their pedagogical activities. In this study, we were interested in how fine arts teachers justify the importance of emotional and social skills as educators in practice and how they raise awareness of the emotional and social aspect of their personal situations through visual arts activities. We were also interested in how they implement visual arts tasks - what visual arts materials, artistic expressions, motifs, and other contents appear in the visual arts products created during the research. Four female fine arts teachers were involved in the research over a period of three months (12 meetings). Using the method of semi-structured interviews, we followed the activities, gained insights, and analysed the artistic solutions of the part-oriented activities. The research showed that teachers understand emotional and social skills as tools that help them deal with emotions, express needs, and perceive other people's emotions (empathy). Within the visual arts activities, teachers most often drew attention to content related to recognizing one's own thoughts, feelings, and values, also understanding their influence on behaviour (self-awareness category), while the least content related to the ability to establish and maintain positive and stable relationships with different people and groups (relational skills category). The visual arts products created in the process of artistic activity are mostly from the field of drawing and painting, using visual arts techniques and materials that allow for more structured or controlled artistic solutions. All visual art products reflect the reaction to partially structured content that served as a starting point for experiencing the subject in the context of the activity
Barbara Bajd: Moji prvi pajkovci: preprost določevalni ključ. Založba Hart, Ljubljana, 2021
Get PDFKnjižica Moji prvi pajkovci, ki jo je leta 2021
pri Založbi Hart izdala avtorica dr. Barbara Bajd,
bralcu približa to raznoliko skupino živali s štirimi
pari hodilk, ki jih dopolnjujeta še dva para obustnih
okončin (pipalke, pedipalp) – skupaj torej šest parov
okončin. Napisana je v obliki poenostavljenega
preprostega ključa. Je del obsežne zbirke bioloških
določevalnih ključev, ki jih avtorica piše že več kot
dve desetletji
Architectural materials in a fine arts task
Get PDFThere are many definitions that describe architecture. One of them defines it as the art of space. The author of the oldest definition is the Roman architect Vitruvius, who stands behind the principle »firmitas - utilitas - venustas«, that is »strength - utility – beauty«. This definition is still considered by most architects as the basis of knowledge about space design (Šmid, 2010).
We design space with architecture, and space surrounds us at every moment of our lives - so it influences us from an early age. For a high quality of life, it is important that we feel relaxed and safe in a space, and that the space is functional and we can derive some benefit from it. What does it mean to design a space and how do you achieve coherence and balance between all the above principles? Teaching on this topic starts in elementary school, but is often neglected or students do not learn much in the process. How to teach space design in art classes and what materials should be used? In our thesis we tried to answer those questions. We focused on making models and exploring different alternative materials that illustrate actual building materials. Thus imitating them in at least one property: structure, texture, color, or weight. We will also present that in a lesson preparation for primary school students
Content analysis of mathematics competitions in the last three years of primary school
Get PDFCompetitions are an important part of our history and culture, their meaning however also reflects in mathematics. With the help of competitions between the mathematicians, we came to many new insights. Competitions are also important in elementary school, because we use them to motivate students and get them excited about informal mathematics research and learning. Because of the important influence that mathematic competitions in elementary school have on the popularization of mathematics, in the last years more competitions with mathematical content appeared in Slovenia and abroad. Because mathematical competitions are increasing we compared the existing competitions in the research from several aspects: the aspect of content, the aspect of mathematical representations, the aspect of type tasks, the taxonomic levels aspect, and the task background aspect. Based on the content of the analysis, we can conclude that the competitions among themselves differ in the above criteria. We discovered that they are diverse enough to cover all the content areas. We see a room for a new competition if it was only limited to arithmetic and algebra. We also found out that in the school level competitions we don't find tasks that require justification from the students and it would make sense to review competitions on higher level. The tasks that test procedural knowledge are rarely appeared, which was expected. For further research we recommend analysis of the quality of the tasks in each competition and comparison of the past tasks separately
Performing dance games and dance for pupils with special needs
Get PDFDance games, and dance in general, have numerous benefits for pupils with special needs in many different areas, such as communication and social skills, improvements in flexibility, strength and motors skills, improved cognitive skills, as well as behaviour and emotional growth. Dance helps the students reach their best potential in their strongest areas, it offers an outlet for creativity and imagination, as well as helps them express their inner self. Pupils with special needs learn about their bodies through different motions, they become more aware of their bodies, learn how to work together and how to solve possible conflicts and they reach an important increase in confidence and self-esteem growth. There are many benefits of including dance and dance games into educational and training programmes as a part of regular physical education classes. We see positive outcomes in different areas of schoolwork, better interests in, and understanding of, different school subjects and nonetheless, better grades. To achieve the best possible benefits of including dance and dance games into educational programmes, there have to be certain adjustments made for pupils with special needs and it is essential that these adjustments are professionally and accurately planned, carried out and evaluated. Pupils with special needs may have certain problems with acquisition of new knowledge and with reaching the goals of physical education, as are stated in the curriculum.
As a part of this master’s thesis, we have studied the results of performing dance and dance games with special needs pupils who attend Educational programmes with adapted implementation and additional professional help, as well as Adapted educational programmes with lower educational standards. We conducted interviews with an elementary school teacher, a physical education teacher and a special education and rehabilitation pedagogue. What we set out to achieve when conducting these interviews was to study the process of including dance and dance games into lesson planning, to analyse certain challenges and possible problems that the interviewees may have encountered, to establish the positive outcomes of using dance and dance games with special needs pupils and to study the process of planning, performing and evaluating the adjustments needed for the best possible outcomes for the pupils themselves. Based on the given answers we were able to establish the level of competence that the interviewed pedagogues have for adapting the processes of learning and teaching dance games and dance to pupils with special needs.
The findings we were able to gather from the given answers were that all of the interviewed teachers follow the physical education curriculum when planning dance and dance games as a part of educational programme. They face challenges and problems with lesson planning; they feel unsure about the planned adjustments; they find it difficult to balance between individual and group work and they face challenges with mixed classes and mixed level classes. The elementary school teacher, the physical education teacher and the special education and rehabilitation pedagogue are familiar with the positive benefits of dance and dance games on pupils with special needs and they observe these in their work. The interviewees perform a variety of adjustments for students with special needs. These adjustments are planned and evaluated in a team which also includes the pupils and their parents. Based on the given answers, we have established that the interviewed pedagogues use appropriate adjustments when including dance and dance games into their teaching of pupils with special needs. The most important factor when planning the lessons are the pupils themselves, their interests and strongest areas, needs and special needs
Transferring a picture to a graphic using the Vernis-Mou technique
Get PDFThe purpose of the thesis is to present the path from a painting to a successfully made graphic print in the technique called vernis-mou. I also present the technique and show its dimensions. By familiarizing and explaining art concepts in the theoretical part, it is easier to understand the artistic interpretation of the created print. With a comprehensive artistic interpretation, which includes the photological and morphological level of the artistic language, the syntax of the artistic space, the syntax of the artistic composition and the semantic level, the experience of the art work is deepened, both on the intellectual level and on the level of experience. I expect from the thesis, a comprehensive and in-depth interpretation of all the work and time invested, as well as the disclosure of possible unconscious interventions of the subconscious on the artistic expression