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The importance of direct experience with children's perception – analysis of children's drawings before and after direct contact with a frog and a rabbit
Get PDFFor a comprehensive perception, it is necessary to get to know the object directly and
experience it. Perceptions acquired and formed only based on media can be distorted; it is
required to gain direct experience and information with as many senses as possible for
realistic perceptions.
Specifically, when getting to know animals, children learn about their characteristics and
holistically experience them by direct observation and handling. It is essential to show and
impart a suitable, respectful attitude towards animals to children and help them overcome any
fears and prejudices.
In the graduation thesis entitled "The importance of direct experience with children's
perception – analysis of children's drawings before and after direct contact with a frog and a
rabbit," we investigated the impact of direct experience on children's perception. We were
interested in how children draw a particular animal before and after they directly get to know
and experience it and whether they incorporate more visible characteristics and sensory
perceptions into the drawings after direct contact. By re-drawing after a week of direct
experience, we investigated if the children retained specific visual features of the animals in
the drawings. In addition, we were interested in children's attitude toward furry animals and
amphibians and whether their attitude changes after direct contact with a toad and a rabbit.
The children's drawings were analyzed according to criteria in each category and formulated
into an assessment scale. We also examined the children's responses to a short questionnaire
on their attitude towards toads and rabbits.
The results showed that after the direct experience, several children drew the visible
characteristics of the observed animals (i.e., body structure, anatomical characteristics, details,
etc.), while several children also introduced scientific knowledge, sensory perceptions and
non-graphic drawing.
We also found that before the direct experience, the children had a more favorable attitude
towards the furry animal. After the direct contact with the toad, the children's attitude towards
the amphibian changed; they expressed affection for both the rabbit and the toad. After the
direct experience, the children gave only positive reasons regarding their attitude towards
animals, mostly related to the occasion
Voščenke iz pigmenta sitarjevec: razstava študentk drugega letnika Oddelka za likovno pedagogiko UL PEF
Get PDFRazstavljena risarska dela so ustvarjena z voščenkami iz naravnega in žganega pigmenta
sitarjevec, Ustvarile so jih študentke drugega letnika Oddelka za likovno pedagogiko Pedagoške fakultete Univerze v Ljubljani. Pri predmetu Risanje je v drugem letniku študij usmerjen predvsem v seznanjanje in razumevanje logične strukture metode risarskega procesa po modelu: od opazovanja, preko skice do prostorsko in kompozicijsko celovitega dela. Na podlagi usvojenega znanja so izbrana dela usmerjena predvsem v individualno raziskovanje in eksperimentalno delo in ustvarjena ob raziskovanju izraznih potencialov potezanja in barvitosti voščenk
Pre-school teacher's opinion of forest pedagogy efect on children
Get PDFNowadays, methods such as forest school are appealing, because modern society is prone to consumerism and materialism. Adults have a dynamic lifestyle, and children are expected to live by their standards. Children are surrounded by information at every step, and adults expect a lot from them, so they are often characterised as restless and difficult. In my paper, I study whether forest school has a positive effect on children, as stated in literature, what related effects on children are perceived by kindergarten teachers and in what areas these effects are the most pronounced. The theoretical part defines the term forest school, its origin and its use in Slovenia. I defined the term forest kindergarten and listed effects of forest school on children, before focusing on children with special needs and how forest school affects them. In the empirical part, I interviewed kindergarten teachers from a kindergarten in Velenje, which is part of the Slovenian Network of Forest Kindergartens and Schools, to gather their thoughts on forest school. I wanted to determine to what extent they are familiar with the forest school approach, to what extent they find it effective, how they incorporate it in their work and what changes they perceive in children and children with special needs who regularly go to the forest. This research is followed by an analysis of the obtained data and a comparison with theoretical findings. I determined that kindergarten teachers are partly familiar with forest school, that they mostly incorporate it in their work by taking children to the forest and that in doing so they perceive numerous positive effects on children
Mathematical picture book on measurement as a didactic tool in grade 1
Get PDFPicture books are a big part of every child's childhood. When being read to a child goes into the world of imagination. A picture book is based on the combination of visual and verbal communication. Text and illustrations intertwine, each carrying its own meaning but at the same time they support and complement one another. While listening to a story and looking at the illustrations, children learn and internalise the meaning. Mathematical picture books are those who lead students to discover, acquire and internalise mathematical concepts and ideas. Mathematical picture books allow students to use their pre-existing knowledge and build upon it. Furthermore, they present mathematics in a way that is logical to the children.
In this Master's thesis, we defined maths as a subject and covered the principles of maths lessons. We presented in more detail the substantive strands to which the empirical part is linked. Among the curriculum content, this is the measurement strand. We focused on the set of measurement, development of measurement concepts and the aims and contents of measurement in the first three years of schooling. When teaching math, teachers use various didactic aids so as to illustrate abstract mathematical concepts and procedures, while at the same time influencing students' activity and motivation to work. In the theoretical part, we introduced the concept of motivation and defined its importance in teaching. We introduced context-based knowledge, which contributes to a better understanding of mathematical concepts. In the following, we described picture books in general, presented their definition, division and the interaction between text and illustration. We have paid special attention to mathematical picture books. We presented reasons for their usage in the classroom and summarised findings of newer research studies. Finally, we presented some picture books about measurement.
The main aim of the empirical part was to make a mathematical picture book about measurement. The title was »Bratje škratje«. The illustrations were made with the help of a programme called Canva, while the text is our own work. When the storybook was completed, we observed 3 lessons about all three measuring concepts (length, mass, capacity) in each of the 1st Grade classes. One class was the control group, while the other was the experimental group. A revision and assessment lessons followed which were different within groups. We were interested in whether the usage of mathematical picture book “Bratje Škratje” led to better knowledge and motivation of students and how context-based problems affected knowledge.
Our findings showed that using the mathematical picture book “Brate Škratje” leads to better knowledge and better results on the assessment sheet than teaching measurement in the traditional way. Mathematical picture book had a motivating effect on the students. The context itself, however, provided no additional support to the students' understanding of the problems as the mathematical concepts were familiar to them and presented no obstacle.
The results of the research provide early elementary teachers with benefits of using mathematical picture books in lessons and encourage teachers to use them more often as a tool to develop mathematical concepts. Mathematical storybooks make lessons more interesting for the students and provide a way to reinforce the students' positive attitude towards maths
Involving blind and visually impaired pupils in art lessons
Get PDFBlind and visually impaired pupils are part of a group of children with special needs due to deficits related to visual function. Because schools are largely oriented towards the principles of inclusion, the blind and visually impaired are educated in regular educational programs. Since these are individuals who need appropriate adjustments due to their disability, I was most interested in finding how this is reflected in art lessons. What are the ways of giving theoretical explanations of new concepts and realizations of set art activities? That is, how to encourage creativity in a school subject that is distinctly visually oriented. In my thesis, I explored ways in which the blind and visually impaired can be as involved as possible in their art classes, regardless of their shortcomings. In the empirical part, I focused on observing the art lessons of a blind eighth-grader with minimal residual vision. She realized her artistic task, which was tied to human proportions, in the field of sculpture. In addition, after finishing the artwork and completing the art project, I conducted three more interviews with the desire to better understand the problem - with the pupil, her companion and her art pedagogue. I paid attention to how independent the pupil was during the art activity, what dilemmas she faced during the process and where and how her companion and art pedagogue helped her. I found that the pupil was extremely independent and that no major problems arose during the creation part of the process itself. At times, she was helped by her companion with guidance and her art pedagogue with corrections, without interfering too much with the pupil’s artwork. In the interviews, all three participants also answered questions related to the art activity in question and the art lessons in general, thus deepening my empirical work and gaining insight into subjective experiences.
The written diploma thesis with its findings and practical implementation has a significant impact on the profession, as it destroys the belief that blind and visually impaired pupils cannot do something but rather expands the knowledge of many possible paths and tools that help pupils understand the subject
Learning about the past with grade 1 pupils at risk play
Get PDFIn the theoretical part of the master's thesis, we defined risky play, i.e., activities that provide children with opportunities to explore risk and test their limits of ability, in which accidents are possible. Children experience fear and excitement at such challenges, and at the same time, they are filled with exciting, positive emotions after successfully overcoming the challenge (Sandseter, 2007; Wilkinson, 2015). We also presented learning about the past in the curriculum for first-grade pupils, and the intertwining the past and the present. Today's children still have contact with games and toys from the past, which are also relevant in today's modern times. Through the research, we wanted to enable pupils to relive a part of what was the everyday life of our grandparents in their childhood. Being in touch with nature and looking for opportunities toplay creatively can also be dangerous and risky. Studies have shown that a natural environment with trees, uneven surfaces and forests, or playing with natural materials such as wood and rope encourage children to play more enthusiastically, actively, provocatively and excitingly. Traditional playgrounds are well equipped with slides, carousels, swings, sandpits and climbing walls, but they are less demanding for children's play and can even deter children from it and lead them to 'potter' or walk around the playground. (Sandseter, 2011). Pupils need to be able to handle dangerous tools and face the risk factors that surround them, as this is the only way to acquire motor skills, and excitement leads them to persevere in activities.In the empirical part, we planned and carried out five practical activities, which were included in the learning process of first-graders at the Kašelj Primary School in Ljubljana. Students learned about the past with risky play and risk factors. Activities were planned based on risk factors: natural play (climbing, jumping, rocking, hanging), natural surfaces (running), dangerous tools (knife, hand saw, hammer), dangerous elements (fire), hide-and-seek (with no restrictions). Based on observations and observation sheets, we answered the research questions. Each activity was carefully prepared and planned in advance. In addition to the practical activities, the pupils orally answered 13 questions related to the activities before the activities. We wrote down their answers carefully. We obtained data on students' thinking about the dangers of play, their outdoor play habits, and their opinions about children's play in the past. We found that students need risky activities to develop their motor skills, research, and learn new knowledge. The students pointed out that they want more challenges as they like to be creative in the game. They feel more confident because they know that adults trust them.The research results can help teachers and planners of the learning process to better and more often plan lessons that are in contact with nature
Incorporating traditional Slovenian dishes into children's kindergarten meals
Get PDFIn today's world traditional Slovenian food is often forgotten. Because parents and educational institutions do not offer such food, children don't know it and don't enjoy eating it. In some kindergartens children get to experience dishes from different gastronomical regions of Slovenia. But their reactions are often negative, because it's their first time trying it, or because the food isn't introduced in a way that would encourage the children to try it.
Food neophobia shows that child doesn't want to taste new foods because of appearance and other sensory properties. After they try the food, the nutritional neophobia is defeated and alog comes pickiness, if the child still rejects the same food after giving it a try multiple times. Parents and kindergarten teachers have a crucial role in encouraging children, they have to be persistent, a good example, and have arguments as to why the child should eat their food. Important arguments are: food diversity, carrying traditional foods from generation to generation and recognising Slovenian culinary, because it is important to preserve protected dishes that are devided in three categories: protected geographical indication, designation of origin and guaranteed traditional speciality.
In this thesis we reasherched what factors contribute to the knowledge of traditional Slovenian dishes, which dishes are the most popular among children, and if pre-meal activities and evaluating food after a meal can motivate children to eat thode foods.
In research 80 kindergarden children age 4 to 6 and 4 teachers were included. We used descriptive method of qualitative and quantitative reasearch.The reasearch concluded that the activities before eating, evalvating food after eating, making food in the kindergarten group, all affects the better knowledge and consumption of traditional slovenian foods. Out of all slovenian traditional disches which were tasted by children during a period of 6 months, the dish with the lowest score was prepared in the group. It turned out that the score of dish is much higher when children are included in the making of the dish, because they are getting to know the ingredients, which has important role in motivating children to taste new and unknow dishes.
Based on the results, we advise that the children are introduced to differents foods(names the ingredients, tells the name of the dish, why the dish is different and where it comes from). That makes it easier for them to try it, because they know the ingredients and because they have already tried them. It is also important that the children get the chance to help with preparing the food. That way the child will see the ingredients, add them and prepare the dish
Dialect of Preschool Teachers and Preschool Children in the Dolenjska Kindergartens
Get PDFSlovenian language hides many peculiarities, including dialects that are characteristic of the whole of Slovenia. With their use, we are quickly associated with the place where we come from and where this dialect is in active use. Through speech, we introduce ourselves to people, we get to know them, we exchange information and impressions, and sometimes we also say something in words, but also explain emotionally. Speech accompanies us from early childhood, although at first, it manifests as crying and laughter, yet it very quickly turns into beekeeping, babbling, and then into first words. In a family, as our primary environment, we set the first example for our actions and behaviors. Parents also use their speech to guide and warn the child about its proper use. For those who attend it, kindergarten represents the secondary environment, where the preschool teacher is a role model. He or she plans the activities that include speech, uses speech in communication and instruction, and sometimes effects indirectly. When a child enters the school, the difference between his or her use of Slovenian language compared to other fellow students becomes more pronounced. Through the schooling, he or she gets to know the Slovenian language better - its division and the role. Gradually, an attitude towards the language begins to form.
In my thesis project, I observed children from kindergartens in the village and in the city, and I used the standardized interview with four preschool teachers. I found that older children have more dialectal speech than younger, and that dialectal speech is more pronounced in kindergarten in the village than in the city. I noticed differences between the preschool teachers in how much attention they pay to the dialect and its use in activities, although most of them use it when they work. They use the most dialect when they talk to a child individually, and less in group activities. However, all the preschool teachers agree that dialect is very important in the child's speech and language development, as they are present with them in kindergarten for most time of the day. Because many preschool teachers work with each other on a daily basis, many of them exchange messages in a dialect. However, when they meet at a professional working group, the speech is more formal, ie. literary colloquial. For all of them, dialect represents a specialty, a cultural heritage that we must preserve
Language comprehension and language use of verb forms in children aged 2 to 4
Get PDFInflection of words is a morphological process in which we change the form of a word, its lexical meaning remains the same. The inflection of a verb is called conjugation, and in most languages, it changes its form according to tense, and must match the subject in person and number. The process of acquiring morphological rules of language is influenced by the characteristics of morphemes and the resulting typology of language. Due to morphological differences between languages, children are exposed to different language systems that they have to learn, which makes it difficult to transfer findings from one language to another. The field of acquisition of verb forms is variously researched among languages, with research on language production predominating the field. For the Slovene language, there is little research that has studied the morphological development of children, few have analysed the acquisition of verb forms in more detail, while research on language comprehension has not been found. Difficulties in acquiring verb forms, especially verb tense, can also be an indicator of problems in language development.
In the empirical part, we performed a quantitative and qualitative analysis of language comprehension and production of verb forms between 2 and 4 years of age with an emphasis on verb tense (present and past). We included 5 two-year-olds (2;1-2;8) and 6 three-year-olds (3;4-3;8) in the sample. The data were obtained with the help of the Slovenian pilot version of the instrumentation New Reynell Developmental Language Scale (NRDLS-SI), which consists of the Comprehension Scale and the Production Scale. In the master’s thesis, we analysed the results of children in section E, which tests the language comprehension and production of verb forms on both scales, with an emphasis on the present and past tense.
The results showed that three-year-olds achieved a significantly higher result than two-year-olds in both the task of language comprehension and the task of language production. The three-year-olds also achieved a significantly higher result in the language comprehension of the present and the past tense, and especially in the production of the past tense, but not in the production of the present tense. The analysis within each group showed that two-year-olds achieved significantly better results in the task of language comprehension than in the task of language production, which was not the case for three-year-olds, but they came very close to this. A more detailed analysis with respect to verb tense, showed that none of the groups were better at language comprehension and production of the present than the past tense. Since the past tense is a compound verb form compared to the present tense and appears later in the language production of children, this finding was surprising, especially in two-year-olds. We assume that this is due to the small and unbalanced number of test cases for each time. Qualitative analysis of the answers to the task of language production showed that two-year-olds most often, especially in the past tense, did not give an answer. The most common mistake in both groups was to omit the auxiliary verb be in the past tense, lexical verb substitution occurred several times, while agreement errors were few. We also found individual cases of overgeneralization errors when one of the children formed verb forms that do not exist in Slovene
Distress in adolescent romantic relationships
Get PDFThe master thesis deals with the area of adolescent romantic partner relationships. It focuses on the part that has so far been overlooked in Slovenia – the distress that young people can experience in partner relationships. A special place within this topic is occupied by the research into common forms, the extent and consequences of experiencing partner violence. In the theoretical part, the developmental-psychological division of the period is presented together with the sociological view of adolescence. In today’s society, young people face many risks, uncertainties and feelings of anxiety. At the same time, they enter into their first romantic relationships, which quite often have negative consequences as many foreign studies have shown. Due to the changes in postmodern societies, the theoretical part also presents the changes in the field of partnerships and love, both in general and in adolescence. This is followed by a description of the specific features of adolescent partner relationships and a discussion of the difficulties and the violence that can arise within partnerships. In the empirical part, a combination of qualitative and quantitative research is used. The latter is based on a sample of 310 young people (aged 16 to 25) who are currently in a partner relationship. The qualitative subsample consists of five young women who expressed their willingness to participate in a brief interview. The findings show that young people experience distress mainly because they feel a lack of support and trust from their partner, but also because they fear the end of the relationship. A lot of distress is linked to the use of digital technology, which is often used with the purpose to inflict psychological violence. Psychological violence is the most represented in sample and it is followed by experiences of sexual, physical and economic violence. The findings provide one of the first steps toward insight into the dynamics of adolescent partner relationships in Slovenia. They make it possible to see that adolescent partner relationships bring a lot of distress and are also a place where violence is experienced