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Creativity of children expressed after listening to folk songs from the collection Enci benci na kamenci
Get PDFIn my thesis, I explored youth literature as part of the Slovenian folk tradition and presented some of the most prominent collectors of folk tradition in our country. In the theoretical part, I concentrated on children's poetry and Slovenian folk poetry and addressed Slovenian children's folk poetry in more detail.
In the empirical part of the thesis, I involved children in the exploration of their literary aesthetic experiences of children's folk songs collected in the humorous anthology Enci benci na kamenci (1990, 1998, 2007, 2018, 2020) by Roman Gašperno. I classified five poems according to Karel Štrekelj (1908) by selecting one poem from each collection of Enci benci na kamenci (1990, ...) and placing it in the appropriate category. I obtained five categories: humorous song, teasing song, song about animals, counting-out rhyme, and song about food. I used qualitative research and critically evaluated the children’s understanding of song lyrics by analysing their response to partially structured questions about each song. I conducted group interviews, recorded their answers on the telephone and transcribed them. Based on their experience of the texts, we carried out five performing activities that were based exclusively on their ideas and were artistic in nature. The children were free to choose from a variety of materials and objects to perform the songs.
Three girls and two boys, ranging in age from four to five years, were included in the research sample. The children were from the same age grouping.
Using the research, I found that children respond positively to children's folk songs, i.e. they express feelings such as joy, sadness, amazement, oddity, etc. They successfully manifest their experiences through performing activities, which are intertwined with all fields of the Kindergarten Curriculum
Child's understanding of ecology using a photo of grassland
Get PDFIn the field of research of children's knowledge of ecology relatively few studies were conducted. Therefore this dissertation aims to establish how preschool children, 5 and 6 years of age, understand ecology of a meadow habitat. Based on semi-structured interviews with 12 children from a nursery school in central Slovenia I have learnt about the children's knowledge, understanding and reasoning of: butterfly life cycle, food chains, relations between links in the ecosystem (biotic and abiotic factors) etc. Children came from two different groups (from a classic group and a forest pedagogy group), including six children each. With each child two interviews have been conducted - one before the game and another one after. The game was based on the life cycle of a small heath butterfly (Coenonympha pamphilus) and swallowtail butterfly (Papilio machaon), while in the extended part of the game the food chain of the first butterfly was also included. As I conceptualised the game myself, I wanted to examine if it could be a useful instrument for teaching children about the meadow habitat and also giving them knowledge about it. The research showed that children improved their knowledge about the butterfly life cycle - especially children from the forest pedagogy group were splendid in the second interview - they entirely understood the concept of the sequence of development stages. When children were identifying living and non-living factors, animism was observed. All the answers to the question What in the picture is alive? were related exclusively to animals, none of the children mentioned plants. All of them understood very well the relationship between butterfly and spider. They recognised the meaning of a spider web and what would happen to the butterfly once it would be caught in it. The research also showed that children do not clearly understand the significance of a meadow for the life of humans - none of the children recognised its usefulness. They better understand the significance of a field because they often came across it in fairy tales and cartoons. Before the game, children's understanding of connections between organisms and abiotic factors was low, but afterwards they searched for the connections independently and were explaining them (e.g. they associated a cloud to plants and animals)
Obrazi Pedagoške fakultete: študentski svet Pedagoške fakultete Univerze v Ljubljani
Get PDFPedagoška fakulteta Univerze v Ljubljani je skupnost
visokošolskih učiteljev in asistentov, raziskovalcev, strokovnih
delavcev ter študentk in študentov. Med nami je mnogo
razlik, a druži nas spoštovanje pedagoškega poklica
Immigrants as an overlooked group in the social housing sector
Get PDFThe master thesis deals with the position of immigrants and their descendants from former Yugoslav republics in Slovenia, in connection to solving their housing issue through social housing. In the theoretical section, we introduce social housing, focusing on City of Ljubljana’s public housing fund. Later, we describe the demand in social housing sector and examples of social housing practices abroad. Then we define housing vulnerability and how it is perceived by organizations and policy makers. In the second part, we define housing vulnerability in connection to socio-economic status and intergenerational transmission, as well as spatial segregation. Finally, we present the discourse that immigrants face and is closely linked to prejudice, discrimination and inequality. The purpose of the master thesis is to get to know the position of immigrants in social housing sector, the support that is provided to them by the professional services and the discourse that surrounds them. In the empirical part of the master thesis, we used qualitative empirical research, in which we conducted six interviews with experts from the profession, as well as experts from the experiences. The results from the research show that immigrants are not particularly considered as a specific vulnerable group in social housing, nevertheless the participants included in the research estimate that there are more immigrants in social housing than others. They also recognize that their immigrant background plays a role in housing vulnerability. For support, immigrants most often turn to those close to them. The professional services that work with them provide them with integrated support, nevertheless immigrants miss a more active role of the state or the city, as well as a greater responsiveness, action and accountability by professional services. Because of the negative experiences, they often don’t trust in the support provided by professional services, they feel trapped in their position. The discourse surrounding them as immigrants and tenants included in the social housing system is mostly negative. They are often labelled as lazy, conflictive, social problems and exploiters of the system. With integrating both the perspective of organizations and those who use their services the research contributes to the formation of more suitable help and support
Destructive techniques in photography
Get PDFIn my master thesis, I am exploring interventions in photography and merging it with other fine art disciplines. My initial research was inspired by my interest in the medium of photography and wish to explore various roles of photography in fine arts. First part of the research process was gathering information about artists, who are working in the area of photography and are inplementing various art techniques in their work.
The theoretical part of the thesis consists of two main contents: photography in combination with various art media and destructive techniques in contemporary art photography. I felt the need to further research the latter, since I haven't found much information about similar studies in the field of contemporary fine arts. Destructive techniques include work with fire, cutting, melting photo prints with the use of heat, etc. , which creates interesting results in completed artworks.
In addition to destruction, I have tried to present different usages of photography in the fine arts, from the very invention of photography to photography in the 21st century. I highlighted individual artists and their work in an art-historical and art-theoretical context and I also presented role of photography in fine arts. I studied international and domestic authors, who use the medium of photography in their creative process. Knowing the roles of photography in fine arts is important, since this knowledge enables us to recognize various possibilities it has as an art media and helps us to better understand its historical intertwining with other fine arts. Exploring these roles helped me in the process of writing my master thesis and also allow me to explore new possibilities of self expression in connection to photography.
Part of my personal work was also to compile a set of destructive techniques in photography and present problematic subject of retouching photographs in the public media. The creative process included taking self portraits, retouching them, printing them and finally implementing destructive techniques to alter the images. I experiment with techniques like burning, melting colors with a stain remover, scratching and tearing photos, etc. The final art products are presented according to sets of individual destructive techniques and in the form of a photo story.
In the art didactical research part of the thesis, I conducted a qualitative research among high school fine art students, using a questionnaire and analysis of their works of art. I came up with several cocurent questions regarding the topic of "false and deceptive images in the media," which I commented on with students and linked them to their works of art. Introducing students to new possibilities of expression in photography with destructive techniques and testing their current knowledge of photography in fine arts was the central goal of my research
English teachers' attitudes towards extensive reading in the second triad of primary school
Get PDFPeople encounter reading in their mother tongue very early when we listen to parents or other adults reading. Then, by entering the school, we move from the listener to the reader. Teachers use different approaches to teach reading in the classroom. They introduce students to several reading strategies, paying special attention to the development of motivation to read in spare time. And while students may be able to develop sufficient reading motivation to read in their mother tongue, teachers must use other approaches to learn them to read in a foreign language. Despite the fact that children's exposure to English outside school is quite high nowadays, many students encounter reading in English only upon entering school. A foreign language teacher must therefore pay special attention to reading motivation. The teacher's reading motivation and attitude towards reading play an important role in this. A non-reading teacher will find a way to include compulsory, curricular reading in the lessons. Extensive reading brings a completely new perspective and benefits to language development. However, this is not provided for in the curriculum, so the teacher must introduce this type of reading into the lessons. The question, however, is whether a teacher’s lack of motivation for extensive reading can pose a problem in developing it in students. In my master's thesis, I will therefore explore the reading motivation of teachers and what their own attitude towards extensive reading in a foreign language is. I will include English teachers in the second triad of primary schools in Slovenia in the research. The questionnaire will first try to gain insight into teachers’ views on extensive reading in both their mother tongue and foreign language, and then check their strategies for developing students' intrinsic motivation to read in their free time in a foreign language. Thus, I will try to determine whether there is a connection between a teacher’s own motivation to read extensively and a commitment to motivate students to read at leisure in a foreign language. At the end, I will try to give some guidelines or suggestions that teachers could use to help students encourage reading in English in their free time
Influence of interpretative reading on fourth grade students' reading motivation
Get PDFThe present master's thesis discusses the importance and impact of interpretive reading on pupils' reading motivation. In primary school, when teaching literature, we mostly try to avoid professional reading of literary works, instead the main goal of teaching literature is to actively expose the pupil to various literary texts or the interpretation of literary works. The teacher usually reads interpretively, however, the master's thesis focuses on pupils' interpretive reading. We believe that interpretive reading should be learned by anyone, including pupils. We were interested in the extent to which we can teach pupils interpretive reading with appropriate incentives and whether it can affect their attitude towards poetry, literature in general, and above all, whether it helps to increase their reading motivation. At the same time, we were interested in whether we can influence pupils' attitudes towards reading aloud with the help of interpretational reading, as fear is also common among some pupils. The empirical part of the master's thesis consists of a questionnaire, which was used to check the pupils’ reading motivation, and guided learning hours of interpretive reading. As part of the latter, we tried to show pupils a different way of reading poetry and to excite them for it, moreover, we paid special attention to reducing their fear of reading aloud. As part of the lessons, the pupils progressed in interpretive reading of poetry and most of them took into account the elements of interpretive reading at the end of the lessons, which are also presented in the theoretical part of the master's thesis. At the end of the guided learning hours of interpretive reading, we re-examined their attitude towards poetry and literature in general, reading aloud and reading motivation with a questionnaire. Their ability of interpretative reading has improved through the lessons, while at the same time their fear of reading aloud was subsiding
Attitudes of teachers towards potentially gifted students for literature in the 1st triad of primary school
Get PDFWith the awareness that pupils are different from each other, one begins to think about adapting teachers' work according to each pupil's skills and abilities. It is a legal requirement to provide gifted pupils with the right conditions for education by adapting learning content, methods and forms of work and by giving them the opportunity to take part in extra lessons and other forms of individual and group work. In the theoretical part, we discussed terminological definitions, legislation of gifted pupils, procedures for identifying the gifted, characteristics of (literary) gifted pupils, the influence of parents, teachers and schools on the development of giftedness and we described educational work with literary gifted pupils in compulsory and supplementary curricula of primary schools. We wanted to research the teachers' views on the identification of potentially gifted pupils on literary fields, how they evaluate their work and competence with the gifted in the first educational period. We have found that most teachers find it useful to identify potentially literary gifted pupils as early as in first educational period, that they feel competent enough to work with the gifted, despite the fact that most of them do not attend additional classes in this field. More than half of teachers think that parents, not teachers, are most important in developing literary talent. Most teachers differentiate literature lessons for the gifted. In the area of didactic active methods, teachers use role-play most often and project-based learning least often. Potentially gifted pupils in the first educational period most often participate in Cankar Award competition, extra lessons and extracurricular activities and least often in Saturday schools. Teachers do not ask the gifted enough challenging questions, as most of the questions are at difficulty level 5 (evaluation), but not at level 6 (synthesis), where pupils are expected to connect the parts into a new whole in a unique, different and original way, to think critically, to look for hidden information, to compare information from several texts, to compare and connect (opposing) points of view and to think creatively
Emotional competency of twice-exceptional students with specific learning difficulties
Get PDFTwice-exceptional students with specific learning difficulties have high intellectual abilities as well as coexisting learning difficulties. Their characteristics are the result of interactions between their potentials and weaknesses, and daily confrontations with both exceptionalities often lead to academic problems, as well as socio-emotional problems. While support planning, it is crucial to take into account the uniqueness of each student and to pay attention to their strong areas as well as their social and emotional needs.
Emotional competency is a manifestation of emotional intelligence and it describes appropriate or inappropriate forms of behavior and characteristics of individual's socio-emotional functioning. There are two main research traditions of emotional intelligence. Mayer and Salovey's mental ability model considers emotional intelligence as a mental ability, while Goleman's and Bar-On's mixed models consider it as a combination of an individual's personality traits.
In our study we focused on emotional competency of twice-exceptional students with learning difficulties and how often they encounter certain social and emotional problems. We compared these findings with the findings of their gifted peers without learning difficulties, peers with learning difficulties and non-gifted peers without learning difficulties. The study was carried out using a quantitive research approach, and descriptive and causal non-experimental research methods were used. TEIQue-ASF questionnaire was used for calculating the global trait emotional competency score, and a self-assessment scale was used to determine the frequency of socio-emotional problems.
The results showed that gifted peers without learning difficulties on average scored the highest on the global trait emotional competency scale. Twice-exceptional students with learning difficulties on average scored slightly lower, followed by non-gifted peers without learning difficulties and peers with learning difficulties, who scored the lowest on average. The calculation of statistical significance showed no statistically significant differences between twice-exceptional students with learning difficulties and the remaining subsamples of respondents. Twice-exceptional students with learning difficulties most often encounter problems related to perfectionism, failure, and emotional distress, and to a lesser extent problems related to self-control, motivation, relationships and social skills. Their gifted peers without learning difficulties and non-gifted peers without learning difficulties also most often encounter problems related to perfectionism and failure, while their peers with learning difficulties most frequently encounter problems related to self-control and motivation. All subsamples of respondents least frequently encounter problems related to relationships and social skills. The calculations showed statistically significant differences between twice-exceptional students with learning difficulties and their non-gifted peers without learning difficulties in only two items; namely, non-gifted peers without learning difficulties are less often critical of their achievements and less often feel different from their peers
Toilet training for the child with autism spectrum disorder
Get PDFAutism spectrum disorder is a neurodevelopmental disorder that is persistent into adulthood and is characterized as persistent impairment in reciprocal social communication and interaction and restricted repetitive patterns of behavior, interests, and activities. The symptoms are already present in early childhood and have a limiting effect on the child’s everyday functioning. As a result, people with autism spectrum disorder have difficulty adopting adaptive behavior that allow us to act effectively and in line with social expectations in various areas of everyday life. One of these areas is also self-care, which includes independent use of the toilet. The latter has a positive effect on an individual's quality of life, as it enables them social inclusion and an appropriate level of hygiene maintenance. Children learn to use the toilet independently in the process of toilet training, while individuals with developmental disorders (including autism spectrum disorder) are late in development compared to their peers with typical development, which means that they also later learn to use the toilet independently. In the process of toilet training, autism spectrum deficits are most often manifested in the areas of communication, sensory processing, routines, generalization of knowledge and motor skills, and hinder the child from learning to use the toilet independently. Considering the characteristics of the disorder, experts have developed approaches to toilet training that are more adapted to children with developmental disorders, thus making it easier for them to learn to use the toilet independently.
The master's thesis presents a case study covering an example of a behavioral approach to toilet training using positive reinforcement combined with structured learning based on the introduction of visual aids for a three-and-a-half-year-old child with autism spectrum disorder. The thesis includes the definition of prerequisites for starting toilet training, planning toilet training, implementation of toilet training by parents and evaluation of the impact of toilet training on the level of independence of the child in using the toilet. The research represents a model and starting point for planning individualized toilet training for other children with autism spectrum disorder, which can help professionals from the special education field and parents of children with autism spectrum disorder.
The toilet training performed as part of our research contributed to a higher level of independence of the involved child with autism spectrum disorder when using the toilet. After the end of training, the child no longer used diapers while they were at home with the family. He still used them in kindergarten and in other environments outside the home as well as at night. The need to use the toilet, which he had not previously communicated, was communicated at the end of training by exchanging pictures. When undressing and dressing, he needed full physical support before the start of training, and only partial physical support at the end. We also observed an increase in nonverbal behavior by which the child indicated that he was aware of the need to use the toilet. In the eight weeks of training, the child made progress in all areas of training in which we set goals