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Role of the preschool teacher in identifying and responding to domestic violence
Get PDFViolence has been present throughout human history and is present on a daily basis. Throughout history, only the forms of violence and the attitude of the individual towards violence have changed. One of the types of violence is also domestic violence, in which the victims are children directly or indirectly, in which their rights are violated, as it is the right of every person to live safely, without violence.
In my theoretical work, I described what violence is and what kind of violence we know. I have described in more detail family violence, what forms of family violence we know, and what role the preschool teacher has in detecting, identifying and preventing domestic violence against children. I also touched on what the preschool teacher job is when he meets a child who is a victim of domestic violence.
In my empirical work, I looked at how often the preschool teacher have faced cases of family violence and what instructions they have when there is a suspicion of domestic violence against a child. I was also interested in how the preschool teacher assess their knowledge in recognising domestic violence against children, and whether they need new knowledge in this area. In the research, I found that respondents with longer working lives have more experience with a child who is a victim of domestic violence. I also found that the respondents are not sufficiently trained in the field of recognizing domestic violence, and all respondents, regardless of their length of service, need education in this field. Respondents agreed to have clear instructions on who to turn to in case of suspected domestic violence
Importance of the preschool reading badge
Get PDFIn the early 1990s The Preschool Reading Badge joined The Reading Badge, which was established in the early 1960s. It is a large part of book education, which educates children into users of books and different book material. It motivates reading in a family environment and encourages children to express themselves in different ways. It strives to develop reading literacy and reading culture, and with its help children relive the book in its entire aesthetic, content and visual image. Mentors and parents have an important role in The Preschool Reading Badge. Mentors are the ones, that must consider the individual needs of children and their families, and parents those, who have to create a pleasant and intimate atmosphere for children while reading to them. With that, they also inspire them to love reading.
The research part of the diploma thesis includes interviews with children aged 4-6 years and their interpretation, as well as answers to research questions, which focused on the importance of The Reading Badges for preschool children, the impact of gender on the performance of The Preschool Reading Badge and the importance of mentors’ consideration of child’s individual needs in carrying out The Reading Badge in kindergarten. In doing so, I will try to prove that The Preschool Reading badge is a well-designed project, but it also has its drawbacks
Punitive practices of science teachers at the secondary school of economics, services and construction kranj
Get PDFThe aim of the research was to gain insight into the views of the teachers of the natural science at SESGŠ Kranj on the various forms of punishment they use and which are available to them. In the empirical part, a semi-structured interview was conducted with four teachers of the natural science at SESGŠ Kranj. After the interviews, we started to process the data using the method of qualitative content analysis. We investigated what behaviors teachers identify as disturbing, how they experience them, how they react to them, what is their purpose of punishment, how they evaluate the effectiveness of the chosen forms of punishment, what other measures they use and what kind of relationship teachers establish with students in terms of authority and setting boundaries.
We found that teachers define disturbing behavior differently. For most teachers, confronting this type of behavior evokes feelings of discomfort, nervousness or impatience. Different teachers react differently to acting out, and the response depends on a variety of current internal and external factors. What they all have in common is that they set clear rules at the beginning of the school year. They believe that the first impression is the most important for building a teacher's authority. Teachers find it difficult to draw the line between formal and informal relationships, yet they prefer to position themselves more distantly, even though they want and believe it is right for the teacher as an authority figure to be kind, fair and understanding towards the students. They are more likely to adopt a stricter stance because they are worried that students will take advantage of attitude that is kinder and more personal. They resort to both informal and formal measures when disturbing behavior appears. They see the purpose of the intervention in changing the student's behavior or stopping the acting-out behavior. They are often critical of formal measures. They consider that punishment is too impersonal and bureaucratic a measure, which works in the moment but not in the long term. Some consider that formal measures are effective as a means of intimidating the rest of the class, although not all teachers consider this type of teaching practice desirable. Alternative measures are used less frequently, although they are considered to be more effective in the long run. We also found that there is a misunderstanding among teachers about alternative interventions, and thus inadequate implementation of these interventions
Strengths, weaknesses, opportunities, and obstacles for distance learning and teaching with creative movement
Get PDFDue to the worldwide Covid-19 epidemic, we found ourselves living a completely altered way of life. To prevent the virus from spreading, we have physically distanced ourselves from others, relocating all unessential activities and contacts online and behind computer screens. Teachers were made to explore new ways and methods of remote teaching. One such method appears to be teaching through creative movement, which introduces exercise to remote classes and sedentary learning.
This Master’s thesis explores the advantages, disadvantages, opportunities and obstacles to including creative movement in remote teaching and learning recorded by teachers. Moreover, the thesis examines the responses and feelings of students who apply creative movement in remote learning according to their teachers, as well as searches for the teaching through creative movement cases which developed into examples of good practice. The theoretical part describes the time of the epidemic and the measures affecting education at that time. I documented the characteristics of remote teaching and learning. I presented the results of certain studies and expert opinions on the effects of social distancing, remote education and the termination and interruption of activities on the physical development and (mental) health of children and adolescents. I defined the concept of creative movement and emphasised its positive influences on students’ learning and well-being. I presented the connection between physical and mental health with the help of communication through movement and highlighted the importance of the holistic approach. In the empirical part, I carried out a combination of qualitative and quantitative analysis. The focus group included teachers who usually use creative movement as a teaching method. The SWOT analysis inspected the advantages, disadvantages, opportunities and obstacles to including creative movement in remote teaching. I conducted a semi-structured interview with a smaller number of teachers from this group, through which I collected the good practice examples of this method in remote education. Furthermore, the research included a smaller occasional group of female students from the first, third and fourth year of grammar school. I prepared creative movement activities for remote learning or relaxation during remote learning for this group. Their responses were gathered in a questionnaire. The results include the advantages of the integration of movement in remote learning for both the students and the learning process, such as exercise, which is less frequent during remote learning, higher motivation for work and studying, relaxation and fun, development of creativity and innovativeness, and others. The disadvantages include the organisation and technical execution of remote education through creative movement. The opportunities open new ways and possibilities of including this method in education, while the obstacles introduce the question of how to include movement into remote education despite its disadvantages. The results also revealed that the students experienced positive feelings while applying creative movement techniques remotely. With the research, I hope to raise awareness of the positive effects of creative movement on the physical and mental health of children and adolescents among teachers, as well as present some examples of good practice which may help teachers plan and generate new ideas for including creative movement in remote education
Discovering exoplanets through astrometry
Get PDFIn this thesis, I have tried to explain what planets are and how to determine which object on the night sky is a planet. I am interested in the methods, used to detect exoplanets and which of them are more accurate than the other. I have used the data about all the confirmed planets from a website called Exoplanet.eu. The thesis continues with ESA space mission GAIA and a description of its capabilities. The exoplanet discovery data from Gaia has not yet been released, but is expected to in the first half of next year. I have also made a data comparison of already known planets (mass, size, distance, orbital period etc.) and tried to predict what we can expect from Gaia. Is life on other planets possible for humanity is a question I'm trying to discuss. Astronomy in primary school isn't a core topic in physics classes, so I have made an example of a simple course on how to explain to primary school students about the discovery of exoplanets and a comparison model of the solar system proportions like planetary size, distances etc
Knowledge about special nutrition for primary school students
Get PDFA diet is a change in nourishment used for bettering health, or various types of weight - loss reasons. Having sensitivity to food means, that one person experiences different symptoms after consuming some type or variety of food. In this case, a doctor prescribes a diet, as it is the only way of keeping the person healthy. The number of children in schools and kindergartens, that experience problems with nourishment, is continuously growing. This is why it is very important to let the children know about the basic facts and information of different reactions to food. This is done so they will know how to properly act in a case of an allergic reaction. The Primary school curriculum has already got, in regards to a healthy life style, a lot of basic information. The purpose of this work was to find out how high the level of knowledge is amongst children when talking about the meaning of different diets, and how well they know the facts about medical implied diets. I tried to find out what content the primary schools are implementing in the curriculum regarding dieting. Based on the pattern of 216 students from 6th to 9th grade of primary school, I found out that knowledge about dietary nutrition is much better with girls, but much less good with boys. To keep better knowledge about dieting, the curriculum should contain contents about different kinds of diets and regarding allergic reactions or sickness, based on different reactions when consuming food.
The contents should be put into the curriculum, with attention payed to the cognitive skills of students. From the 1st till the 5th grade students should know all of the facts of healthy dieting and they should know some medical implied diets. From the 6th grade further on, the students should know about the most often prescribed medical implied diets. The attention should be focused on the subject of household knowledge and biology, and nourishment and sickness based on food allergy, which should all be taken very seriously
Identification, understanding and reacting to emotions of kindergarten children
Get PDFIn my diploma thesis, I explored children's emotional development when attending nursery school. The thesis is put in the teacher's perspective because I believe it is important that the person, from whom the child learns emotional responses, can recognize, understand and respond to the child's emotions. Preschooled-age is crucial for emotional development because deficits in this area can cause different troubles and problems in other areas of a person's life in the future. Infants and toddlers are already able to show and communicate basic emotions. Recognizing, understanding and regulating them is only strengthened as speech develops. Given the critical importance of this period in the emotional development of a person’s awareness, expression and regulation of emotions, I wonder whether kindergarten teachers are aware of its importance and how much emphasis they place on it.
In the theoretical part, I defined emotions and their domains as well as described basic emotions, their development stages, and how they can be encouraged. I touched upon the importance of the kindergarten itself and teachers’ role in the development of emotions and what is important, when working with children, to encourage their emotions. I also wrote about communication strategies that help to strengthen development, while highlighting four of them: active listening, summarizing, paraphrasing and door openers.
Through the qualitative research in the empirical part, I sought to explore and answer the questions asked above in the first paragraph. The answers were collected through five semi-structured interviews, which were used to summarize the teachers' views on the importance of talking about emotions, what helps them to understand children's reactions and how they react and encourage children to express and recognize emotions, and which communication strategies they use.
The answers that I gathered show, that all five interviewees agree on the importance of emotional development in kindergarten and that they, despite the lack of time, try to encourage it with the additional activities. Teachers also don't have major problems with recognizing a child's emotions. Problems were pointed out just in particular aggressive emotional reactions when the child’s response wasn't the most understandable. In most cases, that was caused by the anger that the child did not know how to express in a socially acceptable way. Teachers resolved the situation by talking to the child. All five teachers use active listening, out of four communication strategies, most often in their work. Active listening has also been the most frequently linked in the literature to the field of emotions
Coping strategies of adolescents with psychosocial problems included in NGO support programmes
Get PDFThe master thesis deals with coping strategies of youth with psychosocial distress, included in help programs of non-governmental organizations. In the theoretical section, we introduce challenges of youth on their way to adolescence, including social context and challenges emerging from society and the system in which they live. Described are the positive concept of mental health, the importance of mental health care, the arrangement of help programs on the country level, and the role of non-governmental organizations in care for mental health. Next, the perspective of the young on mental health and professional help is presented, with emphasis on what they miss on their way to find help. In the second part of the theoretical section, we present the coping strategies of the young, their functioning, categories, and coping strategies, which are most frequently chosen by the young. Finally, we present self-help as one form of help, which young can choose. The purpose of the master thesis is to get to know how young, which are included in help programs of non-governmental organizations, are dealing with their psychosocial distress. This was studied through qualitative empirical research, in which we conducted eight interviews with the young under 21 years old. Our study shows that it is essential for young to deal with their distress on their own because it gives them hope, motivation, confirmation and a sense of capability. Nevertheless, they do not hesitate to look for help elsewhere. It was shown that they need more guidance and support at the beginning of their active coping because their first choice is emotion-focused coping strategies - thought inactivity, behavioral and emotional inactivity, denial, and escape from distress. They see help programs of non-govermental organizations as a good place for active coping with psyhosocialdistress
Public awareness of speech-language therapy and surdopedagogy and the role of speech-language therapist – teacher of the deaf and hard of hearing
Get PDFSpeech-language therapist – educator of the deaf and hard of hearing (SLT – EDhh) works in the field of prevention, identification and (re)habilitation of communication disorders, eating, drinking and swallowing disorders, deafness and hearing loss as well as their causes and consequences. An SLT – EDhh is employed in the domain of health, education and/or social care. One of the key areas of their work is prevention, which includes raising public awareness about speech-language therapy and surdopedagogy.
In the theoretical starting points of the masters’ thesis, we defined speech-language therapy and surdopedagogy, presented their history, described the competencies of an SLT – EDhh as well as the areas of their work, formal education and employment opportunities. We emphasised the importance of public awareness about speech-language therapy and surdopedagogy and summarized the conclusions of previous studies.
The aim of the research was to describe and compare the level of awareness of the professional and lay public about speech-language therapy and surdopedagogy as well as the work of an SLT-EDhh. We were interested in whether the professional and lay public differ in their public awareness of speech and language therapy and surdopedagogy and the work of an SLT-EDhh.
Our sample consisted of 455 people; 224 of those were representatives of the professional public (whose professions are related to the profession of an SLT – EDhh and are employed in the field of health and/or education and/or social care) and 231 of those were representatives of the lay public (all others). The participants in the research filled in an online questionnaire on public awareness about speech-language therapy and surdopedagogy as well as the work of an SLT – EDhh.
The research showed higher awareness in representatives of the professional public in all studied areas (speech-language therapy and surdopedagogy, the work of an SLT-EDhh, education and workplaces of an SLT-EDhh as well as early speech-language and surdopedagogical treatment), compared to the representatives of the lay public. In conclusion, the professional public is more aware of speech-language therapy, surdopedagogy and the aim of work of an SLT-EDhh than the lay public
Attitudes of preschool educators and teachers toward the use of problem picture books in kindergarten/school
Get PDFIn my thesis I focused on problem picture books in general, on picturebook development through history, on most common problematic themes in picturebooks and their role/impact on child development.
Problematic themes are extremely popular in our time and picturebooks containing problematic themes are an excellent gadget for coping and addressing them. I researched the views of preschool educators and teachers towards the use of problem picture books.
I found out through open type survey questionnaire in which 26 educators were included, that everyone of them are using problem picture books at some point in their work and in their opinon they are useful for addressing problematic themes and for resolving distress. But all did not agree that frequent use helps with childrens capabilty of coping with problems that appear in kindergarten/school, those educators think that for resolving issues, other methods are more efficient. I came to the conclusion that the differences regarding the statistical region are non exsistent