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Kindergarten's teachers view on intercultural education
Get PDFIn society we are constantly surrounded by different people with whom we have to form relationships so we can coexist. The society has definitely changed through the past and today there is a lot of talking about multiculturalism and interculturalism. However because we are preparing preeschool children for life in society it is also important that interculturalism is a part of educational sistem. That is why I decided to research preechool teachers points of view on intercultural education.
In the theoretic part I started with the definition of relationships in society and tje coexistence of people in society. Here I defined the terms such as points of view, stereotypes, prejudices, impact of preeschool teacher's points of view in children and tolerance. I continued with describing the term example, the role of the covert curriculum and the subjective theories among preeschool teachers. In the last part I then described the terms such as multiculturalism, multiculturalism in kindergarten and interculturalism.
In the empirical part I collected data with the help of qualitative method and six semi-structured interviews with which I interviewed preeschool teacher's. They were between 31 and 58 years old and they had between 2 and 40 years of service. The purpose of this thesis is to show the interculturalism in kindergarten however the aim of the research is to find out preeschool teacher's point of view on intercultural eduaction and in what way do the engage it.
I discoverd that preeschool teachers are favored to intercultural education however they do not have many experiences with this topic
Mmultigrade instruction of English in the first cycle of primary school
Get PDFIn Slovenia, there are a great number of branch schools with multigrade instruction. Teaching in such departments requires specific didactic and organizational knowledge, which we believe is often not acquired at the faculties, during teacher education studies.
Since 2013, English has been present in Slovene schools as an optional subject in the first grade of primary school and as a compulsory subject from second grade on and that is why teaching English in early years of child's development has become a highly discussed topic. Similar to teaching in multi-grade classrooms, there are specific didactic-methodical approaches that need to be taken into consideration while teaching English to young learners.
In practice, we have experienced how special and complex teaching English in combined classes can be. It was at that time that we came up with some questions that then led us to this master's thesis.
In the theoretical part of the master’s thesis, we focused on two main topics: combined classroom lessons and English lessons in the first triad of primary school. First, we explained the concepts of combined teaching, combined department and quickly reviewed the history of this form of teaching. Later, we focused on teaching English to young learners and on the training that teachers get for multigrade instruction of English in the first triad of primary school. We also talked about the advantages and disadvantages of multigrade instruction and of multigrade instruction of English and finally about the forms of organization, planning and implementation of such form of instruction.
In order to be able to check the theory in practice as well, we conducted an interview with ten teachers who had ever taught combined English lessons in the first triad of primary school. In addition to describing their planning, organizational and implementational models of teaching English to young learners in combined classes, we also obtained opinions from these teachers on the quality of knowledge acquired in such classes. We also wanted to know if our interviewees feel fully qualified or trained for teaching English in combined classes.
Our research has shown that teachers mostly feel fully qualified for teaching English in such classes but they attribute their qualifications to their own experience they have gained over the years of teaching and they wish they had started their professional journeys with more experience or information about teaching in combined classes. The results of the research show that the interviewed teachers find multigrade instruction of English of a good quality if the accompanying conditions are met
Perception and experience of the forest in children through free play and activities based on the flow learning method of Joseph Cornell
Get PDFIn the recent decades, people have started to lose genuine contact with nature. Trying to protect their children, some parents prefer keeping them at home or have them play at a playground under their supervision. In doing so, they probably do protect children against dirt and possible injuries, but they hinder them from gaining invaluable experience and knowledge. Not only parents, but also kindergarten teachers and teachers bear significant responsibility to enable children to often come in direct contact with nature, thus ensuring their quality integrated development. While playing and learning outdoors, children develop their motor, cognitive, emotional and social skills. However, the goal of outdoor activities should not only be acquiring knowledge and skills, but also encouraging excitement at, curiosity about and respect for nature and everything it entails. In the early 1970s, Joseph Cornell, a scientist and writer, was already aware of that, and he developed an outdoor teaching method, named flow learning. In addition to supervised outdoor activities, great importance is attributed to free play, guided by children’s imagination and curiosity. Nature offers countless sensory perceptions and non-structured materials, which children, if allowed, willingly benefit from. Said approaches – Joseph Cornell’s flow learning teaching method and outdoor free play – were used in our research, in which we analysed changes in children’s perception and experience of the forest. Pupils of the first three grades of a primary school were divided into two groups; one engaged in outdoor free play, while the other learnt about the forest through activities based on Joseph Cornell’s flow learning teaching method. By gathering children’s drawings and conducting surveys, we acquired data on their perception and experience of the forest. The results of our research showed that supervised activities designed for children to actively learn about nature contribute more to the perception of the forest, compared to children’s free play in the forest. In the forest, both groups of pupils experienced mainly positive emotions. Children who engaged in free play remember the most how they played with natural materials, while children who participated in supervised activities based on Joseph Cornell’s flow learning teaching method remember the most how they explored nature through different senses. We can confirm that pupils gained extraordinary experience through outdoor play and activities they deem interesting and fostered relationships, which are important for their future
Promotion of the expression of children in the first three years of preschool through individual choice of materials
Get PDFThe Diploma thesis is the result of observations made during the initial work with preschool children in kindergarten, which led to a desire for change – more specifically, to research the area of fine arts in kindergarten and to observe the behaviour of children when they are provided with a greater selection of means for artistic expression. Kindergarten educators, primarily those working with the first age group, do not provide (offer) children the possibilities to create, in the sense of greater and more independent choices, when it comes to the selection of art techniques or tools and materials. Instead, they follow the intended, precise instructions to guide their artistic expression, where colours have already been selected and only one technique is usually applied, and the children’s creative expression is time-limited. The empirical part of the research therefore focuses on determining which of the artistic means or materials offered has the greatest motivational potential in the first age period. In the first part of the research, the emphasis is on which material most appeals to the children of the first age group and on observing how the children use the selected material in the process of creating. In the second part, the children are offered a choice of different materials that allows them to create independently in the fine art corner. In both cases, children will learn how to create their own products without being restricted or instructed by an adult person and without precise instructions as to what they can create and how they can use the selected material. They will also be able to create without any time limitation. Assessment of the response will be performed on individual basis
Opinion of elementary students on distance learning in household lessons during epidemic of covid-19
Get PDFWith the development of technology and awareness of importance of
education, teachers are starting to use modern methods with use of
technology such as ICT, online courses, distance learning, etc. When
distance learning, student can even be asynchronous dependent of personal
motivation. Students and teachers along the process face many different
problems. Teachers usually don't know if every student has the means and
equipment necessary for class, meaning if they have access to computer,
microphone and camera. When teaching online, teachers don't have as much
control as they would in person. In regard to that instructions have to be
short, simple and interesting. Subject matter has to be factual and supported
with examples. New subjects on the other hand have to be connected with
one student previously mastered. Students face different problems because
they are likely to be left to fend for themselves. Alongside problems with
self-motivation, problems can occur when students lack ability to plan and
organize their studying schedule and work. Students can face difficulties
when studying new subjects which can lead to frustrations and deficient
feedback.
In theoretical part of post-graduate paper, we will take a look of classic
studying and distance studying literature with other methods of teaching
which we can use when doing so. With post-graduate paper we wanted to
make conclusions what do students think about distance learning in time of
epidemic crisis. Opinions of students were obtained using a survey in which
participated 115 students from different elementary schools. The result of
survey conclude that students approve of distance learning mostly because
they are free to organize themselves and schedule their studying, which
makes them fell more independent. On the other side they miss socializing
with friends and classmates
A bird house for a tolerant Ljubljana: a pilot project for the integration of children residing in Asylum home Vič into the local community
Get PDFThe master's thesis focuses on a pilot project of creative workshops called Birdhouse for Tolerant Ljubljana, which was originally intended to connect children from the Vič Asylum Home with peers from various Ljubljana schools, but has also expanded to the field of research and presentation of the impact of the Asylum Home on asylum seekers’ lives, especially minor applicants (accompanied by parents), who have so far been often overlooked in research terms compared to unaccompanied minor applicants.
In the theoretical part, the basic characteristics of total institutions and the Vič Asylum Home as an example of a total institution are described. In the master's thesis, we aim to present the factors that stimulated the creation of centralized asylum institutions and their effects on the quality of life of applicants for international protection, focusing on the stay and integration into the local community of children and families in asylums in Europe and Slovenia. The pedagogical approach of experiential education and the attempt to introduce it between groups of children from the Asylum Home Vič and their peers from the local community are also presented.
In the empirical part, the views of individuals that significantly shape the temporary stay of children in the asylum home are given. These include a social worker from the Vič Asylum Home, members of non-governmental organizations, that work directly with asylum seeking children, and the management of the Livada Primary School, which is attended by children from the Asylum Home. In addition to the workshops of the pilot project Birdhouse for Tolerant Ljubljana, the views of the project planners and participants on the importance of the project itself and the inclusion of vulnerable groups in the local community are also described
Analysis of preschoolers' involvement in organized sports activities
Get PDFThe aim of the dissertation project is to analyze the level of involvement in organized physical activity among preschool children.
Parents of preschool children aged 3 to 5 were asked to participate in the study by taking an online Google Forms questionnaire (N=50). A two-part questionnaire firstly asked about their education level and their child's age, and then asked for information about their child's involvement in organized extracurricular physical activity. The questions covered whether the child partakes in any organized physical activity and the reasons why or why not, which physical activity is the child involved in, how many have they previously taken part in, and why have they stopped with a particular activity or changed to a different one.
The study finds that most children do not currently partake in any organized physical activity but have previously been enrolled. We conclude that there is no direct correlation between parents' education level and the number of different activities their child has tried out. However, we find a slight dependency between parents' education level and average time their child is involved in organized physical activity per week
What and how much to read children in kindergarten
Get PDFEveryone, including parents, educators and others who come in contact with children should be aware of the wider importance of pre-school attitude towards book's early literacy. If we constantly take care of reading and development of literary education in kindergarten, we will encourage child’s development of speech, vocabulary and imagination, encourage child’s self-confidence and self-initiative.
By listening to fairy tales, children develop their imagination. Fairy tales offer security in a way because good always wins over evil. Adults have the opportunity to get to know the child´s emotional responsiveness, assess their ability to concentrate and their intellectual ability while reading to them or telling them stories. Even for adults, reading and telling fairy tales is a beautiful experience as they connect with children on emotional and spiritual level.
Children in kindergarten should be provided with enough books, especially children who cannot afford to buy a book to keep at home or whose parents do not understand the importance of reading for child’s (speech-language) development. We must be aware that the rise of watching cartoons on television and on various ICT devices, does not offer a language challenge to a child and thus we are not encouraging such a child to use language actively.
In theoretical part of my thesis, I briefly presented the emerging of literacy, speech development, the importance of book reading education in kindergarten. In the empirical part, I used a questionnaire for kindergarten employees. The intent was to find out whether educators chose literature randomly, systematically according to the annual work plan, spontaneously according to the child response, etc. Since literary education is an important part of our everyday life, I was also interested in how richly equipped the playrooms are.
With the analysis of the survey questionnaires I obtained the expected results. Most departments have their own bookshelves, which are more or less, stocked with fairy tales, short stories, children magazines, encyclopaedias, poems and riddles and textbooks. Educators are aware of the importance of well-chosen and diverse literature for children of different ages
Koncept problemskega pristopa in njegova konkretizacija na področju didaktike matematike
Get PDFV visokošolskem prostoru ustvarjamo novo znanje in gradimo nove vizije realnosti. V teh prizadevanjih je nujen tudi dvom ter preizpraševanje uveljavljenih konceptov in resnic. Zagotoviti je treba kakovostno dopolnjevanje raziskovanja in poučevanja, saj kakovostno raziskovanje samo po sebi še ne zagotavlja kakovostnega poučevanja. Zadnje opredelimo kot proces, v katerem sta visokošolski učitelj in študent soodgovorna, pri čemer so odgovornosti obeh povezane z njunima različnima vlogama v tem procesu. V tem skupnem procesu mora učitelj najprej pri študentih vzbuditi dvom o njihovih že sprejetih idejah, kar v osmišljenem procesu poučevanja lahko vodi do novih (spo)znanj. Vloga študenta je pri tem ključna, mora imeti željo, da sprejme izziv dvomiti, na novo spoznati, vedeti. A kako zagotoviti tako sodelovanje učitelj – študent? Različne študije, ki se ukvarjajo s problemom vzpostavitve kakovostnega izobraževanja študentov, zagovarjajo 'v študenta osredinjeno poučevanje' (angl. student-centred learning), ki študenta motivira, ga postavlja v situacije dvoma, spodbuja k iskanju odgovorov in sprejemanju odgovornosti za spremembe. Opisani pristop predpostavlja določene spremembe oz. zahteva razmisleke na več ravneh, ki jih predstavljamo v prispevku. Problemski pristop, ki ga bomo podrobneje predstavili, tako razumemo kot enega izmed pristopov koncepta v študenta osredinjeno poučevanje. Problemski pristop je na idejah konstruktivizma osnovan sodelovalen učni pristop, ki – izhajajoč iz reprezentacij realnih kontekstov – spodbuja in motivira konstruiranje znanja, ki je objektivno in kritično do obstoječih resnic. Ker sodi med novejše učne pristope (čeprav se o njem razpravlja že tri desetletja), mora biti ključni namen njegove uporabe v visokošolskem prostoru, da zagotavlja znanje, ki osmišlja realne kontekste, jih presega in ponujajo alternative. V prispevku natančneje predstavljamo primer problemskega pristopa, pomen delovanja študentov v skupini oz. procesov, ki pomembno določajo uspešnost delovanja skupin in vlogo samoregulacijskega učenja v tem pristopu. Problemski pristop bomo predstavili na primeru, ki je vezan na didaktiko matematike in primeren za študente razrednega pouka, z vidika procesov v problemskem pristopu pa ga je mogoče uporabljati tudi na drugih področjih
Influence of mentor on the professional development of novice preschool teachers during their first employment in education
Get PDFPreschool teacher has an important role at his job, so this profession must be chosen by the person who really wants it. Starting a career is usually difficult and tiring, as future educators face a new environment, new co-workers, and most of all they want to be accepted. In recent years, beginner teachers can apply for the project First employment in the field of education, which allows them an easier transition to the job. Each of the beginners is also assigned a mentor also plays an especially important role - helping, supporting, advising, and motivating.
The diploma thesis is divided into two parts. In the theoretical part, we described the professional development of educators through the interpretations of various authors. Researchers have different views on the design of phase models, but all of them are interested in the quality work of educators. In the second fragment of the theoretical part, we described pre-school education, which also represents an important part of educational and family policies. There are many periods in the career of educators in which they must prove themselves as competent and capable pedagogical workers, and this is the biggest challenge from the very beginning.
We focused on this in the empirical part, wherewith the help of various interviews we research the start of the careers of beginner educators from different regions in Slovenia. We were interested in how their first job went, what role and influence their mentor had. We compared the data and analyzed them with the help of theoretical work.
The research revealed that the project "First job in the field of education" is a good practice in our country and that most beginners are satisfied. Mentors also perform their work in a quality manner, encouraging new educators to become independent and responsible and helping them during their most difficult time