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Analysis of selected picture books from the collection »Čebelica« in the first preschool period
Get PDFThe diploma thesis entitled Analysis Selected Picture Books from the Collection »Čebelica« in the First Preschool Period contains a theoretical and empirical part. The theoretical part presents a short modern fairy tale and its characteristics according to Marjana Kobe, while the concept of a picture book is also presented. Maria Nikolajeva shows the picture book importance for emotional literacy. She presents picture books as one of the potential ways to encourage empathy in young children and describes why they are the basis for the development of two different types of communication - verbal and visual. She also says that picture books are intended for a two-generation audience. Bettina Kummerling-Meibauer describes how important picture books are for children aged 0-3 and why they are essential for language acquisition, visual literacy and literature literacy. It is also mentioned how visual literacy is closely related to language acquisition, based on dialogic speech. In doing this, it is necessary to take into account the general cognitive development of children. The empirical part focuses on the presentation of three selected picture books from the Čebelica collection to children of the first preschool period. It includes an analysis of books according to five categories of literary analysis, as well as activities from the Curriculum for Kindergartens. In all three selected picture books, virtues are presented - character-positive qualities, emotions and empathy
The experience of stress by special and rehabilitation pedagogues in the Pomurje region
Get PDFStress is an unavoidable part of professional and private life. In professions that offer aid to people or those that involve working with people, stress is inherent to the type of work itself. The work of special and rehabilitation pedagogues is intense and entwined with quick change, which demand good adaption skills. In the workplace they face a variety of conditions that are taxing and cause occupational stress. The mentioned conditions relate to the work environment, interpersonal relationships as well as challenges to balance professional demands and personal life.
The main end of the master thesis was to explore which factors of occupational stress are wearisome for special and rehabilitation pedagogues in Pomurje and how these are experienced with regard to the mobility of the pedagogic profile. In the research section we used a descriptive and causal non-experimental method of pedagogical research and a quantitative research approach. We conducted the research on grounds of a non-random sample of special and rehabilitation pedagogues (N=46). We sent the anonymous survey via email to elementary schools and elementary schools with adaptive programs in Pomurje.
The results show that almost half of special and rehabilitation pedagogues assess their occupation as quite or very stressful. We did not find a statistically significant correlation between how stress is experienced and professional skillset. The most stress causing factors as identified by contributing pedagogues were administrative work, time pressure, workload, lack of discipline and interest in work in students. We found that the lack of suitable spaces for work with students the most exhausting in the work environment for participants of the research. The data shows that the work environment is perceived as slightly more stressful for mobile special and rehabilitation pedagogues than for others, but the difference was statistically insignificant. With regard to interpersonal relationships, the participants felt accepted by co-workers and considered themselves part of the team. Furthermore, in connection to work life balance we found that than half of participants also worked at home. Results show that for mobile special and rehabilitation pedagogues the balance between work demands and private life was statistically significant more demanding
Risba, slika, kip: razstava izbranih likovnih del študentov Oddelka za likovno pedagogiko Pedagoške fakultete Univerze v Ljubljani
Get PDFRazstavljena dela študentov stopajo iz splošnih abstraktnih likovnih opazovanj v času primerne likovne eksperimente, povezane z okoljem, v katerem bivamo ali se z njim na drugačen način srečujemo.
Na razstavi se s svojimi deli predstavljajo študent in študentke drugostopenjskega programa Poučevanje, smer Likovna pedagogika.
Razstavljajo: Milan Ajduković, Špela Jeglič, Laura Krajnc, Tina Krajnc, Katja Lampret, Andreja Naveršnik, Pija Oman, Zala Simči
Eurovariety 2021: 9th European Variety in University Chemistry Education Conference : 7-9 July 2021, Ljubljana, Slovenia, online conference : book of abstracts
Get PDFThe organizing committee, European Chemical Society, Division of Chemical Education and
Slovenian Chemical Society has gone to great lengths to plan a memorable event and to ensure
the presentations and content meet a high technical standard.
We hope to share information, ideas and insights and above all, to learn from each other how to
teach chemistry effectively at the university level in the three afternoons during the plenary
lectures, the oral and poster presentations and the workshops.
Taking into account the global COVID-19 pandemic, this is exclusively a virtual conference. We
had been quite optimistic until a few months ago and hoped it could have been organised at least
as a hybrid one. The COVID-19 situation in Slovenia has recently been improving but the
decision made by the Division was that it is safer to organise the conference online only. Let us
hope that in two years’ time, we will be able to meet face-to-face at our next Eurovariety
conference.
This conference includes a forum of researchers and university teachers in chemistry and
chemical education. The programme and the book of abstracts are available online and we hope
you will find the whole experience professionally challenging and informative. There are 13
topics of this conference and proposals submitted from all over the world covers them all
The relationship between the factors and conditions of the autonomy of preschool teachers and fostering the autonomy of preschool children in kindergarten
Get PDFIn the paper, we argue that fostering the autonomy of children in kindergarten
contributes to the positive effects of the individual’s autonomy
later in life. Various sources substantiate the assumption that there is a
relationship between the child’s autonomy and the autonomy of educators.
In the paper, we identify and investigate how preschool teachers
evaluate the factors of their own professional autonomy, we determine
the factors and conditions that, in their opinion, foster the autonomy of
preschool children, and we verify whether the assessment of both factors
and conditions affects the actual state of the stimulation of the autonomy
of children in kindergarten. With regard to fostering the autonomy of
children, we have in mind the participation of children, enabling them
to play and learn and to manipulate materials and teaching aids in their
own way, so that preschool teachers can offer them a choice, take into
account their feelings and perspectives, and provide them with rational
feedback. The results of the research show that an evaluation of the factors
and conditions for fostering the autonomy of children by preschool
teachers (N = 524) has a beneficial effect on fostering the autonomy of
the children, but it is not crucial. The most important factors in fostering
the autonomy of children are the preschool teacher as a person and the
participation of children
Teaching and learning the science and technology contents to fifth graders through creative movement
Get PDFThe main question that all teachers ask themselves is undoubtedly how, in what way to teach, to present subject’s matter to students in the best possible way. At the same time we want students to understand it and remember it as permanently as possible, and we are also trying to influence on their personality and develop students into self-initiative, responsible and social beings. We know many different forms of work and learning approaches that help us with achieving that. These are, for example, project-based learning, problem-based teaching, exploratory learning, role play, collaborative learning, experiential learning, learning with creative movement and so on. The subject Science and Technology (hereinafter NIT) has its basis in the nature around us and with the content itself offers starting points for research, experiential learning, problem-based teaching, etc. At the same time, the challenge in subject Science and Technology are the already created (wrong) ideas of students about science concepts, which is why we must pay even more attention to the appropriate use of approaches to teach NIT, through which students develop correct ideas.
In the master's thesis we want to determine the impact of teaching NIT with creative movement on the knowledge of students, the sustainability of their knowledge, opinion about the subject NIT, opinion about creative movement and well-being in relation to different learning approaches. The research included the 5th graders of a selected primary school and a teacher in the school year 2020/21. Pupils were taught in different ways; traditionally, with creative movement and at a distance.
The purpose of the empirical work was to investigate how the learning approach creative movement affects the well-being of students compared to traditional and distance learning lessons, whether the learning approach contributes to greater progress in knowledge and sustainability of knowledge, whether the creative movement affects opinion on the subject NIT and what is the general opinion of students about movement and creative movement. We conducted research based on different research approaches, for which we designed four different lesson plans based on three different teaching approaches. We always taught the same fifth grade, and we also distributed survey questionnaires and knowledge tests to the students of the selected grade. With the first, we collected data on different opinions of students, and with the second, we determined the progress in knowledge and the sustainability of knowledge. We also conducted a semi-structured interview with the teacher, which served to further reinforce the results.
From the results of empirical research, we found that the well-being of students in the subject NIT is always (very) good, regardless of the chosen approach to teaching. We also found that the learning approach creative movement contributes to greater progress of students in knowledge, but not to the sustainability of knowledge, which is questionable in distance learning due to the complexity of the subject. Students' opinions about NIT before and after the research do not change, as students had positive attitudes towards the subject before the research. Even the opinion about movement does not change, in general students like movement very much, and the results indicate a positive opinion about the learning approach creative movement. We also found that students ’knowledge progress is greater if the lesson is rated as easier.
The results support the inclusion of a learning approach to the creative movement in science lessons and call into question distance learning, which has proven to be the least effective in research
Shifting regulative ideas of education policy and practice : the case of quality assurance in education in Slovenia
Get PDFBased on Foucault’s concept of the dispositive, the paper attempts to show how societies and schools have been functioning for some time now by regulating three dispositives: juridical, disciplinary, and security. While the crises of the 1970s shifted the combination of dispositives in education in the West towards security, this shift in the rationality of education policy and practice did not occur in Slovenia until the 1990s, following the broader political transition to democracy and a market economy. The paper aims to present these shifts through the structuring of quality assurance mechanisms in education in Slovenia in the previ-ous two decades. First, the concept of quality assurance is presented as part of a broader change in society and education. This is followed by analyses of the dynamics of the conceptualisation, implementation, and regulation of quality assurance in education in Slovenia. Complementa-rily, following Bourdieu’s approach, seven interviews with experts from the field of quality assurance are presented, with the aim of reflecting on the past and shedding light on the current state of affairs in quality as-surance in education in Slovenia
Development of fine motor ability in children aged 3–5 years old with help of various technical sets
Get PDFDuring the entire preschool development stage the children's play holds an important role as it poses as a form of learning. Throughout playing the child is subconsciously learning, discovering and exploring his daily environment and the world around himself, gaining first experience including that from the area of technical education. In the thesis we are showcasing various technical kits which are aimed at children's play and indirect development of fine motor skills in preschool children.
The purpose of this thesis is to discover and present how developed technical kits influence the evolvement of fine motor skills at children aged 3–5 years. Fine motor skills enable the children to become independent as they make it possible for them to carry out many daily chores on their own: they can eat with cutlery, put on their shoes and tie their shoelaces, draw and colour, cut with scissors, dress themselves and do the buttons or zip the zipper up.
The central part of the thesis presents theoretical basis regarding development of motoric functions in preschool children and technology connected to technical education in kindergarten. Although kindergarten curriculum does not include a separate section dedicated to technical education, other areas of education contain the objectives for this field. These areas include fine art, nature study and mathematics as they complement the field of technical education very well. The conclusive part of the thesis presents tecnical kits, their development and materials used to produce them.
During empirical research we presented professional workers in kindergarten (preschool teachers and their assistants) with an questionnaire created with an online survey system 1KA, which was later analysed. Our intent was to find out how much importance do respondents give to development of fine motor skills in preschool children and technical education in kindergarten. Furthermore we were interested in which ways and how often do they implement technical education in their preschool groups. The questionnaire was completed by 57 professional workers from different kindergartens across Slovenia. Most of them believe that development of fine motor skills in preschool children is important. They think the importance of development of fine motor skills grows with age of preschool children.
During practical research in group of preschool children aged 3–5 years we tested the usage of three different technical sets made out of felt. We researched and critically evaluated usability of these technical kits and assessed their influence on development of fine motor skills. The intent of this thesis is to research and test the level of development of fine motor skills in children aged 3–5 years, identifying it's advantages and disadvantages. The children were observed individually while handling the technical kits. The children were handling the technical kits actively, probing and experimenting with their features, exploring, observing…Each child was presented with all three kits and given the option to choose which one will he handle. The kits were used to encourage play and experimentation, indirectly stimulating the development and usage of fine motor skills. We wanted to find out how different technical kits influence the development of fine motor skills in preschool children and assess the general level of this development at that age. The usability of technical sets for development of fine motor skills was tracked with the use of observational worksheet.
The thesis is intended for all preschool teachers and other professional workers in kindergarten that have an interest in development of fine motor ability in preschool period. It is also an excellent source of information for all students that will conduct research in this area in the future. Our aim was to present the aforementioned technical sets to the professional workers as an interesting tool for development of fine motor ability in preschool children
Memes as a didactic tool for the teaching of nonsense poetry
Get PDFThe basic meaning of the word nonsense means that it has no real meaning. This has gained a broader range of use over the years. In literature it has become a humorous genre which plays with different linguistic options and subverts language conventions. In literary works it appears as words without meaning or a connection of words that have no logic and thus create an unusual reality. Since nonsense is expressed through humour it can easily be connected with memes, as they are expressed the same way. Memes have become a very popular way of communicating which allow us to take advantage of them as a teaching tool. They can be used to motivate students in an especially fun way that is close to them.
In my theoretical thesis I first defined the terms young adult literature, poetry, nonsense and meme. The empirical part has two segments, I first conducted a survey to discover if memes are a suitable didactic tool for discussing poetry. The students participating in the survey showed great interest in nonsense works and were enthusiastic when asked to work with memes. The second part of the empirical work involved teachers. In a questionnaire I tried to determine their knowledge of nonsense, how often then and how they used it in the classroom and if they had any problems when discussing this topic in class. It turned out that older and younger teachers were familiar with this type of literature and they didn't encounter a lot of problems when teaching and discussing this type of literature
Psychosocial counseling for students of the University of Ljubljana
Get PDFIn my master's thesis, I focused on the current state of psychosocial distress of students at the University of Ljubljana, the possibilities they have to solve psychosocial distress within the University of Ljubljana, and the characteristics of their psychosocial distress. In the theoretical part, I presented the developmental period of young people, the emotional and personal development of young people, life in modern society, the problems of young people and important relationships in the lives of young people. Then I focused on psychosocial counselling, school counselling, service counselling and how it works in the education system in Slovenia. Finally, I described how the University of Ljubljana takes care of the mental health of students and described psychosocial counselling for students.
I focused on the topic of psychosocial counselling for students because research shows that individuals experience the most distress during the study period compared to other life stages (Gulliver, Grifiths, & Chrustensen, 2010; Salaheddin and Mason, 2016; Kessler et al., 2005; all in Tadič and Dekleva, 2019; Miheljak et al., 2002; Zupančič, 2009a). Nevertheless, assistance within an educational institution, as provided in kindergarten, primary school and secondary school, is not systematically regulated. In the empirical part of the master's thesis, I researched with quantitative research what psychosocial hardships students of the University of Ljubljana face, where and in what way they face them, what resources they have to solve them within the University of Ljubljana, and the characteristics of their psychosocial distress. The research was conducted based on anonymous survey questionnaires. The sample included 621 students of the University of Ljubljana. The more important findings of the research show that most students face at least one type of psychosocial distress. When they experiencing distress they seek help, mainly from informal sources of help, such as friends and various family members (most often parents). Students rarely seek help within the university. Those who do, seek it primarily from professors, psychosocial counselling, and tutors. One of the more important findings of my master’s thesis is also that students who in the past turned to the school counselling service are now turning to no one or friends and partners when experiencing distress. The professional form of assistance that was available to them in previous forms of education has now been replaced by an informal form of assistance