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Awareness of the book concept in children aged 5 to 6 years
Get PDFThe pre-school period has a major impact on development of literacy. An active role in the development of reading and prescribing skills is hold first by the family, and later by the preschool teacher upon enrollment in kindergarten. Both, parents and kindergarten have an important role in developing a child’s literacy. The learning environment will be encouraging, when there will be positive interactions and trust. It is important that both parents and preschool teachers talk about it and work together for the good of the child.
Diploma with title Awareness of the concept of the book in children aged 5 to 6 years consists of theoretical and empirical work. In the theoretical part I defined the concepts: children's speech and language development, first word, first sentence, literacy, early, reading and family literacy and the concept of book / print. In the empirical part I researched the awareness of the concept of the book in children aged five to six years. I conducted longitudinal research using the observation method, as I used a checklist to assess the understanding of the book concept by M. D. Barone, M. Mallette, and S. Hong Xu (2005). I did a research twice over a period of three weeks, as I wanted to investigate if awareness of the concept of the book in children with pre-planned language activities would improve. In the research was included 15 children from Kindergarten Vrhnika.
The results of the research showed that the planned activities by the preschool teacher affect the understanding of the concept of the book in children aged 5 to 6 years. After three weeks, children were more successful after the second test, as they answered several questions correctly
Use of information-communication technology in Slovene lessons in the first and the second triads of elementary school
Get PDFWith the development of information and communication technology (ICT), the education and training system also began to change. ICT brings modern teaching methods and encourages active forms of learning, which allow interactivity, personalisation and differentiation. Such forms require good knowledge and the implementation of learning theories into lessons. It is important to consider in what way to implement modern technology into lessons in order to reach the desired goals more effectively. This is the only way pupils will develop skills and competences, which life in the 21st century demands from them. The education system and learning curricula encourage teachers to implement ICT into lessons, but the final decision is still made by teachers, who are pedagogically and didactically well-trained for their field, but need professional didactical assistance for the work with ICT. The key reformers of the pedagogical practice are therefore teachers, who provide pupils with an innovative and encouraging learning environment and greater access to knowledge and skills. With increasing frequency, teachers create their own e-materials, which arouse interest of pupils and influence their attention. Successful development of digital competencies requires developed functional literacy or reading literacy. It is ICT that can effectively support the development of basic and higher levels of literacy. Teaching Slovene using ICT therefore offers possibilities for systematic development of digital competences while developing pupils’ communicational abilities. However, there are still dilemmas about how to implement ICT without neglecting the main goals of teaching Slovene. An important turning point in the field of ICT use and development of digital competences is without doubt the period of distance learning during the pandemic, which has altered many views. The goal of the empirical part was to gain insight into the actual state of ICT use in Slovene lessons in the first and second triad of primary school. We used a qualitative approach and a descriptive method. We found that teachers use modern ICT and implement it into Slovene lessons, which is proven by the fact that the majority of the interviewed teachers use a computer and other technology to teach Slovene at least two or three times a week. The use of ICT is mostly frontal. The use of e-materials, video and audio recordings as an introduction into further activities or as a support in providing learning materials and guiding pupils prevails. Less frequently, ICT is used in pupils’ independent work in order to develop higher thought processes or from the view of knowledge consolidation and examination. For the most part, teachers do not create their own e-materials, because they are satisfied with e-materials, provided by publishing houses. The majority of them think that they are sufficiently skilled for using ICT in classes, nevertheless, they want more concrete education on the use of ICT tools that would enable them to achieve the goals of teaching Slovene. They also want the leadership to give them additional support and encouragement. The use of ICT is slightly more frequent in language lessons in the second triad. Based on the findings, we prepared general suggestions for teachers, which shall be a guide and encouragement for the implementation of ICT even in atypical fields, like Slovene lessons
Remedial and additional classes of Slovenian lessons
Get PDFRemedial classes are a form of learning assistance organized for students with learning difficulties (Zakon o osnovni šoli, 1996). Additional classes are a special form of learning which is carried out outside the regular lessons and is intended to encourage the development of gifted students (Strmčnik, 1987). Both remedial and additional classes are part of an extended program of elementary school, which every school must offer, but pupil’s attendance is non-obligatory. There are 35 lessons in a whole school year intended for remedial and additional classes, which means that on weekly basis there is half an hour for each of them. There is no specific provision about the outsourcing of remedial and additional classes, so every teacher can adapt the outsourcing to the pupil’s needs, wishes, abilities and to the possibility of implementation, a teacher has.
In the master thesis, we wanted to find out how primary education teachers carry out remedial and additional classes of Slovene lessons. We made our own online survey questionnaire and passed it to teachers, which were in the school year 2019/20 teaching at the primary education level. We acquired data with quantitative research.
The results of the survey were quite in line with our expectations. We found out that primary education teachers are more often conducting remedial classes than additional classes of Slovene, but even more often they conduct remedial and additional classes of mathematics. Remedial classes of Slovene are usually obligatory for pupils, determined by the teachers before the lesson, the additional classes, however, are mostly optional. As we announced, individual work predominated in both remedial and additional classes, and teachers do self-evaluation of the effectiveness of the classes from time to time, more often for remedial classes.
In the survey, we were also interested in conducting remedial and additional classes of Slovene lessons during the home-schooling. We found out that teachers usually sent pupils written instructions for individual work or conducted lessons via videoconference. We detected some characteristics which also appear in the normally organized remedial and additional classes of Slovene lessons.
With the master thesis, we have achieved the set goal. We gained insight into outsourcing remedial and additional classes at the primary education level. The survey showed us the potential for improvements in this area. We also hope that this survey will help to raise teachers' awareness of the importance of well-conducted remedial and additional classes and that it will help to improve them
Creative movement and social skills developement at children aged from 2 to 4 years
Get PDFMovement and playing are two child's primary needs. The best way of learning for a preschool child is to learn through different types of games which involve movement. Through our body we identify ourselves, present ourselves and communicate with others. Children age 2 to 4 were included in different activities of creative movement. This is the period in the childhood where we can see the biggest differencies between levels of social developement among children. The survey was made in a kindergarten near Janko Kersnik Brdo primary school. I was focused on how all theese creative movement activities affect social skills developement of children, their self-image and how all that demonstrates itself in the preschool group. I have discovered that activities that involve movement and encourage child's creativity have positive affect on childrens social skills developement which also leads to less conflicts in the group and creates a more pleasant everyday atmosphere. The survey has contribution to an awareness that we do not need to plan and structure every hour children spend in the kindergarten, but it is more important to create an appropriate enviroment for children to explore, create and learn by themselves
Family role of the mother through history
Get PDFA family is a basic unit in which a child develops and grows up. The role of parents in child development is crucial. Through time, the concept of the family unit has been changing and consequently also the roles of mother and father. The role of the father in the past mostly presented a strong commitment to ensuring family survival and the father was involved in child-raising on an exceptional basis. On the other hand, the mother mostly contributed to the children raising and carried out housekeeping tasks. In the first half of the twentieth century, the role of women in society dramatically changed. Namely, the share of employed women significantly increased and this also strongly affected the role of the mother. Notwithstanding the above-mentioned social changes happened, the mother remains to be the most important person in a child’s life.
In the theoretical section, I have defined a family, its functions and how the family was changing through time. Besides, I presented various raising models, the role of mother and father, motherhood of today and in the future. I have also touched on historical changes in the employment of women which caused certain consequences in respect of woman’s family role.
As a part of my research work, I have presented a qualitative analysis based on nine half-structured interviews of mothers of different ages. Namely, my thesis aims to present the role of the mother, which was changing through time.
Results of the research have shown that that the role of women has changed dramatically through history and this fact also impacted significantly the role of mother in the family including with the changes in child raising methods. Research has also shown the changes in the father’s role, especially in respect of increased involvement of the father in child-raising process
Cooperation with parents during the Covid-19 epidemic
Get PDFIn my dissertation I will be discussing the parent-kindergarten collaboration during the COVID-19 pandemic. The parent-kindergarten collaboration is an important aspect which builds a high-quality preschool education. In the theoretical part of my dissertation, I will shortly describe the collaboration. After that I will describe the forms of collaboration with the preschool and parents; formal as well as informal collaborations carried out in kindergarten. Working methods, used by the kindergarten teacher, will also be discussed. This will be followed by my analysis of the collaboration models and a detailed description of the partnership. Furthermore, I will briefly touch upon the collaboration in the introductory period, since it is connected to the collaboration with the parents chapter as well as it is defined in the annual work plan. I will also include the parent collaboration principles that the teacher has to use as well as realize. Because I am interested in the collaboration during the pandemic, I will also mention the preschool education performance models, published by the Ministry of Education, Science and Sport. The preschool educational process followed four models all across Slovenia. In the final part of my dissertation, I will define the COVID-19 recommendations of the National Institute of Public Health regarding kindergartens. My research questions will be targeted at the performance forms before and after the pandemic, the parents’ satisfaction at the given information, the teacher’s availability, and what they liked about the changed collaboration form. I will be also asking questions about the changes parents would have wanted based on the changed collaboration form
Experiences and attitudes of students and their parents toward peer relationships and collaboration during the Covid-19 epidemic
Get PDFEveryone of us is a social being going through the process of personal development and growth throughout their lives and does so in interaction with the environment, which with its cultural and historical backgrounds has a significant impact on each individual's development. There have been radical changes in this environment with the advent of the coronavirus, which spread worldwide in 2020. Restrictions on movement, social distance, a ban on group gathering in public areas, the closure of the various institutions and services that people visit and use daily are just some of them. The environment and social groups are of great importance to the individual, as their influences help him meet his needs daily, and at the same time have a significant impact on the development of personality. Establishing interaction with other people enables the process of socialization, which is a lifelong process and places the individual in the social and cultural world in which he lives. Without the process of socialization, society would not exist, and the individual would not form his identity, norms, and values. The inclusion of the individual in society satisfies the need for acceptance and belonging, and on the other hand allows him to develop his social self. School, whose primary purpose is to teach students, is at the same time a space of social relations and a protective factor for children. It offers individuals the opportunity to establish social contacts with peers and teachers, who help the child meet the need for love, acceptance and belonging, which helps increase the feeling of security and a more positive self-image or imagine about ourselves. In my master’s thesis, which is based on a quantitative research approach, I used a case study of one primary school. I obtained the data through an online survey. The research was based on purposeful, non-random sampling. Pupils from 6th to 9th grade of the France Bevk Primary School in Ljubljana and their parents took part in it. The main goal of the research was to investigate the experiences and attitudes of students and their parents regarding the perception of relationships and cooperation with peers during the Covid-19 epidemic and to compare them with each other. Research has shown that during the Covid-19 epidemic, students missed their friends very often and wanted to socialize with them very often as well. At the time when the schools were closed, the students of the France Bevk Primary School most often established contacts with their classmates, with whom they were in contact several times a day or every day. To establish contact with peers, on a daily basis students used correspondence or conversation in the digital world through social networks. According to students and their parents, relationships between classmates did not change significantly during the Covid-19 epidemic, while parents report that during that exact time, they observed in their children that they communicated to classmates more often per phone and more often socialized with them at their home or outside on the street, in the yard. The impact that the mentioned social contacts with peers had on them during the Covid-19 epidemic, both students and parents see equally, namely, that contacts with peers made students happy, reduced their feeling of loneliness, brightened their days, and made them more interesting. Parents’responses showed that most of them encouraged their children to establish and maintain contact with peers during the Covid-19 epidemic, while students reported the parents encouragingthem to do so only rarely or occasionally. Parents most often answered that they encouraged their children to socialize with their peers by meeting their friends on the playground oroutdoors, calling their friends on the phone or exercising with them (walking, cycling, running, etc.). France Bevk Primary School teachers encouraged collaboration with peers and other people once a month with the help of learning content, while the assignments were designed independently several times a week, in such a way that the students had to solve them on their own. According to students and their parents, during the Covid-19 epidemic, teachers prepared interesting lessons several times a week and motivated students just as often with prepared tasks and activities and were at reach for help and conversation every day during distance learning
Creation of tactile picture books for children with blindness and visual impairment to sensitive pupils on adaptation for people with blindness and visual impairment
Get PDFThe master's thesis is divided into two parts. The first set of the master's thesis comprises the theoretical starting points on which the second set of the thesis, the empirical part, is based. In theoretical terms, we proceed from the structure of the eye and the stimuli that are so necessary for tactile and visual perception. Based on the categorization of blindness and low vision, it is based on ways of treating people with blindness and low vision in their adjustments in everyday life. Then, the position of people with blindness and low vision in Slovenia is presented, which looks at how many people with blindness and low vision are in Slovenia and explains the concept of rehabilitation of people with blindness and low vision in Slovenia.
Very important of the master's thesis is also the color that is associated with the meaning of light; without which colors we would not see. Light is also associated with the meaning of sight; less light than it is — a minority we see. Color can also be associated with sound, which is great for explaining the colors of people with blindness and low vision.
The following describes the tactile techniques and methods of making teaching aids for people with blindness and low vision. This chapter is followed by a chapter or illustration: picture book elements, text in picture book, art language, color in picture book, art elements, art variables, picture book design, art techniques in materials, inil format of forms, typography history of illustration.
The history of illustration is the basis for understanding the history of tactile illustrations and inserting them into history. Born describes the history of tactile picture books and the position of tactile picture books in Slovenia.
The art technique used in the author's tactile paintings is perfect in the field of graphics, so we also describe the division of graphics into industrial and artistic, and we describe screen printing. The graphic art technique used in tactile paintings is screen printing. We describe the process of making a home-made screen for screen printing.
Born follows the empirical part, which is divided into art-practical and art-didactic part. The art-practical part describes the process of making author's keyboards, an interview with students and teachers of the Iris Center about the author's typefaces, a description of the production of repeated keys of picture books and important findings in the production of typewritten images.
The art-didactic part contains introduced tactile images as a tool for raising awareness of primary school students or people with blindness and low vision, analysis of art products and research results
Board game for teaching art elements
Get PDFA person plays to relax and to take a break from serious life. Traces of the oldest board games date back millennia, and are still relevant in the modern world. From traditional ones that have evolved throughout history, without a known inventor, owned by everyone, to newer, proprietary games, with a well-known author and licensed. Board games attract people as they encourage competition, offer an intellectual challenge and thus stimulate. They offer an escape from reality, a stressful everyday life, and the opportunity for the player to take on another life role for a while, in parallel reality.
Every child needs to play in order to learn. Games influence children’s development and learning with its spontaneity, activity, variability, dynamics, freedom, and emotional coloration. In the game, children learn social skills, empathy, develop team spirit, competition and, last but not least, have fun. In such an atmosphere, they are more motivated to learn, so I designed a board game for teaching art elements, through which students will be able to independently acquire and consolidate knowledge, while having fun.
Art elements light-dark, colour, point, line, shape, surface and space are the smallest, basic units in artistic expression. Light differences are a condition for perceiving any artistic element. In the light-dark art element, the power of light is in the foreground, and in colour, the colour of light. The point captures and stops our gaze on the artwork, but when we string the points together and our eyes move from one to the other, we perceive the line. With each artistic creation, we realize a shape that occupies a certain surface or space.
I included the theme of art elements in the board game in the artistic sense and with questions that the players answer. I designed a game board with stations that represent art elements, game figures that also symbolize art elements, and game cards with questions and tasks to consolidate knowledge on this topic. The game is one of the themed board games, but it is also a complex racing game in which the player, who brings his figure to the finish line first, wins. On the way to the goal, the player has to answer questions about art elements and thus gain knowledge while playing and socializing.
When designing the board for the board game, I chose blue and yellow as the main colours, which are repeated in all elements of the game. The colours thus create a warm cool contrast. While planning the path on the game board, I decided for more organic shapes to contribute to the feeling of playfulness.
With a board game, especially for children, but also for everyone else, I offer a fun way of learning and consolidating knowledge about art elements. While designing, I paid special attention to the fact that the game will really work as a board game, not just as a learning tool, and at the same time it will motivate students to acquire knowledge of art elements
Professional orientation of physically impared adolescents
Get PDFAdolescence is known to be a very stressful period, that not only comes with possible identity crisis, but also increased responsibilities for accepting first major life decisions. One of those is picking the right career path. To aid with that, there is a special professional orientation included in the school system, which is mostly the responsibility of consultancy workers. Adolescents with special needs must be even more diligent with picking a profession, since career or education choice are tightly connected with the chance of being employed, which is usually lower for physically impaired.
The aim of this thesis was to acquire the look into professional orientation of physically impaired adolescents and their satisfaction with the experience. For these purposes we have carried out five interviews with adolescents with physical impairments, that have each experienced at least one transition to a higher education level. We were interested in their experiences with the professional orientation in school and with extra-curricular organizations. We were also intrigued with how the program was executed. With the help of the interview we were given insight into individual's experience regarding its professional orientation, career choice and education. We gathered information about adolescent’s satisfaction with professional orientation they received, their thoughts on possible improvements and how physical impairment affects their choice of a career.
We discovered that physically impaired adolescents are given different forms of professional orientation that are panned out in varying speed - some receive professional orientation in 8th grade, while others in 9th. Lesser part of physically impaired adolescents is informed and included in extra-curricular organizations that aid with professional orientation such as Prehod mladih. Career decision is mostly affected by the adolescent's family, but also their interests, wishes and their impairment as such. Physical impairment affects job selection due to physical limitation, ability of transport to school, limitations with job execution and being employed, as well as their inability to move. We have also discovered that the satisfaction of physically impaired adolescents with professional orientation differs, in which the adolescents that are given more in-depth orientation are also more satisfied. Current professional orientation that the consultancy workers undertake needs the following adjustments: longer period, dedicating attention to special needs, more informing and individually designed professional orientation. The only differences between professional orientation for adolescents with physical impairment and their peers are information they are provided and talks in regards with additional professional aid. There is also very little co-operation between professional workers that execute professional orientation and adolescent's parent. Those two groups rarely work together in meetings