6992 research outputs found
Sort by
Specialno pedagoški vidiki inovativnih pristopov učenja in poučevanja študentov s posebnimi potrebami v visokošolskem prostoru: znanstvena monografija s področja specialne in rehabilitacijske pedagogike
Full text linkSpecialnopedagoški vidiki inovativnih pristopov učenja in poučevanja študentov s posebnimi potrebami v visokošolskem prostoru je monografija, ki se ukvarja z analizo in priporočili za vključevanje študentov s posebnimi potrebami v visoko šolstvo in je namenjena visokošolskim učiteljem, strokovnim delavcem, študentom in odločevalcem. Čeprav je tema monografije vključevanje, v naslovu ni omenjen izraz 'inkluzija', ki je v zadnjih desetletjih prevladujoč pristop k osebam s posebnimi potrebami v družbi, vzgoji in izobraževanju ter konkretno v visokem šolstvu. Uvod v monografijo pojasnjuje, zakaj je izraz 'inkluzivni pristopi' smiselno nadomestiti z izrazom 'inovativni pristopi'. Hkrati uvod napoveduje posamezna poglavja v monografiji, ki s svojo strukturo celostno odgovarjajo na vprašanja učenja in poučevanja študentov s posebnimi potrebami v (slovenskem) visokošolskem prostoru
Celebrations in residential treatment centers
Full text linkThe master's thesis deals with the culture of celebrations in residential treatment centers across Slovenia. By sharing good practices of celebrations, I want to present educators opportunities for work with children and adolescents, their group and parents that are close to everyday life, supportive relationship, and normalization of life in upbringing and educational centers.
Theoretical part presents characteristics, elements, symbols and different types of celebrations, Slovenian cultural holidays, children and adolescents with emotional and behavioral problems, upbringing and educational centers, their purpose and the approximate course of life in them, work with relatives, local environnment and institutions. A brief overview of the celebrations in residential treatment centers, conditions for them and possible problems, dilemmas and obstacles are presented.
In the empirical part I researched types and characteristics of celebrations in residential treatment centers, financial, spatial and material conditions, role of celebrations in working with children and adolescents, group, relatives, local community and institutions, examples of good practice and problems, dilemmas and obstacles and possible answers. I used qualitative research approach and included seven educators in the sample: two from youth homes, two from housing groups and three from residential treatment centers.
Celebrations in residential treatment centers follow Slovenian cultural customs. Folk, state, school and personal celebrations are celebrated in different ways and frequency. Whether and how they will take place depends on attitude of the educators towards the celebrations, their cooperation and tradition. Financial, material and spatial conditions are sufficient. Children and adolescents are mostly not used to celebrations, so the emphasis is on getting to know and establishing a relationship with them, themselves and others. At the group level, they offer building relationships and spending quality time together. Most connections with the local community and institutions are in December. With the exception of the event at the end of the school year, relatives are mostly not included. Good practices include active involvement of children and adolescents in making sense of celebrations and their values, exploring and building relationships with oneself, fellow human beings, the immediate and wider environment, taking a break from everyday responsibilities and focusing on other qualities of life, special attention and gifts, rewards for their efforts and the acquisition of skills. Educators do not expose major problems and dilemmas. Good organization, division of labor and coordination of educators contribute the most to this
Dialect use in rural and urban kindergartens on the coast
Full text linkIn my diploma thesis I researched the use of dialect in rural areas and in the urban kindergartens of primorska region. In the theoretical part, I defined speech and language. I described the linguistic functions and social genres of the Slovenian language. Here I have highlighted dialects, their origins and types of research. I have also described the primorska dialect in more detail. I put more emphasis on the use of dialect in kindergartens, and at the end of the theoretical part I presented the use of dialect in educational institutions through the eyes of some European documents. The aim of the thesis was to find out whether urban and rural kindergartens differ in their use of dialect. In the empirical part, I found this out by means of a questionnaire consisting of different types of questions and Likert scale statements. The sample consisted of 59 teachers and assistant teachers who completed the questionnaire anonymously. The survey showed that there are no significant differences in the use of dialect between urban and rural kindergartens. The interviewed educators and assistant educators do not often use dialect versions of the Slovene language. The dialect is most often used in conversation, free play and daily routines. Most respondents cite the more authentic relationship that dialect use enables as a reason for using it. The majority of the teachers and assistant teachers interviewed are aware of the importance of the literary language, but also believe that the use of dialect is appropriate and desirable in certain circumstances. Responders also think that children are encouraged to use the literary language. Most of them do this by encouraging children to describe, narrate, explain and justify in literary Slovene and by setting a good speaking example for children
Does the preschool reading badge promote inequalities between children
Full text linkEarly childhood reading is very important for child’s later development. It helps to achieve better results in the field of thinking, it stimulates imagination, critical thinking, empathy and expands vocabulary. It is important that educators and parents are aware of this. One of the main activities for promoting early and family reading in Slovenian preschools is the more and more popular Preschool reading badge. Experts have been pointing out the problem of the Preschool reading badge for many years now, as its primary goal – to encourage family reading, is increasingly overshadowed by the competitiveness of parents or children. Furthermore, there is also the problem of families whose mother tongue is not Slovene, as Preschool reading badge forces them to read in a foreign language.
In the theoretical part, I described family reading and its impact on child’s development. I described the main features of the reading badge and the Preschool reading badge, and searched for some alternative methods that preschools or other institutions use to encourage family reading. I also presented the experts’ opinions on the Preschool reading badge. In the empirical part, I obtained the preschool teachers opinions on the Preschool reading badge with the help of a survey questionnaire. I was interested in their view of the Preschool reading badge – how they implement it and whether they find it appropriate for preschool children. I was also interested in the opinions of preschool teachers who use alternative methods for promoting family reading: – which methods they use, why they find them better than the Preschool reading badge and what shortcomings they see in it. I paid special attention to non-Slovenian families; especially what adjustments preschool teachers use for them when implementing Preschool reading badge.
The analysis of the data revealed interesting findings. Most preschool teachers are still unaware of the problems connected with implementing reading badge in the preschool period. I found out that even alternative methods of promoting family reading are essentially quite similar to the reading badge, mostly having a few minor changes and a different name. Most preschool teachers are not aware of the problems of the Preschool reading badge in connection with non-Slovenian families; some of them do not see it as a problem at all
Observing and learning about birds in the kindergarten enviroment
Full text linkBirds are part of a child's everyday life, that’s why I decided to research, in my paper, children’s perceptions of birds and children’s relation to these animals. Based on the results given by children, I developed activities during which children could actively and experientially familiarize themselves with birds and their characteristics. With this the shaping of a positive relationship to these animals was developed.
A quasi experiment was performed with an experimental and control group. With the first group, consisting of children aged three to four, we conducted a project of observing and familiarizing ourselves with birds. Through active learning they learned of different types of birds and their characteristics. We introduced a chicken chick and the bodily characteristics of birds. We observed birds in their natural habitats and, by doing so, explored the lives of different types. We learned how birds develop and hatch, researched the constituents of eggs and compared a hen egg to those of other birds. We discovered and researched why birds create nests and what materials are used. We built a bird nesting box, due to the finding that people create them, due to a lack of hollows or areas for raising their young. Pre and post project we conducted individual interviews, with children from both the experimental and control group. The answers between the children included into the experiment and those could not be compared to see, if the performed activities affected children’s knowledge of, and especially, relationship towards birds. The received results were processed quantitatively and presented in the shape of graphs.
It was found out that the beginning perceptions about birds and their lives were mostly insufficient or incorrect. Post the activities, the children in the experimental group developed correct perceptions. Compared to the results of the children from the control group we also find that the performed activities had an important influence on the understanding and familiarity on the characters of birds. Based on these finding, it can be concluded that already in the preschool period it must be enabled that children encounter and observe birds. With these direct experiences and contact with nature a child builds their first steps towards a positive relationship with nature. Additionally, they discover the importance of nature conservation and the changes towards better and new circumstances for both birds and people
Analysis of songs in textbooks for English lessons in grade 4 of a 9-year primary school
Full text linkStudying with background music has a soothing and motivational effect on the listener, relieves stress and facilitates memory retention. Due to these and a variety of other beneficial effects of music on learning, music has been increasingly integrated into school lessons at all educational levels, and it has also become an indispensable tool for foreign language acquisition, which has also been confirmed by the analysis represented by the current master thesis.
Since textbook materials still represent the basis of foreign language teaching and learning, I analysed songs from 7 approved textbooks for teaching English in the 4th grade of a nine-year primary school. During the analysis I determined the number of songs in the selected textbooks, the types of songs based on the origin of the latter, the type of student participation (i.e. active vs. passive) that is suggested by the instructions preceding the songs, and the types of activities accompanying the lyrics, and I also evaluated whether the poems from the selected textbooks meet the criteria for suitable songs for foreign language teaching.
The results have confirmed that the selected textbooks contain varying numbers of songs and song types (i.e. songs, poetry, chants and rhymes). Regarding the origin of the selected songs, the analysed textbooks mostly contain artificial songs which are created for the needs of English language teaching, while authentic songs and the adaptations of the latter appear in a lower degree. The instructions mostly suggest the active participation of the students via the selected sets of pre-, while- and post-listening activities. The assessment of the criteria for suitable songs for teaching has confirmed that the selected textbooks include carefully selected, educational songs, most of which, regardless of their differences, can be classified as effective and suitable songs for English language teaching. The songs from the selected textbooks might be upgraded 1. with a greater variety of the selected song types since the majority of the textbooks mostly contain songs and chants, while poetry and rhymes appear in a lower degree; 2. with a greater variety of the accompanying pre-, while- and post-listening activities, as well as 3. with more frequent inclusion of movement into the very while-listening activities since only three selected textbooks contain action songs.
I expect that the findings of the current study will facilitate the selection and the inclusion of appropriate songs into the English lessons, and that the designers of future textbooks and other teaching materials will accompany the latter with a wider variety of accompanying pre-, while- and post-listening activities that are suitable for ELT classrooms from the second triad of a nine-year primary school
Yoga as a complementary approach to work with students with autism spectrum disorder
Full text linkAutistic disorders are the fastest growing group of developmental disorders characterised by qualitative abnormalities in reciprocal social interactions and communication patterns and a restricted, stereotyped, repetitive repertoire of interests and activities. As the number of children with ASD increases, parents, educators, and other professionals face the challenges of providing adequate support and assistance to individuals with ASD. Recently, yoga has become a topic of interest for complementary or supplementary interventions and additional support for pupils with ASD. Yoga is a way of exercise with which we influence the body, breathing, and mind so that they can work in balance. Its purpose is to achieve inner peace independent of internal and external pressure. Research on yoga and its effects on individuals with ASD is limited, but it suggests various benefits. Yoga can be effective for students with ASD primarily because it provides routine and structure, and minimises distracting stimuli, which creates a safe learning environment.
Since there is no research in Slovenia that would consider yoga as an effective complementary treatment for students with ASD, a yoga programme that follows the needs of students with ASD was designed based on a review of the available research and read literature. Therefore, our programme includes yoga exercises that promote the development of deficit areas of people with ASD, i.e. social behaviour, and adaptive behaviour and attention. It also considers didactical-methodical adaptations for working with the mentioned population. The programme was individually designed for the needs of a selected student. Its effectiveness was checked after ten meetings. The designed yoga programme was then evaluated and presented to yoga teachers who do not know the characteristics of students with ASD, and special and rehabilitation pedagogues who do not have as much experience with yoga. The research thus presents a described example of possibilities for equal inclusion of students with ASD in yoga programmes.
It was found that a structured yoga environment involving chanting mantras, breathing techniques, asana practice, and deep relaxation influenced some of the main symptoms of ASD. It was noticed that the progress of social behaviour, adaptive behaviour and attention was mainly helped by the adaptations from the established methods of teaching students with ASD. The survey results showed that progress in the areas of ASD deficits occurred simultaneously. The student achieved significant changes in social behaviour of speech, sharing of interests and emotions, behaviour adaptation to social circumstances, eye contact, use of facial expressions, motivation beyond a specific interest, and understanding of praise. Significant progress in adaptive behaviour has been achieved in the area of stress due to change, the stress in new social interactions, transitions between activities, self-stimulating behaviour, calmness when feeling uncertain, and in the absence of repeating phrases. The student achieved significant changes in attention in the area of inhibition, persistence, following instructions and completing tasks, maintaining attention, focusing on the whole, following what is happening, and focusing on the basics
Outdoor school as a place for science lessons in primary school from grade 1 to 5
Full text linkOutdoor school is an organised form of educational work that the schools in Slovenia offer to the students as a part of the teaching process, during which the students have the option to experience and participate in activities in nature. These activities help them obtain various competences and knowledge that are otherwise harder or even impossible to explain qualitatively in the normal school environment. Pupils acquire knowledge from many different fields including the natural sciences field. The main focus of this Master’s degree thesis is teaching and achieving the goals from the natural sciences field from first to fifth grade of elementary school as a part of outdoor school (further referred to as OS) programme in Slovenian Centres for School and Outdoor Education (further referred to as CSOEs). The thesis is based on educational goals of natural science courses that take place in first and second educational period, modern theoretical approaches to teaching natural sciences in Slovenia and abroad, and the use of both as a part of OS in Slovenian CSOEs. Everything is supported and elevated with extensive research which presumably includes all of the Slovenian CSOEs that offer OS programme for students in first and second triad of elementary school. By means of thorough qualitative research, more precisely by conducting interviews, we have acquired first-hand knowledge about the content of natural science subjects (SPO and NIT) that students get to know through participating in OS programmes. Moreover, we have conducted research on the approach used in the teaching of natural sciences in CSOEs and divulged various opportunities for differentiation in teaching. In addition, we have compared the work of Slovenian CSOE employees with the practice abroad and discovered solutions for any obstacles encountered by OS programme employees. This Master’s degree thesis’ in-depth theoretical and extensive empirical part contributes to the awareness of the importance of OS programmes in reaching the educational goals from the field of natural sciences, awareness of the employees in education about modern approaches to teaching natural sciences and the transfer of good practice information among the employees in CSOEs and school teachers
How the Covid-19 Pandemic was Experienced by Slovenian and German Adolescents with Specific Learning Difficulties
Full text linkThe spring phase of the pandemic made the education of adolescents
with specific learning difficulties (SpLD) challenging. In the present
study, which included 122 adolescents with SpLD (50% from Slovenia,
50% from Germany), we investigated how Slovenian and German adolescents
with SpLD perceived and solved some of the challenges of distance
learning. The study data were collected with two online questionnaires
(in Slovenian and German, respectively). Slovenian adolescents were
statistically significantly more likely than German adolescents to mention
problems with attention, the importance of multisensory learning,
and the importance of being able to choose the time to learn, as well as
psychosomatic problems. Slovenian adolescents had more experiences
with praise from teachers during the pandemic and they also mentioned
more issues with the transition to distance learning and the use of information
and communication technology. Younger adolescents had more
parental help. Male adolescents were more likely to report that they did
not have the right spatial conditions for learning. German adolescents
spent more time chatting on social media and experienced less support
for learning. Female adolescents were more likely to express fear of the
pandemic and a lack of learning support, while male adolescents across
the sample missed their peers more. Most of the respondents came from
families in which the pandemic did not cause serious material and spatial
problems, but German adolescents were statistically significantly
less likely to feel these consequences. According to the respondents, the
spatial and material conditions were similar in both countries
Language and motor profile od children with developmental language disorder
Full text linkLanguage disorders can occur for various reasons: organic, environmental, etc. Sometimes, however, they occur in the absence of all known causes and language acquisition takes place in a specific way. The master's thesis presents developmental language disorder, which involves characteristic language problems that were not caused by known neurological, sensory, cognitive or emotional deficits. According to various foreign studies, it is often accompanied by non-language problems, such as motor, although they were not defined in the definition until recently. As a result, these deficits are often unrecognized, even though they are essential for a child's overall development. The aim of the master's thesis is to assess the motor and language abilities of five children with developmental language disorders and compare them with a group of five children with typical development, the same chronological age (7 to 10 years) and identify which individual language and motor areas differ most. The language profile of children was assessed by language tests that test the field of narrative skills, phonological awareness, receptive skills, and language processing in the field of morphosyntax. The assessment of children's motor abilities was made with the Movement Assessment Battery for Children – Movement ABC-2. The obtained results showed that the group of children with developmental language disorder is weaker than the group of children with typical development in all assessed language areas, and statistically significantly they differ the most in narrative abilities. The group of children with developmental language disorder also achieved statistically significantly worse results in motor tests, especially in the field of targeting and hunting and balance. Based on the obtained results, we can conclude that in the diagnosis and treatment of children with developmental language disorders, greater emphasis should be placed on both language and motor areas