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Utjecaj asistivne tehnologije na razvoj matematičkih vještina kod djece rane i predškolske dobi
No full textPredmatematičke vještine predstavljaju temelj za razvoj matematičkih sposobnosti te su neizostavan dio ranog i predškolskog odgoja. One uključuju nizanje, uspoređivanje, grupiranje, prepoznavanje obrazaca, razumijevanje količine i odnosa, klasificiranje i prostornu orijentaciju. Djeca ih ne usvajaju formalno, već spontano i prirodno, kroz igru, interakciju i svakodnevne situacije koje su razvojno primjerene. S obzirom na sve veću prisutnost digitalnih alata u obrazovanju, sve je izraženiji interes za njihovo korištenje u svrhu poticanja predmatematičkih vještina, osobito kod djece s razvojnim teškoćama, ali i kod djece urednog razvoja.
Cilj ovog istraživanja bio je ispitati može li primjena digitalnih alata, koji se smatraju oblicima asistivne tehnologije, doprinijeti razvoju predmatematičkih vještina kod djece rane i predškolske dobi. Istraživanje je provedeno u mješovitoj skupini djece (3–7 godina) kroz tri faze: inicijalno testiranje, rad s digitalnim alatima i finalno testiranje. Korišteni su digitalni alati s platformi ICT-AAC, RaSTURam.com i LearningApps, a praćeni su pomoću radnih listića i ankete zadovoljstva. Rezultati pokazuju da su djeca, osobito ona starije predškolske dobi, ostvarila napredak u većini predmatematičkih zadataka, dok su mlađa djeca pokazala najveći pomak u zadacima koji su oslonjeni na vizualnu percepciju. Djeca su također izrazila pozitivan stav prema korištenju digitalnih alata, što ukazuje na njihov motivacijski i razvojni potencijal.
Dobiveni rezultati potvrđuju vrijednost asistivne tehnologije kao podrške u razvoju predmatematičkih vještina i ističu važnost njenog promišljenog uključivanja u odgojno- obrazovni proces, pod uvjetom da se koristi promišljeno i u skladu s djetetovim razvojnim mogućnostima i interesima.Pre-mathematical skills form the foundation for the development of mathematical abilities and are an essential part of early and preschool education. These skills include sequencing, comparing, grouping, pattern recognition, understanding quantity and relationships, classification, and spatial orientation. Children do not acquire them through formal instruction, but rather spontaneously and naturally, through play, interaction, and everyday situations that are appropriate to their developmental stage. Given the increasing presence of digital tools in education, there is a growing interest in their use to support the development of pre-mathematical skills, particularly among children with developmental difficulties, but also among children with typical development.
The aim of this research was to examine whether the use of digital tools—considered a form of assistive technology—can contribute to the development of pre-mathematical skills in early and preschool-aged children. The research was conducted in a mixed-age group of children (ages 3 to 7) in three phases: initial testing, working with digital tools, and final testing.
Digital tools from the ICT-AAC, RaSTURam, and LearningApps platforms were used, and progress was monitored through worksheets and a satisfaction survey. The results show that children, especially those in the older preschool group, made progress in most pre- mathematical tasks, while younger children showed the greatest improvement in tasks based on visual perception. Children also expressed a positive attitude towards the use of digital tools, indicating their motivational and developmental potential. The findings confirm the value of assistive technology as a support in developing pre-mathematical skills and highlight the importance of its thoughtful integration into the educational process, provided it is used appropriately and in line with the child’s developmental needs and interests
Utjecaj asistivne tehnologije na razvoj matematičkih vještina kod djece rane i predškolske dobi
No full textPredmatematičke vještine predstavljaju temelj za razvoj matematičkih sposobnosti te su neizostavan dio ranog i predškolskog odgoja. One uključuju nizanje, uspoređivanje, grupiranje, prepoznavanje obrazaca, razumijevanje količine i odnosa, klasificiranje i prostornu orijentaciju. Djeca ih ne usvajaju formalno, već spontano i prirodno, kroz igru, interakciju i svakodnevne situacije koje su razvojno primjerene. S obzirom na sve veću prisutnost digitalnih alata u obrazovanju, sve je izraženiji interes za njihovo korištenje u svrhu poticanja predmatematičkih vještina, osobito kod djece s razvojnim teškoćama, ali i kod djece urednog razvoja.
Cilj ovog istraživanja bio je ispitati može li primjena digitalnih alata, koji se smatraju oblicima asistivne tehnologije, doprinijeti razvoju predmatematičkih vještina kod djece rane i predškolske dobi. Istraživanje je provedeno u mješovitoj skupini djece (3–7 godina) kroz tri faze: inicijalno testiranje, rad s digitalnim alatima i finalno testiranje. Korišteni su digitalni alati s platformi ICT-AAC, RaSTURam.com i LearningApps, a praćeni su pomoću radnih listića i ankete zadovoljstva. Rezultati pokazuju da su djeca, osobito ona starije predškolske dobi, ostvarila napredak u većini predmatematičkih zadataka, dok su mlađa djeca pokazala najveći pomak u zadacima koji su oslonjeni na vizualnu percepciju. Djeca su također izrazila pozitivan stav prema korištenju digitalnih alata, što ukazuje na njihov motivacijski i razvojni potencijal.
Dobiveni rezultati potvrđuju vrijednost asistivne tehnologije kao podrške u razvoju predmatematičkih vještina i ističu važnost njenog promišljenog uključivanja u odgojno- obrazovni proces, pod uvjetom da se koristi promišljeno i u skladu s djetetovim razvojnim mogućnostima i interesima.Pre-mathematical skills form the foundation for the development of mathematical abilities and are an essential part of early and preschool education. These skills include sequencing, comparing, grouping, pattern recognition, understanding quantity and relationships, classification, and spatial orientation. Children do not acquire them through formal instruction, but rather spontaneously and naturally, through play, interaction, and everyday situations that are appropriate to their developmental stage. Given the increasing presence of digital tools in education, there is a growing interest in their use to support the development of pre-mathematical skills, particularly among children with developmental difficulties, but also among children with typical development.
The aim of this research was to examine whether the use of digital tools—considered a form of assistive technology—can contribute to the development of pre-mathematical skills in early and preschool-aged children. The research was conducted in a mixed-age group of children (ages 3 to 7) in three phases: initial testing, working with digital tools, and final testing.
Digital tools from the ICT-AAC, RaSTURam, and LearningApps platforms were used, and progress was monitored through worksheets and a satisfaction survey. The results show that children, especially those in the older preschool group, made progress in most pre- mathematical tasks, while younger children showed the greatest improvement in tasks based on visual perception. Children also expressed a positive attitude towards the use of digital tools, indicating their motivational and developmental potential. The findings confirm the value of assistive technology as a support in developing pre-mathematical skills and highlight the importance of its thoughtful integration into the educational process, provided it is used appropriately and in line with the child’s developmental needs and interests
Encouraging Environment of Montessori Children's House
No full textCilj ovog završnog rada jest približiti život i rad Marije Montessori, njezinu
pedagogiju i ideje te važnost utjecaja pripremljene okoline na djetetov razvoj. Na početku
rada opisan je život Marije i proces rađanja pedagoške metode. Prikazane su sve pretpostavke
i načela pedagogije koje ujedno objašnjavaju njezine ciljeve, pogled i pristup djetetu. Dijete
se nalazi u središtu te je potrebno pristupati mu s poštovanjem i gledati ga kao ravnopravnog
sudionika vlastitog odgoja. Ono teži k osamostaljenju stoga se veliki značaj pridaje
samostalnosti djeteta i potrebi omogućavanja slobode kako bi ono preuzelo inicijativu i
ostvario napredak u samoodgoju. U radu s djecom treba se voditi temeljnim načelom
„Pomozi mi da to učinim sam“ i pustiti dijete da svoju ličnost oblikuje samostalno. Poticajna
pripremljena okolina koja je prilagođena uzrastu, mogućnostima, potrebama i interesima
djeteta uveliko pridonosi razvoju kvalitetnih sposobnosti i vještina. Također, pridonosi
tjelesnom, socijalnom i spoznajnom razvoju. Sastoji se od posebno napravljenih materijala te
prostora koji omogućava djetetu slobodu kretanja. Montessori materijal omogućuje da svojim
rukama dijete iskustveno spoznaje i doživljava svijet oko sebe. Podijeljeni su na materijal za
vježbe praktičnog života, materijal za jezik, materijal za osjetila, materijal za matematiku te
materijal za svemirski odgoj. Montessori prostor adekvatnim sadržajima potiče kod djeteta
radoznalost, znatiželju i interes za učenjem. Predstavlja sredstvo putem kojeg ono
unaprjeđuje vlastite procesa razvoja. Pripremljenu okolinu treba osigurati odgajatelj koji
treba promatrati dijete, ali sa sigurne udaljenosti. Ne smije se miješati u njegovo učenje i
treba izbjegavati direktnu podršku jer svaka pomoć ukoliko je dijete ne traži za njega je
bespotrebna.The aim of this final work is to describe closer the life and work of Maria Montessori,
her pedagogy and ideas, and the importance of the impact of prepared environment on child's
development. At the beginning, the life of Mary and the process of bringing the pedagogical
method to life are described. All assumptions and principles of pedagogy are presented,
which also explain its goals, view and approach to the child. The child is at the center and
needs to be approached with respect and seen as an equal participant in their own upbringing.
It strives for independence, so great importance is attached to the child's independence and
the need to provide freedom in order for him to take the initiative and make progress in selfeducation. Working with children should be guided by the basic principle of "Help me to do
it myself" and let the children shape their personality independently. A prepared environment
that is stimulative that is adapted to the age, abilities, needs and interests of the child greatly
contributes to the development of quality abilities and skills. It also contributes to physical,
social and cognitive development. It consists of specially made materials and a space that
allows the child freedom of movement. Montessori material allows the child to experience
and experience the world around them with their own hands. They are divided into material
for practical life exercises, material for language, material for the senses, material for
mathematics and material for space education. Montessori space with adequate content
stimulates the child's curiosity, curiosity and interest in learning. It is a means by which it
improves its own development processes. The prepared environment should be provided by
an educator who should observe the child, but from a safe distance. Direct support should not
be interfered with and direct support should be avoided because any help if the child does not
ask for it is unnecessary
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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