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1

Language Support for Children from a Migration Background in Early-Years Settings in Bavaria with a focus on Munich

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Engels-Kritidis R.

Journal of Preschool and Elementary School Education

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2013

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issue 3

13-30

XX

This paper presents some policies and practices in the field of language support for children from migrant backgrounds in early-years settings in Bavaria (Germany), with a special focus on the situation in the city of Munich. The paper describes the content and the application of SISMIK screening tool used for assessing migrant children’s level of German language prior to school entry, as well as the important role of the Intercultural Education and Language Section (part of the Department of Education and Sport of the City of Munich) in supporting children from families from migrant backgrounds.

2

The Concept of “Good/Quality Kindergarten Teacher”: Comparative Points of View of First-year University Students Versus Graduating Students

100%

Engels-Kritidis R.

Journal of Preschool and Elementary School Education

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2015

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issue 7

69-93

EN

For the purpose of specifying the concept of the quality of preschool education, this publication presents part of the results of a wider study aimed at researching the notion of the “good/quality kindergarten teacher”. 72 students preparing to become preschool teachers in the Faculty of Primary and Preschool Education of the Sofia University “St. Kliment Ohridski” in Bulgaria took part in this research. The main method used for research is analysis of the students’ individual written essays on the subject “My idea of a good/quality kindergarten teacher”. The collected essays were subjected to qualitative analysis aimed at the distribution of the contained opinions regarding the essence of the notion of “good/quality kindergarten teacher” into an unlimited number of semantic categories, provisionally divided into two main groups: 1) general personal qualities, skills, attitudes, etc.; and 2) specialized professional qualities, skills, attitudes, etc. This paper presents the distributions of 136 categories, defined following the analysis of the data. Since half of the participating students (36) were approached at the beginning of their university education and the other half (36) participated during the middle of their last year, the publication specifically marks some of the most important differences in the relevant viewpoints of first-year students in comparison to the opinion of graduating students.

3

Children in the World of Allegory: the Key Role of Comparison Skills and Abstract Thinking

100%

Engels-Kritidis R.

Journal of Preschool and Elementary School Education

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2014

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issue 6

107-133

EN

This publication shows the potential of pre-school age children to understand and use allegory, focusing specifically on the core of the ability to interpret the allegory of proverbs and sayings. A connection between comparison skills and allegory interpretation skills has been statistically proved, confirming that the image-based way of thinking is typical for the ages under research and allowing us to define visualization as a principal stage in the process of getting to the meaning of allegory. The publication also gives statistical arguments which support a connection between the development of the ability for abstract thinking and allegory interpretation skills, i.e. a child with better-developed abstract thinking ability will display a higher capacity for interpreting allegorical meanings.

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3 Journal of Preschool and Elementary School Education

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3 Engels-Kritidis R.

Language Support for Children from a Migration Background in Early-Years Settings in Bavaria with a focus on Munich

The Concept of “Good/Quality Kindergarten Teacher”: Comparative Points of View of First-year University Students Versus Graduating Students

Children in the World of Allegory: the Key Role of Comparison Skills and Abstract Thinking