Search results

1

Students’ Perspective on the Individual Abilities of Children and Their Appreciation of the Educational Process

100%

Lepičnik Vodopivec J., Kadum S., Šindić A.

The New Educational Review

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2024

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vol. 75

113-124

EN

In an empirical quantitative study, the aim of which was to examine more thoroughly the representation of recognition and appreciation of the individual abilities of children in preschool education from the point of view of students, 321 respondents participated – students of the first and second cycles of preschool education programmes of faculties from Bosnia and Herzegovina, Croatia and Slovenia. The main findings of the study indicate that although students highly value the recognition and appreciation of individual abilities in working with children, the degree of recognition of children’s abilities is higher in relation to their appreciation in practice, as well as a more optimal appreciation of the individual abilities of children without than with developmental difficulties.

2

Sociální chování a výkony předškolních dětí s nadváhou pohledem rodičů a učitelek MŠ

88%

Včelařová H., Cakirpaloglu P.

Psychologie a její kontexty

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2018

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vol. 9

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issue 1

3–14

EN

Objectives. Excess weight and obesity in children are associated with psychosocial complications and have the attributes of psychosomatic illness. The research followed on from Czech and foreign publications about families with overweight and obese children, about the peculiarities of cognitive and social development, and about the psychosocial circumstances that accompany this section of the populace. This paper maps out the existing state of knowledge in the above areas, too. The aim of the research was to verify findings of foreign studies relating to the experiences of overweight preschool children with prejudices about themselves by their peers also among the Czech population. Similar problem was also researched in terms of performance of these children in two cognitive tests and their estimates by adults. Methods. The study compared the results of the Pre-school Children Knowledge Test and of the Urban’s Figural Test of Creative Thinking in the group of children with overweight (N=52; BMI percentile ranged 92-95; converted to BMI values M = 18.18; SD = 0.36; age 4-6; M=4.62; SD=0.49), their estimates by parents and kindergarten teachers and in the control group of children with normal weight (N=46; BMI percentile ranged 11-72; converted to BMI values M = 15.38; SD = 0.52; age 4-6; M=4.53; SD=0.58). Observation of Social Expressions of both groups of children in a free play situation was performed, too. Results of cognitive tests, estimates and observations were evaluated in the mutual context. Processing the data. We carried out a descriptive analysis of all the variables. The standard significance level used in the statistical testing was ?=0.05. Multiple linear regression was performed in the form of a so-called generalized linear model (GLM) in order to underpin the influence of the quantitative variables of social behaviour and the categorical variables of the child’s weight on the difference between the real results of the cognitive tests and the results as estimated by the children’s mothers, fathers and teachers. From the original, complete set of regressors we gradually eliminated those which proved to be statistically insignificant. Results. In terms of the level of performance of both groups of children in both cognitive tests there were found no significant differences, while observed social expressions showed the one. Estimates of the performance of both groups of children in the two sets by adults were mostly tended towards overestimation. After customizing some of these results to social variables and in terms of estimates by adults the weight band lost in some cases its importance. Conclucions. The number of child respondents was affected by real number of overweight pre-school children in the Zlín region (see Discussion). The link between children’s weight and their performance as estimated by adults may be influenced by social and possibly by other types of variables. The difference in the social behaviour of the two sets of pre-school age children may be an indication of nascent differences in their psychosocial development. Several studies have confirmed that the relationships between problems with preschool peers have tendency to repeat in older peer groups and in some cases were confirmed relations with psychiatric disorders in adulthood, too. v

3

Особенности адаптации детей к детскому саду: психологический аспект

88%

Belovol E. V., Shurupova E. Y.

Problemy Wczesnej Edukacji

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2013

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vol. 9

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issue 3(22)

29-41

EN

The process of children’s adaptation to kindergarten is considered to be a cumulative interaction of external factors assessed by adults and internal ones, caused by the emotional attitude of children to kindergarten and their individual states. External assessments have proved to be an unreliable index of the successfulness of the child’s adaptation to kindergarten. The research revealed that a relatively large group of children who outwardly adapted to kindergarten quite well and, therefore, did not attract the attention of adults, at the same time experienced intense emotional discomfort. The psychological determinants of successful adaptation along with unsuccessful ones were revealed empirically.

4

ПРОБЛЕМА ФОРМУВАННЯ ХУДОЖНІХ ЗДІБНОСТЕЙ У ДІТЕЙ – СКЛАДОВА ІННОВАЦІЙНОГО РОЗВИТКУ ВИЩОЇ ОСВІТИ

88%

Одерій Л., Титаренко О.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 4(58)

137-143

EN

In this article the authors expose the technological aspects of permission of one of the issues of the day of preschool education. Theoretical aspects of the problem are revealed in the article. A leading place is occupied by description and foundation of application for vocal development of children in the process of study of the art story of an educator. The method of work recommended by the authors is instrumental in vocal development of children of preschool age. According to the National doctrine of education development in Ukraine, the professional pedagogical studies must be personality oriented. The future teacher must be trained not only as a subject teacher, but a professional teacher capable to communicate and interact with pupils and adults. In the context of modern social processes the teachers of higher school offer interesting approaches to the future teachers forming taking into account the best tendencies of previous years, namely in the field of pedagogic. Authors underline the idea of the professional forming of the future teacher who must be trained, that require the features in self-perfection, self-education, mastering the most valuable character of humanism. A student must realize while the period of studies, that a personality of an educator is the basis of his vital and professional successes, that the qualities and properties of a teacher are provided by the high level of his self-realization in professional activity. Among the other types of art the graphic one has unique possibilities to the decision of tasks both of artistic and personality development, public and spiritual becoming of the rising generation. In preschool age the depicting activity is one of the most accessible and emotionally keen. Perceiving and estimating the aesthetic beautiful phenomenon, a child gains the experience of estimating activity, it acquires major components: the world view positions and options, personality emotional attitude towards the world, the ability to determine the important artistic descriptions. Ability to perceive artistically and aesthetic beautiful experience is from one side the pre-condition, and from the other – the result of aesthetic beautiful estimation of reality which is by itself the ability of aesthetic beautiful perception and aesthetic beautiful sense in operations.

5

Twórczy rozwój indywidualności przedszkolaków przy pomocy bajek narodowych

63%

Hevko O.

Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia

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2015

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vol. 28

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issue 2

EN

In the article the peculiarities of formation of creative capabilities in preschool children by means of a fairy tale is considered as concerning their language abilities, development of creative imagination, artistic thinking, power of observation, as well as their verbal, emotional and figurative memory and capacity for fantasy. In the formation of a preschool child’s creative personality by means of the national fairy tale it is necessary to make an efficient use of the attentive narration, alternative inventiveness, reproduction of fictitious images (verbal, behavioural, effectual), staging of the fairy tales and stories, scenic episodes, dramatizing plays and games adapted for the stage, imitating games and exercises.

PL

Artykuł porusza kwestię osobliwości formowania twórczych zdolności przedszkolaków przy pomocy bajki, szczególnie zdolności językowych, twórczej wyobraźni, myślenia artystycznego i umiejętności obserwacji, a także emocji i obrazowej pamięci, słuchu rytmicznego oraz umiejętności fantazjowania. Przy formowaniu twórczej postawy przedszkolaka za pomocą ukraińskiej ludowej bajki należy wykorzystać uważne opowiadanie i wymyślanie własnych fragmentów bajek, przedstawianie obrazów z bajek (za pomocą słowa, zachowania, działalności), inscenizowanie bajek, opowiadań, zabawy-dramatyzacje, obrazki sceniczne, imitacyjne zabawy i ćwiczenia, zabawy teatralizowane.

6

Psychologiczno-pedagogiczne wsparcie utalentowanych dzieci w wieku przedszkolnym

63%

Palasevych I.

Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia

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2015

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vol. 28

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issue 2

EN

The article describes the main approaches to defining the essence of concept “childish giftedness”, identifies its features, proves the necessity of a complex study and identification of giftedness in preschool age children in order to create a program of its support and development, analyses organising features of educational work with gifted children in preschool educational institutions, explains the importance of psycho-pedagogical support of parents in bringing up gifted preschoolers.

PL

W artykule zostały scharakteryzowane główne podejścia do definiowania istoty pojęcia „utalentowanie dziecka”, zostały przedstawione jego cechy, udowodniono niezbędność wszechstronnego badania i dostrzegania talentu dziecka-przedszkolaka w celu tworzenia programu jego wsparcia i rozwoju, dokonano analizy osobliwości organizowania pracy dydaktycznej z utalentowanymi dziećmi w placówkach przedszkolnych, uzasadniono ważność psychologiczno-pedagogicznego wsparcia rodziców w wychowaniu uzdolnionych przedszkolaków.

7

Особливості виховання культури поведінки дітей дошкільного віку в умовах закладу дошкільної освіти

63%

Гарбар С.

Viae Educationis

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2022

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issue 3

70-78

UK

Актуальність дослідження зумовлюється важливістю періоду дошкільного дитинства у вихованні і навчанні дитини та створенні умов і передумов для гармонійного, повноцінного її розвитку. У статті актуалізується проблема виховання культури поведінки дітей дошкільного віку. Метою статті є виокремлення особливостей виховання культури поведінки дітей дошкільного віку. Методи дослідження: теоретичні (аналіз літератури з проблем дослідження), емпіричні (педагогічні спостереження). Уточнено сутність і зміст поняття дослідження, а саме: «культура поведінки», яке визначаємо, як спосіб здійснення дитиною дій і вчинків, що відповідає морально-естетичним вимогам суспільства, відображається у підтвердженні очікуваних сподівань з боку дорослих, однолітків і забезпечує її особистісне зростання. З’ясовано, що дошкільний вік – період інтенсивної соціалізації особистості дитини, здобуття нею життєвого досвіду, коли відбувається формування активного інтересу до взаємин з іншими людьми, виникає потреба в ознайомленні з певними нормами спілкування і, як результат – вироблення індивідуальної культури поведінки. Виховувати культуру поведінки – це означає постійно турбуватися про те, щоб у дітей зростала культура людських відносин, щоб ставала щедрою на ласку, добро, увагу, допомогу і турботу дитяча душа і щоб усі ці якості виявлялися в приємних для оточуючих формах поведінки. Зазначено, що заклад дошкільної освіти – провідна соціальна інституція, в якій діти дошкільного віку отримують не лише елементарні знання, уміння та навички, а й набувають основи культури поведінки. У статті розкрито компоненти культури поведінки такі, як культура діяльності, культура спілкування, культурно-гігієнічні навички і звички. Окреслено завдання виховання культури поведінки дітей дошкільного віку: формування уявлень про норми поведінки, про моральні якості особистості, розвиток моральних почуттів; розширення, поглиблення та систематизація знань про норми і правила культурної поведінки, розвиток умінь оцінювати власні та чужі вчинки, формування позитивних ставлень до норм поведінки та негативних ставлень до анти-суспільних проявів, формування умінь, навичок та звичок культурної поведінки. Пропонуються основні складники методичних дій спрямовані на виховання культури поведінки дітей дошкільного віку. Запропоновано програму виховання культури поведінки у дітей дошкільного віку.

EN

The relevance of the study is due to the importance of the period of preschool childhood in the upbringing and education of the child and the creation of conditions and prerequisites for harmonious, full-fledged development. The article actualizes the problem of education of culture of behavior of preschool children. The article is aimed at highlighting the peculiarities of fostering a culture of behavior of preschool children. Research methods: theoretical (analysis of literature on research problems), empirical (pedagogical observations). The essence and content of the concept of research are clarified, namely: «culture of behavior», which is defined as a way for a child to perform actions and actions that meet the moral and aesthetic requirements of society, is reflected in the confirmation of expected expectations on the part of adults, peers and ensures his personal growth. It was clarified that preschool age is a period of intensive socialization of the child’s personality, gaining life experience, when there is an active interest in relationships with other people, there is a need to familiarize with certain norms of communication and, as a result, to develop an individual culture of behavior. To foster a culture of behavior is to constantly worry about children growing a culture of human relationships, to become generous with affection, goodness, attention, help and care of the child’s soul and that all these qualities are manifested in pleasant forms of behavior for others. It is noted that the preschool educational institution is a leading social institution in which preschool children receive not only basic knowledge, skills and abilities, but also acquire the foundations of a culture of behavior. The article reveals components of the culture of behavior such as culture of activity, culture of communication, cultural and hygienic skills and habits. The task of educating the culture of behavior of preschool children is outlined: the formation of ideas about norms of behavior, about the moral qualities of the individual, the development of moral feelings; expansion, deepening and systematization of knowledge about the norms and rules of cultural behavior, the development of the ability to evaluate their own and other people’s actions, the formation of positive relations to norms of behavior and negative relation to anti-social manifestations, the formation of skills, skills and habits of cultural behavior. The main components of methodical actions aimed at educating the culture of behavior of preschool children are proposed. The program of education of culture of behavior in preschool children is proposed.

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2 Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia

1 Problemy Wczesnej Edukacji

1 Psychologie a její kontexty

1 The New Educational Review

1 Viae Educationis

1 Педагогічні науки: теорія, історія, інноваційні технології

1 Belovol E. V.

1 Cakirpaloglu P.

1 Hevko O.

1 Kadum S.

1 Lepičnik Vodopivec J.

1 Palasevych I.

1 Shurupova E. Y.

1 Včelařová H.

1 Šindić A.

1 Гарбар С.

1 Одерій Л.

1 Титаренко О.

1 2024

1 2022

1 2018

1 2016

2 2015