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1

ŠPECIFIKÁ VYUČOVANIA SLOVENČINY V PRIMÁRNOM VZDELÁVANÍ VO VOJVODINSKOM PROSTREDÍ

100%
Dúbravová A., Severini E., Szentesiová L.
Slavica Slovaca
|
2024
|
vol. 59
|
issue 1
138 - 149
EN
In our study we focus on the specifics of teaching Slovak language in a foreign language, namely Serbian environment in primary education. This area is little explored in the Slovak and comparative didactic context, so we are interested in the views of teachers at primary school level 1 who teach pupils in primary education in a Serbian language environment in Serbia. In the theoretical part of the study, we address the issue of the specifics of the bilingual language environment in which such pupils grow up and live and its basic communicative frameworks. In the research part of the study, we deal with teachers' opinions concerning the teaching of Slovak language in a bilingual environment, or their specifics and limits. We applied qualitative research methodology using in-depth interviews to explore the subjective and socially conditioned views of the participating teachers.
2

MUSEUM AND GALLERY EDUCATION AND ITS APLICATION IN THE CONTEXT OF PRE-PRIMARY EDUCATION

88%
Hrubá M., Kačírek Ľ., Nemcová J., Osaďan R., Szentesiová L.
Muzeológia a kultúrne dedičstvo
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2019
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vol. 7
|
issue 2
35 – 48
EN
The presented article deals with the issue of cooperation among museum and gallery institutions and pre-primary education. Its content is structured into a theoretical and a research part that are closely connected. In the theoretical part, there is an analysis of the curriculum of pre-primary education and an analysis of the possibility of cooperation among the pre-primary schools and the museum institutions with regard to the (educational) needs and interests of the child visitor. This connection is then specified in the chapter devoted to the phenomenon of the children’s museum, set especially in the European context. In the theoretical part, we also checked the offer of Slovak museums and galleries intended for pre-school children (performances, workshops, interactive exhibitions). The research part of the article, based on interviews with teachers and directors of nursery schools, examines not only the possibilities of cooperation between the pre-primary school and museums and galleries, but also the specific needs and requirements of pre-primary practice towards these institutions in order to fulfil their educational potential to the fullest possible extent.
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