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1
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The Preconceptions of Children at a Preschool Age on the Topic of the Air and the Weather

100%
Rochovská I.
Journal of Preschool and Elementary School Education
|
2015
|
issue 7
111-131
EN
This paper is focused on the preconceptions of children at a preschool age on the topic of the air and the weather. The aim of the paper is to identify and describe the given preconceptions, to further analyse and interpret them and, on the basis of this, to propose investigative activities which would develop these preconceptions of the children. A structured interview was used as the method to find out the preconceptions among the children.
2
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The Educational Programs of Catholic Religion/Religious Education for Preschool Children in Slovakia

100%
Akimjaková B.
Multidisciplinary Journal of School Education
|
2016
|
issue 10
49-68
EN
This paper focuses on the educational programs of Religion/Religious Education within pre-primary education, in Slovakia, outlining the legislative view on the issue. It characterises the curriculum of Religion/Religious Education in pre-primary education and the Framework Educational Program of the subject of Catholic Religion/Religious Education for pre-primary education. It deals with the competencies of spiritual formation in a Catholic nursery school. In the conclusions, it provides its own recommendations and methodological ideas, applicable in the educational programs of Religious Education within nursery schools.
3
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The Use of a Bee-bot in Pre-primary and Primary Education

100%
Vargová M., Círus L.
Journal of Education, Technology and Computer Science
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2021
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vol. 12
|
issue 2(32)
45-50
EN
Modern teaching aids are part of the daily education process. Children, pupils use them to deepen the acquired knowledge. A teacher tries to alternate the teaching methods in an interesting way. The Bee-bot, a didactic toy, has been used in education for several years. The teacher decides at what intervals and in which subject he or she can use the Bee-bot. In this article we present one of a group of micro-outputs. Here we used a heuristic method, a method of discovery and observation. Also, we used the cooperation in the application of a robotic toy.
4
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INNOVATIVE POSSIBILITIES OF ACTIVITIES WITH VISUAL ART IN PRE-PRIMARY EDUCATION

88%
IVANA R.
Scientific Bulletin of Chełm - Section of Pedagogy
|
2019
|
issue 1
19-38
EN
The paper deals with the interpretation of visual art and the presentation of the project entitled “Visual artists in nursery school” that was suggested and verified in practice of pre-primary education. The author pointed out the theoretical background of using of visual art in pre-primary education that is illustrated by practical examples – interpretation of artwork by Pablo Picasso Three Musicians. In conclusions of the paper, the author listed the reflection of the project and the recommendation for the practice of pre-primary education.
5

Technical Education Support in Pre-Primary Education by Interactive Teaching Systems

88%
Brečka P., Bitterová M.
Acta Technologica Dubnicae
|
2012
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vol. 2
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issue 1
53-57
EN
The paper deals with the possibility of interactive whiteboard (IWB) implementation to the technical education support in the frames of pre-primary education. It also presents some types of IWB, deals with problems associated with this issue and introduces teachers’ competencies needed for the work with them. The final part points out the results of the research realized in this field in the USA and in Slovakia.
6
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The level of reflection in the professional development of pre-primary teachers

75%
Syslová Z.
Przegląd Pedagogiczny
|
2015
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issue 1
73-84
EN
The presented study brings to the professional discourse a view on the reflection of pre-primary teachers in two phases of their professional development. The level of reflection was ascertained in the period of their study at the Faculty of Education (24) and then after a year of work in a kindergarten (6). The author first considers the necessity to develop reflective thinking among pre-primary teachers, which she has based on existing findings in the area. She presents the reflective model (Korthagen, 2011; Píšová, 2005), which she used in her research. The remaining part of the text deals with the methodology of the research and the findings that resulted from the data analysis. The results show that aimed support directed at reflection helps to develop higher levels of cognitive thinking and also points to the connection with using more effective strategies in pre-primary education.
7
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Visual Art in Nursery Schools

75%
Rochovská I., Krupová D.
Multidisciplinary Journal of School Education
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2016
|
issue 10
69-87
EN
This paper focuses on the possibilities of applying an interpretation of visual art in a nursery school. It defines the concept of visual arts and briefly deals with the issue of an interpretation of visual arts. It presents a preview of the educational project for the children, called Umělci v mateřské škole (Artists in Nursery School), which was published in a complete form within a separate publication. It stresses the importance of implementing visual arts in pre-primary education.
8
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Opportunities, Constraints and Prospects of Inclusive Pre-Primary Education for Children from Marginalized Roma Communities

75%
Lipnická M.
The New Educational Review
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2014
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vol. 38
57-71
EN
Analysis of the opportunities, constraints and prospects of pre-primary education of children from marginalized Roma communities was, is and will be the subject of many studies and constructive solutions at different levels of responsibility entities. All positive solutions and results in this area are a step closer to the inclusive education in kindergarten. Theoretical considerations, research findings and practical experiences of teachers are used to formulate key actions for successful pre-primary education for children from marginalized Roma communities in the process of inclusive education. Musing on inclusive education of the study was replaced by pragmatic solutions in the form of concrete measures for the reality and for the vision of an inclusive education of children from marginalized Roma communities in kindergartens.
9
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Czy empatia jest potrzebna w zarządzaniu?

63%
Skorupka A.
Zeszyty Naukowe Państwowej Wyższej Szkoły Zawodowej im. Witelona w Legnicy
|
2019
|
issue 3(32)
PL
W artykule omówiono, czym jest empatia, jej teorie według M. H. Davisa i M. L. Hoffmana oraz jej rolę w pracy. Autor odpowiada na pytanie, czy empatia jest potrzebna w zarządzaniu i w tym celu wyróżnia: „empatię przekonań” i „empatię odpowiedzialności”, nawiązując do teorii niemieckiego socjologa Maxa Webera.
10
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Project Based Learning and its effective management in pre-primary education

63%
Horvathova I.
Studia z Teorii Wychowania
|
2018
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issue 4 (25)
259-266
EN
The paper deals with project based learning as an effective approach for acquiring English language at pre-primary level of education. It provides the reader with the theoretical framework and practical samples of this approach emphasizing the role of „driving question which initiates this process“.
PL
Artykuł poświęcony jest nauczaniu przez projekty jako skutecznemu podejściu do zdobywania języka angielskiego na etapie edukacji przedszkolnej. Tekst przedstawia teoretyczne ramy i praktyczne próbki tego podejścia, podkreślające rolę „pytań-kluczy, które inicjują ten proces“.
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