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1

Kształtowanie kompetencji społeczno-emocjonalnych dzieci w wieku przedszkolnym jako wyzwanie dla rodziców i nauczycieli

100%

Artymiak M., Pawelec M.

Roczniki Teologiczne

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2019

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vol. 66

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issue 10: Nauki o rodzinie

49-60

PL

Artykuł koncentruje się na problematyce kompetencji jako istotnego zasobu, którego rozwijanie i doskonalenie warunkuje nie tylko adaptację do zadań w różnych okresach życia, ale także możliwość rozwoju. Szczególnym rodzajem kompetencji są kompetencje społeczno-emocjonalne, rozumiane jako zestaw wiedzy, umiejętności i postaw związanych z emocjami i relacjami interpersonalnymi. Pozwalają one nie tylko na rozumienie własnych zachowań i zachowań innych, ale także efektywnego budowania relacji interpersonalnych. Kształtowanie tych kompetencji powinno rozpocząć się we wczesnych etapach rozwoju dziecka, niemniej wiąże się to z wieloma trudnościami. Szczególnie istotny staje się wówczas wzrost świadomości i rozwinięcie umiejętności u rodziców, nauczycieli oraz ich wzajemnej współpracy.

EN

The article focuses on the issue of competences as a significant asset which, developed and perfected, determines not only the ability to adapt to various challenges at different stages of life, but also the ability to develop. One particular type of competence, the socio-emotional competences, understood as the body of knowledge, skills and attitudes connected to emotions and interpersonal relations. They allow not only to understand one’s own and others’ behaviour, but also to effectively build interpersonal relations. The shaping of those competences ought to begin in the early stages of child’s life, but it is hampered by many difficulties nevertheless. Particularly important becomes then increased awareness of and development of those competences in parents and teachers, as well as their cooperation.

2

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

88%

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.

3

Programme Offer of Selected Children’s Television Channels in Slovakia

88%

Rysová A.

Communication Today

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2022

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vol. 13

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issue 1

160-179

EN

Stories have been a part of civilisation since time immemorial, with fairy tales having a very specific position among them. Fairy stories have accompanied us, as individual personalities, since early childhood. They are a guide for us, a manual that introduces us to the world in its multiple forms. They help us create a moral code for the rest of our lives. The period of pre-school age is also referred to as the ‘age of folk tales’, because folk stories (both classic and modern) provide a universal appeal for youngsters. The development of cognitive processes and ways of thinking takes place very intensively during childhood, while fundamental shifts with regard to the reception of the story occur in children of pre-school and early school age. Media currently produce alarge amount of content intended for children and classic fairy tales, although these stories form only a part of the space dedicated to children in this regard. Very popular are especially cartoon stories (whether in television or film) that are very well-liked especially by pre-school children. Contemporary young ones are in intense contact with traditional stories – they ‘consume’ them much more often, while the range of plots, characters and themes they have at their disposal is really wide and diverse. In our study, we seek to focus in more detail on the programme selection of various children’s television channels in Slovakia.

4

РОЛЬ МИСТЕЦЬКИХ КОМПЕТЕНТНОСТЕЙ У ФОРМУВАННІ ПАТРІОТИЧНИХ ЦІННОСТЕЙ ВИХОВАНЦІВ СІЛЬСЬКИХ НАВЧАЛЬНО-ВИХОВНИХ КОМПЛЕКСІВ

88%

Майборода Н.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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issue 8(42)

369-376

EN

The article reveals the significance of artistic competence in the education of patriotic values of the students of rural educational systems. The essence of the concept «competence», «creative competence of the individual» are clarified. The peculiarities of formation of the pupils’ artistic competence of music, visual and choreographic arts are defined. It is revealed that the success of patriotic education through art is possible through planned, systematic inclusion of the pupils at preschool age to different kinds of artistic activity. Valuable for our study is the selection of the dominant species of the arts (music and visual) and synthetic (choreography and others) covered in the curriculum «Art» for the younger students by L. Masol. The specific terms of music, dance, fine art are used for the children of primary school age at the lessons. The main thing for the author is «to preserve the unity of the artistic image, which perceived emotionally, and the concept that is being developed by the mind, and thus to form the students’ artistic and associative thinking, develop the ability to transfer acquired knowledge, ideas, skills in related and distant spiritual and aesthetic spheres. And this is a real step to creativity». Therefore, in a rural training educational complex it is important to create conditions for the successful formation of artistic competence, which increases the level of patriotic education of children, namely: maximum taking into account the age and individual characteristics of children from preschool to school age, the implementation of the subject-to-subject relations between a pupil and a teacher as the basis of personality-oriented approach, the creation of the educational environment, adherence to the programme of music lessons, fine arts, choreography in the educational work of the educational complex, ensuring the development of artistic creativity of pupils, use a variety of forms and methods of educational work with children in various areas of art education, to ensure continuity of patriotic education among all age groups, close communication and interaction between a family and an educational complex. The author stresses that introducing the pupils of rural educational complexes with folk music, Cossack art professional music and modern musical works is a way of mastering the art competences of spiritual revival of the Ukrainian nation. The conducted theoretical research does not cover all the aspects of the problem and outlines the prospects for further research in maintaining a realization in the sphere of mastering of artistic competence.

5

Promotion of Family Reading in the Context of Children’s Early Reading Literacy Development

75%

Tamášová V., Šulganová Z.

Acta Technologica Dubnicae

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2016

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vol. 6

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issue 2

9-28

EN

The proposed study deals with early reading literacy development of pre-school age children. A special attention is paid to the promotion of reading in family environment. Children’s relationship to reading starts developing before entering school, therefore, we consider families, alongside with intentional reading development in kindergartens, to be the basic indicators of the development of children’s relationship to reading and to books in general. The results of our quantitative research reflect the current situation in reading literacy development of pre-school age children in Slovakia, in particular families, and from the point of view of both the participating parents and their children.

6

Počítač vo vzdelávaní detí predškolského veku

63%

Vargová M.

Dydaktyka informatyki

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2012

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vol. 7

72-87

EN

Computer in education of the pre-school aged children

7

Zloději nebo strašidla : čeho se bojí české děti?

51%

Brummer M., Valentová H.

E-psychologie (E-psychology)

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2019

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vol. 13

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issue 3

1-24

EN

The research is dealing with content of children‘s fear in the period between pre-school and middle school age. In the scope of a longitudinal study it focuses on the intensity of fears from predetermined objects, their change in time and differences according to the gender. The research is divided in two phases. In the first phase, the intensity of fears was investigated within 40 children from nursery schools and 39 children from second classes of primary school. In the second phase, the investigation was replicated in the same groups after two years. The study presents basic information about the forms of fear in the above-mentioned period, presents data about changes in the representation of fears in the child's mind, mentions direct intensities of fears from the individual objects and sets them into relations between current domestic and foreign literature.

CS

Výzkum se zabývá obsahem strachů u dětí v období mezi předškolním a středním školním věkem. V rámci longitudinální studie zjišťuje intenzitu strachů z předem určených objektů, jejich proměnu v čase a rozdíly v závislosti na pohlaví. Výzkum je rozdělen na dvě fáze. V první fázi byly zjišťovány intenzity strachů u 40 dětí z mateřských škol a 39 dětí z druhých tříd základní školy. V druhé fázi bylo šetření replikováno u stejných skupin po dvouletém odstupu. Studie prezentuje základní informace o podobách strachu ve výše uvedeném období, předkládá data o proměnách reprezentací strachů v dětských představách, uvádí přímé intenzity strachů z jednotlivých objektů a zasazuje je do vztahů se současnou tuzemskou i zahraniční literaturou.

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1 Acta Technologica Dubnicae

1 Communication Today

1 Dydaktyka informatyki

1 E-psychologie (E-psychology)

1 Journal of Preschool and Elementary School Education

1 Roczniki Teologiczne

1 Педагогічні науки: теорія, історія, інноваційні технології

1 Artymiak M.

1 Brummer M.

1 Engels-Kritidis R.

1 Pawelec M.

1 Rysová A.

1 Tamášová V.

1 Valentová H.

1 Vargová M.

1 Šulganová Z.

1 Майборода Н.

1 2022

2 2019

1 2016

2 2014