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Democracy requires citizens able to recognize and understand their rights and responsibilities they have towards themselves, the community and the state. If children learn to respect the rights of others, they show respect for themselves, also show the value of citizenship. Education of children's rights aims to prepare children for a world where every individual is valued, free and able to participate in personal development and a sustainable society. Education on children's rights aims to encourage the acquisition of knowledge, forming democratic attitudes and habits. This education is highly influential in the formation of individuals for what each of us can change things and each of us can choose what we can do, what not to do and how to act. Knowledge, attitudes and experiences are cultivated in pedagogical situations. Therefore, to have a successful teaching of human rights we should have a kindergarten that is based on values of democracy, equality, justice, individual freedom, responsibility. The teacher should develop in children the necessary knowledge and skills to facilitate their combination in the world of tomorrow, confidence and tolerance, cooperative and interdependent behaviour. The education of rights is introduced everywhere in teaching, extracurricular activities, excursions etc. The concepts of rights and responsibilities, the child learns only through concrete provisions. When the child performs a task, he is also exercising a right. Every child needs trust and confidence. To respect the freedom of the individual, to ensure equality, trust in justice, to protect the diversity is very important the adaptation of features and circumstances created, by exploring space, but also set limits to not affect the freedom and rights of another, so my freedom ends where another's freedom begins. Within the group in addition to individual freedom, it should be guaranteed the freedom, security and trust of all the children.
Promoting the Social Emotional Aspects of Education; …
Evaluation of additional professional help for students with special educational needs29 th EECERA ANNUAL CONFERENCE
Early childhood practicum as a place for transformation of early childhood students' conceptions of teaching and learning2019 •
The aim of this study is to explore experiences of early childhood teacher students during their early practicum in kindergarten, how they reflect and describe children's learning through their documentation. Previous studies showed that working with children in early years' practicum, creates opportunities for early childhood student to re-think their existing beliefs about children ways of thinking and learning (Recchia, Shin,2010), particularly if they were based on documentation. Rinaldi (2006) emphasises that for the teacher, being able to reflect on how the learning is proceeding means that teacher can base his teaching not on what he wants to teach, but on what the child wants to learn. The theoretical framework of the study is socio-cultural with reference to Dewey, Vygotsky and Rogoff. The design of the study was qualitative case study in nature, involving 25 students. The data were collected through pre and post focus group interviews, document analysis of their documentation and reflections about their documentation experience. An informed consent has been obtained from all students to provide confidentiality. Early practicum provided a unique context for challenging some previously held notions concerning early childhood teaching and learning as the students encountered. When student teacher sees their role as learning alongside the children, their actions and documentation is very different than when they are thinking of their self as a conveyer of information, mediators of conflicts. Implications for future research and practice for early childhood teacher preparation programs are discussed particularly on basis of pedagogical documentation.
2016 •
Due to the policies of lifelong learning, the realities of fragmented careers and the grown international mobility the “adult learners” in Finland and other Nordic countries are now more diverse than ever. One can meet an immigrant grandmother studying for her vocational examination with native teenagers or find courses where the range of participants´ ages covers over 40 years of human life. Instead of focusing to the “traditional” selfdirectedness of individual adult learners, this paper aims to answer three questions: (1) what is the importance of other students to the diverse adult learners, (2) who do they consider as their peers or equals, and (2) to whom do they turn to when needing support? A preliminary analysis on the effect of other people to the adult learners´ current studies is being provided. The participants of this study represent three educational settings: liberal adult education, vocational adult education and higher education. The data is gathered from maps of “people related to my current studies” made by approximately 20 diverse adult learners. Supplementary data from their semi-structured interviews is also included. The ages and cultural backgrounds of the participants are varied and they study in different regions of Finland. The central theoretical framework of this study is positioning theory, but aspects of discourse and narrative analyses are also being applied. The preliminary results suggest that adult learners consider good relationships with other students as a well-received bonus. There are differences in the importance of other students between the interviewees of different ages and places of study. The mature students tend to rely a lot on their teachers and on other members of personnel. The significance of spouses, family members and friends “on the same page” is notable compared to the importance of the people directly related to adult learners´ current studies. It can also be hard to name one´s peer or equal in the deeper meaning of the word. This paper is connected to a multi-phased and multimethod PhD study of the concept of peerness and adult learners´ interpersonal relationships. Symposium themes of solidarity and diversification are present.
Proceedings of the OMEP European Conference held in Canterbury, England in 2016. Edited by Sacha Powell and Liz Hryniewicz
Wellbeing in our Schools. CIDREE-Yearbook 2017
Personal Development as a curricular theme – Deliberating wellbeing, freedom and success in the Dutch curricular landscape (2017)Initial plans for an integral reform or realignment of the Dutch ‘national’ curriculum-framework included the wish to arrive at a better balance between the three major aims of general education: qualification, socialisation and ‘personal development’. In anticipation of actual reforms to take place, the Netherlands institute for curriculum development, SLO, has tried to get more conceptual clarity on what ‘personal development’ is, and how it can be addressed and/or integrated in the curriculum in a more substantial way. In this chapter, we will show how we have come to analyse this ‘fuzzy’ concept as a typical melange of historical and contemporary strands in educational thinking and practice. Three cases of schools working consciously with concepts of ‘personal development’ are presented. These cases do seem to corroborate our hypothesis that, in practice, different perspectives on or aspects of ‘personal development’ seem to be invoked, albeit not always explicitly or consciously. Further curricular work at the meso-level of schools and schoolboards might benefit from a more deliberate focus on the basis of clearer concepts. A more concise and practical grid to help schools planning their curriculums in this respect will be therefore be presented.
The recent research continues to support the need for play for children but sadly it is disappearing from schools and families.
Music is ubiquitous in the 21st century, especially for those living in urban surroundings and exposed to electronic media. Music is an integral part of television broadcasts, websites, apps, ringtones, and public places such as malls. All these enable young children to experience music in situations and environments not aimed at them, besides the materials and activities especially designed for them such as recorded songs, music classes and playgroups. They learn music formally and informally. Living in a variety of musical worlds, children are essentially musically multicultural. Whether in the educational setting or family and community — real and virtual public spaces which are situated in a particular socio-political context having local and global characteristics — each tends to develop and foster a different musical culture. In early-childhood educational settings for children ages three to six (hereinafter: preschool), music is an element teachers often integrate into the daily routine, besides time dedicated to music instruction. Along with the activities and musical environment offered by the staff, children have opportunities to express themselves in and through music during free play time. The aim of this chapter is to uncover young children’s musical experiences and expressions — performing, improvising and responding to music — during the activities they can control in preschool settings, understanding that such expressions embody the children’s musicality and multicultural worlds. The context is the Eastern Mediterranean region, specifically Israel, a multicultural country in many regards. In over twenty years of teaching and research I have collected data in the form of field diaries, video recordings, and informal interviews with children, teachers, and music teachers in Hebrew-speaking, Arabic-speaking, and bilingual preschools. Vignettes based on this data and previous studies are presented and discussed to explore this chapter’s topic.
Dimensions, diversity, and directions in ELT
HOW COULD HUNGARIAN HIGHER EDUCATION INSTITUTES MEET NEW CHALLENGES: TEACHING INTERNATIONAL STUDENTS2018 •
2017 •
Dimension, Diversity and Directions in ELT
Challenges of Hungarian Higher Education Institutes in Meeting International Student Needs2018 •
Globalisation, Societies and Education
Memory and kindergarten teachers' work: children's needs before the needs of the socialist state2013 •
The Education at the Crossroads - Conditions, Challenges, Solutions and Perspectives
Theatre Pedagogy Approach in Primary School2017 •
International Journal of Early Childhood
Early Childhood Education for sustainability: Recommendations for development2009 •
European Journal of Special Education Research
ACQUISITION OF SKILLS WITHIN CLASSES OF INCLUSIVE EDUCATION PRIOR TO ENTERING THE ELEMENTARY GREEK SCHOOL2019 •
Journal of Education and Training
Political Socialization in the Contemporary Greek Kindergarten Views of Kindergarten Teachers and the Readiness of Preschoolers2015 •
2010 •
International Journal of Early Childhood
The preschool child of today � The world-citizen of tomorrow?2009 •
Reorientation of teacher education towards sustainability through theory and practice : proceedings of the 10th international JTEFS/BBCC conference Sustainable development. Culture. Education.
An alternative journey into forest kindergartens and the Reggio Emilia approach2013 •
2010 •
1994 •
TRENDS IN EARLY CHILDHOOD AND PRIMARY EDUCATION
SECPED BOOK OF PROCEEDINGS NEW2019 •
The International Journal of Early Childhood Learning
From Human Rights Curriculum Theories to Children’s Rights Authentic Actions: A Case-Study in Primary Education2020 •
2002 •