scholarly journals Manuscript Number: 012914086 Integrating Traditional African Education into Current Educational Practices: Suggestions for Primary School Pedagogy

2014 ◽  
Vol 2 (3) ◽  
pp. 064-070
Author(s):  
Cuthbert Majoni ◽  
◽  
Taurai L. Chinyanganya ◽  
Keyword(s):  
Primary School ◽  
Educational Practices ◽  
African Education ◽  
School Pedagogy

scholarly journals Play for Change: Primary School for Children with Impairments

2021 ◽  
Author(s):  
◽  
Joelle Lim
Keyword(s):  
Primary School ◽  
Architectural Design ◽  
Children With Disabilities ◽  
Outdoor Play ◽  
Improve Design ◽  
Disability Awareness ◽  
Children With Disability ◽  
Outdoor Environments ◽  
Peer Engagement ◽  
School Pedagogy

<p>Within the architecture of education, there is a lack of attention to the needs of children with disability. Globally, one in every ten children have a disability and there are approximately 90,000 aged 0-14 children living in households who have at least one disability in New Zealand. The cohort is one of the most marginalised and excluded group from the society, resulting in an inability to participate in classes leading to fewer opportunities to develop skills, experience and confidence. School designs are designed for children without disability, and many children with disabilities find that classrooms and outdoor environments are ill-suited for their health needs, resulting in low attendance rates, poor peer engagement and limited educational success.  This thesis explores the role of architecture in facilitating the education of children with disabilities. Working from research-led design through to design-led research, it examines architecture as an educational tool. Examining classroom spaces, outdoor play and outdoor learning environment for children with disabilities, it questions the purpose of education. In addition, the research aims to desensitise the perceived architectural barriers within primary school that restricts participation for children with disabilities. The architectural design knowledge aims to improve design approaches for inclusivity in school, pedagogy and outdoor play environments. By addressing this issue, it could potentially create more positive and optimistic views and from the wider community, greater disability awareness.</p>

Die Wut über den verlorenen Stift

Paragrana ◽  
2018 ◽  
Vol 27 (1) ◽  
pp. 120-136 ◽  
Author(s):  
Jasmin Bleimling ◽  
Andreas Hamburger
Keyword(s):  
Primary School ◽  
Group Dynamics ◽  
Conflict Situation ◽  
Additional Information ◽  
Documentary Video ◽  
Daniel Stern ◽  
School Pedagogy ◽  
Video Material

AbstractThe chapter presents an application of Scenic-Narrative Microanalysis (SNMA) to a videotaped conflict situation in a Berlin primary school. The analysis is limited to the presented video material, not involving any additional information. SNMA uses the video spectators’ reactions as a tool to identify significant moments (Now Moments or Moments of Meeting as defined by Daniel Stern) in the video and to find a consensual hypothesis on the presumed group dynamics of class and teacher that can be linked to the field of attention research in school pedagogy. Necessary adaptations of the SNMA method to documentary video material are discussed.

DISTANCE FORMS OF LEARNING THROUGH THE EYES OF THE STUDENTS – THE FUTURE TEACHERS

2020 ◽  
Vol 11 (1) ◽  
pp. 30-34
Author(s):  
Snezhanka Georgieva ◽  
◽  
Nora Balanska ◽  
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Experimental Model ◽  
Online Survey ◽  
Educational Process ◽  
Evaluation Stage ◽  
Interactive Models ◽  
Control Evaluation ◽  
School Pedagogy ◽  
Distance Work

The article presents and analyses the results of an online survey on the positives and deficits of distance forms of learning – the only way to ensure the continuity of the educational process in the conditions of the Covid-19 pandemic – based on the answers of 93 students in Preschool Pedagogy and Preschool and Primary School Pedagogy from Episcope Constantine Preslavski University of Shumen. The survey represents the first – research module of a three-module experimental model which also includes an interactive-applied stage (offering interactive models for possible distance work with children from the preparatory groups of kindergarten), and a control-evaluation stage based on the idea of distance learning combined with interactivity.

scholarly journals The preparedness of future primary school teacher for professional activity in physical culture: the structural-component analysis

2021 ◽  
pp. 80-87
Author(s):  
Borys Maksymchuk ◽  
Yuliia Kakhiani ◽  
Vasyl Kevpanych ◽  
Vasyl Zvonar ◽  
Maryna Petrushko ◽  
...  
Keyword(s):  
Primary School ◽  
School Teacher ◽  
Personal Characteristic ◽  
Professional Activity ◽  
Primary School Teacher ◽  
Physical Culture ◽  
Pedagogical Practice ◽  
Spiritual Values ◽  
Primary School Teachers ◽  
School Pedagogy

In modern pedagogical science, the study of the preparedness of future specialists for professional activity remains relevant. The research of many scientists has been devoted to the study of this problem in recent years. Revealing the essence of the state of preparedness of future primary school teachers for professional activity in physical culture, some authors consider it as a personal characteristic of a specialist, others as functional. Modern higher school pedagogy is faced with an important theoretical and practical task, which concerns improving the process of professional development of the personality of a teacher in general and a primary school teacher, in particular, to work on physical education. Ways and methods of forming preparedness for teacher activity among students of the pedagogical university are a complex socio-psychological phenomenon. It combines a complex of individual and psychological qualities of the personality, a certain system of professional and pedagogical knowledge, abilities, and skills. The teacher’s preparedness for work is considered a form of connection of a vocational and pedagogical orientation with the worldview, life attitudes, and spiritual values, as well as with the ethical, strong-willed, and emotional spheres. A significant drawback in this field of knowledge and practice continues to be the weak connection of theory with practice in the process of training in IHE. References to the experience of schools in the study of theory, the orientation to knowledge in the process of pedagogical practice don’t solve the problem yet, we are studying. We need special work of IHE, which would help to understand the theoretical and practical preparedness of students for pedagogical activity.

scholarly journals Play for Change: Primary School for Children with Impairments

2021 ◽  
Author(s):  
◽  
Joelle Lim
Keyword(s):  
Primary School ◽  
Architectural Design ◽  
Children With Disabilities ◽  
Outdoor Play ◽  
Improve Design ◽  
Disability Awareness ◽  
Children With Disability ◽  
Outdoor Environments ◽  
Peer Engagement ◽  
School Pedagogy

<p>Within the architecture of education, there is a lack of attention to the needs of children with disability. Globally, one in every ten children have a disability and there are approximately 90,000 aged 0-14 children living in households who have at least one disability in New Zealand. The cohort is one of the most marginalised and excluded group from the society, resulting in an inability to participate in classes leading to fewer opportunities to develop skills, experience and confidence. School designs are designed for children without disability, and many children with disabilities find that classrooms and outdoor environments are ill-suited for their health needs, resulting in low attendance rates, poor peer engagement and limited educational success.  This thesis explores the role of architecture in facilitating the education of children with disabilities. Working from research-led design through to design-led research, it examines architecture as an educational tool. Examining classroom spaces, outdoor play and outdoor learning environment for children with disabilities, it questions the purpose of education. In addition, the research aims to desensitise the perceived architectural barriers within primary school that restricts participation for children with disabilities. The architectural design knowledge aims to improve design approaches for inclusivity in school, pedagogy and outdoor play environments. By addressing this issue, it could potentially create more positive and optimistic views and from the wider community, greater disability awareness.</p>

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