Bioethics in the Future: Ecological Upbringing from a Preschool Age. A Drama Music Workshop as an Example

Abstract In today’s society, public opinion plays a large role in the adoption of various legal measures and regulations, including those related to the field of bioethics. This is why experts have a duty to inform the public in a timely and accurate manner, and it is up to educators to educate new generations to become responsible citizens who can make informed decisions. A few years ago, attempts were made to implement a project of health education and then one of civic education in schools. Those curricula predict the student will develop human, political, social, cultural, economic and environmental competences as a citizen of the class, school and local community. A spiral development model of introduction by educational cycles is envisaged, starting from the 1st grade of primary school. However, civic education is also addressed by the national curriculum for early and preschool education, which anticipates development of social and civic competences in children of this age. Bioethics and environmental issues are still not sufficiently transparent to the public. This is why proper environmental education from preschool age is very important. In preschool education, the proper approach is essential, and contemporary pedagogy emphasizes the importance of learning through play. The artistic fields are imposed as an ideal framework in which various contents can be accommodated. A drama music workshop that will help children develop awareness of various issues through play is, therefore, an ideal training ground for educating a responsible and informed citizen. One such drama music workshop was organized for the purpose of demonstration on the occasion of the First Osijek Days of Bioethics. The story used in the workshop is from a picture book by Aleix Cabrera and Rosa M. Curto: Niko and nutrition. Through the play and the story, the importance of proper nutrition was emphasized to children and made them aware that it is necessary to know what they actually eat and where and how food comes from. This paper uses the workshop as a starting point when discussing the role of artistic fields and educators in creating a responsible and informed citizen in fields of bioethics and environmental issues and the importance of early and preschool education in the process.

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The perspective of pre-school teachers and parents on the development of initiative, cooperation and creativity at preschool age

Zbornik Instituta za pedagoska istrazivanja ◽

10.2298/zipi1702213p ◽

2017 ◽

Vol 49 (2) ◽

pp. 213-233

Author(s):

Nada Polovina ◽

Dragan Vesic

Keyword(s):

Preschool Teachers ◽

Preschool Education ◽

Educational Practice ◽

Preschool Age ◽

Balanced Development ◽

Starting Point ◽

Creative Behaviour ◽

Personal Contribution ◽

Teachers And Parents ◽

Developmental Significance

The starting point of the paper is a conceptual model which unites the concepts of initiative, cooperation and creativity (the ICC model) in the context of the postmodern visions of the desirable changes in educational practice at preschool institutions. Considering the immediate relevance of the opinion of preschool teachers and parents for the affirmation and support of the changes in educational practice, we examined their beliefs and assessments of the meaning, significance and possible personal contribution to the development of initiative, readiness for cooperation and creative behaviour in children. Preschool teachers (N=86) and parents (N=108) of the children who attend the preschool facilities of Belgrade municipality filled in the questionnaire containing open-ended and close-ended questions. The obtained data were analysed both quantitatively and qualitatively. Research results indicate that preschool teachers and parents hold the widely accepted traditional notions of indicative aspects of initiative, cooperation and creativity. Preschool teachers ascribe the greatest developmental significance to the development of cooperation among children, which is assessed as a field in which they can provide the greatest personal contribution. This is an important difference compared to parents, who ascribe greater developmental significance to developing initiative in children. A slightly larger number of parents than preschool teachers assessed as significant the balanced development and support to initiative, readiness for cooperation and creative behaviour. The concluding part of the paper discusses the implications of the match/mismatch between the conceptualisations of the ICC model and the beliefs of preschool teachers and parents, as well as the potential of the ICC model to enhance the quality of practice in preschool education.

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The Pluralisation of Family Life: Implications for Preschool Education

Center for Educational Policy Studies Journal ◽

10.26529/cepsj.292 ◽

2017 ◽

Vol 7 (3) ◽

pp. 155-171

Author(s):

Mojca Kovač Šebart ◽

Roman Kuhar

Keyword(s):

Family Life ◽

Preschool Education ◽

Educational Process ◽

The Public ◽

Teacher Assistants ◽

Starting Point ◽

Formal Framework ◽

The Family ◽

Definition Of ◽

Family Code

The article takes as its starting point the public debate about the newly proposed Family Code in Slovenia in 2009. Inter alia, the Code introduced a new, inclusive definition of the family in accordance with the contemporary pluralisation of family life. This raised a number of questions about how – if at all – various families are addressed in the process of preschooleducation in public preschools in Slovenia. We maintain that the family is the child’s most important frame of reference. It is therefore necessary for the preschool community to respect family plurality and treat it as such in everyday life and work. In addition, preschool teachers and preschool teacher assistants are bound by the formal framework and the current curriculum, which specifies that children in preschools must be acquainted with various forms of families and family communities. This also implies that parents – despite their right to educate their children in accordance with their religious and philosophical convictions – have no right to interfere in the educational process and insist on their particular values, such as the demand that some family forms remain unmentioned.

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Children’s Play The Ecological Story in Function of Ecological Education of Preschool Children

Pannoniana ◽

10.2478/pannonia-2019-0009 ◽

2019 ◽

Vol 3 (1-2) ◽

pp. 146-172

Author(s):

Ana Popović ◽

Irella Bogut ◽

Željka Crnojević ◽

Željko Popović

Keyword(s):

Special Reference ◽

Lifelong Learning ◽

Current Practice ◽

National Curriculum ◽

Preschool Education ◽

Preschool Age ◽

Ecological Education ◽

Methodological Procedures ◽

Key Competences ◽

And Performance

Abstract Today, the importance of ecological education is often highlighted, although the current National Curriculum for Early and Preschool Education doesn’t even mention it. Although ecological education is not mentioned in this baseline document, various activities in this direction are often carried out in our kindergartens. An example of this is the play The Ecological Story by the author Sanja Seferović-Bosak from her collection of plays Maštarije: Igrokazi za djecu od 3 do 13 godina (eng. Pipe Dreams: Plays for Children of 3-13 years). This paper describes the preparation and performance of this play in 2017 in the kindergarten Radost (eng. Joy) in Novska. The theoretical part of the paper considers the basic settings of ecological education in early and preschool age, with special reference to current practice in Croatian kindergartens. The empirical part of the paper describes the stages of preparation and performance of the play The Ecological Story, with special reference to the compliance of this project with the requirements of the National Curriculum in terms of developing key competences for lifelong learning. The paper also contains an analysis of methodological procedures with particular reference to the preparation of musical numbers in the play.

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ENVIRONMENTAL STUDIES IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT

GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION ◽

10.48127/gu-nse/06.3.30a ◽

2006 ◽

Vol 3 (2) ◽

pp. 30-36

Author(s):

Vilhelmina Lukavičienė ◽

Dalia Urbonavičienė

Keyword(s):

Sustainable Development ◽

Environmental Studies ◽

Environmental Issues ◽

Environmental Problems ◽

Social Progress ◽

Cultural Economic ◽

Starting Point ◽

Solution Studies ◽

History Of ◽

Identification Analysis

The paper deals with the conception of sustainable development, its aims and tasks, which orient teachers towards the analysis of environmental problems and their links with economic and social progress. Such approach serves as a starting point formulating and conceptualizing the reasons of the rise and spread of these problems. A definite model oriented towards sustainable development is described and educational experience in the analysis of environmental issues in the aspect of sustainable development is presented. The history of environment provides an opportunity to identify when environmental problems arise and how they vary under the influence of socio-cultural, economic and political factors; it is one of the means studying the basics of sustainable development. Teaching to understand and solve problems in the aspect of the history of environment adds significance to a teacher's activities, which include consistent stages of schoolchildren's practical activities and development of their abilities to analyze and solve environmental issues (problem identification, analysis of its formation and development, understanding the urgency of its solution). Studies of the history of environment in the aspect of sustainable development enable teachers to implement the strategic conception of integrated teaching and national sustainable development in practice. The paper presents integration opportunities of various teaching subjects and the studies of various environmental issues (objects, localities). The described methods give an opportunity to develop various competences of schoolchildren and to stimulate changes in their lifestyle. Key words: sustainable development, environmental studies, and science education.

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Education for Citizenship in Primary Education of Greece: Proposals for Pedagogical Practices by Students of Education Faculties

International Journal of Learning and Development ◽

10.5296/ijld.v7i1.10670 ◽

2017 ◽

Vol 7 (1) ◽

Author(s):

Konstantinidou Zoe ◽

Argyris Kyridis ◽

Tsioumis Konstantinos

Keyword(s):

Primary Education ◽

Civic Education ◽

Preschool Education ◽

Pedagogical Practices ◽

Large Classes ◽

The Public ◽

Advanced Students ◽

The Public Sphere ◽

Of Greece

Preparing students for the honor and privilege of being able to assume the role of citizen is one of the main roles and aims of education, which is considered to be one of the most important institutions as far as political socialization and civic education of children is concerned. The power of a state lies with its citizens. In a democracy, everyone is responsible for what happens in the public sphere and thus, everyone must be properly prepared for and committed to the role of citizen. The question is whether the current education system is ready and able to form conscientious and active citizens. This study consists of 103 activities that were designed with civic education in mind by students of various education faculties of various universities in Greece (students of faculties of primary education N = 54, students of faculties of preschool education N = 49) and analyzed. The average age of the students that participated in the study was 20.3 years. The results show that students choose activities that are mainly related to environmental education and democracy and focus less on activities related with interculturalism. More advanced students (i.e. students who are closer to graduation) are usually using more measurable objectives and experiential methods. As far as students of faculties of primary education are concerned, it was observed that the prefer to implement activities related to citizenship in large classes. students of faculties of preschool education on the other hand, seem to plan and organize more complete activities, using specific verbs.

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Pedagogical documentation and legislative framework of early childhood education and care in Croatia

Školski vjesnik ◽

10.38003/sv.70.1.8 ◽

2021 ◽

Vol 70 (1) ◽

pp. 251-274

Author(s):

Petra Bučević ◽

Ida Somolanji Tokić

Keyword(s):

National Curriculum ◽

Preschool Education ◽

Theory And Practice ◽

Modern Theory ◽

Pedagogical Documentation ◽

Starting Point ◽

Education And Care ◽

Legislative Framework ◽

Standards And Regulations ◽

Definition Of

The importance and value of pedagogical documentation in the Re[1]public of Croatia is emphasized by the National Curriculum for Early and Pre[1]school Education (OG 01/15). However, in practice there is a different under[1]standing of it, which is a reflection of the theory and practice divide. The divide is perpetuated by other acts and regulations that govern different segments of the educational system. This paper seeks to define pedagogical documentation in the light of the contemporary paradigm of early and preschool education and presents the content of current acts, standards and regulations regarding the definition of pedagogical documentation in relation to the National Cur[1]riculum. Although the harmonization of content around the definition of basic concepts does not guarantee their understanding and application in practice, it provides the same starting point needed for systematic quality change. Given that these are basic documents that regulate the work of educational institu[1]tions and have direct implications on quality, their compliance with each other and with modern theory is necessary.

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A EDUCAÇÃO AMBIENTAL NA EDUCAÇÃO INFANTIL: limites e possibilidades

Cadernos de Pesquisa ◽

10.18764/2178-2229.v23n1p81-94 ◽

2016 ◽

Vol 23 (1) ◽

pp. 81

Author(s):

Daniele Saheb ◽

Daniela Gureski Rodrigues

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Environmental Education ◽

National Curriculum ◽

Environmental Issues ◽

Pedagogical Practice ◽

Public And Private ◽

The Public ◽

Childhood Education ◽

Curriculum Guidelines

Este artigo objetiva problematizar as características do pensamento e da ação dos docentes da Educação Infantil sobre a temática ambiental nas esferas pública e privada. Trata-se de uma pesquisa com análise qualitativa, cujos instrumentos utilizados foram entrevistas, análise da proposta pedagógica e observação do ambiente educativo. O estudo, realizado em Curitiba, Paraná, revelou a partir da análise das propostas pedagógicas das duas instituições que existe a orientação para o trabalho interdisciplinar com a Educação Ambiental na Educação Infantil. Constatou-se por meio dos discursos que todos os docentes pesquisados concordam com a importância da inserção da Educação Ambiental na Educação Infantil e alegam trabalhar com o tema em suas turmas. As observações do ambiente demonstraram atividades voltadas principalmente à reutilização de materiais recicláveis para a confecção de brinquedos, observação da natureza e horta. Apesar dos avanços do debate sobre a Educação Ambiental na Educação Infantil impulsionado pelas Diretrizes Curriculares Nacionais de Educação Ambiental (2012) e das Diretrizes Curriculares Nacionais para a Educação Infantil (2009), ainda mostrou-se predominante nos discursos e na prática pedagógica uma concepção de cunho reducionista e naturalista.Palavras-chave: Educação ambiental. Educação infantil. Prática pedagógica. THE ENVIRONMENTAL EDUCATION IN CHILDHOOD EDUCATION: limits and possibilities Abstract: This article aims to discuss the action and thoughts characteristics from the early childhood education teachers on the environmental issues in the public and private spheres. This is a qualitative analysis survey, which the instruments used were interviews, pedagogical proposal analysis and educational environment observation. The study, conducted in Curitiba, Paraná, showed from the pedagogical proposal analysis of the two institutions that there is guidance for the interdisciplinary work with the environmental education in early childhood education. It was found, through the speeches, that all surveyed teachers agree with the importance of the environmental education in early childhood education and claim to work with this subject in their classes. The environmental observations demonstrated activities related mainly to recyclable material re-use to manufacture toys, nature observation and garden. Despite advances on the environmental education debate in early childhood education driven by the Environmental Education National Curriculum Guidelines (2012) and the Early Childhood Education National Curriculum Guidelines (2009), it is still proved to be predominantly in speeches and in the pedagogical practice a reductionist and naturalist concept.Keywords: Environmental Education. Childhood Education. Pedagogical practice. LA EDUCACIÓN AMBIENTAL EN LA EDUCACIÓN INFANTIL: límites y posibilidadesResumen: Este estudio tiene como objetivo plantearse como problema las características del pensamiento y de las acciones del profesorado de la Educación Infantil sobre tema medioambiental en las esferas públicas y privada. Se trata de una investigación con análisis cualitativa, a los cuales los instrumento utilizados fueron entrevistas, análisis de la propuesta pedagógica y observación del entorno educativo. La investigación, realizada en Curitiba, Paraná, puso de manifiesto a partir del análisis de las propuestas pedagógicas de dos instituciones, donde hay orientación para el trabajo interdisciplinario entre la Educación Ambiental y la Educación Ambiental en la Educación Infantil. Se comprobó a través de los discursos que todo el profesorado investigado concuerda con la importancia de la inclusión de la Educación Ambiental a la Educación Infantil donde alega trabajar con el tema en sus clases. Las observaciones del medio ambiente demuestran actividades enfocadas sobre todo a la reutilización de materiales reciclables para la elaboración de juguetes, observación de la naturaleza y huerta. Pese a los avances del debate sobre Educación Medio ambiental en la Educación Infantil impulsado por las Directrices Curriculares Nacionales de Educación Ambiental (2012) y de las Directrices Curriculares Nacionales para la Educación Infantil (2009), demostró todavía dominante en los discursos y en la práctica pedagógica una concepción de molde reduccionista y naturalista.Palabras clave: Educación Ambiental. Educación Infantil. Práctica Pedagógica.

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El patriacado y la estructura social de la vida cotidiana

Contrastes Revista Internacional de Filosofía ◽

10.24310/contrastescontrastes.v0i0.1632 ◽

1970 ◽

Author(s):

Marta Postigo Asenjo

Keyword(s):

Labor Market ◽

Public Sphere ◽

Civic Education ◽

Common Knowledge ◽

Judicial System ◽

The Public ◽

El Sistema ◽

The Common ◽

The Public Sphere ◽

Ways Of Life

RESUMENEl sistema patriarcal no afecta exclusivamente al poder político y judicial, sino que afecta a la estructura interna de la sociedad, la identidad y las formas de vida de los individuos que en ella viven. Para comprender mejor como condiciona el sistema patriarcal las formas de vida y la visión que tienen los individuos de la realidad social, hemos de analizar el modo en que se extiende al orden institucional y lo determina mediante "tipificaciones" de hechos y de personas y mediante roles concretos, esteoreotipaciones sexiuales que obstaculizan el acceso a la esfera pública de la mujer, así como su reinserción en el mercado laboral, en suma, todo aquello que afecta al conocimiento común que comparten los miembros de una comunidad. El cambio hacia una mayor igualdad y una real democracia paritaria y compartida no es posible sin una paulatina educación y concienciación de la sociedad en su conjunto.PALABRAS CLAVEPATRIARCADO-TIPIFICACIÓN SOCIAL-IGUALDAD DE GÉNEROABSTRACTPatriarchalism is not only present in politics and the judicial system. It also affects the internal structure of society, above all the life and identitý of individuals. To understand better how it conditions their ways of life and the vision the individuals have of social reality, we should study how patriarchalism r3eaches the system of institutions and how this becomes determined by "typifications" of facts and people, and by certain roles or sexual stereotypes that hinder the access of women both to the public sphere and to tha labor market. It sum, everything that concerns the common knowledge that the members of a community share. The move towards more equality and towards a more egalitarian democracy heavily depends on the spread of civic education to the entire society.KEYWORDSPATRIARCHALISM-SOCIAL TYPIFICATION-GENDER EQUALITY

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Vitruvian Character: The Case of the Egyptian Museum

International Journal of Architectural Research Archnet-IJAR ◽

10.26687/archnet-ijar.v8i3.366 ◽

2014 ◽

Vol 8 (3) ◽

pp. 105

Author(s):

Khaled Asfour

Keyword(s):

Local Community ◽

British Museum ◽

Spatial Experience ◽

The Public ◽

Cultural Boundaries ◽

The World

In Vitruvius’ treatise, what makes good architecture is its ability to communicate to the public particular messages that reflects the program of the building with spaces and components arranged in an orderly way. According to Vitruvius these messages when acknowledges by the public the building posses strong character. This research discusses this idea by reflecting on the 1895 competition of the Egyptian Museum project. Marcel Dourgnon, the French architect of the winning scheme, showed profound understanding of character resulting in a building that had positive vibe with the local community. Today Vitruvius’ idea is still living with us. Norman Foster succeeded in upgrading the British Museum in a way that addressed all cultures of the world through his grand atrium design. Similarly, Emad Farid and Ramez Azmy revived the presence of the Egyptian Museum in public cognition. Spatial experience that evokes similar perceptions to all its visitors is a timeless piece that transcends cultural boundaries.

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МЕКТЕП ЖАШЫНА ЧЕЙИНКИ БАЛДАРДЫН ДЕН СООЛУГУН ЧЫҢДООДО ОЮН ТЕХНОЛОГИЯСЫН КОЛДОНУУ

Vestnik Bishkek Humanities University ◽

10.35254/bhu.2019.50.28 ◽

2020 ◽

pp. 158-160

Author(s):

Салтанат Кошалиева

Keyword(s):

Physical Education ◽

Preschool Education ◽

Speech Development ◽

The Body ◽

Preschool Age ◽

Theory And Practice ◽

Main Task ◽

Physical And Mental Health ◽

School Students ◽

Number Of Children

Аннотация: Бул макалада мектеп жашына чейинки балдардын ден соолугун чыңдоодо оюн технологиясын пайдалануунун өзгөчөлүктөрү талкууланат. Метепке чейинки курак баланын дене-бой жана психикалык ден соолугунун пайдубалын түптөөнүн чечүүчү этабы болуп саналат. Бул мезгилде органдардын ургаалдуу өнүгүшү жана организмдин функциялык системасынын калыптанышы жүрүүдө. Акыркы жылдары мектепке чейинки балдардын ден соолугунун начарлаганы туруктуу тенденцияга айланып, оорулуу балдардын саны көбөйүүдө. Мектеп жашына чейинки балдардын психикалык жана сүйлөө жөндөмдөрүн оюн аркылуу жакшыртып, жаңы механизмдерин иштеп чыгуу жагы каралган. Бала бакчанын негизги милдети - баланы өз алдынча жашоого даярдоо, жакшы адаттарга багыттоо менен тарбиялоо иши макалада каралган. Түйүндүү сөздөр: Ден соолук, бала бакчада, дене тарбия, элдик оюндар, тарбиялоо, ден соолукту чыңдоо, иш пландар, жаш муундар, коюлган талаптар, педагогикалык шарттар. Аннотация: В данной статье рассматриваются особенности использования игровых технологий в оздоровлении дошкольников. Дошкольный возраст является решающим этапом в формировании фундамента физического и психического здоровья ребенка. В этот период идет интенсивное развитие органов и становление функциональных систем организма. Наметившаяся в последние годы устойчивая тенденция ухудшения здоровья дошкольников, увеличение количества детей с нарушениями психического и речевого развития, диктует необходимость поиска механизмов, позволяющая изменить эту ситуацию. Основная задача детского сада - подготовить ребенка к самостоятельной жизни, дав ему для этого необходимые умения, навыки, воспитав определенные привычки. Сегодня в дошкольных учреждениях уделяется большое внимание здоровье сберегающим технологиям, которые направлены на решение самой главной задачидошкольного образования – сохранить, поддержать и обогатить здоровье детей. Ключевые слова: Здоровье, детский сад, физическое воспитание, народные подвижные игры, физические упражнения, общеобразовательная школа, учащиеся, воспитание, оздоровление, подрастающее поколение, предъявляемые требования, педагогические условия, теория и практика физического воспитания, подвижные игры. Abstract: This article discusses the features of the use of game technologies in the rehabilitation of preschoolers. Preschool age is a crucial stage in the formation of the Foundation of physical and mental health of the child. During this period there is an intensive development of organs and the formation of functional systems of the body. The steady tendency of deterioration of health of preschool children outlined in recent years, increase in number of children with violations of mental and speech development, dictates need of search of the mechanisms allowing to change this situation. The main task of the kindergarten is to prepare the child for independent life, giving him the necessary skills, bringing up certain habits. Today, preschool institutions pay great attention to health-saving technologies, which are aimed at solving the most important task of preschool education – to preserve, support and enrich the health of children. Key words: Health, kindergarten, physical education, folk outdoor games, physical exercises, secondary school, students, education, rehabilitation, the younger generation, the requirements, pedagogical conditions, theory and practice of physical education, out-door games.

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