scholarly journals KONSTRUKTIVISTIČKI PRISTUP UČENJU DECE PREDŠKOLSKOG UZRASTA

2021 ◽  
Vol 6 (2) ◽  
pp. 83-95
Author(s):  
Jelena Evtimov ◽  
Jelena Petrović
Keyword(s):  
Real Life ◽  
Preschool Education ◽  
Constructivist Approach ◽  
Short Term ◽  
Preschool Period ◽  
Material Environment ◽  
The Subject ◽  
Life Circumstances ◽  
Learn Activity ◽  
Term Maintenance

Constructivism, as a theory about learning and knowledge, is the subject of a large number of both theoretical and empirical researches. Views on the values of constructivism range from advocacy to refutation. What is characteristic of modern educational policy is the focus on productivity, activity and knowledge that will be applicable in real life circumstances. The basic idea of constructivism is based on these assumptions. In this paper, we deal with the question of why this approach is extremely important in early childhood. The preschool period is one of the most sensitive periods in development. It is characterized by numerous regularities and specifics, which should be followed within every program intended for the upbringing and education of children in the preschool period. Preschool children are characterized by curiosity, desire to learn, activity but also short-term maintenance of intentional attention, rapid fatigue and loss of interest in things that are familiar to them. Therefore, the constructivist approach in this period is very suitable, because it does not insist on imposing certain knowledge, but suggests an activity based on interests. The modern preschool institution has the task of providing children with a favorable social and material environment that will encourage development through activity and gaining experience and thus support the realization of their potential. Keywords: constructivism, preschool education, active learning.

scholarly journals Art pedagogy in preschool education: opportunities and challenges

2019 ◽  
Vol 72 ◽  
pp. 04002
Author(s):  
Inna Zhitnaya ◽  
Anna Lysenko ◽  
Anastasia Levshina ◽  
Irina Kiseleva
Keyword(s):  
Preschool Education ◽  
Educational Organizations ◽  
Short Term ◽  
Spatial Environment ◽  
On Line ◽  
The Subject ◽  
Reggio Approach ◽  
Teachers And Parents ◽  
Goals And Objectives ◽  
Art Pedagogy

The article considers issues related to the development of a creatively active personality of a preschool child through art pedagogy. The essence, goals and objectives of art pedagogy in the context of preschool education are determined. Possible problems of art pedagogy technologies’ implementation are highlighted: at the organization level of the subject-spatial environment, the readiness of children, teachers and parents. The ways and means of resolving the identified problems are also presented: systematic work with teachers and parents included in joint parent-child projects and ways of transforming the developing subject-spatial environment in preschool educational organizations is proposed. The Reggio approach is presented as one of the most successful forms of implementation: the international experience of applying this approach in preschool organizations is described. Also presented is the practice of Reggio approach implementing on line with art pedagogy in working with teachers and parents, carried out at the Southern Federal University in the form of a short-term project.

The measurement of cognitive structures: a constructivist approach

1999 ◽  
Vol 38 (4) ◽  
pp. 659-681 ◽  
Author(s):  
Rolf Oerter
Keyword(s):  
Human Nature ◽  
Research Process ◽  
Cultural Knowledge ◽  
Cognitive Structures ◽  
Constructivist Approach ◽  
Short Term ◽  
Theoretical Concepts ◽  
Constructivist Perspective ◽  
The Subject

This article considers the investigation of cognitive structures in a constructivist perspective, using the example of the measurement of the concept of human nature (Menschenbild). It is argued that the instruments used (adulthood interview and dilemma stories) elicit the subject's short-term (actual) and long-term (available declarative knowledge) constructive activity. However, the investigation includes at the same time the pre- and post-constructive activity of the researcher and interviewer, who introduce their own knowledge, opinions and theoretical concepts. The results presented are: general levels of the concept of human nature, some specific structures produced by the subjects, content analytical categories, patterns, and figures of reasoning. The outcome of the investigation is interpreted as a co-construction of both the subject and the researcher (interviewer/rater), indicating shared cultural knowledge that is brought via the research process to a more explicit and clear structure.

scholarly journals VRIJEDNOSNO-KREATIVNE MOGUĆNOSTI OBRAZOVNE INKLUZIJE / VALUES AND CREATIVITY OPPORTUNITIES OF INCLUSIVE EDUCATION

2020 ◽  
pp. 134-150
Author(s):  
Anida Manko
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Personality Development ◽  
Preschool Education ◽  
Creative Potential ◽  
Number Of Children ◽  
Preschool Period ◽  
Universal Values ◽  
The Subject ◽  
New Challenges

Inclusion should be an important value of every society. Education institutions are the place for developing universal values that should enable every individual to express their needs in a unique and different way, which will prompt an inclusive environment that values diversity. Forming an inclusive environment fosters opportunity for developing creativity. Although inclusive education and creativity are rarely perceived as related, this paper aims to present the values and creativity opportunities of inclusive education. A chorus of criticism directed at the education system shows that creativity is not recognized enough, especially when it comes to students with disabilities whose creativity is often not seen as one of their abilities, even when it is developed. That happens as a result of perceiving the students through the prism of their disability. The emphasis should be on developing the values during the preschool period, which is the most significant period of a child’s development as that is the time when the foundations of the personality development are set. The subject of this research is focused on identifying the values and creativity opportunities of inclusive education, while the intention is to recognize the possible ways of developing creativity in an inclusive environment. The aim of the research was to examine the educators’ opinions on values and creativity opportunities of inclusion. As of recently, preschool institutions have been now facing an increasing number of children with disabilities enrolling in. Therefore, new challenges are posed on the preschool education when it comes to providing the children with the conditions for a development that meets their needs and abilities. The purpose of the paper is to offer strategies that will ensure the development of core values while respecting the creative potential of each child in an inclusive environment.

Paediatric Neurology (Oxford Specialist Handbooks in Paediatrics)

2017 ◽  
Keyword(s):  
Systematic Approach ◽  
Real Life ◽  
Signs And Symptoms ◽  
International Perspective ◽  
Clinical Approach ◽  
Pragmatic Approach ◽  
Rare Disorders ◽  
Short Term ◽  
Clinical Scenarios ◽  
The Subject

This pocket handbook of paediatric neurology provides practical advice on the clinical approach, and ‘at a glance’ overviews and aides-memoire, to common and rare disorders and clinical scenarios. Precise and compact, the book includes many helpful tables (on aetiologies and differential diagnoses) and figures (e.g. innervations, neuroradiological anatomy). The book is divided into seven chapters: (1) Clinical approach, (2) Neurodiagnostic tools (both giving practical guidance on an orderly approach to how and why to perform specialist tests and how to interpret the results, along with introductions to neurophysiology and neuroradiology), (3) Signs and symptoms (offering a distinctive clinically oriented systematic approach), (4) Specific conditions, (5) ‘Real-life’ examples of consultations with other services, (6) Emergencies, and (7) A comprehensive, practically orientated Pharmacopeia. The Handbook’s contributors are trainees who have recently got to grips with the subject, and senior colleagues whose long teaching and clinical experience bring a fresh and pragmatic approach to everyday clinical situations This equips general and neurodevelopmental paediatricians with the knowledge they need to meet the neurological needs of the young people they see; provides an ideal introduction and essential reference for trainees on short-term child neurology attachments or subspecialty trainees in neurology, neurodisability, and developmental paediatrics. An international perspective includes North American emphases. The new edition has an expanded neuroimaging section and an increased emphasis on genetic aspects of neurological disease.

Learning With Laptops

2011 ◽  
pp. 541-549
Author(s):  
Ian Kennedy ◽  
Lorna Uden
Keyword(s):  
Real Life ◽  
Traditional Classroom ◽  
Community Of Learners ◽  
Cognitive Tools ◽  
Constructivist Approach ◽  
Teachers And Students ◽  
Learn By Doing ◽  
The Subject ◽  
Integrate Technology ◽  
Technology In Schools

Rogoff (1994) believes that technology can act as a catalyst influencing change from a traditional classroom to an environment of community of learners. One way to successfully integrate technology in schools is to use a constructivist approach. Here the environment provides facilities for students to learn by doing, to work with others, and to have authentic experiences, motivating learning and making it relevant. Technology provides cognitive tools for students as they make sense of the information gathered, allowing experts, teachers, and students to communicate their thoughts and interests in the subject matter and simulating real-life situations and problems. Laptops can hinder or help children. The software has to be well-designed for the purpose f “teaching the child to learn”.

Treated exudative CNV: short-term and long-term real-life evolution

2018 ◽  
Vol 60 (3) ◽  
Author(s):  
Bruno Lumbroso ◽  
Marco Rispoli ◽  
M. Cristina Savastano
Keyword(s):  
Real Life ◽  
Short Term

John of Kronshtadt and Leo Tolstoy

2020 ◽  
Vol 102 ◽  
pp. 471-478
Author(s):  
Peter A. Shevchenko
Keyword(s):  
Comparative Analysis ◽  
20Th Century ◽  
Real Life ◽  
Leo Tolstoy ◽  
Russian Society ◽  
Common People ◽  
Religious Consciousness ◽  
The Subject ◽  
Main Components

The article provides a comparative analysis of the influence of L.N. Tolstoy and I.I. Sergiev (John of Kronstadt) on the formation of personal worldview in Russian society. The analysis is based on the testimonies of the contemporaries and the previously not reissued publication of “Novy Put” (“New Way”) journal on the subject. In the context of the declared problematics, special attention is paid to the question of transformation of religious consciousness in the course of the personality formation in relation to the period under consideration (the beginning of the 20th century). The author reveals and analyzes the main components of the life stand of Tolstoy and Father John of Kronstadt in the context of their influence on contemporaries. The results of the study allow to reveal the following antitheses that characterize Tolstoy and John of Kronstadt, respectively: doubt - faith, search for oneself – following the once chosen path, preaching of non-resistance as part of the philosophy of not-doing (not doing evil) – preaching of active upholding of faith (doing good), “simple living” – real life with and for common people.

STORYTELLING AND MEANING RECONSTRUCTION: A METAPHORICAL PERSPECTIVE

2016 ◽  
Vol 24 (2) ◽  
pp. 159-169
Author(s):  
M L Mojapelo
Keyword(s):  
Personal Development ◽  
Real Life ◽  
Human Existence ◽  
Meaning Reconstruction ◽  
Changing Patterns ◽  
The Subject ◽  
Changes Over Time ◽  
Over Time

Storytelling consists of an interaction between a narrator and a listener, both of whom assign meaning to the story as a whole and its component parts. The meaning assigned to the narrative changes over time under the influence of the recipient‟s changing precepts and perceptions which seem to be simplistic in infancy and more nuanced with age. It becomes more philosophical in that themes touching on the more profound questions of human existence tend to become more prominently discernible as the subject moves into the more reflective or summative phases of his or her existence. The aim of this article is to demonstrate the metaphorical character of a story, as reflected in changing patterns of meaning assigned to the narrative in the course of the subjective receiver‟s passage through the various stages of life. This was done by analysing meaning, from a particular storytelling session, at different stages of a listener‟s personal development. Meaning starts as literal and evolves through re-interpretation to abstract and deeper levels towards application in real life.

PHILOSOPHICAL PROPAEDEUTICS IN THE SYSTEM OF PRESCHOOL EDUCATION

2020 ◽  
Vol 22 (11) ◽  
pp. 11-15
Author(s):  
Gan N.Yu. ◽  
Ponomareva L.I. ◽  
Obukhova K.A.
Keyword(s):  
Modern Science ◽  
Preschool Education ◽  
Modern Society ◽  
Social Relevance ◽  
The Social ◽  
Moral Problems ◽  
The Subject ◽  
The One ◽  
The Individual ◽  
And Training

Today, worldview, spiritual and moral problems that have always been reflected in education and upbringing come to the fore in society. In this situation, there is a demand for philosophical categories. One of the priority goals of education in modern conditions is the formation of a reasonable, reflexive person who is able to analyze their actions and the actions of other people. Modern science is characterized by an understanding of the absolute value and significance of childhood in the development of the individual, which implies the need for its multilateral study. In the conditions of democratization of all spheres of life, the child ceases to be a passive object of education and training, and becomes an active carrier of their own meanings of being and the subject of world creation. One of the realities of childhood is philosophizing, so it is extremely timely to address the identification of its place and role in the world of childhood. Children's philosophizing is extremely poorly studied, although the need for its analysis is becoming more obvious. Children's philosophizing is one of the forms of philosophical reflection, which has its own qualitative specificity, on the one hand, and commonality with all other forms of philosophizing, on the other. The social relevance of the proposed research lies in the fact that children's philosophizing can be considered as an intellectual indicator of a child's socialization, since the process of reflection involves the adoption and development of culture. Modern society, in contrast to the traditional one, is ready to "accept" a philosophizing child, which means that it is necessary to determine the main characteristics and conditions of children's philosophizing.

Introduction

2017 ◽  
Author(s):  
Andrew Hadfield
Keyword(s):  
Popular Culture ◽  
Early Modern ◽  
Travel Writing ◽  
Legal Discourse ◽  
Early Modern Europe ◽  
Short Term ◽  
Empirical Observation ◽  
The Subject ◽  
Modern Europe

There were few subjects that animated people in early modern Europe more than lying. The subject is endlessly represented and discussed in literature; treatises on rhetoric and courtiership; theology, philosophy, and jurisprudence; travel writing; pamphlets and news books; science and empirical observation; popular culture, especially books about strange, unexplained phenomena; and, of course, legal discourse. For many, lying could be controlled and limited even if not eradicated; for others, lying was a necessary element of a casuistical tradition, liars balancing complicated issues and short-term pragmatic considerations in the expectation of solving more problems than they caused through their deceit....

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