Removal of Breaking Rules Haze, Hand in Hand to Rebuild Confidence: A Case Study of College Counselors’ Student Management

College students are more likely to develop psychological difficulties as a result of a lack of preparation, job counselling, and family, economic strain, which will affect their studies and lives throughout the school period. In order to assist students in overcoming obstacles and rebuilding confidence, the author analyses a case of a student disciplinary event in the hopes of discovering a solution and therefore improving job efficiency.

O direito de brincar na infância: a escuta atenta das crianças no cotidiano da educação infantil

This paper is part of one of the authors’ master’s dissertation and addresses issues related to playing, assuming that children are subjects of rights. In this sense, the research presents what children have to tell us about playing. The research was developed from the cultural-historical approach, defining the role of play in child development. The work’s main objective was to survey what children think about playing and what their preferences are. The methodology was that of qualitative research, with 21 individual interviews, five conversation circles, photographic records, and a field diary about the playing moments in the daily life of an elementary public school. As a result, it was possible to expand the concepts about the children’s participation in early childhood education, based on children’s opinion and not only the adult’s, allowing the researchers to reflect on the spaces and times destined to play in this school period. This paper brings two episodes of conversation circles and a drawing by one of the subjects, emphasizing precisely the importance of careful listening to children and the production of drawings, such as those made after the conversation.

ADHD from Chıldhood to Adulthood

ttention deficit hyperactivity disorder (ADHD) is the most common neurodevelopmental disorder in childhood, characterized by inattention, impulsivity, and hyperactivity. Recognizing and diagnosing ADHD in children is mostly during the school period. ADHD negatively affects children's skills necessary for academic success and social adaptation in the school environment. ADHD symptoms are at the forefront of the situations in which the child, not only the parents but also the teachers, directs the family to seek treatment or help. ADHD appears to affect 5-10% of children and 4.4% of adults worldwide. ADHD is a genetically inherited disease that emerges with the effect of genetic factors. For this reason, problems may arise in family functions when there is more than one person with ADHD at home. In this study, DSM-5 diagnostic criteria, models developed for the diagnosis of adult ADHD and what families can do when living with ADHD are shared.

An investigation of the effect of the raising of the school leaving age in a rural district

The amendment or 1920 to the Education Act of 1914 ruled inter alia that every child between the ages of seven and fifteen years must attend school. This amendment, was held in abeyance for twenty-three years being put into operation by an Order-in-Council on 15th December 1943. Judging by the averages of the previous few years one result of the amendment is that 751 of those children who would have left school at the end or their primary school period have been obliged to continue their education in post-primary schools. This leads to speculation on the effect the legislation will have on a specific community, and to obtain a clear picture involves an analytical survey of the group chosen, taking in their educational needs, post-school aspirations and the opportunities for carrying such aspirations into effect, with, in passing what, if any, effect the legislation might have on the general labour situation.

An investigation of the effect of the raising of the school leaving age in a rural district

The amendment or 1920 to the Education Act of 1914 ruled inter alia that every child between the ages of seven and fifteen years must attend school. This amendment, was held in abeyance for twenty-three years being put into operation by an Order-in-Council on 15th December 1943. Judging by the averages of the previous few years one result of the amendment is that 751 of those children who would have left school at the end or their primary school period have been obliged to continue their education in post-primary schools. This leads to speculation on the effect the legislation will have on a specific community, and to obtain a clear picture involves an analytical survey of the group chosen, taking in their educational needs, post-school aspirations and the opportunities for carrying such aspirations into effect, with, in passing what, if any, effect the legislation might have on the general labour situation.

Sustainable life practice for preschool pupils: Sustainable environmental education program (SEEP) model

Global pollution can only handle with education in early childhood. Especially, the pre-school period is an important time for environmental education. It is seen that current pre-school education programs generally include environmental education but it has missing parts. The aim of the study is to add the built environment elements to the environmental education programs that include only natural elements such as trees, animals, etc. The environment is basically divided into two parts as natural and built (man-made structures). There is no environmental education program in the literature that includes these two basic subjects. The built environment includes architectural elements such as buildings, bridges, and infrastructure systems. All people use these systems and should have knowledge about them. The complete Sustainable Environmental Education Model has been created which is including both natural and built environmental elements for preschool pupils in the study. The LEED criteria were taken as a reference while planning the model. The model was applied to 134 (5 years old) pupils who studying pre-school education for eight months. As a result of the model application, the level of awareness of pupils who have never study any environmental education before, according to the beginning of the program, is from 23.37% to 79.81% in sustainable areas, from 23.87% to 85.32% in "efficient water use", from 13.80% to 91.79% in efficient energy use and from 13.78% to 82.98% in the usage of waste materials It was determined that it increased. The designed model can be the solution for global pollution.

Main Principles of Using Audiovisual Method in Teaching the Native Language to Children of Pre-School Age in the Ukrainian Diaspora of The USA and Canada

In the national educational system of the Ukrainian diaspora of the USA and Canada the pre-school period covers the first stages of extra-familiar education, where establishing of child’s consciousness and connecting to spiritual values of the Ukrainian nation are taking place. Efficiency of this process depends on multiple factors. A significant role among them is played by didactic provision of educational-instructional process in pre-school educational institutions of various kinds whose main aim is to form national consciousness of the pupils through acquiring the Ukrainian language, as well as mastering contents of Ukrainian Studies subjects. Pedagogues at Ukrainian pre-school institutions in diaspora conditions clearly understand that the task of bringing up a child before the age of 6 implies providing them with various, beneficial for growing and useful for them, qualities. That is why teachers contribute to children acquiring such knowledge, abilities and skills which would help them to successfully prepare for elementary school in the future. Since the main task of Ukrainian pre-school education lies in development of a child’s personality by means of Ukrainian Culture studies, a pedagogue (teacher) has to know Ukrainian and all subjects well.

Prevention of Depression in Children, Adolescents, and Young Adults: The Role of Teachers and Parents

Major depressive disorder (MDD) and other affective disorders may surreptitiously arise in children and adolescents during their school period and impair their social and educational functioning. Besides the social and personal burden, which are increased during the SARS-CoV-2 pandemic, the onset of depression may compromise the future of the growing person with chronicity and recurrence. In this context, educators’ training is essential to detect early the onset of a depressive disorder, to spare later consequences through the timely establishment of adequate treatment. The educational staff should receive adequate training to be able to work closely with healthcare providers and parents, thus directing the young person with an affective disorder to the right psychological and pharmacological treatment provider, i.e., a specialized psychologist or psychiatrist. The first approach should be to establish a trustful relationship with the adolescent and his/her classmates, to reduce social and self-stigma and inform about mental illness. If symptoms do not subside and the suffering child or adolescent fails to reintegrate within his/her school environment, cognitive–behavioral interventions are recommended that are individual, group, or computer-based. When needed, these should be implemented with individualized pharmacotherapy.