KONSTRUKTIVISTIČKI PRISTUP UČENJU DECE PREDŠKOLSKOG UZRASTA

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.

The Politics of Postgenomic Reproduction: Exploring Pregnant Narratives from within a Clinical Trial

There are more large-scale pregnancy trials that implement lifestyle interventions than ever before; yet, there is a dearth of information on pregnant peoples’ experiences in such trials. Contemporary lifestyle pregnancy trials draw on epigenetics and DOHaD research to design and justify prenatal interventions on the material environment to reduce health risks in future generations. This article draws on ethnographic data from a prenatal trial in the United Kingdom and focuses specifically on the experiences of pregnant participants during the intervention phase. In this article, I develop the politics of postgenomic reproduction as a feminist and critical race framework to examine the complex and mercurial stakes of contemporary pregnancy trials. I argue that narratives of control and responsibility in epigenetic models are echoed and preceded by participants’ own embodied experience. The pregnant narratives show at once how their bodies are exposed to unpredictable and uncontrollable environmental exposures and that they are required to respond as if they have absolute control and responsibility. Attending to trial participants’ narratives from a feminist and critical race framework reveals how individualized lifestyle interventions are deeply political and racial, and carry implications for how pregnancy trials influence postgenomic reproduction.

PELATIHAN MOZAIK BAGI SISWA-SISWI DI SMP MUHAMMADIYAH PADANGPANJANG

ABSTRAKPengabdian Kepada Masyarakat Dengan Judul ”Pelatihan Mozaik Bagi Siswa-Siswi Di Smp Muhammadiyah Padangpanjang” ini bertujuan supaya siswa dan siswi di SMP Muhammadiyah Padangpanjang mampu untuk membuat benda kerajinan berupa hiasan dinding dengan teknik mozaik. Mozaik merupakan sebuah teknik dalam seni dekorasi dan juga merupakan aspek dari dekorasi interior. Sasaran dari kegiatan pengabdian ini adalah siswa dan siswi SMP Muhamadiyah Padang Panjang Sumatera Barat. Pelatihan ini dilakukan dengan dua metode yaitu metode ceramah dan metode demonstrasi. Metode ceramah dilakukan dengan cara memberikan penjelasan kepada siswa dan siswi di SMP Muhammadiyah Padangpanjang tentang apa itu mozaik, bahan dan alat yang digunakan dalam pembuatan mozaik. Memberikan penjelasan kepada siswa dan siswi bagaimana membuat karya dengan memanfaatkan bahan alam yang ada disekitar lingkungan mereka untuk dijadikan karya seni berupa hiasan dinding. Metode demontrasi dilakukan dengan cara praktek langsung bagaimana proses pembuatan produk dengan teknik mozaik berupa hiasan dinding. Kegiatan ini dimulai dengan penyedian alat dan bahan untuk mozaik seperti daun-daunan, ranting, serbuk ketem dan lain-lain Hasil yang dicapai dari kegiatan pelatihan mozaik ini adalah hampir semua siswa dan siswi mampu memahami apa itu teknik mozaik dan mereka mampu untuk membuat hiasan dinding dengan teknik mozaik dengan bentuk dan motif yang berbeda-beda antara satu anak dengan anak yang lain sehingga memiliki nilai keindahan tersendiri bagi orang yang melihatnya.. Kata kunci: mozaik; bahan; lingkungan; hiasan dinding . ABSTRACTThis Community Service with the title "Mosaic Training for Students at SMP Muhammadiyah Padangpanjang" aims to enable students at SMP Muhammadiyah Padangpanjang to be able to make handicrafts in the form of wall hangings with the mosaic technique. Mosaic is a technique in the art of decoration and is also an aspect of interior decoration. The target of this service activity is the students of SMP Muhammadiyah Padang Panjang, West Sumatra. This training was conducted using two methods, namely the lecture method and the demonstration method. The lecture method is carried out by giving explanations to students at SMP Muhammadiyah Padangpanjang about what a mosaic is, the materials and tools used in making a mosaic. Provide an explanation to students and students how to make works by utilizing natural materials that are around their environment to be used as works of art in the form of wall decorations. The demonstration method is carried out by direct practice how the process of making products with mosaic techniques in the form of wall hangings. This activity begins with the provision of tools and materials for mosaics such as leaves, twigs, ketem powder and others. The results achieved from this mosaic training activity are that almost all students are able to understand what a mosaic technique is and they are able to make wall decorations. with a mosaic technique with different shapes and motifs from one child to another so that it has its own beauty value for people who see it. Keywords: mosaic; material; environment; wall decoration.

Peasant Perceptions of Landscape

This is the first book about peasant perceptions of landscape. It marks a step-change in the discipline of landscape history, as well as making a major contribution to the history of everyday life. Until now, there has been no sustained analysis of how ordinary medieval and early modern people experienced and perceived their material environment and constructed their identities in relation to the places where they lived. This book provides exactly such an analysis by examining peasant perceptions in one geographical area over the long period from AD 500 to 1650. It takes as its focus Ewelme hundred, a well-documented and archaeologically rich area of lowland vale and hilly Chiltern wood-pasture comprising fourteen ancient parishes. The analysis draws on a range of sources including legal depositions and thousands of field-names and bynames preserved in largely unpublished deeds and manorial documents. Archaeology makes a major contribution, particularly for understanding the period before 900, but more generally in reconstructing the fabric of villages and the framework for inhabitants’ spatial practices and experiences. In its focus on the way inhabitants interacted with the landscape in which they worked, prayed, and socialized, the book supplies a new history of the lives and attitudes of the bulk of the rural population who so seldom make their mark in traditional landscape analysis or documentary history.

The Educational Practice of School-Age Educare Teachers Teaching Visual Art in Swedish Primary Schools

The purpose of this article is to increase the understanding of the challenges that Swedish school-age educare teachers with a certification in visual art experience in their everyday school practice. The study focus on the educational practice of teaching visual art from a holistic perspective which also includes the teachers’ perception of their overall work situation and their professional identity. Due to dual professional roles, these teachers are not only required to meet the criteria formulated in the syllabus of the subject visual art, but also to achieve the goals for the educare centre (National Agency of Education, 2019). The method used is in-depth individual interviews with nine teachers, together with observations of visual art lectures and the physical and material environment. The results provide insights into what it means to work as a school-age educare teacher teaching visual art in primary schools, struggling with limited resources and identity conflicts. The study highlights how teachers often end up in a struggle between individual agency and social structures since they have to resist, adjust and negotiate to get acceptable work conditions.

Body pedagogics, transactionalism and vélo identities: Becoming a cyclist in motorised societies

Sociological research into the body pedagogics of occupational, educational, religious and sporting groups focuses on cases in which the social and material environment reproduces these ‘ways of life’, yet devotes little attention to how cultures persist within circumstances hostile to their maintenance. Developing a transactionalist approach to body pedagogics, I address this lacuna by investigating the case of cycling within societies dominated by automobility. Cycling, in these contexts, requires individuals to engage creatively with challenging physical and environmental exchanges. Such exchanges frequently alienate but can involve the development of ‘outsider’ mobile status, have been reorganised into stable practices by vélo cultures, and highlight embodied processes relevant to general sociological investigations into marginalised cultures.

Material Sources of Grand Strategy

This chapter outlines material sources of grand strategy, such as the relative power of a state, the polarity of the international system, the regional balance of power, geography, and technology. It argues that these material factors, reflecting the material environment within which states interact, set the table for grand strategy construction and, therefore, have a profound impact on grand strategy, although they do not completely determine grand strategy. The material setting sets the parameters within which national leaders make decisions and prioritize goals within a given set of national institutions and in a particular cultural context. Furthermore, we provide concrete empirical examples of the mechanisms through which these factors impact state grand strategy.

The way pedagogoical potential of ethno-cultural traditions of the peoples of the north influence the development of pupils' personality

Event-based approach to ethno-cultural traditions could contribute to the formation of children's abilities to identify original meanings in the natural, spiritual, material environment of their lives. The aim of the study is to assess the impact of the pedagogical potential of ethno-cultural traditions of the peoples of the North on the development of students' personality. Research methods include questionnaire survey, observation, interview, their expert evaluations, alongside with applying SPSS program. The survey included 37 schoolchildren of small Arctic schools, including nomadic schools of Tomponskiy herd. The article presents the processing and results of the questionnaire. Following the results of the study, we could state that we have substantiated the basic principles of the event approach of pedagogical practices, and have indicated individually significant data in order to determine the impact of the pedagogical potential of ethno-cultural traditions of the Arctic peoples on the personality of students.

Action-Depicting Gestures and Morphosyntax: The Function of Gesture-Speech Alignment in the Conversational Turn

The current study examines the role of action-depicting gestures in conversational turns by focusing on their semantic characteristics and temporal position in relation to their verbal affiliates (action verbs or more complex verb phrases). The data are video recordings of naturally occurring interactions in multilingual construction sites in Norway. The analysis distinguishes two modes of action depiction: generic depictions, which represent the action as a general type, and contextualized depictions, which in addition include deictic references to the spatio-material environment or iconic representations of the specific manner of action performance. These two modes typically occupy different positions in the turn. Generic depictions are mostly initiated before the verbalization of the action or are synchronized with it, while contextualized depictions mostly start simultaneously with the verbalization and extend beyond the verb phrase or the turn. The pre-positioned and synchronized generic gestures are shown to serve as a practice for facilitating recognition of the verbalized action and may be temporally manipulated in order to pre-empt understanding problems in the face of reduced common linguistic resources. The post-positioned contextualized depictions serve instead to add specifying information about aspects of the action referred to and thereby to complement or supplement the meaning of the verb phrase, securing understanding of action specifics. The study contributes to research on gesture-speech synchrony by demonstrating how variation in the alignment of action depiction and syntax is used to direct the recipient’s attention toward different interactional goals.