- Author:
Maja Hmelak
- Author:
Jurka Lepičnik Vodopivec
- Year of publication:
2015
- Source:
Show
- Pages:
158-168
- DOI Address:
https://doi.org/10.15804/tner.2015.41.3.13
- PDF:
tner/201503/tner20150313.pdf
In the article the authors analysed cooperation of preschool teachers with parents. It is a complex area of operation for preschool teachers, which requires communication skills, management of potential conflict situations, approaches to identification and management of different family situations, as well as approaches to coping with stress and working with different people. During the research on the population of students and preschool teachers (616), the authors also found that this is an area which the students rated as difficult, expecting problems with it at the beginning of their career, whereas in-service preschool teachers estimated that they did not have many problems when interacting with their pupils’ parents.
- Author:
Anupama Purohit
- E-mail:
anupama.purohit666@gmail.com
- Institution:
Indian Institute of Technology
- Author:
Mojibur Rahman
- E-mail:
mrahmanelt@gmail.com
- Institution:
Indian Institute of Technology
- Year of publication:
2021
- Source:
Show
- Pages:
71-82
- DOI Address:
https://doi.org/10.15804/tner.21.66.4.06
- PDF:
tner/202104/tner6606.pdf
This qualitative paper analyses the parental English language input strategies adopted to make children ready for English medium preschools. The author uses interview and observation methods to collect data from 30 families in a cosmopolitan city in India. The result supports multimodal transglossic approach that promotes simultaneous plurilingualism and metalinguistic ability in children. To save children from undue pressure and unintelligent memory work in the home context before the beginning of preschool, the suggestion is to implement age-appropriate scaffolded English language teaching and prevention of the downward extension of the primary school syllabus to the preschools.
- Author:
Mojca Kukanja Gabrijelčič
- E-mail:
mojca.k.gabrijelcic@pef.upr.si
- Institution:
University of Primorska, Faculty of Education, Slovenija
- ORCID:
https://orcid.org/0000-0003-0682-613X
- Author:
Lara Lukač
- E-mail:
larci55@gmail.com
- Institution:
Elementary School dr. Slavka Gruma, Slovenija
- Author:
Polonca Serrano
- E-mail:
polonca.pangrcic@almamater.si
- Institution:
Alma Mater Europaea – ECM, Slovenia
- ORCID:
https://orcid.org/0000-0002-5240-7748
- Year of publication:
2024
- Source:
Show
- Pages:
92-106
- DOI Address:
https://doi.org/10.15804/tner.2024.76.2.07
- PDF:
tner/202402/tner7607.pdf
The study aimed to investigate the attitudes of preschool teachers towards gifted children. A sample of 70 Slovenian preschool teachers was included in the study. The data was collected using a quantitative data collection technique and a questionnaire as a measurement tool. The results showed that preschool teachers believe gifted children’s characteristics are most easily recognised in the preschool years, especially in the second age group (3-6 years). Most respondents (82.9%) believe it is easier to recognise giftedness in children in the general intellectual domain. Most preschool teachers consider pedagogical differentiation and individualisation important when working with gifted preschool children. More than half of the respondents (57.1%) answered that they do not use tools for discovering gifted children, and the majority of them believe that they do not know the early signs of giftedness. In conclusion, gifted children should be identified in early childhood so that their development and potential can be adequately nurtured.