pre-primary education

The Issue of Age Homogeneity in Groups from the Kindergarten Teacher’s Perspective

Author: Zlatica Huľová
Institution: Matej Bel University in Banskej Bystrici
Author: Vladimír Klein
Institution: Catholic University in Ružomberok
Author: Ivana Rochovská
Institution: Catholic University in Ružomberok
Year of publication: 2018
Source: Show
Pages: 203-215
DOI Address: https://doi.org/10.15804/tner.2018.53.3.17
PDF: tner/201803/tner5317.pdf

The aim of our study was to find out how kindergarten teachers perceive the issue of age-homogeneous and heterogeneous classes at kindergartens. A self-designed questionnaire and interview were used for measuring, which was part of the research methods used (interview, observation, questionnaire). The questionnaire included items aimed at finding out respondents’ opinions on the age composition of children in kindergarten classes. The research sample consisted of 234 female teachers. On the basis of results it can be stated that respondents preferred age-homogeneous groups in classes. However, those teaching age-heterogeneous classes saw more advantages of such division. Research results also showed that younger respondents preferred dividing children into age-homogeneous groups more than older respondents.

Effects of an Empirical Cognition Development Programme on the Creative Thinking of Preschool Children

Author: Ľubomíra Valovičová
Institution: Constantine the Philosopher University in Nitra
Author: Eva Sollárová
Institution: Matej Bel University in Banská Bystrica
Year of publication: 2020
Source: Show
Pages: 85-95
DOI Address: https://doi.org/10.15804/tner.20.60.2.07
PDF: tner/202002/tner6007.pdf

Inquiry-based education as a means of teaching has not been sufficiently studied in the context of empirical cognition in children of lower ages. The currently enhanced space for preschool science education creates possibilities to verify the applicability of physical experiment in the empirical cognition of preschool children and its effect on the development of their creative thinking. The developed Empirical Cognition Development Programme was implemented in kindergarten conditions and empirically verified in a quasi-experimental design on a sample of 102 children (2 experimental groups N = 71; 1 control group N = 31). To capture the level of creative thinking and its changes in children, the Torrance Figural Test of Creative Thinking (Torrance, 1974; Jurčová, 1984) was used. Results of comparative analyses showed a statistically and practically significant increase in the level of the creative thinking factors studied (fluency, flexibility, originality) in one of the experimental groups in comparison with the control group. The article discusses the results and implications for educational practice in the conditions of preschool education.

Opportunities, Constraints and Prospects of Inclusive Pre-Primary Education for Children from Marginalized Roma Communities

Author: Milena Lipnická
Institution: Matej Bel University
Year of publication: 2014
Source: Show
Pages: 57-71
DOI Address: https://doi.org/10.15804/tner.14.38.4.04
PDF: tner/201404/tner3804.pdf

Analysis of the opportunities, constraints and prospects of pre-primary education of children from marginalized Roma communities was, is and will be the subject of many studies and constructive solutions at different levels of responsibility entities. All positive solutions and results in this area are a step closer to the inclusive education in kindergarten. Theoretical considerations, research findings and practical experiences of teachers are used to formulate key actions for successful pre-primary education for children from marginalized Roma communities in the process of inclusive education. Musing on inclusive education of the study was replaced by pragmatic solutions in the form of concrete measures for the reality and for the vision of an inclusive education of children from marginalized Roma communities in kindergartens.

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