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CULTURAL DIVERSITY AND EARLY CHILDHOOD EDUCATION THE CASE OF REGGIO EMILIA APPROACH IN DUBAI
71-80Views:546Although the term “culture” is a controversial term and there is no unified meaning that is accepted by all, societies deal with culture in every aspect of day-to-day life and interactions. The dilemma of how to introduce or accept a culture or cultural norm in a society, especially a society that is regarded as multicultural, is felt more intensely. Within international schools and specifically, in the multicultural society of countries such as the United Arab Emirates, this cultural diversity is clearly visible. On the other hand, the world-known and famous Reggio Emilia approach which has been successful in numerous Western countries has found its way to pre-primary education in the UAE. This paper will look into the implementation of the Reggio Emilia approach in the culturally diverse society of the UAE compared to Italy and other Western countries. The aim is to see if the important aspects of the Reggio Emilia approach such as teachers as researchers, children as citizens with rights, the role of the environment, curricula as long-term projects, and finally, parents as partners in education enterprise, are indeed implemented in the Reggio Emilia nurseries in the UAE. Or could it be the case that due to the cultural diversity of the UAE this implementation in its full and exact sense is not possible and nurseries in the UAE are only inspired by the approach?
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DIDACTIC GAMES TO DEVELOP MATHEMATICAL CONCEPTS FOR CHILDREN WITH SPECIAL NEEDS IN KINDERGARTEN
83-93Views:542Children with developmental disorders do not acquire the same way as do children with an age-appropriate intellectual level, so it needs to be carefully chosen what kind of methods to use and in what way to teach the children. For preschool children, the most efficient and simplest method of teaching mathematics is a playful approach to learning activities. The purpose of this work was to create a set of materials to support the teaching and learning of mathematical concepts for preschool-age children with special needs. There were created learning materials such as Train, Shelves, Long and short, Butterflies and cars, Wide and narrow road, and board game Owls. All the learning materials, including a board game, are laminated and most of them are provided with velcro strips to stick different parts. All the learning materials are tested on preschool-age children and asked specialists and teachers, who work with children with special needs, to give their expert evaluation. Learning materials support teaching mathematical concepts for preschool-age children with special needs.
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The Need to Educate People about AI
65-76Views:284The rise of artificial intelligence can be felt in all areas of life. The technology, which has been continuously developing since the 1950s, has gradually entered everyday life unnoticed by most people. With the appearance of Chat GPT, launched by Open AI, which exploded in the fall of 2022, events accelerated, and we are getting more and more information about the operation of AI. All areas of education have responded to these changes, to different degrees and speeds depending on the country. The fundamental task of education is to prepare students for life and to provide them with usable knowledge. Professionals working in education, and educational researchers are constantly looking for ways to prepare students for a world that we do not yet know, but one thing is certain: AI will be a determining factor in it. Knowledge about the opportunities and dangers inherent in AI is slowly being incorporated into the curriculum, and the first condition for this is that teachers are also adequately trained in this area. In this study, I analyze the topic based on the literature on the use of AI in education and the preparedness of professionals to see how ready education is for a world where AI literacy will be, or already is, a fundamental condition for competitiveness.
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THE ISSUES OF TEACHING FOREIGN LANGUAGES TO LEARNERS WITH A SPECIFIC LEARNING DISABILITY
31-52Views:774To make language teaching effective, it is important to consider the forms of language teaching, especially when we talk about learners with a specific learning disability. Our theoretical paper tries to review the literature of language teaching and dyslexia. The goal of our paper is to briefly present the definitions of dyslexia as well as to describe its signs and symptoms. This paper deals with the issues of language acquisition and language teaching, focusing on the difficulties which emerge when learning English. A dyslexic learner usually has difficulties in reading and writing in his L1, their reading is slower and they have problems with reading comprehension too. Besides the possible difficulties, we also discuss the strengths of dyslexic learners as their most important compensating skills are global/holistic thinking, visualisation, creativity, and problem-solving. Our paper also deals with the regulations governing language teaching in schools and the issues of choosing the language to learn at school. In higher education and in the world of work, speaking foreign languages and having language certificates are advantages, consequently, it is necessary to have appropriate course material. Language learners with dyslexia also have to take a school-leaving exam /GCSE in a foreign language, which is why our paper also deals with the output of language teaching in schools as well as the possibilities for dyslexic candidates offered by some Hungarian language exams (ORIGO, BME, DExam, ECL) The paper also mentions the issues of course material and language course books, as well as addressing the question of inclusive teaching for dyslexic learners. We also discuss the competencies required by a Special Educator as a language teacher, as he/she can help students, not only in learning English but also in the integration process.