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THE ROLE AND METHODOLOGICAL ASPECTS OF MOVEMENT DEVELOPMENT IN THE SPECIAL EDUCATION
101-112Views:4185The essence of man is movement. It is true that the need for exercise varies at different age stages, but movement and its developmental role and positive impact accompany us throughout our lives. Movement development determines the development of the abilities of healthy and disabled children, which is manifested in the improvement of not only motor but also cognitive abilities. In our article, we present the theoretical foundations of movement development and development by analyzing secondary literature. We highlight and present the methodological features related to movement development that can be used in the field of special education, which can help children with special needs or disabilities to overcome their ability disadvantages.
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The Experiences of Motor Development in Preschool Children Diagnosed Early with Autism Spectrum Disorder from the Parents’ Perspective
81-94Views:935The movement and the developmental of motor skills is a crucial role for every child, as motor and cognitive states and development are closely interconnected. Preschool years represent a particularly important period for motor development, as the motor skills and abilities developed during this time are decisive for the entire later life. This study addresses the characteristics of movement and the effectiveness of interventions for children with autism spectrum disorder, examined from the parents' perspective. The investigation, based on personal interviews (n=28), involved parents raising children who were diagnosed early with autism spectrum disorder. The data obtained from the interviews we were analyzed using both qualitative and quantitative methods, including frequency and content analysis, to identify recurring patterns and individual differences. Through thematic coding and categorization of responses, three main themes we were identified: 1) Characteristics of motor functions, 2) The significance of early diagnosis, 3) Development and developmental interventions.
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The Role and Importance of Obstacle Course Training for Children with Autism Spectrum Disorder
63-74Views:750Aim: In this study, we set out to describe the motor development deficits of children with autism spectrum disorder (ASD) based on existing research and to provide a methodologically based recommendation for the use of obstacle courses as a motor development tool and opportunity for children with ASD. Methods: a primary research study was conducted to present the results of semi-structured in-depth interviews with parents of children diagnosed with autism spectrum disorder (N=25). The aim of the study was to provide a comprehensive summary of the experiences of a group of 25 interview participants whose children with autism spectrum disorder participated in an obstacle course movement development programme. The interviews explored the impact of obstacle course movement development on the children's various skills (motor, social, communication and emotional/behavioural). Results: the parents' experiences confirmed that the obstacle course physical activity programme, which was provided for at least six months, was not only effective in developing children's gross motor and fine motor skills, but also led to positive changes in social relationships, social skills, communication skills and emotional behaviour.
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REHABILITATION IN PRACTICE — INDIVIDUAL DEVELOPMENTAL PLAN MODEL
77-100Views:718How can we create individual a development plan, a lesson plan, and a development board? This methodological study shows the sample documents and gives recommendations about the development of general knowledge, attention, vocabulary, linguistic layout, movement and rhythm, counting and measurement, reading and writing, spatial, planar and time orientation, body schema, speech, analytic and synthetic thinking, psychosocial rehabilitation and learning technics.
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Theory of the Diversity of Alternative Music Pedagogy Methods
67-75Views:504Our music education is based on the concept of Zoltán Kodály and the methodological guidance of Katalin Forrai in early childhood, which is an indispensable foundation and support for Hungarian music education. The method uses fundamental values to develop children's musical skills and abilities. At about the same time, music teachers throughout Europe were engaged in reforming the structure and methodological tools of music teaching. Among these music teachers, I would like to highlight the pedagogy of Dalcrose, Orff, Willems and Freinet, who successfully applied early childhood music education and the development of children with special educational needs in their programmes. Based on their pedagogy and methods, they agreed on the following principles: musical education should start as early as possible, continuous musical activity (singing, rhythm, listening, movement, improvisation, instrument, listening) should be given priority, and in addition to age-specific characteristics, adequate emphasis should be given to individual talents, since the uneven development of psychic abilities can lead to differences in levels within a single age group over several years. Music can develop empathy and social skills. Through rhythms and harmonies, the development of large and fine movements can be achieved. It is beneficial for thinking, creativity, self-expression and the development of the sense of self. Music improves well-being, concentration and actively helps to develop attention. It leads to openness and flexibility. It also has a powerful effect on speech, imagination and improvisation skills. That is why we can use music for healing and developmental purposes. There is a long line of research that proves that the earlier in life you start to develop, develop or correct your personality through music, the earlier you should start.
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Improving the Movement of SEN Children with the Help of a Therapy Dog
47-54Views:481The therapeutic relationship with animals is crucial for psychological, somatic and social health, as it enriches the well-being of the functional whole (Bánszky et al., 2012). Regular contact with animals strengthens people's experience of responsibility, attachment, unconditional acceptance and love, and also creates a sense of security, as the very existence of an animal reduces anxiety symptoms, loneliness and social isolation. In addition spending time with animals helps to optimise different movements. This paper presents of an ongoing research project. The main aim of our research is to highlight the importance of canine-assisted therapy in refining the movement of children with special educational needs by having them participate in canine-assisted therapy sessions on a weekly basis, during which, in addition to anamnesis and observations, we measure the children's development using a scale (Portage scale) that is accepted in special education. It is hypothesised that the animal-assisted therapy will have a significant positive impact on the large and fine motor skills of children with special educational needs. Our chosen research methods are case study and observation. Data processing requires both qualitative and quantitative analysis.
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Playgrounds Past and Present
115-125Views:233Playgrounds have become an integral part of modern urban life, and their change in function have a significant impact on children and on the design of community spaces. The study examines the historical development of playgrounds, starting from the pedagogical reforms of the 19th century up to today's modern and thematic playgrounds. The research covers the social and pedagogical role of playgrounds, as well as their comparison with playgrounds. The historical overview shows that playgrounds were first created to ensure the free movement of children, and then, during the 20th century, they increasingly fulfilled a social and educational function. Modern playgrounds are not only playgrounds, but also arenas for social integration and community building. The examples of the Sziget-Kék and Máltai playgrounds in Debrecen clearly illustrate the new functions of the playgrounds: the former is a thematic park that also offers cultural experiences, while the latter provides social and community services. The study points out that while public playgrounds developed and acquired new functions, the playgrounds of institutional education changed less. Playgrounds of this type are still basically safe, but less inspiring spaces that cannot compete with the community-forming and developing effects of modern public playgrounds. The research concludes that the modernization of playgrounds poses new challenges for the institutional educational environment and necessitates a change of attitude and development of playgrounds.
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THE BODY: INSIDE AND OUTSIDE
51-57Views:216The reality of the child's life is through bodily experience. The early-motion reflex correction program builds on body experiences. It is very important for the body to move consciously, feelings, body experiences, and feedback are important. According to Fodorné, it is not generally necessary to provide an ingenious environment but to develop sound stimulation programs during motion development. Progress should be considered in a dynamic system approach. The system is part of the whole personality of the child, physical and mental abilities, personal and physical environments, etc. The absence, multitude, excess, and unpredictable imbalance of the stimulus can have consequences. The theories of phenomenological thinkers, neuroscience, INPP movement, and psychology research are analyzed.
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KNITTED MOVEMENT ACTIVITY FROM THE PERSPECTIVE OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS
125-132Views:308It is a generally accepted fact that every child follows a different pace of development. The main protagonists of participation in physical education and physical activity are the children and the teacher. Active participation in physical education and physical activity can be a challenge for children with special educational needs (SEN), and adapted physical education and maintaining physical activity can be a challenge for teachers. The focus of the article is the physical activity of children with special needs and the methods that help them develop an active lifestyle. The study emphasizes the importance of adapting physical education and using individualized programs in order for all children to successfully participate in physical education activities. However, the topic is not new, and the author points to foreign and domestic research that examines the importance of regular physical activity for children with special needs. What is new, however, is that the article examines the topic from the child's perspective and focuses on solutions. The announcement highlights a permanent process to ensure that all children can successfully participate in physical education activities. The article discusses in detail the possibilities of adapting physical education and physical activity, which satisfy the unique needs of children with SEN, which affect the following topics: characteristics of children with SEN, the importance of physical activity, adapted physical education programs, treatment of problems in the psychomotor area, ensuring successful participation, as well as modification options and suggestions.
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I Move, Therefore I Am: An Arts Programme for Equality of Opportunity
151-161Views:142The study presents the adaptation and investigation of an art program tailored to the developmental focus of children/students with intellectual disabilities. Klára Kokas's music reception method is well-known to music teachers. The structure of the ritual-like sessions is constant, while the content varies, and it includes several creative elements—creative singing, improvisational dance, and visual creation. With modifications, this technique may be suitable for the language development of students with intellectual disabilities. From the art program, the improvisational movement and dance—among the creative components of the Kokas method—were retained, following motivating and engaging preliminary singing that differed from the original Kokas instructions. Instead of creative singing, the emphasis was placed on incorporating ritual elements adopted from folk tradition, which are tailored to the structure of the specific abilities of the participants. The musicality and cathartic effect of folk rhymes and children's games do not contradict Kokas pedagogy; rather, they harmonize with it. Their repetition provides security for the participants, and the recurring elements act with the joy of recognition. Visual creation was omitted due to time constraints imposed by the 45-minute school class structure. The study is based on modern theoretical frameworks, e.g., the principle of transfer, the theory of Embodied Cognition, and the OPERA theory.