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EARLY INTERVENTION IN THE LIGHT OF A RESEARCH
17-32Views:1154Nowadays, the number of children with special educational needs (SEN) is increasing, which poses new challenges for both parents and educators. It is therefore important to research this topic from the perspective of parents and professionals. At the beginning of 2019, we conducted a questionnaire survey on early intervention in Hajdú-Bihar and Szabolcs-Szatmár-Bereg counties. The online and paper-based questionnaires were processed by parents (N = 103) and professionals (N = 106) (kindergarten teacher, special education teacher, conductor, etc.), for a total of 209 questionnaires. Data collection was anonymous and participation was voluntary. After processing the data in the questionnaire, we analyzed the obtained results using an Excel spreadsheet and a SPSS statistical program. The results show that both parents (76,7%) and professionals (71.7%) believe that the development of children with SNI was fully or strongly influenced by integration, i.e., they were positively assessed. Parents of healthy children accept integration, in different settings (43.7% of respondents in kindergarten, 37.9% in school, 67% in the playground) fully accept children with special educational needs who accompany their intact child.).
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Playgrounds Past and Present
115-125Views:259Playgrounds 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.