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• „The Environment was Motivating” – Organizational Position as a Core Feature in the Structure of Preschool and School Psychology in Light of the Kőbánya School Psychology Model (KIM)

  7-16

  Katalin Borbáth

  Views:

  78

  After presenting school psychology organizational models from the perspective of organizational position, the study analyzes certain aspects of the Kőbánya School Psychology Model. The empirical material of the article consists of qualitative interview analyses. The survey corresponds to the research material of the author’s earlier article (Borbáth-Kürty, 2025), but this study undertakes an analysis from a different perspective. In the study, the main and subthemes identified through deductive and inductive content analysis of interviews in the genre of oral history are organized into thematic content clusters. This study focuses on the presentation of subthemes related to attitudes toward organizational position, emotions connected to the organization, group formation, and afterlife, and it also includes several examples of good practices. The conclusions emphasize the complex impact of the organizational model and highlight the determining role of organizational position and affiliation with a professional center, which influences the Kőbánya School Psychology Model as an organizational model in its entirety, including the motivational foundation and elements supporting mental health. Furthermore, these models may also indicate the level of attachment to the workplace.

• The Discourse on Hygiene in Relation to the Role of Public Teachers in the ’Néptanítók Lap’ between 1922–1924

  7-17

  Tamás Frank

  Views:

  146

  The Covid epidemic has highlighted that the health care system alone is not enough to tackle a pandemic affecting a large population. In addition to medical and public health activities, there is also a need for educational activities in the education subsystem, involving the professionals involved. This is why it is important to look at the issue of health education in schools from a historical perspective, given the epidemics of our time. In the turbulent social and political environment following the First World War, public health was a less favoured area for policy-makers, while the physical and psychological trauma of soldiers returning from the war and the health of those left behind was a serious problem. The virulent Spanish flu, which affected millions of families across Europe, the devastating tuberculosis in our country, but especially the diphtheria and influenza, which were dangerous for children, posed a serious challenge to the scientific and educational scene in Hungary. The spread of a healthy lifestyle and education was not helped by the environment of schools (attitude of the maintenance staff, quality of the built environment, sociocultural tradition of the rural population, rapid spread of urban life). The alternative health approach and the life reform movement, although sporadically emerging in the period, did not appear in the mainstream of pedagogy, and health education progressed slowly, while, for example, child mortality, which is also linked to the health-conscious behaviour of parents, was blatantly high. The appointment of Kuno Klebelsberg as minister (1922) can be seen as a paradigm shift, as he is not only exposed as a minister with considerable experience in state administration, but also as a conceptual cultural politician who understood the challenges of education and popular education at the micro and macro levels. In our research, we analysed the relevant issues of the People's Teachers' Journal - a standard-setting publication of the Ministry of Education and Religious Affairs, which serves as a guide for teachers in practice - using qualitative thematic content analysis. The selected period: 1922–1924. Our questions are: how is the situation of school health reflected in the journal? What roles and tasks do and would policy-makers delegate to the folk teachers? What extracurricular tasks do they assign to teachers in the field of health education? Are there any patterns in the discourse in relation to school leaders? How have the teachers' organisations received it and what suggestions have they made to policy-makers and practitioners?

• The Experiences of Motor Development in Preschool Children Diagnosed Early with Autism Spectrum Disorder from the Parents’ Perspective

  81-94

  Anetta Müller

  Katalin Mező

  Zita Szilágyiné Popovics

  Anikó Vargáné Nagy

  Nóra Laoues-Czimbalmos

  Views:

  579

  The 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.