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• SPECIAL TREATMENT, 2017. Vol. 3. (3.)

  1-113

  Treatment Special

  Views:

  120

  Special Treatment, 2017. Vol. 3. (3.) - full text

• SPECIAL TREATMENT, 2015. Vol. 1. (3.)

  1-90

  Treatment Special

  Views:

  192

  Special Treatment, 2015. Vol. 1. (3.) - full text

• REGGIO EMILIA APPROACH AND PRE-SCHOOL EDUCATION IN DUBAI

  81-94

  Fatemeh Faroughi

  Anikó Varga Nagy

  Views:

  246

   Early childhood education and care have become an important aspect of society and the well-being of people. A proper early childhood education can build a solid foundation for lifelong learning achievement and reduce the cost of lost talent and spending on social, health, and even justice systems. Within early childhood education, the Reggio Emilia approach has gained popularity around the world and a number of countries in the West employ this approach in their early childhood educational system. In the young and prosperous country of the United Arab Emirates with its famous city of Dubai, this child-centered approach is also famous amongst affluent families with young children. This paper looks into early childhood education and the Reggio Emilia approach in the city of Dubai and how this is presented in the educational system of the UAE.

• SPECIAL TREATMENT, 2022. Vol. 8. (1.)

  1-140

  Journal of Special Treatment

  Views:

  226

  Journal of Special Treatment, 2022. Vol. 8. (1.) - full text

• SPECIAL TREATMENT, 2020. Vol. 6. (4.) - FULL TEXT

  1-111

  Treatment Special

  Views:

  254

  Special Treatment, 2020. Vol. 6. (4.) - full text

• SPECIAL TREATMENT, 2016. Vol. 2. (1.)

  1-112

  Treatment Special

  Views:

  134

  Special Treatment, 2016. Vol. 2. (1.) - full text

• CAN COGNITIVE SKILLS BE DEVELOPED BETTER IN THE CASE OF STUDENTS WITH BETTER ABILITY?

  55-66

  Ágota Szabóné Balogh

  Views:

  165

  Background and aims: An important issue of teaching and learning processes is how to assess and develop students’ cognitive abilities. The aim of the study is to examine the correlation between in class 5 and 8 class measured skill levels' attention, memory, and thinking. Assumption: The correlation is between the pre-tested skills level and the post-tested skills level in the pilot group. The students with better skills have developed better during testing than the students with lower skills. Method: During the survey, I monitored the progression of students brought under a group (n=174) who in development activities took part in 4 years. The follow-up of the participants' memory, attention, and thinking was done with tests known in talent management. Results: There is a strong, positive correlation between attention, memory, and thinking. Discussion: The strong positive correlation indicates that the students with better skills show greater development than the students with lower skills. The initial benefits appear in point of the chance of development.

• SPECIAL TREATMENT, 2018. Vol. 4. (2.)

  1-98

  Treatment Special

  Views:

  150

  Special Treatment, 2018. Vol. 4. (2.) - full text

• SPECIAL TREATMENT, 2023. Vol. 9. (2.)

  1-162

  Treatment Journal Special

  Views:

  207

  Journal of Special Treatment, 2023. Vol. 9. (2.) - full text

• Special Treatment, 2024. Vol.10.(2)

  1-107

  Editorial office of Special Treatment Journal

  Views:

  62

  Journal of Special Treatment, 2024.Vol.10.(2) - full text

• SPECIAL TREATMENT, 2018. Vol. 2. (2.)

  1-110

  Treatment Special

  Views:

  130

  Special Treatment, 2016. Vol. 2. (2.) - full text

• SPECIAL TREATMENT, 2019. Vol. 5. (4.)

  1-87

  Treatment Special

  Views:

  165

  Special Treatment, 2019. Vol. 5. (4.) - full text

• SPECIAL TREATMENT, 2022. Vol. 8. (2.)

  1-167

  Special Treatment

  Views:

  154

  Journal of Special Treatment, 2022. Vol. 8. (2.) - full text

• SPECIAL TREATMENT, 2015. Vol. 1. (2.)

  1-103

  Treatment Special

  Views:

  130

  Special Treatment, 2015. Vol. 1. (2.) - full text

• SPECIAL TREATMENT, 2016. Vol. 2. (4.)

  1-114

  Treatment Special

  Views:

  144

  Special Treatment, 2016. Vol. 2. (4.) - full text

• SPECIAL TREATMENT, 2021. Vol. 7. (4.)

  1-118

  Treatment Special

  Views:

  254

  Special Treatment, 2021. Vol. 7. (4.) - full text

• SPECIAL TREATMENT, 2018. Vol. 4. (1.)

  1-91

  Treatment Special

  Views:

  139

  Special Treatment, 2018. Vol. 4. (1.) - full text

• SPECIAL TREATMENT JOURNAL, 2024. Vol. 10.(SI)

  1-183

  Editoral Board of Special Treatment Journal

  Views:

  89

  Journal of Special Treatment, 2024. Vol.10.(Special Issue) - full text

• SPECIAL TREATMENT, 2019. Vol. 5. (3.)

  1-120

  Treatment Special

  Views:

  132

  Special Treatment, 2019. Vol. 5. (3.) - full text