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• THE REGGIO EMILIA APPROACH TO SPECIAL NEEDS CHILDREN

  149-168

  Nor Amalina Binti

  Anikó Varga Nagy

  Views:

  237

  The purpose of this paper is to discover the way Reggio Emilia addresses special needs children. This research will discuss several theories from educational psychologists such as Vygotsky, Gardner, Piaget, Bronfenbrenner, Bruner, and Dewey that are used in the Reggio Emilia approach. The Reggio Emilia approach can help special needs children optimize their learning ability, facilitate learning through experience, and give them the opportunity and courage to try something new. Thus, the purpose of this article is to investigate the extent to which the Reggio Emilia approach can aid in the development of special needs children's creativity, as well as to inform the community about the form of early Reggio Emilia education for special needs children.

• THE IMPLEMENTATION OF WALDORF EDUCATION IN INDONESIA AT A GLANCE

  111-132

  Miranda Hesti

  Anikó Varga Nagy

  Views:

  140

  In the education world, Waldorf education exists in some countries. Waldorf education revitalized the Indonesian education issue to improve individual well-being. This study reviews Waldorf education in Indonesia. We collected data via online content analysis focused on the Waldorf school website and Facebook. It was reported that Waldorf education only exists in big cities such as Jakarta, Bandung, Yogyakarta, Balikpapan, and Bali. All Waldorf education in Indonesia only offered play gardens, except Arunika Waldorf and Madu Waldorf, which offer an elementary school. All of the websites from Jagat Alit, Arunika, Bambino Preschool, Madu Waldorf, and Kulila Playgroup provide all the information about their school. However, for Denia Beun Play Garden, the information was mostly updated on their Facebook account. The implementation of Waldorf philosophy was well implemented in all schools. The adjustment point only on cultures because of the differences between Europe culture and Indonesian culture.

• REGGIO EMILIA APPROACH AND PRE-SCHOOL EDUCATION IN DUBAI

  81-94

  Fatemeh Faroughi

  Anikó Varga Nagy

  Views:

  146

   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.

• THE EFFECT OF SARS-COVID-19 VIRUS IN EARLY CHILDHOOD EDUCATION IN HUNGARY

  101-107

  Anikó Vargáné Nagy

  Views:

  222

  This paper is a report. The paper analyzes the effects of the pandemic of SARS-COVID-19 in early childhood education and care in Hungary, especially in kindergartens. The paper presents the local and government decrees, which control the operation of kindergartens from March 2020 till September 2020. The paper presents the early childhood educators’ and assistants1 extraordinary activities during the pandemic and those challenges they had to face.

• OPPORTUNITIES AND GOOD PRACTICES FOR STRENGTHENING THE INTERGENERATIONAL LINK IN CENTRAL EUROPE - A COMPARATIVE ANALYSIS

  109-126

  Anikó Varga Nagy

  Balázs Molnár

  Views:

  230

  We conducted research entitled “Learning and exchanging good practices strengthening the social role of the family” under project identification number EFOP-5.2.2.-17-2017-00048 “Research on good practices strengthening the social role of the family in the Carpathian Basin in the Hajdúsámson Reformed Parish and Family Pedagogy Association ”in connection with the project. With online questionnaires, we try to explore answers and solutions in research that can help professionals pass them on to families as good practice. The questions are about the family programs for different generations organized by the institution and municipality as well as the functioning of reverse socialization mechanisms in the intergenerational relationship. The aim of the paper is to show some examples of good practices in multigenerational programs, which were examined in the research.