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Preschool teachers’ attitudes and preparation in the implementation of inclusive education
45-62Views:78The implementation of inclusive education depends on teachers’ attitudes towards children with special needs. In 2022, a kindergarten survey was carried out, which included the topic of inclusive education. A total of 918 teachers across Estonia participated in the survey. The study aimed to map preschool teachers’ attitudes towards children with special needs and inclusive education and determine how teachers evaluate their knowledge of implementing inclusive education. Kindergarten teachers tended to favour inclusion: they agreed they could include children with special needs in leisure and learning activities. However, they found difficulties mainly with children with behavioural problems and identified other difficult situations that arise with children with special needs in the mainstream group. Most teachers with a professional education said they had the knowledge and skills to deal with children with special needs. However, teachers without a professional education could not say the same.
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SURVEY OF THE SOCIAL COMPETENCES ABOUT THE DISADVANTAGED PRESCHOOL CHILDREN IN THE COUNTIES BORSOD-ABAÚJ-ZEMPLÉN, HAJDÚ-BIHAR AND SZABOLCS-SZATMÁR-BEREG
51-63Views:125Between 2017 and 2020, we participated in a national project led by the Education Office, called „Support for social inclusion and integration measures in public education” (EFOP-3.1.3-16-2016-00001), which we simply called "Kindergarten for Opportunities". The aim of the project was mainly to help kindergartens educate and develop disadvantaged and multiply disadvantaged Roma and Gypsy children. An important phase of the work was the survey, in which a specific assessment of skills was carried out with the active participation of the institutions, adapted to life in the kindergarten and based on the observations of the kindergarten teachers. In the present study, we focus on an important aspect of the survey, the study of social competencies. Results were obtained in three categories (self-images, social relations, and emotional-willing qualities), in five dimensions per category, from the kindergartens participating in the project in the three selected counties. In the total survey, the kindergartens provided information on a total of 1112 children, of which the number of responses received in the three counties analyzed by us was as follows: 259 in Borsod-Abaúj-Zemplén county, 178 in Hajdú-Bihar county and 271 in Szabolcs-Szatmár-Bereg county. So kindergarten teachers' statements regarding n=708 children were analyzed in this study. No significant difference can be observed in the results: only in a few cases did we experience a negative deviation in social competences in Borsod-Abaúj-Zemplén county.
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A CASE STUDY OF TEACHING ENGLISH IN KINDERGARTENS SINCE 1989 – A NORTH-EAST HUNGARIAN CITY
127-137Views:83In our paper, we deal with the significance of learning languages at an early age. The research aimed to explore how the teaching methods employed in kindergartens have altered with the change of the political regime in 1989–90. A case-study was conducted using semi-structured interviews (n=7) with early childhood educators and language teachers in 2016/2017. Oral history method was used because no written material was produced. Based on information we received from the informants and local authorities, early English activities were available in 68% of kindergartens in the North-East Hungarian city when the research was undertaken. The number of kindergartens which organize playbased foreign language practices has been increasing since the 1990s. In the beginning, providing educational personnal was the most difficult task. Using audio-visual devices and props has been highly important, and Early Childhood Educators have been doing their best when working with children aged 4–7. However, there are differences too, due to the development of technology.
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THE EFFECT OF SARS-COVID-19 VIRUS IN EARLY CHILDHOOD EDUCATION IN HUNGARY
101-107Views:243This 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.
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BASIC TERMS IN MATHEMATICAL STATISTICS OF IMPACT STUDIES FOR DEVELOPMENTAL PROGRAMS
69-77Views:177Pedagogues, kindergarten pedagogues, special needs teachers (also known as remedial teachers), and psychologists – just a few of those people who can create and use development programs. These programs are expected to be proven in their effects by using mathematical analysis. However, it doesn’t happen in every case – partly due to a shortage of definitions of mathematical statistics, methodology problems, and expensive software. This paper is a theoretical summary of the mathematical-statistical analysis of effectiveness studies of remedial courses designed for those who live with special needs.
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HISTORY OF LANGUAGE LEARNING AT AN EARLY AGE ON NYÍREGYHÁZA
7-18Views:169In our paper, we deal with the significance of learning languages at an early age. While going through the literature of the topic, we draw attention to the importance of age in learning a language, as well as the basic differences between language learning and language acquisition. In the following, we present the options outside the family (such as language schools and family creche 'családi bölcsőde') for learning a language at an early age in Nyíregyháza in 2017. In our research, we also wanted to find out what differences can be seen in terms of the methodology of early foreign language activities in kindergartens/preschools between the activities held during the change of the political regime in Hungary (1989/1990) and today. We chose the interview as a research method because in this way we can get a picture of the foreign language activities in kindergartens/preschools and their first steps in the 1990s when they were first available to children. We made eight interviews in spring 2017, asking kindergarten pedagogues/early childhood educators and language teachers as well as who had held English activities in kindergartens/preschools. Based on the information we received from the informants, we can say that early English activities were available in 23 kindergartens/preschools out of the 34 kindergartens/preschools (68%) operating in Nyíregyháza, Hungary in 2017. In some kindergartens/preschools children can also take part in early French and German activities. We have also realized that the number of those kindergartens/preschools which organize playful foreign language activities on a weekly basis has been increasing since the 1990s. From the recollections of the informants, it has also been revealed to us that during the change of the political system providing personal criteria (that is finding qualified teachers) was the most difficult task. Nowadays, several kindergartens/preschools employ kindergarten pedagogues who are able to take part in the language development of children in a foreign language as they are competent users of it. Playfulness, using audiovisual devices, and a lot of props have been highly important since the very beginning in the kindergartens, and pedagogues have also been doing their best to use and try different methods in order to develop the foreign language competence of children aged 4-7.