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KNITTED MOVEMENT ACTIVITY FROM THE PERSPECTIVE OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS
125-132Views:99It is a generally accepted fact that every child follows a different pace of development. The main protagonists of participation in physical education and physical activity are the children and the teacher. Active participation in physical education and physical activity can be a challenge for children with special educational needs (SEN), and adapted physical education and maintaining physical activity can be a challenge for teachers. The focus of the article is the physical activity of children with special needs and the methods that help them develop an active lifestyle. The study emphasizes the importance of adapting physical education and using individualized programs in order for all children to successfully participate in physical education activities. However, the topic is not new, and the author points to foreign and domestic research that examines the importance of regular physical activity for children with special needs. What is new, however, is that the article examines the topic from the child's perspective and focuses on solutions. The announcement highlights a permanent process to ensure that all children can successfully participate in physical education activities. The article discusses in detail the possibilities of adapting physical education and physical activity, which satisfy the unique needs of children with SEN, which affect the following topics: characteristics of children with SEN, the importance of physical activity, adapted physical education programs, treatment of problems in the psychomotor area, ensuring successful participation, as well as modification options and suggestions.
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DIDACTIC GAMES TO DEVELOP MATHEMATICAL CONCEPTS FOR CHILDREN WITH SPECIAL NEEDS IN KINDERGARTEN
83-93Views:276Children with developmental disorders do not acquire the same way as do children with an age-appropriate intellectual level, so it needs to be carefully chosen what kind of methods to use and in what way to teach the children. For preschool children, the most efficient and simplest method of teaching mathematics is a playful approach to learning activities. The purpose of this work was to create a set of materials to support the teaching and learning of mathematical concepts for preschool-age children with special needs. There were created learning materials such as Train, Shelves, Long and short, Butterflies and cars, Wide and narrow road, and board game Owls. All the learning materials, including a board game, are laminated and most of them are provided with velcro strips to stick different parts. All the learning materials are tested on preschool-age children and asked specialists and teachers, who work with children with special needs, to give their expert evaluation. Learning materials support teaching mathematical concepts for preschool-age children with special needs.
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GIPSY CHILDREN AT THE DEBRECEN FOOTBALL ACADEMY–RESULTS OF A QUALITATIVE STUDY
39-50Views:124One of the aims of the present study is to briefly outline the issues related to gipsy and sportsmen in the literature, and to interpret the main challenges and potential barriers that arise in this context (Bailey, 2005; Sütő-Gabóda, 2013; Kovács, 2016; Faragó and Konczosné, 2017). We also aim to review the most important contexts related to the social background of athletes and, more narrowly, football academics as a possible option for breakout opportunities, based on the football academy system that has been operating in Hungary since 2001 (Rábai, 2021), and to examine specifically how the Debrecen Football Academy can help young people of gipsy origin to break out. The focus of our study is qualitative research, during which we interviewed the leaders of the Debrecen Football Academy in order to get answers to our questions about the gipsy children in the academy. During the interviews, the interviewees provide an overview of the recruitment, social background and typical career paths of gipsy children who have attended the academy so far, as well as a general discussion of their situation and opportunities. Based on our results, the children studying and developing at the football academies have a stable social background, and the Debrecen Football Academy also offers scholarship-like support opportunities that can help children from lower social status in the institution receive significant support. Academy leaders emphasized during the interviews that, although gipsy children often drop out of education, they have a number of successful careers behind them, suggesting that they too have every opportunity to break through the academy. Interviewees also said that they do their best to support gipsy children so that no one is disadvantaged because of economic or social deprivation.
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INVESTIGATION OF EMOTIONAL INTELLIGENCE AND EMPATHY IN THE SIBLINGS OF CHILDREN WITH AUTISM SPECTRUM DISORDER
59-68Views:493In recent years, more and more researchers have focused on studies of children with autism spectrum disorder (ASD), however, studying their siblings has gained less scientific interest. The present study focuses on siblings of children with ASD and assesses their characteristics in terms of emotional intelligence and empathy. Our sample consisted of n = 61 children in two age groups studied: 6-8 and 10-15 years old. Our experimental group consisted of n = 30 siblings of children with ASD, while our control group also consisted of n = 31 children with sibling relationships. Subjects completed two paper-and-pencil tests: the Reading the Mind in the Eyes Test (Children’s Version), and depending on the age group, the Emotional Intelligence Test (EIT 6-8 / EIT 10-15). We identified higher emotional intelligence and empathy in higher age groups. Among 6-8 years old siblings of children with ASD, higher scores were found to be. At the level of gender differences, girls performed more outstandingly in the tests examined. In our study, the 6-8 years old siblings of children with ASD can be characterized by a higher degree of emotional intelligence and empathy, however, we cannot draw conclusions in a representative way for the entire population.
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The Role and Importance of Obstacle Course Training for Children with Autism Spectrum Disorder
63-74Views:75Aim: In this study, we set out to describe the motor development deficits of children with autism spectrum disorder (ASD) based on existing research and to provide a methodologically based recommendation for the use of obstacle courses as a motor development tool and opportunity for children with ASD. Methods: a primary research study was conducted to present the results of semi-structured in-depth interviews with parents of children diagnosed with autism spectrum disorder (N=25). The aim of the study was to provide a comprehensive summary of the experiences of a group of 25 interview participants whose children with autism spectrum disorder participated in an obstacle course movement development programme. The interviews explored the impact of obstacle course movement development on the children's various skills (motor, social, communication and emotional/behavioural). Results: the parents' experiences confirmed that the obstacle course physical activity programme, which was provided for at least six months, was not only effective in developing children's gross motor and fine motor skills, but also led to positive changes in social relationships, social skills, communication skills and emotional behaviour.
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THE REPRESENTATION OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN CONTEMPORARY CHILDREN’S BOOKS – USING THE EXAMPLE OF THE GUARDIAN ANGEL, SIMI AND THE MESSY LETTERS, AND CSONGOR MIHÁLYI AND THE TIME PLASTICINE
67-82Views:86The present study focuses on contemporary children's books that reflect some form of special educational need. Since recently there has been an increase in the number of books on topic available in the children's book market, with publishing series, issuing the difficult life situations and on the presentation of ’otherness’, including learning disabilities, it is of great importance to take a glance at these publications. In this essay, my aim is to focus on how the texts are written and the language of representation. In particular, I will pay attention to the illustrations, which make a crucial part of the experience of reception and interpretation. With this analysis, my aim is to show how concretely or abstractly a particular educational need can be represented, whether it reinforces stereotypes or not, and how this may impact the connection to the phenomenon. The analysis of the texts also provides an opportunity to validate different attitudes, behaviours, and perspectives, and can thus contribute to sensitisation. The presentation of specific educational needs, with its positive or negative connotations, and the phenomenon of positive discrimination, are closely linked to methodological possibilities and practical implications of interpreting the texts. Here it is worthcalling attention to the concepts of helpful books, sensitisation and prevention, the relationship between these terms and literature, and reflecting on the close connection of the aesthetically shaped texts to these problems. Accordingly, the paper will first aim to explore the concept of special educational needs, then it will present its types to point out the difficulties of definition, the different approaches, and to define its own terminology. Similarly, this paper will take into account the terminology of literary studies and the perspectives relevant to this thesis. This will be followed by the analyses of the three preselected volumes which on the one hand ask whether the books are appropriate for the age group they are aimed at, while, on the other hand, they concern the possible directions for future methodological inquiries. Finally, the conclusion part summerises the results of the study and the controversies surrounding the presentation of the subject in children's books.
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RECRUITMENT AND FUTURE ORIENTATION OF DISADVANTEGED CHILDREN
21-38Views:299In Hungary, many children live in state care. In order to curb its social reproduction, it is important to see recruitment: Who are they? Where and why did they get into state care? We have to deal with the future vision, motivation, self-efficacy, cause-attribution, social integration of young people, and their ideas about them. The aim of our research is to explore the differences in the future orientation of disadvantaged young people living in orphanages and families, which were measurable by analyzing their study average, by using a vision questionnaire and a self-report questionnaire to reveal family background, and by using the Tenessee self-image scale. The study involved 60 children and young adults living in an orphanage and 60 children and young adults living in a family. Both groups consist of young people aged between 15 and 20, born between 1999 and 2004. The aim of the study was to compare the future orientation of the disadvantaged children living in an orphanage with the also disadvantaged children attending Arany János Talent Care Program but living in a family, and also to identify the differences or similarities between them. The statistical analysis found that there was a positive correlation between the vision questionnaire and the background questionnaire. Most of the questions in the two questionnaires are related.
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THE 7 CORE PRINCIPLES OF WALDORF EDUCATION FOR CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD)
133-148Views:255Waldorf education provides a developmentally appropriate, experiential, and academically demanding educational approach. It seeks to stimulate lifelong learning in all students while also allowing them to fully utilize their individual abilities. Hence, the objective of this study is to establish how the seven core principles of Waldorf education will assist children with Autism Spectrum Disorder (ASD) to flourish. The Waldorf method, according to Priyanti and Warmansyah (2021), is utilized to help children attain a delicate blend of genuine experience, which leads to a strong level of confidence in their abilities. This applies the acquired abilities to use especially for ASD children. Furthermore, the significance of this paper can also assist the educational system in identifying the methodological underpinnings that will benefit these special kids. This study is a review of the literature to determine how the seven key principles of Waldorf education support children's moral growth and encourage free and independent thought, which promotes self-discovery. ASD children benefit greatly from educational philosophies that encourage the development of successful social-emotional behaviors and academic skills. Waldorf education, an educational philosophy that emphasizes developmentally appropriate hands-on learning, has been shown to improve social and academic outcomes for children with disabilities such as ASD.
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COMPARISON OF THE FAMILIARITY OF GRADE 4 ROMA AND NON-ROMA SCHOOL CHILDREN WITH SOME BIOLOGICAL TERMS IN ENGLISH AS A FOREIGN LANGUAGE
47-60Views:136Most of the Roma settlements in Croatia are spatially segregated from the settlements of the majority population. Specific cultural elements constitute the ethnic border towards the local population, making it difficult and reducing the possibility of their integration into the majority population. One of the results of that segregation is the unfamiliarity of the Roma children with the language of the majority population. This unfamiliarity with the Croatian language is a big obstacle for the integration of the Roma children into Croatian society through school education. Starting from Grade 1 they follow the regular school curriculum. Two of the subjects that are taught from the very beginning of their primary school education are Natural Science and English as a foreign language. In this paper, the authors present the results (statistical analysis and discussion) of their research study. It compares the familiarity of Roma and Non-Roma Grade 4 children (age 10) with some biological terms in English as a foreign language. Based on the results of their research, the authors suggest modifications of the school curriculum for Roma children that would enable their better school achievement and subsequently their easier integration into Croatian society.
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CHANGING THE NUMBER OF CHILDREN AND STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN SCHOOL YEARS 2009/2010 AND 2019/2020
19-29Views:676The goal of the present study is to analyze the changing number of children and students with special educational needs in the 2009/2010 and 2019/2020 school years. Sample: 77 844 children/students in the 2009/2010 school year, and 91 331 children/students in the 2019/2020 school year. Method: Secondary data collection was applied with the data of the Hungarian Central Statistic Office. Descriptive statistics and a chi-square test was used for data analysis. Results: the number of children and students with special educational needs increased: the difference was more than ten thousand people. The results can be used from the teaching of special educators to the support of children with special needs and their teachers, special educators, and families.
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STUDENT’S ATTITUDES TOWARDS CHILDREN WITH DISABILITY
7-15Views:545Several studies have shown that integrated education has advantages in students’ social development and accepted attitude development (Meyer, Park, Grenot-Scheyer, Schwartz & Harry, 1998). The studies about the integrated education had been traced for several decades, our research is based on the CATCH (Chedoke-McMaster Attitudes Towards Children with Handicaps Scale) questionnaire (Rosenbaum, 1985) which instrument had been used in several international studies as well (Tirosh, 1997; Vignes, 2008; Godeau 2010; Bosseart, 2011; De Laat, 2013, Schwab, 2017). Our major aim is to map the adolescent youth, their attitudes towards children with special treatment. The questionnaire was based on the three-component model of attitudes proposed by Triandis (1971). This 36-item, the self-administered scale was primarily paper-based, but our adaptation is placed on the online form. The participants of the study were 7th-grade students (N=99) The overall reliability of the test was satisfactory (Cronbach-α= 0,856). In the content analysis, we found two items that were significantly negative and four items which were not significant, those leaving the KMO= 0,809 (KMO>6), therefore suitable for factor analysis. The results show that, however in our sample, these three-component factors aren’t so clear, the test is reliable. There are some subtests that call for a revision, and we will need further researches to develop our assessment tool to make it more reliable and valid.
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LEARNING DIFFICULTIES OF CHILDREN WITH EMIGRANT PARENTS
87-93Views:108At the beginning of the 21st century, a lot of Romanian parents leave their country to work abroad. While they are away grandparents or other relatives look after their children. The parents and their children keep in touch via Skype, Viber, or other technology that allows verbal communication only. It has turned out that the parents’ leaving impacts children as they have a lot of psychological problems. Moreover, they have different learning difficulties and have behavioral problems at school. The solution to solve the problem could be special methods for children with learning difficulties.
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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:82Between 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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Improving the Movement of SEN Children with the Help of a Therapy Dog
47-54Views:18The therapeutic relationship with animals is crucial for psychological, somatic and social health, as it enriches the well-being of the functional whole (Bánszky et al., 2012). Regular contact with animals strengthens people's experience of responsibility, attachment, unconditional acceptance and love, and also creates a sense of security, as the very existence of an animal reduces anxiety symptoms, loneliness and social isolation. In addition spending time with animals helps to optimise different movements. This paper presents of an ongoing research project. The main aim of our research is to highlight the importance of canine-assisted therapy in refining the movement of children with special educational needs by having them participate in canine-assisted therapy sessions on a weekly basis, during which, in addition to anamnesis and observations, we measure the children's development using a scale (Portage scale) that is accepted in special education. It is hypothesised that the animal-assisted therapy will have a significant positive impact on the large and fine motor skills of children with special educational needs. Our chosen research methods are case study and observation. Data processing requires both qualitative and quantitative analysis.
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TEACHING GERMAN IN NYÍREGYHÁZA TO STUDENTS WITH SPECIAL EDUCATIONAL NEEDS
69-81Views:171The present paper deals with the issues of teaching a second language to school-aged children with SEN in Nyíregyháza, Hungary. In our research, we made semi-structured interviews with open-ended questions featuring 25 children with Special Educational Needs in grades 7 and 8 in order to gain more information about their opinion and attitudes concerning German lessons at school, which in turn might help to unify the material and/or the methods. We also contacted the children’s parents (25) to fill out a questionnaire about their impressions and opinions with regard to their children’s German learning experience at school. Finally, we asked the two teachers to paint a broader picture of teaching German to children with SEN. The research took place in spring 2020 in Nyíregyháza. We did our research in Viktor Göllesz Vocational School, Skills Development School, Student Hostel, and Integrated Special Educational Methodological Institution as well as in Gusztáv Bárczi Primary School, Skills Development School, Student Hostel, and Integrated Special Educational Methodological Institution. To carry out our research, we asked for the parents’ and the head teachers’ ethical consent. Our experience underlines that all the participants in the teaching process feel that there is a need for unification. It would be much easier for all parties to have a German coursebook written for students aged 13-16 with SEN. Based on the answers of the language teachers, we came to the conclusion that they pay attention to individual development and playful, communicative language teaching, even though it is challenging to teach German to children with SEN, as they often have difficulties in their mother tongue.
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THE USE OF ENGLISH MEDIA IN EARLY CHILDHOOD
49-57Views:165The flow of information in the digital age is facilitated not only by traditional media such as television, radio, and print but also by new media such as the internet, desktops, and integrated computers, tablets, and smartphones, etc. The presence of IT tools is quite common these days among kindergarten-aged children (3-6/7), and even toddlers can use them on a daily basis. Moreover, modern pedagogy is unthinkable without digital devices that have become integral parts of innovations such as game-based learning, media-based learning, and edutainment. There are several language schools and bilingual creches where they accept very young children and babies. It is said that parents know their child best and children spend a lot of time with their parents. In consequence, this provides an excellent opportunity for parents to raise a bilingual child even if it is not his/her first language. In our paper we are combining these two, currently, central issues: the use of English-language media and early childhood language-learning, as only limited research is available about it. We are going to present the results of empirical research carried out mainly in kindergartens in Debrecen, which focused on early second language learning and the children’s use of media. Our research has two goals, so the questionnaires asked parents about the use of foreign-language media, its content and the time children spend consuming English content. In addition, we were interested in the parents’ attitude to their children’s English-language media use. We analyzed our data in the framework of early second language learning. Our research was carried out within the Early Childhood Research Group run by the Faculty of Education for Children and Special Educational Needs of the University of Debrecen. The research was carried out between October 2016 and January 2017.
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TEACHING GERMAN TO STUDENTS WITH SPECIAL EDUCATIONAL NEEDS HUNGARIAN AND INTERNATIONAL OVERVIEW
55-67Views:274Nowadays teaching children with Special Educational Needs (SEN) is at the centre of attention. However, the field is really new in language pedagogy and, due to the students’ different abilities, a common methodology has yet to be developed. As a result, teachers’ creativity plays an even more important role, since they rely heavily on their own teaching experience. We will dive deeper into this topic in our two papers built upon each other, both dealing with the issues of teaching a second language to school-aged children with SEN. This present paper is about teaching German students with SEN at a Hungarian and an international level. Our research involves an international overview of several European countries (Germany, Austria, Switzerland, Romania, Poland, Russia, Estonia, and Italy). We contacted specific institutions in those countries and asked for their experience in teaching a second language to children with SEN. It also includes the language learning characteristics of children with SEN as well as the Hungarian rules governing their language teaching.
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PARTICIPATION OF CHILDREN WITH PROFOUND INTELLECTUAL AND MULTIPLE DISABILITIES IN FAMILY ACTIVITIES
83-98Views:352There are only a few studies to investigate the presence of children with profound intellectual and multiple disabilities in their home and family environment. The aim of this paper is to consider and to summarize the participation of children in family activities as to what extent they can actually be family members. "Participation" can be defined, on the one hand, as the person’s physical presence at a place or during some activity, on the other hand, as a commitment, active participation in the activity. But participation in an activity or event is only possible if the activity occurs and is also offered to children or adults. In this sense, children and adults with profound intellectual and multiple disabilities rely heavily on others. Active participation in family life may be affected, hindered or promoted by several factors, for example, the characteristics of the child, the frequency of family activities, the family income, the mother's and father's educational level, the habits, the strategies of implementation or eventually the personal assistant.
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THE EXPERIENCES OF PHYSIOTHERAPY IN PRESCHOOLS IN THE LIGHT OF A KINDERGARTEN RESEARCH IN HAJDÚBÖSZÖRMÉNY
27-34Views:126The literature and research on physiotherapy in Hungary are not as complete as the research on physical education, so this article is also incomplete. Our research aimed to report on the experiences of physiotherapy sessions for preschool children within the physical education sector, as this area is less researched. Our research presents the experiences of children and their parents who have participated in pre-school physiotherapy in a sample of children attending the Good Shepherd Reformed Kindergarten in Hajdúböszörmény. The results are presented based on the analysis of a questionnaire filled in by 50 parents and an interview with the physiotherapy teacher who teaches in the kindergarten. The survey shows that 8% of parents of preschool children did not know that their child was attending such sessions, 92% of parents were informed, but 20% did not know how many development sessions their child was attending. The majority of parents follow up on their child's development, but consider the information provided by the teacher to be insufficient. The vast majority of parents were also aware of their child's diagnosis. Parents' opinions showed that they consider the existence of physiotherapy sessions important, as they consider it essential for the effective development of a growing organism. Parents also noted positive effects of physiotherapy sessions, such as improved posture, flexibility, reduced orthopaedic deformities, increased endurance, or improved dexterity and hand-foot coordination. Another important aspect, according to parents, is that these sessions are free of charge, take place during nursery school hours and they are playful. According to the physiotherapy teacher, the number of sessions is not sufficient to achieve optimal improvement, given that the vast majority of children only receive development in kindergarten. These results are useful and can be used in the training of kindergarten teachers or further training courses.
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THE REGGIO EMILIA APPROACH TO SPECIAL NEEDS CHILDREN
149-168Views:237The 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.
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EXPERIENCES AND SUPPORT NEEDS OF CHILDREN WITH BROTHER OR SISTER WITH DISABILITY
69-81Views:384There are many children with special needs whose siblings play an important role in their lives for a longer time than other family members. Longer life expectancy and the deepening of disabilities bring along a higher need of being taken care of. When the parents grow older it is often the siblings who become the caretakers. Meyer & Vadasy (2007) found that if siblings of children with SEN get proper support and information while growing up, the well-being of siblings with special needs also increases. Relationship with a sibling with special needs influences development of adaptability and self-esteem, this influence can be positive or negative (Burke, 2008). The parents of the children with SEN have many ways to receive information or help from the family – doctors, therapists, consultants, teachers, books, etc. The siblings in their turn usually get their information from the parents. (Conway & Meyer, 2008) Family members of different ages need different information. Therefore, there should be research on what kind of experiences do the siblings of the disabled child need, how their needs and well-being are guaranteed, and what kind of support they need. The aim of this study is to describe the experiences of brothers and sisters with siblings with special needs, try to understand their need for support, and find out the need for support groups and camps.
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DEVELOPMENT OF THE SOCIAL COMPETENCE OF CHILDREN FROM AN UNDERPRIVILEGED BACKGROUND
87-94Views:202In September 2010, by the introduction of the educational reform in Serbia, namely the introduction of inclusion, the number of children from disadvantaged backgrounds and multiple disadvantaged backgrounds has significantly increased. From September 2013, the University of Novi Sad, Faculty of Education in Hungarian Language, Subotica and University of Szeged, Gyula Juhász Faculty of Education, Institute of Adult Education worked out a program, in which the students of these two Universities participated as mentors in the compensatory education of disadvantaged children. The purpose of the present study is to introduce the structure of the Student Mentoring Program that serves as an excellent example for other schools. According to in-service teachers, one of the long-term positive outcomes of the mentoring program is the development of the social competencies of disadvantaged children.
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IMPROVEMENT OF FINE MOTOR SKILLS IN CEREBRAL PARETIC PATIENTS
79-85Views:211The aim of this review is to give an overview of the ADL functions in children and young adults with cerebral palsy and our planned studies. For measuring the ADL functions, the Functional Independence Measure (FIM) and the Functional Independence Measure for Children (WeeFIM) will be used. The hand functions will be analyzed by the Quality of Upper Extremity Skills Test (QUEST). The fine motor skills of the hand will be revealed by using the selected subtests of the Bruininks-Oseretsky Test of Motor Proficiency (BOT-2). Based on the outcomes of the measures, a complex therapeutic protocol will be implemented including the elements of the ergo and manual therapy, proprioceptive neuromuscular facilitation (PNF), and piano therapy. It is anticipated that the complex therapy adapted to individual needs will result in significant improvement in the ADL functions in disabled children and young adults.
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THE STATE OF LANGUAGE DEVELOPMENT OF THE DISADVANTAGED CHILDREN'S
77-88Views:538The study addresses the language problems of children with socio-cultural background problems. Children from the environment using a limited language code are more likely to start with a language disadvantage or language delay, and these ability deficits do not or only moderately decrease during the years of institutional education. In the presented pilot study, n = 20 people from Borsod-Abaúj-Zemplén county, disadvantaged Gypsy / Roma children living in three villages and their parents were analyzed. In the study, the Parental Treatment Questionnaire (H-PBI, Gordon, 1979), the LAPP Active Vocabulary Survey (Lőrik et al., 2015), and the speech of children with delayed/impeded speech developed by Dr. Ágnes Juhász and Tiborné Bittera (1995) and its language development was examined. The results were interpreted according to the small sample on the basis of simple statistics, and the drawing of conclusions is also treated sparingly.
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COLOURED STICK: TEACHING WITH A COMPREHENSIVE GAME FOR IMPROVING CHILDREN’S SOCIAL-EMOTIONAL ABILITY IN KINDERGARTEN
59-65Views:355The emotional ability must be properly managed in order to survive and adapt to social life so that social and emotional abilities can be trained from an early age. As a part of early childhood, kindergarten is one of the most effective places to help children develop social and emotional abilities effectively through play activities. Thus, kindergarten teachers need to find alternative activities and play equipment that can stimulate socio-emotional abilities. One way is by means of the game "Coloured Stick" made of pieces of wood that are developed by combining three types of games, namely constructive games, educational games, and traditional games. This teaching tool can be applied in an integrated manner in kindergarten learning activities, which include the opening, core, and cover with a strategy that varies according to the indicators of social-emotional development. The learning process is the use of the game "Coloured Stick" which is systematically designed and integrated so as to facilitate its application. The application of this tool was tested in small groups of 8 students over eight meetings in July and August 2015, and a large group of 14 students over 12 meetings in August and September 2015 in Fithria Islamic Kindergarten, South Jakarta. Subjects in the test groups were teachers and kindergarten students. The results of both the trial groups were seen from the difference between initial and final assessments. The small trial group results increased by 0.1 points (4.88%) up to 0.29 points (9.76%) whereas the large trial group results increased by 0.05 points (1.63%)to 0.93 points (30.83%). Descriptive this increase occurred in the child are varied and each child's progress in socio-emotional capabilities in the grain or indicators of social-emotional abilities are different. This is very possible because each child has a differing ability to absorb the learning content. The results show that the colored sticks game tool can help children develop social skills because the learning process can be carried out in groups. In addition to boosting the child's emotional development, it can also help children develop confidence and respect for themselves, not become easily frustrated because the concepts are according to the age and development of the children, and to exercise patience because they have to wait for their turn to play.