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SCHOOL LIBRARY IN THE 21ST CENTURY
109-119Views:329The study deals with a possible new library pedagogic function of school libraries, and the presentation of the library as a development pedagogic arena. The study analyzes the points of synergy between the professions of librarian and developmental pedagogue, the traditional and innovative tasks of elementary school libraries, as well as developmental pedagogic opportunities that appear in the process of teaching-learning, learning development, and information searching. The aim of the study is to show how the school library, as a renewable development-assisting information center, can effectively carry out its mission according to its traditional function, at the same time, expanded with new content that meets the expectations of the 21st century, it becomes an interesting arena to promote the development of student abilities.
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Theory of the Diversity of Alternative Music Pedagogy Methods
67-75Views:82Our music education is based on the concept of Zoltán Kodály and the methodological guidance of Katalin Forrai in early childhood, which is an indispensable foundation and support for Hungarian music education. The method uses fundamental values to develop children's musical skills and abilities. At about the same time, music teachers throughout Europe were engaged in reforming the structure and methodological tools of music teaching. Among these music teachers, I would like to highlight the pedagogy of Dalcrose, Orff, Willems and Freinet, who successfully applied early childhood music education and the development of children with special educational needs in their programmes. Based on their pedagogy and methods, they agreed on the following principles: musical education should start as early as possible, continuous musical activity (singing, rhythm, listening, movement, improvisation, instrument, listening) should be given priority, and in addition to age-specific characteristics, adequate emphasis should be given to individual talents, since the uneven development of psychic abilities can lead to differences in levels within a single age group over several years. Music can develop empathy and social skills. Through rhythms and harmonies, the development of large and fine movements can be achieved. It is beneficial for thinking, creativity, self-expression and the development of the sense of self. Music improves well-being, concentration and actively helps to develop attention. It leads to openness and flexibility. It also has a powerful effect on speech, imagination and improvisation skills. That is why we can use music for healing and developmental purposes. There is a long line of research that proves that the earlier in life you start to develop, develop or correct your personality through music, the earlier you should start.
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THE POSSIBILITIES OF MUSEUM PEDAGOGY AND TALENT DEVELOPMENT IN A VIRTUAL MUSEUM
89-99Views:446The present study compares the real and the virtual museums from viewpoints of foundation and operating, visitor experiences, safety and security, and museum services. At the end of the study, there are examples of the pedagogical (e.g. talent developmental) possibilities of a Virtual Museum from the aspect of education, development of cognitive abilities and personality, and the methodological development and the incentive of achievement.
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THE MYSTERY OF THE CHILD PLAYING WITH PUPPETS, OR THE PUPPET THAT AMPLIFIES THE SOUL
99-117Views:220According to Teréz Virág (1998) a psychologist with regard to the 'mysteries' of the power of the puppet, three different spheres are worth investigating, namely the mysteries of the puppets, that of the child who plays with the object, and that of the puppeteer's. She views puppetry as creation, the puppeteer as the life-giver, and the puppet as an object of transition. When the aim is to develop the artistic methods as well as explore the 'general utility' of puppetry, it is worth further focusing on segments such as the making of the puppet, acting with the puppet, and perceiving the puppet play. These are three different viewpoints and three approaches. The study presents that the puppet in the child's hand is capable of embodying incomprehensible and insufferable feelings as well as making the unknowable accessible. In pedagogy today puppet play is believed to undoubtedly have a developmental impact, argued for widely with conventions, but it seems that there is still a lack of sincerely understanding of the being of the puppet and its mechanism of action, its principal essence. In my study, I elaborate on the questions of why and how puppet play can be of assistance, and what the puppet can actually mean in the child's hands. The puppet is an object, that makes a motion as it is assuming a role and takes action while portraying this role, it substitutes for someone or something. Being the puppet presupposes a space for the play, in which it takes the place of this someone/something by replacing what it represents. The primary goal of the study is to show that by playing with an object, a puppet lays a bridge in an abstract way between the visible and the invisible world, enabling thus art pedagogy to develop the child with its complex mode of action. The psychological mechanism of identification is best characterized by the eagerness to act, and the artistic genre of puppet play, providing the stage for action, is eminently capable of satisfying this urge. In the creative process, the approach of animation, the metaphorical thinking of the puppeteer, the abstraction as well as the development of the related assertive skills rely on all the operations of thinking; also, the simultaneity of the multi-lateral perception, the complex interpretation of communication play important roles.
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USING DIFFERENT TEACHING STYLES AND THE IPOO MODEL
39-47Views:256Quality PE teaching requires the application of a wide variety of both direct and indirect teaching methods. The aim of our research is to examine the efficiency of teacher-centered (DM) and student-centered (IM) methodology in accordance with the IPOO model (Mező, 2011) in all fields of sports education. The action research was carried out in year five in two classes (n=46): the focus was on developmental aims in handball prescribed in the curriculum. On the basis of the IPOO model lessons in the DM (sample) and IM (control) classes were held through 4 weeks, 2 lessons a week. Students’ motivation in PE was examined with H-PMCSQ-2 questionnaire during the last lesson; while basic technical handball skills were examined before and after the experiment. Results show that indirect teaching methods have a more complex educational effect; it could influence important cognitive and affective domains.
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THE IMPORTANCE OF PLAY - THE USE OF GAMES BY SPECIAL EDUCATIONAL NEEDS TEACHER AND MAJORITY TEACHERS IN LESSONS
7-26Views:1131Nowadays, the priority task of pedagogy is to develop skills and basic competencies, because these are necessary for a successful teaching-learning process. In contrast to the traditional frontal education, which the learners treat as a passive recipient. The current education places more and more emphasis on exploration, action-based learning, and knowledge acquisition based on one's own experiences, which can be based on play and playful activity. Gameplays a key role in the development of skills and personality, so in this research, we examine the role of game in the teaching of typical and learning disabilities children. During the study, we used an online questionnaire, which was sent to special educational needs teachers and the majority of teachers working in schools in Hajdú-Bihar and Szabolcs-Szatmár-Bereg counties (N = 102 people). The distribution of the answers was even for each grade and school type, so we were able to form groups of 25 and 26 people. Our results reflect a different teaching method because special educational needs teachers use games much more often in their work and spend much more time on them compared to the majority of teachers. Special educational needs teachers attribute much more developmental effects to the game, so they use it more often in upper grades as well. The majority of teachers are dominated by info-communication tools, while special educational need teachers use several self-made tools. In terms of methods, teachers consider differentiation to be paramount, followed by an illustration and cooperative learning, while playing came in fourth place.
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LEARNING GERMAN WITH DYSLEXIA
67-75Views:290The current study provides insight into the specificities of dyslexic pupils learning German as a foreign language by measuring their language lexical knowledge. The aim was to explore the nature of dyslexia whilst learning a foreign language. Should we really free all such pupils from the strains of learning a foreign language? Or is it a case of finding the appropriate methodology to learn a new language? The goal is to measure language skills in a foreign language and draw inferences from this. Method: Word association exercises are used to measure the lexical knowledge of children with learning disorders, including dyslexia. Sample: 19 students with learning disorders. Conclusion: The results clearly indicate that we should find pupils’ individual strengths and utilise these, instead of simply exempting pupils from learning foreign languages.