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MAKING OBSERVATIONS - HUNGARIAN TRANSLATION
47-50Views:111The text is the translation from Kathy Brodie’s, an early years consultant’s, paper (2014) about observing children. The paper lists several ways of observing children and also discusses choosing the right method.
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Abduction in the Assessment of Special Educational Needs - Learning Disability
31-44Views:28The diagnostic categories used to define learning disability are not standardized, and categorization systems are vague. This study aimed to explore the diagnostic methodology and strategies used to identify learning disabilities. The aim is to identify abductions in diagnostics in the field of special education. Interpreting diagnostics in remedial education using abduction can help identify learning disabilities more accurately. In the previous research phase, we conducted a meta-analysis of 11 expert reviews to identify abduction using fuzzy logic, fsQCA, and Boolean algebra. This study allowed for the creation of a new abductive diagnostic model. Based on these results, the reliability of the diagnostic process can be increased, and the diagnostic model can be used to detect learning disabilities or other types of problems and to identify sufficient conditions underlying a given phenomenon. Neither qualitative content analysis nor fsQCA revealed a relationship between all variables at a sufficient depth. Thus, in the present study, we moved on to Bayesian meshes, which shift and attempt to reorder previously identified variables based on conditional probability. We hypothesized that the Bayesian mesh and abduction application together may already be an efficient tool, which also anticipates the possibility of automation.
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HISTORY OF LANGUAGE LEARNING AT AN EARLY AGE ON NYÍREGYHÁZA
7-18Views:151In 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.
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INEXPLICABLE BEINGS, PHENOMENA, AND EVENTS, CATEGORIZED AS MYTHOLOGICAL, AMONG THE PEOPLES OF THE SOUTH SLAVS: COLLECTIONS OF FOLK TALES, INTERVIEWS WITH STORYTELLERS AND MYTHOLOGICAL BEINGS IN MODERN NOVELS
135-148Views:181This article contains the basic structural features of a same-named Ph.D. research thesis. The main tasks of the research are to identify three focal fields with mythological elements, whether they are phenomena, objects, people, or creatures that some believe and others doubt exist. These focal fields are found in various collections of folk stories, and contemporary literary texts as well as in interviews with storytellers. However, the focus of this article is primarily on the introductory story and on providing the background of the general idea. The goal is to acquaint the readers with the background that explains the origin of the mentioned stories among the people. It talks about death, man’s natural fear of it, and the world of the paranormal, religious, and mythological, which combined create inexplicable phenomena that contradict the rational reasoning of man. One of the hypotheses of the research itself is to understand why this phenomenon is still present in the human community and what benefits it brings. Furthermore, the methodology used in the research includes a comparison and contrast of information between folk stories and contemporary literary works. In addition, the most important research method used is the interview technique with the aforementioned storytellers with strategically selected persons who are assumed to possess quality information.
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MANAGING BEHAVIORAL DIFFICULTIES OF THE FOLK SCHOOLS IN THE FIRST HALF OF THE 20TH CENTURY IN HUNGARY
41-54Views:149The end of the 19th century and the first half of the 20th century was a period of widening education and eradicating illiteracy in civil nation-states. The compulsory education laws also provided opportunities for the lower social classes to obtain a school qualification that also contributed to improving their social situation. The school as a socialization terrain, in its standards, behavioral and knowledge expectations, served the political and social stability of the current system. Because in many different groups of society they differ in many ways from the expectations of the school, in the behavior of the students, they caused the existence of permanent discipline problems, which were repeatedly dealt with in the pedagogical and psychological press and publications. Discipline generally meant creating an external order, in which the main role was the example of the teacher. During the reward and punishment, the goodwill and justice of the teacher were considered important. The forms of punishment were different at the school level. At elementary school, pupils were first given oral warnings. Then the parents were informed, then the teaching staff and the guardians took action. In secondary schools, punishment ranged from verbal reprimand to exclusion from school. In high schools, physical punishments were forbidden.
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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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USING DIFFERENT TEACHING STYLES AND THE IPOO MODEL
39-47Views:238Quality 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 ROLE AND METHODOLOGICAL ASPECTS OF MOVEMENT DEVELOPMENT IN THE SPECIAL EDUCATION
101-112Views:1936The essence of man is movement. It is true that the need for exercise varies at different age stages, but movement and its developmental role and positive impact accompany us throughout our lives. Movement development determines the development of the abilities of healthy and disabled children, which is manifested in the improvement of not only motor but also cognitive abilities. In our article, we present the theoretical foundations of movement development and development by analyzing secondary literature. We highlight and present the methodological features related to movement development that can be used in the field of special education, which can help children with special needs or disabilities to overcome their ability disadvantages.
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SPECIAL TREATMENT IN HORSE ASSISTED EXERCISE
79-89Views:229According to decision No. 1061/2012 (III.12), the Hungarian Government is dedicated to National Equestrian Programme. Riding has been an optional subject in the frame of everyday physical education for all schoolchildren in 3-4-5 classes in Hungary since September 2013. The present study gives an overview of different types of horse activities focusing on approaches that are extremely suitable for teachers, trainers, therapists, and other specialists in the course of educational, pedagogical, and developmental improvement of children. The presentation of methodology is complemented by case studies.
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RAISING BILINGUAL CHILDREN
59-63Views:118The translation is from the paper by American linguists Antonella Sorace and Bob Ladd (2004) about raising bilingual children. In the paper, using an interview-like technique, the authors write about bilingualism and its effects as well as the effects of the one-language one-parent method based on their own parental experience.