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CREATIVE TEACHING OF ASTRONOMY IN PRESCHOOL AND PRIMARY EDUCATION
53-68Views:100The article presents a study of the relevance of the application of creative methods of teaching astronomy in preschool and primary education in Uzbekistan, especially in the context of the modern development of science and technology. During the study, methods for creative teaching of astronomy were developed and described, aimed at shaping children’s ideas about the modern scientific astronomical picture of the world. The article analyzes the results of pedagogical experiments, which proved that creative teaching of astronomy significantly increases children’s interest in science and contributes to the development of their creative thinking and potential. The main principles of creative teaching of astronomy in preschool and primary education are games, experiments, communication, creativity, and the use of various visualization tools. These methods and principles help children to better understand the theory and scientific facts and enable them to participate in activities. Thus, this article can become the basis for the development of new methods and approaches to teaching astronomy in preschool and primary education, as well as for improving the effectiveness of existing methods.
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THE IMPORTANCE OF PLAY - THE USE OF GAMES BY SPECIAL EDUCATIONAL NEEDS TEACHER AND MAJORITY TEACHERS IN LESSONS
7-26Views:906Nowadays, 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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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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THE MYSTERY OF THE CHILD PLAYING WITH PUPPETS, OR THE PUPPET THAT AMPLIFIES THE SOUL
99-117Views:130According 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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HOLISTIC HEALTH PROMOTION (HHP): PRESENT SITUATION
61-80Views:301The health status of the Hungarian population is worse than that of other similarly developed countries’ populations. An important cause for this phenomenon can be characterized as a high prevalence of unhealthy living and deficient health literacy. An important tool to change is efficient health promotion in kindergarten and school. Children and young people spend many years in these institutions, and the way their teachers contact them will influence their health behavior. Therefore it is highly important that holistic health promotion has been prescribed for all schools and kindergartens since 2012 in Hungary. Our paper presents reasonableness and a short summary of the holistic health promotion in educational institutions as well as the helping actions given for teachers by the government.