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THE 7 CORE PRINCIPLES OF WALDORF EDUCATION FOR CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD)
133-148Views:256Waldorf 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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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 AIM AND EFFECT SYSTEM OF CONDUCTIVE EDUCATION, I.E.THE PROCESS OF ESTABLISHING THE ORTHOFUNCTION
73-93Views:299This study is aimed to introduce the position and the necessity of conductive education in the education, instruction, and development of persons with motor disabilities. The primary aim of conductive education is to improve the quality of life of individuals living with disabilities of central nervous origin. For this purpose, a specific effect system has been developed in the past 70 years which guarantees the efficiency of the method. Its concept of humankind is holistic which is reflected also by the complexity of the education process. Rehabilitation is approached from the aspect of pedagogy, thus it is seen as learning and re-learning and this is manifested in every minute of the daily routine. In the present study, the interrelations within the goal and effect system of conductive education are analyzed through the specialist literature of conductive education written in Hungarian as part of complex theoretical research. During the analysis, the author aspired to identify and separate the factors of conductive education, to analyze their functioning and to explore the underlying principles, which offers the opportunity for theoretical-academic modeling. The meaning of the terms orthofunction and dysfunction is examined in a separate chapter of the study with regard to their impact on the target setting and the effect system.
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Theory of the Diversity of Alternative Music Pedagogy Methods
67-75Views:15Our 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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QUESTIONNAIRE SURVEY OF LIFESTYLES HABITS OF FIRST ANNUAL UNIVERSITY STUDENTS
49-57Views:145In our research, we measured first-year students’ lifestyles, emphasizing sports habits, time spent sitting, and the presence of pain. Our questionnaire is self-reporting. Results show that 75% of the students do some kind of sports as a hobby. Before starting the university, 50% of the students did some kind of competitive physical activity, but by now, 34% of them gave up doing that because of lack of time and possibility. Feeling pain in different parts of the body is frequent, neck and shoulders, zone of the back, and low back. A sedentary lifestyle is frequent, and people do not pay attention to spine protection. Only 35% of the students know the principles of spine protection and only a few of them use it while sitting. We have not found any significant connection between lifestyle characteristics and pain, but our results show the risks of this lifestyle.
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THE ILLUMINATION OF THE PROGRESSIVE APPROACH OF THE PETŐ METHOD ON THE BASIS OF THE CRITERIA OF CONSTRUCTIVE PEDAGOGY
83-100Views:128The study describes the Pető Method based on the principles of Constructive Pedagogy. The study focuses on the importance of the rehabilitation group because of two reasons: Firstly, it helps children to integrate into the mainstream basic and secondary education later successfully. Secondly, the common goal and the feeling of togetherness has a great motivation effect on the individuals as well as the members of the group. Therefore the study also highlights the neurological aspects of motivation. Last but not least, the areas of constructive lifestyle are being reported and those tasks that need to be solved in the near future to make the inclusion process even more effective for people with motor disabilities.