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AXIOLOGICAL ISSUES COMMON TO SOCIAL PEDAGOGY AND SOCIAL WORK – HUNGARIAN TRANSLATION
103-109Views:182An attempt to find issues common to social pedagogy and social work should include the reference to the basic determinants of these forms of social activity. The fundamental assumptions of both pedagogy and social work are based on values. In the axiological dimension of accompanying a person in their development values related to human dignity, self-fulfillment and social functioning must be taken into account. It needs to be highlighted that some areas of modern pedagogy still lack the reference to the axiological assumptions. This may result in inappropriate educational attitudes as well as deficiencies in the social dimension of human life. There seems to be a serious lack of axiological references in the field of social work. It is particularly noticeable in the case of attempts to counteract domestic violence. Emphasis given to values that constitute social pedagogy and social work may help to strengthen the relationship between these scientific disciplines and forms of social activity. Defining basic values, presenting ways how to implement them, and overcome anticipated difficulties may result in attitudes based on the recognition of human dignity as well as on the multidimensional nature of life. Academic education which prepares students to professionally implement social support is a crucial element of the relationship between pedagogy and social work.
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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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OPPORTUNITIES AND GOOD PRACTICES FOR STRENGTHENING THE INTERGENERATIONAL LINK IN CENTRAL EUROPE - A COMPARATIVE ANALYSIS
109-126Views:231We conducted research entitled “Learning and exchanging good practices strengthening the social role of the family” under project identification number EFOP-5.2.2.-17-2017-00048 “Research on good practices strengthening the social role of the family in the Carpathian Basin in the Hajdúsámson Reformed Parish and Family Pedagogy Association ”in connection with the project. With online questionnaires, we try to explore answers and solutions in research that can help professionals pass them on to families as good practice. The questions are about the family programs for different generations organized by the institution and municipality as well as the functioning of reverse socialization mechanisms in the intergenerational relationship. The aim of the paper is to show some examples of good practices in multigenerational programs, which were examined in the research.
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POSSIBILITIES OF INTEGRATING CAREER ORIENTATION INTO TEACHER TRAINING
135-140Views:179The evolution of the teaching profession is closely related to social expectations and the professional expectations toward career guidance counseling professionals are complex and thorough. It is important to have an interdisciplinary approach and to have the appropriate social competencies! In this study, we strive to present the career orientation that promotes the development of appropriate competencies further teacher training, and career guidance opportunities in basic teacher training. To have an effective school career guidance procedure it's necessary to integrate this activity into the system of the “every day” pedagogical tasks. Therefore, it is important that teachers be aware of the training opportunities where career guidance is prioritized.
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FROM STUDENTS' PEN: EXPERIENCES OF STUDY-TOURS OF ERASMUS + AND CAMPUS MUNDI
67-84Views:80The paper is written by Social Pedagogy, Infant and Early Childhood Educator or Early Childhood Education BA students of the Faculty of Education for Children and Special Education of the University of Debrecen who took part in Erasmus+ and/or Campus Mundi mobility programs (study or traineeship) between 2014 and 2017. The students give a brief summary of their positive and negative experiences as well in Barcelona (Spain), Tallinn (Estonia), Is-Swatar (Malta), Plymouth (United Kingdom), Cluj Napoca, and Oradea (Romania), and Wrasowice (Poland).
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The Discourse on Hygiene in Relation to the Role of Public Teachers in the ’Néptanítók Lap’ between 1922–1924
7-17Views:32The Covid epidemic has highlighted that the health care system alone is not enough to tackle a pandemic affecting a large population. In addition to medical and public health activities, there is also a need for educational activities in the education subsystem, involving the professionals involved. This is why it is important to look at the issue of health education in schools from a historical perspective, given the epidemics of our time. In the turbulent social and political environment following the First World War, public health was a less favoured area for policy-makers, while the physical and psychological trauma of soldiers returning from the war and the health of those left behind was a serious problem. The virulent Spanish flu, which affected millions of families across Europe, the devastating tuberculosis in our country, but especially the diphtheria and influenza, which were dangerous for children, posed a serious challenge to the scientific and educational scene in Hungary. The spread of a healthy lifestyle and education was not helped by the environment of schools (attitude of the maintenance staff, quality of the built environment, sociocultural tradition of the rural population, rapid spread of urban life). The alternative health approach and the life reform movement, although sporadically emerging in the period, did not appear in the mainstream of pedagogy, and health education progressed slowly, while, for example, child mortality, which is also linked to the health-conscious behaviour of parents, was blatantly high. The appointment of Kuno Klebelsberg as minister (1922) can be seen as a paradigm shift, as he is not only exposed as a minister with considerable experience in state administration, but also as a conceptual cultural politician who understood the challenges of education and popular education at the micro and macro levels. In our research, we analysed the relevant issues of the People's Teachers' Journal - a standard-setting publication of the Ministry of Education and Religious Affairs, which serves as a guide for teachers in practice - using qualitative thematic content analysis. The selected period: 1922–1924. Our questions are: how is the situation of school health reflected in the journal? What roles and tasks do and would policy-makers delegate to the folk teachers? What extracurricular tasks do they assign to teachers in the field of health education? Are there any patterns in the discourse in relation to school leaders? How have the teachers' organisations received it and what suggestions have they made to policy-makers and practitioners?
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SPECIAL TREATMENT INTERDICIPLINARY JOURNAL, 2023. Vol. 9. (1.)
1-210Views:173Special Treatment Journal, 2023. Vol. 9. (1.) - full text
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CAN THE PEDAGOGICAL PRACTICE OF THE PRE-SERVICE TEACHERS REMOVE THE SOCIAL PREJUDICE TOWARDS THE PUPILS WITH SPECIAL NEEDS? A COMPARATIVE ANALYSIS ON THE ATTITUDE TOWARDS BEHAVIORAL MANAGEMENT IN PRIMARY SCHOOL
17-24Views:174The aim of the study is to highlight the attitude of the students (N=72) from Pedagogy of Primary and Preschool Education Program (pre-service teacher), from first and third years of study, related to how they want, as future teachers, to develop pupils’ learning skills in the inclusive classroom by adopting certain behavioral management of pupils with special needs. The working tool used is the Behavior and Instructional Management Scale, developed by Martin and Sass (2010). The comparative analysis of the results obtained according to the year of study captures the existence of statistically significant differences in the aspect of the management of the behavior in the classroom, both in traditional and inclusive classes, during the lessons, with higher averages for the pre-service teachers of 3rd year. Also, pre-service teachers from the 3rd year of study have a higher level of expectations for implementing the rules in school activities with pupils with special needs, compared to the pre-service teachers of the 1st year, which draws attention to the importance of pedagogical practical stage in primary school.
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THE MOTIVATING EFFECT OF THE FLOW EXPERIENCE IN THE COURSE OF ENVIRONMENTAL EDUCATION AT THE SPECIAL NEEDS STUDENTS WITH CP, INSIDE ECO-SCHOOL FRAMEWORKS
103-107Views:200According to today's social norms, within the framework of an eco-school, our aim is to educate students who can recognize environmental hazards and are able to prevent the deepening of the environmental crisis. We have assumed that the possibilities of environmental education outside the classroom can be integrated into the complex system of conductive education, even for children with special needs. I would like to highlight those activities that trigger the flow experience for our students, helping create an internal motivation for all activities that serve the interests of environmental education. The changes also show in the increased number of such programs. Even though we are a segregated school, environmental education is still very decisive in our institution and we try to convey this view outside our walls.