Educatia 21最新文献_第10页

Strategies to Facilitate the Transition of Preschoolers from Kindergarten to School 促进学龄前儿童从幼儿园到学校过渡的策略

Educatia 21 Pub Date : 2021-12-14 DOI: 10.24193/ed21.2021.21.17

Diana-Crina Marin, M. Bocoș, Liliana-Camelia Mărginean, Ionela-Lucia Șeulean

{"title":"Strategies to Facilitate the Transition of Preschoolers from Kindergarten to School","authors":"Diana-Crina Marin, M. Bocoș, Liliana-Camelia Mărginean, Ionela-Lucia Șeulean","doi":"10.24193/ed21.2021.21.17","DOIUrl":"https://doi.org/10.24193/ed21.2021.21.17","url":null,"abstract":"The purpose of this study was to establish the main strategies that teachers could apply during preschool education in order to facilitate the transition from kindergarten to school. Data were collected using an online questionnaire designed by us. 238 preschool education teachers have filled in the questionnaire. The main strategies used in order to facilitate the preschoolers’ adaptation to the school demands are visits to other educational institutions from their hometown, organizing workshops, in collaboration with primary school teachers, organizing meetings with pupils and primary school teachers, organizing didactic activities or educational workshops for parents and preschoolers, as a context for parents to present various school experiences or reading stories about school and the pupils’ life. We have also discovered that in the opinion of most of the teachers, school adaption is an easy process for most preschoolers. For some of the preschoolers, this process could be difficult, and the actions of parents, teachers, and school counselors could be very helpful. The results of this study are useful for primary school teachers, teachers for preschool education, or researchers in the educational field interested in optimizing the transition of children from kindergarten to school.","PeriodicalId":116937,"journal":{"name":"Educatia 21","volume":"203 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134381334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Social-Emotional Development - Highlights in the Romanian Curriculum for Early Education 社会情感发展——罗马尼亚早期教育课程的亮点

Educatia 21 Pub Date : 2021-12-14 DOI: 10.24193/ed21.2021.21.18

A. Oltean

{"title":"Social-Emotional Development - Highlights in the Romanian Curriculum for Early Education","authors":"A. Oltean","doi":"10.24193/ed21.2021.21.18","DOIUrl":"https://doi.org/10.24193/ed21.2021.21.18","url":null,"abstract":"Social-emotional development represents a main developmental domain proposed by the current curriculum for early education in Romania. The main aspects related to this domain are the proper initiation and maintenance of social interactions, the ability to identify and express emotions, to react adequately to the emotions expressed by others, and the self-concept development. Thus, in kindergarten, children learn what solidarity and responsibility for their own actions and for their own behavior mean and that they can control their behavior towards others. All these are essential for the individual wellbeing and learning outcomes, as well as for his future social integration. The Romanian curriculum for early education describes behavioral indicators related to the social-emotional development of children, which can be followed by educators within daily didactic activities. The current study describes the main highlights related to this developmental field found in the main document of the regulatory framework for the Romanian preschool education system. Taking the pandemic context into consideration, we can affirm that educators are required to reconsider the implications of the proper development of social-emotional skills more than before.","PeriodicalId":116937,"journal":{"name":"Educatia 21","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126540321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Use of English in SKAM. Exploring Authentic Resources in Learning Norwegian at BA Level at Babe?-Bolyai University 英语在SKAM中的运用。在贝比大学探索学习挪威语的真实资源?-Bolyai大学

Educatia 21 Pub Date : 2021-12-14 DOI: 10.24193/ed21.2021.21.19

Ioana-Andreea Mureșan, R. Pop

引用次数: 0

The Influence of Humor Styles on the Level of Academic Self-C Concept (ASC) 幽默风格对学业自我- c概念水平的影响

Educatia 21 Pub Date : 2021-12-14 DOI: 10.24193/ed21.2021.21.07

Horia Raboca, Daniela Cotoranu

引用次数: 0

The effect of mobile learning on students’ attitudes using mobile devices 移动学习对学生使用移动设备态度的影响

Educatia 21 Pub Date : 2021-12-14 DOI: 10.24193/ed21.2021.21.03

Shai Solomovich, Ciprian Ceobanu

{"title":"The effect of mobile learning on students’ attitudes using mobile devices","authors":"Shai Solomovich, Ciprian Ceobanu","doi":"10.24193/ed21.2021.21.03","DOIUrl":"https://doi.org/10.24193/ed21.2021.21.03","url":null,"abstract":"Mobile learning (m-learning) has the potential to vastly change and improve education as we know it. Its main advantage is in extending the educational contexts to any place and any time. This leads to possibilities of more active and experiential learning. Furthermore, it greatly improves the potential for communication and access to information. All of these improvements, if utilized properly, can lead to more meaningful learning and more internal motivation for learning. However, these changes are not easy to implement and require the overcoming of several obstacles. This study aimed to investigate the attitudes towards m-learning and its relationships with ubiquitous learning, experiential and active learning, meaningful learning, cooperative learning, internal motivation for learning, and demographic variables. In order to measure these constructs, questionnaires were completed by 200 participants. The results suggest that the youngest generations (15-17 years old) and those who used their mobile phones the most have the highest attitudes towards m-learning. There were no differences amongst genders or people with various levels of education. Furthermore, the effects of mobile and ubiquitous learning on meaningful learning were mediated by collaborative and experiential and active learning. Lastly, the effects of mobile and ubiquitous learning on internal motivation for learning were direct. The findings indicate the importance of utilization of mobile learning and its positive consequences on both academic and personal aspects of the students’ lives.","PeriodicalId":116937,"journal":{"name":"Educatia 21","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126809575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

A reflexive exploration of transposing comparative paradigms into scholarly and practical approaches in teacher education 在教师教育中将比较范式转化为学术和实践方法的反思性探索

Educatia 21 Pub Date : 2021-12-14 DOI: 10.24193/ed21.2021.21.01

Florin D. Salajan

{"title":"A reflexive exploration of transposing comparative paradigms into scholarly and practical approaches in teacher education","authors":"Florin D. Salajan","doi":"10.24193/ed21.2021.21.01","DOIUrl":"https://doi.org/10.24193/ed21.2021.21.01","url":null,"abstract":"This article examines the place of comparative and international education (CIE) scholarship and practice in teacher education (T.Ed.). In this regard, CIE scholarship is instrumental in revealing the functioning, organization, importance and interconnectedness of teaching, as a profession, and teacher education, as the conduit to that profession, across national and cultural settings. As teacher education programs and teacher educators continue their work in imparting robust and sound pedagogical knowledge, they also need to acknowledge the enriching nature of a comparative perspective in the scholarship and practice on teacher education. Thus, including comparative methods in examining teacher education both within and across a program’s national borders offers teachers-to-be a window into an array of teaching practices in a global setting. Developing an awareness, interest and inclination toward a comparative perspective-taking in teacher education is paramount in forming the new generations of teachers and researchers on teacher education. At the same time, teacher education programs benefit from research collaborations across national and cultural settings, allowing them the possibility to co-learn what approaches may work in meaningfully adjusting their curricular organization to prepare teachers for an interconnected world in which their students truly become global citizens.","PeriodicalId":116937,"journal":{"name":"Educatia 21","volume":"159 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123098454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Fostering digital literacy and German language with the use of digital learning games in the middle school 在中学使用数字学习游戏培养学生的数字素养和德语能力

Educatia 21 Pub Date : 2021-12-14 DOI: 10.24193/ed21.2021.21.21

Daiana Dociu, Ingrid Mihuț-Kert

引用次数: 0

Cyberbullying: a brief research study emphasizing junior high students’ perceptionsregarding the cyberbullying phenomenon 网络欺凌:一项强调初中生对网络欺凌现象认知的简短调查研究

Educatia 21 Pub Date : 2020-12-19 DOI: 10.24193/ED21.2020.19.11

Olga Chiș, Adina V. Lung

引用次数: 0

Use of Digital Games in Teaching Vocabulary to Young Learners 数字游戏在青少年词汇教学中的应用

Educatia 21 Pub Date : 2020-12-19 DOI: 10.24193/ED21.2020.19.12

Esin Hazar

{"title":"Use of Digital Games in Teaching Vocabulary to Young Learners","authors":"Esin Hazar","doi":"10.24193/ED21.2020.19.12","DOIUrl":"https://doi.org/10.24193/ED21.2020.19.12","url":null,"abstract":"It has been an educational policy for the Turkish educational authorities to teach English as a foreign language from early ages of children. This research attempts to determine the role of digital games on enhancing English vocabulary and to com¬pare games with pen and paper practices. For this purpose, digital games on EBA (Education Informatics Network) platform were used for enhancing vocabulary teaching in a public primary school in Turkey. The study recruited 37 third-grade students from two separate classes. A class of 20 students was identified as the experimental group, and another class of 17 students was assigned as the control group. The data for this study was obtained by gathering information from pre and post-tests. The control group received English lessons without using games on EBA, while the experimental group used EBA while learning vocabulary. Independent sample t-test was used to measure the effect of digital games on the vocabulary learning of the experimental group. It was deduced from the findings that there were statistically significant differences in the mean scores of post-tests. The findings showed that the experimental group outperformed the control group and the statistical results were considerable in post-test. Findings indicate that digital games usage in teaching vocabulary is effective for learners to improve their vocabulary knowledge.","PeriodicalId":116937,"journal":{"name":"Educatia 21","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129474657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Emotional intelligence and its influence on the adaptive skillsof children with hearing disabilities 情绪智力对听障儿童适应技能的影响

Educatia 21 Pub Date : 2020-12-19 DOI: 10.24193/ED21.2020.19.10

Cristina Bălaș-Baconschi, Lucreția-Delia Dobrican

引用次数: 0