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1.
Teaching social sciences in ECE : exploring correlations with creativity and algorithmic thinking
Marta Licardo, 2023, independent scientific component part or a chapter in a monograph

Abstract: Teaching social sciences in early childhood education context is demanding and little research has been done related to competences that support the high-quality teaching in social studies. The purpose of this study is to examine specific concepts to better understand possible implications of these concepts in teaching social sciences in early childhood education. Future teachers, students of preschool education (N=31), reported the highest mean values for teamwork, following social sciences teaching skills, creative self-assessment, and algorithmic thinking teaching skills. Students feel most competent in teaching life skills and slightly less competent in teaching social studies, presumably of its complexity. The analysis of correlations between all four concepts revealed that students who report higher creativity, report higher teamwork skills and higher algorithmic thinking teaching skills. The results are important for supporting the students in creativity during their undergraduate study and in learning how to teach social sciences in early childhood education.
Keywords: social sciences, early childhood education, algorithmic thinking, teamwork, creativity
Published in DKUM: 09.05.2024; Views: 68; Downloads: 2
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2.
Collaboration with immigrant parents in early childhood education in Slovenia : how important are environmental conditions and skills of teachers?
Marta Licardo, Lais Oliveira Leite, 2022, original scientific article

Abstract: The purpose of this study is to analyse how important are specific environmental conditions and skills of early childhood education (ECE) teachers as predictors of collaboration with immigrant parents. The study included 348 ECE teachers in Slovenia. The results revealed that environmental conditions (e.g., gender, level of education, job position, educational environment support) are important predictors of collaboration with immigrant parents. Male teachers, teachers whose job position is ECE teacher rather than assistant teacher, and teachers who have higher levels of education reported a significantly better collaboration with immigrant parents than female teachers and teachers with lower educational levels. Regarding ECE teacher skills, results revealed that interpersonal and professional skills (e.g., positive values, positive attitudes towards teaching immigrant children and perceived immigrant child misbehaviour) are important predictors of reported collaboration with immigrant parents in ECE. The results are of practical significance for ECE teachers, immigrant parents and ECE management staff.
Keywords: early childhood education, teachers, immigrant parents, interpersonal skills, collaboration
Published in DKUM: 17.07.2023; Views: 382; Downloads: 48
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3.
Development through movement - psychopedagogical analysis and psychomotor approaches
Herbert Zoglowek, Maria Aleksandrovich, 2016, review article

Abstract: This paper discusses psychomotor development in early childhood and consists of three parts. The first part is a brief historical overview of the theoretical description and analysis of movement. The second part gives an overview of the variety of movement therapies and activity methods, which are effective in kindergarten work. The third part of the paper is an attempt to analyse and to reflect on the authors' own practical experiences of psychomotor work in kindergartens in Poland and Norway.
Keywords: early childhood, motor development, movement analysis, psychomotor activity, Poland, Norway
Published in DKUM: 21.09.2017; Views: 1105; Downloads: 137
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4.
Motor structure and basic movement competences in early child development
Rado Pišot, Jurij Planinšec, 2010, original scientific article

Abstract: Motor development consists of dynamic and continuous development in motor behaviour and is reflected in motor competences (on the locomotive, manipulative and postural level) and motor abilities (coordination, strength, speed, balance, flexibility, precision and endurance). This is a complex process in which a child acquires motor abilities and knowledge in interaction with inherited and environmental factors. A sample of 603 boys and girls, of which 263 were aged five (age deviation +/– 3 days; 18,5 ± 3,1kg body weight; 109,4 ± 4,3 cm body height) and 340 were aged six and a half (age deviation +/– 3 days; 23, 7 ± 4, 3 kg body weight; 121 ± 4,8 cm body height), were involved in this study after written consent was obtained from their parents. The children’s motor structure was established through the application of 28 tests that had been verified on the Slovene population and established as adequate for the study of motor abilities in the sample children. The factor analysis was applied to uncover the latent structure of motor space, and PB (Štalec & Momirović) criteria were used to establish the number of significant basic components. The analysis of the motor space structure revealed certain particularities for each age period. In the sample of 5 year old children, the use of PB criterion revealed four latent motor dimensions, in 6.5 year old children, the latent motor space structure was described with four (boys) and five (girls) factors. Despite the existence of gender differences in motor space structure and certain particularities in each age period mostly related to the factors which influence movement coordination, several very similar dimensions were discovered in both sexes.
Keywords: early childhood, motor development, motor skills and knowledge, motor structure, factor analysis
Published in DKUM: 21.07.2017; Views: 20194; Downloads: 205
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