2013, 6
2013, 6
p. 30–39
MORE
200
In the article authors show how to describe the main reasons of traffic accidents for preschool children. It is stressed that the safety of pedestrians depends on their compliance with the rules of conduct in the street. Children need to be familiar with the rules of the road in preschool age already. The earlier a child learns the rules, the more likely he will be able to maintain his health and secure his life. The authors give advice on how to teach children traffic rules in most effective way. Special attention is paid to practical skills that can be developed through active games during which children play with pleasure, and learn the rules of the game. The authors provide examples of active games designed to strengthen the knowledge of traffic rules in preschool age.
Keywords:
2013, 6
p. 40–45
MORE
326
The aim of the article is to help children and their parents in a difficult period of child’s adjustment to the school. The authors examine the relationship of psychological readiness and success of the child’s entry into school life. Indicators of these process successfulness are described. The article highlights the series of preparatory steps for school and the begining of the school life. Possibilities of support of first-graders in this interesting and difficult path to adulthood are explored. The answers to the questions whether the child knows the rules and able to comply with them without supervision by the parents and other adults, whether the child is ready to build a relationship with the teacher and peers in the form of cooperation are provided. Guidelines for psychological care to ensure safe entry child in school life are described.
Keywords:
2013, 6
p. 50–57
MORE
264
Participatory approaches to engaging in research with young children place a great deal of emphasis on children’s rights to choose whether or not they wish to be involved. A number of recent studies have reported a range of strategies both to inform children of their research rights and to establish options for checking children’s understanding of these rights throughout the research process. This paper seeks to move the debate around children’s informed agreement to participate forward by considering the ways in which children might indicate their dissent their desire not to participate at various stages of the research process. Drawing on examples from Iceland and Australia, involving children aged two six years, the paper explores children’s verbal and non-verbal interactions and the ways in which these have been used, and interpreted, to indicate dissent. Reflection on these examples raises a number of questions and identifies several tensions, as well as offering some suggestions for ways in which researchers can recognize children’s decisions to opt out of research participation.
Keywords:
2013, 6
p. 76–78
MORE
300
In the first half of the 20th century, with the opening of the first Waldorf School in 1919, Rudolph Steiner who is the ideological creator of the Waldorf pedagogy presented his own philosophy of education before the scholars. This was done by presenting a complete educational system designed for preschool, elementary school and high school children. To date, this educational model that is thought to be original by many of its characteristics, is successfully established and being practiced in many countries throughout the world. Within the framework of the Waldorf Pedagogy, children with special education needs are given the required attention and particularities that result from the needs of a concrete category of children are being respected.
Keywords: