CONTENT NR 1-2 / 2012

STUDIES AND RESEARCHES
The influence of humor development in the creation of stereotype and gender identity during childhood
(MĂLINA VEZETEU, LUMINIŢA MIHAELA IACOB) 27

THE INFLUENCE OF HUMOR DEVELOPMENT IN THE CREATION OF STEREOTYPE AND GENDER IDENTITY DURING CHILDHOOD


Masterand MĂLINA VEZETEU
Univ. "Alexandru Ioan Cuza", IAŞI
Prof. univ. dr. LUMINIŢA MIHAELA IACOB
Univ. "Alexandru Ioan Cuza", IAŞI



ABSTRACT
A special chapter on studying humor takes into account its social effects. The presence or the absence of humor influences the children’s social interactions, the creation and activation of stereotypes when evaluating the others, the formation process of the categories with which the children operate, the development of the gender identity. One should also have in view the influences of the individual features – including the influence of the person’s gender – on the interpretation of the humoristic elements. The researches made have revealed that the development of the humor mechanism is closely tied to the child’s cognitive development. More than this, recent studies emphasize the adaptive function of the humor: trying to maintain a positive outlook, feeling positive emotions as a manner to face the stressful situations.

Keywords: humor, gender stereotype, children, adaptability.


Emotional literacy trough play for Preschool Children
(CARMEN IONIŢĂ) 38

EMOTIONAL LITERACY TROUGH PLAY FOR PRESCHOOL CHILDREN


Psiholog educaţional CARMEN IONIŢĂ
Grăd. nr. 94, BUCUREŞTI, Sector 6



ABSTRACT
The paper approaches the subject of emotional literacy, with applications on high preparatory groups of preschool age. Thus, we have established as objectives, to implement formative intervention program oriented towards the emotional literacy of children, but also to highlight the acknowledgment of children regarding the relationship between thoughts, emotions and specific behaviors.
Our research was accomplished in Bucharest within the unity: Kindergarten No. 94, on a sample of 63 subjects, preschool children from 3 to high preparatory groups, with ages between 5.5 6.5. The 63 participants were distributed into two groups (a control group with 31 children and an experimental group containing 32 children). Our study as a whole is a quasi-experimental (rather experimental) one combined with psychological and qualitative analysis.

This way, we have used as a primary research tool “The Emotions Test" a self designed teaching worksheet in which are illustrated various emotional expressions that require naming and recognition of basic and mix emotions, color association with the right emotion and illustrating through drawing instant emotions and/or desired emotions. Secondly, we have used an interview guide to measure emotional awareness and in the end a set of games intended for emotional literacy in children, which are included in a training program. The results are presented analytical, first in order of quantity, through statistical processing, and then merged with psychological analysis.

Thus we come to a conclusion worth emphasizing for double methodological value: we can speak of validating our assumptions, which means that after the intervention program, the children included in the experimental group showed increased skills in basic emotions recognition and reproduction, but also that there is a good awareness by preschoolers of the relations between emotions and specific behaviors. Hence, the use of formative type of interventions that may modulate both the emotional sphere, and the preschool child's personal sphere.
We consider the subject of emotional literacy in children to be a very current issue, with resonances in psychology development issues, through the exploration and analysis of the ways in which preschool children acknowledge the variety of the emotional register, as a premise of their continuous integration and their adaptability to the surrounding reality.

Keywords: emotional literacy, emotional education, modern game, formative program, empathy, coping, high emotional skills, fundamental and mixed emotions, Emotions Test.


Art Therapy at the preschool level – behavioral modeling preschoolers through visual arts
(OANA RALUCA BACIU, MUŞATA BOCOŞ) 51

ART THERAPY AT THE PRESCHOOL LEVEL – BEHAVIORAL MODELING OF PRESCHOOLERS THROUGH VISUAL ARTS


Prof. drd. OANA RALUCA BACIU,
Prof. univ. dr. MUŞATA BOCOŞ
Fac. de Psih. şi Şt. Educaţiei,
Univ. Babeş Bolyai, CLUJ NAPOCA



ABSTRACT
This paper, part of the future doctoral thesis on the topic of Behavioral modeling of preschool education through visual arts, presents the design and the educational research organization, as well as partial results of research. In the organization of research part we describe the hypothesis and research objectives, methods and tools that we used, the sample of subjects and content, and research stages, namely: pre experimental phase, formative stage and post experimental stage. In the first stage we present the used methods, how we decided to organize the pre test application, interpretation and processing of results, the selection criteria for the sample of subjects. The formative stage focuses on the educational intervention program implemented by us, but also on the presentation of experimental data for preschool participants. Post experimental phase focuses on reapplication of tests used in the pre experimental part, but also on a comparative analysis of the results obtained in these two stages, to highlight the extent to which objectives and hypothesis were met.

The recommendations we propose are many, but we mention a few of them: awareness of educational courts, the decision makers in education, teachers, parents and the general public to realize the formative valences of this discipline; including in the initial and continuing training curriculum for teachers in Romania of compulsory and optional subjects circumscribed to the area of Aesthetic Education; re thinking and restructuring the written curriculum and especially the curricula for all stages of education concerning the topic mentioned above; organization, in the context of providing continuing education, of specialized courses and educational activities in the field of art therapy, not only for the preschool, but also for other levels and stakeholders etc.

Keywords: artistic and aesthetic education, behavioral modeling, projective tests, sociometric tests, art therapy.


The development of interpersonal and verbal communication skills in autistic children (with
High Functioning Autism/ Asperger Sindrom)
(IOANA SANDU) 114

THE DEVELOPMENT OF INTERPERSONAL AND VERBAL COMMUNICATION SKILLS IN AUTISTIC CHILDREN (WITH HIGH FUNCTIONING AUTISM/ ASPERGER SINDROM)


Psihopedagog IOANA SANDU
Centrul Şcolar Special Ploieşti



ABSTRACT
Autistic disorder is characterized by an abnormal development or a social intercourse deficiency and communication and a considerable tight repertoire of activities and interests. The disorder usually manifest itself before the age of 3 and in most cases it follows a chronic evolution. There are several theories that are trying to explain autism, but it is also a sure fact that the early intervention has a major importance in the therapeutic intervention.

Keywords: HFA/ SA (High Functioning Autism/ Sindrom Asperger), early intervention, exercises.


Reduction of Parental stress by cognitive-behavioral parental training programmes in the
kindergarten
(CERASELA LIBEG) 122

REDUCTION OF PARENTAL STRESS BY COGNITIVE BEHAVIORAL PARENTAL TRAINING PROGRAMMES IN THE KINDERGARTEN


Prof. psiholog CERASELA LIBEG
Cabinetul de Asistenţă Psihopedagogică de la
Grăd. "Prichindelul Isteţ", TURDA



ABSTRACT
The objective of this study was to investigate how a parental cognitive-behavioral program has an effect on parental stress variables operationalized by depression, the significance of parental skills, distress, irrational and rationale parental cognition and parental anger.
The applied program "SOS – Help for Parents" is a cognitive-behavioral training program for parents developed by Dr. Lynn Clark in 1996.

The study took place in 10 weekly sessions and a follow-up meeting one month after the last session. Group participants consisted of 23 parents of children with outsourcing problems.
The experimental study was done to reduce parental stress levels in both posttest as well as the follow-up study. According to data obtained in posttest and follow-up the levels of parental stress dropped. After concluding the intervention there were not statistically significant changes in the significance of parental skills.

Keywords: parenting, parental stress, cognitive-behavioral parental programmes, parental training, outsourcing.


Negative impact of gender stereotypes on child development
(GRAŢIELA VIŞAN) 132

NEGATIVE IMPACT OF GENDER STEREOTYPES ON CHILD DEVELOPMENT


Prof. GRAŢIELA VIŞAN
Grăd. cu P.N. nr. 41, PLOIEŞTI



ABSTRACT
Parents and teachers have an important role in determining how children will relate to their gender identity. Gender stereotypes have a negative impact on healthy child development. It is well known relationship between stereotypes and discrimination. Parents and teachers encourage the reproduction of gender stereotypes in everyday behavior, sometimes very frequently and often unconscious. Child's chances from kindergarten should not depend on the type of the child.

Keywords: gender stereotypes, educators, parents, discrimination.



TEACHING APPROACHES 139
Proiect Comenius: predarea limbii engleze în grădiniţă prin metoda CLIL
(Content and Language Integrated Learning) (ADINA MARIA JURCĂ) 144

PROIECT COMENIUS: PREDAREA LIMBII ENGLEZE ÎN GRĂDINIŢĂ PRIN METODA C.L.I.L. (CONTENT AND LANGUAGE INTEGRATED LEARNING)


Educ. ADINA MARIA JURCĂ
Şc. Gen. "Liviu Rebreanu", MIERCUREA CIUC



ABSTRACT
In this article I will highlight the benefits of the participating in a Comenius training course, I will present the C.L.I.L. approach for teaching English in kindergarten. Since I had the opportunity to visit preschools in Southampton, I would briefly describe the state of preschool education in UK. I encourage kindergarten’s teachers to apply for these courses because they have a great impact on our professional training.

Keywords: C.L.I.L., English language, interactive methods.


Rolul formativ al jocului logic în învăţământul preşcolar
(VIORICA POP, CORNELIA VANEA) 149

ROLUL FORMATIV AL JOCULUI LOGIC ÎN ÎNVĂŢĂMÂNTUL PREŞCOLAR


Prof. VIORICA POP
Grăd. cu P.P. "Otilia Cazimir", BAIA MARE
Prof. CORNELIA VANEA
Grăd. cu P.N. Floreşti, CLUJ



ABSTRACT
Lucrarea aduce în prim plan importanţa organizării jocurilor logice în grădiniţă. Pornind de la modul de construire a cunoştinţelor matematice în care dialogul şi critica joacă un rol fundamental se ia în considerare rolul formativ al jocului logic. Ele contribuie la realizarea aspectului formativ al activităţii matematice, dezvoltându le gândirea logică, deoarece ei sunt puşi în situaţia de a căuta soluţii şi de a verbaliza acţiunile îndeplinite. Prin aceste jocuri se dezvoltă potenţialul intelectual şi acţional creator al preşcolarului, spiritul de observaţie, posibilităţile de verbalizare şi exprimare orală, capacitatea de analiză şi sinteză, de comparaţie, de abstractizare şi generalizare. Lucrarea include şi un model de proiectare ERR al unui joc logic la grupa pregătitoare.

Cuvinte cheie: construire, cunoştinţe, gândire critică, joc logic, proiectare.


ANNUAL ACTIVITY PLANNING 277

PAYMENT INFO 392