CONTENTS 1-2 / 2014

STUDIES AND RESEARCHES

Formal, Nonformal and Informal Education in the Lifeskills Context
      (Fundaţia pentru Dezvoltarea Societăţii Civile)7

FORMAL, NONFORMAL AND INFORMAL EDUCATION IN
THE LIFESKILLS CONTEXT


Fundaţia pentru Dezvoltarea Societăţii Civile, 2013
Bucureşti



ABSTRACT
We frequently hear complaints or accusations that school does not train people to be adapted to social needs, and does not equip them beyond the stock of knowledge with practical skills. They do not know to cope with social demands and can not handle life as to be independent. Same thing is said by educators and they referr to the overloaded curriculum with arid or inappropriate content for the age of the students. What would mean for a school to convert the predominant theoretical hours to classes that apply to what is happening around us in the world? It's very simple! It only takes a little creativity and to permanently ask ourselves: "How can I connect this information with real life?”
Thus, we propose an approach to the concept of life skills that are self – defined as a set of skills necessary for a person to be able to lead a life to an acceptable quality level, to develop and maintain optimal relationships with others and to face various difficuties in particular related to the differences we encounter (cultural, social etc).

Key words: life skills, nonformal education, hate speech, extracurricular activities.
A Nonformal Type of Education: Outdoor Education (Georgeta Şerban)21

A NONFORMAL TYPE OF EDUCATION: OUTDOOR EDUCATION


Educ. Georgeta Şerban
Grăd. cu P.P. "Amicii", Călăraşi



ABSTRACT
Outdoor education is equally an old but a new entered concept in children education in Romania. Based on organized learning experiences for students, that takes place in the outdoors, it improves learning quality through its specific activities. It is a nonformal type of education.
In the following article, we present some important features of outdoor education, and we suggest some activities that might be inserted in the daily planning.

Key words: nonformal education, outdoor education, environmental education, experiential education.
Outdoor Education Activities – How to Integrate Them in the Curricullum (Florina Popescu)27

OUTDOOR EDUCATION ACTIVITIES – HOW TO INTEGRATE THEM IN THE CURRICULLUM


Prof. Florina Popescu
Grăd. cu P.P. nr. 1, Târgovişte



ABSTRACT
Outdoor Educational Programs on children clearly demonstrates the potential role outdoor education may have on shaping the education system. Teachers need to realize the children they encounter have different learning styles and it may not excel when traditional classroom-based methods are used. Outdoor education is an alternative for children who seek to be engaged and have an active role in their learning experience. Most importantly, outdoor education programs have shown to improve academic performance in children. Teachers should be inclined to incorporate this instructional method as part of their teaching style to enhance their children’ learning.

Key words: outdoor learning experiences, experiential learning, interdisciplinary.
Preschoolers’ Emotional and Behavioural Features Development and Optimization by using Therapeutic Stories (Marilena Cotici)30

PRESCHOOLERS’ EMOTIONAL AND BEHAVIOURAL FEATURES DEVELOPMENT
AND OPTIMIZATION BY USING
THERAPEUTIC STORIES


Educ. Marilena Cotici
Grăd. cu P.P. nr. 6, Braşov



ABSTRACT
This paper work is about how therapeutic tales develop and optimize pre-scholars emotional and behavioral features. Narrating and interpreting therapeutically tales by pre-scholar children, help them to find proper adjustment strategies of emotional and behavioral state in order to optimally manage problems and conflicts, due to the fact that emotions may influence human behavior either in a positive way (energizes and stimulates cognitively, attitudinally as well as behavioral) or in a negative way (demobilizes, demotivates and induce lack of interest).

Key words: pre-school child, tale, therapy, emotion, behaviour.
Why Therapeutic Stories? (Delia Goicea)34

WHY THERAPEUTIC STORIES?


Prof. înv. preşcolar Delia Goicea
Grăd. nr. 7, Braşov



ABSTRACT
The ordinary story, plain or otherwise, contained, or not, in a book of stories, can become a starting point, when the child does not feel able to talk about feelings and emotions do not look anything sale. Inside the story , child try to find himself, ego, this why therapeutic story should be a source of energy and joy, offering insight child warm and pleasant light on the events occurring in his life.
Therapeutic stories consoles child in a manner more effective than rational motivations. The reasons of stories are experienced by the child as beautiful, fears, desires, hopes of the deepest and intense, like an echo reflected. The stories give answers to the eternal questions: What is the real world? How to live in it? How can I find my true self? What is the meaning of life? Stories are not direct answers. They are carrying answers that do not ever speak to the open way. Say important things about the world and human nature remains up to the imagination. Depends on the child if what is put into correspondence with themselves and how occurs the mapping.

Key words: therapeutic story, empathy, socialization, emotions, experience, feelings.
Lying at Prescool Age (Ruxandra Dumitra Ţopa)49

LYING AT PRESCOOL AGE


Prof. înv. preşcolar Ruxandra Dumitra Ţopa
Grăd. nr. 1, Târgovişte


"Minciuna este sâmburele care dă roade în toate pământurile, de aceea poate
se cultiva cu atâta plăcere pretutindeni. Roadele ei sunt însă amare şi seci."

Vasile Conta



ABSTRACT
In the following paper we try to bring into attention the phenomenon of lying at preschool Children. Why are they lying? Are there all lies asame? As teachers how we have to react, to correct and educate this attitude?

Key words: lie.
Interculturality – a Continuous Challenge (Coca Delia Lupuşoru)52

INTERCULTURALITY – A CONTINUOUS CHALLENGE


Prof. înv. preşcolar Coca Delia Lupuşoru
Grăd. cu P.P. "Lumea poveştilor", Constanţa



ABSTRACT
Throughtout proper interaction and interdependence between preschool children of different ethnicity, guided correctly by the teacher, these generations woll have a peaceful common future and will share a strong economical, social and cultural development.
Therefore, we present some class activities that facilitate the understanding of different ethnicity, in order to getting know better one another and to work together effectively, constructively and openly.

Key words: human rights, interculturality.


CES

Stuttering Therapy (Nicoleta Savu)56

STUTTERING THERAPY


Prof. Nicoleta Savu
Grăd. cu P.P. "Perluţele mării", Constanţa



ABSTRACT
Stuttering (called "stammering” in the UK and parts of the US) is a speech disorder in which the flow of speech is disrupted by involuntary repetitions and prolongations of sounds, syllables, words or phrases as well as involuntary silent pauses or blocks in which the person who stutters is unable to produce sounds. It is a speech problem, and not an emotional or psychological one.
It is very common for young children to have some disfluencies in their speech as pauses, repetitions, additions, or prolongations of sounds, words or phrases. In fact, about 5% of all children are likely to stutter at some point in their development, usually during the preschool years.
There are many things that parents and teachers can do and avoid doing in order to help a child who sttuters. They should learn about the characteristics, signs, symptoms and treatment of stuttering in children and be well-informed about this disorder that affects the fluency of speech. Stuttering therapy is focused directly on the child’s speech. It is one of the various treatment methods that attempt to reduce stuttering to some degree in an individual. But the most powerful thing you can do is to show your child/ student your support. Accept him as he is!

Key words: children, speech disorder, stuttering, stuttering therapy, treatment methods.


PROJECTS AND PARTNERSHIPS91


METHODS, TECHNIQUES AND PROCEDURES111


TEACHING APPROACHES
PRE-SCHOOL EDUCATION
EDUCAŢIONAL PLANNING120

PRIMARY SCHOOL EDUCATION – PREPARATORY CLASS
EDUCATIONAL PLANNING272


ANNUAL ACTIVITY PLANNING278


PAYMENT INFO352