CONTENT NR 3-4 / 2010

PRIORITIES AND TENDENCIES
A Study of Characteristics and Dimensions of the Crisis in Modern Education
(GRAŢIELA VIŞAN) 9

A STUDY OF CHARACTERISTICS AND DIMENSIONS OF THE CRISIS IN MODERN EDUCATION


Prof. GRAŢIELA VIŞAN
Grăd. nr. 41,
Structură a Şcolii "Grigore Moisil", PLOIEŞTI



ABSTRACT
One can speak about a crisis in education as it is found that new generation is not ready to develop itself in the world today. In this world different from any other known so far, the roles in education are equally shared among authorized institutions and family, colleagues, media.

In this world in which we are all connected, education can not be achieved if demotivation, intolerance and disrespect are simple options.

Keywords: crisis in education, demotivation.


Accessing Structural Funds for Projects in Education Domain (AURELIA SAVA) 14

ACCESSING STRUCTURAL FUNDS FOR PROJECTS IN EDUCATION DOMAIN


Educ. AURELIA SAVA
Grăd. cu P.P. nr. 248, BUCUREŞTI, Sector 1



ABSTRACT
"Structural Funds" subject is one of great importance in the reality of EU countries, and especially in Romania. Facilities acquired through grants would help professional segments of the Romanian population to achieve the desired and necessary expansion and economic development. Unfortunately, specific issues and is not widely known or understood, making the general crisis we face ever more acutely to be traversed more difficult.

This paperwork aims to familiarize and accommodate the readers of the educational segment with the content, terminology, specific strategy for such an approach, and to clarify, by examplifying, the development opportunities in the educational domain.

Keywords: Structural Funds, Operational Program, Project, Grant.



STUDIES AND RESEARCHES
Foreign Languages early Learning – basic Principle of a Multicultural Society
(ANCA PETRESCU) 20
Preventing the Integration Difficulties encountered at Newcomers in Kindergarten
(MONICA CUCIUREANU) 27

PREVENTING THE INTEGRATION DIFFICULTIES ENCOUNTERED AT NEWCOMERS IN KINDERGARTEN


Cerc. şt. dr. MONICA CUCIUREANU (coord. proiect)
Lab. Teoria educaţiei
Institutul de Ştiinţe ale Educaţiei, BUCUREŞTI



ABSTRACT
The study Integration of children in the kindergarten developed in 2009 by researchers of the Institute of the Educational Sciences is the first one among other studies to come in the next three years, which intend to investigate and offer solutions for the most frequently appearing problems of young children entering the formal educaţional system. Starting from concrete problems obvious in the daily practice of kindergartens, the study analyses the influencing factors, the effects, as well as the ways of avoiding those problems by parents and kindergarten-teachers. An actualized analysis of the integration of young children in kindergartens in the reformed early-childhood educational system is the aim of this project.

Keywords: early childhood education, integration, adaptation.


Parental Education developed prior to Kindergarten Registration of Children enables their
optimal Adaptation/ Integration (SPERANŢA FARCA) 35

PARENTAL EDUCATION DEVELOPED PRIOR TO KINDERGARTEN REGISTRATION OF CHILDREN ENABLES THEIR OPTIMAL ADAPTATION/INTEGRATION


Cerc. şt. dr. SPERANŢA FARCA
Lab. Teoria educaţiei
Institutul de Ştiinţe ale Educaţiei, BUCUREŞTI



ABSTRACT
The project "Training parents to support their children's integration in the kindergarten" is part of a larger research programme, spread over three years. The aim is to prepare and support the parents for their children's debut in the preschool education system, in order to diminish the difficulties related to the adaptation process. The research is conducted by the Institute for Education Sciences, the "Theory of Education" Department. It is an action–research project implemented, in the pilot–phase, in five kindergartens in Bucharest.

Keywords: parental education, parent training, early childhood education, kindergarten readiness.


Kindergarden Rituals: Learning Framework for Kindergartners (DELIA ALDEA) 46
Emotional Intelligence (LUCIANA MARIA SIDOR) 53

EMOTIONAL INTELLIGENCE


Prof. consilier LUCIANA MARIA SIDOR
CJAP BISTRIŢA-NĂSĂUD



ABSTRACT
A high IQ is not the underlying factor for success in life and other achievements; in fact, the success of a person with a modest IQ is most often due to the "emotional intelligence" defined as "a person's ability to motivate oneself and persist in the face of frustrations; o control impulse and delay gratification, to regulate one’s moods and keep distress from swamping the ability to think, to empathize, and to hope".

Emotional Intelligence trumps IQ especially in those "humanistic" domains in which the intellect is relatively less relevant for success – where, for example, empathy and emotional self-regulation may be more salient skills than purely cogntive abilities. It happens that some of these areas are of major importance in our lives. It is rather obvious that people have different abilities and skills in each of these domains; some of them, let’s say, can better handle their anxiety but are less able to calm someone else.

The basic level of our ability is undoubtedly determined on a neuronal basis, but human brain is extremely flexible, capable of continuous learning. The problems at the level of emotional capabilities can be, however, corrected: therefore, in all these areas, a significant part is played by customs and reactions which can substantially be improved when the proper effort is made.

Keywords: emotional intelligence, emotions, emotional competences.


Emotional Intelligence: Challenges and Possibilities (CĂTĂLINA ULRICH) 62

EMOTIONAL INTELLIGENCE: CHALLENGES AND POSSIBILITIES


Conf. univ. dr. CĂTĂLINA ULRICH
Universitatea din BUCUREŞTI,
Facultatea de Psihologie şi Ştiinţele Educaţiei



ABSTRACT
The article brings into focus the importance of the emotional literacy for children and significant adults: parents, teachers and other care givers. Research shows that emotions function as a neuronal wifi devise. Children need to learn the ABC, vocabulary and grammar of their own feelings in order to develop, learn and live in a healthy way.

Firstly we clarify key concepts (EQ, emotional literacy) and the dynamics of the emotional skills issue from scientifical point of view. Within Romanian context the issue of emotional literacy has a low visibility. Secondly we approach the importance of emotions for children’s development and also the arguments for interventions. Thirdly we provide examples regarding emotional self-control and expressivity of children from birth to 6/7 years and appropriate support practices.

Key concepts: emotional literacy, EQ, early childhood.


Emotional Literacy in School Environment (LUCIANA MARIA SIDOR) 71

EMOTIONAL LITERACY IN SCHOOL ENVIRONMENT


Prof. consilier LUCIANA MARIA SIDOR
CJAP BISTRIŢA NĂSĂUD



ABSTRACT
Emotional Literacy is a process similar to the classical process of school literacy. Emotional Literacy training courses have deep roots in the affective education movement of the 1960s. The idea at the core of this movement was that psychological and motivational lessons would be more seriously and more deeply learned if they supposed an immediate practical experience of what had already been learned in theory. The Emotional Literacy Movement highlighted the term emotional/affective education – instead of using the feelings/emotions in order to educate, the emotions themselves are being educated. Emotional Literacy is the process of learning about emotions and how to make them work in a positive way. At the same time, emotional training is the tool that helps children experience their own emotions as assets of welfare, safety and joy, renouncing forever the idea that emotions are a sort of scarecrow from which to flee, hide or be ashamed of.

At Nueva School, a private school in San Francisco, a sample Emotional Intelligence training course, called "Self Science", has been taught for over 20 years. The main subject of the "Self Science" lessons consists of feelings – own feelings and those feelings that occur within different relationships. By its very nature, this kind of topic requires teachers and students to focus on the emotional structure of the child’s life The common thread throughout these courses is given by the purpose to enhance children’s emotional competence as part of their ordinary school education system – not only as a remedy for "difficult" or problematic children but also as a set of essential tools and elements of understanding for every child.

The Emotional Literacy program significantly improves children's academic achievement. This is not an isolated finding given the fact that it occurs quite frequently in specialized studies. At a time when too many young people lack the abilities to cope with their own disorders and anxieties, to listen or to concentrate, to control their impulses or to feel responsible for their own work, anything likely to develop and improve these skills will greatly contribute to their education. In this respect, Emotional Literacy can have far reaching effects, as it considerably enhances students’ learning ability and potential in the school environment.

Keywords: emotional intelligence, affective education, emotional literacy, emotional training, rational emotional education.



PSYCHOPEDAGOGICAL COORDINATES AND TECHNIQUES

APPLICATIONS
Communicating Techniques applied to Kindergartners to reveal psychosocial, psychologic
and psychopathological particularities (ANICA STOICA) 79

COMMUNICATING TECHNIQUES APPLIED TO KINDERGARTNERS TO REVEAL PSYCHOSOCIAL, PSYCHOLOGIC AND PSYCHOPATHOLOGICAL PARTICULARITIES


Prof. ANICA STOICA
Grăd. cu P.N. Iernut, Jud. MUREŞ



ABSTRACT
The communication techniques exposed in this article, due to the manner they can be used with the children (i.e. role play), can be applied either to stimulate a direct, coherent and purposeful communication, determining a good practice of the specific competencies, or – fundamentally and extremely important – to help reveal one’s psychosocial, psychological and psychopathological issues (relational issues, adaptation/ integration, personality typology, inner conflicts, blocks, aggressivity, anxieties, phobias a.s.o.).

Due to the personality transfer required by the role play, we can observe an uninhibited subject, open to an unconstrained communication of ideas, feelings, frustrations, desires throughout the character’s voice to whom he deliberately associates.

Even though the information gathered is incomplete and usually need to be corroborated to other diagnose techniques and psychological interpretation, they are valuable for a teacher in the classroom.

Keywords: communication techniques, self development group.


Use of Sociometric Techniques to Assess the Social Status of Children in Classroom
(GABRIELA MISTREANU, ALEXANDRINA PANĂ) 87

USE OF SOCIOMETRIC TECHNIQUES TO ASSESS THE SOCIAL STATUS OF CHILDREN IN CLASSROOM


Prof. psih. GABRIELA MISTREANU,
Grăd. nr. 40, PLOIEŞTI,
Educ. ALEXANDRINA PANĂ,
Grăd. cu P.P. nr. 21, PLOIEŞTI



ABSTRACT
Sociometry is a method used for the discovery and manipulation of social configurations by measuring the attractions and repulsions between individuals in a group. One of the essential techniques in this method is the sociometric test. It is used for quantitatively assessing and measuring interpersonal and group relationships, showing the Sociometric status of a person. Sociometric status is a measurement that reflects the degree to which someone is liked or disliked by their peers as a group.

The most commonly used sociometric system asks children to rate how much they like or disklike each of their classmates and uses these responses to classify them into five groups: popular children, rejected children, neglected children, average children, controversial children.

We will exemplify the use of this technique in our classroom, we will intrepretate the results and we’ll show the meaning of using it.

Keywords: sociometric technique, sociometric test, sociometric matrix, sociometric status, sociability, preferential relations, informal leader, score.


The reference of the group (TINCUŢA ZLATCU) 92

THE REFERENCE OF THE GROUP


Prof. TINCUŢA ZLATCU
Grăd. cu P.N. nr. 21, CONSTANŢA



ABSTRACT
In order to harmonize the relationship and environment of kindergarten class, we have configured a set of rules and principles that we have named "the reference of the group" or "group referential".

These rules made up normative enunciations that establish for all preschoolers the allowable behaviour. The rules have been worked out by the children themselves, guided by the teacher; this way, the children settled clearly what they should do in the classroom and not what they shouldn’t do. One of the main advantages of this procedure consists in the fact that, taking major part in the process of drawing the rules, all the children tend to comply with them, rather than at any else’s rule. One can achieve, as a result, a group consensus, an environment characterized by physical and emotional confidence.

Keywords: reference of the group (group referential).



Stimulating Children's creativity using the "The Daydream Technique" (CRISTIANA PÎRVUŢ) 95

STIMULATING CHILDREN’S CREATIVITY USING THE "THE DAYDREAM TECHNIQUE"


Psih. CRISTIANA PÎRVUŢ
Grăd. cu P.P. nr. 2, DR. TR. SEVERIN,
Jud. MEHEDINŢI



ABSTRACT
The "The daydream technique", an experimental technique of mental imaging, resides in setting up a state similar to a group reverie, guided by the teacher’s/ psychologist’s/ coordinator’s instructions and is followed by an interindividual, then an intergroup sharing stage under the tuning interventions of the same coordinator.

Providing support and stimulating the pupils’ creativity and imaginative expressivity, this technique can shape a ludic activity based on meditation followed by the comparison of the imaginary with the facts. The daydream technique implies grouping the pupils with respect to certain criteria, some of which taking into consideration the skills of each participant/ member of that group. The children share to each other their ideas, working together in order to accomplish the task given by the coordinator.

In the present article we are presenting step by step a version of the technique for working with preschoolers.

Keywords: the directed daydream technique.



MONODISCIPLINARY DIDACTIC FOCUSING
Musical literacy (FLORENTINA TANASĂ) 98

MUSICAL LITERACY


Educ. FLORENTINA TANASĂ
Grăd. cu P.P. nr. 29, IAŞI



ABSTRACT
Literacy in the world of letters implies that you can both read and write sentences. In the world of music, however, a person is considered literate if they can read music and (maybe) understand some of the theory of music (the equivalent of sentence diagramming); the writing of music never enters the equation. Music is, demonstrably, a language. From a pedagogically point of view has to have its own methodology and developmental scope and sequence, not only for it’s particular structure, as for implying physical and emotional responses of the learners during the teaching approach.

As one goal of music education is music literacy, the purpose of this study is to expose it’s approach in kindergarten (techniques, procedures, contains) – in the first part, and in the second part – the strategies of familiarising the children with the percussion instruments. The last part reflects some considerents regarding the identification and capitalization of musical aptitudes of children.

Keywords: musical literacy.


Preschoolers and sports (MIRUNA MOROIANU, MARIA POPESCU) 111

PRESCHOOLERS AND SPORTS


Lect. dr. MIRUNA MOROIANU
Universitatea "Ovidius", CONSTANŢA
Instit. masterand MARIA POPESCU
Grăd. nr. 7 "Roboţel", CONSTANŢA



ABSTRACT
Physical training of children has to be part of the early childhood education from the age of 3. Practicing a particular sport as early as possible provides a specific kind of development, of education, favourable to self discipline, to complying with hygiene rules, to get used to the fair play and to live a healthy life.

Sports activity in early childhood have three basic components: the acquisition of basic motor skills, social development (by the child's interaction with coaches and teammates), and cognitive development (in understanding and following instructions and executing strategy and tactics). As well, specific sports generate particular skills.

In this regard, in the article we bring into focus and we detail some sports considered beneficial and adequate to preschool children.

Keywords: sports.


English Language as Optional Discipline in Kindergarten (VIVIANA OPRIŞAN) 117

ENGLISH LANGUAGE AS OPTIONAL DISCIPLINE IN KINDERGARTEN


Prof. consilier VIVIANA OPRIŞAN
Şc. nr. 1 Clinceni, ILFOV



ABSTRACT
The increasing need for correlating the education with the social course made necessary an early approach for preschool children in acquiring different communication skills in order to relate to the european standards. Thereby this leads towards the emergence of new optional subjects (Computer, Dance, Ecology, etc.), which parents can choose for their children at each kindergarten. A special place is held by the modern languages optional, amoung which most frequently appearing to be is the English course.

Keywords: optional discipline.


The Memorization Act at Kindergartners (CONSTANŢA STAMENOVSKI) 119

THE MEMORIZATION ACT AT KINDERGARTNERS


Educ. CONSTANŢA STAMENOVSKI
Grăd. "Lumea prichindeilor",
Structura I, CÂMPIA TURZII



ABSTRACT
As the essential prerequisite of school efficiency is conscious learning, the memorizing activities with kindergartners become more and more important in order to initiate the conscious nature of learning through the integrated structure of verbal and artistic tasks.
This article was generated by the post in a forum from a site for parents, sent by a young mother.

Keywords: integrated structure of verbal and artistic tasks.



DIDACTIC EVALUATION
Summative evaluation report (CONSTANŢA STAMENOVSKI) 123

SUMMATIVE EVALUATION REPORT


Educ. CONSTANŢA STAMENOVSKI
Grăd. "Lumea prichindeilor",
Structura I, CÂMPIA TURZII



ABSTRACT
Summative assessment is geared to highlight children's progress at the end of a year of education. This process involves testing the ability of preschool children to work with acquired information, to make transfers, applications, proving the acquisition of functional autonomy to act in an integrated approach.
The themes presented aimed the proper training and development of those behaviors in children that lead them to real progress reported to self rather and to "other".

Keywords: summative assessment/ evaluation, summative assessment report.


Initial, cumulative and final evaluation at the kindergarten middleclass
Items, probes and report (TINCUŢA ZLATCU, IOANA LUCA) 128

INITIAL, CUMULATIVE AND FINAL EVALUATION AT THE KINDERGARTEN MIDDLECLASS. ITEMS, PROBES AND REPORT


Prof. înv. preşc. TINCUŢA ZLATCU,
Educ. IOANA LUCA
Grăd. cu P.N. nr. 21, CONSTANŢA



ABSTRACT
In this article we are referring to the initial, cumulative and final evaluation of kindergarten middleclass, providing our real life exemplification of themes, items, probes used and also the final report.
As a result of evaluation one can establish the main coordinates of future activities, aims, adequate strategies, ongoing for performance achieving or future correction and compensation programs.

Keywords: evaluation, evaluation report.



DIDACTIC STRATEGIES 137

CALENDARISTIC PLANIFICATION OF ACTIVITIES 259

REVIEWS 374

PAYMENT INFO 376