CONTENT NR 3-4 / 2011

STUDIES AND RESEARCHES
The Shyness in the Beliefs and Perceptions of the Preschool Children Parents
(DANIELA RACOVIŢĂ, LUMINIŢA MIHAELA IACOB) 7

THE SHYNESS IN THE BELIEFS AND PERCEPTIONS OF THE PRESCHOOL CHILDREN PARENTS


Prof. psihopedagog DANIELA RACOVIŢĂ
Grăd. cu P.P. nr. 15, VASLUI
Prof. univ. dr. LUMINIŢA MIHAELA IACOB
Univ. "Alexandru Ioan Cuza", IAŞI



ABSTRACT
Not at all avoided by the scientific research, the problems of the timidity remain a provocation. This is valid also for the primary social support environments (family) and for the secondary ones (the formal education system: kinder-garden, school etc.) The first part of the article synthesizes the basic theoretical guiding marks. Our applicative research had as subjects 217 parents of pre-school children and referred to the identification of a possible relation between their convictions concerning the primary nature of the timidity and the manner in which they perceive their own children from this point of view. The data, which we gathered up through a proper questionary, have indicated that the parents considering timidity as a native etiology were more ready to perceive their children as more shy. The explanation can be first the impact of the conferring process, often compelled to contribute to a fundamental error: we are more willing to explain the others behavior in a psychological key/internal than in a situational one/external.

Keywords: shyness, parental beliefs, attribution, birth-order position.


Drawing's projective value in personality characterization of preschool child
(OANA RALUCA BACIU, MUŞATA BOCOŞ) 20

DRAWING'S PROJECTIVE VALUE IN PERSONALITY CHARACTERIZATION OF PRESCHOOL CHILD


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



ABSTRACT
The paper presents the projection definition and its components, known types of projection and projective techniques, their classification, the context in which they can be used and advantages and disadvantages. It also presents the concept of personality investigated by projective techniques, using expression and its makers, but also creation as a bridge between projection and expression. There are a variety of projective tests: associative, constructive, completing, selection or sequencing and expressive tests. In this study we selected only a few in the category of expressive tests, easy to use in early education.

Through projective techniques we aim highlighting the constituent issues and overall personality intrapsychic content of the studied subject. The child uses aesthetical work in interpretation of reality and its relationship with it. Drawings present the development of the intellectual, psychological maturity of a child. The material and the aesthetical form are means of psychological protection for the child, who is undergoing difficult circumstances for him. This is linked to "detention" of his inner feelings. Representing appears for the child as a specific container, in which feelings are placed and kept until he would no longer acknowledge them. The last part of the paper presents examples of expressive tests, interpretations of children works.

Keywords: projection, expression, creation, projective techniques, personality.


Learning to read (MARIANA SINDIE, FLORENTINA ZARAFU) 66

LEARNING TO READ


Prof. înv. primar MARIANA SINDIE
Şc. cu cls. I-VIII nr. 130 "Luceafarul", BUCUREŞTI
Prof. înv. primar FLORENTINA ZARAFU
Şc. cu cls. I-VIII nr. 133, BUCUREŞTI



ABSTRACT
A few of us ever asked themselves "What is going on when reading?"; "Which are the mechanisms of reading?". But certainly almost all of preschool and primary teachers which are working with 6-7 y.o. focused on "reading readiness" at children.

As teachers at students of 6-7 y.o., first grade, level at which learning to read is asked by curricula, being a major curricular objective, we were concerned on children’s reading skills appropriate development and optimization, on one hand, and on the other on enhancing the quality of reading at those students. Therefore we documented and we expose in this paper the synthesis which we are presenting to our colleagues who want to optimal manage the act of reading at first graders or preschoolers who already clearly proved literacy abilities.

Keywords: reading readiness, reading, skipping, fixations, absorption quotient, relative speed reading, real reading speed, message decoding.



ANALIZES AND STUDIES FOR A QUALITY EDUCATION
The negative effects of bureaucracy on school organisations (NICOLETA SAVU) 71

THE NEGATIVE EFFECTS OF BUREAUCRACY ON SCHOOL ORGANISATIONS


Prof. NICOLETA SAVU
Grăd. O.N. de Aplicaţie, CONSTANŢA



ABSTRACT
All organisations are bureaucratic to a degree and schools organisations have many features of bureaucracy. Romanian schools have reached huge dimensions of bureaucracy in recent years and school bureaucracy has become a serious illness of the system. It definitely expresses its inability to operate lean and and flexible, the insufficiency to adapt itself to any reality that brings all the time new challenges. In this vicious professional context, teachers are in front of an adverse challenge – their own dynamic to be compatible with various bureaucratic influences.

The negative effects of bureaucracy manifested in administrative and management plan of schools concern the politicisation of management structure, abundance of written documents, decreased level of expertise and competence. Public teachers can keep their job for life regardless of performance and their career development is based on teacher seniority rule. In the Romanian system teachers are allocated according to a seniority based centralised system with no role for the employer's side, represented by the individual schools, in attracting, selecting and retaining teachers.

Many teachers prove the bureaucratic behaviour. Faced with a dangerous reality of the existing bureaucracy in education, educators realise the need to assume "responsibility" to adapt quickly and "efficiently" to it. Actually this is the greatest danger – the bureaucratization of teaching is being manifested in accounting education. Another great danger is the fact that bureaucracy gives birth to itself, to a bureaucrat human being. Bureaucrat teachers are mentally immature because bureaucracy inhibits the development of individual resources. They are frustrated due to constraints, without any initiative, thus avoid all the responsibilities, distribute them among others and hide behind rules. The worst threat for the school organisation seems to be those bureaucrats holding key positions.

Within the educational activities of teaching and learning there is a certain tendency of bureaucratization of teachers teaching the design activity. Bureaucratization is exacerbated by excessive standardisation and uniformity in educational projects, which hinders teachers’ creativity, urging them to conservative and repetitive teaching practices and behaviour. It has been demonstrated that people who work in bureaucracies have a limited "say" in what they do.
Schools as organisations need to overcome their slow reflexes and rigid bureaucracy, their own impersonality and conformism.

Keywords: bureaucracy, negative effects of bureaucracy.


A study regarding pedagogical practice of future kindergarten teachers
(MARIANA BOICU, AIDA FRANGULEA PASTOR) 76

A STUDY REGARDING PEDAGOGICAL PRACTICE OF FUTURE KINDERGARTEN TEACHERS


Prof. înv. preşc. MARIANA BOICU
Grăd. nr. 13, BRAŞOV
Prof. înv. preşc. drd. AIDA FRANGULEA PASTOR
Grăd. nr. 9, BRAŞOV



ABSTRACT
A continuous investment in education means to ensure quality training for future teachers. Besides a theoretical approach in the training of pre-school teachers, there is a need also for a well-organized pedagogic practice, adapted to the real learning needs of students as well as labor market requirements.
In order to support achieving a methodology for the practical training of future kindergarten and primary education teachers, we have initiated a exploratory research targeting a group of 35 students involved in practical teaching training from the "Transilvania" University of Brasov – Faculty of Psychology and Education Sciences, specialization of Pedagogy of Primary and Preschool Education, second and third year (Regular Program and Distance Learning program).

A 19 questions questionnaire has been applied to the members of the target group. The aim of this has been to identify learning and training needs. The objectives were: to identify key elements of training, to identify students' expectations of teaching practice, to identify the degree of interest in particular topics of training and also different ways to improve teaching practice and highlighting differences between what the university provides in terms of educational offer and the requirements of the labor market.
The analysis of obtained data allows us to create several guidelines that may underlie the construction of practice methodology in order to prepare students in colleges and universities for the teaching career.

Keywords: preschool teachers, primary education teachers, methodology, pedagogical practice.


A study regarding Quality education in kindergarten (LUMINIŢA TOADER) 84

A STUDY REGARDING QUALITY EDUCATION IN KINDERGARTEN


Educ. LUMINIŢA TOADER
Grăd. cu P.P. nr. 9, BUZĂU



ABSTRACT
"New educations" contents can be designed and pedagogically projected as modules or independent study disciplines, but a general approach (in Romanian curricula but not only) is to infusing new elements in the traditional disciplines contents connecting them interdisciplinary or transdisciplinary.

It is possible to implement at the preschool education level one of these new educations, specifically Quality education. This approach empowers Quality education to emphasize some of its components: quality of life, of products, of environment, of information, of product and services consumer or producer, throughout the existing curricular subjects or as an optional one, but in an interdisciplinary teaching.

In the following paper we present the structure (objectives, contents and behavior examples) and projection of a quality education module for kindergartens, the way we have developed after researching the corresponding issues and domains.

Keywords: "new educations", Quality Education, planning.



NEW EDUCATIONS
New educations, a reality of the contemporary world (NICOLETA SAVU) 91

NEW EDUCATIONS, A REALITY OF THE CONTEMPORARY WORLD


Prof. NICOLETA SAVU
Grăd. O.N. de Aplicaţie, CONSTANŢA



ABSTRACT
Starting from the idea of a kinetic and complex human society, which will fit a man "capable" of adapting and adding the role of the school in forming such a man, we are going to present the idea that schools must help, not only social and moral, finish a flexible, original and active personality.

Currently, more than ever, the acceleration of the progress creates a new life and a new conscious and united Europe – and Romania is part of it – opens new opportunities but in the same time requires to solve major issues contained in the concept of contemporary world problems. The new educational policy of the countries that supports the idea of United Europe, primarily aimed at achieving the European dimension in education. Finding a common and effective solution to various challenges of the contemporary world problems, accepted by all education systems of the European states, would conceive a series of activities designed for achievement of all specified educational objectives of the "new education" correlated with national educational objectives.

"New education" programs are definited by UNESCO (the institution where the term originates, primarily thanks to the Romanian George Văideanu who initiated the program) and adopted in recent decades by European states as "the responses of education systems to the imperatives of the contemporary world problems" – political, economic, environmental, demographic or health issues. "New educations" aim especially new goals and messages that determine the educational content and learning strategies of the contemporary world problems. "New educations" mark the mandatory fields priority of education; they can be done based on age-specific characteristics and needs, educational stages, discipline cluster and the particularities of each local, regional or national community. "New educations" refer to (according to Vaideanu, G., 1966, Cucoş, C., 1999 and Stanciu, M., 1999):

  • Environmental or Ecological Education;
  • Education regarding the Change and Development;
  • Education regarding Technology and Progress;
  • Education regarding Mass-media and Communication;
  • Population and Demographic Education;
  • Entrepreneurship Education;
  • Leisure-Time Education;
  • Education regarding Peace and Cooperation;
  • Education regarding Democracy and Fundamental Human Rights;
  • Modern Hygienic Education;
  • Intercultural Education.

The current status of teachers requires, besides the triangular role of theorist-practitioner-researcher, general attitude and skills, such as modulation and modeling in relation to the realities of the full momentum educational reform. This new dimension of aproach to curriculum design requires for teachers to undertake extensive steps to re-inform and re-training, ie it requires own dynamic compatibility of teacher’s efforts with various news of the National Curriculum. Teachers see the need to re-inform about the newest conceptual "territory" of the "new educations" term.

Teachers are the ones who have an important role in formative virtualization of the "new educations". Consequently, all operational-strategic instruments (objectives, content, strategy, planning, implementation, evaluation, normativity) should be oriented towards this purpose.

The "new educations" are for today’s man, as a subject of history, an attempt to training/change mentality by the action of education as a step towards solving the contemporary world problems. It is known that any change of mentality is achieved effectively and globally by the transforming action of education, although it does not exclude the influence on mentality of economic, political and social realities.

Keywords: New educations, New educations integration in curricula, planning the content of teaching.


Using educational software in the preschool class (VIOLETA BOLBOACĂ) 105

USING EDUCATIONAL SOFTWARE IN THE PRESCHOOL CLASS


Educ. VIOLETA BOLBOACĂ
Grăd. "Licurici", CLUJ NAPOCA



ABSTRACT
The major purpose of our study, Using educational software in the preschool class, was to determine if the preschoolers’ learning – in general, but also specific math skills – could be improved through specific educational software on the computer.

In the present article, selected from our study, we bring into attention the advantages and disadvantages of computer assisted instruction on children's personality, but also we emphasize some of positive and negative aspects over both active learning and the creative ongoing process when using educational software.

Keywords: computer, educational software, skills.



CLASS MANAGEMENT
Kindergarten Teacher – Manager of the preschool classes (GENOVEVA AFRĂSÎNEI) 108

KINDERGARTEN TEACHER – MANAGER OF THE PRESCHOOL CLASSES


Instit. GENOVEVA AFRĂSÎNEI
Grăd. nr. 5, VASLUI



ABSTRACT
The manager is one of the key factors for introducing any educational changes. In terms of managerial activities, the manager is the one who finds, allocates and employs physical and human resources in order to achieve goals. Optimistic individuals who have good communicational and social skills, who are organized, endowed with intuition and empathy, who prove fortitude, a deep sense of social communion and who improve their necessary technical abilities definitely have a plus for filling in and successfully achieving managerial responsibilities. In the pre-school educational system, the kindergarten teacher has a managerial role for the group of pre-school pupils.

Considering the fact that management of a pre-school group of pupils implies approaching the group from the perspective of its practical dimensional levels (ergonomic, psychological, social, normative, operational and innovative), the manager kindergarten teacher must have the qualities and abilities that are necessary for performing an optimum activity with the pre-school pupils.

Keywords: manager, educational changes, skills, qualities, abilities.


Modalities of group cohesion accomplishment (ANDREEA DANIELA RADU) 110

MODALITIES OF GROUP COHESION ACCOMPLISHMENT


Prof. ANDREEA DANIELA RADU
Grăd. cu P.P. nr. 29, SIBIU



ABSTRACT
Posting child's family group and the group of preschool integration is a process that involves a number of difficulties, forced to adapt to new structures, to enter into relationship with new people and interact with them. The Teacher’s role in small group (and those of other groups who have newly arrived in the family) is to facilitate adaptation and integration of the child to the group and model the group to act together and / or at the same parameters.

Very important, however, and a priority is the establishment of horizontal relations of the group, resulting in a response to the requests of children, common, systemic, self-regulating. It is favored by the group cohesion. I will present below several ways in which the teacher can act to give every child the status of group membership and make him/her feel as one.

Keywords: small group, the cohesion of the group.



COUNSELING DIRECTIONS
Art counseling (Artterapy) (NATALIA RODICA RUZSA) 116

ART COUNSELING (ARTTERAPY)


Instit. NATALIA RODICA RUZSA
I.G.P.N. SĂBOLCIU, Jud. BIHOR



ABSTRACT
This paper brings into focus the importance of a counseling centered art program used with kindergartners in order: to find out personal hidden information, to design paths to proper guide the child and to determine in this one a greater growth in positive self-concept.

Keywords: counseling, art counseling, artterapy.



CONTINUOUS TRAINING OF TEACHERS
Action method improving quality and motivation in learning situation
(ADELINA MARILENA HAICA, OANA BOROŞ) 122

ACTION METHOD IMPROVING QUALITY AND MOTIVATION IN LEARNING SITUATION


Prof. ADELINA MARILENA HAICA
Grăd. cu P.P. nr. 19 "Piticot", ARAD
Instit. OANA BOROŞ
Grăd. cu P.P. nr. 14 Târgovişte, Jud. DÂMBOVIŢA



ABSTRACT
Action methods represent a way, a strategy which can be used by the teacher to convey information in a simple and efficient way. In order to improve the quality of teaching/learning and enhance the motivation during the teaching situation, the active methods offer the teachers a large area of games and exercises. Using these game exercises they will manage to combine useful activities with pleasant ones, thus contributing to a relaxed, practical and fun teaching process.

Keywords: action methods, game exercises, quality, motivation and fun.



CURRICULAR CONTENT AND MILESTONES
Routines increasing efficiency by rhymed formulated requirements
(ŞTEFANA PIRONESCU, MIHAELA DAVID) 130

ROUTINES INCREASING EFFICIENCY BY RHYMED FORMULATED REQUIREMENTS


Prof. ŞTEFANA PIRONESCU,
Educ. MIHAELA DAVID
Grăd. cu P.P. nr. 18 FOCŞANI, jud. VRANCEA



ABSTRACT
In this paper we intended to show that routines activities are more effective on children when their names and requests are rhyme-formulated.
The result of this kind of approach is issued by our own experience, therefore we present here for all our colleagues tens of rhymed formulated names of routines, activating for the achievement of different necessary skills of kindergartners.

Keywords: routines, rhymed formulated routines.


A different angle of view on using interactive methods (ADINA MARIA JURCĂ) 134

A DIFFERENT ANGLE OF VIEW ON USING INTERACTIVE METHODS


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



ABSTRACT
After 20 years of being kindergarten’s teacher, I still wonder: "What does it mean to be a good teacher?" Does it mean to be very well prepared about theory, to know and apply all the news from this area? Does it mean to be loved from all children and their faces to be full of joy and happiness when they see me?
I had the opportunity to attend several courses of Mrs. Annabela Cant, (Professor at University of Pedagogy Simon Fraser, Canada), I read the book that she had published in Romania, and now I can say she has been like a mentor for me, not because she told me something that I had never heard but only then I had realized how important is to give children the opportunity to express their creativity and imagination.
Applying approach methods is one of the ways to develop divergent thinking and in this article I intend to give some examples from my activities in which I used some of these kinds of methods.

Keywords: creativity, interactive methods.


Musical expression skill building (LOREDANA MANOLACHE) 141

MUSICAL EXPRESSION SKILL BUILDING


Prof. LOREDANA MANOLACHE
Grăd. nr. 44, CONSTANŢA



ABSTRACT
Vocal interpretation of the songs by preschoolers has diversified also due to the identification of some new polyphonic-harmonic procedures. Vocal interpretation of some pieces on groups, in chain, with soloist, ensemble and on roles, turn musical creations in particularly attractive musical games for children.
We present in this paper the formative contribution of the mentioned musical procedures as well as the benefits of organized auditions through which we exposed the children also to the choral and popular Romanian creation.
Through all of these we offered models of vocal and vocal-instrumental interpretation of the learned songs and afterwards we reached good results in interpretation.

Keywords: vocal interpretation, polyphonic-harmonic procedures, musical games.


A teaching approach in musical expression (MARIA MOGA, MARIOARA POPESCU) 146

A TEACHING APPROACH IN MUSICAL EXPRESSION


Insp. de spec. MARIA MOGA
Insp. de spec. ISJ CONSTANŢA
Prof. MARIOARA POPESCU
Grăd. nr. 7 Roboţel, CONSTANŢA



ABSTRACT
Among the means we use in preschool classrooms in order to achieve the objectives of teaching music, of a special importance are musical exercises and educational games, the songs themselves, the auditions, empowered by the musical instruments that provide variety in interpretation and increase the pleasure of children to sing.
In order to illustrate or accompany songs the teacher uses instruments as piano, organ, guitar, violin, but also the children themselves handle some with great pleasure: wooden xylophone, tambourine, drums, cymbals, cans resonators. To all this we can add audio visual media (radio, cassette, TV, video projector, audio video cassettes) and illustrative material (portraits of composers, graphic schemes, plan to play musical symbols in different relationships, musical instruments, symphony orchestras, images of the musical life of the country or children performing).

Keywords: musical game, musical exercise, musical skills, musical accompaniment.



TEACHING APPROACHES 154

ARTISTIC PROGRAMMES 259

ANNUAL ACTIVITY PLANNING 278

PAYMENT INFO 344