CONTENTS 3-4 / 2012

NATIONAL CURRICULA 7

STUDIES AND RESEARCHES

Le Davido-CHaD, le nouveau test projectif
(ROSELINE DAVIDO) 81

LE DAVIDO-CHAD, LE NOUVEAU TEST PROJECTIF


ROSELINE DAVIDO,
Docteur en Psychologie clinique et Psychanalyse.
Présidente de L’Association International du Davido CHaD
aidavidochad@gmail.com



ABSTRACT
I have spent my professional life within the field of the national education, first as a specialized teacher, school psychologist and, finally, inspector in education. The origins of school failure always interested me: hypotheses were many: sociological, intellectual disability, sensorial, but also of foreign origin...

But none of those cases did not seem to explain themselves, "massive" school failure in kindergarten, when children had to be admitted to preparatory class but were not considered "sufficiently prepared" to enter in this class. As if it was about a real "preparatory class" at a great school! Since the time when I was a school psychologist, I used my test "Davido-CHaD", which allowed me to better understand the origin of school failure to children, which is retained in kindergarten and / or doubled in within primary education before students are directed in one direction or another.

This test allowed me to bring to light abuses carried out in schools, the part to be "ignored" of the submerged iceberg... As if the sexual abuse did not exist but only in literature. My presentation, with examples, shows numerous and diverse cases of sexually abused children, which the school ignored... Even after their revelation. CHaD is a ludic and easy to use test; it is a clinical test, which helps the child to express... Even without speaking. This is translated into dozen languages, including the United States of America...

Keywords: Davido-ChaD test, personality projective test, school failure, abuse.


Aesthetic Education and Education Through Art The Syntax and Morphology of Visual Arts
(OANA RALUCA BACIU, MUŞATA BOCOŞ) 84

AESTHETIC EDUCATION AND EDUCATION THROUGH ART THE SYNTAX AND MORPHOLOGY OF VISUAL ARTS


Prof. dr. OANA RALUCA BACIU,
Grup Şcolar Lechinţa, BISTRIŢA NĂSĂUD
Prof. univ. dr. MUŞATA BOCOŞ
Facultatea de Psihologie şi Ştiinţe ale Educaţiei,
Universitatea Babeş Bolyai, CLUJ NAPOCA


MOTTO:
"Este imposibil ca elevii să înveţe ceva cât timp gândurile lor sunt robite şi tulburate de vreo patimă. Întreţineţi i deci într o stare de spirit plăcută, dacă vreţi să vă primească învăţăturile. Este tot atât de imposibil să imprimi un caracter frumos şi armonios într un suflet care tremură, pe cât este de greu să tragi linii frumoase şi drepte pe o hârtie care se mişcă."
(John Locke – "Some Thoughts Concerning Education")

ABSTRACT
This article deals with the issue of aesthetic education, in all cycles of education, but especially at the preschool children level.

As components, we have the following: aesthetic education – traditional dimension of education, arts education – aesthetic education core, why do we need art, aesthetic education in preschool – diachronic approaches, the syntax and morphology of visual arts, which is divided into several subheadings as follows: expressivity of visual language elements, the point – the core of artistic creation, metamorphoses of arts line, shape formation by translating the line and the point, the surface form, the chromatic sphere – structuralist approach, study of colors and noncolors, color categories, meanings and symbols of color, physiological color influences, psycho emotional influences of color, compositional space – indivisible unit of infant fine art and the art of signs, basic symbolisms: the house, the tree, animal representation, representation of the stars.

We present the importance of knowledge of the ABC's of fine arts in order to understand the value of this subject at all educational levels, but especially preschoolers, where we establish the bases of knowledge which will be enriched later.

Keywords: aesthetic education, preschool level, the syntax and morphology of visual arts, visual language elements, infantile art.



Psychological Profile of Gifted Children: Cognitive Development, Memory and Creativity
(NICOLETA SAVU, ELENA RAFTU) 110

PSYCHOLOGICAL PROFILE OF GIFTED CHILDREN: COGNITIVE DEVELOPMENT, MEMORY AND CREATIVITY


Prof. NICOLETA SAVU
Grăd. de Aplicaţie, CONSTANŢA
Educ. ELENA RAFTU
Grăd. "Perluţele mării", CONSTANŢA


ABSTRACT
Most of the investigators define giftedness in terms of multiple qualities, not all of which are intellectual. Joseph Renzulli’s (1978) three-ring definition of gifted behavior is a widely recognized example of a multi-faceted and expanded conceptualization of giftedness. Gifted behavior consists of behaviors that reflect an interaction among three basic clusters of human traits – above average ability, high levels of task commitment and high levels of creativity.

Gifted children exhibit high performance capability in intellectual, creative, and/or artistic areas, possess an unusual leadership capacity, or excel in specific academic fields. Gifted children are not always easy to identify. Potential does not always show in achievements. They often feel isolated or "different" and sometimes don’t feel like they fit in socially with the other children. Even teachers are not typically good at identifying gifted children, but with training in gifted and talented education, teachers can significantly improve their record at identification.

Gifted children are fast learners and require little repetition of information. They require services or activities not ordinarily provided by the schools. They need a gifted program and that should be one designed specifically for gifted children. Gifted programs are designed for children whose educational needs are not well met in regular classrooms. Gifted children need advanced and accelerated challenges and a stimulating curriculum that should require them to stretch their minds. Teachers must be trained to work with gifted children in order to be more effective than those who are not. They must be aware of the characteristics of young gifted children: cognitive, language, social and emotional traits.

Keywords: giftedness, gifted children, psychological profile of gifted children, J. Renzulli, the three-ring conception of giftedness, William James Sidis.


Socio-Emotional Education in the Kindergarten - Good Practice Examples
(RODICA BRĂNIŞTEANU) 116

SOCIO-EMOTIONAL EDUCATION IN THE KINDERGARTEN - GOOD PRACTICE EXAMPLES


Prof. drd. RODICA BRĂNIŞTEANU
Univ. Babeş Bolyai, CLUJ NAPOCA,
Fac. de Psih. şi Şt. Educaţiei


ABSTRACT
This paper emphasizes the importance of social and emotional education on preschool children and is part of a doctoral thesis in progress at the moment. We note that in order to ensure a good social emotional development of preschool children, the teacher work with the children should include actions, activities or elements by which preschoolers interact with adults, with children of similar ages in accepting and respecting diversity, pro social behavior and training.

The teacher has the task of observing the actions and behaviors of children, their own behavior, to establish skills that children and even their teacher don’t have and which generates undesirable behaviors, and to project weekly (in the planning activities) such content (stories, games, exercises, techniques for correcting the behavior) to support the child training, correction or improvement of identified skills. The second part of the paper presents examples of good practice, exemplified by workshops activities proposed by us in accordance with the purposes and objectives of socio emotional education.

Keywords: socio-emotional education, kindergarten, behaviors, workshops-activities.


The Educational Offer for a New Optional - Personal Development - as an Alternative Education Program
(CARMEN IONIŢĂ) 123

THE EDUCATIONAL OFFER FOR A NEW OPTIONAL - PERSONAL DEVELOPMENT - AS AN ALTERNATIVE EDUCATION PROGRAM


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


ABSTRACT
Personal development" is a formative program, of optional activity, implemented in kindergartens and schools in Bucharest. The authors of the curriculum approved by the inspectorate are: Lect. Ph.D. psychologist Florinda Golu and teacher advisor, educational psychologist Carmen Ionita. This formative program is designed in several curricular areas and is effective at both educational level and from a therapeutic point of view.

It’s implemented in the system from 2008 and works successfully, the feedbacks from children, parents, and cooperating teachers being the best. Because this new teaching approach comes not only in child support – as main beneficiary – but also supports parents, educators and specialists in the field, providing milestones in the knowledge of child psychology.

The work related to the program is: "Practical applications of the child psychology – personal development as alternative education program", author Florinda Golu, Carmen Ionita (ed. Hope, 2009). In the book are detailed development exercises, diversified games and activities, those being proposed as alternative approach to complete and improve teaching in kindergartens and schools.

Keywords: formative program, personal development, alternative education, development exercises, efficiency at educational and therapeutic level.


Strategies for Developing Preschoolers' Communication Competence/Skills Aiming Their Future Integration
into School Life (SIMONA LESENCIUC) 126

STRATEGIES FOR DEVELOPING PRESCHOOLERS' COMMUNICATION COMPETENCE/SKILLS AIMING THEIR FUTURE INTEGRATION


Prof. SIMONA LESENCIUC
Grăd. cu P.P nr. 29 BRAŞOV


ABSTRACT
Addressing the issue of developing some strategies to improve the communication skills of preschool children with a view to their integration into school life can contribute to the efficient development and management of those acquirements needed by any child to socialize and prepare for school. Not only does this project take a practical approach, but it is also anchored in current research endeavors. In this respect, the goal is to analyze the foundations needed to develop the communication competence at preschool age and it is established based on a hypothesis that was first discussed decades ago and that upholds the critical role played by this type of competence in the socialization process.

Consequently, the practical side of the project is focused on discussing the ways in which the communication and relationships building at preschool age can be made more efficient in order to enable children in this age category integrate at a social level, meet school performance standards, remove psychological causes underlying communication problems. The development of preschool children’s communication competence is an issue of both a practical and actual nature as a result of the potential answers it may yield.

Moreover, it is a subject of trans disciplinary coverage due to the areas it builds upon, to the analysis instruments it employs and to the application of research results. The research underlying the current paper was aimed at identifying the strategies to develop the communication competence/skills of preschool children. As a result, it was mostly a qualitative one, undertaken in successive stages and focused on a limited number of research subjects (i.e. 43 children of preschool age).

In this respect, the instrument employed consisted in participative observation with complete involvement. Hence, the instrument was a highly objective one in measuring the analyzed variables and of a long term nature in terms of the data collected. The results were recorded in an observation chart that included items structured in accordance with the elements described by the communication/communicative competence model of Bachman (1990) and evaluated against a Likert scale. In addition to the participative observation, the pedagogical experiment was also employed in order to keep some variables under control and thus identify the best ways to develop the communication/communicative competence of preschool children.

Keywords: preschool curriculum; communication/communicative competence; Bachman model.


Opportunities and Limitations in Speech Therapy Telepractice
(ŞTEFANIA ROTĂRAŞU) 136

OPPORTUNITIES AND LIMITATIONS IN SPEECH THERAPY TELEPRACTICE


Prof. ŞTEFANIA ROTĂRAŞU
Grăd. nr. 168, BUCUREŞTI, Sector 5


ABSTRACT
The following article reflects the background and definition of telepractice, and synthesize its opportunities and limits in specialized speech therapy intervention.

Telepractice speech therapy is a special form of intervention in correcting speech disorders. It shows a promising potential for expansion due to the modern telecommunications technology that overcome geographical distances. This involves carrying out therapeutic activity by speech therapist, using a remote computer and available communication devices.

In the following article we are seeking to establish relevant conclusions based on the main opportunities and risks that telepractice speech therapy proves.

Keywords: telepractice speech therapy, speech therapy support, corrective intervention, dialogue.


Mass-Media, Source of Influence on Childhood Aggression
(NICOLETA SAVU) 140

MASS-MEDIA, SOURCE OF INFLUENCE ON CHILDHOOD AGGRESSION


Prof. NICOLETA SAVU
Grăd. de Aplicaţie, CONSTANŢA


ABSTRACT
Young children are daily exposed to violent media in their homes and other settings. Violence and aggression can originate from television, computer games, music videos and violent video games. Aggression is a learned social behavior. Psychologist Albert Bandura proposed the social learning theory of aggression. According to his theory aggressive behavior is learned in several ways: directly using rewards or punishments or by observing patterns of behaviour.

Aggression may appear and develop during the early childhood period. In the early childhood there are conflicts especially between children of the same sex, then at the school age, direct physical aggression is more common among boys and indirect aggression is more common among girls. Media is an influential source of aggression and watching acts of aggression on TV is one of the conditions that encourages learning and expression of aggressive behavior. Excessive TV-watching, often without parental controls, and children’s access to computers and PC games are initially encouraged by parents. Media violence refers to media depictions of aggressive and violent behavior directed at characters in the media story. Those characters can be human or nonhuman, cartoonish or visually realistic.

Fictional, unrealistic, or animated violence is still considered violence. Children readily imitate aggressive behaviors they see others perform, either live or from televised images. Kids ages 2 to 7 can’t distinguish between fantasy and reality. Aggressive cartoon characters seem very real to children. Exposure to violence in television, movies, cartoons, video games and on the Internet is one of risk factors for predicting future aggression in children. Early Children’s exposure to media violence stimulates and infuences aggressive and violent behavior in real world: picking on someone who seems emotionally or physically weaker (provides a feeling of being more important, popular, or in control), teasing somebody, or leaving that person out of a group or activity, repeatedly hurting, frightening, threatening, hitting, kicking, tripping, pinching and pushing others.

These children can’t manage anger and hurt, frustration, or other strong emotions because they may not have the skills they need to cooperate with others. If children identify with a villain (movie or cartoon character), they may start enacting his behavior. Children who watch violent TV shows, even "just funny" cartoons, are more likely to hit out at their playmates, argue, disobey class rules, leave tasks unfinished, and are less willing to wait for things. Parents and teachers should not sit back passively and expect a child to magically stop watching violent television programming and playing violent computer games. New studies show that early exposure to TV violence predicts aggression in adulthood. The more violent television children watch, the higher their level of aggression is.

Keywords: social learning theory of aggression, A. Bandura, media violence, childhood aggression.


The Role of Leadership Style in the Management of School Organization
(SIMONA LESENCIUC) 147

THE ROLE OF LEADERSHIP STYLE IN THE MANAGEMENT OF SCHOOL ORGANIZATIONE


Prof. SIMONA LESENCIUC
Grăd. cu P.P nr. 29 BRAŞOV


ABSTRACT
An approach regarding the management and the workplace relations within the school is required in the current operational and legislative context. The Working Group Management within the primary and pre primary education implies certain peculiarities regarding current tasks, taking risks, and recommended managerial styles.

Therefore, we analyzed, within the kindergarten in which we operate, the relevance of the relationships between the latent and the actual teachers’ leadership styles and their management potential.

Keywords: school management; school leadership; leadership styles.



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