Contents issue 3-4 / 2015

Studies and researches

Strategies for Developing the Communication Competence/ Skills of Preschoolers for their Future Integration into School Life (Simona Lesenciuc) 7

strategies for Developing the Communication Competence/ Skills of Preschoolers for their Future Integration into School Life

Prof. Simona Lesenciuc
Grăd. cu P.P. nr. 29, Braşov

This paper aims to focus on the teachers’ awareness of the necessity of reform in preschool curriculum, more precisely within Language and communication area. We are interested to identify the extent to which teachers in early education identify effective strategies to improve communication skill at preschool age and are aware of the necessity of curricular reform. The current curriculum was designed in 2008 by the Ministry of Education and Research, based on data regarding the educational dynamics between 1999 and 2006. The necessity of curriculum development, in a field of study or in a preschool/school cycle, is a necessity for continuously adjusting teaching/learning experiences to the new demands of knowledge and society. The mere highlighting of the necessity of preschool curriculum change, in a clearly defined area, involves consideration of both certain objective determinations leading to curriculum update as a consequence of the real need of education, and certain „symptomatic areas” that require a change of curriculum. The main objective of this paper is to identify the awareness of the necessity for curriculum development in early education within Language and communication area. The designed research strategy is standard, transversal, in three phases: quantitative, qualitative and mixed (comparative, quantitative‑qualitative), through the agency of methods based on a survey questionnaire, applied to representatives of all 31 kindergartens in Braşov city, namely on a structured group interview, with teachers‑experts from their original institution (Kindergarten no. 29 Braşov), having a professional experience of over 10 years in preschool teaching, achieved through Delphi technique.

Key words: Bachman model; curricular development; early education; Language and communication.
The Beginning of the Romanian Private Education (Nicoleta Savu) 21

The Beginning of the Romanian Private Education

Prof. Nicoleta Savu
Inspectoratul Şcolar Judeţean Constanţa
Departamentul Învăţământ particular şi
alternative educaţionale

The Romanian education system includes state and private schools. Private schools (also known as independent schools, non-governmental) are available at all levels of education. Private education is available from kindergarten level to high school. The beginning of the private educational system in Romania is linked by the name of Dr. Constantin I. Angelescu. He was the Minister of Public Instruction.
Under the law, private schools date back to 1925. Important roles in the restructuring of the Romanian education system was played by great public figure as Alexandru Ioan Cuza before the year of 1925. Private schools were traditionally set up by foreigners and diplomats in order to cater for their educational needs. Many students at private schools were also from ethnic minority backgrounds. Private education was re-established after 1990. The number of private schools in Romania has increased since the fall of communism.
Today the right to create private schools in Romania is in the National Education Law no 1/2011. Private schools exist in Romania as corporate entities separate from public schools, which are supported by the government. They are supported primarily by private funds and school fees.
The private school organizations have a very large role in providing preschool services. Even if most elementary schools are public there are also many private primary schools. This sector has a large proportion in the market share for private education. Private school institutions do a good job competing with those that are public. Religiously schools form a subcategory of private schools. Some such schools teach religious education, together with the usual academic subjects to impress their particular faith’s beliefs and traditions in the students who attend.

Key words: private education, private schools, 1925, Private Education Law, Constantin I. Angelescu.
Workshops to Stimulate the Intelligence of Preschool and Elementary School Children (Cristina Ilea-Golea) 24

Workshops to Stimulate the Intelligence of Preschool and Elementary School Children

Lector univ dr. Cristina Ilea-Golea
Academia Naţională de Informaţii Mihai Viteazul, Bucureşti

Based on Vâgotski’s Social Learning Theory, we have developed an early chilhood workshop pedagogy that recognises the fundamental role of social interaction in the process of cognitive development.
Our goal is to create an educational frame able to stimulate, from a very early age, the different types of intelligence: linguistic, musical, spatial, body-kinesthezic, naturalistic but also interpersonal and existential.
We developed an integrated methodology for our workshops having in view: aim of activity, subject, themes, types of targeted education, types of learning, ages of the enrolled children, ideal number of children for each workshop, languages to be used, benefits, space and support materials used.
We consider that early stimulation of the human individual’s capacity to receive and value any kind of art (music, painting, literature, theater, dance) improves his cognitive development. On the other hand, the stimulation of language development and communication abilities in the mother tongue or in a foreign language are the premise of aquiring a higher IQ.

Key words: Cognitive Development, Early Education, Intelligence Stimulating Strategies, Musical Education, Art Education, early CLIL.
The Reggio Emilia Approach (Florina Popescu) 29

The Reggio Emilia Approach

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

The Reggio Emilia approach to early childhood education is based on over forty years of experience in the Province of Reggio Emilia and Preschool Centers in entire Italy. It places emphasis on children’s symbolic languages in the context of a project-oriented curriculum. Learning is viewed as a journey; and education as building relationships with people (both children and adults) and creating connections between ideas and the environment.

Key words: Reggio Emilia, project, documentation.
Educational projects and partenerships 35
ERASMUS+, Project – "Enjoy Sciences & Maths!" (Aniela Stoica) 35

ERASMUS+, Project – „Enjoy Sciences & Maths!”

Prof. înv. preşcolar Aniela Stoica
Grăd. LEARN & PLAY, Sibiu
Learn and Pay It Forward!

ERASMUS+ project from Learn & Play Kindergarten, Sibiu, is entitled „Learning disguise clever in fun”, is based on the motto: „Learn and Pay It Forward” and has a budget of 10,515 euros for five mobilities in Latvia and the Netherlands. My participation in this european course – „Enjoy Sciences & Maths!”, held in Riga, Latvia, representing the Learn & Play Kindergarten, Sibiu, during 16-20.11.2014, gave me opportunities to improve my professional skills, to come in contact with creative and innovative teaching methods and with examples of best practice.
Teaching methods 47
Optional Activities 56
Teaching approaches 97
Annual activity planning 240
Payment info 304