08 Články v časopisoch

Trvalé URI pre túto kolekciu

hdl:123456789/64

Prehliadať

Teraz sa zobrazuje 1 - 20 z 84

A self-evaluation of pre-school education institutions with an emphasis on the level of their inclusivity
(Vilnius University, 2024) Šilonová, Viera; Klein, Vladimír; Rochovská, Ivana
The research is focused on the self-evaluation of pre-school education institutions with an emphasis on the level of their inclusivity. The aim of the research was to verify the degree of inclusive direction of preschool education institutions in the context of the Index for Inclusion within selected localities through their self-evaluation. A questionnaire was created for pedagogical and professional staff to measure the level of inclusion of pre-school education institutions. As part of the research, a self-evaluation tool was verified with a focus on measuring the level of inclusivity in selected pre-school education institutions within the Slovak Republic. After processing the input and output self-evaluation of pre-school education institutions, it was confirmed that the results from the output self-evaluation of pre-school education institutions were statistically significantly better than the results from the input self-evaluation of pre-school education institutions only in one region.
Ambivalent elements of social communication in social worker-client interactions
(Asociace vzdělavatelů v sociální práci : Brno, 2025) Bambúch, Filip
OBJECTIVES: This paper aims to advance the understanding of the ambivalent elements of social communication used by social workers in client interactions. THEORETICAL BASE: The theoretical framework of ambivalent elements of social communication is grounded in the scholarly knowledge of social communication, with the transactional model serving as its foundational principle. METHODS: The research was conducted using a qualitative study design, incorporating various data collection methods such as recording social worker-client interactions, making observations, and interviewing social workers. OUTCOMES: The research findings indicate that ambivalent elements of social communication are present in every interaction between social workers and clients, constituting an integral component of the communication process. These elements operate on both conscious and subconscious levels. SOCIAL WORK IMPLICATIONS: Incorporating supporting elements into communication does not inherently ensure a positive communication outcome, nor is it directly proportional to communication effectiveness. Some supporting elements of communication exhibit ambivalence. These findings carry significant implications for social work practitioners, particularly in enhancing the effectiveness of social communication, in which integration of client feedback and continuous development of communication skills serve as guiding principles. Concurrently, there is an effort to raise awareness of the ambivalent elements inherent in social communication.
Analysis of children's conceptions of concepts at the end of pre-primary education
(Institute for Promoting Research & Policy Development : Rockville, 2024) Lipnická, Milena; Vrabľová, Alena
The study presents the results of the authors' original research. The subject of the research were authentic utterances of 5-6-year-old children at the exit from compulsory pre-primary education. They represented individual conceptions of the following concepts: interview, question, poem, fairytale, book, magazine, library, letter, reading, writing, writer. The concepts were selected from the state curriculum (2016). The aim of the study was to present selected findings from research on children's conceptions of language and literary concepts. In the study, we provided answers to the research question. Which claims from psycholinguistic theories about narrower and broader conceptions of concepts are most valid in children's authentic utterances? The research strategy was quantitative. Children's authentic utterances were obtained through individual interviews. Each child answered four basic questions: what is it? What is it for? What would it be if it wasn't? How do you know that? The children's statements were content-analyzed and interpreted. The children in the research sample were dominated by narrower conceptions of linguistic and literary concepts (61%). The narrower conceptions of the concepts contained a pre-scientific concept of knowing their meaning. The content of their utterances predominantly distorted the objective meanings of the concepts. Children were less likely to interpret social interactions and least likely to use explanations of another, familiar concept. When they did explain concepts in broader terms (34%), they mainly relied on sensory experiences. Some children did not know or did not answer the questions (5%). The conducted research is a part of the VEGA 1/0505/24 project - Children's preconceptions about the phenomena of reading literacy.
Analysis of science textbooks for the 3rd year of primary schools
(Vysoká škola DTI : Dubnica nad Váhom, 2025) Rochovská, Ivana
Introduction: The research analyses four science primary school textbooks designed for the 3rd grade. Methods: The textbooks were analysed using various methods and procedures. It was determined which of the examined textbooks is the most educationally effective, meaning it not only provides information from the respective field and focuses on knowledge acquisition but also develops skills and more complex abilities. A quantitative content analysis of tasks was carried out in terms of the level of cognitive processes. Results: The findings reveal a significant diversity across these aspects, with all textbooks demonstrating a high level of educational value. However, only one textbook meets the comprehensibility requirements for young learners. Discussion: Compared to past science textbooks, the educational effectiveness of current textbooks has significantly improved. Limitations: The limitations of the research include potential errors due to human factors in counting, and also the difficulty in comparing the results of this research with those from studies of foreign textbooks. Conclusions: The author recommends using these insights to develop new, higher-quality textbooks that reflect inquiry-based educational strategy.
Analysis of the educational conditions of two-year-old children in kindergartens in Slovakia: a study from teachers' perspectives
(HM Publisher : Palembang, 2024) Lipnická, Milena
The aim of the research was to find out teachers' opinions on selected conditions of upbringing and education of 2-year-old children in kindergartens in Slovakia. These may influence decisions about the admission of 2-year-old children to kindergarten and the quality of the conditions of their education. The research method was an online questionnaire, created and processed in SURVIO software. The survey was conducted in spring 2023. 594 kindergarten teachers completed the questionnaire. The results of the research showed that the family and the nursery are preferred for the upbringing and education of 2-year-old children (50.5%). If 2-year-old children are admitted to kindergarten, they must have certain prerequisites and be in a class with their peers (57.1%). They cannot wear diapers in kindergarten (79.7%) and have to cope with separation from parents (78.2%). 2-year-olds can be in kindergarten if a teacher's assistant works in the classroom (61.5%). Teachers (55.4%) do not prefer a health worker or caregiver with 2-year-olds (51%). For pedagogical work with 2-year-old children, teachers only need a secondary education (39.2%), some already have a bachelor's degree (27.2%). The results confirmed the insufficient methodological support of the issue by the state (60.5%) and the importance of the development of information and methodological material in the KEGA project No. 001UMB-4/2022. It will be used by teachers to improve the conditions for the education of two-year-old children in kindergartens in Slovakia.
Analýza edukačného príbehu s morálnou dilemou podľa teórie G. Linda
(Pedagogická fakulta Trnavskej univerzity v Trnave, 2024) Kaliský, Ján
Riešenie morálnych dilem má neoddeliteľné miesto v morálnej výchove. Preto jednou z dôležitých úloh učiteľa etickej výchovy nie je len rozvíjať u žiakov schopnosť kompetentne riešiť morálne dilemy, ale predovšetkým podporovať ich zručnosť porozumieť podstate morálnej dilemy. Autor sa v štúdii zameriava práve na proces vytvárania dilemického jadra príbehu s morálnym obsahom, pričom postupuje od morálneho konfliktu k morálnej dileme. Analyzuje kľúčové štruktúrne prvky, logickú a formálnu štruktúru morálnej dilemy na príklade modelového príbehu. Poukazuje na bežné chyby, ktorým by sa malo vyhnúť. Autor sa teoreticky opiera o didaktickú metódu KMDD nedávno zosnulého psychológa a neokohlbergovca G. Linda, v ktorej je príbeh s morálnou dilemou kľúčovým prvkom.
Between therapy, activism, and profession: Bertha Pappenheim's contribution to the formation of modern social work
(International Organization Of Scientific Research : Gurugram, 2025) Jusko, Peter
This study analyzes the life and work of Bertha Pappenheim (1859–1936) as a significant figure in shaping the early contours of social work. The aim is to evaluate how her work – rooted in personal experience, ethical principles, and a gender-sensitive approach – resonates with contemporary concepts of social work as a profession that provides help. Based on biographical, historical, and professional sources, we have identified key aspects of her approach, including working with marginalized women, building community networks, cultural sensitivity, an emphasis on client autonomy, and a determination to change social inequalities. Of particular importance is the analysis of Pappenheim as a precursor to contemporary approaches, including intersectionality, trauma-informed care, empowerment, and community development. The results demonstrate that her life's work has enduring significance for reflection on professional identity, ethics, and practice in contemporary social work. Pappenheim thus represents a historical but also living model of value-based, critically oriented, and inclusive social work.
Building a classroom community in primary education: findings from student observations
(Wydawnictwo Adam Marszałek : Toruń, 2025) Čiliaková, Ružena; Babiaková, Simoneta
The study examines how the length of teaching experience and the type of school influence primary teachers’ pedagogical approaches to building a classroom community. Results of observed teachers’ professional activities related to developing pupils’ accepting behaviour, discipline, cooperation and self-assessment are presented on a sample of 137 primary teachers. A quantitative investigation with a structured observation method was used. Differences between teachers by school type were tested with the Mann-Whitney U-test and differences by length of teaching experience with the Kruskal-Wallis test. Results indicate that the school type and partly also the length of experience influence pedagogical approaches to purposeful building of a classroom community, which may have significant implications for teachers’ professional development.
Changes in the development of future educational leaders' social competencies
(Wydawnictwo Adam Marszałek : Toruń, 2024) Sollárová, Eva; Kaliská, Lada; Heinzová, Zuzana
Social competence is one of the basic key competencies of educational leaders, where the research aimed at targeted facilitation is absent. Thus, the study aims to verify the changes in the development of social competence and coping self-efficacy of future educational leaders within two courses (one-term course at university vs. one-year course at an educational non-profit institution) (university students of teaching branches: NUMB = 13; AMage = 27.8; SDage = 7.4; 29.4% men vs. participants of the educational institution: NNGO = 14; AMage = 38.6; SDage = 7.8; 21% men). The Coping Self-Efficacy Scale, CSES) assessed the overall level of coping self-efficacy and its four factors, and the Inventory of Social Competence (ISK – K) assessed four social competencies. Results showed a significant increase of low practical significance over time (pretest vs. retest) in the level of social orientation (in ISK – K) and an increase of medium significance in overall self-efficacy and in the ability to use strategies focused on problems and unpleasant emotions and thoughts (in CSES) among university students. After completion of the course, NGO participants increased (with a low practical significance) their SK-K levels of offensiveness and self-control and their CSES self-efficacy and ability to use strategies focused on problems and unpleasant emotions and thoughts. There were no significant differences between overall levels in the two courses. The study offers possible implications of social competence facilitation in the context of educational leader formation at Slovak schools.
Children's ideas about symbols of Slovak statehoodof
(Magnanimitas : Hradec Králové, 2024) Lipnická, Milena
The subjects of the research were authentic utterances of 5-6-year-old children. They represented individual conceptions of concepts of the pre-primary curriculum - symbols of Slovak statehood (capital, anthem, president, state, state flag, state emblem) in a narrower or broader context. The aim of the research was to find out the content meanings of narrower and broader conceptions of concepts in 5-6-yearold children, which are the content of the state curriculum. We hypothesized that at the children's exit from pre-primary education, their conceptions of concepts are more similar to scientific concepts. The study answers two research questions: do children's narrower and broader conceptions of concepts confirm theory? Which are the exceptional, non-repetitive children's conceptions of concepts? The research strategy was qualitative. Children's authentic utterances enabled short individual interviews to be obtained. Children's utterances were analyzed, categorized, and interpreted. Narrower conceptions are associated with a pre-scientific conception or a naive conception (45%). A broader context of conceptions emerged for 42% of the children in the research set. 13% of the statements were categorized as "don't know" responses. Exceptional conceptions of the symbols of Slovak statehood result from children's experiences in everyday life. If children perceived them in different contexts, they explained them by some features of objective reality. These concepts are still abstract for children at this age. According to the findings, it is questionable whether teaching children about symbols of statehood is meaningful in kindergarten when children's narrower conceptions of the concepts prevail at the exit.
Christian Spiritual Formation towards Holiness
(The Pontifical University of John Paul II in Krakow, Faculty of Theology Section in Tarnow, 2024) Hanes, Pavel; Hanesová, Dana
Freedom is one of the most fervently fought for values and, at the same time, the very idea of freedom belongs to concepts that are essentially contested. This situation is a part of human brokenness, and in Christian formation, it has to be seriously dealt with. According to the popular view, ‘holiness’ is a life-negating and judgmental attitude towards everything ‘normal.’ In biblical usage, it connotes belonging to God as a gift in Christ. Spiritual formation begins with a biblical explanation of freedom and holiness. A Christian worldview has to be the background to Christian formation, functioning as a correction of the commonly- accepted naturalistic worldview. A personal experiential relationship with God is the key to successful growth towards realistic and practical holiness in daily life. ‘Dos and don’ts’ that usually arise at the beginning of religious education shall be experienced as liberating instructions, if they are offered as guidance to a fully persuaded mind and a devotedly loving heart.
Community engagement as a renewed focus in higher education
(Belianum. Vydavateľstvo Univerzity Mateja Bela v Banskej Bystrici, 2025) Brozmanová Gregorová, Alžbeta; Chovancová, Katarína
The value of education, its essence and its scope, belongs to the spiritual identity of Europe, which for centuries has been linked to the awareness of certain qualities that enabled people to orient themselves in the world and interpret it in a certain way. A truly educated person was understood to be a thoughtful and prudent individual who was well aware of the ambiguities of the world and was accompanied by an unrelenting passion for seeking answers to crucial questions. Our present day differs from this traditional ethos of education primarily in its emphasis on the practical dimension of education and its professional application. Current discussions about education and schools are characterized by the fact that education is largely understood as a tool that should serve practical purposes.
Conceptualizations of inclusive schooling by pre-service teachers in Slovakia
(Scientia Socialis : Šiauliai, 2025) Vančíková, Katarína; Čiliaková, Ružena; Hušlová Orságová, Mária
Understanding how pre-service teachers conceptualize inclusive schooling is critical for effective teacher education. The present study examined how 455 pre-service teachers from eight Slovak universities perceive and prioritize eight distinct conceptualizations of an inclusive school, analyzing influences of professional specialization, study mode, and experience with diversity. A quantitative survey, utilizing ratings on a 6-point Likert scale and forced choice ranking, revealed "every child is valued" as the most preferred concept, signaling a strong normative commitment to individual children's worth. "Bottom-up inclusion," emphasizing practical, team-based approaches, also ranked highly. While no significant differences were found across teacher specializations or personal experience with diversity, part-time students showed stronger preference for "bottom-up inclusion" compared to full-time students, who prioritized "every child is valued". These findings suggest that professional experience may shape more practical conceptualizations of inclusion, underscoring the importance of structured reflection alongside practical experience in teacher education.
Curriculum document in the context of minority language education
(Państwowa Wyższa Szkoła Zawodowa : Raciborz, 2025) Hušlová Orságová, Mária
The present paper explores the similarities and differences in curriculum documentation between the Slovak Republic and Ontario province (Canada) in the context of language teaching and minority ethnic groups, focusing on how these minority ethnic groups are represented. The aim of this study is to identify areas for enhancement in the realm of language education for the Roma minority within the context of the Slovak educational system.
Czynniki ochronne i czynniki ryzyka w komunikacji rodzinnej ujęte w procesie oceny ryzyka zagrożenia dziecka
(Wydawnictwo Akademii Pedagogiki Specjalnej im. Marii Grzegorzewskiej : Warszawa, 2024) Jusko, Peter
Przedmiotem przeprowadzonych badań była identyfikacja czynników ochronnych i czynników ryzyka w komunikacji rodzinnej w procesie oceny ryzyka zagrożenia dziecka. Badania miały na celu określenie i opisanie tych czynników w kontekście komunikacji rodzinnej na podstawie wyników jakościowych badań przeprowadzanych wśród pracowników socjalnych pracujących w Wydziałach Ochrony Socjalnej i Prawnej Dzieci na terenie Republiki Słowackiej. Badania przeprowadzono metodą indywidualnych wywiadów półustrukturyzowanych. Łącznie przeprowadzono osiem wywiadów. Wśród kategorii, w ramach których opisane zostały czynniki ochronne i czynniki ryzyka w komunikacji rodzinnej, wyróżniono: używanie wulgaryzmów, odmowę współpracy, strach i lęk, otwartą komunikację i zainteresowanie opieką nad dzieckiem.
Determinants of attrition (drop-out) in the teaching profession and novice teachers' perceptions
(Slovenská Vzdelávacia a Obstarávacia : Nitra, 2024) Brozmanová, Monika; Lynch, Zuzana; Cabanová, Mariana
One of the key factors affecting the quality of primary education is the shortage of teachers. This is partly due to the declining interest in the profession among young people, and partly due to the increasing attrition of qualified teachers, either leaving the profession or transferring to other schools—commonly referred to as drop-out. The professional group most affected by this issue are novice teachers. In this paper, we present the results of research aimed at collecting and analyzing the experiences of novice teachers as they enter the primary education profession. Another goal of this research is to stimulate professional discussion and further inquiry into the issue of drop-out among novice teachers in our country. The questionnaire, which was created by modifying a graphics card, uses a method that gathers responses from novice teachers in the monitored categories on a 5-point scale. The categories represent the roles teachers assume in various educational situations. The findings reveal differences in teachers' perceptions and experiences related to the monitored categories. The category that received the most negative evaluation is 'Broader Social Context'. Novice teachers give positive feedback to the categories within the interactive level of socialization. The research is part of the VEGA project 1/0415/22 focused on research into subjectively perceived difficulty of teachers' professional activities in relation to their life satisfaction.
Differences in the acquisition of cultural capital by students in different socio-geographical environments of family and school
(De Gruyter Poland : Warsaw, 2025) Simoneta, Babiaková
Sustainable development integrates and harmonizes three foundational pillars: economic growth, social equity, and environmental protection. At the United Nations General Assembly in September 2015, world leaders adopted the 2030 Agenda for Sustainable Development, committing to 17 goals, including the provision of inclusive and equitable education, and the creation of inclusive, safe, resilient, and sustainable cities and human settlements (European Commission, 2015). This research explores the issue of social equity in education in Slovakia and presents findings from the VEGA project 1/0720/22 Family Cultural Capital and Its Influence on Children’s Academic Achievement. One of the project’s aims is to examine differences in the acquisition of cultural capital among students from diverse socio-geographical backgrounds. The study is based on a quantitative sociological and pedagogical survey of students’ perspectives (N=502), aged 12–15. The paper presents findings on personal and social aspects of students’ reading habits, focusing on schools located in cultural centres and peripheral areas. Data analysis was conducted using contingency tables, with statistical independence tested via Pearson’s chi-square test. Linear relationships between variables were examined using the linear association test. Results indicate that the school’s location does not significantly impact the time students dedicate to reading, the frequency of reading books or online texts, or the number of books read within six months. Although no statistically significant differences were found between localities, specific trends suggest fewer daily magazine readers in cultural centres, potentially due to the availability of alternative cultural activities (e.g., libraries, theatres, and cinemas). However, a statistically significant difference was observed in how students from cultural centres and peripheral areas assess their reading abilities compared to their peers. Differences were also identified in social factors related to reading, such as the number of books at home and the presence of reading role models in the form of parents. While disparities exist in the socio-economic conditions influencing students’ reading environments, the locality does not appear to affect reading frequency or duration. A notable decline in reading habits and interest has been recorded among Slovak students, correlating with their low reading literacy levels identified in international assessments (Miklovičová & Galádová, 2023).
Effective emotion regulation as a protective factor of depression symptoms in Slovak adolescents during a COVID-19 pandemic
(Polska Akademia Nauk : Warszawa, 2024) Pilárik, Ľubor; Mikoška, Petr; Helvich, Jakub; Melišíková, Alica
The aim of our study was to verify relationships between individual difficulties in emotion regulation (ER), ER strategies (cognitive reappraisal and expressive suppression), and compassion (to self and others) with the presence of depressive symptomatology in a sample of Slovak adolescents during the second wave of the COVID-19 pandemic. In the sample of 140 Slovak adolescents (age between 17–19 years) was administrated The Beck Depression Inventory-II. (Beck et al., 1996), The Overall Depression Severity and Impairment Scale (Bentley et al., 2014), The Emotion Regulation Questionnaire (Gross & John, 2003), The Difficulties in Emotion Regulation Scale (Gratz & Roemer, 2004), The Sussex-Oxford Compassion for the Self Scale and The Sussex-Oxford Compassion for Others Scale (Gu et al., 2019). Results revealed that difficulties in ER (all subscales) and expressive suppression were in positive relationships with depression symptoms. Cognitive reappraisal and self-compassion were in negative relationships with depression symptoms. Lack of ER strategies and cognitive reappraisal (inversely) were the strongest predictors of depressive symptoms. These findings suggest that ER strategies (mainly cognitive reappraisal) could be assumed as protective factors in adolescent depression symptoms development in stressful circumstances of the COVID-19 pandemic.
Elder abuse prevention in Brazil, Norway and Slovakia: a narrative review
(Belianum. Vydavateľstvo Univerzity Mateja Bela v Banskej Bystrici, 2024) Tokovská, Miroslava; Šolcová, Jana; Nolasco Ferreira, Vanessa; Nour Magde, Mohamed; Yilmaz, Muharrem; Malmedal Wenche, Karin; Botngård, Anja
OBJECTIVES: With the global population ageing, concerns about the incidence, prevalence and prevention of elder abuse have become increasingly pertinent. This study presents a narrative review of empirical research, investigating the elder abuse prevention implemented in public health policies in three selected countries. The narrative review aims to enrich academic critical discussion about the theme and provide insights for policymakers and professional practitioners working towards elder abuse prevention across different regions. METHODS: Searches in the electronic database CINAHL, Medline, PsycINFO and Web of Science databases were performed to identify and synthesise studies reporting on research aimed at investigating elder abuse prevention. The studies that handle on all prevention levels, had to be published in a peer-reviewed journal, report on empirical research, and are available in full text in Portuguese, Slovak, English or Norwegian and published within a ten-year period (2012 to 2022) were included. A total of 981 studies were retrieved, of which 13 papers met the inclusion criteria for this narrative review. RESULTS: The evidence indicated that proactive approach within primordial and primary prevention, interdisciplinary cooperation within primary and secondary prevention, and education for healthcare professionals within all forms of prevention were implemented to various extent as elder abuse prevention in Brazil, Norway and Slovakia. CONCLUSIONS: There is a need to further enhance public awareness of elder abuse through campaigns and advocacy programs; additionally, the routine screening and assessments by healthcare providers for early detection and intervention in suspected abuse cases require improvement; and also, legal and health policy measures must be updated regularly. Elder abuse prevention should be a collective undertaking involving community leaders, healthcare providers, and governmental and non-governmental organisations.
Empathy (non)erosion: a cross-sectional study of empathy levels and trait emotional intelligence in Slovak medical students
(Ostravská univerzita v Ostravě, 2025) Galasová, Miroslava; Ondrík Andreánska, Nikola; Konečná, Lucia
Aim: Empathy is a vital component of medical and nursing practice. However, research on empathy erosion among healthcare students has produced mixed findings, potentially due to measurement-related limitations. This study is the first to examine empathy erosion among Slovak medical students within the framework of trait emotional intelligence (TEI). Design: Quantitative, correlational-comparative, cross-sectional study. Methods: Data were collected from 545 medical students across all six years of study (57% women; Mage = 22.3, SDage = 2.1) via an online questionnaire assessing empathy (Empathy Quotient; EQ) and trait emotional intelligence (TEIQue–SF). ANOVA was used to compare empathy and TEI across study years, followed by correlational and linear regression analyses to explore the relationships between empathy and TEI. Results: No significant differences in empathy or TEI were observed across study years. Female students scored higher in empathy. TEI and its factors were significant predictors of EQ, explaining 14% and 36% of the variance in empathy scores, respectively. Conclusion: The findings indicate that empathy, TEI, and its factors do not vary significantly across the demanding years of medical training. These results highlight the importance of careful selection of measurement tools when assessing psychological constructs.

Prehliadať

Prehliadanie 08 Články v časopisoch podľa Názov

Výsledky na stránku

Možnosti zoradenia