In many places, you can read about learning a foreign language starting at an early age, and researchers put forward many arguments both for and against it, so there is no unified position in this regard. However, the mentioned counterarguments do not say against the fact that learning a foreign language early in a playful way would be harmful for the child. In our present investigation, we are looking for the answer to what are the results so far that the researchers believe are possible, what foreign language learning methods can be useful for children. That is why we chose to analyze the systematic literature, which can give us a comprehensive picture of this topic. The EBSCO database was used during the study, and five studies were analyzed as a result of the multi-step filtering. During the investigation, among other things, we examined the results of the bibliometric analysis, as well as presented the methods related to early foreign language acquisition, which the specialists applied in their research.
{"title":"Systematic literature review on early foreign language learning","authors":"Réka Mándoki","doi":"10.24193/pedacta.13.1.4","DOIUrl":"https://doi.org/10.24193/pedacta.13.1.4","url":null,"abstract":"In many places, you can read about learning a foreign language starting at an early age, and researchers put forward many arguments both for and against it, so there is no unified position in this regard. However, the mentioned counterarguments do not say against the fact that learning a foreign language early in a playful way would be harmful for the child. In our present investigation, we are looking for the answer to what are the results so far that the researchers believe are possible, what foreign language learning methods can be useful for children. That is why we chose to analyze the systematic literature, which can give us a comprehensive picture of this topic. The EBSCO database was used during the study, and five studies were analyzed as a result of the multi-step filtering. During the investigation, among other things, we examined the results of the bibliometric analysis, as well as presented the methods related to early foreign language acquisition, which the specialists applied in their research.","PeriodicalId":30521,"journal":{"name":"PedActa","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136364096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The development of algorithmic thinking can start already in preschool since this is a sensitive period when many basic skills and abilities develop intensively. The Early Childhood Education Curriculum (2019) in Romania considers this period as the foundation stage of key competencies. The key competencies include technological competencies, the introduction of which in preschool can be linked to the development of algorithmic thinking, as educational robots can be used to develop this thinking ability. In this research, we present the possibility of using educational robots within the framework of a development program, which we tested with preschool children. The results of the children's pre- and post-measurements lead to the conclusion that algorithmic thinking can be developed already at this age with targeted intervention.
{"title":"Az algoritmikus gondolkodás fejlesztése oktatási robotokkal az óvodában: A fejlesztési program pilot tesztelése","authors":"Éva-Katalin Bálint-Svella","doi":"10.24193/pedacta.13.1.1","DOIUrl":"https://doi.org/10.24193/pedacta.13.1.1","url":null,"abstract":"The development of algorithmic thinking can start already in preschool since this is a sensitive period when many basic skills and abilities develop intensively. The Early Childhood Education Curriculum (2019) in Romania considers this period as the foundation stage of key competencies. The key competencies include technological competencies, the introduction of which in preschool can be linked to the development of algorithmic thinking, as educational robots can be used to develop this thinking ability. In this research, we present the possibility of using educational robots within the framework of a development program, which we tested with preschool children. The results of the children's pre- and post-measurements lead to the conclusion that algorithmic thinking can be developed already at this age with targeted intervention.","PeriodicalId":30521,"journal":{"name":"PedActa","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136364252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In 2018, the Money Compass Foundation has published an online financial personality test for 12-14 year olds in Hungary. Completion is voluntary, and after completing the test, respondents receive an immediate assessment of their financial personality traits based on a predefined framework. The purpose of the testing is to learn about and develop young people's self-knowledge and financial awareness. The evaluation highlights the beneficial behaviours of the respondent and draws attention to the areas where the achieved results can be further improved. The test was completed by 15,933 respondents until February 2022. In Part I of the study, the authors examine the internal consistency of the four pre-defined financial personality structures - Frugal, Diligent, Conscious and Moderate - built up from the questions in the questionnaire.
{"title":"A gyerekkori pénzügyi személyiség előre definiált faktorai: I.rész, belső konzisztenciavizsgálat","authors":"Erzsébet Németh, Botond-Géza Kálmán","doi":"10.24193/pedacta.13.1.2","DOIUrl":"https://doi.org/10.24193/pedacta.13.1.2","url":null,"abstract":"In 2018, the Money Compass Foundation has published an online financial personality test for 12-14 year olds in Hungary. Completion is voluntary, and after completing the test, respondents receive an immediate assessment of their financial personality traits based on a predefined framework. The purpose of the testing is to learn about and develop young people's self-knowledge and financial awareness. The evaluation highlights the beneficial behaviours of the respondent and draws attention to the areas where the achieved results can be further improved. The test was completed by 15,933 respondents until February 2022. In Part I of the study, the authors examine the internal consistency of the four pre-defined financial personality structures - Frugal, Diligent, Conscious and Moderate - built up from the questions in the questionnaire.","PeriodicalId":30521,"journal":{"name":"PedActa","volume":"134 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136364253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the present paper, Austrian women's associations and associations will be reviewed in the spirit of women's emancipation. During this period, many women's societies, associations, foundations and clubs were established in the territory of the Monarchy, with a very wide range of goals. In my study, I present the main Austrian women's societies in the light of the Austrian pedagogical journals of the dualism era, in the period from 1889 to 1910. In the research, I looked for the answer to the question: how often and from what perspective did the journalists and educational specialists of the time write about the necessity and usefulness of women's associations in the various pedagogical magazines? What concerned writers, teachers, and readers in relation to the activities of women's associations at the time? In the course of the research, I examined 3177 coded units of four types of Austrian educational newspapers from the era of dualism (Österreichische Lehrerinnen-Zeitung; Der Lehrerinnen-Wart and its successors: Neuzeit, Frauenleben, Neues Frauenleben; Frauen-Werke; Mittheilungen des Vereines der Lehrerinnen und Erzieherinnen in Österreich) and processed it using the method of semantic content analysis, including naming analysis.
本文件将本着妇女解放的精神审查奥地利妇女协会和协会。在此期间，在君主国境内建立了许多妇女社团、协会、基金会和俱乐部，其目标非常广泛。在我的研究中，我根据1889年至1910年期间二元论时代的奥地利教育期刊，介绍了奥地利主要的妇女社团。在这项研究中，我寻找了这个问题的答案:当时的记者和教育专家在各种教育杂志上多久会从什么角度写一次关于妇女协会的必要性和实用性的文章?当时，作家、教师和读者对妇女协会的活动有什么关注?在研究过程中，我考察了从二元论时代起奥地利四种教育报纸的3177个编码单位(Österreichische lehrelinen - zeitung;Der Lehrerinnen-Wart及其后继品牌:Neuzeit, Frauenleben, Neues Frauenleben;Frauen-Werke;Mittheilungen des Vereines der Lehrerinnen und Erzieherinnen in Österreich)，并使用语义内容分析的方法进行处理，包括命名分析。
{"title":"Austrian women's associations in the educational press of the dualism era","authors":"Eszter Téglás","doi":"10.24193/pedacta.13.1.5","DOIUrl":"https://doi.org/10.24193/pedacta.13.1.5","url":null,"abstract":"In the present paper, Austrian women's associations and associations will be reviewed in the spirit of women's emancipation. During this period, many women's societies, associations, foundations and clubs were established in the territory of the Monarchy, with a very wide range of goals. In my study, I present the main Austrian women's societies in the light of the Austrian pedagogical journals of the dualism era, in the period from 1889 to 1910. In the research, I looked for the answer to the question: how often and from what perspective did the journalists and educational specialists of the time write about the necessity and usefulness of women's associations in the various pedagogical magazines? What concerned writers, teachers, and readers in relation to the activities of women's associations at the time? In the course of the research, I examined 3177 coded units of four types of Austrian educational newspapers from the era of dualism (Österreichische Lehrerinnen-Zeitung; Der Lehrerinnen-Wart and its successors: Neuzeit, Frauenleben, Neues Frauenleben; Frauen-Werke; Mittheilungen des Vereines der Lehrerinnen und Erzieherinnen in Österreich) and processed it using the method of semantic content analysis, including naming analysis.","PeriodicalId":30521,"journal":{"name":"PedActa","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136364098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Social Learning organization technology combines the latest theories in neuroscience, organization sociology, social psychology, developmental and group psychology, reform pedagogy, etc. with the biblical commandment of love. 40 years of practical experience have shown that it multiplies the performance of students, while their personalities and social relationships develop significantly. Research integrating the results of the disciplines and successful experiments in school practice over several decades have made it possible to disseminate this pedagogical innovation in Transylvania.
{"title":"A Társas Tanulás Technológia bevezetése Erdélyben","authors":"József Benda","doi":"10.24193/pedacta.13.1.6","DOIUrl":"https://doi.org/10.24193/pedacta.13.1.6","url":null,"abstract":"The Social Learning organization technology combines the latest theories in neuroscience, organization sociology, social psychology, developmental and group psychology, reform pedagogy, etc. with the biblical commandment of love. 40 years of practical experience have shown that it multiplies the performance of students, while their personalities and social relationships develop significantly. Research integrating the results of the disciplines and successful experiments in school practice over several decades have made it possible to disseminate this pedagogical innovation in Transylvania.","PeriodicalId":30521,"journal":{"name":"PedActa","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136364097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"In this study, we investigate satisfaction with mentoring among primary school students in grades 7-8. We also investigate the impact of the pandemic on academic performance and interpersonal relationships. We are looking for differences between mentored and non-mentored students on these variables. For this purpose, we interviewed students participating in the Teach for Hungary mentoring programme. We also included unmentored students as a control group. In our quantitative research, we reached a total of 206 students in 4 schools in Hajdú-Bihar county in the second semester of the 2021/22 school year. Our aim was to conduct a comprehensive study to gain insights into the correlation between pandemic and school performance and the relationship with teachers and friends. In our research, the perception of the mentor is positive. The academic performance of those with a mentor deteriorated less during the covid compared to those without a mentor, and their interpersonal relationships were less damaged. The lack of a mentor-parent relationship was also noted. Our results can provide important feedback both for the programme and for schools interested in mentoring. "
{"title":"Mentorálás a pandémia idején: 2 év tanulságai","authors":"Katalin Godó, Tímea Ceglédi","doi":"10.24193/pedacta.13.1.3","DOIUrl":"https://doi.org/10.24193/pedacta.13.1.3","url":null,"abstract":"\"In this study, we investigate satisfaction with mentoring among primary school students in grades 7-8. We also investigate the impact of the pandemic on academic performance and interpersonal relationships. We are looking for differences between mentored and non-mentored students on these variables. For this purpose, we interviewed students participating in the Teach for Hungary mentoring programme. We also included unmentored students as a control group. In our quantitative research, we reached a total of 206 students in 4 schools in Hajdú-Bihar county in the second semester of the 2021/22 school year. Our aim was to conduct a comprehensive study to gain insights into the correlation between pandemic and school performance and the relationship with teachers and friends. In our research, the perception of the mentor is positive. The academic performance of those with a mentor deteriorated less during the covid compared to those without a mentor, and their interpersonal relationships were less damaged. The lack of a mentor-parent relationship was also noted. Our results can provide important feedback both for the programme and for schools interested in mentoring. \"","PeriodicalId":30521,"journal":{"name":"PedActa","volume":"210 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136364099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"In our study, we are interested in the role of digital technologies in education and its inequality-forming/reducing effect, with a special focus on the social gap dimension of the phenomenon. In our study, we present the partial results of an empirical research among teachers in one of the counties of Szeklerland (Covasna), in which we compared the level of digital competence of teachers based on self-reflected data with social background variables such as gender, age, number of years in the profession, professional background, etc. The sample included teachers who had attended teacher training courses (N=312). The survey was conducted during COVID-19. Our results show that there are significant differences between users (teachers). Demographic indicators of teachers such as gender, age, type of workplace, location, etc. can be used to differentiate digital inequalities at the societal level. Keywords: teacher, COVID-19, social divide, digital divide, DigComp 2.1, DigCompEdu"
{"title":"A pedagógusok önbevalláson alapuló digitális kompetenciaszintjének vizsgálata egy székelyföldi megyében a Covid-19 idején","authors":"Imre Tódor","doi":"10.24193/pedacta.12.2.2","DOIUrl":"https://doi.org/10.24193/pedacta.12.2.2","url":null,"abstract":"\"In our study, we are interested in the role of digital technologies in education and its inequality-forming/reducing effect, with a special focus on the social gap dimension of the phenomenon. In our study, we present the partial results of an empirical research among teachers in one of the counties of Szeklerland (Covasna), in which we compared the level of digital competence of teachers based on self-reflected data with social background variables such as gender, age, number of years in the profession, professional background, etc. The sample included teachers who had attended teacher training courses (N=312). The survey was conducted during COVID-19. Our results show that there are significant differences between users (teachers). Demographic indicators of teachers such as gender, age, type of workplace, location, etc. can be used to differentiate digital inequalities at the societal level. Keywords: teacher, COVID-19, social divide, digital divide, DigComp 2.1, DigCompEdu\"","PeriodicalId":30521,"journal":{"name":"PedActa","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41473255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"Parents are the close social agents of the children. The impact of parental influence and achievement motivation as determinants of upper primary school pupils’ achievement in Lagos metropolis. To achieve the objectives of this study, four research questions were formulated while the descriptive survey research design was adopted. The study was carried out in one primary school each of six Lagos State Education District. The population size comprised of all primary six pupils in public primary schools and the sample size was 300. The data were presented and analyzed using frequency, percentage, charts, tables and mean. The relationships between the study’s variables were tested using the Regression Analysis of Statistical Packages for Social Sciences (SPSS). The study revealed that pupils who are motivated and encouraged performed excellently in their academic and also developed high self-esteem towards learning. It was therefore recommended that parents as social agents to the pupils should create time to understand their children’s abilities towards learning and should not to ridicule them when they do not perform to their expectations. Also, the teachers should adopt the best teaching techniques as the pupils develop different habits. Keywords: Parents, Children, Influence, Motivation, Determinants, Achievement"
{"title":"Parental influence and achievement motivation","authors":"Oludola Sarah Sopekan, M. Folarin","doi":"10.24193/pedacta.12.2.5","DOIUrl":"https://doi.org/10.24193/pedacta.12.2.5","url":null,"abstract":"\"Parents are the close social agents of the children. The impact of parental influence and achievement motivation as determinants of upper primary school pupils’ achievement in Lagos metropolis. To achieve the objectives of this study, four research questions were formulated while the descriptive survey research design was adopted. The study was carried out in one primary school each of six Lagos State Education District. The population size comprised of all primary six pupils in public primary schools and the sample size was 300. The data were presented and analyzed using frequency, percentage, charts, tables and mean. The relationships between the study’s variables were tested using the Regression Analysis of Statistical Packages for Social Sciences (SPSS). The study revealed that pupils who are motivated and encouraged performed excellently in their academic and also developed high self-esteem towards learning. It was therefore recommended that parents as social agents to the pupils should create time to understand their children’s abilities towards learning and should not to ridicule them when they do not perform to their expectations. Also, the teachers should adopt the best teaching techniques as the pupils develop different habits. Keywords: Parents, Children, Influence, Motivation, Determinants, Achievement\"","PeriodicalId":30521,"journal":{"name":"PedActa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44140638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"Teacher training and development based on competence has been around for 60 years worldwide. The approach reached the Romanian teacher training in the twenty-first century and a list of competences for kindergarten teacher and teacher training was officially included in the national register of qualifications in tertiary education (RNCIS1) in 2012. The following study analyses the competences that are in force and relevant for kindergarten teacher and teacher training in view of the knowledge, attitude and abilities to develop. It becomes clear that organising training based on competences may be helpful in the conscious planning of the training process: it may render the educator’s work more effective as well as it can help students become conscious of their professional self-development. In addition, it may be acknowledged that the competences presently listed in the national register of qualifications in tertiary education (RNCIS) are comprehensive in nature, following a plan – implement – assess approach, the defined competences being slightly subject oriented whereas performance descriptors being too general. Keywords: competence-based training; tertiary education; teacher training "
{"title":"Beginnings of Competence based training in kindergarten teacher and teacher training in Romania","authors":"Noémi Szabó-Thalmeiner","doi":"10.24193/pedacta.12.2.1","DOIUrl":"https://doi.org/10.24193/pedacta.12.2.1","url":null,"abstract":"\"Teacher training and development based on competence has been around for 60 years worldwide. The approach reached the Romanian teacher training in the twenty-first century and a list of competences for kindergarten teacher and teacher training was officially included in the national register of qualifications in tertiary education (RNCIS1) in 2012. The following study analyses the competences that are in force and relevant for kindergarten teacher and teacher training in view of the knowledge, attitude and abilities to develop. It becomes clear that organising training based on competences may be helpful in the conscious planning of the training process: it may render the educator’s work more effective as well as it can help students become conscious of their professional self-development. In addition, it may be acknowledged that the competences presently listed in the national register of qualifications in tertiary education (RNCIS) are comprehensive in nature, following a plan – implement – assess approach, the defined competences being slightly subject oriented whereas performance descriptors being too general. Keywords: competence-based training; tertiary education; teacher training \"","PeriodicalId":30521,"journal":{"name":"PedActa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48674929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"In order to clearly see the problems arising in the teaching of the Romanian language and to find out the suggestions regarding to the solution, we need to know the opinion of the teachers who teach in elementary classes. This research endeavors to find out how teachers experience the Romanian lessons given in Hungarian classes, how they motivate the children and what suggestions they have for the parents. I interviewed a total of 52 teachers from different counties of the country. More than half of the interviewed teachers declare that they like the Romanian lessons and experience them as a challenge. Most of them devote an hour or more for the preparation of the Romanian lessons. Almost half of the teachers (44,23%) claim that children are not motivated to learn the Romanian language. There are even students who do not speak or do not want to speak at all at the Romanian lessons. Teachers motivate these children through more encouragement, games, pair work, retelling and helpful questions. Most of the teachers think that the reason of the failure may be that there is no suitable environment for practicing the Romanian language, and the parents' attitude towards the Romanian language is not always appropriate either. Although the majority of the parents would wish to be partners in motivating their children to learn the Romanian language, since they do not know Romanian well either, they cannot help their children. The following suggestions are the most common among those addressed to the parents: talk to their children in Romanian at home, find Romanian-speaking friends for their children, watch Romanian fairy tales/cartoons with them and take them to an environment where they have the opportunity to practice the Romanian language. Keywords: teachers who teach in Hungarian classes, children, parents, Romanian lessons, opinion"
{"title":"Magyar nyelvű elemi osztályokat tanító pedagógusok nézetei az iskolában zajló románórákról","authors":"Anita Juhász","doi":"10.24193/pedacta.12.2.3","DOIUrl":"https://doi.org/10.24193/pedacta.12.2.3","url":null,"abstract":"\"In order to clearly see the problems arising in the teaching of the Romanian language and to find out the suggestions regarding to the solution, we need to know the opinion of the teachers who teach in elementary classes. This research endeavors to find out how teachers experience the Romanian lessons given in Hungarian classes, how they motivate the children and what suggestions they have for the parents. I interviewed a total of 52 teachers from different counties of the country. More than half of the interviewed teachers declare that they like the Romanian lessons and experience them as a challenge. Most of them devote an hour or more for the preparation of the Romanian lessons. Almost half of the teachers (44,23%) claim that children are not motivated to learn the Romanian language. There are even students who do not speak or do not want to speak at all at the Romanian lessons. Teachers motivate these children through more encouragement, games, pair work, retelling and helpful questions. Most of the teachers think that the reason of the failure may be that there is no suitable environment for practicing the Romanian language, and the parents' attitude towards the Romanian language is not always appropriate either. Although the majority of the parents would wish to be partners in motivating their children to learn the Romanian language, since they do not know Romanian well either, they cannot help their children. The following suggestions are the most common among those addressed to the parents: talk to their children in Romanian at home, find Romanian-speaking friends for their children, watch Romanian fairy tales/cartoons with them and take them to an environment where they have the opportunity to practice the Romanian language. Keywords: teachers who teach in Hungarian classes, children, parents, Romanian lessons, opinion\"","PeriodicalId":30521,"journal":{"name":"PedActa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41998697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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