Researchers and practitioners nowadays are convinced that social and emotional skills (SES) are a crucial element in human development. Numerous scientific research studies and international and national reports show the significance of attaining SES in the early years. Supporting the development and improvement of social and emotional skills in children from an early age increases to a great extent their chances of success in school, work, and life. This will influence on one-hand side children’s level of development as a whole, not only in the field of the social and emotional domain, but also has an influence on their families, kindergarten and school community, and the overall society. The EU-SELF project presents an innovative approach that integrates scientific knowledge and proficiency in the realm of SES with its applied implementation into educational practices. Within the framework of the project, a Europe-wide web-based platform was developed. It provides reliable, professional and user-friendly information on SES states regarding several key areas like skills development, their assessment, and approaches to interventions for early childhood education and care (ECEC) (i.e., children aged 0 to 7 years old). Some of the project outputs are (1) country-specific SES descriptions for all the European countries, (2) a program SES compendium for Europe, (3) SES assessment measure compendium, and (4) a systematic review. The EU-Self platform functions as both a repository of information and a means of communication and exchange for early childhood education and care providers, teachers, researchers, stakeholders, and experts in Europe and worldwide. It supports the achievement of EU key priorities, raises awareness and promotes SES development in children.
{"title":"EU-SELF: An European Platform about Social and Emotional Skills in Early Childhood Education","authors":"N. Koltcheva","doi":"10.18662/rrem/15.2/719","DOIUrl":"https://doi.org/10.18662/rrem/15.2/719","url":null,"abstract":"Researchers and practitioners nowadays are convinced that social and emotional skills (SES) are a crucial element in human development. Numerous scientific research studies and international and national reports show the significance of attaining SES in the early years. Supporting the development and improvement of social and emotional skills in children from an early age increases to a great extent their chances of success in school, work, and life. This will influence on one-hand side children’s level of development as a whole, not only in the field of the social and emotional domain, but also has an influence on their families, kindergarten and school community, and the overall society.\u0000The EU-SELF project presents an innovative approach that integrates scientific knowledge and proficiency in the realm of SES with its applied implementation into educational practices. Within the framework of the project, a Europe-wide web-based platform was developed. It provides reliable, professional and user-friendly information on SES states regarding several key areas like skills development, their assessment, and approaches to interventions for early childhood education and care (ECEC) (i.e., children aged 0 to 7 years old). Some of the project outputs are (1) country-specific SES descriptions for all the European countries, (2) a program SES compendium for Europe, (3) SES assessment measure compendium, and (4) a systematic review.\u0000The EU-Self platform functions as both a repository of information and a means of communication and exchange for early childhood education and care providers, teachers, researchers, stakeholders, and experts in Europe and worldwide. It supports the achievement of EU key priorities, raises awareness and promotes SES development in children.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47242547","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}
Oleksii Pavlenko, Anna Vyshnevetska, O. Fartushka, N. Mykhailova, Dmytro Malyi, Iryna Tsurkanenko
The relevance of the outlined problem is determined by the need for an anticipatory development of the educational sphere, in particular, improvement of the process of training specialists in art specialties at institutions of higher education, taking into account peculiarities of postmodern development of society. Taking into account the results of the generalization of theoretical searches, existing innovative processes in art education are singled out and analyzed (updating regulatory support, creating original scientific and methodological support for the formation of professional competence, implementing innovative educational programs, using information and communication technologies, implementing a quality management system for higher education, etc.). On the basis of the generalization of the conducted research work, the theoretical model of improving the professional training of future specialists in art by means of pedagogy of dissensus is substantiated. The model describes the goal, subject, object, process, and expected result. The means of pedagogy of dissensus (integrativeness, communicative behavior, dissensus, argumentative speech, different readings of the content of artistic works, etc.) and the peculiarities of their use in the process of training art specialists are characterized. Prospects for further research consist in detailing the model of improving the professional training of future art specialists by means of pedagogy of dissensus and developing effective means of control in order to organize a pedagogical experiment under the conditions of a real educational process.
{"title":"Formation of Specialists’ Professional Competence in Art Specialities Using the Pedagogy of Dissensus: Features of a Development of the Postmodern Society","authors":"Oleksii Pavlenko, Anna Vyshnevetska, O. Fartushka, N. Mykhailova, Dmytro Malyi, Iryna Tsurkanenko","doi":"10.18662/rrem/15.2/738","DOIUrl":"https://doi.org/10.18662/rrem/15.2/738","url":null,"abstract":"The relevance of the outlined problem is determined by the need for an anticipatory development of the educational sphere, in particular, improvement of the process of training specialists in art specialties at institutions of higher education, taking into account peculiarities of postmodern development of society. Taking into account the results of the generalization of theoretical searches, existing innovative processes in art education are singled out and analyzed (updating regulatory support, creating original scientific and methodological support for the formation of professional competence, implementing innovative educational programs, using information and communication technologies, implementing a quality management system for higher education, etc.). On the basis of the generalization of the conducted research work, the theoretical model of improving the professional training of future specialists in art by means of pedagogy of dissensus is substantiated. The model describes the goal, subject, object, process, and expected result. The means of pedagogy of dissensus (integrativeness, communicative behavior, dissensus, argumentative speech, different readings of the content of artistic works, etc.) and the peculiarities of their use in the process of training art specialists are characterized. Prospects for further research consist in detailing the model of improving the professional training of future art specialists by means of pedagogy of dissensus and developing effective means of control in order to organize a pedagogical experiment under the conditions of a real educational process.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46806486","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}
This study is inspired by the theoretical framework of socio-emotional education. This is concerned with the process through which children and adults acquire and apply the knowledge, attitudes, and skills to understand, manage emotions, establish, and maintain positive relationships. This study deals with a practical educational experience developed in a school in the city of Copenhagen, Denmark. The participants were teachers and children, aged 9/10 years old, from a school located in the district of Nørrebro, selected based on the necessity to develop social and emotional skills such as self-awareness and self-management. The approach of the research is qualitative, through the development of a participant observation process and an immersion in the field where the researcher has an active role and participants are conscious to be observed. The investigation shows a plan of activities to practice emotional skills and a chronogram to understand the implementation of the project. This is supplemented by an analysis of human and material resources. The present study responds to the need to spread the implementation of a socio-emotional education project in the northern European context. It marks a significant step for the diffusion of socio-emotional education in an inclusive system careful to the mental health of everyone involved.
{"title":"Social-emotional Skills Development, the Design of a Project in a Danish School","authors":"Alessia Lalomia, Antonia Cascales-Martínez","doi":"10.18662/rrem/15.2/726","DOIUrl":"https://doi.org/10.18662/rrem/15.2/726","url":null,"abstract":"This study is inspired by the theoretical framework of socio-emotional education. This is concerned with the process through which children and adults acquire and apply the knowledge, attitudes, and skills to understand, manage emotions, establish, and maintain positive relationships. This study deals with a practical educational experience developed in a school in the city of Copenhagen, Denmark. The participants were teachers and children, aged 9/10 years old, from a school located in the district of Nørrebro, selected based on the necessity to develop social and emotional skills such as self-awareness and self-management. The approach of the research is qualitative, through the development of a participant observation process and an immersion in the field where the researcher has an active role and participants are conscious to be observed. The investigation shows a plan of activities to practice emotional skills and a chronogram to understand the implementation of the project. This is supplemented by an analysis of human and material resources. The present study responds to the need to spread the implementation of a socio-emotional education project in the northern European context. It marks a significant step for the diffusion of socio-emotional education in an inclusive system careful to the mental health of everyone involved.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48128404","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}
One of the fundamental objectives of higher education is to prepare students to think analytically in order to develop and create knowledge, thus going beyond receiving information and building simple knowledge. That is why higher education must adapt its teaching and learning process to cultivate critical thinking of students. In order for academia to ensure the effectiveness of the development of critical thinking skills, student perceptions cannot be neglected, given that they are the ultimate receptors. In addition, investigating students’ perceptions of critical thinking skills could guide future training methods that promote their development. The purpose of this research is to explore students' attitudes and beliefs regarding critical thinking skills, as well as aspects of their development in academia and their transfer to other contexts. The study is conducted at the Dunarea de Jos University of Galaţi and uses the questionnaire survey method to assess students' perceptions of critical thinking, from several perspectives: the level of knowledge on critical thinking skills, strategies for learning critical thinking skills, the qualities of a critical thinker, the way students relate to the COVID 19 pandemic and fake news. To obtain the necessary data, the questionnaire was distributed through Microsoft Forms and subsequently analyzed to describe students' views on critical thinking. A sample of 101 students from specializations in the field of socio-humanities completed this survey. The results of the study showed that students invoke the need to overcome difficulties in developing critical thinking skills by: training teachers to use critical thinking in the classroom; including and practicing critical thinking skills in applied activities at courses and seminars; applying debates and discussions in the classroom as teaching and learning strategies; translating the theories learned in courses into different case studies; use of training skills, questionnaires, homework; participation in group projects in a collaborative environment.
高等教育的基本目标之一是让学生做好分析思维的准备，以发展和创造知识，从而超越接受信息和构建简单知识。这就是为什么高等教育必须调整教学过程来培养学生的批判性思维。为了让学术界确保批判性思维技能发展的有效性，不能忽视学生的感知，因为他们是最终的受体。此外，调查学生对批判性思维技能的看法可以指导未来促进他们发展的培训方法。本研究的目的是探索学生对批判性思维技能的态度和信念，以及他们在学术界的发展和向其他环境的转移。这项研究在加拉伊Dunarea de Jos大学进行，使用问卷调查方法从几个角度评估学生对批判性思维的看法：批判性思维技能的知识水平、学习批判性思维技巧的策略、批判性思想家的素质、学生与2019冠状病毒病疫情和假新闻的关系。为了获得必要的数据，问卷通过微软表格分发，随后进行分析，以描述学生对批判性思维的看法。来自社会人文学科领域的101名学生完成了这项调查。研究结果表明，学生需要通过以下方式克服发展批判性思维技能的困难：培训教师在课堂上使用批判性思维；在课程和研讨会的应用活动中包括并练习批判性思维技能；运用课堂辩论和讨论作为教学策略；将课程中所学的理论转化为不同的案例研究；使用培训技能、问卷调查、家庭作业；在协作环境中参与小组项目。
{"title":"An Evaluation of the Perceptions of Socio-Humanities Students on the Skills of Critical Thinking","authors":"Rarița Mihail","doi":"10.18662/rrem/15.2/740","DOIUrl":"https://doi.org/10.18662/rrem/15.2/740","url":null,"abstract":"One of the fundamental objectives of higher education is to prepare students to think analytically in order to develop and create knowledge, thus going beyond receiving information and building simple knowledge. That is why higher education must adapt its teaching and learning process to cultivate critical thinking of students. In order for academia to ensure the effectiveness of the development of critical thinking skills, student perceptions cannot be neglected, given that they are the ultimate receptors. In addition, investigating students’ perceptions of critical thinking skills could guide future training methods that promote their development. The purpose of this research is to explore students' attitudes and beliefs regarding critical thinking skills, as well as aspects of their development in academia and their transfer to other contexts. The study is conducted at the Dunarea de Jos University of Galaţi and uses the questionnaire survey method to assess students' perceptions of critical thinking, from several perspectives: the level of knowledge on critical thinking skills, strategies for learning critical thinking skills, the qualities of a critical thinker, the way students relate to the COVID 19 pandemic and fake news. To obtain the necessary data, the questionnaire was distributed through Microsoft Forms and subsequently analyzed to describe students' views on critical thinking. A sample of 101 students from specializations in the field of socio-humanities completed this survey. The results of the study showed that students invoke the need to overcome difficulties in developing critical thinking skills by: training teachers to use critical thinking in the classroom; including and practicing critical thinking skills in applied activities at courses and seminars; applying debates and discussions in the classroom as teaching and learning strategies; translating the theories learned in courses into different case studies; use of training skills, questionnaires, homework; participation in group projects in a collaborative environment.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46390310","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 article is devoted to the problem of postmodernism in the works of Ukrainian composers of the late XX century. It shows out the specifics of musical postmodernism in Ukrainian composers’ creativity. In the process of the research there was highlighted a state of art history on this problem; the specifics of postmodernism emergence and its aesthetics formation in the national art were studied; the main creative methods in composers’ works were generalized; the typical features of new musical vocabulary were systematized. In the article the following methods were used: source studies, historical, analytical, methods of analysis, synthesis, comparison, abstraction, theoretical generalization. The article is one of the first attempts in the world context which highlights the postmodern paradigms of Ukrainian music. This scientific paper determines the characteristic features of Ukrainian musical vocabulary. In it there was proved that musical art of the late XX century has undergone significant changes under the influence of deep processes in social, moral, spiritual spheres. Domestic music has entered a qualitatively new round, synthesizing all the experience of previous epochs, national and European musical traditions, combining them with a specifically Ukrainian mentality. All these affected the formation of national musical postmodernism, which was characterized primarily by polystylistics, stylistic allusions in both classical and folklore discourses, fragmentation and spontaneity in the creation of musical forms, conceptual authorial ideas.
{"title":"Postmodern Accents in the Works of Ukrainian Composers of the Late XX Century","authors":"Gabriella Astalosh, Yuryy Anatoliyovych Sokolovskyy","doi":"10.18662/rrem/15.2/736","DOIUrl":"https://doi.org/10.18662/rrem/15.2/736","url":null,"abstract":"The article is devoted to the problem of postmodernism in the works of Ukrainian composers of the late XX century. It shows out the specifics of musical postmodernism in Ukrainian composers’ creativity. In the process of the research there was highlighted a state of art history on this problem; the specifics of postmodernism emergence and its aesthetics formation in the national art were studied; the main creative methods in composers’ works were generalized; the typical features of new musical vocabulary were systematized. In the article the following methods were used: source studies, historical, analytical, methods of analysis, synthesis, comparison, abstraction, theoretical generalization. \u0000The article is one of the first attempts in the world context which highlights the postmodern paradigms of Ukrainian music. This scientific paper determines the characteristic features of Ukrainian musical vocabulary. In it there was proved that musical art of the late XX century has undergone significant changes under the influence of deep processes in social, moral, spiritual spheres. Domestic music has entered a qualitatively new round, synthesizing all the experience of previous epochs, national and European musical traditions, combining them with a specifically Ukrainian mentality. All these affected the formation of national musical postmodernism, which was characterized primarily by polystylistics, stylistic allusions in both classical and folklore discourses, fragmentation and spontaneity in the creation of musical forms, conceptual authorial ideas.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47909837","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}
Eleni Fotopoulou, Anastasios Zafeiropoulos, Èlia López Cassà, Adina Colomeischi, Christina Papasolomontos, R. Bisquerra
Creating a positive school environment in classrooms can enhance the academic and social outcomes of students. In order to promote inclusive education, it is crucial that all students develop the skills to communicate, understand each other, and work together effectively. Although there are numerous research findings and guidelines available for developing social and emotional learning (SEL) materials and implementing SEL training in classrooms, there are limited methodologies and tools openly accessible for assessing SEL competencies. In the current work, we present EduCardia as a methodology to evaluate and enhance the socio-emotional competencies of primary and secondary level students. EduCardia provides both SEL material development and digital tools for teachers to efficiently perform assessment processes in their classrooms and monitor the progress of students' socio-emotional competencies. With access to assessment results, group-based educational activities can be organized to improve inclusion, social cohesion, and promote educational equality. The EduCardia methodology aims to create a supportive school environment that can prevent all forms of discrimination and foster socio-emotional development of students.
{"title":"EduCardia: an ICT-Enabled Methodology for Assessment and Improvement of Socioemotional Competencies of Students Based on In-Person and Online Activities","authors":"Eleni Fotopoulou, Anastasios Zafeiropoulos, Èlia López Cassà, Adina Colomeischi, Christina Papasolomontos, R. Bisquerra","doi":"10.18662/rrem/15.2/746","DOIUrl":"https://doi.org/10.18662/rrem/15.2/746","url":null,"abstract":"Creating a positive school environment in classrooms can enhance the academic and social outcomes of students. In order to promote inclusive education, it is crucial that all students develop the skills to communicate, understand each other, and work together effectively. Although there are numerous research findings and guidelines available for developing social and emotional learning (SEL) materials and implementing SEL training in classrooms, there are limited methodologies and tools openly accessible for assessing SEL competencies. In the current work, we present EduCardia as a methodology to evaluate and enhance the socio-emotional competencies of primary and secondary level students. EduCardia provides both SEL material development and digital tools for teachers to efficiently perform assessment processes in their classrooms and monitor the progress of students' socio-emotional competencies. With access to assessment results, group-based educational activities can be organized to improve inclusion, social cohesion, and promote educational equality. The EduCardia methodology aims to create a supportive school environment that can prevent all forms of discrimination and foster socio-emotional development of students.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42293262","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}
Iryna Maidaniyk, O. Strikhar, R. Rudyy, Nataliya Shelepnytska-Govorun, N. Bilova, O. Yeroshenko
The article is devoted to the emergence of new contradictory trends in the school music education of postmodern society, how young postmodern youth perceives and uses music and attempts to methodically solve these problems. We explain the relevance of the topic by the fact that postmodern historical trends are still very strong in developing countries, and the industrialization of music art is increasingly distancing young people from academic and folk music achievements. Objective of the article is to identify the main trends, contradictions and problems of music education in postmodernism, and to simulate possible methodical ways of its decision. The general methodological approach is theoretical. We have chosen sociological, theoretical and analytical plus theoretical and methodological methods as the main ones for a data collection, information processing and modeling (modification) of educational conditions in music lessons in high school. As a result, the authors of the article presented main features of music education in postmodern society, the attitude of young people to music, and most importantly presented a thesis formulated 15 guidelines for optimizing school music education. The main conclusion is to avoid categoricalness in the hierarchy of educational process management; evaluation of musical content, to emphasize perceptual, reflexive and performative mechanisms of the development of musical heritage. The international significance of the article lies in the supplementation of numerous theoretical studies with specific methodological recommendations, as well as the use of the Ukrainian cultural context of the late postmodern era, which for some reason scholars pay little attention to.
{"title":"Development of Music Education in Postmodern Society","authors":"Iryna Maidaniyk, O. Strikhar, R. Rudyy, Nataliya Shelepnytska-Govorun, N. Bilova, O. Yeroshenko","doi":"10.18662/rrem/15.2/734","DOIUrl":"https://doi.org/10.18662/rrem/15.2/734","url":null,"abstract":"The article is devoted to the emergence of new contradictory trends in the school music education of postmodern society, how young postmodern youth perceives and uses music and attempts to methodically solve these problems. We explain the relevance of the topic by the fact that postmodern historical trends are still very strong in developing countries, and the industrialization of music art is increasingly distancing young people from academic and folk music achievements. Objective of the article is to identify the main trends, contradictions and problems of music education in postmodernism, and to simulate possible methodical ways of its decision. The general methodological approach is theoretical. We have chosen sociological, theoretical and analytical plus theoretical and methodological methods as the main ones for a data collection, information processing and modeling (modification) of educational conditions in music lessons in high school. As a result, the authors of the article presented main features of music education in postmodern society, the attitude of young people to music, and most importantly presented a thesis formulated 15 guidelines for optimizing school music education. The main conclusion is to avoid categoricalness in the hierarchy of educational process management; evaluation of musical content, to emphasize perceptual, reflexive and performative mechanisms of the development of musical heritage. The international significance of the article lies in the supplementation of numerous theoretical studies with specific methodological recommendations, as well as the use of the Ukrainian cultural context of the late postmodern era, which for some reason scholars pay little attention to.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45753483","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}
This article reports a practical experience of the implementation of the Social and Emotional Learning (SEL) project in a Danish primary school. The main purpose of the paper is to discuss the benefits, priorities, facilitators, and barriers in implementing the project, describing classroom interventions, teachers’ methodology and students' responses. The research approach is qualitative, through planning, implementation, and evaluation of first-hand SEL activities in the classroom. The participants were 25 children, aged 9 and 10 years old, from the third grade in a multicultural public school located in the district of Nørrebro, an eclectic area in the centre of Copenhagen, Denmark. The results show all the SEL activities carried out with the students, together with the teacher’s account of the student’s reactions regarding engagement and participation. We discuss the project developed by two researchers, one of them is the children’s class teacher and the other one is a Ph.D. student. For the first three months, the researchers worked together and for the last three months, the collaboration was carried out in an online format. In conclusion, the study contributes to developing research regarding field investigation experiences in the Danish system regarding social and emotional education. Furthermore, provides useful recommendations for educational professionals responsible for the application of methodology and practices to develop social and emotional competencies in a multicultural context.
{"title":"Nørrebro Park School, an Experience of Danish Primary School’s Context, Priorities, and Practices","authors":"Alessia Lalomia, Patricia Boberg, Antonia Cascales-Martínez","doi":"10.18662/rrem/15.2/727","DOIUrl":"https://doi.org/10.18662/rrem/15.2/727","url":null,"abstract":"This article reports a practical experience of the implementation of the Social and Emotional Learning (SEL) project in a Danish primary school. The main purpose of the paper is to discuss the benefits, priorities, facilitators, and barriers in implementing the project, describing classroom interventions, teachers’ methodology and students' responses. The research approach is qualitative, through planning, implementation, and evaluation of first-hand SEL activities in the classroom. The participants were 25 children, aged 9 and 10 years old, from the third grade in a multicultural public school located in the district of Nørrebro, an eclectic area in the centre of Copenhagen, Denmark. The results show all the SEL activities carried out with the students, together with the teacher’s account of the student’s reactions regarding engagement and participation. We discuss the project developed by two researchers, one of them is the children’s class teacher and the other one is a Ph.D. student. For the first three months, the researchers worked together and for the last three months, the collaboration was carried out in an online format. In conclusion, the study contributes to developing research regarding field investigation experiences in the Danish system regarding social and emotional education. Furthermore, provides useful recommendations for educational professionals responsible for the application of methodology and practices to develop social and emotional competencies in a multicultural context.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45334873","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 paper focuses first on the concept of “rule of law” and its requirements. The legislative framework of the European Union on the conditionality mechanism on the rule of law is analyzed in detail. The last part of the exposition concerns the effective application of the legislation ensuring the protection of the European budget in case of violation of the principles of the rule of law by a Member State. In this regard, some judgments of the Court of Justice of the European Union are commented on, given by it in a few cases involving Hungary and Poland, on the one hand, and the European Parliament and the Council of the European Union, on the other part. The purpose of this article is to highlight the complexity and the very special importance of the concept of the rule of law, essential value expressis verb is consecrated, to analyze the specific legislation in the field existing at the level of the European Union. Finally, the shortcomings of the Member States in respecting the principle examined are highlighted; in this respect, several judgments of the Court of Justice concerning systematic infringements of the rule of law by some Member States of the European Union are analyzed. The historical and the comparative methods are used in this presentation. The article is of particular importance to the European Union, to the experts in the field, but especially to the Member States of the European Union, which have undertaken to take over and give priority to its specific legislation by joining this regional organization. Although Poland and Hungary have been convicted for the systematic violations of the rule of law, they have not remedied their situation, despite the sanctions applied.
{"title":"The Formation of English-Language Lexical Competence of Application of the Conditionality Mechanism Concerning the Rule of Law in the European Union","authors":"C. Verga","doi":"10.18662/rrem/15.2/744","DOIUrl":"https://doi.org/10.18662/rrem/15.2/744","url":null,"abstract":"The paper focuses first on the concept of “rule of law” and its requirements. The legislative framework of the European Union on the conditionality mechanism on the rule of law is analyzed in detail. The last part of the exposition concerns the effective application of the legislation ensuring the protection of the European budget in case of violation of the principles of the rule of law by a Member State. In this regard, some judgments of the Court of Justice of the European Union are commented on, given by it in a few cases involving Hungary and Poland, on the one hand, and the European Parliament and the Council of the European Union, on the other part. \u0000The purpose of this article is to highlight the complexity and the very special importance of the concept of the rule of law, essential value expressis verb is consecrated, to analyze the specific legislation in the field existing at the level of the European Union. Finally, the shortcomings of the Member States in respecting the principle examined are highlighted; in this respect, several judgments of the Court of Justice concerning systematic infringements of the rule of law by some Member States of the European Union are analyzed. The historical and the comparative methods are used in this presentation.\u0000The article is of particular importance to the European Union, to the experts in the field, but especially to the Member States of the European Union, which have undertaken to take over and give priority to its specific legislation by joining this regional organization. Although Poland and Hungary have been convicted for the systematic violations of the rule of law, they have not remedied their situation, despite the sanctions applied.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67731901","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}
First transition children go through from family to the nursery or kindergarten and/or from preschool to elementary school is the most significant period in the lives of children, but at the same time the most challenging ones. Although they are actually learning situations and provide children with opportunities to develop new roles and coping strategies for adapting and dealing with a new environment/rules/people; children, parents, and teachers also very often perceive them as stressful. In order to explore the sources of transition-related stress and the protective factors during children's transitions, it is important to examine significant determinants of children's educational transitions postulated within the contemporary Ecological-dynamic model of transition. This is the main goal of the research project „Children's well-being in transition periods: The empirical validation of the Ecological-Dynamic model“, which has been running since 2018 and is supported by the University of Rijeka, Croatia. In addition to presenting this theoretical model, this paper will include an overview of some research studies conducted within the project, key findings, and future directions in the area of teacher-child relationships, attachment development during transitions, socio-emotional well-being during transitions, transition objects, transition of different children, and different transition practices. In addition, this review aims to highlight some important issues related to transitions in childhood and provide the guidelines for improving transition practices and future research.
{"title":"How to Support Early Educational Transitions of Children? – An Overview of University Science Project’s Activities from Croatia","authors":"S. Tatalović Vorkapić","doi":"10.18662/rrem/15.2/748","DOIUrl":"https://doi.org/10.18662/rrem/15.2/748","url":null,"abstract":"First transition children go through from family to the nursery or kindergarten and/or from preschool to elementary school is the most significant period in the lives of children, but at the same time the most challenging ones. Although they are actually learning situations and provide children with opportunities to develop new roles and coping strategies for adapting and dealing with a new environment/rules/people; children, parents, and teachers also very often perceive them as stressful. In order to explore the sources of transition-related stress and the protective factors during children's transitions, it is important to examine significant determinants of children's educational transitions postulated within the contemporary Ecological-dynamic model of transition. This is the main goal of the research project „Children's well-being in transition periods: The empirical validation of the Ecological-Dynamic model“, which has been running since 2018 and is supported by the University of Rijeka, Croatia. In addition to presenting this theoretical model, this paper will include an overview of some research studies conducted within the project, key findings, and future directions in the area of teacher-child relationships, attachment development during transitions, socio-emotional well-being during transitions, transition objects, transition of different children, and different transition practices. In addition, this review aims to highlight some important issues related to transitions in childhood and provide the guidelines for improving transition practices and future research.\u0000 ","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41908402","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：