In this paper I write about the chances of the children taken into a child abuse prevention at school. Growing up in this prevention and becoming adults these children and young people might be stucked into the lower part of society. Their social integratism is also doubtful because of the lack of the social discrimination, the valuable relation, the financial, cultural and social capital. The knowledge getting at school might be the key of their upwards. Well-organised educational system and well-trained teachers might give chance and help to get this knowledge, to become educated, trained. That is why I set out to search the school difficulties and specific problems of these teachers working with these protected children in elementary schools in Bács-Kiskun County. The strategy of my research consist of the characteristics of both inductive and deductive strategies. I chose the method of document analysis, oral interview and written questioning. In Bács-Kiskun County, there are issues that can be themed in the school setting and school success of pupils in child protection. Teachers are not prepared enough for individual treatment of pupils living in child protection, and to improve their school performance. Most of the teachers do not participate in further training that focuses specifically on teaching methods that can be successfully applied to pupils in child protection. In general teacher education, the curriculum of compulsory courses does not specifically address the knowledge of pupils living in child protection.
Keywords: child protection, chance, educators
Organized sport in sport clubs plays an important role in the lives of children and young people. However, participating in sport is not a naturally positive experience for young athletes, and coaches play a key role in ensuring that participation is beneficial for their development. The aim of this paper is to shed light on the pedagogic and professional views of Hungarian basketball coaches about their roles and responsibilities based on their teams’ age groups (U10, U11-12, U14, U16-18, U20-senior). 152 basketball coaches (N=152) working in Hungary took part in the research by completing a questionnaire containing 87 closed-ended questions. Coaches’ average age was 40 years (SD=11,5), and they had an average of 13 years (SD=10,4) of coaching experience. Results show that coaches’ views about their roles and responsibilities are quite similar. Significant differences were found in only four pedagogical questions (definiteness, permissiveness, different treatment and need of parental support) and three professional questions (professional knowledge, coaching without a practice plan and financial background), mainly between the U20-senior and the youngest age groups. Participating in sport has different meanings for children at different age levels, they have different goals, needs and wants, yet this was not reflected in the views of the coaches. It is important to make coaches working with children and young people aware of the specificities of the work in different age groups to ensure that sports provide the most positive experience possible for all participants.
Keywords: basketball coach, role, responsibility, age groups
The Senate of ELTE has passed the Health Promotion Strategy of the University in autumn of 2018. This document emphasizes the significant societal role of the professionals regarding public health, as well as the role of the University in establishing health related approaches and health conscious life-style of the students. Before completing the strategy, a questionnaire study had been completed in the 2015/16 and 2016/17 terms, respectively, at the Faculty of Education and Psychology of ELTE about the situation of health promotion. Main topics were how the students and teachers, respectively, think about their health state, about the health-related environment at the university and about whether they are conscious about their professional and societal responsibility. This study has been repeated due to the fact that, associated with the reformulation of the higher education, some units of the Faculty of Education of the Berzsenyi Dániel West-Hungarian University joined to the Faculty of Education of ELTE in 2017, thus a comparison of samples from the Capital and from Transdanubium had become possible.
According to the results of the questionnaire study, half of the interviewed teachers and somewhat less than half of the students think that health promotion at the University is important but does not have primary relevance. They stress the significance of nutrition and physical activity but think the university environment does not favour these. Obstructive factors are the unfavourable prandial circumstances and that, due to the spatial diversity, timetables do not provide enough time for regular dining of the students and teachers. According to the results of both the capital and rural studies, health related general indicators are unfavourable, and incidence of smoking and alcohol consumption is high. In both groups, participants spend average time sleeping, whereas the time spent on the Internet is high. Participants are unsure about the effectivity of their own health behaviour, and cannot see health-associated aspects of their profession, either.
Keywords: health promotion, student-teacher lifestyle, health promoting university environment
Understanding and responding to the emotional state of the other person in the form of prosocial behavior is an essential element of social behavior. Children who are able to understand emotions, have the ability of perspective-taking and motivated to intervene to the other person’s problemaic situation, can decrease the other’s negative affective state. The prosocial reactions of children to adults’ distress is widely studied but we don’t have enough information about reactions to a peer’s distress. The purpose of the study is to investigate preschool children’s reaction in the case of a peer’s negative affective state. These problematic situations are rarely seen through a research period, so I asked those people who are involved in children’s everyday life and have appropriate information about children’s behavior. In the research I used a self-developed questionnaire based on an earlier investigation (Phinney, Feshbach, & Farver, 1986) and asked parents (N=189) and teachers (N=26) about children’s reaction on a peer’s crying. I examined the differences between parents and teachers opinion, the appearance of the most frequent and the less typical responses, and analyzed the differences of these behaviors along some background variables. Results show that the opinion of the parents and the teachers are different in some cases but I discovered some consensus in the case of the background variables. The research can provide valuable information about preschool children’s prosocial behavior in those situations which appear less during a direct study in an institutional environment.
Keywords: prosocial behavior, distress, preschool, problem management
The paper studies the birth story of history textbooks published in 1945 edited by Domokos Kosáry and Klára Feuer. My objective is to point out directions of the era and changes of geopolitical directions through textbook writers’ ways of interpretation. To make the topic more understandable I compare the textbooks for secondary grammar schools published during World War II to the temporary history textbooks of 1945. In my paper I perform comparative analysis of contemporary parts. I demonstrate that the textbooks of 1945 are connected to the pre-1945 era, the last years of World War II by many ties.
Keywords: history of textbook; history teaching, history textbooks of “first hours”; era trends in the textbooks
Knowledge management forms the basis of the learning organization, and thus describes those processes that focus on collecting, cataloguing, transmitting, streaming and using information and knowledge. If these processes are strategically aligned, the efficiency of the organization may increase, which is nevertheless conditioned by strategic thinking and a system-oriented approach within the organization. The paper thus explores the theoretical frame of five widely cited knowledge management models, maps their strengths and weaknesses, and aspires to discuss those values that may lead their applicability in practice. In the analysis, four critical perspectives were used: process, technology, organisational culture, and conceptions of knowledge. By using these four perspectives, the models are described in detail and compared with respect to shared features and differences, and their transferability. Our comparative analysis may support the design of empirical case studies that aim to research organizational learning. We also argue that by conducting empirical studies on these and similar models, new knowledge management strategies can be created, which will be able to support organizations that would like to develop their knowledge management system.
Keywords: knowledge management, knowledge creation, organizational culture, organizational learning, learning organization
This study presents the result of a comparative assessment of inductive reasoning among Finnish and Hungarian students. It investigates if the instruments developed in Hungary work in the same way in different age groups in Finland, in another country with different pedagogical culture; how students’ inductive reasoning develops and how boys’ and girls’ achievement differ in the two educational systems. The participants of the study were fourth and seventh grade students from Vantaa city and from the partner schools of the Research Group of Learning and Instruction, University of Szeged. Although the samples cannot be regarded as representative, thus the achievements cannot be directly compared, the data are suitable to answer the re-search questions. The instrument was an inductive reasoning test (figural and numeric analogies and series) previously used in several former studies administered by the eDia online testing platform. The Finnish students solved the tasks on tablets, while the Hungarian students used keyboards and mice. The results showed that the reliability of the tests did not changed by transplanting them into Finnish. The scale variance analyses indicated that the test used in different environments met the requirements of configural and partial invariance, but not the metric invariance. It was an unexpected result that in both age groups the Hungarian students achieved better than the Finnish students, especially in numeric tasks. As the samples of this assessment were not representative, further studies are required to confirm the observed difference and to explore its causes.
Keywords: inductive reasoning, technology-based assessment, eDia, comparative study
The minority policy and the influence of the education policy on it play a particularly important role since they are found in a specific field (Kozma, 2012). This study would like to demonstrate the Ukrainian education policy from the transition until now (1991-2018). We would like to reveal the development of the Ukrainian education policy approaching towards European Union standards, how serious the Ukrainian parliament was about putting its commitments into effect and how successful these efforts were. We tend to examine what influence the different political changes had on the minority policy of the Ukrainian state, especially on the Hungarians. We highlight the main directives and tendencies. The Ukrainian education policy is ambiguous from the perspective of minority communities: the European effect and the Ukrainian dominance are also observed. During the political and economic changes several positive objectives are implemented in the field of education policy. These include the initial steps towards the Europian Union and joining the Bologna system. The country approaches the Europian Union from the perspective of the education policy, but our results confirm the regression in the field of the rights of minority communities.
Keywords: education policy, rights of minority communities, Ukraine
A significant paradigm shift in the role of museums has occurred. The second half of the last century was the beginning of the social redefinition and expansion of the institutional network, however, the interpretation of new responsibilities, the development of the related infrastructure and the introduction of the most appropriate methodology is a long-term ongoing process. Museums have a broad scope of tasks and social responsibility, one of the most important amongst them is represented by supporting lifelong learning and implementing museum pedagogy methods in public education system. We can observe a significant difference between the number of participants in the different age groups, however, the growing number of organized activities for the youngest – the naturally creative, open and curious kindergarten children – can be considered as a favourable process in Hungary as well. The purpose of this study is to present the concept and realisation of a joint project between Karinthy Frigyes Nursery School and Museum of Electrotechnics OMM designed to improve kindergarten science education in a playful way. Hopefully, our experiences will generate notable interest among professionals committed to the process of continuous improvement and yield new connections between museums and nursery schools to refresh public education methods.
Keywords: museum pedagogy, experiential learning in early childhood education, science learning, learning skills, introduction to science
The expansion of information and communication technologies (ICT) has brought along an increase in the number of research focusing on the use and impact of ICT. Samples of these studies were mostly drawn from school-aged and older populations, so there is hardly any information on kindergarten aged children. More specifically, current data from large-scale studies on kindergarteners’ and their parents’ ICT use are not available. Therefore, the objectives of the present study were to examine (1) the ICT kindergarteners use at home, (2) the frequency of use and (3) screentime, and (4) the extent of parental engagement and control. In addition, we aimed at examining the relationship between parental education and children’s ICT use. Our findings show that the vast majority of kindergarteners grow up in a technologically rich household, and some of them have their own ICT. In this age group, the daily use of ICT is not prevalent, but parents’ responses have revealed that the children consume a very wide range of content on the internet. Parents’ responses also reflect the multiple-year-long debate about the perceived or real beneficial or harmful effects of devices, as some of the children do not use ICT at all, even though they have at least one gadget in every household. Our data have shown that the permission to use a child’s device and its duration and frequency is not, however, parental control is associated with parental education. Our results also point to the importance of parental role modeling, as the extent of children’s ICT use is related to the extent of the parents’ device use.
Keywords: ICT, kindergarteners, parents, screen time, content consumption, socioeconomic status