|
Author(s):
Editorial Board.
Page No : 57-58
|
COVER
Abstract
Cover page, Vol. 10, No. 2, 2018, SPVK/EPMQ
|
Author(s):
Editorial Board.
Page No : 59-59
|
CONTENTS
Abstract
Contents, Vol. 10, No. 2, 2018, SPVK/EPMQ
|
Author(s):
Rita Makarskaitė-Petkevičienė.
Page No : 60-62
|
PRESCHOOL EDUCATION IN THE CENTRE OF ATTENTION! IS IT REALLY…
Abstract
In this introductory article it is spoken about preschool education, having a discussion with the preschool education expert Ona Monkevičienė. In the conversation with the professor it is discussed: how preschool education in Lithuania differs from preschool education in other countries; what the performed research “Advanced pedagogical practice and pedagogical innovations in the kindergarten” showed; what is expected from the new project “Innovations in the kindergarten” and so on.
|
Author(s):
Rita Gruodytė-Račienė , Viktorija Tamulaitė.
Page No : 63-74
|
MOTOR SKILLS DEVELOPMENT ALTERATIONS OF PRE-SCHOOL AGED CHILDREN IN RELATION TO QUALIFICATION OF EDUCATORS
Abstract
The aim of this study was to investigate motor skills development of 5-6-year-aged children in relation to educator’s qualification.
The participants were 16 boys and 14 girls of the pre-school groups in the kindergarten. Two teachers (both females over 50 years of age) were giving their usual physical education (PE) lessons (45 min x twice a week) during the study period. Teacher of group 1 (G1; n=15) had a qualification of a general educator, and had other educational activities and duties with her group. Teacher of group 2 (G2; n=15) was a specialist of PE and had PE lessons for kids, only. The motor skills development was tested at baseline (T1) and repeated after six months (T2). To investigate children motor skill development, the battery of the Test of Gross Motor Development-2 (TGMD2) was used. The testings were filmed using a digital camera for a later evaluation analysis. All testing and evaluation procedures were performed by the same exercise expert. The intra- and inter- group differences were performed using t-test where testing occasion (T1, T2) was considered as a dependent variable, and group (G1, G2) – as an independent variable. The percent analysis was used in evaluating the performance of motor skills development tasks.
Over the six month course significant and greater improvements were observed in running and object catching skills in children who had PE educator classes comparing to those who had PE classes of a general educator (p<0.05). A tendency of significant changes to be achieved in the skills such as kicking and throwing an object was also observed in G2 (p=0.06-0.07).
We may conclude that the impact of an educator, specialized in PE, for improvement of locomotive and non-locomotive motor skills development of children is greater than that of a general educator of kindergarten kids.
|
Author(s):
Rita Makarskaitė-Petkevičienė.
Page No : 75-90
|
OUTDOOR EDUCATIONAL ENVIRONMENTS: IDEAS AND NEW EDUCATIONAL POSSIBILITIES
Abstract
Educational environments – both natural, and internal, and virtual, digital – help to implement education content, motivate education process participants. Lithuanian students’ non-formal education centre has been working purposefully for eight years seeking for the outburst in the country schools creating educational environments and using them for educational needs.
In this article impressions and discoveries are generalised, experienced participating in the national evaluation commission work of the Republic school educational environment contest of 2018 and recommendations are presented for the school outdoor educational environment creation and activity development. Corresponding to the aim, it was sought to answer the following questions: 1) Why is Republic school educational environment contest so important and what is its mission? 2) What are the tendencies of fostering and use of Lithuanian school outdoor educational environments for education? 3) What should be recommended for schools, willing to maximally use outdoor educational environments for educational purposes?
Positive 33 school experience is discussed, creating outdoor educational environments and applying them for education. It is examined, why it is useful to have an outdoor educational environment plan; why outdoor classes are necessary and what they could be; what environments meant for games, languages, artistic education the researched schools have established; how outdoor educational environments are used for natural science education and so on. It is discussed, what else the visited schools lack in outdoor educational environments, how one should supplement them. Recommendations are given, what direction school communities should go, so that outdoor educational environments are maximally employed in the child’s education.
|
Author(s):
Editorial Board.
Page No : 97-98
|
END
Abstract
End page, Vol. 10, No. 2, 2018, SPVK/EPMQ
