The main goal of this research was to identify and understand the effects of play therapy on the prevention of behavioural disorders of younger school-aged children. A semi-structured interview was used as the data collection method with 17 open-ended questions. The study participants were seven parents whose children were involved in play therapy treatment for at least 3 months. It has been shown that play therapy is an effective medium in empathy development, more successful emotion management, encouragement of non-violent communication and reduction in aggressive behaviour. It can be concluded that the effectiveness of play therapy in the prevention of behavioural disorders significantly depends on the involvement of parents in treatment and the relationship between a therapist and a child. This research certainly serves as a basis for further research that will recognise the importance of therapeutic play in solving emotional and/or behavioural difficulties of children and youth. Keywords: Behavioural disorders, child, play therapy, prevention.
COVID-19 virus, still relatively unknown to the general public, has taken over the world. The period of the coronavirus epidemic has affected all segments of life, including the education system. The traditional way of teaching (face to face) has been replaced by online teaching and a virtual environment through the mediation of information and communication technologies. The aim of this research is to gain insight into parents ’perceptions of teacher-student communication during online teaching in the time of corona crisis. Fifteen parents of lower primary school students participated in the research. A semi-structured interview was used for data collection purposes. Participants’ statements indicate that during online teaching students most often communicated with their teachers via e-mail, WhatsApp, Zoom, Google Classroom, and Teams. As one of the biggest advantages of communication during online teaching, participants stated the improvement of their children's digital competencies and introduction to various communication tools, while they said that the biggest disadvantage were technical difficulties. In order to improve communication between teachers and students during online classes, participants suggested that teachers use videoconferencing more often in their teaching and organize various discussions in virtual classrooms and online forums.
Evaluation of what has been learned, assessment, is one of the fundamental components of modern teaching. The way, the atmosphere and the moment in which the grade is assigned, can significantly affect the overall outcome of the learning process. Assessment due to its didactic, methodological and psychological significance affects all stakeholders in the educational system. As one of the primary determinants of assessment is its motivational function, the aim of this research is to determine and present the relationship between the evaluation of what has been learned (assessment) and motivation for the learning process, based on scientific literature and empirical research. Theoretical starting points and empirical research have shown that assessment significantly affects student motivation and as such manages and determines the entire learning process and outcome. The findings of this paper will contribute to practitioners in the field of education by pointing out the limitations of the existing system of evaluation of student achievement. From the scientific aspect, this paper will point to the docimological factors that determine the choice of models and criteria for school assessment and their influence in the form of a motivating factor in the learning process.
Biti učitelj u suvremenom društvu postaje sve izazovnije. Društvena očekivanja od učitelja konstantno rastu. Učitelji zato teže unaprjeđivanju vlastitih osobina i kompetencija. Pri tome je važno znati koje osobine ličnosti i kompetencije društvo očekuje od dobrog učitelja. Vođeni time, cilj ovog rada je cjelovito prikazati dobrog učitelja, uzimajući u obzir njegove poželjne osobine ličnosti, profesionalne kompetencije i percepciju dionika odgojno-obrazovnog procesa. Rezultati pregleda relevantne literature i dosadašnjih istraživanja ukazuju da je dobar učitelj spoj osobina ličnosti poput humanosti, mudrosti, razboritosti, upornosti i dr. te kompetencija poput ostvarivanja pozitivnih odnosa s učenicima, uspješnog upravljanja razredom, prepoznavanja važnosti motivacije i dr. Konačno, dobar je učitelj sinergija poželjnih osobina ličnosti i težnje permanentnog profesionalnog rasta. Stoga ovo istraživanje može doprinijeti praksi pri kreiranju stručnih usavršavanja i izobrazbi učitelja.
Communication is the process of exchanging information, thoughts, ideas, feelings among people by applying verbal and nonverbal messages. The educational outcomes of modern teaching are achieved through communication between those who participate in the educational process. A prerequisite for achieving the goals of the teaching process is quality and two-way communication based on active listening. Active listening is the ability to accurately and precisely perceive what the other person (interlocutor) is experiencing and to offer feedback on what one has noticed, perceived. Encouraging and developing a culture of active listening is especially important in school because it influences the creation of a positive and motivating classroom atmosphere, the development of social competencies, the building of quality relationships and the promotion of understanding. The aim of this research is to establish the extent to which teachers actively listen to students during regular classes and extracurricular activities. A total of 171 students from 2nd to 4th grades of primary school (83 students and 88 girls) participated in the research. The results of the research indicate that students perceive that teachers listen to them extremely actively, as teachers greatly contribute to the development of students' communication skills.
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