The development of social competence is reflected in the individual's potential for constructive cooperation and behavior in social situations, in the possibility of establishing interpersonal relationships and understanding different viewpoints and in the capability of to tolerance and compassion� The purpose of this research paper is to compare teachers' opinions on attained social competence of pupils with special needs and other pupils� A questionnaire for teachers was adapted� Pupils with special needs were slightly better at accepting diversity and difference and demonstrated a higher level of politeness than other pupils�
POVZETEKČlanek ponuja kritičen pogled na vedno znova vroč kostanj v šoli, imenovan kazen. Šolsko kazen pregleda skozi zgodovinski diskurz usmerjen predvsem od obdobja, ko se je kazen pričela humanizirati. Vprašanje o smiselnosti kazni, njeni ustreznosti ali nuji predstavljajo osrednji del teoretskega diskurza. Restitucijo vidimo kot dober pristop v kaznovanju, brez katerega si je težko predstavljati ustrezno socializacijo v šolskem prostoru, katere v postmoderni morajo šoli pomeniti pomemben izziv. V raziskavi ugotavljamo kako se kazen, če se, pojavlja v slovenski osnovni šoli, katere kazni prevladujejo, kakšen vzroke za kaznovanje pripisujejo učenke/ci, kakšnega učitelji/ce in svetovalne/i delavke/ ci. Pri kaznovalnih ukrepih smo se osredinili na Strmčnikovo razdelitev kaznovanja (kategorija upravno -administrativnih, moralno obsojajočih, poravnalnih, omejitvenih, osramotitvenih, verbalnih in telesne kazni) in na učinkovitost omenjenih kazni. S svetovalnimi delavkami smo opravili intervjuje, kjer smo želeli umestiti še njihovo vlogo in videnje v dinamiki kaznovanja in kazni v osnovni šoli.KLJUČNE BESEDE: Kazen, kaznovanje, osnovana šola, restitucija, disciplina, učenka/ec, učitelj/ica. KAZEN V SLOVENSKIOSNOVNI ŠOLI
As the primary school is not only a training ground for the theoretical preparation of students for life, its practical component is equally important. Unfortunately, the latter is performed very little or almost never, though it has a very strong impact on the childʼs self-esteem, physical development, and his personality as a whole. In this article, we analyzed the so-called “experiential pedagogical weekend” containing the main elements of experiential pedagogy which help to improve students’ self-confidence, self-esteem, as well as their peer relationships. It is with the latter that the greatest progress is expected after the weekend.
PREVENTION IN PRIMARY SCHOOL THROUGH THE DISCURSIVE PARADIGM IntroductionThe principle of prevention is in theoretical, strategic, and practical terms one of the fundamental concepts of education. Prevention is a frequently misused term, a part of flowery rhetoric, as well as an activity without a clear distinction between what is still perceived as prevention and what is curative work. In this paper we will present primary, secondary, and tertiary forms of prevention, together with some other possible classifications. There are many different approaches and methods, and as is the case with educational methods, here it is also difficult to single out the effective or ineffective ones. The aim of this article is to compare some current concepts of prevention and review these current approaches in terms of applicability.
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