Froebelʹs thoughts about play in the context of pre-primary education

Ivana Prachárová

EduPort 2020, 4(1):1-10 | DOI: 10.21062/edp.2020.001  

Prominent pedagogue Friedrich Wilhelm August Froebel, renowned as the author of the concept of pre-school institutionalized education, created a series of educational principles and practices based on the idea that preschool children get to know the world around them through play. In the 19th century, he created a pedadagogical system of pre-school children in his native Germany based on their activities, emphasizing the play with objects, Froebel gifts. The paper aims to present Froebelʹs ideas about play and their basic contribution to pre-primary education as an eminent activity that is a source of agile learning for a pre-school child. It...

The level of metacognitive monitoring with learners at higher elementary grade in processing informational texts in the subject of science depending on the type of educational curriculum

Jaroslav Říčan, Vlastimil Chytrý

EduPort 2020, 4(1):11-24 | DOI: 10.21062/edp.2020.006  

Primary education student assessment in information literacy

Jozef Benyak

EduPort 2020, 4(1):25-29 | DOI: 10.21062/edp.2020.005  

Information literacy developed through information education in primary education is currently implemented in several subjects. It is appropriate for teachers in educational practice to be able to create and evaluate activities aimed at developing information literacy. In this paper, we present the results of the first part of the research through the ILA test. The paper focuses on the results of primary school pupils and primary school pupils from socially disadvantaged backgrounds who lag behind in results due to insufficient subsidy at school or in the family.

Digital and media literacy of primary education teachers

Mária Karasová

EduPort 2020, 4(1):30-35 | DOI: 10.21062/edp.2020.004  

This contribution is focused on the intertwining and peculiarities of the given literacy, at the same time is showing a partial results of our research, which examined the self-assessment of teachers' readiness in the field of media literacy. The quantitative part of the study was attended by 151 teachers of primary education represented by each region of Slovakia. In the case of teachers, we used a questionnaire and, from qualitative methods, observation and interview with school management. It also describes the problems in practice that teachers and future primary school teachers is facing. The results showed that teachers consider their media literacy...

Possibilities of using the scale of four levels of reading literacy pirls 2016 in the issue of reading comprehension to develop more complex reading skills when working with artistic text in literary education classes and reading at the 1st stage of elementary school.

Blanka Janáčková

EduPort 2020, 4(1):36-42 | DOI: 10.21062/edp.2020.003  

The content of the article is based on the PIRLS (Progress in International Reading Literacy Study) 2016 to readers' reading literacy of 4th year students when reading literary texts. It presents ideas for didactic procedures when working with elementary school pupils in classes of literary education and reading with artistic texts of children's literature. These levels in the PIRLS 2016 reading literacy scale were used to interpret a typical genre of children's literature - folk and author's fairy tales. The aim of the article is to describe the possibilities of how to work with the artistic text at individual levels of reading literacy and how to...

Developing the character of a child of primary education through cooperation in the current area of the curriculum

Zdenka Zastková

EduPort 2020, 4(1):43-50 | DOI: 10.21062/edp.2020.002  

Since the State Educational Program for Primary Education in the Slovak Republic imposes the obligation to develop not only cognitive aspects of personality, but also to ensure equally social and emotional development, in this paper we deal with possibilities of developing prosocial behaviour of student through cooperative way of teaching in the subject of Science. In the selected educational activities, we specify how to ensure the development of science literacy, but in particular how we can enable the saturation of affective component of the students´ personalities through the implementation of the cooperative learning principles.