Self-expression Of Children Research Articles

PEDAGOGICAL WAYS OF COMPLEX ACTIVITIES IN THE ACTIVATION OF PRESCHOOL CHILDREN IN HIGHER GROUPS

In this article, the theoretical foundations and practical experiences that determine the content of the pedagogical model of activating children's self-expression during complex activities, the most consistent and reasonable systems for the development of preschool children, the psychophysiological characteristics of children and the possibilities of their development through complex activities and education - thoughts and opinions are expressed regarding the pedagogical model of activation during the manifestation of the child's hidden abilities in educational processes.

감정코칭 집단미술치료가 아동의 자기표현에 미치는 영향

The purpose of this study is to investigate the effect of emotional coaching group art therapy on children's self-expression. The study participants selected 16 children who had difficulty expressing themselves at the counseling center of City B, and consisted of 8 experimental groups and 8 control groups. A total of 12 sessions of twice a week for 50 minutes of emotional coaching group art therapy were administered to the experimental group, and self-expression tests were given to the research participants before and after the program to determine the effect, and a follow-up test was conducted after 4 weeks to check the continuity of the effect of the program. As a result of the implementation of the emotion coaching group art therapy program, a significant effect was seen in the pre- and post-test, and the continuity of the program was shown after 4 weeks. Therefore, it has been shown that emotional coaching and group art therapy can have a positive effect on children's self-expression to overcome emotional difficulties in the educational field.

음악상담 프로그램이 초등학생의 자기표현력에 미치는 효과

The purpose of this study is to examine the effect of a music counseling program on the self-expression of elementary school students. One of the three fifth grade classes of D Elementary School in Y-gun, Jeollanam-do (a total of 23 students, 9 males and 14 females) was selected as the experimental group, and the other homogeneous class (a total of 22 students, 9 males and 13 females) was selected as the control group. The self-expression test was used as the test instrument. The experimental group received a total of 10 sessions of the music counseling program, while the control group received regular educational activities. To verify the effectiveness of the program, a t-test was conducted, and the students' reflections after each session and the researcher's observations were analyzed. The results showed that the post-test mean overall score of self-expression of the experimental group participating in the music counseling program was significantly higher than that of the control group, and the mean of the experimental group was significantly different from that of the control group in all three subdomains of self-expression (content expression, verbal expression, and nonverbal expression). In addition, the subjects' reflections and the researcher's observations after each session confirmed that the program had a positive effect on improving the self-expression of the experimental group. These results indicate that the music counseling program is effective in improving children's self-expression. This study is meaningful to veryfy that the music counseling program is effective in improving self-expression for general elementary school students, not just for special cases such as maladjustment, low-income class, and multi-culturalism.

Centering teacher and parent voice to realize culturally relevant computational thinking in early childhood

The specific mechanisms by which teachers and parents can provide culturally relevant opportunities for computational thinking for racially/ethnically and linguistically diverse groups of preschoolers remain unknown. Accordingly, the purpose of this research is to examine how PreK parent and teacher voice directed efforts to realize a culturally relevant computing program. We drew data sources from a subsample of design-based research meetings in which partners collaborated to co-develop the first iteration of the program. Using qualitative analysis, we examined how parent voice and teacher voice, conceptualized as perspectives and participation, influenced theories of culturally responsive computing and computational thinking in early childhood education and the translation of theory into practice in classroom and home settings. Findings showed that connecting powerful ideas from computational thinking, namely algorithms and problem solving (e.g., debugging), to familiar activities and experiences served as a powerful entry point. Yet, differences arose in how teachers and parents conceptualized culturally relevant computing and made connections to familiar routines. We discuss what can be learned from parent voice in regards to bolstering children's self-expression, access to increasingly complex computational thinking tasks, and opportunities for learning cultural and community values through computing.

Back to Nature: Sebuah Tinjauan Filosofis tentang Konsep Pendidikan Rousseau

Rousseau's fundamental views or assumptions which discuss anthropology and epistemology lead to how children learn. These assumptions on human nature are related to the rapid development of human civilization, especially in this modern era. The purpose of human life which was originally good is reduced only by various developments of civilization so that humans increasingly leave their integrity as humans who are free, autonomous, and of good nature. This fact made Rousseau aware that the culture which had been admired and proud of by many people in Europe was in fact not the pinnacle of human life but a reflection of the decay of civilization. Culture, art, and science, along with technology, seem to have destroyed humanity and have created unhealthy dependence and injustice. One of the philosophers who criticized the situation of human civilization and proposed a revolutionary educational system in the early modern era was Jean Jacques Rousseau. Emile is one of Rousseau's most revolutionary works on education. In his book, Emile, Rousseau puts his thoughts on education back to nature in the book. Rousseau's view of education is broken down by age group and emphasizes a return to nature. Emile, as the main character, grows up in accordance with natural conditions and learns by the Rousseau method which emphasizes learning according to development and natural inquiry processes. It aims to achieve fundamental changes in education to free the individual from the shackles of civilization. Civilization is not only detrimental to society; it also harms the individual. Education should encourage children's self-expression and development.

Изобразительная деятельность как средство эмоционального развития дошкольников с ОВЗ в инклюзивном образовании

The work presents a scientific study of an emotional preschool student with disabilities by means of art activities in inclusive education. The number of children with the status of “child with disabilities” in preschool institutions is increasing annually. We study children “included in inclusive practice” as children, who need not only a special educational conditions, but also conditions that provide them with emotional well-being, emotional responsiveness, adequate expression of their own feelings. The results of an experimental study carry out on the basis of kindergartens in the city of Tambov are presented. 40 preschool students with disabilities took part in the experimental work. The study of the emotional sphere is carried out with the help of diagnostic methods: “Anxiety Test” (R. Tammle, M. Dorkey, V. Amen); “Locomotive” (S.V. Veliyeva); “Non-existent animal” (M.Z. Drukarevich); “Cactus” (M.A. Panfilova); “Methods for studying the ability to recognize emotional states” (L.F. Fatikhova, A.A. Kharisova). The results of the study show a low level of emotional development in preschool students with disabilities. The conducted research presents the program “Rainbow of Colours” aimed at emotional development and overcoming negative emotional states in preschool students with disabilities by means of artistic activity in an inclusive education. The pedagogical program includes work with children, parents and educators. In the developing parts of the experiment, methods of work that provide the skills of emotional self-expression of children in visual activity, influencing their awareness of their feelings, experiences and emotional statesare also used. The work presents a comparative analysis of the emotional development of preschool students with disabilities using non-traditional means of visual activity at the control stage. The obtained experimental data confirm the effectiveness of the tested program and can be used in the system of inclusive education.

The Impacts of Self-expression on the Self-efficacy of Intellectually Disabled Children Who Participated in a Art Integration Movement Program

PURPOSE: The purpose of this study is to analyze how the self-expression of intellectually disabled children participating in movement programs applied at art integration education affects their self-efficacyMETHODS: To investigate the effects of the art-integrated movement program, 20 students with a second-grade intellectual disability were recruited from 1st grade to 4th grade of a special school in B metropolitan city. Ten students that applied for the dance program were assigned the art-integrated movement program, whereas the other students were who did not participate in the dance class but participated in a school program (music, art, and physical education class) were assigned the control group. Each of the classes were consists of 40 minutes sessions per week (two times/week) for a period of 12 weeks. Data were compiled and analyzed by SPSS window program (Ver. 21.0). Additionally, regression analysis was conducted to analyze the effects of self-expression on self-efficacy.RESULTS: Children with intellectual disabilities who participated in the art integration movement program had an impact on their confidence in contents self-expression (t=3.087. <i>p</i><.01) and voice self-expression (t=2.766, <i>p</i><.01). contents self-expression (t=3.940, <i>p</i><.001) affected self-regulating efficacy. and contents self-expression (t=4.057, <i>p</i><.001) had a positive effect on the preference to taskCONCLUSIONS: The movement program that applied art integrated education suggests that self-expression of children with intellectual disabilities is an effective education to increase self-efficacy. A multifaceted study that is practically applicable in the field of special education is needed.

The Impacts of Self-expression on the Self-efficacy of Intellectually Disabled Children Who Participated in a Art Integration Movement Program

PURPOSE: The purpose of this study is to analyze how the self-expression of intellectually disabled children participating in movement programs applied at art integration education affects their self-efficacyMETHODS: To investigate the effects of the art-integrated movement program, 20 students with a second-grade intellectual disability were recruited from 1st grade to 4th grade of a special school in B metropolitan city. Ten students that applied for the dance program were assigned the art-integrated movement program, whereas the other students were who did not participate in the dance class but participated in a school program (music, art, and physical education class) were assigned the control group. Each of the classes were consists of 40 minutes sessions per week (two times/week) for a period of 12 weeks. Data were compiled and analyzed by SPSS window program (Ver. 21.0). Additionally, regression analysis was conducted to analyze the effects of self-expression on self-efficacy.RESULTS: Children with intellectual disabilities who participated in the art integration movement program had an impact on their confidence in contents self-expression (t=3.087. <i>p</i><.01) and voice self-expression (t=2.766, <i>p</i><.01). contents self-expression (t=3.940, <i>p</i><.001) affected self-regulating efficacy. and contents self-expression (t=4.057, <i>p</i><.001) had a positive effect on the preference to taskCONCLUSIONS: The movement program that applied art integrated education suggests that self-expression of children with intellectual disabilities is an effective education to increase self-efficacy. A multifaceted study that is practically applicable in the field of special education is needed.

Art-therapeutic techniques and methods for working with children of preschool and primary school age

The article reveals a topical topic of research into the influence of specially organized art-therapeutic techniques and techniques on the level of emotional self-regulation of the personality of children of preschool and primary school age. The need to study it is due to the possibility of emotional, creative self-expression of children in the classroom with the use of art therapy techniques and techniques. The study presents theoretical and practical methods. The results of work with teachers in this direction with children of preschool and primary school age are presented.

Using messy play to promote self-discovery

Wonderfully natural and inclusive, sensory exploration leads to children's self-expression and wellbeing. Give them time to immerse themselves fully and observe how they go with the flow.

모래상자놀이가 내재화문제 아동의 자기표현에 미치는 영향

모래상자놀이가 내재화문제 아동의 자기표현에 미치는 영향

The effect of Drama in Education based on Aesop story on young (a preschool) children's self-expression

The effect of Drama in Education based on Aesop story on young (a preschool) children's self-expression

Otizmli Çocuğu olan Ailelerin Yaşadığı Sorunlar: Niteliksel Bir Araştırma

Autism is defined as one of the neurodevelopmental disabilities which continue for life and affect social development, communication and behaviors of the individuals in a negative sense. Purpose of this study is to determine how parents with autistic children figure out the autism, what their reactions are and what the effect of the believe is to accept it, how they declare it to the people around them and how the reaction of people is, who and how they get support from and what the possible future difficulties and requirements are. The study was based on qualitative research method and interview form prepared based on the purpose by the researcher was used in the study. The study is based on case study which is a qualitative research method and uses an interview form that is prepared by the researcher according to the purpose of the study. Study group is composed of 15 mothers and 8 fathers selected by purposive sampling method among parents of children going to special education centers. Study results have been shown that, it was found that the parents first noticed the inadequacy of language development without noticing the autism. In addition, it was seen that the first reaction of the parents' children to get autism was also the intense sadness. There is another result which is that parents need to get information about an autism with the sadness they have experienced. Parents have expressed concern about the future of their children, depending on the strength of their children's self-expression. It has been determined that the society has negative attitudes towards autistic children and that parents would like to see the society to be more moderate towards autistic children. Results have been determined, it is important to establish empirical studies that will increase the awareness of other individuals about autism while showing the needs for supporting from autistic families. Study findings have been discussed with similar study findings included in the literature.

A Case Study of Art Therapy to Improve Self-expression of Children with Development Retardation

A Case Study of Art Therapy to Improve Self-expression of Children with Development Retardation

Effect of Integrated Art Therapy Program on Self-expression of a child and Communication between the parents and the child

본 연구는 통합예술치료 프로그램이 아동의 자기표현과 부모와의 의사소통 향상에 미치는 효과를 알아보는데 그 목적이 있다. 본 연구의 대상은 K시 00동에 거주하는 9세∼11세의 아동으로 통합예술치료 프로그램에 참여의사를 밝힌 아동 16명의 연구대상자를 선정하였다. 통합예술치료 프로그램은 3개월 동안 주 1회, 60분씩 총 12회기로 진행되었다. 본 연구의 결과는 첫째, 통합예술치료 프로그램의 실시 전ㆍ후를 비교해 볼 때 실험집단의 자기표현전체 사전ㆍ사후에 유의미한 차이가 나타났다. 둘째, 통합예술치료 프로그램의 실시 전ㆍ후를 비교해 볼 때 실험집단의 부모-자녀의 의사소통, 부모-자녀의 개방적 의사소통에 유의한 차이를 보였다. 결론적으로 본 연구는 통합예술치료 프로그램을 통해 아동들의 자기표현과 부모와의 의사소통에 긍정적인 효과가 있었음을 알 수 있다. 따라서 통합예술치료 프로그램을 적용한 본 연구가 아동기에 부모-자녀간의 긍정적인 의사소통을 통하여 심리적 지원을 하였다는데 본 연구의 함의를 두고자 한다.The purpose of this study was to find out the effect of integrated art therapy program on self-expression of a child and communication between the parents and the child. The subjects for this study were 16 children aged from 9 to 11 living 00-Dong, K-City and agreed to participating the program and 8 of them were in experimental and others were in controlled group. The program were conducted for 3 months, once a week for 60 minutes each session and in a total of 12 sessions. The results of this study First, there were meaningful differences in a whole self-expression of experimental group when compared before and after the program. Second, there were meaningful differences in communication, open communication, between child and parents of experimental group when compared before and after the program. In conclusion, this study shows that the integrated arts therapy program has a positive effect on the self-expression of children and communication between children and parents. Therefore, it is meant that this study applying the integrated art therapy program can serve psychological support through positive communication between parents and children and served effective support to children.

What was out of the frame? A dialogic look at youth media production in a cultural diversity and educational context in Chile

ABSTRACTThis article accounts for an experience of digital storytelling workshops with indigenous adolescents in Chile, and proposes a theoretical and methodological approach to analyze digital creations with a dialogic and ethnographic point of view. Based on this, it discusses the possibilities of digital media production as a strategy for the self-expression of children and adolescents, particularly immersed in unequal and ethnically diverse educational contexts. The specific case of two Mapuche girls reveals complex ways of organizing and positioning their voices, where ‘girl power’ and ‘post-girl power’ discourses are relevant, but not so their ethnicity. The results show that television, with its main audiovisual genres, styles and stereotypes, appears clearly on the teenagers’ creations, while the absence of Mapuche signs along the creation process and also into the digital stories seems to be related with two important features of the Chilean educational system: ethnic inequalities and its fierce attachment to neoliberalism.

Effects of Horticultural Activity on the Emotional Regulation Ability and Self-Expression of Children in Community Child Center

Effects of Horticultural Activity on the Emotional Regulation Ability and Self-Expression of Children in Community Child Center

원예활동이 발달장애 아동의 사회･정서 발달과 자기표현 능력에 미치는 영향

원예활동이 발달장애 아동의 사회･정서 발달과 자기표현 능력에 미치는 영향

Effects of Horticultural Activities on Self-regulation and Self-expression of Children with Developmental Disabilities

Effects of Horticultural Activities on Self-regulation and Self-expression of Children with Developmental Disabilities

TOPmodels and top designers: Forms of social interaction and creativity in the TOPmodel online forums

The TOPmodel brand contains products for girls aged 7-15, such as notebooks, colouring books, accessories, and pens and pencils. The brand has also a website and an active online community, whose main purpose is to advertise TOPmodel products and provide information on how to learn about fashion, beauty, and consumerism. In this article, I explore the English version of the TOPmodel website (http://en.top-model.biz/index_en.html), and ask what kind of social interaction the TOPmodel online forums enable for children, especially girls. What kind of creativity can be found from the contents and girls' actions within Web 2.0, and in what terms? Discourses of children's media use have varied from worry about their actions to the many possibilities of online participation. On the one hand, children are seen as vulnerable to the commercial contents of the Internet, which is filled with different brands and effective marketing aimed at young people. On the other hand, there has been an increasing interest in children creating their own cultures and online content. This article focuses mainly on the latter perspective: I study the possibilities of children's self-expression, creativity, and ability to share and discuss different topics with each other. I define girls' Internet use as a sense of formability and belonging, which explains how girls participate in constructing the TOPmodel brand, create online content and engage intensely in virtual community. A sense of formability and belonging also refers to girls' possibilities to reformulate the predefined online topics, create alternative designs and form social relationships within online forums. My analysis is based on empirical data from six months of ethnographic participatory observations of online activity.