Academic literature on the topic 'Children's drawings. School children Educational psychology'

Over the past decade, there has been a growing interest in learning analytics for research in education and psychology. It has been shown to support education by predicting learning performances such as school completion and test scores of students in late elementary and above. In this chapter, the authors discuss the potential of learning analytics as a computational thinking assessment in early childhood education. They first introduce learning analytics by discussing its various applications and the benefits and limitations that it offers to the educational field. They then provide examples of how learning analytics can deepen our understanding of computational thinking through observing young children's engagement with ScratchJr: a tablet coding app designed for K-2 students. Finally, they close this chapter with future directions for using learning analytics to support computer science education.

This study explored the impact of two rural village libraries in Uganda on preschool children's school readiness skills. Using two rural village libraries in Mpigi and Kabubbu as a backdrop, this study explored the effectiveness of a six-month play-based intervention known as the Storytelling/Story-Acting (STSA) activity. Children ages 3 to 5 at each library were randomly assigned to participate in either the STSA play intervention (n = 63) or a story-reading activity (n = 60) for one hour twice per week for six months. All children were administered school readiness skills measures before and after the six-month intervention. Caregivers were also administered an interview that assessed their educational level, quality of life, reading aloud to target child, social support, and total possessions. Children who participated in the STSA intervention had higher scores on the colors subtest of the emergent literacy measure than children who did not participate in this activity. Preschool children benefit from a story-reading activity with or without the STSA play intervention.

The present review study informs the readers about the development and the concept of school maturity and about research studies performed during the last 10 years at the Faculty of Education, Palacký University in Olomouc. The first part of the study presents an overview of experimental as well as theoretical approaches in the area of starting compulsory education in the context of chronological changes related to psychology, education, and education policy. The second part of the study comprises an overview of research studies and relevant outcomes in the context of preschool curriculum. The present study is based on research conducted at the Faculty of Education, Palacký University under various projects and theses. The third part of the study includes a critical analysis, the purpose of which is to identify positive and negative impacts of current approaches on preschool education. The final part includes recommendations for educational practice in kindergartens. The objective of the paper is to describe the development of the concept of school maturity, which has a significant effect on starting compulsory education and children's attitudes to school and learning. The results presented herein not only highlight the system of assessment of school maturity in the Czech Republic but also the problem areas that need to be addressed in order to achieve the objectives of the preschool curriculum and develop children's key competences. In many European countries, preschool education is being reformed to reflect on the introduction and verification of the preschool curriculum. The results have the potential to open a broad international debate on the issue of preparing children for starting school in the context of the development of their key competences. The present research study is of a mixed design. The basic method is a document content analysis. The analysis was performed from a historical development perspective and included relevant documents, legal acts, and data from previous research studies carried out in the Czech Republic. Based on the resulting data, an overall assessment was performed and practical conclusions for kindergartens formulated. The research was conducted between 2016 and 2017.

The article describes the basis of the concept of interaction between institutions of general secondary and extracurricular education in the aesthetic education of adolescents. The first level of the concept is the mega-level, the main structural elements of which are discussed in the article. Concepts include the social component, the system of social relations, the demographic component, the legislative, normative base of research, provisions, concepts, normative and methodological documents, which operate in the conditions of interaction of institutions of general secondary and of the out-of-school education and directly and indirectly influence the development of aesthetic education of teenagers. Using theoretical methods: analysis, generalization, comparison and comparison of different normative-methodical acts, the content of the basic principles of out-of-school education and general secondary education in aesthetic education of teenagers was found out. Organization of interaction of secondary and out-of-schools education in the aesthetic education of teenagers is based on the results of the analysis of their practical and aesthetic activities and takes into account the components of aesthetic education: emotional, informational, communicative. In the interaction of secondary and out-of-schools education in the aesthetic education of teenagers the methodological basis is the integration of knowledge in the field of aesthetics, pedagogy, ethics, psychology, theories of aesthetic education. The regulatory framework of the study is considered in detail. This made it possible to expand the content of the basic principles of extracurricular and general secondary education in accordance with the orientation of the specifics of educational activities offered today by general secondary and out-of-school education and to highlight the content and scope of educational concepts, provisions, phenomena that are interrelated. Based on the above it can be argued that the invariant of process of interaction of secondary and out-of-schools education in the aesthetic education of teenagers is the aesthetic activity of teenagers, is carried out primarily in diverse social creativity. In the interaction of secondary and out-of-schools education in the aesthetic education of teenagers the methodological basis is the integration of knowledge in the field of aesthetics, pedagogy, ethics, psychology, theories of aesthetic education. The development of the system of aesthetic education separately as secondary and extracurricular educational institutions, which included in secondary schools: aesthetic education in the lessons of art-aesthetic cycle; aesthetic education on the lessons of other cycles in the framework of the educational goals of the lesson; in extracurricular work during the group work, electives, project, exhibition, concert, workshops and other creative student activities; work with parents. In out-of-schools education: aesthetic education in the classroom circles of artistic and aesthetic direction and other groups in the framework of educational goals; during mass events, during the organization and conduct of exhibitions, competitions, flash mobs, workshops, master classes, concerts of children and youth creativity, preparation teams and documentation accompanying the submission for the title of "Exemplary" and "Popular" children's creative teams.