Browsing by Author "Miron, Florentina-Manuela"
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- A handbook on experiential education: pedagogical guidelines for teachers and parentsPublication . Massari, Gianina-Ana; Miron, Florentina-Manuela; Kamantauskiene, Violeta; Alat, Zeynep; Mesquita, Cristina; Tzakosta, Marina; Verheij, Jan Karel; Zirina, TijaThis Handbook relates to the EXPEDUCOM that is a project risen from the needs to meet the requirements of the modern world via developing and implementing innovative educational practices related to experience-based pedagogical approach addressed to children aged 3-12. The project outcomes target at strengthening the professional profile of in-service educators as well as students - future teachers by developing pedagogical guidelines on experiential education, open educational tools-real life cases, offering training for improvement of professional and communicative skills, improving curricula of pre- school, primary and teacher training institutions. This handbook constitutes an approach for investigating the theoretical and practical training strategies from the perspective of experiential education. The purpose of this paper aims to provide theoretical and practical tools useful in early education specialists and primary education by developing practical strategies component, to support the development of educational activities and research to adapt permanently instructive approach to the specific demands of contemporary society. Due to changes at multiple curricular authors develop paradigms for training future teachers and introduce the need for activity planning, implementation and evaluation of training through experiential learning activities, thereby contributing directly to improving interactive teaching strategies. Given the above, this handbook is organized as follows: Part A. General framework on experiential learning What is experiential learning? (Concept; Characteristics of experiential based learning; The principals of experiential orientation; Experiential based learning stages; Teacher roles; Children roles; Integration of experiential learning in teaching); Overview of conceptual foundations on the experiential based learning (Instructional models for the experiential learning theory; Dewey’s foundations for the experiential based learning; Implications of Vygotsky’s ideas on learning process; Bruner’s conceptual contribution to the experiential based learning; The Jean Piaget’s perspective; Kolb's experiential learning theory); Citizenship and 21st century education (An overview of 21st century skills education; What kind of citizens are needed in the Netherlands in the 21st century?); Different approaches of experiential education (Reggio Emilia Approach; High Scope Approach and the perspective of the Modern School Movement) Part B. International research report on experiential learning approaches Part C. Examples of experiential based learning developed in different countries structured as case studies on experiential education in kindergarten and case studies on experiential education in primary school. This handbook aims to provide the necessary and adequate information regarding experiential learning and teaching and is directed to parents, students and educators of preschool and primary school children. More specifically, the outcomes of the project directly address teachers working in kindergartens and primary schools; students of pre-school and primary education; teacher trainers, researchers at universities providing pre-school and/or primary education; parents or anybody interested in education of children aged 3-12.
- International research report on experiential learning approachesPublication . Alat, Zeynep; Alat, Kazin; Kamantauskiene, Violeta; Massari, Gianina-Ana; Miron, Florentina-Manuela; Mesquita, Cristina; Tzakosta, Marina; Verheij, Jan Karel; Zirina, TijaCarrying out a Research survey on Experiential education practices (children aged 3-12) in partner countries LT, LV, TR, NL, PT, RO, GR Description: Project partners from 7 countries carry out a quantitative (via online questionnaire) and qualitative (via interviews) research on Experiential education practices (how much it is used, what forms, in what subjects). Research aims at identifying similarities and differences, good practice to share and problematic areas. Research results will be used when planning lectures for teachers and teacher trainers in the next project stage. All project partners were involved in carrying out the research. Ondokuz Mayis university leads WP2 Research Survey and was responsible for designing the questionnaire, data analysis and report composition. Other partners contributed with collection of the data.
- Literature review on learning spacesPublication . Mesquita, Cristina; Massari, Gianina-Ana; Miron, Florentina-ManuelaResearch on learning conditions suggests that the physical, social and organizational environments in which teaching and learning processes take place play a central role in children's educational success. There is evidence that the design and management of educational spaces are fundamental in the learning, health and well-being of children, especially in childhood education and in primary school (OECD, 2018a). More specifically, the studies of Martin (2019), Barrett et al. (2015) Barros et al. (2016) and Oliveira-Formosinho and Andrade (2011) have revealed that quality educational environments foster learning and that poorly promoting environments can be disruptive for children.
- A multinational investigation of quality in preschoolsPublication . Massari, Gianina-Ana; Alat, Zeynep; Karabay, Sakire; Miron, Florentina-Manuela; Mesquita, Cristina; Vasques, Catarina; Zirina, Tija; Taurina, AgritaLong-term benefits of early childhood education and care on children’s cognitive and social-emotional development, adjustment to school and academic achievements, future careers, and adjustment in adult life, especially for those from disadvantaged communities, have been well documented by research. However, desired outcomes of early education would only come into effect provided that educational programs meet the criteria of quality. Although there are many dimensions of quality education and care, three appear to be overarching: quality of physical environments and educational activities, affordability, and accessibility. The aim of this multinational research is to explore the quality of preschool and kindergarten programs. For this purpose, Early Childhood Environment Rating Scale-Revised, which looks into seven dimensions including space and furnishings, personal care routines, language-reasoning, activities, interactions, program structure, and parents and staff, was used to collect data in pre-k programs of Romania, Latvia, Portugal, and Turkey. Analysis of the data is made in a way to make both national and international comparisons. Based on the findings, the teacher training stage of the project will be structured.
- A multinational investigation of quality of day care centersPublication . Massari, Gianina-Ana; Alat, Zeynep; Karabay, Sakire; Miron, Florentina-Manuela; Mesquita, Cristina; Vasques, Catarina; Rodrigues, Maria José; Zirina, Tija; Taurina, AgritaFinding a quality program for care and education of their infants and toddlers is a major concern especially for parents who are employed full time. Provision of quality 0-3 programs also plays an important role in protecting children at risk when parents lack resources for child care, and in efforts to bring preventive measures to children of families living in disadvantaged communities. Quality, accessible, and affordable early care and education for very young children cultivates their cognitive, language, social, emotional, and, if a rich nutrition and education program accompanies, their physical development. With this understanding in mind, this study was aimed to investigate the quality of infant and toddler programs in countries, including Romania, Portugal, Latvia, and Turkey. Data was collected using an observation tool, Infant/Toddler Environment Rating Scale which focuses on the dimensions of space and furnishings personal care routines, listening and talking, activities, interaction, program structure, and parents and staff. In this paper, the ongoing data collection process was described and how it would be used to reveal national and international differences and commonalities that would shed light on upcoming stages of the project in which the researchers would focus on writing a handbook for teachers and developing a teacher training course
- Teacher competence, assessment and instrumentsPublication . Rodrigues, Maria José; Mesquita, Cristina; Ribeiro, Cristiana; Miron, Florentina-ManuelaThe teaching-learning process is characterized by holistic nature by integrating dimensions related to the design and development of the curriculum, organization of educational environments, planning, observation, evaluation, and many others. In this text, we focus on the educational environment where the skills of educators and teachers are highlighted, promoting their quality and the use of some tools to assess them.