@article {1659,
	title = {THE USE OF CREATIVE DRAMA METHODS WITHIN KINDERGARTENS FROM THE PERSPECTIVE OF THE TEACHING STAFF},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {388-400},
	abstract = {Creative drama has great potential and its implementation in education from pre-school education requires research, as evidenced by the number of scientific studies that have been registered in international research databases over the last ten years. The aim of the research was to examine the use of creative drama methods within kindergartens in Slovakia from the perspective of the kindergarten teaching staff (teachers and teaching assistants). A quantitative research design was used. 407 kindergarten teaching staff responded to the items of the questionnaire of the authors{\textquoteright} construction. From the results of the research, it is possible to state that there is an average level of knowledge of creative drama among kindergarten teaching staff (based on their self-reflection). Furthermore, based on the self-reflection of the teaching staff, it can be stated that there are below-average opportunities for their education in the area of creative drama and a below-average level of using creative drama methods in kindergartens. Nevertheless, the status of the use of creative drama methods has improved over the last 10 years. The results of the research are a stimulus for further research - analysis of the responses of the teaching staff in terms of their age and pedagogical practice in order to estimate the development of the current state of using creative drama in kindergartens. },
	keywords = {creative drama, creative drama methods, kindergarten teacher, preschool education, teaching assistant},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.388 },
	url = {https://oaji.net/articles/2023/457-1687425405.pdf},
	author = {Ivana Rochovsk{\'a} and Bo{\v z}ena {\v S}v{\'a}bov{\'a}}
}
@article {1486,
	title = {INCLUSIVE DIAGNOSTICS AND STIMULATION OF SOCIALLY DISADVANTAGED CHILDREN OF A PRE-SCHOOL AGE: EXPERIMENTAL VERIFICATION},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {804-825},
	abstract = {The research focuses on the diagnostics and stimulation of socially disadvantaged children of a pre-school age, which is a crucial component of inclusive education. The aim of the research was to experimentally verify through input and output orientation diagnostics the effectiveness of the stimulation program for 5 to 6 year old socially disadvantaged children in kindergartens. The results of the input and output orientation screening of 5 to 6 year old children from the experimental and control groups were analysed. Furthermore, the effectiveness of the stimulation program intended for the training of areas of deficits of partial functions and symptoms in the experimental group was verified, and conclusions and recommendations for pedagogical theory and practice in the area of inclusive approaches at the pre-primary stage of the school system were formulated. The research demonstrated that the experimental group of children achieved statistically significantly better results in the post-test, focused on the area of symptoms measured by the t-test, than the control group. It was also confirmed that both groups of socially disadvantaged children (control and experimental) achieved statistically significantly better results in the post-test, focused on the area of deficits of partial functions, than in the pre-test.},
	keywords = {inclusive diagnostics, inclusive education, pre-school age, socially disadvantaged children},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.804},
	url = {http://oaji.net/articles/2021/457-1634800451.pdf},
	author = {Viera {\v S}ilonov{\'a} and Vladim{\'\i}r Klein and Ivana Rochovsk{\'a}}
}
@article {1510,
	title = {THE USE OF THE INTERPRETATION OF WORKS OF ART IN PRE-SCHOOL EDUCATION },
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {956-970},
	abstract = {The research focuses on examining the use of the interpretation of works of art in pre-school education in three dimensions - the current state of the use of the interpretation of works of art, the opinions of kindergarten teachers on art, and the opportunities for kindergarten teachers to acquire knowledge about the theory and history of art in their undergraduate training or in other forms of education. The aim of the research was to determine a correlation between the aforementioned variables. 366 kindergarten teachers responded to the items of the self-constructed questionnaire. It has been proven that the current state of the use of the interpretation of works of art in pre-school education can be described as below average, the opportunities for kindergarten teachers to acquire knowledge from the theory and history of art in their pre-graduate training or in other forms of education were lower than average, and the opinions of kindergarten teachers on art can also be described as below average. There is a statistically significant positive correlation between the aforementioned dimensions of the interpretation of works of art in pre-school education.},
	keywords = {empirical experience, kindergarten teacher, pre-school education, works of art},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.956},
	url = {http://oaji.net/articles/2021/457-1639554426.pdf},
	author = {Ivana Rochovsk{\'a} and Bo{\v z}ena {\v S}v{\'a}bov{\'a}}
}
