Search

İnsanlık var oluğundan beri bazı dönemlerde tüm medeniyetler göç olgusunu yaşamışlardır. Son yıllarda Dünya genelindeki pek çok olumsuz durum; ülkelerin dış ve iç kaynaklı kaosları insanları olumsuz yönde aşırı derecede etkilemiştir. Bu olumsuz etkilerin bir sonucu olarak göç kavramı kaçınılmaz olmuştur. Anadolu toprakları yüzyıllardır göçmenler ve sığınmacılar için güvenli bir barınak olmuştur. Çoğunluğunu çocuk ve kadınların oluşturduğu milyonlarca insan da 2011 yılında Suriye'de yaşanan, Suriye rejimi tarafından kanlı bir şekilde bastırılmaya çalışılan iç savaştan dolayı komşu ülkelere ve özellikle Türkiye'ye göç etmiştir. Uluslararası hukuk kuralları; insanlık, evrensellik, etik değerler adına Türkiye; Suriyeli sığınmacılara ve göçmenlere barınma, beslenme, sağlık ve eğitim gibi alanlarda hizmet vermektedir. Çocuklar için iltica sürecinin oldukça zor olduğu söylenebilir. Özellikle kendi ülkelerinden farklı bir çevrede bulunmaları uyum sorununu da beraberinde getirmektedir. Bu uyum sorunlarına sebep olabileceği düşünülen, Suriyeli öğrencilerin dil farklılığı, yaş farklılığı ve maddi olanaklardan kaynaklı faktörler bu araştırmada incelenmiş, bu faktörlerden kaynaklanan sorunlar tespit edilip, çözüm önerileri sunulmaya çalışılmıştır. Bu bağlamda, araştırmanın yapıldığı Konya Karatay Saraçoğlu Ahmet Haşhaş İlkokulu'nda eğitim gören Suriyeli öğrencilerin uyum sorunları tespit edilmesi amaçlanmış, araştırmanın yapıldığı ilkokulda eğitim gören 1. 2. 3. ve 4. sınıfta eğitimine devam eden 15 Suriyeli öğrenci ile yapılan yarı yapılandırılmış görüşme tekniği sonucunda veriler elde edilmiştir. Görüşmeler esnasında alınan notlar ve ses kayıtları, metin haline getirilmiş ve betimsel analiz tekniği ile incelenmiştir. Araştırmaya katılan Suriyeli öğrenciler ile yapılan görüşmeler sonucunda, öğrencilerin dil ve yaş farklılığının Türk eğitim sistemine uyum sağlamada önemli bir engel olduğu ancak maddi olanaklarının uyum anlamında büyük bir engel teşkil etmediği tespit edilmiştir. Since the beginning of humanity, all civilizations have experienced the migration phenomenon in some periods. Recently, many negative world-wide situations and the chaos in countries caused by both internal and external reasons, have affected people in an extremely negative way. As a result of these negative effects, migration phenomenon became inevitable. Throughout history, Anatolian lands have been a safe haven for immigrants and asylum seekers. Millions of people, mostly women and children, migrated to neighboring countries, primarily to Turkey due to the civil war that started in 2011, which was tried to be ended brutally by the Syrian regime. In the name of international law, humanity, universality, and ethical values; Turkey provides services to Syrian refugees in areas such as accommodation, nutrition, health and education. In this study, it is aimed to determine the problem of adaptation that may be encountered in education services provided by Turkey to Syrian refugees. The aim of this study is to examine the problems that Syrian students experience in the education system in Turkey. In this context, it was tried to reach out to Syrian students studying in primary school. For this purpose, data were obtained as a result of the semi-structured interview technique conducted with 15 Syrian students studying in the 1st, 2nd, 3rd and 4th grades of Saraçoğlu Ahmet Haşhaş Primary School and Konya Karatay Saraçoğlu Mustafa Çetin Primary School in the Karatay District of Konya. The interviews were written after the notes were taken, then analyzed withthe descriptive analysis technique. It can be said that the asylum process for children is quite difficult. Especially, being in a different environment from their own country brings along the problem of adaptation. In this study, the adaptation problems of Syrian children and their suggestions for their solution were evaluated.

Дети с одаренностью обладают рядом особенностей, что нельзя не учитывать при работе с ними. Это обстоятельство влечет за собой специфику, в том числе и адаптации ребенка к школе. В статье обосновывается, что адаптация ребенка с одаренностью к школе должна проходить с привлечением педагога-психолога, который организует психолого-педагогическое сопровождение в единстве всех его направлений: диагностического, консультационного, развивающего и коррекционного., It is noted that gifted children have particular qualities which must be taken into account while working with them. This fact leads to the specifics of child’s adaptation to school. It is pointed out that the adaptation of a gifted child to school must be accompanied by the teacher-psychologist, who organizes psychological and pedagogical support in the unity of all its components: diagnosis, consulting, developing and correcting.

When initially adapting to working at a school, beginner teachers often experience difficulties. Such beginner teachers struggle to adapt to work at school. This problem appears to have worsened recently, with some teachers suffering psychological problems. Thus, it is possible that adapting to working at a school is more difficult now than in the past. This increase in adaptation problems in schools has made it important for elementary school teacher training courses to foster practical teaching skills. The purpose of the research reported here was to determine what types of work cause beginner elementary school teachers difficulties. A second purpose was to determine what improvements teachers hope for in their university classes. The final purpose was to help teachers to gain the necessary knowledge and skills to be able to adapt to work without trouble. A questionnaire survey was completed by elementary school teachers. The results showed that the primary difficulties experienced by teachers were related to (i) teaching methods and skills (40%) , (ii) student guidance (32%) , (iii) class management (17%) , (iv) dealing with parents (16%) , (v) adaptation to the workplace (13%), and (vi) how to advance at work (12%) . The questionnaire was completed by a university lecturer as well as an elementary school teacher. Three issues were mentioned, namely (i) teaching methods and skills (38%) , (ii) student guidance (25%) , and (iii) class management (20%) . The teacher also pointed out that the training at university was insufficient, saying that understanding the content of a lecture is not sufficient for the understanding of content required on site in a school. The present findings suggest that university courses for teachers should focus on teaching methods and skills, as well as issues in student guidance and class management, in order to ensure that teachers can adapt to their teaching site more easily in the future.

Статья посвящена анализу феномена перехода между дошкольной и начальной школьной ступенями образования. рассмотрены различные подходы к пониманию показателей успешного перехода. В качестве наиболее актуальных выделены состояние и переживания детей по поводу происходящих изменений и новой обстановки, ожидания и активность родителей, качество сотрудничества семьи, образовательных и общественных организаций, качество подготовки педагогов. Проанализирована трансформация представлений о факторах, влияющих на благополучие перехода. Сделан вывод о необходимости комплексного рассмотрения роли раннего образовательного опыта детей, их подготовки к школе, преемственности содержания и методов обучения, вовлеченности родителей и качества взаимодействия между всеми участниками процесса перехода. рассмотрены некоторые из принятых за рубежом стратегий организации перехода, в частности, с точки зрения целей поддержки этого процесса, основных регламентирующих документов, наиболее распространенных способов работы с детьми, семьями, образовательными и общественными организациями, а также вызовов и проблем. В качестве иллюстрации возможных направлений работы по улучшению перехода между дошкольным и начальным образованием рассмотрены кейсы Японии, Финляндии и австралии. данные страны реализуют значительно отличающиеся стратегии и тактики, при этом признают необходимость совершенствования процесса перехода и высоко оценивают роль раннего образовательного опыта. Подход Японии в большей степени ориентирован на создание детальных предписаний и организацию взаимодействия между педагогами. для Финляндии актуально создание общей методологической рамки дошкольного образования, а конкретная реализация инноваций в области перехода делегируется самим образовательным организациям. австралия ориентирована, в первую очередь, на работу с детьми в рамках подготовительной ступени, а также на всестороннее информирование родителей и побуждение их к инициативному взаимодействию с детьми, педагогами и друг с другом., This paper analyzes the phenomenon of the leap from kindergarten to primary school level of education. Different approaches to understanding the indicators of successful transition have been considered. As the most relevant condition and experience of children concerning occurring changes and new environments, expectations and activity of parents, quality of cooperation with family, educational and public organizations, quality of preparation of teachers come to the fore. The transformation of ideas about factors influencing the well-being of the transition has been analyzed. The conclusion about the need for a comprehensive consideration of the role of early educational experience of children, their preparation to school, the continuity of the content and methods of education, the involvement of parents and the quality of interaction between all participants in the transition process has been drawn. Some of the transition strategies have been considered, in particular, from the point of view of the purposes of support of this process, the basic regulatory documents, the most widespread ways of working with children, families, educational and public organizations, as well as challenges and complications. Cases from Japan, Finland and Australia have been considered to illustrate possible areas of work to improve the transition between preschool and primary education. These countries are implementing significantly different strategies and tactics, while recognizing the need to improve the transition process and appreciating the role of early learning experiences. Japan’s approach is more oriented towards the creation of detailed regulations and the organization of interaction between teachers. The creation of a common methodological framework for early childhood education is relevant for Finland, and the particular implementation of innovations in transition is delegated to the educational institutions themselves. Australia is primarily focused on working with children in the preparatory stage, as well as on informing parents and encouraging them to engage proactively with children, teachers and each other.

Bu araştırma; 5 yaş çocuklarının okula uyum düzeyleri ile ebeveynlerinin tutumları ve çocuğun mizacı arasındaki ilişkinin incelenmesini amaçlamaktadır. Araştırmada cinsiyete, anne-baba eğitim düzeyine, okula giden kardeşi olma durumuna, daha önce okul öncesi eğitim alma durumuna bağlı olarak çocukların okula uyumlarının değişip değişmediği sorusuna da yanıt aranmaktadır.Bu araştırma çocukların okula uyum düzeylerinin belirlenmesi ve ebeveyn tutumları ve çocuğun mizacının okula uyum düzeyi ile ilişkisinin incelenmesi bakımından ilişkisel tarama modelinde nicel bir çalışma olarak düzenlenmiştir. Araştırmanın evreni, 2017-2018 eğitim öğretim yılında Bursa ilinde Milli Eğitim Bakanlığı'na bağlı bağımsız anaokullarında eğitimine devam eden 5 yaş çocukları, onların ebeveynleri ve öğretmenlerinden oluşmaktadır. Araştırmanın örneklem grubunu, 2017-2018 eğitim-öğretim yılında Bursa il merkezindeki 6 bağımsız anaokulundan 5 yaş grubu 248 çocuk ile onların ebeveynleri ve öğretmenleri oluşturmaktadır.Karabulut Demir ve Şendil (2008) tarafından geliştirilen`Ebeveyn Tutumları Ölçeği`, Yağmurlu ve Sanson (2009) tarafından Türkçe'ye uyarlanan `Çocuklar için Kısa Mizaç Ölçeği`, Güven ve Işık tarafından geliştirilen (2006) `Beş Yaş Çocukları İçin Marmara Sosyal Duygusal Uyum Ölçeği` ve `Demografik Bilgi Formu` uygulanmıştır. İstatistiksel analizlerin yapılabilmesi için öncelikle gerekli normallik değerlerine bakılmıştır. Normal dağılım gösteren verilerin analizinde t testi ve Tek Yönlü Varyans Analizi kullanılmış ve gruplardan anlamlı olanların bulunması için Tukey's Testi kullanılmıştır. Normal dağılım göstermeyen verilerin analizinde Kruskal Wallis Testi (KWH) kullanılmış ve farklılığın kaynağının bulunması için Mann- Whitney U Testi kullanılmıştır. İstatistiksel karşılaştırmalarda anlamlılık düzeyi .05 olarak alınmıştır.Çalışmanın bulgularına göre; kız çocukların okula uyum puan ortalamalarının erkek çocuklara göre daha yüksek olduğu, annelerin demokratik ebeveyn tutumları arttıkça çocukların okula uyumlarının da arttığı, çocukların mizaç özellikleri ve anne baba eğitim düzeyleri ile okula uyum düzeyleri arasında bir ilişki olmadığı, daha önce aynı anaokuluna gitmiş olan çocukların genel okula uyum düzeylerinin daha önce hiç anaokuluna gitmemiş olanlara göre ve daha önce farklı anaokuluna gitmiş olanlara göre daha yüksek olduğu, ilk çocukların genel okula uyum puan ortalamalarının diğer çocuklara göre daha yüksek olduğu, çocuğun cinsiyetinin annelerin ebeveyn tutumları ve çocuğun mizaç özellikleri üzerinde etkisinin bulunmadığı tespit edilmiştir.Anahtar sözcükler: Okul Öncesi Eğitim, Okula Uyum, Ebeveyn Tutumları, Çocuğun Mizacı, Sosyal Duygusal Uyum This research aims to investigate the relation between the school adaptation level of the preschool period children with their parental attitude and the characteristics of the child. Within the research answers were searched for the questions whether the school adaptation of the children differ according to gender, the education level of the parents, having a sibling going to school and taking preschool education formerly.This research was carried out as a quantitative research within the relational scanning model in terms of determining the children's level of school adaptation and investigating the relation between the characteristics of the child with the parental attitudeand the school adaptation. The population of the research consists of the children at the age of five, who attend preschool education in independent nursery schools bound to the Ministry of National Education in the city of Bursa in 2017-2018 education year, their teachers and parents. The sample group of the research consists of 248 children at the age of five who attend 6 independent nursery schools in the city centre of Bursa in 2017-2018 education year, their parents and teachers. `Parental Attitude Scale` which was developed by Karabulut Demir and Şendil (2008),`Brief Characteristic Scale for Children` which was adapted to Turkish byYağmurlu and Sanson (2009), `Marmara Social Emotional Adaptation Scale for the Children at the Age of Five` and `Demographic Information Form` which were developed byGüven and Işık (2006) were carried out. In order to perform statistical analyses firstly necessary normality values were checked. Within the analysis of the data that indicated normal distribution t test and one way analysis of variance were utilized and Tukey test was used in order to find the significant ones among the groups. Within the analysis of the data that did not indicate normal distribution Kruskal Wallis Test (KWH) was used and in order to find the source of the difference Mann- Whitney U Test was used. Within the statistical comparisons the significance level was estimated as .05. According to the findings of the research it was determined that the school adaptation average score of the female children was higher compared to the male children, the more democratic attitude the mothers posses; the more the school adaptation of their children increase, there was not a relation between school adaptation levels and the characteristics of the children with parental education levels, the general school adaptation levels of the children, who attended preschool formerly was higher compared to those children who never attended preschool formerly or attended to different preschools, the average scores of the first children of the families were higher compared to other children and the gender of the children does not have an effect on the parental attitude and the characteristics of the children. Keywords: Preschool education, adaptation to school, parental attitudes, child's temperament, social emotional adjustment 153

The research results presented in this study show that primary education and the next stage of education are two different worlds, in which students have to construct different tools and strategies of adaptation. A lack of continuity in education is a source of school difficulties that may interfere with the development of students’ competences. At the same time it condemns students, especially those whose sense of difficulty significantly interferes with their daily functioning, to marginalization and even exclusion. Educational space, which should be a place where students collect experiences conducive to acquiring competitive maturity, becomes for many of them a place of negative experience that blocks psychosocial development. 34 101 121 6 Studia Edukacyjne

Dissertação de Mestrado Integrado em Psicologia apresentada à Faculdade de Psicologia e de Ciências da Educação Enquadramento: As competências socio-emocionais desempenham um papel fundamental no desenvolvimento das crianças, proporcionando formas de gerir emoções e de manter relações sociais positivas. Vários estudos têm demonstrado a eficácia da implementação de programas como os Anos Incríveis – Teacher Classroom Management (AI-TCM) que visam, mediante a promoção de competências socio-emocionais, o aumento de comportamentos positivos em educadores de infância e de comportamentos pró-sociais em crianças. Desta forma, as crianças que no pré-escolar usufruem deste tipo de programas poderão ver facilitada a sua transição escolar e a adaptação a uma nova escola. Objetivos: Pretende-se compreender qual o impacto do programa AI-TCM quando aplicado a educadores de infância no último ano do pré-escolar, nas competências socio-emocionais e problemas de comportamento das crianças e na sua adaptação à escola após a transição para o primeiro ano do ensino básico. Método: Participaram no estudo 210 crianças de 44 classes do primeiro ciclo. Para avaliar as aptidões sociais e os problemas de comportamento das crianças recorreu-se às Escalas de Comportamento para a Idade Pré-Escolas – 2 (ECIP-2) respondidas por pais e por professores; para avaliar os resultados escolares no final do primeiro trimestre e a adaptação à escola utilizou-se uma Ficha de Avaliação do Desempenho Escolar. Resultados: Os professores avaliaram as crianças do grupo experimental como tendo mais aptidões sociais que as crianças do grupo de controlo. Ao nível dos problemas de comportamento não se verificaram diferenças significativas entre os grupos. Quando preenchidas pelos pais, nenhuma das escalas apresentou diferenças significativas entre os grupos. Os professores avaliaram os alunos do grupo experimental com melhores resultados escolares e melhor adaptação à escola do que os do grupo de controlo. Discussão e conclusões: A leitura destes resultados à luz da literatura sublinha a importância da implementação do programa AI-TCM enquanto fator de proteção das crianças no final do pré-escolar, na medida em que estimula as suas competências socio-emocionais, as quais são facilitadoras de bons resultados académicos e de uma transição escolar bem-sucedida. Framework: Socioemotional skills play a key role in children development, providing ways to manage emotions and maintaining positive social interactions. Several studies have shown the effectiveness of the implementation of programs such as the Incredible Years - Teacher Classroom Management (AI-TCM) which aim, through the promotion of socioemotional skills, the increase of positive behaviors in preschool teachers and pro-social behaviors in children. Consequently, preschool children that benefit from this kind of programs may be in advantage when they go to primary school and have to adapt to a new school context. Objectives: To understand the impact of the AI-TCM program when applied to preschool teachers in kindergarten, on children’s socioemotional skills and behavioral problems, as well as on their adaptation to primary school, after the transition. Methods: 210 children of 44 classes participated in the study. The Preschool and Kindergarten Behavior Scales - 2 (PKBS-2) completed by parents and teachers were used to evaluate children’s social skills and behavioral problems; a brief questionnaire was used to evaluate adaptation to school and school grades at the end of the first trimester. Results: Teachers rated children in the intervention group as having more social skills than children in the control group, while no significant differences between the groups were observed on behavioral problems. When completed by parents, none of the scales showed significant differences between groups. Teachers evaluated students of the experimental group with better school grades and better adaptation to primary school than students of the control group. Discussion: In light of the literature reviewed, these results highlight the importance of implementing the AI-TCM program at kindergarten as a protective factor, since it stimulates socioemotional competencies thus contributing to a better school performance and a successful transition to primary school.

A educação parental é um recurso psicoeducativo, relacional e comunicacional na adaptação escolar. A entrada das crianças no ensino básico, provenientes da pré-escola (transição), é um momento de mudanças para elas e para os pais. A literatura, em geral, refere como fatores essenciais para o sucesso dessa adaptação escolar: o contexto; a família; a escola; a etnia, a cultura e linguagem; as características pessoais da criança. O estudo realizou-se em 2014, numa turma (N= 24 alunos) de uma escola urbana portuguesa (Escola Básica Cidade de Castelo Branco), de forma integrada com o Projeto de Inteligência Emocional em contexto escolar. A pesquisa apresenta uma metodologia mista (quantitativa e qualitativa), com o objetivo de interpretar a relação dos comportamentos interativos e comunicativos dos pais e a adaptação dos filhos ao 1° ano da escolaridade obrigatória. As técnicas de recolha de dados foram: observação participante, escala de percepção sobre competências parentais, entrevista semiestruturada com os pais (N=18) e notas de campo. Realizou-se uma triangulação de dados, de base categorial e estatística, que confirmou a boa comunicação entre pais e filhos, na medida em que aqueles recorrem frequentemente ao diálogo com a escola para abordar situações de aprendizagem e comportamento. Os pais revelaram estar ’presentes’ e preocupados com a prática de atividades dos filhos e com a adaptação ou integração escolar, insistindo no cumprimento das regras de convivência, disciplina, postura em sala de aula, concentração e atenção. Parental education is a psycho-educational, relational and communicational resource for school adaptation. The admission of children to primary education from preschool (transition) is a time of change for them and for their parents. The literature, in general, refers to the following aspects as key factors for the success o!’ school adaptation: context; family; school; ethnicity, culture and language; and personal characteristics of the child. The study was conducted in class (N = 24 students) in a Portuguesa urban school (Escola Básica Cidade de Castelo Branco) in 2014 together with the Emotional Intelligence Project in the school context. The mixed methodology (quantitative, qualitative) aimed to interpret the relationship between interactive and communicative behaviors of parents and the adaptation of children during the first year of compulsory education. Data collection techniques were as follows: participant observation; perception scale of parenting skills and semi-structured interview with parents (N=18); field notes. The triangulation of data using a categorical and statistical framework, confirmed the good communication between parents-children as parents often sought dialogue with the school to address situations related to learning and behavior. The parents revealed to be ‘present’ and concerned with the practice of activities with the children and their adaptation, insisting on the compliance with the rules of coexistence, discipline, behavior in the classroom, concentration, and attention. info:eu-repo/semantics/publishedVersion

In this study, adaptation behaviors of children who are novice at pre-school education have been studied with the aim of setting light to the studies that can be done to make the orientation process easy for children. For this purpose, behavior of 115 children who have started pre-school education for the first time have been observed and observation forms have been filled in. According to the findings obtained from the study; children who adapted to pre-school have shown their adaptation to school in terms of six different behaviors. The students who have had difficulty in adaptation to school have shown their difficulty for 22 different behaviors. In the direction of adaptation to school, the positive behaviors observed mostly are; “dealing with toys an d materials”, “talking with teacher” and “saying good-bye to mother and father”. Negative behaviors in the direction of adaptation to school are; “wanting mother and father with him”, “crying during the separation from the parents”, “not leaving the parents”, “crying in the classroom”. The least observed negative behaviors are “saying unkind words to teacher or the parents”, “wanting to sit on lap of the teacher” and “staying next to the door”.

Araştırmanın amacı, 68-72 aylık okul öncesi eğitime ve ilkokula devam eden çocukların okula uyum ve öğretmenleriyle ilişkilerinin karşılaştırılmasıdır. Araştırmanın örneklem grubunu, Denizli il merkezinde ilkokul 1. sınıf ve okul öncesi eğitime devam eden 68-72 aylık 64 çocuk oluşturmaktadır. Araştırmada veri toplama araçları olarak Okula Uyum Öğretmen Değerlendirme Ölçeği ve Öğrenci-Öğretmen İlişki Ölçeği kullanılmıştır. Sonuçlara göre çocukların okula uyum değişkenlerinde (işbirlikli katılım, kendi kendini yönetme, okuldan kaçınma, okulu sevme) sınıf türü açısından anlamlı düzeyde farklılık bulunmamaktadır. Öğretmen-çocuk ilişkileri açısından ise iki grup arasında farklılık bulunmaktadır. Şöyle ki, öğretmene yakınlık, bağlılık ve genel öğretmen-çocuk ilişkisi açısından anasınıfına devam eden çocukların ilkokul 1. sınıfa devam eden akranlarına göre daha yüksek puanlar aldıkları belirlenmiştir. Öğretmenle çatışma değişkeninde ise 1. sınıfa devam eden çocuklar, diğer gruptaki akranlarına göre daha yüksek puanlar almışlardır., The aim of the research is to compare the opinions of the school education and teachers who attend 68-72 months of pre-education and school. The sample groups of the research are 64 children aged 68-72 months who attend Denizli primary school 1st grade and pre-school education. In the study, the School Adjustment Teacher Evaluation Scale and the Student-Teacher Relationship Scale were used as data collection tools. According to the results, in adapting to a school (operating participation, own competitions, avoiding school, liking education) the class is not applied at the targeted level. Students for children. simple, relevance to teachers, popularity and general teacher-kids have a school education that continues to the 1st grade to the education schools that continue to the kindergarten of the game. Teachers and their 1st grade children, who are higher in the course, received higher scores than their evaluations.

Relatório de Estágio apresentado à Escola Superior de Educação do Instituto Politécnico de Castelo Branco para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico. A elaboração deste relatório de estágio reúne as Práticas Supervisionadas com uma componente investigativa na área do 1.º Ciclo do Ensino Básico e é um dos requisitos obrigatórios para a obtenção do grau de mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. Realizando um estudo diretamente ligado com a adaptação à escolaridade formal, tendo como ponto de partida a questão “Quais os comportamentos interativos e comunicativos dos pais que promovem nas crianças a adoção de comportamentos adequados à adaptação ao 1º ano da escolaridade formal?”, procurei analisar a relação entre os comportamentos interativos e comunicativos dos pais e a adaptação ao 1.º ano da escolaridade formal. Sendo a transição “carregada de emoções e conotada com períodos de expectativa, stress e medos” como nos cita Sim-Sim (2010) e com a entrada na escola dá-se o “1º grande teste à capacidade familiar relativa ao cumprimento da função externa” (Relvas, 2000, p.113) pretendi analisar se existia relação entre a forma como os pais se relacionam com as crianças e a adaptação das mesmas à escola. Foi obtida informação através de diferentes técnicas e instrumentos de recolha de dados, como a observação, o registo de notas de campo e a entrega de inquéritos aos pais. Seguida de uma análise realizada a toda a informação, em que foi possível identificar uma boa relação e interação entre pais e filhos, caraterizando-os com um estilo parental autorizado. No que diz respeito ao processo de adaptação, a maioria das crianças não apresentava dificuldades na adaptação e quem apresentava foi capaz de ultrapassar. Torna-se cada vez mais necessário e essencial sensibilizar os educadores (familiares, professores, etc.) para a relação entre a interação e comunicação existente entre eles e a adaptação das crianças à escolaridade formal. A sua participação é fulcral nesta fase de mudança da vida da criança, fase esta que trará emoções que precisam de ser vividas e acima de tudo compreendidas, para que pais e filhos, juntos, possam desfrutar ao máximo desta etapa tão marcante. Concluindo, considerei existir relação entre a interação e comunicação dos pais com a adaptação das crianças à escolaridade formal. Abstract - This internship report gathers the supervised practices with an investigative component in the field of the former primary education, and it is one of the mandatory requirements to achieve the master degree in kindergarten and elementary-school education Conducting a study directly linked to the adaptation to formal education, having the question “Which are the interactive and communicative behaviors of parents that promote in children the acquisition of proper behaviors when adaptating to the first year of formal education?” as starting point, I came after the relation between the interactive and communicative behaviors of parents and the adaptation to the first year of formal education. As the transition is “full of emotion and connoted with expectation periods, stress and fears” as cited by Sim-Sim (2010), and with school entry it is given the “first big test to the relative family capacity on the accomplishment of the external function” (by Relvas, 2000, p.113) , i intended to verify whether there was a relation between the way parents relate to children and their adaptation to school. Information was obtained through different techniques and data collection tools, such as observation, field notes registration and delivering of surveys to the parents. Followed by an analysis of all information, it was possible to identify a good relation and interaction between parents and children, caracterizing them with an authorized parenting style. In what concerns to the adaptation process, the majority of children had no trouble in adapting to their new life and the ones who did, were able to overcome the situation. It is becoming extremely essential and necessary to raise awareness among educators (family, teachers, etc.) to the relationship between the existing interaction and communication between them and the adaptation of the child to formal education. Their participation is the key in this new phase of children life, a period that will bring emotions that need to be experienced and above all understood, so that parents and children, together, can take the best of this remarkable step. In conclusion, I considered that there is a relation between the interaction and communication of parents with the adaptation of children to formal education.

MATĚJKOVÁ, Jana. Homeschooling and adaptation of homeschooled children to school. Praha, 2014. Diploma Thesis. Charles University in Prague, Faculty of Education, Department of Special Education. The thesis is focused on homeschooling in the Czech Republic (considering the situation abroad). In detail, it deals with its position in the Czech education system based on legislation, as well as with its particular implementation. The aim of the research is to explore experience of Czech teachers with homeschooled children after their inclusion to school, emphasizing the possible benefit of homeschooled children as the source of inclusive environment in regular school. The data was collected through the method of non-standardized semi-structured interviews. These were created according to ten children describing own experience with adaptation to school after being homeschooled (received during the pilot study) and according to Booth and Ainscow's Ukazatel inkluze (Rytmus o. s., 2007). The research includes forty-one Czech teachers who experienced working with children homeschooled for at least two years. Besides other things, the survey shows that nearly three quarters of the participating teachers observed differences in these children, as opposed to the rest of the class, and more than a half noticed...

Vienas iš labiausiai pedagogams ir tėvams nerimą keliančių adaptacijos periodų mokykloje – penkta klasė, kurioje vaikas susiduria su daugeliu jam nežinomų socialinių ir asmeninių problemų. Perėjimas pas naujus mokytojus, prie savarankiškesnio mokomojo darbo reikalauja iš mokinių pastangų bei laiko priprasti prie naujų užduočių pateikimo būdų, nevienodų požiūrių bei vertinimų. Kuo didesnis skirtumas tarp ankstesnių bei naujų mokytojų, tuo didesnė tikimybė, kad padaugės sunkumų adaptaciniu laikotarpiu. Straipsnio tyrimo objektas – penktos klasės moksleivių mokyklinės adaptacijos, perėjus į dalykinę sistemą, ypatumai. Tyrimo tikslas – atskleisti penktokų adaptacijos ypatumus Marijampolės savivaldybės bendrojo lavinimo vidurinėse mokyklose. Tyrimo tikslui pasiekti keliami trys uždaviniai: pirma, įvertinti ugdymo proceso organizavimo įtaką adaptacijai mokinių ir jų tėvų požiūriu; antra, išsiaiškinti moksleivių ir jų tėvų nuomones apie vaiko emocinę būseną bei savijautą, pradėjus lankyti penktą klasę; trečia, nustatyti dažniausiai pasitaikančias problemas, trukdančias sėkmingai penktokų adaptacijai dalykinėje sistemoje. Tyrimo metodai: pedagoginės ir psichologinės literatūros analizė, anketinė apklausa, kiekybinė tyrimo duomenų analizė. Tyrimas vyko 2006 m. gruodžio mėn. dešimtyje Marijampolės savivaldybės vidurinių mokyklų. Jame dalyvavo 1059 respondentai: 607 penktų klasių moksleiviai, 452 – penktokų tėvai. The fifth form is one of the most worrying adaptation periods at school for teachers and parents. A fifth former faces many unknown social and personal problems. New teachers and transition to a more independent learning require pupils’ efforts and time to get accustomed to the new ways of presenting tasks, different attitudes and assessment. The bigger the difference between the former and new teachers, the greater the probability that there will be difficulties during the adaptation period. The research object of the paper is the peculiarities of fifth formers’ adaptation upon their transition to the subject-specific system. The research aims to reveal the peculiarities of fifth formers adaptation at general secondary schools of Marijampolė municipality. The research defined three objectives: to evaluate the influence of the organisation of the education process on adaptation from the pupils’ and parents’ perspectives; to ascertain pupils’ and their parents’ opinions about the child’s emotional state of mind and physical state having moved to the fifth form; to establish the most frequent problems that hinder the successful adaptation of fifth formers in the subject-specific system. Research methods included the analysis of pedagogical and psychological literature, a questionnaire survey, and the quantitative data analysis. The research was conducted in December 2006 in ten secondary schools of Marijampolė municipality. It involved 1059 respondents: 607 fifth formers and 452 parents.

Resumen Una de las líneas de investigación que más interés ha generado en los últimos años, dentro del campo de la Inteligencia Emocional (IE), ha sido el análisis del papel que juegan las emociones en el contexto educativo y, sobre todo, profundizar en la influencia de la variable inteligencia emocional a la hora de determinar tanto el éxito académico de los estudiantes como su adaptación escolar. En los últimos años, se han realizado numerosos estudios con el propósito de analizar la relación existente entre inteligencia emocional y rendimiento académico. Sin embargo, los resultados se muestran inconsistentes debido a la falta de consenso en cuanto a la definición, operacionalización del constructo y la metodología tan diversa que presentan los estudios. En este trabajo, analizaremos la relación entre IE y el rendimiento académico así como los objetivos y beneficios de la implementación de programas de alfabetización emocional en los centros educativos. Abstract A research line that has generated a lot of interest in the last years, within the field of Emotional Intelligence (EI), is the analysis of the role that emotions play in the educational context, and, moreover, to deepen in the influence that the emotional intelligence variable has to determining both the academic success of the students and their scholastic adaptation. In the last years, a wide corpus of studies have been carried out to analyze the existing relationship between emotional intelligence and academic performance. Nevertheless, results are inconsistent due to the lack of consensus not only at the definition but in the so diverse methodology that these studies present. In our work, we analyze the relationship between EI and the academic performance as well as the objectives and benefits of the implementation of programs of emotional alphabetization at educational centres.