Tamara Pribisev-Beleslin - Academia.edu (original) (raw)
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Papers by Tamara Pribisev-Beleslin
Metodički obzori/Methodological Horizons, 2013
Students, pre-service preschool teachers, need professional competences, which include the method... more Students, pre-service preschool teachers, need professional competences, which include the methodical, to become autonomous professionals, empowered in their significant social role of teachers of young children, to self-express and self-realize as practitioners. Bearing that in mind, the question of the competence development and quality is becoming a significant "desirable outcome" of programs that educate future educators, including the corpus of faculty courses that make up the scientific field of Methodics of preschool education, other words, integrated methodics of early childhood education. Developing professional methodical competences of pre-service preschool teachers in higher education is not only an isolated process based on academic knowledge and teaching through lectures and academic exercises that are performed in a campus classroom environment. It is a process that is closely associate the abstract knowledge with the authentic and natural context, which, in this case, has its own continuity, soul and a lot of more things (preschool institution). It allows the meaningful construction and application of the abstract knowledge, also competence development based on experien-1 The work with the same title was presented at II Scientific Assembly with international participance "Development and reinforcement of skills in education-priorities for faster social progress", University in East Sarajevo, Pedagogical Faculty in Bijeljina, on 18 November 2011. The book of abstracts has not been published. Metodički obzori 8 (2013)2, No. 18 Acquiring methodical skills of pre-service.. tial learning as a central concept of the postmodern adult education (Usher, 2009). Since young children about whom students learn and develop knowledge, attitudes, values, beliefs, emotions, communications skills and skills for negotiating and playing are not objects, students must be given the social situation with real children in kindergartens and real tasks from study content. In that authentic learning environments, the students will be able to understand theoretical information obtained on faculty lectures-cognitive authenticity, but also to build their professional competencies on meaning and applicability and usability manner-physical authenticity. In this regard, the paper analyses the model of faculty course Methodics of language development on the university Program study of early childhood education (Faculty of Philosophy, Banja Luka) which is still under development. Besides the theoretical basis on which model lays, paper will cover the analysis of opinions of students and their mentors-in-service preschool teachers on the effectiveness of this approach to learning in higher education institution.
Hrvatski Casopis Za Odgoj I Obrazovanje, Feb 18, 2014
At the time when there is growing importance of the participant-friendly research (Christensen & ... more At the time when there is growing importance of the participant-friendly research (Christensen & James, 2008) new dimensions are added to research in the early childhood: it is based on the rights of young children, it takes children's perspective, requires careful listening, emphasizes active participation of children and researchers, combines techniques sensitive enough to allow children to speak their languages. The shift is particularly evident in the acceptance of the equality of young children's points of view and understanding of the reality around them. That led to methodological "allowing" the research process to become contextualized in the children's world, where play has a special place. Play is now accepted as one of the many languages with which children can express, interpret and construct their experiences and meanings. Therefore, play has become a research area within which children have the right to be different, compared to the adult research participants (Punch, 2002). There is controversy regarding the involvement of adults in children's play, and "using" it for didactic and other purposes. However, findings show that adults do not necessarily disturb children's play. It can become a space for sharing between children and playful adults, within which the balance of power and hierarchy is adjusted. The empirical basis of the paper is an analysis of ten play-based focus groups, which included over fifty children who were five and six years old, a doll researcher and an adult in the role of an "assistant researcher. "
pgsimoes.net
... Tamara Pribišev Beleslin, Ph.D. Assistant Professor, Faculty of Philosophy. University of Ban... more ... Tamara Pribišev Beleslin, Ph.D. Assistant Professor, Faculty of Philosophy. University of Banja Luka. Republic of Srpska, Bosnia and Herzegovina. tamara.pribisev@gmail.com. ... [Resetting the reality]. Novi Sad: Protocol. Mladenović R. & Dimitrijević, R. (Eds. 2005). ...
Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje
This paper presents the results of the research which approached playfulness through the concepts... more This paper presents the results of the research which approached playfulness through the concepts of Transactional Analysis. The aim of the survey (n 1 =61 students, n 2 =50 preschool teachers) was to determine the incidence of Ego States (the Child, the Adult, the Parent) during play with children. Although both teachers and students often use all three Ego States, the results show a statistically significant expression of the Adult Ego State of teachers, and a lack of expression of the Child Ego State of the students. Regression analysis indicates that the Adult Ego State predicts the participation of teachers and students in the play (β=-. 245; t=-2.64; p=.009), and t-test indicates the statistical significance of difference between means of the Adult and the Child in favour of teachers (Adult: t=2.718; p=.008; d=.5, Child: t=2.167; p=.0032; d=.42). During play, the Adult is regarded as the most productive basis for developing playfulness. The importance of shaping professional development towards developing knowledge and analytical experiences in the context (the Adult), and achieving spontaneity, and emotions during play (the Free Child) is underlined.
Metodički obzori/Methodological Horizons, 2013
Students, pre-service preschool teachers, need professional competences, which include the method... more Students, pre-service preschool teachers, need professional competences, which include the methodical, to become autonomous professionals, empowered in their significant social role of teachers of young children, to self-express and self-realize as practitioners. Bearing that in mind, the question of the competence development and quality is becoming a significant "desirable outcome" of programs that educate future educators, including the corpus of faculty courses that make up the scientific field of Methodics of preschool education, other words, integrated methodics of early childhood education. Developing professional methodical competences of pre-service preschool teachers in higher education is not only an isolated process based on academic knowledge and teaching through lectures and academic exercises that are performed in a campus classroom environment. It is a process that is closely associate the abstract knowledge with the authentic and natural context, which, in this case, has its own continuity, soul and a lot of more things (preschool institution). It allows the meaningful construction and application of the abstract knowledge, also competence development based on experien-1 The work with the same title was presented at II Scientific Assembly with international participance "Development and reinforcement of skills in education-priorities for faster social progress", University in East Sarajevo, Pedagogical Faculty in Bijeljina, on 18 November 2011. The book of abstracts has not been published. Metodički obzori 8 (2013)2, No. 18 Acquiring methodical skills of pre-service.. tial learning as a central concept of the postmodern adult education (Usher, 2009). Since young children about whom students learn and develop knowledge, attitudes, values, beliefs, emotions, communications skills and skills for negotiating and playing are not objects, students must be given the social situation with real children in kindergartens and real tasks from study content. In that authentic learning environments, the students will be able to understand theoretical information obtained on faculty lectures-cognitive authenticity, but also to build their professional competencies on meaning and applicability and usability manner-physical authenticity. In this regard, the paper analyses the model of faculty course Methodics of language development on the university Program study of early childhood education (Faculty of Philosophy, Banja Luka) which is still under development. Besides the theoretical basis on which model lays, paper will cover the analysis of opinions of students and their mentors-in-service preschool teachers on the effectiveness of this approach to learning in higher education institution.
Hrvatski Casopis Za Odgoj I Obrazovanje, Feb 18, 2014
At the time when there is growing importance of the participant-friendly research (Christensen & ... more At the time when there is growing importance of the participant-friendly research (Christensen & James, 2008) new dimensions are added to research in the early childhood: it is based on the rights of young children, it takes children's perspective, requires careful listening, emphasizes active participation of children and researchers, combines techniques sensitive enough to allow children to speak their languages. The shift is particularly evident in the acceptance of the equality of young children's points of view and understanding of the reality around them. That led to methodological "allowing" the research process to become contextualized in the children's world, where play has a special place. Play is now accepted as one of the many languages with which children can express, interpret and construct their experiences and meanings. Therefore, play has become a research area within which children have the right to be different, compared to the adult research participants (Punch, 2002). There is controversy regarding the involvement of adults in children's play, and "using" it for didactic and other purposes. However, findings show that adults do not necessarily disturb children's play. It can become a space for sharing between children and playful adults, within which the balance of power and hierarchy is adjusted. The empirical basis of the paper is an analysis of ten play-based focus groups, which included over fifty children who were five and six years old, a doll researcher and an adult in the role of an "assistant researcher. "
pgsimoes.net
... Tamara Pribišev Beleslin, Ph.D. Assistant Professor, Faculty of Philosophy. University of Ban... more ... Tamara Pribišev Beleslin, Ph.D. Assistant Professor, Faculty of Philosophy. University of Banja Luka. Republic of Srpska, Bosnia and Herzegovina. tamara.pribisev@gmail.com. ... [Resetting the reality]. Novi Sad: Protocol. Mladenović R. & Dimitrijević, R. (Eds. 2005). ...
Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje
This paper presents the results of the research which approached playfulness through the concepts... more This paper presents the results of the research which approached playfulness through the concepts of Transactional Analysis. The aim of the survey (n 1 =61 students, n 2 =50 preschool teachers) was to determine the incidence of Ego States (the Child, the Adult, the Parent) during play with children. Although both teachers and students often use all three Ego States, the results show a statistically significant expression of the Adult Ego State of teachers, and a lack of expression of the Child Ego State of the students. Regression analysis indicates that the Adult Ego State predicts the participation of teachers and students in the play (β=-. 245; t=-2.64; p=.009), and t-test indicates the statistical significance of difference between means of the Adult and the Child in favour of teachers (Adult: t=2.718; p=.008; d=.5, Child: t=2.167; p=.0032; d=.42). During play, the Adult is regarded as the most productive basis for developing playfulness. The importance of shaping professional development towards developing knowledge and analytical experiences in the context (the Adult), and achieving spontaneity, and emotions during play (the Free Child) is underlined.