Gyermeknevelés Tudományos Folyóirat

Rendszerfrissítés miatt az adminisztrációs felület elérése ideiglenesen nem lehetséges.
Access to the administration interface is temporarily not possible due to a system update.

Aktuális szám

Évf. 10 Szám 2 (2022): Languages, inclusion, cultures and pedagogy

Megjelent: 2022-07-27

Teljes szám

• Languages Inclusion Cultures and (English)
• Languages Inclusion Cultures and (English)

CULTURES AND LANGUAGES

• Foreword

  Éva Trentinné Benkő, Valéria Árva

  7-9

  • PDF (English)

Languages and Cultures in Teacher Education

• The importance of raising the intercultural sensitivity of university students

  Laura Furcsa, Rita Szaszkó

  11-18

  • PDF (English)
• Prospective teachers’ attitudes and relations toward the culture of English-speaking countries regarding their specialisation

  Renáta Bernhardt, Laura Furcsa

  19-26

  • PDF (English)
• Celebrating languages and cultures: Nurturing the non-formal language learning environment in teacher education

  Valéria Árva, Éva Trentinné Benkő

  27-46

  • PDF (English)
• Locating the position of non-formal learning: theory and practice

  Barnabás Gulyás, András Déri

  47-62

  • PDF (English)
• Teaching, learning, training, and researching throughout Europe – Languages and cultures in contact

  Sarolta Lipóczi-Csabai, Ildikó Szabó

  63-76

  • PDF (English)
• Intercultural curriculum design in early childhood education

  Angéla Bajzáth, Anna Bereczkiné Záluszki, Sarolta Darvay, Miklós Lehmann

  77-91

  • PDF (English)
• Developing cultural awareness in Ethics in Hungary

  Andrea Fenyődi

  92-112

  • PDF (English)

Languages and Cultures in Early Childhood

• Inclusive bilingual early years education by means of the Reggio Emilia Approach

  Vera Marton, Ivett Judit Kovács, Erzsébet Czachesz

  114-131

  • PDF (English)
• Multicultural education in Hungarian daycares

  Hanna Zorka Czirmai, Maya J. Lo Bello

  132-155

  • PDF (English)
• Focus on multicultural education in early childhood

  Csenge Czövek, Orsolya Endrődy, Valéria Árva

  156-168

  • PDF (English)
• Third-Culture Kids in early childhood education

  Noémi Lilla Kőrös, Éva Trentinné Benkő

  169-191

  • PDF (English)
• Ten months around the world

  Éva T. Kruppa, Adrienn Gáspár

  192-203

  • PDF (English)
• An efficacy assessment of very young EFL learners in Hungary

  Zsuzsanna Noé, Judit Kovács

  204-230

  • PDF (English)
• The difficulties of becoming bilingual – Hungarian children in the United Kingdom

  Magdolna Nemes

  231-251

  • PDF (English)

Languages, Cultures and Literature

• On creating a framework for teaching children’s literature in ELTE TÓK’s international pre-school programme

  Andrea Poros

  253-267

  • PDF (English)
• Project-based language learning through folk and fairy tales: The story of a tale project before and during the pandemic

  Ágnes Bethlenfalvyné Streitmann

  268-278

  • PDF (English)
• Great Assets: Hungarian Children’s Classics in Teaching English to Young Learners

  Katalin Palkóné Tabi

  279-288

  • PDF (English)
• Fairy tales or fairy fakes?

  Erzsébet Kopházi-Molnár

  289-307

  • PDF (English)
• Culture in language: Bilingualism and identity in The Poems of American – Hungarian Poets

  Arianna Kitzinger

  308-322

  • PDF (English)
• Has what was ‘Too far for you to see’ come any closer? Language and Identity in Wales

  Éva Lívia Podlovics

  323-336

  • PDF (English)
• Theoretical Parallels in the Exercise of the Power of Vision and Reading A Comparative Study of Ovid’s and Caravaggio’s Narcissus

  Márton Hoványi

  337-343

  • PDF (English)

INTEGRATION IN PRACTICE

• Foreword

  Éva Márkus, Bernadett Svraka

  7-8

  • PDF (English)

Theory and Practice of Inclusion

• How can special teachers aid successful kindergarten inclusion? Good practices in a district of Budapest

  Melinda Báder, Szandra Lukács, Andrea Perlusz

  10-22

  • PDF (English)
• Inclusive kindergarten education

  Katalin Tamás, Gabriella Papp

  23-35

  • PDF (English)
• Integration practices

  Bernadett Svraka, Maya J. Lo Bello, Éva Márkus

  36-47

  • PDF (English)
• The role of the teacher in the educational achievement of Roma children

  Györgyi Elekes

  48-60

  • PDF (English)
• Inclusive society – Reality and virtual reality

  János Kollár

  61-71

  • PDF (English)
• Atypical development and the cultural background underlying neurological maturation

  Éva Gyarmathy

  72-85

  • PDF (English)
• Prevention and treatment of behavioural and learning disorders with sensory integration therapy

  Tamás Reményi

  86-109

  • PDF (English)

Research and Therapy in Special Education

• Impacts of premature birth and low birthweight on the development of language and executive function

  Dóra Szanati, Anett Nagy, Magda Kalmár

  111-124

  • PDF (English)
• Preschool linguistic indicators of elementary reading achievement

  Mária Sósné Pintye, Bence Kas

  125-147

  • PDF (English)
• Mesezene: Introducing a new Hungarian approach in fostering language skills to prepare reading in kindergarten

  Antal Mór Szűcs

  148-165

  • PDF (English)
• The Influence of Musical Activities on Cognitive Control Mechanisms Overview and empirical findings

  Ágnes Varga, Klára Marton, Zoltán Jakab, Sarolta Láng

  166-189

  • PDF (English)
• Prevalence of cognitive and affective factors influencing mathematical performance

  Bernadett Svraka, Szilvia Ádám

  190-204

  • PDF (English)
• Opportunities for recognising, assessing, and providing online support among elementary school students with dyscalculia Options for recognising, surveying, and online support for dyscalculia in primary school students

  Rita Farkasné Gönczi

  205-219

  • PDF (English)
• Development of upper limb functions and self-assessment in students with cerebral palsy in inclusive education

  Zoltán Lénárt, Maja Osváth, Dominika Hegedüs, Eszter Szabó-Szemenyei

  220-245

  • PDF (English)
• The population features of visually impaired children aged between 0 and 14 in Hungary

  Erika Kiss, Emese Pajor

  246-258

  • PDF (English)
• Virtual reality therapy in special needs education. From therapy to inclusion

  Evelyn Ardai, Tibor Vámos, Gabriella Papp, Andrea Berencsi

  259-271

  • PDF (English)
• Health-related quality of life of Hungarian children and adolescents with disabilities

  Katalin Kälbli, Judit Gombás, Mónika Kaj, Anita Király, Tamás Csányi

  272-290

  • PDF (English)
• The emotional and relational impact of starting kindergarten for non-native speaking children: a case study of a three- year-old child

  Angelika Toth

  291-297

  • PDF (English)

Az összes folyóiratszám megtekintése