Revija za elementarno izobraževanje Journal of Elementary Education ISSN 2350-4803 (splet/online) ISSN 1855-4431 (tisk/print) Revija za elementarno izobraževanje Odgovorni urednik: red. prof. dr. Matjaž Duh (Univerza v Mariboru, Pedagoška fakulteta, Slovenija) Urednica za področje družboslovja: izr. prof. dr. Silva Bratož (Univerza na Primorskem, Pedagoška fakulteta, Slovenija) Urednica za področje humanistike: izr. prof. Sonja Starc (Univerza na Primorskem, Pedagoška fakulteta, Slovenija) Urednik za področje naravoslovja in doc. dr. Tomaž Bratina (Univerza v Mariboru, Pedagoška informatike: fakulteta, Slovenija) Tehnična urednika: doc. dr. Jerneja Herzog (Univerza v Mariboru, Pedagoška fakulteta, Slovenija Jan Perša (Univerza v Mariboru) MEDNARODNI UREDNIŠKI ODBOR dr. Renate Seebauer, (Pädagogische Hochschule Wien, Avstrija), dr. Ligita Stramkale, (Latvijas Universitate, Riga, Latvia), dr. Herbert Zoglowek, (UiT The Arctic University of Norway, Troms0, Norveška), dr. Maria Aleksandrovich, (Akademia Pomorska w Slupsku, Poljska), dr. Nevenka Tatkovic, (Fakultet za odgojne i obrazovne znanosti, Sveučilište Jurja Dobrile u Puli, Hrvaška), dr. Grozdanka Gojkov, (Učiteljski fakultet Univerziteta u Beogradu, Srbija), dr. Jelena Prtljaga, (Visoka škola strukovnih studija za obrazovanje vaspitača »Mihailo Palov« Vršac, Srbija), ddr. Jürgen Kühnis, (Pädagogische Hochschule Schwyz, Švica), dr. Marie Fulkova, (Pedagogicka fakulta, Univerzité Karlove, Praha, Češka), dr. Vera Janikova, (Pedagogicka fakulta, Masarykova univerzita, Brno, Češka), dr. Ljubica Marjanovič Umek, (Filozofska fakulteta, Univerza v Ljubljani, Slovenija), dr. Janez Vogrinc, (Pedagoška fakulteta Univerza v Ljubljani, Slovenija), dr. Milena Valenčič Zuljan, (Pedagoška fakulteta, Univerza v Ljubljani, Slovenija), dr. Mateja Pšunder, (Filozofska fakulteta Univerze v Mariboru, Slovenija), dr. Katja Košir, (Pedagoška fakulteta, Univerze v Mariboru, Slovenija), dr. Branka Čagran, (Pedagoška fakulteta, Univerze v Mariboru, Slovenija), dr. Sonja Rutar (Univerza na Primorskem, Pedagoška fakulteta, Slovenija), dr. Tina Štemberger, (Univerza na Primorskem, Pedagoška fakulteta, Slovenija) NASLOV UREDNIŠTVA Revija za elementarno izobraževanje, Uredništvo revije Revija za elementarno izobraževanje Koroška cesta 160, SI-2000 Maribor, Slovenija , e-pošta: rei.pef@um.si, http://rei.um.si ZALOŽNIK Univerzitetna založba Univerze v Mariboru Slomškov trg 15, 2000 Maribor, Slovenija e-pošta: zalozba@um.si, http://press.um.si/, http://journals.um.si/ Članki se referirajo v: Co-operative Online Bibliographic System and Services (COBISS), Ulrich's Periodicals Directory, EBSCO (EBSCOhost databases and discovery technologies), Proquest, dLib.si, ERIH PLUS in DOAJ. Članki v reviji so recenzirani. Revija za elementarno izobraževanje je revija, ki jo izdaja Univerzitetna založba Univerze v Mariboru v soizdajateljstvu Pedagoške fakultete Univerze v Mariboru, Pedagoške fakultete Univerze na Primorskem in Pedagoške fakultete Karlove Univerze v Pragi. V njej so objavljeni prispevki s področja vzgoje in izobraževanja zlasti na predšolski in osnovnošolski stopnji. Avtorji prispevkov z znanstvenega vidika pišejo o problemih, ki zadevajo vzgojo in izobraževanje. Namen revije je spodbujati objavo znanstvenoraziskovalnih člankov. Revija za elementarno izobraževanje izhaja štirikrat letno. V njej so objavljeni prispevki v slovenskem ali angleškem jeziku oz. nemškem jeziku. Prispevke pošljite na naslov uredništva ali po e-pošti na naslov: rei.pef@um.si Journal of Elementary Education Editor-in-Chief: prof. Matjaž Duh, PhD (University of Maribor, Faculty of Education, Slovenia) Editor for Social Sciences: assoc. prof. Silva Bratož, PhD (Universitiy of Primorska, Faculty of Education, Slovenia) Editor for Humanities: assoc. prof. Sonja Starc, PhD (Universitiy of Primorska, Faculty of Education, Slovenia) Editor for Nature and Information assist. prof. Tomaž Bratina, PhD (University of Maribor, Sciences: Faculty of Education, Slovenia) Technical Editors: assist. prof. Jerneja Herzog, PhD (University of Maribor, Faculty of Education, Slovenia) Jan Perša (University of Maribor) INTERNATIONAL EDITORIAL BOARD Renate Seebauer, PhD (University College of Teacher Education, Vienna, Austria), Ligita Stramkale, PhD (University of Latvia, Faculty of Education, Psychology and Art, Riga, Latvia), Herbert Zoglowek, PhD (University of Tromso, Norwegian Arctic University, Alta, Norway), Maria Aleksandrovich, PhD, (Pomeranian University in Slupsk, Faculty of Social Science, Slupsk, Poland ), Nevenka Tatkovic, PhD, (Juraj Dobrila University of Pula, Faculty of Educational Sciences. Pula, Croatia), Grozdanka Gojkov, PhD (University of Belgrade, Teacher Education Faculty, Belgrade, Serbia), Jelena Prtljaga, PhD (Preschool Teacher Training College »Mihailo Palov«, Vršac, Serbia), Jürgen Kühnis, Phd, (The Schwyz University of Teacher Education, Goldau, Switzerland), Marie Fulkova, PhD, (Charles University, Faculty of Education, Prague, Czech Republic), Vera Janikova, PhD (Masaryk University, Faculty of Education, Brno, Czech Republic), Ljubica Marjanovič Umek, PhD (University of Ljubljana, Faculty of Arts, Ljubljana, Slovenia) Janez Vogrinc, PhD (University of Ljubljana, Faculty of Education, Ljubljana, Slovenia), Milena Valenčič Zuljan, PhD, (University of Ljubljana, Faculty of Education, Ljubljana, Slovenia), Mateja Pšunder, PhD, (University of Maribor, Faculty of Arts, Maribor, Slovenia), Katja Košir, PhD (University of Maribor, Faculty of Education, Maribor, Slovenia), Branka Čagran, PhD (University of Maribor, Faculty of Education, Maribor, Slovenia), Sonja Rutar, PhD (Univesrity of Primorska, Faculty of Education, Koper, Slovenia) Tina Stemberger, PhD (Univesrity of Primorska, Faculty of Education, Koper, Slovenia), EDITORIAL OFFICE ADDRESS Journal of Elementary Education, Editorial Board of Journal of Elementary Education Koroška cesta 160, SI-2000 Maribor, Slovenija , e-pošta: rei.pef@um.si, http://rei.um.si PUBLISHED BY University of Maribor Press Slomškov trg 15, 2000 Maribor, Slovenia e-mail: zalozba@um.si, http://press.um.si/, http://journals.um.si/ Articles appearing in this journal are abstracted and indexed in: Co-operative Online Bibliographic System and Services (COBISS), Ulrich's Periodicals Directory, EBSCO (EBSCOhost databases and discovery technologies), Proquest, dLib.si, ERIH PLUS in DOAJ. Journal of Elementary Education is a peer-reviewed journal, open access journal that publishes scientific articles primarly but not limited to the area of elementary school education. JEE is published four times yearly and accepts articles in Slovene, English and German. JEE is published by the University Press University of Maribor with cooperate Faculty of Education University of Maribor, Faculty of Education University of Primorska and Charles University, Faculty of Education, Prague. Articles may be sent electronically to: rei.pef@um.si Revija za elementarno izobraževanje Journal of Elementary Education Volume 11 Number 3 September 2018 Kazalo / Table of Contents Prispevki / Articles Evaluation of an Integrated Programme of Physical Exercise with 189 Nursey-Aged Children: Impact on Motor Achievement Vrednotenje integriranega programa telesna vadbe s predšolskimi otroki: vpliv na gibalne dosežke Vilko Petric, Lucija Kostadin & Mirela Peic The Frequency tith thich Creativity Development Strategies are Used in 201 Various Fields: Research on Attitudes Among Preschool Teachers Pogostost uporabe strategij razvoja ustvarjalnosti na različnih področjih — raziskava o stališčih vzgojiteljic in vzgojiteljev v vrtcih Nataša Sturza Milic, Predrag Nedimovic & Svetlana Sturza Povezanost med slogi navezanosti in razumevanjem dvoumnih 215 elektronskih sporočil The Realtion Between Attachment Styles and Understanding of Ambiguous Electronic Messages Zlatka Cugmas & Tjaša Šendlinger Razredniki in vključevanje marginaliziranih skupin učencev v oddelčno 233 skupnost Class teachers and inclusion of marginalized groups of pupils in the class Anja Smole & Tina Vršnik Perše The Contribution of Art Education to Educational Transitions 251 Prispevek likovne vzgoje k prehodom v vzgoji in izobraževanju Wolfgang Weinlich FEI Evaluation of an Integrated Programme of Physical Exercise with Nursey-Aged Children: Impact on Motor Achievements Potrjeno / Accepted 5. 9. 2018 Objavljeno / Published 29. 9. 2018 Keywords: children of an early age; integrated programme of physical exercise; comprehensive motor development Vilko Petric1, Lucija Kostadin2 & Mirela Peic3 1 University of Rijeka, Faculty of Teacher Education, Rijeka, Croatia 2 University of Rijeka, Faculty of Teacher Education, Rijeka, Croatia 3 Kindergarten Rijeka, Rijeka, Croatia Corresponding author/Korespondencni avtor vilko.petric@uniri.hr Abstract/Povzetek The aim was to determine if there is a possibility of conducting an integrated programme of physical exercise with nursery-aged children, as well as to evaluate its impact on their motor achievement. The sample consisted of nursery-aged children. The sample of variables comprises four tests for evaluating motor achievement based on the various movement structures that allow mastery of space, obstacles and resistance, as well as the manipulation of objects. The differences between the experimental and control groups were tested with Student's t-test. The results show that these programmes yielded exceptional results with regard to motor achievement. Ključne besede: Mlajši predšolski otroci; integirani program telesne vadbe; celosten gibalni razvoj. UDK/UDC 796.012-053.4 Vrednotenje integriranega programa telesna vadbe s predšolskimi otroki: vpliv na gibalne dosežke Cilj je bil ugotoviti, ali obstaja možnost izvedbe integriranega programa telesne vadbe z otroki v predšolski starosti, in ovrednotiti vpliv na njihove motorične dosežke. V raziskavo so bili vključeni predšolski otroci. Vzorec spremenljivk obsega štiri teste za vrednotenje motoričnih dosežkov na osnovi različnih gibalnih struktur, ki omogočajo obvladovanje prostora, ovir, vzdržljivosti in ravnanja s predmeti. Razlike med eksperimentalno in kontrolno skupino smo preizkusili s Studentovim t-testom. Rezultati so pokazali, da so otroci v evalviranih programih dosegli izjemne rezultate glede gibalnih dosežkov. DOI https://doi.org/10.18690/rei.11.3.189 -200.2018 Besedilo / Text © 2018 Avtor(ji) / The Author(s) To delo je objavljeno pod licenco Creative Commons CC BY Priznanje avtorstva 4.0 Mednarodna. Uporabnikom je dovoljeno tako nekomercialno kot tudi komercialno reproduciranje, distribuiranje, dajanje v najem, javna priobčitev in predelava avtorskega dela, pod pogojem, da navedejo avtorja izvirnega dela. (https://creativecommons.org/licenses/by/4.0/). ■II University of Maribor Press Introduction Early childhood is extremely important for perfecting motor knowledge and abilities among children (Nikolic, Mrakovic and Kunjesic, 2016), i.e. for the development of motor achievement. Nursery school represents the period when physical exercise is both a joy and a challenge for children, and where they quickly adopt new and varied motor skills, which are stored as motor data. Rapid acquisition of new and varied content and forms enables the nervous system to be ready for learning (Alic, Petric, Badric, 2016). In terms of content, great significance is given to the acquisition of natural forms of movement, such as walking, jumping, carrying, crawling, rolling, hopping, catching, throwing and crawling through a space. This is knowledge that enables the child to master space, obstacles and resistance, while manipulating objects, and it is important to conduct these by means of games. Games are primary media for the development of children's divergent abilities by activating their intellectual, physical, social and emotional resources (Sagud, 2000). The implementation of games in the physical activities conducted with very young children and preschoolers ensures the creation of positive emotions (satisfaction, happiness, laughter and joy), and it also makes possible the acquisition of many kinds of knowledge, skills and habits used by children in their everyday lives (Alic et al., 2016). Integrated programmes of physical exercise in educational institutions have proven to be very successful for advancing children's levels of physical activity (Ahmed, McDonald, Reed, Naylor, Liu-Ambrose, McKay, 2007; Murtagh, Mulvihill, Markey, 2013; Domika, Armano, Petric, 2018). It is known that intervention programmes conducted in the classroom or some other space and lasting from 5 to 20 minutes can significantly influence children's physiological changes and anthropological characteristics (Holt, McHugh, Tink, Kingsley, Coppola, Neely, McDonald, 2013; Knox, Baker, Davies, Rees, Morgan, Cooper, Brophy, Thomas, 2012; Gasparovic, Petric, Stemberger, Rakovac, Blazevic, 2017). Although it is obvious that children should begin physical exercise as early as possible, the official situation is that there is no organised physical exercise in educational institutions for children of nursery-school age. Previous research directed at evaluating sports programmes in educational institutions attended by nursery-aged children have regularly confirmed significant differences in measured anthropological characteristics in favour of experimental groups (Domika et al., 2018). In contrast to those already evaluated programmes, which fostered exclusively one sport, this programme has a broad orientation and includes biotic motor knowledge that enables the child to master space, obstacles and resistance, along with the manipulation of objects. Therefore, the aim of this research is to determine whether it is possible to conduct an integrated programme of physical exercise with nursery-aged children, as well as to evaluate its impact on their motor achievement in the domain of mastering movements, obstacles, resistance and the manipulation of objects. Methods The sample consisted of 63 nursery-aged children, from 1.5 to 3.5 years old. The total number of children was divided into an experimental group consisting of 33 children, and a control group consisting of 30 children. These were children attending Rijeka kindergartens which are at the same time training schools for the Faculty of Teacher Education in Rijeka, and also a kindergarten in Srdoci. The sample of variables consists of four tests for estimating motor achievement created after instructions given by Findak (2003) and based on various movement structures that enable mastery of space, obstacles, resistance and the manipulation of objects. 9m FINISH Figure 1: Sketch of the suggested test for estimating motor achievements in the domain of mastering space The first test aims at estimating motor achievements in the domain of mastering space (Figure 1). Children have to go from the start to the finish line as fast as possible, at the same time avoiding the set cones. The distance between the two lines is 9 m, the first cone being at 3 m, the second at 5 m, and the last at 7 m. The test result represents the time needed by the child to perform the task correctly, i.e. the time necessary for the child to go from the start to the finish line in a slalom run around the cones. As far as equipment is concerned, it is necessary to have three cones, a stopwatch and coloured tape to mark the start and finish lines. 9 m START FINISH Figure 2: Sketch of the suggested test for estimating motor achievement in the domain of mastering obstacles The second test aims at estimating motor achievement in the domain of mastering obstacles (Figure 2). The child runs from the start line, reaches the Swedish box, climbs it and descends from it, and then runs to the finish line. The distance between the start and finish line is 9 m, while the beginning of the 40 cm-high Swedish box comes at 3 m. The test result represents the time needed by the child to perform the task correctly, i.e. the time necessary for the child to go from the start to the finish line. As far as equipment is concerned, it is necessary to have a Swedish box, a stopwatch and coloured tape to mark the start and finish lines. START 9m FINISH Figure 3: Sketch of the suggested test for estimating motor achievement in the domain of object manipulation Thefourth test aims at estimating motor achievement in the domain of mastering the manipulation of objects (Figure 4). Children advance while rolling a ball with both arms around the set cones from the start to the finish line. The distance between the two lines is 9 m, the first cone being at 3 m, the second at 5 m, and the last at 7 m. The test result represents the time needed by the child to perform the task correctly, i.e. the time necessary for the child to go from the start to the finish line. As far as equipment is concerned, it is necessary to have three cones, a ball, a stopwatch and coloured tape to mark the start and finish lines. To make possible the realisation of the syllabus, attention was paid to the spatial-material conditions of the kindergarten where the program was to be conducted with the experimental group. Taking into consideration the conditions offered by the given space, i.e. the gym, and the variety and quantity of equipment, a syllabus was created containing 28 motor items belonging to all domains (Table 1), which means that there were seven items for each domain. The programme was carried out in the gym, with 70 activities arranged over 35 weeks, that is two per week, each lasting 30 minutes. Table 1: Depiction of motor content per domain NO. DOMAIN MOTOR CONTENT Crawling in different ways Walking to music Mastering Running on various surfaces space Rolling on a mat in different directions Running to music Crawling through various sports equipment _Walking between various sports equipment Crawling through the frame of the Swedish box Jumping in different ways Skipping rope on the floor Crawling through a tunnel Crawling through a ring Drop jumps, depth jumps and hop jumps on or from varied surfaces Surmounting obstacles in different ways_ Mastering obstacles Mastering resistance Lifting and carrying various objects Pushing a ball with the arms Pushing a ball with the legs Pushing a plastic pole with the arm Pulling a plastic pole Moving in a push-up position with arms to the front Pulling a rope on the floor_ Manipulation of objects Throwing a ball at the wall Throwing a ball upward with two arms Throwing a ball into a marked space Catching a ball with two arms Throwing a ball to the ground with one arm Throwing a ball through a ring Directing a ball with a leg 1 2 3 4 Before conducting the research, the research coordinators in the Rijeka kindergarten were contacted. After a meeting about the planned course of research, an agreement with the coordinators was reached, and collection of data from the Srdoci kindergarten was allowed. Two mixed nursery groups were chosen from this kindergarten. Their preschool teachers were informed about the details of the study and participated in the creation and implementation of the experimental programme. Later, the preschool teachers informed parents about it during the parent-teacher meeting. Data collection was conducted in the gym of the Srdoci kindergarten, with parental cooperation and consent. The programme was conducted from November 2017 to May 2018. All the measured data were processed and analysed by the STATISTICA 12.5 program (StatSoft, Inc., Tulsa, OK, USA). The differences between the experimental and control groups were tested with Student's t-test for independent samples, while Student's t-test for dependent samples was used to test differences in the same group between the initial and final measurements. The statistical level of significance was tested with an error of p = 0.05 %. Results Table 2 shows the differences in motor achievement between the experimental and control groups. In the initial measurement, before the start of the integrated programme of physical exercise with the experimental group, there were no significant differences in any of the variables. The children had almost equal motor achievements in all domains. Table 2: Results of differences in motor achievement between the experimental and control groups. Measurement Variables M ex. M con. t-value p Space 7.19 7.80 -0.73 0.47 Initial Obstacles 13.64 13.37 0.18 0.86 Resistance 15.15 15.36 -0.20 0.84 Manipulation 28.47 30.86 -0.61 0.55 Space 4.40 6.58 -4.32 0.00 Final Obstacles 7.59 11.44 -3.86 0.00 Resistance 11.67 14.29 -2.45 0.02 Manipulation 11.04 24.11 -3.85 0.00 With regard to the final measurement, after completion of the research, and in terms of statistics, those in the experimental group achieved significantly better results on all variables. They showed significant improvement in their motor achievement, allowing them to master space, obstacles, resistance and the manipulation of objects. The Table 3 shows the differences between groups in initial and final measurements. In terms of statistics, the experimental group made significant improvement on all variables of motor achievement, while the control group improved only in the variable of motor achievements in the domain of mastering resistance. Table 3: Results of differences in motor achievement between the control and experimental group Group Variables Measurement M SD t p Space Initial 6.72 2.28 Final 4.13 0.75 4.61 0.00 a U J fo < >N O O Z k ^ o <1 m # NN velikost kraja ODGOVOR do 5 let od 6 do 20 let nad 20 let do 3000 prebivalcev od 3000 do 10 000 prebivalcev več kot 10 000 prebivalcev stopnja razredni pouk poučevanja predmetni pouk R X2 / U P 211,14 183,69 x2 = 2,064 0,356 193,77 183,98 190,57 x2 =2,762 0,251 206,96 204,70 171'87 U = 14607 0,002 Mann-Whitneyjev (U) preizkus je pokazal, da pri količini pridobljenega znanja o vključevanju marginaliziranih učencev v pouk v času izobraževanja obstaja statistično značilna razlika med odgovori učiteljev, ki poučujejo na razredni stopnji, in odgovori učiteljev, ki delujejo na predmetni stopnji (U = 14607; P = 0,002). Učitelji razrednega pouka menijo, da so v času izobraževanja pridobili več znanja o vključevanju ranljivih učencev v oddelčno skupnost kot predmetni učitelji. Takšne rezultate smo pričakovali, saj imajo po našem mnenju študenti razrednega pouka med študijem glede na učne načrte (Pedagoška fakulteta, 2017, Filozofska fakulteta, b. d., Fakulteta za naravoslovje in matematiko, b. d.) več poudarka na didaktikah predmetov, medtem ko študij predmetnih učiteljev bolj temelji na strokovnih predmetih. Razlik glede na delovno dobo in glede na velikost kraja nismo zaznali, čeprav smo pričakovali, da bodo mlajši učitelji (tisti s krajšo delovno dobo) poročali o več pridobljenega znanja na tem področju v času izobraževanja kot njihovi starejši kolegi. Vsebine, ki zajemajo pripravo bodočih učiteljev na vključevanje marginaliziranih skupin učencev v pouk, razen predmeta specialna pedagogika, iz predmetnika smeri izobraževalna biologija (b. d), predmetnika dvopredmetnega študijskega programa nemški jezik in književnost (b. d.) in predmetnika študijskega programa razredni pouk (2017) niso eksplicitno razvidne. Vendar to ne pomeni, da se o teh vsebinah ne govori. Zaradi migracij in sobivanja različnih narodnih, verskih, rasnih skupnosti na istem prostoru se o vsebinah medkulturnosti pogovarjamo na vsakem koraku, tudi na univerzah. Podrobneje so nas zanimale tudi razlike v količini izkušenj z vključevanjem marginaliziranih skupin učencev v oddelčno skupnost. Preglednica 3: Razlike v količini izkušenj z vključevanjem marginaliziranih skupin učencev v oddelčno skupnost glede na delovno dobo, velikost kraja in stopnjo poučevanja N ^ S fiJ B ^ N > - 1-1 W velikost Z ^ kraja >y d_ ODGOVOR R X2/U P delovna doba do 5 let od 6 do 20 let nad 20 let 168,16 182,64 x2 =4,350 200,59 0,114 do 3000 prebivalcev 179,64 od 3000 do 10 000 prebivalcev 191,49 več kot 10 000 prebivalcev 214,77 X2 = 6,563 0,038 ^ ¡> stopnja razredni pouk ^ poučevanja predmetni pouk 198,07 181,12 U = 16078,5 0,103 Analiza odgovorov, s katerimi so razredniki ocenili količino svojih izkušenj, ki jih imajo z vključevanjem marginaliziranih skupin učencev v oddelčno skupnost, je pokazala, da obstaja statistično značilna razlika glede na velikost kraja poučevanja (X2 = 6,563, P = 0,038). Pričakovali smo, da pri količini izkušenj, pridobljenih z vključevanjem marginaliziranih skupin učencev v oddelčno skupnost, igra veliko vlogo velikost kraja, saj imajo učitelji, ki poučujejo v večjih krajih, tudi več izkušenj z vključevanjem različnih učencev. Ta rezultat je najverjetneje posledica raznovrstnega prebivalstva, ki živi v mestih, kar posledično prinese tudi različne učence, ki so zaradi svojih drugačnih lastnosti pogosto marginalizirani. V manjših krajih pa je pretočnost prebivalstva manjša, zato imajo razredniki, ki tam delujejo, tudi manj stika z marginaliziranimi učenci, posledično pa tudi manj izkušenj z vključevanjem le-teh. Zanimivo je, da so razredniki ne glede na stopnjo poučevanja in ne glede na delovno dobo poročali o podobni količini izkušenj z vključevanjem marginaliziranih skupin učencev v oddelčno skupnost. Razlike glede na delovno dobo, velikost kraja in stopnjo poučevanja pa smo analizirali tudi pri navedbah razrednikov o količini dodatnega dela z vključevanjem marginaliziranih skupin učencev v oddelčno skupnost. Preglednica 4: Razlike v količini dodatnega dela z vključevanjem marginaliziranih skupin učencev v oddelčno skupnost glede na delovno dobo, velikost kraja in stopnjo poučevanja_ 3- W delovna z < doba O J Z velikost O T . V kraja Q _ ^ stopnja razredni pouk poučevanja predmetni pouk ODGOVOR R X2/U P do 5 let od 6 do 20 let nad 20 let 184,79 189,57 x2 =0,209 0,901 192,97 do 3000 prebivalcev 191,50 od 3000 do 10 000 prebivalcev 193,43 x2 = 0,288 0,866 več kot 10 000 prebivalcev 185,74_ 209,45 165,24 U = 13553 0,000 Rezultati Mann-Whitneyjevega preizkusa razlik so pokazali, da obstaja statistično značilna razlika (U = 13553, P = 0,000) v mnenju o količini dodatnega dela glede na učiteljevo stopnjo poučevanja. Marginalizirani učenci razrednikom na razredni stopnji predstavljajo več dodatnega dela kot učiteljem predmetnega pouka. Takšni rezultati so bili pričakovani, saj imajo učitelji razrednega pouka večjo vlogo pri uvajanju učencev v širšo socialno skupnost in navajanje na družbena pravila. V Učnem načrtu spoznavanja okolja (2011), ki se kot predmet pojavi v prvem triletju osnovne šole, sta kot splošna cilja predmeta opredeljena razumevanje okolja in razvijanje spoznavnega področja. »Ob tem se razvija odnos do dejstev, strpnost do negotovosti, odprtost za sprejemanje tujih zamisli in občutljivost za dogajanja v naravnem in družbenem okolju. Zlasti ta občutljivost za dogajanja v okolju naj bi se razvila v zavedanje o pomembnosti človekovega premišljenega ravnanja tako v medosebnih kot družbenih odnosih, v razvijanju strpnosti do drugačnih in upoštevanje načela enakosti med spoloma (socialne in državljanske kompetence)« (Učni načrt. Spoznavanje okolja, 2011, str. 5). Iz tega je razvidno, da učitelji razrednega pouka učence poglobljeno pripravljajo na principe delovanja družbe, saj le-ti pridejo iz družine v širšo socialno skupnost (oddelčno skupnost) in se s temi principi v primerjavi s starejšimi učenci šele spoznavajo. Zanimivo je, da razredniki iz večjih krajev, kjer poročajo o več izkušnjah z vključevanjem marginaliziranih skupin učencev v oddelčno skupnost, poročajo o podobni količini dodatnega dela kot razredniki iz manjših krajev. Razlika tudi ni bila statistično značilna med učitelji z različno dolžino delovne dobe. Analiza težavnosti vključevanja posameznih marginaliziranih skupin Na podlagi teoretskih opredelitev, da marginalizirane skupine opredeljujemo kot robne družbene skupine (Trbanc, 2003), smo analizirali tudi, ali razredniki zaznavajo razlike v težavnosti vključevanja različnih marginaliziranih skupin v oddelčno skupnost. Preglednica 5: Rang, najmanjša in največja vrednost, aritmetična sredina, standardni odklon, koeficient asimetrije in koeficient sploščenosti za težavnost vključevanja različnih skupin marginaliziranih učencev v oddelčno skupnost SKUPINE RANG MARGINALIZIRANIH N UČENCEV min max M SD KA KS učenci iz drugih kulturnih okolij 1 (druge rasne, etnične in verske 381 pripadnosti) 1 5 3,45 0,969 -0,298 -0,522 2 učenci s posebnimi potrebami 381 1 5 3,40 0,836 -0,569 -0,342 3 učenci z odstopajočimi socialnimi 381 razmerami 1 5 3,34 0,945 -0,240 -0,432 Rezultati osnovne deskriptivne statistike so pokazali, da se pri vseh treh marginaliziranih skupinah učencev pojavlja odgovor razrednikov, da posamezne skupine zelo lahko in zelo težko vključujejo v oddelčno skupnost (pojavljajo se vrednosti od 1 do 5). Pri vseh treh skupinah lahko zasledimo, da je koeficient asimetrije negativen, kar pomeni, da je krivulja usmerjena v levo. Iz tega je razvidno, da obstaja več odgovorov, ki pravijo, da je težavnost vključevanja marginaliziranih učencev v oddelčno skupnost precej visoka. Prav tako je pri vseh treh skupinah marginaliziranih učencev negativen tudi koeficient sploščenosti, kar pomeni, da je krivulja sploščena in so vrednosti nižje od normalne porazdelitve. Največja vrednost aritmetične sredine (M = 3,45) se pojavlja pri učencih iz drugih kulturnih okolij, kar pomeni, da razredniki to skupino marginaliziranih učencev po lastnem mnenju najtežje vključujejo v oddelčno skupnost. Najnižja vrednost aritmetične sredine (M = 3,34) se pojavlja pri učencih, ki bivajo v odstopajočih socialnih razmerah. Dobljeni rezultati kažejo na to, da razrednikom največ težav pri vključevanju predstavljajo jezikovne, verske, etnične in rasne ovire, medtem ko socialni status učenca nima takšnega vpliva pri zaznavanju težavnosti vključevanja učencev v oddelčno skupnost. Verjetno lahko del tega pripišemo tudi številčnejšim izkušnjam, ki jih imajo učitelji z vključevanjem učencev z nižjim socialnoekonomskim statusom, in manj predsodkom, ki se pojavljajo v družbi. Analiza ocen uspešnosti strategij vključevanja marginaliziranih skupin učencev v oddelčno skupnost Za namen postavljanja smernic glede možnosti razrednikov za uspešnejše vključevanje marginaliziranih učencev v oddelčno skupnost nas je zanimalo, katere strategije razredniki prepoznavajo kot manj in katere kot bolj učinkovite. Preglednica 6: Ranžirna vrsta strategij vključevanja marginaliziranih učencev v oddelčno skupnost glede na uspešnost_ RANG M STRATEGIJA 1 4,21 Spodbujanje učencev, da v šolo prinesejo predmet, ki jih spominja na njihovo kulturo. Tako lahko marginalizirani učenci ostalim predstavijo svojo kulturo. 2 4,10 Omogočanje, da učenci iz drugega jezikovnega okolja sošolce naučijo pesmico v svojem jeziku. 3 4,09 Formiranje raznolikih in vedno drugačnih skupin pri skupinskem delu, da imajo vsi učenci možnost socialnega stika z marginaliziranimi učenci. 4 4,02 Vključevanje marginaliziranih učencev v interesne in druge dejavnosti v programu šole, da spodbudimo druženje s sošolci. 5 3,97 Ogled filma, ki obravnava problematiko socialnega vključevanja marginaliziranih otrok v skupine, kjer imajo učenci uvid v čustva in mišljenje teh otrok. 6 3,93 Predstavitev različnih veroizpovedi v razredu in omogočanje učencem drugačne veroizpovedi, da sodelujejo pri predstavitvi svoje vere. 7 3,89 Vključevanje marginaliziranih učencev v jutranje varstvo in podaljšano bivanje, da spodbudimo druženje s sošolci. 8 3,82 Dodajanje knjig za domače branje o prijateljih drugačne verske/etnične/rasne pripadnosti, da učenci dobijo uvid v čustva in mišljenje teh otrok. 9 3,60 Določanje marginaliziranih učencev za svoje pomočnike in s tem dodeljevanje pomembne funkcije, zaradi česar te učence sošolci sprejmejo medse. 10 3,41 Organiziranje čajank oziroma druženj, kamor povabimo starše in otroke, da se družijo ter tako spletejo socialne vezi, ki vodijo k socialnemu vključevanju. 11 3,20 Uvedba sistema nudenja pomoči marginaliziranim učencem. Vsak učenec, ki na kakršen koli način pomaga marginaliziranemu učencu, dobi žeton. Ob določenem številu žetonov je učenec nagrajen. Izmed izbranih strategij, ki smo jih izluščili iz modela medkulturne vzgoje in izobraževanja (Vižintin, 2014) ter nekatere preoblikovali oziroma dodali, so anketirani razredniki najvišje ocenili strategijo, ki predvideva spodbujanje učencev, da v šolo prinesejo predmet, ki jih spominja na njihovo kulturo — aritmetična sredina te strategije znaša 4,21. Učitelji so prav tako zelo dobro ocenili omogočanje, da učenci iz drugega jezikovnega okolja sošolce naučijo pesmico v svojem jeziku — ta strategija je imela aritmetično sredino 4,10. Prvi dve strategiji sta si dokaj podobni, saj obe spodbujata, da marginalizirani učenci predstavijo del sebe (del svoje kulture v prvem in jezika v drugem primeru). Kot tretja najuspešnejša strategija, ki je z aritmetično sredino 4,09 takoj sledila drugouvrščeni, se je po mnenju razrednikov izkazalo formiranje raznolikih in vedno drugačnih skupin pri skupinskem delu, da imajo vsi učenci možnost socialnega stika z drugimi. Pričakovali smo, da bo ta strategija med razredniki manj sprejeta in da bodo razredniki kot uspešnejše strategije ocenili tiste, ki spodbujajo razvoj empatije do marginaliziranih učencev. Presenetljivi so rezultati, da se je strategija, ki zajema organiziranje čajank oziroma druženj, kamor povabijo starše in otroke, da se družijo ter tako spletejo socialne vezi, ki vodijo k socialnemu vključevanju, z aritmetično sredino 3,41 izkazala za manj uspešno, saj je v ranžirni vrsti uspešnosti strategij pristala na predzadnjem mestu. Po mnenju sodelujočih se je kot najslabša strategija izkazala uvedba nudenja pomoči marginaliziranim učencem s sistemom nagrajevanja, kjer vsak učenec, ki na kakršen koli način pomaga marginaliziranemu učencu, dobi žeton. Razlogi za neučinkovitost strategije se po našem mnenju in mnenju sodelujočih, ki so poleg ocene te strategije to tudi pojasnili, skriva v problematiki nagrajevanja. S tem, ko učenca za pomoč marginaliziranemu vrstniku nagradimo, pri učencu ne razvijamo empatije, temveč željo po nagradi. Sklep V raziskavi smo ugotovili, da statistično značilne razlike v lastni oceni usposobljenosti za vključevanje marginaliziranih skupin učencev glede na delovno dobo, velikost kraja in stopnjo poučevanja, ne obstajajo. To pomeni, da se nobena izmed spremenljivk pomembno ne povezuje z lastno oceno usposobljenosti razrednikov za vključevanje marginaliziranih učencev. Ugotovili pa smo, da razredniki na razredni stopnji menijo, da so med študijem pridobili več znanja o vključevanju marginaliziranih učencev v oddelčno skupnost kot razredniki na predmetni stopnji. Rezultati so tudi pokazali, da pri količini pridobljenih izkušenj z delom z marginaliziranimi skupinami učencev igra pomembno vlogo velikost kraja, v katerem razredniki poučujejo. Razredniki, ki delujejo v večjih krajih, imajo tudi več izkušenj z vključevanjem marginaliziranih učencev. Med drugim je raziskava pokazala, da razredniki na predmetni stopnji zase ocenjujejo, da jim priprava na delo z marginaliziranimi učenci vzame manj časa kot to zase ocenjujejo razredniki na razredni stopnji. Razredniki, ki delujejo na razredni stopnji, torej ocenjujejo, da imajo več dodatnega dela s pripravo na delo z marginaliziranimi učenci. Ko govorimo o različnih skupinah marginaliziranih učencev in težavnosti njihovega vključevanja v oddelčno skupnost, smo ugotovili, da razredniki menijo, da najtežje vključujejo učence iz drugih kulturnih okolij, najlažje pa se jim zdi vključevanje učencev, ki bivajo v odstopajočih socialnih razmerah. Ker je razrednik ključni element pri vključevanju marginaliziranih učencev v oddelčno skupnost, mora izoblikovati strategije, da bo omogočil okoliščine, v katerih bodo vsi učenci dobro vključeni v oddelčno skupnost. Z raziskavo smo zato želeli ugotoviti, kakšna so mnenja razrednikov o uspešnosti posameznih strategij za vključevanje marginaliziranih skupin učencev v oddelčno skupnost. Rezultati so pokazali, da se je kot najuspešnejša strategija pokazala spodbujanje učencev, da v šolo prinesejo predmet, ki jih spominja na njihovo kulturo, in s tem lahko marginalizirani učenci svojim vrstnikom predstavijo svojo kulturo. Na zadnjem mestu pa je pristala strategija, ki temelji na sistemu nagrajevanja, ko učenci z nudenjem pomoči marginaliziranim vrstnikom zbirajo žetone, ki jim sledi nagrada. Prav tako smo ugotovili, da imajo razredniki različna mnenja o različnih strategijah, pri čemer razlike med ocenami posameznih strategij niso zelo velike. Zato bi bilo smiselno, da bi bili razredniki opolnomočeni s čim večjim naborom strategij za delo z učenci iz marginaliziranih skupin, saj bi na podlagi obširnejšega nabora strategij lažje izbrali takšno, ki bi ustrezala njim in delu v njihovi oddelčni skupnosti. Summary A class teacher has a very important role in the process of education. Student diversity is one of the challenges he/she faces at work. Diversity is a result of the various religious, racial and ethnic groups to which students belong, as weell as of special needs status and the socio-economic status of students' families. All of the differences listed above may lead to marginalization at the school level and even more at the class level, where students spend most of their time in contact with one another. It often happens that students who are different from the majority are pushed aside. We can talk about segregation here. Peers react differently to diversity. In most cases, being different is something unwanted, and that is why students seen as 'different' are stigmatized. Goffman (1984) describes social stigma as a particular response of the environment to what is perceived as 'different'. Stereotypes and discrimination are terms closely connected to stigmatization. Manstead and Hewstone (1995) define stereotypes as degrading standpoints, negative emotions or hostile or discriminatory behaviour of a person towards others who belong to a particular social group. Šetinc Vernik and Vernik Šetinc (n.d.) understand discrimination as putting stereotypes into action. Three hundred and eighty-one class teachers in Slovene schools were included in the survey. We found that neither the working age, the size of the place where teachers work nor the level of teaching are correlated with the self-evaluation of class teachers about the degree of qualification needed to integrate marginalized students. When talking about the amount of knowledge needed for integrating marginalized students into the class, we found that those who teach classes from the first to the fifth grade have acquired more competence in integrating marginalized students then those who teach the grades from six to nine. We believe that the reason is the higher number of pedagogical subjects that are included in the curriculum. The data analysis showed that teachers from larger towns have more experience with integrating marginalized students. The reason for this is probably the greater flow of people in big towns and consequently a very diverse population. We also established that teachers in the grades from one to five spend more time planning lessons for marginalized students than those who teach in higher grades. These results were expected, given the fact that teachers in lower grades have a greater role in teaching socialization skills than do teachers in higher grades. In the survey we asked class teachers about the difficulty of integrating particular marginalized groups. We found that class teachers have the most problems when integrating students from different cultural backgrounds, and the least difficulties when integrating those who live in disadvantaged social conditions. The research shows that teachers mainly evaluated the proposed strategies as very successful. Class teachers gave first place to the strategy that motivates students to bring an object that reminds them of their culture to school. Next in line is the strategy where students from a different language environment teach their school friends a song in their first language. Then there is the strategy of forming diverse and ever-changing groups for teamwork. Students thus have the chance to communicate with others. The worst strategy was the one that suggests offering help to marginalized students by a reward system, meaning that any student who helps a marginalized student receives a token. After accumulating a certain number of tokens, the student receives an award. We assume that the strategy was reviewed as undesirable because it involves trying to buy affection towards marginalized peers. Based on the research results, we conclude that it would be wise for class teachers to acquire as many strategies as possible for integrating marginalized groups during their formal education. 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Avtorici Anja Smole, mag. prof. raz. pouka; MA Osnovna šola Kozje, Kozje 131, 3260 Kozje, Slovenija, e-mail: anja.smole1@gmail.com Elementary School Kozje, Kozje 131, 3260 Kozje, Slovenia, e-mail: anja.smole1@gmail.com Dr. Tina Vršnik Perše, PhD Izredna profesorica, Univerza v Mariboru, Pedagoška fakulteta Maribor, Koroška cesta 160, 2000 Maribor, Slovenija, e-mail: tina.vrsnik@um.si Associate Professor, University of Maribor, Faculty of Education, Koroška cesta 160, 2000 Maribor, Slovenia, e-mail: tina.vrsnik@um.si FEI The Contribution of Art Education to Educational transitions Potrjeno / Accepted 28.08.2018 Objavljeno / Published 28.09.2018 Keywords: art education; professionalization; Ključne besede: likovna vzgoja; profesionalizacija; prehodi UDK/UDC 37.091.3:73/76 Wolfgang Weinlich1 1 University College of Teacher Education in Vienna, Vienna, Austria Corresponding author/Korespondenčni avtor wolfgang.weinlich@phwien. ac. at Abstract/Povzetek The main purpose of this conceptual paper is to place selected areas of art education in parallel with educational transition. Thus, transition is associated with aesthetic behaviour and aesthet-ic biography, two notions that may represent two fundamental approaches to art education coined in German / Austrian / Swiss art education theory in recent decades. Both appear to be promising in regard to their potential linkage with transitional education. The study proposes a development in art education that includes and stresses an awareness of transitions; thus, we believe, art education holds great potential to contribute to successful educational transitions throughout early childhood education, kindergarten, school, university and the early phases of professionalization. Prispevek likovne vzgoje k prehodom v vzgoji in izobraževanju Glavni namen tega konceptualnega članka je izbrana področja likovne vzgoje umestiti vzporedno s prehodi v vzgoji in izobraževanju. Prehod se tako povezuje z estetskim vedenjem in estetsko biografijo, pojmoma, ki lahko predstavljata dva temeljna pristopa k likovni vzgoji, ki sta se v zadnjih desetletjih izoblikovala v nemški, avstrijski in švicarski teoriji likovne vzgoje. Oba se zdita obetavna glede možnih povezav z vzgojo in izobraževanjem na prehodih. Študija predlaga razvoj v likovni vzgoji, ki vsebuje in poudarja zavedanje prehodov. Verjamemo, da ima likovna vzgoja velik potencial prispevati k uspešnim prehodom v vzgoji in izobraževanju v celotnem zgodnjem otroštvu, v vrtcu, v šoli, na univerzi in v zgodnjih fazah profesionalizacije. DOI https://doi.org/10.18690/rei.11.3.251 -268.2018 Besedilo / Text © 2018 Avtor(ji) / The Author(s) To delo je objavljeno pod licenco Creative Commons CC BY Priznanje avtorstva 4.0 Mednarodna. Uporabnikom je dovoljeno tako nekomercialno kot tudi komercialno reproduciranje, distribuiranje, dajanje v najem, javna priobčitev in predelava avtorskega dela, pod pogojem, da navedejo avtorja izvirnega dela. (https://creativecommons.org/licenses/by/4.0/). Introduction This study deals with educational transitions. Research on transitional education has recently been established as an important contribution to pedagogy. One example is the transition model according to Griebel and Niesel (2011), which is particularly relevant throughout elementary pedagogy, primary school, secondary school, university and even during the early phases of professionalization. In order to work, transition education requires the development of new concepts and cooperation from all involved. Transition processes comprise various levels. Initially, we can distinguish the level of the individual student, the interactional level and the contextual level of institutional and other frameworks. We will mostly rely on Griebel and Niesel's (2011) model in this paper; however, several other models of transition could also support our argument. In recent years within the German speaking countries, new approaches in art education have dealt with how the position of art education in the entire spectrum of education and training could be secured and, if possible, enhanced. While highly praised in Sunday speeches, quite often art and music classes appear mostly irrelevant in daily competition with mathematics, science or language classes (Peez, 2008). Hence, art education theory should seek overarching approaches as a way to anchor visual or musical education for learners; certainly, such anchoring is not necessarily geared to fixed framework conditions for specific age groups. We do not want to overburden art and music classes with too high expectations. Yet, many of the new approaches in German art education theory do align with the statement that education aiming at personality development has become fact in our schools (Budde & Weuster, 2018). This also applies to transitional pedagogy, once we stop focusing only on those few prominent moments of school entry, school leaving, and so on. Thus, these new approaches to art education may be able to access precisely the same interfaces that are of concern to transition research. Methodology As elsewhere, the importance of transition is poorly understood within art education. Hence, the present study aims at initiating conceptual reflection. Overall, we enquire about potential linkage between art education theory and transition research. Our first research question asks what models of educational transition and art education could be placed in parallel (RQ1); our second research question enquires how their encounter could inspire pedagogy in theory and praxis (RQ2). Eventually, bringing together and combining scientific approaches from the fields of transition and art education aims to serve practical purposes in the everyday procedures of schools and similar institutions. Given the paper's limited scope, we are unable to discuss our RQs comprehensively. Thus, within the results section, we merely depict three models as examples in order to initiate the proposed discussion within art education and education in general. The model to represent transition research is the one coined by Griebel and Niesel (2011). The paper begins by taking two main components of this model under closer examination: Bronfenbrenner's (1981) ecological view of development and Lazarus's (1999) view of stress. Moreover, we add a fundamental anthropological view with Friedrich Nietzsche's praise of transition as part of the human condition. The two models to represent art education theory are the model of aesthetic education and the idea of aesthetic experience as a core element of art education. Both of these suggestions have been extremely fruitful within recent decades; yet, they are conceptions of aesthetic education and far from being fully realized in the classroom anywhere. Nevertheless, as conceptions, they can be analysed for their relevance to transition pedagogy. Within the field of aesthetic education, we also examine a contribution meant for early childhood education and, thus, applicable to any transition period in a person's schooling and training career. The term training represents a prototype of transition education, both in transition research in general and within this paper. Training thus applies to education across all possible ages. Results Transition research Transition as a basic human condition „Was groß ist am Menschen", (what is great about a man), says philosopher Friedrich Nie-tzsche, "das ist, daß er eine Brücke und kein Zweck sei" (that is: he is a bridge and not a pur-pose). According to this idea, a human being per se is "a transition"; to be a bridge is what makes him/ her amiable, says Nietzsche (1907, p. 16) (W.Weinlich, Trans.). The Übergang (transition, bridge) might also be an Untergang (downfall). It always I, in a sense, since it ends the former; it ends what has been. For Nietzsche, however, to be human means to accept being a bridge / transition and to live this calling heroically (see Nietzsche, 1907, p. 16). Within the context of this paper, we note that the classical problems of training linked with transition do not occur by chance and are far from heroic acts. The environment (contextual level of the transition model) of the learner changes, and within the new context, it is necessary to re-develop. Established structures, possibilities and routines have been lost or have disappeared; the conditions for ego development change with its environment. In this respect, transition periods can also be associated with anxiety, stress or overwhelming demands. Transitions are life events that require coping with multiple levels of discontinuity, accelerate processes, stimulate intensified learning, and are perceived as significant biographical experiences of change in identity development. (Griebel & Niesel, 2011, pp. 37-38, W.Weinlich, Trans.) On the individual level, we experience strong emotions as well as stress if a child does not succeed in establishing a secure relationship with a new caregiver or teacher during initial phases of new environments. It is thus necessary to create relationships between children and educators that foster security (see Griebel & Niesel, 2011, p. 19). However, Nietzsche could help us to accept transition not only as a fundamental condition of being human, but also as a possibility, as a special potential. From this perspective, we should remember that transition can be a self-determined activity: a bridge is constructed, and a transition is created, and this bridge is like the human being in transition. For Nietzsche, transition is the longing of man (see Nietzsche, 1907, p. 19). At times institutions may have too little tolerance for the risk and uncertainty involved in transition and change, and consequently for adolescents who feel the need to re-create themselves continuously. This active component in transition -- which on an individual level might not follow the timeline of the contextual level at all — could perhaps be valued more in the light of Nietzsche's thought. Furthermore, if transition is a human condition, living it out should be associated with gaining autonomy, and active participation of learners in designing their transitions should allow space for their choices, their success or their failure. Transition and eco-psychological development Urie Bronfenbrenner's Ecological Developmental Psychology from 1979 (1981) represents a milestone in transition research. The foundation of this theory is a basic scheme of behavioural research that constantly adapts the individual to changing environments. Bronfenbrenner describes the environment of the developing human being in four layers, micro, meso, exo and macro systems, which surround the individual like concentric circles (Bronfenbrenner, 1981, p. 37). A microsystem, according to Bronfenbrenner, is "a pattern of tasks and activities, roles and interpersonal relationships experienced by the developing person in a given area of life" (Bronfenbrenner, 1981, p. 38, W.Weinlich, Trans.). The first and most important microsystem is therefore usually the family; it is supplemented in the course of the first years of life by the microsystems of kindergarten, playground and circles of friends and, finally, by primary school. Adaptation to the environment is not the only factor in development; it is embedded in a network of interactions in the space of the microsystem. Mesosystems (Bronfenbrenner, 1981, p. 41) are also composed of several microsystems. The child's environment becomes increasingly complex. In the mesosystem, which spans the areas of kindergarten, school and friends, new interactions between teachers, friends, parents and parents of friends become decisive in the development of the child. The child itself is by definition actively involved in all these interactions. Exosytems (Bronfenbrenner, 1981, p. 42) describe areas in which the individual is not directly involved, but which have an influence; for a child, this would include, for example, the circle of friends of older siblings or the parental workplace. Macrosystems describe the "fundamental similarities in form and content of the systems that [...] exist or might exist, including their underlying worldviews and ideologies" (Bronfenbrenner, 1981, p. 42, W.Weinlich, Trans.). Bronfenbrenner also mentions ecological transitions, "when a person changes their position in the ecologically understood environment by changing their role, their sphere of life or both" (Bronfenbrenner, 1981, p. 43). This approach crucially emphasizes reciprocity and dependence. Ideally, the child also plays an active role, but at the same time, the transition happens passively. In the transition from kindergarten to elementary school, the child enters a new sphere of life and changes their role in the space of the mesosystem: they become a schoolchild. Ecological developmental psychology is somewhat reminiscent of the fact that parents also have to change their role: they transition to parents of a schoolchild from parents of a kindergarten child (Grotz, 2005, p. 22). Interaction and dependence thus suggest that all those involved in the transition should, if possible, work together to co-design all the necessary changes. Bronfenbrenner claims that the development-promoting potential of the new sphere of life is more advantageous if the child undergoes a quasi-organic transition, meaning that certain people from the former sphere of life are also part of the new one (Bronfenbrenner, 1981, p. 201); or that actors in both spheres of life share relevant information and experience prior to the transition (see Bronfenbrenner, 1981, p. 208, W.Weinlich, Trans.). This could happen, for example, when kindergarten teachers, teachers and parents know each other before the child enters school, and a rudimentary yet personal exchange can occur between actors. Transition and stress In transition research, much attention has also been paid to stress theory as it describes and depicts conditions of and reactions to stressful situations (Griebel, 2004, p. 89). In this context, Richard Lazarus's model is often used, which offers an assessment of how those affected play a central role in both stress experience and stress management. According to this theory, stress arises when the affected people test their internal or external resources or feel a degree of insufficiency. The affected person then perceives the adaption as stressful. Stressful adaptations can be perceived as challenging, threatening, or even as causing damage or loss. However, only a challenge can be associated with unproblematic development of the personality. Therefore, the first step in coping with stress is a reassessment of the situation (Lazarus, 1991 and 1999). For transition research, this means that the primary assessment of the child is decisive in determining how threatening or even damaging an over-demanding transition can be. The provision of additional social or human resources could absorb negative stress (Grotz, 2005, p. 30). Children are able to find this support if they can perceive and accept the adaptation as a positive challenge. Transition as a co-constructive process Since the beginning of the 1990s, there have been considerable attempts to produce a model of transition as a family event (Cowan, 1991). Wilfried Griebel and Renate Niesel developed a model at the Institute for Early Childhood Education (IFP) in Munich that adapts and develops these experiments. The ecological-psychological approach of Bronfenbrenner and the stress theory of Lazarus are taken into consideration. The authors define transitions as "Life events that require coping with discontinuities at multiple levels, accelerate processes, stimulate intensified learning, and are perceived as significant biographical experiences of change in identity development" (Griebel, 2011, p. 37, W.Weinlich, Trans.). Griebel and Niesel view the innovation of their approach as having brought "the identity of the individual as experienced status, self-concept and localization of the self in one's own life story in connection with transitions" (Griebel, 2004, p. 93, W.Weinlich, Trans.). Furthermore, this model strives to include all individuals involved in the transition, as well as their mutual relationships and interactions. In this respect, the authors succeed in laying a foundation for the successful design of educational transitions (compare Griebel, 2004, p. 93 and p. 119). The model includes family members, educators, primary school teachers and all actors in the child's social environment. The main difference between parents and children compared to the educators, however, is that the former must actively go through the transition; however, the educators involved experience no change in their identity and play only an accompanying role. The parents have a dual role because they are both recipients of support from teachers, and supporters of their children in transition (Griebel, 2004, p. 121). Without involvement from the parents, there can be little feedback about the child's creativity. Therefore, for a positive transition, it is important to consider all actors in the social environment. It is important to remember that transition is a process for which an exact time frame cannot be determined. The appropriate preparations for school enrolment, for example, must start in kindergarten; different individual speeds of adaptation must also be accounted for (Griebel, 2011, p. 118). The children and parents must be able to adapt on three levels: the individual, the interactional and the contextual. The adaptation accomplishments can be understood as development functions. At the individual level, the development of identity takes place for both children and parents during school enrolment. The parental role changes based on the child's new relationships and interactions with new non-family actors. The parents must adjust to this individually and reinvent their role. Strong and ambivalent emotions, such as anticipation, insecurity, fear or curiosity, must be regarded as normal and require regulation by children and parents. The development or acquisition of emotional competences is an integral part of this process. On the interactional level, the task of the child is to build new relationships. Old relationships are sometimes lost, and often change. Loss and role growth both need to be mastered. School itself is in turn linked to the individual expectations of parents. Parents of the transitioning children are also challenged to build new relationships. On the contextual level, enrolment in school requires synchronization of family and school. Formal education and its curricula replace the forms, methods and content of kindergarten (Griebel, 2004, p. 123, and 2011, p. 119). During the transition phase, previous experience and skills are mobilized and transferred to the new area of life. The co-constructive process brings existing experience, potential and development status into the new situation. Each child should have an individual and appropriate fit of requirements and conditions; a successful transition is crucially dependent on this. Therefore, communication and participation of all actors involved is conducive to a successful transition. Fig. 1 shows the co-constructive process schematically. Through communication and participation, parents and children jointly manage learning and development processes. The interactional level is re-evaluated (see Griebel, 2004, p. 125, and 2011, p. 37). Transition as a co-constructive process communicate partcipate giris boys mothers fathers develop educator teacher employee helping services social network mothers fathers girls boys promote ' basic competences school-related preliminary skills deal with moderate V Transition kindergarten children become schoolchildren Parents of a kindergarten child become jSrents of a schoolchild Figure 1: Transition as a co-constructive process (Source: Griebel/ Niesel, Transitionen, p. 120, W.Weinlich, Trans.) Aesthetic behaviour and aesthetic education Aesthetic behaviour Aesthetic behaviour refers to the artistic creative process as well as artistic perceptions. (...) The aesthetic refers to objects and persons that are perceived separately because they exert a special charisma, appear beautiful, arouse pleasant or different feelings and stimulate behaviour (Schurian, 1989, p. 126, W.Weinlich, Trans.). An experimental, playful-exploratory form of behaviour exists, defined by distinct features. Schurian specifies that the reflexive level can only be reached in adolescence: Children are often linked psychologically to the aesthetic, e.g. in terms of creativity and other symbolic activities (language, play). Sometimes the source of artistic creativity is also transferred in childhood by the arts (Hundertwasser, 1984). Nevertheless, childlike creativity is fundamentally different from aesthetic behaviour (see Masten, 1986, Harrington et al., 1987, Hammer, 1984, W.Weinlich, Trans.). The child - in continuous exploration of the new environment - uses creative, symbolic, instrumental and animistic behaviours. At this level, however, the child is unable to abstract from its behaviour and self-reflect. This is only possible in adolescence. (Schurian, 1989, p. 126, W.Weinlich, Trans.) Aesthetic behaviour is thus manifested in many ways in both the productive and receptive form. Aesthetic education The task force of the Association for Art Education (BDK - Fachverband für Kunstpädagogik) has presented a model of aesthetic education, (Arbeitsgruppe Kunstpädagogik, 2009, p. B1 - B15) that focuses on an area of transition other than school transition, since it examines the toddler instead. Nowadays, many babies and toddlers will receive childcare from a very young age. The contribution of the task force argues that aesthetic education in early childhood is meaningful. This argument is placed in the context of elementary education, which now concerns day nurseries as well as day care centers. The approach is based on aesthetic behaviour during early stages of childhood. The current consensus seems to be that "children have dialogue and make exchanges with their world from the very beginning" (ibid. p. B2). Within this exchange, self and world are interpreted, created, designed and contrived. The task force describes the aesthetic world-self relationship in the classical philosophical sense, but then also implies the active construction of self and world when it comes to aesthetic behaviour. Aesthetic perceptions and expressions of children are differentiated, complex and dialogical processes of employment and exchange with oneself and the world. These processes are about encounter and resonance, about observing and interpreting, acting, marvelling and understanding. (Arbeitsgruppe Kunstpädagogik, 2009, p. B3, W.Wemlich, Trans.) Aesthetic behaviour is thus the translation of world to the senses, and "at the same time, intentional, establishing sense and meaning, interpreting oneself and the world" (Arbeitsgruppe Kunstpädagogik, 2009, p. B2), while being a matter of both perception/creation of surroundings and identity. Hence, an educational accompaniment of aesthetic behaviour also makes sense at an early age. Aesthetic behaviour unfolds individually "in the interplay of reception and production" (Arbeitsgruppe Kunstpädagogik, 2009, p. B3). Therefore, aesthetic education cannot be limited to sharpening perceptions or learning specific techniques (painting, making music, dancing, etc.), but should endeavour to be relevant to the daily construction of the learner's self and world. Reception, viewing the world as material, begins with perception; handling and comprehension thus already include rudimentary production. Intrinsic processes take place at the same time: fantasy and sensation constantly link the self and the world in new ways (Arbeitsgruppe Kunstpädagogik, 2009, p. B5-B9). In sum, actual aesthetic design processes result from reception and production processes. This result can be pedagogically manipulated or can happen spontaneously. It is up to educators to intervene in events, to stop processes, to encourage, or to steer in certain directions (Arbeitsgruppe Kunstpädagogik, 2009, p. B10 - B13). Section 4.1 discusses the linkage with transition. Aesthetic experience and biography Within art education theory, aesthetic experience is currently an important term that cannot easily be implemented in practice. The concept also has substance in terms of the transition theme. Georg Peez developed an elaborate argument to support this. This approach also succeeds in connecting art education to the existential experience of children and adolescents. For Peez, aesthetic experience begins with increased attention, which is aroused by special events or objects in the child's environment. These events involve the experiencer; they evoke a sense of immediacy and surprise and represent a discontinuity that breaks perceptual habits and everyday occurrences. Aesthetic experience is thus also an experience of the self, combining openness and curiosity with meditation and emotional involvement and, ultimately, with an enjoyment of perception and pleasure. Aesthetic experience includes excitement, surprise and wonder. The experience of subjectivity and individuality in the aesthetic experience also involves stimulation of the imagination; the known and familiar is now mixed with new, unknown associations, before finally being reconciled with the existing interpretation of world and self, even before the child can relate this information to known cultural and artistic phenomena. Aesthetic experience is also a privileged starting point for one's own artistic production, which captures and communicates the experience (see Peez). Discussion Aesthetic behavior and transition: World and self The aesthetic relationship of world and self tends to comprise ever changing aesthetic behaviour, according to the elementary school task force. It thus has a high potential for transition in the Nietzschean sense: "Observing children in their curious, adventurous and unconventional devotion to the world makes it obvious that children actively accept the challenge of life from birth: children are actors in their individual development, progressing within social and cultural contexts" (Arbeitsgruppe Kunstpädagogik, 2009, p. B3) In the production process, "the active design of reality can be witnessed" (ibid.), including its growth and change. Aesthetic behaviour thus affirms and creates everyday transitions in exploring, re-comprehending and fantasizing, and in the everyday progress of early childhood development. In parallel, the procedures and praxis of art classes can easily be imagined as reflecting the individual growing into a new spatial environment, a new school, etc. Similarly, art and music classes may on a regular basis thematise the way we perceive/create the world, with the classroom acting as a token for the world. Learners could also reflect musically or artistically on how they gradually grow out of a framework, or gradually learn to create it. Overall, aesthetic education's contribution to transitional education could be viewed as a didactic thematisation of transition, but not so much in the form of drawings of the learner in front of the new school building, but more as a constant reflection of the self in its changing relationship with its surroundings. Perhaps, the task force's contribution does not sufficiently take into account that reception and production of the material world are also forms of communication. The world is always mediated by parents, educators and the media; thus, aesthetic behaviour remains embedded in interaction. However, this hardly represents an obstacle to a connection with the co-constructive transition concept and its emphasis on interaction. One possibility is to introduce group work into art classes. As groups, learners, could take on certain public areas of the school and classroom as their responsibility in the sense described above--by temporarily exhibiting the results of their work there, or even constantly adding to the design of these places. Performances or aesthetic actions/events could even become an endeavour for the entire class: for instance, the creation and maintenance of a recreational corner or organisation of a simulated fare. Image imagination begins at a young age with the onset of the ability to draw; when thematising transition as a human condition in the fashion described above, various media corresponding more closely to the world of adolescents easily come into play: It often happens that many children in the transition to puberty give up their ability to draw because their ability to represent does not correspond to their complex visuals, their communication and expression, so it is then worth considering whether the computer is a suitable tool, to bridge the discrepancy between representation and image concept. (Kirchner, 2003, p. 101, W.Weinlich, Trans.). Media other than drawing may comprise SMS texts, smart telephone applications of photography and film, or computer applications. The interactive construction of self and world can be worked through in group assignments - as already stated - as well as within interactive media, starting with applications that enable users to redesign stock footage, and extending to interactive programming on websites such as https://p5js.org/, which give students the opportunity to practice their aesthetics through programming. Eventually, even though thematising constant transition of self and world, aesthetic education, or simply art and music classes, provide continuity. Hence, art education offers itself as a permanent mesosystem, with changing protagonists, that deals explicitly with identity and the world. Aesthetic education could and should in that sense be institutionalised. The curiosity that seeks constantly to expand self and world could be re-evaluated in teaching materials and methods. In addition, the need to establish oneself in the world could be didactically re-defined with a focus on art and design skills. Fundamentally, the chance to practice drawing and painting creates a permanence, for instance, in the transition from kindergarten to school, which children might not otherwise experience. In the context of the transition concept, it is generally advocated that children transitioning at the kindergarten and primary levels be supported in terms of personnel and location. Such permeability relieves the stress of the transfer, while supporting the transition to the new situation (Brandl, 2016, p. 272). Primary-level art education would be a formal breakthrough in terms of crossing the formal education barrier, as some preschool and kindergarten children were allowed to experience. However, beyond that, a structural commitment is certainly needed in order to anchor art education in the elementary education system. Relevant further training of educators can promote cooperation in practice. Aesthetic experience and transition: Aesthetic biography Over recent decades within German art education theory, a wide range of attempts have aimed to bring art classes closer to the real world and existence of learners. Aesthetic experience, even though a core notion of many attempts, is not an easy notion to concretize for art and music classes; as described above, aesthetic experiences imply authenticity; so, strong aesthetic experiences for today's youth would mostly be fostered by popular culture. At the same time, by means of copying from magazines, adolescents often enlarge their repertoire of image production; popular stereotypes, idols and icons become important symbols in complex and changing processes of identity formation (see Glas, 2016). Hence, art education eager to involve aesthetic experience must be tolerant of the stereotypes and preferences of learners rooted in popular culture as, for instance, represented by mainstream media or gaming. One methodological concept, usually referred to as the aesthetic research (see Kampf-Jansen, 2001), has found particularly widespread reception and application, even in primary education. The setting is process-oriented and similar to a workshop. Anything can become a subject of the aesthetic investigations learners set out to conduct. It is therefore common for the subjects of aesthetic research to have strong personal and biographical meaning. Learners may keep research diaries for their investigations, and thus develop a sense of aesthetic biography. Aesthetic research projects could also be designed and set out for learners in a stricter form. Art educator Alessandra Nitsch, for example, gave learners in the eleventh grade the task to explore the forensics of the notion everyday life. The class collected footprints, arranged, photographed, and drew forensic details and arranged small tours for presentation at the school (see Nitsch, 2001, p. 42). Such a method could be feasible for primary school or kindergarten. Peez notes that bringing too much biography orientation into the classroom could risk "centring on the personal, subjective perspective," while "working on favourite topics and hobbies" (ibid.). Within the framework of this study, however, we note that especially in times of transition, a biographical approach could support the co-constructive process, since by constructing an aesthetic biography, learners practice cultivation and reflection of their own identity formation processes. Such practice and implicit awareness can only support learners in their ideal roles of being active participants in transition processes. Autonomy requires space to create experiences with one's own preferences, history and so on. Art and music classes could provide these spaces. Transition, on the other hand, would definitely be associated more with an individual rhythm of adaptation when linked with adolescent development in general. Theoretical and practical implications Possible fields of research (theoretical implications) This study presents a series of theses to be either confirmed or refuted, both quantitatively and qualitatively. The paper at hand claims that art education based on the aesthetic relationship of world and self-construction (aesthetic behaviour) can assist children and adolescents in situations of transition, given its focus on the reception and production processes relevant for identity, particularly on the individual level. It also suggests that a biographical approach in art education might be supportive of transition, both approaches providing stability for children and adolescents in transition because of their emphasis on personal involvement and experience in our conceptualization. Obviously, a wide range of assumed linkages and possibilities could be investigated both qualitatively and statistically, for instance the link between identity formation and various formats of education, or possible effects of learners active participation in the design of new designs for the school or its environment. The potential of art education on an interactive level has so far been only minimally addressed in a systematic fashion. Further conceptual work could thus aim to link interaction and transition in relation to art education, or to more detailed concepts such as how, at the individual level, the reception and production processes, which have not yet become design processes, should be fostered, supported and taught. in an extension of the media spectrum, the present study has taken an initial step towards the art-pedagogical thematization of interaction. It may also be helpful to raise awareness or emphasize the communicative aspects of reception and production processes through didactic methodology. Experimental hourly designs or reports would be required to do so. Cooperation and further education (practical implications) As illustrated above, the co-constructive approach to transition aims at intensified collaboration among parents, educators and teachers. A change in the mesosystem implies a change in the constellation of caregivers. Additional human resources within the closer environment of the co-constructive process have proven to be stress relieving and to have a positive impact on the child (see Grotz, 2005, p. 30). The position presented here suggests that it makes sense to involve art education in this process. In this context, art educators and art education could create situations where, even during transition, the changing mesosystem can be consolidated (also in the sense of Bronfenbrenner). These situations or spaces embody an organizational permeability of the boundary of formal education. At the transition from kindergarten to school, individual learning or competence acquisition is replaced largely by instructed learning and instruction (see Brandl, 2009, p. 272). Art lessons do not necessarily follow this categorization, especially not if they are based on the above-referenced approaches. As a result, institutionalized spaces of art education during the transition to formal education could assist in the challenge of transferring competences and developmental states into the new situation beyond the constancy of caregivers and routines, thus stabilizing and supporting the child, while relieving stress. In principle, art education extends the spectrum of forms of mediated knowledge, and aesthetic behaviour is a form of knowledge that should relate to childlike learning behaviour in both kindergarten and school curricula. Institutionalization relieves the system of providing consistency in terms of personnel if constancy can be established in formal and content-related standards. The current instruments for this are training and further education of kindergarten teachers and teachers. In this context, the transition from kindergarten to school is largely organized within the private sector. Consequently, measures and standards there are subject to considerable free competitiveness among ideas. Initiatives must therefore be supported at least privately, which in turn requires persuasion. In this situation, it seems almost necessary to rely on privately funded initiatives to provide art education spaces in the sense described here and in addition to those afforded by the existing micro-and mesosystems. Using this as a starting point, awareness work can be conducted, especially if such spaces could multiply in elementary education as well as the school domain through training opportunities. Conclusions All three models appeared promising for their potential link between art education and transitional education. Thus, ecological as well as sociological models of transition and an emphasis on stress avoidance seem to be generally advisable for future conceptual or empirical research in the field (RQ1). Against the background of changing ecological environments, art and music classes could constitute a mesosystem of their own, offering continuity even when art educators change. Aesthetic education, as a thematisation of the changing relationship of world and self, further contributes to transitional education by educating the concrete aesthetic perceptions/creations of spatial surroundings and environments. An emphasis on aesthetic experience in art education ultimately contributes to transitional education by educating cultivation/reflection of identity formation processes (RQ2). Transitions are an important part of the Conditio Humana; in transition, we transcend life forms, roles, provisos and limitations, and as we grow older, we grow up. Educational transitions, however, are not determined autonomously but are largely determined at the contextual level. Participation in shaping education transition, however, is enhanced with the assistance of the co-constructive transition concept. Through participation and communication, children and parents jointly solve the adaptation and transfer challenges demanded by both. Educators and teachers in turn support the processes relevant to identity. Even in this extended environment of the co-constructive process, a general cooperative and communicative attitude is conducive to successful transition. The co-constructive transition approach includes art education as an equal participant in the pedagogy of transition. The art pedagogy in the model presented in this work can be understood as a production of knowledge beyond specifications that are specific to the kindergarten or the school. As such, it provides stability in changing mesosystems. This stability can also be institutionalized for mesosystems; for example, art-education spaces could be used in addition to and overlapping with the existing microsystems (school, preschool and kindergarten). Important impulses could also stimulate school and elementary education in these areas, thus creating the long-term prerequisite for art pedagogy to become cooperative at both the elementary and school levels in a meaningful way. Two approaches have been discussed in this context: art education as an accompaniment to the development of aesthetic behaviour, and the pedagogical focus on aesthetic experience and biography. Both approaches show great potential to provide an art pedagogical contribution to a pedagogy of transition. 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Das sind Wir, Kita Löwenherz. Url: http://www.kita-loewenherz-hamburg.de/Das-sind-Wir (retrieved 27.07.2017). Lazarus, R. S. (1991). Emotion and Adaptation. New York, NY: Oxford University Press. Lazarus, R. S. (1999). Stress and Emotion: A New Synthesis. New York, NY: Springer Publishing. Nietzsche, F. (1907). Also sprach Zarathustra: Ein Buch für Alle und Keinen. Leipzig: Naumann. Nitsch, A. (2001). Ein "realistischer" Blick auf den Alltag. Kunst+Unterricht 258: 42 - 44. Peez, G. (2008). Zur Bedeutung ästhetischer Erfahrung für die Produktion und Rezeption in gegenwärtigen Konzepten der Kunstpädagogik. Url: http://www.georgpeez.de/texte/musikpaed.htm (retrieved 27.07.2017). Schurian W. (1989). Ästhetisches Verhalten. In: Psychologie des Jugendalters. Wiesbaden: WV studium, Verlag für Sozialwissenschaften. Author Wolfgang Weinlich, PhDD Professor, University College of Teacher Education, Grenzackerstraße 18, 1100 Vienna, Austria, email: wolfgang.weinlich@phwien.ac.at Profesor, Visoka šola za izobraževanje učiteljev, Grenzackerstraße 18, 1100 Vienna, Austria, e-mail: wolfgang.weinlich@phwien.ac.at Osnovni namen revije je povezati širok spekter teoretičnih izhodišč in praktičnih rešitev v izobraževanju ter tako spodbujati različne metodološke in vsebinske razprave. Uredniški odbor združuje strokovnjake in raziskovalce iz več evropskih držav in s tem želi ustvariti možnosti za živahen dialog med raznovrstnimi disciplinami in različnimi evropskimi praksami, povezanimi z izobraževanjem. Revija za elementarno izobraževanje torej objavlja prispevke, ki obravnavajo pomembna, sodobna vprašanja na področju vzgoje in izobraževanja, uporabljajo primerno znanstveno metodologijo ter so slogovno in jezikovno ustrezni. Odražati morajo pomemben prispevek k znanosti oziroma spodbudo za raziskovanje na področju vzgoje in izobraževanja z vidika drugih povezanih ved, kot so kognitivna psihologija, razvoj otroka, uporabno jezikoslovje in druge discipline. Revija sprejema še neobjavljene članke, ki niso bili istočasno poslani v objavo drugim revijam. Prispevki so lahko v slovenskem, angleškem ali nemškem jeziku. Sprejemanje člankov v objavo Prejete prispevke najprej pregleda urednik/ založniški odbor in ugotovi, ali vsebinsko ustrezajo konceptu in kriterijem revije. 1. Če prispevek ustreza konceptu in kriterijem revije, ga uredniški odbor pošlje dvema anonimnima recenzentoma. Članek, ki je vsebinsko skladen s konceptom revije, vendar ne ustreza drugim kriterijem, lahko uredništvo vrne avtorju, da ga popravi. 2. O sprejemu ali zavrnitvi članka je avtor obveščen približno tri mesece po njegovem prejemu. 3. Avtor dobi recenzirani prispevek vključno z morebitnimi priporočili za izboljšave/popravke, v primeru zavrnitve pa z navedenimi razlogi zanjo. 4. Končno odločitev o objavi članka sprejme urednik na temelju priporočil recenzentov. Pri tem utemeljitve za svojo odločitev ni dolžan navesti. 5. Besedilo prispevka mora biti pripravljeno v skladu z Navodili avtorjem. 6. Avtor jamči, da so v prispevku predstavljeni podatki natančni, verodostojni in izvirni. Ko je članek sprejet v objavo, avtor podpiše Izjavo o etičnosti raziskovanja in Izjavo avtorja o izvirnosti prispevka. Vsi prispevki gredo skozi postopek za ugotavljanje plagiatorstva. Navodila za oblikovanje besedila Pri pripravi besedila prispevka upoštevajte naslednja navodila: 1. Tipkopis oddajte kot dokument v programu Microsoft Word. Nabor pisave je Times New Roman, velikost črk 12 za osnovno besedilo in 10 za povzetka v slovenskem in angleškem jeziku, literaturo in citate, če so daljši od 3 vrstic, razmik med vrsticami pa 1,5. Vodilni naslovi naj bodo zapisani krepko, prvi podnaslovi ležeče, drugi podnaslovi pa navadno. Naslovov in strani ne številčite in ne uporabljajte velikih tiskanih črk. 2. Besedilo prispevka naj ne presega 8.000 besed, vključno s povzetki, literaturo in ključnimi besedami. 3. Naslov prispevka naj ne presega 15 besed in naj bo v slovenskem in angleškem jeziku. 4. Prispevek naj ima na začetku povzetek v slovenskem jeziku ter njegov prevod v angleškem jeziku (oziroma obratno) in naj ne presega 100 besed. Za povzetkom naj bo 5 ključnih besed. Poleg povzetkov naj prispevek na koncu prispevka, pred literaturo, vsebuje daljši povzetek (500-700 besed) v angleščini, če je članek napisan v slovenščini. 5. V prispevku ne uporabljajte ne sprotnih ne končnih opomb. 6. Vire navajajte v skladu z American Psychological Association (AP) standardom. V literaturo vključite samo v tekočem besedilu navedene vire, ki jih uredite po abecednem vrstnem redu. 7. V posebnem dokumentu pošljite naslednje podatke: ime in priimek avtorja, akademski naziv, organizacijo, kjer je avtor zaposlen, elektronski naslov, naslov bivališča in naslov prispevka. Primeri: Knjige: priimek, začetnica imena avtorja, leto izida, naslov, kraj, založba. Duh, M. (2004). Vrednotenje kot didaktični problem pri likovni vzgoji. Maribor: Pedagoška fakulteta. Članki v revij ah: priimek, začetnica imena avtorja, leto izida, naslov prispevka, ime revije, letnik, številka, strani. Planinšec, J. (2002). Športna vzgoja in medpredmetne povezave v osnovni šoli. Šport, 50 (1), 11—15. Prispevki v zbornikih: priimek, začetnica imena avtorja, leto izida, naslov prispevka, podatki o knjigi ali zborniku, strani, kraj, založba. Fošnarič, S. (2002). Obremenitve šolskega delovnega okolja in otrokova uspešnost. V M. Juričič (ur.), Šolska higiena: zbornik prispevkov (str. 27—34). Ljubljana: Sekcija za šolsko in visokošolsko medicino SZD. Vključevanje reference v tekst: če gre za dobesedno navedbo, napišemo v oklepaju priimek avtorja, leto izdaje in stran (Lipovec, 2005, str. 9), če pa gre za splošno navedbo, stran izpustimo (Lipovec, 2005). Prispevke lahko avtorji pošljejo po elektronski pošti na naslov rei.pef@um.si ali jih natisnjene in na zgoščenki pošljejo na naslov: UNIVERZA V MARIBORU PEDAGOŠKA FAKULTETA MARIBOR REVIJA ZA ELEMENTARNO IZOBRAŽEVANJE Koroška cesta 160 2000 MARIBOR SLOVENIJA MANUSCRIPT SUBMISSION GUIDELINES The basic purpose of the journal JEE is to cover a broad spectrum of education theory and its implications for teaching practice, seeking to bridge and integrate diverse methodological and substantive research. The Editorial Board brings together academics and researchers from different European countries, who seek to promote a vigorous dialogue between scholars in various fields both central and related to scientific enquiry in education. 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When the article is accepted for publication, the author has to sign the Publishing Ethics Statement and the Statement of Authenticity. Manuscripts will also be submitted to plagiarism detection software. Preparation of Copy Follow these instructions for the preparation of the manuscript: 1. Submit your manuscript as a Word file. Use Times New Roman: 12 pt. for main text and 10 pt. for abstract in Slovene and English, and for references and quotations of three lines or more. All text must be 1.5 spaced and justified. Use boldface type for first level headings, italics for second level headings and regular type for all other headings. Do not number headings. Do not number headings or use uppercase. 2. The length of your paper should not exceed 8,000 words including the abstracts, bibliography, and key words. 3. The title of your article should not exceed 15 words. The title should be written in English and in Slovene. 4. At the beginning of the manuscript include an abstract (up to 100 words) in the language of the article, and its translation into the other language, followed by 5 key words. In addition to the abstracts also include a longer summary (about 500-700 words) at the end manuscript, before reference - in English if the article is in Slovene and in Slovene if the article is in English. 5. Do not use either footnotes or endnotes. 6. Quote references in accordance with the American Psychological Association (AP) style. Include only the sources cited in current text, arranged in alphabetical order. 7. Send a separate document with the following information: author1 s name and family name, address, full title of the article, academic title, affiliation and e-mail address. Example: Books: last name and name of the author, year of publication, title, location, press. Duh, M. (2004). Vrednotenje kot didaktični problem pri likovni vzgoji. Maribor: Pedagoška fakulteta. Articles from Magazines: last name and name of the author, year published, title of the article, name of the magazine, year, issue number, page(s). Planinšec, J. (2002). Športna vzgoja in medpredmetne povezave v osnovni šoli. Sport, 50 (1), 11—15. Academic Journals: last name and name of the author, year published, title of the article, information about the journal, page(s). Fošnarič, S. (2002). Obremenitve šolskega delovnega okolja in otrokova uspešnost. V M. Juričič (ur.), Šolska higiena: zbornik prispevkov (str. 27—34). Ljubljana: Sekcija za šolsko in visokošolsko medicino SZD. Citing sources in the body of the text: If a direct quotation is cited, write the last name of the author, year it was published and page number. Put this information in parenthesis (Lipovec, 2005, pg. 9). If the information is paraphrased, leave out the page number (Lipovec, 2005). 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