EÖTVÖS LORÁND UNIVERSITY
FACULTY OF EDUCATION AND PSYCHOLOGY Doctoral School of Education
THESIS
RESEARCH IN THE ISSUE OF INTEGRATED KINDERGARTEN EDUCATION IN KINDERGARTEN TEACHER TRAINING
with special emphasis on children with special educational needs
PhD Dissertation
PhD Student: Adrienn Baloghné Bakk
Consultant: Dr. Márta Lóczi
Budapest
2013
2 Motto
”..the beginning is the most important part of any work, especially in the case of young and tender things;
for that is the time at which the character is being formed and the desired impression is more readily taken.”
(Plato) INTRODUCTION
One of the fundamental stones of today’s democratic society is equal opportunity, avoiding exclusion and accepting. Groups or individuals in underprivileged situations or with special needs must not be discriminated disadvantageously in society. This principle has to prevail in educational progresses in each pedagogical field with taking into consideration the children’s individual features. Each child is an individual and the special educational tasks should be created according to this.
„Educating children together should start at the earliest stage of institutional education- in the kindergarten” (Benczúr, 1997). The aim of educating children together is that each child, including children with hindrance as a consequence of any reasons, can participate in institutional education without discrimination or separation. Kindergartens can considerably contribute to enhancing the chances of underprivileged children.
The topic of the dissertation is educating handicapped children together with majority children of the same age in kindergartens. Our choice of the topic was generated by negative experience gained during our teaching practice.
On practices in our training kindergartens more and more disabled children would like to join the majority kindergarten life. As PE and remedial exercises teachers we have seen on several occasions, but not only on physical education trainings, that kindergarten teachers are helpless and clueless with disabled children and most of the times disabled children are left out from guided trainings. However, nowadays this behaviour is not an acceptable solution.
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A Short Description of the Research
Objectives
The research’s main objective is to be able to have a clear notion about educating handicapped and majority children together in kindergartens. The most important thing is to find out whether graduated kindergarten techers have sufficient knowledge in methodology to educate handicapped children. We would like to highlight, how familiar they are with the topic of coeducating handicapped and majority children. Furthermore, we are also investigating that how thorough knowledge they get from the curriculum, supporting the integration of handicapped children, in their institutions of higher education and what are their subjects and requirements in this field. Whether students have the opportunity to meet and work with handicapped children during their practice in kindergartens. According to the students’ opinion, what kind of equipments and personal conditions are provided in training kindergartens to accomplish in the process of educating handicapped children together with majority children.
The research partly extends to the methodological knowledge and practical opportunities of physical education in kindergartens and to the students’ reflections on these. The above mentioned things are considered highly important, as the methodological resources of kindergarten teachers and the organizational forms of the trainings influence the efficiency of educational processes and have an impact on children’s personality and adaptability.
Moreover, another important factor in educating handicapped children together with majority children is the personality of the recipient teacher. The role of the teacher is determinant in the kindergarten life and it is there in each success and unsuccess. The teacher’s personality is one of her working implements. In this way, it is not negligible what knowledge and personality the kindergarten teachers have, who educate the next generation.
The Questions of the Research
The fundamental stone of the research was the negative experience gained during kindergarten trainings. The kindergarten teachers and students were often helpless with disabled children. They did not how to start working with them. On the basis of this experience the following questions emerged and should be answered:
4 1. What is kindergarten teacher training like in Hungary? Does it prepare kindergarten
teachers for handling children with special educational needs?
2. What subjects provide them with the necessary knowledge on educating children with special educational needs together with majority children?
3. How much do they know about the law, concepts, expressions applying to the education of disabled children?
4. How much do future kindergarten teachers know about integrated education?
5. Is there a difference between the knowledge of full-time students and correspondence students in this field?
6. Do students have enough knowledge and experience to carry out guided trainings with integrated students?
7. How can future kindergarten teachers prepare for working with integrated children?
8. Do future kindergarten teachers think that other professionals’ help is necessary to implement educating children with special educational needs together with majority children?
9. Do students have the opportunity during their training to involve children with special educational needs in the tasks?
Hypothesis
The aim of the dissertation is to find proper answers to the questions and problems that emerged during the practice and to highlight whether our hypothesises are right or not.
Hereby, this important field of education can be promoted especially in the field of personal conditions. Ezzel elősegíthetjük ennek a fontos nevelési színtérnek a javítását elsősorban a személyi feltételek területén. The emerged questions were hypothetically answered on the basis of our practical experience so far:
H1: It is supposed that during the basic training of kindergarten teachers, the syllabus on educating children with special educational needs together with majority children is insufficiently emphasized.
5 H2: It is supposed that the students are not satisfied with the theoretical and practical proportion of subjects on educating children with special educational needs together with majority children.
H3: It is supposed that the knowledge, content and explanation of concepts and expressions in connection with integration are not consistent.
H4: It is supposed that the surveyed students have deficient legal background knowledge of educating children with special educational needs together with majority children.
H5: It is supposed that there is a difference between the knowledge of full-time students and the knowledge of correspondence students in connection with this topic.
H6: It is supposed that future kindergarten teachers do not gain satisfactory knowledge of educating children with special educational needs together with majority children, during their training in the kindergartens.
H7: It is supposed that kindergarten teachers are unprepared for carrying out professional tasks relating to the integration of children with special educational needs.
H8: It is supposed that students think it is necessary to involve professionals in the education of children with special educational needs together with majority children.
H9: It is supposed that students are unexperieced in the implementation of integrated physical educational trainings in kindergartens.
Research Sample
Students of pre-school pedagogy graduating in 2012 have participated in the research.
Questionnaires were sent to 13 institutions in the country and 517 of them could be evaluated (N-517). It is considered to be a representative sample, as Demcsákné dr. Ódor Zsuzsanna, Head of Information Systems Department of Higher Education, provided us with the data that according to the statistics of EMMI, 542 students graduated from pre-school pedagogy in 2012.
Hungarian institutions of kindergarten teacher trainig in higher education that were involved in the research:
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Figure 1 Hungarian institutions in higher education training kindergarten teachers Source: Baloghné Bakk, 2013
Research Methods
Firstly, to prove our hypothesises a revealing research method was used which is the document analysis. Each material is considered as a document that has been made recently and was not directly created for pedagogical use but can be very informative (Nádasi,2000/a), such as The National Core Program of Pre-Primary Education. Furthermore, we investigated the curriculum of the bachelor’s degree course for kindergarten teachers, its requirements, the topics of the subjects and the rules and laws on educating children with special educational needs together with majority children. The second research method was using an oral questionnaire (structured interview) and a written questionnaire (open and closed ended questionnaire).
The questions in our open and closed ended questionnaires focused on the following topics:
- concepts, laws and rules in this topic
- subjects dealing with educating children with special educational needs together with majority children
- students’ experience and view about integration
- conditions and approach towards integrated physical education in kindergartens - suggestions for possible solutions
7 In the course of the oral questionnaires, we have made an interview with each institution’s students’ representative in order to get a more precise view on their courses. With our questions we tried to shed light on the problems, difficulties of the present-day kindergarten teacher trainings.
Evaluation of the Hypothesises
In our first hypothesis it is supposed that during the basic training of kindergarten teachers, the syllabus on educating children with special educational needs together with majority children is insufficiently emphasized. During the research it was found that students could name many basic subjects of their course in which they acquired some knowledge about children with special educational needs. During their university course, students had subjects in psychology and pedagogy as well. They got familiar with the specific features of differentiated personality development of children in kindergartens and with the theory of pedagogy and development. Most of the students regarded the subject of pedagogy as a subject giving fundamental knowledge. The requirements of the comprehensive examination emphasize the subject’s importance, however, after investigating the topics of the subject we could see that, despite having many parts, this very complex subject provides only basic information in our sepcial field.
The compulsory subjects of Introduction to Remedial Education and Differentiated Pedagogy provided the most information in our topic. Their final requirement is an endterm exam. Much less of the surveyed students indicated these subjects, as most of them supposed they were parts of the complex subject of pedagogy and not individual ones.
In the case of the remaining basic subjects in methodology, the personality of the teacher is decisive, how thorough knowledge students get on the integration of children with special educational needs.
On the basis of their topics and syllabus, only optional subjects offer more thorough knowledge in the education of children with special needs. In some cases the interest of the student, in other cases the lack of credit points is the reason for attending these lessons.
However, the final outcomes of the survey prove that only a few students study and complete these subjects. In conclusion, the first hypothesis was confirmed since only a few compulsory and optional subjects provide knowledge in the education of children with special needs and the importance of these subjects is not sufficiently emphasized.
8 In the second hypothesis it is supposed that students are not satisfied with the theoretical and practical proportion of subjects on educating children with special educational needs together with majority children. The hypothesis was proven as students’ answers clearly showed that subjects especially the ones in methodology lack practical units, so on practical trainings in kindergartens students face many problems and difficulties. According to our experience, most of the ideas, planned and ordered by the central government, are not put into practice.
The third hypothesis was ascertained, as well. The results of the research showed that students of kindergarten teacher training do not have a consistent understanding of integration-specific concepts, expressions and contents. Students answered yes-no questions resolutely in a confident way, but they had difficulties with giving longer answers. In many cases students could not give simple definitions or they mixed up the different concepts. By giving definitions our basic principle was to explain handicap and integration-related concepts on the basis of human rights. Nevertheless, we are aware of the fact that concept formation still has not been completed yet. It changes throughout history as we could learn from its historical presentation, as well. In the course of time attitudes and descriptions of the concepts can change towards handicapped people. One of the possible reasons can be that students did not get a clear view of the topic and this special field was hard for them.
In the fourth hypothesis it is investigated that how deficient students’ legal background knowledge is on educating handicapped children together with majority children. With the help of questions relating to this topic, it was proved that students lack an accurate knowledge of integration laws and they do not know how to apply them, as well. In many cases, they do not even know where to ask for help and where to start searching for information. Our hypothesis was confirmed as students are very insecure and have a lacking knowledge in this topic.
In the fifth hypothesis it is supposed that there is a difference between the knowledge of full- time students and the knowledge of correspondence students in connection with this topic.
Correspondence students have only the third of the lessons of full-time students’. Despite this fact, our hypothesis was not proved to be right. Students’s answers were examined with three questions but there was no significant difference. In the case of correspondence students, it
9 was observed that many of them have some kind of experience in educating children. It can also prove that experience helps to extend their knowledge and to supplement the lack of contact lessons.
Previously, it was supposed in the sixth hypothesis that future kindergarten teachers do not gain satisfactory experience in educating children with special educational needs together with majority children during their training in the kindergartens. In the description of the kindergarten teacher training course we could read that practices in kindergartens can be found in many forms in several stages of the course, for example visiting lessons (to gain theoretical knowledge), individual and group practice in kindergartens and an eight week long internship. During these practices a great percentage of the surveyed students did not work with children with special educational needs, so they could not gain any experience. In those cases when they met children with special educational needs, an expert worked with the children and they did not have any tasks with them. Our hypothesis is proved to be right, if there are no children with special educational needs in the kindergarten groups led by trainee kindergarten teachers, they can not gain any experience with these children.
On the basis of the previous statements the seventh hypothesis can be confirmed to be true, as well. According to it, kindergarten teachers are insufficiently prepared for carrying out professional tasks relating to the integration of children with special educational needs. They do not know the concepts and laws relating to children with special educational needs. During their practice in the kindergartens they do not gain experience in working with children with special educational needs, so they will be unable to fulfill educational tasks with them.
The eighth hypothesis, according to which students think it is necessary to involve professionals in the education of children with special educational needs together with majority children, was not proved to be completely true. Firstly, students consider further trainings as a possible solution to the implementation of educating children with special educational needs together with majority children and the involving of professionals comes only after that.
On the basis of the evaluated data, the last hypothesis was undoubtedly proved to be right.
According to it, students are unexperieced in the implementation of integrated physical educational trainings in kindergartens. A smaller group of questions related to the topic of physical education trainings in kindergartens. It came to light that according to the National
10 Core Program of Pre-Primary Education there are physical education trainings in kindergartens but they mostly apply to majority children. Children with special educational needs are not present on the trainings and methodological descriptions do not contain integration tasks and possibilities.
Moreover, there is no consistency among the institutions educating the subject of Physical Education and Its Methodology, as some of them offer the subject throughout more terms but some of them only in a few terms. It can make a great difference among the institutions. Of course, the more time is provided to teach this subject, the longer time students have to practice it. Despite this fact, even after the average four terms of this subject, we got negative results from the students. Only a few graduates had the opportunity to plan and instruct an integrated physical education training in a kindergarten.
Conclusions
To sum up, it would be undoubtedly necessary to involve in the requirements of kindergarten teacher trainings the improvement of pedagogical skills and personal features crucial in this profession, besides theoretical knowledge. Developing the infrastructure and equipments of kindergartens just as providing personal conditions are of great importance in order to be able to welcome children with special educational needs in the kindergartens. In this way, even kindergarten teachers could get more information on the relating educational tasks.
Emphasizing the importance of integration supporting subjects and the expansion of subjects in this field are strongly supported.
Most of the students claim further trainings and the help of professionals in this field. They think different eductional sources and more support are important to help children with special educational needs in socializing and adapting to majority kindergartens. By the end of the survey it became clear that the surveyed students are not prepared for a successful integration and inclusion in kindergartens.
Finally, it is the teachers’ task to improve their pedagogical methods in order that students do not become inactive recipients during the lessons and testings. Not only should students have a wider and more thorough knowledge in this topic but they also have to be able to put their knowledge into practice.
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The author’s publications in the topic of the dissertation
Baloghné Bakk Adrienn (2008): Az óvodai testnevelés vizsgálata a mozgáskorlátozott gyermekek integrációjára 38. Mozgásbiológiai konferencia Program és előadás-kivonatok, Jászberény, p.160-168.
Baloghné Bakk Adrienn (2009): Mozgáskorlátozott gyermekek óvodai integrációja.
XII.
Apáczai- napok Nemzetközi Tudományos Konferencia. A reneszánsz értékei, az értékek reneszánsza Tanulmánykötet Győr ISBN 978-963-9883-42-0 p.739-745.
Baloghné Bakk Adrienn (2009): A soproni és burgenlandi óvodák integrált testnevelésének vizsgálata különös tekintettel a mozgáskorlátozott gyermekek integrációjára.
XXIX. Országos Tudományos Diákköri Konferencia Testnevelés- és Sporttudományi PhD szekció előadás- kivonat, Sopron ISBN 978-963-9883-26-0 p.161.
Baloghné Bakk Adrienn: Óvodai integráció összehasonlító vizsgálata. ÓVODAI NEVELÉS LXII.évf.2009.november 9. szám p.325-327.
Baloghné Bakk Adrienn: Az együttnevelés elfogadásának vizsgálata a soproni és a burgenlandi óvodapedagógusok körében. ÚJ KATEDRA 2009. december p.12-14.
Adrienn Balogh-Bakk/ Katalin Bíró- Illics (2010): Mittel und Möglichkeiten der integrierten Erziehung im Bereich der Bewegungserziehung im Kindergarten CCKS: Stadte, Kulturen, Wissensgesellschaften Virtuelle INST-Weltkonferenz
http://www.inst.at/trans/18Nr/III-5/balogh-bakk_biro-ilics.htm
Adrienn Baloghne Bakk (2011): Research on inclusive education among kindergarten teachers in Sopron. Ukrajna, Az oktatás tartalmi megújulása: a XXI. század paradigmái”
Ukrajna, Beregszáz. Pedagógiai kiadás 38.UDK.373.2 BBK 74100 p.84-86
Baloghné Bakk Adrienn (2012) Soproni óvodapedagógus hallgatók felkészültségének vizsgálata a fogyatékossággal élő gyermekek együttnevelésére
Humántudományi kutatások a pedagógusképzés szolgálatában - Generációk találkozása- Absztrakt kötet ISBN 978-963-334-051-6 p.125
12 Baloghné Bakk Adrienn – Bucsy Gellértné (2012): Integrált óvodai testnevelés megvalósulásának a vizsgálata mozgáskorlátozott gyermekeknél. VIII. Országos Sporttudományi Kongresszus. Győr 2011. ISBN 978-615-5187-03-2.DVD.05 22 89 KB.
Baloghné Bakk Adrienn (2013): A sajátos nevelési igényű gyermekek együttnevelésének vizsgálata az óvodapedagógus képzésben XVII. Apáczai –nap nemzetközi Tudományos konferencia
Publications that are not relating to the dissertation
Simon István – Baloghné Bakk Adrienn (2008): Nyugat-Dunántúl gyógytestnevelés, gyógyúszás helyzetének elemzése a tárgyi-, személyi feltételek valamint a szervezeti keretek vizsgálatán keresztül. Sporttudomány, neveléstudomány a gyakorlatért Budapest, 2008. ISBN 978-963-87735-3-1 p. 160-169.
Adrienn Baloghne Bakk (2009): Parents’ opinions referring to school choice In.: Hughes, M.-Dancs, H.-Nagyváradi, K.( szerk): Research in Sport Science Cardiff ISBN 1 901288 00 13 p. 9-14.
Emőke Bucsy- Adrienn Baloghné Bakk (2010): Research into pedagogical impacts on the movement development of creche children
Sport Scientific Conference „ Qualitative and Quantitative research in sport science”
http://www.kif.unizg.hr/_download/repository/Xmass-conference-BOOK%5B1%5D.pdf
Bucsy Gellértné – Baloghné Bakk Adrienn (2012): Pedagógiai hatások vizsgálata bölcsődés gyermekek mozgásfejlődésére. VIII. Országos Sporttudományi Kongresszus. Győr 2011.
ISBN 978-615-5187-03-2.DVD.05 21 502 KB
Baloghné Bakk Adrienn – Bella Dia: Gyerekjóga az óvodában.
Óvodai nevelés - szakmai módszertani folyóirat LXV. évfolyam 2012/ december p.27-28
Simon István – Baloghné Bakk Adrienn - Kajtár Gabriella: Soproni utánpótlás korú versenyzők táplálkozási-és étkezési szokásainak vizsgálata
MAGYAR SPORTTUDOMÁNYI SZEMLE 13:(50) p. 62. (2012)
13 Simon István – Baloghné Bakk Adrienn - Kajtár Gabriella: Soproni utánpótlás korú labdajátékosok táplálkozási-és étkezési szokásainak vizsgálata
SPORTORVOSI SZEMLE 53:(1) p. 15. 1 p. (2012)
Katalin Biróné Ilics - Adrienn Baloghné Bakk- Csilla Suskovics(2012):
Researching the aptitude of young volleyball players (children and adolescents) JOURNAL OF HUMAN SPORT AND EXERCISE
J. Hum. Sport Exerc. ISSN 1988-5202. Faculty of Education. University of Alicante. C/ San Vicente del Raspeig s/n - 03690 San Vicente del Raspeig - Alicante - Spain jhse@ua.es
Manuscript URL: http://www.jhse.ua.es/jhse/author/submission/489 Username: kilics
