Polish schools achieve their educational aims, as set out in the curriculum, within the framework of obligatory class periods. Extracurricular activities may be organised when schools receive additional funding from local government budgets. The aim of this article is to demonstrate the relationship between the socio-economic conditions of individual Warsaw districts and the availability of extracurricular activities in those districts’ primary schools. The analysis carried out during this study disproved the initial assumption that more affluent districts with higher per capita incomes and a higher proportion of expenditures directed towards educational aims would be characterised by a larger offer of extracurricular activities. Rather, what distinguishes districts with the highest availability of extracurricular activities is their peripheral location within the territory of Warsaw. There, schools ensure longer hours of supervision for children and organised the time after class, which offers support to the parents. It is likely that it is the parents who, due to their relatively longer commute between home and work, support the organisation of such activities, not least financially.
Ozden Tepekoylu Ozturk, Selhan Ozbey and Hatice Camliyer
., Camire, M., & Williamnson, R. (2015). Extracurricularactivity participation and the acquisition of developmental assets: differences between involved and noninvolved Canadian high school students. Applied Developmental Sciences, 19(1), 47-55
Fredricks, J.A., & Eccles, J.S. (2006). Is extracurricular participation associated with beneficial outcomes? Concurrent and longitudinal relations developmental psychology. American Psychological Association, 42(4), 698-713.
Fredricks, J.A., & Eccles, J.S. (2010). Breadth of extracurricular
The importance of sports activities nowadays is showing their effects on the future development of children, extracurricular activities come in the help of the physical education teacher with benefits on children's development. Our study focuses on revealing the importance of extracurricular sports activities in the process of children's socialization and integration. The research sample was formed from two different groups, the experimental group was formed by 25 students (age 10 ± 2.1 years, 13 boys, and 12 girls), that practiced 2 hours a week physical education and other 2 hours a week extracurricular activities like basketball and volleyball; and the sample group formed by 24 students (age 10 ± 1.8 years, 12 boys and 12 girls), that practiced 2 hours a week classic physical education. The results showed us that extracurricular activities have a good impact on children's socialization and integration, the experimental group improved their coefficient of group cohesion from 0.04 at the initial testing to 0.06 at the final test, and the index of cohesion from 0.02 at the initial test to 0.05 at the final testing. Significant differences were found within the experimental group both in the initial and in the final tests (p < 0.05), also significant differences were discovered between the experimental and the sample group in the final measurement (p < 0.05). Conclusions of this research presented that the experimental group had good improvements of cohesion and social integration of children, showing that extracurricular sport activities have a positive impact on improving socialization, developing cohesion and integrate the marginalized children in the social group.
This study used interviews to explore how 10 Taiwanese college students' intercultural competence was developed after participating in an intercultural extracurricular activity designed with a purpose to facilitate foreign students’ study in Taiwan and to promote meaningful home-foreign student contacts. In-depth information and narratives from the interviews were collected as evidence of intercultural competence development. The results showed all the interviewees appreciated the experience and felt it to have been of value to them in terms of building international friendships, heightening their intercultural awareness and the benefits of intercultural competence, and having more appreciation and better understanding of Taiwanese culture. Students also realized that a lack of understanding of Taiwanese culture could exacerbate communication difficulties. Students thus became aware of the importance of describing Taiwanese cultural practices in English and realized that more language practice was necessary for smoother communication. Suggestions for both extracurricular activities and language programs improvement in the future were also provided in the conclusion.
Introduction: The study is focused on potential predictors of the use of legal addictive substances by children and youth.
Methods: The survey sample consists of 5370 elementary and secondary school pupils aged 9 to 20. In quantitative research (author’s questionnaire), legal and illegal addictive substances were examined, while more detailed analysis in the context of leisure time was focused on the use of legal addictive substances. Data were analyzed by factor and regression analysis.
Conclusions: The main results include the finding that the protective factors of drug use include reading books, attending school, attending extra curriculum activities, talking to parents, attending church and risk factors include going to discos/entertainment, part-time working and going out with friends.
This empirical study contributes towards a better understanding of the educational reality in kindergartens. It explores the after-school activities and interests of Czech nursery schools (NS) children. The topic focuses on the disharmony and subsequent fine-tuning of interests of both the family and the kindergarten, set against the background of parents’ requirements and the kindergarten’s reaction to them. The goal is to shed light on how kindergartens reflect parents’ requirements pertaining to their children’s extracurricular activities, the kindergarten’s perception and interpretation of this situation, and what sort of approach is used for implementation. The research and survey method used is content analysis. Fifteen kindergarten teacher thematic reports, 3,000-5,000 words each, and forty inspection reports, the results of Czech kindergarten inspections, were analyzed. The analytical techniques of Grounded Theory - open and axial coding - were used in the processing of the source materials. The results of the analysis set in a paradigm model depict the state of administration and relationships between variables, which determine after-school activities in kindergartens. It was demonstrated that kindergartens select various approaches when negotiating a solution to extracurricular activities. The educational reality then includes kindergartens that do organize after-school activities as well as those that do not. Kindergartens which do offer after-school activities, however, differ in the degree of acceptance of such programs in terms of need for child development and how they perceive the benefits of such an above-standard approach towards their customers.
Working students face many challenges: they must balance work, school, extracurricular activities, and personal life. Several studies reflected the fact that this balancing act goes hand-in-hand with the level of stress. The scope of the study was to find out whether working students in the Faculty of Engineering Sibiu experience different levels of stress compared with the non-working students. Eighty students from the third year of studies were interviewed regarding the research topic. The interviewed students were randomly selected, five working and five non-working students from each of the eight faculty specializations. The results of the study reflect the fact that the management of the faculty and the professors themselves must take into consideration that stress is a factor that affects students’ performance and behavior.
Our study aims to provide a global picture of good sustainable practices and initiatives in the field of Technical and Vocational Education and Training (TVET). In order to outline the major positive practices worldwide, a document analysis was performed on international relevant documents (reports, academic studies, guides, rules and regulations, work papers). This method was complemented by discussions with local representatives of school administration, who provided specific evidence on curricular and extracurricular activities conducted locally. Our findings confirm that various sustainable initiatives in TVET took place at an international level, mostly involving multiple stakeholders in the public sector, private sector and civil society. However, it is difficult to assess the effectiveness of these initiatives due to the unequal cooperation of several countries in responding to the UNESCO questionnaires, and to the targets they address. Many of the initiatives outlined in our study appear to have a strong cultural and ethnical dimension. The organization of such examples of good practices according to the different types of learning systems (formal, non-formal and informal education) provides a large framework for different Education actors at international, national and local level, allowing them to inspire when making policies decisions to integrate Sustainable Development in Technical educational courses.
The experience of different countries concerning the formation of preconditions for the development of the information society has been considered. The consequences of “totalitarian” model during the transition to open democratic civil society and the role of education and educators in this process have been defined on the example of Russia, Latvia, Lithuania and Estonia.
The introduction of media education on the example of the U.S. and Canada as development of society and civilized economy has been substantiated. Didactic information space (DIS) - a unique educational technology, which was elaborated by scientists in the Mykolaiv College of Press and Television - has been characterized. It has proven to be the most efficient technology in the former Soviet Union that considers civic, social, educational direction, taking into account the information society. It has been determined that for further research it will be interesting to study interrelation between the need to obtain simultaneously a huge amount of experience - understanding European values, the next stage of human development (transition from industrial to information), the acquisition of democratic thinking, understanding of civil society - and the public acquisition of media literacy skills through the widespread introduction of media education.
There exists the need of simultaneous acquisition of knowledge and skills that makes the process complicated. In addition, none of the considered aspects are taught in any school discipline and unfortunately they are submitted only in several universities of Ukraine. But there is a positive experimental experience of Mykolaiv College of Press and Television through the interrelation of classroom and extracurricular activities.
The paper discusses several aspects of immersion and bilingual education systems in Brittany, France and in Lower Lusatia, Germany. Their role in the process of becoming a new speaker of a minority language is exemplified by the Diwan immersion education model in Brittany and the Witaj project in Lower Lusatia concerning the Sorbian people. Taking into consideration the different sociolinguistic situation of both groups, the level and reasons for language shift, the existing language policy in France and in Germany, both educational models are presented. I analyze some factors that influence the possible success or failure of these two models, such as: the linguistic environments, teaching systems, the roles of teachers, the minority language attitudes of pupils, their language practices, the availability of extracurricular activities in the minority language, and the existence of different types of communities of practice. All these factors influence pupils’ language choices and practices. Not all language learners will use a minority language in the future, since it depends on the conscious decision of each person. The distinction between language learners and minority language new speakers can thus be justified.