Diagnostikovanie učebnej kompetencie v predprimárnom a primárnom vzdelávaní
Early childhood is a critical period in shaping a child’s personality and development. High-quality and effective education at this stage requires not only a stimulating and safe environment but also professional pedagogical diagnostic practices that respect individual developmental characteristics....
Elmentve itt :
| Szerzők: | |
|---|---|
| Dokumentumtípus: | Cikk |
| Megjelent: |
2025
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| Sorozat: | ERUDITIO - EDUCATIO
20 No. 3 |
| Tárgyszavak: | |
| doi: | 10.36007/eruedu.2025.3.003-011 |
| mtmt: | 36899313 |
| Online Access: | http://publicatio.bibl.u-szeged.hu/38948 |
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| 024 | 7 | |a 36899313 |2 mtmt | |
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| 100 | 1 | |a Borbélyová Diana | |
| 245 | 1 | 0 | |a Diagnostikovanie učebnej kompetencie v predprimárnom a primárnom vzdelávaní |h [elektronikus dokumentum] / |c Borbélyová Diana |
| 260 | |c 2025 | ||
| 300 | |a 3-11 | ||
| 490 | 0 | |a ERUDITIO - EDUCATIO |v 20 No. 3 | |
| 520 | 3 | |a Early childhood is a critical period in shaping a child’s personality and development. High-quality and effective education at this stage requires not only a stimulating and safe environment but also professional pedagogical diagnostic practices that respect individual developmental characteristics. The aim of this paper is to emphasize the importance of pedagogical diagnostics in pre-primary and primary education, with particular attention to the diagnosis of learning competence. The study introduces two internationally recognized diagnostic tools—the Dimensions of Mastery Questionnaire (DMQ) and the Childhood Executive Functioning Inventory (CHEXI)—which assess key components of learning competence: mastery motivation and executive functions. Although these tools have been developed and standardized abroad, Slovak versions are not yet available. We propose their adaptation and standardization in order to make them accessible to kindergarten and primary school teachers in Slovakia. Their practical application could significantly enhance the quality of pedagogical diagnostics, support the individualization of teaching, and foster the professional development of teachers. | |
| 650 | 4 | |a Oktatástudomány | |
| 700 | 0 | 1 | |a Nagyová Alexandra |e aut |
| 700 | 0 | 1 | |a Józsa Krisztián |e aut |
| 856 | 4 | 0 | |u http://publicatio.bibl.u-szeged.hu/38948/1/Eru-Edu_2025_3_01_Study_003-011.pdf |z Dokumentum-elérés |