ERASMUS +
Aktuálne riešené projekty
Názov projektu: Developing innovative teacher training methods for inclusion and equal access in education (DITTE)
2023-1-HU01-KA220-HED-000165378
Typ projektu: KA220-HED - Cooperation partnerships in higher education
Doba riešenia: október 2023 – septembre 2026, 36 mesiacov
Podávajúca inštitúcia: Eszterházy Károly Catholic University (Maďarsko)
Partnerské inštitúcie: Prešovská univerzita v Prešove (Slovensko), Kinonikes Sineteristikes Drastiriotites Efpathon Omadon (Grécko)
Riešiteľský tím za PF PU v Prešove: Mgr. Jana Kožárová, PhD., doc. Mgr. Tatiana Dubayová, PhD., Mgr. Patrícia Mirdaliková, PhD.
Anotácia: Through the implementation of our project, we aim to create and test a practical teaching material and related student workbook for reducing skill gaps of teachers and teacher training students in the counseling practice of children with various disabilities and adjustment difficulties. We are committed to bringing a relevant apport toward promoting excellence in teacher training by introducing the new pedagogical object to regular teacher training higher education curricula. We will develop a teaching-learning material on the topic of counseling practice in special needs education. The creation and testing of the educational material will be provided through workshops, training, and summer course. To share experiences and good practices, we will carry out mobility activities. The project will disseminate its results to the relevant target groups and the general public. We expect to obtain results in better knowledge of students involved in teacher training. Their professional competencies will gain stability and allow better utilization of counseling techniques. A long-term impact will be palpable in the everyday teaching practice and inclusion-related experiences of both professionals and persons who benefit from their help. The project will have as a result the harmonized practice of inclusion support and the teaching quality.
Názov projektu: Early childhood behaviour management training for preschool teachers through a digital game (Preschool ABA)
2023-1-IE01-KA220-SCH-000152387
Typ projektu: KA220-SCH - Cooperation partnerships in school education(KA220-SCH)
Doba riešenia: november 2023 – október 2025 (24 mesiacov)
Podávajúca inštitúcia: Institute for Studies in Social Inclusion, Diversity and Engagement (Ireland)
Partnerské inštitúcie: Prešovská univerzita v Prešove (Slovensko), Vimodo Ltd (Cyprus), Infinitivity Design Labs (Francúzsko), Centar za autizam (Chorvátsko), Sina Svetulka (Severné Macedónsko)
Riešiteľský tím za PF PU v Prešove: Mgr. Ivana Trellová, PhD., BCBA; Mgr. Jana Kožárová, PhD.
Anotácia: The project aims to improve the quality of care provided by preschool teachers to children with autism. The main objective is to empower the preschool teachers with the knowledge and skills necessary to provide effective early intervention for children with autism. The collaboration between Slovakia, Ireland, Cyprus, France, Croatia and the Republic of North Macedonia will result in the development of a training and educational package, a digital interactive game that will help learners safely practice the behavior management strategies learned during the trainings. The project will also include the training of local teachers in each partner country. The project will begin on November 1 and will run for 24 months. During this period, the partner countries will work together to achieve the goals set. The main task of the University of Presov is to develop a teacher's manual that will contain a detailed guide to the use of ABA strategies in the classroom, focusing on behavior management, ABCs of behavior, reinforcement and functions of behavior.
Úspešne ukončené projekty
2020 - 2023
Erasmus +, KA201 - Strategic Partnerships for school education
It´s good for them, it´s good for you - Social & Emotional Learning through bringing nature back to schools - SEL for Schools
Partnerské organizácie v projekte: INAK (SK), PRESOV UNIVERSITY (SK), SOCIEDAD ESPANOLA DE ORNITOLOGIA SEO (ESP), BIRDLIFE (MT), LEARNING THROUGH LANDCAPES TRUST (GB), SLOVENSKÁ ORNITOLOGICKÁ SPOLOČNOSŤ (SK), MILANTA-CRAFT, S.L.U (ES).
Riešiteľský tím za PF PU v Prešove: Mgr. Vladimír Fedorko, PhD.
Anotácia:Birds are fascinating animals, numbering over 10,000 species worldwide. They are of great ecological significance. Already some years ago, British scientists have warned that Europe's bird population has declined by 421 million birds over the past thirty years, which is approximately one fifth of the total. According to Jan Gugh, SOS/Birdlife SK, what could also help decreasing this decline, is to “closely monitor birds and cultivate children's relationship with nature”. At the same time, to establish a bird garden that will offer the bird a year-round source of food, nesting possibilities, water source, shelters. People generally have poor biodiversity-identification skills. Misconceptions about species, including birds, are common amongst children and, if not addressed, can persist into adulthood. Another problem is, that children nowadays, esp. in urban areas, are more disconnected from nature than ever before, leading to “extinction of experience” with the natural world. Yet there are many benefits from children interacting with nature first-hand, including via outdoor learning. Environmental education programmes typically aim to increase awareness and knowledge of local biodiversity and to promote positive attitudes and behaviour towards it. However, limited research has been conducted evaluating to what extent these interventions achieve their goals. The evidence suggests childhood nature experiences can positively affect adult environmental attitudes and behaviour. Possessing basic animal and plant identification skills is often emphasised as a prerequisite for understanding and appreciating biodiversity. Programmes incorporating action-based outdoor learning are believed to be particularly beneficial. There are multiple benefits of outdoor learning within school grounds. Also, there is increasing support for the idea that human attitudes to animals may be indicative of human–human empathy and also that knowledge and attitudes are related. In some countries, positive attitudes of children are formed not only through knowledge, but also through emotional education and development of emotional competences. Feelings are needed also for the development of relation of us as human beings to animal species and nature. In our project we´ll believe that EQ and social & emotional competences can also influence children attitudes and knowledge and positively enhance them. Therefore, in the project, we set up a hypothsesis, that if schools develop programmes, combining the aspects of social & emotional education, with the use of the outdoors, running small environmental projects - bringing nature back to schools, the children knowledge, attitudes and emotional intelligence can increase at the same time. In the project, 4 countries will join and form a partnership with the aim to carry out the research, and develop and test new methodology of working with children aged 4 - 6, focused on learning about biodiversity - nature and bird species, social & emotional learning supporting empathy with other beings (humans and the animals/birds) with the use of the outdoors even more enhancing learning process, so called „3 in 1“ concept. School activities, running paralelly in SK, ES, MT & UK will be coordinated by 16 early years teachers, who will be trained in the project through 2 teacher trainings. 4 project outputs, related to development and pilot testing of new methodology, will include Research study on the impact of new methodology on children knowledge, attitudes & competences, Teachers´ guide and Training programme related to it, and Compendium of good – practices as a result of pilot testing of activities at school level, based on „3 in 1“ concept, in practice. We expect the new methodology to help increasing children knowledge of nature/bird species, form pro – environmental attitudes & develop their social and emotional competences. Project should be carried out transnationaly due to the know – how that will be brought by each partner organisation and the common values, that we, as a partnership, share.
2020 - 2022
ERASMUS+ KA2 Cooperation for innovation and the exchange of good practices
Spotting and Strengthening Resiliency Skills from Early Childhood (KA205-079023)
Partnerské organizácie v projekte: Országos Tranzitfoglalkoztatási Egyesület (Maďarsko), Prešovská univerzita v Prešove (Slovensko), Universitatea Crestina Partium (Rumunsko)
Riešiteľský tím za PF PU v Prešove: Mgr. Tatiana Dubayová, PhD., Mgr. Hedviga Hafičová, PhD.
Anotácia:The first researches on resilience were implemented in the 1970s and focused on longitudinal examination of flexibility to stress. Back then the definition was mainly used in mechanics and physics, after that psychology started to make researches on flexibility and endurance of the personality in face of trauma, prolonged stress etc. Resiliency researches after 2000 first focused on resilience as a personality skill, but later started to take into consideration environmental impacts on coping mechanism as well; at the moment the newest researches combine these information and handle resiliency as an ecologic mechanism. To this day, there’s no exact definition on resiliency. Its attributions are scattered among several social science definitions and within the mindfulness movement as well, since the expansion of pop culture psychology. Resiliency shows connections to definitions such as hardiness, thriving or posttraumatic growth but also includes beneficial environmental factors so the resilient individual doesn’t just cope with stress on its own despite everything but has several environmental factors that help them coping. Since mental disorders in both adults and teenagers are more and more common and according to WHO’s 2015 research it has a co-morbidity factor as well (people with mental disorders die 20 year younger than others) it has utmost urgency to strengthen environmental and personality factors that can help create healthy coping mechanism with stress. It’s even more important knowing that the ever-changing labor market, demanding educational system and global warming all put children and adolescent into a highly stressful situation (see e.g. eco-anxiety). In our project the partnership will collect best practices of helping strengthening these beneficial factors from several social fields (e.g. social sciences, pedagogy, early childhood development, mentoring, non-formal teaching techniques etc.) and create an easily adaptable method of training children to cope with stress and to empower them to face changes in life. To perfect the method, every participant will gather groups of individuals (70 through the project in 3 countries) who work or intend to work with youth in the future and engage them in pilot training activities throughout the project. The groups will participate in a 3 day long training where they learn about how to raise resiliency and how to build this knowledge into their daily practice with children through non-formal learning practices. Then they try out these exercises with children and send constant feedback on how they work in practice with different groups of children. To help giving the project participants feedback we create guidelines beforehand on what to examine during these exercises, so the received information will be easier to process. The best practices collection and the training materials will be complemented with a research on how to spot resiliency skills and attributions in early childhood so academic professionals will also be able to use our results and research methods on how to be empowered from early childhood, developing healthy coping mechanisms in face of traumas, stress and sudden changes that await everyone in life. We will also create á 20 pages long advisory for national policy makers and influencers in all three participating countries and hand it over to leading organizations in pedagogy and youth social services. During the multiplication events, we also intend to reach 30 youth workers, policy makers and policy influencers to introduce them to our method, the research's results and to multiply the impact of the policy recommendations so resiliency skills can be strengthened in several different fields outside of education as well.
2020 - 2022
Erasmus +, KA201 - Strategic Partnerships for school education
It´s good for them, it´s good for you - Social & Emotional Learning through bringing nature back to schools - SEL for Schools
Partnerské organizácie v projekte: INAK (SK), PRESOV UNIVERSITY (SK), SOCIEDAD ESPANOLA DE ORNITOLOGIA SEO (ESP), BIRDLIFE (MT), LEARNING THROUGH LANDCAPES TRUST (GB), SLOVENSKÁ ORNITOLOGICKÁ SPOLOČNOSŤ (SK), MILANTA-CRAFT, S.L.U (ES).
Riešiteľský tím za PF PU v Prešove: Mgr. Vladimír Fedorko, PhD., prof. PhDr. Mária PODHÁJECKÁ, CSc., Mgr. Ing. Vladimír Gerka, PhD., Mgr. Milica Sabol, PhD.
Anotácia: Birds are fascinating animals, numbering over 10,000 species worldwide. They are of great ecological significance. Already some years ago, British scientists have warned that Europe's bird population has declined by 421 million birds over the past thirty years, which is approximately one fifth of the total. According to Jan Gugh, SOS/Birdlife SK, what could also help decreasing this decline, is to “closely monitor birds and cultivate children's relationship with nature”. At the same time, to establish a bird garden that will offer the bird a year-round source of food, nesting possibilities, water source, shelters. People generally have poor biodiversity-identification skills. Misconceptions about species, including birds, are common amongst children and, if not addressed, can persist into adulthood. Another problem is, that children nowadays, esp. in urban areas, are more disconnected from nature than ever before, leading to “extinction of experience” with the natural world. Yet there are many benefits from children interacting with nature first-hand, including via outdoor learning. Environmental education programmes typically aim to increase awareness and knowledge of local biodiversity and to promote positive attitudes and behaviour towards it. However, limited research has been conducted evaluating to what extent these interventions achieve their goals. The evidence suggests childhood nature experiences can positively affect adult environmental attitudes and behaviour. Possessing basic animal and plant identification skills is often emphasised as a prerequisite for understanding and appreciating biodiversity. Programmes incorporating action-based outdoor learning are believed to be particularly beneficial. There are multiple benefits of outdoor learning within school grounds. Also, there is increasing support for the idea that human attitudes to animals may be indicative of human–human empathy and also that knowledge and attitudes are related. In some countries, positive attitudes of children are formed not only through knowledge, but also through emotional education and development of emotional competences. Feelings are needed also for the development of relation of us as human beings to animal species and nature. In our project we´ll believe that EQ and social & emotional competences can also influence children attitudes and knowledge and positively enhance them. Therefore, in the project, we set up a hypothsesis, that if schools develop programmes, combining the aspects of social & emotional education, with the use of the outdoors, running small environmental projects - bringing nature back to schools, the children knowledge, attitudes and emotional intelligence can increase at the same time. In the project, 4 countries will join and form a partnership with the aim to carry out the research, and develop and test new methodology of working with children aged 4 - 6, focused on learning about biodiversity - nature and bird species, social & emotional learning supporting empathy with other beings (humans and the animals/birds) with the use of the outdoors even more enhancing learning process, so called „3 in 1“ concept. School activities, running paralelly in SK, ES, MT & UK will be coordinated by 16 early years teachers, who will be trained in the project through 2 teacher trainings. 4 project outputs, related to development and pilot testing of new methodology, will include Research study on the impact of new methodology on children knowledge, attitudes & competences, Teachers´ guide and Training programme related to it, and Compendium of good – practices as a result of pilot testing of activities at school level, based on „3 in 1“ concept, in practice. We expect the new methodology to help increasing children knowledge of nature/bird species, form pro – environmental attitudes & develop their social and emotional competences. Project should be carried out transnationaly due to the know – how that will be brought by each partner organisation and the common values, that we, as a partnership, share.
2019 - 2022
ERASMUS+ KA2 - Cooperation for innovation and the exchange of good practices
Development of computerized adaptive applications for the dynamic assessment and enhancement of executive functions in students with neurodevelopmental and learning disorders
Partnerské organizácie v projekte: Universidad de Sevilla (Španielsko), Unoversidad de Malaga (Španielsko), Kypriaki Mathimatiki Etaireia (Cyprus), Inthecity Project Development (Holandsko), DYS-centrum Praha o s. (ČR)
Riešiteľský tím:
Spoluriešitelia: (z PF PU) prof. PhDr. Iveta Kovalčíková, PhD., doc. RNDr. Alena Prídavková, PhD., doc. PaedDr. Martin Klimovič, PhD.
Anotácia: Research has evidenced the adaptability and plasticity of our cognitive functioning and the constructive and interactive character of learning processes. Nonetheless, schooling practice often emphasises the use of static-type diagnostic tests by adopting an evaluation model to assess only the product of learning. This is particularly relevant for evaluating special educational needs (SEN). In these cases, static testing offers very limited information that centres on execution deficits. This information does not allow specific difficulties that students display while performing activities to be specified and scarcely helps to identify the optimising conditions of the learning process. Accordingly, an evaluation is not often linked to educational interventions to optimise development and learning. One of the main challenges of inclusive education in Europe consists precisely in providing teachers with tools and adaptive resources that serve as effective supports to care for the education of students with SEN. In line with this, teachers perceive that support materials are lacking, as is guided access to such material, which is one of the most significant weaknesses of education systems in relation to inclusive education. We believe it is most relevant to deal with this challenge by a transnational approach that contemplates quality education for all everyone and caring for diversity as the fundamental and shared principles of socio-education policies. To respond to this situation, the objective of this project consists of developing and validating a device for computerised dynamic assessment and optimisation of the executive functions in students with SEN derived from neurodevelopmental and learning disorders (C-DAOEF). Executive functions (EF) constitute a set of skills involved in controlling and regulating cognitive functioning that is determining factors for learning, flexible conduct adjustments, social functioning and academic success, especially in children with SEN. The C-DAOEF device will contemplate several levels of difficulty and graduated prompts related to each item. Its essential characteristic consists in the dynamic adaptation of these elements to the level of students’ progressive competence. The system will allow the sequence of performed actions and execution times. Its application will help obtain information about (a) the levels of difficulty shown while dealing with different activities; such as (b) the type and degree of support required to successfully solve them. The consortium that will develop and validate this tool is formed by six organisations. The UNIZAR Research Group (RG), which is the Project Coordinator, which will provide its experience related with computerised dynamic assessment (DA) and applied research in the field of EF, language and SEN. DYS-centrum, and the RGs of the Universities of Seville and Presov, which will contribute their experience in the research field and in intervening in neurodevelopment and learning disorders, and also in relation to implementing cognitive improvement programmes and DA models. CY.M.S. will contribute with its experience in designing materials in the specific area of mathematics. In the technology field, the Team of Research and Artificial Intelligence Applications of the University of Málaga will contribute its knowledge of constructing and implementing computerised adaptive testing. Finally, the Inthecity Project Development will contribute its experience in designing web platforms, and in designing games and interactive applications. The sequence of activities to be performed contemplates 1. Initially designing both the content and structure of assessment and intervention activities; 2. Establishing the graduated prompts system; 3. Designing the web platform with all its functionalities; 4. Computerising the set of items and designing interactive games; 5. The application and the initial validation; 6. Calibrating and assembling the items according to the results; 7. Configuring the C-DAOEF device; 8. Configuring the database to be used to record and store information. 9. Preparing the manual of application, and establishing diffusion channels and teacher training. The expected results should include designing games and activities for DA and optimising EF; a web platform with specific functionalities; software containing the C-DAOEF device; the database to allow professionals and researchers to make inquiries; the application manual and interpreting the results. The project offers high transfer potential according to the requirements detected in relation to the population group it addresses. The project intends to contribute to bringing about significant changes in assessment and intervention processes that, in turn, allow optimised learning. It is expected to particularly allow students with neurodevelopment and learning disorders to participate and learn by contributing to their socio-educational inclusion process.
2019 - 2021
Erasmus +, KA201 - Strategic Partnerships for school education
Taking learning outdoors – supporting the skillsof pre-school managers in outdoor education andcare - TAKE ME OUT II. - Happy childhoodhappens outside - STEP HIGHER
Partnerské organizácie v projekte: INAK (SK), PRESOV UNIVERSITY (SK), STROM ZIVOTA (SK), STOCKHOLMSGAVE CENTRUM (DK), RUKKILILLE LASTEAED (EE), UJEP (CZ), LtL (UK) - associate partner.
Riešiteľský tím za PF PU v Prešove:
Spoluriešitelia: prof. PhDr. Ľudmila Belásová, PhD., Mgr. Ing. Vladimír Gerka, PaedDr. Monika Miňová, PhD., Mgr. Vladimír Piskura, PhD., prof. PhDr. Mária Podhájecká, PhD., Mgr. Milica Sabol, PhD.
Anotácia: According to the report „Competence Requirements in ECEC“, University of East London, EC 2011,“both in academia and in international EU policy documents, there is a broad consensus that high-quality early childhood education has long-lasting beneficial effects on children and society, but thatECEC of low or mediocre quality may also harm children“. ECEC services are founded not only tofacilitate the labour market or other aims but, above all “to improve the present and future well-beingof children.” Positive child outcomes are a major goal of ECEC programmes all across Europe. Also,there is a similar consensus that „the competences of the workforce are one of the more salientpredictors of ECEC quality“. Based on the opinion of Slovak Committee of the World organization forEarly childhood Education, reviewing new State educational programme for pre-schools in Slovakia,2015, there is a discrepancy in the number of performance standards in different educational areas,while more emphasise is put on mathematics and processing of information (47) than on health andphysical movement of children (13). Therefore, the more balanced approach is recommended.Concrete educational programmes or relevant materials for teachers, supporting the elimination ofthis discrepancy, however, are currently missing. The need for relevant training programmes,focused on outdoor education, was clearly defined and confirmed by the Slovak pre-school teachers,participants of the online research, carried out by INAK in February 2016. Through this research,with 326 respondents, 286 - 88% of the total number expressed their interest in new trainingmaterials and resources for outdoor activities. Moreover, this interest was confirmed by cca 200participants of the workshops carried out during the ERASMUS+ TAKE ME OUT I. project, in 8regions of SK, in February 2018. The situation with integrating the outdoor approach in ECEC differsin European countries. The idea of using this approach, originated in Scandinavia in the 50ties, isnowadays practiced in many European countries, e.g. SE, DK, UK, DE, CZ etc. So called „Forestschools“, based on this approach, providing alternative to mainstream education, are wellestablished in the UK (app. 300 schools). Few of them can be found in CZ (120), where they wereofficially recognized by the law in March 2016 (http://www.lesnims.cz/aktuality-na-uvodni-strance/lesni-ms-maji-sve-misto-ve-skolskem-zakone.html). Very few can be found in Slovakia (lessthan 20). In Denmark, it is common to integrate the aspects of the Forest school approach into theregular pre-school environment, linking it to official curricula. Research in the UK and Scandinavia,as well as all the other countries, where outdoor education is commonly used, shows many benefitsof this approach on child ́s development.Based on the proven benefits as well as very strong interest and need of the teachers and managers,expressed before, as well as during the implementation of TAKE ME OUT I., this project focuses on:- developing project outputs O1 – O4 related to previous project, which this project is closely linkedto, further enhancing the support and implementation of outdoor education in ECEC andprofessionalizing the use of this teaching approach on the institutional level in the publickindergartens in all the project countries- improving the quality of ECEC services in the public sector through the use the project outputs and developing new training programmes supporting the skills of the pre-school teachers & managers onimplementing outdoor education approach in their daily practice, in all partner countries – SK, EE,DK, CZ, (UK) with possible future use also in the countries outside of the current project partnershipand on European level- supporting, strengthening and further developing a new European network of cooperatinginstitutions established through TAKE ME OUT I., http://takemeoutproject.eu/ with great feedbackand interest of all the involved institutions and target groups, addressing the outdoor education inECEC, in order to support the use of new teaching approaches related to outdoor and sharing of bestpractices in this sector.
| Zodpovedný za aktualizáciu: doc. PaedDr. Martin KLIMOVIČ, PhD. |