<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Airi  Kukk</style></author><author><style face="normal" font="default" size="100%">Leida Talts</style></author><author><style face="normal" font="default" size="100%">Helle Sikka</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CHILDREN`S SOCIAL DEVELOPMENT IN PRESCHOOL AND AT THE END OF THIRD GRADE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">social skills</style></keyword><keyword><style  face="normal" font="default" size="100%">sustainability</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392233708.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">6</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The present paper deals with social skills of Estonian preschool and primary school children. The aim is to analyze how teachers evaluate students` social development and what substantial differences occur in the level of social skills at preschool and at the end of third grade. In order to develop children’s perception of themselves as citizens, it is important to emphasize those goals of the curriculum, which promote the main qualities of citizenship: identify, belonging and participation.
 Assessment of social skills based on the questionnaire „Transition from Preschool to School”. The study was carried out in four stages- the same children were evaluated by their teachers at the end of pre-school and at the end of first-, second and third grade. At each stage of the study teachers were asked to evaluate children`s individual achievements in nine target areas relying on curriculum aims: learning skills; social skills; language; mathematics; ethics; health; physical development; art and culture. The nine areas were rated on a scale from one to five. The results showed a very high reliability for the teacher rating (Alpha=.95).
 The mean assessments of teachers demonstrate that social skills as well as appreciating different attitudes and altruism and accepting diversity have received weaker assessments from the teachers than other objectives.
 


</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">124-135</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Helle Sikka</style></author><author><style face="normal" font="default" size="100%">Inge Timoštšuk</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE ROLE OF REFLECTION IN UNDERSTANDING TEACHING PRACTICE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">teaching concept</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching practice</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392235587.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">7</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This article focuses on the transformation from student to teacher at the critically important point of teaching practice. This is when students develop their practical skills and form a deeper understanding of the teaching profession in initial teacher training. They need experienced support, reflection and feedback to improve their theoretical studies and teaching practice. Students’ statements were analyzed during the teaching practice reflection seminar in group interviews. It became evident that the most important experience was about self-perception, understanding cooperative relationships and the teaching environment. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">147-152</style></section></record></records></xml>