POSSIBILITIES OF TEACHERS FOR MONITORING, DETECTING AND RECORDING OF INDIVIDUAL CHARACTERISTICS OF STUDENTS IN EARLY SCHOOL AGE

  • Tatjana Koteva-Mojsovska, Dr. “Ss Cyril and Methodius” University, Faculty of Pedagogy “St Kliment Ohridski”, Skopje
Keywords: Modern school, Individual characteristics, Early school age, Monitoring and recording

Abstract

The monitoring and recording of the individual characteristics of children are very important for the development of quality education. Also the views of the teachers about the differences in the development, the potentials and the affinities of the children in the early school period are especially important. The quality education process in the modern school should be adapted to the individual potentials of the children. The children are individuals with their own integrity and characteristics. (Johnston and Halocha, 2010). They have individual pace and develop individual approaches in the learning process. This individual pace in the development of the children requires the teachers to regularly monitor and record the individual characteristics and differences of the children, monitoring the children’s interests, planning instruction which will adapt to the different learning approaches and the different pace of progress of the students.
Setting out from this paradigm, this paper, which is based on a realized research, aims to offer findings about the treatment of the individual characteristics of the early school-age children in our country. According to this, we carried out a research in four primary schools in Skopje, which showed us that the teachers lack the appropriate conditions and possibilities to monitor and record the individual characteristics and the specific differences of the students in the early school period.

Downloads

Download data is not yet available.

References

Bronfenbrener, J., Branković, B., Seizova, T., & Kol, M. (1997). Ekologija ljudskog razvoja: prirodni i dizajnirani eksperimenti. Zavod za udžbenike i nastavna sredstva.

Einarsdóttir, J. (2002). Children’s accounts of the transition from preschool to elementary school. Tidsskriftet Barn, 4(2002), 49-72. Retrieved from https://www.ntnu.no/documents/10458/19070227/einarsdottir.pdf

Johnston, J., & Halocha, J. (2010). Early Childhood And Primary Education: Readings And Reflections: Readings & Reflections. McGraw-Hill International.

Koteva-Mojsovska, T. (2006). Semejnoto vospitanie i socijalnoto odnesuvanje na decata, Skopje: Akademski pecat.

Koteva-Mojsovska, T. (2014). Educational Context and Continuity in the Transition of Children from Preschool toward Primary Education (Proceeding of 9th International Balkan Congress of Education and Science, 16-18 October) Edirne, Trakya University, Turkey. pp. 771-776. Retrieved from http://dosyalar.trakya.edu.tr/egitim/docs/Kongreler/FProceedings.pdf

Peters, S., Hartley, C., Rogers, P., Smith, J., & Carr, M. (2009). Early childhood portfolios as a tool for enhancing learning during the transition to school. International Journal of Transitions in Childhood, Vol.3,University of Waikato

Samuelsson, I. P., & Carlsson, M. A. (2008). The playing learning child: Towards a pedagogy of early childhood. Scandinavian Journal of Educational Research, 52(6), 623-641. Retrieved from http://www.eslov.se/download/18.1bd776c3136a58d5d74800018338/The+Playing+Learning+Child.pdf

Published
2015-06-20
How to Cite
Koteva-Mojsovska, T. (2015). POSSIBILITIES OF TEACHERS FOR MONITORING, DETECTING AND RECORDING OF INDIVIDUAL CHARACTERISTICS OF STUDENTS IN EARLY SCHOOL AGE. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 3(1), 93-98. Retrieved from http://ijcrsee.com/index.php/ijcrsee/article/view/119