ACTA SZEKSZARDIENSIUM - Pécsi Tudományegyetem Illyés Gyula ...

Imre Bús
instructional strategies helping the development of pedagogy. Differentiation, small
group work and individual learning and teaching enhance effectiveness. Without
motivation, however, there is little chance of success. Joint family, institutional and
subject-class motivation can only provide real help. It will establish students’ activity and
the interiorization of the need for acquisition.
2. 2. The increasing role of non-formal and informal learning
Acquiring knowledge outside the education system, i.e., non-formal learning, for example
in different courses, study circles and clubs is gaining higher significance in an abundance
of opportunities. The role of informal learning in the course of everyday activities has
also increased. Instead of books, periodicals, radio and television, it is the computer
and the Internet having the highest effect on both children and adults. Non-formal and
informal learning is being increasingly researched and applied in practice.
2. 3. Competency-based education
There is another possibility: the competency-based education. In a common sense,
competence means ability. It is interpreted as an individual’s skills, proficiency,
experience and ability in a certain field of life.
Technical literature provides several definitions on the concept of competence, which is
presented in pedagogical literature as the combination of knowledge, skills and attitudes. 2
3. Fields of competence
Competencies have been systematized in several ways. They are described in the Québec
Program comprehensively for pedagogical application:
- intellectual competencies - using information, problem solving, critical judgement,
creativity;
- methodological competencies- adopting effective work methods, using information
and communications technologies;
- personal and social competencies- identity, cooperation with others;
- communicative competencies. 3
From the above-mentioned, the development of personal and social competencies is
described in the following chapter as they are essential in the work of nursery teachers
dealing with young children.
4. Developing personal and social competencies by games in kindergarten
teacher training
Extracts from the education and outcome requirements of the nursery school teachers’ BA
degree (EOR)
According to professional attitudes and behaviours, nursery teachers are required to have:
- „the abilities of self-recognition, self-assessment, self-assertion and self-management”;
- „knowledge of children and adults, child-centred approach, playing skills”;
- „high communication skills”;
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