Page 127 - Drobnič Janez, Pelc Stanko, Kukanja Gabrijelčič Mojca, Česnik Katarina, Cotič Nastja, Volmut Tadeja. Ur. 2023. Vzgoja in izobraževanje v času covida-19. Koper: Založba Univerze na Primorskem
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Vulnerable Groups of Children from the Perspective of Additional Professional Assistance . . .
– introduction of novelties/interesting things for students (online chat
rooms, web fairs),
– greater emphasis on children’s independence,
– greater cooperation (with teachers/computer scientists), more contact
with parents.
The performers focused more on how to adapt and transfer the estab-
lished way of working to the virtual environment. It was necessary to con-
sider how to replace didactic materials and other materials, and how to ad-
just the sessions to be effective and successful, therefore, much attention
was paid to motivating children to participate and to perform schoolwork
at home. All communication was transferred to various virtual channels,
through which they were able to stay in regular contact with students and
parents through video calls and maintain, depending on the situation, a per-
sonal relationship. Above all, they helped the students to acquire new knowl-
edge, explained learning material, helped them make and edit notes, helped
them organize and structure the day and directed them towards indepen-
dence. Everything was adapted to the individual, according to their needs,
deficits or problems, desires, success, motivation and more. The performers
thus had to be very empathetic and flexible, to be able to balance the needs
and wishes of students with the implementation of the sessions, which also
includes the content and manner, among other aspects.
According to the data obtained and presented, we can see that the provid-
ers of additional professional assistance devoted a lot of time and effort to
adapting the implementation of additional professional assistance sessions
and tried to fulfil the needs and desires of individuals as much as possible.
Discussion and Conclusion
The beginning of 2020 brought a sudden change and in one way or another
confronted us with measures which limited our lives. We had to adapt to
the changes in everyday life quickly, and even children across the entire ed-
ucational vertical could not avoid it. Almost overnight, educational institu-
tions closed their doors, and classes moved from classrooms to home rooms,
kitchens, and other spaces within the four walls of our homes. The student in
the room behind the computer or tablet did not sit next to classmates as in
the classroom, but with siblings, parents, grandparents, and others.
Our first goal and the hypothesis deriving from it was investigating the
consequences of the COVID-19 epidemic. We were interested in which chil-
dren were the ones who most felt the effects of the measures to contain
the spread of the virus. Based on the data collected, we concluded that the
127
– introduction of novelties/interesting things for students (online chat
rooms, web fairs),
– greater emphasis on children’s independence,
– greater cooperation (with teachers/computer scientists), more contact
with parents.
The performers focused more on how to adapt and transfer the estab-
lished way of working to the virtual environment. It was necessary to con-
sider how to replace didactic materials and other materials, and how to ad-
just the sessions to be effective and successful, therefore, much attention
was paid to motivating children to participate and to perform schoolwork
at home. All communication was transferred to various virtual channels,
through which they were able to stay in regular contact with students and
parents through video calls and maintain, depending on the situation, a per-
sonal relationship. Above all, they helped the students to acquire new knowl-
edge, explained learning material, helped them make and edit notes, helped
them organize and structure the day and directed them towards indepen-
dence. Everything was adapted to the individual, according to their needs,
deficits or problems, desires, success, motivation and more. The performers
thus had to be very empathetic and flexible, to be able to balance the needs
and wishes of students with the implementation of the sessions, which also
includes the content and manner, among other aspects.
According to the data obtained and presented, we can see that the provid-
ers of additional professional assistance devoted a lot of time and effort to
adapting the implementation of additional professional assistance sessions
and tried to fulfil the needs and desires of individuals as much as possible.
Discussion and Conclusion
The beginning of 2020 brought a sudden change and in one way or another
confronted us with measures which limited our lives. We had to adapt to
the changes in everyday life quickly, and even children across the entire ed-
ucational vertical could not avoid it. Almost overnight, educational institu-
tions closed their doors, and classes moved from classrooms to home rooms,
kitchens, and other spaces within the four walls of our homes. The student in
the room behind the computer or tablet did not sit next to classmates as in
the classroom, but with siblings, parents, grandparents, and others.
Our first goal and the hypothesis deriving from it was investigating the
consequences of the COVID-19 epidemic. We were interested in which chil-
dren were the ones who most felt the effects of the measures to contain
the spread of the virus. Based on the data collected, we concluded that the
127
