Development of preschool education services in Negreşti-Oaş city (Q3096784): Difference between revisions
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Revision as of 14:24, 5 October 2021
Project Q3096784 in Romania
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | Development of preschool education services in Negreşti-Oaş city |
Project Q3096784 in Romania |
Statements
2,302,540.38 Romanian Leu
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2,708,871.01 Romanian Leu
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85.0 percent
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9 December 2020
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8 June 2023
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ORAS NEGRESTI-OAS/Directia Managementul Proiectelor, Achizitii Publice si Turism
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Cresterea participarii la invatamantul ante-prescolar pentru un numar de 73 de copii din orasul Negresti-Oas si satele invecinate, in special a grupurilor de risc de parasire a scolii, cu accent pe copiii apartinand minoritatii roma (minim 19 copii) si a celor din mediul rural (minim 12). Proiectul contribuie la realizarea obiectivului specific 6.2 - Cresterea participarii la invatamantul ante-prescolar si prescolar, in special a grupurilor cu risc de parasire timpurie a scolii, cu accent pe copiii apartinand minoritatii roma si a celor din mediul rural (axa 6 – Educatie si competente, Prioritatea de investitii – 10.i. Reducerea si prevenirea abandonului scolar timpuriu si promovarea accesului egal la invatamantul prescolar, primar si secundar de calitate, inclusiv la parcursuri de invatare formale, nonformale si informale pentru reintegrarea in educatie si formare) prin pachetul de masuri care vizeaza operational mai multeDIMENSIUNI ale EDUCATIE Anteprescolare: a) EDUCATIE TIMPURIE ANTEPRESCOLARA (furnizarea si sustinerea financiara a serviciilor de educatie timpurie unui numar de 73 de copii anteprescolari, cu accent pe cei de etnie roma (19) si din mediul rural (12) – A 5.1, A5.2, A5.3, A5.4). Deşi problema educaţiei antepreşcolare este privită ca una de actualitate, conform studiilor şi opiniilor enunţate de psihopedagogi renumiţi, precum Jean Piaget, nevoia educaţiei poate fi plasată stadial, încă din perioada intrauterină în care echibrul matern şi chiar comunicarea cu cel mic sunt favorabile devenirii ulterioare a copilului. Asadar oferirea serviciilor de educatie anteprescolara copiilor de 0-2 ani, devine una spect stringent in zilele nostre, mai ales in localitatile unde acest lucru nu se poate oferi/nu s-a oferit de mai bine de 30 de ani (precum este si Orasul Negresti-Oas). Educaţia antepreşcolară uneşte factorii educabilităţii, sparge barierele rigidităţii parteneriale şi atrage atenţia asupra unui adevăr general valabil: nevoia oricărei fiinţe de a fi educată, iubită şi îngrijită, încă din concepţie, prin echilibru şi atenţie deosebită, rezultatul fiind idealul educaţional universal recunoscut, acela al fiinţelor sociale evoluate, capabile de progres continuu, în conformitate cu necesităţile oricărei epoci evolutive. Educaţia contemporană vizează ideea egalităţii de şanse a tuturor copiilor, nevoia de a fi în echilibru adult cu adult, copil cu copil şi adultul cu copilul. Echilibrul emoţional şi confortul fac posibile dezvoltarea, maturizarea şi maturarea multilaterală a copiilor, ceea ce este un proces cotinuu până la vârsta plenitudinii/maturizarii. Totuşi, ca tendinţă a educaţiei continue, după pragul devenirii psihice definitive, învăţarea este recomandată fiecărui individ pentru toată perioada vieţii, iar bazele din atepreşcolaritate pot fi solide pentru omul de succes sau adevărate fisuri în temelia unei deveniri ulterioare, dacă în această etapă nu a predominat echilibrul. Asadar, abordarea holistică a dezvoltării cop (Romanian)
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Increasing participation in pre-school education for 73 children from the city of Negresti-Oas and neighbouring villages, especially groups at risk of school leaving, with a focus on children belonging to the Roma minority (minimum 19 children) and those from rural areas (minimum 12). The project contributes to the achievement of specific objective 6.2 – Increasing participation in pre-school and preschool education, especially groups at risk of early school leaving, with a focus on children belonging to the Roma minority and those from rural areas (axis 6 – Education and competence, Investment Priority – 10.i. Reduction and prevention of early school leaving and promoting equal access to quality preschool, primary and secondary education, including formal, non-formal and informal learning pathways for reintegration into education and training) through the package of measures aimed at operationally targeting more EDTHINGSENCE a) Pre-preschool TIME EDUCATION (providing and financially supporting early education services to 73 preschool children, focusing on Roma (19) and rural areas (12) – A 5.1, A5.2, A5.3, A5.4). Although the issue of preschool education is regarded as a topical one, according to the studies and opinions stated by renowned psychopedagogues, such as Jean Piaget, the need for education can be placed stadially, as early as the intrauterine period in which maternal equirrh and even communication with the child are favorable for the child to become later. Therefore, the provision of pre-preschool education services for children aged 0-2 years, becomes an urgent spectacle on our days, especially in the localities where this cannot be offered/has not been offered for more than 30 years (as is the city of Negresti-Oas). Preschool education unites the factors of education, breaks the barriers of partnership rigidity and draws attention to a valid general truth: the need for any being to be educated, loved and cared for, from conception, through balance and special attention, the result being the universally recognised educational ideal, that of evolved social beings capable of continuous progress, according to the needs of any evolutionary age. Contemporary education focuses on the idea of equal opportunities for all children, the need to be in balance with adult, child with child and adult with child. Emotional balance and comfort make possible the development, maturation and multilateral maturation of children, which is a continuous process up to the age of plenitude/maturiza. However, as a trend of continuous education, after the threshold of final psychic becoming, learning is recommended to each individual for the entire period of life, and the foundations of atepreschool can be solid for the successful man or true cracks at the foundation of a later becoming, if at this stage no balance prevailed. So, the holistic approach to cop development (English)
16 September 2021
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Oraş Negreşti-Oaş, Romania
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Identifiers
135735
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