Editura Universitara Communication through Image at Preschool Age

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Publisher: Editura Universitara

Author: Doinita Venera Dinca

ISBN: 978-606-28-1227-0

DOI: https://doi.org/10.5682/9786062812270

Publisher year: 2021

Edition: I

Pages: 334

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The work we have elaborated is structured in five chapters, plus the Annexes and Bibliography, with the entire structure having an optimal internal consistency.
The Bibliography is diversified and includes papers in the areas of communication, psycho-pedagogy, philosophy and art, focusing on the treatment needs of the topic underlying the research.
The Annexes contain several types of documents such as observation grids, tables, and teacher’s questionnaire, illustrative materials used in the research, photos from activities with preschoolers and their products.

 
  • Communication through Image at Preschool Age

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DOINITA VENERA DINCA

Thanks / 5

Summary / 7

Summary / 11

Contents / 15

Table index / 17

Index of figures / 19

INTRODUCTION / 21


I. THE SPECIFICITY OF THE COMMUNICATION PROCESS IN HUMAN INTERACTION / 25
I.1. Elements of the communication act / 25
I.2. Communication functions / 36
I.3. Types and forms of communication / 39
I.4. Ways of communication specific to human interaction / 41

II. PSYCHOLOGICAL CHARACTERIZATION OF PRESCHOOL AGE / 62
II.1. Characteristics of the growth and development of the preschool child / 62
II.2. Cognitive-sensory processes / 64
II.3. Higher cognitive processes / 67
II.3.1. Thinking / 67
II.3.2. Memory / 72
II.3.3. Imagination / 74
II.4. Communication processes / 77
II.4.1. The language / 78
II.4.2. The role of regulatory activities and processes: attention, affectivity, motivation, will / 82

III. COMMUNICATION THROUGH IMAGE / 91
III.1. Conceptual delimitations and meanings of the image as a means of communication / 91
III.2. Functions fulfilled by images in the perimeter of human existence / 96
III.3. Typology of images / 99
III.4. Visual message features / 103
III.5. Perceptual-visual learning. Arguments for support and promotion / 104
III.6. The characteristics of mental images / 106
III.7. The relationship between color and sounds in communication / 108
III.8. Sensory effects induced by the main colors / 109
III.9. The effects of colors in the psychic plane and in its optimal and balanced functioning / 115
III.10. The use of colors in the analysis of some personality traits / 117
III.11. The role of self-image in communication / 118

IV. EXPERIMENTAL APPROACH TO THE EXISTING RELATIONSHIPS BETWEEN IMAGE AND PERSONALITY DIMENSIONS OF THE PRESCHOOL CHILD / 129
IV.1. The purpose of the research / 130
IV.2. Research objectives / 130
IV.3. Research hypotheses / 131
IV.4. Research methodology / 132
IV.5. The stages of the investigative approach / 140
IV.5.1. Test A / 144
IV.5.2. Test B / 145
IV.5.3. Test C / 146
IV.5.4. Test D / 147
IV.5.5. Test E / 148
IV.5.6. Test F / 154

V. EFFECTS OF IMAGE COMMUNICATION ON THE PERSONALITY DEVELOPMENT OF THE PRESCHOOL CHILD'S PERSONALITY AFTER THE RESEARCH PROGRAM / 155
V.1. Processing, analysis and interpretation of research results / 155
V.2. Research conclusions / 215
V.3. General conclusions and future research directions / 225

BIBLIOGRAPHY / 229
Webography / 245

ANNEXES / 256


 

The work we have elaborated is structured in five chapters, plus the Annexes and Bibliography, with the entire structure having an optimal internal consistency.
The first chapter of the paper is titled „Specificity of the Communication Process in Human Interaction” and in its contents are addressed a series of aspects that circumscribe the directions of maximum relevance of the communication process, concretized in definitions of the communication, the functions it performs in the wider framework of human interaction, the types and forms of communication, the factors that favors it, but also the obstacles that can be found at the level of the various elements of the communication process, all of which are important because they help the reader to form a picture as complete as possible related to the specificity of the communication process.
Within this chapter, the approach is rigorous and creative because we have endeavored to present these communication problems by showing how the analysis paradigms of communication have evolved over the past decades, and this course of evolution can be visualized starting with the first approaches (decades V and VI) and ending with the research of the current period when great progress has been made in terms of multiple communication analysis plans, but also by the multiplication of disciplines addressing its main problems.
Also in this chapter it was revealed that communication is, at present, a fundamental problem of human existence, that it can not live and act without it, that it is necessary to make sustained efforts from one stage to the next, the communication processes to be all more efficient and more appropriate to the contexts in which that type of activity takes place.
In dealing with the aforementioned issues I have searched authors and reference that works both in the field of Romanian psycho-pedagogy (P. Popescu- Neveanu, M. Golu, M. Zlate, E. Paun, M. Dinu, L. Şoitu, V. Frunza, I. O. Panişoara and others) (C. Shanon and W. Weaver, S. Moscovici, B. Rimé, G. Mialaret, B. Bernstein, J. Hattie, N. Lebrun and S. Berthelot, J.A. De Vito, G. Wackenheim, J. A. Rondal, H. Gleitman, V. P. Richmond, J.C. McCroskey, S. K. Payne, P.L. Knapp, etc.) and could conclude that if, prior to 1990, the Romanian psycho-pedagogical literature was less concerned with the treatment of communication (in textbooks or didactic or Romanian pedagogy, this subject was omitted most of the time), the present situation has been ameliorated by more and more authors who devote chapters to communication and in more general works or even monographs this subject is analyzed exclusively.
One point to be made is that dealing with the ways of communication, a greater space has been allocated to nonverbal channels (communication through gestures, body movements, by touch, through visual contact, space and distance communication) all these having an important role in refining and streamlining teaching.
We have not omitted the barriers on the communication levels and our efforts have been directed to their identification at the level of the main elements of the communication process, concluding that there are problems at the level of the transmitter (the source), receiver (receiver), at the level of the message is the object of communication, of the communication channel, at the level of the wider context of communication. This rigorous identification of the obstacles to communication is an extremely important approach, because if there is a correct repertoire of them, then interventions and corrections can be made to the evolution of the process.
Chapter II „Psychological characterization of preschool age” is focused on presenting and analyzing important psychological processes and activities that configures the specificity of the preschool age, trying to capture the psychological evolution of the child at this age on the main axes namely the motion cognitive dimension, affective-motivational, with the mention that the analyzes and presentations are made to emphasize in particular how to structure the communication processes that take place within the preschool stage.
In order to ensure accuracy in the treatment of these processes and activities, I have searched into the authors and reference who works in both the field of Romanian psych pedagogy (U. Şchiopu, T. Cretu, E. Verza, T. Slama- Cazacu, E. Bonchis); and foreign one (M. Debesse, P. Osterrieth, R. Vincent, J. Piaget and B. Inhelder, D. E. Papalia, S. W. Olds, R. D. Feldman, R. Harwood). They succeeded in confidently configuring the child's main features at preschool age and the issues to be considered in educating and developing psychological processes and activities. We make it clear that the approach we have taken was mainly to correlate these child characteristics at this age with the objectives and hypotheses formulated in the investigative process that was the subject of our research.
„Image communication” is the third chapter of the thesis and is structured so as to cover the extended problem of the image, which is why the chapter starts with the natural conceptual delimitations, and will continue with other aspects that concretize the functions of the image, its typologies, the relationships between image and color, the human image and personality, the sensory effects induced by the main colors and colors in the psychic plane and in its optimal and balanced functioning, the characteristics of the visual message and its support in the perceptual-visual learning plan.
This approach of the image was made from an interdisciplinary perspective, also appealing to autochthonous and foreign authors and sources such as: J. J. Wunenburger, G. Durand, L. Brunschvicg, J. P. Sartre, J. Burgos, R. Huyghe, C. Maltese, H. Biedermann, G. Miller, W. Kandinsky, J. Itten, A. Damasio, A. Faber, and E. Mazlish, M. J. Elias, S. E. Tobias, B. S. Friedlander, O. Garlea, L. Boia, I. Neacsu, M. Miclea, M. Golu and A. Dicu, L. Lazarescu, A. Nanu, P. Mureşan, I. N. Şuşala, E. Vrasmaş and others, thus succeeding to obtain a fairly accurate representation of the constellation of the image.
Chapter IV entitled „The experimental approach of the existing relationships between the image and the dimensions of the personality of the preschool child in the applied research” concretises the investigative approach that we have undertaken and, consequently, it refers to the purpose of the research, its objectives, the hypotheses that were considered, the description of the methodology used, the steps that have been taken and the description of the samples that were applied to preschool children from the four units where the research was carried out.
Regarding the entities mentioned above, we state that the purpose of the research is to identify the effects of the images on the formation and development of communication skills and implicitly on the development of some aspects of the children's personality and the optimization of the interactions between the actors of communication towards the achievement of the objectives of contemporary education, which promotes the holistic approach to content on contemporary world issues (new education, intercultural education, etc.).
In the same direction are included the objectives of the investigation aimed at identifying the differences generated by various types of images on sensory-perceptive and affective-emotional psychological processes and activities, differences in the use of a single channel of communication (verbal) and (verbal and non-verbal), identifying and analyzing images with high potential in stimulating intellectual, emotional, social and physical development, the relationships between types of images and objectives, content and ways of evaluation proposed by the revised curriculum for preschool education, with a view to producing a good practice guide, integrating proposals for creative approaches and creative strategies for using images on the curriculum's experience domains.
Regarding the nature of the assumptions, we state that these have been correlated with a series of evidence (6) that sought to validate them and achieve the objectives; these relate to the communication through image, the stimulation of psychic processes and activities and the promotion of a learning program through certain types of images that fosters the formation and development of communication skills.
The last chapter of the paper „The effects of image communication on the development of the personality of the preschool child after the application research program” includes the processing, analysis and interpretation of the research results, the conclusions of the investigative approach and the general ones using procedures for statistical analysis of the S.P.S.S. and those in the perimeter of qualitative methods and techniques.
The Bibliography is diversified and includes papers in the areas of communication, psycho-pedagogy, philosophy and art, focusing on the treatment needs of the topic underlying the research.
The Annexes contain several types of documents such as observation grids, tables, and teacher’s questionnaire, illustrative materials used in the research, photos from activities with preschoolers and their products.

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