Journal Plus Education <div dir="ltr"> </div> <p><strong>ISSN: 1842-077X </strong></p> <p><strong>E- ISSN (online) 2068 “ 1151</strong></p> <p>The <a title="plus" href="">Journal Plus Education/ Educatia Plus</a> is a transdisciplinary journal that engages a wide spectrum of scholarship and welcomes contributions from the many disciplines and approaches that intersect Educational Sciences research (pedagogy, psychology, special psyhopedagogy and social work).</p> Aurel Vlaicu Univversity of Arad, Romania en-US Journal Plus Education 1842-077X E-LEARNING AS A FACTOR IN STIMULATING GIFTED STUDENTS TO ACHIEVE ACADEMIC SUCCESS <p>The aim of the study is to examine how gifted students are stimulated to use e-learning for academic achievement. The main questions to which an answer is sought in this context are: What types of activities do gifted students use in e-learning?How do students evaluate the adequacy of ICT resources for their academic achievements so far? What are the relationships between the use of ICT for learning and the personality traits, self-esteem, and motivational strategies of gifted people? The theoretical context consists of concepts of self-regulation, new concepts of intelligence - self-management of intellectual processes - Sternberg, emancipatory didactics.The research has used the method of systematic, non-experimental observation, and as instruments, a battery of questionnaires: (PSIKT) Protocol on students' self-perception about the importance and use of ICT and e-learning to stimulate students towards academic achievements—made for this research; Questionnaire of Motivation for Learning (LLOS-IEA), SMS-Scale of Motivational Strategies, Inventory of Competencies for Memory and Reasoning (MARCI-Stankov &amp; Crawford), and Personality Traits (BFIIV). Metric characteristics of the instruments: Krombach's (alfa) for parts of the battery ranges from 0.62 to 0.83. It was used as a convenience sample, consisting of 687 students from the universities of Belgrade, Novi Sad and Niš (within this number, 127 are academically gifted, with an average grade above 9.00). Basic findings: When compared to other students, academically gifted students focus more on expanding their knowledge based on their interests, research work, and interactive self-evaluation tests in e-learning. Using ICT for learning and academic success is closely related to students' personal characteristics (personality traits, self-confidence, motivation). Gifted students have stronger self-confidence, motivation, and personality traits than other students.</p> Aleksandra Gojkov RAJIC Grozdanka GOJKOV Aleksandar STOJANOVIC Copyright (c) 2023 Prof dr Aleksandra Gojkov Rajic, Prof. dr Grozdanka Gojkov, Prof. dr Aleksandar Stojanovic 2023-05-01 2023-05-01 32 1 10 42 EXPLORING THE PSYCHOLOGICAL IMPLICATIONS OF CHATGPT:A QUALITATIVE STUDY <p>As chatbots become increasingly prevalent in our daily lives, it is important to consider their psychological implications. In this qualitative study, we conducted a focus group with 10 psychology students who had experience interacting with chatbots. Participants discussed their emotional responses, attitudes, and behaviors related to chatbots, as well as ethical concerns. Thematic analysis revealed four main themes: (1) convenience and efficiency, (2) frustration and dissatisfaction, (3) social and emotional connections, and (4) ethical considerations. The findings suggest that chatbots can provide convenience and efficiency, but may also lead to frustration and dissatisfaction when they are unable to meet users' needs. Additionally, participants reported feeling a sense of social and emotional connection with chatbots, and expressed concerns about ethical issues such as data privacy and the potential for chatbots to replace human interaction. These findings have implications for the design and implementation of chatbots, as well as for ethical considerations in their use.</p> Dana RAD Gavril RAD Copyright (c) 2023 Dana Rad, Gavril Rad 2023-05-01 2023-05-01 32 1 43 55 EFFECT OF COGNITIVE BEHAVIOURAL INTERVENTION ON AGGRESSION AND VIOLENCE OF PUPILS WITH PROBLEM BEHAVIOURS IN PRIMARY SCHOOL IN ABUJA <p>This study intervened in the problem behaviors of aggression and violence noticed in Nigerian primary schools in Abuja F.C.T with the use of Cognitive Behavioral Intervention (CBI). The study employed quasi-experimental research design. The population of the study consists of all primary school pupils in Abuja FCT Nigeria. Two purposes, research questions and hypotheses guided this study. The sample size consists of 44 pupils, drawn from six primary schools purposively sampled from 40 schools in FCT. Aggression and Violence Questionnaire (AVQ) were the instrument used for data collection. Data were analyzed using means and analysis of covariance (ANCOVA). Findings indicate that Cognitive Behavioral Intervention (CBI) significantly affects aggression and violence positively leading to a change of behaviors. It is recommended that Cognitive Behavioral Intervention (CBI) should be employed in all primary schools in Nigeria and in the world as intervention and corrective mechanism to problem behaviors in the classroom to enhance teaching and learning in schools.</p> Allison Dimkpa SOLOMON Muraina Kamilu OLANREWAJU Copyright (c) 2023 Allison Dimkpa Solomon 2023-05-01 2023-05-01 32 1 56 67 THE PSYCHOLOGICAL INTERVENTION IN CRISIS SITUATIONS <p>The society we live in is full of crisis-generating events. People face daily events that they cannot cope with on their own, such as wars, pandemics, natural disasters, famine, drought, financial problems, unemployment, political uncertainties, social upheavals, personal crises, divorces, deaths, or involvement in critical incidents. A professional category that goes through crises and is frequently exposed to critical incidents is the firefighter rescuers. (Vancu 2013) The role of the psychologist working in emergency situations is to provide psychological first aid in the initial phase of the crisis so that symptoms do not worsen and the firefighter can function at normal psychological parameters.</p> Gabriela VANCU Copyright (c) 2023 PhD., Gabriela VANCU 2023-05-01 2023-05-01 32 1 68 77 MENTORSHIP AND TEACHING CAREER TRAINING <p><em>The paper presents the results of a qualitative study carried out within the project "Professionalization of the teaching career - PROF" (POCU/904/6/25/146587) focused on the critical-reflexive analysis of the perceptions of mentor teacher trainers, students of the Prof I training programme regarding the experience of their training and the values shared as mentor teachers. Trainers' training for </em><em>the teaching c</em><em>areer</em><em> m</em><em>entorship</em><em> aimed to complete an up-to-date continuous training programme, well articulated, and structured on six topics. These are as follows: </em><em>t</em><em>eaching</em><em> c</em><em>areer </em><em>m</em><em>entorship </em><em>- from concept to a</em><em>ction</em><em>; elements of adults' e</em><em>ducation and the </em><em>teaching c</em><em>areer </em><em>m</em><em>entorship - values, principles, and characteristics</em><em>; planning the m</em><em>entoring</em><em> a</em><em>ctivity</em><em>; the m</em><em>anagement of the </em><em>teaching c</em><em>areer </em><em>mentorship p</em><em>rocess</em><em>; c</em><em>ounselling for training and professional development in the </em><em>teaching c</em><em>areer </em><em>m</em><em>entorship</em><em>, and assessment and v</em><em>alidation of professional teaching skills</em><em>. The conclusions of the study highlight the personal conceptions of the mentor teacher trainers participating in the study as regards the role and the importance of teaching career mentorship to ensure the quality of the work of novice teachers and of teachers who are in professional evolution. Moreover, it focuses on the skills and qualities required for the teaching career mentorship, supported by relevant examples from mentor teachers' teaching experience.</em></p> Neacsu MIHAELA Copyright (c) 2023 NEACSU MIHAELA 2023-05-01 2023-05-01 32 1 78 91 PATTERNS IN CHILDREN RAISED BY SINGLE PARENTS: A TEACHER VIEW <p><strong>Introduction:</strong> According to European statistics, the number of single-parent families has grown alarmingly. Raising a child alone is not necessarily devastating, but it is not comfortable either (Safta, 2018), numerous studies suggesting emotional, academic, behavioural effects on the child.</p> <p><strong>Objective:</strong> This study examines teachers' observations regarding the behavioural characteristics of children growing up with a single parent (CSP).</p> <p><strong>Method: </strong>48 secondary school teachers, V-VIII class leaders participated in group discussions to explore aspects of the child's/student's life in the school setting. Qualitative thematic analysis was implemented using a grounded theory framework to identify areas of CSP life that may be affected.</p> <p><strong>Results: </strong>&nbsp;Specific aspects of CSP were identified in the following fields: a) socialization, b) attitude in relationships and towards learning, c) partnership with the family, d) early maturation e) exposure of the child to family conflicts</p> Alina COSTIN Copyright (c) 2023 Alina Costin 2023-05-01 2023-05-01 32 1 92 102 INFLUENCE OF PEER PRESSURE ON ADOLESCENTS’ MISBEHAVIOUR AMONG SECONDARY SCHOOL STUDENTS IN OSOGBO LOCAL GOVERNMENT AREA OF OSUN STATE <p><strong>Abstract</strong></p> <p>The continuous students’ misbehaviour necessitates careful consideration because there are several different pressures leading to adolescent misbehaviour at school. One of the contributing factors is peer pressure among students. This study therefore, identifies that there is need to investigate the influence of peer pressure on adolescents’ misbehavior among secondary school students. A sample of two hundred (200) students from ten (10) secondary schools (5 public and 5 private) were randomly selected from Oshogbo Local Government Area of Osun State in Nigeria. An instrument titled Peer Pressure and Adolescent Misbehaviour Questionnaire (PPAMQ) was used for data collection. The results showed that adolescent misbehaviour is prevalent among secondary school students and peer group negatively influence adolescent misbehavior. Statistically there was no significant difference on the influence of peer pressure on adolescents’ misbehavior based on school type and gender. (t = 2.06, df = 198, p &lt; 0.05) and (t = 2.06, df = 198, p &lt; 0.05). Within the limitations of the findings of this study, it is hereby recommended that school counsellors need to understand: adolescents’ misbehaviour in the context of school type, in order to reduce the rate of adolescents’ misbehaviour in school. Students should also be educated on the negative implications of adolescent misbehaviour and strict disciplinary measures should be meted out to students identified with adolescent misbehaviour.</p> <p> </p> Adebola Oladiji ALABA Copyright (c) 2023 Adebola Oladiji Alaba 2023-05-02 2023-05-02 32 1 103 117 ONLINE LEARNING EXPERIENCES OF ENGINEERING STUDENTS IN THE POST-PANDEMIC PERSPECTIVE <p><em>The COVID-19 pandemic has created a crisis that has critically affected higher education institutions. With the sudden shift to emergency remote education during the pandemic, students’ online experiences have become a growing concern among teachers. This study aims to gain insights into students’ experiences of online activities in a hybrid learning approach. A total of 80 students enrolled in undergraduate programs at the Technical University of Cluj-Napoca, Romania, responded to an open-ended online questionnaire. This study used the content analysis to find out the positive and negative experiences in online learning, the preference for continuing instruction in a certain format and the reason for choice. The results showed that students' resources and skills played an important role in terms of positive or negative study experiences: cost and time effectiveness, easy access to many study materials and good distance learning skills helped to cope with this pandemic, while little or no interaction with colleagues and teachers and too many hours on screen caused difficulties and dissatisfaction among other students. Despite these issues, most students are interested in continuing their online instruction, but also face-to-face or hybrid activities. This study can provide recommendations derived from the interpretation of participant feedback for improvements in future online learning experiences.</em></p> Lorena PECULEA Copyright (c) 2023 Lorena Peculea 2023-05-01 2023-05-01 32 1 118 132 SCIENCE TEACHERS’ AWARENESS AND UTILIZATION OF INNOVATIVE FORMATIVE ASSESSMENT TECHNIQUES FOR ASSESSING STUDENTS IN SCIENCE CLASSROOMS IN ANAMBRA STATE <p><em>The growing need to survive in a 21<sup>st</sup> century global competitive society has presented the need to restructure the teaching and learning process to not just employ innovative instructional approaches that can promote learning but also formative assessment techniques that can help improve classroom instruction for effective delivery. In this light, the study sought to investigate science teachers’ awareness and utilization of innovative formative assessment techniques (IFAT) for assessing students in science classrooms in Anambra state. Two research questions guided the study. A descriptive survey research design was adopted. 150 science subject teachers, drawn using simple random sampling technique, comprised the sample of the study. An instrument titled “Checklist on Science Teachers’ Awareness and Utilization of Innovative Formative Assessment Techniques (CSTLAUIFAT)” developed by the researchers for the teachers was used for data collection. The 50-item checklist was subjected to face and content validity by three experts and with a reliability coefficient of 0.82 established using Cronbach Alpha. Frequency count, percentages, weighted Mean and standard deviation were used to answer the research questions. The findings of the study revealed that although science teachers are aware of some of these innovative formative assessment techniques, they however do not utilize most of them in the teaching and learning process. Based on the findings, it was then recommended among others that education stakeholders should organize workshops, seminars, symposia, and conferences to educate teachers on these innovative assessment techniques and how to implement them in the classroom. </em></p> Izunna Shedrack NWUBA Sussan Onyebuchi EGWU Amarachukwu Nkechi NWOYE Opeyemi Fadekemi ALUKO Copyright (c) 2023 Izunna Shedrack Nwuba, Sussan Onyebuchi EGWU ( Ed), Amarachukwu Nkechi NWOYE (Ph.D) 2023-05-01 2023-05-01 32 1 133 146 WHY DO STUDENTS GO TO COUNSELLING? <p>This research set out to identify the reasons why students attend the faculty/university counseling office and to identify students' preferred ways to promote the services of their faculty/university counseling office for the years 2019 and 2022. The research method used was a questionnaire survey (Alpha Chronbach coefficient is .790), applied to 207 students. The counselor’s personality matters the most (5.2464- on average value) when students address the counseling office, followed by the promotion made to the counseling office (5.1304 average) and the students' interest (5.0242 average). The reasons for addressability to counseling is centered on: the need for individual counseling services (105 choices, N-207), the need for career counseling (47 choices) and the students' need for information (15 choices). Students acknowledge that they need individual counseling services (105 choices) and career counseling services (47 choices) but some are unaware of the existence of the counseling office (69 choices) and would need counseling, because they are not self-confident (51 choices). The ways students prefer to promote counseling services are flyers (26.06%) (mean - 3.69 with standard deviation - 13.41) and Facebook posts or on student groups (25.31%) (mean - 3.58 with standard deviation - 13.43).</p> Lupu DACIANA Copyright (c) 2023 Lupu DACIANA 2023-05-01 2023-05-01 32 1 147 161 RELATIONSHIP BETWEEN STUDENTS’ PERFORMANCE IN UNIFIED TERTIARY MATRICULATION EXAMINATIONS AND CUMULATIVE GRADE POINTS AVERAGE AT YUSUF BALA USMAN COLLEGE DAURA, NIGERIA <p>The study was carried out to assess relationship between students’ performance in Unified Tertiary Matriculation Examinations and Cumulative grade point average at Yusuf Bala Usman College of Education Daura, Katsina State. The study adopted ex-post facto research design. The population of the study consisted of two thousand, six hundred and twenty-eight (2.628) while the sample for the study consisted of one thousand, three hundred and fourteen (1,314) students drawn from five (5) departments through purposive sampling technique. A proforma designed by the researchers was used for data collection. Pearson Product Moment Correlation was used to analyse the data collected. Findings of the study showed that there is significant relationship between students’ performance in UTME and their final CGPA in Yusuf Bala Usman College of Education Daura. based on these findings, it was recommended that screening exercise for admission as a post-UTME should be commenced in the institution to help the management to select candidates who are adequately prepared for successful pursuance of courses of study in the institution.</p> Adekunle Thomas OLUTOLA Galadanchi Yusuf NURADDEEN Rafiu Ademola OLATOYE Copyright (c) 2023 Adekunle Thomas OLUTOLA, Galadanchi Yusuf NURADDEEN , Rafiu Ademola OLATOYE 2023-05-01 2023-05-01 32 1 162 169 Reliability and validity of a translated MUSIC inventory in a small sample <p><em>The present study sought to investigate the MUSIC inventory reliability and structure validity. Previous research developed on various samples indicated that the instrument proved to be an instrument with good or excellent Cronbach’s Alpha values for each scale and despite some higher correlation between these scales, its structure validity was considered acceptable.</em></p> <p><em>Considering these good results, the MUSIC inventory, due to its length (only 26 items) and simple way to get answers can be a useful instrument in any quantitative research preoccupied to determine motivational aspects in an academic setting. Because of these previous findings, MUSIC inventory was considered an instrument that could be translated and tested on a Romanian sample. The hypothesis was that the students' perceptions measured using MUSIC inventory would prove the reliability and construct validity of the translated version. The sample of this study consisted of a voluntary group of 28 students who studied the Psychology of education in the first year of the psycho-pedagogical module, from several specializations. The study had a cross-sectional design. The search of results for this study was accomplished through various types of statistical analyses: reliability analysis (Cronbach’s Alpha), factor analysis and correlation analysis. Interpretation of results from this study suggested that the hypothesis of the study was only partially confirmed, reliability was proved by&nbsp; Cronbach Alpha coefficients are excellent (above 0.9 ) for Usefulness and&nbsp; Interest&nbsp; scales and good (between 0.7-0.9) for the remaining three scales, but, on the other hand,&nbsp; construct validity of the inventory was not confirmed by the results obtained in the present study.</em></p> Cornel Victor IGNA Copyright (c) 2023 Cornel Victor IGNA 2023-05-01 2023-05-01 32 1 170 180 TEACHER – PARENT COLABORATION IN PLANNING AND PRACTICING OUTDOOR EDUCATION IN PRIMARY SCHOOL <p>The present brief study is based on the issue of planning and practicing outdoor education in primary school. We have enhanced the role of adults in planning, wich means projecting and preparing space, time and resources. Also we have underlined the aspect of including parents in all aspects, starting from the planning phase and also to be actively present in the practicing part. In the second part of the article, we have included a research, about the role of adults in outdoor learning activities in primary school. In this matter, we are going to present the results of a focus group, organised both with parents and teachers from a primary school in Arad County. The preliminary results show the fact that parents expect better communication from teachers in order to get better prepared and involved in the aoutdoor activities of their children.</p> EDITHA MARGARETA COSARBA Henrietta TORKOS Copyright (c) 2023 University Assistant PhD COSARBA EDITHA MARGARETA; Henrietta TORKOS 2023-05-01 2023-05-01 32 1 181 191 THE ROLE OF EMOTIONAL INTELLIGENCE IN THE TEACHING CAREER OF PRIMARY SCHOOL TEACHERS <p><em>One of the greatest challenges of the 21<sup>st</sup> century school is to rethinking teacher training according to new social digital trends. A lot of study underline that teacher’s competences hierarchy has been changed: new competences as digital competences, pedagogical creativity or socio-emotional competences are a priority.</em> <em>Teachers must be aware of this major change and accept that the students of the 21st century have different ways of thinking, different activities and interests.</em></p> <p><em>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; The purpose of this research was to identify the factors of emotional intelligence, which are involved in the teaching profession and shape the student</em><em>`s learning and behavior.</em></p> <p><em>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; The present study was conducted in a mixt methods structure, which employed both qualitative and quantitative methods for data collection, embedded in a constructivist-interpretivist paradigm.</em></p> <p><em>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; One of the main conclusions of the research is that emotional intelligence and social skills are important tools for adaptation to learning and development for the student’s needs.</em></p> <p><em>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; A study has shown that a teacher with a high level of emotional intelligence, above average, positively influences the relationships formed within the class, namely the "student-teacher" and "student-student" relationships. The student-teacher relationship is based on communication, understanding, and friendship, and mistakes are seen as opportunities for learning.</em></p> Georgiana Diana PREPELITA Mihaela VOINEA Copyright (c) 2023 Georgiana Diana, Mihaela Voinea 2023-05-01 2023-05-01 32 1 192 206 THE ROLE OF THE INTERDISCIPLINARY TEAM (TEACHERS, PSYCHOLOGISTS, SUPPORT TEACHERS, PSYCHOPEDAGOGUES, ETC.) IN MEDIATING CONFLICTS BETWEEN PARENTS OF CHILDREN WITH DISABILITIES AND PARENTS OF TYPICAL CHILDREN, IN ORDER TO EFFECTIVELY INTEGRATE CHILDREN WITH DISABILITIES <p>Our study want to find if the success of the functional integration of children with disabilities depends on the degree of involvement of specialists in the mediation of conflicts with the parents of typical children and their opposing attitude towards integration. In order to have a functional integration and all the children in the class, typical or disabled, in order to benefit from education, they need the attention and involvement of specialists, the support of parents, and relationships with classmates. The involvement of specialists in counseling parents with disabilities as well as typical ones, may facilitate a successful integration.&nbsp; In order to identify the benefits of integration for all children, the support of school managers and the support of school inspectorates is essential.</p> Mioara Maria LAZAR Copyright (c) 2023 Mioara Maria LAZAR 2023-05-01 2023-05-01 32 1 207 214 EMPOWERMENT IN MENTAL HEALTH: FROM THEORY TO PRACTICE, OPERATIONAL PERSPECTIVES FOR USER SELF-DETERMINATION <p><em>Health is the most important component of human life, and mental health even more so; the quality of mental health depends on the way individuals understand social relationships, manage to integrate in the family, in the group of friends, in the community, in social life. The European project KA202 - Strategic Partnerships for vocational education and training (Empow'Them) aims to develop an innovative methodology, which offers continuous, non-disruptive, free training addressed to all professionals. The project is a plea for the important role of self-determination in the recovery and reintegration of people suffering from various mental illnesses. This idea is in line with the Mental Health Action Plan 2013-2020 (WHO, 2013) and the European Commission Green Paper of 2005, which states that self-determination and empowerment of people with mental disorders are fundamental concepts in mental health to improve social inclusion. Self-determination is seen to act as a catalyst for beneficiaries' ability to make decisions about their own lives, remobilize, take responsibility for their choices and become full citizens, regardless of the severity of the illness. The project represents a reflection, search and implementation of viable solutions to support people in a vulnerable moment of their lives. The "Empow'Them" project is consistent with the actions supported by the UN Convention on the Rights of Persons with Disabilities (UN, 2008), as it aims to contribute to the respect and dignity of people affected by mental illness through professional practices that support their individual freedom.</em></p> Basile TUDOCE Samira SALIME Deloyer JOCELYN Christine MAES Marguerita MORAITOU Catalin NACHE Jacques PONDAVEN David MUNUERA Claudio FUENZALIDA Gabriela KELEMEN Mihaela GAVRILA-ARDELEAN Copyright (c) 2023 Henrietta TORKOS 2023-05-01 2023-05-01 32 1 215 222 CURRENT PERSPECTIVES ON TEACHER MENTORING <p>From the perspective of the ideas promoted by modern educational paradigms, the role and activity of the mentor teacher must converge with them, both in terms of carrying out the practical educational activity by the mentor teacher and in terms of advising beginning teachers or the students/pupils carrying out their pedagogical practice. How they carry out the mentoring activity and how they coordinate and direct the didactic activities of the beginning teachers or students are essential factors in their initial training with an impact on their future didactic activity. A current, modern perspective of the mentor regarding the elements of the educational process, regarding its procedural teaching-learning-evaluation, will support the shaping of an appropriate, up-to-date vision for the mentored individuals, which will be reflected in their own teaching activities. The quality of the teacher mentoring activity is conditioned not only by the characteristics that define the profile of a competent mentor (pedagogical expertise, interpersonal skills, communication, the ability to provide constructive feedback, to ensure proper management of lessons, etc.) but also by the implementation in the educational practice and the mentoring activity of the trends of modern educational paradigms. In correlation with the abovementioned ideas regarding the development of the teaching mentoring activity following the characteristics of modern educational paradigms, we investigated the opinion of a group of teachers in pre-university education regarding the importance of carrying out the teacher mentoring activity and the didactic activity in general in agreement with the trends in the evolution of didactics and current paradigms.</p> Liana CRISAN-TAUSAN Copyright (c) 2023 Liana Crisan-Tausan 2023-05-01 2023-05-01 32 1 223 233 THE VERSATILITY OF THE MEANINGS OF CONTINUITY <p><em>In the article “Versality of the meanings of continuity” a selective presentation of the phenomenon of the continuity of modern debates on the functional character of education is made. The scientific crossing of the concept of continuity in pedagogy, in search of its applicative essence, generates a vision that includes as much of the space of the respective phenomenon as possible. Approaching the problem in the title, we do not have a polemical intention in mind, but we want to show why we need to return to this problem, which is actually not a new one. The phenomenon of continuity is examined from various perspectives, from which the idea of a complex process emerges, namely: connection, system, principle, process, legitimacy, requirements, conditions, factors, functions. In order to illustrate some dimensions of continuity in learning, a complex pedagogical experiment was carried out, from which we present a sequence aimed at the initial level of development of children's specific formations within preschool education, based on a technological ensemble of the functionality of integrity - continuity.</em></p> Valentina PASCARI Copyright (c) 2023 Valentina PASCARI 2023-05-01 2023-05-01 32 1 234 247