In this paper our interest is directed on pedagogy for gifted children. Gifted are exceptional children with special qualities and needs and we try showing our preoccupations towards the problematic of children with high potential towards finding the most adequate methods for developing their potential according with their interest. This aspect is marked by the necessity of recognizing individual differences. Gifted children need adequate educational opportunities to develop their inborn aptitude potential. So that we tried to draw a model which could be implemented to the level of gifted children in order to develop their inborn potentials. With a view to educating gifted children, specialists in the field have worked out many methods and procedures. Of the multitude of procedures and methods we shall, in this study, concentrate upon a methodology that combines several methods: amplification, enrichment of the curriculum, blending with differentiation/individualization of instruction in heterogeneous levels classes and mentoring outside classes, which we shall integrate into a formative strategy called by us Personalized Model of Education for Gifted Children. The main components of this special methodology are: enrichment of the curriculum, differentiation of instruction and mentoring for gifted children. The activities proposed will be implemented as special academic programs in the regular classroom, or as a pull-in/out-of class programs. The list of the full curriculum units is based on selections from the domains of interest of the gifted children: music, art, math, language, chemistry, physics, and many others. The students will be able to develop their inborn aptitude in an appropriate way.

In this study, physical self-schema referred to the perceived body image youths have over their physical appearance. There is a pool of research that links the perceived physical self-schema to perceived severity of online aggressiveness. This research suggests that the better the physical self-schema perception is, the least youth consider the severity of online aggressiveness towards peers. The project KYSFC was developed to provide an in-depth understanding of the interactions between different psychological aspects of cyberbullying in adolescents. Using a two item online questionnaire, the study analyzed the effect of physical self-schema acceptance on perceived severity of online aggressiveness in cyberbullying. Five hundred and seven students from Belgium, Spain, Romania, and Turkey participated in the survey. When mapping effects of physical self-schema acceptance on perceived negative effect of online aggressiveness, the curvilinear interaction model (2%) is more robust that the linear interaction model (0.8%), when both models are statistically significant.

This study investigates how compatibility and perceived enjoyment affect the link between intention to use and actual technology use in Romanian preschool education, building on earlier studies. Methods: 300 participants were invited to participate in this research from 15 Romanian counties. 182 preschool teachers’ questionnaires were utilized for data analysis after the return and screening of responses. A valid and accurate scale evaluating preschool teachers’ behavior towards technology adoption was included in the questionnaire, along with self-reported demographic data, professional identification, and other information. Data was analyzed using SPSS V.16. Results: (1) Intention to use, compatibility, perceived enjoyment, and actual use were positively associated. (2) The effect of compatibility and perceived enjoyment on the link between intention to use and actual technology use was carried out in the following way: Intention to use → Compatibility with technology → Perceived enjoyment → Actual use. We hypothesize that intention to use affects compatibility, compatibility affects perceived enjoyment, and, lastly, perceived enjoyment affects actual use. For a more robust validation of results, we have also modelled this relationship with the Radial Basis Function (RBF) neural network. Conclusion: Compatibility and perceived enjoyment partially mediate the relationship between intention to use and actual technology use in class by Romanian preschool teachers. According to the theory of planned behavior, this study brought to light the intricacy of the relationship between preschool teachers’ intention to utilize technology in the classroom and their actual usage of it. Limitations and implications are discussed.

This paper wants to stress out the implications that the initial training of future teachers involves. It is based on the results collected from a five-year long study which has been investigating how students from the study programme Primary and Pre-school pedagogy acquire their theoretical and practical knowledge at the Faculty of Education Sciences, in Bachelor and Master degree studies. The study suggests strategies to improve initial teacher education and ways of determine students to become better teachers. Studying how students learn, we have identified ways of better training for the teaching profession by realised a link between theoretical and practical knowledge

I would like to underline the importance of a good initial formation for the students who want to become teachers. Being a teacher is a vocational profession. It implies dedication, passion for this profession, love for children, more aptitudes which confirm if somebody has vocation. The teachers assume different roles in this profession. The teacher training and teacher preparation programmes vary in different faculties of education by curricula, by formation of the academic staff, by ways of leading courses and seminars, by the organization culture. Also I would like to underline some good practice in initial training of future teachers.

This article would like to underline the importance of the initial education necessary for the profession of educator. We underline this issue by starting with an objective evaluation of students’ training for becoming teachers. We identified an increasing lack of interest on the students’ part. The phenomenon is global and it is manifested to all ages. Is it a crisis of the education system, is it a crisis of the educational methodology or is it a crisis of our society? We try to understand the causes of this phenomenon so that we can improve the efficiency of educational process