Browsing by Author "Ozola, Aija"

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    21. gadsimta mācīšanās iezīmes Latvijas vispārējās izglītības praksē
    (Rēzeknes Tehnoloģiju akadēmija, 2016) Ozola, Aija; Lubkina, Velta
    The goal of the research is to identify the characteristics of 21st century learning in the practice of general education of Latvia. The analysis of theoretical literature and qualitative analysis of documentation has been used. A case study of the practice of general education of Latvia based on the theoretical knowledge was implemented using content analysis of the selfassessment reports of educational institutions. Main characteristics of the 21st century learning in the institutions of general education were identified by structuring the chosen content units. Self-assessment reports of the institutions of general education of Latvia demonstrate a comprehensive understanding of the core and content of the 21st century learning. Educational institutions focus on the development of the main categories of the 21st century learning, such as collaboration and communication, creativity and critical thinking.
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    Actualization of Values in Pre-school Education By Implementing Competence-Based Learning Content
    (Rezekne Academy of Technologies, 2021) Delijeva, Gunita; Ozola, Aija; Lubkina, V.; Danilane, L.; Vindaca, O.
    Since 2018, competence-based learning content is being introduced in educational institutions of Latvia focusing on interdependent development of knowledge, skills, attitudes and values. If values are actualized in the educational process, the child gradually develops understanding of values from an early age. Thus, value-oriented pre-school education creates preconditions for the continuous development of a responsible and tolerant society and contributes to the common values that determine its direction. The aim of the study is to explore, based on the normative regulation of values in education, the actualization of values in the context of the implementation of competence-based learning content in educational institutions implementing pre-school education curricula. The study is based on the data analysis of the monitoring survey of the Ministry of Education and Science of the Republic of Latvia on the implementation of competence-based learning content during the 2019-2020 school year. The study combines quantitative and qualitative research methods. Data were analyzed using descriptive and inferential statistics as well as qualitative content analysis. The analysis of the survey data shows that in the educational institutions that implement pre-school education curricula, all values defined in the normative regulation, i.e., life, human dignity, freedom, family, marriage, work, nature, culture, the Latvian language and the State of Latvia, as well as other values set by educational institutions are actualized.
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    Development of an intervention to promote self-care : needs assessment
    (Rēzeknes Tehnoloģiju akadēmija, 2023) Ozola, Aija; Roslova, Zane; Duhovska, Jana; Mārtinsone, Kristīne; Rīga Stradiņš University
    The global societal challenges reveal decreased ability of people to maintain health and well-being when faced with prolonged stress conditions. Increases in anxiety, depression, and burnout are reported worldwide. The recent research indicates self-care as a useful resource to promote health and well-being and strengthen psychological resilience. The importance and attainability of self-care strategies are the characteristics that may indicate the necessity for self-care behaviour changes by identifying an internal conflict between the two. However, little is known about the determinants of self-care practicing according one’s needs. The study aimed to explore the experts’ perspectives on self-care needs among clinically healthy adults. The risks caused by inadequate self-care practices and the determinants of self-care behaviour change were identified. The interviews with 12 experts in arts therapies and/or health psychology were conducted. The qualitative content analysis was used to process the data. Psychological, health-related, and social risks were the categories of risks identified. The determinants of self-care behaviour change were categorized as knowledge, self-efficacy, attitude, perceived cues to action, planning, awareness, social support, and motivation. The identified items will contribute to evidence-based development of the intervention to promote self-care.
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    Features associated with melanoma metastasis in Latvia
    (2020-10) Pjanova, Dace; Ruklisa, Dace; Kregere, Elza; Azarjana, Kristine; Ozola, Aija; Cema, Ingrida; Mutes medicīnas katedra
    Cutaneous melanoma (CM) is the most aggressive form of skin cancer, exhibits an increasing incidence worldwide and has a high potential to develop metastasis. The current study aimed to identify a set of parameters that may aid in predicting the probability and timing of the onset of CM metastasis. A retrospective analysis was performed using the archive data of 2,026 patients with CM that were treated at the Riga East University Hospital Latvian Oncology Centre, which is the largest oncological hospital in the country, between 1998 and 2015. A case-control study design was employed, where patients with metastasis (n=278) were used as the cases and patients without metastasis were used as the controls. The present study examined the associations between metastasis and potential risk factors and constructed multivariate models of features that predicted metastasis using stepwise regression. Time until metastasis was analyzed using negative binomial regression models. The results of the present study indicated an increase in the number of melanomas that developed metastases during 1998-2015. Tumor Breslow thickness was demonstrated to be significantly larger in patients with metastasis compared with those without (P=0.012). The presence of ulceration significantly increased the risk of metastases [odds ratio (OR), 1.66; 95% CI, 1.07-2.59; P=0.033]. The absence of pigment in melanoma tissues was indicated to lead to a greater likelihood of metastasis (OR, 2.14; 95% CI, 1.10-4.19; P=0.035). Shorter times from diagnosis until the onset of metastases were observed in older patients (incident rate ratio (IRR), 6.85; 95% CI, 2.43-19.30; P=2.78×10 -4), and a borderline significant association was observed in those with ulcerated tumors (IRR, 1.33; 95% CI, 0.98-1.80; P=0.064). Therefore, the main features associated with the development of melanoma metastasis in Latvia were indicated to be tumor ulceration, absence of pigment and Breslow thickness.
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    Latvian teachers' perspectives on early childhood educational practice
    (2017) Ozola, Aija
    The Education Law of Latvia recognizes early childhood education as an educational level in which multidimensional development of the child as an individual, strengthening of health and preparation for the acquisition of primary education takes place. Currently, early childhood education is undergoing considerable transformations and transition to a competence-based approach. Teachers’ perspectives serve as significant indicators for analysis of current educational situation and therefore highlight the core areas for enhancing early childhood educational practice. The design of the study is based on qualitative research using data from a survey and focus group discussions. The aim of the study is to identify and analyse teachers’ perspectives on early childhood educational practice. In accordance to the aim, the following research questions were posed: (1) what is early childhood teachers’ personal meaning of good educational practice; (2) what factors could contribute to enhance the early childhood educational practice in future? To identify teachers’ perspectives, a survey was conducted with early childhood teachers implementing curriculum in municipal early childhood education institutions around Latvia. The answers to two open-ended questions as a part of a larger questionnaire were analysed. The in-depth examination of perspectives was reached by implementing several focus group discussions. Data were analysed using the method of qualitative content analysis. The findings revealed wide diversity in teachers’ personal meaning of good educational practice. The issues related to developmental psychology-based learning outcomes and school-readiness still dominate among teachers’ perspectives. Postmodern views on a child emphasizing children’s diversity and uniqueness were often mentioned as well. The factors contributing to good educational practice were categorized into four main areas such as organization of the pedagogical process, teachers’ competences, environment of an early childhood setting, collaboration with parents. In general, Latvian teachers’ perspectives demonstrate readiness for transition to a competence-based approach in early childhood education. However, identified contributing and hindering factors should be taken into account during the process of transformations.
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    Mākslas terapeitu pašpalīdzības stratēģiju specifika
    (Rēzeknes Tehnoloģiju akadēmija, 2022) Ozola, Aija; Mārtinsone, Kristīne; Ušča, Svetlana; Danilāne, Līga; Laganovska, Karīne; Znotiņa, Daina; Rīga Stradiņš University
    Covid-19 pandemic poses significant increase in hazards to professionals’ health and well-being in the helping professions. Thus, their ability to provide compassionate and effective care to the population is at risk. Self-care is one of available resources that can strengthen mental health and promote psychological resilience in the face of the Covid-19 pandemic. The study aimed to explore arts therapists’ self-care strategies and their specifics compared with those of other psychological help providers and functional specialists. Based on Self-Care Strategies Questionnaire, a survey was conducted between March 2021 and January 2022. Following two instructions, respondents assessed 63 self-care activities by their importance and attainability. All items were rated on a 4-point Likert scale. The sample of 289 respondents comprised 73 arts therapists, 159 other psychological help providers and 57 other functional specialists. Although the assessment of arts therapists’ self-care strategies revealed a high degree of heterogeneity, in all of strategies importance was scored significantly higher compared with attainability. Six out of 14 self-care strategies and one separate activity revealed statistically significant differences between arts therapists’ and other functional specialists’ self-care strategies. There was no significant difference indicated between arts therapists’ and psychological help providers’ self-care strategies.
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    Teachers' perspectives on children's participation in early childhood education
    (Rēzeknes Tehnoloģiju akadēmija, 2023) Delijeva, Gunita; Ozola, Aija
    In democratic society, participation is child’s right from an early age. Within early childhood educational practice, teachers should create diverse and meaningful situations in which children can get experience of how to be part of a group or community. The aim of the study was to examine teachers’ perspectives on promoting children’s participation in early childhood education. A survey of teachers involved in 5- and 6-year old children’s preparation for school was conducted. 2419 teachers representing 741 educational institutions of Latvia participated in the survey. Using a 6-point Likert scale, respondents assessed different statements regarding children’s participation in early childhood education. Teachers’ preparedness to carry out the children’s participation in their educational practice was self-assessed as well. Data were analyzed using descriptive statistics. The analysis of the survey data shows that teachers consider children’s participation a significant component of the educational process. The involvement of children in the discussion of important group issues and their influence on decision-making as well as teachers’ respect of children’s questions during the play-based lesson time was ambiguously assessed. Most teachers declare appropriate self-assessed competences to promote children’s participation in their educational practice.
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    Young Children's Freedom of Choice in Child-Centred Educational Practice
    (Rēzeknes Tehnoloģiju akadēmija, 2017) Ozola, Aija; Lubkina, V.; Zvaigzne, A.
    The importance of young children’s freedom of choice has been discussed since Froebel’s and Montessori’s contribution to the pedagogical ideas related to early childhood education. However, the theoretical framework of the term and its contents in modern early childhood education does not offer detailed description and would rather be characterized as incomplete and fragmented. The current study is an attempt to partly fill the gap between educational theory and practice basing on early childhood teachers’ empirical experience and beliefs on children’s freedom of choice. The aim of the study is to identify early childhood teachers’ beliefs on children’s freedom of choice in child-centred educational practice. Focus group discussions were conducted with early childhood teachers implementing early childhood curriculum in municipal early childhood education institutions located in Riga, the capital city of Latvia. Data were analysed using the method of qualitative content analysis. The findings revealed very positive attitude of teachers towards children’s freedom of choice and existence of teachers’ personal meaning of the term and its contents. The benefits and possible risks of implementing children’s freedom of choice were identified as well as factors enabling and hindering its implementation.