scholarly journals The development of creative competence of primary school students under the condition of inclusive education

2020 ◽  
Vol 210 ◽  
pp. 18110
Author(s):  
Alexey Dmitriev ◽  
Valeriya Chukalskaya ◽  
Svetlana Dmitrieva ◽  
Slavica Golubović ◽  
Evgeniya Novosiltseva
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Fairy Tale ◽  
Self Regulation ◽  
General Tendency ◽  
Primary School Students ◽  
Creative Imagination ◽  
School Students ◽  
Potential Growth ◽  
The Aesthetic

The importance of formation and development of creativity of primary school students is recognized by specialists in pedagogy and psychology. At the same time, one of the topical problems is the increase in the number of children with special educational needs. The purpose of the study is to regard the function of the aesthetic and imaginative perception of the world as a constituent of creative competence of primary school students in the context of a potential growth point for a child with specific learning disabilities. The subject of the study is the dynamics of indicators of creative competence (creative imagination, in particular) demonstrated by children as a result of mastering an integrated set of activities aimed to develop creative thinking in primary school students to be able to solve tasks, as well as to form creative competence, to improve self-expression and self-regulation through the use of tools of creative activities and to introduce children to works of culture and art in the conditions of inclusive education. At the stage of the ascertaining experiment, the creative imagination of children participating in the experiment was evaluated according to the methodologies of Dyachenko O. ("Drawing figures") and Kravtsova E. ("Where is its place?"). The general tendency, which is true for the results of the ascertaining experiment with the application of both methods, is the absence of children with a high level of imagination development in the group studied. Integrated lessons aimed to the formation and development of creative imagination in children with developmental delay were carried out for a year and a half, in inclusive groups. In the course of the complex work, the elements of art therapy, logopedic rhythm, psycho-gymnastics, fairy-tale therapy, dance movement therapy and music therapy were used, the means of theatricalization and dramatization were actively applied. According to the results of the ascertaining experiment, it is revealed that the subjects have the ability to overcome the stereotypes formed on the basis of the accumulated experience, which is one of the elements that determine the success of creative activity. As a result of the study, it was discovered that creative imagination regarded as a component of the creative competence of primary school students could be stimulated and improved with the help of a psychological-pedagogical influence during the application of the methodology of integrated lessons of the aesthetic course.

scholarly journals Age Dynamics of Social Situation of Development in Elementary School Students in Inclusive Education

2021 ◽  
Vol 17 (3) ◽  
pp. 135-142
Author(s):  
T.A. Yudina ◽  
S.V. Alekhina
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Elementary School Students ◽  
Inclusive Education ◽  
Social Situation ◽  
Sentence Completion ◽  
Primary School Students ◽  
School Students ◽  
Age Dynamics ◽  
The Social

The article presents results of an empirical study of the age dynamics of the social situation of develop¬ment in primary school students in inclusive education. The study sample consisted of 328 children aged from 7 to 11, including 18 children with SEN, studying in two inclusive schools in Moscow. The hypothesis of the study was that the characteristics of the objective and subjective aspects of the social situation of chil¬dren’s development change in accordance with the two phases of primary school age. The characteristics of the social situation of the development of children were measured using the “Sociometry” method and two projective methods: “Color Test of Relationship” and “Sentence Completion Test”. The age dynamics is ob¬served in changes in the social position and the system of orienting images of primary school students. The significant differences between the distribution of sociometric statuses of students in inclusive classes and the age standard obtained in the conditions of traditional education were found. The results of the study reveal the specificity of elementary school students’ development in conditions of inclusive education.

scholarly journals Using self-assessment instruction to develop primary school students’ self-esteem in inclusive practice in Kazakhstan

2021 ◽  
Vol 16 (4) ◽  
pp. 1631-1642
Author(s):  
Almagul Kalykbayeva ◽  
Akmaral Satova ◽  
Akbota Autayeva ◽  
Ainur Ospanova ◽  
Aigul Suranchina ◽  
...  
Keyword(s):  
Primary School ◽  
Special Needs ◽  
Inclusive Education ◽  
Self Esteem ◽  
Special Educational Needs ◽  
Primary School Students ◽  
School Students ◽  
Self Assessment ◽  
Average Value ◽  
Study Results

The article presents an analysis of an experimental work. The purpose of the article is to analyze the effect of special self-assessment instruction on the self-esteem level of primary school students with and without special needs. The study’s participants were the students of inclusive classes of two state schools in Almaty (Kazakhstan). A total of 283 students participated in the study, 17 of whom were students with special educational needs (SEN), and 266 – students without SEN. The study was conducted in the form of a quasi-experimental study. For the data analysis, the quantitative method of analysis was used. In analyzing the data, descriptive statistics (average value, standard deviation) as well as the non-parametric paired samples t-test and McNemar criterion tests were used. The study results showed a positive effect of self-assessment instruction on the students’ level of self-esteem with and without SEN.   Keywords: self-assessment, students, primary school, special needs, inclusive education

scholarly journals Computational Neuro-physiological Model (CNP) to Profile Lower Primary School Students in Inclusive Education: A Concept Paper

2021 ◽  
Vol 10 (3) ◽  
pp. 1515-1519
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Physiological Model ◽  
Learning Ability ◽  
Primary School Students ◽  
School Students ◽  
Learning Abilities ◽  
Teachers And Students ◽  
Equality In Education ◽  
To Receive

Inclusiveeducation (IE) is commonly accepted internationally as a standard right for all children. Malaysia has similar aspiration to implement the concept in the school system. However, it appears IE is challenging for parents, teachers and students. One of the challenges is to produce a well-trained and competent teacher to recognize learning abilities and disabilities of individual students. The Malaysian government is committed to ensure children to receive equality in education. Malaysia Education Blueprint (MEB) spells out 75% of children with learning disabilities must be part of IE by 2025. There is a gap in IE studies in terms of investigating the relationship between emotions and learning ability among students in IE environment. Therefore, this concept paper proposes a standard profiling model by using the Computational Neuro-physiological (CNP) model to profile lower primary school students in IE. This paper also emphasizes the possible use of EEG technology in detecting the emotion, behavior and mental state that can be used to indicate the student’s learning ability in the inclusive education. This research is important to be carried out to have a student's profile which can be used to facilitate teachers to improve their competencies in teaching and handling the students

scholarly journals PECULIARITIES OF A READING OUT-OF-SCHOOL HOURS LESSON OF «READER’S DIARY DEFENSE» IN THE PRIMARY SCHOOL /ON THE BASIS OF FAIRY-TALES

2021 ◽  
Vol 1 (194) ◽  
pp. 172-176
Author(s):  
Svitlana Fedotova ◽  
Keyword(s):  
Primary School ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Real Life ◽  
Creative Imagination ◽  
School Students ◽  
The Real ◽  
Brothers Grimm ◽  
Efficient Type ◽  
Out Of School

The peculiarities of a reading at out-of-school hours «defense of a reader’s diary» lesson in the primary school are being considered in the given article on the material of some folk and literary fairy-tales by Sh. Perrault, brothers Grimm, H. Ch. Andersen. A lesson-defense of a reader’s diary is a lesson, based on the work in small groups. It is constructed by means of a self-questioning method according to the material of the fairy-tales, which have been read, and by means of the assessment of other students’ work. A lesson-defense of the reader’s diary is an extremely interesting and efficient type of work, aimed at the development of critical thinking, children’s creative imagination, forming their independent and conscious reading. In advance (a month earlier) the students are given a task, for example, to read some Ukrainian folk fairy-tales of the fairy-tales by Sh. Perrault, brothers Grimm, H. Ch. Andersen and to fill in independently the following columns of a reader’s diary: 1) a column «Author»; 2) a column «Title of the work {a collection, a fairy-tale}; 3) a column «Characters of the fairy-tale»; 4) a column «Questions to the text»; 5) a column «Tricky» questions. The questions to the text presuppose three levels: The questions of the first level begin with the words: Who? What? Where? When? How? Which? These are the questions, aimed at giving some information about who the main character is, where the action is taking place, when the action is taking place. The questions of the second level are aimed at the causal relationships and that is why they begin with the word: Why? The questions of the third level are aimed at clarification of the meaning of the words and expressions, which are difficult for understanding. Forming «tricky questions» is a creative task for the primary school students. «Tricky» questions are the questions aimed at prognostication of the character’s further fate or the further possible development of the events of the fairy-tale’s plot. The readers can create some interesting and wise «tricky» questions, if they compare the logics of a fairy-tale and the logics of the real life. In the process of work at the reader’s diary and its defense the students can consciously and deeply comprehend the content of a tale, think over the fairy tale’s logics, compare it with the real life logics. That would form their attention and instill love to the magic world and word of a fairy-tale.

scholarly journals Formation of independent thinking in primary school children with mental retardation

2020 ◽  
pp. 465-476
Author(s):  
Natalija Stepanova
Keyword(s):  
Mental Retardation ◽  
Characteristic Feature ◽  
Primary School ◽  
Self Regulation ◽  
Development Program ◽  
Primary School Children ◽  
Primary School Students ◽  
School Students ◽  
Theoretical Approaches ◽  
Independent Thinking

The article reveals theoretical approaches to the study of the independence of thinking in primary school students. The features of the development of indicators of the independence of thinking in schoolchildren with a diagnosis of "mental retardation" are analyzed. The results of an empirical study are presented, in which schoolchildren of 10-11 years old with a diagnosis of "mental retardation of cerebral-organic genesis" participated. They showed that the independence of thinking in younger schoolchildren with mental retardation is not formed and has a characteristic feature in the form of a lack of clear receptions of mental activity, poor awareness of the goal and methods of completing tasks, which is due to the underdevelopment of the process of self-regulation. The application of the correctional development program is substantiated, its effectiveness is proved.

Methodological Aspects of the Technical Skills Formation at the Initial Stage of Training of Pianists

2020 ◽  
Vol 19 (3) ◽  
pp. 112-119
Author(s):  
Lyu Liang ◽  
Keyword(s):  
Primary School ◽  
Correct Selection ◽  
Pedagogical Practice ◽  
Primary School Students ◽  
School Students ◽  
Initial Stage ◽  
Musical Works ◽  
The Aesthetic ◽  
Methodological Aspects ◽  
Selection Of

the object of the research in the article is the process of formation of piano skills in primary school students in the piano class. The paper theoretically substantiates and reveals in pedagogical practice the methodological aspects of the formation of skills for performing musical works on small equipment in younger schoolchildren studying in the piano class. Conclusions of the study: the development of performing techniques in the piano class of primary school students is possible under the following pedagogical conditions: taking into account the psychomotor characteristics of the musician’s performing process; the correct selection of repertoire and instructional material that corresponds to the tasks of the lesson, the artistic requirements of the aesthetic development of the musician and the age interests of the child; expanding the forms and methods of working on the technique in the piano class with primary school students on the basis of existing modern approaches to this problem.

scholarly journals Effects of self-scoring their math problem solutions on primary school students’ monitoring and regulation

2021 ◽  
Author(s):  
Sophie Oudman ◽  
Janneke van de Pol ◽  
Tamara van Gog
Keyword(s):  
Primary School ◽  
Self Regulation ◽  
Primary School Students ◽  
School Students ◽  
Self Monitoring ◽  
Actual Performance ◽  
High Performing ◽  
Monitoring Accuracy ◽  
Before And After ◽  
Division Problems

AbstractPreparing students to become self-regulated learners has become an important goal of primary education. Therefore, it is important to investigate how we can improve self-monitoring and self-regulation accuracy in primary school students. Focusing on mathematics problems, we investigated whether and how (1) high- and low-performing students differed in their monitoring accuracy (i.e., extent to which students’ monitoring judgments match their actual performance) and regulation accuracy (i.e., extent to which students’ regulation judgments regarding the need for further instruction/practice match their actual need), (2) self-scoring improved students’ monitoring and regulation accuracy, (3) high- and low-performing students differed in their monitoring and regulation accuracy after self-scoring, and (4) students’ monitoring and regulation judgments are related. On two days, students of 9 − 10 years old from 34 classes solved multiplication and division problems and made monitoring and regulation judgments after each problem type. Next, they self-scored their answers and again made monitoring and regulation judgments. On the multiplication problems, high-performing students made more accurate monitoring and regulation judgments before and after self-scoring than low-performing students. On the division problems, high-performing students made more accurate monitoring judgments before self-scoring than low-performing students, but after self-scoring this difference was no longer present. Self-scoring improved students’ monitoring and regulation accuracy, except for low- and high-performing students’ regulation accuracy on division problems. Students’ monitoring and regulation judgments were related. Our findings suggest that self-scoring may be a suitable tool to foster primary school students’ monitoring accuracy and that this translates to some extent into more accurate regulation decisions.

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