scholarly journals Development of intellectual and creative abilities as a pedagogical phenomenon

2021 ◽  
Vol 18 (4) ◽  
pp. 115-128
Author(s):  
Yuliana Y. Yumashina
Keyword(s):  
Primary School ◽  
School Children ◽  
Divergent Thinking ◽  
Research Problem ◽  
Speech Disorders ◽  
Primary School Children ◽  
Creative Development ◽  
Study Objective ◽  
Main Components ◽  
Objective Indicators

The paper is devoted to the study of divergent thinking as one of the structures of intellectual and creative development of primary school children with speech disorders. The methodological foundations of the research problem are analyzed. The tools for the study of divergent thinking for primary school children are selected. The main components of divergent thinking of young schoolchildren in the context of their general intellectual and creative development are highlighted. The concepts of intellectual and creative development, divergent thinking, typology of primary school children with speech disorders are specified. In the course of the study, objective indicators of the development of divergent thinking were obtained, as well as the features of this type of thinking in younger schoolchildren with speech disorders. The author shows the features of divergent thinking of younger students. The results obtained can help teachers in the development and selection of adequate methods and techniques in correctional and developmental work with younger students with speech disorders.

Formation of Readership and Creative Development of Primary School Children Based on the Discrete Reading Method

2020 ◽  
Vol 8 (2) ◽  
pp. 10-13
Author(s):  
T. Kreslavskaya
Keyword(s):  
Primary School ◽  
School Children ◽  
Effective Means ◽  
Primary School Children ◽  
Literary Reading ◽  
Creative Development ◽  
Literary Works ◽  
Teacher Guidance ◽  
Reading Activity ◽  
Creative Tasks

The article discusses the method of discrete reading in literary reading lessons in primary school as an effective means of shaping readership, the ability to analyze the information contained in the texts, and the development of children’s creative abilities. The characteristic of the content and technology of discrete reading at the first stage of the development of reading activity by students of the first or second grades is given: intermittent reading; separate reading; fractional reading. The rules for implementing discrete reading are presented: “Imagine, Relive, Understand what you read.” The methodology of teacher guidance for schoolchildren performing creative tasks, features of the teacher’s work, which organizes creative interpretations of literary works in the form of illustrations, dramatization, retelling of the text with its optional addition-continuation, theatricalization, and staging games, are disclosed.

scholarly journals THE MAIN COMPONENTS OF SOCIALIZATION AND INDIVIDUALIZATION OF PRIMARY SCHOOL CHILDREN

2018 ◽  
Vol 6 (3) ◽  
pp. 8 ◽  
Author(s):  
T. A. Pomerantseva
Keyword(s):  
Primary School ◽  
School Children ◽  
Intellectual Development ◽  
Reference Points ◽  
Primary School Children ◽  
Successful Implementation ◽  
Normative Documents ◽  
Surrounding World ◽  
Main Components ◽  
Free Interaction

Introduction:the article deals with the main components of socialization and individualization of primary school children. Modern socio-cultural society sets the vector of the updated educational policy. It is not enough for a person to increase only intellectual development, it is necessary to pay attention to the education of a thinking, interacting, responsible person who can make decisions, self-develop and independently control the achievement of goals. Therefore, the normative documents, supporting the importance of socialization and individualization of students, focus on the active inclusion of the child in the socio-cultural reality due to the specific organization of the educational space of the school. The latter, in turn, is focused, on the one hand, on the education of the qualities of consciousness, thoughtfulness, responsibility, and on the other, on the development of creativity of students, the individuality of each and the ability to interact with the surrounding world.Materials and methods: critical selection of information (theoretical and comparative analysis of domestic and foreign literature) and integration of approaches and methods of different orientation (theoretical and empirical). The methodological basis of the study was: systemic, socio-cultural, dialectical, personalized approaches.Results:the author defines the main components of socialization and individualization of schoolchildren, namely motivational-target, procedural and evaluative-reflexive (diagnostic); substantiates a set of conditions that contribute to the effective socialization and individualization of children, which is based on the organization of free interaction of the child with the surrounding world. The latter is considered as its progressive socialization and individualization in the process of cognition and transformation, social and cultural patterns in different types of children's activities.The article also presents the criteria for determining the success of socialization and individualization of students: motivational, value-normative, cognitive, communicative, practice-creative.Discussion and conclusions:the proposed components of socialization and individualization of students and the described conditions of their successful implementation can be used by teachers of the school as key reference points in the implementation of educational activities.

scholarly journals Speech behavior of bilingual primary school children in a multinational region

2021 ◽  
Vol 103 ◽  
pp. 01047
Author(s):  
Nonna N. Murovanaya ◽  
Yulia Y. Kurbangalieva ◽  
Tatiana N. Korenyakina ◽  
Bella V. Rykova ◽  
Nailya I. Abdullaeva
Keyword(s):  
Primary School ◽  
School Children ◽  
Speech Therapy ◽  
Speech Disorders ◽  
Russian Language ◽  
Primary School Children ◽  
Bilingual Children ◽  
Characteristic Type ◽  
New Information ◽  
The Republic

Historically, the Russian language has become a common means of communication in the Russian Federation. The Republic of Crimea is a place where the population is represented by a multinational community. At that, some areas are densely populated with a single nation, where children speak the Tatar language, that is, are essentially everyday bilinguals. The most characteristic type of bilingualism in Russia is the national Russian language, which is learned both through training and direct communication with the Russian-speaking population. Early everyday bilingualism is common when the assimilation of the native and Russian languages develops almost in parallel. The authors have received new information on the peculiarities of the acquisition of Russian and native Tatar languages in primary school children raised in a multilingual environment. It is proved that speech therapy examination of speech disorders in bilingual children should be conducted in two languages. The article presents developed recommendations for teaching bilingual children in a Russian-language school, depending on the degree of proficiency in Russian and the presence of speech disorders.

scholarly journals Meaning formation in younger schoolchildren with speech disorders in the context of didactic approach

2019 ◽  
Vol 70 ◽  
pp. 01012
Author(s):  
Elena Matsyuk ◽  
Elena Belova
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
School Children ◽  
Intellectual Development ◽  
Poor Performance ◽  
Speech Disorders ◽  
Educational Process ◽  
Primary School Children ◽  
Integrative Approach ◽  
Social Adaptability

The article reviews the content and continuity of didactic conceptions of teaching primary school children with disabilities in modern conditions. The authors examine the nature of the reasons for poor performance of students with speech disorders, and reveal the contradictions of the integrative approach in education, as well as the possibilities of resolving these contradictions through the use of meaning pedagogy. The problem of designing an effective teaching model for primary schoolchildren with speech disorders is posed which can contribute to the formation of a positive image of the “Self”, the formation of an emotionand value-related attitude to reality and adequate perception of oneself in the world. The authors suggest that children with speech disorders with potential prerequisites for intellectual development are able to overcome communicative, cognitive and personal barriers to learning much better when provided didactic conditions for triggering the mechanism of meaning initiations in comparison with children with other manifestations of limited health abilities. An attempt has been made to create a meaningful didactic model of teaching primary school children with speech disorders in the context of inclusive education, that allows to increase the efficiency of the educational process and the social adaptability of children with speech disorders in society.

scholarly journals The Textbook “Rita, Raitis and Numbers” by J. Mencis (Sen.) and D. Draviņa for the Pre-school Learners

Pedagogika ◽  
2015 ◽  
Vol 120 (4) ◽  
pp. 169-179
Author(s):  
Elga Drelinga ◽  
Dzintra Iliško ◽  
Sandra Zariņa
Keyword(s):  
Content Analysis ◽  
Primary School ◽  
Detailed Analysis ◽  
School Children ◽  
Research Problem ◽  
Primary School Children ◽  
School Subject ◽  
Main Research ◽  
Teaching Math

The article presents the analyses of the textbook for the primary school children in math “Rita, Raitis and numbers” designed by J. Mencis (Sen.) and D. Draviņa who emphasize the importance of developing basic math notions for the primary school children as seen in the context of sustainable education. This is essential to recognize the importance of teaching basics that need to be developed at the primary stage of education in preparing children for school. The aim of the study is to offer a detailed study of methods offered by J. Mencis (Sen.) and D. Draviņa for pre-school children and its applicability nowadays. The authors offer suggestions about the most efficient approaches in teaching math for the primary school children. The book designed in 90’s is still efficient today. Therefore, the authors present a detailed analysis of the methods and contents of the school subject suggested by the scientist J. Mencis for the contemporary purposes in preparing children for schools. The authors have used a content analysis to study how the interests and the needs of girls and boys are being met in stories, revealed in the content of exercises and in the choice of hand-outs. Particular attention in this study has been paid to a representation of the role of family in preparing children for school, as well as to a gender dimension in the textbook. The main research problem is to reveal the suitability of the textbook for the purposes of a contemporary pupil. The aim of the study is to prove that the contribution of J. Mencis (Sen.) and D. Draviņa in teaching math is of national value and how it corresponds to the criteria of a contemporary textbook. The objectives of the study is to 1) explore gender portrayal in the book, 2) its suitability of us by the families in training the child for the schools, as well as 3) the plot of the textbook and it’s suitability for children. The book has been used by several generations of teachers, it corresponds to the criteria required for the contemporary textbook in math, and can serve as bases for further use.

scholarly journals Developing Writing Self-Check of Primary School Children in Inclusive Education Context

2021 ◽  
Vol 35 ◽  
pp. 84-96
Author(s):  
I. J. Murashova ◽  
◽  
E. A. Serebrennikova ◽  
Keyword(s):  
General Education ◽  
Primary School ◽  
Inclusive Education ◽  
School Children ◽  
Speech Disorders ◽  
Speech Development ◽  
Primary School Children ◽  
Speech Pathology ◽  
Education Curriculum ◽  
General Education Curriculum

Relevance of this work is due to necessity to study the level of writing self-check of primary school children with delayed speech development compared to their peers with normal speech development to identify efficient psychological and pedagogical working methods of its development in the context of inclusive education. The article presents the results of the study of writing self-check of 2nd grade students in inclusive classrooms of a general school studying according to both a general education curriculum and an adapted basic general education curriculum for students with severe speech disorders for option 5.1. The findings have revealed that not only children with speech disorders have poorly developed writing self-check but some children having no speech pathology haven’t shown sufficient level of its formedness as well. Strategies to develop writing self-check in inclusive education context have been proposed.

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