scholarly journals REPRESENTATIONS OF CHILDREN OF YOUNGER PRESCHOOL AGE ABOUT THE CULTURE OF HUMAN HEALTH

2020 ◽  
Vol 3 ◽  
pp. 721
Author(s):  
Inna Pradun ◽  
Natalia Shlat
Keyword(s):  
Empirical Study ◽  
Human Health ◽  
Preschool Child ◽  
Preschool Age ◽  
Diagnostic Tools ◽  
Health Culture ◽  
Teacher’S Role ◽  
Teacher's Role

The article deals with the problem of representations of modern children 3-4 years of age about the culture of human health. The authors analyze different approaches to the structure of the phenomenon "culture of health"; specify the place of culture health in the culture of the personality of the preschool child, the teacher's role in the formation of childrenʼs health culture. The article describes an empirical study of actual representations of children of younger preschool age about the culture of health: the diagnostic tools are characterized, the procedure of diagnosis is described, and the results are analyzed. The authors identify the specific representations of children 3-4 years of age about the culture of health, make a conclusion about representations which are typical for modern children of younger preschool age. The results of the study can be used as a basis for designing the content of the pedagogical work on the formation of components of the preschoolersʼ health culture.  

THE PECULIARITY OF THE VALUE ORIENTATIONS OF MODERN PRESCHOOLERS

2019 ◽  
Vol 2 ◽  
pp. 506
Author(s):  
Svetlana Dombek ◽  
Natalia Lebedeva ◽  
Arina Michailova ◽  
Inna Pradun ◽  
Natalia Shlat
Keyword(s):  
Empirical Study ◽  
Value Orientations ◽  
Preschool Age ◽  
Diagnostic Tools ◽  
Value System ◽  
Pedagogical Research

The article deals with the problem of value orientations of modern preschoolers. The authors clarify the concepts of «value», «value orientations», define the place of value orientations in the structure of the personality of a preschooler, the role of the teacher in the development of the value system of children.The article describes the empirical study of the value orientations of children of senior preschool age: diagnostic tools are characterized, the procedure of diagnosing is described, and the results are analyzed. The authors indicate the trends in the change of value orientations of children, infer which value orientations are dominate and typical for modern elder preschoolers.The article is intended for public reading and for those who are interested in pedagogical research. 

An Experimental Approach to the Introductory Political Science Course

1982 ◽  
Vol 35 ◽  
pp. 9-11
Author(s):  
William McClure ◽  
Michael Stohl
Keyword(s):  
Higher Education ◽  
Political Science ◽  
Experimental Approach ◽  
Expert Knowledge ◽  
Educational Process ◽  
Introductory Course ◽  
Teacher’S Role ◽  
Teacher's Role ◽  
Receiver Model ◽  
To Receive

The conventional introductory course rests upon the pedagogical assumption that the teacher's function is to transmit information (or knowledge) and that the student's function is to receive it. According to this transmitter-receiver model of the educational process, teaching begins with a “knower” who “transmits” what he knows to a “learner.” In higher education, certain euphemisms are employed to soften and furnish a color of legitimacy to this model: the teacher is a “scholar,” and “authority,” in his field; he possesses an “expert knowledge” which the student has come to school to “learn“; the student is the “learner.” The teacher's role, accordingly, is the active one of transmitting information and the student's role, accordingly, is the passive one of receiving and recording (or memorizing) this information.

“Not Taking it Personally”: “Performing” the Teacher’s “Role” and Responding to Challenging Behaviours

2003 ◽  
Vol 27 (1) ◽  
pp. 29-45
Author(s):  
Gwyn Symonds
Keyword(s):  
Parent Education ◽  
Positive Reinforcement ◽  
Sense Of Self ◽  
Body Awareness ◽  
Teacher Reflection ◽  
Teacher Response ◽  
Teacher’S Role ◽  
Acting Theory ◽  
Teacher's Role ◽  
Challenging Behaviours

This paper views the teacher’s role as “performance,”; as Acting theory defines it. This paradigm for teacher reflection allows practitioners working with students with challenging behaviours to mark out a space in which to operate where teacher response can avoid negative emotionalism, stress and personalisation of conflict with the student. This approach recognises that there is a “role”; that is played by teachers which is both professional and adopted, separate from the sense of self and personal identity that can be wounded by student oppositional behaviour, particularly if it is abusive. Being alert to aspects of performing that role enables teacher response to challenging behaviours to be de-personalised, thus increasing the teacher’s sense of self-efficacy, the effectiveness of interventions that defuse oppositional behaviour and effective student learning. Some of the delivery techniques of the craft of acting (body awareness, tone, breathing), and the concepts of the classroom as “stage”; and positive reinforcement as “script”; are discussed to assist teachers to bridge the gap between knowledge of the skills of positive reinforcement and positive correction and their implementation. The paradigm under discussion has been developed from my own professional experience in ED/BD classes, from imparting training and development on de-stressing the management of challenging behaviours to teachers and teaching assistants, as well as to practicum students under my supervision, and from the delivery of parent education courses to parents of students with oppositional behaviours. The methodological comparison between aspects of Acting theory and the performance of teaching is offered as an aid to enhance a professional, calm, and astute approach to the implementation of positive reinforcement and positive correction techniques. The use of Acting theory enables a professional mind shift for teacher reflection so that negative stimuli to student behaviour problems from teacher responses can be avoided.

Teacher's Rôle Book

AAUP Bulletin ◽  
1960 ◽  
Vol 46 (3) ◽  
pp. 269
Author(s):  
Emerson Shuck
Keyword(s):  
Teacher’S Role ◽  
Teacher's Role

The classroom as a stage and the teacher's role

2004 ◽  
Vol 20 (6) ◽  
pp. 589-605 ◽  
Author(s):  
Tove Pettersson ◽  
“Tina” ◽  
May Britt Postholm ◽  
Annlaug Flem ◽  
Sigrun Gudmundsdottir
Keyword(s):  
Teacher’S Role ◽  
Teacher's Role
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