scholarly journals CAN THE PEDAGOGICAL PRACTICE OF THE PRE-SERVICE TEACHERS REMOVE THE SOCIAL PREJUDICE TOWARDS THE PUPILS WITH SPECIAL NEEDS? A COMPARATIVE ANALYSIS ON THE ATTITUDE TOWARDS BEHAVIORAL MANAGEMENT IN PRIMARY SCHOOL

2021 ◽  
Vol 7 (1) ◽  
pp. 17-24
Author(s):  
Laura Bochiș ◽  
Maria Cristina Florescu ◽  
Mihaela Indrieș
Keyword(s):  
Comparative Analysis ◽  
Primary School ◽  
Special Needs ◽  
Preschool Education ◽  
Inclusive Classroom ◽  
Pedagogical Practice ◽  
Behavioral Management ◽  
School Activities ◽  
The Social ◽  
Social Prejudice

The aim of the study is to highlight the attitude of the students (N=72) from Pedagogy of Primary and Preschool Education Program (pre-service teacher), from first and third years of study, related to how they want, as future teachers, to develop pupils’ learning skills in the inclusive classroom by adopting certain behavioral management of pupils with special needs. The working tool used is the Behavior and Instructional Management Scale, developed by Martin and Sass (2010). The comparative analysis of the results obtained according to the year of study captures the existence of statistically significant differences in the aspect of the management of the behavior in the classroom, both in traditional and inclusive classes, during the lessons, with higher averages for the pre-service teachers of 3rd year. Also, pre-service teachers from the 3rd year of study have a higher level of expectations for implementing the rules in school activities with pupils with special needs, compared to the pre-service teachers of the 1st year, which draws attention to the importance of pedagogical practical stage in primary school.  

scholarly journals Dominant Parameters of the Prospective Teachers’ Professional Training in Methodological and Mathematical Direction

2021 ◽  
Vol 1 (1 (339)) ◽  
pp. 70-82
Author(s):  
Nataliia Bondarenko ◽  
◽  
Nadiia Liashova ◽  
◽  
Keyword(s):  
Primary School ◽  
Prospective Teachers ◽  
Professional Training ◽  
School Teacher ◽  
Preschool Education ◽  
Preschool Age ◽  
Primary School Teacher ◽  
Pedagogical Practice ◽  
Definition Of ◽  
School Concept

The article reveals the dominant parameters of professional training of prospective teachers, taking into account the modern requirements of the New Ukrainian School concept, the Basic component of preschool education and the State Standard in Ukraine. The main scientific researches on this relevant issue are systematised and analysed. The definition of the concept of “competence” is given, the key requirements to the parameter “mathematical competence” of both children of senior preschool age and primary school pupils are allocated. The significance of the methodological vector as an important component of implementing the New Ukrainian School concept is proved. The tendency to develop fundamentally new approaches taking into account the principles of cooperation of pedagogical science and practice, continuity in professional training of prospective teachers for preschool institutions and primary school is determined. A brief description of the results of the study is given by observing the work of students while pedagogical practice, as well as the results of their questionnaire in order to study the needs and problems in obtaining educational services in the process of training. The possibilities of introducing modern technologies of a methodological nature and new parameters in the professional training of a primary school teacher and a teacher of a preschool institution are highlighted, taking into account the requirements of the continuity of preschool and primary education.

scholarly journals Social disadvantage from the perspective of a teacher in preschool education

2021 ◽  
Vol 49 (1) ◽  
pp. 338-356
Author(s):  
Lukáš Stárek ◽  
Keyword(s):  
Czech Republic ◽  
Primary School ◽  
Preschool Education ◽  
Developmental Differences ◽  
Positive Thinking ◽  
Disadvantaged Child ◽  
Disadvantaged Children ◽  
School Year ◽  
Main Challenge ◽  
The Social

Introduction. The problematic of social disadvantaged children and compulsory pre-primary school year are actual theme not just for teachers in kindergartens. The aims of compulsory pre-primary school year are equalizing the developmental differences in children development, eliminate handicaps which they bring from families and easier the beginning of primary schooling. The main aim of the research in this chapter, is to highlight the issue of social disadvantaged children and their status in the kindergarten. Methodology. By using three case studies the author has found out how a status of a social disadvantaged child influence a child and its family. The children were from the second class of the kindergarten in the age 5-7. Also, how this problematic is seen by pedagogical workers in chosen kindergarten. As respondents were chosen two teachers in the kindergarten and one teacher assistant, who works directly with the children. The qualitative research was conducted in the kindergarten which is placed in small village with 700 habitats in Vysočina district, Czech Republic. Findings. According to the teachers it is crucial to work differently with the social disadvantaged children. It is important to keep the individual attitude to each child, use diverse method of work with children and keep the motivation high. The children from the social disadvantaged families not always visit the kindergarten. In the Czech Republic, it is an obligation to attend at least one year before the start of compulsory schooling. The environment where they live is not always stimulating enough for the equal development. The kindergarten is place where they can get the potential, familiarize with many activities and rituals. Conclusions. The main challenge is link families of children who visit the kindergarten and continue developing the idea of active family and child from social disadvantaged environment. Due to this attitude the next generation can be influence by this positive thinking. Thus, it can help to build next positive and engaging generation.

scholarly journals Music: A tool in transforming the Social Status of Special needs Children

2018 ◽  
Vol 5 (1) ◽  
pp. 67-71
Author(s):  
Tepika Rodsakan
Keyword(s):  
Social Status ◽  
Special Needs ◽  
Musical Performance ◽  
Special Needs Children ◽  
Government Organizations ◽  
School Activities ◽  
Number Of Children ◽  
Musical Skills ◽  
The Social ◽  
Musical Activities

There are some attempts to politically encourage the rights of social status to Special Needs Children by both Thai government and non-government organizations. Practically, the fact indicates that the Special Needs Children’s social status and roles are vaguely partial in terms of whether opportunities or social rights. The researcher has experimented by organizing traditional Thai musical activities to Special Needs Children, the case study of Panyawutikorn School. Pre-test and post-test results and observation evidently have shown that the musical skills are increasingly improved. Similarly, an empirical data presents they took pride proudly when they are being praised in their developing skills by teachers, parents as well as H.R.H. Mahachakri Sirindhron princess, has been at Panyawutikorn school in order to attend Thai musical performance of Special Needs Children, the attention of princess can encourage them to be more engaged in musical performance of Special Needs Children and also people involved. As mentioned above, ‘music’ is utilized as a tool to transforms the social status and give them a chance of playing role as givers. The traditional Thai music ensemble of Special Needs Children is requested to broadly show their abilities in many places such as hospitals, elderly cares, and in other school activities. Truly, music therefore is effectively able to transmit the social status of the Special Needs Children from previously they were defined as always receivers to be currently understood as givers. Furthermore, the study also provided the number of children is stepping up and paying more attentions in musical activities. This is to really consider the attempts to push up Special Needs Children in the same level of citizenship hierarchy.

scholarly journals Comparative Analysis of the Characteristics of the Social Situation of Development Primary School Children Studying in Inclusive Classes

2020 ◽  
Vol 12 (3) ◽  
pp. 31-44
Author(s):  
T.A. Judina
Keyword(s):  
Comparative Analysis ◽  
Primary School ◽  
Social Status ◽  
Inclusive Education ◽  
School Children ◽  
Children With Disabilities ◽  
Social Situation ◽  
Primary School Children ◽  
Color Test ◽  
The Social

The article discusses the results of an empirical study focused on the comparative analysis of the characteristics of the social situation of development in normatively developing primary school children and children with disabilities studying in inclusive education. The study sample consisted of 14 primary school teachers and 328 students from two educational complexes in Moscow at the age from 7 to 11 years, including 18 children with a disability status , confirmed by the PMPK. The following methods were used: sociometry, the “Color Test of Relationship”, criterion-oriented observation in the classroom, interviews with teachers, analysis of individual cases. Research data indicates that the social status of children with disabilities is on average lower than the social status of their normatively developing classmates. In addition, children with disabilities have a low level of self-esteem more often than their peers without disabilities. It was shown that primary school children more often demonstrate positive emotional attitude than positive social attitude, i.e. choosing as partners for joint activities, towards their classmates with disabilities.

scholarly journals The Effectiveness of Preschool Education on Social Adjustment of Elementary Students

2018 ◽  
Vol 3 (1) ◽  
pp. 8-14
Author(s):  
Mohammad Tahan ◽  
Masume Kalantari
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Elementary Students ◽  
Social Adjustment ◽  
Preschool Education ◽  
School Education ◽  
Primary School Children ◽  
School Students ◽  
Randomized Sampling ◽  
The Social

Considering the physical, psychological and social preparation of the child in pre-primary school for advancement in various aspects of development and the certificate of various researches, the positive effect of this course's education on the social adjustment of primary school children requires more attention to pre-school education. The elementary school is useful and necessary in terms of quantitative and qualitative and conducting appropriate studies to evaluate the effects and improve the content and conduct of the training. The purpose of this study was to investigate the effectiveness of preschool education on social adjustment of primary school students.The method of this research is post-event (causal-comparative), in which a 320-person elementary school students (160 of whom had pre-primary education and 160 without pre-school education) had adaptive behavior questionnaires. Randomized sampling was performed and the results were analyzed. . Findings of this study showed that there is  no significant effect on pre-school education on social adjustment of elementary students. The results of this study confirm the view that children can not be sent to preschool centers in the hope that they will only have the effect of preschool experience on the development of their social adjustment, but also the quality of the programs of these centers, the personality and the way of communication. The teacher is the center of space and the amount of pre-school experience that matters in this area.Keywords: preschool education, social adjustment.

scholarly journals SOCIO-PEDAGOGICAL CONDITIONS FOR DEVEL OPING PRIMARY SCHOOL PUPILS

2020 ◽  
Vol 68 (4) ◽  
pp. 226-232
Author(s):  
G.G. Arynova ◽  
◽  
G.I. Uaisova ◽  
Keyword(s):  
Social Development ◽  
Primary School ◽  
Social Intelligence ◽  
Social Factor ◽  
Main Condition ◽  
School Activities ◽  
Leading Role ◽  
The Social ◽  
Basic Relationship ◽  
Primary School Pupils

This article examines the socio-pedagogical conditions for developing of primary school pupils. Each age has its own level of psychological, physical and social development, and it is also noted that the external social factor is the main condition for the development of internal sociality in children. School activities take a leading role in the development of the social intelligence of primary school pupils and, therefore, in the formation of the child's basic relationship with society. According to scientists, any age has its own unique and unrepeatable condition for social development. It is these conditions that make it possible to determine the forms and ways of development of children. Since a child's development is often dependent on environmental conditions, these conditions can both stimulate and inhibit development.

Students' Independent Professional Activity in Pedagogical Practice

2010 ◽  
Vol 12 (2) ◽  
pp. 38-58
Author(s):  
Aina Strode
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Empirical Study ◽  
Qualitative Data ◽  
Academic Staff ◽  
Professional Activity ◽  
Pedagogical Practice ◽  
Structured Interviews ◽  
Criteria And Indicators ◽  
Study Process

Students' Independent Professional Activity in Pedagogical PracticeThe topicality of the research is determined by the need for changes in higher education concerned with implementing the principles of sustainable education. The article focuses on teacher training, highlighting the teacher's profession as an attractive choice of one's career that permits to ensure the development of general and professional skills and an opportunity for new specialists to align with the labour market. The empirical study of students' understanding of their professional activity and of the conditions for its formation is conducted by applying structured interviews (of practice supervisors, students, academic staff); students and experts' questionnaire. Comparative analysis of quantitative and qualitative data and triangulation were used in case studies. As a result, a framework of pedagogical practice organisation has been created in order to form students' independent professional activity. The criteria and indicators of independent professional activity have been formulated and suggestions for designers of study programmes and organisers of the study process have been provided.

PHILOSOPHICAL PROPAEDEUTICS IN THE SYSTEM OF PRESCHOOL EDUCATION

2020 ◽  
Vol 22 (11) ◽  
pp. 11-15
Author(s):  
Gan N.Yu. ◽  
Ponomareva L.I. ◽  
Obukhova K.A.
Keyword(s):  
Modern Science ◽  
Preschool Education ◽  
Modern Society ◽  
Social Relevance ◽  
The Social ◽  
Moral Problems ◽  
The Subject ◽  
The One ◽  
The Individual ◽  
And Training

Today, worldview, spiritual and moral problems that have always been reflected in education and upbringing come to the fore in society. In this situation, there is a demand for philosophical categories. One of the priority goals of education in modern conditions is the formation of a reasonable, reflexive person who is able to analyze their actions and the actions of other people. Modern science is characterized by an understanding of the absolute value and significance of childhood in the development of the individual, which implies the need for its multilateral study. In the conditions of democratization of all spheres of life, the child ceases to be a passive object of education and training, and becomes an active carrier of their own meanings of being and the subject of world creation. One of the realities of childhood is philosophizing, so it is extremely timely to address the identification of its place and role in the world of childhood. Children's philosophizing is extremely poorly studied, although the need for its analysis is becoming more obvious. Children's philosophizing is one of the forms of philosophical reflection, which has its own qualitative specificity, on the one hand, and commonality with all other forms of philosophizing, on the other. The social relevance of the proposed research lies in the fact that children's philosophizing can be considered as an intellectual indicator of a child's socialization, since the process of reflection involves the adoption and development of culture. Modern society, in contrast to the traditional one, is ready to "accept" a philosophizing child, which means that it is necessary to determine the main characteristics and conditions of children's philosophizing.

MODEL OF PEER-MEDIATED SOCIAL SKILLS INTERVENTION FOR CHILDREN WITH SPECIAL NEEDS IN INCLUSIVE PRIMARY SCHOOLS

2018 ◽  
Author(s):  
Marlina - Marlina
Keyword(s):  
Social Skills ◽  
Primary School ◽  
Special Needs ◽  
Primary Schools ◽  
Social Skills Training ◽  
Skills Training ◽  
Training Model ◽  
Children With Special Needs ◽  
Social Skills Intervention ◽  
Normal Children

This research is aimed at investigating a model of social skills training for children with special needs in inclusive primary school. The study is used at research and development. The training model involves the normal children as training mediators, the so-called peer-mediated social skills intervention (PMSSI), PMSSI model is developed into seven steps. The results of the development are: (1) PMSSI model is appropriate to meet the needs of children with special needs and normal children as social skills training; (2) PMSSI model has the steps description of social skills training which are organized, hierarchical, and clear; (3) PMSSI model is useful for classroom teachers and special educator teachers in inclusive primary school; and (4) PMSSI model is efficient in terms of cost but not of time. Based on the results of the development, there are two suggestions: (1) the need for training the trainers on the use of PMSSI model before being applied in inclusive primary school, and (2) the implementation of social skills training should be done integratedly in academic activities or in a playgroup setting.

Features and tendencies of budgetary provision of Zaporizhzhya region development in the conditions of budget decentralization

2019 ◽  
pp. 88-97
Author(s):  
Iryna Storonyanska ◽  
Liliya Benovska
Keyword(s):  
Comparative Analysis ◽  
Regional Development ◽  
State Budget ◽  
Regional Center ◽  
The Social ◽  
Graphical Visualization ◽  
Social And Economic Development ◽  
Decentralization Reform ◽  
Regional Development Strategies ◽  
The Impact

The purpose of the article is to study trends and identify problems of budgetary provision of the development of Zaporizhzhia region in the context of budgetary decentralization reform. Methods of systematic and comparative analysis, graphical visualization, generalization and statistical methods were used for the study. The article examines the impact of decentralization reform on the financial provision of social and economic development of administrative and territorial units of Zaporizhzhia region. The comparative analysis of the budgetary provision of the development of Zaporizhzhya region and other regions of the Central region is conducted. The article describes the trends and problems of Zaporizhzhya region development. The following positive trends were revealed: increase of revenues to local budgets of the region; reduction of transfer dependence of the region on the state budget; formation of high-taxation CTCs. The negative tendencies of development were: increase of differentiation of financial provision of the development of the regional center and other administrative and territorial units, reduction of the growth rate of revenues to the development budget of Zaporizhzhia region. Attention is drawn to the fact that under the conditions of decentralization reform and administrative and territorial reform, consolidated territorial communities are actively being formed in the Zaporizhzhya region, most of them with high financial capacity, which testifies to the high potential of regional development. The article analyzes the regional target programs of Zaporizhzhia region and clarifies the possibilities of their integration with the Action Plans for implementation of the Regional Development Strategies. The dominance of the social component over the development of regional target programs and low level of implementation of a number of programs are emphasized.

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