IMPLEMENTING «KEYWORD» TECHNOLOGY IN PERSONNEL MANAGEMENT

2021 ◽  
Vol 23 (5) ◽  
pp. 92-98
Author(s):  
ILYA KAPLUNOVICH ◽  
◽  
SVETLANA KAPLUNOVICH ◽  
Keyword(s):  
Personnel Management ◽  
Adaptive Learning ◽  
Zone Of Proximal Development ◽  
Humanistic Psychology ◽  
Effective Management ◽  
Proximal Development ◽  
Genetic Method ◽  
Individual Zone ◽  
The Individual

The founder of humanistic psychology A. Maslow claimed: those who have only a hammer as a tool are inclined to consider the problem as a naill. Is it possible to learn to see in subordinates not nails, but individuals of joint labor activity? What effective management methods are able to identify the true cause and hidden motives of the employee, influence them and get him to voluntarily accept the actions expected and necessary for the manager? The answer to these questions is the purpose of the described study. In management, the Japanese ”Five Why” method is widespread, which, according to the authors, is not productive enough. Having abandoned the formal-logical and relying on the causal-genetic method of research, the technology of adaptive learning in the zone of proximal development, the authors propose another, domestic approach, which has proven its greater efficiency. The article describes the technology of working with it in practice and its advantages. When using the «keyword» technology, the movement towards the result is purposeful. Within the framework of the individual logical trajectory it affects the reasoning of the employee, not the manager. With these questions, the manager constantly assesses and leads the subordinate into an individual zone of proximal development, and the discussion is held within it (that is, the developing effect of the employee’s reflections is ensured). Reliance on the keywords of the respondent ensures that there are no obstacles in the construction of inferences. If in the end there are obstacles, they are quickly leveled by relying on the next keyword of the respondent.

A Strategy to Join Adaptive and Reputation-Based Social-Collaborative E-Learning, Through the Zone of Proximal Development

2013 ◽  
Vol 11 (3) ◽  
pp. 12-31 ◽  
Author(s):  
Maria De Marsico ◽  
Andrea Sterbini ◽  
Marco Temperini
Keyword(s):  
Collaborative Learning ◽  
Adaptive Learning ◽  
Zone Of Proximal Development ◽  
Learning Activities ◽  
Proximal Development ◽  
Student Model ◽  
Web Based ◽  
E Learning ◽  
Learning Paths ◽  
The One

The educational concept of “Zone of Proximal Development”, introduced by Vygotskij, stems from the identification of a strong need for adaptation of the learning activities, both traditional classroom and modern e-learning ones, to the present state of learner’s knowledge and abilities. Furthermore, Vygotskij’s educational model includes a strong bent towards social and collaborative learning. The joint answer to these two trends can be concretely implemented through a tight integration between personalized learning paths and collaborative learning activities. Along this line, the authors designed the combination of the functions of two pre-existing prototypes of web-based systems, to investigate how the above integration can merge adaptive and social e-learning. LECOMPS is a web-based e-learning environment for the automated construction of adaptive learning paths. SOCIALX is a web-based system for shared e-learning activities, which implements a reputation system to provide feedback to its participants. The authors propose a two-way tunneling strategy to integrate the above prototypes. The result is twofold: on the one hand the use of the student model supported by LECOMPS in an adaptive e-learning course is extended to support choosing exercise activities delivered through SOCIALX; on the other hand the reputation and the skills gained during social-collaborative activities are used to update the student model. Under the social perspective induced by the integration, the authors present a mapping between the student model and the definition of Vygotskij’s Autonomous Problem Solving and Proximal Development regions, with the aim to provide the learner with better guidance, especially in the selection of available social learning activities.

scholarly journals Multidisciplinary clinical and psychological aspects of diagnosis

2016 ◽  
Vol 14 (4) ◽  
pp. 51-67 ◽  
Author(s):  
N.V. Simashkova ◽  
T.P. Klyushnik ◽  
A.A. Koval-Zaitsev ◽  
L.P. Yakupova
Keyword(s):  
Early Onset ◽  
Zone Of Proximal Development ◽  
Mental Health Research ◽  
Infantile Autism ◽  
Proximal Development ◽  
Early Onset Schizophrenia ◽  
Current State ◽  
The Individual ◽  
Potential Use

The article discusses the current state of the problem a multidisciplinary approach to the diagnosis of infantile autism and early-onset schizophrenia, differentiation of these diseases. The purpose of this study, which has been conducted at the Mental Health Research Center, is to determine the biological (immunological and physiological), pathopsychological markers of infantile autism and early-onset schizophrenia for potential use as an additional differential diagnostic tool in the clinical evaluation of patients. Allocated to types of cognitive dizontogenezis, which are different and specific for infantile autism and early-onset schizophrenia. Timely early diagnosis of autism in childhood is important for follow-up habilitation. Habilitation of children can be built on the basis of the identification of the zone of proximal development, allowing adequately and correctly pick the individual correction programs for each sick child. In turn, the identification of the zone of proximal development can be performed using multidisciplinario approach.

scholarly journals The Importance of Primary Prevention Regarding Orientations Given to Babies´ Caregivers

2018 ◽  
Author(s):  
C Anauate ◽  
E Peters Kahhale
Keyword(s):  
Social Contact ◽  
Zone Of Proximal Development ◽  
Human Beings ◽  
Proximal Development ◽  
Mental Functions ◽  
The Social ◽  
Child Neurodevelopment ◽  
Teachers And Parents ◽  
The Individual ◽  
The Brain

Caregiver orientation is very important to promote neurodevelopment on babies. Considering that relations are the key for this development of superior mental functions, we believe that all caregivers, teachers and parents should be present and paying attention to the children, providing opportunity for an ideal neurodevelopmentand humanization. It is important to orientate caregivers so that they can provide qualitative conditions, which integrate affection, conscience and action to promote development to occur according to the potential of the child. We believe that the individual constitutes himself by means of social contact. This work has the goal toapproach the theory which orientates, with specific guidelines and practical work, caregivers aiming a better child neurodevelopment. Bonds are necessary for a better and trustful relation. When you are present in a relation nervous connections are promoted and these lead to a more effective motor, cognitive and affectivedevelopment of the superior mental functions such as memory, attention, language, psychomotricity and executive functions. It uses didactically the following principles of the Social Historical theory of Luria and Vygotsky: mediation, functional units and zone of proximal development. Interactions between the brain and the formation of mental functions require the maturity of the nervous system as well as an active process that emphasizes relations of two or more human beings. Keywords: neurodevelopment, childhood, relation

Scaffolding and the Teaching of Writing Within ZPD: Doing Scaffolded Writing (A Short Case Study)

2020 ◽  
Vol 12 (3) ◽  
pp. 105
Author(s):  
Yaseen Azi
Keyword(s):  
Collaborative Writing ◽  
Zone Of Proximal Development ◽  
Proximal Development ◽  
The Third ◽  
Depth Analysis ◽  
The Individual ◽  
Teaching Of Writing ◽  
Scaffolded Writing ◽  
Scaffolding Learning

This paper aims at explaining the concept of scaffolding within ZPD, providing in-depth analysis, and illustrating how scaffolding, as a tool of assistance, can be used in the teaching of writing. Scaffolding, as a concept, has been originated from Vygotsky’s theoretical notion- the zone of proximal development (ZPD). As it is known, ZPD has been originally constructed to account for the gap between the actual level and the potential level of development of the individual learners. Briefly, the first part of the paper showed how the notions of ZPD, internalization and the concepts of activated learning and collaborative writing within ZPD were briefly presented in the literature review. Likewise, the second part of discussed important concepts in the literature such as scaffolding, principles of scaffolding, scaffolded writing, scaffolding learning. In the third part of this paper, different studies of scaffolding and the teaching of writing in the EFL contexts were briefly discussed and critically presented. The last part of the study briefly presented and discussed the findings of a short one-month case study of my five-year-old son. 

scholarly journals Creativity and its Assessment in Contemporary Foreign Studies

2021 ◽  
Vol 10 (4) ◽  
pp. 8-16
Author(s):  
N.B. Shumakova
Keyword(s):  
Career Guidance ◽  
Dynamic Assessment ◽  
Personal Characteristics ◽  
Zone Of Proximal Development ◽  
Proximal Development ◽  
Creative Potential ◽  
Advantages And Disadvantages ◽  
Promising Tool ◽  
Key Skills ◽  
The Individual

The problem of determining the possibilities and methods of assessing creative potential is as relevant as it is debatable. The growing attention to this problem is associated with the recognition of creativity as one of the key “skills of the 21st century” and the need for its development. The article analyzes modern foreign approaches to measuring creativity in order to determine the main trends and prospects for the development of this direction. Measuring creativity through the prism of cognitive, conative, emotional and environmental variables is a historically well-established and, at the same time, widespread practice. There are two main approaches to measuring creative potential: related to resources, based on the study of abilities and personal characteristics associated with creativity, and holistic – measuring creativity with the help of tasks from different areas that imitate real creative work. The advantages and disadvantages of the existing measurement methods are discussed. The most modern and promising tool for assessing creativity – EPoC – stands out. A new vector in measuring the creative potential of children based on the dynamic assessment and taking into account the zone of proximal development is outlined – a move away from the statement of the level of manifestation of creativity to the use of methods for assessing the individual «profile of creativity» to determine the optimal options for the development of creative potential, career guidance and expertise of creative programs.

scholarly journals Brand review: quand la casuistique coopérative tuteurée prend le relai de la formation théorique

2014 ◽  
pp. 29-52
Author(s):  
Anne-Marie Cotton
Keyword(s):  
Experiential Learning ◽  
Real Time ◽  
Zone Of Proximal Development ◽  
Theoretical Models ◽  
Learning Processes ◽  
Proximal Development ◽  
Strategic Process ◽  
The Individual ◽  
Modèles Théoriques ◽  
Pedagogical Methods

Cette recherche-action propose d’approfondir les dispositifs pédagogiques partant de l’hypothèse que certains apprentissages se développent davantage dans des processus d’imprégnation/expérience de cas réels que dans des processus d’acquisition/transmission. L’auteure présente avec cette casuistique une approche de semi-immersion en atelier qui permet aux étudiants d’évaluer leur progression à chaque étape, tout en élaborant pour leur marque une réflexion sur la construction du processus stratégique, et à l’enseignant de pallier les carences en amont et en aval, tout en référant aux modèles théoriques sur lesquels ils doivent se baser pour construire leur argumentaire. Elle énonce les avantages et les défis qu’implique ce choix, forçant l’enseignant à surpasser la dimension purement académique et à réinventer pour chaque marque et donc pour chaque équipe un univers référentiel propre sans pour autant interférer dans la progression individuelle de l’apprenant sur sa zone proximale de développement comme la définit Vygotski (1997). This research proposes to deepen our understanding of pedagogical methods based on the assumption that certain types of learning are best developed during experiential learning processes / experiences of real time situations rather than via acquisition / transmission processes. With this casuistic, the author presents a workshop utilising a semi-immersion approach that allows students to evaluate their own progress at each stage, whilst reflecting on the construction of the strategic process of their brand. This approach also allows the teacher to overcome deficiencies in both the upstream and downstream analyses, while referring to the theoretical models on which the students need to use in order to build their arguments. The author outlines the benefits and challenges involved in this choice: forcing the teacher to surpass the purely academic dimension and reinvent for each brand, and therefore for each team a proper referential system without interfering in the individual learner’s progress i.e. in his/her zone of proximal development as defined by Vygotsky (1997).

scholarly journals Sociocultural and Anthropoecological Distinctive Features of Pedagogical Discourse

2020 ◽  
pp. 37-44
Author(s):  
Maksim Vladimirovich Kochetkov
Keyword(s):  
Life Experience ◽  
Zone Of Proximal Development ◽  
Educational Process ◽  
Proximal Development ◽  
Cultural Experience ◽  
Distinctive Features ◽  
Pedagogical Discourse ◽  
Definition Of ◽  
The Individual ◽  
Cultural Reality

The relevance of the study is due to the complexity of socio-cultural reality due to the aggravation of the contradiction between globalization and national-oriented processes, the increasing struggle of cultures, economies and ideologies, and the acceleration of scientific and technological progress. The purpose of the article is to consider sociocultural and anthropoecological distinctive features of pedagogical discourse. The author points out that anthropo-innovations, such as genetic engineering, cyborgization, cloning, integration with artificial intelligence, pharmaceutical advances, and GMO products threaten the existence of a person in his or her mental and physical integrity. The restriction of anthropological innovations is due to spiritual revival, reliance on traditional cultures, as well as the best cultural and pedagogical national experience, and is determined by the understanding of the soul as an integrating component of a person. In the Humanities, the description of an increasingly complex socio-cultural reality is closely related to its description in the context of various discursive plans. This approach is also promising for pedagogy. At the same time, modern trends in the development of the discursive approach “blur” the boundaries of pedagogical knowledge. The article presents a highly specialized definition of pedagogical discourse. During the study the following methods were applied: analysis of legal documents and scientific and methodical literature. It is proved that the pedagogical category “zone of proximal development” in its socio-cultural and anthropo-ecological contexts favors understanding of the distinctive features of educational and pedagogical discourse. It is concluded that orientation to the zone of proximal development of the individual contributes to the consistency of the socio-cultural experience, including nationally oriented components, transmitted by the teacher, with the life experience of the student, favors his or her emotional involvement in the educational process.

PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS DENGAN MEDIA AUDIO UNTUK SEKOLAH MENENGAH PERTAMA

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Sugeng Susilo Adi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Zone Of Proximal Development ◽  
Communicative Language Teaching ◽  
Proximal Development ◽  
Teaching English ◽  
Comprehensible Input ◽  
Level I ◽  
Audio Media

The composition of English language learning tools for middle schools has often not utilized the instrctional technology approach and only used approaches related to the educational discipline of teaching English as a foreign language (TEFL). English language learning materials in several middle schools in East Java also do not provide audio media-based activities for practice of listening skills. This article is the research results of the Borg & Gall research and development model which aimed to develop, validate, and test textual learning materials aided by audio recordings to develop the English-language competency of middle school students. The results of the development showed that audio media was proven to be e ectively capable as sca olds that play a role as learning aids. Audio media provides sound input that guides students to imitate the audio with accurate pronunciation. In addition, audio media input can also be comprehensible for students in accordance with the Input Hypothesis Theory of Krashen that states that those learning languages at “level i” should obtain comprehensible input at “level i + 1” or slightly higher than the current level, and this theory of Krashen is identical to the zone of proximal development (ZPD) theory of Vygotsky. This development also resulted in a learning design which applied the audio lingual communicative (ALC) strategy which is eclectic in its combination of two language learning strategies, which are the audio lingual method with communicative language teaching (CLT). The application of this method was appropriate with the Indonesian classroom context where the number of students in a classroom is on average 40 pupils or more. AbstrakPengembangan bahan ajar Bahasa Inggris untuk sekolah menengah pertama selama ini sering kali tidak menggunakan pendekatan teknologi pembelajaran dan hanya menggunakan pendekatan disiplin ilmu pendidikan bahasa Inggris sebagai bahasa asing atau teaching English as a foreign language/TEFL. Selain bahan ajar bahasa Inggris di beberapa sekolah menengah pertama di Jawa Timur tidak menyediakan bahan penyerta berupa media audio untuk latihan keterampilan menyimak (listening). Penelitian ini adalah penelitian pengembangan (R&D) model Borg & Gall yang bertujuan untuk mengembangan, memvalidasi, dan menguji bahan ajar tekstual berbantuan rekaman audio untuk meningkatkan kompetensi bahasa Inggris siswa sekolah menengah pertama. Hasil pengembangan ini menunjukkan bahwa media audio telah terbukti mampu secara efektif menjadi sca olds yang berperan sebagai bantuan belajar. Media audio menyediakan input suara yang memandu siswa menirukan audio dengan akurasi pelafalan yang tepat. Selain itu, input dari media audio dapat dipahami (comprehensible) bagi siswa, sesuai dengan Input Hyphothesis Theory Krashen yang menyatakan bahwa mereka yang belajar bahasa yang berada pada “tingkat i” seharusnya memperoleh comprehensible input pada “tingkat i + 1” atau sedikit lebih tinggi dari tingkat ia berada yang identik dengan teori zone of proximal development (ZPD) yang dikembangkan Vygotsky. Pengem- bangan ini juga menghasilkan desain pembelajaran yang menerapkan strategi audio lingual communicative (ALC) yang bersifat eklektik yang memadukan dua pendekatan pembelajaran bahasa, yaitu audio lingual method dengan communicative language teaching (CLT). Penerapan metode ini sesuai dengan konteks kelas Indonesia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas. ia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas.

Domains of Socialization

2019 ◽  
pp. 72-90
Author(s):  
Joan E. Grusec
Keyword(s):  
Young Adults ◽  
Zone Of Proximal Development ◽  
Proximal Development ◽  
Group Participation ◽  
Guided Learning ◽  
Positive Action ◽  
Affect And Cognition ◽  
And Control ◽  
Value Learning ◽  
Over Time

This chapter surveys how behavior, affect, and cognition with respect to parenting and moral development have been conceptualized over time. It moves to a discussion of domains of socialization; that is, different contexts in which socialization occurs and where different mechanisms operate. Domains include protection where the child is experiencing negative affect, reciprocity where there is an exchange of favors, group participation or learning through observing others and engaging with them in positive action, guided learning where values are taught in the child’s zone of proximal development, and control where values are learned through discipline and reward. Research using narratives of young adults about value-learning events suggests that inhibition of antisocial behavior is more likely learned in the control domain, and prosocial behavior more likely in the group participation domain. Internalization of values, measured by narrative meaningfulness, is most likely in the group participation domain.

Transforming by Following Forces: Introducing Chinese Philosophy of SHI and SHUN SHI into Developmental and Educational Psychology

2021 ◽  
pp. 1354067X2110173
Author(s):  
Aruna Wu ◽  
Shuangshuang Xu ◽  
Xiaowen Li
Keyword(s):  
System Theory ◽  
Educational Intervention ◽  
Educational Psychology ◽  
Chinese Philosophy ◽  
Zone Of Proximal Development ◽  
Proximal Development ◽  
Dynamic System Theory ◽  
Alternative Perspective ◽  
Process Understanding ◽  
Long Time

Educational intervention has been narrated for a long time as a battle between two agentive subjects, educators and students. In this article, we introduce two interrelating concepts of SHI (势 in Chinese) and SHUN SHI (顺势 in Chinese) from Chinese philosophy into psychology to provide an alternative perspective to understand students’ development and educational intervention. The concept of SHI sheds light on the propensity of open system’s becoming process toward the future underlying system’s present configuration derived from system’s historical interaction with its environment. SHUN SHI is to grasp the opportunity of SHI evolving into being prominent and to transform the system by alertly following its unfolding process. Understanding and applying SHI and SHUN SHI in the area of developmental and educational psychology is discussed and clarified based on a comparison with the dynamic system theory and zone of proximal development. An empirical research is also provided to respond to the method challenge posed by the two concepts.

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