scholarly journals Tutor support of social development of primary school pupils in a private school as an innovative socio-pedagogical technology

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 87-94
Author(s):  
Mykhailo Alokhin
Keyword(s):  
Social Development ◽  
Primary School ◽  
Private Schools ◽  
Social Relations ◽  
Private School ◽  
Social Life ◽  
Educational Institution ◽  
Value Orientations ◽  
Dual Process ◽  
Primary School Pupils

Based on a theoretical study of information available in the world and domestic science and his own pedagogical experience, the author characterises the tutoring of social development of primary school pupils in private schools as an innovative socio-pedagogical technology. The elitist status of pupils’ parents in private secondary schools, their requirements to the specifics of their children's socialisation, force private schools to organise tutoring of social growth, which can be considered a process of significant quantitative and qualitative changes in social life. The article considers social development as a dual process, in the context of socialisation and individualisation. The author emphasizes that the primary school age is sensitive to the process of social development because in this period, the child takes an active place in various social relations, where his / her "I" is equivalent to others, which develops a new stage of self-awareness in society, social responsibility . It is confirmed that tutoring accompanies the child to enter the sphere of social life, culture; it contributes to the creation of value orientations, child's lifestyle, and his / her own social experience. It is established that tutoring of social development of junior schoolchildren is based on 3 main approaches: compensatory, educational-perspective and integration- and person-oriented. The tutor of the primary level of a private educational institution in the course of tutoring social development performs the roles of a social mentor, a personal growth tracker, a mediator, an education and development manager. The author identifies psycho- and socio-diagnostic, practice-oriented methods, methods of problem-based learning, methods of analysis and self-analysis, methods of organising independent work by the main methods aimed at tutoring social development of junior schoolchildren. It is generalised that the tutoring of junior schoolchildren’s social development has 5 main stages: diagnostic, motivational, cognitive-axiological, activity-based and behavioural, reflexive-corrective.

scholarly journals SOCIAL SITUATION AND EXPERIENCE OF SCHOOLCHILDREN OF PRIMARY PRIVATE SCHOOL (ACCORDING TO THE RESULTS OF THE EXPERIMENTAL RESEARCH)

2020 ◽  
Vol 2020 (4) ◽  
pp. 17-23
Author(s):  
Alokhin Mykhailo
Keyword(s):  
Primary School ◽  
Private Schools ◽  
Private School ◽  
Social Situation ◽  
Emotional Instability ◽  
Leading Role ◽  
The Social ◽  
Involved Parents ◽  
Pedagogical Research ◽  
Primary School Pupils

The tendency of educational opportunities polarization, which accompanied by segregation and stratification of secondary education, is empirically confirmed in Ukraine. Children from elite families, who are determined by social distance, individual and personal inequality, disparities in social conditions of development and social selection, are new target group of socio-pedagogical research. The aim of the article is to represent the theoretical and experimental study of the social situation and experience of primary school pupils from elite families and its impact on the trajectory of their social development. The survey, conducted in March-June 2020, involved parents of 143 children from elite families aged 6-8. It was determined that the socio-economic situation of the children family, affects their social experience and the educational trajectory of pupils. The leading role in raising a child belongs to educational institutions in 2% of family, despite the fact that in most elite families the educational function is equally distributed between both parents. It forms a specific demand for a school that has to educate children. Private schools could face the problem of forming responsibilities, as most primary school pupils from elite families have no domestic responsibilities, and their behavior may be partly antisocial. It because family education is not based on the causal links of the child's negative behavior and the equival punishment for it. The main demands on private schools for children from elite families are overcoming or minimizing shyness and isolation; fears and phobias; hyperactivity, emotional instability and capriciousness.

scholarly journals Social creativity of early primary school pupils and behavioral patterns in school conflicts

2020 ◽  
Vol 69 (1) ◽  
pp. 29-48
Author(s):  
Nataša Vlah ◽  
Darko Lončarić ◽  
Anamaria Brižan
Keyword(s):  
Primary School ◽  
Social Relations ◽  
Educational Institution ◽  
Soc Test ◽  
Patterns Of Behavior ◽  
Social Creativity ◽  
Early Primary ◽  
Primary School Pupils ◽  
And Behavior ◽  
The Relationship

According to the theory of conflict resolution, in the school, as an educational institution, systematic influences on constructive social behaviors and quality choices are possible. The study aimed to determine the relation-ship between the creative potential of early primary school pupils and their patterns of behavior in school conflicts. Early primary school pupils (N = 73; 55.1% girls) participated in the research by solving the EPoC-SOC test of po-tential social creativity. Their teachers (N = 16; 38-60 years; 96% women) assessed three patterns of pupil behavior (winning, avoiding, and cooperation). Non-standardized results were used to assess divergent-exploratory thinking as well as convergent-integrative thinking in tasks with dyad social relations and group tasks. Correlation analysis found only a statistically significant negative association between the avoidance pattern and achievement on the tasks of convergent-integrative social creativity. The obtained results suggest the need for further research on the relationship between pupils’ social competency and behavior in conflicts.

ACADEMIC DIFFICULTIES OF PRIMARY SCHOOL PUPILS OCCURRING DUE TO UNFAVOURABLE ENVIRONMENTAL FACTORS AND STRATEGIES TO OVERCOME THEM: THE EXPERIENCE OF PEDAGOGUES

2019 ◽  
Vol 2 ◽  
pp. 433
Author(s):  
Rita Raudeliunaite ◽  
Vida Gudžinskienė
Keyword(s):  
Primary School ◽  
Peer Group ◽  
Teaching Style ◽  
Educational Institution ◽  
Structured Interview ◽  
Learning Motivation ◽  
School Teachers ◽  
Academic Difficulties ◽  
Primary School Teachers ◽  
Primary School Pupils

The objective of the study presented in the article is to reveal academic difficulties of primary school pupils occurring due to unfavourable enviromental factors and the strategies to overcome them on the basis of the experience of pedagogues.  Problematic study question: What academic difficulties of pupils, which are resulted in by unfavourable enviromental factors, do primary school teachers encounter and how do they overcome them? Qualitative research type was chosen for the study. In the study, the method of a semi-structured interview was used. The study data were processed by using the method of content analysis. 12 pedagogues participated in the study.Academic difficulties of primary school pupils are resulted in by three groups of unfavourable enviromental factors: unfavourable factors related to their close environment (family) (the resolution of mutual problems in an inappropriate way, violence in close environment, emotionally cold relationships in their family, the lack of thoughtful and meaningful family leisure time, child's seclusion from one/both parent(s) due to various circumstances, the addiction of one/both parent(s), hypoguardianship and hyperguardianship), unfavourable factors within an educational institution (the mismatch between an educational programme and individual abilities and needs of a child, failure to involve a child in various activities, human and material resources of a school, unsafety of the school environment), unfavourable factors related to a peer group (rejection by peers, bullying, encouragement of a child to behave in a socially inappropriate manner).The study findings revealed that primary school teachers encounter the following academic difficulties: a lower level of a pupil's interest in his/her environment, the lack of knowledge and  experience, the lack of curiosity and inquisitiveness when  learning environment,  a  lower level of preparedness for school, attention retention problems, passivity when performing tasks, distrust / doubts regarding his/her abilities, fluctuation, regress or stagnation of a child's progress (learning achievements), reduced interest in learning and poor learning efforts when performing tasks, the lack of learning motivation, getting late to lessons or missing them.In order to overcome academic difficulties of pupils, teachers render them  individual assistance: they make the best use of the opportunities provided by their curriculum (they individualise and differentiate the learning in a lesson, provide consultations after lessons, if need be, they organise additional lessons), talk with a pupil about the learning difficulties arising to him/her and discuss strategies to overcome difficulties, set learning goals together with a pupils, rethink their teaching style, try various teaching methods, which correspond to a pupil's abilities and needs,  and enhance learning motivation, involve child's parents (guardians, custodians), and engage the specialists of educational assistance. 

scholarly journals Personal and socio-demographic characteristics as correlates of value orientations and interests of students in Vojvodina

2011 ◽  
Vol 43 (1) ◽  
pp. 139-159
Author(s):  
Olivera Gajic ◽  
Spomenka Budic ◽  
Biljana Lungulov
Keyword(s):  
Social Relations ◽  
Social Life ◽  
Cultural Context ◽  
Family Relations ◽  
Social Background ◽  
Demographic Characteristics ◽  
Value Orientations ◽  
Value Systems ◽  
Educational Work ◽  
Novi Sad

Social transition and changes in the cultural context inevitably impose the need of redefining the value systems which are particularly reflected through the differences of the multicultural framework such as, for example, Vojvodina. The paper presents the results of a theoretical and empirical study of students? interests and value orientations. The results are viewed through the prism of influence of respondents? individual and socio-demographic characteristics. Non-experimental causal method was used to study the correlation between variable groups. Interviewing was the research technique. The instrument for data collection was the questionnaire constructed for the purposes of the research. The study was conducted during the school year 2007/08 in Novi Sad, on the sample of 480 respondents - students of the University of Novi Sad, aged 19 to 24. Gender was studied in the group of personal (individual, constitutional) features and it proved out to be a significant correlate of certain interests: sport, cultural and creative, as well as relational values (nourishing harmonious family relations, marriage, parenthood, partnership, feeling of belonging et al.). In the group of socio-demographic characteristics (structural forms of the family, financial status, social background, socio-cultural space: rural-urban) it was established that social background correlates with interest in sport activities, educational and artistic interests, while variables social background and place of residence correlate with social life and social relations as dominant value orientations. Research results provide pedagogical implications for educational work with youth aimed at developing the values connected with constructive activities and encouragement of proactive orientation with respect to one?s own surroundings and existence, as well as the guidelines for introducing new contents into the existing curricula, in accordance with the expressed values and interests of youth.

Bērnu stresu veicinošie faktori sākumskolas posmā

2020 ◽  
pp. 20-28
Author(s):  
Agate Cukura ◽  
Pāvels Jurs
Keyword(s):  
Primary School ◽  
Personal Growth ◽  
Primary Schools ◽  
Educational Institution ◽  
Further Education ◽  
Positive Development ◽  
Management Skills ◽  
Self Confidence ◽  
Primary School Pupils ◽  
Primary School Age

After the preschool, primary school is the first educational institution where the pupil encounters difficulties in the learning process. The first years of schooling form the basis for further education, influencing the child's social, physical, cognitive, emotional, and psychological development. For this development to be successful, it is essential to be aware of the pedagogical demands placed upon children and their resources in meeting them. Considering the peculiarities of the primary school age group, the curriculum requirements and desired outcomes can be rated as very high, which a pupil can only achieve with an increased effort, extra learning hours and prolonged concentration – the resources that are not characteristic for primary school pupils. As the requirements exceed the resources on the regular basis, the child is exposed to increased stress level, and if it is prolonged, the child's overall development is adversely affected, as well as his/her attitude and abilities. In this stage, it is important to ensure positive development of systematic and purposeful working skills, healthy self-confidence, cooperation and self-management skills, so that the child develops as a self-sufficient, active citizen of Latvia. Formation of a positive stress experience in the childhood supports successful child’s personal growth and development in the future. In the pedagogical process, it is important not only to identify the causes of children's stress, but also to teach how to reduce stress and how to manage the consequences. Further research and particularly action research studies are needed in primary schools of Latvia fully assessing the children’s workloads in practice and determining the level of stress associated with learning.

scholarly journals Effects of Preparatory Classes on the Social Life of Primary School Pupils in Masaka Municipality, Uganda

2013 ◽  
Vol 4 (1) ◽  
pp. 43-52
Author(s):  
MT Namatovu ◽  
LD Akello
Keyword(s):  
Focus Group ◽  
Primary School ◽  
Primary Education ◽  
Social Life ◽  
School Administrators ◽  
Ministry Of Education ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
The Social ◽  
Primary School Pupils

This study examined the effects of preparatory studies on the social life of primary school pupils in Masaka Municipality, Central Uganda. Data were collected from pupils, teachers and school administrators using interviews, focus group discussions and observation. The findings indicated that to a large extent, preparatory classes negatively affected the social life of the pupils. Therefore, it is recommended that schools adhere to the timetable stipulated by the Ministry of Education and Sports.Keywords · Preparatory classes · Child development · Primary education

scholarly journals SOCIOLOGICAL INDICATORS OF А SOCIAL EVENT AS FACTOR OF THE TRANSFORMATIONAL DEVELOPMENT OF SOCIETY

2018 ◽  
Vol 63 (3) ◽  
pp. 280-287
Author(s):  
A. S. Malmyhin
Keyword(s):  
Social Development ◽  
Social Relations ◽  
Social Life ◽  
Social Institutions ◽  
Social Reality ◽  
Social Consequences ◽  
Scientific Article ◽  
Social Event ◽  
Empirical Level ◽  
The Social

The scientific article presents sociological indicators that allow, first, to reveal the laws of the genesis, existence and influence of a social event on sociodynamics and the direction of social development, and secondly, to demark the social event among other phenomena of social reality. Three interrelated groups of its objective and subjective sociological indicators are distinguished on the basis of the sociological definition of the social event: genesis and determination; Social being; Social consequences. Sociological indicators of genesis and determination reflect the sources of a social event: the prerequisites, factors and reasons that cause the emergence of a social event. Sociological indicators of social life record the manifestation of the essential properties of a social event, as well as the existence in the social reality of the main structural components of a social event. Sociological indicators of the consequences of the influence of a social event on social development record changes in the leading structures and processes of society: in social institutions, in social relations, in the way of life and worldview of social actors. These indicators, in their unity and interrelationship, constitute an integral set of social markers that allow, at an empirical level, to carry out a sociological measurement of the influence of a social event on the socio-dynamics of society and the emergence of a qualitatively new social reality.

scholarly journals Inklusivitas Masjid Sebagai Perekat Sosial

2020 ◽  
Vol 3 (1) ◽  
pp. 85-96
Author(s):  
Lukman Fajariyah
Keyword(s):  
Social Relations ◽  
Social Life ◽  
Formal Education ◽  
Educational Institution ◽  
The Social ◽  
Social Unity ◽  
History Of ◽  
And Function ◽  
Islamic Civilization ◽  
Role And Function

In the history of Islamic civilization, the mosque is a center of worship and a place for social interaction. Based on this phenomenon, this paper tries to explore the role and function of the Ash-Shiddiiqi Mosque in social life. The social unity bound by the Ash-Shiddiiqi Mosque aims to strengthen the social relations of the community members in the Demangan Kidul neighborhood of Yogyakarta in order to realize an inclusive mosque. The method used in this study is a qualitative-descriptive method using the sociology approach of Emile Durkheim's theory of solidarity. This theory of solidarity becomes an analytical tool to reveal the role and function of the Ash-Shiddiiqi Mosque in an effort to strengthen individual relationships with other individuals in the Demangan Kidul Yogyakarta environment. The findings resulting from this research that; First, the Ash-Shiddiiqi Mosque is a place of worship that has a role and social social function such as the existence of a TPA (Taman Pendidikan Alquran) educational institution as a supporting facility in providing access to non-formal education to the community. Routine programs for pilgrims and the surrounding community are in the form of daily, weekly, monthly and yearly activities. Secondly, the inclusiveness of the Ash-Shiddiiqi Mosque in involving citizens in each of its programs which aims to strengthen social relations.

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.

Sign in / Sign up

Export Citation Format

Share Document