scholarly journals EDUCATION OF DILIGENCE IN CHILDREN OF PRESCHOOL AGE THROUGH ETHICAL CONVERSATIONS

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
V.V KARIKH ◽  
◽  
O.A BALABAEVA ◽  
Keyword(s):  
Further Education ◽  
Educational Process ◽  
Hard Work ◽  
Preschool Age ◽  
Practical Significance ◽  
Household Work ◽  
Structural Components ◽  
Teachers And Parents ◽  
Additional Education ◽  
Labor Skills

Objective: identify the features of hard work of children of senior preschool age. Methods: a diagnostic procedure aimed at evaluating the structural components of hard work of children of senior preschool age (cognitive, emotional, motivational, behavioral), developed by R. S. Bure, I. V. Zhitko, G. A. Uruntayeva, Yu. a. Afonkina, allowed us to analyze the features of hard work and outline the prospects for its further education, in terms of pedagogical conditions. Results: the results of the study revealed that the majority of children of senior preschool age are at an average level, which is characterized by a manifestation of interest on the part of children in adult work, but there is insufficient volume and depth of ideas about adult work and its significance. Children are characterized by a lack of initiative and independence. The level of labor skills in household work is characterized by insufficient responsibility: children do not maintain order in the group, forget to clean up their toys; lack of independence, initiative, consistency: children do not know where to start cleaning, where to get the necessary equipment, how to properly perform duty. Scientific novelty: based on the use of a set of complementary research methods, the article substantiates the features of hard work of children of senior preschool age and defines the pedagogical conditions for its education through ethical conversations. Practical significance: the results of this research can be used in the educational process and practice of teachers of preschool and additional education, as well as individual work of teachers and parents with children of older preschool age to foster hard work through ethical conversations.

Traditional play and contemporary curriculum

2020 ◽  
Vol 69 (1) ◽  
pp. 69-87
Author(s):  
Ivana Visković ◽  
Jelena Topić
Keyword(s):  
Longitudinal Research ◽  
Educational Process ◽  
Preschool Age ◽  
Childhood Education ◽  
Highly Educated ◽  
Intangible Heritage ◽  
Adult Supervision ◽  
Younger Age ◽  
Education And Care ◽  
Teachers And Parents

Changes in social interactions in contemporary society limit the transmission of the traditional play as a significant segment of cultural intangible heritage. It is assumed that the introduction of the traditional play in the institutional Early Childhood Education and Care (ECEC) would contribute to its preservation.The opinions of teachers and parents of children of early and preschool age on the importance and purposefulness of the application of traditional play in the educational process were examined.The importance of traditional play was assessed more significantly by participants of older than younger age, and those highly educated than those less educated.The place where the participants grew up was related to the assessment of the limitations of the traditional play. Assessing outdoor play without adult supervision positively correlates with assessing children’s preoccupation with the virtual world. Conducting action research on the possibility of implementing traditional play, along with longitudinal research on children’s development, could possibly indicate the importance of traditional play.

Modeling the pedagogical support of self-development of adolescents in additional education based on a reflective-value approach

2020 ◽  
Vol 5 (4) ◽  
pp. 1-22
Author(s):  
Irina Ivanova
Keyword(s):  
Further Education ◽  
Educational Process ◽  
Social Needs ◽  
The Self ◽  
Scientific School ◽  
Modern School ◽  
Self Development ◽  
Teachers And Students ◽  
Reported Study ◽  
Additional Education

Changes in the social and educational situation in the country actualized the development of subject-oriented models of pedagogical support for students, the search for effective ways to solve the aggravated problem of creating conditions for students' self-development. In modern school curricula, as well as in the system of additional education, there are practically no special classes on the construction and implementation of self-development projects by adolescents. The article proposes a model of pedagogical support for the self-development of adolescents in additional education, methodologically based on a reflective-value approach developed in the framework of the scientific school of M.I. Rozhkov, and technology-based on the development by adolescents of individual routes of self-development. The presented model can be considered as a pedagogical product and an educational resource that allows to solve a whole range of problems, based on the personal and social needs of both adolescents themselves and society as a whole. The implementation of the presented model involves the alignment of the educational process in further education with a focus on the self-development of students, while support is considered as a process of pedagogical interaction between teachers and students. Acknowledgments: The reported study was funded by RFBR, project number 20-013-00616.

scholarly journals ШКОЛЬНЫЙ ТЕАТР КАК СРЕДСТВО РАЗВИТИЯ МУЗЫКАЛЬНО-ТВОРЧЕСКИХ СПОСОБНОСТЕЙ ДЕТЕЙ В УСЛОВИЯХ ДОПОЛНИТЕЛЬНОГО ОБРАЗОВАНИЯ

2020 ◽  
Author(s):  
Svetlana Shishkina ◽  
Tatyana Shutova ◽  
Yuliya Velichko
Keyword(s):  
Primary School ◽  
Individual Characteristics ◽  
Further Education ◽  
Cultural Development ◽  
Educational Process ◽  
Educational Activity ◽  
School Students ◽  
Creative Development ◽  
Creative Abilities ◽  
Additional Education

Введение. Дополнительное образование обладает высоким потенциалом влияния на музыкально-творческое развитие детей. Одной из интегративных форм образовательной деятельности является школьный театр, в рамках которого актуализируются разносторонние творческие способности обучающихся: музыкальные (вокальные, инструментальные), танцевальные, пластические, актерские, словесно-драматические и др. Цель – рассмотреть теоретико-методические основания развития музыкально-творческих способностей детей младшего школьного возраста в процессе театрализованной деятельности, осуществляемой в условиях дополнительного образования. Материал и методы. Для выявления состояния проблемы музыкально-творческого развития детей в условиях дополнительного образования и ее решения использовался метод анализа психолого-педагогической и методической литературы, позволивший разработать творческие задания для участников музыкально-театрального кружка. Результаты и обсуждение. В ходе исследования уточнены содержательные и структурные компоненты понятия «музыкально-творческие способности», включающие в себя общемузыкальные, специальные музыкальные (познавательные, исполнительские, творческие) и индивидуально-творческие способности детей (эмпатийность, артистизм, эмоциональность, образный характер мышления и др.). Подчеркивается, что музыкально-творческие способности – это комплекс личностных особенностей (мотивационной, эмоциональной, волевой, интеллектуальной и креативно-творческой сфер) и специальных способностей, необходимых для занятий искусством музыки. Методические рекомендации для педагогов описывают поэтапную организацию занятий в школьном театре (мотивационный, содержательный и процессуальный компоненты), наиболее эффективные методы музыкально-творческого развития обучающихся, исходя из возрастных и индивидуальных особенностей младших школьников, а также согласуясь с синтетической природой музыкально-театрального жанра и коллективной формой сотворчества педагога и учащихся. Заключение. Развитие музыкально-творческих способностей у учащихся начальных классов средствами школьного театра зависит от организации учебного процесса, основанной на комплексном применении творческих заданий, направленных на формирование отдельно каждой структурной составляющей данных способностей, а также на их синтез. Эффективной формой проведения занятий в школьном театре в условиях дополнительного образования детей являются репетиции музыкально-театрализованных представлений, в ходе которых происходит не только музыкально-творческое, но и общекультурное развитие личности обучающихся, становление коллектива единомышленников.Introduction. Additional education has a high potential to influence the musical and creative development of children. One of the integrative forms of educational activity is the school theater, in which the versatile creative abilities of students are updated: musical (vocal, instrumental), dance, plastic, acting, verbal and dramatic, etc. The purpose of the article is to consider the theoretical and methodological grounds for the development of musical and creative abilities of children of primary school age in the process of theatrical activities carried out in the conditions of additional education. Material and methods. To identify the status of the problem of musical-creative development of children in terms of further education and its solution used the method of analysis of psycho-pedagogical and methodological literature and empirical methods, allowing to develop and test creative task for the participants of the musical-theatre group. Results and discussion. The study clarifies the content and structural components of the concept of “musical and creative abilities”, including General musical, special musical (cognitive, performing, creative) and individual creative abilities of children (empathy, artistry, emotionality, imaginative nature of thinking, etc.). Methodical recommendations for teachers describe the phased organization of classes in the school theater (motivational, content and procedural components), the most effective methods of musical and creative development of students, based on the age and individual characteristics of younger students, as well as consistent with the synthetic nature of the musical theater genre and the collective form of co-creation of the teacher and students. Conclusion. The development of musical and creative abilities of primary school students by means of school theater depends on the organization of the educational process, based on the complex application of creative tasks aimed at the formation of each structural component of these abilities separately, as well as their synthesis. An effective form of instruction in school theater from the point of view of additional education of children is rehearsal of musical and theatrical performances, in which not only the musical, creative and cultural development of the personality of students takes place, the formation of a group of like-minded people.

scholarly journals A Systematic Method to the Formation of Career Orientation of Adolescents in Terms of Additional Education

2019 ◽  
Vol 9 (1) ◽  
pp. 5138-5141
Keyword(s):  
Systematic Approach ◽  
Further Education ◽  
Educational Process ◽  
Professional Activity ◽  
Career Orientation ◽  
State And Society ◽  
Modern System ◽  
Technological Base ◽  
Additional Education ◽  
High Information

The problem of the career orientation for adolescents in the context of their further education is caused by a number of circumstances. First of all, amid the demand by the state and society for creative professions, the younger generation has a superficial and disorienting idea of the nature and specificity of professional activity. In addition, the professional sphere of activity of an artist, a designer, a decorator is being improved and complicated, requiring a specialist to possess high information, computer, and art technologies. A purposeful acquaintance with future professions in the field of visual and spatial arts, the professional formation of such a specialist, starting from age of adolescence, is facilitated by a modern system of additional education with high potential. Proceeding from this, the indicated problem requires science to develop its theoretical and methodological foundations, a substantial technological base and appeal to innovative, developing, personality-oriented ways of organizing the educational process of an integrated type. Within the framework of this study, we dwell on the methodological foundations of the formation of career orientation and consider in more detail the systematic approach as fundamental. As a result, we studied the concept of “career orientation”, revealed the essence of the career orientation formation process in adolescents, which is carried out in close connection with other mental processes and personality traits. It was proved during the experiment that the use of a systematic approach and relevant principles contributes to more effective formation of career orientation for adolescents

scholarly journals КОМУНІКАТИВНА КОМПЕТЕНТНІСТЬ ВИКЛАДАЧА ЗВО ЯК СКЛАДОВА ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ

2020 ◽  
pp. 71-85
Author(s):  
Юлія Лущик ◽  
◽  
Людмила Пікулицька ◽  
Ганна Циганок
Keyword(s):  
Social Impact ◽  
Professional Competence ◽  
Communicative Competence ◽  
Complex Structure ◽  
Specific Area ◽  
Educational Process ◽  
Practical Significance ◽  
Structural Components ◽  
Practice Elements ◽  
Motivational Values

The article deals with the content and structural components of the communicative competence of the teacher of the HEI. The purpose of this article is to highlight the theoretical issues of communicative competence as a compulsory component of the professional competence of these professionals. The methods of research are general scientific (analysis, synthesis, comparison, generalization) and specific scientific methods (system-structural). Research results. The work presents professional competence of the teacher of the HEI as the willingness and ability to perform scientific and pedagogical functions professionally under the accepted educational and social standards. The specifics of the professional competence of the teacher of the HEI are considered and its structural components are distinguished. It is proved that the communicative competence of the teacher of the HEI has a complex structure. It includes the components of motivational values, cognitive components, operating components and components of positional values. The teacher’s readiness for professional improvement, the need for career development and professional advancement, the desire for self-development, self-realization and personal fulfilment belong to the elements of motivational values. Cognitive elements refer to the specialist’s knowledge in a specific area (what a specialist knows about this). Operating elements concern the fact of how a specialist applies his knowledge into practice. Elements of positional values appeal to the specialist’s attitude to the field of activity. Conclusions. Communicative competence is a significant component of the professional competence of the teacher of HEI, providing the positive social impact of higher education. The practical significance of the study is that the analysis and consideration of the presented theoretical provisions will contribute to improving the quality of the educational process, based on a better understanding of the role and place of communicative competence in the structure of professional competence of the teacher of modern HEI. In our opinion, a promising direction for further research is development of a model of communicative competence formation of the teacher of HEI.

scholarly journals Additional education in the system of professional training of university students

2020 ◽  
Vol 9 (27) ◽  
pp. 311-318
Author(s):  
Tatiana Serebryakova ◽  
Aleksandr Smirnov ◽  
Lydia Semenova ◽  
Natalya Fomina
Keyword(s):  
Professional Development ◽  
University Students ◽  
Professional Training ◽  
Further Education ◽  
Educational Process ◽  
Main Task ◽  
Research Activities ◽  
Self Development ◽  
Additional Education

The article reflects the results of the implementation of a theoretical and experimental approach to understanding the role of additional education in the professional development of university students. Considering additional education as an element of the continuing education system, we believe that it is the activation of the development of additional education programs for university students, as well as the creation of conditions for effective implementation in the educational process, that will allow us to realize the main task of further education, as defined in the Law of the Russian Federation “On Education”, - education of a creative person, ready for self-development and self-determination. At the same time, the study we organized showed that only a little more than 50% of the students who took part in our study are positively oriented towards receiving additional education. In order to stimulate students' interest in obtaining additional education, including, within the framework of optimizing their professional development, we propose to focus on “immersing” students in research activities.

scholarly journals Individual an Educational Route as the Mechanism of an Individualization of Educational Process in Establishment of Additional Education of Children

2012 ◽  
Vol 1 (4) ◽  
pp. 97-105
Author(s):  
L. M. Mitrofanova ◽  
Keyword(s):  
Further Education ◽  
Educational Process ◽  
The Individual ◽  
Additional Education

The article is devoted to the individual educational itinerary as a mechanism of individualization of the educational process in the establishment of additional education. The peculiarities of the process of individualization of the child’s personality in further education.

Indicative Design Technology Competence of the Organizers of Pedagogical Activity in the System of Qualification Improvement and Professional Retraining

2015 ◽  
Vol 3 (5) ◽  
pp. 3-11
Author(s):  
������� ◽  
N. Strikun ◽  
������� ◽  
M. Kibakin ◽  
������ ◽  
...  
Keyword(s):  
Algorithm Design ◽  
Further Education ◽  
Educational Process ◽  
Federal State ◽  
Teaching Skills ◽  
Management Skills ◽  
Technology Competence ◽  
Professional Activities ◽  
State Educational ◽  
Additional Education

In the article the conditions of application indicative technologies for designing competencies required in the professional activities of the organizers of pedagogical activity in educational as well as design and implement appropriate programs of additional education are considered. The article presents the algorithm design, the characteristic of each phase. By decomposing the Federal state educational standards of postgraduate training conducted substantiation of introduction in educational process designed on the basis of the indicative approach of meta-competences: "professional awareness", "management skills", "teaching skills", "research skills". Organizational and technological approaches to the interpretation and operationalization of the normative set of competencies are presented. On the basis of research, the analysis of programs of further education for educators and substantiated proposals on the possibilities to improve them on the basis of indicative design technologies competence of the organizers of educational activities is made.

THE NATURE OF LEGAL RESTRICTIONS IN ENVIRONMENTAL LAW

2019 ◽  
pp. 142-150
Author(s):  
Galyna Moroz
Keyword(s):  
Environmental Law ◽  
Functional Results ◽  
Environmental Safety ◽  
Educational Process ◽  
Practical Significance ◽  
Practical Implementation ◽  
The Status ◽  
Environmental Requirements ◽  
Content System ◽  
Legal Restrictions

Purpose. The article is aimed at analyzing the general theoretical principles and the essential characteristics of legal restrictions in environmental law; defining category of “environmental legal restrictions”, their content, system and the status of the respective legislation. Methodology. The methodology consists in carrying out a comprehensive analysis of the provisions of environmental legislation and formulating relevant conclusions on this basis. During the research, the following methods of scientific research were used: terminological, systemic and structural, comparative legal, structural and functional. Results. The objectively determined necessity of unconditional adherence to the legally established environmental requirements, prohibitions and restrictions as well as their potential scientifically substantiated enhancement in order to achieve environmentally significant goals oriented towards the priorities of sustainable development is substantiated. Restrictive mechanisms are scattered across statutory and regulatory acts of different legal force and even different branches of law, therefore, the need for their systematization and unification as well as generalization of the experience of their practical implementation in order to establish a comprehensive system of environmental restrictions is discussed. In our opinion, the conceptual basis and general essential characteristics of public environmental requirements and restrictions should be reflected in the future Environmental Code of Ukraine. Scientific novelty. In the course of the research, the author defines restrictions in environmental law as a specific sectoral imperative mechanism for regulating relations in the field of environmental safety, which consists in systematically introducing legislation on imperative provisions of environmental law as well as establishing specific legal regimes and mechanisms for their application and implementation. Practical significance. The main conclusions can be used in law-making and law-enforcing activities, as well as in further theoretical and legal research and in the educational process.

Terms of use of “edutainment” and “cloud technologies” in professional art education

2018 ◽  
pp. 132-133
Author(s):  
V. Lymarenko
Keyword(s):  
Art Education ◽  
Technological Development ◽  
Educational Process ◽  
Cloud Services ◽  
Practical Significance ◽  
Network Resources ◽  
Modern Computer ◽  
Information Products ◽  
Network Technologies ◽  
Cloud Technologies

Trends in technology lead to an increasing of their role in the development of humanity. Exactly “cloud technologies”, which are the basis for the technological development of the information society now, also they play the role of the leading tool of informatization of education, especially united with “edutainment”.During the development and implementation of software and network technologies in professional artistic education, the following issues remain unsolved: the provision of modern computer equipment and software, technical support for the stable work of information products, and the provision of selective authorized access for students to specific network resources. The methodology based on “cloud calculates” technology provides an opportunity to overcome these difficulties. And the last, but not at least, students may be attracted to the most promising areas of the development of modern information products.Actuality, practical significance, and insufficient development of these problems caused the choice of the topic of our research: “Terms of use of “edutainment” and “cloud technologies” in professional artistic education “.The aim of the research is to determine the conditions of the use of “edutainment” and “cloud technologies” in the preparation of future teachers of musical art.Methods of research: analysis of psychological and pedagogical literature in order to determine the state of development of the problem; synthesis, comparison, generalization for justifying the concepts of “edutainment” and “cloud technologies” and methods of their use in the educational process.This article deals with issues of the use of edutainment technologies and “cloud technologies”. It is offered conditions of using edutainment and “cloud technologies” in post-nonclassical professional art education on the example of subject “Musical Art”. Actual “cloud” services are analyzed and examples of their integration to educational process of professional art establishments are proposed.

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