SELF-ASSESSMENT IN CHILDREN OF PRESCHOOL AGE IN OPTIONAL ACTIVITIES

2021 ◽  
Vol 12 (1) ◽  
pp. 71-76
Author(s):  
Reni Hristova-Kotseva ◽  
Keyword(s):  
Preschool Child ◽  
Personal Experience ◽  
Self Esteem ◽  
Educational Process ◽  
Preschool Age ◽  
Emotional Security ◽  
Dynamic Nature ◽  
Self Assessment ◽  
Preschool Period

The report theoretically clarifies the pedagogical grounds for the formation of self-esteem in the activities of choice, as a form of self-realization of the preschool child. Considering the sensitivity of the preschool period and the importance of self-esteem for personal affirmation, the possibilities of this form of selfexpression for the formation of six of the vital components of self-assessment are substantiated: physical safety, emotional security, identity, belonging, competence, mission (B. Youngs). The complex, integrative and dynamic nature of self-assessment is reason to look for opportunities to form a healthy self-assessment in the preschool child, encouraging its formation and manifestation in the educational process of kindergarten. In addition to the main forms of pedagogical interaction, the activities of their own choice, as a form of free and autonomous expression of children’s personal experience, provide opportunities for objectification of children’s self-assessment.

scholarly journals Investigating Self-esteem in Differently-abled Children as a Structural Component of Self-Image

2020 ◽  
pp. 80-89
Author(s):  
С.В. Феоктистова ◽  
Е.А. Калинкина ◽  
Е.В. Приходько
Keyword(s):  
Mental Retardation ◽  
Cognitive Development ◽  
Verbal Memory ◽  
Structural Component ◽  
Self Esteem ◽  
Speech Disorders ◽  
Self Assessment ◽  
Normative Development ◽  
Preschool Period ◽  
Self Image

В данной статье рассматриваются различные подходы к определению «Образа Я» в психологической науке; характеризуются изменения, которые претерпевает данная структура в дошкольном периоде. Представлены результаты исследования самооценки и особенностей познавательного развития (мышление, слухоречевая память, внимание) детей с разным уровнем развития (с речевыми нарушениями, задержкой психического развития, условно нормативным развитием). The article treats various approaches to the investigation of the psychological concept of self-image. The article describes the changes one’s self-image undergoes during the preschool period. The article presents the results of a study of self-assessment and peculiarities of cognitive development (thinking, auditory-verbal memory, attention) in differently-abled children (children with speech disorders, children with mental retardation, and children with normative development).

scholarly journals MEASURING SELF-ASSESSMENT OF STUDENTS’ CREATIVITY AT RIGA TECHNICAL UNIVERSITY

2020 ◽  
Vol 2 ◽  
pp. 87
Author(s):  
Anatoly Maslak ◽  
Nataļja Van Gejeka ◽  
Leonīds Pakrastiņš
Keyword(s):  
Latent Variables ◽  
Latent Variable ◽  
Self Esteem ◽  
Educational Process ◽  
The Self ◽  
Linear Scale ◽  
Self Assessment ◽  
Technical University ◽  
Measuring Tool

The purpose of the study is to measure the creativity of students at Riga Technical University on a linear scale of self-estimation. Self-estimation of students' creativity is assessed on the basis of indicators that are points of the corresponding questionnaire. The novelty of the study is that self-esteem of creativity is considered as a latent variable, which, in the framework of the theory of latent variables, is measured on a linear scale. In the framework of this theory, based on the Rasch model, an analysis of the quality of the questionnaire as a measuring tool is carried out. Three-way analysis of variance showed that the self-estimation of creativity of students of the Architectural faculty is statistically significantly higher than the self-esteem of creativity of students of the Construction faculty. The factors of students’ “gender” and “course” were noted as statistically insignificant. The results of the study should be used to analyse the quality of the educational process. 

scholarly journals DEVELOPMENT OF CREATIVE ABILITIES BY MEANS OF DIDACTIC PLAY

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Marharyta Kozyr ◽  
◽  
Irina Shidenko ◽  
Keyword(s):  
Preschool Children ◽  
Preschool Child ◽  
Education And Training ◽  
Educational Process ◽  
Preschool Age ◽  
Educational Activity ◽  
Creative Activity ◽  
Creative Abilities ◽  
Game Forms ◽  
And Training

Theoretical issues of developing creative abilities of preschool children by means of didactic play are studied. The author of the article considers the essence of the development of creative abilities of preschool children by means of didactic play in preschool pedagogy (education and training of a preschool child), the relevance and necessity of education, starting from preschool childhood. The article reveals the role of didactic games in preschool pedagogy (education and training of a preschool child) in the educational process of a preschool educational institution. The essence of the development of creative abilities of preschool children in preschool pedagogy (upbringing and training of a preschool child) for the upbringing and correction of a preschool-age personality is determined. On the pages of the study, the analysis of the problem of developing creative activity of preschool children in a healthy ENVIRONMENT is carried out; the essence and structure of the didactic game as a means of developing creative activity of preschool children is clarified; pedagogical conditions for the development of creative activity of preschool children are identified; the effectiveness of using didactic games for the development of creative activity of preschool children is experimentally confirmed. It is established that the activity of preschool children has different forms, one of them is play activity. For the educator, the game is both a tool for teaching and upbringing and a form of organizing the life of children in a pre-school education institution (ZDO). It is scientifically proved and practically confirmed that the game is the most productive form of employment or directly educational activity of preschool children. It is proved that the necessary minimum of competencies of a teacher consists in the ability to distinguish a didactic game from other game forms, in knowledge of its structure, types, files of basic games, and basic regulatory requirements. Using game technologies, the teacher should not forget that by playing, the child meets their key needs, learns such activities as work and learning, develops and is formed as a person. Therefore, the teacher should approach the organization of children's play activities responsibly, based on basic pedagogical knowledge.

Feedback as a form of control in a technogenic educational environment

2020 ◽  
pp. 44-49
Author(s):  
I. V. Kharlamenko ◽  
V. V. Vonog
Keyword(s):  
Foreign Language ◽  
Peer Assessment ◽  
Educational Environment ◽  
Educational Process ◽  
Mobile Technologies ◽  
Independent Learning ◽  
Bring Your Own Device ◽  
Self Assessment ◽  
Automated Control ◽  
Wide Range

The article is devoted to control and feedback in foreign language teaching in a technogenic environment. The educational process is transformed in terms of the implementation and active use of digital technologies. ICT-rich environment provides new models of interaction between the teacher, students and digital tools. It also enriches the diversity of tasks and expands the range of possible forms of control and feedback. According to the authors, automated evaluation takes place both in out-of-classroom activities and directly in the classroom using Bring Your Own Device technology (BYOD). Automated control contributes to the intensity of the educational process. It provides all the participants with an opportunity to choose a convenient mode of work and get instant feedback, thereby allowing self-assessment and self-reflection of their own actions. When teaching foreign languages, special attention should be paid to chatbot technology. Chatbots imitate human actions and are able to perform standard repetitive tasks. The growing popularity of bots is explained by a wide range of usage spheres and the ability to integrate chatbots into social networks and mobile technologies. In the technogenic educational environment, ICT can be the basis for interaction, co-editing and peer assessment in collaborative projects. In this case, students receive feedback not only from the teacher, but also from other students, which increases the motivation for independent learning. Thus, automated control, self-assessment and peer assessment can both identify problem areas for each student and design an individual learning path, which increases the effectiveness of learning a foreign language.

The Importance of Intercultural Communicative Competences for Tourism Labour Market: Students’ Views and their Self-Assessment

2019 ◽  
Vol 7 (1) ◽  
pp. 103-117
Author(s):  
Zuzana Sándorová
Keyword(s):  
Foreign Language ◽  
Self Esteem ◽  
Daily Basis ◽  
Tourism Industry ◽  
Theory And Practice ◽  
Self Assessment ◽  
Current Trends ◽  
Migration Flows ◽  
Globalized World ◽  
The Given

Abstract The present paper is founded on two pillars. Firstly, it is one of the current trends in education worldwide, i.e. to connect theory and practice. Secondly, it is the need to be interculturally competent speakers of a foreign language in today’s globalized world of massive migration flows and signs of increasing ethnocentrism. Based upon these two requirements, the ability to communicate in a FL effectively and interculturally appropriately in the tourism industry is a must, since being employed in whichever of its sectors means encountering other cultures on a daily basis. Therefore, the aim of the present study was to find out undergraduate tourism students’ opinion on the importance of intercultural communicative competences for their future profession as well as their self-assessment in the given field. The findings of the research, which are to be compared to employers’ needs, revealed that there is considerable difference between the respondents’ views on the significance of the investigated issues and their self-esteem.

STATE AND PROSPECTS OF FOREIGN LANGUAGE EDUCATION IN KAZAKHSTAN: EXPERIENCE OF EMPIRICAL STUDY

2021 ◽  
Vol 66 (2) ◽  
pp. 74-83
Author(s):  
A. Ye. Bizhkenova ◽  
◽  
D.M. Kabenova ◽  
Z.S. Takuova ◽  
M. Adilkhanuly ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Scientific Work ◽  
Foreign Language Education ◽  
Educational Process ◽  
Preschool Age ◽  
English Classes ◽  
Language Communication ◽  
Eighth Grade Students ◽  
The Right

In the system of foreign language education in Kazakhstan,English is a priority at all levels of education. English is the language which is chosen by parents as a foreign for their children in preschool age. This article is devoted to the study of the status and current issues of teaching English in Kazakhstan. It is based on the results of a practical survey of eighth grade students of some secondary schools, as well as on observation of the educational process. During a visit to English classes and after conversations with school teachers, the problematic aspects of the learning process were identified. The article provides an overview of modern methods and principles of classes’ organization, contains recommendations for solving theidentified problems. The authors of the article also tried to find out the desire of students to learn not only English, but also other foreign languages, because according to the state regulatory documents, students at school have the right to choose a foreign language, which they want tolearn. The desire to communicate in a foreign language, readiness for foreign language communication, the role ofEnglish language in the student’s life, the main activities in foreign language lessons were some of the key issues, that were considered in this scientific work.

scholarly journals INDIVIDUALIZATION AND SOCIALIZATION OF PRESCHOOL CHILDREN

2020 ◽  
Vol 66 (2) ◽  
pp. 319-321
Author(s):  
U.K. Kyyakbayeva ◽  
◽  
A.I. Bulshekbayeva ◽  
R.E. Karimova ◽  
◽  
...  
Keyword(s):  
Preschool Children ◽  
Preschool Child ◽  
Preschool Age ◽  
The Political ◽  
Cultural Experience ◽  
The Family ◽  
Culture Enrichment ◽  
The Creation ◽  
Individual Needs ◽  
Children's Activities

Changes in the political, social and economic spheres of modern Kazakhstan society dictate the need to increase attention to the socialization of preschool children in the family and preschool organizations. The integrity of the pedagogical process is understood as the integrity of the processes of socialization and individualization of the preschool child, preservation of the child's nature and its development in culture, enrichment of individual cultural experience in the process of inclusion in the socio-cultural experience, unity of development and education. The modern pedagogical process is designed as a system of conditions that allow each child to realize individual needs and at the same time interact with the children's community. The organization of children's activities initiates the creation of children's associations in which each child performs a favorite function and simultaneously cooperates with other children. In such an educational space, the processes of socialization and individualization leading to preschool age harmoniously complement each other.

scholarly journals Emotional development of preschool children with speech pathology, and its connection with the emotional characteristics of mothers

2020 ◽  
Vol 26 (3) ◽  
pp. 164-172
Author(s):  
Ol’ga A. Koval’
Keyword(s):  
Emotional Intelligence ◽  
Preschool Children ◽  
Preschool Child ◽  
Emotional Development ◽  
Speech Development ◽  
Preschool Age ◽  
Social Adaptation ◽  
Speech Pathology ◽  
Number Of Children ◽  
Emotional Interaction

The article is devoted to the study of emotional development in preschool age children with violations of speech development, and its relationship with emotional intelligence of the mother, the emotional interaction between mother and child, implemented a style of emotional upbringing. Topicality of the work is determined by the increasing number of children with speech pathology and, accordingly, the increasing acuteness of issues affecting their social adaptation and the formation of readiness for school. Two abnormal groups and two normative groups participated in the study. Abnormal groups included 35 pairs of "primary preschool child – mother" and 54 pairs of "middle preschool child – mother". All children of pathological groups had a verified diagnosis of mental retardation (delay of psychological and speech development). Similarly, normative groups were formed by age ranges, the first of which included 32 "child-mother" pairs, the second – 36 "child-mother" pairs. Normative group was formed of preschoolers of kindergartens of the city of Vladimir who had normative development. As a result of the research, it was found that the emotional development of children with speech pathology has distinctive features in comparison with normatively developing children. Mothers of preschool children with speech pathology differ in the level of development of components of emotional intelligence, they have characteristic features in emotional interaction with children in comparison with mothers who raise normatively developing children. There are connections between the level of development of emotional intelligence of the mother, the features of emotional interaction and the development of the emotional sphere of preschool children with speech pathology.

scholarly journals Self-assessed attitudes of adolescents towards learning

2021 ◽  
Vol 1 (1) ◽  
pp. 53-66
Author(s):  
Viorica Goras-Postica
Keyword(s):  
Organization Culture ◽  
Educational Process ◽  
The Self ◽  
Online Questionnaire ◽  
Self Assessment ◽  
Culture Of Learning ◽  
Essential Aspect ◽  
Teacher Student ◽  
Different Types ◽  
Institutional Process

The article presents the results of a pedagogical study, recently conducted on a group of over 8 thou- sand adolescents on the self-assessment of attitudes towards learning. As technologies have shifted many points of focus in addressing learning as an essential aspect of the educational process, the author intended to analyze the representations of adolescents from the knowledge and information century, administering an online questionnaire consisting of different types of questions. The results revealed diverse and mature perceptions, problems of teacher-student, student-student relations, of the institutional process of organization / culture of learning, but also of its results, as perceived by the main actors of the educational act.

scholarly journals Essence and Structure of the Formation of Communicative Competence of Students

2018 ◽  
pp. 225-237
Author(s):  
Tan Xiao
Keyword(s):  
Interpersonal Communication ◽  
Professional Training ◽  
Communicative Competence ◽  
Educational Process ◽  
Preschool Age ◽  
Communication Process ◽  
Professional Activities ◽  
Joint Activities ◽  
Effective Use ◽  
Favorable Conditions

The article reveals the peculiarities of formation of students’ communicative competence in the professional training process, which involves the formation of their communicatively meaningful personality traits, a pronounced humanistic tendency to communicate with pupils, the possession of a system of integrated professional- speech skills and communicative qualities. The author defines the essence of the concept of «communicative competence of students» as a process and the result of professional training on the ability to subject-subjective interaction with colleagues of preschool age, which contains a complex of communication knowledge, skills and abilities. The benefit of the study is that a great attention is focused on creating the favorable conditions for the implementation of interpersonal communication in future professional activities. The author of the article has made a conclusion that the analysis of scientific literature gives grounds to assert that the formation of students’ communicative competence is understood by us as a process and the result of professional training on the ability to subject-subject interaction with colleagues and children of preschool age, which contains a complex of communication knowledge, skills and abilities. The author has also identified the components of the structure of the communicative competence formation, which include: motivational-cognitive (comprehension of the multifaceted personality, understanding of its desires; requirement and motives; positive attitude towards colleagues; feeling of community with the team); content (knowledge of norms and rules of communication and interaction, knowledge of ways to resolve conflicts); reflexive (effective use of communicative knowledge, skills and abilities that regulate the communication process, ability to collaborate in joint activities and communication with colleagues, use of constructive ways of resolving conflicts). The author of the article believes that the determining the essence and components of the formation of students’ communicative competence will provide an opportunity to substantiate and develop the technology of forming the communicative competence of students in the process of professional training and its implementation in the educational process of H. S. Skovoroda Kharkiv National Pedagogical University.

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